CLASP's second paper in our "Building Skills, Remodeling the HEA" series recommends policy changes to address the lack of dedicated funding for education and training in noncredit workforce training programs.
A new paper in CLASP's Building Skills, Remodeling the HEA series recommends policy changes to address the lack of dedicated funding for education and training in noncredit workforce training programs.
On July 13, 2016, Representative Mark DeSaulnier (D-CA) introduced HR 5764, a bipartisan bill that would exclude all federal Pell Grant funds from taxable income. Under current law, when students spend their Pell Grants on indirect costs to education—such as transportation, food, or housing—these funds are counted as taxable income, while Pell funds used for direct costs like tuition, fees, and books are not. CLASP supports eliminating the discrepancy between direct and indirect costs to ensure low-income students fully benefit from Pell Grants without affecting their eligibility for other needed supports such as refundable tax credits, housing assistance, Supplemental Nutrition Assistance Program (SNAP), and Medicaid.
Reforms can improve students' ability to access quality trianing programs when they have limited assets. For instance, future federal funding for postsecondary institutions to design and deliver workforce development training should be conditioned on a requirement that institutions and/or states adopt rigorous credit for prior learning (CPL) policies, to articulate a student’s previous work for credit, and build bridges between new noncredit work and for-credit coursework.
As the Senate moves forward with its 302(b) allocations, House appropriators continue to deliberate on theirs. The lag means that the House of Representatives may still take up the Budget Committee’s Fiscal Year (FY) 2017 budget resolution.
The Pathways to an Affordable Education Act, introduced by Rep. Derek Kilmer (D-WA), would amend the federal Higher Education Act (HEA) to increase financial aid funding and access, helping today’s non-traditional students—particularly those who are low-income—earn the postsecondary credentials that are a crucial pathway out of poverty.
On October 22, the U.S. Department of Education (ED) responded to concerns and recommendations from institutions and advocates, including CLASP, about implementing the Ability to Benefit (ATB) provision.
This testimony discusses post-college labor market outcome data, primarily employment and earnings, and the increasing use of such data by states and potentially the federal government not only for consumer information and transparency, but also for high-stakes accountability, such as for Title IV eligibility.