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This document records testimony from a hearing held to examine how SCOTUS's decision on race-based admissions is shaping university policies. Member statements were presented by: (1) Honorable Burgess Owens, Subcommittee on Higher Education and Workforce Development; and (2) Honorable Robert C. Scott, Ranking Member, Committee on Education and the Workforce. Witness statements were presented by: (1) Allison Somin, Legal Fellow, Pacific Legal Foundation; (2) Yukong Mike Zhao, President, Asian American Coalition for Education; (3) David Hinojosa, Director of the Educational Opportunities Project, Lawyers' Committee for Civil Rights Under Law; and (4) Delano Squires, Research Fellow, Richard and Helen DeVos Center for Life, Religion and Family, The Heritage Foundation. Additional submissions were presented by: (1) Ranking Member Scott: Affirmative Action Report; and (2) Honorable Suzanne Bonamici, a Representative in Congress from the State of Oregon: (a) Article dated July 3, 2023 from Forbes; and (b) Amicus brief excerpt.

The rising cost of college textbooks has recently become a topic of intense public debate. It is perceived as a significant barrier to college attendance, and an assortment of legislative remedies has been proposed. This position paper of the Academic Senate for California Community Colleges explains that profit is just one of a complex series of interacting issues that determine the ultimate cost of textbooks to students. Educational and ethical issues surrounding the adoption of course material are explored, and a wide variety of interested parties and their concerns are identified. The paper describes current criticisms of the college textbook situation and presents avenues whereby faculty members can help control costs while still preserving academic integrity. Recommendations are made to local academic senates on possible local responses to the issues, including appropriate college-wide guidelines and steps that can be taken by individual faculty members. Appended are: (1) AAUP Statement on Academic Bill of Rights; (2) Academic Senate Resolutions on Academic Bill of Rights; (3) Education Code Language on Bookstores; (4) Education Code and Title 5 Language on Sale of Materials; (5) Academic Senate Resolutions on Textbook Issues; and (6) Appendix VI: Legal Opinion on Faculty profits. (Contains 2 footnotes.)

In 2012, the Senate Committee on Health, Education, Labor, and Pensions launched a series of hearings to examine the challenge of college affordability. In the first three hearings, the Committee heard from the administration, from both traditional and online universities and community colleges, from State officials, higher education associations, think tanks and researchers, among others. In this fourth and final hearing Committee members examine this issue through the lens of students. Statements from the following Committee members are given: (1) Honorable Tom Harkin (Chairman, opening statement); (2) Honorable Lamar Alexander, a U.S. Senator from the State of Tennessee (opening statement); (3) Honorable Christopher Murphy, a U.S. Senator from the State of Connecticut; (4) Honorable Tammy Baldwin, a U.S. Senator from the State of Wisconsin; (5) Honorable Patty Murray, a U.S. Senator from the State of Washington; (6) Honorable Sheldon Whitehouse, a U.S. Senator from the State of Rhode Island; and (7) Honorable Al Franken, a U.S. Senator from the State of Minnesota. Prepared statements were given by the following witnesses: (1) Ethan Senack, Higher Education Associate, U.S. Public Interest Research Group, Washington, DC; (2) Derrica Donelson, Student, Lipscomb University, Nashville, Tennessee; (3) Sara Goldrick-Rab, Associate Professor of Educational Policy Studies and Sociology, University of Wisconsin-Madison, Madison, Wisconsin; and (4) Vivica Brooks, Bowie State University, Bowie, Maryland. Additional material includes response to questions of Senator Bennet by Sara Goldrick-Rab, Ph.D. and Vivica Brooks.

This document contains the text of testimony presented at a congressional hearing examining education's role in economic competitiveness. Senator James M. Jefford's opening statement is followed by testimony given by representatives of the following agencies and organizations: TRW, Inc., Circuit City Stores, Inc., McGraw-Hill, Inc., Drew University, U.S. Bureau of the Census, University of Southern California, Cornell University, and Knowledge Network for All Americans. Also included is a paper titled "Improving Education: How Large Are the Benefits? How Can It Be Done Efficiently?" (Bishop), and a paper titled "Improving National Economic Competitiveness through Educational Investment" (Lloyd). Charts summarizing the following are contained in the testimony: average annual federal taxes by family for 1991; change in median family income by education; education loan debt; employment by major economic sector from 1800 to 1993; the growing gap between individuals based on mastery of the skills required for economic competitiveness; distribution of available capital stocks in the U.S. business economy; components fueling domestic economic growth in the United States from 1929 to 1990; and shifts in federal budget priorities from 1993 to 1995. (MN)

The Comptroller General of the United States testified before Congress regarding the General Accounting Office's (GAO's) framework for building the information technology (IT) work force to achieve results. The following were among the key points of his testimony: (1) the federal government is facing pervasive human capital challenges that are eroding the ability of many agencies to perform their missions economically, efficiently, and effectively; (2) many parties, including the President, federal department and agency leaders, Congress, the private sector, and academia, will need to work to address the government's human capital problem; (3) human capital issues are having a particular bearing on the IT area inasmuch as the federal government's ability to acquire and use IT successfully will hinge on its ability to build, prepare, and manage its IT work force; and (4) federal agencies must overcome these two basic challenges related to IT human capital: a shortage of skilled workers and the need to provide a broad range of related staff training and development. (The following items are appended: the GAO's human capital framework; examples of federal agencies with human capital challenges; and a list of the responsibilities of selected agencies/organizations and sectors for the addressing human capital challenges.) (MN)

This congressional report contains testimony examining the vocational rehabilitation system and the Vocational Rehabilitation Act and exploring some of the issues, including linkage, faced by the vocational rehabilitation system in Ohio. Statements were provided by a U.S. senator (Mike DeWine, Ohio) and representatives of the following agencies and organizations: Ohio Rehabilitation Services Commission; The Ohio State University; Ohio Client Assistance Program; Ohio Department of Mental Retardation and Developmental Disabilities; Ohio Association for the Deaf; and Ohio Disabilities Planning Council. Special attention was paid to proposed changes in the Vocational Rehabilitation Act to streamline the program's bureaucracy and regulations and improve the quality and quantity of job placements for people with disabilities. Other topics discussed include the following: the vocational rehabilitation process at the direct-service level; the role of the private sector in vocational rehabilitation; the Individualized Written Rehabilitation Program; and the National Association of Protection and Advocacy Systems' nationwide Client Assistance Program. Appended are written statements by representatives of the Ohio Rehabilitation Services Commission and National Association of Protection and Advocacy Systems. (MN)

This congressional report contains testimony pertaining to reauthorization of the Vocational Rehabilitation Act, which was drafted to authorize funds for programs covered by the act and consolidate, coordinate, and improve employment, training, literacy, and vocational rehabilitation programs in the United States. Statements were provided by three U.S. senators (Mike DeWine, Ohio; Paul D. Wellstone, Minnesota; Tom Harkin, Iowa) and representatives of the following agencies and organizations: Office of Special Education and Rehabilitative Services of the U.S. Department of Education; Rehabilitation Services Administration; National Institution of Disability and Rehabilitation Research; Ohio Rehabilitation Services Commission; Vermont Association of Business, Industry, and Rehabilitation; National Council for Independent Living; Fairfax Opportunities Unlimited; Consortium for Citizens with Disabilities; Council for State Administrators of Vocational Rehabilitation; and Arkansas Rehabilitation Services. An appendix constituting approximately 50% of the document contains statements, articles, publications, and letters that were submitted by 18 individuals and representatives of the following agencies and organizations: Council of Organizational Representatives; National Rehabilitation Association; National Industries for the Blind; American Speech-Language-Hearing Association; and American Foundation for the Blind. (MN)

