The Higher Education Act (HEA): A Primer
Updated April 10, 2023

Congressional Research Service
https://crsreports.congress.gov
R43351

The Higher Education Act (HEA): A Primer

Summary
The Higher Education Act of 1965 (HEA; P.L. 89-329, as amended) authorizes numerous federal
aid programs that provide support to both individuals pursuing a postsecondary education and
institutions of higher education (IHEs). Title IV of the HEA authorizes the federal government’s
major student financial aid programs, which are the primary source of direct federal support to
students pursuing postsecondary education. Titles II, III, and V of the HEA provide institutional
aid and support. Additionally, the HEA authorizes services and support for less-advantaged
students (select Title IV programs), students pursing international education (Title VI), and
students pursuing and institutions offering certain graduate and professional degrees (Title VII).
Finally, the most recently added title (Title VIII) authorizes more than two dozen other programs
that support higher education; most have never been funded.
The HEA was last comprehensively reauthorized in 2008 by the Higher Education Opportunity
Act of 2008 (HEOA; P.L. 110-315), which authorized most HEA programs through FY2014.
Following the enactment of the HEOA, the HEA has been amended by numerous other laws,
most notably the SAFRA Act, part of the Health Care and Education Reconciliation Act of 2010
(HCERA; P.L. 111-152), which terminated the authority to make federal student loans through the
Federal Family Education Loan (FFEL) program. Many HEA programs were authorized through
FY2014 and were extended for an additional year, through FY2015, under the General Education
Provisions Act (GEPA). Additionally, many HEA programs due to expire at the end of FY2015
were provided additional appropriations beyond FY2015 under a variety of appropriations
legislation and continuing resolutions, and most recently under the Consolidated Appropriations
Act, 2023 (P.L. 117-328 ). This report provides a brief overview of the major provisions of the
HEA.
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Introduction
The Higher Education Act of 1965 (HEA; P.L. 89-329, as amended), authorizes a broad array of
federal student aid programs that assist students and their families with financing the cost of a
postsecondary education, as well as programs that provide federal support to postsecondary
institutions of higher education (IHEs). Programs authorized by the HEA provide support for
higher education in several ways, including providing support to students in financing a
postsecondary education, with additional support and services given to less-advantaged students;
providing support to students pursing international education and certain graduate and
professional degrees; and providing support to IHEs in improving their capacity and ability to
offer postsecondary education programs.
The Department of Education (ED) administers the programs authorized by the HEA. The most
prominent programs under the HEA are the Title IV programs that provide financial assistance to
students and their families. In FY2022, approximately $111.6 billion in financial assistance was
made available to 9.8 million students under these programs.1 In the same year, ED provided
approximately $3.6 billion in federal support to institutions of higher education under the HEA.2
The HEA was first enacted in 1965 and has since been amended and extended numerous times,
and it has been comprehensively reauthorized eight times. The most recent comprehensive
reauthorization of the HEA occurred in 2008 under the Higher Education Opportunity Act
(HEOA; P.L. 110-315), which authorized most HEA programs through FY2014. Following the
enactment of the HEOA, the SAFRA Act, as part of the Health Care and Education
Reconciliation Act of 2010 (HCERA; P.L. 111-152), made several notable changes to the HEA.
Authorization for the appropriations for many HEA programs expired at the end of FY2014 and
was automatically extended through the end of FY2015 under Section 422 of the General
Education Provisions Act (GEPA).3 Additionally, Congress provided appropriations beyond 2015
under a variety of appropriations legislation and continuing resolutions, most recently under the
Consolidated Appropriations Act, 2023 (P.L. 117-328 ). The HEA is organized into eight titles:
 Title I, General Provisions;
 Title II, Teacher Quality Enhancement;
 Title III, Strengthening Institutions;
 Title IV, Student Assistance;
 Title V, Developing Institutions;
 Title VI, International Education Programs;
 Title VII, Graduate and Postsecondary Improvement Programs; and
 Title VIII, Additional Programs.
This report provides a brief overview of the major provisions of the HEA, organized by title and
part. Appendix A of this report provides detailed appropriations figures for HEA programs, from
FY2019 through FY2023. Appendix B gives a brief overview of the General Education
Provisions Act, which applies to the majority of federal education programs administered by ED,
including those programs authorized by the HEA. Finally, Appendix C provides information

1 U.S. Department of Education, Office of Federal Student Aid, Annual Report 2022, January 23, 2023, p. vi.
2 Office of Management and Budget, The Appendix, Budget of the United States Government, Fiscal Year 2022, p. 349.
3 GEPA contains a broad array of statutory provisions that are applicable to the majority of federal education programs
administered by the Department of Education. 20 U.S.C. §1221 et seq. For additional information on GEPA, see CRS
Report R41119, General Education Provisions Act (GEPA): Overview and Issues.
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The Higher Education Act (HEA): A Primer

related to the eight comprehensive reauthorizations that the HEA has undergone. Other CRS
reports provide more detailed discussions and analyses of the major HEA provisions.
Title I: General Provisions
Title I of the HEA is divided into four parts and lays out definitions and provisions that generally
apply to most of the programs authorized by the HEA.
Part A: Definitions
Title I, Part A of the HEA includes two definitions of an institution of higher education (IHE).
The definition of IHE in Section 101 applies to institutional participation in HEA programs, other
than federal student aid programs under Title IV. The definition of an IHE provided in Section
102 applies to institutional participation in Title IV federal student aid programs and includes all
institutions that meet the Section 101 IHE definition and proprietary institutions (or for-profit
institutions), postsecondary vocational institutions, and foreign institutions (i.e., those located
outside of the United States). Section 102 also specifies additional conditions institutions must
meet to participate in Title IV programs, including provisions related to the types of courses and
educational programs offered, student enrollment, and institutional management.4
Section 103 contains additional definitions relevant to the HEA, such as “distance education” and
“diploma mill.”
Part B: Additional General Provisions
Part B of Title I lists additional general provisions pertaining to the HEA. It includes provisions
related to antidiscrimination based on race, religion, sex, or national origin at IHEs receiving
federal financial assistance and a sense of Congress regarding the protection of student speech
and association rights.
Title I-B requires that IHEs adopt alcohol and drug abuse prevention programs to participate in
Title IV programs and authorizes the Secretary of Education (Secretary) to award competitive
grants to IHEs or consortia of IHEs to implement drug and alcohol prevention programs;
however, these grants have never been funded under these provisions.
Title I-B also grants the Secretary the authority to waive program eligibility criteria in any case in
which the criteria do not take into account any unique circumstances in Guam, the U.S. Virgin
Islands, American Samoa, the Commonwealth of the Northern Mariana Islands, and the Freely
Associated States.
Other Part B provisions require that information be made available to students and their families
to help them make informed college decisions, such as requiring the Secretary to develop a
website with information about federal aid available from other federal departments and agencies
and requiring the Secretary, working with other federal agencies, to publish information to help
students, parents, and employers to identify and avoid diploma mills.5
Part B also establishes the National Advisory Committee on Institutional Quality and Integrity
(NACIQI), which is a committee tasked with assessing the process of accreditation in higher

4 For additional information on institutional eligibility to participate in Title IV programs, see CRS Report R43159,
Institutional Eligibility for Participation in Title IV Student Financial Aid Programs.
5 Diploma mills are unaccredited entities that offer degrees, diplomas, or certificates to individuals for a fee and that
require the individual to complete little or no educational coursework.
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education and the institutional eligibility and certification of IHEs to participate in Title IV
programs. Specific requirements for NACIQI, such as membership criteria and meeting
procedures, also are delineated.
Part B prohibits the development, implementation, or maintenance of a federal database
containing the personally identifiable information of students. However, this prohibition does not
apply to systems necessary for the operation of programs authorized under Titles II (Teacher
Quality Enhancement), IV (Student Assistance), or VII (Graduate and Postsecondary
Improvement Programs) and that were in use the day before the enactment of the HEOA (August
13, 2008).
Finally, Part B authorizes necessary appropriations to pay obligations incurred related to
previously funded programs supporting the construction of college housing and academic
facilities.
Part C: Cost of Higher Education
Title I, Part C includes many provisions that focus on collecting data on college costs and prices
and student characteristics. It directs the Secretary to collect and make available online, among
other information, individual IHEs’ tuition and fees; cost of attendance; acceptance rate of
undergraduate students who apply; number of first-time, full-time, and part-time students
enrolled; number of students receiving financial aid; and average amount of financial assistance
received by students.6
Other provisions require publishers that sell college textbooks and supplemental materials to
“unbundle” materials (i.e., make textbooks and each supplement to a textbook available as
separate items) and require IHEs to publish online pre-course registration and registration
materials delineating information about all required texts that will be used in the class and the
retail price of course materials.
Additionally, Section 135 requires public IHEs to charge no more than in-state tuition rates to
eligible members of the Armed Forces on active duty and their spouses and dependent children.
Finally, Part C includes a maintenance of effort (MOE) provision, which requires states to
maintain funding for the general operations of public IHEs and for amounts provided for financial
aid for students attending private IHEs within the state in each academic year that is at least equal
to the average funding provided over the preceding five years. If a state fails to meet MOE
requirements, the Secretary is required to withhold the state’s allotment of funds for the College
Access Challenge Grant Program (Title VII, Part E), until the state makes “significant efforts to
correct such violations.”7

6 For instance, Part C directs the Secretary to maintain a website, the “College Navigator” website, which provides
information such as cost of attendance and net price of various IHEs to prospective students, and the Net Price
Calculator, which helps current and prospective students estimate the individual net price of attending an IHE for a
student. The College Navigator website is available at http://nces.ed.gov/collegenavigator/. The Net Price Calculator is
available online at http://collegecost.ed.gov/netpricecenter.aspx.
7 The Secretary may waive the MOE requirement for exceptional or uncontrollable circumstances, as appropriate. The
College Access Challenge Grant Program last received appropriations in FY2014
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Part D: Administrative Provisions for Delivery of Student
Financial Assistance
Part D of Title I authorizes the establishment of a Performance-Based Organization (PBO) that
manages the administration of Title IV programs within ED. A PBO is a discrete management
unit that is responsible for managing the administrative and oversight functions that support a
program, while other entities are responsible for the policy setting functions relating to the PBO.
PBOs are led by chief executives who are personally accountable for meeting measurable goals
within the organization. In exchange, the PBO is allowed greater flexibility to manage personnel,
procurement, and other services. The PBO authorized under HEA Title D-I is known as the Office
of Federal Student Aid.8
Part E: Lender Institution Requirements Relating to
Education Loans
Part E of Title I establishes disclosure and reporting requirements applicable to lenders and IHEs
with respect to Title IV federal student loans and private education loans. Many of the provisions
relate to the disclosure to borrowers of the terms and conditions for both federal loans made under
Title IV and private education loans, as defined under Section 140 of the Truth in Lending Act.9
Title II: Teacher Quality Enhancement
Title II of the HEA authorizes grants for improving teacher education programs, strengthening
teacher recruitment efforts, and providing training for prospective teachers. This title also
includes reporting requirements for states and IHEs regarding the quality of teacher education
programs.
Part A: Teacher Quality Partnership Grants
Part A of Title II authorizes competitive grants to improve teacher education programs. The Pre-
Baccalaureate Preparation Program awards funds to partnerships to, among other activities,
reform teacher preparation programs, provide clinical experiences and literacy training, and
prepare highly qualified teachers and early childhood educators. The Teacher Residency Program
awards one-year stipends to recent college graduates and mid-career professionals (who are not
teaching) to obtain graduate-level teacher training in exchange for agreements to serve three years
in a high-need school. Finally, the Leadership Development Program awards funds to
partnerships to prepare students for careers as school administrators, as well as to support
activities that promote strong leadership skills. Each eligible partnership receiving a grant under
Part A must provide nonfederal matching funds equal to 100% of the amount of the grant.
Part A also requires states and IHEs offering teacher preparation programs and receiving federal
assistance under the HEA to report specified data annually. IHEs must report to states the pass
rates of their graduates on state certification assessments and other program data. States, in turn,

8 For more information on how the Office of Federal Student Aid operates as a PBO, see CRS Report R46143, The
Office of Federal Student Aid as a Performance-Based Organization.
9 15 U.S.C. §1650. For additional information on student loan disclosure requirements, see CRS Report R40789,
Reporting and Disclosure Requirements for Institutions of Higher Education to Participate in Federal Student Aid
Programs Under Title IV of the Higher Education Act, archived, available to congressional clients upon request.
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are required to report to ED information on state certification and licensure requirements; the
number of students enrolled in teacher preparation programs disaggregated by gender, race, and
ethnicity; pass rates on state assessments, disaggregated and ranked by institution; criteria for
identifying low-performing schools of education; and other information.10
Part B: Enhancing Teacher Education
Part B of Title II authorizes several competitive grants for teacher training programs that meet
specific needs, such as preparing graduate teacher candidates to use technology-rich teaching
methods, preparing general education teacher candidates to instruct students with disabilities, and
preparing graduate students to become education professors who will prepare highly qualified
teachers in high-need areas. These programs have never received funding.
Title III: Institutional Aid
Title III is one of the primary sources of institutional support authorized by the HEA.11 Most of
the programs authorized in Title III provide grants or other financial support to institutions that
serve high concentrations of racial and ethnic minority and/or needy students to help strengthen
the institutions’ academic, financial, and administrative capabilities.12 Typically, the institutions
served by Title III are called minority-serving institutions (MSIs).
Part A: Strengthening Institutions
The Section 311, Strengthening Institutions Program (SIP) is the foundational program for all
other programs established under Title III-A. It provides competitive grants to eligible IHEs that
have low educational and general expenditures (E&G) as compared to similar institutions and
where at least 50% of enrolled degree-seeking students are receiving need-based assistance under
HEA Title IV13 or where the percentage of Pell Grant recipients exceeds the median percentage of
Pell Grant recipients at similar institutions. Additionally, eligible IHEs must be legally authorized
by their states to award bachelor’s degrees or be authorized to operate as a junior or community
college and must be accredited or preaccredited by an ED-recognized accrediting agency. In this
report, the SIP eligibility criteria are referred to collectively as the Section 312(b) criteria.
Authorized uses for grant funds include facilities improvement, faculty development, curriculum
development, and student services. Grantees are also allowed to establish endowments or increase
endowment funds with SIP grants, but they may not use more than 20% of grant monies for such
purposes and must provide matching funds from nonfederal sources.

