Bill Overview
Title: Protecting Students from Worthless Degrees Act
Description: This bill makes an institution of higher education (IHE) ineligible to receive federal student financial assistance if it fails to meet certain requirements. It also requires an IHE to make certain certifications about its gainful employment programs. Specifically, an IHE that offers a degree or certificate program to prepare students for entry into a profession that requires licensing or certification as a precondition for entry is not eligible to receive any federal student financial assistance unless (1) a student is fully qualified to take the required entry examination or be licensed or certified for the profession upon the successful completion of the program, and (2) the institution provides timely placement for all of the academically related pre-licensure requirements for entry into the profession (e.g., clinical placements or internships). An IHE must also certify that each eligible gainful employment program meets specified requirements, including approval or accreditation by a recognized agency and satisfaction of applicable educational prerequisites for professional licensure or certification. If an IHE does not satisfy such prerequisites, it must notify a student who intends to enroll in the program and obtain a handwritten acknowledgement from the student that they wish to enroll. Lastly, an IHE that offers distance education or correspondence courses must be legally authorized within each state in which its enrolled students are located.
Sponsors: Rep. Krishnamoorthi, Raja [D-IL-8]
Target Audience
Population: People involved with institutions of higher education offering licensure or certification programs
Estimated Size: 20000000
- Institutions of Higher Education (IHEs) offering programs related to professions requiring licensure or certification will be directly impacted as they need to comply with new eligibility criteria for federal financial assistance.
- Current students enrolled in such degree or certification programs at these institutions will be impacted as their ability to receive federal financial aid may change, potentially affecting their educational plans.
- Potential students considering these programs will be affected as they may choose not to enroll due to the possible non-availability of federal financial assistance or due to increased transparency about program outcomes.
- The bill also impacts IHEs offering distance education as they must comply with legal authorization requirements in each state where they have students, affecting IHEs' operational processes.
Reasoning
- The proposed policy primarily impacts students and educational institutions. Students currently enrolled in or intending to enroll in certification/licensure programs will experience changes in federal financial assistance eligibility, affecting their education choices and financial planning.
- Institutions, especially those offering licensure/certification programs, will face operational changes to ensure compliance, impacting their administrative procedures and potentially affecting their attractiveness to students.
- The availability and quality of programs satisfying federal requirements could improve due to increased scrutiny and accountability, benefiting students in the long run.
- Limitations in the policy's budget may restrict the full realization of enforcement and compliance objectives, potentially affecting only a subset of the large target population initially.
Simulated Interviews
Student (California)
Age: 21 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 4.0 years
Commonness: 10/20
Statement of Opinion:
- I'm worried that if my program doesn't comply with the new policy, I'll lose my financial aid.
- I believe the policy is good because it ensures my degree will actually help me get a job.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 5 |
| Year 2 | 6 | 5 |
| Year 3 | 6 | 5 |
| Year 5 | 7 | 5 |
| Year 10 | 7 | 6 |
| Year 20 | 8 | 6 |
Educational Administrator (Texas)
Age: 35 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 7/20
Statement of Opinion:
- The policy will increase our administrative workload significantly, but it could improve the credibility of our programs.
- I'm concerned about the initial costs we might incur to comply with the new requirements.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 6 | 6 |
| Year 3 | 7 | 6 |
| Year 5 | 7 | 6 |
| Year 10 | 8 | 7 |
| Year 20 | 8 | 7 |
Licensed Professional Counselor (Florida)
Age: 42 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 5.0 years
Commonness: 15/20
Statement of Opinion:
- A reputable degree program is important for ensuring my interns are well-prepared for the profession.
- It’s a great step towards improving educational standards, even if it makes entry to some programs tougher in the short term.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 7 | 7 |
| Year 3 | 7 | 7 |
| Year 5 | 8 | 7 |
| Year 10 | 8 | 8 |
| Year 20 | 9 | 8 |
Prospective Student (New York)
Age: 28 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 2.0 years
Commonness: 8/20
Statement of Opinion:
- I'm relieved that this policy might help filter out low-quality programs.
- I might decide against starting my studies if the program can’t guarantee positive outcomes.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 7 | 6 |
| Year 5 | 8 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 8 | 7 |
Policy Analyst (Illinois)
Age: 50 | Gender: other
Wellbeing Before Policy: 8
Duration of Impact: 10.0 years
Commonness: 5/20
Statement of Opinion:
- The Act is necessary to improve program quality, but it needs careful implementation to avoid unnecessary student burdens.
- It's likely to change the landscape of higher education funding significantly.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 8 |
| Year 2 | 8 | 8 |
| Year 3 | 8 | 8 |
| Year 5 | 8 | 8 |
| Year 10 | 9 | 8 |
| Year 20 | 9 | 8 |
Professor (Georgia)
Age: 60 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 3.0 years
Commonness: 6/20
Statement of Opinion:
- The policy may pressure universities to ensure all licensing or certification programs are fully effective.
- I worry about bureaucratic delays in state authorizations affecting student enrollments.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 7 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 8 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 9 | 8 |
Graduating Student (Ohio)
Age: 24 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 4.0 years
Commonness: 12/20
Statement of Opinion:
- The policy reassures me that my program is legitimate and will help in career advancement.
- There’s some anxiety around whether my school can keep up with all compliance needs.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 6 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 7 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 9 | 7 |
Student Counselor (Michigan)
Age: 32 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 5.0 years
Commonness: 9/20
Statement of Opinion:
- This policy will make my job easier by providing clearer metrics on program quality.
- I’m concerned about the potential overwhelm in managing the increased inquiries from worried students.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 6 | 6 |
| Year 3 | 7 | 6 |
| Year 5 | 8 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 8 | 7 |
Higher Education Consultant (Washington)
Age: 55 | Gender: female
Wellbeing Before Policy: 9
Duration of Impact: 10.0 years
Commonness: 4/20
Statement of Opinion:
- Positive step in ensuring educational outcomes are aligned with current job market needs.
- Institutions may need significant consulting services to comply, which creates an opportunity in my field.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 9 | 9 |
| Year 2 | 9 | 9 |
| Year 3 | 9 | 9 |
| Year 5 | 9 | 9 |
| Year 10 | 9 | 9 |
| Year 20 | 10 | 9 |
Academic Advisor (Alabama)
Age: 45 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 4.0 years
Commonness: 11/20
Statement of Opinion:
- Many students depend on reliable financial assistance, and the policy provides some accountability.
- I'm hopeful it will improve student retention and outcome success rates over time.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 8 | 8 |
| Year 10 | 9 | 8 |
| Year 20 | 9 | 8 |
Cost Estimates
Year 1: $150000000 (Low: $100000000, High: $200000000)
Year 2: $150000000 (Low: $100000000, High: $200000000)
Year 3: $150000000 (Low: $100000000, High: $200000000)
Year 5: $150000000 (Low: $100000000, High: $200000000)
Year 10: $150000000 (Low: $100000000, High: $200000000)
Year 100: $150000000 (Low: $100000000, High: $200000000)
Key Considerations
- The adherence of IHEs to compliance requirements may vary based on their resources and existing infrastructure.
- Some degree programs that currently lack certification recognition might discontinue, affecting student population and enrollments.
- Distance education programs may need additional legal resources to ensure multi-state authorization compliance.