# The Higher Education Act (HEA): A Primer > Briefs, arguments, decisions, and more. URL: https://www.frixlaw.com/law-library/documents/crs%3AR43351 ## Record - **Collection:** Congressional research report - **Document type:** CRS Report - **Published:** April 10, 2023 - **Citation:** R43351 ## Text The Higher Education Act (HEA): A Primer Updated April 10, 2023 Congressional Research Service https://crsreports.congress.gov R43351 The Higher Education Act (HEA): A Primer Summary The Higher Education Act of 1965 (HEA; P.L. 89-329, as amended) authorizes numerous federal aid programs that provide support to both individuals pursuing a postsecondary education and institutions of higher education (IHEs). Title IV of the HEA authorizes the federal government’s major student financial aid programs, which are the primary source of direct federal support to students pursuing postsecondary education. Titles II, III, and V of the HEA provide institutional aid and support. Additionally, the HEA authorizes services and support for less-advantaged students (select Title IV programs), students pursing international education (Title VI), and students pursuing and institutions offering certain graduate and professional degrees (Title VII). Finally, the most recently added title (Title VIII) authorizes more than two dozen other programs that support higher education; most have never been funded. The HEA was last comprehensively reauthorized in 2008 by the Higher Education Opportunity Act of 2008 (HEOA; P.L. 110-315), which authorized most HEA programs through FY2014. Following the enactment of the HEOA, the HEA has been amended by numerous other laws, most notably the SAFRA Act, part of the Health Care and Education Reconciliation Act of 2010 (HCERA; P.L. 111-152), which terminated the authority to make federal student loans through the Federal Family Education Loan (FFEL) program. Many HEA programs were authorized through FY2014 and were extended for an additional year, through FY2015, under the General Education Provisions Act (GEPA). Additionally, many HEA programs due to expire at the end of FY2015 were provided additional appropriations beyond FY2015 under a variety of appropriations legislation and continuing resolutions, and most recently under the Consolidated Appropriations Act, 2023 (P.L. 117-328 ). This report provides a brief overview of the major provisions of the HEA. Congressional Research Service The Higher Education Act (HEA): A Primer Contents Introduction ..................................................................................................................................... 1 Title I: General Provisions ............................................................................................................... 2 Part A: Definitions..................................................................................................................... 2 Part B: Additional General Provisions ...................................................................................... 2 Part C: Cost of Higher Education.............................................................................................. 3 Part D: Administrative Provisions for Delivery of Student Financial Assistance ..................... 4 Part E: Lender Institution Requirements Relating to Education Loans .................................... 4 Title II: Teacher Quality Enhancement ............................................................................................ 4 Part A: Teacher Quality Partnership Grants .............................................................................. 4 Part B: Enhancing Teacher Education ....................................................................................... 5 Title III: Institutional Aid ................................................................................................................ 5 Part A: Strengthening Institutions ............................................................................................. 5 American Indian Tribally Controlled Colleges and Universities ........................................ 6 Alaska Native and Native Hawaiian-Serving Institutions .................................................. 6 Predominantly Black Institutions ........................................................................................ 6 Native American-Serving, Nontribal Institutions ............................................................... 6 Asian American and Native American Pacific Islander-Serving Institutions ..................... 7 Part B: Strengthening Historically Black Colleges and Universities ........................................ 7 Historically Black Graduate and Professional Institutions ................................................. 7 Part C: Endowment Challenge Grants ...................................................................................... 7 Part D: Historically Black College and University Capital Financing ...................................... 7 Part E: Minority Science and Engineering Improvement Program ........................................... 8 Part F: Strengthening Historically Black Colleges and Universities and Other Minority-Serving Institutions ................................................................................................. 8 Hispanic Serving-Institutions Science, Technology, Engineering, and Math and Articulation Program ....................................................................................................... 8 Part G: General Provisions ........................................................................................................ 9 Title IV: Student Assistance............................................................................................................. 9 Part A: Grants to Students in Attendance at Institutions of Higher Education.......................... 9 Subpart 1: Federal Pell Grants ............................................................................................ 9 Subpart 2: TRIO and GEAR UP ....................................................................................... 10 Subpart 3: Federal Supplemental Educational Opportunity Grants (FSEOG) .................. 12 Subpart 4: LEAP and GAP ............................................................................................... 12 Subpart 5: Special Programs for Students Whose Families Are Engaged in Migrant and Seasonal Farmwork ................................................................................... 12 Subpart 6: Robert C. Byrd Honors Scholarship Program (Byrd)...................................... 13 Subpart 7: Child Care Access Means Parents in School (CCAMPIS) .............................. 13 Subpart 9: TEACH Grants ................................................................................................ 13 Subpart 10: Scholarships for Veteran’s Dependents ......................................................... 13 Part B: Federal Family Education Loan (FFEL) Program ...................................................... 14 Part C: Federal Work-Study Programs .................................................................................... 14 Part D: William D. Ford Federal Direct Loan (Direct Loan) Program ................................... 15 Direct Subsidized Loans ................................................................................................... 16 Direct Unsubsidized Loans ............................................................................................... 16 Direct PLUS Loans ........................................................................................................... 16 Consolidation Loans ......................................................................................................... 17 Congressional Research Service The Higher Education Act (HEA): A Primer Part E: Federal Perkins Loans ................................................................................................. 17 Part F: Need Analysis .............................................................................................................. 18 Part G: General Provisions Relating to Student Assistance Programs .................................... 19 Part H: Program Integrity ........................................................................................................ 20 Subpart 1: State Role ........................................................................................................ 20 Subpart 2: Accrediting Agency Recognition ..................................................................... 20 Subpart 3: Eligibility and Certification Procedures .......................................................... 20 Part I: Competitive Loan Auction Pilot Program .................................................................... 20 Title V: Developing Institutions .................................................................................................... 21 Part A: Hispanic-Serving Institutions ...................................................................................... 21 Part B: Promoting Postbaccalaureate Opportunities for Hispanic Americans ........................ 21 Part C: General Provisions ...................................................................................................... 21 Title VI: International Education Programs .................................................................................. 21 Part A: International and Foreign Language Studies............................................................... 21 Part B: Business and International Education Programs ......................................................... 22 Part C: Institute for International Public Policy ...................................................................... 22 Part D: General Provisions ...................................................................................................... 22 Title VII: Graduate and Postsecondary Improvement Programs ................................................... 23 Part A: Graduate Education Programs .................................................................................... 23 Part B: Fund for the Improvement of Postsecondary Education (FIPSE) ............................... 23 Part D: Programs to Provide Students with Disabilities with a Quality Higher Education ............................................................................................................................. 24 Part E: College Access Challenge Grant Program (CACG) .................................................... 24 Title VIII: Additional Programs..................................................................................................... 25 Tables Table A-1. Funding for HEA-Authorized Programs, FY2019-FY2023 ........................................ 27 Table C-1. Comprehensive Reauthorizations of the Higher Education Act of 1965 ..................... 43 Appendixes Appendix A. History of Funding for HEA Programs: FY2019-FY2023....................................... 26 Appendix B. General Education Provisions Act ........................................................................... 42 Appendix C. Previous HEA Reauthorizations............................................................................... 43 Contacts Author Information........................................................................................................................ 44 Key Policy Staff ............................................................................................................................ 44 Acknowledgments ......................................................................................................................... 44 Congressional Research Service The Higher Education Act (HEA): A Primer Introduction The Higher Education Act of 1965 (HEA; P.L. 89-329, as amended), authorizes a broad array of federal student aid programs that assist students and their families with financing the cost of a postsecondary education, as well as programs that provide federal support to postsecondary institutions of higher education (IHEs). Programs authorized by the HEA provide support for higher education in several ways, including providing support to students in financing a postsecondary education, with additional support and services given to less-advantaged students; providing support to students pursing international education and certain graduate and professional degrees; and providing support to IHEs in improving their capacity and ability to offer postsecondary education programs. The Department of Education (ED) administers the programs authorized by the HEA. The most prominent programs under the HEA are the Title IV programs that provide financial assistance to students and their families. In FY2022, approximately $111.6 billion in financial assistance was made available to 9.8 million students under these programs.1 In the same year, ED provided approximately $3.6 billion in federal support to institutions of higher education under the HEA.2 The HEA was first enacted in 1965 and has since been amended and extended numerous times, and it has been comprehensively reauthorized eight times. The most recent comprehensive reauthorization of the HEA occurred in 2008 under the Higher Education Opportunity Act (HEOA; P.L. 110-315), which authorized most HEA programs through FY2014. Following the enactment of the HEOA, the SAFRA Act, as part of the Health Care and Education Reconciliation Act of 2010 (HCERA; P.L. 111-152), made several notable changes to the HEA. Authorization for the appropriations for many HEA programs expired at the end of FY2014 and was automatically extended through the end of FY2015 under Section 422 of the General Education Provisions Act (GEPA).3 Additionally, Congress provided appropriations beyond 2015 under a variety of appropriations legislation and continuing resolutions, most recently under the Consolidated Appropriations Act, 2023 (P.L. 117-328 ). The HEA is organized into eight titles:         Title I, General Provisions; Title II, Teacher Quality Enhancement; Title III, Strengthening Institutions; Title IV, Student Assistance; Title V, Developing Institutions; Title VI, International Education Programs; Title VII, Graduate and Postsecondary Improvement Programs; and Title VIII, Additional Programs. This report provides a brief overview of the major provisions of the HEA, organized by title and part. Appendix A of this report provides detailed appropriations figures for HEA programs, from FY2019 through FY2023. Appendix B gives a brief overview of the General Education Provisions Act, which applies to the majority of federal education programs administered by ED, including those programs authorized by the HEA. Finally, Appendix C provides information 1 U.S. Department of Education, Office of Federal Student Aid, Annual Report 2022, January 23, 2023, p. vi. 2 Office of Management and Budget, The Appendix, Budget of the United States Government, Fiscal Year 2022, p. 349. 