My grandpa worked 1,500 feet underground in the mines of Ely. He never graduated from high school, but he saved money in a coffee can in the basement to send my dad to college. My dad graduated from Vermilion Community College and earned his graduate degree in journalism from the University of Minnesota. He went on to be a sports reporter and a newspaper columnist. My mom was a school teacher who taught second grade until she was 70. I learned the value of education from my parents and grandparents.

My story is shared by many Americans. We must now carry on that tradition by working to ensure that all Minnesota families have access to the educational opportunities they need to succeed in the 21st Century economy—from  early education to science, technology, engineering and math (STEM) classes, to apprenticeships, training and credential programs, to community and technical colleges, four-year universities, and beyond. A good education should be the basic right of every child. It is certainly one of the very best investments we can make in our future as a nation. Minnesota’s belief in the value of education is reflected in the strong support we have given our schools and higher education institutions over the years. We have always believed that investing in education pays extraordinary dividends. Not only does it pay off for the student, but it pays off for the rest of us by creating a more productive workforce and better-informed citizens. That is why I am working to ensure that we support our children and strengthen our commitment to providing adequate funding for our schools.

Increasingly, our students and their families are being challenged by the rising cost of college. College tuition and fees have been rising more rapidly than household income over the past two decades. It is increasingly difficult for students and their families to afford these costs. We must do more to expand higher education opportunities and make college more affordable for all students. We must also invest in community and technical colleges, apprenticeships, and training and credential programs to ensure we are preparing people for the jobs of tomorrow that our businesses are creating today.

At a time when our global economy demands more from our workforce, we must focus more than ever on the foundation of our future prosperity: education.

As Minnesota’s U.S. senator, I will continue to focus on these priorities:

  • Expanding higher education opportunities. Minnesotans have always believed that every student should have the opportunity to pursue higher education. The cost of college has more than quadrupled in the last 30 years. Skyrocketing costs prevent many qualified students from attending college and force many others to end their education prematurely. At the same time, student loan debt has spun out of control. U.S. student debt has increased to over $1.4 trillion, with the average undergraduate leaving school with $37,000 in debt. At a time when more and more jobs require some form of higher education, we simply cannot allow soaring costs to be a barrier to opportunity. I am fighting for stronger federal support for higher education opportunities – because our future success as a state and a nation depends on making sure that quality education is accessible and affordable. 

  • Strengthening our commitment to one- and two-year degrees at community and technical colleges. From paper mills to poultry lines, American industry is changing. Increasingly, economic success depends on advanced technology and workers who have specialized skills to get the job done. In a Minnesota 2017 State of Manufacturing report, 68 percent of respondents said it was difficult for them to find workers with the right skills and experience this year. This is up from 40 percent in 2010. We must do a better job of preparing students for the jobs that will be available to them when they graduate – positions that may not require a Ph.D. or even a four-year degree, but nonetheless demand specialized training and experience. Credentials and one- and two-year degrees offered by community and technical colleges may often be a better option for students who plan on entering the skilled workforce immediately after graduation. We must make these degrees a more central focus of our higher education system. America’s future economic prosperity depends on it.

  • Investing in apprenticeships. We need to make sure that no good job goes unfilled because workers aren’t getting the right training. One proven way to close the skills gap is to utilize highly effective training models like apprenticeships. Apprenticeships combine on-the-job training with relevant academic instruction to create a win-win situation for workers and employers in all industries. Minnesota has a strong apprenticeship program with over 11,000 registered apprentices in in-demand occupations like advanced manufacturing, agriculture, information technology, and healthcare. We need to help states create and expand registered apprenticeships and pre-apprenticeship programs that bring together schools and employers across the country.

  • Increasing our focus on STEM education.  To continue our global leadership in science and technology research and development, American students must receive the best training and education to compete with students in growing economies around the world. Our economic future depends on a highly-skilled and competitive workforce. We must do everything we can to encourage and support our students to study math and science. This begins with a greater focus on Science, Technology, Engineering, and Math (STEM) in the classroom – the subjects that are essential to building an innovation economy.

  • Reducing the education achievement gap. To ensure that all Minnesota families have access to the opportunities they need to succeed in the 21st Century economy, we must reduce the educational achievement gap. I supported a new federal education law that requires each state to develop a plan that sets targets to close these gaps. Minnesota’s plan, which received federal approval in January of 2018, includes specific initiatives to provide for equal educational opportunities for all students, including students living in poverty, students of color, American Indian students, students learning English, and students with disabilities. 

