Economically

Disadvantaged and
Completion Rates
Appeal

This section is divided into two parts. The first part (pages 289
through 319) provides background information on the economically
disadvantaged and completion rates appeal and outlines the
process and procedures for submitting an economically
disadvantaged and completion rates appeal. The second part
(pages 320 through 328) provides sample material as it would
pertain to an economically disadvantaged and completion rates
appeal.

To understand the economically disadvantaged and completion

rates appeal process, the U.S. Department of Education
(Department) recommends that the reader review both parts of this
section. In addition, since an economically disadvantaged and
completion rates appeal is a type of exceptional mitigating
circumstances appeal, please refer to the “Exceptional Mitigating
Circumstances Appeal” section beginning on page 221 for
additional information that applies to all exceptional mitigating
circumstances appeals, including the economically disadvantaged
and completion rates appeal.

FY 1998 Official Cohort Default Rate Guide Page 289

Economically Disadvantaged and Completion Rates Appeal Information for Schools on Adjustments and Appeals

PART I: Background,
Process, and Procedures

QUALIFYING
What is an economically disadvantaged rate?
An economically disadvantaged rate is the percentage of at least
half-time students enrolled in a school’s Title IV eligible programs
who are eligible to receive at least one-half of the maximum
Federal Pell Grant award regardless of the school’s enrollment
status or cost of attendance or who have an adjusted gross income
below the poverty level. 1

Q . What is a regular Please refer to page 293 for a more in depth discussion of how to
student? calculate an economically disadvantaged rate.
A. A regular student
is defined as a person
who is enrolled, or What is a completion rate?
accepted for
enrollment, at a school
for the purpose of
A completion rate is the percentage of a school’s regular students
obtaining a degree, that completed their program of study, as defined in the Higher
certificate, or other
recognized educational
Education Amendments of 1965, as amended (HEA), Section
credential offered by 435(a)(4)(A)(ii).
that school as defined
in 34 CFR Section
600.2. Please refer to page 299 for a more in depth discussion of how to
calculate a completion rate.

Which schools are eligible to submit an

economically disadvantaged and completion
rates appeal?
To file an exceptional mitigating circumstances appeal based on its
economically disadvantaged and completion rates, a school
must2:

♦ be subject to sanctions;

1
HEA Section 435(a)(4)(A)(i)
2
HEA Section 435(a)(4)(A)

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♦ be a degree-granting school;
Q . What if the school

♦
is not sure whether it is
demonstrate that at least 66 2 3 percent of its students classified as a degree-
granting or non-degree-
came from economically disadvantaged granting school?
backgrounds as defined in HEA Section A. A school should
435(a)(4)(A)(i); refer to its Eligibility and
Certification Approval
Report generated by
AND the Department’s Case

♦
Management and
demonstrate that at least 70.0 percent of its regular Oversight Office.

students completed their program of study as If additional assistance

defined in HEA Section 435(a)(4)(A)(ii). is needed in making
this determination,
please contact the
The checklist on this page summarizes the eligibility criteria for an Case Management and
Oversight Office at
economically disadvantaged and completion rates appeal. (202) 260-3616.
Economically Disadvantaged and
Completion Rates Appeal
Eligibility Checklist
To be eligible to submit an economically disadvantaged and completion
rates appeal, a school must meet both of the following criteria:

♦ The school is subject to one or more of the following

sanctions:

v initial loss of eligibility to participate in the FFEL

Program, Direct Loan Program, and/or Federal Pell
Grant Program;
v extended loss of eligibility to participate in the FFEL
Program, Direct Loan Program, and/or Federal Pell
Grant Program;

AND/OR

v possible action to limit, suspend, and/or terminate

(LS&T) participation in one or more Title IV Student
Financial Assistance Programs.

♦ The school is a degree granting school that:

v 2
enrolls at least 66 3 percent of its students from
economically disadvantaged backgrounds as defined
in HEA Section 435(a)(4)(A)(i);

AND

v can demonstrate that at least 70.0 percent of its

students completed their programs as defined in HEA
Section 435(a)(4)(A)(ii).

FY 1998 Official Cohort Default Rate Guide Page 291

Economically Disadvantaged and Completion Rates Appeal Information for Schools on Adjustments and Appeals

How can an economically disadvantaged and

completion rates appeal affect a school’s loss
of eligibility to participate in Title IV Student
Financial Assistance Programs?
If a degree granting school submits a successful economically
disadvantaged and completion rates appeal, the Department will
withdraw its notification of loss or extension of loss of the school’s
eligibility to participate in the Federal Family Education Loan
(FFEL) Program, William D. Ford Federal Direct Loan (Direct Loan)
Program, and/or Federal Pell Grant Program. 3 In addition, the
Department will NOT initiate an action to limit, suspend, or
terminate (LS&T) the school's participation in any or all of the Title
IV Student Financial Assistance Programs due to the school's
official cohort default rate.4

A successful exceptional mitigating circumstances

Note appeal does NOT change a school’s official cohort
default rate. Therefore, if a school submits a
successful economically disadvantaged and
completion rates appeal, the Department will only
withdraw its notification that the school is subject to
loss for one year. If the school’s subsequent cohort
default rate is once again equal to or greater than
25.0 percent or 40.1 percent, the school will be
notified that it is once again subject to sanctions. The
school may then choose to submit another
economically disadvantaged and completion rates
appeal based on a 12-month period which ends within
the six months preceding the time period used to
calculate the school's most recent cohort default rate.

Please refer to the “Cohort Default Rate Effects” section for more
information on sanctions associated with cohort default rates.

3
34 CFR Section 668.17(c)(5)
4
34 CFR Section 668.17(a)(5)

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Economically disadvantaged and completion

rates must be based on which time period?
A school must base its economically disadvantaged and completion
rates on a 12-month period which ends within the six months
preceding the time period used to calculate the school's most
recent cohort default rate [in this case fiscal year (FY) 1998].

Please refer to page 227 of the “Exceptional Mitigating

Circumstances Appeal” section for more information on selecting
an acceptable 12-month period.

How is the economically disadvantaged rate

calculated?
The economically disadvantaged rate 5 is calculated as follows:

number of regular students enrolled on at least a

half-time basis in a Title IV eligible program during
the selected 12-month period who were eligible to
receive at least one-half the maximum Federal Pell
Grant award regardless of the student’s enrollment
status or cost of attendance or who had an adjusted
gross income less than the U.S. Department of
Health and Human Services poverty level during an
award year/calendar year that overlaps the selected
12-month period

100 X
number of regular students enrolled on at least a
half-time basis in a Title IV eligible program during
the selected 12-month period
A school must select a 12-month period that
ends during the six months immediately
preceding FY 1998. Information on how to
select an acceptable 12-month period is
provided on page 227 in the "Exceptional
Mitigating Circumstances Appeals" section.

