CTE Policy Watch: A blog for CTE advocates

House, Senate Hold Briefings on Short-Term Pell

This week, the House and Senate held separate briefings outlining the importance of expanding Pell Grant eligibility to short-term job training programs. Currently, Pell Grants are only available to programs that are at least 15 weeks or 600 clock hours in length. However, there is a bipartisan proposal in both chambers of Congress to provide access to Pell Grants to students pursuing short-term credentials. The Jumpstart Our Businesses by Supporting Students (JOBS) Act, S. 839/ H.R. 3497, is supported by a wide array of education and industry groups, including ACTE.

The briefing highlighted examples of high-wage, in-demand careers that require education beyond a high school diploma but less than a four-year degree. The panelists spoke about the importance of providing access to short-term credentials, evidenced by a model in Virginia that helped provide students with grants from the state. Tamar Jacoby, president of Opportunity America, moderated the briefing, and the following individuals participated in the panel discussion:

• Lori Dwyer, Assistant Vice Chancellor for Workforce Policy, Virginia Community College System
• Steven Partridge, Vice President for Strategic Partnerships and Workforce Innovation, Northern Virginia Community College
• Julie Peller, Executive Director, Higher Learning Advocates
• Former Virginia Community College Student

ACTE strongly supports the JOBS Act, and is heavily engaged with Members of Congress and outside stakeholders to further promote the legislation. You can ask your Senators to support short-term Pell here, or your Representative here.

Short Term Pell Bill Introduced in House

While the Jumpstart Our Businesses by Supporting Students (JOBS) Act, S. 839, was introduced in the Senate earlier this year, a companion bill was just introduced in the House. Representatives Anthony Gonzalez (R-OH) and Cedric Richmond (D-LA) have introduced H.R. 3497, which extends Pell Grant eligibility to short term job training programs.

Currently, Federal Pell Grants are not available to postsecondary CTE students in short-term certificate programs that provide the education and skills necessary for many in-demand careers. Pell Grant eligibility is limited based on a program's clock hours and/or length. As a result, students across the country do not have access to many short-term CTE programs that culminate in meaningful credentials that are proven to increase earning potentials and employment opportunities. That's why ACTE, along with other education organizations, employers, and community and technical colleges, strongly supports H.R. 3497, the JOBS Act, which would change Pell eligibility requirements to allow funding for high-quality short-term programs.

Along with Reps. Gonzalez and Richmond, Representatives Jaime Herrera Beutler (R-WA), Andy Levin (D-MI), John Katko (D-NY) and Steven Horsford (D-NV) are also signed on to the JOBS Act.

ACTE is urging CTE advocates to click here to ask your Representative to co-sponsor the JOBS Act. Thank you for your CTE advocacy!

House Education Committee Holds Final Scheduled HEA Reauthorization Hearing

On June 19, the House Education and Labor Committee held its fifth bipartisan hearing of this Congress on the reauthorization of the Higher Education Act (HEA). This was the last of a series of hearings that was announced early this year. This hearing focused on the role of innovation in improving student outcomes and advancing equity. In his opening statement, Chairman Robert C. “Bobby” Scott (D-VA) stated that out of all the jobs created since the recession, 95% of them went to workers with at least some college education and that he expects this trend to continue. Further, he added, “Our higher education system must give every student the opportunity to be on the right side of this trend. But, this is not the case today.”

This message set the tone for the hearing, which focused on the importance of prioritizing and increasing investments into our community college systems and financial aid system, rethinking what services institutions should provide to support students, and the expansion of dual enrollment-style programs and competency-based education as ways to increase postsecondary attainment while driving down the cost for students and families.

If you wish to watch the hearing in its entirety, click here.

House Education Hearing on Critical Role Community Colleges Play in Student Success

On May 22, the House Committee on Education and Labor’s subcommittee on Higher Education and Workforce Investment held a hearing on the critical role community colleges and minority-serving institutions play in preparing students for success.

In his opening statement, Ranking Member Lloyd Smucker (R-PA) discussed the need to ensure that any “restructuring and innovation in our higher education system provides all students equal access to opportunities that offer pathways to success – both inside and outside of the conventional classroom.” This sentiment was generally shared and highlighted throughout the hearing by members on both sides of the aisle.

Members spoke of the need to better align our postsecondary educational programs with current and future labor market demands, and to better prepare students for success and our economy for long-term growth. Further, there was widespread recognition that not all family-sustaining careers require a four-year degree and that the country cannot continue to overlook the value of these programs; especially at a time when the U.S. economy has more jobs unfilled than people qualified to fill them.

