Public Comment Letter Regarding the Requirements and Responsibilities of Third-Party Servicers (TPS)
March 30, 2023
CHEPP submitted the following public comment to the U.S. Department of Education on the requirements and responsibilities of third-party servicers (TPS). In February 2023, the Department released updated guidance on TPS that greatly expanded the number of higher education institution contracts that are considered a TPS entity. TPS previously only applied to contractors directly administering Title IV dollars, not the administration of Title-IV eligible programs. CHEPP’s letter outlines considerations the Department should make in implementing this expansion, such as whether this gives more contractors heightened access to student data and how to handle when current contractors do not comply with the new guidance.
The New Traditional Learner: Redesigning Higher Education to Drive Learner Success
March 29, 2023
The demographics of today’s higher education student body are dramatically different than several decades ago. Today’s learners have much different and more diverse needs than the stereotype of an 18-year-old attending a residential college full-time immediately after graduating high school. The current mismatch in higher education between design and the needs of so many learners must be addressed to tackle challenges with persistence and completion. The following report explores how a higher education system built in the last century fails to meet the needs of this one and what actions can be taken to redesign higher education for today’s learners.
Public Comment Letter Regarding Improving the Guidance on the Incentive Compensation and Bundled Services
Public Comment Letter Regarding Public Transparency for Low-Financial-Value Postsecondary Programs
February 10, 2023
CHEPP submitted the following public comment to the U.S. Department of Education’s request for information (RFI) Regarding Public Transparency for Low-Financial-Value Postsecondary Programs. Students pursuing a higher education are changing; they are working, raising children, and financially dependent from their parents. CHEPP agrees that transparency and accountability for programs are essential but believes that the interests of today’s learners must be captured when measuring program value. A single value index would not adequately capture factors like student access and belonging that drive many learners’ decisions when choosing a higher education program. We hope this information is helpful to the Department in developing a new low-financial-value program measure.