572 
‘‘(i) ready access to academic assist-
ance from faculty who meet the standards 
of the agency or association for providing 
instruction in the subject area; and 
‘‘(ii) a system for monitoring a stu-
dent’s engagement and progress in each 
competency, in which faculty are respon-
sible for providing proactive academic as-
sistance, when needed, on the basis of such 
monitoring; and 
‘‘(E) upon a student’s demonstration or 
mastery of a set of competencies identified and 
required by the institution, leads to or results 
in the awarding of a recognized educational cre-
dential. 
‘‘(2) ELIGIBLE ENTITY.—The term ‘eligible en-
tity’ means an institution of higher education, which 
may be an institution of higher education that offers 
a dual or concurrent enrollment program. 
‘‘(3) INSTITUTION OF HIGHER EDUCATION.— 
The term ‘institution of higher education’ has the 
meaning given the term in section 102, except that 
such term does not include institutions described in 
section 102(a)(1)(C). 
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‘‘(4) DUAL
OR
CONCURRENT
ENROLLMENT 
PROGRAM.—The term ‘dual or concurrent enrollment 
program’ has the meaning given the term in section 
8101 of the Elementary and Secondary Education 
Act of 1965 (20 U.S.C. 7801). 
‘‘(5) DIRECTOR.—The term ‘Director’ means 
the Director of the Institute of Education Sciences. 
‘‘(6) FIRST GENERATION COLLEGE STUDENT.— 
The term ‘first generation college student’ has the 
meaning given the term in section 402A(h)(3).’’. 
(m) RULE OF CONSTRUCTION.—Nothing in this sec-
tion or the amendments made by this section shall be con-
strued to alter the authority of the Secretary of Education 
to establish experimental sites under any other provision 
of law. 
SEC. 4102. COMPETENCY-BASED EDUCATION COUNCIL. 
(a) ESTABLISHMENT
OF
A COMMITTEE
ON COM-
PETENCY-BASED EDUCATION.—Not later than 6 months 
after the date of enactment of the Aim Higher Act, there 
shall be established the Competency-Based Education 
Council (referred to in this section as the ‘‘Council’’). 
(b) MEMBERSHIP.— 
(1) COMPOSITION.—The Council shall be com-
posed of— 
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(A) 3 individuals appointed by the Sec-
retary of Education; 
(B) 2 individuals appointed by the Director 
of the Consumer Financial Protection Bureau; 
(C) not less than 8 and not more than 13 
individuals appointed by the Comptroller Gen-
eral of the United States, representing— 
(i) experts in competency-based edu-
cation; 
(ii) faculty members in competency- 
based education programs; 
(iii) administrators at institutions that 
offer competency-based education pro-
grams; 
(iv) individuals currently enrolled in 
or graduated from a competency-based 
education program; 
(v) accrediting agencies or associa-
tions that recognize competency-based edu-
cation programs; and 
(vi) experts from the State education 
agency; and 
(D) 4 members appointed by— 
(i) the majority leader of the Senate; 
(ii) the minority leader of the Senate; 
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(iii) the Speaker of the House of Rep-
resentatives; and 
(iv) the minority leader of the House 
of Representatives. 
(2) CHAIRPERSON.—The Council shall select a 
Chairperson from among its members. 
(3) VACANCIES.—Any vacancy in the Council 
shall not affect the powers of the Council and shall 
be filled in the same manner as an initial appoint-
ment. 
(c) MEETINGS.—The Council shall hold, at the call 
of the Chairperson, not less than 6 meetings before com-
pleting the study required under subsection (e) and the 
report required under subsection (f). 
(d) PERSONNEL MATTERS.— 
(1) COMPENSATION OF MEMBERS.—Each mem-
ber of the Council shall serve without compensation 
in addition to any such compensation received for 
the member’s service as an officer or employee of the 
United States, if applicable. 
(2) TRAVEL EXPENSES.—The members of the 
Council shall be allowed travel expenses, including 
per diem in lieu of subsistence, at rates authorized 
for employees of agencies under subchapter 1 of 
chapter 57 of title 5, United States Code, while 
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away from their homes or regular places of business 
in the performance of services for the Council. 
(e) DUTIES OF THE COUNCIL.— 
(1) STUDY.—The Council shall conduct a study 
on the ongoing innovation and development of com-
petency-based education programs. 
(2) RECOMMENDATIONS.—Based on the find-
ings of the study under paragraph (1), the Council 
shall develop recommendations for the authorization 
of competency-based education under the Higher 
Education Act of 1965, including recommendations 
that— 
(A) provide or update standard definitions, 
if needed, for relevant terms, including— 
(i) competency-based education; and 
(ii) competency-based education pro-
gram; and 
(B) address— 
(i) the amount of learning in a com-
petency unit; 
(ii) the transfer of competency-based 
education credits to other institutions or 
programs; 
(iii) the minimum amount of time in 
an academic year for competency-based 
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577 
education programs, for financial aid pur-
poses; 
(iv) considerations for accreditation 
agencies before recognizing competency- 
based education programs; 
(v) the role of faculty and faculty in-
volvement in competency-based education 
programs; and 
(vi) additional resources that may be 
needed for adequate oversight of com-
petency-based education programs. 
(f) REPORT.—Not later than 6 years after the date 
of enactment of this Act, the Council shall prepare and 
submit a report to the Secretary of Education and to Con-
gress containing the findings of the study under sub-
section (e)(1) and the recommendations developed under 
subsection (e)(2). 
SEC. 4103. IMPROVEMENTS TO PROGRAM PARTICIPATION 
AGREEMENTS. 
(a) ALCOHOL
AND SUBSTANCE MISUSE PREVEN-
TION.—Section 487(a)(10) of the Higher Education Act 
of 1965 (20 U.S.C. 1094(a)(10)) is amended by striking 
‘‘a drug abuse prevention program’’ and inserting ‘‘an al-
cohol and substance misuse prevention program in accord-
ance with section 120’’. 
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(b) ADJUSTED COHORT DEFAULT RATE.—Section 
487(a)(14) of the Higher Education Act of 1965 is 
amended by adding at the end the following: 
‘‘(D) Beginning on the date on which the 
final adjusted cohort default rates are published 
by the Secretary for fiscal year 2016 under sec-
tion 435(m), subparagraph (C) shall be applied 
by substituting ‘adjusted cohort default rate in 
excess of 5 percent’ for ‘cohort default rate in 
excess of 10 percent’ each place it appears.’’. 
(c) POSTSECONDARY DATA.—Paragraph (17) of sec-
tion 487(a) of the Higher Education Act of 1965 (20 
U.S.C. 1094(a)) is amended to read as follows: 
‘‘(17) The institution of higher education (or 
the assigned agent of such institution) shall collect 
and submit data to the Commissioner for Education 
Statistics in a timely manner in accordance with— 
‘‘(A) section 132(l); 
‘‘(B) nonstudent-related surveys within the 
Integrated Postsecondary Education Data Sys-
tem (IPEDS); and 
‘‘(C) any other Federal postsecondary data 
collection effort.’’. 
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(d) ACCESS TO HOUSING FOR FOSTER YOUTH.—Sec-
tion 487(a)(19) of the Higher Education Act of 1965 (20 
U.S.C. 1094(a)(19)) is amended— 
(1) by striking ‘‘The institution will not’’ and 
inserting the following: ‘‘The institution— 
‘‘(A) will not’’; 
(2) by inserting ‘‘housing facilities,’’ after ‘‘li-
braries,’’; 
(3) by striking ‘‘institution.’’ and inserting ‘‘in-
stitution; and’’; and 
(4) by adding at the end the following: 
‘‘(B) will provide a means for students to 
access institutionally owned or operated housing 
if a student is temporarily unable to meet fi-
nancial obligations related to housing, including 
deposits, due to delayed disbursement of vouch-
ers for education and training made available 
under section 477 of part E of title IV of the 
Social Security Act or delays attributable to the 
institution.’’. 
(e) 
DISTRIBUTION
OF
VOTER
REGISTRATION 
FORMS.— 
Section 487(a)(23)(A) of the Higher Education 
Act of 1965 (20 U.S.C. 1094(a)(23)(A)) is amended 
by striking ‘‘, if located in a state to which section 
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(4)(b) of the National Voter Registration Act of 
1993 (42 U.S.C. 1973gg–2(b)) does not apply,’’. 
(f) 
PROPRIETARY
INSTITUTIONS.—Section 
487(a)(24) of the Higher Education Act of 1965 (20 
U.S.C. 1094(a)(24)) is amended by striking ‘‘not less than 
ten percent of such institution’s revenues from sources 
other than funds provided under this title’’ and inserting 
‘‘not less than 15 percent of such institution’s revenues 
from sources other than Federal education assistance 
funds’’. 
SEC. 4104. PREARBITRATION AGREEMENTS. 
Section 487(a) of the Higher Education Act of 1965 
(20 U.S.C. 1094) is amended by adding at the end the 
following: 
‘‘(30) The institution will not require students 
to sign a pre-arbitration agreement that limits or re-
stricts a student’s ability to file a claim, either alone 
or together with other individuals, against the insti-
tution in a court of law State or Federal court of 
competent jurisdiction.’’. 
SEC. 4105. COMPLIANCE WITH THE CIVIL RIGHTS ACT OF 
1964. 
Section 487(a) of the Higher Education Act of 1965 
(20 U.S.C. 1094(a)) is further amended by adding at the 
end the following: 
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‘‘(31) The institution will— 
‘‘(A) designate at least one employee to co-
ordinate compliance with title VI of the Civil 
Rights Act of 1964 (42 U.S.C. 2000d et seq.), 
including any investigation of any complaint al-
leging— 
‘‘(i) noncompliance with such title; 
and 
‘‘(ii) any actions prohibited by such 
title; 
‘‘(B) annually submit a report to the Sec-
retary that includes all complaints described in 
subparagraph (A) with respect to such institu-
tion; 
‘‘(C) make the report under subparagraph 
(B) publicly available on the internet website of 
the institution; and 
‘‘(D) notify students and employees of— 
‘‘(i) the name, office address, and 
telephone number of each employee des-
ignated under subparagraph (A); 
‘‘(ii) the report under subparagraph 
(B); 
‘‘(iii) the enforcement policies of the 
institution with respect to such title; and 
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‘‘(iv) the procedure for reporting and 
investigating complaints under such title.’’. 
SEC. 4106. REQUIREMENT FOR INSTITUTIONS TO USE A FI-
NANCIAL AID SHOPPING SHEET. 
Section 487(a) of the Higher Education Act of 1965 
(20 U.S.C. 1094(a)) is further amended by adding at the 
end the following: 
‘‘(32) The institution will use a financial aid 
shopping sheet described in section 483(l) as its sole 
financial award letter or include such sheet as a sup-
plemental cover to such financial award letter.’’. 
SEC. 4107. SUBMISSION OF DATA WITH RESPECT TO STU-
DENTS WITH DISABILITIES. 
Section 487(a) of the Higher Education Act of 1965 
(20 U.S.C. 1094(a)), is further amended by adding at the 
end the following: 
‘‘(33) The institution will submit, for inclusion 
in the Integrated Postsecondary Education Data 
System of the Department or any other Federal 
postsecondary institution data collection effort, key 
data related to undergraduate and graduate stu-
dents enrolled at the institution who are formally 
registered as students with disabilities with the insti-
tution’s office of accessibility, including the total 
number of students with disabilities enrolled, the 
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number of students accessing or receiving accommo-
dation, the percentage of students with disabilities of 
all undergraduate students, and the total number of 
undergraduate certificates or degrees awarded to 
students with disabilities. An institution shall not be 
required to submit the information described in the 
preceding sentence if the number of such students 
would reveal personally identifiable information 
about an individual student.’’. 
SEC. 4108. EDUCATION PROGRAM ON HAZING. 
(a) EDUCATIONAL PROGRAM ON HAZING.—Section 
487(a) of the Higher Education Act of 1965 (20 U.S.C. 
1094(a)) is further amended by adding at the end the fol-
lowing: 
‘‘(34) The institution will provide students with 
an educational program on hazing (as that term is 
defined in section 485(f)(6)(A)(vi)), which shall in-
clude information on hazing awareness, hazing pre-
vention, and the institution’s policies on hazing.’’. 
SEC. 4109. CHANGES TO PROGRAM PARTICIPATION AGREE-
MENTS TO STRENGTHEN CONSUMER PRO-
TECTIONS. 
(a) PROHIBITION ON LOSS OF ACCESS TO TRAN-
SCRIPTS FOR LOAN DEFAULT.—Section 487(a) of the 
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Higher Education Act of 1965 (20 U.S.C. 1094(a)) is fur-
ther amended by adding at the end the following: 
‘‘(35)(A) The institution will not prohibit a stu-
dent from accessing the student’s transcripts, degree 
scrolls, or other certifications of coursework or edu-
cational attainments at the institution because the 
student is in default on the repayment of a loan 
made, insured, or guaranteed under this title. 
‘‘(B) For purposes of this paragraph, the term 
‘student’ includes former students.’’. 
(b) PROHIBITION ON LIMITATIONS ON ABILITY OF 
STUDENTS TO PURSUE CLAIMS AGAINST CERTAIN INSTI-
TUTIONS OF HIGHER EDUCATION.—Section 487(a) of the 
Higher Education Act of 1965 (20 U.S.C. 1094(a)) is fur-
ther amended by adding at the end the following: 
‘‘(36) The institution will not require any stu-
dent to agree to, and will not enforce, any limitation 
or restriction (including a limitation or restriction on 
any available choice of applicable law, a jury trial, 
or venue) on the ability of a student to pursue a 
claim, individually or with others, against an institu-
tion in court.’’. 
SEC. 4110. ADMINISTRATIVE EXPENSES. 
Section 489(a) of the Higher Education Act of 1965 
(20 U.S.C. 1096(a)) is amended— 
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(1) in the second sentence, by striking ‘‘or 
under part E of this title’’; and 
(2) in the third sentence— 
(A) by inserting ‘‘and’’ after ‘‘subpart 3 of 
part A,’’; and 
(B) by striking ‘‘compensation of stu-
dents,’’ and all that follows through the period 
and inserting ‘‘compensation of students.’’. 
SEC. 4111. INCOME-BASED REPAYMENT PLAN. 
(a) OPTIONS TO ENTER INTO THE NEW FIXED RE-
PAYMENT
PLAN
AND
INCOME-BASED
REPAYMENT 
PLAN.—Section 493C(b) of the Higher Education Act of 
1965 (20 U.S.C. 1098e) is amended— 
(1) by amending paragraph (8) to read as fol-
lows: 
‘‘(8) a borrower who is repaying a loan made, 
insured, or guaranteed under part B or D pursuant 
to an income contingent repayment plan or an in-
come-based repayment plan described in subpara-
graph (D) or (E) of section 455(d)(1), respectively, 
may elect, at any time, to terminate repayment pur-
suant to income-based repayment and repay such 
loan under the income-based repayment plan under 
section 493C(f) or the fixed repayment plan de-
scribed in section 493E;’’; 
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(2) in paragraph (9), by striking the period at 
the end and inserting ‘‘; and’’; and 
(3) by adding at the end the following: 
‘‘(10) a borrower who is repaying a loan made 
under part B or D pursuant to this section may 
repay such loan in full at any time without pen-
alty.’’. 
(b) AUTOMATIC RECERTIFICATION OF INCOME FOR 
INCOME-DRIVEN REPAYMENT PLANS.—Section 493C(c) 
of the Higher Education Act of 1965 (20 U.S.C. 1098e(c)) 
is amended— 
(1) by striking ‘‘The Secretary shall establish’’ 
and inserting the following: 
‘‘(1) IN GENERAL.—The Secretary shall estab-
lish’’; 
(2) by striking ‘‘The Secretary shall consider’’ 
and inserting the following: 
‘‘(2) PROCEDURES FOR ELIGIBILITY.—The Sec-
retary shall— 
‘‘(A) consider’’; and 
(3) by striking ‘‘428C(b)(1)(E).’’ and inserting 
the following: ‘‘428C(b)(1)(E); and 
‘‘(B) beginning as soon as the Secretary 
determines practicable after the Secretary final-
izes the procedures required under section 4114 
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of the Aim Higher Act, but not later than 2 
years after the date of enactment of such Act, 
carry out, with respect to borrowers of any cov-
ered loan (as defined in section 455(d)(10)), 
procedures for income-based repayment plans 
under this section that are equivalent to the 
procedures carried out under section 455(e)(8) 
with respect to income contingent repayment 
plans.’’. 
(c) INCOME-BASED REPAYMENT.—Section 493C of 
the Higher Education Act of 1965 (20 U.S.C. 1098e) is 
amended by adding at the end the following: 
‘‘(f) INCOME-BASED REPAYMENT FOR NEW LOANS 
ON AND AFTER JULY 1, 2019, AND FOR BORROWERS 
WHO ENTER IBR AFTER JULY 1, 2019.— 
‘‘(1) IN
GENERAL.—The income-based repay-
ment plan shall be carried out in accordance with 
this section, except as otherwise specified in this 
subsection (including through the special terms de-
scribed in paragraph (2))— 
‘‘(A) with respect to any loan issued on or 
after July 1, 2019, if such borrower elects the 
income-based repayment plan for that loan; and 
‘‘(B) with respect to any borrower who is 
repaying a loan made, insured, or guaranteed 
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under part B or D, if such borrower elects to 
repay the loan under the income-based repay-
ment plan on or after July 1, 2019. 
‘‘(2) SPECIAL
TERMS.—Notwithstanding any 
other provision of this section, with respect to a loan 
described under paragraph (1), the following terms 
shall apply to the income-based repayment plan: 
‘‘(A)(i) 
Notwithstanding 
subsection 
(a)(3)(B), the repayment amount under this 
subsection shall be an amount equal to 10 per-
cent of the result obtained by calculating, on at 
least an annual basis, the amount by which the 
borrower’s, and the borrower’s spouse’s (if ap-
plicable), adjusted gross income; exceeds the ap-
plicable percentage of the poverty line in ac-
cordance with clause (ii) that is applicable to 
the borrower’s family size as determined under 
section 673(2) of the Community Services 
Block Grant Act (42 U.S.C. 9902(2)). 
‘‘(ii) For purposes of clause (i), the term 
‘applicable percentage’ means 250 percent re-
duced by 5 percentage points for each $1,000 
by which the borrower’s adjusted gross income 
exceeds $120,000. 
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‘‘(B) Subsection (b)(7)(B) shall be applied, 
but the period of time prescribed by the Sec-
retary shall not exceed 20 years. 
‘‘(C) A borrower of such a loan shall not 
be required to have a partial financial hardship 
and may elect, and remain enrolled in, the in-
come-based repayment plan under this sub-
section regardless of income level. 
‘‘(D) Subparagraph (A) of subsection 
(b)(6) shall not apply and a borrower’s monthly 
payment shall be determined in accordance with 
subparagraph (A) divided by 12, which may ex-
ceed the monthly repayment amount under a 
standard 10-year repayment plan or a fixed re-
payment plan described in section 493E. 
‘‘(E) Subparagraph (B) of subsection 
(b)(3) shall not apply. 
‘‘(3) ADDITIONAL
SPECIAL
TERMS
FOR
CER-
TAIN BORROWERS.—A borrower described in para-
graph (1)(B)— 
‘‘(A) may choose to retain the repayment 
plan in which the borrower is enrolled on June 
30, 2019; 
‘‘(B) may elect to— 
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‘‘(i) leave the repayment plan de-
scribed in subparagraph (A) and enter the 
income-based repayment plan under this 
subsection; or 
‘‘(ii) leave the repayment plan de-
scribed in subparagraph (A) and enter a 
fixed repayment plan described in section 
493E; 
‘‘(C) after electing to leave a repayment 
plan other than an income-based repayment 
plan described under this subsection or the 
fixed repayment plan described in section 493E, 
shall not be permitted to re-elect a repayment 
plan that is not an income-based repayment 
plan under this subsection or a fixed repayment 
plan described in section 493E; and 
‘‘(D) shall retain, for purposes of repay-
ment or cancellation of any outstanding balance 
of principal and interest due on a loan (as de-
scribed in subsection (b)(7)) any years of repay-
ment under another income-based or income 
contingent repayment plan under this title. 
‘‘(4) CAP
ON
INTEREST
ACCRUAL.—Notwith-
standing any other provision of this Act, the total 
amount of interest that accrues during a borrower’s 
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591 
grace period and the time that a borrower is in re-
payment under this subsection shall not exceed 50 
percent of the original principal amount of the loan. 
‘‘(5) WRITTEN, ELECTRONIC, OR VERBAL EN-
ROLLMENT IN INCOME-BASED REPAYMENT.— 
‘‘(A) IN GENERAL.—A borrower of a loan 
made under part D who is enrolled in the fixed 
repayment plan under section 493E, or who has 
not yet selected a repayment plan and is in the 
grace period for such loan, and who desires to 
repay such loan under the income-based repay-
ment plan under this section for the first time, 
may elect to repay such loan under this section 
through written, electronic, or verbal notice to 
the Secretary of their desire to make such elec-
tion. 
