Operating a Federal CHAPTER

2
Work-Study Program
This chapter covers issues specific to operating Federal Work-Study, Job Location
and Development, and Work-College programs. For student eligibility criteria
relating to campus-based programs, including FWS, refer to Volume 1. For in-
formation on selecting campus-based recipients, and calculating and packag-
ing campus-based awards, see Volume 3. For information on disbursing cam-
pus-based aid, see Volume 4.

ASSIGNING FWS JOBS R Chapter Highlights R

Federal Work-Study (FWS) jobs may be on or off campus. Off-
Community Service...................6-29
campus FWS jobs with federal, state, or local public agencies or private
Establishing FWS Community
nonprofit organizations must be in the public interest. Off-campus
Service Jobs...............................6-31
FWS jobs with private, for-profit organizations must be academically
relevant to the maximum extent possible. Also, your school must use at FWS Students As Tutors FAQ....6-41
least 7% of its FWS allocation to employ students in community service JLD Programs............................6-44
jobs with at least one FWS student employed as a reading tutor for Work Colleges...........................6-47
children in a reading tutoring project or performing family literacy
activities in a family literacy project.

A school must make FWS jobs reasonably available to all eligible 7% cite
students at the school. To the maximum extent practicable, a school 34 CFR 675.18(g)
must provide FWS jobs that complement and reinforce each
recipient’s educational program or career goals.

In assigning an FWS job, a school must consider the student’s

financial need, the number of hours per week the student can work,
the period of employment, the anticipated wage rate, and the amount
of other assistance available to the student. While there is no minimum
or maximum award, the amount for each student should be
determined based on these factors.

EMPLOYMENT CONDITIONS AND LIMITATIONS

FWS employment must be governed by employment conditions,
including pay, that are appropriate and reasonable according to the
type of work performed, the geographic region, the employee’s
proficiency, and any applicable federal, state, or local law.

FWS employers must pay students at least the federal minimum

wage in effect at the time of employment ($5.15 as of September

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1997). The Small Business Job Protection Act of 1996 established a

subminimum, or training, wage that is lower than the minimum wage.
However, it is not permissible to pay the subminimum wage rate to
students in FWS jobs.

FWS employment must not displace employees (including those

on strike) or impair existing service contracts. Also, if the school has
an employment agreement with an organization in the private sector,
the organization’s employees must not be replaced with FWS students.
Replacement is interpreted as displacement.

FWS positions must not involve constructing, operating, or

maintaining any part of a building used for religious worship or
sectarian instruction. In determining whether any FWS employment
will violate this restriction, a school should consider the purpose of the
part of the facility in which the work will take place and the nature of
FWS Limitations on Religious the work to be performed. If the part of the facility in which the
Jobs student will work is used for religious worship or sectarian instruction,
675.20(c)(2)(iv) the work cannot involve construction, operation, or maintenance
responsibilities. If that part of the facility is not being used for religious
worship or sectarian instruction, the school should make sure that any
work the student will perform meets general employment conditions
and that other limitations are not violated.

Neither a school nor an outside employer that has an agreement

with the school to hire FWS students may solicit, accept, or permit
soliciting any fee, commission, contribution, or gift as a condition for a
student’s FWS employment. However, a student may pay union dues to
an employer if they are a condition of employment and if the
employer’s non-FWS employees must also pay dues.

The Fair Labor Standards Act of 1938, as amended, prohibits

employers (including schools) from accepting voluntary services from
any paid employee. Any student employed under FWS must be paid
for all hours worked.

A student may earn academic credit as well as compensation for

FWS jobs. Such jobs include but are not limited to internships,
practica, or assistantships (e.g., research or teaching assistantships).
However, a student employed in an FWS job and receiving academic
credit for that job may not be:

• paid less than he or she would be if no academic credit were

given;
• paid for receiving instruction in a classroom, laboratory, or
other academic setting; and
• paid unless the employer would normally pay the person for
the same job.

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COMMUNITY SERVICE JOBS

Schools must make students aware of community service Community service
opportunities by encouraging them to get involved in community Dear Colleague Letter CB-97-12, dated July
service activities. The program participation agreement also requires 1997
your school to work with local nonprofit, governmental, and Dear Colleague Letter CB-94-4, dated
community-based organizations to identify community service March 1994
opportunities, including those that assist supportive services to students
with disabilities, and inform Federal Work-Study (FWS) students of
these opportunities (see chapter 1).

Your school must use at least 7% of its FWS allocation to employ

students in community service jobs (see chapter 1). At least one of the
FWS students your school employs to fulfill this requirement must
work:

• performing family literacy activities in a family literacy

project that provides services to families with preschool age
children or elementary school children; or Definition of community services
• as a reading tutor for children who are preschool age or are 34 CFR 675.2(b)
The definition of community services in-
in elementary school.
cludes the terms “service opportunity” and
Employing an FWS student in these positions serves the needs of “youth corps program.” Section 101 of the
the community and gives the FWS student an enriching and rewarding National and Community Service Act of
experience. To further encourage schools to employ FWS students in 1990 defines the terms as follows:
these positions and as mathematics tutors, FWS regulations authorize a Service opportunity. A program or project,
100% federal share of FWS wages (see chapter 1). including a service learning program or
project, that enables students or out-of-
school youth to perform meaningful and
How are community services defined? constructive service in agencies, institu-
Community services are defined as services that are identified by tions, and situations where the application
an institution of higher education through formal or informal of human talent and dedication may help
consultation with local nonprofit, governmental, and community-based to meet human, educational, linguistic, and
environmental community needs, espe-
organizations, as designed to improve the quality of life for community
cially those relating to poverty.
residents, particularly low-income individuals, or to solve particular
Youth corps program. A program, such as
problems related to their needs. These services include: a conservation corps or youth service pro-
gram, that offers full-time, productive work
• such fields as health care, child care, literacy training, (to be financed through stipends) with vis-
education (including tutorial services), welfare, social ible community benefits in a natural re-
services, transportation, housing and neighborhood source or human service setting and that
improvement, public safety, crime prevention and control, gives participants a mix of work experi-
recreation, rural development, and community ence, basic and life skills, education, train-
improvement; ing, and support services.

