59–006 

114TH CONGRESS REPORT " ! HOUSE OF REPRESENTATIVES 2d Session 114–676 

ACCESSING HIGHER EDUCATION OPPORTUNITIES ACT 

JULY 11, 2016.—Committed to the Committee of the Whole House on the State of 

the Union and ordered to be printed 

Mr. KLINE, from the Committee on Education and the Workforce, 

submitted the following 

R E P O R T 

[To accompany H.R. 5529] 

[Including cost estimate of the Congressional Budget Office] 

The Committee on Education and the Workforce, to whom was 

referred the bill (H.R. 5529) to amend the Higher Education Act of 

1965 to authorize additional grant activities for Hispanic-serving 

institutions, having considered the same, report favorably thereon 

with an amendment and recommend that the bill as amended do 

pass. 

The amendment is as follows: 

Strike all after the enacting clause and insert the following: 

SECTION 1. SHORT TITLE. 

This Act may be cited as the ‘‘Accessing Higher Education Opportunities Act’’. 

SEC. 2. AUTHORIZED GRANT ACTIVITIES. 

Subsection (b) of section 503 of the Higher Education Act of 1965 (20 U.S.C. 

1101b(b)) is amended— 

(1) by redesignating paragraphs (7) through (16) as paragraphs (9) through 

(18), respectively; and 

(2) by inserting after paragraph (6) the following: 

‘‘(7) Student support programs, which may include counseling, mentoring, and 

other support services, designed to facilitate the successful advancement of students from four-year institutions to postbaccalaureate doctoral degree granting 

programs that prepare students for health care occupations as such occupations 

are described in the most recent edition of the Occupational Outlook Handbook 

published by the Bureau of Labor Statistics. 

‘‘(8) Developing or expanding access to dual or concurrent enrollment programs and early college high school programs.’’. 

SEC. 3. FUNDING. 

(a) AUTHORIZATIONS OF APPROPRIATIONS.—There are authorized to be appropriated to carry out part A of title V of the Higher Education Act of 1965 (20 U.S.C. 

1101 et seq.), as amended by this Act, $107,795,000 for fiscal year 2016. 


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(b) ADDITIONAL EXTENSIONS NOT PERMITTED.—Section 422 of the General Education Provisions Act (20 U.S.C. 1226a) shall not apply to further extend the duration of the authority under subsection (a). 

PURPOSE

H.R. 5529, the Accessing Higher Education Opportunities Act, 

promotes access to higher education and encourages students to 

pursue doctoral degree programs in health care. 

COMMITTEE ACTION

As the Committee on Education and the Workforce (Committee) 

continues the Higher Education Act reauthorization process, increasing transparency and usefulness of higher education data; 

simplifying and improving the federal student aid programs; and 

promoting innovation, access, and completion remain top priorities. 

112TH CONGRESS

Hearings—First session 

On March 1, 2011, the Committee held a hearing in Washington, 

D.C., on ‘‘Education Regulations: Weighing the Burden on Schools 

and Students.’’ The hearing was the first in a series examining the 

burden of federal, state, and local regulations on the nation’s education system. The purpose of the hearing was to uncover the damaging effects of federal regulations on schools and institutions. 

These rules increasingly stifle growth and innovation, raise operating costs, and limit student access to affordable colleges and universities throughout the nation. Testifying before the Committee 

were Dr. Edgar Hatrick, Superintendent, Loudon County Public 

Schools, Ashburn, Virginia; Ms. Kati Haycock, President, The Education Trust, Washington, D.C.; Mr. Gene Wilhoit, Executive Director, Council of Chief State School Officers, Washington, D.C.; and 

Mr. Christopher B. Nelson, President, St. John’s College, Annapolis, Maryland. 

On March 11, 2011, the Committee on Education and the Workforce Subcommittee on Higher Education and Workforce Training 

held a hearing in Washington, D.C., on ‘‘Education Regulations: 

Federal Overreach into Academic Affairs.’’ The purpose of the hearing was to discuss the most egregious and intrusive pieces of the 

program integrity regulations issued by the U.S. Department of 

Education, specifically, the state authorization regulation and the 

credit hour regulation, and to uncover the unintended consequences 

of the regulations to states and institutions of higher education. 

Testifying before the Subcommittee were Mr. John Ebersole, President, Excelsior College, Albany, New York; Dr. G. Blair Dowden, 

President, Huntington University, Huntington, Indiana; The Honorable Kathleen Tighe, Inspector General, U.S. Department of Education, Washington, D.C.; and Mr. Ralph Wolff, President, Western 

Association of Schools and Colleges, Alameda, California. 

On March 17, 2011, the Committee held a hearing in Washington, D.C., on ‘‘Education Regulations: Roadblocks to Student 

Choice in Higher Education.’’ The purpose of the hearing was to explore the harmful consequences of the gainful employment regulation issued by the U.S. Department of Education. Testifying before 

the Committee were Ms. Catherine Barreto, Graduate, Monroe ColVerDate Sep 11 2014 17:31 Jul 16, 2016 Jkt 059006 PO 00000 Frm 00002 Fmt 6659 Sfmt 6602 E:\HR\OC\HR676.XXX HR676

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lege, and Senior Sales Associate, Doubletree Hotels, Brooklyn, New 

York; Mr. Travis Jennings, Electrical Supervisor of the Manufacturing Launch Systems Group, Orbital Sciences Corporation, Chandler, Arizona; Dr. Arnold Mitchem, President, Council for Opportunity in Education, Washington, D.C.; and Ms. Jeanne Herrmann, 

Chief Operating Officer, Globe University/Minnesota School of 

Business, Woodbury, Minnesota. 

On March 21, 2011, the Committee held a hearing in WilkesBarre, Pennsylvania, on ‘‘Reviving our Economy: The Role of Higher Education in Job Growth and Development.’’ The purpose of the 

hearing was to highlight work by local colleges and universities to 

respond to local and state economic needs. Testifying before the 

Committee were Mr. James Perry, President, Hazelton City Council, Hazelton, Pennsylvania; Mr. Jeffrey Alesson, Vice President of 

Strategic Planning and Quality Assurance, Diamond Manufacturing, Exeter, Pennsylvania; Dr. Reynold Verret, Provost, Wilkes 

University, Wilkes-Barre, Pennsylvania; Mr. Raymond Angeli, 

President, Lackawanna College, Scranton, Pennsylvania; Ms. Joan 

Seaman, Executive Director, Empire Beauty School, Moosic, Pennsylvania; and Mr. Thomas P. Leary, President, Luzerne County 

Community College, Nanticoke, Pennsylvania. 

On March 22, 2011, the Committee held a hearing in Utica, New 

York, on ‘‘Reviving our Economy: The Role of Higher Education in 

Job Growth and Development.’’ The purpose of the hearing was to 

highlight work by local colleges and universities to respond to local 

and state economic needs. Testifying before the Committee were 

Mr. Anthony J. Picente, Jr., County Executive, Oneida County, 

Utica, New York; Mr. Dave Mathis, Director, Oneida County Workforce Development, Utica, New York; Dr. John Bay, Vice President 

and Chief Scientist, Assured Information Security, Inc., Rome, New 

York; Dr. Bjong Wolf Yeigh, President, State University of New 

York Institute of Technology, Utica, New York; Dr. Ann Marie 

Murray, President, Herkimer County Community College, Herkimer, New York; Dr. Judith Kirkpatrick, Provost, Utica College, 

Utica, New York; and Mr. Phil Williams, President, Utica School 

of Commerce, The Business College, Utica, New York. 

On April 21, 2011, the Committee held a hearing in Columbia, 

Tennessee, on ‘‘Reviving our Economy: The Role of Higher Education in Job Growth and Development.’’ The purpose of the hearing was to highlight the work by local colleges and universities to 

respond to local and state economic needs. Testifying before the 

Committee were Dr. Janet Smith, President, Columbia State Community College, Columbia, Tennessee; Dr. Ted Brown, President, 

Martin-Methodist College, Pulaski, Tennessee; Mr. Jim Coakley, 

President, Nashville Auto-Diesel College, Nashville, Tennessee; 

The Honorable Dean Dickey, Mayor, City of Columbia, Columbia, 

Tennessee; Ms. Susan Marlow, President and Chief Executive Officer, Smart Data Strategies, Franklin, Tennessee; Ms. Jan McKeel, 

Executive Director, South Central Tennessee Workforce Board, Columbia, Tennessee; and Ms. Margaret Prater, Executive Director, 

Northwest Tennessee Workforce Board, Dyersburg, Tennessee. 

On July 8, 2011, the Committee on Education and the Workforce 

Subcommittee on Higher Education and Workforce Training, together with the House Committee on Oversight and Government 

Reform Subcommittee on Regulatory Affairs, Stimulus Oversight, 


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and Government Spending, held a hearing in Washington, D.C., on 

‘‘The Gainful Employment Regulation: Limiting Job Growth and 

Student Choice.’’ The purpose of the hearing was to explore the 

harmful consequences of the gainful employment regulation issued 

by the U.S. Department of Education. Testifying before the subcommittees were Dr. Dario A. Cortes, President, Berkeley College, 

New York City, New York; Dr. Anthony P. Carnevale, Director, 

Georgetown University Center on Education and the Workforce, 

Washington, D.C.; Ms. Karla Carpenter, Graduate, Herzing University and Program Manager, Quest Software, Madison, Wisconsin; and Mr. Harry C. Alford, President and Chief Executive Officer, National Black Chamber of Commerce, Washington, D.C. 