‘‘(B) USE OF INFORMATION.— 
‘‘(i) IN GENERAL.—The monthly pay-
ment amount under this section for a loan 
for a borrower who makes an election de-
scribed in subparagraph (A) shall be im-
mediately calculated using the income and 
family size information provided through 
the borrower’s written, electronic, or verbal 
statement. 
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‘‘(ii) VERIFICATION.—The informa-
tion described in clause (i) shall be verified 
by the Secretary not later than 90 days 
after the date the borrower states such in-
come and family size information. 
‘‘(iii) ADJUSTMENT IF NECESSARY.— 
Upon verification by the Secretary under 
clause (ii), the Secretary shall adjust the 
monthly payment described in clause (i) 
based on the verified income and family 
size information of the borrower, if nec-
essary. Any increased adjusted monthly 
payment shall take effect beginning with 
the payment due not less than 60 days 
after the Secretary notifies the borrower of 
the adjusted amount. 
‘‘(g) SPECIAL RULE FOR REFINANCED LOANS.— 
‘‘(1) REFINANCED FEDERAL DIRECT AND FFEL 
LOANS.—In calculating the period of time during 
which a borrower of a loan that is refinanced under 
section 460A has made monthly payments for pur-
poses of subsection (b)(7), the Secretary shall deem 
the period to include all monthly payments made for 
the original loan, and all monthly payments made 
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for the refinanced loan, that otherwise meet the re-
quirements of this section. 
‘‘(2) FEDERAL DIRECT REFINANCED PRIVATE 
LOANS.—In calculating the period of time during 
which a borrower of a Federal Direct Refinanced 
Private Loan under section 460B has made monthly 
payments for purposes of subsection (b)(7), the Sec-
retary shall include only payments— 
‘‘(A) that are made after the date of the 
issuance of the Federal Direct Refinanced Pri-
vate Loan; and 
‘‘(B) that otherwise meet the requirements 
of this section.’’. 
SEC. 4112. FIXED REPAYMENT PLAN. 
Part G of title IV of the Higher Education Act of 
1965 (20 U.S.C. 1088 et seq.) is amended by adding at 
the end the following: 
‘‘SEC. 493E. FIXED REPAYMENT PLAN. 
‘‘(a) IN GENERAL.—A borrower of a loan made under 
this part on or after July 1, 2019, and a borrower who 
is in repayment on a loan made under part B or part D 
before July 1, 2019, may elect to repay such loan under 
the fixed repayment plan described in this section. 
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‘‘(b) FIXED REPAYMENT PLAN.—Under the fixed re-
payment plan, a borrower with a total Federal student 
loan debt amount that— 
‘‘(1) is equal to or less than $20,000, shall 
repay each loan described in subsection (a) with a 
fixed monthly repayment amount paid over a period 
of 10 years; 
‘‘(2) is more than $20,000 and less than 
$30,000, shall repay each loan described in sub-
section (a) with a fixed monthly repayment amount 
paid over a period of— 
‘‘(A) 15 years; or 
‘‘(B) the period described in paragraph 
(1), if the borrower so chooses; 
‘‘(3) is equal to or greater than $30,000, and 
less than $40,000, shall repay each loan described in 
subsection (a) with a fixed monthly repayment 
amount paid over a period of— 
‘‘(A) 20 years; or 
‘‘(B) the period described in paragraph (1) 
or (2), if the borrower so chooses; and 
‘‘(4) is equal to or greater than $40,000, shall 
repay each loan described in subsection (a) with a 
fixed monthly repayment amount paid over a period 
of— 
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‘‘(A) 25 years; or 
‘‘(B) the period described in any of para-
graphs (1) through (3), if the borrower so 
chooses.’’. 
SEC. 4113. LONGITUDINAL STUDY ON THE EFFECTIVENESS 
OF STUDENT LOAN COUNSELING. 
(a) IN GENERAL.—Not later than 1 year after the 
date of enactment of this Act, the Secretary of Education, 
acting through the Director of the Institute of Education 
Sciences, shall begin conducting a rigorous, longitudinal 
study of the impact and effectiveness of the student loan 
counseling— 
(1) provided under subsections (b), (l), and (n) 
of section 485 of the Higher Education Act of 1965 
(20 U.S.C. 1092), as amended by this Act; and 
(2) provided through such other means as the 
Secretary of Education may determine. 
(b) CONTENTS.— 
(1) BORROWER
INFORMATION.—The longitu-
dinal study carried out under subsection (a) shall in-
clude borrower information, in the aggregate and 
disaggregated by race (as defined in section 
153(a)(3) of the Education Sciences Reform Act of 
2002 (20 U.S.C. 9543), as amended by the Aim 
Higher Act), ethnicity, gender, income, status as an 
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individual with a disability, and status as a first 
generation college student (defined in section 
402A(h)(3)), on— 
(A) student persistence; 
(B) degree attainment; 
(C) program completion; 
(D) successful entry into student loan re-
payment; 
(E) cumulative borrowing levels; and 
(F) such other factors as the Secretary of 
Education may determine. 
(2) EXCEPTION.—The disaggregation under 
paragraph (1) shall not be required in a case in 
which the number of borrowers in a category is in-
sufficient to yield statistically reliable information or 
the results would reveal personally identifiable infor-
mation about an individual borrower. 
(c) INTERIM REPORTS.—Not later than 18 months 
after the commencement of the study under subsection 
(a), and annually thereafter, the Secretary of Education 
shall evaluate the progress of the study and report any 
short-term findings to the appropriate committees of Con-
gress. 
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SEC. 4114. STUDY AND PROCEDURES ON DETERMINING 
FAMILY SIZE. 
(a) IN GENERAL.—Not later than 1 year after the 
date of enactment of this Act, the Secretary of Education 
shall— 
(1) conduct, in consultation with the Secretary 
of the Treasury, a study which meets the specifica-
tions described in subsection (b), on the effect of 
using data from the Internal Revenue Service on the 
deduction for personal exemptions provided by sec-
tion 151 of the Internal Revenue Code of 1986 for 
a proxy for family size in an income-driven repay-
ment plan, and publish such study in the Federal 
Register; 
(2) use the results of the study conducted under 
paragraph (1) to develop procedures for determining 
family size for the automatic recertification of in-
come for an income-driven repayment plan in a man-
ner that minimizes burdens and unintended harm to 
borrowers; 
(3) publish the procedures developed under 
paragraph (2) in the Federal Register; and 
(4) after a notice and comment period on such 
procedures, use such comments to finalize the proce-
dures. 
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(b) SPECIFICATIONS.—The study conducted under 
subsection (a)(1) shall— 
(1) determine how closely such personal exemp-
tions match the family size that borrowers report on 
their income-driven repayment plan request form; 
(2) compare the borrower’s actual monthly pay-
ment amount with the monthly payment amount 
borrowers would have using family size information 
derived from tax returns; and 
(3) use data from more than one year, where 
possible, to analyze how much family size changes 
over time. 
(c) DEFINITION.—The term ‘‘the income-driven re-
payment plan’’ means a plan described in subparagraph 
(D) or (E) of section 455(d)(1) of the Higher Education 
Act of 1965 (20 U.S.C. 1087e(d)(1)) and the income- 
based repayment plan under section 493C(f) of such Act 
(20 U.S.C. 1098e(f)), as added by section 4111 of this 
Act. 
PART H 
SEC. 4121. STATE RESPONSIBILITIES. 
Section 495(a) of the Higher Education Act of 1965 
(20 U.S.C. 1099a(a)) is amended— 
(1) in paragraph (2), by striking ‘‘and’’ at the 
end; 
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(2) in paragraph (3), by striking the period at 
the end and inserting ‘‘; and’’; and 
(3) by adding at the end the following: 
‘‘(4) certify to the Secretary that each institu-
tion of higher education located in the State or seek-
ing authorization to operate in the State meets State 
standards relating to— 
‘‘(A) facilities, equipment, and supplies; 
‘‘(B) measures of program length and 
other factors relevant to State licensure; and 
‘‘(C) records of student complaints re-
ceived by, or available to, the State; and 
‘‘(5) The State shall manage, compile, and dis-
tribute to the Secretary and accrediting bodies, data 
on student complaints received from the Department 
of Education’s student complaint system, reports 
made to the State, and reports made directly to the 
institution’s accrediting body.’’. 
SEC. 4122. ADDITIONAL SAFEGUARDS. 
Section 496(a)(4) of the Higher Education Act of 
1965 (20 U.S.C. 1099b(a)(4)) is amended— 
(1) in subparagraph (A), by striking ‘‘and’’ 
after the semicolon; 
(2) in subparagraph (B)(ii), by inserting ‘‘and’’ 
after the semicolon; and 
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(3) by adding at the end the following: 
‘‘(C) if such agency or association has or 
seeks to include within its scope of recognition 
the evaluation of the quality of institutions of 
higher education participating in the job train-
ing Federal Pell Grant program under section 
401(i), such agency or association shall, in ad-
dition to meeting the other requirements of this 
subpart, demonstrate to the Secretary that, 
with respect to such job training programs— 
‘‘(i) the agency or association’s stand-
ards include a process for determining 
whether the program provides training 
aligned with the requirements of employers 
in the State or local area served by the 
program; and 
‘‘(ii) the agency or association re-
quires a demonstration that the program— 
‘‘(I) has identified each recog-
nized postsecondary credential offered 
and the corresponding industry or sec-
tor partnership that actively recog-
nizes each credential in the relevant 
industry in the State or local area 
where the industry is located; and 
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‘‘(II) provides the academic con-
tent and amount of instructional time 
that is sufficient to— 
‘‘(aa) meet the hiring re-
quirements of potential employ-
ers; and 
‘‘(bb) satisfy any applicable 
educational prerequisites for pro-
fessional licensure or certification 
requirements so that the student 
who completes the program and 
seeks employment qualifies to 
take any licensure or certification 
examination that is needed to 
practice or find employment in 
an occupation that the program 
prepares students to enter;’’. 
SEC. 4123. RECOGNITION OF ACCREDITING AGENCY OR AS-
SOCIATION. 
Section 496 of the Higher Education Act of 1965 (20 
U.S.C. 1099b) is further amended— 
(1) in subsection (a)— 
(A) in paragraph (5), by striking subpara-
graphs (A) through (J) and inserting the fol-
lowing: 
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‘‘(A) success with respect to student 
achievement in relation to the institution’s mis-
sion, which— 
‘‘(i) may include different standards 
for different institutions or programs, as 
established by the institution; and 
‘‘(ii) shall include standards for com-
pliance set by the accrediting agency or as-
sociation, including— 
‘‘(I) one or more standards relat-
ing to completion (which may include 
retention rates, rates of course com-
pletion resulting in the conferral of a 
credential, rates of transfer from a 2- 
year to a 4-year institution, or grad-
uation rates) for all students, includ-
ing first-time students, transfer stu-
dents, and part-time students; 
‘‘(II) one or more standards re-
lating 
to 
workforce 
participation, 
which may include rates of licensure, 
job placement, or employment; and 
‘‘(III) 
measures 
that 
assess 
progress toward meeting the stand-
ards specified in subclauses (I) and 
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(II), such as annual retention rates, 
persistence rates, numbers of students 
achieving certification to get a job or 
enrolling in graduate or professional 
school; 
‘‘(B) student achievement outcomes and 
program outcomes disaggregated by the sub-
groups specified section 153(a)(3) of the Edu-
cation Sciences Reform Act of 2002 (20 U.S.C. 
9543); 
‘‘(C) curricula, including program length, 
course sequencing, and objectives related to 
credentialing; 
‘‘(D) faculty; 
‘‘(E) student support services; 
‘‘(F) recruiting and admissions practices, 
academic calendars, catalogues, publications, 
and grading; and 
‘‘(G) administrative capacity as appro-
priate to the specified scale of operations.’’; 
(B) 
by 
redesignating 
paragraphs 
(6) 
through (8) as paragraphs (8) through (10), re-
spectively; and 
(C) by inserting after paragraph (5) the 
following: 
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‘‘(6) in measuring success with respect to stu-
dent achievement under paragraph (5), the agency 
or association— 
‘‘(A) shall establish a transparent and 
standardized process applicable to all institu-
tions of higher education, regardless of sector; 
‘‘(B) shall identify the completion and 
workforce participation measures and standards 
used for student achievement, measures of 
progress toward meeting those standards, and 
specify how those progress measures are 
factored into the accreditation process; 
‘‘(C) may consider, in assessing whether an 
institution of higher education (as defined in 
section 101(a)) meets the student achievement 
standards established by the agency or associa-
tion— 
‘‘(i) the historical significance of the 
institution; and 
‘‘(ii) whether the institution is one of 
the only physical locations at which post-
secondary education is provided in the geo-
graphic area; and 
‘‘(D) may not create peer groups for estab-
lishing the student achievement standards 
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based exclusively on the demographic character-
istics of the population served at an institution; 
‘‘(7) the agency or association shall— 
‘‘(A) compile and make available on a pub-
licly accessible website— 
‘‘(i) the student achievement measures 
and standards established by the agency or 
association, and the rationale for the selec-
tion of such measures and standards; 
‘‘(ii) a list of institutions that failed to 
meet the requirements for accreditation; 
and 
‘‘(iii) a list of institutions in progress 
period status that received support under 
section 498D and that failed to meet the 
requirements necessary to receive addi-
tional support under such section; and 
‘‘(B) annually update the lists described in 
subparagraph (A);’’; 
(2) in subsection (n)(1) inserting before the last 
sentence in the paragraph ‘‘The information pro-
vided by such agency or association shall include in-
formation on at least one institution representing 
each of the sectors that are currently accredited by 
such agency or association.’’; and 
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(3) by adding at the end the following: 
‘‘(r) EVALUATION OF QUALITY AND ACHIEVEMENT 
MEASURES.— 
‘‘(1) IN GENERAL.—The Secretary shall direct 
the National Advisory Committee on Institutional 
Quality and Integrity— 
‘‘(A) to regularly evaluate the effectiveness 
of— 
‘‘(i) the accountability measures es-
tablished under subpart 4; and 
‘‘(ii) the student achievement progress 
measures established under subsection 
(a)(5)(A); and 
‘‘(B) with respect to the evaluation re-
quired under subparagraph (A), to take into ac-
count similarly situated accreditors, whose simi-
larity may not be determined solely by the edu-
cational sector to which the institutions evalu-
ated belong. 
‘‘(2) ACCREDITOR STANDARDS.—The Secretary 
may require an accreditor to review metrics or set 
new standards if the Secretary determines that the 
metrics or standards set by such accreditor pursuant 
to section 496(a)(5) are, in the case of such metrics, 
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insufficient or, in the case of such standards, too 
low. 
‘‘(s) REPORT
ON
RECOGNIZED
INSTITUTIONAL 
ACCREDITORS REQUIRED.—Not later than 180 days after 
the date of the enactment of the Aim Higher Act, and 
annually thereafter, the Secretary shall publish a report 
that includes the following with respect to each accrediting 
agency or association aggregated: 
‘‘(1) The number of institutions of higher edu-
cation evaluated by such accrediting agency or asso-
ciation in each educational sector. 
‘‘(2) The number of locations of such institu-
tions of higher education. 
‘‘(3) The number of students enrolled at such 
institutions of higher education. 
‘‘(4) The number of students receiving a Fed-
eral Pell Grant at such institutions of higher edu-
cation in the preceding year. 
‘‘(5) The total of Federal student aid received 
by students enrolled at such institutions of higher 
education in the preceding year. 
‘‘(6) The graduation rates of such institutions 
of higher education. 
‘‘(7) The median earnings of students 10 years 
after enrollment. 
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‘‘(8) The types of degrees most often conferred 
by such institutions of higher education. 
‘‘(9) The number of institutions on heightened 
cash monitoring status under section 668.162(d) of 
title 34, Code of Federal Regulations (as in effect on 
the date of the enactment of this subsection). 
‘‘(10) An index based on findings with respect 
to subparagraphs (1) through (9) above, of the 
accreditor’s status as an effective evaluator of pro-
gram quality and gate-keeper to funds under title IV 
of this Act. 
‘‘(t) RULE-MAKING TO ESTABLISH STANDARDIZED 
CONSEQUENCES AND STEPS FOR ACCREDITING AGENCIES 
AND ASSOCIATIONS.—Not later than 180 days after the 
date of the enactment of this subsection, the Secretary 
shall— 
‘‘(1) initiate negotiated rule-making processes 
with experts from different stakeholder groups to es-
tablish a common set of consequences or steps all 
accrediting bodies shall follow when the institutions 
such accreditors review fail to meet the accreditation 
standards set by such accreditors pursuant to sec-
tion 496(a); and 
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‘‘(2) develop procedures for identifying the in-
stitutions an accreditor shall use to demonstrate 
that such accreditor— 
‘‘(A) consistently applies and enforces 
standards; and 
‘‘(B) effectively evaluates the quality of 
education or training offered by the institutions 
of 
higher 
education 
accredited 
by 
such 
accreditor.’’. 
SEC. 4124. PROGRAM REVIEW AND DATA. 
Section 498A(a)(2) of the Higher Education Act of 
1965 (20 U.S.C. 1099c–1(a)(2)) is amended by striking 
subparagraph (A) and inserting the following: ‘‘institu-
tions with an adjusted cohort default rate for loans under 
part D of this title in excess of 18 percent or which places 
such institutions in the highest 25 percent of such institu-
tions’’. 
SEC. 4125. STRENGTHENING INSTITUTIONAL QUALITY. 
Part H of title IV of the Higher Education Act of 
1965 (20 U.S.C. 1099a et seq.) is amended by adding at 
the end the following: 
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‘‘Subpart 4—Strengthening Institutional Quality 
‘‘SEC. 498C. SUPPORTING INSTITUTIONAL QUALITY IM-
PROVEMENT. 
‘‘(a) REVIEW REQUIRED.—On an annual basis, the 
Secretary shall conduct a review of each institution of 
higher education that participates in programs under this 
title. 
‘‘(b) ELEMENTS.—In conducting each review under 
subsection (a), the Secretary shall assess all factors relat-
ing to the eligibility of the institution of higher education 
to participate in programs under this title and the per-
formance of the institution, including— 
‘‘(1) the authority of the institution to operate 
under State law; 
‘‘(2) the financial responsibility of the institu-
tion; 
‘‘(3) the administrative capacity of the institu-
tion; 
‘‘(4) rates of gainful employment of graduates 
of the institution; 
‘‘(5) the compliance of the institution with pro-
gram participation agreements under section 487; 
‘‘(6) the return of title IV funds under 484B; 
‘‘(7) the compliance of the institution with Fed-
eral revenue requirements; 
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‘‘(8) the institution’s record of compliance with 
its program responsibilities under title IV of this Act 
based on the most recent student default rate data, 
the results of financial or compliance audits, pro-
gram reviews, and other information as the Sec-
retary may have received from the State or accred-
iting agency or association; and 
‘‘(9) any other criteria the Secretary determines 
to be appropriate. 
‘‘SEC. 498D. ASSISTANCE TO PROGRESS PERIOD INSTITU-
TIONS. 
‘‘(a) IN GENERAL.—The Secretary shall provide 
grants and technical assistance to covered progress period 
institutions in accordance with this section. 
‘‘(b) AUTHORIZED ACTIVITIES.—Grants and assist-
ance provided under this section shall be used to improve 
student 
achievement 
(as 
described 
in 
section 
4965(a)(5)(A)) at covered progress period institutions. 
‘‘(c) DURATION.—Grants and assistance may be pro-
vided under this section for a period of not less than one 
year and not more than three years. 
‘‘(d) CONDITIONS.— 
‘‘(1) BENCHMARKS.— 
‘‘(A) IN GENERAL.—To continue to receive 
support under this section after the first year in 
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which such support is provided, an institution 
must show progress, as determined by the Sec-
retary, toward meeting the standards for stu-
dent achievement established by the relevant ac-
crediting agency or association pursuant to sec-
tion 496(a)(5)(A). 
‘‘(B) CONSIDERATIONS.—In determining 
the progress of an institution under subpara-
graph (A), the Secretary may take into consid-
eration extenuating circumstances that may 
have contributed to the poor performance of the 
institution in the first year of the review period. 
‘‘(2) DEADLINE FOR COMPLIANCE.—An institu-
tion that does not achieve an adjusted cohort default 
rate of less than 10 percent after receiving support 
under this section for three consecutive years shall 
be ineligible to receive further support under this 
section. 
‘‘(3) PROHIBITION.—An institution shall be in-
eligible to receive further support under this section 
if, while the institution was receiving such support, 
the total enrollment of low-income students (as such 
term is defined in section 419N(b)(7)) at the institu-
tion decreased by 10 percent or more. 
