HACU Recommendations for HEA - Full Document - Hispanic ...

HACU Public Policy
Priorities
for
HEA Reauthorization
Hispanic Association of Colleges and Universities
The Champions of Hispanic Success in Higher Education
June 10, 2003
67

CONTENTS
INTRODUCTION .................................................................................................. 1
EXECUTIVE SUMMARY ..................................................................................... 2
CONTEXTUAL BACKGROUND......................................................................... 6
HEA RECOMMENDED AMENDMENTS:
Title II: Teacher Education/Teacher Quality ............................................ 8
Title IV: Financial Aid/Support/Immigration .............................................. 9
Title V: Institutional Development............................................................... 13
Title V: Graduate Programs ......................................................................... 15
Title V: Technology........................................................................................ 16
Title VI: International Education .................................................................. 18
Title VII: Graduate and Postsecondary Improvement Programs................ 18
APPENDICES:
A. List of Congressional Districts with HSIs ..................................... 21
B. List of Emerging HSIs..................................................................... 28
C. Report of HACU Survey on Higher Education Act Issues.......... 30
D. Summary of Input from HACU’s Six Regional Meetings........... 39
E. HEA Title V Grants to HSIs by Authorized Activity, 1999-2002 42
F. List of Potential Associate HSIs..................................................... 45
G. Proposed Technical Legislative Amendments.............................. 54

HACU’S LEGISLATIVE AGENDA
FOR THE
REAUTHORIZATION OF THE HIGHER EDUCATION ACT
Introduction
The HACU Legislative Agenda for the Reauthorization of the Higher Education Act during the 108 th
Congress builds on HACU’s experience since its inception in December of 1986 as The Champion of
Hispanic Success In Higher Education. HACU’s first major legislative victory was the inclusion of
Hispanic-Serving Institutions (HSIs) with the amendments of the Higher Education Act (HEA) in 1992
under Title III, sections 316 and 360 (a) (1) (B) (i) that authorized $45 million “for fiscal year 1993 and
such sums as may be necessary for each of the 4 succeeding fiscal years.”
These new provisions of the HEA gave birth to a national movement in U.S. higher education
spearheaded by HACU to strengthen HSIs and promote greater Hispanic success in higher education.
Today, HACU-member HSIs, Associate members and Partner institutions collectively educate seven of
every ten of the 1.6 million Hispanic higher education students. These more than 300 institutions also
enroll 3 million non-Hispanic students for a grand total of nearly 4 million, or one quarter of the 16
million U.S. higher education students. The reach of HACU and HSIs extends to pre-collegiate and
lifelong education initiatives that impact the entire Hispanic community.
As HACU expanded its membership base and increased its ability to influence policy-making, the HEA
amendments of 1998 enhanced the scope of HSIs and their authorized funding to $62.5 million “for
fiscal year 1999 and such sums as may be necessary…” under a new and improved Title V. These
legislative improvements, however, have not been adequate to close the persistent gap in federal support
between HSIs and other higher education institutions nor the disparities in Hispanic participation in
HEA-funded programs.
Although HACU and its supporters in Congress have been able to increase appropriations for HSIs from
the first $12 million in fiscal year 1995 to $93 million in fiscal year 2003, under Title V alone, HSIs
remain the most under-funded cohort of institutions that are serving the most undereducated and
underserved racial/ethnic population in America. Even though Hispanics are now the largest and
fastest-growing segment of our national population, they show the lowest educational attainment and
income levels. Because of their robust demographic growth, Hispanics are also the backbone of the
American work force: they account for one of every three new workers and are projected to provide one
of every two by 2025. Much greater investment in Hispanic higher education is required to supply the
number and quality of highly skilled workers demanded by our high technology and knowledge-driven
economy.
The following legislative agenda addresses the issues identified by HACU members and supporters
across the nation as most urgent for the reauthorization of the HEA during the 108 th Congress. This
legislative agenda recommends improvements in the authorizing legislation and calls for new sources of
funding for HSIs and other institutions that educate the overwhelming majority of Hispanics and other
economically disadvantaged students. The executive summary provides a succinct account of HACU’s
main recommendations in the reauthorization of the HEA. The technical legislative changes required to
facilitate the incorporation of these amendments into law are provided in Appendix G. This document is
also available on HACU’s website, www.hacu.net.
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EXECUTIVE SUMMARY
HACU is requesting that the 108 th Congress enhance the level of support for HSIs and Hispanic higher
education through the impending HEA amendments, including institutional development, graduate
education and technology support under Title V; teacher education/teacher quality provisions under Title
II; financial aid and related immigration provisions under Title IV; inclusion of HSIs and Hispanics in
international education provisions under Title VI; and targeting Hispanics for greater participation in
graduate and professional programs, as well as HSIs for competitive grants under Title VII, Part B.
HACU’s priorities for the reauthorization of the HEA evolved from three main streams: (1) a national
survey of HSI presidents and key institutional leaders, (2) a series of six regional HSI/HEA public
forums, and (3) staff analyses of substantive data reports. The feedback, comments and suggestions, as
well as findings that emerged from these three sources were crafted into a draft report outlining HACU’s
priorities. This document was then posted on the HACU Web site where it generated additional input
that was incorporated into the final HACU draft.
Recommendations
Title II:
• HACU recommends creation of a new section under Title II that will authorize $50 million “and
such sums as may be necessary” for eligible HSIs to create new and expand current teacher
education programs of high quality standards in those areas where Hispanic students show
greater underachievement (e.g., math, science, technology, etc.), as documented by national,
state and local reports. This new section under Title II will support competitive grants
addressing all PK-12 areas of education.
• HACU recommends that this new section allow funding of consortia and partnerships between
HSIs and Associate HSIs (institutions with 10% Hispanic enrollment or at least 1000 Hispanic
students, to be defined under Title V below) for the preparation of Hispanic teachers to meet
national, state and local needs.
• HACU recommends that this section also authorize collaboration between PK-12 schools and
HSIs, Associate HSIs and any other eligible applicants for grants funded by relevant parts or
sections of Title II. These grants are intended to better prepare teachers for those communities
and sections of the country where Hispanics and other minority populations are congregated in
larger numbers.
Title IV:
Reauthorization of the HEA
• HACU recommends doubling the amount of the authorized maximum Pell Grant within the
multiyear cycle of the HEA reauthorization, and assuring adequate funding levels for needy
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students by making the Pell grant an entitlement at a level comparable to the 80% grant/20%
loan ratio originally in place when the program was first initiated.
• HACU recommends increasing funding of the state challenge-grant program (LEAP) to $120
million with new federal dollars to complement the Pell Grant Program to assist Hispanics and
other needy students.
• HACU recommends other financial support mechanisms for Hispanic achievement in higher
education. These mechanisms include discontinuing all federal student loan-origination fees,
fixing the maximum interest rate at or below the current level or prime rate (whichever is lower),
and forgiving accumulated federal loan debt of graduates who choose to work for HSIs.
• HACU recommends providing long term immigrant students, who have successfully completed a
secondary school program of study or its equivalent and have been physically present in the
United States for a continuous period of not less than five years, with eligibility for federal
financial aid programs.
• HACU recommends that the authorization level for TRIO be increased to $1.7 billion for fiscal
year 2005 “and such sums as may be necessary” for each of the four succeeding fiscal years.
• HACU also recommends that HSIs and other minority-serving institutions be granted the same
number of points as those given to other institutions for “prior experience” in TRIO grant
competitions.
• HACU recommends that the authorization level for GEAR-UP programs increase to $425
million for each of the five years of the HEA and any additional funds “which Congress may
deem appropriate and necessary.”
• HACU recommends migrant program funding of $75 million “and such sums as may be
necessary” as an annual funding base for the entire HEA cycle.
Title V:
• HACU recommends that the funding level for HSIs under Title V specifically directed at
infrastructure enhancement for undergraduate programs at 2- and 4-year institutions be increased
to $465 million per year “and such sums as may be necessary” for the authorized cycle of years
following the reenacting of the HEA.
• HACU recommends the elimination of the two-year wait out period for HSIs between grant
completion and new application cycles. Currently the two-year wait out period is in direct
opposition to the intent of Title V to enhance the quality and accessibility of HSIs.
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• HACU also recommends that the “50% percent low-income” assurance requirement be
eliminated from the funding criteria of Title V: this requirement applies only to HSIs among
minority-serving institutions and creates an unnecessary and costly administrative burden.
• HACU recommends creation of a new category of “Associate HSIs” for institutions that do not
the eligibility criteria for HSI designation, but whose total FTE Hispanic undergraduate or
graduate enrollment exceeds 10 percent or at least 1,000 such students. These institutions shall
not be directly eligible for Title V funding, but may act as parts of consortia with one or more
eligible HSIs to foster Hispanic higher education success. Associate HSIs may be sub-grantees
of HSIs either for consortia or partnership purposes.
• HACU recommends the creation of a new section under Title V of the HEA to be identified as
Part B, Graduate Education, to be authorized at $125 million “and such sums as may be
necessary” for each year of the HEA cycle. Funding under Title V, Part B is for improved
capabilities in three important areas: institutional capacity for graduate level study, recruitment
and support of a graduate school level professoriate, and graduate student financial resources.
• HACU recommends that $50 million be authorized for each year of the HEA cycle “and such
sums as Congress may deem necessary” for the creation of a new section under Title V, Part D
of the HEA to be known as the Technology Enhancement Program for HSIs. Part D would
provide new funding for technology infrastructure, connectivity to the Internet, and applications
for teaching and learning. The Technology Enhancement Program will also be used to support
the development of science and technology parks at HSIs.
Title VI:
• HACU recommends the creation of a new section under Title VI to be authorized for $30 million
per year for the HEA cycle, “and such sums as Congress may deem necessary,” for the
establishment of an Institute for Pan-Hispanic International Studies under the auspices of a
consortium of eligible HSIs.
• HACU recommends establishing a new section under Title VII to be authorized for $20 million
per year for the HEA cycle, “and such sums as may be necessary,” to support the "Hispanic
International Scholars and Fellows" program.
Title VII:
• HACU recommends that $10 million be authorized “and such sums as may be necessary” to
create a graduate fellowship program under Title VII of HEA to establish partnerships between
HSIs and non-HSIs for increased Hispanic student enrollment and success in graduate and
professional programs. This graduate fellowship program as a part of Graduate and Post
Secondary Improvement Programs will attract students of superior ability and achievement,
exceptional promise and demonstrated financial need to high-quality graduate programs critical
to complete advanced degrees.
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• HACU recommends that Congress authorize $15 million per year of the HEA cycle, “and such
sums as may be necessary,” to support a “HSI Fellowship Program” under Title VII, Part A,
Subpart 5 of the HEA. This Hispanic Fellowship Program targets Hispanics interested in
pursuing careers in academia and willing to make a commitment to teach, conduct research and
outreach in HSIs.
• HACU recommends that Congress authorize $20 million per year of the HEA cycle, “and such
sums as may be necessary,” to support an HSI/FIPSE program within Part B of the “Fund for the
Improvement of Postsecondary Education” of the HEA. The funding would be used for
competitive grants to improve postsecondary education opportunities for Hispanics in HSIs
under any of the eight allowable uses of FIPSE under Part B of Title VII of the HEA.
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CONTEXTUAL BACKGROUND
Hispanics now represent the largest minority population in the United States, as reported in 2001 and
again in 2003, confirming earlier reports by the U.S. Bureau of the Census. This historic milestone
occurred five years earlier than had been anticipated by the Bureau. Our nation’s population continues
to increase in diversity at a much more rapid pace than projected by national demographers, especially
among Hispanics–now the youngest and fastest-growing ethnic population.
The Census Bureau reports the U.S. Hispanic/Latino population now approximates 37 million--or 12.7
percent of the population. By comparison, the African American population is now 34.6 million or 12.3
percent, the Asian and Pacific Islander 11.7 million or 4.2 percent, and the American Indian 2.1 million
or 0.7 percent of the U.S. population. The average annual Hispanic growth rate of the last decade (4.65
percent) suggests that the actual current Hispanic population is likely to be at least 43 million.
The U.S. Hispanic population increased 58 percent between 1990 and 2000, according to the Census
Bureau, which makes the United States the country with the fifth largest Hispanic in the world. If the
U.S. Hispanic population were concentrated in a country, this country would have the ninth largest
economy in the world, larger than any other Hispanic country, according to estimates by the Hispanic
Association on Corporate Responsibility (2002).
Hispanics today represent one of every three new workers joining the U.S. labor force and are projected
to constitute one of two new workers by 2025 according to the U.S. Bureau of Labor Statistics. In the
immediate future the public and private employment sectors experiencing a substantial increase in
retirements will have to depend heavily upon Hispanics to fill the impeding gap for a highly trained
professional workforce.
HSIs that serve the largest concentrations of Hispanic higher education students are located in or near
the fastest-growing Hispanic communities. These HSIs have the chief responsibility to educate the
nation’s youngest and fastest-growing ethnic population for leadership and professional roles in
American society. These institutions are at the forefront of every effective effort now in place to
increase Hispanic student enrollment and graduation, initiatives that promote college and career
transitions and life-long learning opportunities. Appendix A lists Congressional districts with HSIs.
Current national studies on education and the economy confirm that the nation’s economic and social
success rests on the academic achievement of the nation’s largest minority population. Higher skills and
increased knowledge lead to increased productivity, a higher taxpayer base, and a more engaged
citizenry to ensure our prosperity as a nation and to sustain our position as a world leader. Federal
policy makers recognize that academic success of our Hispanic students is a national security
imperative.
The challenges Hispanics face in high school and college completion are daunting. According to the
U.S. Department of Commerce, Hispanics have the lowest high school completion rates of 57.5 percent,
compared to 82.3 percent for non-Hispanic whites and 75.3 percent for African Americans. These low
high school completion rates are responsible for the fact that only 10.6 percent of Hispanics ages 25 and
older have attained a bachelor’s degree.
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The 2003 National Center for Education Statistics (NCES) “Digest of Education Statistics” reported that
Hispanics, in 2000, earned 9.1 percent of all associate degrees, 6 percent of all bachelor’s degrees, 4.2
master’s degrees, and 2.9 doctorate degrees awarded. Furthermore, according to supplements to the
1996 NCES “Condition of Education Report,” Hispanics also are more likely (35 percent) than non-
Hispanic white (25 percent) and African American (32 percent) students to take more than six years to
receive a bachelor’s degree.
Because of the rapid growth of this population, Hispanics already represent 15 percent or 4.7 million of
the total traditional college-age population ages 18-24. By 2020, Hispanics are projected to comprise 22
percent of the college-age population, according to demographic projections of the U.S. Bureau of the
Census.
The 2003 NCES report, “Status and Trends in the Education of Hispanics,” reported that Hispanic
students in the year 2000 represented about 10 percent of the total student enrollment in higher
education, or 1.3 million students. Hispanics represent 7% percent of all students in 4-year institutions
and 14 percent in two-year institutions.
The majority, or 56 percent, of Hispanics in higher education are enrolled in two-year institutions. By
comparison, the majority of non-Hispanic white (64 percent) and African American (58 percent) higher
education students are enrolled in four-year institutions. Today, although the total Hispanic enrollment
is estimated at more than 1.6 million higher education students, their participation rate in two and fouryear
institutions remain unchanged.
A higher percentage of Hispanic students (51 percent) are enrolled part-time than either non-Hispanic
white (40 percent) or African American (41 percent) students. Of all ethnic groups, Hispanics are least
likely to be enrolled in a degree-granting program.
Approximately one-half of Hispanic undergraduate students are enrolled in more than 200 colleges and
universities categorized as Hispanic-Serving Institutions, or HSIs. Furthermore, more than 100
additional higher education institutions are on the verge of becoming eligible to be designated as HSIs
because of their rapidly growing Hispanic student enrollments (see Appendix B). These compelling
facts demand much greater federal investments in HSIs and Hispanic higher education.
HACU is the only organized national voice for HSIs. From an original membership of 18 campuses in
1986, HACU -- a nonprofit, tax-exempt 501 (c) (3) organization – has grown to represent more than 300
member and partner colleges and universities today. HACU member and associate member campuses
collectively educate more than two-thirds of the country’s 1.6 million Hispanic higher education
students, as well as 3 million non-Hispanics.
HACU’s recommendations on the reauthorization of the HEA to the 108th Congress are designed to
meet the needs of historically under-funded HSIs. Substantially increasing federal funding to reverse
funding disparities for strategically important HSIs would provide effective programs and services to
meet the pressing needs of Hispanic students and the Hispanic American community. Strengthening
HSIs through new federal funding to increase Hispanic higher education success is in the best national
interest of the United States.
7

