Department of Education

HIGHER EDUCATION

Fiscal Year 2024 Budget Request

CONTENTS

HIGHER EDUCATION..............................................................................................................1

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

Analysis of Language Provisions and Changes............................................................................5

Appropriation, Adjustments, and Transfers.................................................................................11

Summary of Changes .................................................................................................................12

Authorizing Legislation................................................................................................................15

Appropriations History.................................................................................................................21

Significant Items in FY 2023 Appropriations Reports .................................................................23

Summary of Request ..................................................................................................................31

Activities:

Aid for institutional development ..............................................................................................34

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

Other aid for institutions:

International education and foreign language studies:

Domestic Programs ...........................................................................................................75

Overseas Programs...........................................................................................................87

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

Tribally controlled postsecondary career and technical institutions .....................................96

Assistance for students:

Federal TRIO programs .....................................................................................................102

Gaining early awareness and readiness for undergraduate programs .............................. 113

Graduate assistance in areas of national need..................................................................122

Child care access means parents in school.......................................................................127

Fund for the Improvement of Postsecondary Education........................................................132

Teacher quality partnership ...................................................................................................147

Graduate fellowships to prepare faculty in high-need areas at colleges of education ........... 154

Augustus F. Hawkins Centers of Excellence .........................................................................157

Account Summary Table...........................................................................................................161
1 

HIGHER EDUCATION

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, [$3,526,037,000, of which $184,000,000 shall remain available through December 

31, 2023]1 $3,986,621,000: 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: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 

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 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 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 
2 

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 [of the amounts made 

available under this heading, $429,587,000 shall be used for the projects, and in the amounts, 

specified in the table titled “Community Project Funding/Congressionally Directed Spending'' 

included for this division in the explanatory statement described in section 4 (in the matter 

preceding division A of this consolidated Act):8 Provided further, That none of the funds made 

available for projects described in the preceding proviso shall be subject to section 302 of this 

Act],

9 under the Fund for the Improvement of Postsecondary Education, $350,000,000 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, $165,000,000 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, $150,000,000 shall be used for grants to 

institutions of higher education to build the pipeline of mental health professionals qualified to 

work with young adults and to increase the number of mental health professionals on college 

campuses, $30,000,000 shall be used to support holistic student supports grants, and 

$30,000,000 shall be used to support a higher education advancement and success technical 

assistance center:10 (Consolidated Appropriations Act, 2023.) 
3 

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 [2023]2024 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.11

(b) Subsection (a) shall be in effect until titles III and V of the HEA are reauthorized.12

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:13 Provided, That no funds 

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

reservation under this section:14 Provided further, That any funds reserved under this section 

shall be available through September 30, 2025[2026]:

15 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:16 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 Labor of the House of Representatives a plan 

that identifies the source and amount of funds reserved under this section, the impact on 
4

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

carried out with such funds.17

NOTE

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

5

Analysis of Language Provisions and Changes

Language Provision Explanation

1 ...[$3,526,037,000, of which $184,000,000 

shall remain available through December 31, 

2023]...

This language authorized fiscal year 2023 

funding for the Fund for the Improvement of 

Postsecondary Education remain available 

until December 31, 2023. It is deleted 

because it is not needed.

2 Provided 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. 

3 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.

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

6 

Analysis of Language Provisions and Changes--Continued

Language Provision Explanation

6 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 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.

7 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:

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

7

Analysis of Language Provisions and Changes--Continued

Language Provision Explanation

8 [...of the amounts made available under this 

heading, $429,587,000 shall be used for the 

projects, and in the amounts, specified in the 

table titled “Community Project 

Funding/Congressionally Directed Spending'' 

included for this division in the explanatory 

statement described in section 4 (in the 

matter preceding division A of this 

consolidated Act)...

This language earmarks funds appropriated 

for the Fund for the Improvement of 

Postsecondary Education for specified 

projects. This language is deleted because 

no funds for specified projects are requested.

9 ...Provided further, That none of the funds 

made available for projects described in the 

preceding proviso shall be subject to section 

302 of this Act],...

This language recognizes that the preceding 

proviso shall not be affected by the Transfer 

of funds between appropriations does not 

apply.
HIGHER EDUCATION

8 

Analysis of Language Provisions and Changes--Continued

Language Provision Explanation

10 ...under the Fund for the Improvement of 

Postsecondary Education, $350,000,000 

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, 

$165,000,000 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 institutionallevel retention and completion reforms that 

improve student outcomes, including 

retention, transfer, and completion rates and 

labor market outcomes, $150,000,000 shall 

be used for grants to institutions of higher 

education to build the pipeline of mental 

health professionals qualified to work with 

young adults and to increase the number of 

mental health professionals on college 

campuses, $30,000,000 shall be used to 

support holistic student supports grants, and 

$30,000,000 shall be used to support a 

higher education advancement and success 

technical assistance center:

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 support the mental health needs of 

college students, a program of grants to 

support holistic student supports grants, and 

a higher education advancement and 

success technical assistance center.
HIGHER EDUCATION

9

Analysis of Language Provisions and Changes--Continued

Language Provision Explanation

TITILE III GENERAL PROVISIONS

11 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 2023 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.

12 (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.

13 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:...

This language permits HEA programs to 

reserve funds made available under the HEA 

in fiscal year 2024 to carry out rigorous and 

independent evaluations and to collect and 

analyze outcome data for any program 

authorized under the HEA.

14 Provided, 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.
HIGHER EDUCATION

10

Analysis of Language Provisions and Changes—Continued

Language Provision Explanation

15 Provided further, That any funds reserved 

under this section shall be available through 

September 30, 2025[2026]: 

This language makes funds reserved for the 

HEA Pooled Evaluation authority available 

through fiscal year 2026.

16 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:

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.

17 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 

Labor 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

11

Appropriation, Adjustments, and Transfers

(dollars in thousands)

Appropriation/Adjustments/Transfers 2022 2023 2024

Discretionary:

Disc appr Appropriation $2,994,111 $3,526,037 $3,986,621

Disc Total, discretionary appropriation 2,994,111 3,526,037 3,986,621

Mandatory: 

Mandatory appr Appropriation 255,000 255,000 255,000

Mandatory appr 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 3,234,576 3,766,502 4,241,621
HIGHER EDUCATION

12

Summary of Changes

(dollars in thousands)

2023 Discretionary $3,526,037

2023 Mandatory 240,465

2024 Discretionary 3,986,621

2024 Mandatory 255,000

Net change +475,119

Discretionary: 2023 base

Change

from base

Increases:

Program:

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

program authorities to increase institutional capacity and 

student support at HBCUs, 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 +$86,937

• Strengthening Tribally Controlled Colleges and Universities 51,549 +1,531

• Strengthening Alaska Native and Native Hawaiian-serving 

Institutions 24,433 +611

• Strengthening Historically Black Colleges and Universities 395,986 +6,633

• Strengthening Historically Black Graduate Institutions 100,782 +1,531

• Strengthening HBCU Master’s Program 19,937 +1,019

• Strengthening Predominantly Black Institutions 22,300 +918

• Strengthening Asian American and Native American Pacific 

Islander-serving Institutions 18,589 +1,531

• Strengthening Native American-serving Nontribal Institutions 11,405 +715

• Minority Science and Engineering Improvement Program 16,370 +2,000

• Developing Hispanic-Serving Institutions program 227,751 +8,981

• Postbaccalaureate Opportunities for Hispanic Americans 

program 27,314 +1,531

Increase funding for Model Transition Programs for Students 

with Intellectual Disabilities into Higher Education to create or 

expand high-quality, inclusive, model comprehensive transition 

and postsecondary programs for students with intellectual 

disabilities. 13,800 +1,380

Discretionary: 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 +106,761
HIGHER EDUCATION

13

Summary of Changes—Continued

(dollars in thousands)

Discretionary: 2023 base

Change

from base

Increases: 

Program:

Discretionary: 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 +$20,000

Discretionary: 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 +20,000

Discretionary: Increase funding for 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; a program 

of grants to States, TCCUs, and systems of IHEs designed to 

implement retention and completion reforms that improve student 

outcomes; and establish a new program to support holistic student 

supports grants; a new program to support the mental health needs 

of college students; and a new program to support a higher 

education advancement and success technical assistance center. 184,000 +541,000

Discretionary: 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 +62,092

Discretionary: 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

Discretionary: Establish the Graduate Fellowships to Prepare Faculty in HighNeed 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 +10,000

Subtotal, discretionary increases +890,171
HIGHER EDUCATION

14

Summary of Changes—Continued

(dollars in thousands)

Discretionary: 2023 base

Change

from base

Decreases: 

Program:

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 -429,587

Subtotal, discretionary increases and decreases +460,584

Mandatory: 

Increases:

Program:

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

program authorities to increase institutional capacity and student 

support at HBCUs 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 +475,119
HIGHER EDUCATION

Authorizing Legislation

(dollars in thousands)

HIGHER EDUCATION

15

Authorizing Legislation 

Activity

2023

Authorized

ootnote 2023 

Appropriation

Footnote

2024

Authorized

Footnote

2024

Request

Footnote

Aid for institutional development:

Strengthening institutions (HEA-III-A-311) 0 $122,070 To be determined1 $209,007

Strengthening tribally controlled colleges and universities 

(HEA-III-A-316) 0 51,549 To be determined1 53,080

Strengthening Alaska Native and Native Hawaiian-serving 

institutions (HEA-III-A-317) 0 24,433 To be determined1 25,044

Strengthening predominantly Black institutions 

(HEA-III-A-318) 0 22,300 To be determined1 23,218

Strengthening Native American-serving Nontribal institutions 

(HEA-III-A-319) 0 18,589 To be determined1 12,120

Strengthening Asian American and Native American Pacific 

Islander-serving institutions (HEA-III-A-320) 0 11,405 To be determined1 20,120

Strengthening historically Black colleges and universities 

(HEA-III-B-323) 0 395,986 To be determined1 402,619

Strengthening historically Black graduate institutions

(HEA-III-B-326) 0 100,782 To be determined1 102,313

Strengthening HBCU Master’s Program (HEA-VII-A-4-723) 0 19,937 To be determined1 20,956

Minority science and engineering improvement 

(HEA-III-E-1) 0 16,370 To be determined1 18,370

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) 15,000 2 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
HIGHER EDUCATION

Authorizing Legislation--Continued

(dollars in thousands)

16

Authorizing Legislation 

Activity

2023

Authorized

ootnote 2023 

Appropriation

Footnote

2024

Authorized

Footnote

2024

Request

Footnote

Strengthening predominantly Black institutions 

(HEA-III-F-371) (mandatory) $15,000 2 $14,1452 $15,0002 $15,0002

Strengthening Asian American and Native American Pacific 

Islander-serving institutions (HEA-III-F-371)(mandatory) 5,000 2 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 236,732

Promoting postbaccalaureate opportunities for Hispanic 

Americans (HEA-V-B-512) (discretionary) 0 27,314 To be determined1 28,845 

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 75,353

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

Model comprehensive transition and postsecondary 

programs for students with intellectual disabilities into higher 

education (HEA-VII-D-2) 0 13,800 To be determined1 15,180

Tribally controlled postsecondary career and technical

institutions (Carl D. Perkins CTEA section 117) 10,321 11,953 10,465 11,953

Assistance for students:

Federal TRIO programs (HEA IV-A-2-1) 0 1,191,000 To be determined1 1,297,761

Gaining early awareness and readiness for undergraduate 

programs (HEA-IV-A-2-2) 0 388,000 3 To be determined1 408,000
HIGHER EDUCATION

Authorizing Legislation--Continued

(dollars in thousands)

17

Authorizing Legislation 

Activity

2023

Authorized

ootnote 2023 

Appropriation

Footnote

2024

Authorized

Footnote

2024

Request

Footnote

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 95,000

Teacher quality partnership (HEA II-A) (discretionary) 0 70,000 To be determined1 132,092

Fund for the improvement of postsecondary education

(HEA-VII-B) 0 184,000 To be determined1 725,000

Graduate fellowships to prepare faculty in high-need areas at 

colleges of education (appropriations bill) 0 0 To be determined1 10,000

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
HIGHER EDUCATION

Authorizing Legislation--Continued

(dollars in thousands)

18

Authorizing Legislation 

Activity

2023

Authorized

ootnote 2023 

Appropriation

Footnote

2024

Authorized

Footnote

2024

Request

Footnote

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

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
HIGHER EDUCATION

Authorizing Legislation--Continued

(dollars in thousands)

19

Authorizing Legislation 

Activity

2023

Authorized

ootnote 2023 

Appropriation

Footnote

2024

Authorized

Footnote

2024

Request

Footnote

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

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
HIGHER EDUCATION

Authorizing Legislation--Continued

(dollars in thousands)

20

Authorizing Legislation 

Activity

2023

Authorized

ootnote 2023 

Appropriation

Footnote

2024

Authorized

Footnote

2024

Request

Footnote

Total definite authorization $265,321 $265,465

Total appropriation $3,526,037 $4,986,621

Total discretionary appropriation 3,526,037 3,986,621

Portion of discretionary request subject to reauthorization 3,526,037 3,986,621

Portion of the discretionary request not authorized 0 0

Total mandatory appropriation 240,465 255,0004

Portion of the mandatory request not authorized 0 0

1 The GEPA extension expired September 30, 2015; reauthorization for fiscal year 2024 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 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.

4 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 2024 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 2024, a reduction of $14.5 million from the mandatory level. 
HIGHER EDUCATION

21

 

Appropriations History

(dollars in thousands)

Budget 

Estimate to 

Congress footnot

e

House 

Allowance foot

note

Senate 

Allowance

F

o

o

t

n

o

t

e

Appropriationote

2015 Discretionary1 $2,025,457 N/A $1,968,799 $1,924,839

2015 Mandatory 4,902,000 255,000 236,385

2016 Discretionary2 2,072,045 $1,909,042 2,038,510 1,982,185

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

2017 Discretionary3 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 Discretionary4 1,545,305 2,038,126 2,048,439 2,246,551

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

2019 Discretionary5 1,485,848 2,300,551 2,260,551 2,312,356

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

2020 Discretionary6 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)7 0 0 0 1,046,438

2021 Discretionary8 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)9

0 0 0 1,702,285

2021 Mandatory Supplemental, 

ARP Act (P.L. 117-02)10

0 0 0 2,968,843

1 The House allowance is shown as N/A because there was no Subcommittee action; Senate allowance reflects 

Senate Subcommittee action only.

2 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.

3 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.

4 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).

5 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). 6 The Senate allowance reflects the Chairman’s mark; the Appropriation reflects the Further Consolidated 

Appropriations Act, 2020 (P.L. 116-94).

7 The Appropriation reflects the supplemental funds from the Coronavirus Aid, Relief, and Economic Security Act 

(P.L. 116-136).

8 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).

9 The Appropriation reflects supplemental funds from Division M of the Consolidated Appropriations Act, 2021 

(P.L. 116-260).

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

22

Appropriations History—Continued

(dollars in thousands)

Budget 

Estimate to 

Congress footnot

e

House 

Allowance foot

note

Senate 

Allowance

F

o

o

t

n

o

t

e

Appropriationote

2022 Discretionary1 $3,308,802 $3,430,757 $3,383,375 $2,994,111

2022 Mandatory2 7,475,000 255,000 255,000 240,465

2023 Discretionary3 3,792,802 3,959,485 3,547,681 3,526,037

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

2024 Discretionary 3,986,621

2024 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).
HIGHER EDUCATION

23

Significant Items in FY 2023 Appropriations Reports 

Developing Hispanic-Serving Institutions

House: The Committee is interested in learning more about actions the Department has 

taken to support and improve HSIs, in addition to future actions the Department 

plans to take. Accordingly, the Committee directs the Department to include 

information on such efforts in the fiscal year 2024 Congressional Budget 

Justification.

Response: The Administration provided HBCUs, TCCUs, and MSIs (including the HSIs) the 

flexibility to use specific streams of funding made available under the COVID-19

funding bills for construction, renovation, and the purchase of real property. 

Additionally, the Administration is requesting an additional $10.5 million in 

discretionary funding for the two programs under Aid for Hispanic-serving 

Institutions. This funding would increase 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 backgrounds face 

challenges that threaten their continued operation and ability to provide a 

high-quality education. The Department remains committed to assisting 

institutions enrolling a large proportion of underserved students by providing funds 

to support, among other activities, improvements in academic quality, institutional 

management, administrative capacity and fiscal stability, infrastructure, and 

student support services.

Federal TRIO Programs

House: The Committee directs the Department to allocate increases to each TRIO 

program. In addition, the Committee directs the Department to fund down the slate 

of unfunded high-quality applications from the Student Support Services 

competition held in fiscal year 2020; the Talent Search and Educational 

Opportunity Centers competitions in fiscal year 2021; and the Upward Bound, 

Upward Bound Math-Science, Veterans Upward Bound, and McNair 

Postbaccalaureate Achievement competitions in fiscal year 2022. Further, the 

Committee directs that such grantees are eligible for prior experience points for 

demonstrated performance outcomes in subsequent competitions. -- Response:

The Department is reviewing past slates to determine the number of high-quality 

applications to fund from recent new award TRIO competitions. Additional 

information on proposed funding levels for each of the TRIO programs for fiscal 

year 2023 and 2024 is included in the Federal TRIO Programs section below.

Explanatory

Statement: The agreement includes an increase of $54,000,000 for TRIO which shall be used 

to provide increases to current TRIO grantees demonstrating substantial progress 

in meeting performance objectives and, to the extent practicable, to fund down the 

slates of unfunded, high-quality applications from prior-year competitions.
HIGHER EDUCATION

24

Significant Items in FY 2023 Appropriations Reports--Continued

Federal TRIO Programs--continued

Response: The Department will comply as directed. Additional information on proposed 

funding levels for each of the TRIO programs for fiscal year 2023 and 2024 is 

included in the Federal TRIO Programs section below.

