Jumpstart on College Act
- Bill Number
- H.R. 6133
- Origin Chamber
- House
- Congress
- 119th Congress, Session 1
- Policy Area
- Education
- Status
- Introduced
- Latest Action
- 2025-11-19: Referred to the House Committee on Education and Workforce.
- Last Updated
- 2025-12-05T21:44:33Z
AI-Generated Summary
Purpose
The Jumpstart on College Act aims to boost the number of students, particularly low-income and underrepresented groups, who earn a recognized postsecondary credential (such as a degree, certificate, or license that is acknowledged by employers or educators) within the standard completion time. It supports programs that allow high school students to take college-level courses early, helping them transition smoothly to higher education or careers.
Key Provisions
- Funding Authorization: Authorizes $250 million annually for fiscal year 2026 and the next five years to fund grants through the U.S. Department of Education.
- Fund Reservations:
- At least 40% for competitive grants to eligible entities (partnerships between colleges/universities and local school districts, possibly including nonprofits, businesses, or juvenile detention schools).
- At least 55% for competitive grants to states.
- At least 5% for national activities like evaluations and technical support.
- Grants to Eligible Entities (Section 5):
- Awards for up to 6 years, with grants up to $2 million each (no more than 15% for improving data systems to track progress).
- Requires matching funds from grantees, starting at 20% of the grant amount in years 1-2 and rising to 50% in year 6; at least half must come from non-federal sources, which can include in-kind contributions like donated services.
- Funds must supplement (add to), not replace, existing federal, state, or local funding.
- Priorities for awards: Programs serving over 51% low-income students (those eligible for free/reduced lunch), schools needing improvement under federal education law, states offering financial aid for these programs, and programs meeting national or state quality standards.
- Ensures equitable distribution across urban/rural areas, regions, and types of colleges (2-year and 4-year).
- Required Uses: Build student supports (academic, social, career readiness), professional development for teachers and faculty, partnerships via agreements, outreach to at-risk and first-generation students, data collection (following privacy laws like FERPA), and program improvements like curriculum alignment and assessments.
- For new programs: Design curricula with input from educators and employers, create credit-transfer agreements.
- Allowed Uses: Buy textbooks/equipment, cover tuition/fees (but students pay nothing), add work-based learning (e.g., internships, apprenticeships without paying student wages), provide transportation, fund teacher certifications, or allow collaboration time for educators.
- Applications: Must describe partnerships, student demographics, curriculum leading to credentials, credit transferability, outreach, student eligibility (based on multiple readiness factors), and sustainability plans. Includes assurances that students pay no tuition/fees, credits are recorded, and instructors meet college standards.
- Grants to States (Section 6):
- Awards for up to 6 years, with amounts sufficient for activities (up to 15% for data systems); requires 50% non-federal match.
- Funds must supplement existing funding.
- Required Uses: Develop statewide strategies to expand access for underrepresented students, identify legal/policy barriers, provide technical assistance (e.g., partnerships, training), improve policies on funding/eligibility/quality, align high school diplomas with college standards, add program metrics to state school accountability systems, share best practices, collect/evaluate data (disaggregated by student subgroups like race, disability), and run outreach via accessible websites.
- Allowed Uses: Offset costs for low-income students (tuition, tests, supports), create transfer systems between colleges, incentivize school districts to credential teachers or use college instructors, and align programs with quality standards.
- Applications: Describe strategies, coordination with other federal laws (e.g., career education, workforce training, special education), addressing achievement gaps, resource leveraging, barrier removal, and sustainability.
- Reporting and Oversight (Section 7): Grantees submit annual reports on enrollment, credential completion, credits earned, high school graduation, and postsecondary enrollment, disaggregated by subgroups (e.g., race, income, English learners). The Department issues uniform guidelines.
- National Activities (Section 8): Department reports annually to Congress on grantee data, best practices, and an independent evaluation of student outcomes. Provides technical assistance and covers administrative costs.
- Rules of Construction (Section 9): Does not change employee rights under labor laws or agreements. Students graduating on time from funded early college high schools count toward their school's federal graduation rate.
Significant Changes to Existing Law
This bill introduces new grant programs not previously authorized at this scale, building on frameworks from laws like the Elementary and Secondary Education Act (ESEA, which governs K-12 standards and accountability), Higher Education Act (HEA, defining colleges and aid), and Workforce Innovation and Opportunity Act (WIOA, focusing on job training credentials). Key additions include:
- Mandating states to incorporate early college/dual enrollment metrics into ESEA accountability systems.
- Aligning high school graduation requirements with college readiness standards under ESEA.
- Requiring credit transcription and no-cost tuition for students in funded programs, which standardizes practices but does not amend core statutes directly.
- Defining terms by reference to existing laws, ensuring consistency without altering their definitions.
Potential Impacts
- Government Agencies: The Department of Education gains responsibilities for awarding/managing grants, conducting evaluations, providing technical assistance, and reporting to Congress, potentially increasing administrative workload but with dedicated funding. States and school districts must align policies and data systems, which could strain resources initially but improve long-term coordination.
- Citizens: High school students, especially low-income, first-generation, and underrepresented groups (e.g., racial minorities, students with disabilities), gain better access to free college credits, potentially accelerating credential attainment, reducing dropout rates, and easing entry into college or jobs. Families benefit from outreach and supports, though matching requirements may limit program reach without local investment.
- International Relations: No direct impacts, as the bill focuses on domestic education.
Main Stakeholders Affected
- Students and Families: Primary beneficiaries, particularly low-income, at-risk, and underrepresented students who can earn college credits without cost.
- Educators and Institutions: High school teachers, college faculty, principals, and counselors receive professional development and collaboration opportunities; local school districts and colleges/universities form partnerships to deliver programs.
- States and Local Governments: Must develop strategies, provide matches, and update policies; educational service agencies and juvenile detention schools may participate.
- Nonprofits, Businesses, and Workforce Entities: Can partner for outreach, work-based learning (e.g., internships, apprenticeships), and input on curricula aligned to job needs.
- Federal Government: Department of Education oversees implementation and evaluation.
Notable Legal, Constitutional, or Political Implications
- Legal: Emphasizes privacy (via FERPA compliance for data sharing) and non-supplantation to prevent misuse of funds. Assurances ensure equity (e.g., no student costs, qualified instructors), potentially reducing disputes over access. Builds on existing federal education laws without conflicting, but requires coordination across statutes like ESEA and WIOA.
- Constitutional: Falls under Congress's spending power to promote general welfare through education funding; no apparent free speech, equal protection, or federalism issues, as it incentivizes voluntary state/local participation via grants.
- Political: Promotes educational equity by targeting underserved populations, which could advance goals of closing achievement gaps but may spark debates on federal involvement in state education systems or funding priorities amid budget constraints. The focus on measurable outcomes (e.g., credentials, graduation rates) supports accountability without new mandates.
This summary was generated by AI and may contain inaccuracies. Refer to the official source document for the authoritative text.
Sponsor
Rep. Espaillat, Adriano [D-NY-13]
Cosponsors (1)
Recent Actions
- 2025-11-19: Referred to the House Committee on Education and Workforce.
- 2025-11-19: Introduced in House
- 2025-11-19: Introduced in House
Bill Versions
- Jumpstart on College Act — issued 2025-11-19 — PDF (27 pages)