Department of Education

T. HIGHER EDUCATION

Fiscal Year 2022 Budget Request

CONTENTS

T. HIGHER EDUCATION........................................................................................................T-0

Appropriations Language............................................................................................................. T-1

Analysis of Language Provisions and Changes........................................................................... T-3

Appropriation, Adjustments, and Transfers.................................................................................. T-5

Summary of Changes ..................................................................................................................T-6

Authorizing Legislation.................................................................................................................T-9

Appropriations History................................................................................................................T-15

Significant Items in FY 2021 Appropriations Reports ................................................................ T-17

Summary of Request .................................................................................................................T-23

Activities:

Aid for institutional development ............................................................................................. T-28

Aid for Hispanic-serving institutions ........................................................................................ T-61

Other aid for institutions:

International education and foreign language studies:

Domestic Programs .......................................................................................................... T-71

Overseas Programs.......................................................................................................... T-84

Model transition programs for students with intellectual disabilities into higher education T-88

Tribally controlled postsecondary career and technical institutions .................................... T-92

Assistance for students:

Federal TRIO programs ...................................................................................................... T-97

Gaining early awareness and readiness for undergraduate programs ............................. T-108

Graduate assistance in areas of national need................................................................. T-115

Child care access means parents in school...................................................................... T-120

Fund for the Improvement of Postsecondary Education....................................................... T-126

Teacher quality partnership .................................................................................................. T-134

Hawkins Centers of Excellence ............................................................................................ T-141

Completion grants.................................................................................................................T-144

Health professionals of the future ......................................................................................... T-146
T-1

Appropriations Language HIGHER EDUCATION

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, [$2,541,661,000]$3,308,802,000, [of which $96,000,000 shall remain available 

through December 31, 2021]:

1 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 (Department of Education 

Appropriations Act, 2021.)

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 [2021]2022 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 
T-2

HIGHER EDUCATION

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

subject to that limitation.6

(b) Subsection (a) shall be in effect until titles III and V of the HEA are reauthorized.7

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

T-3

Analysis of Language Provisions and Changes

Language Provision Explanation

1 [... of which $96,000,000 shall remain 

available through December 31, 2021...]:

This language authorized the Department 

give an additional 3 months beyond the end 

of fiscal year 2020 to obligate funds for the 

Fund for the Improvement of Postsecondary 

Education (FIPSE) and Childcare Access 

Means Parents in School (CCAMPIS). It is 

deleted because multi-year funding is not 

requested for FIPSE and CCAMPIS in fiscal 

year 2022.

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. 
HIGHER EDUCATION

T-4

Analysis of Language Provisions and Changes--Continued

Language Provision Explanation

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.

TITILE III GENERAL PROVISIONS

6 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 [2021]2022

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.

7 (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.
HIGHER EDUCATION

T-5

Appropriation, Adjustments, and Transfers

(dollars in thousands)

Appropriation/Adjustments/Transfers 2020 2021 2022

Discretionary:

Disc appr Appropriation...................................................... $2,475,792 $2,541,661 $3,308,802

Disc appr Supplemental, CARES Act (P.L. 116-136) ........ 831,628 0 0

Disc appr Supplemental, CRRSA Act (P.L. 116-260) ........ 0 1,352,047 0

Disc Total, discretionary appropriation................. 3,307,420 3,893,708 3,308,802

Mandatory: 

Mand appr Appropriation...................................................... 255,000 255,000 255,000

Mand appr Sequester (P.L. 112-25)..................................... -15,045 -14,535 0

Total, adjusted mandatory appropriation....... 239,955 240,465 255,000

Mand appr Supplemental, ARP Act (P.L. 117-02) ............... 0 2,359,409 0

Mand appr Mandatory Appropriation, American Families 

Plan (AFP) ................................................... 0 0

 

7,220,000

Total, adjusted discretionary and mandatory 

appropriation .............................................. 3,547,375 6,493,582 7,475,000
HIGHER EDUCATION

T-6

Summary of Changes

(dollars in thousands)

2021 Discretionary.............................................................................. $2,541,661

2021 Mandatory.................................................................................. 240,465

2021 Supplemental, CRRSA Act (P.L. 116-260) (non-add) ............... 1,702,285

2021 Mandatory Supplemental, ARP Act (P.L. 117-02) (non-add)..... 2,968,843

2022 Discretionary.............................................................................. 3,308,802

2022 Mandatory.................................................................................. 255,000

2022 Mandatory Appropriation, American Families Plan.................... 7,220,000

Net change ......................................................................................... +8,001,676

Discretionary:

2021 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 $109,007 +$100,000

• Strengthening Tribally Controlled Colleges and 

Universities 38,080 +15,000

• Strengthening Alaska Native and Native Hawaiianserving Institutions 19,044 +6,000

• Strengthening Historically Black Colleges and 

Universities 337,619 +65,000

• Strengthening Historically Black Graduate 

Institutions 87,313 +15,000

• Strengthening HBCU Master’s Program 10,956 +10,000

• Strengthening Predominantly Black Institutions 14,218 +9,000

• Strengthening Asian American and Native 

American Pacific Islander-serving Institutions

5,120 +15,000

• Strengthening Native American-serving Nontribal 

Institutions

5,120 +7,000

• Minority Science and Engineering Improvement 

Program 13,370 +5,000

• Developing Hispanic-Serving Institutions program 148,732 +88,000

• Postbaccalaureate Opportunities for Hispanic 

Americans program 13,845 +15,000
HIGHER EDUCATION

T-7

Summary of Changes—Continued

(dollars in thousands)

Discretionary: 2021 base

Change

from base

Increases:

Program:

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. 1,097,000 +200,761

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. 368,000 +40,000

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. 55,000 +40,000

Discretionary: Increase funding for Fund for the Improvement of 

Postsecondary Education to support a new grant program 

focused on the scaling of evidence-based approaches 

implemented in combination with each other to improve student 

success, access, completion, and connections to career. 41,000 +35,000

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. 52,092 +80,000

Discretionary: Establish 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. 0 +20,000

Subtotal, discretionary increases +767,141
HIGHER EDUCATION

T-8

Summary of Changes—Continued

(dollars in thousands)

Mandatory: 2021 base

Change

from base

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 +$60,710

• Mandatory Strengthening Alaska Native and Native 

Hawaiian-serving Institutions program 14,145 +29,855

• Mandatory Strengthening Historically Black Colleges and 

Universities program 80,155 +171,845

• Mandatory Strengthening Predominantly Black 

Institutions program 14,145 +29,855

• Mandatory Strengthening Asian American- and Native 

American Pacific Islander-serving Institutions program 4,715 +10,285

• Mandatory Strengthening Native American-serving 

Nontribal Institutions program 4,715 +10,285

• Mandatory Developing Hispanic-serving Institutions 

STEM and Articulation programs 94,300 +201,700

Mandatory Appropriation Proposal, American Families Plan:

• Teacher Quality Partnership 0 +280,000

• Hawkins Centers of Excellence 0 +40,000

• Completion Grants 0 +6,200,000

• Health Professionals of the Future 0 +200,000

Subtotal, mandatory increases +7,234,535

Net change +8,001,676
HIGHER EDUCATION

Authorizing Legislation

(dollars in thousands)

HIGHER EDUCATION

T-9 

T-9

Authorizing Legislation 

Activity

2021

Authorized

2021 

Appropriation

2022

Authorized

2022 

Request

Aid for institutional development:

Strengthening institutions (HEA-III-A-311) ............................. 0 $109,007 To be determined1 $209,007

Strengthening tribally controlled colleges and universities 

(HEA-III-A-316) ................................................................... 0 38,080 To be determined1 53,080

Strengthening Alaska Native and Native Hawaiian-serving 

institutions (HEA-III-A-317) ................................................. 0 19,044 To be determined1 25,044

Strengthening predominantly Black institutions 

(HEA-III-A-318) ................................................................... 0 14,218 To be determined1 23,218

Strengthening Native American-serving Nontribal institutions 

(HEA-III-A-319) ................................................................... 0 5,120 To be determined1 12,120

Strengthening Asian American and Native American Pacific 

Islander-serving institutions (HEA-III-A-320)....................... 0 5,120 To be determined1 20,120

Strengthening historically Black colleges and universities 

(HEA-III-B-323) .................................................................. 0 337,619 To be determined1 402,619

Strengthening historically Black graduate institutions

(HEA-III-B-326) ................................................................... 0 87,313 To be determined1 102,313

Strengthening HBCU Master’s Program (HEA-VII-A-4-723).. 0 10,956 To be determined1 20,956

Minority science and engineering improvement 

(HEA-III-E-1)........................................................................ 0 13,370 To be determined1 18,370

Strengthening tribally controlled colleges and Universities 

(HEA-III-F-371) (mandatory) ............................................... 30,0002 28,2902 30,0002 89,0002

Strengthening Alaska Native and Native Hawaiian-serving 

institutions (HEA-III-F-371) (mandatory) ............................. 15,000 2 14,1452 15,0002 44,0002

Strengthening historically Black colleges and universities 

(HEA-III-F-371) (mandatory) ............................................... 85,0002 80,1552 85,0002 252,0002
HIGHER EDUCATION

Authorizing Legislation--Continued

(dollars in thousands)

T-10

Authorizing Legislation 

Activity

2021

Authorized

2021 

Appropriation

2022

Authorized

2022 

Request

Strengthening predominantly Black institutions 

(HEA-III-F-371) (mandatory) .............................................. $15,000 2 $14,1452 $15,0002 $44,0002

Strengthening Asian American and Native American Pacific 

Islander-serving institutions (HEA-III-F-371)(mandatory).... 5,000 2 4,7152 5,0002 15,0002

Strengthening Native American-serving Nontribal 

institutions (HEA-III-F-371) (mandatory) ................................ 5,0002 4,7152 5,0002 15,0002

Aid for Hispanic-serving institutions:

Developing Hispanic-serving institutions (HEA-V-A).............. 0 148,732 To be determined1 236,732

Promoting postbaccalaureate opportunities for Hispanic 

Americans (HEA-V-B-512) (discretionary) .......................... 0 13,845 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 296,0002

Other aid for institutions:

International education and foreign language studies:

Domestic programs (HEA-VI-A and B)................................. 0 69,353 To be determined1 69,353

Overseas programs (MECEA-102(b)(6)).............................. Indefinite 8,811 Indefinite 8,811

Model comprehensive transition and postsecondary 

programs for students with intellectual disabilities into higher 

education (HEA-VII-D-2)........................................................ 0 13,800 To be determined 1 15,180

Tribally controlled postsecondary career and technical

institutions (Carl D. Perkins CTEA section 117) .................... 10,038 10,634 10,178 10,634

Assistance for students:

Federal TRIO programs (HEA IV-A-2-1) ................................. 0 1,097,000 To be determined1 1,297,761

Gaining early awareness and readiness for undergraduate 

programs (HEA-IV-A-2-2) ...................................................... 0 368,000 3 To be determined1 408,000

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

Authorizing Legislation--Continued

(dollars in thousands)

T-11

Authorizing Legislation 

Activity

2021

Authorized

2021 

Appropriation

2022

Authorized

2022 

Request

Child care access means parents in school (HEA-IV-A-7)........ 0 $55,000 To be determined1 $95,000

Teacher quality partnership (HEA II-A) (discretionary).............. 0 50,092 To be determined1 132,092

Teacher quality partnership (HEA II-A) (mandatory) ................. 0 0 To be determined1 280,000

Fund for the improvement of postsecondary education

(HEA-VII-B) ............................................................................ 0 41,000 To be determined1 76,000

Hawkins Centers of Excellence (HEA-II-B-2) (discretionary) .... 0 0 To be determined1 20,000

Hawkins Centers of Excellence (HEA-II-B-2) (mandatory)........ 0 0 To be determined1 40,000

Completion Grants (proposed legislation) ................................. 0 0 To be determined1 6,200,000

Health professionals of the future (proposed legislation) .......... 0 0 To be determined1 200,000

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

Aid for Hispanic-serving institutions:

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

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

Authorizing Legislation--Continued

(dollars in thousands)

T-12

Authorizing Legislation 

Activity

2021

Authorized

2021 

Appropriation

2022

Authorized

2022 

Request

Unfunded authorizations

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

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
HIGHER EDUCATION

Authorizing Legislation--Continued

(dollars in thousands)

T-13

Authorizing Legislation 

Activity

2021

Authorized

2021 

Appropriation

2022

Authorized

2022 

Request

Unfunded authorizations

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

Total definite authorization ........................................................ $265,038 $265,178

Total appropriation .................................................................... $2,541,661 $10,783,802

Total discretionary appropriation ............................................... 2,541,661 3,308,802

Portion of discretionary request subject to reauthorization ... 2,541,661 3,308,802
HIGHER EDUCATION

Authorizing Legislation--Continued

(dollars in thousands)

T-14

Authorizing Legislation 

Activity

2021

Authorized

2021 

Appropriation

2022

Authorized

2022 

Request

Portion of the discretionary request not authorized............... 0 0

Total mandatory appropriation................................................... $240,465 $7,475,0004

Portion of the mandatory request not authorized .................. 0 7,220,000

1 The GEPA extension expired September 30, 2015; reauthorizing legislation is sought for fiscal year 2022.

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 other 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 Includes pre-sequestered mandatory funding made available under the FUTURE Act.

 
HIGHER EDUCATION

T-15

Appropriations History

(dollars in thousands)

Year

Budget 

Estimate to 

Congress footnot

e

House 

Allowance foot

note

Senate 

Allowance

F

o

o

t

n

o

t

e

Appropriationote

2013 Discretionary $1,950,590 $1,869,6561 $1,911,3481 $1,881,098

2013 Mandatory 428,000 428,000 428,000 406,173

2014 Discretionary 2,182,799 N/A2 1,906,394 2 1,925,408

2014 Mandatory 428,000 428,000 397,184

2015 Discretionary 2,025,457 N/A3 1,968,799 3 1,924,839

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

2016 Discretionary 2,072,045 1,909,0424 2,038,510 4 1,982,185

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

2017 Discretionary 2,189,200 1,976,6665 1,986,792 5 2,055,439 5

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

2018 Discretionary 1,545,305 2,038,1266 2,048,439 6 2,246,551 6

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

2019 Discretionary 1,485,848 2,300,5517 2,260,551 7 2,312,3567

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

2020 Discretionary 1,534,487 2,748,533 2,313,356 8 2,475,7928

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

2020 Supplemental, CARES Act 

(P.L. 116-136)

0 0 0 1,046,4389

2021 Discretionary 1,788,634 2,557,315 2,488,15710 2,541,66110

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

2021 Supplemental, CRRSA Act 

(P.L. 116-260)

0 0 0 1,702,28511

2021 Mandatory Supplemental, 

ARP Act (P.L. 117-02)

0 0 0 2,968,84312

2022 Discretionary 3,308,802

2022 Mandatory 7,475,00013

1 The levels for the House and Senate allowance reflect action on the regular annual 2013 appropriations bill, which 

proceeded in the 112th Congress only through the House Subcommittee and the Senate Committee. 2 The House allowance is shown as N/A because there was no Subcommittee action; Senate allowance reflects 

Committee action only.

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

Senate Subcommittee action only.

4 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. 5 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.
HIGHER EDUCATION

T-16

Appropriations History--Continued

6 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). 7 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). 8 The Senate allowance reflects the Chairman’s mark; the Appropriation reflects the Further Consolidated 

Appropriations Act, 2020 (P.L. 116-94). 9 The Appropriation reflects the supplemental funds from the Coronavirus Aid, Relief, and Economic Security Act 

(P.L. 116-136). 10 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). 11 The Appropriation reflects supplemental funds from Division M of the Consolidated Appropriations Act, 2021 

(P.L. 116-260). 12 The Appropriation reflects the American Rescue Plan Act of 2021 (P.L. 117-02). 13 Includes 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 other minority-serving institutions under Part F of Title III of the Higher Education Act 

of 1965 (133 Stat. 1189).
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Significant Items in FY 2021 Appropriations Reports

Strengthening Institutions

House: Within 180 days of enactment of this Act, the Committee requests the 

Department to issue a report on challenges faced by community college 

students. This includes housing and food insecurity. This report should focus on 

Minority Serving Institutions and institutions in low-income census areas.

Response: The Department does not have staff or other resources to readily conduct a 

report that would address all of the aspects of this directive within the timeline 

specified absent specific authority and funding for such activities. The 

Administration is requesting authority to enable the Department to reserve up to 

0.5 percent of funding annually appropriated for certain Higher Education Act 

(HEA) programs for rigorous program evaluation, data collection, and analysis of 

outcome data. The Department plans to engage in consultation with the 

Committee to explore options for addressing this directive.

Developing Hispanic-Serving Institutions

House: The Committee directs the Department to work with HSIs and provide technical 

assistance to support comprehensive pipeline programs in the arts in partnership 

with school districts that enroll a majority, minority student population. The 

Committee requests periodic updates on any progress in developing such 

programs, including in the fiscal year 2022 Congressional Budget Justification.

Response: The Department was unable to begin work on this initiative in fiscal year 2021 

due to the extraordinary workload involved in administering two additional award 

cycles under the Higher Education Emergency Relief Fund, first under the 

Coronavirus Response and Relief Act enacted in December 2020 and then under 

the American Rescue Plan enacted in March 2021. The Department plans to 

engage in consultation with the Committee regarding options for addressing this 

directive in fiscal year 2022.

House: The Committee notes that HSIs provide many benefits and educational 

opportunities to their students. However, the Committee is concerned that 

students at HSIs may be graduating at lower rates than students at non-HSIs. 

Therefore, the Committee directs the Department to provide an update in the 

fiscal year 2022 Congressional Budget Justification on graduation rates, retention 

rates, and persistence rates for students at HSIs, including a strategy on how to 

improve overall postsecondary completion at HSIs.
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Significant Items in FY 2021 Appropriations Reports--Continued

Response: The Department provides the requested information in the section addressing Aid 

for Hispanic-serving institutions. Additionally, the Administration is requesting an 

additional $265.6 million in discretionary funding for the two programs under Aid 

for Hispanic-serving Institutions and $296.1 million in mandatory funding for the 

HSI STEM and Articulation program, $103 million and $201.8 million more than 

the fiscal year 2021 amounts, respectively. 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 is 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, to 

ensure they succeed in and graduate from college.

Federal TRIO Programs

Explanatory 

Statement: The Committee directs the Department to include proposed funding levels for 

each of the TRIO programs in the operating plan required under section 516 of 

this act, and to brief the Committees on Appropriations of the House of 

Representatives and the Senate prior to issuing a Notice Inviting Applications.

Response: The Department included proposed funding levels for each of the TRIO programs 

for fiscal year 2021 is included in the Federal TRIO Programs section below. 

House: Further, the Committee directs the Department to allocate any grant funding not 

needed for non-competitive continuation awards or for programs up for 

competition in fiscal year 2021 to provide inflationary increases for current 

grantees and to increase the number and size of new awards in the Talent 

Search and Educational Opportunity Centers grant competitions. The 

Department is also directed to ensure that the notices inviting applications for 

new awards for the Talent Search and Educational Opportunity Centers grant 

competitions no later than October 15, 2020 for Talent Search and no later than 

November 15, 2020 for Educational Opportunity Centers. The Department is 

further directed to take steps necessary to award funding as early as possible, 

but no later than June 30, 2021.

Response: In the fiscal year 2021 Talent Search and Educational Opportunity Centers 

competitions, maximum award sizes were increased from the comparable levels 

from the fiscal year 2016 competitions. 
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Significant Items in FY 2021 Appropriations Reports--Continued

Gaining Early Awareness and Readiness for Undergraduate Programs

House: Furthermore, the Committee directs the Department to announce Notices Inviting 

Applications for New Awards for State Grants and Partnership Grants in the 

Federal Register. In such notice for State grants, the Committee directs the 

Department to uphold the 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, 2021, 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: Notices Inviting Applications for fiscal year 2021 new awards under the GEAR 

UP Program were published in the Federal Register on April 29, 2021 (86 FR 

22642; 86 FR 22650).

Explanatory 

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

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

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

the longstanding guidance that States may only administer one active State 

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

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

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

scheduled to end prior to October 1, 2021, 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 described in Sec. 404E(b)(2) 

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

Response: Notices Inviting Applications for fiscal year 2021 new awards under the GEAR 

UP Program were published in the Federal Register on April 29, 2021 (86 FR 

22642; 86 FR 22650).
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Significant Items in FY 2021 Appropriations Reports--Continued

Child Care Access Means Parents in School

House: The Committee is concerned with the disproportionate levels of support that 

colleges and universities provide to students who are parents. The Committee 

directs the Secretary to provide a report on: (1) the percentage of students who 

are parents in colleges and universities, disaggregated by race, socioeconomic 

status, and age; (2) services institutions provide for student parents; (3) outreach 

methods to ensure students are informed of available resources; (4) the 

availability of on-campus and subsidized childcare; and (5) the availability of 

lactation rooms for nursing mothers. The Committee requests this report no later 

than one year after enactment of this Act.