On August 16, 2011, the Committee on Education and the Workforce Subcommittee on Higher Education and Workforce Training 

held a hearing in Greenville, South Carolina, on ‘‘Reviving Our 

Economy: The Role of Higher Education in Job Growth and Development.’’ The purpose of the hearing was to highlight the work by 

local colleges and universities to respond to local and state economic needs. Testifying before the Subcommittee were The Honorable Knox White, Mayor, City of Greenville, Greenville, South 

Carolina; Mr. Werner Eikenbusch, Section Manager, Associate Development and Training, BMW Manufacturing Co., Spartanburg, 

South Carolina; Ms. Laura Harmon, Project Director, Greenville 

Works, Greenville, South Carolina; Dr. Brenda Thames, Vice President of Academic Development, Greenville Health System, Greenville, South Carolina; Mr. James F. Barker, President, Clemson 

University, Clemson, South Carolina; Dr. Thomas F. Moore, Chancellor, University of South Carolina Upstate, Spartanburg, South 

Carolina; Dr. Keith Miller, President, Greenville Technical College, 

Greenville, South Carolina; and Ms. Amy Hickman, Campus President, ECPI College of Technology, Greenville, South Carolina. 

On October 25, 2011, the Committee on Education and the Workforce Subcommittee on Higher Education and Workforce Training 

held a hearing in Washington, D.C., on ‘‘Government-Run Student 

Loans: Ensuring the Direct Loan Program is Accountable to Students and Taxpayers.’’ The purpose of the hearing was to examine 

the switch to and implementation of the Direct Loan program. Testifying before the Subcommittee were Mr. James W. Runcie, Chief 

Operating Officer, Office of Federal Student Aid, U.S. Department 

of Education, Washington, D.C.; Mr. Ron H. Day, Director of Financial Aid, Kennesaw State University, Kennesaw, Georgia; Ms. 

Nancy Hoover, Director of Financial Aid, Denison University, 

Granville, Ohio; and Mr. Mark. A. Bandre ́, Vice President for Enrollment Management and Student Affairs, Baker University, Baldwin City, Kansas. 

On November 30, 2011, the Committee on Education and the 

Workforce Subcommittee on Higher Education and Workforce 

Training held a hearing in Washington, D.C., on ‘‘Keeping College 

Within Reach: Discussing Ways Institutions Can Streamline Costs 

and Reduce Tuition.’’ The purpose of the hearing was to highlight 

innovative practices institutions of higher education are implementing to reduce their costs to limit tuition increases for students. 

Testifying before the Subcommittee were Ms. Jane V. Wellman, Executive Director, Delta Project on Postsecondary Costs, Productivity, and Accountability, Washington, D.C.; Dr. Ronald E. 


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Manahan, President, Grace College and Seminary, Winona Lake, 

Indiana; Mr. Jamie P. Merisotis, President and Chief Executive Officer, Lumina Foundation for Education, Indianapolis, Indiana; and 

Mr. Tim Foster, President, Colorado Mesa University, Grand Junction, Colorado. 

Legislative action—First session 

On February 17, 2011, the House of Representatives considered 

an amendment offered by Committee Chairman John Kline (R– 

MN), Higher Education and Workforce Training Subcommittee 

Chairwoman Virginia Foxx (R–NC), and Rep. Alcee Hastings (D– 

FL) to H.R. 1, the Disaster Relief Appropriations Act of 2013. The 

amendment prohibited the use of funds by the U.S. Department of 

Education to implement and enforce the gainful employment regulation. The amendment was agreed to by a bipartisan vote of 289 

to 136. 

On February 19, 2011, the House of Representatives passed H.R. 

1 by a vote of 235 to 189. This bill was not signed into law. 

On June 3, 2011, Chairman John Kline (R–MN) and Subcommittee Chairwoman Virginia Foxx (R–NC) introduced H.R. 

2117, the Protecting Academic Freedom in Higher Education Act. The bill repealed the state authorization regulation, one piece of 

the credit hour regulation, and prohibited the Secretary of Education (Secretary) from defining credit hour for any purpose under 

the Higher Education Act of 1965. 

On June 15, 2011, the Committee considered H.R. 2117 in legislative session and reported it favorably, as amended, to the House 

of Representatives by a bipartisan vote of 27 to 11. 

The Committee considered and adopted the following amendment 

to H.R. 2117: • Subcommittee Chairwoman Virginia Foxx (R–NC) offered an 

amendment in the nature of a substitute to add a short title to the 

legislation. The amendment was adopted by voice vote. 

The Committee further considered the following amendments to 

H.R. 2117, which were not adopted: 

• Rep. Rau ́l Grijalva (D–AZ) offered an amendment to maintain 

pieces of the state authorization regulation, including the complaint process. The amendment failed by a vote of 17 to 22. 

• Ranking Member George Miller (D–CA) offered an amendment 

to prohibit implementation until the U.S. Department of Education 

Inspector General certifies there are equal or greater protections in 

place related to program integrity under Title IV of the Higher 

Education Act of 1965. The amendment failed by a vote of 17 to 

22. 

• Rep. Rush Holt (D–NJ) offered an amendment to stipulate the 

act would be effective only if the maximum Pell Grant award is at 

least $5,550 for the 2012–2013 school year. The amendment was 

ruled out of order. 

• Rep. Tim Bishop (D–NY) offered an amendment to strike the 

repeal of the credit hour regulation that establishes a federal definition of a credit hour. The amendment failed by a vote of 11 to 

27. 

• Rep. Tim Bishop (D–NY) offered an amendment to strike the 

prohibition on the Secretary of Education from defining credit hour 

in the future. The amendment failed by a vote of 16 to 22. 


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Hearings—Second session 

On July 18, 2012, the Committee on Education and the Workforce Subcommittee on Higher Education and Workforce Training 

held a hearing in Washington, D.C., on ‘‘Keeping College Within 

Reach: Exploring State Efforts to Curb Costs.’’ The purpose of the 

hearing was to highlight innovative practices at the state level to 

assist postsecondary institutions in keeping costs affordable and to 

promote accountability of public funds. Testifying before the Subcommittee were Mr. Scott Pattison, Executive Director, National 

Association of State Budget Officers, Washington, D.C.; Ms. Teresa 

Lubbers, Commissioner for Higher Education, State of Indiana, Indianapolis, Indiana; Mr. Stan Jones, President, Complete College 

America, Zionsville, Indiana; and Dr. Joe May, President, Louisiana Community and Technical College System, Baton Rouge, 

Louisiana. 

On September 20, 2012, the Committee on Education and the 

Workforce Subcommittee on Higher Education and Workforce 

Training held a hearing in Washington, D.C., on ‘‘Assessing College 

Data: Helping to Provide Valuable Information to Students, Institutions, and Taxpayers.’’ The purpose of the hearing was to examine data collected by the federal government from institutions of 

higher education, including data requirements established during 

the last reauthorization of the Higher Education Act. Testifying before the Subcommittee were Dr. Mark Schneider, Vice President, 

American Institutes for Research, Washington, D.C.; Dr. James 

Hallmark, Vice Chancellor for Academic Affairs, Texas A&M System, College Station, Texas; Dr. Jose ́ Cruz, Vice President for 

Higher Education Policy and Practice, The Education Trust, Washington, D.C.; and Dr. Tracy Fitzsimmons, President, Shenandoah 

University, Winchester, Virginia. 

Legislative action—Second session 

On February 28, 2012, the House of Representatives passed H.R. 

2117 by a bipartisan vote of 303 to 114. The bill was sent to the 

Senate and referred to the Senate Committee on Health, Education, Labor, and Pensions. 

On April 25, 2012, Rep. Judy Biggert (R–IL) introduced H.R. 

4628, the Interest Rate Reduction Act. The bill reduced the interest 

rate on subsidized Stafford loans made to undergraduate students 

from 6.8 percent to 3.4 percent for one year, from July 1, 2012, 

through June 30, 2013. To offset the increase in mandatory spending, the bill repealed the Prevention and Public Health Fund authorized under Section 4002 of the Patient Protection and Affordable Care Act and rescinded the balance of unobligated monies 

made available for the fund. 

On April 27, 2012, the House of Representatives passed H.R. 

4628 by a vote of 215 to 195. 

While H.R. 4628 was never considered by the Senate, its provisions were included in the Conference Report for H.R. 4348, the 

Moving Ahead for Progress in the 21st Century Act (MAP–21), sponsored by Rep. John Mica (R–FL). To partially offset the increase in 

mandatory spending that resulted from the temporary reduction in 

interest rates on subsidized Stafford loans, the bill permanently restricted the period of eligibility to borrow subsidized Stafford loans 


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to 150 percent of the published length of a student’s educational 

program. 

On June 29, 2012, the House of Representatives passed the Conference Report to H.R. 4348 by a bipartisan vote of 373 to 52. 

On June 29, 2012, the Senate passed the Conference Report to 

H.R. 4348 by a bipartisan vote of 74 to 19. 

On July 6, 2012, the President of the United States signed H.R. 

4348 into law (P.L. 112–141). 