Research conducted by the General Accounting Office (GAO) indicates that the current system of multiple employment training programs requires major overhaul to reduce costs, streamline the bureaucracy, and improve results. The current system of 163 different federal employment training programs wastes resources and confuses and frustrates clients, employers, and administrators. Only 49% of programs collect participant outcome data, and only 11% conduct effectiveness studies. As a result, most agencies do not know whether their programs are working effectively. Furthermore, the high degree of overlap among programs adds unnecessary administrative costs and raises questions about the efficiency of federal employment training programs. Significant consolidation of the 163 existing federal employment training programs is needed to create a more effective and efficient employment training system. (Appendixes contain the following: annotated bibliography of 11 GAO products about multiple employment training programs; list of federal programs providing employment training assistance in FY95; and charts detailing executive branch agencies responsible for federal employment training programs, federal employment training programs by target populations, the different annual operative cycles of different programs, and the percentage of programs collecting outcome data.) (MN)

This document records testimony from a hearing before the Subcommittee on Higher Education and Workforce Development of the Committee on Education and the Workforce exposing the dangers of the influence of foreign adversaries on college campuses. Opening statements were provided by: (1) Honorable Burgess Owens, Chairman, Subcommittee on Higher Education and Workforce Development; and (2) Honorable Frederica Wilson, Ranking Member, Subcommittee on Higher Education and Workforce Development. Witness statements were provided by: (1) Paul R. Moore, Senior Counsel, Defense of Freedom Institute; (2) John C. Yang, President and Executive Director, Asian Americans Advancing Justice--AAJC; and (3) Craig Singleton, China Program Deputy Director and Senior Fellow, Foundation for Defense of Democracies. Additional submissions include: (1) Honorable Mark Takano, a Representative in Congress from the State of California: Article dated April 15, 2020, from Politico; and (2) Honorable Pramila Jayapal, a Representative in Congress from the State of Washington: Article dated January 18, 2023 from The Daily Pennsylvanian.

This document records testimony from a hearing before the Subcommittee on Higher Education and Workforce Development of the Committee on Education and the Workforce that was held to examine lowering costs and increasing value for students, institutions, and taxpayers. Opening statements were provided by: (1) Honorable Burgess Owens, Chairman, Subcommittee on Higher Education and Workforce Development; and (2) Honorable Frederica Wilson, Ranking Member, Subcommittee on Higher Education and Workforce Development. Witness statements were provided by: (1) Michael Horn, Author, Co-Founder of the Clayton Christensen Institute for Disruptive Innovation; (2) Stig Leschly, President and Founder, Postsecondary Commission; (3) Dr. Stephanie Cellini, Professor of Public Policy and Public Administration, and of Economics, George Washington University; and (4) Dr. Andrew Gillen, Senior Policy Analyst, Texas Public Policy Foundation. Additional submissions include: (1) Honorable Virginia Foxx, a Representative in Congress from the State of North Carolina: (a) Letter from the University of Dayton; (b) Testimony dated July 26, 2023 from Lenoir-Rhyne University; and (c) Essay dated March 2023 by Jason Cohn; (2) Honorable Pramila Hayapal, a Representative in Congress from the State of Washington: Article dated July 25, 2023 from PoliticoPro; (3) Honorable Jim Banks, a Representative in Congress from the State of Indiana: Backgrounder dated July 27, 2021 from The Heritage Foundation; and (4) Honorable Joe Courtney, a Representative in Congress from the State of Connecticut: Article from USA Today.

This document records testimony from a hearing before the Subcommittee on Higher Education and Workforce Development of the Committee on Education and the Workforce on protecting free speech on college campuses. Opening statements were provided by: (1) Honorable Burgess Owens, Chairman, Subcommittee on Higher Education and the Workforce Development; and (2) Honorable Robert C. Scott, ''Bobby.'' Ranking Member, Committee on Education and the Workforce. Witness statements were provided by: (1) Cherise Trump, Executive Director, Speech First, Washington, D.C.; (2) Josiah Joner Executive Editor, The Stanford Review, Stanford, California; (3) Suzanne Nossel, Chief Executive Officer, Pen America; and (4) Ilya Shaprio, Director of Constitutional Studies, Manhattan Institute, New York, New York. Additional submissions include: (1) Honorable Jim Banks, a Representative in Congress from the State of Indiana: Report dated December 8, 2021 from The Heritage Foundation; (2) Honorable Suzanne Bonamici, a Representative in Congress from the State of Oregon: Statement for the record dated February 7, 2023, from the American Psychological Association; (3) Honorable Mark Takano, a Representative in Congress from the State of California: Memo dated March 22, 2023, from Jenny S. Martinez; and (4) Honorable Tim Walberg, a Representative in Congress from the State of Michigan: Support letter for the record dated March 13, 2023.

This document records testimony from a hearing before the Committee on Education and Labor that was held to examine investing in improving schools, creating jobs, and strengthening families and the economy. Member statements were provided by: (1) Honorable Robert C. Scott, "Bobby", Chairman, Committee on Education and Labor; and (2) Honorable Virginia Foxx, Ranking Member, Committee on Education and Labor. Witness statements were provided by: (1) Mary W. Filardo, Founder and Executive Director, 21st Century School Fund; (2) Bob Lanter, Executive Director, California Workforce Association; (3) Neal McCluskey, Ph.D., Director, Center for Educational Freedom, Cato Institute; (4) Rasheed Malik, MPP, Senior Policy Analyst, Early Childhood Policy Center for American Progress; (5) Mark Mitsui, President, Portland Community College; and (6) Brian Riedl, Senior Fellow in Budget, Tax, and Economics, The Manhattan Institute. Additional submissions include: (1) Chairman Scott: Report, "State of Our Schools 2016: America's K-12 Facilities"; BlueGreen Alliance letter dated April 28, 2021; Paper from "Child Development," "Impacts of a Prekindergarten Program on Children's Mathematics, Language, Literacy, Executive Function, and Emotional Skill", Nov-Dec 2013; Executive Summary, "Investing in Our Future: The Evidence Base on Preschool Education", Society for Research in Child Development; Report, "A public investment agenda that delivers the goods for American workers needs to be long-lived, broad, and subject to democratic oversight", Economic Policy Institute; Report, "Condition of America's Public School Facilities: 2012-13", National Center for Education Statistics, March 2014; Research Brief, "Untangling the Evidence on Preschool Effectiveness: Insights for Policymakers", Learning Policy Institute, January 2019; Rebuild America's Schools letter dated April 28, 2021; American Federation of Teachers letter dated April 28, 2021; and Link: GAO Report 20-494 dated June 4, 2020, "K-12 EDUCATION--School Districts Frequently Identified Multiple Building Systems Needing Updates or Replacement"; (2) Honorable Frederica S. Wilson, a Representative in Congress from the State of Florida: Article from Communities In Schools, "3 Million Kids Missing From School Because of COVID-19 Is a Travesty", March 5, 2021; Article from "The 74," "Report Estimates 1 to 3 Million Students Missing From School Since March, But Data on Disrupted Learning is 'At Best a Moving Target'" October 21, 2020; and Article from "The Washington Post," "Unprecedented numbers of students have disappeared during the pandemic. Schools are working harder than ever to find them." February 25, 2021; (3) Honorable Glenn Grothman, a Representative in Congress from the State of Wisconsin: "The Drawbacks of Universal Pre-K: A Review of the Evidence"; and (4) Honorable Susan Wild, a Representative in Congress from the State of Pennsylvania: Prepared statement from SMART and NEMIC. Questions were submitted for the record by: Honorable Russ Fulcher, a Representative in Congress from the State of Idaho. Responses to questions were submitted for the record by: (1) Mr. McClusky; and (2) Mr. Reidl.