3 GEPA contains a broad array of statutory provisions that are applicable to the majority of federal education programs administered by the Department of Education. 20 U.S.C. §1221 et seq. For additional information on GEPA, see CRS Report R41119, General Education Provisions Act (GEPA): Overview and Issues. Congressional Research Service 1 The Higher Education Act (HEA): A Primer related to the eight comprehensive reauthorizations that the HEA has undergone. Other CRS reports provide more detailed discussions and analyses of the major HEA provisions. Title I: General Provisions Title I of the HEA is divided into four parts and lays out definitions and provisions that generally apply to most of the programs authorized by the HEA. Part A: Definitions Title I, Part A of the HEA includes two definitions of an institution of higher education (IHE). The definition of IHE in Section 101 applies to institutional participation in HEA programs, other than federal student aid programs under Title IV. The definition of an IHE provided in Section 102 applies to institutional participation in Title IV federal student aid programs and includes all institutions that meet the Section 101 IHE definition and proprietary institutions (or for-profit institutions), postsecondary vocational institutions, and foreign institutions (i.e., those located outside of the United States). Section 102 also specifies additional conditions institutions must meet to participate in Title IV programs, including provisions related to the types of courses and educational programs offered, student enrollment, and institutional management.4 Section 103 contains additional definitions relevant to the HEA, such as “distance education” and “diploma mill.” Part B: Additional General Provisions Part B of Title I lists additional general provisions pertaining to the HEA. It includes provisions related to antidiscrimination based on race, religion, sex, or national origin at IHEs receiving federal financial assistance and a sense of Congress regarding the protection of student speech and association rights. Title I-B requires that IHEs adopt alcohol and drug abuse prevention programs to participate in Title IV programs and authorizes the Secretary of Education (Secretary) to award competitive grants to IHEs or consortia of IHEs to implement drug and alcohol prevention programs; however, these grants have never been funded under these provisions. Title I-B also grants the Secretary the authority to waive program eligibility criteria in any case in which the criteria do not take into account any unique circumstances in Guam, the U.S. Virgin Islands, American Samoa, the Commonwealth of the Northern Mariana Islands, and the Freely Associated States. Other Part B provisions require that information be made available to students and their families to help them make informed college decisions, such as requiring the Secretary to develop a website with information about federal aid available from other federal departments and agencies and requiring the Secretary, working with other federal agencies, to publish information to help students, parents, and employers to identify and avoid diploma mills.5 Part B also establishes the National Advisory Committee on Institutional Quality and Integrity (NACIQI), which is a committee tasked with assessing the process of accreditation in higher 4 For additional information on institutional eligibility to participate in Title IV programs, see CRS Report R43159, Institutional Eligibility for Participation in Title IV Student Financial Aid Programs. 5 Diploma mills are unaccredited entities that offer degrees, diplomas, or certificates to individuals for a fee and that require the individual to complete little or no educational coursework. Congressional Research Service 2 The Higher Education Act (HEA): A Primer education and the institutional eligibility and certification of IHEs to participate in Title IV programs. Specific requirements for NACIQI, such as membership criteria and meeting procedures, also are delineated. Part B prohibits the development, implementation, or maintenance of a federal database containing the personally identifiable information of students. However, this prohibition does not apply to systems necessary for the operation of programs authorized under Titles II (Teacher Quality Enhancement), IV (Student Assistance), or VII (Graduate and Postsecondary Improvement Programs) and that were in use the day before the enactment of the HEOA (August 13, 2008). Finally, Part B authorizes necessary appropriations to pay obligations incurred related to previously funded programs supporting the construction of college housing and academic facilities. Part C: Cost of Higher Education Title I, Part C includes many provisions that focus on collecting data on college costs and prices and student characteristics. It directs the Secretary to collect and make available online, among other information, individual IHEs’ tuition and fees; cost of attendance; acceptance rate of undergraduate students who apply; number of first-time, full-time, and part-time students enrolled; number of students receiving financial aid; and average amount of financial assistance received by students.6 Other provisions require publishers that sell college textbooks and supplemental materials to “unbundle” materials (i.e., make textbooks and each supplement to a textbook available as separate items) and require IHEs to publish online pre-course registration and registration materials delineating information about all required texts that will be used in the class and the retail price of course materials. Additionally, Section 135 requires public IHEs to charge no more than in-state tuition rates to eligible members of the Armed Forces on active duty and their spouses and dependent children. Finally, Part C includes a maintenance of effort (MOE) provision, which requires states to maintain funding for the general operations of public IHEs and for amounts provided for financial aid for students attending private IHEs within the state in each academic year that is at least equal to the average funding provided over the preceding five years. If a state fails to meet MOE requirements, the Secretary is required to withhold the state’s allotment of funds for the College Access Challenge Grant Program (Title VII, Part E), until the state makes “significant efforts to correct such violations.”7 6 For instance, Part C directs the Secretary to maintain a website, the “College Navigator” website, which provides information such as cost of attendance and net price of various IHEs to prospective students, and the Net Price Calculator, which helps current and prospective students estimate the individual net price of attending an IHE for a student. The College Navigator website is available at http://nces.ed.gov/collegenavigator/. The Net Price Calculator is available online at http://collegecost.ed.gov/netpricecenter.aspx. 7 The Secretary may waive the MOE requirement for exceptional or uncontrollable circumstances, as appropriate. The College Access Challenge Grant Program last received appropriations in FY2014 Congressional Research Service 3 The Higher Education Act (HEA): A Primer Part D: Administrative Provisions for Delivery of Student Financial Assistance Part D of Title I authorizes the establishment of a Performance-Based Organization (PBO) that manages the administration of Title IV programs within ED. A PBO is a discrete management unit that is responsible for managing the administrative and oversight functions that support a program, while other entities are responsible for the policy setting functions relating to the PBO. PBOs are led by chief executives who are personally accountable for meeting measurable goals within the organization. In exchange, the PBO is allowed greater flexibility to manage personnel, procurement, and other services. The PBO authorized under HEA Title D-I is known as the Office of Federal Student Aid.8 Part E: Lender Institution Requirements Relating to Education Loans Part E of Title I establishes disclosure and reporting requirements applicable to lenders and IHEs with respect to Title IV federal student loans and private education loans. Many of the provisions relate to the disclosure to borrowers of the terms and conditions for both federal loans made under Title IV and private education loans, as defined under Section 140 of the Truth in Lending Act.9 Title II: Teacher Quality Enhancement Title II of the HEA authorizes grants for improving teacher education programs, strengthening teacher recruitment efforts, and providing training for prospective teachers. This title also includes reporting requirements for states and IHEs regarding the quality of teacher education programs. Part A: Teacher Quality Partnership Grants Part A of Title II authorizes competitive grants to improve teacher education programs. The PreBaccalaureate Preparation Program awards funds to partnerships to, among other activities, reform teacher preparation programs, provide clinical experiences and literacy training, and prepare highly qualified teachers and early childhood educators. The Teacher Residency Program awards one-year stipends to recent college graduates and mid-career professionals (who are not teaching) to obtain graduate-level teacher training in exchange for agreements to serve three years in a high-need school. Finally, the Leadership Development Program awards funds to partnerships to prepare students for careers as school administrators, as well as to support activities that promote strong leadership skills. Each eligible partnership receiving a grant under Part A must provide nonfederal matching funds equal to 100% of the amount of the grant. Part A also requires states and IHEs offering teacher preparation programs and receiving federal assistance under the HEA to report specified data annually. IHEs must report to states the pass rates of their graduates on state certification assessments and other program data. States, in turn, 8 For more information on how the Office of Federal Student Aid operates as a PBO, see CRS Report R46143, The Office of Federal Student Aid as a Performance-Based Organization. 9 15 U.S.C. §1650. For additional information on student loan disclosure requirements, see CRS Report R40789, Reporting and Disclosure Requirements for Institutions of Higher Education to Participate in Federal Student Aid Programs Under Title IV of the Higher Education Act, archived, available to congressional clients upon request. Congressional Research Service 4 The Higher Education Act (HEA): A Primer are required to report to ED information on state certification and licensure requirements; the number of students enrolled in teacher preparation programs disaggregated by gender, race, and ethnicity; pass rates on state assessments, disaggregated and ranked by institution; criteria for identifying low-performing schools of education; and other information.10 Part B: Enhancing Teacher Education Part B of Title II authorizes several competitive grants for teacher training programs that meet specific needs, such as preparing graduate teacher candidates to use technology-rich teaching methods, preparing general education teacher candidates to instruct students with disabilities, and preparing graduate students to become education professors who will prepare highly qualified teachers in high-need areas. These programs have never received funding. Title III: Institutional Aid Title III is one of the primary sources of institutional support authorized by the HEA.11 Most of the programs authorized in Title III provide grants or other financial support to institutions that serve high concentrations of racial and ethnic minority and/or needy students to help strengthen the institutions’ academic, financial, and administrative capabilities.12 Typically, the institutions served by Title III are called minority-serving institutions (MSIs). Part A: Strengthening Institutions The Section 311, Strengthening Institutions Program (SIP) is the foundational program for all other programs established under Title III-A. It provides competitive grants to eligible IHEs that have low educational and general expenditures (E&G) as compared to similar institutions and where at least 50% of enrolled degree-seeking students are receiving need-based assistance under HEA Title IV13 or where the percentage of Pell Grant recipients exceeds the median percentage of Pell Grant recipients at similar institutions. Additionally, eligible IHEs must be legally authorized by their states to award bachelor’s degrees or be authorized to operate as a junior or community college and must be accredited or preaccredited by an ED-recognized accrediting agency. In this report, the SIP eligibility criteria are referred to collectively as the Section 312(b) criteria. Authorized uses for grant funds include facilities improvement, faculty development, curriculum development, and student services. Grantees are also allowed to establish endowments or increase endowment funds with SIP grants, but they may not use more than 20% of grant monies for such purposes and must provide matching funds from nonfederal sources. 10 ED makes these reports available online at https://title2.ed.gov/View.asp. 11 Title V, discussed later in this report, is the other major source of HEA institutional support. It provides institutional aid for Hispanic Serving Institutions. 