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‘‘(e) COVERED PROGRESS PERIOD INSTITUTION.—In 
this section, the term ‘covered progress period institution’ 
means— 
‘‘(1) a public institution of higher education 
that is determined to be in progress period status; 
‘‘(2) a part B institution (as defined in section 
322) that is determined to be in progress period sta-
tus; or 
‘‘(3) a private, nonprofit institution of higher 
education— 
‘‘(A) that is determined to be in progress 
period status; and 
‘‘(B) at which not less than 45 percent of 
the total student enrollment consists of low-in-
come students (as such term is defined in sec-
tion 419N(b)(7)). 
‘‘(f) FUNDING.— 
‘‘(1) IN
GENERAL.—There are appropriated 
such funds as the Secretary, using the formula de-
scribed in paragraph (2), determines necessary to 
meet the needs of all eligible institutions under this 
subsection. 
‘‘(2) FORMULA.—Not later than 1 year after 
the date of the enactment of this section, the Sec-
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retary shall establish through negotiated rulemaking 
a formula to determine the— 
‘‘(A) proportional amount of institutional 
need under this section; and 
‘‘(B) total amount of institutional need 
under this section. 
‘‘(3) SPECIAL
RULE.—Such formula must at 
minimum take into consideration the severity of the 
problem, size of the institution, institutional re-
sources, historical underfunding, and the number of 
low-income students (as such term is defined in sec-
tion 419N(b)(7)) being served. 
‘‘SEC. 498E. RESTRICTIONS ON CERTAIN EXPENDITURES. 
‘‘(a) MONITORING AUTHORITY.—If, at any point in 
the 3 preceding fiscal years, the total amount expended 
by an institution of higher education on instruction as de-
scribed in subsection (b) is less than 50 percent, the Sec-
retary shall consider such expenditures in determining the 
eligibility of the institution to participate in programs 
under this title. 
‘‘(b) EXPENDITURE DISCLOSURES.— 
‘‘(1) IN GENERAL.—In the case of an institu-
tion at which spending on instruction amounted to 
less than one-half of net tuition revenue as deter-
mined by the institution in each of the three most 
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recent years for which institutional spending figures 
were required to be reported, the institution of high-
er education shall annually disclose to the Secretary 
the amount of funds used by the institution to carry 
out each of the following activities in the preceding 
3 fiscal years: 
‘‘(A) Marketing. 
‘‘(B) Recruitment. 
‘‘(C) Advertising. 
‘‘(D) Lobbying. 
‘‘(2) DEFINED
TERMS.—The Secretary shall, 
using a negotiated rulemaking process, issue defini-
tions with respect to subparagraphs (A) through (D) 
of paragraph (1). 
‘‘(c) LIMITATION.—An institution of higher education 
may not use any Federal funds acquired through partici-
pation in any program under this title for marketing, ad-
vertising, recruiting or lobbying expenses if the total 
amount expended by the institution on instruction, as 
specified in subsection (a), in each of the three most recent 
fiscal years does not exceed 50 percent of tuition revenue. 
‘‘SEC. 498F. INSTITUTIONAL DISCLOSURE SYSTEM. 
‘‘(a) DEPARTMENTAL DISCLOSURE.—The Secretary 
shall make available, on a publicly accessible website of 
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the Department of Education, a list of institutions of high-
er education that— 
‘‘(1) have failed to meet the requirements for 
accreditation by an agency or association recognized 
by the Secretary pursuant to section 496(a); 
‘‘(2) have failed to meet the requirements for 
participation in programs under this title; or 
‘‘(3) are in progress period status and are re-
ceiving funds or assistance pursuant to section 
498D. 
‘‘(b) INSTITUTIONAL DISCLOSURE.— 
‘‘(1) IN GENERAL.—To be eligible to participate 
in programs under this title, an institution of higher 
education shall, using the template developed by the 
Secretary under subsection (c), disclose the accredi-
tation status of the institution on a publicly acces-
sible website of the institution and in any print ma-
terials made available by the institution. Any failure 
of the institution to meet an accreditation standard 
shall be specifically identified by the institution as 
part of the disclosure under this paragraph. 
‘‘(2) UPDATES.—Any change in the accredita-
tion status of an institution of higher education shall 
be disclosed in accordance with paragraph (1) not 
later than 30 days after such change occurs. 
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‘‘(c) TEMPLATE.—The Secretary shall develop a tem-
plate that shall be used by institutions of higher education 
to make the disclosures required under subsection (b). The 
Secretary shall ensure that the template— 
‘‘(1) clearly identifies the information to be dis-
closed; and 
‘‘(2) is in a format that is easily understood by 
consumers.’’. 
PART I 
SEC. 4131. PROGRAM AUTHORIZED. 
Title IV of the Higher Education Act of 1965 (20 
U.S.C. 1070 et seq.) is amended by adding at the end 
the following: 
‘‘PART J—AMERICA’S COLLEGE PROMISE 
FEDERAL-STATE PARTNERSHIP 
‘‘Subpart 1—State and Indian Tribe Grants for 
Community Colleges 
‘‘SEC. 499A. IN GENERAL. 
‘‘From amounts appropriated under section 499G for 
any fiscal year, the Secretary shall award grants to eligible 
States and Indian tribes to pay the Federal share of ex-
penditures needed to carry out the activities and services 
described in section 499E. 
‘‘SEC. 499B. FEDERAL SHARE; NON-FEDERAL SHARE. 
‘‘(a) FEDERAL SHARE.— 
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‘‘(1) FORMULA.—Subject to paragraph (2), the 
Federal share of a grant under this subpart shall be 
based on a formula, determined by the Secretary, 
that— 
‘‘(A) accounts for the State or Indian 
tribe’s share of eligible students; 
‘‘(B) accounts for the ratio between a 
State or Indian tribe’s funding per full-time 
equivalent (FTE) student at public colleges and 
universities and the average net price at State 
public four-year colleges and universities, in 
such a way as to reward States that keep net 
prices for students low while maintaining their 
investment in higher education; and 
‘‘(C) provides, for each eligible student in 
the State or Indian tribe, a per-student amount 
that is— 
‘‘(i) not less than 300 percent of the 
per-student amount of the State or Indian 
tribe share, determined under subsection 
(b), subject to clause (ii); and 
‘‘(ii) at least 75 percent of— 
‘‘(I) for the 2019–2020 award 
year, the average resident community 
college tuition and fees per student in 
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all States for the most recent year for 
which data are available; and 
‘‘(II) for each subsequent award 
year, the average resident community 
college tuition and fees per student in 
all States calculated under this sub-
clause for the preceding year, in-
creased by the lesser of— 
‘‘(aa) the percentage by 
which the average resident com-
munity college tuition and fees 
per student in all States for the 
most recent year for which data 
are available increased as com-
pared to such average for the 
preceding year; or 
‘‘(bb) 3 percent. 
‘‘(2) 
EXCEPTION
FOR
CERTAIN
INDIAN 
TRIBES.—In any case in which not less than 75 per-
cent of the students at the community colleges oper-
ated or controlled by an Indian tribe are low-income 
students, the amount of the Federal share for such 
Indian tribe shall be not less than 95 percent of the 
total amount needed to waive tuition and fees for all 
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eligible students enrolled in such community col-
leges. 
‘‘(b) STATE OR TRIBAL SHARE.— 
‘‘(1) FORMULA.— 
‘‘(A) IN
GENERAL.—The State or tribal 
share of a grant under this subpart for each fis-
cal year shall be the amount needed to pay 25 
percent of the average community college resi-
dent tuition and fees per student in all States 
in the 2019–2020 award year for all eligible 
students in the State or Indian tribe, respec-
tively, for such fiscal year, except as provided in 
subparagraph (B). 
‘‘(B) EXCEPTION
FOR
CERTAIN
INDIAN 
TRIBES.—In a case in which not less than 5 
percent of the students at the community col-
leges operated or controlled by an Indian tribe 
are low-income students, the amount of such 
Indian tribe’s tribal share shall not exceed 5 
percent of the total amount needed to waive tui-
tion and fees for all eligible students enrolled in 
such community colleges. 
‘‘(2) NEED-BASED
AID.—A State or Indian 
tribe may include any need-based financial aid pro-
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vided through State or tribal funds to eligible stu-
dents as part of the State or tribal share. 
‘‘(3) NO IN-KIND CONTRIBUTIONS.—A State or 
Indian tribe shall not include in-kind contributions 
for purposes of the State or tribal share described 
in paragraph (1). 
‘‘SEC. 499C. ELIGIBILITY. 
‘‘To be eligible for a grant under this subpart, a State 
or Indian tribe shall agree to waive community college 
resident tuition and fees for all eligible students for each 
year of the grant. 
‘‘SEC. 499D. APPLICATIONS. 
‘‘(a) SUBMISSION.—For each fiscal year for which a 
State or Indian tribe desires a grant under this subpart, 
an application shall be submitted to the Secretary at such 
time, in such manner, and containing such information as 
the Secretary may require. Such application shall be sub-
mitted by— 
‘‘(1) in the case of a State, the Governor, the 
State agency with jurisdiction over higher education, 
or another agency designated by the Governor to ad-
minister the program under this subpart; or 
‘‘(2) in the case of an Indian tribe, the gov-
erning body of such tribe. 
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‘‘(b) CONTENTS.—Each State or Indian tribe appli-
cation shall include, at a minimum— 
‘‘(1) an estimate of the number of eligible stu-
dents in the State or Indian tribe and the cost of 
waiving community college resident tuition and fees 
for all eligible students for each fiscal year covered 
by the grant, with annual increases of an amount 
that shall not exceed 3 percent of the prior year’s 
average resident community college tuition and fees; 
‘‘(2) an assurance that all community colleges 
in the State or under the jurisdiction of the Indian 
tribe, respectively, will waive resident tuition and 
fees for eligible students in programs that are— 
‘‘(A) academic programs with credits that 
can fully transfer via articulation agreement to-
ward a baccalaureate degree or postbaccalaure-
ate degree at any public institution of higher 
education in the State; or 
‘‘(B) occupational skills training programs 
that lead to a recognized postsecondary creden-
tial that is in an in-demand industry sector or 
occupation in the State; 
‘‘(3) a description of the promising and evi-
dence-based institutional reforms and innovative 
practices to improve student outcomes, including 
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completion or transfer rates, that have been or will 
be adopted by the participating community colleges, 
such as— 
‘‘(A) providing comprehensive academic 
and student support services, including men-
toring and advising, especially for low-income, 
first-generation, adult, and other underrep-
resented students; 
‘‘(B) providing accelerated learning oppor-
tunities, such as dual or concurrent enrollment 
programs, including early college high school 
programs; 
‘‘(C) advancing competency-based edu-
cation; 
‘‘(D) strengthening remedial education, es-
pecially for low-income, first-generation, adult 
and other underrepresented students; 
‘‘(E) implementing course redesigns of 
high-enrollment courses to improve student out-
comes and reduce cost; or 
‘‘(F) utilizing career pathways or degree 
pathways; 
‘‘(4) a description of how the State or Indian 
tribe will promote alignment between its public sec-
ondary school and postsecondary education systems, 
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including between 2-year and 4-year public institu-
tions of higher education and with minority-serving 
institutions described in section 371 of the Higher 
Education Act of 1965 (20 U.S.C. 1067q), to ex-
pand awareness of and access to postsecondary edu-
cation, reduce the need for remediation and repeated 
coursework, and improve student outcomes; 
‘‘(5) a description of how the State or Indian 
tribe will ensure that programs leading to a recog-
nized postsecondary credential meet the quality cri-
teria established by the State under section 123(a) 
of the Workforce Innovation and Opportunity Act 
(29 U.S.C. 3153(a)) or other quality criteria deter-
mined appropriate by the State or Indian tribe; 
‘‘(6) an assurance that all participating commu-
nity colleges in the State or under the authority of 
the Indian tribe have entered into program partici-
pation agreements under section 487 of the Higher 
Education Act of 1965 (20 U.S.C. 1094); and 
‘‘(7) an assurance that, for each year of the 
grant, the State or Indian tribe will notify each eligi-
ble student of the student’s remaining eligibility for 
assistance under this subpart. 
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‘‘SEC. 499E. ALLOWABLE USES OF FUNDS. 
‘‘(a) IN GENERAL.—A State or Indian tribe shall use 
a grant under this subpart only to provide funds to partici-
pating community colleges to waive resident tuition and 
fees for eligible students who are enrolled in— 
‘‘(1) academic programs with credits that can 
fully transfer via articulation agreement toward a 
baccalaureate degree or postbaccalaureate degree at 
any public institution of higher education in the 
State; or 
‘‘(2) occupational skills training programs that 
lead to a recognized postsecondary credential that is 
in an in-demand industry sector or occupation in the 
State. 
‘‘(b) ADDITIONAL USES.—If a State or Indian tribe 
demonstrates to the Secretary that it has grant funds re-
maining after meeting the demand for activities described 
in subsection (a), the State or Indian tribe may use those 
funds to carry out one or more of the following: 
‘‘(1) Expanding the waiver of resident tuition 
and fees at community college to students who are 
returning students or otherwise not enrolling in 
postsecondary education for the first time, and who 
meet the student eligibility requirements of clauses 
(i) through (v) of section 499F(5)(A). 
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‘‘(2) Expanding the scope and capacity of high- 
quality academic and occupational skills training 
programs at community colleges. 
‘‘(3) Improving postsecondary education readi-
ness in the State or Indian tribe, through outreach 
and early intervention. 
‘‘(4) Expanding access to dual or concurrent 
enrollment programs, including early college high 
school programs. 
‘‘(5) Improving affordability at 4-year public in-
stitutions of higher education. 
‘‘(c) USE OF FUNDS FOR ADMINISTRATIVE PUR-
POSES.—A State or Indian tribe that receives a grant 
under this subpart may not use any funds provided under 
this subpart for administrative purposes relating to the 
grant under this subpart. 
‘‘(d) MAINTENANCE OF EFFORT.—A State or Indian 
tribe receiving a grant under this subpart is entitled to 
receive its full allotment of funds under this subpart for 
a fiscal year only if, for each year of the grant, the State 
or Indian tribe provides— 
‘‘(1) financial support for public higher edu-
cation at a level equal to or exceeding the average 
amount provided per full-time equivalent student for 
public institutions of higher education for the three 
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consecutive preceding State or Indian tribe fiscal 
years. In making the calculation under this sub-
section, the State or Indian tribe shall— 
‘‘(A) exclude capital expenses and research 
and development costs; and 
‘‘(B) include need-based financial aid for 
students who attend public institutions of high-
er education; and 
‘‘(2) financial support for operational expenses 
for public, four-year colleges and universities at a 
level equal to or exceeding the average amount pro-
vided for the three consecutive proceeding State or 
Indian tribe fiscal years. 
‘‘(e) ANNUAL REPORT.— 
‘‘(1) A State or Indian tribe receiving a grant 
under this subpart shall submit an annual report to 
the Secretary describing the uses of grant funds 
under this subpart, the progress made in fulfilling 
the requirements of the grant, and rates of gradua-
tion, transfer and attainment of recognized postsec-
ondary credentials at participating community col-
leges, and including any other information as the 
Secretary may require. 
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‘‘(2) At the discretion of the Secretary, the in-
formation required in the report under paragraph 
(1) may be included in an annual report. 
‘‘(f) REPORTING BY SECRETARY.—The Secretary an-
nually shall— 
‘‘(1) compile and analyze the information de-
scribed in subsection (e); and 
‘‘(2) prepare and submit a report to the Com-
mittee on Health, Education, Labor, and Pensions 
of the Senate and the Committee on Education and 
the Workforce of the House of Representatives con-
taining the analysis described in paragraph (1) and 
an identification of State and Indian tribe best prac-
tices for achieving the purpose of this subpart. 
‘‘(g) TECHNICAL ASSISTANCE.—The Secretary shall 
provide technical assistance to eligible States and Indian 
tribes concerning best practices regarding the promising 
and evidence-based institutional reforms and innovative 
practices to improve student outcomes and shall dissemi-
nate such best practices among the States and Indian 
tribes. 
‘‘(h) CONTINUATION OF FUNDING.— 
‘‘(1) IN GENERAL.—A State or Indian tribe re-
ceiving a grant under this subpart for a fiscal year 
may continue to receive funding under this subpart 
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for future fiscal years conditioned on the availability 
of budget authority and on meeting the require-
ments of the grant, as determined by the Secretary. 
‘‘(2) DISCONTINUATION.—The Secretary may 
discontinue funding of the Federal share of a grant 
under this subpart if the State or Indian tribe has 
violated the terms of the grant or is not making ade-
quate progress in implementing the reforms de-
scribed in the application submitted under section 
499D. 
‘‘SEC. 499F. DEFINITIONS. 
‘‘In this subpart: 
‘‘(1) CAREER
PATHWAY.—The term ‘career 
pathway’ has the meaning given the term in section 
3 of the Workforce Innovation and Opportunity Act 
(29 U.S.C. 3102). 
‘‘(2) COMMUNITY COLLEGE.—The term ‘com-
munity college’ means a public institution of higher 
education at which the highest degree that is pre-
dominantly awarded to students is an associate’s de-
gree, including 2-year tribally controlled colleges 
under section 316 of the Higher Education Act of 
1965 (20 U.S.C. 1059c) and public 2-year State in-
stitutions of higher education. 
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‘‘(3) DUAL
OR
CONCURRENT
ENROLLMENT 
PROGRAM.—The term ‘dual or concurrent enrollment 
program’ has the meaning given the term in section 
8101 of the Elementary and Secondary Education 
Act of 1965 (20 U.S.C. 7801). 
‘‘(4) EARLY
COLLEGE
HIGH
SCHOOL.—The 
term ‘early college high school’ has the meaning 
given the term in section 8101 of the Elementary 
and Secondary Education Act of 1965 (20 U.S.C. 
7801). 
‘‘(5) ELIGIBLE STUDENT.— 
‘‘(A) DEFINITION.—The term ‘eligible stu-
dent’ means a student who— 
‘‘(i)(I) enrolls in a community college 
after the date of enactment of the Aim 
Higher Act; or 
‘‘(II) is enrolled in a community col-
lege as of the date of enactment of the 
Aim Higher Act; 
‘‘(ii) attends the community college on 
not less than a half-time basis; 
‘‘(iii) 
is 
maintaining 
satisfactory 
progress, as defined in section 484(c) of 
the Higher Education Act of 1965 (20 
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U.S.C. 1091(c)), in the student’s course of 
study; 
‘‘(iv) qualifies for resident tuition, as 
determined by the State or Indian tribe; 
and 
‘‘(v) is enrolled in an eligible program 
described in section 104(b)(2). 
‘‘(B) SPECIAL RULE.—An otherwise eligi-
ble student shall lose eligibility 3 calendar years 
after first receiving benefits under this subpart. 
‘‘(6) IN-DEMAND INDUSTRY SECTOR OR OCCU-
PATION.—The term ‘in-demand industry sector or 
occupation’ has the meaning given the term in sec-
tion 3 of the Workforce Innovation and Opportunity 
Act (29 U.S.C. 3102). 
‘‘(7) INDIAN TRIBE.—The term ‘Indian tribe’ 
has the meaning given the term in section 102 of the 
Federally Recognized Indian Tribe List Act of 1994 
(25 U.S.C. 479a). 
‘‘(8) INSTITUTION OF HIGHER EDUCATION.— 
The term ‘institution of higher education’ has the 
meaning given the term in section 101. 
‘‘(9) RECOGNIZED
POSTSECONDARY
CREDEN-
TIAL.—The term ‘recognized postsecondary creden-
tial’ has the meaning as described in section 3 of the 
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Workforce Innovation and Opportunity Act (29 
U.S.C. 3102). 
‘‘(10) STATE.—The term ‘State’ has the mean-
ing given the term in section 103. 
‘‘SEC. 499G. APPROPRIATIONS. 
‘‘(a) AUTHORIZATION AND APPROPRIATIONS.—For 
the purpose of making grants under this subpart there are 
authorized to be appropriated, and there are appro-
priated— 
‘‘(1) $1,515,150,000 for fiscal year 2019; 
‘‘(2) $3,352,200,000 for fiscal year 2020; 
‘‘(3) $4,277,940,000 for fiscal year 2021; 
‘‘(4) $5,988,450,000 for fiscal year 2022; 
‘‘(5) $7,837,710,000 for fiscal year 2023; 
‘‘(6) $8,974,350,000 for fiscal year 2024; 
‘‘(7) $11,302,020,000 for fiscal year 2025; 
‘‘(8) $14,451,090,000 for fiscal year 2026; 
‘‘(9) $15,077,130,000 for fiscal year 2027; and 
‘‘(10) $15,729,810,000 for fiscal year 2028 and 
each succeeding fiscal year. 
‘‘(b) AVAILABILITY.—Funds appropriated under sub-
section (a) shall remain available to the Secretary until 
expended. 