Response: The Department does not have staff or other resources to readily conduct a 

report that would address all of the aspects of this directive within the timeline 

specified absent specific authority and funding for such activities. The 

Administration is requesting authority to enable the Department to reserve up to 

0.5 percent of funding annually appropriated for certain Higher Education Act 

(HEA) programs for rigorous program evaluation, data collection, and analysis of 

outcome data. The Department plans to engage in consultation with the 

Committee to explore options for addressing this directive.

Fund for the Improvement of Postsecondary Education

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 from 

the fiscal year 2020 slate.

House: The Committee recommendation includes $2,000,000 to support a model center 

of educational excellence at an undergraduate HBCU with a demonstrable record 

in the production of Black teachers. The Committee directs the Department to 

provide a briefing within 90 days of enactment of this Act on its plans to establish 

this center.

Response: The Department briefed the Committee regarding its plans to establish this 

center.
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Significant Items in FY 2021 Appropriations Reports--Continued

House: The Committee directs the Department to work in conjunction with the 

Department of Labor to allocate no less than $1,000,000 to provide a funding 

opportunity for organizations that work directly with gang involved youth to help 

such youth pursue higher education opportunities.

Response: The Department has engaged in initial conversations with the Department of 

Labor regarding this work and will comply with the directive.

House: The agreement includes $7,000,000 to continue the Open Textbook Pilot and 

fund a new grant competition in fiscal year 2021. 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 nonexclusive, 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 

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

make such reports publicly available.

Response: The Department briefed the Committee on its plans to fund nine additional 

awards from the fiscal year 2020 slate.
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Significant Items in FY 2021 Appropriations Reports--Continued

Explanatory 

Statement: The recommendation includes $7,000,000 to continue the Open Textbook Pilot 

and support a new grant competition in fiscal year 2021. The Committee directs 

the Department to issue a notice inviting applications and allow for a 60 day 

application period. This funding should support a significant number of grant 

awards under the same terms and conditions as specified for this activity in fiscal 

year 2020.

Response: The Department briefed the Committee on its plans to fund nine additional 

awards from the fiscal year 2020 slate.

Omnibus 

Report: The agreement includes $7,000,000 to continue the Open Textbook Pilot and 

support a new grant competition in fiscal year 2021. The Department is directed 

to issue a notice inviting applications and allow for a 60- day application period. 

This funding should support a significant number of grant awards with the same 

terms and conditions as specified for this activity in the fiscal year 2020 notice 

and House Report 116-450.

Response: The Department briefed the Committee on its plans to fund nine additional 

awards from the fiscal year 2020 slate.

House: Within 180 days of enactment of this Act, the Committee directs the Department 

to provide a report on student diversity in film programs at IHEs and film schools. 

The report should include the following information: the number of film schools 

and institutions that receive any Federal funds and grants administered by the 

Department of Education; where data are available, the diversity of film school 

applicants; the diversity of accepted film students; and the diversity of students 

enrolled in their programs. This data should be disaggregated by race, ethnicity, 

and gender where applicable and where data are available. The report should 

also include an examination of recruitment efforts, including the results of these 

efforts, to help ensure a diverse class of accepted film school students.

Response: The Department does not have staff or other resources to readily conduct 

detailed, nationwide studies of degree programs at postsecondary institutions 

absent specific authority and funding for such activities. In addition, the proposed 

timeline for completion of the study is unrealistic given its scope, the novel issues

it would address, and, as implied by the directive, challenges in obtaining 

relevant data, some of which may be restricted based on privacy considerations. 

The Department recommends further consultation with the Committee to explore 

the feasibility of such a study.
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Summary of Request

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Summary of Request

The Administration’s fiscal year 2022 Request includes $3.8 billion in discretionary funds for 

Higher Education Programs aimed at improving student achievement and completion rates at 

colleges and universities that serve high numbers of low-income students. President Biden’s 

fiscal year 2022 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 racial equity, combatting the effects of COVID-19, and bolstering our economy 

for those who are underserved.

To help close gaps among racial and socioeconomic groups in college enrollment and 

degree attainment, the Request includes $1.9 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, an increase of $247 million or 38.6 percent, over 

the 2021 appropriation. The Request for Title III demonstrates the Administration’s 

commitment to assisting institutions that enroll a large proportion of minority and 

disadvantaged students by providing funds to improve institutions’ academic programs and 

administrative and fundraising capabilities.

The Administration requests $209 million for the Strengthening Institutions Program and 

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

serve high proportions of African Americans and low-income students, by providing 

$402.6 million, an increase of $65 million over the 2021 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 to support institutions that serve Native American, Alaska Native and Native 

Hawaiian, and Asian American and Native American Pacific Islander students. 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.
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Summary of Request--Continued

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), an increase of $88 million over the 2021 appropriation 

and $28.8 million for the Promoting Postbaccalaureate Opportunities for Hispanic 

Americans (PPOHA).

In addition to these discretionary requested levels, the Administration is proposing to triple 

mandatory funding to minority-serving institutions authorized under the Fostering 

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

Currently, $255 million is available in mandatory funding in fiscal year 2022. President Biden’s

American Families Plan (AFP) would increase that funding level for HBCUs, TCCUs, and 

other MSIs to $755 million, an increase of $500 million in fiscal year 2022 and a total 

investment of $5 billion over ten years.

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

Administration requests a total of $78.2 million, the same as the fiscal year 2021 

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 $69.4 million for the 

Domestic Programs and $8.8 million for the Overseas Programs.

The Request would provide $1.3 billion in fiscal year 2022 for the Federal TRIO Programs, 

an increase of $200.8 million or 18.3 percent over the fiscal year 2021 appropriation, to 

provide services to encourage underserved individuals to enter and complete college and 

postgraduate education. Additionally, the Request includes $408 million, an increase of 

$40 million over the fiscal year 2021 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 model comprehensive transition programs through 

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, $10.6 million for the Tribally Controlled Postsecondary Career and Technical 

Institutions (TCPCTI) program, and $95 million for the Child Care Access Means Parents 

in School program.

The Request includes $76 million for the Fund for the Improvement of Postsecondary 

Education (FIPSE), an increase of $35 million over the 2021 appropriation, to support a new 

grant program focused on the growing and scaling of integrated, evidence-based approaches 

designed to improve student access to, success in, and completion of postsecondary 

education as well as connections to career opportunities. 
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Summary of Request--Continued

The Request would provide $132.1 million, an increase of $80 million over the 2021 

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 $20 million for a new Hawkins Centers of Excellence program 

designed to increase the quality and number of new minority teachers prepared at a subset of 

high-priority institutions of higher education. The program would also add to the research base 

on effective, comprehensive teacher preparation program models.

The Request also proposes through appropriations language a new 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 evaluations and data collection and analysis 

of student outcomes of all HEA programs.
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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 2022 Authorization: To be determined (discretionary)1 ; $155,000 (mandatory

appropriation)2; $304,000 (mandatory request)

Budget Authority:

Name

Program

2021 

Appropriation Footnote

2022

Request Footn

ote

Change from

2021 to 2022

Footn

ote

Discretionary:

Strengthening Institutions Program (SIP) SIP 

(Part A) $109,007 $209,007 +$100,000

Strengthening Tribally Controlled Colleges 

and Universities (TCCUs) (Part A) 38,080 53,080 +15,000

Strengthening Alaska Native and Native 

Hawaiian-serving Institutions (ANNHs) 

(Part A) 19,044 25,044 +6,000

Strengthening Historically Black Colleges 

and Universities (HBCUs) (Part B) 337,619 402,619 +65,000

Strengthening Historically Black Graduate 

Institutions (HBGIs) (Part B) 87,313 102,313 +15,000

Strengthening HBCU Master’s Degree 

Program (Section 723) 10,956 20,956 +10,000

Strengthening Predominantly Black 

Institutions (PBIs) (Part A) $14,218 $23,218 +$9,000

Strengthening Asian American and Native 

American Pacific Islander-serving 

Institutions (AANAPISIs) (Part A) 5,120 20,120 +15,000

Strengthening Native American-serving 

Nontribal Institutions (NASNTIs) (Part A) 5,120 12,120 +7,000

Minority Science and Engineering 

Improvement Program (MSEIP) (Part E) 13,370 18,370 +5,000

1 The GEPA extension expired September 30, 2015; reauthorizing legislation is sought for fiscal year 2022. 2 Mandatory funds made available in fiscal year 2009 and each succeeding fiscal year through 2019. 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 other 

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

Program

2021 

Appropriation Footnote

2022

Request Footn

ote

Change from

2021 to 2022 

Footn

ote

Mandatory (Part F, Section 371):

Strengthening TCCUs $28,290 $89,000 +$60,710

Strengthening ANNHs 14,145 44,000 +29,855

Strengthening HBCUs 80,155 252,000 +171,845

Strengthening PBIs 14,145 44,000 +29,855

Strengthening AANAPISIs 4,715 15,000 +10,285

Strengthening NASNTIs 4,715 15,000 +10,285

Total, Discretionary Appropriation 639,847 886,847 +247,000

Total, Mandatory Appropriation 146,165 1 459,000 2 +312,835

Supplemental Appropriation, CRRSA Act 

(P.L. 116-260)

Strengthening Institutions Program 241,719 0 0

Strengthening TCCUs 82,101 0 0

Strengthening ANNHs 41,058 0 0

Strengthening HBCUs 727,912 0 0

Strengthening HBGIs 188,247 0 0

Strengthening HBCU Master’s 22,313 0 0

Strengthening PBIs 29,577 0 0

Strengthening AANAPISIs 9,560 0 0

Strengthening NASNTIs 9,560 0 0

Total, CRRSA Act 1,352,047 0 0

Mandatory Supplemental Appropriation, 

ARP Act (P.L. 117-02)

Strengthening Institutions Program 421,565 0 0

Strengthening TCCUs 143,186 0 0

Strengthening ANNHs 71,607 0 0

Strengthening HBCUs 1,269,503 0 0

Strengthening HBGIs 328,308 0 0

Strengthening HBCU Master’s 38,917 0 0

Strengthening PBIs 51,583 0 0

Strengthening AANAPISIs 17,370 0 0

Strengthening NASNTIs 17,370 0 0

Total, ARP Act 2,359,409 0 0

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 other 

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

2020 level for mandatory programs has been reduced by 5.7 percent which became effective on October 1, 

2020, pursuant to the Budget Control Act of 2011 (P.L. 112-25). 2 Includes mandatory funding that is a part of the American Families Plan and included in the President’s fiscal 

year 2022 budget request.
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Aid for institutional development

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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 low-income individual 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. Federal grants made under these programs to 

eligible institutions support, among other activities, improvements in academic quality, 

institutional management, and administrative capacity and fiscal stability; infrastructure; and 

student support services. Specifically, the Title III programs help institutions improve student 

graduation rates by expanding student support services; improve their management and 

fiscal operations; build endowments; and make effective use of academic and technological 

resources. Funding is targeted to minority-serving and other institutions that enroll large 

proportions of financially underserved students and have low per-student expenditures.

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 Hawaiian-serving 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 American-serving Nontribal Institutions program (NASNTI), 

and the Predominantly Black Institutions program (PBIs).

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: plan, develop, and 

implement activities that encourage faculty and academic program development; support 

improvement in fund and administrative management; support joint use of libraries and 

laboratories; support construction, maintenance, renovation, and improvement of 

instructional facilities; support student services; and provide education or counseling 

services designed to improve the financial literacy and economic literacy of students or their

families. To further facilitate the development of eligible institutions, funds may be used to 

support activities that strengthen an institution’s technological capabilities. Institutions may 

use no more than 20 percent of grant funds to establish or increase an institution’s 

endowment fund. These endowment funds must be matched dollar for dollar with 

non-Federal funds.
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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 belowaverage educational and general expenditures per full-time equivalent undergraduate student 

and include in its enrollment 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 to award 1-year grants of 

at least $1 million for institutional construction, maintenance, and renovation needs at 

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

prior fiscal year. The remaining funds must be allocated using a formula, with 60 percent 

allocated on the basis of Indian student counts at eligible institutions and the other 

40 percent distributed equally among eligible TCCUs. The minimum grant size is $500,000.

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

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

in fund and administrative management; construction, maintenance, renovation, and 

improvement of instructional facilities, including the acquisition of real property; 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; improving the financial 

literacy and economic literacy of students or their families; and facilities for Internet use or 

other distance education technologies.

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.
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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. HBCUs may use their funds to plan, develop, and

implement activities that support: faculty and academic program development; fund and 

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

instructional facilities, including the acquisition of real property; student services; teacher 

education programs designed to qualify students to teach in public schools; community 

outreach programs that will encourage elementary and secondary school students to pursue 

postsecondary education; and improving financial literacy and economic literacy of students 

or their families, especially with regard to loan and grant programs under Title IV.

HBCUs 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.

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 African 

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 African Americans 

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

institution.

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.
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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.

Of the amount appropriated: the first $56.9 million (or any lesser amount appropriated) must 

be used to make grants to the first 18 HBGIs listed in the HEA; any amount appropriated in 

excess of $56.9 million but less than $62.9 million must be used to make grants to the six 

remaining HBGIs listed in the HEA. Any appropriated amount in excess of $62.9 million 

must be made available to each of the 24 HBGIs pursuant to a formula that is based on: 

(1) an institution’s ability to match funds; (2) the number of students enrolled in the 

postgraduate program; (3) the average cost of education per student enrolled in the 

postgraduate program; (4) the number of students who received a degree from the 

postgraduate program in the previous year; and (5) the contribution of the institution as 

calculated by the ratio of programs for which the institution is eligible to receive funds to the 

number of African Americans receiving graduate or professional degrees in those programs.

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 African 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. Awards are used to improve graduate 

education opportunities at the master's level in mathematics, engineering, physical or 

natural sciences, computer science, information technology, nursing, allied health or other 

scientific disciplines where African American students are underrepresented.

Per statute, the first $9 million (or any lesser amount appropriated) in funding for this program 

must be used to make minimum grant awards of $500,000 to each eligible institution. If the 

amount appropriated is not sufficient to cover minimum grants to eligible institutions, each 

institution’s grant award is ratably reduced. Any appropriated amount in excess of $9 million 

must be made available to each of the eligible institutions identified in the statute based on: 

(1) the ability of the institution to match Federal funds with non-Federal funds; (2) the number 

of students enrolled in the qualified master’s degree program at the eligible institution in the 

previous academic year; (3) the average cost of attendance per student, for all full-time 

students enrolled in the qualified master’s degree program; (4) the number of students who 

received a degree in the qualified master’s degree program in the previous year; and (5) the 

contribution of the institution as calculated by the ratio of programs for which the institution is 

eligible to receive funds to the number of African Americans receiving master’s degrees in 

disciplines related to the program.
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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 students pursuing a master’s degree in mathematics, engineering, the 

physical or natural sciences, computer science, information technology, nursing, allied health, or 

other scientific disciplines in which African Americans are underrepresented; establishment or 

maintenance of an institutional endowment; funds and administrative management; improving

the financial literacy and economic literacy of students or their families; tutoring, counseling, and 

student service programs; and faculty professional development.

Strengthening Predominantly Black Institutions (PBIs)

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

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

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

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

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

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

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

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

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

by non-Federal funds.

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

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

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

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 
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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 low-income individuals. Funds may be used 

for a range of activities, including: the purchase, rental, or lease of scientific or laboratory 

equipment for educational purposes; renovation and improvement of instructional facilities; 

faculty exchanges, faculty development, and faculty fellowships to assist in attaining advanced 

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

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

American Pacific Islanders are underrepresented. 

Strengthening Native American-serving Nontribal Institutions (NASNTI)

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

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

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

application, an enrollment of undergraduate students that is not less than 10 percent Native 

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

culture that is indigenous to the United States. NASNTIs do not have to wait 2 years between 

grants and thus may be funded continuously.

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

and expand the institutions' capacity to serve Native Americans and low-income individuals. 

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 

underrepresented 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, 
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or a combination of, educational projects, such as curriculum development, purchase of 

scientific equipment, or development of research capabilities.

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2017 ................................................................................................$614,0011

2018 ..................................................................................................681,5142

2019 ..................................................................................................687,5013

2020 ..................................................................................................762,1254

2020 CARES Act.................................................................................831,628

2021 ..................................................................................................786,0125

2021 CRRSA Act..............................................................................1,352,845

2021 Mandatory ARP Act.................................................................2,359,408

1 Includes $144,305 thousand in mandatory funds provided under the HEA.

2 Includes $144,770 thousand in mandatory funds provided under the HEA.

3 Includes $145,390 thousand in mandatory funds provided under the HEA. 4 Includes $145,855 thousand in mandatory funds provided under the HEA.

5 Includes $146,165 thousand in mandatory funds provided under the HEA.

FY 2022 BUDGET REQUEST

For fiscal year 2022, 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), an increase of $247 million, or nearly 

39 percent over the fiscal year 2021 appropriation. In addition to these discretionary requested

levels, the Administration is proposing in President Biden’s American Families Plan (AFP) to 

nearly triple mandatory funding to minority-serving institutions authorized under the Fostering 

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

Currently, $255 million is available in mandatory funding in fiscal year 2022 for the Title III and 

Title V programs authorized by Section 371 of the HEA--$155 million for the Title III programs 

and $100 million for Title V programs. The AFP would increase that funding level for HBCUs, 

TCCUs, and other MSIs to $755 million, an increase of $500 million in fiscal year 2022 and a 

total investment of $5 billion over ten years.

The Request for discretionary and mandatory funding would increase institutional capacity and 

student support at 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 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, to ensure they succeed in and graduate from college. 
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These investments, combined with the $41 billion in additional support for these institutions over 

10 years proposed in the AFP, will enable HBCUs, TCUs, and MSIs to play a critical role in 

addressing longstanding inequities in postsecondary education and make the U.S. more 

competitive on the global stage.

Title III, Part A (Other MSI Programs)

• The Request would provide $209 million for the Strengthening Institutions program, an 

increase of $100 million or 47.8 percent over the 2021 appropriation. This funding level 

would continue to support the Administration’s commitment to assist institutions that provide 

educational opportunities to low-income students and students of color. The Request will 

enable the Department to award approximately 200 new awards in fiscal year 2022. The 

Department funded down the fiscal year 2019 slate to make new awards in 2020. Of the 

194 applications received in fiscal year 2019, the Department funded 65 percent of the 

applicants--64 grants (33 percent) were funded in 2019 and 62 grants (32 percent) were 

funded in fiscal year 2020. Forty-nine percent of the appropriation was awarded to 2-year 

public institutions of higher education (IHEs), 28 percent to 4-year public IHEs, and 

23 percent to 4-year or above private not-for-profit IHEs in fiscal year 2020.

• The Request would provide $53.1 million for the Strengthening TCCUs program, an 

increase of $15 million, or 28.3 percent over the fiscal year 2021 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. The Budget 

also includes $30 million in mandatory funding for the Strengthening TCCUs program 

authorized by the FUTURE Act. The AFP would increase this level by $59 million, for a 

mandatory total of $89 million in fiscal year 2022 for the Strengthening TCCUs program. 

The Department will award funding to all eligible TCCUs using the formula outlined in the 

program statute.

Approximately 10 percent of all American Indian/Alaska Native college students were 

enrolled in TCCUs in 2018. In 2018-2019, 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. 

• $25 million in fiscal year 2022 for discretionary grants under Part A, Section 317 for the 

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

increase of $6 million, or 24 percent over the 2021 appropriation. Like TCCUs, ANNH 

institutions are typically located in remote areas not served by other postsecondary 

educational institutions. The Budget also includes $15 million in mandatory funding for the 

Strengthening ANNH program authorized by the FUTURE Act. The AFP would increase this 

level by $29 million, for a total of $44 million in mandatory funding for fiscal year 2022.
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• $23.8 million in fiscal year 2022 for Part A, Section 318 Strengthening Predominantly Black 

Institutions (PBIs) program, an increase of $9 million, or 38.8 percent over the 2021 

appropriation. PBIs are primarily urban and rural 2-year colleges where at least 40 percent 

of students are African American and at least 50 percent are low-income or first-generation 

college students. The Budget also includes $15 million in mandatory funding for the 

Strengthening PBIs program authorized by the FUTURE Act. The AFP would increase this 

level by $29 million, for a total of $44 million in mandatory funding for fiscal year 2022. 

• $20.1 million in fiscal year 2022 for discretionary funds for Part A, Section 320 Strengthening 

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

program, an increase of $15 million, or 74.6 percent over the 2021 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 low-income AAPI undergraduate 

students currently enrolled in higher education. They also serve communities with 

disproportionately high numbers of English language learners and individuals with significant 

academic needs. The Budget also includes $5 million in mandatory funding for the 

Strengthening AANAPISIs program authorized by the FUTURE Act; the AFP would increase 

this level by 10 million, for a total of $15 million in mandatory funding for fiscal year 2022.

