Department of Education 

HIGHER EDUCATION

Fiscal Year 2025 Budget Request 

CONTENTS

Page

Appropriations Language ................................................................................................................. 1

Analysis of Language Provisions and Changes................................................................................ 6

Appropriation, Adjustments, and Transfers.....................................................................................14

Summary of Changes.....................................................................................................................15

Authorizing Legislation ...................................................................................................................18

Appropriations History ....................................................................................................................24

Significant Items in FY 2024 Appropriations Reports .....................................................................26

Summary of Request......................................................................................................................29

Activities:

Aid for institutional development ..................................................................................................33

Aid for Hispanic-serving institutions..............................................................................................66

Other aid for institutions:

International education and foreign language studies: Domestic programs.............................76

International education and foreign language studies: Overseas programs ............................87

Model transition programs for students with intellectual disabilities into higher education.......92

Tribally controlled postsecondary career and technical institutions .........................................97

Assistance for students:

Federal TRIO programs ........................................................................................................103

Gaining early awareness and readiness for undergraduate programs ..................................115

Graduate assistance in areas of national need......................................................................123

Child care access means parents in school ..........................................................................128

Fund for the Improvement of Postsecondary Education.............................................................133

Teacher quality partnership........................................................................................................150

Graduate fellowships to prepare faculty in high-need areas at colleges of education ................159

Augustus F. Hawkins Centers of Excellence..............................................................................162

Account Summary Table ..............................................................................................................167
HIGHER EDUCATION

1

Appropriations Language

For carrying out, to the extent not otherwise provided, titles II, III, IV, V, VI, VII, and VIII

of the HEA, the Mutual Educational and Cultural Exchange Act of 1961, and section 117 of the

Perkins Act, $3,343,247,000: Provided, That notwithstanding any other provision of law, funds

made available in this Act to carry out title VI of the HEA and section 102(b)(6) of the Mutual

Educational and Cultural Exchange Act of 1961 may be used to support visits and study in

foreign countries by individuals who are participating in advanced foreign language training and

international studies in areas that are vital to United States national security and who plan to

apply their language skills and knowledge of these countries in the fields of government, the

professions, or international development:1 Provided further, That of the funds referred to in the

preceding proviso up to 1 percent may be used for program evaluation, national outreach, and

information dissemination activities:

22 Provided further, That of the funds made available in this

Act to carry out chapter 1 of subpart 2 of part A of title IV of the HEA, up to 1 percent may be

used for technical assistance, national outreach, and information dissemination activities:3

Provided further, That up to 1.5 percent of the funds made available under chapter 2 of subpart

2 of part A of title IV of the HEA may be used for evaluation:4 Provided further, That section

313(d) of the HEA shall not apply to an institution of higher education that is eligible to receive

funding under section 318 of the HEA:5 Provided further, That, in determining whether an

individual is a low-income individual, as defined in section 402A(h)(4) of the HEA, a recipient of

an award under section 402A(b) of the HEA may use—(i) for a project under section 402D or

402E, an individual's receipt of a Pell Grant under section 401 of the HEA within one year prior

to the individual's enrollment in the program supported by the grant; and (ii) for a project under
HIGHER EDUCATION

Appropriations Language—continued

2

section 402B, 402C, or 402F, an individual's, or an individual's parent's or guardian's, receipt of

benefits under either Section V of the Food and Nutrition Act, a program funded under Part A of

Title IV (other than under Section 418) of the Social Security Act (except for where income and

resources are conditions of eligibility for receipt of such benefits), or Title XIX or Title XXI of the

Social Security Act, within one year prior to the individual's enrollment in the program supported

by the grant:6 Provided further, That amounts made available for carrying out section 419N of

the HEA may be awarded notwithstanding the limitations in section 419N(b)(2) of the HEA:7

Provided further, That, under the Fund for the Improvement of Postsecondary Education,

$100,000,000 shall be used to support 4-year institutions that are eligible to receive assistance

under sections 316 through 320 of part A of title III, under part B of title III, or under title V of the

HEA to build and expand institutional research and development infrastructure; $100,000,000

shall be used for grants to eligible States, Tribal Colleges and Universities, and systems of

institutions of higher education to implement or expand evidence-based statewide and

institutional-level retention and completion reforms that improve student outcomes, including

retention, transfer, and completion rates and labor market outcomes; $15,000,000 shall be used

for grants to States and state agencies that govern, make policy, and coordinate on higher

education matters to implement statewide improvements and reforms to improve postsecondary

access, success and outcomes; $25,000,000 shall be used to support institutions of higher

education to strengthen institutional statewide capacity to address student mental health needs

and non-academic barriers to student success; $10,000,000 shall be used to support a higher

education advancement and success technical assistance center; and $12,000,000 shall be

used to support the Open Textbooks Pilot Program:8 Provided further, That funds made

available in this Act to carry out part A of title II of the HEA may be used to support high school
HIGHER EDUCATION

Appropriations Language—continued

3

career programs in which high school students can earn postsecondary credit in an elementary

and secondary education program of study, prepare for teacher and paraprofessional

certification exams, and participate in other activities that prepare high school students for a 

career in elementary and secondary education:9 Provided further, That of the funds referred to

in the preceding proviso, the Secretary may use up to 3 percent for technical assistance,

national outreach, and information dissemination activities:10 Provided further, That funds made

available in the Act to carry out sections 311 through 315 of the HEA may be used for national

activities to advance the Strengthening Institutions program's goal of assisting institutions that

provide educational opportunities to students from low-income backgrounds and students of

color:11 Provided further, That of the funds referred to in the preceding proviso, the Secretary

may, without affecting an institution’s allocation under the preceding proviso, use up to

5 percent for technical assistance and training to implement interventions to increase program

value, including increasing a community college’s capacity for credit attainment, mobility, and

seamless transfer agreements:12 Provided further, That funds made available in this Act to carry

out section 317 and section 371(b)(2)(D)(ii) of the HEA shall be allotted to institutions in the

same manner as under section 318(e) of the HEA but, for purposes of this proviso, section

318(e) shall be applied by substituting “Alaska Native and Native Hawaiian-serving Institution”

for “Predominantly Black Institution” and by substituting “Alaska Native and Native Hawaiian” for

“Black American”:13 Provided further, That notwithstanding the preceding proviso, the amount

allotted to each Alaska Native and Native Hawaiian-serving institution under section 317 and

371(b)(2)(D)(ii) of the HEA shall not be less than $250,000, subject to section 318(e)(4) and (5)

of the HEA:14 Provided further, That funds made available by this Act to carry out section 319

and section 371(b)(2)(D)(iv) of the HEA shall be allotted to institutions in the same manner as
HIGHER EDUCATION

Appropriations Language—continued

4

under section 318(e)(4) of the HEA but, for the purposes of this proviso, section 318(e) of the

HEA shall be applied by substituting “Native American-serving Nontribal Institution” for

“Predominantly Black Institution” and substituting “Native American” for “Black American”:15

Provided further, That notwithstanding the preceding proviso, the amount allotted to each Native

American-serving Nontribal institution under section 319 and section 371(b)(2)(D)(iv) shall not

be less than $250,000, subject to section 318(e)(4) and (5) of the HEA:16 Provided further, That

sections 399(b) and 528(b) of the HEA shall not apply to funds made available in this Act:17

Provided further, That activities authorized under sections 317(c)(2)(B), 319(c)(2)(B), and

320(c)(2)(B) of the HEA may include construction and maintenance in classrooms, libraries,

laboratories, and other instructional facilities:18 Provided further, That section 714(d)(2) of the

HEA shall not apply to funds made available in this Act.19

TITLE III GENERAL PROVISIONS

SEC. 304. (a) An institution of higher education that maintains an endowment fund

supported with funds appropriated for title III or V of the HEA for fiscal year 2025 may use the

income from that fund to award scholarships to students, subject to the limitation in section

331(c)(3)(B)(i) of the HEA. The use of such income for such purposes, prior to the enactment of

this Act, shall be considered to have been an allowable use of that income, subject to that

limitation. 20

(b) Subsection (a) shall be in effect until titles III and V of the HEA are reauthorized. 21

SEC. 310. The Secretary may reserve not more than 0.5 percent from any amount made

available in this Act for an HEA program, except for any amounts made available for subpart 1 

of part A of title IV of the HEA, to carry out rigorous and independent evaluations and to collect
HIGHER EDUCATION

Appropriations Language—continued

5

and analyze outcome data for any program authorized by the HEA:22 Provided, That no funds

made available in this Act for the ‘‘Student Aid Administration’’ account shall be subject to the

reservation under this section:23 Provided further, That any funds reserved under this section

shall be available through September 30, 2027: 24 Provided further, That if, under any other

provision of law, funds are authorized to be reserved or used for evaluation activities with

respect to a program or project, the Secretary may also reserve funds for such program or

project for the purposes described in this section so long as the total reservation of funds for

such program or project does not exceed any statutory limits on such reservations:25 Provided

further, That not later than 30 days prior to the initial obligation of funds reserved under this

section, the Secretary shall submit to the Committees on Appropriations of the Senate and the

House of Representatives, the Committee on Health, Education, Labor and Pensions of the

Senate, and the Committee on Education and the Workforce of the House of Representatives a 

plan that identifies the source and amount of funds reserved under this section, the impact on

program grantees if funds are withheld for the purposes of this section, and the activities to be

carried out with such funds.26

NOTES

A full-year 2024 appropriation for this account was not enacted at the time the budget was prepared; therefore, 

the budget assumes this account is operating under the Consolidated Appropriations Act, 2024 and Other Extensions 

Act (Division A of Public Law 118-15, as amended). The amounts included for 2024 reflect the annualized level 

provided by the continuing resolution.

Each language provision that is followed by a footnote reference is explained in the Analysis of Language 

provisions and Changes document, which follows the appropriations language.
HIGHER EDUCATION

Analysis of Language Provisions and Changes

6

Language Provision Explanation

1Provided further, That notwithstanding any

other provision of law, funds made available

in this Act to carry out title VI of the HEA and

section 102(b)(6) of the Mutual Educational

and Cultural Exchange Act of 1961 may be 

used to support visits and study in foreign

countries by individuals who are participating

in advanced foreign language training and

international studies in areas that are vital to

United States national security and who plan

to apply their language skills and knowledge

of these countries in the fields of government,

the professions, or international development:

This language permits International 

Education and Foreign Language Studies 

(IEFLS) program grantees to use funds for 

visits and study in foreign countries by 

individuals (in addition to teachers and 

prospective teachers) who plan to apply their 

language skills and knowledge in world areas 

that are vital to United States national 

security in the fields of government, the 

professions, or international development.

2 Provided further, That of the funds referred

to in the preceding proviso up to 1 percent

may be used for program evaluation, national

outreach, and information dissemination

activities:

This language authorizes the use of up to

1 percent of the amounts appropriated for the 

IEFLS programs for evaluation, national 

outreach, and information dissemination 

activities.

3Provided further, That of the funds made

available in this Act to carry out chapter 1 of

subpart 2 of part A of title IV of the HEA, up to

1 percent may be used for technical

assistance, national outreach, and

information dissemination activities:

This language permits the Department to use 

up to 1 percent of the funds appropriated for 

the Federal TRIO Programs for technical 

assistance, national outreach, and 

information dissemination activities.

4 Provided further, That up to 1.5 percent of

the funds made available under chapter 2 of

subpart 2 of part A of title IV of the HEA may

be used for evaluation:

This language permits the Department to use 

up to 1.5 percent of the funds appropriated 

for Gaining Early Awareness and Readiness 

for Undergraduate Programs for evaluation.

5 Provided further, That section 313(d) of the

HEA shall not apply to an institution of higher

education that is eligible to receive funding

under 318 of the HEA:

This language exempts the Strengthening 

Predominantly Black Institutions program 

from the 2-year wait-out period applicable to 

the general Title III Part A programs.
HIGHER EDUCATION

Analysis of Language Provisions and Changes—continued

7

Language Provision Explanation

6Provided further, That, in determining

whether an individual is a low-income

individual, as defined in section 402A(h)(4) of

the HEA, a recipient of an award under

section 402A(b) of the HEA may use—(i) for

a project under section 402D or 402E, an

individual's receipt of a Pell Grant under

section 401 of the HEA within one year prior

to the individual's enrollment in the program

supported by the grant; and (ii) for a project

under section 402B, 402C, or 402F, an

individual's, or an individual's parent's or

guardian's, receipt of benefits under either

Section V of the Food and Nutrition Act, a

program funded under Part A of Title IV

(other than under Section 418) of the Social

Security Act (except for where income and

resources are conditions of eligibility for

receipt of such benefits), or Title XIX or Title

XXI of the Social Security Act, within one year

prior to the individual's enrollment in the

program supported by the grant:

This language would provide TRIO grantees 

with greater flexibility in determining whether 

a potential TRIO participant qualifies as a 

low-income individual by allowing 

consideration of whether the potential 

participant has participated in certain Federal 

assistance programs, in addition to the 

existing criteria.

7Provided further, That amounts made

available for carrying out section 419N of the

HEA may be awarded notwithstanding the

limitations in section 419N(b)(2) of the HEA:

This language lifts the statutory cap on grant 

awards to institutions of higher education to 

allow for larger grants to more accurately 

reflect the costs of providing high-quality, 

convenient childcare options for student 

participants in the Child Care Access Means 

Parents in School program.
HIGHER EDUCATION

Analysis of Language Provisions and Changes—continued

8

Language Provision Explanation

8Provided further, That, under the Fund for

the Improvement of Postsecondary

Education, $100,000,000 shall be used to

support 4-year institutions that are eligible to

receive assistance under sections 316

through 320 of part A of title III, under part B

of title III, or under title V of the HEA to build

and expand institutional research and

development infrastructure; $100,000,000

shall be used for grants to eligible States,

Tribal Colleges and Universities, and systems

of institutions of higher education to

implement or expand evidence-based

statewide and institutional-level retention and

completion reforms that improve student

outcomes, including retention, transfer, and

completion rates and labor market outcomes;

$15,000,000 shall be used for grants to

States and state agencies that govern, make

policy, and coordinate on higher education

matters to implement statewide

improvements and reforms to improve

postsecondary access, success and

outcomes; $25,000,000 shall be used to

support institutions of higher education to

strengthen institutional statewide capacity to

address student mental health needs and

non-academic barriers to student success;

$10,000,000 shall be used to support a

higher education advancement and success

technical assistance center; and

$12,000,000 shall be used to support the

Open Textbooks Pilot Program:

This language authorizes a program to build 

and expand institutional research and 

development infrastructure investments for 

Historically Black Colleges and Universities, 

Tribal Colleges and Universities (TCCUs), 

and Minority-Serving Institutions; and a 

program of grants to States, TCCUs, and 

systems of IHEs designed to implement 

retention and completion reforms that 

improve student outcomes; a program of 

grants to States and state agencies that 

govern, make policy, and coordinate on 

higher education matters to implement 

statewide improvements and reforms to 

improve postsecondary access, success and 

outcomes; a program of grants to strengthen 

institutional statewide capacity to address 

student mental health needs and nonacademic barriers to student success; a 

higher education advancement and success 

technical assistance center; and the Open 

Textbooks Pilot.
HIGHER EDUCATION

Analysis of Language Provisions and Changes—continued

9

Language Provision Explanation

9Provided further, That funds made available

in this Act to carry out part A of title II of the

HEA may be used to support high school

career programs in which high school

students can earn postsecondary credit in an

elementary and secondary education

program of study, prepare for teacher and

paraprofessional certification exams, and

participate in other activities that prepare high

school students for a career in elementary

and secondary education:

This language permits the Department to use 

Teacher Quality Partnership program funds to 

support grantees that prepare high school 

students for a career in elementary and 

secondary education.

10Provided further, That of the funds referred

to in the preceding proviso, the Secretary

may use up to 3 percent for technical

assistance, national outreach, and

information dissemination activities:

This language permits the Department to use 

up to 3 percent of the funds appropriated for 

title II of the HEA be used for technical 

assistance, national outreach, and 

information dissemination activities.

11Provided further, That funds made available

in the Act to carry out sections 311 through

315 of the HEA may be used for national

activities to advance the Strengthening

Institutions Program's goal of assisting

institutions that provide educational

opportunities to students from low-income

backgrounds and students of color:

This language permits the Department to use 

funds appropriated for the Strengthening 

Institutions Program for national activities.

12Provided further, That of the funds referred

to in the preceding proviso, the Secretary

may, without affecting an institution’s

allocation under the preceding proviso, use

up to 5 percent for technical assistance and

training to implement interventions to

increase program value, including increasing

a community college’s capacity for credit

attainment, mobility, and seamless transfer

agreements:

This language permits the Department to use 

up to 5 percent of the funds appropriated for 

the Strengthening Institutions Program for 

technical assistance and training to 

community colleges to implement 

interventions to increase completion and 

value, including increasing an institution's 

capacity for credit attainment, mobility, and 

seamless transfer agreements.
HIGHER EDUCATION

Analysis of Language Provisions and Changes—continued

10

Language Provision Explanation

13Provided further, That funds made available

in this Act to carry out section 317 and

section 371(b)(2)(D)(ii) of the HEA shall be

allotted to institutions in the same manner as

under section 318(e) of the HEA but, for

purposes of this proviso, section 318(e) shall

be applied by substituting “Alaska Native and

Native Hawaiian-serving Institution” for

“Predominantly Black Institution” and by

substituting “Alaska Native and Native

Hawaiian” for “Black American”:

This language permits the Secretary to 

allocate funding to eligible Strengthening 

Alaska Native and Native Hawaiian-serving 

Institutions in the same manner as allocated 

to Strengthening Predominantly Black 

Institutions under section 318 of the HEA.

14Provided further, That notwithstanding the

preceding proviso, the amount allotted to

each Alaska Native and Native Hawaiianserving institution under section 317 shall not

be less than $250,000, subject to section

318(e)(4) and (5):

This language establishes a minimum grant 

allocation of $250,000 in the Strengthening 

Alaska Native and Native Hawaiian-serving 

Institutions program.

15Provided further, That funds made available

by this Act to carry out section 319 and

section 371(b)(2)(D)(iv) of the HEA shall be

allotted to institutions in the same manner as

under section 318(e)(4) of the HEA but, for

the purposes of this proviso, section 318(e) of

the HEA shall be applied by substituting

“Native American-serving Nontribal

Institution” for “Predominantly Black

Institution” and substituting “Native American”

for “Black American”:

This language permits the Secretary to 

allocate funding to eligible Strengthening 

Native American-serving Nontribal Institutions 

in the same manner as allocated to 

Strengthening Predominantly Black 

Institutions under section 318 of the HEA.

16Provided further, That notwithstanding the

preceding proviso, the amount allotted to

each Native American-serving Nontribal

institution under section 319 and section

371(b)(2)(D)(iv) shall not be less than

$250,000, subject to section 318(e)(4) and (5) 

of the HEA:

This language establishes a minimum grant 

allocation of $250,000 in the Strengthening 

Native American-serving Nontribal Institutions 

program.
HIGHER EDUCATION

Analysis of Language Provisions and Changes—continued

11

Language Provision Explanation

17Provided further, That sections 399(b) and

528(b) of the HEA shall not apply to funds

made available in this Act:

This language lifts the prohibition on 

frontloading in titles III and V of the HEA. 

18 Provided further, That activities authorized

under sections 317(c)(2)(B), 319(c)(2)(B),

and 320(c)(2)(B) of the HEA may include

construction and maintenance in classrooms,

libraries, laboratories, and other instructional

facilities:

This language makes construction and 

maintenance in classrooms, libraries, and 

other instructional facilities an allowable use 

of funds in the Strengthening Alaska Native 

and Native Hawaiian-serving Institutions 

program, Strengthening Asian American and 

Native American Pacific Islander-serving 

program, and Strengthening Native 

American-serving Nontribal Institutions 

programs.

19Provided further, That section 714(d)(2)

does not apply to appropriations made by this

Act.

This language eliminates the work restriction 

thereby allowing GAANN fellows to receive

an award even if the fellow engages in gainful 

employment on a full-time basis or in areas 

outside of teaching, research, or similar 

activities determined by the academic 

department to be in support of the fellow’s 

progress towards a degree.

TITILE III GENERAL PROVISIONS

20SEC. 304. (a) An institution of higher

education that maintains an endowment fund

supported with funds appropriated for title III

or V of the HEA for fiscal year 2025 may use

the income from that fund to award

scholarships to students, subject to the

limitation in section 331(c)(3)(B)(i) of the

HEA. The use of such income for such

purposes, prior to the enactment of this Act,

shall be considered to have been an

allowable use of that income, subject to that

limitation.

This language permits institutions of higher 

education supported by funds authorized by 

title III or V of the HEA to use the income 

from their endowment funds to award 

scholarships to students.
HIGHER EDUCATION

Analysis of Language Provisions and Changes—continued

12

Language Provision Explanation

21 (b) Subsection (a) shall be in effect until

titles III and V of the HEA are reauthorized.

This language recognizes that the preceding 

proviso shall remain in effect until the HEA is 

reauthorized.

22SEC. 310. The Secretary may reserve not

more than 0.5 percent from any amount

made available in this Act for an HEA

program, except for any amounts made

available for subpart 1 of part A of title IV of

the HEA, to carry out rigorous and

independent evaluations and to collect and

analyze outcome data for any program

authorized by the HEA:

This language permits HEA programs to 

reserve funds made available under the HEA 

in fiscal year 2025 to carry out rigorous and 

independent evaluations and to collect and 

analyze outcome data for any program 

authorized under the HEA.

23Provided, That no funds made available in

this Act for the ‘‘Student Aid Administration’’

account shall be subject to the reservation

under this section:

This language prohibits the Student Aid 

Administration account from reserving funds 

for the HEA Pooled Evaluation authority.

24 Provided further, That any funds reserved 

under this section shall be available through

September 30, 2027:

This language makes funds reserved for the 

HEA Pooled Evaluation authority available 

through fiscal year 2027.

25Provided further, That if, under any other

provision of law, funds are authorized to be

reserved or used for evaluation activities with

respect to a program or project, the Secretary

may also reserve funds for such program or

project for the purposes described in this

section so long as the total reservation of

funds for such program or project does not

exceed any statutory limits on such

reservations:

This language permits programs with 

authorized evaluation activities to reserve 

funds under the HEA Pooled Evaluation 

authority so long as the total reservation of 

funds does not exceed the program’s 

statutory limits.
HIGHER EDUCATION

Analysis of Language Provisions and Changes—continued

13

Language Provision Explanation

26 Provided further, That not later than 30

days prior to the initial obligation of funds

reserved under this section, the Secretary

shall submit to the Committees on

Appropriations of the Senate and the House

of Representatives, the Committee on Health,

Education, Labor and Pensions of the

Senate, and the Committee on Education and

the Workforce of the House of

Representatives a plan that identifies the

source and amount of funds reserved under

this section, the impact on program grantees

if funds are withheld for the purposes of this

section, and the activities to be carried out

with such funds.

This language directs the Department to 

submit a plan that identifies the source and 

amount of funds reserved for the HEA Pooled 

Evaluation authority and the impact on 

program grantees to specific Congressional 

Committees no later than 30 days prior to the 

initial obligation of funds.
HIGHER EDUCATION

14

Appropriation, Adjustments, and Transfers

(dollars in thousands)

Appropriation/Adjustments/Transfers 2023 2024 2025

Discretionary:

Appropriation $3,526,037 $3,526,037 $3,343,247

Total, discretionary appropriation 3,526,037 3,526,037 3,343,247

Mandatory:

Appropriation 255,000 255,000 255,000

Sequester (P.L. 112-25) -14,535 -14,535 0

Total, adjusted mandatory appropriation 240,465 240,465 255,000

Total, discretionary and adjusted 

mandatory appropriation 3,766,502 3,766,502 3,598,247
HIGHER EDUCATION

15

Summary of Changes

(dollars in thousands)

2024 Discretionary $3,526,037

2024 Mandatory 240,465

2025 Discretionary 3,343,247

2025 Mandatory 255,000

Net change -168,255

Discretionary: 2024 base

Change 

from base

Increases:

Program:

Increase funding for individual HEA Title III, Title V, and Title VII 

program authorities to increase institutional capacity and student 

support at HBCUs, TCCUs, MSIs, and low-resourced institutions 

and provide additional support for disadvantaged students,

including those at community colleges, to ensure they succeed in 

and graduate from college:

• Strengthening Institutions Program $122,070 +$17,930

• Strengthening Tribally Controlled Colleges and Universities 51,549 +4,859

• Strengthening Alaska Native and Native Hawaiian-serving 

Institutions 24,433 +1,407

• Strengthening Historically Black Colleges and Universities 395,986 +35,599

• Strengthening Historically Black Graduate Institutions 100,782 +7,680

• Strengthening HBCU Master’s Program 19,937 +1,332

• Strengthening Predominantly Black Institutions 22,300 +1,372

• Strengthening Asian American and Native American Pacific 

Islander-serving Institutions 18,589 +1,310

• Strengthening Native American-serving Nontribal Institutions 11,405 +190

• Developing Hispanic-Serving Institutions program 227,751 +18,796

• Postbaccalaureate Opportunities for Hispanic Americans 

program 27,314 +2,455

Increase funding for Federal TRIO Programs that play an 

important role in assisting low-income students and students 

whose parents never completed college with support and 

preparation to enter and complete postsecondary education 

programs. 1,191,000 +20,000

Increase funding for Gaining Early Awareness and Readiness for 

Undergraduate Programs to support State efforts and build 

partnerships within communities, target entire cohorts of students 

in high-poverty middle schools, provide students with a full range

of services through the 12th grade, and offer scholarships to 

attend college. 388,000 +10,000
HIGHER EDUCATION

Summary of Changes—continued

16

Discretionary: 2024 base

Change 

from base

Increases:

Program:

Increase funding for Child Care Access Means Parents in School to 

help ensure low-income student parents enroll in, persist in, and 

complete postsecondary education by helping to meet their needs for 

affordable and convenient child care. $75,000 +$5,000

Increase funding for Fund for the Improvement of Postsecondary 

Education (FIPSE) for HBCU, TCCU and MSI Research and 

Development Infrastructure Grants, Postsecondary Student Success 

Grants, and Open Textbooks Pilot; and to establish three new 

programs, including Statewide Reform Grants, Comprehensive 

Postsecondary Student Supports Program, and a Postsecondary 

Advancement and Success Technical Assistance Center. 184,000 +78,000

Increase funding for the Teacher Quality Partnership program to 

support partnerships that enhance professional development 

activities and training for current and prospective teachers and staff. 70,000 +25,000

Increase funding for the Hawkins Centers of Excellence program to 

increase the quality and number of new minority teachers prepared at 

institutions of higher education and add to the research base on 

effective, comprehensive teacher preparation program models. 15,000 +15,000

Establish the Graduate Fellowships to Prepare Faculty in High-Need 

Areas at Colleges of Education program to support fellowships to 

individuals who are preparing for the professorate in order to prepare 

individuals to become elementary school and secondary school 

mathematics and science teachers, special education teachers, and 

teachers who provide instruction for limited English proficient 

students. 0 +5,000

Subtotal, discretionary increases +250,930

Decreases:

Program:

Decrease funding for International Education and Foreign Language 

Studies: Domestic Programs because less funding is needed to 

maintain support for existing grantees. 75,353 -2,071
HIGHER EDUCATION

Summary of Changes—continued

17

Discretionary: 2024 base

Change 

from base

Decreases:

Program:

Decrease funding for International Education and Foreign 

Language Studies: Overseas Programs to eliminate the 

duplication of effort across the Department and the Department 

of State. $10,311 -$2,062

Discretionary: Decrease funding for Fund for the Improvement of 

Postsecondary Education (FIPSE) due to elimination of 

Congressionally directed spending/community project funding. 429,587 -429,587

Subtotal, discretionary decreases -433,720

Subtotal, discretionary increases and decreases -182,790

Mandatory:

Increases:

Program:

Increase funding for individual HEA Title III, Title V, and Title VII 

program authorities to increase institutional capacity and student 

support at HBCUs, TCCUs and Minority-Serving Institutions 

(MSIs) to ensure they succeed in and graduate from college:

• Mandatory Strengthening Tribally Controlled Colleges and 

Universities program 28,290 +1,710

• Mandatory Strengthening Alaska Native and Native 

Hawaiian-serving Institutions program 14,145 +855

• Mandatory Strengthening Historically Black Colleges and 

Universities program 80,155 +4,845

• Mandatory Strengthening Predominantly Black Institutions 

program 14,145 +855

• Mandatory Strengthening Asian American- and Native 

American Pacific Islander-serving Institutions program 4,715 +285

• Mandatory Strengthening Native American-serving 

Nontribal Institutions program 4,715 +285

• Mandatory Developing Hispanic-serving Institutions STEM 

and Articulation programs 94,300 +5,700

Subtotal, mandatory increases +14,535

Net change -168,255
HIGHER EDUCATION

18

Authorizing Legislation

(dollars in thousands)

Activity

2024

Authorized

2024

Annualized CR

2025

Authorized

2025

Request

Aid for institutional development:

Strengthening institutions (HEA-III-A-311) 0 $122,070 To be determined1 $140,000

Strengthening tribally controlled colleges and universities

(HEA-III-A-316) 0 51,549 To be determined1 56,408

Strengthening Alaska Native and Native Hawaiian-serving 

institutions (HEA-III-A-317) 0 24,433 To be determined1 25,840

Strengthening predominantly Black institutions

(HEA-III-A-318) 0 22,300 To be determined1 23,672

Strengthening Native American-serving Nontribal institutions

(HEA-III-A-319) 0 11,405 To be determined1 11,595

Strengthening Asian American and Native American Pacific 

Islander-serving institutions (HEA-III-A-320) 0 18,589 To be determined1 19,899

Strengthening historically Black colleges and universities

(HEA-III-B-323) 0 395,986 To be determined1 431,585

Strengthening historically Black graduate institutions

(HEA-III-B-326) 0 100,782 To be determined1 108,462

Strengthening HBCU Master’s Program (HEA-VII-A-4-723) 0 19,937 To be determined1 21,269

Minority science and engineering improvement

(HEA-III-E-1) 0 16,370 To be determined1 16,370

Strengthening tribally controlled colleges and Universities

(HEA-III-F-31) (mandatory) $30,0002 28,2902 $30,0002 30,0002

Strengthening Alaska Native and Native Hawaiian-serving 

institutions (HEA-III-F-371) (mandatory) 15,0002 14,1452 15,0002 15,0002

Strengthening historically Black colleges and universities

(HEA-III-F-371) (mandatory) 85,0002 80,1552 85,0002 85,0002

Strengthening predominantly Black institutions

(HEA-III-F-371) (mandatory) 15,0002 14,1452 15,0002 15,0002
HIGHER EDUCATION

Authorizing Legislation—continued

19

Activity

2024

Authorized

2024

Annualized CR

2025

Authorized

2025

Request

Strengthening Asian American and Native American Pacific 

Islander-serving institutions (HEA-III-F-371)(mandatory) $5,0002 $4,7152 $5,0002 $5,0002

Strengthening Native American-serving Nontribal 

institutions (HEA-III-F-371) (mandatory) 5,0002 4,7152 5,0002 5,0002

Aid for Hispanic-serving institutions:

Developing Hispanic-serving institutions (HEA-V-A) 0 227,751 To be determined1 246,547

Promoting postbaccalaureate opportunities for Hispanic 

Americans (HEA-V-B-512) (discretionary) 0 27,314 To be determined1 29,769

Mandatory developing HSI STEM and articulation programs

(HEA III-F-371(b)(2)(B)) (mandatory) 100,0002 94,3002 100,0002 100,0002

Other aid for institutions:

International education and foreign language studies:

Domestic programs (HEA-VI-A and B) 0 75,353 To be determined1 73,282

Overseas programs (MECEA-102(b)(6)) Indefinite 10,311 Indefinite 8,249

Model comprehensive transition and postsecondary 

programs for students with intellectual disabilities into higher

education (HEA-VII-D-2) 0 13,800 To be determined1 13,800

Tribally controlled postsecondary career and technical 

institutions (Carl D. Perkins CTEA section 117) 10,465 11,953 10,4653 11,953

Assistance for students:

Federal TRIO programs (HEA IV-A-2-1) 0 1,191,000 To be determined1 1,211,000

Gaining early awareness and readiness for undergraduate 

programs (HEA-IV-A-2-2) 0 388,0004 To be determined1 398,000

Graduate assistance in areas of national need (HEA-VII-A-2). 0 23,547 To be determined1 23,547

Child care access means parents in school (HEA-IV-A-7) 0 75,000 To be determined1 80,000

Teacher quality partnership (HEA II-A) (discretionary) 0 70,000 To be determined1 95,000

Fund for the improvement of postsecondary education

(HEA-VII-B) 0 184,000 To be determined1 262,000
HIGHER EDUCATION

Authorizing Legislation—continued

20

Activity

2024

Authorized

2024

Annualized CR

2025

Authorized

2025

Request

Graduate fellowships to prepare faculty in high-need areas at 

colleges of education (appropriations bill) 0 0 To be determined1 $5,000

Hawkins Centers of Excellence (HEA-II-B-2) (discretionary) 0 $15,000 To be determined1 30,000

Community Project Funding (appropriations bill) 0 429,587 To be determined1 0

Unfunded authorizations

Interest subsidy grants (HEA-I-121) 0 0 0 0

Aid for institutional development:

Endowment challenge grants (HEA-III-C-331) 0 0 0 0

Programs in STEM Fields (HEA-III-E-2) 0 0 0 0

Assistance for students:

Byrd honors scholarships (HEA-IV-A-6) 0 0 0 0

Loan repayment for civil legal assistance attorneys

(HEA-IV-B, section 428L) 0 0 0 0

International education and foreign language studies:

Institute for international public policy (HEA-VI-C) 0 0 0 0

Science and technology advanced foreign language

Education (HEA-VI-D-637) 0 0 0 0

Javits fellowships (HEA-VII-A-1) 0 0 0 0

Thurgood Marshall legal educational opportunity program

(HEA-VII-A-3) 0 0 0 0 

Unfunded authorizations

National Technical Assistance Center (HEA-VII-D-4(a)) 0 0 0 0

College access challenge grant program

(HEA-VII-E) (discretionary) 0 0 0 0

College access challenge grants program (HEA-VII-E) 

(mandatory) 0 0 0 0

Project GRAD (HEA-VIII-A) 0 0 0 0
HIGHER EDUCATION

Authorizing Legislation—continued

21

Activity

2024

Authorized

2024

Annualized CR

2025

Authorized

2025

Request

Mathematics and science scholars program (HEA-VIII-B) 0 0 0 0

Business workforce partnerships for job skill training in high 

growth occupations or industries (HEA-VIII-C) 0 0 0 0

Capacity for nursing students and faculty (HEA-VIII-D) 0 0 0 0

American history for freedom (HEA-VIII-E) 0 0 0 0

Patsy T. Mink fellowship program (HEA-VIII-G) 0 0 0 0

Improving college enrollment by secondary schools

(HEA-VIII-H) 0 0 0 0

Early childhood education professional development and 

career task force (HEA-VIII-I) 0 0 0 0

Improving science, technology, engineering, and mathematics 

education with a focus on Alaska Native and Native

Hawaiian students (HEA-VIII-J) 0 0 0 0

Pilot programs to increase college persistence and success

(HEA-VIII-K) 0 0 0 0

Student safety and campus emergency management

(HEA-VIII-L-821) 0 0 0 0

Education disaster and emergency relief loan program

(HEA-VIII-L-824) 0 0 0 0 

Unfunded authorizations

Low tuition (HEA-VIII-M) 0 0 0 0

Cooperative education (HEA-VIII-N) 0 0 0 0

College partnership grants (HEA-VIII-O) 0 0 0 0

Jobs to careers (HEA-VIII-P) 0 0 0 0

Rural development grants for rural-serving colleges and

universities (HEA-VIII-Q) 0 0 0 0

Campus-based digital theft prevention (HEA-VIII-R) 0 0 0 0

University sustainability programs (HEA-VIII-U-881) 0 0 0 0

Modeling and simulation programs (HEA-VIII-V) 0 0 0 0
HIGHER EDUCATION

Authorizing Legislation—continued

22

Activity

2024

Authorized

2024

Annualized CR

2025

Authorized

2025

Request

Math to success program (HEA-VIII-W) 0 0 0 0

School of veterinary medicine competitive grant program

(HEA-VIII-X) 0 0 0 0 

Early Federal Pell Grant commitment demonstration 

program (HEA-VIII-Y) 0 0 0 0

Master’s degree programs at HBCUs and PBIs

(HEA VIII-AA-897) 0 0 0 0

Promoting postbaccalaureate opportunities for Hispanic 

Americans (HEA-VIII-AA-898) 0 0 0 0

Grants to states for workplace and community transition 

training for incarcerated individuals (Higher Education

Amendments of 1998-VIII-D) 0 0 0 0

B.J. Stupak Olympic scholarships (Higher Education 

Amendments of 1992, Section 1543) 0 0 0 0 

Underground railroad program (Higher Education

Amendments of 1998-VIII-H) 0 0 0 0

Total definite authorization $265,321 $265,465

Total appropriation $3,766,502 $3,598,247

Total discretionary appropriation 3,526,037 3,343,247

Portion of discretionary request subject to reauthorization 3,526,037 3,343,247

Portion of the discretionary request not authorized 0 0

Total mandatory appropriation 240,465 255,0005

Portion of the mandatory request not authorized 0 0
HIGHER EDUCATION

Authorizing Legislation—continued

23

1 The GEPA extension expired September 30, 2015; reauthorization for fiscal year 2025 is expected through appropriations action. 2 Mandatory funds made available in fiscal year 2009 and each succeeding fiscal year through 2019. In December 2019, the President signed Public Law 116-91, 

Fostering Undergraduate Talent by Unlocking Resources for Education (FUTURE) providing permanent mandatory appropriations for HBCUs and minority-serving 

institutions under Part F of Title III of the Higher Education Act of 1965 (133 Stat. 1189).

3 The GEPA extension applies through September 30, 2025. 4 Of the amount appropriated, not less than 33 percent shall be used for State Grants and not less than 33 percent shall be used for Partnership Grants. 5 In December 2019, Congress enacted Public Law 116-91, Fostering Undergraduate Talent by Unlocking Resources for Education (FUTURE) Act providing 

permanent mandatory appropriations for HBCUs and minority-serving institutions under Part F of Title III of the Higher Education Act of 1965 (133 Stat. 1189). 

Although the 2025 level for mandatory programs is expected to be reduced by 5.7 percent, the amounts in the table do not include the sequester reduction. The 

level is expected to be $240.5 million for fiscal year 2025, a reduction of $14.5 million from the mandatory level.
HIGHER EDUCATION

24

Appropriations History

(dollars in thousands)

Budget 

Estimate

to Congress

House 

Allowance

Senate 

Allowance Appropriation

2016 Discretionary 1

0F $2,072,045 $1,909,042 $2,038,510 $1,982,185

2016 Mandatory 2,266,842 255,000 255,000 237,660

2017 Discretionary 2

1F 2,189,200 1,976,666 1,986,792 2,055,439

2017 Mandatory 2,060,121 2,060,121 2,060,121 237,405

2018 Discretionary 3

2F 1,545,305 2,038,126 2,048,439 2,246,551

2018 Mandatory 255,000 255,000 255,000 238,170

2019 Discretionary 4

3F 1,485,848 2,300,551 2,260,551 2,312,356

2019 Mandatory 255,000 255,000 255,000 239,190

2020 Discretionary 5

4F 1,534,487 2,748,533 2,313,356 2,475,792

2020 Mandatory 255,000 255,000 255,000 239,955

2020 Supplemental, CARES Act 

(P.L. 116-136) 6

5F

0 0 0 1,046,438

2021 Discretionary 7

6F 1,788,634 2,557,315 2,488,157 2,541,661

2021 Mandatory 255,000 255,000 255,000 240,465

2021 Supplemental, CRRSA Act 

(P.L. 116-260) 8

7F

0 0 0 1,702,285

2021 Mandatory Supplemental,

ARP Act (P.L. 117-02) 9

8F

0 0 0 2,968,843

1 The levels for House and Senate allowances reflect action on the regular annual 2016 appropriations bills, which 

proceeded in the 14th Congress only through the House Committee and Senate Committee. 2 The levels for the House and Senate allowances reflect Committee action on the regular annual 2017 

appropriations bill; the Appropriation reflects the Consolidated Appropriations Act, 2017.