When discussing the value of community colleges, Virginia Community College System Chancellor Glenn DuBois, who testified at the hearing, spoke extensively on the need to extend Pell to high-quality, non-credit workforce training programs. He continued, “Should Pell Grants be extended to these students, I would suggest you do so with a solid system of accountability that includes program completion data and income gains for program graduates.”

Expanding Pell to short-term job training programs and making student level data publicly available are two major priorities for ACTE during the reauthorization of the Higher Education Act. There are two legislative proposals, which ACTE has publicly endorsed, that would achieve these goals. S. 800, the College Transparency Act, would reverse the ban on a federal student-level data system, and S. 839, the JOBS Act, would expand Pell Grant eligibility to short-term job training programs.

Another topic importance to ACTE that was discussed during the hearing was the Federal Work-Study (FWS) program, in terms of aligning the job opportunities offered to students more closely to their programs of study. Other topics raised during the hearing were accessibility and affordability of receiving a postsecondary education, the Pell Grant program, mandatory funding for Historically Black Colleges and Universities (HBCUs), and addressing the unique needs of students who typically enroll at these institutions.

If you wish to watch the hearing in its entirety, click here.

Secretary DeVos Launches New Higher Education Experimental Site Focusing on Federal-Work Study Program

On May 20, Secretary DeVos unveiled that the focus of the first higher education experimental sites initiative of her tenure would be expanding the Federal Work-Study (FWS) program in an effort to promote better aligned job opportunities for students within their programs of study.

Sec. DeVos’ proposal makes a variety of changes to the current program, aimed at providing institutions with increased flexibilities that will enable students to earn work-study benefits while participating in apprenticeships, internships and work-based learning programs, as well as earn work-study wages while completing required clinical rotations, externships and student teaching. .

Among the proposed changes, the experiment plans to reduce many of the barriers that adversely affect schools’ abilities to partner with private-sector employers in hopes of allowing students the opportunity to gain work experience in their field of study. Specifically, it will lift limits on the amount of work-study funds that can be allocated to private-sector employers, remove some other requirements related to community service opportunities, and lower the wage share for some private sector employers, such as small businesses. Further, it will increase the amount of Job Location and Development (JLD) funds available to schools in order to help foster long-term partnerships with employers. This increase includes allowing these funds to be used to retain apprenticeship intermediaries, which would help increase the number of apprenticeship opportunities for students.

The FWS program is a federally-funded program that allows qualified students to earn money that can be used toward their education expenses by providing part-time jobs. Students must qualify, reserving participation for those that have a demonstrated financial need. According to the department’s press release, almost 92% of all funds spent in this program currently go to on-campus employment opportunities for students Students may also work for certain non-profits or governmental agencies, as long as the work they are performing is in the public interest.

The Experimental Sites Initiative (ESI) is an authority given to the Secretary through the Higher Education Act (HEA) to be able to test out new policy ideas on a smaller scale, before deciding whether to implement it nation-wide or not. The ESI gives the Secretary the authority to waive certain federal student aid statutory or regulatory requirements in order to test the alternative methods of administering student aid programs at a narrow number of institutions. For more information about current and former initiatives, please visit experimentalsites.ed.gov.

ACTE will continue to work with policymakers to ensure the FWS program is updated to encourage collaboration among institutional and community stakeholders, including local employers, in identifying and developing FWS employment opportunities that are more closely aligned to the program of study the student is currently enrolled in.

Ask Your Senators to Support Short-Term Pell Grants

Earlier this year, Sens. Tim Kaine (D-VA) and Rob Portman (R-OH) introduced S. 839, the Jumpstart Our Businesses by Supporting Students Act of 2019, or the JOBS Act, to expand Federal Pell Grant eligibility to short-term job training programs. Currently, Federal Pell Grants are not available to postsecondary CTE students in short-term certificate programs that provide the education and skills necessary for many in-demand careers. This is because Pell Grant eligibility is limited based on a program's clock hours and/or length. As a result, many students across the country do not have access to short-term CTE programs that culminate in meaningful credentials that are proven to increase earning potentials and employment opportunities.

That's why ACTE, along with other education organizations and employers, strongly supports the JOBS Act, which would change Pell eligibility requirements to allow funding for high-quality short-term programs.

Please click here to ask your Senators to co-sponsor the JOBS Act.