• $12.1 million in fiscal year 2018 for discretionary funds for Part A, Section 319 

Strengthening Native American-serving Nontribal Institutions (NASNTIs) program, an 

increase of $7 million, or 57.8 percent over the 2021 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 low-income. With increasing enrollment at 

institutions of higher education, 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. The Budget also includes $5 million in mandatory funding for the 

Strengthening NASNTIs program authorized by the FUTURE Act; the AFP would provide a 

$10 million increase in mandatory funding for NASNTIs, for a total of $15 million in 

mandatory funding for fiscal year 2022.

Title III, Part B (HBCU Funding)

The Administration’s Request would maintain strong support for Historically Black Colleges and 

Universities (HBCUs). HBCUs enroll over 12 percent of all African American students in higher 

education. Figures compiled by National Center for Education Statistics (NCES) indicate that an 

estimated 291,767 African American students were enrolled at HBCUs in 2018. In addition, 

approximately 13 percent of African 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 African American students 

and prepare them for advanced study while also helping these institutions improve their 

academic quality, institutional management, and fiscal stability.
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Research has found that HBCUs are vital to helping underrepresented African 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:

• $409.6 million for the Strengthening HBCUs program, an increase of $65 million, or 

16.1 percent over the 2021 appropriation. In addition, the Administration requests 

$102.3 million for the Strengthening HBGIs program, an increase of $15 million, or 

14.7 percent over the 2021 appropriation. HBCUs also would receive $85 million in 

mandatory funding for the Strengthening HBCUs program authorized by the FUTURE Act, 

and the AFP would increase mandatory funding for HBCUs by $167 million, for a mandatory 

of $252 million in fiscal year 2022. The fiscal year 2021 request demonstrates the 

Administration’s continued support of HBCUs and HBGIs, which play a unique and vital role 

in providing higher education opportunities to minority and underserved students.

African American enrollment at IHEs nearly tripled between 1976 and 2015, from about 

1 million students to 3 million students. Despite these increases in college enrollment, 

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

national average) in overall educational attainment. In 2018-2019, African Americans earned 

only 10.3 percent of bachelor’s degrees, 13.4 percent of master’s degrees, and 9.2 percent 

of doctoral degrees awarded in the United States. Further, African 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 provide such programs. 

• $21 million for the Strengthening HBCU Master’s Degree Program, an increase of 

$10 million, or 47.7 percent over the 2021 appropriation. This request would provide funding 

to 18 specified HBCUs that make a substantial contribution to graduate education 

opportunities for African 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. 

Title III, Part E (MSEIP)

• $18.4 million for MSEIP, an increase of $5 million or 27.2 percent over the fiscal year 2021 

appropriation. The fiscal year 2022 request would provide continued support for the 

improvement of STEM programs at IHEs enrolling large numbers of students of color and 

would further the Department’s efforts to increase access to a quality higher education for 

individuals from underrepresented minority groups. MSIs play a critical role in serving 

underrepresented minorities.
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PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2020 Footnote2021 Footno

te

2022 Footnote

Strengthening Institutions

Strengthening Institutions Program: Number of new development awards 621 38 200

Strengthening Institutions Program: Average new development awards $415 $482 $550

Strengthening Institutions Program: Total new development award funding $25,708 $18,324 $109,991

Strengthening Institutions Program: Number of continuation development awards 115 177 205

Strengthening Institutions Program: Average continuation development award $433 $429 $428

Strengthening Institutions Program: Total continuation development award funding $49,837 $75,969 $87,718

Strengthening Institutions Program: Number of continuation evidence awards 70 25 18

Strengthening Institutions Program: Average continuation evidence award $459 $545 $512

Strengthening Institutions Program: Total continuation evidence award funding $32,132 2 $13,624 2 $9,2082

Strengthening Institutions Program: Peer review of new award applications $5 $1,090 $2,090

SIP Discretionary Funding: Total unobligated funding $171 0 0

Strengthening Institutions Program: Total award funding (Section 311) $107,854 $109,007 $209,007

Strengthening Institutions Program: Total number of awards 247 240 423

Strengthening TCCUs Tribally Controlled Colleges and Universities

TCCUs Discretionary funding:

Strengthening TCCUs - Discretionary Funding: Number of new development awards 33 2 0

Strengthening TCCUs - Discretionary Funding: Average new development award $1,078 $700 0

Strengthening TCCUs - Discretionary Funding: Total new development award funding $35,577 $1,400 0

Strengthening TCCUs - Discretionary Funding: Number of continuation development awards 2 33 35

Strengthening TCCUs - Discretionary Funding: Average continuation development award $528 $1,112 $1,517

Strengthening TCCUs - Discretionary Funding: Total continuation development award funding $1,056 $36,680 $53,080

TCCU Mandatory funding:

Strengthening TCCUs – Mandatory funding: Number of new development awards 35 0 0

Strengthening TCCUs – Mandatory funding: Average new development award $807 0 0

Strengthening TCCUs – Mandatory funding: Total new development award funding $28,230 0 0

`

1 The Department funded down the fiscal year 2019 slate to make new awards in fiscal year 2020. 2 Continuation awards and related funding from prior SIP competitions (fiscal years 2016-2018) 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.
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PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2020 Footnote2021 Footnote2022 Footnote

Strengthening TCCUs (cont’d) Tribally Controlled Colleges and Universities

TCCU Mandatory funding:

Strengthening TCCUs – Mandatory funding: Number of continuation development awards 0 35 35

Strengthening TCCUs – Mandatory funding: Average continuation development award 0 $808 $2,543

Strengthening TCCUs – Mandatory funding: Total continuation development award funding 0 $28,290 $89,000

Total award funding TCCUs discretionary and mandatory funding $64,863 $66,370 $142,080

TCCUs funding: Discretionary (Section 316) $36,633 $38,080 $53,080

TCCUs funding: Mandatory (Section 371) $28,230 $28,290 $89,0001

TCCUs Total number of awards (discretionary and 

mandatory)

70 70 70

Strengthening ANNHs

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

Strengthening ANNH - Discretionary Funding: Number of new development awards 11 19 10

Strengthening ANNH - Discretionary Funding: Average new development award $440 $468 $573

Strengthening ANNH - Discretionary Funding: Total new development award funding $4,839 $8,883 $5,727

Strengthening ANNH - Discretionary Funding: Number of continuation development awards 13 24 43

Strengthening ANNH - Discretionary Funding: Average continuation development award $406 $415 $443

Strengthening ANNH - Discretionary Funding: Total continuation development award funding $5,276 $9,971 $19,067

Strengthening ANNH - Discretionary Funding: Total unobligated funding $8,181 0 0

Discretionary ANNH -Peer review of new award applications $25 $190 $250

Strengthening ANNHs -Mandatory funding:

Strengthening ANNHs -Total mandatory (Section 371) funds available 

for obligation at the start of the fiscal year $9,346 $28,260 $58,145

Strengthening ANNHs - Mandatory ANNH Funding: Number of new development awards 0 30 0

Strengthening ANNHs - Mandatory ANNH Funding: Average new development award 0 $465 0

Strengthening ANNHs - Mandatory ANNH Funding: Total new development award funding 0 $13,974 0

Strengthening ANNHs – Mandatory Funding: Number of continuation development awards 11 0 30

Strengthening ANNHs – Mandatory Funding: Average continuation development award $424 0 $472

Strengthening ANNHs – Mandatory Funding: Total continuation development award funding $4,659 0 $14,145

: Strengthening ANNH – Mandatory Funding: Total unobligated funding $4,687 0 0

: Strengthening ANNH – Mandatory Funding: Undistributed 0 0 $29,000

1 Includes $59 million in new mandatory funding in fiscal year 2022 for the Strengthening TCCUs program. This

request is a part of President Biden’s American Families Plan.
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PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2020 Footnote

2021 Footnot

e

2022 Footnote

Strengthening ANNHs (cont’d)

Strengthening ANNHs -Mandatory funding:

Mandatory ANNH -Peer review of new award applications 0 $141 0

Total award funding Strengthening ANNHs $27,666 $33,159 $68,189

ANNH Funding: Discretionary (Section 317) $18,320 $19,044 $25,044

ANNH Funding: Mandatory (Section 371) $9,346 $14,115 $43,1451

ANNH Mandatory (Section 371) estimated carryover (funds 

remaining at the end of the fiscal year) 0 14,1452 $15,0002

Total number of awards (discretionary and 

mandatory) Strengthening ANNHs

35 97 73

Strengthening HBCUs

HBCU Discretionary funding:

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

Strengthening HBCUs – Discretionary Funding: Average new award 0 0 $4,192

Strengthening HBCUs – Discretionary Funding: Total new award funding 0 0 $406,619

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

Strengthening HBCUs – Discretionary Funding: Average continuation award $3,348 $3,481 0

Strengthening HBCUs – Discretionary Funding: Total continuation award funding $324,792 $337,619 0

HBCU Mandatory funding:

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

Strengthening HBCUs – Discretionary Funding: Average new award $825 0 0

Strengthening HBCUs – Discretionary Funding: Total new award funding $79,985 0 0

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

Strengthening HBCUs – Discretionary Funding: Average continuation award 0 $826 $2,598

Strengthening HBCUs – Discretionary Funding: Total continuation award funding 0 $80,155 $252,0002

Total award funding Strengthening PBIs $404,777 $417,774 $658,619

PBI Funding: Discretionary (Section 318) $324,792 $337,619 $406,619

PBI Funding: Mandatory (Section 371) $79,985 $80,155 $252,0003

Total number of awards (discretionary and 

mandatory) Strengthening PBIs 194 194 194

1 Includes $29 million in new mandatory funding in fiscal year 2022 for the Strengthening ANNH program. This

request is a part of President Biden’s American Families Plan. 2 Unobligated mandatory funding will be carried over for obligation in the succeeding fiscal year. 3 Includes $167 million in new mandatory funding in fiscal year 2022 for the Strengthening HBCUs program. This

request is a part of President Biden’s American Families Plan.
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PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2020 Footnote

2021 Footnote2022 Footnote

Strengthening HBGIs

Strengthening HBCUs – Discretionary Funding: Number of continuation awards 24 24 24

Strengthening HBCUs – Discretionary Funding: Average continuation award $3,500 $3,638 $4,263

Strengthening HBCUs – Discretionary Funding: Total continuation award funding $83,995 $87,313 $102,313

Total award funding Strengthening PBIs $83,995 $87,313 $102,313

Total number of awards (Section 326) 24 24 24

Strengthening HBCU Master’s Program

Number of new awards 0 0 18

Average new award 0 0 $1,164

Total new awards 0 0 $20,956

Number of continuation awards 18 18 0

Average continuation award $553 $609 0

Total continuation awards $9,956 $10,956 0

Total award funding Strengthening PBIs $9,956 $10,956 $20,956

Total number of awards (Section 723) 18 18 18

Strengthening PBIs

Discretionary funding:

Strengthening PBIs – Discretionary Funding: Number of new development awards 0 23 15

Strengthening PBIs – Discretionary Funding: Average new development award 0 $618 $600

Strengthening PBIs – Discretionary Funding: Total new development award funding 0 $14,218 $9,000

Strengthening PBIs – Discretionary Funding: Number of continuation development awards 10 0 23

Strengthening PBIs – Discretionary Funding: Average continuation development award $1,320 0 $618

Strengthening PBIs – Discretionary Funding: Total continuation development award funding $13,197 0 $14,218

Mandatory funding (competitive):

PBIs Total mandatory (Section 371) funds available 

for obligation at the start of the fiscal year $29,185 $28,260 $58,145

Strengthening PBIs -Number of new awards 0 25 50

Strengthening PBIs -Average of new award 0 $562 $578

Strengthening PBIs –Total new award funding 0 $14,045 $28,900
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PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2020 Footnote

2021 Footnote2022 Footnote

Strengthening PBIs (cont’d)

Mandatory funding (competitive):

Strengthening PBIs – Mandatory Funding: Number of continuation development awards 24 0 25

Strengthening PBIs – Mandatory Funding: Average continuation development award $576 0 $566

Strengthening PBIs – Mandatory Funding: Total continuation development award funding $13,823 0 $14,145

PBIs Mandatory Funding: Total unobligated funding $247 0 $0

Peer review of new award applications PBIs Mandatory Funding 0 $70 $100

Total award funding Strengthening PBIs $27,267 $28,333 $66,363

PBI Funding: Discretionary (Section 318) $13,197 $14,218 $23,218

PBI Funding: Mandatory (Section 371) $14,070 $14,115 $43,1451

PBIs Mandatory (Section 371) estimated 

 (funds remaining at the end of the fiscal year) $14,1152 $14,1452 $15,0002

Total number of awards (discretionary and

 mandatory) Strengthening PBIs 34 48 113

Strengthening AANAPISIs

AANAPISI Discretionary funding:

Strengthening AANAPISIs – Discretionary Funding: Number of new development awards 15 0 45

Strengthening AANAPISIs – Discretionary Funding: Average new development award $295 0 $343

Strengthening AANAPISIs – Discretionary Funding: Total new development award funding $4,420 0 $15,419

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

Strengthening AANAPISIs – Discretionary Funding: Average continuation development award 0 $341 $300

Strengthening AANAPISIs – Discretionary Funding: Total continuation development award funding 0 $5,120 $4,500

AANAPISIs – Discretionary Funding: Peer review of new award applications $24 0 $201

1 Includes $29 million in new mandatory funding in fiscal year 2022 for the Strengthening PBIs program. This request 

is a part of President Biden’s American Families Plan. 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 2020 Footnote2021 Footn

ote

2022 Footnote

Strengthening AANAPISIs (cont’d)

AANAPISI Mandatory funding:

AANAPISI Total mandatory (Section 371) funds available 

for obligation at the start of the year $9,309 $9,420 $19,715

hening AANAPISIs – Mandatory Funding: Number of new development awards 0 16 25

Strengthening AANAPISIs – Mandatory Funding: Average new development award 0 $287 $400

Strengthening NASNTIs – Discretionary Funding: Total new development award funding 0 $4,597 $10,000

Strengthening AANAPISIs – Mandatory Funding: Number of continuation development awards 16 0 16

Strengthening AANAPISIs – Mandatory Funding: Average continuation development award $288 0 $295

Strengthening NASNTIs – Discretionary Funding: Total continuation development award funding $4,604 0 $4,715

AANAPISIS – Mandatory Funding: Peer review of new award applications 0 $41 $89

Total award funding Strengthening AANAPISI $9,048 $9,759 $39,924

AANAPISI Funding: Discretionary (Section 320) $4,444 $5,120 $20,120

AANAPISI Funding: Mandatory (Section 371) $4,604 $4,639 $14,804 1

ANNAPISI Mandatory (Section 371) estimated carryover 

(funds remaining at the end of the fiscal year) $4,7052 $4,7152 $5,0002

Total number of awards (discretionary and 

mandatory) Strengthening AANAPISIs 29 31 101

Strengthening NASNTIs

NASNTIsDiscretionary funding:

Strengthening NASNTIs – Discretionary Funding: Number of new development awards 14 0 20

Strengthening NASNTIs – Discretionary Funding: Average new development award $316 0 $375

Strengthening NASNTIs – Discretionary Funding: Total new development award funding $4,421 0 $7,499

Strengthening NASNTIs – Discretionary Funding: Number of continuation development awards 0 14 14

Strengthening NASNTIs – Discretionary Funding: Average continuation development award 0 $366 $321

Strengthening NASNTIs – Discretionary Funding: Total continuation development award funding 0 $5,120 $4,500

NASNTIs Discretionary: Total unobligated funding $7 0 0

NASNTIs Mandatory Funding: Peer review of new award applications $16 0 $121

1 Includes $10 million in new mandatory funding in fiscal year 2022 for the Strengthening AANAPISIs program. This

request is a part of President Biden’s American Families Plan. 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 2020 Footnote2021 Footnote2022 Footnote

Strengthening NASNTIs (cont’d)

NASNTIs Mandatory funding:

NASNTIs -Total mandatory (Section 371) funds available for 

obligation at the start of the fiscal year $9,395 $9,420 $19,715

Strengthening NASNTIs – Mandatory Funding: Number of new development awards 0 11 25

Strengthening NASNTIs – Mandatory Funding: Average new development award 0 $424 $400

Strengthening NASNTIs – Mandatory Funding: Total new development award funding 0 $4,658 $10,000

Strengthening NASNTIs – Mandatory Funding: Number of continuation development awards 13 0 11

Strengthening NASNTIs – Mandatory Funding: Average continuation development award $321 0 $429

Strengthening NASNTIs – Mandatory Funding: Total continuation development award funding $4,174 0 $4,715

NASNTIs – Mandatory Funding: Total unobligated funding $516 0 0

NASNTIs – Mandatory Funding: Peer review of new award applications 0 $46 $89

ning NASNTIs – Mandatory Funding: Total award funding (discretionary and mandatory) $8,534 $9,825 $26,924

NASNTIs Funding: Discretionary (Section 319) $3,864 $5,120 $12,120

NASNTIs Funding: Mandatory (Section 371) $4,690 $4,705 $14,804 1

NASNTIs Mandatory (Section 371) estimated carryover (funds 

remaining at the end of the fiscal year) $4,7052 $4,7152 $5,0002

NASNTIs Mandatory Funding: Total number of awards (discretionary and 

mandatory) 27 25 70

MSEIP Minority Science and Engineering Improvement

MSEIP Number of new awards 17 13 45

MSEIP Average new award $232 $232 $247

MSEIP Total new award funding $3,943 $3,022 $11,129

MSEIP Number of continuation awards 35 42 30

MSEIP Average continuation award $248 $244 $235

MSEIP Total continuation award funding $8,692 $10,238 $7,058

MSEIP Peer review of new awards applications 0 $110 $183

MSEIP Total award funding $12,635 $13,370 $18,370

MSEIP Total number of awards 52 55 75

1 Includes $10 million in new mandatory funding in fiscal 2022 for the Strengthening NASNTIs program. This request 

is a part of President Biden’s American Families Plan. 2 Unobligated mandatory funding will be carried over for obligation in the succeeding fiscal year.
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PROGRAM PERFORMANCE INFORMATION

Performance Measures

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

goals, objectives, measures, and performance targets and data. Achievement of program 

results is based on the cumulative effect of the resources provided in previous years, and those 

requested in fiscal year 2022 and future years, as well as the resources and efforts invested by 

those served by the program. The Department will be reviewing GPRA program performance 

goals, objectives, and measures for the Aid for Institutional Development program for possible 

revision in future years to ensure alignment with Administration policy.

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.

59

71

56

58

64

48

60

63

61

85

76

67

78

57

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

2020 Persistence %

Institution

Persistence Rates at Title III Institutions

4-year

2-year
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Additional information: AANAPISI grantee institutions had the highest persistence rates in 

2020 for 4-year and 2-year Title III institutions (85 percent and 71 percent, respectively), 

exceeding the national rate of 81 percent and 63 percent, respectively. In addition, 

AANAPISI-grantee institutions had the highest graduation rates for 4-year grantee institutions—

65 percent versus the national rate of 63 percent in 2019. 

Goal: To improve the capacity of minority-serving institutions, which traditionally have 

limited resources and serve large numbers of low-income and minority students, to 

improve student success, and to provide high-quality educational opportunities for their 

students.

Objective: Maintain or increase the enrollment, persistence, and graduation rates at minorityserving institutions.

Enrollment Measure: The percentage change, over the 5-year grant period, of the number of 

full-time degree-seeking undergraduates enrolled at Strengthening Institutions Program (SIP) 

institutions.

Year Target Actual

2008 +5.1% (4-year change)

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

2018 +1.3 -10.0 (5-year change)

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

29

27

25

26

23

18

26

36

45

65

45

37

53

14

50

63

0 25 50 75 100

NASNTI

AANAPISI

PBI

HBCU

ANNH

TCCU

SIP

National Rate

NASNTI

AANAPISI

PBI

HBCU

ANNH

TCCU

SIP

National Rate

2019 Graduation %

Institution

Graduation Rates at Title III Institutions

4-year

2-year
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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.

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

2017 75.0% 75.0% 63.0% 59.0%

2018 75.0 72.0 63.0 60.0

2019 75.5 71.0 63.5 59.0

2020 75.5 73.0 63.5 60.0

2021 75.5 63.5

2022 75.5 63.5

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

2017 53.0% 46.0% 25.0% 23.0%

2018 53.5 48.0 25.0 24.0

2019 53.5 50.0 25.0 25.5

2020 53.5 25.0

2021 53.5 25.0

2022 54.0 25.5

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 3 percentage points lower than the rate for all 2-year public and private 

schools nationally (63 percent).

