Overview
Title
To amend the Higher Education Act of 1965 to reauthorize the Federal work-study program, and for other purposes.
ELI5 AI
The "Opportunities for Success Act of 2024" wants to provide more money for college students to work while they study and help them get jobs that match their learning. It also wants to make sure students who need extra help get more chances to work, and it checks how happy students are with their work-study jobs.
Summary AI
The bill, titled the “Opportunities for Success Act of 2024,” aims to amend the Higher Education Act of 1965 to reauthorize and improve the Federal work-study program in the United States. It proposes increased funding, introduces new ways to allocate funds, and emphasizes work-based learning experiences in real workplace settings. The bill also requires participating institutions to prioritize students with exceptional financial need, increase job opportunities in community service, and ensure that work-study programs align with students’ educational and career goals. Additionally, it mandates surveys to measure satisfaction with the program and introduces a pilot grant program to expand work-based learning opportunities.
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AnalysisAI
The Opportunities for Success Act of 2024 is a legislative proposal aimed at amending the Higher Education Act of 1965 to enhance the Federal work-study program and related educational endeavors. It sets out to reauthorize funding for work-study opportunities, introduce work-based learning initiatives, and streamline the allocation of funds to higher education institutions based on their performance and student needs.
General Summary of the Bill
The bill proposes to increase the funding allocated to the Federal work-study program, with specified amounts assigned for each fiscal year from 2025 to 2029. It introduces a new framework for distributing these funds, emphasizing the benefits for institutions that show improvement in educational outcomes, particularly for Pell Grant recipients. The bill also highlights the importance of integrating work-based learning experiences, such as internships and cooperative education, to better align with students’ academic and career goals. Additionally, the bill calls for measures to enhance administrative processes, including the development of surveys to improve program feedback and communication.
Summary of Significant Issues
A critical concern raised is the complexity of the allocation formulas used to distribute funds, especially the procedures related to defining “improved institutions” and calculating “fair share amounts.” These intricacies may result in misunderstandings or misapplications of the rules, potentially limiting fair access for deserving institutions.
Another substantial issue involves the large financial authorizations for the years 2025 through 2029, which lack detailed accountability frameworks, posing risks of financial misuse and inefficient spending. The specified percentages for fund allocation for students with exceptional needs and community service may lead to perceived favoritism or inequitable resource distribution among different institutions.
Additionally, the bill includes provisions for extensive survey data collection, raising questions about the effectiveness of data utilization without clarity on who will analyze and act upon these insights. Finally, the pilot grant program allows significant funding that might lead to wasteful expenditures without clear benchmarks or measures of success.
Impact on the Public
Broadly, the bill could enhance access to work-study options for students, supporting them in gaining valuable work experience while pursuing their education. By prioritizing work-based learning and industry engagement, the bill aims to better prepare students for the workforce, potentially reducing the skills gap between education and employment.
However, the complexity of the allocation process and the vagueness in some provisions might create barriers to equitable implementation, leading to disparities in the level of support received across different institutions. The lack of detailed oversight for the significant financial authorizations may also raise concerns about taxpayer money being used effectively.
Impact on Specific Stakeholders
For educational institutions, especially those improving their performance metrics, the bill could provide substantial financial support, encouraging them to innovate and expand their work-study programs. Conversely, institutions that do not meet the specified criteria may face challenges in securing necessary funds, possibly exacerbating existing disparities in educational quality and student support.
Students, particularly those with exceptional needs, might benefit from increased funding toward work-based learning positions and community service projects. However, the administrative burden on institutions to comply with new reporting and data collection requirements may impact the overall efficiency and quality of these programs.
Employers collaborating with educational institutions may find value in the increased emphasis on work-based learning, as it could create a pipeline of well-prepared graduates suited to high-demand industries. Nonetheless, the administrative overhead associated with complying with the bill’s requirements may deter some employers from participating fully.
