590 
ation classes that help Student Success Grant recipi-
ents to attain college-level reading, writing, math 
skills (or a combination thereof) more rapidly than 
traditional remediation formats allow, and intensive 
skills refresher classes, offered prior to each semester, 
to help students who have tested into remedial 
coursework to reach entry level assessment scores for 
the postsecondary programs they wish to enter. 
‘‘(5) Instructional support, such as learning labs, 
supplemental instruction, and tutoring. 
‘‘(6) Assistance with support services, such as 
child care and transportation. 
‘‘(i) GRANT PERIOD; ADDITIONAL TECHNICAL ASSIST-
ANCE.— 
‘‘(1) GRANT PERIOD.—Grants made under this 
section shall be for a period of not less than 60 
months. 
‘‘(2) ADDITIONAL
TECHNICAL
ASSISTANCE.— 
After 36 months, the Secretary shall review the per-
formance of the Student Success Grant pilot program 
students at each institution, and if no significant im-
provements have been made by Student Success Grant 
pilot program students in persistence and completion 
at an institution, then the Secretary shall provide ad-
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ditional technical assistance to help the institution 
improve outcomes. 
‘‘(j) REQUIRED NON-FEDERAL SHARE.— 
‘‘(1) IN
GENERAL.—Each institution partici-
pating in the pilot program under this section shall 
provide a non-Federal match of 25 percent of the 
amount of grant to carry out the activities of the pilot 
program. The non-Federal share under this section 
may be provided in cash or in kind. 
‘‘(2) EFFECT ON NEED ANALYSIS.—For the pur-
pose of calculating a student’s need in accordance 
with part F of this title, services or benefits under 
this section shall not be considered to be an asset or 
income of the student or the students parents. 
‘‘(k) TECHNICAL ASSISTANCE.—The Secretary shall 
enter into contracts with private entities to provide such 
technical assistance to grantees under this section as the 
Secretary determines appropriate. 
‘‘(l) EVALUATION.— 
‘‘(1) OUTCOME
EVALUATIONS.—The Secretary 
shall conduct an evaluation of program outcomes 
under the pilot program, and shall disseminate to the 
public the findings from the evaluation and informa-
tion on best practices. The Secretary is encouraged to 
partner with other providers of funds, such as private 
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foundations, to allow for use of an experimental or 
quasi-experimental evaluation in at least one of the 
pilot program sites. 
‘‘(2) INSTITUTIONAL PARTICIPATION.—As a con-
dition of receiving grants under this section, partici-
pating institutions shall work with the evaluator to 
track persistence and completion outcomes for stu-
dents in the pilot program, specifically the proportion 
of these students who take and complete developmental 
education courses, the proportion who take and com-
plete college-level coursework, and the proportion who 
complete certificates and degrees. This data shall be 
broken down by race, ethnicity, and age and the eval-
uator shall assist institutions in analyzing this data 
to compare Student Success Grant pilot program par-
ticipants to comparable nonparticipants, using statis-
tical techniques to control for differences in the 
groups. 
‘‘(3) ANNUAL REPORTS.—Participating institu-
tions under this section shall report on the data speci-
fied in paragraph (2) annually and the Secretary 
shall make this data publicly available. 
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‘‘PART E—JOBS TO CAREERS 
‘‘SEC. 831. GRANTS TO CREATE BRIDGES FROM JOBS TO CA-
REERS. 
‘‘(a) AUTHORIZATION OF PROGRAM.—From amounts 
appropriated to carry out this part under section 800, the 
Secretary shall award grants, on a competitive basis, to in-
stitutions of higher education for the purposes of improving 
developmental education, including English language in-
struction, by customizing developmental education to stu-
dent career goals, and helping students move rapidly from 
developmental coursework into for-credit occupational pro-
gram courses and through program completion. The grants 
under this section shall focus in particular on creating 
bridges to for-credit occupational certificate programs that 
are articulated to degree programs. 
‘‘(b) APPLICATION.—An eligible institution seeking a 
grant under this section shall submit an application to the 
Secretary at such time, in such manner, and containing 
such information as the Secretary may require. 
‘‘(c) PRIORITIES.—The Secretary shall give priority to 
applications that— 
‘‘(1) are from institutions of higher education in 
which not less than 50 percent of the institution’s en-
tering first-year students who are subject to manda-
tory assessment, are assessed as needing develop-
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mental courses to bring reading, writing, or mathe-
matics skills up to college-level; and 
‘‘(2) propose to replicate practices that have 
proven effective with adults or propose to collaborate 
with adult education providers. 
‘‘(d) PEER REVIEW.—The Secretary shall convene a 
peer review process to review applications for grants under 
this section and to make recommendations to the Secretary 
regarding the selection of grantees. 
‘‘(e) MANDATORY ACTIVITY.—An eligible institution 
that receives a grant under this section shall use the grant 
funds to create workforce bridge programs that customize 
developmental education curricula, including English lan-
guage instruction, to the content of the for-credit occupa-
tional certificate or degree programs, or clusters of such pro-
grams, in which developmental education students seek to 
enroll. Such bridge programs may include those that inte-
grate the curricula and the instruction of both develop-
mental and college-level coursework or that dually enroll 
students in remediation and college-level coursework. 
‘‘(f) PERMISSIBLE ACTIVITIES.—An eligible institu-
tion that receives a grant under this section, in addition 
to creating workforce bridge programs, may use the grant 
funds to carry out the following: 
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