‘‘(c) INSUFFICIENT FUNDS.—If the amount appro-
priated under subsection (a) for a fiscal year is not suffi-
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cient to award each participating State and Indian tribe 
a grant under this subpart that is equal to the minimum 
amount of the Federal share described in section (a), the 
Secretary may ratably reduce the amount of each such 
grant or take other actions necessary to ensure an equi-
table distribution of such amount.’’. 
SEC. 4132. PATHWAYS TO STUDENT SUCCESS FOR HISTORI-
CALLY BLACK COLLEGES AND UNIVERSITIES. 
Part J of title IV of the Higher Education Act of 
1965, as added by subtitle G, is further amended by add-
ing at the end the following: 
‘‘Subpart 2—Grants to Historically Black Colleges 
and Universities and Other Minority-Serving In-
stitutions 
‘‘SEC. 499H. IN GENERAL. 
‘‘(a) IN GENERAL.—From amounts appropriated 
under section 499K(a) for any fiscal year, the Secretary 
shall award grants to participating 4-year historically 
black colleges or universities that meet the requirements 
of subsection (b) to— 
‘‘(1) encourage students to enroll and success-
fully complete a bachelor’s degree at participating 
institutions; 
‘‘(2) provide incentives to community college 
students to transfer to participating institutions 
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through strong transfer pathways to complete a 
bachelor’s degree program; and 
‘‘(3) support participating institutions to better 
serve new and existing students by engaging in re-
forms and innovations designed to improve comple-
tion rates and other student outcomes. 
‘‘(b) ELIGIBILITY.—To be eligible to receive a grant 
under the program under this section, an institution shall 
be a historically black college or university that— 
‘‘(1) has a student body of which not less than 
35 percent are low-income students; 
‘‘(2) commits to maintaining or adopting and 
implementing promising and evidence-based institu-
tional reforms and innovative practices to improve 
the completion rates and other student outcomes, 
such as— 
‘‘(A) providing comprehensive academic 
and student support services, including men-
toring and advising; 
‘‘(B) providing accelerated learning oppor-
tunities and degree pathways, such as dual en-
rollment and pathways to graduate and profes-
sional degree programs; 
‘‘(C) advancing distance and competency- 
based education; 
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‘‘(D) partnering with employers, industry, 
not-for-profit associations, and other groups to 
provide opportunities to advance learning out-
side the classroom, including work-based learn-
ing opportunities such as internships or appren-
ticeships or programs designed to improve 
inter-cultural development and personal growth, 
such as foreign exchange and study abroad pro-
grams; 
‘‘(E) reforming remedial education, espe-
cially for low-income students, first generation 
college students, adult students, and other 
underrepresented students; or 
‘‘(F) implementing course redesigns of 
high-enrollment courses to improve student out-
comes and reduce cost; 
‘‘(3) sets performance goals for improving stu-
dent outcomes for the duration of the grant; and 
‘‘(4) if receiving a grant for transfer students, 
has articulation agreements with community colleges 
at the national, State, or local level to ensure that 
community college credits can fully transfer to the 
participating institution. 
‘‘(c) GRANT AMOUNT.— 
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‘‘(1) INITIAL AMOUNT.—For the first year that 
an eligible institution participates in the grant pro-
gram under this section and subject to paragraph 
(3), such eligible institution shall receive a grant in 
an amount based on the product of— 
‘‘(A) the actual cost of tuition and fees at 
the eligible institution in such year (referred to 
in this section as the per-student rebate); and 
‘‘(B) the number of eligible students en-
rolled in the eligible institution for the pre-
ceding year. 
‘‘(2) SUBSEQUENT INCREASES.—For each suc-
ceeding year after the first year of the grant pro-
gram under this section, each participating eligible 
institution shall receive a grant in the amount deter-
mined under paragraph (1) for such year, except 
that in no case shall the amount of the per-student 
rebate for an eligible institution increase by more 
than 3 percent as compared to the amount of such 
rebate for the preceding year. 
‘‘(3) LIMITATIONS.— 
‘‘(A) MAXIMUM PER-STUDENT REBATE.— 
No eligible institution participating in the grant 
program under this section shall receive a per- 
student rebate amount for any year that is 
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greater than the national average of annual tui-
tion and fees at public 4-year institutions of 
higher education for such year, as determined 
by the Secretary. 
‘‘(B) FIRST-YEAR
TUITION
AND
FEES.— 
During the first year of participation in the 
grant program under this section, no eligible in-
stitution may increase tuition and fees at a rate 
greater than any annual increase at the eligible 
institution in the previous 5 years. 
‘‘(d) APPLICATION.—An eligible institution that de-
sires a grant under this section shall submit an application 
to the Secretary at such time, in such manner, and con-
taining such information as the Secretary may require. 
‘‘(e) USE OF FUNDS.—Funds awarded under this 
section to a participating eligible institution shall be used 
to waive or significantly reduce tuition and fees for eligible 
students in an amount of not more than up to the annual 
per-student rebate amount for each student, for not more 
than the first 60 credits an eligible student enrolls in the 
participating eligible institution. 
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‘‘SEC. 499I. PATHWAYS TO STUDENT SUCCESS FOR HIS-
PANIC-SERVING INSTITUTIONS, ASIAN AMER-
ICAN AND NATIVE AMERICAN PACIFIC IS-
LANDER-SERVING 
INSTITUTIONS, 
TRIBAL 
COLLEGES AND UNIVERSITIES, ALASKA NA-
TIVE-SERVING INSTITUTIONS, NATIVE HAWAI-
IAN-SERVING 
INSTITUTIONS, 
PREDOMI-
NANTLY BLACK INSTITUTIONS, AND NATIVE 
AMERICAN-SERVING 
NONTRIBAL 
INSTITU-
TIONS. 
‘‘(a) IN GENERAL.—From amounts appropriated 
under section 499K(a) for any fiscal year, the Secretary 
shall award grants to participating 4-year minority-serving 
institutions to— 
‘‘(1) encourage students to enroll and success-
fully complete a bachelor’s degree at participating 
institutions; 
‘‘(2) provide incentives to community college 
students to transfer to participating institutions 
through strong transfer pathways to complete a 
bachelor’s degree program; and 
‘‘(3) support participating institutions to better 
serve new and existing students by engaging in re-
forms and innovations designed to improve comple-
tion rates and other student outcomes. 
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‘‘(b) INSTITUTIONAL ELIGIBILITY.—To be eligible to 
participate and receive a grant under this section, an insti-
tution shall be a minority-serving institution that— 
‘‘(1) has a student body of which not less than 
35 percent are low-income students; 
‘‘(2) commits to maintaining or adopting and 
implementing promising and evidence-based institu-
tional reforms and innovative practices to improve 
the completion rates and other student outcomes, 
such as— 
‘‘(A) providing comprehensive academic 
and student support services, including men-
toring and advising; 
‘‘(B) providing accelerated learning oppor-
tunities and degree pathways, such as dual en-
rollment and pathways to graduate and profes-
sional degree programs; 
‘‘(C) advancing distance and competency- 
based education; 
‘‘(D) partnering with employers, industry, 
not-for-profit associations, and other groups to 
provide opportunities to advance learning out-
side the classroom, including work-based learn-
ing opportunities such as internships or appren-
ticeships or programs designed to improve 
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inter-cultural development and personal growth, 
such as foreign exchange and study abroad pro-
grams; 
‘‘(E) reforming remedial education, espe-
cially for low-income students, first generation 
college students, adult students, and other 
underrepresented students; and 
‘‘(F) implementing course redesigns of 
high-enrollment courses to improve student out-
comes and reduce cost; 
‘‘(3) sets performance goals for improving stu-
dent outcomes for the duration of the grant; and 
‘‘(4) if receiving a grant for transfer students, 
has articulation agreements with community colleges 
at the national, State, or local levels to ensure that 
community college credits can fully transfer to the 
participating institution. 
‘‘(c) GRANT AMOUNT.— 
‘‘(1) INITIAL AMOUNT.—For the first year that 
an eligible institution participates in the grant pro-
gram under this section and subject to paragraph 
(3), such participating eligible institution shall re-
ceive a grant in an amount based on the product 
of— 
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‘‘(A) the actual cost of tuition and fees at 
the eligible institution in such year (referred to 
in this section as the per-student rebate); and 
‘‘(B) the number of eligible students en-
rolled in the eligible institution for the pre-
ceding year. 
‘‘(2) SUBSEQUENT INCREASES.—For each suc-
ceeding year after the first year of the grant pro-
gram under this section, each participating eligible 
institution shall receive a grant in the amount deter-
mined under paragraph (1) for such year, except 
that in no case shall the amount of the per-student 
rebate increase by more than 3 percent as compared 
to the amount of such rebate for the preceding year. 
‘‘(3) LIMITATIONS.— 
‘‘(A) MAXIMUM PER-STUDENT REBATE.— 
No eligible institution participating in the grant 
program under this section shall receive a per- 
student rebate amount for a grant year greater 
than the national average of public four-year in-
stitutional tuition and fees, as determined by 
the Secretary. 
‘‘(B) FIRST-YEAR
TUITION
AND
FEES.— 
During the first year of participation in the 
grant program under this section, no eligible in-
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stitution may increase tuition and fees at a rate 
greater than any annual increase made by the 
institution in the previous 5 years. 
‘‘(d) APPLICATION.—An eligible institution shall sub-
mit an application to the Secretary at such time, in such 
a manner, and containing such information as determined 
by the Secretary. 
‘‘(e) USE OF FUNDS.—Funds awarded under this 
section to a participating eligible institution shall be used 
to waive or significantly reduce tuition and fees for eligible 
students in an amount of not more than up to the annual 
per-student rebate amount for each student, for not more 
than the first 60 credits an eligible student enrolls in the 
participating eligible institution. 
‘‘SEC. 499J. DEFINITIONS. 
‘‘In this subpart: 
‘‘(1) ELIGIBLE STUDENT.— 
‘‘(A) DEFINITION.—The term ‘eligible stu-
dent’ means a student, regardless of age, who— 
‘‘(i)(I) enrolls in a historically black 
college or university, or minority-serving 
institution; or 
‘‘(II) transfers from a community col-
lege into a historically black college or uni-
versity, or minority-serving institution; 
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‘‘(ii) attends the historically black col-
lege or university, or minority-serving in-
stitution, on at least a half-time basis; 
‘‘(iii) maintains satisfactory academic 
progress; and 
‘‘(iv) is a low-income student. 
‘‘(B) SPECIAL RULES.— 
‘‘(i) FIRST 3 YEARS.—An otherwise el-
igible student shall lose eligibility 3 cal-
endar years after first receiving benefits 
under this title. 
‘‘(ii) SPECIAL
RULE
FOR
CERTAIN 
STUDENTS.—Notwithstanding 
subpara-
graph (A)(i), an otherwise eligible student 
whose parent or guardian was denied a 
Federal Direct PLUS loan under title IV 
of the Higher Education Act of 1965 (20 
U.S.C. 1070 et seq.) after November 2011 
and before March 29, 2015, and who sub-
sequently withdrew from a historically 
black college or university, or minority- 
serving institution, and has not yet com-
pleted a program of study at such histori-
cally black college or university or minor-
ity-serving institution, shall be eligible to 
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participate under sections 499H or 499I in 
order to complete such program of study, 
subject to all other requirements of sec-
tions 499H or 499I (as the case may be). 
‘‘(2) HISTORICALLY BLACK COLLEGE OR UNI-
VERSITY.—The term ‘historically black college or 
university’ means a part B institution described in 
section 322(2) of the Higher Education Act of 1965 
(20 U.S.C. 1061(2)). 
‘‘(3) LOW-INCOME STUDENT.—The term ‘low- 
income student’— 
‘‘(A) shall include any student eligible for 
a Federal Pell Grant under section 401 of the 
Higher Education Act of 1965 (20 U.S.C. 
1070a); and 
‘‘(B) may include a student ineligible for a 
Federal Pell Grant under section 401 of the 
Higher Education Act of 1965 (20 U.S.C. 
1070a) who is determined by the institution to 
be a low-income student based on an analysis of 
the student’s ability to afford the cost of at-
tendance at the institution. 
‘‘(4) MINORITY-SERVING
INSTITUTION.—The 
term ‘minority-serving institution’ means any public 
or not-for-profit institution of higher education— 
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‘‘(A) described in paragraphs (2) through 
(7) of section 371(a) of the Higher Education 
Act of 1965 (20 U.S.C. 1067q); and 
‘‘(B) designated as a minority-serving in-
stitution by the Secretary. 
‘‘SEC. 499K. APPROPRIATIONS. 
‘‘(a) AUTHORIZATION
AND APPROPRIATIONS
FOR 
HBCU AND MSI GRANTS.—For the purpose of carrying 
out sections 499H and 499I, there are authorized to be 
appropriated, and there are appropriated— 
‘‘(1) $61,050,000 for fiscal year 2019; 
‘‘(2) $199,800,000 for fiscal year 2020; 
‘‘(3) $1,189,920,000 for fiscal year 2021; 
‘‘(4) $1,237,650,000 for fiscal year 2022; 
‘‘(5) $1,287,600,000 for fiscal year 2023; 
‘‘(6) $1,338,660,000 for fiscal year 2024; 
‘‘(7) $1,359,750,000 for fiscal year 2025; 
‘‘(8) $1,449,660,000 for fiscal year 2026; 
‘‘(9) $1,508,490,000 for fiscal year 2027; and 
‘‘(10) $1,569,540,000 for fiscal year 2028 and 
each succeeding fiscal year. 
‘‘(b) AVAILABILITY.—Funds appropriated under sub-
section (a) are to remain available to the Secretary until 
expended. 
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‘‘(c) INSUFFICIENT FUNDS.—If the amount appro-
priated under subsection (a) for a fiscal year is not suffi-
cient to award each participating institution in the grant 
programs under sections 499H and 499I a grant under 
this part equal to 100 percent of the grant amount deter-
mined under section 499H(c), the Secretary may ratably 
reduce the amount of each such grant or take other ac-
tions necessary to ensure an equitable distribution of such 
amount.’’. 
TITLE V—DEVELOPING 
INSTITUTIONS 
SEC. 5001. HISPANIC-SERVING INSTITUTIONS. 
(a) AUTHORIZED ACTIVITIES.—Section 503(b) of the 
Higher Education Act of 1965 (20 U.S.C. 1101b(b)) is 
amended— 
(1) by redesignating paragraph (16) as para-
graph (17); and 
(2) by inserting after paragraph (15) the fol-
lowing: 
‘‘(16) Promoting opportunities for international 
education, including through the development of 
partnerships with institutions of higher education 
outside the United States.’’. 
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(b) ENDOWMENT FUNDING LIMITATIONS.—Section 
503(c) of the Higher Education Act of 1965 (20 U.S.C. 
1101b(c)) is amended— 
(1) in paragraph (2)— 
(A) by striking ‘‘non-Federal funds’’ and 
inserting ‘‘non-Federal funds (which may in-
clude gifts to the endowment fund restricted for 
a specific purpose)’’; and 
(B) by striking ‘‘equal to or greater than’’ 
and inserting ‘‘equal to 50 percent of’’; and 
(2) by inserting after paragraph (3) the fol-
lowing: 
‘‘(4) SCHOLARSHIPS.—An eligible institution 
that uses grant funds provided under this title to es-
tablish or increase an endowment fund may use the 
interest proceeds from such endowment to provide 
scholarships to students for the purposes of attend-
ing such institution.’’. 
SEC. 5002. PROMOTING POSTBACCALAUREATE OPPORTUNI-
TIES FOR HISPANIC AMERICANS. 
(a) PROGRAM
AUTHORITY.—Section 512 of the 
Higher Education Act of 1965 (20 U.S.C. 1102a) is 
amended by adding at the end the following: 
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‘‘(c) MINIMUM GRANTS AWARDED.—Of the funds ap-
propriated to carry out this part for a fiscal year, the Sec-
retary— 
‘‘(1) shall— 
‘‘(A) use not less than 1⁄3 of such funds to 
award grants to carry out the activities de-
scribed in section 513(b); and 
‘‘(B) use not less than 1⁄3 of such funds to 
award grants to carry out the activities de-
scribed in section 513(c); and 
‘‘(2) may use any funds remaining (after using 
the funds in accordance with paragraph (1)) to 
award grants to carry out activities described in sub-
section (b) or (c) of section 513.’’. 
(b) AUTHORIZED ACTIVITIES.—Section 513 of the 
Higher Education Act of 1965 (20 U.S.C. 1102b) is 
amended to read as follows: 
‘‘SEC. 513. AUTHORIZED ACTIVITIES. 
‘‘(a) REQUIREMENTS.— 
‘‘(1) IN GENERAL.—Grants awarded under this 
part shall be used for— 
‘‘(A) one or more of the activities described 
in subsection (b); or 
‘‘(B) one or more of the activities de-
scribed in subsection (c). 
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‘‘(2) PROHIBITION.—A grant awarded under 
this part may not be used for activities under both 
subsections (b) and (c). 
‘‘(b) PPHOA ACTIVITIES.—Grants awarded under 
this part may be used for one or more of the following 
activities promoting postbaccalaureate opportunities for 
Hispanic Americans: 
‘‘(1) Purchase, rental, or lease of scientific or 
laboratory equipment for educational purposes, in-
cluding instructional and research purposes. 
‘‘(2) Construction, maintenance, renovation, 
and improvement of classrooms, libraries, labora-
tories, and other instructional facilities, including 
purchase or rental of telecommunications technology 
equipment or services. 
‘‘(3) Purchase of library books, periodicals, 
technical and other scientific journals, microfilm, 
microfiche, and other educational materials, includ-
ing telecommunications program materials. 
‘‘(4) Support for low-income postbaccalaureate 
students including outreach, academic support serv-
ices, mentoring, scholarships, fellowships, and other 
financial assistance to permit the enrollment of such 
students 
in 
postbaccalaureate 
certificate 
and 
postbaccalaureate degree granting programs. 
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‘‘(5) Creating or improving facilities for Inter-
net or other distance education technologies, includ-
ing purchase or rental of telecommunications tech-
nology equipment or services. 
‘‘(6) Collaboration with other institutions of 
higher education to expand postbaccalaureate certifi-
cate and postbaccalaureate degree offerings. 
‘‘(7) Other activities proposed in the application 
submitted pursuant to section 514 that— 
‘‘(A) contribute to carrying out the pur-
poses of this part; and 
‘‘(B) are approved by the Secretary as part 
of the review and acceptance of such applica-
tion. 
‘‘(c) FACULTY DEVELOPMENT ACTIVITIES.—Grants 
awarded under this part may be used for one or more of 
the following activities for faculty development: 
‘‘(1) Support of faculty exchanges, faculty de-
velopment, faculty research, curriculum development, 
and academic instruction. 
‘‘(2) Financial support to graduate students 
planning to pursue academic careers who desire to 
become faculty at Hispanic-serving institutions. 
‘‘(3) Career services in preparing for an aca-
demic career and identifying opportunities. 
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‘‘(4) Developing partnerships between Hispanic- 
serving institutions to help graduate students and 
hiring institutions connect with each other. 
‘‘(5) Faculty recruitment efforts with an em-
phasis on graduates from Hispanic-serving institu-
tions and other minority-serving institutions. 
‘‘(6) Recruitment and retention incentives to 
allow Hispanic-serving institutions to make competi-
tive offers to potential faculty, including use of 
funds for student loan repayment. 
‘‘(7) Research support specifically for early ca-
reer faculty.’’. 
SEC. 5003. GENERAL PROVISIONS. 
Section 528(a) of the Higher Education Act of 1965 
(20 U.S.C. 1103g(a)) is amended— 
(1) 
in 
paragraph 
(1), 
by 
striking 
‘‘$175,000,000’’ and inserting ‘‘$210,000,000’’; 
(2) 
in 
paragraph 
(2), 
by 
striking 
‘‘$100,000,000’’ and inserting ‘‘$115,000,000’’; and 
(3) by striking ‘‘2009’’ each place it appears 
and inserting ‘‘2019’’. 
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TITLE VI—INTERNATIONAL 
EDUCATION PROGRAMS 
SEC. 6001. INTERNATIONAL EDUCATION. 
(a) GRADUATE AND UNDERGRADUATE LANGUAGE 
AND
AREA
CENTERS
AND
PROGRAMS.—Section 
602(b)(2)(B)(ii) of the Higher Education Act of 1965 (20 
U.S.C. 1122(b)(2)(B)(ii)) is amended— 
(1) in subclause (III), by striking ‘‘or’’; 
(2) in subclause (IV), by striking the period at 
the end and inserting ‘‘; or’’; and 
(3) by adding at the end the following: 
‘‘(V) the beginning, intermediate, or 
advanced study of a foreign language re-
lated to the area of specialization.’’. 
(b) INTERNATIONAL RESEARCH AND INNOVATION.— 
Section 605 of the Higher Education Act of 1965 (20 
U.S.C. 1125) is amended to read as follows: 
‘‘SEC. 605. INTERNATIONAL RESEARCH AND INNOVATION. 
