Department of Education

HIGHER EDUCATION

Fiscal Year 2023 Budget Request

CONTENTS

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

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

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

Appropriation, Adjustments, and Transfers...................................................................................6

Summary of Changes ...................................................................................................................7

Authorizing Legislation................................................................................................................10

Appropriations History.................................................................................................................16

Significant Items in FY 2022 Appropriations Reports .................................................................18

Summary of Request ..................................................................................................................22

Activities:

Aid for institutional development ..............................................................................................25

Aid for Hispanic-serving institutions .........................................................................................57

Other aid for institutions:

International education and foreign language studies:

Domestic Programs ...........................................................................................................66

Overseas Programs...........................................................................................................80

Model transition programs for students with intellectual disabilities into higher education .. 84

Tribally controlled postsecondary career and technical institutions .....................................88

Assistance for students:

Federal TRIO programs .......................................................................................................94

Gaining early awareness and readiness for undergraduate programs .............................. 104

Graduate assistance in areas of national need..................................................................112

Child care access means parents in school.......................................................................117

Fund for the Improvement of Postsecondary Education........................................................123

Teacher quality partnership ...................................................................................................133

Hawkins Centers of Excellence .............................................................................................140

Account Summary Table...........................................................................................................143
1

HIGHER EDUCATION

Appropriations Language

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

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

Perkins Act, $3,792,802,000: Provided, That notwithstanding any other provision of law, funds 

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

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

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

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

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

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

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

dissemination activities:2 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:3

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:

4 Provided further, That under 

the Fund for the Improvement of Postsecondary Education, $450,000,000 shall be used to 

support 4-year institutions that are eligible to receive assistance under sections 316 through 320 

of part A of title III, under part B of title III, or under title V of the HEA to build and expand 

institutional research and development infrastructure, and $110,000,000 shall be used for grants 

to eligible States and Tribal Colleges and Universities to implement institutional-level retention 

and completion reforms that improve student outcomes, including retention, transfer, and 

completion rates and labor market outcomes:5 Provided further, That amounts made available 

for carrying out section 419N of the HEA may be awarded notwithstanding the limitations in 

section 419N(b)(2) of the HEA.

6
2

TITLE III GENERAL PROVISIONS

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

supported with funds appropriated for title III or V of the HEA for fiscal year 2023 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.7

(b) Subsection (a) shall be in effect until titles III and V of the HEA are reauthorized.8

NOTES

A full-year 2022 appropriation for this account was not enacted at the time the budget was prepared; 

therefore, the budget assumes this account is operating under the Continuing Appropriations Act, 2022 (Division A 

of P.L. 117-43, as amended). The amounts included for 2022 reflect the annualized level provided by the 

continuing resolution.

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

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

3

Analysis of Language Provisions and Changes

Language Provision Explanation

1 ...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. 

2 ...Provided further, That of the funds 

referred to in the preceding proviso up to 

1 percent may be used for program 

evaluation, national outreach, and information 

dissemination activities:...

This language authorizes the use of up to 

1 percent of the amounts appropriated for the 

IEFLS programs for evaluation, national 

outreach, and information dissemination 

activities.

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:...

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

4

Analysis of Language Provisions and Changes--Continued

Language Provision Explanation

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:... 

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.

5...Provided further, That under the Fund for 

the Improvement of Postsecondary 

Education, $450,000,000 shall be used to 

support 4-year institutions that are eligible to 

receive assistance under sections 316 

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

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

and expand institutional research and 

development infrastructure, and 

$110,000,000 shall be used for grants to 

eligible States and Tribal Colleges and 

Universities to implement institutional-level 

retention and completion reforms that 

improve student outcomes, including 

retention, transfer, and completion rates and 

labor market outcomes:...

This language authorizes a new program to 

build and expand institutional research and

infrastructure investments for Historically 

Black Colleges and Universities, Tribal 

Colleges and Universities (TCCUs), and 

Minority-Serving Institutions; and a program 

of grants to States and TCCUs designed to 

implement retention and completion reforms 

that improve student outcomes.

6...Provided further, That amounts made 

available for carrying out section 419N of the 

HEA may be awarded notwithstanding the 

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

This language lifts the statutory cap on grant 

awards to institutions of higher education to 

allow for larger grants to more accurately 

reflect the costs of providing high-quality, 

convenient childcare options for students 

participants in the Child Care Access Means 

Parents in School program.
HIGHER EDUCATION

5

Analysis of Language Provisions and Changes—Continued

Language Provision Explanation

TITILE III GENERAL PROVISIONS

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

education that maintains an endowment fund 

supported with funds appropriated for title III 

or V of the HEA for fiscal year 2023 may use 

the income from that fund to award 

scholarships to students, subject to the 

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

HEA. The use of such income for such 

purposes, prior to the enactment of this Act, 

shall be considered to have been an 

allowable use of that income, subject to that 

limitation.

This language permits institutions of higher 

education supported by funds authorized by 

title III or V of the HEA to use the income 

from their endowment funds to award 

scholarships to students.

8 (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

6

Appropriation, Adjustments, and Transfers

(dollars in thousands)

Appropriation/Adjustments/Transfers 2021 2022 2023

Discretionary:

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

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

Disc Total, discretionary appropriation 3,893,708 3,308,802 3,792,802

Mandatory: 

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

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

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

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

Total, adjusted discretionary and mandatory 

appropriation 6,493,582 3,549,267 4,047,802
HIGHER EDUCATION

7

Summary of Changes

(dollars in thousands)

2022 Discretionary $2,541,661

2022 Mandatory 240,465

2023 Discretionary 3,792,802

2023 Mandatory 255,000

Net change +1,265,676

Discretionary: 2022 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 Hawaiian-serving 

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

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
HIGHER EDUCATION

8

Summary of Changes—Continued

(dollars in thousands)

Discretionary: 2022 base

Change

from base

Increases:

Program:

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: Establish a new program to build and expand institutional 

research and infrastructure investments for Historically Black 

Colleges and Universities, Tribal Colleges and Universities

(TCCUs), and Minority-Serving Institutions; and a program of 

grants to States and TCCUs designed to implement retention 

and completion reforms that improve student outcomes. 41,000 +519,000

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 +1,251,141
HIGHER EDUCATION

9

Summary of Changes—Continued

(dollars in thousands)

Mandatory: 2022 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 +$1,710

• Mandatory Strengthening Alaska Native and Native 

Hawaiian-serving Institutions program 14,145 +855

• Mandatory Strengthening Historically Black Colleges and 

Universities program 80,155 +4,845

• Mandatory Strengthening Predominantly Black 

Institutions program 14,145 +855

• Mandatory Strengthening Asian American- and Native 

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

• Mandatory Strengthening Native American-serving 

Nontribal Institutions program 4,715 +285

• Mandatory Developing Hispanic-serving Institutions 

STEM and Articulation programs 94,300 +5,700

Subtotal, mandatory increases +14,535

Net change +1,265,676
HIGHER EDUCATION

Authorizing Legislation

(dollars in thousands)

HIGHER EDUCATION

10

Authorizing Legislation 

Activity

2022

Authorized

ootnote 2022 

Estimate

Footnote

2023

Authorized

Footnote

2023

Request

Footnote

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 83,313 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-31) (mandatory) $30,0002 28,2902 $30,0002 30,0002

Strengthening Alaska Native and Native Hawaiian-serving 

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

Strengthening historically Black colleges and universities 

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

Authorizing Legislation--Continued

(dollars in thousands)

11

Authorizing Legislation 

Activity

2022

Authorized

ootnote 2022 

Estimate

Footnote

2023

Authorized

Footnote

2023

Request

Footnote

Strengthening predominantly Black institutions 

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

Strengthening Asian American and Native American Pacific 

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

Strengthening Native American-serving Nontribal 

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

Aid for Hispanic-serving institutions:

Developing Hispanic-serving institutions (HEA-V-A) 0 148,732 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 100,0002

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 15,180 To be determined1 15,180

Tribally controlled postsecondary career and technical

institutions (Carl D. Perkins CTEA section 117) 10,178 10,634 10,321 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

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

Authorizing Legislation--Continued

(dollars in thousands)

12

Authorizing Legislation 

Activity

2022

Authorized

ootnote 2022 

Estimate

Footnote

2023

Authorized

Footnote

2023

Request

Footnote

Teacher quality partnership (HEA II-A) (discretionary) 0 52,092 To be determined1 132,092

Fund for the improvement of postsecondary education

(HEA-VII-B) 0 41,000 To be determined1 560,000

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

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

International education and foreign language studies:

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

Science and technology advanced foreign language 

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

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

Thurgood Marshall legal educational opportunity program

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

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

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
HIGHER EDUCATION

Authorizing Legislation--Continued

(dollars in thousands)

13

Authorizing Legislation 

Activity

2022

Authorized

ootnote 2022 

Estimate

Footnote

2023

Authorized

Footnote

2023

Request

Footnote

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

Unfunded authorizations

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

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

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

Rural development grants for rural-serving colleges and 

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

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

Authorizing Legislation--Continued

(dollars in thousands)

14

Authorizing Legislation 

Activity

2022

Authorized

ootnote 2022 

Estimate

Footnote

2023

Authorized

Footnote

2023

Request

Footnote

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 $265,178 $265,321

Total appropriation $2,782,126 $4,047,802

Total discretionary appropriation 2,541,661 3,792,802

Portion of discretionary request subject to reauthorization 2,541,661 3,792,802

Portion of the discretionary request not authorized 0 0

Total mandatory appropriation $240,465 $255,0004

Portion of the mandatory request not authorized 0 0
HIGHER EDUCATION

Authorizing Legislation--Continued

(dollars in thousands)

15

1 The GEPA extension expired September 30, 2015; reauthorization for FY 2023 is expected through appropriations action. 2 Mandatory funds made available in fiscal year 2009 and each succeeding fiscal year through 2019. In December 2019, the President signed Public Law 116-91, 

Fostering Undergraduate Talent by Unlocking Resources for Education (FUTURE) providing permanent mandatory appropriations for HBCUs and other minorityserving institutions under Part F of Title III of the Higher Education Act of 1965 (133 Stat. 1189). 3 Of the amount appropriated, not less than 33 percent shall be used for State Grants and not less than 33 percent shall be used for Partnership Grants. 4 In December 2019, Congress enacted Public Law 116-91, Fostering Undergraduate Talent by Unlocking Resources for Education (FUTURE) Act providing 

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

1189). Although the 2023 level for mandatory programs is expected to be reduced by 5.7 percent, the amounts in the table do not include the sequester reduction. 

The level is expected to be $240.5 million for fiscal year 2023, a reduction of $14.5 million from the mandatory level.
HIGHER EDUCATION

16

 

Appropriations History

(dollars in thousands)

Budget 

Estimate to 

Congress footnot

e

House 

Allowance foot

note

Senate 

Allowance

F

o

o

t

n

o

t

e

Appropriationote

2014 Discretionary1 2,182,799 N/A 1,906,394 1,925,408

2014 Mandatory 428,000 428,000 397,184

2015 Discretionary2 2,025,457 N/A 1,968,799 1,924,839

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

2016 Discretionary3 2,072,045 1,909,042 2,038,510 1,982,185

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

2017 Discretionary4 2,189,200 1,976,666 1,986,792 2,055,439

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

2018 Discretionary5 1,545,305 2,038,126 2,048,439 2,246,551

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

2019 Discretionary6 1,485,848 2,300,551 2,260,551 2,312,356

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

2020 Discretionary7 1,534,487 2,748,533 2,313,356 2,475,792

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

2020 Supplemental, CARES Act 

(P.L. 116-136)8 0 0 0 1,046,438

2021 Discretionary9 1,788,634 2,557,315 2,488,157 2,541,661

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

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

Committee action only.

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

Senate Subcommittee action only.

3 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.

4 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.

5 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).

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

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

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

(P.L. 116-136).

9 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).
HIGHER EDUCATION

17

Appropriations History—Continued

(dollars in thousands)

Budget 

Estimate to 

Congress footnot

e

House 

Allowance foot

note

Senate 

Allowance

F

o

o

t

n

o

t

e

Appropriationote

2021 Supplemental, CRRSA Act 

(P.L. 116-260)1

0 0 0 1,702,285

2021 Mandatory Supplemental, 

ARP Act (P.L. 117-02)2

0 0 0 2,968,843

2022 Discretionary 3,308,802 3,430,757 3,383,375

2022 Mandatory3 7,475,000 240,465 240,465 240,465

2023 Discretionary 3,792,802

2023 Mandatory 255,000

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

(P.L. 116-260).

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

3 The Budget Estimate to Congress includes mandatory budget proposals, including pre-sequestered mandatory 

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

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

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

18

Significant Items in FY 2022 Appropriations Reports

Developing Hispanic-Serving Institutions

House: Graduation Rates.—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 2023 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.

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, $103 million more than a fiscal year 2022 annualized 

CR based on the fiscal year 2021 appropriation. 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.

Fund for the Improvement of Postsecondary Education

House: Centers of Excellence for Veteran Student Success Program.—The Committee 

includes $15,000,000 to support existing and new grantees for the Centers of 

Excellence for Veterans Student Success Program, as authorized by section 873 of 

the HEA. Over one million veterans attend college every year and often need 

assistance receiving their benefits or transitioning to student life. Veteran Student 

Centers provide a one-stop-shop for academic support, networking opportunities, 

peer mentorship, financial assistance, counseling, and career services. 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 will comply with these directives if funding for this program is 

provided in the fiscal year 2022 appropriations act.
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Significant Items in FY 2022 Appropriations Reports--Continued

Fund for the Improvement of Postsecondary Education--continued

Senate

Explanatory 

Statement: Centers of Excellence for Veteran Student Success.—The Committee 

recommendation includes 7,000,000 for the Centers of Excellence for Veteran 

Student Success program. The Committee recognizes the need for colleges and 

universities to provide wrap around services for our Nation’s veterans and militaryconnected families. While many schools have worked to provide supports for veteran

students, some schools, including HBCUs and other MSIs, need additional resources 

to implement model programs for Centers of Excellence for Veteran Student Success. 

The Committee encourages the Department to prioritize HBCUs, MSIs, and under

resourced institutions to support our Nation’s veterans. 

Response: The Department will comply with this directive if funding for this program is provided in 

the fiscal year 2022 appropriations act.

House: Transitioning Gang-Involved Youth to Higher Education.—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 will comply with this directive if funding for this program is provided in 

the fiscal year 2022 appropriations act.

Senate 

Explanatory 

Statement: Open Textbook Pilot. —The Committee directs the Department to issue a notice 

inviting applications and allow for a 60-day application period and the funding should 

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

specified for this activity in fiscal year 2021.

Response: The Department will comply with this directive if funding for this program is provided in 

the fiscal year 2022 appropriations act.
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Significant Items in FY 2022 Appropriations Reports--Continued

Fund for the Improvement of Postsecondary Education--continued

House: Center of Excellence in Spatial Computing.—The Committee is increasingly 

concerned about the lack of highly-qualified Americans available for hire within the 

high-tech labor pool. The technology sector is the fastest growing market within the 

United States, with a growing need for a spatial computing workforce to remain 

competitive. Therefore, the Committee includes $5,000,000 to establish a Center of 

Excellence in Spatial Computing designation, allowing institutions of higher education 

the opportunity to qualify for federal funding to teach students the necessary skills to 

succeed in an ever-evolving high tech economy.

Response: The Department will implement this program if funding is provided in the fiscal year 

2022 appropriations act.

Federal TRIO Programs

Senate

Explanatory 

Statement: The Committee directs the Department to allocate increases to each TRIO program, 

including funding down the slate of unfunded high-quality applications from the 

Student Support Services competition held in fiscal years 2020 and Talent Search 

and Educational Opportunity Centers competitions in fiscal year 2021. The Committee 

encourages the Department to manage any new awards by putting them on the same 

funding cycle as other grants funded within the same program. Further, such grantees 

shall be eligible for prior experience points for demonstrated performance outcomes 

in subsequent competitions. The Committee directs the Department to include 

estimated funding for each TRIO program in the operating plan required under section 

513 of this act.

Response: The Department requests an increase of 200.8 million for TRIO for fiscal year 2023. 

The requested increase would support a new award competition for the Student 

Support Services program. The Administration believes that prioritizing increased 

funding for the Student Support Services program would strengthen completion and 

retention rates at both two-year and four-year institutions of higher education for

students from disadvantaged communities. Additional information on proposed 

funding levels for each of the TRIO programs for fiscal year 2022 and 2023 is 

included in the Federal TRIO Programs section below. 
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21

Significant Items in FY 2022 Appropriations Reports--Continued

Gaining Early Awareness and Readiness for Undergraduate Programs

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

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

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, 2022, 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 section 404E(b)(2) of the 

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

Response: The Department plans to fund fiscal year 2022 new awards for State Grants and 

Partnership Grants from the fiscal year 2021 competition slates. 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).

Senate

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, 2022, 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 section 404E(b)(2) of the 

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

Response: The Department plans to fund fiscal year 2022 new awards for State Grants and 

Partnership Grants from the fiscal year 2021 competition slates. 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).
HIGHER EDUCATION

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Summary of Request

The Administration’s fiscal year 2023 Request includes $4 billion in discretionary funds for 

Higher Education Programs aimed at improving student achievement and increasing access 

to a high-quality education for all students. The fiscal year 2023 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 $1.4 billion in discretionary and mandatory funding 

authorized under Titles III and V of the Higher Education Act of 1965, as amended. Within 

this amount, the Request provides $886.8 million in discretionary funding for the Aid for 

Institutional Development (AID) programs, $247 million or 38.6 percent, more than the fiscal 

year 2022 annualized CR based on the fiscal year 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

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

proportions of African Americans and low-income students, including $402.6 million, 

$65 million more than the fiscal year 2022 annualized CR based on 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. Lastly, the Administration is requesting $18.4 million for the Minority Science and 

Engineering Improvement Program (MSEIP) to help improve science and engineering 

programs at postsecondary institutions with predominantly minority enrollments.

The Administration Requests a total of $265.6 million in discretionary funding for Aid for 

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

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

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

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

Hispanic-serving Institutions (HSIs), $88 million more than the fiscal year 2022 annualized 

CR based on the 2021 appropriation and $28.8 million for the Promoting Postbaccalaureate 

Opportunities for Hispanic Americans (PPOHA).
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Summary of Request--Continued

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

funding to minority-serving institutions authorized under the Fostering Undergraduate Talent 

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

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

Administration requests a total of $78.2 million, the same as the fiscal year 2022 annualized 

CR based on 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 2023 for the Federal TRIO Programs, 

$200.8 million or 18.3 percent more than the 2022 annualized CR based on 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, $40 million more than the 2022 annualized CR based on 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 the Model Transition Programs for Students 

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

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

Postsecondary Career and Technical Institutions (TCPCTI) program.

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

Means Parents in School (CCAMPIS) program, $40 million more than the fiscal year 2022

annualized CR based on the 2021 appropriation. The CCAMPIS program helps to ensure that 

low-income student parents enroll in, persist in, and complete postsecondary education by 

helping to meet their needs for affordable and convenient child care. The request reflects the 

Administration’s strong commitment to closing equity gaps that limit access to and success in 

postsecondary education, including the extra challenges faced by underserved college 

student parents in finding high-quality, low-cost child care.

The Request includes $560 million for the Fund for the Improvement of Postsecondary 

Education (FIPSE), $519 million more than the fiscal year 2022 annualized CR based on the 

fiscal year 2021 appropriation, to establish a new program to build and expand institutional 

research and infrastructure investments for Historically Black Colleges and Universities, Tribal 

Colleges and Universities (TCCUs), and Minority-Serving Institutions; and a program of grants 

to States and TCCUs designed to implement retention and completion reforms that improve 

student outcomes.

