International Education Programs in the Higher Education Act

International Education Programs in the Higher Education Act

International Education Programs in the
August 28, 2020
Higher Education Act
Jeffrey J. Kuenzi
The Higher Education Act of 1965 (HEA; P.L. 89-329) authorizes numerous federal aid
Specialist in Education
programs that provide support to both individuals pursuing a postsecondary education and
Policy
institutions of higher education (IHEs). Title VI of the HEA authorizes programs and funding for

the U.S. Department of Education (ED) to award grants in support of international and foreign
language studies. The purpose of the Title VI programs is to build the nation’s cultural and

foreign language capacity, particularly in less commonly taught languages (LCTL), through
grants to IHEs. More broadly, these programs intend to develop Americans’ ability to understand and interact with people
from other societies, to improve diplomacy and global cooperation, and to h elp U.S. companies compete in international
business.
Part A of Title VI authorizes the following seven programs:
 National Resource Centers (NRC);
 Foreign Language and Area Studies (FLAS) Fellowships;
 Language Resource Centers (LRC);
 Undergraduate International Studies and Foreign Language (UISFL) program;
 International Research and Studies (IRS);
 Technological Innovation and Cooperation for Foreign Information Access (TICFIA) program; and
 American Overseas Research Centers (AORC).
Part B of Title VI authorizes two programs, the Centers for International Business Education (CIBE) and the Business and
International Education (BIE) Projects program. Part C authorizes the Institute for International Public Policy (IIPP).
The NRC and FLAS Fellowships are the oldest programs (initially authorized in the National Defense Education Act of
1958) and have always received the bulk of Title VI funding. In FY2020, these two programs received over 75% of Title VI
funds: $23.163 million and $31.090 million, respectively.
Title VI was last comprehensively reauthorized, along with the rest of the HEA, in 2008 by the Higher Education
Opportunity Act of 2008 (HEOA; P.L. 110-315). In recent years, Congress has taken action to reauthorize Title VI. During
the 115th Congress, the House Committee on Education and the Workforce reported the PROSPER Act (H.R. 4508); and in
the 116th Congress, the House Committee on Education and Labor ordered to be reported the College Affordability Act (H.R.
4674). Issues raised by these bills include (1) whether Title VI program grantees present a balance of viewpoints, (2) whether
current reporting requirements adequately reveal gifts grantees receive from foreign sources, and (3) whether currently
authorized programs should be eliminated and/or consolidated.

Congressional Research Service

link to page 4 link to page 4 link to page 7 link to page 9 link to page 10 link to page 11 link to page 12 link to page 12 link to page 12 link to page 14 link to page 14 link to page 15 link to page 15 link to page 16 link to page 16 link to page 17 link to page 5 link to page 10 link to page 10 link to page 11 link to page 11 link to page 6 link to page 8 link to page 17 International Education Programs in the Higher Education Act

Contents
Introduction ................................................................................................................... 1
International Education Programs in the HEA ..................................................................... 1
National Resource Centers .......................................................................................... 4
Foreign Language and Area Studies Fel owships ............................................................ 6
Language Resource Centers ........................................................................................ 7
Undergraduate International Studies and Foreign Language Program................................. 8
International Research and Studies Programs ................................................................. 9
Technological Innovation and Cooperation for Foreign Information Access ........................ 9
American Overseas Research Centers ........................................................................... 9
Business and International Education Programs............................................................ 11
Institute for International Public Policy ....................................................................... 11
General Provisions................................................................................................... 12
Issues for Possible HEA Reauthorization .......................................................................... 12
Balance of Viewpoints.............................................................................................. 13
Reporting of Foreign Gifts ........................................................................................ 13
Program Elimination/Consolidation............................................................................ 14

Figures
Figure 1. HEA Title VI Appropriations, FY1990-FY2020 ...................................................... 2
Figure 2. Foreign Language Area Studies Fel owships, by World Area or
Country Studied: FY2016 .............................................................................................. 7
Figure 3. Projects Conducted with Language Resource Center Support, by Project Type:
FY2015-FY2018 .......................................................................................................... 8

Tables
Table 1. HEA Title VI Allocations by Program, Selected Years............................................... 3
Table 2. National Resource Centers, by World Region .......................................................... 5

Contacts
Author Information ....................................................................................................... 14

