Archived: Reauthorization of the Higher Education Act of 1965 - Document Supporting the Testimony of Leslie Atkinson

**UNCF Higher Education Proposals**
	Statutory Authority	Suggested Amendment	Rationale
1		UNCF PROPOSED RECOMMENDATIONS TITLE II, TEACHER QUALITY ENHANCEMENT GRANTS
		Centers of Teaching Excellence
	Three (3) teacher quality enhancement grant opportunities. Nothing directed specifically at minority teachers. Including: (1.) State grants for teacher preparation reforms. 45% of Title II funds. (section 202) (2.) Partnership grants for teacher preparation reforms, including pre-service activities and professional development for teachers-in-training. Partnership must include a private or public institution of higher education with teacher training program, a school of arts and sciences, and a high need local educational agency. Any partner entity can be fiscal agent of grant. 45% of Title II funds. (section 203) (3.) Teacher recruitment grants for scholarships or support services to recruit highly qualified teachers. A state or partnership is eligible for funding. 10% of Title II funds. (section 204)	New subpart, separate from the partnership and state grants. Ten (10) Centers of Excellence in Minority Teacher Preparation. Awarded on a competitive basis, with HBCUs, HSIs, and TCUs with demonstrated records of successfully producing high quality minority teachers. Minority institutions or such consortia would be the fiscal agents. Eligible entities include: individual institutions of higher education; consortia of eligible institutions; and eligible institutions in partnership with states or LEAs with significant minority student enrollments. Grant award preference to minority-serving institutions, and to consortia of such institutions or consortia led by such institutions. Authorized activities include: (1) development of model minority teacher preparation and professional development programs throughout the educational continuum; (2) demonstration and dissemination of "best practice" in the instruction of minority students; (3) development and dissemination of minority student teacher retention programs; (4) implementation of quality student instructional practice, with special emphasis on closing minority student achievement gaps; (5) faculty development at postsecondary institutions, with special emphasis on the use of technology in elementary and secondary instruction; (6) acquisition of technology and instrumentation for use in the enhancement of instruction; and (7) demonstration of successful teacher certification test preparation strategies. Authorization of appropriations of $1million per Center annually for each of five years beginning in FY 2005, or $10 million each fiscal year.	The demand for more ethnically and culturally diverse teachers is critical, especially given the significant growth in minority K-12 students. Opportunities that increase the numbers of minority teachers and enhance their training support broader strategies to enhance instructional opportunities for, and eliminate the achievement gaps of, minority students. The Centers of Excellence provide minority-serving institutions that have demonstrated records of educating minority students, a leadership role in addressing this national issue.
		Accountability for Programs that Prepare Teachers
	Average pass rate (score) on any state standardized test used for teacher certification or licensure of students from teacher preparation programs. Only count scores from students who remain in state to teach and take state test, not all students regardless of where they teach or take licensure test. (section 207)	Establish additional criteria to determine performance of teacher preparation programs Grade or score on state certification test taken by student while in school that is part of the graduation requirements for teacher candidates. GPA achieved by student teacher candidate in content and professional courses required for graduation from respective teacher education program Written evaluation or grade of student conferred by supervisor in school where student teacher candidate completed student teaching Institutional certification of education program completers. *Specialized teacher education accreditation of teacher education program by body approved by Secretary of Education	The singular use of teacher certification examination scores (required by section 207) to define quality in teacher preparation does not produce [valid] accurate and useful data to assess the quality of teacher preparation programs at institutions of higher education. Using easily obtainable additional measures that do not increase additional collection or reporting burden on institutions would improve this flawed system and accurately portray the academic ability of teacher education graduates, and the programs from which they graduate. Also, schools should be authorized to certify that a program completer was, in fact, in its teacher education program. Specialized accreditation of teacher preparation programs raise the status of teaching if institutions are required to obtain it.
		Robert C. Byrd Honors Teaching Scholarship Program
	One to 4 year scholarships (period of award determined by state agency administering program) for individuals demonstrating outstanding academic achievement. No less than 10 scholarships per state. $1500 per year of award. (Title IV, section 419A)	Convert existing scholarship to teaching scholarship for student teacher candidates in 3rd and 4th (or if 5-year program the 5th) years of study and a GPA of 3.0. Students would receive a $5000 scholarship or, one-half of the cost of tuition, whichever is less. Required to teach in Title I/ESEA schools, as Head Start, special education, or English as a second language teacher.	Further incentives are needed to attract students into teaching. Grants ensure that future teachers are less burdened with education debt in a profession with historically lower salaries.