Overall, while the Opportunities for Success Act of 2024 has the potential to positively impact students and educational institutions by bridging the gap between academia and employment, its success will heavily depend on its implementation and the ability to address the significant issues identified.
Financial Assessment
The "Opportunities for Success Act of 2024" seeks to reauthorize the Federal work-study program by proposing significant financial allocations as described in the bill. Here is a summary and analysis of the financial aspects involved:
Financial Summary
- Appropriations and Funding Increases:
The bill outlines a series of funding increases for the Federal work-study program over several fiscal years. It allocates $1.5 billion for fiscal year 2025, rising incrementally each year to reach $2.5 billion annually from fiscal year 2029 onward. These increases highlight a strong commitment to enhancing the reach and impact of the work-study program.
Grant Allocations:
The bill includes provisions for pilot grant programs aimed at expanding work-based learning opportunities. Each grant under this initiative is capped at $1,000,000.
Funding for Job Location and Development Programs:
An increase in the spending cap for job location and development programs is proposed, changing from 10 percent or $75,000 to 20 percent or $150,000.
Special Allocations for Improved Institutions:
- The bill reserves up to $150,000,000 for institutions identified as "improved," based on specific performance metrics related to Pell Grant recipients.
Related Issues
- Complex Allocation Formula:
The allocation formula detailed in the bill relies on intricate criteria and percentages, such as the reservations for improved institutions and the calculations for a "fair share amount." This complexity might lead to confusion and could unevenly distribute funds if not implemented clearly. The bill's reliance on Pell Grant-related metrics may inadvertently exclude deserving institutions from receiving necessary funding.
Lack of Accountability:
The substantial annual appropriations, totaling $2.5 billion, lack explicit accountability measures. Without detailed oversight and evaluation processes, there is a risk of financial misuse or inefficiency in spending.
Percentage Allocations without Justification:
The bill specifies percentages like 3% for students with exceptional need and 7% for work-based learning positions, without providing a strong rationale. These percentages may not align with the actual needs of institutions, leading to potential favoritism or unfair resource distribution.
Pilot Program and Job Development Funding Concerns:
The pilot grant program allows for grants up to $1,000,000. Without proper benchmarks and evaluation criteria, these grants may not yield justified or measurable outcomes, potentially resulting in wasteful expenditures. Similarly, doubling the spending limit for job development programs could promote unnecessary spending if not closely monitored and justified with a clear budgetary rationale.
Administrative Burden and Complex Definitions:
- Institutions are required to apply five months ahead for program participation, posing an administrative burden. Additionally, the bill's complex definition of terms like "qualified period of nonenrollment" may lead to inconsistencies in application, impacting students' ability to secure work-study positions.
Conclusion
The "Opportunities for Success Act of 2024" demonstrates a solid financial commitment to enhancing the Federal work-study program. However, the proposed financial allocations highlight some concerns regarding accountability, equitable distribution, and potential inefficiencies. These aspects warrant careful consideration to ensure that the funding maximally benefits the intended stakeholders while maintaining transparency and efficiency in its usage.
Issues
The allocations for the work-study program outlined in Section 3 rely on a complex formula and intricate criteria, particularly regarding 'improved institutions' and the 'fair share amount,' which may lead to confusion and potential misinterpretations. Moreover, the requirements for Pell Grant recipients may exclude deserving institutions, creating uneven funding opportunities.
The large sums authorized in Section 2 for fiscal years 2025-2029 ($2.5 billion annually) lack detailed accountability measures, potentially leading to financial misuse or inefficient spending without proper evaluation or oversight.
Section 4 outlines percentages for fund allocation (e.g., 3% for exceptional need, 7% for work-based learning), without clear justification based on institution needs, potentially leading to unjust resource distribution and favoritism.
Section 10 involves statutory changes with significant complexity in survey data collection and guidance without specifying who will analyze and operationalize these insights, raising concerns about effectiveness.
In Section 9, the grant amounts allowed ($1,000,000) for the pilot grant program might be substantial without benchmarks for evaluation or justification of outcomes, leading to possibly wasteful spending.