12 For additional information on programs available to minority service institutions under the HEA, see CRS Report R43237, Programs for Minority-Serving Institutions Under the Higher Education Act. 13 For purposes of SIP, Title IV need-based assistance includes Federal Supplemental Educational Opportunity Grants, Federal Work Study, and Federal Perkins Loans, but not Subsidized Stafford Loans. As later noted, Federal Perkins Loans are no longer being issued to students. Additionally, Subsidized Stafford Loans are now known as Direct Subsidized Loans. Congressional Research Service 5 The Higher Education Act (HEA): A Primer American Indian Tribally Controlled Colleges and Universities Section 316 establishes the Strengthening American Indian and Tribally Controlled Colleges and Universities (TCCUs) program. This program provides formula grants to TCCUs that meet the Section 312(b) criteria and that qualify for funding under the Tribally Controlled Colleges and Universities Assistance Act of 1978 (25 U.S.C. §1801), the Navajo Community College Act (25 U.S.C. §640a), or Section 532 of the Equity in Education Land-Grant Status Act of 1994 (7 U.S.C. §301 note). Authorized uses for grant funds are similar to those of the SIP. Alaska Native and Native Hawaiian-Serving Institutions Section 317 establishes the Strengthening Alaska Native and Native Hawaiian-Serving Institutions (ANNHs) program. This program provides competitive grants to ANNHs that meet the Section 312(b) criteria and that have an enrollment of undergraduate students that is at least 20% Alaska Native students or at least 10% Native Hawaiian students. Authorized uses for grant funds are similar to those of the SIP. Predominantly Black Institutions Section 318 establishes the Strengthening Predominantly Black Institutions (PBIs) program. To be eligible for a PBI grant, an institution must be legally authorized within its state to award bachelor’s or associate’s degrees, accredited or preaccredited by an ED-recognized accrediting agency, enroll at least 1,000 undergraduates (half of which must be enrolled in degree programs), have low E&G, and have an undergraduate student enrollment that is at least 40% Black American students. PBIs may not also be designated as a Historically Black College or University (HBCU) or a Hispanic-serving institution (HSI). PBIs must have a requisite enrollment of needy students. For purposes of the Strengthening PBIs program, the needy student enrollment criterion requires that at least 50% of an institution’s enrolled degree-seeking undergraduate students (a) are Pell Grant recipients; (b) come from families that receive benefits under a means-tested federal benefit program; (c) attended a secondary school that was eligible to receive benefits under Title I of the Elementary and Secondary Education Act of 1965 (ESEA);14 or (d) are first-generation college students and a majority of such first-generation colleges students are low-income. Grants are formula-based and divided among eligible institutions based on each institution’s percentage of Pell Grant recipients, percentage of graduates, and percentage of graduates who pursue the next higher degree level. Authorized uses for grant funds are similar to those of the SIP. Native American-Serving, Nontribal Institutions Section 319 establishes the Strengthening Native American-Serving, Nontribal Institutions (NASNTIs) program. This program provides competitive grants to NASNTIs that meet the Section 312(b) criteria, that are not TCCUs, and that have an enrollment of undergraduate students that is at least 10% Native American students. Authorized uses for grant funds are similar to those of the SIP. 14 For additional information on the ESEA, see CRS Report R44297, Reauthorization of the Elementary and Secondary Education Act: Highlights of the Every Student Succeeds Act. Congressional Research Service 6 The Higher Education Act (HEA): A Primer Asian American and Native American Pacific Islander-Serving Institutions Section 320 establishes the Asian American and Native American Pacific Islander-Serving Institutions (AANAPISIs) program. This program provides competitive grants to AANAPISIs that meet the Section 312(b) criteria and that have an enrollment of undergraduate students that is at least 10% Asian American or Native American Pacific Islander students. Authorized uses for grant funds are similar to those of the SIP. Part B: Strengthening Historically Black Colleges and Universities Part B of Title III authorizes assistance to Historically Black College and Universities (HBCUs) and Historically Black Graduate Institutions (HBGIs). Section 323 authorizes the Strengthening HBCUs program, which provides grants to IHEs that were established before 1964 with the mission of educating Black Americans, are accredited or preaccredited by an ED-recognized accrediting agency.15 Strengthening HBCU grants are formula-based and divided among eligible institutions based on an institution’s percentage of Pell Grant recipients, percentage of graduates, and percentage of graduates who go on to attend a graduate or professional school in a degree program in disciplines in which Blacks are underrepresented. Authorized uses for grant funds are similar to those of the SIP under Title III-A. Historically Black Graduate and Professional Institutions Section 326 of Title III-B establishes the HBGI program. This program provides formula grants to eligible postgraduate and professional institutions and programs to increase the number of African Americans in certain professional fields. Eligible institutions are specifically listed in Section 326. HBGI grants are formula-based. The first $56.9 million appropriated each fiscal year is available exclusively to the 18 HBGIs that were specifically listed in the HEA prior to the enactment of the Higher Education Opportunity Act of 2008 (HEOA; P.L. 110-315). Appropriations greater than $56.9 million and less than $62.9 million are available to the six HBGIs that were added to Section 326 by the HEOA. Finally, appropriations greater than $62.9 million are made available to any eligible HBGI, pursuant to a formula to be developed by ED. Authorized uses for grant funds are similar to those of the SIP. Part C: Endowment Challenge Grants Title III, Part C authorizes the Endowment Challenge Grants program. This program provides matching grants to IHEs eligible under Parts A and B of Title III to assist them in establishing or increasing their endowments and thus increase their self-sufficiency. The program has not been funded since FY1995. Part D: Historically Black College and University Capital Financing Title III, Part D authorizes the HBCU Capital Financing program, which provides federal insurance for bonds issued to support capital financing projects at HBCUs for the repair, renovation, and, in exceptional circumstances, construction or acquisition of facilities used for 15 The accompanying regulations also require that an eligible HBCU be legally authorized in the state in which it is located to operate as a junior or community college or to award bachelor’s degrees. Congressional Research Service 7 The Higher Education Act (HEA): A Primer instruction, research, or housing. A designated bonding authority is charged with raising funds in the bond market; in turn, these funds are lent to HBCUs. Repayments on these loans are used to make principal and interest payments on outstanding bonds. Borrowers deposit a portion of their loans into an escrow account to cover principal and interest payments on outstanding bonds in the event borrowers are delinquent in repaying their loans. Part E: Minority Science and Engineering Improvement Program Title III, Part E authorizes the Minority Science and Engineering Improvement Program (MSEIP), which provides grants to effect long-term improvements in science and engineering education at predominantly minority institutions. Grants are provided to IHEs with an undergraduate student enrollment that is at least 50% minority students, nonprofit scienceoriented organizations, and consortia of organizations. MSEIP grants are competitively awarded, and authorized uses include participating in faculty development programs, strengthening an institution’s science and engineering programs, and conducting research in science education. Title III-E authorizes two additional programs: the Yes Partnership Grant Program and Promotion of Entry into STEM Fields. The Yes Partnership Grant Program authorizes the Secretary to make grants to support the engagement of underrepresented minority youth in STEM outreach. Promotion of Entry into STEM Fields authorizes the Secretary to contract with a firm to implement an advertising campaign to encourage youths to enter STEM fields. Neither program has been implemented. Part F: Strengthening Historically Black Colleges and Universities and Other Minority-Serving Institutions Title III, Part F provides annual mandatory appropriations for programs that support minorityserving institutions under Title III-A and Title III-B. Programs that receive mandatory appropriations under this part are Strengthening TCCUs, Strengthening ANNHs, Strengthening PBIs, Strengthening NASNTIs, Strengthening ANNAPISIs, and Strengthening HBCUs. These mandatory funds are provided in addition to discretionary appropriations authorized for these programs under Title III-G (discussed below). In general, Title III-F funds are to be used by eligible minority-serving institutions as though they were funds provided under Titles III-A and III-B; however, there are some exceptions. Title III-F provides 25 grants of $600,000 each annually to eligible PBIs for programs in science, technology, engineering, or mathematics (STEM); health education; internationalization or globalization; teacher preparation; or improving educational outcomes of African American males. Additionally, IHEs eligible for Title III-F NASNTIs funds are not required to meet the Section 312(b) needy student and low E&G eligibility criteria that NASNTIs receiving funds under Title III-A are required to meet. Hispanic Serving-Institutions Science, Technology, Engineering, and Math and Articulation Program Title III-F also authorizes the Hispanic-Serving Institutions STEM and Articulation program (HSI STEM). This program awards competitive grants to eligible HSIs to increase the number of Hispanic and low-income students attaining degrees in STEM fields and to develop model transfer and articulation agreements between two-year HSIs and four-year institutions in STEM fields. Eligible HSIs are IHEs that meet the Section 312(b) criteria and that have an Congressional Research Service 8 The Higher Education Act (HEA): A Primer undergraduate student enrollment that is at least 25% Hispanic students. Title III-F also provides annual mandatory appropriations for this program. Part G: General Provisions Title III, Part G contains general provisions, including the Secretary’s waiver authority for Title III programs. Title III-G also specifies the authorizations of appropriations for each Title III program, other than programs authorized under Title III-F. Other general provisions relate to the grant application process, technical assistance for IHEs in applying for Title III grants, and the Secretary’s ability to make continuation awards for multiyear grants. Title IV: Student Assistance Title IV of the HEA contains nine parts that authorize a broad array of programs and provisions to assist students and their families in gaining access to and financing a postsecondary education. The programs authorized under this title are the primary sources of federal aid to support postsecondary education. Part A: Grants to Students in Attendance at Institutions of Higher Education Title IV, Part A authorizes numerous grant programs—financial assistance that does not need to be repaid by the recipient—for students who attend eligible institutions participating in Title IV programs. It also authorizes federal early outreach and student services programs. Subpart 1: Federal Pell Grants Subpart 1 authorizes the Federal Pell Grant program, which is the single largest source of grant aid for postsecondary education attendance funded by the federal government.16 The Pell Grant program provides need-based grants to financially needy undergraduate students and is the foundation for all federal student aid awarded to undergraduates (i.e., all other federal student aid is calculated after the amount of a student’s Pell Grant award has been determined). To be eligible to receive a Pell Grant, a student must meet the general eligibility criteria for all Federal Student Aid programs and be enrolled at an eligible IHE for the purpose of earning a degree or certificate. In general, students must be enrolled as undergraduates17 and are subject to a cumulative lifetime eligibility cap on Pell Grant aid of 12 full-time semesters (or the equivalent). Pell Grants are portable, which means the grant aid follows the recipient to any eligible IHE in which they enroll. The maximum amount of grant aid available to students is based on the annual maximum award amount set forth in the last enacted applicable appropriations act, combined with the award amount of a mandatory add-on award provided annually in the HEA. A student’s award is reduced by the student’s expected family contribution (see the “Part F: Need Analysis” section). Pell Grant awards are prorated for students who attend on a less than a full-time basis. 16 For additional information on the Pell Grant Program, see CRS Report R45418, Federal Pell Grant Program of the Higher Education Act: Primer. 17 Students who are enrolled on at least a half-time basis in a post-baccalaureate program required by a state for K-12 teacher certification or licensure are also eligible, so long as the program does not lead to a graduate degree and so long as the institution does not offer a bachelor’s degree in education. Congressional Research Service 9 The Higher Education Act (HEA): A Primer Forthcoming Changes to Pell Grants The FAFSA Simplification Act of 2020 (FSA; Title VII, Division FF, P.L. 116-260), enacted in December 2020, specifies that in future years, eligible students with a family adjusted gross income (AGI) below specified thresholds will be able to qualify for the maximum Pell Grant award on the basis of their AGI without consideration of additional income or asset information. Eligible students with a family AGI above the specified thresholds are to be able to qualify for a Pell Grant award based on a streamlined student aid index (known as expected family contribution prior to implementation of the FSA). The FSA originally specified that most Pell Grant provisions would take effect on July 1, 2023. Subsequent legislation has moved the effective date for many of the new provisions under the FSA to July 1, 2024.18 Academic Competitiveness and National Science and Mathematics Access to Retain Talent Grants Subpart 1 authorized the Academic Competitiveness (AC) Grant and National Science and Mathematics Access to Retain Talent (SMART) Grant programs, which provided additional grant aid to certain Pell-eligible students. The authority to make grants under the programs expired at the end of award year (AY) 2010-2011. Subpart 2: TRIO and GEAR UP Subpart 2 authorizes programs for early outreach and student services programs. Chapter 1 establishes the six TRIO programs, and Chapter 2 authorizes the Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP). Federal TRIO Programs Subpart 2 of Part A authorizes six separate discretionary grant programs—collectively known as the TRIO programs—designed to assist qualified individuals from disadvantaged backgrounds with preparing for and completing postsecondary education.19 While the TRIO programs primarily serve individuals who are or would be low-income, first-generation college students, they also serve students with disabilities, students at risk of academic failure, veterans, homeless youth, foster youth, and individuals underrepresented in graduate education.20 Typically, depending on the TRIO program, eligible grantees may include institutions of higher education; public and private agencies and organizations with experience in serving disadvantaged youth; secondary schools; and combinations of such institutions, agencies, and organizations. Talent Search (TS). The TS program is intended to encourage students to complete their high school diplomas and enroll in postsecondary education. TS grantees must provide participants with, among other services, course selection advice and assistance, assistance in preparing for college entrance examinations, assistance in completing college admission applications, assistance in completing financial aid applications, and guidance on and assistance in methods for achieving a secondary school diploma or an equivalent postsecondary education. Generally, program participants must have completed five years of elementary education or be between the 18 For more information on the FSA, including associated timelines, see CRS Report R46909, The FAFSA Simplification Act. 19 Originally, in 1965, there were three programs under this part—Upward Bound, Student Support Services, and Talent Search—that provided a range of student support services, thus the name TRIO. Subsequent legislation authorized additional programs with a similar purpose, but the TRIO name remains. 