[Congressional Record Volume 162, Number 111 (Monday, July 11, 2016)] [House] [Pages H4613-H4615] From the Congressional Record Online through the Government Publishing Office [www.gpo.gov] {time} 1730 ACCESSING HIGHER EDUCATION OPPORTUNITIES ACT Mr. HECK of Nevada. Mr. Speaker, I move to suspend the rules and pass the bill (H.R. 5529) to amend the Higher Education Act of 1965 to authorize additional grant activities for Hispanic-serving institutions, as amended. The Clerk read the title of the bill. The text of the bill is as follows: H.R. 5529 Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, SECTION 1. SHORT TITLE. This Act may be cited as the ``Accessing Higher Education Opportunities Act''. SEC. 2. AUTHORIZED GRANT ACTIVITIES. Subsection (b) of section 503 of the Higher Education Act of 1965 (20 U.S.C. 1101b(b)) is amended-- (1) by redesignating paragraphs (7) through (16) as paragraphs (9) through (18), respectively; and (2) by inserting after paragraph (6) the following: ``(7) Student support programs, which may include counseling, mentoring, and other support services, designed to facilitate the successful advancement of students from four-year institutions to postbaccalaureate doctoral degree granting programs that prepare students for health care occupations as such occupations are described in the most recent edition of the Occupational Outlook Handbook published by the Bureau of Labor Statistics. ``(8) Developing or expanding access to dual or concurrent enrollment programs and early college high school programs.''. SEC. 3. FUNDING. (a) Authorizations of Appropriations.--There are authorized to be appropriated to carry out part A of title V of the Higher Education Act of 1965 (20 U.S.C. 1101 et seq.), as amended by this Act, $107,795,000 for fiscal year 2016. [[Page H4614]] (b) Additional Extensions Not Permitted.--Section 422 of the General Education Provisions Act (20 U.S.C. 1226a) shall not apply to further extend the duration of the authority under subsection (a). The SPEAKER pro tempore. Pursuant to the rule, the gentleman from Nevada (Mr. Heck) and the gentleman from California (Mr. Takano) each will control 20 minutes. The Chair recognizes the gentleman from Nevada. General Leave Mr. HECK of Nevada. Mr. Speaker, I ask unanimous consent that all Members may have 5 legislative days in which to revise and extend their remarks and include extraneous material on H.R. 5529. The SPEAKER pro tempore. Is there objection to the request of the gentleman from Nevada? There was no objection. Mr. HECK of Nevada. I yield myself such time as I may consume. Mr. Speaker, I rise today in strong support of H.R. 5529, the Accessing Higher Education Opportunities Act. Like many States, Nevada has a severe doctor shortage. While the number of patients is steadily increasing, there continues to be too few qualified healthcare providers to meet this growing demand for care. Additionally, according to the National Hispanic Medical Association, despite a continued rise in our country's Hispanic population, the number of physicians that identify as Hispanic is only 5 percent. In an effort to help close this diversity gap, prepare more culturally competent healthcare providers, and address our Nation's doctor shortage, last year I joined with Congressman Dr. Raul Ruiz from California to introduce H.R. 2927. That bill allowed Hispanic-Serving Institutions to utilize existing grant funds to create programs that support, encourage, and mentor prospective physicians as they navigate the necessary requirements to be accepted into medical school. Congress originally created the Developing Hispanic-Serving Institutions program in 1992. This program helps promote education opportunities for Hispanic students and allows the institutions serving them to make improvements that increase the quality of the education they offer. Today there are more than 400 HSIs across the country, and many other institutions are on the verge of becoming HSIs. In my State of Nevada, the College of Southern Nevada; University of Nevada, Las Vegas; and Nevada State College are among many other schools that either are or are on the verge of becoming an HSI. Additionally, the number of young Hispanic undergraduates enrolled full-time at a 2- or 4-year college has more than tripled in the past 23 years. It is clear Hispanic students have greater access to education opportunities than they did before the Developing HSIs program was created. Still, as I mentioned before, the Hispanic population remains underrepresented in various parts of the workforce, particularly in healthcare positions that require a doctoral-level degree. After meeting with local healthcare and education leaders in Nevada and working with the chairman and other members of the committee to address this issue, I am happy to offer H.R. 5529, as