on accreditation issues and on which accreditting bodies to approve. the second committee is the advisory committee on student financial assistance which advises both congress and the secretary of education on student financial aid policy. in order to ensure these important advisory committees can continue to serve policymakers, representative hinojosa and i authored h.r. 5134 to extend both of these committees for one year. . with that, mr. speaker, i urge my colleagues to vote in favor of this simple extension and i reserve the balance of my time. the speaker pro tempore: the gentlelady reserves her time of the the gentleman from texas, mr. hinojosa, is recognized. mr. hinojosa: mr. speaker, i yield myself such time as i may consume. the speaker pro tempore: the gentleman is recognized for as much time as he wishes to consume. mr. hinojosa: mr. speaker, i rise today to express my strong support of h.r. 5134, the legislation which would re-authorize two advisory committees within the u.s. department of education for at least one year.

the national advisory committee on institutional quality and integrity, known as naciqi, and the advise re committee on student financial assistance play vitally important advisory roles to the secretary of education and congress and would not otherwise be extended through the general education provisions act when the higher education act expires this year. naciqi for example advises the secretary of education on matters related to postsecondary education accreditation and certification process for higher education institutions to participate in federal student aid programs. the advisory committee on student financial assistance provides advice and council on federal student financial aid policy to both congress and the secretary of education, including the recommendations for increasing college access and persistence to higher

education for low-income and moderate-income students. as the ranking member of the subcommittee on higher education and work force training, i thank chairman kline and ranking member miller and ranking member foxx for their leadership on this issue. although i will continue to fight for a more comprehensive re-authorization of the higher education act, i believe that this bill today as well as the other three higher education bills being voted on this week, make some key improvements to the higher education act. with that i urge my colleagues on both sides of the aisle to support the passage of h.r. 5134, and i reserve the balance of my time. the speaker pro tempore: the gentleman reserves his time of the the gentlelady from north carolina. ms. foxx: thank you, mr. speaker. i urge my colleagues to vote yes on h.r. 5134 and yield back the balance of my time. the speaker pro tempore: the gentlelady yields back.

the gentleman from texas. mr. hinojosa: mr. speaker, i have no more speakers. the speaker pro tempore: does the gentleman yield back his time? mr. hinojosa: i do yield back the balance of my time. the speaker pro tempore: the question is, will the house suspend the rules and pass the bill h.r. 5134. so many as are in favor say aye. those opposed, no. in the opinion of the chair, 2/3 of those voting having responded in the affirmative, the rules are suspended, the bill is passed, and without objection the motion to reconsider is laid pon the table. pursuant to clause 8 of rule 20, proceedings will resume on questions previously postponed. votes will be taken in the

following order. ordering the previous question on house resolution 677. adopting house resolution 677, if ordered. first electric vote will be conducted as a 15-minute vote. remaining electronic votes will be conducted as five-minute votes. the nix is the vote on ordering the previous question on -- the unfinished business is the vote on ordering the previous question on which the yeas and nays are ordered. the clerk will report the title of the resolution. the clerk: house calendar number 124, house resolution 677, resolution providing for consideration of the bill h.r. 3136, to establish a demonstration program for a competency based education and providing for consideration of the bill h.r. 3984, to amend the loan counseling requirements under the higher education act of 1965, and for other purposes. the speaker pro tempore: the question is on ordering the previous question. members will record their votes by electronic device. this is a 15-minute vote. [captioning made possible by the

national captioning institute, inc., in cooperation with the united states house of representatives. any use of the closed-captioned coverage of the house proceedings for political or commercial purposes is expressly prohibited by the u.s. house of representatives.]

u or

the speaker pro tempore: on this vote the yeas are 224. he nays are 188 --

the speaker pro tempore: on this vote the yeas are 224. the nays are 190. the previous question is ordered. the house will be in order. he house will be in order. he house will be in order. he house will be in order.

for what purpose does the gentleman from ohio, the speaker of the house, seek recognition? the speaker: mr. speaker, i ask unanimous consent to speak out of order for one minute. the speaker pro tempore: is there objection? without objection, the speaker is recognized -- house will be in order. the speaker: my colleagues, let me take this opportunity to recognize a special guest who is in our nation's capital today. dr. jessica beanstock is the residency program director for the department of gynecology and obstetrics at johns hopkins university school of medicine. in her career she's delivered over 1,000 babies and one of them is well-known to all of us. and she is abigail rose butler, who, of course, is the daughter -- while we are

all familiar with abigail's story and the odds that she ever came, she is a happy, healthy miracle, dr. beanstock is the miracle worker who helped give the gift of hope and life to this family. i think our house owes a debt of gratitude to her and to all of our doctors, nurses, and medical professionals. i yield back.

the speaker pro tempore: without objection, five-minute voting will continue. the question is on adoption of the resolution. as many as are in favor will signify by saying aye. those opposed will say no. in the opinion of the chair, the ayes have it. the gentleman from colorado. mr. polis: mr. speaker, on that i request a recorded vote. the speaker pro tempore: request for recorded vote has been asked. those favoring a request for recorded vote will rise and be counted. a sufficient number having arisen, a recorded vote is ordered. members will record their votes by electronic device. this is a five-minute vote. [captioning made possible by the national captioning institute, inc., in cooperation with the united states house of representatives. any use of the closed-captioned coverage of the house proceedings for political or commercial purposes is expressly

prohibited by the u.s. house of representatives.]

the speaker pro tempore: on this vote the yeas are 230 and the nays --

the speaker pro tempore: on this vote the yeas are 230 and the nays are 185. the resolution is adopted. without objection, the motion to reconsider is laid upon the table. for what purpose does the gentleman from minnesota seek recognition? >> mr. speaker, i ask unanimous consent that all members may have five legislative days to

revise and extend their remarks and include extraneous material on h.r. 3136. the speaker pro tempore: without objection. pursuant to house resolution 677 and rule 18, the chair declares the house in the committee of the whole house on the state of the union for the consideration of h.r. 3136. the chair appoints the gentleman from nevada, mr. amodei, to preside over the ommittee of the whole. the chair: the house is in the committee of the whole house on the state of the union for the consideration of h.r. 3136 which the clerk will report by title. the clerk: a bill to establish a demonstration program for compen tensey-based education education. ey-based

the chair: the gentleman from minnesota, mr. kline, and the gentleman from colorado, mr. polis, will each control 30 minutes. the chair recognizes the gentleman from minnesota. mr. kline: mr. chairman, the house is not in order. the chair: the committee will be in order. please remove your onversations from the floor. the chair recognizes the gentleman from minnesota. mr. kline: mr. chairman, i rise today in strong support of the advancey comp tensey-based education demonstration project act of 2013, and i yield myself such time as i may consume. the chair: the gentleman is recognized. mr. kline: mr. chairman, this week -- this week congress is moving forward -- the chair: the gentleman will suspend.

