Mr. President, on behalf of myself, Senator Lautenberg, and Senator Clinton, I send an amendment to the desk and ask for its immediate consideration. Mr. President, I ask unanimous consent that the reading of the amendment be dispensed…
Mr. President, on behalf of myself, Senator Lautenberg, and Senator Clinton, I send an amendment to the desk and ask for its immediate consideration.
Mr. President, I ask unanimous consent that the reading of the amendment be dispensed with.
Mr. President, my amendment is simple. It would block the Department of Education from implementing recent changes in student aid eligibility that will reduce financial aid to college students by billions of dollars starting in the fall of 2004. Let me repeat that-- billions of dollars.
These changes come at a time when tuition is rising dramatically, double digits in many of our State schools across the country; just 9 percent in the State of New Jersey. Students and working families are straining to provide the financial wherewithal to access America's promise of access to higher education.
This challenge to working Americans has been vividly documented in a feature article in U.S. News & World Report September 8, entitled ``Beyond Their Reach.''
I ask unanimous consent that a copy of that article be printed in the Record at the conclusion of my remarks.
It goes through tuition hikes. It goes through how Federal funding for grants and loans has not kept pace with the rise in tuition. It talks about students having to work many additional hours to be able to meet the financial stress. It is a very complete review of what the burden on working families is with regard to paying for higher education and having access to the American promise that provides.
I put that into the Record because it sets the framework for what I am talking about with regard to these regulations on financial aid.
I will explain these cuts in student aid which I feel are inappropriate for the times, but I think I can show they are totally unfair within the context of what is happening in the real world. This is a case where people in the Department of Education are operating off of information that is dated and is not applicable to the current circumstances.
I will take a few minutes to explain the situation, which is not immediately obvious, but it is very clear it undermines access to higher education in a very substantial way. On May 30 of this year, the Department of Education changed the formula for determining eligibility for Pell grants and other types of Federal financial aid. The formula is complex. It looks a lot like a tax return. I guess people have to go to H&R Block to figure it out, but it is very clear what this does. A family starts with their gross income and through a series of calculations subtracts from that their income to calculate what is called the expected family contribution. They start with gross income and subtract away a number of items to get to expected family contribution.
As the name implies, this is the amount a family is expected to contribute toward the college education of their child in any given year, at least for those families above $15,000 in gross income--hard- working, middle-class families. Expected family contribution then is subtracted from the cost of education for that year to determine a student's need for the purpose of Federal aid, such as Pell grants. The expected family contribution is also used by many State and private institutions. This is important to understand. This doesn't just apply to Pell grants; it applies to private institutions as well, all kids who are going to school, not in every instance but in most instances. It impacts their ability to get financial aid and basic allocation of financial assistance for both loans and grants across the country.
In other words, changes in a student's expected family contribution has direct impact on that student's eligibility for all kinds of financial aid. As a student's expected family contribution goes up, their eligibility for financial aid goes down.
As I noted earlier, the way the student's expected family contribution is calculated is similar to the way Federal taxes are calculated. One of those similarities is the fact that you get credit for State and local taxes that you pay. For income tax purposes we call it a deduction, and it reduces the amount of your taxable income. In the financial aid world it is called an allowance, but it works in a similar way. A student's family gets an allowance for paying State and local taxes. This allowance then reduces the amount of their student's expected family contribution. So, as the State and local tax goes up, the student's expected family contribution goes down. The eligibility for financial aid goes up. If the allowance goes down, the opposite happens: A student's family gets less credit for paying State and local taxes and the student is eligible for a smaller amount of financial aid. This gets at the heart of the problem, this issue I am trying to address tonight.
The allowance for State and local taxes is not determined for families based on what they pay; it is not individualized; it is determined by the Department of Education, and through publication in the Federal Register they establish those for each and every State.
Each year, the Department of Education publishes a table, and the percentage of income that family can deduct from their income as an allowance for paying State and local taxes is established. Until this year, the Department of Education had not changed these allowances in 10 years. Let me repeat: They had not changed these allowances in 10 years. Somehow or another they decided to do it this year but had not done it in 10 years, while State and local taxes are moving up and down in different amounts in all different environments. On May 30 they decided to slash the allowances across the board.
