I 
111TH CONGRESS 
1ST SESSION H. R. 2579 
To authorize the Secretary of Education to award grants to local educational 
agencies to improve college access. 
IN THE HOUSE OF REPRESENTATIVES 
MAY 21, 2009 
Mr. BISHOP of New York (for himself and Mr. EHLERS) introduced the 
following bill; which was referred to the Committee on Education and Labor 
A BILL 
To authorize the Secretary of Education to award grants 
to local educational agencies to improve college access. 
Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled, 
SECTION 1. SHORT TITLE. 
This Act may be cited as the ‘‘Pathways to College 
Act’’. 
SEC. 2. FINDINGS. 
Congress finds the following: 
(1) An educated workforce is crucial to the suc-
cess of the United States economy. Access to higher 
education for all students is critical to maintaining 
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an educated workforce. More than 80 percent of the 
23,000,000 jobs that will be created in the next 10 
years will require postsecondary education. Only 36 
percent of all 18- to 24-year-olds are currently en-
rolled in postsecondary education. 
(2) Workers with bachelor’s degrees earn on av-
erage $17,000 more annually than workers with only 
high school diplomas. Workers who earn bachelor’s 
degrees can be expected to earn $1,000,000 more 
over a lifetime than those who only finished high 
school. 
(3) In order to prepare students for college, all 
schools should— 
(A) provide student guidance to engage 
students in college and career awareness; and 
(B) ensure that students enroll in a rig-
orous curriculum to prepare for postsecondary 
education. 
(4) The Department of Education reports that 
the average student-to-counselor ratio in high 
schools is 315:1. This falls far above the ratio rec-
ommended by the American School Counselor Asso-
ciation, which is 250:1. While school counselors at 
private schools spend an average of 58 percent of 
their time on postsecondary education counseling, 
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school counselors in public schools spend an average 
of 25 percent of their time on postsecondary edu-
cation counseling. 
(5) While just 57 percent of students from the 
lowest income quartile enroll in college, 87 percent 
of students from the top income quartile enroll. Of 
students who were in eighth grade in 2000, only 20 
percent of the lowest-income students are projected 
to attain a bachelor’s degree by 2012, compared to 
68 percent of the highest income group, according to 
the Advisory Committee on Student Financial As-
sistance in 2006. 
(6) Research shows that school counselors, 
when consistently and frequently available and al-
lowed to provide direct services to students and par-
ents, can be a highly effective group of professionals 
who positively affect students’ aspirations, achieve-
ments and financial aid knowledge. College Board 
research indicates that school counseling services can 
have a dramatic effect on students’ education plans. 
(7) Repeated academic studies have found that 
properly staffing, training, and equipping school 
counselors for working with students and families on 
college planning would have a significant impact on 
college access for low-income, rural, and urban stu-
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dents. Schools complementing access to college pre-
paratory coursework with a comprehensive academic 
and social support network, including college pre-
paratory counseling, hold the most promise for in-
creasing student access to and success in postsec-
ondary education. 
(8) The Federal Advisory Committee on Stu-
dent Financial Assistance notes that early informa-
tion on the availability, eligibility, and variety of fi-
nancial aid is essential to promote access and per-
sistence. Every student should learn that funding an 
education requires a reliance on many sources: fed-
eral and state governments, institutions, private re-
sources, and personal financial resources. Each of 
these sources can provide financial aid in the form 
of grants and scholarships, loans, and work-study 
opportunities. Delivering information on the dif-
ferences between need-based aid and merit-based aid 
will help students better predict which aid options 
will be available for them. Understanding the intri-
cacies among such options is vital to successfully fi-
nancing higher education. 
(9) The National Association for College Ad-
mission Counseling reports that nearly 90 percent of 
high schools in the United States rely on school 
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counselors to provide information about paying for 
college to students and families. The same research 
found that 70 percent of school counselors reporting 
needing more information, training, and assistance 
in delivering information about paying for college to 
students and families. 
(10) Low-income and first-generation families 
often overestimate the cost of tuition and underesti-
mate available aid; students from these backgrounds 
have access to fewer college application resources 
and financial aid resources than other groups, and 
are less likely to fulfill their postsecondary plans as 
a result. 
(11) College preparation intervention programs 
can double the college-going rates for at-risk youth, 
can expand students’ educational aspirations, and 
can boost college enrollment and graduation rates. 
SEC. 3. GRANT PROGRAM. 