3 The level for the House allowance reflects floor action on the Omnibus appropriations bill; the Senate allowance 

reflects Committee action on the regular annual 2018 appropriations bill; the Appropriation reflects the Consolidated 

Appropriations Act, 2018 (P.L. 115-141). 4 The levels for the House and Senate allowance reflect Committee action on the regular annual 2019 appropriations 

bill; the Appropriation reflects enactment of the Department of Defense and Labor, Health and Human Services, and 

Education Appropriations Act, 2019 (P.L. 115-245). 5 The Senate allowance reflects the Chairman’s mark; the Appropriation reflects the Further Consolidated 

Appropriations Act, 2020 (P.L. 116-94). 6 The Appropriation reflects the supplemental funds from the Coronavirus Aid, Relief, and Economic Security Act 

(P.L. 116-136). 7 The level for the Senate Allowance reflects the Chairman’s mark; the Appropriation reflects Division H of the 

Consolidated Appropriations Act, 2021 (P.L. 116-260). 8 The Appropriation reflects supplemental funds from Division M of the Consolidated Appropriations Act, 2021 

(P.L. 116-260). 9 The Appropriation reflects the American Rescue Plan Act of 2021 (P.L. 117-02).
HIGHER EDUCATION

25

Appropriations History—continued

Budget 

Estimate

 to Congress

House 

Allowance

Senate 

Allowance Appropriation

2022 Discretionary 1

9F $3,308,802 $3,430,757 $3,383,375 $2,994,111

2022 Mandatory 2

10F 7,475,000 255,000 255,000 240,465

2023 Discretionary 3

11F 3,792,802 3,959,485 3,547,681 3,526,037

2023 Mandatory 255,000 255,000 255,000 240,465

2024 Discretionary 4

12F 4,516,621 2,767,239 3,260,429 3,526,037

2024 Mandatory 255,000 255,000 255,000 240,465

2025 Discretionary 3,343,247

2025 Mandatory 255,000

1 The House allowance reflects floor action on the FY 2022 Consolidated Appropriations Act; the Senate 

allowance reflects the Chairman’s mark; and the Appropriation reflects the Consolidated Appropriations Act, 2022 

(P.L. 117-103). 2 The Budget Estimate to Congress includes mandatory budget proposals, including pre-sequestered mandatory 

funding made available under the Public Law 116-91, Fostering Undergraduate Talent by Unlocking Resources for 

Education (FUTURE) providing permanent mandatory appropriations for HBCUs and minority-serving institutions 

under Part F of Title III of the Higher Education Act of 1965 (133 Stat. 1189). 3 The House allowance reflects the regular annual FY 2023 appropriation, which was introduced on the floor; the 

Sente allowance reflects the Chairman’s mark; and the Appropriation reflects the Consolidated Appropriations Act, 

2023 (P.L. 117-328). 4 The House allowance reflects Subcommittee action, and the Senate allowance reflects Committee action on the 

regular annual 2024 appropriations bill. The Appropriation reflects the annualized continuing resolution level.
HIGHER EDUCATION

Significant Items in FY 2024 Appropriations Reports

26

Federal TRIO Programs

Senate: The Committee continues to direct the Department to include estimated funding for 

each TRIO program in the operating plan required under section 516 of this act.

Response: Please see page 108 of this chapter (under the heading “Federal TRIO 

Programs”).

Gaining Early Awareness for Undergraduate Programs

Senate: The Committee directs the Department to announce Notices Inviting Applications 

for New Awards for State Grants and Partnership Grants in the Federal Register. 

In such notice for State Grants, the Committee directs the Department to uphold 

the longstanding guidance that States may only administer one active State 

GEAR UP grant at a time. The Secretary is directed to provide written guidance in 

the Federal Register notifying applicants that only States without an active State 

GEAR UP grant, or States that have an active State GEAR UP grant that is 

scheduled to end prior to October 1, 2024, will be eligible to receive a new State 

GEAR UP award funded in whole or in part by this appropriation.

Response: The Department will comply with this directive.

Senate: In making new awards, the Department shall ensure that not less than 33 percent 

of the new award funds are allocated to State awards, and that not less than 33 

percent of the new award funds are allocated to Partnerships awards, as 

described in section 404(b) of the HEA. The Secretary is further directed to ensure 

that no request from a State Grant applicant to receive an exception to the GEAR 

UP scholarship described in section 404E(b)(2) of the HEA shall be denied on the 

basis of 34 CFR 694.14(c)(3).

Response: Consistent with section 404B(a) of the HEA, the Department will ensure that of the 

amounts appropriated for GEAR UP, not less than 33 percent will be used to fund 

State grants and not less than 33 percent will be used to fund Partnership grants. 

The Department will comply with the directive to ensure that not less than

33 percent of the new award dollars are allocated to State awards and not less 

than 33 percent of the new award dollars are allocated to Partnership awards, to 

the extent practicable, while still maintaining compliance with the statutory 

requirements.
HIGHER EDUCATION

Significant Items in FY 2024 Appropriations Reports—continued

27

Fund for the Improvement of Postsecondary Education

Senate: Basic Needs Systems Grants—The Committee includes $10,000,000 for 

competitive grants to IHEs, consortia of IHEs, or a system of higher education, 

that enroll a significant population of low-income students to advance systemic 

solutions to student basic needs security. These grants shall prioritize 

strengthening strategic integrations of student supports which could include 

improving data infrastructure to facilitate data matching and streamlining student 

eligibility determinations, and other innovative solutions to better connect students 

to supports. The Committee strongly encourages the Department to include 

connecting students to mental health resources as a key element of addressing 

student’s basic needs. The Committee also strongly encourages the Department 

to prioritize IHEs with a significant percentage of Pell-eligible students, including 

community colleges, HBCUs, and other MSIs.

Response: The Department will comply with the funding levels and directives for FIPSE as 

provided in the fiscal year 2024 appropriations act.

Senate: Rural Postsecondary and Economic Development Grant Program.—The 

Committee recommendation includes $35,000,000 for the Rural Postsecondary 

and Economic Development [RPED] Grant Program. The Committee recognizes 

that rural-serving institutions and communities face unique challenges and 

barriers. In particular, smaller, rural-serving colleges, universities and non-profit 

organizations may have significantly fewer staff, and less experience, in preparing 

to respond to Federal grant opportunities. The Committee encourages the 

Department to consider ways to better support rural applicants by recognizing the 

unique challenges facing rural communities, including but not limited to providing 

greater flexibility, longer application timelines, and targeted technical assistance 

for RPED grants.

Response: The Department will comply with the funding levels and directives for FIPSE as 

provided in the fiscal year 2024 appropriations act.

Senate: Open Textbooks Pilot—The Committee recommendation includes $7,000,000 for 

the Open Textbooks Pilot program. The Committee directs the Department to 

issue a notice inviting applications, allow for a 60-day application period and make 

a significant number of grant awards under the same terms and conditions as in 

prior years.

Response: The Department will comply with the funding levels and directives for FIPSE as 

provided in the fiscal year 2024 appropriations act.
HIGHER EDUCATION

Significant Items in FY 2024 Appropriations Reports—continued

28

Fund for the Improvement of Postsecondary Education

Senate: Postsecondary Student Success Grants—The Committee directs the Department 

continue to carry out this program as a tiered-evidence competition, and require 

rigorous independent evaluations of grantee projects.

Response: The Department will comply with the funding levels and directives for FIPSE as 

provided in the fiscal year 2024 appropriations act.

HEA Pooled Evaluation

Senate: SEC. 310. The Secretary may reserve not more than 0.5 percent from any amount 

made available in this Act for an HEA program, except for any amounts made 

available for subpart 1 of part A of title IV of the HEA, to carry out rigorous and 

independent evaluations and to collect and analyze outcome data for any program 

authorized by the HEA: Provided, That no funds made available in this Act for the 

‘‘Student Aid Administration’’ account shall be subject to the reservation under this 

section: Provided further, That any funds reserved under this section shall be 

available through September 30, 2026: Provided further, That if, under any other 

provision of law, funds are authorized to be reserved or used for evaluation 

activities with respect to a program or project, the Secretary may also reserve 

funds for such program or project for the purposes described in this section so 

long as the total reservation of funds for such program or project does not exceed 

any statutory limits on such reservations: Provided further, That not later than 30 

days prior to the initial obligation of funds reserved under this section, the 

Secretary shall submit to the Committees on Appropriations of the Senate and the 

House of Representatives, the Committee on Health, Education, Labor and 

Pensions of the Senate, and the Committee on Education and the Workforce of 

the House of Representatives a plan that identifies the source and amount of 

funds reserved under this section, the impact on program grantees if funds are 

withheld for the purposes of this section, and the activities to be carried out with 

such funds.

Response: The Department will comply with this directive.
HIGHER EDUCATION

Summary of Request

29

The Administration’s fiscal year 2025 Request includes $3.3 billion in discretionary funds 

for Higher Education Programs aimed at improving student achievement and increasing 

access to a high-quality education for all students. The fiscal year 2025 Request for the 

Department includes essential investments from early childhood to postsecondary 

education so that all children and young people are able to grow, learn, and gain the skills 

they need to succeed. The Request provides increases that are key to increasing equity, 

and bolstering our economy for those who are underserved.

The Administration is committed to ensuring that all students, particularly those from 

underserved communities, have the opportunity to obtain a meaningful postsecondary 

credential. Across the nation, postsecondary institutions, schools, States, and community 

organizations are working hard to develop and implement evidenced-based strategies that 

support that goal. However, the Administration is concerned that, for some communities 

and beneficiaries, certain program requirements—including statutory, regulatory, and 

administrative requirements—may impede implementation of college completion strategies 

with fidelity, hampering the achievement of the intended outcomes of Department 

programs. Therefore, the Administration seeks to work with Congress to develop a process 

for the Secretary to waive specific program requirements at the request of grantees or 

applicants, as necessary, to ensure effective implementation of evidence-based college 

completion strategies.

The Request includes $1.4 billion in discretionary and mandatory funding authorized under 

Titles III and V of the Higher Education Act of 1965, as amended. Within this amount, the 

Request provides $855.1 million in discretionary funding for the Aid for Institutional 

Development (AID) programs, $71.7 million or 9.2 percent, more than a fiscal year 2024 

annualized CR based on the fiscal year 2023 appropriation. The Request for Title III 

demonstrates the Administration’s commitment to assisting eligible institutions by providing 

funds to improve institutions’ academic programs and administrative and fundraising 

capabilities.

The Administration requests $140 million, $17.9 million more than a fiscal year 2024 

annualized CR based on the fiscal year 2023 appropriation for the Strengthening 

Institutions Program and a total request of $585 million to strengthen institutions of higher 

education that serve high proportions of Black and low-income students, including

$431.6 million, $35.6 million more than a fiscal year 2024 annualized CR based on the 

fiscal year 2023 appropriation, for Historically Black Colleges and Universities 

(HBCUs); $108.5 million, $7.7 million more than a fiscal year 2024 annualized CR based 

on the fiscal year 2023 appropriation for Historically Black Graduate Institutions 

(HBGIs); $21.3 million, $1.3 million more than a fiscal year 2024 annualized CR based on 

the fiscal year 2023 appropriation for Master’s Degree Programs at HBCUs; and

$23.7 million, $1.4 million more than a fiscal year 2024 annualized CR based on the fiscal 

year 2023 appropriation for Strengthening Predominantly Black Institutions (PBIs).
HIGHER EDUCATION

Summary Of Request—continued

30

EDUCAT

Also included in the Request for Title III programs is $56.4 million, $4.9 million more than a 

fiscal year 2024 annualized CR based on the fiscal year 2023 appropriation for the Tribally 

Controlled Colleges and Universities (TCCUs) program; $25.8 million, $1.4 million more 

than a fiscal year 2024 annualized CR based on the fiscal year 2023 appropriation for the 

Alaska Native and Native Hawaiian-serving Institutions (ANNH) program; $11.6 million,

$190,000 more than a fiscal year 2024 annualized CR based on the fiscal year 2023 

appropriation for the Native American-serving Nontribal Institutions (NASNTIs) 

program; and $19.9 million, $1.3 million more than a fiscal year 2024 annualized CR based 

on the fiscal year 2023 appropriation for the Asian American and Native American 

Pacific Islander-serving Institutions (AANAPISIs) program. Lastly, the Administration is 

requesting $16.4 million, the same as a fiscal year 2024 annualized CR based on the fiscal 

year 2023 appropriation for the Minority Science and Engineering Improvement 

Program (MSEIP) to help improve science and engineering programs at postsecondary 

institutions with predominantly minority enrollments.

The Administration requests a total of $276.3 million in discretionary funding for Aid for 

Hispanic-serving Institutions to ensure that Hispanic students have access to high 

quality postsecondary education and to help close the gap between Hispanic and nonHispanic students in areas of academic achievement, high school graduation, 

postsecondary enrollment, and life-long learning. The Request includes $246.5 million in 

discretionary funding for Developing Hispanic-serving Institutions (HSIs), $18.8 million 

more than a fiscal year 2024 annualized CR based on the fiscal year 2023 appropriation; 

and $29.8 million, $2.5 million more than a fiscal year 2024 annualized CR based on the 

fiscal year 2023 appropriation for the Promoting Postbaccalaureate Opportunities for 

Hispanic Americans (PPOHA) program.

In addition to these discretionary requested levels, $255 million is available in mandatory 

funding for minority-serving institutions authorized under the Fostering Undergraduate 

Talent by Unlocking Resources (FUTURE) Act (Section 371 of the HEA).

For the International Education and Foreign Language Studies (IEFLS) programs, the 

Administration requests a total of $81.5 million. The IEFLS programs are designed to help 

meet the Nation's security and economic needs through the development of expertise in 

foreign languages and area and international studies. More specifically, the request for 

IEFLS includes $73.3 million, $2.1 million less than a fiscal year 2024 annualized CR based 

on the fiscal year 2023 appropriation for the Domestic Programs and $8.2 million,

$2.1 million less than a fiscal year 2024 annualized CR based on the fiscal year 2023 

appropriation for the Overseas Programs.

The Request would provide $1.2 billion in fiscal year 2025 for the Federal TRIO Programs,

$20 million more than a fiscal year 2024 annualized CR based on the fiscal year 2023 

appropriation, to provide services to encourage underserved individuals to enter
HIGHER EDUCATION

Summary Of Request—continued

31

and complete college and postgraduate education. Additionally, the Request includes

$398 million, $10 million more than a fiscal year 2024 annualized CR based on the

fiscal year 2023 appropriation, to assist middle and high school students in preparing for 

college through Gaining Early Awareness and Readiness for Undergraduate 

Programs (GEAR UP).

The Request also includes $13.8 million, the same as a fiscal year 2024 annualized CR 

based on the fiscal year 2023 appropriation for the Model Transition Programs for 

Students with Intellectual Disabilities (TPSID) program; $23.5 million, the same as a 

fiscal year 2024 annualized CR based on the fiscal year 2023 appropriation for the 

Graduate Assistance in Areas of National Need (GAANN) program; and $12 million,

the same as a fiscal year 2024 annualized CR based on the fiscal year 2023 appropriation 

for the Tribally Controlled Postsecondary Career and Technical Institutions (TCPCTI) 

program.

For fiscal year 2025, the Administration requests $80 million for the Child Care Access 

Means Parents in School (CCAMPIS) program, $5 million more than a fiscal year 2024 

annualized CR based on the fiscal year 2023 appropriation. The CCAMPIS program helps 

to ensure that low-income student parents enroll in, persist in, and complete 

postsecondary education by helping to meet their needs for affordable and convenient 

child care. The request reflects the Administration’s strong commitment to closing equity 

gaps that limit access to and success in postsecondary education, including the extra 

challenges faced by underserved college student parents in finding high-quality, low-cost 

child care.

The Request includes $262 million for the Fund for the Improvement of Postsecondary 

Education (FIPSE), $78 million more than a fiscal year 2024 annualized CR based on the 

fiscal year 2023 appropriation, to support three existing programs and three new grant 

programs. The HBCU, TCCU and MSI Research and Development Infrastructure Grants 

program supports both planning and implementation grants designed to promote 

transformational investments in research infrastructure, including physical infrastructure 

and human capital development. The Postsecondary Student Success program would 

provide competitive grants to IHEs and systems of IHEs to implement, expand, and 

evaluate evidence-based and data-driven student success strategies to improve student 

outcomes. The new Statewide Reform Grants program would provide competitive grants 

to States and state agencies that govern, make policy, and coordinate on higher education 

matters to implement statewide improvements and reforms to the entire spectrum of 

postsecondary education—from access to career outcomes and student success. The

new Comprehensive Postsecondary Student Supports program would provide grants to 

IHEs, consortia, or systems of IHEs to improve institutional support for mental health 

needs and strengthen institutional and systemwide capacity to better leverage the internal

and external resources needed to address the full range of non-academic barriers to 

student success. The new Postsecondary Advancement and Success Technical 

Assistance Center would support IHEs, consortia and systems of IHEs, and States to 

apply evidence-based practices and data-driven solutions to improve student outcomes 

and ensure that inclusive and equitable higher education opportunities are available to all
HIGHER EDUCATION

Summary Of Request—continued

32

students. The Open Textbooks Pilot supports projects at IHEs to create new open 

textbooks or expand their use while maintaining or improving instruction and student 

learning outcomes, thus lowering costs for students.

The Request would provide $95 million, $25 million more than a fiscal year 2024 

annualized CR based on the fiscal year 2023 appropriation, for the Teacher Quality 

Partnership (TQP) program to help support a variety of effective pathways into teaching 

and support our Nation’s teaching force in improving student outcomes.

The Administration requests $30 million, $15 million more than a fiscal year 2024 

annualized CR based on the fiscal year 2023 appropriation, for the Augustus F. Hawkins 

Centers of Excellence program, authorized under Part B of Title II of the HEA, to support 

centers of excellence at HBCUs, TCCUs, and MSIs with a state-accredited teacher 

preparation program, to help increase the number of well-prepared teachers, including 

increasing the number of teachers of color and multilingual teachers, resulting in a more 

diverse teacher workforce prepared to teach in our Nation’s elementary and secondary 

schools.

For fiscal year 2025, The Request includes $5 million for a new proposal, Graduate 

Fellowships to Prepare Faculty in High-Need Areas at Colleges of Education 

program, authorized under Title II of the HEA, to support fellowships to individuals who are 

preparing for the professorate in order to prepare individuals to become elementary school 

and secondary school mathematics and science teachers, special education teachers, and 

teachers who provide instruction for English learners.

To help continue funding evidence building to improve postsecondary education, the 

Request again proposes through appropriations language an HEA pooled evaluation 

authority to improve data collection and conduct rigorous research and evaluations of the 

Department’s postsecondary programs. The pooled evaluation authority, which was 

included in the fiscal year 2022 and 2023 appropriations, is modeled after the successful 

authority incorporated into the Elementary and Secondary Education Act reauthorized by 

the Every Student Succeeds Act in 2015. The authority would permit the Department to 

continue to reserve up to 0.5 percent of funding appropriated for each HEA program, with 

the exception of the Pell Grant program and the Student Aid Administration account.
HIGHER EDUCATION

33

14F

Aid for institutional development

(Higher Education Act of 1965, Title III and Title VII, Section 723) 

(dollars in thousands)

FY 2025 Authorization: To be determined (discretionary)13F

1 ; $155,000 (mandatory) 2

Budget Authority:

2024 Annualized CR 2025 Request Change

Discretionary:

Strengthening Institutions Program (SIP) 

(Part A) $122,070 $140,000 +$17,930

Strengthening Tribally Controlled 

Colleges and Universities (TCCUs)

(Part A) 51,549 56,408 +4,859

Strengthening Alaska Native and Native 

Hawaiian-serving Institutions (ANNHs) 

(Part A) 24,433 25,840 +1,407

Strengthening Historically Black Colleges

and Universities (HBCUs) (Part B) 395,986 431,585 +35,599

Strengthening Historically Black 

Graduate Institutions (HBGIs) (Part B) 100,782 108,462 +7,680

Strengthening HBCU Master’s Degree

Program (Section 723) 19,937 21,269 +1,332

Strengthening Predominantly Black 

Institutions (PBIs) (Part A) 22,300 23,672 +1,372

Strengthening Asian American and 

Native American Pacific Islanderserving Institutions (AANAPISIs) 

(Part A) 18,589 19,899 +1,310

Strengthening Native American-serving 

Nontribal Institutions (NASNTIs)

(Part A) 11,405 11,595 +190

Minority Science and Engineering 

Improvement Program (MSEIP) 

(Part E) 16,370 16,370 0

Total, Discretionary Appropriation 783,421 855,100 +71,679

1 The GEPA extension expired September 30, 2015. Reauthorization for FY 2025 is expected through 

appropriations action.

2 In December 2019, Congress enacted Public Law 116-91, Fostering Undergraduate Talent by Unlocking 

Resources for Education (FUTURE) Act providing permanent mandatory appropriations for HBCUs and 

minority-serving institutions under Part F of Title III of the Higher Education Act of 1965 (133 Stat. 1189).
HIGHER EDUCATION

Aid for institutional development

34

2024 Appropriation 2025 Request Change

Mandatory (Part F, Section 371):

Strengthening TCCUs $28,290 $30,000 +$1,710

Strengthening ANNHs 14,145 15,000 +855

Strengthening HBCUs 80,155 85,000 +4,845

Strengthening PBIs 14,145 15,000 +855

Strengthening AANAPISIs 4,715 5,000 +285

Strengthening NASNTIs 4,715 5,000 +285

Total, Mandatory Appropriation 1

15F 146,165 155,000 +8,835

Total, Discretionary and Mandatory 

Appropriation 929,586 1,010,100 +80,514

PROGRAM DESCRIPTION

The Aid for Institutional Development (AID) programs, commonly referred to as the Title III 

programs, are designed to promote equity across U.S. postsecondary education by strengthening 

institutions of higher education (IHEs) that serve high percentages of students of color and 

students from low-income backgrounds. A student from a low-income background is defined as 

an individual from a family whose taxable income for the preceding year did not exceed

150 percent of the Census poverty level. Funding is targeted to minority-serving and other 

institutions that enroll large proportions of financially underserved students and have low 

per-student expenditures. Grants help institutions improve student outcomes including

graduation/attainment rates by expanding student support services, improving their management 

and fiscal operations, building endowments, and making effective use of academic and 

technological resources.

From their inception in 1965, one of the primary missions of the Title III programs has been 

to strengthen the Nation's Historically Black Colleges and Universities (HBCUs). The

Higher Education Amendments of 1998 extended that mission to include programs to strengthen 

Tribally Controlled Colleges and Universities (TCCUs) and Alaska Native and Native Hawaiianserving Institutions (ANNHs). In addition, the Higher Education Opportunity Act of 2008 (HEOA), 

which reauthorized the Higher Education Act of 1965 (HEA), established the Asian American and 

Native American Pacific Islander-serving Institutions program (AANAPISI), the Native Americanserving Nontribal Institutions program (NASNTI), and the Predominantly Black Institutions program 

(PBIs).

1 In December 2019, Congress enacted Public Law 116-91, Fostering Undergraduate Talent by Unlocking Resources 

for Education (FUTURE) Act providing permanent mandatory appropriations for HBCUs and minority-serving institutions 

under Part F of Title III of the Higher Education Act of 1965 (133 Stat. 1189). The 2024 levels for mandatory programs 

have been reduced by 5.7 percent, which became effective on October 1, 2023, pursuant to the Budget Control Act of 

2011 (P.L. 112-25). Although the 2025 level for mandatory programs is expected to be reduced by 5.7 percent, the 

amounts in the table do not include the sequester reduction.
HIGHER EDUCATION

Aid for institutional development

35

Strengthening Institutions Program (SIP)

Strengthening Institutions (Part A, Section 311) authorizes competitions for 1-year planning grants 

and 5-year development grants. Under SIP, special consideration is given to institutions that (1) 

have endowment funds with a market value per full-time equivalent student less than the market 

value of endowment funds per full-time equivalent student at similar institutions, and (2) have 

below-average educational and general expenditures per full-time equivalent undergraduate 

student. Institutions receiving a 5-year grant under this part are not eligible to receive an

additional grant under this part until 2 years after the 5-year grant has expired. Institutions may 

apply to use their SIP funds to support faculty and academic program development; improvement 

in fund and administrative management; joint use of libraries and laboratories; construction, 

maintenance, renovation, and improvement of instructional facilities, including strengthening an 

institution’s technological capabilities; student services; and activities designed to improve the 

financial literacy and economic literacy of students or their families.

SIP grantees may use no more than 20 percent of their allocations—which must be matched at a 

rate of one institutional dollar for each Federal dollar—to establish or increase an institution’s 

endowment fund.

To participate in SIP, an institution must award bachelor’s degrees or be a junior or 

community college, provide an education program legally authorized by the State in 

which it is located, and be accredited or be making reasonable progress toward 

accreditation. However, the Secretary may waive the eligibility requirements for 

institutions with below-average educational and general expenditures per full-time 

equivalent undergraduate student that enroll a significant percentage of financially needy 

students, as measured by enrollment of Pell Grant recipients or other Title IV need-based 

aid recipients.Strengthening Tribally Controlled Colleges and Universities (TCCUs)

The TCCUs program, authorized by Part A, Section 316 of the HEA, awards 5-year

formula-based discretionary grants that enable TCCUs to improve and expand their capacity to 

serve American Indian students. The term “Tribal College or University” means an institution that 

qualifies for funding under the Tribally Controlled Colleges and Universities Assistance Act of 

1978 (25 U.S.C. 1801 et seq.) or the Navajo Community College Act (25 U.S.C. 640a note); or is 

cited in Section 532 of the Equity in Educational Land-Grant Status Act of 1994 (7 U.S.C. 301 

note). TCCUs do not have to wait 2 years between grants and thus may be funded continuously.

The Department may reserve 30 percent of the funds appropriated for TCCUs to award 1-year 

grants of at least $1 million for construction, maintenance, and renovation needs at eligible 

institutions, with a preference given to institutions that did not receive an award in a prior fiscal 

year. The remaining funds must be allocated using a formula, with 60 percent allocated on the 

basis of Indian student counts at eligible institutions and the other 40 percent distributed equally 

among eligible TCCUs. The minimum grant size is $500,000.

Institutions may apply to use their funds to plan, develop, and implement a wide range of 

authorized activities that include faculty and academic program development; improvement in

fund and administrative management; construction, maintenance, renovation, and improvement of 

instructional facilities, including the acquisition of real property and equipping facilities for Internet 

use or other distance education technologies; student services; teacher education programs with
HIGHER EDUCATION

Aid for institutional development

36

an emphasis on qualifying students to teach Indian children; community outreach programs that 

encourage Indian elementary and secondary school students to pursue postsecondary education; 

and improving the financial and economic literacy of students or their families.

Institutions may use no more than 20 percent of grant funds to establish or increase an 

endowment fund, with funds matched dollar for dollar with non-Federal funds.

Strengthening Alaska Native and Native Hawaiian-serving Institutions (ANNH)

The ANNH program, authorized by Part A, Section 317 of the HEA, makes competitive 5-year 

development grants that enable these institutions to improve and expand their capacity to serve 

Alaska Native and Native Hawaiian students. Like TCCUs, institutions receiving grants under 

Section 317 do not have to wait 2 years between grants and thus may be funded continuously. 

Uses of funds are similar to those authorized under SIP. Alaska Native-serving institutions and 

Native Hawaiian-serving institutions are institutions that meet the definition of an eligible institution 

under Section 312(b) of the HEA and have, respectively, undergraduate enrollments that are at 

least 20 percent Alaska Native students or 10 percent Native Hawaiian students.

Strengthening Historically Black Colleges and Universities (HBCUs)

The Strengthening HBCUs program, authorized by Part B, Section 323 of the HEA, makes 5-year 

formula-based discretionary grants to help HBCUs strengthen their infrastructure and achieve 

greater financial stability. A Part B eligible institution is defined as any accredited, legally 

authorized HBCU that was established prior to 1964 and whose principal mission was, and is, the 

education of Black Americans. Funds are allocated among HBCUs based on the number of Pell 

Grant recipients enrolled, the number of graduates, and the percentage of graduates who are 

attending graduate or professional school in degree programs in which Black American students 

are underrepresented. The statute provides for a $250,000 minimum grant for each eligible 

institution.

HBCUs may use their funds to plan, develop, and implement activities that support faculty and 

academic program development; fund and administrative management; construction, 

maintenance, renovation, and improvement of instructional facilities, including the acquisition of 

real property; student services; teacher education programs designed to qualify students to teach 

in public schools; community outreach programs that will encourage elementary and secondary 

school students to pursue postsecondary education; and improving financial literacy and 

economic literacy of students or their families, especially with regard to loan and grant programs 

under Title IV.

HBCUs also may use no more than 20 percent of the grant funds provided under Part B—which 

must be matched at a rate of one institutional dollar for each Federal dollar—to establish or 

increase an institution’s endowment fund.

Strengthening Historically Black Graduate Institutions (HBGIs)

The Strengthening HBGIs program, authorized under Part B, Section 326 of the HEA, makes

5-year formula-based discretionary grants to 24 postgraduate institutions that are identified in the 

HEA.
HIGHER EDUCATION

Aid for institutional development

37

A grant under this Section can be used for a wide range of activities, including scholarships and 

fellowships for needy graduate and professional students; construction, maintenance, renovation, 

and improvement of instructional facilities; establishment or maintenance of an endowment fund; 

establishment or improvement of a development office to strengthen and increase contributions 

from alumni and the private sector; improvement in fund and administrative management; and 

tutoring, counseling, and student service programs designed to improve academic success.

HBGI grants are limited to $1 million, unless the HBGI agrees to match 50 percent of the grant 

funding in excess of $1 million with non-Federal resources. Institutions are not required to match 

any portion of the first $1 million of their award. An HBGI that received a grant under this Section 

in fiscal year 2008 (and that is eligible to receive a grant after fiscal year 2008) may not receive a 

grant in subsequent fiscal years that is less than the grant amount received in fiscal year 2008. No 

institution or university system may receive more than one grant in any fiscal year.

Strengthening HBCU Master’s Program

This program, authorized under Section 723 of the HEA, provides grants of up to 6 years in 

duration to 18 HBCUs that are identified in the HEA that make a substantial contribution to 

graduate education opportunities for Black Americans at the master’s level in mathematics, 

engineering, the physical or natural sciences, computer science, information technology, nursing, 

allied health, or other scientific disciplines where Black American students are underrepresented. 

Awards are used to improve graduate education opportunities at the master's level in these fields.

Grants may be used for a wide range of activities, including purchase, rental, or lease of scientific 

or laboratory equipment for educational purposes; construction, maintenance, renovation, and 

improvement in instructional facilities; scholarships, fellowships, and other financial assistance for 

participating students; establishment or maintenance of an institutional endowment; funds and 

administrative management; improving the financial literacy and economic literacy of students or 

their families; tutoring, counseling, and student service programs; and faculty professional 

development.

Strengthening Predominantly Black Institutions (PBIs)

The Strengthening PBIs program, authorized by Part A, Section 318 of the HEA, makes 5-year 

formula-based discretionary grants to support activities outlined in Section 311(c) of the HEA, 

which include: academic instruction in disciplines in which Black Americans are 

underrepresented; teacher education programs designed to qualify students to teach in public 

elementary or secondary schools; and community outreach programs that will encourage 

elementary and secondary school students to pursue postsecondary education. No more than 50 

percent of grant funds awarded may be used for construction or maintenance of classroom, 

library, laboratory, or other instructional facilities. Institutions may use no more than 20 percent of 

grant funds to establish or increase an endowment fund, with funds matched dollar for dollar by 

non-Federal funds.

Funding is allocated among PBIs according to a formula that is based on: (1) the number of Pell 

Grant recipients enrolled; (2) the number of graduates; and (3) the percentage of graduates who 

are attending a baccalaureate degree-granting institution or a graduate or professional school in
HIGHER EDUCATION

Aid for institutional development

38

degree programs in which Black American students are underrepresented. The statute provides 

for a $250,000 minimum grant for each eligible institution.

The term “Predominantly Black institution” is defined generally as an IHE with low educational and 

general expenditures per full-time equivalent student that has an enrollment of at least 1,000 

undergraduate students, of which not less than 50 percent are low-income individuals or firstgeneration college students and 40 percent or more of whom are Black American students.

Strengthening Asian American and Native American Pacific Islander-serving Institutions 

(AANAPISI)

The AANAPISI program, authorized by Part A, Section 320 of the HEA, makes 5-year competitive 

grants to eligible IHEs, as defined under Section 312(b) of the HEA, that have, at the time of 

application, an enrollment of undergraduate students that is at least 10 percent Asian American or 

Native American Pacific Islander students. The term “Asian American” means a person having 

origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent 

(including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine 

Islands, Thailand, and Vietnam), as defined in the Office of Management and Budget’s Standards 

for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity as published on 

October 30, 1997 (62 Federal Register 58789). The term “Native American Pacific Islander” 

means any descendant of the aboriginal people of any island in the Pacific Ocean that is a 

territory or possession of the U.S. ANNAPISIs do not have to wait 2 years between grants and 

thus may be funded continuously.

Grants help these institutions to improve and expand their capacity to serve Asian American and 

Native American Pacific Islander students and individuals from low-income backgrounds. Funds 

may be used for a range of activities, including the purchase, rental, or lease of scientific or 

laboratory equipment for educational purposes; renovation and improvement of instructional 

facilities; faculty exchanges, faculty development, and faculty fellowships to assist in attaining 

advanced degrees in the faculty’s field of instruction; curriculum development and academic 

instruction; endowment funds; and academic instruction in disciplines in which Asian American 

and Native American Pacific Islanders are underrepresented.

Strengthening Native American-serving Nontribal Institutions (NASNTI)

The NASNTI program, authorized by Part A, Section 319 of the HEA, provides 5-year competitive 

grants to eligible IHEs, as defined under Section 312(b) of the HEA, that are not a Tribal College 

or University (as defined in Section 316 of the HEA) and have, at the time of application, an 

enrollment of undergraduate students that is not less than 10 percent Native American students. 

The term “Native American” means an individual who is of a tribe, people, or culture that is 

indigenous to the United States. NASNTIs do not have to wait 2 years between grants and thus 

may be funded continuously.

Funds generally may be used to plan, develop, undertake, and carry out activities to improve and 

expand the institutions’ capacity to serve Native Americans and individuals from low-income 

backgrounds. More specifically, allowable activities include purchase, rental, or lease of scientific 

or laboratory equipment for educational purposes, including instruction and research; renovation 

and improvement of instructional facilities; faculty exchanges, faculty development, and faculty
HIGHER EDUCATION

Aid for institutional development

39

fellowships to assist faculty in attaining advanced degrees; curriculum development and academic 

instruction; funds and administrative management, and acquisition of equipment for use in 

strengthening funds management; academic tutoring and counseling programs and support 

services; and improving the financial and economic literacy of students or their families.

The statute requires a $200,000 minimum grant for each eligible institution. Participating 

institutions are not eligible to receive funding under Part A or Part B of Title III or Part A of Title V 

of the HEA.

Minority Science and Engineering Improvement Program (MSEIP)

The MSEIP, authorized by Part E, Subpart 1 of the HEA, supports competitive 3-year grants to 

IHEs that are designed to promote long-range improvement in science and engineering education 

at predominantly minority institutions and increase the participation of underserved ethnic and 

racial minorities in scientific and technological careers. Only colleges and universities with 

minority enrollments of greater than 50 percent are eligible to receive assistance under MSEIP. 

MSEIP allows grantee institutions to support a variety of innovative and customized projects.

Typically, MSEIP projects are designed to implement one, or a combination of, educational 

projects, such as curriculum development, purchase of scientific equipment, or development of 

research capabilities.

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2020 $762,125 1

16F

2020 CARES Act 831,628

2021 786,012 2

17F

2021 CRRSA Act 1,352,845

2021 ARP Act 2,359,408

2022 843,305 3

18F

2023 929,586 4

19F

2024 Annualized CR 929,586 5

20F

1 Includes $145,855 thousand in mandatory funds provided under the HEA. 2 Includes $146,165 thousand in mandatory funds provided under the HEA. 3 Includes $146,165 thousand in mandatory funds provided under the HEA. 4 Includes $146,165 thousand in mandatory funds provided under the HEA. 5 Includes $155,000 thousand in mandatory funds provided under the HEA.
HIGHER EDUCATION

Aid for institutional development

40

FY 2025 BUDGET REQUEST

For fiscal year 2025, the Administration requests a total of $855.1 million in discretionary funding 

for the Aid for Institutional Development programs authorized under Title III of the Higher 

Education Act of 1965, as amended (HEA), $71.7 million more than a fiscal year 2024 annualized 

CR based on the fiscal year 2023 appropriation. In addition to these discretionary requested 

levels, $155 million is available in mandatory funding in fiscal year 2025 for these programs under 

the Fostering Undergraduate Talent by Unlocking Resources (FUTURE) Act (Section 371 of the 

HEA). Together the discretionary request and mandatory funding total $1 billion.

These funds would increase institutional capacity and student support at Historically Black 

Colleges and Universities (HBCUs), Tribally Controlled Colleges and Universities (TCCUs), 

Minority-Serving Institutions (MSIs), and low-resourced institutions, including community colleges. 

A significant number of postsecondary education institutions serving high percentages of students 

of color and students from low-income backgrounds face challenges that threaten their continued 

operation and ability to provide a high-quality education. The Administration is committed to 

assisting these institutions by providing funds to support, among other activities, improvements in 

academic quality, institutional management, administrative capacity and fiscal stability, 

infrastructure, and student support services. Specific proposed increases include the following:

• $140 million for the Strengthening Institutions program, $17.9 million more than a fiscal 

year 2024 annualized CR based on the fiscal year 2023 appropriation. This increase reflects 

the Administration’s commitment to assist institutions, especially community colleges, that 

provide educational opportunities to students from low-income backgrounds and students of 

color.

Title III, Part A (MSI Programs)

• $56.4 million for the Strengthening TCCUs program, $4.9 million more than a fiscal

year 2024 annualized CR based on the fiscal year 2023 appropriation. Funding would support 

35 fully accredited Tribal Colleges and Universities. The majority of TCCUs are 2-year 

schools, primarily located in regions of the Midwest and Southwest not served by other 

postsecondary education institutions. TCCUs play a critical role by offering a broad range of 

degree and certificate programs to students for whom these educational opportunities

would otherwise be geographically and culturally inaccessible. For example, approximately 11 

percent of all American Indian/Alaska Native college students were enrolled in TCCUs in 

2021. In 2020-2021, American Indian/Alaska Natives earned only 0.5 percent of the 

bachelor’s degrees, 0.5 percent of the master’s degrees, and 0.4 percent of doctoral degrees 

awarded in the U.S., though American Indian/Alaska Natives comprise 1.3 percent of the 

population. TCCUs also will receive $30 million in mandatory funding authorized by the 

FUTURE Act.

• $25.8 million in fiscal year 2025 for discretionary grants under Part A, Section 317 for the

Strengthening Alaska Native and Native Hawaiian-serving Institutions (ANNH) program,

$1.4 million more than a fiscal year 2024 annualized CR based on the fiscal year 2023 

appropriation. Like TCCUs, ANNH institutions are typically located in remote areas not served
HIGHER EDUCATION

Aid for institutional development

41

by other postsecondary educational institutions. Eligible institutions also will receive

$15 million in mandatory funding authorized by the FUTURE Act.

