Bill Overview
Title: CBE Act of 2022
Description: 2022 This bill creates a framework under which students participating in competency-based education programs may receive federal student aid. Competency-based education refers to education that measures academic progress and attainment (1) by direct assessment of the student's mastery of competencies, (2) by expressing the student's mastery of competencies in terms of equivalent credit or clock hours, or (3) through a combination of both methods in addition to credit or clock hours. The bill also prohibits the Department of Education from enforcing certain regulations related to the definition of credit hour.
Sponsors: Rep. Grothman, Glenn [R-WI-6]
Target Audience
Population: Students in competency-based education programs
Estimated Size: 1000000
- Competency-based education (CBE) programs are educational programs that focus on the student's demonstration of desired learning outcomes as central to the learning process.
- This bill impacts students enrolled or planning to enroll in CBE programs as it allows them access to federal student aid.
- CBE programs are offered across various educational institutions including universities and colleges.
- The introduction of federal student aid in CBE programs might encourage more students to enroll in such programs, potentially changing the dynamics of traditional credit-hour based programs.
Reasoning
- CBE programs target students who prefer flexible schedules or accelerated learning paths, including working adults or individuals with prior learning or experience.
- The bill would primarily affect students currently enrolled or considering enrollment in CBE programs by providing them financial support via federal student aid.
- Individuals not in CBE programs, such as traditional college students, might experience indirect effects if CBE enrollment shifts resources or attention away from traditional programs.
- The cost and reach of the policy are limited; hence, a significant portion of the student population will remain unaffected.
Simulated Interviews
Software Developer (Austin, Texas)
Age: 28 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 5.0 years
Commonness: 8/20
Statement of Opinion:
- The policy will allow me to afford my studies better while working full-time.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 6 |
| Year 2 | 8 | 6 |
| Year 3 | 9 | 7 |
| Year 5 | 9 | 7 |
| Year 10 | 8 | 6 |
| Year 20 | 7 | 5 |
College Student (Los Angeles, California)
Age: 19 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 4.0 years
Commonness: 6/20
Statement of Opinion:
- This seems like a great opportunity to transition to a program that suits my learning style.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 8 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 8 | 5 |
| Year 10 | 7 | 5 |
| Year 20 | 7 | 4 |
Nurse (Chicago, Illinois)
Age: 35 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 6.0 years
Commonness: 7/20
Statement of Opinion:
- Federal aid makes this more feasible financially, allowing me to complete my qualifications sooner.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 7 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 7 | 5 |
| Year 10 | 6 | 5 |
| Year 20 | 6 | 4 |
Retail Manager (Miami, Florida)
Age: 42 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 3.0 years
Commonness: 5/20
Statement of Opinion:
- This could remove financial barriers for me to return to school.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 5 |
| Year 2 | 8 | 5 |
| Year 3 | 8 | 5 |
| Year 5 | 8 | 5 |
| Year 10 | 7 | 4 |
| Year 20 | 6 | 4 |
Freelance Designer (Seattle, Washington)
Age: 30 | Gender: other
Wellbeing Before Policy: 8
Duration of Impact: 2.0 years
Commonness: 4/20
Statement of Opinion:
- This policy provides a safety net and could attract more students like me to CBE.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 9 | 8 |
| Year 5 | 9 | 8 |
| Year 10 | 8 | 7 |
| Year 20 | 8 | 7 |
Undergraduate Student (New York, New York)
Age: 23 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 3.0 years
Commonness: 9/20
Statement of Opinion:
- This could make the transition financially viable for me.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 7 | 5 |
| Year 3 | 8 | 5 |
| Year 5 | 8 | 5 |
| Year 10 | 7 | 5 |
| Year 20 | 6 | 5 |
Engineer (Denver, Colorado)
Age: 34 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 4.0 years
Commonness: 5/20
Statement of Opinion:
- With federal aid available, CBE becomes a much more appealing option.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 9 | 7 |
| Year 5 | 8 | 7 |
| Year 10 | 7 | 6 |
| Year 20 | 6 | 6 |
Teacher (Boston, Massachusetts)
Age: 50 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 5.0 years
Commonness: 7/20
Statement of Opinion:
- The policy might just make a career shift feasible for me.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 8 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 8 | 6 |
| Year 10 | 7 | 5 |
| Year 20 | 6 | 4 |
Entrepreneur (San Francisco, California)
Age: 29 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 3.0 years
Commonness: 6/20
Statement of Opinion:
- More financial support is always welcome, makes studying less stressful.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 9 | 7 |
| Year 10 | 8 | 6 |
| Year 20 | 7 | 6 |
Manufacturing Worker (Detroit, Michigan)
Age: 45 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 4.0 years
Commonness: 5/20
Statement of Opinion:
- This policy might be key to my career development plans.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 5 |
| Year 2 | 8 | 5 |
| Year 3 | 8 | 6 |
| Year 5 | 8 | 6 |
| Year 10 | 7 | 5 |
| Year 20 | 6 | 5 |
Cost Estimates
Year 1: $350000000 (Low: $300000000, High: $400000000)
Year 2: $375000000 (Low: $325000000, High: $425000000)
Year 3: $390000000 (Low: $340000000, High: $440000000)
Year 5: $410000000 (Low: $370000000, High: $470000000)
Year 10: $450000000 (Low: $400000000, High: $500000000)
Year 100: $0 (Low: $0, High: $0)
Key Considerations
- Public policy adjustments to cater to competency-based education are relatively new and untested. Outcomes need careful monitoring.
- There is a significant one-time setup cost associated with implementing the new system and related training.
- Potential increased enrollment rate in CBE programs might necessitate further adjustments down the line.