Education (Higher Education)

The College Financial Aid Clarity Act of 2025 requires colleges and universities that receive federal financial aid to provide clearer, more standardized financial aid offers to students starting July 1, 2029. Institutions must include specific information such as total cost of attendance, grant and scholarship amounts, loan terms with interest rates, renewal requirements, and clear distinctions between required costs and other costs. The bill mandates plain language, consistent formatting, and requires institutions to provide links to resources like the College Financing Plan website and College Scorecard. This directly affects students receiving financial aid offers from participating institutions, aiming to make financial aid offers more transparent and easier to understand.

HR 7205, the Application FEES Act, allows families to use funds from 529 college savings plans to pay college application fees. The bill amends the tax code to add "fees required to apply for admission" as an eligible expense under 529 plans, directly affecting students and families using these accounts for higher education costs. This change takes effect for distributions after the bill's enactment, making application fees tax-free when paid from 529 accounts.

S 375, the Transition-to-Success Mentoring Act, creates a federal program to establish school-based mentoring for at-risk middle school students transitioning to high school. The bill requires grantees to assign each eligible student a "success coach" who develops a personalized plan with the student, parents, and school staff, including academic, college, and career goals. Success coaches must meet monthly with students and quarterly with parents/teachers to track progress, and programs must prioritize schools in high-poverty, high-crime, or rural areas. Grantees must report annually on student outcomes like academic achievement, attendance, and postsecondary enrollment, with the Secretary submitting final reports to Congress after five years. The program targets students in middle schools served by eligible entities, such as school districts or nonprofit partnerships.

This bill increases federal student loan limits for graduate and professional students. Starting July 1, 2026, it sets a $50,000 annual limit and a $200,000 total aggregate limit (beyond undergraduate borrowing) for unsubsidized Federal Direct Stafford loans. These changes directly affect graduate and professional students pursuing advanced degrees who rely on federal loans for education costs. The provisions aim to provide higher borrowing capacity for these students' educational expenses under the Higher Education Act.

HR 3511, the Preparing for the Future Act, establishes a federal grant program to support students pursuing school psychology degrees. It provides up to $8,000 annually (capped at $16,000 total) for tuition and fees at approved institutions, contingent on maintaining academic standards (e.g., GPA equivalent to 3.25 or high test scores) and agreeing to serve as a full-time school psychologist in a "covered school" for four academic years within eight years of graduation. Covered schools are defined as public or nonprofit elementary/secondary schools with fewer than one psychologist per 500 students and in Title I-eligible districts. Failure to complete the service obligation converts the grant into a repayable federal loan with interest.

The Adult Education WORKS Act creates a new role for "college and career navigators" who help adults access workforce development programs, postsecondary education, and career services. It requires states and local workforce boards to promote the employment of these navigators in one-stop centers, with $135 million authorized for library-based and community-based programs starting in 2026. The bill emphasizes developing digital literacy and information literacy skills as core components of adult education, and includes new performance metrics to track outcomes related to these skills. This legislation directly affects adult education programs, workforce development systems, and the individuals seeking career advancement through these services.

College for All Act of 2025 This bill establishes measures to expand access to higher education, including by eliminating tuition and required fees for eligible students, revising the Federal Pell Grant program, and reauthorizing certain programs to assist students from disadvantaged backgrounds. Specifically, the bill provides funding to enable states and tribal colleges and universities, through a federal-state partnership, to eliminate tuition and required fees for (1) all students at community colleges and two-year tribal colleges and universities, and (2) working- and middle-class students at four-year public institutions of higher education and tribal colleges and universities. The bill provides funding to enable private, nonprofit historically Black colleges and universities and minority-serving institutions to eliminate tuition and required fees for eligible students. The bill permanently reauthorizes and otherwise revises the Federal Pell Grant program by providing funding to increase the maximum award for each eligible student, increasing the duration limit for the use of Pell Grants, allowing students to use their awards to cover living and nontuition expenses, and expanding eligibility to Dreamer students (i.e., students who have been granted Deferred Action for Childhood Arrivals status and who entered the United States before the age of 16) and students with other immigration statuses. Further, the bill requires the Department of Education to award grants to eligible states and tribal colleges and universities for improving student outcomes. The bill reauthorizes through FY2035 the Federal TRIO Programs and reauthorizes through FY2029 the Gaining Early Awareness and Readiness for Undergraduate Programs.

S 2028, the Supporting Apprenticeship Colleges Act of 2025, provides federal grants to colleges offering construction and manufacturing apprenticeships to expand student recruitment and support services. It creates two grant programs: (1) community outreach grants (max $500,000 per college) to connect with high schools, employers in rural areas, and workforce boards - prioritizing rural, first-generation, minority, and nontraditional students; and (2) student support grants (max $500,000 per college) for advising, mental health services, childcare, and career development to improve program retention and completion. The bill authorizes $5 million annually (2026-2030) for these programs, targeting colleges that sponsor registered apprenticeships in construction or manufacturing. It directly affects eligible apprenticeship colleges by funding specific activities to grow enrollment and support underrepresented students in these fields.

This bill provides federal grants to states and tribal entities to address "child care deserts" - areas with insufficient affordable, quality child care - by funding two key initiatives. It offers grants for workforce development (helping child care providers earn portable credentials and supporting training for new workers, especially those without college degrees) and facility construction/expansion (funding building or renovating centers and family child care homes in underserved areas). Grants cover 50% of eligible costs, including tuition, equipment, and facility improvements, while requiring states to coordinate with existing workforce programs and prioritize nontraditional hours and affordability. The law aims to increase access to quality child care for families in underserved communities by directly supporting providers and infrastructure.

This bill amends the Higher Education Act to reform how accrediting agencies evaluate institutions of higher education. It establishes new criteria for accrediting agencies to demonstrate independence from trade associations, allows states to designate industry-specific quality assurance entities as accrediting agencies, and creates protections for religious institutions to maintain accreditation based on their religious mission. The bill requires accrediting agencies to use risk-based review processes that adjust oversight based on institutional performance, publicly share accreditation data, and provides religious institutions with a new process to challenge accreditation decisions they believe fail to respect their religious mission. These changes directly affect accrediting agencies, higher education institutions, and students by altering the accreditation evaluation process.