the house will be in order. please remove your conversations from the floor. the gentleman from minnesota is recognized. mr. kline: thank you, mr. chairman. this week congress is moving forward with a bipartisan effort to strengthen our nation's higher education system. across the country millions of college students are getting ready to start the school year. they will soon say goodbye to family and friends and pursue their dream of a postsecondary education. unfortunately, mr. chairman, many americans are struggling to turn that dream into reality. the higher education system we know today is too costly, too bureaucratic and outdated. some are having a hard time fitting the traditional college experience into a busy lifestyle that already includes work, family or both. others are graduating with a pile of debt and no job prospects. a college degree can open the door to a bright and prosperous future, yet, too often

obstacles stand in the way. ultimately, states and institutions must provide the answers students and families need but congress has a role to play as well. first and foremost, we need to continue promoting policies that will get this economy moving again so every college graduate who wants a job can find a job. we can also adopt commonsense reforms that will improve our higher education system. today, the house will begin to do just that. we have an opportunity right now, right now, mr. chairman, to advance reforms that will support innovation and empower students to make informed decisions about their college careers. h.r. 3136 is the first step in that effort. e bipartisan advancing competency-based education address the house for one -- e on stration act will this model of education defines a set of skills for a field of work and then measures student

progress in acquiring those skills. once a student demonstrates a etency, this education allows a student to learn at a pace tailored to his or her specific needs. the chair: the gentleman will suspend. will the house please be in order? the committee will be in order efore we continue. the gentleman from minnesota is recognized. mr. kline: thank you, mr. chairman. if you're a single mom, you may need more time to complete your degree while juggling the demands of work or kids. or if you're a dad out of job, four years sitting in a classroom is time you do not have.

competency-based education holds tremendous promise. it allows students to earn a degree in less time and even at a lower cost than a traditional educational setting. yet, it is hard to have this system that values time over learning. h.r. 3136 will help us move in a different direction. the legislation directs the secretary of education to authorize a number of demonstration projects to test and strengthen competency-based education. among other provisions, the legislation requires the secretary to focus on programs that are designed to reduce costs and the time it takes to earn a degree. the bill requires a thorough evaluation of each demonstration project so policymakers learn which programs demonstrate success and what specific roadblocks are standing in the way. mr. chairman, this is a good bill that will help make a difference in the lives of students and families. i want to thank the bipartisan authors of the legislation, mr. matt salmon, mr. jerry polis

brooks. usan i thank the chairman and reserve the balance of my time. the chair: the gentleman reserves. the gentleman from colorado is recognized. mr. polis: thank you, mr. speaker. i rise today to join my colleague in support of the advancing competency-based education project demonstrate of 2013, a bill i had the honor to co-author representative salmon. i appreciate his work as well as others on this bill. this bill will unleash innovation that promises to improve the quality of a college education and just as importantly if not more reduce the costs. it will allow innovative colleges and universities to shorten the time it takes to earn a degree, reduce college costs through self-pace programs based on learning rather than time spent in the seat -- and let's be honest, some of that time is often sleeping. this innovation, which is called competency-based education, has a lot of promise. there's a lot to learn along the way, pid falls to avoid --

pitfalls to avoid. this promise to allow students to master the knowledge of a course, which is essentially what the purpose of the course should be. and by demonstrating mastery of the course, regardless of how long it takes, we can, a, ensure employers that there is quality with regard to the outcomes of that course and, b, reduce costs by allowing a student if they're capable to proceed faster. this growing trend of innovation is very important because it provides a way to increase innovation and decrease costs. since the last re-authorization in 2007, higher education has become more and more expensive. mr. speaker, the cost of attending a university has risen by almost five times per student since 1983. and at the same time that cost has risen and higher education is becoming harder and harder

for american families to afford, college graduates working full time earn over $17,000 more annually than their peer who is have a high school diploma. while a four-year degree isn't always the best one, some postsecondary, whether it's a community college or certification program, has become increasingly imperative to land a good-paying job in the 21st century work force. competency-based education can increase access to higher education for both nontraditional students as well as college-age students, oftentimes who have a job or other commitments. of the 17 1/2 million people enrolled in college, only 15% were attending a four-year college and living on campus. if we look at those, only 15% of those having the experience i had, perhaps many of our colleagues had, where you go

and live in a dorm and attend college for four years, that's only 15%. the other 85% are doing something else. that might mean taking classes at night. it might mean online education. it might mean taking courses over a longer period of time. and that has been the innovative center around cost reduction and improvements in quality. align our ill help higher education with work force needs by measuring and assessing competencies, students are more likely to me trick late with the knowledge they need to master to be able to hold a good job. likewise, businesses will know what to expect upon hiring these students. that's why i'm proud to say this legislation has garnered the support of the chamber of commerce, which has applauded competency-based education as an opportunity for employers to work with colleges to help and ify skills

competencies. this will help combat the rising cost of college. in higher education today, there are very few incentives for institutions to decrease costs. now, to fully address this, we would need to do a re-authorization of the higher education act. that's not what we have before us today, but we have a constructive bill that will allow colleges and universities to adopt new technology, remove some of those barriers to innovation that exist today and allow universities to look beyond delivering traditional classroom instruction as they d in the 18th, 19th and 20th centuries and look at a classroom might look like beyond the walls of a physical classroom. competency-based education is one of the first innovations in higher education that specifically designed to help decrease cost and make college more affordable while also improving quality in terms of what the student has learned. at its core, what we're talking about here today,

competency-based education, flips the traditional campus model on its head so that learning is the constant and time, location are the variable and are self-paced. the result is actually a more uniform and measurable education, ensuring that students actually learn what they set out to learn rather than sitting in a seat for a period of time. and because competencies are demonstrable skills, schools can form articulation agreements easily under this bill and under the innovation pilot programs under this bill, saving students and taxpayers money and giving students and families more options, geographically and within a city. i am thrilled the department of education has done what they could to allow some programs to explore this model through their experimental sites initiative, but there are several advantages to this legislation. first and foremost, we're able to expand the initiative to four programs to 20 under this bill and secondly, we're giving congressional bipartisan

approval to this concept which is far more enduring than the whim of a particular secretary or a particular administration. i'm proud to say that institutions in my home district, like colorado state university global campus, are demonstrating that online public universities with competency-based programs can lead the way in attracting, graduating adult lerners and other contemporary -- learners and other contemporary students. colorado state university global campus was created by c.s.u. board of governors in 2007 as the very first 100% online state university in the united states. a long time leader in academic innovation, they provide alternative credit options including competency-based exams which meet or exceeds the standards required of a state university. these options help students to manage out-of-pocket expenses and reduce the overall cost of their education while also rewarding them for their demonstration of knowledge.