‘‘(a) PURPOSE.—It is the purpose of this section to 
support essential international and foreign language edu-
cation research and innovation projects with the goal of 
assessing and strengthening international education ca-
pacity, coordination, delivery, and outcomes to meet na-
tional needs. 
‘‘(b) AUTHORITY.— 
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‘‘(1) IN GENERAL.—From the amount provided 
to carry out this section, the Secretary shall carry 
out the following activities: 
‘‘(A) Conduct research and studies that 
contribute to the purpose described in sub-
section (a), which shall include research to pro-
vide a systematic understanding of our Nation’s 
international and foreign language education 
capacity, structures, and effectiveness in meet-
ing growing demands by education, government, 
and the private sector (including business and 
other professions). 
‘‘(B) Create innovative paradigms or en-
hance or scale up proven strategies and prac-
tices that address systemic challenges to devel-
oping and delivering international and foreign 
language education resources and expertise 
across educational disciplines, institutions, em-
ployers, and other stakeholders. 
‘‘(C) Develop and manage a national 
standardized database that— 
‘‘(i) includes the strengths, gaps, and 
trends in the Nation’s international and 
foreign language education capacity; and 
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‘‘(ii) documents the outcomes of pro-
grams funded under this title for every 
grant cycle. 
‘‘(2) GRANTS OR CONTRACTS.—The Secretary 
shall carry out activities to achieve the outcomes de-
scribed in paragraph (1)— 
‘‘(A) directly; or 
‘‘(B) through grants awarded under sub-
section (d) or (e). 
‘‘(c) ELIGIBLE ENTITY DEFINED.—In this section, 
the term ‘eligible entity’ means— 
‘‘(1) an institution of higher education; 
‘‘(2) a public or private nonprofit library; 
‘‘(3) a nonprofit educational organization; 
‘‘(4) an entity that— 
‘‘(A) received a grant under this title for 
a preceding fiscal year; or 
‘‘(B) as of the date of application for a 
grant under this section is receiving a grant 
under this title; or 
‘‘(5) a partnership of two or more entities de-
scribed in paragraphs (1) through (4). 
‘‘(d) RESEARCH GRANTS.— 
‘‘(1) PROGRAM
AUTHORIZED.—For any fiscal 
year for which the Secretary carries out activities 
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under subsection (b)(1) through research grants 
under this subsection, the Secretary shall award 
such grants, on a competitive basis, to eligible enti-
ties. 
‘‘(2) REQUIRED ACTIVITIES.—An eligible entity 
that receives a grant under this subsection shall use 
the grant funds for the systematic development, col-
lection, analysis, publication, and dissemination of 
data, and other information resources in a manner 
that is easily understandable, made publicly avail-
able, and that contributes to achieving the purposes 
of subsection (a) and carries out at least one activity 
under subsection (b)(1). 
‘‘(3) DISCRETIONARY ACTIVITIES.—An eligible 
entity that receives a grant under this subsection 
may use the grant to carry out the following activi-
ties: 
‘‘(A) Assess and document international 
and foreign language education capacity and 
supply through studies or surveys that— 
‘‘(i) determine the number of foreign 
language courses, programs, and enroll-
ments at all levels of education and in all 
languages, including a determination of 
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gaps in those deemed critical to the na-
tional interest; 
‘‘(ii) measure the number and types of 
degrees or certificates awarded in area 
studies, global studies, foreign language 
studies, and international business and 
professional studies, including identifica-
tion of gaps in those deemed critical to the 
national interest; 
‘‘(iii) measure the number of foreign 
language, area or international studies fac-
ulty, including international business fac-
ulty, and elementary school and secondary 
school foreign language teachers by lan-
guage, degree, and world area; or 
‘‘(iv) measure the number of under-
graduate and graduate students engaging 
in long- or short-term education or intern-
ship abroad programs as part of their cur-
riculum, including countries of destination. 
‘‘(B) Assess the demands for, and out-
comes of, international and foreign language 
education and their alignment, through studies, 
surveys, and conferences to— 
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‘‘(i) determine demands for increased 
or improved instruction in foreign lan-
guage, area or global studies, or other 
international fields, and the demand for 
employees with such skills and knowledge 
in the education, government, and private 
sectors (including business and other pro-
fessions); 
‘‘(ii) assess the employment or utiliza-
tion of graduates of programs supported 
under this title by educational, govern-
mental, and private sector organizations 
(including business and other professions); 
or 
‘‘(iii) assess standardized outcomes 
and effectiveness and benchmarking of 
programs supported under this title. 
‘‘(C) Develop and publish specialized mate-
rials for use in foreign language, area, global, 
or other international studies, including in 
international business or other professional edu-
cation or technical training, as appropriate. 
‘‘(D) Conduct studies or surveys that iden-
tify and document systemic challenges and 
changes needed in higher education and elemen-
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tary school and secondary school systems to 
make international and foreign language edu-
cation available to all students as part of the 
basic curriculum, including challenges in cur-
rent evaluation standards, entrance and gradua-
tion requirements, program accreditation, stu-
dent degree requirements, or teacher and fac-
ulty legal workplace barriers to education and 
research abroad. 
‘‘(E) With respect to underrepresented in-
stitutions of higher education (including minor-
ity-serving institutions or community colleges), 
carry out studies or surveys that identify and 
document— 
‘‘(i) systemic challenges and changes 
and incentives and partnerships needed to 
comprehensively and sustainably inter-
nationalize educational programming; or 
‘‘(ii) short- and long-term outcomes of 
successful internationalization strategies 
and funding models. 
‘‘(F) Evaluate the extent to which pro-
grams assisted under this title reflect diverse 
perspectives and a wide range of views and gen-
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erate debate on world regions and international 
affairs. 
‘‘(e) INNOVATION GRANTS.— 
‘‘(1) PROGRAM
AUTHORIZED.—For any fiscal 
year for which the Secretary carries out activities to 
achieve the outcomes described in subsection (b)(1) 
through innovation grants under this subsection, the 
Secretary shall award such grants, on a competitive 
basis, to eligible entities. 
‘‘(2) USES OF FUNDS.—An eligible entity that 
receives an innovation grant under this subsection 
shall use the grant funds to fund projects consistent 
with this section, which may include one or more of 
the following: 
‘‘(A) Innovative paradigms to improve 
communication, sharing, and delivery of re-
sources that further the purposes described in 
subsection (a) including the following: 
‘‘(i) Networking structures and sys-
tems to more effectively match graduates 
with international and foreign language 
education skills with employment needs. 
‘‘(ii) Sharing international specialist 
expertise across institutions of higher edu-
cation or in the workforce to pursue spe-
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cialization or learning opportunities not 
available at any single institution of higher 
education, such as shared courses for 
studying less commonly taught languages, 
world areas or regions, international busi-
ness or other professional areas, or special-
ized research topics of national strategic 
interest. 
‘‘(iii) 
Producing, 
collecting, 
orga-
nizing, preserving, and widely dissemi-
nating international and foreign language 
education expertise, resources, courses, and 
other information through the use of elec-
tronic technologies and other techniques. 
‘‘(iv) Collaborative initiatives to iden-
tify, capture, and provide consistent access 
to, and creation of, digital global library 
resources that are beyond the capacity of 
any single eligible entity receiving a grant 
under this section or any single institution 
of higher education, including the profes-
sional development of library staff. 
‘‘(v) Utilization of technology to cre-
ate open-source resources in international, 
area, global, and foreign language studies 
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that are adaptable to multiple educational 
settings 
and 
promote 
interdisciplinary 
partnerships between technologists, cur-
riculum designers, international and for-
eign language education experts, language 
teachers, and librarians. 
‘‘(B) Innovative curriculum, teaching, and 
learning strategies, including the following: 
‘‘(i) New initiatives for collaborations 
of disciplinary programs with foreign lan-
guage, area, global, and international stud-
ies, and education abroad programs that 
address the internationalization of such 
disciplinary studies with the purpose of 
producing globally competent graduates. 
‘‘(ii) Innovative collaborations between 
established centers of international and 
foreign language education excellence and 
underrepresented institutions and popu-
lations seeking to further their goals for 
strengthening international, area, global, 
and foreign language studies, including at 
minority-serving institutions or community 
colleges. 
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‘‘(iii) Teaching and learning collabora-
tions among foreign language, area, global, 
or other international studies with diaspora 
communities, including heritage students. 
‘‘(iv) New approaches and methods to 
teaching emerging global issues, cross-re-
gional interactions, and underrepresented 
regions or countries, such as project- and 
team-based learning. 
‘‘(C) Innovative assessment and outcome 
tools and techniques that further the purposes 
described in subsection (a), including the fol-
lowing: 
‘‘(i) International and foreign lan-
guage education assessment techniques 
that are coupled with outcome-focused 
training modules, such as certificates or 
badges, immersion learning, or e-portfolio 
systems. 
‘‘(ii) Effective and easily accessible 
methods of assessing professionally useful 
levels of proficiency in foreign languages or 
competencies in area, culture, and global 
knowledge or other international fields in 
programs under this title, which may in-
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clude use of open access online and other 
cost-effective tools for students and edu-
cators at all educational levels and in the 
workplace. 
‘‘(f) APPLICATION.—Each eligible entity desiring a 
grant under this section shall submit to the Secretary an 
application at such time, in such manner, and containing 
such information as the Secretary shall require, includ-
ing— 
‘‘(1) a description of each proposed project the 
eligible entity plans to carry out under this section 
and how such project meets the purposes described 
in subsection (a); 
‘‘(2) if applicable, a demonstration of why the 
entity needs a waiver or reduction of the matching 
requirement under subsection (g); and 
‘‘(3) an assurance that each such proposed 
project will be self-sustainable after the grant term 
is completed. 
‘‘(g) MATCHING REQUIREMENT.— 
‘‘(1) IN GENERAL.—The Federal share of the 
total cost for carrying out a project supported by a 
grant under this section shall be no more than 66.66 
percent. 
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‘‘(2) NON-FEDERAL SHARE CONTRIBUTIONS.— 
The non-Federal share of such cost may be provided 
either in-kind or in cash, from institutional and non- 
institutional funds, including contributions from 
State or private sector corporations, nonprofits, or 
foundations. 
‘‘(3) SPECIAL RULE.—The Secretary may waive 
or reduce the share required under paragraph (1) 
for eligible entities that— 
‘‘(A) are minority-serving institutions or 
are community colleges; or 
‘‘(B) demonstrate need in an application 
for such a waiver or reduction under subsection 
(f)(2). 
‘‘(h) DATABASE AND REPORTING.—The Secretary 
shall directly, or through grants or contracts with an eligi-
ble grant recipient— 
‘‘(1) establish, curate, maintain, and update at 
least every grant cycle, a web-based site which shall 
showcase the results of this section and serve as a 
user-friendly repository of the information, re-
sources, and best practices generated through activi-
ties conducted under this section; and 
‘‘(2) prepare, publish, and disseminate to Con-
gress and the public at least once every 5 years, a 
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report that summarizes key findings and policy 
issues from the activities conducted under this sec-
tion, including as such activities relate to inter-
national and foreign language education and out-
comes.’’. 
(c) DISCONTINUATION OF FOREIGN INFORMATION 
ACCESS PROGRAM.—Part A of title VI of the Higher Edu-
cation Act of 1965 (20 U.S.C. 1121 et seq.) is further 
amended by striking sections 606 and 610, and redesig-
nating sections 607, 608, and 609 as sections 606, 607, 
and 608, respectively. 
SEC. 6002. GLOBAL BUSINESS AND PROFESSIONAL EDU-
CATION PROGRAMS. 
(a) FINDINGS; PURPOSE.—Section 611 of the Higher 
Education Act of 1965 (20 U.S.C. 1130) is amended— 
(1) in subsection (a)— 
(A) by amending paragraph (1) to read as 
follows: 
‘‘(1) the future welfare of the United States will 
depend substantially on increasing international and 
global skills in business, educational, and other pro-
fessional communities and creating an awareness 
among the American public of the internationaliza-
tion of our economy and numerous other profes-
sional areas important to the national interest;’’; 
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(B) by amending paragraph (2) to read as 
follows: 
‘‘(2) concerted efforts are necessary to engage 
business and other professional education and tech-
nical training programs, language, area, and global 
study programs, professional international affairs 
education programs, public and private sector orga-
nizations, and United States business in a mutually 
productive relationship which benefits the Nation’s 
future economic and security interests;’’; 
(C) in paragraph (3), by striking ‘‘and the 
international’’ and inserting ‘‘and other profes-
sional fields and the international and global’’; 
and 
(D) in paragraph (4)— 
(i) by inserting ‘‘, as well as other 
professional organizations’’ after ‘‘depart-
ments of commerce’’; and 
(ii) by inserting ‘‘or other professions’’ 
after ‘‘business’’; and 
(2) in subsection (b)— 
(A) in paragraph (1)— 
(i) by striking ‘‘and economic enter-
prise’’ and inserting ‘‘, economic enter-
prise, and security’’; and 
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(ii) by inserting ‘‘and other profes-
sional’’ before ‘‘personnel’’; and 
(B) in paragraph (2), by striking ‘‘to pros-
per in an international’’ and inserting ‘‘and 
other professional fields to prosper in a global’’. 
(b) PROFESSIONAL AND TECHNICAL EDUCATION FOR 
GLOBAL COMPETITIVENESS.—Section 613 of the Higher 
Education Act of 1965 (20 U.S.C. 1130a) is amended to 
read as follows: 
‘‘SEC. 613. PROFESSIONAL AND TECHNICAL EDUCATION 
FOR GLOBAL COMPETITIVENESS. 
‘‘(a) PURPOSE.—The purpose of this section is to 
support innovative strategies that provide undergraduate 
and graduate students with the global professional com-
petencies, perspectives, and skills needed to strengthen 
and enrich global engagement and competitiveness in a 
wide variety of professional and technical fields important 
to the national interest. 
‘‘(b) PROGRAM AUTHORIZED.—The Secretary shall 
make grants to, or enter into contracts with eligible enti-
ties to pay the Federal share of the cost of programs de-
signed to— 
‘‘(1) establish an interdisciplinary global focus 
in the undergraduate and graduate curricula of busi-
ness, science, technology, engineering, and other pro-
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fessional education and technical training programs 
to be determined by the Secretary based on national 
needs; 
‘‘(2) produce graduates with proficiencies in 
both the global aspects of their professional edu-
cation or technical training fields and international, 
cross-cultural, and foreign language skills; and 
‘‘(3) provide appropriate services to or partner-
ships with the corporate, government, and nonprofit 
communities in order to expand knowledge and ca-
pacity for global engagement and competitiveness 
and provide internship or employment opportunities 
for students and graduates with international skills. 
‘‘(c) MANDATORY ACTIVITIES.—An eligible entity 
that receives a grant under this section shall use the grant 
to carry out the following: 
‘‘(1) With respect to undergraduate or graduate 
professional education and technical training cur-
ricula, incorporating— 
‘‘(A) foreign language programs that lead 
to proficiency, including immersion opportuni-
ties; 
‘‘(B) international, area, or global studies 
programs; 
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‘‘(C) education, internships, or other inno-
vative or technological linkages abroad; and 
‘‘(D) global business, economic, and trade 
studies, where appropriate. 
‘‘(2) Innovating and improving international, 
global, and foreign language education curricula to 
serve the needs of business and other professional 
and nonprofit communities, including development of 
new programs for nontraditional, mid-career, or 
part-time students. 
‘‘(3) Establishing education or internship 
abroad programs, domestic globally focused intern-
ships, or other innovative approaches to enable un-
dergraduate or graduate students in professional 
education or technical training to develop foreign 
language skills and knowledge of foreign cultures, 
societies, and global dimensions of their professional 
fields. 
‘‘(4) Developing collaborations between institu-
tions of higher education and corporations or non-
profit organizations in order to strengthen engage-
ment and competitiveness in global business, trade, 
or other global professional activities. 
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‘‘(d) DISCRETIONARY ACTIVITIES.—An eligible entity 
that receives a grant under this section may use the grant 
to carry out the following: 
‘‘(1) Developing specialized teaching materials 
and courses, including foreign language and area or 
global studies materials, and innovative technological 
delivery systems appropriate for professionally ori-
ented students. 
‘‘(2) Establishing student fellowships or other 
innovative support opportunities, including for 
underrepresented populations, first generation col-
lege students (defined in section 402A(h)), and her-
itage learners, for education and training in global 
professional development activities. 
‘‘(3) Developing opportunities or fellowships for 
faculty or junior faculty of professional education or 
technical training (including the faculty of minority- 
serving institutions or community colleges) to ac-
quire or strengthen international and global skills 
and perspectives. 
‘‘(4) Creating institutes that take place over 
academic breaks, like the summer, including through 
technological means, and cover foreign language, 
world area, global, or other international studies in 
learning areas of global business, science, tech-
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nology, engineering, or other professional education 
and training fields. 
‘‘(5) Internationalizing curricula at minority- 
serving institutions or community colleges to further 
the purposes of this section. 
‘‘(6) Establishing international linkages or part-
nerships with institutions of higher education, cor-
porations, or organizations that contribute to the ob-
jectives of this section. 
‘‘(7) Developing programs to inform the public 
of increasing global interdependence in professional 
education and technical training fields. 
‘‘(8) Establishing trade education programs 
through agreements with regional, national, global, 
bilateral, or multilateral trade centers, councils, or 
associations. 
‘‘(e) APPLICATION.—Each eligible entity desiring a 
grant under this section shall submit an application to the 
Secretary at such time, in such manner, and including 
such information as the Secretary may reasonably require, 
including assurances that— 
‘‘(1) each proposed project have reasonable and 
demonstrable 
plans 
for 
sustainability 
and 
replicability upon completion of the project; 
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‘‘(2) the institution of higher education will use 
the assistance provided under this section to supple-
ment and not supplant activities conducted by insti-
tutions of higher education described in (b); 
‘‘(3) in the case of eligible entities that are con-
sortia of institutions of higher education, or partner-
ship described in subsection (g)(1)(C), a copy of 
their partnership agreement that demonstrates com-
pliance with subsection (b) will be provided to the 
Secretary; 
‘‘(4) the activities funded by the grant will re-
flect diverse perspectives and a wide range of views 
of world regions and international affairs where ap-
plicable; and 
‘‘(5) if applicable, a demonstration of why the 
eligible entity needs a waiver or reduction of the 
matching requirement under subsection (f). 
‘‘(f) MATCHING REQUIREMENT.— 
‘‘(1) IN GENERAL.—The Federal share of the 
total cost for carrying out a program supported by 
a grant under this section shall be not more than 50 
percent. 
‘‘(2) NON-FEDERAL SHARE CONTRIBUTIONS.— 
The non-Federal share of such cost may be provided 
either in-kind or in cash, from institutional and non- 
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institutional funds, including contributions from 
State and private sector corporations, nonprofits, or 
foundations. 
‘‘(3) SPECIAL RULE.—The Secretary may waive 
or reduce the share required under paragraph (1) 
for eligible entities that— 
‘‘(A) are minority-serving institutions or 
are community colleges; or 
‘‘(B) have submitted a grant application as 
required by subsection (e) that demonstrates a 
need for such a waiver or reduction. 
‘‘(g) DEFINITIONS.—In this section: 
‘‘(1) ELIGIBLE ENTITY.—The term ‘eligible en-
tity’ means— 
‘‘(A) an institution of higher education; 
‘‘(B) a consortia of such institutions; or 
‘‘(C) a partnership between— 
‘‘(i) an institution of higher education 
or a consortia of such institutions; and 
‘‘(ii) at least one corporate or non-
profit entity. 
‘‘(2) PROFESSIONAL
EDUCATION
AND
TECH-
NICAL TRAINING.—The term ‘professional education 
and technical training’ means a program at an insti-
tution of higher education that offers undergraduate, 
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graduate, or postgraduate level education in a pro-
fessional or technical field that is determined by the 
Secretary as meeting a national need for global or 
international competency (which may include busi-
ness, science, technology, engineering, law, health, 
energy, environment, agriculture, transportation, or 
education). 
‘‘(h) FUNDING RULE.—Notwithstanding any other 
provision of this title, funds made available to the Sec-
retary for a fiscal year may not be obligated or expended 
to carry out this section unless the funds appropriated for 
such fiscal year to carry out this title exceeds 
$65,103,000.’’. 
(c) DISCONTINUATION
OF CERTAIN AUTHORIZA-
TIONS OF APPROPRIATIONS.—Part B of the Higher Edu-
cation Act of 1965 (20 U.S.C. 1130 et seq.) is further 
amended by striking section 614. 
SEC. 6003. REPEAL OF ASSISTANCE PROGRAM FOR INSTI-
TUTE FOR INTERNATIONAL PUBLIC POLICY. 
Part C of title VI of the Higher Education Act of 
1965 (20 U.S.C. 1131 et seq.) is repealed. 
SEC. 6004. GENERAL PROVISIONS. 
