Access & ADVISORY COMMITTEE

Persistence ON STUDENT FINANCIAL

ASSISTANCE

MESSAGE FROM THE CHAIR

One of the most pressing education challenges our nation faces today is that an 8th
SPRING 2006 grader from a high-income family is still at least five times more likely to attain a
baccalaureate degree than an 8th grader from a low-income family. As many
policymakers and practitioners in education have noted previously, there is no
silver bullet—no single answer—to closing income-related gaps in educational
attainment. A comprehensive strategy that addresses the academic, financial, and
Hearing Summary:
structural barriers to college access and success is required if we are to increase
Innovative Pathways to
dramatically the number of low- and moderate-income students who attain a
Baccalaureate Degree
baccalaureate degree.
Attainment
To that end, the Advisory Committee launched last month the Study of Innovative
Pathways to Baccalaureate Degree Attainment, a new three-year initiative designed
to identify innovative programs and strategies that are likely to increase access to
and success in postsecondary education for students from low- and moderate-
Update on HEA
income families. Throughout the course of this “Innovative Pathways Study,” we
Reauthorization
will produce a series of reports that highlight for federal, state, and institutional
policymakers the most promising approaches to reducing the multiple barriers to
degree attainment from middle school through college.

This study, which is also included in the Senate’s Higher Education Act (HEA)
Implementation
reauthorization bill (S. 1614), will focus on the neediest students and on
of Academic
Competitiveness baccalaureate degree attainment rates. In doing so, we do not assume that every
Grants Program student from a low- or moderate-income family must or should get a bachelor’s
degree. On the contrary, it means if college is their aspiration and if they are
willing to prepare academically for college they should have the financial
opportunity to do so. Finally, our study will focus on identifying ways to get more
low- and moderate-income students through the access and persistence pipeline
Member Profile: identified in our 2002 report, Empty Promises. Our nation will never reduce
Larry O’Toole income-related gaps in bachelor degree completion unless we keep lower income
students in the same pipeline as their higher income peers.

To launch this important study, the Advisory Committee held a hearing in

Washington DC on April 4, 2006. This hearing, a summary of which is featured on
ACSFA the following pages, highlighted some of the issues we intend to examine in greater
Announcements detail as part of the Innovative Pathways Study. The hearing also featured a
keynote address from Congressman Ric Keller, Chairman of the House
Subcommittee on 21st Century Competitiveness. As Congressman Keller noted, the
House of Representatives passed its HEA reauthorization in March. A summary of
these legislative developments, as well as the implementation process for the
Academic Competitiveness Grants, is also featured in this issue. ♦

80 F Street NW, Suite 413, Washington DC 20202-7582 • Tel: 202/219-2099 • Fax: 202/219-3032
An independent committee created by Congress to advise on higher education and student aid policy
 ADVISORY COMMITTEE HEARING ON
INNOVATIVE PATHWAYS TO BACCALAUREATE DEGREE ATTAINMENT

KEYNOTE ADDRESS:
U.S. Representative Ric Keller,
Chairman, 21st Century Competitiveness
Subcommittee, House Committee on
Education and the Workforce

During the second session of the hearing,

Representative Ric Keller addressed the Advisory
Committee and hearing participants, speaking of his
experience with the Pell Grant program, the House
HEA reauthorization bill (H.R. 609), and the
Family-Friendly Employer Act (H.R. 1518). He
voiced his support for features of the House
reauthorization bill, H.R. 609, which was recently
passed by the full House, and defended the
Republican’s record on Pell Grant funding. The
Congressman also described features of his proposed legislation, the Family-Friendly Employer Act (H.R. 1518),
a bill designed to provide corporations with flexibility in obtaining corporate write-offs with regard to the
education of employees and their children. Under current law, a corporation is given a tax incentive to contribute
to the education of its employees; however, many employees have no interest in returning to postsecondary
education, and, at the same time, are trying to finance their children’s education. Under the proposed legislation,
a corporation could obtain a tax deduction by supporting the postsecondary education of either their employees or
their employees’ children, up to a $2,500 deduction. Rep. Keller asked hearing participants for their support with
this bill in order to bring it to a floor vote. The Congressman ended his remarks by taking questions from the
audience about issues related to the federal-state partnership in student aid policy.