(a) DEFINITIONS.—In this Act: 
(1) COLLEGE-GOING RATE.—The term ‘‘college- 
going rate’’ means the percentage of high school 
graduates who enroll at an institution of higher edu-
cation in the school year immediately following grad-
uation from high school. 
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(2) ELIGIBLE LOCAL EDUCATIONAL AGENCY.— 
The term ‘‘eligible local educational agency’’ means 
a local educational agency in which a majority of the 
high schools served by the agency are high-need high 
schools. 
(3) HIGH-NEED
HIGH
SCHOOL.—The term 
‘‘high-need high school’’ means a high school in 
which not less than 50 percent of the students en-
rolled in the school are— 
(A) eligible to receive a free or reduced 
price lunch under the Richard B. Russell Na-
tional School Lunch Act (42 U.S.C. 1751 et 
seq.); 
(B) eligible to be counted under section 
1124(c) of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 6333(c)); or 
(C) in families eligible for assistance under 
the State program funded under part A of title 
IV of the Social Security Act (42 U.S.C. 601 et 
seq.). 
(4) HIGH
SCHOOL.—The term ‘‘high school’’ 
means a nonprofit institutional day or residential 
school, including a public charter high school, that 
provides high school education, as determined under 
State law. 
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(5) HIGH
SCHOOL
GRADUATION
RATE.—The 
term ‘‘high school graduation rate’’— 
(A) means the percentage of students who 
graduate from high school with a regular di-
ploma in the standard number of years; and 
(B) is clarified in section 200.19(b)(1) of 
title 34, Code of Federal Regulations. 
(6) INSTITUTION OF HIGHER EDUCATION.—The 
term ‘‘institution of higher education’’ has the 
meaning given the term in section 101(a) of the 
Higher Education Act of 1965 (20 U.S.C. 1001(a)). 
(7) LOCAL EDUCATIONAL AGENCY.—The term 
‘‘local educational agency’’ has the meaning given 
the term in section 9101 of the Elementary and Sec-
ondary Education Act of 1965 (20 U.S.C. 7801). 
(8) PARENT.—The term ‘‘parent’’ has the 
meaning given the term in section 9101 of the Ele-
mentary and Secondary Education Act of 1965 (20 
U.S.C. 7801). 
(9) SECRETARY.—The term ‘‘Secretary’’ means 
the Secretary of Education. 
(b) COMPETITIVE GRANTS
TO ELIGIBLE LOCAL 
EDUCATIONAL AGENCIES.—The Secretary is authorized 
to award grants, on a competitive basis, to eligible local 
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educational agencies to carry out the activities described 
in this section. 
(c) DURATION.—Grants awarded under this section 
shall be 5 years in duration. 
(d) DISTRIBUTION.—In awarding grants under this 
section, the Secretary shall ensure that the grants are dis-
tributed among the different geographic regions of the 
United States, and among eligible local educational agen-
cies serving urban and rural areas. 
(e) APPLICATIONS.— 
(1) IN
GENERAL.—Each eligible local edu-
cational agency desiring a grant under this section 
shall submit an application to the Secretary at such 
time, in such manner, and accompanied by such in-
formation as the Secretary may reasonably require. 
(2) CONTENTS.—Each application submitted 
under paragraph (1) shall include a description of 
the program to be carried out with grant funds 
and— 
(A) a description of the high school popu-
lation to be targeted by the program, the par-
ticular college-access needs of such population, 
and the resources available for meeting such 
needs; 
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(B) an outline of the objectives of the pro-
gram, including goals for increasing the number 
of college applications submitted by each stu-
dent and the number of students submitting ap-
plications, increasing Free Application for Fed-
eral Student Aid completion rates, and increas-
ing school-wide college-going rates across the 
local educational agency; 
(C) a description of the local educational 
agency’s plan to work cooperatively, where ap-
plicable, with programs funded under chapters 
1 and 2 of subpart 2 of part A of title IV of 
the Higher Education Act of 1965 (20 U.S.C. 