Congressional Research Service

link to page 5 International Education Programs in the Higher Education Act

Introduction
The Higher Education Act of 1965 (HEA; P.L. 89-329) authorizes numerous federal aid programs
that provide support to both individuals pursuing a postsecondary education and institutions of
higher education (IHEs). Title VI of the HEA authorizes programs and funding for the U.S.
Department of Education (ED) to award grants in support of international and foreign language
studies. ED’s International and Foreign Language Education (IFLE) office administers these
programs.
The purpose of the Title VI programs is to build the nation’s cultural and foreign language
capacity, particularly in less commonly taught languages (LCTL), through grants to IHEs. More
broadly, these programs intend to develop Americans’ ability to understand and interact with
people from other societies, to improve diplomacy and global cooperation, and to help U.S.
companies compete in international business.
Title VI of the HEA was last comprehensively reauthorized in 2008 by the Higher Education
Opportunity Act of 2008 (HEOA; P.L. 110-315). Although funding authority for these programs
expired in FY20151, Congress has continued funding them under a variety of appropriations
legislation and continuing resolutions; most recently under the Department of Defense and Labor,
Health and Human Services, and Education Appropriations Act, 2019 and Continuing
Appropriations Act, 2019 (P.L. 115-245).
This report provides a brief description of each Title VI program and presents policy issues that
may arise as Congress considers reauthorization of the HEA.2 These issues may include (1)
whether Title VI program grantees present a balance of viewpoints, (2) whether current reporting
requirements adequately reveal gifts grantees receive from foreign sources, and (3) whether
currently authorized programs should be eliminated and/or consolidated.
International Education Programs in the HEA
The major Title VI programs in current law were included in the original enactment of the HEA
in 1965 (P.L. 89-329), though some of the program names have changed and activities have been
amended. The two largest current programs (both in terms of funding and awards) were original y
authorized even earlier, in the National Defense Education Act (NDEA) of 1958 (P.L. 85-864).
Figure 1 displays appropriations for Title VI programs from 1990 to 2020 in total and as a share
of total postsecondary education discretionary appropriations (i.e., the total ED on-budget
appropriations, excluding K-12 appropriations and mandatory spending for programs such as Pel
Grants and the student loan programs). In nominal dollars, the peak of Title VI funding occurred
in FY2010 at $110.305 mil ion; however, as a share of postsecondary discretionary spending, the
peak was in FY1996 when Title VI accounted for 0.69% of such spending.
In constant 2019 dollars, Title VI appropriations were $49.780 mil ion in FY1990, grew steadily
to $120.074 mil ion in FY2003, dipped slightly, and then peaked at $126.237 mil ion in FY2010.
Funding saw a cut the following year ($77.403 mil ion in FY2011) and has declined slightly since

1 T he HEOA authorized T itle VI programs at such sums as necessary for FY2009 and for each of the five succeeding
fiscal years. T his authority was extended for an additional year, through FY2015, under the General Education
Provisions Act (GEPA).
2 Other international education and cultural exchange programs not authorized in the HEA (such as those in the
Fulbright-Hays Act) are not included in this report.
Congressional Research Service
1

link to page 6
International Education Programs in the Higher Education Act

that time. In FY2020, $68.103 mil ion was appropriated for Title VI, less than 0.25% of the
amount appropriated for ED postsecondary discretionary programs.
Figure 1. HEA Title VI Appropriations, FY1990-FY2020
In thousands of dol ars, and as a share of total ED postsecondary discretionary funding

Source: CRS calculations using data from ED’s Budget Service.
Notes: Excludes supplemental 2009 appropriations made through ARRA.
Part A of Title VI authorizes the following seven programs:
 National Resource Centers (NRC);
 Foreign Language and Area Studies (FLAS) Fel owships;
 Language Resource Centers (LRC);
 Undergraduate International Studies and Foreign Language (UISFL) program;
 International Research and Studies (IRS);
 Technological Innovation and Cooperation for Foreign Information Access
(TICFIA) program; and
 American Overseas Research Centers (AORC).
The NRC and FLAS Fel owship programs were the two original international education
programs, and were authorized by the NDEA. These programs were included in the initial
passage of the HEA in 1965 along with the LRC and IRS programs. The UISFL, TICFIA, and
AORC programs were added to Part A under the 1992 HEA amendments (P.L. 102-325).
Part B of Title VI authorizes two programs, the Centers for International Business Education
(CIBE) and the Business and International Education (BIE) Projects program. The Part B
programs were established in 1988 as part of the Omnibus Foreign Trade and Competitiveness
Act (P.L. 100-418). Part C authorizes the Institute for International Public Policy (IIPP), which
was first authorized through the 1992 HEA amendments (P.L. 102-325).
Table 1 shows the history of Title VI funding by program in five-year increments from FY1990
to FY2020. Appropriations provide a single amount, and the Secretary of Education (Secretary)
Congressional Research Service
2

International Education Programs in the Higher Education Act

al ocates the funding to the individual programs. The NRC and FLAS Fel owships received over
75% of Title VI funds in FY2020: $23.163 mil ion and $31.090 mil ion, respectively. These
programs have always received the bulk of Title VI funding. In the last decade or so, funding for
FLAS Fel owships has outpaced NRC appropriations. This coincides with the decrease in funding
after FY2010 and a corresponding drop in the number of awards granted.
Table 1. HEA Title VI Allocations by Program, Selected Years
Thousands of nominal dol ars, and number of awards