Session I: Innovative Pathways in Middle Mr. Allison Jones, assistant vice chancellor of the
School and High School California State University system (CSU), then
spoke about CSU’s Early Assessment Program
(EAP), which seeks to align high school math and
Session I panelists addressed innovative practices in English preparedness in California’s K-12 school
middle schools and high schools designed to reduce system with CSU’s admission standards. The EAP,
multiple barriers to college enrollment, such as a collaborative effort among the California State
aligning secondary and postsecondary academic Board of Education, the California Department of
standards, and providing college awareness and Education, and CSU, is designed to work in tandem
early financial aid information. with the 11th grade California Standards Test. The
test provides an early warning system for students
Ms. Cheryl Orr, senior communications associate at who are underprepared for college, allowing them to
the Indiana Commission for Higher Education and take appropriate steps in the 12th grade to assure
staff liaison to Indiana’s Education Roundtable, college readiness. The goal is to reduce the need for
described the impact of Indiana’s Core 40 high remediation in English and math by 10 percent by
school curriculum on educational attainment in 2007.
Indiana. In April 2005, the Indiana state legislature
made Core 40 the required high school curriculum Ms. Joie Jager-Hyman, a doctoral student at the
for all students with, however, an opt-out provision. Harvard Graduate School of Education and
Core 40 will also become the requirement for Coordinator of the College Access Initiative at
admission to the state’s four-year universities and Satellite Academy (NYC), and Karen Lanning, vice
receipt of state financial aid to attend four-year president of communications and outreach at the
institutions. These changes will affect students National Council of Higher Education Loan
entering high school in 2007. Programs (NCHELP), then discussed college

2
awareness and early financial aid information
programs. Ms. Jager-Hyman described the findings Preliminary findings from WICHE’s
of her study of early awareness and early financial “Moving the Needle” study:
aid information programs implemented in K-12
• Time to degree was not significantly
public school districts across the country. Some of
affected by accelerated learning.
the promising practices identified by Ms. Jager-
Hyman include integrating financial aid information • Students across different income levels
into the classroom experience, establishing were more likely to persist to degree
partnerships with outside educational organizations, completion if they had taken accelerated
creating a district-level position or department to credit.
oversee the distribution of early information, and
requiring students to complete a FAFSA whether or • Evidence supports the assertion that
not they plan to immediately enroll in a accelerated learning options are associated
postsecondary program. with higher rates of postsecondary success.

Ms. Lanning provided information on ways in which baccalaureate degree completion. By 2011, there
guaranty agencies contribute to awareness of will be 229 ECHS in at least 24 states, serving over
financial aid information. These activities fall into 91,000 students; there are currently 86 schools in
three main categories: providing resources and operation. Dr. Hoffman concluded that a critical
training to increase awareness, targeting services to barrier to student success is the inability of ECHS
students most in need, and creating partnerships with students to access federal or state student aid,
other organizations to leverage services. All of these especially the Pell Grant.
activities form the foundation of the College Access
Initiative that was included in the recently passed Dr. Arsallah Shairzay, dean of Early College,
budget reconciliation bill, and which would require Friendship Public Charter School Collegiate
guaranty agencies to coordinate with other entities to Academy, provided information on an ECHS
provide students with college financing and career program in the District of Columbia. The Friendship
planning resources. Public Charter Schools, established in 1988-89 in
southeast and northeast Washington DC, operate in
Session II: Innovative Pathways in the partnership with the University of the District of
Transition from High School to College Columbia. As of 2005-06, enrollment has tripled,
and the program has now served 36,000 students on
The second hearing session focused on innovative five campuses. Rates of attendance, high school
strategies designed to streamline the transition from graduation, and college acceptances are high at 96
high school to college for low- and moderate-income percent, 92 percent, and 81 percent, respectively.
students. Dr. Cheryl Blanco, director of policy
analysis and research for the Western Interstate Three recommendations from Dr. Shairzay
Commission for Higher Education (WICHE), to ensure the success of ECHS students:
presented the preliminary findings of her recent
research on accelerated learning options, entitled • Design a K-14 system.
“Moving the Needle.” Dr. Blanco’s report measures
• Establish articulation agreements with
the effects of accelerated learning programs (such as
postsecondary institutions to ensure
Advanced Placement and dual enrollment programs)
transfer of credits.
on the access and success of low-income students in
higher education. • Expand Pell Grants and other student
financial assistance to ECHS students.
Next, Dr. Nancy Hoffman, director of the Early
College High School (ECHS) Initiative at Jobs for
the Future (JFF), presented information on the The last panelist, Ms. Marcia Weston, from the
ECHS Initiative. Early College High Schools are National Association of Student Financial Aid
designed to allow students to earn an associate’s Administrators (NASFAA), made a presentation on
degree, or two years of college credit, while still College Goal Sunday (CGS), of which she is
enrolled in high school. In addition, ECHS foster program director. CGS is a volunteer-run, state-
the expectation that students will move on to based, collaborative program that assists low-income