20 For additional information on the TRIO programs, see CRS Report R42724, The TRIO Programs: A Primer. Congressional Research Service 10 The Higher Education Act (HEA): A Primer ages of 11 and 27. At least two-thirds of participants must be low-income, first-generation college students. Upward Bound (UB). The UB program is intended to prepare and encourage secondary students and veterans toward success in postsecondary education. UB grantees must provide participants with, among other services, instruction in specified courses such as foreign language and mathematics, tutoring, and assistance in preparing for college entrance examinations and in completing college admissions applications. UB grantees may also provide monthly stipends to eligible participants. Program participants must have completed eight years of elementary education or, with some exceptions, be a veteran or be between the ages of 13 and 19. At least two-thirds of participants must be low-income, first-generation college students. Student Support Services (SSS). The SSS program is intended to provide support services to college students to improve the retention, graduation rates, financial and economic literacy, and transfer rates of students from two-year to four-year schools. SSS grantees must offer participants, among other services, tutoring, counseling to improve financial literacy, and assistance in applying for admission to the next higher level of degree attainment. Grantees may provide grant aid to eligible participants. Program participants must be enrolled, or accepted for enrollment, at the grantee IHE. At least two-thirds of participants must be either students with disabilities or low-income, first-generation college students; the other one-third must be lowincome students, first-generation college students, or students with disabilities. At least one-third of participating students with disabilities must be low-income. Ronald E. McNair Postbaccalaureate Achievement (McNair) Program. The McNair Program is intended to prepare disadvantaged undergraduate students for subsequent doctoral study by providing research opportunities, internships, counseling, tutoring, and other preparatory activities. Grantees may provide stipends to eligible participants. Program participants must be enrolled in a degree program at the grantee IHE. At least two-thirds of program participants must be low-income, first-generation college students, and the remaining one-third must be from a group that is underrepresented in graduate education, including Alaska Natives, Native Hawaiians, and Native American Pacific Islanders. Educational Opportunity Centers (EOCs). The EOC program is intended to support high school completion and postsecondary enrollment by providing information on financial and academic assistance available to individuals wishing to pursue a postsecondary education and assisting them in applying for college admission and financial aid. Generally, program participants must be at least 19 years old. At least two-thirds of program participants must be low-income, firstgeneration college students. Staff Development. The Staff Development Program is intended to improve TRIO project administration, operation, outcomes, and outreach by providing training to existing and potential TRIO program staff. Program participants must be staff and leadership personnel employed in, participating in, or preparing for employment in TRIO programs and projects. Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) Subpart 2 also authorizes GEAR UP, which provides grants to states and partnerships between local educational agencies (LEAs) and degree-granting IHEs to assist primarily low-income students in obtaining a secondary school diploma (or its recognized equivalent) and to prepare for and succeed in postsecondary education. Congressional Research Service 11 The Higher Education Act (HEA): A Primer GEAR UP partnership grantees must, and state grantees may, serve an entire cohort of students, beginning no later than the seventh grade and follow the cohort through high school or the first year of attendance at an IHE. GEAR UP projects provide services such as academic support, mentoring, career counseling, and college visits. GEAR UP state grantees must, and partnerships grantees may, provide college scholarships to eligible participating students. Subpart 3: Federal Supplemental Educational Opportunity Grants (FSEOG) Subpart 3 of Title IV-A authorizes the FSEOG program, which is one of three programs collectively referred to as the campus-based aid programs.21 Under the FESOG program, the ED allocates funds to IHEs for the purpose of awarding need-based grant aid to undergraduate students with exceptional financial need to aid them in funding an undergraduate education. Funds are awarded to students as part of their financial aid package, with priority given to Pell Grant recipients with the lowest expected family contributions (EFCs). FSEOG aid consists of a federal share, which, in general, may not exceed 75% of FSEOG aid, and a nonfederal share of at least 25%. The federal share consists of funds that are allocated to IHEs according to a statutory formula. Federal funds are first allocated to IHEs in proportion to the amount they received in previous years, with priority going to those that participated in the program in FY1999 or earlier. This amount is referred to as their base guarantee allocation. Next, any remaining FSEOG funds are allocated to IHEs proportionately, according to the aggregate financial need of the IHE’s undergraduate students. This is referred to as their fair share allocation. Subpart 4: LEAP and GAP Subpart 4 authorizes the Leveraging Education Assistance Partnership Program (LEAP) and Grants for Access and Persistence (GAP). These programs provide matching grants to states to establish need-based scholarship programs. GAP grants also fund early awareness and outreach activities and support services to students. GAP is only funded if the amount appropriated for LEAP exceeds $30 million. Neither program has been funded since FY2010. Subpart 5: Special Programs for Students Whose Families Are Engaged in Migrant and Seasonal Farmwork Subpart 5 authorizes the High School Equivalency Program (HEP) and the College Assistance Migrant Program (CAMP). These programs target individuals who themselves or whose family have recently engaged in migrant or seasonal farmwork. For each of these programs, grantees may include IHEs or private nonprofit organizations working in cooperation with an IHE. HEP assists individuals who are at least 16 years old or who are beyond the age of compulsory school attendance to obtain a secondary school diploma or its equivalent. CAMP assists students with placement, persistence, and retention in postsecondary education. Grantees may provide stipends to eligible participants. 21 Some distinguishing characteristics of the campus-based programs are that awards comprise a mix of federal and institutional matching funds and that amounts awarded to students are determined by each institution’s financial aid administrator according to institution-specific award criteria. The two other campus-based programs are the Federal Work-Study program and the Federal Perkins Loans program. For additional information on the campus-based aid programs, see CRS Report RL31618, Campus-Based Student Financial Aid Programs Under the Higher Education Act. Congressional Research Service 12 The Higher Education Act (HEA): A Primer Subpart 6: Robert C. Byrd Honors Scholarship Program (Byrd) The Robert C. Byrd Honors Scholarship Program funds state-administered college scholarship programs that recognize exceptionally able high school seniors who show promise for continued excellence in postsecondary education. The program has not been funded since FY2010. Subpart 7: Child Care Access Means Parents in School (CCAMPIS) The Child Care Access Means Parents in School program supports the participation of lowincome parents in postsecondary education by providing competitive grants to IHEs to establish or support campus-based childcare programs. Subpart 9: TEACH Grants22 Subpart 9 authorizes the Teacher Education Assistance for College and Higher Education (TEACH) Grant program, which is a service payback program.23 The program provides scholarships of $4,000 per year to undergraduate and graduate students who are preparing for a career in teaching.24 Recipients are required to teach for four years in a high-need field25 at an elementary or secondary school that serves low-income students within eight years of completing their course of study. If recipients do not fulfill their service requirement, their TEACH grants are converted into Federal Direct Unsubsidized Loans, which must be repaid in full including interest that would have accrued since the grants’ disbursement. Subpart 10: Scholarships for Veteran’s Dependents Subpart 10 authorizes Scholarships for Veteran’s Dependents, known as Iraq and Afghanistan Service Grants (IASG), which are non-need-based grants awarded to assist eligible veterans’ dependents in paying their cost of attendance at an IHE.26 To receive an award, an individual must be a student whose parent or guardian was a member of the U.S. Armed Forces and who died during military service in Iraq or Afghanistan after September 11, 2001, and must have been younger than 24 years old at the time of the parent or guardian’s death. Recipients need not qualify for a Pell Grant based on need, but must meet all the other eligibility requirements for the Pell Grant program. Grants made under this section for any award year may not exceed the maximum Federal Pell Grant available for that award year. Forthcoming Changes to IASG The FAFSA Simplification Act of 2020 (FSA; Title VII, Division FF, P.L. 116-260), as amended by the FAFSA Simplification Act Technical Corrections Act (FSATCA; Division R of P.L. 117-103) repeals the IASG program but expands student eligibility under the Pell Grant program. A student whose parent or guardian died in the line of 22 For additional information, see CRS Report R46117, TEACH Grants: A Primer. 23 The TEACH Grant program is treated as a federal credit program for budgeting purposes; its cost to the government is estimated in accordance with the requirements of the Federal Credit Reform Act of 1990 (FCRA; Title V of P.L. 101-508) 24 Individuals pursuing a bachelor’s degree may receive an aggregate total of $16,000 and individuals pursuing a graduate degree may receive an aggregate total of $8,000. 25 High-need fields are defined as bilingual education and English language acquisition, foreign language, mathematics, reading specialist, science, and special education. High-need fields also include any other field that has been identified as high-need by the federal government, a state government, or an LEA, and approved by ED. 26 This program was established in 2009 as part of the Technical Corrections to the Higher Education Act of 1965 (P.L. 111-39). Congressional Research Service 13 The Higher Education Act (HEA): A Primer duty while serving on active duty as a member of the U.S. Armed Forces on or after September 11, 2001, qualifies for a Pell Grant provided the student is under age 33. The amount of the Pell Grant is the same as the Pell Grant the student would be eligible for if the student had a zero Student Aid Index (SAI) regardless of the student’s actual SAI. The effective date for the repeal and new provision is July 1, 2024.27 Part B: Federal Family Education Loan (FFEL) Program The FFEL program offered several types of federal student loans to assist individuals in financing the costs of a postsecondary education; those loans included Subsidized Stafford Loans and Unsubsidized Stafford Loans for undergraduate and graduate and professional students, PLUS Loans for graduate and professional students and the parents of dependent undergraduate students, and Consolidation Loans.28 For many years the FFEL program was the primary source of federal student loans; however, the SAFRA Act (P.L. 111-152, Title II, Part A) terminated the authority to make new FFEL program loans after June 30, 2010.29 The FFEL program made available essentially the same types of loans (with substantially similar terms and conditions) as are now offered under the William D. Ford Federal Direct Loan (Direct Loan) program and which are discussed later in this report. However, the FFEL program significantly differed from the Direct Loan program in its administration. Under the FFEL program, loans were originated by private sector and state-based lenders and were funded with nonfederal capital. The federal government guaranteed lenders against loss due to borrower default, permanent disability, or, in limited circumstances, bankruptcy, and holders of the loans were (and still are) responsible for servicing the loans (e.g., billing borrowers and collecting loan payments). FFEL program lenders may receive a special allowance payment (SAP), a type of interest subsidy paid by the federal government to ensure a specified rate of return on their loans. Although the authority to make new FFEL program loans was terminated, borrowers of FFEL program loans remain responsible for making payments on their loans, loan holders continue to be responsible for servicing the loans, and guaranty agencies continue to administer the federal loan insurance program. As of September 30, 2022, approximately $207.8 billion in FFEL program loans remained outstanding.30 Part C: Federal Work-Study Programs Part C of Title IV authorizes the Federal Work-Study programs (FWS), which are among the campus-based aid programs previously described.31 FWS employment is the primary FWS program. Separate authorizations of appropriations are also provided for the work colleges and community service work-study programs. FWS programs are intended to provide part-time 27 For more information on the FSA, including associated timelines, see CRS Report R46909, The FAFSA Simplification Act. 28 For additional information on the FFEL program, see CRS Report R40122, Federal Student Loans Made Under the Federal Family Education Loan Program and the William D. Ford Federal Direct Loan Program: Terms and Conditions for Borrowers. 