As a part of a successful exceptional mitigating circumstances

appeal, a school must have an economically disadvantaged rate of
at least 66 2 3 percent. Please refer to the next page for an
example.

5
HEA Section 435(a)(4)(A)(i)

FY 1998 Official Cohort Default Rate Guide Page 293

Economically Disadvantaged and Completion Rates Appeal Information for Schools on Adjustments and Appeals

Example: Forrest University had a total of 200 students enrolled

on at least a half-time basis in a Title IV eligible
program during an acceptable 12-month period. Of
those 200 students, 80 students were eligible to
receive at least one-half the maximum Federal Pell
Grant award and 60 different students had an
adjusted gross income less than the U.S. Department
of Health and Human Services poverty level during an
award year/calendar year that overlaps the selected
12-month period by at least one day. Forrest
University’s economically disadvantaged rate is
calculated as follows:

80 (Pell) + 60 (AGI) = 140

100 X = 70.0%
200

Which students are included in the denominator

of the economically disadvantaged rate
calculation?
To be included in the denominator of the economically
disadvantaged rate, a student must have been—

♦ enrolled in a Title IV eligible program;

AND
♦ enrolled on at least a half-time basis for one or more
days during the selected 12-month period.6
A student’s entire enrollment period does not have to
Note fall within the selected 12-month period. A student
who enrolled prior to the 12-month period but
completed/withdrew during the 12-month period is
considered to have been enrolled during the 12-
month period. In addition, a student who enrolled
during the 12-month period but completed/withdrew
after the 12-month period is considered to have been
enrolled during the 12-month period. Finally, a student
that enrolled prior to the 12-month period and
continued to be enrolled until after the 12-month
period is considered to have been enrolled during the
12-month period.
6
HEA Section 435(a)(4)(A)(i)
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Which students are included in the numerator

of the economically disadvantaged rate?
To be included in the numerator of the economically disadvantaged
rate, the student must first be included in the denominator of the
rate. If a student is included in the denominator of the economically
disadvantaged rate and meets either of the following conditions, the
student will be included in the numerator of the economically
disadvantaged rate:

♦ the student has an expected family contribution (EFC)

of 1200 or less for the 1995/1996 or 1996/1997 award
years or 1400 or less for the 1997/1998 award year
and the award year associated with the qualifying
EFC overlaps the 12-month period selected by the
school;7

A student with an EFC of 1200 or less for the

Note 1995/1996 and 1996/1997 award years is considered
to be eligible to receive at least one-half of the
maximum Federal Pell Grant award. A student with
an EFC of 1400 or less for the 1997/1998 award year
is considered to be eligible to receive at least one-half
of the maximum Federal Pell Grant award.

OR
♦ the student has an adjusted gross income that is
below the U.S. Department of Health and Human
Services poverty level for a calendar year that
overlaps with the 12-month period selected by the
school.8

Please refer to the next page for the poverty level

guidelines established by the U.S. Department of
Health and Human Services.

7
HEA Section 435(a)(4)(A)(i)(I)
8
HEA Section 435(a)(4)(A)(i)(II)

FY 1998 Official Cohort Default Rate Guide Page 295

Economically Disadvantaged and Completion Rates Appeal Information for Schools on Adjustments and Appeals

U. S. Department of Health and Human

Services Poverty Levels
Based on Family Size
Family Size
State Year
One person Each additional person
Alaska 1994 $9,200 +$3,100
1995 $9,340 +$3,200
1996 $9,660 +$3,280
1997 $9,870 +$3,400
Hawaii 1994 $8,470 +$2,850
1995 $8,610 +$2,940
1996 $8,910 +$3,010
1997 $9,070 +$3,130
All Other States 1994 $7,360 +$2,480
1995 $7,470 +$2,560
1996 $7,740 +$2,620
1997 $7,890 +$2,720

In order for a student to be included in the numerator

Note of the economically disadvantaged rate, the student’s
applicable EFC or adjusted gross income must be
associated with an award/calendar year that overlaps
the 12-month period chosen by the school.

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How does a school determine if an award year

overlaps the selected 12-month period?
An award year begins on July 1 of one year and ends on June 30 of
the next year. An award year overlaps a 12-month period if any
portion of the award year overlaps any portion of the 12-month
period.

Example: Forrest University selected July 11, 1996, through

July 10, 1997, as its 12-month period. The 1996/1997
award year, which begins on July 1, 1996 and ends
on June 30, 1997, overlaps the selected 12-month
period. In addition, the 1997/1998 award year, which
begins on July 1, 1997 and ends on June 30, 1998,
overlaps the selected 12-month period. Therefore,
Forrest University can use estimated family
contributions associated with both the 1996/1997 and
1997/1998 award years to determine if students are
economically disadvantaged.

1996/1997 1997/1998
Award Year Award Year

7/1/1996 6/30/1997 7/1/1997 6/30/1998

7/11/1996 7/10/1997

12-month period

FY 1998 Official Cohort Default Rate Guide Page 297

Economically Disadvantaged and Completion Rates Appeal Information for Schools on Adjustments and Appeals

How does a school determine if a calendar

year overlaps the selected 12-month period?
A calendar year begins on January 1 and ends on December 31. A
calendar year overlaps a 12-month period if any portion of the
calendar year overlaps any portion of the 12-month period.

Example: Forrest University selected July 11, 1996, through

July 10, 1997, as its 12-month period. The 1996 and
1997 calendar years overlap the selected 12-month
period. Therefore, Forrest University can use
adjusted gross incomes associated with both the
1996 and 1997 calendar years to determine if
students are economically disadvantaged.

1996 Calendar Year 1997 Calendar Year

1/1/1996 12/31/1996 1/1/1997 12/31/1997

7/11/1996 7/10/1997

12-month period

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How is the completion rate calculated?

The completion rate 9 is calculated as follows:

number of former regular students included in the

denominator of the completion rate calculation who
either:
♦ received degrees;
♦ transferred to higher level programs;
♦ at the end of the 12-month period, remained
enrolled and making satisfactory academic
progress toward completion of their
educational programs;

AND/OR
♦ entered active duty in the U.S. Armed Forces
within a year of leaving the school.
100 X
number of regular students who were initially enrolled
on a full-time basis in a Title IV eligible program who
were originally scheduled to complete their programs
during the same 12-month period selected for the
economically disadvantaged rate.

A school must use the same 12-month period

for its completion rate as was used for its
economically disadvantaged rate. Information
on how to select an acceptable 12-month period
is provided on page 227 in the "Exceptional
Mitigating Circumstances Appeal" section.

As part of a successful economically disadvantaged and completion

rates appeal, a school must have a completion rate of at least 70.0
percent. Please refer to the next page for an example.

