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‘‘SEC. 770. COORDINATING CENTER FOR TECHNICAL AS-
SISTANCE, EVALUATION, AND DEVELOPMENT 
OF STANDARDS. 
‘‘(a) IN GENERAL.— 
‘‘(1) AWARD.—The Office of Postsecondary 
Education shall, on a competitive basis, enter into a 
cooperative agreement with an eligible entity, for the 
purpose of establishing a coordinating center for 
technical assistance, evaluation, and recommenda-
tions related to the development of accreditation 
standards for institutions of higher education that 
offer inclusive comprehensive transition and postsec-
ondary programs for students with intellectual dis-
abilities. 
‘‘(2) DURATION.—The cooperative agreement 
under this section shall be for a period of 5 years. 
‘‘(b) REQUIREMENTS
OF
COOPERATIVE
AGREE-
MENT.—The eligible entity entering into a cooperative 
agreement under this section shall establish and maintain 
a center that shall— 
‘‘(1) serve as the technical assistance entity for 
all comprehensive transition and postsecondary pro-
grams for students with intellectual disabilities as-
sisted under section 769; 
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‘‘(2) provide technical assistance regarding the 
development, evaluation, and continuous improve-
ment of such programs; 
‘‘(3) develop an evaluation protocol for such 
programs that includes qualitative and quantitative 
methodology measuring student outcomes and pro-
gram strengths in the areas of academic enrichment, 
socialization, independent living, and competitive or 
supported employment; 
‘‘(4) assist recipients of grants under section 
769 in efforts to award a meaningful credential to 
students with intellectual disabilities upon the com-
pletion of such programs, which credential takes into 
consideration unique State factors; 
‘‘(5) define the necessary components of such 
programs, such as— 
‘‘(A) academic, vocational, social, and inde-
pendent living skills; 
‘‘(B) evaluation of student progress; 
‘‘(C) program administration and evalua-
tion; 
‘‘(D) student eligibility; and 
‘‘(E) issues regarding the equivalency of a 
student’s participation in such programs to se-
mester, trimester, quarter, credit, or clock 
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hours at an institution of higher education, as 
the case may be; 
‘‘(6) analyze possible funding streams for such 
programs and provide recommendations regarding 
funding streams; 
‘‘(7) develop model memoranda of agreement 
between institutions of higher education and agen-
cies providing funding for such programs; 
‘‘(8) develop mechanisms for regular commu-
nication between the recipients of grants under sec-
tion 769 regarding such programs; 
‘‘(9) host a meeting of all recipients of grants 
under section 769 not less often than once each 
year; and 
‘‘(10) convene a workgroup to develop rec-
ommendations on criteria, standards, and compo-
nents of such programs as described in paragraph 
(5), to include the participation of— 
‘‘(A) an expert in higher education; 
‘‘(B) an expert in special education; 
‘‘(C) a disability organization that rep-
resents students with intellectual disabilities; 
and 
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‘‘(D) a national, State, or regional accred-
iting agency or association recognized by the 
Secretary under subpart 2 of part H of title IV. 
‘‘(c) REPORT.—No later than 5 years after the date 
of the establishment of the coordinating center under this 
section, such center shall report to the Secretary, the Con-
gress, and the National Advisory Committee on Institu-
tional Quality and Integrity on the recommendations of 
the workgroup described in subsection (b)(10). 
‘‘(d) DEFINITION OF ELIGIBLE ENTITY.—In this sec-
tion, the term ‘eligible entity’ means an entity, or a part-
nership of entities, that has demonstrated expertise in the 
fields of higher education, students with intellectual dis-
abilities, the development of comprehensive transition and 
postsecondary programs for students with intellectual dis-
abilities, evaluation, and technical assistance. 
‘‘SEC. 770A. AUTHORIZATION OF APPROPRIATIONS. 
‘‘There are authorized to be appropriated such sums 
as may be necessary to carry out this subpart for fiscal 
year 2009 and each of the 4 succeeding fiscal years.’’. 
(f) CONFORMING AMENDMENTS.—Part D of title VII 
(20 U.S.C. 1140 et seq.) is further amended— 
(1) in section 761, by striking ‘‘part’’ and in-
serting ‘‘subpart’’; 
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(2) in section 762 (as amended by subsection 
(a)), by striking ‘‘part’’ each place the term appears 
and inserting ‘‘subpart’’; 
(3) in section 763, in the matter preceding 
paragraph (1), by striking ‘‘part’’ and inserting 
‘‘subpart’’; 
(4) in section 764, by striking ‘‘part’’ and in-
serting ‘‘subpart’’; and 
(5) in section 765, by striking ‘‘part’’ and in-
serting ‘‘subpart’’. 
SEC. 709. SUBGRANTS TO NONPROFIT ORGANIZATIONS. 
Section 771(e) (20 U.S.C. 1141(e)), as added by sec-
tion 802 of the College Cost Reduction and Access Act 
of 2007, is amended by inserting after ‘‘of this Act)’’ the 
following: ‘‘, or those who have agreements with the Sec-
retary under section 435(j)’’. 
SEC. 710. NURSING EDUCATION. 
Title VII (20 U.S.C. 1133 et seq.) is further amended 
by adding at the end the following new part: 
‘‘PART F—NURSING EDUCATION 
‘‘SEC. 776. ADDITIONAL CAPACITY FOR R.N. STUDENTS OR 
GRADUATE-LEVEL NURSING STUDENTS. 
‘‘(a) AUTHORIZATION.—The Secretary shall award 
grants to institutions of higher education that offer— 
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‘‘(1) a R.N. nursing program at the bacca-
laureate or associate degree level to enable such pro-
gram to expand the faculty and facilities of such 
program to accommodate additional R.N. nursing 
program students; or 
‘‘(2) a graduate-level nursing program to ac-
commodate advanced practice degrees for Registered 
Nurses or to accommodate students enrolled in a 
graduate-level nursing program to provide teachers 
of nursing students. 
‘‘(b) DETERMINATION OF NUMBER OF STUDENTS 
AND APPLICATION.—Each institution of higher education 
that offers a program described in subsection (a) that de-
sires to receive a grant under this section shall— 
‘‘(1) determine for the 4 academic years pre-
ceding the academic year for which the determina-
tion is made the average number of matriculated 
nursing program students, in each of the institu-
tion’s nursing programs (associate, baccalaureate, or 
advanced nursing degree program), at such institu-
tion for such academic years; and 
‘‘(2) submit an application to the Secretary at 
such time, in such manner, and accompanied by 
such information as the Secretary may require, in-
cluding the average number in each of the institu-
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tion’s nursing programs determined under para-
graph (1). 
‘‘(c) GRANT AMOUNT; AWARD BASIS.— 
‘‘(1) GRANT AMOUNT.—For each academic year 
after academic year 2008–2009, the Secretary is au-
thorized to provide to each institution of higher edu-
cation awarded a grant under this section an 
amount that is equal to $3,000 multiplied by the 
number of matriculated nursing program students at 
such institution for such academic year that is more 
than the average number determined with respect to 
such institution under subsection (b)(1). Such 
amount shall be used for the purposes described in 
subsection (a). 
‘‘(2) DISTRIBUTION
OF
GRANTS
AMONG
DIF-
FERENT DEGREE PROGRAMS.— 
‘‘(A) IN
GENERAL.—Subject to subpara-
graph (B), from the funds available to award 
grants under this section for each fiscal year, 
the Secretary shall— 
‘‘(i) use 20 percent of such funds to 
award grants under this section to institu-
tions of higher education for the purpose 
of accommodating advanced practice de-
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grees or students in graduate-level nursing 
programs; 
‘‘(ii) use 40 percent of such funds to 
award grants under this section to institu-
tions of higher education for the purpose 
of expanding R.N. nursing programs at the 
baccalaureate degree level; and 
‘‘(iii) use 40 percent of such funds to 
award grants under this section to institu-
tions of higher education for the purpose 
of expanding R.N. nursing programs at the 
associate degree level. 
‘‘(B) DISTRIBUTION OF EXCESS FUNDS.— 
If, for a fiscal year, funds described in clause 
(i), (ii), or (iii) of subparagraph (A) remain 
available after the Secretary awards grants 
under this section to all applicants for the par-
ticular category of nursing programs described 
in such clause, the Secretary shall use equal 
amounts of the remaining funds to award 
grants under this section to applicants for the 
remaining categories of nursing programs. 
‘‘(C) 
EQUITABLE
DISTRIBUTION.—In 
awarding grants under this section, the Sec-
retary shall, to the extent practicable, ensure— 
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‘‘(i) an equitable geographic distribu-
tion of the grants among the States; and 
‘‘(ii) an equitable distribution of the 
grants among different types of institu-
tions of higher education. 
‘‘(d) PROHIBITION.— 
‘‘(1) USE OF FUNDS.—Funds provided under 
this section may not be used for the construction of 
new facilities. 
‘‘(2) RULE
OF
CONSTRUCTION.—Nothing in 
paragraph (1) shall be construed to prohibit funds 
provided under this section from being used for the 
repair or renovation of facilities. 
‘‘SEC. 777. NURSE FACULTY PILOT PROJECT. 
‘‘(a) PURPOSES.—The purposes of this section are to 
create a pilot program— 
‘‘(1) to provide scholarships to qualified nurses 
in pursuit of an advanced degree with the goal of be-
coming faculty members in an accredited nursing 
program; and 
‘‘(2) to provide grants to partnerships between 
accredited schools of nursing and hospitals or health 
facilities to ensure that those employees can earn a 
salary while obtaining an advanced degree in nursing 
with the goal of becoming nurse faculty. 
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‘‘(b) ASSISTANCE AUTHORIZED.— 
‘‘(1) COMPETITIVE GRANTS AUTHORIZED.—The 
Secretary may, on a competitive basis, award grants 
to, and enter into contracts and cooperative agree-
ments with, partnerships composed of an accredited 
school of nursing at an institution of higher edu-
cation and a hospital or health facility to establish 
not more than 5 pilot projects to enable such hos-
pital or health facility to retain its staff of experi-
enced nurses while providing a mechanism to have 
such nurses become, through an accelerated nursing 
education program, faculty members of an accred-
ited school of nursing. 
‘‘(2) DURATION; EVALUATION AND DISSEMINA-
TION.— 
‘‘(A) DURATION.—Grants under this sec-
tion shall be awarded for a period of 3 to 5 
years. 
‘‘(B) MANDATORY EVALUATION AND DIS-
SEMINATION.—Grants under this section shall 
be primarily used for evaluation, and dissemina-
tion to other institutions of higher education, of 
the information obtained through the activities 
described in subsection (a)(2). 
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‘‘(3) CONSIDERATIONS IN MAKING AWARDS.— 
In awarding grants and entering into contracts and 
cooperative agreements under this section, the Sec-
retary shall consider the following: 
‘‘(A) GEOGRAPHIC
DISTRIBUTION.—Pro-
viding an equitable geographic distribution of 
such grants. 
‘‘(B) RURAL AND URBAN AREAS.—Distrib-
uting such grants to urban and rural areas. 
‘‘(C) RANGE AND TYPE OF INSTITUTION.— 
Ensuring that the activities to be assisted are 
developed for a range of types and sizes of in-
stitutions of higher education, including institu-
tions providing alternative methods of delivery 
of instruction in addition to on-site learning. 
‘‘(D) PRIOR
EXPERIENCE
OR
EXCEP-
TIONAL PROGRAMS.—The extent to which insti-
tutions of higher education have demonstrated 
prior experience in providing advanced nursing 
education programs to prepare nurses inter-
ested in pursuing a faculty role. 
‘‘(4) USES OF FUNDS.—Funds made available 
by grant, contract, or cooperative agreement under 
this section may be used— 
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‘‘(A) to develop a new national demonstra-
tion initiative to align nursing education with 
the emerging challenges of healthcare delivery; 
and 
‘‘(B) for any one or more of the following 
innovations in educational programs: 
‘‘(i) To develop a clinical simulation 
laboratory in a hospital, health facility, or 
accredited school of nursing. 
‘‘(ii) To purchase distance learning 
technologies and to expand methods of de-
livery of instruction to include alternatives 
in addition to on-site learning. 
‘‘(iii) To fund release time for quali-
fied nurses enrolled in the graduate nurs-
ing program. 
‘‘(iv) To provide for faculty salaries. 
‘‘(v) To collect and analyze data on 
educational outcomes. 
‘‘(c) APPLICATIONS.—Each partnership desiring to 
receive a grant, contract, or cooperative agreement under 
this section shall submit an application to the Secretary 
at such time, in such manner, and accompanied by such 
information as the Secretary may require. Each applica-
tion shall include assurances that— 
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home, a home health agency, a hospice program, a public 
health clinic, a State or local department of public health, 
a skilled nursing facility, or an ambulatory surgical center. 
‘‘(e) AUTHORIZATION OF APPROPRIATIONS.—There 
are authorized to be appropriated to carry out this section 
not more than $10,000,000 for fiscal year 2009 and such 
sums as may be necessary for each of the 4 succeeding 
fiscal years.’’. 
SEC. 711. NATIONAL STUDY ON HIGHER EDUCATION AC-
CESS AND SUCCESS FOR STUDENTS WITH 
DISABILITIES. 
(a) STUDY.—The Comptroller General shall conduct 
a study of the barriers to, and opportunities for, the full 
participation of students with disabilities in institutions of 
higher education. The study shall address— 
(1) the extent to which, and manner in which, 
students with disabilities are— 
(A) prepared to participate in postsec-
ondary education upon enrollment; 
(B) applying to different types of institu-
tions of higher education; 
(C) accepted into different types of institu-
tions of higher education; 
(D) enrolling in and attending different 
types of institutions of higher education; 
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(E) utilizing financial aid programs; and 
(F) completing programs of study at dif-
ferent types of institutions of higher education; 
(2) factors that influence the accessibility of 
higher education for a broad spectrum of students 
with different disabilities, including— 
(A) physical access; 
(B) communication and outreach in acces-
sible formats, including websites, admissions in-
formation, financial aid information, and other 
general information; 
(C) availability of accessible instructional 
materials in a timely manner; 
(D) financial factors; and 
(E) eligibility for, and ability to access, 
adequate support services; 
(3) the provision of accommodations for stu-
dents with disabilities on college entrance and grad-
uate admissions tests, including— 
(A) the frequency of, and approval rate 
for, accommodations requests; 
(B) documentation requirements for ac-
commodations requests and criteria used to de-
termine if an accommodation is appropriate; 
and 
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(C) challenges facing students in accessing 
reasonable accommodations on such tests; 
(4) the effectiveness and capacity of disability 
support services in helping to recruit, retain, and 
support students with disabilities to complete their 
programs of study, and the role of disability support 
services relative to other departments in institutions 
of higher education, including— 
(A) the number of staff working in dis-
ability support services offices; 
(B) the budgets of disability support serv-
ices offices; and 
(C) the placement of the disability support 
services offices within the administrative struc-
ture of the institutions of higher education; 
(5) the extent to which institutions of higher 
education provide assistance to students with disabil-
ities to coordinate with, and receive services from, 
other support programs that may be available to 
such students, including services provided by local 
educational agencies, vocational rehabilitation agen-
cies, Social Security, Medicaid, and other Federal, 
State, and local programs; and 
(6) in institutions of higher education that have 
been effective in recruiting and graduating students 
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with disabilities, the factors that may contribute to 
such effectiveness, including— 
(A) faculty and staff preparation related to 
working with students with disabilities; 
(B) program characteristics; 
(C) accommodations and supports avail-
able; and 
(D) any other relevant factors. 
(b) REPORT.—The Comptroller General shall submit 
a report regarding the results of the study under sub-
section (a) to the authorizing committees (as defined in 
section 103 of the Higher Education Act of 1965 (20 
U.S.C. 1003)) no later than 24 months after the date of 
the enactment of this Act. 
TITLE VIII—ADDITIONAL 
PROGRAMS 
SEC. 801. ADDITIONAL PROGRAMS. 
The Higher Education Act of 1965 is further amend-
ed by adding at the end the following new title: 
‘‘TITLE VIII—ADDITIONAL 
PROGRAMS 
‘‘SEC. 800. AUTHORIZATION OF APPROPRIATIONS. 
‘‘There are authorized to be appropriated to carry out 
this title such sums as may be necessary for fiscal year 
2009 and each of the 4 succeeding fiscal years. 
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‘‘PART A—LOW TUITION 
‘‘SEC. 801. INCENTIVES AND REWARDS FOR LOW TUITION. 
‘‘(a) REWARDS FOR LOW TUITION.— 
‘‘(1) GRANTS.—From funds made available 
under section 800, the Secretary shall award grants 
to institutions of higher education that, for academic 
year 2008–2009 or any succeeding academic year: 
(A) have an annual net tuition increase (expressed 
as a percentage) for the most recent academic year 
for which satisfactory data is available that is equal 
to or less than the percentage change in the postsec-
ondary education price index for such academic year; 
(B) are public institutions of higher education that 
have a net tuition that is in the lowest quartile of 
comparable institutions; or (C) are public institu-
tions of higher education that have a tuition increase 
of less than $500 for a full-time undergraduate stu-
dent. 
‘‘(2) USE OF FUNDS.—Funds awarded to an in-
stitution of higher education under paragraph (1) 
shall be distributed by the institution in the form of 
need-based grant aid to students who are eligible for 
Federal Pell Grants, except that no student shall re-
ceive an amount under this section that would cause 
the amount of total financial aid received by such 
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student to exceed the cost of attendance of the insti-
tution. 
‘‘(b) REWARDS FOR GUARANTEED TUITION.— 
‘‘(1) BONUS.—For each institution of higher 
education that the Secretary determines complies 
with the requirements of paragraph (2) or (3) of 
this subsection, the Secretary shall provide to such 
institution a bonus amount. Such institution shall 
award the bonus amount in the form of need-based 
aid first to students who are eligible for Federal Pell 
Grants who were in attendance at the institution 
during the award year that such institution satisfied 
the eligibility criteria for maintaining low tuition and 
fees, then to students who are eligible for Federal 
Pell Grants who were not in attendance at the insti-
tution during such award year. 
‘‘(2) 4-YEAR INSTITUTIONS.—An institution of 
higher education that provides a program of instruc-
tion for which it awards a bachelor’s degree complies 
with the requirements of this paragraph if— 
‘‘(A) for a public institution of higher edu-
cation, such institution’s tuition is in the lowest 
quartile of comparable institutions; or 
‘‘(B) for any institution of higher edu-
cation, such institution guarantees that for any 
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academic year (or the equivalent) beginning on 
or after July 1, 2008, and for each of the 4 
succeeding continuous academic years, the net 
tuition charged to an undergraduate student 
will not exceed— 
‘‘(i) for a public institution of higher 
education, $500 per year for a full-time 
undergraduate student; or 
‘‘(ii) for any other institution of high-
er education— 
‘‘(I) the amount that the student 
was charged for an academic year at 
the time he or she first enrolled in the 
institution of higher education, plus 
‘‘(II) the product of the percent-
age increase in the higher education 
price index for the prior academic 
year, or the most recent prior aca-
demic year for which data is available, 
multiplied by the amount determined 
under subclause (I). 
‘‘(3) LESS-THAN
4-YEAR
INSTITUTIONS.—An 
institution of higher education that does not provide 
a program of instruction for which it awards a bach-
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elor’s degree complies with the requirements of this 
paragraph if— 
‘‘(A) for a public institution of higher edu-
cation, such institution’s tuition is in the lowest 
quartile of comparable institutions; or 
‘‘(B) for any institution of higher edu-
cation, such institution guarantees that for any 
academic year (or the equivalent) beginning on 
or after July 1, 2008, and for each of the 1.5 
succeeding continuous academic years, the net 
tuition charged to an undergraduate student 
will not exceed— 
‘‘(i) for a public institution of higher 
education, $500 per year for a full-time 
undergraduate student; or 
‘‘(ii) for any other institution of high-
er education— 
‘‘(I) the amount that the student 
was charged for an academic year at 
the time he or she first enrolled in the 
institution of higher education, plus 
‘‘(II) the product of the percent-
age increase in the higher education 
price index for the prior academic 
year, or the most recent prior aca-
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demic year for which data is available, 
multiplied by the amount determined 
under subclause (I). 