		Loan Forgiveness Full Stafford and Ford Direct loan forgiveness if student teaches at Title I/ESEA school, or as a Head Start, special education, or English as a second language teacher.	Targeted loan forgiveness is another incentive to attract students not only into teaching but also into high need teaching areas and disciplines, while reducing loan indebtedness.
		Special Mortgage Rate 2 or 3% mortgage interest rate for new entry-level teachers in Title I/ESEA schools, Head Start, special education, or English as a second language.	Given that teachers' salaries are low and that state economies unlikely will allow them to provide significant increases, the Federal Government can offer an incentive that "levels the playing field" in terms of a major cost of living expense, while at the same time addressing specific workforce shortages (e.g., Title I, Head Start, special education, or English as a second language)
2		UNCF PROPOSED RECOMMENDATIONS TITLE III, STRENGTHENING INSTITUTIONS
		Part B, section 323, Strengthening Undergraduate HBCUs
	Minimum award of $500,000. Authorization of appropriations of $135 million in FY 1999 and such sums for each of 4 succeeding fiscal years. (sections 324 and 399)	Increase minimum amount provided to each HBCU from $500,000 to $1 million. Hold harmless funding to protect award levels of all HBCUs from reductions. Authorization of appropriations of $250 million in FY 2005 and such sums thereafter.	The minimum award for section 323 institutions has remained the same since the 1992 reauthorization. While increasing appropriations have secured additional funding for institutions, some HBCUs still do not receive a $1 million grant.
	No specific provision. Similar provision in Part A. (section 311)	Add provision specifically "creating or improving facilities for Internet, or other distance learning academic instruction capabilities, including purchase or rental of telecommunications technology equipment or services"	UNCF's proposal to add the provision relating to facilities for the Internet, distance learning academic instruction, etc. removes any ambiguity about an institutions ability to use Title III funds for such purposes.
		Part B, section 326, Strengthening Graduate and Professional HBCUs
	Authorization of appropriations of $35 million in FY 1999 and such sums as necessary for each of 4 succeeding fiscal years. (section 399)	Retain current formula elements for distributing funds authorized for historically black graduate institutions. Authorization of appropriations of $75 million in fiscal year 2005 and such sums thereafter. Add any new eligible professional schools or qualified graduate programs, e.g., doctoral (Ph.D.) or first professional degree.
		Part C, Endowment Challenge Grants
	1:1 match of non-Federal or existing endowment funds with 10 year wait out period. Authorization of appropriations of $10 million in FY 1999 and such sums for each of 4 succeeding fiscal years. (sections 323 and 399)	Establish two-tiered match system, 1:1 or 2:1 dollar with 5-year wait out period for schools in 2:1 program. Authorization of appropriations of $25 million in FY 2005 and such sums thereafter.	UNCF member institutions maintain combined total endowments well behind many private colleges and universities. Having access to a more sizeable endowment base would further allow institutions to limit the growth of tuition increases (a routine practice) as well as provide additional sources of aid funding for low-income students.
		Part E, Minority Science & Engineering Improvement Program
	Authorization of appropriations of $10 million in FY 1999 and such sums for each of 4 succeeding fiscal years. (section 399)	Authorization of appropriations of $20 million in FY 2005 and such sums thereafter.
3		UNCF PROPOSED RECOMMENDATIONS TITLE IV, STUDENT FINANCIAL ASSISTANCE
	Eligibility for Pell is the period required for the completion of the first undergraduate BA (except for time spent in noncredit or remedial course study) (section 401).	Eligibility limited to five academic years or the equivalent, with year-round three academic semesters (Fall, Spring, and Summer). A student completing an AA/BA/BS degree in less than five years retains remaining Pell/subsidized loan eligibility to apply toward graduate/professional study if desired. Institutions opting not to offer aid in this manner may provide Title IV assistance in the traditional way (with a $4500 maximum award).	UNCF's proposal allows full time, Pell-eligible students to pursue their baccalaureate degree in a more intense and focused manner. Guaranteed year-round aid allows students to really commit to their studies, without working so many hours and without an overwhelming loan debt burden. For those students who are less prepared academically, they could take a reduced course load year-round (Fall, Spring, and Summer) and still graduate within 5 years. For those more academically motivated, they could graduate earlier. Students who come in and out of school retain whatever remains of their 5-year/15 semesters of eligibility.