The 4-year graduation rate targets are intended to gradually narrow the gap with the national 

rate of 63 percent. The 2-year SIP-grantee graduation rate is well short of the national rate of 

36 percent. Persistence data for 2021 and graduation data for 2019-2020 will be available in 

December 2021.
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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)

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.

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

2017 51.0% 55.5% 53.0% 47.0%

2018 51.0 65.0 53.0 53.0

2019 51.5 59.5 53.5 52.5

2020 51.5 57.0 54.5 48.0

2021 51.5 54.5

2022 52.0 55.0

Graduation Measures: The percentage of first-time, full-time degree-seeking undergraduate 

students enrolled at 4-year and 2-year TCCUs graduating within 6 years and 3 years of 

enrollment, respectively.

Year 4-year Target 4-year Actual 2-year Target 2-year Actual

2017 18.0% 8.0% 28.5% 14.5%

2018 18.0 9.5 28.5 15.0

2019 18.5 18.5 28.5 14.0

2020 18.5 28.5

2021 18.5 28.5

2022 19.0 30.0

Additional information: Graduation data for 2018-2019 will be available in December 2020.
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Enrollment Measure: The percentage change, over the 5-year grant period, of the number of 

full-time degree-seeking undergraduate students enrolled at ANNH institutions.

Year Target Actual

2008 -1.7% (5-year change)

2013 0% +13.4 (5-year change)

2018 +1.3 -14.8 (5-year change)

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 reflects the fact that the Department did not anticipate an increase in 

enrollment over the performance period. The Department set a target for 2018 based on NCES’ 

projection for the change in total undergraduate enrollment at degree-granting institutions from 

2013-2018.

Persistence Measures: The percentage of first-time, full-time degree-seeking undergraduate 

students at 4-year and 2-year ANNH institutions who were in their first year of postsecondary 

enrollment in the previous year and are enrolled in the current year at the same ANNH 

institution.

Year 4-year Target 4-year Actual 2-year Target 2-year Actual

2017 78.0% 75.0% 71.5% 60.0%

2018 78.0 76.0 71.5 62.0

2019 78.0 76.0 71.5 61.0

2020 78.0 78.5 71.5 64.0

2021 78.0 71.5

2022 78.5 72.0

Graduation Measures: The percentage of first-time, full-time degree-seeking undergraduate 

students enrolled at 4-year and 2-year ANNH institutions who graduate within 6 years and 

3 years of enrollment, respectively.

Year 4-year Target 4-year Actual 2-year Target 2-year Actual

2017 48.0% 52.0% 16.5% 19.0%

2018 48.0 52.0 16.5 21.0

2019 48.5 53.0 17.0 23.0

2020 48.5 17.0

2021 49.0 17.5

2022
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Additional information: Graduation rates at 4-year and 2-year ANNH-grantee institutions 

exceeded the targets set for 2019; yet both rates fall short of the national graduation rate. 

Graduation data for 2019-2020 will be available in December 2021.

Enrollment Measure: The percentage change, over the 5-year grant period, of the number of 

full-time degree-seeking undergraduates enrolled at HBCUs.

Year Target Actual

2008 +8.0% (5-year change)

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

2018 +1.3 -7.1 (5-year change)

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 

(96 institutions).

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

2017 70.0% 66.0% 58.0% 57.0%

2018 70.0 66.0 58.0 55.0

2019 70.5 66.5 58.5 55.0

2020 70.5 67.0 58.5 57.5

2021 70.5 58.5

2022 71.0 60.0

Graduation Measures: The percentage of first-time, full-time degree-seeking undergraduate 

students enrolled at 4-year and 2-year HBCUs graduating within 6 years and 3 years of 

enrollment, respectively.

Year 4-year Target 4-year Actual 2-year Target 2-year Actual

2017 41.0% 35.0% 18.0% 22.0%

2018 41.0 36.0 18.5 22.5

2019 41.5 37.0 19.0 26.0

2020 41.5 19.0

2021 41.5 19.0

2022 41.5 19.5

Additional information: The 2019 HBCU persistence rates lag behind the national rates for 

both 4-year (81 percent) and 2-year institutions (63 percent). Persistence data for 2021 and 

graduation data for 2019-2020 will be available December 2021.
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Enrollment Measure: The percentage change, over the 5-year grant period, of the number of 

full-time graduate students enrolled at HBGIs.

Year Target Actual

2008 +13.0% (5-year change)

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

2018 +3.2

Degree Completion Measure: The number of PhDs, first professional, and Master’s degrees 

awarded at HBGIs.

Year Target Actual

2017 6,900 7,215

2018 7,000 7,601

2019 7,100 6,927

2020 7,000

2021 7,100

2022 7,200

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 program’s performance exceeded the target set for 2018 for degree completion, yet dipped 

in 2019. Data for 2020 will be available in December 2021.

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

undergraduate students enrolled at PBIs.

Year Target Actual

2011 +15.6% (1-year change)

2016 -28.1 (5-year change)

2021 +7.1%

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 
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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.

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

2017 73.5% 76.0% 55.5% 53.0%

2018 73.5 75.5 55.5 55.0

2019 74.0 75.5 56.0 56.0

2020 74.0 75.5 56.0 56.0

2021 75.0 56.0

2022 75.0 56.5

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

2017 30.5% 39.0% 14.5% 22.0%

2018 30.5 42.0 14.5 21.5

2019 31.0 45.0 15.0 25.0

2020 31.0 15.0

2021 31.5 16.0

2022 31.5 16.0

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

persistence rate at 4-year PBIs exceeded the target set for 2020 by more than 1 percentage 

point but lags behind the national 2020 persistence rate by 6 percentage points. Persistence 

data for 2020 and graduation data for 2019-2020 will be available in December 2021.
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Enrollment Measure: The percentage change of the number of full-time degree-seeking 

undergraduate students enrolled at AANAPISIs.

Year Target Actual

2011 +3.4% (1-year change)

2016 +5.5 (5-year change)

2021 +7.1%

Additional information: This program received its first year of funding in 2008. Recent data 

are from 17 grantees who received discretionary and mandatory funding from the AANAPISI 

programs—eight 2-year institutions and nine 4-year institutions. For enrollment, the percentage 

change is calculated against the base year. There are no intermediate annual targets. Future 

progress will be assessed against targets periodically (about every 5 years). Student enrollment 

at AANAPISI-grantee institutions in 2011 (68,687) was used to calculate the percentage change 

against student enrollment at AANAPISIs in the base year 2008 (63,000). The change in 

enrollment for fiscal years 2011-2015 was 5.5 percent.

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

2017 81.0% 84.5% 71.0% 70.0%

2018 81.5 85.0 71.5 70.5

2019 81.5 85.0 71.5 70.0

2020 82.0 85.0 72.0 71.0

2021 82.0 72.0

2022 82.5 72.5

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

2017 49.5% 62.0% 23.5% 27.0%

2018 50.0 63.0 23.5 29.0

2019 50.0 65.0 24.0 26.5

2020 50.5 24.0

2021 50.5 24.5

2022 60.0 24.5
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Additional information: The performance rate of AANAPISI-grantee institutions not only 

exceeded the 2020 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, 4-year 

AANAPISI-grantee institutions exceeded the national graduation rate for 4-year public and private 

schools (63 percent) by 2 percentage points.

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

undergraduate students enrolled at NASNTIs.

Year Target Actual

2011 +16.7% (1-year change)

2016 +0.5 (5-year change)

2021 7.1%

Additional information: This program received its first year of funding in 2008. Recent data in 

the NASNTI program are from 13 grantees who received funding in the discretionary NASNTI 

program in 2010—ten 2-year institutions and three 4-year institutions. For enrollment, the 

percentage change is calculated against the base year. There are no intermediate annual 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

2017 73.0% 68.0% 53.5% 57.0%

2018 73.0 66.0 53.5 56.0

2019 73.5 69.5 54.0 53.0

2020 73.5 69.5 54.0 54.5

2021 73.5 54.0

2022 74.0 54.5
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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

2017 35.0% 42.0% 21.5% 29.0%

2018 35.0 44.0 21.5 31.0

2019 35.5 45.0 22.0 28.5

2020 35.5 22.0

2021 40.0 22.5

2022 40.0 22.5

Additional information: The 2-year persistence rate at NASNTI-grantee institutions exceeded 

the target set for 2020. Persistence data for 2021 and graduation data for 2019-2020 will be 

available in December 2021. 

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 2014. 

Specifically, data examined were:

• The percentage of bachelor’s degrees conferred by the 2005 cohort of MSEIP grantees 

in 2005 and 2014 that were in STEM fields.

• The percentage of bachelor’s degrees conferred by all Title IV eligible institutions in 

2005 and 2014 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.
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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 or African American 

Students: Number of STEM 

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

Black or African American 

Students: Number of degrees 7,193 6,956 10,380 127,978 152,404 226,900

Black or African American 

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 2014 

percentages. These percentages are comparable to that of those at all Title IV institutions in 

2005, 2010, and 2015. Overall, the percentages of STEM degrees awarded to “all students” in 

2005, 2010, and 2015 were higher than the comparable percentages of STEM degrees 

awarded to both Black or Hispanic students, and the percentages did not change appreciably 

between 2005 and 2015. In 2016, 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 18.9 percent, 16.3 percent, and 11.8 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.
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Measure: Cost per successful outcome: Federal cost per undergraduate and graduate degree 

at SIP institutions.

Year Target Actual

2017 410 $434

2018 405 447

2019 400 412

2020 395

2021 395

2022 395

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

Year Target Actual

2017 32,500 $21,769

2018 28,500 22,907

2019 28,500 24,293

2020 28,000

2021 27,500

2022 27,000

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

at ANNH-serving Institutions.

Year Target Actual

2017 2,675 $2,296

2018 2,400 1,609

2019 2,225 1,283

2020 2,200

2021 2,075

2022 1,950

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

at HBCUs.

Year Target Actual

2017 7,115 $5,834

2018 7,000 7,601

2019 6,900 8,448

2020 6,800

2021 6,800

2022 6,800
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Measure: Cost per successful outcome: Federal cost per graduate degree at HBGIs.

Year Target Actual

2017 8,975 $10,023

2018 8,900 10,179

2019 8,825 12,126

2020 8,750

2021 8,750

2022 8,750

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

Year Target Actual

2017 1,000 $1,113

2018 990 1,162

2019 900 1,217

2020 875

2021 875

2022 875

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

Year Target Actual

2017 280 $133

2018 175 125

2019 125 151

2020 100

2021 100

2022 100

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

Year Target Actual

2017 985 $536

2018 550 476

2019 500 562

2020 450

2021 450

2022 450

Additional information: These measures are calculated as the appropriation for the program 

divided by the number of undergraduate and graduate degrees awarded. A similar efficiency 

measure has been established for the Developing HSIs program and for Howard University. 

This metric may enable the Department to assess program performance across institutions with 

similar types of missions. Performance on efficiency measures exceeded the targets set for 

2019 in two Title III programs (TCCUs 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 2022 Authorization: To be determined (discretionary)1; $100,000 (mandatory)2

Budget Authority:

Program

2021

Appropriation

Footnote

2022

Request

Footnote

Change from

2021 to 2022

Discretionary Funding

Developing Hispanic-serving Institutions

(HSIs) (discretionary) (HEA V-A) $148,732 $236,732 +$88,000

Promoting Postbaccalaureate 

Opportunities for Hispanic Americans 

(PPOHA) (discretionary) (HEA V-B) 13,845 28,845 +15,000

Discretionary Funding Subtotal 162,577 265,577 +103,000

Mandatory Funding

Developing Hispanic-serving Institutions

Science, Technology, Engineering, or 

Mathematics (HSI STEM) and 

Articulation (mandatory) (HEA III-F) 

FUTURE Act 94,300 3 100,000 +5,700

American Families Plan 0 196,000 4 +196,078

Mandatory Funding Subtotal 94,300 296,000 +201,700

Total Aid for Hispanic-serving Institutions 256,877 561,577 +304,700

Supplemental Appropriation, CRRSA Act 

(P.L. 116-260) 349,440 0 0

Mandatory Supplemental Appropriation, 

ARP Act (P.L. 117-02) 609,435 0 0

1 The GEPA extension expired September 30, 2015; reauthorizing legislation is sought for fiscal year 2022. 2 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 other minorityserving institutions under Part F of Title III of the Higher Education Act of 1965 (133 Stat. 1189).

3 The 2021 level for mandatory programs has been reduced by 5.7 percent which became effective on 

October 1, 2020, pursuant to the Budget Control Act of 2011 (P.L. 112-25). 4 Includes $196 million in mandatory funding is a part of the American Families Plan and included in the President’s 

fiscal year 2022 budget request.
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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 low-income individuals 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 no more than 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 low-income students 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 

low-income postbaccalaureate students 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 low-income students 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 Aid for HSI programs for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2017 ...............................................................................$210,5661

2018 .................................................................................227,6352

2019 .................................................................................229,3783

2020 .................................................................................250,0194

2020 CARES Act............................................................. 214,810

2021 .................................................................................256,8775

2021 CRRSA Act............................................................. 349,440

2021 Mandatory ARP Act................................................ 609,435

1 Includes $93,100 thousand in mandatory funds provided under the HEA.

2 Includes $93,400 thousand in mandatory funds provided under the HEA.

3 Includes $93,800 thousand in mandatory funds provided under the HEA.

4 Includes $94,100 thousand in mandatory funds provided under the HEA. 5 Includes $94,300 thousand in mandatory funds provided under the HEA.

FY 2022 BUDGET REQUEST

For fiscal year 2022, the Administration requests $265.6 million in discretionary funding for the 

two programs under Aid for Hispanic-serving Institutions, $103 million more than the fiscal year 

2021 amounts. The Department also requests $196 million in new mandatory funding for the HSI 

STEM and Articulation program. This request is a part of President Biden’s American Families 

Plan and is in addition to the $100 million in mandatory funding already authorized under this 

program.
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The fiscal year 2022 request for discretionary and mandatory 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 Administration is 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, to ensure they succeed in and graduate from college.

These investments will empower HSIs to tackle longstanding inequities in postsecondary 

education and make the U.S. more competitive on the global stage by almost doubling the 

number of awards under the Developing HSIs and PPOHA programs and tripling the number of 

awards under the HSI STEM and Articulation program in fiscal year 2022.

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2020 2021Footnote2022 Footnote

Developing HSIs

Developing HSIs: Number of new awards 118 37 169

Developing HSIs: Average new award $588 $589 $588

Developing HSIs: Total new award funding $69,354 $21,802 $99,416

Developing HSIs: Number of continuation awards 129 217 234

Developing HSIs: Average continuation award $569 $585 $586

Developing HSIs: Total continuation award funding $73,432 $126,866 $137,016

Developing HSIs: Supplements 0 $64 0

Developing HSIs: Peer review of new award applications $291 0 $300

Developing HSIs:Prior year peer review expenses $3 0 0

Developing HSIs:Total unobligated funding $1 0 0

Developing HSIs: Total program funding $143,081 $148,732 $236,732

Developing HSIs: Total number of awards 247 254 403

PPOHA

 PPOHA: Number of new awards 2 2 25

 PPOHA: Average new award $600 $600 $584

 PPOHA: Total new award funding $1,200 $1,200 $14,631

 PPOHA: Number of continuation awards 20 22 24

 PPOHA: Average continuation award $561 $575 $582

 PPOHA: Total continuation award funding $11,214 $12,645 $13,964

 PPOHA: Peer review of new award applications 0 0 $250
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PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2020 2021 

Footnote

2022

Footnote

PPOHA (cont’d)

 PPOHA: Total unobligated funding $424 0 0

 PPOHA: Total program funding $12,838 $13,845 $28,845

 PPOHA: Total number of awards 22 24 49

HSI STEM and Articulation

Mandatory funding: HSI STEM and Articulation Programs

HSI STEM: Total mandatory (Section 371) funds 

available for obligation at the start of the 

fiscal year $187,900 $188,400 $389,400

HSI STEM: Number of new awards STEM and Articulation Programs Mandatory funding 0 91 195

HSI STEM: Average new award STEM and Articulation Programs Mandatory funding 0 $1,024 $1,001

HSI STEM: Total new award funding STEM and Articulation Programs Mandatory funding 0 $93,159 $195,241

HSI STEM: Number of continuation awards STEM and Articulation Programs Mandatory funding 91 0 91

HSI STEM: Average continuation award STEM and Articulation Programs Mandatory funding $971 0 $1,024

HSI STEM: Total continuation award funding STEM and Articulation Programs Mandatory funding $88,357 0 $93,159

HSI STEM: Supplements STEM and Articulation Programs Mandatory funding $5,440 0 0

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

Mandatory funding

0 $941 $1,000

HSI STEM: Total unobligated funding STEM and Articulation Programs Mandatory funding $3 0 0

HSI STEM: Total obligated funding STEM and Articulation Programs Mandatory funding $93,800 $94,100 $289,4001

HSI STEM: Total number of awards 91 91 286

 HSI STEM: Mandatory (Section 371) estimated 

carryover (mandatory funds remaining at 

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

1 Includes $196 million in new mandatory funding in fiscal year 2022 for the HSI STEM and Articulation Programs. 

This request is a part of President Biden’s American Families Plan.

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.
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PROGRAM PERFORMANCE INFORMATION

Performance Measures

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

goals, objectives, measures, and performance targets and data. Achievement of program 

results is based on the cumulative effect of the resources provided in previous years, and those 

requested in fiscal year 2022 and future years, as well as the resources and efforts invested by 

those served by this program. The Department will be reviewing GPRA program performance 

goals, objectives, and measures for these programs for possible revision in future years to 

ensure alignment with Administration policy.

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: Increase the enrollment, persistence, and graduation rates at HSI grantees.

HSI Enrollment Measure: The percentage change, over the 5-year grant period, of the 

number of full-time degree-seeking undergraduates enrolling at HSIs receiving grants under this 

program.

Year Target Actual

2018 +1.3% -4.9%

2023 +1.1

Additional Information: This measure uses fall enrollment data from the National Center for 

Education Statistics (NCES) Integrated Postsecondary Education Data Systems (IPEDS) and

tracks program enrollment at the beginning of, and 1 year after the end of, each 5-year grant 

period. In this case, 2018 enrollment was compared to 2013 enrollment. The 2023 target is 

based on NCES projections for the change in total undergraduate enrollment at degree-granting 

institutions between 2018 and 2023.

HSI Persistence Measure: The percentage of first-time, full-time degree-seeking 

undergraduate students at 4-year and 2-year HSI grantees who were in their first year of 

postsecondary enrollment in the previous year and are enrolled in the current year at the same 

HSI.

Year 4-year Target 4-year Actual 2-year Target 2-year Actual

2017 79.0% 73.3% 66.0% 67.5%

2018 79.0 80.0 66.5 67.1

2019 79.0 79.5 66.5 65.6

2020 79.0 80.9 66.5 73.9

2021 80.0 70.0

2022 80.0 70.0
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HSI Graduation Measure: The percentage of first-time, full-time degree-seeking 

undergraduate students enrolled at 4-year and 2-year HSI grantees graduating within 6 years of 

enrollment and 3 years of enrollment, respectively.

Year 4-year Target 4-year Actual 2-year Target 2-year Actual

2017 47.0% 53.3% 23.0% 23.8%

2018 47.0 54.4 23.0 26.4

2019 47.5 56.8 23.5 26.5

2020 47.5 23.5

2021 50.0 24.0

2022 50.0 24.0

Additional Information: The data are derived from grantees’ electronic annual performance 

reports and the NCES/IPEDS. IPEDS data are reported by all institutions participating in these 

programs and are subject to NCES’ consistency and validity checks.

Objective: Improve the year-to-year increase in enrollment and graduation rates in 

postbaccalaureate programs at Hispanic-serving institutions.

PPOHA Enrollment Measure: The percentage change, over the 5-year grant period, of the 

number of graduate and professional students enrolled at grantee institutions.

Year Target Actual

2018 +0.9% -3.8%

2023 +2.8

Additional Information: This measure uses NCES/IPEDS fall enrollment data and tracks 

program enrollment at the beginning of, and 1 year after the end of, each 5-year grant period. In 

this case, 2018 enrollment was compared to 2013 enrollment. The 2023 target is based on 

NCES projections for the change in total post baccalaureate enrollment at degree-granting 

institutions between 2018 and 2023.

PPOHA Degree Completion Measure: The percentage change, over the 5-year grant period, 

of the number of master's, doctoral and first-professional degrees and post baccalaureate 

certificates awarded at HSI grantee institutions.

Year Target Actual

2018 +3.2% +3.3%

2023 +3.0

Additional Information: This measure uses NCES/IPEDS data to track graduate degree and 

certificate completion. In this case, 2018 completion rates were compared to rates at the same 

institutions in 2013. The 2023 target is based on NCES projections for the growth in graduate 

degrees and certificates conferred between 2018 and 2023.
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Objective: Increase enrollment, persistence, and graduation rates at HSI STEM grantees.