This congressional report contains testimony dealing with on-the-job and apprenticeship training programs. More specifically, the testimony focused on the employment problems, educational and training needs, and programs available to assist unemployed as well as underemployed Vietnam era veterans. Included among those agencies and organizations represented at the hearing were the following: the Disabled American Veterans, the Veterans of Foreign Wars, the Department of Labor, the Veterans' Administration, the Vietnam Veterans of America, and the American Legion. (MN)

This congressional report contains testimony given in relation to the passage of the Vocational and Adult Education Consolidation Act (S. 2325). (The Vocational and Adult Education Consolidation Act is legislation designed to consolidate existing federal vocational and adult education programs, to simplify requirements for states and other recipients participating in federal vocational and adult education programs, and to authorize certain state and national programs for the development of vocational and basic skills for persons whose employment would sustain or improve workforce productivity and economic growth.) Included among those agencies and organizations represented at the hearing were the following: the U.S. Department of Education, the American Vocational Association, the Council for Exceptional Children, the National Council of State Directors of Adult Education, the National Association of State Directors of Vocational Education, the National Education Association, the Nevada Advisory Council for Vocational Education, the United Tribes Educational Technical Center, and the National Coalition for Women and Girls in Education. Also included in the report are an article on sex equity issues in the reauthorization of the Vocational Education Act and a report of the State Advisory Councils for Vocational Education Effectiveness. (MN)

This document consists of transcripts of testimony presented at Congressional hearings concerning Title II of the Youth Act of 1980. The provisions of the act include extending the authorization of youth training and employment programs and improving such programs; extending the authorization of the private sector initiative program; and authorizing intensive and remedial education programs. Testimony is included from the Secretary of Education; the American Federation of Teachers; the National Education Association; the American Personnel and Guidance Association; various youth advocacy programs and youth program agencies; and Kaiser Aluminum Company. (Copies of the bill and related documents are included.) (KC)

This second part of the congressional hearings held in Washington, D.C., in February and March 1981, to reauthorize the Vocational Education Act of 1963 contains 17 pieces of testimony on the special needs of vocational education in rural and urban areas. Persons giving testimony included representatives of the following institutions: Houston Independent School District; Tri-County Technical College in Pendleton, South Carolina; Center for the Study of Public Policy in Somerville, Massachusetts; Maine State Department of Education; Perry County Board of Education in Marion, Alabama; University of Chicago; City University of New York; and the state of Oklahoma. Reports are appended concerning conditions in rural America affecting vocational education policy, special for-industry state-subsidized job programs, the role of education in industrialization in the rural southeast, a national study of vocational education systems and facilities, why some school districts fail to apply for federal funds, and sex discrimination in job-hiring practices. (Part 1 of the hearings, which contains testimony on vocational education in different institutional settings, is available separately through ERIC--see note.) (MN)

These Congressional hearings, held in Washington, D.C., in March 1981, contain 24 pieces of testimony on the implications of the proposed budget cuts for vocational education. Government agencies and private organizations represented at the hearings included the West Virginia Department of Education; the Kaiser Aluminum Company of Charleston, West Virginia; the Massachusetts Department of Education; the Caterpillar Tractor Company of Peoria, Illinois; the First National Bank of Boston; the Golden Triangle Vocational Technical Education District; the Department of Education of Salem, Oregon; the Daniel International Corporation; Illinois Central Community College of Peoria, Illinois; the Northside Lumber Company of Philomath, Oregon; and the state departments of vocational education of Wisconsin, Mississippi, and New Mexico. Discussed at the hearings were such topics as the impact of federal budget cuts on various state vocational education programs; benefits of vocational education; impact of federal vocational funds; labor needs; training needs of special populations (older workers, urban residents, and the handicapped), and the effect of federal funding on secondary, postsecondary, and adult vocational education programs. (MN)

This first part of the congressional hearings held in Washington, D.C., in February 1981, to reauthorize the Vocational Education Act of 1963 contains 16 pieces of testimony about vocational education programs in different institutional settings. Individuals giving testimony include representatives of the following institutions: Des Moines Community College in Iowa; Helena Vocational Technical Center in Helena, Montana; The New York State Department of Education; Great Oaks Area Vocational Technical School in Cincinnati, Ohio; Harrisburg-Steelton-Highspire Area Vocational Technical School in Harrisburg, Pennsylvania; Lockport Township High School in Wausau, Wisconsin; Utah Technical College of Provo, Utah; Eastern Kentucky University; and Northern Burlington County Regional Senior High School of Columbus, New Jersey. Topics covered in the testimony include the scope, design, problems, needs, and outcomes of given programs. Services provided to adults, females, minority groups, and handicapped students are also described. (Part 2 of these hearings, which contains testimony on urban and rural vocational education, is available separately through ERIC--see note.) (MN)

These congressional hearings contain testimony pertinent to S. 2020 (the proposed Armed Forces Earned Educational Assistance Act of 1980). (These bills would establish new programs of educational assistance benefits for those serving in the All-Volunteer Forces.) Testimony and written statements given by twenty-seven individuals and panels are included. The following organizations are among those represented at the hearings: The United States Senate; The Department of Defense; The Office of the Assistant Secretary for Manpower, Reserve Affairs, and Logistics; The Department of the Army; The Veteran's Administration; The Air Force Sergeants Association; The National Association for Unified Services; Northwestern University; The Non-Commissioned Officers Association; The American Veterans' Committee; The Fleet Reserve Association; The Veterans of Foreign Wars; The American Legion; and the Disabled American Veterans. Texts of S. 2020 and S. 2596 are provided. (MN)

This document contains the testimony and supporting printed evidence presented at an oversight hearing on the reauthorization of the Vocational Education Act. These hearings focused on various aspects of vocational education, including vocational education research, cooperative or worksite education, and vocational education in correctional institutions. Included in the hearings is testimony provided by representatives of the following agencies and organizations: the American Association for Counseling and Development, the American Association of Retired Persons, the National Association of State Supervisors of Vocational Home Economics Education, the University of California at Berkeley, the Association for Children and Adults with Learning Disabilities, the Youth Employment Company, the Texas Department of Corrections, the College of Business and Public Management at the University of Bridgeport, the Council for American Private Education, the National Correctional Education Association, the National Association of State Directors of Vocational Education, the Colorado State Board for Community Colleges and Occupational Education, the National Education Association, the National School Boards Association, the University of Tennessee, the National Association of Home Builders, the National Center for Research in Vocational Education, the Center for Occupational and Professional Assessment at the Educational Testing Service, and the Washington State Advisory Council on Vocational Education. Excerpts from various articles, publications, and communications dealing with vocational education are also included in the proceedings. (MN)