‘‘(c) MAINTAINING AFFORDABLE TUITION.— 
‘‘(1) INSTITUTION REPORTS.—If an institution 
of higher education has an increase in annual net 
tuition (expressed as a percentage), for the most re-
cent academic year for which satisfactory data is 
available, that is greater than the percentage in-
crease in the postsecondary education price index for 
such academic year, and, with respect to any public 
institution of higher education, has a tuition that is 
not in the lowest quartile of comparable institutions 
the institution or a representative association is re-
quired to submit to the Secretary the following in-
formation, within 6 months of such determination: 
‘‘(A) A report on the factors contributing 
to the increase in the institution’s costs and the 
increase in net tuition and fees charged to stu-
dents, including identification of the major 
areas in the institution’s budget with the great-
est cost increases. 
‘‘(B) The institution’s 3 most recent Form 
990s submitted to the Internal Revenue Serv-
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ice, as required under section 6033 of the Inter-
nal Revenue Code of 1986. 
‘‘(C) A description of the major areas of 
expenditures in the institution’s budget with the 
greatest increase for such academic year. 
‘‘(D) A description of actions being taken 
by the institution to reduce net tuition. 
‘‘(2) REPORT
TO
CONGRESS.—The Secretary 
shall compile the information submitted under this 
subsection and shall provide to the authorizing com-
mittees an annual report relating to such informa-
tion. 
‘‘(d) DEFINITIONS.—In this section: 
‘‘(1) NET
TUITION.—The term ‘net tuition’ 
means the average tuition and fees charged to a full- 
time undergraduate student by an institution of 
higher education for an academic year, minus the 
average grant amount received by such a student for 
such academic year. 
‘‘(2) 
POSTSECONDARY
EDUCATION
PRICE 
INDEX.—The term ‘postsecondary education price 
index’ means the postsecondary education price 
index developed pursuant to section 133(i). 
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‘‘PART B—COOPERATIVE EDUCATION 
‘‘SEC. 811. STATEMENT OF PURPOSE; DEFINITION. 
‘‘(a) PURPOSE.—It is the purpose of this part to 
award grants to institutions of higher education or com-
binations of such institutions to encourage such institu-
tions to develop and make available to as many of their 
students as possible work experience that will aid such stu-
dents in future careers and will enable such students to 
support themselves financially while in school. 
‘‘(b) DEFINITION.—In this part the term ‘cooperative 
education’ means the provision of alternating or parallel 
periods of academic study and public or private employ-
ment to give students work experiences related to their 
academic or occupational objectives and an opportunity to 
earn the funds necessary for continuing and completing 
their education. 
‘‘SEC. 812. RESERVATIONS. 
‘‘(a) RESERVATIONS.—Of the amount appropriated 
to carry out this part under section 800 in each fiscal 
year— 
‘‘(1) not less than 50 percent shall be available 
for awarding grants to institutions of higher edu-
cation and combinations of such institutions de-
scribed in section 813(a)(1)(A) for cooperative edu-
cation under section 813; 
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‘‘(2) not less than 25 percent shall be available 
for awarding grants to institutions of higher edu-
cation described in section 813(a)(1)(B) for coopera-
tive education under section 813; 
‘‘(3) not to exceed 11 percent shall be available 
for demonstration projects under paragraph (1) of 
section 814(a); 
‘‘(4) not to exceed 11 percent shall be available 
for training and resource centers under paragraph 
(2) of section 814(a); and 
‘‘(5) not to exceed 3 percent shall be available 
for research under paragraph (3) of section 814(a). 
‘‘(b) AVAILABILITY
OF APPROPRIATIONS.—Appro-
priations under this part shall not be available for the pay-
ment of compensation of students for employment by em-
ployers under arrangements pursuant to this part. 
‘‘SEC. 813. GRANTS FOR COOPERATIVE EDUCATION. 
‘‘(a) GRANTS AUTHORIZED.— 
‘‘(1) IN GENERAL.—The Secretary is author-
ized, from the amount available to carry out this 
part under section 800 in each fiscal year and in ac-
cordance with the provisions of this part— 
‘‘(A) to award grants to institutions of 
higher education or combinations of such insti-
tutions that have not received a grant under 
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‘‘(3) SPECIAL RULE.—Any provision of law to 
the contrary notwithstanding, the Secretary shall not 
waive the provisions of this subsection. 
‘‘(d) MAINTENANCE OF EFFORT.—If the Secretary 
determines that a recipient of funds under this section has 
failed to maintain the fiscal effort described in subsection 
(b)(3), then the Secretary may elect not to make grant 
payments under this section to such recipient. 
‘‘(e) FACTORS FOR SPECIAL CONSIDERATION OF AP-
PLICATIONS.— 
‘‘(1) IN GENERAL.—In approving applications 
under this section, the Secretary shall give special 
consideration to applications from institutions of 
higher education or combinations of such institu-
tions for programs which show the greatest promise 
of success because of— 
‘‘(A) the extent to which programs in the 
academic discipline with respect to which the 
application is made have had a favorable recep-
tion by public and private sector employers; 
‘‘(B) the strength of the commitment of 
the institution of higher education or combina-
tion of such institutions to cooperative edu-
cation as demonstrated by the plans and for-
malized institutional commitment statement 
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which such institution or combination has made 
to continue the program after the termination 
of Federal financial assistance; 
‘‘(C) the extent to which the institution or 
combination of institutions is committed to ex-
tending cooperative education for all students 
who can benefit; and 
‘‘(D) such other factors as are consistent 
with the purposes of this section. 
‘‘(2) ADDITIONAL SPECIAL CONSIDERATION.— 
The Secretary shall also give special consideration to 
applications from institutions of higher education or 
combinations of such institutions which demonstrate 
a commitment to serving all underserved populations 
attending such institutions. 
‘‘SEC. 814. DEMONSTRATION AND INNOVATION PROJECTS; 
TRAINING AND RESOURCE CENTERS; AND RE-
SEARCH. 
‘‘(a) AUTHORIZATION.—The Secretary is authorized, 
in accordance with the provisions of this section, to make 
grants and enter into contracts— 
‘‘(1) from the amounts available in each fiscal 
year under section 812(a)(3), for the conduct of 
demonstration projects designed to demonstrate or 
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determine the feasibility or value of innovative meth-
ods of cooperative education; 
‘‘(2) from the amounts available in each fiscal 
year under section 812(a)(4), for the conduct of 
training and resource centers designed to— 
‘‘(A) train personnel in the field of cooper-
ative education; 
‘‘(B) improve materials used in cooperative 
education programs if such improvement is con-
ducted in conjunction with other activities de-
scribed in this paragraph; 
‘‘(C) furnish technical assistance to institu-
tions of higher education to increase the poten-
tial of the institution to continue to conduct a 
cooperative education program without Federal 
assistance; 
‘‘(D) encourage model cooperative edu-
cation programs which furnish education and 
training in occupations in which there is a na-
tional need; 
‘‘(E) support partnerships under which an 
institution carrying out a comprehensive cooper-
ative education program joins with one or more 
institutions of higher education in order to (i) 
assist the institution that is not the institution 
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carrying out the cooperative education program 
to develop and expand an existing program of 
cooperative education, or (ii) establish and im-
prove or expand comprehensive cooperative edu-
cation programs; and 
‘‘(F) encourage model cooperative edu-
cation programs in the fields of science and 
mathematics for women and minorities who are 
underrepresented in such fields; and 
‘‘(3) from the amounts available in each fiscal 
year under section 812(a)(5), for the conduct of re-
search relating to cooperative education. 
‘‘(b) ADMINISTRATIVE PROVISION.— 
‘‘(1) IN GENERAL.—To carry out this section, 
the Secretary may— 
‘‘(A) make grants to or contracts with in-
stitutions of higher education, or combinations 
of such institutions; and 
‘‘(B) make grants to or contracts with 
other public or private nonprofit agencies or or-
ganizations, whenever such grants or contracts 
will make an especially significant contribution 
to attaining the objectives of this section. 
‘‘(2) LIMITATION.— 
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‘‘(A) The Secretary may not use more than 
3 percent of the amount appropriated to carry 
out this section in each fiscal year to enter into 
contracts described in paragraph (1)(A). 
‘‘(B) The Secretary may use not more 
than 3 percent of the amount appropriated to 
carry out this section in each fiscal year to 
enter into contracts described in paragraph 
(1)(B). 
‘‘(c) SUPPLEMENT NOT SUPPLANT.—A recipient of 
a grant or contract under this section may use the funds 
provided only so as to supplement and, to the extent pos-
sible, increase the level of funds that would, in the absence 
of such funds, be made available from non-Federal sources 
to carry out the activities supported by such grant or con-
tract, and in no case to supplant such funds from non- 
Federal sources. 
‘‘PART C—COLLEGE PARTNERSHIP GRANTS 
‘‘SEC. 821. COLLEGE PARTNERSHIP GRANTS AUTHORIZED. 
‘‘(a) GRANTS AUTHORIZED.—From the amount ap-
propriated to carry out this part under section 800, the 
Secretary shall award grants to eligible partnerships for 
the purposes of developing and implementing articulation 
agreements. 
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‘‘(b) ELIGIBLE PARTNERSHIPS.—For purposes of 
this part, an eligible partnership shall include at least two 
institutions of higher education, or a system of institutions 
of higher education, and may include either or both of the 
following: 
‘‘(1) A consortia of institutions of higher edu-
cation. 
‘‘(2) A State higher education agency. 
‘‘(c) PRIORITY.—The Secretary shall give priority to 
eligible partnerships that— 
‘‘(1) are located in a State that is in compliance 
with section 486A; or 
‘‘(2) include— 
‘‘(A) 1 or more junior or community col-
leges (as defined by section 312(f) of this Act) 
that award associate’s degrees; and 
‘‘(B) 1 or more institutions of higher edu-
cation that offer a baccalaureate or post bacca-
laureate degree not awarded by the institutions 
described in subparagraph (A) with which it is 
partnered. 
‘‘(d) MANDATORY USE OF FUNDS.—Grants awarded 
under this part shall be used for— 
‘‘(1) the development of policies and programs 
to expand opportunities for students to earn bach-
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elor’s degrees, by facilitating the transfer of aca-
demic credits between institutions and expanding ar-
ticulation and guaranteed transfer agreements be-
tween institutions of higher education, including 
through common course numbering and general edu-
cation core curriculum; 
‘‘(2) academic program enhancements; and 
‘‘(3) programs to identify and remove barriers 
that inhibit student transfers, including techno-
logical and informational programs. 
‘‘(e) OPTIONAL USE OF FUNDS.—Grants awarded 
under this part may be used for— 
‘‘(1) support services to students participating 
in the program, such as tutoring, mentoring, and 
academic and personal counseling; and 
‘‘(2) any service that facilitates the transition of 
students between the partner institutions. 
‘‘(f) PROHIBITION.—No funds provided under this 
section shall be used to financially compensate an institu-
tion for the purposes of entering into an articulation 
agreement or for accepting students transferring into such 
institution. 
‘‘(g) APPLICATIONS.—Any eligible partnership that 
desires to obtain a grant under this section shall submit 
to the Secretary an application at such time, in such man-
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ner, and containing such information or assurances as the 
Secretary may require. 
‘‘(h) REGULATIONS.—The Secretary shall prescribe 
such regulations as may be necessary to carry out this 
section. 
‘‘(i) DEFINITION.—For purposes of this section, the 
term ‘articulation agreement’ means an agreement be-
tween institutions of higher education that specifies the 
acceptability of courses in transfer toward meeting specific 
degree requirements. 
‘‘PART D—STUDENT SUCCESS GRANTS 
‘‘SEC. 826. STUDENT SUCCESS GRANTS. 
‘‘(a) AUTHORIZATION OF PILOT PROGRAM.—From 
the amount appropriated to carry out this part under sec-
tion 800, the Secretary is authorized to award grants on 
a competitive basis to eligible institutions for the purposes 
of helping low-income students succeed in persisting in 
and completing postsecondary education and training pro-
grams. 
‘‘(b) DEFINITIONS.— 
‘‘(1) ELIGIBLE INSTITUTION.—In this section, 
the term ‘eligible institution’ means an institution of 
higher education in which, during the three-year pe-
riod preceding the year in which the institution is 
applying for a grant under this section, an average 
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of not less than 50 percent of the institution’s enter-
ing first-year students are enrolled in developmental 
courses to bring reading, writing, or mathematics 
skills up to college-level. 
‘‘(2) ELIGIBLE STUDENT.—In this section, the 
term ‘eligible student’ means a student who— 
‘‘(A) is eligible to receive assistance under 
section 401; 
‘‘(B) is a first-year student at the time of 
entering the pilot program; and 
‘‘(C) is selected by an eligible institution to 
participate in the pilot program. 
‘‘(c) APPLICATION.—An eligible institution seeking a 
grant under this section shall submit an application to the 
Secretary at such time, in such manner, and containing 
such information as the Secretary may require. 
‘‘(d) STUDENT SUCCESS GRANT AMOUNT.—For an 
award year, each institution selected to participate in this 
pilot program shall receive an amount equal to $1,500 
multiplied by the number of students the institution se-
lects to participate in the pilot program in such year. An 
institution shall not select more than 200 students to par-
ticipate in the pilot program under this section during 
such year. 
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‘‘(e) PRIORITY
FOR REPLICATION
OF EVIDENCE- 
BASED POLICIES AND PRACTICES.—The Secretary shall 
give priority to applications submitted by eligible institu-
tions that propose to replicate policies and practices that 
have proven effective in increasing persistence and comple-
tion by low-income students or students in need of devel-
opmental education. 
‘‘(f) PEER REVIEW.—The Secretary shall convene a 
peer review process to review applications for grants under 
this section and to make recommendations to the Sec-
retary regarding the selection of grantees. Members of the 
peer review committee shall include researchers and prac-
titioners who are recognized experts on services and poli-
cies to increase low income student success in postsec-
ondary education and training. No member of the com-
mittee shall be in a position to benefit financially from 
the grants to eligible institutions under subsection (d). 
‘‘(g) MANDATORY USES.—An eligible institution that 
receives a grant under this section shall use the grant 
funds to assign a Student Success Coach to every first- 
year student participating in the pilot program to provide 
intensive career and academic advising, ongoing personal 
help in navigating college services such as financial aid 
and registration, and assistance in connecting to commu-
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nity resources that can help students overcome family and 
personal challenges to success. Student Success Coaches— 
‘‘(1) shall work with not more than 50 new stu-
dents during any academic period; 
‘‘(2) may be employees of academic depart-
ments, student services offices, community-based or-
ganizations, or other entities as deemed appropriate 
by the institution; and 
‘‘(3) shall meet with each eligible student se-
lected for the pilot program before registration for 
courses. 
‘‘(h) PERMISSIBLE USES.—An eligible institution 
that receives a grant under this section may use the grant 
funds to provide services and program innovations for stu-
dents participating in the pilot, including the following: 
‘‘(1) College and career success courses, with 
tuition and fees for the course covered by the Stu-
dent Success Grant. These courses may cover college 
success topics, including how to take notes, how to 
study, how to take tests, and how to budget time, 
and may also include a substantial career explo-
ration component. Institutions may use such courses 
to help students develop a College and Career Suc-
cess Plan so that by the end of the first semester 
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the students have a clear sense of their career goals 
and what classes to take to achieve such goals. 
‘‘(2) Work-study jobs with private employers in 
the students’ fields of study. 
‘‘(3) Learning communities that ensure that 
students participating in the pilot are clustered to-
gether for at least two courses beginning in the first 
semester after enrolling and have other opportunities 
to create and maintain bonds that allow them to 
provide academic and social support to each other. 
‘‘(4) Curricular redesign, which may include 
such innovations as ‘blended’ or accelerated remedi-
ation classes that help Student Success Grant recipi-
ents to attain college-level reading, writing, math 
skills (or a combination thereof) more rapidly than 
traditional remediation formats allow, and intensive 
skills refresher classes, offered prior to each semes-
ter, to help students who have tested into remedial 
coursework to reach entry level assessment scores 
for the postsecondary programs they wish to enter. 
‘‘(5) Instructional support, such as learning 
labs, supplemental instruction, and tutoring. 
‘‘(6) Assistance with support services, such as 
child care and transportation. 
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‘‘(i) GRANT PERIOD; ADDITIONAL TECHNICAL AS-
SISTANCE.— 
‘‘(1) GRANT PERIOD.—Grants made under this 
section shall be for a period of not less than 60 
months. 
‘‘(2) ADDITIONAL
TECHNICAL
ASSISTANCE.— 
After 36 months, the Secretary shall review the per-
formance of the Student Success Grant pilot pro-
gram students at each institution, and if no signifi-
cant improvements have been made by Student Suc-
cess Grant pilot program students in persistence and 
completion at an institution, then the Secretary shall 
provide additional technical assistance to help the in-
stitution improve outcomes. 
‘‘(j) REQUIRED NON-FEDERAL SHARE.— 
‘‘(1) IN
GENERAL.—Each institution partici-
pating in the pilot program under this section shall 
provide a non-Federal match of 25 percent of the 
amount of grant to carry out the activities of the 
pilot program. The non-Federal share under this 
section may be provided in cash or in kind. 
‘‘(2) EFFECT
ON
NEED
ANALYSIS.—For the 
purpose of calculating a student’s need in accord-
ance with part F of this title, services or benefits 
under this section shall not be considered to be an 
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asset or income of the student or the students par-
ents. 
‘‘(k) TECHNICAL ASSISTANCE.—The Secretary shall 
enter into contracts with private entities to provide such 
technical assistance to grantees under this section as the 
Secretary determines appropriate. 
‘‘(l) EVALUATION.— 
‘‘(1) OUTCOME EVALUATIONS.—The Secretary 
shall conduct an evaluation of program outcomes 
under the pilot program, and shall disseminate to 
the public the findings from the evaluation and in-
formation on best practices. The Secretary is en-
couraged to partner with other providers of funds, 
such as private foundations, to allow for use of an 
experimental or quasi-experimental evaluation in at 
least one of the pilot program sites. 
‘‘(2) INSTITUTIONAL
PARTICIPATION.—As a 
condition of receiving grants under this section, par-
ticipating institutions shall work with the evaluator 
to track persistence and completion outcomes for 
students in the pilot program, specifically the pro-
portion of these students who take and complete de-
velopmental education courses, the proportion who 
take and complete college-level coursework, and the 
proportion who complete certificates and degrees. 
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This data shall be broken down by race, ethnicity, 
and age and the evaluator shall assist institutions in 
analyzing this data to compare Student Success 
Grant pilot program participants to comparable non-
participants, using statistical techniques to control 
for differences in the groups. 
‘‘(3) ANNUAL REPORTS.—Participating institu-
tions under this section shall report on the data 
specified in paragraph (2) annually and the Sec-
retary shall make this data publicly available. 
‘‘PART E—JOBS TO CAREERS 
‘‘SEC. 831. GRANTS TO CREATE BRIDGES FROM JOBS TO CA-
REERS. 
‘‘(a) AUTHORIZATION OF PROGRAM.—From amounts 
appropriated to carry out this part under section 800, the 
Secretary shall award grants, on a competitive basis, to 
institutions of higher education for the purposes of im-
proving developmental education, including English lan-
guage instruction, by customizing developmental education 
to student career goals, and helping students move rapidly 
from developmental coursework into for-credit occupa-
tional program courses and through program completion. 
The grants under this section shall focus in particular on 
creating bridges to for-credit occupational certificate pro-
grams that are articulated to degree programs. 
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‘‘(b) APPLICATION.—An eligible institution seeking a 
grant under this section shall submit an application to the 
Secretary at such time, in such manner, and containing 
such information as the Secretary may require. 