9
HEA Section 435(a)(4)(A)(ii)

FY 1998 Official Cohort Default Rate Guide Page 299

Economically Disadvantaged and Completion Rates Appeal Information for Schools on Adjustments and Appeals

Example: Forrest University had a total of 300 regular students

initially enrolled on a full-time basis in a Title IV
eligible program who were originally scheduled to
complete their programs during the same 12-month
period used to determine the economically
disadvantaged rate. Of those 300 students, 80
students received degrees, 70 students transferred to
higher level programs, 45 students were making
satisfactory academic progress toward completion of
their educational programs at the end of the 12-month
period, and 45 students entered active duty in the
U.S. Armed Forces within a year of leaving the
school. Forrest University’s completion rate is
calculated as follows:

80 + 70 + 45 + 45 = 240
100 X = 80.0%
300

Which students are included in the denominator

Q . What is a regular of the completion rate calculation?
student?
A. A regular student is To be included in the denominator of the completion rate
defined as a person who
is enrolled, or accepted calculation, a former regular student must have been—
for enrollment, at a
school for the purpose of
obtaining a degree,
certificate, or other ♦ initially enrolled on at least a full-time basis; 10
recognized educational

♦
credential offered by that
school as defined in 34 enrolled in a Title IV eligible program;
CFR Section 600.2.

♦ scheduled to complete his/her program of study

during the same 12-month period used to calculate
the economically disadvantaged rate.

10
HEA Section 435(a)(4)(A)(ii)

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Information for Schools on Adjustments and Appeals Economically Disadvantaged and Completion Rates Appeal

Example: Forrest University selected July 11,

1996 through July 10, 1997 as its 12-
month period. Virginia Marshall was
originally scheduled to complete her
business administration program on
May 11, 1997. Because Virginia’s
originally scheduled to complete date
falls within the 12-month period selected
by the school, Virginia should be
included in the denominator of the
completion rate.

Even though the same 12-month period is used

Note to calculate both the economically
disadvantaged and completion rates, the
students included in the denominator of each
rate may not be the exact same group of
students. Students who were enrolled during
the 12-month period and qualify to be included in
the denominator of the economically
disadvantaged rate may not have been
originally scheduled to complete their
programs during the same 12-month period (i.e.
the denominator of the completion rate).

Which students are included in the numerator

of the completion rate?
In order to be included in the numerator of the completion rate, the
regular student must first be included in the denominator of the
rate. If the student is in the denominator of the completion rate and
meets any of the following criteria, the student is included in the
numerator of the completion rate:

♦ the regular student received a degree;

FY 1998 Official Cohort Default Rate Guide Page 301

Economically Disadvantaged and Completion Rates Appeal Information for Schools on Adjustments and Appeals

Example: Virginia Marshall is included in the

denominator of Forrest University’s
completion rate. Even though Virginia
was originally scheduled to complete
her program on May 11, 1997, Virginia’s
last date of attendance was not until
May 17, 1998. After completing the
business administration course, Virginia
received a business administration
associate’s degree. Because Virginia
received a degree, Virginia should be
included in the numerator of the
completion rate.
♦ the regular student transferred to a higher level
program;

Example: Cody Carter is included in the

denominator of Forrest University’s
completion rate. Cody completed his
associate's degree at Forrest University
as originally scheduled on May 11, 1997
and transferred to bachelor's degree
program at Brown University on
September 16, 1997. Because Cody
transferred to a higher level program,
Cody should be included in the
numerator of the completion rate.

The student’s last day of attendance,

Note
graduation and/or transfer date does NOT
need to fall within the selected 12-month
period. Only the student’s originally scheduled
to complete date must fall within the selected
12-month period.
♦ the regular student remained enrolled and was
making satisfactory academic progress at the end of
the 12-month period used to calculate the completion
rate;

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Example: Bob Tucker is included in the

denominator of Forrest University’s
completion rate. Bob was originally
scheduled to complete on May 11,
1997. However, Bob did not graduate
on May 11, 1997 BUT he was enrolled
on July 10, 1997, the end of the 12-
month period chosen by the school, and
held a grade point average of 3.1.
Because Bob remained enrolled and
was making satisfactory progress at the
end of the 12-month period, Bob should
be included in the numerator of the
completion rate.

AND/OR

♦ the regular student entered active duty in the U.S.

Armed Forces within one year of leaving the school.

Example: Hannah Jacoby is included in the

denominator of Forrest University’s
completion rate. Hannah left Forrest
University on May 17, 1997 and entered
active duty in the U.S. Armed forces on
April 12, 1998. Because Hannah
entered active duty in the U.S. Armed
forces within one year of leaving the
school, Hannah should be included in
the numerator of the completion rate.

Does is an independent auditor have to review

a school’s economically disadvantaged and
completion rates?

Yes, school's economically disadvantaged and completion rates

must be reviewed and attested to by an independent auditor. The
material the school is required to submit to the Department, as
outlined on page 318, to demonstrate that it meets the
economically disadvantaged and completion rate thresholds is
considered the school's management's written assertion. The
independent auditor must attest to the school's management's
written assertion.

FY 1998 Official Cohort Default Rate Guide Page 303

Economically Disadvantaged and Completion Rates Appeal Information for Schools on Adjustments and Appeals

Upon reviewing the school's management's written assertion and

other documentation that the auditor deems appropriate, the
independent auditor must state whether, in the auditor's opinion,
the school's management's written assertion demonstrates that the
school meets the economically disadvantaged and completion rate
criteria established in Section 435(a)(4)(A) of the Higher Education
Act of 1965, as amended (HEA). The report must also indicate if
management's written assertions are fairly stated in all material
respects. The engagement, which forms the basis of the
independent auditor's opinion, must be an examination-level
compliance attestation engagement performed in accordance with
the American Institute of Certified Public Accountant's (AICPA)
Statement on Standards for Attestation Engagements, Compliance
Attestation (AICPA, Professional Standards, Volume 1, AT sec.
500), as amended, and Government Auditing Standards issued by
the Comptroller General of the United States.

TIMING AND SUBMITTING

What are the time frames and procedures for
submitting an economically disadvantaged
and completion rates appeal?
Timing is critical when submitting an economically disadvantaged
and completion rates appeal.

The following pages provide a step-by-step description of the time

frames and procedures associated with an economically
disadvantaged and completion rates appeal.

Step 1: Within 30 calendar days of receiving the school’s

Time frames
may overlap. official cohort default rate notification letter, review the
Read ALL school’s official cohort default rate notification letter
steps. and this Guide to determine if the school is eligible to
submit an economically disadvantaged and
completion rates appeal.

Please refer to pages 290 and 291 for a detailed

discussion regarding which schools are eligible to
appeal based on economically disadvantaged and
completion rates.

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Step 2: If a school is eligible to submit an economically

disadvantaged and completion rates appeal, within
the time frame described in Step 1 (i.e., within 30
calendar days of receiving its official cohort default
rate notification letter), submit a letter to the
Department at the address on page 319 that indicates
that the school intends to submit an economically
disadvantaged and completion rates appeal.

