Legislation and Guidance
- The New Teacher Quality Partnership Grants
- New Database on College Costs
- Clamping Down on Diploma Mills
- HEOA Creates New STEM Database
- Congress Increases Pell Grants
- New Bill Aims to Make FAFSA Process Less Intensive
Legislation and Guidance
Last week, Congress passed the conference report to H.R. 4137, the Higher Education Opportunity Act, the reauthorization of the Higher Education Act. Although the President has yet to sign the bill, he is expected to do so, finally reauthorizing the law for the first time in a decade. Over the next few weeks, the Federal Update will include summaries and analyses of various provisions of the newly reauthorized law.
The New Teacher Quality Partnership Grants
The reauthorized Title II of the Higher Education Opportunity Act (HEOA) (H.R. 4137) makes significant revisions to the current law. It consolidates three grant streams in the current Teacher Quality Enhancement Grant Program into one that addresses pre-baccalaureate preparation of teachers, teacher residency programs and leadership development. The law defines “eligible partnerships” to include high-need local educational agencies, high-need schools, teacher preparation units within, or with relationships with, a four year institution of higher education and a community partner as defined in the HEOA.
The pre-baccalaureate component of the grant is designed to enhance teacher preparationthrough increased content knowledgeas wellasimproving the pedagogical skills of teachers. The HEOA does this by creating detailed application requirements that require, for example, initiatives that focus on empirically based practices and scientifically valid research that emphasize a teacher’s ability to "meet the specific learning needs of all students" as well as "differentiate instruction for such students." Congress also uses the partnership application process to better align the HEOA to the Elementary and Secondary Act of 1965 (ESEA) (now named No Child Left Behind (NCLB)). For example, the partnerships must report on how they align their teacher preparation program with the required academic content standards required by ESEA section 1111(b)(2) and how their programs will focus on teaching students who are limited English proficient and preparing general education teachers to teach students with disabilities. In these sections, and throughout the HEOA, it is evident that Congress intends to better connect higher education with ESEA.
The year long clinical component of the grant enhances the development of teaching skills and experiences for prospective teachers before they have classrooms of their own. The grant requires that the clinical programs provide close interactions between prospective teachers and teacher mentors, such as experienced faculty members, in high-need districts and, preferably, where the student teacher will eventually work.
Getting qualified candidates into the partnership program is critical and the law requires a recruitment program that encourages the partnership to recruit teachers from underrepresented groups, mid-career professionals in other fields, high-performing college graduates, former military personnel, and individuals to teach in high-need subjects, schools with teacher shortages, and rural areas. To help the program recruitment the law now contains a proposal long sought by Congress and education policy advocates: Teaching Residency Programs. Under the HEOA, the residency programs, based on models of successful teaching residencies, would arm high-quality teachers with the skills and knowledge needed to perform effectively in the high-need districts in which they will work. Teachers participatingin such residency programs would receive a salary or stipendduring that year. Upon acceptance, participants would agree to teach for a minimum of three years immediately after program completion, teach in a high-need school as well as a high-need subject area, and would meet requirements of a highly qualified teacher on a yearly basis. A participant that does not meet such requirements or complete the program must repay the stipend or salary.
The leadership development component of the grant allows, but does not require, a partnership to carry out a school leadership program for those in administrative positions, including superintendents, principals, and program directors, specifically early childhood education program directors. The purpose of the provision is to promote the establishment and success of leadership programs that prepare individuals who currently serve in leadership positions, or those who intend to enroll. This could be done through the creation and maintenance of a "data-driven, professional learning community" that instructs leaders on how to best implement effective professional development, provide adequate support for effective teaching, interact productively with parents and the surrounding community to improve student performance, and to best understand students' academic needs. Similar to other programs, this program would focus on attracting highly-qualified individuals and honing the necessary skills and knowledge to promote successful and perceptive leadership.
Reflecting the highly qualified teachers (HQT) emphasis in ESEA, the required partnership evaluation plan now includes new HQT criteria. Specifically, the partnership must report on:
- The percentage of HQT hired by the high-need district participating in the program;
- Whether or not they teach in high-need schools;
- The kind of school they teach in, such as elementary or high school;
- If those teachers are members of underrepresented groups;
- If they teach high-need subject areas; and
- If they teach high-need student groups.
Additionally, the report should list the percentage of teachers trained to integrate technology into their instruction and to collect and analyze data to improve teaching and learning.