Gaining Early Awareness for Undergraduate Programs

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

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

Response: The Department will announce a Notice Inviting Applications for fiscal year 2023 

new awards for State Grants in the Federal Register.

House: In making new awards, the Committee directs the Department to ensure that not 

less than 33 percent of the new award dollars are allocated to State awards, and 

that not less than 33 percent of the new award dollars are allocated to 

Partnerships awards, as described in section 404B of the HEA.

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. 

House: In such notice for State grants, the Committee directs the Department to uphold 

the long-standing 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, 2023, will be eligible to receive a new State 

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

further directed to ensure that no request from a State Grant applicant to receive 

an exception to the GEAR UP scholarship (as described in section 404E(b)(2) of 

the HEA) shall be denied on the basis of 34 CFR 694.14(c)(3).

Response: The Department will announce a Notice Inviting Applications for fiscal year 2023 

new awards for State Grants in the Federal Register.
HIGHER EDUCATION

25

Significant Items in FY 2023 Appropriations Reports--Continued

Gaining Early Awareness for Undergraduate Programs--continued

Explanatory

Statement: The agreement includes an increase of $10,000,000 for GEAR UP. The 

Department is directed to use the increase for a new fiscal year 2023 grant 

competition.

Response: The Department will announce a Notice Inviting Applications for fiscal year 2023 

new awards for State Grants in the Federal Register.

Child Care Access Means Parents in School:

House: The Committee continues bill language that lifts the statutory cap on grant awards 

to institutions of higher education, to more accurately reflect the costs of providing 

high-quality, convenient child care options for students. Consistent with this bill 

language, the Committee urges the Department to establish a maximum grant cap 

based on a reasonable estimation of the costs of providing child care rather than a 

fixed percentage of Pell Grant funding received by an institution. Additionally, the 

Committee urges the Department to prioritize applications from programs that 

connect parenting students with public benefits, case management, or sources of 

additional financial support, and to provide an application period of no less than 

60 days.

Response: The Department is considering a number of options relating to this directive. We 

intend to schedule a briefing with the Committee to discuss these options and look 

forward to working with the Committee on the most appropriate course of action in 

fiscal year 2023.

Explanatory

Statement: The Department is directed to establish a flat maximum grant award reflective of 

the costs to provide high-quality child care to student parents, and to prioritize 

funding to IHEs based on the number of Pell grant recipients.

Response: The Department is considering a number of options to comply with this 

directive. We intend to schedule a briefing with the Committee to discuss these 

options and look forward to working with the Committee on the most appropriate 

course of action in fiscal year 2023. 
HIGHER EDUCATION

26

Significant Items in FY 2023 Appropriations Reports--Continued

Fund for the Improvement of Postsecondary Education--continued

House: The Department should ensure that this program continues to support 

comprehensive services including veteran benefits assistance, tutoring, 

counseling, and housing. The Committee directs the Department to brief the 

Committees on Appropriations no later than 90 days after enactment of this Act on 

its plan to continue to carry out this program, as well as a plan for evaluation and 

accountability, and to notify the Committees no later than 15 days in advance of 

making any new grant award or changes to the programs.

Response: The Department briefed the Committee regarding this program. The Department 

will notify the Committee no later than 15 days prior to making new awards for 

fiscal year 2023. 

House: The Committee includes $10,000,000 to continue the Open Textbook Pilot and 

fund a new grant competition in fiscal year 2023. The Department shall issue a 

notice inviting applications consistent with notice and comment procedures and 

allow for a 60-day application period. This funding should support a significant 

number of grant awards to IHEs as defined by 20 U.S.C. 1001, a group of IHEs, or 

State higher education agencies that lead the activities of (and serve as fiscal 

agent for) a consortium. Funding should be used to create new open textbooks 

and expand the use of open textbooks in courses that are part of a degree 

granting program, and particularly those with high enrollments. Allowable uses of 

funds should include professional development for faculty and staff, including 

relating to the search for and review of open textbooks; the creation or adaptation 

of open textbooks; development or improvement of tools and informational 

resources that support the use of open textbooks, including accessible 

instructional materials for students with disabilities; and research evaluating the 

efficacy of the use of open textbooks for achieving savings for students and the 

impact on instruction and student learning outcomes. The Secretary shall require 

that any open textbooks created with these funds shall be released to the public 

under a non-exclusive, royalty-free, perpetual, and irrevocable license to exercise 

any of the rights under copyright conditioned only on the requirement that 

attribution be given as directed by the copyright owner. Further, any tools, 

technologies, or other resources that are created, developed, or improved wholly 

or in part with these funds for use with any open textbook must be similarly 

licensed. Any eligible entity receiving a grant through the Open Textbooks Pilot, 

upon completion of the supported project, shall report to the Secretary regarding 

the effectiveness of the project in expanding the use of open textbooks and in 

achieving savings for students; the impact of the project on expanding the use of 

open textbooks at IHEs outside of the institution receiving the grant; open 

textbooks created or adapted under the grant, including instructions on where the 

public can access each open textbook; the impact of the project on instruction and 

student learning outcomes; and all project costs, including the value of any 
HIGHER EDUCATION

27

Significant Items in FY 2023 Appropriations Reports--Continued

Fund for the Improvement of Postsecondary Education--continued

volunteer labor and institutional capital used for the project. The Secretary shall 

make such reports publicly available.

Response: In addition to making additional awards from the fiscal year 2022 slate, the 

Department plans to publish a Notice Inviting Applications for fiscal year 2023 new 

awards in the Federal Register.

House: Postsecondary Student Success Grants.—The Committee directs the Secretary to 

execute this program as a tiered-evidence competition through the same structure 

as the EIR program authorized under ESEA. Under PSSG, the Secretary may 

award early-phase, mid-phase, or expansion grants that differ in terms of the level 

of prior evidence of effectiveness required for consideration for funding, the 

expectations regarding the kind of evidence and information funded projects 

should produce, the level of scale funded projects should reach, and, 

consequently, the amount of funding available to support each type of project. 

Early phase grants will be supported by promising evidence, mid-phase grants will 

be supported by moderate evidence, and expansion grants will be supported by 

strong evidence as defined in the Department’s fiscal year 2022 EIR notices. 

Under PSGG, all grantees must carry out rigorous, independent evaluations of the 

effectiveness of their projects. In carrying out PSGG, the Committee strongly 

encourages the Department to leverage the expertise of staff within the Office of 

Elementary and Secondary Education and the Institute of Education Sciences 

who have made EIR a highly successful program. The Committee believes that 

the evidence of effectiveness for high-quality comprehensive support programs is 

transformative and that it is vital to expand their reach to more postsecondary 

students. Accordingly, for the fiscal year 2023 PSSG competition, the Committee 

directs the Department to provide no less than $100,000,000 for grants at the 

mid-phase or expansion levels. By ensuring at least half of resources fund proven 

strategies, PSGG will strike a balance between testing innovative interventions 

and funding what works to help students succeed. The Committee directs the 

Department to brief the Committees on Appropriations no later than 90 days after 

enactment of this Act on its plan to continue to carry out this program, as well as a 

plan for evaluation and accountability, and to notify the Committees no later than 

15 days in advance of making any new grant award or changes to the programs.

Response: The Department will brief the Committee on its plans for a fiscal year 2023 

competition within 90 days after enactment of 2023 appropriations. The 

Department will notify the Committee no later than 15 days in advance of making 

new awards for fiscal year 2023.
HIGHER EDUCATION

28

Significant Items in FY 2023 Appropriations Reports--Continued

Fund for the Improvement of Postsecondary Education--continued

Explanatory

Statement: The agreement includes $45,000,000 for Postsecondary Student Success Grants 

(PSSG) as described in House Report 117-403, including requirements that the 

Department executes this program as a tiered-evidence competition in the same 

structure as EIR; that all grantees carry out rigorous independent evaluations of 

their projects; that the Office of Postsecondary Education consult the Office of 

Elementary and Secondary Education and the Institute of Education Sciences; 

and, to the extent practicable, that at least half of all fiscal year 2023 PSSG 

resources support grants at the mid-phase or expansion levels. The agreement 

directs the Department to use all fiscal year 2023 PSSG resources to run a new 

competition as described in House Report 117-403 rather than funding additional 

awards from the fiscal year 2022 competition.

Response: The Department will comply with this directive.

Explanatory

Statement: The agreement directs the Department to brief the Committees no later than 

90 days after enactment of this Act on plans to carry out the PSGG competition, 

as well as a plan for evaluation and accountability, and to notify and brief the 

Committees at least seven days before grantees are announced.

Response: The Department will brief the Committee on its plans for a fiscal year 2023 

competition within 90 days after enactment of 2023 appropriations.

House: The Committee is interested in information pertaining to reasonable modifications 

and the provision of auxiliary aids and services, including those to access 

educational media, required by the Americans with Disabilities Act of 1990 and 

Section 504 of the Rehabilitation Act of 1973 for college students with disabilities 

at institutions of higher education. The Committee directs the Department to 

include information on how it monitors institutional support for college students 

with disabilities, and information on technical assistance it provides to colleges 

regarding students with disabilities, in the fiscal year 2024 Congressional Budget 

Justification.

Response: The Department’s Office for Civil Rights (OCR) core activities include responding 

to civil rights complaints that members of the public file and conducting proactive 

investigations to address areas of concern lacking incoming complaints, to 

enforce Federal civil rights laws, which includes monitoring institutions’ adherence 

to resolution agreements reached with OCR; issuing policy guidance to increase 

recipients’ understanding of their civil rights obligations and awareness of 

students and family members of students’ civil rights; and responding to requests 
HIGHER EDUCATION

29

Significant Items in FY 2023 Appropriations Reports--Continued

Fund for the Improvement of Postsecondary Education--continued

for information from and providing technical assistance to school communities and 

the general public.

OCR enforces two federal disability civil rights laws: Section 504 of the 

Rehabilitation Act of 1973, which prohibits disability discrimination by recipients of 

federal financial assistance (ED/OCR has jurisdiction over recipients of federal 

financial assistance from the Department), and Title II of the Americans with 

Disabilities Act of 1990, which prohibits discrimination by public entities, including 

public colleges, whether or not they receive federal financial assistance. In view of 

the significant increase in on-line courses at the postsecondary level, OCR 

created a specialized team dedicated to addressing website accessibility. 

OCR announced its intention to strengthen and protect the rights for students with 

disabilities by amending the regulations under Section 504. OCR is maintaining 

online an informal notice inviting written comments from the public. To date, we 

have received several hundred written comments from parents, students, 

advocates, and other stakeholders about the various ways they would like the 

Section 504 regulations clarified and strengthened – including as applied to 

colleges and universities. In recent months OCR has held close to twenty listening 

sessions with national organizations and associations, including student 

membership organizations, to solicit input regarding possible changes to the 

Section 504 regulations. We deeply value such input and believe it to be essential 

toward developing a robust notice of proposed rulemaking. 

OCR also provides technical assistance presentations to college administrators 

and students, both on request and per governing provisions in resolution 

agreements. OCR may provide one-on-one telephonic assistance, organize 

webinars, or attend local events and conferences. OCR maintains many 

resources for the public online, such as guidance materials, pamphlets, and 

Frequently Asked Questions, available in OCR’s Reading Room.1 In the last 

dozen years, OCR has published several relevant materials regarding students 

with disabilities in higher education.2

1 https://www2.ed.gov/about/offices/list/ocr/index.html

2 https://www2.ed.gov/about/offices/list/ocr/frontpage/faq/rr/policyguidance/index.html
HIGHER EDUCATION

30

Significant Items in FY 2023 Appropriations Reports--Continued

Fund for the Improvement of Postsecondary Education--continued

Additionally, the Office of Postsecondary Education administers the National 

Center for Information and Technical Support for Postsecondary Students With 

Disabilities (NCITSPSD), authorized by Section 777(a) of the Higher Education 

Act, which conducts and publishes research, offers technical assistance and 

training, builds collaborations with IHEs and community organizations, and 

disseminates resources on best practices for students with disabilities 

transitioning to and attending postsecondary institutions.

International Education and Foreign Language Studies Programs: Domestic Programs

Explanatory

Statement: The agreement directs the Department to allocate the increase of $3,500,000 for 

Domestic Programs to the National Resource Centers program.

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

HIGHER EDUCATION

31

Summary of Request

The Administration’s fiscal year 2024 Request includes $4 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 2024 Request for the Department 

includes transformational 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, combatting the 

effects of COVID-19, and bolstering our economy for those who are underserved.

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 $886.8 million in discretionary funding for the Aid for Institutional 

Development (AID) programs, $103.4 million or 13 percent, more than 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 $209 million for the Strengthening Institutions Program and

a total request of $549.1 million to strengthen institutions of higher education that serve high 

proportions of Black and low-income students, including $402.6 million, $6.6 million more than 

the fiscal year 2023 appropriation, for Historically Black Colleges and Universities

(HBCUs); $102.3 million for Historically Black Graduate Institutions (HBGIs), $21 million 

for Master’s Degree Programs at HBCUs, and $23.2 million for Strengthening 

Predominantly Black Institutions (PBIs).

Also included in the Request for Title III programs is $53.1 million for the Tribally Controlled 

Colleges and Universities (TCCUs) program; $25 million for the Alaska Native and Native 

Hawaiian-serving Institutions (ANNH) program; $12.1 million for the Native Americanserving Nontribal Institutions (NASNTIs) program; and $20.1 million for the Asian 

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

program. Lastly, the Administration is requesting $18.4 million 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 $265.6 million in discretionary funding for Aid for 

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

postsecondary education and to closing the gap between Hispanic and non-Hispanic students 

in areas of academic achievement, high school graduation, postsecondary enrollment, and

life-long learning. The Request includes $236.7 million in discretionary funding for Developing 

Hispanic-serving Institutions (HSIs), $9 million more than the fiscal year 2023 

appropriations level and $28.8 million for the Promoting Postbaccalaureate Opportunities 

for Hispanic Americans (PPOHA) program.
HIGHER EDUCATION

HIGHER EDUCATION

32

Summary of Request--Continued

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

funding to 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 $85.7 million, the same as the fiscal year 2023 

appropriation. 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 $75.4 million for the 

Domestic Programs and $10.3 million for the Overseas Programs.

The Request would provide $1.3 billion in fiscal year 2023 for the Federal TRIO Programs, 

$106.8 million or 9 percent more than the 2023 appropriation, to provide services to 

encourage underserved individuals to enter and complete college and postgraduate 

education. Additionally, the Request includes $408 million, $20 million more than the 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 $15.2 million for the Model Transition Programs for Students 

with Intellectual Disabilities (TPSID) program, $23.5 million for the Graduate Assistance in 

Areas of National Need (GAANN) program, and $10.6 million for the Tribally Controlled 

Postsecondary Career and Technical Institutions (TCPCTI) program.

For fiscal year 2023, the Administration requests $95 million for the Child Care Access 

Means Parents in School (CCAMPIS) program, $20 million more than 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 $725 million for the Fund for the Improvement of Postsecondary 

Education (FIPSE), $541 million more than the fiscal year 2023 appropriation, to support two 

existing programs and three new grant programs. The Postsecondary Student Success 

program would provide competitive grants to States, TCCUs, IHEs, and systems of IHEs to 

implement or expand evidence-based, institution or State-level retention and completion 

reforms that improve student outcomes. 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 School- and Campus-Based 

Mental Health Service program provide competitive grants to IHEs to develop a campus-wide 

strategy to address student mental health needs including hiring additional providers on their 

campuses. The Systemwide Holistic Student Supports would provide grants to State

agencies, systems of IHEs, or other large consortia of IHEs to provide cross-agency supports 

to improve the systems and structures necessary to simplify and expand student access to 

federal and local benefits beyond financial aid, such as food and housing assistance, and to 
HIGHER EDUCATION

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Summary of Request--Continued

improve coordination of critical services such as mental health care and childcare. The new

Postsecondary Advancement and Success Technical Assistance Center would support 

institutions of higher education, systems of institutions of higher education, and States to 

advance efforts to improve access, equitable college inclusion, completion and retention 

opportunities.

The Request would provide $132.1 million, $62.1 million more than the 2023 appropriation, for 

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 for the Augustus F. Hawkins Centers of Excellence 

program, authorized under Part B of Title II of the HEA, supports centers of excellence at 

HBCUs, TCUs, 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, resulting in a more diverse teacher workforce prepared to teach in our Nation’s 

elementary and secondary schools. 

The Request also proposes through appropriations language an HEA pooled evaluation 

authority, similar to that of the ESEA, that would permit the Department to reserve up to 

0.5 percent of funding appropriated for each HEA program, with the exception of the Pell 

Grant program, to support rigorous independent program evaluations as well as data 

collection and analysis of student outcomes for all HEA programs. The program reserved 

$7 million in fiscal year 2023 and proposes to reserve funds for this purpose in fiscal year 

2024.
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Activities:

Aid for institutional development

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

(dollars in thousands)

FY 2024 Authorization: To be determined (discretionary)1 ; $155,000 (mandatory

appropriation)2

Budget Authority:

Name

Program

2023 

Appropriation

2024 

Request Change 

Discretionary:

Strengthening Institutions Program (SIP) 

(Part A) ...................................................... $122,070 $209,007 +$86,937

Strengthening Tribally Controlled Colleges 

and Universities (TCCUs) (Part A) ............ 51,549 53,080 +1,531

Strengthening Alaska Native and Native 

Hawaiian-serving Institutions (ANNHs) 

(Part A) ...................................................... 24,433 25,044 +611

Strengthening Historically Black Colleges 

and Universities (HBCUs) (Part B) ............ 395,986 402,619 +6,633

Strengthening Historically Black Graduate 

Institutions (HBGIs) (Part B)...................... 100,782 102,313 +1,531

Strengthening HBCU Master’s Degree 

Program (Section 723) .............................. 19,937 20,956 +1,019

Strengthening Predominantly Black 

Institutions (PBIs) (Part A)......................... 22,300 23,218 +918

Strengthening Asian American and Native 

American Pacific Islander-serving 

Institutions (AANAPISIs) (Part A) .............. 18,589 20,120 +1,531

Strengthening Native American-serving 

Nontribal Institutions (NASNTIs) (Part A) .. 11,405 12,120 +715

Minority Science and Engineering 

Improvement Program (MSEIP) (Part E)... 16,370 18,370 +2,000

Total, Discretionary Appropriation ............. 783,421 886,847 +103,426

1 The GEPA extension expired September 30, 2015. Reauthorization for FY 2024 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).
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35

Name

Program

2023 

Appropriation

2024 

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 146,165 1 155,000 1 +8,835

 Total, Discretionary and Mandatory 

Appropriation ....................................... 929,586 1,041,847 +112,261

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 rates by 

expanding student support services, improve their management and fiscal operations, build 

endowments, and make 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 2023 levels for 

mandatory programs have been reduced by 5.7 percent, which became effective on October 1, 2022, pursuant to the 

Budget Control Act of 2011 (P.L. 112-25). Although the 2024 level for mandatory programs is expected to be reduced 

by 5.7 percent, the amounts in the table do not include the sequester reduction.
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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.
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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 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 literacy 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.
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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.