These congressional hearings contain testimony given in Washington, D.C., in June 1981 pertaining to seven bills dealing with new educational assistance programs for military recruitment (H.R. 1400, H.R. 2579, H.R. 2399, H.R. 2790, H.R. 3340, H.R. 3713, and H.R. 3997). Included among those agencies/organizations represented at the hearings were the following: the Navy Recruiting Command; Seneca Valley High School in Germantown, Maryland; the National Association for Uniformed Services; the Army Reserve; the Air Force Association; the Air National Guard; T. C. Williams High School in Alexandria, Virginia; the Enlisted Career Planning Branch of the Marine Corps; the Department of Veterans' Benefits of the Veterans' Administration; the National Technical Schools of Los Angeles; the National Guard Association; the United States Air Force; the Des Moines District Recruiting Command; the National Military Wives' Association; the Navy League; the National Farmers' Union; the Reserve Officers' Association of the United States; and the American Association of Community and Junior Colleges. (Texts of the above-mentioned bills are included in the hearings. (MN)

This congressional hearing contains testimony given in Montpelier, Vermont, at the first of a series of nationwide hearings on vocational education. Focus of this particular hearing is on the specific needs of Vermont as a rural northeastern state to train a workforce that is talented enough to help retrain existing businesses and industry and attract new growth to the state's economy. Included among the businesses, industries, and educational industries represented at the hearing were the following: Division of Vocational Education, Vermont Department of Education; Hayward Tyler Pump; Brattleboro Development Credit Corporation; Fellows Corporation; Vermont Technical College; the Vermont Educational Association; the Council for Exceptional Children; and the Vermont Coalition of the Handicapped. (MN)

This congressional report presents the views of the House Committee on Labor and Human Resources concerning the Nurse Education Amendments of 1984. (The Nurse Education Amendments of 1984 reauthorize the nursing special projects program providing grants and contracts for such types of nurse training as continuing education, retraining, education for disadvantaged persons, programs to improve the distribution by geographic area or by specialty group of adequately trained nursing personnel, and programs to upgrade the skills of licensed vocational or practical nurses and other paraprofessional nursing personnel. They also encourage improved access to nursing services in noninstitutional settings and encourage nursing graduates to practice in health manpower shortage areas.) Included in the report are the following: a summary of the bill, the background and need for the legislation, the history of the bill, its text as reported, committee views on the bill, a tabulation of votes cast in committee, a budget estimate, a regulatory budget statement, a family fairness statement, a section-by-section analysis of the bill, and changes in the existing law that will be effected by the bill. (MN)

The Committee on Education and Labor met to hear testimony on "Examining the Policies and Priorities of the United States Department of Education." The U.S. Department of Education was making a budget request for Fiscal Year 2022 and the Committee wanted to examine the Department's priorities to support students, educators, and communities. Due to the COVID-19 pandemic, the Committee's hearing room was closed and it was conducted via Zoom. Opening statements were presented by: (1) Honorable Robert C. Scott, Chairman, Committee on Education and Labor; and (2) Honorable Virginia Foxx, Ranking Member, a Representative in Congress from the State of North Carolina. The following witness presented a statement: (1) Miguel Cardona, Secretary, U.S. Department of Education. Additional material was submitted by members of the Committee including (1) articles; (2) letters; (3) questions submitted for the record; and (4) responses to questions submitted for the record by Secretary Cardona.

This document records testimony from a joint meeting of the Subcommittee on Early Childhood, Elementary, and Secondary Education and the Subcommittee on Higher Education and Workforce Investment regarding the Nation's K-12 schools and institutions of higher education's use of the Education Stabilization Fund, including in the American Rescue Plan, to weather the pandemic and keep students learning; as well as the Department of Education's plan to ensure states, school districts, and institutions of higher education are using the Education Stabilization Fund as Congress intended. Member statements were provided by: (1) Honorable Gregorio Kilili Camacho Sablan, Chairman, Subcommittee on Early Childhood, Elementary, and Secondary Education; (2) Honorable Burgess Owens, Ranking Member, Subcommittee on Early Childhood, Elementary, and Secondary Education; (3) Honorable Frederica S. Wilson, Chairwoman, Subcommittee on Higher Education and Workforce Investment; and (4) Honorable Gregory F. Murphy, Ranking Member, Subcommittee on Higher Education and Workforce Investment. Witness statements were provided by: (1) James Kvaal, Undersecretary, Department of Education; and (2) Cynthia M. Marten, Deputy Secretary, Department of Education. Additional submissions include: (1) Chairman Sablan--Letter dated November 16, 2021 from the Northern Marianas College; (2) Chairwoman Wilson--Letter dated November 15, 2021 from the Association of Public & Land-Grant Universities and Letter dated November 18, 2021 from the National Association of Independent Colleges and Universities; (3) Ranking Member Owens--EdWorkingPaper No. 20-304, "Politics, Markets, and Pandemics: Public Education's Response to COVID-19," October 2020, The Annenberg Institute for School Reform at Brown University; and "Teacher Union Resistance to Reopening Schools," Mike Antonucci, Defense of Freedom Institute; (4) Questions submitted for the record by: Chairman Scott; Honorable Joseph D. Morelle, a Representative in Congress from the State of New York; Honorable Joaquin Castro, a Representative in Congress from the State of Texas; Ranking Member Allen; Honorable Elise M. Stefanik, a Representative in Congress from the State of New York; and Honorable Julia Letlow, a Representative in Congress from the State of Louisiana; and (5) Responses to questions submitted for the record by: Ms. Marten and Mr. Kvaal.

The Subcommittee on Higher Education and Workforce Investment met to hear testimony on "Homecoming: The Historical Roots and Continued Contributions of HBCUs." The meeting was entirely remote. The aim of the meeting was to explore the unique role that historically Black colleges and universities play in expanding access to affordable, high quality education. Member statements were provided by: (1) Honorable Frederica S. Wilson, Chairwoman, Subcommittee on Higher Education and Workforce Investment; and (2) Honorable Gregory F. Murphy, Ranking Member, Subcommittee on Higher Education and Workforce Investment. Witness statements were provided by: (1) Lezli Baskerville, President and CEO, National Association for Equal Opportunity in Higher Education; (2) Glenda Glover, President, Tennessee State University; (3) Andre M. Perry, Senior Fellow, The Brookings Institution; and (4) Angela Sailor, VP, The Edwin J. Feulner Institute, Heritage Foundation. Additional submissions include: (1) Honorable Alma S. Adams, a Representative in Congress from the State of North Carolina--"Action Needed to Improve Participation in Education's HBCU Capital Financing Program," U.S. Government Accountability Office, June 2018; "Blacks and STEM: Understanding the Issues," Dr. William E. Spriggs, Chief Economist, NAFEO; "Achieving Financial Equity and Justice for HBCUs," The Century Foundation, September 14, 2021; "'If not now, then when?': HBCUs press Congress for infrastructure funds in spending bill," PoliticoPro, September 30, 2021; and UNCF letter dated October 1, 2021; (2) Questions submitted for the record by: Chairwoman Wilson and Honorable Suzanne Bonamici, a Representative in Congress from the State of Oregon; and (3) Responses to question submitted for the record by: Ms. Baskerville and Mr. Perry.