3
families and first-generation college-bound students
with completion of the FAFSA. Transfer students face the following
challenges:
The program fills a critical need in most public
• Many students assume that transfer to
school systems, as it is designed to supplement the
highly selective colleges is not possible.
college-advising role of high school counselors.
Future goals for the program include providing • There is less financial aid available for
information to middle school students; developing transfer students.
strategies for specific groups, such as foster youth;
and diversifying funding sources. • Adequate transfer advising is often
unavailable.
Session two closed with a discussion among • Adapting to the increased volume of work
panelists and Advisory Committee members on a and the social life of a baccalaureate
student financial aid strategy that would address the degree program is often difficult.
needs of students enrolled in credit-based transition
programs, and on the definition of college credit in
expand transfer programs that include significant
terms of transfer agreements.
outreach to and recruitment of community college
students, as well as support services for transfer
Session III: Innovative Pathways in students. Participating institutions have also
Higher Education committed to providing additional grant aid to
community college transfer students. Mr. Wyner
The third session of the hearing focused on programs also urged postsecondary institutions, particularly
designed to serve students who have successfully elite ones, to be more responsive to the challenges
transitioned into higher education and who are confronting transfer students.
positioned at the next stage of the pipeline: those
pursuing a baccalaureate degree. Next, Betty Gebhardt described the state of
Washington’s use of the Educational Opportunity
Ms. Ann Puyana, assistant vice president for Grant (EOG) program to reduce the financial
academic affairs at Valencia Community College in barriers between associate’s and baccalaureate
Florida, spoke about several of the college’s degrees. In the late 1980s, Washington State’s
strategies to improve student persistence, retention, community college enrollments were 24 percent
and transfer to four-year institutions. Valencia above the national average, while its upper-division
works hard to ensure that students feel welcome and and graduate enrollments were 13 percent below.
acknowledged, make social as well as academic One strategy to correct this imbalance was the
connections, and are actively engaged in their creation of the EOG. To participate in the program,
learning. For example, the college provides each students must be “place-bound” (i.e., be unable to
student with a set of electronic tools, a “LifeMap,” complete college due to family commitments, health
that covers education and career planning. Florida’s concerns, insufficient funds, or other similar
articulation strategies are also well-developed, and factors), must have completed the equivalent of an
help to enhance the transfer process. Ms. Puyana associate’s degree, and must be returning to or
concluded that Valencia’s data indicates that their transferring into a four-year institution. The primary
students are making progress in all areas. population served is the non-traditional student.

Following Ms. Puyana, Mr. Josh Wyner, vice The session’s final panelist, Dr. Bob Bontrager,
president of programs for the Jack Kent Cooke director of the Degree Partnership Program (DPP) at
Foundation, presented information on the Oregon State University (OSU), provided
foundation’s recently launched Community College information on DPP’s successes. OSU and Linn-
Transfer Initiative. With this new initiative, the Benton Community College (LBCC) established
Cooke Foundation has awarded $27 million to eight DPP in 1988 as a joint admissions/concurrent
selective colleges and universities to increase the enrollment program with a single admission
number of transfer students that attain a application and fee, coordinated financial aid,
baccalaureate degree at these schools. The grants coordinated academic advising, and enhanced
will support efforts by the institutions to develop or articulation. Dr. Bontrager noted some of the