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.
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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 

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 

first-generation 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
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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 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.
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Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2019 $687,5011

2020 762,1252

2020 CARES Act 831,628

2021 786,0123

2021 CRRSA Act 1,352,845

2021 ARP Act 2,359,408

2022 843,3054

2023 929,5865

FY 2024 BUDGET REQUEST

For fiscal year 2024, the Administration requests a total of $886.8 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), $103.4 million more than the fiscal year 2023 

appropriation. In addition to these discretionary requested levels, $155 million is available in 

mandatory funding in fiscal year 2024 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 $1.042 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:

• $209 million for the Strengthening Institutions program, $86.9 million more than 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.

1 Includes $145,390 thousand in mandatory funds provided under the HEA.

2 Includes $145,855 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.
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Title III, Part A (MSI Programs)

• $53.1 million for the Strengthening TCCUs program, $1.5 million more than 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 10 percent of all American Indian/Alaska Native 

college students were enrolled in TCCUs in 2020. In 2019-2020, 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 million in fiscal year 2024 for discretionary grants under Part A, Section 317 for the 

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

$611,000 more than the fiscal year 2023 appropriation. Like TCCUs, ANNH institutions are

typically located in remote areas not served by other postsecondary educational institutions. 

Eligible institutions also will receive $15 million in mandatory funding authorized by the 

FUTURE Act. 

• $23.8 million in fiscal year 2024 for Part A, Section 318 Strengthening Predominantly Black 

Institutions (PBIs) program, $918,000 more than 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 firstgeneration college students. PBIs also will receive $15 million in mandatory funding 

authorized by the FUTURE Act. 

• $20.1 million in fiscal year 2024 for discretionary funds for Part A, Section 320 Strengthening 

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

program, $1.5 million more than 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.
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• $12.1 million in fiscal year 2024 for discretionary funds for Part A, Section 319 

Strengthening Native American-serving Nontribal Institutions (NASNTIs) program, $715,000 

more than the fiscal year 2023 appropriation. NASNTI-eligible 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.

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 279,157 Black American students were enrolled at HBCUs in 2020. In addition, 

13 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 underrepresented 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 less 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). The request, which would make a historic investment in HBCUs designed to help 

them build on these achievements, includes the following:

• $402.6 million for the Strengthening HBCUs program, $6.6 million more than the fiscal 

year 2023 appropriation. In addition, the Administration requests $102.3 million for the 

Strengthening HBGIs program, $1.5 million more than the fiscal year 2023 appropriation. 

HBCUs also would receive $85 million in mandatory funding authorized by the FUTURE Act. 

The fiscal year 2024 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.
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Black American enrollment at IHEs more than doubled between 1976 and 2020, from about 

1 million students to 2.4 million students. Despite these increases in college enrollment, 

Black American students continue to lag behind their non-Black American peers (and the 

national average) in overall educational attainment. In 2019-2020, Black Americans earned 

only 10.2 percent of bachelor’s degrees, 13.1 percent of master’s degrees, and 9.5 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 outcomes for Black 

Americans in such programs. 

• $21 million for the Strengthening HBCU Master’s Degree Program, $1 million more than 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)

• $18.4 million for MSEIP, $2 million more than the fiscal year 2023 appropriation. The fiscal

year 2024 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 effort to increase the diversity of the profession, address a 

critical teacher shortage area, and increase access to high-quality pathways into the science 

and engineering teaching profession for students of color.

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2022 Footnote2023 Footnote2024 Footnote

Strengthening Institutions

Strengthening Institutions Program: Number of new development awards 27 90 250

Strengthening Institutions Program: Average new development awards $430 $425 $460

Strengthening Institutions Program: Total new development award funding $11,6061 $38,252 $114,961

Strengthening Institutions Program: Number of continuation development awards 211 197 223

Strengthening Institutions Program: Average continuation development award $423 $419 $412

Strengthening Institutions Program: Total continuation development award funding $89,236 $82,597 $91,956

1 In fiscal year 2022, the Department made new awards from the list of unsuccessful applicants from the fiscal year 

2021 competition.
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PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2022 Footnote2023 Footnote2024 Footnote

Strengthening Institutions—cont’d

Strengthening Institutions Program: Number of continuation evidence awards 18 0 0

Strengthening Institutions Program: Average continuation evidence award $512 0 0

Strengthening Institutions Program: Total continuation evidence award funding $9,208 1 0 0

Strengthening Institutions Program: Peer review of new award applications 0 $1,220 $2,090

Strengthening Institutions Program: Total award funding (Section 311) 2 $110,070 $122,070 $209,007

Strengthening Institutions Program: Total number of awards 256 287 473

Strengthening TCCUs Tribally Controlled Colleges and Universities

TCCUs Discretionary funding:

Strengthening TCCUs - Discretionary Funding: Number of continuation development awards 35 35 35

Strengthening TCCUs - Discretionary Funding: Average continuation development award $1,254 $1,473 $1,517

Strengthening TCCUs - Discretionary Funding: Total continuation development award funding $43,896 $51,549 $53,080

TCCU Mandatory funding (Section 371):

Strengthening TCCUs – Mandatory funding: Number of continuation development awards 35 35 35

Strengthening TCCUs – Mandatory funding: Average continuation development award $808 $808 $857

Strengthening TCCUs – Mandatory funding: Total continuation development award funding $28,290 $28,290 $30,000

Total award funding TCCUs discretionary and mandatory funding $72,186 $79,839 $83,080

TCCUs funding: Discretionary (Section 316) $43,896 $51,549 $53,080

TCCUs funding: Mandatory (Section 371) $28,290 3$28,290 $30,000

TCCUs Total number of awards (discretionary and 

mandatory)

70 70 70

1 Continuation awards and related funding from fiscal year 2018 for projects that proposed evidence-based practices. 

The Department included a competitive preference priority for projects supported by evidence of effectiveness and 

evidence of promise as defined by the What Works Clearinghouse in a number of competitions for new awards 

beginning in fiscal year 2012. 2 Totals include funding for higher education evaluation.
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PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2022 Footnote2023 Footnote2024 Footnote

Strengthening ANNHs

Discretionary funding: Strengthening Alaska Native and Native Hawaiian-serving Institutions

Strengthening ANNH - Discretionary Funding: Number of new development awards 3 20 12

Strengthening ANNH - Discretionary Funding: Average new development award $761 $502 $630

Strengthening ANNH - Discretionary Funding: Total new development award funding $2,283 $10,032 $7,555

Strengthening ANNH - Discretionary Funding: Number of continuation development awards 24 27 34

Strengthening ANNH - Discretionary Funding: Average continuation development award $425 $524 $507

Strengthening ANNH - Discretionary Funding: Total continuation development award funding $10,192 $14,157 $17,239

Discretionary ANNH -Peer review of new award applications $43 $244 $250

Discretionary ANNH –Unobligated funding $8,746 0 0

Strengthening ANNHs -Mandatory funding (Section 371):

Strengthening ANNHs -Total mandatory (Section 371) funds available 

for obligation at the start of the fiscal year $28,290 $28,290 $29,145

Strengthening ANNHs - Mandatory ANNH Funding: Number of new development awards 0 3 0

Strengthening ANNHs - Mandatory ANNH Funding: Average new development award 0 $514 0

Strengthening ANNHs - Mandatory ANNH Funding: Total new development award funding 0 $1,542 0

Strengthening ANNHs – Mandatory Funding: Number of continuation development awards 25 25 28

Strengthening ANNHs – Mandatory Funding: Average continuation development award $521 $503 $471

Strengthening ANNHs – Mandatory Funding: Total continuation development award funding $13,041 $12,583 $13,201

Discretionary ANNH -Peer review of new award applications 0 $20 0

Discretionary ANNH –Supplemental award funding 0 0 $944

Mandatory ANNH –Unobligated funding $1,104 0 0

Total award funding Strengthening ANNHs $35,516 $38,578 $39,189

ANNH Funding: Discretionary (Section 317) 1 $21,371 $24,433 $25,044

ANNH Funding: Mandatory (Section 371) $14,145 $14,145 $14,145

ANNH Mandatory (Section 371) estimated carryover (funds 

remaining at the end of the fiscal year) $14,1452

$14,1452 $15,0002

Total number of awards (discretionary and 

mandatory) Strengthening ANNHs

52 75 74

1 Totals include funding for higher education evaluation.

2 Unobligated mandatory funding will be carried over for obligation in the succeeding fiscal year.
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PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2022 Footnote2023 Footnote2024 Footnote

Strengthening HBCUs

HBCU Discretionary funding:

Strengthening HBCUs – Discretionary Funding: Number of new awards 97 0 0

Strengthening HBCUs – Discretionary Funding: Average new award $3,740 0 0

Strengthening HBCUs – Discretionary Funding: Total new award funding $362,823 0 0

Strengthening HBCUs – Discretionary Funding: Number of continuation awards 0 97 97

Strengthening HBCUs – Discretionary Funding: Average continuation award 0 $4,082 $4,151

Strengthening HBCUs – Discretionary Funding: Total continuation award funding 0 $395,986 $402,619

HBCU Mandatory funding (Section 371):

Strengthening HBCUs – Mandatory Funding: Number of continuation awards 97 97 97

Strengthening HBCUs – Mandatory Funding: Average continuation award $826 $826 $876

Strengthening HBCUs – Mandatory Funding: Total continuation award funding $80,155 $80,155 2$85,0002

Total award funding Strengthening PBIs $442,978 $476,141 $487,619

PBI Funding: Discretionary (Section 318) $362,823 $395,986 $402,619

PBI Funding: Mandatory (Section 371) $80,155 $80,155 $85,000

Total number of awards (discretionary and 

mandatory) Strengthening PBIs 194 194 194

Strengthening HBGIs

ning HBCUs – Discretionary Funding: Number of new awards 0 0 24

ning HBCUs – Discretionary Funding: Average new award 0 0 $4,263

ning HBCUs – Discretionary Funding: Total new award funding 0 0 $102,313

ning HBCUs – Discretionary Funding: Number of continuation awards 24 24 0

Strengthening HBCUs – Discretionary Funding: Average continuation award $3,880 $4,199 0

Strengthening HBCUs – Discretionary Funding: Total continuation award funding $93,129 $100,782 0

Total award funding Strengthening HBCUs $93,129 $100,782 $102,313

Total number of awards (Section 326) Total number of HBCU awards 24 24 24

Strengthening HBCU Master’s Program

HBCU Masters number of awards: Number of new awards 0 18 0

HBCU Masters average new award: Average new award 0 $1,108 0

HBCU Masters total new awards: Total new award funding 0 $19,937 0

HBCU Masters number of continuation awards: Number of continuation awards 18 0 18

HBCU Masters average continuation award: Average continuation award $824 0 $1,164

HBCU Masters total continuation awards: Total continuation awards $14,834 0 $20,956

Total award funding HBCU Masters total award funding $14,834 $19,937 $20,956

Total number of awards (Section 723) HBCU Masters total number of awards 18 18 18
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PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2022 Footnote2023 Footnote2024 Footnote

Strengthening PBIs

Discretionary funding:

Strengthening PBIs – Discretionary Funding: Number of continuation development awards 39 39 39

Strengthening PBIs – Discretionary Funding: Average continuation development award $454 $572 $595

Strengthening PBIs – Discretionary Funding: Total continuation development award funding $17,708 $22,300 $23,218

Mandatory funding (Section 371 competitive):

PBIs Total mandatory (Section 371) funds available 

for obligation at the start of the fiscal year $28,290 $28,290 $29,715

Strengthening PBIs -Number of new development awards 0 0 0

Strengthening PBIs -Average of new development award 0 0 0

Strengthening PBIs –Total new development award funding 0 0 0

Strengthening PBIs – Mandatory Funding: Number of continuation development awards 22 22 22

Strengthening PBIs – Mandatory Funding: Average continuation development award $574 $601 $600

Strengthening PBIs – Mandatory Funding: Total continuation development award funding $12,626 $13,217 $13,195

Strengthening PBIs -Supplemental awards $1,519 $928 $950

Total award funding Strengthening PBIs $31,853 $36,445 $37,363

PBI Funding: Discretionary (Section 318) $17,708 $22,300 $23,218

PBI Funding: Mandatory (Section 371) $14,145 $14,145 $14,145

PBIs Mandatory (Section 371) estimated 

 (funds remaining at the end of the fiscal year) $14,145 1 $14,1451 $15,0001

Total number of awards (discretionary and

 mandatory) Strengthening PBIs 61 61 61

1 Unobligated mandatory funding will be carried over for obligation in the succeeding fiscal year.
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PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2022 Footnote2023 Footnote2024

Footnote

Strengthening AANAPISIs

AANAPISI Discretionary funding:

Strengthening AANAPISIs – Discretionary Funding: Number of new development awards 15 18 0

Strengthening AANAPISIs – Discretionary Funding: Average new development award $396 $406 0

Strengthening AANAPISIs – Discretionary Funding: Total new development award funding $5,934 $7,302 0

Strengthening AANAPISIs – Discretionary Funding: Number of continuation development awards 17 32 50

Strengthening AANAPISIs – Discretionary Funding: Average continuation development award $291 $505 $402

Strengthening AANAPISIs – Discretionary Funding: Total continuation development award funding $4,946 $11,101 $20,120

AANAPISIs – Discretionary Funding: Peer review of new award applications $22 $185 0

AANAPISI Mandatory funding (Section 371):

AANAPISI Total mandatory (Section 371) funds available

for obligation at the start of the year $9,430 $9,430 $9,715

Strengthening AANAPISIs – Mandatory Funding: Number of continuation development awards 15 15 15

Strengthening AANAPISIs – Mandatory Funding: Average continuation development award $306 $305 $306

Strengthening NASNTIs – Mandatory Funding: Total continuation development award funding $4,593 $4,581 $4,597

AANAPISI Supplemental awards 0 $134 $118

AANAPISI Unobligated funding $122 0 0

Total award funding Strengthening AANAPISI $15,651 $23,304 $24,835

AANAPISI Funding: Discretionary (Section 320) 1 $10,936 $18,589 $20,120

AANAPISI Funding: Mandatory (Section 371) $4,715 $4,715 $4,715

ANNAPISI Mandatory (Section 371) estimated carryover 

(funds remaining at the end of the fiscal year) $4,715 2$4,7152 $5,0002

Total number of awards (discretionary and 

mandatory) Strengthening AANAPISIs 47 65 65

1 Totals include funding for higher education evaluation.

2 Unobligated mandatory funding will be carried over for obligation in the succeeding fiscal year.
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PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2022 Footnote2023 Footnote2024 Footnote

Strengthening NASNTIs

NASNTIsDiscretionary funding:

Strengthening NASNTIs – Discretionary Funding: Number of new development awards 6 10 0

Strengthening NASNTIs – Discretionary Funding: Average new development award $436 $418 0

Strengthening NASNTIs – Discretionary Funding: Total new development award funding $2,617 $4,715 0

Strengthening NASNTIs – Discretionary Funding: Number of continuation development awards 14 20 30

Strengthening NASNTIs – Discretionary Funding: Average continuation development award $321 $356 $404

Strengthening NASNTIs – Discretionary Funding: Total continuation development award funding $4,500 $7,116 $12,120

NASNTIs Mandatory Funding: Peer review of new award applications $31 $114 0

NASNTIs Mandatory funding (Section 371):

NASNTIs -Total mandatory (Section 371) funds available 

for obligation at the start of the fiscal year $9,430 $9,430 $9,715

Strengthening NASNTIs – Mandatory Funding: Number of continuation development awards 12 12 12

Strengthening NASNTIs – Mandatory Funding: Average continuation development award $342 $393 $393

Strengthening NASNTIs – Mandatory Funding: Total continuation development award funding $4,101 $4,715 $4,715

NASNTIs – Mandatory Funding: Unobligated funding $614 0 0

ning NASNTIs – Mandatory Funding: Total award funding $12,549 $16,120 $16,835

NASNTIs Funding: Discretionary (Section 319) 1 $7,834 $11,405 $12,120

NASNTIs Funding: Mandatory (Section 371) $4,715 $4,715 $4,715

NASNTIs Mandatory (Section 371) estimated carryover 

(funds remaining at the end of the fiscal year) $4,715 2$4,7152$5,0002

NASNTIs Mandatory Funding: Total number of awards (discretionary and 

mandatory) 32 42 42

1 Totals include funding for higher education evaluation.

2 Unobligated mandatory funding will be carried over for obligation in the succeeding fiscal year.
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PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2022 Footnote2023

Footnote

2024 Footnote

MSEIP Minority Science and Engineering Improvement

MSEIP Number of new awards 29 24 20

MSEIP Average new award $222 $246 $260

MSEIP Total new award funding $7,1961 $5,905 $5,201

MSEIP Number of continuation awards 33 46 54

MSEIP Average continuation award $222 $224 $241

MSEIP Total continuation award funding $7,319 $10,302 $12,985

MSEIP Peer review of new awards applications 0 $163 $183

MSEIP Total award funding2 $14,539 $16,370 $18,370

MSEIP Total number of awards 62 70 74

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 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 2022, the Department made new awards from the list of unsuccessful applicants from the fiscal year 

2021 competition.