1070a–11 et seq. and 1070a–21 et seq.), in-
cluding the extent to which the agency commits 
to sharing facilities, providing access to stu-
dents, and developing compatible record-keeping 
systems; 
(D) a description of the activities, services, 
and training to be provided by the program, in-
cluding a plan to provide structure and support 
for all students in the college search, planning, 
and application process; 
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(E) a description of the methods to be 
used to evaluate the outcomes and effectiveness 
of the program; 
(F) an assurance that grant funds will be 
used to supplement, and not supplant, any 
other Federal, State, or local funds available to 
carry out activities of the type carried out 
under the grant; 
(G) an explanation of the method used for 
calculating college enrollment rates for each 
high school served by the eligible local edu-
cational agency that is based on externally 
verified data, and, when possible, aligned with 
existing State or local methods; 
(H) a plan to make the program sustain-
able over time, including the use of matching 
funds from non-Federal sources; and 
(I) a description of the local educational 
agency’s plan to work cooperatively, where ap-
plicable, with the program funded under part H 
of title VIII of the Higher Education Act of 
1965 (20 U.S.C. 1161h et seq.), including the 
extent to which the agency commits to using 
and leveraging— 
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(i) the needs assessment and rec-
ommendations; 
(ii) the model for measuring college 
enrollment; and 
(iii) comprehensive services. 
(3) METHOD
OF
CALCULATING
ENROLLMENT 
RATES.— 
(A) IN GENERAL.—A method included in 
an application under paragraph (2)(G)— 
(i) shall, at a minimum, track stu-
dents’ first-time enrollment in institutions 
of higher education; and 
(ii) may track progress toward com-
pletion of a postsecondary degree. 
(B) DEVELOPMENT IN CONJUNCTION.—An 
eligible local educational agency may develop a 
method pursuant to paragraph (2)(G) in con-
junction with an existing public or private enti-
ty that currently maintains such a method. 
(f) SPECIAL CONSIDERATION.—In awarding grants 
under this section, the Secretary shall give special consid-
eration to applications from eligible local educational 
agencies serving schools with the highest percentages of 
poverty. 
(g) USE OF FUNDS.— 
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(1) IN GENERAL.—An eligible local educational 
agency that receives a grant under this section shall 
develop and implement, or expand, a program to in-
crease the number of low-income students who enroll 
in postsecondary educational institutions, including 
institutions with competitive admissions criteria. 
(2) REQUIRED USE OF FUNDS.—Each program 
funded under this section shall— 
(A) provide professional development to 
high school teachers and school counselors in 
postsecondary education advising; 
(B) implement a comprehensive college 
guidance program for all students in a high 
school served by an eligible local educational 
agency under this section that— 
(i) ensures that all students and their 
parents, are regularly notified throughout 
the students’ time in high school, begin-
ning in the first year of high school, of— 
(I) high school graduation re-
quirements; 
(II) college entrance require-
ments; 
(III) the economic and social 
benefits of higher education; 
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(IV) college expenses, including 
information about expenses by institu-
tional type, differences between stick-
er price and net price, and expenses 
beyond tuition; and 
(V) the resources for paying for 
college, including the availability, eli-
gibility, and variety of financial aid; 
(ii) provides assistance to students in 
registering for and preparing for college 
entrance tests; 
(iii) provides one-on-one guidance and 
assistance to students in applying to an in-
stitution of higher education and in apply-
ing for Federal financial aid assistance and 
other State, local, and private financial aid 
assistance and scholarships; 
(iv) provides opportunities for stu-
dents to explore postsecondary opportuni-
ties outside of the school setting, such as 
college fairs, career fairs, college tours, 
workplace visits, or other similar activities; 
and 
(v) provides not less than 1 meeting 
for each student, not later than the first 
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semester of the first year of high school, 
with a school counselor, college access per-
sonnel (including personnel involved in pro-
grams funded under chapters 1 and 2 of 
subpart 2 of part A of title IV of the High-
er Education Act of 1965 (20 U.S.C. 
1070a–11 et seq. and 1070a–21 et seq.)), 
trained teacher, or other professional or or-
ganization, such as a community-based or-
ganization, approved by the school, to dis-
cuss postsecondary options, outline post-
secondary goals, and create a plan to 
achieve those goals, and provides not less 
than 2 meetings in each subsequent year 
to discuss progress on the plan; 
(C) ensure that each high school served by 
the eligible local educational agency develops a 
comprehensive, school-wide plan of action to 
strengthen the college-going culture within the 
high school; and 
(D) create or maintain a postsecondary ac-
cess center in the school setting that provides 
information on colleges and universities, career 
opportunities, and financial aid options and 
provide a setting in which professionals working 
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in college access programs, such as those fund-
ed under chapters 1 and 2 of subpart 2 of part 
A of title IV of the Higher Education Act of 
1965 (20 U.S.C. 1070a–11 et seq. and 1070a– 
21 et seq.), can meet with students. 