• work in service opportunities or youth corps as defined in

Section 101 of the National and Community Service Act of
1990, and service in the agencies, institutions, and activities
designated in Section 124(a) of that act;

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• support services for students with disabilities (including

*This is the only statutory exception to the students with disabilities who are enrolled at the school)*;
requirement that community service be and
open and accessible to the community.
• activities in which an FWS student serves as a mentor for
such purposes as tutoring (see “Employing reading and
mathematics tutors,” in this chapter), supporting
educational and recreational activities, and counseling,
including career counseling.
To be considered employed in a community service job for FWS
purposes, an FWS student does not have to provide a “direct” service.
The student must provide services that are designed to improve the
quality of life for community residents or to solve particular problems
related to those residents’ needs. A school may use its discretion to
determine what jobs provide indirect or direct service to the
community.

In determining whether the service is a community service, the

school must always consider whether the service provided by the FWS
student primarily benefits the community as opposed to the agency or
school. See Appendix B for a model need assessment form that can be
used with community service agencies.

The Department does not intend to indicate that certain activities

are more important than others or that only jobs that have direct
contact with community members are acceptable. For example, an
FWS student working for a “meals on wheels” program may prepare
meals for the program without having any direct contact with the
community residents, yet the service he or she is providing is very
important in meeting community needs.

There is no restriction as to whether these jobs must be on or off

campus. However, a university or college is not considered a
community for the purposes of the FWS Program community service
requirements. On-campus jobs can meet the definition of community
services, provided that the services are open and accessible to the
community and that they meet the regulatory and statutory provisions
pertaining to the applicable FWS Program employment limitations
and conditions. A service is considered open to the community if the
service is publicized to the community and members of the
community use the service. For example, an on-campus day care
service or tutor center that is used by members of the community (not
just faculty and staff) can be considered a community service.

If a school provides community services through off-campus sites,

these services are considered community services as long as the
services are open to the community.

Private, for-profit organizations do not qualify as employers for

community service under the FWS Program.

In contacting potential community service agencies, schools should

place a priority on jobs that will meet the human, educational,

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environmental, and public safety needs of low-income individuals. The

Department has determined that at this time there is no need to
burden schools with a formal definition of low-income individual for
purposes of providing community service under the FWS Program.
There is no statutory requirement that a particular number or
proportion of the individuals must be low-income persons. Some
examples of jobs that provide services to persons in the community
who may not necessarily be low-income individuals are jobs that
provide supportive services to students with disabilities or that prevent
or control crime.

ESTABLISHING FWS COMMUNITY SERVICE JOBS

Step #1: Identify potential jobs and employers.

Identify jobs
• Brainstorm types of jobs that would meet the community
service requirement. What jobs do your students currently
hold, on campus or off campus, that meet the community
service definition?
• Communicate the community service requirements to your
school’s student employment office.

Identify employers
• Which local community service organizations might be
interested in employing your FWS students?
• Contact local nonprofit, governmental, and community-
based organizations to assess their needs and determine
what interest exists for employing FWS students.

Talk to colleagues
• Talk to colleagues at institutions that participated in the
expired Community Service Learning Program to get ideas
on implementing, locating, and developing the community
service jobs.
Step #2: Research your students’ interest in community
service.
• Research your FWS students’ degrees or certificate
programs, interests, and skills to determine which recipients
might find community service jobs appealing.

Step #3: Promote community service jobs.

• Devise a plan to market community services under the FWS
Program to eligible student employers and the community:
• obtain a listing of potential community service agencies,

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• ask to be a presenter at various organizations’ meetings,

• engage in networking activities,
• hold and attend job fairs,
• host a financial aid office “open house,” and
• visit local agencies.
What is a family literacy project? How are family

LIST OF AGENCIES, INSTITUTIONS, AND

ACTIVITIES INCLUDED IN THE DEFINITION OF
COMMUNITY SERVICES
The definition of “community services” includes service in
agencies, institutions, and activities that are designated in Section
124(a) of the National and Community Service Act of 1990:

1. Conservation corps programs that focus on:

• conservation, rehabilitation, and the improvement of
wildlife habitat, rangelands, parks, and recreation areas;
• urban and rural revitalization, historical and site
preservation, and reforestation of both urban and rural
areas;
• fish culture, wildlife habitat maintenance and
improvement, and other fishery assistance;
• road and trail maintenance and improvement;
• erosion, flood, drought, and storm damage assistance
and controls;
• stream, lake, waterfront harbor, and port improvement;
• wetlands protection and pollution control;
• insect, disease, rodent, and fire prevention and control;
• the improvement of abandoned railroad beds and
rights-of-way;
• energy conservation projects, renewable resource
enhancement, and recovery of biomass;
• reclamation and improvement of strip-mined land;
• forestry, nursery, and cultural operations; and
• making public facilities accessible to individuals with
disabilities.
2. Human services corps programs that include service in:
• state, local, and regional governmental agencies;
• nursing homes, hospices, senior centers, hospitals, local
libraries, parks, recreational facilities, child and adult
daycare centers, programs serving individuals with
disabilities, and schools;

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• law enforcement agencies and penal and probation

systems;
• private nonprofit organizations that primarily focus on
social service such as community action agencies;
• activities that focus on the rehabilitation or
improvement of public facilities, neighborhood
improvements, literacy training that benefits
educationally disadvantaged individuals, weatherization
of and basic repairs to low-income housing including
housing occupied by older adults, energy conservation
(including solar energy techniques), removal of
architectural barriers to access by individuals with
disabilities to public facilities, activities that focus on
drug and alcohol abuse education, prevention and
treatment, and conservation, maintenance, or
restoration of natural resources on publicly held lands;
and
• any other nonpartisan civic activities and services that
the commission determines to be of a substantial social
benefit in meeting unmet human, educational, or
environmental needs (particularly needs related to
poverty) or in the community where volunteer service is
to be performed; or
3. Programs that encompass the focus and services described in
both paragraphs (1) and (2).

literacy activities defined?