Refer to the Sample Notice of Intent to File An

Economically Disadvantaged and Completion Rates Please refer
to page 321
Appeal LETTER on page 321 to assist in the Example
for a sample
development of the letter. letter.

The following chart provides an overview of the material that should

be included in a school’s notice of intent to file an economically
disadvantaged and completion rates appeal.

FY 1998 Official Cohort Default Rate Guide Page 305

Economically Disadvantaged and Completion Rates Appeal Information for Schools on Adjustments and Appeals

Within the time frame described in Step 2 on page 305, the

following MATERIAL should be sent to the Department’s Default
Management Division at the address on page 319.

A LETTER on the school’s letterhead with—

♦ the school’s OPE ID number;
♦ a statement indicating that the school intends
to submit an exceptional mitigating
circumstances appeal based upon its
economically disadvantaged and completion
rates;
♦ the current fiscal year to which the appeal
applies;

AND
♦ the signature of the school’s President/
CEO/Owner, followed by a signature block
providing the signer’s name and job title

Schools should refer to the Sample Notice of Intent to

File an Economically Disadvantaged and Completion
Rates Appeal LETTER on page 321.

The Department will not accept any notices that a

Note school intends to submit an economically
disadvantaged and completion rates appeal after the
30 calendar day deadline.

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Step 3: Prior to 60 calendar days after receiving the school’s

official cohort default rate notification letter, a school
must compile a list of the students that qualify to be
included in the school's economically disadvantaged
rate.

A school should refer to the Sample Economically Please refer

Disadvantaged Rate SPREADSHEET and Example
to page 323
SPREADSHEET INSTRUCTIONS on pages 323 and for a sample
322, respectively, to assist in developing the list. list.

A school must provide the following information on the

list:

♦ the school’s name and OPE ID Number;

♦ the 12-month period on which the school is

basing its economically disadvantaged rate;

For information on selecting an acceptable 12-

Note month period, please refer to page 227 in the
"Exceptional Mitigating Circumstances Appeal"
section.

♦ the Social Security numbers, in numerical

order, of all the school’s students enrolled in a
Title IV eligible program on at least a half-time
basis during any part of the selected 12-month
period;

These are the students that will be

Note included in the denominator of the
economically disadvantaged rate.

♦ for each Social Security number listed, the

student’s name;

♦ for each student, the beginning and ending

enrollment dates [include the month, day and
year (MM/DD/CCYY)];

FY 1998 Official Cohort Default Rate Guide Page 307

Economically Disadvantaged and Completion Rates Appeal Information for Schools on Adjustments and Appeals

If a student was enrolled at the school

Note more than once during the selected 12-
month period, list each set of enrollment
dates. However, the student will only be
counted once in the calculation.

♦ if the student is from an economically

disadvantaged background as defined on page
295, place an X next to the student's name;

These are the students that will be

Note included in the numerator of the
economically disadvantaged rate.
♦ if the student is from an economically
disadvantaged background, provide either:
Q . Which award
years/calendar years v the student's expected family
overlap with a selected
12-month period? contribution (EFC)and applicable award
A. An award year;
year/calendar year
overlap with a 12-month The expected family contribution
period if the award
year/calendar year Note must be 1200 or less for the
overlaps the 12-month 1995/1996 or 1996/1997 award
period by at least one
day. years or 1400 or less for the
Please refer to pages
1997/1998 award year and the
297 and 298 for a more award year associated with the
in depth discussion on qualifying EFC must overlap the
overlapping award years
and calendar years. selected 12-month period in order
for the student to qualify as
economically disadvantaged.

OR

v the student’s, and if applicable the

student’s parents’/spouse’s adjusted
gross income, family size, and
calendar year associated with the
adjusted gross income.

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The annual gross income and

Note family size must be less than the
U.S. Department of Health and
Human Services poverty levels for
a calendar year that overlaps with
the selected 12-month period in
order for the student to qualify as
economically disadvantaged. The
U.S. Department of Health and
Human Services' poverty levels are
shown on page 296.

Step 4: Within the time frame described in Step 3 (i.e., prior

to 60 calendar days of receiving the school’s official
cohort default rate notification letter), a school must
calculate the school's economically disadvantaged rate
and include the rate on its Economically Disadvantaged
SPREADSHEET created in Step 3.

♦ Count the number of students identified with an

"X" as being economically disadvantaged on the
spreadsheet. These are the students that will
be included in the numerator of the
economically disadvantaged rate.

♦ Count ALL of the students listed on the

spreadsheet. These are the students that
will be included in the denominator of the
economically disadvantaged rate.

♦ Divide the total number of students from

economically disadvantaged backgrounds (i.e.,
the numerator) by the total number of students
listed on the spreadsheet (i.e., the
denominator) and multiply the result by 100.
This is the school's economically
disadvantaged rate.

As part of a successful appeal, the

Note school’s economically disadvantaged
rate must be at least 66 2 3 percent.

FY 1998 Official Cohort Default Rate Guide Page 309

 Economically Disadvantaged and Completion Rates Appeal Information for Schools on Adjustments and Appeals

Step 5: Within the time frame described in Step 3 (i.e.,

prior to 60 calendar days after receiving the school’s
official cohort default rate notification letter), a school
must compile a list of the students that qualify to be
included in the school's completion rate.

A school should refer to the Completion Rate

Please refer SPREADSHEET and SPREADSHEET
to page 325
Example INSTRUCTIONS on pages 325 and 324, respectively,
for a sample
to assist in developing the list.
list.

A school must provide the following information on the

list:

♦ the school’s name and OPE ID Number;

♦ an indication that the same 12-month period

is being used for the school’s completion rate
as is being used for the school’s economically
disadvantaged rate;

♦
Q . What is a regular
student? the Social Security numbers, in numerical
A. A regular student is order, of all the school’s regular students who
defined as a person who
is enrolled, or accepted were:
for enrollment, at a
school for the purpose of v initially enrolled on a full-time basis;
obtaining a degree,
certificate, or other
recognized educational v enrolled in a Title IV eligible program;
credential offered by that
school as defined in 34
CFR Section 600.2.
v originally scheduled to complete their
program of study during the selected 12-
month period.

These are the students that will be

Note included in the denominator of the
completion rate calculation.

Please refer to pages 300 and 301 for a more

in-depth description of the students that should
be included in the school’s completion rate
calculation.
♦ for each Social Security number, the regular
student’s name;

Page 310 FY 1998 Official Cohort Default Rate Guide

Information for Schools on Adjustments and Appeals Economically Disadvantaged and Completion Rates Appeal

♦ for each regular student, the date that the

student was originally scheduled at the time
of enrollment to complete his or her program
of study;

The original scheduled to complete date

Note for a full-time student will be based on
the amount of time normally required by
a full-time student to complete the
program, as specified in the school’s
enrollment contract, catalog, or other
materials.