		Pell Grant
	Maximum award is $4000, subject to annual appropriations process/Pell award is two academic semesters (Fall and Spring) (section 401)	Pell entitlement with a $6750 maximum award in FY 2005, inflated annually by the CPI (Service and Clerical Workers) Eligible to receive three awards (of $2250 each if max is $6750) in a single 12-month academic year (Fall, Spring, and Summer 12-week semesters/or equivalent). Student must earn 12 semester/quarter hours during each academic term and maintain satisfactory academic progress (SAP) towards a BA/BS degree.
	Supplemental Educational Opportunity Grants maximum award of $4000. No merit provision for additional aid. (section 413)	Super Pell Grant (replaces FSEOG) with minimum $2000 award to "0" or negative expected family contribution (EFC) student. Pell recipient also eligible for a $1000 bonus if entering the first-year with a high school GPA of 3.0 or better, or the sophomore year with a 3.0 GPA or better in 12 credit hours of courses that count towards the student's graduation requirements.	A "Super Pell" (formerly FSEOG) minimum ensures that the neediest Pell students (i.e., zero and negative EFC) are guaranteed a meaningful minimal supplemental grant award that addresses unmet need.
		Loans
	Loan limits of $2625 for first year students, $3500 for second year students, and $5500 for students having completed two years of study. (section 425).	Provide eligible students with a $75,000 subsidized "line of credit" for five years of baccalaureate degree study (less time if pursuing Associate Degree), capped by the annual cost of attendance. Eligible student and Financial Aid Officer (FAO) determine the time and amount of loan funds made available for each academic year.	UNCF's line of credit proposal addresses the unfortunate realities that more and more students and families, regardless of income, rely on loans for college. Recognizing this, UNCF's recommendations not only ensure that individuals have less need to take out less beneficial private sector loans, but also allow greater flexibility in meeting real financial aid needs, as negotiated annually by the (FAO) and student, within the caps/limits of cost of attendance.
	Perkins Loan FCC (sections 461 and 463)	Phase-out Perkins Loans FCC beginning in fiscal year 2005 (no Perkins FCC after FY 2005; phase out completed in FY 2010). Institutions may retain individual Perkins revolving funds for use in making grants, loans, or Work Study funding available to Title IV eligible students, including graduate students. Perkins FCC funding transferred to the Super Pell (formerly FSEOG) appropriation. No federal regulation of the institution's administration of its revolving fund, except annual audit. After fifth year of study (or exhaustion of subsidized loan "line of credit") student may have unlimited access to unsubsidized loans.	Very few UNCF schools receive Perkins Federal Capital Contributions but those with revolving funds like the idea of operating their own program without the myriad of federal regulations. They do want to retain the ability to transfer money into FSEOG (and to increase the allowed amount).
	Current loan subsidies (and applicable limits) available to graduate/professional students. Pell Grants not available for graduate/professional study (section 425).	Eliminate the Stafford loan subsidy available to graduate/professional students, only unsubsidized loans. "Unused" Pell/subsidized loans may be applied to graduate/professional study if student attained BA/BS in less than 5 years/15 academic semesters.	UNCF's focus on undergraduate degree attainment was the basis for limiting subsidized loans for graduate students, as well as reigning in the costs of the overall recommendations. UNCF balances the elimination of subsidized loan eligibility for graduate students with the creation of new graduate fellowship opportunities in the Ronald McNair program and a new program for minorities and women pursuing a Ph.D. for teaching in the professoriate. In addition, students may use remaining Pell and subsidized loan for graduate studies if they complete their baccalaureate degree in less than 5 years.
	Loan forgiveness programs vary throughout Federal Government for specific occupational pursuits (section 460).	Loan forgiveness for entry-level positions in public sector services. (Federal, state, and local government) and non-profit [501(c)(3)] community service organizations-one year of forgiveness for each year of such service.	As a mechanism to reduce future indebtedness, UNCF proposes to replace the current occupation-specific loan forgiveness program with a global loan forgiveness program for public and community service. This demonstrates a commitment to public and community service while leveling the playing field for people whose salaries are not as competitive. It also streamlines the myriad of federal loan forgiveness programs.
		Federal Work Study
	Equivalent to current law (section 441).	Eligible Work Study students who participate in summer internships/externships related to their academic major/discipline-and employment is with Federal, state, or local unit of government, or a private sector employer-may be paid with Work Study funds. Private sector employer pays at least 50% of internship/externship salary. Salary match or sharing negotiated by the institution (as long as academic credit is not an issue for match).