The Request would provide $132.1 million, $80 million more than the 2022 annualized CR 

based on 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.
HIGHER EDUCATION

24

Summary of Request--Continued

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 program evaluations as well as data 

collection and analysis of student outcomes for all HEA programs.
HIGHER EDUCATION

25

Activities:

Aid for institutional development

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

(dollars in thousands)

FY 2023 Authorization: To be determined (discretionary)1 ; $155,000 (mandatory

appropriation)2

Budget Authority:

Name

Program 2022 Estimate Footn

ote

2023 

Request Change

Discretionary:

Strengthening Institutions Program (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

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

1 The GEPA extension expired September 30, 2015; reauthorization for FY 2023 is expected through 

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

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

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

Aid for institutional development

26

Name

Program

2022

Annualized CR Footn

ote

2023 

Request

Change from 

2022 to 2023

Mandatory (Part F, Section 371):

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

Strengthening ANNHs ................................ 14,145 15,000 +855

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

Strengthening PBIs..................................... 14,145 15,000 +855

Strengthening AANAPISIs.......................... 4,715 5,000 +285

Strengthening NASNTIs ............................. 4,715 5,000 +285

Total, Mandatory Appropriation 146,165 1 155,000 1 +8,835

 Total, Discretionary and Mandatory 

Appropriation .................................. 786,012 1,041,847 +255,835

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 

2021 level for mandatory programs has been reduced by 5.7 percent which become effective on October 1, 

2021, pursuant to the Budget Control Act of 2011 (P.L. 112-25). Although the 2023 level for mandatory programs 

is expected to be reduced by 5.7 percent, the amounts in the table do not include the sequester reduction.

PROGRAM DESCRIPTION

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

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

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

of color and students from low-income backgrounds. A student from a low-income 

background is defined as an individual from a family whose taxable income for the 

preceding year did not exceed 150 percent of the Census poverty level. Funding is targeted 

to minority-serving and other institutions that enroll large proportions of financially 

underserved students and have low per-student expenditures. Grants help institutions 

improve student outcomes including rates by expanding student support services, improve 

their management and fiscal operations, build endowments, and make effective use of 

academic and technological resources. 

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

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

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

strengthen Tribally Controlled Colleges and Universities (TCCUs) and Alaska Native and 

Native 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).
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Aid for institutional development

27

Strengthening Institutions Program (SIP)

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

grants and 5-year development grants. Under SIP, special consideration is given to 

institutions that (1) have endowment funds with a market value per full-time equivalent 

student less than the market value of endowment funds per full-time equivalent student at 

similar institutions, and (2) have below-average educational and general expenditures per 

full-time equivalent undergraduate student. Institutions receiving a 5-year grant under this 

part are not eligible to receive an additional grant under this part until 2 years after the 

5-year grant has expired. Institutions may apply to use their SIP funds to support faculty and 

academic program development; improvement in fund and administrative management; joint 

use of libraries and laboratories; construction, maintenance, renovation, and improvement of 

instructional facilities, including strengthening an institution’s technological capabilities; 

student services; and activities designed to improve the financial literacy and economic 

literacy of students or their families.

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

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

an institution’s endowment fund.

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

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

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

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

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

undergraduate student that enroll a significant percentage of financially needy students, as 

measured by enrollment of Pell Grant recipients or other Title IV need-based aid recipients.

Strengthening Tribally Controlled Colleges and Universities (TCCUs)

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

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

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

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

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

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

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

continuously.

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

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

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

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

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

among eligible TCCUs. The minimum grant size is $500,000.
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Aid for institutional development

28

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

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

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

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

Internet use or other distance education technologies; student services; teacher education 

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

programs that encourage Indian elementary and secondary school students to pursue 

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

or their families.

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

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

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

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

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

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

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

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

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

institution under Section 312(b) of the HEA and have, respectively, undergraduate enrollments 

that are at least 20 percent Alaska Native students or 10 percent Native Hawaiian students.

Strengthening Historically Black Colleges and Universities (HBCUs)

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

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

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

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

and is, the education of Black Americans. Funds are allocated among HBCUs based on the 

number of Pell Grant recipients enrolled, the number of graduates, and the percentage of 

graduates who are attending graduate or professional school in degree programs in which Black 

American students are underrepresented. The statute provides for a $250,000 minimum grant 

for each eligible institution.

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

academic program development; fund and administrative management; construction, 

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

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

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

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

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

programs under Title IV.
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29

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

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

increase an institution’s endowment fund.

Strengthening Historically Black Graduate Institutions (HBGIs)

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

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

the HEA.

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

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

renovation, and improvement of instructional facilities; establishment or maintenance of an 

endowment fund; establishment or improvement of a development office to strengthen and 

increase contributions from alumni and the private sector; improvement in fund and 

administrative management; and tutoring, counseling, and student service programs designed 

to improve academic success.

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

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

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

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

grant in subsequent fiscal years that is less than the grant amount received in fiscal year 2008. 

No institution or university system may receive more than one grant in any fiscal year.

Strengthening HBCU Master’s Program

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

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

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

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

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

underrepresented. Awards are used to improve graduate education opportunities at the 

master's level in these fields.

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

scientific or laboratory equipment for educational purposes; construction, maintenance, 

renovation, and improvement in instructional facilities; scholarships, fellowships, and other 

financial assistance for participating students; establishment or maintenance of an institutional 

endowment; funds and administrative management; improving the financial literacy and

economic literacy of students or their families; tutoring, counseling, and student service 

programs; and faculty professional development.
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30

Strengthening Predominantly Black Institutions (PBIs)

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

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

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

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

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

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

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

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

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

by non-Federal funds.

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

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

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

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

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

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

and general expenditures per full-time equivalent student that has an enrollment of at least 

1,000 undergraduate students, of which not less than 50 percent are low-income individuals or 

first-generation college students and 40 percent or more of whom are Black American students.

Strengthening Asian American and Native American Pacific Islander-serving Institutions 

(AANAPISI)

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

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

the time of application, an enrollment of undergraduate students that is at least 10 percent Asian 

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

person having origins in any of the original peoples of the Far East, Southeast Asia, or the 

Indian subcontinent (including, for example, Cambodia, China, India, Japan, Korea, Malaysia, 

Pakistan, the Philippine Islands, Thailand, and Vietnam), as defined in the Office of 

Management and Budget’s Standards for Maintaining, Collecting, and Presenting Federal Data 

on Race and Ethnicity as published on October 30, 1997 (62 Federal Register 58789). The term 

“Native American Pacific Islander” means any descendant of the aboriginal people of any island 

in the Pacific Ocean that is a territory or possession of the U.S. ANNAPISIs do not have to wait 

2 years between grants and thus may be funded continuously.

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

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

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

or laboratory equipment for educational purposes; renovation and improvement of instructional 

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

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

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

and Native American Pacific Islanders are underrepresented. 

Strengthening Native American-serving Nontribal Institutions (NASNTI)

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

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

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

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

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

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

grants and thus may be funded continuously.

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

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

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

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

renovation and improvement of instructional facilities; faculty exchanges, faculty development, 

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

and academic instruction; funds and administrative management, and acquisition of equipment 

for use in strengthening funds management; academic tutoring and counseling programs and 

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

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

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

Title V of the HEA.

Minority Science and Engineering Improvement Program (MSEIP)

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

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

education at predominantly minority institutions and increase the participation of underserved

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

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

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

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

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

development of research capabilities.
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Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2018 $681,5141

2019 687,5012

2020 762,1253

2020 CARES Act 831,628

2021 786,0124

2021 CRRSA Act 1,352,845

2021 ARP Act 2,359,408

2022 Estimate 786,0125

FY 2023 BUDGET REQUEST

For fiscal year 2023, 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), $247 million more than the fiscal year 2022 

annualized CR based on the fiscal year 2021 appropriation. In addition to these discretionary 

requested levels, $155 million is available in mandatory funding in fiscal year 2023 for these 

programs under the Fostering Undergraduate Talent by Unlocking Resources (FUTURE) Act

(Section 371 of the HEA). Together the discretionary request and mandatory funding total 

$1.042 billion.

The request for discretionary funding and the mandatory funding would increase institutional 

capacity and student support at Historically Black Colleges and Universities (HBCUs), Tribally 

Controlled Colleges and Universities (TCCUs), Minority-Serving Institutions (MSIs), and 

low-resourced institutions, including community colleges. A significant number of postsecondary 

education institutions serving high percentages of students of color and students from lowincome backgrounds face challenges that threaten their continued operation and ability to 

provide a high-quality education. The Administration is committed to assisting these institutions 

by providing funds to support, among other activities, improvements in academic quality, 

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

support services. Specific proposed increases include the following:

• $209 million for the Strengthening Institutions program, $100 million more than the fiscal 

year 2022 annualized CR based on the fiscal year 2021 appropriation. This increase reflects

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

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

color.

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

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

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

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

5 Includes $146,165 thousand in mandatory funds provided under the HEA.
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Title III, Part A (Other MSI Programs)

• $53.1 million for the Strengthening TCCUs program, $15 million more than the fiscal year 

2022 annualized CR based on 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. For example, approximately 

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

2019. In 2019-2020, American Indian/Alaska Natives earned only 0.4 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. The Budget also includes $30 million in mandatory funding for the 

Strengthening TCCUs program authorized by the FUTURE Act. 

• $25 million in fiscal year 2023 for discretionary grants under Part A, Section 317 for the 

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

$6 million more than the fiscal year 2022 annualized CR based on the fiscal year 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. 

• $23.8 million in fiscal year 2023 for Part A, Section 318 Strengthening Predominantly Black 

Institutions (PBIs) program, $9 million more than the fiscal year 2022 annualized CR based 

on the fiscal year 2021 appropriation. PBIs are primarily urban and rural 2-year colleges 

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

from a low-income background or first-generation college students. The Budget also 

includes $15 million in mandatory funding for the Strengthening PBIs program authorized by 

the FUTURE Act. 

• $20.1 million in fiscal year 2023 for discretionary funds for Part A, Section 320 Strengthening 

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

program, $15 million more than the fiscal year 2022 annualized CR based on the fiscal year 

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 AAPI undergraduate 

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

serve communities with disproportionately high numbers of English language learners and 

individuals with significant academic needs. The Budget also includes $5 million in mandatory 

funding for the Strengthening AANAPISIs program authorized by the FUTURE Act.
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• $12.1 million in fiscal year 2018 for discretionary funds for Part A, Section 319 

Strengthening Native American-serving Nontribal Institutions (NASNTIs) program, $7 million 

more than the fiscal year 2022 annualized CR based on the fiscal year 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 from a low-income 

background. Nontribal institutions of higher education that serve large populations of Native 

American students require additional resources to improve and expand their capacity to 

serve the unique and diverse needs of their Native American student population. The 

Budget also includes $5 million in mandatory funding for the Strengthening NASNTIs 

program authorized by the FUTURE Act.

Title III, Part B (HBCU Funding)

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

Universities (HBCUs). HBCUs enroll over 11 percent of all Black American students in higher 

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

estimated 218,661 Black American students were enrolled at HBCUs in 2019. In addition, over

10 percent of Black Americans who currently hold undergraduate degrees earned their credential 

from an HBCU. Grants provided under the Title III, Part B programs enable HBCUs and HBGIs to 

continue graduating large numbers of Black American students and prepare them for advanced 

study while also helping these institutions improve their academic quality, institutional 

management, and fiscal stability.

Research has found that HBCUs are vital to helping underrepresented Black American students 

find success in postsecondary education—a key goal of President Biden’s racial equity agenda. 

For example, while HBCUs constitute just three percent of four-year universities and have 

significantly less resources than other top colleges and universities, their graduates make up 

approximately 80 percent of Black judges, half of Black lawyers and doctors, and 25 percent of 

Black undergraduates earning degrees in STEM (science, technology, engineering, and 

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

them build on these achievements, includes the following:

• $402.6 million for the Strengthening HBCUs program, $65 million more than the fiscal 

year 2022 annualized CR based on the fiscal year 2021 appropriation. In addition, the 

Administration requests $102.3 million for the Strengthening HBGIs program, $15 million more 

than the fiscal year 2022 annualized CR based on the fiscal year 2021 appropriation. HBCUs 

also would receive $85 million in mandatory funding for the Strengthening HBCUs program 

authorized by the FUTURE Act. The fiscal year 2023 request demonstrates the 

Administration’s determination to increase support of HBCUs and HBGIs, which play a unique 

and vital role in providing higher education opportunities to students of color and underserved 

students.
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Black American enrollment at IHEs nearly tripled between 1976 and 2019, from about 

1 million students to 2.5 million students. Despite these increases in college enrollment, 

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

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

only 9.8 percent of bachelor’s degrees, 13.1 percent of master’s degrees, and 9.5 percent of 

doctoral degrees awarded in the United States. Further, Black American student 

participation in and completion of advanced programs in the physical and natural sciences, 

engineering, and mathematics continues to be lower than participation for other groups. 

Part B funding increases the capacity of HBCUs and HBGIs to improve outcomes for Black 

Americans in such programs. 

• $21 million for the Strengthening HBCU Master’s Degree Program, $10 million more than

the fiscal year 2022 annualized CR based on the fiscal year 2021 appropriation. This 

request would provide funding to 18 specified HBCUs that make a substantial contribution to 

graduate education opportunities for Black American students at the master’s level in 

mathematics, engineering, the physical or natural sciences, computer science, information 

technology, nursing, allied health, or other scientific disciplines.

Title III, Part E (MSEIP)

• $18.4 million for MSEIP, $5 million more than the fiscal year 2022 annualized CR based on 

the fiscal year 2021 appropriation. The fiscal year 2023 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 underserved minority groups. MSIs play a critical role in

serving students of color.

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2021 Footnote2022 Footnote2023 Footnote

Strengthening Institutions

Strengthening Institutions Program: Number of new development awards 44 24 250

Strengthening Institutions Program: Average new development awards $437 $440 $501

Strengthening Institutions Program: Total new development award funding $19,225 $10,563 1 $125,363

Strengthening Institutions Program: Number of continuation development awards 177 211 194

Strengthening Institutions Program: Average continuation development award $429 $423 $420

Strengthening Institutions Program: Total continuation development award funding $75,969 $89,236 $81,554

1 The Department expects to fund down the fiscal year 2021 slate to make new awards in fiscal year 2022.
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PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2021 Footnote2022 Footnote2023 Footnote

Strengthening Institutions—cont’d

Strengthening Institutions Program: Number of continuation evidence awards 25 18 0

Strengthening Institutions Program: Average continuation evidence award $545 $512 0

Strengthening Institutions Program: Total continuation evidence award funding $13,624 1 $9,208 1 0

Strengthening Institutions Program: Peer review of new award applications $189 0 $2,090

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

Strengthening Institutions Program: Total number of awards 246 253 444

Strengthening TCCUs Tribally Controlled Colleges and Universities

TCCUs Discretionary funding:

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

Strengthening TCCUs - Discretionary Funding: Average new development award $525 0 0

Strengthening TCCUs - Discretionary Funding: Total new development award funding $1,050 0 0

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

Strengthening TCCUs - Discretionary Funding: Average continuation development award $1,122 $1,088 $1,517

Strengthening TCCUs - Discretionary Funding: Total continuation development award funding $37,030 $38,080 $53,080

TCCU Mandatory funding (Section 371):

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

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

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

Total award funding TCCUs discretionary and mandatory funding $66,370 $66,370 $83,080

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

TCCUs funding: Mandatory (Section 371) $28,290 2 $28,290 23$30,000 2

TCCUs Total number of awards (discretionary and 

mandatory)

70 70 70

1 Continuation awards and related funding from prior SIP competitions (fiscal years 2017-2018) for projects that 

proposed evidence-based practices. The Department included a competitive preference priority for projects 

supported by evidence of effectiveness and evidence of promise as defined by the What Works Clearinghouse in a 

number of competitions for new awards beginning in fiscal year 2012. 2 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 2021 Footnote2022 Footnote2023 Footnote

Strengthening ANNHs

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

Strengthening ANNH - Discretionary Funding: Number of new development awards 0 10 12

Strengthening ANNH - Discretionary Funding: Average new development award 0 $867 $501

Strengthening ANNH - Discretionary Funding: Total new development award funding 0 $8,670 $6,013

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

Strengthening ANNH - Discretionary Funding: Average continuation development award $787 $424 $552

Strengthening ANNH - Discretionary Funding: Total continuation development award funding $18,875 $10,184 $18,781

Discretionary ANNH -Peer review of new award applications 0 $190 $250

Discretionary ANNH –Unobligated funding $169 0 0

Strengthening ANNHs -Mandatory funding (Section 371):

Strengthening ANNHs -Total mandatory (Section 371) funds available 

for obligation at the start of the fiscal year $28,260 $28,290 $29,145

Strengthening ANNHs - Mandatory ANNH Funding: Number of new development awards 25 3 0

Strengthening ANNHs - Mandatory ANNH Funding: Average new development award $528 $530 0

Strengthening ANNHs - Mandatory ANNH Funding: Total new development award funding $13,209 $1,589 0

Strengthening ANNHs – Mandatory Funding: Number of continuation development awards 0 25 28

Strengthening ANNHs – Mandatory Funding: Average continuation development award 0 $501 $505

Strengthening ANNHs – Mandatory Funding: Total continuation development award funding 0 $12,531 $14,145

Mandatory ANNH -Peer review of new award applications $26 $25 0

Mandatory ANNH –Unobligated funding $876 0 0

Total award funding Strengthening ANNHs $33,159 $33,189 $39,189

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

ANNH Funding: Mandatory (Section 371) $14,115 $14,145 $14,145

ANNH Mandatory (Section 371) estimated carryover (funds 

remaining at the end of the fiscal year) $14,1451 $14,1451 $15,0001

Total number of awards (discretionary and 

mandatory) Strengthening ANNHs

49 62 74

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

(dollars in thousands)

Output Measures 2021 Footnote2022 Footnote2023 Footnote

Strengthening HBCUs

HBCU Discretionary funding:

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

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

Strengthening HBCUs – Discretionary Funding: Total new award funding 0 $337,619 0

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

Strengthening HBCUs – Discretionary Funding: Average continuation award $3,481 0 $4,151

Strengthening HBCUs – Discretionary Funding: Total continuation award funding $337,619 0 $402,619

HBCU Mandatory funding (Section 371):

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

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

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

Total award funding Strengthening PBIs $417,774 $417,774 $487,619

PBI Funding: Discretionary (Section 318) $337,619 $337,619 $402,619

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

Total number of awards (discretionary and 

mandatory) Strengthening PBIs 194 194 194

Strengthening HBGIs

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

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

ning HBCUs – Discretionary Funding: Total continuation award funding $87,313 $87,313 $102,313

Total award funding Strengthening PBIs $87,313 $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 $609 $609 0

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

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

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

(dollars in thousands)

Output Measures 2021 Footnote2022 Footnote2023 Footnote

Strengthening PBIs

Discretionary funding:

Strengthening PBIs – Discretionary Funding: Number of new development awards 40 0 0

Strengthening PBIs – Discretionary Funding: Average new development award $355 0 0

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

Strengthening PBIs – Discretionary Funding: Number of continuation development awards 0 40 40

Strengthening PBIs – Discretionary Funding: Average continuation development award 0 $355 $580

Strengthening PBIs – Discretionary Funding: Total continuation development award funding 0 $14,218 $23,218