(a) DEFINITIONS.—Section 631(a) of the Higher 
Education Act of 1965 (20 U.S.C. 1132(a)) is amended— 
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(1) in paragraph (9), by striking ‘‘and’’ at the 
end; 
(2) in paragraph (10), by striking the period at 
the end and inserting a semicolon; and 
(3) by adding at the end the following: 
‘‘(11) the term ‘community college’ has the 
meaning given the term ‘junior or community col-
lege’ in section 312(f); and 
‘‘(12) the term ‘minority-serving institution’ 
means an institution of higher education that is eli-
gible to receive a grant under part A or B of title 
III or title V.’’. 
(b) MINORITY-SERVING INSTITUTIONS.—Part D of 
title VI of the Higher Education Act of 1965 (20 U.S.C. 
1132 et seq.) is amended— 
(1) by striking section 637; 
(2) by redesignating section 638 as section 637; 
and 
(3) by inserting after section 637, as so redesig-
nated, the following: 
‘‘SEC. 638. PRIORITY TO MINORITY-SERVING INSTITUTIONS. 
‘‘(a) PRIORITY.—In seeking applications and award-
ing grants under this title, the Secretary, may give priority 
to— 
‘‘(1) minority-serving institutions; or 
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‘‘(2) institutions of higher education that apply 
for such grants that propose significant and sus-
tained collaborative activities with one or more mi-
nority-serving institutions. 
‘‘(b) TECHNICAL ASSISTANCE.—The Secretary shall 
provide technical assistance to minority-serving institu-
tions to ensure maximum distribution of grants to eligible 
minority-serving institutions and among each category of 
such institutions.’’. 
(c) AUTHORIZATION OF APPROPRIATIONS.—Part D 
of title VI of the Higher Education Act of 1965 (20 U.S.C. 
1132 et seq.) is further amended by adding at the end 
the following new section: 
‘‘SEC. 639. AUTHORIZATION OF APPROPRIATIONS. 
‘‘(a) IN GENERAL.—Subject to subsection (b), there 
are authorized to be appropriated to carry out this title 
$125,000,000 for fiscal year 2019 and each of the 5 suc-
ceeding fiscal years. 
‘‘(b) ADJUSTMENT FOR INFLATION.— 
‘‘(1) IN GENERAL.—The amount authorized to 
be appropriated under subsection (a) for fiscal year 
2020 and each of the 4 succeeding fiscal years shall 
be deemed increased by a percentage equal to the 
annual adjustment percentage. 
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‘‘(2) DEFINITION.—In this subsection, the term 
‘annual adjustment percentage’ as applied to a fiscal 
year, means the estimated percentage change in the 
Consumer Price Index (as determined by the Sec-
retary, using the definition in section 478(f)) for the 
most recent calendar year ending prior to the begin-
ning of that fiscal year.’’. 
TITLE 
VII—GRADUATE 
AND 
POSTSECONDARY 
IMPROVE-
MENT PROGRAMS 
SEC. 7001. GRADUATE EDUCATION PROGRAMS. 
(a) HBCU.—Section 723 of the Higher Education 
Act of 1965 (20 U.S.C. 1136a) is amended— 
(1) in subsection (b)(1), by adding at the end 
the following: 
‘‘(S) Each institution not listed under sub-
paragraphs (A) through (R) that is eligible to 
receive funds under part B of title III and that 
offers a qualified masters degree program.’’; 
(2) in subsection (e), by striking ‘‘or 724’’ and 
inserting ‘‘724, or 727.’’; and 
(3) in subsection (f)(3)— 
(A) by striking ‘‘any amount in excess of 
$9,000,000’’ and inserting ‘‘after the applica-
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tion of paragraph (2), the remaining amount’’; 
and 
(B) by striking ‘‘(R)’’ and inserting ‘‘(S)’’. 
(b) PREDOMINANTLY BLACK INSTITUTIONS.—Sec-
tion 724 of the Higher Education Act of 1965 (20 U.S.C. 
1136b) is amended— 
(1) in subsection (b)(1), by adding at the end 
the following: 
‘‘(F) Each institution not listed in sub-
paragraphs (A) through (E) that is eligible to 
receive funds under section 318 and that offers 
a qualified masters degree program.’’; 
(2) in subsection (e), by striking ‘‘or 724’’ and 
inserting ‘‘724, or 727.’’; and 
(3) in subsection (f)(3)— 
(A) by striking ‘‘any amount in excess of 
$2,500,000’’ and inserting ‘‘after the applica-
tion of paragraph (2), any remaining amount’’; 
and 
(B) by striking ‘‘(E)’’ and inserting ‘‘(F)’’. 
(c) ENHANCING SUPPORT FOR ASIAN AMERICAN AND 
NATIVE AMERICAN PACIFIC ISLANDER-SERVING INSTITU-
TIONS.— 
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(1) GRADUATE
OPPORTUNITIES.—Part A of 
title VII of the Higher Education Act of 1965 (20 
U.S.C. 1134 et seq.) is amended— 
(A) in section 731— 
(i) by striking ‘‘1 through 4’’ each 
place it appears and inserting ‘‘1 through 
5’’; and 
(ii) by striking ‘‘subpart 1, 2, 3, or 4’’ 
and inserting ‘‘subparts 1 through 5’’; 
(B) by redesignating subpart 5 as subpart 
6; and 
(C) by inserting after subpart 4 the fol-
lowing: 
‘‘Subpart 5—Graduate Opportunities at Asian Amer-
ican and Native American Pacific Islander-Serv-
ing Institutions 
‘‘SEC. 726. PURPOSES. 
‘‘The purposes of this subpart are— 
‘‘(1) to expand postbaccalaureate educational 
opportunities for, and improve the academic attain-
ment of, Asian American and Native American Pa-
cific Islander students; and 
‘‘(2) to expand the postbaccalaureate academic 
offerings and enhance the program quality in the in-
stitutions of higher education that are educating 
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large numbers of Asian American and Native Amer-
ican Pacific Islander students and helping low-in-
come students complete postsecondary degrees. 
‘‘SEC. 727. GRANT PROGRAM ESTABLISHED. 
‘‘(a) IN GENERAL.—Subject to the availability of 
funds appropriated to carry out this subpart, the Sec-
retary shall award grants, on a competitive basis, to eligi-
ble institutions to enable the eligible institutions to carry 
out the activities described in section 729. 
‘‘(b) AWARD OF GRANT FUNDS.—Of the funds ap-
propriated to carry out this subpart for a fiscal year, the 
Secretary— 
‘‘(1) shall reserve— 
‘‘(A) not less than one-third of such funds 
to award grants to carry out the activities de-
scribed in section 729(b); and 
‘‘(B) not less than one-third of such funds 
to award grants to carry out the activities de-
scribed in section 729(c); and 
‘‘(2) may use the amount of funds remaining 
after the reservation required under paragraph (1) 
to award grants to carry out the activities described 
in subsections (b) and (c) of section 729. 
‘‘(c) DURATION.—Grants under this part shall be 
awarded for a period not to exceed five years. 
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‘‘(d) LIMITATION ON NUMBER OF AWARDS.—The 
Secretary may not award more than one grant under this 
subpart in any fiscal year to any Asian American and Na-
tive American Pacific Islander-serving institutions. 
‘‘SEC. 728. APPLICATIONS. 
‘‘(a) APPLICATION.—Any eligible institution may 
apply for a grant under this subpart by submitting an ap-
plication to the Secretary at such time and in such manner 
as the Secretary may require. Such application shall dem-
onstrate how the grant funds will be used to improve 
postbaccalaureate education opportunities for Asian 
American and Native American Pacific Islander and low- 
income students. 
‘‘(b) INTERACTION
WITH
OTHER
GRANT
PRO-
GRAMS.—No institution that is eligible for and receives an 
award under section 326, 512, 723, or 724 for a fiscal 
year shall be eligible to apply for a grant, or receive grant 
funds, under this section for the same fiscal year. 
‘‘SEC. 729. USE OF FUNDS. 
‘‘(a) IN GENERAL.— 
‘‘(1) ACTIVITIES.—An eligible institution that 
receives a grant under this subpart shall use such 
funds to carry out— 
‘‘(A) one or more of the activities described 
in subsection (b); or 
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‘‘(B) one or more of the activities de-
scribed in subsection (c). 
‘‘(2) REQUIREMENT.—An eligible institution 
that receives a grant under this subpart may not use 
such funds for activities under both subsections (b) 
and (c). 
‘‘(b) GRADUATE
PROGRAM
ACTIVITIES.—Grants 
awarded under this subpart may be used for one or more 
of the following activities promoting postbaccalaureate op-
portunities for Asian American and Native American Pa-
cific Islander students: 
‘‘(1) Purchase, rental, or lease of scientific or 
laboratory equipment for educational purposes, in-
cluding instructional and research purposes. 
‘‘(2) Construction, maintenance, renovation, 
and improvement of classrooms, libraries, labora-
tories, and other instructional facilities, including 
purchase or rental of telecommunications technology 
equipment or services. 
‘‘(3) Purchase of library books, periodicals, 
technical and other scientific journals, microfilm, 
microfiche, and other educational materials, includ-
ing telecommunications program materials. 
‘‘(4) Support for low-income postbaccalaureate 
students including outreach, academic support serv-
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ices and mentoring, scholarships, fellowships, and 
other financial assistance to permit the enrollment of 
such students in postbaccalaureate certificate and 
postbaccalaureate degree granting programs. 
‘‘(5) Creating or improving facilities for Inter-
net or other distance education technologies, includ-
ing purchase or rental of telecommunications tech-
nology equipment or services. 
‘‘(6) Collaboration with other institutions of 
higher education to expand postbaccalaureate certifi-
cate and postbaccalaureate degree offerings. 
‘‘(7) Other activities proposed in the application 
submitted pursuant to section 728 that— 
‘‘(A) contribute to carrying out the pur-
poses of this subpart; and 
‘‘(B) are approved by the Secretary as part 
of the review and acceptance of such applica-
tion. 
‘‘(c) FACULTY DEVELOPMENT ACTIVITIES.—Grants 
awarded under this subpart may be used for one or more 
of the following activities for faculty development: 
‘‘(1) Support of faculty exchanges, faculty de-
velopment, faculty research, curriculum development, 
and academic instruction. 
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‘‘(2) Financial support to graduate students 
planning to pursue academic careers who desire to 
become faculty at Asian American and Native Amer-
ican Pacific Islander-serving institutions. 
‘‘(3) Career services in preparing for an aca-
demic career and identifying opportunities. 
‘‘(4) Developing partnerships between Asian 
American and Native American Pacific Islander- 
serving institutions to facilitate connections between 
graduate students and hiring institutions. 
‘‘(5) Faculty recruitment efforts with an em-
phasis on graduates from Asian American and Na-
tive American Pacific Islander-serving institutions 
and other minority-serving institutions. 
‘‘(6) Recruitment and retention incentives to 
allow Asian American and Native American Pacific 
Islander-serving institutions to make competitive of-
fers to potential faculty, including use of funds for 
student loan repayment. 
‘‘(7) Research support for early career faculty. 
‘‘(8) Other activities proposed in the application 
submitted pursuant to section 728 that— 
‘‘(A) contribute to carrying out the pur-
poses of this subpart; and 
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‘‘(B) are approved by the Secretary as part 
of the review and acceptance of such applica-
tion. 
‘‘SEC. 730. ELIGIBLE INSTITUTION DEFINED. 
‘‘For the purposes of this subpart, an ‘eligible institu-
tion’ means an institution of higher education that— 
‘‘(1) is an Asian-American and Native Amer-
ican Pacific Islander-serving institution (as defined 
in section 320); and 
‘‘(2) offers a postbaccalaureate certificate or 
postbaccalaureate degree granting program. 
‘‘SEC. 730A. AUTHORIZATION OF APPROPRIATIONS. 
‘‘There is authorized to be appropriated to carry out 
this subpart $30,000,000 for fiscal year 2019 and each 
of the 9 succeeding fiscal years.’’. 
SEC. 7002. MINORITY-SERVING INSTITUTIONS INNOVATION 
FUND. 
Title VII of the Higher Education Act of 1965 (20 
U.S.C. 1133 et seq.) is amended by inserting after part 
B the following: 
‘‘PART C—FUNDING INNOVATIONS AT MINORITY- 
SERVING INSTITUTIONS 
‘‘SEC. 751. PURPOSE. 
‘‘It is the purpose of this part to assist minority-serv-
ing institutions in planning, developing, implementing, 
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validating, and replicating innovations that provide solu-
tions to persistent challenges in enabling economically and 
educationally disadvantaged students to enroll in, persist 
through, and graduate from college, including innovations 
designed to— 
‘‘(1) improve student achievement at minority- 
serving institutions; 
‘‘(2) increase the successful recruitment at mi-
nority-serving institutions of— 
‘‘(A) students from low-income families of 
all races; 
‘‘(B) adults; and 
‘‘(C) military-affiliated students; 
‘‘(3) increase the rate at which students en-
rolled in minority-serving institutions make adequate 
or accelerated progress toward graduation, and suc-
cessfully graduate from such institutions; 
‘‘(4) increase the number of students pursuing 
and completing degrees in science, technology, engi-
neering, and mathematics at minority-serving insti-
tutions and pursuing graduate work in such fields, 
including through the establishment of innovation 
ecosystems on the campuses of such institutions; 
‘‘(5) redesign course offerings and other in-
structional strategies at minority-serving institutions 
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to improve student outcomes and reduce postsec-
ondary education costs; 
‘‘(6) enhance the quality and number of tradi-
tional and alternative route teacher preparation pro-
grams offered by minority-serving institutions; 
‘‘(7) expand the effective use of technology at 
minority-serving institutions; and 
‘‘(8) strengthen postgraduate employment out-
comes for students enrolled in minority-serving insti-
tutions. 
‘‘SEC. 752. DEFINITION. 
‘‘In this part: 
‘‘(1) ELIGIBLE ENTITY.—The term ‘eligible en-
tity’ means— 
‘‘(A) a minority-serving institution; or 
‘‘(B) a consortium of a minority-serving in-
stitution and— 
‘‘(i) one or more other institutions of 
higher education; 
‘‘(ii) a private nonprofit organization; 
‘‘(iii) a local educational agency; or 
‘‘(iv) any combination of the entities 
described in clauses (i) through (iii). 
‘‘(2) MINORITY
SERVING
INSTITUTION.—The 
term ‘minority serving institution’ means an institu-
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tion of higher education described in paragraph (1), 
(2), (3), (4), (5), (6), or (7) of section 371(a). 
‘‘SEC. 753. GRANTS AUTHORIZED. 
‘‘(a) IN GENERAL.—Except as provided in subsection 
(b)(2), with the funds made available for this part under 
section 757, the Secretary shall make competitive planning 
and implementation grants, as described in subsections (b) 
and (c), to eligible entities to enable such entities to plan 
for the implementation of, in the case of a planning grant, 
and implement, in the case of an implementation grant, 
innovations described in section 751 and to support the 
planning, development, implementation, validation, scaling 
up, and replication of such innovations. 
‘‘(b) PLANNING GRANTS.— 
‘‘(1) IN GENERAL.—Except as provided in para-
graph (2), with the funds made available under sec-
tion 757 for a fiscal year, the Secretary shall use not 
more than 5 percent or $42,500,000 (whichever is 
greater) to award, on a competitive basis, planning 
grants to enable eligible entities to plan, design, and 
develop innovations described in section 751. 
‘‘(2) SECTORS.—Planning grants shall be 
awarded to each sector of a minority-serving institu-
tion in proportion to the allocations made in sub-
paragraphs (A) through (G) of section 757(1). 
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vided by the grant to make subgrants to members 
of the consortium. 
‘‘SEC. 754. APPLICATIONS. 
‘‘(a) IN GENERAL.—An eligible entity desiring to re-
ceive a grant under this part shall submit an application 
to the Secretary at such time, in such manner, and con-
taining such information as the Secretary may reasonably 
require. 
‘‘(b) CONSORTIUM ENTITIES.—An application under 
this section which is submitted by an eligible entity apply-
ing as a consortium shall include the written agreement 
described in section 753(d)(1)(C). 
‘‘(c) PLANNING GRANTS.—The Secretary shall en-
sure that the application requirements under this section 
for a planning grant authorized under section 753(b) in-
clude, in addition to the requirement in subsection (b) (if 
applicable), only those minimal requirements that are nec-
essary to review the proposed process of an eligible entity 
for the planning, design, and development of one or more 
of the innovations described in section 751. 
‘‘(d) IMPLEMENTATION
GRANTS.—An application 
under this section for an innovation grant authorized 
under section 753(c) shall include, in addition to the re-
quirement under subsection (b) (if applicable), descrip-
tions of— 
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‘‘(1) each innovation described in section 751 
that the eligible entity would implement using the 
funds made available by such grant, including, as 
applicable, a description of the evidence base sup-
porting such innovation; 
‘‘(2) how each such innovation will address the 
purpose of this part, as described in section 751, 
and how each such innovation will further the insti-
tutional or organizational mission of the minority- 
serving institution that is part of the eligible entity; 
‘‘(3) the specific activities that the eligible enti-
ty will carry out with funds made available by such 
grant, including, in the case of an eligible entity ap-
plying as a consortium, a description of the activities 
that each member of the consortium will carry out 
and a description of the capacity of each such mem-
ber to carry out those activities; 
‘‘(4) the performance measures that the eligible 
entity will use to track its progress in implementing 
each such innovation, including a description of how 
the entity will implement those performance meas-
ures and use information on performance to make 
adjustments and improvements to its implementa-
tion activities, as needed, over the course of the 
grant period; 
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‘‘(5) how the eligible entity will provide for an 
independent evaluation of the implementation and 
impact of the projects funded by such grant, includ-
ing— 
‘‘(A) an interim report (evaluating the 
progress made in the first 3 years of the grant); 
and 
‘‘(B) a final report (completed at the end 
of the grant period); and 
‘‘(6) the plan of the eligible entity for con-
tinuing each proposed innovation after the grant has 
ended. 
‘‘SEC. 755. PRIORITY. 
‘‘(a) PLANNING GRANTS.—In awarding planning 
grants under this part, the Secretary shall give priority 
to applications that were submitted in 2019, but did not 
receive a planning grant due to the circumstances de-
scribed in section 753(b)(2). 
‘‘(b) IMPLEMENTATION GRANTS.—In awarding im-
plementation grants under this part, the Secretary shall 
give— 
‘‘(1) first priority to applications for programs 
at minority-serving institutions that have not pre-
viously received an implementation grant under this 
part; and 
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‘‘(2) second priority to applications that address 
issues of major national need, including— 
‘‘(A) educational innovations designed to 
increase the rate of postsecondary degree at-
tainment for populations within minority groups 
that have low relative rates of postsecondary de-
gree attainment; 
‘‘(B) innovative partnerships between mi-
nority-serving institutions and local educational 
agencies that are designed to increase the en-
rollment and successful completion of histori-
cally underrepresented populations in higher 
education; 
‘‘(C) educational innovations that support 
developing programs and initiatives in minority- 
serving institutions to enhance undergraduate 
and graduate programs in science, technology, 
engineering, and mathematics; 
‘‘(D) innovative partnerships between mi-
nority-serving institutions and other organiza-
tions to establish innovation ecosystems in sup-
port of economic development, entrepreneur-
ship, and the commercialization of technology 
supported by research funded through this 
grant; 
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‘‘(E) educational innovations that enhance 
the quality and number of traditional and alter-
native route teacher preparation programs at 
minority-serving institutions to enable teachers 
to be highly effective in the classroom and to 
enable such programs to meet the demands for 
diversity and accountability in teacher edu-
cation; and 
‘‘(F) educational innovations that strength-
en postgraduate employment outcomes of mi-
nority-serving institutions through the imple-
mentation of comprehensive and strategic ca-
reer pathways for students. 
‘‘SEC. 756. USES OF FUNDS. 
‘‘(a) PLANNING GRANTS.—An eligible entity receiv-
ing a planning grant under section 753(b) shall use funds 
made available by such grant to conduct an institutional 
planning process that includes— 
‘‘(1) an assessment of the needs of the minor-
ity-serving institution; 
‘‘(2) research on educational innovations de-
scribed in section 751 that will meet the needs de-
scribed in paragraph (1); 
‘‘(3) the selection of one or more such edu-
cational innovations for implementation; 
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‘‘(4) an assessment of the capacity of the mi-
nority-serving institution to implement such edu-
cational innovation; and 
‘‘(5) activities to further develop such capacity. 