10 ED makes these reports available online at https://title2.ed.gov/View.asp.
11 Title V, discussed later in this report, is the other major source of HEA institutional support. It provides institutional
aid for Hispanic Serving Institutions.
12 For additional information on programs available to minority service institutions under the HEA, see CRS Report
R43237, Programs for Minority-Serving Institutions Under the Higher Education Act.
13 For purposes of SIP, Title IV need-based assistance includes Federal Supplemental Educational Opportunity Grants,
Federal Work Study, and Federal Perkins Loans, but not Subsidized Stafford Loans. As later noted, Federal Perkins
Loans are no longer being issued to students. Additionally, Subsidized Stafford Loans are now known as Direct
Subsidized Loans.
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American Indian Tribally Controlled Colleges and Universities
Section 316 establishes the Strengthening American Indian and Tribally Controlled Colleges and
Universities (TCCUs) program. This program provides formula grants to TCCUs that meet the
Section 312(b) criteria and that qualify for funding under the Tribally Controlled Colleges and
Universities Assistance Act of 1978 (25 U.S.C. §1801), the Navajo Community College Act (25
U.S.C. §640a), or Section 532 of the Equity in Education Land-Grant Status Act of 1994 (7
U.S.C. §301 note). Authorized uses for grant funds are similar to those of the SIP.
Alaska Native and Native Hawaiian-Serving Institutions
Section 317 establishes the Strengthening Alaska Native and Native Hawaiian-Serving
Institutions (ANNHs) program. This program provides competitive grants to ANNHs that meet
the Section 312(b) criteria and that have an enrollment of undergraduate students that is at least
20% Alaska Native students or at least 10% Native Hawaiian students. Authorized uses for grant
funds are similar to those of the SIP.
Predominantly Black Institutions
Section 318 establishes the Strengthening Predominantly Black Institutions (PBIs) program. To
be eligible for a PBI grant, an institution must be legally authorized within its state to award
bachelor’s or associate’s degrees, accredited or preaccredited by an ED-recognized accrediting
agency, enroll at least 1,000 undergraduates (half of which must be enrolled in degree programs),
have low E&G, and have an undergraduate student enrollment that is at least 40% Black
American students. PBIs may not also be designated as a Historically Black College or University
(HBCU) or a Hispanic-serving institution (HSI).
PBIs must have a requisite enrollment of needy students. For purposes of the Strengthening PBIs
program, the needy student enrollment criterion requires that at least 50% of an institution’s
enrolled degree-seeking undergraduate students (a) are Pell Grant recipients; (b) come from
families that receive benefits under a means-tested federal benefit program; (c) attended a
secondary school that was eligible to receive benefits under Title I of the Elementary and
Secondary Education Act of 1965 (ESEA);14 or (d) are first-generation college students and a
majority of such first-generation colleges students are low-income.
Grants are formula-based and divided among eligible institutions based on each institution’s
percentage of Pell Grant recipients, percentage of graduates, and percentage of graduates who
pursue the next higher degree level. Authorized uses for grant funds are similar to those of the
SIP.
Native American-Serving, Nontribal Institutions
Section 319 establishes the Strengthening Native American-Serving, Nontribal Institutions
(NASNTIs) program. This program provides competitive grants to NASNTIs that meet the
Section 312(b) criteria, that are not TCCUs, and that have an enrollment of undergraduate
students that is at least 10% Native American students. Authorized uses for grant funds are similar
to those of the SIP.

14 For additional information on the ESEA, see CRS Report R44297, Reauthorization of the Elementary and Secondary
Education Act: Highlights of the Every Student Succeeds Act.
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Asian American and Native American Pacific Islander-Serving Institutions
Section 320 establishes the Asian American and Native American Pacific Islander-Serving
Institutions (AANAPISIs) program. This program provides competitive grants to AANAPISIs
that meet the Section 312(b) criteria and that have an enrollment of undergraduate students that is
at least 10% Asian American or Native American Pacific Islander students. Authorized uses for
grant funds are similar to those of the SIP.
Part B: Strengthening Historically Black Colleges and Universities
Part B of Title III authorizes assistance to Historically Black College and Universities (HBCUs)
and Historically Black Graduate Institutions (HBGIs). Section 323 authorizes the Strengthening
HBCUs program, which provides grants to IHEs that were established before 1964 with the
mission of educating Black Americans, are accredited or preaccredited by an ED-recognized
accrediting agency.15
Strengthening HBCU grants are formula-based and divided among eligible institutions based on
an institution’s percentage of Pell Grant recipients, percentage of graduates, and percentage of
graduates who go on to attend a graduate or professional school in a degree program in
disciplines in which Blacks are underrepresented. Authorized uses for grant funds are similar to
those of the SIP under Title III-A.
Historically Black Graduate and Professional Institutions
Section 326 of Title III-B establishes the HBGI program. This program provides formula grants
to eligible postgraduate and professional institutions and programs to increase the number of
African Americans in certain professional fields. Eligible institutions are specifically listed in
Section 326.
HBGI grants are formula-based. The first $56.9 million appropriated each fiscal year is available
exclusively to the 18 HBGIs that were specifically listed in the HEA prior to the enactment of the
Higher Education Opportunity Act of 2008 (HEOA; P.L. 110-315). Appropriations greater than
$56.9 million and less than $62.9 million are available to the six HBGIs that were added to
Section 326 by the HEOA. Finally, appropriations greater than $62.9 million are made available
to any eligible HBGI, pursuant to a formula to be developed by ED. Authorized uses for grant
funds are similar to those of the SIP.
Part C: Endowment Challenge Grants
Title III, Part C authorizes the Endowment Challenge Grants program. This program provides
matching grants to IHEs eligible under Parts A and B of Title III to assist them in establishing or
increasing their endowments and thus increase their self-sufficiency. The program has not been
funded since FY1995.
Part D: Historically Black College and University Capital Financing
Title III, Part D authorizes the HBCU Capital Financing program, which provides federal
insurance for bonds issued to support capital financing projects at HBCUs for the repair,
renovation, and, in exceptional circumstances, construction or acquisition of facilities used for

15 The accompanying regulations also require that an eligible HBCU be legally authorized in the state in which it is
located to operate as a junior or community college or to award bachelor’s degrees.
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instruction, research, or housing. A designated bonding authority is charged with raising funds in
the bond market; in turn, these funds are lent to HBCUs. Repayments on these loans are used to
make principal and interest payments on outstanding bonds. Borrowers deposit a portion of their
loans into an escrow account to cover principal and interest payments on outstanding bonds in the
event borrowers are delinquent in repaying their loans.
Part E: Minority Science and Engineering Improvement Program
Title III, Part E authorizes the Minority Science and Engineering Improvement Program
(MSEIP), which provides grants to effect long-term improvements in science and engineering
education at predominantly minority institutions. Grants are provided to IHEs with an
undergraduate student enrollment that is at least 50% minority students, nonprofit science-
oriented organizations, and consortia of organizations. MSEIP grants are competitively awarded,
and authorized uses include participating in faculty development programs, strengthening an
institution’s science and engineering programs, and conducting research in science education.
Title III-E authorizes two additional programs: the Yes Partnership Grant Program and Promotion
of Entry into STEM Fields. The Yes Partnership Grant Program authorizes the Secretary to make
grants to support the engagement of underrepresented minority youth in STEM outreach.
Promotion of Entry into STEM Fields authorizes the Secretary to contract with a firm to
implement an advertising campaign to encourage youths to enter STEM fields. Neither program
has been implemented.
Part F: Strengthening Historically Black Colleges and Universities
and Other Minority-Serving Institutions
Title III, Part F provides annual mandatory appropriations for programs that support minority-
serving institutions under Title III-A and Title III-B. Programs that receive mandatory
appropriations under this part are Strengthening TCCUs, Strengthening ANNHs, Strengthening
PBIs, Strengthening NASNTIs, Strengthening ANNAPISIs, and Strengthening HBCUs. These
mandatory funds are provided in addition to discretionary appropriations authorized for these
programs under Title III-G (discussed below).
In general, Title III-F funds are to be used by eligible minority-serving institutions as though they
were funds provided under Titles III-A and III-B; however, there are some exceptions. Title III-F
provides 25 grants of $600,000 each annually to eligible PBIs for programs in science,
technology, engineering, or mathematics (STEM); health education; internationalization or
globalization; teacher preparation; or improving educational outcomes of African American
males. Additionally, IHEs eligible for Title III-F NASNTIs funds are not required to meet the
Section 312(b) needy student and low E&G eligibility criteria that NASNTIs receiving funds
under Title III-A are required to meet.
Hispanic Serving-Institutions Science, Technology, Engineering, and Math
and Articulation Program
Title III-F also authorizes the Hispanic-Serving Institutions STEM and Articulation program (HSI
STEM). This program awards competitive grants to eligible HSIs to increase the number of
Hispanic and low-income students attaining degrees in STEM fields and to develop model
transfer and articulation agreements between two-year HSIs and four-year institutions in STEM
fields. Eligible HSIs are IHEs that meet the Section 312(b) criteria and that have an
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undergraduate student enrollment that is at least 25% Hispanic students. Title III-F also provides
annual mandatory appropriations for this program.
Part G: General Provisions
Title III, Part G contains general provisions, including the Secretary’s waiver authority for Title
III programs. Title III-G also specifies the authorizations of appropriations for each Title III
program, other than programs authorized under Title III-F. Other general provisions relate to the
grant application process, technical assistance for IHEs in applying for Title III grants, and the
Secretary’s ability to make continuation awards for multiyear grants.
Title IV: Student Assistance
Title IV of the HEA contains nine parts that authorize a broad array of programs and provisions to
assist students and their families in gaining access to and financing a postsecondary education.
The programs authorized under this title are the primary sources of federal aid to support
postsecondary education.
Part A: Grants to Students in Attendance at Institutions of
Higher Education
Title IV, Part A authorizes numerous grant programs—financial assistance that does not need to
be repaid by the recipient—for students who attend eligible institutions participating in Title IV
programs. It also authorizes federal early outreach and student services programs.
Subpart 1: Federal Pell Grants
Subpart 1 authorizes the Federal Pell Grant program, which is the single largest source of grant
aid for postsecondary education attendance funded by the federal government.16 The Pell Grant
program provides need-based grants to financially needy undergraduate students and is the
foundation for all federal student aid awarded to undergraduates (i.e., all other federal student aid
is calculated after the amount of a student’s Pell Grant award has been determined).
To be eligible to receive a Pell Grant, a student must meet the general eligibility criteria for all
Federal Student Aid programs and be enrolled at an eligible IHE for the purpose of earning a
degree or certificate. In general, students must be enrolled as undergraduates17 and are subject to a
cumulative lifetime eligibility cap on Pell Grant aid of 12 full-time semesters (or the equivalent).
Pell Grants are portable, which means the grant aid follows the recipient to any eligible IHE in
which they enroll. The maximum amount of grant aid available to students is based on the annual
maximum award amount set forth in the last enacted applicable appropriations act, combined with
the award amount of a mandatory add-on award provided annually in the HEA. A student’s award
is reduced by the student’s expected family contribution (see the “Part F: Need Analysis”
section). Pell Grant awards are prorated for students who attend on a less than a full-time basis.