FY1990
FY1995
FY2000
FY2005
FY2010
FY2015
FY2020
NRC
$11,621
$19,040
$21,340
$28,715
$34,041
$22,743
$23,163
(94)
(119)
(110)
(120)
(127)
(105)
(98)
FLAS
9,400
13,397
15,090
28,204
35,400
30,399
31,090
Fel owships
n.a.
(127)
(130)
(124)
(126)
(108)
(110)
LRC
800
2,400
2,984
4,850
5,022
2,746
2,912
(2)
(6)
(9)
(14)
(15)
(15)
(17)
UISFL
–
3,907
4,350
4,490
4,634
2,928
3,563
(31)
(59)
(60)
(53)
(31)
(34)
IRS
2,714
2,771
3,975
5,893
6,509
0
1,000
(42)
(15)
(32)
(43)
(41)
(9)
TICFIA
–
0
1,086
1,700
2,108
0
0
(8)
(10)
(13)
AORC
–
500
700
1,000
1,197
650
1,000
(9)
(11)
(12)
(11)
(10)
(15)
CIBE
4,708
6,810
8,100
10,700
12,757
4,751
4,871
(16)
(13)
(28)
(30)
(33)
(16)
(16)
BIE
2,515
3,355
4,125
4,491
4,526
0
0
(36)
(22)
(50)
(59)
(53)
IIPP
–
1,000
1,002
1,616
1,945
0
0
(1)
(1)
(1)
(1)
Total
$31,758
$53,180
$62,752
$91,659
$108,139
$64,217
$67,599
n.a.
(343)
(438)
(473)
(473)
(285)
(299)
Source: U.S. Department of Education, Budget Service, Congressional Budget Justifications, various years.
Notes: Total excludes funds for administrative costs (e.g., program evaluation and peer review). “n.a.” indicates
data are unavailable, “–” indicates program not authorized. Acronyms in table indicate the fol owing programs:
National Resource Centers (NRC), Foreign Language and Area Studies (FLAS) Fel owships, Language Resource
Centers (LRC), Undergraduate International Studies and Foreign Language (UISFL) program, International
Research and Studies (IRS), Technological Innovation and Cooperation for Foreign Information Access (TICFIA)
program, American Overseas Research Centers (AORC), Centers for International Business Education (CIBE),
Business and International Education (BIE) Projects, and Institute for International Public Policy (IIPP).

Congressional Research Service
3

International Education Programs in the Higher Education Act

Section 601 of the HEA states that the purposes of these programs are to
 support centers, programs, and fel owships at U.S. IHEs that provide training and
conduct research in foreign languages, area studies, and other international
studies; to develop a pool of international experts that meet national needs; to
develop and validate materials and techniques for foreign language acquisition,
and to promote access to research and training overseas;
 promote access to and the dissemination of international and foreign language
knowledge, teaching materials, and research, throughout education, government,
business, civic, and nonprofit sectors through the use of advanced technologies;
and
 coordinate the programs of the federal government in the areas of foreign
language, area studies, and other international studies, including professional
international affairs education and research.
Title VI provisions require the Secretary to consult with and receive recommendations from the
head officials of a wide range of federal agencies regarding national need for expertise in foreign
languages and world regions. The Secretary must assist Title VI grantees in developing and
administering surveys to students who have completed programs to determine postgraduate
employment, education, and training.
National Resource Centers
HEA Section 602(a) authorizes the National Language and Area Centers and Programs
(commonly cal ed the National Resource Centers, or NRC). Considered the flagship program
among the international education programs authorized in the HEA, the NRC program awards
four-year competitive grants to U.S. IHEs or consortia of such institutions to establish and
maintain an infrastructure for providing area/international studies and modern foreign language
instruction. This infrastructure enables NRC-affiliated faculty to gain the teaching, research, and
experiential expertise necessary to develop curricula and give students a full understanding of
areas, regions, or countries of the world. According to the National Research Council, NRC
faculty are widely recognized for the instructional materials they develop on world regions,
innovative K-16 and public outreach, breadth and depth of interdisciplinary courses, and the
variety of world languages and levels of instruction they offer.3
Authorized NRC activities include support for
 language instruction, particularly in LCTL;
 programs for visiting scholars and faculty to conduct research or participate in
conferences or workshops;
 library collections and related training and research facilities;
 advanced research on issues in world affairs that concern one or more countries;
 linkages between IHEs and other academic, governmental, and media entities;
 summer institutes in the United States or abroad;
 outreach and consultative services at the national, regional, and local levels;
 faculty, staff, and student travel in foreign areas, regions, or countries;