113TH CONGRESS

Hearings—First session 

On March 13, 2013, the Committee held a hearing in Washington, D.C., on ‘‘Keeping College Within Reach: Examining Opportunities to Strengthen Federal Student Loan Programs.’’ The purpose of the hearing was to examine ways to strengthen federal student loans, as well as how moving to a market-based or variable 

interest rate on all federal student loans could benefit both students and taxpayers. Testifying before the Committee were Dr. 

Deborah J. Lucas, Sloan Distinguished Professor of Finance, Massachusetts Institute of Technology, Cambridge, Massachusetts; Mr. 

Jason Delisle, Director, Federal Education Budget Project, The 

New America Foundation, Washington, D.C.; Mr. Justin Draeger, 

President and Chief Executive Officer, National Association of Student Financial Aid Administrators, Washington, D.C.; and Dr. 

Charmaine Mercer, Vice President of Policy, Alliance for Excellent 

Education, Washington, D.C. 

On April 9, 2013, the Committee on Education and the Workforce 

Subcommittee on Higher Education and Workforce Training held a 

hearing in Monroe, Michigan, entitled ‘‘Reviving Our Economy: The 

Role of Higher Education in Job Growth and Development.’’ The 

purpose of the hearing was to highlight work being done by local 

colleges and universities to respond to local and state economic 

needs. Testifying before the Subcommittee were Mr. Henry 

Lievens, Commissioner, Monroe County, Monroe, Michigan; Ms. 

Lynette Dowler, Plant Director, Fossil Generation, DTE Energy, 

Detroit, Michigan; Ms. Susan Smith, Executive Director, Economic 

Development Partnership of Hillsdale County, Jonesville, Michigan; Mr. Dan Fairbanks, United Auto Workers International Representative, UAW–GM Skill Development and Training Department, Detroit, Michigan; Dr. David E. Nixon, President, Monroe 

County Community College, Monroe, Michigan; Sister Peg Albert, 

OP, Ph.D., President, Siena Heights University, Adrian, Michigan; 

Dr. Michelle Shields, Career Coach/Workforce Development Director, Jackson Community College, Jackson, Michigan; and Mr. 

Douglas A. Levy, Director of Financial Aid, Macomb Community 

College, Warren, Michigan. 

On April 16, 2013, the Committee on Education and the Workforce Subcommittee on Higher Education and Workforce Training 

held a hearing in Washington, D.C., entitled ‘‘Keeping College 

Within Reach: The Role of Federal Student Aid Programs.’’ The 

purpose of the hearing was to examine shifting the focus of federal 

student aid programs from enhancing access to improving student 

outcomes. Testifying before the Subcommittee were Mr. Terry W. 

Hartle, Senior Vice President, Division of Government and Public 


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Affairs, American Council on Education, Washington, D.C.; Ms. 

Moriah Miles, State Chair, Minnesota State University Student Association, Mankato, Minnesota; Ms. Patricia McGuire, President, 

Trinity Washington University, Washington, D.C.; and Mr. Dan 

Madzelan, Former Employee (Retired), U.S. Department of Education, University Park, Maryland. 

On April 24, 2013, the Committee on Education and the Workforce Subcommittee on Higher Education and Workforce Training 

held a hearing in Washington, D.C., entitled ‘‘Keeping College 

Within Reach: Enhancing Transparency for Students, Families, 

and Taxpayers.’’ The purpose of the hearing was to examine ways 

to improve the information provided by the federal government to 

inform students and families about their postsecondary education 

options. Testifying before the Subcommittee were Dr. Donald E. 

Heller, Dean, College of Education, Michigan State University, 

East Lansing, Michigan; Mr. Alex Garrido, Student, Keiser University, Miami, Florida; Dr. Nicole Farmer Hurd, Founder and Executive Director, National College Advising Corps, Carrboro, North 

Carolina; and Mr. Travis Reindl, Program Director, Postsecondary 

Education, National Governors Association Center for Best Practices, Washington, D.C. 

On June 13, 2013, the Committee on Education and the Workforce Subcommittee on Higher Education and Workforce Training 

held a hearing in Washington, D.C., entitled ‘‘Keeping College 

Within Reach: Discussing Program Quality through Accreditation.’’ 

The purpose of the hearing was to examine the historical role of 

accreditation, discuss the role of regional and national accreditors 

in measuring institutional quality, and contemplate areas for reform. Testifying before the Subcommittee were Dr. Elizabeth H. 

Sibolski, President, Middle States Commission on Higher Education, Philadelphia, Pennsylvania; Dr. Michale McComis, Executive Director, Accrediting Commission of Career Schools and Colleges, Arlington, Virginia; Ms. Anne D. Neal, President, American 

Council of Trustees and Alumni, Washington, D.C.; and Mr. Kevin 

Carey, Director of the Education Policy Program, The New America 

Foundation, Washington, D.C. 

On July 9, 2013, the Committee held a hearing in Washington, 

D.C., entitled ‘‘Keeping College Within Reach: Improving Higher 

Education through Innovation.’’ The purpose of the hearing was to 

highlight innovation in higher education occurring at the state and 

institutional level and in the private sector. Testifying before the 

Committee were Mr. Scott Jenkins, Director of External Relations, 

Western Governors University, Salt Lake City, Utah; Dr. Pamela 

J. Tate, President and Chief Executive Officer, Council for Adult 

and Experiential Learning, Chicago, Illinois; Dr. Joann A. 

Boughman, Senior Vice Chancellor for Academic Affairs, University 

System of Maryland, Adelphi, Maryland; and Mr. Burck Smith, 

Chief Executive Officer and Founder, StraighterLine, Baltimore, 

Maryland. 

On September 11, 2013, the Committee on Education and the 

Workforce Subcommittee on Higher Education and Workforce 

Training held a hearing in Washington, D.C., entitled ‘‘Keeping 

College Within Reach: Supporting Higher Education Opportunities 

for America’s Servicemembers and Veterans.’’ The purpose of the 

hearing was to examine the efforts of higher education to improve 


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postsecondary education opportunities for servicemembers and veterans. Testifying before the Subcommittee were Mrs. Kimrey W. 

Rhinehardt, Vice President for Federal and Military Affairs, The 

University of North Carolina, Chapel Hill, North Carolina; Dr. Arthur F. Kirk, Jr., President, Saint Leo University, Saint Leo, Florida; Dr. Russell S. Kitchner, Vice President for Regulatory and 

Governmental Relations, American Public University System, 

Charles Town, West Virginia; and Dr. Ken Sauer, Senior Associate 

Commissioner for Research and Academic Affairs, Indiana Commission for Higher Education, Indianapolis, Indiana. 

On September 18, 2013, the Committee on Education and the 

Workforce Subcommittee on Higher Education and Workforce 

Training held a hearing in Washington, D.C., entitled ‘‘Keeping 

College Within Reach: Improving Access and Affordability through 

Innovative Partnerships.’’ The purpose of the hearing was to examine the efforts of higher education institutions to expand access and 

reduce costs by partnering with local employers, other colleges, or 

online course providers. Testifying before the Subcommittee were 

Dr. Jeffrey Docking, President, Adrian College, Adrian, Michigan; 

Ms. Paula R. Singer, President and Chief Executive Officer, Laureate Global Products and Services, Baltimore, Maryland; Dr. Rich 

Baraniuk, Professor, Rice University, and Founder, Connexions, 

Houston, Texas; and Dr. Charles Lee Isbell, Jr., Professor and Senior Associate Dean, College of Computing, Georgia Institute of 

Technology, Atlanta, Georgia. 

On November 13, 2013, the Committee held a hearing in Washington, D.C., entitled ‘‘Keeping College Within Reach: Simplifying 

Federal Student Aid.’’ The purpose of the hearing was to examine 

the need to streamline, consolidate, and simplify federal student 

aid programs. Testifying before the Committee were Ms. Kristin D. 

Conklin, Founding Partner, HCM Strategies, LLC, Washington, 

D.C.; Dr. Sandy Baum, Research Professor of Education Policy, 

George Washington University Graduate School of Education and 

Human Development, and Senior Fellow, Urban Institute, Washington, D.C.; Ms. Jennifer Mishory, J.D., Deputy Director, Young 

Invincibles, Washington, D.C.; and Mr. Jason Delisle, Director, 

Federal Education Budget Project, New America Foundation, 

Washington, D.C. 

On December 3, 2013, the Committee on Education and the 

Workforce Subcommittee on Higher Education and Workforce 

Training held a hearing in Washington, D.C., entitled ‘‘Keeping 

College Within Reach: Strengthening Pell Grants for Future Generations.’’ The purpose of the hearing was to examine Pell Grant 

program reform proposals to better target funds to the neediest 

students and put the program on a fiscally responsible and sustainable path. Testifying before the Subcommittee were Mr. Justin 

Draeger, President and Chief Executive Officer, National Association of Student Financial Aid Administrators, Washington, D.C.; 

Dr. Jenna Ashley Robinson, Director of Outreach, John W. Pope 

Center for Higher Education Policy, Raleigh, North Carolina; Mr. 

Michael Dannenberg, Director of Higher Education and Education 

Finance Policy, The Education Trust, Washington, D.C.; and Mr. 

Richard C. Heath, Director of Student Financial Services, Anne 

Arundel Community College, Arnold, Maryland. 