many still need to adhere to the overly rigid higher education structure which inhibits innovation by limiting schedules when students can enroll and when they can receive financial aid. in order to be successful and innovate, programs like c.s.u. global need the flexibility that this bill enhances to meet their students' needs. as congress considers the re-authorization of a higher education act, this project is more crucial than ever. that's why i was proud to work with representative salmon on this legislation, which would permit institutions chosen by the secretary to waive certain regulations that stand in the way of adopting competency-based models, that reward both students and universities based on what students learn rather than how much time they sat in a seat regardless of whether they're awake or asleep. i want to thank ranking member miller and chairman kline for working with my colleagues and i to craft this bipartisan bill that promises to increase innovation, increase quality

and decrease costs in higher education and i strongly encourage my colleagues on both sides of the aisle to join me in voting yes on 3136, to support competency-based education, allow for laboratories of innovation across our great country as we all seek to reduce the cost and improve the quality of an increasingly important advanced education degree to help middle-class families achieve their dreams in our country. i reserve the balance of my time. >> i'm going to yield time here to a key member of the committee and one of the principal authors of this important legislation, i yield four minutes to the gentleman from arizona, mr. salmon. the speaker pro tempore: the gentleman from arizona is recognized. mr. salmon: thank you, mr. chairman. i rise in support of h.r. 3136, the advancing competency-based education demonstration project for 2014. i want to thank chairman kline

and chairwoman foxx for their work on this legislation. i also want to thank congressman polis and congresswoman brooks for working with me on this legislation. college costs have risen dramatically over the last several years, 500% to be exact, since 1985. the average national tuition for this past school year was just over $30,000. hich represents a 62% of the median annual income for my home state of arizona. even so, a college degree is still viewed as an essential for success to many students and employers. throwing taxpayer dollars at the problem in the form of expanding loan forgiveness does not get at the heart of the problem or the solution of making college more affordable and is not a viable long-term solution. federal regulations continue to greatly impede efforts to reduce the cost of a degree. we need to implement policies

that allow institutions to be innovative and try developing new models of education instead of continuing with the status quo. h.r. 3136 will set up a pilot project to allow institutions to more easily develop innovative models of delivering education to students. i've been told before that all teachers don't teach the same and all students don't learn the same. and we need to recognize this. this legislation is a step in allowing students to earn a college degree and enter the job market sooner, far sooner in many cases, and based on their knowledge and their skill set rather than the amount of time that they spent in the classroom. all students, all students can benefit from such a program. however, this maybe particularly -- may be particularly beneficial to our nation's veterans and nontraditional students. our veterans return from duty with particular skills and we

should reward them with -- for that by allowing them the ability to earn credits based on those skills. and the learning that they've already received. similarly, nontraditional students, they often go back to school to finish their degree to get a better job. and they should be allowed to use their credit or use the knowledge that they've gained from their job to be able to advance their education and their degree. additionally, my legislation will incentivize students to work hard to accelerate their degree attainment. potentially cutting their overall education costs and allowing them to begin their careers sooner. this bipartisan legislation, which passed out of committee by voice voight, -- by voice vote, allows the schools to explore more innovative ways to deliver education, measure quality and disbers financial aid based on actual learn -- disburse financial aid based on actual learning. this will allow education toimplement a project and waive

certain regulatory requirements that impede such innovations that would decrease costs. the program would allow colleges to provide academic credit to students who can prove competencies from their prior work and life experiences and hard work, rather than a specified amount of time in the classroom. this is a good first step, to try to find ways to make a college education more affordable and more attainable for our nation's students. i strongly encourage my colleagues to join me in supporting the advancing competency-based education demonstration project of 2014 and i yield back. the chair: the gentleman yields back the balance of his time. the gentleman from minnesota reserves. the gentleman from arizona is recognized. mr. polis: colorado. the chair: i mean colorado. mr. polis: thank you, mr. speaker. it's my honor to yield as much time as he may consume to the ranking member on the committee on education and the work force, mr. miller. the chair: the gentleman from california is recognized. mr. miller: i thank the

gentleman for yielding and i thank him for all of his work on this legislation, in joining mr. salmon in an effort to bring this to the floor and thank both of them for reaching an agreement on this and the chair of the committee, mrs. brooks and mr. tierney on our side, i thank you for this opportunity to vote on this legislation. we've made a promise to america's students and we have said that we will make the cost of college affordable and accessible. and with that comes another promise, the promise that when a student graduates from -- with a college degree in hand, they will have the skills to succeed in the workplace and in the economy. but the traditional college degree is not -- has not changed since the 1800's, as my colleagues have pointed out. despite dramatic changes for business and the work force. we all know the good middle class job requires at least some college education and training. and today, as most workers move from job to job, more frequently, they need to tap new skills to keep up with the demands of the emerging industries. despite the changing work force

needs, college credit is earned based upon the hours spent sitting in the classroom, not on the knowledge or the skills earned. today the congress has an opportunity to vote for a new competency-based education model so we can flip the old model on its head. this model is an opportunity for american students to access a high-quality education in a new way. through technology and the internet, this model becomes more user-friendly and affordable for families. i want to thank my colleague, mr. tierney, for his dedication on this issue. mr. tierney and i spent many hours with the leaders of this movement to understand how the federal government can support these innovative programs. and in some cases where we can just get out of the way and let schools innovate. in particular i'd like to thank the lumina foundation, the new america foundation, southern new hampshire university, california state university system and the open learning -- and their open learning initiative and san jose state for their ex peer tease in these programs -- expertise in these programs. this demonstration program makes sense because we need to

test these programs before we can make significant commitments of new federal investments. specifically this bill gives colleges the chance to create company-based programs to help students succeed by measuring what they know and not solely the number of hours that they spent in the classroom. under this legislation, students will still learn the basic academic work but this model allows them to become proficient at their own pace, potentially shortening the time it takes to earn a degree. for the returning veteran, this could mean army medical skills are more easily transferred toward an r.n. degree or om sore -- or some other medical degree. this could mean a computer science degree a shorter time frame and at less cost. combined with new technology, company-based education is one of the most promising new innovations to help make college more affordable and more accessible. this is a very good step forward and i urge the support of this legislation. i also urge the members to support h.r. 4984, empowering students through the enhanced financial counseling act. a bill that would improve

counseling on financial aid and student loans so that students can make more informed choices on how to finance their education. while i support these bills, they are not enough for students already facing a mountain of college debt. and i'm disappointed that we're not voting today to help student loan borrowers save thousands of dollars and better manage their debt burden through lower interest rates. my colleague, congressman tierney, has offered an amendment that the rules committee -- at the rules committee to allow students to refinance student loans and lock in lower interest rates just like millions of americans have been able to do with their mortgages or car loans. unfortunately the republican leadership refused to make the tierney amendment in order, thus blocking the straight up or down vote on whether or not to help millions of students and their families reduce their debt. i want to in closing thank chairman kline for -- and my republican colleagues for their cooperation and inclusiveness of all of the higher education bills that we're considering this week and i urge my colleagues to support this bill and i yield back the balance of my time. the chair: the gentleman yields back the balance of his time. the gentleman from colorado reserves. the gentleman from minnesota is recognized. mr. kline: thank you, mr.