29 For additional information on the SAFRA Act, see CRS Report R41127, The SAFRA Act: Education Programs in the FY2010 Budget Reconciliation (archived, available to congressional clients upon request). 30 U.S. Department of Education, Federal Student Loan Portfolio, “Federal Student Aid Portfolio Summary,” FY2022 Q4, accessed December 28, 2022. 31 For additional information on FWS and the other campus-based aid programs, see CRS Report RL31618, CampusBased Student Financial Aid Programs Under the Higher Education Act. Congressional Research Service 14 The Higher Education Act (HEA): A Primer employment to undergraduate, graduate, and professional students in need of earnings to pursue their courses of study and to encourage participation in community service activities. FWS aid may be provided to any student in an eligible program who demonstrates financial need. Awards typically are based on factors such as the amount of a student’s financial need, the availability of FWS funds at the institution, and whether the student requests FWS employment and is willing to work. Students receive their FWS awards as compensation for the hours they have worked in specified types of jobs. In general, FWS earnings consist of a federal share of 75% and a nonfederal share of at least 25%; however, these ratios may vary depending on the nature of employment.32 The nonfederal share of compensation is provided by the employer, which may be the IHE the student attends, a private nonprofit organization, a governmental agency, or a private for-profit entity. IHEs must use at least 7% of their FWS allocation to compensate students employed in community service jobs and operate at least one tutoring or family literacy project that serves the community. FWS funding is made available to support comprehensive work-learning-service programs at select institutions known as “work colleges.” Among other requirements, all resident students at work colleges must be required to participate in work-learning-service programs that are an integral part of the institution’s educational philosophy and program. The HEA provides a separate authorization for the work colleges program. The HEOA amendments established an Off-Campus Community Service Employment program as a distinct FWS program. Under this program, the Secretary may make grants to FWSparticipating IHEs to supplement their off-campus community service employment activities. Funding for this FWS program was only provided in FY2010; it has not since received appropriations. As with the other campus-based programs, FWS funds are allocated to IHEs according to statutorily prescribed procedures in which funds are first allocated on the basis of IHEs’ base guarantees, and then according to fair-share criteria that take into account each IHE’s proportionate share of aggregate financial need of students at FWS-participating institutions.33 Part D: William D. Ford Federal Direct Loan (Direct Loan) Program Part D of Title IV authorizes the Direct Loan program, which is the primary source of federal student loans. As previously discussed, the Direct Loan program provides essentially the same set of loans as the FFEL program did, but uses a different administrative structure and draws on a different source of capital. Under the program, the federal government lends directly to students using federal capital. While the government owns the loans, loan origination and servicing is performed by federal contractors. Several broad types of loans are available through the Direct Loan program: Direct Subsidized Loans, Direct Unsubsidized Loans, Direct PLUS Loans, and Direct Consolidation Loans. The terms and conditions of these loans (e.g., borrowing limits, interest rates) are determined according to statutory provisions. Loans made available through the Direct Loan program are an entitlement to qualified borrowers. Many of the terms, conditions, and benefits applicable to 32 For example, employment in tutoring or literacy projects, the federal share may be higher than 75%. 33 The calculation of financial need is calculated separately for undergraduate students and graduate and professional students. Congressional Research Service 15 The Higher Education Act (HEA): A Primer Direct Loans, such as student eligibility requirements, deferment criteria, and certain repayment plans, are specified in other parts of the HEA, including Title IV, Part B (the FFEL program).34 The Direct Loan program is classified as a federal credit program for budgeting purposes. As a credit program, most of the costs to the government associated with the program are accounted for on an accrual basis according to criteria specified under the Federal Credit Reform Act of 1990 (FCRA; P.L. 101-508). Indefinite mandatory budget authority is provided to fund the loans made through the program. The costs of administering the Direct Loan program are accounted for separately on a cash basis; and funding for administrative expenses is provided through discretionary appropriations. As of September 30, 2022, approximately $1.4 trillion in Direct Loan program loans remained outstanding.35 Direct Subsidized Loans Direct Subsidized Loans are available only to undergraduate students who demonstrate financial need.36 The federal government “subsidizes” these loans by not charging interest on the loans while the borrower is enrolled in an eligible program on at least a half-time basis or during grace periods,37 and during periods of authorized deferment.38 Interest rates are set by statute, and loans first disbursed on or after July 1, 2013, are made with market-indexed fixed interest rates.39 Direct Unsubsidized Loans Direct Unsubsidized Loans are available to undergraduate, graduate, and professional students. Borrowers do not need to demonstrate financial need to obtain these loans. The federal government does not provide an interest subsidy on these loans while the borrower is in school or during grace periods and deferment periods. Interest rates are set by statute, and loans first disbursed on or after July 1, 2013, are made with market-indexed fixed interest rates.40 Direct PLUS Loans Direct PLUS Loans are available to parents of dependent undergraduate students and to graduate and professional students. Borrowers do not need to demonstrate financial need to obtain these loans. However, borrowers with an adverse credit history are ineligible to borrow PLUS Loans 34 For additional information on Direct Loan program loans, see CRS Report R45931, Federal Student Loans Made Through the William D. Ford Federal Direct Loan Program: Terms and Conditions for Borrowers. 35 U.S. Department of Education, Federal Student Loan Portfolio, “Federal Student Aid Portfolio Summary,” FY2022 Q4, accessed December 28, 2022. 36 Subsidized Loans were previously available to graduate and professional students for periods of instruction beginning before July 1, 2012. 37 A grace period is a six-month period beginning immediately after a student first ceases to be enrolled in a school on at least a half-time basis. During this time, borrowers are not required to begin repaying their loans. According to amendments made by the Consolidated Appropriations Act of 2012 (P.L. 112-74), no interest subsidy will be paid during the grace period on Subsidized Stafford Loans disbursed between July 1, 2012, and June 30, 2014. 38 Deferment periods are periods during which borrowers are able to suspend loan repayment (e.g., if they are pursuing additional postsecondary education, are performing qualifying military service, or are experiencing economic hardship). 39 The interest rate on Subsidized Loans to undergraduate students is the 10-year Treasury note rate plus 2.05 percentage points, with a cap of 8.25%. 40 The interest rate on Unsubsidized Loans to undergraduate students is the 10-year Treasury note rate plus 2.05 percentage points, with a cap of 8.25%. The interest rate on Unsubsidized Loans to graduate and professional students is the 10-year Treasury note rate plus 3.6 percentage points, with a cap of 9.5%. Congressional Research Service 16 The Higher Education Act (HEA): A Primer unless another individual agrees to serve as an endorser. The federal government does not provide an interest subsidy on these while the student is in school, nor during grace periods and deferment periods. Interest rates are set by statute, and loans first disbursed after on or July 1, 2013, are made with market-indexed fixed interest rates.41 Consolidation Loans Consolidation Loans allow borrowers to combine multiple federal loans into a single loan and begin a new repayment period. Consolidation enables borrowers to simplify the repayment of their federal student loans and, in some cases, extend their repayment period, which reduces the monthly payment amount. Interest rates on Consolidation Loans are determined by taking the weighted average of the interest rates on the loans being consolidated and rounding the result up to the nearest higher one-eighth of 1%. Part E: Federal Perkins Loans Part E of Title IV authorizes the Federal Perkins Loan program, another of the campus-based programs.42 Previously, the HEA authorized the allocation of federal funds to IHEs to assist them in capitalizing revolving loan funds for the purpose of making low-interest loans to students with exceptional financial need.43 Historically, IHEs capitalized their revolving Perkins Loan funds with a combination of federal capital contributions (FCCs) and institutional capital contributions (ICCs). FCCs were allocated according to statutorily prescribed procedures somewhat similar to those used for the FSEOG and FWS programs. Perkins Loans were available to undergraduate and graduate and professional students, with priority given to students with exceptional financial need. Terms and conditions of the Perkins Loan included a fixed 5% interest rate, no accrual of interest prior to a borrower beginning repayment or during periods of authorized deferment, and loan cancellation for borrowers engaged in certain types of public service. The authorization to make new Perkins Loans to eligible students expired on September 30, 2017.44 Under the HEA, each IHE is required to return to the Secretary the federal share of its Perkins Loan fund and the federal share of payments and collections made on outstanding Perkins Loans. ED began collecting the federal share of IHEs’ Perkins Loan funds on October 1, 2019. Institutions are permitted to retain any remaining funds after remitting the federal share.45 Although the authority to make new Perkins Loans has expired, borrowers of the loans remain responsible for making payments on them. IHEs may continue to service their Perkins Loan 41 The interest rate on PLUS loan is the 10-year Treasury note rate plus 4.6 percentage points, with a cap of 10.5%. 42 For additional information on the Federal Perkins Loans program and the other campus-based aid programs, see CRS Report RL31618, Campus-Based Student Financial Aid Programs Under the Higher Education Act. 43 The authorization of appropriations to enable the Secretary to allocate federal funds to IHEs to capitalize their revolving loan funds expired on September 30, 2014, and was extended through September 30, 2015, under GEPA. The Federal Perkins Loan Program Extension Act of 2015 (P.L. 114-105) explicitly prohibits the appropriation of additional funds to IHEs to capitalize their revolving loan funds. 44 Authorization to make new Perkins Loans to eligible graduate students expired on September 30, 2016, and the authorization to make new Perkins Loans to eligible undergraduate students expired on September 30, 2017. 45 U.S. Department of Education, “Perkins Loan Program—Federal Perkins Loan Revolving Fund Distribution of Assets and Timelines for 2019-20,” Electronic Announcement, October 15, 2019. Congressional Research Service 17 The Higher Education Act (HEA): A Primer portfolio or may liquidate their portfolio and assign it to ED for servicing.46 Approximately $3.9 billion in outstanding Perkins Loans is due to be repaid in the coming years.47 Part F: Need Analysis Part F of Title IV establishes the need analysis methodology, which informs students’ eligibility for Title IV need-based aid. Generally, a student’s need for the Title IV programs is the difference between an institution’s cost of attendance (COA) and the student’s expected family contribution (EFC)—the amount of financial resources that students and their families are expected to use to meet the COA. The bulk of Part F establishes three EFC formulas: one for dependent students and one each for independent students with and without dependents.48 A student’s dependency status is determined by the student’s age and other characteristics. The dependent student formula considers the financial resources of the student and the student’s parents. The independent student formulas consider the financial resources of the student and, if applicable, the student’s spouse. The EFC is calculated on the basis of information provided on the Free Application for Federal Student Aid (FAFSA). Some EFC formula factors are based on tax information. When completing the FAFSA, students and applicable family members use tax information from the year that is two years prior to the beginning of the award year. For example, the FAFSA for AY2023-2024 is completed using information from tax year 2021. The full EFC formulas consider the income (including taxable and certain untaxed income) and assets (e.g., bank accounts, stocks) of the student and relevant family members. If students (or, in the case of dependent students, the students’ parents) have an adjusted gross income (AGI) of less than $50,000 and meet other criteria, the family may be eligible for a “simplified needs test” (SNT). The SNT considers fewer financial factors and requires the student’s family to provide correspondingly less information on the FAFSA. Some applicants who qualify for the SNT and have an AGI at or below a specified level ($29,000 in AY2023-2024) may be eligible for an “automatic zero” EFC.49 Students eligible for the automatic zero are not subject to the EFC formula and instead automatically receive a zero EFC. Students who do not qualify for an automatic zero EFC can qualify for a “calculated zero” EFC on the basis of their financial characteristics and the SNT or full EFC formula. A student with a zero EFC can qualify for the maximum amount of need-based federal aid. For example, a student with a zero EFC can qualify for the maximum Pell Grant award in an award year. 46 U.S. Department of Education, “Federal Perkins Loan Program Administrative Responsibilities and Reporting Requirements,” Electronic Announcement, October 4, 2018. 