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Legislative action—First session 

On May 9, 2013, Chairman John Kline (R–MN) and Subcommittee Chairwoman Virginia Foxx (R–NC) introduced H.R. 

1911, the Smarter Solutions for Students Act. The bill moved all 

federal student loans (except Perkins loans) to a market-based interest rate. 

On May 16, 2013, the Committee considered H.R. 1911 in legislative session and reported it favorably, as amended, to the House of 

Representatives by a bipartisan vote of 24 to 13. 

The Committee considered and adopted the following amendment 

to H.R. 1911: • Subcommittee Chairwoman Virginia Foxx (R–NC) offered an 

amendment in the nature of a substitute to make a technical 

change to the bill. The amendment was adopted by voice vote. 

The Committee further considered the following amendments to 

H.R. 1911, which were not adopted: • Rep. Joe Heck (R–NV) offered an amendment to allocate a portion of the savings generated under the bill to Pell Grants. The 

amendment was withdrawn. • Rep. Joe Heck (R–NV) offered an amendment to provide the 

Secretary of Education with authority to reduce the interest rate 

on student loans if a borrower makes the first 48 payments on 

time. The amendment was withdrawn. • Rep. John Tierney (D–MA) offered an amendment to set the 

federal student loan interest rates at the same rate the Federal Reserve charges to banks for two years. The amendment failed by a 

vote of 14 to 23. • Rep. Joe Courtney (D–CT) offered an amendment to extend the 

3.4 percent interest rate on subsidized Stafford loans for two years. 

The amendment failed by a vote of 15 to 21. 

On May 23, 2013, the House of Representatives passed H.R. 1911 

by a bipartisan vote of 221 to 198. 

On July 24, 2013, the Senate passed a substitute version of H.R. 

1911, the Bipartisan Student Loan Certainty Act, by a bipartisan 

vote of 81 to 18. The legislation allowed student loan interest rates 

to reset once a year by the market, but they would be locked into 

a fixed rate once the loan is disbursed to the student. Interest rates 

would be set using the following formulas: • Undergraduate Stafford loans (subsidized and unsubsidized): 

10-year Treasury Note plus 2.05 percent, capped at 8.25 percent. • Graduate Stafford loans: 10-year Treasury Note plus 3.6 percent, capped at 9.5 percent • PLUS loans (graduate and parent): 10-year Treasury Note plus 

4.6 percent, capped at 10.5 percent. 

On July 31, 2013, the House of Representatives agreed to suspend the rules and agree to the Senate amendment to H.R. 1911 

by a bipartisan vote of 392 to 31. 

On August 9, 2013, the President of the United States signed 

H.R. 1911 into law (P.L. 113–28). 

On May 13, 2013, Rep. Luke Messer (R–IN) introduced H.R. 

1949, the Improving Postsecondary Education Data for Students 

Act. The bill directed the Secretary to convene an Advisory Committee on Improving Postsecondary Education Data to conduct a 

study on the factors students and families want, need, and already 

consider when choosing a higher education institution. 


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On May 16, 2013, the Committee considered H.R. 1949 in legislative session and reported it favorably, as amended, to the House of 

Representatives by a voice vote. The Committee considered and 

adopted the following amendment to H.R. 1949: • Rep. Luke Messer (R–IN) offered an amendment in the nature 

of a substitute to H.R. 1949 to (1) include individuals who represent undergraduate and graduate education; college and career 

counselors at secondary schools; experts in data policy, collection, 

and use; and experts in labor markets on the list of individuals required to be represented on the Advisory Committee on Improving 

Postsecondary Education Data; (2) ensure individuals on the advisory committee represent economic, racial, and geographically diverse populations; (3) require the advisory committee to examine 

information related to the sources of financial assistance, including 

federal student loans, as part of the required aspects of the study; 

(4) require the advisory committee to examine how information regarding student outcomes should be disaggregated for first-generation students; and (5) provide other conforming and technical 

changes to the bill. The amendment was adopted by voice vote. 

On May 22, 2013, the House of Representatives agreed to suspend the rules and pass H.R. 1949 by voice vote. The bill was sent 

to the Senate and referred to the Senate Committee on Health, 

Education, Labor, and Pensions. 

On July 10, 2013, Chairman John Kline (R–MN), Subcommittee 

Chairwoman Virginia Foxx (R–NC), and Rep. Alcee Hastings (D– 

FL) introduced H.R. 2637, the Supporting Academic Freedom 

through Regulatory Relief Act. The bill, which included the text of 

the Protecting Academic Freedom in Higher Education Act (H.R. 

2117) and the Kline/Foxx/Hastings amendment to H.R. 1 from the 

112th Congress, repealed the credit hour, state authorization, and 

gainful employment regulations and amended the statute to clarify 

the incentive compensation regulation. Additionally, the bill prohibited the U.S. Department of Education from issuing related regulations until after Congress reauthorizes the Higher Education Act. 

On July 24, 2013, the Committee considered H.R. 2637 in legislative session and reported it favorably, as amended, to the House of 

Representatives by a bipartisan vote of 22 to 13. 

The Committee considered and adopted the following amendment 

to H.R. 2637: 

• Subcommittee Chairwoman Virginia Foxx (R–NC) offered an 

amendment in the nature of a substitute to change a subsection 

title in the legislation. The amendment was adopted by voice vote. 

The Committee further considered the following amendment to 

H.R. 2637, which was not adopted: 

• Rep. Tim Bishop (D–NY) offered an amendment to strike the 

prohibition on the U.S. Department of Education from issuing regulations related to state authorization, gainful employment, and 

credit hour. The amendment failed by a vote of 13 to 22. 

Hearings—Second session 

On January 28, 2014, the Committee on Education and the 

Workforce Subcommittee on Higher Education and Workforce 

Training held a hearing in Washington, D.C., entitled ‘‘Keeping 

College Within Reach: Sharing Best Practices for Serving Low-Income and First Generation Students.’’ The purpose of the hearing 


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was to highlight best practices at institutions of higher education 

for serving low-income and first generation students. Testifying before the Subcommittee were Dr. James Anderson, Chancellor, Fayetteville State University, Fayetteville, North Carolina; Mrs. Mary 

Beth Del Balzo, Senior Executive Vice President and Chief Executive Officer, The College of Westchester, White Plains, New York; 

Mr. Josse Alex Garrido, Graduate Student, University of Texas Pan 

American, Edinburg, Texas; and Rev. Dennis H. Holtschneider, 

President, DePaul University, Chicago, Illinois. 

On February 27, 2013, the Committee on Education and the 

Workforce Subcommittee on Early Childhood, Elementary, and Secondary Education and Subcommittee on Higher Education and 

Workforce Training held a joint hearing in Washington, D.C., on 

‘‘Exploring Efforts to Strengthen the Teaching Profession.’’ The 

purpose of the hearing was to discuss the state of teacher preparation nationwide. Testifying before the subcommittees were Dr. 

Deborah A. Gist, Commissioner, Rhode Island Department of Elementary and Secondary Education, Providence, Rhode Island; Dr. 

Marcy Singer-Gabella, Professor of the Practice of Education, Vanderbilt University, Nashville, Tennessee; Dr. Heather Peske, Associate Commissioner for Educator Quality, Massachusetts Department of Elementary and Secondary Education, Malden, Massachusetts; and Ms. Christina Hall, Co-Founder and Co-Director, Urban 

Teacher Center, Baltimore, Maryland. 

On March 12, 2014, the Committee on Education and the Workforce Subcommittee on Higher Education and Workforce Training 

held a hearing in Washington, D.C., on ‘‘Examining the Mismanagement of the Student Loan Rehabilitation Process.’’ The purpose of the hearing was to examine the U.S. Department of Education’s ability to oversee the processing of rehabilitated loans 

issued under the Direct Loan program. Testifying before the Subcommittee were Ms. Melissa Emrey-Arras, Director of Education, 

Workforce, and Income Security Issues, U.S. Government Accountability Office, Boston, Massachusetts; The Honorable Kathleen 

Tighe, Inspector General, U.S. Department of Education, Washington, D.C.; Mr. James Runcie, Chief Operating Officer, Federal 

Student Aid, U.S. Department of Education, Washington, D.C.; and 

Ms. Peg Julius, Executive Director of Enrollment Management, 

Kirkwood Community College, Cedar Rapids, Iowa. 

On March 20, 2014, the Committee held a hearing in Mesa, Arizona, entitled ‘‘Reviving our Economy: Supporting a 21st Century 

Workforce.’’ The purpose of the hearing was to explore the role of 

local higher education institutions in fostering job creation and 

growth through innovative partnerships with the business community and new modes of teaching delivery. Testifying before the 

Committee were The Honorable Rick Heumann, Vice Mayor, City 

of Chandler, Chandler, Arizona; Ms. Cathleen Barton, Education 

Manager, Intel Corporate Affairs, Southwestern United States, 

Intel Corporation, Chandler, Arizona; Mr. Lee D. Lambert, J.D., 

Chancellor, Pima Community College, Tucson, Arizona; Dr. William Pepicello, President, University of Phoenix, Tempe, Arizona; 

Dr. Michael Crow, President, Arizona State University, Tempe, Arizona; Dr. Ann Weaver Hart, President, The University of Arizona, 

Tucson, Arizona; Dr. Ernest A. Lara, President, Estrella Mountain 

Community College, Avondale, Arizona; and Ms. Christy Farley, 


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Vice President of Government Affairs and Business Partnerships, 

Northern Arizona University, Phoenix, Arizona. 