16 For additional information on the Pell Grant Program, see CRS Report R45418, Federal Pell Grant Program of the
Higher Education Act: Primer.
17 Students who are enrolled on at least a half-time basis in a post-baccalaureate program required by a state for K-12
teacher certification or licensure are also eligible, so long as the program does not lead to a graduate degree and so long
as the institution does not offer a bachelor’s degree in education.
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Forthcoming Changes to Pell Grants
The FAFSA Simplification Act of 2020 (FSA; Title VII, Division FF, P.L. 116-260), enacted in December 2020,
specifies that in future years, eligible students with a family adjusted gross income (AGI) below specified thresholds
wil be able to qualify for the maximum Pell Grant award on the basis of their AGI without consideration of
additional income or asset information. Eligible students with a family AGI above the specified thresholds are to be
able to qualify for a Pell Grant award based on a streamlined student aid index (known as expected family
contribution prior to implementation of the FSA). The FSA originally specified that most Pell Grant provisions
would take effect on July 1, 2023. Subsequent legislation has moved the effective date for many of the new
provisions under the FSA to July 1, 2024.18
Academic Competitiveness and National Science and Mathematics Access to
Retain Talent Grants
Subpart 1 authorized the Academic Competitiveness (AC) Grant and National Science and
Mathematics Access to Retain Talent (SMART) Grant programs, which provided additional grant
aid to certain Pell-eligible students. The authority to make grants under the programs expired at
the end of award year (AY) 2010-2011.
Subpart 2: TRIO and GEAR UP
Subpart 2 authorizes programs for early outreach and student services programs. Chapter 1
establishes the six TRIO programs, and Chapter 2 authorizes the Gaining Early Awareness and
Readiness for Undergraduate Programs (GEAR UP).
Federal TRIO Programs
Subpart 2 of Part A authorizes six separate discretionary grant programs—collectively known as
the TRIO programs—designed to assist qualified individuals from disadvantaged backgrounds
with preparing for and completing postsecondary education.19 While the TRIO programs
primarily serve individuals who are or would be low-income, first-generation college students,
they also serve students with disabilities, students at risk of academic failure, veterans, homeless
youth, foster youth, and individuals underrepresented in graduate education.20 Typically,
depending on the TRIO program, eligible grantees may include institutions of higher education;
public and private agencies and organizations with experience in serving disadvantaged youth;
secondary schools; and combinations of such institutions, agencies, and organizations.
Talent Search (TS). The TS program is intended to encourage students to complete their high
school diplomas and enroll in postsecondary education. TS grantees must provide participants
with, among other services, course selection advice and assistance, assistance in preparing for
college entrance examinations, assistance in completing college admission applications,
assistance in completing financial aid applications, and guidance on and assistance in methods for
achieving a secondary school diploma or an equivalent postsecondary education. Generally,
program participants must have completed five years of elementary education or be between the

18 For more information on the FSA, including associated timelines, see CRS Report R46909, The FAFSA
Simplification Act.
19 Originally, in 1965, there were three programs under this part—Upward Bound, Student Support Services, and
Talent Search—that provided a range of student support services, thus the name TRIO. Subsequent legislation
authorized additional programs with a similar purpose, but the TRIO name remains.
20 For additional information on the TRIO programs, see CRS Report R42724, The TRIO Programs: A Primer.
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ages of 11 and 27. At least two-thirds of participants must be low-income, first-generation college
students.
Upward Bound (UB). The UB program is intended to prepare and encourage secondary students
and veterans toward success in postsecondary education. UB grantees must provide participants
with, among other services, instruction in specified courses such as foreign language and
mathematics, tutoring, and assistance in preparing for college entrance examinations and in
completing college admissions applications. UB grantees may also provide monthly stipends to
eligible participants. Program participants must have completed eight years of elementary
education or, with some exceptions, be a veteran or be between the ages of 13 and 19. At least
two-thirds of participants must be low-income, first-generation college students.
Student Support Services (SSS). The SSS program is intended to provide support services to
college students to improve the retention, graduation rates, financial and economic literacy, and
transfer rates of students from two-year to four-year schools. SSS grantees must offer
participants, among other services, tutoring, counseling to improve financial literacy, and
assistance in applying for admission to the next higher level of degree attainment. Grantees may
provide grant aid to eligible participants. Program participants must be enrolled, or accepted for
enrollment, at the grantee IHE. At least two-thirds of participants must be either students with
disabilities or low-income, first-generation college students; the other one-third must be low-
income students, first-generation college students, or students with disabilities. At least one-third
of participating students with disabilities must be low-income.
Ronald E. McNair Postbaccalaureate Achievement (McNair) Program. The McNair Program is
intended to prepare disadvantaged undergraduate students for subsequent doctoral study by
providing research opportunities, internships, counseling, tutoring, and other preparatory
activities. Grantees may provide stipends to eligible participants. Program participants must be
enrolled in a degree program at the grantee IHE. At least two-thirds of program participants must
be low-income, first-generation college students, and the remaining one-third must be from a
group that is underrepresented in graduate education, including Alaska Natives, Native
Hawaiians, and Native American Pacific Islanders.
Educational Opportunity Centers (EOCs). The EOC program is intended to support high school
completion and postsecondary enrollment by providing information on financial and academic
assistance available to individuals wishing to pursue a postsecondary education and assisting
them in applying for college admission and financial aid. Generally, program participants must be
at least 19 years old. At least two-thirds of program participants must be low-income, first-
generation college students.
Staff Development. The Staff Development Program is intended to improve TRIO project
administration, operation, outcomes, and outreach by providing training to existing and potential
TRIO program staff. Program participants must be staff and leadership personnel employed in,
participating in, or preparing for employment in TRIO programs and projects.
Gaining Early Awareness and Readiness for Undergraduate Programs
(GEAR UP)
Subpart 2 also authorizes GEAR UP, which provides grants to states and partnerships between
local educational agencies (LEAs) and degree-granting IHEs to assist primarily low-income
students in obtaining a secondary school diploma (or its recognized equivalent) and to prepare for
and succeed in postsecondary education.
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GEAR UP partnership grantees must, and state grantees may, serve an entire cohort of students,
beginning no later than the seventh grade and follow the cohort through high school or the first
year of attendance at an IHE. GEAR UP projects provide services such as academic support,
mentoring, career counseling, and college visits. GEAR UP state grantees must, and partnerships
grantees may, provide college scholarships to eligible participating students.
Subpart 3: Federal Supplemental Educational Opportunity Grants (FSEOG)
Subpart 3 of Title IV-A authorizes the FSEOG program, which is one of three programs
collectively referred to as the campus-based aid programs.21 Under the FESOG program, the ED
allocates funds to IHEs for the purpose of awarding need-based grant aid to undergraduate
students with exceptional financial need to aid them in funding an undergraduate education.
Funds are awarded to students as part of their financial aid package, with priority given to Pell
Grant recipients with the lowest expected family contributions (EFCs).
FSEOG aid consists of a federal share, which, in general, may not exceed 75% of FSEOG aid,
and a nonfederal share of at least 25%. The federal share consists of funds that are allocated to
IHEs according to a statutory formula. Federal funds are first allocated to IHEs in proportion to
the amount they received in previous years, with priority going to those that participated in the
program in FY1999 or earlier. This amount is referred to as their base guarantee allocation. Next,
any remaining FSEOG funds are allocated to IHEs proportionately, according to the aggregate
financial need of the IHE’s undergraduate students. This is referred to as their fair share
allocation.
Subpart 4: LEAP and GAP
Subpart 4 authorizes the Leveraging Education Assistance Partnership Program (LEAP) and
Grants for Access and Persistence (GAP). These programs provide matching grants to states to
establish need-based scholarship programs. GAP grants also fund early awareness and outreach
activities and support services to students. GAP is only funded if the amount appropriated for
LEAP exceeds $30 million. Neither program has been funded since FY2010.
Subpart 5: Special Programs for Students Whose Families Are Engaged in
Migrant and Seasonal Farmwork
Subpart 5 authorizes the High School Equivalency Program (HEP) and the College Assistance
Migrant Program (CAMP). These programs target individuals who themselves or whose family
have recently engaged in migrant or seasonal farmwork. For each of these programs, grantees
may include IHEs or private nonprofit organizations working in cooperation with an IHE.
HEP assists individuals who are at least 16 years old or who are beyond the age of compulsory
school attendance to obtain a secondary school diploma or its equivalent. CAMP assists students
with placement, persistence, and retention in postsecondary education. Grantees may provide
stipends to eligible participants.

21 Some distinguishing characteristics of the campus-based programs are that awards comprise a mix of federal and
institutional matching funds and that amounts awarded to students are determined by each institution’s financial aid
administrator according to institution-specific award criteria. The two other campus-based programs are the Federal
Work-Study program and the Federal Perkins Loans program. For additional information on the campus-based aid
programs, see CRS Report RL31618, Campus-Based Student Financial Aid Programs Under the Higher Education
Act.
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Subpart 6: Robert C. Byrd Honors Scholarship Program (Byrd)
The Robert C. Byrd Honors Scholarship Program funds state-administered college scholarship
programs that recognize exceptionally able high school seniors who show promise for continued
excellence in postsecondary education. The program has not been funded since FY2010.
Subpart 7: Child Care Access Means Parents in School (CCAMPIS)
The Child Care Access Means Parents in School program supports the participation of low-
income parents in postsecondary education by providing competitive grants to IHEs to establish
or support campus-based childcare programs.
Subpart 9: TEACH Grants22
Subpart 9 authorizes the Teacher Education Assistance for College and Higher Education
(TEACH) Grant program, which is a service payback program.23 The program provides
scholarships of $4,000 per year to undergraduate and graduate students who are preparing for a
career in teaching.24 Recipients are required to teach for four years in a high-need field25 at an
elementary or secondary school that serves low-income students within eight years of completing
their course of study. If recipients do not fulfill their service requirement, their TEACH grants are
converted into Federal Direct Unsubsidized Loans, which must be repaid in full including interest
that would have accrued since the grants’ disbursement.
Subpart 10: Scholarships for Veteran’s Dependents
Subpart 10 authorizes Scholarships for Veteran’s Dependents, known as Iraq and Afghanistan
Service Grants (IASG), which are non-need-based grants awarded to assist eligible veterans’
dependents in paying their cost of attendance at an IHE.26 To receive an award, an individual must
be a student whose parent or guardian was a member of the U.S. Armed Forces and who died
during military service in Iraq or Afghanistan after September 11, 2001, and must have been
younger than 24 years old at the time of the parent or guardian’s death. Recipients need not
qualify for a Pell Grant based on need, but must meet all the other eligibility requirements for the
Pell Grant program. Grants made under this section for any award year may not exceed the
maximum Federal Pell Grant available for that award year.
Forthcoming Changes to IASG
The FAFSA Simplification Act of 2020 (FSA; Title VII, Division FF, P.L. 116-260), as amended by the FAFSA
Simplification Act Technical Corrections Act (FSATCA; Division R of P.L. 117-103) repeals the IASG program but
expands student eligibility under the Pell Grant program. A student whose parent or guardian died in the line of

22 For additional information, see CRS Report R46117, TEACH Grants: A Primer.
23 The TEACH Grant program is treated as a federal credit program for budgeting purposes; its cost to the government
is estimated in accordance with the requirements of the Federal Credit Reform Act of 1990 (FCRA; Title V of P.L.
101-508)
24 Individuals pursuing a bachelor’s degree may receive an aggregate total of $16,000 and individuals pursuing a
graduate degree may receive an aggregate total of $8,000.
25 High-need fields are defined as bilingual education and English language acquisition, foreign language, mathematics,
reading specialist, science, and special education. High-need fields also include any other field that has been identified
as high-need by the federal government, a state government, or an LEA, and approved by ED.
26 This program was established in 2009 as part of the Technical Corrections to the Higher Education Act of 1965 (P.L.
111-39).
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duty while serving on active duty as a member of the U.S. Armed Forces on or after September 11, 2001, qualifies
for a Pell Grant provided the student is under age 33. The amount of the Pell Grant is the same as the Pell Grant
the student would be eligible for if the student had a zero Student Aid Index (SAI) regardless of the student’s
actual SAI. The effective date for the repeal and new provision is July 1, 2024.27
Part B: Federal Family Education Loan (FFEL) Program
The FFEL program offered several types of federal student loans to assist individuals in financing
the costs of a postsecondary education; those loans included Subsidized Stafford Loans and
Unsubsidized Stafford Loans for undergraduate and graduate and professional students, PLUS
Loans for graduate and professional students and the parents of dependent undergraduate
students, and Consolidation Loans.28 For many years the FFEL program was the primary source
of federal student loans; however, the SAFRA Act (P.L. 111-152, Title II, Part A) terminated the
authority to make new FFEL program loans after June 30, 2010.29
The FFEL program made available essentially the same types of loans (with substantially similar
terms and conditions) as are now offered under the William D. Ford Federal Direct Loan (Direct
Loan) program and which are discussed later in this report. However, the FFEL program
significantly differed from the Direct Loan program in its administration. Under the FFEL
program, loans were originated by private sector and state-based lenders and were funded with
nonfederal capital. The federal government guaranteed lenders against loss due to borrower
default, permanent disability, or, in limited circumstances, bankruptcy, and holders of the loans
were (and still are) responsible for servicing the loans (e.g., billing borrowers and collecting loan
payments). FFEL program lenders may receive a special allowance payment (SAP), a type of
interest subsidy paid by the federal government to ensure a specified rate of return on their loans.
Although the authority to make new FFEL program loans was terminated, borrowers of FFEL
program loans remain responsible for making payments on their loans, loan holders continue to
be responsible for servicing the loans, and guaranty agencies continue to administer the federal
loan insurance program. As of September 30, 2022, approximately $207.8 billion in FFEL
program loans remained outstanding.30
Part C: Federal Work-Study Programs
Part C of Title IV authorizes the Federal Work-Study programs (FWS), which are among the
campus-based aid programs previously described.31 FWS employment is the primary FWS
program. Separate authorizations of appropriations are also provided for the work colleges and
community service work-study programs. FWS programs are intended to provide part-time