47 U.S. Department of Education, Federal Student Loan Portfolio, “Federal Student Aid Portfolio Summary,” FY2022 Q4, accessed December 28, 2022. 48 For a detailed description of the EFC formulas, see CRS Report R44503, Federal Student Aid: Need Analysis Formulas and Expected Family Contribution. 49 For more information on the SNT and automatic zero EFC, see Department of Education, The EFC Formula, 20232024, https://fsapartners.ed.gov/sites/default/files/2022-08/2324EFCFormulaGuide.pdf. Congressional Research Service 18 The Higher Education Act (HEA): A Primer Forthcoming Changes to Need Analysis The FAFSA Simplification Act of 2020 (FSA; Title VII, Division FF, P.L. 116-260) was enacted in December 2020. When the law is fully in effect, the EFC will be renamed the Student Aid Index (SAI). The FSA is to reduce the number of factors that are considered in calculating the SAI and modify a number of procedures related to the student aid application process. The FSA is to replace the automatic zero EFC with an alternative need analysis structure in which certain students with an adjusted gross income (AGI) below specified thresholds are to qualify for a maximum Pell Grant wholly on the basis of their AGI. Students who do not qualify for Pell Grants under the new structure are to continue to be able to qualify for Pell Grants based on their calculated SAI. The FSA originally specified that most need analysis provisions would take effect on July 1, 2023. Subsequent legislation has moved the effective date for many of the new provisions under the FSA to July 1, 2024.50 Part G: General Provisions Relating to Student Assistance Programs Part G of Title IV establishes many institutional requirements for Title IV participation51 and related provisions. It includes definitions of academic year and eligible program and requires IHEs participating in Title IV to enter into program participation agreements (PPAs) with the Secretary.52 It also establishes a master calendar requirement for the Secretary to ensure adequate notification and timely delivery of Title IV student aid. Part G contains provisions related to forms and regulations used in administering Title IV programs, including requirements related to the contents and distribution of the FAFSA. Student eligibility criteria to receive Title IV financial assistance are found in Part G, which includes citizenship requirements for Title IV aid recipients and satisfactory academic progress requirements for students to maintain Title IV eligibility. Provisions also prescribe the manner in which Title IV funds are to be returned to the federal government in the event that a student withdraws from an institution. Additionally, Part G contains numerous requirements related to the types of information institutions must disseminate to prospective and enrolled students, including graduation or completion rates, financial aid entrance and exit counseling to borrowers, campus crime statistics and security policies, and transfer of credit policies. Part G establishes the National Student Loan Data System, which is ED’s central database containing information on student aid participation. Part G also contains wage garnishment requirements for borrowers who are not currently making required payments on their Title IV loans and criminal penalties in cases of fraud, abuse, and other crimes related to Title IV funds. Part G contains several provisions related to members of the Armed Forces and veterans, such as procedures for loan cancellations or deferments for eligible disabled veterans and deferment of loan repayment following periods of active duty. Finally, Part G also authorizes the income-based repayment plan for Title IV loans.53 50 For more information on the FSA, including associated timelines, see CRS Report R46909, The FAFSA Simplification Act. 51 Generally, most other institutional requirements for participation in Title IV programs are found in Title I, Part A. 52 For additional information on institutional eligibility requirements, see CRS Report R43159, Institutional Eligibility for Participation in Title IV Student Financial Aid Programs. 53 For additional information on the Income-Based Repayment Plan, see CRS Report R45931, Federal Student Loans Made Through the William D. Ford Federal Direct Loan Program: Terms and Conditions for Borrowers. Congressional Research Service 19 The Higher Education Act (HEA): A Primer The Advisory Committee on Student Financial Assistance had been authorized under Part G until the end of FY2015. Part H: Program Integrity Part H of Title IV contains what is known as the program integrity triad. The triad comprises three requirements to ensure program integrity in postsecondary education. The three requirements are state authorization, accreditation by an accrediting agency recognized by ED, and eligibility and certification by ED.54 Section 102 requires that IHEs fulfill all three program integrity requirements to be eligible to participate in Title IV federal student aid programs, and Title IV, Part H describes each component of the triad. Subpart 1: State Role Subpart 1 describes that state’s responsibility in authorizing IHEs to operate postsecondary educational programs within their bounds. States must provide information to ED about the processes it uses to authorize institutions, notify ED if it has any evidence that an IHE has committed fraud in the administration of Title IV federal student aid programs, and notify ED if it revokes an IHE’s authorization. Subpart 2: Accrediting Agency Recognition Subpart 2 describes the criteria the Secretary must use when determining whether to recognize an accrediting agency as a reliable authority for determining the quality of education or training offered at an IHE for the purposes of participating in Title IV federal student aid programs. Such requirements relate to an accrediting agency’s structure, operating procedures (e.g., its institutional review process), and due process requirements.55 Subpart 3: Eligibility and Certification Procedures Subpart 3 includes the eligibility and certification procedures administered by ED. Here, ED is responsible for verifying an institution’s legal authority to operate within a state and its accreditation status. Additionally, ED must evaluate an institution’s financial responsibility and administrative capacity to administer Title IV federal student aid programs. Part I: Competitive Loan Auction Pilot Program Part I authorized the Secretary to implement a pilot student loan auction program for lenders to obtain rights to disburse FFEL program parent PLUS loans. Loans are no longer being made through the FFEL program, and this program is currently inapplicable. 54 For additional information on the program integrity triad, see CRS Report R43159, Institutional Eligibility for Participation in Title IV Student Financial Aid Programs. 55 For additional information on the accreditation process and its role in the program integrity triad, see CRS Report R43826, An Overview of Accreditation of Higher Education in the United States. Congressional Research Service 20 The Higher Education Act (HEA): A Primer Title V: Developing Institutions Title V is one of the primary sources of institutional support to Hispanic-serving institutions (HSIs) under the HEA. In general, Title V programs are similar in scope to the Title III-A and Title III-B programs authorized to support other types of minority-serving institutions.56 Part A: Hispanic-Serving Institutions Title V, Part A authorizes the HSI program. This program provides competitive grants to HSIs that meet the HEA Section 312(b) criteria and that have an enrollment of undergraduate students that is at least 25% Hispanic students. Authorized uses for grant funds are similar to those of the Title III-A programs, including facilities improvement, faculty development, curriculum development, and student services. Part B: Promoting Postbaccalaureate Opportunities for Hispanic Americans Part B of Title V establishes the Promoting Postbaccalaurate Opportunities for Hispanic Americans (PPOHA) program. This program provides competitive grants to eligible HSIs to expand postbaccalaureate educational opportunities for Hispanic and low-income students. PPOHA grants are available to IHEs that meet the eligibility criteria for the Title V-A HSI program and that offer a postbaccalaureate certificate or degree program. Authorized uses for grant funds are similar to those under the HSI program, but also include providing direct financial assistance (e.g., scholarships, fellowships) to Hispanic and low-income postbaccalaurate students. Part C: General Provisions Part C contains general provisions related to the HSI and PPOHA programs, including waiver authorities that apply to the administration of these programs and the authorized funding levels for these programs. Title VI: International Education Programs Title VI authorizes a variety of grants to IHEs and related entities to enhance instruction in foreign language and area and international studies. Part A: International and Foreign Language Studies Part A of Title VI authorizes a series of programs, centers, and fellowships related to international and foreign language studies. Graduate and Undergraduate Language and Area Centers and Programs. This program provides grants to IHEs to establish and operate (1) National Resource Centers, which are comprehensive 56 For additional information on Title IV programs, see CRS Report R43237, Programs for Minority-Serving Institutions Under the Higher Education Act. Congressional Research Service 21 The Higher Education Act (HEA): A Primer foreign language and area or international studies centers and programs, and (2) a network of undergraduate foreign language and area or international studies centers and programs. Fellowships for Foreign Language and Area or International Studies. This program provides grants to IHEs to enable them to pay stipends to individuals participating in advanced training at National Resource Centers and Undergraduate International Studies and Foreign Language Program centers and programs. Language Resource Centers. This program provides grants to IHEs for the purposes of establishing, strengthening, and operating national language resource and training centers, which serve as resources to improve the capacity to teach and learn foreign languages. Undergraduate International Studies and Foreign Language Programs. This program provides grants to IHEs and related entities to plan, develop, and carry out programs to improve undergraduate instruction in international studies and foreign languages and to strengthen existing programs in undergraduate international studies and foreign language programs. Technological Innovation and Cooperation for Foreign Information Access. This program provides grants to IHEs and related entities to develop innovative techniques or programs using electronic technologies to collect and disseminate information from foreign sources on world regions and foreign countries that address U.S. teaching and research needs in international education and foreign languages. American Overseas Research Centers. This program provides grants to consortia of IHEs to establish or operate overseas research centers that promote postgraduate research, exchanges, and area studies. Part B: Business and International Education Programs Part B authorizes two programs to promote and enhance international business skills and education. The Centers for International Business Education program authorizes the Secretary to make grants to enable IHEs to establish and operate centers for international business education that serve as national resources for the teaching of international business, foreign languages, and international studies and provide research and training in the international aspects of trade and commerce. The Education and Training Program authorizes grants to IHEs to operate programs designed to promote linkages between IHEs and the American business community engaged in international economic activity. Part C: Institute for International Public Policy Part C establishes the Institute for International Public Policy, which provides a grant to a consortium of minority-serving institutions eligible under Title III, Parts A and B, and Title V to support the preparation of underrepresented minority students for international and foreign service careers. Allowable activities include the development of a study abroad program and fellowships for graduate study. Funds for the Institute have not been appropriated since FY2011. Part D: General Provisions Part D contains definitions relevant to Title VI and grants the Secretary waiver authority to reduce any nonfederal shares required by Title VI programs. Part D also authorizes the Science and Technology Advanced Foreign Language Education Grant Program. The program makes grants available to IHEs to develop programs that teach foreign Congressional Research Service 22 The Higher Education Act (HEA): A Primer languages and emphasize the understanding of science and technology, foster international scientific collaboration, and provide professional development to K-12 teachers. This program has never received funding. Title VII: Graduate and Postsecondary Improvement Programs Title VII authorizes several programs related to supporting graduate education programs. Other programs authorized under Title VII encourage innovation in postsecondary education, enable IHEs to better serve disabled students, and support state-level postsecondary education improvements. Part A: Graduate Education Programs Part A authorizes programs to support graduate education. Jacob K. Javits Fellowship Program. Subpart 1 