The expansions in Section 6 on spending limits ('10 percent or $75,000' to '20 percent or $150,000') for job development could encourage wasteful spending if not justified with a clear budgetary rationale.
The amendment in Section 8 requires institutions to apply 5 months ahead for the work-study program, which could be administratively burdensome without clear reasoning provided.
The complexity in defining 'qualified period of nonenrollment' in Section 4 might lead to inconsistent application, affecting students’ ability to find work-study position placements.
Section 449's specification of relying on 'in-demand industry sectors and occupations' uses external definitions, which could fluctuate, causing inconsistencies and affecting program sustainability.
Sections
Sections are presented as they are annotated in the original legislative text. Any missing headers, numbers, or non-consecutive order is due to the original text.
1. Short title Read Opens in new tab
Summary AI
The first section of the act states that the law can be referred to as the "Opportunities for Success Act of 2024."
2. Purpose; authorization of appropriations Read Opens in new tab
Summary AI
The section amends the Higher Education Act to specify funding amounts from 2025 to 2029 for student aid and educational programs, introduces "work-based learning" opportunities like internships, and includes programs like Head Start in child development priorities.
Money References
- Section 441 of the Higher Education Act of 1965 (20 U.S.C. 1087–51) is amended— (1) in subsection (b), by striking “part, such sums as may be necessary for fiscal year 2009 and each of the five succeeding fiscal years.” and inserting “part— “(1) $1,500,000,000 for fiscal year 2025; “(2) $1,750,000,000 for fiscal year 2026; “(3) $2,000,000,000 for fiscal year 2027; “(4) $2,250,000,000 for fiscal year 2028; and “(5) $2,500,000,000 for fiscal year 2029 and each succeeding fiscal year.”; (2) in subsection (c)— (A) in paragraph (1), by inserting “child development and early learning (including Head Start and Early Head Start programs carried out under the Head Start Act (42 U.S.C. 9831 et seq.)),”, before “literacy training,”; (B) in paragraph (3), by striking “and”; (C) in paragraph (4)(C), by striking the period at the end and inserting “; and”; and (D) by adding at the end the following: “(5) work-based learning designed to give students experience in any activity described in paragraph (1), (2), (3), or (4), without regard to whether credit is awarded.”; and (3) by adding at the end the following: “(d) Work-Based learning defined.—For purposes of this part, the term ‘work-based learning’ means sustained interactions with industry, community, or academic professionals in real workplace settings that shall— “(1) include on campus opportunities; “(2) foster in-depth, first-hand engagement with the tasks required of a given career field that are aligned to a student’s field of study; and “(3) may include internships, fellowships, research assistant positions, teacher residencies, participation in cooperative education, and apprenticeships registered under the Act of August 16, 1937 (commonly known as the “National Apprenticeship Act”; 50 Stat. 664, chapter 663; 29 U.S.C. 50 et seq.).”. ---
3. Allocation formula Read Opens in new tab
Summary AI
The section updates rules for distributing certain federal funds to higher education institutions under the Higher Education Act. It sets criteria for allocating funds to institutions based on their improvement and student needs, outlines how funds should be reallocated if they are returned, and specifies requirements for eligible institutions and funding applications.
Money References
- (a) Reservations.— “(1) RESERVATION FOR IMPROVED INSTITUTIONS.— “(A) AMOUNT OF RESERVATION FOR IMPROVED INSTITUTIONS.—Beginning with the first fiscal year that is 2 years after the date of the enactment of the Opportunities for Success Act of 2024, for a fiscal year in which the amount appropriated under section 441(b) exceeds $700,000,000, the Secretary shall— “(i) reserve the lesser of— “(I) an amount equal to 20 percent of the amount by which the amount appropriated under section 441(b) exceeds $700,000,000; or “(II) $150,000,000; and “(ii) allocate the amount reserved under clause (i) to each improved institution in an amount equal to the greater of the following: “(I) The amount that bears the same proportion to the amount reserved under clause (i) as the total amount of all Federal Pell Grant funds awarded at the improved institution for the second preceding fiscal year bears to the total amount of Federal Pell Grant funds awarded at improved institutions participating under this part for the second preceding fiscal year. “
- (II) $5,000.