3 National Research Council, International Education and Foreign Languages: Keys to Securing America’s Future,
(Washington, DC: T he National Academies Press, 2007), https://doi.org/10.17226/11841.
Congressional Research Service
4

link to page 8 International Education Programs in the Higher Education Act

 development and implementation of educational programs abroad; and
 projects that help students in science, technology, engineering, and mathematics
(STEM) fields achieve foreign language proficiency.
Priority for NRC grants goes to programs that offer instruction in LCTL. This feature of the
program has resulted in NRCs presently accounting for a large percentage of overal national
enrollments in LCTL coursework.4 According to the National Research Council, “languages
offered only at NRC institutions included such significant languages as Kazakh, Bengali,
Bulgarian, Malay, Slovak, and Uzbek. NRCs help sustain the capacity to teach a wide variety of
languages, far beyond those deemed critical at a given moment.”5
The Secretary may award additional grants to NRCs for the maintenance of library collections
and for outreach activities that serve to promote linkages to two-year institutions, other IHEs
offering area and language studies, state education agencies, news media, business, and trade
associations.
Until the last decade or so, the NRC had long received the largest share of Title VI funding. In
FY2020, the NRC was al ocated $23.163 mil ion; just over one-third of the total Title VI
appropriation for that year. The IFLE conducts a competition every four years to select NRC
grantees. IHEs submit applications that describe the quality of their area studies and language
instructional programs and how they propose to meet any announced NRC priorities.
Ninety-six NRC awards were granted during the most recent cycle (FY2018-FY2021). Table 2
displays the recipients of these awards by world region. The largest share of NRC funds during
the first year of this cycle ($3,588,482 in FY2018) went to 15 centers focusing on East Asia.
These four-year awards range from $189,021 to $268,810 annual y, with continuation dependent
on the achievement of substantial progress toward program goals.
Table 2. National Resource Centers, by World Region
FY2018–2021 grant cycle
World Region or
NRCs
FY2018
Thematic Focus
Funded
Total
Range of Awardsa
Africa
10
$2,365,500
$210,000–$260,000
Canada
2
$425,000
$180,000–$245,000
East Asia
15
$3,588,482
$189,021–$268,810
Internationalb
7
$1,652,000
$229,000–$248,000
Latin America
16
$3,482,017
$200,000–$238,000
Middle East
14
$3,400,800
$220,000–$260,000
Russia and Eastern Europe
10
$2,491,145
$230,678–$262,000
South Asia
8
$1,921,234
$225,351–$242,066
Southeast Asia and the
Pacific Islands
7
$1,858,929
$243,000–$274,584

4 According to data collected by Michigan State University, T itle VI-funded NRCs account for 80% of all LCT L
enrollments; see https://globalideas.isp.msu.edu/intl-data/international-data-portal/.
5 National Research Council, International Education and Foreign Languages: Keys to Securing America’s Future
(Washington, DC: T he National Academies Press, 2007), p. 149, https://doi.org/10.17226/11841.
Congressional Research Service
5

link to page 6 link to page 10 International Education Programs in the Higher Education Act

World Region or
NRCs
FY2018
Thematic Focus
Funded
Total
Range of Awardsa
Western Europe
7
$1,558,000
$206,000–$243,000
Total
96
$22,743,107

Source: U.S. Department of Education, International and Foreign Language Education (IFLE) office, program
website: https://www2.ed.gov/about/offices/list/ope/iegps/index.html.
a. Per year for four years; dependent on substantial progress having been achieved.
b. These are programs focusing on multiple regions.
Foreign Language and Area Studies Fellowships
HEA Section 602(b) authorizes the Fel owships for Foreign Language and Area or International
Studies program (commonly cal ed the FLAS Fel owships). This program awards four-year
competitive grants to IHEs or consortia of IHEs for paying stipends to undergraduate and
graduate students undergoing advanced training in any NRC approved by the Secretary. These
stipends may be for either academic year or summer fel owships. FLAS fel ows on an academic
year fel owship must take one language course and one relevant area studies or international
studies course each semester or quarter. Summer fel owships support intensive language training
and do not require an accompanying course in area or international studies.
IHEs award fel owships annual y to individual students on a competitive basis. To be eligible for
fel owships, students must be in an instructional program with stated performance goals for
functional foreign language use, or in a program developing such performance goals, in
combination with area studies, international studies, or the international aspects of a professional
studies program. Undergraduate student fel ows must be in intermediate or advanced study of a
less commonly taught language. Graduate student fel ows must be in a qualifying program,
including pre-dissertation level study, preparation for dissertation research, dissertation research
abroad, or dissertation writing.
Table 1 shows that the FLAS Fel owship program has received the most Title VI funds in recent
years. Funding for this program first surpassed NRC program funding in FY2010. In FY2020,
FLAS Fel owships received $31.090 mil ion, nearly half of al Title VI funding. That year, the
funds supported 110 grantees, which awarded 677 academic year graduate fel owships, 298
academic year undergraduate fel owships, and 534 summer fel owships.
As of 2016, over two-thirds (70.2%) of FLAS Fel ows studied in the United States, 26.7% studied
overseas, and 3.1% studied both in the United States and overseas. Figure 2 displays FLAS
Fel owships by world area or country studied. The largest number of fel ows (15.5%) studied in
East Asian countries, followed by countries in Latin America (14.5%). Roughly the same number
of fel ows (11%) studied the regions of Russia/Eastern Europe, the Middle East, and Africa.
Congressional Research Service
6

link to page 6 link to page 11
International Education Programs in the Higher Education Act