‘‘(c) PRIORITIES.—The Secretary shall give priority 
to applications that— 
‘‘(1) are from institutions of higher education 
in which not less than 50 percent of the institution’s 
entering first-year students who are subject to man-
datory assessment, are assessed as needing develop-
mental courses to bring reading, writing, or mathe-
matics skills up to college-level; and 
‘‘(2) propose to replicate practices that have 
proven effective with adults or propose to collaborate 
with adult education providers. 
‘‘(d) PEER REVIEW.—The Secretary shall convene a 
peer review process to review applications for grants under 
this section and to make recommendations to the Sec-
retary regarding the selection of grantees. 
‘‘(e) MANDATORY ACTIVITY.—An eligible institution 
that receives a grant under this section shall use the grant 
funds to create workforce bridge programs that customize 
developmental education curricula, including English lan-
guage instruction, to the content of the for-credit occupa-
tional certificate or degree programs, or clusters of such 
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programs, in which developmental education students seek 
to enroll. Such bridge programs may include those that 
integrate the curricula and the instruction of both develop-
mental and college-level coursework or that dually enroll 
students in remediation and college-level coursework. 
‘‘(f) PERMISSIBLE ACTIVITIES.—An eligible institu-
tion that receives a grant under this section, in addition 
to creating workforce bridge programs, may use the grant 
funds to carry out the following: 
‘‘(1) Design and implement innovative ways to 
improve retention in and completion of develop-
mental education courses, including enrolling stu-
dents in cohorts, accelerating course content, inte-
grating remediation and college-level curricula and 
instruction, dually enrolling students in develop-
mental and college-level courses, tutoring, providing 
counseling and other supportive services, and giving 
small, material incentives for attendance and per-
formance. 
‘‘(2) In consultation with faculty in the appro-
priate departments, redesignating class schedules to 
meet the needs of working adults, such as by cre-
ating evening, weekend, modular, compressed, dis-
tance-learning formats, or other alternative sched-
ules. 
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‘‘(3) Improving the quality of teaching in reme-
dial courses through professional development, re-
classification of such teaching positions, or other 
means the eligible institution determines appro-
priate. 
‘‘(4) Any other activities the eligible institution 
and the Secretary determine will promote retention 
of, and completion by, students attending institu-
tions of higher education. 
‘‘(5) Fully advise students on the range of op-
tions and programs available, which may include: di-
ploma; certification; 2-year degree; associate’s de-
gree; transfer degree to upper division; and career 
options. 
‘‘(g) GRANT PERIOD.—Grants made under this sec-
tion shall be for a period of not less than 36 months and 
not more than 60 months. 
‘‘(h) TECHNICAL ASSISTANCE.—The Secretary shall 
provide technical assistance to grantees under this section 
throughout the grant period. 
‘‘(i) EVALUATION.—The Secretary shall conduct an 
evaluation of program impacts under the demonstration 
program, and shall disseminate to the public the findings 
from the evaluation and information on best practices. 
The Secretary is encouraged to partner with other pro-
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viders of funds, such as private foundations, to allow for 
use of a random assignment evaluation in at least one of 
the demonstration sites. 
‘‘(j) DEFINITION OF INSTITUTION.—In this section, 
the term ‘institution of higher education’ means an insti-
tution of higher education as defined in section 101(a). 
‘‘PART F—PROJECT GRAD 
‘‘SEC. 836. PROJECT GRAD. 
‘‘(a) PURPOSES.—The purposes of this part are— 
‘‘(1) to provide support and assistance to pro-
grams implementing integrated education reform 
services in order to improve secondary school grad-
uation and college attendance and completion rates 
for disadvantaged students; and 
‘‘(2) to promote the establishment of new pro-
grams to implement such integrated education re-
form services. 
‘‘(b) GRANT AUTHORIZED.—From the amount ap-
propriated to carry out this part under section 800, the 
Secretary is authorized to award a grant to Project GRAD 
USA (referred to in this part as the ‘grantee’), a nonprofit 
educational organization that has as its primary purpose 
the improvement of secondary school graduation and col-
lege attendance and completion rates for disadvantaged 
students, to implement and sustain the integrated edu-
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cation reform services described in subsection (d)(3) at ex-
isting Project GRAD program sites and to promote the 
expansion of such programs to new sites. 
‘‘(c) REQUIREMENTS OF GRANT AGREEMENT.—The 
Secretary shall enter into an agreement with the grantee 
that requires that the grantee shall— 
‘‘(1) enter into subcontracts with nonprofit edu-
cational organizations that serve a substantial num-
ber or percentage of low-income students (referred 
to in this part as ‘subcontractors’), under which the 
subcontractors agree to implement the programs de-
scribed in subsection (d) and provide matching funds 
for such programs; 
‘‘(2) directly carry out— 
‘‘(A) activities to implement and sustain 
the literacy, mathematics, classroom manage-
ment, social service, and college access pro-
grams further described in subsection (d)(3); 
‘‘(B) activities to build the organizational 
and management capacity of the subcontractors 
to effectively implement and sustain the pro-
grams; 
‘‘(C) activities for the purpose of improving 
and expanding the programs, including but not 
limited to activities to further articulate a pro-
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gram for one or more grade levels and across 
grade levels, to tailor a program for a particular 
target audience, and provide tighter integration 
across programs; 
‘‘(D) activities for the purpose of imple-
menting new Project GRAD program sites; 
‘‘(E) activities for the purpose of pro-
moting greater public awareness of integrated 
education reform services to improve secondary 
school graduation and college attendance rates 
for disadvantaged students; and 
‘‘(F) other activities directly related to im-
proving secondary school graduation and college 
attendance and completion rates for disadvan-
taged students; and 
‘‘(3) use grant funds available under this part 
to pay— 
‘‘(A) the amount determined under sub-
section (f)(1); and 
‘‘(B) costs associated with carrying out the 
activities and providing the services, as provided 
in paragraph (2) of this subsection. 
‘‘(d) SUPPORTED PROGRAMS.— 
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‘‘(1) DESIGNATION.—The subcontractor pro-
grams referred to in subsection (c)(1) shall be 
known as Project GRAD programs. 
‘‘(2) FEEDER PATTERNS.—Each subcontractor 
shall implement a Project GRAD program and shall, 
with the agreement of the grantee— 
‘‘(A) identify or establish not less than one 
‘feeder pattern’ of public schools, where ‘feeder 
pattern’ is defined as a high school and the ele-
mentary schools and middle schools that chan-
nel students into that high school; and 
‘‘(B) provide the integrated educational re-
form services described in paragraph (3) at the 
identified feeder pattern or feeder patterns. 
‘‘(3) INTEGRATED EDUCATION REFORM SERV-
ICES.—The services provided through a Project 
GRAD program may include— 
‘‘(A) research-based programs in reading, 
mathematics, and classroom management; 
‘‘(B) campus-based social services pro-
grams, including a systematic approach to in-
crease family and community involvement in the 
schools served by the Project GRAD program; 
‘‘(C) a college access program that in-
cludes— 
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‘‘(i) providing college scholarships for 
students who meet established criteria; 
‘‘(ii) proven approaches for increasing 
student and family college awareness; and 
‘‘(iii) assistance for such students in 
applying for higher education financial aid; 
and 
‘‘(D) such other services identified by the 
grantee as necessary to increase secondary 
school graduation and college attendance and 
completion rates. 
‘‘(e) USE OF FUNDS.—Of the funds made available 
to carry out this part under section 800, not more than 
8 percent of such funds, or $4,000,000, whichever is less, 
shall be used by the grantee to pay for administration of 
the grant, with the remainder of funds to be used for the 
purposes described in subsections (c)(1) and (2). 
‘‘(f) GRANTEE CONTRIBUTION AND MATCHING RE-
QUIREMENT.— 
‘‘(1) IN GENERAL.—The grantee shall provide 
to each subcontractor an average of $200 for each 
pupil served by the subcontractor in the Project 
GRAD program, adjusted to take into consider-
ation— 
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‘‘(A) the resources available in the area 
where the subcontractor will implement the 
Project GRAD program; and 
‘‘(B) the need for Project GRAD programs 
in such area to improve student outcomes. 
‘‘(2) MATCHING REQUIREMENT.—Each subcon-
tractor shall provide funds for the Project GRAD 
program in an amount that is equal to the amount 
received by the subcontractor from the grantee. 
Such matching funds may be provided in cash or in 
kind, fairly evaluated. 
‘‘(3) WAIVER
AUTHORITY.—The grantee may 
waive, in whole or in part, the requirement of para-
graph (2) for a subcontractor, if the subcontractor— 
‘‘(A) demonstrates that it would not other-
wise be able to participate in the program; and 
‘‘(B) enters into an agreement with the 
grantee with respect to the amount to which the 
waiver will apply. 
‘‘(4) DECREASE
IN
GRANTEE
SHARE.—Based 
on the funds or resources available to a subcon-
tractor, the grantee may elect to provide the subcon-
tractor with an amount that is less than the amount 
determined under paragraph (1). 
‘‘(g) EVALUATION.— 
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‘‘(1) EVALUATION BY THE SECRETARY.—The 
Secretary shall select an independent entity to evalu-
ate, every 3 years, the performance of students who 
participate in a Project GRAD program under this 
part. The evaluation shall— 
‘‘(A) be conducted using a rigorous re-
search design for determining the effectiveness 
of the Project GRAD programs funded under 
this part; and 
‘‘(B) compare reading and mathematics 
achievement and, where applicable, the sec-
ondary school graduation, college attendance, 
and college completion rates of students who 
participate in a Project GRAD program funded 
under this part with those indicators for stu-
dents of similar backgrounds who do not par-
ticipate in such program. 
‘‘(2) EVALUATION
BY
GRANTEE
AND
SUB-
CONTRACTORS.— 
‘‘(A) IN GENERAL.—The grantee shall re-
quire each subcontractor to prepare an in-depth 
report of the results and the use of funds of 
each Project GRAD program funded under this 
part that includes— 
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‘‘(i) data on the reading and mathe-
matics achievement of students involved in 
the Project GRAD program; 
‘‘(ii) statistics on secondary school 
graduation, college attendance, and college 
completion rates; and 
‘‘(iii) such financial reporting as re-
quired by the Secretary to review the effec-
tiveness and efficiency of the program. 
‘‘(B) FORM OF REPORT.—The report shall 
be in a form and include such content as shall 
be determined by the grantee, in consultation 
with the Secretary or the entity selected by the 
Secretary to evaluate the Project GRAD pro-
grams in accordance with paragraph (1). 
‘‘(3) AVAILABILITY OF EVALUATIONS.—Copies 
of any evaluation or report prepared under this sub-
section shall be made available to— 
‘‘(A) the Secretary; and 
‘‘(B) the chairperson and ranking member 
of the authorizing committees. 
‘‘(h) DEFINITIONS.—In this part the term ‘low-in-
come student’ means a student who is determined by a 
local educational agency to be from a low-income family 
using the measures described in section 1113(a)(5) of the 
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Elementary and Secondary Education Act of 1965 (20 
U.S.C. 6313(a)(5)). 
‘‘PART G—IMPROVING COLLEGE ENROLLMENT 
BY SECONDARY SCHOOLS 
‘‘SEC. 841. IMPROVING COLLEGE ENROLLMENT BY SEC-
ONDARY SCHOOLS. 
‘‘(a) IN GENERAL.—From the amount appropriated 
to carry out this part under section 800, the Secretary 
shall award a grant to one nonprofit organization de-
scribed in subsection (b) to enable the nonprofit organiza-
tion— 
‘‘(1) to make publicly available the year-to-year 
higher education enrollment rate trends of secondary 
school students, disaggregated by secondary school, 
in compliance with the Family Education Rights and 
Privacy Act of 1974; 
‘‘(2) to identify not less than 50 urban local 
educational agencies and 5 States with significant 
rural populations, each serving a significant popu-
lation of low-income students, and to carry out a 
comprehensive needs assessment in the agencies and 
States of the factors known to contribute to im-
proved higher education enrollment rates, which fac-
tors shall include— 
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‘‘(A) an evaluation of the local educational 
agency’s and State’s leadership strategies; 
‘‘(B) the secondary school curriculum and 
class offerings of the local educational agency 
and State; 
‘‘(C) the professional development used by 
the local educational agency and the State to 
assist teachers, higher education counselors, 
and administrators in supporting the transition 
of secondary students into higher education; 
‘‘(D) secondary school student attendance 
and other factors demonstrated to be associated 
with enrollment into higher education; 
‘‘(E) the data systems used by the local 
educational agency and the State to measure 
college enrollment rates and the incentives in 
place to motivate the efforts of faculty and stu-
dents to improve student and school-wide out-
comes; and 
‘‘(F) strategies to mobilize student leaders 
to build a college-bound culture; and 
‘‘(3) to provide comprehensive services to im-
prove the school-wide higher education enrollment 
rates of each of not less than 10 local educational 
agencies and States, with the federally funded por-
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tion of each project declining by not less than 20 
percent each year beginning in the second year of 
the comprehensive services, that— 
‘‘(A) participated in the needs assessment 
described in paragraph (2); and 
‘‘(B) demonstrated a willingness and com-
mitment to improving the higher education en-
rollment rates of the local educational agency or 
State, respectively. 
‘‘(b) GRANT RECIPIENT CRITERIA.—The recipient of 
the grant awarded under subsection (a) shall be a non-
profit organization with demonstrated expertise— 
‘‘(1) in increasing school-wide higher education 
enrollment rates in low-income communities nation-
wide by providing curriculum, training, and technical 
assistance to secondary school staff and student peer 
influencers; and 
‘‘(2) in a college transition data management 
system. 
‘‘PART H—DIPLOMA MILL PREVENTION 
‘‘SEC. 851. PURPOSE; DEFINITIONS. 
‘‘(a) PURPOSE.—The purpose of this part is to pro-
tect institutions of higher education, businesses and other 
employers, professional licensing boards, patients and cli-
ents of degree holders, taxpayers, and other individuals 
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from any person claiming to possess a legitimate academic 
degree that in fact was issued by a fraudulent or non-
existent school, by a non-educational entity posing as a 
school, or by any entity in violation of Federal or State 
law. 
‘‘(b) DEFINITIONS.—In this part: 
‘‘(1) DEGREE-GRANTING
INSTITUTION.—The 
term ‘degree-granting institution’ means any entity 
that offers or confers an academic, professional, or 
occupational degree, diploma, or certificate, if such 
degree, diploma, or certificate may be used to rep-
resent to the general public that the individual pos-
sessing such degree, diploma, or certificate has com-
pleted a program of education or training beyond 
secondary education. 
‘‘(2) DIPLOMA MILL.—The term ‘diploma mill’ 
means any entity that— 
‘‘(A) lacks valid accreditation by an agency 
recognized by a Federal agency or a State gov-
ernment or other organization or association 
that recognizes accrediting agencies as a valid 
accrediting agency of institutions of higher edu-
cation; and 
‘‘(B) offers degrees, diplomas, or certifi-
cations, for a fee, that may be used to represent 
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to the general public that the individual pos-
sessing such a degree, diploma, or certification 
has completed a program of education or train-
ing beyond secondary education, but little or no 
education or course work is required to obtain 
such a degree, diploma, or certification. 
‘‘(3) INSTITUTION OF HIGHER EDUCATION.— 
The term ‘institution of higher education’ has the 
meaning given such term in section 102. 
‘‘SEC. 852. RECOGNIZED ACCREDITING AGENCIES AND IN-
STITUTIONS. 
‘‘(a) LISTS MAINTAINED BY THE DEPARTMENT OF 
EDUCATION.—Not later than 30 days after the date of 
the enactment of this part, the Secretary of Education 
shall make available (in a regularly updated, electronic 
format) to the Secretary of Homeland Security and the 
heads of other appropriate Federal agencies, a list of— 
‘‘(1) accrediting agencies and associations, rec-
ognized by the Secretary of Education under section 
496, or, at the discretion of the Secretary, other or-
ganizations involved in accreditation; 
‘‘(2) eligible institutions, as defined under sec-
tion 435(a); and 
‘‘(3) to the extent practicable, foreign degree- 
granting institutions that— 
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‘‘(A) have degree-granting authority, as 
granted by the appropriate agency or ministry 
of jurisdiction in the home country of such in-
stitution; 
‘‘(B) issue degrees that are accepted for 
professional licensure, public employment, and 
admission into graduate programs of degree- 
granting institutions in the home country (as 
determined by the Secretary of State); 
‘‘(C) are determined by the Secretary of 
Education to be academically equivalent to an 
eligible institution, as defined in section 435(a); 
and 
‘‘(D) are located in a home country that is 
capable of performing an effective academic 
evaluation of the degree-granting institutions to 
which it issues degree-granting authority, as de-
termined by the Secretary of State, in consulta-
tion with the Secretary of Education, 
for the purposes of assisting the Secretary of Homeland 
Security and the heads of such Federal agencies to deter-
mine, for immigration and Federal employment and hiring 
purposes, the legitimacy of degree-granting institutions 
and degrees issued by such institutions. 
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‘‘(b) REVISIONS TO LISTS.—The Secretary of Edu-
cation shall modify and maintain the lists described in 
subsection (a) as necessary to ensure that the lists and 
the information contained in the lists are accurate and up- 
to-date, based on the most recent information available to 
the Secretary. 
‘‘(c) NOTICE OF RECOGNITION.—To be eligible to re-
ceive funds under title IV, each eligible institution de-
scribed in subsection (a)(2) shall, not later than 60 days 
after the date of the enactment of this part, prominently 
display on the institution’s Internet website a notice indi-
cating that the institution is recognized by the Secretary 
of Education as a legitimate institution for immigration 
and Federal employment and hiring purposes. If the Sec-
retary of Education determines that an institution no 
longer qualifies as a legitimate degree-granting institu-
tions described in subsection (a)(2), and removes the insti-
tution from the list maintained under such subsection, the 
institution shall, not later than 15 days after the removal 
of the institution from such list, delete the notice required 
by this subsection from the institution’s Internet website. 
‘‘SEC. 853. ACCREDITING AGENCIES. 
‘‘No accrediting agency or association may be consid-
ered to be a reliable authority as to the quality of edu-
cation or training offered by a degree-granting institution 
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for any purpose related to immigration, Federal employ-
ment and hiring practices, or for any other Federal pur-
poses, unless the agency or association is on the list of 
accrediting agencies and associations recognized by the 
Secretary of Education and provided to the Secretary of 
Homeland Security under section 852. The Secretary may 
consult with other organizations, such as the Council for 
Higher Education Accreditation, for such purposes. 
‘‘SEC. 854. TASK FORCE. 
‘‘(a) TASK FORCE ESTABLISHED.—The Secretary of 
Education shall establish within the Department of Edu-
cation the Diploma Mill Task Force (referred to in this 
part as the ‘Task Force’). 
‘‘(b) MEMBERSHIP.— 
‘‘(1) NUMBER AND APPOINTMENT.—The Task 
Force shall, if practicable, be composed of 19 mem-
bers, as follows: 
‘‘(A) The Assistant Secretary of Education 
for Postsecondary Education. 
‘‘(B) A representative of the Department 
of Education with experience related to the de-
termination of the legitimacy and quality of de-
grees from foreign institutions of higher edu-
cation, selected by the Secretary of Education. 
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‘‘(C) A representative of the Department 
of Justice, selected by the Attorney General. 
‘‘(D) A representative of the Federal 
Trade Commission, selected by the Chairman of 
such agency. 
‘‘(E) A representative of the Secret Serv-
ice, selected by the Director of the Secret Serv-
ice. 
‘‘(F) A representative of the Department 
of State, selected by the Secretary of State. 
‘‘(G) A representative of the Department 
of Homeland Security, selected by the Secretary 
of Homeland Security. 
‘‘(H) A representative of the Office of Per-
sonnel Management, selected by the Director of 
such Office. 
‘‘(I) A representative of a national accredi-
tation association. 
‘‘(J) A representative of a national organi-
zation representing collegiate registrars and ad-
missions officers. 