On April 2, 2014, the Committee on Education and the Workforce 

held a hearing in Washington, D.C., entitled ‘‘Keeping College 

Within Reach: Meeting the Needs of Contemporary Students.’’ The 

purpose of the hearing was to examine how institutions, states, and 

other entities assist contemporary college students in accessing and 

completing postsecondary education. Testifying before the Committee were Dr. George A. Pruitt, President, Thomas Edison State 

College, Trenton, New Jersey; Dr. Kevin Gilligan, Chairman and 

Chief Executive Officer, Capella Education Company, Minneapolis, 

Minnesota; Mr. David Moldoff, Chief Executive Officer and Founder, AcademyOne, Inc., West Chester, Pennsylvania; Dr. Joann A. 

Boughman, Senior Vice Chancellor for Academic Affairs, University 

System of Maryland, Adelphi, Maryland; Mr. Stan Jones, President, Complete College America, Indianapolis, Indiana; and Dr. 

Brooks A. Keel, President, Georgia Southern University, 

Statesboro, Georgia. 

Legislative action—Second session 

On September 19, 2013, Rep. Matt Salmon (R–AZ), Rep. Susan 

Brooks (R–IN), and Rep. Jared Polis (D–CO) introduced H.R. 3136, 

the Advancing Competency-Based Education Demonstration Project 

Act of 2013. The bill directed the Secretary to select institutions or 

consortia of institutions for voluntary participation in competencybased education demonstration projects. The demonstration 

projects would have provided participating entities with the ability 

to offer competency-based education programs that do not meet certain statutory and regulatory requirements which would otherwise 

prevent them from participating in federal student aid programs. 

On July 10, 2014, the Committee considered H.R. 3136 in legislative session and reported it favorably, as amended, to the House of 

Representatives by a voice vote. The Committee considered and 

adopted the following amendment to H.R. 3136: 

• Rep. Matt Salmon (R–AZ) and Rep. Jared Polis (D–CO) offered 

an amendment in the nature of a substitute to add certain requirements to the applications to participate in a competency-based education project; allow eligible entities to submit amendments to their 

previously-approved applications; set requirements for the entities 

the Secretary must choose to participate in the programs; require 

institutions to provide student information to the director of the Institute of Education Sciences (IES); require the Director of IES to 

annually evaluate each project and provide a report with specified 

information to the authorizing committees; authorize funds to be 

available from the amount appropriated for salaries and expenses 

of the U.S. Department of Education, and make conforming and 

technical changes to the introduced bill. The amendment was 

adopted by voice vote. 

The Committee further considered the following amendment to 

H.R. 3136, which was not adopted: 

• Rep. Tierney (D–MA) offered an amendment that would have 

allowed students with federal student loans and private student 

loans issued prior to 2013 to refinance those loans into new federal 

loans at the interest rate set for the 2013–2014 academic year. The 

amendment was ruled non-germane. Ranking Member George MilVerDate Sep 11 2014 17:31 Jul 16, 2016 Jkt 059006 PO 00000 Frm 00013 Fmt 6659 Sfmt 6602 E:\HR\OC\HR676.XXX HR676

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ler (D–CA) appealed the ruling of the chair. Rep. Glenn Thompson 

(R–PA) offered a motion to table the appeal of the ruling of the 

chair, which was adopted by a vote of 22 to 16. 

On July 23, 2014, the House of Representatives considered H.R. 

3136 and passed it, as amended, by a recorded vote of 414–0 on 

July 23, 2014. The bill was sent to the Senate and was referred to 

the Senate Committee on Health, Education, Labor, and Pensions. 

On June 26, 2014, Subcommittee Chairwoman Virginia Foxx (R– 

NC) and Rep. Luke Messer (R–IN) introduced H.R. 4983, the 

Strengthening Transparency in Higher Education Act. The bill simplified and streamlined the information made publicly available by 

the Secretary regarding institutions of higher education. 

On July 10, 2014, the Committee considered H.R. 4983 in legislative session and reported it favorably, as amended, to the House of 

Representatives by a voice vote. The Committee considered and 

adopted the following amendment to H.R. 4983: • Subcommittee Chairwoman Virginia Foxx (R–NC) offered an 

amendment in the nature of a substitute that required additional 

information on the College Dashboard; required the Secretary to 

conduct consumer testing in consultation with appropriate federal 

departments and agencies; ensured consumer testing addresses 

whether the College Dashboard provides useful and relevant information to students and families; required the Secretary to submit 

to the authorizing committees recommendations based on the results of consumer testing; set new minimum requirements for net 

price calculators, required funding to come from funds already appropriated to maintain the College Navigator; and made other conforming and technical changes. The amendment was adopted by 

voice vote. 

The Committee further considered the following amendment to 

H.R. 4983, which was not adopted: • Ranking Member George Miller (D–CA) offered an amendment 

that required the Commissioner of Education Statistics to establish 

a formula for determining the percentage of student borrowers who 

have completed their course of study and who are in repayment or 

in an authorized deferment period at three, five and 10 years after 

completion of a program of study. The amendment failed by a vote 

of 13 to 21. 

On July 23, 2014, the House of Representatives considered H.R. 

4983 under suspension of the rules. The bill was agreed to by voice 

vote, sent to the Senate, and referred to the Senate Committee on 

Health, Education, Labor, and Pensions. 

On June 26, 2014, Rep. Brett Guthrie (R–KY) and Rep. Richard 

Hudson (R–NC) introduced H.R. 4984, the Empowering Students 

through Enhanced Financial Counseling Act. The bill amended the 

loan counseling requirements under the Higher Education Act and 

required counseling for Federal Pell Grant recipients. 

On July 10, 2014, the Committee considered H.R. 4984 in legislative session and reported it favorably, as amended, to the House of 

Representatives by voice vote. The Committee considered and 

adopted the following amendment to H.R. 4984: 

• Reps. Brett Guthrie (R–KY) and Suzanne Bonamici (D–OR) offered an amendment in the nature of a substitute that removed the 

requirement that annual counseling for Pell Grant recipients be 

tied to disbursement of the grant; required additional information 


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be disclosed to borrowers during annual counseling and exit counseling sessions; required institutions to provide annual counseling 

to borrowers receiving Parent PLUS loans; required any funds used 

to carry out the act to come from funds already appropriated to 

maintain the Financial Awareness Counseling Tool; and made conforming and technical changes. The amendment was adopted by 

voice vote. 

The Committee further considered the following amendment to 

H.R. 4984, which was not adopted: 

• Rep. Susan Davis (D–CA) offered an amendment to modify the 

rule requiring for-profit colleges to receive at least 10 percent of 

their revenue from sources other than the U.S. Department of Education to remain eligible for federal student aid to include all federal aid, including veterans’ educational benefits and some Workforce Investment Act funds, in the 90 percent portion of the calculation and only private funds in the 10 percent portion of the calculation. The amendment was ruled non-germane. Ranking Member 

George Miller (D–CA) appealed the ruling of the chair. Rep. Glenn 

Thompson (R–PA) offered a motion to table the appeal of the ruling 

of the chair, which was adopted by a vote of 20 to 13. 

On July 24, 2014, the House of Representatives considered H.R. 

4984 and passed it, as amended, by a vote of 405–11. The bill was 

sent to the Senate and referred to the Senate Committee on 

Health, Education, Labor, and Pensions. 

114TH CONGRESS

Hearings—First session 

On February 4, 2015, the Committee held a hearing in Washington, D.C., on ‘‘Expanding Opportunity in America’s Schools and 

Workplaces.’’ The purpose of the hearing was to allow Committee 

members to learn about efforts made by state leaders to strengthen 

education, to make sure those who graduate are prepared to pursue 

a postsecondary education and compete in the workforce, and promote efforts to spur job creation. Testifying before the Committee 

were Dr. Michael Amiridis, Provost and Executive Vice President 

for Academic Affairs, University of South Carolina, Columbia, 

South Carolina; Mr. Drew Greenblatt, President and CEO, Marlin 

Steel Wire Products, Baltimore, Maryland; Dr. Lawrence Mishel, 

Ph.D., President, Economic Policy Institute, Washington, D.C.; and 

The Honorable Mike Pence, Governor, State of Indiana, Indianapolis, Indiana. 

On March 17, 2015, the Committee on Education and the Workforce Subcommittee on Higher Education and Workforce Training 

held a hearing in Washington, D.C., on ‘‘Strengthening America’s 

Higher Education System.’’ The purpose of the hearing was to explore policy proposals that align with the Committee’s four pillars 

for reauthorization of the HEA: (1) empowering students and families to make informed decisions; (2) simplifying and improving student aid; (3) promoting innovation, access, and completion; and (4) 

ensuring strong accountability and a limited federal role. Testifying 

before the Subcommittee were Mr. Willis Goldsmith, Partner, 

Jones Day, New York, New York who testified on behalf of the U.S. 

Chamber of Commerce; Mr. Stan Soloway, President and CEO, 

Professional Services Council, Arlington, Virginia; Ms. Angela 


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Styles, Partner, Crowell & Moring LLP, Washington, D.C.; and Ms. 