- , the Secretary shall reserve $30,000,000 to carry out grants under section 449.
- (5) DEFINITIONS.—In this subsection: “(A) AVAILABLE APPROPRIATED AMOUNT.—In this section, the term ‘available appropriated amount’ means— “(i) the amount appropriated under section 441(b) for a fiscal year, minus “(ii) the amounts reserved under subsection (a) for such fiscal year. “(B) AVERAGE COST OF ATTENDANCE.—The term ‘average cost of attendance’ means, with respect to an institution, the average of the attendance costs for a fiscal year for students which shall include— “(i) tuition and fees, computed on the basis of information reported by the institution to the Secretary, which shall include— “(I) total revenue received by the institution from undergraduate and graduate tuition and fees for the second year preceding the year for which it is applying for an allocation; and “(II) the institution’s enrollment for such second preceding year; “(ii) standard living expenses equal to 150 percent of the difference between the income protection allowance for a family of five with one in college and the income protection allowance for a family of six with one in college for a single independent student; and “(iii) books and supplies, in an amount not exceeding $1,000. “
442. Allocation of funds Read Opens in new tab
Summary AI
The section describes how funds are allocated under the Opportunities for Success Act of 2024. It explains that, in certain situations, the Secretary must reserve or allocate funds to improved educational institutions and grant programs, while outlining specific criteria for determining eligible institutions and how excess funds are redistributed. Additionally, it details allocation formulas for institutions from 2025 through 2030, defines fair share amounts, and describes conditions under which funds should be returned or redistributed.
Money References
- — (A) AMOUNT OF RESERVATION FOR IMPROVED INSTITUTIONS.—Beginning with the first fiscal year that is 2 years after the date of the enactment of the Opportunities for Success Act of 2024, for a fiscal year in which the amount appropriated under section 441(b) exceeds $700,000,000, the Secretary shall— (i) reserve the lesser of— (I) an amount equal to 20 percent of the amount by which the amount appropriated under section 441(b) exceeds $700,000,000; or (II) $150,000,000; and (ii) allocate the amount reserved under clause (i) to each improved institution in an amount equal to the greater of the following: (I) The amount that bears the same proportion to the amount reserved under clause (i) as the total amount of all Federal Pell Grant funds awarded at the improved institution for the second preceding fiscal year bears to the total amount of Federal Pell Grant funds awarded at improved institutions participating under this part for the second preceding fiscal year. (II) $5,000.
- , the Secretary shall reserve $30,000,000 to carry out grants under section 449. (3) REALLOCATION OF AMOUNT RETURNED BY IMPROVED INSTITUTIONS.—If an institution returns to the Secretary any portion of the sums allocated to such institution under this subsection for any fiscal year, the Secretary shall reallot such excess to improved institutions on the same basis as under paragraph (1)(A). (4) PUBLICATION.—Beginning 1 year after the first allocations are made to improved institutions under paragraph (1)(A) and annually thereafter, the Secretary shall make publicly available— (A) a list of the improved institutions that received funding under such paragraph in the prior fiscal year; (B) the percentage of students at each such improved institution that are Federal Pell Grant recipients; (C) the completion rate or graduation rate for the students described in subparagraph (B) with respect to each such improved institution; and (D) a comparison between the information described in subparagraphs (A), (B), and (C) for the prior fiscal year for such improved institution, and such information for the year prior to such year.