4
 students, especially adults seeking to obtain the
Evidence of the effectiveness of the postsecondary credentials needed for better
Educational Opportunity Grant program in paying jobs.
Washington:
• An increase in the statewide baccalaureate • Mr. David Hawkins, director of public policy
degree completion rates from 68 percent to for the National Association for College
85 percent since the EOG program began. Admission Counseling (NACAC), asked that
the Committee examine in detail the problems
• The EOG program has been evaluated and faced by secondary school counseling systems
confirmed to be cost effective for the state. and high counselor-to-student ratios in schools.
• EOG students have been shown to earn
• Ms. Natasha Janson, research and policy
more credits than other students in the same
analyst at the National Association of
time periods.
Independent Colleges and Universities
(NAICU), addressed the need to collect more
evidence of DPP’s success, including a 19 percent information on low-income students who attend
three-year transfer graduation rate at LBCC among private institutions and on the type of financial
DPP students compared to a rate of 9 percent among aid that they receive.
non-DPP students. In addition, the tuition difference
between DPP students and those who start and finish • Ms. March Kessler, program director of the
at OSU has been approximately $4,000. Educational Credit Management
Corporation (ECMC) Foundation, urged the
The session closed with a discussion among Committee to examine the “Realizing the
panelists and Advisory Committee members about College Dream” curriculum that the ECMC
the challenges facing transfer students and Foundation developed to provide students with
recommendations for the federal financial aid early financial aid information.
programs. These challenges include gaps in student
financial aid, the unique funding challenges faced by • Ms. Jennifer Brown Lerner, program
transfer students, and current requirements of the associate at the American Youth Policy
federal student aid programs that can negatively Forum (AYPF), suggested that the Committee
impact community college and transfer students. examine each type of credit-based transition
program, such as dual enrollment and ECHS,
Session IV: Public Comment Period and under its own particular parameters and not
Wrap-Up Discussion examine them all as one group.

• Ms. Shirley Ort, associate provost and

The last session of the hearing was designed to
director of scholarships and student aid at the
solicit comments from the education community
University of North Carolina, Chapel Hill,
regarding the design and/or content of the Innovative
spoke as a representative of The College Board’s
Pathways Study. Below is a list of the individuals
Task Force on College Access for Students from
and organizations that participated in this session.
Low-Income Backgrounds. She noted that, in
developing programs that serve the interests of
• Ms. Melanie Amrhein, president of the
the entire educational pipeline, there is a need
National Association of State Student Grant
for the K-12 system to push and the higher
and Aid Programs (NASSGAP), asked the
education system to pull.
Advisory Committee to remind Congress of the
amount of need-based aid leveraged by the
A question and answer period involving Committee
Leveraging Educational Assistance Partnership
members and panelists from the previous sessions
(LEAP) program.
followed the presenters’ remarks. Issues discussed
included the need for more data to determine the
• Ms. Amy-Ellen Duke, senior policy analyst at success rates of innovative programs. In addition,
the Center for Law and Social Policy participants discussed the unintended consequences
(CLASP), requested that the Advisory
to consider in examining these programs. ♦
Committee consider the needs of non-traditional
5
 HEA REAUTHORIZATION AND LEGISLATIVE UPDATE

In March Congress extended the Higher Education Act (HEA) for the fifth time since its reauthorization
expired in 2004. This extension (H.R. 4911) ensures that all programs will continue to operate under
current conditions until June 30, 2006. Whether or not another extension will be needed is uncertain at
this point. The extension bill has not halted progress toward final reauthorization, however, as the House
of Representatives completed a major step at the end of March. House bill H.R. 609 is the first HEA
reauthorization legislation to be approved by the full body of either chamber. Senate bill S. 1614 was
approved by the Health, Education, Labor, and Pensions (HELP) Committee last fall and is awaiting
consideration and final approval by the full Senate.

The version of H.R. 609 that recently passed was a manager’s amendment to the version passed by the
House Committee on Education and the Workforce last summer. Technical modifications were made to
remove any provision already dealt with in the budget reconciliation bill (S. 1932) and extend the
authorization date of programs until 2012, along with other programmatic changes. H.R. 609 includes
the following provisions related to recommendations made by the Advisory Committee to simplify the
financial aid application and delivery processes. The bill:

• Expands early information efforts to low-income students by requiring the Secretary of