• $23.7 million in fiscal year 2025 for Part A, Section 318 Strengthening Predominantly Black 

Institutions (PBIs) program, $1.4 million more than a fiscal year 2024 annualized CR based 

on the fiscal year 2023 appropriation. PBIs are primarily urban and rural 2-year colleges 

where at least 40 percent of whom are Black American students and at least 50 percent are 

from a low-income background or first-generation college students. PBIs also will receive

$15 million in mandatory funding authorized by the FUTURE Act.

• $19.9 million in fiscal year 2025 for discretionary funds for Part A, Section 320 Strengthening 

Asian American and Native American Pacific Islander-serving Institutions (AANAPISIs) 

program, $1.3 million more than a fiscal year 2024 annualized CR based on the fiscal year 

2023 appropriation. Most AANAPISI institutions are junior and community colleges where at 

least 10 percent of students are Asian American or Native American Pacific Islander students. 

AANAPISI-eligible institutions enroll 75 percent of the total population of AAPI undergraduate 

students from a low-income background currently enrolled in higher education. They also 

serve communities with disproportionately high numbers of English language learners and 

individuals with significant academic needs. These institutions also will receive $5 million in 

mandatory funding authorized by the FUTURE Act

• $11.6 million in fiscal year 2025 for discretionary funds for Part A, Section 319 Strengthening 

Native American-serving Nontribal Institutions (NASNTIs) program, $190,000 more than 

a fiscal year 2024 annualized CR based on the fiscal year 2023 appropriation. NASNTIeligible institutions must have an enrollment of undergraduate students that is at least 10 

percent Native American and at least 50 percent are from a low-income background. Nontribal 

institutions of higher education that serve large populations of Native American students 

require additional resources to improve and expand their capacity to serve the unique and 

diverse needs of their Native American student population. These institutions also will receive

$5 million in mandatory funding authorized by the FUTURE Act.

Proposed FY 2025 Appropriations Language

The Department’s fiscal year 2025 request includes a number of program specific policy 

proposals for the Title III programs.

• Meeting institutional needs - Numerous Title III programs permit grantees to use funds to 

support construction, renovation, and improvement in classrooms, libraries, laboratories, and 

other instructional facilities. However, construction is not a permissible use of funds in the 

Strengthening ANNH, Strengthening AANAPISI, and Strengthening NASNTI programs. To 

align these programs with other Title III/V programs, the Department proposes through 

appropriations language that construction be an allowable use of funds in these programs. 

Like TCCUs, ANNH and NASNTI institutions are typically located in remote areas not served 

by other postsecondary educational institutions.

Further, the majority of ANNH and NASNTI are public and thus rely heavily on state funding. 

Enrollment sizes often hinder the ability of these institutions to secure more equitable funding
HIGHER EDUCATION

Aid for institutional development

42

21F

from state governments. Most lack access to alternate funding sources, such as tuition 

increases, private gifts, or endowments, which other institutions can use to offset funding cuts 

and needs such as construction 1. 

AANAPISIs are a diverse set of institutions, but many of them face similar challenges as 

ANNH and NASNTI. Additionally, construction is an allowable activity for the mandatory 

AANAPISI program authorized under Section 371 of the HEA. Making this an allowable use 

for discretionary funding helps with internal consistency, program administration, and prevents 

AANAPISIs from being arbitrarily unable to use funds for this purpose.

• Improving allocation of funding - The Strengthening ANNH and Strengthening NASNTI 

competitive grant programs provide critical support to institutions serving Alaska Native, Native 

Hawaiian, and Native American populations, but the current structure of the program does not 

enable the grant funds and the Department to best serve these institutions. Grantees are only 

allowed to receive one grant at a time, and due to the limited number of potential grantees, there 

have been a low number of applicants in these programs. Despite multiple efforts, including 

technical assistance to grantees and the use of supplements, these programs frequently lapse or 

fail to fully utilize funding. In addition to expanding the uses of funds described above, the 

Department proposes appropriations language that would authorize the Secretary to distribute 

funding in these programs to eligible institutions using a formula similar to the funding formula 

currently used to determine grant allocations in the Strengthening PBIs program, i.e., Pell Grant 

basis, graduate basis, and graduate and professional student basis. This will more effectively 

support ANNH and NASNTI institutions, while also simplifying and streamlining the award 

process, reducing burden on applicants and grantees, and it will lower Federal administrative 

costs.

• Increasing the Department’s flexibility to make awards - The HEA prohibits frontloading in 

Title III programs. More specifically, a provision in the HEA requires that, in the case of a 

multiple year award to an institution under Title III or Title V of the HEA, the funds for the 

award must come from funds appropriated for Title III or Title V for the fiscal year in which the 

funds are to be used by the recipient. Therefore, the Department cannot use funds 

appropriated in one year to fund future years of a multiple year award. This differs from other 

programs within the Higher Education account and other Departmental accounts, including 

Elementary and Secondary Education Act and Individuals with Disabilities Education Act. The 

Department proposes to include appropriations language permitting frontloading under the 

Title III and the Title V programs, which will allow the Department to maximize appropriated 

funds to support grantees.

• National Activities - For fiscal year 2025, the Department requests authority to reserve up to 

5 percent within the Strengthening Institutions Program for national activities to support and 

advance this program’s goal of assisting institutions that provide educational opportunities to 

students from low-income backgrounds and students of color. The Department proposes to 

provide technical assistance and training to community college SIP-eligible institutions to

1 https://subscriber.politicopro.com/f/?id=0000016d-22fe-d8f3-a3ed-6eff02fc0001
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implement interventions to increase completion and value, including increasing an institution’s 

capacity for credit attainment, mobility, and seamless transfer agreements.

Title III, Part B (HBCU Funding)

The Department’s request would maintain strong support for Historically Black Colleges and 

Universities (HBCUs). HBCUs enroll over 11 percent of all Black American students in higher 

education. Figures compiled by National Center for Education Statistics (NCES) indicate that an 

estimated 287,001 Black American students were enrolled at HBCUs in 2021. In addition,

15 percent of Black Americans who currently hold undergraduate degrees earned their credential 

from an HBCU. Grants provided under the Title III, Part B programs enable HBCUs and HBGIs to 

continue graduating large numbers of Black American students and prepare them for advanced 

study while also helping these institutions improve their academic quality, institutional 

management, and fiscal stability.

Research has found that HBCUs are vital to helping students of color and underserved Black 

American students find success in postsecondary education—a key goal of President Biden’s 

racial equity agenda. For example, while HBCUs constitute just three percent of four-year 

universities and have significantly fewer resources than other top colleges and universities, their 

graduates make up approximately 80 percent of Black judges, half of Black lawyers and doctors, 

and 25 percent of Black undergraduates earning degrees in STEM (science, technology, 

engineering, and mathematics).22F

1 The request, which would make a historic investment in HBCUs 

designed to help them build on these achievements, includes the following:

• $431.6 million for the Strengthening HBCUs program, $35.6 million more than a fiscal

year 2024 annualized CR based on the fiscal year 2023 appropriation. In addition, the 

Administration requests $108.5 million for the Strengthening HBGIs program, $7.7 million 

more than a fiscal year 2024 annualized CR based on the fiscal year 2023 appropriation. 

HBCUs also would receive $85 million in mandatory funding authorized by the FUTURE Act.

The fiscal year 2025 request demonstrates the Administration’s determination to increase 

support of HBCUs and HBGIs, which play a unique and vital role in providing higher education 

opportunities to students of color and underserved students.

Black American enrollment at IHEs more than doubled between 1976 and 2021, from about 

1 million students to 2.3 million students. Despite these increases in college enrollment, 

overall educational attainment for Black American students is lower compared to their nonBlack American peers (and the national average). In 2020-2021, Black Americans earned only

10.5 percent of bachelor’s degrees, 13.3 percent of master’s degrees, and 10 percent of 

doctoral degrees awarded in the United States. Further, Black American student participation 

in and completion of advanced programs in the physical and natural sciences, engineering, 

and mathematics continues to be lower than participation for other groups. Part B funding 

increases the capacity of HBCUs and HBGIs to improve opportunities and outcomes for Black 

Americans in such programs.

1 Retrieved from https://www.whitehouse.gov/briefing-room/statements-releases/2021/04/28/fact-sheet-the-americanfamilies-plan/ and https://www.theatlantic.com/education/archive/2019/05/howard-universitys-president-why-americaneeds-hbcus/589582/
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• $21.3 million for the Strengthening HBCU Master’s Degree Program, $1.3 million more 

than a fiscal year 2024 annualized CR based on the fiscal year 2023 appropriation. This 

request would provide funding to 18 specified HBCUs that make a substantial contribution to 

graduate education opportunities for Black American students at the master’s level in 

mathematics, engineering, the physical or natural sciences, computer science, information 

technology, nursing, allied health, or other scientific disciplines.

Title III, Part E (MSEIP)

• $16.4 million for MSEIP, the same as the fiscal year 2024 annualized CR based on the fiscal 

year 2023 appropriation. The fiscal year 2025 request would provide funding through institutional 

grants to support improving the preparation of minority students, particularly minority women, for 

K-12 teaching careers in science and engineering in an effort to increase the diversity of the 

profession, address critical teacher shortage areas, and increase access to high-quality, 

comprehensive pathways into the science and engineering teaching profession for students of 

color.
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PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2023 2024 2025

Strengthening Institutions

Number of new development awards 107 63 1

23F

100

Average new development awards $431 $349 $418

Total new development award funding $46,142 $22,006 $41,788

Number of continuation development awards 194 238 240

Average continuation development award $415 $420 $403

Total continuation development award funding $80,489 $100,064 $96,812

Peer review of new award applications $249 0 $1,400

Unobligated funding $47 0 0

Total award funding (Section 311) 2, 3 24F 25F $127,354 $122,070 $140,000

Total number of awards 301 301 340

Strengthening TCCUs

Discretionary funding:

Number of continuation development awards 35 35 35

Average continuation development award $1,473 $1,473 $1,612

Total continuation development award funding $51,549 $51,549 $56,408

Mandatory funding (Section 371):

Number of continuation development awards 35 35 35

Average continuation development award $808 $808 $857

Total continuation development award funding $28,290 $28,290 $30,000

Total award funding $79,839 $79,839 $86,408

Discretionary (Section 316) $51,549 $51,549 $56,408

Mandatory (Section 371) $28,290 $28,290 $30,000

Total number of awards 70 70 70

1 In fiscal year 2024, the Department expects to make new awards from the list of unfunded, high-quality applications 

from the fiscal year 2023 competition.

2 The Department reprogrammed a total of $5.5 million that would have otherwise lapsed under the Strengthening 

ANNH program to SIP. The reprogramming allowed the Department to award 13 additional high-quality applications in 

the FY 2023 competition.

3 Totals include funding for higher education evaluation.
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Output Measures 2023 2024 2025

Strengthening ANNHs

Discretionary funding:

Number of new development awards 0 18 14 1

26F

Average new development award 0 $948 $1,846

Total new development award funding 0 $17,055 $25,840

Number of continuation development awards 27 14 0

Average continuation development award $697 $510 0

Total continuation development award funding $18,828 2

27F $7,134 0

Peer review of new award applications $13 $244 0

Unobligated funding $3 0 0

Mandatory funding (Section 371):

Total mandatory (Section 371) funds available for 

obligation at the start of the fiscal year $28,290 $29,145 $29,145

Number of continuation development awards 25 25 25

Average continuation development award $524 $566 $566

Total continuation development award funding $13,089 $14,145 $14,145

Supplemental award funding $1,056 0 0

Total award funding $33,111 $38,578 $39,985

Discretionary (Section 317) 3

28F $18,966 $24,433 $25,840

Mandatory (Section 371) $14,145 $14,145 $14,145

Mandatory (Section 371) funds remaining at the 

end of the fiscal year) 4

29F

$14,145 $14,145 $15,000

Total number of awards (discretionary and 

mandatory) 52 59 39

1 Appropriations language is sought authorizing the Secretary to distribute funding to all eligible ANNH institutions using 

a formula similar to the funding formula used to determine grant allocations in the Strengthening HBCUs and 

Strengthening PBIs programs. According to the 2023 Eligibility Matrix, 14 institutions met the Title III ANNH definition. 2 Includes $6.4 million in supplemental award funding to current ANNH grantees. Grantees could request funding to 

enhance any allowable activity consistent with the scope and objectives of their current projects, and in the case of the 

Native Hawaiian-serving institutions, grantees were invited to request additional funding to address challenges related 

to the national emergency in Hawaii.

3 Totals include funding for higher education evaluation. 4 Unobligated mandatory funding will be carried over for obligation in the succeeding fiscal year.
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Output Measures 2023 2024 2025

Strengthening HBCUs

Discretionary funding:

Number of continuation awards 98 98 98

Average continuation award $4,041 $4,041 $4,404

Total continuation award funding $395,986 $395,986 $431,585

Mandatory funding (Section 371):

Number of continuation awards 98 98 98

Average continuation award $818 $818 $867

Total continuation award funding $80,155 $80,155 $85,000

Total award funding $476,141 $476,141 $516,585

Discretionary (Section 318) $395,986 $395,986 $431,585

Mandatory (Section 371) $80,155 $80,155 $85,000

Total number of awards (discretionary and 

mandatory) 196 196 196

Strengthening HBGIs

Number of new awards 0 24 0

Average new award 0 $4,199 0

Total new award funding 0 $100,782 0

Number of continuation awards 24 0 24

Average continuation award $4,199 0 $4,519

Total continuation award funding $100,782 0 $108,462

Total award funding $100,782 $100,782 $108,462

Total number of awards (Section 326)- 24 24 24

Strengthening HBCU Master’s Program

Number of new awards 18 0 0

Average new award $1,108 0 0

Total new award funding $19,937 0 0

Number of continuation awards 0 18 18

Average continuation award 0 $1,108 $1,182

Total continuation awards- 0 $19,937 $21,269

Total award funding $19,937 $19,937 $21,269

Total number of awards (Section 723) 18 18 18
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Output Measures 2023 2024 2025

Strengthening PBIs

Discretionary funding:

Number of continuation development awards 39 39 39

Average continuation development award $572 $572 $607

Total continuation development award funding- $22,300 $22,300 $23,672

Mandatory funding (Section 371 competitive):

Total mandatory (Section 371) funds available for 

obligation at the start of the fiscal year $28,290 $29,145 $29,145

Number of continuation development awards 22 22 22

Average continuation development award $576 $600 $600

Total continuation development award funding- $12,672 $13,195 $13,195

Supplemental award funding $1,473 $950 $950

Unobligated funding $93 0 0

Total award funding $36,445 $36,445 $37,817

Discretionary (Section 318) $22,300 $22,300 $23,672

Mandatory (Section 371)- $14,145 $14,145 $14,145

Mandatory (Section 371) funds remaining at the 

end of the fiscal year) 1

30F

$14,145 $14,145 $15,000

Total number of awards (discretionary and

mandatory) 61 61 61

Strengthening AANAPISIs

Discretionary funding:

Number of new development awards- 16 0 15

Average new development award $378 0 $428

Total new development award funding $6,047 2

31F 0 $6,415

Number of continuation development awards 30 46 32

Average continuation development award $360 $354 $415

Total continuation development award funding $10,786 3

32F $16,303 $13,295

1 Unobligated mandatory funding will be carried over for obligation in the succeeding fiscal year. 2 Includes $1.1 million in new AANAPISI awards from the list of unfunded, high-quality applications from the fiscal 

year 2022 grant competition.

3 Includes $465 thousand in supplemental award funding to current AANAPISI grantees. Grantees could request 

funding to enhance any allowable activity consistent with the scope and objectives of their current projects.
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Output Measures 2023 2024 2025

Strengthening AANAPISIs (cont’d)

Peer review of new award applications $39 0 $188

Supplemental award funding 0 $2,246 0

Unobligated funding $1,624 0 0

Mandatory funding (Section 371):

Total mandatory (Section 371) funds available for 

obligation at the start of the year $9,430 $9,715 $9,715

Number of continuation development awards 15 15 15

Average continuation development award $305 $306 $307

Total continuation development award funding $4,581 $4,597 $4,611

Supplemental award funding 0 $118 $104

Unobligated funding $134 0 0

Total award funding $23,304 $23,304 $24,614

Discretionary (Section 320) 1

33F $18,589 $18,589 $19,899

Mandatory (Section 371) $4,715 $4,715 $4,715

Mandatory (Section 371) estimated carryover (funds 

remaining at the end of the fiscal year) 2

34F

$4,715 $4,715 $5,000

Total number of awards (discretionary and 

mandatory) 61 61 62

Strengthening NASNTIs

Discretionary funding:

Number of new development awards- 7 0 28 3

35F

Average new development award $601 0 $414

Total new development award funding $4,209 0 $11,595

1 Totals include funding for higher education evaluation. 2 Unobligated mandatory funding will be carried over for obligation in the succeeding fiscal year. 3 Appropriations language is sought authorizing the Secretary to distribute funding to all eligible NASNTI institutions using 

a formula similar to the funding formula used to determine grant allocations in the Strengthening HBCUs and 

Strengthening PBIs programs. According to the 2023 Eligibility Matrix, 28 institutions met the Title III NASNTI definition.
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Output Measures 2023 2024 2025

Strengthening NASNTIs (cont’d)

Number of continuation development awards 20 27 0

Average continuation development award $356 $422 0

Total continuation development award funding- $7,116 $11,405 0

Peer review of new award applications $23 0 0

Mandatory funding (Section 371):

Total mandatory (Section 371) funds available for 

obligation at the start of the fiscal year $9,430 $9,715 $9,715

Number of continuation development awards 8 8 8

Average continuation development award $476 $437 $437

Total continuation development award funding-

$3,808 1

36F $3,492 $3,500

Supplemental award funding 0 $1,223 $1,215

Unobligated funding $907 0 0

Total award funding $16,120 $16,120 $16,310

Discretionary (Section 319) 2

37F $11,405 $11,405 $11,595

Mandatory (Section 371) $4,715 $4,715 $4,715

Mandatory (Section 371) estimated carryover 

(funds remaining at the end of the fiscal year)38F

3 engt

$4,715 $4,715 $5,000

Total number of awards (discretionary and 

mandatory) 38 38 36

1 Includes $301 thousand in supplemental award funding to current NASNTI grantees. Grantees could request 

funding to enhance any allowable activity consistent with the scope and objectives of their current projects, including 

activities that support Native language preservation and revitalization. 2 Totals include funding for higher education evaluation. 3 Unobligated mandatory funding will be carried over for obligation in the succeeding fiscal year.
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Output Measures 2023 2024 2025

Minority Science and Engineering Improvement

Number of new awards 22 10 30

Average new award $269 $230 $246

Total new award funding $5,925 $2,297 1

39F $7,376

Number of continuation awards 42 51 32

Average continuation award $244 $276 $276

Total continuation award funding $10,255 $14,073 $8,831

Peer review of new awards applications $108 0 $163

Total award funding 2

40F $16,370 $16,370 $16,370

Total number of awards 64 61 62

PROGRAM PERFORMANCE INFORMATION

Performance Measures

This section presents selected program performance information, including, for example, 

program goals, objectives, measures, and performance targets and data, and an assessment of 

the progress made toward achieving program results. Achievement of program results is based 

on the cumulative effect of the Federal resources provided for the program as well as the 

resources and efforts invested by those served by the program.

FY 2022 (as applicable) and FY 2023 performance data are expected to be available and 

processed by late February 2024 and will be included in the FY 2026 Congressional 

Justification but were not available at the time of publication for this budget.

The Department identified a handful of critical indicators for which annualized data are available 

across all Title III institutions, including grantees. Such indicators include enrollment, 

persistence, and graduation outcomes. All national persistence and graduation rates shown 

below are estimates based on data from NCES/Integrated Postsecondary Education Data 

Systems (IPEDS) and subject to minor changes.

1 In fiscal year 2024, the Department expects to make new awards from the list of unfunded, high-quality applications 

from the fiscal year 2023 competition. 2 Totals include funding for higher education evaluation.
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Graduation Rates at Title III Institutions

National Rate

SIP

TCCU

ANNH

HBCU

PBI

AANAPISI

NASNTI

National Rate

SIP

TCCU

ANNH

HBCU

PBI

AANAPISI

NASNTI

0 25 50 75 100

2021 Graduation % 

Persistence Rates at Title III Institutions

National Rate

SIP

TCCU

ANNH

HBCU

PBI

AANAPISI

NASNTI

81

73

52 4-year 74

68

71

83

68

National Rate

SIP

TCCU

ANNH

HBCU

PBI

AANAPISI

NASNTI

62

60

2-year

65

59

59

71

57

0 25 50 75 100

2022 Persistence % 

Additional information: AANAPISI grantee institutions had the highest persistence rates in 

2022 for 4-year and 2-year Title III institutions (83 percent and 71 percent, respectively), 

exceeding the national rate of 81 percent and 62 percent, respectively. In addition,

64

54

21

51

38

49 4-year

65

47

37

30

20

26

28

26

2-year

34

28

Institution

Institution

4
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AANAPISI-grantee institutions had the highest graduation rates for 4-year and 2-year Title III 

institutions (65 percent and 34 percent, respectively), exceeding the national graduation rate of 

64 percent at 4-year institutions in 2021.

Goal: To improve the capacity of minority-serving institutions, which traditionally have 

limited resources and serve large numbers of low-income and minority students, to 

improve student success, and to provide high-quality educational opportunities for their 

students.

Objective: Maintain or increase the enrollment, persistence, and graduation rates at minorityserving institutions.

Enrollment Measure: The percentage change, over the 5-year grant period, of the number of 

full-time degree-seeking undergraduates enrolled at Strengthening Institutions Program (SIP) 

institutions.

Year Target Actual

2008 +5.1% (4-year change)

2013 +6.4% +11.3 (5-year change)

2018 +1.3 -10.0 (5-year change)

2023 0

Additional information: The Department uses fall enrollment data for all full-time

degree-seeking undergraduate students and tracks program enrollment at the beginning of, 

and 1 year after the end of, each 5-year grant period. The percentage change is calculated

against the base year. There are no intermediate annual targets. The initial target of 6.4 percent 

for 2013 reflects the anticipated percentage increase in enrollment over the period fiscal year 

2008-2013 based on actual enrollment data from grantees receiving continuation funding in 

fiscal year 2008 which, at the time, was 5.1 percent. There has been a steady decline in 

enrollment at SIP-grantee institutions since 2014. Thus, the Department set the target for 2023 

based on NCES’ projection for the change in total undergraduate enrollment at degree-granting 

institutions from 2013-2018. The target of “0” for 2023 reflects the fact that the Department did 

not anticipate an increase in enrollment over the performance period.

Persistence Measures: The percentage of first-time, full-time degree-seeking undergraduate 

students at 4-year and 2-year SIP institutions who were in their first year of postsecondary 

enrollment in the previous year and are enrolled in the current year at the same SIP institution.

Year 4-year Target 4-year Actual 2-year Target 2-year Actual

2020 75.5% 73.0% 63.5% 60.0%

2021 75.5 71.5 63.5 59.0

2022 75.5 73.0 63.5 60.0

2023 76.0 64.0

2024 76.0 64.0

2025 76.0 64.0
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Graduation Measures: The percentage of first-time, full-time degree-seeking undergraduate 

students enrolled at 4-year and 2-year SIP institutions graduating within 6 years and 3 years of 

enrollment, respectively.

Year 4-year Target 4-year Actual 2-year Target 2-year Actual

2020 53.5% 50.0% 25.0% 28.0%

2021 53.5 53.5 25.0 30.0

2022 54.0 25.5

2023 54.0 25.5

2024 54.5 30.0

2025 54.5 30.0

Additional information: Persistence at 4-year SIP institutions is 8 percentage points lower 

than persistence rates at all 4-year public and private institutions (81 percent), while the 2-year 

SIP persistence rate is 2 percentage points lower than the rate for all 2-year public and private 

schools nationally (62 percent).

The 4-year graduation rate targets are intended to gradually narrow the gap with the national 

rate of 64 percent. The 2-year SIP-grantee graduation rate fell short of the national rate of

34 percent.

Enrollment Measure: The percentage change, over the 5-year grant period, of the number of 

full-time degree-seeking undergraduate students enrolled at TCCUs.

Year Target Actual

2008 +24.3% (5-year change)

2013 +24.0% +15.3 (5-year change)

2018 +1.3 -20.4 (5-year change)

2023 0

Additional information: The Department uses fall enrollment data for all full-time

degree-seeking undergraduate students and tracks program enrollment at the beginning of, and 

1 year after the end of, each 5-year grant period. The percentage change is calculated against 

the base year. There are no intermediate annual targets. The initial target of 24 percent for 2013 

reflects the anticipated percentage increase in enrollment over the period fiscal year 2008-2013 

based on actual enrollment data from grantees receiving continuation funding in fiscal year 2008 

(30 institutions).

While overall enrollment increased at TCCUs and at degree-granting postsecondary institutions 

between 2004 and 2014, during the most recent part of this period, enrollment has been on the 

decline. Thus, the Department set the target for 2018 based on NCES’ projection for the change 

in total undergraduate enrollment at degree-granting institutions from 2013-2018. The target of 

“0” for 2023 reflects the fact that the Department did not anticipate an increase in enrollment 

over the performance period.
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Persistence Measures: The percentage of first-time, full-time degree-seeking undergraduate 

students at 4-year and 2-year TCCUs who were in their first year of postsecondary enrollment in 

the previous year and are enrolled in the current year at the same TCCU.

Year 4-year Target 4-year Actual 2-year Target 2-year Actual

2020 51.5% 57.0% 54.5% 48.0%

2021 51.5 56.0 54.5 46.0

2022 52.0 52.0 55.0 43.0

2023 52.0 55.0

2024 53.0 55.0

2025 53.0 55.0

Graduation Measures: The percentage of first-time, full-time degree-seeking undergraduate 

students enrolled at 4-year and 2-year TCCUs graduating within 6 years and 3 years of 

enrollment, respectively.

Year 4-year Target 4-year Actual 2-year Target 2-year Actual

2020 18.5% 15.0% 28.5% 17.0%

2021 18.5 21.0 28.5 20.0

2022 19.0 30.0

2023 19.0 30.0

2024 19.0 30.0

2025 19.0 30.0

Additional information: The 4-year persistence rate at TCCUs met the target set for 2022; 

while the 2-year rate is well short of the target. Graduation rates at 4-year TCCUs exceeded the 

target set for 2021; yet graduation rates at 4-year and 2-year institutions failed to meet the 

national rates (64 percent and 37 percent, respectively).

Enrollment Measure: The percentage change, over the 5-year grant period, of the number of 

full-time degree-seeking undergraduate students enrolled at ANNH institutions.

Year Target Actual

2008 -1.7% (5-year change)

2013 0% +13.4 (5-year change)

2018 +1.3 -14.8 (5-year change)

2023 0

Additional information: The Department uses fall enrollment data for all full-time

degree-seeking undergraduate students and tracks program enrollment at the beginning of, and 

1 year after the end of, each 5-year grant period. The percentage change is calculated against 

the base year. There are no intermediate annual targets. The initial target set for 2013 reflects 

the anticipated percentage increase in enrollment over the performance period of fiscal

year 2008-2013 based on actual enrollment data from grantees receiving continuation funding in 

fiscal year 2008 (11 institutions), i.e., grantees from the fiscal years 2004-2007 competitions.

There has been a steady decline in enrollment at ANNH-grantee institutions since 2014. The 

target of “0” for 2013 and 2023 reflects the fact that the Department did not anticipate an
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increase in enrollment over the performance period. The Department set a target for 2018 

based on NCES’ projection for the change in total undergraduate enrollment at degree-granting 

institutions from 2013-2018.

Persistence Measures: The percentage of first-time, full-time degree-seeking undergraduate 

students at 4-year and 2-year ANNH institutions who were in their first year of postsecondary 

enrollment in the previous year and are enrolled in the current year at the same ANNH 

institution.

Year 4-year Target 4-year Actual 2-year Target 2-year Actual

2020 78.0% 78.5% 71.5% 64.0%

2021 78.0 72.0 71.5 65.0

2022 78.5 74.0 72.0 65.0

2023 78.5 72.0

2024 78.5 72.0

2025 78.5 72.0

Graduation Measures: The percentage of first-time, full-time degree-seeking undergraduate 

students enrolled at 4-year and 2-year ANNH institutions who graduate within 6 years and

3 years of enrollment, respectively.

Year 4-year Target 4-year Actual 2-year Target 2-year Actual

2020 48.5% 43.0% 17.0% 24.0%

2021 49.0 51.0 17.5 25.5

2022 49.0 17.5

2023 49.5 18.0

2024 49.5 18.0

Additional information: Persistence rates at 2-year ANNH-grantee institutions fell short of the 

target set for 2022; yet exceeded the national rate of 62 percent. Graduation rates at 4-year and 

2-year grantee institutions exceeded the targets set for 2021; yet both rates fell short of the 

national graduation rates at 4-year and 2-year institutions.

Enrollment Measure: The percentage change, over the 5-year grant period, of the number of 

full-time degree-seeking undergraduates enrolled at HBCUs.

Year Target Actual

2008 +8.0% (5-year change)

2013 +8.0% -0.3 (5-year change)

2018 +1.3 -7.1 (5-year change)

2023 0

Additional information: The Department uses fall enrollment data for all full-time

degree-seeking undergraduate students and tracks program enrollment at the beginning of, and 

1 year after the end of, each 5-year grant period. The percentage change is calculated against 

the base year. There are no intermediate annual targets. The initial target of 8 percent for 2013 

reflects the anticipated percentage increase in enrollment over the period fiscal year 2008-2013
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based on actual enrollment data from HBCUs receiving funding in fiscal year 2008

(96 institutions). In 2010, more than 230,000 full-time degree-seeking undergraduate students 

attended Title III HBCUs. Full-time degree-seeking undergraduate enrollment in recent years 

has dropped to below 180,000. Thus, the Department set the target for 2018 based on NCES’ 

projection for the change in total undergraduate enrollment at degree-granting institutions from 

2013-2018. The target of “0” for 2023 reflects the fact that the Department did not anticipate an 

increase in enrollment over the performance period.

Persistence Measures: The percentage of first-time, full-time degree-seeking undergraduate 

students at 4-year and 2-year HBCUs who were in their first year of postsecondary enrollment in 

the previous year and are enrolled in the current year at the same HBCU.

Year 4-year Target 4-year Actual 2-year Target 2-year Actual

2020 70.5% 67.0% 58.5% 57.5%

2021 70.5 68.0 58.5 52.0

2022 71.0 68.0 60.0 59.0

2023 71.0 60.0

2024 71.0 60.0

2025 71.0 60.0

Graduation Measures: The percentage of first-time, full-time degree-seeking undergraduate 

students enrolled at 4-year and 2-year HBCUs graduating within 6 years and 3 years of 

enrollment, respectively.

Year 4-year Target 4-year Actual 2-year Target 2-year Actual

2020 41.5% 37.5% 19.0% 27.5%

2021 41.5 38.0 19.0 28.0

2022 41.5 19.5

2023 42.0 19.5

2024 42.0 20.0

2025 42.0 20.0

Additional information: The 2022 HBCU persistence rates lag behind the national rates for 

both 4-year (81 percent) and 2-year institutions (62 percent). Graduation rates at 2-year 

institutions exceeded the target set for 2021 by 9 percentage points.

Enrollment Measure: The percentage change, over the 5-year grant period, of the number of 

full-time graduate students enrolled at HBGIs.

Year Target Actual

2008 +13.0% (5-year change)

2013 +13.0% +22.0 (5-year change)

2018 +3.2 -4.8 (5-year change)

2023 0
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Degree Completion Measure: The number of PhDs, first professional, and Master’s degrees 

awarded at HBGIs.

Year Target Actual

2020 7,000 7,093

2021 7,100 6,662

2022 7,200

2023 7,200

2024 7,300

2025 7,300

Additional information: The Department uses fall enrollment data for all full-time

degree-seeking undergraduate students and tracks program enrollment at the beginning of, 

and 1 year after the end of, each 5-year grant period. The percentage change is calculated 

against the base year. There are no intermediate annual targets. Student enrollment at the 

original 18 HBGIs in 2008 (11,144) was used to calculate the percentage change against

student enrollment at those HBGIs in the base year 2003 (9,860). Student enrollment for 2013 is 

for the 5-year grant period 2009-2013 and includes 6 additional HBGIs added in 2008 when the 

HEA was reauthorized. Student enrollment at the 24 HBGIs grew by nearly 23 percent, from 

12,744 in 2008 to 15,632 in 2014, exceeding the target set for 2013 for student enrollment by

8 percentage points. The next enrollment period, fiscal years 2013-2018, was based on NCES’ 

projection for the change in total graduate enrollment at degree-granting institutions during this 

time. The target of “0” for the 2023 enrollment measure reflects the fact that the Department did 

not anticipate an increase in enrollment over the performance period. The program’s 

performance fell short of the target set for 2021 for degree completion.

Enrollment Measure: The percentage change of the number of full-time degree-seeking 

undergraduate students enrolled at PBIs.

Year Target Actual

2011 +15.6% (1-year change)

2016 -28.1 (5-year change)

2021 +7.1% -17.4 (5-year change)

Additional information: This program received its first year of funding in 2008. Data for the 

2013 persistence rate and the 2012 graduation rate are from PBI grantees who received a new 

award in 2010 and 2011 in the discretionary and mandatory PBI programs. For enrollment, the 

percentage change is calculated against the base year. Future progress will be assessed 

against targets every 5 years. Student enrollment at PBI-grantee institutions in 2011 (59,908) 

was used to calculate the percentage change against student enrollment at PBIs in the base 

year 2008 (56,629). However, enrollment at grantee institutions decreased by 28 percent 

between 2011 and 2016; student enrollment at 19 grantee institutions decreased by 750 or 

more students during this time and one institution closed its doors. Program targets will be 

based on NCES’ projection for the change in total undergraduate enrollment at degree-granting 

institutions. The target for 2021 is NCES’ projection for the change in total undergraduate 

enrollment at all degree-granting institutions from 2016-2021.
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Persistence Measures: The percentage of first-time, full-time degree-seeking undergraduate 

students at 4-year and 2-year PBIs who were in their first year of postsecondary enrollment in 

the previous year and are enrolled in the current year at the same PBI.

Year 4-year Target 4-year Actual 2-year Target 2-year Actual

2020 74.0% 75.5% 56.0% 56.0%

2021 75.0 73.0 56.0 57.5

2022 75.0 71.0 56.5 59.0

2023 75.0 56.5

2024 75.0 57.0

2025 75.0 57.0

Graduation Measures: The percentage of first-time, full-time degree-seeking undergraduate 

students enrolled at 4-year and 2-year PBIs who graduate within 6 years and 3 years of 

enrollment, respectively.

Year 4-year Target 4-year Actual 2-year Target 2-year Actual

2020 31.0% 47.0% 15.0% 29.0%

2021 31.5 49.0 16.0 26.0

2022 31.5 16.0

2023 31.5 16.0

2024 45.0 28.0

2025 45.0 28.0

Additional information: Data are for both the discretionary and mandatory PBI programs. 

Although persistence rates at 4-year PBIs fell short of the target set for 2022 by 4 percentage 

points, graduation rates at 2-year grantee institutions exceeded the target set for 2022 by more 

than 2 percentage points. Graduation rates at 4-year and 2-year grantee institutions exceeded 

the targets set for 2021 by more than 17 percentage points and 10 percentage points, 

respectively.

Enrollment Measure: The percentage change of the number of full-time degree-seeking 

undergraduate students enrolled at AANAPISIs.

Year Target Actual

2011 +3.4% (1-year change)

2016 +5.5 (5-year change)

2021 +7.1%

Additional information: This program received its first year of funding in 2008. Recent data are 

from 17 grantees who received discretionary and mandatory funding from the AANAPISI 

programs—eight 2-year institutions and nine 4-year institutions. For enrollment, the percentage 

change is calculated against the base year. There are no intermediate annual targets. Future 

progress will be assessed against targets periodically (about every 5 years). Student enrollment 

at AANAPISI-grantee institutions in 2011 (68,687) was used to calculate the percentage change 

against student enrollment at AANAPISIs in the base year 2008 (63,000). The change in 

enrollment for fiscal years 2011-2015 was 5.5 percent.
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Targets are based on NCES’ projection for the change in total undergraduate enrollment at 

degree-granting institutions. The target for 2021 projects the change in total undergraduate 

enrollment at degree-granting institutions from 2016-2021.

Persistence Measures: The percentage of first-time, full-time degree-seeking undergraduate 

students at 4-year and 2-year AANAPISIs who were in their first year of postsecondary 

enrollment in the previous year and are enrolled in the current year at the same AANAPISI.

Year 4-year Target 4-year Actual 2-year Target 2-year Actual

2020 82.0% 85.0% 72.0% 71.0

2021 82.0 85.0 72.0 70.0

2022 82.5 83.0 72.5 71.0

2023 82.5 72.5

2024 83.0 73.0

2025 83.0 73.0

Graduation Measures: The percentage of first-time, full-time degree-seeking undergraduate 

students enrolled at 4-year and 2-year AANAPISIs who graduate within 6 years and 3 years of 

enrollment, respectively.

Year 4-year Target 4-year Actual 2-year Target 2-year Actual

2020 50.5% 62.5% 24.0% 30.0%

2021 50.5 64.5 24.5 34.0

2022 60.0 24.5

2023 60.0 25.0

2024 63.0 30.0

2025 63.0 30.0

Additional information: The performance rate of AANAPISI-grantee institutions not only 

exceeded the 2022 target set for persistence at 4-year grantee institutions, but also exceeded 

the national persistence rate for 4-year public and private schools (81 percent). In addition, the 

graduation rate at 4-year and 2-year AANAPISI-grantee institutions exceeded the targets set for 

2021 by 14 percentage points and 10 percentage points, respectively. Both 4-year and 2-year 

persistence and graduation rates fell short of meeting the national persistence and graduation 

rates.

Enrollment Measure: The percentage change of the number of full-time degree-seeking 

undergraduate students enrolled at NASNTIs.

Year Target Actual

2011 +16.7% (1-year change)

2016 +0.5 (5-year change)

2021 7.1%

Additional information: This program received its first year of funding in 2008. Recent data in 

the NASNTI program are from 13 grantees who received funding in the discretionary NASNTI 

program in 2010—ten 2-year institutions and three 4-year institutions. For enrollment, the 

percentage change is calculated against the base year. There are no intermediate annual
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targets. Future progress will be assessed against targets periodically (about every 5 years). 

Student enrollment at NASNTI-grantee institutions in 2013 (20,637) was used to calculate the 

percentage change against student enrollment at NASNTIs in the base year 2011 (20,844). The 

change in enrollment for fiscal years 2011-2016 was 0.5 percent. Enrollment rates at current 

grantee institutions are on the decline.

Targets are based on NCES’ projection for the change in total undergraduate enrollment at 

degree-granting institutions. The target for 2021 projects the change in total undergraduate 

enrollment at degree-granting institutions from 2016-2021.

Persistence Measures: The percentage of first-time, full-time degree-seeking undergraduate 

students at 4-year and 2-year NASNTIs who were in their first year of postsecondary enrollment 

in the previous year and are enrolled in the current year at the same NASNTI.

Year 4-year Target 4-year Actual 2-year Target 2-year Actual

2020 73.5% 69.5% 54.0% 54.5%

2021 73.5 70.5 54.0 58.5

2022 74.0 68.0 54.5 57.0

2023 74.0 54.5

2024 74.0 54.5

2025 74.0 54.5

Graduation Measures: The percentage of first-time, full-time degree-seeking undergraduate 

students enrolled at 4-year and 2-year NASNTIs who graduate within 6 years and 3 years of 

enrollment, respectively.

Year 4-year Target 4-year Actual 2-year Target 2-year Actual

2020 35.5% 44.5% 22.0% 29.5%

2021 40.0 47.0 22.5 28.0

2022 40.0 22.5

2023 40.0 22.5

2024 44.0 28.5

2025 44.0 28.5

Additional information: The 2-year persistence rate at NASNTI-grantee institutions exceeded 

the target set for 2022. The graduation rates at both 4-year and 2-year institutions exceeded the 

targets set for 2021. Both 4-year and 2-year persistence and graduation rates fell short of 

meeting the national persistence and graduation rates.

