Center for Higher Education Policy and Practice
On a mission to redefine the future of higher education
At CHEPP, our guiding principles drive policy, research, and advocacy.
March 19, 2026
The Pell Grant program is currently facing a nearly $17 billion shortfall. CHEPP joined more than 65 organizations calling on Congressional leaders to protect the Pell Grant and fund the projected shortfall.
December 15, 2025
Southern New Hampshire University (SNHU) submitted the following public comments to the U.S. Department of Education’s proposed addition of the Admissions and Consumer Transparency Supplement (ACTS) to the Integrated Postsecondary Education Data System (IPEDS) for the 2025–26 academic year and beyond.
The December letter focuses on aspects of the proposed ACTS data collection, particularly lowering the admissions-rate threshold for reporting exemptions and clarifying the definition of non-need-based aid, so the requirements better reflect how open-enrollment institutions operate. The letter also recommends limiting reporting to data that institutions can readily access to support consumer decision-making.
October 14, 2025
Southern New Hampshire University (SNHU) submitted the following public comments to the U.S. Department of Education’s proposed addition of the Admissions and Consumer Transparency Supplement (ACTS) to the Integrated Postsecondary Education Data System (IPEDS) for the 2025–26 academic year and beyond.
SNHU’s October letter focuses on how new data collection should apply to institutions with high acceptance rates, recommends that all institutions report data on applications, acceptance, and enrollment, disaggregated by gender and race, and raises that some newly proposed data such as GPAs and SAT scores are not feasibly reportable.
September 29, 2025
Southern New Hampshire University (SNHU) submitted the following public comment to the U.S. Department of Homeland Security Proposed Rule Establishing a Fixed Time Period of Admission and an Extension of Stay Procedure for Nonimmigrant Academic Students, Exchange Visitors, and Representatives of Foreign Information Media . The letter focused on how changing the duration of status for international students to be a fixed amount of time would negatively impact some students' ability to finish their degree, continue on to a graduate program, and engage with relevant job training.
Visit the Learner Map to read about the SNHU students in all 50 states who represent today’s new traditional learners.
The Coalition on Accessibility in Higher Education, co-convened by CHEPP, released a practical, comprehensive guide to accessibility in Higher Education.