Education to make special efforts to notify students who qualify for free lunch, food stamps, or
other such programs of their potential eligibility for a maximum Pell Grant.
• Simplifies the financial aid process for students with special circumstances by:
o Giving financial aid administrators the authority to make adjustments when determining
the cost of college and financial aid awards for homeless students and students who were
adopted or are in foster care.
o Clarifying on the FAFSA that students who are or were in foster care are independent.
• Allows students to receive an early estimate of their financial aid eligibility by directing the
Secretary of Education to allow students to complete the FAFSA at any time to receive an early
Expected Family Contribution (EFC) estimate, and then update their information as needed in the
year prior to enrollment in order to determine a final EFC. Also requires the Secretary to evaluate
and report to Congress the differences between early estimates and actual awards.
• Encourages more states to simplify the application process for low-income students by calling
on the Secretary of Education to encourage states to use the automatic zero (auto-zero) and
Simplified Needs Test (SNT).
• Further simplifies the application process for low-income students by creating a highly
simplified paper EZ FAFSA for auto-zero eligible students.
• Allows students to apply early for financial aid by directing the Secretary to begin the
application processing cycle as early as practicable before the first of January.
• Simplifies the electronic financial aid application process by encouraging efforts to allow more
students to use FAFSA on the Web, and tailors FAFSA on the Web to an individual student’s state
of residence.

Key differences that currently exist between the two bills relative to recommendations made by the
Advisory Committee are:
• The Senate bill would replace the Special LEAP program with Grants for Access and Persistence
(GAP), which would provide matching grants to states to encourage them to develop public-
private partnerships to increase the need-based aid provided to low-income students.
• The House bill would clarify on the FAFSA that foster care students are independent.

The Advisory Committee will continue to offer assistance to Congress when the Senate considers its
HEA bill, S. 1614, and when the two chambers’ bills are considered during conference negotiations. ♦

6
 IMPLEMENTATION OF THE ACADEMIC COMPETITIVENESS GRANTS

Another recent development in student aid policy is the creation of two new grant programs—the Academic
Competitiveness Grants (ACG) and National “Science and Mathematics Access to Retain Talent” (SMART)
Grants—as part of the Higher Education Reconciliation Act (HERA) of 2005. These new grant programs will
provide additional need-based grant aid to high achieving, Pell-eligible students in their first two years of college
and to those students pursuing majors in math, science, technology, engineering, and foreign languages in their
final two years of college (for more information, see the Winter 2006 edition of Access & Persistence). As these
grants must be awarded to eligible students beginning in the 2006-2007 academic year, the Department of
Education (ED) recently issued several Dear Colleague letters (GEN-06-04, 06-06, and 06-08) providing guidance
on the implementation process and eligibility requirements, highlights of which are outlined below. (More
information can be found on the Information for Financial Aid Professionals website at http://www.ifap.ed.gov.)

ACG GUIDELINES
Maximum award: $750 for the first year of college and $1,300 for the second year
• By July 1, 2006, ED will notify students of their potential eligibility for an ACG grant, based on information
provided on submitted FAFSAs.
• The notice will direct students to a website that will provide further information on the ACG program,
including a list of the different high school curricula that meet the grant program’s eligibility criteria.
• Eligible high school curricula will include Advanced or Honors diploma programs established by states and
recognized as “rigorous” by the Secretary. If a student’s state does not have an Advanced or Honors diploma
program, or if a student is enrolled in other schools, such as private schools or home-schooled, the student’s
high school curriculum may qualify as “rigorous” if it meets one of the following three criteria:
o The State Scholars Initiative curriculum (currently operating in 14 states with 8 more planned);
o A high school curriculum similar in rigor to the State Scholars Initiative (4 years of English, 3 of
math, 3 of science, 3 of social studies, and 1 of a foreign language);
o Passing scores on a minimum of 2 Advanced Placement (AP) or International Baccalaureate (IB)
exams. A “passing score” is a 3 or higher for an AP exam and a 4 or higher for an IB exam.
• Students will then self-identify their eligibility for the grant to ED through the website.
• ED will notify each institution that the self-identified, eligible student applied to (as listed on the FAFSA) that
the student might be eligible for an ACG.
• Institutions will be responsible for verifying students’ eligibility and submitting documentation to ED.

The Secretary has issued a preliminary list of state Advanced or Honors diploma programs that will be
immediately recognized as “rigorous.” States will have until June 1, 2006 to submit additional or alternative
rigorous secondary school programs of study to the Secretary for approval.

SMART GRANT GUIDELINES

Maximum award: $4,000 for each of the third and fourth years of college
• Institutions will identify eligible students based on their financial aid information and major and submit
documentation to ED.
• ED has published a list of eligible majors that fall under these larger categories: Computer Science,
Engineering, Critical Foreign Languages, Life Sciences, Mathematics, Physical Sciences, and Technology
(see “Dear Colleague” letter GEN-06-06 for a full list of eligible majors).