MSEIP Performance Measures

The Department believes that the current measures of enrollment and graduation for the MSEIP 

program may be unreliable or inconsistent due the challenges of collecting data by field of

study. As an alternative, the Department used IPEDS data to determine whether the percentage
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of bachelor’s degrees conferred that were in STEM fields increased between 2005 and 2015. 

Specifically, data examined were:

• The percentage of bachelor’s degrees conferred by the 2005 cohort of MSEIP grantees 

in 2005 and 2015 that were in STEM fields.

• The percentage of bachelor’s degrees conferred by all Title IV eligible institutions in 

2005 and 2015 that were in STEM fields.

In addition, the same percentages for the two largest underrepresented racial/ethnic groups 

were examined.

The intent is to examine whether an increasing percentage of students in MSEIP institutions 

earn degrees in STEM fields, given that one of the main purposes of the MSEIP program is to 

increase the participation of underrepresented minorities in scientific and technological careers. 

STEM fields can include a wide range of disciplines. However, for purposes of this data 

analysis, STEM fields include computer and information sciences; engineering; engineering 

technologies and engineering-related fields; biological and biomedical sciences; mathematics 

and statistics; physical sciences; science technology/technicians; and agriculture, agriculture 

operations, and related sciences.

Measure: Number and percentage of bachelor’s degrees conferred that are in STEM fields, 

2005, 2010, 2015. and 2019.

2005

MSEIP

Grantees

2010

MSEIP

Grantees

2015

MSEIP

Grantees

2019

MSEIP

Grantees

2005

All Title IV 

IHEs

2010

All Title IV 

IHEs

2015

All Title IV 

IHEs

2019

All Title IV 

IHEs

All Students:

# of STEM degrees 4,430 4,896 6,239 9,810 227,131 253,431 357,571 438,304

All Students: 

# of degrees 23,866 32,663 34,276 49,543 1,411,002 1,620,629 1,916,129 2,034,071

All Students:

% of degrees in 

STEM fields 15.7% 15.0% 18.2% 19.8% 16.1% 15.6% 18.3% 21.5%

Black Students:

# of STEM degrees 915 847 1,890 2,714 16,405 16,196 21,138 25,904

Black Students: 

# of degrees 7,193 6,956 11,747 23,160 127,978 152,404 182,778 189,471

Black Students:

% of degrees in 

STEM fields 12.7% 12.2% 16.1% 17.2% 12.8% 10.6% 11.6% 13.7%

Hispanic Students: 

# of STEM degrees 1,237 1,713 2,688 4,495 15,596 19,607 35,805 53,263

Hispanic Students: 

# of degrees 9,407 12,688 14,966 15,735 111,616 147,205 226,900 294,537

Hispanic Students:

% of degrees in 

STEM fields 13.1% 13.5% 18.0% 19.4% 14.0% 13.3% 15.8% 18.1%
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In 2005, approximately 15.7 percent of all bachelor’s degrees conferred by the 2005 cohort of 

MSEIP grantees were in STEM fields, a figure that was slightly higher than the 2010 and 2015 

percentages. These percentages are comparable to that of those at all Title IV institutions in 

2005, 2010, and 2015. Overall, the percentages of STEM degrees awarded to “all students” in 

2005, 2010, and 2015 were higher than the comparable percentages of STEM degrees 

awarded to both Black or Hispanic students, and the percentages did not change appreciably 

between 2005 and 2015. In 2019, the number and percentage of bachelor’s degrees conferred 

in STEM fields at all Title IV institutions and among Hispanic and Black students continued to 

increase at 21.5 percent, 13.7 percent, and 18.1 percent, respectively.

Efficiency Measures

The Department developed a common efficiency measure for the AID programs. These 

calculations do not take into account Federal student financial aid received by these institutions.

Both discretionary and mandatory funding are included in the calculation of the measures and 

targets for TCCUs, ANNH-serving institutions, HBCUs, PBIs, AANAPISIs, and NASNTIs 

programs.

Measure: Cost per successful outcome: Federal cost per undergraduate and graduate degree 

at SIP institutions.

Year Target Actual

2020 $395 $423

2021 395 380

2022 395

2023 395

2024 390

2025 390

Measure: Cost per successful outcome: Federal cost per undergraduate degree at TCCUs.

Year Target Actual

2020 $28,000 $36,367

2021 27,500 40,037

2022 27,000

2023 26,500

2024 26,000

2025 26,000
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Measure: Cost per successful outcome: Federal cost per undergraduate and graduate degree 

at ANNH-serving Institutions.

Year Target Actual

2020 $2,200 $3,827

2021 2,075 1,865

2022 1,950

2023 1,925

2024 1,900

2025 1,875

Measure: Cost per successful outcome: Federal cost per undergraduate and graduate degree 

at HBCUs.

Year Target Actual

2020 $6,800 $7,002

2021 6,800 9,406

2022 6,800

2023 6,800

2024 6,800

2025 6,800

Measure: Cost per successful outcome: Federal cost per graduate degree at HBGIs.

Year Target Actual

2020 $8,750 $12,310

2021 8,750 14,450

2022 8,750

2023 8,750

2024 8,750

2025 8,750

Measure: Cost per successful outcome: Federal cost per undergraduate degree at PBIs.

Year Target Actual

2020 $875 $952

2021 875 1,010

2022 875

2023 875

2024 875

2025 875
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Measure: Cost per successful outcome: Federal cost per undergraduate degree at AANAPISIs.

Year Target Actual

2020 100 122

2021 100 158

2022 100

2023 100

2024 100

2025 100

Measure: Cost per successful outcome: Federal cost per undergraduate degree at NASNTIs.

Year Target Actual

2020 $450 $580

2021 450 788

2022 450

2023 450

2024 450

2025 450

Additional information: These measures are calculated as the appropriation for the program 

divided by the number of undergraduate and graduate degrees awarded. A similar efficiency 

measure has been established for the Developing HSIs program and for Howard University.

This metric may enable the Department to assess program performance across institutions with 

similar types of missions. Performance on efficiency measures exceeded the targets set for 

2021 in two Title III programs (SIP and ANNHs).
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42F

Aid for Hispanic-serving institutions

(Higher Education Act of 1965, Title V, Parts A and B; Title III, Part F, Section 371(b)(2)(B)) 

(dollars in thousands)

FY 2025 Authorization: To be determined (discretionary)41F

1; $100,000 (mandatory) 2

Budget Authority:

2024 Annualized CR 2025 Request Change

Discretionary Funding

Developing Hispanic-serving 

Institutions (HSIs) (discretionary)

(HEA V-A) $227,751 $246,547 +$18,796

Promoting Postbaccalaureate 

Opportunities for Hispanic 

Americans (PPOHA)

(discretionary) (HEA V-B) 27,314 29,769 +2,455

Subtotal 255,065 276,316 +21,251

Mandatory Funding

Developing Hispanic-serving 

Institutions Science, Technology, 

Engineering, or Mathematics

(HSI STEM) and Articulation 

(mandatory) (HEA III-F) 3

43F

94,300 100,000 +5,700

Subtotal 94,300 100,000 +5,700

Total 349,365 376,316 +26,951

1 The GEPA extension expired September 30, 2015. Reauthorization for FY 2025 is expected through appropriations 

action.

2 The Fostering Undergraduate Talent by Unlocking Resources for Education Act (P.L. 116-91) provides permanent 

mandatory appropriations for HBCUs and minority-serving institutions under Part F of Title III of the Higher Education 

Act of 1965 (133 Stat. 1189).

3 The 2024 level for mandatory programs has been reduced by 5.7 percent which became effective on

October 1, 2023, pursuant to the Budget Control Act of 2011 (P.L. 112-25). Although the 2025 level for mandatory 

programs is expected to be reduced by 5.7 percent, the amount in the table does not include the sequester reduction.
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PROGRAM DESCRIPTION

Developing Hispanic-serving Institutions

The Developing HSIs Program, authorized under Title V of the Higher Education Act (HEA), 

provides competitive grants to HSIs to expand educational opportunities for, and improve the 

academic attainment of, Hispanic students. The program supports efforts to expand and

enhance academic offerings, program quality, and institutional stability of colleges and 

universities that are educating the majority of Hispanic college students and helping large 

numbers of Hispanic students and other individuals from low-income backgrounds complete 

postsecondary degrees. HSIs are defined as “eligible institutions” if they: (1) have below-average 

educational and general expenditures per full-time equivalent undergraduate student; (2) enroll a 

significant percentage of students with a high financial need, as measured by Pell Grant status or 

receipt of other Title IV need-based aid; and (3) have an enrollment of undergraduate full-time 

equivalent students that is at least 25 percent Hispanic.

The program makes (1) individual development grants to help institutions address unique 

challenges to building capacity and improving performance and (2) cooperative arrangement 

development grants that promote joint efforts between two or more IHEs to resolve common 

challenges to institutional effectiveness. In addition, the Department may award 1-year planning 

grants for the preparation of plans and grant applications under this program.

Grants are awarded for a period of up to 5 years. Grantees may use their funds to plan, develop, 

and implement a wide range of authorized activities, including activities that encourage: faculty 

and academic program development; better management of funds and administration; 

construction and maintenance of instructional facilities; student services designed to improve 

college completion; establishment of a program of teacher education; establishment of 

community outreach programs that encourage elementary and secondary school students to 

develop an interest in pursuing postsecondary education; and creation or improvement of 

facilities for Internet-based or other distance learning academic instruction, including purchase or 

rental of telecommunications technology equipment and services. Also, HSIs may use up

to 20 percent of the grant funds to establish or increase an institution’s endowment fund so long 

as the Federal contribution is matched dollar-for-dollar by non-Federal funds. HSI grantees are 

not eligible to receive funding under Part A or Part B of Title III.

Promoting Postbaccalaureate Opportunities for Hispanic Americans

The PPOHA Program, authorized under Title V of the HEA, seeks to expand the number of 

Hispanic students entering postbaccalaureate education and attaining advanced degrees. The 

program is designed to help institutions of higher education that are educating large numbers of 

Hispanic students and students from low-income backgrounds increase their postbaccalaureate 

academic offerings and enhance program quality. To be eligible for a grant under this program, 

an institution of higher education must be an HSI that offers a program that leads to a 

postbaccalaureate certificate or degree. Grants are awarded for up to 5 years, and participating 

institutions also may receive funds under Title V, Part A.
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Authorized activities include: purchasing, renting, or leasing scientific or laboratory equipment 

used for educational purposes; construction, maintenance, renovation and facilities 

improvement, including telecommunications; purchasing library books, periodicals, journals, and 

other educational materials, including telecommunications program materials; supporting 

postbaccalaureate students from low-income backgrounds through outreach programs, 

academic support services, mentoring, and student financial assistance; supporting faculty 

development, exchanges, and research, as well as curricular development and academic 

instruction; the creation or improvement of facilities for Internet-based or other distance 

education technologies; and collaboration with other IHEs to expand postbaccalaureate 

offerings.

Developing Hispanic-serving Institutions Science, Technology, Engineering, or 

Mathematics and Articulation

The HSI STEM and Articulation Program, authorized under Title III, Part F of the HEA and 

funded through mandatory appropriations, is designed to increase the number of Hispanic and 

other students from low-income backgrounds attaining degrees in STEM fields and to support 

the development of model transfer and articulation agreements between 2-year HSIs and 4-year 

IHEs in such fields.

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2020 $250,019 1

44F

2020 CARES Act 214,810

2021 256,8771

2021 CRRSA Act 349,440

2021 Mandatory ARP Act 609,435

2022 296,8151

2023 349,3651

2024 Annualized CR 349,3651

FY 2025 BUDGET REQUEST

For fiscal year 2025, the Administration requests $276.3 million in discretionary funding for the 

two programs under Aid for Hispanic-serving Institutions, $21.3 million more than a fiscal

year 2024 annualized CR based on the fiscal year 2023 appropriation. In addition to these 

requested discretionary levels, $100 million is available in mandatory funding in fiscal year 2025 

for the HSI STEM and Articulation program. Including discretionary and mandatory funding,

$376.3 million would be available if the 2025 request put forth by the Administration is enacted.

The fiscal year 2025 request for discretionary and mandatory funding would support institutional 

capacity and student support at HSIs. A significant number of postsecondary education 

institutions serving high percentages of students of color and students from low-income

1 Includes $94,100 (2020) and $94,300 (2021, 2022, 2023, and 2024) thousand in mandatory funds provided under 

the HEA.
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backgrounds face challenges that threaten their continued operation and ability to provide a 

high-quality education. The Administration is committed to assisting these institutions by 

providing funds to support, among other activities, improvements in academic quality, 

institutional management, administrative capacity and fiscal stability, infrastructure, and student 

support services.

These investments will largely provide continued support of the increased number of awards 

that were first made under the HSI programs using the fiscal year 2023 appropriation.

Proposed FY 2025 Appropriations Language

The HEA prohibits frontloading in certain programs. More specifically, provisions in the HEA 

require that, in the case of a multiple year award to an institution under Title III or Title V of the 

HEA, funds for the award must come from funds appropriated for the fiscal year in which they 

are to be used by the recipient. Therefore, the Department cannot use funds appropriated in

one year to fund future years of a multiple year award. This differs from other programs within 

the Higher Education account and other Departmental accounts, including ESEA and IDEA. The 

Department proposes to include appropriations language to permit frontloading under the

Title III and the Title V programs, which will allow the Department to maximize appropriated 

funds to support grantees.

PROGRAM OUTPUT MEASURES45F

1

(dollars in thousands)

Output Measures 2023 2024 2025

Developing HSIs

Number of new awards 111 45 147

Average new award $579 $580 $582

Total new award funding $64,222 $26,115 $85,810

Number of continuation awards 278 344 272

Average continuation award $583 $582 $585

Total continuation award funding $162,006 $200,113 $159,120

Peer review of new award applications $384 $384 $384

Total program funding 2

46F $227,751 $227,751 $246,547

Total number of awards 389 389 419

PPOHA

Number of new awards 13 20 7

Average new award $576 $568 $531

Total new award funding $7,486 $11,361 $3,487

1 Total mandatory funding shown for each year includes carryover funds from prior year. Actual appropriations used 

in any given year are shown in the “Total obligated funding” line; this is often the exact amount appropriated for the 

program the prior year.

2 Totals include funding for higher education evaluation.
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Output Measures 2023 2024 2025

Number of continuation awards 34 27 45

Average continuation award $579 $585 $580

Total continuation award funding $19,691 $15,783 $26,100

Peer review of new award applications 0 $33 $33

Total program funding1 $27,314 $27,314 $29,769

Total number of awards 47 47 52

HSI STEM and Articulation

Total mandatory (Section 371) funds 

(available for obligation at the start of the 

fiscal year) $188,600 $188,600 $194,300

Number of new awards 0 0 0

Average new award 0 0 0

Total new award funding 0 0 0

Number of continuation awards 100 100 100

Average continuation award $943 $943 $943

Total continuation award funding $94,300 $94,300 $94,300

Peer review of new award applications 0 0 0

Total obligated funding $94,300 $94,300 $94,300

Mandatory (Section 371) estimated 

carryover (mandatory funds remaining at

the end of the fiscal year) $94,300 $94,300 $100,000

PROGRAM PERFORMANCE INFORMATION

Performance Measures

This section presents selected program performance information, including, for example, 

program goals, objectives, measures, and performance targets and data; and an assessment of 

the progress made toward achieving program results. Achievement of program results is based 

on the cumulative effect of the Federal resources provided for the program as well as the 

resources and efforts invested by those served by the program.

The COVID-19 pandemic was likely a confounding variable in a number of the areas measured.

FY 2022 (as applicable) and FY 2023 performance data are expected to be available and 

processed by late February 2024 and will be included in the FY 2026 Congressional 

Justification but was not available at the time of publication for this budget.

Goal: To improve the capacity of minority-serving institutions, which traditionally have 

limited resources and serve large numbers of low-income and minority students, to
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improve student success, and to provide high-quality educational opportunities for their 

students.

Objective: Increase the enrollment, persistence, and graduation rates at HSI grantees.

HSI Enrollment Measure: The percentage change, over the 5-year grant period, of the number 

of full-time degree-seeking undergraduates enrolling at HSIs receiving grants under this 

program.

Year Target Actual

2018 +1.3% -4.9%

2023 +1.1

Additional information: This measure uses fall enrollment data from the National Center for 

Education Statistics (NCES) Integrated Postsecondary Education Data Systems (IPEDS) and 

tracks program enrollment at the beginning of, and 1 year after the end of, each 5-year grant 

period. In this case, 2018 enrollment was compared to 2013 enrollment. The 2023 target is 

based on NCES projections for the change in total undergraduate enrollment at degree-granting 

institutions between 2018 and 2023.

HSI Persistence Measure: The percentage of first-time, full-time degree-seeking 

undergraduate students at 4-year and 2-year HSI grantees who were in their first year of 

postsecondary enrollment in the previous year and are enrolled in the current year at the same 

HSI.

Year 4-year Target 4-year Actual 2-year Target 2-year Actual

2020 79.0% 80.9% 66.5% 73.9%

2021 80.0 79.1 70.0 63.5

2022 80.0 79.6 70.0 63.8

2023 80.0 70.0

2024 80.0 70.0

2025 80.0 70.0
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HSI Graduation Measure: The percentage of first-time, full-time degree-seeking undergraduate 

students enrolled at 4-year and 2-year HSI grantees graduating within 6 years of enrollment and 

3 years of enrollment, respectively.

Year 4-year Target 4-year Actual 2-year Target 2-year Actual

2020 47.5% 58.2% 23.5% 28.3%

2021 50.0 59.0 24.0 29.3

2022 50.0 24.0

2023 50.0 24.0

2024 50.0 24.0

2025 50.0 24.0

Additional information: The data are derived from grantees’ electronic annual performance 

reports and the NCES/IPEDS. IPEDS data are reported by all institutions participating in these 

programs and are subject to NCES’ consistency and validity checks.

Objective: Improve the year-to-year increase in enrollment and graduation rates in 

postbaccalaureate programs at Hispanic-serving institutions.

PPOHA Enrollment Measure: The percentage change, over the 5-year grant period, of the 

number of graduate and professional students enrolled at grantee institutions.

Year Target Actual

2018 +0.9% -3.8%

2023 +2.8

Additional information: This measure uses NCES/IPEDS fall enrollment data and tracks 

program enrollment at the beginning of, and 1 year after the end of, each 5-year grant period. In 

this case, 2018 enrollment was compared to 2013 enrollment. The 2023 target is based on 

NCES projections for the change in total post baccalaureate enrollment at degree-granting 

institutions between 2018 and 2023.

PPOHA Degree Completion Measure: The percentage change, over the 5-year grant period, 

of the number of master's, doctoral and first-professional degrees and post baccalaureate 

certificates awarded at HSI grantee institutions.

Year Target Actual

2018 +3.2% +3.3%

2023 +3.0

Additional Information: This measure uses NCES/IPEDS data to track graduate degree and 

certificate completion. In this case, 2018 completion rates were compared to rates at the same 

institutions in 2013. The 2023 target is based on NCES projections for the growth in graduate 

degrees and certificates conferred between 2018 and 2023.
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Objective: Increase enrollment, persistence, and graduation rates at HSI STEM grantees.

HSI STEM Enrollment Measure: The percentage change, over the 5-year grant period, of the 

number of full-time degree-seeking undergraduates enrolled at HSI grantee institutions.

Year Target Actual

2016 -0.8%

2021 +4.5% -2.7%

Additional information: This measure uses NCES/IPEDS fall enrollment data and tracks 

program enrollment at the beginning of, and 1 year after the end of, each 5-year grant period. In 

this case, 2016 enrollment was compared to 2011 enrollment. When established, the 2026 

target will be based on NCES projections for the change in total undergraduate enrollment at 

degree-granting institutions between 2021 and 2026.

HSI STEM Persistence Measure: The percentage of first-time, full-time degree-seeking 

undergraduate students at 4-year and 2-year HSI grantees who were in their first year of 

postsecondary enrollment in the previous year and are enrolled in the current year at the same 

HSI.

Year 4-year Target 4-year Actual 2-year Target 2-year Actual

2020 79.5% 80.8% 67.0% 66.5%

2021 80.0 79.5 67.0 64.9

2022 80.0 78.4 67.0 66.0

2023 80.0 67.0

2024 80.0 67.0

2025 80.0 67.0

HSI STEM Graduation Measure: The percentage of first-time, full-time degree-seeking 

undergraduate students enrolled at 4-year and 2-year HSI grantee institutions graduating within 

6 years of enrollment and 3 years of enrollment, respectively.

Year 4-year Target 4-year Actual 2-year Target 2-year Actual

2020 48.0% 59.2% 24.0% 29.2%

2021 48.5 57.5 24.5 30.4

2022 49.0 25.0

2023 49.5 25.5

2024 50.0 26.0

2025 50.5 26.5

Additional information: The data are derived from grantees’ electronic annual performance 

reports and the NCES/IPEDS. IPEDS data are reported by all institutions participating in these 

programs and are subject to NCES’ consistency and validity checks.
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Efficiency Measures

Developing HSIs: Cost per successful outcome: Federal cost per undergraduate and graduate 

degree at HSI grantee institutions.

Year Target Actual

2020 $475 $348

2021 425 376

2022 400

2023 400

2024 400

2025 400

Additional information: The Developing Hispanic-serving Institutions efficiency measure is 

calculated by dividing the amount awarded under the Developing HSIs program by the number 

of undergraduate and graduate degrees awarded. The Department notes that it is difficult to 

attribute increases or decreases under this measure to the Federal share of funds due to the 

limited amount of the Federal contribution. Given that the average cost per successful outcome 

for 2012-2017 was significantly lower than the established targets, the Department revised its 

targets, beginning in 2018, to more accurately reflect actual performance.

PPOHA: Cost per successful outcome: Federal cost per master’s, doctoral and first-professional 

degree and postbaccalaureate certificate at HSI grantee institutions.

Year Target Actual

2020 $550 $897

2021 525 706

2022 525

2023 525

2024 525

2025 525

Additional information: The PPOHA efficiency measure is calculated by dividing the amount 

awarded under the PPOHA program by the number of graduate degrees and certificates 

awarded at grantee institutions.
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HSI STEM: Cost per successful outcome: Federal cost for undergraduate and graduate degrees 

at institutions in the Hispanic-serving Institutions STEM and Articulation Programs.

Year Target Actual

2020 $570 $375

2021 560 394

2022 550

2023 540

2024 530

2025 520

Additional information: The HSI STEM efficiency measure is calculated by dividing the 

amount awarded under the HSI STEM program by the number of undergraduate and graduate 

degrees awarded at grantee institutions.
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47F

International education and foreign language studies: Domestic 

programs

(Higher Education Act of 1965, Title VI, Parts A and B) 

(dollars in thousands)

FY 2025 Authorization: To be determined 1

Budget Authority:

2024 Annualized CR 2025 Request Change

$75,353 $73,282 -$2,071

PROGRAM DESCRIPTION

The International Education and Foreign Language Studies (IEFLS) Domestic Programs are 

designed to strengthen the capability and performance of American education in foreign 

languages and in area and international studies. The IEFLS programs originated in the National 

Defense Education Act of 1958, as a response to the need to strengthen instruction in the areas 

of international studies and foreign languages that were insufficiently taught in the United 

States.

Funds are used to support a broad range of activities under 10 Domestic Programs, including 

primary and secondary education through a variety of K-12 outreach and teacher training 

collaborations. Grants are awarded to institutions of higher education (IHEs) to support centers, 

programs, and fellowships to increase the number of experts in foreign languages and 

international studies, meet national needs, and strengthen the teaching of foreign languages 

and international education at all levels. Prior to each grant cycle, the Department must consult 

with and receive recommendations from other relevant Federal Agencies to determine the 

“areas of national need” for expertise in foreign languages and world areas.

When awarding grants, the Department is required to take into account a variety of factors, 

including: the degree to which applicants’ proposed activities address national needs and inform 

the public; the applicants’ record placing students into postgraduate employment, education, or 

training in areas of national need; and the applicants’ proposed plans and strategies to increase 

this number. Emphasis is placed on less commonly taught languages and the regions where 

those languages are used. The program authorization requires that institutions receiving funding 

under Title VI provide the following information to the Department, in accordance with the 

requirements of Section 117 of the HEA: (1) the amount of the contribution (including cash and 

the fair market value of any property) received from any foreign government or from a foreign 

private sector corporation or foundation during any fiscal year in which the contribution exceeds

$250,000 in the aggregate; and (2) the aggregate contribution, or a significant part of the 

aggregate contribution, that is to be used by a center or program receiving funds under Title VI.

1 The GEPA extension expired September 30, 2015. Reauthorization for FY 2025 is expected through appropriations 

action.
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The Domestic Programs include the following program investment areas:

The National Resource Centers (NRCs) Program supports IHEs or consortia of such 

institutions in establishing, operating, and strengthening comprehensive or undergraduate 

centers of excellence to train students, specialists, and other scholars. Activities may include: 

supporting instructors of less commonly taught languages; bringing visiting scholars and faculty 

to the Center to teach, conduct research, or participate in conferences or workshops; 

maintaining important library collections and related training and research facilities; conducting 

advanced research on issues in world affairs that concern one or more countries; establishing 

linkages between IHEs and other academic, governmental, and media entities; operating 

summer institutes in the U.S. or abroad; and providing outreach and consultative services at the 

national, regional, and local levels. Funds also support faculty, staff, and student travel in 

foreign areas, regions, or countries; the development and implementation of educational 

programs abroad for students; and projects that help students in science, technology, 

engineering, and mathematics fields achieve foreign language proficiency. NRCs are funded for 

up to 4 years, with funds awarded on an annual basis pending satisfactory performance by the 

Centers and availability of funds.

The Foreign Language and Area Studies Fellowships (FLAS) Program supports academic 

year and summer fellowships for graduate- and undergraduate-level training at IHEs offering 

high-quality, performance-based modern language programs in combination with area studies, 

international studies, or the international aspects of professional studies. Students apply to IHEs 

that receive fellowship allocations from the Department. To be eligible for fellowships, students 

must be:

• In an instructional program with stated performance goals for functional foreign language 

use or in a program developing such performance goals, in combination with area 

studies, international studies, or the international aspects of a professional studies 

program;

• In the case of an undergraduate student, in the intermediate or advanced study of a less 

commonly taught language; or

• In the case of a graduate student, in graduate study in connection with a program 

described above, including pre-dissertation level study, preparation for dissertation 

research, dissertation research abroad, or dissertation writing.

Before awarding a fellowship for use outside the U.S., an institution must obtain approval from 

the Department. A fellowship may be approved for use outside the U.S. if: (1) the student is 

enrolled in an overseas modern foreign language program approved by the institution where the 

student is enrolled in the U.S.; or (2) the student is engaged in research that cannot be 

effectively done in the U.S. and is affiliated with an IHE or other appropriate organization in the 

host country. Institutions are funded for up to 4 years and, in turn, award fellowships annually to 

individual students on a competitive basis.

Applications for awards must include an explanation of how the activities funded by the grant 

will reflect diverse perspectives and a wide range of views and generate debate on world
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regions and international affairs; and a description of how the applicant will encourage 

government service in areas of national need, as well as in areas of need in the education, 

business, and nonprofit sectors.

The Undergraduate International Studies and Foreign Language (UISFL) Program 

supports IHEs or consortia of IHEs in establishing, operating, and strengthening instructional 

programs in international studies and foreign languages at the undergraduate level. Eligible 

activities may include, but are not limited to: development of a global or international studies 

program that is interdisciplinary in design; development of a program that focuses on specific 

issues or topics, such as international business or international health; development of an area 

studies program and programs in corresponding foreign languages; creation of innovative 

curricula that combine the teaching of international studies with professional and preprofessional studies, such as engineering; research for and development of specialized 

teaching materials, including language instruction; establishment of internship opportunities for 

faculty and students in domestic and overseas settings; and development of study abroad 

programs.

All grantees must provide matching funds in either of the following ways: (1) cash contributions 

from the private sector equal to one-third of the total project costs; or (2) a combination of 

institutional and non-institutional cash or in-kind contributions equal to one-half of the total 

project costs. Applications for awards must describe: how the applicant will provide information 

to students regarding federally funded scholarship programs in related areas; how the activities 

funded by the grant will reflect diverse perspectives and a wide range of views and generate 

debate on world regions and international affairs, where applicable; and how the applicant will 

encourage service in “areas of national need,” as identified by the Department.

The International Research and Studies (IRS) Program provides grants to institutions, public 

and private agencies, organizations, and individuals to conduct research and studies to improve 

and strengthen instruction in modern foreign languages, area studies, and other international 

fields. An applicant may apply for IRS funds to conduct research and studies, including the 

following activities: (1) studies and surveys to determine the need for increased or improved 

instruction in modern foreign languages and area studies and other international fields;

(2) research and studies on more effective methods of instruction and achieving competency in 

modern foreign languages, area studies, or other international fields; and (3) development and 

publication of specialized materials.

Business and International Education (BIE) Projects supports IHEs in designing 2-year 

projects both to enhance international academic programs and to promote linkages between the 

IHEs and the international business community engaged in international economic activity.

Eligible activities include, but are not limited to: improving the business and international 

education curriculum of institutions to serve the needs of the business community, including the 

development of new programs for mid-career or part-time students; developing programs to 

inform the public of increasing international economic interdependence and the role of U.S. 

businesses within the international economic system; internationalizing curricula at the junior 

and community college level and at undergraduate and graduate schools of business; 

developing area studies and interdisciplinary international programs; establishing export 

education programs; conducting research and developing specialized teaching materials
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appropriate to business-oriented students; establishing student and faculty fellowships and 

internships or other training or research opportunities; creating opportunities for business and 

professional faculty to strengthen international skills; developing research programs on issues of 

common interest to IHEs and private sector organizations and associations engaged in or 

promoting international economic activity; establishing internships overseas to enable foreign 

language students to develop their foreign language skills and knowledge of foreign cultures

and societies; establishing links overseas with IHEs and organizations that contribute to the 

education objectives of the BIE program; and establishing summer institutes in international 

business, foreign areas, and other international studies designed to carry out the purposes of 

the BIE program. The Federal share of the projects cannot exceed 50 percent of the total cost.

The Centers for International Business Education (CIBE) Program supports IHEs or 

consortia of IHEs by paying the Federal share of the cost of planning, establishing, and 

operating centers that provide a comprehensive university approach to improving international 

business education by bringing together faculty from numerous disciplines. The Centers serve 

as national resources for the teaching of improved business techniques, strategies, and 

methodologies that emphasize international business contexts; provide instruction in critical 

foreign languages and international fields needed to provide an understanding of the cultures 

and customs of U.S. trading partners; provide research and training in the international aspects 

of trade, commerce, and other fields of study; provide training to students enrolled in the 

institution or institutions in which a Center is located; serve as resources to local businesses

and chambers of commerce by offering programs and providing research designed to meet the 

international training needs of such businesses; and serve other faculty, students, and IHEs and 

K-12 schools with additional teacher and student outreach programs located within their 

respective regions.

CIBEs are eligible for 4 years of support. The Federal share of the cost of planning, 

establishing, and operating the Centers cannot exceed 90 percent, 70 percent, or 50 percent in 

the first, second, third and following years, respectively.

The Language Resource Centers (LRC) Program supports IHEs or consortia of IHEs in 

improving the teaching and learning of foreign languages. The activities carried out by the 

Centers must support effective dissemination, whenever appropriate, and may include: 

conducting and disseminating research on new and improved teaching methods (including the 

use of advanced educational technology) to the education community; development,

application, and dissemination of performance testing appropriate to an educational setting for 

use as a standard and comparable measurement of skill levels in all languages; training of 

teachers in the administration and interpretation of the performance tests; a significant focus on 

the teaching and learning needs of the less commonly taught languages and the publication and 

dissemination of instructional materials in those languages; development and dissemination of 

materials designed to serve as a resource for foreign language teachers at the elementary and 

secondary school levels; and operation of intensive summer language institutes. LRCs are 

eligible for up to 4 years of support.

The American Overseas Research Centers (AORC) Program makes grants to consortia of

U.S. IHEs that operate overseas, facilitating research and scholarship in a particular region of 

the world. They promote postgraduate research, faculty and student exchanges, and area
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studies. Funds may be used to pay for all or a portion of the cost of establishing or operating a 

Center or program. Costs may include faculty and staff stipends and salaries; faculty, staff, and 

student travel; operation and maintenance of overseas facilities; teaching and research 

materials; the acquisition, maintenance, and preservation of library collections; travel for visiting 

scholars and faculty members who are teaching or conducting research; preparation for and 

management of conferences; and the publication and dissemination of material for the scholars 

and general public. Centers are eligible for 4 years of support.

The Technological Innovation and Cooperation for Foreign Information Access (TICFIA) 

supports IHEs, public or nonprofit private libraries, or a partnership of an IHE and one or more 

IHEs, libraries, or nonprofit educational organizations in developing innovative techniques or

programs using electronic technologies to collect, organize, preserve, and widely disseminate 

information from foreign sources on world regions that address our Nation’s teaching and 

research needs in international education and foreign languages.

Grants may be used to acquire, facilitate access to, or preserve foreign information resources in 

print or electronic forms; develop new means of immediate, full-text document delivery for 

information and scholarship from abroad; develop new means of or standards for shared 

electronic access to international data; support collaborative projects for indexing, cataloging, 

and providing other means of bibliographic access for scholars to important research materials 

published or distributed outside the United States; develop methods for the wide dissemination 

of resources written in non-Roman language alphabets; assist teachers of less commonly 

taught languages in acquiring, via electronic and other means, materials suitable for classroom 

use; promote collaborative technology-based projects in foreign languages, area studies, and 

international studies among grant recipients under Title VI; and creation of linkages to facilitate 

carrying out activities between the institutions receiving grants and other institutions of higher 

education, nonprofit educational organizations, and libraries overseas. The Federal share of the 

projects cannot exceed two-thirds of the total cost. Awards are made for 4 years.

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2020 $68,103

2021 69,353

2022 71,853

2023 75,353

2024 Annualized CR 75,353

FY 2025 BUDGET REQUEST

For fiscal year 2025, the Administration requests $73.3 million for the Domestic Programs,

$2.1 million less than a fiscal year 2024 annualized CR based on the fiscal year 2023 

appropriation because less funding is needed to maintain support for existing grantees. Despite 

constrained funding levels, the fiscal year 2025 request for the Title VI Domestic Programs will, 

among other priorities, provide continued support for activities that help to make world language 

and area studies education accessible to more Americans and help ensure high levels of
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proficiency in the languages key to the Nation’s economic and national security. All the funds 

requested in fiscal year 2025 would support continuation awards.

Historically, the Domestic Programs have helped to develop and maintain American expertise in 

world cultures and economies, and foreign languages. It is critical for our Nation to have a 

readily available pool of international area and language experts for economic, foreign affairs, 

and defense purposes. The Title VI programs are key to the teaching and learning of languages 

vital to national interests and serve as a national resource.

The Administration also believes our Nation needs citizens with global competence. The ability 

to compete and collaborate on the world stage requires an awareness and understanding of the 

world, the ability to communicate and collaborate with others from different cultures, and 

exposure to foreign languages. The Administration believes that a world-class education must 

integrate global competencies and is committed to increasing the skills and knowledge of all 

United States students. Effective global engagement will involve American students and equip 

them with the knowledge, skills and awareness of other countries, cultures, languages, and 

perspectives. Boosting the number of students with global competencies supports U.S. 

economic competitiveness, increases access to a wider range of jobs, enables young people to 

work with their counterparts all over the world in meeting global challenges, and fosters national 

security and diplomacy. The Administration believes that American students and teachers of all 

ages would benefit significantly from partnering with students and faculty abroad—especially in 

priority countries—through connected classrooms, joint research projects, and exchanges.

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2023 2024 2025

National Resource Centers Program:

Number of new awards 15 0 0

Average new award $251 0 0

Total new award funding $3,772 0 0

Number of continuation awards 98 113 113

Average continuation award $261 $260 $259

Total continuation award funding $25,561 $29,333 $29,267

Total award funding $29,333 $29,333 $29,267

Total number of awards 113 113 113

Foreign Language and Area Studies 

Fellowships Program:

Academic year graduate fellowships 677 677 677

Average academic year fellowship $33 $33 $33

Academic year undergraduate fellowships 298 298 298

Average academic year fellowship $15 $15 $15
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Output Measures 2023 2024 2025

Summer fellowships 534 534 534

Average summer year fellowship $8 $8 $8

Foreign Language and Area Studies

Fellowships Program (cont’d):

Number of continuation awards 112 112 112

Average continuation award $279 $279 $279

Total continuation award funding $31,236 $31,236 $31,236

Total award funding $31,236 $31,236 $31,236

Total number of awards 112 112 112

Undergraduate International Studies 

and Foreign Language Program:

Number of new awards 13 8148F 0

Average new award $125 $133 0

Total new award funding $1,624 $1,067 0

Number of continuation awards 18 15 13

Average continuation award $93 $145 $134

Total continuation award funding $1,680 $2,172 $1,745

Total award funding $3,304 $3,239 $1,745

Total number of awards 31 23 13

International Research and Studies Program:

Number of new awards 22 0 0

Average new award $76 0 0

Total new award funding $1,620 0 0

Number of continuation awards 0 22 22

Average continuation award 0 $74 $73

Total continuation award funding 0 $1,620 $1,608

IRS Study of National Resource Centers $148 2

49F 0 0

Total award funding $1,767 $1,620 $1,608

Total number of awards 22 22 22

1 In fiscal year 2024, the Department expects to make new awards from the list of unfunded, high-quality applications 

from the fiscal year 2023 competition. 2 Study to conduct research on the effectiveness of the Department’s Title VI National Resource Centers program. 

Specifically, the extent to which activities at NRC grantee institutions reflect diverse perspectives and a wide range of 

views and generate debate on world regions and international affairs, as required by Section 602(e) of Title VI of the 

Higher Education Act of 1965, as amended.
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Output Measures 2023 2024 2025

Centers for International Business Education 

Program:

Number of continuation awards 16 16 16

Average continuation award $317 $317 $317

Total continuation award funding $5,071 $5,071 $5,071

Total award funding $5,071 $5,071 $5,071

Total number of awards 16 16 16

Language Resource Centers Program:

Number of continuation awards 16 16 16

Average continuation award $181 $178 $178

Total continuation award funding $2,900 $2,847 $2,847

Total award funding $2,900 $2,847 $2,847

Total number of awards 16 16 16

American Overseas Research Centers Program:

Number of new awards 0 15 0

Average new award 0 $90 0

Total new award funding 0 $1,348 0

Number of continuation awards 15 0 15

Average continuation award $68 0 $90

Total continuation award funding $1,024 0 $1,348

Total award funding $1,024 $1,348 $1,348

Total number of awards 15 15 15

Total award funding:

Total new award funding $7,016 $2,415 0

Total continuation award funding $67,619 $72,278 $73,122

Program evaluation, national outreach, and 

information dissemination $304 $271 $151

MS Forms Customer Voice License Update $8 $9 $9

Peer review of new award applications $31 $14 0

Total Domestic funding1

50F $75,353 $75,353 $73,282

Total Domestic awards 325 317 307

1 Totals include funding for higher education evaluation.
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PROGRAM PERFORMANCE INFORMATION

Performance Measures

This section presents selected program performance information, including, for example, 

program goals, objectives, measures, and performance targets and data, and an assessment of 

the progress made toward achieving program results. Achievement of program results is based 

on the cumulative effect of the Federal resources provided for the program as well as the 

resources and efforts invested by those served by the program.

Outcomes for the NRC measures are reported on below. However, the Department is unable to 

extract data from the annual performance reports (APR) for FLAS. Upon deeper investigation 

into the program’s theory of change, the current FLAS performance measure does not 

accurately reflect results that can be, or are expected to be, accomplished by fellows within the 

established grant award period. As such, the Department is working on revisions to select 

Domestic Programs performance measures and plans to include the proposed measures in a 

future budget justification.