HSI STEM Enrollment Measure: The percentage change, over the 5-year grant period, of the 

number of full-time degree-seeking undergraduates enrolled at HSI grantee institutions.

Year Target Actual

2016 -0.8%

2021 +4.5%

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. The 2021 target is based on 

NCES projections for the change in total undergraduate enrollment at degree-granting 

institutions between 2016 and 2021.

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

2017 79.0% 80.6% 66.0% 66.2%

2018 79.0 79.7 66.5 66.8

2019 79.5 80.3 66.5 65.3

2020 79.5 80.8 67.0 66.5

2021 80.0 67.0

2022 80.0 67.0

HSI STEM Graduation Measure: The percentage of first-time, full-time degree-seeking 

undergraduate students enrolled at 4-year and 2-year HSI grantee institutions graduating within 

6 years of enrollment and 3 years of enrollment, respectively.

Year 4-year Target 4-year Actual 2-year Target 2-year Actual

2017 47.0% 52.8% 23.0% 25.6%

2018 47.0 55.2 23.0 27.4

2019 47.5 55.5 23.5 28.6

2020 48.0 24.0

2021 48.5 24.5

2022 49.0 25.0

Additional Information: The data are derived from grantees’ electronic annual performance 

reports and the NCES/IPEDS. IPEDS data are reported by all institutions participating in these 

programs and are subject to NCES’ consistency and validity checks.
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Efficiency Measures

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

degree at HSI grantee institutions.

Year Target Actual

2016 $1,235 $353

2017 $1,220 $317

2018 500 344

2019 500 358

2020 475

2021 425

2022 400

Additional Information: The Developing Hispanic-serving Institutions efficiency measure is 

calculated by dividing the amount awarded under the Developing HSIs program by the number 

of undergraduate and graduate degrees awarded. The Department notes that it is difficult to 

attribute increases or decreases under this measure to the Federal share of funds due to the 

limited amount of the Federal contribution. Given that the average cost per successful outcome 

for 2012-2017 was significantly lower than the established targets, the Department revised its 

targets, beginning in 2018, to more accurately reflect actual performance.

PPOHA: Cost per successful outcome: Federal cost per master’s, doctoral and firstprofessional degree and postbaccalaureate certificate at HSI grantee institutions.

Year Target Actual

2017 $625 $550

2018 600 689

2019 575 732

2020 550

2021 525

2022 525

Additional Information: The PPOHA efficiency measure is calculated by dividing the amount 

awarded under the PPOHA program by the number of graduate degrees and certificates 

awarded at grantee institutions. In fiscal year 2018, when PPOHA obligations totaled 

$10.9 million, grantee institutions awarded 15,886 graduate degrees and certificates.
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HSI STEM: Cost per successful outcome: Federal cost for undergraduate and graduate 

degrees at institutions in the Hispanic-serving Institutions STEM and Articulation Programs.

Year Target Actual

2017 $600 $474

2018 590 427

2019 580 412

2020 570

2021 560

2022 550

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 2022 Authorization: To be determined1 

Budget Authority:

2021

Appropriation

2022

Request

Change from

2021 to 2022

$69,353 $69,353 0

1 The GEPA extension expired September 30, 2015; reauthorizing legislation is sought for fiscal year 2022. 

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, at all levels, 

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.
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The program authorization requires that institutions receiving funding under Title VI provide the 

following information to the Department, in accordance with the requirements of Section 117 of 

the HEA: (1) the amount of the contribution (including cash and the fair market value of any 

property) received from any foreign government or from a foreign private sector corporation or 

foundation during any fiscal year in which the contribution exceeds $250,000 in the aggregate; 

and (2) the aggregate contribution, or a significant part of the aggregate contribution, that is to 

be used by a center or program receiving funds under Title VI.

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 
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enrolled in an overseas modern foreign language program approved by the institution where the 

student is enrolled in the U.S.; or (2) the student is engaged in research that cannot be 

effectively done in the U.S. and is affiliated with an IHE or other appropriate organization in the 

host country. Institutions are funded for up to 4 years and, in turn, award fellowships annually to 

individual students on a competitive basis.

Applications for awards must include an explanation of how the activities funded by the grant 

will reflect diverse perspectives and a wide range of views and generate debate on world 

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 
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activities include, but are not limited to: improving the business and international education 

curriculum of institutions to serve the needs of the business community, including the 

development of new programs for mid-career or part-time students; developing programs to 

inform the public of increasing international economic interdependence and the role of U.S. 

businesses within the international economic system; internationalizing curricula at the junior 

and community college level and at undergraduate and graduate schools of business; 

developing area studies and interdisciplinary international programs; establishing export 

education programs; conducting research and develop 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 
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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. 

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)

2017 ............................................................................ $65,103

2018 .............................................................................. 65,103

2019 .............................................................................. 65,103

2020 .............................................................................. 68,103

2021 .............................................................................. 69,353
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FY 2022 BUDGET REQUEST

The Administration requests a total of $69.4 million for the Domestic Programs, the same as the 

fiscal year 2021 appropriation. The fiscal year 2022 request for the Title VI Domestic Programs 

will, among other things, 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. Fiscal year 

2022 is a pivotal year because existing awards in a number of key programs are ending in 2021 

and virtually all of the funds requested in fiscal year 2022 would support new award 

competitions.

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 2020 2021 2022

National Resource Centers Program:

NRCs Number of new awards 4 0 96

NRCs Average new award $242 0 $237

NRCs Total new award funding $966 0 $22,743

NRCs Number of continuation awards 96 100 4

NRCs Average continuation award $237 $237 $242

NRCs Total continuation award funding $22,743 $23,709 $966

NRCs Total award funding $23,709 $23,709 $23,709

NRCs Total number of awards 100 100 100
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PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2020 2021 2022

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

FLAS Number of new awards 0 0 106

FLAS Average new award 0 0 $295

FLAS Total new award funding 0 0 $31,236

FLAS Number of continuation awards 106 106 0

FLAS Average continuation award $295 $295 0

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

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

FLAS Total number of awards 106 106 106

Undergraduate International Studies

and Foreign Language Program:

UISFL Number of new awards 32 0 0

UISFLAverage new award $89 0 0

UISFL Total new award funding $2,858 0 0

UISFL Number of continuation awards 1 32 32

UISFL Average continuation award $114 $92 $92

UISFL Total continuation award funding $114 $2,937 $2,937

UISFL Total award funding $2,972 $2,937 $2,937

UISFL Total number of awards 33 32 32
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PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2020 footn

ote

2021 2022

International Research and Studies Program:

IRS Number of new awards 15 3 0

IRS Average new award $58 $59 0

IRS Total new award funding $863 $176 0

IRS Number of continuation awards 15 15 15

IRS Average continuation award $29 $32 $67

IRS Total continuation award funding $428 1 $473 $1,000

IRS Study of National Resource Centers 0 $279 $198

IRS Total award funding $1,291 2 $928 $1,198

IRS Total number of awards 30 19 16

Business and International Education Projects:

IRS Number of new awards 0 20 0

IRS Average new award 0 $81 0

IRS Total new award funding 0 $1,611 0

IRS Number of continuation awards 0 0 20

IRS Average continuation award 0 0 $64

IRS Total continuation award funding 0 0 $1,271

IRS Total award funding 0 $1,611 $1,271

IRS Total number of awards 0 20 20

Centers for International Business Education

Program:

CIBE Number of new awards 0 0 15

CIBE Average new award 0 0 $305

CIBE Total new award funding 0 0 $4,571

CIBE Number of continuation awards 15 15 0

CIBE Average continuation award $305 $305 0

CIBE Total continuation award funding $4,571 $4,571 0

CIBE Total award funding $4,571 $4,571 $4,571

CIBE Total number of awards 15 15 15

1 Frontloaded 2021 continuation costs from 2020 grantees.

2 Study to conduct research on the effectiveness of the Department’s Title VI National Resource Centers program. 

Specifically, the extent to which activities at NRC grantee institutions reflect diverse perspectives and a wide range of 

views and generate debate on world regions and international affairs, as required by Section 602(e) of Title VI of the 

Higher Education Act of 1965, as amended.
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PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2020 footn

ote

2021 2022

Language Resource Centers Program:

LRC Number of new awards 0 0 16

LRC Average new award 0 0 $172

LRC Total new award funding 0 0 $2,747

LRC Number of continuation awards 16 16 0

LRC Average continuation award $172 $172 0

LRC Total continuation award funding $2,747 $2,747 0

LRC Total award funding $2,747 $2,747 $2,747

LRC Total number of awards 16 16 16

American Overseas Research Centers Program:

AORC Number of new awards 15 0 0

AORC Average new award $67 0 0

AORC Total new award funding $1,000 0 0

AORC Number of continuation awards 0 15 15

AORC Average continuation award 0 $67 $68

AORC Total continuation award funding 0 $1,007 $1,015

AORC Total award funding $1,000 $1,007 $1,015

AORC Total number of awards 15 15 15

Total award funding:

Domestic Total new award funding $5,687 $2,066 $61,297

Domestic Total continuation award funding $61,839 $66,680 $7,387

Program evaluation, national outreach, and 

information dissemination $531 $592 $469

Peer review of new award applications $46 $15 $200

Total Domestic funding $68,103 $69,353 $69,353

Total Domestic awards 315 323 320
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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 resources provided in previous years. The Department will be 

reviewing GPRA program performance goals, objectives, and measures for the Domestic 

Programs for possible revision in future years to ensure alignment with Administration policy.

Goal: To meet the Nation's security and economic needs through the development of a national 

capacity in foreign languages, and area and international studies.

Objective: Provide grants to institutions of higher education or consortia of institutions of higher 

education to establish, strengthen, and operate comprehensive and undergraduate language 

and area/international studies centers.

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

Year Target Actual

2017 77.0%

2018 81.0

2019 85% 83.0

2020 85

2021 85

2022 85

Additional information: Grantees are required to submit annual performance reports via the 

International Resource Information System (IRIS), the Web-based performance reporting tool

for the IEFLS programs. Data for this measure is obtained through NRC grantee language 

course uploads. The percentage of priority languages defined by the Department taught at 

NRCs 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 languages defined by the 

Department. Currently, 65 languages of 78 critical languages are being taught in Title VI 

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

languages as defined by the Department.

Year Target Actual

2017 65.0%

2018 63.0

2019 62.0

2020 65%

2021 65

2022 65

Additional information: Grantees are required to submit annual performance reports via the 

International Resource Information System (IRIS), the Web-based performance reporting tool

for the IEFLS programs. Data for the measure is obtained from grantee NRC language course 

uploads. The percentage of NRC grants teaching intermediate or advanced courses in priority 

languages is calculated by taking the total number of level 3 priority language courses uploaded 

by institutions and dividing that figure by the total number of priority languages defined by the 

Department. In 2019, NRC grantees taught intermediate or advanced courses in 48 of the 78 

priority languages.

Measure: Percentage of less and least commonly taught languages as defined by the 

Department of Education taught at NRCs

Year Target Actual

2017 32.0%

2018 33.0

2019 37.0

2020 38%

2021 38

2022 38

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 from grantee NRC language course 

uploads. The percentage of less and least commonly taught languages is calculated by taking 

the total distinct least commonly taught language courses uploaded by institutions and dividing 

that figure by the total of least commonly taught languages defined by the Department. During 

fiscal year 2019, 107 languages of 287 were taught in Title VI institutions.

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. 

Year Target Actual

2017 83.0%

2018 77.0

2019 80.0

2020 85%

2021 85

2022 85

Additional information: The measure is created by taking the total masters and doctorate 

fellows who are studying a priority language and dividing that number by the total masters and 

doctoral fellows. In fiscal year 2019, 915 out of 1,148 FLAS masters and doctoral fellows were 

studying a priority language.

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

2012 77.0%

2014 80.0

2018 79.0

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.

 
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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 2022 Authorization: Indefinite

Budget Authority:

2021

Appropriation 

2022

Request 

Change from

2021 to 2022

$8,811 $8,811 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:

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 except for Western Europe.

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.

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. Federal program staff, panels of non-Federal academic specialists, bi-national 

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 those 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)

2017 ................................................................................$7,061

2018 ..................................................................................7,061

2019 ..................................................................................7,061

2020 ..................................................................................8,061

2021 ..................................................................................8,811

FY 2022 BUDGET

The Administration requests $8.8 million for the Overseas Programs, the same as the 2021 

appropriation. All of the funds would be used to support programs designed to develop expertise 

in strategic languages and area studies.

One of the expected outcomes of participation in the Seminars Abroad program is that U.S. 

educators and administrators will become more knowledgeable about the host countries so that 

they can apply their experiences to their teaching methodology, new or enhanced curriculum 

projects, and/or outreach activities that educate students, colleagues, civic and professional 

organizations, and the general public about the cultures, languages, and customs of the 

countries they visited.

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
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focused on community colleges, Minority-Serving Institutions (e.g., Hispanic-Serving Institutions 

and Historically Black Colleges and Universities), teacher education programs, less commonly 

taught languages, and new applicants.

PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures 2020 2021 2022

Group Projects Abroad:

 Short-Term Projects:

GPA Number of new projects 19 17 17

GPA Average new project $90 $93 $93

GPA Total new project funding $1,701 $1,574 $1,574

 Advanced Overseas Projects:

GPA Number of new projects 6 4 0

GPA Average new project $226 $230 0

GPA Total new project funding $1,356 $918 0

GPA Number of continuation projects 0 0 4

GPA Average continuation project 0 0 $230

GPA Total continuation project funding 0 0 $918

GPA Total project funding $3,057 $2,492 $2,492

GPA Total number of GPA projects 25 21 21

GPA Total number of GPA participants 390 340 340

Doctoral Dissertation Research Abroad:

DDRA Number of new fellows 112 146 146

DDRA Average new fellowship $37 $37 $37

DDRA Number of new awards 39 60 60

DDRA Average new award $109 $92 $92

DDRA Total new award funding $4,266 $5,492 $5,492

Seminars Abroad—Special Bilateral Projects:

Seminars Number of new awards 3 3 3

Seminars Average new award $147 $159 $159

Seminars Total new award funding $440 $477 $477

Seminars Total number of participants 48 48 48

Department of State administrative costs $179 $200 $200

Program evaluation, national outreach, and 

information dissemination $58 $62 $62

Peer review of new award applications $61 $88 $88

Total Overseas funding $8,061 $8,811 $8,811

Total Overseas participants 550 534 534
HIGHER EDUCATION

International education and foreign language studies programs: Overseas programs

T-87

PROGRAM PERFORMANCE INFORMATION

Performance Measures

The Department established new program performance measures for the Overseas Programs

to improve the quality of program-level outcome data and increase transparency and 

accountability for the programs. Planned measures include the following:

• Percentage of DDRA fellows who increased their foreign language scores in speaking, 

reading, and/or writing by at least one proficiency level (annual 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).

Data will be 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. 

Initial (baseline) data are expected to be available in December 2021.

Efficiency Measures

The Department also developed the following efficiency measures for the Overseas Programs. 

Data will be collected from grantee institutions via their performance reports; initial (baseline) 

data are expected to be available in December 2021.

• Cost per DDRA fellow who found employment that utilized their language and area studies 

skills within 8 years. 

• Cost per GPA participant who increased his/her foreign language score in reading, writing, 

and/or listening/speaking by at least one proficiency level.

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.
HIGHER EDUCATION

T-88

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 2022 Authorization: To be determined1

Budget Authority:

2021

Appropriation

2022

Request

Change

2021 to 2022

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

1 The GEPA extension expired September 30, 2015; reauthorizing legislation is sought for fiscal year 2022.

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 programs 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 and improve PPSID.
HIGHER EDUCATION

Model transition programs for students with intellectual disabilities into higher education

T-89

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2017 ............................................................................... $11,800

2018 ................................................................................. 11,800

2019 ................................................................................. 11,800

2020 ................................................................................. 11,800

2021 ................................................................................. 13,800

FY 2022 BUDGET REQUEST

For fiscal year 2022, the Administration requests $15.2 million for TPSID, an increase of 

$1.4 million from the fiscal year 2021 appropriation. Funds appropriated in fiscal year 2022 

would support new awards to IHEs as well as 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, 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.
HIGHER EDUCATION

Model transition programs for students with intellectual disabilities into higher education

T-90

PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures

footnote

2020

footnote

2021

footnote

2022

Number of new awards 25 0 4

Average new award $388 0 $335

Total new award funding $9,700 0 $1,340

Number of continuation awards 0 25 25

Average continuation award 0 $392 $392

Total continuation award funding 0 $9,800 $9,800

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

TPSID Center 0 $1,980 $2,000

Peer review of new award 

applications $100 0 $40

Total $11,800 $11,800 $15,180

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 this 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.
HIGHER EDUCATION

Model transition programs for students with intellectual disabilities into higher education

T-91

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

2017 85% 75%

2018 85 77

2019 85 78

2020 85 77

2021 85

2022 85

Additional Information: Possible credentials include certificates specifically for TPSID 

students granted by an IHE, specialized certificates granted by a program, certificates available 

to all students, specialized certificates issued from a local educational agency, and Bachelor or 

Associate degrees available to all students. In fiscal year 2020, of the 342 students who exited 

a TPSID program, 262students (77 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

2017 90% 63%

2018 90 75

2019 90 88

2020 90 72

2021 90

2022 90

Additional Information: The Center developed the Think College Standards for Inclusive 

Higher Education in 2012. These eight standards include 18 quality indicators and 

87 benchmarks and provide an evaluation framework for TPSID performance in areas of 

academic, vocational, social, and independent living skills; evaluation of student progress; 

program administration and evaluation; student eligibility; and program credit equivalency.
HIGHER EDUCATION

T-92

Tribally controlled postsecondary career and technical

institutions

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

(dollars in thousands)

FY 2022 Authorization: $10,178

Budget Authority:

2021

Appropriation

2022

Request

Change from 

2021 to 2022

$10,634 $10,634 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.

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.
HIGHER EDUCATION

Tribally controlled postsecondary career and technical institutions

T-93

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2017 ................................................................................$8,286

2018 ..................................................................................9,469

2019 ..................................................................................9,564

2020 ................................................................................10,000

2021 ................................................................................10,634

FY 2022 BUDGET REQUEST

For fiscal year 2022, the Administration requests $10.6 million for the Tribally Controlled 

Postsecondary Career and Technical Institutions (TCPCTI) program, the same as the fiscal year 

2021 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 enrollment, 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 a number 

of 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. Furthermore, according to Navajo Tech 

and UTTC officials, these institutions receive limited support from the tribes they serve because 

they are not the primary postsecondary institutions for those tribes. Consequently, these 

institutions rely on Federal assistance to help them provide postsecondary career and technical 

education services to their students.
HIGHER EDUCATION

Tribally controlled postsecondary career and technical institutions

T-94

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2020 2021 2022

Range of awards $2,449-$7,551 $2,605-$8,029 $2,605-$8,029

Number of awards 2 2 2

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 resources provided in previous years, and those requested in fiscal 

year 2022 and future years, as well as the resources and efforts invested by those served by 

this program. The Department will be reviewing GPRA program performance goals, objectives, 

and measures for the TCPCTI program for possible revision in future years to ensure alignment 

with Administration policy.

In 2019, the Department adopted new performance measures focused on persistence and 

graduation. The first set of targets is for 2022, and the first year in which the Department is 

reporting data for the new measures is calendar year 2021.

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

2018 Baseline 14% Baseline 20%

2019 Baseline 16 Baseline 15

2020 N/A N/A

2021 N/A N/A

2022 17% 14%
HIGHER EDUCATION

Tribally controlled postsecondary career and technical institutions

T-95

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

2018 Baseline 222 Baseline 76

2019 Baseline 166 Baseline 84

2020 N/A N/A

2021 N/A N/A

2022 213 76

Measure: The percentage of full-time, first-time degree or certificate-seeking undergraduates 

who, within eight years of first enrolling, received a degree or certificate from the institution, 

remain enrolled at the institution, or who subsequently enrolled at another institution.