27 For more information on the FSA, including associated timelines, see CRS Report R46909, The FAFSA
Simplification Act.
28 For additional information on the FFEL program, see CRS Report R40122, Federal Student Loans Made Under the
Federal Family Education Loan Program and the William D. Ford Federal Direct Loan Program: Terms and
Conditions for Borrowers.
29 For additional information on the SAFRA Act, see CRS Report R41127, The SAFRA Act: Education Programs in the
FY2010 Budget Reconciliation (archived, available to congressional clients upon request).
30 U.S. Department of Education, Federal Student Loan Portfolio, “Federal Student Aid Portfolio Summary,” FY2022
Q4, accessed December 28, 2022.
31 For additional information on FWS and the other campus-based aid programs, see CRS Report RL31618, Campus-
Based Student Financial Aid Programs Under the Higher Education Act.
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employment to undergraduate, graduate, and professional students in need of earnings to pursue
their courses of study and to encourage participation in community service activities.
FWS aid may be provided to any student in an eligible program who demonstrates financial need.
Awards typically are based on factors such as the amount of a student’s financial need, the
availability of FWS funds at the institution, and whether the student requests FWS employment
and is willing to work. Students receive their FWS awards as compensation for the hours they
have worked in specified types of jobs. In general, FWS earnings consist of a federal share of
75% and a nonfederal share of at least 25%; however, these ratios may vary depending on the
nature of employment.32 The nonfederal share of compensation is provided by the employer,
which may be the IHE the student attends, a private nonprofit organization, a governmental
agency, or a private for-profit entity. IHEs must use at least 7% of their FWS allocation to
compensate students employed in community service jobs and operate at least one tutoring or
family literacy project that serves the community.
FWS funding is made available to support comprehensive work-learning-service programs at
select institutions known as “work colleges.” Among other requirements, all resident students at
work colleges must be required to participate in work-learning-service programs that are an
integral part of the institution’s educational philosophy and program. The HEA provides a
separate authorization for the work colleges program.
The HEOA amendments established an Off-Campus Community Service Employment program
as a distinct FWS program. Under this program, the Secretary may make grants to FWS-
participating IHEs to supplement their off-campus community service employment activities.
Funding for this FWS program was only provided in FY2010; it has not since received
appropriations.
As with the other campus-based programs, FWS funds are allocated to IHEs according to
statutorily prescribed procedures in which funds are first allocated on the basis of IHEs’ base
guarantees, and then according to fair-share criteria that take into account each IHE’s
proportionate share of aggregate financial need of students at FWS-participating institutions.33
Part D: William D. Ford Federal Direct Loan (Direct Loan) Program
Part D of Title IV authorizes the Direct Loan program, which is the primary source of federal
student loans. As previously discussed, the Direct Loan program provides essentially the same set
of loans as the FFEL program did, but uses a different administrative structure and draws on a
different source of capital. Under the program, the federal government lends directly to students
using federal capital. While the government owns the loans, loan origination and servicing is
performed by federal contractors.
Several broad types of loans are available through the Direct Loan program: Direct Subsidized
Loans, Direct Unsubsidized Loans, Direct PLUS Loans, and Direct Consolidation Loans. The
terms and conditions of these loans (e.g., borrowing limits, interest rates) are determined
according to statutory provisions. Loans made available through the Direct Loan program are an
entitlement to qualified borrowers. Many of the terms, conditions, and benefits applicable to

32 For example, employment in tutoring or literacy projects, the federal share may be higher than 75%.
33 The calculation of financial need is calculated separately for undergraduate students and graduate and professional
students.
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Direct Loans, such as student eligibility requirements, deferment criteria, and certain repayment
plans, are specified in other parts of the HEA, including Title IV, Part B (the FFEL program).34
The Direct Loan program is classified as a federal credit program for budgeting purposes. As a
credit program, most of the costs to the government associated with the program are accounted
for on an accrual basis according to criteria specified under the Federal Credit Reform Act of
1990 (FCRA; P.L. 101-508). Indefinite mandatory budget authority is provided to fund the loans
made through the program. The costs of administering the Direct Loan program are accounted for
separately on a cash basis; and funding for administrative expenses is provided through
discretionary appropriations. As of September 30, 2022, approximately $1.4 trillion in Direct
Loan program loans remained outstanding.35
Direct Subsidized Loans
Direct Subsidized Loans are available only to undergraduate students who demonstrate financial
need.36 The federal government “subsidizes” these loans by not charging interest on the loans
while the borrower is enrolled in an eligible program on at least a half-time basis or during grace
periods,37 and during periods of authorized deferment.38 Interest rates are set by statute, and loans
first disbursed on or after July 1, 2013, are made with market-indexed fixed interest rates.39
Direct Unsubsidized Loans
Direct Unsubsidized Loans are available to undergraduate, graduate, and professional students.
Borrowers do not need to demonstrate financial need to obtain these loans. The federal
government does not provide an interest subsidy on these loans while the borrower is in school or
during grace periods and deferment periods. Interest rates are set by statute, and loans first
disbursed on or after July 1, 2013, are made with market-indexed fixed interest rates.40
Direct PLUS Loans
Direct PLUS Loans are available to parents of dependent undergraduate students and to graduate
and professional students. Borrowers do not need to demonstrate financial need to obtain these
loans. However, borrowers with an adverse credit history are ineligible to borrow PLUS Loans

34 For additional information on Direct Loan program loans, see CRS Report R45931, Federal Student Loans Made
Through the William D. Ford Federal Direct Loan Program: Terms and Conditions for Borrowers.
35 U.S. Department of Education, Federal Student Loan Portfolio, “Federal Student Aid Portfolio Summary,” FY2022
Q4, accessed December 28, 2022.
36 Subsidized Loans were previously available to graduate and professional students for periods of instruction
beginning before July 1, 2012.
37 A grace period is a six-month period beginning immediately after a student first ceases to be enrolled in a school on
at least a half-time basis. During this time, borrowers are not required to begin repaying their loans. According to
amendments made by the Consolidated Appropriations Act of 2012 (P.L. 112-74), no interest subsidy will be paid
during the grace period on Subsidized Stafford Loans disbursed between July 1, 2012, and June 30, 2014.
38 Deferment periods are periods during which borrowers are able to suspend loan repayment (e.g., if they are pursuing
additional postsecondary education, are performing qualifying military service, or are experiencing economic
hardship).
39 The interest rate on Subsidized Loans to undergraduate students is the 10-year Treasury note rate plus 2.05
percentage points, with a cap of 8.25%.
40 The interest rate on Unsubsidized Loans to undergraduate students is the 10-year Treasury note rate plus 2.05
percentage points, with a cap of 8.25%. The interest rate on Unsubsidized Loans to graduate and professional students
is the 10-year Treasury note rate plus 3.6 percentage points, with a cap of 9.5%.
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unless another individual agrees to serve as an endorser. The federal government does not provide
an interest subsidy on these while the student is in school, nor during grace periods and deferment
periods. Interest rates are set by statute, and loans first disbursed after on or July 1, 2013, are
made with market-indexed fixed interest rates.41
Consolidation Loans
Consolidation Loans allow borrowers to combine multiple federal loans into a single loan and
begin a new repayment period. Consolidation enables borrowers to simplify the repayment of
their federal student loans and, in some cases, extend their repayment period, which reduces the
monthly payment amount. Interest rates on Consolidation Loans are determined by taking the
weighted average of the interest rates on the loans being consolidated and rounding the result up
to the nearest higher one-eighth of 1%.
Part E: Federal Perkins Loans
Part E of Title IV authorizes the Federal Perkins Loan program, another of the campus-based
programs.42 Previously, the HEA authorized the allocation of federal funds to IHEs to assist them
in capitalizing revolving loan funds for the purpose of making low-interest loans to students with
exceptional financial need.43 Historically, IHEs capitalized their revolving Perkins Loan funds
with a combination of federal capital contributions (FCCs) and institutional capital contributions
(ICCs). FCCs were allocated according to statutorily prescribed procedures somewhat similar to
those used for the FSEOG and FWS programs. Perkins Loans were available to undergraduate
and graduate and professional students, with priority given to students with exceptional financial
need. Terms and conditions of the Perkins Loan included a fixed 5% interest rate, no accrual of
interest prior to a borrower beginning repayment or during periods of authorized deferment, and
loan cancellation for borrowers engaged in certain types of public service.
The authorization to make new Perkins Loans to eligible students expired on September 30,
2017.44 Under the HEA, each IHE is required to return to the Secretary the federal share of its
Perkins Loan fund and the federal share of payments and collections made on outstanding Perkins
Loans. ED began collecting the federal share of IHEs’ Perkins Loan funds on October 1, 2019.
Institutions are permitted to retain any remaining funds after remitting the federal share.45
Although the authority to make new Perkins Loans has expired, borrowers of the loans remain
responsible for making payments on them. IHEs may continue to service their Perkins Loan

41 The interest rate on PLUS loan is the 10-year Treasury note rate plus 4.6 percentage points, with a cap of 10.5%.
42 For additional information on the Federal Perkins Loans program and the other campus-based aid programs, see CRS
Report RL31618, Campus-Based Student Financial Aid Programs Under the Higher Education Act.
43 The authorization of appropriations to enable the Secretary to allocate federal funds to IHEs to capitalize their
revolving loan funds expired on September 30, 2014, and was extended through September 30, 2015, under GEPA. The
Federal Perkins Loan Program Extension Act of 2015 (P.L. 114-105) explicitly prohibits the appropriation of additional
funds to IHEs to capitalize their revolving loan funds.
44 Authorization to make new Perkins Loans to eligible graduate students expired on September 30, 2016, and the
authorization to make new Perkins Loans to eligible undergraduate students expired on September 30, 2017.
45 U.S. Department of Education, “Perkins Loan Program—Federal Perkins Loan Revolving Fund Distribution of
Assets and Timelines for 2019-20,” Electronic Announcement, October 15, 2019.
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portfolio or may liquidate their portfolio and assign it to ED for servicing.46 Approximately $3.9
billion in outstanding Perkins Loans is due to be repaid in the coming years.47
Part F: Need Analysis
Part F of Title IV establishes the need analysis methodology, which informs students’ eligibility
for Title IV need-based aid. Generally, a student’s need for the Title IV programs is the difference
between an institution’s cost of attendance (COA) and the student’s expected family contribution
(EFC)—the amount of financial resources that students and their families are expected to use to
meet the COA.
The bulk of Part F establishes three EFC formulas: one for dependent students and one each for
independent students with and without dependents.48 A student’s dependency status is determined
by the student’s age and other characteristics. The dependent student formula considers the
financial resources of the student and the student’s parents. The independent student formulas
consider the financial resources of the student and, if applicable, the student’s spouse.
The EFC is calculated on the basis of information provided on the Free Application for Federal
Student Aid (FAFSA). Some EFC formula factors are based on tax information. When completing
the FAFSA, students and applicable family members use tax information from the year that is two
years prior to the beginning of the award year. For example, the FAFSA for AY2023-2024 is
completed using information from tax year 2021.
The full EFC formulas consider the income (including taxable and certain untaxed income) and
assets (e.g., bank accounts, stocks) of the student and relevant family members. If students (or, in
the case of dependent students, the students’ parents) have an adjusted gross income (AGI) of less
than $50,000 and meet other criteria, the family may be eligible for a “simplified needs test”
(SNT). The SNT considers fewer financial factors and requires the student’s family to provide
correspondingly less information on the FAFSA. Some applicants who qualify for the SNT and
have an AGI at or below a specified level ($29,000 in AY2023-2024) may be eligible for an
“automatic zero” EFC.49 Students eligible for the automatic zero are not subject to the EFC
formula and instead automatically receive a zero EFC. Students who do not qualify for an
automatic zero EFC can qualify for a “calculated zero” EFC on the basis of their financial
characteristics and the SNT or full EFC formula.
A student with a zero EFC can qualify for the maximum amount of need-based federal aid. For
example, a student with a zero EFC can qualify for the maximum Pell Grant award in an award
year.

46 U.S. Department of Education, “Federal Perkins Loan Program Administrative Responsibilities and Reporting
Requirements,” Electronic Announcement, October 4, 2018.
47 U.S. Department of Education, Federal Student Loan Portfolio, “Federal Student Aid Portfolio Summary,” FY2022
Q4, accessed December 28, 2022.
48 For a detailed description of the EFC formulas, see CRS Report R44503, Federal Student Aid: Need Analysis
Formulas and Expected Family Contribution.
49 For more information on the SNT and automatic zero EFC, see Department of Education, The EFC Formula, 2023-
2024, https://fsapartners.ed.gov/sites/default/files/2022-08/2324EFCFormulaGuide.pdf.
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Forthcoming Changes to Need Analysis
The FAFSA Simplification Act of 2020 (FSA; Title VII, Division FF, P.L. 116-260) was enacted in December 2020.
When the law is ful y in effect, the EFC wil be renamed the Student Aid Index (SAI). The FSA is to reduce the
number of factors that are considered in calculating the SAI and modify a number of procedures related to the
student aid application process.
The FSA is to replace the automatic zero EFC with an alternative need analysis structure in which certain students
with an adjusted gross income (AGI) below specified thresholds are to qualify for a maximum Pell Grant whol y on
the basis of their AGI. Students who do not qualify for Pell Grants under the new structure are to continue to be
able to qualify for Pell Grants based on their calculated SAI.
The FSA originally specified that most need analysis provisions would take effect on July 1, 2023. Subsequent
legislation has moved the effective date for many of the new provisions under the FSA to July 1, 2024.50
Part G: General Provisions Relating to Student
Assistance Programs
Part G of Title IV establishes many institutional requirements for Title IV participation51 and
related provisions. It includes definitions of academic year and eligible program and requires
IHEs participating in Title IV to enter into program participation agreements (PPAs) with the
Secretary.52 It also establishes a master calendar requirement for the Secretary to ensure adequate
notification and timely delivery of Title IV student aid.
Part G contains provisions related to forms and regulations used in administering Title IV
programs, including requirements related to the contents and distribution of the FAFSA. Student
eligibility criteria to receive Title IV financial assistance are found in Part G, which includes
citizenship requirements for Title IV aid recipients and satisfactory academic progress
requirements for students to maintain Title IV eligibility. Provisions also prescribe the manner in
which Title IV funds are to be returned to the federal government in the event that a student
withdraws from an institution.
Additionally, Part G contains numerous requirements related to the types of information
institutions must disseminate to prospective and enrolled students, including graduation or
completion rates, financial aid entrance and exit counseling to borrowers, campus crime statistics
and security policies, and transfer of credit policies.
Part G establishes the National Student Loan Data System, which is ED’s central database
containing information on student aid participation. Part G also contains wage garnishment
requirements for borrowers who are not currently making required payments on their Title IV
loans and criminal penalties in cases of fraud, abuse, and other crimes related to Title IV funds.
Part G contains several provisions related to members of the Armed Forces and veterans, such as
procedures for loan cancellations or deferments for eligible disabled veterans and deferment of
loan repayment following periods of active duty. Finally, Part G also authorizes the income-based
repayment plan for Title IV loans.53