Goal: To meet the Nation's security and economic needs through the development of a 

national capacity in foreign languages, and area and international studies.

Objective: Provide grants to institutions of higher education or consortia of institutions of higher 

education to establish, strengthen, and operate comprehensive and undergraduate language 

and area/international studies centers.

Measure: Percentage of priority languages defined by the Department taught at NRCs.

Year Target Actual

2020 85% 69%

2021 85

2022 85

2023 85

2024 85

2025 85

Additional information: Grantees are required to submit annual performance reports via the 

International Resource Information System (IRIS), the Web-based performance reporting tool for 

the IEFLS programs. Data for this measure is obtained through NRC grantee language course 

uploads. The percentage of priority languages is calculated by taking the total number of distinct 

priority language courses uploaded by institutions and dividing that number by the total number of 

priority language courses defined by the Department. NRC grantees taught a total of 2,262 

language courses. Of those, 1,552 were priority languages as defined by the Department.
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Measure: Percentage of NRC grants teaching intermediate or advanced courses in priority 

languages as defined by the Department.

Year Target Actual

2020 65% 71%

2021 65

2022 65

2023 65

2024 65

2025 65

Additional information: Grantees are required to submit annual performance reports via the 

International Resource Information System (IRIS), the Web-based performance reporting tool 

for the IEFLS programs. Data for the measure is obtained from grantee NRC language course 

uploads. The percentage of NRC grants teaching intermediate or advanced courses in priority 

languages is calculated by taking the total number of priority language courses uploaded by 

institutions and dividing that figure by the total number of priority languages defined by the 

Department. NRC grantees for 2020 taught 1,552 priority language courses. Of those,

1,100 were intermediate or advanced courses.

Objective: Provides Foreign Language and Area Studies (FLAS) academic year and summer 

fellowships to institutions of higher education to assist graduate students in foreign language 

and either area or international studies.

Measure: Percentage of FLAS masters and doctoral graduates who studied priority languages 

as defined by the Department.

2014 and 2018 Cohort

Year Target Actual

2014 86%

2018 85% 85

2022 85

Additional information: The measure is created by taking the total masters and doctorate 

fellows who are studying a priority language and dividing that number by the total masters and 

doctoral fellows. In fiscal year 2018, 803 out of 950 FLAS masters and doctoral fellows were 

studying a priority language. Data for the 2022 cohort will be available in 2026.
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Other Performance Information

In February 2019, the Department released an International and Foreign Language Education 

Annual Report for 2017 that highlights the results of the IEFLS programs and provides a 

snapshot of the ways in which funded programs have benefited the nation’s students, 

educators, institutions, and the nation at large. The Report provides a brief update on each 

program and summarizes the results of the most recent (fiscal year 2017) program 

competitions. More information is available at the following link: 

https://www2.ed.gov/about/offices/list/ope/iegps/2017ifleannualreport.pdf.

In addition, when Congress reauthorized the HEA, by way of the Higher Education Opportunity 

Act of 2008 (HEOA), it directed the Department to assist grantees in developing a survey to 

administer to students who have completed programs authorized by Title VI of the HEA to 

determine postgraduate employment, education, or training. The most recent report is based on 

a survey that tracked FLAS fellowship recipients from 2015 to 2018 who have since graduated. 

This report follows on the first and second reports, published in 2015 and 2017, respectively.

Subsequent surveys will continue to track these cohorts in addition to new FLAS graduates, 

(i.e., FLAS fellows graduating after 2018). The survey data for this cohort demonstrate that 

graduated FLAS fellows tend to use their training in their jobs.

Key findings of this report were as follows:

• FLAS fellows studied 104 languages during their first fellowship; 57 percent of the 

languages studied were considered priority languages.

• Approximately 30 percent of fellows used their fellowship to study at overseas 

institutions.

• Seventy-nine percent of respondents reported that their principal jobs were “closely 

related” (48 percent) or “somewhat related” (30 percent) to the fields in which they 

received their degrees. Less than 5 percent of fellows reported that they were 

unemployed.

• Fifty-four percent indicated that knowledge of a foreign language is a requirement or a 

key asset to their current job, and 62 percent reported that knowledge of 

area/international studies is a requirement or a key asset to their current job.

• Approximately 64 percent reported using their area/international studies training in their 

current work on a regular basis with 37 percent reporting daily use.

• Sixty-five percent reported that they were “unlikely to achieve advanced language 

proficiency” without the FLAS fellowship.
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International education and foreign language studies: Overseas 

programs

(Mutual Educational and Cultural Exchange Act of 1961, Section 102(b)(6)) 

(dollars in thousands)

FY 2025 Authorization: Indefinite 

Budget Authority:

2024 Annualized CR 2025 Request Change

$10,311 $8,249 -$2,062

PROGRAM DESCRIPTION

The International Education and Foreign Language Studies (IEFLS) Overseas Programs 

provide participants with first-hand experience overseas that is designed to improve elementary, 

secondary, and postsecondary education teaching and research concerning other cultures and 

languages, the training of language and area studies specialists, and the American public's 

general understanding of current international issues.

Four major Overseas Programs in foreign languages and in area and international studies are 

authorized under the Mutual Educational and Cultural Exchange Act of 1961 (commonly known 

as the Fulbright-Hays Act). Grants are provided on an annual basis to eligible institutions that, in 

turn, support projects of varying duration under the following programs:

The Group Projects Abroad (GPA) Program supports short-term projects, group training, 

research, and curriculum development in modern foreign languages and area studies for 

American teachers, college students, and faculty for periods from 1 to 12 months. In addition, 

the GPA program supports Advanced Overseas projects designed to provide advanced 

language training to students in foreign countries for a period of up to 12 months. Projects can 

focus on all major world areas outside of Western Europe.

The Faculty Research Abroad (FRA) Program supports opportunities for faculty members of 

institutions of higher education to study and conduct advanced research overseas. Fellowships 

are generally reserved for scholars whose academic specializations focus on the less commonly 

taught languages and all major world areas apart from Western Europe. Fellowships are 3 to

12 months in length.

The Doctoral Dissertation Research Abroad (DDRA) Program supports opportunities for 

doctoral candidates to engage in full-time dissertation research overseas. Fellowships are 

generally reserved for junior scholars whose academic specializations focus on the less 

commonly taught languages and all major world areas except for Western Europe. Fellowships 

are 6 to 12 months in length.
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Seminars Abroad (SA)-Special Bilateral Projects support training and curriculum 

development opportunities for American teachers and faculty through short-term overseas 

seminars conducted in all major world areas except for Western Europe.

IEFLS Overseas Programs are administered through discretionary grants and interagency 

agreements (IAAs). Federal program staff, panels of non-Federal academic specialists, binational commissions, U.S. embassies, and the J. William Fulbright Foreign Scholarship Board 

are involved in the merit-based selection of the Overseas Programs grantees and/or project 

participants.

The Overseas Programs specifically improve the supply of specialists in area, international, and 

language studies. There is a focus on less commonly taught foreign languages, and areas of 

the world in which those languages are spoken. Current participants and graduates of the 

Overseas Programs are important sources of information and expertise on many issues that 

dominate the international environment. The Overseas Programs additionally improve public 

access to knowledge of other countries and languages by providing to individuals and 

institutions of higher education measurable opportunities in the field of international education 

for: research; area, language, and international studies training; professional growth including 

faculty development and teacher preparation; networking with counterparts in the U.S. and 

abroad; curriculum and instructional materials development; and overseas experience.

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2020 $8,061

2021 8,811

2022 9,811

2023 10,311

2024 Annualized CR 10,311

FY 2025 BUDGET REQUEST

For fiscal year 2025, the Administration requests $8.2 million for the Overseas Programs,

$2.1 million less than a fiscal year 2024 annualized CR based on the fiscal year 2023 

appropriation. The request reflects concrete spending caps and the need to fund other priorities 

across the Department’s portfolio. All of the funds would be used to support programs designed 

to develop expertise in strategic languages and area studies.

The Overseas Programs provide competitive preference in many of their grant competitions to 

broaden access to international education content and opportunities. These priorities have 

focused on community colleges, Historically Black Colleges and Universities, Tribally Controlled 

Colleges and Universities, Minority-Serving Institutions, teacher education programs, less 

commonly taught languages, and new applicants.
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PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2023 2024 2025

Group Projects Abroad:

Short-Term Projects:

Number of new projects 24 20 18

Average new project $133 $132 $132

Total new project funding $3,180 $2,644 $2,400

Advanced Overseas Projects:

Number of new projects 8 10 6

Average new project $251 $251 $251

Total new project funding $2,005 $2,515 $1,500

Total project funding $5,185 $5,159 $3,900

Total number of GPA projects 32 30 24

Total number of GPA participants 469 467 353

Doctoral Dissertation Research Abroad:

Number of new fellows 86 86 86

Average new fellowship $38 $38 $38

Number of new awards 41 41 41

Average new award $79 $79 $79

Total new award funding $3,252 $3,278 $3,278

Faculty Research Abroad:

Number of new awards 0 13 13

Average new award 0 $58 $58

FRA Total new award funding 0 $750 $750

Seminars Abroad—Special Bilateral Projects:

Number of new awards 3 3 3

Average new award $250 $250 $250

Total new award funding $1,500 1

51F $7501 0

Total number of participants 47 48 48

Department of State administrative costs $221 $221 $221

Program evaluation, national outreach, and 

information dissemination $50 $50 $50

Peer review of new award applications $103 $103 $50

Total Overseas funding $10,311 $10,311 $8,249

1 Approximately $750 thousand from the fiscal years 2023 and 2024 appropriations was/will be used to support the 

fiscal years 2024 and 2025 SA IAAs, respectively.
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PROGRAM PERFORMANCE INFORMATION

Performance Measures

This section presents selected program performance information, including, for example, 

program goals, objectives, measures, and performance targets and data; and an assessment of 

the progress made toward achieving program results. Achievement of program results is based 

on the cumulative effect of the Federal resources provided for the program as well as the 

resources and efforts invested by those served by the program.

Outcomes for the GPA measures are reported on below. However, the Department is unable to 

extract data from the annual performance reports (APR) for DDRA. Upon deeper investigation 

into the program’s theory of change, the current DDRA performance measures do not 

accurately reflect results that can be, or are expected to be, accomplished by fellows within the 

established grant award period. As such, the Department is working on revisions to select 

Overseas Programs performance measures and plans to include the proposed measures in a 

future budget justification.

Goal: To contribute to the development and improvement of the study of modern foreign 

languages and area studies in the United States by providing opportunities for teachers, 

students, and faculty to study in foreign countries.

Objective: Long-term GPA participants have increased their language proficiency.

Measure: Percentage of GPA participants in the Advanced Language Program who increased 

their reading, writing, and/or listening/speaking foreign language scores by one proficiency level 

(Long-Term Projects).

Year Target Actual

2019 Baseline 84.7%

2020 Baseline

2021 Baseline

2022

2023

2024

2025

Additional information: Data is based on pre- and post-grant scores on standardized 

instructor-led examinations. Grantees are required to submit annual performance reports via the 

International Resource Information System (IRIS), the Web-based performance reporting tool 

for the IEFLS programs. Complete data is available for 2019. A handful of pandemic era group 

projects have yet to complete their travel and/or their final APRs. Targets for 2022 and 

subsequent years will be set once an average of three baseline years can be calculated.

Updated performance data is expected to be available in late February 2024 and will be 

included in the FY 2026 Congressional Justification but was not available at the time of 

publication for this budget.
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Efficiency Measures

Goal: To contribute to the development and improvement of the study of modern foreign 

languages and area studies in the United States by providing opportunities for teachers, 

students, and faculty to study in foreign countries.

Objective: Long-term GPA participants have increased their language proficiency.

Measure: Cost per GPA participant who increased their foreign language score in reading, 

writing, and/or listening/speaking by at least one proficiency level.

Year Target Actual

2019 Baseline $9,785

2020 Baseline

2021 Baseline

2022

2023

2024

2025

Additional information: Grantees are required to submit annual performance reports via the 

International Resource Information System (IRIS), the Web-based performance reporting tool 

for the IEFLS programs. Complete data is available for 2019. A handful of pandemic era group 

projects have yet to complete their travel and/or their final APRs. Targets for 2022 and 

subsequent years will be set once an average of three baseline years can be calculated.

Updated performance data is expected to be available in late February 2024 and will be 

included in the FY 2026 Congressional Justification but was not available at the time of 

publication for this budget.

Other Performance Information

In February 2019, the Department released an International and Foreign Language Education 

Annual Report for 2017 that highlights the results of the IEFLS programs and provides a 

snapshot of the ways in which funded programs have benefited the nation’s students, 

educators, institutions, and the nation at large. The report provides a brief update on each 

program and summarizes the results of the most recent (fiscal year 2017) program 

competitions. More information is available at the following link: 

https://www2.ed.gov/about/offices/list/ope/iegps/2017ifleannualreport.pdf.
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52F

Model transition programs for students with intellectual 

disabilities into higher education

(Higher Education Act of 1965, Title VII, Part D, Subpart 2) 

(dollars in thousands)

FY 2025 Authorization: To be determined 1

Budget Authority:

2024 Annualized CR 2025 Request Change

$13,800 $13,800 0

PROGRAM DESCRIPTION

The Model Transition Programs for Students with Intellectual Disabilities into Higher Education 

(TPSID) support competitive grants to institutions of higher education (IHEs) (as defined under 

section 101(a) of the Higher Education Act of 1965, as amended (HEA)), or consortia of IHEs, to 

create or expand high-quality, inclusive, model comprehensive transition and postsecondary 

education programs for students with intellectual disabilities. Funds from this program also 

support a national Coordinating Center (Center), which develops evaluation standards for

TPSID grantees and provides technical assistance, information, and opportunities for 

communication among institutions with postsecondary education programs for students with 

intellectual disabilities aimed at supporting continuous improvement of such programs.

Grants under this program are awarded for 5 years. All grant recipients must partner with one or 

more local educational agencies (LEAs) to support students with intellectual disabilities who are 

eligible for special education and related services under the Individuals with Disabilities 

Education Act (IDEA) and must provide a non-Federal match of at least 25 percent of the award 

amount. Authorized activities include student support services; academic enrichment, 

socialization, or living skills programs; integrated work experiences; development of 

individualized instruction plans; evaluation of the model program, in cooperation with the Center; 

program sustainability; and development of a program credential.

Beginning in 2021, the Department established a postsecondary education program for students 

with intellectual disabilities (PPSID) center under this program to translate and disseminate 

research and best practices for all IHEs for improving inclusive postsecondary education for 

students with intellectual disabilities. This center helps ensure that knowledge and products 

gained through research will reach more IHEs and students.

1 The GEPA extension expired September 30, 2015. Reauthorization for FY 2025 is expected through appropriations 

action.
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54F

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2020 $11,800

2021 13,800

2022 13,800

2023 13,800

2024 Annualized CR 13,800

FY 2025 BUDGET REQUEST

For fiscal year 2025, the Administration requests $13.8 million for TPSID, level with a fiscal year 

2024 annualized CR based on the fiscal year 2023 appropriation. All funds appropriated in

fiscal year 2025 will support new awards to IHEs, the Coordinating Center, and the PPSID 

Center.

Among all students with disabilities, students with intellectual disabilities are the least likely to 

have college enrollment listed as a goal on their Individualized Education Plan (IEP) in high 

school and are among the least likely (along with students with multiple disabilities) to enroll in 

postsecondary education within 4 years after high school. According to the 2011 report, “PostHigh School Outcomes of Young Adults With Disabilities up to 8 Years After High School,” from 

the National Longitudinal Transition Study-2 (NLTS2)53F

1, only 29 percent of students with 

intellectual disabilities enrolled in postsecondary education settings, the lowest rate of all 

disability categories, and of these students, only 7 percent enrolled in 4-year colleges. Among 

those youth with disabilities who do attend college, students with intellectual disabilities are less 

likely than others to successfully find employment, live independently, or see friends at least 

weekly. 2

TPSID programs identify, promote, and demonstrate innovative strategies to serve students with 

intellectual disabilities in areas such as access to academically inclusive college courses, 

participation in internships and integrated competitive employment, and engagement in social 

and personal development activities.

The current TPSID Coordinating Center is Think College, a project of the Institute for 

Community Inclusion at the University of Massachusetts Boston. The most recent annual report 

for the 2020-2025 grantee cohort was released in 2023, (i.e., year 2 data from grantee cohort 

3). The Center reported that TPSID served a total of 494 students on 36 colleges and university 

campuses in 16 states.55F

3 Findings from this cohort reflected growth in student numbers as well 

as growth in inclusive course access, Comprehensive Transition and Postsecondary program 

approval, and credential attainment. Data from the 2015-2020 grantee cohort, released in 2021, 

served a total of 956 students on 56 campuses across 19 states. TPSID reported successes in 

a number of areas, including continued growth in enrollments in inclusive courses, the number

1 https://ies.ed.gov/ncser/projects/nlts2/

2 https://ies.ed.gov/ncser/projects/nlts2/

3 https://thinkcollege.net/sites/default/files/files/resources/TCReports_Cohort%203_Year2_R.pdf
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and percentage of students completing programs, and the percentage of students who held paid 

jobs when they exited the TPSID program. Additionally, Think College reported that the majority 

of students (89%) participated in at least one employment or career development activity, such 

as work-based learning, job-seeking skills, and career awareness/exploration. Forty-four

percent of students had at least one paid position.

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2023 2024 2025

Number of new awards 0 0 22

Average new award 0 0 $442

Total new award funding 0 0 $9,923

Number of continuation awards 22 22 0

Average continuation award $446 $446 0

Total continuation award funding $9,821 $9,821 0

Total estimated cost per participant $20 $20 $20

Coordinating Center $2,000 $2,000 $2,000

PPSID Center $1,979 $1,979 $1,979

Peer review of new award applications 0 0 $98

Total $13,800 $13,800 $13,800

PROGRAM PERFORMANCE INFORMATION

Performance Measures

This section presents selected program performance information, including, for example, 

program goals, objectives, measures, and performance targets and data; and an assessment of 

the progress made toward achieving program results. Achievement of program results is based 

on the cumulative effect of the Federal resources provided for the program as well as the 

resources and efforts invested by those served by the program.

Goal: To promote the successful transition of students with intellectual disabilities into 

higher education.

Objective: Increase the percentage of students with intellectual disabilities who are enrolled in 

programs funded under TPSID who complete the programs and obtain a meaningful credential, 

as defined by the Center and approved by the Department.
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Measure: The percentage of students with intellectual disabilities enrolled in programs funded 

under TPSID who complete the programs and obtain a meaningful credential, as defined by the 

Center and approved by the Department.

Year Target Actual

2020 85 77%

2021 85 84

2022 85 99

2023 85

2024 85

2025 85

Additional information: Possible credentials include certificates specifically for TPSID students 

granted by an IHE, specialized certificates granted by a program, certificates available to all 

students, specialized certificates issued from a local educational agency, and Bachelor or 

Associate degrees available to all students. In fiscal year 2022 (year 3 of cohort 2), of the 115 

students who exited a TPSID program, 114 students (99 percent) received a meaningful 

credential. FY 2023 performance data is expected to be available in December 2024.

Objective: Increase the percentage of TPSID grant recipients that meet Department-approved, 

Center-developed standards for necessary program components.

Measure: The percentage of TPSID grant recipients that meet Department-approved,

Center-developed standards for necessary program components, including Academic Access, 

Career Development, Campus Membership, Self-Determination, Alignment with College 

Systems and Practices, Coordination and Collaboration, Sustainability, and Ongoing Evaluation.

Year Target Actual

2020 90 50%

2021 90 38

2022 90 38

2023 90

2024 90

2025 90

Additional information: The Center developed the Think College Standards for Inclusive 

Higher Education in 2012. These eight standards include 18 quality indicators and

87 benchmarks and provide an evaluation framework for TPSID performance in areas of 

academic, vocational, social, and independent living skills; evaluation of student progress; 

program administration and evaluation; student eligibility; and program credit equivalency. In 

fiscal year 2022, 100 percent of TPSIDs met three of the eight standards (38 percent). FY 2023 

performance data will be available in December 2024.
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Measure: The percentage of students with intellectual disabilities enrolled in programs funded 

under TPSID who complete the programs and obtain a meaningful credential, as defined by the 

Center and approved by the Department.

Year Target Actual

2020 85 77%

2021 85 74

2022 85

2023 85

2024 85

2025 85

Additional information: Possible credentials include certificates specifically for TPSID students 

granted by an IHE, specialized certificates granted by a program, certificates available to all 

students, specialized certificates issued from a local educational agency, and Bachelor or 

Associate degrees available to all students. In fiscal year 2021, of the 69 students who exited a 

TIPSID program, 58 students (84 percent) received a meaningful credential. FY 2022 

performance data is expected to be available in March 2024 and will be included in the FY 2026 

Congressional Justification.

Objective: Increase the percentage of TPSID grant recipients that meet Department-approved, 

Center-developed standards for necessary program components.

Measure: The percentage of TPSID grant recipients that meet Department-approved,

Center-developed standards for necessary program components, including Academic Access, 

Career Development, Campus Membership, Self-Determination, Alignment with College 

Systems and Practices, Coordination and Collaboration, Sustainability, and Ongoing Evaluation.

Year Target Actual

2020 90 72%

2021 90 74

2022 90

2023 90

2024 90

2025 90

Additional information: The Center developed the Think College Standards for Inclusive 

Higher Education in 2012. These eight standards include 18 quality indicators and

87 benchmarks and provide an evaluation framework for TPSID performance in areas of 

academic, vocational, social, and independent living skills; evaluation of student progress; 

program administration and evaluation; student eligibility; and program credit equivalency.

FY 2022 performance data is expected to be available in March 2024 and will be included in the 

FY 2026 Congressional Justification.
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56F

Tribally controlled postsecondary career and technical 

institutions

(Carl D. Perkins Career and Technical Education Act of 2006, Section 117) 

(dollars in thousands)

FY 2025 Authorization: $10,465 1

Budget Authority:

2024 Annualized CR 2025 Request Change

$11,953 $11,953 0

PROGRAM DESCRIPTION

This program makes grants to tribally controlled postsecondary career and technical institutions 

to provide career and technical education to Indian students. In order to be eligible for a grant, a 

tribally controlled postsecondary career and technical institution must:

• Be formally controlled (or have been formally sanctioned or chartered) by a governing body 

of an Indian Tribe or Tribes;

• Offer a technical degree- or certificate-granting program;

• Demonstrate that it adheres to a philosophy or plan of operation that fosters individual

Indian economic opportunity and self-sufficiency by providing, among other things, programs 

that relate to stated Tribal goals of developing individual entrepreneurship and selfsustaining economic infrastructures on reservations;

• Have been operational for at least 3 years;

• Be accredited, or be a candidate for accreditation, by a nationally recognized accrediting 

authority for postsecondary career and technical education;

• Enroll at least 100 full-time equivalent students, the majority of whom are Indians; and

• Receive no funds under Title I of the Tribally Controlled Colleges and Universities 

Assistance Act of 1978 or the Navajo Community College Act.

Only two institutions currently meet these eligibility requirements: Navajo Technical University in 

Crownpoint, New Mexico, and United Tribes Technical College in Bismarck, North Dakota.

1 The GEPA extension applies through September 30, 2025.
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Funds may be used by a grantee to train faculty; purchase equipment; provide instructional 

services, child-care and other family support services, and student stipends; and for institutional 

support.

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2020 $10,000

2021 10,634

2022 10,634

2023 11,953

2024 Annualized CR 11,953

FY 2025 BUDGET REQUEST

For fiscal year 2025, the Administration requests $12.0 million for the Tribally Controlled 

Postsecondary Career and Technical Institutions (TCPCTI) program, level with a fiscal year 

2024 annualized CR based on the fiscal year 2023 appropriation. Funds would be used to 

improve eligible institutions’ academic and career and technical education offerings consistent 

with the purposes of the Carl D. Perkins Career and Technical Education Act of 2006, as 

amended, and for institutional support and capital expenditures.

This program currently makes awards to two institutions: Navajo Technical University (Navajo 

Tech) and United Tribes Technical College (UTTC). While UTTC is located in an urban setting 

and serves a diverse Indian student population, and Navajo Tech is a rural institution that

serves an almost entirely Navajo population, they struggle with similar institutional and

academic challenges. Both institutions serve an especially economically underserved population 

and have difficulty providing sufficient financial aid to students. In addition, each school serves 

many students who have been underprepared for postsecondary education and need academic 

and support services to help them develop the skills needed to succeed in a postsecondary 

education setting. Typical sources of institutional support, such as student tuition, endowments, 

and State assistance are not sufficient to meet student needs. These institutions rely on Federal 

assistance to help them provide postsecondary career and technical education services to their 

students.

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2023 2024 2025

Range of awards $3,813-$7,140 $3,813-$7,140 $3,813-$7,140

Number of awards 2 2 2
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PROGRAM PERFORMANCE INFORMATION

Performance Measures

This section presents selected program performance information, including, for example, 

program goals, objectives, measures, and performance targets and data. Achievement of 

program results is based on the cumulative effect of the Federal resources provided for the 

program as well as the resources and efforts invested by those served by this program.

In 2019, the Department adopted new performance measures focused on persistence and 

graduation. The first set of targets is for 2022, and the Department first reported data for the 

new measures in calendar year 2020.

Goal: To increase access and support workforce preparation, through career and 

technical education programs, for high-skill, high-wage, or in-demand occupations that 

will strengthen employment opportunities and lifelong learning in the community.

Objective: Ensure that CTE students in the Tribally Controlled Postsecondary Career and 

Technical Institutions are provided career and technical education opportunities through 

employment, continuing education to attain industry credentials, and/or completing 

postsecondary career and technical education programs.

Measure: The percentage of full-time, first-time degree or certificate-seeking Navajo Technical 

University and United Tribes Technical College undergraduates who graduated within 150 

percent of the normal time to program completion.

Year Target Percentage, 

Navajo Tech

Actual Percentage, 

Navajo Tech

Target Percentage, 

UTTC

Actual 

Percentage, UTTC

2020 N/A 9% N/A 9%

2021 N/A 48 20% 29

2022 17% 73 20 19

2023 25 13 14 12

2024 25 14

2025 25 14
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Measure: Number of associate degrees and certificates awarded in Career and Technical 

Education fields during the preceding school year at Navajo Technical University and United 

Tribes Technical College.

Year Target Number, 

Navajo Tech

Actual Number, 

Navajo Tech

Target Number, 

UTTC

Actual Number, 

UTTC

2020 N/A 143 N/A 73

2021 N/A 120 N/A 63

2022 213 137 60 63

2023 213 76

2024 213 76

2025 213 76

Measure: The percentage of full-time, first-time degree or certificate-seeking undergraduates 

who, within eight years of first enrolling, received a degree or certificate from the institution, 

remain enrolled at the institution, or who subsequently enrolled at another institution.

Year Target Percentage, 

Navajo Tech

Actual Percentage, 

Navajo Tech

Target Percentage, 

UTTC

Actual 

Percentage, UTTC

2020 N/A 31% N/A 29%

2021 N/A Unavailable 28% 48

2022 44% Unavailable 60 53

2023 30 35 22 48

2024 30 22

2025 30 60

Additional information: Data was improperly reported for Navajo Tech for 2021 and 2022.

Measure: Percent of part-time, first-time degree or certificate-seeking undergraduates who, 

within eight years of first enrolling, received a degree or certificate from the institution, remain 

enrolled at the institution, or who subsequently enrolled at another institution.

Year Target Percentage, 

Navajo Tech

Actual Percentage, 

Navajo Tech

Target Percentage, 

UTTC

Actual 

Percentage, UTTC

2020 N/A 31% N/A 6%

2021 N/A 47 45% 58

2022 39% 47 36 65

2023 39 29 45 53

2024 28 45

2025 28 45
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Measure: Percent of full-time, non-first-time degree or certificate-seeking undergraduates who, 

within eight years of first enrolling, received a degree or certificate from the institution, remain 

enrolled at the institution, or who subsequently enrolled at another institution.

Year Target Percentage, 

Navajo Tech

Actual Percentage, 

Navajo Tech

Target Percentage, 

UTTC

Actual 

Percentage, UTTC

2020 N/A 40% N/A 44%

2021 N/A 47 N/A 33

2022 50% 56 41% 33

2023 51 41

2024 51 41

2025 51 41

Measure: Percent of part-time, non-first-time degree or certificate-seeking undergraduates who, 

within eight years of first enrolling, received a degree or certificate from the institution, remain 

enrolled at the institution, or who subsequently enrolled at another institution.

Year Target Percentage, 

Navajo Tech

Actual Percentage, 

Navajo Tech

Target Percentage, 

UTTC

Actual 

Percentage, UTTC

2020 N/A 25% N/A 17%

2021 N/A 30 33% 78

2022 31% 30 32 58

2023 30 31 32 33

2024 30 32

2025 30 32

Additional information: The source of data is the National Center for Education Statistics’ 

(NCES) Integrated Postsecondary Education Data Systems (IPEDS). IPEDS data are subject to 

NCES’ consistency and validity checks.

Efficiency Measures

The Department adopted cost per participant as the efficiency measure for this program. There 

continue to be data reliability concerns because some students are counted multiple times.
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Measure: Annual cost per participant (whole dollars).

Year

Cost per participant, 

Navajo Tech

Cost per participant,

UTTC

2020 $4,070 $4,252

2021 3,992 2,806

2022 3,825 2,993

2023 3,724 3,137

2024

2025

Additional information: The statutory definition of Indian student count is an aggregate of the 

enrollment counts for each term: summer school, fall, spring, and continuing education; this 

means that an individual student may be included more than once in the total count. Since 

funding is distributed on an annual basis, the Department calculates the cost per participant by 

dividing the reported Indian student count by two to adjust for multiple counting of some 

students. Data for fiscal year 2024 will be available by the fall of 2025. Note that the validity of 

the student count data provided by the recipients is uncertain.
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57F

Federal TRIO programs

(Higher Education Act of 1965, Title IV, Part A, Subpart 2, Chapter 1) 

(dollars in thousands)

FY 2025 Authorization: To be determined 1

Budget Authority:

2024 Annualized CR 2025 Request Change

$1,191,000 $1,211,000 +$20,000

PROGRAM DESCRIPTION

The Federal TRIO Programs consist primarily of five discretionary grant programs—Talent 

Search, Upward Bound, Student Support Services, Educational Opportunity Centers, and 

McNair Postbaccalaureate Achievement—that provide services to encourage underserved 

individuals to enter and complete college and postgraduate education. Competitive grants are 

awarded for 5 years to eligible applicants, which include institutions of higher education; public 

and private agencies, including community-based organizations with experience in supporting 

underserved youth; and, as appropriate to the purposes of the program, secondary schools. At 

least two-thirds of the program participants must be students from low-income backgrounds, 

first-generation college students (or individuals with disabilities for the Student Support Services 

program).

Talent Search identifies and assists individuals from underserved backgrounds who are

between 11 and 27 years of age by providing them with academic, career, and financial 

counseling and encouraging them to graduate from high school (or return to school, for those 

who have dropped out) and enroll in a postsecondary education program. Projects must provide 

a variety of supports and services, including: advice on and assistance in selecting secondary 

and college courses; assistance in preparing for college entrance exams and in completing 

college applications; information on student financial aid and assistance in completing financial 

aid applications; connections to academic tutoring services; connections to services designed to 

improve financial and economic literacy; and guidance and assistance in re-entering and 

completing secondary school. Projects also may provide academic tutoring; personal and career 

counseling; information on career options; exposure to college campuses; and services

specially designed for students with disabilities or limited English proficiency, students 

experiencing homelessness, and students in foster care.

Upward Bound provides services to high school students that are designed to generate the 

skills and motivation needed to pursue and complete a postsecondary education. Projects 

provide the same services as Talent Search projects, except that Upward Bound projects may

1 The GEPA extension expired September 30, 2015. Reauthorization for FY 2025 is expected through appropriations 

action.
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Federal TRIO Programs

provide an on-campus residential summer component and work-study positions that expose 

students to careers requiring a postsecondary degree. In addition to regular projects, the 

Upward Bound Math and Science program establishes mathematics and science centers that 

encourage students to pursue postsecondary degrees specifically in those fields, and Veterans 

Upward Bound projects assist veterans in preparing for a program of postsecondary education.

Educational Opportunity Centers provide counseling and information on college admissions to 

adults who are at least 19 years old and who are seeking a postsecondary education degree. 

Services include disseminating information on higher education opportunities in the community; 

academic advice, personal counseling, and career workshops; help in completing applications 

for college admissions, testing, and financial aid; tutoring; mentoring; and services to improve 

financial and economic literacy.

The Student Support Services program offers a broad range of support services to 

postsecondary students to increase their retention, graduation, and transfer rates from 2-year to 

4-year institutions. All projects must provide a range of supports and services, including 

academic tutoring; advice on postsecondary education course selection; financial aid 

counseling; services to improve financial and economic literacy; assistance in applying for 

graduate and professional programs; and activities to help students in 2-year institutions enroll

in 4-year programs. Projects may also provide personal and career counseling; exposure to 

cultural events; mentoring; services to secure temporary housing during academic breaks for 

students who are experiencing financial hardship; activities for students with disabilities, limited 

English proficiency (English learner) students, student experiencing homelessness, and 

students in foster care; and grant aid (not to exceed 20 percent of a project’s funds). Projects 

providing grant aid also must provide a match equal to 33 percent of the total funds used for that 

purpose, unless they are eligible to receive funds under Title III, Part A or B, or Title V of the 

Higher Education Act.

The McNair Postbaccalaureate Achievement program prepares underserved undergraduate 

students for doctoral study to help them succeed in obtaining doctoral degrees. Projects must 

provide opportunities for research and other scholarly activities at the recipient institution or 

graduate center, summer internships, seminars, tutoring, academic counseling, and activities to 

help students enroll in graduate programs. Projects may also provide services to improve 

financial and economic literacy, mentoring, and exposure to cultural events.

The two largest programs, in terms of funding, are Upward Bound (which includes Upward 

Bound Math and Science and Veterans Upward Bound) and Student Support Services, which 

together accounted for approximately 74 percent of all TRIO funding in 2021, while Talent 

Search serves the largest number of students. TRIO programs vary greatly in service intensity, 

with annual per-student costs ranging from $9,931 for the McNair program to $292 for the 

Educational Opportunity Centers. Most projects are located at 2- and 4-year postsecondary 

institutions, although nonprofit organizations operate a substantial number of Talent Search and 

Educational Opportunity Center projects.
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Number of Participants, Participants per Project, and Cost per Participant (FY 2023) 58F

1

Award Type

Number of 

Participants

Average number of 

participants

per project

Federal

cost per participant

Talent Search 343,356 627 $568

Upward Bound 74,294 72 5,117

Upward Bound Math and Science 15,593 62 5,070

Veterans Upward Bound 8,973 132 2,459

Educational Opportunity Centers 217,253 1,200 294

Student Support Services 208,738 180 1,824

McNair 5,935 27 10,244

Percentage of Funds by Institution Type (FY 2023)

Institution Type

Talent 

Search

Upward 

Bound 2

59F

Educational 

Opportunity 

Centers

Student 

Support 

Services McNair

Postsecondary Institutions

Public, 4-year 43.7% 47.9% 41.4% 43.8% 75.4%

Public, 2-year 26.3 24.5 29.0 42.5 0

Private, 4-year 8.3 13.4 3.7 12.3 24.6

Private, 2-year 0 0.1 0.0 0.3 0

Total, Postsecondary 78.3 85.9 74.1 98.9 100.0

Other organizations 3

60F

21.7 14.1 25.9 1.1 0

Total 100.0 100.0 100.0 100.0 100.0

1 Data reflects number of participants projects were funded to serve in FY 2023, not the number of participants 

actually served by projects in that year.

2 Includes regular Upward Bound, Upward Bound Math and Science, and Veterans Upward Bound. 3 Other includes nonprofit organizations, State agencies, local educational agencies, county and city governments, 

private profit-making organizations, Indian Tribes, and private elementary and secondary schools. Data is based on 

entity provided data at time of application submission.
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TRIO funding also supports Staff Training grants, which provide professional development 

activities and opportunities to improve the practice of project directors and staff members. 

Training is offered on such topics as: legislative and regulatory requirements for operating 

funded projects; assisting students in receiving adequate financial aid; the design and operation 

of model programs; the use of appropriate educational technology in the operations of funded 

projects; and strategies for recruiting and serving students with limited-English proficiency or 

with disabilities, children and youth experiencing homelessness, foster care youth, or out-ofschool youth.

The statute requires Evaluation of TRIO programs and projects but stipulates that the primary 

purpose of such evaluations must be the identification of successful practices and places 

limitations on the Department’s ability to use experimental design methodologies in conducting 

rigorous evaluations of overall program effectiveness.

Finally, up to 0.5 percent of the funds appropriated for TRIO may be used by the Department to 

support Administrative Activities that include obtaining additional qualified readers to review 

applications; increasing the level of oversight monitoring; supporting impact studies, program 

assessments, and reviews; and providing technical assistance to applicants and grantees.

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2020 $1,090,000

2021 1,097,000

2022

2023

1,137,000

1,191,000

2024 Annualized CR 1,191,000

FY 2025 BUDGET REQUEST

For fiscal year 2025, the Administration requests $1.2 billion for the Federal TRIO programs,

$20 million more than a fiscal year 2024 annualized CR based on the fiscal year 2023 

appropriation. At the requested level, the amount available for Student Support Services in fiscal 

year 2025 would increase by approximately $15 million to $382.3 million. This increase would 

support new awards that would serve an estimated 8,547 additional students over the next five 

years. The requested increase for the Student Support Services program would support the 

Administration’s priority on improved retention and completion outcomes for eligible students 

enrolled in two-year and four-year postsecondary education. Additionally, the requested 

increase would support up to $5 million in new funding for a national activities set-aside to 

support and advance the objectives of TRIO programs through a range of potential activities 

including evidence-based student support models in the suite of TRIO programs.

The request also would provide approximately $839.1 million to support continuation awards for 

all TRIO programs. Additionally, the Department expects that $11.4 million will be required to 

maintain administrative support for these programs, including the costs of collecting and 

analyzing grantee performance data.
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Fiscal Year 2025 Proposed Appropriations Language

The Administration strongly believes that access to and participation in TRIO programs can be 

life-changing for many students and is dedicated to ensuring that as many students as possible 

benefit from the critical services our grantees provide every day. Unfortunately, for many 

students, participation in the Federal TRIO programs is not possible because they do not meet 

the definition of “low income individual” as defined in the TRIO program of the HEA, even 

though they may meet a range of definitions of “low-income”.61F

1 Therefore, the Administration 

continues to propose appropriations language to provide TRIO grantees with greater flexibility in 

determining whether a potential TRIO participant qualifies as a low-income individual. The 

proposed language would allow TRIO grantees to, when determining whether a potential 

participant is a low-income individual, consider whether the potential participant or their 

immediate family has participated in the past year in certain Federal assistance programs, in 

addition to the existing criteria set forth in the HEA. Specifically, Student Support Services and 

McNair grantees would be able to consider participation in the Federal Pell Grant program to 

determine participant eligibility while Upward Bound, Talent Search, and Educational 

Opportunity Centers grantees may consider participation in Federal assistance programs such 

as the Supplemental Nutrition Assistance Program, Temporary Assistance for Needy Families, 

or the Children’s Health Insurance Program. The proposed language would provide greater 

flexibility for grantees and reduce barriers for recruiting and enrolling eligible participants, 

thereby ensuring that TRIO grantees are able to serve the students with the greatest need.