Finally, all Teacher Quality Partnership Grants are awarded, by priority, for a period of five years. Each eligible partnership must provide, from non-federal sources, a 100 percent match in cash or in-kind and each recipient partnership may only use up to two percent for administrative purposes.
New Database on College Costs
In Congress’ ongoing effort to curb rising college costs, the new Higher Education Opportunity Act (HEOA) calls for the Secretary of Education to increase reporting requirements for those institutions of higher education that are in the upper echelon of totals cost, or are experiencing greater rates of increase. The bill calls for the Secretary to make this reporting open to the public, and to use the data to try and force colleges to focus on keeping their rising costs in check. Although certain categories on these new “watch lists” may seem somewhat obscure, the intent is to paint a comprehensive picture of which schools cost too much and which schools are increasing costs at a higher rate.
The HEOA calls for the Secretary to create certain lists, updated annually, on the College Navigator website, broken down into categories regarding rising prices and organized by State. The six lists should include the following:
- The 5 percent of institutions that have the highest tuition and fees;
- The 5 percent of institutions that have the highest net price;
- The 5 percent of institutions that have the largest increase, expressed as a percentage change, in tuition and fees over the most recent three academic years;
- The 5 percent of institutions that have the largest increase, expressed as a percentage change, in net price over the most recent three academic years;
- The 10 percent of institutions that have the lowest tuition and fees; and
- The 10 percent of institutions that have the lowest net price.
Each of the six lists should be divided into the following categories:
- Four-year public institutions of higher education;
- Four-year private, nonprofit institutions of higher education;
- Four-year private, for-profit institutions of higher education;
- Two-year public institutions of higher education;
- Two-year private, nonprofit institutions of higher education;
- Two-year private, for-profit institutions of higher education;
- Less than two-year public institutions of higher education;
- Less than two-year private, nonprofit institutions of higher education; and
- Less than two-year private, for-profit institutions of higher education.
If an institution is included on any one of these lists, they will be required to submit a report to the Secretary detailing the major areas in the institution's budget with the greatest cost increases, explanations of those increases, and what steps the institution will take to reduce costs in the specified areas. If an institution is listed in the top 5 percent of institutions with the greatest increases in either tuition or net price for two or more consecutive years they will also need to provide a description of the progress made on the steps to reduce overall costs. Starting in 2014, and then again every three years afterwards, the Secretary will update the dollar amounts used in calculating the costs, to include inflation.
Within a year of enactment of the new HEOA, the Secretary is directed to develop a net price calculator to help current and prospective students, families, and other consumers estimate the individual net price of an institution of higher education for a student. Within two years of its development, each institution that receives Federal funds under Title IV is required to make the calculator publicly available on their website. Along with this calendar, institutions are required to post a profile of their institution to help give a better idea of where these costs are coming from. Data used to create this profile includes the number of degree and certificate seeking students, student activities, federal aid recipients, and various other data related to costs and expenditures. All data used both by the Secretary and individual institutions should come from the most recent year for which data is available.
Clamping Down on Diploma Mills
As online education has grown in recent years, so have the creation of “diploma mills.” There are, of course, many good online education options, but there are enough fraudulent operations to cause Congress considerable anxiety. For example, federal and state authorities recently closed down the bogus Saint Regis University and the U.S. District Court in Spokane Washington sentenced the organization’s officers to years in prison. One bad actor is one too many so Congress addressed the matter in the Higher Education Opportunity Act (HEOA).
The HEOA adds a new section to Title I of the act to help end the abuse. Section 109, “Diploma Mills,” provides more information to the public about the fraudulent practice by maintaining information and resources on the Department’s web site to help the public understand what a diploma mill is and how to identify and avoid them. The new section also states the U.S. Department of Education shall continue to collaborate with federal agencies to prevent, identify and prosecute diploma mills and broadly disseminate information about them to the public.
What is a “diploma mill?” The HEOA defines it as an entity that: offers, for a fee, degrees, diplomas, or certificates, that may be used to represent to the general public that the individual possessing the document has completed a program of postsecondary education or training; and requires such individual to complete little or no education or coursework to obtain such degree, diploma, or certificate; and lacks accreditation by an accrediting agency or association.
Resources
“Spokane diploma mill officer sentenced to prison,” The Seattle Times, August 6, 2008.