- (5) DEFINITIONS.—In this subsection: (A) AVAILABLE APPROPRIATED AMOUNT.—In this section, the term “available appropriated amount” means— (i) the amount appropriated under section 441(b) for a fiscal year, minus (ii) the amounts reserved under subsection (a) for such fiscal year. (B) AVERAGE COST OF ATTENDANCE.—The term “average cost of attendance” means, with respect to an institution, the average of the attendance costs for a fiscal year for students which shall include— (i) tuition and fees, computed on the basis of information reported by the institution to the Secretary, which shall include— (I) total revenue received by the institution from undergraduate and graduate tuition and fees for the second year preceding the year for which it is applying for an allocation; and (II) the institution’s enrollment for such second preceding year; (ii) standard living expenses equal to 150 percent of the difference between the income protection allowance for a family of five with one in college and the income protection allowance for a family of six with one in college for a single independent student; and (iii) books and supplies, in an amount not exceeding $1,000.
4. Grants for Federal work-study programs Read Opens in new tab
Summary AI
The text amends the Higher Education Act to enhance federal work-study programs by stipulating that starting in 2027, institutions must allocate certain percentages of granted funds to students with exceptional needs, those in community service, and work-based learning positions. It also introduces measures for travel reimbursement, data collection, cooperative education, and communication about eligibility for food assistance programs like SNAP.
Money References
- (a) Amendments.—Section 443 of the Higher Education Act of 1965 (20 U.S.C. 1087–53) is amended— (1) in subsection (b)— (A) by amending paragraph (2) to read as follows: “(2) provide that funds granted an institution of higher education pursuant to this section may only be used to make payments to students participating in work-study programs, except that an institution— “(A) shall, beginning in fiscal year 2027— “(i) use at least 3 percent of the total amount of funds granted to such institution under this section for such fiscal year to compensate students who have exceptional need (as defined in section 413C(c)(2)) and are employed in a work-based learning position during a qualified period of nonenrollment, as defined in subsection (f); “(ii) use at least 7 percent of the total amount of funds granted to such institution under this section for such fiscal year to compensate students employed in work-based learning positions; and “(iii) use at least 7 percent of the total amount of funds granted to such institution under this section for such fiscal year to compensate students employed in community service, and shall ensure that not less than 1 tutoring or family literacy project (as described in subsection (d)) is included in meeting the requirement of this subparagraph, except that the Secretary may waive a clause under this subparagraph with respect to an institution if the Secretary determines that enforcing such clause would cause hardship for students at the institution; and “(B) may— “(i) use a portion of the sums granted to it to meet administrative expenses in accordance with section 489; “(ii) use a portion of the sums granted to it to meet the cost of a job location and development program in accordance with section 446 of this part; and “(iii) transfer funds in accordance with the provisions of section 488;”; (B) in paragraph (4)— (i) by striking “$300” and inserting “$500”; and (ii) by inserting “except as provided under subsection (f),” before “provide”; (C) in paragraph (5)— (i) in subparagraph (A)(ii), by striking “and” at the end; (ii) in subparagraph (B), by inserting “and” after the semicolon; and (iii) by adding at the end the following: “(C) the Federal share shall equal 100 percent if the institution is eligible for assistance under title III or title V;”; (D) in paragraph (6)— (i) by inserting “who demonstrate exceptional need (as defined in section 413C(c)(2))” after “students”; and (ii) by inserting “and prioritize employment for students who are currently homeless individuals described in section 725 of the McKinney-Vento Homeless Assistance Act (42 U.S.C. 11434a) or foster care youth” after “institution”; (E) in paragraph (7), by striking “vocational” and inserting “career”; (F) in paragraph (8)(A)(i), by striking “or vocational goals” and inserting “career goals”; (G) in paragraph (10), by striking “; and” and inserting a semicolon; (H) in paragraph (11), by striking the period at the end and inserting a semicolon; and (I) by adding at the end the following: “(12) provide assurances that compensation of students employed in the work-study program in accordance with the agreement shall include reimbursement for reasonable travel (not including the purchase of a