2 Totals include funding for higher education evaluation.
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57

71

59

59

65

43

60

62

68

83

71

68

74

52

73

81

0 25 50 75 100

NASNTI

AANAPISI

PBI

HBCU

ANNH

TCCU

SIP

National Rate

NASNTI

AANAPISI

PBI

HBCU

ANNH

TCCU

SIP

National Rate

2022 Persistence %

Institution

Persistence Rates at Title III Institutions

28

34

26

28

26

20

30

37

47

65

49

38

51

21

54

64

0 25 50 75 100

NASNTI

AANAPISI

PBI

HBCU

ANNH

TCCU

SIP

National Rate

NASNTI

AANAPISI

PBI

HBCU

ANNH

TCCU

SIP

National Rate

2021 Graduation %

Institution

Graduation Rates at Title III Institutions

4-year

4-year

2-year

2-year
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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, 

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 Intentionally left blank +5.1% (4-year change)

2013 +6.4% +11.3 (5-year change)

2018 +1.3 -10.0 (5-year change)

2023 0 Intentionally left blank

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. 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

2019 75.5% 71.0% 63.5% 59.0%

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 Intentionally left blank 64.0 Intentionally left blank

2024 76.0 Intentionally left blank 64.0 Intentionally left blank
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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

2019 53.5% 50.0% 25.0% 25.5%

2020 53.5 50.0 25.0 28.0

2021 53.5 53.5 25.0 30.0

2022 54.0 Intentionally left blank 25.5 Intentionally left blank

2023 54.0 Intentionally left blank 25.5 Intentionally left blank

2024 54.5 Intentionally left blank 30.0 Intentionally left blank

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. Persistence data for 2023 and graduation data for 2021-2022 will be available in 

December 2023.

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 Intentionally left blank

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

2019 51.5% 59.5% 53.5% 52.5%

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 Intentionally left blank 55.0 Intentionally left blank

2024 53.0 Intentionally left blank 55.0 Intentionally left blank

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

2019 18.5% 18.5% 28.5% 14.0%

2020 18.5 15.0 28.5 17.0

2021 18.5 21.0 28.5 20.0

2022 19.0 Intentionally left blank 30.0 Intentionally left blank

2023 19.0 Intentionally left blank 30.0 Intentionally left blank

2024 19.0 Intentionally left blank 30.0 Intentionally left blank

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). Persistence data for 2023 and 

graduation data for 2021-2022 will be available in December 2023.

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 Intentionally left blank -1.7% (5-year change)

2013 0% +13.4 (5-year change)

2018 +1.3 -14.8 (5-year change)

2023 0 Intentionally left blank

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. 

The target of “0” for 2013 and 2023 reflects the fact that the Department did not anticipate an 

increase in enrollment over the performance period. The Department set a target for 2018 
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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

2019 78.0% 76.0% 71.5% 61.0%

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 Intentionally left blank 72.0 Intentionally left blank

2024 78.5 Intentionally left blank 72.0 Intentionally left blank

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

2019 48.5% 53.0% 17.0% 23.0%

2020 48.5 43.0 17.0 24.0

2021 49.0 51.0 17.5 25.5

2022 49.0 Intentionally left blank 17.5 Intentionally left blank

2023 49.5 Intentionally left blank 18.0 Intentionally left blank

2024 49.5 Intentionally left blank 18.0 Intentionally left blank

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. Persistence data for 2023 and 

graduation data for 2021-2022 will be available in December 2023.

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 Intentionally left blank +8.0% (5-year change)

2013 +8.0% -0.3 (5-year change)

2018 +1.3 -7.1 (5-year change)

2023 0 Intentionally left blank

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 

based on actual enrollment data from HBCUs receiving funding in fiscal year 2008 
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(96 institutions). 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

2019 70.5% 66.5% 58.5% 55.0%

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 Intentionally left blank 60.0 Intentionally left blank

2024 71.0 Intentionally left blank 60.0 Intentionally left blank

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

2019 41.5% 37.0% 19.0% 26.0%

2020 41.5 37.5 19.0 27.5

2021 41.5 38.0 19.0 28.0

2022 41.5 Intentionally left blank 19.5 Intentionally left blank

2023 42.0 Intentionally left blank 19.5 Intentionally left blank

2024 42.0 Intentionally left blank 20.0 Intentionally left blank

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 2020 by 9 percentage points. Persistence data for 2023

and graduation data for 2021-2022 will be available December 2023.

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 Intentionally left blank +13.0% (5-year change)

2013 +13.0% +22.0 (5-year change)

2018 +3.2 -4.8 (5-year change)

2023 0 Intentionally left blank
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Degree Completion Measure: The number of PhDs, first professional, and Master’s degrees 

awarded at HBGIs.

Year Target Actual

2019 7,100 6,927

2020 7,000 7,093

2021 7,100 6,662

2022 7,200 Intentionally left blank

2023 7,200 Intentionally left blank

2024 7,300 Intentionally left blank

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 exceeded the target set for 2021 for degree completion. Data for 2022 will be 

available in December 2023.

Enrollment Measure: The percentage change of the number of full-time degree-seeking 

undergraduate students enrolled at PBIs.

Year Target Actual

2011 Intentionally left blank +15.6% (1-year change)

2016 Intentionally left blank -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

2019 74.0% 75.5% 56.0% 56.0%

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 Intentionally left blank 56.5 Intentionally left blank

2024 75.7 Intentionally left blank 57.0 Intentionally left blank

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

2019 31.0% 45.0% 15.0% 25.0%

2020 31.0 47.0 15.0 29.0

2021 31.5 49.0 16.0 26.0

2022 31.5 Intentionally left blank 16.0 Intentionally left blank

2023 31.5 Intentionally left blank 16.0 Intentionally left blank

2024 45.0 Intentionally left blank 28.0 Intentionally left blank

Additional information: Data are for both the discretionary and mandatory PBI programs. The 

persistence rate at 4-year PBIs fell short of the target set for 2022 by 4 percentage points and

lags behind the national 2022 persistence rate by 10 percentage points. Persistence data for 

2023 and graduation data for 2021-2022 will be available in December 2023.

Enrollment Measure: The percentage change of the number of full-time degree-seeking 

undergraduate students enrolled at AANAPISIs.

Year Target Actual

2011 Intentionally left blank +3.4% (1-year change)

2016 Intentionally left blank +5.5 (5-year change)

2021 +7.1% Intentionally left blank

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 will be 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

2019 81.5% 85.0% 71.5% 70.0%

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 Intentionally left blank 72.5 Intentionally left blank

2024 83.0 Intentionally left blank 73.0 Intentionally left blank

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

2019 50.0% 65.0% 24.0% 26.5%

2020 50.5 62.5 24.0 30.0

2021 50.5 64.5 24.5 34.0

2022 60.0 Intentionally left blank 24.5 Intentionally left blank

2023 60.0 Intentionally left blank 25.0 Intentionally left blank

2024 63.0 Intentionally left blank 30.0 Intentionally left blank

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. Persistence data for 

2023 and graduation data for 2021-2022 will be available in December 2023.

Enrollment Measure: The percentage change of the number of full-time degree-seeking 

undergraduate students enrolled at NASNTIs.

Year Target Actual

2011 Intentionally left blank +16.7% (1-year change)

2016 Intentionally left blank +0.5 (5-year change)

2021 7.1% Intentionally left blank

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 will be 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

2019 73.5% 69.5% 54.0% 53.0%

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 Intentionally left blank 54.5 Intentionally left blank

2024 74.0 Intentionally left blank 54.5 Intentionally left blank

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

2019 35.5% 45.0% 22.0% 28.5%

2020 35.5 44.5 22.0 29.5

2021 40.0 47.0 22.5 28.0

2022 40.0 Intentionally left blank 22.5 Intentionally left blank

2023 40.0 Intentionally left blank 22.5 Intentionally left blank

2024 44.0 Intentionally left blank 28.5 Intentionally left blank

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. Persistence data for 2023 and 

graduation data for 2021-2022 will be available in December 2023. 

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 

of bachelor’s degrees conferred that were in STEM fields increased between 2005 and 2015. 

Specifically, data examined were:
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• 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, and 2015.

Number and percentage of B.A. degrees

2005

MSEIP

Grantees

2010

MSEIP

Grantees

2015

MSEIP 

Grantees

2005

All Title IV

IHEs

2010

All Title IV

IHEs

2015

All Title IV 

IHEs

All Students: Number of STEM 

degrees 4,430 4,896 4,970 227,131 253,431 337,430

All Students: Number of 

degrees 23,866 32,663 27,888 1,411,002 1,620,629 1,840,490

All Students: Percent of 

degrees that are in STEM fields 15.7% 15.0% 17.8% 16.1% 15.6% 18.3%

Black Students: Number of 

STEM degrees 915 847 1,792 16,405 16,196 35,805

Black Students: Number of 

degrees 7,193 6,956 10,380 127,978 152,404 226,900

Black Students: Percent of 

degrees that are in STEM fields 12.7% 12.2% 17.3% 12.8% 10.6% 15.8%

Hispanic Students: Number of 

STEM degrees 1,237 1,713 1,808 15,596 19,607 21,138

Hispanic Students: Number of 

degrees 9,407 12,688 11,610 111,616 147,205 182,778

Hispanic Students: Percent of 

degrees that are in STEM fields 13.1% 13.5% 15.6% 14.0% 13.3% 11.6%

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 
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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 20.9 percent, 18.1 percent, and 13.7 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

2019 $400 $412

2020 395 423

2021 395 380

2022 395 Intentionally left blank

2023 395 Intentionally left blank

2024 390 Intentionally left blank

Measure: Cost per successful outcome: Federal cost per undergraduate degree at TCCUs.

Year Target Actual

2019 $28,500 $24,293

2020 28,000 36,367

2021 27,500 40,037

2022 27,000 Intentionally left blank

2023 26,500 Intentionally left blank

2024 26,000 Intentionally left blank

Measure: Cost per successful outcome: Federal cost per undergraduate and graduate degree at 

ANNH-serving Institutions.

Year Target Actual

2019 $2,225 $1,283

2020 2,200 3,827

2021 2,075 1,865

2022 1,950 Intentionally left blank

2023 1,925 Intentionally left blank

2024 1,900 Intentionally left blank
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Measure: Cost per successful outcome: Federal cost per undergraduate and graduate degree at 

HBCUs.

Year Target Actual

2019 $6,900 $8,448

2020 6,800 7,002

2021 6,800 9,406

2022 6,800 Intentionally left blank

2023 6,800 Intentionally left blank

2024 6,800 Intentionally left blank

Measure: Cost per successful outcome: Federal cost per graduate degree at HBGIs.

Year Target Actual

2019 $8,825 $12,126

2020 8,750 12,310

2021 8,750 14,450

2022 8,750 Intentionally left blank

2023 8,750 Intentionally left blank

2024 8,750 Intentionally left blank

Measure: Cost per successful outcome: Federal cost per undergraduate degree at PBIs.

Year Target Actual

2019 $900 $1,217

2020 875 952

2021 875 1,010

2022 875 Intentionally left blank

2023 875 Intentionally left blank

2024 875 Intentionally left blank

Measure: Cost per successful outcome: Federal cost per undergraduate degree at AANAPISIs.

Year Target Actual

2019 $125 $151

2020 100 122

2021 100 158

2022 100 Intentionally left blank

2023 100 Intentionally left blank

2024 100 Intentionally left blank
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Measure: Cost per successful outcome: Federal cost per undergraduate degree at NASNTIs.

Year Target Actual

2019 $500 $562

2020 450 580

2021 450 788

2022 450 Intentionally left blank

2023 450 Intentionally left blank

2024 450 Intentionally left blank

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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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 2024 Authorization: To be determined (discretionary)1; $100,000 (mandatory)2

Budget Authority:

Aid for Hispanic-serving institutions

Program 2023 Appropriation 2024 Request Change

Discretionary Funding

Developing Hispanic-serving 

Institutions (HSIs) (discretionary) 

(HEA V-A) ................................. $227,751 $236,732 +$8,981

Promoting Postbaccalaureate 

Opportunities for Hispanic 

Americans (PPOHA) 

(discretionary) (HEA V-B) ........... 27,314 28,845 +1,531

Discretionary Funding Subtotal.............................. 255,065 265,577 +10,512

Mandatory Funding

Developing Hispanic-serving

Institutions Science, Technology, 

Engineering, or Mathematics 

(HSI STEM) and Articulation

(mandatory) (HEA III-F)3 ............. 94,300 100,000 +5,700

Mandatory Funding Subtotal .............................. 94,300 100,000 +5,700

Aid for Hispanic-serving institutions Funding Total................................ 349,365 365,577 +16,212

1 The GEPA extension expired September 30, 2015. Reauthorization for FY 2024 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 2023 level for mandatory programs has been reduced by 5.7 percent which became effective on 

October 1, 2022, pursuant to the Budget Control Act of 2011 (P.L. 112-25). Although the 2024 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 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)

2019 $229,3781

2020 250,0191

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

FY 2024 BUDGET REQUEST

For fiscal year 2024, the Administration requests $265.6 million in discretionary funding for the 

two programs under Aid for Hispanic-serving Institutions, $10.5 million more than a fiscal year 

2023 appropriation. In addition to these requested discretionary levels, $100 million is available 

in mandatory funding in fiscal year 2024 for the HSI STEM and Articulation program. Including 

discretionary and mandatory funding, $365.6 million would be available if the 2024 request put 

forth by the Administration is enacted.

The fiscal year 2024 request for discretionary and mandatory funding would support institutional 

capacity and student support at HSIs. A significant number of postsecondary education 

1 Includes $93,800 (2019), $94,100 (2020), and $94,300 (2021, 2022, and 2023) thousand in mandatory funds 

provided under the HEA.
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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.

These investments will empower HSIs to tackle longstanding inequities in postsecondary 

education and make the U.S. more competitive on the global stage by largely maintaining the 

increased number of awards that will be made under the HSI programs using the fiscal year 

2023 appropriation.

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2022 2023

Footnote

2024

Developing HSIs

Developing HSIs: Number of new awards 78 111 60

Developing HSIs: Average new award $586 $585 $582

Developing HSIs: Total new award funding $45,728 $64,747 $34,907

Developing HSIs: Number of continuation awards 234 279 345

Developing HSIs: Average continuation award $585 $583 $585

Developing HSIs: Total continuation award funding $136,809 $162,604 $201,825

Developing HSIs: Peer review of new award applications $273 $400 $400

Developing HSIs: Total program funding1 $182,854 $227,751 $236,732

Developing HSIs: Total number of awards 312 390 405

PPOHA

 PPOHA: Number of new awards 10 12 24

 PPOHA: Average new award $588 $635 $575

 PPOHA: Total new award funding $5,877 $7,623 $13,795

 PPOHA: Number of continuation awards 24 34 26

 PPOHA: Average continuation award $570 $579 $575

 PPOHA: Total continuation award funding $13,689 $19,691 $14,950

 PPOHA: Peer review of new award applications $95 0 $100

 PPOHA: Total program funding $19,661 $27,314 $28,845

 PPOHA: Total number of awards 34 46 50

1 Totals include funding for higher education evaluation.
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PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2022 2023

Footnote

2024

Footnote

HSI STEM and Articulation

HSI STEM: Total mandatory (Section 371) funds 

(available for obligation at the start of the 

fiscal year) $188,600 $188,600 $194,300

HSI STEM: Number of new awards STEM and Articulation Programs Mandatory funding 0 0 0

HSI STEM: Average new award STEM and Articulation Programs Mandatory funding 0 0 0

HSI STEM: Total new award funding STEM and Articulation Programs Mandatory funding 0 0 0

HSI STEM: Number of continuation awards STEM and Articulation Programs Mandatory funding 100 100 100

HSI STEM: Average continuation award STEM and Articulation Programs Mandatory funding $943 $943 $943

HSI STEM: Total continuation award funding STEM and Articulation Programs Mandatory funding $94,300 $94,300 $94,300

HSI STEM: Peer review of new award applications STEM and Articulation Programs 

Mandatory funding

0 0 0

HSI STEM: Total obligated funding $94,300 $94,300 $94,300

 HSI STEM: Mandatory (Section 371) estimated 

carryover (mandatory funds remaining at 

the end of the fiscal year) $94,300 $94,300 $100,000

NOTE: 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.

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.

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.
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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 Intentionally left blank

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

2019 79.0% 79.5% 66.5% 65.6%

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 Intentionally left blank 70.0 Intentionally left blank

2024 80.0 Intentionally left blank 70.0 Intentionally left blank

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

2019 47.5% 56.8% 23.5% 26.5%

2020 47.5 58.2 23.5 28.3

2021 50.0 59.0 24.0 29.3

2022 50.0 Intentionally left blank 24.0 Intentionally left blank

2023 50.0 Intentionally left blank 24.0 Intentionally left blank

2024 50.0 Intentionally left blank 24.0 Intentionally left blank

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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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 Intentionally left blank

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 Intentionally left blank

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.

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 Intentionally left blank -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.
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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

2019 79.5% 80.3% 66.5% 65.3%

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 Intentionally left blank 67.0 Intentionally left blank

2024 80.0 Intentionally left blank 67.0 Intentionally left blank

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

2019 47.5% 55.5% 23.5% 28.6%

2020 48.0 59.2 24.0 29.2

2021 48.5 57.5 24.5 30.4

2022 49.0 Intentionally left blank 25.0 Intentionally left blank

2023 49.5 Intentionally left blank 25.5 Intentionally left blank

2024 50.0 Intentionally left blank 26.0 Intentionally left blank

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.