chairman. i will be the last speaker on our side and will close, i think the other side has finished their speakers as well so i'll reserve. the chair: the gentleman reserves the balance of his time. the gentleman from colorado is recognized. mr. polis: thank you, mr. speaker. i'd like to inquire how much time remains on both sides? the chair: the gentleman from colorado has 18 minutes remaining. mr. polis: ok. the chair: minnesota, 23 1/2. mr. polis: i'd like to yield myself such time as i may consume. we are prepared to close. the chair: the gentleman is recognized. mr. polis: thank you, mr. speaker. i'm very excited that at a time when there are great divisions in this body on so many substantive issues, that the american people want us to address, be it immigration reform or addressing our budget deficit or be it within the realm of education, replacing no child left behind or esea with an educational law that makes sense for our country or the higher education act, at least we are able to come together around innovation.

and removing barriers that currently exist to innovations in higher education that promises to improve the quality and help certify the quality of what students learn and at the same time reduce costs and allow students more options and choices with regard to how they can pursue an advanced degree or particular content knowledge that can help them achieve the job of their dreams. while i'm pleased that secretary duncan and the administration have allowed some programs to explore this model through the experimental sites initiative, this bill is even more important today because we will not only expand to 20 sites the number of sites that will be allowed to experiment with regard to competency-based education, but just as importantly we will provide a more enduring bipartisan imprint on this important innovative policy. we live in a very exciting time, mr. speaker, and technology promises to help us

reinvent both kindergarten through 12th grade education, as well as higher education, in ways that benefit american families. but we must adopt our legal framework to ensure that that happens. and rather to continue to ex cluesively reward -- exclusively reward time sitting in seats, we need to make sure we're inclusive enough and allow innovation that allows students to improve at their own pace, so long as they can demonstrate they can master the knowledge that's the goal of the course. employers benefit, which is why the u.s. chamber of commerce supports this bill, by knowing that students have achieved the content area knowledge of the course. universities like colorado state university in fort collins benefit because through the institution, they're able to offer even more varieties of courses of both their on-campus students as well as the surrounding community. and students and families benefit, by having more choices

and being able to afford a college education at a time when it's increasingly important in the comblobal economy. competency-based -- global economy. competency-based education can increase quality and decrease costs when done right. ovation and in experimentation, we'll learn what doesn't work, we'll learn what does work. there's good ways to do it and there's ways that fall short. but to be able to get to that answer, that employers and universities and families and our country offer so much promise, we need to allow this innovation to occur and change the restrictive laws that currently lock the bulk of funding into the seat-time requirements of the carneigie units. i want to thank ranking member miller and chairman kline and representative salmon and others for working to craft this bipartisan bill that will increase both access and innovation in higher education. i urge my colleagues to vote yes on h.r. 3136, to support

competency-based education and provide contemporary students with the ability to attain a degree that's based on their knowledge and skills instead of how long they're sitting in a seat. mr. speaker, i yield back the balance of my time. the chair: the gentleman yields back the balance of his time. the gentleman from minnesota is recognized. mr. kline: thank you, mr. chairman. i yield myself such time as i may consume. the speaker pro tempore: the gentleman is -- the chair: the gentleman is recognized. mr. kline: i again want to thank the authors of this bill, particularly mr. salmon and mr. polis, mrs. brooks, a lot of people worked on this, though. my colleague, the ranking member in the full committee, mr. miller, and i have talked about the advantages of moving forward with innovation and new ideas, because that's what's happening, mr. chairman. colleges and universities are changing or trying to change the model. the model which, as mr. polis pointed out, is based on how much time you sit in a seat,

not what you've learned. not what competency you have. it's been pointed out by a couple of speakers today that we are now dealing with a different student body than we have in the past. these are contemporary students. i guess that's our way of saying it's not the traditional student of the high school senior who graduates and goes off to four or five or six years of college, these are people many times who have come back looking for a second career, a second chance, a new opportunity, and, yes, mr. chairman, looking for lower costs. this bill addresses all of that. . to give more students, more people, more families a chance, an opportunity and a way to do it at a lower cost. . i know my friend, mr. polis, mentioned a couple of time of sleep with students. it may happen to do with a new

baby in the family, but he makes a good point that they are families and they have jobs and they need to demonstrate they have the skills, the knowledge to go forward and get that degree or certificate. so i'm very, very pleased with this bill. i will emphasize that it is not the complete re-authorization of the higher education act. we need to continue to move to get that done, but it is an important first step and i'm pleased that this bill was the first step that has strong bipartisan support, strong recognition in the administration, in congress, in colleges and universities that this is the direction we need to go. as the ranking member pointed out, the demonstration projects part of this is important because while we are filled with enthusiasm about the potential here, we need these projects to demonstrate what works well, what perhaps

doesn't work as well as we would have hoped. i urge my colleagues to support it. i'd like to see a very big bipartisan vote for this because i know that's where the thought is. i'm enthusiastic about it. i yield back the balance of my time. the chair: the gentleman yields back. pursuant to the rule, the bill shall be considered for amendment under the five-minute rule. in lieu of the amendment in the nature of a substitute recommended by the committee on education and the work force, printed in the bill, it shall be in order to consider as an original bill for the purpose of amendment under the five-minute rule, an amendment in the nature of a substitute consisting of the text of rules committee print 113-52. that amendment in the nature of a substitute shall be considered as read. no amendment to the amendment in the nature of a substitute shall be in order except those printed in part a of house report 113-546.

each such amendment shall be considered only in the order printed in the report, may be offered only by a member designated in the report, shall be considered as read, shall be debatable for the time specified in the report equally divided and controlled by the proponent and an opponent, shall not be subject to amendment and shall not be subject to a demand for division of the question. it is now in order to consider amendment number 1 printed in art a of house report 113-546. for what purpose does the gentleman from minnesota seek recognition? mr. kline: mr. chairman, i have an amendment at the desk. the chair: the clerk will designate the amendment. the clerk: amendment number 1 printed in part a of house report 113-546 offered by mr. kline of minnesota. the chair: pursuant to house resolution 677, the gentleman from minnesota, mr. kline, and a member opposed, will each control five minutes. the chair recognizes the gentleman from minnesota. mr. kline: thank you, mr. chairman.