Year Target Percentage, 

Navajo Tech

Actual Percentage, 

Navajo Tech

Target Percentage, 

UTTC

Actual 

Percentage, UTTC

2018 Baseline 44% Baseline 28%

2019 Baseline 25 Baseline 14

2020 N/A N/A

2021 N/A N/A

2022 44% 22%

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

2018 Baseline 35% Baseline 19%

2019 Baseline 17 Baseline 50

2020 N/A N/A

2021 N/A N/A

2022 39% 36%

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

2018 Baseline 56% Baseline 55%

2019 Baseline 32 Baseline 33

2020 N/A N/A

2021 N/A N/A

2022 51% 41%
HIGHER EDUCATION

Tribally controlled postsecondary career and technical institutions

T-96

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

2018 Baseline 36% Baseline 64%

2019 Baseline 26 Baseline 6

2020 N/A N/A

2021 N/A N/A

2022 31% 32%

Additional information: The source of data is the National Center for Education Statistics’ 

(NCES) Integrated Postsecondary Education Data Systems (IPEDS). IPEDS data are subject to 

NCES’ consistency and validity checks. Data for 2020 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

2014 $3,172 $3,172

2015 4,086 4,086

2016 4,150 4,150

2017 4,089 4,089

2018 4,897 4,365

2019 5,059 4,561

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 2020 will be available by the fall of 2021. Note that the validity of the 

student count data provided by the recipients is uncertain.
HIGHER EDUCATION

T-97

Assistance for students:

Federal TRIO programs

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

(dollars in thousands)

FY 2022 Authorization: To be determined1

Budget Authority: 

2021

Appropriation

2022

Request

Change

2021 to 2022

$1,097,000 $1,297,761 +$200,761

1 The GEPA extension expired September 30, 2015; reauthorizing legislation is sought for fiscal year 2022.

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.
HIGHER EDUCATION

Federal TRIO programs

T-98

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 

students to careers requiring a postsecondary degree. In addition to regular projects, Upward 

Bound supports projects that focus on math and science and also on veterans. The Upward 

Bound Math and Science program establishes mathematics and science centers that encourage 

students to pursue postsecondary degrees specifically in those fields. The Veterans Upward 

Bound projects are designed to 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

homeless; activities for students with disabilities, limited English proficiency (English learner) 

students, homeless students, 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 over 70 percent of all TRIO funding in 2019, 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 $9,544 for the McNair program to a low of $280 for the 

Educational Opportunity Centers. Most projects are located at 2- and 4-year postsecondary 
HIGHER EDUCATION

Federal TRIO programs

T-99

institutions, although nonprofit organizations operate a substantial number of Talent Search and 

Educational Opportunity Center projects.

Number of Participants, Participants per Project and Cost per Participant (FY 2020) 

Award Type

Number of 

Participants

Average number of 

participants

per project

Federal

cost per participant

Talent Search 309,905 655 $543

Upward Bound 70,711 73 4,979

Upward Bound Math and Science 13,184 62 4,964

Veterans Upward Bound 7,898 132 2,435

Educational Opportunity Centers 192,530 1,385 285

Student Support Services 208,746 181 1,752

McNair 5,242 28 9,878

NOTE: Data reflects number of participants projects were funded to serve in FY 2020, not the number of participants 

actually served by projects in that year.

Percentage of Funds by Institution Type (FY 2020)

 Institution Type

Talent 

Search

Upward 

Bound1

Educational 

Opportunity 

Centers

Student 

Support 

Services McNair

Postsecondary Institutions

Public, 4-year 45.2% 50.3% 44.6% 45.1% 74.9%

Public, 2-year 26.3 23.9 25.9 41.3 0.0

Private, 4-year 9.5 15.1 5.2 12.1 24.6

Private, 2-year 0.0 0.1 0.0 0.4 0.0

Total, Postsecondary 80.9 89.4 75.7 98.8 99.5

Other organizations2 19.1 10.6 24.3 1.2 0.5

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.
HIGHER EDUCATION

Federal TRIO programs

T-100

TRIO funding also supports Staff Training grants which provide professional development 

activities and opportunities to improve the competency 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, homeless children and youth, foster care youth, or out-of-school 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)

2017 .................................................................................... $950,000

2018.................................................................................... 1,010,000

2019 ................................................................................... 1,060,000

2020 ................................................................................... 1,090,000

2021 ................................................................................... 1,097,000

FY 2022 BUDGET REQUEST

For fiscal year 2022, the Administration requests $1.298 billion for the Federal TRIO programs, 

an increase of $209 million from the fiscal year 2021 appropriation. Of the total request, 

approximately $689 million of these funds will support new Upward Bound, Upward Bound Math 

and Science, Veterans Upward Bound, and McNair Postbaccalaureate competitions that would 

encourage applicants to identify and implement evidence-based strategies in these programs. 

Approximately $605 million would be used to support continuation awards to grantees that were 

successful in TRIO competitions in 2016 (Talent Search and Educational Opportunity Centers), 

2017 (Upward Bound, Upward Bound Math and Science, Veterans Upward Bound, and 

McNair), 2020 (Student Support Services), and 2021 (Talent Search, Educational Opportunity 

Centers, and Staff Training). The request also includes $4.1 million to maintain administrative 

support for the TRIO programs, including the costs of peer review and collecting and analyzing 

grantee performance data. 

The proposed funding increase would enable TRIO to serve up to an additional 4,000 students 

over the next five years, providing critical support as they seek to enter and succeed in 

postsecondary education and move on to graduate education. The Administration would focus 

increased funding on the goals of funding evidence-based student supports, continuing support 
HIGHER EDUCATION

Federal TRIO programs

T-101

for high quality grantees with prior experience operating successful TRIO projects, and ensuring 

access to high-quality new applicants. The request increases funding for each of the programs 

scheduled for new competitions in fiscal year 2022 based, in part, on the number of unfunded 

high-quality applicants in the most recent competition under each program. The request also 

includes new supplemental funding for all current grantees under the Student Support Services 

program.

The TRIO programs are among the Department’s largest and most important higher education 

investments. These programs can best serve students who are low-income or whose parents 

never completed college by supporting strategies proven to improve student outcomes. For this 

reason, as is the case in other higher education grant programs, the Department has, since 

2015, placed an increasing emphasis on promoting evidence-based practices in TRIO grant 

competitions. The Department intends to continue this emphasis in its fiscal year 2022 

competitions to maximize the potential impact of this critical investment in our nation’s future.

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures

2020

Funding

2021

Funding

2022

Funding

2020

Awards

2021

Awards

2022

Awards

Talent Search:

New Awards 0 $155,345 $14,629 0 435 35

Continuation Awards $168,386 15,835 156,550 473 38 438

Total 168,386 171,180 171,179 473 473 473

Upward Bound:

New Awards 0 0 446,597 0 0 1,250

Continuation Awards 352,094 355,968 26,668 966 966 57

Total 352,094 355,968 473,265 966 966 1,307

Upward Bound Math and 

Science:

New Awards 0 0 88,616 0 0 285

Continuation Awards 65,439 65,928 5,962 212 212 19

Total 65,439 65,928 94,578 212 212 304

Veterans Upward Bound

New Awards 0 0 27,266 0 0 85

Continuation Awards 19,228 19.289 2,192 60 60 7

Total 19,228 19,289 29,458 60 60 92
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Output Measures

2020

Funding

2021

Funding

2022

Funding

2020

Awards

2021

Awards

2022

Awards

Educational Opportunity 

Centers

New Awards 0 44,670 9,892 0 116 21

Continuation Awards 54,927 11,325 46,102 139 24 119

Total 54,927 55,995 55,994 139 140 140

Student Support 

Services:

New Awards 341,701 20,306 38,483 1,093 51 6

Continuation Awards 24,217 343,785 362,007 63 1,099 1,144

Total 365,918 364,091 400,490 1,156 1,150 1,150

McNair 

Postbaccalaureate

New Awards 0 0 59,971 0 0 263

Continuation Awards 56,492 38,023 5,476 187 187 20

Total 56,492 38,023 65,447 187 187 283

Staff Training

New Awards 3,219 0 3,250 10 0 10

Continuation Awards 0 3,219 0 0 10 0

Total 3,219 3,219 3,250 10 10 10

Total awards

New Awards 344,921 220,320 688,704 1,103 602 1,955

Continuation Awards 740,784 871,196 604,957 2,100 2,596 1,804

Evaluation

400 0 0

Administrative 

expenses:

Peer review of new 

award applications 2,354 2,034 2,400

Other expenses 1,541 3,450 1,700

Total 3,895 5,484 4,100

Total 1,090,000 1,097,000 1,297,761
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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 low-income, first-generation college students who 

successfully pursue postsecondary educational opportunities.

Objective: Increase postsecondary enrollment rates of low-income, first-generation individuals 

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

2017 81.0% 77.3 82.0% 84.6 62.0% 56.7

2018 81.0 75.9 82.0 83.9 62.0 57.0

2019 81.0 75.6 82.5 83.2 62.0 58.6

2020 81.0 84.0 62.0

2021 81.0 84.0 62.0

2022 81.0 84.0 62.0

Additional information: This measure looks at the percentage of participants who enroll in 

college. Targets are set and data are calculated independently for each of the three programs 

for which this measure is relevant. Data are provided by the grantees in their Annual 

Performance Reports.

• For Talent Search, the measure looks at the percentage of “college ready” participants who 

enrolled in programs of postsecondary education during the reporting period or the next fall 

term. “College ready” participants are those who have received a regular secondary school 

diploma or an alternative award such as a high school equivalency certificate. 

• For the Upward Bound program, including the Math and Science projects, this measure 

tracks the percentage of Upward Bound participants with a regular secondary school 

diploma who subsequently enroll in postsecondary education. 
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• 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 low-income, firstgeneration individuals 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

2017 38.0% 43.6%

2018 38.5 45.1

2019 39.0 46.2

2020 41.0

2021 41.5

2022 45.0

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

2017 49.0% 56.9%

2018 50.0 58.3

2019 51.0 59.1

2020 53.0

2021 54.0

2022 58.0

Additional information: Grantees provide data on college completion in their Annual 

Performance Reports (APR). Bachelor’s degree completion was calculated as the percentage 

of full-time, first-time freshman participants at 4-year grantee institutions who received a 

bachelor’s degree (or an equivalent degree) from the same grantee institution within 6 years. In

2018-2019, 59.1 percent of full-time, first-time freshmen from the 3023-3024 cohort obtained a 

bachelor’s degree or an equivalent degree from the same grantee institution within 6 years of 

entering college. For 2-year institutions in 2018-2019, 46.2 percent of full-time, first-time 

freshmen from the 2015-2016 cohort completed an Associate’s degree and/or transferred to a 

4-year institution. 
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Measure: The percentages of TRIO McNair participants enrolling and persisting in graduate 

school.

Year Enrolling Target Enrolling Actual Persisting Target Persisting Actual

2017 71.0% 68.1% 85.0% 80.6%

2018 71.0 67.3 85.0 83.9

2019 71.0 67.1 85.0 81.3

2020 71.0 85.0

2021 71.0 85.0

2022 71.0 85.0

Additional information: The methodology for this enrollment measures counts as successes 

those 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. 

That is, 67.1 percent of McNair participants who graduated with their baccalaureate degree in 

2016 had enrolled in graduate school by 2019. 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.

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

2017 $465 $524 $4,555 $4,422 $1,660 $1,694

2018 465 522 4,540 4,543 1,650 1,734

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

2020 460 4,510 1,640

2021 460 4,510 1,640

2022

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.
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Measure: The Federal cost of each McNair program baccalaureate recipient who enrolls in 

graduate school within 3 years.

Year Target Actual

2017 $30,000 $26,301

2018 30,000 26,332

2019 30,000 27,294

2020 30,000

2021 30,000

2022 30,000

Additional information: This measure is calculated by dividing the McNair funding allocation 

from the year in which participants graduated college by the number of college graduates from 

that cohort that enrolled in graduate school within 3 years. 

Other Performance Information

The Department has invested significant resources in evaluations and studies of the Federal 

TRIO Programs. Each TRIO evaluation and study was conducted independently by outside 

contractors that reported to the Department’s evaluation offices. 

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 in 2013, as required by section 402H(b)(1) of the Higher Education Act. 

The study tested the use of practices aimed at improving college fit by evaluating the 

effectiveness of a program that combines college information and text message reminders 

personalized to students’ interests and academic backgrounds as well as professional 

development program for Upward Bound project staff. on college enrollment outcomes for 

participating Upward Bound students. The intervention’s components include tools and 

resources, including information packets and a well-specified set of in-person college guidance

are based on strategies informed by recent research. The effort leverages work in the field to 

design effective informational materials on college costs and outcomes, application fee waivers, 

and guidance on colleges to which individual students could consider applying based on their 

location and standardized test scores. The training component is designed so that it can be 

used with regular high school counselors or Upward Bound project staff to maximize the return 

on investment in the demonstration. The evaluation builds on the developing body of research 

suggesting that low-income students may not be attending colleges that match their academic 

abilities and career objectives, in part because they do not have adequate information about 

their college options.

In October 2018, the Department published the first report (available at this link: 

https://ies.ed.gov/ncee/pubs/20194002/pdf/20194002.pdf), which found that UB participants in 

the treatment group were 10 percentage points more likely to apply to four or more colleges and 

to those with a selectivity level of at least “Very Competitive.” The intervention had no effect on 
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overall FAFSA completion rates, but may have increased early FAFSA submission for some 

subgroups. The next report will examine the effects on selectivity of students’ college choices, 

and their persistence in college three years after expected high school graduation. It is 

scheduled to be released in the Fall of 2021. More information is available at the following link: 

https://ies.ed.gov/ncee/projects/evaluation/pathways_upward.asp

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 2022, 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 2022 Authorization: 01

Budget Authority:

2021

Appropriation

2022

Request

Change

2021 to 2022

$368,000 $408,000 +$40,000

1 The GEPA extension expired September 30, 2015; reauthorizing legislation is sought for fiscal year 2022.

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 low-income middle and secondary school 

students are prepared to succeed in postsecondary education. 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 low-income students, 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. 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 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. 
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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. 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.

Funding levels for the past 5 fiscal years were:

Fiscal Year fisca (dollars in thousands)

2017..........................................................................................$339,754

2018............................................................................................350,000

2019............................................................................................360,000

2020............................................................................................365,000

2021............................................................................................368,000
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FY 2022 BUDGET REQUEST

For fiscal year 2022, the Administration requests $408 million for the GEAR UP program, an 

increase of $40 million from the fiscal year 2021 appropriation. The Administration’s request for 

GEAR UP is based on the demonstrated promise of the program’s approach. For example, a 

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

postsecondary opportunities and increased rigorous course-taking. GEAR UP supports State 

efforts and builds partnerships within communities, targets entire cohorts of students in highpoverty 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 low-income students have the skills and resources to attend college. 

Furthermore, the considerable State and local investments GEAR UP requires (both through the 

creation of partnerships and matching contributions) help ensure that the program will have a 

sustainable impact on the educational outcomes of low-income middle and high school 

students.

This new investment is aligned with President Biden’s Executive Order on Advancing Racial 

Equity and Support for Underserved Communities Through the Federal Government, which 

calls for “a comprehensive approach to advancing equity for all, including people of color and 

others who have been historically underserved, marginalized, and adversely affected by 

persistent poverty and inequality.” In 2021, 37 percent of students served under the program 

were Hispanic or Latino and 17 percent were Black or African American.

Most of the requested funds will be used to support continuation awards for State and 

Partnership grantees that were successful in the fiscal year 2016 through 2021 competitions. 

The Department would use approximately $50 million to conduct competitions for new State and 

Partnership awards. These competitions would further align the GEAR UP program with the 

Administration’s evidence-building agenda. The Department would use the remaining funds to 

support evaluation and for the Web data collection contract, which enables the Department to 

collect and analyze performance data.

PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures 2020 footnote2021 Footnote2022

State Grants:

State: Number of new awards 2 11 4

State: Average new award $4,240 $3,238 $3,750

State: Total new award funding $8,480 $35,618 $15,000

State: Number of continuation awards 38 31 41

State: Average continuation award $3,474 $3,746 $3,599

State: Total continuation award funding $131,995 $116,119 $147,555
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Output Measures 2020 footnote2021 Footnote2022

State: Total award funding $140,475 $151,737 $172,555

State: Total number of awards 40 42 45

Partnership Grants:

Partnership: Number of new awards 6 28 20

Partnership: Average new award $2,409 $1,275 $1,768

Partnership: Total new award funding $14,459 $35,710 $35,379

Partnership: Number of continuation awards 114 93 117

Partnership: Average continuation award $1,817 $1,937 $1,793

Partnership: Total continuation award funding $207,153 $180,139 $209,801

Partnership: Total award funding $221,612 $215,757 $245,180

Partnership: Total number of awards 120 121 137

Total award funding:

Partnership: Total new award funding $22,938 $71,327 $50,379

Partnership: Total continuation award 

funding $339,147 $296,258 $357,356

Evaluation $700 $100 $100

Peer review of new award 

applications $4 $200 $50

Web data collection $115 $115 $115

Data Collection Supplements $2,095 0 0

Total program funding $365,000 $368,000 $408,000

Total number of awards 160 163 182

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: To significantly increase the number of low-income students who are prepared to 

enter and succeed in postsecondary education.
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Objective: Increase the rate of high school graduation and enrollment in postsecondary 

education of GEAR UP students.

Measure: The percentage of GEAR UP high school seniors who graduated from high school.

Year Target Actual

2017 89.0% 92.7%

2018 89.0 86.5

2019 89.0 86.0

2020 89.0

2021 89.0

2022 89.0

Additional Information: This measure indicates the percentage of GEAR UP high school 

seniors who graduated from high school. That is, the denominator used in the calculation 

includes only GEAR UP participants who persisted until the 12th grade while the numerator 

includes participants who both persisted until the 12th grade and graduated. The figures are 

based on data submitted by grantees in their Final Performance Reports. As a result, each year 

of data captures a different subset of grantees serving a fluctuating number of students, which 

could account for some of the annual variation in performance. The Department is exploring 

potential changes to the methodology to be inclusive of a larger set of grantees and students.

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

enrolled in college.

Year Target Actual

2017 62.0% 61.7%

2018 63.0 64.9

2019 63.0 58.3

2020 64.0

2021 65.0

2022 66.0

Additional Information: This measure indicates the percent of GEAR UP students who 

graduated from high school and enrolled in postsecondary education the following September. 

The figures are based on data submitted by grantees in their Final Performance Reports. 

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

2017 55% 67.7% 54% 72.8%

2018 56 71.2 55 71.2

2019 60 60.6 60 74.1

2020 65 49.7 65 64.6

2021 65 70

2022 65 75

Additional Information: This measure tracks completion rates for two mathematics classes 

that research has shown are key indicators of college readiness. Data for this measure, 

collected through Annual Performance Reports, reflect student completion levels from the prior 

year. It should be noted that, as the measure tracks only the percentage of those students who 

are enrolled that pass the class, the percentage of the entire cohort who are on the path to 

college-readiness is likely to be lower. The Department increased the 2019 and 2020 targets to 

be more ambitious.

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 2019 was 

$2,376. The Department provided approximately $2.2 million per year to the grantees in this 

cohort, which produced 52,800 postsecondary enrollees in the final year of their grants. It is 

important to note that this measure uses the strictest possible definition of “successful 

outcome.” For instance, students from this cohort who graduate high school with the help of 

GEAR UP programs but do not enroll in postsecondary education are not considered 

“successes” under this methodology. The Department is exploring alternative methodologies to 

measuring efficiency in this program.

Other Performance Information

Early Outcomes Study

In 2001, the Department began an evaluation on the early effects of the GEAR UP program.

This study, which was released in 2008, reported on the program’s impact on participants 

attending middle schools and their parents, and the effects of GEAR UP on middle schools and 

on the sustainability of the program’s activities after Federal funds are no longer available. The 

study did not report on two key outcomes of interest—secondary school graduation and 

postsecondary enrollment—because the data were not yet available. Overall, the study found

that GEAR UP had significant impacts on students’ and parents’ knowledge and behavior and 
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academic offerings at GEAR UP schools. The study is available at the following link: 

http://www2.ed.gov/rschstat/eval/highered/gearup/early-outcomes.pdf.

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 evaluation

In 2019, the Department began a study of the scholarship component of GEAR UP, to fulfill an 

evaluation mandate in the Higher Education Act (HEA) and to provide information for its 

reauthorization. Scholarships to support college enrollment and persistence can be critical for 

low-income students, including those in GEAR UP’s high need schools. The HEA changed 

some requirements for administering GEAR UP scholarships, restricting it in certain ways but 

giving states more flexibility in other ways. Providing scholarships distinguishes GEAR UP from 

other federal college access programs, but little is known about how and to whom state 

grantees distribute the aid. 

The evaluation 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 FY 2011. A report describing State grantees’ policies and practices, 

expenditures, and challenges related to administering scholarships is expected to be published 

in early 2023. For more about this evaluation, see 

https://ies.ed.gov/ncee/projects/evaluation/pathways_gearupscholarship.asp.
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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 2022 Authorization: To be determined1

Budget Authority:

2021

Appropriation

2022

Request

Change from

2021 to 2022

$23,547 $23,547 0

1 The GEPA extension expired September 30, 2015; reauthorizing legislation is sought for fiscal year 2022.

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 may also 

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 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
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used for the following: to provide additional fellowships to graduate students not already 

receiving institutional or GAANN fellowships; to meet the cost of tuition, fees, and other 

instructional costs that are not covered by the institutional payment; and 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.