The Administration also proposes new appropriations language to create a national activities

set-aside to support and advance the objectives of the TRIO programs. The proposed language 

would allow the Department to reserve up to one percent of the TRIO appropriation to conduct 

national activities. The Department would ensure that funding for this activity does not reduce 

any TRIO program below each program’s respective fiscal year 2023 funding level. From the 

fiscal year 2025 request, the Department anticipates reserving $5 million to support national 

activities that include technical assistance, national outreach, and information dissemination 

activities. In the first year of the national activities set-aside, the Department would use the 

funds to support evidence-based student support models in the suite of TRIO programs. This 

funding would enable implementation of evidence-based approaches that, once demonstrated 

effective based on student outcomes, can then be scaled through the broader suite of TRIO 

programs, at grantee initiative.

The national activities set-aside will fund student support models by assisting TRIO projects in 

implementing evidence-based services and practices.62F

2 Awards made under this set-aside will 

investigate the degree to which a given support model can be implemented and sustained within 

a TRIO project. Service models supported under this set-aside must be evidenced-based 

practices that are designed to meet the needs of TRIO participants and not duplicative of

1 Section 402A(h)(4) of the HEA defines ‘‘low-income individual’’ as an individual from a family whose taxable income 

for the preceding year did not exceed 150 percent of an amount equal to the poverty level determined by using 

criteria of poverty established by the Bureau of the Census.

2 Evidence-based means the proposed project component is supported by promising evidence, which is evidence of 

the effectiveness of a key project component in improving a “relevant outcome” (as defined in 34 CFR 77.1), based 

on a relevant finding from one of the sources identified under “promising evidence” in 34 CFR 77.1.
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services currently provided by similar programs authorized and funded under the HEA. 

Recipients of funds under this set-aside will be required to report on the impact of a given 

model’s academic outcomes for TRIO participants. In cases where the Department decides to 

allocate national activities funds as grants, grantees of any TRIO direct student support program 

would be eligible and encouraged to apply for this additional funding.

Student Participant Stipends

The Administration believes that student support stipends serve as a critical component of the 

suite of services offered by McNair and Upward Bound programs to program participants. The 

HEA restricts stipends for students participating in research under the McNair program to no 

more than $2,800 per year and similarly restricts maximum stipends for Upward Bound 

participants to $60 per month during summer school recess and $40 during all other months. 

The Administration believes that it is necessary to increase the maximum stipend for these two 

programs to offset increased costs for students. The Department is interested in consulting with 

Congress and other interested stakeholders to develop new appropriations language that would 

increase the maximum stipend available to eligible students under the McNair and Upward 

Bound programs.
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PROGRAM OUTPUT MEASURES 63F

1

(dollars in thousands)

Output Measures 2023 2024 2

64F

2025

Talent Search

New Awards 0 0 0

Continuation Awards $177,379 $197,085 $197,085

Total 177,379 197,085 $197,085

Upward Bound

New Awards 4,522 0 0

Continuation Awards 376,803 382,057 382,057

Total 381,325 382,057 382,057

Upward Bound Math and 

Science

New Awards 4,886 0 0

Continuation Awards 74,170 79,614 79,614

Total 79,056 79,614 79,614

Veterans Upward Bound

New Awards 1,172 0 0

Continuation Awards 20,895 22,253 22,253

Total 22,067 22,253 22,253

Educational Opportunity 

Centers

New Awards 0 0 0

Continuation Awards 63,935 65,959 65,959

Total 63,935 65,959 65,959

Student Support Services

New Awards 0 0 355,487

Continuation Awards 394,359 367,274 26,786

Total 394,359 367,274 382,274

1 Column totals may not add due to rounding. 2 These figures are not final and may change as the Department administers fiscal year 2024 grantmaking activities.
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Output Measures 2023 2024 2025

McNair Postbaccalaureate

New Awards 2,996 0 0

Continuation Awards 57,805 61,358 61,358

Total 60,801 61,358 61,358

Staff Training

New Awards 343 4,034 0

Continuation Awards 4,034 343 4,034

Total 4,377 4,377 4,034

Total awards

New Awards 13,920 4,034 355,487

Continuation Awards 1,169,379 1,175,942 839,147

National Activities 0 0 5,000

Administrative expenses

Peer review of new award 

applications 2 182 2,689

Other expenses 1

65F 7,700 10,840 8,677

Total 7,702 11,023 $11,366

Total 1,191,000 1,191,000 1,211,000

PROGRAM PERFORMANCE INFORMATION

Performance Measures

This section presents selected program performance information, including, for example, 

program goals, objectives, measures, and performance targets and data; and an assessment of 

the progress made toward achieving program results. Achievement of program results is based 

on the cumulative effect of the Federal resources provided for the program as well as the 

resources and efforts invested by those served by the program. 2023 performance data is 

expected to be available in December 2024 and will be included in the fiscal year 2026 

Congressional Justification.

Goal: Increase the percentage of first-generation college students from low-income 

backgrounds who successfully pursue postsecondary educational opportunities.

Objective: Increase postsecondary enrollment rates for first-generation college students from 

low-income backgrounds in the academic pipeline.

1 Totals include funding for higher education evaluation.
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Measure: The percentage of participants enrolling in college.

Year

Talent

Search 

Target

Talent

Search 

Actual

Upward

Bound 

Target

Upward

Bound 

Actual

Educational 

Opportunity

Centers 

Target

Educational 

Opportunity

Centers 

Actual

2020 81.0% 71.0% 84.0% 79.0% 62.0% 56.6%

2021 81.0 65.2 84.0 73.9 62.0 59.2

2022 81.0 67.5 84.0 74.6 62.0 56.3

2023 81.0 84.0 62.0

2024 81.0 84.0 62.0

2025 81.0 84.0 62.0

Additional information: This measure looks at the percentage of participants who enroll in 

college. Targets are set and data are calculated independently for each of the three programs 

for which this measure is relevant. Data are provided by the grantees in their Annual 

Performance Reports.

• For Talent Search, the measure looks at the percentage of “college ready” participants who 

enrolled in programs of postsecondary education during the reporting period or the next fall 

term. “College ready” participants are those who have received a regular secondary school 

diploma or an alternative award such as a high school equivalency certificate.

• For the Upward Bound program, including the Math and Science projects, this measure 

tracks the percentage of Upward Bound participants with a regular secondary school 

diploma who subsequently enroll in postsecondary education.

• For Educational Opportunity Centers, the Department defines the cohort of participants 

comprising the denominator in the postsecondary enrollment calculation in the following 

way: participants who received a secondary school diploma or its equivalent during the 

reporting year, high school graduates or high school equivalency graduates not already 

enrolled in postsecondary education, postsecondary dropouts, or potential postsecondary 

transfers.

Objective: Increase postsecondary persistence and completion rates of first-generation college 

students from low-income backgrounds in the academic pipeline.

Measure: The percentage of Student Support Services participants completing an Associate’s 

degree at their original institution or transferring to a 4-year institution within 3 years.

Year Target Actual

2020 39.5% 48.2%

2021 41.5 47.5

2022 45.0 45.8

2023 45.0

2024 45.0

2025 45.0
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Measure: The percentage of Student Support Services first-year students completing a 

Bachelor's degree at their original institution within 6 years.

Year Target Actual

2020 52.0% 59.1%

2021 54.0 60.7

2022 58.0 59.8

2023 58.0

2024 58.0

2025 58.0

Additional information: Grantees provide data on college completion in their Annual 

Performance Reports (APR). Bachelor’s degree completion was calculated as the percentage of 

full-time, first-time freshman participants at 4-year grantee institutions who received a bachelor’s 

degree (or an equivalent degree) from the same grantee institution within 6 years.

Measure: The percentages of TRIO McNair participants enrolling and persisting in graduate 

school.

Year Enrolling Target Enrolling Actual Persisting Target Persisting Actual

2020 71.0% 64.7% 85.0% 86.8%

2021 71.0 64.1 85.0 85.7

2022 71.0 67.9 85.0 78.5

2023 71.0 85.0

2024 71.0 85.0

2025 71.0 85.0

Additional information: Successful outcomes for this enrollment measure counts the McNair 

participants who enroll in graduate school within 3 years of postsecondary graduation. The 

reporting year in the table above represents the 3-year point of measurement. The persistence 

measure tracks the percentage of McNair participants who enrolled in graduate school and were 

still enrolled at the beginning of their second year.
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Efficiency Measures

Measure: The cost per successful outcome.

Year

Talent 

Search

Target

Talent 

Search

Actual

Upward 

Bound

Target

Upward 

Bound

Actual

Student 

Support

Services 

Target

Student 

Support

Services 

Actual

2020 460 $660 $4,525 $5,150 $1,630 $1,971

2021 460 716 4,525 5,669 1,630 2,207

2022 460 702 4,510 5,666 1,630 1,805

2023 460 4,510 1,630

2024 460 4,510 1,630

2025 460 4,510 1,630

Additional information: The efficiency measure for the TRIO programs is the average annual 

cost per successful outcome, which is calculated by dividing the program’s funding by the 

number of successful outcomes in each program in a given year. The definition of “successful 

outcome” varies by program; as a result, it is difficult to make valid comparisons across TRIO 

programs based on these data. For Talent Search and Upward Bound, participants are 

considered successful if they persist to the next grade level, graduate high school, or enroll in 

postsecondary school. For Student Support Services, participants are counted as successful if 

they graduate, transfer, or persist to the following academic year.

Measure: The Federal cost of each McNair program baccalaureate recipient who enrolls in 

graduate school within 3 years.

Year Target Actual

2020 $30,000 $29,726

2021 30,000 36,746

2022 30,000 30,589

2023 30,000

2024 30,000

2025 30,000

Additional information: This measure is calculated by dividing the McNair funding allocation 

from the year in which participants graduated college by the number of college graduates from 

that cohort that enrolled in graduate school within 3 years.

Other Performance Information

The Department has invested significant resources in evaluations and studies of the Federal 

TRIO Programs. Each TRIO evaluation and study was conducted independently by outside 

contractors that reported to the Department’s evaluation offices.
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Descriptions of past studies are available at the following link: 

http://www2.ed.gov/about/offices/list/opepd/ppss/reports.html#postsecondary. Summaries of 

current TRIO evaluations are provided below:

Upward Bound: The Institute of Education Sciences began a new evaluation of Upward Bound 

promising practices, as required by section 402H(b)(1) of the Higher Education Act, that tested 

the use of practices aimed at reducing undermatching by evaluating the effectiveness of 

advising practices collectively named the Find the Fit program that combined college 

information, text message reminders, and specialized training for Upward Bound project staff.

In November 2021, the Department published the report (available at this link: 

https://ies.ed.gov/ncee/pubs/2022002/pdf/2022002.pdf), which found that (1) Increasing the 

number and selectivity of the colleges to which students applied did not change whether 

students undermatched, (2) Participation in the Find the Fit program shifted some students’ 

enrollment choices to more selective colleges, and (3) There was no significant effect on college 

persistence through the third year after high school.

Educational Opportunity Centers: In the spring of 2017, the Institute of Education Sciences 

announced a new evaluation to examine the effectiveness of a low-cost approach to providing 

information designed to overcome key barriers to college enrollment to participants through a 

systematic set of timely and personalized text messages. The study’s report, which is currently 

scheduled to be released in the fall of 2023, will assess the impact of the intervention on EOC 

participants’ FAFSA completion and college enrollment rates. More information is available at 

the following link: https://ies.ed.gov/ncee/projects/evaluation/pathways_postsec.asp.
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66F

Gaining early awareness and readiness for undergraduate 

programs

(Higher Education Act of 1965, Title IV, Part A, Subpart 2, Chapter 2) 

(dollars in thousands)

FY 2025 Authorization: To be determined 1

Budget Authority:

2024 Annualized CR 2025 Request Change

$388,000 $398,000 +$10,000

PROGRAM DESCRIPTION

Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) provides 

grants to States and partnerships that support early college preparation and awareness 

activities at the State and local levels to ensure middle and secondary school students from lowincome backgrounds are prepared to succeed in postsecondary education. Grants are awarded 

for 6 years. Applicants may also apply for an optional seventh year of funding to provide 

services at an institution of higher education to follow students through their first year of college 

attendance.

GEAR UP supports two types of grants:

State Grants—States receiving funds are required to provide both an early intervention and a 

scholarship component targeted to students from low-income backgrounds, with services 

starting no later than the 7th grade. At least 50 percent, but not more than 75 percent, of the 

grant funds must be used to provide scholarships to participating students (a State grantee may 

receive a waiver of this requirement by demonstrating another means to provide all eligible 

students with scholarships that meet the requirements of 34 CFR 694.14). Conversely, at least 

25 percent, but not more than 50 percent, of the funds must be used for early intervention 

services. State grantees generally must hold in reserve funds for scholarships equivalent to the 

effective minimum Pell Grant amount multiplied by the number of students the project is serving 

that the State estimates will enroll in an eligible institution of higher education. The State must 

make these funds available to eligible students who meet certain requirements, such as

GEAR UP project participation and postsecondary enrollment. These scholarships are portable 

and may be used outside the State in which the GEAR UP program is located. States must 

provide all students served by the program with a personalized 21st Century Scholar Certificate 

to indicate the amount of Federal financial aid that they may be eligible to receive for college.

1 The GEPA extension expired September 30, 2015. Reauthorization for FY 2025 is expected through appropriations 

action.
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Other authorized activities include providing technical assistance to GEAR UP partnership 

grantees located in the State, providing professional development opportunities to individuals 

working with GEAR UP students, capacity-building strategies for partnership applicants to apply 

for a GEAR UP grant, and dissemination of best practices to improve services for eligible 

students.

Partnership Grants—Partnerships must include one or more degree-granting institutions of 

higher education, one or more local educational agencies, and may include at least two 

community organizations or entities such as businesses, professional associations, State 

agencies, or other public or private organizations. Partnerships receiving funds are required to 

provide an early intervention component to: (1) at least one cohort or grade level of students 

beginning not later than the 7th grade, in a school that has a 7th grade and at least 50 percent of 

its enrolled students are eligible for free or reduced-price lunch; or (2) to an entire grade level of 

students, beginning not later than the 7th grade, who reside in public housing. Partnerships must 

ensure that services will continue to be provided through the 12th grade. Partnerships may also 

provide scholarships. Partnerships must provide all students served by the program with a 

personalized 21st Century Scholar Certificate to indicate the amount of Federal financial aid that 

they may be eligible to receive for college.

Both types of GEAR UP grants have two major components. First, GEAR UP projects provide a 

comprehensive set of early intervention services including mentoring, tutoring, academic and 

career counseling, and other college preparation activities such as exposure to college 

campuses and financial aid information and assistance. Funds also may support rigorous 

curricula and coursework, such as Advanced Placement, International Baccalaureate, and dual 

or concurrent enrollment programs in order to reduce the need for remedial coursework at the 

postsecondary education level. Second, GEAR UP projects provide scholarships to participating 

students, which in the case of State Grants described above must equal at least the minimum 

Pell Grant amount. In making awards to State applicants, the Department must give priority to 

entities that carried out successful GEAR UP programs prior to enactment in 2008 of the Higher 

Education Opportunity Act; have a prior, demonstrated commitment to early intervention 

programs; and ensure that students previously served by GEAR UP programs receive services 

through the completion of secondary school. States and partnerships must provide matching 

funds of at least 50 percent of the total project costs with cash or in-kind contributions from 

nonfederal sources accrued over the full duration of the grant award. The Department may 

authorize a reduction in the required match for partnerships under certain circumstances.

Of the amount appropriated for GEAR UP, not less than 33 percent must be used to fund State 

grants and not less than 33 percent must be used to fund Partnership grants, with the remainder 

being allocated between States and Partnerships at the Department’s discretion. The 

Department may meet these percentage requirements for a given fiscal year through a 

combination of new and non-competing continuation awards. Additionally, the statute allows the 

Department to use up to 0.75 percent of the funds appropriated to evaluate and improve the 

impact of GEAR UP activities.
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69F

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2020 $365,000

2021 368,000

2022 378,000

2023 388,000

2024 Annualized CR 388,000

FY 2025 BUDGET REQUEST

For fiscal year 2025, the Administration requests $398.0 million for the GEAR UP program,

$10.0 million more than a fiscal year 2024 annualized CR based on the fiscal year 2023 

appropriation. The Administration’s request for GEAR UP is based on the demonstrated

promise of and data supporting the program’s approach. Research has demonstrated that 

GEAR UP helps level the playing field in higher education by reducing the gap in college 

enrollment by about half for students of color from low-income backgrounds participating in 

GEAR UP programs compared to their peers from higher income backgrounds attending nonGEAR UP schools.67F

1 Another study found that GEAR UP students who enrolled in college had 

similar grade-point averages and second-year persistence levels as their university campus 

peers, despite a higher likelihood of being from a low-income background or having parents with 

less educational attainment.68F

2 Other findings suggest that GEAR UP participants perform better 

in other indicators of college readiness including high school attendance rates and standardized 

test scores, with students from lower socioeconomic backgrounds exhibiting the most significant 

gains. 3

GEAR UP supports State efforts to increase early college preparation and awareness, builds 

partnerships within communities promoting college access, targets entire cohorts of students in 

middle schools in communities with high rates of poverty, provides students with a full range of 

services through the 12th grade (in some cases through the first year of college), and offers 

scholarships to attend college. By targeting entire grades of students no later than the 7th 

grade, serving them throughout middle and high school, and providing them with scholarship 

funding, GEAR UP offers a unique approach to ensuring that students from low-income 

backgrounds have the skills and resources to attend college. Furthermore, the considerable 

State and local investments GEAR UP requires (both through the creation of partnerships and

1 Bowman, N. A., Kim, S., Ingleby, L., Ford, D. C., & Sibaouih, C. (2018). Improving College Access at Low-Income 

High Schools? The Impact of GEAR UP Iowa on Postsecondary Enrollment and Persistence. Educational Evaluation 

and Policy Analysis, 40(3), 399-419. https://journals.sagepub.com/doi/pdf/10.3102/0162373718778133. 2 Sanchez, J.E., Lowman, J.L., & Hill, K.A. (2018). Performance and Persistence Outcomes of GEAR UP Students: 

Leveling the Playing Field in Higher Education. Journal of College Student Retention: Research, Theory & Practice, 

20(3), 328-349. https://files.eric.ed.gov/fulltext/EJ1193896.pdf. 3 Leuwerke, W. C., Ingleby, L. D., Tillery, C. Y., Cech, T. G., & Sibaouih, C. M. (2021). Narrowing the College 

Readiness Gap: Assessing GEAR UP Iowa's Intermediate Impact on Underserved Students. Journal of Education for 

Students Placed at Risk, 26(4), 352-372. 

https://www.tandfonline.com/doi/epdf/10.1080/10824669.2021.1884864?needAccess=true&role=button.
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matching contributions) help ensure that the program will have a sustainable impact on the 

educational outcomes of middle and high school students from low-income backgrounds.

Most of the requested funds will be used to support continuation awards for State and 

Partnership grantees that were successful in the fiscal year 2019 through 2024 competitions. 

The Department would use approximately $132.6 million to fund additional new State and 

Partnership awards in a fiscal year 2025 competition. The Department would use the remaining 

funds to support a web-based data collection contract, which enables the Department to collect 

and analyze performance data, and to support continuation costs for an evaluation of strategies 

to improve access to dual enrollment programs.

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2023 Footnote 2024 2025

State Grants:

Number of new awards 6 10 10

Average new award $3,865 $4,019 $4,419

Total new award funding $23,190 $40,187 $44,190

Number of continuation awards 31 27 30

Average continuation award $3,846 $3,958 $4,075

Total continuation award funding $119,236 $106,875 $122,257

Total award funding $142,426 $147,061 $166,447

Total number of awards 37 37 40

Partnership Grants:

Number of new awards 6 18 44

Average new award $2,022 $2,233 $2,009

Total new award funding $12,130 $40,187 $88,379

Number of continuation awards 116 98 62

Average continuation award $1,988 $2,034 $2,271

Total continuation award funding $230,566 $199,366 $140,788

Total award funding $242,696 $239,552 $229,167

Total number of awards 122 116 106

Total award funding:

Total new award funding $35,320 $80,373 $132,569

Total continuation award funding $349,802 $306,240 $263,045

Evaluation $700 $1,000 $2,000
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Footnote

PROGRAM PERFORMANCE INFORMATION

Performance Measures

This section presents selected program performance information, including, for example, 

program goals, objectives, measures, and performance targets and data; and an assessment of 

the progress made toward achieving program results. Achievement of program results is based 

on the cumulative effect of the Federal resources provided for the program as well as the 

resources and efforts invested by those served by the program.

Goal: To significantly increase the number of students from low-income backgrounds 

who are prepared to enter and succeed in postsecondary education.

Objective: Increase the rate of high school graduation and enrollment in postsecondary 

education of GEAR UP students.

Measure: The percentage of GEAR UP high school seniors who graduated from high school.

Year Target Actual

2020 89.0% 87.2%

2021 89.0 86.6

2022 89.0 88.3

2023 89.0 90.6

2024 89.0

2025 89.0

Additional information: This measure indicates the percentage of GEAR UP high school 

seniors who graduated from high school. That is, the denominator used in the calculation 

includes only GEAR UP participants who persisted until the 12th grade while the numerator 

includes participants who both persisted until the 12th grade and graduated. The figures are 

based on data submitted by grantees in their Final Performance Reports. As a result, each year 

of data captures a different subset of grantees serving a fluctuating number of students, which 

could account for some of the annual variation in performance. The Department is exploring 

potential changes to the methodology to be inclusive of a larger set of grantees and students.

1 Totals include funding for higher education evaluation.

Output Measures 2023 2024 2025

Peer review of new award 

applications

$59 $200 $200

Data collection $179 $186 $186

Total program funding1

70F $388,000 $388,000 $398,000

Total number of awards 159 153 146
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Measure: The percentage of former GEAR UP high school graduates who immediately enrolled 

in college.

Year Target Actual

2020 64.0% 87.8%

2021 65.0 66.1

2022 66.0 81.6

2023 66.0 59.3

2024 66.0

2025 66.0

Additional information: This measure indicates the percent of GEAR UP students who 

graduated from high school and enrolled in postsecondary education the following September. 

The figures are based on data submitted by grantees in their Final Performance Reports. As a 

result, each year of data captures a different subset of grantees serving a fluctuating number of 

students, which could account for some of the annual variation in performance.

Objective: Increase the academic performance and preparation for postsecondary education of 

GEAR UP students.

Measure: The percentage of GEAR UP students who enrolled in pre-algebra by the end of the 

8th grade who passed the course and the percentage of GEAR UP students enrolled in Algebra I 

by the end of the 9th grade who passed the course.

Year Pre-algebra Target Pre-algebra Actual Algebra I Target Algebra I Actual

2020 65% 71.0% 65% 64.4%

2021 65 67.9 70 58.4

2022 65 62.6 75 54.9

2023 65 56.7 75 48.8

2024 65 75

2025 65 75

Additional information: This measure tracks completion rates for two mathematics classes 

that research has shown are key indicators of college readiness. Data for this measure, 

collected through Annual Performance Reports, reflect student completion levels from the prior 

year. It should be noted that, as the measure tracks only the percentage of those students who 

are enrolled that pass the class, the percentage of the entire cohort who are on the path to 

college-readiness is likely to be lower. The GEAR UP grantees have expressed challenges with 

collecting data on pre-algebra because many States and districts no longer classify math 

courses as pre-algebra. The Department has proposed changes to the Annual Performance 

Report (88 FR 59515), which include the removal of reporting requirements for Pre-algebra.

Efficiency Measures

The efficiency measure for this program is the cost of a successful outcome, where success is 

defined as enrollment in postsecondary education by GEAR UP students immediately following 

high school graduation. The Department calculates this measure by dividing the annual funding
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supporting closeout grantees (grantees serving cohorts of 12th graders) by the total number of 

postsecondary enrollees they produce. Using this methodology, the annual cost per successful 

outcome for the GEAR UP cohort that submitted Final Performance Reports in 2023 was

$1,690. The Department provided approximately $1.3 million per year to the grantees in this 

cohort, which produced 4,791 postsecondary enrollees in the final year of their grants. It is 

important to note that this measure uses the strictest possible definition of “successful 

outcome.” For instance, students from this cohort who graduate high school with the help of 

GEAR UP programs but do not enroll in postsecondary education are not considered 

“successes” under this methodology. The Department is exploring alternative methodologies to 

measuring efficiency in this program.

Other Performance Information

Early Outcomes Study

In 2001, the Department began an evaluation on the early effects of the GEAR UP program. 

This study, which was released in 2008, reported on the program’s impact on participants 

attending middle schools and their parents, and the effects of GEAR UP on middle schools and 

on the sustainability of the program’s activities after Federal funds are no longer available. The 

study did not report on two key outcomes of interest—secondary school graduation and 

postsecondary enrollment—because the data were not yet available. Overall, the study found 

that GEAR UP had significant impacts on students’ and parents’ knowledge and behavior and 

academic offerings at GEAR UP schools. The study is available at the following link: 

https://www2.ed.gov/rschstat/eval/highered/gearup/index.html.

Study of College Transition Messaging in GEAR UP

The Department completed a rigorous study of college access strategies designed to improve 

GEAR UP students’ college enrollment and persistence. The evaluation report, published in 

February 2021, indicated that while certain interventions increased awareness of the need for 

students to take rigorous coursework, it often did not result in desired outcomes. This may 

indicate that messaging may not be a sufficient intervention or may only be effective in specific 

situations. Specifically, participating students were no more likely to enroll or persist in college 

than were other students. The messages also did not affect whether students completed the 

Free Application for Federal Student Aid (FAFSA). While the messaging went as planned, 

providing college-specific information to many students dispersed over multiple colleges may 

have been challenging for advisors. This study adds to building evidence that the Department is 

using to improve the program.

For this study, the Department used approximately $5.5 million of fiscal year 2014 and 2015 

funds to test a low-cost advising strategy that provided GEAR UP high school seniors intending 

to enroll in college with a series of text messages and emails throughout the summer and into 

the fall of their first expected year of college. The messages reminded students about key 

college-related tasks they need to complete, customized to the specific activities and deadlines 

of the colleges or universities in which they intend to enroll. The reminders focused on 

matriculation-related tasks such as award letters, fees, orientation and registration timelines and
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requirements, and early steps in college, such as meeting with advisors, connecting with 

campus support services, and FAFSA renewal. Most importantly, the messaging was two-way –

allowing GEAR UP students an ongoing connection to an advisor as they left high school and 

throughout the first year of college. For more information on this study, see 

https://ies.ed.gov/ncee/pubs/2021005/.

Current evaluations

Scholarship Study

In 2019, the Department began a study of the scholarship component of GEAR UP, to fulfill an 

evaluation mandate in the Higher Education Act (HEA) and to provide information for its 

reauthorization. Scholarships to support college enrollment and persistence can be critical for 

low-income students, including those in GEAR UP’s high need schools. The HEA changed 

some requirements for administering GEAR UP scholarships, restricting it in certain ways but 

giving States more flexibility in other ways. Providing scholarships distinguishes GEAR UP from 

other Federal college access programs, but little is known about how and to whom State 

grantees distribute the aid. The evaluation is using approximately $1 million to collect and 

analyze data from the directors of all 42 State grants that could have been affected by the HEA 

scholarship changes – those awarded after fiscal year 2011. A report describing State grantees’ 

policies and practices, expenditures, and challenges related to administering scholarships is 

expected to be published in 2024. For more about this evaluation, see 

https://ies.ed.gov/ncee/projects/evaluation/pathways_gearupscholarship.asp.

Dual Enrollment Study

The Department began a study in 2022 to explore the feasibility of conducting an evaluation of 

strategies designed to improve access to dual enrollment programs among students from 

underserved backgrounds. Despite the promise dual enrollment programs hold for improving 

college enrollment and degree attainment, there remain equity gaps in access to them. For 

some students, entrance criteria such as a minimum GPA score, lack of access to the 

foundational courses, or the need to cover the costs of tuition, fees, and books are significant 

barriers. For others, the main barrier is informational; students and their parents need to be 

aware of dual enrollment options, their requirements, and their potential benefits. They may also 

need supports to complete key admission activities. For rural students, there are additional 

challenges related to the need to travel long distances to get to schools and inconsistent access 

to technology. The study is examining whether strategies such as targeted information provided 

to GEAR UP high school students and their parents, or information plus logistical support 

enrolling in classes, can be included in an effectiveness study focusing on whether these 

strategies can increase participation in dual enrollment and ultimately improve college 

enrollment and persistence after high school.
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71F

Graduate assistance in areas of national need

(Higher Education Act of 1965, Title VII, Part A, Subpart 2) 

(dollars in thousands)

FY 2025 Authorization: To be determined 1

Budget Authority:

2024 Annualized CR 2025 Request Change

$23,547 $23,547 0

PROGRAM DESCRIPTION

Graduate Assistance in Areas of National Need (GAANN) provides fellowships, through 3-year 

grants to degree-granting postsecondary institutions, to graduate students of exceptional 

promise and high financial need studying in areas of national need. Applicants must set forth 

policies and procedures identifying the specific strategies they will use to identify and support 

talented students from traditionally underrepresented backgrounds. To be eligible for a 

fellowship, students must be pursuing a doctoral degree or the highest degree in the academic 

field at the institution of higher education (IHE) they are attending, have excellent academic 

records, and demonstrate financial need.

After consultation with appropriate agencies and organizations, such as the National Science 

Foundation, the Department of Defense, and the Department of Homeland Security, the 

Department designates those fields of study that are considered “areas of national need.” This 

is done by considering the extent to which studies in such areas fulfill a compelling national 

interest, whether post-baccalaureate studies in such areas are supported by other Federal 

programs, and the potential impact of the Federal investment.

Institutions use program funds to award fellowships for up to 5 years of study. Each fellowship 

consists of a student stipend to cover living costs and an institutional payment to cover each 

fellow's tuition and other expenses. The stipend is the lesser of demonstrated need or the level 

of support provided by the National Science Foundation’s Graduate Research Fellowships.

Institutions must match 25 percent of the Federal grant amount. The institutional match may be 

used for the following: (1) to provide additional fellowships to graduate students not already 

receiving institutional or GAANN fellowships; (2) to meet the cost of tuition, fees, and other 

instructional costs that are not covered by the institutional payment; and (3) to supplement the 

stipend received by a fellow in an amount not to exceed the fellow's financial need. Institutions 

must also provide fellows with at least 1 year of supervised training in classroom instruction.

1 The GEPA extension expired September 30, 2015. Reauthorization for FY 2025 is expected through appropriations 

action.
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Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2020 $23,047

2021 23,547

2022 23,547

2023 23,547

2024 Annualized CR 23,547

FY 2025 BUDGET REQUEST

For fiscal year 2025, the Administration requests $23.5 million for the Graduate Assistance in 

Areas of National Need (GAANN) program, level with a fiscal year 2024 annualized CR based 

on the fiscal year 2023 appropriation.

Through its support of graduate study in key disciplines, GAANN helps address the problem of 

insufficient numbers of students pursuing graduate degrees in critical scientific and technical 

fields and other areas of national need. GAANN provides students with exceptional promise and 

financial need with the resources that they need to pursue graduate studies. The request 

recognizes the role that graduate education plays in the advancement of national prosperity, 

demonstrates the Administration’s commitment to educational achievement at the graduate 

level, and provides greater postsecondary education access to students in financial need and 

those from historically underrepresented backgrounds.

Proposed FY 2025 Appropriations Language

The Department’s fiscal year 2025 request includes a program specific policy proposal that 

would provide additional support for graduate students with financial need and those from 

historically underrepresented backgrounds, including students of color pursuing degrees in 

areas of national need.

• Eliminate work restrictions. The GAANN statute prohibits fellows from working, except on 

a part-time basis in teaching, research, or similar activities determined by the academic 

department to be in support of the fellow's progress toward a degree. This may limit 

students from low-income backgrounds from earning the funds necessary to continue in the 

program and may increase dropouts or student debt. The Administration is proposing 

appropriations language to eliminate the requirements that limit fellows’ work.
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PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2023 2024 2025

Number of new awards 0 60 0

Number of new fellowships 0 359 0

Average new award 0 $280 0

Total new award funding 0 $20,178 0

Number of continuation awards 90 11 71

Number of continuation fellowships 462 56 415

Average continuation award $262 $280 $331

Total continuation funding $23,547 $3,139 $23,547

Average institution payment $17 $19 $19

Average stipend $34 $37 $37

Total average fellowship $51 $56 $56

Total number of awards 90 71 71

Total number of fellowships 462 415 415

Peer review of new award applications 0 $230 0

Total program funding 1

72F $23,547 $23,547 $23,547

PROGRAM PERFORMANCE INFORMATION

Performance Measures

This section presents selected program performance information, including, for example, 

program goals, objectives, measures, and performance targets and data, and an assessment of 

the progress made toward achieving program results. Achievement of program results is based 

on the cumulative effect of the Federal resources provided for the program as well as the 

resources and efforts invested by those served by the program.

Goal: To increase the number of persons trained at the highest academic level.

Objective: To increase the number of students with exceptional promise completing the 

terminal degree in designated areas of national need in order to alleviate that need.

1 Totals include funding for higher education evaluation.
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Measure: The percentage of GAANN fellows completing the terminal degree in the designated 

areas of national need.

Year Target Actual

2020 65 66

2021 65 63

2022 65

2023 65

2024 65

2025 65

Additional information: The data used to calculate performance for this measure comes from 

the program’s final performance reports, the Department’s Grants and Payments database, and 

the GAANN program database. The data is calculated by dividing the number of GAANN fellows 

in the last year of their fellowships who have successfully completed their doctoral studies by

the total number of GAANN fellows who are in the last year of their fellowships.

Because a fellow can receive no more than 5 years of funding and most doctoral students take 

6-7 years to complete their doctoral programs, advancing to candidacy is used as a proxy for 

degree completion where appropriate. Use of such proxy data may inflate outcomes on this 

measure, as not all doctoral candidates who advance to candidacy actually complete their 

doctoral degrees. FY 2022 performance data is expected to be available in March 2024 and will 

be included in the FY 2026 Congressional Justification.

Measure: Median time to degree completion (years).

Year Target Actual

2020 5.0 4.9

2021 5.0 4.8

2022 5.0

2023 5.0

2024 5.0

2025 5.0

Additional information: Data collected through annual performance reports show that program 

participants had a median time to completion of 4.9 years in 2020 According to the 2021 data 

provided by the National Science Foundation’s annual “Survey of Earned Doctorates,” the 

median time to doctoral degree completion, measured from initial enrollment in graduate school, 

was 6.0 years for the physical sciences, 6.6 years for engineering, and 6.8 years for life 

sciences. It is important to note that these figures are not directly comparable to those of 

GAANN because the GAANN completion rate includes students in non-doctoral programs who 

are likely to complete their degrees in fewer years than doctoral students. FY 2022 performance 

data is expected to be available in March 2024 and will be included in the FY 2026 

Congressional Justification.
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Efficiency Measure

The efficiency measure for this program is the cost of a successful outcome, where success is 

defined as terminal graduate program completion. This measure is directly tied in with the 

program’s performance measures.

Measure: Cost per PhDs and those who pass preliminary exams.

Year Target Actual

2020 $68,000 $71,930

2021 68,000 77,058

2022 68,000

2023 68,000

2024 68,000

2025 68,000

Additional information: The data used to calculate the efficiency measure come from the 

program’s final performance reports, the Department’s Grants and Payments database, and the 

GAANN program database. The data are calculated by dividing the total amount of Federal 

funds provided to support a cohort of fellows for the 3 years of the grant period by the number of 

GAANN fellows who complete their degree or successfully advance to candidacy during the

5-year fellowship period. As the efficiency measure is based on data from a relatively small 

number of students, significant year-to-year fluctuations may be expected. This may reduce the 

usefulness of the measure at the program level. FY 2022 performance data is expected to be 

available in March 2024 and will be included in the FY 2026 Congressional Justification.
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73F

Child care access means parents in school

(Higher Education Act of 1965, Title IV, Part A, Subpart 7) 

(dollars in thousands)

FY 2025 Authorization: To be determined 1

Budget Authority:

2024 Annualized CR 2025 Request Change

$75,000 $80,000 +$5,000

PROGRAM DESCRIPTION

The Child Care Access Means Parents in School (CCAMPIS) program is designed to support 

the participation of parents from low-income backgrounds in postsecondary education through 

the provision of campus-based child care services. The program makes competitive grants of up 

to 4 years to institutions of higher education, with a priority for child care programs that

(1) leverage significant local or institutional resources and (2) utilize a sliding fee scale.

Institutions may use the funding to establish or support a campus-based child care program 

primarily serving the needs of students from low-income backgrounds enrolled at the institution. 

Grants may also be used to provide before- and after-class and other student support services. 

Grants may not be used to supplant funds for existing child care services. The authorizing 

statute defines a “low-income student” as a student eligible to receive a Pell Grant during the 

year of enrollment at the institution or who would otherwise be eligible to receive a Pell Grant 

because the student is enrolled in a graduate or first professional course of study or is in the 

United States for a temporary purpose.

An institution is eligible to receive a grant if the total amount of Pell Grant funds awarded to 

students at the institution for the preceding fiscal year equals or exceeds $250,000. The 

minimum grant amount is $30,000, and the maximum grant award cannot exceed 1 percent of 

the total amount of all Pell Grant funds awarded to students enrolled at the institution during the 

preceding fiscal year.

Grantees must submit annual reports to the Department regarding their activities, including data 

and information on the population served by the grant; campus and community resources and 

funding used to help students from low-income backgrounds access child care services; 

progress made toward accreditation of any child care facility; and the impact of the grant on the 

quality, availability, and affordability of campus-based child care services.

1 The GEPA extension expired September 30, 2015. Reauthorization for FY 2025 is expected through appropriations 

action.
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An institution receives a continuation award only if the Department determines, on the basis of 

the annual reports, that the institution is making a good faith effort to ensure that students from 

low-income backgrounds have access to affordable, quality child care services.

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2020 $53,000

2021 55,000

2022 65,000

2023 75,000

2024 Annualized CR 75,000

FY 2025 BUDGET REQUEST

For fiscal year 2025, the Administration requests $80 million for the Child Care Access Means 

Parents in School (CCAMPIS) program, $5 million more than a fiscal year 2024 annualized CR 

based on the fiscal year 2023 appropriation. The increase would support a competition for new 

awards in fiscal year 2025, as well as provide continued support to institutions receiving grants 

in prior fiscal years. The CCAMPIS program helps to ensure that student parents from

low-income backgrounds enroll in, persist in, and complete postsecondary education by helping 

to meet their needs for affordable and convenient child care. The request reflects the 

Administration’s strong commitment to closing equity gaps that limit access to and success in 

postsecondary education among underserved students, including the particularly steep barriers 

faced by student parents in finding high-quality, low-cost child care.

The Administration also supports grantee efforts to improve quality in funded programs, 

including by increasing compensation and providing support services for early childhood 

educators who serve children of students at CCAMPIS colleges. High-quality child care provides 

benefits to children, their parents, and the economy at large. Research indicates that children 

who attend high-quality early childhood education programs perform better in school, have 

higher educational attainment, better health, and higher individual and household earnings. An 

important, measurable dimension of quality in early childhood settings is the nature of 

relationships and interactions between early childhood staff and children in the care setting.

Evidence suggests that stable, attached child-caregiver relationships in the children's earliest 

years provide a critical foundation for their subsequent healthy development. Research also 

suggests that staff turnover in early childhood settings is associated with children's weaker 

language and social skill development, and workers experiencing economic stress have a more 

difficult time fully engaging with children and offering a high-quality learning experience.

Evidence also indicates that improvements in compensation and working conditions can 

significantly reduce turnover and are associated with better care and improved child outcomes. 

