Mr. President, the Higher Education Act of 1965 was signed into law for the purpose of increasing access to higher education for all citizens of the United States and to strengthen the capacity of…
Mr. President, the Higher Education Act of 1965 was signed into law for the purpose of increasing access to higher education for all citizens of the United States and to strengthen the capacity of higher education institutions to better serve their communities. The reauthorization of the Higher Education Act during the 109th Congress presents a powerful opportunity for the Nation to address the higher education needs of our constituencies and it is for this reason that I rise today to introduce the Improving Educational Opportunities for All Act. This bill will make changes to definitions located within title II, teacher quality enhancement grants, and title V, the development institutions sections of the Higher Education Act.
When the Higher Education Act was reauthorized in 1998, Congress responded to the Nation's critical need for high-quality teachers by creating grants to help States invest in the recruitment, preparation, licensing, and support of teachers. Title II of the Higher Education Act, the teacher quality enhancement grants initiative, encourages States to improve the quality of their teaching force through such reforms as strengthening teacher certification standards; holding institutions of higher education accountable for preparing teachers with strong teaching skills and knowledge of their content areas; and reducing shortages of qualified teachers in high-need areas. I believe that these grants have been very effective in meeting their goals, but I also want to make sure that this money is targeted to our highest need local education agencies.
The changes I am proposing to title II of the Higher Education Act will enhance the definition of high need local education agencies to include local education agencies that have a high percentage of students who are minority or of limited English proficiency, residing in rural areas as defined by the Bureau of Census, or have high percentages of Naive American students.
Nationwide, studies show the most disadvantaged children are the ones most likely to be taught by the newest, least-qualified and lowest- scoring teachers. We need to attract good teachers who are committed to their profession, and reward teachers who are qualified and want to teach in areas of most critical need. We need teachers to be well- prepared to teach all students to the highest standards and I hope that the changes I am proposing will help States develop and implement programs to meet these needs.
Another positive addition to the Higher Education Act, has been the creation of title V grants to developing institutions. Title V of the Higher Education Act is the primary vehicle used to target urgently needed funds to Hispanic serving institutions, HSIs. HSI's use grants under this section to strengthen academic quality, improve institutional management, and increase financial stability. These grants are essential to institutions that provide and increase the number of educational opportunities available to Hispanic students.
Under current guidelines, in order to qualify for a grant under title V, an institution must, have at least 25 percent full time, Hispanic undergraduate student enrollment, and not less than 50 percent of its Hispanic student population must be low income. Title V grants are awarded for 5 years, with a minimum 2-year wait out period after the termination of a grant period before eligibility to apply for another grant.
The first change I am proposing is a change to title V's current ``50 percent'' low-income assurance requirement. I believe that this requirement is an unnecessary bureaucratic regulation that constrains Hispanic serving institutions abilities to implement programs designed to provide long range solutions to Hispanic higher education challenges. Currently, there are no Government authorized means to collect student financial data, and, although some information can be extrapolated from student financial aid forms, it is not enough information to complete the title V forms.
The bill I am introducing today will improve the HSI eligibility requirements by allowing applicants for title V funding to satisfy the 50 percent low-income Hispanic student population criterion with appropriate evidence of student eligibility for title IV, need-based, aid. The revised title V section will retain the requirement that to be eligible for title V funds, an institution must have an enrollment of needy students. However, rather than conditioning grant qualification upon the cumbersome requirement that institutions prove 50 percent of their Hispanic students are low income, it will allow institutions to qualify for title V money if 50 percent of the students are receiving need-based assistance under title IV or a substantial percentage of the students are receiving Pell grants.
Another unnecessary regulation under title V is the minimum 2-year wait out period after the termination of a grant period before eligibility to apply for another grant. Title V's 2-year wait out period impedes Hispanic Serving Institutions efforts to implement continuing programs with long range solutions to Hispanic higher education challenges. Eliminating the 2-year wait out period will be of great importance to equipping our Nation's Hispanic serving institutions with the continuous funding that they need to best answer complex challenges. In 2000, Congress eliminated the wait out period for tribally controlled colleges and universities, Alaskan Native and Native Hawaiian-serving institutions. Historically Black colleges and universities also do not have a wait out period. It is now time for us to eliminate the wait out period for Hispanic serving institutions.
Hispanic serving institutions provide the quality education essential to full participation in today's society. Many students in my home State of New Mexico have benefited from the academic excellence that Hispanic serving institutions seek to provide. Title V grants are intended to provide assistance to these less advantaged, developing institutions. However, by convoluting the application process, Congress is preventing these institutions from applying for grants and obstructing their development.
I know that the chairman and ranking member of the Health, Education, Labor and Pensions committee have been working very hard on the reauthorization of the Higher Education Act. I appreciate their efforts, and hope they will consider making the changes I am recommending.
I ask unanimous consent that the text of the bill be printed in the Record.