The Subcommittee on Early Childhood, Elementary, and Secondary Education met to hear testimony on "Back to School: Best Practices for Reopening Schools." The meeting was entirely remote. The aim of the meeting was to discuss the obstacles schools have faced in reopening safely under the cloud of the COVID-19 pandemic, how schools can get students in the classroom safely, and how States and districts can leverage American Rescue Plan funding to protect students and staff and get students back on track. Member statements were provided by: (1) Honorable Gregorio Kilili Camacho Sablan, Chairman, Subcommittee on Early Childhood, Elementary, and Secondary Education; and (2) Honorable Burgess Owens, Ranking Member, Subcommittee on Early Childhood, Elementary, and Secondary Education. Witness statements were provided by: (1) Denise Forte, Interim Chief Executive Officer, The Education Trust; (2) Jesus F. Jara, Ed. D., Superintendent of Schools, Clark County School District; (3) Ashish K. Jha, MD, MPH, Dean and Professor of Health Services, Policy and Practice, Brown University School of Public Health; and (4) David Zweig, Journalist. Additional submissions include: (1) Questions submitted for the record by: Honorable Frederica Wilson, a Representative in Congress from the State of Florida; and Honorable Joseph D. Morelle, a Representative in Congress from the State of New York; and (2) Responses to question submitted for the record by: Dr. Jara and Ms. Forte.

The Subcommittee on Higher Education and Workforce Investment met to hear testimony on ''Keeping the Pell Grant Promise: Increasing Enrollment, Supporting Success.'' The meeting was entirely remote. The aim of the meeting was to examine trends related to Pell eligible students' access to public four-year institutions, the State and institutional roles in helping students succeed, and how Federal legislation could help. Member statements were provided by: (1) Honorable Robert C. Scott, Chairman, Committee on Education and Labor; and (2) Honorable Gregory F. Murphy, Ranking Member, Subcommittee on Education and Workforce Investment. Witness statements were provided by: (1) Robert J. Jones, Ph.D., Chancellor, University of Illinois Urbana-Champaign; (2) Justin Ortagus, Ph.D., Associate Professor of Higher Education Administration and Policy, Director of the Institute of Higher Education, University of Florida; (3) Michael B. Poliakoff, Ph.D., President, American Council of Trustees and Alumni; and (4) Darleny Suriel, Student, City College of New York. Additional submissions were provided by: (1) Chairman Scott ("Higher Education School Finance Inequity and Inadequacy in Virginia," ERN, July 2021 and "How to make good colleges want low-income students," "The Hill," July 14, 2021); and (2) Honorable Joseph Morelle, a Representative in Congress from the State of New York (Prepared statement of the Association on Higher Education and Disability (AHEAD)).

This document records testimony from a hearing before the Committee on Education and Labor that was held to examine the protection of students and taxpayers by improving the closed school discharge process. Member statements were provided by: (1) Honorable Frederica S. Wilson, Chairwoman, Subcommittee on Higher Education and Workforce Investment; and (2) Honorable Gregory F. Murphy, Ranking Member, Subcommittee on Higher Education and Workforce Investment. Witness statements were provided by: (1) Preston Cooper, Research Fellow, The Foundation for Research on Equal Opportunity; (2) Melissa Emrey-Arras, Director, Education, Workforce and Income security, U.S. Government Accountability Office; (3) Karyn Rhodes, Student Borrower; and (4) Robyn Sith, Senior Attorney, Legal Aid Foundation of Los Angeles. Additional submissions include: (1) Honorable Mark, Takano, a Representative in Congress from the State of California: Prepared Statement of Veterans Education Success; (2) Questions submitted for the record by: (a) Chairman Scott; and (b) Honorable Suzanne Bonamici, a Representative in Congress from the State of Oregon; and (3) Response to question submitted for the record by: (a) Ms. Emrey-Arras; and (b) Ms. Smith.

This document records testimony from a hearing before the Committee on Education and Labor that was held to examine the policies and priorities of the Office of Federal Student Aid. Member statements were provided by: (1) Honorable Frederica S., Chairwoman, Subcommittee on Higher Education and Workforce Investment; and (2) Honorable Gregory F. Murphy, Ranking Member, Subcommittee on Higher Education and Workforce Investment. Witness statement was provided by: Honorable Richard Cordray, Chief Operating Officer, U.S. Department of Education Office of Federal Student Aid. Additional submissions include questions submitted for the record by: (1) Chairman Scott; (2) Chairwoman Wilson; (3) Honorable Joaquin Castro, a Representative in Congress from the State of Texas; (4) Ranking Member Foxx; (5) Honorable Jim Banks, a Representative in Congress from the State of Indiana; (6) Honorable Marianette Miller-Meeks, a Representative in Congress from the State of Iowa; (7) Honorable Lisa C. McClain, a Representative in Congress from the State of Michigan; and (8) Honorable Juia Letlow, a Representative in Congress from the State of Louisiana. Response to question submitted for the record by: Mr. Cordray.

This document records testimony from a hearing before the Committee on Education and Labor that was held to examine ways to improve accountability and prevent fraud in for-profit college conversions. Member statements were provided by: (1) Honorable Robert C. Scott, Chairman, Committee on Education and Labor; and (2) Honorable Virginia Foxx, Ranking Member, Committee on Education and Labor. Witness statements were provided by: (1) Yan Cao, JD, Fellow, The Century Foundation; (2) Melissa Emrey-Arras, Director, Education, Workforce and Income Security Issues, U.S. Government Accountability Office; (3) Brian Galle, JD, LL.M., Professor of Law, Georgetown University Law Center; and (4) Andrew Gillen, Ph.D., Senior Policy Analyst, Texas Public Policy Foundation. Additional submissions include: (1) Ranking Member Foxx: Report, ''Cheap for Whom?'', AEI Public Policy Research, October 2011; Charts, ''Executive Compensation at Public and Private Colleges''; Table, ''Spending by Function''; Graphics, ''The College Completion Landscape''; Chart, ''Federal Student Loan Three-Year Default Rate''; and Article, ''Higher Education Has a Tax Problem and It's Hurting Local Communities'', "Time," April 7, 2021; (2) Honorable Alma S. Adams, a Representative in Congress from the State of North Carolina: Letter submitted by NAICU dated April 16, 2021; (3) Questions were submitted for the record by: Chairman Scott; Ranking Member Foxx; Honorable Scott Fitzgerald, a Representative in Congress from the State of Wisconsin; Honorable Diana Harshbarger, a Representative in Congress from the State of Tennessee; and (4) Responses to questions submitted for the record by: Ms. Cao; Mr. Gillen; and Ms. Emrey-Arras.

This document records testimony from a hearing before the Subcommittee on Early Childhood, Elementary, and Secondary Education that was held to discuss the future of higher education post COVID-19. Member statements were presented by: (1) Honorable Frederica S. Wilson, Chairwoman, Subcommittee on Education and Workforce Investment; and (2) Honorable Gregory F. Murphy, Ranking Member, Subcommittee on Education and Workforce Investment. Witness statements were presented by: (1) Lindsey M. Burke, Director, Center for Education Policy, and Mark A. Kolokotrones Fellow in Education, The Heritage Foundation, Washington, DC; (2) Eloy Ortiz Oakley, Chancellor, California Community Colleges, Sacramento, California; (3) Keith Thornton, Student, Florida International University, Miami, Florida; and (4) Daniel A. Zibel, Vice President and Chief Counsel, National Student Legal Defense Network, Washington, DC. Additional submissions include: (1) Honorable Suzanne Bonamici, a Representative in Congress from the State of Oregon: Report dated May 19, 2020 from the Brookings Institution, "Commercials for College? Advertising in Higher Education"; (2) Honorable Mondaire Jones, a Representative in Congress from the State of New York: Report dated October, 2020 from National Student Legal Defense, "Protection and the Unseen: Holding Executives Personally Liable under the Higher Eduction Act"; (3) Honorable Teresa Leger Fernandez, a Representative in Congress from the State of New Mexico: Article dated March 16, 2021 from the Santa Fe Reporter: "New Mexico College Students Face Food Insecurity"; and Link: GAO Report 19-95 dated December 21, 2018, "FOOD INSECURITY: Better Information Could Help Eligible College Students Access Federal Food Assistance Benefits"; (4) Honorable Ilhan Omar, a Representative in Congress from the State of Minnesota: Link--GAO Report 19-522 dated August 19, 2020, "Higher Education: More Information Could Help Student Parents Access Additional Federal Student Aid"; (5) Questions submitted for the record by: Honorable Jim Banks, a Representative in Congress from the State of Indiana; Honorable Russ Fulcher, a Representative in Congress from the State of Idaho; Honorable Diana Harshbarger, a Representative in Congress from the State of Tennessee; and Honorable Mikie Sherrill, a Representative in Congress from the State of New Jersey; and (6) Responses to questions submitted for the record by: Dr. Burke, Mr. Oakley, and Mr. Zibel.