50 For more information on the FSA, including associated timelines, see CRS Report R46909, The FAFSA
Simplification Act.
51 Generally, most other institutional requirements for participation in Title IV programs are found in Title I, Part A.
52 For additional information on institutional eligibility requirements, see CRS Report R43159, Institutional Eligibility
for Participation in Title IV Student Financial Aid Programs.
53 For additional information on the Income-Based Repayment Plan, see CRS Report R45931, Federal Student Loans
Made Through the William D. Ford Federal Direct Loan Program: Terms and Conditions for Borrowers.
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The Advisory Committee on Student Financial Assistance had been authorized under Part G until
the end of FY2015.
Part H: Program Integrity
Part H of Title IV contains what is known as the program integrity triad. The triad comprises
three requirements to ensure program integrity in postsecondary education. The three
requirements are state authorization, accreditation by an accrediting agency recognized by ED,
and eligibility and certification by ED.54 Section 102 requires that IHEs fulfill all three program
integrity requirements to be eligible to participate in Title IV federal student aid programs, and
Title IV, Part H describes each component of the triad.
Subpart 1: State Role
Subpart 1 describes that state’s responsibility in authorizing IHEs to operate postsecondary
educational programs within their bounds. States must provide information to ED about the
processes it uses to authorize institutions, notify ED if it has any evidence that an IHE has
committed fraud in the administration of Title IV federal student aid programs, and notify ED if it
revokes an IHE’s authorization.
Subpart 2: Accrediting Agency Recognition
Subpart 2 describes the criteria the Secretary must use when determining whether to recognize an
accrediting agency as a reliable authority for determining the quality of education or training
offered at an IHE for the purposes of participating in Title IV federal student aid programs. Such
requirements relate to an accrediting agency’s structure, operating procedures (e.g., its
institutional review process), and due process requirements.55
Subpart 3: Eligibility and Certification Procedures
Subpart 3 includes the eligibility and certification procedures administered by ED. Here, ED is
responsible for verifying an institution’s legal authority to operate within a state and its
accreditation status. Additionally, ED must evaluate an institution’s financial responsibility and
administrative capacity to administer Title IV federal student aid programs.
Part I: Competitive Loan Auction Pilot Program
Part I authorized the Secretary to implement a pilot student loan auction program for lenders to
obtain rights to disburse FFEL program parent PLUS loans. Loans are no longer being made
through the FFEL program, and this program is currently inapplicable.

54 For additional information on the program integrity triad, see CRS Report R43159, Institutional Eligibility for
Participation in Title IV Student Financial Aid Programs.
55 For additional information on the accreditation process and its role in the program integrity triad, see CRS Report
R43826, An Overview of Accreditation of Higher Education in the United States.
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Title V: Developing Institutions
Title V is one of the primary sources of institutional support to Hispanic-serving institutions
(HSIs) under the HEA. In general, Title V programs are similar in scope to the Title III-A and
Title III-B programs authorized to support other types of minority-serving institutions.56
Part A: Hispanic-Serving Institutions
Title V, Part A authorizes the HSI program. This program provides competitive grants to HSIs that
meet the HEA Section 312(b) criteria and that have an enrollment of undergraduate students that
is at least 25% Hispanic students.
Authorized uses for grant funds are similar to those of the Title III-A programs, including
facilities improvement, faculty development, curriculum development, and student services.
Part B: Promoting Postbaccalaureate Opportunities for
Hispanic Americans
Part B of Title V establishes the Promoting Postbaccalaurate Opportunities for Hispanic
Americans (PPOHA) program. This program provides competitive grants to eligible HSIs to
expand postbaccalaureate educational opportunities for Hispanic and low-income students.
PPOHA grants are available to IHEs that meet the eligibility criteria for the Title V-A HSI
program and that offer a postbaccalaureate certificate or degree program.
Authorized uses for grant funds are similar to those under the HSI program, but also include
providing direct financial assistance (e.g., scholarships, fellowships) to Hispanic and low-income
postbaccalaurate students.
Part C: General Provisions
Part C contains general provisions related to the HSI and PPOHA programs, including waiver
authorities that apply to the administration of these programs and the authorized funding levels
for these programs.
Title VI: International Education Programs
Title VI authorizes a variety of grants to IHEs and related entities to enhance instruction in
foreign language and area and international studies.
Part A: International and Foreign Language Studies
Part A of Title VI authorizes a series of programs, centers, and fellowships related to international
and foreign language studies.
Graduate and Undergraduate Language and Area Centers and Programs. This program provides
grants to IHEs to establish and operate (1) National Resource Centers, which are comprehensive

56 For additional information on Title IV programs, see CRS Report R43237, Programs for Minority-Serving
Institutions Under the Higher Education Act.
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foreign language and area or international studies centers and programs, and (2) a network of
undergraduate foreign language and area or international studies centers and programs.
Fellowships for Foreign Language and Area or International Studies. This program provides
grants to IHEs to enable them to pay stipends to individuals participating in advanced training at
National Resource Centers and Undergraduate International Studies and Foreign Language
Program centers and programs.
Language Resource Centers. This program provides grants to IHEs for the purposes of
establishing, strengthening, and operating national language resource and training centers, which
serve as resources to improve the capacity to teach and learn foreign languages.
Undergraduate International Studies and Foreign Language Programs. This program provides
grants to IHEs and related entities to plan, develop, and carry out programs to improve
undergraduate instruction in international studies and foreign languages and to strengthen existing
programs in undergraduate international studies and foreign language programs.
Technological Innovation and Cooperation for Foreign Information Access. This program
provides grants to IHEs and related entities to develop innovative techniques or programs using
electronic technologies to collect and disseminate information from foreign sources on world
regions and foreign countries that address U.S. teaching and research needs in international
education and foreign languages.
American Overseas Research Centers. This program provides grants to consortia of IHEs to
establish or operate overseas research centers that promote postgraduate research, exchanges, and
area studies.
Part B: Business and International Education Programs
Part B authorizes two programs to promote and enhance international business skills and
education. The Centers for International Business Education program authorizes the Secretary to
make grants to enable IHEs to establish and operate centers for international business education
that serve as national resources for the teaching of international business, foreign languages, and
international studies and provide research and training in the international aspects of trade and
commerce. The Education and Training Program authorizes grants to IHEs to operate programs
designed to promote linkages between IHEs and the American business community engaged in
international economic activity.
Part C: Institute for International Public Policy
Part C establishes the Institute for International Public Policy, which provides a grant to a
consortium of minority-serving institutions eligible under Title III, Parts A and B, and Title V to
support the preparation of underrepresented minority students for international and foreign
service careers. Allowable activities include the development of a study abroad program and
fellowships for graduate study. Funds for the Institute have not been appropriated since FY2011.
Part D: General Provisions
Part D contains definitions relevant to Title VI and grants the Secretary waiver authority to reduce
any nonfederal shares required by Title VI programs.
Part D also authorizes the Science and Technology Advanced Foreign Language Education Grant
Program. The program makes grants available to IHEs to develop programs that teach foreign
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languages and emphasize the understanding of science and technology, foster international
scientific collaboration, and provide professional development to K-12 teachers. This program
has never received funding.
Title VII: Graduate and Postsecondary Improvement
Programs
Title VII authorizes several programs related to supporting graduate education programs. Other
programs authorized under Title VII encourage innovation in postsecondary education, enable
IHEs to better serve disabled students, and support state-level postsecondary education
improvements.
Part A: Graduate Education Programs
Part A authorizes programs to support graduate education.
Jacob K. Javits Fellowship Program. Subpart 1 establishes the Jacob K. Javits Fellowship
Program, which awards fellowships for graduate study in the arts, humanities, and social sciences
to students who intend to pursue a doctoral degree or the terminal highest degree awarded in the
area of study. This program has not received funding since FY2011.
Graduate Assistance in Areas of National Need. Subpart 2 establishes the Graduate Assistance in
Areas of National Need program, which awards fellowships to postbaccalaureate students who
pursue the highest possible degree at their institutions and in areas of national need, as designated
by the Secretary.
Thurgood Marshall Legal Educational Opportunity Program. Subpart 3 authorizes the Thurgood
Marshall Legal Educational Opportunity Program, which provides a grant to the Council on Legal
Education Opportunity (CLEO) to support low-income, minority, or disadvantaged secondary
school and college students by providing such students with information, preparation, and
financial assistance to gain access to and complete law school study and admission to law
practice. This program has not received funding since FY2011.
Masters Degree Programs at Historically Black Colleges and Universities and Predominantly
Black Institutions. This program provides grants to specified HBCUs and PBIs to improve
graduate education opportunities for Black Americans at the master’s level in mathematics,
sciences, nursing, and other scientific disciplines. This program did not receive appropriations for
FY2015 and FY2016; however, the program received appropriations in FY2017 through FY2022
to fund grants for Masters Degree Programs at Historically Black Colleges and Universities.
Part B: Fund for the Improvement of Postsecondary Education
(FIPSE)
Part B of Title VII authorizes FIPSE, which authorizes the Secretary to award grants to and enter
into contracts with IHEs and other nonprofit institutions and agencies to encourage the reform,
innovation, and improvement of postsecondary education. Allowable uses of FIPSE grants and
contracts include, but are not limited to, the design and introduction of cost-effective methods of
instruction, reforms in graduate and remedial education, partnerships between high schools and
colleges to establish programs to increase secondary school graduation rates of limited English
proficient students, scholarships for the dependents of military service members, and special
projects in areas of national need.
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Part B also establishes the Board of the Fund for the Improvement of Postsecondary Education,
which advises the Secretary on priorities for the improvement of postsecondary education and for
the evaluation, dissemination, and adaptation or demonstrated improvements in postsecondary
educational practice.
Part D: Programs to Provide Students with Disabilities with a
Quality Higher Education
Title VII, Part D57 authorizes several programs related to postsecondary education for students
with disabilities.
Demonstration Projects to Support Postsecondary Faculty, Staff, and Administrators in
Educating Students with Disabilities. Subpart 1 authorizes a competitive grant or contract
program for model demonstration projects, technical assistance, and professional development
relating to teaching methods, secondary to postsecondary transitions, research, distance learning,
career pathways transitions, professional development, and accessibility in postsecondary
education. This program has not received funding since FY2010.
Transition Programs for Students with Intellectual Disabilities into Higher Education. Subpart 2
authorizes a competitive grant program for IHEs to create model transition and postsecondary
education programs for students with intellectual disabilities.
Programs to Support Improved Access to Materials. Subpart 3 authorizes a competitive grant or
contract program to eligible partnerships of IHEs and expert organizations for model
demonstration programs to support improved access to postsecondary materials for students with
print disabilities. This program has never been funded.
National Technical Assistance Center: Coordinating Center. Subpart 4 authorizes the Secretary to
award a grant, contract, or cooperative agreement to an IHE or other nonprofit organization to
establish and support a National Center for Information and Technical Support for Postsecondary
Students with Disabilities, which offers a database of information on disabilities services in
higher education and other support services. Subpart 4 also authorizes the Secretary to award a
cooperative agreement to create a National Coordinating Center for IHEs offering inclusive,
comprehensive transition programs for students with intellectual disabilities.
Part E: College Access Challenge Grant Program (CACG)
Part E of Title VII authorizes the College Access Challenge Grant Program, which fosters
partnerships between federal, state, and local governments and philanthropic organizations
through matching formula grants. The partnerships are intended to increase the number of low-
income students who are prepared to enter and succeed in postsecondary education. Authorized
activities for grant recipients include disseminating information about the benefits of a
postsecondary education, outreach activities, need-based grant aid, and professional development
for guidance counselors. CACG last received appropriations in FY2014.58

57 In 2008, the Higher Education Opportunity Act repealed Title VII, Part C, Urban Community Service; however, the
act did not replace Part C.
58 Additionally, authorization to award grants under this program expired at the end of FY2014.
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The Higher Education Act (HEA): A Primer

Title VIII: Additional Programs
Title VIII of the HEA includes 27 parts, each of which establishes one or more new programs
focusing on an array of topics. All of the programs in Title VIII were newly added to the HEA by
the Higher Education Opportunity Act of 2008. Most of these programs have not been funded.59
Several programs authorized under Title VIII are designed to support the goals of improving
access to postsecondary education and improving enrollment, persistence, and completion rates.
Generally, these programs are designed to address the postsecondary education needs of specific
groups of prospective or current postsecondary students. For instance, Part T, Centers of
Excellence for Veteran Student Success, authorizes competitive grants to IHEs to support the
academic, financial, physical, and social needs of students who are veterans of the Armed Forces.
Many other programs in Title VIII are directed at enhancing programs in certain areas of study to
meet workforce needs. For instance, Part S, Training for Realtime Writers, authorizes the
Secretary to award grants to postsecondary court reporting programs to promote training and
placement of realtime writers.
Finally, Title VIII, Part AA provides annual mandatory appropriations through FY2014 to Masters
Degree Programs at Historically Black Colleges and Universities and Predominantly Black
Institutions and the PPOHA program, which are found under HEA Title VII-A-4 and Title V-B,
respectively. The mandatory appropriations for these programs expired at the end of FY2014 and
were not reauthorized. Thus, these programs have not received mandatory appropriations since
FY2014.60

59 Those Title VIII programs that have been funded at some point in time are Part S, Training for Realtime Writers
(funded under FIPSE); Part T, Centers of Excellence for Veteran Student Success; and Part Z, Henry Kuualoha Giugni
Kupuna Memorial Archives (funded under the Native Hawaiian Education program authorized by Part B of Title VII of
the Elementary and Secondary Education Act (ESEA); and Part AA, Promoting Postbaccalaureate Opportunities for
Hispanic Americans (initially funded under FIPSE).
60 For additional information, see CRS Report R44206, FY2016 Extension of the Higher Education Act: An Overview,
archived, available to congressional clients upon request.
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Appendix A. History of Funding for HEA Programs:
FY2019-FY2023
Table A-1 of this appendix lists the sections of the HEA that provide discretionary or mandatory
authorization of appropriations or budget authority for HEA programs and presents the funding
amounts provided for these programs for FY2019 through FY2023. The programs are presented
in the order in which they appear in the HEA. For each program, the section authorizing the
appropriation of funds or providing budget authority is identified, as is the indicator of whether
funding is considered discretionary (D) or mandatory (M).