I will just show you this chart, show what actually is taking place in many States. I would like to show, for instance in South Carolina, they would
argue taxes fell from 7 percent to 3 percent, so they reduced the allowance by 57 percent.
If I am reading this correctly, the Presiding Officer, who lives in Missouri--they have gone from 5 percent to 3 percent and they reduced the allowance for Missouri citizens 40 percent, the deduction to change the eligibility for families to access financial aid.
You can go through this chart for every State. Local tax allowances were cut in every State but one, Connecticut. Some of those allowances were 100 percent, 50 percent, 80 percent. New Jersey is one of the lucky ones; it was only 14 percent.
I see the Senator from Pennsylvania. Pennsylvania's cut was, if I am reading it correctly, 50 percent.
It is important that people understand that, again, this is determining financial eligibility of families on a very wide basis. We can talk about each of the States and how much is being cut. Almost every State except, as I suggested, Connecticut has reduced the allowances we have here.
The bottom line is students and their families all across America will get less on allowance for State and local taxes next year for purposes of applying for Federal financial aid. I repeat, it also applies for many private institutions and private aid beyond that.
As a result, the expected family contribution, what families are expected to contribute, will go up for nearly all American families and students. While the financial aid impact will vary from family to family, it is clear that an increase will reduce aid for many students.
I am having a hard time understanding, as I read the newspapers and I hear that State income taxes and local income taxes are going up, why we have decided to implement this today.
This is a very hard thing to calculate for a lot of different issues, but one of the places the Department of Education has worked with CRS is with regard to local allowances as they apply to Pell grants. They have acknowledged that there will be 84,000 students across America who will lose their Pell grants entirely. Not everybody is going to lose them. Some are going to lose just a portion of their eligibility. I will go through an example later.
We know that for those 84,000, that is a $270 million drop in the amount of financial aid being provided for students in grants across the country. The fact is, if you sum it up for those who are partially participating and all the others, we are talking about billions of dollars. I emphasize, it is not just Pell grants.
Listen to the assessment of Bryan Fitzgerald, the Director of the Advisory Committee for Student Financial Assistance, created by Congress to advise it on higher education. Mr. Fitzgerald was quoted in the New York Times on July 18. Asked about whether damage from the Department's action would just affect the Pell Grant Program, Mr. Fitzgerald said:
It doesn't stop there. It will have a ripple effect through
all the other financial aid programs--State grants, loans and
institutional dollars. The cumulative effect will be much
larger.
Bryan Zucker, president of the Human Resources Capital, in the same New York Times article stated:
[I]n aggregate, there's no question that we're talking
about a swing of billions of dollars [in financial aid.]
I think it is important that we have laid out these facts, that tinkering around with the formula is going to end up undermining the ability of literally hundreds of thousands of middle-class Americans to have access to financial aid grants and loans. It is going to make something that is already very difficult even more troubling, to have access to higher education.
I think it is very difficult to understand why we are doing it.
Let's put this in the context of what is going on in our States. The Department of Education is reducing the allowance families get for paying State and local taxes. But I think everyone in this Chamber knows State and local taxes are not going down; they are going up. According to the National Association of State Budget Officers, States raised taxes by more than $8 billion in fiscal year 2003 and already plan to enact additional tax increases of over $17 billion for 2004.
It is likely through the 2003 and 2004 period that we will see State taxes go up by $25 billion, compared to what the Department is using, where they are saying they are going down. That is before we take into consideration what is happening at the local level, local taxation in many places.
I want to use one example. Students and families in Pennsylvania, for example, will have their State and local tax allowance cut from 6 percent to 3 percent. For purposes of this calculation, Pennsylvania families will get 50 percent less credit next year than they did this year. But in fact the senior Senator knows, State taxes are going up in Pennsylvania. In fiscal year 2003 they were raised by $569 million, and in 2004 Pennsylvania is planning more increases. I don't think that is fair to Pennsylvania any more than I think it would be fair in New Jersey. In fact, we have many of the same situations.