(3) ALLOWABLE USE OF FUNDS.—Each pro-
gram funded under this section may— 
(A) establish postsecondary planning class-
es for high school students to assist in the col-
lege preparation and application process; 
(B) hire and train postsecondary coaches 
with expertise in the college-going process to 
supplement existing school counselors; 
(C) increase the number of school coun-
selors who specialize in the college-going proc-
ess serving students; 
(D) train student leaders to assist in the 
creation of a college-going culture in their 
schools; 
(E) establish partnerships with programs 
funded under chapters 1 and 2 of subpart 2 of 
part A of title IV of the Higher Education Act 
of 1965 (20 U.S.C. 1070a–11 et seq. and 
1070a–21 et seq.)), and with community and 
nonprofit organizations to increase college-going 
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rates at high schools served by the eligible local 
educational agency; 
(F) provide long-term postsecondary follow 
up with graduates of the high schools served by 
the eligible local educational agencies, including 
increasing alumni involvement in mentoring and 
advising roles within the high school; and 
(G) deliver college and career planning cur-
riculum as a stand-alone course, or embedded 
in other classes, or delivered through the guid-
ance curriculum by the school counselor for all 
students in high school. 
(h) SUPPLEMENT, NOT SUPPLANT.—Funds made 
available under this section shall be used to supplement, 
and not supplant, other Federal, State, and local funds 
available to carry out the activities described in this sec-
tion. 
(i) TECHNICAL ASSISTANCE.—The Secretary, di-
rectly or through contracting through a full and open 
process with 1 or more organizations that have dem-
onstrated experience providing technical assistance to 
raise school-wide college-going rates in local educational 
agencies in not less than 3 States, shall provide technical 
assistance to grantees in carrying out this section. The 
technical assistance shall— 
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(1) provide assistance in the calculation and 
analysis of college-going rates for all grant recipi-
ents; 
(2) provide semi-annual analysis to each grant 
recipient recommending best practices based on a 
comparison of the recipient’s data with that of high 
schools with similar demographics; and 
(3) provide annual best practices conferences 
for all grant recipients. 
(j) REPORTING REQUIREMENTS.—Each eligible local 
educational agency receiving a grant under this section 
shall collect and report annually to the Secretary such in-
formation for the local educational agency and for each 
high school assisted under this section on the results of 
the activities assisted under the grant as the Secretary 
may reasonably require, including information on— 
(1) the number and percentage of students who 
enroll in an institution of higher education in the 
school year immediately following the students’ high 
school graduation as measured by externally verified 
school-wide college enrollment data; 
(2) the number and percentage of students who 
graduate from high school on time with a regular 
high school diploma; 
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(B) an Advanced Placement or Inter-
national Baccalaureate course; and 
(10) the number and percentage of students 
who meet or exceed State reading or language arts, 
mathematics, or science standards, as measured by 
State academic assessments required under section 
1111(b)(3) of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 6311(b)(3)). 
(k) REPORTING OF DATA.—Each eligible local edu-
cational agency receiving a grant under this section shall 
report to the Secretary, where possible, the information 
required under subsection (j) disaggregated in the same 
manner as information is desegregated under section 
1111(h)(1)(C)(i) of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 6311(h)(1)(C)(i)). 
(l) EVALUATIONS BY GRANTEES.—Each eligible local 
educational agency that receives a grant under this section 
shall— 
(1) conduct periodic evaluations of the effective-
ness of the activities carried out under the grant to-
ward increasing school-wide college-going rates; 
(2) use such evaluations to refine and improve 
activities conducted with the grant and the perform-
ance measures for such activities; and 
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(3) make the results of such evaluations pub-
licly available, including by providing public notice of 
such availability. 
(m) REPORT.—From the amount appropriated for 
any fiscal year, the Secretary shall reserve such sums as 
may be necessary— 
(1) to conduct an independent evaluation, by 
grant or by contract, of the programs carried out 
under this section, which shall include an assessment 
of the impact of the program on high school gradua-
tion rates and college-going rates; and 
(2) to prepare and submit a report on the re-
sults of the evaluation described in paragraph (1) to 
the Committee on Health, Education, Labor, and 
Pensions of the Senate and the Committee on Edu-
cation and Labor of the House of Representatives. 
(n) AUTHORIZATION
OF APPROPRIATIONS.—There 
are authorized to be appropriated to carry out this section 
such sums as may be necessary for fiscal year 2010 and 
each of the 5 succeeding fiscal years. 
Æ 
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