amended, the Accessing Higher Education Opportunities Act, with Congressman Hinojosa and Dr. Ruiz. H.R. 5529 expands on the bipartisan work of H.R. 2927 by allowing HSIs to use funds to support students to prepare them for healthcare-related doctoral programs. Additionally, I want to thank Congressman Hinojosa for joining me and Dr. Ruiz on this bill and adding an important provision that allows HSIs to work with local school districts to start or enhance dual enrollment opportunities in early college programs at high schools. These programs not only help students get into college, but they also enable students to earn college credits earlier in their academic career. As a strong supporter of dual enrollment programs, I want to thank Congressman Hinojosa for strengthening the bill with this important provision. Ultimately, this bill will help us address a growing doctor shortage and close the diversity gap among physicians by helping students at HSIs achieve the dream of a higher education. I urge my colleagues to support this bipartisan legislation. Mr. Speaker, I reserve the balance of my time. Mr. TAKANO. Mr. Speaker, I yield myself such time as I may consume. I rise in support of H.R. 5529, the Accessing Higher Education Opportunities Act. I would like to thank the gentleman from Nevada (Mr. Heck) for bringing this bill forward. Mr. Speaker, over the last 20 years, we have seen great growth in the number of Hispanic students attending institutions of higher education, particularly Hispanic-Serving Institutions, or HSIs. In 1990, there were only 135 colleges and universities with a Hispanic population over 25 percent. Today there are more than 400. From 2012 to 2013, nearly 60 percent of Hispanic college students attended an HSI, and these institutions were responsible for graduating 40 percent of all Hispanics in the country. My district is home to two large Hispanic-Serving Institutions: The University of California- Riverside and Riverside City College. Title V of the Higher Education Act supports critical resources for HSIs like these, improving their ability to promote student success. The bill we are considering today, H.R. 5529, allows title V grant funds to be used to expand access to dual or concurrent enrollment programs offered through HSIs. Dual and concurrent enrollment models, programs that allow high school students to take postsecondary level courses for credit, can produce a number of benefits for students, particularly those from low-income backgrounds and first-generation college students. Research shows that these programs increase high school completion, college enrollment, college persistence, and degree attainment. Furthermore, roughly 30 percent of dual and concurrent enrollment programs are career and technical education focused, which offers students the opportunity to earn credit toward a certificate or credential that prepares them for college and career success. Unfortunately, tuition and classroom material costs remain a barrier to enrollment in these successful models for many low-income students. It is my hope that H.R. 5529 will expand access to these programs at Hispanic-Serving Institutions in my district and across the country. I urge my colleagues to support H.R. 5529. Mr. Speaker, I reserve the balance of my time. Mr. HECK of Nevada. Mr. Speaker, I continue to reserve the balance of my time. Mr. TAKANO. Mr. Speaker, I yield 2 minutes to the gentleman from Virginia (Mr. Scott), who is also the ranking member of the Committee on Education and the Workforce. Mr. SCOTT of Virginia. I thank the gentleman for yielding. Mr. Speaker, I rise in support of the bill, and I would like to say a few brief words about the package of higher education bills being considered today. These bills will simplify the financial aid application process; they will help students make well-informed decisions when selecting a college and determining how to finance the education; and they will financially strengthen Historically Black Colleges and Universities. This bill expands access for high school students to dual and concurrent enrollment programs at Hispanic-Serving Institutions. Taken together, this package represents a step in the right direction for students and families. A college degree remains the surest path out of poverty and into the middle class. Census data shows that earnings increase as the level of education increases. In other words, the more you learn, the more you earn. In addition to increased earnings, individuals with higher levels of education are less likely to be unemployed, less likely to receive public assistance, less likely to work in unskilled jobs with little upward mobility, and less likely to become involved in the criminal justice system. The ability to attend college for many students is due in large part to the significant investment