This focus on enhancing job quality for early educators is in keeping with President Biden's 

Executive Order on Increasing Access to High-Quality Care and Supporting Caregivers, signed 

April 18, 2023.
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Offering access to affordable, high-quality child care is also critically important for parenting 

students. According to the Institute for Women’s Policy Research (IWPR)’s analysis of data from 

the National Postsecondary Student Aid Study (NPSAS), more than one in five college 

students—or 22 percent of all undergraduates—are parents.74F

1 The largest share of student 

parents is enrolled in community colleges (40 percent of all student parents are community 

college students). Significant shares of student parents also attend private for-profit and public 

four-year institutions (18 percent and 17 percent, respectively), with the remainder enrolled in 

private four-year (13 percent) and other/more than one institution (10 percent). Half of all 4-year 

public institutions offer daycare services for the children of student-parents.75F

2 Recognizing that 

community colleges educate a disproportionate number of student parents, the Administration is 

also supportive of prioritizing applications from these institutions.

Based on the IWPR’s data analysis, there are nearly 2.1 million single mothers in college today, 

many of whom are women of color and face significant challenges in postsecondary education 

persistence and completion. Only eight percent of single mothers who start college earn an 

associate or bachelor’s degree within six years, compared with about half of women who are not 

mothers. According to the IWPR, offering child care to a single mother pursuing a bachelor’s 

degree improves success rates for community college students. Child care may allow many 

student parents to finish school on time or more quickly, reducing college costs and allowing 

them to secure higher paying jobs. Studies show that students who utilize a campus child care 

center had more than triple the rate of on-time completion than that of parents who did not use 

the center. 3

Additionally, data from the 2015-2016 NPSAS indicate that 29 percent of Pell Grant recipients 

have children. Of the Pell Grant recipients with children, 45 percent rely on child care while 

enrolled in higher education. Data also show that only 38 percent of Pell Grant recipients with 

dependent children are at an institution that offers on-campus child care. NPSAS 2020 data 

indicate that 41 percent of independent students (individuals who are financially self-sufficient) 

with dependent children attend institutions of higher education exclusively on a part-time basis. 

The fiscal year 2025 request would take steps to address this demonstrated need with new and 

continuation grants to enable institutions to establish or expand campus-based child care 

programs; offer emergency back-up care and provide summer child care and before and after 

class services; subsidize the costs of child care for students from low-income backgrounds; and 

enhance other supports for student parents.

1. Institute for Women’s Policy Research (IWPR) analysis of data from the U.S. Department of Education (September 2017), National Center for Education Statistics. National Postsecondary Student Aid Study and the Integrated

Postsecondary Aid Survey (IPEDS). Retrieved from https://iwpr.org/iwpr-issues/student-parent-successinitiative/single-mothers-in-college-growing-enrollment-financial-challenges-and-the-benefits-of-attainment/

2 Stewart, P. (2018). Campus Child Care Critical in Raising Single Mothers’ Graduation Rates. Diverse. 

https://diverseeducation.com/article/117704/.

3 Institute for Women’s Policy Research (IWPR) analysis of data from the U.S. Department of Education (September 2017), National Center for Education Statistics. National Postsecondary Student Aid Study and the Integrated

Postsecondary Aid Survey (IPEDS). Retrieved from https://iwpr.org/single-mothers-in-college-growing-enrollmentfinancial-challenges-and-the-benefits-of-attainment/

76F
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PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2023 2024 2025

Number of new awards 30 0 40

Average new award $452 0 $503

Total new award funding $13,549 0 $20,106

Number of continuation awards 235 240 141

Average continuation award $226 $293 $423

Total continuation award funding $53,144 $70,370 $59,594

Number of frontload awards 191 0 0

Average frontload award $24 0 0

Total frontload award funding $4,658 0 0

Supplemental awards to current grantees $3,138 $4,630 0

Peer review of new award applications $136 0 $300

Total award funding 1

77F $75,000 $75,000 $80,000

Total number of awards 456 240 181

PROGRAM PERFORMANCE INFORMATON

Performance Measures

This section presents selected program performance information, including, for example, 

program goals, objectives, measures, and performance targets and data, and an assessment of 

the progress made toward achieving program results. Achievement of program results is based 

on the cumulative effect of the Federal resources provided for the program as well as the 

resources and efforts invested by those served by the program.

Goal: To support the participation of parents from low-income backgrounds in the 

postsecondary education system through the provision of campus-based child care 

services.

Objective: Increase access for parents from low-income backgrounds to postsecondary 

institutions.

1 Totals include funding for higher education evaluation.
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Measure: Percentage of CCAMPIS program participants enrolled at CCAMPIS grantee 

institutions receiving child care services who remain in postsecondary education at the end of 

the academic year, as reported in the annual performance report.

Year

4-year/ 2-

year 

Target

4-year/ 2-

year 

Actual

4-year 

Target

4-year 

Actual

2-year 

Target

2-year 

Actual

2020 75% 85% 81% 90% 62% 77%

2021 75 75 81 89 62 78

2022 75 81 62

2023 75 81 62

2024 75 81 62

2025 75 81 62

Additional information: To obtain the universe of participants for the persistence rate, records 

reporting blank enrollment/participation data, coded as not eligible, coded as enrolled declined 

participation in CCAMPIS, and any records that were duplicates were removed from the 

calculation. For the remaining participants, those that were enrolled and participating in 

CCAMPIS in fall or winter and whose academic status in fall or winter was either enrolled, 

graduated, or transferred were included in the calculation. As were the participants that were 

enrolled in postsecondary education in spring or graduated or transferred at any point of the 

year. All CCAMPIS Program grantees are required to submit an annual performance report

documenting the persistence of their participants. According to the most recent annual 

performance report, the CCAMPIS program served over 250 campuses and just over 4,000 

student parents. Actual persistence rates in the table above are preliminary and subject to 

change. Performance data is expected to be re-analyzed in 2024 and will be included in the FY 

2026 Congressional Justification.

Other Performance Information

In addition to the persistence performance measure, the Department intends to measure degree 

completion rates of the CCAMPIS program participants. Although students use child care 

services at different points, it is important to understand the degree to which students receiving 

CCAMPIS program services go on to complete a degree. The goal of the completion measure is 

to evaluate the outcomes of student parents based on their completion of their program within 

150 percent or 200 percent of the published program length. The cohort model of evaluation will 

track a student parent's child care utilization throughout enrollment at the institution and will 

provide results based on the long-term academic success of the student parent. The 

Department will aggregate the data provided in the annual grantee performance reports for 

individual cohorts. Performance data is expected to be analyzed in 2024 and will be included in 

the FY 2026 Congressional Justification.
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78F

Fund for the Improvement of Postsecondary Education

(Higher Education Act of 1965, Title VII, Part B) 

(dollars in thousands)

FY 2025 Authorization: To be determined 1

Budget Authority:

2024 Annualized CR 2025 Request Change

$184,000 $262,000 +$78,000

PROGRAM DESCRIPTION

The Fund for the Improvement of Postsecondary Education (FIPSE) supports a wide range of 

activities to promote institutional reforms and innovative programs with the potential to transform 

postsecondary education. Under FIPSE, all discretionary grants and contracts are awarded to 

institutions of higher education (IHEs) and other public and private nonprofit institutions and 

agencies. Grants typically are frontloaded to pay full multi-year project costs from a single 

appropriation.

The following activities were funded with fiscal year 2023 appropriations.

The Centers of Excellence for Veterans Student Success (CEVSS) program ($9 million), 

authorized under section 777(a) of the Higher Education Act (HEA), funds model programs to 

support veteran student success in postsecondary education by coordinating services to 

address the academic, financial, physical, and social needs of veteran students. CEVSS 

grantees establish on their campuses a single point of contact to coordinate, through a veteran 

student support team, comprehensive support services, including counseling, tutoring, 

assistance with special admissions, and transfer of credits from previous postsecondary 

education or experience, assistance with applying for financial aid and veterans’ benefits, and 

admission into college. In fiscal year 2023, the Department funded 16 new awards from the list 

of remaining eligible applicants from the fiscal year 2022 competition.

The Open Textbooks Pilot (OTP) program ($12 million) supports projects at IHEs to create 

new open textbooks or expand their use while maintaining or improving instruction and student 

learning outcomes. This pilot program emphasizes the development of projects that 

demonstrate the greatest potential to achieve the highest level of savings for students through 

sustainable, expanded use of open textbooks in high-enrollment courses or in programs that 

prepare individuals for in-demand fields. In fiscal year 2023, the Department funded one new 

award from the list of remaining eligible applicants from the fiscal year 2022 competition and 

funded 5 additional new awards through a competition.

1 The GEPA extension expired September 30, 2015. Reauthorization for FY 2025 is expected through appropriations 

action.
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The Basic Needs for Postsecondary Students program ($10 million) supports IHEs or 

consortia or systems of IHEs that demonstrate a commitment to developing or enhancing 

systemic evidence-based approaches to support the basic needs of students, including housing, 

food, transportation, childcare, technology, and access to physical and mental health services. 

The program requires grant recipients to develop cross-agency partnerships or communitybased partnerships with local nonprofit organizations, businesses, philanthropic organizations, 

or others to meet the family well-being needs of students. At least 25 percent of grants must go 

to community colleges and at least 25 percent must go to four-year HBCUs, TCCUs, and MSIs, 

including HSIs, ANNHs, AANAPISIs, and PBIs. Grant priority will go to IHEs serving a

significant number of students with low incomes using multiple indicators of student financial 

need. In fiscal year 2023, the Department funded 11 new awards from the list of remaining 

eligible applicants from the fiscal year 2022 competition.

The Modeling and Simulation (MSP) program ($8 million) promotes the study of modeling and 

simulation at IHEs, through collaboration with new and existing programs to promote the use of 

technology in such study through the creation of accurate models that can simulate processes 

or recreate real life. This program is authorized under section 891 of the HEA. In fiscal year 

2023, the Department funded 7 grants through a competition for new awards.

The Rural Postsecondary and Economic Development (RPED) program ($45 million) 

promotes innovative approaches to improve rates of postsecondary enrollment, persistence, 

and completion among rural students through development of high-quality career pathways 

aligned to high-skill, high-wage, or in-demand industry sectors and occupations in the region. In 

fiscal year 2023, the Department funded 22 grants through a competition for new awards.

The Transitioning Gang-Involved Youth to Higher Education (TGIY) program ($5 million) 

supports IHEs and other non-profit organizations that are best prepared to provide the supports 

and services necessary to enable these youth, including youth with disabilities, to transition to 

postsecondary programs that will allow them to pursue a certificate, degree, or other credential. 

Such programs can include apprenticeships or other workforce preparation programs that 

promote job readiness upon completion of the program, while simultaneously providing 

essential wrap-around services that include culturally competent social and emotional support. 

In fiscal year 2023, the Department funded 5 grants through a competition for new awards.

The Postsecondary Student Success Grants program ($45 million) supports evidence-based 

activities to improve postsecondary transitions, persistence, retention, and completion rates, 

particularly for underrepresented student groups. Eligible applicants may include IHEs 

designated to apply under Title III/V (which includes HBCUs, TCCUs, MSIs and SIP); nonprofits 

that are not an IHE, in partnership with at least one eligible Title III/V IHE; a State, in partnership 

with at least one eligible Title III/V IHE; or a public system of higher education institutions. In 

fiscal year 2023, the program was executed through a tiered-evidence competition through a 

structure similar to the Education, Innovation and Research (EIR) program under section 4611 

of the Elementary and Secondary Education Act. All grantees will be required to carry out 

rigorous independent evaluations of their projects. In fiscal year 2023, the Department awarded 

7 early phase grants and 3 mid-phase or expansion grants through a competition for new 

awards. Approximately half of these funds supported awards for mid-phase or expansion grants.
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80F

The Historically Black Colleges and Universities (HBCU), Tribally Controlled Colleges and 

Universities (TCCU), and Minority Serving Institutions (MSI) Research and Development 

(R&D) Infrastructure Grants program ($50 million) supports planning and implementation 

grants designed to promote transformational investments in research infrastructure at four-year 

HBCUs, TCCUs, and MSIs, either alone or as the lead entity in consortia. The Department 

received first time funding for this program in fiscal year 2023 and funded 11 awards through a 

competition.

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2020 $24,500

2021 41,000

2022 76,000

2023 184,000

2024 Annualized CR 184,000

FY 2025 BUDGET REQUEST

For fiscal year 2025, the Administration requests $262.0 million for FIPSE, $78.0 million more 

than a fiscal year 2024 annualized CR based on the fiscal year 2023 appropriation. This request 

includes $100.0 million for the HBCU, TCCU, and MSI R&D Infrastructure Grants program,

$50.0 million more than a fiscal year 2024 annualized CR based on the fiscal year 2023 

appropriation. The request would also target resources to fund comprehensive and systemic 

reforms, including supporting student mental health and basic needs, to reduce barriers to and 

support of successful completion of postsecondary credentials for underserved students. In 

order to achieve these goals, the request includes $100.0 million to support the Postsecondary 

Student Success Grants program, $55.0 million more than a fiscal year 2024 annualized CR 

based on the fiscal year 2023 appropriation; $15.0 million for a new Statewide Reform Grants 

program; $25.0 million for a new Comprehensive Postsecondary Student Supports program;

$10.0 million for a new Postsecondary Advancement and Success Technical Assistance Center, 

which was first requested in fiscal year 2024; and $12.0 million for the Open Textbook Pilot, the 

same as a fiscal year 2024 annualized CR.

HBCU, TCCU, and MSI R&D Infrastructure Grants

While the ratio of total U.S. R&D to GDP (“research intensity”) has been maintained at just 

under 3 percent since the 1960s, the Federal government’s investments declined from 

approximately 1.9 percent in 1964 to 0.6 percent in 2017.79F

1 Moreover, three decades ago, the

U.S. was first in the world for overall R&D spending as a share of GDP. Now, the U.S. is ninth. 2

Furthermore, Federal R&D funding has disproportionately supported large, well-resourced 

public and private nonprofit institutions, where 25 IHEs—none of which are HBCUs, TCCUs, or 

MSIs—account for nearly three-quarters of the total non-defense Science and Technology R&D

1 https://ncses.nsf.gov/pubs/nsb20203/recent-trends-in-u-s-r-d-performance#u-s-total-r-d-and-r-d-intensity 2 http://uis.unesco.org/apps/visualisations/research-and-development-spending/
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budget in the country. Despite these inequitable funding levels, HBCUs continue to provide the 

undergraduate education for approximately 25 percent of Black doctoral recipients in science 

and engineering (S&E) fields, and High-Hispanic Enrollment IHEs provide the undergraduate 

education for more than one third of Hispanic S&E doctoral recipients.81F

1 One study found that 

innovation in the U.S. would quadruple if women, people of color, and individuals who grew up 

in low-income backgrounds engaged in innovation at the same rate as other demographic 

groups who are not held back by discrimination and structural barriers.82F

2 Persistent inequitable 

access to R&D dollars and careers in innovative industries prevent both individuals and the U.S. 

economy from reaching their full potential.

The request would support the Administration’s commitment to making transformative 

investments in the research capacity of IHEs and expanding opportunities for groups that have 

historically been underrepresented in the R&D enterprise. President Biden has emphasized the 

need to upgrade America’s research infrastructure while eliminating racial and gender inequities 

in R&D and STEM. Across the Federal government, the President has proposed historic 

investments in upgrading R&D infrastructure at IHEs across the country, with significant funds 

reserved for or directed to HBCUs, TCCUs, and MSIs. The goals of these investments are to 

increase the capacity of HBCUs, TCCUs, and MSIs to conduct innovative research in emerging 

technology and industries by:

• Bringing needed resources to under-resourced IHEs that have a proven track record of 

training students from underrepresented groups who go on to graduate school in STEM 

fields and the workforce such as doctors, STEM educators, engineers, and scientists;

• Generating greater innovation, connectivity, and positive carryover effects (for example, 

increases in external funding, faculty and student recruitment, student research 

opportunities, and greater diversity in graduate students and faculty) across academic 

communities, other postsecondary institutions, and with other organizations within 

regional economies; and

• Increasing and sustaining research excellence across IHEs at every level of research 

capacity, especially cutting-edge research, as well as providing opportunities for IHEs to 

increase their research intensity.

In alignment with these goals, the requested increase would support new awards to four-year 

HBCUs, TCCUs, or MSIs, either alone or as the lead entity in consortia including other 

academic partners such as community colleges, non-profits, industry, and philanthropic 

partners.

Postsecondary Student Success Grants

The Administration’s requested increase would be used to focus on expanding the size, scale, 

and impact of the program to advance equity and completion through a tiered-evidence

1 https://ncses.nsf.gov/pubs/nsb20223/assets/nsb20223.pdf

2 http://www.equality-of-opportunity.org/assets/documents/inventors_summary.pdf
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competition similar to EIR. The program would continue to focus on the implementation, 

expansion, and evaluation of evidence-based and data-driven student success strategies at 

IHEs or systems of IHEs to drive continuous improvement. It would advance strategies that 

improve student outcomes, including retention, transfer (including successful transfer of 

completed credits), and completion rates, as well as labor market outcomes, with priority given 

to strategies that are designed to improve outcomes for underserved student populations.

Potential grant activities may include:

• Providing comprehensive academic, career, and student support services, including 

mentoring, advising, case management services, or career pathway navigation;

• Providing students with advising services from faculty and staff, including setting 

benchmarks with students to help them stay on track toward meeting college and career

goals, using real-time data to track student progress toward these benchmarks, or 

leveraging the data to help students get back on track when they do not meet particular 

benchmarks;

• Providing assistance to students in applying for and accessing emergency financial aid 

grants for unexpected expenses or meeting basic needs, direct support services, 

means-tested Federal benefit programs, or State, tribal, or local benefit programs; and

• Providing accelerated learning opportunities, as well as dual or concurrent enrollment 

programs, early college high school programs, or pathways to graduate and professional 

degree programs, and reforming course scheduling and credit awarding policies, 

including credit for prior learning or noncredit to credit articulation; utilizing career 

pathways, including through building capacity for high-quality career and technical 

education; improving transfer pathways between community colleges and four-year 

IHEs; and reforming remedial and developmental education including implementation of 

corequisite remediation or the implementation of the use of multiple measures for

placement.

Statewide Reform Grants

The request would build on the Administration’s work on inclusive student success and 

postsecondary education completion through the creation of a new grant program focused on 

statewide improvements and reforms to the entire spectrum of postsecondary education–from 

access to career outcomes and student success. The Administration’s new Statewide Reform 

Grant program will provide States and State agencies that govern, make policy, and coordinate 

on higher education matters with grants to build State capacity to support improvements in State 

policies, infrastructure and approaches to and the design of State postsecondary education in 

order to increase student access, credit-accumulation, retention, completion, the creation or 

enhancement of articulation agreements and credit transfer between institutions, and posteducation employment, salary and career success. Eligible entities would be expected to focus 

efforts on institutions designated as eligible to apply under Titles III and V, including HBCUs,
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TCCUs, MSIs, and public community colleges eligible under the Strengthening Institutions 

Program (SIP). States may use grants to:

• Promote aligned and clear, structured pathways between secondary, 2-year, and 4-year 

postsecondary education systems and the workforce, including through dual and 

concurrent enrollment; transfer, reverse transfer, and credit mobility policies, including 

CTE programs; and longitudinal data systems, including the integration of data from 2-

year and 4-year institutions with postsecondary employment, wage, and basic needs 

data;

• Pursue promising and evidence-based institutional reforms at public institutions and 

institutions designated as eligible to apply under Titles III and V to improve student 

outcomes, including reforms to remedial, developmental, and co-requisite programs and 

evidence-based reforms to encourage reenrollment, persistence, and completion, such 

as holistic advising that addresses students’ academic, financial, and career needs;

• Implement statewide quality improvements that help advance inclusive campus climates, 

completion, and improved student outcomes, including by supporting State efforts to 

streamline eligible college student access to basic needs supports such as

Supplemental Nutrition Assistance Program (SNAP) benefits; Temporary Assistance for 

Needy Families (TANF); Special Supplemental Nutrition Program for Women, Infants, 

and Children (WIC); Medicaid; and services for veterans; and

• Conduct an equity audit on State higher education financing, including State funding for 

HBCUs, TCCUs, and MSIs and State need-based and merit financial aid to improve 

affordability; and pursue equity-focused funding initiatives with a focus on community 

colleges and Title III- and V-eligible institutions.

Comprehensive Postsecondary Student Supports Program

This program builds on and expands the Basic Needs for Postsecondary Students program. 

This Administration is committed to closing equity gaps and ensuring that all students have the 

resources they need to meet their basic needs and persist and be successful in postsecondary 

education. Difficulty in meeting basic needs in postsecondary education has gained increasing 

attention as a barrier to access, retention, and completion. Across all institutional types, 

students are missing class because they cannot find childcare, they lack transportation to 

campus,83F

1 or they do not have the technology to access their course materials. Students are too 

hungry or too tired to focus because they do not have access to reliable, healthy food or a safe 

place to sleep at night.84F

2 In addition to these physical barriers, the inability to meet basic needs

1 https://hope.temple.edu/sites/hope/files/media/document/RioHondoReport_FINAL.pdf

2 Broton, Katharine, M. (2021). Poverty in American Higher Education: The Relationship Between Housing Insecurity 

and Academic Attainment. Journal of Postsecondary Student Success. Retrieved from 

https://journals.flvc.org/jpss/article/view/129147.
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adds additional strain on a student’s mental health.85F

1 Research indicates that unmet mental 

health needs for students during college are associated with adverse student outcomes, 

including a low GPA and an increased likelihood of dropping out.86F

2 College presidents have

taken note of the need for increased mental health support. In American Council on Education 

(ACE) Pulse Point surveys throughout 2021, over 70 percent of college presidents indicated that 

student mental health was one of their top three concerns, an increase of more than 30 

percentage points from April 2020.87F

3 The new Comprehensive Postsecondary Student Supports 

program would take significant steps to address these ongoing needs. It would do so by 

supporting IHEs, consortia, or systems of IHEs to improve institutional support for mental health 

needs and strengthen institutional and systemwide capacity to better leverage the internal and 

external resources needed to address the full range of academic and other barriers to student 

success.

Grant activities must include:

• Developing a campus-wide strategy to address student mental health needs, including 

creating inclusive campuses, increasing the availability of supportive and treatment 

services and access to additional staff, and implementing best practices, such as 

auditing existing campus mental health supports for effectiveness, identifying gaps and 

taking steps to tailor interventions to better meet the needs of vulnerable populations, 

implementing skill-training interventions, conducting routine screenings for depression, 

suicide risk, and anxiety, or investing in suicide means restriction;

• Coordinating mental health services for students in the community; and

• Developing or enhancing systemwide evidence-based approaches to address mental 

health and basic needs and evaluating the effectiveness of holistic support programs.

Potential grant activities may include, based on campus need:

• Strengthening institutional capacity to comprehensively address students’ basic needs 

by conducting audits and identifying gaps in institutional resources; developing a longterm, campus-wide strategy; coordinating with communities, States, and State entities to 

identify and help students access relevant local, State, and Federal resources that may 

help ease burdens on institutional capacity; and expanding staffing and providing 

evidence-based training and professional development to coordinate resources; and

• Strengthening systemwide capacity to comprehensively address students’ basic needs 

by partnering with State agencies to improve the infrastructure and data sharing 

necessary to facilitate data matching, streamline student eligibility determinations, and 

automate application and approval processes to better connect students to basic needs

1 Broton, K. M., Mohebali, M., & Lingo, M. D. (2022). Basic Needs Insecurity and Mental Health: Community College 

Students’ Dual Challenges and Use of Social Support. Community College Review, 50(4), 456-482. 

https://doi.org/10.1177/00915521221111460.

2 https://public.websites.umich.edu/~daneis/papers/MHacademics.pdf 3 https://www.acenet.edu/Research-Insights/Pages/Pulse-Point-Surveys.aspx
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supports, including SNAP benefits, TANF, WIC, Medicaid, and services for veterans;

and to pursue other innovative solutions to coordinate and align critical services, such as 

mental health care and childcare, across systems (this could include using funding to 

develop or improve data infrastructure and portals to facilitate data matching, streamline 

student eligibility determinations, and automate application and approval processes, and 

to pursue other innovative solutions to better connect students to supports); and

• Hiring qualified and diverse mental health providers including providers who are reflect 

the communities they serve.

Priority for the awards would be given to IHEs serving large numbers or percentages of Pell 

Grant recipients, as well as IHEs in rural or geographically isolated areas with fewer services 

and resources available in surrounding communities. The Department plans to include a priority 

for community colleges.

Postsecondary Advancement and Success Technical Assistance Center

For fiscal year 2025, the Administration requests $10.0 million in dedicated funding to create the 

first of its kind technical assistance center to support postsecondary education advancement 

and success. The Postsecondary Advancement and Success Technical Assistance Center 

would build capacity and expertise to provide support to institutions while also collaborating with 

external organizations through partnerships to provide technical assistance (TA) and training to 

advance efforts to improve postsecondary equity, access, persistence, retention, and 

completion. The Center would help IHEs, consortia and systems of IHEs, and States apply 

evidence-based practices and data-driven solutions to improve student outcomes and ensure 

that inclusive and equitable higher education opportunities are available to all students. The 

Center would be responsible for developing and publishing best practices and lessons learned 

to share widely, including with IHEs and States not receiving direct TA, thus expanding the 

impact of the Department’s existing investments.

The Center would maintain the in-house expertise and flexibility to support a wide range of 

activities related to improving postsecondary education equity, access, persistence, retention, 

and completion, including but not limited to sharing evidence-based practices and data-driven 

solutions to improve advising, degree and pathway flexibility, accelerated coursework, 

developmental education redesign, academic supports, targeted student services, free 

community college models at the state and local levels, applications for Department grants, and 

other strategies for improving student outcomes and lowering costs for students.

Open Textbook Pilot

The Administration requests $12.0 million for the Open Textbook Pilot (OTP), in alignment with 

the Administration’s goal of lowering the cost of college and the elimination of junk fees, such as 

automatic fees for textbooks. The OTP supports projects at IHEs to create new open textbooks 

or expand their use while maintaining or improving instruction and student learning outcomes.

This pilot program emphasizes the development of projects that demonstrate the greatest 

potential to achieve the highest level of savings for students through sustainable, expanded use
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of open textbooks in high-enrollment courses or in programs that prepare individuals for indemand fields. The OTP program investments from fiscal year 2018–2023 grant awards include 

24 grant projects that engage and support 429 consortium partners at institutions of higher 

education in building and expanding open educational resources and infrastructure to address 

student affordability, equity, and access to education. The fiscal year 2025 request would fund 

approximately six new awards in support of the Department’s efforts to increase affordable and 

equitable access to quality open educational resources for all students.

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2023 2024 2025

Postsecondary Student Success 

Grants

Number of new awards 10 8 18

Average new award $4,569 $5,141 $5,528

Total award funding 1

88F

$45,693 2

89F

$44,775 3

90F $99,500

R&D Infrastructure Grants

Number of new awards 11 10 22

Average new award $4,416 $4,975 $4,523

Total award funding $48,575 $49,750 $99,500

Postsecondary Advancement 

and Success TA Center

Number of new awards 0 0 1

Average new award 0 0 $9,950

Total award funding 0 0 $9,950

1 At least half of resources will support mid-phase and expansion grants, to the extent practicable. In fiscal year 2023, 

the Department used $22.7 million, or 49.8% of PSSG resources, to support mid-phase and expansion grants. 2 Includes $354 thousand for a partial award. The remaining 4-year funding request was awarded using fiscal year 

2024 funding under the Further Continuing Appropriations and Other Extensions Act, 2024 (Pub. L. 118-22). The 

grant was awarded in December 2023 when an administrative error to the original slate memo was discovered and 

corrected.

3 Includes $3.6 million in fiscal year 2024 CR funds awarded to complete funding costs for the 4-year budget period 

for a grant that was partially funded in fiscal year 2023.
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Output Measures 2023 2024 2025

Comprehensive Postsecondary 

Student Supports

Number of new awards 0 0 12

Average new award 0 0 $2,073

Total award funding 0 0 $24,875

Statewide Reform Grants

Number of new awards 0 0 3

Average new award 0 0 $4,975

Total award funding 0 0 $14,925

CEVSS

Number of new awards 16 16 0

Average new award $557 $560 0

Total award funding $8,911 $8,955 0

OTP

Number of new awards 6 6 6

Average new award $1,952 $1,990 $1,990

Total award funding $11,709 $11,940 $11,940

Basic Needs Grants

Number of new awards 11 10 0

Average new award $909 $995 0

Total award funding $9,994 $9,950 0

MSP

Number of new awards 7 7 0

Average new award $1,131 $1,128 0

Total award funding $7,920 $7,960 1

91F 0

RPED

Number of new awards 22 21 0

Average new award $2,025 $2,093 0

Total award funding $44,550 $44,775 2

92F

0

1 Pending availability of funds, MSP will use approximately $65 thousand from the fiscal year 2024 appropriation to 

complete funding third-year costs associated with an MSP grant that was partially funded in fiscal year 2023. 2 Pending availability of funds, RPED will use approximately $812 thousand from the fiscal year 2024 appropriation to 

complete funding third- and fourth-year costs associated with an RPED grant that was partially funded in fiscal year 

2023.
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Output Measures 2023 2024 2025

TGIY

Number of new awards 5 5 0

Average new award $990 $995 0

Total award funding $4,948 $4,975 0

Contracts

Peer review $753 $890 $1,250

Evidence review $27 $30 $60

Total FIPSE funding 1

93F $184,000 $184,000 $262,000

Total number of new awards 88 84 62

PROGRAM PERFORMANCE INFORMATION

Performance Measures

This section presents selected program performance information, including, for example, 

program goals, objectives, measures, and performance targets and data, and an assessment of 

the progress made toward achieving program results. Achievement of program results is based 

on the cumulative effect of the Federal resources provided for the program as well as the 

resources and efforts invested by those served by the program.

The Department has established goals and performance measures to report for the Open 

Textbooks Pilot (OTP) program; the Postsecondary Student Success Grant program; and the 

HBCU, TCCU, and MSI R&D Infrastructure Grants program. The Department is working with all 

FIPSE program grantees to collect program- and project-level performance data annually, as 

well as final performance data at the end of the grant period of performance.

Open Textbook Pilot

The following performance measures are reflective of those established for the Open Textbooks 

Pilot. The Open Textbooks Pilot (OTP) program went through rulemaking in fiscal year 2020

and a Notice of Final Priorities (NFP) was established. As a result, the Department adopted new 

and revised performance measures that included language regarding “ancillary materials” that 

accompany open textbooks. The language “ancillary materials” was included in the program 

following rulemaking as this language speaks to the applicant’s ability to provide complimentary 

materials to open textbooks that best suit the identified needs of their population. These can 

include materials such as printed materials, instructor materials, website access, and 

electronically distributed materials.

The Department set performance measures for the programs funded under the fiscal year 2018 

and 2019 appropriations, as outlined in the fiscal year 2018 Notice Inviting Applications (NIA).

1 Totals include funding for higher education evaluation.
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The Department set separate performance measures for all remaining programs funded under 

the fiscal year 2020 appropriations, and future fiscal year appropriations, as outlined in the 

Notice of Final Priorities (NFP) and will begin collecting data for these measures in fiscal years 

2022 and 2023, respectively. These measures are reported separately. Most of these measures 

are final measures (i.e., data will not be reported until after the completion of the project). The 

partial data reported below is for annual measures. Data currently are limited due to the impact 

of the COVID-19 pandemic on the development, testing, and adoption of open educational 

resources. The Department will report 3 years of baseline data and will set targets for future 

years when complete baseline data becomes available.

2018 and 2019 Cohort

Measure: The number of students who enrolled in courses that use open textbooks developed 

through the grant.

Year Target Actual

2020 Baseline 1,364

2021 Baseline 72,699

2022 Baseline 105,702

2023 90,700

Additional information: Complete data is only available for the fiscal year 2018 awardee who 

recently closed out their grant award. The remaining data is partial data collected from annual 

performance reports. The grants awarded in 2019 are expected to report final data for fiscal 

year 2023; therefore, targets for future years are not set. Fiscal year 2023 performance data is 

expected to be available in May 2024 and will be included in the fiscal year 2026 Congressional 

Justification.

Measure: The number of students who completed courses which used the open textbooks 

developed through the grant.

Year Target Actual

2020 Baseline 705

2021 Baseline 3,878

2022 Baseline 3,878

2023 4,800

Additional information: Complete data is only available for the fiscal year 2018 awardee who 

recently closed out their grant award. The remaining data is partial data collected from annual 

performance reports. The grants awarded in 2019 are expected to report final data for fiscal 

year 2023; therefore, targets for future years are not set. Fiscal year 2023 performance data is 

expected to be available in May 2024 and will be included in the fiscal year 2026 Congressional 

Justification.
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Measure: The average cost savings per student.

Year Target Actual

2020 Baseline $154

2021 Baseline 254

2022 Baseline 741

2023 800

Additional information: Complete data is only available for the fiscal year 2018 awardee who 

recently closed out their grant award. The remaining data is partial data collected from annual 

performance reports. The grants awarded in 2019 are expected to report final data for fiscal 

year 2023; therefore, targets for future years are not set. Fiscal year 2023 performance data is 

expected to be available in May 2024 and will be included in the fiscal year 2026 Congressional 

Justification.

Measure: The total cost savings for students who used open textbooks compared to students in 

the same course of study who used traditional textbooks.

Year Target Actual

2020 Baseline $117,656

2021 Baseline 10,215,588

2022 Baseline 10,799,560

2023 11,000,000

Additional information: Complete data is only available for the fiscal year 2018 awardee who 

recently closed out their grant award. The remaining data is partial data collected from annual 

performance reports. The grants awarded in 2019 are expected to report final data for fiscal 

year 2023; therefore, targets for future years are not set. Fiscal year 2023 performance data is 

expected to be available in May 2024 and will be included in the fiscal year 2026 Congressional 

Justification.

Measure: The number of courses among consortium members that adopted the use of open 

textbooks, where appropriate, as opposed to those that continued to use paper or electronic 

textbooks.

Year Target Actual

2020 Baseline 49

2021 Baseline 743

2022 Baseline 827

2023 850

Additional information: Complete data is only available for the fiscal year 2018 awardee who 

recently closed out their grant award. The remaining data is partial data collected from annual 

performance reports. The grants awarded in 2019 are expected to report final data for fiscal 

year 2023; therefore, targets for future years are not set. Fiscal year 2023 performance data is 

expected to be available in May 2024 and will be included in the fiscal year 2026 Congressional 

Justification.
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Measure: The number of institutions outside of the consortium that adopted the use of the open 

textbooks produced through the grant.

Year Target Actual

2020 Baseline 3

2021 Baseline 386

2022 Baseline 2,060

2023 2,100

Additional information: This performance measure was established in the fiscal year 2018 

competition and is not a measure that was included in the NFP for the fiscal year 2020 

competitions and beyond. Complete data is only available for the fiscal year 2018 awardee who 

recently closed out their grant award. The remaining data is partial data collected from annual 

performance reports. The grants awarded in 2019 are expected to report final data for fiscal 

year 2023; therefore, targets for future years are not set. Fiscal year 2023 performance data is 

expected to be available in May 2024 and will be included in the fiscal year 2026 Congressional 

Justification.

2020 and 2021 Cohort

Measure: The number of students who enrolled in courses that use open textbooks and/or 

ancillary materials developed through the grant.

Year Target Actual

2021 Baseline 540

2022 Baseline 641

2023

2024

2025

Additional information: This measure was revised in the NFP for fiscal year 2020 competitions 

and beyond to include “ancillary materials language”. Data is collected from annual performance 

reports. Fiscal year 2023 performance data, which includes data for the 2022 cohort, is

expected to be available in May 2024 and will be included in the fiscal year 2026 Congressional 

Justification.
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Measure: The number of courses among consortium members that adopted the use of open 

textbooks and/or ancillary materials developed through the grant, compared to those that 

continued to use commercial textbooks.

Year Target Actual

2021 Baseline 18

2022 Baseline 36

2023

2024

2025

Additional information: This measure was revised in the NFP for fiscal year 2020 competitions 

and beyond to include “ancillary materials language”. Data is collected from annual performance 

reports. fiscal year 2023 performance data, which includes data for the 2022 cohort, is expected 

to be available in May 2024 and will be included in the fiscal year 2026 Congressional 

Justification.

Measure: The number of institutions within the consortium, and the number of institutions 

outside the consortium that adopted the use of open textbooks and/or ancillary materials 

developed through the grant.

Year Target Actual

2021 Baseline 20

2022 Baseline 20

2023

2024

2025

Additional information: This measure was revised in the NFP for fiscal year 2020 competitions 

and beyond to include “ancillary materials language”. This revision additionally included a 

requirement to report on both institutions within the consortium, and outside of the consortium 

that adopted the use of open textbooks. Data is collected from annual performance reports.

Fiscal year 2023 performance data, which includes data for the 2022 cohort, is expected to be 

available in May 2024 and will be included in the fiscal year 2026 Congressional Justification.

Measure: The average cost savings per student.

Year Target Actual

2021 Baseline $113.66

2022 Baseline $457.00

2023

2024

Additional information: This measure remained the same in the NFP for fiscal year 2020 

competitions and beyond. Data is collected from annual performance reports. Fiscal year 2023
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performance data, which includes data for the 2022 cohort, is expected to be available in May 

2024 and will be included in the fiscal year 2026 Congressional Justification.

Measure: The total cost savings for students who used open textbooks and/or ancillary 

materials developed through the grant compared to students in the same course of study who 

used traditional textbooks.

Year Target Actual

2021 Baseline $35,360

2022 Baseline $45,865

2023

2024

Additional information: This measure was revised in the NFP for fiscal year 2020 competitions 

and beyond to include “ancillary materials language”. Data is collected from annual performance 

reports. Fiscal year 2023 performance data, which includes data for the 2022 cohort, is

expected to be available in May 2024 and will be included in the fiscal year 2026 Congressional 

Justification.

Postsecondary Student Success Grants

The Department established five performance measures for the Postsecondary Student 

Success Grant program that are aligned to metrics established by the Institute for Higher 

Education Policy.94F

1 Targets will be established after the Department has collected three years of 

baseline data from 2024, 2025, and 2026. Project year 2024 data (for the cohort awarded at the 

end of calendar year 2023) is expected to be available in April 2025.

Goal: To equitably improve postsecondary student outcomes by leveraging data and 

implementing, scaling, and rigorously evaluating evidence-based activities to support 

data-driven decisions and actions by institutional leaders committed to inclusive student 

success.

Objective: To improve rates of student retention, upward transfer, credit accumulation and 

completion for underserved students.

Measure: First-year credit accumulation.

Measure: Annual retention (at initial institution) and persistence (at any institution) rates. 

Measure: Success rates including graduation and upward transfer for two-year institutions. 

Measure: Time to credential.

Measure: Number of credentials conferred.

1 https://www.ihep.org/publication/toward-convergence-a-technical-guide-for-the-postsecondary-metrics-framework/
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HBCU, TCCU, and MSI R&D Infrastructure Grants

The Department established five performance measures for the HBCU, TCCU, and MSI R&D 

Infrastructure Grants program. Targets will be established after the Department has collected 

three years of baseline data from 2024, 2025, and 2026. Project year 2024 data (for the cohort 

awarded at the end of calendar year 2023) is expected to be available in April 2025.

Goal: To make transformative investments in the research capacity of IHEs that serve 

historically underserved students.

Objective: To improve research infrastructure, including physical infrastructure and human 

capital development, at HBCUs, TCCUs, and MSIs.

The following measures will be reported for grants to HBCUs and MSIs:

Measure: The annual number and percentage change in the number of doctoral students 

enrolled at the lead applicant university.

Measure: The annual number and percentage change in the number of doctoral conferrals.

Measure: The annual number and percentage change in the number of doctoral conferrals to 

underrepresented students.

The following measures will be reported for grants to HBCUs, TCCUs, and MSIs:

Measure: The annual faculty development expenditures and percentage change from the prior 

year.