I think you can go State by State and look at it, look at this possibility. I will not go through each State but I think you can calculate it for every State but Connecticut and you will see there is a loss. State taxes are going up. Local taxes are going up. The only people who do not realize it seem to be the Department of Education.
I want working families to have an opportunity at this American dream. I think this needs to be done.
I also would cite this article about which I spoke. There is a specific case of a lady named Lynn Caputo of Massachusetts, one of hundreds of thousands of students going through this process about which I spoke.
I am not going to read this article. We have a quote here that shows how deeply flawed this is when you apply it to an individual. Ms. Caputo lost a father. By these calculations, she will lose over $1,000 in financial aid next year. Just at the time when her personal situation is changing, taxes are going up in Massachusetts. By these standards of how we deal with expected family contributions, she is doing better than she would have been doing before. It is very hard to understand how that fairness fits with the reality of the world in which we live.
Eighty-four thousand students are losing Pell grant loans, and 270 million of them broadens it out to billions of dollars when you take into account all of the other higher education needs.
I think we need to do something about this. We can do that without impinging on our budget formulation. That is what my amendment would do. It says the Department of Education cannot use any funds to implement new State and local tax allowances to the extent that they would reduce aid for any student.
By the way, there are some technical things about one class of students here or there. But the vast majority are losing.
I should note that the amendment is fully offset by provisions to delay the obligation of $200 million in NIH funds until September 30, 2004. As a practical matter, this should have no real impact on their operations or change their needs. We are talking about a serious impact on a broad swath of middle-class Americans having access to financial aid.
This isn't partisan. There are Republican States and Democrat States. This is just bureaucracy not keeping up with the times.
Let me repeat that they haven't changed these formulas in 10 years. They somehow or other woke up on May 30 and thought we needed to change these formulas. They have not done it for 10 years. Now they are reducing that allowance for taxes at just the time taxes are going up. I don't get it. We are trying to do this in a fiscally sound way by getting an offset. I think we can make a big difference in a very substantial way for a lot of folks. It will not cut Pell grants in any way. I think it will make a big difference in providing access to higher education for kids who are really stretched.
I hope the Senate will consider this tomorrow. It really is something that I think goes to the heart of everyone in this Chamber. We are not talking about costing money. We are talking about costing working families in America money.
Exhibit 1
[From the U.S. News and World Report, Sept. 8, 2003]
Beyond Their Reach
(By Rachel Hartigan Shea)
In July, administrators of tiny Unity College in Maine
tagged 100 fish with vouchers totaling $165,000 in
scholarships and other goodies and dumped the finned
financial aid into a nearby lake. Nearly 100 students and
parents pushed off from shore in canoes, kayaks, and
rowboats, all hoping to snag the big one: a fish carrying the
$56,800 that would cover four years tuition at the private
collage, known for its outdoorsy majors such as aquaculture
and forestry.
It was a good day to be a smallmouth bass. After seven
hours, all but one of the students participating in Unity's
first annual ``Fishing for Scholarships'' paddled back empty-
handed. Mike Bradford, a sophomore from Bear, Del., reeled in
a $50 tuition coupon and a free sea-kayaking trip donated by
a local merchant. Nice, but it hardly covered those hefty
college bills.
A lot of families these days feel as if they're facing
college costs without enough funds on the line. Salaries are
flat, jobs are scarce, investments haven't fully recovered
and savings are tapped out. Financial aid can't seem to keep
pace with financial need, and now the Department of Education
has tinkered with the financial aid formula to some families'
detriment [story, Page 54]. Tuition, particularly at state
schools, continues to rise. Families aren't alone in their
anxiety: Colleges, too, wonder how they will pay the bills,
with endowments down 6 percent last year, the biggest drop
since 1974, and 25 states cutting higher education
appropriations by as much as 14 percent. Many schools have
had to cut classes and sports teams, freeze salaries, and lay
off employees to deal with the budget shortfalls.
Yes, it looks like a crisis. But before you despair, listen
to this: It's still possible to get help paying for college.
There's more financial aid money available today than ever
before, and more students are getting a piece of it. But the
piece is smaller, and it might be in the form of an IOU. It
all adds up to a substantial shift in who ends up footing a
big chunk of the bill for college: you. ``Students and their
families are paying more of the share than they did a decade
ago,'' says Donald Heller, senior research associate at the
Center for the Study of Higher Education at Penn State.