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Table A-1. Funding for HEA-Authorized Programs, FY2019-FY2023

Appropriations and Budget Authoritya ($ in thousands)b
Disc./
Auth.
Mand.
Program, by Title and Part
Sec.
(D/M)
FY2019
FY2020
FY2021
FY2022
FY2023
Title I: General Provisions
Title I, Part B: Additional General Provisions
Alcohol & Drug Abuse Prevention Grants
§120
D
0
0
0
0
0
State Higher Education Information
§136
D
0
0
0
0
0
System Pilot Program
Title I, Part D: Administrative Provisions for Delivery of Student Financial Assistance
Performance Based Organization for
§141
D
(combined
(combined
(combined
(combined
(combined
Delivery of Student Financial Aid
with §458
with §458
with §458
with §458
with §458
below)
below)
below)
below)
below)
Title II: Teacher Quality Enhancement
Title II, Part A: Teacher Quality Partnership Grants
Teacher Quality Partnerships Grants
§209
Dc
43,092
50,092
52,092
59,092
70,000
Pre-Baccalaureate Preparation
Program
Teacher Residency Program
Leadership Development Program
Title II, Part B: Enhancing Teacher Education
Enhancing Teacher Education Grants
§230
D
0
0
0
0
15,000
Preparing Teachers for Digital Age
Learners
Hawkins Center of Excellence
Teach to Reach Grants
CRS-27

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Appropriations and Budget Authoritya ($ in thousands)b
Disc./
Auth.
Mand.
Program, by Title and Part
Sec.
(D/M)
FY2019
FY2020
FY2021
FY2022
FY2023
Adjunct Teachers Corps
Graduate fellowships to Prepare
Faculty in High-Need Areas
Title III: Institutional Aidd
Title III, Part A: Strengthening Institutions
Strengthening Institutions
§399
D
99,875
107,854
109,007
110,070
122,070
Tribally Control ed Col eges &
§399
D
31,854
36,333
38,080
43,896
51,549
Universities
§371
M
28,140
28,230
28,290
28,290
30,000
Alaska Native and Native Hawaiian-
§399
D
15,930
18,320
19,044
21,371
24,433
Serving Institutions
§371
M
14,070
14,115
14,145
14,145
15,000
Predominantly Black Institutions
§399
D
11,475
13,197
14,218
17,708
22,300
§371
M
14,070
14,115
14,145
14,145
15,000
Native American-Serving, Nontribal
§399
D
3,864
4,444
5,120
7,834
11,504
Institutions
§371
M
4,690
4,705
4,715
4,715
5,000
Asian American and Native American
§399
D
3,864
4,444
5,120
10,936
18,589
Pacific Islander-Serving Institutions
§371
M
4,690
4,705
4,715
4,715
5,000
Title III, Part B: Historically Black Colleges and Universities
Historically Black Col eges and
§399
D
282,420
324,792
337,619
362,823
395,986
Universities
§371
M
79,730
79,985
80,155
80,155
85,000
Historically Black Graduate Institutions
§399
D
73,037
83,995
87,313
93,129
100,782
CRS-28

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Appropriations and Budget Authoritya ($ in thousands)b
Disc./
Auth.
Mand.
Program, by Title and Part
Sec.
(D/M)
FY2019
FY2020
FY2021
FY2022
FY2023
Title III, Part C: Endowment Challenge Grants for Institutions Eligible for Assistance Under Part A or Part B
Endowment Challenge Grants
§399
D
0
0
0
0
0
Title III, Part D: Historically Black College and University Capital Financing
Historically Black Col eges and University
§399
D
20,150
20,150
22,150
20,150
20,150
Capital Financing (HBCU Cap Fin): Loan
Subsidiese
HBCU Cap Fin: Modification of existing
§399
D
20,000g
26,000h
1,721,000i
0
0
loan subsidies
HBCU Cap Fin: Re-estimate of existing
§343
M
7,678
-41,708
17,914
283,436
62,421
loan subsidies
Title III, Part E: Minority Science and Engineering Improvement Program
Minority Science & Engineering
§399
D
11,135
12,635
13,370
14,539
16,370
Improvement Program
Title IV: Student Assistance
Title IV, Part A: Grants to Students in Attendance at Institutions of Higher Education
Federal Pell Grants Programs
§401
Dj
22,475,352k
22,475,352l
22,475,352m
22,475,352n
22,475,352
Mandatory Appropriations Provided
§401
M
1,370,000
1,405,000
1,142,000
1,085,000
1,095,000
to Supplement Discretionary Funding
Mandatory Add-On Award
§401
M
5,388,040
5,571,420
5,167,582
4,010,920
4,998,000
Academic Competitiveness Grants and
§401A
Mo
0
0
0
0
0
national Science and Mathematics Access
to Retain Talent (SMART) Grants
Deferral to next fiscal year

M
0
0
0
0
0
TRIO Programs
§402A
D
1,060,000
1,090,000
1,097,000
1,137,000
1,191,000
Talent Search
CRS-29

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Appropriations and Budget Authoritya ($ in thousands)b
Disc./
Auth.
Mand.
Program, by Title and Part
Sec.
(D/M)
FY2019
FY2020
FY2021
FY2022
FY2023
Upward Bound
Student Support Services
McNair Postbaccalaureate
Achievement Program
Education Opportunity Centers
Mandatory Funds for Upward
§402C
Mc
0
0
0
0
0
Boundp
Gaining Early Awareness and Readiness
§404H
D
360,000
365,000
368,000
378,000
388,000
for Undergraduate Programs (GEAR UP)
Federal Supplemental Educational
§413A
D
840,000
865,000
880,000
895,000
910,000
Opportunity Grants (FSEOG)
Leveraging Educational Assistance
§415A
D
0
0
0
0
0
Partnership (LEAP) Grants
Grants for Access and Persistence (GAP)
§415A
D
0
0
0
0
0
Special Programs for Migrant Students
§418A
D
44,623
45,623
46,123
48,123
52,123
Robert C. Byrd Honors Scholarship
§419K
D
0
0
0
0
0
Child Care Access Means Parents in
§419N
D
50,000
53,000
55,000
65,000
75,000
School
Teacher Education Assistance for Col ege
§420O
M
29,049
29,053
27,285
34,980
34,171
and Higher Education (TEACH) Grants:
New loan subsidyr
TEACH: Upward re-estimates of existing
§420O
M
5,082
10,858
78,281
69,343
24,093
loans
(TEACH: Downward re-estimate of existing
§420O
M
(-1,092)
(-36,231)
(-3,225)
(-3,589)
(-11,352)
loans [non-add])
CRS-30

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Appropriations and Budget Authoritya ($ in thousands)b
Disc./
Auth.
Mand.
Program, by Title and Part
Sec.
(D/M)
FY2019
FY2020
FY2021
FY2022
FY2023
(TEACH: Net re-estimates of existing loans
§420O
M
(3,990)
(-25,373)
(75,056)
(65,754)
(12,741)
[non-add])
TEACH: Upward modification of existing
§420O
M
0
15,718
46,870
71,589
9,171
loans
(TEACH: Downward modification of existing
§420O
M
(0)
(0)
(0)
(-1,843)
(0)
loans [non-add])
(TEACH: Net modification of existing loans
§420O
M
(0)
(15,718)
(46,870)
(69,746)
(9,171)
[non-add])
TEACH Subtotal: Loan subsidies
§420O
M
34,131
55,629
152,436
175,912
67,435
(TEACH Subtotal: New loan subsidies
§420O
M
(33,039)
(19,398)
(149,211)
(170,480)
(56,083)
and net re-estimates [non-add])
TEACH: Total
§420O
M
34,131
55,629
152,436
175,912
67,435
Iraq and Afghanistan Service Grants
§420R
M
403
513
589
576
578
Title IV, Part B: Federal Family Education Loan (FFEL) Program
New loan subsidiesr
§421
M
0
0
0
0
0
Upward re-estimates of existing loans
§421
M
3,661,416
13,150,795
3,780,632
9,797,237
2,924,909
(Downward re-estimate of existing loans
§421
M
(-2,098,813)
(-6,865,204)
(-588,521)
(0)
(-899,176)
[non-add])
(Net re-estimate of existing loans [non-add])
§421
M
(1,562,603)
(6,285,591)
(3,192,111)
(9,797,237)
(2,025,733)
Upward modificationst of existing loans
§421
M
0
3,448,659
6,112,293
25,099,142
2,623,076
(Downward modifications of existing loans
§421
M
(0)
(-67)
(0)
(-545,900)
(0)
[non-add])
(Net modifications of existing loans [non-
§421
M
(0)
(3,448,592)
(6,112,293)
(24,553,242)
(2,623,076)
add])
Total: FFEL program account
§421
M
3,661,416
16,599,454
9,892,925
34,896,379
5,547,985
CRS-31

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Appropriations and Budget Authoritya ($ in thousands)b
Disc./
Auth.
Mand.
Program, by Title and Part
Sec.
(D/M)
FY2019
FY2020
FY2021
FY2022
FY2023
(Total: New loan subsidies and net re-
§421
M
(1,562,603)
(9,734,183)
(9,304,404)
(34,350,479)
(4,648,809)
estimates/modifications [non-add])
Pre-1992 student loans
§421
M
-237,229
-186,060
-73,374
-2,297
0
Title IV, Part C: Federal Work-Study Programs
Federal Work Study
§441
D
1,130,000
1,180,000
1,190,000
1,210,000
1,230,000
Off-Campus Community Service
§447
D
0
0
0
0
0
Work Col eges
§448
D
(included with
(included with
(included with
(included with
(included with
§441 amount)
§441 amount)
§441 amount)
§441 amount)
§441 amount)
Title IV, Part D: William D. Ford Federal Direct Loan Program
New loan subsidiesr
§451
M
4,842,627
9,925,253
5,196,638
11,477,191
23,478,178
(Net new loan subsidies [non-add])
§451
M
(-1,646,411)
(6,838,227)
(413,686)
(8,239,325)
(21,794,343)
Upward re-estimates of existing loans
§451
M
28,619,834
64,642,541
53,674,813
26,706,610
8,131,676
(Downward re-estimate of existing loans
§451
M
(-2,309,401)
(-1,436,593)
(-838,915)
(-13,701,756)
(-10,049,156)
(non-add))
(Net re-estimate of existing loans [non-add])
§451
M
(26,310,433 )
(63,205,948 )
(52,835,898)
(13,004,854)
(-1,917,480)
Upward modificationt of existing loansu
§451
M
350,000
39,625,735
70,886,525
435,937,468
42,534,895
(Downward modification of existing loans
§451
M
(0)
(0)
(0)
(-10,097,517)
(-583)
(non-add))
(Net modification of existing loans [non-
§451
M
(0)
(39,575,735 )
(70,861,525)
(425,839,951)
(42,534,312)
add])
Subtotal: Loan Subsidies
§451
M
33,812,461
114,193,528
129,782,976
474,121,269
74,144,749
(Subtotal: New loan subsidies and net
§451
M
(25,014,022 )
(109,699,910)
(128,894,061)
(450,321,996)
(964,095,010)
re-estimates/modifications [non-add])
Total
§451
M
33,812,461
114,193,528 129,782,976
474,121,269
74,144,749
CRS-32