‘‘(K) Two representatives of State degree 
approval agencies, selected by agreement of at 
least 3 of the Speaker of the House of Rep-
resentatives, the Senate majority leader, the 
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House minority leader, and the Senate minority 
leader. 
‘‘(L) Two representatives from regionally 
accredited institutions of higher education, se-
lected by agreement of at least 3 of the Speaker 
of the House of Representatives, the Senate 
majority leader, the House minority leader, and 
the Senate minority leader. 
‘‘(M) One representative from a nationally 
accredited institution of higher education, se-
lected by agreement of at least 3 of the Speaker 
of the House of Representatives, the Senate 
majority leader, the House minority leader, and 
the Senate minority leader. 
‘‘(N) Four individuals from the general 
population with experience in higher education, 
the detection of fraudulent degrees and degree- 
granting institutions, or law enforcement re-
lated to credential fraud, selected as follows: 
‘‘(i) One individual selected by the 
Speaker of the House of Representatives. 
‘‘(ii) One individual selected by the 
minority leader of the House of Represent-
atives. 
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‘‘(iii) One individual selected by the 
majority leader of the Senate. 
‘‘(iv) One individual selected by the 
minority leader of the Senate. 
‘‘(2) CRITERIA FOR MEMBERSHIP.—All mem-
bers of the Task Force shall be persons who are es-
pecially qualified to serve on the Task Force by vir-
tue of their education, training, or experience, par-
ticularly in the fields of higher education, accredita-
tion of institutions of higher education, foreign high-
er education standards, State regulation of institu-
tions of higher education, immigration, Federal em-
ployment requirements and hiring practices, or fraud 
prevention, detection, or enforcement. 
‘‘(3) TERMS.—Each member shall be appointed 
for the life of the Task Force. 
‘‘(4) VACANCIES.—A vacancy in the Task Force 
shall be filled in the manner in which the original 
appointment was made. 
‘‘(5) CHAIR.—At the first meeting of the Task 
Force, the members of the Task Force shall elect a 
member of the Task Force to serve as Chair. 
‘‘(c) DUTIES.— 
‘‘(1) GUIDELINES.—The Task Force shall de-
velop guidelines, to be used for the development of 
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Federal legislation, to identify degree-granting insti-
tutions as legitimate or fraudulent degree-granting 
institutions for Federal purposes. In developing such 
guidelines, the Task Force shall consider— 
‘‘(A) characteristics of degree-granting in-
stitutions that help determine the legitimacy of 
the institution, such as whether an entity— 
‘‘(i) offers or confers degrees, diplo-
mas, or certificates— 
‘‘(I) for little or no meaningful 
academic work; 
‘‘(II) without requiring an appro-
priate level of academic achievement 
for the attainment of such degrees, di-
plomas, or certificates; or 
‘‘(III) without imposing academic 
or other requirements for admittance 
into the institutions or programs of-
fering such degrees, diplomas, or cer-
tificates; 
‘‘(ii) has fiscal and administrative 
structures and capacity appropriate to the 
specified scale of educational operations; 
‘‘(iii) has resources to support claims 
as a degree-granting institution, including 
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curricula, qualified faculty, facilities, equip-
ment, and supplies, student support serv-
ices, objectives of the degrees or creden-
tials offered, admissions practices, aca-
demic calendars and catalogs, and a grad-
ing system; and 
‘‘(iv) has degree-granting authority 
issued by the States in which degrees, or 
instruction leading to degrees, are offered, 
and is recognized by such States as an ap-
proved institution of higher education; 
‘‘(B) the feasibility of defining the term 
‘fraudulent degree-granting institution’ (com-
monly referred to as ‘diploma mills’), and if fea-
sible, shall define such term to propose for use 
in Federal laws and regulations; 
‘‘(C) issues related to— 
‘‘(i) the detection of new and existing 
fraudulent degree-granting institutions; 
‘‘(ii) recognition and prevention of the 
practices used by such fraudulent degree- 
granting institutions to avoid detection; 
‘‘(iii) the enforcement of laws and reg-
ulations prohibiting such fraudulent de-
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gree-granting institutions and practices 
and the use of fraudulent degrees; and 
‘‘(iv) the prosecution of such fraudu-
lent degree-granting institutions and prac-
tices and the use of fraudulent degrees; 
‘‘(D) difficulties in identifying fraudulent 
degree-granting institutions located in foreign 
countries, or that claim recognition or degree- 
granting authority from foreign countries; 
‘‘(E) means to alert and educate the public 
about fraudulent degree-granting institutions 
and the use of fraudulent degrees; 
‘‘(F) laws, regulations, and other means 
used by States to address fraudulent degree- 
granting institutions and the use of fraudulent 
degrees; 
‘‘(G) the potential need for coordination 
and cooperation among various Federal agen-
cies to investigate and prosecute suspected 
fraudulent degree-granting institutions, and the 
detailed recommendations of the Task Force re-
garding such coordination and cooperation; 
‘‘(H) the study and the report to the Task 
Force required under this section; and 
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‘‘(I) the purposes for which various agen-
cies of the United States need to identify fraud-
ulent degree-granting institutions, and identify, 
prohibit, and prevent the use of degrees issued 
by such fraudulent institutions, and the ability 
of such agencies to implement any guidelines 
considered by the Task Force. 
‘‘(2) DEVELOPMENT OF FEDERAL PLAN.—The 
Task Force shall develop a strategic diploma integ-
rity protection plan (referred to in this section as 
the ‘Plan’) to address the sale and use of fraudulent 
degrees for Federal purposes. The Plan shall include 
the following: 
‘‘(A) Recommendations to Congress re-
garding the implementation by Federal agencies 
of the guidelines developed under paragraph 
(1). 
‘‘(B) Recommendations to the Federal 
Trade Commission regarding the application of 
the guidelines developed under paragraph (1) to 
any rulemaking under section 856 and to the 
enforcement of the rules promulgated under 
such section. 
‘‘(3) SUBMISSION OF REPORT TO CONGRESS.— 
Not later than one year after the date of the enact-
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ment of this part, the Task Force shall submit to 
the appropriate congressional committees a report, 
including— 
‘‘(A) the guidelines developed under para-
graph (1); 
‘‘(B) the Plan developed under paragraph 
(2); and 
‘‘(C) a legislative proposal for consider-
ation by Congress. 
‘‘SEC. 855. SENSE OF THE CONGRESS REGARDING USE BY 
STATES OF THE FEDERAL PLAN AS GUIDE-
LINES. 
‘‘It is the sense of the Congress that— 
‘‘(1) each State should implement a strategic 
diploma integrity plan similar to any strategic di-
ploma integrity plan developed under section 854, to 
the extent practicable and as soon as practicable 
after the date of the adoption of such a plan under 
such section; and 
‘‘(2) States may adopt more stringent stand-
ards than those standards contained in the Federal 
strategic diploma integrity plan and used by agen-
cies of the United States to identify fraudulent de-
gree-granting institutions operating within such 
State, except that State law does not preempt Fed-
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eral law as applied to the employment and hiring 
practices of Federal employees working in such 
State. 
‘‘SEC. 856. UNFAIR AND DECEPTIVE ACTS AND PRACTICES 
REGARDING DIPLOMAS AND PROFESSIONAL 
CERTIFICATIONS. 
‘‘Not later than 180 days after the date of enactment 
of this part, the Secretary shall request in writing that 
the Federal Trade Commission shall develop a plan to ad-
dress diploma mills based on section 18 of Federal Trade 
Commission Act (15 U.S.C. 57a). 
‘‘PART I—STUDENT SAFETY AND CAMPUS 
EMERGENCY MANAGEMENT 
‘‘SEC. 861. STUDENT SAFETY AND CAMPUS EMERGENCY 
MANAGEMENT. 
‘‘(a) GRANTS AUTHORIZED.— 
‘‘(1) IN GENERAL.—From the amount appro-
priated to carry out this part under section 800, the 
Secretary is authorized to award grants, on a com-
petitive basis, to institutions of higher education or 
consortia of institutions of higher education to en-
able institutions of higher education or consortia to 
pay the Federal share of the cost of carrying out the 
authorized activities described in subsection (c). 
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‘‘(2) CONSULTATION
WITH
THE
ATTORNEY 
GENERAL AND THE SECRETARY OF HOMELAND SE-
CURITY.—Where appropriate, the Secretary shall 
award grants under this section in consultation with 
the Attorney General of the United States and the 
Secretary of Homeland Security. 
‘‘(3) DURATION.—The Secretary shall award 
each grant under this section for a period of 2 years. 
‘‘(4) LIMITATION ON INSTITUTIONS AND CON-
SORTIA.—An institution of higher education or con-
sortium shall be eligible for only 1 grant under this 
section. 
‘‘(b) FEDERAL SHARE; NON-FEDERAL SHARE.— 
‘‘(1) IN GENERAL.—The Federal share of the 
activities described in subsection (c) shall be 50 per-
cent. 
‘‘(2) NON-FEDERAL SHARE.—The institution of 
higher education or consortium shall provide the 
non-Federal share, which may be provided from 
other Federal, State, and local resources dedicated 
to emergency preparedness and response. 
‘‘(c) AUTHORIZED ACTIVITIES.—Each institution of 
higher education or consortium receiving a grant under 
this section may use the grant funds to carry out 1 or 
more of the following: 
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‘‘(1) Developing and implementing a state-of- 
the-art emergency communications system for each 
campus of an institution of higher education or con-
sortium, in order to contact students via cellular, 
text message, or other state-of-the-art communica-
tions methods when a significant emergency or dan-
gerous situation occurs. An institution or consortium 
using grant funds to carry out this paragraph shall 
also, in coordination with the appropriate State and 
local emergency management authorities— 
‘‘(A) develop procedures that students, em-
ployees, and others on a campus of an institu-
tion of higher education or consortium will be 
directed to follow in the event of a significant 
emergency or dangerous situation; and 
‘‘(B) develop procedures the institution of 
higher education or consortium shall follow to 
inform, within a reasonable and timely manner, 
students, employees, and others on a campus in 
the event of a significant emergency or dan-
gerous situation, which procedures shall include 
the emergency communications system de-
scribed in this paragraph. 
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‘‘(2) Supporting measures to improve safety at 
the institution of higher education or consortium, 
such as— 
‘‘(A) security assessments; 
‘‘(B) security training of personnel and 
students at the institution of higher education 
or consortium; 
‘‘(C) where appropriate, coordination of 
campus preparedness and response efforts with 
local law enforcement, local emergency manage-
ment authorities, and other agencies, to im-
prove coordinated responses in emergencies 
among such entities; 
‘‘(D) establishing a hotline that allows a 
student or staff member at an institution or 
consortium to report another student or staff 
member at the institution or consortium who 
the reporting student or staff member believes 
may be a danger to the reported student or 
staff member or to others; and 
‘‘(E) acquisition and installation of access 
control, video surveillance, intrusion detection, 
and perimeter security technologies and sys-
tems. 
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‘‘(3) Coordinating with appropriate local enti-
ties the provision of mental health services for stu-
dents and staff of the institution of higher education 
or consortium, including mental health crisis re-
sponse and intervention services for students and 
staff affected by a campus or community emergency. 
‘‘(d) APPLICATION.—Each institution of higher edu-
cation or consortium desiring a grant under this section 
shall submit an application to the Secretary at such time, 
in such manner, and containing such information as the 
Secretary may require. 
‘‘(e) TECHNICAL ASSISTANCE.—The Secretary shall 
coordinate technical assistance provided by State and local 
emergency management agencies, the Department of 
Homeland Security, and other agencies as appropriate, to 
institutions of higher education or consortia that request 
assistance in developing and implementing the activities 
assisted under this section. 
‘‘(f) RULE OF CONSTRUCTION.—Nothing in this sec-
tion shall be construed— 
‘‘(1) to provide a private right of action to any 
person to enforce any provision of this section; 
‘‘(2) to create a cause of action against any in-
stitution of higher education or any employee of the 
institution for any civil liability; or 
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‘‘(3) to affect the Family Educational Rights 
and Privacy Act of 1974 or the regulations issued 
under section 264 of the Health Insurance Port-
ability and Accountability Act of 1996 (42 U.S.C. 
1320d–2 note). 
‘‘SEC. 862. MODEL EMERGENCY RESPONSE POLICIES, PRO-
CEDURES, AND PRACTICES. 
‘‘The Secretary of Education, in consultation with the 
Attorney General of the United States and the Secretary 
of Homeland Security, shall— 
‘‘(1) advise institutions of higher education on 
model emergency response policies, procedures, and 
practices; and 
‘‘(2) disseminate information concerning those 
policies, procedures, and practices. 
‘‘SEC. 863. PREPARATION FOR FUTURE DISASTERS PLAN BY 
THE SECRETARY. 
‘‘(a) PLANNING.—The Secretary shall develop and 
maintain a disaster relief plan, in consultation with the 
appropriate agencies, to ensure a procedure is in place to 
address the needs of institutions of higher education in 
the event of a natural or man-made disaster with respect 
to which the President has declared a major disaster or 
emergency. The plan shall take into consideration the im-
mediate safety and well-being of students, faculty, and 
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staff. Additionally, such plan shall outline steps that can 
be taken to ensure institutions of higher education have 
a timely recovery. 
‘‘(b) SUBMISSION
TO CONGRESS.—The Secretary 
shall submit to the authorizing committees the plan re-
quired by subsection (a) and any revisions of such plan. 
‘‘SEC. 864. EDUCATION DISASTER AND EMERGENCY RELIEF 
LOAN PROGRAM. 
‘‘(a) PROGRAM AUTHORIZED.—The Secretary is au-
thorized to establish an Education Disaster and Emer-
gency Relief Loan Program for institutions of higher edu-
cation for direct or indirect losses incurred as a result of 
a federally declared major disaster or emergency. 
‘‘(b) USE OF ASSISTANCE.—The Secretary may, sub-
ject to the availability of appropriations, provide any as-
sistance under the Education Disaster and Emergency Re-
lief Loan program to institutions of higher education pur-
suant to this section only after the declaration of a major 
disaster or emergency by the President. Loan funds pro-
vided under this section may be used for— 
‘‘(1) direct and indirect construction, replace-
ment, and renovation costs associated with or result-
ing from or preparing for a major disaster or emer-
gency; 
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‘‘(2) faculty salaries and incentives for retaining 
faculty; or 
‘‘(3) reimbursement for lost tuition and other 
revenues. 
‘‘(c) APPLICATION REQUIREMENTS.—To be consid-
ered for a loan under this section, an institution of higher 
education shall— 
‘‘(1) submit a financial statement and other ap-
propriate data, documentation, or evidence requested 
by the Secretary that indicates that the institution 
incurred losses resulting from the impact of a major 
disaster or emergency and the monetary amount of 
such losses; and 
‘‘(2) demonstrate that the institution attempted 
to minimize the cost of any losses by pursuing collat-
eral source compensation from the Federal Emer-
gency Management Agency and insurance coverage 
prior to seeking a loan under this section, except 
that an institution of higher education shall not be 
required to receive collateral source compensation 
from the Federal Emergency Management Agency 
and insurance prior to being eligible for a loan under 
this section. 
‘‘(d) AUDIT.—The Secretary may audit a financial 
statement submitted under subsection (c) and an institu-
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tion of higher education shall provide any information that 
the Secretary determines necessary to conduct such an 
audit. 
‘‘(e) REDUCTION IN LOAN AMOUNTS.—To determine 
the amount of a loan to make available to an institution 
of higher education under this section, the Secretary shall 
calculate the monetary amount of losses incurred by such 
institution as a result of a federally declared major dis-
aster or emergency, and shall reduce such amount by the 
amount of collateral source compensation the institution 
has already received from insurance, the Federal Emer-
gency Management Agency, and the Small Business Ad-
ministration. 
‘‘(f) ESTABLISHMENT OF LOAN PROGRAM.—In order 
to disburse loans under this section, the Secretary shall 
prescribe regulations that— 
‘‘(1) establish the loan program, taking into 
consideration the structure of existing capital financ-
ing loan programs under this Act; and 
‘‘(2) that set forth— 
‘‘(A) terms for the loan program under 
this section; 
‘‘(B) procedures for an application for a 
loan under this section; and 
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‘‘(C) minimum requirements for the loan 
program and for receiving a loan under this 
section, including the following: 
‘‘(i) Online forms to be used in sub-
mitting request for a loan under this sec-
tion. 
‘‘(ii) Information to be included in 
such forms. 
‘‘(iii) Procedures to assist in filing 
and pursing a loan under this section. 
‘‘(g) DEFINITIONS.—In this section: 
‘‘(1) INSTITUTION AFFECTED BY A GULF HUR-
RICANE DISASTER.—The term ‘institution affected 
by a Gulf hurricane disaster’ means an institution of 
higher education that— 
‘‘(A) is located in an area affected by a 
Gulf hurricane disaster; and 
‘‘(B) is able to demonstrate that the insti-
tution— 
‘‘(i) incurred physical damage result-
ing from the impact of a Gulf hurricane 
disaster; 
‘‘(ii) was not able to fully reopen in 
existing facilities or to fully reopen to the 
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clared major disasters or emergencies that occur after the 
date of the enactment of the College Opportunity and Af-
fordability Act of 2008, except in the case of an institution 
affected by a Gulf hurricane disaster. 
‘‘SEC. 865. GUIDANCE ON MENTAL HEALTH DISCLOSURES 
FOR STUDENT SAFETY. 
‘‘Not later than 90 days after the date of enactment 
of the College Opportunity and Affordability Act of 2008, 
the Secretary shall provide guidance that clarifies the role 
of institutions of higher education with respect to the dis-
closure of education records, including to a parent or legal 
guardian of a dependent student, in the event that such 
student demonstrates that the student poses a significant 
risk of harm to himself or herself or to others, including 
a significant risk of suicide, homicide, or assault. Such 
guidance shall further clarify that an institution of higher 
education that, in good faith, discloses education records 
or other information in accordance with the requirements 
of this Act and the Family Educational Rights and Pri-
vacy Act of 1974 shall not be liable to any person for that 
disclosure. 
‘‘PART J—RURAL DEVELOPMENT GRANTS FOR 
RURAL COLLEGES AND UNIVERSITIES 
‘‘SEC. 871. PURPOSE. 
‘‘The purposes of this part are— 
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‘‘(1) to increase— 
‘‘(A) enrollment and graduation rates from 
2-year and 4-year colleges, and articulation 
from 2-year degree programs into 4-year degree 
programs, of graduates of rural high schools; 
and 
‘‘(B) degree completion for nontraditional 
students from rural areas; and 
‘‘(2) to promote economic growth and develop-
ment in rural America through partnership grants to 
consortia of rural colleges and universities and other 
entities, such as local education agencies, employers, 
education service agencies, and nonprofit organiza-
tions. 
‘‘SEC. 872. DEFINITIONS. 
‘‘For the purposes of this part: 
‘‘(1) RURAL
INSTITUTION
OF
HIGHER
EDU-
CATION.—The term ‘rural institution of higher edu-
cation’ means an institution of higher education that 
primarily serves rural areas. 
‘‘(2) RURAL
AREA.—The term ‘rural area’ 
means an area in which there is located a rural local 
educational agency. 
‘‘(3) RURAL LOCAL EDUCATIONAL AGENCY.— 
The term ‘rural local educational agency’ means a 
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local educational agency (as such term is defined in 
section 9101 of the Elementary and Secondary Edu-
cation Act of 1965) that is designated with a metro- 
centric locale code of 41, 42, or 43 as determined by 
the National Center for Education Statistics 
(NCES), in conjunction with the Bureau of the Cen-
sus, using the NCES system for classifying local 
educational agencies. 
‘‘(4) NONTRADITIONAL
STUDENT.—The term 
‘nontraditional student’ means an individual who— 
‘‘(A) delays enrollment in an institution of 
higher education by 3 or more years after com-
pleting high school; 
‘‘(B) attends an institution of higher edu-
cation part-time; or 
‘‘(C) attends an institution of higher edu-
cation and— 
‘‘(i) works full-time; 
‘‘(ii) is an independent student; 
‘‘(iii) has one or more dependents 
other than a spouse; 
‘‘(iv) is a single parent; or 
‘‘(v) does not have a high school di-
ploma or the recognized equivalent of such 
a diploma. 
