Posts Tagged ‘HEA’
As the U.S. Department of Education is engaging in negotiated rulemaking on the TEACH grants, the Department announced that it is opening a process for reconsideration of conversion. TEACH grant recipients study to teach in a high-need field and commit to teaching in a high-need school in their chosen field for 4 years. Recipients have an 8-year window in which to complete these 4 years of service. If a TEACH grant recipient does not complete this service, the grant funds received convert to Direct Unsubsidized Federal Loan. For those TEACH grant recipients whose grant(s) were converted to loan(s) and who met or are meeting the TEACH grant service requirements, a reconsideration can be requested.
The Department shares the following on its webpage:
If you met or are meeting the TEACH Grant service requirements within the eight-year service obligation period, but had your grants converted to loans because you did not comply with the annual certification requirement, you can request reconsideration of those conversions.
I often ask myself, “How can I use my work as an emerging researcher and scholar to help inform educational policy and practice?” Sadly, the implications section of the manuscripts I have produced and even read often feels distant and unattainable, especially without an audience that is empowered to take action. Thankfully, this month’s AACTE Holmes Summer Policy Institute helped me see how I could navigate a new space and translate my work to impact change.
During the sessions, I realized the importance of building relationships, knowing the agenda, and sharing my work in multiple mediums. I learned the importance of branding and using social media to promote the work I am doing and also to inform my community in ways that are accessible. While that may feel foreign to some, including me, I know I can post a section of a paper I am working on or some key data that might get some people to think twice about an education-related topic.
As reauthorization of the Higher Education Act (HEA) continues in Congress, AACTE is unveiling a new resource to support members in their advocacy efforts with members of Congress. The TEACH Grant Vignettes, collected in 2017 and 2018, provide powerful narratives on the significance that the Teacher Education Assistance for College and Higher Education (TEACH) grants have on access and financial assistance for teacher candidates.
Here is a sample vignette from an undergraduate grant recipient at Northern Kentucky University:
As we await a spring thaw, things are heating up in Washington as Congress continues tackling a crowded agenda. With a March 23 deadline to pass an omnibus funding the government for the remainder of Fiscal Year 2018, advocacy abounds to fund educator preparation programs. In addition, the process for Fiscal Year 2019 kicked off with the president releasing his budget request to Congress on February 12, launching Congress into its appropriations process.
With Higher Education Act (HEA) reauthorization moving in the House and a bill rapidly approaching in the Senate, what might the final bill look like? Will it be bipartisan? Will the process continue or devolve as the election year unfolds? Aside from HEA, will you pay more for Internet access, or will the joint resolution to address the rules change move forward under the Congressional Review Act? Join AACTE’s Deborah Koolbeck to learn about these and other important topics by signing up for the March Federal Update webinar – an exclusive AACTE member benefit.
On the same day that Chairwoman Virginia Foxx (R-NC) released her Higher Education Act (HEA) reauthorization bill in the U.S. House of Representatives, the Trump Administration released a set of principles for HEA reauthorization.
The White House document (see PDF here) reveals five broad goals and eight policy principles for consideration as the reauthorization process begins in the U.S. House of Representatives. The House Education and the Workforce committee is expected to move the bill forward starting the week of December 4. On the U.S. Senate side, Chairman Lamar Alexander (R-TN) has stated that HEA reauthorization will be a priority for the Health, Education, Labor, and Pensions committee next year.
On December 1, the Republicans of the U.S. House of Representatives Committee on Education and the Workforce released their bill to reauthorize the Higher Education Act. H.R. 4508, the “Promoting Real Opportunity, Success, and Prosperity though Education Reform (PROSPER) Act,” would change or repeal aspects of the current law.
While we are still analyzing the bill, here are few key provisions that would affect educator preparation:
The U.S. Department of Education released a proposed regulation last month dealing with institutional eligibility for Title IV funds (federal student financial aid). Comments on the proposal are due by August 24 at 11:59 p.m. EDT.
In an effort to address concerns over fraudulent practices, noncompliance with requirements of Title IV programs, and other challenges, the Department is offering this latest round of proposed regulations (the initial work on this began in 2012) on distance education programs with an eye to those that operate in more than one state.
Title II Data Show Student Teaching Hours Vary by Program Type, but Differing Definitions Hinder Comparisons
Editor’s note: As AACTE moves from collecting information through the Professional Education Data System (PEDS) to tapping other nationally available data sources on educator preparation, we will be providing periodic data reports on Ed Prep Matters based on PEDS, federal collections such as Title II and SASS, and other sources.
The U.S. Department of Education collects data annually from states on teacher certification/licensure programs of all kinds, as mandated by Sections 205 through 208 of the Title II of the Higher Education Act. Assembling information on programs that are “traditional” and “alternative,” based both inside and outside of institutions of higher education (IHEs), the Title II data collection aims to provide a comprehensive view of the field of teacher preparation.
On December 17, Senator Jack Reed (D-RI) with original cosponsor Senator Bob Casey (D-PA) reintroduced the Educator Preparation Reform Act (EPRA). In addition, we expect that Representative Mike Honda (D-CA) will reintroduce EPRA in the U.S. House of Representatives early next year. We appreciate the continued support from both Senator Reed and Representative Honda on strengthening teacher preparation programs in the Higher Education Act (HEA), and we are pleased to see Senator Casey supporting EPRA on introduction as well this congress.
In new guidance released last month, the U.S. Department of Education issued five executive actions and outlined four policy recommendations for members of Congress to consider as they examine the accreditation process and begin weighing reauthorization of the Higher Education Act.
Although the guidance is motivated by concerns over institutional accreditors, AACTE will follow developments closely to monitor potential impact on programmatic accreditors, including the Council for the Accreditation of Educator Preparation.
In the interest of strengthening oversight and transparency in accreditation, the Department plans to post copies of documents relating to accreditation for each institution, arranged by accreditor, in addition to data on “key student and institutional metrics”—to be drawn heavily from the Department’s College Score Card web site.