HEA RECOMMENDED AMENDMENTS
In 1992, HACU and its allies persuaded Congress to formally recognize and include HSIs in funding
provisions of Title III of the Higher Education Act (HEA). However, actual funding for HSIs remains at
levels far below the abundantly documented needs of these institutions. The first $12 million HEA
appropriation to HSIs authorized by the 1992 legislation did not occur until FY 1995 and remained
stagnant until FY 1998. With the HEA amendments of 1998, annual appropriations for HSIs under a
new and improved Title V increased to $28 million in FY 1999, $42.3 million in FY 2000, $68.5 million
in FY 2001, $86 million in FY 2002 and $93 million for FY 2003.
Despite this progress, HSIs on average still receive only a fraction of funds per student compared to all
other degree-granting institutions. This disparity is occurring at a time when what now is the nation’s
largest minority population continues to be its youngest and fastest-growing population group. The
Hispanic population already contributes one of every three new workers joining the U.S. workforce and
this proportion is projected to increase to one in two by 2025. This increasing dependence on Hispanic
workers to maintain and advance our economic progress and social well-being requires much greater
investment in the quality of higher education for Hispanic Americans.
HACU is requesting that the 108 th Congress enhance the level of support for HSIs and Hispanic higher
education through the impending HEA amendments, including institutional development, graduate
education, and technology provisions under Title V; teacher education/teacher quality provisions under
Title II; financial aid and immigration provisions under Title IV; international education provisions
under Title VI; and graduate and postsecondary improvement programs under Title VII.
HACU’s policy priorities for HEA Reauthorization emerged from three main sources: (1) a national
survey of HSI presidents and key institutional leaders (see Appendix C), (2) six regional HSI/HEA
public forums (see Appendix D), and (3) staff analyses of other databases and reports. This input was
used to draft a report outlining HACU’s HEA reauthorization priorities. The draft was then posted on
the HACU Web site where it generated more suggestions and recommendations for inclusion into the
current version. This report, then, presents data-driven recommendations regarding the amendment of
the HEA to assist HSIs and other higher educational institutions in assuring the educational success of
Hispanics and others attending these institutions. The HACU HEA Reauthorization document has been
posted on the HACU website www.hacu.net.
Issues, Rationales and Recommendations
Title II: Teacher Education/Teacher Quality
ISSUE: Increasing the ranks of Hispanic teachers is of paramount importance, not only to higher
education institutions but also to the nation’s public schools. Already, HSIs award approximately 50
percent of all teacher education degrees earned by Hispanic higher education students. Numerous
studies consistently point to the diversity of the teaching ranks as a measurable, contributing factor to
the success of minority students at every academic level. It is just as significant for non-minority
students to be exposed in their schools to positive role models from minority backgrounds.
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RATIONALE: The shortage of Hispanic teachers correlates with the lack of funding for teacher
education for the nation’s HSIs, which serve the largest concentrations of Hispanic students in higher
education. While 17 percent of the public school student population is Hispanic (NCES, “The Condition
of Education,” 2002), only 4.3 percent of all teachers at those elementary and secondary schools are
Hispanic (Digest of Education Statistics, 1998). In higher education, only 2.4 percent of all full-time
faculty members are Hispanic (IPEDS, 1997; ACE Minorities in Higher Education 1999-2000).
HACU is a member of the Alliance for Equity in Higher Education, which also comprises the National
Association for Equal Opportunity in Education (NAFEO) and the American Indian Higher Education
Consortium (AIHEC). The Alliance publication, “Educating the Emerging Majority: The Role of
Minority-Serving Colleges & Universities in Confronting America’s Teacher Crisis,” reports that 37
percent of elementary and secondary school enrollment now comprises racial and ethnic minority
students. This number is anticipated to exceed 50 percent by 2050. Despite this shift, classroom
teachers are not broadly representative of the students they teach; indeed, nine of ten teachers are non-
Hispanic white.
RECOMMENDATIONS:
• HACU recommends creation of a new section under Title II that will authorize $50 million "and
such sums as may be necessary" for eligible HSIs to create new and expand current teacher
education programs of high quality standards in those areas where Hispanic students show
greater underachievement (e.g., math, science, technology, etc.), as documented by national,
state and local reports. This new section under Title II will support competitive grants
addressing all PK-12 areas of education.
• HACU recommends that this new section allow funding of consortia and partnerships between
HSIs and Associate HSIs (institutions with 10% Hispanic enrollment or at least 1000 Hispanic
students, to be defined under Title V recommendations), for the preparation of Hispanic teachers
to meet national, state and local needs.
• HACU recommends that this section also authorize collaboration between PK-12 schools and
HSIs, Associate HSIs and any other eligible applicants for grants funded by relevant parts or
sections of Title II. These grants are intended to better prepare teachers for those communities
and sections of the country where Hispanics and other minority population are congregated in
larger numbers.
Title IV: Financial Aid/Support/Immigration
Financial Aid; Immigration
Over the past 20 years, the proportion of annual college attendance costs, including all related expenses,
at public 4-year and 2-year institutions supported by Pell grants has declined from 80 percent to 42
percent. This trend is especially detrimental to low-income families, particularly to Hispanics, who
make up one-fourth of all U.S. citizens living in poverty. Doubling the current authorization maximum
(currently $5,100) by the year 2010 and making it an entitlement program would restore the lost
purchasing power of the Pell Grant to cover nearly 75 percent of the average public four-year college
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price of attendance, based on moderate projections of tuition growth. This increase would move the Pell
Grant closer to the original established level.
By definition, the majority of students attending HSIs are low-income and often academically underprepared
for a rigorous college curriculum. Because a majority of HSIs are community colleges and
non-selective four-year institutions, they are serving overwhelmingly high-need students who might
otherwise go without a postsecondary educational opportunity. Given these facts, there is a much higher
risk of students either failing to finish a degree program or being unable to repay outstanding debt
accumulated from federal loans. Subjecting the HSIs to cohort default rate provisions discourages them
from participating in federal loan programs or from accepting high-need, high-risk students, or both.
HSIs need to be afforded a chance to fulfill their missions of service to low-income communities
without the threat of penalties that may result from Title IV loan default rate provisions.
Immigration reports estimate the undocumented population in the United States at between 8 and 10
million. It is also estimated that nearly 70 percent of the undocumented population is Hispanic,
overwhelmingly Mexican and Central American. These hard-working, low-public cost families live on
the fringes of society with children who are born or raised in our country. These children and youth are
entitled to a K-12 public education, but are precluded from participation in higher education and
ineligible for federal financial aid if they are not citizens or legal residents of the United States. Because
nearly all of these youth will remain in the country and earn legal status and citizenship, it is in the best
national interest to allow them to participate in Title IV financial aid programs that will enable them to
enroll in higher education institutions and successfully complete a college degree. A higher education
credential will permit these youth to assume leadership and professional roles in American society and
to make important contributions to the social and economic well being of the country.
Hispanic under-representation is a grim reality across higher education, but it is even worse in some
fields of study that lead to careers in areas of urgent and strategic national need. Work force shortages
are already impacting on the health services sector, where Hispanics earned only 4.7% of degrees in
2000; the information technology industry, a career area where only 2.4% of the degrees in 2000 were
awarded to Hispanics; teaching (particularly in secondary school math and science); and engineering,
where Hispanics earned only 5.3% of the degrees. As other highly industrialized countries, particularly
European nations, experience similar or greater specialized labor shortages, our ability to attract foreign
professionals for these strategic occupations will decrease. Hispanics, as the fastest-growing and
youngest population in the nation, represents a largely untapped human resource to offset workforce
shortages in these occupational fields. A loan forgiveness incentive under Title IV is a crucial part of
the effort to address these shortages.
It is equally important is to target recent college graduates who accumulated federal loan debt for
employment at HSIs. A loan forgiveness program would afford a new incentive for successful graduates
to work at HSIs; this would also allow HSIs to compete more effectively with more affluent institutions
in the recruitment and retention of quality employees. Over time, this would further strengthen HSI
institutional capacity.
RECOMMENDATIONS:
• HACU recommends doubling the amount of the authorized maximum Pell Grant within the
multiyear cycle of the HEA reauthorization, and assuring adequate funding levels for needy
10

students by making the Pell grant an entitlement at a level comparable to the 80% grant/20%
loan ratio originally in place when the program was first initiated.
• HACU recommends increasing funding of the state challenge-grant program (LEAP) to $120
million with new federal dollars to complement the Pell Grant Program to assist Hispanics and
other needy students.
• HACU recommends other financial support mechanisms for Hispanic achievement in higher
education. These mechanisms include discontinuing all federal student loan-origination fees,
fixing the maximum interest rate at or below the current level or prime rate (whichever is lower),
and forgiving accumulated federal loan debt of graduates who choose to work for HSIs.
• HACU recommends providing long term immigrant students, who have successfully completed a
secondary school program of study or its equivalent and have been physically present in the
United States for a continuous period of not less than five years, with eligibility for federal
financial aid programs.
TRIO Programs
For over 30 years the TRIO programs under Title IV have provided services to students from lowincome
and first-generation Americans to help them enter and complete postsecondary education. The
Council for Opportunity in Education (COE) reports that over 1,900 TRIO programs currently serve
nearly 700,000 low-income Americans. Among TRIO program participants, 39 percent are white, 36
percent are African American, 16 percent are Hispanic, 5 percent are Native American, and 4 percent
are Asian American. In spite of the large numbers of students who participate in these programs, there
remain many more that would benefit if adequate funding were available.
The current system for renewal of TRIO programs utilizes preference points to maintain program
continuity of services while at the same time making it more difficult for new programs to be funded.
Eliminating the system of preference points for current TRIO grantees will undermine any program
gains achieved through continuity of service. HACU will therefore propose that all HSIs be treated as if
they were current grantees in the application process. Such a system would have the effect of
maintaining successful programs at currently funded institutions while increasing the number of new
programs at HSIs, which disproportionately serve the target communities of the TRIO programs.
In order for TRIO programs to benefit deserving students that attend non-TRIO colleges and
universities, substantial increases in federal funding and changes in the application criteria are critical.
HACU therefore strongly supports increased funding for TRIO programs to make it possible for new
institutions to serve the large number of eligible students who cannot receive TRIO program services.
Increased funding will ensure not only that the services already being provided are of the highest quality
but also that additional institutions are provided the necessary resources to house TRIO programs.
In 1992, Congress reversed a long history of decreases in the intensity of services that TRIO programs
were able to provide students by establishing minimum grant levels. Nevertheless, these grant levels
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have not been adjusted for inflation. We believe that increased minimum grant levels would help to
accomplish the goals of increasing HSI participation and adequately funding current grantee programs.
RECOMMENDATIONS:
• HACU recommends that the authorization level for TRIO be increased to $1.7 billion for fiscal
year 2005 "and such sums as may be necessary” for each of the four succeeding fiscal years.
• HACU also recommends that HSIs and other minority-serving institutions be granted the same
number of points as those given to other institutions for “prior experience” in TRIO grant
competitions.
GEAR UP
It is widely recognized by researchers and practitioners that effective interventions in the transitions
from middle school to high school and from the latter to college are the most critical in decreasing
Hispanic underachievement and dropout rates. At over 40 percent, the Hispanic dropout rate in K-12
education remains the highest of any racial/ethnic group in the nation. Consequently, the pool of
prospective Hispanic entrants to higher education, particularly to HSIs, is greatly diminished and too
many students are under-prepared for postsecondary curricula. GEAR UP is designed to engage
colleges and universities in consortia with local communities and K-12 schools to enhance student
success and entrance to college. HACU firmly believes that HSIs are in a pivotal position to work with
Hispanic communities and with LEAs (Local Education Agencies) to motivate and encourage Hispanic
youth to complete their high school education and to prepare them academically for higher education.
However, accomplishing this objective will require substantial increases in funding to expand existing
GEAR UP programs and to establish new ones in those communities and LEAs where none currently
exist.
RECOMMENDATION:
• HACU recommends that the authorization level for GEAR-UP programs increase to $425
million for each of the five years of the HEA and any additional funds "which Congress may
deem appropriate and necessary.”
College Assistant Migrant Program (CAMP)
Hispanics are disproportionately represented among migrant and seasonal farm workers. This
population also has the highest K-12 dropout and lowest college attendance rates. Currently there are
only 42 colleges and universities operating CAMP programs. Increasing federal support during the
years following HEA reauthorization will permit the number of eligible young men and women who are
migrants or seasonal farm workers or children of these workers to attend college and break the cycle of
poverty. Increased federal support would also allow HSIs to enhance their participation and success
rates in the CAMP program to the benefit of many more migrant families.
12

RECOMMENDATION:
• HACU recommends migrant program funding of $75 million “and such sums as may be
necessary” as an annual funding base for the entire HEA cycle.
Title V: Institutional Development
ISSUE: Since 1986, HACU has represented and advocated for colleges and universities serving the
largest concentrations of Hispanic students in higher education. HACU and its allies in Congress
successfully advocated for a new federal designation--Hispanic-Serving Institution—defined as a higher
education institution with a student enrollment at least 25 percent Hispanic. As a further part of the
definition, not less than 50 percent of total Hispanic student enrollment must be low-income, as
indicated by Pell Grant eligibility.
HSIs historically and persistently receive a fraction of funds per student compared to all other degreegranting
institutions. According to the Integrated Postsecondary Education Data Systems (IPEDS)
statistics of the U.S. Department of Education for the most recently studied 1995-1996 school year, HSIs
receive $7,300 per student on average from all revenue sources, compared to $15,000 per student at all
other degree-granting institutions. HSIs receive $1,100 per student on average from federal grants,
contracts and appropriations, compared to $3,900 per student received by Historically Black Colleges
and Universities (HBCUs), $7,500 per student received by Tribal Colleges and Universities (TCUs), and
$1,800 per student received by all other institutions. Given the rapid enrollment growth at HSIs since
1996, these disparities have increased significantly in subsequent years.
Title V of the Higher Education Act has been the main vehicle at the federal level through which
authorized appropriations are targeted to HSIs in the ongoing effort to reduce those funding disparities.
Appendix E documents Title V grants by authorized activity for the years 1999-2002.
RATIONALE: With the HEA amendments of 1992, Hispanic-Serving Institutions (HSIs) were first
acknowledged and defined in legislation. Although authorized funding for HSIs was set at $45 million
“and such sums as may be necessary” under Title III of the HEA, no actual appropriation occurred until
FY 1995, and only at $12 million per year through FY 1998.
Through the HEA amendments of 1998, HSIs gained a higher authorized funding level of $62.5 million
“and such sums as may be necessary,” broader scope of legislative intent, as well as an improved HSI
definition, under a new Title V. While the appropriations for HSIs under Title V have grown from $28
million in FY 1999 to $93 million in FY 2003, these increases have not yet allowed HSIs to reach
federal funding parity with other degree-granting institutions. Moreover, these funds can reach only a
fraction of the more than 200 HSIs in this country. If one factors in the additional 100 higher education
institutions on the verge of becoming eligible to be designated as HSIs (see Appendix B), the funding
gap widens even more dramatically.
Currently, thirty-five percent of Hispanics are under the age of 18. The Educational Testing Service has
projected that the U.S. higher education system will grow by 3.5 million additional students by 2015 and
that nearly 40 percent of these new students will be Hispanic. The impending emergence of more than
100 new HSIs in the next few years and the rapid growth of Hispanic college-age population underscore
the urgency for immediate, major, and sustained increases in Title V funding.
13

Because of their location in major urban areas of the country, HSIs tend to attract a larger percentage of
students from lower socio-economic background who need greater academic and support services. At
the same time, state support for higher education has been declining on a per student basis in almost
every region of the country. Because the mission of HSIs is to promote access to a population that
suffers historically high poverty rates and continued discrimination, most are unable to increase their
tuition and fees without hindering Hispanic educational opportunity. Consequently, to continue to
advance their mission of providing opportunity to this sector of our population, HSIs require greater
federal support to offset limited state resources, especially in these difficult years of widespread state
deficits.
Two current provisions of the statute further hinder HSIs. The first such requirement is that HSIs
provide assurance of enrolling 50 percent or more low-income Hispanics and then document such
assurance for all Hispanic students individually. HSIs are indeed singled out among minority-serving
institutions for this burdensome and costly requirement that contradicts the intent of Congress to provide
developmental support, rather than hindrance, to HSIs. This is an unnecessary and redundant provision
that should be discarded.
The second counterproductive provision in the current statute is the two-year wait out period between
grant cycles. As developing institutions, HSIs require continuity of funding, especially for programs
that could be suspended or curtailed if federal support is discontinued for two years. This requirement is
negatively impacting on the capacity-building efforts of HSIs and should be eliminated.
The emergence of HSIs in the 1990s as the backbone of Hispanic higher education success also revealed
a need to engage non-HSIs that enroll a significant number of Hispanic students and demonstrate
institutional commitment to their success. These institutions represent colleges and universities that
enroll a minimum of 10% or 1000 Hispanic students, including full-time and part-time students either at
the undergraduate or graduate level. Associate HSIs should be encouraged to form partnerships and
consortia with HSIs for maximum Hispanic educational advancement, particularly between 2- and 4-
year, and between teaching and research institutions. The amended HEA should support this effort to
broaden and strengthen Hispanic higher education success. Appendix F provides a HACU listing of
potential Associate HSIs.
RECOMMENDATIONS:
• HACU recommends that the funding level for HSIs under Title V specifically directed at
infrastructure enhancement for undergraduate programs at 2- and 4-year institutions be increased
to $465 million per year "and such sums as may be necessary" for the authorized cycle of years
following the reenacting of the HEA.
• HACU recommends the elimination of the two-year wait out period for HSIs between grant
completion and new application cycles. Currently the two-year wait out period is in direct
opposition to the intent of Title V to enhance the quality and accessibility of HSIs.
• HACU also recommends that the “50% percent low-income” assurance requirement be
eliminated from the funding criteria of Title V: this requirement applies only to HSIs among
minority-serving institutions and creates an unnecessary and costly administrative burden.
14