Figure 2. Foreign Language Area Studies Fellowships, by World Area or
Country Studied: FY2016

Source: U.S. Department of Education, International and Foreign Language Education (IFLE) office, Annual
Report 2017.
Language Resource Centers
HEA Section 603(a) authorizes the Language Resource Centers (LRC) program, which awards
four-year competitive grants to IHEs or consortia of IHEs to establish and operate national
language and resource centers to improve the capacity to teach and learn foreign languages
effectively. The activities carried out by the LRCs must support effective dissemination of
language resources and may include
 conducting and disseminating research on new and improved teaching methods
(including the use of advanced educational technology) to the education
community;
 development, application, and dissemination of performance testing appropriate
to an educational setting for use as a standard and comparable measurement of
skil levels in al languages;
 training of teachers in the administration and interpretation of the performance
tests;
 publication and dissemination of instructional materials focusing on LCTLs;
 development and dissemination of materials designed to serve as a resource for
foreign language teachers at the elementary and secondary school levels; and
 operation of intensive summer language institutes.
Table 1 shows that 17 LRCs were funded in FY2020, for a total of $2.912 mil ion. As with the
other Title VI programs, LRC funding was below its peak in FY2010; however, the number of
awards increased from 15 to 17 by FY2020.
Figure 3 provides a rough picture of the types of projects conducted with support from Title VI
LRC program funds from FY2015 to FY2018. The largest project category was materials
Congressional Research Service
7

International Education Programs in the Higher Education Act

development (41.9%), followed by research, study, or survey (26.5%). Note that categories shown
in this figure do not directly correspond to the way LRC activities are categorized in statute.
Figure 3. Projects Conducted with Language Resource Center Support, by
Project Type: FY2015-FY2018

Source: U.S. Department of Education, International and Foreign Language Education (IFLE) office, Annual
Report 2017.
Undergraduate International Studies and Foreign Language
Program
HEA Section 604 authorizes the Undergraduate International Studies and Foreign Language
(UISFL) program, which awards grants to IHEs, consortia of IHEs, or partnerships between
nonprofit educational organizations and IHEs. These grants are used for planning, developing,
and carrying out programs to strengthen and improve undergraduate instruction in international
studies and foreign languages. Specifical y, al owable uses of UISFL funds include
 teaching, research, and curriculum development;
 expansion of library and teaching resources;
 supporting pre-service teacher training and in-service teacher professional
development;
 providing opportunities to learn LCTLs;
 supporting visiting scholarship programs, summer institutes, and other
specialized programs;
 establishing linkages between two- and four-year IHEs; and
 development of partnerships among IHEs, the private sector, and governments.
Congressional Research Service
8

link to page 6 link to page 6 International Education Programs in the Higher Education Act

In addition, UISFL grantees may use up to 10% of their funds to award subgrants to educational
programs abroad that “are closely linked to the program’s overal goals, and have the purpose of
promoting foreign language fluency and knowledge of world regions.”6
Congress intended the UISFL program to serve as a catalyst to fund innovative projects designed
to enhance students’ exposure to international education opportunities at institutions that
otherwise might not be able to offer them. For this reason, many community colleges and smal
four-year colleges apply for and receive funding under the UISFL program. Priority in awarding
grants must go to programs that
 require entering students to have successfully completed at least two years of
secondary school foreign language instruction;
 require graduating students to have earned two years of postsecondary credit in a
foreign language; or
 in the case of two-year institutions, offer two years of postsecondary credit in a
foreign language.
Funds for Section 604 programs may not constitute more than 20% of the total amount
appropriated for al Title VI-A programs. Table 1 shows that 34 UISFL grants were funded in
FY2020, for a total of $3.563 mil ion.
International Research and Studies Programs
HEA Section 605(a) authorizes the Secretary, directly or through grants or contracts, to conduct
research and studies that contribute to achieving the purposes of Title VI-A. Such research may
include (1) surveys to determine the need for increased or improved instruction in foreign
language, area studies, or other international fields; (2) studies on more effective methods of
instruction and achieving competency in modern foreign languages, area studies, or other
international fields; and (3) development and publication of specialized materials. The Secretary
must prepare and publish an annual report listing the books and research materials produced with
assistance under this program. Table 1 shows that nine IRS program awards were funded in
FY2020, for a total of $1.000 mil ion.
Technological Innovation and Cooperation for Foreign Information
Access
HEA Section 606 addresses the development of innovative techniques or programs using
electronic technologies to collect, organize, preserve, and widely disseminate information from
foreign sources on world regions and countries that address teaching and research needs in
international education and foreign languages. The Secretary may award grants to IHEs, public or
nonprofit private libraries, or partnerships between such entities. Grantees must fund one-third of
the total cost of a program from non-federal funds, which may be provided either in-kind or in
cash, and may include contributions from private sector corporations or foundations. This
program was last funded in FY2010.
American Overseas Research Centers
HEA Section 609 authorizes the American Overseas Research Centers (AORC) program, which
awards four-year grants to consortia of U.S. IHEs that operate overseas and promote postgraduate