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‘‘(5) REGIONAL
EMPLOYER.—The term ‘re-
gional employer’ means employers qualifying as busi-
nesses or other entities employing individuals within 
a rural area. 
‘‘SEC. 873. ENSURING COLLEGE ACCESS FOR RURAL HIGH 
SCHOOL GRADUATES. 
‘‘(a) GRANTS AUTHORIZED.—From the amounts ap-
propriated to carry out this part under section 800, the 
Secretary of Education is authorized to make grants in 
accordance with this section to partnerships formed be-
tween one or more rural institution of higher education 
and any of the following entities: 
‘‘(1) One or more rural local educational agen-
cies. 
‘‘(2) One or more rural education service agen-
cies. 
‘‘(3) One or more regional employers. 
‘‘(4) One or more nonprofit organizations with 
expertise in rural education. 
‘‘(b) ELIGIBLE PARTNERSHIPS; APPLICATIONS.—To 
be eligible for a grant under this section, a partnership 
that meets the requirements of subsection (a) shall submit 
to the Secretary an application in such form and con-
taining such information as the Secretary shall prescribe. 
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In determining which applications to approve for a grant 
under this section, the Secretary shall consider— 
‘‘(1) the percentage of graduates, attendees, or 
former attendees of high schools from rural local 
educational agencies enrolled or otherwise affiliated 
with the entity; and 
‘‘(2) in the case of employers, the percentage of 
employees that are graduates of high schools in 
rural local educational agencies. 
‘‘(c) USE OF GRANT AMOUNTS.—Funds made avail-
able by a grant under this section to a partnership that 
meets the requirements of subsection (b) shall be used— 
‘‘(1) to improve enrollment rates for graduates 
and former attendees of rural high schools at rural 
institutions of higher education, including— 
‘‘(A) programs to provide information 
about college costs and financial aid options, as-
sistance with college enrollment applications, 
and assistance with financial aid applications; 
‘‘(B) programs or initiatives that provide 
such graduates or former attendees of rural 
high schools access and exposure to campuses, 
classes, programs, and facilities of rural institu-
tions of higher education, including covering the 
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cost of transportation to and from institutions 
of higher education; 
‘‘(C) the formation of groups or other ini-
tiatives that create support groups of such stu-
dents expressing interest in attending rural in-
stitutions of higher education; 
‘‘(D) extracurricular activities, such as in-
ternships, community service, and other activi-
ties for such individuals in advance of attending 
institutions of higher education; and 
‘‘(E) other initiatives that assist such indi-
viduals in applying and developing interest in 
attending rural institutions of higher education; 
and 
‘‘(2) to encourage participation of nontradi-
tional students in degree programs at rural institu-
tions of higher education, including— 
‘‘(A) programs to provide information 
about college costs and financial aid options, as-
sistance with college enrollment applications, 
and assistance with financial aid applications 
for institutions of higher education; 
‘‘(B) outreach to nontraditional students 
through community initiatives; and 
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uates to enter into high-need occupations in the regional 
and local economies. 
‘‘SEC. 876. ALLOCATION OF APPROPRIATIONS. 
‘‘(a) GRANT CONSIDERATIONS.—In making grant al-
locations under this part to qualifying institutions and 
partnerships, the Secretary shall consider— 
‘‘(1) the percentage of graduates of rural high 
schools attending rural institutions of higher edu-
cation in proximity to the entity receiving the grant; 
‘‘(2) employment needs of regional employers in 
proximity to entities receiving the grant; and 
‘‘(3) the health of the regional economy of the 
region surrounding the entity receiving the grant. 
‘‘(b) MAXIMUM AND MINIMUM GRANTS.—No grant 
awarded by the Secretary under this part shall be less 
than $200,000 or more than $500,000. 
‘‘(c) GRANT DURATION.—A grant awarded under 
this part shall be awarded for one 3-year period. 
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‘‘PART K—IMPROVING SCIENCE, TECHNOLOGY, 
ENGINEERING, 
AND 
MATHEMATICS 
EDU-
CATION WITH A FOCUS ON ALASKA NATIVE 
AND NATIVE HAWAIIAN STUDENTS 
‘‘SEC. 880. IMPROVING SCIENCE, TECHNOLOGY, ENGINEER-
ING, AND MATHEMATICS EDUCATION WITH A 
FOCUS ON ALASKA NATIVE AND NATIVE HA-
WAIIAN STUDENTS. 
‘‘(a) PURPOSE.—The purpose of this section is— 
‘‘(1) to develop or expand programs for the de-
velopment of professionals in the fields of science, 
technology, engineering, and mathematics; and 
‘‘(2) to focus resources on meeting the edu-
cational and cultural needs of Alaska Natives and 
Native Hawaiians. 
‘‘(b) DEFINITIONS.—In this section: 
‘‘(1) ALASKA NATIVE.—The term ‘Alaska Na-
tive’ has the meaning given the term ‘Native’ in sec-
tion 3(b) of the Alaska Natives Claims Settlement 
Act (43 U.S.C. 1602(b)). 
‘‘(2) ELIGIBLE PARTNERSHIP.—The term ‘eligi-
ble partnership’ means a partnership that includes— 
‘‘(A) 1 or more colleges or schools of engi-
neering; 
‘‘(B) 1 or more colleges of science or math-
ematics; 
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‘‘(C) 1 or more institutions of higher edu-
cation that offer 2-year degrees; and 
‘‘(D) 1 or more private entities that— 
‘‘(i) conduct career awareness activi-
ties showcasing local technology profes-
sionals; 
‘‘(ii) encourage students to pursue 
education in science, technology, engineer-
ing, and mathematics from elementary 
school through college, and careers in 
those fields, with the assistance of local 
technology professionals; 
‘‘(iii) develop internships, apprentice-
ships, and mentoring programs in partner-
ship with relevant industries; and 
‘‘(iv) assist with placement of interns 
and apprentices. 
‘‘(3) NATIVE
HAWAIIAN.—The term ‘Native 
Hawaiian’ has the meaning given the term in section 
7207 of the Elementary and Secondary Education 
Act of 1965. 
‘‘(c) GRANT AUTHORIZED.—From the amounts ap-
propriated to carry out this part under section 800, the 
Secretary is authorized to award a grant to an eligible 
partnership to enable the eligible partnership to expand 
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programs for the development of science, technology, engi-
neering, or mathematics professionals, from elementary 
school through college, including existing programs for 
Alaska Native and Native Hawaiian students. 
‘‘(d) USES OF FUNDS.—Grant funds under this sec-
tion shall be used for 1 or more of the following: 
‘‘(1) Development or implementation of cul-
tural, social, or educational transition programs to 
assist students to transition into college life and aca-
demics in order to increase such students’ retention 
rates in the fields of science, technology, engineer-
ing, or mathematics, with a focus on Alaska Native 
or Native Hawaiian students. 
‘‘(2) Development or implementation of aca-
demic support or supplemental educational programs 
to increase the graduation rates of students in the 
fields of science, technology, engineering, or mathe-
matics, with a focus on Alaska Native and Native 
Hawaiian students. 
‘‘(3) Development or implementation of intern-
ship programs, carried out in coordination with edu-
cational institutions and private entities, to prepare 
students for careers in the fields of science, tech-
nology, engineering, or mathematics, with a focus on 
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programs that serve Alaska Native or Native Hawai-
ian students. 
‘‘(4) Such other activities as are consistent with 
the purposes of this section. 
‘‘(e) APPLICATION.—Each eligible partnership that 
desires a grant under this section shall submit an applica-
tion to the Secretary at such time, in such manner, and 
containing such information as the Secretary may require. 
‘‘(f) PRIORITY.—In awarding grants under this sec-
tion, the Secretary shall give priority to an eligible part-
nership that provides 1 or more programs in which 30 per-
cent or more of the program participants are Alaska Na-
tive or Native Hawaiian. 
‘‘(g) PERIOD OF GRANT.—A grant under this section 
shall be awarded for a period of 5 years. 
‘‘(h) EVALUATION AND REPORT.—Each eligible part-
nership that receives a grant under this section shall con-
duct an evaluation to determine the effectiveness of the 
programs funded under the grant and shall provide a re-
port regarding the evaluation to the Secretary not later 
than 6 months after the end of the grant period. 
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‘‘PART L—NATIONAL DATABASE ON FINANCIAL 
ASSISTANCE FOR STUDY OF SCIENCE, TECH-
NOLOGY, ENGINEERING, AND MATHEMATICS 
‘‘SEC. 881. NATIONAL DATABASE ON FINANCIAL ASSIST-
ANCE FOR STUDY OF SCIENCE, TECHNOLOGY, 
ENGINEERING, AND MATHEMATICS. 
‘‘(a) ESTABLISHMENT AND MAINTENANCE OF DATA-
BASE.— 
‘‘(1) DATABASE.—The Secretary of Education 
shall establish and maintain, on the public website 
of the Department of Education, a database con-
sisting of information on scholarships, fellowships, 
and other programs of financial assistance available 
from public and private sources for the study of 
science, technology, engineering, or mathematics at 
the postsecondary and post baccalaureate levels. 
‘‘(2) PRESENTATION
OF
INFORMATION.—The 
information maintained on the database established 
under this section shall be displayed on the website 
in the following manner: 
‘‘(A) Separate information shall be pro-
vided for each of the fields of study referred to 
in paragraph (1) and for postsecondary and 
post baccalaureate programs of financial assist-
ance. 
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‘‘(F) The database shall include a rec-
ommendation that students and families should 
carefully review all of the application require-
ments prior to applying for aid, and a dis-
claimer that the scholarships presented in the 
database are not provided or endorsed by the 
Department of Education or the Federal Gov-
ernment. 
‘‘(b) DISSEMINATION OF INFORMATION ON DATA-
BASE.—The Secretary shall take such actions as may be 
necessary on an ongoing basis, including sending notices 
to secondary schools and institutions of higher education, 
to disseminate information on the database established 
and maintained under this part and to encourage its use 
by interested parties. 
‘‘(c) USE OF VENDOR TO OBTAIN INFORMATION.— 
In carrying out this part, the Secretary of Education shall 
enter into a contract with a private entity under which 
the entity shall furnish and regularly update all of the in-
formation required to be maintained on the database es-
tablished under this section. 
‘‘(d) ENCOURAGING THE PROVISION OF INFORMA-
TION.—In carrying out this part, the Secretary of Edu-
cation and the contracted entity shall consult with public 
and private sources of scholarships and make easily avail-
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able a process for such entities to provide regular and up-
dated information. 
‘‘PART M—TRAINING FOR REALTIME WRITERS 
‘‘SEC. 882. PROGRAM TO PROMOTE TRAINING AND JOB 
PLACEMENT OF REALTIME WRITERS. 
‘‘(a) AUTHORIZATION OF GRANT PROGRAM.— 
‘‘(1) IN GENERAL.—From the amounts appro-
priated to carry out this part under section 800, the 
Secretary of Education shall make competitive 
grants to eligible entities under subsection (b) to 
promote training and placement of individuals, in-
cluding individuals who have completed a court re-
porting training program, as realtime writers in 
order to meet the requirements for closed captioning 
of video programming set forth in section 713 of the 
Communications Act of 1934 (47 U.S.C. 613) and 
the rules prescribed thereunder. 
‘‘(2) ELIGIBLE ENTITIES.—For purposes of this 
part, an eligible entity is a court reporting program 
that— 
‘‘(A) can document and demonstrate to the 
Secretary of Education that it meets minimum 
standards of educational and financial account-
ability, with a curriculum capable of training 
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realtime writers qualified to provide captioning 
services; 
‘‘(B) is accredited by an accrediting agency 
recognized by the Department of Education; 
and 
‘‘(C) is participating in student aid pro-
grams under title IV. 
‘‘(3) PRIORITY
IN
GRANTS.—In determining 
whether to make grants under this section, the Sec-
retary of Education shall give a priority to eligible 
entities that, as determined by the Secretary— 
‘‘(A) possess the most substantial capa-
bility to increase their capacity to train realtime 
writers; 
‘‘(B) demonstrate the most promising col-
laboration with local educational institutions, 
businesses, labor organizations, or other com-
munity groups having the potential to train or 
provide job placement assistance to realtime 
writers; or 
‘‘(C) propose the most promising and inno-
vative approaches for initiating or expanding 
training or job placement assistance efforts 
with respect to realtime writers. 
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‘‘(4) DURATION
OF
GRANT.—A grant under 
this section shall be for a period of 2 years. 
‘‘(5) MAXIMUM
AMOUNT
OF
GRANT.—The 
amount of a grant provided under subsection (a) to 
an entity eligible may not exceed $1,500,000 for the 
2-year period of the grant under paragraph (4). 
‘‘(b) APPLICATION.— 
‘‘(1) IN GENERAL.—To receive a grant under 
subsection (a), an eligible entity shall submit an ap-
plication to the Secretary of Education at such time 
and in such manner as the secretary may require. 
The application shall contain the information set 
forth under paragraph (2). 
‘‘(2) INFORMATION.—Information in the appli-
cation of an eligible entity under subsection (a) for 
a grant under subsection (a) shall include the fol-
lowing: 
‘‘(A) A description of the training and as-
sistance to be funded using the grant amount, 
including how such training and assistance will 
increase the number of realtime writers. 
‘‘(B) A description of performance meas-
ures to be utilized to evaluate the progress of 
individuals receiving such training and assist-
ance in matters relating to enrollment, comple-
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tion of training, and job placement and reten-
tion. 
‘‘(C) A description of the manner in which 
the eligible entity will ensure that recipients of 
scholarships, if any, funded by the grant will be 
employed and retained as realtime writers. 
‘‘(D) A description of the manner in which 
the eligible entity intends to continue providing 
the training and assistance to be funded by the 
grant after the end of the grant period, includ-
ing any partnerships or arrangements estab-
lished for that purpose. 
‘‘(E) A description of how the eligible enti-
ty will work with local workforce investment 
boards to ensure that training and assistance to 
be funded with the grant will further local 
workforce goals, including the creation of edu-
cational opportunities for individuals who are 
from economically disadvantaged backgrounds 
or are displaced workers. 
‘‘(F) Additional information, if any, of the 
eligibility of the eligible entity for priority in the 
making of grants under subsection (a)(3). 
‘‘(G) Such other information as the Sec-
retary may require. 
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‘‘(c) USE OF FUNDS.— 
‘‘(1) IN GENERAL.—An eligible entity receiving 
a grant under subsection (a) shall use the grant 
amount for purposes relating to the recruitment, 
training and assistance, and job placement of indi-
viduals, including individuals who have completed a 
court reporting training program, as realtime writ-
ers, including— 
‘‘(A) recruitment; 
‘‘(B) subject to paragraph (2), the provi-
sion of scholarships; 
‘‘(C) distance learning; 
‘‘(D) further developing and implementing 
both English and Spanish curriculum to more 
effectively train realtime writing skills, and edu-
cation in the knowledge necessary for the deliv-
ery of high-quality closed captioning services; 
‘‘(E) mentoring students to ensure success-
ful completion of the realtime training and pro-
vide assistance in job placement; 
‘‘(F) encouraging individuals with disabil-
ities to pursue a career in realtime writing; and 
‘‘(G) the employment and payment of per-
sonnel for all such purposes. 
‘‘(2) SCHOLARSHIPS.— 
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clude a description of the use of grant amounts 
by the entity during such year, including an as-
sessment by the entity of the effectiveness of 
activities carried out using such funds in in-
creasing the number of realtime writers. The 
assessment shall utilize the performance meas-
ures submitted by the entity in the application 
for the grant under subsection (b)(2). 
‘‘(B) FINAL REPORT.—The final report of 
an entity on a grant under paragraph (1) shall 
include a description of the best practices iden-
tified by the entity as a result of the grant for 
increasing the number of individuals who are 
trained, employed, and retained in employment 
as realtime writers. 
‘‘(3) ANNUAL REVIEW.—The Inspector General 
of the Department of Education shall conduct an 
annual review of the management, efficiency, and ef-
fectiveness of the grants made under this part. 
‘‘PART N—CENTERS OF EXCELLENCE FOR 
VETERAN STUDENT SUCCESS 
‘‘SEC. 883. MODEL PROGRAMS FOR CENTERS OF EXCEL-
LENCE FOR VETERAN STUDENT SUCCESS. 
‘‘(a) PURPOSE.—It is the purpose of this section to 
encourage model programs to support veteran student suc-
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cess in postsecondary education by coordinating services 
to address the academic, financial, physical, and social 
needs of veteran students. 
‘‘(b) GRANTS AUTHORIZED.— 
‘‘(1) IN GENERAL.—Subject to the availability 
of appropriations under section 800, the Secretary 
shall award grants to institutions of higher edu-
cation to develop model programs to support veteran 
student success in postsecondary education. 
‘‘(2) GRANT PERIOD.—A grant awarded under 
this section shall be awarded for a period of 3 years. 
‘‘(c) USE OF GRANTS.— 
‘‘(1) REQUIRED ACTIVITIES.—An institution of 
higher education receiving a grant under this section 
shall use such grant to carry out a model program 
that includes— 
‘‘(A) establishing of a Center of Excellence 
for Veteran Student Success on the campus of 
the institution to provide a single point of con-
tact to coordinate comprehensive support serv-
ices for veteran students; 
‘‘(B) establishing a veteran students sup-
port team, including representatives from the 
offices of the institution responsible for admis-
sions, registration, financial aid, veterans bene-
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fits, academic advising, student health, personal 
or mental health counseling, career advising, 
disabilities services, and any other office of the 
institution that provides support to veteran stu-
dents on campus; 
‘‘(C) providing a full-time or part-time co-
ordinator whose primary responsibility is to co-
ordinate the model program carried out under 
this section; 
‘‘(D) monitoring the rates of veteran stu-
dent enrollment, persistence, and completion; 
and 
‘‘(E) developing a plan to sustain the Cen-
ter of Excellence for Veteran Student Success 
after the grant period. 
‘‘(2) OTHER AUTHORIZED ACTIVITIES.—An in-
stitution of higher education receiving a grant under 
this section may use such grant to carry out any of 
the following activities with respect to veteran stu-
dents: 
‘‘(A) Outreach and recruitment of such 
students. 
‘‘(B) Supportive instructional services for 
such students, which may include— 
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‘‘(i) personal, academic, and career 
counseling, as an on-going part of the pro-
gram; 
‘‘(ii) tutoring and academic skill-build-
ing instruction assistance, as needed; and 
‘‘(iii) assistance with special admis-
sions and transfer of credit from previous 
postsecondary education or experience. 
‘‘(C) Assistance in obtaining student finan-
cial aid. 
‘‘(D) Housing support for students living 
in institutional facilities and commuting stu-
dents. 
‘‘(E) Cultural events, academic programs, 
orientation programs, and other activities de-
signed to ease the transition to campus life for 
such students. 
‘‘(F) Support for veteran student organiza-
tions and veteran student support groups on 
campus. 
‘‘(G) Coordination of academic advising 
and admissions counseling with military bases 
and national guard units in the area. 
‘‘(H) Other support services the institution 
determines to be necessary to ensure the suc-
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cess of such students in achieving their edu-
cational and career goals. 
‘‘(d) APPLICATION; SELECTION.— 
‘‘(1) APPLICATION.—To be considered for a 
grant under this section, an institution of higher 
education shall submit to the Secretary an applica-
tion at such time, in such manner, and accompanied 
by such information as the Secretary may require. 
‘‘(2) SELECTION CONSIDERATIONS.—In award-
ing grants under this section, the Secretary shall 
consider— 
‘‘(A) the number of veteran students en-
rolled at an institution of higher education; and 
‘‘(B) the need for model programs to ad-
dress the needs of veteran students at a wide 
range of institutions of higher education, in-
cluding the need to provide— 
‘‘(i) an equitable distribution of such 
grants to institutions of higher education 
of various types and sizes; 
‘‘(ii) an equitable geographic distribu-
tion of such grants; and 
‘‘(iii) an equitable distribution of such 
grants among rural and urban areas. 