Karla Walter, Associate Director, American Worker Project, Center 

for American Progress, Washington, D.C. 

On April 30, 2015, the Committee on Education and the Workforce Subcommittee on Higher Education and Workforce Training 

held a hearing in Washington, D.C., on ‘‘Improving College Access 

and Completion for Low-Income and First-Generation Students.’’ 

The purpose of the hearing was to explore policy proposals and best 

practices to strengthen programs to help disadvantaged students 

access and complete higher education. Testifying before the Subcommittee were Dr. Laura Perna, James S. Riepe Professor, Executive Director, Alliance for Higher Education and Democracy, University of Pennsylvania, Philadelphia, Pennsylvania; Dr. Charles J. 

Alexander, Associate Vice Provost for Student Diversity, Director, 

Academic Advancement Program, Associate Adjunct Professor, University of California, Los Angeles, California; Dr. Michelle Asha 

Cooper, President, Institute for Higher Education Policy, Washington, D.C.; and Dr. Joe D. May, Chancellor, Dallas County Community College District, Dallas, Texas. 

On September 10, 2015, the Committee on Education and the 

Workforce Subcommittee on Higher Education and Workforce 

Training held a hearing in Washington, D.C., on ‘‘Preventing and 

Responding to Sexual Assault on College Campuses.’’ The purpose 

of the hearing was to explore policy proposals and best practices to 

help institutions address and respond to campus sexual assault 

and violence. Testifying before the Subcommittee were Ms. Dana 

Scaduto, General Counsel, Dickinson College, Carlisle, Pennsylvania; Dr. Penny Rue, Vice President for Campus Life, Wake Forest University, Winston-Salem, North Carolina; Ms. Lisa M. Maatz, 

M.A., Vice President for Government Relations, American Association of University Women, Washington, D.C.; and Mr. Joseph 

Cohn, Legislative and Policy Director, Foundation for Individual 

Rights in Education, Philadelphia, Pennsylvania. 

On November 18, 2015, the Committee on Education and the 

Workforce Subcommittee on Higher Education and Workforce 

Training, together with the House Committee on Oversight and 

Government Reform Subcommittee on Government Operations held 

a hearing in Washington, D.C., on ‘‘Federal Student Aid: Performance-Based Organization Review.’’ The purpose of the hearing was 

to review the Office of Federal Student Aid’s (FSA) responsibilities 

as a Performance-Based Organization (PBO), evaluate the PBO’s 

performance, and identify possible areas of reform. Testifying before the subcommittees were Mr. James Runcie, Chief Operating 

Officer, U.S. Department of Education, Washington, D.C.; Ms. Melissa Emrey-Arras, Director, Education Workforce, and Income Security, U.S. Government Accountability Office, Washington, D.C.; 

The Honorable Kathleen Tighe, Inspector General, U.S. Department of Education, Washington, D.C.; Mr. Ben Miller, Senior Director, Postsecondary Education, Center for American Progress, Washington, D.C.; and Mr. Justin Draeger, President, National Association of Student Financial Aid Administrators, Washington, D.C. 

Legislative action—First session 

On July 23, 2015, Higher Education and Workforce Training 

Subcommittee Chairwoman Virginia Foxx along with Chairman 


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John Kline (R–MN), Ranking Member Robert C. Scott (D–VA), and 

Reps. Luke Messer (R–IN), Gregorio Sablan (D–MP), Tim Walberg 

(R–MI), Joe Heck (R–NV), Buddy Carter (R–GA), Elise Stefanik 

(R–NY), Susan Davis (D–CA), Rau ́l Grijalva (D–AZ), and Mark 

DeSaulnier (D–CA) introduced H.R. 3178, the Strengthening Transparency in Higher Education Act. The bill ensures straightforward 

and useful information is easily accessible to students and parents 

and improves coordination between federal agencies to publish information about colleges and universities. 

On July 23, 2015, Rep. Brett Guthrie (R–KY) along with Chairman John Kline (R–MN), Ranking Member Robert C. Scott (D–VA), 

and Reps. Rick Allen (R–GA), Suzanne Bonamici (D–OR), Duncan 

Hunter (R–CA), Tim Walberg (R–MI), Joe Heck (R–NV), Luke 

Messer (R–IN), Buddy Carter (R–GA), Elise Stefanik (R–NY), 

Susan Davis (D–CA), Rau ́l Grijalva (D–AZ), Gregorio Sablan (D– 

MP), Mark Pocan (D–WI), Mark Takano (D–CA), Katherine Clark 

(D–MA), Mark DeSaulnier (D–CA), and Richard Hudson (R–NC) 

introduced H.R. 3179, the Empowering Students Through Enhanced Financial Counseling Act. The bill promotes financial literacy through enhanced counseling for all recipients of federal financial aid. 

On September 24, 2015, Reps. Mike Bishop (R–MI) and Mark 

Pocan (D–WI) introduced H.R. 3594, the Higher Education Extension Act of 2015. The bill extends the authorization of the National 

Advisory Committee on Institutional Quality and Integrity and the 

authority of institutions of higher education to make loans to new 

borrowers under the federal Perkins loan program through September 30, 2016. 

On September 28, 2015, the House of Representatives passed 

H.R. 3594 by a voice vote. The bill was sent to the Senate and referred to the Senate Committee on Health, Education, Labor, and 

Pensions. The Senate amended the bill to extend the authorization 

of the federal Perkins loan program to September 30, 2017. The 

amendment was adopted by unanimous consent, and the underlying legislation was subsequently passed in the Senate on December 16, 2015, by voice vote. 

On December 17, 2015, the House agreed to the Senate amendment by unanimous consent. The Higher Education Extension Act 

of 2015 was signed into law by the President on December 18, 

2015. 

Legislative action—Second session 

On June 22, 2016, the Committee on Education and the Workforce considered H.R. 3178 in legislative session and reported it favorably, as amended, to the House of Representatives by voice vote. 

The Committee considered and adopted the following amendment 

to H.R. 3178: 

• Subcommittee Chairwoman Virginia Foxx (R–NC) offered an 

amendment in the nature of a substitute to make conforming and 

technical changes. The amendment was adopted by voice vote. 

On June 22, 2016, the Committee considered H.R. 3179 in legislative session and reported it favorably, as amended, to the House 

of Representatives by voice vote. The Committee considered and 

adopted the following amendment to H.R. 3179: 


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• Rep. Brett Guthrie (R–KY) offered an amendment in the nature of a substitute to make conforming and technical changes. The 

amendment was adopted by voice vote. 

On June 20, 2016, Rep. Joe Heck (R–NV) along with Reps. David 

‘‘Phil’’ Roe (R–TN), Jared Polis (D–CO), and Mark Pocan (D–WI) 

introduced H.R. 5528, the Simplifying the Application for Student 

Aid Act. The bill ensures continued allowance for earlier notification of federal student aid, leverages technology to make the application for federal student aid more accessible and easier to fill out, 

and provides more time for aid administrators to verify and package student aid. 

On June 22, 2016, the Committee considered H.R. 5528 in legislative session and reported it favorably, as amended, to the House 

of Representatives by voice vote. The Committee considered and 

adopted the following amendment to H.R. 5528: • Rep. Joe Heck (R–NV) offered an amendment in the nature of 

a substitute to make conforming and technical changes. The 

amendment was adopted by voice vote. 

On June 20, 2016, Rep. Joe Heck (R–NV) along with Reps. 

Ruben Hinojosa (D–TX) and Raul Ruiz (D–CA) introduced H.R. 

5529, the Accessing Higher Education Opportunities Act. The bill 

expands the authorized uses of funds for Hispanic-Serving Institutions (HSIs) so they may promote dual enrollment opportunities 

and encourage Hispanic students to pursue doctoral degree programs in the healthcare industry. 

On June 22, 2016, the Committee considered H.R. 5529 in legislative session and reported it favorably, as amended, to the House 

of Representatives by voice vote. The Committee considered and 

adopted the following amendment to H.R. 5529: • Rep. Joe Heck (R–NV) offered an amendment in the nature of 

a substitute to make conforming and technical changes. The 

amendment was adopted by voice vote. 

On June 20, 2016, Reps. Alma Adams (D–NC) and Bradley 

Byrne (R–AL) introduced H.R. 5530, the HBCU Capital Financing 

Improvement Act. The bill improves the program by requiring the 

advisory board to send an annual report to Congress regarding the 

status of the Historically Black College and University (HBCU) 

Capital Financing Program. Additionally, the bill renames the escrow account to ‘‘bond insurance fund.’’ Lastly, this bill allows for 

financial counseling to potential eligible HBCUs to assist in their 

preparation to qualify, apply for, and maintain a capital improvement loan. 

On June 22, 2016, the Committee considered H.R. 5530 in legislative session and reported it favorably, as amended, to the House 

of Representatives by voice vote. The Committee considered and 

adopted the following amendment to H.R. 5530: 

• Rep. Alma Adams (D–NC) offered an amendment in the nature 

of a substitute to make conforming and technical changes. The 

amendment was adopted by voice vote. 