This hearing of the Committee on Health, Education, Labor, and Pensions examines compensating college athletes, focusing on the potential impact on athletes and institutions. Opening statements were presented by: (1) Honorable Lamar Alexander, Chairman, Committee on Health, Education, Labor, and Pensions; and (2) Honorable Patty Murray, Ranking Member, a U.S. Senator from the State of Washington. The following witnesses presented statements: (1) Rebecca Blank, Chancellor, The University of Wisconsin-Madison, Madison, Wisconsin; (2) Karen Dennis, Director of Track & Field and Cross Country, The Ohio State University, Columbus, Ohio; (3) John Hartwell, Vice President & Director of Athletics, Utah State University, Logan, Utah; and (4) Ramogi Huma, Executive Director, National College Players Association, Norco, California. Additional material submitted by Honorable Patty Murray: Supplemental documents submitted by Ramogi Huma for the Record; and University of San Diego, prepared statement.

This document records testimony from a hearing before the Subcommittee on Higher Education and Workforce Investment that was held to discuss reauthorizing the National Apprenticeship Act: Strengthening and Growing Apprenticeships for the 21st Century. Member statements were presented by: (1) Honorable Susan A. Davis, Chairwoman, Subcommittee on Higher Education and Workforce Investment; and (2) Honorable Lloyd Smucker, Ranking Member, Subcommittee on Higher Education and Workforce Investment. Witness statements were presented by: (1) Daniel Bustillo, Executive Director, Healthcare Career Advancement Program; (2) Morna K. Foy, President, Wisconsin Technical College System; (3) Jace Noteboom, Talent Director: IBM Systems, Watson Health, Cognitive Enterprise Support, IBM; and (4) Tiffany P. Robinson, Esquire, Secretary, Maryland Department of Labor. Additional submissions include: (1) Honorable Brett Guthrie, a Representative in Congress from the State of Kentucky: Link to Consumer Technology Association--Why Tech Companies Should Offer Apprenticeships; (2) Honorable Pramila Jayapal, a Representative in Congress from the State of Washington: 2019 Annual Report--WSDOT Office of Equal Opportunity, Pre-Apprentice Support Services and On-the-Job Training Support Services Program; Article: Amber--Breaking Down Barriers to a Brighter Future; and WSLC: Washington Apprenticeship Growth and Expansion Study; (3) Honorable Robert Scott, a Representative in Congress from the State of Virginia: Statement from the Center for Law and Social Policy; (4) Questions submitted for the record by: Honorable Kilili Camacho Sablan, a Representative in Congress from the Northern Mariana Islands; and Honorable Josh Harder, a Representative in Congress from the State of California; and (5) Responses submitted for the record by: Mr. Bustillo, Ms. Foy, Ms. Noteboom, and Ms. Robinson.

This document records testimony from a hearing before the Subcommittee on Early Childhood, Elementary, and Secondary Education that was held to examine the impact of COVID-19 on the future of higher education. Member statements were presented by: (1) Honorable Susan A. Davis, Chairwoman, Subcommittee on Higher Education and Workforce Investment; and (2) Honorable Lloyd Smucker, Ranking Member, Subcommittee on Higher Education and Workforce Investment. Witness statements were presented by: (1) Mr. Shaun Harper, President, American Educational Research Association, Los Angeles, California; (2) Ms. Sharon J. Pierce, President, Minneapolis College, Minneapolis, Minnesota; (3) Mr. Scott Pulsipher, President, Western Governors University, Salt Lake City, Utah; and (4) Mr. Timothy P. White, Chancellor, The California State University, Long Beach, California. Additional submissions include: (1) Honorable Virginia Foxx, a Representative in Congress from the State of North Carolina: The Myth of State Disinvestment in Higher Education; (2) Honorable Ilhan Omar, a Representative in Congress from the State of Washington: Prepared statement; (3) Honorable Robert C. Scott, a Representative in Congress from the State of Virginia: Prepared statement from American Council on Education (ACE); Prepared statement from National Education Association (NEA); and Prepared statement; (4) Questions submitted for the record by: Honorable Gregorio Kilili Camacho Sablan, a Representative in Congress from the Northern Mariana Islands; Mr. Scott; Honorable Mark Takano, a Representative in Congress from the State of California; Honorable David Trone, a Representative in Congress from the State of Maryland; and Honorable Mark Walker, a Representative in Congress from the State of North Carolina; and (5) Responses submitted for the record by: Mr. Harper, Ms. Pierce, Mr. Pulsipher, and Mr. White.

This document records testimony from a hearing before the Committee on Education and Labor that was held to examine how COVID-19 widened racial inequities in education, health, and the workforce. Member statements were provided by: (1) Honorable Virginia Foxx, Ranking Member, Committee on Education and Labor; and (2) Honorable Robert C. Scott, Chairman, Committee on Education and Labor. Witness statements were provided by: (1) Camara P., Jones, Adjunct Professor, Rollins School of Public Health at Emory University, Senior Fellow and Adjunct Associate Professor, Morehouse School of Medicine, Past President, American Public Health Association Atlanta, Georgia; (2) John B. King, Jr., President and CEO, The Education Trust, Washington, DC; (3) Valerie Rawlston Wilson, Director, Program on Race, Ethnicity, and the Economy, Economic Policy Institute, Silver Spring, Maryland; and (4) Avik, Roy, Co-Founder and President, The Foundation for Research on Equal Opportunity, Austin, Texas. Additional submissions include: (1) Mrs. Foxx: Article--"Failure in the Virtual Classroom"; (2) Chairman Scott: Report--"Black Workers Face Two of the Most Lethal Preexisting Conditions for Coronavirus, Racism and Economic Inequality"; Memorandum: Information Requested about Racial Disparities in Private Health Insurance and Medicaid and COVID-19 Related Issues; Memorandum: Responses to Various Elementary and Secondary Education, Higher Education and Homeless Youth Questions Related to the Ongoing Coronavirus Pandemic; and Memorandum: Equity Issues in the Labor Market and COVID-19; (3) Questions submitted for the record by: Honorable Joseph Morelle, a Representative in Congress from the State of New York; Honorable Gregorio Kilili Camacho Sablan, a Representative in Congress from the Northern Marinara Islands; and Honorable Haley M. Stevens, a Representative in Congress from the State of Michigan; and (4) Mr. King responses to questions submitted for the record.