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2017 ............................................................................ $28,047

2018 .............................................................................. 28,047

2019 .............................................................................. 23,047

2020 .............................................................................. 23,047

2021 .............................................................................. 23,547

FY 2022 BUDGET

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

Need (GAANN) program for fiscal year 2022, the same as the fiscal year 2021 appropriation. 

All of the program funds would be used to cover the continuation costs of awards made under 

the program in 2021. 

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. 

For the 88 awards made in the fiscal year 2018 and 2019 competitions, the number of awards 

by eligible academic discipline were as follows: area studies (2); artificial intelligence (5); 

constitutional law (1); cybersecurity (9); engineering (45); interdisciplinary (24); multidisciplinary 

(1); and The American Founding (1).

PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures 2020 footnote2021 footnote2022 Footnote

Number of new awards 0 72 0

Number of new fellowships 0 409 0

Average new award 0 $284 0

Total new award funding 0 $20,425 0
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PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures 2020 footnote2021 Footnote2022 Footnote

Number of continuation awards 88 14 72

Number of continuation fellowships 393 58 409

Average continuation award $224 $207 $284

Total continuation funding $19,671 $2,892 $20,425

Supplemental awards $3,3761 0 $3,122 1

Average institution payment $16 $16 $16

Average stipend $34 $34 $34

Total average fellowship $50 $50 $50

Total number of awards 88 86 72

Total number of fellowships 393 467 409

Peer review of new award applications 0 $230 0

Total program funding $23,047 $23,547 $23,547

1 Supplemental awards to support additional fellows in identified fields.

PROGRAM PERFORMANCE INFORMATION

Performance Measures

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

goals, objectives, measures, and performance targets and data. Achievement of program 

results is based on the cumulative effect of the resources provided in previous years, and those 

requested in fiscal year 2022 and future years, as well as the resources and efforts invested by 

those served by this program. The Department will be reviewing GPRA program performance 

goals, objectives, and measures for GAANN for possible revision in future years to ensure 

alignment with Administration policy.

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

areas of national need.

Year Target Actual

2017 60 65%

2018 60 63

2019 65 68

2020 65

2021 65

2022 65

Additional Information: The data used to calculate performance for this measure comes from 

the program’s final performance reports, the Department’s Grants and Payments database, and 

the GAANN program database. The data is calculated by dividing the number of GAANN fellows 

in the last year of their fellowships who have successfully completed their doctoral studies by 

the total number of GAANN fellows who are in the last year of their fellowships.

Because a fellow can receive no more than 5 years of funding and most doctoral students take 

6–7 years to complete their doctoral programs, advancing to candidacy is used as a proxy for 

degree completion where appropriate. Use of such proxy data may inflate outcomes on this 

measure, as not all doctoral candidates who advance to candidacy actually complete their 

doctoral degrees.

Measure: Median time to degree completion (years).

Year Target Actual

2017 5.0 4.9

2018 5.0 5.1

2019 5.0 4.9

2020 5.0

2021 5.0

2022 5.0

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

participants had a median time to completion of 4.9 years in 2019. According to the 2019 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. 
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Efficiency Measure

The efficiency measure for this program is the cost of a successful outcome, where success is 

defined as terminal graduate program completion. This measure is directly tied in with the 

program’s performance measures.

Measure: Cost per PhDs and those who pass preliminary exams.

Year Target Actual

2017 68,500 $56,951

2018 68,500 69,702

2019 68,000

2020 68,000

2021 68,000

2022 68,000

The data used to calculate the efficiency measure come from the program’s final performance 

reports, the Department’s Grants and Payments database, and the GAANN program database. 

The data are calculated by dividing the total amount of Federal funds provided to support a 

cohort of fellows for the 3 years of the grant period by the number of GAANN fellows who 

complete their degree or successfully advance to candidacy during the 5-year fellowship period. 

As the efficiency measure is based on data from a relatively small number of students, 

significant year-to-year fluctuations may be expected. This may reduce the usefulness of the 

measure at the program level. Data for 2019 will be available in fall 2021 after the 2015 cohort 

of grantees has been closed out.
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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 2022 Authorization: To be determined1

Budget Authority:

2021

Appropriation

2022

Request

Change from 

2021 to 2022

$55,000 $95,000 +$40,000

1 The GEPA extension expired September 30, 2015; reauthorizing legislation is sought for fiscal year 2022.

PROGRAM DESCRIPTION

The Child Care Access Means Parents in School (CCAMPIS) program is designed to support 

the participation of low-income parents in postsecondary education through campus-based child 

care 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 child care program 

primarily serving the needs of low-income students 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 low-income students access child care services; progress made toward 

accreditation of any child care facility; and the impact of the grant on the quality, availability, and 

affordability of campus-based child care services.
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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 low-income students 

have access to affordable, quality child care services.

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2017 ....................................................................................$15,134

2018 ......................................................................................50,000

2019 ......................................................................................50,000

2020 ......................................................................................53,000

2021 ......................................................................................55,000

FY 2022 BUDGET REQUEST

For fiscal year 2022, the Administration requests $95 million for the Child Care Access Means 

Parents in School program, an increase of $40 million from the fiscal year 2021 appropriation. 

Approximately $38 million of these funds will support a competition for new awards in fiscal 

year 2021. Approximately $57 million would be used to support continuation awards to grantees 

that were successful in competitions conducted in fiscal years 2019, 2020, and 2021. 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 Department 

intends to continue this emphasis in its fiscal year 2022 competition in order to maximize the 

potential impact of this investment in our Nation’s community colleges.

According to the Institute for Women’s Policy Research (IWPR)’s analysis of data from the 

National Postsecondary Student Aid Study, 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 nonprofit fouryear (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

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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In addition, and 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 much quicker, meaning they would likely spend more years 

in the labor market earning higher wages. 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.

The fiscal year 2022 request would address these findings 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 low-income students; and enhance other support for student parents.

In fiscal year 2021, the CCAMPIS grant competition included a range of priorities. In addition to 

the absolute priorities to leverage significant local or institutional resources or utilize a sliding fee 

scale to support low-income student parents required under section 419N of the Higher 

Education Act, in fiscal year 2021, the Department encouraged applicants to propose projects 

that:

• describe how they will, in addition to CCAMPIS funds, provide resources with institutional 

funds that will enhance the student-parents’ educational, personal, and financial growth and;

• increase the number of licensed, quality child care centers in areas most impacted by the 

Novel Coronavirus where under-resourced community colleges are located, by, for example, 

utilizing unused classrooms on campus, working with community partners to create space in 

neighboring buildings, and hiring and training child care staff; and

• develop high-impact community engagement strategies and partner with community 

organizations in order to leverage institutional and community resources to provide 

wrap-around services (such as public benefits and additional financial aid to cover textbook 

costs, transportation costs, mental health services, faculty mentoring, tutoring, peer support 

groups, and emergency grants) that meet the whole need of low-income parents in 

postsecondary education.

The Department will review the use of these priorities to help inform a new fiscal year 2022 

competition that would be funded by the requested increase. 
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PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2020 footnote2021 2022

Number of new awards 25 275 240

Average new award $154 $158 $158

Total new award funding $3,844 $43,500 $37,748

Number of continuation awards 268 97 372

Average continuation award $183 $115 $153

Total continuation award funding $49,074 $11,200 $56,852

Peer review of new award applications $82 $300 $400

Total award funding $53,000 $55,000 $95,000

Total number of awards 293 372 612

PROGRAM PERFORMANCE INFORMATION

Performance Measures

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

goals, objectives, measures, and performance targets and data. Achievement of program 

results is based on the cumulative effect of the resources provided in previous years, and those 

requested in fiscal year 2022 and future years, as well as the resources and efforts invested by 

those served by this program. The Department will be reviewing GPRA program performance 

goals, objectives, and measures for the CCAMPIS program for possible revision in future years 

to ensure alignment with Administration policy.

Goal: To support the participation of low-income parents in the postsecondary education 

system through the provision of campus-based child care services.

Objective: Increase access for low-income parents to postsecondary institutions.
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Measure: Percentage of CCAMPIS program participants enrolled at CCAMPIS grantee 

institutions receiving child care services who remain in postsecondary education at the end of 

the academic year, as reported in the annual performance report.

Year 4-year/2-year

Target

4-year/2-year

Actual

4-year

Target

4-year

Actual

2-year 

Target

2-year

Actual

2016 79% 82% 75%

2017 81 85 76

2018 74% 78 81% 82 61% 75

2019 75 81 61

2020 75 81 61

2021 75 81 62

2022 75 81

Additional information: Previously reported CCAMPIS performance data have been updated 

to improve its accuracy and reliability. Grantees submitting incomplete data were excluded from 

the analysis. Performance data for 2019 will be available in December 2021.

Measure: Percentage of CCAMPIS program participants enrolled at 2-year CCAMPIS grantee 

institutions receiving child care services who graduate from postsecondary education within 

3 years of enrollment.

Year 2-year Target 2-year Actual

2016 19.0%

2017 21.0

2018 22.0%

2019 22.0

2020 22.0

2021 22.5

2022 22.5

Additional information: Previously reported CCAMPIS performance data have been updated to 

improve its accuracy and reliability. For the purposes of this performance measure, the term 

“within 3 years of enrollment” means within 3 years of enrolling in the CCAMPIS program. 

Grantees submitting incomplete data were excluded from the analysis. Data for 2018 has not 

been analyzed. It is expected to be available in December 2021.

The Department dropped a performance measure that focused on completion rates at 4-year 

grantee institutions. The methodology used for this measure was problematic because the 

denominator included students who had not been in school long enough to graduate even if they 

persisted without interruption. CCAMPIS grantees at 4-year institutions will continue to be 

required to submit completion rate data for students served by their projects, however, the data 

will not be aggregated to obtain completion rates at 4-year CCAMPIS grantee institutions.
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Efficiency Measure

The efficiency measure tracks student cost per successful outcome.

Measure: Federal cost per CCAMPIS student 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 Target Actual

2016 $6,983

2017 5,335

2018 $4,500 6,656

2019 4,500

2020 4,500

2021 4,500

2022 6,000

Additional information: For 2018, the cost per successful outcome is calculated by dividing 

the program allocation by the total number of students receiving child care services who remain 

in postsecondary education at the end of the academic year at 4-year and 2-year CCAMPISgrantee institutions (includes 78 grantees from 2014 and 2017 cohorts). Program performance 

data for 2019 will be available in December 2021.

Other Performance Information

In September 2019, the Government Accountability Office (GAO) released a report entitled, 

"Higher Education: More Information Could Help Student Parents Access Additional Federal 

Student Aid.” The GAO report included a review of the Department’s performance data for the 

CCAMPIS program, identification of errors in the accuracy of calculations for two measures 

and recommended that the Department correct these errors. In response, the Department 

acknowledged an error in its persistence rate calculation that affected the accuracy of both 

the persistence rate and cost per persistent student measures that were reported in the 

fiscal year 2020 Budget Justifications to Congress. These rates have been corrected and are 

reflected in the tables above.

The Department also clarified that, for graduation rate data published for fiscal year 2020 and 

prior years, the term “within 3 years of enrollment” means within 3 years of enrolling in the 

CCAMPIS program.
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Fund for the Improvement of Postsecondary Education

(Higher Education Act of 1965, Title VII, Part B)

(dollars in thousands) 

FY 2022 Authorization: To be determined1

Budget Authority:

2021

Appropriation

2022

Request

Change from

2021 to 2022

$41,000 $76,000 +$35,000

1 The GEPA extension expired September 30, 2015; reauthorizing legislation is sought for fiscal year 2022.

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. In recent years, Congress has provided funding for the Career 

Pathways program, the Centers of Excellence for Veterans Student Success (CEVSS) Program,

the National Center for Information and Technical Support for Postsecondary Students with 

Disabilities (NCITSPSD), and the Open Textbook Pilot (OTP). In fiscal year 2021, Congress 

provided additional support for several existing programs (CEVSS, NCITSPSD and the OTP) 

and new funding for Basic Needs Grants, a Center of Educational Excellence, Modeling and 

Simulation, Rural Postsecondary and Economic Development, and Transitioning Gang-Involved 

Youth to Higher Education. Under FIPSE, all discretionary grants and contracts are awarded to 

institutions of higher education and other public and private nonprofit institutions and agencies. 

Grants typically are frontloaded to pay full multi-year project costs from a single appropriation.

Activities currently planned for fiscal year 2021 include the following:

The CEVSS program ($7 million), authorized under section 777(a) of the 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.
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The NCITSPSD ($2 million) provides technical assistance and information on best and 

promising practices for students with disabilities as they transition to, or attend, postsecondary 

education.

The OTP ($7 million) supports projects at institutions of higher education 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.

The Basic Needs Grants program ($5 million) helps address the basic needs of students 

(e.g., housing, food, transportation, and access to physical and mental health services).

The Center of Educational Excellence program ($2 million) supports a model center of 

educational excellence at an undergraduate HBCU with a demonstrable record in the production 

of Black teachers.

The Modeling and Simulation program ($7 million) promotes the study of modeling and 

simulation at institutions of higher education, 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.

The Rural Postsecondary and Economic Development program ($10 million) promotes

innovative approaches to improve rates of postsecondary enrollment and completion among 

rural students through development of career pathways aligned to high-skill, high-wage or 

in- demand industry sectors and occupations.

The Transitioning Gang-Involved Youth to Higher Education program ($1 million) supports 

organizations that work directly with gang-involved youth to help such youth pursue higher 

education opportunities.

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2017 .......................................................................................... 0

2018 ................................................................................. $6,000

2019 ................................................................................... 5,000

2020 ................................................................................. 24,500

2021 ................................................................................. 41,000
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FY 2022 BUDGET REQUEST

For fiscal year 2022, the Administration requests $76 million for FIPSE, $35 million more than 

the fiscal year 2021 appropriation. Most funds—roughly $68 million—would support a new grant 

program for projects involving the design, implementation, and replication of both 

entrepreneurial and evidence-based, field-initiated innovations to increase postsecondary 

student success. The new program also would support the integration of innovations and the 

creation of the institutional capacity and infrastructure needed to support impact at scale—a 

growing need as institutions look for more effective ways to implement evidence-based 

interventions.1 Eligible grantees would include individual institutions of higher education and 

those working in partnership with other institutions, States, non-profit service providers, or 

evaluators. 

The new competition would use a multi-tiered approach, similar to that employed by the 

Education Innovation and Research program (described in detail in the Innovation and 

Improvement account), by providing differing levels of funding based on the level of prior 

evidence associated with the intervention. The expectations around the kind of information and 

evidence each funded project would produce would vary accordingly. Proposed areas of focus 

for potential projects could include increasing completion and employment success for returning 

adult students, innovative approaches to reducing the amount of time students spend taking 

courses not aligned with their program of study, increasing the career and employment 

alignment of in-demand community college programs, innovative strategies for increasing 

retention, and reducing the time to completion for low-income students and students of color.

The second component of the proposed grant program would fund projects to implement and 

evaluate changes in institutional practice or capacity intended to facilitate a holistic approach to 

student success, especially for underserved populations. Examples include implementing 

changes to reorient institutional decision-making practices to focus on student outcomes; the 

integration of evidence-based practices into comprehensive, efficient delivery models; the 

development of data systems allowing for the reporting of performance data associated with 

interventions across the institution; or training institutional leaders to adopt an enterprise-wide 

orientation toward student success. In addition to sharing successful implementation practices, 

grantees would be required to evaluate the impact of their projects on the target student 

populations.

The proposed student success grant program would complement the $62 billion Completion 

Grants program in the American Families Plan, which would be a primary source of Federal 

funding support for scaling up rigorously evaluated and previously validated interventions across 

public and non-profit institutions of higher education. Findings and results from this new FIPSE 

program would add to the universe of interventions States and institutions may choose to scale 

1 Kezar, A. (2019). Creating a diverse student success infrastructure: The key to catalyzing cultural 

change for today’s student. Los Angeles, CA: University of Southern California, Pulias Center for Higher 

Education.
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through the Completion Grants program, while also providing model practices for strengthening 

institutional capacity in areas that contribute to successful implementation of such interventions.

Remaining FIPSE funds would be used for continuation awards to OTP grantees. 

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2020 2021 2022

Evidence-Based Approaches and 

Infrastructure

Evidence-Based Approach: Number of new awards 0 0 45

Evidence-Based Approach: Average new award 0 0 $1,505

Evidence-Based Approach: Total award funding 0 0 $67,737

Career Pathways

Career Pathways: Number of new awards 2 0 0

Career Pathways: Average new award $4,971 0 0

Career Pathways: Total award funding $9,942 0 0

CEVSS

Centers of Excellence: Number of new awards 16 17 0

Centers of Excellence: Average new award $435 $412 0

Centers of Excellence: Total award funding $6,954 $7,000 0

NCITSPSD

National Center for Info: Number of new awards 0 1 0

National Center for Info: Average new award 0 $1,980 0

National Center for Info: Total award funding 0 $1,980 0

National Center for Info: Number of supplements 1 0 0

National Center for Info: Average supplement $500 0 0

National Center for Info: Total supplement funding $500 0 0

OTP

Open Textbook Pilot: Number of new awards 4 9 0

Open Textbook Pilot: Average new award $1,503 $659 0

Open Textbook Pilot: Total award funding $6,913 1 $7,000 2 $8,263 3

Basic Needs Grants

Basic Needs Info: Number of new awards 0 4 0

Basic Needs Info: Average new award 0 $1,238 0

Basic Needs Info: Total award funding 0 $4,950 0

Center of Educational Excellence

Center of Edu Excel: Number of new awards 0 1 0

Center of Edu Excel: Average new award 0 $1,980 0

Center of Edu Excel: Total award funding 0 $1,980 0
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Output Measures 2020 2021 2022

Modeling and Simulation

Model and Sim Info: Number of new awards 0 5 0

Model and Sim Info: Average new award 0 $1,386 0

Model and Sim Info: Total award funding 0 $6,930 0

Rural Postsecondary and Economic 

Development

Rural Postsecondary: Number of new awards 0 7 0

Rural Postsecondary: Average new award 0 $1,414 0

Rural Postsecondary: Total award funding 0 $9,900 0

Transitioning Gang-Involved Youth to 

Higher Education

Transitioning Youth: Number of new awards 0 1 0

Transitioning Youth: Average new award 0 $990 0

Transitioning Youth: Total award funding 0 $990 0

Contracts

Contracts: Peer review $191 $270 0

Total FIPSE funding $24,500 $41,000 $76,000

Total number of new awards 22 45 4 45 4

1 In addition to the approximately $6 million used to make four new awards, the Department used $901 thousand 

provided in fiscal year 2020 to supplement and make whole an existing grantee first funded under the fiscal year 

2019 slate.

2 Of the $7 million appropriated for OTP in fiscal year 2021, the Department will fund nine new awards from the fiscal 

year 2020 slate. Approximately $5.9 million will be used to pay first-year costs, and approximately $1.1 million will be 

used to partially pay down the second-year costs associated with this OTP cohort. 3 OTP will use $8.3 million from the fiscal year 2022 request to complete funding second year and third year costs 

associated with the OTP cohort first funded in fiscal year 2021. 4 The totals reflected include the estimated number of awards that will be made under the Modeling and Simulation, 

Rural Postsecondary and Economic Development, and the Transitioning Gang-Involved Youth to Higher Education 

competitions in fiscal year 2021 and the Scaling Evidence-Based Approaches competition in fiscal year 2022, as 

applicable. These figures were estimated absent any concrete guidance from Congress (e.g., a minimum award 

amount or general language regarding the number of awards), and as a result, may change as the Department enters 

the NIA development process for each competition later this year.

PROGRAM PERFORMANCE INFORMATION

Performance Measures

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

goals, objectives, measures, and performance targets and data. Achievement of program 

results is based on the cumulative effect of the resources provided in previous years, and those 

requested in fiscal year 2022 and future years, as well as the resources and efforts invested by 
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those served by this program. The Department will be reviewing GPRA program performance 

goals, objectives, and measures for these programs for possible revision in future years to 

ensure alignment with Administration policy.

While the Department established a new set of performance measures for the Open Textbook 

Pilot in the 2018 notice inviting applications, most of these measures are final measures (i.e., 

data will not be reported until after the completion of the project, which is anticipated by late 

2022). The partial data reported below is for annual measures. Data is currently limited due to 

the impact of the COVID-19 pandemic on the development, testing, and adoption of open 

educational resources. The Department anticipates that updated fiscal year 2020 data will be 

available in late 2021. The Department will set targets for future years when complete baseline 

data becomes available.

The Department will set performance measures for all remaining programs funded under the 

fiscal year 2020 and 2021 appropriations and will begin collecting data for these measures in 

fiscal years 2021 and 2022, respectively.

