these

should not be put in the position of choosing between

getting an education and feeding their families.

(3)

Dependent Care. Under the AFT proposal, the costs of caring for children or other dependents shall be considered, along with other factors such as income, assets, mmber of family members and medical expenses, in determining the family's ability to contribute to college costs. A cap of $3,000 for dependent care would conform with recent average yearly child

costs. Currently, Pell Grant applicants are permitted to count only up to $1,000 toward child care expenses. Because grants are limited to 60% of the costs of attendance, this allowance rarely serves to increase grants.

GOAL III. PROTECTING STUDENTS AGAINST TRADE SCHOOL FRAUD AND ABUSE

The student loan default problem stems largely from short-term, narrow, job-based training programs that charge students too much and give them far less training than they need to succeed in their trades, generally low-paying service jobs. By 1989, the default rate for proprietary school students was about 40% compared to about 20% for two-year colleges and about 9% for four-year colleges. Congressional leaders have indicated their opposition to the creation of a separate federal program to support short-term training as opposed to traditional higher education.

The AFT has concentrated on the development of proposals to strengthen the "triad" of entities that oversee proprietary schools: the U.S. Department of Education, the states, and the private accrediting agencies. Federal Responsibilities. The AFT proposal mandates greater federal oversight of institutions in the proper management of federal student financial assistance pro

The Secretary of the U.8. Department of

Education would

me primary responsibility for assuring the

ministrative and financial integrity of institutions participating in federal aid progra and for guaranteeing that aid recipients receive fair financial treatment from participating institutions. The Secretary would be required to collect from all postsecondary institutions detailed information on revenues, expenditures and profits for publication and inclusion in national data systems. The Secretary would also be given explicit authority to implement differential eligibility requirements in particular circumstances.

State Licensure. The Secretary of the U.S. Department of Education would be authorised, in consultation with the states, to develop appropriate standards for the improvement of state law and policy with respect to determining the integrity of postsecondary institutions. states would be responsible for licensure and for developing criteria for licensing institutions based on federal guidelines. The states would be responsible for assuring: (1) that a proprietary school's program meets actual employment needs in the state and that the course of study relates to those employment needs and to state licensure requirement in the field; (2) that a proprietary school's progra demonstrates an adequate placement and licensure rate; and (3) that adequate information is provided to students of proristary schools about educational costs, student aid, withdrawal rates and job opportunities.

Accrediting Agencies. Under the AFT proposal, no accrediting agency may be approved by the Secretary of the U.S. Department of Education unless the agency meets the standards established by the Secretary. provision strengthens oversight of accrediting agencies and reaffirms the role of these agencies in assessing the academic quality of colleges and

career schools.

Ability to Benefit. The AFT proposal requires that ability-to-benefit recipients receive independent testing prior to enrollment and receive a high school equivalency certificate within a year of entering a

postsecondary education program. It requires that high school equivalency training be provided to them and that their progress be monitored. It provides that aid will be withheld after one year if a high school

equivalency has not been achieved, or, in the case of programs lasting one year or less, that the degree or certificate not be issued prior to the awarding of a high school equivalency certificate.

GOAL IV.

STRENGTHENING TEACHER PROFESSIONAL EVELOPMENT PROGRÁI

AFT has been the leader in highlighting the implications of the national teacher shortage that is nearly upon us. Title V of the Higher Education Act is the government's major vehicle addressing the need to recruit new teachers and to create an atmosphere in which higher education institutions and schools can work together to enhance quality teaching and promote school reform.

The AFT proposal reorganizes Title V and sharpens its focus on two overriding themas: (1) educator recruitment; and (2) professional development. In the area of recruitment, the proposal calls for the continuation of existing programs and for the initiation of three new

er Corps programs. In the area of professional development, new ams are authorized to initiate special professional practice schools and enable educators to meet the demands of school reform.

RECRUITMENT

Paul Douglas Scholarship

This progra

which the AFT vas

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instrumental in establishing, provides scholarships to top-ranked high school students who agree to serve as teachers two years for every year of aid. The AFT continues its support of the Paul Douglas program and proposes expanding the program eligibility to include college students with a B-average or better who want to transfer into a pre-teaching track. Teacher Corps. The AFT proposes a new Teacher Corps aimed at training highly qualified teachers willing and equipped to teach in schools serving high concentrations of low-income families. The program would authorize student scholarships and project support for local school districts operating in collaboration with institutions of higher education. Grants would be divided among the states based on their Chapter 1 populations and, within the states, three-fourths of the funds would be targeted to districts with over 50% Chapter 1 populations. Project activities would include: (1) offering scholarships and/or loans to students agreeing to serve in target areas; (2) offering project support to institutions with a state-approved teacher education progra that designs creative training, induction and mentoring program in cooperation with school districts, including commmity colleges which enter into articulation agreements with four-year institutions; and (3) supporting programs that encourage teachers in non-target areas to work in target areas and to help teachers in target areas work more effectively. Veterans Teacher Corps. The AFT proposal establishes a new categorical grant program that enables school districts to inform United States military veterans, including Persian Gulf veterans, of teaching opportunities and to employ them in school districts as teachers.

Grants would be used to support: (1) the planning and implementation of informational and outreach programs designed to complement G.I.

11

benefits, to inform military veterans about teaching opportunities and the qualifications necessary for teaching; (2) scholarships and loans to veterans to assist them in meeting the qualifications to become teachers; and (3) support for programs to assist veterans in becoming teachers. Ladders Teacher Corps. The AFT proposal establishes a new categorical grant program that enables school districts to identify promising paraprofessionals, offer them scholarships and supportive services, and agree to employ them as teachers following the completion of their education.

Participating districts would have to assure: (1) appropriate access to courses (such as release time, classes at work site or sabbaticals); (2) articulation agreements between commmity colleges and universities; and (3) an appropriate amount of academic credit for job-related experience, consistent with state licensing standards. Paraprofessionals who enter and complete this program will agree to work in the school district for at least five years upon the completion of training as a teacher.

PROFESSIONAL DEVELOPMENT

Christa McAuliffe Fellowships. The AFT continues its support of this which awards fellowships to outstanding teachers so they may engage in sabbaticals for research, pursuit of further education or other educational improvement activities.

Professional Practice Schools.

AFT has proposed an innovative new

that establishes a network of professional practice schools which

serve as training centers for new and experienced teachers; as

laboratories for testing new techniques of teaching and organising schools; and

generators and repositories of educational research.