SUMMARY

The Accessing Higher Education Opportunities Act allows HSIs 

receiving grants through the Developing Hispanic-Serving Institutions program, authorized under Title V of the Higher Education 

Act of 1965, to use the funds in innovative ways to meet docuVerDate Sep 11 2014 17:31 Jul 16, 2016 Jkt 059006 PO 00000 Frm 00018 Fmt 6659 Sfmt 6602 E:\HR\OC\HR676.XXX HR676

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1http://www.pewhispanic.org/2016/04/19/statistical-portrait-of-hispanics-in-the-united-stateskey-charts/. 2http://www.hacu.net/hacu/HSIllFactllSheet.asp; http://www2.ed.gov/about/offices/list/ 

ope/idues/hsi-eligibles-2016.pdf. 3https://www.newamerica.org/post-secondary-national-policy-institute/our-blog/hispanic-serving-institutions-hsis/. 

mented needs in higher education. First, institutions will be able 

to use funds to assist students in gaining acceptance into doctoral 

degree programs in the health care field by creating student support programs such as counseling, mentoring, and other services. 

Second, the Accessing Higher Education Opportunities Act enhances access to higher education for students by allowing grant 

funds to be used to create or improve access to dual or concurrent 

enrollment programs and early college high school programs. The 

two new uses of funds are designed to increase access for more students at both ends of the postsecondary education system. 

COMMITTEE VIEWS

Introduction 

The Developing Hispanic-Serving Institutions program was created in the Higher Education Amendments of 1992 to enhance the 

academic offerings, program quality, and institutional stability of 

HSIs. The program also aims to improve the academic achievement 

and educational opportunities for Hispanic students. Thus, these 

funds can also be used to establish new programs of study if the 

school believes establishing the program helps the institution meet 

the purpose of the grant. As of 2014, the Hispanic population stood 

at over 55 million, and the U.S. Census Bureau projects that by 

2060 Hispanic Americans will comprise more than 28 percent of 

the total population.1 As the percentage of Hispanic Americans has 

grown, so has the number of HSIs. There were only 135 schools 

with a Hispanic population of over 25 percent in 1990; today, there 

are over 400.2 In 2012–2013, nearly 60 percent of Hispanic college 

students attended a HSI and these institutions were responsible for 

graduating 40 percent of all Hispanics in the country.3 Notwithstanding this improvement in access, the Hispanic population remains underrepresented in college completion and various sectors 

of the workforce, particularly in the field of health care. 

Encouraging doctoral degrees in health care 

The health care field is one of the fastest growing sectors of the 

economy, and the demand for physicians, dentists, veterinarians, 

physical therapists, and other occupations requiring a doctoral 

medical degree continues to grow. According to the National Hispanic Medical Association, Hispanics make up 17 percent of the 

total population, yet the number of physicians who identify as Hispanic is just 5 percent. More can be done to increase the representation of Hispanics in the health care field to better reflect their 

commensurate population growth. A 2015 study from the University of California at Los Angeles indicated the following: 

In 1980, there were 135 Latino physicians for every 

100,000 Latinos in the U.S.; by 2010, that figure had 

dropped to just 105 per 100,000. Meanwhile, the national 


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4http://newsroom.ucla.edu/releases/rate-of-latino-physicians-shrinks-even-as-latino-populationswells. 5http://www.asha.org/practice/multicultural/recruit/litreview.htm. 

6 http://www.ccdaily.com/Pages/Campus-Issues/Dual-enrollment-benefits-at-risk-students.aspx. 7http://www.jff.org/initiatives/early-college-designs. 

rate of non-Hispanic white physicians increased from 211 

for every 100,000 non-Hispanic whites to 315 per 100,000.4

In response, the Accessing Higher Education Opportunities Act 

allows HSIs to use grants under the program to assist students in 

successfully entering a postbaccalaureate doctoral degree granting 

program in health care. Institutions will be able to use these grants 

to create student support services to include mentoring, counseling, 

advising, and other services that benefit the students as they navigate the necessary requirements to be accepted into medical school 

or other health care related graduate programs. Studies have 

shown the lack of student support services is partially responsible 

for the underrepresentation of minorities in many professional 

fields.5 The Committee expects schools will respond to this new allowable use by enhancing support for the next generation of Hispanic Americans to enter the health care field. 

Promoting college access 

While post baccalaureate doctoral degree attainment is the ‘‘end’’ 

of the higher education system, the Accessing Higher Education 

Opportunities Act also focuses on what is the beginning of higher 

education for many students. High school dual enrollment or concurrent enrollment programs can play an important role in helping 

students access and complete an affordable postsecondary education. These types of programs are created to give high school students, usually beginning in their junior year, the ability to earn 

their high school diploma while also earning college credits, often 

at a local college in the community. High school students participating in dual or concurrent enrollment programs are often able to 

earn between 12 and 30 college credits, putting them on the path 

to succeed in higher education at an early age. A 2012 study conducted by the Community College Research Center found that students participating in these types of programs are more likely to 

graduate from high school and transition to a four-year college, less 

likely to take remedial courses in college, and more likely to persist 

in postsecondary education.6

Programs known as ‘‘early college high schools’’ also allow students, particularly low-income and minority students, to earn college credit while in high school leading to improved postsecondary 

outcomes. These programs vary slightly from dual or concurrent 

enrollment programs in that students are able to earn college credit as early as their freshman year and can earn up to 60 college 

credits, the equivalent of an associate’s degree, by the end of high 

school. Also, early college high schools often specifically target students who are at risk of not graduating from high school. According 

to Jobs for the Future, early college high school students are outperforming their peers in high school graduation rates, and almost 

one-third of early college high school students earn an associate’s 

degree or other postsecondary credential while still in high school.7


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8 In 2013, 2.2 million Hispanics were enrolled in college compared to the 728,000 that were 

enrolled in 1993. http://www.pewresearch.org/fact-tank/2015/05/26/5-facts-about-latinos-and-education/. 9 Id. 

10http://www.psjaisd.us/domain/28. 11 Id. 12http://earlycollegenv.com/wp-content/uploads/2015/12/151204FACTSHEET.pdf. 13 Id. 

While the high school dropout rates for Hispanics have declined 

and their college enrollment rate has increased,8 Hispanic students 

still fall in last place compared to their peers in obtaining a fouryear degree. A 2015 Pew Research article indicated the following: 

In 2013, among Hispanics ages 25 to 29, just 15% of Hispanics have a bachelor’s degree or higher. By comparison, 

among the same age group, about 40% of whites have a 

bachelor’s degree or higher (as do 20% of blacks and 60% 

of Asians). This gap is due in part to the fact that Hispanics are less likely than some other groups to enroll in 

a four-year college, attend an academically selective college 

and enroll full-time.9

Multiple examples of successful early college high school programs and dual and concurrent enrollment programs exist throughout the country. The Pharr-San Juan-Alamo Independent School 

District in Texas, a border school district serving more than 32,000 

students (99 percent Hispanic), has scaled up a network of early 

college high schools providing several concurrent and dual enrollment opportunities. Known as the ‘‘College 3 ’’ initiative, the school 

district has doubled the number of high school graduates enrolling 

in college after high school.10 The district’s long term goal is providing every student the opportunity to earn at least 12 college 

credits before he or she graduates from high school.11 Furthermore, 

the Nevada State High School, a charter school in Nevada with 

several campuses, launched a dual or concurrent enrollment program in 2004. This diverse program consists of students from all 

racial backgrounds with the Hispanic population serving as the 

largest minority group. Between 2005 and 2015, a total of 945 students—or 99 percent of all students—graduated from the program.12 Ninety-one percent of students who have graduated from 

the program so far have enrolled in college and, due to credits 

earned in high school, saved up to $80,000 in college costs. In addition, all graduates of the program have higher grade point averages 

than their peers not in the program.13

In an effort to bridge the gap between high school and college for 

the Hispanic population, the Accessing Higher Education Opportunities Act creates opportunity for HSIs to develop or further expand 

access to dual enrollment or concurrent enrollment programs and 

early college high school programs. The Committee does not intend 

for the U.S. Department of Education to proscribe the exact types 

of programs that can be funded under this use. Instead, the Department should allow HSIs to create or improve access to any of 

the varying programs that provide students the opportunity to complete college classes while in high school. 


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Conclusion 

The Hispanic population is still underrepresented across a variety of sectors despite its continued growth. Therefore, it is important to help increase college completion rates and bolster the representation of the Hispanic community in the health care field. The 

Accessing Higher Education Opportunities Act gives HSIs the ability to create programs and provide support services to better ensure the success of the Hispanic community. 

SECTION-BY-SECTION ANALYSIS

Section 1. Short title 

States the short title is the Accessing Higher Education Opportunities Act. 

Section 2. Authorized grant activities 

Amends section 503 of the Higher Education Act to add two additional allowable uses to allow HSIs to use awarded Title V grants 

to offer student support programs for the successful advancement 

of students to doctoral degree programs in the health care field. It 

also allows HSIs to use grants to develop or enhance dual or concurrent enrollment programs and early college high school programs. 

Section 3. Funding 

States $107,795,000 is authorized to be appropriated to enact 

this Act and Section 422 of the General Education Provisions Act 

shall not apply to further extend the duration of the authority. 

EXPLANATION OF AMENDMENTS

The amendments, including the amendment in the nature of a 

substitute, are explained in the body of this report. 

APPLICATION OF LAW TO THE LEGISLATIVE BRANCH

Section 102(b)(3) of Public Law 104–1 requires a description of 

the application of this bill to the legislative branch. H.R. 5529, the 

Accessing Higher Education Opportunities Act, promotes access to 

higher education and encourages students to pursue doctoral degree programs in health care. 