6 HEA §604(c)(2).
Congressional Research Service
9

link to page 6 International Education Programs in the Higher Education Act

research, faculty and student exchanges, and area studies. Funds may be used to establish and/or
operate an AORC, including the cost of
 faculty and staff stipends and salaries;
 faculty, staff, and student travel;
 operation and maintenance of overseas facilities;
 teaching and research materials;
 acquisition, maintenance, and preservation of library collections;
 travel for visiting scholars and faculty members who are teaching or conducting
research;
 preparation for and management of conferences; and
 publication and dissemination of material for scholars and the general public.
To be eligible, AORC grantees must receive more than 50% of their funding from public or
private sources in the United States, have a permanent presence in the country in which they are
located, and be a 501(c)(3) organization. A newly established AORC must meet these eligibility
requirements within one year. As Table 1 shows, the AORC program typical y receives the least
amount of Title VI funding among funded programs. In FY2020, this program received $1.000
mil ion, which supported 15 grants.
Additional HEA Title VI, Part A Provisions
This portion of the report describes additional provisions that govern some or al of the HEA Title
VI programs authorized in Part A.
Section 602(c) stipulates that no Part A funds may be used for undergraduate travel unless such
travel is “part of a formal program of supervised study.” Section 602(d) al ows graduate-level
recipients of Title VI-funded stipends to include al owances for dependents.
Sections 602(e) and 604(a) require NRC, FLAS Fel owship, and UISFL applicants to provide “an
explanation of how the activities funded by the grant wil reflect diverse perspectives and a wide
range of views and generate debate on world regions and international affairs.” Section 605(a)
requires IRS grantees to evaluate the extent to which programs assisted under Title VI “reflect
diverse perspectives and a wide range of views and generate debate on world regions and
international affairs, as described in the grantee’s application.”
Section 607(b) requires the Secretary to consider additional factors when awarding NRC and
FLAS Fel owship grants, including
the degree to which activities of centers, programs, and fellowships at institutions of higher
education address national needs, and disseminate information to the public [and] an
applicant’s record of placing students into postgraduate employment, education, or training
in areas of national need and stated efforts to increase the number of such students that go
into such placements.
Sections 607(c) and 608(b) require the Secretary to “achieve an equitable distribution of the grant
funds throughout the United States” for al Part A awards except those made under Section 602
(e.g., NRC and FLAS Fel owships). Section 608(c) requires the Secretary to ensure that
appropriate portions of Part A funds are used to support undergraduate education.
Congressional Research Service
10

link to page 6 International Education Programs in the Higher Education Act

Business and International Education Programs
Part B of HEA Title VI authorizes the Centers for International Business Education (CIBE)
Business and International Education (BIE) programs. CIBE awards competitive grants to IHEs
or consortia of IHEs to coordinate federal government programs in the areas of research,
education, and training in international business and trade competitiveness. CIBEs act as national
resources for teaching improved business techniques, strategies, and methodologies that
emphasize the international context of business transactions. CIBEs provide instruction in critical
foreign languages and international fields to improve understanding of the cultures of countries
that trade with the United States. CIBEs also provide research and training opportunities to
students, faculty, staff, and members of the business community in international aspects of trade,
commerce, environmental science, and other fields relevant to international trade initiatives.
CIBE grantees must establish advisory councils made up of representatives from the IHEs’
administration and faculty, local or regional business firms, and a state official responsible for
trade-related activities or programs. CIBE grants are awarded for a minimum of three years,
unless the Secretary determines a shorter duration is warranted. Grantees may use federal funds
for not more than 90% of the cost of operating a center in the first year, not more than 70% of the
cost in the second year, and not more than 50% of the cost in the third year and each year
thereafter. The Secretary has authority to waive the non-federal share limitations.
Part B of Title VI also authorizes the Secretary to make grants or enter into contracts with IHEs to
operate BIE programs. This program supports education and training activities that promote
linkages between IHEs and the American business community engaged in international economic
activity. BIE funds may be used to pay up to 50% of the cost of these programs.
HEA Sections 612(f)(3) and 613(c) require that applicants for Part B grants provide an assurance
that diverse perspectives wil be made available to students in these programs.
Section 614 authorizes that such sums as necessary be appropriated to carry out Part B for
FY2009 and for each of the five succeeding fiscal years. Table 1 shows that $4.871 mil ion was
used to fund 16 CIBE grants in FY2020 and that the BIE program has not been funded since
FY2010.
Institute for International Public Policy
Part C of HEA Title VI authorizes grants to establish the Institute for International Public Policy
(IIPP). Eligible grantees must be a consortium of one or more minority-serving institutions (i.e.,
an IHE identified under HEA Title III-A, Title III-B, or Title V, or “that serves substantial
numbers of underrepresented minority students”).7 The IIPP is authorized to carry out several
programs and activities at the individual and institutional levels.
At the individual level, the IIPP’s focus is the Minority Foreign Service Professional
Development program, which provides underrepresented minority students with an integrated
program that al ows them to develop international education credentials, including language
competence, overseas study, analytical skil s, and internship experience. At the institutional level,
the IIPP targets investments in campuses’ international resources by providing support for
strategic planning assistance, library materials, faculty and staff development, and curriculum
projects.