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‘‘(e) EVALUATION AND ACCOUNTABILITY PLAN.— 
The Secretary shall develop an evaluation and account-
ability plan for model programs funded under this section 
to objectively measure the impact of such programs, in-
cluding a measure of whether postsecondary education en-
rollment, persistence, and completion for veterans in-
creases as a result of such programs. 
‘‘PART O—UNIVERSITY SUSTAINABILITY 
PROGRAMS 
‘‘Subpart 1—Sustainability Planning Grants 
‘‘SEC. 884. GRANTS AUTHORIZED. 
‘‘(a) PROGRAM AUTHORIZED.— 
‘‘(1) IN GENERAL.—From the amounts appro-
priated to carry out this part under section 800, the 
Secretary, in consultation with the Administrator of 
the Environmental Protection Agency, shall make 
grants to eligible entities to establish sustainability 
programs to design and implement sustainability 
practices, including in the areas of energy manage-
ment, greenhouse gas emissions reductions, green 
building, waste management, purchasing, transpor-
tation, and toxics management, and other aspects of 
sustainability that integrate campus operations with 
multidisciplinary academic programs and are appli-
cable to the private and government sectors. 
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‘‘(2) PERIOD OF GRANT.—The provision of pay-
ments under a grant under paragraph (1) may ex-
tend over a period of not more than 4 fiscal years. 
‘‘(3) DEFINITION OF ELIGIBLE ENTITIES.—For 
purposes of this part, the term ‘eligible entity’ 
means— 
‘‘(A) an institution of higher education 
that grants 2 or 4-year undergraduate degrees, 
or masters and doctoral degrees, or both; or 
‘‘(B) a non-profit consortia, association, al-
liance, or collaboration operating in partnership 
with one or more institutions of higher edu-
cation that received funds for the implementa-
tion of work associated with sustainability pro-
grams under this part. 
‘‘(b) APPLICATIONS.— 
‘‘(1) IN GENERAL.—To receive a grant under 
subsection (a)(1), an eligible entity shall submit an 
application to the Secretary at such time, in such 
form, and containing such information as the Sec-
retary may reasonably require. 
‘‘(2) ASSURANCES.—Such application shall in-
clude assurances that the eligible entity— 
‘‘(A) has developed or shall develop a plan, 
including an evaluation component, for the pro-
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gram component established pursuant to sub-
section (c); 
‘‘(B) shall use Federal funds received from 
a grant under subsection (a) to supplement, not 
supplant, non-Federal funds that would other-
wise be available for projects funded under such 
section; 
‘‘(C) shall provide, with respect to any fis-
cal year in which such entity receives funds 
from a grant under subsection (a)(1), non-Fed-
eral funds or an in-kind contribution in an 
amount equal to 20 percent of funds from such 
grant, for the purpose of carrying out the pro-
gram component established in subsection (c); 
and 
‘‘(D) shall collaborate with business, gov-
ernment, and the nonprofit sectors in the devel-
opment and implementation of its sustainability 
plan. 
‘‘(c) USE OF FUNDS.— 
‘‘(1) INDIVIDUAL INSTITUTIONS.—Grants made 
under subsection (a) may be used by an eligible enti-
ty that is an individual institution of higher edu-
cation for the following purposes: 
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‘‘(A) To develop and implement adminis-
trative and operations practices at institutions 
of higher education that test, model, and ana-
lyze principles of sustainability. 
‘‘(B) To establish multidisciplinary edu-
cation, research, and outreach programs at in-
stitutions of higher education that address the 
environmental, social, and economic dimensions 
of sustainability. 
‘‘(C) To support research and teaching ini-
tiatives that focus on multidisciplinary and inte-
grated environmental, economic, and social ele-
ments. 
‘‘(D) To establish initiatives in the areas of 
energy management, greenhouse gas emissions 
reductions, green building, waste management, 
purchasing, toxics management, transportation, 
and other aspects of sustainability. 
‘‘(E) To support student, faculty, and staff 
work at institutions of higher education to im-
plement, research, and evaluate sustainable 
practices. 
‘‘(F) To establish sustainability literacy as 
a requirement for undergraduate and graduate 
degree programs. 
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‘‘(G) To integrate sustainability curriculum 
in all programs of instruction, particularly in 
business, architecture, technology, manufac-
turing, engineering, and science programs. 
‘‘(2) PARTNERSHIPS.—Grants made under sub-
section (a) may be used by an eligible entity that is 
a non-profit consortia, association, alliance, or col-
laboration operating as a partnership with one or 
more institutions of higher education for the fol-
lowing purposes: 
‘‘(A) To conduct faculty, staff and admin-
istrator training on the subjects of sustain-
ability and institutional change. 
‘‘(B) To compile, evaluate, and disseminate 
best practices, case studies, guidelines and 
standards. 
‘‘(C) To conduct efforts to engage external 
stakeholders such as business, alumni, and ac-
crediting agencies in the process of building 
support for research, education, and technology 
development for sustainability. 
‘‘(D) To conduct professional development 
programs for faculty in all disciplines to enable 
faculty to incorporate sustainability content in 
their courses. 
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‘‘(E) To enable an appropriate non-profit 
consortia, association, alliance, or collaboration 
operating in partnership with an institution of 
higher education to create the analytical tools 
necessary for institutions of higher education to 
assess and measure their individual progress to-
ward fully sustainable campus operations and 
fully integrating sustainability into the cur-
riculum. 
‘‘(F) To develop educational benchmarks 
for institutions of higher education to determine 
the necessary rigor and effectiveness of aca-
demic sustainability programs. 
‘‘(d) REPORTS.—An eligible entity that receives a 
grant under subsection (a) shall submit to the Secretary, 
for each fiscal year in which the entity receives amounts 
from such grant, a report that describes the work con-
ducted pursuant to subsection (c), research findings and 
publications, administrative savings experienced, and an 
evaluation of the program. 
‘‘(e) ALLOCATION REQUIREMENT.—The Secretary 
may not make grants under subsection (a) to any eligible 
entity in a total amount that is less than $250,000 or 
more than $2,000,000. 
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‘‘Subpart 2—Summit on Sustainability 
‘‘SEC. 885. SUMMIT ON SUSTAINABILITY. 
‘‘Not later than September 30, 2008, the Secretary 
of Education, in consultation with the Administrator of 
the Environmental Protection Agency, shall convene a 
summit of higher education experts working in the area 
of sustainable operations and programs, representatives 
from agencies of the Federal Government, and business 
and industry leaders to focus on efforts of national distinc-
tion that— 
‘‘(1) encourage faculty, staff, and students at 
institutions of higher education to establish adminis-
trative and academic sustainability programs on 
campus; 
‘‘(2) enhance research by faculty and students 
at institutions of higher education in sustainability 
practices and innovations that assist and improve 
sustainability; 
‘‘(3) encourage institutions of higher education 
to work with community partners from the business, 
government, and nonprofit sectors to design and im-
plement sustainability programs for application in 
the community and workplace; 
‘‘(4) identify opportunities for partnerships in-
volving institutions of higher education and the Fed-
eral Government to expand sustainable operations 
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and academic programs focused on environmental 
and economic sustainability; and 
‘‘(5) charge the summit participants or steering 
committee to submit a set of recommendations for 
addressing sustainability through institutions of 
higher education. 
‘‘PART P—MODELING AND SIMULATION 
PROGRAMS 
‘‘SEC. 886. MODELING AND SIMULATION. 
‘‘(a) PURPOSE; DEFINITION.— 
‘‘(1) PURPOSE.—The purpose of this section is 
to promote the study of modeling and simulation at 
institutions of higher education, through the collabo-
ration with new and existing programs, and specifi-
cally to promote the use of technology in such study 
through the creation of accurate models that can 
simulate processes or recreate real life, by— 
‘‘(A) establishing a task force at the De-
partment of Education to raise awareness of 
and define the study of modeling and simula-
tion; 
‘‘(B) providing grants to institutions of 
higher education to develop new modeling and 
simulation degree programs; and 
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‘‘(C) providing grants for institutions of 
higher education to enhance existing modeling 
and simulation degree programs. 
‘‘(2) DEFINITION.—In this section, the term 
‘modeling and simulation’ means a field of study re-
lated to the application of computer science and 
mathematics to develop a level of understanding of 
the interaction of the parts of a system and of a sys-
tem as a whole. 
‘‘(b) ESTABLISHMENT OF TASK FORCE.— 
‘‘(1) IN GENERAL.—Subject to the availability 
of appropriations, the Secretary shall establish a 
taskforce within the Department of Education to 
study modeling and simulation and to support the 
development of the modeling and simulation field. 
The activities of such taskforce shall include— 
‘‘(A) helping to define the study of mod-
eling and simulation (including the content of 
modeling and simulation classes and programs); 
‘‘(B) identifying best practices for such 
study; 
‘‘(C) identifying core knowledge and skills 
that individuals who participate in modeling 
and simulation programs should acquire; and 
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‘‘(D) providing recommendations to the 
Secretary with respect to— 
‘‘(i) the information described in sub-
paragraphs (A) through (C); and 
‘‘(ii) a system by which grants under 
this section will be distributed. 
‘‘(2) TASKFORCE MEMBERSHIP.—The member-
ship of the taskforce under this subsection shall be 
composed of representatives from— 
‘‘(A) institutions of higher education with 
established modeling and simulation degree pro-
grams; 
‘‘(B) the National Science Foundation; 
‘‘(C) Federal Government agencies that 
use modeling and simulation extensively, includ-
ing the Department of Defense, the National 
Institute of Health, the Department of Home-
land Security, the Department of Health and 
Human Services, the Department of Energy, 
and the Department of Transportation; 
‘‘(D) private industries with a primary 
focus on modeling and simulation; 
‘‘(E) national modeling and simulation or-
ganizations; and 
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‘‘(F) the Office of Science and Technology 
Policy. 
‘‘(c) ENHANCING MODELING AND SIMULATION AT 
INSTITUTIONS OF HIGHER EDUCATION.— 
‘‘(1) ENHANCEMENT GRANTS AUTHORIZED.— 
‘‘(A) IN GENERAL.—The Secretary is au-
thorized to award grants, on a competitive 
basis, to eligible institutions to enhance mod-
eling and simulation degree programs at such 
eligible institutions. 
‘‘(B) DURATION
OF
GRANT.—A grant 
awarded under this subsection shall be awarded 
for a 3-year period, and such grant period may 
be extended for not more than 2 years if the 
Secretary determines that an eligible institution 
has demonstrated success in enhancing the 
modeling and simulation degree program at 
such eligible institution. 
‘‘(C) MINIMUM GRANT AMOUNT.—Subject 
to the availability of appropriations, a grant 
awarded to an eligible institution under this 
subsection shall not be less than $750,000. 
‘‘(D) NON-FEDERAL SHARE.—Each eligible 
institution receiving a grant under this sub-
section shall provide, from non-Federal sources, 
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in cash or in kind, an amount equal to 25 per-
cent of the amount of the grant to carry out the 
activities supported by the grant. The Secretary 
may waive the non-Federal share requirement 
under this subparagraph for an eligible institu-
tion if the Secretary determines a waiver to be 
appropriate based on the financial ability of the 
institution. 
‘‘(2) ELIGIBLE
INSTITUTIONS.—For the pur-
poses of this subsection, an eligible institution is an 
institution of higher education that— 
‘‘(A) has an established modeling and sim-
ulation degree program, including a major, 
minor, or career-track program; or 
‘‘(B) has an established modeling and sim-
ulation certificate or concentration program. 
‘‘(3) APPLICATION.—To be considered for a 
grant under this subsection, an eligible institution 
shall submit to the Secretary an application at such 
time, in such manner, and containing such informa-
tion as the Secretary may require. Such application 
shall include— 
‘‘(A) a letter from the president or provost 
of the eligible institution that demonstrates the 
institution’s commitment to the enhancement of 
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the modeling and simulation program at the in-
stitution of higher education; 
‘‘(B) an identification of designated faculty 
responsible for the enhancement of the institu-
tion’s modeling and simulation program; and 
‘‘(C) a detailed plan for how the grant 
funds will be used to enhance the modeling and 
simulation program of the institution. 
‘‘(4) USES OF FUNDS.—A grant awarded under 
this subsection shall be used by an eligible institu-
tion to carry out the plan developed in accordance 
with paragraph (3)(C) to enhance modeling and sim-
ulation programs at the institution, which may in-
clude— 
‘‘(A) in the case of an institution that is el-
igible under paragraph (2)(B), activities to as-
sist in the establishment of a major, minor, or 
career-track modeling and simulation program 
at the eligible institution; 
‘‘(B) expanding the multi-disciplinary na-
ture of the institution’s modeling and simula-
tion programs; 
‘‘(C) recruiting students into the field of 
modeling and simulation through the provision 
of fellowships or assistantships; 
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‘‘(D) creating new courses to compliment 
existing courses and reflect emerging develop-
ments in the modeling and simulation field; 
‘‘(E) conducting research to support new 
methodologies and techniques in modeling and 
simulation; and 
‘‘(F) purchasing equipment necessary for 
modeling and simulation programs. 
‘‘(d) ESTABLISHING MODELING
AND SIMULATION 
PROGRAMS.— 
‘‘(1) ESTABLISHMENT GRANTS AUTHORIZED.— 
‘‘(A) IN GENERAL.—The Secretary is au-
thorized to award grants to institutions of high-
er education to establish a modeling and sim-
ulation program, including a major, minor, ca-
reer-track, certificate, or concentration pro-
gram. 
‘‘(B) DURATION
OF
GRANT.—A grant 
awarded under this subsection shall be awarded 
for a 3-year period, and such grant period may 
be extended for not more than 2 years if the 
Secretary determines that an eligible institution 
has demonstrated success in establishing a 
modeling and simulation degree program at 
such eligible institution. 
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‘‘(C) MINIMUM GRANT AMOUNT.—Subject 
to the availability of appropriations, a grant 
awarded to an eligible institution under this 
subsection shall not be less than $750,000. 
‘‘(D) NON-FEDERAL SHARE.—Each eligible 
institution receiving a grant under this sub-
section shall provide, from non-Federal sources, 
in cash or in kind, an amount equal to 25 per-
cent of the amount of the grant to carry out the 
activities supported by the grant. The Secretary 
may waive the non-Federal share requirement 
under this subparagraph for an eligible institu-
tion if the Secretary determines a waiver to be 
appropriate based on the financial ability of the 
institution. 
‘‘(2) APPLICATION.—To apply for a grant 
under this subsection, an eligible institution shall 
submit to the Secretary an application at such time, 
in such manner, and containing such information as 
the Secretary may require. Such application shall in-
clude— 
‘‘(A) a letter from the president or provost 
of the eligible institution that demonstrates the 
institution’s commitment to the establishment 
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of a modeling and simulation program at the 
institution of higher education; 
‘‘(B) a detailed plan for how the grant 
funds will be used to establish a modeling and 
simulation program at the institution; and 
‘‘(C) a description of how the modeling 
and simulation program established under this 
subsection will complement existing programs 
and fit in to the institution’s current program 
and course offerings. 
‘‘(3) USES OF FUNDS.—A grant awarded under 
this subsection may be used by an eligible institution 
to— 
‘‘(A) establish, or work toward the estab-
lishment of, a modeling and simulation pro-
gram, including a major, minor, career-track, 
certificate, or concentration program at the eli-
gible institution; 
‘‘(B) provide adequate staffing to ensure 
the successful establishment of the modeling 
and simulation program, which may include the 
assignment of full-time dedicated or supportive 
faculty; and 
‘‘(C) purchasing equipment necessary for a 
modeling and simulation program. 
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‘‘(e) AUTHORIZATION OF APPROPRIATIONS.—There 
are authorized to be appropriated to carry out this section 
$40,000,000 for fiscal year 2009 and such sums as may 
be necessary for each of the 4 succeeding fiscal years. Of 
the amounts authorized to be appropriated for each fiscal 
year— 
‘‘(1) $1,000,000 is authorized to carry out the 
activities of the task force established pursuant to 
subsection (b); and 
‘‘(2) of the amount remaining after the alloca-
tion for paragraph (1)— 
‘‘(A) 50 percent is authorized to carry out 
the grant program under subsection (c); and 
‘‘(B) 50 percent is authorized to carry out 
the grant program under subsection (d). 
‘‘PART Q—BUSINESS WORKFORCE 
PARTNERSHIPS 
‘‘SEC. 887. GRANTS TO CREATE BUSINESS WORKFORCE 
PARTNERSHIPS. 
‘‘(a) PURPOSE AND AUTHORIZATION.— 
‘‘(1) PURPOSE.—The purpose of this section is 
to provide grants to institutions of higher education 
partnering with employers to strengthen ties be-
tween college degree credit offerings and business 
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and industry workforce needs, and expand opportu-
nities for worksite learning. 
‘‘(2) AUTHORIZATION OF PROGRAM.—The Sec-
retary shall award grants, on a competitive basis, to 
eligible partnerships for the purposes of creating 
business and industry workforce partnerships. 
‘‘(b) DEFINITION
OF
BUSINESS
AND
INDUSTRY 
WORKFORCE PARTNERSHIP.— 
‘‘(1) IN GENERAL.—For purposes of this sec-
tion, the term ‘business and industry workforce part-
nership’ means a partnership between one or more 
institutions of higher education and— 
‘‘(A) an employer or group of employers, 
or a local board (as such term is defined in sec-
tion 101 of the Workforce Investment Act of 
1998), or both; and 
‘‘(B) labor organizations, where applicable, 
that represent workers locally in the businesses 
or industries that are the focus of the partner-
ship, including as a result of such organiza-
tion’s representation of employees at a worksite 
at which the partnership proposes to conduct 
activities under this section. 
‘‘(2) EXCEPTION.—In the case of a State that 
does not operate local boards, paragraph (1)(A) 
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shall be applied by substituting ‘State board’ for 
‘local board’. 
‘‘(3) EXISTING
PARTNERSHIPS.—Nothing in 
this subsection shall be construed to prohibit a part-
nership that is in existence on the date of enactment 
of this section from applying for a grant under this 
section. 
‘‘(c) APPLICATION.—A business and industry work-
force partnership seeking a grant under this section shall 
submit an application to the Secretary at such time, in 
such manner, and containing such information as the Sec-
retary may require. 
‘‘(d) PRIORITY
FOR APPLICATIONS FOCUSED
ON 
SERVING NONTRADITIONAL STUDENTS.—The Secretary 
shall give priority to applications focused on serving non-
traditional students who are independent, as defined in 
section 480(d), do not already have a bachelor’s degree, 
and who have one or more of the following characteristics: 
‘‘(1) Are the first generation in their family to 
attend college. 
‘‘(2) Have delayed enrollment in college. 
‘‘(3) Have dependents. 
‘‘(e) PEER REVIEW.—The Secretary shall convene a 
peer review process, which shall include individuals knowl-
edgeable about workforce education for working adults, to 
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review applications for grants under this section, and 
make recommendations to the Secretary on the selection 
of grant recipients. 
‘‘(f) MANDATORY ACTIVITIES.—A partnership that 
receives a grant under this section shall use the grant 
funds to carry out all of the following activities: 
‘‘(1) Identify high demand occupations in the 
regional labor market which offer or can lead to high 
wages, in coordination with the State employment 
security agency funded under the Wagner-Peyser 
Act. 
‘‘(2) Develop linked career and educational 
pathways for those occupations and related ones, in-
cluding, where appropriate, pathways involving reg-
istered apprenticeships. 
‘‘(3) Consult with employers offering jobs in oc-
cupations identified under paragraph (1) to deter-
mine workforce development needs. 
‘‘(4) Consult with labor organizations rep-
resenting workers locally in the occupations identi-
fied in paragraph (1), where applicable. 