Research shows that children whose parents work with them on
literacy skills during early childhood have a better chance of reading
well and independently. The family literacy concept recognizes the Family literacy project definition
family as an institution for education and learning and the role of Dear Colleague Letter CB-98-6, dated
parents as their children’s first teachers. May 1998

A family literacy program integrates four components. It provides:

• literacy or pre-literacy education to children,

• literacy training for parents or other caregivers of children Reading tutor/family literacy
in the program, project
34 CFR 675.18(g)
• a means of equipping parents or other caregivers with the
skills needed to partner with their children in learning, and
• literacy activities between parents or other caregivers and
their children.
This definition is consistent with the Even Start and Head Start
definitions of family literacy programs.

The Department does not define “family literacy activities” for

purposes of the community service expenditure requirement or the
waiver of the institutional share requirement. The Department gives

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schools reasonable flexibility to determine the job description and

duties for an FWS student performing family literacy activities.

Family literacy activities are not limited to just tutoring positions. For
example, family literacy activities may include training tutors,
performing administrative tasks such as coordinating the tutors, or
working as an instructional aide who prepares the materials for the
project. However, it would not be reasonable to include janitorial or
building repair jobs as family literacy activities.

WORK ON CAMPUS
On-campus employment A student may be employed on campus at any type of
34 CFR 675.21 postsecondary institution, including at a proprietary school. A school,
other than a proprietary school, may employ a student to work for the
school itself, including certain services for which the school may
contract, such as food service, cleaning, maintenance, and security.
Work for the school’s contractors is acceptable as long as the contract
specifies the number of students to be employed and specifies that the
school selects the students and determines their pay rates. A
proprietary school also may employ a student to work for the school
itself with certain restrictions (discussed below under “Work for
Proprietary School”).

At any type of postsecondary institution, including proprietary

schools, an FWS student may be assigned to assist a professor if the
student is doing work the school would normally support under its
own employment program. Having a student serve as a research
assistant to a professor is appropriate, as long as the work is in line with
the professor’s official duties and is considered work for the school
itself.

EMPLOYMENT IN A FOREIGN COUNTRY

Normally, employment in a foreign country is not permissible
under the law. However, a school with a branch campus in a foreign
country may employ students under FWS if the branch has its own
facilities, administrative staff, and faculty. Students may also be
employed by a U.S. government facility such as an embassy or a
military base. A student may not be employed for a nonprofit
organization in a foreign country.

WORK FOR PROPRIETARY SCHOOL

Proprietary school employment A proprietary school may employ a student to work for the school
34 CFR 675.21(b) itself but only in jobs that meet certain criteria:

1. If the jobs are in community service, they may be either on

or off campus. Students employed by a proprietary school

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and performing community service do not have to furnish

student services that are directly related to their education.
2. If the jobs are not in community service, they must be on
campus and must:
• provide student services that are directly related to the
FWS student’s training or education;
• not involve soliciting potential students to enroll at the
proprietary school; and
• to the maximum extent possible, complement and
reinforce the FWS student’s educational program or
vocational goals.

STUDENT SERVICES
Student services are services that are offered to students. Students Student services definition cite
are persons enrolled or accepted for enrollment at the school. An FWS 34 CFR 675.2(b)
student who provides services only to the school’s former students is
not providing student services because the services are not offered to
currently enrolled students. However, an FWS student who provides
services to both current students and former students is providing
student services, because the services are offered to currently enrolled
students. For example, an FWS student provides job placement
assistance to current students and alumni of the school. The FWS Student services may include:
student is considered to be providing student services because his or jobs in financial aid
her services are offered to current students, as well as alumni. jobs in a library
peer guidance counseling
Student services do not have to be direct services or involve job placement
assisting an instructor with
personal interaction with other students. Services are considered curriculum-related activities
student services if the services provide a benefit either directly or (e.g., teaching assistant)
indirectly to students. For example, an FWS student may work in security
assisting an instructor in the lab or in other work related to the social and health services
instructor’s official academic duties at the school. See the sidebar for tutoring
an expanded list of examples of jobs that provide student services. The Student services never include:
list is not exhaustive. The fact that a job has some operational facility maintenance
functions does not preclude it from being an acceptable FWS job as cleaning
long as it furnishes student services. purchasing
public relations
At a proprietary school, FWS students may not work in non-
community service jobs that are not student services. In general,
jobs that primarily benefit the proprietary school are not student
services. For example, jobs in facility maintenance or cleaning are
never student services. See the sidebar for a list of examples of jobs
that do not provide student services. Again, this list is not exhaustive.
Jobs in the admissions or recruitment area of a school are not
acceptable student services because such jobs are considered to involve
soliciting potential students to enroll at the school.

The non-community service job must provide student services

that are directly related to the FWS student’s training or education.
This does not mean that the FWS student must be enrolled in an
academic program for that field. Instead, it means that the FWS

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student must be receiving work experiences that are directly applicable

to the skills needed for his or her career path. For example, an FWS
student enrolled in an air-conditioning repair program wants to work
in the school’s library. Although the student is not pursuing a career as
a librarian, the student would still be able to work in the library. The
job is directly related to his or her training because he or she is
learning customer service and basic office functions that are applicable
to work in an air-conditioning repair shop or dealership. Similarly, a
job in another student service office such as financial aid, registrar, and
job placement would also be considered directly related to the FWS
student’s training.

WORK OFF CAMPUS

Work Off Campus for Nonprofit or Government
Agency
If a student is employed off campus by a federal, state, or local
public agency or by a private nonprofit organization, providing jobs
related to the student’s academic or vocational goals is encouraged,
but not required. However, the work performed must be in the public
interest. Work in the public interest is defined as work performed for
the welfare of the nation or community, rather than work performed
for a particular interest or group.