We need the support of CTE advocates like yourself because an alternative bill was recently introduced that would dramatically scale back potential Pell Grant eligibility for students pursuing short-term CTE credentials. This would hamper efforts to increase access to high-quality, short-term CTE programs for all students while meeting the demand for a skilled workforce in today's economy.

Currently, only Senators Kaine, Portman, Tammy Baldwin (D-WI), Amy Klobuchar (D-MN), Shelley Moore Capito (R-WV), Maggie Hassan (D-NH), Debbie Stabenow (D-MI), Cory Gardner (R-CO), Sherrod Brown (D-OH), Kirsten Gillibrand (D-NY) and Ben Cardin (D-MD) are signed on to the JOBS Act. Click here to ask your Senators to co-sponsor the JOBS Act.

Thank you for your continued advocacy in support of CTE.

Senate Hearing Examines Higher Ed Accountability

Last week, the Health, Education, Labor and Pensions (HELP) Committee held a hearing on reauthorizing the Higher Education Act. Specifically, the hearing focused on accountability issues. Chairman Lamar Alexander (R-TN) underscored the importance of identifying what information schools should report and how that information should be disseminated to students. He also spoke about strengthening accrediting agencies while simultaneously ensuring that they are not replacing local decision-makers. Ranking Member Patty Murray (D-WA) centered her remarks on the need for strong accountability, particularly for for-profit institutions.

At times, the hearing spotlighted the value of meaningful credentials that both align with industry needs and that increase employment and earning potentials for students. In particular, Sen. Chris Murphy (D-CT) noted that while a four-year degree is required in some fields, the most important thing is that learners obtain the skills that employers demand, which do not always equate to a four-year degree. Sen. Mike Braun (R-IN) also discussed his experience as a businessman, noting the workforce shortages he has seen in his own business could be addressed with one- and two-year credentials.

Sen. Bill Cassidy (R-LA) also promoted the College Transparency Act during his remarks. The bill would create a data system available to prospective students that would track important postsecondary metrics like completion rates and post-collegiate outcomes, like earning and employment data.

ACTE continues to closely monitor and be involved issues surrounding accountability in higher education, particularly as Congress considers reauthorization of the Higher Education Act.

Sec. DeVos Talks CTE in House Hearing

Education Secretary Betsy DeVos appeared before the House Education and Labor Committee on April 10 to testify about the Department of Education’s policy priorities in the upcoming Fiscal Year (FY) 2020 budget. Throughout the hearing, Representatives touched on a wide array of topics, including CTE.

Several Committee Members used their time to highlight economic stress their local communities face because of the current skills gap, and pressed Sec. DeVos on prioritizing skills-based training initiatives. In response to these repeated concerns, the Secretary emphasized that the Trump Administration’s commitment is highlighted “by the [nearly] $1.3 billion investment” the president’s budget makes in Perkins Basic State Grants. However, the president's budget only flat-funds Perkins, which given the program's persistent underfunding and the increasing demand for CTE, is insufficient.

The Secretary also spoke about the Administration's support for expanding Pell Grant eligibility to students who are enrolled in short-term programs. This proposal already has bipartisan support through the JOBS Act, which ACTE has endorsed and has been introduced the past few years by the Senate CTE Caucus co-chairs.

Other relevant topics the Secretary discussed included her proposal for Education Freedom Scholarships, which essentially allow private donors to provide education scholarships and in return receive a 100% tax credit. Theoretically, students could use these "scholarships" toward CTE programs. The president's budget funds the proposal at $5 billion, nearly four times larger than Perkins. Some have called the proposal essentially a voucher program funded by the government through the 1:1 tax credit, and ACTE has long opposed vouchers.

The Secretary also talked about pre-apprenticeship programs, providing opportunities for students to earn postsecondary credit in high school, and improving regional CTE partnerships between industry and education.

ACTE continues to closely monitor and be involved in the issues discussed in this hearing, including FY 2020 appropriations and Higher Education Act reauthorization legislation.

White House Issues Executive Order on Higher Education Issues

On March 21, President Trump signed a new executive order titled, “Improving Free Inquiry, Transparency, and Accountability at Colleges and Universities.” This executive order is not designed to supersede existing laws, but rather to offer direction to federal agencies related to a number of wide-ranging issues.

