Since 2017, CECU has called upon Congress to enact short-term Pell Grants. The pace of change in America’s workplace demands that current and future workers constantly upgrade their skills. For those with limited economic resources (who would qualify for such short-term Pell Grants), this is an essential bridge to their professional future. 

SB839 and HR3497: The JOBS Act
In consecutive Congresses, Senators Tim Kaine (D-Virginia) and Rob Portman (R-Ohio) have introduced legislation providing for short-term Pell Grants.

Unfortunately, this session’s bill was changed to exclude students enrolled in our sector’s schools.  This makes no sense at all. If the purpose of short-term Pell Grants is to equip workers with new upgraded skills, the one sector exclusively focused on career education should be included. Our sector is recognized for accelerated academic programs in ways that move students into the workplace as quickly as possible – but with the essential skills needed to succeed.
 
Unfortunately, this legislation reflects a growing trend by our opponents in Congress to deny our students access to federal financial aid. There are many proposals to deny our veterans the ability to use their earned GI Benefits at our schools. This proposal continues that trend.
 
We ask everyone to contact your representatives in the House and Senate asking them to make sure that all students – and especially those pursuing a career-focused education – will have access to the financial aid necessary.

Pell Grant Flexibility Act

Senator Mike Braun (R-Indiana) and Congressman Jim Banks (R-Indiana) have introduced companion versions of the Pell Flexibility Act. This bill creates a pilot program enabling all institutions qualified to participate in Title IV financial aid to provide short-term Pell Grants in up to 8 programs. Institutions must demonstrate that their programs address the skills gap by using evaluations from the BLS Office of Employment Projections, or similar state/local agencies. The Department of Education must provide both quantitative and qualitative evidence of how such grants are helping to meet local workforce needs, retention rates, and job placement.
 
We support this legislation because all students would be eligible if they qualify financially for such grants. Second, schools would be allowed to identify eight programs within their school in high-demand areas. Such a pilot program enables policymakers to identify how to properly manage such programs to ensure quality and prevent fraud.