7 For more information on minority-serving IHEs, see CRS In Focus IF10959, Overview of Programs Supporting
Minority-Serving Institutions under the Higher Education Act.
Congressional Research Service
11

link to page 6 International Education Programs in the Higher Education Act

HEA Section 621(c) requires that IIPP applications include a description of how the activities
funded by the grant wil reflect diverse perspectives and a wide range of views and generate
debate on world regions and international affairs.
Section 629 authorizes such sums as necessary to operate Part C programs for FY2009 and the
five succeeding fiscal years. Table 1 shows that the IIPP program has not been funded since
FY2010.
General Provisions
Part D of HEA Title VI includes several provisions that specify the Secretary’s authority in a
number of ways, including the ability to waive non-federal matching requirements (Section 632)
and assess and ensure compliance with grant terms and conditions (Section 634). Section 633
limits the Secretary’s authority to mandate, direct, or control an IHE’s specific instructional
content, curriculum, or program of instruction. The Secretary may not use more than 1% of Title
VI funds for evaluation, national outreach, and information dissemination activities (Section 635).
The Secretary is required to consult and collaborate with the Secretary of State, the Secretary of
Defense, and the heads of other relevant federal agencies to identify areas of national need in
foreign language and international studies and report such information biannual y to Congress
and the general public (Section 636).
Section 637 authorizes the Secretary to award grants to IHEs to develop Science and Technology
Advanced Foreign Language Education programs. The programs are intended to
 encourage students to combine understanding of science and technology with
foreign language proficiency,
 foster future international scientific collaboration,
 provide for professional development opportunities for elementary school and
secondary school teachers of critical foreign languages, and
 increase the number of students who achieve proficiency in foreign languages.
This program has never been funded.
Section 638 requires al Title VI-funded IHEs to report to the Secretary the amount of any
contribution that exceeds $250,000 (including cash and the fair market value of any property)
received from any foreign government or from a foreign private sector corporation or foundation
during any fiscal year. This reporting must be consistent with similar reporting requirements in
Section 117 of the HEA.
Issues for Possible HEA Reauthorization
Title VI of the HEA was last comprehensively reauthorized in 2008 by the HEOA. In recent
years, Congress has taken action to reauthorize Title VI. During the 115th Congress, the House
Committee on Education and the Workforce reported the PROSPER Act (H.R. 4508), and in the
116th Congress, the House Committee on Education and Labor ordered to be reported the College
Affordability Act (H.R. 4674). Issues raised by these bil s include (1) whether Title VI program
grantees present a balance of viewpoints, (2) whether current reporting requirements adequately
reveal gifts grantees receive from foreign sources, and (3) whether currently authorized programs
should be eliminated and/or consolidated.
Congressional Research Service
12

International Education Programs in the Higher Education Act

Balance of Viewpoints
The HEOA amendments inserted provisions into Title VI that sought to ensure that a balance of
viewpoints is presented by programs receiving Title VI funds. Specifical y, NRC, FLAS
Fel owship, UISFL, CIBE, and IIPP applicants are required to provide “an explanation of how the
activities funded by the grant wil reflect diverse perspectives and a wide range of views and
generate debate on world regions and international affairs.” Moreover, the HEOA required IRS
grantees to evaluate “the extent to which programs assisted under [Title VI] reflect diverse
perspectives and a wide range of views and generate debate on world regions and international
affairs, as described in the grantee’s application.”
The PROSPER Act sought to strengthen the first of these provisions by requiring that the
Secretary consider an applicant’s adherence to these principles “as part of the application
evaluation, review, and approval process when determining grant recipients for initial funding and
continuation awards.” The PROSPER Act would have required that the Secretary’s biannual Title
VI report include a description of “efforts taken to ensure recipients’ compliance with the
requirements under this title relating to the ‘diverse perspectives and a wide range of views’
requirement.” The PROSPER Act would also have inserted the following new Title VI provision:
“When complying with the requirement of this title to offer a diverse perspective and a wide
range of views, a recipient of a grant under this title shal not promote any biased views that are
discriminatory toward any group, religion, or population of people.”
The College Affordability Act would leave current provisions concerning balanced viewpoints
largely unchanged.
Reporting of Foreign Gifts
As stated above, Section 638 of the HEA requires that IHEs receiving funds under Title VI must
disclose certain contributions received from foreign entities consistent with the requirements in
Section 117 of the HEA. These reporting requirements have been the subject of some debate in
recent years. Complaints about IHEs’ not reporting foreign contributions prompted ED to
announce investigations of several institutions in 2019.8
In a letter summarizing the findings of these investigations, ED’s Office of General Council
stated, “The six investigated universities collectively failed to report in excess of $1.3 bil ion
from foreign sources (including China, Qatar, and Russia) over the past seven years despite their
clear legal duty to do so under Section 117.”9 An ED press release announcing the investigation
of additional institutions claimed that as much at $6.6 bil ion in such gifts went unreported since
1990.10 Groups representing IHEs say this figure is overstated for several reasons, principal y
because it includes contributions that did not meet the $250,000 threshold.11