Mandatory funding (Section 371 competitive):

PBIs Total mandatory (Section 371) funds available 

for obligation at the start of the fiscal year $28,260 $28,290 $29,145

Strengthening PBIs -Number of new development awards 25 0 0

Strengthening PBIs -Average of new development award $503 0 0

Strengthening PBIs –Total new development award funding $12,565 0 0

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

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

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

Peer review of new award applications PBIs Mandatory Funding $66 0 0

Unobligated funding $1,484 0 0

Total award funding Strengthening PBIs $28,333 $28,363 $37,363

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

PBI Funding: Mandatory (Section 371) $14,115 $14,145 $14,145

PBIs Mandatory (Section 371) estimated 

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

Total number of awards (discretionary and

 mandatory) Strengthening PBIs 65 65 65

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

(dollars in thousands)

Output Measures 2021 Footnote2022 Footnote2023 Footnote

Strengthening AANAPISIs

AANAPISI Discretionary funding:

Strengthening AANAPISIs – Discretionary Funding: Number of new development awards 3 0 50

Strengthening AANAPISIs – Discretionary Funding: Average new development award $290 0 $304

Strengthening AANAPISIs – Discretionary Funding: Total new development award funding $871 0 $15,189

Strengthening AANAPISIs – Discretionary Funding: Number of continuation development awards 14 17 17

Strengthening AANAPISIs – Discretionary Funding: Average continuation development award $298 $301 $278

Strengthening AANAPISIs – Discretionary Funding: Total continuation development award funding $4,168 $5,120 $4,730

AANAPISI Unobligated funding $81 0 0

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

AANAPISI Mandatory funding (Section 371):

AANAPISI Total mandatory (Section 371) funds available

for obligation at the start of the year $9,420 $9,430 $9,715

hening AANAPISIs – Mandatory Funding: Number of new development awards 15 0 0

Strengthening AANAPISIs – Mandatory Funding: Average new development award $307 0 0

Strengthening NASNTIs – Discretionary Funding: Total new development award funding $4,591 0 0

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

Strengthening AANAPISIs – Mandatory Funding: Average continuation development award 0 $306 $306

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

AANAPISIS – Mandatory Funding: Peer review of new award applications $39 0 0

AANAPISI Unobligated funding $10 0 0

Total award funding Strengthening AANAPISI $9,759 $9,835 $24,835

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

AANAPISI Funding: Mandatory (Section 371) $4,639 $4,715 $4,715

ANNAPISI Mandatory (Section 371) estimated carryover 

(funds remaining at the end of the fiscal year) $4,715 1$4,7151$5,0001

Total number of awards (discretionary and 

mandatory) Strengthening AANAPISIs 32 32 82

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

(dollars in thousands)

Output Measures 2021 Footnote2022 Footnote2023 Footnote

Strengthening NASNTIs

NASNTIsDiscretionary funding:

Strengthening NASNTIs – Discretionary Funding: Number of new development awards 0 0 22

Strengthening NASNTIs – Discretionary Funding: Average new development award 0 0 $344

Strengthening NASNTIs – Discretionary Funding: Total new development award funding 0 0 $7,568

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

Strengthening NASNTIs – Discretionary Funding: Average continuation development award $325 $366 $316

Strengthening NASNTIs – Discretionary Funding: Total continuation development award funding $4,549 $5,120 $4,431

NASNTIs Mandatory Funding: Supplemental awards $571 0 0

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

NASNTIs Mandatory funding (Section 371):

NASNTIs -Total mandatory (Section 371) funds available for 

obligation at the start of the fiscal year $9,420 $9,430 $9,715

Strengthening NASNTIs – Mandatory Funding: Number of new development awards 8 3 0

Strengthening NASNTIs – Mandatory Funding: Average new development award $424 $405 0

Strengthening NASNTIs – Mandatory Funding: Total new development award funding $3,393 $1,215 0

Strengthening NASNTIs – Mandatory Funding: Number of continuation development awards 0 8 11

Strengthening NASNTIs – Mandatory Funding: Average continuation development award 0 $434 $429

Strengthening NASNTIs – Mandatory Funding: Total continuation development award funding 0 $3,475 $4,715

NASNTIs – Mandatory Funding: Peer review of new award applications $19 $25 0

NASNTIs – Mandatory Funding: Unobligated funding $1,293 0 0

ning NASNTIs – Mandatory Funding: Total award funding (discretionary and mandatory) $9,825 $9,835 $16,835

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

NASNTIs Funding: Mandatory (Section 371) $4,705 $4,715 $4,715

NASNTIs Mandatory (Section 371) estimated carryover 

(funds remaining at the end of the fiscal year) $4,7151 $4,7151 $5,0001

NASNTIs Mandatory Funding: Total number of awards (discretionary and 

mandatory) 22 25 47

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

(dollars in thousands)

Output Measures 2021 Footnote2022 Footnote2023 Footnote

MSEIP Minority Science and Engineering Improvement

MSEIP Number of new awards 13 25 38

MSEIP Average new award $239 $236 $241

MSEIP Total new award funding $3,105 $5,9121 $9,168

MSEIP Number of continuation awards 43 30 38

MSEIP Average continuation award $238 $244 $237

MSEIP Total continuation award funding $10,223 $7,325 $9,018

MSEIP Peer review of new awards applications $42 $133 $183

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

MSEIP Total number of awards 56 55 76

PROGRAM PERFORMANCE INFORMATION

Performance Measures

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

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

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

and those requested in fiscal year 2023 and future years, as well as the resources and efforts 

invested by those served by the program.

The Department identified a handful of critical indicators for which annualized data are available 

across all Title III institutions, including grantees. Such indicators include enrollment, 

persistence, and graduation outcomes. All national persistence and graduation rates shown 

below are estimates based on data from NCES/Integrated Postsecondary Education Data 

Systems (IPEDS) and subject to minor changes.

1 The Department plans to fund down the fiscal year 2021 grant slate to make new awards in fiscal year 2022.
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59

70

57

52

65

46

59

63

70

85

73

68

72

56

71

81

0 25 50 75 100

NASNTI

AANAPISI

PBI

HBCU

ANNH

TCCU

SIP

National Rate

NASNTI

AANAPISI

PBI

HBCU

ANNH

TCCU

SIP

National Rate

2021 Persistence %

Institution

Persistence Rates at Title III Institutions

30

30

29

27

24

17

28

34

44

63

47

38

43

15

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

2020 Graduation %

Institution

Graduation Rates at Title III Institutions

4-year

4-year

2-year

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

2021 for 4-year and 2-year Title III institutions (85 percent and 70 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—

63 percent, the same as the national rate of 63 percent in 2020. 

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

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

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 71.5 63.5 59.0

2022 75.5 63.5

2023 76.0 64.0
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Graduation Measures: The percentage of first-time, full-time degree-seeking undergraduate 

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

enrollment, respectively.

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

2018 53.5% 48.0% 25.0% 24.0%

2019 53.5 50.0 25.0 25.5

2020 53.5 50.0 25.0 28.0

2021 53.5 25.0

2022 54.0 25.5

2023 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 

34 percent. Persistence data for 2022 and graduation data for 2020-2021 will be available in 

December 2022.

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

students at 4-year and 2-year TCCUs who were in their first year of postsecondary enrollment in 

the previous year and are enrolled in the current year at the same TCCU.

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

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 56.0 54.5 46.0

2022 52.0 55.0

2023 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

2018 18.0% 9.5% 28.5% 15.0%

2019 18.5 18.5 28.5 14.0

2020 18.5 15.0 28.5 17.0

2021 18.5 28.5

2022 19.0 30.0

2023 19.0 30.0

Additional information: The 4-year persistence rate at TCCUs exceeded the target set for 

2021. Graduation rates at 4-year and 2-year TCCUs did not meet the targets set for 2020. 

Persistence data for 2022 and graduation data for 2020-2021 will be available in 

December 2022.

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.
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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

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 72.0 71.5 65.0

2022 78.5 72.0

2023 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

2018 48.0% 52.0% 16.5% 21.0%

2019 48.5 53.0 17.0 23.0

2020 48.5 43.0 17.0 24.0

2021 49.0 17.5

2022 49.0 17.5

2023 49.5 18.0

Additional information: Persistence rates at 2-year ANNH-grantee institutions fell short of the 

target set for 2021; yet exceeded the national rate of 63 percent. Graduation rates at 2-year

grantee institutions exceeded the targets set for 2020; yet both rates fell short of the national 

graduation rates at 4-year and 2-year institutions. Persistence data for 2022 and graduation 

data for 2020-2021 will be available in December 2022.

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).
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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

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 68.0 58.5 52.0

2022 71.0 60.0

2023 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

2018 41.0% 36.0% 18.5% 22.5%

2019 41.5 37.0 19.0 26.0

2020 41.5 37.5 19.0 27.5

2021 41.5 19.0

2022 41.5 19.5

2023 42.0 19.5

Additional information: The 2021 HBCU persistence rates lag behind the national rates for 

both 4-year (81 percent) and 2-year institutions (63 percent). Graduation rates at 2-year 

institutions exceeded the target set for 2020 by 8.5 percentage points. Persistence data for 

2022 and graduation data for 2020-2021 will be available December 2022.

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

full-time graduate students enrolled at HBGIs.

Year Target Actual

2008 +13.0% (5-year change)

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

2018 +3.2 -4.8 (5-year change)
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Degree Completion Measure: The number of PhDs, first professional, and Master’s degrees 

awarded at HBGIs.

Year Target Actual

2018 7,000 7,601

2019 7,100 6,927

2020 7,000 7,093

2021 7,100

2022 7,200

2023 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 2020 for degree completion. Data for 

2021 will be available in December 2022.

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 

against targets every 5 years. Student enrollment at PBI-grantee institutions in 2011 (59,908) 

was used to calculate the percentage change against student enrollment at PBIs in the base 

year 2008 (56,629). However, enrollment at grantee institutions decreased by 28 percent 

between 2011 and 2016; student enrollment at 19 grantee institutions decreased by 750 or 

more students during this time and one institution closed its doors. Program targets will be 

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

institutions. The target for 2021 is NCES’ projection for the change in total undergraduate 

enrollment at all degree-granting institutions from 2016-2021.
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Persistence Measures: The percentage of first-time, full-time degree-seeking undergraduate 

students at 4-year and 2-year PBIs who were in their first year of postsecondary enrollment in 

the previous year and are enrolled in the current year at the same PBI.

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

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 73.0 56.0 57.5

2022 75.0 56.5

2023 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

2018 30.5% 42.0% 14.5% 21.5%

2019 31.0 45.0 15.0 25.0

2020 31.0 47.0 15.0 29.0

2021 31.5 16.0

2022 31.5 16.0

2023 31.5 16.0

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

persistence rate at 4-year PBIs fell short of the target set for 2021 by 2 percentage points and

lags behind the national 2021 persistence rate by 8 percentage points. Persistence data for

2022 and graduation data for 2020-2021 will be available in December 2022.

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

undergraduate students enrolled at AANAPISIs.

Year Target Actual

2011 +3.4% (1-year change)

2016 +5.5 (5-year change)

2021 +7.1%

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

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

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

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

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

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

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

enrollment for fiscal years 2011-2015 was 5.5 percent.
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Targets 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

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 85.0 72.0 70.0

2022 82.5 72.5

2023 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

2018 50.0% 63.0% 23.5% 29.0%

2019 50.0 65.0 24.0 26.5

2020 50.5 62.5 24.0 30.0

2021 50.5 24.5

2022 60.0 24.5

2023 60.0 25.0

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

exceeded the 2021 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, 

2-year AANAPISI-grantee institutions exceeded the target set for AANAPISI-grantee institutions

by 6 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). 
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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

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 70.5 54.0 58.5

2022 74.0 54.5

2023 74.0 54.5

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

students enrolled at 4-year and 2-year NASNTIs who graduate within 6 years and 3 years of 

enrollment, respectively.

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

2018 35.0% 44.0% 21.5% 31.0%

2019 35.5 45.0 22.0 28.5

2020 35.5 44.5 22.0 29.5

2021 40.0 22.5

2022 40.0 22.5

2023 40.0 22.5

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

the target set for 2021. The graduation rates at both 4-year and 2-year institutions exceeded the 

targets set for 2020. Persistence data for 2022 and graduation data for 2020-2021 will be 

available in December 2022.

MSEIP Performance Measures

The Department believes that the current measures of enrollment and graduation for the MSEIP 

program may be unreliable or inconsistent due the challenges of collecting data by field of 

study. As an alternative, the Department used IPEDS data to determine whether the percentage 

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

Specifically, data examined were:

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

in 2005 and 2015 that were in STEM fields.
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• The percentage of bachelor’s degrees conferred by all Title IV eligible institutions in 

2005 and 2015 that were in STEM fields.

In addition, the same percentages for the two largest underrepresented racial/ethnic groups 

were examined.

The intent is to examine whether an increasing percentage of students in MSEIP institutions 

earn degrees in STEM fields, given that one of the main purposes of the MSEIP program is to 

increase the participation of underrepresented minorities in scientific and technological careers. 

STEM fields can include a wide range of disciplines. However, for purposes of this data 

analysis, STEM fields include computer and information sciences; engineering; engineering 

technologies and engineering-related fields; biological and biomedical sciences; mathematics 

and statistics; physical sciences; science technology/technicians; and agriculture, agriculture 

operations, and related sciences.

Measure: Number and percentage of bachelor’s degrees conferred that are in STEM fields, 

2005, 2010, and 2015.

Number and percentage of B.A. degrees

2005

MSEIP

Grantees

2010

MSEIP

Grantees

2015

MSEIP 

Grantees

2005

All Title IV

IHEs

2010

All Title IV

IHEs

2015

All Title IV 

IHEs

All Students: Number of STEM 

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

All Students: Number of 

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

All Students: Percent of 

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

Black 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 2015

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

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

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

awarded to both Black or Hispanic students, and the percentages did not change appreciably 
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between 2005 and 2015. In 2019, the number and percentage of bachelor’s degrees conferred 

in STEM fields at all Title IV institutions and among Hispanic and Black students continued to 

increase at 20.9 percent, 18.1 percent, and 13.7 percent, respectively.

Efficiency Measures

The Department developed a common efficiency measure for the AID programs. These 

calculations do not take into account Federal student financial aid received by these institutions. 

Both discretionary and mandatory funding are included in the calculation of the measures and 

targets for TCCUs, ANNH-serving institutions, HBCUs, PBIs, AANAPISIs, and NASNTIs 

programs.

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

at SIP institutions.

Year Target Actual

2018 405 $447

2019 400 412

2020 395 423

2021 395

2022 395

2023 395

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

Year Target Actual

2018 28,500 $22,907

2019 28,500 24,293

2020 28,000 36,367

2021 27,500

2022 27,000

2023 26,500

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

at ANNH-serving Institutions.

Year Target Actual

2018 2,400 $1,609

2019 2,225 1,283

2020 2,200 3,827

2021 2,075

2022 1,950

2023
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Measure: Cost per successful outcome: Federal cost per undergraduate and graduate degree 

at HBCUs.

Year Target Actual

2018 7,000 $7,601

2019 6,900 8,448

2020 6,800 7,002

2021 6,800

2022 6,800

2023 6,800

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

Year Target Actual

2018 8,900 $10,179

2019 8,825 12,126

2020 8,750 12,310

2021 8,750

2022 8,750

2023 8,750

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

Year Target Actual

2018 990 $1,162

2019 900 1,217

2020 875 952

2021 875

2022 875

2023 875

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

Year Target Actual

2018 175 $125

2019 125 151

2020 100 122

2021 100

2022 100

2023 100
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Measure: Cost per successful outcome: Federal cost per undergraduate degree at NASNTIs.

Year Target Actual

2018 550 $476

2019 500 562

2020 450 580

2021 450

2022 450

2023 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 2023 Authorization: To be determined (discretionary)1; $100,000 (mandatory)2

Budget Authority:

Aid for Hispanic-serving institutions

Program 2022 Estimate 2023 Request Change

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)3 ............... 94,300 100,000 +5,700

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

Aid for Hispanic-serving institutions Funding Total.................................. 256,877 365,577 +108,700

1 The GEPA extension expired September 30, 2015; reauthorization for FY 2023 is expected through appropriations 

action.

2 The Fostering Undergraduate Talent by Unlocking Resources for Education Act (P.L. 116-91) provides permanent 

mandatory appropriations for HBCUs and other minority-serving institutions under Part F of Title III of the Higher 

Education Act of 1965 (133 Stat. 1189).

3 The 2022 level for mandatory programs has been reduced by 5.7 percent which became effective on 

October 1, 2021, pursuant to the Budget Control Act of 2011 (P.L. 112-25). Although the 2023 level for mandatory 

programs are expected to be reduced by 5.7 percent, the amount in the table does not include the sequester 

reduction.
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PROGRAM DESCRIPTION

Developing Hispanic-serving Institutions

The Developing HSIs program, authorized under Title V of the Higher Education Act (HEA), 

provides competitive grants to HSIs to expand educational opportunities for, and improve the 

academic attainment of, Hispanic students. The program supports efforts to expand and 

enhance academic offerings, program quality, and institutional stability of colleges and 

universities that are educating the majority of Hispanic college students and helping large 

numbers of Hispanic students and other individuals from low-income backgrounds complete 

postsecondary degrees. HSIs are defined as “eligible institutions” if they: (1) have below-average 

educational and general expenditures per full-time equivalent undergraduate student; (2) enroll a 

significant percentage of students with a high financial need, as measured by Pell Grant status or 

receipt of other Title IV need-based aid; and (3) have an enrollment of undergraduate full-time 

equivalent students that is at least 25 percent Hispanic.

The program makes (1) individual development grants to help institutions address unique 

challenges to building capacity and improving performance and (2) cooperative arrangement 

development grants that promote joint efforts between two or more IHEs to resolve common 

challenges to institutional effectiveness. In addition, the Department may award 1-year planning 

grants for the preparation of plans and grant applications under this program.

Grants are awarded for a period of up to 5 years. Grantees may use their funds to plan, develop, 

and implement a wide range of authorized activities, including activities that encourage: faculty 

and academic program development; better management of funds and administration; 

construction and maintenance of instructional facilities; student services designed to improve 

college completion; establishment of a program of teacher education; establishment of 

community outreach programs that encourage elementary and secondary school students to 

develop an interest in pursuing postsecondary education; and creation or improvement of 

facilities for Internet-based or other distance learning academic instruction, including purchase or 

rental of telecommunications technology equipment and services. Also, HSIs may use up to

20 percent of the grant funds to establish or increase an institution’s endowment fund so long as 

the Federal contribution is matched dollar-for-dollar by non-Federal funds. HSI grantees are not 

eligible to receive funding under Part A or Part B of Title III.

Promoting Postbaccalaureate Opportunities for Hispanic Americans

The PPOHA program, authorized under Title V of the HEA, seeks to expand the number of 

Hispanic students entering postbaccalaureate education and attaining advanced degrees. The 

program is designed to help institutions of higher education that are educating large numbers of 

Hispanic and students from low-income backgrounds increase their postbaccalaureate academic 

offerings and enhance program quality. To be eligible for a grant under this program, an 

institution of higher education must be an HSI that offers a program that leads to a 

postbaccalaureate certificate or degree. Grants are awarded for up to 5 years, and participating 

institutions also may receive funds under Title V, Part A.
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Authorized activities include: purchasing, renting, or leasing scientific or laboratory equipment 

used for educational purposes; construction, maintenance, renovation and facilities 

improvement, including telecommunications; purchasing library books, periodicals, journals, and 

other educational materials, including telecommunications program materials; supporting 

postbaccalaureate students from low-income backgrounds through outreach programs, 

academic support services, mentoring, and student financial assistance; supporting faculty 

development, exchanges, and research, as well as curricular development and academic 

instruction; the creation or improvement of facilities for Internet-based or other distance 

education technologies; and collaboration with other IHEs to expand postbaccalaureate 

offerings.