Efficiency Measures

Developing HSIs: Cost per successful outcome: Federal cost per undergraduate and graduate 

degree at HSI grantee institutions.

Year Target Actual

2019 $500 $358

2020 475 348

2021 425 376

2022 400 Intentionally left blank

2023 400 Intentionally left blank

2024 400 Intentionally left blank

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 
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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 firstprofessional degree and postbaccalaureate certificate at HSI grantee institutions.

Year Target Actual

2019 $575 $732

2020 550 897

2021 525 706

2022 525 Intentionally left blank

2023 525 Intentionally left blank

2024 525 Intentionally left blank

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.

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

2019 $580 $412

2020 570 375

2021 560 394

2022 550 Intentionally left blank

2023 540 Intentionally left blank

2024 530 Intentionally left blank

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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Other aid for institutions:

International education and foreign language studies:

Domestic Programs

International education and foreign language studies: Domestic 

programs

(Higher Education Act of 1965, Title VI, Parts A and B)

(dollars in thousands)

FY 2024 Authorization: To be determined1

Budget Authority:

2023 Appropriation 2024 Request Change

$75,353 $75,353 0

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

1 The GEPA extension expired September 30, 2015. Reauthorization in FY 2024 is expected through appropriations 

language.
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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.

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 highquality, 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.
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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 

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 pre-professional 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 
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education programs; conducting research and developing specialized teaching materials 

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 studies. 
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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)

2019 $65,103

2020 68,103

2021 69,353

2022 71,853

2023 75,353

FY 2024 BUDGET REQUEST

For fiscal year 2024, the Administration requests a total of $75.3 million for the Domestic 

Programs, level with the fiscal year 2023 appropriation. The fiscal year 2024 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 proficiency in the languages key to the Nation’s economic and 

national security. Virtually all the funds requested in fiscal year 2024 would support continuation 

awards.
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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 2022 2023 2024

National Resource Centers Program:

NRCs Number of new awards 98 14 0

NRCs Average new award $261 $250 0

NRCs Total new award funding $25,561 $3,500 0

NRCs Number of continuation awards 0 98 112

NRCs Average continuation award 0 $261 $259

NRCs Total continuation award funding 0 $25,561 $29,061

NRCs Total award funding $25,561 $29,061 $29,061

NRCs Total number of awards 98 112 112

Foreign Language and Area Studies 

Fellowships Program:

FLAS Academic year graduate fellowships 677 677 677

FLAS Average academic year fellowship $33 $33 $33

FLAS Academic year undergraduate fellowships 298 298 298

FLAS Average academic year fellowship $15 $15 $15

FLAS Summer fellowships 534 534 534

FLAS Average summer year fellowship $8 $8 $8
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PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2022footnote

Footn

ote

2023 Footn

ote

2024 Footn

ote

Foreign Language and Area Studies 

Fellowships Program (cont’d):

FLAS Number of new awards 112 0 0

FLAS Average new award $279 0 0

FLAS Total new award funding $31,236 0 0

FLAS Number of continuation awards 0 112 112

FLAS Average continuation award 0 $279 $279

FLAS Total continuation award funding 0 $31,236 $31,236

FLAS Total award funding $31,236 $31,236 $31,236

FLAS Total number of awards 112 112 112

Undergraduate International Studies

and Foreign Language Program:

UISFL Number of new awards 18 21 23

UISFLAverage new award $93 $90 $90

UISFL Total new award funding $1,671 $1,900 $2,079

UISFL Number of continuation awards 7 18 21

UISFL Average continuation award $107 $93 $90

UISFL Total continuation award funding $751 $1,680 $1,900

UISFL Total award funding $2,422 $3,580 $3,979

UISFL Total number of awards 25 39 44

International Research and Studies Program: 0

IRS Number of new awards 0 0 0

IRS Average new award 0 0 0

IRS Total new award funding 0 0 0

IRS Number of continuation awards 17 3 0

IRS Average continuation award $58 $59 0

IRS Total continuation award funding $978 $176 0

IRS Study of National Resource Centers $1981 $1481 0

IRS Total award funding $1,176 $324 0

IRS Total number of awards 18 4 0

1 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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PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2022 Footn

ote

2023 Footn

ote

2024 Footn

ote

Business and International Education 

Projects:

IRS Number of new awards 0 20 0

IRS Average new award 0 $82 0

IRS Total new award funding 0 $1,644 0

IRS Number of continuation awards 20 0 20

IRS Average continuation award $82 0 $82

IRS Total continuation award funding $1,644 0 $1,644

IRS Total award funding $1,644 $1,644 $1,644

IRS Total number of awards 20 20 20

Centers for International Business Education 

Program:

CIBE Number of new awards 16 0 0

CIBE Average new award $317 0 0

CIBE Total new award funding $5,071 0 0

CIBE Number of continuation awards 0 16 16

CIBE Average continuation award 0 $317 $317

CIBE Total continuation award funding 0 $5,071 $5,071

CIBE Total award funding $5,071 $5,071 $5,071

CIBE Total number of awards 16 16 16

Language Resource Centers Program:

LRC Number of new awards 16 0 0

LRC Average new award $178 0 0

LRC Total new award funding $2,847 0 0

LRC Number of continuation awards 0 16 16

LRC Average continuation award 0 $178 $178

LRC Total continuation award funding 0 $2,847 $2,847

LRC Total award funding $2,847 $2,847 $2,847

LRC Total number of awards 16 16 16

American Overseas Research Centers 

Program:

AORC Number of new awards 0 0 15

AORC Average new award 0 0 $68

AORC Total new award funding 0 0 $1,015
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PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2022 Footn

ote

2023 Footn

ote

2024 Footn

ote

American Overseas Research Centers Program

(cont’d):

AORC Number of continuation awards 15 15 0

AORC Average continuation award $68 $68 0

AORC Total continuation award funding $1,015 $1,015 0

AORC Total award funding $1,015 $1,015 $1,015

AORC Total number of awards 15 15 15

Total award funding:

Domestic Total new award funding $66,387 $7,044 $2,079

Domestic Total continuation award funding $4,586 $67,734 $72,774

Program evaluation, national outreach, and 

information dissemination $255 $489 $450

Peer review of new award applications $125 $86 $50

Total Domestic funding $71,853 1 $75,353 $75,353

Total Domestic awards 320 334 335

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 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.

1 Includes $500,000 transferred to Office of Indian Education to establish a Native American Language Resource 

Center.
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Measure: Percentage of priority languages defined by the Department taught at NRCs.

Year Target Actual

2019 85% 66%

2020 85 69

2021 85 Intentionally left blank

2022 85 Intentionally left blank

2023 85 Intentionally left blank

2024 85 Intentionally left blank

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. 

Measure: Percentage of NRC grants teaching intermediate or advanced courses in priority 

languages as defined by the Department.

Year Target Actual

2019 71%

2020 65% 71

2021 65 Intentionally left blank

2022 65 Intentionally left blank

2023 65 Intentionally left blank

2024 65 Intentionally left blank

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.
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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 Intentionally left blank 86%

2018 85% 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.

Measure: Percentage of FLAS graduated fellows who secured employment that utilizes their 

foreign language and area studies skills within 8 years after graduation based on FLAS tracking 

survey (long-term measure).

Year Target Actual

2014 Intentionally left blank 80%

2018 Intentionally left blank 79

Additional information: Data are obtained from the Survey of Post-Graduates for International 

Education Fellowship Recipients. Grantees must administer this survey once every 2 years and 

report their survey results to the Department. The most recent data are based on a survey that 

tracked FLAS fellowship recipients from 2015 to 2018 who have since graduated. The 

79 percent reported for 2018 includes 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. Four percent of fellows reported they were unemployed.

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, 
HIGHER EDUCATION

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86

(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:

o FLAS fellows studied 104 languages during their first fellowship; 57 percent of the 

languages studied were considered priority languages.

o Approximately 30 percent of fellows used their fellowship to study at overseas 

institutions.

o 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.

o 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.

o Approximately 64 percent reported using their area/international studies training in their 

current work on a regular basis with 37 percent reporting daily use.

o Sixty-five percent reported that they were “unlikely to achieve advanced language 

proficiency” without the FLAS fellowship.

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:

o FLAS fellows studied 104 languages during their first fellowship; 57 percent of the 

languages studied were considered priority languages.

o Approximately 30 percent of fellows used their fellowship to study at overseas 

institutions.

o 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.

o 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.

o Approximately 64 percent reported using their area/international studies training in their 

current work on a regular basis with 37 percent reporting daily use.

o Sixty-five percent reported that they were “unlikely to achieve advanced language 

proficiency” without the FLAS fellowship.
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Overseas Programs

International education and foreign language studies: Overseas 

programs

(Mutual Educational and Cultural Exchange Act of 1961, Section 102(b)(6))

(dollars in thousands)

FY 2024 Authorization: Indefinite

Budget Authority:

International education and foreign language studies: Overseas programs

Period of fund availability: 

2023 Appropriation 2024 Request Change

$10,311 $10,311 0

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 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-training; 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)

2019 $7,061

2020 8,061

2021 8,811

2022 9,811

2023 10,311

FY 2024 BUDGET REQUEST

For fiscal year 2024, the Administration requests $10.3 million for the Overseas Programs, level 

with the fiscal year 2023 appropriation. All of the funds would be used to support programs 

designed to develop expertise in strategic languages and area studies.

The Overseas Programs use “competitive preference priorities” in many of its grant competitions 

to broaden access to international education content and opportunities. These priorities have 

focused on community colleges, Historically Black Colleges and Universities, and MinorityServing Institutions, teacher education programs, less commonly taught languages, and new 

applicants.
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PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2022 2023 2024

Group Projects Abroad:

Short-Term Projects:

GPA Number of new projects 16 19 17

GPA Average new project $135 $137 $133

GPA Total new project funding $2,155 $2,605 $2,264

Advanced Overseas Projects:

GPA Number of new projects 6 7 6

GPA Average new project $265 $275 $279

GPA Total new project funding $1,591 $1,924 $1,671

GPA Total project funding $3,746 $4,529 $3,935

GPA Total number of GPA projects 22 27 23

GPA Total number of GPA participants 320 387 336

Doctoral Dissertation Research Abroad:

DDRA Number of new fellows 94 125 99

DDRA Average new fellowship $36 $36 $36

DDRA Number of new awards 42 56 44

DDRA Average new award $81 $81 $81

DDRA Total new award funding $3,409 $4,529 $3,585

Faculty Research Abroad:

FRA Number of new awards 22 0 23

FRA Average new award $58 $0 $58

FRA Total new award funding $1,265 $0 $1,330

Seminars Abroad—Special Bilateral Projects:

Seminars Number of new awards 3 3 3

Seminars Average new award $245 $250 $258

Seminars Total new award funding $735 $750 $775

Seminars Total number of participants 48 49 50

Department of State administrative costs $525 $350 $533

Program evaluation, national outreach, and 

information dissemination $50 $50 $50

Peer review of new award applications $81 $103 $103

Total Overseas funding $9,811 $10,311 $10,311
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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 APRs 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 the DDRA performance measures and plan to 

include the proposed measures in the fiscal year 2025 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 Intentionally left blank

2021 Baseline Intentionally left blank

2022 Intentionally left blank Intentionally left blank

2023 Intentionally left blank Intentionally left blank

2024 Intentionally left blank Intentionally left blank

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. Complete data for 2020 and 

2021 will be reported on in a future budget justification. Targets for 2022 and subsequent years 

will be set once an average of three baseline years can be calculated.
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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 Intentionally left blank

2021 Baseline Intentionally left blank

2022 Intentionally left blank Intentionally left blank

2023 Intentionally left blank Intentionally left blank

2024 Intentionally left blank Intentionally left blank

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. Complete data for 2020 and 

2021 will be reported on in a future budget justification. Targets for 2022 and subsequent years 

will be set once an average of three baseline years can be calculated.

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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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 2024 Authorization: To be determined1

Budget Authority:

2023 Appropriation 2024 Request Change

$13,800 $15,180 +$1,380

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 

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 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 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 will help 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 2024 is expected through appropriations 

language.
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Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2019 $11,800

2020 11,800

2021 13,800

2022 13,800

2023 13,800

FY 2024 BUDGET REQUEST

For fiscal year 2024, the Administration requests $15.2 million for TPSID, $1.4 million more than 

a fiscal year 2023 appropriation. Funds appropriated in fiscal year 2024 will support new and 

continuation 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 Program (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) (ed.gov), 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.

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. In the most recent annual 

report for the 2015-2020 grantee cohort, released in 2020, Think College reported that TPSID 

served a total of 981 students on 57 campuses across 19 states in the fourth year of data 

collection (i.e., fiscal year 2019). TPSID reported successes in a number of areas, including 

continued growth in enrollments in inclusive courses, the number 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 64 percent of students who 

completed a program during years 1 through 3 had a paid job one year after program 

completion.
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PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures

footnote

2022

footnote

2023

Footnote

2024

Number of new awards 0 0 4

Average new award 0 0 $330

Total new award funding 0 0 $1,320

Number of continuation awards 22 22 22

Average continuation award $446 $446 $446

Total continuation award funding $9,820 $9,820 $9,820

Coordinating Center $2,000 $2,000 $2,000

PPSID Center $1,980 $1,980 $2,000

Peer review of new award applications 0 0 $40

Total $13,800 $13,800 $15,180

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

2019 85% 78%

2020 85 77

2021 85 84

2022 85 Intentionally left blank

2023 85 Intentionally left blank

2024 85 Intentionally left blank

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.

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

2019 90% 88%

2020 90 72

2021 90 74

2022 90 Intentionally left blank

2023 90 Intentionally left blank

2024 90 Intentionally left blank

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.
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Tribally controlled postsecondary career and technical 

institutions

(Carl D. Perkins Career and Technical Education Act of 2006, Section 117)

(dollars in thousands)

FY 2024 Authorization: $10,465

Budget Authority:

2023 Appropriation 2024 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.

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.
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Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands) 

2019 $9,564

2020 10,000

2021 10,634

2022 10,634

2023 11,953

FY 2024 BUDGET REQUEST

For fiscal year 2024, the Administration requests $12.0 million for the Tribally Controlled 

Postsecondary Career and Technical Institutions (TCPCTI) program, level with 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 

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
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PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2022 2023 2024

Range of awards $3,813-$7,140 $3,813-$7,140 $3,813-$7,140

Number of awards 2 2 2

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

2019 Baseline 16% Baseline 15%

2020 N/A 9 N/A 9

2021 N/A 48 20% 19

2022 17% Intentionally left blank 14 Intentionally left blank

2023 17 Intentionally left blank 14 Intentionally left blank

2024 17 Intentionally left blank 14 Intentionally left blank
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99

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

2019 Baseline 166 Baseline 84

2020 N/A 143 N/A 73

2021 N/A 120 N/A 63

2022 213 Intentionally left blank 76 Intentionally left blank

2023 213 Intentionally left blank 76 Intentionally left blank

2024 213 Intentionally left blank 76 Intentionally left blank

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

2019 Baseline 25% Baseline 14%

2020 N/A 31 N/A 29

2021 N/A 51 28% 53

2022 44% Intentionally left blank 22 Intentionally left blank

2023 44 Intentionally left blank 22 Intentionally left blank

2024 44 Intentionally left blank 22 Intentionally left blank

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

2019 Baseline 17% Baseline 50%

2020 N/A 31 N/A 6

2021 N/A 28 45% 65

2022 39% Intentionally left blank 36 Intentionally left blank

2023 39 Intentionally left blank 36 Intentionally left blank

2024 39 Intentionally left blank Intentionally left blank Intentionally left blank
HIGHER EDUCATION

Tribally controlled postsecondary career and technical institutions

100

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

2019 Baseline 32% Baseline 33%

2020 N/A 40 N/A 33

2021 N/A 47 N/A 33

2022 51% Intentionally left blank 41% Intentionally left blank

2023 51 Intentionally left blank 41 Intentionally left blank

2024 51 Intentionally left blank 41 Intentionally left blank

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

2019 Baseline 26% Baseline 6%

2020 N/A 25 N/A 17

2021 N/A 30 33% 58

2022 31% Intentionally left blank 32 Intentionally left blank

2023 31 Intentionally left blank 32 Intentionally left blank

2024 31 Intentionally left blank 32 Intentionally left blank

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. Data for 2021 will be available in fall of 2022.

Efficiency Measures

The Department adopted cost per participant as the efficiency measure for this program. there 

continue to be reliability concerns about these data due to challenges in obtaining an accurate 

student count. 

Measure: Annual cost per participant (whole dollars).

Year

Cost per participant, 

Navajo Tech

Cost per participant, 

UTTC

2019 $5,059 $4,561

2020 4,070 4,252

2021 4,070 4,252

2022 4,157 4,692

2023 Intentionally left blank Intentionally left blank

2024 Intentionally left blank Intentionally left blank
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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 students who are counted multiple 

times. Data for fiscal year 2023 will be available by the fall of 2024. Note that the validity of the 

student count data provided by the recipients is uncertain.
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Assistance for students: 

Federal TRIO programs

(Higher Education Act of 1965, Title IV, Part A, Subpart 2, Chapter 1)

(dollars in thousands)

FY 2024 Authorization: To be determined1

Budget Authority: 

Period of fund availability: 

2023 Appropriation 2024 Request Change

$1,191,000 $1,297,761 +$106,761

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 low-income, 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, homeless children 

and youth, 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 

provide an on-campus residential summer component and work-study positions that expose 

1 The GEPA extension expired September 30, 2015. Reauthorization for FY 2024 is expected through appropriations 

action.
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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 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 a high of $9,878 for the McNair program to a low of 

$285 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 2022) 

Award Type

Number of 

Participants

Average number of 

participants

per project

Federal

cost per participant

Talent Search 350,730 635 $543

Upward Bound 73,994 72 4,949

Upward Bound Math and Science 14,963 62 4,925

Veterans Upward Bound 8,598 132 2,391

Educational Opportunity Centers 218,953 1,196 292

Student Support Services 209,286 180 1,755

McNair 5,677 28 9,931

NOTE: Data reflects number of participants projects were funded to serve in FY 2022, not the number of participants actually served by projects in that year.