♦ for each regular student, the beginning and

ending enrollment dates.

♦ if the student successfully completed their

program of study, place an X next to the
regular student's name.

These are the students that will be

Note included in the numerator of the
completion rate.

A regular student is considered to have

successfully completed the program if:

v the regular student received a degree at

the school;

v the regular student transferred from the

school to a higher level educational
program;

v the regular student remained enrolled at

the school at the end of the selected 12-
month period and was making
satisfactory academic progress toward
completion of his or her educational
program;

OR

FY 1998 Official Cohort Default Rate Guide Page 311

Economically Disadvantaged and Completion Rates Appeal Information for Schools on Adjustments and Appeals

v the regular student entered active duty

in the U.S. Armed Forces within a year
of leaving the school.

Please refer to pages 301 through 303 of this

section for a more detailed discussion of which
students are considered successfully
completed.

♦ for each regular student successfully

completing the program because the student
received a degree from the school, the date a
degree was received;
♦ for each regular student successfully
completing the program because the student
transferred to a higher level educational
program,

v the student's program of study at the

school the student transferred from (do
NOT use abbreviations);

v the date the student transferred;

v the name and address of the school

to which the student transferred;

AND

v the name of the higher level

educational program to which the
student transferred  do NOT use
abbreviations;
♦ for each regular student that successfully
completed the program because the student
remained enrolled and was making satisfactory
academic progress at the end of the selected
12-month period, the student's GPA;

AND

♦ for each regular student that successfully

completed the program because the student
entered active duty in the U.S. Armed Forces
within a year of leaving school, the date the
student entered the U.S. Armed Forces.

Page 312 FY 1998 Official Cohort Default Rate Guide

Information for Schools on Adjustments and Appeals Economically Disadvantaged and Completion Rates Appeal

Step 6: Within the time frame described in Step 3 (i.e.,

prior to 60 calendar days after receiving the school’s
official cohort default rate notification letter), a school
must calculate the school's completion rate and
include the rate on its Completion Rate
SPREADSHEET created in Step 5.

♦ Count the number of regular students that

received a degree, transferred to a higher level
program, maintained satisfactory academic
progress, or entered active duty in the U.S.
Armed Forces within a year of leaving school.
These are the students who will be included
in the numerator of the completion rate.
♦ Count ALL of the of regular students listed on
the spreadsheet. These are the students
who will be included in the denominator of
the completion rate.
♦ Divide the total number of regular students
successfully completed (i.e., the numerator) by
the total number of regular students listed on
the spreadsheet (i.e., the denominator) and
multiply the result by 100. This is the
school's completion rate.

As part of a successful appeal, the school’s

Note completion rate must be at least 70.0 percent.

Step 7: Within the time frame described in Step 3 (i.e.,

prior to 60 calendar days after receiving the school’s
official cohort default rate notification letter), a school
must submit to an independent auditor for review, the
school's Economically Disadvantaged
SPREADSHEET and Completion Rate
SPREADSHEET and any other documents requested
by the school's independent auditor.

FY 1998 Official Cohort Default Rate Guide Page 313

Economically Disadvantaged and Completion Rates Appeal Information for Schools on Adjustments and Appeals

♦ The independent auditor must perform a

review and provide a report that states
whether, in the auditor's opinion, the school's
spreadsheets and any other additional
documentation requested by the auditor
demonstrate that the school meets the
exceptional mitigating circumstances criteria
outlined in 34 CFR Section 668.17(c) and HEA
Section 435(a)(4)(A).

The spreadsheets submitted by the school to

the independent auditor are considered the
school's management's written assertions.

♦ The auditor’s opinion must indicate if the

school’s management's written assertions are
fairly stated in all material respects.
♦ The engagement which forms the basis of the
independent auditor's opinion must be an
examination-level compliance attestation
engagement performed in accordance with the
American Institute of Certified Public
Accountant's (AICPA) Statement on Standards
for Attestation Engagements, Compliance
Attestation (AICPA, Professional Standards,
Volume 1, AT sec. 500), as amended, and
Government Auditing Standards issued by the
Comptroller General of the United States.
♦ The attestation must be in the form of a letter
with—

v the school's name;

v the school's OPE ID number;

v the fiscal year to which the appeal

applies;

v the auditor's opinions on management's

assertions;

AND

Page 314 FY 1998 Official Cohort Default Rate Guide

Information for Schools on Adjustments and Appeals Economically Disadvantaged and Completion Rates Appeal

v the independent auditor's signature,

Please refer
followed by a signature block providing to page 327
the signer's name and title. Example
for a sample
letter.
The independent auditor should refer to the
Sample Independent Auditor’s Attestation
LETTER on page 327 to assist in developing
the letter outlining the attestation.

The following chart provides an overview of the MATERIAL that

should be sent to the school’s independent auditor.

FY 1998 Official Cohort Default Rate Guide Page 315

Economically Disadvantaged and Completion Rates Appeal Information for Schools on Adjustments and Appeals

Within the time frame described in Step 7 on page 313, the

following MATERIAL should be sent to the school’s independent
auditor.

The section behind Tab 1 contains: Tab 1

A LETTER on the school’s letterhead with—

♦ the school’s OPE ID number;

♦ a statement indicating that the school intends to submit, to the

Department, an exceptional mitigating circumstances appeal
based upon its economically disadvantaged and completion
rates;

♦ the current fiscal year to which the appeal applies;

♦ a statement requesting the independent auditor to review its

written assertions in accordance with the standards
established by the American Institute of Certified Public
Accountants and HEA Section 435(a)(4)(A);

♦ a statement indicating that the school’s deadline to submit a

copy of the auditor’s opinion to the Department is within 60
calendar days of receiving the school’s official cohort default
rate notification letter;

♦ a certification sentence that indicates that the information

provided in the appeal, under penalty of perjury, is true and
correct;

AND

♦ the signature of the school’s President/CEO/Owner, followed

by a signature block providing the signer’s name and job title

The section behind Tab 2 contains: Tab 2

The SPREADSHEET on its economically disadvantaged rate as

created in Step 3 on page 307.

Schools should refer to the Sample Economically Disadvantaged

Rate SPREADSHEET and SPREADSHEET INSTRUCTIONS on
pages 323 and 322, respectively.

The section behind Tab 3 contains: Tab 3

The SPREADSHEET on its completion rate as created in Step 5 on

page 310.

Schools should refer to the Sample Completion Rate SPREADSHEET

and SPREADSHEET INSTRUCTIONS on pages 325 and 324,
respectively.

The section behind Tab 4 contains: Tab 4

Any other documents the independent auditor has requested to

complete the review.