i yield myself such time as i may consume. the chair: the gentleman is recognized. mr. kline: thank you, mr. chairman. i offer this amendment in close cooperation with my colleague, the ranking member, mr. miller. this manager's amendment clarifies eligible entities that have been selected to carry out demonstration projects, may submit amendments to their applications, it requires the secretary to collect best practices to eligible enits carrying out such projects and makes technical corrections. mr. chairman, this is a very straightforward amendment. we offer it together to improve this bill, and i reserve the balance of my time. the chair: the gentleman reserves. for what purpose does the gentleman from colorado seek recognition? mr. polis: mr. chairman, i rise to claim time in opposition to the amendment but i do not oppose the amendment. the chair: the gentleman is recognized for five minutes. mr. polis: thank you, mr. speaker. this manager's amendment would aster the -- bolster the

department of education. really through this careful revuned analysis, lawmakers can be sure that competency-based education is working and identify any future policy issues that would need to come back to us or others at the state level. i encourage my colleagues to vote yes on this amendment so we can move one step closer to making colleges more affordable and accessible and i yield back the balance of my time. the chair: the gentleman yields. the gentleman from minnesota is recognized. mr. kline: thank you, mr. chairman. i thank my colleague for his comments. i urge support of this amendment and i yield back. the chair: the gentleman yields back. the question is on the amendment offered by the gentleman from minnesota. those in favor say aye. those opposed, no. in the opinion of the chair, the ayes have it. the amendment is agreed to.

the chair: it is now in order to consider amendment number 2 printed in part a of house report 113-546. the chair: for what purpose does the gentleman from colorado seek recognition? mr. polis: mr. speaker, i'd like to ask unanimous consent to consider the walberg amendment next out of order and then returning to the original order as a courtesy to a ember.

the chair: a change in the order of the amendments will have to be accomplished in the house as a whole, on the floor of the house, not designated in the committee of the whole so the request is not in order -- mr. polis: mr. speaker, i'd like to submit -- i have an amendment at the desk, the jackson lee amendment. the chair: is the gentleman the designee of the gentlewoman from texas? mr. polis: sorry. the chair: is the gentleman the designee? mr. polis: yes, i am. the chair: the clerk will report the amendment -- designate the amendment. the clerk: amendment number 2 printed in part a of house report 113-546 offered by mr. polis of colorado. the chair: pursuant to house resolution 677, the gentleman from colorado, mr. polis, and a member opposed, will each control five minutes.

the chair recognizes the gentleman from colorado. mr. polis: thank you, mr. speaker. i'm proud to support this amendment that ms. jackson lee thoughtfully put together. this amendment wean sure that the department of education is reaching out to colleges and systems that educate minority, low income and students with special needs. some of those who stand to benefit the most under this nnovation are first generation collegegoers. minority serving institutions are a critical threat and the fabric of america and should be included when experimenting with new education models. competency-based education odels are self-pace ensuring students need a little more time or catch up or learn concepts succeed and achieve at the highest levels. i reserve the balance of my time. the chair: the gentleman reserves. for what purpose does the gentleman from minnesota seek recognition? mr. kline: mr. chairman, i claim time in opposition

although i don't intend to oppose it. the chair: without objection, the gentleman is recognized. mr. kline: thank you. i see that the author has arrived. i'll reserve. the chair: the gentleman reserves. the gentleman from colorado is recognized. mr. polis: thank you, mr. speaker. i strongly urge my colleagues to vote yes on this amendment and i yield the remainder of my time to ms. jackson lee. the chair: the gentlelady from texas is recognized. ms. jackson lee: yes. can i determine what time is left, please? the chair: 4 1/2 minutes. ms. jackson lee: thank you. first, let me thank the managers of this legislation that have really brought together an important concept. i just want to call the name of the bill, advancing competency-based education demonstration project. first of all, i'm a big supporter of pilots because pilots provide information and information generates a concrete program. mr. polis, thank you so very much for bringing up the amendment. my amendment and thank you, both, for supporting both the

chairman and ranking for supporting this amendment. and so let me be very keen on what it is both to chairman kline and to mr. polis. this is to take what you have and add to it. i might say make it better. and the reason is because information is a gift. if you have information, you can do a lot of things. i work with a lot of historically black colleges, and so the jackson lee would direct the secretary of education prior to any deadlines for colleges or universities to submit applications for consideration in the pilot program to conduct outreach to historically black colleges, hispanic servicing institutions, native american serving, nontribal institutions, serving students with special needs and institutions located in rural areas to provide information to them on the opportunity to apply to carry out a pilot

demonstration project under this bill. there is a whole gamut of individuals and colleges that this bill is directed to engage and, yes, there is general information, but i will tell you when information is targeted, there are great successes that occur. in my state alone, texas ranks 43rd out of the 50 in the state graduation 63% rate. however, there are great institutions that serve native americans, hispanic serving, african-americans such as texas southern university prairie vue a&m. this outreach to them would provide these educators with an opportunity to get the right kind of information in order to develop competency-based education. texas southern university has a technology program that trains young people for the new industries of today. they have a school of public affairs with -- named after

barbara jordan and micky leyland, our colleagues here in the congress. they have a transportation department which is very much geared toward the new opportunities for transportation. d then, of course, science and technology and math and we sent out these brilliant graduates. this pilot program helping their faculty, helping the university would be a great start. and my amendment is to give them the knowledge to be part of the solution. with that i reserve my time. the chair: the gentlelady reserves. the gentleman from minnesota is ecognized. the gentleman reserves? the gentlelady from texas is recognized. ms. jackson lee: as i close, again, my amendment is information to be part of the solving of the problems. i want more students to graduate from high school and i want them to have students,

broad based. let me close on this note. many people ask about the value of historically black colleges, hispanic serving, native american institutions. you know what, mr. speaker, mr. chairman, there are enough students not in college today that will fill all of the universities, all of these universities have a rightful place and the history of historically black colleges, traveling through the years of postslavery is a great opportunity to continue to serve now with native american serving institutions and hispanic serving institutions, i'm delighted that this amendment is put before this body and i ask my colleagues to support the jackson lee amendment that will create more opportunity and more outreach. with that i yield back my time. the chair: the gentlelady yields back. the gentleman from minnesota is recognized. mr. kline: thank you, mr. chairman. i yield myself such time as i may consume. the chair: the gentleman is recognized. mr. kline: the gentlewoman's amendment will help advance this goal by ensuring that a number of diverse institutions are aware of the opportunity to carry out an innovative

competency-based demonstration project. i thank the gentlewoman for offering the amendment. i urge my colleagues to support it and the underlying bill and i yield back. the chair: the gentleman yields back. the question is on the amendment offered by the gentleman from colorado. those in favor say aye. those opposed, no. in the opinion of the chair, the ayes have it. he amendment is agreed to. it is now in order to consider amendment number 3 printed in art a of house report 113-546. for what purpose does the gentleman from michigan seek recognition? mr. walberg: mr. chairman, i have an amendment at the desk. the chair: the clerk will the clerk will designate the amendment. the clerk: amendment number 3 printed in part a of house report 113-546 offered by mr. walberg of michigan. the chair: pursuant to house resolution 677, the gentleman from michigan, mr. walberg, and a member opposed, will each

control five minutes. the chair recognizes the gentleman from michigan. mr. walberg: thank you, mr. chairman. with the dramatic rise in the cost of obtaining college degree, which we witnessed over the last decade, it's become even more important to focus on ways to remove federal roadblocks which prevent efforts to make higher education less costly. h.r. 3136, the advancing competency-based education demonstration project act, represents one of the innovative steps promoted by the house education and work force committee. to ensure we actually measure what students are learning, not just the time they've spent sitting in a class. . my amendment builds on this -- on this approach and would allow participating entities to expand a probably to a maximum of 5,000 students. to ensure accountability and program quality, any entity

wishes to expand the project must provide the secretary a new proposed maximum number of students, a description of how the project will successfully carry out the expanded enrollment, and a description of any other amendments to the initial application related to the new enrollment number. the small-scale expansion alout by my amendment -- allowed by my amendment would help institutions develop techniques for developing their competency-based projects so more students can realize the benefits of a self-paced, lower-cost degree. this approach will also help inform policymakers and the public of what projects are doing the best job at advancing this innovative education delivery model. i want to thank representative salmon and chairman kline for their leadership on this issue and i urge my colleagues to support my amendment and the underlying bill and i yield back. the chair: the gentleman from michigan yields back.