Due to the short timeframe for implementing the new grant programs, no formal negotiated rulemaking process
(NPRM) will be conducted for the first two years. However, the initial regulations will be revisited and modified
for the 2008-09 academic year during a future NPRM. The Advisory Committee intends to serve as an objective
source of advice to Congress and the Secretary on how to ensure the successful implementation of these new
grant programs. ♦

7
 Access & Persistence
is published quarterly by MEET AN ADVISORY COMMITTEE MEMBER
Advisory Committee
members and staff Mr. Lawrence A. O’Toole
COMMITTEE MEMBERS Chairman and CEO, America’s Charter School
Finance Corporation
Clare M. Cotton, Chairperson
President Emeritus,
Association of Independent Colleges
Mr. Lawrence W. O’Toole was appointed to the Advisory
and Universities of Massachusetts Committee by the Secretary of Education in 2001 and was
Judith N. Flink, Vice Chairperson reappointed in 2004 to serve a second three-year term.
Executive Director, Mr. O’Toole is the founder, chairman, and CEO of
University Student Financial Services America’s Charter School Finance Corporation
The University of Illinois (www.americascharter.org), and is responsible for
Don R. Bouc establishing corporate objectives, overseeing all programs and services, and
President Emeritus,
National Education Loan Network interacting with the Board and Advisory Board. Founded in 2000, America’s
(NELnet) Charter, managed by a team of financing experts with over 50 years of collective
Lawrence W. Burt experience in the education loan financial business, has issued over $10 billion in
Associate Vice President for debt securities and offers an array of financing and financial counseling services
Student Affairs and for charter schools. In addition, America’s Charter works with private sector
Director of Student Financial Services
foundations and companies that are interested in education and education reform to
The University of Texas at Austin
increase awareness of the difficulties charter schools face in finding appropriate
René A. Drouin
President and Chief Executive Officer, and affordable facilities.
New Hampshire Higher Education
Assistance Foundation Prior to his current position, Mr. O’Toole served as executive vice president of
Norine Fuller Sallie Mae and, for 18 years, as president and CEO of Nellie Mae. He was the
Executive Director, founder and president of the Nellie Mae Education Foundation and continues to
The Fashion Institute of Design
& Merchandising
serve on its Board of Directors. In addition, he has been the vice president and
general counsel, and corporate secretary of the Massachusetts Higher Education
Darryl A. Marshall
Director of Student Financial Aid, Assistance Corporation, as well as a member of the American Council on
Florida State University Education’s Business-Higher Education Task Force on Diversity. Mr. O’Toole
Lawrence W. O'Toole also serves on the boards of The Student Loan Finance Corporation, Jobs for
Chairman and CEO, America’s Graduates Inc., and the Thayer Academy. He previously served on the
America's Charter School Finance Board of Directors of the National College Access Network. Mr. O’Toole
Corporation
received his undergraduate degree from Adelphi University and his JD from Union
Claude O. Pressnell, Jr.
President, University (Albany Law School). ♦
Tennessee Independent
Colleges and Universities Association ACSFA Announcements
Robert M. Shireman
Executive Director, • The ACSFA will hold its next hearing in Washington DC in
The Institute for College
Access & Success, Inc. September 2006.
COMMITTEE STAFF • Ms. Rakeda Leaks will join the ACSFA staff this summer as a
William J. Goggin policy intern. Ms. Leaks received her BA and MEd degrees from the
Executive Director
University of Illinois at Urbana-Champaign. In June 2006, she will
Nicole A. Barry
Deputy Director complete the Teach For America program.
Michelle Asha Cooper
Assistant Director • ACSFA is seeking to hire an Assistant Director to work with the
Hope M. Gray Executive Director and Deputy Director as part of a small multi-
Executive Officer disciplinary team in support of the Committee’s priorities and
Shelaine N. Jackson objectives. For more information, please see the job description on
Office Assistant
Tracy D. Jones our website (below).
Administrative Assistant
Erin B. Renner ACSFA, 80 F Street NW, Suite 413, Washington DC 20202-7582
Assistant Director
Tel: 202/219-2099 Fax: 202/219-3032 Email: [email protected]
Jeneva E. Stone
Policy Analyst Please visit our web site: www.ed.gov/ACSFA