  • Promoting early childhood education.  Every time we invest in our children’s education, it pays dividends for our nation’s prosperity and competitive standing in the world. High-quality early care and education can improve child outcomes, ease the burden on public resources, and increase future productivity and growth of a child.  A 2016 study from the University of Chicago found that high-quality early childhood development programs deliver a high return on investment of 13 percent.

  • Giving our schools and teachers real support, not empty promises. On December 10, 2015, the Every Student Succeeds Act (ESSA) was signed into law. I supported and advocated for this historic piece of legislation, which made substantive and long overdue changes to our nation’s education system. The No Child Left Behind Act of 2001 was intended to improve the performance of our schools by increasing accountability for states, school districts, and schools. In exchange for their commitment to reform, states were promised funding necessary to fulfill these new requirements. Instead, unfortunately, No Child Left Behind turned into another underfunded federal mandate. ESSA corrects some of the shortcomings of No Child Left Behind by giving states and local school districts more flexibility to make decisions about how best to meet students’ needs. ESSA ends the federal test-based system of No Child Left Behind, restoring the responsibility to states to determine how best to use federally required tests for accountability purposes. The new education law also includes three of my provisions to improve education in Minnesota. My provisions would expand STEM opportunities, improve teacher and principal retention, and reduce chronic absenteeism.

  • Guaranteeing high standards and accountability in education in a way that reflects students' real talents and real progress. Schools need to be held to the highest benchmarks, and I support national testing standards, but measuring progress must also be realistic and fair. I will work with schools to better measure comprehensive achievement. I am also committed to examining ways we can provide a more comprehensive and valid assessment for students with disabilities and English Language Learners.

  • Preventing truancy. As a prosecutor for eight years, I saw how skipping school was often the first step toward juvenile delinquency and crime. Truancy and school dropout rates are directly correlated, and students who drop out often pay a heavy price later in life. Unfortunately, these problems are often miscategorized and only addressed as high school problems affecting students in their later secondary years, but attendance and truancy issues typically develop in the lower grades. We need to be doing everything we can to keep at-risk youth in the classroom and out of the courtroom. According to the Department of Education, the U.S. high school graduation hit an all-time high of 84.1 percent in the 2015-2016 school year. This information demonstrates the significant progress our nation has made towards keeping more students in the classroom, but there is still more work to be done. Indeed, 13 percent of all students are chronically absent, missing at least 15 days of school in a year.

  • Fully supporting education for those with disabilities. The Individuals with Disabilities Education Act (IDEA) includes specific requirements to ensure that students with disabilities receive the services they need to achieve their educational goals but the commitment to fully fund the IDEA has never been met. School districts are being forced to redirect more and more resources from their general education budgets to cover the shortfall. This practice hurts all students. I am working to make sure the federal government lives up to its promise to support education for those with disabilities.

As Minnesota’s U.S. senator, I’ve been working to ensure all our students have the educational opportunities they need to succeed in the 21st Century economy:

  • Making education more affordable by: 
    • Stopping increases to loan rates. The interest rate on federally subsidized Stafford student loans was set to double from 3.4 percent to 6.8 percent on July 1, 2013. That is why I cosponsored the Keep Student Loans Affordable Act and the Student Loan Affordability Act to maintain for at least another year the federal student loan interest rate of 3.4 percent. I also worked to prevent the rate from immediately doubling in the Bipartisan Student Loan Certainty Act that was signed into law in 2013.

    • Allowing students to refinance loans at lower interest rates. I cosponsored the Bank on Students Emergency Loan Refinancing Act and the Reducing Education Debt Act, which take several important steps to address the issue of student debt, including allowing student loan borrowers to refinance their student loan debt at lower interest rates and adjusting Pell Grants for inflation so that they keep pace with rising costs.

    • Helping students with loan repayment and Pell grants. I worked to pass the College Cost Reduction Act, which created the income-based repayment plan and the Public Service Loan Forgiveness Program, and I supported the American Opportunity Tax Credit, which now saves middle-class families up to $2,500 a year on college tuition. I also worked to pass a law removing private lenders from the federal student loan system, which saved taxpayers nearly $68 billion and expanded Pell grants. We also successfully increased the maximum Pell grant award in March of 2018.