Percentage of Funds by Institution Type (FY 2022) 

Institution Type

Talent 

Search

Upward 

Bound1

Educational 

Opportunity 

Centers

Student 

Support 

Services McNair

Postsecondary Institutions

Public, 4-year 45.6% 49.9% 44.6% 44.4% 73.4%

Public, 2-year 25.1 23.4 27.3 42.7 0.0

Private, 4-year 8.8 14.1 3.9 12.6 26.6

Private, 2-year 0.0 0.1 0.0 0.3 0.0

Total, Postsecondary 79.5 87.5 75.8 100.0 100.0

Other organizations2 20.5 12.5 24.2 0 0

Total 100.0 100.0 100.0 100.0 100.0

1 Includes regular Upward Bound, Upward Bound Math and Science, and Veterans Upward Bound.

2 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.
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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)

2019 1,060,000

2020 1,090,000

2021 1,097,000

2022

2023

1,137,000

1,191,000

FY 2024 BUDGET REQUEST

For fiscal year 2024, the Administration requests $1.3 billion for the Federal TRIO programs, 

$106.8 million more than the fiscal year 2023 appropriation. At the requested level, the amount 

available for Student Support Services in fiscal year 2024 would increase by approximately 

$106.4 million to $486.4 million. This increase would support new awards that would serve an 

estimated 56,392 additional students over the next five years. Focusing the entire increase on 

Student Support Services would support the Administration’s priority on improved retention and 

completion outcomes for eligible students enrolled in two-year and four-year postsecondary 

education. The request would also support a new competition for the TRIO training program 

which will issue 4.3 million in new awards for TRIO staff training. 

The request also would provide approximately $1.167 billion to support continuation awards for 

all TRIO programs except for the TRIO training program. Additionally, the Department expects 

that $8.5 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 2024 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, even though they 

may meet a range of definitions of “low-income,” the HEA definition does not recognize them as 

such.1 Therefore, the Administration proposes new 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 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. 

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures

2022 20232 2024 

Talent Search:

New Awards $7,480 0 0

Continuation Awards 200,972 $179,052 $179,052

Total 208,452 179,052 179,052

Upward Bound:

New Awards 339,900 3,446 0

Continuation Awards 26,358 376,683 380,129

Total 366,258 380,129 380,129

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 These figures are not final and may change as the Department works to address TRIO funding directives included 

in the FY 2023 appropriations bill explanatory statement. 
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Output Measures

2022 20231 2024 

Upward Bound Math and Science

New Awards 5,962 3,450 0

Continuation Awards 67,737 74,667 78,117

Total 73,699 78,117 78,117

Veterans Upward Bound

New Awards 18,366 840 0

Continuation Awards 2,192 21,276 22,116

Total 20,558 22,116 22,116

Educational Opportunity Centers

New Awards 3,481 0 0

Continuation Awards 60,406 66,122 66,122

Total 63,887 66,122 66,122

Student Support Services

New Awards 3,367 0 106,412

Continuation Awards 337,283 380,048 380,048

Total 340,650 380,048 486,460

McNair Postbaccalaureate

New Awards 51,239 2,881 0

Continuation Awards 5,139 58,351 61,232

Total 56,378 61,232 61,232

Staff Training

New Awards 3,921 330 4,345

Continuation Awards 0 4,015 0

Total 3,921 4,345 4,345

Total awards

New Awards 433,716 10,948 110,757

Continuation Awards 700,087 1,160,214 1,166,817

Evaluation

0 0 0

1 These figures are not final and may change as the Department works to address TRIO funding directives included 

in the FY 2023 appropriations bill explanatory statement. 
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Output Measures

2022 20231 2024 

Frontloading

0 11,339 11,338

Administrative expenses:

Peer review of new award 

applications 1,568 0 350

Other expenses 1,629 8,500 8,500

Total 3,197 8,500 8,850

Total 1,137,000 1,191,000 1,297,761

PROGRAM PERFORMANCE INFORMATION

Performance Measures

This section presents selected program performance information, including, for example, GPRA 

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: 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. 

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

2019 81.0% 75.6% 82.5% 83.2% 62.0% 58.6%

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 Intentionally left blank 84.0 Intentionally left blank 62.0 Intentionally left blank

2023 81.0 Intentionally left blank 84.0 Intentionally left blank 62.0 Intentionally left blank

2024 81.0 Intentionally left blank 84.0 Intentionally left blank 62.0 Intentionally left blank

1 These figures are not final and may change as the Department works to address TRIO funding directives included 

in the FY 2023 appropriations bill explanatory statement.
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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

2019 39.0% 46.2%

2020 39.5 48.2

2021 41.5 47.5

2022 45.0 Intentionally left blank

2023 45.0 Intentionally left blank

2024 45.0 Intentionally left blank
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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

2019 51.0% 59.1%

2020 52.0 59.1

2021 54.0 60.7

2022 58.0 Intentionally left blank

2023 58.0 Intentionally left blank

2024 58.0 Intentionally left blank

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

2019 71.0% 67.1% 85.0% 81.3%

2020 71.0 64.7 85.0 86.8

2021 71.0 64.1 85.0 85.7

2022 71.0 Intentionally left blank 85.0 Intentionally left blank

2023 71.0 Intentionally left blank 85.0 Intentionally left blank

2024 71.0 Intentionally left blank 85.0 Intentionally left blank

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

2019 $460 $546 $4,525 $5,087 $1,640 $1,824

2020 460 660 4,525 5,150 1,630 1,971

2021 460 716 4,525 5,669 1,630 2,207

2022 460 Intentionally left blank 4,510 Intentionally left blank 1,630 Intentionally left blank

2023 460 Intentionally left blank 4,510 Intentionally left blank 1,630 Intentionally left blank

2024 460 Intentionally left blank 4,510 Intentionally left blank 1,630 Intentionally left blank

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

2019 $30,000 $27,294

2020 30,000 29,726

2021 30,000 36,746

2022 30,000 Intentionally left blank

2023 30,000 Intentionally left blank

2024 30,000 Intentionally left blank

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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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 2024 Authorization: To be determined1

Budget Authority:

Period of fund availability: 

2023 Appropriation 2024 Request Change

$388,000 $408,000 +$20,000

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 six 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. 

Other authorized activities include providing technical assistance to GEAR UP partnership 

grantees located in the State, providing professional development opportunities to individuals

1 The GEPA extension expired September 30, 2015. Reauthorization for FY 2024 is expected through appropriations 

action.
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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 no 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, 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 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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Funding levels for the past 5 fiscal years were:

Fiscal Year fiscal Year (dollars in thousands)

2019 360,000

2020 365,000

2021 368,000

2022 378,000

2023 388,000

FY 2024 BUDGET REQUEST

For fiscal year 2024, the Administration requests $408.0 million for the GEAR UP program, 

$20 million more than 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. A

2008 evaluation1 indicated that GEAR UP increased students’ and parents’ knowledge of 

postsecondary opportunities and increased rigorous course-taking. 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 from low-income families in GEAR UP programs compared 

to their higher income peers attending non-GEAR UP schools.2 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 education.3 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.4

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 

high-poverty middle schools, 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 

1 U.S. Department of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies 

Service, Early Outcomes of the GEAR UP Program―Final Report. Washington, D.C., 2008.

2 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. 3 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.

4 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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GEAR UP requires (both through the creation of partnerships and 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 2018 through 2023 competitions. 

The Department would use approximately $108 million to fund additional new State and 

Partnership awards in a fiscal year 2024 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 2022 Footnote2023 Footnote2024

State Grants:

State: Number of new awards 2 4 13

State: Average new award $3,876 $4,974 $4,136

State: Total new award funding $7,752 $19,897 $53,773

State: Number of continuation awards 34 31 25

State: Average continuation award $3,705 $3,846 $4,154

State: Total continuation award funding $125,971 $119,236 $103,861

State: Total award funding $133,723 $139,133 $157,634

State: Total number of awards 36 35 38

Partnership Grants:

Partnership: Number of new awards 4 6 20

Partnership: Average new award $2,662 $2,607 $2,689

Partnership: Total new award funding $10,650 $15,642 $53,773

Partnership: Number of continuation awards 116 116 98

Partnership: Average continuation award $2,004 $1,987 $1,978

Partnership: Total continuation award funding $232,511 $230,456 $193,827

Partnership: Total award funding $243,161 $246,098 $247,600

Partnership: Total number of awards 120 122 118=

Total award funding:

Partnership: Total new award funding $18,402 $35,540 $107,546

Partnership: Total continuation award funding $358,482 $349,692 $297,688

Evaluation $777 $2,500 $2,500
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Output Measures 2022 Footnote2023 Footnote2024

Peer review of new award 

applications

0 $103 $100

Data collection $174 $166 $166

Total program funding1 $378,000 $388,000 $408,000

Total number of awards 156 157 156

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.

1 Totals include funding for higher education evaluation.
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Measure: The percentage of GEAR UP high school seniors who graduated from high school.

Year Target Actual

2019 89.0% 86.0%

2020 89.0 87.2

2021 89.0 86.6

2022 89.0 88.3

2023 89.0 Intentionally left blank

2024 89.0 Intentionally left blank

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. 

Measure: The percentage of former GEAR UP high school graduates who immediately 

enrolled in college.

Year Target Actual

2019 63.0% 58.3%

2020 64.0 87.8

2021 65.0 66.1

2022 66.0 81.6

2023 66.0 Intentionally left blank

2024 66.0 Intentionally left blank

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. 

Objective: Increase the academic performance and preparation for postsecondary education of 

GEAR UP students.
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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

2019 60% 60.6% 60% 74.1%

2020 65 71.0 65 64.4

2021 65 67.9 70 58.4

2022 65 62.6 75 54.9

2023 65 Intentionally left blank 75 Intentionally left blank

2024 65 Intentionally left blank 75 Intentionally left blank

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 data from 2020 was adjusted due to an error in the 

previously reported data. 

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 

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 2022 was 

$1,644. The Department provided approximately $1.8 million per year to the grantees in this 

cohort, which produced 31,310 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
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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 recently 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 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 

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. 
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The evaluation will use 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 2023. 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 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 support workshops, can be included in an effectiveness study focusing on 

whether these strategies can improve college enrollment and persistence after high school. 
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Graduate assistance in areas of national need

(Higher Education Act of 1965, Title VII, Part A, Subpart 2)

(dollars in thousands)

FY 2024 Authorization: To be determined1

Budget Authority:

2023 Appropriation 2024 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. The Department also may 

award grants to non-degree-granting institutions that have formal arrangements for the support 

of doctoral dissertation research with degree-granting institutions. 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 in FY 2024 is expected through appropriations 

language.
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Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2019 $23,047

2020 23,047

2021 23,547

2022 23,547

2023 23,547

FY 2024 BUDGET REQUEST

The Administration requests $23.5 million for the Graduate Assistance in Areas of National 

Need (GAANN) program for fiscal year 2024, level with 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 access to students in financial need and those from 

traditionally underrepresented backgrounds. 

PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures 2022 footnote2023 footnote2024 Footnote

Number of new awards 11 1 0 79

Number of new fellowships 54 0 402

Average new award $251 0 $260

Total new award funding $2,763 0 $20,531

Number of continuation awards 79 90 11

Number of continuation fellowships 408 462 54

Average continuation award $263 $262 $251

Total continuation funding $20,784 $23,547 $2,763

1 In fiscal year 2022, the Department made new awards from the list of unsuccessful applicants from the fiscal year 

2021 competition.
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Output Measures 2022 footnote2023 footnote2024 Footnote

Average institution payment $17 $17 $17

Average stipend $34 $34 $34

Total average fellowship $51 $51 $51

Total number of awards 90 90 90

Total number of fellowships 462 462 456

Peer review of new award applications 0 0 $253

Total program funding $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.

Measure: The percentage of GAANN fellows completing the terminal degree in the designated 

areas of national need.

Year Target Actual

2019 65% 68%

2020 65 66

2021 65 Intentionally left blank

2022 65 Intentionally left blank

2023 65 Intentionally left blank

2024 65 Intentionally left blank

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
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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.

Measure: Median time to degree completion (years).

Year Target Actual

2019 5.0 4.9

2020 5.0 4.9

2021 5.0 Intentionally left blank

2022 5.0 Intentionally left blank

2023 5.0 Intentionally left blank

2024 5.0 Intentionally left blank

Additional Information: Data collected through annual performance reports show that program 

participants had a median time to completion of 4.9 years in 2019. According to the 2020 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 6.3 years for the physical sciences, 6.8 years for engineering, and 6.9 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.

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

2018 $68,500 $69,702

2019 68,000 71,930

2020 68,000 Intentionally left blank

2021 68,000 Intentionally left blank

2022 68,000 Intentionally left blank

2023 68,000 Intentionally left blank

2024 68,000 Intentionally left blank

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 
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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. Data for 2020 (2016 cohort of grantees) will be 

available in March 2023.
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Child care access means parents in school

(Higher Education Act of 1965, Title IV, Part A, Subpart 7)

(dollars in thousands)

FY 2024 Authorization: To be determined1

Budget Authority:

2023 Appropriation 2024 Request Change

$75,000 $95,000 +$20,000

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 childcare services. The program makes competitive grants of up 

to 4 years in duration 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 childcare 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-school 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 childcare services; 

progress made toward accreditation of any childcare facility; and the impact of the grant on the 

quality, availability, and affordability of campus-based childcare services.

1 The GEPA extension expired September 30, 2015. Reauthorization for FY 2024 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 childcare services.

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2019 $50,000

2020 53,000

2021 55,000

2022 65,000

2023 75,000

FY 2024 BUDGET REQUEST

For fiscal year 2024, the Administration requests $95 million for the Child Care Access Means 

Parents in School (CCAMPIS) program, $20 million more than the fiscal year 2023 

appropriation. The increase would support a competition for new awards in fiscal year 2024.

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 grantees 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.

The fiscal year 2022 appropriations bill lifted the statutory limits on grant award amounts,

permitting the Department to triple the minimum award from $30,000 to $90,000 and increase

the maximum award from 1 percent to 3 percent of an institution’s Pell Grant funding in the 

previous year. These changes made it possible for the Department to enable institutions to 

effectively serve more students on campus and address the rising cost of providing child care.

In addition, the Explanatory Statement of the Consolidated Appropriations Act, 2023 

(P.L 117-328) included language directing the Department to establish a flat maximum grant 

award reflective of the costs to provide high-quality child care to student parents, and to 

prioritize funding to IHEs based on the number of Pell Grant recipients. The Department is 

considering a number of options to comply with this directive. We will work with Congress on the 

best course of action in fiscal year 2023.
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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.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.2

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 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 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.1

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. The fiscal year 2024 

request would take significant steps to address this demonstrated need by significantly 

increasing the number of institutions that establish or expand campus-based child care

programs; offer emergency back-up care and provide summer child care and before and after 

school 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/.
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PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2022 2023 2024

Number of new awards 111 301 30

Average new award $414 $453 $489

Total new award funding $45,957 $13,604 $14,678

Number of continuation awards 191 302 231

Average continuation award $2 $168 $325

Total continuation award funding $326 2 $50,745 $75,113

Number of frontload awards 191 191 141

Average frontload award $521 $26 $1

Total frontload award funding $10,025 3 $4,822 $141

Supplemental awards to current grantees $8,361 $5,529 4 $4,568

Peer review of new award applications $148 $300 $500

Total award funding5 $65,000 $75,000 $95,000

Total number of awards 302 332 261

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. 

1 The Explanatory Statement of the Consolidated Appropriations Act, 2023 (P.L 117-328) included language 

directing the Department to establish a flat maximum grant award reflective of the costs to provide high-quality child 

care to student parents, and to prioritize funding to IHEs based on the number of Pell Grant recipients. The 

Department is considering a number of options to comply with this directive. We will work with Congress on the best 

course of action in fiscal year 2023. 2 The total includes $190 for continuation awards to 190 grantees that were fully frontloaded in a prior fiscal year and 

$325,571 for a continuation award to a grantee that was not previously frontloaded.

3 The Department received applications than expected in the fiscal year 2021 and fiscal year 2022 competitions, and 

as a result, used the funding to frontload prior-year grantees.

4 If the Department does not award supplements, $19.1 million will be available for new awards in fiscal year 2023.

5 Totals include funding for higher education evaluation.
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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.

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

2019 75% 81% 81% 87% 61% 75%

2020 75 Intentionally left blank 81 Intentionally left blank 61 Intentionally left blank

2021 75 Intentionally left blank 81 Intentionally left blank 62 Intentionally left blank

2022 75 Intentionally left blank 81 Intentionally left blank 62 Intentionally left blank

2023 75 Intentionally left blank 81 Intentionally left blank 62 Intentionally left blank

2024 75 Intentionally left blank 81 Intentionally left blank 62 Intentionally left blank

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. Performance data for 2020 and 2021 will be 

available in spring 2023.

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 for the 2020 cohort of grantees are expected to be 

available December 2023.
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Fund for the Improvement of Postsecondary Education

(Higher Education Act of 1965, Title VII, Part B)

(dollars in thousands)

FY 2024 Authorization: To be determined1

Budget Authority:

Period of fund availability: 

2023 Appropriation 2024 Request Change

$184,000 $725,000 +$541,000

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 are funded with fiscal year 2023 appropriations. Information about fiscal 

year 2022 awards and anticipated fiscal year 2023 awards is in the Program Output Measures 

table.

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 will make new awards by funding 

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 will make new 

1 The GEPA extension expired September 30, 2015. Reauthorization for FY 2024 is expected through appropriations 

action.
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awards by funding from the list of remaining eligible applicants from the fiscal year 2022 

competition and by running a competition for new awards.

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 will run a competition for new awards.