Work is not “in the public interest” if:

• it primarily benefits the members of an organization that has

membership limits, such as a credit union, a fraternal or
religious order, or a cooperative;
• it involves any partisan or nonpartisan political activity or is
associated with a faction in an election for public or party
office;
• it is for an elected official unless the official is responsible
for the regular administration of federal, state, or local
government;
• it is work as a political aide for any elected official;
• it takes into account a student’s political support or party
affiliation in hiring him or her; or
• it involves lobbying on the federal, state, or local level.
A private nonprofit organization is one in which no part of the net
earnings of the agency benefits any private shareholder or individual.
An organization must be incorporated as nonprofit under federal or
state law. A school classified as a tax-exempt organization by either the
federal or state Internal Revenue Service meets this requirement.
Examples of private nonprofit organizations generally include
hospitals, daycare centers, halfway houses, crisis centers, and summer
camps.

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Nonprofit agencies do not qualify automatically as community

service employers for purposes of the FWS Program because the work
performed must meet the definition of community services in the
regulations. A list of programs or activities that are recognized as
appropriate work in community services under the FWS Program is
included at the end of this section.

However, in deciding whether work is in the public interest,

schools must consider the nature of the work as well as that of the
organization. For example, a private nonprofit civic club may employ a
student if the student’s work is for the club’s community drive to aid
handicapped children. If the student’s work is confined to the internal
interests of the club, such as a campaign for membership, the work
would benefit a particular group and would not be in the public
interest. As another example, a student may work for a private
nonprofit membership organization, such as a golf club or swimming
pool, if the general public may use the organization’s facilities on the
same basis as its members. If only members may use the facilities, FWS
employment is not in the public interest.

Political activity, whether partisan or nonpartisan, does not qualify

as work in the public interest. For example, a student is not considered
to be working in the public interest if working at voting polls—even if
he or she only checks off the names of those who came to vote and
does not pass out flyers supporting a particular candidate. Also, a
student is not considered to be working in the public interest if
working to support an independent candidate. Another example of
nonpartisan political activity is work for a city political debate.

Working for an elected official as a political aide also does not

qualify as work in the public interest. For example, a student could
not represent a member of Congress on a committee. However, a
student could be assigned to the staff of a standing committee of a
legislative body or could work on a special committee, as long as the
Nonprofit agencies do not qualify automatically as community service
employers for purposes of the FWS Program because the work
performed must meet the definition of community services in the
regulations. A list of programs or activities that are recognized as
appropriate work in community services under the FWS Program is
included at the end of this section. In addition, work off campus for a
nonprofit agency must be in the public interest.

Under certain circumstances, work for an elected official

responsible for the regular administration of federal, state, or local
government may be considered to be in the public interest. “Regular
administration” means the official is directly responsible for
administering a particular function. Such a person would not create,
abolish, or fund any programs, but would run them. Working for a
sheriff would be acceptable, as would working for an elected judge
(because he or she has direct responsibility for the judicial system). As
stated above, any political activity would not be acceptable—raising
funds for the official’s reelection, for example. An FWS position that
involves lobbying at the federal, state, or local level is not work in the

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public interest. FWS students are prohibited from working for the
Department of Education due to the potential appearance of conflict
of interest.

Work Off Campus for Private For-Profit Companies

Schools also may enter into agreements with private for-profit
companies to provide off-campus jobs for students; however, these jobs
must be academically relevant, to the maximum extent practicable, to
the student’s program of study. (A student studying for a business
administration degree could work in a bank handling customer
transactions, for example.) Private for-profit organizations do not
qualify as employers for community service under the FWS Program.

Private for-profit organizations may not hire FWS employees to

replace regular employees.

Chapter 1 describes further limitations on the use of FWS funds to

pay students employed at private for-profit organizations.

OFF-CAMPUS AGREEMENTS
If your school would like an off-campus organization to employ
FWS students, your school must enter into a written agreement—a
contract—with the off-campus organization. A written agreement is
Off-campus agreements required with the off-campus organization even if your school is
34 CFR 675.20(b) considered the employer of the FWS student. The school must make
sure the off-campus organization is a reliable agency with professional
direction and staff and that the work to be performed is consistent
with the purpose of the FWS Program. (See Appendix A at the end of
this chapter for a model off-campus agreement. The sample need not
be followed exactly but serves as a guide.)

The agreement should specify what share of student compensation

and other costs will be paid by the off-campus organization. For-profit
organizations must pay the nonfederal share of student earnings. Any
off-campus organization may pay:

• the nonfederal share of student earnings;

• required employer costs, such as the employer’s share of
Social Security or workers’ compensation; and
• the school’s administrative costs not already paid from its
administrative cost allowance (ACA).
The agreement sets forth the FWS work conditions and establishes
whether the school or the off-campus organization will be the
employer for such purposes as hiring, firing, and paying the student.
The employer is generally considered to be the entity that will control
and direct the work of the FWS students—supervising them at the
work site, regulating their hours of work, and generally ensuring that
they perform their duties properly. However, the school is ultimately
responsible for making sure that payment for work performed is

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properly documented and that each student’s work is properly

supervised.

The agreement should define whether the off-campus organization

will assume payroll responsibility and bill the school for the federal
share of the students’ wages, or whether the school will pay the
students and bill the off-campus organization for its contribution. The
school must make up any payments the off-campus organization does
not make. It is the school’s responsibility to ensure that FWS payments
are properly documented, even if the off-campus organization does
the payroll. To fulfill that responsibility, the school must keep copies of
time sheets and payroll vouchers and keep evidence that the students
were actually paid (usually copies of the canceled checks or receipts
signed by the students). Payroll records are discussed in detail later in
this chapter.