for what purpose does the gentleman from colorado seek recognition? mr. polis: mr. speaker, i rise to raise -- to claim time in opposition to the amendment but i don't oppose the amendment. the chair: without objection, the gentleman is recognized. mr. polis: mr. speaker, the walberg amendment would allow institutions that have shown success with their demonstration projects to increase the number of students that can participate in their programs, helping the scale and allowing more students to benefit. by increasing the number of students in successful programs, we can better get a sense of how successful programs can be brought to scale. institutions should be rewarded with the ability to run a more robust demonstration project, if their programs are reducing costs, improving quality, shortening time to degree. we should make sure that they are allowed to expand and remove any barriers to that. therefore i'm proud to join my colleague in support of the walberg amendment. i encourage my colleagues to vote yes so that institutions will be able to run more robust and scaleble demonstration projects and i yield back the

balance of my time. the chair: the gentleman yields back the balance of his time. the question is on the amendment offered by the gentleman from michigan. those in favor say aye. those opposed, no. in the opinion of the chair, the ayes have it. the ayes have it. he amendment is agreed to. it is now in order to consider amendment number 4 printed in . rt a of house report 113-546 for what purpose does the gentleman from colorado seek recognition? mr. polis: mr. speaker, i have an amendment at the desk. the chair: the clerk will designate the amendment. the clerk: amendment number 4 printed in part a of house report 113-546 offered by mr. polis of colorado. the chair: pursuant to house resolution 677, the gentleman from colorado, mr. polis, and a member opposed each will control five minutes. the chair recognizes the gentleman from colorado. mr. polis: thank you, mr.

speaker. i rise today in support of the mcnerney amendment. this amendment will require participating institutions to show how they're addressing the needs of veterans and members of the armed forces in their demonstration project. americans with military experience, both present or in their past, stand to benefit tremendously from competency-based education, because they leave the military with a wide range of practicable, demonstrable and marketable skills. i've talked to so many veterans in my district who felt that they received excellent education within the military around a particular task, but get no credit for that with regard to the demonstrable skills they've achieved. this amendment will help that occur. ensuring that institutions report more on how veterans and members of the armed forces are performing in demonstration projects will help highlight those who have served our country to the department of education so we can better identify best practices and expand best practices to those who have served. i strongly urge my colleagues to vote yes on this amendment

and i reserve the balance of my time. the chair: the gentleman reserves the balance of his time. for what purpose does the gentleman from minnesota seek recognition in mr. kline: mr. chairman, i laim -- recognition? mr. kline: mr. chairman, i claim time in opposition although i am not opposed to the amendment. the chair: the gentleman is recognized. mr. kline: thank you, mr. speaker. i'm excited about this amendment. there has been much discussion about things we can do to help our american heroes, to help those veterans who have served and or are serving. many of these are seeking out higher educational opportunities and many of them, while they have limited time due to work and family, they have skills, they have education, they have competency. so this competency-based education is almost tailor-made for them. i want to urge my colleagues to support this amendment and the

underlying bill, to help not home these american heroes but students across the country. i reserve the balance of my time. the chair: the gentleman reserves the balance of his time. the gentleman from colorado is recognized. mr. polis: thank you, mr. speaker. i yield such time as he may consume to my colleague, mr. mcnerney. the chair: the gentleman from california is recognized. mr. mcnerney: thank you, mr. chairman. i want to thank chairman kline and ranking member miller, as well as the bill's author, representative salmon, for their joint efforts and leadership on this bipartisan piece of legislation, h.r. 3136. american families share a common goal of sending their children to college, however the cost of a college education continues to escalate and is making it prohibitive for too many middle class families. excuse me. promoting innovative ideas that provide institutions the flexibility will be essential in evolving education system and learning environment.

h.r. 3136 is a step in the right direction. the bill seeks to change the ways that institutions have historically used credit hours to measure student progress and the awarding of financial aid, among other things. the bill incorporates new inoatvative practices -- innovative practices in higher education by allowing students to advance ac em-- academically by demonstrating competent in a subject rather than by spending a set amount of time in a classroom. while h.r. 3136 specifies a range of criteria that applications must fulfill to run a competency-based project, it's important that military and veteran populations are also taken into consideration. that's why i'm offering an amendment that requires the applicant under this program to provide information on the number of veterans and military students it has and to include how it incorporates those particular student needs into

its demonstration project. service members and veterans often require flexibility in the pursuit of their education goals. we owe it to these brave young men and women upon their returning from service to help them pursue higher education as seamlessly as possible. i believe that my amendment will help keep track of these progresses that a veteran and a military student population are making in any new competency-based program and hold these programs accountable for the progress of veterans. i urge the adoption of this amendment and i yield back. to my manager. the chair: the gentleman yields back the balance of his time. does the gentleman from colorado continue to reserve? mr. polis: reserve. the chair: the gentleman from minnesota is recognized. the gentleman reserves. the gentleman from colorado is recognized. mr. polis: we have no additional speakers on this side so we'll reserve the right to close. the chair: the gentleman from minnesota.

mr. kline: parliamentary inquiry, mr. chairman. i'm a little confused about who has the right to close. the chair: the gentleman from colorado has the right to close. it was his amendment. mr. kline: very well. i urge support of this amendment and i yield back. the chair: the gentleman yields back the balance of his time. the gentleman from colorado is recognized. mr. polis: i join my colleague, the chair of the committee, and others in encouraging my colleagues to support the mcnerney and polis amendment so that veterans and members of the armed forces today can be better served by these demonstration projects and stand to benefit from the education they receive within the military itself. and i yield back the balance of my time. the chair: the gentleman yields back the balance of his time. the question is on the amendment offered by the gentleman from colorado. those in favor say aye. those opposed, no. in the opinion of the chair, the ayes have it, the ayes have t, the amendment is agreed to.