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Appropriations and Budget Authoritya ($ in thousands)b
Disc./
Auth.
Mand.
Program, by Title and Part
Sec.
(D/M)
FY2019
FY2020
FY2021
FY2022
FY2023
Student Aid Administration
§458
D
1,678,943
1,768,943
1,853,943
2,033,943
2,033,943
Title IV, Part E: Federal Perkins Loans
Federal Perkins Loans
§461
D
0
0
0
0
0
Federal Perkins Loans Repaymentsy
§461
M
-90,162
-1,316,750
-866,025
-842,908
-580,193
Federal Perkins Loans Cancellations
§465
D
0
0
0
0
0
Title IV, Part G: General Provisions Relating to Student Assistance Programs
Advisory Committee on Student Financial
§491
D
0
0
0
0
0
Assistancez
Title IV , Part I: Competitive Loan Auction Program
Parent PLUS Loan Pilot Auction program
§499
M
0
0
0
0
0
CRS-33

link to page 43 link to page 43 link to page 43

Appropriations and Budget Authoritya ($ in thousands)b
Disc./
Auth.
Mand.
Program, by Title and Part
Sec.
(D/M)
FY2019
FY2020
FY2021
FY2022
FY2023
Title V: Developing Institutionsd
Title V, Part A: Hispanic-Serving Institutions
Hispanic-Serving Institutions
§528
D
124,415
143,081
148,732
182,854
227,751
§371
M
93,800
94,100
94,300
94,300
100,000
Title V, Part B: Promoting Postbaccalaureate Opportunities for Hispanic Americans
Promoting Postbaccalaureate
§528
D
11,163
12,838
13,845
19,661
27,314
Opportunities for Hispanic Americans
§898
M
0
0
0
0
0
Title VI: International Education Programs
Title VI, Part A: International and Foreign Language Programs
International & Foreign Language
§610
D
65,103
68,103
69,353
71,853
75,353
Programs
(includes Title
(includes Title
(includes Title
(includes Title
(includes Title
VI, Part B)
VI, Part B)
VI, Part B)
VI, Part B)
VI, Part B)
Title VI, Part B: Business and International Education Programs
Centers for International Business
§614
D
(included with
(included with
(included with
(included with
(included with
Education
Title VI,
Title VI,
Title VI,
Title VI,
Title VI,
Part A)
Part A)
Part A)
Part A)
Part A)
Business & International Education
§614
D
(included with
(included with
(included with
(included with
(included with
Training Programs
Title VI,
Title VI,
Title VI,
Title VI,
Title VI,
Part A)
Part A)
Part A)
Part A)
Part A)
Title VI, Part C: Institute for International Public Policy
Institute for International Public Policy
§629
D
0
0
0
0
0
Title VI, Part D: General Provisions
Science & Technology Advanced Foreign
§637
D
0
0
0
0
0
Language Education Grant Program
CRS-34

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Appropriations and Budget Authoritya ($ in thousands)b
Disc./
Auth.
Mand.
Program, by Title and Part
Sec.
(D/M)
FY2019
FY2020
FY2021
FY2022
FY2023
Title VII: Graduate and Postsecondary Improvement Programs
Jacob K. Javits Fellowship Program
§705
D
0
0
0
0
0
Graduate Assistance in Areas of National
§716
D
23,047
23,047
23,547
23,547
23,547
Need
Thurgood Marshall Legal Educational
§721
D
0
0
0
0
0
Opportunity Program
Masters Degree Programs at Historically
§725
D
8,657
9,956
10,956
14,834
19,937
Black Col eges and Universities
§897
M
0
0
0
0
0
Masters Degree Programs at
§725
D
0
0
0
0
0
Predominantly Black Institutions
§897
M
0
0
0
0
0
Title VII, Part B: Fund for the Improvement of Postsecondary Education
Fund for the Improvement of
§745
D
5,000
24,500bb
41,000
76,000
184,000
Postsecondary Education
Title VII, Part D: Programs to Provide Students with Disabilities with a Quality Higher Educationcc
Demonstration Projects
§765
D
0
0
0
0
0
Model Transition Programsdd
§769
D
11,800
11,800
13,800
13,800
13,800
Access to Materials
§775
D
0
0
0
0
0
National Technical Assistance Center
§778
D
0
0
0
0
0
Coordinating Centeree
§778
D
0
0
0
0
0
Title VII, Part E: College Access Challenge Grant Program
Col ege Access Challenge Grant
§781
Mff
0
0
0
0
0
§781
D
0
0
0
0
0
CRS-35

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Appropriations and Budget Authoritya ($ in thousands)b
Disc./
Auth.
Mand.
Program, by Title and Part
Sec.
(D/M)
FY2019
FY2020
FY2021
FY2022
FY2023
Title VIII: Additional Programs
Part A-Project GRAD
§801
D
vv
0
0
0
0
Part B-Mathematics and Science Scholars
§802
D
0
0
0
0
0
Part C-Business Workforce Partnerships
§803
D
0
0
0
0
0
for Job Skil Training
Part D-Capacity for Nursing Students and
§804
D
0
0
0
0
0
Faculty
Part E-American History for Freedom
§805
D
0
0
0
0
0
Part F-Teach for America
§806
D
0
0
0
0
0
Part G-Patsy T. Mink Fellowship
§807
D
0
0
0
0
0
Part H-Improving Col ege Enrol ment by
§808
D
0
0
0
0
0
Postsecondary Schools
Part I-Early Childhood Education
§818
D
0
0
0
0
0
Professional Development
Part J-Improving STEM Education with a
§819
D
0
0
0
0
0
Focus on Alaska Native and Native
Hawaiian Students
Part K-Pilot Programs to Increase
§820
D
0
0
0
0
0
Col ege Persistence and Success
Part L-Student Safety and Campus
§821
D
0
0
0
0
0
Emergency Management
Part L-Education Disaster and Emergency
§824
D
0
0
0
0
0
Relief Loan Program
Part M-Incentives and Rewards for Low
§830
D
0
0
0
0
0
Tuition
CRS-36

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Appropriations and Budget Authoritya ($ in thousands)b
Disc./
Auth.
Mand.
Program, by Title and Part
Sec.
(D/M)
FY2019
FY2020
FY2021
FY2022
FY2023
Part N: Cooperative Education
§835
D
0
0
0
0
0
Grants for Cooperative Education
Demonstration and Innovation
Projects; Training and Resources
Centers; and Research
Part O-Col ege Partnership Grants
§841
D
0
0
0
0
0
Part P-Jobs to Careers
§851
D
0
0
0
0
0
Part Q-Rural Development Grants
§861
D
0
0
0
0
0
Part R-Campus-Based Digital Theft
§871
D
0
0
0
0
0
Prevention
Part S-Training for Realtime Writers
§872
D
0
0
0
0
0
Part T-Centers of Excellence for Veteran
§873
D
0
0bb
0
0
0
Student Success
Part U-University Sustainability
§881
D
0
0
0
0
0
Part V-Modeling and Simulation Programs
§891
D
0
0
0
0
0
Modeling and Simulation Task Force
Modeling and Simulation Enhancement
Grants
Modeling and Simulation Establishment
Grants
Part W-Path to Success Reentry
§892
D
0
0
0
0
0
Education Grants
Part X-School of Veterinary Medicine
§893
D
0
0
0
0
0
Competitive Grant Program
CRS-37

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Appropriations and Budget Authoritya ($ in thousands)b
Disc./
Auth.
Mand.
Program, by Title and Part
Sec.
(D/M)
FY2019
FY2020
FY2021
FY2022
FY2023
Part Y-Early Federal Pell Grant
§894
D
0
0
0
0
0
Commitment Demonstration Program
Part Z-Kupuna Memorial Archives
§895
D
0
0
0
0
0
Prior Rights and Obligations for Previously Authorized Higher Education Act Programs
Col ege Housing and Academic Facilities
§121
M
-10
-38
145
0
2,562
Loans (CHAFL): Upward re-estimatess of
existing loan subsidiesgg
CHAFL: Downward re-estimate of
§121
M
0
0
0
-2,835
0
existing loan subsidies (non-add)hh
CHAFL: Liquidating Account
§121
M
-2,452
-3,015
-3,015
-1515
-3,015
Higher Education Facilities Loans
§121
M
-601
-585
-585
-585
-585
Liquidating Account
Col ege Housing Loans Liquidating
§121
M
-3,434
-1,760
-1,760
-1,760
-1,760
Account
Programs Authorized in Acts to Reauthorize and Amend the Higher Education Act
Higher Education Opportunity Act
National Center for Research in
§802
D
0
0
0
0
0
Advanced Information and Digital
Technologies
Pilot Grant Program for Course Material
§803
D
0
0
0
0
0
Rental
Higher Education Amendments of 1998
Workplace and Community Transition
§821
D
0
0
0
0
0
Training for Incarcerated Individuals
Underground Railroad Educational and
§841
D
0
0
0
0
0
Cultural Program
CRS-38

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Appropriations and Budget Authoritya ($ in thousands)b
Disc./
Auth.
Mand.
Program, by Title and Part
Sec.
(D/M)
FY2019
FY2020
FY2021
FY2022
FY2023
Higher Education Amendments of 1992
Olympic Scholarships
§1543
D
0
0
0
0
0
Sources: Compiled by CRS from U.S. Department of Education budget tables. FY2022 reflects appropriations as of October 1, 2022. Further appropriations and
adjustments could occur over the remainder of the fiscal year.
a. Unless otherwise noted, all provisions that were authorized through FY2014 under the HEA were automatically extended through FY2015 under Section 422 of the
General Education Provisions Act, and received additional appropriations through multiple continuing resolutions (CRs) and appropriations bil s. An entry of zero
(0) indicates that an appropriation was not provided for the program.
b. Annual appropriations reflect the final amount appropriated, including any spending reductions authorized by the Budget Control Act of 2011 (BCA; P.L. 112-25),
commonly referred to as sequestration.
c. Authorization expired at the end of FY2011.
d. From March 2020 to March 2021, Congress appropriated additional funding to nearly all of the MSI programs in response to the national emergency related to
COVID-19. The Coronavirus Aid, Relief, and Economic Security Act (CARES Act; P.L. 116-136), enacted on March 27, 2020, provided $1,046,437,875 for the MSI
programs; the Coronavirus Response and Relief Supplemental Appropriations Act, 2021 (CRRSAA; Division M of P.L. 116-260), enacted on December 27, 2020,
provided $1,702,285,200; the American Rescue Plan Act of 2021 (ARPA; P.L. 117-2), enacted on March 11, 2021, provided $2,968,842,750 to MSIs. Funds under the
CARES Act, CRRSAA, and ARPA were allocated proportionally among the MSI programs based on discretionary appropriations provided for the programs in
FY2020. For more information on the funding provided in response to COVID-19, see CRS Report R47027, Education Stabilization Fund Programs Funded by the
CARES Act, CRRSAA, and ARPA: Background and Analysis.
e. Section 505(e) of the Federal Credit Reform Act of 1990 authorizes appropriations for administrative costs for federal agencies that are authorized to make direct
loan obligations or loan guarantee commitments. In accordance with this provision, discretionary appropriations to administer this program are made annually. From
FY2019 to FY2022, $334,000 was appropriated annually; in FY2023, $528,000 was appropriated.
f.
The Consolidated Appropriations Act, 2018 (P.L. 115-141) made available $10 mil ion to provide for three- to six-year deferments of loans made to eligible private
HBCUs under the HBCU Capital Financing program. During the deferment period, interest on the loans wil neither accrue nor be capitalized.
g. The Department of Defense and Labor, Health and Human Services, and Education Appropriations Act, 2019 and Continuing Appropriations Act, 2019 (P.L. 115-
245) made available $20 mil ion to provide for three- to six-year deferments of loans made to eligible private HBCUs under the HBCU Capital Financing program.
During the deferment period, interest on the loans wil neither accrue nor be capitalized.
h. The Further Consolidated Appropriations Act, 2020 (P.L. 116-94) made available $16 mil ion to provide for three- to six-year deferments of loans made to eligible
private HBCUs under the HBCU Capital Financing program and an additional $10 mil ion to provide for similar deferments for public HBCUs.
i.
The Consolidated Appropriations Act, 2021 (P.L. 116-260) made available $16 mil ion to provide for three- to six-year deferments of loans made to eligible private
HBCUs under the HBCU Capital Financing program and an additional $10 mil ion to provide for similar deferments for public HBCUs. Additionally, the FAFSA
CRS-39