The school is also responsible for ensuring that each student’s

work is properly supervised. School officials should periodically visit
each off-campus organization with which they have an off-campus
agreement to determine whether students are doing appropriate work
and whether the terms of the agreement are being fulfilled.

The agreement must state whether the school or off-campus

organization is liable for any on-the-job injuries to the student. The
employer is not automatically liable. Federal FWS funds cannot be
used to pay an injured student’s hospital expenses.

In determining whether to continue an off-campus agreement,

many schools have found it helpful to require that students submit a
formal evaluation of their work experience at the end of the
assignment. The school may also use the evaluation to help off-campus
agencies improve their work programs.

Staff members of the off-campus organization must become

acquainted with a school’s financial aid and student employment
programs to better understand the school’s educational objectives. The
school must supply the off-campus organization with this information.

The agreement should define whether the off-campus organization

will assume payroll responsibility and bill the school for the federal
share of the students’ wages, or whether the school will pay the
students and bill the off-campus organization for its contribution. The
school must make up any payments the off-campus organization does
not make. It is the school’s responsibility to ensure that FWS payments
are properly documented, even if the off-campus organization does
the payroll. To fulfill that responsibility, the school must keep copies of
time sheets and payroll vouchers and keep evidence that the students
were actually paid (usually copies of the canceled checks or receipts
signed by the students). Payroll records are discussed in detail later in
this chapter.

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EMPLOYING FWS STUDENTS AS TUTORS

Many schools employ FWS students as reading or mathematics
tutors. This type of employment allows students to help children
Reading reform cite develop reading or mathematics skills necessary for their education
34 CFR 675.18(g)(3) and future employment.

There is no limit on the amount of funds a school can spend from

Reading and math tutors its FWS allocation to pay FWS reading or mathematics tutors.
Dear Colleague Letter CB-97-12, dated July
1999 When employing students as reading tutors, schools must, to the
Dear Partner Letter CB-99-12, dated July maximum extent possible, give placement priority to schools that are
1997 participating in a reading reform project that is (1) designed to train
teachers how to teach reading on the basis of scientific research on
reading; and (2) is funded under the Elementary and Secondary
Education Act of 1965. The school must further ensure that reading
tutors receive training from the employing school in the instructional
practices used by the school.

For more information, see Frequently Asked Questions (FAQs)

on the next page.

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EMPLOYING FWS STUDENT AS TUTORS: FAQs

What are the requirements for a “reading tutor” or “math tutor?”

The Department does not define “tutor” for the FWS Program. This gives
schools flexibility in determining the job description and duties of a tutor. For
example, a reading tutor could be an FWS student who reads to a group of
preschoolers in a public library.

An FWS student employed as a tutor does not have to meet certain statutory
(for reading tutors) or regulatory (for reading and mathematics tutors)
educational standards or qualifications for the school to receive an
institutional-share waiver. However, an FWS reading or math tutor must have
adequate reading or math skills, as appropriate, and the Department strongly
recommends that the tutors be well trained before they tutor.

The Department does not require background checks of FWS tutors.

However, some state and local jurisdictions may require such checks. The
requirements will vary according to the agency or organization involved.

What is a preschool age child?

A preschool age child is a child from infancy to the age at which his or her
state provides elementary education.

What is the definition of an elementary school?

The definition of an elementary school varies from state to state. Because the
Department does not wish to interfere with a state’s determination of what
constitutes children who are in elementary school, we will not provide
guidance on the maximum grade level for elementary school for purposes of
the institutional-share waiver for tutoring.

What setting must the tutoring take place in?

Tutoring may be one-on-one or in a group. Tutoring sessions can take place

in a school setting or another location, such as a public library or community
center. Tutoring sessions can be held during regular school hours, after
school, on weekends, or in the summer.

Can FWS students tutor children in parochial schools?

An FWS student can tutor a child in a parochial school under certain

conditions:

• The parochial school must be classified as a private, nonprofit

school by the Internal Revenue Service or a state taxing body;

• The work may not involve constructing, operating, or maintaining

any part of a building used for religious worship or sectarian
instruction; and

• The FWS tutor may not use religious material to tutor the child.

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EMPLOYING FWS STUDENT AS TUTORS: FAQs (cont’d)

Should tutors be trained?

The Department strongly recommends that the tutors be well trained

before they tutor. When an FWS student receives training from a specialist
or expert for sufficient duration and intensity, he or she is more likely to
be successful with the child he or she is tutoring. Tutor training should
emphasize the importance of the tutor’s communication with the regular
classroom teacher to maximize effectiveness. The amount and type of
training will often vary, depending on the needs of the child who is being
tutored and the subject being studied. (See chapter 1 for information on
using the administrative cost allowance to pay for the cost of training
tutors.)

Can students be paid while in training?

Under limited circumstances, an FWS tutor can receive FWS wages while
he or she is being trained, and these wages can qualify for a waiver of the
institutional share. This training period must be only for a reasonable and
limited length of time. The Department would not consider a training
period of an academic term to be reasonable. The Department would
consider a reasonable training period to be one that occurs before the
student begins tutoring and that does not exceed approximately 20
hours. A school may not pay an FWS student to take an academic course
the school developed to provide classroom training on tutoring children.
An FWS student may take such a course as long as he or she is not paid
for taking the course. (34 CFR 675.18(h)) (See chapter 4 for more
information.)

Can students be paid during preparation and evaluation

activities?

The preparation time and evaluation time worked by an FWS tutor qualify
for a 100% federal share as long as the time spent for this purpose is
reasonable. For example, the Department would consider attending
evaluation and preparation meetings once a week for approximately one
hour to be reasonable. The Department wants to give some flexibility
because of the value of evaluation and preparation time. However, the
goal is to spend funds for FWS students to interact with the children and
in family literacy programs, not for other activities.

Will a tutoring job always satisfy the community service re-

quirement?