Financial aid was originally designed, of course, to make
college affordable for everyone. In 1965, Lyndon B. Johnson
signed the Higher Education Act which gave colleges
government grants to distribute to needy students and
established a loan program for the middle class. Seven years
later came the debut of the Pell grant, the primary funding
mechanism for low-income students. In its early years, the
Pell--with a maximum award of $452 based on family income--
covered as much as 84 percent of college costs. But while
federal spending on Pell grants has gone up 8 percent since
1991, tuition and fees have increased by 38 percent. The
Pell's current maximum of $4,050 covers roughly 39 percent of
the average cost of tuition and room and board. And with the
White House and Congress eager to limit spending, it's
unlikely that the Pell will be raised this year.
Gap math. Because of the high cost of grants, the federal
government in the late 1970s began turning to loans to fill
the gap between federal grants and family need. Two thirds of
federal aid now comes in the form of loans. Subsidized
Stafford loans allow students with demonstrated need to
borrow up to $2,625 their first year ($6,625 for independent
students) and more in subsequent years, up to a maximum of
$22,265. The government pays the interest--currently 3.42
percent--until the student has been out of school for six
months. Students not deemed needy can take out unsubsidized
Stafford loans; parents can turn to Parent Loans for
Undergraduate Students. Both also boast low rates.
It sounds like a pretty good deal. But more loans means
more students (who are today outborrowing their parents) are
paying the bulk of their college costs. ``The student aid
system was based on the parental responsibility to pay for
college,'' says Brian Fitzgerald, staff director of the
Department of Education's Advisory Committee on Student
Financial Assistance. ``Loans mean it's the actual student
who is bearing the burden.'' Nationwide, student debt is up
66 percent since 1997.
Take Erin Brindell, a 21-year-old from St. Louis. In April,
her father, an accountant, took early retirement rather than
risk losing his job. Her mother, a teacher who's been
fighting cancer, also retired. With Brindell's family income
down almost 60 percent from last year, and two other siblings
in college (another four have already graduated), the senior
asked her school, a private university in Missouri, for more
aid. The college said it was out of money and pointed her to
a state loan agency. She borrowed $9,700, bringing the grand
total of her debt upon graduation next spring to $60,000.
Brindell, who is majoring in secondary education, will end up
paying for what her family could not, which promises to be a
struggle on a teacher's salary.
Deep debt. This fall, Congress will consider raising the
Stafford loan cap during the reauthorization of the Higher
Education Act. The combination of low interest rates and a
higher limit, some education experts argue, will help more
students pay for college without resorting to private loans,
which generally have higher interest rates and require
quicker repayment. But critics respond that the debt load is
already too high and looms darkly over students' futures,
forcing them to consider majors--and careers--based on
potential earnings rather than academic inclination. Some
experts suspect a higher loan limit would not translate into
more aid: Institutions will just reduce grant aid by the
extra amount students can borrow.
At the same time that federal policy is influencing the
growth of loans at the expense of grants, states are driving
up public university prices and accelerating the cost shift
to students. State support for universities has been steadily
declining over the past two decades. Legislators see that
colleges have sources of funds like tuition and private
donations that other pressing budgetary needs like primary
education and healthcare do not. And the recent fiscal
crises have just exacerbated the decline. This year was
the third in a row of drastic cuts to university funding
nationwide. The Maryland university system lost 14 percent
of its budget, while California lost $700 million of the
$9 billion it usually spends on higher education. Experts
predict an additional 2.3 percent decline next year. And
remember this all comes at a time when many states expect
higher enrollments. Nevada, for example, is bracing for a
33 percent boom in high school graduates by 2007.
So what can the state systems do? Mostly, raise tuition.
