ED - Effects of Earnings Accountability - MRAS

The U.S. Department of Education, through its Institute of Education Sciences (IES) and the National Center for Education Evaluation and Regional Assistance (NCEE), is seeking to conduct comprehensive evaluations on the impact of earnings accountability measures on higher education institutions and Title IV-eligible students. This initiative aligns with the goals set forth by the Education Sciences Reform Act of 2002, which mandates IES to support education research aimed at improving student outcomes, conduct rigorous evaluations of federal education programs, and disseminate research findings widely. The project also leverages authority granted by the Consolidated Appropriations Act, 2022, allowing for funding allocations from Higher Education Act programs to support independent evaluations.

The specific focus of this request for information (RFI) is on evaluating new accountability frameworks introduced by legislative measures such as the One Big Beautiful Bill Act (OBBB) and proposed Gainful Employment regulations. These frameworks require postsecondary programs to meet certain earnings-based criteria to maintain eligibility for federal financial aid. Specifically, undergraduate programs must ensure that their graduates' median earnings exceed those of high school diploma holders in their state four years post-graduation. Similarly, graduate-level program completers must earn more than bachelor's degree holders in related fields within four years after completing their studies.

This evaluation will provide critical insights into how these accountability measures affect institutions' ability to offer federally funded financial aid and how they impact students' access to such aid under Title IV of the Higher Education Act. Programs that fail these tests consecutively risk losing access not only to federal student loans but also Pell Grants if a significant portion of their enrollment comprises failing programs. Thus, this research aims to build evidence on "what works" in higher education policy implementation and its implications on institutional operations and student success.