‘‘(b) IMPLEMENTATION GRANTS.—An eligible entity 
receiving an implementation grant under section 753(c) 
shall use the funds made available by such grant to further 
develop, pilot, field-test, implement, document, validate, 
and, as applicable, scale up, and replicate innovations de-
scribed in section 751, such as innovations designed to— 
‘‘(1) improve student achievement, such as 
through activities designed to increase the number 
or percentage of students who successfully complete 
developmental or remedial coursework (which may 
be accomplished through the evidence-based redesign 
of such coursework) and pursue and succeed in post-
secondary studies; 
‘‘(2) improve and expand institutional recruit-
ment, postsecondary school awareness, and postsec-
ondary school preparation efforts targeting students, 
including high-achieving students from low-income 
families, such as through activities undertaken in 
partnership with local educational agencies and non-
profit organizations (including the introduction of 
dual-enrollment programs and the implementation of 
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activities designed to enable more students to enter 
college without the need for remediation); 
‘‘(3) increase the number of minority males who 
attain a postsecondary degree, such as through evi-
dence-based interventions that integrate academic 
advising with social and cultural supports and assist-
ance with job placement; 
‘‘(4) increase the number or percentage of stu-
dents who make satisfactory or accelerated progress 
toward graduation from postsecondary school and 
the number or percentage who graduate from post-
secondary school on time, such as through the provi-
sion of comprehensive academic and nonacademic 
student support services; 
‘‘(5) increase the number or percentage of stu-
dents, particularly students who are members of his-
torically underrepresented populations, who enroll in 
science, technology, engineering, and mathematics 
courses, graduate with degrees in such fields, and 
pursue advanced studies in such fields; 
‘‘(6) develop partnerships between minority- 
serving institutions and other organizations to estab-
lish innovation ecosystems in support of economic 
development, entrepreneurship, and the commer-
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cialization of technology supported by funded re-
search; 
‘‘(7) implement evidence-based improvements to 
courses, particularly high-enrollment courses, to im-
prove student outcomes and reduce education costs 
for students, including costs of remedial courses; 
‘‘(8) enhance the quality and number of tradi-
tional and alternative route teacher and school lead-
er preparation programs at minority-serving institu-
tions that enable graduates to be profession-ready 
and highly effective in the classroom and to enable 
such programs to meet the demands for diversity 
and accountability in educator preparation; 
‘‘(9) expand the effective use of technology in 
higher education, such as through collaboration be-
tween institutions on implementing technology-en-
abled delivery models (including hybrid models) or 
through the use of open educational resources and 
digital content; 
‘‘(10) strengthen postgraduate employment out-
comes through the implementation of comprehensive 
and strategic career pathways for students, which 
may include aligning curricula with workforce needs, 
experiential learning, integration of career services, 
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and developing partnerships with employers and 
business organizations; and 
‘‘(11) provide a continuum of solutions by in-
corporating activities that address multiple objec-
tives described in paragraphs (1) through (10). 
‘‘SEC. 757. AUTHORIZATION OF APPROPRIATIONS. 
‘‘There are authorized to be appropriated to carry out 
activities under this part $850,000,000 for fiscal year 
2019 and each of the 5 succeeding fiscal years, to be allo-
cated as follows: 
‘‘(1) for institutions described in paragraph (1) 
of section 371(a), $224,987,083; 
‘‘(2) for institutions described in paragraph (2) 
of section 371(a), $214,446,428; 
‘‘(3) for institutions described in paragraph (3) 
of section 371(a), $78,056,743; 
‘‘(4) for institutions described in paragraph (4) 
of section 371(a), $20,662,079; 
‘‘(5) for institutions described in paragraph (5) 
of section 371(a), $130,859,834; 
‘‘(6) for institutions described in paragraph (6) 
of section 371(a), $122,305,533; and 
‘‘(7) for institutions described in paragraph (7) 
of section 371(a), $58,682,300.’’. 
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SEC. 7003. DEFINITIONS. 
Section 760 of the Higher Education Act of 1965 (20 
U.S.C. 1140) is amended to read as follows: 
‘‘SEC. 760. DEFINITIONS. 
‘‘In this part: 
‘‘(1) COMPREHENSIVE TRANSITION AND POST-
SECONDARY PROGRAM FOR STUDENTS WITH INTEL-
LECTUAL DISABILITIES.—The term ‘comprehensive 
transition and postsecondary program for students 
with intellectual disabilities’ means a program that 
leads to a recognized educational credential or recog-
nized postsecondary credential issued by an institu-
tion of higher education that meets each of the fol-
lowing requirements: 
‘‘(A) Is offered by an institution of higher 
education. 
‘‘(B) Is designed to support students with 
intellectual disabilities who are seeking to con-
tinue academic, career and technical, or inde-
pendent living instruction at an institution of 
higher education in order to prepare for com-
petitive integrated employment. 
‘‘(C) Includes student advising and a pro-
gram of study. 
‘‘(D) Requires students with intellectual 
disabilities to participate on not less than a 
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half-time basis as determined by the institution, 
with such participation focusing on academic 
and career development components and occur-
ring through 1 or more of the following activi-
ties: 
‘‘(i) Regular enrollment in credit-bear-
ing courses with students without disabil-
ities that are offered by the institution. 
‘‘(ii) Auditing or participating in 
courses with students without disabilities 
that are offered by the institution and for 
which the student does not receive regular 
academic credit. 
‘‘(iii) Enrollment in noncredit-bearing, 
nondegree courses with students without 
disabilities. 
‘‘(iv) Participation in internships, ap-
prenticeships, or work-based experiences in 
competitive integrated settings for a se-
mester, or multiple semesters. 
‘‘(E) Requires students with intellectual 
disabilities to be socially and academically inte-
grated with students without disabilities to the 
maximum extent practicable. 
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‘‘(2) DISABILITY.—The term ‘disability’ has the 
meaning given such term in section 3 of the Ameri-
cans with Disabilities Act of 1990 (42 U.S.C. 
12102). 
‘‘(3) INSTITUTION OF HIGHER EDUCATION.— 
The term ‘institution of higher education’ has the 
meaning given such term in section 101. 
‘‘(4) OFFICE
OF
ACCESSIBILITY.—The term 
‘Office of Accessibility’ has the meaning given to the 
office of disability services of the institution or 
equivalent office. 
‘‘(5) RECOGNIZED
POSTSECONDARY
CREDEN-
TIAL.—The term ‘recognized postsecondary creden-
tial’ has the meaning given the term in section 101 
of the Workforce Innovation and Opportunity Act 
(29 U.S.C. 3101). 
‘‘(6) STUDENT
WITH
INTELLECTUAL
DIS-
ABILITY.—The term ‘student with an intellectual 
disability’ means a student— 
‘‘(A)(i) with a cognitive impairment, char-
acterized by significant limitations in— 
‘‘(I) intellectual and cognitive func-
tioning; and 
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‘‘(II) adaptive behavior as expressed 
in conceptual, social, and practical adapt-
ive skills; and 
‘‘(ii) who is currently, or was formerly, eli-
gible for a free appropriate public education 
under the Individuals with Disabilities Edu-
cation Act (20 U.S.C. 1400 et seq.); or 
‘‘(B) in the case of a student who has not 
currently or formerly been found eligible for a 
free appropriate education under the Individ-
uals with Disabilities Education Act (20 U.S.C. 
1400 et seq.), or a student who has not pre-
viously been found eligible as a student with an 
intellectual disability under such Act, docu-
mentation establishing that the student has an 
intellectual disability, such as— 
‘‘(i) a documented comprehensive and 
individualized psycho-educational evalua-
tion and diagnosis of an intellectual dis-
ability by a psychologist or other qualified 
professional; or 
‘‘(ii) a record of the disability from a 
local or State educational agency, or gov-
ernment agency, such as the Social Secu-
rity Administration or a vocational reha-
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bilitation agency, that identifies the intel-
lectual disability. 
‘‘(7) UNIVERSAL DESIGN FOR LEARNING.—The 
term ‘universal design for learning’ means a scientif-
ically valid framework for guiding educational prac-
tice that— 
‘‘(A) provides flexibility in the ways infor-
mation is presented, in the ways students re-
spond or demonstrate knowledge and skills, and 
in the ways students are engaged; and 
‘‘(B) reduces barriers in instruction, pro-
vides appropriate accommodations, supports, 
and challenges and maintains high achievement 
expectations for all students, including students 
with disabilities and students who are limited 
English proficient.’’. 
SEC. 7004. SUPPORTING POSTSECONDARY FACULTY, STAFF, 
AND ADMINISTRATORS IN PROVIDING ACCES-
SIBLE EDUCATION. 
(a) GRANTS.—Section 762 of the Higher Education 
Act of 1965 (20 U.S.C. 1140b) is amended to read as 
follows: 
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‘‘SEC. 762. GRANTS AUTHORIZED. 
‘‘(a) COMPETITIVE GRANTS AUTHORIZED TO SUP-
PORT POSTSECONDARY FACULTY, STAFF, AND ADMINIS-
TRATORS IN PROVIDING AN ACCESSIBLE EDUCATION.— 
‘‘(1) IN
GENERAL.—From amounts appro-
priated under section 765C, the Secretary shall 
award grants, on a competitive basis, to institutions 
of higher education to enable the institutions to 
carry out the activities under subsection (b). 
‘‘(2) AWARDS
FOR
PROFESSIONAL
DEVELOP-
MENT AND TECHNICAL ASSISTANCE.—Not less than 
5 grants shall be awarded to institutions of higher 
education that provide professional development and 
technical assistance in order to improve access to 
and completion of postsecondary education for stu-
dents, including students with disabilities. 
‘‘(b) DURATION; ACTIVITIES.— 
‘‘(1) DURATION.—A grant under this subpart 
shall be awarded for a period of 5 years. 
‘‘(2) 
AUTHORIZED
ACTIVITIES.—A 
grant 
awarded under this subpart shall be used to carry 
out one or more of the following activities: 
‘‘(A) TEACHING
METHODS
AND
STRATE-
GIES.—The development and implementation of 
training to provide innovative, effective, and evi-
dence-based teaching methods and strategies, 
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consistent with the principles of universal de-
sign for learning, to provide postsecondary fac-
ulty, staff, and administrators with the skills 
and supports necessary to teach and meet the 
academic and programmatic needs of students 
(including students with disabilities) in order to 
improve the retention of such students in, and 
the completion by such students of, postsec-
ondary education. Such methods and strategies 
may include in-service training, professional de-
velopment, customized and general technical as-
sistance, workshops, summer institutes, dis-
tance learning, and training in the use of assist-
ive and educational technology. 
‘‘(B) IMPLEMENTING ACCOMMODATIONS.— 
The development and implementation of train-
ing to provide postsecondary faculty, staff, and 
administrators methods and strategies of pro-
viding appropriate accommodations for students 
with disabilities, including descriptions of the 
legal obligations of the university to provide 
such accommodations. 
‘‘(C) 
EFFECTIVE
TRANSITION
PRAC-
TICES.—The development and implementation 
of innovative, effective, and evidence-based 
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teaching methods and strategies to provide 
postsecondary faculty, staff, and administrators 
with the skills and supports necessary to ensure 
the successful and smooth transition of stu-
dents with disabilities from secondary school to 
postsecondary education. The teaching methods 
and strategies may include supporting students 
in the development of self-advocacy skills to im-
prove transition to, and completion of, postsec-
ondary education. 
‘‘(D) DISTANCE LEARNING.—The develop-
ment and implementation of training to provide 
innovative, effective, and evidence-based teach-
ing methods and strategies to enable postsec-
ondary faculty, staff, and administrators to pro-
vide accessible distance education programs or 
classes that would enhance the access of stu-
dents (including students with disabilities) to 
postsecondary education, including the use of 
accessible curricula and electronic communica-
tion for instruction and advising. 
‘‘(E) CAREER PATHWAY GUIDANCE.—The 
development and implementation of effective 
and evidence-based teaching methods and strat-
egies to provide postsecondary faculty, staff, 
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and administrators with the ability to advise 
students with disabilities with respect to their 
chosen career pathway, which shall include— 
‘‘(i) supporting internships, appren-
ticeships, or work-based learning opportu-
nities; 
‘‘(ii) counseling on coursework to meet 
the recognized educational credential or 
recognized postsecondary credential appro-
priate for the field chosen; 
‘‘(iii) developing self-advocacy skills to 
advocate for appropriate accommodations 
once in the workplace; or 
‘‘(iv) supporting the student in select-
ing a career pathway that leads to com-
petitive, integrated employment. 
‘‘(3) MANDATORY EVALUATION AND DISSEMI-
NATION.—An institution of higher education award-
ed a grant under this subpart shall evaluate and dis-
seminate to other institutions of higher education 
the information obtained through the activities de-
scribed in subparagraphs (A) through (E) of para-
graph (2). 
‘‘(c) CONSIDERATIONS
IN MAKING AWARDS.—In 
awarding grants, contracts, or cooperative agreements 
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under this subpart, the Secretary shall consider the fol-
lowing: 
‘‘(1) GEOGRAPHIC
DISTRIBUTION.—Providing 
an equitable geographic distribution of such awards. 
‘‘(2) RURAL AND URBAN AREAS.—Distributing 
such awards to urban and rural areas. 
‘‘(3) RANGE AND TYPE OF INSTITUTION.—En-
suring that the activities to be assisted are developed 
for a range of types and sizes of institutions of high-
er education. 
‘‘(d) REPORTS.— 
‘‘(1) INITIAL REPORT.—Not later than one year 
after the date of enactment of the this Act, the Sec-
retary shall prepare and submit to the authorizing 
committees, and make available to the public, a re-
port on all projects awarded grants under this part, 
including a review of the activities and program per-
formance of such projects based on existing informa-
tion as of the date of the report. 
‘‘(2) SUBSEQUENT
REPORT.—Not later than 
five years after the date of the first award of a grant 
under this subpart after the date of enactment of 
this section, the Secretary shall prepare and submit 
to the authorizing committees, and make available to 
the public, a report that— 
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‘‘(A) reviews the activities and program 
performance of the projects authorized under 
this subpart; and 
‘‘(B) provides guidance and recommenda-
tions on how effective projects can be rep-
licated. 
‘‘(e) AUTHORIZATION OF APPROPRIATIONS.— 
‘‘(1) IN GENERAL.—Subject to paragraph (2), 
there are authorized to be appropriated to carry out 
this section $10,000,000 for fiscal year 2019 and 
each of the 5 succeeding fiscal years. 
‘‘(2) ADJUSTMENT FOR INFLATION.— 
‘‘(A) IN GENERAL.—The amount author-
ized to be appropriated under paragraph (1) for 
fiscal year 2020 and each of the 4 succeeding 
fiscal years shall be deemed increased by the 
annual adjustment percentage. 
‘‘(B) DEFINITION.—In this paragraph, the 
term ‘annual adjustment percentage’, as applied 
to a fiscal year, means the estimated percentage 
change in the Consumer Price Index (as deter-
mined by the Secretary, using the definition in 
section 478(f)) for the most recent calendar 
year ending before the beginning of that fiscal 
year.’’. 
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(b) APPLICATIONS.—Section 763 of the Higher Edu-
cation Act of 1965 (20 U.S.C. 1140c) is amended to read 
as follows: 
‘‘SEC. 763. APPLICATIONS. 
‘‘Each institution of higher education desiring to re-
ceive a grant under this subpart shall submit an applica-
tion to the Secretary at such time, in such manner, and 
accompanied by such information as the Secretary may 
require. Each application shall include— 
‘‘(1) a description of the activities authorized 
under this subpart that the institution proposes to 
carry out, and how such institution plans to conduct 
such activities in order to further the purpose of this 
subpart; 
‘‘(2) a description of how the institution con-
sulted with a broad range of people, including indi-
viduals with expertise in disability supports or spe-
cial education, within the institution to develop ac-
tivities for which assistance is sought; 
‘‘(3) a description of how the institution will co-
ordinate and collaborate with the office of accessi-
bility; and 
‘‘(4) a description of the extent to which the in-
stitution will work to replicate the research-based 
and best practices of institutions of higher education 
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with demonstrated effectiveness in serving students 
with disabilities.’’. 
SEC. 7005. OFFICE OF ACCESSIBILITY. 
Subpart 1 of part D of title VII of the Higher Edu-
cation Act of 1965 (20 U.S.C. 1440a et seq.) is amend-
ed— 
(1) by redesignating section 765 as section 
765C; 
(2) by inserting after section 764 the following: 
‘‘SEC. 765A. OFFICE OF ACCESSIBILITY. 
‘‘(a) ESTABLISHMENT.—Each institution of higher 
education shall establish an office of accessibility to de-
velop and implement policies to support students who 
enter postsecondary education with disabilities and stu-
dents who acquire a disability while enrolled in an institu-
tion of higher education. 
‘‘(b) DUTIES.—Each office of accessibility shall— 
‘‘(1) inform students, during student orienta-
tion, about services provided at the institution of 
higher education, and continually update such infor-
mation through the accessibility office’s website and 
other communications to improve accessibility of 
such services; 
‘‘(2) provide information to students regarding 
accommodations and modifications provided by the 
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institution of higher education with respect to in-
ternships, practicums, work-based learning, appren-
ticeships, or other work-related environments that— 
‘‘(A) the student may engage in through 
courses; or 
‘‘(B) are necessary for completion of a rec-
ognized educational credential or recognized 
postsecondary credential; 
‘‘(3) provide information to students regarding 
their legal rights under the Americans with Disabil-
ities Act of 1990 (42 U.S.C. 12101 et seq.) and sec-
tion 504 of the Rehabilitation Act (29 U.S.C. 794); 
and 
‘‘(4) in order to provide appropriate accom-
modations to students with disabilities, carry out the 
following: 
‘‘(A) Adopt policies that, at a minimum, 
make any of the following documentation sub-
mitted by a student sufficient to establish that 
such student is an individual with a disability: 
‘‘(i) Documentation that the indi-
vidual has had an individualized education 
program in accordance with section 614(d) 
of the Individuals with Disabilities Edu-
cation Act (20 U.S.C. 1414(d)), including 
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an individualized education program that 
may be not current or past-date on the 
date of the determination. 
‘‘(ii) Documentation that the indi-
vidual has had a plan prepared under sec-
tion 504 of the Rehabilitation Act of 1973 
(29 U.S.C. 794). 
‘‘(iii) A plan or record of service for 
the individual from a private school, a local 
educational agency, a State educational 
agency, or an institution of higher edu-
cation provided in accordance with the 
Americans with Disabilities Act of 1990 
(42 U.S.C. 12101 et seq.). 
‘‘(iv) A record or evaluation from a li-
censed professional finding that the indi-
vidual has a disability. 
‘‘(v) A plan or record of disability 
from another institution of higher edu-
cation. 
‘‘(vi) Documentation of a disability 
due to service in the uniformed services, as 
defined in section 484C(a). 
‘‘(B) Adopt policies that are transparent 
and explicit regarding the process by which the 
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institution determines eligibility for accom-
modations. 
‘‘(C) Disseminate the information de-
scribed in subparagraph (B) to students, par-
ents, and faculty— 
‘‘(i) in an accessible format; 
‘‘(ii) during student orientation; and 
‘‘(iii) by making such information 
readily available on a public website of the 
institution. 
‘‘(D) If applicable, provide accommoda-
tions to students with mental health disabilities. 
‘‘SEC. 765B. COMPETITIVE GRANT FOR INNOVATION AND 
ACCESSIBILITY. 
‘‘(a) GRANTS AUTHORIZED.— 
‘‘(1) IN
GENERAL.—From amounts appro-
priated under section 765C, the Secretary may 
award grants on a competitive basis to institutions 
of higher education to enable the institutions to 
carry out the activities described under subsection 
(c). 
‘‘(2) DURATION.—A grant under this subpart 
shall be awarded for a period of 5 years. 
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‘‘(3) CONSIDERATION IN MAKING AWARDS.—In 
awarding grants under this subsection, the Secretary 
shall consider the following: 
‘‘(A) Providing an equitable geographic 
distribution of such awards. 
‘‘(B) Ensuring that the activities to be as-
sisted are developed for a range of types and 
sizes of institutions of higher education. 
‘‘(b) APPLICATION.—Each institution of higher edu-
cation desiring to receive a grant under this subsection 
shall submit an application to the Secretary at such time, 
in such manner, and accompanied by such information as 
the Secretary may require. Each application shall in-
clude— 
‘‘(1) a description of how the institution will 
carry out the activities under this section; 
‘‘(2) a description of the consultation the insti-
tution has had with a broad range of people within 
the institution, including individuals with expertise 
in disability supports or special education, in devel-
oping the information under paragraph (1); 
‘‘(3) a plan for the sustainability of the pro-
gram after the end of the grant period; and 
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‘‘(4) a written business plan for revenue and ex-
penditures to be provided to the Department under 
subsection (d). 
‘‘(c) ACTIVITIES.—A grant awarded under this sec-
tion shall be used to— 
‘‘(1) develop and implement across the institu-
tion of higher education, a universal design for 
learning framework for course design and instruc-
tional materials to improve campus-wide accessibility 
to instruction, materials, and the learning environ-
ment; or 
‘‘(2) develop or improve distance education 
courses consistent with the principles of universal 
design for learning to improve accessibility of in-
struction and materials. 