• HACU recommends creation of a new category of “Associate HSIs” for institutions that do not
the eligibility criteria for HSI designation, but whose total FTE Hispanic undergraduate or
graduate enrollment exceeds 10 percent or at least 1,000 such students. These institutions shall
not be directly eligible for Title V funding, but may act as parts of consortia with one or more
eligible HSIs to foster Hispanic higher education success. Associate HSIs may be sub-grantees
of HSIs either for consortia or partnership purposes.
Title V: Graduate Programs
ISSUE: At a time when advanced skills are becoming a more important measure of future earnings, tax
dollars and the nation’s economic strength, only 20 percent of HSIs offer a master’s degree. Less than
12 percent of HSIs offer a doctoral degree. Many under-funded HSIs do not have the infrastructure to
offer advanced degree programs. Currently only 44 HACU member HSIs have graduate programs as a
part of their education portfolio. Federal support would contribute significantly to efforts by HSIs to
establish and expand graduate programs that will help reverse the persistent under-representation of
Hispanics in research, teaching, science, technology and professional ranks. HSI graduate programs can
play a significant role in training a professoriate for the present and future faculty needed at HSIs and
other higher education institutions that will experience dramatic numbers of faculty retirements over the
next decade.
The chronic shortage of Hispanic professionals with advanced degrees, especially in the fields of
science, technology, engineering, mathematics, and biomedicine and in the professional careers, results
in a workforce in the scientific and professional communities that is not reflective of the nation’s diverse
population. Advanced degrees also translate into higher salaries with a concomitant higher taxable
income, which can help the nation address federal and state budget deficits. Without the infusion of new
professionals with advanced degrees and specialized knowledge and skills into the private and public
market place, the United States will be unable to maintain a competitive edge in the emerging fields of
the global economy.
Challenges to affirmative action policies ranging from Proposition 209 in California and the Hopwood
court decision in Texas to the more recent affirmative action court battles in Michigan—now before the
United States Supreme Court—and other states have resulted in reduced graduate and professional
school enrollment of Hispanic and other minorities at higher education institutions in impacted states.
Efforts to compensate for current and potential declines have been inadequate to offset these effects.
Expanding the availability of new graduate programs at HSIs will greatly help in opening new
opportunities to Hispanics for pursuing graduate education.
RATIONALE: The under-representation of Hispanics in advanced degree programs impacts all fields
of study and careers demanding master’s, doctoral, and professional degrees, particularly in technology,
law, medicine, and engineering. These advanced degree programs also serve as gateways to careers in
the federal government and institutions of higher education. Federal employment reports show that
Hispanics represent only 6.4 percent of the U.S. federal workforce and as such remain the only
underrepresented population in the federal workforce ranks. This inadequate representation is occurring
in all agencies, but especially in NASA, the National Institutes of Health, the Food and Drug
Administration, and other federal agencies requiring advanced degrees for employment in an increasing
15

number of positions. Likewise, the under-representation of Hispanics in higher education is a daunting
problem. The National Center for Education Statistics, “Fall Staff Survey (1999),” reports that only 3.0
percent of all faculty positions and only 3.1 percent of all the “executive/administrative/managerial”
positions in all higher education institutions are held by Hispanics. To reach parity in the federal
workforce and in institutions of higher learning will require that Hispanics more than double their
numbers in federal employment areas and more than quadruple their presence in the nation's colleges
and universities.
According to the 2000 NCES Digest of Education Statistics, Hispanics in 1997 represented only 5
percent of graduate students, while non-Hispanic whites represented 81 percent and African-Americans
8 percent of all graduate students. Again, according to the 2000 NCES Digest of Education Statistics,
Hispanics earned 4 percent of all master’s degrees in 1998, compared to 81 percent for non-Hispanic
whites. In 1998, Hispanics earned about 4 percent of all doctoral degrees. Not only do these
percentages fall far below the 12.5% share Hispanics make up of the U.S. population overall, but they
are even further below the 17.7% Hispanic share of the U.S. population in the 20-29 year-old age group.
RECOMMENDATION:
• HACU recommends the creation of a new section under Title V of the HEA to be identified as
Part B, Graduate Education, to be authorized at $125 million “and such sums as may be
necessary” for each year of the HEA cycle. Funding under Title V, Part B is for improved
capabilities in three important areas: institutional capacity for graduate level study, recruitment
and support of a graduate school level professoriate, and graduate student financial resources.
Title V: Technology
A 2002 report, commissioned by IBM and prepared by The Tomás Rivera Policy Institute, in
partnership with IBM’s Hispanic Digital Divide Task Force (HACU is a Task Force member), shows
that Hispanics continue to trail non-Hispanic whites and other minority groups throughout the United
States in computer ownership, Internet use and e-commerce.
Computer Ownership Rates for Households Nationwide
2001 2000 1998
Hispanic 40.0% 33.7% 25.5%
White, non-Hispanic 61.6% 55.7% 46.6%
All U.S. Households 56.6% 51.0% 41.2%
Internet Penetration Rates for Households Nationwide
2001 2000 1998
Hispanic 32.0% 23.6% 12.6%
White, non-Hispanic 55.4% 46.1% 29.8%
All U.S. Households 50.5% 41.5% 26.2%
(Source: National Telecommunications & Information Administration, 2002)
16

Our changing global economy and national security priorities require the elimination of the “digital
divide” in our country, particularly on college campuses. Underscoring this national imperative is a
rapidly growing population of color led by Hispanic Americans, the fastest growing, largest, and
youngest ethnic population in America. Demographic changes, new demands from a global economy
for a highly educated workforce, and pressing national security concerns combine to urge our nation to
close the digital divide in higher education with due expediency.
The digital divide is not an empty buzzword, but an unfortunate reality in our nation. While all sectors
of society are acquiring greater access to information technology and connectivity to the Internet, the
gap between the better educated and those behind them is widening each year; not only in qualitative
terms but quantifiably as well. The U.S. Department of Commerce series of reports, “Falling Through
the Net” (2000) and the recently published “A Nation Online: How Americans Are Expanding Their Use
of the Internet” (2001), documents the divide between Hispanics and whites and Hispanics and the
nation as a whole. The 2000 report, the last reporting on households, tells us that more than one half of
U.S. households have computers and more than four of every ten have Internet access. For Hispanic
households, the numbers are only one-third and about two of every ten, respectively.
This same report documents that in 2000 Hispanics made almost 27 percent less individual use of the
Internet than non-Hispanic whites. In the latest 2001 report, the gap grew to over 28 percent. In short,
Hispanics are slowly increasing computer and Internet access, but the digital divide between them and
the rest of the nation’s population is getting wider rather than narrower.
Examining individual Internet use by age groups enables us to look at the traditional college-age
population. In the 2000 report, Hispanics were 32.6 percentage points behind their non-Hispanic white
counterparts (65.0 percent). The 2001 report, focusing on 18-24 year-olds actually in school or college,
documents that Hispanics are almost 20 percent less likely than non-Hispanic whites to have a home
computer and almost 25 percent less likely to use the Internet at home. These data highlight the
importance of supporting HSIs, because the gap between Hispanics and non-Hispanic whites lessens to
15 percentage points when one considers outside home use, which for these students overwhelmingly
means the school or college. The 15 percent gap is still large, but it is a sign of progress in the right
direction. Similar patterns exist for ages 3 to 17 years. The 2000 report shows substantially large gaps
between non-Hispanic whites and Hispanics overall. The latest 2001 report underlines that
Congressional action is necessary to bridge the widening digital divide for our youth by increasing their
access to technology in the school setting.
RECOMMENDATION:
• HACU recommends that $50 million be authorized for each year of the HEA cycle “and such
sums as Congress may deem necessary” for the creation of a new section under Title V, Part D
of the HEA to be known as the Technology Enhancement Program for HSIs. Part D would
provide new funding for technology infrastructure, connectivity to the Internet, and applications
for teaching and learning. The Technology Enhancement Program will also be used to support
the development of science and technology parks at HSIs.
17

Title VI: International Education
The future of the world will depend upon global interaction among all nations from economic, social
and political perspectives. Economic forces and technology are laying the foundation for a multilingual
and multicultural global society. Higher education institutions across the world are at the forefront of
this global change. In 2001-2, according to The Chronicle of Higher Education (November 22, 2002),
nearly 583,000 foreign students enrolled in U.S. colleges and universities. Despite its proximity to the
U.S., Latin America accounted for only 11.7 percent of the total. Approximately one-fifth of these
students were from Mexico, which, in seventh place, was the only Latin American country listed among
the top 10 places of origin. This same source reports that only 14 percent of the more than 154,000 U.S.
students chose Latin America for study abroad in 2000-1, compared to 63 percent for Europe, and that
less than five percent of the U.S. students studying abroad were Hispanic. None of the top 25 U.S.
institutions enrolling the largest numbers of foreign students in 2001-2 was an HSI.
On the other hand, HACU-member institutions in Latin America, the Caribbean, and Spain are eager to
develop cross-national partnerships with HSIs to allow more Hispanic students, faculty, and staff to
participate in educational and research programs abroad, while also increasing the number of Latin
America, Caribbean, and Spanish counterparts attending HSIs.
The increased national security concerns and needs for a multilingual and culturally diverse workforce
in the United States makes this an especially important issue for HSIs and Hispanic Americans.
RECOMMENDATION:
• HACU recommends the creation of a new section under Title VI to be authorized for $30 million
per year “and such sums as Congress may deem necessary,” for the establishment of an Institute
for Pan-Hispanic International Studies under the auspices of a consortium of eligible HSIs.
• HACU recommends establishing a new section under Title VII to be authorized for $20 million
per year for the HEA cycle, “and such sums as may be necessary,” to support the "Hispanic
International Scholars and Fellows" program.
Title VII: Graduate and Postsecondary Improvement Programs
As HSIs remain severely under-funded in their ability and capacity to develop or improve graduate and
other postsecondary education programs, the bulk of federal resources for such programs continue to go
to non-HSIs that may not be targeting Hispanics. By requiring major research institutions to partner
with HSIs and reach out to Hispanic Americans, the persistent under-representation of Hispanics in all
graduate education fields, but especially in the hard sciences, engineering, and technology may be
alleviated. HSIs have been historically underrepresented in FIPSE programs and no special initiative
has been launched by this agency to date.
RECOMMENDATIONS:
• HACU recommends that $10 million be authorized, “and such sums as may be necessary,” to
create a graduate fellowship program under Title VII of HEA to establish partnerships between
HSIs and non-HSIs for increased Hispanic student enrollment and success in graduate and
18

professional programs. This graduate fellowship program as a part of Graduate and Post
Secondary Improvement Programs will attract students of superior ability and achievement,
exceptional promise and demonstrated financial need to high-quality graduate programs critical
to complete advanced degrees.
• HACU recommends that Congress authorize $15 million per year of the HEA cycle, “and such
sums as may be necessary,” to support a “HSI Fellowship Program” under Title VII, Part A,
Subpart 5 of the HEA. This Hispanic Fellowship Program targets Hispanics interested in
pursuing careers in academia and willing to make a commitment to teach, conduct research and
outreach in HSIs.
• HACU recommends that Congress authorize $20 million per year of the HEA cycle, “and such
sums as may be necessary,” to support an HSI/FIPSE program within Part B of the “Fund for the
Improvement of Postsecondary Education” of the HEA. The funding would be used for
competitive grants to improve postsecondary education opportunities for Hispanics in HSIs
under any of the eight allowable uses of FIPSE under Part B of Title VII of the HEA.
19

APPENDICES
A. List of Congressional Districts with HSIs
B. List of Emerging HSIs
C. Report of HACU Survey on Higher Education Act Issues
D. Summary of Input from HACU’s Six Regional Meetings
E. HEA Title V Grants to HSIs by Authorized Activity, 1999-2002
F. List of Potential Associate HSIs
G. Proposed Technical Legislative Amendments
20

Appendix A
Congressional Districts With Hispanic Serving Institutions
State Representative
Party DistrictInstitution
ARIZONA (Total: 12)
AZ Rick Renzi, Rick R 1st Central Arizona College
AZ Pastor, Ed D 4th
AIBT International Institute of the Americas,
Phoenix
AZ Pastor, Ed D 4th
AIBT International Institute of Business &
Technology, Phoenix
AZ Pastor, Ed D 4th Phoenix College
AZ Pastor, Ed D 4th South Mountain Community College
AZ Hayworth, J.D. R 5th Education American, Tempe
AZ Grijalva, Raul D 7th Arizona Western College
AZ Grijalva, Raul D 7th Estrella Mountain Community College
AZ Grijalva, Raul D 7th Pima Community College, Desert Vista Campus
AZ Grijalva, Raul D 7th Pima County Community College District
AZ Kolbe, Jim R 8th Cochise College
AZ Kolbe, Jim R 8th University of Arizona South
CALIFORNIA (Total: 74)
CA Eshoo, Anna D 14th Cañada College
CA Honda, Michael D 15th Heald College of Business and Tech.-Milpitas
CA Honda, Michael D 15th Gavilan College, Gilroy Campus
CA Honda, Michael D 15th San Jose City College
CA Lofgren, Zoe D 16th Evergreen Valley College
CA Lofgren, Zoe D 16th The National Hispanic University
CA Farr, Sam D 17th California State University-Monterey Bay
CA Farr, Sam D 17th Hartnell College
CA Farr, Sam D 17th Heald College of Business and Tech.-Salinas
CA Cardoza, Dennis D 18th Heald College of Business and Tech.-Stockton
CA Cardoza, Dennis D 18th Merced College
CA Cardoza, Dennis D 18th Modesto Junior College
CA Radanovich, George R 19th California State University-Stanislaus
CA Radanovich, George R 19th Fresno City College
CA Radanovich, George R 19th Heald College of Business and Tech.-Fresno
CA Dooley, Calvin D 20th West Hills Community College
CA Nunes, Devin R 21st California State University-Fresno
CA Nunes, Devin R 21st College of the Sequoias
CA Nunes, Devin R 21st Porterville College
CA Nunes, Devin R 21st Reedley College
CA Thomas, William R 22nd Antelope Valley College
21

CA Thomas, William R 22nd Bakersfield College
CA Thomas, William R 22nd California State University-Bakersfield
CA Capps, Lois D 23rd Allan Hancock College
CA Capps, Lois D 23rd Oxnard College
CA Gallegly, Elton R 24th St. John's Seminary
CA Gallegly, Elton R 24th St. John's Seminary College
CA Gallegly, Elton R 24th Ventura College
CA Dreier, David R 26th Chaffey College
CA Dreier, David R 26th Citrus College
CA Dreier, David R 26th Mount San Antonio College
CA Dreier, David R 26th University of LaVerne
CA Sherman, Brad D 27th California State University-Northridge
CA Sherman, Brad D 27th Los Angeles Mission College
CA Sherman, Brad D 27th Woodbury University
CA Sherman, Brad D 28th Los Angeles Valley College
CA Schiff, Adam D 29th Glendale Community College
CA Schiff, Adam D 29th Pacific Oaks College
CA Schiff, Adam D 29th Pasadena City College
CA Waxman, Henry D 30th Mount Saint Mary's College, Los Angeles Campus
CA Waxman, Henry D 30th Santa Monica College
CA Becerra, Xavier D 31st Los Angeles City College
CA Becerra, Xavier D 31st Los Angeles Trade-Technical College
CA Becerra, Xavier D 31st Occidental College
CA Solis, Hilda D 32nd California State-Los Angeles
CA Solis, Hilda D 32nd D-Q University
CA Solis, Hilda D 32nd Don Bosco Technical Institute
CA Solis, Hilda D 32nd East Los Angeles College
CA Roybal-Allard, Lucile D 34th Los Angeles County College of Nursing & Allied
Health
CA Waters, Maxine D 35th El Camino College District, El Camino College
CA Harman, Jane D 36th Los Angeles Harbor College
CA Millender-McDonald, D 37th
Juanita
California State University-Dominguez Hills
CA Millender-McDonald, D 37th
Juanita
Compton Community College
CA Millender-McDonald, D 37th
Juanita
Long Beach City College-Long Beach Campus
CA Napolitano, Grace D 38th California State Polytechnic University,
CA Napolitano, Grace D 38th Rio Hondo College
CA Sanchez, Linda D 39th Cerritos College
CA Royce, Edward R 40th California State University-Fullerton
CA Royce, Edward R 40th Fullerton College
CA Royce, Edward R 40th Santiago Canyon College
CA Lewis, Jerry R 41st California State University-San Bernadino
22

CA Lewis, Jerry R 41st Mt. San Jacinto Community College-San Jacinto
CA Lewis, Jerry R 41st San Bernardino Community College District
CA Baca, Joe D 43rd San Bernardino Valley College
CA Calvert, Ken R 44rd Riverside Community College District
CA Bono, Mary R 45th College of the Desert
CA Bono, Mary R 45th Palo Verde College
CA Sanchez, Loretta D 47th Rancho Santiago Community College District
CA Sanchez, Loretta D 47th Santa Ana College
CA Cunningham, Randy R 50th Palomar College
CA Filner, Bob D 51st Imperial Valley College
CA Filner, Bob D 51st San Diego State University, Imperial Valley
Campus
CA Filner, Bob D 51st Southwestern College
CA Hunter, Duncan R 52nd Alliant International University, California School
of Professional Psychology
CA Davis, Susan A. D 53rd San Diego City College
COLORADO (Total: 6)
CO DeGette, Diana D 1st Community College of Denver
CO McInnis, Scott R 3rd Adams State College
CO McInnis, Scott R 3rd Otero Junior College
CO McInnis, Scott R 3rd Pueblo Community College
CO McInnis, Scott R 3rd Trinidad State Junior College
CO McInnis, Scott R 3rd University of Southern Colorado
FLORIDA (Total: 16)
FL Weldon, Dave R 15th Valencia Community College-Osceola Campus
FL Meek, Kendrick D 17th Barry University
FL Meek, Kendrick D 17th Miami-Dade Community College-North Campus
FL Meek, Kendrick D 17th St. Thomas University
FL Meek, Kendrick D 17th Trinity International University, South Florida
Campus
FL Ros-Lehtinen, Ileana R 18th Miami-Dade Community College-District
Administration
FL Ros-Lehtinen, Ileana R 18th Miami-Dade Community College-Inter-American
FL Ros-Lehtinen, Ileana R 18th Miami-Dade Community College-Medical Center
FL Ros-Lehtinen, Ileana R 18th Miami-Dade Community College-Wolfson
FL Ros-Lehtinen, Ileana R 18th St. John Vianney College Seminary
FL Ros-Lehtinen, Ileana R 18th University of Miami
FL Wexler, Robert D 19th St. Vincent De Paul Regional Seminary
FL Diaz-Balart, Lincoln R 21st Carlos Albizu University, Miami Campus
FL Diaz-Balart, Lincoln R 21st Florida International University
FL Diaz-Balart, Mario R 25th Miami-Dade Community College-Homestead
FL Diaz-Balart, Mario R 25th Miami-Dade Community College-Kendall
23