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

2022

Additional Information: The number of students who enrolled in Nursing Pharmacology 

course sections that used open textbooks was gathered via client reporting from Chippewa 

Valley Technical college, Madison Area Technical College, Waukesha County Technical 

College, Northeast Wisconsin Technical College, and Nicolet Area Technical college for the 

spring, summer, and fall of 2020.

Measure: The number of students who completed courses which used the open textbooks 

developed through the grant.

Year Target Actual

2020 Baseline 705

2021

2022

Additional Information: The Wisconsin Technical College System (WTCS) reported that 705 

out of 764 students enrolled in Nursing Pharmacology courses that utilized OER completed their

courses. This 92 percent completion rate is comparable to a pre-OER WTCS average 

completion rate of 91 percent for this course. The COVID-19 pandemic and its effect on course 

delivery and attendance during 2020 was likely a confounding variable in this area.
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Measure: Student and faculty evaluations of the quality of the open textbooks compared with 

other kinds of textbooks they have used, the ease of use of these materials, and the cost 

savings associated with the use of open textbooks.

Additional Information: A Qualtrics survey link was provided to WTCS Nursing deans and 

faculty and was also included in the Preface section of the Nursing Pharmacology textbook. The 

spring 2020 survey addressed the pilot version of the Nursing Pharmacology textbook. The 

survey had a response rate of 65, with 59 students and six faculty participating from three

WTCS colleges. Revisions were made to the Nursing Pharmacology book based on the survey 

feedback. These revisions included providing an Answer Key at the back of the e-book for 

critical thinking questions and the addition of “Patient Teaching” sections to each chapter.

The summer/fall 2020 survey addressed the first edition of the published Nursing Pharmacology 

textbook. The survey had a response rate of 40, including 33 students and seven faculty from 

five WTCS colleges and two IHEs outside of Wisconsin. In this survey, all criteria were ranked 

“as good as” or “better” by 90 percent or more of respondents on a 5-point Likert scale: Quality 

(92 percent); Cost (100 percent); Ease of Use (90 percent); Helpfulness of Learning Activities 

(95 percent); Incorporation of Evidence-based Practices (95 percent); Navigation to Other 

Reliable Sources (100 percent); and Assisting in Application to Patient Care (97 percent). 

Measure: The average cost savings per student.

Year Target Actual

2020 Baseline $154

2021

2022

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

2022

Additional Information: The Nursing Pharmacology textbook was adopted by 42 WTCS 

course sections that included 764 students. With an average cost savings of $154 per student, 

total student cost savings comes to $117,656. This adoption contributed to a 15 percent

decrease in total textbook cost for students in these participating course sections.
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Measure: The number and percentage 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 / N/A%

2021

2022

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

2022
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Teacher quality partnership

(Higher Education Act of 1965, Title II, Part A)

(dollars in thousands)

FY 2022 Authorization: To be determined1

Budget Authority:

Budget Authority 2021

Appropriation

2022

Request

Change from

2021 to 2022

Annual appropriation $52,092 $132,092 +$80,000

Mandatory Supplemental 

Appropriation, AFP Act 0 280,000 +280,000

1 The GEPA extension expired September 30, 2015; reauthorizing legislation is sought for fiscal year 2022.

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 teaching force in improving student 

outcomes. More specifically, TQP seeks to improve student achievement and the effectiveness

of teachers working in high-need schools and early childhood education (ECE) programs by 

improving the preparation of teachers and enhancing professional development activities for 

teachers; holding teacher preparation programs accountable for preparing effective teachers; 

recruiting highly qualified individuals, including people of color; and attracting talented 

professionals from outside the teaching pipeline into the classroom. Projects may also include a 

component to train 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.
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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) and the Teacher and 

School Leader Incentive Grants program).

The following three types of grants are eligible for funding through the program:

Pre-Baccalaureate Preparation of Teachers program (Pre-Baccalaureate)—Grants are provided 

to implement a wide range of reforms in teacher preparation programs and, as applicable, 

preparation programs for early childhood educators. These reforms may include, 

among other things, implementing curriculum changes that improve and assess how well 

prospective teachers develop teaching skills; using teaching and learning research so that 

teachers implement research-based instructional practices and use data to improve classroom 

instruction; 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 partner high-need LEAs; developing effective 

mechanisms, which may include alternative routes to certification, to recruit qualified individuals 

into the teaching profession; 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 apprenticeship; 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 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 superintendents, principals, early 

childhood education program directors, 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; 
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• Manage resources and time to improve academic achievement; 

• Engage and involve parents and other community stakeholders; and 

• Understand how students learn and develop in order to increase academic achievement.

Grant funds must also be used to develop a yearlong clinical education program, a mentoring 

and induction program, and programs to recruit qualified individuals to become school leaders. 

Partnerships may apply for funding under the Pre-Baccalaureate program, the Teaching 

Residency program, or both, 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. The State teacher quality accountability 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 improvements (http://title2.ed.gov). 

Funding levels for the past 5 fiscal years were as follows:

Fiscal Year (dollars in thousands)

2017 ............................................................................... $43,092

2018 ................................................................................. 43,092

2019 ................................................................................. 43,092

2020 ................................................................................. 50,092

2021 ................................................................................. 52,092
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FY 2022 BUDGET REQUEST

For fiscal year 2022, the Administration requests $132 million for the TQP program, an increase 

of $80 million from the fiscal year 2021 appropriation. Approximately $91 million would support 

new pre-baccalaureate and residency competitions that would emphasize the creation or 

expansion of high-quality, comprehensive pathways into the classroom. These funds would 

have focus on projects designed to address identified teacher shortage areas and those 

developed and implemented in partnership with Historically Black Colleges and Universities, 

Hispanic-Serving Institutions, Tribally Controlled Colleges and Universities and other minorityserving institutions, in order to diversify the teacher pipeline. While teachers of color can have a 

particularly strong impact on students of color,

1 around one in five teachers2 are people of color, 

compared to more than half of K-12 public school students.3 The Administration believes that all 

students deserve well-prepared and effective teachers and that all teachers deserve access to 

high-quality mentoring and induction programs that support their professional development. 

Effective investments in teacher preparation can ensure we meet both priorities.

As described further in the Program Performance Information section below, research on the 

TQP program shows that high-quality residency models can expand the pool of well-prepared 

applicants entering the teaching profession, promoting diversity of the workforce and bringing 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. 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 are more likely than nonresidents to report 

feeling prepared to enter the classroom, 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 

well-prepared and qualified educators. 

The Administration is also requesting $280 million in new mandatory funding in fiscal year 2022 

for the TQP program. This request is a part of President Biden’s American Families Plan to

address teaching shortages, improve training and supports for teachers, and boost teacher 

diversity.

1 See, for example, https://learningpolicyinstitute.org/sites/default/files/productfiles/Diversifying_Teaching_Profession_REPORT_0.pdf

2 https://www.bls.gov/cps/cpsaat11.htm

3 https://nces.ed.gov/programs/coe/indicator_cge.asp
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PROGRAM OUTPUT MEASURES 

(dollars in thousands) 

Output Measures 2020 Footnote2021 footnote2022

Partnership Grants:

New partnership grants $7,302 0 $91,250

Continuations partnership grants 42,144 51,736 40,242

Subtotal partnership grants 49,446 51,736 131,492

State teacher quality accountability reports 446 356 356

Peer review of new award applications 200 0 244

Total 50,092 52,092 132,092

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.

The Department will be reviewing GPRA program performance goals, objectives, and measures 

for the Teacher Quality Partnership grants for possible revision in future years to ensure 

alignment with Administration policy.

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.
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Interim Measure: The percentage of program participants who did not graduate in the previous 

reporting period and who persisted in the postsecondary program in the current reporting 

period.

Year

PreBaccalaureate

Target

PreBaccalaureate

Actual

Residency

Target

Residency

Actual

2017 85% 81% 95% 72%

2018 85 72 95 75

2019 85 90 95 93

2020 85 95

2021 85 95

2022 85 95

Additional information: In general, data from grantees under the TQP program has 

demonstrated a high level of persistence among program participants. Data for this measure 

was derived from annual performance reports for cohorts in at least their second year of 

operation. 

Objective: To increase the retention rate of new teachers in high-need school districts.

Measure: The percentage of beginning teachers who are retained in teaching in the partner 

high-need local educational agency or early childhood education program 3 years after initial 

employment.

Year

PreBaccalaureate

Target

PreBaccalaureate

Actual

Residency

Target

Residency

Actual

2017 80% 63% 90% 55%

2018 80 70 90 77

2019 80 90

2020 80 90

2021 80 90

2022 80 90

Additional information: Performance on this measure increased significantly in 2018 and the 

Department is continuing its efforts to ensure that grantees provide the necessary supports to 

beginning teachers in partner LEAs. Data for 2019 is expected in summer 2021.

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?
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• What is the retention rate of the residency project teachers compared to their novice 

colleagues who weren’t prepared through a teacher residency project?

• What are the characteristics of the teacher residency projects (e.g., length of overall 

program, nature of required coursework and apprenticeship activities, characteristics of their 

assigned mentor teacher, criteria for selecting program participants)?

• What are the characteristics of the teacher applicants and participants in the teacher 

residency projects?

The study (http://ies.ed.gov/pubsearch/pubsinfo.asp?pubid=NCEE20154002) determined that 

TQP projects provided residents with an average of 450 hours of coursework (the equivalent of 

10 college courses) focusing on content, pedagogy, classroom management, and student 

assessment. Sixty-eight percent of residents reported spending 4 or 5 full days per week in 

their mentor’s classroom during the first half of their residency, during which time residents 

averaged 21 days fully in charge of instruction. During the second semester, 78 percent of 

residents reported spending 4 or 5 days in their mentor’s classroom. During that same 

semester, residents averaged 37 days fully in charge of instruction. Eighty-three percent of 

residents reported that their fieldwork reinforced what they learned in their coursework and 

68 percent reported that their coursework was well integrated with their classroom experiences. 

Additionally, novice residency program teachers reported feeling more prepared than other 

novice teachers in the same district. 

Individuals completing residency programs were more likely than other teachers to have made a 

distinct career change when they joined their programs, but were otherwise demographically 

similar to non-residency teachers. Residency teachers also had similar retention rates as nonresidency teachers in the same district from spring 2012 to fall 2012 (92 percent versus 

90 percent).

The study also found that mentors had significant prior teaching experience (10 years, on 

average) and significant prior mentoring experience (3.5 semesters, on average). Mentors also 

received extensive training—averaging 37 hours—from residency programs prior to beginning 

their role as mentors.

A follow-up report published in 2015 (https://ies.ed.gov/ncee/pubs/20154015/) found that 

residency teachers were no more likely than non-residency teachers to remain in their school 

from spring 2012 to fall 2013 (62 percent versus 60 percent). However, residency teachers in 

their first year of teaching in spring 2012 were more likely than non-residency teachers in their 

first year in spring 2012 to remain in the same district through fall 2013 (81 percent versus 

66 percent). These residency teachers, while remaining in the same district, tended to move to 

schools that were higher achieving and less diverse.
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Hawkins Centers of Excellence

(Higher Education Act of 1965, Title II, Part B, Subpart 2)

(dollars in thousands)

FY 2022 Authorization: To be determined1

Budget Authority:

Budget Authority 2021

Appropriation

2022

Request

Change from

2021 to 2022

Annual appropriation 0 $20,000 +$20,000

Mandatory Supplemental 

Appropriation, AFP Act 0 40,000 +40,000

1 The GEPA extension expired September 30, 2015; reauthorizing legislation is sought for fiscal year 2022.

PROGRAM DESCRIPTION

The Hawkins Centers of Excellence program is designed to support a diverse and well-prepared 

pool of effective educators by expanding and reforming teacher education programs at MinorityServing 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 Hawaiian-serving Institutions, 

Predominantly Black Institutions, Asian American and Native American Pacific Islander-serving 

Institutions, and Native American-serving Nontribal Institutions. The program authorizes 

competitive awards of up to 5 years in length to eligible institutions of higher education to 

strengthen and expand their teacher preparation programs by establishing centers of 

excellence. The minimum grant amount is $500,000.

Grants must be used for one or more of the following activities:

• Implementing 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.
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• 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.

• 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.

FY 2022 BUDGET REQUEST

The request includes $20 million in first-time funding for the Hawkins Centers of Excellence 

program to support diversifying the educator workforce by increasing the number of high-quality 

teacher preparation programs at Minority-Serving Institutions. An additional $40 million in 

mandatory funding would be provided under the American Families Plan.

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 

students of color, yet only one in five teachers are people of color, compared to more than half 

of K-12 public school students. Minority-Serving Institutions, which collectively prepare half of all

teachers of color, are ideally positioned to help prepare a new generation of effective teachers 

of color for high-need schools.

Funding the Hawkins Centers of Excellence program, which emphasizes preparing teachers 

who meet applicable certification requirements, also would help address longstanding evidence 

that students of color have less access to 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.1 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.2

1 https://files.eric.ed.gov/fulltext/EJ990114.pdf. 2 https://learningpolicyinstitute.org/sites/default/files/product-files/CRDC_Teacher_Access_REPORT.pdf. 
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These data highlight the importance of the high-quality mentoring and induction programs for 

new teachers that are integral to the Hawkins Centers of Excellence 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. The Administration would give priority 

in making new awards to applicants that propose to incorporate evidence-based components 

and practices into their teacher preparation programs to the greatest extent possible.

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Measures 2022

Number of new awards 20

Average new award $975

Total new award funding $19,500

Peer review of new award applications $500

PROGRAM PERFORMANCE INFORMATION

The Department will establish goals and performance indicators to assess the impact and 

effectiveness of teacher preparation activities supported through the Hawkins Centers of 

Excellence 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 schools.
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Completion grants

(Proposed legislation)

(dollars in thousands)

FY 2022 Authorization: To be determined

Mandatory Budget Authority:

Budget Authority 2021

Appropriation

2022

Request

Change from

2021 to 2022

0 $6,200,000 +$6,200,000

.

PROGRAM DESCRIPTION

The Completion Grants Program, proposed as part of President Biden’s American Families 

Plan, would provide grants to States and Tribes to invest in completion and retention activities at 

colleges and universities that serve high numbers of low-income students. Funds would be 

distributed to States and Tribes based on a formula that accounts for low-income students 

enrolled in both public and non-profit colleges. States and Tribes would give priority in 

allocating funds to underserved institutions, particularly community colleges, serving a large 

share of low-income students. 

States and Tribes would be required to submit an application that describes the allocation of 

funds to institutions, a strategy for adopting a diverse portfolio of promising and evidence-based 

practices, annual benchmarks for student outcomes, information about the evaluation of 

interventions funded by the program, and plans for a state equity audit of higher education 

financing. Funds could be used for a variety of evidenced-based and promising practices to 

support student retention, completion, and success, such as comprehensive academic support 

services (e.g., faculty and peer counseling, use of real-time data on student progress, and 

incentives for students to stay on track); providing direct students support services (e.g., mental 

health services, childcare, transportation, emergency financial assistance, assistance in 

addressing food or housing instability); offering career coaching, networking and work-based 

learning opportunities to support the development of skills, relationships, and experiences 

necessary to obtain and succeed in high-quality jobs; reforms to developmental education; 

utilizing career pathways; improving transfer student success; and efforts to recruit, retain, and 

develop faculty and other instructional staff. States, Tribes, and institutions would need to 

cooperate in efforts to evaluate the impact of the funds. The program would also include a 

maintenance of effort requirement to ensure that States maintain their own commitment to 

funding higher education.
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T-145

FY 2022 BUDGET

President Biden’s American Families Plan would provide $6.2 billion in mandatory funding for 

fiscal year 2022 and $62 billion over 10 years for the Completion Grants program, which would 

fund grants to States and Tribes to support completion and retention activities designed to 

ensure postsecondary success for low-income and underserved students in high-need 

institutions. This proposal is a critical complement to other investments proposed for fiscal year 

2022 that make college more affordable, including making community college free and a $1,875 

increase to the Pell Grant. Together, the Completion Grants program and college affordability 

proposals expand access to postsecondary education and ensure that students are also more 

likely to succeed in and complete their education or training. States and institutions would use 

the grants made through this program to make substantial investments in best practices to 

improve student success, including wraparound services ranging from child care and mental 

health services to faculty and peer mentoring, emergency basic needs grants, career coaching,

practices that recruit and retain diverse faculty, transfer agreements between colleges, and 

evidence-based remediation programs.

PROGRAM PERFORMANCE INFORMATION

The Department will establish goals and performance indicators to assess the impact and 

effectiveness of activities supported through the Completion Grants program, including 

indicators based in part on the benchmarks for student outcomes established by grantees in 

their State plans.
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T-146

Health professionals of the future

(Proposed legislation)

(dollars in thousands)

FY 2022 Authorization: To be determined

Mandatory Budget Authority:

2021

Appropriation

2022

Request

Change from

2021 to 2022

$0 $200,000 +$200,000

PROGRAM DESCRIPTION

The Health Professionals of the Future (HPOTF) program is a competitive grant program that 

provides funds to Historically Black Colleges and Universities (HBCUs), Tribal Colleges and 

Universities (TCUs), and Minority-Serving Institutions (MSIs), such as Hispanic-serving 

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

(AANAPISIs) to create or expand graduate programs that prepare students for high-skilled jobs 

in the health care sector and help diversify the healthcare sector pipeline. Eligible grantees 

include HBCUs, TCUs, and MSIs with or without an existing graduate program, and institutions 

may apply on their own or in a partnership with any other institution, as long as the HBCU, TCU, 

or MSI is the lead grantee. Partnerships must include an institution with an existing program and 

an HBCU, TCU, or MSI seeking to establish or expand a program.

Eligible graduate programs must align with careers that (1) meet the WIOA definition of “indemand industry sector or occupation”1 and (2) are in the healthcare sector (e.g., graduate 

programs could include programs that train students to become physicians, hospital 

administrators, dentists, nurses, etc.). 

Authorized activities would include the development of a career and educational pathways 

exploratory system to assist undergraduate and graduate students in learning about career 

opportunities in these fields and connecting students to internships and jobs; support services to 

help students complete graduate programs; scholarships or fellowships for tuition or to support

1 The term ‘‘in-demand industry sector or occupation’’ means— (i) an industry sector that has a 

substantial current or potential impact (including through jobs that lead to economic self-sufficiency and 

opportunities for advancement) on the State, regional, or local economy, as appropriate, and that 

contributes to the growth or stability of other supporting businesses, or the growth of other industry 

sectors; or (ii) an occupation that currently has or is projected to have a number of positions (including 

positions that lead to economic self-sufficiency and opportunities for advancement) in an industry sector 

so as to have a significant impact on the State, regional, or local economy, as appropriate.
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T-147

on-the-job training; and the collection of performance data, which could include job placement 

and earnings.

FY 2022 BUDGET

The American Families Plan would provide $200 million in mandatory funding in 2022, and 

$2 billion over the next decade, to support the Health Professionals of the Future program, 

which would make competitive awards to HBCUs, TCUs, and MSIs to create or expand 

graduate programs for in-demand health occupations.

Employment in healthcare occupations is projected to grow 15 percent from 2019 to 2029, much 

faster than the average for all occupations.1 HBCUs, TCUs, and MSIs are in a unique and vital 

position to help students of color move to the top of the income ladder through attainment of 

professional degrees and careers. Research shows that four-year HBCUs and MSIs propel 

more students from the lowest income quintile to the top income quintile than other universities.2 

For example, HBCU alumni represent 80 percent of Black judges, 50 percent of Black lawyers 

and doctors, and 25 percent of Black undergraduates earning STEM degrees.3 Despite these

contributions, HBCUs, TCUs, and MSIs are under-resourced compared to other colleges and 

universities. The HPOTF Program would aim to address this funding inequity, help meet the 

employment demand projected for health occupations, and diversify the professional healthcare 

workforce. Funding for the HPOTF Program complements additional funding proposed for 

HBCUs, TCUs, and MSIs in fiscal year 2022, including increasing existing mandatory funding to 

the HEA Title III and V programs and providing tuition subsidies to HBCUs, TCUs, and MSIs. 

PROGRAM PERFORMANCE INFORMATION

The Department will establish goals and performance indicators to assess the impact and 

effectiveness of activities supported through the Health Professionals of the Future program, 

including student outcome indicators such as degrees and certificates obtained, job placement, 

and earnings.

1https://www.bls.gov/ooh/healthcare/home.htm#:~:text=Employment%20in%20healthcare%20occupation

s%20is,about%202.4%20million%20new%20jobs.&text=This%20projected%20growth%20is%20mainly,g

reater%20demand%20for%20healthcare%20services.

2 https://www.acenet.edu/Documents/MSIs-as-Engines-of-Upward-Mobility.pdf

3 https://www.tmcf.org/about-us/member-schools/about-hbcus/