Page 316 FY 1998 Official Cohort Default Rate Guide

Information for Schools on Adjustments and Appeals Economically Disadvantaged and Completion Rates Appeal

Step 8: Within 60 calendar days after receiving the school’s Due date for
submitting
official cohort default rate notification letter, a school the appeal to
must submit the following to the Department at the the
address on page 319: Department.

♦ a letter indicating that the school is submitting

its economically disadvantaged and completion Please refer
rates appeal; to page 326
Example
for a sample
A school should refer to the Sample letter.
Economically Disadvantaged and Completion
Rates Appeal LETTER on page 326.
♦ a copy of the school's spreadsheets created
in Steps 3 and 5;

AND Please refer

♦
to page 327
the independent auditor's opinion on Example for a sample
management's written assertions. auditor’s
opinion.
The following page provides an overview of the MATERIAL that
should be included in a school's economically disadvantaged and
completion rates appeal submitted to the Department.

FY 1998 Official Cohort Default Rate Guide Page 317

Economically Disadvantaged and Completion Rates Appeal Information for Schools on Adjustments and Appeals

Within the time frame described in Step 8 on page 317, the

following MATERIAL, to support an economically disadvantaged
and completion rates appeal, should be sent to the Department’s
Default Management Division at the address on page 319.

The section behind Tab 1 contains: Tab 1

A LETTER on the school’s letterhead with—

♦ the school’s OPE ID number;

♦ a statement indicating that the school is submitting an exceptional

mitigating circumstances appeal based upon its economically
disadvantaged and completion rates;

♦ the current fiscal year to which the appeal applies;

♦ a certification sentence that indicates that the information provided

in the appeal, under penalty of perjury, is true and correct;

♦ a list of the other adjustment/appeals the school intends to submit to

the Department;

AND

♦ the signature of the school’s President/CEO/Owner, followed by a

signature block providing the signer’s name and job title

Schools should refer to the Sample Economically Disadvantaged and

Completion Rates Appeal LETTER on page 326.

The section behind Tab 2 contains: Tab 2

The SPREADSHEET on its economically disadvantaged rate as created in

Step 3 on page 307.

Schools should refer to the Sample SPREADSHEET and SPREADSHEET

INSTRUCTIONS for its Economically Disadvantaged Rate on pages 323 and
322, respectively.

The section behind Tab 3 contains: Tab 3

The SPREADSHEET on its completion rate as created in Step 5 on page

310.

Schools should refer to the Sample SPREADSHEET and SPREADSHEET

INSTRUCTIONS for its Completion Rate on pages 325 and 324, respectively.
The section behind Tab 4 contains:
Tab 4
The INDEPENDENT AUDITOR'S OPINION on the school's management's
written assertions.

Please refer to the Sample Independent Auditor’s Attestation LETTER on

page 327.

The Department will not consider information

Note submitted after the 60 calendar day deadline. The
Department will send the school written notification of
its decision. The Department’s decision is final
and no further administrative review is provided.

Page 318 FY 1998 Official Cohort Default Rate Guide

 Information for Schools on Adjustments and Appeals Economically Disadvantaged and Completion Rates Appeal

If sent by commercial overnight mail/courier delivery, send the

school’s economically disadvantaged and completion rates appeal to:

U.S. Department of Education

Default Management Division
ATTN: Economically Disadvantaged and
Completion Rates Appeal
Portals Building, Room 6300
1250 Maryland Avenue, SW
Washington, DC 20024

If sent by U.S. Postal Service, send the school’s economically

disadvantaged and completion rates appeal to:

U.S. Department of Education

Default Management Division
ATTN: Economically Disadvantaged and
Completion Rates Appeal
Portals Building, Room 6300
400 Maryland Avenue, SW
Washington, DC 20202-5353

The Department will not accept any appeal

Note correspondence by facsimile (fax) or e-mail.

The Department recommends that a school send all appeal

correspondence return receipt requested or via commercial overnight
mail/courier delivery. This will be useful to a school if it is asked to
authenticate the timeliness of its appeal. A school should maintain
the documentation which verifies the receipt of the appeal related
material. In addition, a school should retain copies of all
documentation submitted as a part of the appeal process.

FY 1998 Official Cohort Default Rate Guide Page 319

Economically Disadvantaged and Completion Rates Appeal Information for Schools on Adjustments and Appeals

PART II: Supporting

Material
Part II provides sample material that should be referenced by a
school when compiling the material that must be submitted by a
school during the economically disadvantaged and completion
rates appeal process.

CONTENT REFERENCE FOR PART II

Sample Notice of Intent to File an Economically Disadvantaged

and Completion Rates Appeal LETTER.........................................321

Economically Disadvantaged Rate SPREADSHEET

INSTRUCTIONS.................................................................................322

Sample Economically Disadvantaged Rate SPREADSHEET......323

Completion Rate SPREADSHEET INSTRUCTIONS .....................324

Sample Completion Rate SPREADSHEET .....................................325

Sample Economically Disadvantaged and Completion Rates

Appeal LETTER..................................................................................326

Sample Independent Auditor’s Attestation for an Economically

Disadvantaged and Completion Rates Appeal LETTER.............327

Page 320 FY 1998 Official Cohort Default Rate Guide

Information for Schools on Adjustments and Appeals Economically Disadvantaged and Completion Rates Appeal

Sample Notice of Intent to File an

Economically Disadvantaged and Completion Rates Appeal LETTER

Forrest University
1212 Wedgewood Lane
Leonardtown, Wisconsin 12345-6789
(123) 456-7890

Sample Letter
October 12, 2000

U.S. Department of Education OPE ID#: 000070

Default Management Division
Attn: Economically Disadvantaged and Completion Rate Intent
Portals Building, Room 6300
1250 Maryland Avenue, S.W.
Washington, D.C. 20024

Subject: FY 1998 Notice of Intent to File an Economically

Disadvantaged and Completion Rates Appeal

Dear Default Management Division:

Forrest University, OPE ID# 000070, intends to file an FY 1998

exceptional mitigating circumstances appeal based on our
economically disadvantaged and completion rates.

Sincerely,

Larry Lloyd
Larry Lloyd, President

FY 1998 Official Cohort Default Rate Guide Page 321

Page 322
List and count the students who will be included in the calculation of the Column 2: Enter the student’s name.
school’s economically disadvantaged rate using a spreadsheet software
application such as Excel or Lotus 1-2-3. The resulting spreadsheet must be Column 3: Enter MM/DD/CCYY (month, day, and year) to identify the
sent to the Department. student’s beginning and ending enrollment dates.
The spreadsheet should be on 8 ½” x 11” paper in a landscape (horizontal) Column 4: Enter X if student was from an economically disadvantaged
layout. A sample spreadsheet follows these instructions. background during the selected 12-month period. Leave
blank if student was not economically disadvantaged.