ILLINOIS (Total: 10)
IL Lipinski, William D 3rd Morton College
IL Lipinski, William D 3rd Richard J. Daley College, City Colleges of Chicago
IL Emanuel, Rahm D 5th Northeastern Illinois University
IL Emanuel, Rahm D 5th Wilbur Wright College
IL Davis, Danny D 7th Lexington College
IL Davis, Danny D 7th MacCormac College
IL Davis, Danny D 7th Malcolm X College, City Colleges of Chicago
IL Schakowsky, Janice D 9th Harry S. Truman College, City Colleges of Chicago
IL Schakowsky, Janice D 9th St. Augustine College
IL Hastert, J. Dennis R 14th Waubonsee Community College
KANSAS (Total: 2)
KS Moran, Jerry R 1st Seward County Community College
KS Moore, Dennis D 3rd Donnelly College
MASSACHUSETTS (Total: 3)
MA Frank, Barney D 4th Hebrew College
MA Tierney, John F. D 6th Salem State College
MA Capauno, Michael E. D 8th Urban College of Boston
NEW JERSEY (Total: 5)
NJ Ferguson, Mike R 7th Union County College-Cranford
NJ Pascrell Jr., William D 8th Passaic County Community College, Paterson
NJ Payne, Donald M. D 10th New Jersey City University
NJ Menendez, Robert D 13th Hudson County Community College
NJ Menendez, Robert D 13th St. Peter's College
NEW MEXICO (Total: 19)
NM Wilson, Heather R 1st Albuquerque Technical Vocational Institute
NM Wilson, Heather R 1st University of New Mexico
NM Wilson, Heather R 1st University of New Mexico, Valencia
NM Pearce, Steve R 2nd Dona Ana Branch Community College
NM Pearce, Steve R 2nd Eastern New Mexico University-Roswell
NM Pearce, Steve R 2nd New Mexico Junior College
NM Pearce, Steve R 2nd New Mexico State University
NM Pearce, Steve R 2nd New Mexico State University at Carlsbad
NM Pearce, Steve R 2nd New Mexico State University, Grants
NM Pearce, Steve R 2nd Western New Mexico University
NM Udall, Tom D 3rd Eastern New Mexico University
NM Udall, Tom D 3rd Luna Community College
NM Udall, Tom D 3rd Mesa Technical College
NM Udall, Tom D 3rd Mesalands Community College
NM Udall, Tom D 3rd New Mexico Highlands University
NM Udall, Tom D 3rd Northern New Mexico Community College
NM Udall, Tom D 3rd Santa Fe Community College
NM Udall, Tom D 3rd University of New Mexico, Los Alamos
NM Udall, Tom D 3rd University of New Mexico, Taos
24

NEW YORK (Total: 12)
NY Crowley, Joseph D 7th College of Aeronautics
NY Nadler, Jerrold D 8th Borough of Manhattan Community College, CUNY
NY Nadler, Jerrold D 8th John Jay College of Criminal Justice, CUNY
NY Towns, Edolphus D 10th New York Technical College, CUNY
NY Maloney, Carolyn D 14th LaGuardia Community College
NY Rangel, Charles B. D 15th Boricua College
NY Rangel, Charles B. D 15th City College, CUNY
NY Serrano, Jose D 16th Bronx Community College, CUNY
NY Serrano, Jose D 16th Eugenia Maria de Hostos Community College,
CUNY
NY Engel, Eliot D 17th College of Mount St. Vincent
NY Engel, Eliot D 17th Herbert H. Lehman College, CUNY
NY Lowey, Nita D 18th Mercy College
OREGON (Total: 1)
OR Hooley, Darlene D 5th Mount Angel Seminary
PUERTO RICO (Total: 52)
PR Acevedo-Vila, Anibal D American University of Puerto Rico,Manati
PR Acevedo-Vila, Anibal D American University of Puerto Rico
PR Acevedo-Vila, Anibal D Atlantic College
PR Acevedo-Vila, Anibal D Bayamon Central University
PR Acevedo-Vila, Anibal D Caribbean University, Bayamon
PR Acevedo-Vila, Anibal D Caribbean University, Carolina
PR Acevedo-Vila, Anibal D Caribbean University, Ponce
PR Acevedo-Vila, Anibal D Caribbean University, Vega Baja
PR Acevedo-Vila, Anibal D Carlos Albizu University
PR Acevedo-Vila, Anibal D Colegio Biblico Pentecostal de Puerto Rico
PR Acevedo-Vila, Anibal D Conservatory of Music of Puerto Rico
PR Acevedo-Vila, Anibal D Escuela de Artes Plasticas de Puerto
PR Acevedo-Vila, Anibal D Humacao Community College
PR Acevedo-Vila, Anibal D Inter-American University of Puerto Rico,
Aguadilla
PR Acevedo-Vila, Anibal D Inter-American University of Puerto Rico, Arecibo
PR Acevedo-Vila, Anibal D Inter-American University of Puerto Rico,
Barranquitas
PR Acevedo-Vila, Anibal D Inter-American University of Puerto Rico,
Bayamon
PR Acevedo-Vila, Anibal D Inter-American University of Puerto Rico, Central
Office
PR Acevedo-Vila, Anibal D Inter American University of Puerto Rico, Fajardo
PR Acevedo-Vila, Anibal D Inter-American University of Puerto Rico,
Guayama
PR Acevedo-Vila, Anibal D Inter-American University of Puerto Rico,
Metropolitan
PR Acevedo-Vila, Anibal D Inter-American University of Puerto Rico, Ponce
25

PR Acevedo-Vila, Anibal D Inter-American University of Puerto Rico, San
German
PR Acevedo-Vila, Anibal D Inter-American University of Puerto Rico, School
of Law
PR Acevedo-Vila, Anibal D Inter-American University of Puerto Rico, School
of Optometry
PR Acevedo-Vila, Anibal D Ponce School of Medicine
PR Acevedo-Vila, Anibal D Pontifical Catholic University of Puerto Rico,
Arecibo
PR Acevedo-Vila, Anibal D Pontifical Catholic University of Puerto Rico,
Guayama
PR Acevedo-Vila, Anibal D Pontifical Catholic University of Puerto Rico,
Mayaguez
PR Acevedo-Vila, Anibal D Pontifical Catholic University of Puerto Rico,
Ponce
PR Acevedo-Vila, Anibal D Seminario Evangelico de Puerto Rico
PR Acevedo-Vila, Anibal D Sistema Universitario Ana G. Mendez, Central
Administration
PR Acevedo-Vila, Anibal D The Technological College of San Juan
PR Acevedo-Vila, Anibal D Universidad Adventista de las Antillas
PR Acevedo-Vila, Anibal D Universidad Central de Caribe
PR Acevedo-Vila, Anibal D Universidad del Este
PR Acevedo-Vila, Anibal D Universidad del Turabo
PR Acevedo-Vila, Anibal D Universidad Metropolitana
PR Acevedo-Vila, Anibal D Universidad Politecnica de Puerto Rico
PR Acevedo-Vila, Anibal D University of Puerto Rico, Aguadilla
PR Acevedo-Vila, Anibal D University of Puerto Rico, Arecibo
PR Acevedo-Vila, Anibal D University of Puerto Rico, Bayamon
PR Acevedo-Vila, Anibal D University of Puerto Rico, Carolina
PR Acevedo-Vila, Anibal D University of Puerto Rico, Cayey
PR Acevedo-Vila, Anibal D University of Puerto Rico, Central Administration
PR Acevedo-Vila, Anibal D University of Puerto Rico, Humacao University
College
PR Acevedo-Vila, Anibal D University of Puerto Rico, Mayaguez
PR Acevedo-Vila, Anibal D University of Puerto Rico, Medical Sciences
PR Acevedo-Vila, Anibal D University of Puerto Rico, Ponce
PR Acevedo-Vila, Anibal D University of Puerto Rico, Rio Piedras
PR Acevedo-Vila, Anibal D University of Puerto Rico, Utuado
PR Acevedo-Vila, Anibal D University of Sacred Heart
TEXAS (Total: 38)
TX Doggett, Lloyd D 10th St. Edwards's University
TX Paul, Ron R 14th Victoria College
26

TX Hinojosa, Ruben D 15th Coastal Bend College
TX Hinojosa, Ruben D 15th South Texas Community College
TX Hinojosa, Ruben D 15th Texas A&M, Kingsville
TX Hinojosa, Ruben D 15th University of Texas at Pan American
TX Reyes, Silvestre D 16th El Paso Community College
TX Reyes, Silvestre D 16th University of Texas at El Paso
TX Jackson-Lee, Sheila D 18th Houston Community College System
TX Jackson-Lee, Sheila D 18th University of Houston, Downtown
TX Jackson-Lee, Sheila D 18th University of St. Thomas
TX Neugebauer, Randy R 19th Howard College
TX Neugebauer, Randy R 19th Midland College
TX Neugebauer, Randy R 19th Odessa College
TX Neugebauer, Randy R 19th South Plains College
TX Neugebauer, Randy R 19th University of Texas at Permian Basin
TX Gonzalez, Charles A. D 20th Alamo Community College District
TX Gonzalez, Charles A. D 20th Northwest Vista College
TX Gonzalez, Charles A. D 20th San Antonio College
TX Gonzalez, Charles A. D 20th St. Mary's University
TX Gonzalez, Charles A. D 20th Oblate School of Theology
TX Gonzalez, Charles A. D 20th Our Lady of the Lake University
TX Gonzalez, Charles A. D 20th University of the Incarnate Word
TX Gonzalez, Charles A. D 20th University of Texas at San Antonio Health Science
Center
TX Bonilla, Henry R 23rd Laredo Community College
TX Bonilla, Henry R 23rd Southwest Texas Junior College
TX Bonilla, Henry R 23rd Sul Ross State University
TX Bonilla, Henry R 23rd Texas A&M International University
TX Bonilla, Henry R 23rd University of Texas at San Antonio
TX Frost, Martin D 24th Mountain View College
TX Ortiz, Solomon D 27th Del Mar College
TX Ortiz, Solomon D 27th Texas A&M, Corpus Christi
TX Ortiz, Solomon D 27th Texas State Tech. College, Harlingen
TX Ortiz, Solomon D 27th University of Texas at Brownsville & Texas
Southmost College
TX Rodriguez, Ciro D 28th Palo Alto College
TX Rodriguez, Ciro D 28th St. Philip's College
TX Green, Gene D 29th San Jacinto College Central
TX Green, Gene D 29th San Jacinto College, North Campus
WASHINGTON STATE (Total: 2)
WA Hastings, Doc R 4th Columbia Basin College
WA Hastings, Doc R 4th Heritage College
Source: HACU Government Relation 2003
27

Appendix B
Emerging HSI's
State
Institution
% of Hispanic
Enrollment
AZ Chandler-Gilbert Community College 18
AZ Eastern Arizona College 18
AZ Gateway Community College 20
CA Mount San Jacinto College 20
CA La Sierra University 19
CA University of California-Riverside 20
CA Santa Barbara City College 24
CA California State University-San Marcos 19
CA Palomar College 19
CA San Diego State University 23
CA Cabrillo College 20
CA Loyola Marymount University 18
CA Yuba College 19
CA California State University-Long Beach 22
CA Southern California Bible College and Seminary 20
CA Miracosta College 18
CA Skyline College 20
CA Barstow College 22
CA Crafton Hills College 18
CA Victor Valley College 20
CA College of the Canyons 19
CA California State Polytechnic University-Pomona 24
CA Contra Costa College 18
CA Heald College of Business-Concord 18
CA Los Medanos College 20
CA Humphrey's College-Stockton 21
CA San Joaquin Delta College 24
CA Cypress College 23
CA Los Angeles Pierce College 21
CA Chabot College 20
CA Heald College School of Business and Tech.-Hayward 22
CA Napa Valley College 18
CA West Los Angeles College 19
CA Santa Monica College 24
CA IMI Bible College Seminary 20
Nazarene Bible College(CO) in Alliance w/ Emmanuel Bible
CA
College(CA)
21
CT Capital Community College 21
28

CT Housatonic Community College 22
CT Westlawn Institute of Marine Technology, Inc. 20
CO Colorado Mountain College 18
CO Lamar Community College 18
FL Broward Community College 18
FL Johnson & Wales University-Florida Campus 24
FL MID-Florida Tech 18
IL Triton College 18
IL City Colleges of Chicago-Harold Washington College 19
IL Elgin Community College 23
IN Calumet College of Saint Joseph 18
MA Northern Essex Community College 20
MA Atlantic Union College 20
NJ Bergen Community College 19
NM College of the Southwest 20
NM Eastern New Mexico University-Ruidoso 18
NM New Mexico Institute of Mining and Technology 18
NM New Mexico State University-Alamogordo 22
NY Queensborough Community College 21
NY New York College for Wholistic Health 21
NY Bernard M. Baruch College, CUNY 18
NY Hunter College, CUNY 21
NY Marymount Manhattan College 18
NY Audrey Cohen College 20
OK Hillsdale Free Will Baptist College 18
OR Dove Bible Institute 20
SC Bob Jones University 20
TX San Jacinto College-Central Campus 18
TX Alvin Community College 19
TX Austin Community College 20
TX Northwood University 20
TX The University of Texas Health Science-San Antonio 21
TX El Centro College 18
TX Galveston College 19
TX Lee College 21
TX Southwest Texas State University 18
TX Wharton County Junior College 18
TX Texas Lutheran University 21
TX Angelo State University 19
TX Texas State Technical College-Sweetwater 19
WA Yakima Valley Community College 21
29

Appendix C
Report of HACU Survey on HEA Issues
Background to the HEA
The Higher Education Act of 1965 was signed into law for the purpose of strengthening the capacity and
access to higher education for all citizens of the United States. As part of the Johnson administration’s
War on Poverty, the HEA has evolved into a complex and comprehensive series of programs that
includes much of the original impetus for access and equity, but also provides funding for a host of
enrichment and specialized programs for a diverse clientele of higher education constituencies. While
the most visible minority groups of the Civil Rights Movement and its precursors were immediately
covered explicitly in the original version of the HEA, it was not until several reauthorizations late, in
1992 that Hispanic Serving Institutions (HSIs) and Hispanic Americans emerged as a part of the federal
concern in higher education, as reflected in the HEA
In 1992 and again in October of 1998 the HEA was reauthorized after months of hearings, discussions,
deliberations and testimony. The HEA is scheduled for review and reauthorization again during the
108th Congress in 2003. Each reauthorization has a life cycle of 5 years. Since 1965 the HEA continues
to be the cornerstone for all higher education efforts and initiatives emanating from congress for the
economic and social well being of the United States.
HEA Reauthorization in 2003
During the second session of the 107th congress reauthorization activities will begin throughout the
United States. As a part of these activities Congress will convene 40-50 hearings on the reauthorization.
Many higher education groups and associations both at the national and state level will also be
convening their membership in meetings to review and forward recommendations on ways to enhance
the Act in a fashion that will strengthen the partnership between the federal government and higher
education institutions in enhancing higher education capability, potential and access to all persons living
in the United States. Congress will consider these suggestions and recommendation as it proceeds
through the arduous task of reauthorizing the 1965 HEA during the 108th Congress in 2003.
Educational policy generated by the reauthorization of the HEA, HSIs and other minority serving
institutions will be able to strengthening their institutional academic infrastructure and provide greater
access and success for Hispanic students attending these institutions.
30

Educational scope of HEA and the HACU Survey
The Higher Education Act identifies various educational program categories, which are targeted to
enhance the quality and access of higher education to all persons of the United States. To determine
which program categories would be of maximum interest and benefit to HSIs a survey questionnaire was
designed requesting basic institutional demographic information in addition to seeking out perspectives
and thoughts on the HEA reauthorization and its potential impact on HSIs. The questionnaire was
mailed to all 230 HSI president/CEOs, key HSI staff and program directors as well as to other friends of
HACU with the request to identify and rank order those educational issues within the current HEA that
should be given maximum priority in development of amendment recommendations to be included into
the HACU HEA Reauthorization Report. Once completed and shared with the Department of Education
and the White House, the HACU HEA Reauthorization report will be transmitted to the House and
Senate Committees responsible for development of the HEA Reauthorization Amendments for 2003.
Survey questionnaires were mailed out in early March of 2002.
The following are some preliminary results, which have emerged from the survey. However the survey
results discussed in this report should not be considered as definitive as survey questionnaires continue
to be received by HACU and additional questionnaires will be completed by attendees to the HACU
Capitol Forum held in Washington D.C. on April 14-16, 2002. Results and findings from this extensive
survey of HSIs will be compiled into a preliminary report, which will be used as a discussion piece for
generating further thoughts and suggestions on this topic at regional HEA meetings convened by
HACU. These regional meetings are intended to solicit further information from HSIs on their thoughts
and ideas on the HEA and its potential impact on the future of post secondary education for Hispanics
and the nation at large. These regional meetings are being scheduled in the spring of 2002. The final
HEA HACU report will be completed by the summer of 2002, which will incorporate all information
gleaned from the survey instruments as well as from the regional meetings.
Survey Preliminary Findings
Access Issues in Higher Education
The major challenge of HSIs is to provide educational access, opportunity, achievement, and success for
all Hispanics and other students who pursue a higher education experience with the intent of earning a
college degree. In spite of extensive outreach efforts and strong commitments by HSIs to provide
educational opportunity there continue to exist impediments which prevent all students and most
particularly Hispanic students from being admitted into college and from being academically successful
once enrolled. The survey therefore inquired as to “what specific barriers prevent Hispanics from
entering college.” To this question the survey discovered that academic preparation in high school (77%
of all respondents) emerged as the most significant barrier with financial assistance (68%) registering as
the second most significant barrier. A better illustration of this fact appears in Chart 1, Barriers to
Entering College.
These findings suggest that there exists a need for greater collaboration between Hispanic-Serving
Institutions and high schools in development of an academically stronger and better
31

calibrated curriculum that meets the academic
expectations of the higher education system. Financial
aid, which will be discussed later, is also an issue of
major concern and clearly poses significant access
barriers to a population group disproportionately
concentrated in the lower income levels in American
society.
Student Financial Issues
A second access issue addressed in the survey is the
matter of adequate financial support. A survey question
inquired as to what financial obstacles are faced by
Hispanics matriculating in college. Over 60% of those
responding to the survey reported that limited resources
available for supplementing federal financial aid
programs is a critical problem affecting student
enrollment in college. Family financial obligations
emerged as the second most significant obstacle faced
by Hispanic students enrolled in college attendance as
reported by 57% of those who responded to the survey.
Percent of Responses
Chart 1
Barriers to Entering College (Q1)
80%
70%
60%
50%
40%
30%
20%
10%
0%
A B C D E F G H I
A. Academic preparation in high school
B. Admissions testing
C. College counseling by parents
D. Career counseling by parents
E. K-12 and higher education articulation
F. Financial Assistance
G. Family responsibilities
H. Career counseling by school officials
I. Other
A final point on the matter of student financial support highlighted in the survey speaks to the question
of ineligibility due to citizenship status. Approximately 39% of the respondents identified citizenship
status as a barrier or obstacle faced by many Hispanic students enrolling in college. Such a high
response rate on this issue may speak strongly to the need to modify or change the criteria for federal
financial aid approval through legislative or regulatory procedures so that students who are currently
under consideration for obtaining American citizenship will not be penalized by a process which may
take sometimes months or years to complete
Percent of Responses
Chart 2
Financial Obstacles Faced by
Hispanics (Q2)
80%
60%
40%
20%
0%
A B C D E
A. Financial aid programs ineligibility due to citizenship status
B. Financial aid programs ineligibility due to family income status
C. Limited resources to supplement financial aid programs
D. Family financial obligations
E. Other
Furthermore, when asked in what way should the HEA be
changed in the area of student aid programs so that the
financial aid needs of Hispanics and other student can be
met,” 59 of the 75 respondents (79%) ranked “greater
reliance on Pell and other Grant programs” as the most
important area change which needs to be made in the HEA
Reauthorization during the 108 th Congress. This fact is
recorded in Chart 3.
A more powerful illustration of these findings appears in
Chart 2 where limited resources and family financial
obligations are highlighted as the most powerful obstacles
affecting students attending a college or a university.
32