Simplification Act, (Title VII, Division FF of P.L. 116-260), appropriated such sums as may be necessary to repay each institution’s outstanding balance of principal,
interest, fees, and costs on disbursed loan amounts. This resulted in $1.695 bil ion in mandatory spending.
j.
Authorization expired at the end of FY2017.
k. The Department of Defense and Labor, Health and Human Services, and Education Appropriations Act, 2019 and Continuing Appropriations Act, 2019 (P.L. 115-
245) rescinded $0.600 bil ion of the discretionary surplus (previous year’s unobligated discretionary appropriations).
l.
The FY2020 Further Consolidated Appropriations Act (P.L. 116-94) rescinded $0.500 bil ion of the discretionary surplus (previous year’s unobligated discretionary
appropriations).
m. The Consolidated Appropriations Act, 2021 (P.L. 116-260) rescinded $0.500 bil ion of the discretionary surplus (previous year’s unobligated discretionary
appropriations).
n. The Consolidated Appropriations Act, 2022 (P.L. 117-103) rescinded $1.050 bil ion of the discretionary surplus (previous year’s unobligated discretionary
appropriations).
o. Authorization expired at the end of FY2010.
p. Mandatory appropriations for the Upward Bound program were authorized for FY2008-FY2011. Since FY2012, Upward Bound has only received an allocation of the
discretionary appropriations provided to all of the TRIO programs as a whole.
q. The Further Additional Supplemental Appropriations for Disaster Relief Act, 2018 (Division B, Subdivision 1 of the Bipartisan Budget Act of 2018 (P.L. 115-123))
authorized $100 mil ion for FSEOG program, the FWS program, and FIPSE to be made available to IHEs located in areas affected by a covered disaster or
emergency (i.e., hurricanes Harvey, Irma, and Maria, or wildfires in 2017 for which a major disaster or emergency was declared under Section 401 or Section 501 of
the Robert T. Stafford Disasters Relief and Emergency Assistance Act) and students enrol ed at such IHEs.
r. A loan subsidy cost is the estimated long-term cost to the government of a direct loan or a loan guarantee, calculated on a net present value basis, and excluding
administrative costs. A positive loan subsidy cost means that there is a cost to the government of providing the loan subsidy to borrowers, while a negative loan
subsidy costs means that the government earns a positive return from the extension of credit to borrowers. An obligation for the subsidy cost occurs when a loan
obligation or loan guarantee commitment is made. Office of Management and Budget (OMB), Circular No. A-11, Part 5: Federal Credit, June 2018, pp. 4, 7, 9, at
https://www.whitehouse.gov/wp-content/uploads/2018/06/s185.pdf.
s. Loan subsidy costs are re-estimated after the close of the fiscal year in which a cohort of loans has been substantially disbursed. Re-estimates account for differences
between the original assumptions of cash flow and actual cash flow or revised assumptions about future cash flows, such as differences between assumed and actual
default rates. OMB, Circular No. A-11, Part 5: Federal Credit, June 2018, p. 5, at https://www.whitehouse.gov/wp-content/uploads/2018/06/s185.pdf.
t.
A loan modification is a government action that “(1) differs from actions assumed in the baseline estimate of cash flows and (2) changes the estimated cost of an
outstanding direct loan … or an outstanding loan guarantee.” Modifications result in a one-time change in the subsidy cost of outstanding direct loans or loan
guarantees. When a loan modification is made, the cost of the modification is recorded in the fiscal year in which it becomes effective. OMB, Circular No. A-11, Part 5:
Federal Credit, June 2018, pp. 10-11, at https://www.whitehouse.gov/wp-content/uploads/2018/06/s185.pdf.
u. The funding amounts for upward modifications of existing loans include discretionary appropriations provided in annual appropriations acts to support the
temporary expansion of the Public Service Loan Forgiveness program. the Department of Defense and Labor, Health and Human Services, and Education
Appropriations Act, 2019 and Continuing Appropriations Act, 2019 (P.L. 115-245) appropriated $350 mil ion; the Further Consolidated Appropriations Act, 2020
(P.L. 116-94) appropriated an additional $50 mil ion; the Omnibus Appropriations Act, 2021 (P.L. 116-260) provided an additional $50 mil ion; and the Consolidated
Appropriations Act, 2022 (P.L. 117-103) provided an additional $25 mil ion. The Office of Management and Budget treats such funds as mandatory funding.
v. Authority for mandatory appropriations for not-for-profit servicing contracts was repealed by the Bipartisan Budget Act of 2013 (H.J.Res 59).
w. Authorization expired at the end of FY2010, and funds have not been provided since FY2010.
CRS-40

x. As interpreted and implemented by ED, “The Deficit Reduction Act (P.L. 109-171) shifted the payment of account maintenance fees, [which is] authorized under
Section 458(a)(4) of the HEA, to subsidy cost from administration funds or from the Federal Fund.” U.S. Department of Education, Federal Student Aid, 2007 Annual
Report, p. 56. Nonetheless, ED interprets HEA §458(a)(4) as providing the authority for transactions with the non-budgetary FFEL program financing account.
Authority for transactions with the non-budgetary FFEL program financing account expired at the end of FY2017 and was extended through FY2018 under the
Consolidated Appropriations Act of 2018 (P.L. 115-141).
y. Repayments of Federal Perkins Loans represents payments made by borrowers on their outstanding Federal Perkins loans that have been assigned to ED from the
borrower’s school.
z. Authorization for the committee expired on October 1, 2015. Congress neither reauthorized the program nor provided additional appropriations to continue the
program’s operations beyond FY2015.
aa. The Consolidated Appropriations Act of 2018 (P.L. 115-141) authorized $5 mil ion of these funds to be made available for a competitive grant program to support
projects at IHEs that create new open textbooks or expand their use. The act authorized $1 mil ion for ED to establish a pilot grant program to support
technological upgrades for community col eges for the purpose of supporting cybersecurity programs. In addition, the Further Additional Supplemental
Appropriations for Disaster Relief Act, 2018 (Division B, Subdivision 1 of the Bipartisan Budget Act of 2018 (P.L. 115-123)) authorized $100 mil ion for the FSEOG
program, the FWS program, and FIPSE to be made available to IHEs located in areas affected by a covered disaster or emergency (i.e., hurricanes Harvey, Irma, and
Maria, or wildfires in 2017 for which a major disaster or emergency was declared under section 401 or 501 of the Robert T. Stafford Disasters Relief and
Emergency Assistance Act) and students enrol ed at such IHEs.
bb. The conference report that accompanied the FY2020 appropriations act directed that $7 mil ion of the funding for Fund for the Improvement of Postsecondary
Education support the Centers of Excellence for Veterans Student Success Program.
cc. Subpart 4 also authorizes the Secretary to award a cooperative agreement to create a National Coordinating Center (NCC) for IHEs offering inclusive,
comprehensive transition programs for students with intellectual disabilities. The NCC is currently hosted by the Think Col ege National Coordinating Center for
Transition and Postsecondary Education Programs for Students with Intellectual Disabilities
dd. HEA Section 769(b) provides that a reservation of funds shall be made for the National Coordinating Center (NCC; for which an authorization of appropriations is
also provided in HEA Section 778), if appropriations for Transition Programs for Students with Intellectual Disabilities Into Higher Education are provided. Under
HEA Section 769(b), $2 mil ion has been provided for the NCC in each of FY2015, FY2016, FY2017, FY2018, and FY2019.
ee. It does not appear that the NCC has ever received an appropriation under the authority provided under HEA Section 778. HEA Section 769(b) provides that a
reservation of funds shall be made for the NCC, if appropriations for Transition Programs for Students with Intellectual Disabilities into Higher Education are
provided. Under this authority, $2 mil ion has been provided for the NCC in each of FY2015 through FY2021 and the NCC grant contract extends through FY2025.
ff. Authorization for mandatory appropriations expired at the end of FY2014.
gg. In accordance with Section 505(e) of the Federal Credit Reform Act of 1990, discretionary appropriations are made available annually to administer this program. In
FY2022, $435,000 was appropriated.
hh. The federal budget treats the downward re-estimate of existing loan subsidies as receipts. Because the CHAFL program does not have the authority to retain these
receipts, they are attributed to the General Fund of the Treasury. The display of these downward re-estimates in this table is for informational purposes only and
does not reflect budget authority that is available to the CHAFL program. It should not be added to the upward re-estimate of existing loan subsidies found above.

CRS-41

The Higher Education Act (HEA): A Primer

Appendix B. General Education Provisions Act
The General Education Provisions Act (GEPA) contains a broad array of statutory provisions that
are applicable to the majority of federal education programs administered by the Department of
Education (ED),61 as well as provisions related to the powers and responsibilities of ED. These
provisions cover topics as varied as appropriations, evaluations, privacy, and enforcement. This
appendix briefly discusses several of the GEPA provisions that apply to programs authorized by
the Higher Education Act (HEA).62
Part A: Functions of the Department of Education
GEPA, Part A includes provisions related to the authority and responsibility of ED to administer
education programs. It confers regulatory authority on the Secretary of Education and specifies
that any regulation affecting an institution of higher education shall only become effective if the
regulation is published in the Federal Register with an educational impact assessment statement.
Part B: Appropriations and Evaluations
GEPA, Part B includes provisions that address, among other issues, authorizing forward funding
for programs (e.g., appropriated funds that are to be obligated in FY2023 may be appropriated in
the FY2022 appropriations act).
Section 422 of GEPA provides that if Congress, in the regular session that ends prior to the
beginning of the terminal fiscal year of authorization of appropriations of an applicable program,
does not pass legislation extending the program, the program is automatically extended for one
additional fiscal year.63 This provision does not apply to the authorization of appropriations for
commissions, councils, or committees that have statutorily specified termination dates.
Part C: General Requirements and Conditions Concerning the
Operation and Administration of Education Programs
GEPA, Part C addresses the general authority of the Secretary, administrative requirements and
limitations, the administration of education programs and projects by states, and records and
limitations on withholding federal funds. Part C also contains the Family Educational Rights and
Privacy Act, which provides privacy protections for student records. Part C clarifies that no
provision of any applicable programs is intended to authorize federal control over educational
curriculum, administration, or personnel of any educational institutions.
Part D: Enforcement
GEPA, Part D addresses the enforcement of laws and regulations administered by ED, including
the establishment of ED’s Office of Administrative Law Judges, procedures for recovering
federal funds from recipients, and remedies for violations of ED laws and programs.

61 20 U.S.C. §§1221 et seq.
62 For additional information on GEPA, see CRS Report, CRS Report R41119, General Education Provisions Act
(GEPA): Overview and Issues, archived, available to congressional clients upon request.
63 If Congress does not act to reauthorize a program within the one-year extension period, the program is technically no
longer authorized; however, so long as a program continues to receive appropriations, it is considered to be implicitly
authorized.
Congressional Research Service

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link to page 47 The Higher Education Act (HEA): A Primer

Appendix C. Previous HEA Reauthorizations
Although Congress may amend the HEA at any point in time, in general, reauthorizations are
comprehensive and amend, extend, delete, and establish new programs. The HEA was first
enacted in 1965 and has been comprehensively reauthorized eight times, in 1968, 1972, 1976,
1980, 1986, 1992, 1998, and 2008. Authorization for most HEA programs expired at the end of
FY2014. GEPA authorized the appropriation of funds for one additional year through FY2015,
and additional funds for many of the expired programs have been appropriated since FY2015.
Table C-1 lists the previous reauthorization, their public law numbers, and additional resources
about each reauthorization, when available. Aside from these comprehensive reauthorizations, the
HEA has been amended numerous times; these amendments have ranged from minor technical
amendments to amendments that have represented major changes to certain programs.
Table C-1. Comprehensive Reauthorizations of the Higher Education Act of 1965
Reauthorization
Public Law Number
Additional Resources
Higher Education Amendments
P.L. 90-575
CRS Report ED 340, The Higher
of 1968
Education Amendments of 1968
(archived, available to congressional
clients on request)
Higher Education Amendments
P.L. 92-318
CRS Report 72-146, Major Provisions
of 1972
of the Education Amendments on
1972—P.L. 92-318 (archived,
available to congressional clients on
request)
Higher Education Amendments
P.L. 94-482
CRS Report 77-9, Summary of the
of 1976
Higher Education Act of 1965, as
amended, including the Education
Amendments of 1976 (archived,
available to congressional clients on
request)
Higher Education Amendments
P.L. 96-374
—
of 1980
Higher Education Amendments
P.L. 99-498
CRS Report 87-187, The Higher
of 1986
Education Amendments of 1986 (P.L.
99-498) (archived, available to
congressional clients on request)
Higher Education Amendments
P.L. 102-325
CRS Report 92-690, Summary of
of 1992
Amendments to the Higher Education
Act of 1965 (P.L. 102-325) (archived,
available to congressional clients on
request)
Higher Education Act Amendments
P.L. 105-244
CRS Report RL30063, The Higher
of 1998
Education Act: reauthorization by the
105th Congress (archived, available
to congressional clients on request)
Higher Education Opportunity Act
P.L. 110-315
CRS Report RL34654, The Higher
of 2008
Education Opportunity Act:
Reauthorization of the Higher
Education Act

Congressional Research Service

43

The Higher Education Act (HEA): A Primer

Author Information

Joselynn H. Fountain

Analyst in Education Policy

Key Policy Staff
This report provides a general overview of the major HEA provisions. For information on a specific
program or policy issue, see the following Key Policy Staff table. Congressional clients may click on the
analyst’s name in the HTML version of the report for email access.
Area of Expertise
Name
FAFSA, Need Analysis
Benjamin Col ins
Pell Grants, Veterans’ Education
Cassandria Dortch
Benefits
TRIO Programs, GEAR UP
Adam Edgerton
Campus-Based Programs, Institutional Joselynn H. Fountain
Aid, Minority Serving Institutions,
Graduate Programs
Institutional Eligibility
Alexandra Hegji
Teacher Quality Programs,
Jeff Kuenzi
International Education Programs
TEACH Grants, Postsecondary
Rita Zota
Education Consumer Information
Education Appropriations and Budget
Kyle Shohfi
FFEL program, Direct Loan program
Alexandra Hegji
Rita Zota
Kyle Shohfi
Acknowledgments
This report was originally authored by Alexandra Hegji, CRS Analyst in Social Policy.
Congressional Research Service

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The Higher Education Act (HEA): A Primer

Disclaimer
This document was prepared by the Congressional Research Service (CRS). CRS serves as nonpartisan
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under the direction of Congress. Information in a CRS Report should not be relied upon for purposes other
than public understanding of information that has been provided by CRS to Members of Congress in
connection with CRS’s institutional role. CRS Reports, as a work of the United States Government, are not
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Congressional Research Service
R43351 · VERSION 19 · UPDATED
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