Measure: The annual research and development expenditures and percentage change from the 

prior year in (1) science and engineering and (2) non-science and engineering.
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95F

Teacher quality partnership

(Higher Education Act of 1965, Title II, Part A) 

(dollars in thousands)

FY 2025 Authorization: To be determined 1

Budget Authority:

2024 Annualized CR 2025 Request Change

$70,000 $95,000 +$25,000

PROGRAM DESCRIPTION

The Teacher Quality Partnership (TQP) program is intended to help support a variety of 

effective pathways into teaching and support our Nation’s educator workforce in improving 

student opportunities and outcomes. More specifically, TQP seeks to improve student 

educational opportunity and achievement and the effectiveness of teachers working in highneed schools and early childhood education (ECE) programs by improving the preparation of 

teachers and enhancing professional development activities for teachers; recruiting and 

graduating diverse and highly qualified individuals; attracting and preparing talented 

professionals from outside the teaching profession into the classroom; and holding teacher 

preparation programs accountable for preparing effective teachers.

Only partnerships may apply for funding under this program. Partnerships must include a 

high-need local education agency (LEA); a high-need school or high-need ECE program (or a 

consortium of high-need schools or ECE programs served by the partner LEA); a partner 

institution of higher education (IHE); a school, department, or program of education within the 

partner IHE; and a school or department of arts and sciences within the partner IHE. A 

partnership may also include, among others, the Governor of the State, the State educational

agency, the State board of education, the State agency for higher education, or a business. In 

order to maximize resources and avoid duplication, applicants are required to explain how they 

plan to coordinate activities under the TQP program with other federally funded programs aimed 

at improving teacher effectiveness (e.g., Supporting Effective Instruction State Grants under 

Title II of the Elementary and Secondary Education Act (ESEA), the Teacher and School Leader 

Incentive Grants program, and the Hawkins Centers of Excellence Program).

The following three types of grants are eligible for funding through the program:

Pre-Baccalaureate Preparation of Teachers program (Pre-Baccalaureate) - Grants are 

provided to implement a wide range of reforms in teacher preparation programs and, as 

applicable, preparation programs for early childhood educators. These reforms may include,

1 The GEPA extension expired September 30, 2015. Reauthorization for fiscal year 2025 is expected through 

appropriations action.

150
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among other things, using teaching and learning research so that teachers implement researchbased instructional practices and use data to improve classroom instruction; implementing 

curriculum changes that improve and assess how well prospective teachers develop teaching 

skills; developing a high-quality and sustained preservice clinical education program that 

includes high-quality mentoring or coaching; creating a high-quality induction program for new 

teachers; implementing initiatives that increase compensation for qualified early childhood 

educators who attain 2-year and 4-year degrees; developing and implementing high-quality 

professional development for teachers in partnership with high-need LEAs; developing effective 

mechanisms to recruit qualified individuals into the teaching profession.

Teaching Residency program - Grants are provided to develop and implement teacher 

residency programs that are based on effective models that prepare teachers for success in 

high-need schools and academic subjects. Grant funds must be used to support programs that 

provide rigorous graduate-level course work to earn a master’s degree while undertaking a 

guided teaching mentorship; learning opportunities alongside a trained and experienced mentor 

teacher; and clear criteria for selecting mentor teachers based on measures of teacher 

effectiveness. Programs must place graduates in targeted schools as a cohort in order to 

facilitate professional collaboration. Programs must also provide a 1-year living stipend or salary 

to members of the cohort, which must be repaid by any recipient who fails to teach full time for 

at least 3 years in a high-need school and subject or area.

School Leadership program - Grants are provided to develop and implement effective school 

leadership programs to prepare individuals for careers as principals, early childhood education 

program directors, superintendents, or other school leaders. Such programs must promote 

strong leadership skills and techniques so that school leaders are able to:

• Create a school climate conducive to professional development for teachers;

• Understand the teaching and assessment skills needed to support successful classroom 

instruction;

• Use data to evaluate teacher instruction and drive teacher and student learning;

• Manage resources and time to improve academic achievement;

• Engage and involve parents and other community stakeholders; and

• Understand how students learn and develop to increase academic achievement.

Grant funds must also be used to develop a yearlong clinical education program, a mentoring 

and induction program, and programs to recruit qualified individuals to become school leaders.

Partnerships may apply for funding under the Pre-Baccalaureate program, the Teaching 

Residency program, or both, including funding for evidence-based Grow Your Own programs for 

teachers that meet TQP program requirements, and may also seek separate funding under the 

School Leadership program. In addition, grant funds are available to develop digital education 

content to carry out the activities for Pre-baccalaureate or Teaching Residency programs, but
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96F

not for School Leadership programs. Partnerships are eligible to receive grants for up to 5 years 

and must provide matching funds from non-Federal sources equal to at least 100 percent of the 

grant amount.

Program funds also can be used to support evaluations of program activities; the Department 

last used funds for this purpose in 2010 when it awarded a contract for an evaluation of teacher 

residency programs supported through grants awarded in 2009 and 2010. Results from that 

evaluation are discussed in the “Other Performance Information” section below.

The Higher Education Act of 1965, as amended, also allows the Department to use program 

funds to support the State teacher quality accountability reporting system, as authorized by 

sections 205–207. This reporting system gathers data from all 50 States, the District of 

Columbia, Puerto Rico, the outlying areas, and the Freely Associated States on such topics as 

the completion rates for traditional and alternative route teacher preparation programs, as well 

as State teacher assessments and certifications. These data are reported to Congress and the 

Nation through the Secretary’s annual report on teacher quality, and they provide critical 

information on both the progress toward the goal of an effective teacher in every classroom and 

the areas needing further improvement (http://title2.ed.gov). 

Funding levels for the past 5 fiscal years were as follows:

Fiscal Year (dollars in thousands)

2020 $50,092

2021 52,092

2022 59,092

2023 70,000

2024 Annualized CR 70,000

FY 2025 BUDGET REQUEST

Every student should have access to well-prepared and well-supported educators who reflect 

the diversity of this nation. Unfortunately, due to the pandemic, from February to May 2020, the 

economy lost an estimated 730,000 local public education jobs, 9 percent of all these 

employees. 1 With the help of COVID-relief funds, districts have made tremendous progress in 

refilling these roles; as of October 2023, there were less than 1 percent fewer employees in 

local public education relative to the last pre-pandemic back to school in October of 2019.

However, just as the loss of teacher jobs lagged losses of other public education jobs, the 

recovery of teacher jobs has lagged as well, and built upon the shortages of highly qualified 

educators that persisted before the pandemic. Significant shortages remain, including teachers 

who are not fully licensed or who are teaching outside of their licensure area. While the impacts 

vary from State to State, district to district and school to school, they fall disproportionately on 

students of color, students from low-income backgrounds, students with disabilities, and English 

learners.

1 https://www.ed.gov/news/press-releases/fact-sheet-biden-harris-administration-highlights-efforts-support-k-12-

education-students-go-back-school
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As part of the Department’s Raise the Bar: Lead the World efforts, the Department is focused on 

continuing its work to eliminate educator shortages for every school, so that schools not only fill 

roles that have gone vacant as a result of the impacts of the pandemic, but have a highlyqualified teacher and principal in every classroom and school. The TQP program advances

each of the Department’s five key strategies for eliminating educator shortages: expanding highquality and affordable pathways into the profession, providing high-quality new teacher induction 

and professional learning throughout educators’ careers, improving educator diversity, providing 

opportunities for career advancement and teacher leadership, and increasing compensation and 

improving working conditions. The TQP program plays a central role in the Department’s work

to advance each of these strategies.

For fiscal year 2025, the Administration requests $95 million for the TQP program, $25 million 

more than a fiscal year 2024 annualized CR based on the fiscal year 2023 appropriation. Of the 

funds requested, approximately $18.1 million would support new awards and $66.1 million 

would support continuation awards to successful applicants from prior competitions. Of the

$25 million requested increase, approximately $2.9 million would be used for technical 

assistance activities as described under the proposed appropriations language section below. 

Approximately $356,000 out of the total amount appropriated in fiscal year 2025 would be used 

to prepare the State teacher quality reports required under Title II of the HEA.

The Biden-Harris Administration, led by the Department and the U.S. Department of Labor, 

launched a joint effort to scale high-quality Registered Apprenticeship Programs (RAPs) for 

teachers in August of 2022. As outlined below, high quality RAPs can help to advance the 

Department’s key strategies for eliminating educator shortages when they are aligned with key 

features of high-quality, comprehensive educator preparation. In addition, once registered with 

DOL’s Office of Apprenticeship or the State Apprenticeship Agency, RAPs can access 

additional federal and state workforce funds, providing significant additional funding for scaling 

Grow Your Own and residency programs that are also aligned with apprenticeship program 

requirements. Applicants should also consider ways these additional resources may be 

leveraged to sustain and scale efforts initially supported through potential grant funds received 

through the TQP grant program.

As a result of this effort, the number of states with RAPs for teachers has expanded from zero at 

the beginning of the Administration to 30 and Puerto Rico as of January 2024, with over 2,100 

apprentices enrolled. Programs are being utilized in a range of states97F

1 and communities98F2 across 

the country, both urban and rural. The increased funds for TQP requested for fiscal year 2025, 

can support the Department’s efforts to scale up high-quality pathways and respond to strong 

demand by the field for additional resources to address teacher shortages. For example, 

registered apprenticeship programs for teachers have been registered in 30 states and 37

states have indicated their plan to use a portion of their DOL State Apprenticeship Expansion 

Funds to support apprenticeships in the education sector. Leveraging TQP funds with DOL 

dollars can help to ensure programs funded by DOL meet the high-quality requirements of TQP, 

serving as an additional lever on DOL funds to ensure quality apprenticeship programs.

1 https://www.ed.gov/raisethebar/educators

2 https://www.apprenticeship.gov/partner-finder
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101F

The Administration prioritizes increased funds for TQP in its fiscal year 2025 budget request 

because of TQP’s ability to advance each of the Department’s key strategies for eliminating 

educator shortages:

Scaling High-Quality and Affordable Educator Preparation: The TQP program is the 

Department’s primary source of competitive funding for high-quality and affordable educator 

preparation programs, scaling high-quality and evidence-based residency and Grow Your Own 

programs, including through Registered Apprenticeship Programs for teachers (RAPs). Critical 

to high-quality educator preparation is robust clinical experience prior to becoming teacher of 

record, a priority of both TQP’s Pre-Baccalaureate and Teacher Residency Programs. These 

kinds of opportunities are key features of high quality RAPs, which require paid on the job 

learning (clinical experience), support from an expert journey-worker (mentor teacher), and 

related technical instruction (integrated coursework), some of the key program quality features 

that TQP also emphasizes.

Educator Diversity: Increasing educator diversity is critical both to improving student outcomes 

and bringing more people into the profession. Grow Your Own Programs and Teacher 

Residency Programs, have a demonstrated track record of improving educator diversity, helping 

schools to recruit and develop staff that better reflect the diversity of their students. GYO 

programs recruit and prepare educators from the communities schools serve, preparing of local 

residents who will then be retained in that community. A report from New America, Grow Your 

Own: A 50-State Scan of Grow Your Own Teacher Policies and Programs,99F

1 suggests that 

homegrown teachers have higher rates of retention and GYO programs remove barriers that 

have kept some individuals from being able to access and persist in a teacher preparation 

program. While data is not yet available on the impact of RAPs in teaching, RAPs may be a 

promising for increasing workforce diversity as they include diversity as a key program goal.

And, by requiring that apprenticeships are paid and providing resources that program sponsors 

can use to cover the cost of tuition, can help reduce the burden of student loan debt, which 

researchers have found is a particular barrier for individuals of color to entering the teaching 

profession.100F

2 Some GYO programs and RAPs also support pathways into the profession for 

paraprofessionals into teachers, who are often more diverse than the broader teacher workforce 

and earn lower wages, reducing their ability to take a break from employment to earn a college 

degree or teacher’s license. 3

Increasing Compensation, Providing Opportunities for Teacher Leadership and Career 

Advancement, and Strengthening New Teacher Induction: To more effectively recruit and 

retain effective teachers, SEAs and LEAs must increase teacher compensation, better support 

new teachers so that they are able to best serve their students and do not leave the profession, 

and provide teacher leadership and career advancement opportunities that allow our best 

teachers to remain in the classroom while advancing in their careers.

Robust clinical experience with a master teacher not only supports the development of the 

student teacher/resident/apprentice but also provides opportunities for veteran teachers to earn

1 https://www.newamerica.org/education-policy/reports/grow-your-own-teachers/ 2 https://www.apprenticeship.gov/eeo

3 https://www.ed.gov/raisethebar/Eliminating-Educator-Shortages-through-Increasing-Educator-Diversity
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additional compensation by taking on this additional role and advance in their careers. The PreBaccalaureate program and Residency programs, also require high-quality new teacher 

induction programs for teachers, including the use of master teachers as mentors, better 

supporting new teachers and provide additional opportunities for master teachers to lead and 

earn additional compensation. These types of career pathways for teachers support greater 

teacher retention, allowing teachers to earn more and have a greater impact without leaving 

their classroom, while also building the skills necessary to become an administrator later in their 

career, if desired.

The significant increase in funds for this program reflects both the urgency for resources to 

address ongoing educator shortages, TQP’s ability to support multiple key strategies for 

addressing these shortages, as well as growing interest in the types of programs the TQP 

program supports.

Fiscal Year 2025 Proposed Appropriations Language

The Administration strongly believes that comprehensive, evidence-based teacher preparation 

programs are a vital component of the Department’s response to the national teacher shortage. 

The Administration proposes appropriations language that would allow the Department to set 

aside up to three percent of the TQP program appropriation to support high-quality technical 

assistance activities and disseminating and supporting best practices that will enable both 

novice and experienced TQP projects to improve the effectiveness of their teacher preparation 

activities.

In addition, the Administration proposes appropriations language that would allow TQP funds to 

support high school career academies that put high school students on the path to becoming a 

teacher. As districts nationwide seek to put in place sustainable, long-term strategies to address 

teacher shortages, many are turning to developing their own students into their schools’ future 

teachers and leaders.
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PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2023 2024 2025

New $14,553 $18,000 $18,100

Continuations 42,485 44,393 66,122

Subtotal 57,038 62,393 84,222

Technical assistance activities 0 0 2,850

State teacher quality accountability reports 366 356 356

Peer review of new award applications 0 75 75

HEA Pooled Evaluation 350 350 475

Frontloading 1

102F 12,246 6,826 7,022

Total 70,000 70,000 95,000

PROGRAM PERFORMANCE INFORMATION

Performance Measures

This section presents selected program performance information, including, for example, 

program goals, objectives, measures, and performance targets and data; and an assessment of 

the progress made toward achieving program results. Achievement of program results is based 

on the cumulative effect of the Federal resources provided for the program as well as the 

resources and efforts invested by those served by the program.

Goal: To increase the quality of teachers in high-need schools and early childhood 

education programs.

Objective: To increase the number of new teachers graduating from high-quality teacher 

preparation programs.

Measure: The percentage of program completers who: (1) attain initial certification/licensure 

by passing all necessary licensure/certification assessments and attain a bachelor’s degree 

(pre-baccalaureate program) within 6 years or a master’s degree (residency program) within

2 years, or (2) attain highly competent early childhood educator status with a bachelor’s degree 

within 6 years or an associate degree within 3 years.

1 TQP awardees typically request smaller awards for Year 1 and larger awards for Years 2-5. The Department 

maintains a frontload balance to fund outyear continuation costs.
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Interim Measure: The percentage of program participants who did not graduate in the previous 

reporting period and who persisted in the postsecondary program in the current reporting 

period.

Year

PreBaccalaureate 

Target

PreBaccalaureate 

Actual

Residency 

Target

Residency 

Actual

2020 85% 90% 95% 93%

2021 85 91 95 93

2022 85 90 95 93

2023 85 89 95 90

2024 85 95

2025 85 95

Additional information: In general, data from grantees under the TQP program has 

demonstrated a high level of persistence among program participants. Data for this measure 

was derived from annual performance reports for cohorts in at least their second year of 

operation.

Objective: To increase the retention rate of new teachers in high-need school districts.

Measure: The percentage of beginning teachers who are retained in teaching in the partner 

high-need local educational agency or early childhood education program 3 years after initial 

employment.

Year

PreBaccalaureate 

Target

PreBaccalaureate 

Actual

Residency 

Target

Residency 

Actual

2020 80% Not available 90% Not available

2021 80 85% 90 90%

2022 80 85 90 90

2023 80 90

2024 80 90

2025 80 90

Additional information: Performance on this measure increased significantly in 2018 and the 

Department is continuing its efforts to ensure that grantees provide the necessary supports to 

beginning teachers in partner LEAs. Data on this measure for 2020 is not available because an 

insufficient number of grants had teachers in at least their third year of employment in those 

years. Fiscal year 2023 performance data is expected to be available in January 2025 and will 

be included in the fiscal year 2026 Congressional Justification.
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Other Performance Information

In 2014, the Institute of Education Sciences (IES) published an implementation study of TQP 

teacher residency projects that addressed the following research questions:

• How do teachers who complete teacher residency projects compare to other novice 

teachers and to all teachers in their district?

• What is the retention rate of the residency project teachers compared to their novice 

colleagues who weren’t prepared through a teacher residency project?

• What are the characteristics of the teacher residency projects (e.g., length of overall 

program, nature of required coursework and apprenticeship activities, characteristics of their 

assigned mentor teacher, criteria for selecting program participants)?

• What are the characteristics of the teacher applicants and participants in the teacher 

residency projects?

The study (http://ies.ed.gov/pubsearch/pubsinfo.asp?pubid=NCEE20154002) determined that 

TQP projects provided residents with an average of 450 hours of coursework (the equivalent of 

10 college courses) focusing on content, pedagogy, classroom management, and student 

assessment. Sixty-eight percent of residents reported spending 4 or 5 full days per week in their 

mentor’s classroom during the first half of their residency, during which time residents averaged 

21 days fully in charge of instruction. During the second semester, 78 percent of residents 

reported spending 4 or 5 days in their mentor’s classroom. During that same semester, 

residents averaged 37 days fully in charge of instruction. Eighty-three percent of residents 

reported that their fieldwork reinforced what they learned in their coursework and 68 percent 

reported that their coursework was well integrated with their classroom experiences.

Additionally, novice residency program teachers reported feeling more prepared than other 

novice teachers in the same district.

Individuals completing residency programs were more likely than other teachers to have made a 

distinct career change when they joined their programs but were otherwise demographically 

similar to non-residency teachers. Residency teachers also had similar retention rates as nonresidency teachers in the same district from spring 2012 to fall 2012 (92 percent versus

90 percent).

The study also found that mentors had significant prior teaching experience (10 years, on 

average) and significant prior mentoring experience (3.5 semesters, on average). Mentors also 

received extensive training—averaging 37 hours—from residency programs prior to beginning 

their role as mentors.

A follow-up report published in 2015 (https://ies.ed.gov/ncee/pubs/20154015/) found that 

residency teachers were no more likely than non-residency teachers to remain in their school 

from spring 2012 to fall 2013 (62 percent versus 60 percent). However, residency teachers in 

their first year of teaching in spring 2012 were more likely than non-residency teachers in their 

first year in spring 2012 to remain in the same district through fall 2013 (81 percent versus

66 percent). These residency teachers, while remaining in the same district, tended to move to 

schools that were higher achieving and less diverse.
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103F

Graduate fellowships to prepare faculty in high-need areas at 

colleges of education

(Higher Education Act of 1965, Title II, Part B) 

(dollars in thousands)

FY 2025 Authorization: To be determined 1

Budget Authority:

2024 Annualized CR 2025 Request Change

0 $5,000 +$5,000

PROGRAM DESCRIPTION

Section 258 of the Higher Education Act (HEA) provides the Department with authority to award 

Graduate Fellowships to Prepare Faculty in High-Need Areas at Colleges of Education. The 

purpose of this program is to provide graduate fellowships to individuals who are preparing to 

become education faculty that prepare individuals to become elementary school and secondary 

school teachers. Graduate fellowships provided under this section support individuals in 

pursuing postbaccalaureate study which results in a degree related to teacher preparation and 

pedagogy in one of the following areas:

• Science, technology, engineering, or mathematics (STEM);

• Special education; and

• Instruction of EL students, including postbaccalaureate study in language instruction 

educational programs.

Graduate fellowship funds are awarded to eligible Institutions of Higher Education (IHE). IHEs 

provide graduate fellowship awards to individuals who plan to pursue a career as faculty at an 

IHE that has a teacher preparation program.

Each individual who receives a graduate fellowship under this program and earns a doctoral 

degree must teach for one year at an IHE that has a teacher preparation program for each year 

of fellowship support received. Fellowship participants are required to sign an agreement with 

the Department whereby the individual agrees to pursue a career in instruction at an IHE that 

has a teacher preparation program.

1 The GEPA extension expired September 30, 2015. Reauthorization for FY 2025 is expected through appropriations 

action

159
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FY 2025 BUDGET REQUEST

For fiscal year 2025, the Administration requests $5 million for Graduate fellowships to prepare 

faculty in high-need areas at colleges of education. Educator shortages represent a real 

challenge as the nation’s schools work to recover from the national COVID-19 pandemic. These 

shortages fall hardest on students from low-income backgrounds, students with disabilities, 

multilingual learners, students of color, and students in rural communities. The Administration is 

committed to strengthening the educator pipeline and addressing teacher shortages through the 

expansion of high-quality teacher preparation programs that prepare and support pre-service 

teachers. Strengthening the pipeline of well-prepared teachers (in areas such as STEM 

education, special education, or bilingual education) into high-need schools begins with highquality teacher preparation programs across the nation.

Specifically, the Administration is focused on strengthening the educator pipeline by expanding 

high-quality teacher residency, registered apprenticeship, and grow-your-own (GYO) programs. 

It is critical that teacher residency, registered apprenticeship, and GYO programs at IHEs are 

staffed with faculty that are trained in high-need content areas. For that reason, the 

Administration requests $5 million to fund the Graduate Fellowships to Prepare Faculty in HighNeed Areas. The Administration intends to prioritize the award of funds under this program to 

applicants that administer high-quality teacher residency, registered apprenticeship, or GYO 

programs. This program is authorized under Title II, Part B of the HEA but has never been 

funded.

The Administration believes that this program will expand the pipeline of well-prepared preservice teachers into high-need content areas by ensuring that pre-service teachers are taught 

by faculty with expertise in high-need areas. The Department estimates that $5 million invested 

under this program in fiscal year 2025 would result in 120 new faculty members in STEM, 

special education, or bilingual education.

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2025

Fellowship grants: $4,900

Peer review $100

Total $5,000
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Graduate fellowships to prepare faculty in high-need areas at colleges of education

161

PROGRAM PERFORMANCE INFORMATION

Performance Measures

This section presents selected program performance information, including, for example, 

program goals, objectives, measures, and performance targets and data; and an assessment of 

the progress made toward achieving program results. Achievement of program results is based 

on the cumulative effect of the Federal resources provided for the program as well as the 

resources and efforts invested by those served by the program.

The Department will establish performance measures to assess the impact of the activities that 

receive support under this program, based in part on the goals established by grantees. The 

development of these measures would build on our experience in creating performance 

measures for other programs, and the Department would also seek to align program measures 

for Graduate Fellowships with measures for related Title II programs.
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104F

Augustus F. Hawkins Centers of Excellence

(Higher Education Act of 1965, Title II, Part B, Subpart 2) 

(dollars in thousands)

FY 2025 Authorization: To be determined 1

Budget Authority:

2024 Annualized CR 2025 Request Change

$15,000 $30,000 +$15,000

PROGRAM DESCRIPTION

The Augustus F. Hawkins Centers of Excellence (Hawkins) program is designed to support a 

diverse and well-prepared pipeline of effective educators by expanding and strengthening 

teacher education programs at Minority-Serving Institutions (MSIs), Historically Black Colleges 

or Universities (HBCUs), Historically Black Graduate Institutions, Hispanic-serving Institutions, 

Tribally Controlled Colleges or Universities (TCCUs), Alaska Native-serving Institutions, Native 

Hawaiian-serving Institutions, Predominantly Black Institutions, Asian American and Native 

American Pacific Islander-serving Institutions, and Native American-serving Nontribal 

Institutions. The program authorizes competitive awards of up to 5 years in length to eligible 

institutions of higher education to strengthen and expand their teacher preparation programs by 

establishing centers of excellence. The minimum grant amount is $500,000.

Grants must be used for one or more of the following activities:

• Implementing changes within teacher preparation programs to ensure that such programs 

are preparing teachers who meet applicable State certification and licensure requirements, 

which may include qualifications related to meeting the needs of students with disabilities, 

through retraining or recruiting faculty and designing evidence-based programs that promote

effective teaching skills and prepare teachers to serve in under resourced schools and close 

student opportunity and academic achievement gaps.

• Providing extensive, sustained, and high-quality preservice clinical experience, including the 

mentoring of prospective teachers by exemplary teachers.

• Developing and implementing initiatives to promote retention of teachers and principals of 

color, such as programs that provide teacher or principal mentoring or induction and support 

for teachers and principals during their first 3 years of employment.

1 The GEPA extension expired September 30, 2015. Reauthorization for FY 2025 is expected through appropriations 

action.
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163

106F

Augustus F. Hawkins Centers of Excellence

• Awarding scholarships based on financial need to help students pay the cost of tuition, 

room, board, and other expenses of completing a teacher preparation program, not to 

exceed the cost of attendance.

• Disseminating information on effective practices for teacher preparation and successful 

teacher certification and licensure assessment preparation strategies.

Eligible institutions are defined by statute as HBCUs, Historically Black Graduate Institutions, 

Hispanic-serving Institutions, TCCUs, Alaska Native-serving Institutions, Native Hawaiianserving Institutions, Predominantly Black Institutions, Asian American and Native American 

Pacific Islander-serving Institutions, and Native American-serving Nontribal Institutions with a 

qualified teacher preparation program. Consortia of MSIs are also eligible to apply. Grantees 

may use up to 2 percent of their awards for administrative costs.

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2020 0

2021 0

2022 1

105F 0

2023 $15,000

2024 Annualized CR 15,000

FY 2025 BUDGET REQUEST

For fiscal year 2025, the Administration requests $30.0 million for the Hawkins program,

$15.0 million more than a fiscal year 2024 annualized CR based on the fiscal year 2023 

appropriation, to increase the number of high-quality teacher preparation programs at HBCUs, 

TCCUs, and other MSIs. The proposed increase would support additional centers of excellence 

at institutions of higher education (IHEs) to help increase and retain the number of wellprepared teachers from diverse backgrounds, resulting in a more diverse teacher workforce 

prepared to teach in our Nation’s underserved elementary and secondary schools and close 

achievement gaps. 2

Increasing the number of educators of color is a key strategy in the Administration’s equity 

agenda aimed at improving educational opportunities and outcomes for students of color and 

eliminating educator shortages. Research shows that teachers of color benefit all students and

1 In fiscal year 2022, funding for the Hawkins program was appropriated under the Fund for the Improvement of 

Postsecondary Education (FIPSE).

2 Anderson, Meredith, B.L., Brian K. Bridges, Brittany A. Harris and Sekou Biddle. (2020). Imparting Wisdom: HBCU 

Lessons for K-12 Education. Washington, DC: Frederick D. Patterson Research Institute, UNCF.
HIGHER EDUCATION

Augustus F. Hawkins Centers of Excellence

164

108F

112F

can have a significant impact on students of color,107F

1 yet only one in five teachers are people of 

color, compared to more than half of K-12 public school students. 2

In addition to the shortage of teachers of color, the current educator workforce is understaffed to 

meet the existing and future needs of English learners (ELs);109F

3 over 10 percent of students are 

already identified as ELs, and ELs are the fastest growing student demographic.110F

4 Moreover, 

similar to the ratio of students of color to teachers of color, one quarter of all students speak a 

language other than English at home, whereas only 1 in 8 teachers do.111F

5 Research suggests

that all students benefit from diverse classrooms like bilingual immersion settings, helping 

students build career and social skills, such as empathy. 6

Finally, educator shortages across certification areas continue to persist, varying from state to 

state and community to community, with a disproportionate impact on students of color, 

students from low-income backgrounds, students with disabilities, and English learners.

Recruiting, preparing and retaining more teachers of color, underrepresented in the current 

teacher workforce, is critical to addressing these shortages.113F

7 HBCUs, TCCUs, and other MSIs 

are ideally positioned, with additional resources, to help prepare a new generation of effective 

teachers of color and multilingual teachers for high-need schools.

Well-prepared, experienced, and effective teachers can make a significant difference in the 

achievement of their students, and research suggests that the impact of being assigned

effective teachers year after year can help narrow opportunity and achievement gaps 

substantially.114F

8 Additional funding for the Hawkins program, which emphasizes preparing 

teachers who meet applicable certification requirements, also would help address longstanding 

evidence that students of color have less access to fully qualified educators. For example, a 

2018 analysis found that schools with high enrollments of students of color were nearly four 

times as likely to employ uncertified teachers as were schools with low enrollments of students 

of color.115F

9 Students in schools with high enrollments of students of color also have less access to 

experienced teachers. In these schools, nearly one in every six teachers is just beginning their 

career, compared to one in every 10 teachers in schools with low enrollments of students of

1 Dee, T. (2004). Teachers, race, and student achievement in a randomized experiment. The Review of Economics 

and Statistics, 86(1), 195–210; and Gershenson, S., Hart, C. M. D., Lindsay, C. A., & Papageorge, N. W. (2017). The 

long-run impacts of same race teachers. Bonn, Germany: IZA Institute of Labor Economics. Discussion Paper Series. 2 Taie, S., & Goldring, R. (2017). Characteristics of public elementary and secondary school teachers in the United 

States: Results From the 2015–16 National Teacher and Principal Survey. Washington, DC: National Center for 

Education Statistics; and U.S. Department of Education, National Center for Education Statistics. (2016). Table 

203.50: Enrollment and percentage distribution of enrollment in public elementary and secondary schools, by 

race/ethnicity and region: Selected years, fall 1995 through fall 2026. In U.S. Department of Education, National 

Center for Education Statistics (Ed.), Digest of Education Statistics (2016 ed.).

3 https://nces.ed.gov/pubs2022/2022111.pdf

4 https://nces.ed.gov/programs/digest/d20/tables/dt20_204.20.asp

5 https://datacenter.kidscount.org/data/tables/81-children-who-speak-a-language-other-than-english-athome?loc=1&loct=1#detailed/1/any/false/1729,37,871,870,573,869,36,868,867,133/any/396,397

6 https://soeonline.american.edu/blog/benefits-of-bilingual-education/ 7 https://www.ed.gov/raisethebar/Eliminating-Educator-Shortages-through-Increasing-Educator-Diversity 8 https://www.rand.org/content/dam/rand/pubs/research_reports/RR4300/RR4312/RAND_RR4312.pdf

9 https://learningpolicyinstitute.org/product/understanding-teacher-shortages-interactive
HIGHER EDUCATION

Augustus F. Hawkins Centers of Excellence

165

color.116F

1 These data also highlight the importance of the high-quality mentoring and induction 

programs for new teachers that are integral to the Hawkins program.

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2023 2024 2025

Number of new awards 2

117F 3 25 25

Average new award $1,450 $591 $597

Total new award funding $4,349 $14,775 $14,925

Number of continuation awards 3

118F 12 0 25

Average continuation award $877 0 $591

Total continuation award funding $10,522 0 $14,775

Peer review of new award applications 0 $150 $150

Total program funding 4

119F $15,000 $15,000 $30,000

PROGRAM PERFORMANCE INFORMATION

This section presents selected program performance information, including, for example, 

program goals, objectives, measures, and performance targets and data; and an assessment of 

the progress made toward achieving program results. Achievement of program results is based 

on the cumulative effect of the Federal resources provided for the program as well as the 

resources and efforts invested by those served by the program.

Performance Measures

The Department established four performance measures for the Hawkins program. Targets will 

be established after the Department has collected two years of baseline data from 2023 and 

2024. Project year 2023 data for all four measures is expected to be available in April 2024 and 

will be included in the FY 2026 Congressional Justification.

Goal: To support a diverse teacher workforce to improve student achievement and 

outcomes.

1 https://learningpolicyinstitute.org/sites/default/files/product-files/CRDC_Teacher_Access_REPORT.pdf 2 Fiscal year 2023 new awards are fully frontloaded for 48 months. Fiscal year 2024 new awards will likely be funded 

for year 1 of a 5-year award. 3 Fiscal year 2023 continuation awards partially funded year 2, and fully funded years 3 and 4 of awards first made in 

fiscal year 2022.

4 Totals include funding for higher education evaluation.
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Augustus F. Hawkins Centers of Excellence

166

Objective: To improve the recruitment, preparation, support, placement and retention of 

teachers for and in high-need schools to support underserved students.

Measure: The number and percentage of teacher candidates who complete the teacher 

preparation program, disaggregated by race.

Measure: The number and percentage of teacher candidates, disaggregated by race, served by 

the funded program who become fully certified and are placed as teachers of record in highneed LEAs or hard-to-staff schools.

Measure: The number and percentage of bilingual and/or multilingual teacher candidates who 

complete the teacher preparation program.

Measure: The number and percentage of bilingual and/or multilingual teacher candidates, 

served by the funded program who become fully certified and are placed as teachers of record 

in high-need LEAs or hard-to-staff schools.
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167

Account Summary Table

Select hear for the online version.

DEPARTMENT OF EDUCATION FISCAL YEAR 2025 PRESIDENT'S BUDGET

(in thousands of dollars)

Cat

Code

2023

Appropriation

2024

Annualized CR 2025 Request

FY 2025 Request

Compared to FY 2024

Annualized CR: Amount

FY 2025 Request

Compared to FY 2024

Annualized CR: Percent

Higher Education

1. Aid for institutional development:

(a)

(b)

(c)

Strengthening institutions (HEA III-A, section 311) D 122,070 122,070 140,000 17,930 14.69%

Strengthening tribally controlled colleges and universities (HEA III-A,section 316) D 51,549 51,549 56,408 4,859 9.43%

Mandatory strengthening tribally controlled colleges and universities

(HEA III-F, section 371) M 28,290 28,290 30,000 1,710 6.04%

Subtotal 201,909 201,909 226,408 24,499 12.13%

(d)

(e)

Strengthening Alaska Native and Native Hawaiian-serving institutions(HEA III-A,

section 317) D 24,433 24,433 25,840 1,407 5.76%

Mandatory strengthening Alaska Native and Native Hawaiian-serving

institutions(HEA III-F, section 371) M 14,145 14,145 15,000 855 6.04%

Subtotal 38,578 38,578 40,840 2,262 5.86%

(f)

(g)

Strengthening HBCUs (HEA III-B, section 323) D 395,986 395,986 431,585 35,599 8.99%

Mandatory strengthening HBCUs (HEA III-F, section 371) M 80,155 80,155 85,000 4,845 6.04%

Subtotal 476,141 476,141 516,585 40,444 8.49%

(h)

(i)

Strengthening historically Black graduate institutions (HEA III-B,section 326) D 100,782 100,782 108,462 7,680 7.62%

Strengthening HBCU masters program (HEA Title VII,section 723) D 19,937 19,937 21,269 1,332 6.68%

Subtotal 120,719 120,719 129,731 9,012 7.47%

(j)

(k)

Strengthening predominantly Black institutions(HEA III-A,section 318) D 22,300 22,300 23,672 1,372 6.15%

Mandatory strengthening predominantly Black institutions(HEA III-F,section 371) M 14,145 14,145 15,000 855 6.04%

Subtotal 36,445 36,445 38,672 2,227 6.11%

(l)

(m)

Strengthening Asian American- and Native American Pacific Islander-serving

institutions(HEA III-A, section 320) D 18,589 18,589 19,899 1,310 7.05%

Mandatory strengthening Asian American- and Native American Pacific

Islander-serving institutions(HEA III-F, section 371) M 4,715 4,715 5,000 285 6.04%

Subtotal 23,304 23,304 24,899 1,595 6.84%

(n)

(o)

Strengthening Native American-serving nontribal institutions (HEA III-A, section 319) D 11,405 11,405 11,595 190 1.67%

Mandatory strengthening Native American-serving nontribal institutions(HEA III-F,section 371) M 4,715 4,715 5,000 285 6.04%

Subtotal 16,120 16,120 16,595 475 2.95%
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Account Summary Table—continued

DEPARTMENT OF EDUCATION FISCAL YEAR 2025 PRESIDENT'S BUDGET

(in thousands of dollars)

Cat

Code

2023

Appropriation

2024

Annualized CR 2025 Request

FY 2025 Request

Compared to FY 2024

Annualized CR:Amount

FY 2025 Request

Compared to FY 2024

Annualized CR: Percent

Higher Education (continued)

(p) Minority science and engineering improvement (HEA III-E-1) D 16,370 16,370 16,370 0 0.00%

Subtotal, Aid for institutional development 929,586 929,586 1,010,100 80,514 8.66%

Discretionary D 783,421 783,421 855,100 71,679 9.15%

Mandatory M 146,165 146,165 155,000 8,835 6.04%

2. Aid for Hispanic-serving institutions:

(a)

(b)

(c)

Developing Hispanic-serving institutions (HEA V-A) D 227,751 227,751 246,547 18,796 8.25%

Mandatory developing HSI STEM and articulation programs (HEA III-F, section 371(b)(2)(B)) M 94,300 94,300 100,000 5,700 6.04%

Promoting postbaccalaureate opportunities for Hispanic Americans (HEA V, section 512) D 27,314 27,314 29,769 2,455 8.99%

Subtotal 349,365 349,365 376,316 26,951 7.71%

Discretionary 255,065 255,065 276,316 21,251 8.33%

Mandatory 94,300 94,300 100,000 5,700 6.04%

3. Other aid for institutions:

(a) International education and foreign language studies:

(1)

(2)

Domestic programs (HEA VI-A and B) D 75,353 75,353 73,282 (2,071) -2.75%

Overseas programs (MECEA section 102(b)(6)) D 10,311 10,311 8,249 (2,062) -20.00%

Subtotal 85,664 85,664 81,531 (4,133) -4.82%

(b)

(c)

Model transition programs for students with intellectual disabilities into

higher education (HEA VII-D-2) D 13,800 13,800 13,800 0 0.00%

Tribally controlled postsecondary career and technical institutions (CTEA section 117) D 11,953 11,953 11,953 0 0.00%

4. Assistance for students:

(a)

(b)

(c)

(d)

Federal TRIO programs (HEA IV-A-2, Chapter 1) D 1,191,000 1,191,000 1,211,000 20,000 1.68%

Gaining early awareness and readiness for undergraduate programs

(GEAR UP) (HEA IV-A-2, Chapter 2) D 388,000 388,000 398,000 10,000 2.58%

Graduate assistance in areas of national need (HEA VII-A-2) D 23,547 23,547 23,547 0 0.00%

Child care access means parents in school (HEA IV-A-7) D 75,000 75,000 80,000 5,000 6.67%

5.

6.

7.

8.

9.

Fund for the improvement of post secondary education (FIPSE) (HEA VII-B) D 184,000 184,000 262,000 78,000 42.39%

Teacher quality partnership (HEA II-A) D 70,000 70,000 95,000 25,000 35.71%

Hawkins Centers of Excellence (HEA II-B-2) D 15,000 15,000 30,000 15,000 100.00%

Graduate Fellowships to Prepare Faculty in High-need Areas at Colleges of Education D 0 0 5,000 5,000 ---

Community Project Funding D 429,587 429,587 0 (429,587) -100.00%

Total 3,766,502 3,766,502 3,598,247 (168,255) -4.47%

Discretionary D 3,526,037 3,526,037 3,343,247 (182,790) -5.18%

Mandatory1 M 240,465 240,465 255,000 14,535 6.04%

1 FY 2023 and FY 2024 data are post-sequestration. FY 2025 data are pre-sequestration.

NOTES:

1) D = discretionary program; M = mandatory programs

2) Pursuant to the Budget Control Act of 2011 (P.L. 112-25), for most mandatory programs, with the exception of Pell Grants, Credit Liquidating, and Credit Reestimates, the levels shown in the 2023 and 2024

Appropriation columns reflect the 5.7 percent reduction that went into effect on October 1, 2022 and October 1, 2023, respectively.

3) Detail may not add to totals due to rounding.