Clearly financial factors drive the expectation and
ability of Hispanics to attend a college or university.
This point is given further credence by the survey
question asking what areas, relative to education
success, should be addressed in the HEA
reauthorization. Ninety-one percent of the survey
respondents reported (see Chart 4) that financial
resources were indeed the most important area, which
warranted being addressed in the HEA reauthorization.
HSI respondents indicated the need for additional
financial resources, with the Pell and other grants used
as preferred sources for meeting the financial needs of
students in colleges and universities.
Overall, the survey has on a preliminary basis identified
financial resources to the educational institution and to the
student key to the education access and achievement of
Hispanics in colleges and universities.
Chart 3
Greatest Need for HEA Change (Q33)
Count of Responses to each out of 75
B-59
Ranked 1
A-4
E-6
C-4
D-1
A. Greater reliance on Federal Loan Programs.
B. Greater reliance on Pell and other Grant Programs.
C. Greater reliance on work study programs
D. Greater reliance on state and university generated student aid
programs.
E. Other
Technology related issues
Access and connectivity to the World Wide Web and
overall access to technology by HSIs and students
attending these institutions is an issue of major concern
to Hispanic policy makers. To address this concern the
survey inquired if Hispanics are “adequately connected
to the worldwide web as a resource for college.” To this
inquiry, 86% reported that Hispanics are either
somewhat connected or not connected at all. The level
of connectivity to technology for HSIs is also of
concern to students seeking an educational institution
that can prepare them for a future fully dependent on
technology, respondents were asked to rate their
institution’s technological capacity in the adequacy of
IT resources for faculty and students. To this question
63% ranked their respective institution as average or
poor. In fact almost 50% (49%) rated their institution
as poor in the level of federal support for improving
Chart 4
HEA Reauthorization Factors in
Education Success (Q13)
technological capacity of their institution. This
information suggests that technology is of concern to
HSIs but that there is limited involvement of the federal government in this arena. As a matter of fact
65% of the respondents reported that the HEA should address infrastructure development of colleges
and universities in the area of
Percent of Responses
100%
80%
60%
40%
20%
0%
A B C D E F G
A. Admissions Testing
B. Technology capacity
C. Financial resources
D. Transfer from 2-year to 4-year colleges
E. Graduate/professional education
F Ati l ti b t K12 th h hi h d ti
33

technology capacity to enhance the educational quality for Hispanics and other students attending HSIs
as illustrated in Chart 5.
Retention and graduation
Retention and graduation of students is a major
concern of higher education institutions and more
particularly by education policy makers in the
United States. Many colleges and universities only
graduate 50% of the students who enroll as
undergraduates. For Hispanics and other minorities
this data is very problematic considering the lower
numbers of these groups who are actually admitted
and enrolled in a post secondary institution. The
survey therefore asked for an opinion if “colleges
and universities are successful in retraining and
graduating students.” To this question, 77% of the
respondents reported somewhat or not successful at
all as depicted in Chart 6. Further probing on this
issue inquired as to what respondents felt were
specific academic initiatives, which colleges and
Chart 5
HSI Infrastructure Development to Enhance
Educational Quality (Q24)
universities might use in retaining and graduating more students. The response rates revealed that 85%
felt that academic support programs are critical followed by greater availability of scholarships,
assistantships and fellowships. Chart 7 best illustrates the importance expressed by respondents in the
area of academic program support such as TRIO programs that provide a variety of tutorial and other
academic enrichment services. Indeed both areas identified require an infusion of additional resources to
provide these services.
Percent of Responses
80%
60%
40%
20%
0%
A B C D E F
A. Academic and physical structure
B. Technology capacity
C. Physical structure (laboratories classrooms)
D. Professional development
E. Tax incentives
F. Other
Chart 6
Success at Retention and Graduating
Students (Q15)
Chart 7
Academic Programming to Improve
Retention and Graduating Students (Q16)
Percent of Responses
70%
60%
50%
40%
30%
20%
10%
0%
A B C D E
Percent of Responses
100%
80%
60%
40%
20%
0%
A B C D E
A. Very Successful
B. Successful
C. Somewhat Successful
D. Not Successful
E. Other
A. Increased academic support programs (tutorial, etc.)
B. More academic and career counseling
C. Academic employment (teaching and research)
D. Scholarships Assistantships and Fellowships
E. Other
34

These points take on greater significance when we consider the question as to “whether the respective
institution is able to offer all the instructional programs its students and service areas need” to which
57% indicated that there were two or a number of instructional programs, which their institution is
unable to provide to students attending their respective institution
Given that institutions expressed the need for more
instructional programs which they are unable to
provide, the survey further inquired if they felt that
sufficient resources for student support deter colleges
and universities from admitting larger numbers of
Chart 8
Reasons Admissions are Impeded (Q8)
60%
50%
40%
students and for providing supportive services to help 30%
them achieve academic success. Specifically a survey 20%
question inquired “what are the main reasons that
10%
impede colleges and universities from admitting all
0%
Hispanics and others who want a higher education.”
A B C D E
To these two questions, 51% reported that
“insufficient state support for general operations” A. Insufficient state support
B. Insufficient classrooms
loomed as a critical factor in provide greater access. C. Resources for faculty
However, respondents also indicated by 48% that
“very few resources for scholarships, graduate
D. Resources for scholarships, etc.
assistantships and fellowships” is also a factor of critical importance. This fact is illustrated in Chart 8.
From these findings it appears that of those institutions surveyed over 50% feel unable to provide new
and more programs for HSIs due to economic factors. This reality may point to greater federal support to
complement limited state appropriates or increased tuition rates beyond current levels. No question that
there exists a critical need to secure greater financial support for students. Clearly HEA is the best
vehicle to meet this unmet need through an expanded Title IV program as a part of the reauthorization of
the Act.
Graduate and professional education.
Advanced educational skills are becoming a prerequisite for obtaining adequate future earnings for the
individual in addition to the development of a highly trained labor force that will ensure the nation’s
continued economic strength. As the number and percentage of Hispanics in relation to the total
population continues to increase, their education success is crucial to continued prosperity and scientific
advancement of the United States and the world. Hispanic participation in graduate education is
essential to not only train future faculty for HSIs but also to meet the science and technology requests
for trained professional for the business and industry community.
The survey therefore inquired “to what degree the respondent felt that the higher education system is
doing enough to attract, enroll and graduate Hispanics students with professional degrees.” The
response revealed that over half (55%) felt that the higher education system was doing little as measured
by the “low” degree status given to this question. Chart 9 best illustrates the low level of attention and
support, which respondents felt the post-secondary education system was providing Hispanics with an
opportunity to achieve an advanced higher education experience.
Percent of Responses
35

Chart 9
Amount of Effort to Attract, Enroll and
Graduate (Q20)
Chart 10
Transition from College to the Work
Force (Q21)
Percent of Responses
60%
50%
40%
30%
20%
10%
0%
A. High
B. Average
C. Low
D.
E N t t ll
High Avg Low NAA Other
Percent of Responses
70%
60%
50%
40%
30%
20%
10%
0%
A B C D
A. Internships with federal agencies
B. Federal tax incentives to corporations that hire Hispanic interns
C. Academic credit for work in federal and corporate experiences
D. Other
To learn how colleges and universities could help in
the transition of Hispanics from college to the work
force, 65% of the respondents asked for a greater
role for the federal government in this respect. The
identification of internships with federal agencies as
their first choice as depicted in Chart 10.
Given this fact, the next question posed was how
“can the HEA be modified or changed to provide
colleges and universities with the essential tools
needed to provide Hispanics with access to a
graduate and /or professional education.” To this
question 68% asked for increased support in the
area of federal support for fellowships and
scholarships. Further 56% identified the need to
provide federal incentives to colleges and
universities that increase the enrollment and
production of minorities from graduate and
professional programs. See Chart 11.
Percent of Responses
Chart 11
Access to Graduate/Professional
Education (Q22)
80%
60%
40%
20%
0%
A B C D
A. Strong federal support for development/expansion of graduate programs
B. Provide federal support for fellowships and scholarships
C. Providing federal incentives to colleges & universities that increase the
enrollment and production of minorities from graduate & professional
Essentially, respondents indicated that the federal government has a critical and important role to ensure
that HSIs receive the resources and tools to do a more comprehensive and complete job in training
Hispanics in professional programs and that the HEA should include such provisions to ensure that his
occurs.
36

Financial Infrastructure Issues
Financial resources are essential to developing and maintaining the instructional capacity of the nation’s
colleges and universities. Furthermore adequate financial resources determine to what degree minorities,
particularly Hispanics, are able to secure the necessary resources to matriculate and complete a college
degree. To this inquiry 84% of the respondents indicated that limited state resources are responsible for
the institution’s inability to enhance its capacity and effectiveness. The same respondents,
approximately 40%, reported that the limited availably of federal resources through grants and
entitlements impede the institution’s capacity to provide a learning environment.
In a similar vein the survey inquired on the ability of the institution to hire and maintain good faculty
from diverse disciplines. Respondents were asked from their perspective what are some of the most
important factors hindering curricular development at their respective institution. To this question 73%
of the survey respondents reported that, inadequate state resources to hire academic personnel was by far
the most important factors. Thirty-three percent reported that inadequate federal resources through
grants and entitlements were critical factors.
To learn what resources external to the institutions could assist in making the colleges and universities
capable of addressing curricular and institutional development the questionnaire asked what the role of
the HEA reauthorization should be in this respect. Here, 67% of the respondents indicated that increased
federal support for academic discipline development in areas of national interest in Titles V, VI and VII
are necessary if not absolutely essential. Almost 50% also indicated that to further develop the capacity
of the institution, it would be important to create a special sub title in the HEA that addresses support for
HSIs for curriculum development in areas of special interest. Finally, 36% of the respondents expressed
interest in amendment language in the HEA reauthorization that would speak to fostering
interdepartmental collaboration of federal agencies
to fund curriculum development and expansion in
HSIs and MSIs.
Chart 12 best illustrates the powerful role, which
the HEA reauthorization can play in curriculum
program development in HSIs.
The importance of HEA in establishing a road
map for higher education development and
advancement during the next 5 years is critical to
Hispanic education policy makers who seek to
ensure that HSIs and Hispanic education is
included in amendments to the Act. In many
respects the degree and extent to which HSIs and
the Hispanic education agenda is are referenced in
the HEA will determine to whether access and
achievement in post secondary education for
Hispanics is possible. The questionnaire,
therefore, asked for a ranking of program areas
within HEA
to ascertain how these areas can best help colleges
Chart 12
How could the HEA address the above
concerns on curricular/program offerings
and development in your institution (Q36)
Percent of Responses
70%
60%
50%
40%
30%
20%
10%
0%
A B C D
A. Increased federal support for academic discipline development in areas of
national interest, in Titles V, VI, & VII
B. Creation of a special sub title in the HEA that addresses support for HSIs for
curriculum development in
C. Areas of special interest
D. Amendment language that encourages interdepartmental collaboration of
federal agencies to fund curriculum development and expansion in HSIs and
MSIs
E. Others
37

and universities improve their ability to educate Hispanic students. Respondents ranked Title V, Student
Access and Institutional aid equally in importance. Chart 13 best illustrates how the various areas of
HEA were ranked according to importance of respondents.
Overall this preliminary analysis of the survey
on Hispanic Higher Education for the next
Reauthorization of the Higher Education Act
reveals some very important facts regarding the
importance for HACU and HSIs to become
closely involved in discussions and
deliberations surrounding the development of
amendments and reauthorization of the new
Act. In the areas of access, technology,
graduate education, financial factors in
obtaining an education, retention and graduation
the respondents to the survey indicated in
importance of seeking the inclusion of special
language as amendments into the HEA. These
areas show the greatest promise for securing the
necessary kinds of funds and support that will
permit HSIs to provide access, opportunity and
quality to all Hispanics desiring a college
education.
Chart 13
Best Ways to Improve Ability to Educate
Hispanic Students (Q46)
Count of Responses to each out of 75
G-5
A. Title II
B. Title III
C. Title IV
D. Title V
F-3
E-23
Ranked 1
A, H and I had none
D-23
B-9
C-23
E. Title VI
F. Title VII
G. Title VIII
H. Title IX
The survey report will continue to be updated as additional information is obtained from questionnaires
to be returned as well as from information obtained from the regional HEA discussion meetings planned
for late spring and early summer of 2002.
38

Appendix D
Higher Education Reauthorization Act
Regional Meeting Recommendations
Recommendations
The grid below reports on the recommendations, that emerged from the six regional meetings held by HACU during
the months of May and June 2002. The meetings were conducted in different regions across the country to solicit
suggestions from administrators of Hispanic-Serving Institutions (HSIs) concerning the Reauthorization of the Higher
Education Act. HACU also elicited feedback on the needs of individual HSIs, vis-à-vis the Act.
The first row at the top of the grid abbreviates the states where meetings took place. Each recommendation under the
corresponding category is listed to show the frequency of instances that occurred at each meeting, as well as the total.
Student Access/Retention: Title TX CA IL NY FL PR TOTAL
Increase funding of Gear Up and Trio in order to create student motivation for Higher Education
Preparation in Math and Science Programs
IV IIII I I I 7
VII I I 2
Expand CAMP programs to permit community colleges to compete for programs
Expansion of loan forgiveness programs to new career areas or selected disciplines
such as international education
Delete endowment-matching criteria from Gear Up
Eliminate work-study match for HSIs.
Special grants for border colleges (HSIs) to meet the special needs of border populations under
the International Education component of HEA.
Student assistance in the area of work-study should be expanded to support for career fairs.
Expand the use of work-study to corporations to gain experience in the private sector
Resources for HSIs who have cultural education programs for adjustment support to Hispanic students.
Increase funding for McNair programs.
Expand the work-study program to include summer school programs
Pell Grant funding should be reconfigured so that all students regardless, of states would be eligible.
Support for childcare for students enrolled in college without sufficient resource
Undocumented students should have access to federal financial support and should be eligible to
pay resident fees.
Section 408 should be expanded to include seasonal farm workers for funding
Increase the work-study allocation
The creation of special grant programs for students which honor important Hispanics; Cesar Chavez, etc.
Expand financial aid provisions to include enrichment experiences
Restructure the federal financial program to place a greater reliance on grants over
loans at a rate of 25% for loans and 75% for grants.
The reduction of Stafford loan interest rate deferment while employed in career areas
of teaching.
Granting citizenship status to undocumented persons matriculated in colleges and
eligible for federal financial aid.
IV I 1
IV II I I 4
IV I 1
IV I 1
VI II I 3
IV I 1
IV I 1
V I I 2
IV I 1
IV I 1
IV I I 2
IV
I I I 3
IV I II 3
IV I 1
IV I 1
IV I 1
IV I 1
IV I 1
IV I 1
IV I 1
39

Faculty/Teacher Prepatory: Title TX CA IL NY FL PR TOTAL
Teacher Quality proposals should include diversity language and should be tied into accountability issues.
Teacher training grants for HSIs to retrain individuals wishing to change careers
Teacher in Residence program expansion to include federal support under title II
More research opportunities for H S I faculty, including K-12 faculty, through federal agency support.
International provision should include support for teachers to travel to foreign countries to study.
Provide faculty with the doctoral education forgiveness program who are with Title IV schools (CCSU model
Financial support for faculty who serve as mentors for new Hispanic faculty in all educational levels.
Special grants to schools focused on education, in order to recruit Hispanic teachers.
Teacher preparation and federal grants should be extended to community colleges involved in teacher education
Federal vocational board certification standards to include language on cultural sensitivity and language.
II I III I 5
II I I 2
II I II I 4
V I I 2
VI I 1
IV I 1
II I 1
II I 1
II I 1
VI I 1
International Education:
International education title should include reference to HSIs, scholarships and other financial
incentive provisions
VI
I 1
Technology:
Technology for curriculum and instructional development to be included in Teacher Education Programs.
Study on making technology assessable to all children by dollar and cost benefit.
Study on workforce development in technology areas and in HSIs
Grants to update technology in order to help H S I and International students in the area of distance learning
Infrastructure:
Include a special section on Capital Finance for brick and mortar for HSIs
Target specific grants to HSIs in order to upgrade infrastructure technology
Federal support to permit HSIs to increase the percentage of full time faculty
Include language that permits access to both Title III and Title V.
Work-study institutional match should be changed from 60% to 10%.
SEOG funds match of 25% should be maintained
Provide student service grants to community colleges as incentives to graduate more students
Reformulation of financial aid rules to change the 150% rule to 200% rule
Federal grants to HSIs to establish “Centers for Study of World Languages and Cultures.”
Elimination of two-year wait out period for Title V programs.
Higher education federal grants should flow directly to HSIs and not as State Block Grants
Capital campaign incentive grants to support hiring of staff to enhance the infrastructure of HSIs
eWorkforce dvelopment resources should be added or transferred to HEA from Department of Labor
Provision to provide fifteen points to HSIs, which apply for federal grants. This process will increase
opportunities for HSIs to be funded.
II I 1
VIII I 1
VII I 1
V I 1
V I 1
V I I I 3
V III 3
III,V I 1
IV I 1
IV I 1
V I 1
IV I 1
V I 1
V I II I 4
I 1
V I 1
I 1
V I 1
40