The Modeling and Simulation 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 will run 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 will run 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. 

The Department will run a competition for new awards in fiscal year 2023.

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, 

consortia of IHEs, statewide systems of higher education, or a partnership including any of the 

preceding entities and, optionally, a non-profit or business. In fiscal year 2023, the program will 

be 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. To the extent practicable, at least half of these funds will support awards for midphase or expansion grants. All grantees will be required to carry out rigorous independent 

evaluations of their projects. 
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The program builds upon the fiscal year 2022 program, which supported evidence-based 

activities to improve student outcomes, including retention, transfer, credit accumulation, and 

completion by providing grants to eligible IHEs, to promote postsecondary completion for 

students close to completion, whether for students currently enrolled in higher education, 

students who are no longer enrolled because of the challenges they faced during the COVID-19 

pandemic and close to completion, or both. IHEs may supplement or expand evidence-based 

and data-driven activities to support retention and completion for both groups. The Department 

awarded 5 grants for a project period up to 24 months. 

The Historically Black Colleges and Universities (HBCU), Tribally Controlled Colleges and 

Universities (TCCUs), 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 will award grants through a 

competition for new awards.

The following programs were funded with fiscal year 2022 appropriations, but were not funded 

under FIPSE in fiscal year 2023:

The Augustus F. Hawkins Centers of Excellence program, authorized under Part B of Title II 

of the HEA, supports centers of excellence at HBCUs, TCUs, 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, resulting in a more diverse teacher workforce 

prepared to teach in our Nation’s elementary and secondary schools. In fiscal year 2022, the 

Department awarded 12 grants for the first two years of a four-year project period. More details 

about this program, as well as the Administration’s fiscal year 2024 funding request, are 

provided under the Augustus F. Hawkins Centers of Excellence activity.

The Center of Excellence in Spatial Computing program provides funding for IHEs to teach 

students the necessary skills to succeed in an ever-evolving high-tech economy. The program is 

designed to help increase the number of highly qualified Americans available for hire within the 

high-tech labor pool. Priority is given to projects that are designed to increase the proportion of 

underrepresented students with the skill sets necessary to meet industry demands in spatial 

computing by providing high-quality, paid, job-embedded opportunities that could lead to 

stackable credentials in the field.

The Digital Learning Infrastructure and IT Modernization Pilot provides grants to eligible 

MSIs to enable them to provide support and technical assistance to expand their digital learning 

infrastructure. Projects are required to develop and/or enhance digital learning infrastructure 

plans that address the leadership, human capital, instruction, and IT that will improve the IHE’s 

capacity to expand learning and promote innovation that improves student outcomes. 
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Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2019 5,000

2020 24,500

2021 41,000

2022 76,000

2023 184,000

FY 2024 BUDGET REQUEST

For fiscal year 2024, the Administration requests $725.0 million for FIPSE, $541 million more 

than the fiscal year 2023 appropriation. The request includes $165 million to support the 

Postsecondary Student Success Grants program, which is $120 million more than the fiscal 

year 2023 appropriation. The request also includes $350 million for the HBCU, TCCU, and MSI 

R&D Infrastructure Grants program, $300 million more than the fiscal year 2023 appropriation. 

The request additionally includes $30 million for a new Postsecondary Advancement and 

Success Technical Assistance Center, $30 million for a new Systemwide Holistic Student 

Supports program, and $150 million for a new School- and Campus-Based Mental Health 

Service Grants program for higher education.

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 by expanding support to States 

and funding additional grants to IHEs and increased grants to systems of IHEs, through a tieredevidence 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 the state and institutional level 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. Eligible entities receiving a grant may use funds directly or in collaboration with 

nonprofit organizations and/or other IHEs for one or more of the following activities:

• 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 in applying for and accessing direct support services, means-tested 

Federal benefit programs, or similar State, tribal, or local benefit programs;
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• Providing emergency financial aid grants to students for unexpected expenses or to meet 

basic needs;

• Providing accelerated learning opportunities, including 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;

• Reforming remedial and developmental education including implementation of corequisite 

remediation or the implementation of multiple measures for placement;

• Utilizing career pathways, including through building capacity for career and technical 

education; or

• Improving transfer pathways between community colleges and four-year IHEs.

HBCU, TCCU, and MSI Research and Development (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 2017.1 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 

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.3 One study found that 

innovation in the U.S. would quadruple if women, people of color, and individuals who grew up 

in low-income families engaged in innovation at the same rate as other demographic groups 

who are not held back by discrimination and structural barriers.4 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 requested increase 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 

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/

3 https://ncses.nsf.gov/pubs/nsb20223/assets/nsb20223.pdf

4 http://www.equality-of-opportunity.org/assets/documents/inventors_summary.pdf
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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:

(1) 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 as doctors, STEM educators, engineers, and scientists;

(2) Generating greater innovation, connectivity, and positive spillovers across academic 

communities, other postsecondary institutions, and with other organizations within regional 

economies; and

(3) 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 Administration’s R&D Infrastructure Investment proposal 

would make 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, industry, and

philanthropic partners.

Funds would support both planning and implementation grants designed to promote 

transformational investments in research infrastructure, including physical infrastructure and 

human capital development: 

• Planning grants of up to two-years would provide HBCUs, TCCUs, and MSIs with funding for 

the development of strategic plans for transforming institutional research capacity, defined 

as advancing research capacity/status to the next tier of the Carnegie Classification system. 

Upfront investment in planning grants would support IHEs to clarify how R&D funding will be 

used as part of a broader upward movement in research capacity, thereby promoting 

effective targeting of implementation funds. In addition, the planning process will allow IHEs 

to explore third-party funding opportunities that could complement Federal research 

infrastructure grants. IHEs that complete planning grants and produce high-quality strategic 

plans that include implementation, evaluation, and assessment action plans would be given 

priority in the funding of implementation grants.

• Implementation grants of one to five years would support high-quality implementation of 

transformative research capacity initiatives at participating HBCUs, TCCUs, and MSIs.

In order to provide a greater opportunity for planning grant recipients to apply for implementation 

grants, the Administration requests to make funding available for two years.

Postsecondary Advancement and Success Technical Assistance Center

For fiscal year 2024, the Administration requests $30 million in dedicated funding to create the 

first of its kind technical assistance center to support postsecondary advancement and success. 
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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, upon 

request, to support IHEs, systems of IHEs, and States to advance efforts to improve 

postsecondary equity, access, persistence, retention, and completion. The Center would help 

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. 

The Center would maintain the in-house expertise and flexibility to support a wide range of 

activities related to improving postsecondary 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, and other 

strategies for improving student outcomes and lowering costs for students.

Systemwide Holistic Student Supports

This Administration is committed to closing equity gaps and ensuring that all students have the 

resources they need to persist and be successful in postsecondary education. Difficulty in 

meeting basic needs in higher education has gained increasing attention as a critical public 

health issue. A 2015 systematic review reported that food insecurity was 3 times higher 

(43 percent) among college students than in US adult households (13 percent).1 The pandemic 

exacerbated pre-existing food and housing insecurity and increased mental health needs 

among college students. A recent study found that nearly 3 in 5 college students faced difficulty 

in meeting their basic needs during the fall 2020 semester.2 HEERF funds delivered financial 

lifelines and helped IHEs address this extraordinary need, making it possible for students to stay 

enrolled and on track during the pandemic. In 2021, IHEs distributed $19.5 billion in Emergency 

Financial Aid Grants to 12.7 million students to help them afford basic needs and remain 

enrolled in school. The new Systemwide Holistic Student Supports program would take 

significant steps to address this ongoing need by improving infrastructure and reducing barriers 

to better connect students to resources. There are many existing federal and local programs 

that can, in coordination, help to holistically meet the needs of students. By improving the 

infrastructure and data sharing necessary to coordinate and align supports across these 

systems and agencies, grantees can unlock and streamline access to additional funding and 

resources for students.

For fiscal year 2024, the Administration requests $30 million for the new Systemwide Holistic 

Student Supports program. Building off fiscal year 2023 investments in the Basic Needs Grants 

and lessons learned from COVID-19 emergency flexibilities, the proposed program would 

strengthen systemwide strategic integrations of student supports by providing grants to State 

1 https://basicneeds.ucop.edu/resources/helping-college-students-get-snap.pdf

2 https://www.luminafoundation.org/wp-content/uploads/2021/04/real-college-2021.pdf
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agencies, systems of IHEs, or other large consortia of IHEs. The program would provide crossagency supports to improve the systems and structures necessary to simplify and expand 

student access to federal, state, Tribal, and local benefits beyond Title IV student aid programs, 

such as SNAP and the Housing Choice Voucher program, and to improve coordination of critical 

services such as mental health care and childcare. Identifying and accessing these resources 

is often a difficult and time-consuming process that involves interactions and applications with 

multiple different agencies. Addressing these burdens on students requires a comprehensive 

and collaborative strategy. Under the proposed program, grant recipients could use 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. Grantees could also expand staffing 

to coordinate resources that holistically address students’ basic needs, develop and implement 

statewide outreach efforts, expand and scale systemwide best practices for mental health 

supports, provide evidence-based training and professional development, and evaluate the 

effectiveness of holistic support programs, among other activities. 

As part of the response to the COVID-19 emergency, the Department designated the 

Departments of Agriculture, Labor, Treasury, Health and Human Services and the Federal 

Communications Commission as entities providing aid to students. This allowed these agencies 

to use data to provide students information about their potential eligibility for several basic 

needs programs that were expanded or developed during the pandemic, including SNAP 

benefits, the Child Tax Credit, and the Emergency Broadband Benefit. These programs 

provided students much needed support to cover basic needs during the pandemic. The 

Systemwide Holistic Student Supports program would allow grantees to build on the lessons 

learned during this period and to develop sustainable, systemwide solutions to identify 

potentially eligible students and connect them with the federal and local benefits they need.

School- and Campus-Based Mental Health Service

The Administration requests $150 million to create a program to support the mental health 

needs of college students. If left unaddressed, student mental health needs are associated with 

decreased academic performance and a higher likelihood of leaving college without a 

credential. A study administered by Healthy Minds and the American Council on Education 

showed that across a range of IHEs students with untreated mental health needs were twice as 

likely to leave an IHE without graduating.1 There has been a high need for campus mental 

health services for the last several years and the COVID-19 pandemic further increased the 

demand. According to data from the Centers for Disease Control and Prevention, 63 percent of 

18–24-year-olds have reported anxiety or depression due to COVID-19, while 25 percent 

reported having had suicidal thoughts.2

Grants under this program would support IHEs in developing a campus-wide strategy to 

address student mental health needs, including creating inclusive campuses, increasing the 

1 https://healthymindsnetwork.org/wp-content/uploads/2019/08/Investing-in-Student-Mental-Health.pdf

2 https://www.cdc.gov/mmwr/volumes/70/wr/mm7040e3.htm
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availability of supportive and treatment services, hiring additional staff, and implementing best 

practices. This could include hiring additional providers on their campus, coordinating services 

for students in the community, or building connections and providing services in the community. 

Whenever possible, the goal should be to increase access to mental health professionals that 

have similar backgrounds to their student bodies. 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 mental health services and resources available in 

surrounding communities.

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2022 2023 2024

Postsecondary Student 

Success Grants

Postsecondary Student Success: Number of new awards 5 9 32

Postsecondary Student Success: Average new award $940 $4,950 $5,105

Postsecondary Student Success: Total award funding $4,698 $44,5501 $163,350

R&D Infrastructure Grants

Research Infrastructure: Planning Grants

Research Planning: Number of new awards 0 0 100

Research Planning: Average new award 0 0 $495

Research Planning: Total Planning funding 0 02 $49,500

Research Infrastructure: Implementation Grants

Implementation:Number of new awards 0 5 30

Implementation:Average new award 0 $9,900 $9,900

Implementation:Total implementation funding 0 $49,500 $297,000

Research Infrastructure: Total award funding 0 $49,500 $346,500

Higher Education TA Center

TA Center: Number of new awards 0 0 1

TA Center: Average new award 0 0 $29,700

TA Center: Total award funding 0 0 $29,700

Systemwide Holistic Student 

Supports

Holistic Student Supports: Number of new awards 0 0 6

Holistic Student Supports: Average new award 0 0 $4,950

Holistic Student Supports: Total award funding 0 0 $29,700

1 At least half of resources will support mid-phase and expansion grants.

2 Given the level of fiscal year 2023 appropriations, the Department is determining whether or not to award planning 

grants in fiscal year 2023.
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Output Measures 2022 2023 2024

School- and Campus- Based 

Mental Health

Mental Health: Number of new awards 0 0 60

Mental Health: Average new award 0 0 $2,475

Mental Health: Total award funding 0 0 148,500

CEVSS

Centers of Excellence: Number of new awards 15 15 0

Centers of Excellence: Average new award $575 $600 0

Centers of Excellence: Total award funding $8,628 9,000 0

OTP

Open Textbook Pilot: Number of new awards 2 9 0

Open Textbook Pilot: Average new award $1,347 $1,333 0

Open Textbook Pilot: Total award funding $10,9561 $12,000 0

Basic Needs Grants

Basic Needs: Number of new awards 14 10 0

Basic Needs: Average new award $932 $990 0

Basic Needs: Total award funding $13,4982 $9,900 0

Modeling and Simulation

Model and Sim Info: Number of new awards 3 9 0

Model and Sim Info: Average new award $913 $880 0

Model and Sim Info: Total award funding $2,740 $7,920 0

RPED

Rural Postsecondary: Number of new awards 16 37 0

Rural Postsecondary: Average new award $1,212 $1,204 0

Rural Postsecondary: Total award funding $19,9563 $44,550 0

TGIY

Transitioning Youth: Number of new awards 2 5 0

Transitioning Youth: Average new award $989 $990 0

Transitioning Youth: Total award funding $1,979 $4,950 0

Augustus F. Hawkins Centers

Hawkins Centers: Number of new awards 12 0 0

Hawkins Centers: Average new award $686 0 0

1 OTP used $8.3 million from the fiscal year 2022 appropriation to complete funding second year and third year costs 

associated with the OTP cohort first funded in fiscal year 2021. 2 Basic Needs used approximately $0.45 million from the fiscal year 2022 appropriation to complete funding second 

year and third year costs associated with a Basic Needs grant that was partially funded in fiscal year 2021. 

3 RPED used approximately $0.57 million from the fiscal year 2022 appropriation to complete funding second year 

and third year costs associated with an RPED grant that was partially funded in fiscal year 2021.
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Output Measures 2022 2023 2024

Hawkins Centers: Total award funding $8,236 01 0

Center of Excellence in 

Spatial Computing

Spatial Computing: Number of new awards 1 0 0

Spatial Computing: Average new award $1,022 0 0

Spatial Computing: Total award funding $1,022 0 0

Digital Learning 

Infrastructure

Digital Learning: Number of new awards 4 0 0

Digital Learning: Average new award $944 0 0

Digital Learning: Total award funding $3,775 0 0

Contracts

Contracts Peer review $512 $800 $7,250

Undistributed2 0 $830 0

Total FIPSE funding $76,000 $184,000 $725,000

Total number of new awards 74 99 229

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 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 (FY) 

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. 

1 Funds for the Augustus F. Hawkins Centers of Excellence were appropriated separately from FIPSE for fiscal year 

2023 and are not requested under FIPSE for fiscal year 2024. See the Augustus F. Hawkins Centers of Excellence 

activity for the description and funding request.

2 The cost of peer review will be less than 1 percent of the funding for programs undergoing a competition in fiscal 

year 2023 due to cost savings realized from combining all the peer reviews under one contract. The funds that 

remain will be put towards FIPSE grant awards as slate memos become finalized.
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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 (FY) 

2018 and 2019 appropriations, as outlined in the FY 2018 Notice Inviting Applications (NIA). 

The Department set separate performance measures for all remaining programs funded under 

the FY 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. 

The Department will establish goals and performance indicators for Postsecondary Student 

Success to assess the impact and effectiveness of retention and completion activities supported 

by the program. The Department will also establish goals and performance indicators for HBCU, 

TCCU, and MSI R&D Infrastructure Grants to assess the effectiveness of grant funds in 

supporting transformational investments in research infrastructure, including physical 

infrastructure and human capital development. 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.

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 Intentionally left blank Intentionally left blank

2023 Intentionally left blank Intentionally left blank

2024 Intentionally left blank Intentionally left blank

Additional Information: Data is reported for University of California, Davis (UC Davis), 

Chippewa Valley Technical College (CVTC), and Arizona State University (ASU). Only the data 

from CVTC, which is the lead institution in the Wisconsin Technical College System (WTCS), 

was available for 2020 reporting.
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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 Intentionally left blank Intentionally left blank

2023 Intentionally left blank Intentionally left blank

2024 Intentionally left blank Intentionally left blank

Additional Information: Data is reported for CVTC only.

Measure: The average cost savings per student.

Year Target Actual

2020 Baseline $154

2021 Baseline 254

2022 Intentionally left blank Intentionally left blank

2023 Intentionally left blank Intentionally left blank

2024 Intentionally left blank Intentionally left blank

Additional Information: Data is reported for UC Davis, CVTC and ASU.

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 Intentionally left blank Intentionally left blank

2023 Intentionally left blank Intentionally left blank

2024 Intentionally left blank Intentionally left blank

Additional Information: Data is reported for UC Davis, CVTC and ASU.

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 Intentionally left blank Intentionally left blank

2023 Intentionally left blank Intentionally left blank

2024 Intentionally left blank Intentionally left blank

Additional Information: Data is reported for UC Davis, CVTC and ASU.
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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 Intentionally left blank Intentionally left blank

2023 Intentionally left blank Intentionally left blank

2024 Intentionally left blank Intentionally left blank

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. Data is reported for UC Davis, CVTC and ASU.

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 Intentionally left blank Intentionally left blank

2023 Intentionally left blank Intentionally left blank

2024 Intentionally left blank Intentionally left blank

Additional Information: This measure was revised in the NFP for fiscal year 2020 competitions 

and beyond to include “ancillary materials language”. Data was available for some of the fiscal 

year 2020 awardees: West Hills Community College (WHCC) and Middlesex College (MC).

