The Advancing International and Foreign Language Education Act amends the Higher Education Act to support research, innovation, and professional training in global education. It allows universities, libraries, and nonprofits to receive competitive grants for studying the capacity and demand for foreign language programs, as well as for developing new teaching methods and digital resources. The bill also expands funding for global business and professional education to help students gain international skills in fields like science, engineering, and law, while creating a national database to track education trends. Additionally, the legislation updates definitions to include community colleges and heritage students, and repeals certain existing programs to streamline requirements.
The Higher Education Accreditation Accountability Act introduces stricter requirements for accrediting agencies and institutions to ensure quality oversight. It mandates that agencies prove they have successfully accredited at least one school for two years before receiving federal recognition and limits initial recognition periods to three years. Additionally, the bill requires schools to submit detailed applications and undergo public review before switching their primary accrediting body, preventing changes made solely to avoid sanctions or reduce oversight. These measures aim to increase transparency and accountability within the higher education accreditation system.
The Time for Completion Act requires colleges to publicly report how quickly students finish their degrees based on their specific enrollment status. Institutions must disclose the percentage of first-time and returning students who graduate within the normal time, 150 percent of that time, 200 percent, and 300 percent. These statistics will be broken down by whether students attend full-time or part-time and will be displayed with equal visibility on college websites. The law also updates financial aid reporting to include these same completion rates, ensuring that prospective students and families have clearer data on graduation timelines.
The Accreditation Reform and Enhanced Accountability Act of 2026 requires accrediting agencies to evaluate colleges and universities based on specific student outcomes, such as loan repayment and post-graduation earnings, while prohibiting the federal government from setting rigid standards for curriculum or faculty. To improve oversight, the bill mandates that agencies conduct immediate, in-depth reviews when an institution faces investigations for fraud or financial misconduct and requires these agencies to publicly report their findings within 30 days. The legislation also introduces new transparency measures, including a standardized online system for displaying accreditation status, stricter rules on conflict of interest for agency staff, and requirements for institutions to have clear plans for transferring credits and supporting students if they close. Additionally, the act allows for differentiated accreditation labels, such as "accredited with risk," and establishes a process to review and potentially fine accrediting agencies that fail to act on known institutional problems.
The Higher Education Accreditation Accountability Act strengthens oversight of college accreditation agencies and institutions by requiring new accrediting bodies to prove they have successfully accredited at least one school for two years before receiving federal recognition. Under the bill, initial recognition for these agencies would be limited to three years, with subsequent renewals capped at five years, and agencies must submit detailed documentation for every new program they accredit. The legislation also introduces stricter rules for colleges switching their primary accrediting agency, mandating that institutions provide written justification and supporting evidence to the Department of Education, which must then publicly review the application and deny changes if the school is trying to avoid sanctions or if the new agency has recent disciplinary actions. These measures aim to ensure that accreditation standards remain consistent and that institutions cannot easily switch agencies to evade oversight or maintain lower quality standards.
The Higher Education Access and Success for Homeless and Foster Youth Act of 2026 expands federal protections and support services for homeless and foster care students in higher education. It requires colleges to designate trained staff liaisons to assist these students with accessing resources like housing, food, and financial aid, while also mandating that institutions provide priority access to on-campus housing for this population. The bill further updates various federal student aid programs to explicitly include homeless and foster youth, ensuring they are treated as independent students for financial aid purposes and are actively recruited and retained through targeted outreach. Additionally, the legislation establishes new reporting requirements for colleges to track the number of these students served and mandates that states offer in-state tuition rates to homeless and foster youth attending public institutions.
This bill changes the official name of the District of Columbia tuition assistance grant program to the "Eleanor Holmes Norton District of Columbia Tuition Assistance Grant Program." The change directly affects the program established by the District of Columbia College Access Act of 1999, which provides financial aid to eligible students. By renaming the program, the legislation honors Eleanor Holmes Norton, a former representative from the District of Columbia, without altering the program's funding rules or eligibility requirements. All future legal documents and records referring to the program will use this new name to reflect the tribute.
The Protecting Students from Worthless Degrees Act restricts federal funding for college programs that fail to meet specific standards regarding licensure preparation and student earnings. To qualify for federal aid, programs designed to prepare students for licensed professions must ensure graduates can take required exams and obtain certification in the state where they live, while also providing necessary internships or clinical placements. Additionally, the bill introduces a debt-to-earnings test that bars funding for programs where the average student's annual loan payments exceed 8% of their median earnings or where payments exceed 20% of their discretionary income. Institutions offering distance learning courses must also be legally authorized in every state where their students reside, unless participating in a mutual agreement between states.
The Credit for Prior Learning Act allows students to use federal financial aid to pay for assessments that evaluate their existing knowledge and skills for college credit. It specifically allocates up to $2,000 per year to cover reasonable costs like test fees for these evaluations, provided the assessments meet specific criteria regarding skills rather than just experience. The law also requires colleges to have clear, expert-reviewed standards for granting credit and mandates that institutions publicly report data on how many students receive this credit, broken down by race, income, and Pell Grant status. These changes are designed to make it easier for individuals to earn academic credit for what they already know while increasing transparency in higher education. The provisions will take effect on July 1, 2027.
The Federal Jobs for STARs Act of 2026 aims to increase hiring opportunities for individuals in the federal workforce who have gained skills through alternative routes like military service, apprenticeships, or community colleges rather than traditional four-year degrees. It requires the Office of Personnel Management to restrict agencies from mandating bachelor's degrees unless absolutely necessary and to create a specific section on federal job websites dedicated to these candidates. Additionally, the bill mandates a study to explore funding options, such as scholarships and tuition assistance, to help current federal employees with these backgrounds pursue further education.