General Concerns: TX CA IL NY FL PR TOTAL
K-12 references within the new HEA should be changed to K-16
Grants to develop partnerships between community colleges and four-year
institutions to increase transfer rates.
Geographic consideration and equity guarantees should be included
and expanded in all HEA program titles
Two year wait out period for Title V Grants should be eliminated.
Change language so that grants will be based on percentage and numerical size of Hispanic student body.
Change the criteria for identification of HSIs by including part time students in the 25% category.
Grants that expand and enhance articulation between 2 and 4-year colleges in teacher training
(NY, MD models)
Federal support for sustainability grants to hire and train staff to work in dev. to build up
college endowments.
Scholarship funds to focus on teaching or administration careers similar to ICEOP IMGIP (Illinois)
Leadership Development Grants for institutions that support and promote careers in higher education
Develop language that includes the ENLACE model in the HEA
Loan forgiveness programs for those studying community development.
Incentives for US corporations to hire and mentor Hispanic students
Federal grants to develop nursing programs in community colleges
Endowment grants for HSIs funded by federal institutional resources
Change definition of HSIs from 25% Hispanic FTE to Headcount
VII I I I 3
V IIII III I IIII I I 14
I 1
V I I I 3
V II 2
V I 1
V I 1
V I 1
II I 1
V I 1
I 1
IV I I 2
I 1
V I 1
V I 1
V I 1
Research/Studies:
Conduct studies to see impact of HEA on rural vs. urban schools
US Department of Education should include specific data on HSIs beyond that currently reported
Increase the dollar amount of research funds for higher education issues available for HSIs.
Support for the creation of a national database of researchers to study Hispanic students and HSIs.
Study to ascertain if HSIs graduates go on to graduate school in comparison to those attending non-HSIs
Funding should be allocated to conduct studies that will be help educators find out more about
Hispanic students
Graduate Studies:
Create a federal graduate student grant program.
Graduate study opportunities for Hispanic students.
Create a study that will track students who receive support for graduate education.
VIII I 1
VIII I 1
V III 3
VIII I 1
VIII I 1
VIII I 1
V II 2
VII I I I 3
VIII I 1
41

Appendix E
HEA Title V HSIs Grants
By Authorized Activities Foci and Year
Authorized Activity 1999 2000 2001 2002 Total
Acquisition of laboratory equipment
(educational purposes, including instructional and research 1 3 1 5
purposes)
Construction, maintenance, renovation, and improvement
(classrooms, libraries, laboratories, and other instructional 4 5 6 2 17
facilities)
Support of faculty fellowships & exchanges, curriculum
development, academic instruction. 21 55 35 23 134
Purchase of library books, periodicals, educational &
telecommunications materials. 3 2 1 6
Tutoring, counseling, and student service programs designed
to improve academic success 17 36 30 22 105
Funds & administrative management, acquisition of
equipment for funds management enhancement 2 1 3
Joint use of facilities, such as laboratories and libraries
1 1 1 3
Establish or improve a development office to strengthen or
improve contributions from alumni and private sector 1 3 1 5
Establish or improve an endowment fund.
5 5 3 3 16
Enhance technology capacity for Internet distance learning &
instructional; (purchase or rental of telecommunications 16 51 34 20 121
equipment or services)
Establish & enhance programs of teacher education to qualify
students for public elementary and secondary schools. 1 1 1 3
Establish community outreach programs; (prepare elementary
& secondary students with academic skills & interest for
postsecondary education success).
Increase number of Hispanic & other underrepresented
graduate and professional students: (courses and institutional
resources).
6 8 2 16
3 1 4
Other activities pursuant to section 504 that contribute to
carrying out the purposes of this title 1* 1* 2** 4
Other activities pursuant to section 504 approved by the
Secretary as part of the review and acceptance of such
application.
Total Activities 70 174 123 75 442
Total Programs Funded 39 69 49 34 191
Source: U.S. Department of Education
Category structure: Authorized activities allowable through Sec. 503 of Title V-HEA
Notes: The number of programs funded does not coincide with total number of institutional areas of focus identified. Many programs address more than one
allowable area of Title V.
Compilation: Hispanic Association of Colleges and Universities
*Program Evaluation
**Cultural and Diversity
42

Title V - HEA
SEC. 503. AUTHORIZED ACTIVITIES.
`(a) TYPES OF ACTIVITIES AUTHORIZED- Grants awarded under this title shall be used by
Hispanic-serving institutions of higher education to assist the institutions to plan, develop, undertake,
and carry out programs to improve and expand the institutions' capacity to serve Hispanic students and
other low-income students
Title V AUTHORIZED ACTIVITIES- Grants awarded can be used for one or more of the following
activities:
(1) Acquisition of laboratory equipment. Purchase, rental, or lease of scientific or laboratory
equipment for educational purposes, including instructional and research purposes.
(2) Construction, maintenance, renovation, and improvement in classrooms, libraries,
laboratories, and other instructional facilities.
(3) Support of faculty exchanges, faculty development, curriculum development, academic
instruction, and faculty fellowships to assist in attaining advanced degrees in the fellow's field of
instruction.
(4) Purchase of library books, periodicals, and other educational materials, including
telecommunications program material.
(5) Tutoring, counseling, and student service programs designed to improve academic success.
(6) Funds management, administrative management, and acquisition of equipment for use in
strengthening funds management.
(7) Joint use of facilities, such as laboratories and libraries.
(8) Establishing or improving a development office to strengthen or improve contributions from
alumni and the private sector.
(9) Establishing or improving an endowment fund.
(10) Creating or improving facilities for Internet or other distance learning academic instruction
capabilities, including purchase or rental of telecommunications technology equipment or
services.
(11) Establishing or enhancing a program of teacher education designed to qualify students to
teach in public elementary schools and secondary schools.
(12) Establishing community outreach programs that will encourage elementary school and
secondary school students to develop the academic skills and the interest to pursue
postsecondary education.
43

(13) Expanding the number of Hispanic and other underrepresented graduate and professional
students that can be served by the institution by expanding courses and institutional resources.
(14) Other activities proposed in the application submitted pursuant to section 504 that--
(A) contribute to carrying out the purposes of this title; and
(B) are approved by the Secretary as part of the review and acceptance of such
application.
(C) ENDOWMENT FUND LIMITATIONS-
`(1) PORTION OF GRANT- A Hispanic-serving institution may not use more
than 20 percent of the grant funds provided under this title for any fiscal year for
establishing or improving an endowment fund.
`(2) MATCHING REQUIRED- A Hispanic-serving institution that uses any
portion of the grant funds provided under this title for any fiscal year for
establishing or improving an endowment fund shall provide from non-Federal
funds an amount equal to or greater than the portion.
`(3) COMPARABILITY- The provisions of part C of title III regarding the
establishment or increase of an endowment fund, that the Secretary determines are
not inconsistent with this subsection, shall apply to funds used under paragraph
(1).
44

State
Institution
Appendix F
Colleges and Universities
with
Potential Associate HSI Eligibility
Total
Enrollment Total Hispanics Total % Hispanic
AZ American Indian College of the Assemblies of God 71 8 11%
AZ Arizona State University Main 43732 4451 10%
AZ Arizona State University West 4880 572 12%
AZ Arizona State University West 4880 572 12%
AZ Chandler-Gilbert Community College 4606 762 17%
AZ Eastern Arizona College 5823 1027 18%
AZ Gateway Community College 7201 1446 20%
AZ Glendale Community College 18101 2885 16%
AZ Mesa Community College 22834 3065 13%
AZ Mohave Community College 5967 577 10%
AZ Northern Arizona University 19940 1960 10%
AZ Rio Salado College 9462 977 10%
AZ University of Arizona 34291 4532 13%
AZ Western International University 1455 143 10%
CA Alliant International University-San Diego 1319 162 12%
CA American River College 20469 2070 10%
CA Antelope Valley College 9489 1828 19%
CA Azusa Pacific University 5368 690 13%
CA Barstow Community College District 1977 437 22%
CA Butte College 9701 1121 12%
CA Cabrillo College 12857 2546 20%
CA California Baptist University 2094 255 12%
CA California Lutheran University 2753 363 13%
CA California Polytechnic State University-San Luis Obispo 16296 2248 14%
CA California State Polytechnic University-Pomona 17577 4175 24%
CA California State University-Chico 14983 1612 11%
CA California State University-Fullerton 25675 5998 23%
CA California State University-Hayward 12888 1624 13%
CA California State University-Long Beach 28637 6325 22%
CA California State University-Sacramento 23676 3311 14%
CA California State University-San Marcos 5025 978 19%
CA California Western School of Law 708 76 11%
CA Canada College 4613 984 21%
CA Chabot College 12071 2358 20%
CA Chapman University 3822 484 13%
CA Christian Heritage College 648 76 12%
CA Claremont Graduate University 2056 241 12%
CA Claremont McKenna College 1024 129 13%
CA Coastline Community College 7582 779 10%
45

CA College of Alameda 4453 431 10%
CA College of San Mateo 10867 1765 16%
CA College of the Canyons 7711 1458 19%
CA Contra Costa College 6218 1124 18%
CA Cosumnes River College 13420 1424 11%
CA Cosumnes River College 13420 1424 11%
CA Crafton Hills College 4697 856 18%
CA Cuesta College 8705 999 11%
CA Cuyamaca College 6210 999 16%
CA Cypress College 12718 2974 23%
CA De Anza College 23343 3043 13%
CA Deep Springs College 19 2 11%
CA Diablo Valley College 19216 2119 11%
CA Emmanuel Bible College 14 3 21%
CA Foothill College 14079 1901 14%
CA Franciscan School of Theology 85 9 11%
CA Fresno Pacific University 1742 277 16%
CA Golden West College 10232 1237 12%
CA Grossmont College 15510 2280 15%
CA Heald College, Concord 445 80 18%
CA Heald College, Hayward 1007 218 22%
CA Heald College, Roseville 573 90 16%
CA Heald College, Sacramento 532 78 15%
CA Heald College, San Francisco 1244 250 20%
CA Holy Names College 767 91 12%
CA Hope International University 971 128 13%
CA Humboldt State University 7475 751 10%
CA Humphreys College 614 129 21%
CA Irvine Valley College 9891 1179 12%
CA La Sierra University 1282 239 19%
CA Laguna College of Art & Design 210 26 12%
CA Lake Tahoe Community College 2584 249 10%
CA Laney College 10292 1199 12%
CA Life Pacific College 495 50 10%
CA Loma Linda University 3467 361 10%
CA Los Angeles Pierce College 12190 2613 21%
CA Los Angeles Southwest College 4478 698 16%
CA Los Medanos College 6156 1219 20%
CA Loyola Marymount University 7154 1317 18%
CA Marymount College 943 132 14%
CA Menlo College 534 51 10%
CA Merritt College 4708 552 12%
CA Mira Costa College 8267 1453 18%
CA Mission College 8972 1285 14%
CA Monterey Peninsula College 6136 636 10%
CA Moorpark College 12034 1724 14%
CA Mt. San Jacinto College 8008 1595 20%
46

CA Napa Valley College 5646 934 17%
CA National University 14062 2168 15%
CA New College of California 831 85 10%
CA Notre Dame de Namur University 1762 224 13%
CA Occidental College 1597 262 16%
CA Ohlone College 8448 1200 14%
CA Orange Coast College 22191 3348 15%
CA Otis College of Art and Design 786 102 13%
CA Pacific Oaks College 745 137 18%
CA Pacific Union College 1558 178 11%
CA Palomar College 20492 3888 19%
CA Patten College 626 69 11%
CA Pitzer College 880 133 15%
CA Pomona College 1605 156 10%
CA Queen of the Holy Rosary College 223 44 20%
CA Sacramento City College 16067 2411 15%
CA Saddleback College 18022 2303 13%
CA Saint Mary's College of California 4346 483 11%
CA San Diego Mesa College 20818 2907 14%
CA San Diego Miramar College 5784 666 12%
CA San Diego State University 31453 7320 23%
CA San Francisco Community College District 27768 4271 15%
CA San Francisco State University 27446 3738 14%
CA San Joaquin College of Law 226 33 15%
CA San Joaquin Delta College 14499 3413 24%
CA San Jose State University 26628 4148 16%
CA Santa Barbara City College 11701 2794 24%
CA Santa Clara University 7707 813 11%
CA Santa Monica College 24105 5753 24%
CA Santa Rosa Junior College 21461 2164 10%
CA Sierra College 16671 1176 7%
CA Skyline College 7774 1589 20%
CA Solano Community College 9756 1275 13%
CA Sonoma State University 7003 807 12%
CA Southern California Bible College & Seminary 124 25 20%
CA Southern California Bible College & Seminary 124 25 20%
CA Southwestern University School of Law 914 98 11%
CA Stanford University 17207 1234 7%
CA Taft College 892 117 13%
CA
The Salvation Army Crestmont College
School for Officer Training 56 12 21%
CA University of California-Berkeley 31011 3304 11%
CA University of California-Davis 24866 2473 10%
CA University of California-Irvine 18102 1972 11%
CA University of California-Los Angeles 35795 4915 14%
CA University of California-Riverside 10602 2129 20%
CA University of California-San Diego 19347 1982 10%
47

CA University of California-Santa Barbara 19363 2718 14%
CA University of California-Santa Cruz 10981 1680 15%
CA University of LaVerne 6408 1253 20%
CA University of Redlands 3694 522 14%
CA University of San Diego 6753 824 12%
CA University of San Francisco 7990 788 10%
CA University of Southern California 28739 3271 11%
CA University of West Los Angeles 503 61 12%
CA Victor Valley College 7719 1579 20%
CA Vista Community College 3480 379 11%
CA West Los Angeles College 6051 1164 19%
CA West Valley College 9953 1297 13%
CA Yo San University of Traditional Chinese Medicine 149 29 19%
CA Yuba College 8071 1571 19%
CO Adams State College 7364 901 12%
CO Aims Community College 6845 1400 20%
CO Colorado Mountain College 9231 1363 15%
CO Front Range Community College 11558 1116 10%
CO Lamar Community College 1051 166 16%
CO Metropolitan State College of Denver 17273 2285 13%
CO Morgan Community College 1558 177 11%
CO Pikes Peak Community College 9556 959 10%
CO University of Colorado at Boulder 28157 1546 5%
CO University of Colorado at Denver 14075 1263 9%
CO University of Southern Colorado 5296 1242 23%
CT Capital Community College 2911 623 21%
CT Housatonic Community College 3551 782 22%
CT Norwalk Community College 4974 685 14%
FL Broward Community College 26422 4886 18%
FL City College 206 20 10%
FL City College 470 94 20%
FL City College 206 20 10%
FL Florida Atlantic University 19396 2078 11%
FL Florida Hospital College of Health Sciences 553 81 15%
FL Florida Keys Community College 1756 182 10%
FL Florida State University 31071 2082 7%
FL Hillsborough Community College 16750 2543 15%
FL International College 317 31 10%
FL Johnson & Wales University 1156 276 24%
FL Jones College 700 72 10%
FL Nova Southeastern University 16050 2263 14%
FL Palm Beach Community College 18192 1903 10%
FL Seminole Community College 8124 813 10%
FL South Florida Community College 2137 235 11%
FL Southwest Florida College 525 74 14%
FL University of Central Florida 30206 2939 10%
FL University of Tampa 2990 289 10%
48

FL Valencia Community College 24655 4178 17%
IL City Colleges of Chicago Harold Washington College 8434 1617 19%
IL City Colleges of Chicago Kennedy-King College 7117 742 10%
IL City Colleges of Chicago Olive-Harvey College 7693 1272 17%
IL College of Du Page 28968 2488 9%
IL College of Lake County 13733 1956 14%
IL Columbia College Chicago 8843 1037 12%
IL DePaul University 18565 1717 9%
IL East-West University 732 77 11%
IL Elgin Community College 9549 2184 23%
IL MacCormac College 608 65 11%
IL McCormick Theological Seminary 398 45 11%
IL Northeastern Illinois University 10545 2256 21%
IL Northern Baptist Theological Seminary 324 33 10%
IL Northern Illinois University 22473 1114 5%
IL Robert Morris College 3728 850 23%
IL Triton College 17815 3268 18%
IL University of Illinois at Chicago 24799 3433 14%
IL
University of Saint Mary of the Lake
Mundelein Seminary 215 29 13%
IL VanderCook College of Music 160 16 10%
IL William Rainey Harper College 14986 1946 13%
IN Calumet College of Saint Joseph 968 180 19%
IN Ivy Tech State College-Northwest 3707 451 12%
IN Purdue University Calumet 9335 1171 13%
KS Dodge City Community College 2259 254 11%
KS Donnelly College 381 53 14%
KS Garden City Community College 2084 356 17%
LA Louisiana Technical College Jefferson Campus 320 38 12%
MA Atlantic Union College 637 127 20%
MA Bay State College 678 74 11%
MA Benjamin Franklin Institute of Technology 279 41 15%
MA Bunker Hill Community College 6417 946 15%
MA Harvard University 24373 1583 6%
MA Holyoke Community College 5468 555 10%
MA Marian Court College 234 25 11%
MA Northern Essex Community College 5809 1155 20%
MA Roxbury Community College 2334 401 17%
MA Springfield Technical Community College 6509 638 10%
MA University of Massachusetts 24545 1104 4%
MD University of Maryland College Park 32925 1471 4%
MN Concordia University, St. Paul 1492 155 10%
MN Minnesota West Community and Technical College 288 36 13%
MO Park University 8591 932 11%
NJ Bergen Community College 11812 2176 18%
NJ Bloomfield College 1958 320 16%
NJ Cumberland County College 2485 337 14%
49