establishes the Jacob K. Javits Fellowship Program, which awards fellowships for graduate study in the arts, humanities, and social sciences to students who intend to pursue a doctoral degree or the terminal highest degree awarded in the area of study. This program has not received funding since FY2011. Graduate Assistance in Areas of National Need. Subpart 2 establishes the Graduate Assistance in Areas of National Need program, which awards fellowships to postbaccalaureate students who pursue the highest possible degree at their institutions and in areas of national need, as designated by the Secretary. Thurgood Marshall Legal Educational Opportunity Program. Subpart 3 authorizes the Thurgood Marshall Legal Educational Opportunity Program, which provides a grant to the Council on Legal Education Opportunity (CLEO) to support low-income, minority, or disadvantaged secondary school and college students by providing such students with information, preparation, and financial assistance to gain access to and complete law school study and admission to law practice. This program has not received funding since FY2011. Masters Degree Programs at Historically Black Colleges and Universities and Predominantly Black Institutions. This program provides grants to specified HBCUs and PBIs to improve graduate education opportunities for Black Americans at the master’s level in mathematics, sciences, nursing, and other scientific disciplines. This program did not receive appropriations for FY2015 and FY2016; however, the program received appropriations in FY2017 through FY2022 to fund grants for Masters Degree Programs at Historically Black Colleges and Universities. Part B: Fund for the Improvement of Postsecondary Education (FIPSE) Part B of Title VII authorizes FIPSE, which authorizes the Secretary to award grants to and enter into contracts with IHEs and other nonprofit institutions and agencies to encourage the reform, innovation, and improvement of postsecondary education. Allowable uses of FIPSE grants and contracts include, but are not limited to, the design and introduction of cost-effective methods of instruction, reforms in graduate and remedial education, partnerships between high schools and colleges to establish programs to increase secondary school graduation rates of limited English proficient students, scholarships for the dependents of military service members, and special projects in areas of national need. Congressional Research Service 23 The Higher Education Act (HEA): A Primer Part B also establishes the Board of the Fund for the Improvement of Postsecondary Education, which advises the Secretary on priorities for the improvement of postsecondary education and for the evaluation, dissemination, and adaptation or demonstrated improvements in postsecondary educational practice. Part D: Programs to Provide Students with Disabilities with a Quality Higher Education Title VII, Part D57 authorizes several programs related to postsecondary education for students with disabilities. Demonstration Projects to Support Postsecondary Faculty, Staff, and Administrators in Educating Students with Disabilities. Subpart 1 authorizes a competitive grant or contract program for model demonstration projects, technical assistance, and professional development relating to teaching methods, secondary to postsecondary transitions, research, distance learning, career pathways transitions, professional development, and accessibility in postsecondary education. This program has not received funding since FY2010. Transition Programs for Students with Intellectual Disabilities into Higher Education. Subpart 2 authorizes a competitive grant program for IHEs to create model transition and postsecondary education programs for students with intellectual disabilities. Programs to Support Improved Access to Materials. Subpart 3 authorizes a competitive grant or contract program to eligible partnerships of IHEs and expert organizations for model demonstration programs to support improved access to postsecondary materials for students with print disabilities. This program has never been funded. National Technical Assistance Center: Coordinating Center. Subpart 4 authorizes the Secretary to award a grant, contract, or cooperative agreement to an IHE or other nonprofit organization to establish and support a National Center for Information and Technical Support for Postsecondary Students with Disabilities, which offers a database of information on disabilities services in higher education and other support services. Subpart 4 also authorizes the Secretary to award a cooperative agreement to create a National Coordinating Center for IHEs offering inclusive, comprehensive transition programs for students with intellectual disabilities. Part E: College Access Challenge Grant Program (CACG) Part E of Title VII authorizes the College Access Challenge Grant Program, which fosters partnerships between federal, state, and local governments and philanthropic organizations through matching formula grants. The partnerships are intended to increase the number of lowincome students who are prepared to enter and succeed in postsecondary education. Authorized activities for grant recipients include disseminating information about the benefits of a postsecondary education, outreach activities, need-based grant aid, and professional development for guidance counselors. CACG last received appropriations in FY2014.58 57 In 2008, the Higher Education Opportunity Act repealed Title VII, Part C, Urban Community Service; however, the act did not replace Part C. 58 Additionally, authorization to award grants under this program expired at the end of FY2014. Congressional Research Service 24 The Higher Education Act (HEA): A Primer Title VIII: Additional Programs Title VIII of the HEA includes 27 parts, each of which establishes one or more new programs focusing on an array of topics. All of the programs in Title VIII were newly added to the HEA by the Higher Education Opportunity Act of 2008. Most of these programs have not been funded.59 Several programs authorized under Title VIII are designed to support the goals of improving access to postsecondary education and improving enrollment, persistence, and completion rates. Generally, these programs are designed to address the postsecondary education needs of specific groups of prospective or current postsecondary students. For instance, Part T, Centers of Excellence for Veteran Student Success, authorizes competitive grants to IHEs to support the academic, financial, physical, and social needs of students who are veterans of the Armed Forces. Many other programs in Title VIII are directed at enhancing programs in certain areas of study to meet workforce needs. For instance, Part S, Training for Realtime Writers, authorizes the Secretary to award grants to postsecondary court reporting programs to promote training and placement of realtime writers. Finally, Title VIII, Part AA provides annual mandatory appropriations through FY2014 to Masters Degree Programs at Historically Black Colleges and Universities and Predominantly Black Institutions and the PPOHA program, which are found under HEA Title VII-A-4 and Title V-B, respectively. The mandatory appropriations for these programs expired at the end of FY2014 and were not reauthorized. Thus, these programs have not received mandatory appropriations since FY2014.60 59 Those Title VIII programs that have been funded at some point in time are Part S, Training for Realtime Writers (funded under FIPSE); Part T, Centers of Excellence for Veteran Student Success; and Part Z, Henry Kuualoha Giugni Kupuna Memorial Archives (funded under the Native Hawaiian Education program authorized by Part B of Title VII of the Elementary and Secondary Education Act (ESEA); and Part AA, Promoting Postbaccalaureate Opportunities for Hispanic Americans (initially funded under FIPSE). 60 For additional information, see CRS Report R44206, FY2016 Extension of the Higher Education Act: An Overview, archived, available to congressional clients upon request. Congressional Research Service 25 The Higher Education Act (HEA): A Primer Appendix A. History of Funding for HEA Programs: FY2019-FY2023 Table A-1 of this appendix lists the sections of the HEA that provide discretionary or mandatory authorization of appropriations or budget authority for HEA programs and presents the funding amounts provided for these programs for FY2019 through FY2023. The programs are presented in the order in which they appear in the HEA. For each program, the section authorizing the appropriation of funds or providing budget authority is identified, as is the indicator of whether funding is considered discretionary (D) or mandatory (M). Congressional Research Service 26 Table A-1. Funding for HEA-Authorized Programs, FY2019-FY2023 Appropriations and Budget Authoritya ($ in thousands)b Program, by Title and Part Auth. Sec. Disc./ Mand. (D/M) FY2019 FY2020 FY2021 FY2022 FY2023 Title I: General Provisions Title I, Part B: Additional General Provisions Alcohol & Drug Abuse Prevention Grants §120 D 0 0 0 0 0 State Higher Education Information System Pilot Program §136 D 0 0 0 0 0 Title I, Part D: Administrative Provisions for Delivery of Student Financial Assistance Performance Based Organization for Delivery of Student Financial Aid §141 D (combined with §458 below) (combined with §458 below) (combined with §458 below) (combined with §458 below) (combined with §458 below) Title II: Teacher Quality Enhancement Title II, Part A: Teacher Quality Partnership Grants Teacher Quality Partnerships Grants §209 Dc 43,092 50,092 52,092 59,092 70,000 D 0 0 0 0 15,000 Pre-Baccalaureate Preparation Program Teacher Residency Program Leadership Development Program Title II, Part B: Enhancing Teacher Education Enhancing Teacher Education Grants Preparing Teachers for Digital Age Learners Hawkins Center of Excellence Teach to Reach Grants CRS-27 §230 Appropriations and Budget Authoritya ($ in thousands)b Program, by Title and Part Auth. Sec. Disc./ Mand. (D/M) FY2019 FY2020 FY2021 FY2022 FY2023 Adjunct Teachers Corps Graduate fellowships to Prepare Faculty in High-Need Areas Title III: Institutional Aidd Title III, Part A: Strengthening Institutions Strengthening Institutions §399 D 99,875 107,854 109,007 110,070 122,070 Tribally Controlled Colleges & Universities §399 D 31,854 36,333 38,080 43,896 51,549 §371 M 28,140 28,230 28,290 28,290 30,000 Alaska Native and Native HawaiianServing Institutions §399 D 15,930 18,320 19,044 21,371 24,433 §371 M 14,070 14,115 14,145 14,145 15,000 Predominantly Black Institutions §399 D 11,475 13,197 14,218 17,708 22,300 §371 M 14,070 14,115 14,145 14,145 15,000 Native American-Serving, Nontribal Institutions §399 D 3,864 4,444 5,120 7,834 11,504 §371 M 4,690 4,705 4,715 4,715 5,000 Asian American and Native American Pacific Islander-Serving Institutions §399 D 3,864 4,444 5,120 10,936 18,589 §371 M 4,690 4,705 4,715 4,715 5,000 Title III, Part B: Historically Black Colleges and Universities Historically Black Colleges and Universities §399 D 282,420 324,792 337,619 362,823 395,986 §371 M 79,730 79,985 80,155 80,155 85,000 Historically Black Graduate Institutions §399 D 73,037 83,995 87,313 93,129 100,782 CRS-28 Appropriations and Budget Authoritya ($ in thousands)b Program, by Title and Part Auth. Sec. Disc./ Mand. (D/M) FY2019 FY2020 FY2021 FY2022 FY2023 Title III, Part C: Endowment Challenge Grants for Institutions Eligible for Assistance Under Part A or Part B Endowment Challenge Grants §399 D 0 0 0 0 0 Title III, Part D: Historically Black College and University Capital Financing Historically Black Colleges and University Capital Financing (HBCU Cap Fin): Loan Subsidiese §399 D 20,150 20,150 22,150 20,150 20,150 HBCU Cap Fin: Modification of existing loan subsidies §399 D 20,000g 26,000h 1,721,000i 0 0 HBCU Cap Fin: Re-estimate of existing loan subsidies §343 M 7,678 -41,708 17,914 283,436 62,421 11,135 12,635 13,370 14,539 16,370 Title III, Part E: Minority Science and Engineering Improvement Program Minority Science & Engineering Improvement Program §399 D Title IV: Student Assistance Title IV, Part A: Grants to Students in Attendance at Institutions of Higher Education Federal Pell Grants Programs §401 Dj 22,475,352k 22,475,352l 22,475,352m 22,475,352n 22,475,352 Mandatory Appropriations Provided to Supplement Discretionary Funding §401 M 1,370,000 1,405,000 1,142,000 1,085,000 1,095,000 Mandatory Add-On Award §401 M 5,388,040 5,571,420 5,167,582 4,010,920 4,998,000 §401A Mo 0 0 0 0 0 M 0 0 0 0 0 D 1,060,000 1,090,000 1,097,000 1,137,000 1,191,000 Academic Competitiveness Grants and national Science and Mathematics Access to Retain Talent (SMART) Grants Deferral to next fiscal year TRIO Programs Talent Search CRS-29 §402A Appropriations and Budget Authoritya ($ in thousands)b Auth. Sec. Disc./ Mand. (D/M) Mandatory Funds for Upward Boundp §402C Mc 0 0 0 0 0 Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) §404H D 360,000 365,000 368,000 378,000 388,000 Federal Supplemental Educational Opportunity Grants (FSEOG) §413A D 840,000 865,000 880,000 895,000 910,000 Leveraging Educational Assistance Partnership (LEAP) Grants §415A D 0 0 0 0 0 Grants for Access and Persistence (GAP) §415A D 0 0 0 0 0 Special Programs for Migrant Students §418A D 44,623 45,623 46,123 48,123 52,123 Robert C. Byrd Honors Scholarship §419K D 0 0 0 0 0 Child Care Access Means Parents in School §419N D 50,000 53,000 55,000 65,000 75,000 Teacher Education Assistance for College and Higher Education (TEACH) Grants: New loan subsidyr §420O M 29,049 29,053 27,285 34,980 34,171 TEACH: Upward re-estimates of existing loans §420O M 5,082 10,858 78,281 69,343 24,093 (TEACH: Downward re-estimate of existing loans [non-add]) §420O M (-1,092) (-36,231) (-3,225) (-3,589) (-11,352) Program, by Title and Part FY2019 FY2020 FY2021 FY2022 FY2023 Upward Bound Student Support Services McNair Postbaccalaureate Achievement Program Education Opportunity Centers CRS-30 Appropriations and Budget Authoritya ($ in thousands)b Auth. Sec. Disc./ Mand. (D/M) (TEACH: Net re-estimates of existing loans [non-add]) §420O M (3,990) (-25,373) (75,056) (65,754) (12,741) TEACH: Upward modification of existing loans §420O M 0 15,718 46,870 71,589 9,171 (TEACH: Downward modification of existing loans [non-add]) §420O M (0) (0) (0) (-1,843) (0) (TEACH: Net modification of existing loans [non-add]) §420O M (0) (15,718) (46,870) (69,746) (9,171) TEACH Subtotal: Loan subsidies §420O M 34,131 55,629 152,436 175,912 67,435 (TEACH Subtotal: New loan subsidies and net re-estimates [non-add]) §420O M (33,039) (19,398) (149,211) (170,480) (56,083) TEACH: Total §420O M 34,131 55,629 152,436 175,912 67,435 §420R M 403 513 589 576 578 Program, by Title and Part