Developing Hispanic-serving Institutions Science, Technology, Engineering, or 

Mathematics and Articulation

The HSI STEM and Articulation Program, authorized under Title III, Part F of the HEA and 

funded through mandatory appropriations, is designed to increase the number of Hispanic and 

other students from low-income backgrounds attaining degrees in STEM fields and to support 

the development of model transfer and articulation agreements between 2-year HSIs and 4-year 

IHEs in such fields.

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2018 $227,6351

2019 229,3782

2020 250,0193

2020 CARES Act 214,810

2021 256,8774

2021 CRRSA Act 349,440

2021 Mandatory ARP Act 609,435

2022 Estimate 256,8775

FY 2023 BUDGET REQUEST

For fiscal year 2023, the Administration requests $265.6 million in discretionary funding for the 

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

2022 annualized CR based on the fiscal year 2021 appropriation. In addition to these requested 

discretionary levels, $100 million is available in mandatory funding in fiscal year 2023 for the HSI 

STEM and Articulation program. Including discretionary and mandatory funding, $365.6 million 

would be available if the 2023 request put forth by the Administration is enacted.

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

2 Includes $93,800 thousand in mandatory funds provided under the HEA. 3 Includes $94,100 thousand in mandatory funds provided under the HEA.

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

5 Includes $94,300 thousand in mandatory funds provided under the HEA.
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The fiscal year 2023 request for discretionary and mandatory funding would support institutional 

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

institutions serving high percentages of students of color and students from low-income 

backgrounds face challenges that threaten their continued operation and ability to provide a highquality education. The Administration is committed to assisting these institutions by providing 

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

management, administrative capacity and fiscal stability, infrastructure, and student support 

services.

These investments will empower HSIs to tackle longstanding inequities in postsecondary 

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

number of awards under the HSI programs in fiscal year 2023.

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2021 2022

Footnote

2023

Developing HSIs

Developing HSIs: Number of new awards 38 18 182

Developing HSIs: Average new award $589 $585 $585

Developing HSIs: Total new award funding $22,398 $10,436 $106,250

Developing HSIs: Number of continuation awards 216 234 219

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

Developing HSIs: Total continuation award funding $126,327 $136,809 $128,115

Developing HSIs: Peer review of new award applications 0 $1,487 $2,367

Developing HSIs: Returned to Treasury $7 0 0

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

Developing HSIs: Total number of awards 254 252 401

PPOHA

 PPOHA: Number of new awards 2 0 26

 PPOHA: Average new award $469 0 $570

 PPOHA: Total new award funding $938 0 $14,868

 PPOHA: Number of continuation awards 22 24 24

 PPOHA: Average continuation award $575 $570 $570

 PPOHA: Total continuation award funding $12,646 $13,689 $13,689

 PPOHA: Peer review of new award applications 0 0 $288

PPOHA: Returned to Treasury $262 $156 0

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

 PPOHA: Total number of awards 24 24 50
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PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2021 2022

Footnote

2023

Footnote

HSI STEM and Articulation

HSI STEM: Total mandatory (Section 371) funds 

available for obligation at the start of the 

fiscal year $188,400 $188,600 $194,300

HSI STEM: Number of new awards STEM and Articulation Programs Mandatory funding 100 0 0

HSI STEM: Average new award STEM and Articulation Programs Mandatory funding $933 0 0

HSI STEM: Total new award funding STEM and Articulation Programs Mandatory funding $93,343 0 0

HSI STEM: Number of continuation awards STEM and Articulation Programs Mandatory funding 0 100 100

HSI STEM: Average continuation award STEM and Articulation Programs Mandatory funding 0 $943 $943

HSI STEM: Total continuation award funding STEM and Articulation Programs Mandatory funding 0 $94,300 $94,300

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

Mandatory funding

$322 0 0

 HSI STEM: Mandatory (Section 371) estimated 

carryover (mandatory funds remaining at 

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

NOTE: Total mandatory funding shown for each year includes carryover funds from prior year. Actual appropriations 

used in any given year are shown in the “Total obligated funding” line; this is often the exact amount appropriated for 

the program the prior year.

PROGRAM PERFORMANCE INFORMATION

Performance Measures

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

program goals, objectives, measures, and performance targets and data; and an assessment of 

the progress made toward achieving program results. Achievement of program results is based 

on the cumulative effect of the Federal resources provided for the program as well as the 

resources and efforts invested by those served by the program.

The COVID-19 pandemic was likely a confounding variable in a number of the areas measured.

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

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

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

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

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

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

program.

Year Target Actual

2018 +1.3% -4.9%

2023 +1.1

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

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 79.1 70.0 63.5

2022 80.0 70.0

2023 80.0 70.0

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

2018 47.0% 54.4% 23.0% 26.4%

2019 47.5 56.8 23.5 26.5

2020 47.5 58.2 23.5 28.3

2021 50.0 24.0

2022 50.0 24.0

2023 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.
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Objective: Improve the year-to-year increase in enrollment and graduation rates in 

postbaccalaureate programs at Hispanic-serving institutions.

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

number of graduate and professional students enrolled at grantee institutions.

Year Target Actual

2018 +0.9% -3.8%

2023 +2.8

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.

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

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

number of full-time degree-seeking undergraduates enrolled at HSI grantee institutions.

Year Target Actual

2016 -0.8%

2021 +4.5% -2.7%

2026

Additional Information: This measure uses NCES/IPEDS fall enrollment data and tracks 

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

this case, 2016 enrollment was compared to 2011 enrollment. When established, the 2026

target will be based on NCES projections for the change in total undergraduate enrollment at 

degree-granting institutions between 2021 and 2026.
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HSI STEM Persistence Measure: The percentage of first-time, full-time degree-seeking 

undergraduate students at 4-year and 2-year HSI grantees who were in their first year of 

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

HSI.

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

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 79.5 67.0 64.9

2022 80.0 67.0

2023 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

2018 47.0% 55.2% 23.0% 27.4%

2019 47.5 55.5 23.5 28.6

2020 48.0 59.2 24.0 29.2

2021 48.5 24.5

2022 49.0 25.0

2023 49.5 25.5

Additional Information: The data are derived from grantees’ electronic annual performance 

reports and the NCES/IPEDS. IPEDS data are reported by all institutions participating in these 

programs and are subject to NCES’ consistency and validity checks.

Efficiency Measures

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

degree at HSI grantee institutions.

Year Target Actual

2018 $500 $344

2019 500 358

2020 475 348

2021 425

2022 400

2023 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 
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for 2012-2017 was significantly lower than the established targets, the Department revised its 

targets, beginning in 2018, to more accurately reflect actual performance.

PPOHA: Cost per successful outcome: Federal cost per master’s, doctoral and firstprofessional degree and postbaccalaureate certificate at HSI grantee institutions.

Year Target Actual

2018 $600 $689

2019 575 732

2020 550 897

2021 525

2022 525

2023 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.

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

2018 $590 $427

2019 580 412

2020 570 375

2021 560

2022 550

2023 540

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 2023 Authorization: To be determined1

Budget Authority:

2022 Estimate 2023 Request Change

$69,353 $69,353 0

PROGRAM DESCRIPTION

The International Education and Foreign Language Studies (IEFLS) Domestic Programs are 

designed to strengthen the capability and performance of American education in foreign 

languages and in area and international studies. The IEFLS programs originated in the National 

Defense Education Act of 1958, as a response to the need to strengthen instruction in the areas 

of international studies and foreign languages that were insufficiently taught in the United 

States.

Funds are used to support a broad range of activities under 10 Domestic Programs, including 

primary and secondary education through a variety of K-12 outreach and teacher training 

collaborations. Grants are awarded to institutions of higher education (IHEs) to support centers, 

programs, and fellowships to increase the number of experts in foreign languages and 

international studies, meet national needs, and strengthen the teaching of foreign languages 

and international education at all levels. Prior to each grant cycle, the Department must consult 

with and receive recommendations from other relevant Federal Agencies to determine the 

“areas of national need” for expertise in foreign languages and world areas.

When awarding grants, the Department is required to take into account a variety of factors, 

including: the degree to which applicants’ proposed activities address national needs and 

inform the public; the applicants’ record placing students into postgraduate employment, 

education, or training in areas of national need; and the applicants’ proposed plans and 

strategies to increase this number. Emphasis is placed on less commonly taught languages and 

the regions where those languages are used. The program authorization requires that 

institutions receiving funding under Title VI provide the following information to the Department, 

in accordance with the requirements of Section 117 of the HEA: (1) the amount of the 

contribution (including cash and the fair market value of any property) received from any

1 The GEPA extension expired September 30, 2015; reauthorization for FY 2023 is expected through appropriations 

language.
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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 

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 
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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 

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 
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inform the public of increasing international economic interdependence and the role of U.S. 

businesses within the international economic system; internationalizing curricula at the junior 

and community college level and at undergraduate and graduate schools of business; 

developing area studies and interdisciplinary international programs; establishing export 

education programs; conducting research and developing specialized teaching materials 

appropriate to business-oriented students; establishing student and faculty fellowships and 

internships or other training or research opportunities; creating opportunities for business and 

professional faculty to strengthen international skills; developing research programs on issues of 

common interest to IHEs and private sector organizations and associations engaged in or 

promoting international economic activity; establishing internships overseas to enable foreign 

language students to develop their foreign language skills and knowledge of foreign cultures 

and societies; establishing links overseas with IHEs and organizations that contribute to the 

education objectives of the BIE program; and establishing summer institutes in international 

business, foreign areas, and other international studies designed to carry out the purposes of 

the BIE program. The Federal share of the projects cannot exceed 50 percent of the total cost.

The Centers for International Business Education (CIBE) Program supports IHEs or consortia of 

IHEs by paying the Federal share of the cost of planning, establishing, and operating centers 

that provide a comprehensive university approach to improving international business education 

by bringing together faculty from numerous disciplines. The Centers serve as national resources 

for the teaching of improved business techniques, strategies, and methodologies that 

emphasize international business contexts; provide instruction in critical foreign languages and 

international fields needed to provide an understanding of the cultures and customs of U.S. 

trading partners; provide research and training in the international aspects of trade, commerce, 

and other fields of study; provide training to students enrolled in the institution or institutions in 

which a Center is located; serve as resources to local businesses and chambers of commerce 

by offering programs and providing research designed to meet the international training needs 

of such businesses; and serve other faculty, students, and IHEs and K-12 schools with 

additional teacher and student outreach programs located within their respective regions.

CIBEs are eligible for 4 years of support. The Federal share of the cost of planning, 

establishing, and operating the Centers cannot exceed 90 percent, 70 percent, or 50 percent in 

the first, second, third and following years, respectively.

The Language Resource Centers (LRC) Program supports IHEs or consortia of IHEs in 

improving the teaching and learning of foreign languages. The activities carried out by the 

Centers must support effective dissemination, whenever appropriate, and may include: 

conducting and disseminating research on new and improved teaching methods (including the 

use of advanced educational technology) to the education community; development, 

application, and dissemination of performance testing appropriate to an educational setting for 

use as a standard and comparable measurement of skill levels in all languages; training of 

teachers in the administration and interpretation of the performance tests; a significant focus on 

the teaching and learning needs of the less commonly taught languages and the publication and 

dissemination of instructional materials in those languages; development and dissemination of 

materials designed to serve as a resource for foreign language teachers at the elementary and 
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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)

2018 $65,103

2019 65,103

2020 68,103

2021 69,353

2022 Estimate 69,353
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FY 2023 BUDGET REQUEST

For fiscal year 2023, the Administration requests a total of $69.4 million for the Domestic 

Programs, level with a fiscal year 2022 annualized CR based on the fiscal year 2021 

appropriation. The fiscal year 2023 request for the Title VI Domestic Programs will, among other 

priorities, provide continued support for activities that help to make world language and area 

studies education accessible to more Americans and help ensure high levels of proficiency in 

the languages key to the Nation’s economic and national security. Virtually all of the funds 

requested in fiscal year 2023 would support continuation awards.

Historically, the Domestic Programs have helped to develop and maintain American expertise in 

world cultures and economies, and foreign languages. It is critical for our Nation to have a 

readily available pool of international area and language experts for economic, foreign affairs, 

and defense purposes. The Title VI programs are key to the teaching and learning of languages 

vital to national interests and serve as a national resource.

The Administration also believes our Nation needs citizens with global competence. The ability 

to compete and collaborate on the world stage requires an awareness and understanding of the 

world, the ability to communicate and collaborate with others from different cultures, and 

exposure to foreign languages. The Administration believes that a world-class education must 

integrate global competencies and is committed to increasing the skills and knowledge of all 

United States students. Effective global engagement will involve American students and equip 

them with the knowledge, skills and awareness of other countries, cultures, languages, and 

perspectives. Boosting the number of students with global competencies supports U.S. 

economic competitiveness, increases access to a wider range of jobs, enables young people to 

work with their counterparts all over the world in meeting global challenges, and fosters national 

security and diplomacy. The Administration believes that American students and teachers of all 

ages would benefit significantly from partnering with students and faculty abroad—especially in 

priority countries—through connected classrooms, joint research projects, and exchanges.

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2021 2022 2023

National Resource Centers Program:

NRCs Number of new awards 0 96 0

NRCs Average new award 0 $237 0

NRCs Total new award funding 0 $22,743 0

NRCs Number of continuation awards 100 4 100

NRCs Average continuation award $237 $242 $237

NRCs Total continuation award funding $23,709 $966 $23,709

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 2021 footn

ote

2022 2023

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 0 106 0

FLAS Average new award 0 $295 0

FLAS Total new award funding 0 $31,236 0

FLAS Number of continuation awards 106 0 106

FLAS Average continuation award $295 0 $295

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

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 0 30 0

UISFLAverage new award 0 $98 0

UISFL Total new award funding 0 $2,937 0

UISFL Number of continuation awards 32 0 30

UISFL Average continuation award $92 0 $95

UISFL Total continuation award funding $2,937 0 $2,838

UISFL Total award funding $2,937 $2,937 $2,838

UISFL Total number of awards 32 30 30
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73

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2021 footn

ote

2022 2023

International Research and Studies Program:

IRS Number of new awards 3 0 15

IRS Average new award $59 0 $59

IRS Total new award funding $176 0 $891

IRS Number of continuation awards 15 18 3

IRS Average continuation award $32 $48 $59

IRS Total continuation award funding $473 1 $862 $176

IRS Study of National Resource Centers $279 2 $198 $148

IRS Total award funding $928 $1,060 $1,215

IRS Total number of awards 19 15 18

Business and International Education Projects:

IRS Number of new awards 20 0 0

IRS Average new award $80 0 0

IRS Total new award funding $1,608 0 0

IRS Number of continuation awards 0 20 20

IRS Average continuation award 0 $76 $76

IRS Total continuation award funding 0 $1,518 $1,520

IRS Total award funding $1,608 $1,518 $1,520

IRS Total number of awards 20 20 20

Centers for International Business Education

Program:

CIBE Number of new awards 0 15 0

CIBE Average new award 0 $305 0

CIBE Total new award funding 0 $4,571 0

CIBE Number of continuation awards 15 0 15

CIBE Average continuation award $305 0 $305

CIBE Total continuation award funding $4,571 0 $4,571

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.
HIGHER EDUCATION

International education and foreign language studies: Domestic programs

74

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2021 footn

ote

2022 2023

Language Resource Centers Program:

LRC Number of new awards 0 16 0

LRC Average new award 0 $172 0

LRC Total new award funding 0 $2,747 0

LRC Number of continuation awards 16 0 16

LRC Average continuation award $172 0 $172

LRC Total continuation award funding $2,747 0 $2,747

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 0 0 0

AORC Average new award 0 0 0

AORC Total new award funding 0 0 0

AORC Number of continuation awards 15 15 15

AORC Average continuation award $67 $67 $67

AORC Total continuation award funding $1,007 $1,008 $1,008

AORC Total award funding $1,007 $1,008 $1,008

AORC Total number of awards 15 15 15

Total award funding:

Domestic Total new award funding $2,063 $64,234 $891

Domestic Total continuation award funding $66,680 $4,552 $67,953

Program evaluation, national outreach, and 

information dissemination $598 $267 $489

Peer review of new award applications $12 $300 $20

Total Domestic funding $69,353 $69,353 $69,353

Total Domestic awards 323 317 320
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International education and foreign language studies: Domestic programs

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PROGRAM PERFORMANCE INFORMATION

Performance Measures

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

program goals, objectives, measures, and performance targets and data; and an assessment of 

the progress made toward achieving program results. Achievement of program results is based 

on the cumulative effect of the resources provided in previous years.

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

2018 81.0%

2019 85% 83.0

2020 85 82.0

2021 85

2022 85

2023 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, 64 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

2018 63.0%

2019 62.0

2020 65% 67.0

2021 65

2022 65

2023 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 2020, NRC grantees taught intermediate or advanced courses in 52 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

2018 33.0%

2019 37.0

2020 38% 37.0

2021 38

2022 38

2023 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 2020, 105 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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International education and foreign language studies: Domestic programs

77

Measure: Percentage of FLAS masters and doctoral graduates who studied priority languages 

as defined by the Department. 

Year Target Actual

2018 77.0%

2019 80.0

2020 85% 80.0

2021 85

2022 85

2023 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 2020, 999 out of 1,256 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

2022

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.

 
HIGHER EDUCATION

International education and foreign language studies: Domestic programs

78

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.

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.
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79

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.
HIGHER EDUCATION

80

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 2023 Authorization: Indefinite

Budget Authority:

International education and foreign language studies: Overseas programs

2022 Estimate 2023 Request Change

$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:

The Group Projects Abroad (GPA) Program supports short-term projects, group training, 

research, and curriculum development in modern foreign languages and area studies for 

American teachers, college students, and faculty for periods from 1 to 12 months. In addition, 

the GPA program supports Advanced Overseas projects designed to provide advanced 

language training to students in foreign countries for a period of up to 12 months. Projects can 

focus on all major world areas outside of Western Europe.

The Faculty Research Abroad (FRA) Program supports opportunities for faculty members of 

institutions of higher education to study and conduct advanced research overseas. Fellowships 

are generally reserved for scholars whose academic specializations focus on the less commonly 

taught languages and all major world areas apart from Western Europe. Fellowships are 3 to 

12 months in length.

The Doctoral Dissertation Research Abroad (DDRA) Program supports opportunities for 

doctoral candidates to engage in full-time dissertation research overseas. Fellowships are 

generally reserved for junior scholars whose academic specializations focus on the less 

commonly taught languages and all major world areas except for Western Europe. Fellowships 

are 6 to 12 months in length.
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International education and foreign language studies programs: Overseas programs

81

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 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)

2018 $7,061

2019 7,061

2020 8,061

2021 8,811

2022 Estimate 8,811

FY 2023 BUDGET REQUEST

For fiscal year 2023, the Administration requests $8.8 million for the Overseas Programs, level 

with a fiscal year 2022 annualized CR based on the fiscal year 2021 appropriation. All of the

funds would be used to support programs designed to develop expertise in strategic languages 

and area studies.