it is now in order to consider amendment number 5 printed in . rt a of house report 113-546 for what purpose does the gentleman from alabama seek recognition? mr. bryne: mr. chairman, i have an amendment at the desk. the chair: the clerk will designate the amendment. the clerk: amendment number 5 printed in part a of house

report 113-546 offered by mr. byrne of alabama. the chair: pursuant to house resolution 677, the gentleman from alabama, mr. byrne, and a member opposed each will control five minutes. the chair recognizes the gentleman from alabama. mr. bryne: thank you, mr. chairman. this is a simple technical amendment that seeks to increase the maximum number of eligible entities authorized to participate in the competency-based demonstration project established by h.r. 3136 from 20 to 30. as a former member of the alabama state board of education and chancellor of alabama's two-year college system, i commend my colleague and fellow member of the education and work force committee, mr. salmon of arizona, for introducing this innovative legislation. in today's world, we cannot continue to regard higher education as a one-size-fits-all process. as our economy continues to recover, higher education institutions continue to see a large influx of students who

are seeking to further their education after years in the work force. at the same time our k-12 school systems are becoming more innovative, incorporating cutting-edge technologies and allowing for dual enrollment and work force training opportunities prior to graduation. for these reasons, many students are arriving at higher education institutions with a variety of different skills in place, but most still -- but still complete a prerequisite amount of courses before earning a degree, regardless of their competency in certain areas of sister you -- of study. unfortunately the cost of higher education continues to rise. as does student loan debt. the competency-based demonstration project authorized by h.r. 3136 will allow students to gear their financial aid towards actual learning opportunities versus simply checking off courses that may not be applicable to their needs and logging seat time. my basic amendment would simply allow for a more full-bodied

and diverse sample of participating institutions, to ensure that this demonstration project creates a truly reptsive sample of higher education opportunity -- representative sample of higher education opportunities. this should improve the ability to analyze how such an approach could affect flexibility for institutions while providing a more personalized cost-effective education for a variety of different students. i urge my colleagues to support this commonsense amendment and i reserve the balance of my time. the chair: the gentleman reserves the balance of his time. for what purpose does the gentleman from colorado seek recognition? mr. polis: mr. speaker, i rise to claim time in opposition to this amendment, but i do not oppose this amendment. the chair: without objection, the gentleman is recognized. mr. polis: thank you, mr. speaker. mr. byrne's amendment would increase the number of institutions or consortiums allowed to participate in the demonstration project, including more high-quality institutions in the demonstration project, will yield more information and more innovation on the benefits and risks of competency-based education. including more institutions

will accelerate the amount of experimentation and therefore the amount of learning that we as policymakers have and also help increase the likelihood of identifying successful best practices to reduce college costs more quickly. i strongly urge my colleagues to vote yes on this amendment so that more institutions can experiment with innovative, new, cost-effective education models and i yield back the balance of my time. the chair: the gentleman yields back the balance of his time. the gentleman from alabama is recognized. mr. bryne: mr. chairman, thank you and i appreciate the gentleman's comments. at this time, with america, we have so many opportunities before us, but we have to make sure that the people in our society and the people that are coming through some difficult circumstances have opportunities that didn't exist before. and these sorts of innovations provide opportunities for them and for institutions of higher education, to figure out where we need to go into the future. so that we deliver the product of higher education in the way it needs to be delivered and received by those who can benefit the most. so i appreciate the gentleman's comments, i urge my colleagues to vote for this amendment and

i yield back the balance of my time. the chair: the gentleman yields back the balance of his time. the question is on the amendment offered by the gentleman from alabama. those in favor say aye. those opposed, no. in the opinion of the chair, the ayes have it, the ayes have t, the amendment is agreed to. for what purpose does the gentleman from minnesota seek recognition? mr. kline: mr. chairman, i move the committee do now rise. the chair: the question is on the motion that committee rise. all those in favor say aye. those opposed, no. the ayes have it. the motion is adopted. accordingly, the committee rises. mr. speaker, the committee of the whole house on the state of the union having had under consideration h.r. 3136 directs me to report that it has come

o no resolution thereon. the speaker pro tempore: the chairman of the committee of the whole house on the state of the union reports that the committee had under consider h.r. 3136 and has come to no resolution thereon. for what purpose does the gentleman from texas seek recognition? >> thank you, mr. speaker. mr. speaker, i ask unanimous consent that it be in order at any time to consider house concurrent resolution 105 in the house if called up by the chair of the committee on foreign affairs or his designee. if the amendment printed in the portion of the congressional record designated for that purpose in clause 8, rule 18, numbered 1, be considered as adopted, that the concurrent resolution, as adopted, be considered as read and that the previous question be considered as ordered on the concurrent resolution, as amended, to

adoption without intervening motion or demand for division of the question except for one hour of debate equally divided and controlled by representative royce of california and representative mcgovern of massachusetts or their respective designees. the speaker pro tempore: is there objection? without objection, so ordered. pursuant to house resolution 677 and rule 18, the chair declares the house in the committee of the whole house on the state of the union for further consideration of h.r. 3136. will the gentleman from orgia, mr. west moremoreland westmoreland. the chair: the house is in the committee of the whole house on the state of the union for

further consideration of h.r. 3136. when the committee of the whole rose earlier today, amendment number 5 printed in part a of house report 113-546 offered by the gentleman from alabama, mr. byrne, had been disposed of. it is now in order to consider amendment number 6 printed in art a of house report 113-546. for what purpose does the gentleman from rhode island seek recognition? mr. langevin: mr. speaker, i have an amendment at the desk. the chair: the clerk will designate the amendment. the clerk: amendment number 6 printed in part a of house report 113-546 offered by mr. langevin of rhode island. the chair: pursuant to house resolution 677, the gentleman from rhode island, mr. langevin, and a member opposed, each will control five minutes. the chair recognizes the gentleman from rhode island. mr. langevin: thank you, mr. chairman. i yield myself such time as i may consume. the chair: without objection.

mr. langevin: mr. speaker, i'd lake to first of all thank congressman salmon as well as congressman -- chairman kline and ranking member miller for their work in bringing this very important bill to the floor. mr. speaker, my amendment would allow entities receiving funds under this bill to report the number and percentage of students that are able to find employment in a field relating to their program or course of study and would allow the director of i.e.s. to provide technical assistance to such entities upon request. basically, my intent is to give situational awareness to both educators and students in terms of -- and also understanding how well our dollars are being spent in terms of educating both our young people and people who are looking for a second career, looking for other job opportunities so they know that their time and effort will be well spent.