NJ Essex County College 8353 1458 17%
NJ Felician College 1203 180 15%
NJ Kean University 11338 1949 17%
NJ Middlesex County College 10268 1599 16%
NJ Montclair State University 12756 1690 13%
NJ New Jersey City University 8544 2002 23%
NJ New Jersey Institute of Technology 8191 1017 12%
NJ
Rutgers the State University of New Jersey
New Brunswick Campus 34761 2628 8%
NJ
Rutgers the State University of New Jersey
Newark Campus 9083 1381 15%
NJ Saint Peter's College 3512 798 23%
NJ Union County College 8900 1803 20%
NJ William Paterson University of New Jersey 9384 1092 12%
NM Clovis Community College 3807 826 22%
NM College of the Southwest 571 117 20%
NM Eastern New Mexico University Main Campus 3492 774 22%
NM New Mexico Institute of Mining and Technology 1445 253 18%
NM New Mexico Military Institute 454 76 17%
NM New Mexico State University at Alamogordo 1845 409 22%
NM San Juan College 3870 412 11%
NV Community College of Southern Nevada 28854 4556 16%
NV University of Nevada-Las Vegas 21001 1684 8%
NY
American Academy
McAllister Institute of Funeral Service 190 32 17%
NY Bank Street College of Education 901 100 11%
NY City University of New York Bernard M. Baruch College 14981 2641 18%
NY City University of New York Brooklyn College 14973 1485 10%
NY City University of New York College of Staten Island 11980 1021 9%
NY City University of New York Hunter College 19611 4051 21%
NY
City University of New York
Kingsborough Community College 15175 1870 12%
NY City University of New York Queens College 16195 2162 13%
NY
City University of New York
Queensborough Community College 10293 2141 21%
NY City University of New York York College 5649 879 16%
NY Cochran School of Nursing 123 15 12%
NY College of Mount Saint Vincent 1615 374 23%
NY Fashion Institute of Technology 11196 1502 13%
NY Fordham University 13623 1684 12%
NY Institute of Design and Construction 209 33 16%
NY Iona College 4645 528 11%
NY Long Island University Brooklyn Campus 7971 1184 15%
NY Long Island University Southampton College 2802 326 12%
NY Manhattan College 3029 510 17%
NY Manhattanville College 2094 254 12%
NY Marymount Manhattan College 2319 410 18%
50

NY Metropolitan College of New York 1165 243 21%
NY Nassau Community College 20337 2228 11%
NY New York College of Health Professions 751 151 20%
NY
New York Institute of Technology
Manhattan Campus 2853 322 11%
NY New York University 36719 2796 8%
NY Nyack College 1594 208 13%
NY Pace University New York Campus 7764 958 12%
NY Phillips Beth Israel School of Nursing 80 8 10%
NY Purchase College, State University of New York 3626 350 10%
NY St. Francis College 2454 367 15%
NY St. John's University 18336 2351 13%
NY St. Thomas Aquinas College 2220 243 11%
NY
State University of New York
College at Old Westbury 3360 576 17%
NY State University of New York at Farmingdale 5492 532 10%
NY Suffolk County Community College Western Campus 5493 766 14%
NY Sullivan County Community College 1677 181 11%
NY The College of New Rochelle 7206 1046 15%
NY
The Dorothea Hopfer School of Nursing
at the Mount Vernon Hospital 49 7 14%
NY Westchester Community College 10603 1432 14%
OK Hillsdale Free Will Baptist College 270 49 18%
OK Oklahoma Panhandle State University 1122 110 10%
OR Mount Angel Seminary 178 42 24%
PA Reading Area Community College 3019 299 10%
RI Community College of Rhode Island 15366 1029 7%
TN Church of God Theological Seminary 252 45 18%
TN Southern Adventist University 1724 184 11%
TX Alvin Community College 2505 421 17%
TX Amarillo College 7613 1234 16%
TX Angelo State University 6295 1170 19%
TX Austin Community College 25626 5022 20%
TX Blinn College 10448 1056 10%
TX Brazosport College 3502 764 22%
TX Brookhaven College 7599 1191 16%
TX Central Texas College 15238 1991 13%
TX Cisco Junior College 2605 328 13%
TX College of the Mainland 3402 543 16%
TX Commonwealth Institute of Funeral Service 134 19 14%
TX Concordia University at Austin 734 82 11%
TX Eastfield College 7859 1269 16%
TX El Centro College 4003 812 20%
TX Frank Phillips College 1132 121 11%
TX Galveston College 2159 452 21%
TX Houston Baptist University 2306 246 11%
TX Houston Community College 37616 9022 24%
TX Lee College 6074 1070 18%
51

TX McLennan Community College 5630 640 11%
TX McMurry University 1366 169 12%
TX Midland College 4580 1060 23%
TX North Harris Montgomery Community College District 20998 2736 13%
TX North Harris Montgomery Community College District 20998 2736 13%
TX North Harris Montgomery Community College District 20998 2736 13%
TX North Harris Montgomery Community College District 20998 2736 13%
TX North Harris Montgomery Community College District 20998 2736 13%
TX North Lake College 7054 922 13%
TX Oblate School of Theology 155 30 19%
TX Ranger College 826 94 11%
TX Richland College 12109 1383 11%
TX San Jacinto College 9616 2066 21%
TX San Jacinto College South 5171 902 17%
TX Schreiner University 757 120 16%
TX South Texas College of Law 1206 126 10%
TX Southwest Texas State University 21481 3886 18%
TX Southwestern Adventist University 1163 157 13%
TX Southwestern Assemblies of God University 1622 224 14%
TX Tarrant County College District 25570 2826 11%
TX Tarrant County College District 25570 2826 11%
TX Tarrant County College District 25570 2826 11%
TX Tarrant County College District 25570 2826 11%
TX Tarrant County College District 25570 2826 11%
TX Temple College 3152 369 12%
TX Texas Culinary Academy 118 18 15%
TX Texas Lutheran University 1512 268 18%
TX Texas State Technical College Waco 4259 424 10%
Texas State Technical College
TX West Texas-Sweetwater 1157 246 21%
TX Texas Tech University 24158 2345 10%
TX Texas Tech University 24158 2345 10%
TX Texas Wesleyan University 3086 365 12%
TX Trinity University 2512 240 10%
TX University of Houston 32296 5171 16%
TX University of Houston - Clear Lake 6806 703 10%
TX University of Houston - Victoria 1512 207 14%
TX University of St. Thomas 2696 591 22%
University of Texas
TX Health Science Center at Houston 3140 350 11%
TX
University of Texas
Health Science Center at San Antonio 2723 515 19%
TX University of Texas Medical Branch 1987 329 17%
TX University of Texas at Austin 48906 5975 12%
TX Vernon College 1928 193 10%
TX Wayland Baptist University 4295 605 14%
TX Western Texas College 1187 155 13%
TX Wharton County Junior College 4212 818 19%
52

UT Salt Lake Community College 18691 1011 5%
VA George Mason University 24010 1302 5%
VA Northern Virginia Community College 36216 3216 9%
WA Big Bend Community College 1771 236 13%
WA University of Washington - Seattle 35108 1463 4%
WA Walla Walla Community College 4963 577 12%
WA Wenatchee Valley College 2584 247 10%
WA Yakima Valley Community College 3934 820 21%
WI Gateway Technical College 8100 810 10%
WI Southwest Wisconsin Technical College 2326 302 13%
Source: HACU Membership 2003
53

Appendix G
HISPANIC ASSOCIATION OF COLLEGES AND UNIVERSITIES
HIGHER EDUCATION ACT REAUTHORIZATION
RECOMMENDATIONS
LEGISLATIVE LANGUAGE TO IMPLEMENT HACU’s RECOMMENDATIONS
TITLE II
Recommendation
Create new section under
Title II that will authorize $50
million "and such sums as
Congress deems necessary"
for eligible HSIs to create new
and expand current teacher
education programs of high
quality standards in those
areas where Hispanic
students show greater
underachievement (e.g., math,
science, technology, etc.), as
documented by national, state
and local reports.
Allow funding of consortia
and partnerships between
HSIs and Associate HSIs, for
the preparation of Hispanic
teachers to meet national,
state and local needs.
Authorize collaboration
between PK-12 schools and
HSIs, Associate HSIs and any
other eligible applicants for
grants
HEA Authorizing Language
Title II of the Act is amended by adding at the end the following:
“PART C – TEACHER EDUCATION CENTERS OF EXCELLENCE
AT HISPANIC SERVING INSTITUTIONS
SEC. 231. PROGRAM AUTHORIZED. – From the amounts made
available under section 236 for a fiscal year, the Secretary shall carry out
a program of establishing and supporting teacher education Centers of
Excellence at Hispanic Serving Institutions through grants awarded
under this part, on a competitive basis, to eligible recipients.
SEC. 232. ELIGIBLE RECIPIENTS. – Eligible recipients shall include
–
(a) a Hispanic Serving Institution, which is an institution of
higher education described in section 502(a)(5) of this Act;
(b) a consortium of one or more such institutions and one or
more Associate Hispanic-Serving Institutions described in
section 502(a)(6) of this Act.
SEC. 233. SELECTION OF GRANTEES. --
(a) The Secretary shall select grantees through a competitive
peer review process in which applications are ranked based
on the capacity of the applicants and their likelihood of
success in establishing and conducting a teacher education
Center of Excellence which will –
(1) significantly upgrade the teacher training program at
the applicant institution or institutions to improve
the student achievement of Hispanic and other
minority students; and
(2) serve as a model for improving teacher training
programs at other institutions of higher education.
(b) The Secretary shall ensure that, to the extent practicable,
members of groups underrepresented in higher education,
including African Americans, Hispanics, Native Americans,
Alaska Natives, and Native American Pacific Islanders
(including Native Hawaiians), are represented as peer
reviewers in the selection of grantees under this part.
(c) Special preference in the awarding of grants shall be given
54

to applications that propose collaborations linking two-year
institutions of higher education having large concentrations
of African American, Hispanic, Native American, Alaska
Native, or Native American Pacific Islander (including
Native Hawaiian) students and four-year Minority Serving
Institutions described in paragraph 316(b)(3), paragraph
317(b)(2), paragraph 317(b)(4), subsection 322(2),
paragraph 326(e)(1) or paragraph 502(a)(5) of this Act.
SEC. 234. -- GRANT CONDITIONS. -- Grants awarded under this Part
shall –
(a) be awarded for a period of 5 years;
(b) be renewable;
(c) be not less than $500,000 per year, unless the applicant
requests a smaller amount.
SEC. 235 -- USE OF FUNDS – Grant funds awarded under this Part
may be used by recipients to promote collaboration and partnerships
with public or private elementary and secondary schools and
prekindergarten and kindergarten programs in furtherance of the
purposes and activities described in Section 233(a).
SEC. 235. – APPLICATION REQUIREMENTS. – Any eligible
recipient that desires to receive a grant under this part shall submit an
application to the Secretary in such manner and form, and containing
such information and assurances, as the Secretary may reasonably
require.
SEC. 236. – AUTHORIZATION OF APPROPRIATIONS. – There are
authorized to be appropriated to carry out this part $50,000,000 for fiscal
year 2004 and such sums as may be necessary for each of the 4
succeeding fiscal years.”
TITLE IV
Recommendation
Double the amount of the
authorized maximum Pell
Grant within the multiyear
cycle of the HEA
reauthorization
HEA Authorizing Language
Section 401(b)(2)(A) of the Act is amended by striking clauses (i), (ii),
(iii), (iv) and (v) and inserting in lieu thereof the following:
“(i) $6,800 for academic year 2004-2005;
(ii) $7,800 for academic year 2005-2006;
(iii) $8,800 for academic year 2006-2007;
(iv) $9,800 for academic year 2007-2008;
(v) $10,800 for academic year 2008-2009; and
(vi) $11,600 for academic year 2009-2010.”
Make the Pell grant an
entitlement at a level
comparable to the 80/20
ratios originally in place
Section 401 of the Act is amended –
In section 401(a)(1) by striking “for which that student is eligible”
and inserting in lieu thereof “to which that student is entitled”;
In section 401(a)(2) by striking “for which they are eligible” and
55

when first initiated.
Adequately fund the state
challenge-grant program
(LEAP) with new federal aid
dollars to complement the
Pell Grant Programs to
assist Hispanic and other
needy students.
Offer financial support
mechanisms for Hispanic
achievement in higher
education. These
mechanisms include
discontinuing all federal
student loan-origination
fees, fixing the maximum
interest rate at or below the
current level or prime rate
(whichever is lower), and
forgiving accumulated
federal loan debt of
graduates who choose to
work for HSIs.
inserting in lieu thereof “to which they are entitled”;
In section 401(b)(7) by striking “the appropriate Appropriation Act
for this subpart for such year” and inserting in lieu thereof “subsection b”;
and
By striking subsection (g) and inserting in lieu thereof the
following:
“(g) CONTRACTUAL RIGHT TO GRANT. – Each student who
has qualified for a grant under this section shall have a contractual right
against the United States for the amount to which the student is entitled
under this section.”
Amend Section 415A(b)(1) by striking “$105,000,000 for fiscal year
1999” and inserting lieu thereof “$120,000,000 for fiscal year 2004.”
Strike subsection (c) in Section 438 and subsection (c) in Section 455.
Amend Section 427A by adding a new subsection (l) as follows:
(l) INTEREST RATES FOR NEW LOANS ON OR AFTER JULY 1,
2004. –
(1) IN GENERAL. – Notwithstanding subsections (a), (b), (d), (e),
(f), (g), and (h) of this section, with respect to any loan made, insured, or
guaranteed under this part (other than a loan made pursuant to sections
428B and 428C) for which the first disbursement is made on or after July
1, 2004, the applicable rate of interest shall, during any 12-month period
beginning on July 1 and ending on June 30, be determined on the
preceding June 1 and be equal to –
(A) the bond equivalent rate of 91-day Treasury bills auctioned at the
final auction held prior to such June 1; plus
(B) 2.4 percent,
except that such rate shall not exceed 3.5 percent.
(2) CONSULTATION. – The Secretary shall determine the
applicable rate of interest under this subsection after consultation
with the Secretary of the Treasury and shall publish such rate in the
Federal Register as soon as practicable after the date of
determination.
Amend Section 455(a) of the Act by adding a new subsection (7) as
follows:
(7) INTEREST RATE PROVISION FOR NEW LOANS ON OR AFTER
JULY 1, 2004 –
Notwithstanding the preceding paragraphs of this subsection, for Federal
Direct Stafford Loans and Federal Direct Unsubsidized Stafford Loans for
which the first disbursement is made on or after July 1, 2004, the
applicable rate of interest shall, during any 12-month period beginning on
56

July 1 and ending on June 30, be determined on the preceding June 1 and
be equal to --
(i) the bond equivalent rate of 91-day Treasury bills auctioned at the
final auction held prior to such June 1; plus
(ii) 2.4 percent,
except that such rate shall not exceed 3.5 percent.
Insert a new Section 428L in the Act as follows:
SEC. 428L LOAN FORGIVENESS FOR EMPLOYEES OF HISPANIC-
SERVING INSTITUTIONS.
Authorization level for TRIO
be increased to $1.7 billion
for fiscal year 2005 "and
(a) PURPOSE. – The purpose of this section is to encourage Hispanic
achievement in higher education.
(b) PROGRAM AUTHORIZED. – The Secretary shall carry out a
program, through the holder of a loan, of assuming the obligation to repay
a qualified loan amount for a loan made under section 428 or 428H, in
accordance with subsection (c), for any new borrower on or after July 1,
2004, who –
(A) graduates from a 2-year or 4-year eligible program of instruction
offered by an institution of higher education for which the institution
awards an associate or baccalaureate degree;
(B) is employed by an Hispanic-Serving Institution described in
section 502(a)(5) of this Act within one year of graduation from such
program; and
(C) is not in default on a loan for which the borrower seeks
forgiveness.
(c) LIMITATIONS. – The amount of the obligation of a borrower for
whom the Secretary assumes the obligation to repay a loan under
subsection (b) shall be reduced by one-fifth for each year that the
borrower remains employed by an Hispanic-Serving Institution. If the
borrower ceases to be employed by an Hispanic-Serving Institution before
completing five years of employment with one or more of such
institutions, the borrower will repay the Secretary the amount of any
benefits received by such borrower under this section and shall reassume
the obligation to repay the outstanding principal and interest on such loan.
(d) REGULATIONS. – The Secretary is authorized to issue such
regulations as may be necessary to carry out the provisions of this section.
(e) AUTHORIZATION OF APPROPRIATIONS. – There are authorized
to be appropriated such sums as may be necessary to carry out this section
for each fiscal year.
(f) AWARD BASIS. – The Secretary shall provide repayment benefits
under this section on a first-come, first-served basis and subject to the
availability of appropriations, except that the Secretary shall give priority
to borrowers who received repayment benefits for the preceding fiscal
year.
Amend Sec. 402A(f) - “strike $700,000,000 and insert $1,700,000.”
57

such sums as Congress
deems necessary” for each
of the four succeeding fiscal
years.
HSIs and other minorityserving
institutions should
be granted the same number
of points as those received
by other institutions for
“prior experience” in TRIO
grant competitions.
Authorization level for
GEAR-UP programs
increase to $425 million for
each of the five years of the
HEA.
Increase authorization levels
for migrant programs to $75
million as an annual funding
base for the entire HEA
cycle.
Provide long-term
immigrant students, who
have successfully completed
a secondary school program
of study or its equivalent and
have been physically present
in the United States for a
continuous period of not less
than five years, with
eligibility for federal
financial aid programs.
Section 402A(c)(2) is amended by adding at the end the following:
“Applications from institutions of higher education described in paragraph
316(b)(3), paragraph 317(b)(2), paragraph 317(b)(4), subsection 322(2),
paragraph 326(e)(1) and paragraph 502(a)(5) of this Act shall also be
given prior experience consideration if they are not eligible to receive
such consideration as a current recipient of a grant under this chapter.”
Amend Sec. 404H – “strike $200,000,000 and replace it with
$425,000,000.”
Amend (h)(1) – Strike $15,000,000 and replace with $75,000,000.
Amend (h)(2) – Strike $5,000,000 and replace with $75,000,000
Section 431(b) of the Personal Responsibility and Work Opportunity
Reconciliation Act of 1996 (8 U.S.C. 1641(b)) is amended—
(1) by striking ‘‘; or’’ at the end of paragraph (6) and inserting a comma;
(2) by striking the period at the end of paragraph (7) and inserting ‘‘, or’’;
and
(3) by adding at the end the following new paragraph:
‘‘(8) an alien who has been granted relief under section 240A(b)(3) of the
Immigration and Nationality Act, or with respect to whom an application
under such section has been filed but not finally been adjudicated.’’.
TITLE V
Recommendation
Increase authorization level
for HSIs under Title V
specifically directed at
infrastructure enhancement
for undergraduate programs
to $465 million per year for
the authorized cycle of years
HEA Authorizing Language
Amend Sec. 518(a) – Strike $62,500,000 and replace with $465,000,000.
58