	Student earnings applied to calculation of EFC.	Student summer earnings not counted in determining eligibility for Title IV aid in subsequent award year. No differential treatment of students, based on type or control of institution, if the institution is eligible for participation in Work Study. No institutional requirement regarding monitoring of students in the off-campus summer internships/externships.	UNCF believes that greater effort should be made to encourage students to work in a career or academic major/discipline. Since these jobs often command higher salaries, students should not be discouraged from pursuing them by having the wages counted against their aid awards. Therefore, UNCF recommends that these earnings be discounted.
	At least 7% of total Federal Work Study funds must be used for community service employment, with at least one tutoring family literacy project unless Secretary waives (section 448).	Community Service requirement for Work Study removed and instead the Federal focus is shifted to community service through Title IV loan forgiveness programs.	Given UNCF members' historical record of service to the community-combined with the shift in focus to service through loan forgiveness-the community service requirement for work-study is removed.
		"Work Colleges" program reauthorized with minor statutory modifications that clarify the definition of eligibility to be a work college.	There is a desire of the Department of Education and the work college community to specify clear institutional eligibility criteria. From an HBCU perspective, Knoxville College potentially is eligible as a work college.
		LEAP (State Incentives)
	No current non-need award. All current awards require 50% Federal/state match (section 415).Total annual award limited to $5000 per student (section 415C)Provision in Special LEAP for awards to states using funds for critical workforce needs (section 415E).	$1000 basic non-need grant award with state funds. All awards above $1000 are need-based and Federal funds may match. Total annual award limited to $3000 per student. Governors' waiver permitting use of funds above $1000 as non-need awards for "critical state workforce needs" (e.g., nurses, teachers, information science professionals, etc.)	UNCF's recommendations are intended to strengthen state partnerships and incentives for need based grant aid. The proposal also recognizes that states must have flexibility to handle periods of worker shortage. The larger higher education community agrees that something must be done to make states more active partners in awarding need-based aid.
		Federal TRIO Programs
	Current authorization is for 3 years. Expires in 2004. Current matching waiver for Title IIIB schools. No priority consideration for new SSS awards.	Continue Student Support Services grant (formerly the College Completion Challenge Grant) for additional five (5) years. Continue "matching waiver" for all Title IIIB recipients or institutions that establish Title IIIB eligibility. Provide priority for funding new grants for institutions with fifty percent or more Pell Grant enrollments. Hold harmless protection for current SSS grantees.	In order to better ensure student retention and graduation from college, UNCF proposes priority consideration in the competition for new grants. Given the enormous Federal interest in low-income students via the Title IV programs, this change backs-up and complements persistence efforts.
	TRIO and GEAR-UP are separate programs with separate statutory requirements (sections 402A and 404A).	Merge GEAR-UP into TRIO (i.e., Talent Search). Clarify new Talent Search role according to Council for Opportunity in Education recommendations.	To maximize each program's effectiveness, GEAR-UP should focus on middle school (grades 6-8) while Talent Search should focus on high school (grades 9-12) with institutions of higher education and non-profits as grant recipients.
		Campus Crime
	Section 485	College campus should be redefined to include the natural boundaries of the grounds and contiguous areas. A single standard for defining what is crime (i.e., the Uniform Crime Reporting definitions) should be supplemented by campus student code violations that result in disciplinary action. Require regional technical assistance conferences by the Department and an easily accessible "help line" or website for quick responses to campus questions. Continue to simplify web-based collections instrument.	UNCF campuses note that campus crime reporting has developed into an increasingly complex undertaking with the four revisions of the law since 1990. Not only are the institutions required to collect and report data in a unique format that imposes substantial personnel and cost burdens, but this reporting requirement also has been imposed on all institutions of higher education based on anecdotal information and isolated instances of institutional neglect. UNCF believes that institutions should provide students, parents, and the public with critical information about crimes and criminal incidents that occur on the campus or in direct proximity to the campus (e.g., across the street).
		Drug Offense and Selective Service Registration
	Section 484	Eliminate these non-student related questions.
4		UNCF PROPOSED RECOMMENDATIONS TITLE VI, INTERNATIONAL EDUCATION
		Institute for International Public Policy (IIPP)
	Current law requires a dollar for dollar match of private and federal funds. (section 621)	Reduce match from dollar for dollar to one-third (private) and two-thirds (federal). Authorize a $5000 academic year undergraduate scholarship for fellows in the junior and senior year of academic study named in honor of the Honorable Ralph Bunche.	There is a need to increase the participation of more low and middle-income minority students in the IIPP program. Recruiting is a particular problem given that these students must often forgo this opportunity because they have to work and earn money in the summer for college. UNCF proposes creating the new scholarship opportunity and increasing the summer stipend to address this issue.