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

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

focused on community colleges, Minority-Serving Institutions (e.g., Hispanic-Serving Institutions 

and Historically Black Colleges and Universities), teacher education programs, less commonly 

taught languages, and new applicants.
HIGHER EDUCATION

International education and foreign language studies programs: Overseas programs

82

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2021 2022 2023

Group Projects Abroad:

Short-Term Projects:

GPA Number of new projects 17 27 27

GPA Average new project $93 $92 $92

GPA Total new project funding $1,575 $2,477 $2,477

Advanced Overseas Projects:

GPA Number of new projects 4 4 4

GPA Average new project $230 $230 $230

GPA Total new project funding $918 $918 $918

GPA Total project funding $2,493 $3,395 $3,395

GPA Total number of GPA projects 21 31 31

GPA Total number of GPA participants 340 435 435

Doctoral Dissertation Research Abroad:

DDRA Number of new fellows 142 91 91

DDRA Average new fellowship $39 $39 $39

DDRA Number of new awards 60 39 39

DDRA Average new award $92 $91 $91

DDRA Total new award funding $5,513 $3,562 $3,562

Faculty Research Abroad:

FRA Number of new awards 0 15 15

FRA Average new award 0 $39 $39

FRA Total new award funding 0 $583 $583

Seminars Abroad—Special Bilateral Projects:

Seminars Number of new awards 3 4 4

Seminars Average new award $159 $221 $221

Seminars Total new award funding $478 $885 $885

Seminars Total number of participants 48 63 63

Department of State administrative costs $200 $200 $200

Program evaluation, national outreach, and 

information dissemination $50 $98 $98

Peer review of new award applications $77 $88 $88

Total Overseas funding $8,811 $8,811 $8,811

Total Overseas participants 530 589 589
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International education and foreign language studies programs: Overseas programs

83

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. 

The Department plans to report on the new performance measures starting with fiscal year 2021

data, with initial data to be provided in a future budget justification.

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. The Department 

plans to report on the new performance measures starting with fiscal year 2021 data, with initial 

data to be provided in a future budget justification.

• 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

84

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 2023 Authorization: To be determined1

Budget Authority:

2022 Estimate 2023 Request Change

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

PROGRAM DESCRIPTION

The Model Transition Programs for Students with Intellectual Disabilities into Higher Education 

(TPSID) support competitive grants to institutions of higher education (IHEs) (as defined under 

section 101(a) of the Higher Education Act of 1965, as amended (HEA)), or consortia of IHEs, to 

create or expand high-quality, inclusive, model comprehensive transition and postsecondary 

programs for students with intellectual disabilities. Funds from this program also support a 

national Coordinating Center (Center), which develops evaluation standards for TPSID grantees 

and provides technical assistance, information, and opportunities for communication among 

institutions with postsecondary programs for students with intellectual disabilities aimed at

supporting continuous improvement of such programs.

Grants under this program are awarded for 5 years. All grant recipients must partner with one 

or more local educational agencies (LEAs) to support students with intellectual disabilities who 

are eligible for special education and related services under the Individuals with Disabilities 

Education Act (IDEA), and must provide a non-Federal match of at least 25 percent of the 

award amount. Authorized activities include student support services; academic enrichment, 

socialization, or living skills programs; integrated work experiences; development of 

individualized instruction plans; evaluation of the model program, in cooperation with the Center; 

program sustainability; and development of a program credential.

Beginning in 2021, the Department established a postsecondary 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.

1 The GEPA extension expired September 30, 2015; reauthorization for FY 2023 is expected through 

appropriations action.
HIGHER EDUCATION

Model transition programs for students with intellectual disabilities into higher education

85

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2018 11,800

2019 11,800

2020 11,800

2021 13,800

2022 Estimate 13,800

FY 2023 BUDGET REQUEST

For fiscal year 2023, the Administration requests $15.2 million for TPSID, $1.4 million more than 

a fiscal year 2022 annualized CR based on the fiscal year 2021 appropriation. Funds 

appropriated in fiscal year 2023 would support approximately $1.3 million in new awards and 

$13.8 million in 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

86

PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures

footnote

2021

footnote

2022

footnote

2023

Number of new awards 0 0 4

Average new award 0 0 $335

Total new award funding 0 0 $1,340

Number of continuation awards 25 25 25

Average continuation award $392 $392 $392

Total continuation award funding $9,800 $9,800 $9,800

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

TPSID Center $2,000 $2,000 $2,000

Peer review of new award 

applications 0 0 $40

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

PROGRAM PERFORMANCE INFORMATION

Performance Measures

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

program goals, objectives, measures, and performance targets and data; and an assessment of 

the progress made toward achieving program results. Achievement of program results is based 

on the cumulative effect of the Federal resources provided for the program as well as the 

resources and efforts invested by those served by the program. 

Goal: To promote the successful transition of students with intellectual disabilities into 

higher education.

Objective: Increase the percentage of students with intellectual disabilities who are enrolled in 

programs funded under TPSID who complete the programs and obtain a meaningful credential, 

as defined by the Center and approved by the Department.
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Model transition programs for students with intellectual disabilities into higher education

87

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

2018 85% 77%

2019 85 78

2020 85 77

2021 85

2022 85

2023 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, 262 students (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

2018 90% 75%

2019 90 88

2020 90 72

2021 90

2022 90

2023 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

88

Tribally controlled postsecondary career and technical 

institutions

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

(dollars in thousands)

FY 2023 Authorization: $10,321

Budget Authority:

2022 Estimate 2023 Request Change

$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.

Only two institutions currently meet these eligibility requirements: Navajo Technical University 

in Crownpoint, New Mexico, and United Tribes Technical College in Bismarck, North Dakota.

Funds may be used by a grantee to train faculty; purchase equipment; provide instructional 

services, child-care and other family support services, and student stipends; and for institutional 

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

Fiscal Year (dollars in thousands) 

2018 $9,469

2019 9,564

2020 10,000

2021 10,634

2022 Estimate 10,634

FY 2023 BUDGET REQUEST

For fiscal year 2023, the Administration requests $10.6 million for the Tribally Controlled 

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

2022 annualized CR based on 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 population, they struggle with similar institutional and 

academic challenges. Both institutions serve an especially economically underserved population 

and have difficulty providing sufficient financial aid to students. In addition, each school serves 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. Both institutions received considerable support in fiscal 

years 2020 and 2021 from emergency funding available through the Higher Education 

Emergency Relief Fund (HEERF) under the Coronavirus Aid, Relief, and Economic Security 

Act, the Coronavirus Response and Relief Supplemental Appropriations Act, and the American 

Rescue Plan Act. Both TCPCTI grantees received HEERF awards that were almost triple the 

fiscal year 2021 awards under the TCPCTI program, providing each recipient additional 

resources to address the needs of the institutions and their students arising from the effects of 

the COVID pandemic.
HIGHER EDUCATION

Tribally controlled postsecondary career and technical institutions

90

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2021 2022 2023

Range of awards $2,605-$8,029 $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, 

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

program results is based on the cumulative effect of the Federal resources provided for the 

program as well as the resources and efforts invested by those served by this program.

In 2019, the Department adopted new performance measures focused on persistence and 

graduation. The first set of targets is for 2022, and the Department first reported data for the 

new measures in calendar year 2020.

Goal: To increase access and support workforce preparation, through career and 

technical education programs, for high-skill, high-wage, or in-demand occupations that 

will strengthen employment opportunities and lifelong learning in the community.

Objective: Ensure that CTE students in the Tribally Controlled Postsecondary Career and 

Technical Institutions are provided career and technical education opportunities through 

employment, continuing education to attain industry credentials, and/or completing 

postsecondary career and technical education programs.

Measure: The percentage of full-time, first-time degree or certificate-seeking Navajo Technical 

University and United Tribes Technical College undergraduates who graduated within 150 

percent of the normal time to program completion.

Year Target Percentage, 

Navajo Tech

Actual Percentage, 

Navajo Tech

Target Percentage, 

UTTC

Actual 

Percentage, UTTC

2018 Baseline 14% Baseline 20%

2019 Baseline 16 Baseline 15

2020 N/A 9 N/A 9

2021 N/A N/A

2022 17% 14%

2023 17 14
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Measure: Number of associate degrees and certificates awarded in Career and Technical 

Education fields during the preceding school year at Navajo Technical University and United 

Tribes Technical College.

Year Target Number, 

Navajo Tech

Actual Number, 

Navajo Tech

Target Number, 

UTTC

Actual Number, 

UTTC

2018 Baseline 222 Baseline 76

2019 Baseline 166 Baseline 84

2020 N/A 143 N/A 73

2021 N/A N/A

2022 213 76

2023 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 31 N/A 29

2021 N/A N/A

2022 44% 22%

2023 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 31 N/A 6

2021 N/A N/A

2022 39% 36%

2023 39 36
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92

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 40 N/A 33

2021 N/A N/A

2022 51% 41%

2023 51 41

Measure: Percent of part-time, non-first-time degree or certificate-seeking undergraduates who, 

within eight years of first enrolling, received a degree or certificate from the institution, remain 

enrolled at the institution, or who subsequently enrolled at another institution.

Year Target Percentage, 

Navajo Tech

Actual Percentage, 

Navajo Tech

Target Percentage, 

UTTC

Actual 

Percentage, UTTC

2018 Baseline 36% Baseline 64%

2019 Baseline 26 Baseline 6

2020 N/A 25 N/A 17

2021 N/A N/A

2022 31% 32%

2023 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 2021 will be available in fall of 2022.

Efficiency Measures

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

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

student count. 

Measure: Annual cost per participant (whole dollars).

Year

Cost per participant, 

Navajo Tech

Cost per participant, 

UTTC

2018 $4,897 $4,365

2019 5,059 4,561

2020 4,070 4,252

2021 4,070 4,252

2022

2023
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93

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 2022 will be available by the fall of 2023. Note that the validity of the 

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

Federal TRIO programs

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

(dollars in thousands)

FY 2023 Authorization: To be determined1

Budget Authority: 

Period of fund availability: 

2022 Estimate 2023 Request Change

$1,097,000 $1,297,761 $200,761

PROGRAM DESCRIPTION

The Federal TRIO Programs consist primarily of five discretionary grant programs—Talent 

Search, Upward Bound, Student Support Services, Educational Opportunity Centers, and 

McNair Postbaccalaureate Achievement—that provide services to encourage underserved 

individuals to enter and complete college and postgraduate education. Competitive grants are 

awarded for 5 years to eligible applicants, which include institutions of higher education; public 

and private agencies, including community-based organizations with experience in supporting 

underserved youth; and, as appropriate to the purposes of the program, secondary schools. At 

least two-thirds of the program participants must be low-income, first-generation college 

students (or individuals with disabilities for the Student Support Services program).

Talent Search identifies and assists individuals from underserved backgrounds who are 

between 11 and 27 years of age by providing them with academic, career, and financial 

counseling and encouraging them to graduate from high school (or return to school, for those

who have dropped out) and enroll in a postsecondary education program. Projects must 

provide a variety of supports and services, including: advice on and assistance in selecting 

secondary and college courses; assistance in preparing for college entrance exams and in 

completing college applications; information on student financial aid and assistance in 

completing financial aid applications; connections to academic tutoring services; connections to 

services designed to improve financial and economic literacy; and guidance and assistance in 

re-entering and completing secondary school. Projects also may provide academic tutoring; 

personal and career counseling; information on career options; exposure to college campuses; 

and services specially designed for students with disabilities or limited English proficiency, 

homeless children and youth, and students in foster care.

Upward Bound provides services to high school students that are designed to generate the 

skills and motivation needed to pursue and complete a postsecondary education. Projects 

provide the same services as Talent Search projects, except that Upward Bound projects may 

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

1 The GEPA extension expired September 30, 2015; authorization for FY 2023 is expected through appropriations 

language.
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95

students to careers requiring a postsecondary degree. In addition to regular projects, the 

Upward Bound Math and Science program establishes mathematics and science centers that 

encourage students to pursue postsecondary degrees specifically in those fields, and Veterans 

Upward Bound projects assist veterans in preparing for a program of postsecondary education.

Educational Opportunity Centers provide counseling and information on college admissions to 

adults who are at least 19 years old and who are seeking a postsecondary education degree. 

Services include disseminating information on higher education opportunities in the community; 

academic advice, personal counseling, and career workshops; help in completing applications 

for college admissions, testing, and financial aid; tutoring; mentoring; and services to improve 

financial and economic literacy.

The Student Support Services program offers a broad range of support services to 

postsecondary students to increase their retention, graduation, and transfer rates from 2-year to 

4-year institutions. All projects must provide a range of supports and services, including 

academic tutoring; advice on postsecondary course selection; financial aid counseling; services 

to improve financial and economic literacy; assistance in applying for graduate and professional 

programs; and activities to help students in 2-year institutions enroll in 4-year programs. 

Projects may also provide personal and career counseling; exposure to cultural events; 

mentoring; services to secure temporary housing during academic breaks for students who are 

experiencing financial hardship; activities for students with disabilities, limited English 

proficiency (English learner) students, student experiencing homelessness, and students in 

foster care; and grant aid (not to exceed 20 percent of a project’s funds). Projects providing 

grant aid also must provide a match equal to 33 percent of the total funds used for that purpose, 

unless they are eligible to receive funds under Title III, Part A or B, or Title V of the Higher 

Education Act.

The McNair Postbaccalaureate Achievement program prepares underserved undergraduate 

students for doctoral study to help them succeed in obtaining doctoral degrees. Projects must 

provide opportunities for research and other scholarly activities at the recipient institution or 

graduate center, summer internships, seminars, tutoring, academic counseling, and activities to 

help students enroll in graduate programs. Projects may also provide services to improve 

financial and economic literacy, mentoring, and exposure to cultural events.

The two largest programs, in terms of funding, are Upward Bound (which includes Upward 

Bound Math and Science and Veterans Upward Bound) and Student Support Services, which 

together accounted for approximately 74 percent of all TRIO funding in 2021, while Talent 

Search serves the largest number of students. TRIO programs vary greatly in service intensity, 

with annual per-student costs ranging from a high of $9,878 for the McNair program to a low of 

$285 for the Educational Opportunity Centers. Most projects are located at 2- and 4-year 

postsecondary institutions, although nonprofit organizations operate a substantial number of 

Talent Search and Educational Opportunity Center projects.
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96

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 2021)

 Institution Type

Talent 

Search

Upward 

Bound1

Educational 

Opportunity 

Centers

Student 

Support 

Services McNair

Postsecondary Institutions

Public, 4-year 46.3% 49.9% 44.0% 47.8% 74.7%

Public, 2-year 24.5 23.9 26.6 39.9 0.0

Private, 4-year 9.0 14.9 4.1 11.2 24.8

Private, 2-year 0.0 0.1 0.0 0.3 0.0

Total, Postsecondary 79.8 88.8 74.7 99.2 99.5

Other organizations2 20.2 11.2 25.3 0.8 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.
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TRIO funding also supports Staff Training grants, which provide professional development 

activities and opportunities to improve the practice of project directors and staff members. 

Training is offered on such topics as: legislative and regulatory requirements for operating 

funded projects; assisting students in receiving adequate financial aid; the design and operation 

of model programs; the use of appropriate educational technology in the operations of funded 

projects; and strategies for recruiting and serving students with limited-English proficiency or 

with disabilities, children and youth experiencing homelessness, foster care youth, or out-ofschool youth. 

The statute requires Evaluation of TRIO programs and projects, but stipulates that the primary 

purpose of such evaluations must be the identification of successful practices and places 

limitations on the Department’s ability to use experimental design methodologies in conducting 

rigorous evaluations of overall program effectiveness. 

Finally, up to 0.5 percent of the funds appropriated for TRIO may be used by the Department to 

support administrative activities that include obtaining additional qualified readers to review 

applications; increasing the level of oversight monitoring; supporting impact studies, program 

assessments, and reviews; and providing technical assistance to applicants and grantees.

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2018 $1,010,000

2019 1,060,000

2020 1,090,000

2021 1,097,000

2022 Estimate 1,097,000

FY 2023 BUDGET REQUEST

For fiscal year 2023, the Department requests $1.298 billion for the Federal TRIO programs, 

$200.8 million more than the fiscal year 2022 annualized CR based on the fiscal year 2021 

appropriation. Specifically, the amount available for Student Support Services in fiscal year 

2023 would increase by approximately $200 million to $563.8 million. This increase would 

support $200 million in new awards that would serve an estimated 106,000 additional students 

over the next five years. Focusing the entire increase on Student Support Services would 

support the Administration’s priority on improved retention and completion outcomes for eligible 

students enrolled in two-year and four-year postsecondary education. 

The request also would provide approximately $1.092 billion to support continuation awards for 

all TRIO programs, as well as $6.2 million to maintain administrative support for these

programs, including the costs of collecting and analyzing grantee performance data.
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Federal TRIO programs

98

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures

2021

Funding

2022

Funding

2023

Funding

2021

Awards

2022

Awards

2023

Awards

Talent Search:

New Awards $169,261 $0 $0 435 0 0

Continuation Awards 15,726 183,789 183,789 38 473 473

Total 184,987 183,789 183,789 473 473 473

Upward Bound:

New Awards 0 329,030 0 0 966 0

Continuation Awards 335,875 26,668 344,838 813 57 1,023

Total 335,875 355,698 344,838 813 1,023 1,023

Upward Bound Math and 

Science:

New Awards 0 59,966 0 0 285 0

Continuation Awards 64,844 5,962 65,928 162 19 304

Total 64,844 71,890 162 304 304

Veterans Upward Bound

New Awards 0 17,097 0 0 85 0

Continuation Awards 18,815 2,192 18,883 49 7 92

Total 18,815 19,289 18,883 49 92 92

Educational Opportunity 

Centers

New Awards 50,746 0 0 116 0 0

Continuation Awards 10,667 60,406 59,870 24 140 140

Total 61,413 60,406 59,870 140 140 140

Student Support 

Services:

New Awards 0 0 200,000 0 0 585

Continuation Awards 389,768 351,408 363,829 1,060 1,060 1,160

Total 389,768 351,408 563,829 1,060 1,060 1,160

McNair 

Postbaccalaureate

New Awards 0 46,563 0 0 187 0

Continuation Awards 36,069 5,214 51,158 156 20 207

Total 36,069 51,777 51,158 156 207 207
HIGHER EDUCATION

Federal TRIO programs

99

Output Measures

2021

Funding

2022

Funding

2023

Funding

2021

Awards

2022

Awards

2023

Awards

Staff Training

New Awards 0 3,219 0 0 10 0

Continuation Awards 2,824 0 3,219 12 0 10

Total 2,824 3,219 3,219 12 10 10

Total awards

New Awards 220,007 455,875 200,000 551 1,533 585

Continuation Awards 874,588 635,639 1,091,514 2,314 1,776 3,409

Evaluation

0 0 0

Administrative 

expenses:

Peer review of new 

award applications 1,012 343 0

Other expenses 1,393 5,143 6,247

Total 2,405 5,486 6,247

Total 1,097,000 1,097,000 1,297,761

PROGRAM PERFORMANCE INFORMATION

Performance Measures

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

goals, objectives, measures, and performance targets and data; and an assessment of the 

progress made toward achieving program results. Achievement of program results is based on 

the cumulative effect of the Federal resources provided for the program as well as the resources 

and efforts invested by those served by the program.

Goal: Increase the percentage of first-generation college students from low-income 

backgrounds who successfully pursue postsecondary educational opportunities.

Objective: Increase postsecondary enrollment rates for first-generation college students from 

low-income backgrounds in the academic pipeline.
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Measure: The percentage of participants enrolling in college.