The tab at the University of Virginia and the University of
California shot up 30 percent this year; the University of
Arizona's, nearly 40 percent. And many of the increases are
on top of previous tuition spikes; 16 states raised tuition
by more than 10 percent last year. Of course, state
universities are still a bargain for in-state students,
almost 70 percent of whom pay less than $8,000 per year. But
low-income students can't afford even small jumps in their
share of college costs. For the poorest families, the cost of
attendance at a public university is more than half their
income. And according to a study last year by the Department
of Education's Advisory Committee, there is a $3,800 gap
between what families in the lower income brackets need to
attend public universities and the financial aid they
receive.
Some states, like Arizona, have tried to shield the
neediest students. ``We ran the numbers to see how we can
increase tuition and set aside enough to hold the most needy
harmless,'' says Jack Jewett, former president of the state's
board of regents, who notes that 14 percent of all tuition
revenue will be funneled into financial aid.
But many states are coming up short. Indiana managed to
boost spending but not enough to cover higher tuition, so it
will now have to limit the amount of the awards. And
Minnesota couldn't give out any grants to new college
students last spring, despite an extra $8 million in the
budget, because current students had already consumed the
available money. ``I think that policymakers are siding with
aid programs more than institutions in terms of cuts,'' says
Kristin Conklin, a senior policy analyst with the National
Governors Association, ``but that relative protection is not
translating into more buying power for students.''
Individual universities are exhausting their financial aid
dollars as well. Take Penn State: While it raised tuition 9.8
percent to about $9,500 for incoming freshmen, it has lost
$45 million in state funding over the past two years.
``Something would have to be traded off, like competitive
wages for faculty or forgoing already delayed maintenance on
buildings,'' says Anna Griswold, an assistant vice provost.
But there may be another significant reason why there's not
enough money to go around. Some critics say that too much is
being spent on merit aid. Over the past decade, state grants
have gone up 447 percent, but much of that is not need-based.
Since 1993, the Georgia HOPE Scholarship, the granddaddy of
all the state scholarship programs, has doled out more than
$1.9 billion to more than 693,000 students with B averages or
better in high school. But programs like Georgia's tend to
favor middle- and upper-class students whose families
probably could afford college without a scholarship. And with
several states funding the merit programs through lotteries,
a 2002 study by the Civil Rights Project at Harvard
University argues that lottery players, who are
``disproportionately low income, poorly educated, and
black,'' are paying for the college education of these
better-off kids. The study found that 12 states with merit
programs gave out nearly three times as much money for those
scholarships as they did for need-based aid.
Not surprisingly, colleges limit their financial aid bills
by being choosy in the admissions game. ``If a student is
marginal and has money, his chances of being admitted are
better than a student who is marginal and has no money,''
says Robert Massa, vice president for enrollment, student
life, and college relations at Dickinson College. That said,
the private Pennsylvania school, which finances most of its
aid through tuition, enrolled more students this year because
the class as a whole was needier. ``Those additional 30
students are helping us afford financial aid to assist the
entire student population,'' says Massa. Just a few dozen
schools--all of them private--still pledge that a student's
financial need won't influence the admissions process and
that they'll
meet the full need of the students they accept. Trouble is,
poorer students are gravitating to the few need-blind
colleges that are left. ``Places like Macalester are
reaching a point where we have to consider not being need
blind,'' says Michael McPherson, the Minnesota college's
former president.
Looking up. Yet there are bright spots on the horizon.
Institutional aid from private universities rose almost 197
percent in the past decade. Schools with generous endowments
can purposely keep loans to a minimum. ``A one-year downturn
doesn't necessarily severely impact our ability to maintain
our [financial aid] policies,'' says Joseph Russo, director
of financial aid at Notre Dame. And a group of wealthy
schools (called the ``568 Group'' for a section of federal
law that allows them to collaborate) are giving out more
grant aid this year, having decided to cap home equity at 2.4
times a family's income in its eligibility test. (The federal
government does not count home equity when assessing need.)
So, those families whose home prices shot up while their
salaries stagnated will find themselves with better aid
offers.
Even Erin Brindell, with her $60,000 debt, isn't gloomy.
``I can't worry too much,'' she says. ``I've had a great
college experience.''
Sure.
I wish I were. I wish the Senator from Pennsylvania could make the argument that I could be on that committee. I would be happy to be on that committee.