‘‘(5) Identify existing college degree credit of-
ferings or create new degree credit offerings that 
prepare students to meet business and industry 
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workforce needs, including offerings connected to 
registered apprenticeship programs. 
‘‘(g) PERMISSIBLE ACTIVITIES.—A partnership that 
receives a grant under this section may use the grant 
funds to carry out one or more of the following activities: 
‘‘(1) In consultation with faculty in the appro-
priate departments, adapt college offerings identified 
and created under subsection (f)(5) to the schedules 
and needs of working students, such as by creating 
evening, weekend, modular, compressed, or distance 
learning formats, enrolling students in learning com-
munities, or other relevant innovations. 
‘‘(2) Create bridge programs that prepare stu-
dents with lower skills or limited English proficiency 
to enter the college offerings identified or created 
under subsection (f)(5). 
‘‘(3) Expand worksite learning opportunities. 
‘‘(4) Other activities that the institution and 
the Secretary deem appropriate to carry out the pur-
poses of this program. 
‘‘(h) GRANT PERIOD.—Grants made under this sec-
tion shall be for a period of at least 36 months and not 
more than 60 months. 
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‘‘(i) TECHNICAL ASSISTANCE.—The Secretary shall 
provide technical assistance to grantees under this section 
throughout the grant period. 
‘‘(j) EVALUATION.—The Secretary shall conduct an 
evaluation of the effectiveness of the program under this 
section and disseminate the findings of such evaluation, 
as well as information on promising practices developed 
under this section. 
‘‘(k) REPORT
TO CONGRESS.—Not less than 36 
months after the first grant is awarded under this section, 
the Secretary, jointly with the Secretary of Labor, shall 
report to Congress on: 
‘‘(1) Changes to the Higher Education Act and 
related Acts, such as the Perkins Vocational and 
Technical Education Act and the Workforce Invest-
ment Act (both Title I and Title II), that would help 
create and sustain business and industry workforce 
partnerships at colleges. 
‘‘(2) Other changes to the Higher Education 
Act and related Acts, such as the Perkins Vocational 
and Technical Education Act and the Workforce In-
vestment Act, that would more generally strengthen 
the links between business and industry workforce 
needs, workforce development programs, and other 
college degree credit offerings. 
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‘‘PART R—PATH TO SUCCESS PROGRAM 
‘‘SEC. 887. PATH TO SUCCESS. 
‘‘(a) PURPOSE.—The purpose of this part is to en-
courage community supported programs that— 
‘‘(1) leverage and enhance community support 
for at-risk young adults by facilitating the transition 
of such young adults who are eligible individuals into 
productive learning environments where such young 
adults can obtain the life, social, academic, and vo-
cational skills and credentials necessary to strength-
en the Nation’s workforce; 
‘‘(2) provide counseling, as appropriate, for eli-
gible individuals participating in the programs to 
allow such individuals to build a relationship with 
one or more guidance counselors during the period 
that the individuals are enrolled in the programs, in-
cluding providing referrals and connections to com-
munity resources that help eligible individuals tran-
sition back into the community with the necessary 
life, social, academic, and vocational skills after 
being in detention, or incarcerated, particularly re-
sources related to health, housing, job training, and 
work-place readiness; 
‘‘(3) provide training and education for eligible 
individuals participating in the programs, to allow 
such individuals to assist community officials and 
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law enforcement agencies with the deterrence and 
prevention of gang and youth violence by partici-
pating 
in 
seminars, 
training, 
and 
workshops 
throughout the community; and 
‘‘(4) provide each eligible youth participating in 
the programs with individual attention based on a 
curriculum that matches the interests and abilities 
of the individual to the resources of the program. 
‘‘(b) REENTRY EDUCATION PROGRAM.— 
‘‘(1) GRANT
PROGRAM
ESTABLISHED.—The 
Secretary is authorized to award grants to commu-
nity colleges to enter into and maintain partnerships 
with juvenile detention centers and secure juvenile 
justice residential facilities to provide assistance, 
services, and education to eligible individuals who re-
enter the community and pursue, in accordance with 
the requirements of this part, at least one of the fol-
lowing: 
‘‘(A) A certificate of graduation from a 
school providing secondary education, a general 
equivalency diploma (GED), or another recog-
nized equivalent of such a certificate or di-
ploma. 
‘‘(B) A certificate of completion for a spe-
cialized area of study, such as vocational train-
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ing and other alternative post-secondary edu-
cational programs. 
‘‘(C) An associate’s degree. 
‘‘(2) GRANT PERIOD.—A grant awarded under 
this part shall be for one 2-year period, and may be 
renewed for an additional period as the Secretary 
determines to be appropriate. 
‘‘(3) APPLICATION.—A community college de-
siring to receive a grant under this section shall sub-
mit an application to the Secretary at such time, in 
such manner, and containing such information as 
the Secretary shall require, which shall include— 
‘‘(A) an assessment of the existing commu-
nity resources available to serve at-risk youth; 
‘‘(B) a detailed description of the program 
and activities the community college will carry 
out with such grant; and 
‘‘(C) a proposed budget describing how the 
community college will use the funds made 
available by such grant. 
‘‘(4) PRIORITY.—In awarding grants under this 
part, the Secretary of Education shall give priority 
to community colleges that accept the highest num-
ber of eligible individuals from high-risk areas, and 
among such community colleges, shall give priority 
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to community colleges that the Secretary determines 
will best carry out the purposes of this part, based 
on the applications submitted in accordance with 
paragraph (3). 
‘‘(c) ALLOWABLE USES OF FUNDS.—A community 
college awarded a grant under this part may use such 
grant to— 
‘‘(1) pay for tuition and transportation costs of 
eligible individuals; 
‘‘(2) establish and carry out an education pro-
gram that includes classes for eligible individuals 
that— 
‘‘(A) provide marketable life and social 
skills to such individuals; 
‘‘(B) meet the education program require-
ments under subsection (d); 
‘‘(C) promote the civic engagement of such 
individuals; and 
‘‘(D) facilitate a smooth reentry of such in-
dividuals into the community; 
‘‘(3) create and carry out a mentoring pro-
gram— 
‘‘(A) that is specifically designed to help el-
igible individuals with the potential challenges 
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of the transitional period from detention to re-
lease; 
‘‘(B) is created in consultation with guid-
ance counselors, academic advisors, law enforce-
ment officials, and other community resources; 
and 
‘‘(C) that is administered by a program co-
ordinator, selected and employed by the commu-
nity college, who shall oversee each individual’s 
development and shall serve as the immediate 
supervisor and reporting officer to whom the 
academic advisors, guidance counselors, and 
volunteers shall report regarding the progress 
of each such individual; 
‘‘(4) facilitate employment opportunities for eli-
gible individuals by entering into partnerships with 
public and private entities to provide opportunities 
for internships, apprenticeships, and permanent em-
ployment, as possible, for such individuals; and 
‘‘(5) provide training for eligible individuals 
participating in the programs, to allow such individ-
uals to assist community officials and law enforce-
ment agencies with the deterrence and prevention of 
gang and youth violence by participating in seminars 
and workshop series throughout the community. 
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‘‘(d) EDUCATION PROGRAM REQUIREMENTS.—An 
education program established and carried out under sub-
section (c) shall— 
‘‘(1) include classes that are required for com-
pletion of a certificate, diploma, or degree described 
in subparagraphs (A) through (C) of subsection 
(b)(1); 
‘‘(2) provide a variety of academic programs, 
with various completion requirements, to accommo-
date the distinctive academic backgrounds, learning 
curves, and concentration interests of the eligible in-
dividuals who participate in the program; 
‘‘(3) offer flexible academic programs that are 
designed to improve the academic development and 
achievement of eligible individuals, and to avoid high 
attrition rates for such individuals; and 
‘‘(4) provide for a uniquely designed education 
plan for each eligible individual participating in the 
program, which shall require such individual to re-
ceive, at a minimum, a certificate or diploma de-
scribed in subparagraph (A) of subsection (b)(1) to 
successfully complete such program. 
‘‘(e) REPORTS.—Each community college awarded a 
grant under this part shall submit to the Secretary of 
Education a report— 
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‘‘(1) documenting the results of the program 
carried out with such grant; and 
‘‘(2) evaluating the effectiveness of activities 
carried out through such program. 
‘‘(f) DEFINITIONS.—In this part: 
‘‘(1) COMMUNITY COLLEGE.—The term ‘com-
munity college’ means a public or nonprofit institu-
tion of higher education (as such term is defined in 
section 101 or 102(a)(2)(B)), that— 
‘‘(A) provides an educational program of 
not less than two years; and 
‘‘(B) that is accredited by a regional ac-
crediting agency or association. 
‘‘(2) ELIGIBLE INDIVIDUAL.—The term ‘eligible 
individual’ means an individual who— 
‘‘(A) is 16 to 25 years of age; 
‘‘(B) has been convicted of a gang-related 
offense, and has served a period of detention in 
a juvenile detention center for such offense; and 
‘‘(C) is detained in, or has been released 
from, such center. 
‘‘(3) GANG-RELATED
OFFENSE.—The term 
‘gang-related offense’ means conduct constituting 
any Federal or State crime, punishable by imprison-
ment in any of the following categories: 
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‘‘(A) A crime of violence. 
‘‘(B) A crime involving obstruction of jus-
tice, tampering with or retaliating against a 
witness, victim, or informant, or burglary. 
‘‘(C) A crime involving the manufacturing, 
importing, distributing, possessing with intent 
to distribute, or otherwise dealing in a con-
trolled substance or listed chemical (as those 
terms are defined in section 102 of the Con-
trolled Substances Act (21 U.S.C. 802)). 
‘‘(4) GUIDANCE COUNSELOR.—The term ‘guid-
ance counselor’ means an individual who works with 
at-risk youth on a one-on-one basis, to establishing 
a supportive relationship with such at-risk youth and 
to provide such at-risk youth with academic assist-
ance and exposure to new experiences that enhance 
their ability to become responsible citizens. 
‘‘(5) HIGH-RISK
AREA.—The term ‘high-risk 
area’ means a specified area within a State where 
there is a disproportionately high number of gang- 
related activities reported to State and local law en-
forcement authorities.’’. 
SEC. 802. SENSE OF THE CONGRESS; REPORT. 
(a) SENSE OF CONGRESS.—It is the sense of the Con-
gress that— 
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(1) in order to provide the borrowers of Federal 
student loans with the option of converting their 
loans to income contingent repayment by providing 
direct loans for the discharge of such loans (in this 
section referred to as ‘‘direct IDEA loans’’), the Sec-
retary of Education and the Secretary of the Treas-
ury will work together to develop a process by which 
the borrower will make payments on such loan using 
the income tax withholding system and will make ap-
propriate adjustments to his or her withholding or 
estimated tax payments for such purposes; 
(2) the Secretaries should determine— 
(A) whether such a repayment option 
would be beneficial to borrowers and taxpayers; 
and 
(B) how such program would be imple-
mented by the Departments of Education and 
Treasury; and 
(3) this process would— 
(A) streamline the repayment process and 
provide greater flexibility for borrowers electing 
to use the direct IDEA loan; 
(B) significantly reduce the number of loan 
defaults by borrowers; and 
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(C) significantly reduce the redundancy in 
reporting information pertaining to income con-
tingent repayment to the Department of Edu-
cation, institutions, and applicants. 
(b) REPORT.—The Secretaries of Education and the 
Treasury shall, within one year after the date of enact-
ment of this Act— 
(1) provide the Congress with information on 
the progress in devising the direct IDEA loan with 
income contingent repayment using the income tax 
withholding system; 
(2) inform the Congress of any necessary statu-
tory changes for the purpose of establishing a direct 
IDEA loan with income contingent repayment using 
the income tax withholding system; and 
(3) 
consider 
international 
programs 
dem-
onstrating implementation of income contingent re-
payment collected through revenue services, such as 
programs in England, Australia, and New Zealand. 
SEC. 803. INDEPENDENT EVALUATION OF DISTANCE EDU-
CATION PROGRAMS. 
(a) INDEPENDENT EVALUATION.—The Secretary of 
Education shall enter into an agreement with the National 
Academy of Sciences to conduct a scientifically correct and 
statistically valid evaluation of the quality of distance edu-
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cation programs, as compared to campus-based education 
programs, at institutions of higher education. Such eval-
uation shall include— 
(1) identification of the elements by which the 
quality of distance education, as compared to cam-
pus-based education, can be assessed, including ele-
ments such as subject matter, interactivity, and stu-
dent outcomes; 
(2) identification of distance and campus-based 
education program success, with respect to student 
achievement, in relation to the mission of the insti-
tution of higher education; and 
(3) identification of the types of students (in-
cluding classification of types of students based on 
student age) who most benefit from distance edu-
cation programs, the types of students who most 
benefit from campus-based education programs, and 
the types of students who do not benefit from dis-
tance education programs, by assessing elements in-
cluding access to higher education, job placement 
rates, undergraduate graduation rates, and graduate 
and professional degree attainment rates. 
(b) SCOPE.—The National Academy of Sciences shall 
select for participation in the evaluation under subsection 
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(a) a diverse group of institutions of higher education with 
respect to size, mission, and geographic distribution. 
(c) INTERIM AND FINAL REPORTS.—The agreement 
under subsection (a) shall require that the National Acad-
emy of Sciences submit to the authorizing committees (as 
such term is defined in section 103 of the Higher Edu-
cation Act of 1965 (20 U.S.C. 1003)— 
(1) an interim report regarding the evaluation 
under subsection (a) not later than December 31, 
2008; and 
(2) a final report regarding such evaluation not 
later than December 31, 2010. 
SEC. 804. ENCOURAGING COLLEGES AND UNIVERSITIES TO 
‘‘GO GREEN’’. 
(a) FINDINGS.—The Committee on Education and 
Labor of the House of Representatives makes the fol-
lowing findings: 
(1) A commitment to and academic programs 
for environmental and economic sustainability are 
essential for our Nation’s future prosperity. 
(2) The more than 4,200 higher education in-
stitutions in the United States have the capacity to 
innovatively leverage spending and change consump-
tion patterns by incorporating concepts of sustain-
ability into their academic programs and by mod-
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eling sustainable economic and environmental prac-
tices for their communities. 
(3) Many colleges and universities have inter-
disciplinary programs or centers focusing on equip-
ping students with the academic content knowledge 
needed to understand concepts of sustainability and 
‘‘going green’’. 
(4) Many colleges and universities have pro-
grams related to the research of sustainability and 
sustainable systems. 
(5) Academic programs related to sustainability 
vary in rigor because no national education content 
standards for academic sustainability programs cur-
rently exist. 
(6) Colleges and universities may partner with 
businesses to encourage students and faculty to 
translate academic learning and research into prac-
tical solutions that promote sustainability. 
(7) Colleges and universities that make an ef-
fort to reduce energy consumption and promote envi-
ronmental sustainability not only reduce their own 
emissions, but also motivate the leaders of the next 
generation to action and create technical skills and 
resources to develop innovative solutions. 
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(8) Many colleges and universities have under-
taken detailed, campus-wide assessments of their 
progress toward ‘‘going green’’ and sustainability or 
have measured their progress in specific sectors, 
such as operations, or specific parameters, such as 
recycling, energy, and water consumption. 
(9) No system that evaluates and compares col-
lege and university campuses in terms of overall sus-
tainability-related academic programs and practices 
currently exists. 
(b) SENSE OF THE COMMITTEE ON EDUCATION AND 
LABOR.—It is the sense of the Committee on Education 
and Labor that in order to encourage increased public 
awareness of the need to ‘‘go green’’ by using sustainable 
economic and environmental practices and rigorous sus-
tainability academic programs on college and university 
campuses, the following should be encouraged: 
(1) The development of educational standards 
by institutions of higher education to determine the 
necessary rigor and effectiveness of academic sus-
tainability programs. 
(2) Public awareness of the need for ‘‘going 
green’’ by using sustainable economic and environ-
mental practices. 
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(3) Non-governmental efforts to improve eco-
nomic and environmental sustainability efforts on 
college and university campuses, including holding 
national summits to share best practices. 
(4) Collaborative partnerships between Federal 
agencies, businesses, universities and communities to 
broaden sustainability practices. 
SEC. 805. STUDY OF COSTS OF ENVIRONMENTAL, HEALTH, 
AND SAFETY STANDARDS. 
(a) STUDY.—The Secretary of Education shall com-
mission the National Research Council to conduct a na-
tional study to determine the viability of developing and 
implementing standards in environmental, health, and 
safety areas to provide for differential regulation of indus-
trial laboratories and facilities, on the one hand, and re-
search and teaching laboratories on the other. The Na-
tional Research Council shall make specific recommenda-
tions for statutory and regulatory changes that are needed 
to develop such a differential approach. 
(b) REPORT.—The Secretary of Education shall sub-
mit the list of those regulations that impose the greatest 
compliance costs on institutions of higher education and 
make recommendations for statutory changes to ease the 
compliance burden to the authorizing committees (as such 
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term is defined in section 103 of the Higher Education 
Act of 1965 (20 U.S.C. 1003). 
SEC. 806. STUDY OF MINORITY MALE ACADEMIC ACHIEVE-
MENT. 
(a) STUDY REQUIRED.—The Secretary of Education 
shall— 
(1) commission and ensure the conduct of a na-
tional study of underrepresented minority males, 
particularly African American and Hispanic Amer-
ican males, completing high school, and entering and 
graduating from colleges and universities in accord-
ance with the following: 
(A) the data comprising the study shall 
focus primarily on African American and His-
panic American males and will utilize existing 
data sources; 
(B) the study shall focus on high school 
completion and preparation for college, success 
on the SAT and ACT, and minority male access 
to college, including the financing of college, 
and college persistence and graduation; and 
(C) the implementation of the study shall 
be in four stages based on the recommendations 
of the Commissioner of Education Statistics; 
and 
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(2) make specific recommendations to the Con-
gress and State superintendents of education on new 
approaches to increase— 
(A) the number of minority males success-
fully preparing themselves for college study; 
(B) the number of minority males grad-
uating from high school and entering college; 
and 
(C) the number of minority males grad-
uating from college and entering careers in 
which they are underrepresented. 
(b) SUBMISSION OF THE REPORT.—Not later than 
4 years after the date of enactment of this section, the 
Secretary shall submit a report on the study required by 
subsection (a)(1), together with the recommendations re-
quired by subsection (a)(2), to the authorizing committees 
(as such term is defined in section 103 of the Higher Edu-
cation Act of 1965 (20 U.S.C. 1003)). 
SEC. 807. STUDY ON BIAS IN STANDARDIZED TESTS. 
(a) STUDY.—The Comptroller General shall conduct 
a study to identify any race, ethnicity, and gender biases 
present in the design of standardized tests that are used 
for admission to institutions of higher education. 
(b) DATA AVAILABLE TO THE PUBLIC.—Any data 
collected and used for the study under subsection (a) shall 
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be made publicly available, except that such data shall not 
be made available in any manner that reveals personally 
identifiable information relating to any individual. 
(c) REPORT.—Not later than one year after date of 
the enactment of this Act, the Comptroller General shall 
issue an interim report to the authorizing committees (as 
defined in section 103 of the Higher Education Act of 
1965 (20 U.S.C. 1003)) related to the progress of the 
study under subsection (a). 
SEC. 808. FEASIBILITY STUDY ON STUDENT LOANS. 
(a) STUDY REQUIRED.—The Congressional Budget 
Office shall conduct a study on the feasibility of allowing 
borrowers in repayment of student loans made under the 
Higher Education Act of 1965 the option of selecting or 
renegotiating a fixed or variable interest rate on their 
loans and the repayment period of such loans. The study 
shall evaluate various scenarios and options and take into 
consideration the costs to the government, lenders and 
borrowers of allowing such an option as well as the impact 
on service quality. 
(b) REPORT.—The Congressional Budget Office shall 
submit a report on the study required by this section to 
the authorizing committees (as defined in section 103 of 
the Higher Education Act of 1965 (20 U.S.C. 1003)) not 
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later than one year after the date of the enactment of this 
Act. 