UNFUNDED MANDATE STATEMENT

Section 423 of the Congressional Budget and Impoundment Control Act (as amended by Section 101(a)(2) of the Unfunded Mandates Reform Act, P.L. 104–4) requires a statement of whether the 

provisions of the reported bill include unfunded mandates. This 

issue is addressed in the CBO letter. 

EARMARK STATEMENT

H.R. 5529 does not contain any congressional earmarks, limited 

tax benefits, or limited tariff benefits as defined in clause 9 of 

House Rule XXI. 


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STATEMENT OF GENERAL PERFORMANCE GOALS AND OBJECTIVES

In accordance with clause (3)(c) of House Rule XIII, the goals of 

H.R. 5529 are to promote access to higher education and encourage 

students to pursue doctoral degree programs in health care. 

DUPLICATION OF FEDERAL PROGRAMS

No provision of H.R. 5529 establishes or reauthorizes a program 

of the Federal Government known to be duplicative of another Federal program, a program that was included in any report from the 

Government Accountability Office to Congress pursuant to section 

21 of Public Law 111–139, or a program related to a program identified in the most recent Catalog of Federal Domestic Assistance. 

DISCLOSURE OF DIRECTED RULE MAKINGS

The committee estimates that enacting H.R. 5529 does not specifically direct the completion of any specific rule makings within 

the meaning of 5 U.S.C. 551. 

STATEMENT OF OVERSIGHT FINDINGS AND RECOMMENDATIONS OF

THE COMMITTEE

In compliance with clause 3(c)(1) of rule XIII and clause 2(b)(1) 

of rule X of the Rules of the House of Representatives, the committee’s oversight findings and recommendations are reflected in the 

body of this report. 

NEW BUDGET AUTHORITY AND CBO COST ESTIMATE

With respect to the requirements of clause 3(c)(2) of rule XIII of 

the Rules of the House of Representatives and section 308(a) of the 

Congressional Budget Act of 1974 and with respect to requirements 

of clause 3(c)(3) of rule XIII of the Rules of the House of Representatives and section 402 of the Congressional Budget Act of 1974, the 

committee has received the following estimate for H.R. 5529 from 

the Director of the Congressional Budget Office: 

U.S. CONGRESS, 

CONGRESSIONAL BUDGET OFFICE, 

Washington, DC, July 5, 2016. 

Hon. JOHN KLINE, 

Chairman, Committee on Education and the Workforce, 

House of Representatives, Washington, DC. 

DEAR MR. CHAIRMAN: The Congressional Budget Office has prepared the enclosed cost estimate for H.R. 5529, the Accessing Higher Education Opportunities Act. 

If you wish further details on this estimate, we will be pleased 

to provide them. The CBO staff contact is Justin Humphrey. 

Sincerely, 

KEITH HALL. 

Enclosure. 

H.R. 5529—Accessing Higher Education Opportunities Act 

H.R. 5529 would reauthorize the Developing Hispanic-Serving 

Institutions Program and expand the types of activities that instiVerDate Sep 11 2014 17:31 Jul 16, 2016 Jkt 059006 PO 00000 Frm 00023 Fmt 6659 Sfmt 6602 E:\HR\OC\HR676.XXX HR676

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tutions can support with the grant funds. The bill would authorize 

the appropriation of $108 million for fiscal year 2016. The underlying authorization for the program has expired but the Congress 

has already appropriated $108 million for those grants in fiscal 

year 2016. 

Enacting the bill would not affect direct spending or revenues; 

therefore, pay-as-you-go procedures do not apply. 

CBO estimates that enacting H.R. 5529 would not increase net 

direct spending or on-budget deficits in any of the four consecutive 

10-year periods beginning in 2027. 

H.R. 5529 contains no intergovernmental or private-sector mandates as defined in the Unfunded Mandates Reform Act and would 

impose no costs on state, local, or tribal governments. 

The CBO staff contact for this estimate is Justin Humphrey. The 

estimate was approved by H. Samuel Papenfuss, Deputy Assistant 

Director for Budget Analysis. 

COMMITTEE COST ESTIMATE

Clause 3(d)(1) of rule XIII of the Rules of the House of Representatives requires an estimate and a comparison of the costs 

that would be incurred in carrying out H.R. 5529. However, clause 

3(d)(2)(B) of that rule provides that this requirement does not 

apply when the committee has included in its report a timely submitted cost estimate of the bill prepared by the Director of the Congressional Budget Office under section 402 of the Congressional 

Budget Act. 

CHANGES IN EXISTING LAW MADE BY THE BILL, AS REPORTED

In compliance with clause 3(e) of rule XIII of the Rules of the 

House of Representatives, changes in existing law made by the bill, 

as reported, are shown as follows (new matter is printed in italic 

and existing law in which no change is proposed is shown in 

roman): 

CHANGES IN EXISTING LAW MADE BY THE BILL, AS REPORTED

In compliance with clause 3(e) of rule XIII of the Rules of the 

House of Representatives, changes in existing law made by the bill, 

as reported, are shown as follows (existing law proposed to be omitted is enclosed in black brackets, new matter is printed in italic, 

and existing law in which no change is proposed is shown in 

roman): 

HIGHER EDUCATION ACT OF 1965 

* * * * * * * 

TITLE V—DEVELOPING INSTITUTIONS 

PART A—HISPANIC-SERVING INSTITUTIONS 

* * * * * * * 


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SEC. 503. AUTHORIZED ACTIVITIES. 

(a) TYPES OF ACTIVITIES AUTHORIZED.—Grants awarded under 

this title shall be used by Hispanic-serving institutions of higher 

education to assist the institutions to plan, develop, undertake, and 

carry out programs to improve and expand the institutions’ capacity to serve Hispanic students and other low-income students. 

(b) AUTHORIZED ACTIVITIES.—Grants awarded under this section 

shall be used for one or more of the following activities: 

(1) Purchase, rental, or lease of scientific or laboratory equipment for educational purposes, including instructional and research purposes. 

(2) Construction, maintenance, renovation, and improvement 

in classrooms, libraries, laboratories, and other instructional 

facilities. 

(3) Support of faculty exchanges, faculty development, curriculum development, academic instruction, and faculty fellowships to assist in attaining advanced degrees in the fellow’s 

field of instruction. 

(4) Purchase of library books, periodicals, and other educational materials, including telecommunications program material. 

(5) Tutoring, counseling, and student service programs designed to improve academic success, including innovative and 

customized instruction courses (which may include remedial 

education and English language instruction) designed to help 

retain students and move the students rapidly into core 

courses and through program completion. 

(6) Articulation agreements and student support programs 

designed to facilitate the transfer from two-year to four-year 

institutions. 

(7) Student support programs, which may include counseling, 

mentoring, and other support services, designed to facilitate the 

successful advancement of students from four-year institutions 

to postbaccalaureate doctoral degree granting programs that 

prepare students for health care occupations as such occupations are described in the most recent edition of the Occupational Outlook Handbook published by the Bureau of Labor 

Statistics. 

(8) Developing or expanding access to dual or concurrent enrollment programs and early college high school programs. 

ø(7)¿ (9) Funds management, administrative management, 

and acquisition of equipment for use in strengthening funds 

management. 

ø(8)¿ (10) Joint use of facilities, such as laboratories and libraries. 

ø(9)¿ (11) Establishing or improving a development office to 

strengthen or improve contributions from alumni and the private sector. 

ø(10)¿ (12) Establishing or improving an endowment fund. 

ø(11)¿ (13) Creating or improving facilities for Internet or 

other distance education technologies, including purchase or 

rental of telecommunications technology equipment or services. 

ø(12)¿ (14) Establishing or enhancing a program of teacher 

education designed to qualify students to teach in public elementary schools and secondary schools. 


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ø(13)¿ (15) Establishing community outreach programs that 

will encourage elementary school and secondary school students to develop the academic skills and the interest to pursue 

postsecondary education. 

ø(14)¿ (16) Expanding the number of Hispanic and other 

underrepresented graduate and professional students that can 

be served by the institution by expanding courses and institutional resources. 

ø(15)¿ (17) Providing education, counseling services, or financial information designed to improve the financial literacy and 

economic literacy of students or the students’ families, especially with regard to student indebtedness and student assistance programs under title IV. 

ø(16)¿ (18) Other activities proposed in the application submitted pursuant to section 504 that— 

(A) contribute to carrying out the purposes of this title; 

and 

(B) are approved by the Secretary as part of the review 

and acceptance of such application. 

(c) ENDOWMENT FUND LIMITATIONS.— 

(1) PORTION OF GRANT.—A Hispanic-serving institution may 

not use more than 20 percent of the grant funds provided 

under this title for any fiscal year for establishing or improving 

an endowment fund. 

(2) MATCHING REQUIRED.—A Hispanic-serving institution 

that uses any portion of the grant funds provided under this 

title for any fiscal year for establishing or improving an endowment fund shall provide from non-Federal funds an amount 

equal to or greater than the portion. 

(3) COMPARABILITY.—The provisions of part C of title III regarding the establishment or increase of an endowment fund, 

that the Secretary determines are not inconsistent with this 

subsection, shall apply to funds used under paragraph (1). 

* * * * * * * 

Æ 


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