vehicle) directly related to such work-study program; “(13) provide assurances that the institution will administer and use feedback from the surveys required under section 449A, to improve the experiences of students employed in the work-study program in accordance with the agreement; “(14) provide assurances that the institution will collect data from students and employers such that the employment made available from funds under this part will, to the maximum extent practicable, complement and reinforce the educational goals or career goals of each student receiving assistance under this part; and “(15) provide assurances that if the institution receives funds under section 442(a)(1)(A), such institution shall— “(A) use such funds to compensate students employed in the work-study program in accordance with the agreement; and “(B) prioritize the awarding of such funds (and increasing the amount of each award) to students— “(i) who demonstrate exceptional need (as defined in section 413C(c)(2)); and “(ii) who are employed in work-based learning opportunities through the work-study program in accordance with the agreement.”; (2) in subsection (c)— (A) by amending paragraph (2) to read as follows: “(2) provide that— “(A) in the case of an institution that has not received a waiver from the Secretary, such institution will not use more than 25 percent of the funds made available to such institution under this part for any fiscal year for the operation of the program described in paragraph (1); and “(B) in the case of an institution that has received a waiver from the Secretary, such institution will not use more than 50 percent of the funds made available to such institution under this part for any fiscal year for the operation of the program described in paragraph (1);”; (B) in paragraph (4)— (i) by inserting “and complement and reinforce the educational goals or career goals of each student receiving assistance under this part” after “academically relevant”; and (ii) by striking “and” at the end; (C) in paragraph (5), by striking the period at the end and inserting “; and”; and (D) by adding at the end the following: “(6) provide assurances that compensation of students employed in the work-study program in accordance with the agreement shall include reimbursement for reasonable travel (not including the purchase of a vehicle) directly related to such work-study program.”; (3) in subsection (d)(1)— (A) by striking “In any academic year to which subsection (b)(2)(A) applies, an institution shall ensure that” and inserting “An institution may use the”; and (B) by striking “travel” and inserting “reasonable travel (not including the purchase of a vehicle)”; and (4) by adding at the end the following: “(f) Qualified period of nonenrollment.— “(1) IN GENERAL.—A student may be awarded work-study employment during a qualified period of nonenrollment if— “(A) the student demonstrates exceptional need (as defined in section 413C(c)(2)) in the award year prior to the qualified period of nonenrollment; “(B) the student is employed in a work-based learning position; and “(C) the employment— “(i) involves less than 25 percent administrative work; and “(ii) is for at least 20 hours per week, unless the institution waives such requirement— “(I) at the request of the student; or “(II) based on a finding by the institution that such requirement presents a hardship in finding a work-based learning position for the student. “(2) FUNDS EARNED.
- “(A) IN GENERAL.—Any funds earned by a student (beyond standard living expenses (as such term is described in section 413D(c)(3)(C))) during the qualified period of nonenrollment less than or equal to $2,500 may not be applied to such student’s cost of attendance for the next period in which the student is enrolled.
- “(B) EXCESS FUNDS.—Any funds earned by a student (beyond standard living expenses (as such term is described in section 413D(c)(3)(C))) during the qualified period of nonenrollment in excess of $2,500 shall be applied to such student’s cost of attendance for the next period in which the student is enrolled.
5. Flexible use of funds Read Opens in new tab
Summary AI
In this section, changes are made to the Higher Education Act of 1965. It allows students to earn leftover work-study funds from the previous period if their financial need is updated and they have a job in work-based learning. Additionally, it increases the allowable percentage of funds carried over from 10% to 20%.
6. Job location and development programs Read Opens in new tab
Summary AI
The amendments to the Higher Education Act of 1965 focus on increasing funding limits for certain job program elements, changing the focus from "vocational" to "career" work opportunities, and establishing priorities for institutions to place students with high needs in work-based learning positions. The changes also require detailed reporting on how many students in need are employed in these positions.
