I 
109TH CONGRESS 
1ST SESSION H. R. 2949
To amend the Higher Education Act of 1965. 
IN THE HOUSE OF REPRESENTATIVES 
JUNE 16, 2005
Mr. GEORGE MILLER of California (for himself, Mr. KILDEE, Ms. PELOSI, 
Mr. OWENS, Mr. PAYNE, Ms. WOOLSEY, Mr. HINOJOSA, Mrs. MCCAR-
THY, Mr. TIERNEY, Mr. WU, Mr. KUCINICH, Mr. HOLT, Ms. MCCOLLUM 
of Minnesota, Mrs. DAVIS of California, Mr. DAVIS of Illinois, Mr. 
GRIJALVA, Mr. VAN HOLLEN, Mr. RYAN of Ohio, Mr. BISHOP of New 
York, Mr. BARROW, Mr. HIGGINS, Mr. DOGGETT, Ms. MATSUI, Ms. 
BALDWIN, Mr. MICHAUD, Mrs. JONES of Ohio, Mr. STARK, Mr. CON-
YERS, and Ms. SOLIS) introduced the following bill; which was referred 
to the Committee on Education and the Workforce 
A BILL 
To amend the Higher Education Act of 1965.
Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled, 
SECTION 1. SHORT TITLE; TABLE OF CONTENTS. 
(a) SHORT TITLE.—This Act may be cited as the 
‘‘College Opportunity for All Act’’. 
(b) TABLE OF CONTENTS.—
Sec. 1. Short title; table of contents. 
Sec. 2. References. 
Sec. 3. Findings.
TITLE I—BOOSTING COLLEGE OPPORTUNITIES 
Sec. 101. Pell grants. 
Sec. 102. College affordability and accountability. 
‘‘Sec. 132. State commitment to affordable college education. 
‘‘Sec. 133. Cost containment strategies. 
‘‘Sec. 401A. Incentives and rewards: Pell Plus. 
‘‘Sec. 486A. Articulation agreement demonstration program. 
Sec. 103. Elimination of loan fees to borrowers. 
Sec. 104. Authority to refinance consolidation loans. 
Sec. 105. Providing low cost loans. 
Sec. 106. Recapture of excess interest. 
Sec. 107. Termination of excessive allowances. 
Sec. 108. Public service scholarships. 
‘‘Sec. 428K. Loan forgiveness for public service employees. 
Sec. 109. Significantly simplifying the student aid application process. 
Sec. 110. Authorizations of appropriations for campus-based aid. 
‘‘Sec. 404H. Authorization of appropriations. 
Sec. 111. Special programs for students whose families are engaged in migrant 
and seasonal farm work. 
Sec. 112. Initiative to enhance college graduation rates and to accelerate time 
to degree. 
‘‘SUBPART 8—INITIATIVE TO ENHANCE COLLEGE GRADUATION RATES AND TO 
ACCELERATE TIME TO DEGREE 
‘‘Sec. 419P. Program authorized. 
Sec. 113. Consolidation loan lender of choice. 
Sec. 114. Establishing additional safeguards on schools acting as lenders under 
the Federal Family Education Loan Program. 
Sec. 115. Boosting opportunities for low-income parents to pursue college de-
grees. 
Sec. 116. Support for community service in college work-study program. 
Sec. 117. B.J. Stupak Olympic Scholarships. 
TITLE II—TEACHER QUALITY 
Sec. 201. Teacher Recruiting and Preparation. 
‘‘PART C—TEACH GRANTS 
‘‘Sec. 231. Purposes. 
‘‘Sec. 232. Program established. 
‘‘Sec. 233. Eligibility and applications for Grants. 
‘‘PART D—RECRUITING TEACHERS WITH MATH, SCIENCE, OR LANGUAGE 
MAJORS 
‘‘Sec. 241. Program authorized. 
‘‘Sec. 242. Authorization of appropriations. 