An FWS tutor job might qualify for a waiver of the institutional share
(100% federal share) but not qualify as part of the 7% community service
requirement. If, for example, a postsecondary school employs FWS
students to tutor young children in its daycare center and the center is
not open and accessible to the community, the job would qualify for the
waiver, but would not qualify as part of the 7% community service
requirement.

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EMPLOYING FWS STUDENT AS TUTORS: FAQs (cont’d)

What if the FWS student is training tutors, performing related

administrative tasks, or works another FWS job?

The wages of an FWS student who is training tutors or who is performing

administrative tasks related to supporting other people who are actually
providing the reading or mathematics tutoring do not qualify for a federal
share of up to 100%; rather, an institutional share is required.

Remember that it is the FWS reading or mathematics tutor job, not the
student working in the job, that qualifies for the institutional-share waiver.
Thus, an FWS student who is working another FWS job in addition to the
tutor job can be paid with 100% federal funds only for the time he or she is
working as a tutor, not for time spent on the other job. If, for example, an
FWS student spends only half of his or her time working as a reading tutor
(including preparation and evaluation time) and the other half on non-
tutoring tasks, the student may be paid 100% federal funds only for half the
time and the other half must be paid with a maximum of 75% federal funds
and a minimum of 25% nonfederal funds.

How can my school start placing FWS students as tutors?

Your school may construct its own reading tutor program or join existing
community programs.

You may use the Job Location and Development (JLD) Program to locate or
develop jobs for FWS students as tutors of children. However, you may not
use JLD funds exclusively for this purpose because you would be in violation
of the JLD statutory requirement to expand off-campus jobs for currently
enrolled students who want jobs regardless of their financial need.

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JLD purpose cite JOB LOCATION AND DEVELOPMENT PROGRAM

34 CFR 675.31 The Job Location and Development (JLD) Program is one of the
FWS Programs. An institution is allowed to use part of the federal
funds it receives under the FWS Program to establish or expand a JLD
Program.

The JLD Program locates and develops off-campus job

opportunities for students who are currently enrolled in eligible
institutions of higher education and who want jobs regardless of
financial need. This means that jobs may be located and developed
under the JLD Program for FWS and non-FWS-eligible students.

Under the JLD Program, your school must locate and develop off-
campus jobs that are suitable to the scheduling and other needs of the
employed student and must, to the maximum extent practicable,
complement and reinforce the educational program or vocational goal
of the student.

JLD jobs may be part time or full time, for either a for-profit or
nonprofit employer.

The JLD Program encourages students to participate in

community service activities. Your school must inform all eligible
students of the opportunity to perform community services and must
develop and make available information about community service
opportunities. The JLD Program uses the same definition of
community services that the FWS Program employs. However, the
JLD Program does not have a specific minimum community service
requirement, as does the FWS Program.

JLD Program participation

A school that participates in the FWS Program is also eligible to
participate in the JLD Program. A school that has an executed
Program Participation Agreement (PPA) for the FWS Program may
participate in the JLD Program without any prior contact with the
Department and without any revision to its PPA. Under the PPA, the
school agrees to administer the JLD Program according to the
appropriate statutory and regulatory provisions.

If the Department terminates or suspends a school’s eligibility to

participate in the FWS Program, that action also applies to the school’s
JLD Program.

Student eligibility
Any student employed in a job developed under the JLD Program
must be currently enrolled at the school placing him or her in a job. A
school may place in JLD jobs both students who do not meet FWS
student eligibility criteria and those who do meet those criteria.
However, using JLD funds to find jobs only for FWS students would not
satisfy the program purpose of expanding off-campus jobs for students
who want jobs regardless of financial need.

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Use of FWS allocation for JLD Program Maximum federal funds for JLD
When establishing or expanding a program to locate and develop Programs cite
off-campus jobs, including community service jobs, a school may use 34 CFR 675.32
up to the lesser of the following two amounts:

• 10% of its FWS allocation and reallocation; or

• $50,000.
Use of JLD Program funds
Use of JLD funds cite
Your school may use federal JLD funds to pay for the cost of 34 CFR 675.35(a)(2)
establishing and administering the JLD Program. You may not use JLD
funds to:

• pay students whose jobs were located and developed

through the JLD Program;
• locate and develop jobs at your school or other eligible
schools;
• place students upon graduation; and
• displace employees or impair existing service contracts.
A school is expected to generate total student wages exceeding the
total amount of the federal funds spent under JLD.

Federal share limitation

Federal and institutional shares
You may use federal FWS funds to pay up to 80% of the allowable 34 CFR 675.33(b)
costs (listed below). Your school must provide the remaining 20% of 34 CFR 675.33(c)
allowable costs either in cash or in services. This requirement, unlike
the institutional-share requirement for FWS earnings, cannot be
waived.

The institution’s 20% share may be either (1) 20% of each

allowable cost, or (2) varying percentages of allowable costs, as long as
its total expenditures of institutional funds and/or provision of services
equals at least 20% of the total allowable costs for the JLD Program.

You must maintain records that indicate the amount and sources
of your school’s matching share. Procedures and records
requirements for JLD are the same as those for all campus-based
programs.

Allowable program costs

Allowable costs cite
Allowable costs of carrying out the JLD Program include: 34 CFR 675.33(a)

• staff salaries (and fringe benefits, if they are the same as

those paid to other institutional employees in comparable
positions and are not paid to a student employed through
the FWS Program);
• travel expenses related to JLD activities;

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• printing and mailing costs for brochures about the JLD

Program;
• JLD telephone charges, including installation of a separate
line for off-campus employers;
• JLD costs for supplies, equipment, and furniture;
• newspaper or other types of advertising that inform potential
employers of the services JLD offers; and
• JLD workshops for students and employers.
Costs that are not allowable are costs related to purchasing,
constructing, or altering the facilities that house a JLD project. Indirect
administrative costs also are not allowable. One example of an indirect
administrative cost is a portion of the salary of someone who is not
directly involved in the program, such as the JLD director’s supervisor.
Other examples of indirect administrative costs are lighting,
heating, or custodial costs incurred as part of the normal operations
of the facility in which the JLD Program is administered, such as the
financial aid or placement offices.