Iraq and Afghanistan Service Grants FY2019 FY2020 FY2021 FY2022 FY2023 Title IV, Part B: Federal Family Education Loan (FFEL) Program New loan subsidiesr §421 M 0 0 0 0 0 Upward re-estimates of existing loans §421 M 3,661,416 13,150,795 3,780,632 9,797,237 2,924,909 (Downward re-estimate of existing loans [non-add]) §421 M (-2,098,813) (-6,865,204) (-588,521) (0) (-899,176) (Net re-estimate of existing loans [non-add]) §421 M (1,562,603) (6,285,591) (3,192,111) (9,797,237) (2,025,733) Upward modificationst of existing loans §421 M 0 3,448,659 6,112,293 25,099,142 2,623,076 (Downward modifications of existing loans [non-add]) §421 M (0) (-67) (0) (-545,900) (0) (Net modifications of existing loans [nonadd]) §421 M (0) (3,448,592) (6,112,293) (24,553,242) (2,623,076) Total: FFEL program account §421 M 3,661,416 16,599,454 9,892,925 34,896,379 5,547,985 CRS-31 Appropriations and Budget Authoritya ($ in thousands)b Program, by Title and Part (Total: New loan subsidies and net reestimates/modifications [non-add]) Pre-1992 student loans Auth. Sec. Disc./ Mand. (D/M) §421 §421 FY2019 FY2020 FY2021 FY2022 FY2023 M (1,562,603) (9,734,183) (9,304,404) (34,350,479) (4,648,809) M -237,229 -186,060 -73,374 -2,297 0 Title IV, Part C: Federal Work-Study Programs Federal Work Study §441 D 1,130,000 1,180,000 1,190,000 1,210,000 1,230,000 Off-Campus Community Service §447 D 0 0 0 0 0 Work Colleges §448 D (included with §441 amount) (included with §441 amount) (included with §441 amount) (included with §441 amount) (included with §441 amount) Title IV, Part D: William D. Ford Federal Direct Loan Program New loan subsidiesr §451 M 4,842,627 9,925,253 5,196,638 11,477,191 23,478,178 (Net new loan subsidies [non-add]) §451 M (-1,646,411) (6,838,227) (413,686) (8,239,325) (21,794,343) Upward re-estimates of existing loans §451 M 28,619,834 64,642,541 53,674,813 26,706,610 8,131,676 (Downward re-estimate of existing loans (non-add)) §451 M (-2,309,401) (-1,436,593) (-838,915) (-13,701,756) (-10,049,156) (Net re-estimate of existing loans [non-add]) §451 M (26,310,433 ) (63,205,948 ) (52,835,898) (13,004,854) (-1,917,480) Upward modificationt of existing loansu §451 M 350,000 39,625,735 70,886,525 435,937,468 42,534,895 (Downward modification of existing loans (non-add)) §451 M (0) (0) (0) (-10,097,517) (-583) (Net modification of existing loans [nonadd]) §451 M (0) (39,575,735 ) (70,861,525) (425,839,951) (42,534,312) Subtotal: Loan Subsidies §451 M 33,812,461 114,193,528 129,782,976 474,121,269 74,144,749 (Subtotal: New loan subsidies and net re-estimates/modifications [non-add]) §451 M (25,014,022 ) (109,699,910) (128,894,061) (450,321,996) (964,095,010) Total §451 M 33,812,461 114,193,528 129,782,976 474,121,269 74,144,749 CRS-32 Appropriations and Budget Authoritya ($ in thousands)b Auth. Sec. Disc./ Mand. (D/M) §458 D 1,678,943 1,768,943 1,853,943 2,033,943 2,033,943 Federal Perkins Loans §461 D 0 0 0 0 0 Federal Perkins Loans Repaymentsy §461 M -90,162 -1,316,750 -866,025 -842,908 -580,193 Federal Perkins Loans Cancellations §465 D 0 0 0 0 0 0 0 0 0 0 0 0 0 Program, by Title and Part Student Aid Administration FY2019 FY2020 FY2021 FY2022 FY2023 Title IV, Part E: Federal Perkins Loans Title IV, Part G: General Provisions Relating to Student Assistance Programs Advisory Committee on Student Financial Assistancez §491 D 0 Title IV , Part I: Competitive Loan Auction Program Parent PLUS Loan Pilot Auction program CRS-33 §499 M 0 Appropriations and Budget Authoritya ($ in thousands)b Program, by Title and Part Auth. Sec. Disc./ Mand. (D/M) FY2019 FY2020 FY2021 FY2022 FY2023 Title V: Developing Institutionsd Title V, Part A: Hispanic-Serving Institutions Hispanic-Serving Institutions §528 D 124,415 143,081 148,732 182,854 227,751 §371 M 93,800 94,100 94,300 94,300 100,000 Title V, Part B: Promoting Postbaccalaureate Opportunities for Hispanic Americans Promoting Postbaccalaureate Opportunities for Hispanic Americans §528 D 11,163 12,838 13,845 19,661 27,314 §898 M 0 0 0 0 0 65,103 (includes Title VI, Part B) 68,103 (includes Title VI, Part B) 69,353 (includes Title VI, Part B) 71,853 (includes Title VI, Part B) 75,353 (includes Title VI, Part B) Title VI: International Education Programs Title VI, Part A: International and Foreign Language Programs International & Foreign Language Programs §610 D Title VI, Part B: Business and International Education Programs Centers for International Business Education §614 D (included with Title VI, Part A) (included with Title VI, Part A) (included with Title VI, Part A) (included with Title VI, Part A) (included with Title VI, Part A) Business & International Education Training Programs §614 D (included with Title VI, Part A) (included with Title VI, Part A) (included with Title VI, Part A) (included with Title VI, Part A) (included with Title VI, Part A) §629 D 0 0 0 0 0 §637 D 0 0 0 0 0 Title VI, Part C: Institute for International Public Policy Institute for International Public Policy Title VI, Part D: General Provisions Science & Technology Advanced Foreign Language Education Grant Program CRS-34 Appropriations and Budget Authoritya ($ in thousands)b Program, by Title and Part Auth. Sec. Disc./ Mand. (D/M) FY2019 FY2020 FY2021 FY2022 FY2023 Title VII: Graduate and Postsecondary Improvement Programs Jacob K. Javits Fellowship Program §705 D 0 0 0 0 0 Graduate Assistance in Areas of National Need §716 D 23,047 23,047 23,547 23,547 23,547 Thurgood Marshall Legal Educational Opportunity Program §721 D 0 0 0 0 0 Masters Degree Programs at Historically Black Colleges and Universities §725 D 8,657 9,956 10,956 14,834 19,937 §897 M 0 0 0 0 0 Masters Degree Programs at Predominantly Black Institutions §725 D 0 0 0 0 0 §897 M 0 0 0 0 0 5,000 24,500bb 41,000 76,000 184,000 Title VII, Part B: Fund for the Improvement of Postsecondary Education Fund for the Improvement of Postsecondary Education §745 D Title VII, Part D: Programs to Provide Students with Disabilities with a Quality Higher Education cc Demonstration Projects §765 D 0 0 0 0 0 Model Transition Programsdd §769 D 11,800 11,800 13,800 13,800 13,800 Access to Materials §775 D 0 0 0 0 0 National Technical Assistance Center §778 D 0 0 0 0 0 Coordinating Centeree §778 D 0 0 0 0 0 Title VII, Part E: College Access Challenge Grant Program College Access Challenge Grant CRS-35 §781 Mff 0 0 0 0 0 §781 D 0 0 0 0 0 Appropriations and Budget Authoritya ($ in thousands)b Auth. Sec. Disc./ Mand. (D/M) Part A-Project GRAD §801 D vv 0 0 0 0 Part B-Mathematics and Science Scholars §802 D 0 0 0 0 0 Part C-Business Workforce Partnerships for Job Skill Training §803 D 0 0 0 0 0 Part D-Capacity for Nursing Students and Faculty §804 D 0 0 0 0 0 Part E-American History for Freedom §805 D 0 0 0 0 0 Part F-Teach for America §806 D 0 0 0 0 0 Part G-Patsy T. Mink Fellowship §807 D 0 0 0 0 0 Part H-Improving College Enrollment by Postsecondary Schools §808 D 0 0 0 0 0 Part I-Early Childhood Education Professional Development §818 D 0 0 0 0 0 Part J-Improving STEM Education with a Focus on Alaska Native and Native Hawaiian Students §819 D 0 0 0 0 0 Part K-Pilot Programs to Increase College Persistence and Success §820 D 0 0 0 0 0 Part L-Student Safety and Campus Emergency Management §821 D 0 0 0 0 0 Part L-Education Disaster and Emergency Relief Loan Program §824 D 0 0 0 0 0 Part M-Incentives and Rewards for Low Tuition §830 D 0 0 0 0 0 Program, by Title and Part FY2019 FY2020 FY2021 FY2022 FY2023 Title VIII: Additional Programs CRS-36 Appropriations and Budget Authoritya ($ in thousands)b Auth. Sec. Disc./ Mand. (D/M) §835 D 0 0 0 0 0 Part O-College Partnership Grants §841 D 0 0 0 0 0 Part P-Jobs to Careers §851 D 0 0 0 0 0 Part Q-Rural Development Grants §861 D 0 0 0 0 0 Part R-Campus-Based Digital Theft Prevention §871 D 0 0 0 0 0 Part S-Training for Realtime Writers §872 D 0 0 0 0 0 Part T-Centers of Excellence for Veteran Student Success §873 D 0 0bb 0 0 0 Part U-University Sustainability §881 D 0 0 0 0 0 Part V-Modeling and Simulation Programs §891 D 0 0 0 0 0 Part W-Path to Success Reentry Education Grants §892 D 0 0 0 0 0 Part X-School of Veterinary Medicine Competitive Grant Program §893 D 0 0 0 0 0 Program, by Title and Part Part N: Cooperative Education FY2019 FY2020 FY2021 FY2022 FY2023 Grants for Cooperative Education Demonstration and Innovation Projects; Training and Resources Centers; and Research Modeling and Simulation Task Force Modeling and Simulation Enhancement Grants Modeling and Simulation Establishment Grants CRS-37 Appropriations and Budget Authoritya ($ in thousands)b Auth. Sec. Disc./ Mand. (D/M) Part Y-Early Federal Pell Grant Commitment Demonstration Program §894 D 0 0 0 0 0 Part Z-Kupuna Memorial Archives §895 D 0 0 0 0 0 Program, by Title and Part FY2019 FY2020 FY2021 FY2022 FY2023 Prior Rights and Obligations for Previously Authorized Higher Education Act Programs College Housing and Academic Facilities Loans (CHAFL): Upward re-estimatess of existing loan subsidiesgg §121 M -10 -38 145 0 2,562 CHAFL: Downward re-estimate of existing loan subsidies (non-add)hh §121 M 0 0 0 -2,835 0 CHAFL: Liquidating Account §121 M -2,452 -3,015 -3,015 -1515 -3,015 Higher Education Facilities Loans Liquidating Account §121 M -601 -585 -585 -585 -585 College Housing Loans Liquidating Account §121 M -3,434 -1,760 -1,760 -1,760 -1,760 Programs Authorized in Acts to Reauthorize and Amend the Higher Education Act Higher Education Opportunity Act National Center for Research in Advanced Information and Digital Technologies §802 D 0 0 0 0 0 Pilot Grant Program for Course Material Rental §803 D 0 0 0 0 0 Workplace and Community Transition Training for Incarcerated Individuals §821 D 0 0 0 0 0 Underground Railroad Educational and Cultural Program §841 D 0 0 0 0 0 Higher Education Amendments of 1998 CRS-38 Appropriations and Budget Authoritya ($ in thousands)b Program, by Title and Part Auth. Sec. Disc./ Mand. (D/M) §1543 D FY2019 FY2020 FY2021 FY2022 FY2023 Higher Education Amendments of 1992 Olympic Scholarships 0 0 0 0 0 Sources: Compiled by CRS from U.S. Department of Education budget tables. FY2022 reflects appropriations as of October 1, 2022. Further appropriations and adjustments could occur over the remainder of the fiscal year. a. Unless otherwise noted, all provisions that were authorized through FY2014 under the HEA were automatically extended through FY2015 under Section 422 of the General Education Provisions Act, and received additional appropriations through multiple continuing resolutions (CRs) and appropriations bills. An entry of zero (0) indicates that an appropriation was not provided for the program. b. Annual appropriations reflect the final amount appropriated, including any spending reductions authorized by the Budget Control Act of 2011 (BCA; P.L. 112-25), commonly referred to as sequestration. c. Authorization expired at the end of FY2011. d. From March 2020 to March 2021, Congress appropriated additional funding to nearly all of the MSI programs in response to the national emergency related to COVID-19. The Coronavirus Aid, Relief, and Economic Security Act (CARES Act; P.L. 116-136), enacted on March 27, 2020, provided $1,046,437,875 for the MSI programs; the Coronavirus Response and Relief Supplemental Appropriations Act, 2021 (CRRSAA; Division M of P.L. 116-260), enacted on December 27, 2020, provided $1,702,285,200; the American Rescue Plan Act of 2021 (ARPA; P.L. 117-2), enacted on March 11, 2021, provided $2,968,842,750 to MSIs. Funds under the CARES Act, CRRSAA, and ARPA were allocated proportionally among the MSI programs based on discretionary appropriations provided for the programs in FY2020. For more information on the funding provided in response to COVID-19, see CRS Report R47027, Education Stabilization Fund Programs Funded by the CARES Act, CRRSAA, and ARPA: Background and Analysis. e. Section 505(e) of the Federal Credit Reform Act of 1990 authorizes appropriations for administrative costs for federal agencies that are authorized to make direct loan obligations or loan guarantee commitments. In accordance with this provision, discretionary appropriations to administer this program are made annually. From FY2019 to FY2022, $334,000 was appropriated annually; in FY2023, $528,000 was appropriated. f. The Consolidated Appropriations Act, 2018 (P.L. 115-141) made available $10 million to provide for three- to six-year deferments of loans made to eligible private HBCUs under the HBCU Capital Financing program. During the deferment period, interest on the loans will neither accrue nor be capitalized. g. The Department of Defense and Labor, Health and Human Services, and Education Appropriations Act, 2019 and Continuing Appropriations Act, 2019 (P.L. 115245) made available $20 million to provide for three- to six-year deferments of loans made to eligible private HBCUs under the HBCU Capital Financing program. During the deferment period, interest on the loans will neither accrue nor be capitalized. h. The Further Consolidated Appropriations Act, 2020 (P.L. 116-94) made available $16 million to provide for three- to six-year deferments of loans made to eligible private HBCUs under the HBCU Capital Financing program and an additional $10 million to provide for similar deferments for public HBCUs. i. The Consolidated Appropriations Act, 2021 (P.L. 116-260) made available $16 million to provide for three- to six-year deferments of loans made to eligible private HBCUs under the HBCU Capital Financing program and an additional $10 million to provide for similar deferments for public HBCUs. Additionally, the FAFSA CRS-39 j. k. l. m. n. o. p. q. r. s. t. u. v. w. CRS-40 Simplification Act, (Title VII, Division FF of P.L. 116-260), appropriated such sums as may be necessary to repay each institution’s outstanding balance of principal, interest, fees, and costs on disbursed loan amounts. This resulted in $1.695 billion in mandatory spending. Authorization expired at the end of FY2017. The Department of Defense and Labor, Health and Human Services, and Education Appropriations Act, 2019 and Continuing Appropriations Act, 2019 (P.L. 115245) rescinded $0.600 billion of the discretionary surplus (previous year’s unobligated discretionary appropriations). The FY2020 Further Consolidated Appropriations Act (P.L. 116-94) rescinded $0.500 billion of the discretionary surplus (previous year’s unobligated discretionary appropriations). The Consolidated Appropriations Act, 2021 (P.L. 116-260) rescinded $0.500 billion of the discretionary surplus (previous year’s unobligated discretionary appropriations). The Consolidated A [Text truncated at 120,000 characters. The full text is on the page linked above.] --- Source: Frix Law Library, https://www.frixlaw.com/law-library/documents/crs%3AR43351. Public record. Not legal advice.