HEOA Creates New STEM Database
Over the last two years, Congress and the President have focused on ways to help keep the country competitive in the global marketplace. This includes looking into education, research and development, and other business and labor practices. These efforts culminated last year when Congress passed, and the President signed, the America COMPETES Act. This legislation is working to find ways to encourage the most talented students to study math and engineering, as well as making sure the programs they work through are held to rigorous standards. Attempting to continue to encourage American students to enter these technical fields that are deemed critical to American competitiveness, the new Higher Education Opportunity Act (HEOA) directs the U.S. Secretary of Education to develop a searchable database of government programs to help students pay for study in the various fields.
As part of a national database of student financial assistance, which is set to include all the eligibility requirements, application procedures, financial terms and conditions, and other relevant information for each non-departmental student financial assistance program, the Secretary is required to maintain a National Database on Financial Assistance for the Study of Science, Technology, Engineering, and Mathematics (STEM). The STEM Database shall consist of information on scholarships, fellowships, and other programs of federal, state, local, and, to the maximum extent practicable, private financial assistance available for the study of STEM-related fields at the postsecondary and post baccalaureate levels. The database must have a search capability that permits an individual to search for information on the basis of each category, as well as a combination of other relevant criteria, including classifying the assistance as need- or merit-based, as well as by relevant majors. The database also has a match capability that searches for all financial assistance opportunities for which an individual may be qualified to apply, based on the student characteristics.
In order to get this database operating at optimal capacity, the Secretary is directed to consult with public and private sources of scholarships, fellowships, and other programs of student financial assistance. The database should also allow these same entities to provide regular and updated information about the scholarships, fellowships, or other programs of student financial assistance. The bill also authorizes the Secretary to enter into a contract with a private entity with demonstrated expertise in creating and maintaining databases. The Secretary is also directed to continue to encourage use of the database, including sending notices to secondary schools and institutions of higher education. Although Congress is criticized for failing to fully fund previous STEM initiatives, this provision is aimed more at ensuring American students have full access to the various opportunities that are already available to them.
Congress Increases Pell Grants
In the recently passed Higher Education Opportunity Act (HEOA), Congress attempts to use Federal Pell Grants to try and help students keep pace with rising college costs. The bill increases the Pell Grant cap from $4,050 to $6,000 in the 2009-2010 school year, increasing by yearly increments of $400 until the cap reaches $8,000 for the 2014-2015 school year. These appropriations will take effect on July 1, 2009, and will be made available on October 1 of each year and will remain available through September 30 of the succeeding year. Such increases reflect the continued concern for affordability in higher education.
Furthermore, the legislation made provisions for students whose parent or guardian died as a result of military service in Iraq or Afghanistan after September 11, 2001. If a student was less than 24 years old or was enrolled at a higher education institution at the time of the death, the expected family contribution would be zero during the period which the student is deemed eligible to receive a Federal Pell Grant by the Secretary of Education.
Although nearly all members of Congress praise increased support for students, especially Rep. Ric Keller (R-FL), the chairman of the Pell Grant Caucus, many critics note that increasing federal aid to students does not adequately address the issue of school affordability. If Congress cannot find a way to curb rising college costs, then small aid increases will not be able to keep pace, leaving many students short of the funds required to receive a top tier education.
New Bill Aims to Make FAFSA Process Less Intensive
Section 110 of the Higher Education Opportunity Act (HEOA) requires the Secretary of Education to make Federal student financial aid information more easily accessible. Specifically focusing on increased publicity of the federal student financial aid website, as well as an increase in the amount of information provided, the bill calls for a major media campaign as well as a link to the federal student financial aid website “in a prominent place” on the Department of Education’s homepage. The bill also instructs the Secretary to request information from all other federal offices regarding any forms of student financial assistance they may offer, and to compile that information on the Department’s website, as well as to provide access to the information other federal offices publicize.
The bill calls for increased informational access for financial aid for military members, veterans, and dependants. Section 131, “Improved Information Concerning Financial Aid for Military Members and Veterans,” was amended to include requirements for the Department of Education, the Department of Defense, and the Department of Veterans Affairs to create a website within a year of the HEOA’s enactment to provide information regarding federal and state student financial aid, section 484C readmission requirements, and other relevant student services for which members of the Armed Forces, veterans, and their dependents may be eligible.
It is clear that these requirements are specifically concerned with the accessibility of federal student financial assistance. In light of the growing concerns of the rising costs of post-secondary education, the HEOA is clearly attempting to make the public aware of any and all possible financial alleviations. The focus on publicity, website management and navigational improvement, as well as the creation of federal financial aid databases helps to further public knowledge of such opportunities, as well as illustrate the funds and efforts that the federal government has directed towards combating the affordability issues surrounding higher education.