Students as staff in the JLD Program office

The prohibition against using JLD funds to locate and develop
jobs at any school does not mean that your school is also prohibited
from employing FWS and non-FWS students as staff in the JLD
Program office. Your school may employ FWS and non-FWS
students as staff in the JLD Program office as long as you do not use
JLD funds to locate and develop these jobs. For example, your
school could use the FWS Program to employ an FWS student as a
staff member in the JLD Program office.

If your school places an FWS student as staff in the JLD Program

office, there are some important points to note. The statute and the
FWS regulations prohibit the use of any funds allocated under the
FWS Program from being used to pay the institutional share of FWS
compensation to its students. Hence, your school may not use federal
JLD funds to pay the institutional share of FWS wages earned by an
FWS student working as staff in the JLD Program office. Instead, you
must use your school’s funds to pay the institutional share of these
wages.

JLD reporting on the FISAP

If your school participates in the JLD Program during an award
year, you must provide information about its JLD activities on the Fiscal
Operations Report and Application to Participate (FISAP). You must report
the total JLD expenditures, federal expenditures for JLD, institutional
expenditures for JLD, number of students for whom jobs were located
or developed, and total earnings for those students.

Your school may not include student staff jobs in the JLD Office
on the FISAP in the JLD section for reporting the count of students
and the earnings of students for whom jobs were located or

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developed through the JLD Program. However, if your school used

its own funds to pay the institutional share of wages for student staff
jobs, you may count those funds in meeting the minimum 20%
institutional-share requirement for the JLD Program.

Multi-Institutional JLD Programs

Multi-institutional programs cite
Your school may enter a written agreement with other eligible
34 CFR 675.34
schools for those schools to establish and to operate a JLD Program for
its students. The agreement must designate the administrator of the
program and must specify the terms, conditions, and performance
standards of the program. Each school that is part of the agreement
retains responsibility for properly disbursing and accounting for the
federal funds it contributes under the agreement.

For example, each school must show that its own students have
earned wages that exceed the amount of federal funds the school
contributed to locate and develop those jobs. This fiscal information
must be reported on each school’s FISAP.

If your school uses federal funds to contract with another school,

suitable performance standards must be part of that contract.
Performance standards should reflect each school’s philosophy,
policies, and goals for the JLD Program. You may not develop
performance standards, conditions, or terms that are inconsistent with
the statute or regulations. In all cases, the performance standards
should be clearly understandable, because they will be included in the
formal written agreement that each party must observe as part of its
responsibility within the particular arrangement.

WORK-COLLEGES PROGRAM
The Higher Education Amendments of 1992 authorized the Work- Application to Participate in the
Colleges Program. Schools that satisfy the definition of “work-college” Work-Colleges Program
may apply with the U.S. Department of Education to participate in the DCL CB-05-02, February 2005
program. A work-college may transfer funds from its allocation for the
FWS Program and/or Federal Perkins Loan Program to fund the
school’s Work-Colleges Program. Purpose of Work-Colleges
Program cite
The Work-Colleges Program recognizes, encourages, and promotes 34 CFR 675.43
the use of comprehensive work-learning programs as a valuable
educational approach when used as an integral part of the school’s
educational program and as a part of a financial plan that decreases Definition of work-college cite
reliance on grants and loans. The program also encourages students to 34 CFR 675.41
participate in community service activities.

The term “work-college” is defined as an eligible institution that:

• is a public or private nonprofit school with a commitment to

community service;

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• has operated a comprehensive work-learning program for at

least two years;
• provides students participating in the comprehensive work-
learning program with the opportunity to contribute to their
education and to the welfare of the community as a whole;
• requires all students who reside on campus to participate in
a comprehensive work-learning program; and
• requires providing services as an integral part of the school’s
educational program and as part of the school’s educational
philosophy.
A “comprehensive student work-learning program” is defined as a
student work/service program that:

Comprehensive student work- • is an integral and stated part of the institution’s educational
learning program definition cites philosophy and program;
HEA Section 448
34 CFR 675.41(b) • requires participation of all resident students for enrollment,
participation, and graduation;
• includes learning objectives, evaluation, and a record of
work performance as part of the student’s college record;
• provides programmatic leadership by college personnel at
levels comparable to traditional academic programs;
• recognizes the educational role of work-learning supervisors;
and
• includes consequences for nonperformance or failure in the
work-learning program similar to the consequences for
failure in the regular academic program.
Allowable costs
The Higher Education Amendments of 1998 provided for
additional flexibility for work-colleges in the use of funds. Allocated
program funds may be used to:

• support the educational costs of students through self-help

provided under the work-learning program within the limits
of their demonstrated financial need;
• promote the work-learning-service experience as a tool of
education and community service;
• carry out FWS and JLD program activities;
• administer, develop, and assess comprehensive work-learning
programs;
• coordinate and carry out joint projects and activities to
promote work-service learning; and
• conduct a comprehensive longitudinal study of academic
progress and academic and career outcomes.
Additional requirements for the Work-Colleges Program are found
in 34 CFR 675, Subpart C.

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Model Off-Campus APPENDIX

a
Agreement
The paragraphs below are suggested as models for the development of a written agreement
between a school and a Federal, State, or local public agency or a private nonprofit organization
that employs students who are attending that school and who are participating in the Federal
Work-Study (FWS) Program. Institutions and agencies or organizations may devise additional
or substitute paragraphs as long as they are not inconsistent with the statute or regulations.

This agreement is entered into between ____________, hereinafter known as the “Institution,” and
_______________, hereinafter known as the “Organization,” a (Federal, State, or local public agency),
(private nonprofit organization), (strike one), for the purpose of providing work to students eligible for the
Federal Work-Study Program [FWS].