SEC. 809. ENDOWMENT REPORT. 
(a) ANALYSIS OF ENDOWMENTS.—The Secretary of 
Education shall conduct a study on the amounts, uses, and 
public purposes of the endowments of institutions of high-
er education. The study shall include information 
(disaggregated by types of institution) describing— 
(1) the average and range of— 
(A) the outstanding balance of such en-
dowments; 
(B) the growth of such endowments over 
the last 20 years; and 
(C) the percentage of spending on an an-
nual basis and, to the extent practicable, the 
uses of such endowments by the institutions; 
and 
(2) the extent to which the funds in such en-
dowments are restricted, and the restrictions placed 
upon such funds. 
(b) SUBMISSION OF REPORT.—The Secretary shall 
submit the report required by subsection (a) to the author-
izing committees (as such term is defined in section 103 
of the Higher Education Act of 1965 (20 U.S.C. 1003)) 
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not later than one year after the date of enactment of this 
Act. 
SEC. 810. STUDY OF CORRECTIONAL POSTSECONDARY 
EDUCATION. 
(a) STUDY REQUIRED.—The Secretary of Education 
shall— 
(1) conduct a longitudinal study to assess the 
effects of correctional postsecondary education 
that— 
(A) employs rigorous empirical methods 
that control for self-selection bias; 
(B) measures a range of outcomes, includ-
ing those related to employment and earnings, 
recidivism, engaged citizenship, impact on fami-
lies of the incarcerated, and impact on the cul-
ture of the correctional institution; 
(C) examines different delivery systems of 
postsecondary education, such as on-site and 
distance learning; and 
(D) includes a projected cost-benefit anal-
ysis of the Federal investment in terms of re-
duction of future offending, reduction of future 
prison costs (construction and operational), in-
creased tax payments by formerly incarcerated 
individuals, a reduction of welfare and other so-
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cial service costs for successful formerly incar-
cerated individuals, and increased costs from 
the employment of formerly incarcerated indi-
viduals; and 
(2) make specific recommendations to the Con-
gress and the relevant State agencies responsible for 
correctional education, such as the State super-
intendents of education and State secretaries of cor-
rections, on best approaches to increase correctional 
education and its effectiveness. 
(b) SUBMISSION OF REPORTS.—Not later than 3 
years after the date of enactment of this Act, the Sec-
retary shall submit an interim report on the progress of 
the study required by subsection (a)(1) to the authorizing 
committees (as defined in section 103 of the Higher Edu-
cation Act of 1965 (20 U.S.C. 1003)). Not later than 7 
years after the date of enactment of this Act, the Sec-
retary shall submit a final report, together with the rec-
ommendations required by subsection (a)(3), to the au-
thorizing committees. 
SEC. 811. NATIONAL UNDERGRADUATE FELLOWS PRO-
GRAM. 
(a) PROGRAM AUTHORIZED.—The Secretary is au-
thorized to provide grants, on a competitive basis, to insti-
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tutions of higher education (as defined in section 102) to 
support a National Undergraduate Fellows program. 
(b) PURPOSE OF GRANTS.—Grants under this section 
shall be provided to enable administrators (including stu-
dent affairs administrators)— 
(1) to improve postsecondary degree completion 
rates of current underrepresented students through 
mentoring, a leadership institute, an internship, and 
funding to attend regional and national higher edu-
cation administration conferences; 
(2) to increase the retention and success rates 
of not only current students, but future generations 
of underrepresented college students, by encouraging 
them to pursue a career in higher education or stu-
dent affairs; and 
(3) to increase the quality and number of 
underrepresented higher education and student af-
fairs administrators able to provide much needed 
student support services to students. 
(c) USES OF FUNDS.—Grantees under this section 
may use the funds to provide— 
(1) staffing support for the program, which 
may include a higher education administrator as a 
mentor; 
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(2) summer internship opportunities focusing 
on higher education administration, at an institution 
other than their own; 
(3) a summer leadership institute participation 
opportunity for self reflection, leadership skill build-
ing, graduate school preparation, and career develop-
ment; and 
(4) as needed, support to attend regional and 
national higher education conferences for additional 
leadership and professional development. 
(d) ON-GOING SUPPORT FOR THE FELLOWS PRO-
GRAM.—From the funds appropriated in section 800 of 
the Higher Education Act of 1965, the Secretary shall 
award a grant, on a competitive basis, to a national orga-
nization to enable such organization to support the estab-
lishment and ongoing work of the program under this sec-
tion. 
SEC. 812. NATIONAL CENTER FOR LEARNING SCIENCE AND 
TECHNOLOGY TRUST FUND. 
(a) ESTABLISHMENT.—There is established a non-
profit corporation to be known as the National Center for 
Learning Science and Technology (referred to in this Act 
as the ‘‘Center’’) which shall not be an agency or estab-
lishment of the United States Government. The Center 
shall be subject to the provisions of this section, and, to 
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the extent consistent with this section, to the District of 
Columbia Nonprofit Corporation Act (D.C. Code, sec. 29– 
501 et seq.). 
(b) FUNDING.— 
(1) IN GENERAL.—There is established in the 
Treasury a separate fund to be known as the Na-
tional Center for Learning Science and Technology 
Trust Fund (referred to in this Act as the ‘‘Trust 
Fund’’). The Trust Fund shall contain such 
amounts as are credited to the Trust Fund under 
paragraph (2) and other funds obtained under para-
graph (3). 
(2) AUTHORIZATION
OF
APPROPRIATIONS.— 
There are authorized to be appropriated to the 
Trust Fund such sums as may be necessary for the 
fiscal years 2008 and each of the 4 succeeding fiscal 
years. 
(3) ADDITIONAL FUNDS.—The Trust Fund is 
authorized— 
(A) to accept funds from any Federal 
agency or entity; 
(B) to accept, hold, administer, invest, and 
spend any gift, devise, or bequest of real or per-
sonal property made to the Center; and 
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(C) to enter into contracts with individ-
uals, public or private organizations, profes-
sional societies, and government agencies for 
the purpose of carrying out the functions of the 
Center. 
(c) BOARD OF DIRECTORS; FUNCTIONS, AND DU-
TIES.— 
(1) IN GENERAL.—A board of directors of the 
Center (referred to in this Act as the ‘‘Board’’) shall 
be established to oversee the administration of the 
Center. The initial Board shall consist of 9 members 
to be appointed by the Secretary of Education from 
a list of recommendations received from the House 
of Representatives and the Senate, who— 
(A) reflect representation from the public 
and private sectors; and 
(B) shall provide, as nearly as practicable, 
a broad representation of various regions of the 
United States, various professions and occupa-
tions, and various kinds of talent and experi-
ence appropriate to the functions and respon-
sibilities of the Center. 
(2) 
ORGANIZATION
AND
OPERATION.—The 
board shall incorporate and operate the center in ac-
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cordance with the laws governing tax exempt organi-
zations in the District of Columbia. 
(d) TRUST FUND USES.— 
(1) USES OF FUNDS.—To achieve the objectives 
of this Act, the Director of the Center, after con-
sultation with the Board, shall use Trust funds to 
support research that is in the public interest but 
that is unlikely to be undertaken entirely with pri-
vate funds— 
(A) to support precompetitive and applied 
research development and demonstrations, and 
assessments of prototypes of innovative digital 
learning and information technologies as well as 
the components and tools needed to create 
them; 
(B) to support the pilot testing and evalua-
tion of these prototype systems; 
(C) to encourage the widespread adoption 
and use of effective, innovative digital ap-
proaches to learning supported by this Act; and 
(D) to support innovative digital media 
education programs for parents, teachers, and 
children to help children in the United States 
learn digital safety and build technology lit-
eracy. 
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(2) CONTRACTS AND GRANTS.— 
(A) IN GENERAL.—In order to carry out 
the activities described in paragraph (1), the 
Director of the Center, with the agreement of 
a majority of the members of the Board, may 
award contracts and grants to colleges and uni-
versities, museums, libraries, public broad-
casting entities and similar nonprofit organiza-
tions and public institutions with or without 
for-profit partners, and to for-profit organiza-
tions. 
(B) PUBLIC DOMAIN.— 
(i) IN GENERAL.—The research and 
development properties and materials asso-
ciated with a project in which a majority 
of the funding used to carry out the 
project is from a grant or contract under 
this Act shall be freely and nonexclusively 
available to the general public in a timely 
manner. 
(ii) EXEMPTION.—The Director of the 
Center may exempt specific projects from 
the requirement of clause (i) if the Direc-
tor of the Center and a majority of the 
members of the Board determine that the 
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general public will benefit significantly due 
to the project not being freely and non-
exclusively available to the general public 
in a timely manner. 
(C) PEER REVIEW.—To the extent prac-
ticable, proposals for grants or contracts shall 
be evaluated on the basis of comparative merit 
by panels of experts who represent diverse in-
terests and perspectives, and who are appointed 
by the Director of the Center from rec-
ommendations from the fields served and from 
the Board of Directors. 
(e) ACCOUNTABILITY AND REPORTING.— 
(1) REPORT.— 
(A) IN GENERAL.—Not later than April 30 
of each year, the Director of the Center shall 
prepare a report for the preceding fiscal year 
that contains the information described in sub-
paragraph (B). 
(B) CONTENTS.—A report under subpara-
graph (A) shall include— 
(i) a comprehensive and detailed re-
port of the Center’s operations, activities, 
financial condition, and accomplishments, 
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and such recommendations as the Director 
of the Center determines appropriate; 
(ii) a comprehensive and detailed in-
ventory of funds distributed from the 
Trust Fund during the fiscal year for 
which the report is being prepared; and 
(iii) an independent audit of the Trust 
Fund’s finances and operations, and of the 
implementation of the goals established by 
the Board. 
(C) STATEMENT
OF
THE
BOARD.—Each 
report under subparagraph (A) shall include a 
statement from the Board containing— 
(i) a clear description of the plans and 
priorities of the Board for the subsequent 
5-year period for expenditures from the 
Trust Fund; and 
(ii) an estimate of the funds that will 
be available for such expenditures from the 
Trust Fund. 
(D) SUBMISSION TO THE PRESIDENT AND 
CONGRESS.—A report under this subsection 
shall be submitted to the President and the au-
thorizing committees (as such term is defined in 
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section 103 of the Higher Education Act of 
1965 (20 U.S.C. 1003)). 
(2) TESTIMONY.—The Director and principal 
officers of the Center shall testify before the appro-
priate committees of Congress, upon request of such 
committees, with respect to— 
(A) a report prepared under paragraph 
(1)(A); and 
(B) any other matter that such committees 
may determine appropriate. 
(f) USE OF FUNDS SUBJECT TO APPROPRIATIONS.— 
The authority to award grants, enter into contracts, or 
otherwise to expend funds under this section is subject to 
the availability of amounts deposited into the Trust Fund 
under subsection (b)(3)(A) or (B), or amounts otherwise 
appropriated for such purposes by an Act of Congress. 
SEC. 813. GAO STUDY OF EDUCATION RELATED INDEBTED-
NESS OF MEDICAL SCHOOL GRADUATES. 
(a) STUDY REQUIRED.—The Comptroller General 
shall conduct a study to evaluate the higher education re-
lated indebtedness of medical school graduates in the 
United States at the time of graduation. 
(b) DEADLINE.—Not later than 1 year after the date 
of enactment of this Act, the Comptroller General shall 
submit a report on the study required by subsection (a) 
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to the authorizing Committees (as such term is defined 
in section 103 of the Higher Education Act of 1965), and 
shall make the report widely available to the public. Addi-
tional reports may be periodically prepared and released 
as necessary. 
SEC. 814. STUDY ON REGIONAL SENSITIVITY IN THE NEEDS 
ANALYSIS FORMULA. 
(a) STUDY.—The Comptroller General shall conduct 
a study to review the methodology that is used to deter-
mine the expected family contribution under part F of title 
IV of the Higher Education Act of 1965. 
(b) STUDY COMPONENTS.—The study conducted 
under subsection (a) shall identify and evaluate the need 
analysis formula under part F of title IV of the Higher 
Education Act of 1965 and examine the need for regional 
sensitivity in need analysis. The study shall include— 
(1) the factors that are used to determine a 
student’s expected family contribution under part F 
of title IV of the Higher Education Act; 
(2) the varying allowances that are made in cal-
culating the expected family contribution; 
(3) the effects of the income protection allow-
ance on all aid recipients; and 
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(4) options for modifying the income protection 
allowance to reflect the significant differences in the 
cost of living in various parts of the United States. 
(c) REPORT.—Not later than one year after the date 
of enactment of this Act, Comptroller General shall report 
to the authorizing committees (as such term is defined in 
section 103 of the Higher Education Act of 1965 (20 
U.S.C. 1003)) on the results of the study conducted under 
this section. 
SEC. 815. DYSLEXIA STUDY. 
(a) INDEPENDENT EVALUATION.—The Secretary of 
Education shall enter into an agreement with the Center 
for Education of the National Academy of Sciences for 
a scientifically based study of the quality of teacher edu-
cation programs, to determine if teachers are adequately 
prepared to meet the needs of students with reading and 
language processing challenges, including dyslexia. Such 
study shall— 
(1) establish the prevalence of dyslexia and 
other processing difficulties in the general popu-
lation by conducting a review of existing research 
and available relevant data; and 
(2) conduct a survey of institutions of higher 
education to provide data on the extent to which 
teacher education programs are based on the essen-
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tial components of reading instruction and scientif-
ically valid research. 
(b) COMPONENTS.—The study conducted under sub-
section (a) shall be designed to provide statistically reliable 
information on— 
(1) the number, type of courses, and credit 
hours required to meet the requirements of the read-
ing degree programs; and 
(2) the extent to which the content of the read-
ing degree programs are based on— 
(A) the essentials of reading instruction 
and scientifically valid research, including pho-
nemic awareness, phonics, fluency, vocabulary, 
and comprehension; and 
(B) early intervention strategies based on 
scientific evidence concerning challenges to the 
development of language processing capacity, 
specifically dyslexia, and the extent to which 
such strategies are effective in preventing read-
ing failure before it occurs. 
(c) SCOPE.—The National Academy of Sciences shall 
select for participation in the evaluation under subsection 
(a) a diverse group of institutions of higher education with 
respect to size, mission, and geographic distribution. 
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(d) INTERIM AND FINAL REPORTS.—The National 
Academy of Sciences shall submit to the Secretary of Edu-
cation, the Committee on Health, Education, Labor and 
Pensions of the Senate, and the Committee on Education 
and Labor of the House of Representatives— 
(1) an interim report regarding the study under 
subsection (a) not later than 9 months after the 
award of the contract to the Center for Education, 
as specified in this Act; and 
(2) a final report summarizing the findings, 
conclusions, and recommendations of such study not 
later than 18 months after the award of such con-
tract. 
(e) TASK FORCE.— 
(1) ESTABLISHMENT.—Upon completion of the 
final report under subsection (d)(2), the Secretary of 
Education shall assemble a task force to make policy 
recommendations regarding the findings of the re-
port to the Secretary. 
(2) MEMBERSHIP.—The membership of the 
task force under this subsection shall include chief 
State school officers, State reading consultants, a 
panel of master teachers, national reading experts, 
and researchers with expertise in the relevant fields. 
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(3) PUBLIC HEARINGS.—The task force under 
this subsection shall hold public hearings to provide 
an opportunity for public comment on the results of 
the findings of the task force. 
SEC. 816. STUDY AND REPORT ON BORROWER REPAYMENT 
PLANS. 
(a) STUDY.—The Secretary of Education shall con-
duct a study— 
(1) on the impact of the standard 10-year stu-
dent loan repayment term on the ability of under-
graduate borrowers in low-income areas, including 
Puerto Rico, to repay their loans made under title 
IV, part B, of the Higher Education Act of 1965; 
and 
(2) to examine the extent to which longer pay-
ment terms would assist borrowers in such low-in-
come areas in reducing their monthly loan payments. 
(b) REPORT.—Not later than 1 year after the date 
of enactment of this title, the Secretary shall submit a re-
port to Congress on the results of the study required by 
this section. 
SEC. 817. NURSING SCHOOL CAPACITY. 
(a) FINDINGS.—The Congress finds as follows: 
(1) Researchers in the field of public health 
have identified the need for a national study to iden-
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tify constraints encountered by schools of nursing in 
graduating the number of nurses sufficient to meet 
the health care needs of the United States. 
(2) The shortage of qualified registered nurses 
has adversely affected the health care system of the 
United States. 
(3) Individual States have had varying degrees 
of success with programs designed to increase the 
recruitment and retention of nurses. 
(4) Schools of nursing have been unable to pro-
vide a sufficient number of qualified graduates to 
meet the workforce needs. 
(5) Many nurses are approaching the age of re-
tirement, and the problem worsens each year. 
(6) In 2004, an estimated 125,000 applications 
from qualified applicants were rejected by schools of 
nursing, due to a shortage of faculty and a lack of 
capacity for additional students. 
(b) STUDY WITH RESPECT TO CONSTRAINTS WITH 
RESPECT TO SCHOOLS OF NURSING.— 
(1) IN GENERAL.—The Secretary shall request 
the Institute of Medicine of the National Academy 
of Sciences to enter into an agreement under which 
the Institute conducts a study for the purpose of— 
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(A) identifying constraints encountered by 
schools of nursing in admitting and graduating 
the number of registered nurses necessary to 
ensure patient safety and meet the need for 
quality assurance in the provision of health 
care; and 
(B) developing recommendations to allevi-
ate the constraints on a short-term and long- 
term basis. 
(2) CERTAIN
COMPONENTS.—The Secretary 
shall ensure that the agreement under paragraph (1) 
provides that the study under such subsection will 
include information on the following: 
(A) The trends in applications for attend-
ance at schools of nursing that are relevant to 
the purpose described in such subsection, in-
cluding trends regarding applicants who are ac-
cepted for enrollment and applicants who are 
not accepted, particularly qualified applicants 
who are not accepted. 
(B) The number and demographic charac-
teristics of entry-level and graduate students 
currently enrolled in schools of nursing, the re-
tention rates at the schools, and the number of 
recent graduates from the schools, as compared 
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to previous years and to the projected need for 
registered nurses based on two-year, five-year, 
and ten-year projections. 
(C) The number and demographic charac-
teristics of nurses who pursue graduate edu-
cation in nursing and non-nursing programs 
but do not pursue faculty positions in schools of 
nursing, the reasons therefor, including any 
regulatory barriers to choosing to pursue such 
positions, and the effect of such decisions on 
the ability of the schools to obtain adequate 
numbers of faculty members. 
(D) The extent to which entry-level grad-
uates of the schools are satisfied with their edu-
cational preparation, including their participa-
tion in nurse externships, internships, and resi-
dency programs, and to which they are able to 
effectively transition into the nursing workforce. 
(E) The satisfaction of nurse managers 
and administrators with respect to the prepara-
tion and performance levels of entry-level grad-
uates from the schools after one year, three 
years, and five years of practice, respectively. 
(F) The extent to which the current salary, 
benefit structures, and characteristics of the 
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workplace, including the number of nurses who 
are presently serving in faculty positions, influ-
ence the career path of nurses who have pur-
sued graduate education. 
(G) The extent to which the use of innova-
tive technologies for didactic and clinical nurs-
ing education might provide for an increase in 
the ability of schools of nursing to train quali-
fied nurses. 
(3) 
RECOMMENDATIONS.—Recommendations 
under paragraph (2)(B) may include recommenda-
tions for legislative or administrative changes at the 
Federal or State level, and measures that can be 
taken in the private sector— 
(A) to facilitate the recruitment of stu-
dents into the nursing profession; 
(B) to facilitate the retention of nurses in 
the workplace; and 
(C) to improve the resources and ability of 
the education and health care systems to pre-
pare a sufficient number of qualified registered 
nurses. 
(4) METHODOLOGY OF STUDY.— 
(A) SCOPE.—The Secretary shall ensure 
that the agreement under paragraph (1) pro-
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