Sec. 202. Teacher Quality Enhancement Grants. 
‘‘Sec. 206. Accountability and evaluation. 
‘‘Sec. 207. Accountability for programs that prepare teachers. 
‘‘Sec. 208. State functions. 
‘‘Sec. 209. General provisions. 
TITLE III—ENHANCING COLLEGE OUTREACH
Sec. 301. Federal TRIO Program. 
Sec. 302. GEARUP. 
Sec. 303. Leveraging Educational Assistance Partnership. 
TITLE IV—OPPORTUNITIES AT HISPANIC-SERVING COLLEGES 
AND UNIVERSITIES 
Sec. 401. Postbaccalaureate opportunities for Hispanic Americans. 
‘‘PART B—PROMOTING POSTBACCALAUREATE OPPORTUNITIES FOR HISPANIC 
AMERICANS 
‘‘Sec. 511. Findings and purposes. 
‘‘Sec. 512. Program authority and eligibility. 
‘‘Sec. 513. Authorized activities. 
‘‘Sec. 514. Application and duration. 
Sec. 402. Authorization of appropriations for Hispanic Serving Institutions. 
TITLE V—HISTORICALLY BLACK COLLEGES AND UNIVERSITIES 
Sec. 501. Centers of excellence. 
‘‘PART E—CENTERS OF EXCELLENCE 
‘‘Sec. 251. Purposes; definitions. 
‘‘Sec. 252. Centers of excellence. 
‘‘Sec. 253. Authorization of appropriations. 
Sec. 502. Authorization of appropriations.
SEC. 2. REFERENCES. 
Except as otherwise expressly provided, whenever in 
this Act an amendment or repeal is expressed in terms 
of an amendment to, or repeal of, a section or other provi-
sion, the reference shall be considered to be made to a 
section or other provision of the Higher Education Act of 
1965 (20 U.S.C. 1001 et seq.). 
SEC. 3. FINDINGS. 
The Congress finds the following: 
(1) A college education is more important than 
ever, and the Federal Government should signifi-
cantly increase its investment to make college more 
affordable and accessible to all students because—
(A) recent shifts in the economy have in-
creased the demand for college-educated work-
ers and increased the wage gap between college-
educated workers and those without a degree; 
(B) jobs requiring some postsecondary 
education are expected to account for about 42 
percent of total job growth from 2000 through 
2010; and 
(C) closing the college participation gap 
between White and minority students would re-
sult in $85 billion in increased tax revenue. 
(2) Increased access to college and better reten-
tion rates are necessary because—
(A) seven times as many students from 
high-income families graduate from college by 
age 24 as students from low-income families; 
(B) forty percent of all white students ages 
18 through 24 are enrolled in institutions of 
higher education, whereas only 30 percent of all 
African-Americans and only 16 percent of all 
Hispanics are enrolled in institutions of higher 
education; 
(C) nearly 4 out of every 10 Hispanics en-
rolled full time in 4-year colleges drop out with-
in 3 years of their initial enrollment;
(D) African-Americans are half as likely as 
white students to complete a Bachelor’s degree 
in 4 years; and 
(E) low-income students are half as likely 
as upper-income students to complete a Bach-
elor’s degree in 4 years. 
(3) High loan debt and long work hours threat-
en college access: 
(A) Seventy percent of such Federal stu-
dent aid was in the form of loans and less than 
20 percent was in the form of grants—while in 
1975 grants accounted for 75 percent of Fed-
eral student aid funding. 
(B) The maximum Pell grant scholarship 
is worth nearly $800 less, in real terms, than 
the maximum award in 1975–1976. 
(C) The typical student now graduates 
with $19,000 in debt. 
(D) Forty-six percent of all students who 
work in addition to being full-time students re-
port 25 hours or more a week of employment. 
(E) Half of those employed more than 25 
hours a week report that working hurts their 
grades and retention in college, and students 
who work more than 35 hours a week are con-