When a college closes, it can derail the education of many students, leaving them with loans but no degree. Those who cannot complete their education may be eligible to have their federal student loans forgiven through a "closed school discharge" from the Department of Education (Education), but this process has changed in recent years. To further explore this issue, the US Government Accountability Office (GAO) examined what happens to borrowers after colleges closed. To do this, GAO analyzed Education data on federal student loan borrowers who were enrolled at colleges that closed from 2010-2020; reviewed relevant federal laws, regulations, and agency documents; and interviewed Education officials and subject matter experts. Key findings included: (1) About 246,000 borrowers were enrolled at over 1,100 colleges that closed from 2010 through 2020; (2) 43% of impacted borrowers did not complete their program before their college closed or transfer to another college--showing that closures are often the end of the road for a student's education; and (3) Over 80,000 of these borrowers had their loans forgiven through a closed school discharge.

A for-profit college may convert to nonprofit status for a variety of reasons, such as wanting to align its status and mission. However, in some cases, former owners or other insiders could improperly benefit from the conversion, which is impermissible under the Internal Revenue Code and Higher Education Act of 1965, as amended. This statement--based on the US Government Accountability Office's (GAO's) December 2020 report (GAO-21-89)--discusses what is known about insider involvement in conversions and the extent to which IRS and Education identify and respond to the risk of improper benefit. [For "Higher Education: IRS and Education Could Better Address Risks Associated with Some For-Profit College Conversions. Report to Congressional Requesters. GAO-21-89," see ED612779.]

Rising college costs have outpaced federal grant aid and placed more of the financial burden on students and their families. Children's Savings Account (CSA) programs help families, especially lower-income families, save for college--and other postsecondary education--by providing financial contributions and possibly other supports. A Senate Appropriations Committee report included provisions for the Government Accountability Office (GAO) to examine various aspects of college savings account programs and their effectiveness. This report examines (1) the number of CSA programs and how they use strategies to help families, especially lower-income families, save and prepare for college; and (2) what is known about the effects of these strategies on families, including lower-income families. GAO reviewed 2016-2019 annual CSA program survey data collected by the nonprofit Prosperity Now. GAO also analyzed Consumer Financial Protection Bureau (CFPB) documents and the findings of 33 peer-reviewed studies from 2010 through 2019--and one working paper from 2017--that met GAO's criteria for inclusion, for example, used data from the United States. In addition, GAO interviewed officials from CFPB, the Department of Education, and four organizations that have expertise on these programs.

The Post-9/11 GI Bill is the Department of Veterans Affairs (VA's) largest educational program. It provides payments for eligible veterans to cover tuition and fees, housing and other costs while they pursue a higher education. However, for some veterans this pursuit is interrupted when the school they attend unexpectedly closes. This testimony addresses: (1) the distribution of Post-9/11 GI Bill tuition and fee payments among schools; (2) outcomes of students at schools that receive the most Post-9/11 GI Bill payments; and (3) how school closures can affect student veterans. To address these topics, the Government Accountability Office (GAO) reviewed VA data on Post-9/11 GI Bill tuition and fee payments to schools for fiscal year 2017, the most recent school-level data available. GAO analyzed student outcome measures for these schools using Department of Education data reported for school year 2017-2018. GAO also reviewed its prior reports issued between 2013 and 2017 on school closures, credit transfers, and related challenges faced by student veterans. The Post-9/11 GI Bill has provided valuable education benefits to millions of veterans who attend a wide range of schools. However, when schools abruptly shut their doors, it can leave student veterans--who already face unique challenges in an academic environment--without a clear path to continuing their education and can force taxpayers to cover the cost of restoring their benefits and discharged student loans. As the number of school closures has increased in recent years, the risks and challenges associated with such closures are particularly salient for student veterans, their families, and the federal government.

Historically Black Colleges and Universities (HBCUs) play an important and unique role in the higher education system and in their local and regional economies. Small Business Administration (SBA) works with many colleges and universities to provide entrepreneurial training and counseling on campuses. SBA is also part of a long-standing White House Initiative to expand the capacity of HBCUs, including their ability to participate in federal programs. However, little is known about the extent to which SBA has worked with the 101 HBCUs to foster entrepreneurship among students and others. The Government Accountability Office (GAO) reviewed recent executive orders related to enhancing HBCU capacities; agency documents, including SBA's 2018 agency plan for supporting HBCUs; and statutes and regulations for key programs and activities. GAO also interviewed SBA headquarters and selected district officials based on criteria including (1) the number of HBCUs in the state, and (2) agreements, if any, between HBCUs and SBA. GAO also interviewed six HBCUs based on their relationship with SBA.

This paper considers noncredit instruction in the California Community College System. It identifies three related concepts: a state need for increased levels of education that noncredit instruction is well placed to supply, several changes that begin to facilitate that response, and additional changes that are needed to ensure success. The increasing interest in noncredit programs shown by the Academic Senate, the Chancellor's Office, the Legislature, and other professionals is not a coincidence. Several recent studies have focused on the rapid demographic changes and declining educational levels that are affecting California society and its economy. In response to these studies, noncredit programs join the renewed interest in basic skills success and adult learners as one way to provide the workers that the state requires. This paper will describe several legislative and policy developments to explain the link between noncredit history and current hopes for improved student success through enhanced funding, staffing, and academic integrity of programs. Appended are: (1) Authorized Areas--Community College Noncredit and K-12 Adult Education; (2) Recommendations from 2006 Academic Senate for California Community Colleges (ASCCC) paper; and (3) ASCCC Resolutions on Noncredit Funding and Academic Integrity. (Contains 16 footnotes and 21 sources.)

This document records testimony from a hearing held to examine how to strengthen America's postsecondary system as Congress works to reauthorize the Higher Education Act. Witnesses and members discussed reforms that will help ensure more students have the opportunity to complete an advanced, quality education without absorbing unmanageable debt. Member statements were presented by: (1) Honorable Alma S. Adams, Representative in Congress from the State of North Carolina, U.S. House of Representatives; and (2) Honorable Virginia Foxx, Chairwoman, Subcommittee on Higher Education and Workforce Training, U.S. House of Representatives; and Witness statements were presented by: (1) Michael J. Bennett, Associate Vice President, Financial Aid Services, St. Petersburg College, St. Petersburg, Florida; (2) David A. Bergeron, Vice President, Postsecondary Education, Center for American Progress, Washington, DC; (3) Honorable Mitchell E. Daniels Jr., President, Purdue University, West Lafayette, IN; and (4) Dr. Christine M. Keller, Vice President, Research and Policy Analysis, Executive Director, Voluntary System of Accountability and Student Achievement Measure, Association of Public and Land-Grant Universities, Washington, DC. Additional submissions were presented by: (1) Hon. John Kline, Chairman, Committee on Education and the Workforce, U.S. House of Representatives: (2) David L. Warren, President, National Association of Independent Colleges and Universities; (3) Honorable Jared Polis, a Representative in Congress from the State of Colorado: and (4) Prepared statement of The United Steel, Paper and Forestry, Rubber Manufacturing, Energy, Allied Industrial and Service Workers International Union (USW).