Year

Talent 

Search 

Target

Talent 

Search 

Actual

Upward 

Bound 

Target

Upward 

Bound 

Actual

Educational 

Opportunity 

Centers 

Target

Educational 

Opportunity 

Centers 

Actual

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 71.0 84.0 79.0 62.0 56.6

2021 81.0 84.0 62.0

2022 81.0 84.0 62.0

2023 81.0 84.0 62.0

Additional information: This measure looks at the percentage of participants who enroll in 

college. Targets are set and data are calculated independently for each of the three programs 

for which this measure is relevant. Data are provided by the grantees in their Annual 

Performance Reports.

• For Talent Search, the measure looks at the percentage of “college ready” participants who 

enrolled in programs of postsecondary education during the reporting period or the next fall 

term. “College ready” participants are those who have received a regular secondary school 

diploma or an alternative award such as a high school equivalency certificate. 

• For the Upward Bound program, including the Math and Science projects, this measure 

tracks the percentage of Upward Bound participants with a regular secondary school 

diploma who subsequently enroll in postsecondary education. 

• For Educational Opportunity Centers, the Department defines the cohort of participants 

comprising the denominator in the postsecondary enrollment calculation in the following 

way: participants who received a secondary school diploma or its equivalent during the 

reporting year, high school graduates or high school equivalency graduates not already 

enrolled in postsecondary education, postsecondary dropouts, or potential postsecondary 

transfers.

• Objective: Increase postsecondary persistence and completion rates of first-generation 

college students from low-income backgrounds in the academic pipeline.
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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 39.5 48.2

2021 41.5

2022 45.0

2023

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 52.0 59.1

2021 54.0

2022 58.0

2023

Additional information: Grantees provide data on college completion in their Annual 

Performance Reports (APR). Bachelor’s degree completion was calculated as the percentage 

of full-time, first-time freshman participants at 4-year grantee institutions who received a 

bachelor’s degree (or an equivalent degree) from the same grantee institution within 6 years. 

Measure: The percentages of TRIO McNair participants enrolling and persisting in graduate 

school.

Year Enrolling Target Enrolling Actual Persisting Target Persisting Actual

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 64.7 85.0 86.8

2021 71.0 85.0

2022 71.0 85.0

2023 71.0 85.0

Additional information: Successful outcomes for this enrollment measure counts the McNair 

participants who enroll in graduate school within 3 years of postsecondary graduation. The 

reporting year in the table above represents the 3-year point of measurement. The persistence 

measure tracks the percentage of McNair participants who enrolled in graduate school and were 

still enrolled at the beginning of their second year.
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Efficiency Measures

Measure: The cost per successful outcome.

Year

Talent 

Search 

Target

Talent 

Search 

Actual

Upward 

Bound 

Target

Upward 

Bound 

Actual

Student 

Support 

Services 

Target

Student 

Support 

Services 

Actual

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

2021 460 4,510 1,640

2022

2023

Additional Information: The efficiency measure for the TRIO programs is the average annual 

cost per successful outcome, which is calculated by dividing the program’s funding by the 

number of successful outcomes in each program in a given year. The definition of “successful 

outcome” varies by program; as a result, it is difficult to make valid comparisons across TRIO 

programs based on these data. For Talent Search and Upward Bound, participants are 

considered successful if they persist to the next grade level, graduate high school, or enroll in 

postsecondary school. For Student Support Services, participants are counted as successful if 

they graduate, transfer, or persist to the following academic year.

Measure: The Federal cost of each McNair program baccalaureate recipient who enrolls in 

graduate school within 3 years.

Year Target Actual

2017 $30,000 $26,301

2018 30,000 26,332

2019 30,000 27,294

2020 30,000 29,726

2021 30,000

2022 30,000

2023 30,000

Additional information: This measure is calculated by dividing the McNair funding allocation 

from the year in which participants graduated college by the number of college graduates from 

that cohort that enrolled in graduate school within 3 years. 

Other Performance Information

The Department has invested significant resources in evaluations and studies of the Federal 

TRIO Programs. Each TRIO evaluation and study was conducted independently by outside 

contractors that reported to the Department’s evaluation offices. 
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Descriptions of past studies are available at the following link: 

http://www2.ed.gov/about/offices/list/opepd/ppss/reports.html#postsecondary. Summaries of 

current TRIO evaluations are provided below:

Upward Bound: The Institute of Education Sciences began a new evaluation of Upward Bound 

promising practices, as required by section 402H(b)(1) of the Higher Education Act, that tested 

the use of practices aimed at reducing undermatching by evaluating the effectiveness of 

advising practices collectively named the Find the Fit program that combined college 

information, text message reminders, and specialized training for Upward Bound project staff. 

In November 2021, the Department published the report (available at this link: 

https://ies.ed.gov/ncee/pubs/2022002/pdf/2022002.pdf), which found that (1) Increasing the 

number and selectivity of the colleges to which students applied did not change whether 

students undermatched, (2) Participation in the Find the Fit program shifted some students’ 

enrollment choices to more selective colleges, and (3) There was no significant effect on college 

persistence through the third year after high school.

Educational Opportunity Centers: In the spring of 2017, the Institute of Education Sciences 

announced a new evaluation to examine the effectiveness of a low-cost approach to providing 

information designed to overcome key barriers to college enrollment to participants through a 

systematic set of timely and personalized text messages. The study’s report, which is currently 

scheduled to be released in the fall of 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 2023 Authorization: To be determined1

Budget Authority:

2022 Estimate 2023 Request Change

$368,000 $408,000 +$40,000

PROGRAM DESCRIPTION

Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) provides 

grants to States and partnerships that support early college preparation and awareness 

activities at the State and local levels to ensure middle and secondary school students from lowincome backgrounds are prepared to succeed in postsecondary education. Grants are awarded 

for six years. Applicants may also apply for an optional seventh year of funding to provide 

services at an institution of higher education to follow students through their first year of college 

attendance.

GEAR UP supports two types of grants:

State Grants— States receiving funds are required to provide both an early intervention and a 

scholarship component targeted to students from low-income backgrounds, with services 

starting no later than the 7th grade. At least 50 percent, but not more than 75 percent, of the 

grant funds must be used to provide scholarships to participating students. 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 

1 The GEPA extension expired September 30, 2015; reauthorization for FY 2023 is expected through appropriations 

action.
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for a GEAR UP grant, and dissemination of best practices to improve services for eligible 

students. 

Partnership Grants—Partnerships must include one or more degree granting institutions of 

higher education, one or more local educational agencies, and may include at least two 

community organizations or entities such as businesses, professional associations, State 

agencies, or other public or private organizations. Partnerships receiving funds are required to 

provide an early intervention component to: (1) at least one cohort or grade level of students 

beginning no later than the 7th grade, in a school that has a 7th grade and at least 50 percent of 

its enrolled students are eligible for free or reduced-price lunch; or (2) to an entire grade level of 

students, not later than the 7th grade, who reside in public housing. Partnerships must ensure 

that services will continue to be provided through the 12th grade. Partnerships may also provide 

scholarships. Partnerships must provide all students served by the program with a personalized 

21st Century Scholar Certificate to indicate the amount of Federal financial aid that they may be 

eligible to receive for college.

Both types of GEAR UP grants have two major components. First, GEAR UP projects provide a 

comprehensive set of early intervention services including mentoring, tutoring, academic and 

career counseling, and other college preparation activities such as exposure to college 

campuses and financial aid information and assistance. Funds also may support rigorous 

curricula and coursework, such as Advanced Placement, International Baccalaureate, and dual 

or concurrent enrollment programs in order to reduce the need for remedial coursework at the 

postsecondary level. Second, GEAR UP projects provide scholarships to participating students, 

which in the case of State Grants described above must equal at least the minimum Pell Grant 

amount. In making awards to State applicants, the Department must give priority to entities that 

carried out successful GEAR UP programs prior to enactment in 2008 of the Higher Education 

Opportunity Act; have a prior, demonstrated commitment to early intervention programs; and 

ensure that students previously served by GEAR UP programs receive services through the 

completion of secondary school. States and partnerships must provide matching funds of at 

least 50 percent of the total project costs with cash or in-kind contributions from nonfederal 

sources accrued over the full duration of the grant award. The Department may authorize a 

reduction in the required match for partnerships under certain circumstances.

Of the amount appropriated for GEAR UP, not less than 33 percent must be used to fund State 

grants and not less than 33 percent must be used to fund Partnership grants, with the remainder 

being allocated between States and Partnerships at the Department’s discretion. The 

Department may meet these percentage requirements for a given fiscal year through a 

combination of new and non-competing continuation awards. Additionally, the statute allows the 

Department to use up to 0.75 percent of the funds appropriated to evaluate and improve the 

impact of GEAR UP activities.
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Funding levels for the past 5 fiscal years were:

Fiscal Year fiscal Year (dollars in thousands)

2018 350,000

2019 360,000

2020 365,000

2021 368,000

2022 Estimate 368,000

FY 2023 BUDGET REQUEST

For fiscal year 2023, the Administration requests $408 million for the GEAR UP program, 

$40 million more than a fiscal year 2022 annualized CR based on the fiscal year 2021 

appropriation. The Administration’s request for GEAR UP is based on the demonstrated 

promise and data supporting 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 high-poverty middle 

schools, provides students with a full range of services through the 12th grade (in some cases 

through the first year of college), and offers scholarships to attend college. By targeting entire 

grades of students no later than the 7th grade, serving them throughout middle and high school, 

and providing them with scholarship funding, GEAR UP offers a unique approach to ensuring 

that students from low-income backgrounds have the skills and resources to attend college. 

Furthermore, the considerable State and local investments GEAR UP requires (both through the 

creation of partnerships and matching contributions) help ensure that the program will have a 

sustainable impact on the educational outcomes of middle and high school students from lowincome backgrounds.

This investment also 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 2017 through 2021 competitions, 

including grantees funded in fiscal year 2022 from the 2021 competition slates. The 

Department would use approximately $65.2 million to fund additional new State and Partnership 

awards from the fiscal year 2021 competition slate. The Department would use the remaining 

funds to support a web data collection contract, which enables the Department to collect and 

analyze performance data, and to support continuation costs for an evaluation of strategies to 

improve access to dual enrollment programs. 
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PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures 2021 Footnote2022 Footnote2023

State Grants:

State: Number of new awards 4 1 7

State: Average new award $3,539 $4,251 $3,929

State: Total new award funding $14,156 $4,251 $27,505

State: Number of continuation awards 31 34 30

State: Average continuation award $3,746 $3,705 $3,858

State: Total continuation award funding $116,119 $125,971 $115,735

State: Total award funding $130,275 $130,222 $143,240

State: Total number of awards 35 35 37

Partnership Grants:

Partnership: Number of new awards 27 1 20

Partnership: Average new award $2,108 $3,497 1 $1,886

Partnership: Total new award funding $56,917 $4,251 $37,720

Partnership: Number of continuation awards 93 117 113

Partnership: Average continuation award $1,939 $1,988 $1,986

Partnership: Total continuation award funding $180,305 $232,561 $224,374

Partnership: Total award funding $237,222 $236,812 $262,094

Partnership: Total number of awards 120 118 133=

Total award funding:

Partnership: Total new award funding $71,073 $8,501 $65,225

Partnership: Total continuation award funding $296,424 $358,533 $340,109

Evaluation $250 $800 $2,500

Peer review of new award 

applications $121 0 0

Web data collection $132 $166 $166

Data Collection Supplements 0 0 0

Total program funding $368,000 $368,000 $408,000

Total number of awards 155 153 170

1 $753,965 will support first year costs for a grant that was partially funded in FY 2021.
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PROGRAM PERFORMANCE INFORMATION

Performance Measures

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

program goals, objectives, measures, and performance targets and data; and an assessment of 

the progress made toward achieving program results. Achievement of program results is based 

on the cumulative effect of the Federal resources provided for the program as well as the 

resources and efforts invested by those served by the program. 

Goal: To significantly increase the number of students from low-income backgrounds 

who are prepared to enter and succeed in postsecondary education.

Objective: Increase the rate of high school graduation and enrollment in postsecondary 

education of GEAR UP students.

Measure: The percentage of GEAR UP high school seniors who graduated from high school.

Year Target Actual

2018 89.0% 86.5%

2019 89.0 86.0

2020 89.0 87.2

2021 89.0

2022 89.0

2023 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. 
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Measure: The percentage of former GEAR UP high school graduates who immediately 

enrolled in college.

Year Target Actual

2018 63.0% 64.9%

2019 63.0 58.3

2020 64.0 87.8

2021 65.0

2022 66.0

2023 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.

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

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

2023 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 2020 was 

$1,401. The Department provided approximately $2.6 million per year to the grantees in this 
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cohort, which produced 13,435 postsecondary enrollees in the final year of their grants. It is 

important to note that this measure uses the strictest possible definition of “successful 

outcome.” For instance, students from this cohort who graduate high school with the help of 

GEAR UP programs but do not enroll in postsecondary education are not considered 

“successes” under this methodology. The Department is exploring alternative methodologies to 

measuring efficiency in this program.

Other Performance Information

Early Outcomes Study

In 2001, the Department began an evaluation on the early effects of the GEAR UP program.

This study, which was released in 2008, reported on the program’s impact on participants 

attending middle schools and their parents, and the effects of GEAR UP on middle schools and 

on the sustainability of the program’s activities after Federal funds are no longer available. The 

study did not report on two key outcomes of interest—secondary school graduation and 

postsecondary enrollment—because the data were not yet available. Overall, the study found

that GEAR UP had significant impacts on students’ and parents’ knowledge and behavior and 

academic offerings at GEAR UP schools. The study is available at the following link: 

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/.
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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.

Planned Evaluation

The Department is planning to begin a study in 2022 that would examine strategies designed to 

improve access to dual enrollment programs. Despite the promise dual enrollment programs 

hold for improving college enrollment and degree attainment, there remain equity gaps in 

access to them. For some students, entrance criteria such as a minimum GPA score or the 

need to cover the costs of tuition, fees, and books are significant barriers. For others, the main 

barrier is informational; students and their parents need to be aware of dual enrollment options, 

their requirements, and their potential benefits. They may also need supports to complete key 

admission activities. For rural students, there are additional challenges related to the need to 

travel long distances to get to schools and inconsistent access to technology. The study will 

examine whether targeted information provided to GEAR UP high school students and their 

parents, or information plus support workshops, increases awareness and participation in dual 

enrollment opportunities. It will also look at the effectiveness of these strategies to improve 

college enrollment and persistence after high school. 
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Graduate assistance in areas of national need

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

(dollars in thousands)

FY 2023 Authorization: To be determined1

Budget Authority:

2022 Estimate 2023 Request Change 

$23,547 $23,547 0

PROGRAM DESCRIPTION

Graduate Assistance in Areas of National Need (GAANN) provides fellowships, through 3-year 

grants to degree-granting postsecondary institutions, to graduate students of exceptional 

promise and high financial need studying in areas of national need. The Department also may 

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

of doctoral dissertation research with degree-granting institutions. Applicants must set forth 

policies and procedures identifying the specific strategies they will use to identify and support 

talented students from traditionally underrepresented backgrounds. To be eligible for a 

fellowship, students must be pursuing a doctoral degree or the highest degree in the academic 

field at the institution of higher education (IHE) they are attending, have excellent academic 

records, and demonstrate financial need.

After consultation with appropriate agencies and organizations, such as the National Science 

Foundation, the Department of Defense, and the Department of Homeland Security, the 

Department designates those fields of study that are considered “areas of national need.” This 

is done by considering the extent to which studies in such areas fulfill a compelling national 

interest, whether post-baccalaureate studies in such areas are supported by other Federal 

programs, and the potential impact of the Federal investment. 

Institutions use program funds to award fellowships for up to 5 years of study. Each fellowship 

consists of a student stipend to cover living costs and an institutional payment to cover each 

fellow's tuition and other expenses. The stipend is the lesser of demonstrated need or the level

of support provided by the National Science Foundation’s Graduate Research Fellowships. 

Institutions must match 25 percent of the Federal grant amount. The institutional match may be

used for the following: 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 

1 The GEPA extension expired September 30, 2015; reauthorization for FY 2023 is expected through appropriations 

language.
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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)

2018 $23,047

2019 23,047

2020 23,047

2021 23,547

2022 Estimate 23,547

FY 2023 BUDGET REQUEST

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

Need (GAANN) program for fiscal year 2023, level with the fiscal year 2022 annualized CR 

based on the fiscal year 2021 appropriation. 

Through its support of graduate study in key disciplines, GAANN helps address the problem of 

insufficient numbers of students pursuing graduate degrees in critical scientific and technical 

fields and other areas of national need. GAANN provides students with exceptional promise and 

financial need with the resources that they need to pursue graduate studies. The request 

recognizes the role that graduate education plays in the advancement of national prosperity,

demonstrates the Administration’s commitment to educational achievement at the graduate 

level, and provides greater postsecondary access to students in financial need and those from 

traditionally underrepresented backgrounds. 

PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures 2021 footnote2022 footnote2023 Footnote

Number of new awards 79 11 0

Number of new fellowships 409 62 0

Average new award $260 $253 0

Total new award funding $20,511 $3,036 1 0

Number of continuation awards 14 79 90

Number of continuation fellowships 58 409 471

Average continuation award $206 $260 $262

Total continuation funding $2,882 $20,511 $23,547

1 The Department expects to fund down the fiscal year 2021 slate to make new awards in fiscal year 2022.
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PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures 2021 footnote2022 footnote2023 Footnote

Average institution payment $17 $17 $17

Average stipend $34 $34 $34

Total average fellowship $51 $51 $51

Total number of awards 93 90 90

Total number of fellowships 466 471 471

Peer review of new award applications $154 0 0

Total program funding $23,547 $23,547 $23,547

PROGRAM PERFORMANCE INFORMATION

Performance Measures

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

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

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

and those requested in fiscal year 2023 and future years, as well as the resources and efforts 

invested by those served by this program.

Goal: To increase the number of persons trained at the highest academic level.

Objective: To increase the number of students with exceptional promise completing the 

terminal degree in designated areas of national need in order to alleviate that need.
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Measure: The percentage of GAANN fellows completing the terminal degree in the designated 

areas of national need.

Year Target Actual

2018 60% 63%

2019 65 68

2020 65 66

2021 65

2022 65

2023 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

2018 5.0 5.1

2019 5.0 4.9

2020 5.0 4.9

2021 5.0

2022 5.0

2023 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 2020 data 

provided by the National Science Foundation’s annual “Survey of Earned Doctorates,” the 

median time to doctoral degree completion, measured from initial enrollment in graduate school, 

was 6.3 years for the physical sciences, 6.8 years for engineering, and 6.9 years for life 

sciences. It is important to note that these figures are not directly comparable to those of 

GAANN because the GAANN completion rate includes students in non-doctoral programs who 

are likely to complete their degrees in fewer years than doctoral students.
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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

2018 $68,500 $69,702

2019 68,000 71,930

2020 68,000

2021 68,000

2022 68,000

2023 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 2020 (2016 cohort of grantees) will be available in fall 

2022.
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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 2023 Authorization: To be determined1

Budget Authority:

2022 Estimate 2023 Request Change 

$55,000 $95,000 $40,000

PROGRAM DESCRIPTION

The Child Care Access Means Parents in School (CCAMPIS) program is designed to support 

the participation of parents from low-income backgrounds in postsecondary education through 

the provision of campus-based child care services. The program makes competitive grants of up 

to 4 years 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 students from low-income backgrounds enrolled at the institution. 