Fill out Column 5 or Column 6 of the spreadsheet: For those student identified as
Header: Enter FY 1998 Economically Disadvantaged Rate in economically disadvantaged in column 4, provide either:
the center of the header area. In the left-hand area,
enter the school’s name, the school’s OPE ID number, Column 5: The student’s EFC (in Column 5a) and the award year
the school’s selected 12-month period, the applicable associated with the EFC (in Column 5b).
award years, and the applicable calendar years.
In order to be considered economically disadvantaged, the
student’s EFC must be associated with an award year that
overlaps the selected 12-month period.
Economically Disadvantaged and Completion Rates Appeal

A school must use a 12-month period that ends

during the six-month period proceeding FY 1998. OR

Column 6: The student’s AGI (in Column 6a), family size (in Column
Footer: Enter the date the spreadsheet was prepared in the left 6b), and calendar year (in Columns 6c).
side of the footer area. Set up automatic pagination in the
right side of the footer area so that the specific pages and In order to be considered economically disadvantaged, the
the total number of page numbers show on each page student’s AGI must be associated with a calendar year that
(example: page 1 of 10 pages). overlaps the selected 12-month period.

Sort: Sort the students in social security number order OR in Instructions for Box B (located in the shaded area on the sample
order by last name, followed by first name. spreadsheet)

On Rows 1, 2, 3, and 4, use the draw tool to draw a rectangle. Using the text-
box tool, draw another box for Box B information. In this box, enter exactly the ♦ Count and record the number of X’s that appear in
same information in exactly the same order as listed on the sample Column 4. This is B1 in the calculation. This is the
spreadsheet. number of students from economically
disadvantaged backgrounds.
On Row 5, enter exactly the same column names in exactly the same order as
listed on the sample spreadsheet.
♦ Count and record the number of students listed in
Column 1. The total number of students will be B2
On Row 6 and below, include the following data for each student who will be in the calculation. This is the number of students
included in the school’s economically disadvantaged rate.
enrolled on at least a half-time basis at the school
during the selected period.
Economically Disadvantaged Rate SPREADSHEET INSTRUCTIONS

Column 1: Enter the student's Social Security number using hyphens

to separate the numbers (example: 000-00-0000) for all
the school's students who were enrolled on at least a half- ♦ Calculate and record 100 x B1/B2. This
time basis in a Title IV eligible program during the selected percentage is the school’s economically
12-month period. disadvantaged rate.

FY 1998 Official Cohort Default Rate Guide

Information for Schools on Adjustments and Appeals
 FY 1998
Note: This is a sample
School Name: Forrest University Economically Disadvantaged Rate spreadsheet. (See instructions).
OPE ID Number: 000070
12-month Period: 7/11/1996-7/10/1997
Award Years: 1996/1997 and 1997/1998
Calendar Years: 1996 and 1997

Box B
# of Economically Disadvantaged Students (from Column 4) [B1] 140
# of Students (from Column 1) [B2] 200
Economically Disadvantaged Rate [100 x B1/B2] 70.0%

FY 1998 Official Cohort Default Rate Guide

1. Student's 2. Student's 3. Student's 4. If student 5a. If column 4 5b. If column 6a. If column 4 6b. If column 6c. If column

SSN name enrollment dates qualifies as is marked 5a has an EFC, is marked and 6a has an AGI, 6a has an AGI,
Information for Schools on Adjustments and Appeals

(sort in numerical (from MM/DD/CCYY economically and enter the economically enter family enter calendar

order) to MM/DD/CCYY) disadvantaged economically award year disadvantaged size year

enter X disadvantaged associated is based on

is based on EFC, with the EFC AGI, enter

enter EFC AGI

111-11-2222 Jane Smith 3/15/1996-3/10/1997 X 1,000 1996/1997

222-22-3333 John Doe 6/16/1996-10/3/1996 X $4,200.00 1 1996

333-33-4444 Chris Jones 12/15/1996-3/4/1997

Sample Economically Disadvantaged Rate SPREADSHEET

11/01/2000 [send to U.S. Department of Education's Default Page 1 of 10 pages

Management Division at the address located on page 319.]
Economically Disadvantaged and Completion Rates Appeal

Page 323
 List and count the students who will be included in the calculation of the school’s
completion rate using a spreadsheet software application such as Excel or Lotus 1-2- Column 6: Enter the MM/DD/CCYY to identify the date the degree was
received for each regular student who met the successful

Page 324
3. The resulting spreadsheet must be sent to the Department.
completion conditions by receiving a degree from the
The spreadsheet should be on 8 ½” x 11” paper in a landscape (horizontal) layout. A school.
sample spreadsheet follows these instructions.
Column 7a: Enter the program of study for each regular student who
met the successful completion conditions by transferring to
Header: Enter FY 1998 Completion Rate in the center of the header a higher level educational program. Do NOT use
area. In the left-hand area, enter the school’s name, the school’s abbreviations.
OPE ID number, and the school’s selected 12-month period.
Column 7b: Enter the MM/DD/CCYY to identify the transfer date for
A school must base the completion rate on the same 12- each regular student who met the successful completion
month period used for the school’s economically conditions by transferring to a higher level educational
disadvantaged rate. However, the students contained in program.
each rate may NOT be the same.
Column 7c: Enter the name and address of the school to which the
student transferred for each regular student who met the
successful completion conditions by transferring to a higher
Footer: Enter the date the spreadsheet was prepared in the left side of level educational program.
the footer area. Set up automatic pagination in the right side of
the footer area so that the specific pages and the total number of Column 7d: Enter the name of the higher-level educational program to
Economically Disadvantaged and Completion Rates Appeal

page numbers show on each page (example: page 1 of 10 which the student transferred for each regular student who
pages). met the successful completion conditions by transferring to
a higher level educational program.
Sort: Sort the students in Social Security number order OR in order by
last name, followed by first name. Column 8: Enter the GPA for each regular student who met the
successful completion conditions by remaining enrolled and
On Rows 1,2, 3, and 4, use the draw tool to draw a rectangle. Using the text-box maintaining satisfactory academic progress at the school at
tool, draw another box for Box D information. In this box enter exactly the same the end of the selected 12-month period.
information in exactly the same order as listed on the sample spreadsheet
Column 9: Enter the date the regular student entered the U.S. Armed
On Row 5, enter exactly the same column names in exactly the same order as listed Forces for each student who met the successful completion
on the sample spreadsheet. conditions by entering into the U.S. Armed Forces.

On Row 6 and below, include the following data for each regular student who will be Instructions for Box D (located in the shaded area):
included in the school’s completion rate.

Column 1: Enter the Social Security number using hyphens to separate the
numbers (example: 000-00-0000) for all of the school’s regular ♦ Count and record the number of Xs that appear in Column
students who meet the conditions identified on page 300. 5. The total number of Xs will be D1 in the calculation.
This is the number of regular students who
Completion Rate SPREADSHEET INSTRUCTIONS

Column 2: Enter the regular student’s name. successfully completed.