This paper presents the fourth Committee on Education and the Workforce hearing on the federal rules and regulations that undermine the strength of this nation's education system. Congress has purposely never defined the term "gainful employment," despite its presence in the statute for the past 50 years. It was decided that any attempt to define such an evolving concept could have unintended consequences. However, some in the administration seem to believe they know better than Congress. Last year, the Department of Education issued a new regulation that attempts for the first time to define "gainful employment." Under the regulation, proprietary colleges would be required to seek pre-approval from the federal government before creating new programs and adhere to a confusing formula that utilizes the debt-to-income ratio and loan repayment rates of program graduates to determine eligibility for federal student aid. Additionally, these institutions would face a host of new and unprecedented reporting requirements. This gainful employment regulation is yet another example of federal overreach into the nation's colleges and universities that will reduce access to higher education for millions of students, undercut efforts to re-energize the economy and, frankly, destroy jobs. Members testifying before the committee were: Honorable Joseph J. Heck, a Representative in Congress from the State of Nevada; Honorable John Kline, Committee on Education and the Workforce; and Honorable George Miller, senior Democratic member, Committee on Education. Witnesses testifying before the committee were: Catherine Barreto, graduate, Monroe College; Jeanne Herrmann, chief operating officer, Globe University/Minnesota School of Business; Travis Jennings, electrical test department supervisor, Orbital Sciences Corp., Launch Systems Group; and Arnold Mitchem, president, Council for Opportunity in Education. (Individual statements contain footnotes.)

Pennsylvania is the third most rural state in the nation. The recession of the 1980s devastated the rural economy, leading to a brain drain from rural areas. Nevertheless, there's much that's right about rural schools. Rural schools have pioneered the use of distance education technology. Staff remain in rural schools because they like the surroundings, want to be near family, and like the sense of community. Dropout rates are lower in rural school districts. Education has been centralized through consolidation and statewide testing, but the core of rural education is community, which cannot be tested. The shortage of administrators is widespread. Teacher shortages are most evident in rural areas in the state's interior, especially among special education staff. The cost of special education has increased by 3000 percent since 1971, and vocational education costs have become prohibitive for some districts. The list of things schools are expected to be accountable for grows continually, yet time and funding are not increasing. Rural districts do not have the funding base to cover these costs. The state's funding system has changed every year since 1991, leaving some rural school districts to defend themselves by not spending. The lack of community colleges in rural Pennsylvania has prompted some districts to contract with out-of-state community colleges to provide courses. The expense of postsecondary education is becoming prohibitive for rural students, and the state college system is their only means of entering into higher education. (TD)

This document launches a wide public consultation with all those involved in and with an interest in the European Union's (EU's) education, training, and youth programs called Socrates, Tempus, Leonardo da Vinci, and Youth for Europe. It is the first step toward preparing the new generation of programs to start in 2007 and will inform the Commission of European Communities's upcoming detailed proposals for such programs. Sections 2-4 set out the context for this consultation, reporting what has been achieved so far in EU programs; what have been the main developments at European level in education, training, and youth policy; and the scope of program action in these fields. Consultees are invited to respond to a series of 13 key questions that are set out in detail in Section 5. They are divided into these three sections: the type of action to be supported through European programs in the period after 2006; the geographical coverage of the programs (which countries should be involved in which actions); and the design and structure of the new generation of programs. Section 6 explains the different ways the consultees can send in their views. The appendix contains a list of 17 web addresses, offering more information about each action or policy mentioned in the document. (YLB)

This is a congressional hearing on how vocational and technical education and job training work together to better prepare workers for the 21st century workforce and on successful educational and job training activities and initiatives in Indiana (IN). Testimony includes statements from United States representatives (Howard P. "Buck" McKeon and Mark Souder) and individuals representing Tri-State University, Angola, IN (Earl Brooks); Angola High School, Angola, IN (Steve Grill); Economic Development and Community Resource Officer, Cole Foundation and Plastics Technology Center, Angola, IN (Craig Adolph) and a former student (Travis Kenz); Jobworks, Fort Wayne, IN (Steve Corona); Ivy Tech State College, Fort Wayne, IN (Jon L. Rupright); Four County Area Vocational Cooperative, Garrett, IN (Tim Holcomb); Anthis Career Center, Fort Wayne, IN (Ron Flickinger); and Educational Technology Department, DeKalb County Central United School District, Waterloo, IN (Dick Boyd). Appendixes include written statements of the US representatives who presented statements and of the individuals representing the above organizations and institutions. (YLB)

This congressional hearing consists of testimony on the nursing shortage facing the country. It examines the causes and impact of the nursing shortage that the nation faces and introduces innovative remedies currently being undertaken by educational institutions and the health care industry, and makes suggestions for further action. Testimony includes statements from members of Congress on the Committee on Education and the Workforce and representing a district in the State of New York, and individuals representing Washington Hospital Center, Washington, DC; Inova Fairfax Hospital, Virginia; American Nurses Association, Washington, DC; College of the Canyons, California; Nurse Alliance, Service Employees International Union, Washington, DC; School of Nursing, Georgia Southern University, Georgia; College of Nursing and Health Sciences, University of Phoenix, Arizona; and American Hospital Association, Washington, DC. Appendixes include written statements and letters of committee members, representatives, and individuals representing the above named associations and institutions and the American Association of Community Colleges, Washington, DC; American Association of Nurse Anesthetists; Partners for a Healthy Community; Premier, Inc., Washington, DC; Department of Health and Human Services; Department of Education; American Federation of State, County, and Municipal Employees; and Employment Policy Foundation. (YLB)

This report presents the testimony and submissions given at a field hearing on workforce training in Michigan. Four expert witness statements follow introductory comments from Vernon J. Ehlers and James A. Barcia, United States Congressmen from Michigan. The statement of Bruce P. Mehlman, the assistant secretary of commerce, assesses the ability of the nation to remain competitive in a global economy and the need for increased emphasis in education on technology. The statement of Cindy Ballard, the director of policy, Michigan Economic Development Corporation, reviews workforce development and training needs research in Michigan. The statement of Tim N. Clark, a researcher at Saginaw Valley State University, examines workforce challenges facing small manufacturers in Michigan. The statement of Robert C. Worthington, Sr., a Michigan manufacturer, outlines obstacles facing industries in the state and offers possible solutions from both government and business. Also included are the witnesses' biographies and financial disclosure statements, as well as a transcript of the discussion that followed the witnesses' testimony. (AJ)

This Congressional report contains the testimony and documents presented for the record at the second of two hearings on the effects of welfare reform and the Temporary Assistance for Needy Families (TANF) block grant. Other areas receiving particular attention from witnesses included the impacts of education and training on employment patterns and welfare recipients' success in achieving economic self-sufficiency and the adequacy of the education and training authorized under TANF. The oral and written testimony focuses on the work requirements within the welfare reform bill that Congress passed in the 1996 legislation. The oral statements of the following individuals are presented: Howard "Buck" McKeon and Patsy T. Mink, Subcommittee on 21st Century Competitiveness, Committee on Education and the Workforce, U.S. House of Representatives; Lynn A. Karoly, director, Labor and Population Program and Population Research Center, RAND Institute; E. Mona Garland, director, Opportunities Industrialization Center of Greater Milwaukee, Wisconsin Works; LaShunda Hall, former Wisconsin Works participant; Rodney Carroll, president and chief executive officer, The Welfare to Work Partnership, Washington, D.C.; Martha Davis, legal director, NOW-LDEF, New York; and Jennifer Brooks, director, Self-Sufficiency Programs and Policy, Wider Opportunities for Women. The report's eight appendixes contain the written statements submitted by the witnesses. (MN)