Grants may also be used to provide before- and after-school services. Grants may not be used 

to supplant funds for existing child care services. The authorizing statute defines a “low-income 

student” as a student eligible to receive a Pell Grant during the year of enrollment at the 

institution or who would otherwise be eligible to receive a Pell Grant because the student is 

enrolled in a graduate or first professional course of study or is in the United States for a 

temporary purpose.

An institution is eligible to receive a grant if the total amount of Pell Grant funds awarded to 

students at the institution for the preceding fiscal year equals or exceeds $250,000. The 

minimum grant amount is $30,000, and the maximum grant award cannot exceed 1 percent of 

the total amount of all Pell Grant funds awarded to students enrolled at the institution during the 

preceding fiscal year.

Grantees must submit annual reports to the Department regarding their activities, including data 

and information on the population served by the grant; campus and community resources and 

funding used to help students from low-income backgrounds access child care services; 

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

quality, availability, and affordability of campus-based child care services.

1 The GEPA extension expired September 30, 2015; reauthorization for FY 2023 is expected through appropriations 

language.
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An institution receives a continuation award only if the Department determines, on the basis of

the annual reports, that the institution is making a good faith effort to ensure that students from 

low-income backgrounds have access to affordable, quality child care services.

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2018 $50,000

2019 50,000

2020 53,000

2021 55,000

2022 Estimate 55,000

FY 2023 BUDGET REQUEST

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

Parents in School program, $40 million more than the fiscal year 2022 annualized CR based on 

the fiscal year 2021 appropriation. Approximately $50 million would support a competition for 

new awards in fiscal year 2023 and $45 million would be used to support continuation awards to 

grantees that were successful in the fiscal year 2022 competition. The CCAMPIS program helps 

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

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

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

limit access to and success in postsecondary education, including the extra challenges faced by 

underserved college student parents in finding high-quality, low-cost child care.

The Administration intends to continue this emphasis in its fiscal year 2023 competition in order 

to serve more students and maximize the potential impact of this investment in our Nation’s 

colleges. The request also proposes to improve program outcomes and support expanded 

services by increasing the current cap on award sizes, which currently is set at 1 percent of total 

Pell Grant funding received by an eligible institution. Lifting the 1-percent award-size cap will 

allow the program to serve more student parents and increase funding to smaller institutions. 

On average, across all institution types, this limitation caps the sizes of these awards at

approximately $55,000, with some larger four-year institutions having the highest caps at just 

under $200,000. Such small awards make it challenging for institutions to consider longer-term 

expansions of their capacity through the hiring of additional staff. The 1 percent cap limits the 

impact of the program at individual institutions and in some cases may serve as a disincentive 

to apply for the program. 

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 

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/.
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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 four-year (13 percent) and other/more than one institution (10 percent). Half of all 

4-year public institutions offer daycare services for the children of student-parents.1

Based on the IWPR’s data analysis, there are nearly 2.1 million single mothers in college today, 

many of whom are women of color and face significant challenges in postsecondary persistence 

and completion. Only eight percent of single mothers who start college earn an associate or 

bachelor’s degree within six years, compared with about half of women who are not mothers. 

According to the IWPR, offering child care to a single mother pursuing a bachelor’s degree 

improves success rates for community college students. Child care may allow many student 

parents to finish school more quickly, reducing college costs and allowing them to secure higher 

paying jobs. Studies show that students who utilize a campus childcare center had more than 

triple the rate of on-time completion than that of parents who did not use the center.1

Additionally, data from the 2015-2016 National Postsecondary Student Aid Survey indicate that 

29 percent of Pell Grant recipients have children. Of the Pell Grant recipients with children, 

45 percent rely on child care while enrolled in higher education. Data also show that only

38 percent of Pell Grant recipients with dependent children are at an institution that offers 

on-campus childcare. The fiscal year 2023 request would take significant steps to address this 

demonstrated need by significantly increasing the number of institutions that establish or 

expand campus-based child care programs; offer emergency back-up care and provide summer 

child care and before and after school services; subsidize the costs of child care for students 

from low-income backgrounds; and enhance other supports for student parents. 

In addition to the statutory priorities on leveraging significant local or institutional resources and 

utilizing a sliding fee scale, the fiscal year 2022 competition is expected to encourage applicants 

to propose projects that strengthen cross-agency coordination and community engagement to 

advance systemic change. More specifically, projects that are designed to take a systemic 

approach to improving outcomes for underserved students through coordination of efforts 

across Federal, State, and local agencies, or community-based organizations to support the 

childcare needs of student parents. The Department will review the impact of this priority to 

help inform a competition for new awards in fiscal year 2023. 

1 Stewart, P. (2018). Campus Child Care Critical in Raising Single Mothers’ Graduation Rates. Diverse. 

https://diverseeducation.com/article/117704/.
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PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2021 footnote2022 2023

Number of new awards 99 300 150

Average new award $156 $150 $332

Total new award funding $15,412 $45,000 $49,750

Number of continuation awards 229 0 150

Average continuation award $33 0 $300

Total continuation award funding $7,443 1 0 $45,000

Number of frontload awards 215 99 0

Average frontload award $149 $98 0

Total frontload award funding 32,095 2 $9,7002 0

Peer review of new award applications $50 $300 $250

Total award funding $55,000 $55,000 $95,000

Total number of awards 543 399 450

PROGRAM PERFORMANCE INFORMATON

Performance Measures

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

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

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

and those requested in fiscal year 2023 and future years, as well as the resources and efforts 

invested by those served by this program. 

Goal: To support the participation of parents from low-income backgrounds in the 

postsecondary education system through the provision of campus-based child care 

services.

Objective: Increase access for parents from low-income backgrounds to postsecondary 

institutions.

1 The average continuation award funding is low because a significant number of grantees received grants totaling $1 

as the remaining amount was previously awarded to them as frontloading in fiscal year 2020. The remaining grantees 

received partial awards because a portion of their grant was frontloaded in fiscal year 2020.

2 The Department received significantly fewer applications than expected in the fiscal year 2021 competition, and as 

a result, used the funding to frontload prior-year grantees.
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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

2018 74% 78% 81% 82% 61% 75%

2019 75 81 61

2020 75 81 61

2021 75 81 62

2022 75 81

2023 75 81

Additional information: To obtain the universe of participants for the persistence rate, records 

reporting blank enrollment/participation data, coded as not eligible, coded as enrolled declined 

participation in CCAMPIS, and any records that were duplicates were removed from the 

calculation. For the remaining participants, those that were enrolled and participating in 

CCAMPIS in fall or winter and whose academic status in fall or winter was either enrolled, 

graduated, or transferred were included in the calculation. As were the participants that were 

enrolled in postsecondary education in spring or graduated or transferred at any point of the 

year. The 2018 CCAMPIS performance data have been updated to improve its accuracy and 

reliability. Grantees submitting determined to be incomplete data were excluded from the 

analysis. Performance data for 2019 and 2020 will be available in December 2022.

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 in the CCAMPIS program.

Year 2-year Target 2-year Actual

2019 22.0%

2020 22.0

2021 22.5

2022 22.5

2023 22.5

Additional information: 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. Performance data for 2019 and 2020 will be

available in December 2022.

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
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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.

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

2018 $4,500 $6,656

2019 4,500

2020 4,500

2021 4,500

2022 6,000

2023 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 and 2020 will be available in December 2022.

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 2023 Authorization: To be determined1

Budget Authority:

2022 Estimate 2023 Request Change

$41,000 $560,000 +$519,000

PROGRAM DESCRIPTION

The Fund for the Improvement of Postsecondary Education (FIPSE) supports a wide range of 

activities to promote institutional reforms and innovative programs with the potential to transform 

postsecondary education. Under FIPSE, all discretionary grants and contracts are awarded to 

institutions of higher education and other public and private nonprofit institutions and agencies. 

Grants typically are frontloaded to pay full multi-year project costs from a single appropriation.

The following activities were funded with fiscal year 2021 appropriations. Activities for 2022 

remain undetermined until enactment of a fiscal year 2022 appropriation.

The Centers of Excellence for Veterans Student Success (CEVSS) program, authorized under 

section 777(a) of the Higher Education Act (HEA), funds model programs to support veteran 

student success in postsecondary education by coordinating services to address the academic, 

financial, physical, and social needs of veteran students. CEVSS grantees establish on their 

campuses a single point of contact to coordinate, through a veteran student support team, 

comprehensive support services, including counseling, tutoring, assistance with special 

admissions, and transfer of credits from previous postsecondary education or experience,

assistance with applying for financial aid and veterans’ benefits, and admission into college.

The National Center for Information and Technical Support for Postsecondary Students with 

Disabilities (NCITSPSD) provides technical assistance and information on best and promising 

practices for students with disabilities as they transition to, or attend, postsecondary education.

The Open Textbook Pilot (OTP) 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 

1 The GEPA extension expired September 30, 2015; reauthorization for FY 2023 is expected through appropriations 

action.
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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 helps address the basic needs of students, including housing, 

food, transportation, childcare, dependent care, technology, and access to physical and mental 

health services.

The Center of Educational Excellence for Black Teachers Program (CEEBT) at Historically 

Black Colleges and Universities (HBCU) supports a model center of educational excellence at 

one or more HBCUs with a demonstrable record in graduating highly skilled and well-prepared

Black teachers.

The Modeling and Simulation program 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 (RPED) program 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 supports community 

colleges, in partnership with other organizations that are best prepared to provide the supports 

and services necessary, that will enable these youth, including youth with disabilities, to 

transition to postsecondary programs that will allow them to pursue a certificate, degree, or 

other credential.

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2018 $6,000

2019 5,000

2020 24,500

2021 41,000

2022 Estimate 41,000

FY 2023 BUDGET REQUEST

For fiscal year 2023, the Administration requests $560 million for FIPSE, $519 million more than 

the fiscal year 2022 annualized CR based on the fiscal year 2021 appropriation. The request

includes $110 million to support a new Retention and Completion Grants program and $450 

million for a new Research and Development (R&D) Infrastructure Investments for Historically 

Black Colleges and Universities (HBCUs), Tribal Colleges and Universities (TCCUs), and 

Minority-Serving Institutions (MSIs) program.
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Retention and Completion Grants

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

higher education (IHEs) to implement or expand evidence-based, statewide, and institutional 

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

transfer (including successful transfer of completed credits), completion rates, and labor market 

outcomes, with priority given to underserved student populations. 

Funds would support separate competitions for grants to TCCUs and grants to non-TCCUs. 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 funded projects would rely on differing levels of evidence and 

information, which would be evaluated on a program level to determine the efficacy and success 

of the interventions. Dedicated funding would support this program-level evaluation.

Eligible entities receiving a grant could use funds directly or in collaboration with nonprofit

organizations and/or other IHEs for one or more of the following activities:

• Providing comprehensive academic, career, and student support services, including 

mentoring, advising, case management services, or career pathway navigation;

• Providing students with advising services from faculty and staff, including setting 

benchmarks with students to help them stay on track toward meeting college and career 

goals, using real-time data to track student progress toward these benchmarks, and 

leveraging the data to help students get back on track when they do not meet particular 

benchmarks;

• Providing assistance in applying for and accessing direct support services, means-tested 

Federal benefit programs, or similar State, tribal, or local benefit programs;

• Providing emergency financial aid grants to students for unexpected expenses and to meet 

basic needs;

• Providing accelerated learning opportunities, including dual or concurrent enrollment 

programs and early college high school programs, pathways to graduate and professional 

degree programs, and reforming course scheduling and credit awarding policies, including 

credit for prior learning and/or noncredit to credit articulation;

• Reforming remedial and developmental education including implementation of corequisite 

remediation or the implementation of multiple measures for placement;

• Utilizing career pathways, including through building capacity for career and technical 

education; and

• Improving transfer pathways between community colleges and four-year institutions of 

higher education.
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Eligible entities that are not TCCUs would be required to match funds in the second and all 

subsequent years of the grant. Funds under this program would be used to supplement, and 

not supplant, other Federal, State, local, Tribal, and institutional funds that would otherwise be 

expended to carry out the activities of the program.

Research and Development (R&D) Infrastructure Investments for HBCUs, TCCUs, and 

MSIs

While the ratio of total U.S. R&D to GDP (“research intensity”) has been maintained at just 

under 3 percent since the 1960s, the Federal government’s investments have declined from 

approximately 1.9 percent in 1964 to 0.6 percent in 2017.1 Moreover, three decades ago, the 

U.S. was first in the world for overall R&D spending as a share of GDP. Now, the U.S. is ninth.2

Furthermore, Federal R&D funding has disproportionately supported large, well-resourced 

public and private nonprofit institutions, where 25 institutions—none of which are HBCUs, 

TCCUs, and MSIs—account for nearly three-quarters of the total non-defense Science and 

Technology R&D budget in the country. Despite these inequitable funding levels, HBCUs 

continue to provide the undergraduate education for approximately 25 percent of Black doctoral 

recipients in science and engineering (S&E) fields, and High-Hispanic Enrollment institutions 

provide the undergraduate education for more than one third of Hispanic S&E doctoral 

recipients.3 Research suggests that racial and gender inequities harm American capabilities in 

research and innovation.4 For example, one study found that innovation in the U.S. would

quadruple if women, people of color, and individuals who grew up in low-income families 

engaged in innovation at the same rate as other demographic groups who are not held back by 

discrimination and structural barriers.5 Persistent inequitable access to R&D dollars and careers 

in innovative industries prevent the U.S. economy and individuals from reaching their full 

potential.

The Administration is committed to making transformative investments in the research capacity 

of IHEs and expanding opportunities for groups that have historically been underrepresented in 

the R&D enterprise. President Biden has emphasized the need to upgrade America’s research 

infrastructure while eliminating racial and gender inequities in R&D and STEM. Across the 

Federal government, the President has proposed historic investments in upgrading R&D

infrastructure at IHEs across the country, with significant funds reserved for or directed to 

HBCUs, TCCUs, and MSIs. The goals of these investments are to increase the capacity of 

HBCUs, TCCUs, and MSIs to conduct innovative research in emerging technology and 

industries by:

(1) bringing needed resources to under-resourced institutions that have a proven track record of 

training students from underrepresented groups who go on to graduate school in STEM fields 

and the workforce as doctors, STEM educators, engineers, and scientists;

1 https://ncses.nsf.gov/pubs/nsb20203/recent-trends-in-u-s-r-d-performance#u-s-total-r-d-and-r-d-intensity 2 http://uis.unesco.org/apps/visualisations/research-and-development-spending/

3 https://ncses.nsf.gov/pubs/nsb20223/assets/nsb20223.pdf

4 https://lisadcook.net/wp-content/uploads/2014/02/pats_paper17_1013_final_web.pdf 5 http://www.equality-of-opportunity.org/assets/documents/inventors_summary.pdf
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(2) generating greater innovation, connectivity and positive spillovers across academic 

communities, other postsecondary institutions, and with other organizations within regional 

economies; and

(3) increasing and sustaining research excellence across institutions at every level of research 

capacity, especially cutting-edge research, as well as providing opportunities for institutions to 

increase their research intensity.

In alignment with these goals, the Administration’s Research and Development Infrastructure 

Investment proposal would make awards to four-year HBCUs, TCCUs, or MSIs, either alone or 

as the lead entity in consortia including other academic partners such as community colleges,

industry, and philanthropic partners.

Funds would support both planning and implementation grants designed to promote

transformational investments in research infrastructure, including physical infrastructure and 

human capital development:

• Planning grants of up to two-years would provide HBCUs, TCCUs, and MSIs with funding for 

the development of strategic plans for transforming institutional research capacity, defined 

as advancing research capacity/status to the next tier of the Carnegie Classification system.

Upfront investment in planning grants would support institutions to clarify how R&D funding 

will be used as part of a broader upward movement in research capacity, thereby promoting 

effective targeting of funds. In addition, the planning process will allow institutions to explore 

third-party funding opportunities that could complement Federal research infrastructure 

grants. Institutions that complete planning grants and produce high-quality strategic plans

that include implementation, evaluation, and assessment action plans would be given 

priority in the funding of implementation grants.

• Implementation grants of one to five years would support high-quality implementation of

transformative research capacity initiatives at participating HBCUs, TCCUs, and MSIs.

In order to provide a greater opportunity for planning grant recipients to apply for implementation 

grants, the Administration requests to make funding available for two years.

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2021 2022 2023

Retention and Completion 

Grants

Retention and Completion: Number of new awards 0 0 20

Retention and Completion:Average new award 0 0 $5,195

Retention and Completion:Total award funding 0 0 $103,900
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Output Measures 2021 2022 2023

Research and Development

Infrastructure Investments

Research Infrastructure: Planning Grants

Research Planning: Number of new awards 0 0 100

Research Planning: Average new award 0 0 $495

Research Planning: Total Planning funding 0 0 $49,500

Research Infrastructure: Implementation Grants

Implementation:Number of new awards 40

Implementation:Average new award $9,900

Implementation:Total implementation funding $396,000

Research Infrastructure: Total award funding $445,500

Career Pathways

Career Pathways: Number of new awards 0 0 0

Career Pathways: Average new award 0 0 0

Career Pathways: Total award funding 0 0 0

CEVSS

Centers of Excellence: Number of new awards 17 0 0

Centers of Excellence: Average new award $412 0 0

Centers of Excellence: Total award funding $7,000 0 0

NCITSPSD

National Center for Info: Number of new awards 1 0 0

National Center for Info: Average new award $1,980 0 0

National Center for Info: Total award funding $1,980 0 0

National Center for Info: Number of supplements 0 0 0

National Center for Info: Average supplement 0 0 0

National Center for Info: Total supplement funding 0 0 0

OTP

Open Textbook Pilot: Number of new awards 9 0 0

Open Textbook Pilot: Average new award $659 0 0

Open Textbook Pilot: Total award funding $7,000 $8,263 1 0

Basic Needs Grants

Basic Needs: Number of new awards 6 0 0

Basic Needs: Average new award $824 0 0

Basic Needs: Total award funding $4,942 $447 2 0

1 OTP will use $8.3 million from the fiscal year 2022 appropriation to complete funding second year and third year 

costs associated with the OTP cohort first funded in fiscal year 2021.

2 Basic Needs will use approximately $0.5 million from the fiscal year 2022 appropriation to complete funding second 

year and third year costs associated with a Basic Needs grant that was partially funded in fiscal year 2021. 
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Output Measures 2021 2022 2023

CEEBT

Center of Edu Excel: Number of new awards 2 0 0

Center of Edu Excel: Average new award $1,814 0 0

Center of Edu Excel: Total award funding $3,628 $328 1 0

Modeling and Simulation

Model and Sim Info: Number of new awards 5 0 0

Model and Sim Info: Average new award $1,054 0 0

Model and Sim Info: Total award funding $5,269 0 0

RPED

Rural Postsecondary: Number of new awards 9 0 0

Rural Postsecondary: Average new award $1,105 0 0

Rural Postsecondary: Total award funding $9,942 $571 2 0

Transitioning Gang-Involved 

Youth to Higher Education

Transitioning Youth: Number of new awards 1 0 0

Transitioning Youth: Average new award $990 0 0

Transitioning Youth: Total award funding $990 0 0

Undistributed 0 $31,077 3 0

Contracts

Contracts Peer review $248 $314 $5,600

Contracts Evaluation 0 0 $5,000

Total FIPSE funding $41,000 $41,000 $560,000

Total number of new awards 50 TBD 160

PROGRAM PERFORMANCE INFORMATION

Performance Measures

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

program goals, objectives, measures, and performance targets and data, and an assessment of 

the progress made toward achieving program results. Achievement of program results is based 

on the cumulative effect of the Federal resources provided for the program as well as the 

resources and efforts invested by those served by the program.