Column 3: Enter MM/DD/CCYY (month, day, and year) to identify the date ♦ Count and record the number of regular students listed in
that each regular student was originally scheduled, at the time of the Completion Rate spreadsheet by counting the number
enrollment, to complete his or her program of study. of entries in Column 1. The total number of regular
students will be D2 in the calculation. This is the number
Column 4: Enter MM/DD/CCYY (month, day, and year) to identify the of regular students who were scheduled to complete
beginning and ending dates of the regular student’s enrollment. their programs during the selected 12-month period.

Column 5: Enter X if the regular student meets one of the successful ♦ Calculate and record 100 x D1/D2 and record the result in
completion conditions as identified on pages 301 through 303. Box D on the Completion Rate spreadsheet. This
percentage is the school’s completion rate.

FY 1998 Official Cohort Default Rate Guide

Information for Schools on Adjustments and Appeals
 FY 1998
School Name: Forrest University Note: This is a sample
OPE ID Number: 000070 Completion Rate spreadsheet. (See instructions).
12-month Period: 7/11/1996-7/10/1997

Box D
# of Regular Students Who Met Successful Completion Conditions (from Column 5) [D1] 240
# of Regular Students Originally Scheduled to Complete Programs (from Column 1) [D2] 300
Completion Rate [100 x D1/D2] 80.0%

FY 1998 Official Cohort Default Rate Guide

1. Student's 2. Student's 3. Date that 4. Student's 5. If student 6. Date 7a. Student's 7b. Date 7c. The name 7d. The name 8. The 9. The
SSN Name student was enrollment met the the student's program of the student and address and address student's date the
originally dates successful degree was study transferred of the school of the school grade student
Information for Schools on Adjustments and Appeals

(sort in scheduled to (from MM/DD/CCYY completion received to a higher to which the to which the point entered the
numerical complete to MM/DD/CCYY) conditions, level program student student average U.S. Armed
order) program enter X (MM/DD/CCYY) transferred transferred Forces
of study (MM/DD/CCYY)

(MM/DD/CCYY)

(MM/DD/CCYY)

111-11-1111 Virginia Marshall 05/11/1997 01/15/1994 X 05/17/1998

05/17/1998
222-22-2222 James Smith 03/26/1997 05/16/1995
07/15/1995
333-33-3333 Cody Carter 05/11/1997 4/10/1994- X Business 09/16/1997 Brown University Master of
5/11/97 111 Brown St. Business
Brown, PA 11111Administration
Sample Completion Rate SPREADSHEET

444-44-4444 Bob Tucker 05/11/1997 6/26/1992- X 3.1

05/17/1999
555-55-5555 Hannah Jacoby 05/17/1997 10/1/1993- X 04/12/1998
05/17/1997

11/01/2000 [send to U.S. Department of Education's Default Page 1 of 12 pages

Management Division at the address located on page 319.]
Economically Disadvantaged and Completion Rates Appeal

Page 325
Economically Disadvantaged and Completion Rates Appeal Information for Schools on Adjustments and Appeals

Sample Economically Disadvantaged and Completion Rates Appeal LETTER

Forrest University
1212 Wedgewood Lane
Leonardtown, Wisconsin 12345-6789
(123) 456-7890
Sample Letter
November 1, 2000

U.S. Department of Education OPE ID#: 000070

Default Management Division
Attn: Economically Disadvantaged and Completion Rates Appeal
Portals Building, Room 6300
1250 Maryland Avenue, S.W.
Washington, D.C. 20024

Subject: FY 1998 Economically Disadvantaged and Completion

Rates Appeal

Dear Default Management Division:

Forrest University, OPE ID# 000070, is submitting its FY 1998 exceptional mitigating
circumstances appeal based on our economically disadvantaged and completion
rates.

I, the undersigned, certify under penalty of perjury, that our economically

disadvantaged rate is 70.0%, our completion rate is 80.0%, and that all other
information submitted in support of this exceptional mitigating circumstances appeal
is true and correct.

Please see the attached spreadsheets for the economically disadvantaged and
completion rates, along with the independent auditor's attestations on our school's
management assertions.

Forrest University is submitting its economically disadvantaged and completion rates

appeal at this time; however, the school has also timely submitted an uncorrected
data adjustment.

Sincerely,

Larry Lloyd
Larry Lloyd, President

Enclosures

Page 326 FY 1998 Official Cohort Default Rate Guide

Information for Schools on Adjustments and Appeals Economically Disadvantaged and Completion Rates Appeal

Sample Independent Auditor’s Attestation for an

Economically Disadvantaged and Completion Rates Appeal LETTER

Global Accounting
1212 Hickory Lane
Hughesville, Florida 12345-6789
(123) 456-7890
October 19, 2000 Sample Letter
U.S. Department of Education OPE ID#: 000070
Default Management Division
Attn: Economically Disadvantaged and Completion Rates Appeal
Portals Building, Room 6300
1250 Maryland Avenue, S.W.
Washington, D.C. 20024

Subject: Independent Auditor’s Attestation

Dear Default Management Division:

We have examined management’s written assertions that the information contained in Forrest
University’s OPE ID# 000070 exceptional mitigating circumstances appeal based on its
economically disadvantaged and completion rates, is complete, accurate and determined in
accordance with the requirements of HEA Section 435(a)(4)(A). Management is responsible for
Forrest University’s compliance with those requirements. Our responsibility is to express an
opinion on management’s assertions about the institution’s compliance based on our
examination.
Our examination was made in accordance with standards established by the American Institute
of Certified Public Accountants and, accordingly, included examining, on a test basis, evidence
about Forrest University’s compliance with HEA Section 435(a)(4)(A) and performing such other
procedures as we considered necessary in the circumstances. We believe our examination
provides a reasonable basis for our opinion. Our examination does not provide a legal
determination on Forrest University’s compliance with specified requirements.
In our opinion, management’s written assertion that Forrest University has an economically
disadvantaged rate of 70.0% and a completion rate of 80.0% for the twelve-month period
beginning on July 11, 1996 and ending on July 10, 1997, is complete, accurate, and determined
in accordance with the requirements set forth in HEA Section 435(a)(4)(A), and is fairly stated, in
all material respects.
This report is intended solely for the information of an audit committee, management, and the
U.S. Department of Education. However, this report is a matter of public record and its
distribution is not limited.

Respectfully submitted,

Mary Smith
Mary Smith, CPA
President, Global Accounting, Inc.

FY 1998 Official Cohort Default Rate Guide Page 327

Economically Disadvantaged and Completion Rates Appeal Information for Schools on Adjustments and Appeals

Page 328 FY 1998 Official Cohort Default Rate Guide