Schedules to be attached to this agreement from time to time must be signed by an authorized
official of the institution and the organization and must set forth—

1 brief descriptions of the work to be performed by students under this agreement;

2 the total number of students to be employed;
3 the hourly rates of pay, and
4 the average number of hours per week each student will be used.
These schedules will also state the total length of time the project is expected to run, the total
percent, if any, of student compensation that the organization will pay to the institution, and the total
percent, if any, of the cost of employer’s payroll contribution to be borne by the organization. The
institution will inform the organization of the maximum number of hours per week a student may work.

Students will be made available to the organization by the institution to perform specific work
assignments. Students may be removed from work on a particular assignment or from the organization by
the institution, either on its own initiative or at the request of the organization. The organization agrees that
no student will be denied work or subjected to different treatment under this agreement on the grounds of
race, color, national origin, or sex. It further agrees that it will comply with the provisions of the Civil Rights
Act of 1964 (Pub. L. 88-352; 78 Stat. 252) and Title IX of the Education Amendments of 1972 (Pub. L. 92-
318) and the Regulations of the Department of Education which implement those Acts. Two examples of
Off-Campus Agreements are included to provide additional guidance.

(Where appropriate any of the following three paragraphs or other provisions may be included.)

1 Transportation for students to and from their work assignments will be provided by the
organization at its own expense and in a manner acceptable to the institution.
2 Transportation for students to and from their work assignments will be provided by the
institution at its own expense.
3 Transportation for students to and from their work assignments will not be provided by either
the institution or the organization.
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(Whether the institution or the organization will be considered the employer of the students
covered under the agreement depends upon the specific arrangement as to the type of supervision
exercised by the organization. It is advisable to include some provision to indicate the intent of the parties as
to who is considered the employer. As appropriate, one of the following two paragraphs may be included.1)

1 The institution is considered the employer for purposes of this agreement. It has the ultimate
right to control and direct the services of the students for the organization. It also has the
responsibility to determine whether the students meet the eligibility requirements for
employment under the Federal Work-Study Program, to assign students to work for the
organization, and to determine that the students do perform their work in fact. The
organization’s right is limited to direction of the details and means by which the result is to be
accomplished.
2 The organization is considered the employer for purposes of this agreement. It has the right to
control and direct the services of the students, not only as to the result to be accomplished, but
also as to the means by which the result is to be accomplished. The institution is limited to
determining whether the students meet the eligibility requirements for employment under the
Federal Work-Study Program, to assigning students to work for the organization, and to
determining that the students do perform their work in fact.
(Wording of the following nature may be included, as appropriate, to locate responsibility for payroll
disbursements and payment of employers’ payroll contributions.)

Compensation of students for work performed on a project under this agreement will be
disbursed—and all payments due as an employer’s contribution under State or local workers’ compensation
laws, under Federal or State social security laws, or under other applicable laws, will be made—by the
(organization) (institution) (strike one).

(Where appropriate any of the following paragraphs may be included.)

1 At times agreed upon in writing, the organization will pay to the institution an amount
calculated to cover the organization’s share of the compensation of students employed under
this agreement.
2 In addition to the payment specified in paragraph (1) above, at times agreed upon in writing,
the organization will pay, by way of reimbursement to the institution, or in advance, an amount
equal to any and all payments required to be made by the institution under State or local
workers’ compensation laws, or under Federal or State social security laws, or under any other
applicable laws, on account of students participating in projects under this agreement.
3 At times agreed upon in writing, the institution will pay to the organization an amount
calculated to cover the Federal share of the compensation of students employed under this
agreement and paid by the organization. Under this arrangement the organization will furnish
to the institution for each payroll period the following records for review and retention:
a Time reports indicating the total hours worked each week in clock time sequence and
containing the supervisor’s certification as to the accuracy of the hours reported;

1. Although the following paragraphs attempt to fix the identity of the employer, they will not necessarily be determinative if the actual facts indicate otherwise. Additional
wording that specifies the employer’s responsibility in case of injury on the job may also be advisable, since federal funds are not available to pay for hospital expenses or
claims in case of injury on the job. In this connection it may be of interest that one or more insurance firms in at least one state have in the past been willing to write a
workers’ compensation insurance policy which covers a student’s injury on the job, regardless of whether it is the institution or the organization that is ultimately deter-
mined to have been the student’s employer when he or she was injured.
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b A payroll form identifying the period of work, the name of each student, each student’s
hourly wage rate, the number of hours each student worked, each student’s gross pay, all
deductions and net earnings, and the total Federal share applicable to each payroll;2 and
c Documentary evidence that students received payment for their work, such as photographic
copies of canceled checks.

2. These forms, when accepted, must be countersigned by the institution as to hours worked as well as to the accuracy of the total Federal share which is to be reimbursed to
the organization or agency.
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Need Assessment for

FWS Community
APPENDIX
b
Service Program

Agency Name:_________________________

Date:_________________________________

Contact Name:_________________________________

Phone:_______________________________

Address:______________________________

1. _____ Non-Profit _____For Profit

2. Agency Mission Statement and Description of Clients Served:

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

3. Agency Funding Sources (check all that apply):

_____Federal

_____State

_____County/City

_____United Way

_____Other (explain)

4. Agency’s Fiscal Year:__________ to __________

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5. Agency’s Staffing (number of positions):

_____Full-time paid staff

_____Part-time paid staff

_____Student employees

_____Volunteers

6. How many student jobs may be available at your agency

during:

Summer 2003 ______

2003-2004 Academic Year ______

Summer 2004 ______

7. For each student job expected to be available as indicated in

#6, provide the following information, attaching a separate
sheet for each position.

Job Title

Rate or Range of Pay per Hour

Begin and End Dates

Work Schedule-Days and Hours

Total Hours/Week

Description of Duties

Qualifications and Experience (indicate preferred or required)

8. Has your agency hired students through the Federal Work-

Study Program in the past?

_____YES _____NO

If YES:

Number of students: _______

Dates employed: __________________

Average length employed: _____________

9. Additional Comments:

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