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 Intentionally left blank Intentionally left blank

2023 Intentionally left blank Intentionally left blank

2024 Intentionally left blank Intentionally left blank

Additional Information: This measure was revised in the NFP for FY 2020 competitions and 

beyond to include “ancillary materials language”. Data is provided for some fiscal year 2020 

awardees: WHCC and MC.
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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 Intentionally left blank Intentionally left blank

2023 Intentionally left blank Intentionally left blank

2024 Intentionally left blank Intentionally left blank

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 provided for some fiscal year 2020 awardees: 

WHCC, MC, the University of Texas at Arlington (UTA), and Linn-Benton Community College 

(LBCC).

Measure: The average cost savings per student.

Year Target Actual

2021 Baseline $113.66

2022 Intentionally left blank Intentionally left blank

2023 Intentionally left blank Intentionally left blank

2024 Intentionally left blank Intentionally left blank

Additional Information: This measure remained the same in the NFP for fiscal year 2020 

competitions and beyond. Data is included for some fiscal year 2020 and fiscal year 2021 

awardees: WHCC and William Marsh Rice University (WMRU).

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 Intentionally left blank Intentionally left blank

2023 Intentionally left blank Intentionally left blank

2024 Intentionally left blank Intentionally left blank

Additional Information: This measure was revised in the NFP for fiscal year 2020 competitions 

and beyond to include “ancillary materials language”. Data is included for WHCC.
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Teacher quality partnership

(Higher Education Act of 1965, Title II, Part A)

(dollars in thousands)

FY 2024 Authorization: To be determined1

Budget Authority:

Period of fund availability: 

2023 Appropriation 2024 Request Change

$70,000 $132,092 +$62,092

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. Projects may also include a 

component to prepare school leaders in high-need or rural local educational agencies (LEAs) or 

a component to partner with a public broadcast television station or another entity that develops 

digital education content to improve the quality of teacher preparation programs. 

Only partnerships may apply for funding under this program. Partnerships must include a 

high-need 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).

1 The GEPA extension expired September 30, 2015. Reauthorization for FY 2024 is expected through appropriations 

action.
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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, among other 

things, using teaching and learning research so that teachers implement research-based 

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, which may include alternative routes 

to certification such as Grow Your Own programs, registered teacher apprenticeship programs; 

and strengthening literacy instruction skills of prospective and new elementary and secondary 

school teachers.

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.
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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, 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 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)

2019 $43,092

2020 50,092

2021 52,092

2022 59,092

2023 70,000

FY 2024 BUDGET REQUEST

For fiscal year 2024, the Administration requests $132.1 million for the TQP program, $62.1 

million more than a fiscal year 2023 appropriation. Of the funds requested, approximately 

$84 million would support new awards and $42.6 million would support continuation awards to 

successful applicants from prior competitions. Approximately $356,000 would be used to 

prepare the State teacher quality reports required under Title II of the HEA.

In addition to the new TQP grant awards, of the total requested increase, $5 million would be 

used to study outcomes such as the extent to which teachers trained through teaching 

residency programs (TRPs) funded under TQP are retained in their districts and schools as well 

as their impact on student achievement. The study would be designed to measure the success 
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of TRPs in placing teachers in high-need subjects, schools from low-income communities, or 

otherwise staffing teachers in hard-to-staff positions. In addition, the study would assess the 

demographics of TRP participants in comparison to the demographics of traditional teacher 

preparation programs.

Ten years have passed since the last iteration of this study was released. TRPs were relatively 

new when the 2014 study was conducted during the 2011-2012 school year but are now much 

more commonplace in many high-need school districts across the Nation. The new iteration of 

this study will consider the implications of the national COVID-19 pandemic on the teacher 

residency model and evaluate the efficacy of TRPs in training and retaining novice teachers, 

particularly in schools that serve low-income students from diverse backgrounds. 

As described further in the Program Performance Information section below, prior research on 

the TQP program shows that high-quality residency models can expand the pool of wellprepared applicants entering the teaching profession, promote diversity in the teacher 

workforce, increase teacher retention and effectiveness, and bring a wide range of experiences 

into the classroom to support students. In addition, the close partnership between school 

districts and IHEs required by the TQP program ensures that training programs are closely 

aligned with practice and teacher candidates gain clinical experience in the types of schools 

they are likely to work in upon graduation. In a 2014 study, 83 percent of residents reported that 

their work as a resident teacher reinforced what they learned in their coursework, and residents 

were more likely than non-residents in the same districts to report receiving support from their 

preparation programs. Residents also are more likely than nonresidents to report feeling 

prepared to enter the classroom, and after program completion, more than 90 percent of 

residents stayed in their school district for three years. The Administration believes that support 

for high-quality residency programs is a critical part of ensuring that all students have access to 

diverse, well-prepared, and qualified educators. 

PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures 2022 2023 2024

Partnership Grants:

New partnership grants $24,754 $15,969 $83,967

Continuations partnership 

grants

33,838 53,665 $42,619

Subtotal partnership grants 58,592 67,634 126,586

State teacher quality accountability 

reports 356 366 356

Peer review of new award 

applications

144 0 150
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Output Measures 2022 2023 2024

Retention of Novice Teachers 

Study

0 0 5,000

Total 59,092 70,000 132,092

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’s degree within 3 years.

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

Pre-Baccalaureate

Target

Pre-Baccalaureate

Actual

Residency

Target

Residency

Actual

2019 85% 90% 95% 93%

2020 85 90 95 93

2021 85 91 95 93

2022 85 90 95 93

2023 85 Intentionally left blank 95 Intentionally left blank

2024 85 Intentionally left blank 95 Intentionally left blank

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. 
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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

Pre-Baccalaureate

Target

Pre-Baccalaureate

Actual

Residency

Target

Residency

Actual

2019 80% Intentionally left blank 90% Intentionally left blank

2020 80 Intentionally left blank 90 Intentionally left blank

2021 80 85% 90 90%

2022 80 Intentionally left blank 90 Intentionally left blank

2023 80 Intentionally left blank 90 Intentionally left blank

2024 80 Intentionally left blank 90 Intentionally left blank

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 2019 and 2020 are not available 

because an insufficient number of grants had teachers in at least their third year of employment 

in those years.

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 
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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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154

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 2024 Authorization: To be determined1

Budget Authority:

Period of fund availability: 

2023 Appropriation 204 Request Change

0 $10,000 +$10,000

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 math, science, special education, and teachers who provide instruction for English 

Learners (ELs). 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 2024 is expected through appropriations 

action.
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FY 2024 BUDGET REQUEST

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, and 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 highly qualified teachers (in areas such a STEM education, special education, or 

bilingual education) into high-need schools begins with high-quality teacher preparation 

programs across the nation. 

Specifically, the Administration is focused on strengthening the educator pipeline by expanding 

high-quality teacher residency programs and building teacher apprenticeship programs. It is 

critical that teacher residency and teacher apprenticeship programs at Institutions of Higher 

Education are staffed with faculty that are trained in high-need content areas. For that reason, 

the Administration requests $10.0 million to fund the Graduate Fellowships to Prepare Faculty in 

High-Need Areas. The Administration intends to prioritize the award of funds under this program 

to applicants that administer high-quality teacher residency programs or teacher apprenticeship 

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 $10 million 

invested under this program in fiscal year 2024 would result in 240 new faculty members in 

STEM, special education, or bilingual education who would in turn train approximately 40,000 

pre-service teachers per year. 

PROGRAM OUTPUT MEASURES 

(dollars in thousands) 

Output Measures 2024

Fellowship grants: $9,900

Peer review 100

Total partnership grants 10,000

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 
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156

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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Augustus F. Hawkins Centers of Excellence

(Higher Education Act of 1965, Title II, Part B, Subpart 2)

(dollars in thousands)

FY 2024 Authorization: To be determined1

Budget Authority:

Period of fund availability: one year 

2023 Appropriation 2024 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 reforming 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, 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. 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 reforms 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 2024 is expected through appropriations 

action.
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• Awarding scholarships based on financial need to help students pay the costs 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 Historically Black Colleges or Universities 

(HBCUs), Historically Black Graduate Institutions, Hispanic-serving Institutions, Tribally 

Controlled Colleges or Universities, 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 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) 

2019 $0

2020 0

2021 0

20221 0

2023 15,000

FY 2024 BUDGET REQUEST

For fiscal year 2024, the Administration requests $30.0 million for the Hawkins program, $15.0 

million more than the fiscal year 2023 appropriation, to increase the number of high-quality 

teacher preparation programs at Historically Black Colleges and Universities (HBCUs), Tribally 

Controlled Colleges and Universities (TCCUs), and Minority-Serving Institutions (MSIs). The 

proposed increase would support additional centers of excellence at institutions of higher 

education (IHEs) to help increase and retain the number of well-prepared 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. 

Research shows that teachers of color benefit all students and can have a significant impact on 

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.
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students of color,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 English learners 

(ELs);3 over 10 percent of students are already identified as ELs, and ELs are the fastest 

growing student demographic.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.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

HBCUs, TCCUs, and MSIs are ideally positioned to help prepare a new generation of effective 

teachers of color and multilingual teachers for high-need schools.

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 2012 analysis 

found that schools with high enrollments of students of color were four times as likely to employ 

uncertified teachers as were schools with low enrollments of students of color.7 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 his or her career, 

compared to one in every 10 teachers in schools with low enrollments of students of color.8

These data highlight the importance of the high-quality mentoring and induction programs for 

new teachers that are integral to the Hawkins program.

Effective teachers can make a dramatic difference in the achievement of their students. 

Research suggests that the impact of being assigned effective teachers year after year can help 

narrow opportunity and achievement gaps significantly.9

In fiscal year 2022, the Administration gave absolute priority in making new awards to applicants 

that proposed to incorporate evidence-based comprehensive teacher preparation programs that 

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.). Retrieved from https://nces.ed.gov/ 

programs/digest/d16/tables/dt16_203.50.asp.

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://files.eric.ed.gov/fulltext/EJ990114.pdf. 8 https://learningpolicyinstitute.org/sites/default/files/product-files/CRDC_Teacher_Access_REPORT.pdf. 9https://www.rand.org/content/dam/rand/pubs/research_reports/RR4300/RR4312/RAND_RR4312.pdf#:~:text=Teach

ers%20matter%20more%20to%20student%20achievement%20than%20any,suggests%20that%2C%20among%20s

chool-related%20factors%2C%20teachers%20matter%20most.
HIGHER EDUCATION

Augustus F. Hawkins Centers of Excellence

160

provide extensive clinical experience for teacher candidates. The Administration also had two 

competitive preference priorities for projects designed to increase and retain the number of wellprepared teachers from diverse backgrounds, including candidates of color and for those that 

proposed increasing the number of bilingual and/or multilingual teachers with full certification 

prepared to teach English learners or languages other than English. The Department will use 

fiscal year 2023 funds to provide the remaining 2 years of funding for the 12 Hawkins program 

grants first funded under the Fund for the Improvement of Postsecondary Education (FIPSE) in 

fiscal year 2022. The remaining fiscal year 2023 funds will be used to frontload 3 additional 

awards from the fiscal year 2022 Hawkins program slate. 

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 20221 2023 2024

Number of new awards 12 3 30

Average new award $686 $1,493 $990

Total new award funding $8,236 $4,478 $29,700

Number of continuation awards 0 12 0

Average continuation award 0 $877 0

Total continuation award funding 0 $10,522 0

Peer review of new award applications $105 $0 $300

Total program funding $8,341 $15,000 $30,000

PROGRAM PERFORMANCE INFORMATION

As the Department implements the first year of this program, it will work to establish goals and 

performance indicators to assess the impact and effectiveness of teacher preparation activities 

supported through the Hawkins program, including indicators based in part on the targets and 

goals established by grantees. Examples of possible indicators include the percentage of 

teachers successfully completing programs, placed in schools with high-poverty rates or other 

high-need schools, and retention in such school.

1 In fiscal year 2022, funding for the Hawkins program was appropriated under FIPSE.
HIGHER EDUCATION

161

Account Summary Table

Click here for the online version

DEPARTMENT OF EDUCATION FISCAL YEAR 2024 PRESIDENT'S BUDGET

(in thousands of dollars)

Cat

Code 2022 Appropriation 2023 Appropriation

2024 President's 

Budget Request

FY 2024 President's Budget Request 

Compared to FY 2023 Appropriation

Amount Percent

Higher Education

1. Aid for institutional development:

(a) Strengthening institutions (HEA III-A, section 311) D 110,070 122,070 209,007 86,937 71.22%

(b) Strengthening tribally controlled colleges and universities (HEA III-A, section 316) D 43,896 51,549 53,080 1,531 2.97%

(c) Mandatory strengthening tribally controlled colleges and universities

(HEA III-F, section 371) M 28,290 28,290 30,000 1,710 6.04%

Subtotal 182,256 201,909 292,087 90,178 44.66%

(d) Strengthening Alaska Native and Native Hawaiian-serving institutions (HEA III-A,

section 317) D 21,371 24,433 25,044 611 2.50%

(e) 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 35,516 38,578 40,044 1,466 3.80%

(f) Strengthening HBCUs (HEA III-B, section 323) D 362,823 395,986 402,619 6,633 1.68%

(g) Mandatory strengthening HBCUs (HEA III-F, section 371) M 80,155 80,155 85,000 4,845 6.04%

Subtotal 442,978 476,141 487,619 11,478 2.41%

(h) Strengthening historically Black graduate institutions (HEA III-B, section 326) D 93,129 100,782 102,313 1,531 1.52%

(i) Strengthening HBCU masters program (HEA Title VII, section 723) D 14,834 19,937 20,956 1,019 5.11%

Subtotal 107,963 120,719 123,269 2,550 2.11%

(j) Strengthening predominantly Black institutions (HEA III-A, section 318) D 17,708 22,300 23,218 918 4.12%

(k) Mandatory strengthening predominantly Black institutions (HEA III-F, section 371) M 14,145 14,145 15,000 855 6.04%

Subtotal 31,853 36,445 38,218 1,773 4.86%

(l) Strengthening Asian American- and Native American Pacific Islander-serving

institutions (HEA III-A, section 320) D 10,936 18,589 20,120 1,531 8.24%

(m) 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 15,651 23,304 25,120 1,816 7.79%

(n) Strengthening Native American-serving nontribal institutions (HEA III-A, section 319) D 7,834 11,405 12,120 715 6.27%

(o) Mandatory strengthening Native American-serving nontribal institutions (HEA III-F, section 371) M 4,715 4,715 5,000 285 6.04%

Subtotal 12,549 16,120 17,120 1,000 6.20%

(p) Minority science and engineering improvement (HEA III-E-1) D 14,539 16,370 18,370 2,000 12.22%

Subtotal, Aid for institutional development 843,305 929,586 1,041,847 112,261 12.08%

Discretionary D 697,140 783,421 886,847 103,426 13.20%

Mandatory M 146,165 146,165 155,000 8,835 6.04%

2. Aid for Hispanic-serving institutions:

(a) Developing Hispanic-serving institutions (HEA V-A) D 182,854 227,751 236,732 8,981 3.94%

(b) 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%

(c) Promoting postbaccalaureate opportunities for Hispanic Americans (HEA V, section 512) D 19,661 27,314 28,845 1,531 5.61%

Subtotal 296,815 349,365 365,577 16,212 4.64%

Discretionary 202,515 255,065 265,577 10,512 4.12%

Mandatory 94,300 94,300 100,000 5,700 6.04%

3. Other aid for institutions:

(a) International education and foreign language studies:

(1) Domestic programs (HEA VI-A and B) D 71,853 75,353 75,353 0 0.00%

(2) Overseas programs (MECEA section 102(b)(6)) D 9,811 10,311 10,311 0 0.00%

Subtotal 81,664 85,664 85,664 0 0.00%

(b) Model transition programs for students with intellectual disabilities into

higher education (HEA VII-D-2) D 13,800 13,800 15,180 1,380 10.00%

(c) Tribally controlled postsecondary career and technical institutions (CTEA section 117) D 10,953 11,953 11,953 0 0.00%

4. Assistance for students:

(a) Federal TRIO programs (HEA IV-A-2, Chapter 1) D 1,137,000 1,191,000 1,297,761 106,761 8.96%

(b) Gaining early awareness and readiness for undergraduate programs

(GEAR UP) (HEA IV-A-2, Chapter 2) D 378,000 388,000 408,000 20,000 5.15%

(c) Graduate assistance in areas of national need (HEA VII-A-2) D 23,547 23,547 23,547 0 0.00%

(d) Child care access means parents in school (HEA IV-A-7) D 65,000 75,000 95,000 20,000 26.67%

5.

6.

7.

8.

9.

Fund for the improvement of post secondary education (FIPSE) (HEA VII-B) D 76,000 184,000 725,000 541,000 294.02%

Teacher quality partnership (HEA II-A) D 59,092 70,000 132,092 62,092 88.70%

Hawkins Centers of Excellence (HEA II-B-2)1 D 0 15,000 30,000 15,000 100.00%

Graduate Fellowships to Prepare Faculty in High-Need Areas at College Education D 0 0 10,000 10,000 ---

Community Project Funding D 249,400 429,587 0 -429,587 -100.00%

Total 3,234,576 3,766,502 4,241,621 475,119 12.61%

Discretionary D 2,994,111 3,526,037 3,986,621 460,584 13.06%

Mandatory M 240,465 240,465 255,000 14,535 6.04%

1 The FY 2022 Omnibus Bill Included $8 million for the Hawkins program in the FIPSE appropriation 

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 Reestimatesthe levelsshown in the 2022 and 2023 Appropriation 

columns reflect the 5.7 percent reduction that went into effect on October 1, 2021 and October 1, 2022, respectively.

3) Detail may not add to totals due to rounding.