Overview
Title
To authorize the Secretary of Education to award grants to create evidence-based student success programs designed to increase participation, retention, and completion rates of high-need students.
ELI5 AI
The bill wants to help students who need extra support in school by giving money to schools so they can run special programs that help these students do well and finish their education. To make sure everyone gets a fair chance, the bill sets rules about how the money should be shared.
Summary AI
H.R. 7761, known as the "Postsecondary Student Success Act of 2024," aims to support high-need students in increasing their participation, retention, and completion rates in higher education. The bill authorizes the Secretary of Education to award competitive grants to public institutions and partnerships that implement evidence-based student success programs. These programs will provide services like academic support, career guidance, and direct assistance to improve educational outcomes for low-income, first-generation, and other high-need students. The bill also allocates specific funds to encourage reforms that have proven successful in enhancing student achievements.
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AnalysisAI
General Summary of the Bill
The bill, titled the "Postsecondary Student Success Act of 2024," aims to improve the educational outcomes of high-need students by authorizing the Secretary of Education to award competitive grants to certain educational institutions. The grants are designed to support evidence-based programs to increase participation, retention, and completion rates for students who face significant challenges in accessing higher education. Over the fiscal years 2025 through 2030, eligible entities, including public institutions of higher education and partnerships between nonprofit educational organizations, will be encouraged to employ proven methods to enhance student success.
Summary of Significant Issues
Several issues arise within the framework of this legislative proposal. A key concern is the eligibility criteria for institutions, particularly the term "eligible entity," which may favor larger or well-established educational bodies, leaving smaller or newer institutions at a disadvantage. Additionally, the requirement for using at least one "evidence tier 3" practice in reform proposals may limit the flexibility of institutions whose successful strategies potentially do not fit neatly within this categorization. This restrictive approach could stifle innovation and fail to address localized educational needs effectively.
The bill also presents broad criteria for defining "high-need students," which may lead to varied interpretations and potentially inconsistent support distribution among students. Furthermore, the restriction permitting only one campus from a multi-campus entity to receive a grant at any one time could undermine comprehensive reform efforts at larger institutions.
In terms of evaluations, the lack of defined metrics and criteria for assessing the bill's effectiveness makes it challenging to ensure these initiatives achieve their intended goals of improving postsecondary success across diverse educational environments.
Potential Impact on the Public Broadly
If implemented, the bill has the potential to significantly shape postsecondary education for high-need students by incentivizing the use of researched and effective educational practices. Such initiatives could lead to higher enrollment and graduation rates among marginalized groups, contributing positively to overall educational attainment and workforce readiness in the country. By targeting resources toward evidence-based strategies, the bill may help ensure that educational improvements are both effective and adaptable to different student needs.
However, the effectiveness of this impact largely depends on clear definitions and consistent application of the bill's various terms and provisions. Vague language and undefined criteria could result in uneven implementation across institutions, potentially missing the intended outcomes.
Impact on Specific Stakeholders
Educational Institutions: Larger, established institutions may benefit from the grant opportunities due to existing infrastructures and partnerships that align with the eligibility criteria. These institutions can leverage funds to implement or expand evidence-based practices. On the other hand, smaller and newer schools might struggle to meet the eligibility requirements or the demands for high-tiered evidence-based practices, potentially facing difficulties in accessing necessary financial support.
High-Need Students: The primary beneficiaries of this legislation are high-need students who variously include low-income students, first-generation college students, and students with disabilities, among others. By supporting their educational journey with targeted resources and services, these students could experience improved outcomes in their postsecondary education, facilitating greater access to skilled employment. Nevertheless, imprecise definitions and the potential for uneven resource distribution might result in some students not receiving the full benefits of the proposed programs.
Eligible Indian Entities: The provision that reserves 2 percent of funds for eligible Indian entities indicates an effort to address the unique educational challenges faced by students from Tribal Colleges and Universities. However, ambiguity surrounding what qualifies as an "eligible Indian entity" might impede successful and fair allocation of funds.
In conclusion, while the Postsecondary Student Success Act of 2024 holds considerable promise for enhancing educational outcomes for high-need students, its success will largely depend on addressing the current ambiguities and ensuring equitable, effective implementation across a range of educational contexts.
Issues
The definition and potential favoritism inherent in the term 'eligible entity' (Section 3) might unintentionally marginalize smaller or newer institutions in favor of larger institutions or existing partnerships, which could raise concerns about equitable distribution of grant funding.
Section 5, Authorization of postsecondary student success competitive grants, may limit flexibility for applicants by requiring at least one tier 3 practice, which could disadvantage entities with effective, but non-tier 3 categorized practices. This could restrict innovation and adaptation to local needs.
The undefined metrics and lack of specific criteria in Section 2 'Purpose' and Section 5 'Evaluations' could hinder consistent assessment and accountability of 'postsecondary success' initiatives, posing challenges in measuring effectiveness and ensuring efficient use of funds.
The broad language in defining 'high-need students' in Section 2 could lead to inconsistent interpretations, potentially affecting which students receive the most support.
The provision in Section 5 that limits grant allocation to one campus per multi-campus entity might penalize larger institutions operating in diverse locations, hindering comprehensive implementation of successful programs across their entire systems.
Section 4's undefined term 'eligible Indian entities' poses a risk of ambiguity regarding the eligibility for grants, potentially leading to inconsistent or unfair allocation of resources to Tribal Colleges or Universities.
The allocation of 2 percent of the total appropriated funds to 'eligible Indian entities' in Section 4 without clear justification might be seen as disproportionate, raising concerns about the equitable distribution of resources among different high-need student populations.
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 gives the official short title of the law, which is the “Postsecondary Student Success Act of 2024.”
2. Purpose Read Opens in new tab
Summary AI
The purpose of this section is to support programs that use proven methods to help high-need students start, stay in, and successfully finish their college education.
3. Definitions Read Opens in new tab
Summary AI
This section defines key terms related to educational institutions and students, such as completion rate, eligible entity, and high-need student. It also references several important higher education and evidence-based practices, specifying meanings largely derived from existing U.S. education laws.
4. Reservation of funds for eligible indian entities Read Opens in new tab
Summary AI
The Secretary is required to set aside 2 percent of the total funds available each year to make grants to eligible Indian entities. These grants are intended to help increase the participation, retention, and graduation rates of students who are in high-need situations.
5. Authorization of postsecondary student success competitive grants Read Opens in new tab
Summary AI
The section authorizes the U.S. Secretary of Education to give competitive grants from 2025 to 2030 to eligible institutions to help more high-need students enroll, stay, and graduate from college by using evidence-based methods. It also covers the evaluation of these methods, requirements for how funds must be used, and limits on grant allocation to one campus per entity.