‘‘(d) REPORTS.— 
‘‘(1) GRANT RECIPIENT REPORTS.—An institu-
tion of higher education awarded a grant under this 
subpart shall evaluate and disseminate to other in-
stitutions of higher education, the information ob-
tained through the activities described in subsection 
(c). 
‘‘(2) INITIAL
REPORT
BY
SECRETARY.—Not 
later than one year after the date of the enactment 
of this section, the Secretary shall prepare and sub-
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mit to the authorizing committees, and make avail-
able to the public, a report on all projects awarded 
grants under this part, including a review of the ac-
tivities and program performance of such projects 
based on existing information as of the date of the 
report. 
‘‘(3) FINAL REPORT BY SECRETARY.—Not later 
than 6 years after the date of the first award of a 
grant under subsection (a), the Secretary shall pre-
pare and submit to the authorizing committees, and 
make available to the public, a report that— 
‘‘(A) reviews the activities and program 
performance of the projects authorized under 
this subsection; and 
‘‘(B) provides guidance and recommenda-
tions on how effective projects can be rep-
licated.’’; and 
(3) by amending section 765C, as so redesig-
nated, to read as follows: 
‘‘SEC. 765C. AUTHORIZATION OF APPROPRIATIONS. 
‘‘(a) IN GENERAL.—Subject to subsection (b), there 
are authorized to be appropriated to carry out section 
765B $10,000,000 for fiscal year 2019 and each of the 
5 succeeding fiscal years. 
‘‘(b) ADJUSTMENT FOR INFLATION.— 
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‘‘(1) IN GENERAL.—The amount authorized to 
be appropriated under paragraph (1) for fiscal year 
2020 and each of the 4 succeeding fiscal years shall 
be deemed increased by the annual adjustment per-
centage. 
‘‘(2) DEFINITION.—In this paragraph, the term 
‘annual adjustment percentage’, as applied to a fis-
cal year, means the estimated percentage change in 
the Consumer Price Index (as determined by the 
Secretary, using the definition in section 478(f)) for 
the most recent calendar year ending before the be-
ginning of that fiscal year.’’. 
SEC. 7006. POSTSECONDARY PROGRAMS FOR STUDENTS 
WITH INTELLECTUAL DISABILITIES. 
(a) PURPOSE.—Section 766 of the Higher Education 
Act of 1965 (20 U.S.C. 1140f) is amended to read as fol-
lows: 
‘‘SEC. 766. PURPOSE. 
‘‘It is the purpose of this subpart to support inclusive 
programs that promote the successful transition of stu-
dents with intellectual disabilities into higher education 
and the earning of a recognized educational credential or 
recognized postsecondary credential issued by the institu-
tion of higher education.’’. 
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(b) PROGRAMS FOR STUDENTS WITH INTELLECTUAL 
DISABILITIES.—Section 767 of the Higher Education Act 
of 1965 (20 U.S.C. 1140g) is amended to read as follows: 
‘‘SEC. 767. INCLUSIVE HIGHER EDUCATION PROGRAMS FOR 
STUDENTS WITH INTELLECTUAL DISABIL-
ITIES. 
‘‘(a) GRANTS AUTHORIZED.— 
‘‘(1) IN
GENERAL.—From amounts appro-
priated under section 769(a), the Secretary shall an-
nually award grants, on a competitive basis, to insti-
tutions of higher education (or consortia of institu-
tions of higher education), to enable the institutions 
or consortia to create or expand high-quality, inclu-
sive higher education programs for students with in-
tellectual disabilities. 
‘‘(2) ADMINISTRATION.—The program under 
this section shall be administered by the office in the 
Department that administers other postsecondary 
education programs in consultation with the Office 
of Special Education and Rehabilitative Services of 
the Department of Education. 
‘‘(3) DURATION OF GRANTS.—A grant under 
this section shall be awarded for a period of 5 years. 
‘‘(b) APPLICATION.—An institution of higher edu-
cation or a consortium desiring a grant under this section 
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shall submit an application to the Secretary at such time, 
in such manner, and containing such information as the 
Secretary may require. 
‘‘(c) AWARD BASIS.—In awarding grants under this 
section, the Secretary shall— 
‘‘(1) provide for an equitable geographic dis-
tribution of such grants; 
‘‘(2) provide grant funds for inclusive higher 
education programs for students with intellectual 
disabilities that will serve areas that are underserved 
by programs of this type; 
‘‘(3) in the case of an institution of higher edu-
cation that provides institutionally owned or oper-
ated housing for students attending the institution, 
award grants only to such institutions that integrate 
students with intellectual disabilities into the hous-
ing offered to students without disabilities or to in-
stitutions that provide such integrated housing 
through providing supports to students directly or 
through partnerships with other organizations; 
‘‘(4) provide grant funds to encourage involve-
ment of students attending institutions of higher 
education in the fields of special education, general 
education, vocational rehabilitation, assistive tech-
nology, or related fields in the program; 
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‘‘(5) select applications that— 
‘‘(A) demonstrate an existing comprehen-
sive transition and postsecondary education 
program for students with intellectual disabil-
ities that is title IV eligible; or 
‘‘(B) agree to establish such a program; 
and 
‘‘(6) give preference to applications submitted 
under subsection (b) that agree to incorporate into 
the inclusive higher education program for students 
with intellectual disabilities carried out under the 
grant one or more of the following elements: 
‘‘(A) The formation of a partnership with 
any relevant agency serving students with intel-
lectual disabilities, such as a vocational rehabili-
tation agency. 
‘‘(B) Applications that represent geo-
graphically underserved States. 
‘‘(d) USE OF FUNDS; REQUIREMENTS.—An institu-
tion of higher education or consortium receiving a grant 
under this section shall— 
‘‘(1) use the grant funds to establish an inclu-
sive higher education program for students with in-
tellectual disabilities that— 
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‘‘(A) serves students with intellectual dis-
abilities; 
‘‘(B) provides individual supports and serv-
ices for the academic and social inclusion of 
students with intellectual disabilities in aca-
demic courses, extracurricular activities, and 
other aspects of the regular postsecondary pro-
gram; 
‘‘(C) with respect to the students with in-
tellectual disabilities participating in the pro-
gram, provides a focus on— 
‘‘(i) academic and career development; 
‘‘(ii) socialization and inclusion with 
the general student population; 
‘‘(iii) independent living skills, includ-
ing self-advocacy skills; and 
‘‘(iv) integrated work experiences and 
career skills that lead to competitive inte-
grated employment; 
‘‘(D) integrates person-centered planning 
in the development of the course of study for 
each student with an intellectual disability par-
ticipating in the program; 
‘‘(E) plans for the sustainability of the 
program after the end of the grant period, with 
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a written business plan for revenue and expend-
itures to be provided to the Department by the 
end of year 3; and 
‘‘(F) awards a recognized educational cre-
dential or recognized postsecondary credential 
for students with intellectual disabilities upon 
the completion of the program; 
‘‘(2) in the case of an institution of higher edu-
cation that provides institutionally owned or oper-
ated housing for students attending the institution 
or integrated housing through providing supports to 
students directly or through partnerships with other 
organizations, provide for the integration of students 
with intellectual disabilities into housing offered to 
students without disabilities; 
‘‘(3) participate with the coordinating center es-
tablished under section 777(b) in the evaluation of 
the program, including by regularly submitting data 
on experiences and outcomes of individual students 
participating in the program; and 
‘‘(4) partner with one or more local educational 
agencies to support students with intellectual disabil-
ities participating in the program who are eligible 
for special education and related services under the 
Individuals with Disabilities Education Act (20 
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U.S.C. 1400 et seq.), including the use of funds 
available under part B of such Act (20 U.S.C. 1411 
et seq.) to support the participation of such students 
in the program. 
‘‘(e) MATCHING REQUIREMENT.—An institution of 
higher education (or consortium) that receives a grant 
under this section shall provide matching funds toward the 
cost of the inclusive higher education program for students 
with intellectual disabilities carried out under the grant. 
Such matching funds may be provided in cash or in-kind, 
and shall be in an amount of not less than 25 percent 
of the amount of such costs. 
‘‘(f) DATA COLLECTION AND TRANSMISSION.— 
‘‘(1) IN GENERAL.—An institution or consor-
tium receiving a grant under this section shall col-
lect and transmit to the coordinating center estab-
lished under section 777(b) on an annual basis for 
each student who is enrolled in the program, stu-
dent-level information related to the experiences and 
outcomes of students who participate in the inclusive 
higher education program for students with intellec-
tual disabilities. 
‘‘(2) LONGITUDINAL DATA.—Each grantee shall 
collect longitudinal outcome data from each student 
participating in the program and transmit such data 
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to the coordinating center established under section 
777(b). Such longitudinal data shall be collected for 
every student each year for 5 years after the student 
graduates from, or otherwise exits, the program. 
‘‘(3) DATA TO BE COLLECTED.—The program- 
level information and data and student-level infor-
mation and data to be collected under this sub-
section shall include— 
‘‘(A) the number and type of postsec-
ondary education courses taken and completed 
by the student; 
‘‘(B) credits the student earned and wheth-
er or not the student earned a recognized edu-
cational credential or recognized postsecondary 
credential issued by the institution of higher 
education; 
‘‘(C) academic outcomes; 
‘‘(D) competitive, integrated employment 
outcomes; 
‘‘(E) independent living outcomes; and 
‘‘(F) social outcomes. 
‘‘(g) REPORT.—Not later than 5 years after the date 
of the first grant awarded under this section, the Sec-
retary shall prepare and disseminate a report to the au-
thorizing committees and to the public that— 
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‘‘(1) reviews the activities of the inclusive high-
er education programs for students with intellectual 
disabilities funded under this section; and 
‘‘(2) provides guidance and recommendations 
on how effective programs can be replicated.’’. 
(c) AUTHORIZATION OF APPROPRIATIONS.—Section 
769(a) of the Higher Education Act of 1965 (20 U.S.C. 
1140i) is amended to read as follows: 
‘‘(a) AUTHORIZATION OF APPROPRIATIONS.— 
‘‘(1) IN GENERAL.—Subject to paragraph (2), 
there are authorized to be appropriated to carry out 
this subpart $15,000,000 for fiscal year 2019 and 
each of the 5 succeeding fiscal years. 
‘‘(2) ADJUSTMENT FOR INFLATION.— 
‘‘(A) IN GENERAL.—The amount author-
ized to be appropriated under paragraph (1) for 
fiscal year 2020 and each of the 4 succeeding 
fiscal years shall be deemed increased by the 
annual adjustment percentage. 
‘‘(B) DEFINITION.—In this paragraph, the 
term ‘annual adjustment percentage’, as applied 
to a fiscal year, means the estimated percentage 
change in the Consumer Price Index (as deter-
mined by the Secretary, using the definition in 
section 478(f)) for the most recent calendar 
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year ending before the beginning of that fiscal 
year.’’. 
SEC. 7007. NATIONAL TECHNICAL ASSISTANCE CENTER 
AND NATIONAL COORDINATING CENTER FOR 
INCLUSION OF STUDENTS WITH INTELLEC-
TUAL DISABILITIES. 
(a) IN GENERAL.—Section 777 of the Higher Edu-
cation Act of 1965 (20 U.S.C. 1140q) is amended to read 
as follows: 
‘‘SEC. 777. NATIONAL TECHNICAL ASSISTANCE CENTER 
AND COORDINATING CENTER FOR INCLU-
SION OF STUDENTS WITH INTELLECTUAL 
DISABILITIES. 
‘‘(a) NATIONAL TECHNICAL ASSISTANCE CENTER.— 
‘‘(1) IN
GENERAL.—From amounts appro-
priated under paragraph (5), the Secretary shall 
award a grant to, or enter into a contract or cooper-
ative agreement with, an eligible entity to provide 
for the establishment and support of a National 
Technical Assistance Center. The National Technical 
Assistance Center shall carry out the duties set forth 
in paragraph (4). 
‘‘(2) ADMINISTRATION.—The program under 
this section shall be administered by the office in the 
Department that administers other postsecondary 
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education programs in consultation with the Office 
of Special Education and Rehabilitative Services. 
‘‘(3) ELIGIBLE ENTITY.—In this subpart, the 
term ‘eligible entity’ means an institution of higher 
education, a nonprofit organization, or partnership 
of two or more such institutions or organizations, 
with demonstrated expertise in— 
‘‘(A) transitioning students with disabil-
ities from secondary school to postsecondary 
education; 
‘‘(B) supporting students with disabilities 
in postsecondary education; 
‘‘(C) technical knowledge necessary for the 
dissemination of information in accessible for-
mats; and 
‘‘(D) working with diverse types of institu-
tions of higher education, including community 
colleges. 
‘‘(4) DUTIES.—The duties of the National 
Technical Assistance Center shall include the fol-
lowing: 
‘‘(A) ASSISTANCE TO STUDENTS AND FAM-
ILIES.—The 
National 
Technical 
Assistance 
Center shall provide information and technical 
assistance to students with disabilities and the 
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families of students with disabilities to support 
students across the broad spectrum of disabil-
ities, including— 
‘‘(i) information to assist individuals 
with disabilities who are prospective stu-
dents of an institution of higher education 
in planning for postsecondary education 
while the students are in secondary school; 
‘‘(ii) information and technical assist-
ance provided to individualized education 
program teams (as defined in section 
614(d)(1) of the Individuals with Disabil-
ities Education Act) for secondary school 
students with disabilities, and to early out-
reach and student services programs, in-
cluding programs authorized under sub-
parts 2, 4, and 5 of part A of title IV, to 
support students across a broad spectrum 
of disabilities with the successful transition 
to postsecondary education; 
‘‘(iii) research-based supports, serv-
ices, and accommodations which are avail-
able in postsecondary settings, including 
services provided by other agencies such as 
vocational rehabilitation; 
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‘‘(iv) information on student men-
toring and networking opportunities for 
students with disabilities; and 
‘‘(v) effective recruitment and transi-
tion programs at postsecondary edu-
cational institutions. 
‘‘(B) ASSISTANCE
TO
INSTITUTIONS
OF 
HIGHER EDUCATION.—The National Technical 
Assistance Center shall provide information and 
technical assistance to faculty, staff, and ad-
ministrators of institutions of higher education 
to improve the services provided to, the accom-
modations for, the retention rates of, and the 
completion rates of, students with disabilities in 
higher education settings, which may include— 
‘‘(i) collection and dissemination of 
best and promising practices and materials 
for accommodating and supporting stu-
dents with disabilities, including practices 
and materials supported by the grants, 
contracts, or cooperative agreements au-
thorized under subparts 1, 2, and 3; 
‘‘(ii) development and provision of 
training modules for higher education fac-
ulty on exemplary practices for accommo-
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dating and supporting postsecondary stu-
dents with disabilities across a range of 
academic fields, which may include uni-
versal design for learning and practices 
supported by the grants, contracts, or co-
operative agreements authorized under 
subparts 1, 2, and 3; and 
‘‘(iii) development of technology-based 
tutorials for higher education faculty and 
staff, including new faculty and graduate 
students, on best and promising practices 
related to support and retention of stu-
dents with disabilities in postsecondary 
education. 
‘‘(C) INFORMATION COLLECTION AND DIS-
SEMINATION.—The National Technical Assist-
ance Center shall be responsible for building, 
maintaining, and updating a database of dis-
ability support services information with respect 
to institutions of higher education, or for ex-
panding and updating an existing database of 
disabilities support services information with re-
spect to institutions of higher education. Such 
database shall be available to the general public 
through a website built to high technical stand-
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ards of accessibility practicable for the broad 
spectrum of individuals with disabilities. Such 
database and website shall include available in-
formation on— 
‘‘(i) disability documentation require-
ments; 
‘‘(ii) support services available; 
‘‘(iii) links to financial aid; 
‘‘(iv) accommodations policies; 
‘‘(v) accessible instructional materials; 
‘‘(vi) other topics relevant to students 
with disabilities; and 
‘‘(vii) the information in the report 
described in subparagraph (E). 
‘‘(D) DISABILITY
SUPPORT
SERVICES.— 
The National Technical Assistance Center shall 
work with organizations and individuals with 
proven expertise related to disability support 
services for postsecondary students with disabil-
ities to evaluate, improve, and disseminate in-
formation related to the delivery of high-quality 
disability support services at institutions of 
higher education. 
‘‘(E) REVIEW
AND
REPORT.—Not later 
than three years after the establishment of the 
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National Technical Assistance Center, and 
every two years thereafter, the National Tech-
nical Assistance Center shall prepare and dis-
seminate a report to the Secretary and the au-
thorizing committees analyzing the condition of 
postsecondary success for students with disabil-
ities. Such report shall include— 
‘‘(i) a review of the activities and the 
effectiveness of the programs authorized 
under this part; 
‘‘(ii) annual enrollment and gradua-
tion rates of students with disabilities in 
institutions of higher education from pub-
licly reported data; 
‘‘(iii) recommendations for effective 
postsecondary supports and services for 
students with disabilities, and how such 
supports and services may be widely imple-
mented at institutions of higher education; 
‘‘(iv) recommendations on reducing 
barriers to full participation for students 
with disabilities in higher education; and 
‘‘(v) a description of strategies with a 
demonstrated record of effectiveness in im-
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proving the success of such students in 
postsecondary education. 
‘‘(F) STAFFING OF THE CENTER.—In hir-
ing employees of the National Technical Assist-
ance Center, the National Technical Assistance 
Center shall consider the expertise and experi-
ence of prospective employees in providing 
training and technical assistance to practi-
tioners. 
‘‘(5) AUTHORIZATION
OF
APPROPRIATIONS.— 
There is authorized to be appropriated to carry out 
this subsection $10,000,000. 
‘‘(b) THE NATIONAL COORDINATING CENTER FOR 
INCLUSION OF STUDENTS WITH INTELLECTUAL DISABIL-
ITIES.— 
‘‘(1) DEFINITION
OF
ELIGIBLE
ENTITY.—In 
this subsection, the term ‘eligible entity’ means an 
entity, or a partnership of entities, that has dem-
onstrated expertise in the fields of— 
‘‘(A) higher education; 
‘‘(B) the education of students with intel-
lectual disabilities; 
‘‘(C) the development of inclusive higher 
education programs for students with intellec-
tual disabilities; and 
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‘‘(D) evaluation and technical assistance. 
‘‘(2) IN
GENERAL.—From amounts appro-
priated under paragraph (7), the Secretary shall 
enter into a cooperative agreement, on a competitive 
basis, with an eligible entity for the purpose of es-
tablishing a coordinating center for institutions of 
higher education that offer inclusive higher edu-
cation programs for students with intellectual dis-
abilities, including institutions participating in 
grants authorized under subpart 2, to provide tech-
nical assistance and evaluations for such programs, 
including systematic collection of annual student and 
program data and facilitation of outcomes data of 
students with intellectual disabilities. 
‘‘(3) ADMINISTRATION.—The program under 
this subsection shall be administered by the office in 
the Department that administers other postsec-
ondary education programs in consultation with the 
Office of Special Education and Rehabilitative Serv-
ices. 
‘‘(4) DURATION.—The Secretary shall enter 
into a cooperative agreement under this subsection 
for a period of five years. 
‘‘(5) REQUIREMENTS OF COOPERATIVE AGREE-
MENT.—The eligible entity entering into a coopera-
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tive agreement under this subsection shall establish 
and maintain a coordinating center that shall— 
‘‘(A) serve as the technical assistance enti-
ty for all inclusive higher education programs 
and comprehensive transition and postsec-
ondary programs for students with intellectual 
disabilities; 
‘‘(B) provide technical assistance regarding 
the development, evaluation, and continuous im-
provement of such programs; 
‘‘(C) evaluate such programs using quali-
tative and quantitative methodologies for meas-
uring program strengths in the areas of aca-
demic access, academic enrichment, socializa-
tion, competitive integrated employment, attain-
ment of a recognized educational credential or 
recognized postsecondary credential, and inde-
pendent living; 
‘‘(D) create and maintain a database of 
student and program level data reflecting imple-
mentation of the inclusive higher education pro-
gram that receives a grant under this subpart; 
‘‘(E) create and maintain a mechanism to 
consolidate follow up data on student outcomes 
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collected by inclusive higher education programs 
funded through previous grant cycles; 
‘‘(F) assist recipients of grants under sub-
part 2 in efforts to award a recognized edu-
cational credential or recognized postsecondary 
credential to students with intellectual disabil-
ities upon the completion of such programs; 
‘‘(G) identify model memoranda of agree-
ment for use between or among institutions of 
higher education and State and local agencies 
providing funding for such programs; 
‘‘(H) develop recommendations for the nec-
essary components of such programs, such as— 
‘‘(i) academic, career and technical, 
social, and independent living skills; 
‘‘(ii) evaluation of student progress; 
‘‘(iii) program administration and 
evaluation; 
‘‘(iv) student eligibility; 
‘‘(v) issues regarding the equivalency 
of a student’s participation in such pro-
grams to semester, trimester, quarter, 
credit, or clock hours at an institution of 
higher education, as the case may be; and 
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