following the
reauthorization of the HEA.
Eliminate the two-year wait
out period for HSIs between
grant completion and new
application cycles
Eliminate the "50% percent
low-income" assurance
requirement from the
funding criteria of Title V.
Create a new section under
Title V of the HEA to be
identified as Part B,
Graduate Education to be
authorized at $125 million
for each year of the HEA
cycle.
Strike Sec. 504(a)(2)
Strike 502(a)(5)(C)
Title V of the Higher Education Act is amended—
(1) by redesignating part B as part C;
(2) by redesignating section 511 through 518 as sections 521 through 528,
respectively; and
(3) inserting after section 505 (20 U.S.C. 1101d) the following new part:
‘‘PART B—PROMOTING POSTBACCALAUREATE
OPPORTUNITIES FOR HISPANIC AMERICANS
‘‘SEC. 511. FINDINGS AND PURPOSES.
‘‘(a) FINDINGS.—Congress finds the following:
‘‘(1) According to the United States Census, by the year 2050 one in four
Americans will be of Hispanic origin.
‘‘(2) Despite the dramatic increase in the Hispanic population in the
United States, the National Center for Education Statistics reported that in
1999, Hispanics accounted for only 4 percent of the master’s degrees, 3
percent of the doctor’s degrees, and 5 percent of first-professional degrees
awarded in the United States.
‘‘(3) Although Hispanics constitute 10 percent of the college enrollment in
the United States, they comprise 3 only percent of instructional faculty in
college and universities.
‘‘(4) The future capacity for research and advanced study in the United
States will require increasing the number of Hispanics pursuing post
baccalaureate studies.
‘‘(5) Hispanic-serving institutions are leading the nation in increasing the
number of Hispanics attaining graduate and professional degrees.
‘‘(6) Among Hispanics who received master’s degrees in 1999–2000, 25
percent earned them at Hispanic-serving institutions.
‘‘(7) Between 1991 and 2000–, the number of Hispanic students earning
master’s degrees at Hispanic-serving institutions grew 136 percent, the
number receiving doctor’s degrees grew by 85 percent, and the number
earning first-professional degrees grew by 47 percent.
‘‘(8) It is in the National interest to expand the capacity of Hispanicserving
institutions to offer graduate and professional degree programs.
‘‘(b) PURPOSES.—The purposes of this part are—
‘‘(1) to expand post baccalaureate educational opportunities for, and
improve the academic attainment of, Hispanic students; and
‘‘(2) to expand and enhance the post baccalaureate academic offerings,
program quality of Hispanic-serving institutions that are educating the
majority of Hispanic college students and helping large numbers of
Hispanic students and other low-income individuals complete
59

postsecondary degrees.
‘‘SEC. 512. PROGRAM AUTHORITY AND ELIGIBILITY.
‘‘(a) PROGRAM AUTHORIZED.—Subject to the availability of funds
appropriated to carry out this part, the Secretary shall award competitive
grants to Hispanic-serving institutions that offer post baccalaureate
certifications or degrees.
‘‘(b) ELIGIBILITY.—For the purposes of this part, an ‘eligible
institution’ means an institution of higher education that—
‘‘(1) is an eligible institution under section 502; and
‘‘(2) offers a post baccalaureate certificate or degree granting program.
‘‘SEC. 513. AUTHORIZED ACTIVITIES.
‘‘Grants awarded under this part shall be used for one or more of the
following activities:
‘‘(1) Purchase, rental, or lease of scientific or laboratory equipment for
educational purposes, including instructional and research purposes.
‘‘(2) Construction, maintenance, renovation, and improvement in
classroom, library, laboratory, and other instructional facilities, including
purchase or rental of telecommunications technology equipment or
services.
‘‘(3) Purchase of library books, periodicals, technical and other scientific
journals, microfilm, microfiche, and other educational materials, including
telecommunications program materials.
‘‘(4) Support for needy post baccalaureate students including outreach,
academic support services, mentoring, scholarships, fellowships, and other
financial assistance to permit the enrollment of such students in post
baccalaureate certificate and degree granting programs.
‘‘(5) Support of faculty exchanges, faculty development, faculty research,
curriculum development, and academic instruction.
‘‘(6) Creating or improving facilities for Internet or other distance learning
academic instruction capabilities, including purchase or rental of
telecommunications technology equipment or services.
‘‘(7) Collaboration with other institutions of higher education to expand
post baccalaureate certificate and degree offerings.
‘‘(8) Other activities proposed in the application submitted pursuant to
section 514 that—
‘‘(A) contribute to carrying out the purposes of this part; and
‘‘(B) are approved by the Secretary as part of the review and acceptance of
such application.
‘‘SEC. 514. APPLICATION AND DURATION.
‘‘(a) APPLICATION.—Any eligible institution may apply for a grant
under this part by submitting an application to the Secretary at such time
and in such manner as determined by the Secretary. Such application shall
demonstrate how the grant funds will be used to improve
post baccalaureate education opportunities for Hispanic and low-income
students and will lead to greater financial independence.
‘‘(b) DURATION.—Grants under this part shall be awarded for a period
not to exceed 5 years.
‘‘(c) LIMITATION.—The Secretary shall not award more than 1 grant
60

Authorize $50 million for
each year of the HEA cycle
for the creation of a new
section under Title V Part D
of the HEA to be known as
the “Technology
Enhancement Program for
HSIs.”
under this part in any fiscal year to any Hispanic-serving institution.’’
(b) COOPERATIVE ARRANGEMENTS.—Section 524 of such Act (as
redesignated by subsection (a)(2)) (20 U.S.C. 1103c) is amended by
inserting ‘‘and section 513’’ after ‘‘section 503’’.
(c) AUTHORIZATION OF APPROPRIATIONS.—Sub-section (a) of
section 528 of such Act (as redesignated by subsection (a)(2)) (20 U.S.C.
1103g) is amended to read as follows:
‘‘(a) AUTHORIZATIONS.—
‘‘(1) PART A.—There are authorized to be appropriated to carry out part
A of this title $465,000,000 for fiscal year 2005 and such sums as may be
necessary for each of the 4 succeeding fiscal years.
‘‘(2) PART B.—There are authorized to be appropriated to carry out part
B of this title $125,000,000 for fiscal year 2005 and such sums as may be
necessary for each of the 4 succeeding fiscal years.’’
PART D – TECHNOLOGY ENHANCEMENT PROGRAM FOR
HISPANIC-SERVING INSTITUTIONS
Sec. 529. FINDINGS.
Congress makes the following findings:
(a) There are over 300 Hispanic-Serving Institutions and Associate
Hispanic-Serving Institutions in the United States, and their number is
expected to grow substantially because of the dramatic increase in the
Hispanic population;
(b) Such institutions are crucial to providing postsecondary educational
opportunities and access to Hispanics;
(c) Connectivity to the Internet, computer applications for teaching and
learning, and technological infrastructure are increasingly important to
educational quality and student achievement; and
(d) Adequate funding for such technological enhancements at Hispanic-
Serving Institutions and Associate Hispanic-Serving Institutions is not
available.
Sec. 530. PURPOSE.
It is the purpose of this subpart to provide funding to expand and enhance
the use of technology at Hispanic-Serving Institutions and Associate
Hispanic-Serving Institutions to promote educational quality and student
achievement at such institutions.
Sec. 531. AUTHORITY AND ELIGIBILITY.
(a) The Secretary shall carry out a program of making grants to institutions
described in subsection (b) to accomplish the purposes of this subpart.
(b) Institutions eligible to receive grants under this subpart are –
(1) Hispanic-Serving Institutions described in section 502(a)(5); and
(2) Hispanic-Serving Institutions in consortium with Associate
Hispanic-Serving Institutions described in section 502(a)(6).
Sec. 532. APPLICATION .
(a) Institutions eligible to apply for a grant under this part shall submit an
application to the Secretary at such times, in such manner, and containing
such information as the Secretary may prescribe by regulation. Such
application shall set forth –
61

(1) the specific activities to enhance the use of technology to promote
educational quality and student achievement proposed by the
applicant;
(2) a demonstration of the eligibility of the applicant;
(3) the amount of funding sought by the applicant; and
(4) information set forth in section 511(c)(9) if the applicant is an
Hispanic-Serving Institution in consortium with one or more
Associate Hispanic-Serving Institutions.
(b) The Secretary shall not award more than one grant under this subpart
to any Hispanic-Serving Institution in any fiscal year.
Create a new category of
HSIs to be known as
"Associate HSIs" for
institutions that do not meet
the eligibility criteria for
HSI designation
Sec. 533. AUTHORIZATION.
There are authorized to be appropriated $50,000,000 in fiscal year 2004
and such sums as may be necessary for each of the succeeding four fiscal
years.
Amend Section 502(a) of the Act by adding the following subsection:
(6) ASSOCIATE HISPANIC-SERVING INSTITUTION. – The term
“Associate Hispanic-Serving Institution” means an institution of higher
education that –
(A) is an eligible institution;
(B) has an enrollment of undergraduate full-time equivalent students
that is at least 10 percent Hispanic students or 1,000 Hispanic
students, whichever is less, and at least 50 percent of the Hispanic
students are receiving need-based assistance under Title IV; and
(C) is not an Hispanic-Serving Institution under subsection (5).
Amend Section 511(a) of the Act by adding at the end thereof the
following:
A Hispanic-Serving Institution may seek assistance under this title in
consortium with one or more Associate Hispanic-Serving Institutions which
may receive portions of grants and assistance provided under this title from
the Hispanic-Serving Institution for the accomplishment of activities
described in this title.
Amend Section 511(c) of the Act by renumbering subsection (9) as
subsection (10) and adding the following subsection:
(9) describe the Associate Hispanic-Serving Institutions that are part
of any consortium through which the Hispanic-Serving Institution
will accomplish the activities for which a grant is sought under this
title, and –
(A) provide such data as are necessary to demonstrate that
such Associate Hispanic-Serving Institutions meet the
definition set forth in section 502(a)(6);
(B) set forth the activities that the Associate Hispanic-
Serving Institutions will undertake and the amount of funding
that will be provided to them; and
(C) describe the fiscal, policy and management controls that
the Hispanic-Serving Institution will exercise to ensure that
62

funds provided to Associate Hispanic-Serving Institutions
will be used in a manner consistent with the purposes for
which funds are made available under this title.
TITLE VI
Recommendation
Create a new section under
Title VI to be authorized at
$30 million per year for the
HEA cycle for the
establishment of an Institute
for Pan-Hispanic
International Studies under
the auspices of a consortium
of eligible HSIs.
Establish a new section
under Title VI to be
authorized for $20 million
per year for the HEA cycle
to support the "Hispanic
International Scholars and
Fellows" program.
HEA Authorizing Language
Amend Title VI of the Act by redesignating Part D as Part E inserting the
following:
PART D – HISPANIC INTERNATIONAL EDUCATION
Sec. 629. INSTITUTE FOR PAN-HISPANIC INTERNATIONAL
STUDIES.
(a) INSTITUTE AUTHORIZED. – The Secretary is authorized to award a
grant to an eligible recipient to establish an Institute for Pan-Hispanic
International Studies. The Institute shall foster Hispanic student and
faculty participation in study abroad, the development of international
education programs, and collaboration between Hispanic-Serving
Institutions described in section 502(a)(5) of the Act and institutions of
higher education in Latin America, the Caribbean, and the Iberian
Peninsula.
(b) ELIGIBLE RECIPIENT. – For purposes of this section, an eligible
recipient shall mean a consortium of Hispanic-Serving Institutions
described in section 502(a)(5) of this Act.
(c) APPLICATION. – Applicants for the grant authorized under this
section shall submit an application to the Secretary at such time, in such
manner, and accompanied by such information as the Secretary may
reasonably require. Such application shall –
(1) demonstrate the eligibility of the applicant;
(2) describe the applicant’s plans to accomplish the purposes of this
section;
(3) set forth the administrative capability of, and fiscal controls to be
used by, the applicant to ensure that funds awarded will be used to
accomplish the purposes of this section.
(d) DURATION. – Grants made pursuant to this section shall be awarded
for a period not to exceed five years.
(e) AUTHORIZATION OF APPROPRIATIONS. -- There are
authorized to be appropriated $30,000,000 for fiscal year 2004 and such
sums as may be necessary for each of the succeeding four fiscal years to
carry out the provisions of this section.
63

Sec. 630. – HISPANIC INTERNATIONAL SCHOLARS AND
FELLOWS PROGRAM.
(a) AUTHORITY. – The Secretary is authorized to award fellowships in
accordance with this section to support faculty and students at Hispanic-
Serving Institutions described in section 502(a)(5) of the Act to pursue
international research and teaching at institutions of higher education in
Latin America, the Caribbean, and the Iberian Peninsula. Fellowships
shall be awarded on the basis of the applicant’s demonstrated
achievement, financial need, and promise. The fellowships may be
awarded for one academic year, but shall be renewable for a period not to
exceed four years.
(b) DESIGNATION. – Faculty and students receiving fellowships under
this section shall be known as “Hispanic International Scholars and
Fellows.”
(c) APPLICATIONS. – The Secretary shall accept applications for
fellowships under this section in such manner and with such information
as the Secretary shall specify, but not later than October 1 of the
academic year preceding the academic year for which fellowships will be
awarded, and shall announce the recipients of fellowships under this
section by March 1 of such academic year. Such applications shall –
(1) demonstrate that the applicant is a member of the faculty of an
Hispanic-Serving Institution described in section 502(a)(5) of this
Act or is an undergraduate and graduate student eligible to receive
assistance pursuant to section 484 of this Act ;
(2) identify an institution of higher education in Latin America, the
Caribbean, or the Iberian Peninsula at which the applicant wishes to
pursue research or teaching;
(3) describe the research or teaching that such applicant shall pursue;
(4) explain the qualifications of the applicant to pursue such research
or teaching and the applicant’s financial need; and
(5) set forth the amount of funding reasonably necessary for such
research or teaching.
(d) REVIEW AND AWARD. – In selecting recipients of fellowships
under this section, the Secretary shall appoint, and give due consideration
to the recommendations of, a committee consisting of no fewer than three
and no more than nine individuals representative of a range of disciplines
in the arts, humanities, and sciences and with expertise in evaluating
research and teaching abroad. Such committee shall include individuals
affiliated with Hispanic-Serving Institutions described in section 502(a)(5)
of this Act.
(e) AUTHORIZATION OF APPROPRIATIONS. – There are authorized
to be appropriated $20,000,000 for fiscal year 2004 and such sums as may
be necessary for each of the succeeding four fiscal years to carry out the
provisions of this section.
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TITLE VII
Recommendation
Authorize $10 million to
create a graduate fellowship
program to establish
partnerships between HSIs
and non-HSIs for increased
Hispanic student enrollment
and success in graduate and
professional programs.
Authorize $15 million per
year of the HEA cycle to
support a "HSI Fellowship
Program.”
HEA Authorizing Language
Amend section 716 of the Act by adding at the end of such section the
following:
“and an additional $10,000,000 in fiscal year 2004 and such sums as
may be necessary in each succeeding fiscal year for the purpose of
assisting Hispanic-Serving Institutions described in section 502(a)(5) of
this Act to establish partnerships with other institutions of higher
education to promote Hispanic student enrollment and success in
postbaccalaureate programs leading to a graduate degree and award
fellowships to such students in accordance with the requirements of this
part.”
Amend Title VII of the Act by adding a new subpart 5 to Part A as
follows:
Subpart 5 – Hispanic-Serving Institution Fellowship Program
Sec. 732. AUTHORITY. – The Secretary is authorized to award
fellowships to Hispanic students who wish to pursue postbaccalaureate
programs leading to a graduate degree at Hispanic-Serving Institutions
described in section 502(a)(5) and teaching, research and other
academic careers at such institutions. The fellowships may be awarded
for one academic year, but shall be renewable for a period not to
exceed four years.
Sec. 733. DESIGNATION. – Students receiving fellowships under this
subpart shall be known as “Hispanic-Serving Institution Fellows.”
Sec. 734. APPLICATIONS. -- The Secretary shall accept applications
for fellowships under this subpart in such manner and with such
information as the Secretary shall specify, but not later than October 1
of the academic year preceding the academic year for which
fellowships will be awarded, and shall announce the recipients of
fellowships under this section by March 1 of such academic year. Such
applications shall –
(a) demonstrate that the applicant is an Hispanic undergraduate or
graduate student eligible to receive assistance pursuant to section
484 of this Act;
(b) identify a postbaccalaureate program leading to a graduate
degree at an Hispanic-Serving Institution at which the applicant
seeks to enroll or is enrolled;
(c) provide information on the qualifications of the applicant to
pursue such a degree and the applicant’s financial need;
(d) set forth the applicant’s goals after achieving such a degree
that are consistent with the purposes of this subpart; and
(e) state the amount of assistance the applicant is seeking.
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Sec. 735. REVIEW AND AWARD. – In selecting recipients of
fellowships under this section, the Secretary shall appoint, and give due
consideration to the recommendations of, a committee consisting of no
fewer than three and no more than nine, nationally recognized scholars
representative of a range of disciplines in the arts, humanities, and
sciences. Such committee shall include members of the faculty of
Hispanic-Serving Institutions described in section 502(a)(5) of this Act.
Sec. 736. AUTHORIZATION OF APPROPRIATIONS. – There are
authorized to be appropriated $15,000,000 for fiscal year 2004 and
such sums as may be necessary for each of the succeeding four fiscal
years to carry out the provisions of this section.
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