	Currently, stipend is $1500 and underwrites summer participation.(section 624)	Authorize a $3500 stipend for fellows who participate in the Sophomore and Junior Summer Institutes.
		Create more flexibility for students pursuing international affairs post-baccalaureate degrees other than the Masters in International Relations (i.e., selected doctoral degrees for persons entering international affairs and the higher education professoriate). Authorization of appropriations of $10 million in fiscal year 2005 and such sums thereafter.	There lacks a minority presence in senior level policy positions and in the international affairs higher education professoriate. Creating more flexibility in these programs would allow more minorities to pursue careers in these fields.
		Centers for International Business Education (CIBERS)
	(section 612/613)	Authorize international business cooperation grants for HBCUs, HSIs, TCUs and Centers for International Business Education (CIBERS) institutions.	CIBERS connects institutions of higher education (IHEs) to international business for the purpose of assisting American companies desiring to enter the global marketplace. UNCF supports grants for minority institutions in order to create more opportunities not only for American companies, but also for minority IHEs, students, and businesses whose participation is limited.
5		UNCF PROPOSED RECOMMENDATIONS TITLE VII, PART A, GRADUATE EDUCATION
		Graduate Assistance in Areas of National Need
	Need requirement as determined under part F of Title IV. (section 714)	Maintain the need requirement for graduate students under section 714(b).
		Thurgood Marshall Legal Educational Opportunity Program
	Currently, only college students are eligible for services. (section 721)	Provide for certain law school preparatory services to be made available to eligible students while they are in high school and in college;	Minorities remain underrepresented in the field of law. UNCF's recommendations recognize the need to expand the pipeline for minority students by creating interest in the profession and by providing minority students with early exposure to the rigors of law school. This has proven to be beneficial to their success in school. While CLEO is uniquely and appropriately suited to operate this program, the statute needs clarification in order for it to make fellowships.
	No fellowship in current law.	Specifically authorize Thurgood Marshall Fellowships for students who participate in a CLEO summer institute, or a comparable program certified by the Council on Legal Education Opportunity
	No such provisions in current law.	Authorize the Secretary to establish a maximum Marshall Fellowship award level and CLEO to determine the size of each award based on law school tuition, books and mandatory fees (cost of attendance), family/student income, demonstrated community service, and law school GPA.
		Ronald E. McNair Fellowship
	There is no existing fellowship component in McNair program for students that complete program.	Create Ronald E. McNair Fellowship for qualified McNair program graduates to pursue doctoral (Ph.D.) degree study. One-year awards equal to comparable federally supported fellowships, or at least $25,000. Institutions must waive tuition and continue funding student after first year, as long as student makes SAP.	The McNair program, which prepares students for doctoral study, has no funding on the graduate level. UNCF's proposal will ensure that McNair students not only pursue doctoral degrees but do so immediately upon completing the program. The fellowship award and tuition waiver make a serious commitment to recruiting and retaining minority doctoral candidates.
		Patsy Mink Fellowship Program
	No such provisions in current law.	Competitive awards to institutions of higher education and to consortia of such institutions with demonstrated records of, or to non-profit entities organized for the purpose of, graduating minority and women BA/BS degree holders who enter graduate and professional schools, and graduate institutions with successful records of admitting and graduating minorities and women from doctoral and other post-baccalaureate programs. Award preference to those institutions producing the largest percentage of such minority, women, and underrepresented candidates. Fellowships awarded by grantee for up to three years to eligible BA/BS degree or Masters Degree holders to pursue doctorate or other "terminal degree" for purposes of entering higher education professoriate. Fellowship awardees shall be minorities, women, and other underrepresented groups. Need based awards as determined under Part F of Title IV, or by needs test developed by the institution. Fellowship amount determined annually by Secretary of Education, not less than stipend and cost of education allowance provided by National Science Foundation. Fellowship recipients obligated to teach for five years. If commitment not honored, entire fellowship awarded shall be converted to unsubsidized market interest rate graduate student loan. Combine with GAANN and Javits authorizations.	UNCF's recommendation recognizes the need for a targeted federal initiative for minorities and women who plan to enter the higher education professoriate. Without such an effort, the scarcity of these individuals in higher education will persist.

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