First, the executive order directs the heads of a number of federal agencies, including the Department of Education and Department of Labor, to work with the Office of Management and Budget to take appropriate steps to ensure institutions that receive federal research or education grants “promote free inquiry, including through compliance with all applicable Federal laws, regulations, and policies.” There are no specific new policies or suggested actions in the executive order, so it essentially reinforces current law that postsecondary institutions must already follow. For the purposes of this part of the executive order, the reference to “federal research or education grants” includes all federal funding made available directly to an institution, but specifically excludes funding for federal financial aid. Based on the description provided, it does not appear that Perkins funding to postsecondary institutions would be covered under this provision, as it is not provided directly to the institution. However, it is unclear how agencies will interpret the new order or if any new disclosure requirements for institutions will result.

The next parts of the executive order relate more directly to the costs of postsecondary education. The Secretary of Education is specifically directed to:

• Make available a secure website for federal student loan borrowers that contains comprehensive information on amounts owed and repayment options.
• Expand the College Scorecard and update annually with program-level performance information on median earnings and loan debt information for students that receive financial aid.
• Expand the College Scorecard and update annually with institution-level student loan default and repayment rates, including Graduate PLUS and Parent PLUS default rates and repayment rates.
• Consult with other federal agency leaders to submit a report identifying and analyzing policy options for requiring institutions of higher education and other entities to share student loan debt risk.
• In partnership with the Secretary of the Treasury, submit policy recommendations for reforming the collections process for student loans in default.
• Publish a compilation of research results related to state and institutional efforts to promote students' timely and affordable completion of a postsecondary program of study, including research on dual enrollment, easing the transfer process and increasing success for at-risk students.

While the “free speech” portions of the executive order have gotten the most public attention, the piece that may end up being the most relevant to CTE programs and institutions, as tracking program-level earnings data has long been a challenge for many institutions but could provide valuable insights if ever expanded to cover all students.

Secretary of Education Betsy DeVos elaborated on some of the Department’s plans to implement the executive order. A portion of her statement is specifically addresses some of the transparency provisions:

"Per the Executive Order, the Department will continue its efforts to update the College Scorecard so that it includes clear information on the cost of college, expected earnings after graduation, and student loan repayment rates. We will also continue our Federal Student Aid modernization efforts that began with the launch of our first ever mobile app.  Right now, students can use the app to complete the FAFSA. And, building on the President's directive, the app's capabilities will expand to give students access to information about loan balances, payments, and repayment options right at their fingertips. We believe that these important reforms, along with the Department's ambitious negotiated rulemaking agenda, will make college more affordable, break down barriers to innovation in higher education, and encourage new approaches and new partnerships for the benefit of students."

Trump Administration Releases Higher Ed Principles

On Monday, the Trump Administration released its principles to reform the Higher Education Act. The principles are largely centered on the growing need for some type of postsecondary credential, and how to ensure students have access to high-quality education without incurring massive debt. The principles include:

• Accreditation Reform: The Administration contends that accreditors are stifling innovation, and instead should be focused on educational quality. To do this, it urges Congress to streamline accreditation standards and remove distinctions between accreditors.
• Innovation in the Education Marketplace: The Administration proposes a pilot program to "increase access to market-driven workforce development programs.”
• Aligning Education and the Workforce: The Administration urges Congress to encourage partnerships between postsecondary institutions and employers. It also embraces the expansion of Pell Grant eligibility to short-term programs, and supports reforming the Federal Work Study program to focus on career and workforce skills.
• Increasing Institutional Accountability: The Administration would require educational institutions to share the financial responsibility of student loans.
• Accelerating Program Completion: The Administration suggests that Congress should require financial aid award letters to include policies on prior learning assessments.
• Supporting Historically Black Colleges and Universities (HBCUs): The Administration recommends making permanent the President’s Board of Advisers on HBCUs and the Interagency Working Group responsible for improving the capacity of HBCUs.
• Encourage Responsible Borrowing: The Administration asks Congress to take steps to improve guidance given to students in the student loan process.
• Simplifying Student Aid: The Administration supports consolidating FAFSA, offering income-driven repayment options and eliminating public service loan forgiveness in favor of a loan forgiveness plan linked to income-driven repayment over 15 years.
• Support Returning Citizens: The Administration proposes providing additional support to help of formerly incarcerated individuals reintegrate into communities.
• Additional Information about Schools/Programs: The Administration supports providing prospective students with more information institution-level data.

ACTE largely supports some of these priorities, particularly expanding Pell Grant eligibility to high-quality, shorter-term program, but could have concerns about others that would reduce postsecondary program quality and financial aid. However, the proposed principles were largely aspirational and did not include significant detail upon which to base specific positions. ACTE will continue to work closely with federal policymakers, including the Administration, on reauthorizing the Higher Education Act to ensure the law meets the needs of today's CTE students.