I very much will consider looking at all of the various ways. I think we have legislation pending to be reviewed in that committee. It just so happens this is one of those places where we deal with higher education. It seems quite appropriate since we have a budget-neutral approach both to raise this issue and to make sure we address it now so people can make their financial plans.
We have a bill that has been submitted. I will check out the number for the senior Senator from Pennsylvania.
I thank the President. I will respond to the Senator from Pennsylvania.
It is not the U.S. News & World Report calculations. The Congressional Research Service calculated what the impact is. It is a Federal study. The stimulus doesn't come from U.S. News & World Report. It is reporting to the public what some of the changes are. I think it is important that we do what is necessary to make sure higher education is openly available to every student and to every family.
That is what the amendment is about. It is very simple. It is not changing the law. It is dealing with an issue of regulation. The Department of Education has chosen to deal with one in 10 years. It is going to change the flow of funds that is made available--Pell grants, loans, and other financial aid--to students across the country.
I would be more than happy to provide my own copy of U.S. News & World Report. But they didn't do the analysis. The analysis was done by the Congressional Research Service in a study provided to the Department of Education.
I hope we can consider this not on the basis of publications but looking at it from the effective study of some of the Government agencies that have looked at it.
Certainly.
The distinguished Senator from Iowa is reading the chart correctly.
The Federal study has shown that 84,000 kids across this country would be dropped from the Pell grant program itself, completely eliminated.
This change in regulation is done once in 10 years, by the way, not on a systematic every-year basis looking at what is going on in the States. It will have the potential to affect your students in Iowa or my students in New Jersey and anywhere
across the country. The effect is quite substantial, and it also can reduce that amount somebody would be eligible for a Pell grant. So $4,000-plus could be reduced to $2,000. This could be meaningful dollars in grants that are lost to students across this country just at a time, by the way, when tuition is going up 10 percent a year--in that neighborhood--in State universities across the country, at the same time that universities are having to cut back classes because they do not have the resources coming and budgets are being reduced from the State governments. It is a difficult mix of things to be implemented.
We ought to act sooner rather than later. That is why we are talking about it now.
When students have to drop out or are not be able to go, and there is a decreased demand for higher education from students, that would happen. We are losing a major investment in human capital as time goes on.
Clearly, universities are hurt. They are having to deal with trying to find other sources of aid, basically trying to find jobs for kids so they can work at the same time they go to school.
It seems to me we are being very shortsighted in implementing such a regulation which does not conform with the facts anywhere. It has been talked about broadly, obviously in the media. There have been studies equally by a number of government institutions. I hope the Senate will consider this in the long run best interest of the country. We are not changing the fiscal year for the NIH funding, just delaying the timing.
That is correct. As a matter of fact, I am supportive of what both the Senator from Pennsylvania and the Senator from Iowa have done to double NIH funding over a period of time. I will continue to support that. I believe very strongly in it.
The Senator from Iowa is exactly correct. He is talking about how budget accounting works in the Federal Government, which is a cashflow system. We are in no way trying to undermine the ability of NIH to be effective.
I yield the floor.
The Senator from Pennsylvania is asking me a question. I would just remark that the Education Department indicates that Pell grant costs will be potentially impacted by $270 million or less. And they estimate--the Department of Education--based on the information of the CRS, that 84,000 students would lose eligibility altogether. They did not make an estimate about how many other students would lose partial eligibility, partial coverage. And they made no estimate with regard to how other people in private institutions or State institutions, using the same calculations of allowances for State and local taxes, would do it. Just know it will be quite substantial, not impacting the Federal Government but impacting how student aid is allocated nationally.
Now, very clearly, the Education Department accepts the estimation of 84,000 students losing eligibility for Pell grants. It is not U.S. News & World Report. It is their estimate from their own budget service.
I think the Senator is looking at the CRS report of June 25, 2003. And that point is made on--let's see if I can help the Senator from Pennsylvania. It is on CRS-8.
I think the Senator from Pennsylvania has heard me say that the only number I have used specifically is the 84,000 that CRS has estimated would lose all Pell grant assistance, not the full calculation of how many individual students would lose partial benefits on grants and student loans, by way of Stafford loans and other things, which would be much more complex. And that is what they are pointing out.