1 CEEBT will use approximately $0.3 million from the fiscal year 2022 appropriation to complete funding third year 

costs associated with two CEEBT grants funded in fiscal year 2021. 2 RPED will use approximately $0.6 million from the fiscal year 2022 appropriation to complete funding second year 

and third year costs associated with an RPED grant that was partially funded in fiscal year 2021. 3 Activities for fiscal year 2022 remain undetermined until the enactment of a fiscal year 2022 appropriation.
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The following performance measures are reflective of those established for the Open Textbook 

Pilot. 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. 

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 currently are 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 Spring of 2022. The Department will set targets for future years when complete 

baseline data becomes available.

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

2023

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

2023

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

2023

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

2023

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

2023

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

2023
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Teacher quality partnership

(Higher Education Act of 1965, Title II, Part A)

(dollars in thousands)

FY 2023 Authorization: To be determined1

Budget Authority:

Period of fund availability: 

2022 Estimate 2023 Request Change

$52,092 $132,092 +$80,000

PROGRAM DESCRIPTION

The Teacher Quality Partnership (TQP) program is intended to help support a variety of 

effective pathways into teaching and support our Nation’s educator workforce in improving 

student opportunities and outcomes. More specifically, TQP seeks to improve student 

educational opportunity and achievement and the effectiveness of teachers working in highneed schools and early childhood education (ECE) programs by improving the preparation of 

teachers and enhancing professional development activities for teachers; recruiting and 

graduating diverse and highly qualified individuals; attracting and preparing talented 

professionals from outside the teaching profession into the classroom; and holding teacher 

preparation programs accountable for preparing effective teachers. Projects may also include a 

component to prepare school leaders in high-need or rural local educational agencies (LEAs) or 

a component to partner with a public broadcast television station or another entity that develops 

digital education content to improve the quality of teacher preparation programs. 

Only partnerships may apply for funding under this program. Partnerships must include a 

high-need LEA; a high-need school or high-need ECE program (or a consortium of high-need 

schools or ECE programs served by the partner LEA); a partner institution of higher education 

(IHE); a school, department, or program of education within the partner IHE; and a school or 

department of arts and sciences within the partner IHE. A partnership may also include, among 

others, the Governor of the State, the State educational agency, the State board of education, 

the State agency for higher education, or a business. In order to maximize resources and avoid 

duplication, applicants are required to explain how they plan to coordinate activities under the 

TQP program with other federally funded programs aimed at improving teacher effectiveness 

(e.g., Supporting Effective Instruction State Grants under Title II of the Elementary and 

Secondary Education Act (ESEA) and the Teacher and School Leader Incentive Grants 

program).

1 The GEPA extension expired September 30, 2015; reauthorization for FY 2023 is expected through 

appropriations action.
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The following three types of grants are eligible for funding through the program:

Pre-Baccalaureate Preparation of Teachers program (Pre-Baccalaureate)—Grants are provided 

to implement a wide range of reforms in teacher preparation programs and, as applicable, 

preparation programs for early childhood educators. These reforms may include, among other 

things, using teaching and learning research so that teachers implement research-based 

instructional practices and use data to improve classroom instruction; implementing curriculum 

changes that improve and assess how well prospective teachers develop teaching skills; 

developing a high-quality and sustained preservice clinical education program that includes 

high-quality mentoring or coaching; creating a high-quality induction program for new teachers; 

implementing initiatives that increase compensation for qualified early childhood educators who 

attain 2-year and 4-year degrees; developing and implementing high-quality professional 

development for teachers in partnership with high-need LEAs; developing effective mechanisms

to recruit qualified individuals into the teaching profession, which may include alternative routes 

to certification such as Grow Your Own programs,; 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 for at least 3 years in a high-need school and subject or area.

School Leadership program—Grants are provided to develop and implement effective school

leadership programs to prepare individuals for careers as principals, early childhood education 

program directors, superintendents, or other school leaders. Such programs must promote 

strong leadership skills and techniques so that school leaders are able to:

• Create a school climate conducive to professional development for teachers;

• Understand the teaching and assessment skills needed to support successful classroom 

instruction; 

• Use data to evaluate teacher instruction and drive teacher and student learning; 

• Manage resources and time to improve academic achievement; 

• Engage and involve parents and other community stakeholders; and 

• Understand how students learn and develop to increase academic achievement.
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Grant funds must also be used to develop a yearlong clinical education program, a mentoring 

and induction program, and programs to recruit qualified individuals to become school leaders. 

Partnerships may apply for funding under the Pre-Baccalaureate program, the Teaching 

Residency program, or both, and may also seek separate funding under the School Leadership 

program. In addition, grant funds are available to develop digital education content to carry out 

the activities for Pre-baccalaureate or Teaching Residency programs, but not for School 

Leadership programs. Partnerships are eligible to receive grants for up to 5 years and must 

provide matching funds from non-Federal sources equal to at least 100 percent of the grant 

amount.

Program funds also can be used to support evaluations of program activities; the Department 

last used funds for this purpose in 2010 when it awarded a contract for an evaluation of teacher 

residency programs supported through grants awarded in 2009 and 2010. Results from that 

evaluation are discussed in the “Other Performance Information” section below.

The Higher Education Act of 1965, as amended, also allows the Department to use program 

funds to support the State teacher quality accountability reporting system, as authorized by 

sections 205–207. This reporting system gathers data from all 50 States, the District of 

Columbia, Puerto Rico, the outlying areas, and the Freely Associated States on such topics as 

the completion rates for traditional and alternative route teacher preparation programs, as well 

as State teacher assessments and certifications. These data are reported to Congress and the 

Nation through the Secretary’s annual report on teacher quality, and they provide critical 

information on both the progress toward the goal of an effective teacher in every classroom and 

the areas needing further improvement (http://title2.ed.gov). 

Funding levels for the past 5 fiscal years were as follows:

Fiscal Year (dollars in thousands)

2018 $43,092

2019 43,092

2020 50,092

2021 52,092

2022 Estimate 52,092

FY 2023 BUDGET REQUEST

For fiscal year 2023, the Administration requests $132 million for the TQP program, $80 million 

more than a fiscal year 2022 annualized CR based on the fiscal year 2021 appropriation. Of the 

funds requested, approximately $80 million would support new awards and $52 million would 

support continuation awards to successful applicants from prior competitions. Approximately 

$356,000 would be used to prepare the State teacher quality reports required under Title II of 

the HEA.

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, promote diversity in the teacher workforce, increase 
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teacher retention and effectiveness, and bring a wide range of experiences into the classroom 

to support students. In addition, the close partnership between school districts and IHEs 

required by the TQP program ensures that training programs are closely aligned with practice 

and teacher candidates gain clinical experience in the types of schools they are likely to work in 

upon graduation. In a 2014 study, 83 percent of residents reported that their work as a resident 

teacher reinforced what they learned in their coursework, and residents were more likely than 

non-residents in the same districts to report receiving support from their preparation programs. 

Residents also are more likely than nonresidents to report feeling prepared to enter the 

classroom, and after program completion, more than 90 percent of residents stayed in their 

school district for three years. The Administration believes that support for high-quality 

residency programs is a critical part of ensuring that all students have access to diverse, wellprepared, and qualified educators. 

PROGRAM OUTPUT MEASURES 

(dollars in thousands) 

Output Measures 2021 2022 2023

Partnership Grants:

New partnership grants $0 $11,444 79,850

Continuations partnership 

grants

51,736 40,242 $51,736

Subtotal partnership grants 51,736 51,686 131,586

State teacher quality accountability 

reports 356 356 356

Peer review of new award 

applications

0 50 150

Total 52,092 52,092 132,092

PROGRAM PERFORMANCE INFORMATION

Performance Measures

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

program goals, objectives, measures, and performance targets and data; and an assessment of 

the progress made toward achieving program results. Achievement of program results is based 

on the cumulative effect of the Federal resources provided for the program as well as the 

resources and efforts invested by those served by the program. 

Goal: To increase the quality of teachers in high-need schools and early childhood 

education programs.
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Objective: To increase the number of new teachers graduating from high-quality teacher 

preparation programs. 

Measure: The percentage of program completers who: (1) attain initial certification/licensure 

by passing all necessary licensure/certification assessments and attain a bachelor’s degree 

(pre-baccalaureate program) within 6 years or a master’s degree (residency program) within 

2 years, or (2) attain highly competent early childhood educator status with a bachelor’s degree 

within 6 years or an associate’s degree within 3 years.

Interim Measure: The percentage of program participants who did not graduate in the previous 

reporting period and who persisted in the postsecondary program in the current reporting 

period.

Year

PreBaccalaureate

Target

PreBaccalaureate

Actual

Residency

Target

Residency

Actual

2018 85% 72% 95% 75%

2019 85 90 95 93

2020 85 90 95 93

2021 85 95

2022 85 95

2023 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

2018 80% 70% 90% 77%

2019 80 90

2020 80 90

2021 80 90

2022 80 90

223 80 90

Additional information: Performance on this measure increased significantly in 2018 and the 

Department is continuing its efforts to ensure that grantees provide the necessary supports to 

beginning teachers in partner LEAs. Data on this measure for 2019 and 2020 are not available 
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because an insufficient number of grants had teachers in at least their third year of employment 

in those years.

Other Performance Information

In 2014, the Institute of Education Sciences (IES) published an implementation study of TQP 

teacher residency projects that addressed the following research questions:

• How do teachers who complete teacher residency projects compare to other novice 

teachers and to all teachers in their district?

• What is the retention rate of the residency project teachers compared to their novice 

colleagues who weren’t prepared through a teacher residency project?

• What are the characteristics of the teacher residency projects (e.g., length of overall 

program, nature of required coursework and apprenticeship activities, characteristics of their 

assigned mentor teacher, criteria for selecting program participants)?

• What are the characteristics of the teacher applicants and participants in the teacher 

residency projects?

The study (http://ies.ed.gov/pubsearch/pubsinfo.asp?pubid=NCEE20154002) determined that 

TQP projects provided residents with an average of 450 hours of coursework (the equivalent of 

10 college courses) focusing on content, pedagogy, classroom management, and student 

assessment. Sixty-eight percent of residents reported spending 4 or 5 full days per week in 

their mentor’s classroom during the first half of their residency, during which time residents 

averaged 21 days fully in charge of instruction. During the second semester, 78 percent of 

residents reported spending 4 or 5 days in their mentor’s classroom. During that same 

semester, residents averaged 37 days fully in charge of instruction. Eighty-three percent of 

residents reported that their fieldwork reinforced what they learned in their coursework and 

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 
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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 2023 Authorization: To be determined1

Budget Authority:

2022 Estimate 2023 Request Change 

0 $20,000 +$20,000

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.

1 The GEPA extension expired September 30, 2015; reauthorization for FY 2023 is expected through 

appropriations language.
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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 2023 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 Historically Black Colleges and Universities (HBCUs), Tribally 

Controlled Colleges and Universities (TCCUs), and Minority-Serving Institutions (MSIs).

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,1 yet only one in five teachers are people of color, compared to more than half 

of K-12 public school students.2 HBCUs, TCCUs, and MSIs 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 

1 Dee, T. (2004). Teachers, race and student achievement in a randomized experiment. The Review of Economics 

and Statistics, 86(1), 195–210; and Gershenson, S., Hart, C. M. D., Lindsay, C. A., & Papageorge, N. W. (2017). The 

long-run impacts of same race teachers. Bonn, Germany: IZA Institute of Labor Economics. Discussion Paper Series. 2 Taie, S., & Goldring, R. (2017). Characteristics of public elementary and secondary school teachers in the United 

States: Results From the 2015–16 National Teacher and Principal Survey. Washington, DC: National Center for 

Education Statistics; and U.S. Department of Education, National Center for Education Statistics. (2016). Table 

203.50: Enrollment and percentage distribution of enrollment in public elementary and secondary schools, by 

race/ethnicity and region: Selected years, fall 1995 through fall 2026. In U.S. Department of Education, National 

Center for Education Statistics (Ed.), Digest of Education Statistics (2016 ed.). Retrieved from https://nces.ed.gov/ 

programs/digest/d16/tables/dt16_203.50.asp.
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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

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.3 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)

Output Measures 2023

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.

1 https://files.eric.ed.gov/fulltext/EJ990114.pdf. 2 https://learningpolicyinstitute.org/sites/default/files/product-files/CRDC_Teacher_Access_REPORT.pdf. 3https://www.rand.org/content/dam/rand/pubs/research_reports/RR4300/RR4312/RAND_RR4312.pdf#:~:text=Teach

ers%20matter%20more%20to%20student%20achievement%20than%20any,suggests%20that%2C%20among%20s

chool-related%20factors%2C%20teachers%20matter%20most.
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Account Summary Table

Click here for accessible version

 

DEPARTMENT OF EDUCATION FISCAL YEAR 2023 PRESIDENT'S BUDGET

(in thousands of dollars)

Cat Code 2021 Appropriation 2022 Estimate 2023 Request

2023 Request Compared to

2022 Estimate

Amount Percent

Higher Education

1. Aid for institutional development:

(a) Strengthening institutions (HEA III-A, section 311) D 109,007 109,007 209,007 100,000 91.74%

(b) Strengthening tribally controlled colleges and universities (HEA III-A, section 316) D 38,080 38,080 53,080 15,000 39.39%

(c) Mandatory strengthening tribally controlled colleges and universities

(HEA III-F, section 371) M 28,290 28,290 30,000 1,710 6.04%

Subtotal 66,370 66,370 83,080 16,710 25.18%

(d) Strengthening Alaska Native and Native Hawaiian-serving institutions (HEA III-A,

section 317) D 19,044 19,044 25,044 6,000 31.51%

(e) Mandatory strengthening Alaska Native and Native Hawaiian-serving

institutions (HEA III-F, section 371) M 14,145 14,145 15,000 855 6.04%

Subtotal 33,189 33,189 40,044 6,855 20.65%

(f) Strengthening HBCUs (HEA III-B, section 323) D 337,619 337,619 402,619 65,000 19.25%

(g) Mandatory strengthening HBCUs (HEA III-F, section 371) M 80,155 80,155 85,000 4,845 6.04%

Subtotal 417,774 417,774 487,619 69,845 16.72%

(h) Strengthening historically Black graduate institutions (HEA III-B, section 326) D 87,313 87,313 102,313 15,000 17.18%

(i) Strengthening HBCU masters program (HEA Title VII, section 723) D 10,956 10,956 20,956 10,000 91.27%

(j) Strengthening predominantly Black institutions (HEA III-A, section 318) D 14,218 14,218 23,218 9,000 63.30%

(k) Mandatory strengthening predominantly Black institutions (HEA III-F, section 371) M 14,145 14,145 15,000 855 6.04%

Subtotal 28,363 28,363 38,218 9,855 34.75%

(l) Strengthening Asian American- and Native American Pacific Islander-serving

institutions (HEA III-A, section 320) D 5,120 5,120 20,120 15,000 292.97%

(m) Mandatory strengthening Asian American- and Native American Pacific

Islander-serving institutions (HEA III-F, section 371) M 4,715 4,715 5,000 285 6.04%

Subtotal 9,835 9,835 25,120 15,285 155.41%

(n) Strengthening Native American-serving nontribal institutions (HEA III-A, section 319) D 5,120 5,120 12,120 7,000 136.72%

(o) Mandatory strengthening Native American-serving nontribal institutions (HEA III-F, section 371) M 4,715 4,715 5,000 285 6.04%

Subtotal 9,835 9,835 17,120 7,285 74.07%

(p) Minority science and engineering improvement (HEA III-E-1) D 13,370 13,370 18,370 5,000 37.40%

Subtotal, Aid for institutional development 786,012 786,012 1,041,847 255,835 32.55%

Discretionary D 639,847 639,847 886,847 247,000 38.60%

Mandatory M 146,165 146,165 155,000 8,835 6.04%

NOTES:

1) D = discretionary program; M = mandatory programs

2) Pursuant to the Budget Control Act of 2011 (P.L. 112-25), for most mandatory programs, with the exception of Pell Grants, Credit Liquidating, and Credit Reestimates the levels shown in the 2021 Appropriation column

reflect the 5.7 percent reduction that went into effect on October 1, 2020; the levels shown in the 2022 Estimate column reflect the 5.7 percent reduction that went into effect on October 1, 2021.

3) Detail may not add to totals due to rounding.
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DEPARTMENT OF EDUCATION FISCAL YEAR 2023 PRESIDENT'S BUDGET

(in thousands of dollars)

Cat Code 2021 Appropriation 2022 Estimate 2023 Request

2023 Request Compared to

2022 Estimate

Amount Percent

Higher Education (continued)

2. Aid for Hispanic-serving institutions:

(a) Developing Hispanic-serving institutions (HEA V-A) D 148,732 148,732 236,732 88,000 59.17%

(b) Mandatory developing HSI STEM and articulation programs (HEA III-F, section 371(b)(2)(B)) M 94,300 94,300 100,000 5,700 6.04%

(c) Promoting postbaccalaureate opportunities for Hispanic Americans (HEA V, section 512) D 13,845 13,845 28,845 15,000 108.34%

Subtotal 256,877 256,877 365,577 108,700 42.32%

Discretionary D 162,577 162,577 265,577 103,000 63.35%

Mandatory M 94,300 94,300 100,000 5,700 6.04%

3. Other aid for institutions:

(a) International education and foreign language studies:

(1) Domestic programs (HEA VI-A and B) D 69,353 69,353 69,353 0 0.00%

(2) Overseas programs (MECEA section 102(b)(6)) D 8,811 8,811 8,811 0 0.00%

Subtotal 78,164 78,164 78,164 0 0.00%

(b) Model transition programs for students with intellectual disabilities into

higher education (HEA VII-D-2) D 13,800 13,800 15,180 1,380 10.00%

(c) Tribally controlled postsecondary career and technical institutions (CTEA section 117) D 10,634 10,634 10,634 0 0.00%

4. Assistance for students:

(a) Federal TRIO programs (HEA IV-A-2, Chapter 1) D 1,097,000 1,097,000 1,297,761 200,761 18.30%

(b) Gaining early awareness and readiness for undergraduate programs

(GEAR UP) (HEA IV-A-2, Chapter 2) D 368,000 368,000 408,000 40,000 10.87%

(c) Graduate assistance in areas of national need (HEA VII-A-2) D 23,547 23,547 23,547 0 0.00%

(d) Child care access means parents in school (HEA IV-A-7) D 55,000 55,000 95,000 40,000 72.73%

5. Fund for the improvement of post secondary education (FIPSE) (HEA VII-B) D 41,000 41,000 560,000 519,000 1265.85%

6. Teacher quality partnership (HEA II-A) D 52,092 52,092 132,092 80,000 153.57%

7. Hawkins Centers of Excellence (HEA II-B-2) D 0 0 20,000 20,000 ---

Total 2,782,126 2,782,126 4,047,802 1,265,676 45.49%

Discretionary D 2,541,661 2,541,661 3,792,802 1,251,141 49.23%

Mandatory M 240,465 240,465 255,000 14,535 6.04%

NOTES:

1) D = discretionary program; M = mandatory programs

2) Pursuant to the Budget Control Act of 2011 (P.L. 112-25), for most mandatory programs, with the exception of Pell Grants, Credit Liquidating, and Credit Reestimates the levels shown in the 2021 Appropriation column

reflect the 5.7 percent reduction that went into effect on October 1, 2020; the levels shown in the 2022 Estimate column reflect the 5.7 percent reduction that went into effect on October 1, 2021.

3) Detail may not add to totals due to rounding.