Mr. Chairman, I rise today in strong support of H.R. 4137, the College Opportunity and Affordability Act. As a member of the House Education and Labor Committee, I had the privilege of working on this legislation, which will have a large…
Mr. Chairman, I rise today in strong support of H.R. 4137, the College Opportunity and Affordability Act. As a member of the House Education and Labor Committee, I had the privilege of working on this legislation, which will have a large impact on the students, veterans, and workers in the rural communities of my Congressional district.
Today's legislation includes several provisions I authored to increase enrollment of graduates from rural high schools in institutions of higher education, help rural schools recruit qualified teachers and administrators, and develop a strong workforce in rural America.
One-third of K-12 schools in the United States are located in rural areas and are responsible for educating almost 10 million children. Unfortunately, these schools struggle to recruit highly qualified teachers, putting our rural students at a disadvantage.
Teachers in rural schools often teach several subjects to multiple grade levels and play many different roles in the school, such as counselor, coach, lunchroom attendant, janitor, administrator, and others. Therefore, in order for rural schools to recruit qualified teachers, colleges of education must teach students the skills needed to work in rural America. My provision achieves this goal by providing incentives to colleges of education to add a rural focus to their curriculum, and encourage students to complete their required student teaching hours in rural schools.
I am also proud that Title VIII of the bill includes the College and University Rural Education (CURE) Act, which I introduced with my colleagues, Representatives David Loebsack and Zack Space. A variety of studies show that fewer high school graduates from rural schools continue on to college than from suburban schools. This unfortunate reality leads to difficulties in training a qualified workforce in rural America.
Now, more than ever, our Nation needs a skilled workforce of teachers, health care workers, information technologists, and engineers willing to live and work in rural communities in order to create and support a competitive workforce, and to enhance the quality of life for Americans living in rural areas.
The CURE Act responds to this call by establishing three grant programs to increase enrollment of rural high school graduates in institutions of higher education; increase economic development partnerships to create an employment pipeline from higher education institutions to the workforce; and increase the quality of life in rural areas by providing training for professions of need in rural areas.
Finally, I am pleased today's bill includes another provision I developed to help the dislocated workers of Galesburg, IL, and other trade impacted communities across the Nation. This provision allows workers to indicate on the Free Application for Federal Student Aid (FAFSA) that they have lost their job and would like to use current year income when applying for financial aid. This will ensure that
dislocated workers receive appropriate financial support, directly resulting in greater access to training opportunities for workers who lost their jobs.
The College Opportunity and Affordability Act builds upon the work we started in the College Cost Reduction and Access Act to make college more affordable and accessible to all Americans. I thank Chairman Miller and Ranking Member McKeon for their leadership in moving these bills through our committee and quickly to the floor. I urge all my colleagues to support the Manager's Amendment and underlining bill.
Mr. SESSIONS. Mr. Chairman, I rise today in support of the expanded access to higher education that individuals with intellectual disabilities will have under the College Opportunity and Affordability Act being considered on the House floor today.
As many of my colleagues know, my son Alex, who just turned 14, has Down syndrome. As a student at J.L. Long Middle School in Dallas, Texas, Alex has made significant academic progress and received many of the same education opportunities as his peers as a result of the Individuals with Disabilities Education Act. While IDEA will provide invaluable education for Alex throughout his K-12 education, I also realize that IDEA will not be there to serve his needs after high school.
Currently, the education opportunities for most individuals with intellectual disabilities end with secondary school. Unfortunately, most remain unemployed and completely dependent.
As the parent of an individual with intellectual disabilities, I have worked to ensure that individuals with disabilities have access to the resources and opportunities to develop self-reliance and life skills, enabling them to achieve their potential and to contribute to our communities.
Mr. Chairman, in 2006, I authored legislative language to grant students with intellectual disabilities access to Federal work study funds for enrollment in comprehensive post-secondary education programs.
I am very pleased that the College Opportunity and Affordability Act not only includes my work study language, but it also builds on those efforts by providing access to Pell Grants and Supplemental Education Opportunity Grants. By providing access to Federal student aid, we will be empowering individuals with intellectual disabilities across our Nation to learn, develop, and achieve to the best of their abilities.
Additionally, I am pleased that this legislation will establish a model education demonstration for a comprehensive transition and post- secondary program for students with intellectual disabilities. By awarding competitive grants to higher education institutions, the development of this model demonstration will establish important first steps for the creation and expansion of additional transition and postsecondary programs for students with intellectual disabilities across our Nation.
To ensure the integrity and success of these groundbreaking programs for students with intellectual disabilities, this legislation also authorizes a coordinating center that will provide technical assistance, evaluation, and recommendations for the development of accreditation standards.
Mr. Chairman, the establishment of these vital programs will represent a historic victory not only for individuals with intellectual disabilities, but also for their families and for the educators and advocates who have worked diligently to establish these post-secondary education opportunities.
In particular, I would like to recognize Stephanie Lee and Madeleine Will with the National Down Syndrome Society for their invaluable expertise and support to ensure that dreams of student aid and transitional education programs for individuals with intellectual disabilities become a reality.
Today, we can ensure that individuals with intellectual disabilities have access to the educational resources and opportunities that can enable them to lead a very fulfilling life.