we have made in higher education through the Higher Education Act of 1965. As President Johnson said when he signed the HEA into law over 50 years ago: ``It means that a high school senior, anywhere in this great land of ours, can [[Page H4615]] apply to any college or any university in any of the 50 States and not be turned away because his family is poor.'' HEA's goal was, and still is, to provide a pathway to the middle class for millions of working families around the country by making college affordable and accessible to everyone. Unfortunately, the initial promise of HEA has eroded. For far too many of our students, the principles of access and economic opportunity are in jeopardy. The bills considered today take a major step in restoring the original purpose of the Higher Education Act so that no child will be denied access to the opportunities afforded by higher education because his family is poor. Mr. HECK of Nevada. Mr. Speaker, I reserve the balance of my time. Mr. TAKANO. Mr. Speaker, I have no additional speakers, and I yield myself the balance of my time. In closing, I would like to again thank the gentleman from Nevada (Mr. Heck), my friend, for bringing this bill forward. I would like to thank Chairman Kline, Ranking Member Scott, and Mr. Hinojosa, the ranking member of the Subcommittee on Higher Education and Workforce Training, for their work on this bill. I urge all of my colleagues to support H.R. 5529. Mr. Speaker, I yield back the balance of my time. Mr. HECK of Nevada. Mr. Speaker, I yield myself the remainder of my time. Mr. Speaker, in closing, I want to underscore the purpose of this legislation. Yes, this bill will help us address a growing doctor shortage, and, yes, it will also help us close the diversity gap among physicians. But the Accessing Higher Education Opportunities Act, like a number of the bills on the floor today, is also about opportunity and helping students realize what they can achieve through higher education. This bipartisan bill will help more students obtain the knowledge and the skills they need to accomplish their goals and succeed in the workforce. I want to thank both Dr. Ruiz and Representative Hinojosa for their work in advancing these important reforms and for their continued leadership in helping more Americans pursue the dream of a higher education. I urge my colleagues to support this legislation. Mr. Speaker, I yield back the balance of my time. Ms. JACKSON LEE. Mr. Speaker, I rise today in support of H.R. 5529, the ``Accessing Higher Education Opportunities Act,'' which amends the Higher Education Act of 1965 to authorize additional grant activities for Hispanic-serving institutions. At a time when American innovation and intellectual growth fundamentally depend on education, the accessibility of institutions of higher education is a critical concern in the struggle to maintain America's role at the forefront of global innovation. As a lifelong advocate of equal education opportunities for all students, I know the importance of making higher education accessible across all demographics, and I know we can do better. Without an honest effort to even the playing field for all students by ensuring that all students have the opportunity to extend their education as long as they can, America, as a country, stands to lose out on the brightest economic, academic, and political leaders of the future. To that end, this measure emphasizes the importance of equality of opportunity for all students pursuing higher level education by urging the expansion of grant programs for Hispanic-serving educational institutions. In particular, this measure amends the Higher Education Act of 1965 to specifically: Support programs (which may include counseling, mentoring, and other support services) designed to facilitate the successful advancement of students from four-year institutions to post baccalaureate doctoral degree granting programs; and Develop or expand access to dual or concurrent enrollment programs and early college high school programs. Without this concrete measure to bolster support for Hispanic-serving institutions, institutions of higher education will fail to fulfill the American promise of equality of opportunity. In particular, I am proud to represent institutions such as the Lone Star College and the University of Houston Downtown, institutions that will directly benefit from increased efforts to further support Hispanic-serving educational institutions. The SPEAKER pro tempore. The question is on the motion offered by the gentleman from Nevada (Mr. Heck) that the House suspend the rules and pass the bill, H.R. 5529, as amended. The question was taken; and (two-thirds being in the affirmative) the rules were suspended and the bill, as amended, was passed. A motion to reconsider was laid on the table. ____________________