i'm proud to be joined in offering this amendment by my good friend and colleague, congressman thompson of pennsylvania, as co-chairs of the bipartisan career and technical education caucus. representative thompson and i are committed to providing students necessary to make informed career decisions. many of the students who will be served by this bill are nontraditional students, working parents, students with full-time jobs and many others who are seeking a different education than a traditional four-year curriculum affords. so these are the very people that would benefit the most from information. it's become obvious that a high school diploma is no longer sufficient training for the modern job market. while not every job will require a college degree, some sort of postsecondary education will be necessary, and students, mr. speaker, deserve accurate information to help them find the career pathway that best fits their goals and abilities. my amendment will help these

students by encouraging schools to report on the number of students who are able to use their education to find a relevant career, data students will be able to use in the coming years to inform their own decisions and choose an academic path that will lead to a well-paying job. this amendment has been scored by the c.b.o. as budget neutral and will not result in any additional spending. so with that i reserve the balance of my time. the chair: the gentleman reserves. for what purpose does the gentleman from pennsylvania rise? mr. thompson: mr. chairman, i rise to claim time in opposition although i am not opposed to this amendment. the chair: the gentleman is recognized for five minutes. mr. thompson: thank you, mr. chairman. mr. chairman, while claiming time in opposition, i rise as a supporter and co-sponsor of this bipartisan amendment with my colleague and fellow co-chairman of the house career and technical education caucus, congressman langevin. our amendment would allow eligible entries -- entities to

submit to the institute of education sciences, information regarding the number of students who are able to find employment, jobs in a field relating to their program or their course of study. now, this will provide for the collection of longitudinal data and allow policymakers to have a foundation of course study. more importantly, these students will be able to see what courses of study will have a higher prevalence of job placement. it's not where you start out in life but it's where you end up, and education is the key to that journey. this amendment will further assist students participating in competency-based programs, many of whom will be nontraditional students, and will provide them with another opportunity to attain success in life. i urge my colleagues to support this bipartisan, no-cost amendment and reserve the balance of my time. the chair: the gentleman reserves. the gentleman from rhode island. mr. langevin: thank you, mr. speaker. i thank the gentleman from pennsylvania for his comments

and the exceptional work that he does and we do collaboratively with respect to career in technical education and appreciate his co-sponsorship of this amendment. mr. speaker, again, just in closing, this amendment would help give situational awareness to students, to educators and to all those who want to understand is the time and effort, the investment that people are making worth that investment and a clear path forward, particularly for those who are looking for a new career or looking to, as we do right now, trying to close the skills gap that we have, not only in my home state of rhode island but across the country, as people are trying to get the right skills for the right jobs and good pay going forward. this will give them the data to understand the best career paths to follow, best to invest their time and energy a as their resources.

so with that i urge all of my colleagues to support this amendment and i yield back the balance of my time. the chair: the gentleman yields back. the gentleman from pennsylvania. mr. thompson: i just want to thank my colleague for his work and leadership on this amendment and thank the chairman, the ranking member for their -- for their leadership on the overall -- the underlying bill and i yield back. the chair: the gentleman yields back. all time for debate has expired. the question is on the amendment offered by the gentleman from rhode island. those in favor say aye. those opposed, no. in the opinion of the chair, the ayes have it. he amendment is agreed to. it is now in order to consider amendment number 7 parted in part a of house report 113-546. -- printed in part a of house report 113-546. for what purpose does the gentleman from wisconsin seek recognition? mr. duffy: i have an amendment at the desk. the chair: the clerk will designate the amendment. the clerk: amendment number 7

printed in part a of house report 113-546 offered by mr. duffy of wisconsin. the chair: pursuant to house resolution 677, the gentleman from wisconsin, mr. duffy, and a member opposed, each will control five minutes. the chair recognizes the gentleman from wisconsin. mr. duffy: thank you, mr. chairman. i appreciate all the work chairman kline and ranking member miller have put into this bill. my amendment today has to deal with the issue of privacy. listen, technology has been a great thing for america. it has allowed better communication and connectivity amongst our friends and family members with emails, cell phones, texts and pictures, we're able to share very intimate parts of our lives with those closest to us. but it's not always used with the purest of heart. many americans, including many young americans have been concerned about the data collection that comes from the n.s.a. about america's emails,

texts and phone records. we just learned recently information that the consumer financial protection bureau is collecting on the american citizenry. they're collecting information 600 million -- credit cards in america. they're teaming up to form a database that collects information on americans about their race, their religion, their sex, their payment history, their credit scores, the number of children that they have, their date of birth, their social security number. they have access to all of this information. i think most americans would say that's too much information for the government to have. it just doesn't happen in government, though. it also happens in the private sector without america's permission or consent. and to my amendment is focused on this demonstration project, but it requires those schools who participate, the schools and universities and colleges that when they enter into an agreement with an outside

company and that outside company can sell the identifiable information of students to third parties, whether it's advertisement or basic data collection for research, they actually have to give notice to the students that their information is going to be sold. and to give an opportunity for students to opt out, that their information not be sold to third-party vendors. this is about empowering students, giving them the power and control over their personally identifiable information and if they choose to have it sold, so be it. they give permission. just like when they make a post on facebook or they make a tweet on twitter. but if they don't give consent, let's not allow schools to take their information and sell it without their permission. i urge my colleagues to support this amendment and support our students across the country. with that i reserve the balance of my time. the chair: the gentleman reserves. for what purpose does the

gentleman from colorado seek recognition? mr. polis: mr. speaker, i claim time in opposition to the duffy amendment but i do not oppose the amendment. the chair: without objection, the gentleman is recognized. mr. polis: this amendment would require institutions participating in the demonstration project to provide a disclosure to students when companies can access and potentially sell students' personally identifiable information. students should always know when and how their personal information may be used or sold. this amendment would also allow students to opt out of any arrangement, whether information could be sold, allowing them to maintain their privacy. i've been very active on this issue of privacy in the k-12 space where i challenged a group of industry leaders to come up with a statement of principles or a promise to parents that delineate a clear language about what they're doing and not doing when it comes to housing student data. i would certainly be pleased to work with the gentleman from wisconsin on this issue in the higher education space as well to ensure we're protecting the

privacy of all students. i thank the gentleman for his amendment to ensure the continued protection and safety of students' personally identifiable information and i yield back. the chair: the gentleman yields back. the gentleman from wisconsin. mr. duffy: listen, i would just make the point to my good friend, this is common sense. if you're able to take a poll of university students, college students and say, listen, there's an amendment on the floor today that would give you power over your personally identifiable information so schools can't sell it and it can't be used for advertisement or data collection, would you support that amendment to empower you with your personal identifiable information? i think the answer would be a resounding yes. i worked with the committee to tailor this amendment specifically for this demonstration project. frankly, i'm one who believes this should apply to colleges and universities across the board, empowering students. i think if you talk to

20-year-olds, 24-year-olds around the country and what they think about the n.s.a. infringing upon their privacy, they're the ones that were outraged by it. so i think this makes sense, and i guess i'm disappointed in the opposition. i believe in our youth in america. i believe they should have the right to their data and how their data is used. so i would encourage my colleagues to support this amendment. with that i yield back. the chair: the gentleman yields back. the question is on the amendment offered by the gentleman from wisconsin. those in favor say aye. those opposed, no. . in the opinion of the chair, the ace have it, the amendment is ed -- the ayes have it, the amendment is agreed to. it is now in order to consider amendment number 8 printed in art a of house report 113-546. for what purpose does the gentleman from south carolina seek recognition? mr. gowdy: mr. chairman, i have an amendment the desk. --