Money References
- Section 446 of the Higher Education Act of 1965 (20 U.S.C. 1087–56) is amended— (1) in subsection (a)— (A) in paragraph (1), by striking “10 percent or $75,000” and inserting “20 percent or $150,000”; and (B) in paragraph (2), by striking “vocational” and inserting “career”; and (2) in subsection (b)— (A) by striking paragraphs (1) and (2); (B) by inserting before paragraph (3) the following: “(1) provide satisfactory assurance that the institution will prioritize placing students with exceptional need (as defined in section 413C(c)(2)) and Federal work-study recipients in jobs located and developed under this section; and “(2) provide satisfactory assurances that the funds available under this section will be used to locate and develop work-based learning positions;”; and (C) in paragraph (6), by striking the period and inserting “, including— “(A) the number of students employed in work-based learning positions through such program; “(B) the number of students demonstrating exceptional need (as defined in section 413C(c)(2)) and Federal work-study recipients employed through such program; and “(C) the number of students demonstrating exceptional need (as defined in section 413C(c)(2)) and Federal work-study recipients employed in work-based learning positions through such program.”. ---
7. Community service Read Opens in new tab
Summary AI
The section amends the Higher Education Act to allow colleges and universities to use up to 10% of certain funds for community service work-study programs. These programs aim to enhance students' learning and career goals, provide resources and supervision, collaborate with nonprofit organizations, and offer compensation for students' participation in community service activities.
447. Additional funds to conduct community service work-study programs Read Opens in new tab
Summary AI
The section explains that schools can use up to 10% of specific funds to support programs where students perform community service work. These programs should ensure educational quality, provide necessary resources, and align with students' academic or career goals, while also working with nonprofit agencies, and compensating students for their community service, including time spent in training and reasonable travel expenses.
8. Amendments to work colleges Read Opens in new tab
Summary AI
The amendments to Section 448 of the Higher Education Act of 1965 update the language related to work colleges by emphasizing "student" in the context of comprehensive programs, clarifying application procedures for new institutions, specifying accreditation requirements, and establishing that eligible institutions must offer a 4-year degree-granting program.
9. Pilot grant program Read Opens in new tab
Summary AI
The text describes a pilot grant program established by the Secretary to help eligible educational institutions create or expand work-based learning programs. These grants, which can last up to four years and may be renewed for two more, are intended to aid students with exceptional need by funding positions with career coaching and job opportunities related to in-demand industries. Institutions must also report on students' outcomes and satisfaction with the program.
Money References
- “(B) AMOUNT.—A grant under this section may not be in an amount greater than $1,000,000.
- “(e) Reservation of funding for such program.—From the amount appropriated under section 441(b) for a fiscal year and remaining after the Secretary reserves funds under section 442(a)(1), the Secretary shall reserve $30,000,000 to carry out grants under this section.”.
449. Work-based learning opportunities pilot grant program Read Opens in new tab
Summary AI
The Work-based Learning Opportunities Pilot Grant Program is a new initiative where the Secretary offers grants up to $1 million to colleges and universities to help them create or expand programs that provide work-based learning positions for students in need. These programs must connect students with high-demand industries, track outcomes, and can last up to 4 years, with potential renewal, while requiring a report of success before the grant period ends.
Money References
- (B) AMOUNT.—A grant under this section may not be in an amount greater than $1,000,000.