8 U.S. Department of Education, Office of the General Counsel, “Notice of Investigation and Record Requests,” 84
Federal Register 31052-31055, June 28, 2019.
9 Reed Rubinstein, Letter to Senator Rob Portman, Chair, Permanent Subcommittee on Investigations, U.S.
Department of Education, Office of General Council, Washington, DC, November 27, 2019, available at
https://www.insidehighered.com/sites/default/server_files/media/
HEA%20117%20Letter%20to%20PSI%20Portman%20Final%20Draft%2011.26.19.pdf .
10 U.S. Department of Education, “U.S. Department of Educatio n Launches Investigation into Foreign Gifts Reporting
at Ivy League Universities,” press release, February 12, 2020, https://www.ed.gov/news/press-releases/test-0.
11 Lindsay Ellis and Dan Bauman, “‘Moving the Goalposts’: What You Need to Know About DeVos’s Closer Scrutiny
of Foreign Gifts,” The Chronicle of Higher Education, February 13, 2020, https://www.chronicle.com/article/moving-
the-goalposts-what -you-need-to-know-about -devoss-closer-scrutiny-of-foreign-gifts/.
Congressional Research Service
13

link to page 5 International Education Programs in the Higher Education Act

The PROSPER Act would amend the HEA by moving the Section 117 provisions to Section 638
largely unchanged. The College Affordability Act would not amend Section 117 or Section 638.
Program Elimination/Consolidation
Between FY2010 and FY2011, there was a 38.4% reduction in appropriations for Title VI
($108,360,000 to $66,712,000). This cut occurred as part of a reduction in funding to ED’s higher
education budget negotiated in the spring of 2011. In FY2011, government-wide appropriations
were provided by a series of eight continuing resolutions. The final, full-year CR for FY2011
(P.L. 112-10) was signed into law on April 15, 2011. The final CR included a somewhat
anomalous provision specifying a total funding level of $1.9 bil ion (subject to an 0.2% across-
the-board rescission) for the Higher Education account, which general y did not specify the final
funding level for individual programs, projects, and activities (PPAs) within the account
(including Title VI).12 Total funding for the Higher Education account in FY2010 was $2.3
bil ion.
As Figure 1 shows, recent appropriations for Title VI have not been restored to pre-FY2011
levels. The reduction was not distributed evenly across Title VI programs. FLAS Fel owships
were largely spared from the cuts, while three (TICFIA, BIE, and IIPP) of the other nine
programs were not funded in FY2011 or subsequently, and a fourth was not funded again until
FY2020 (at a substantial y reduced level).
While some observers advocate for restoration of Title VI funds to earlier levels,13 others argue in
favor of further program elimination or consolidation. The PROSPER Act would have eliminated
the UISFL, TICFIA, AORC, BIE, and IIPP programs (the TICFIA, BIE, and IIPP programs were
not funded in FY2020). The College Affordability Act would consolidate the IRS and TICFIA
programs into one International Research and Innovation program and eliminate the IIPP
program.

Author Information

Jeffrey J. Kuenzi

Specialist in Education Policy

12 No conference reports or explanatory statements accompanied the FY2011 CRs, further lim iting the congressional
record regarding the intended funding level for these PPAs.
13 NAFSA: Association of International Educators, The Economic Imperative of a Global Education, Washington, DC,
August 2018, https://www.nafsa.org/sites/default/files/ektron/files/underscore/worldview_workforce_roundtable.pdf.
Congressional Research Service
14

International Education Programs in the Higher Education Act

Disclaimer
This document was prepared by the Congressional Research Service (CRS). CRS serves as nonpartisan
shared staff to congressional committees and Members of Congress. It operates solely at the behest of and
under the direction of Congress. Information in a CRS Report should n ot 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
subject to copyright protection in the United States. Any CRS Report may be reproduced and distributed in
its entirety without permission from CRS. However, as a CRS Report may include copyrighted images or
material from a third party, you may need to obtain the permission of the copyright holder if you wish to
copy or otherwise use copyrighted material.

Congressional Research Service
R46508 · VERSION 1 · NEW
15