- (b) Application.—To be selected to receive a grant under this section an eligible institution participating under this part shall submit an application to the Secretary at such time, in such manner, and containing such information as the Secretary may require, including a plan that describes how the eligible institution will establish or expand a program to develop work-based learning positions that will— (1) benefit students who demonstrate exceptional need (as defined in section 413C(c)(2)); (2) identify in-demand industry sectors and occupations (as defined in section 3 of the Workforce Innovation and Opportunity Act (29 U.S.C. 3102) and as determined by the Bureau of Labor and Statistics, State departments of labor, and local boards (as defined in such section 3)) and develop partnerships with high-demand employers (including nonprofit organizations, joint labor-management organizations, for-profit firms, or public agencies); (3) involve participating employers in evaluating and improving such program; (4) track and report academic and employment outcomes for participating students; and (5) be able to continue after the end of the grant term. (c) Use of funds.—Grant funds awarded under this program shall be used to pay wages for students participating under this program and develop work-based learning positions that— (1) are for a period of at least 12 weeks; (2) serve students who demonstrate exceptional need (as defined in section 413C(c)(2)); (3) limit administrative work to no more than 25 percent of such position; (4) provide a minimum of 15 hours of work per week during periods of enrollment and 30 hours per week during periods of nonenrollment, except such requirement may be waived by the institution in consultation with a student; (5) include career coaching from participating employers (including mock interviews, resume writing assistance, career exploration, and counseling on applying for and attaining employment); and (6) provide participating students with opportunities to meet with employers in fields or industries related to those of participating employers. (d) Report.—On a date that is before the date on which the period of the grant received by an eligible institution under this section terminates, such institution shall submit a report to the Secretary including— (1) the graduation rate or completion rate (as described under section 442(a)(1)(C)) with respect to students participating in work-based learning positions under the pilot program; and (2) the results of the work-based learning opportunities program for which such institution received such grant, including— (A) participating students’ satisfaction with the program as reported in surveys under section 449A, as added by section 10 of the Opportunities for Success Act of 2024; (B) the types of jobs in which participating students were employed and the types of duties performed in such jobs; (C) the academic programs of the participating students; (D) the share of participating students who worked at another job, in addition to the one under the pilot program; (E) the percentage of participating students who, during the second quarter after completing their academic program, are in education or training activities or unsubsidized employment; (F) the percentage of participating students employed in in-demand industry sectors or occupations as described in subsection (b)(2) within 2 quarters of completing their academic programs; and (G) other items as deemed relevant by the Secretary. (e) Reservation of funding for such program.—From the amount appropriated under section 441(b) for a fiscal year and remaining after the Secretary reserves funds under section 442(a)(1), the Secretary shall reserve $30,000,000 to carry out grants under this section. ---
10. Department activities Read Opens in new tab
Summary AI
The new section added to the Higher Education Act of 1965 requires the Secretary of Education to create surveys to measure satisfaction with the Federal work-study program from students, employers, and institutions. These surveys will collect data on various aspects of the program, such as job satisfaction, skill development, and outreach efforts, which will be compiled in an online portal, and results will be reported to Congress every four years.
Money References
- “(e) Technical assistance.—The Secretary shall— “(1) provide technical assistance to institutions participating under the Federal work-study program under this part to— “(A) comply with the amendments made by the Opportunities for Success Act of 2024 and the regulations issued pursuant to such Act; “(B) administer the surveys described in subsection (a) to students and employers participating in the Federal work-study program; and “(C) ensure that Federal work-study positions align with students’ educational goals or career goals to the maximum extent practicable; and “(2) issue guidance and provide technical assistance to institutions to support improved partnerships and coordination among financial aid, career services, and academic advisors to administer the Federal work-study program. “(f) Authorization of appropriations.—There is authorized to be appropriated $2,000,000 to carry out subsections (a), (b), and (c).”. ---
449A. Department activities Read Opens in new tab
Summary AI
The section outlines that within one year, the Secretary must create electronic surveys for students, employers, and educational institutions involved in the Federal work-study program to assess satisfaction and program effectiveness. It also requires the creation of an online portal for accessing and compiling survey results, the submission of a report to Congress every four years with program data and improvement recommendations, and provides technical and financial support for administering the surveys and enhancing program alignment with students' academic and career goals.
Money References
- (f) Authorization of appropriations.—There is authorized to be appropriated $2,000,000 to carry out subsections (a), (b), and (c). ---
11. Study and report Read Opens in new tab
Summary AI
The Comptroller General of the United States will study how to better connect students in the Federal work-study program with off-campus employers and job opportunities that align with their educational goals. The study will also look at helping students find jobs in high-demand fields and balancing work with academic commitments. A report on the findings will be submitted to Congress and made publicly available online.