    • Providing tuition-free access to two-year community, technical, and tribal colleges. I cosponsored the America’s College Promise Act to create a federal-state partnership that pays for two tuition-free years of school for students in community, technical or tribal college programs that lead to an associate’s degree, an industry-recognized credential, or credits that are fully transferable to a four-year institution.

    • Creating opportunities for year-round education and training and credential programs. I introduced legislation to expand the eligible uses of the ‘529’ tax advantaged education savings accounts to allow these accounts to be used for training and credential programs that help workers develop the skills needed for 21st century jobs. I also cosponsored the Year-Round Pell Grant Restoration Act—passed in the 2017 spending bill—which restores eligibility for students to apply for Pell grants for summer classes, helping students who do not follow the traditional four-year college path afford higher education.

    • Expanding access to higher education for low-income and first-generation students. I have been a strong supporter of TRIO programs—including supporting funding increases that passed in March of 2018—that continue to provide fundamental support to low-income and first-generation students across Minnesota as they prepare to attend college. 

    • Improving student financial literacy. I introduced the Empowering Student Borrowers Act to help students understand the financial implications of student loan debt and key provisions passed the Senate in March of 2018. This legislation would require institutions of higher education to notify students of their total loan obligations, expected monthly payment, and estimated interest rate, and require the Administration to establish best practices for schools to teach financial literacy to students.
  • Providing our students the training and skills they need to compete in the global economy by:
    • Boosting science, technology, engineering, and math (STEM) education. I passed key provisions of my Innovate America Act—introduced with Senator John Hoeven from North Dakota—to allow states to award funding to create or enhance a STEM-focused specialty school or a STEM program within a school as part of the Every Student Succeeds Act in 2015. I also helped pass into law the America COMPETES Act of 2007, which increases support for math and science education and new technology initiatives. We passed major reauthorizations of this legislation in 2010 and 2016, including my provisions to require the Director of the National Science Foundation to consider recommendations from organizations representing underrepresented groups for the STEM Education Advisory Panel and allow for research to better understand factors relevant to the retention of STEM teachers from underrepresented groups, including women and minorities. I will continue to push for policies that strengthen our nation’s commitment to remaining competitive in the global marketplace.

    • Making it easier to participate in apprenticeships.  I have introduced the American Apprenticeship Act with Senator Susan Collins (R-ME) to help workers obtain industry relevant classroom instruction in order to close the skills gap. The legislation would provide funding to states for the creation or expansion of tuition assistance programs that benefit participants in pre-apprenticeship and Registered Apprenticeship programs. Apprenticeships combine on-the-job training with relevant academic instruction to create a win-win situation for workers and employers in all industries. For workers, apprenticeships provide an opportunity to stay in the labor market, earn a living wage, and pursue a nationally recognized credential, making apprenticeships one of the most cost-efficient workforce development tools. For employers, apprenticeships provide a workforce trained for their needs, reduced turnover, and improved safety outcomes, giving American businesses an edge in the global marketplace. Though evidence indicates that the apprenticeship model is a highly effective training model, it is not widely used by American workers or employers.

    • Diversifying our technical workforce.  I am co-chair of the Diversifying Tech Caucus with Senator Tim Scott of South Carolina and Senator Shelley Moore Capito of West Virginia. This caucus is aimed at working on policies that increase the representation of women, minorities, and veterans in the tech sector. I am also co-chair of the Women’s High Tech Coalition. Minnesota has always been a national leader in innovation. We will stay on the cutting edge of innovation only by fostering and tapping the creativity and ingenuity of all Americans. My bipartisan Promoting Women in Entrepreneurship Act and Inspiring the Next Space Pioneers, Innovators, Researchers, and Explorers (INSPIRE) Women Act—signed into law in February 2017—expand National Science Foundation efforts to recruit and support women in STEM fields as they commercialize their research and authorize the National Aeronautics and Space Administration (NASA) Administrator to encourage women to study STEM and pursue careers in aerospace through NASA initiatives.
  • Reducing the education achievement gap by supporting early childhood education opportunities. I cosponsored the Child Care for Working Families Act, which would expand access to high-quality preschool and child care, improve training and resources for early childhood teachers and caregivers, and prioritize the challenges experienced by parents who work non-traditional hours, children with disabilities, and rural areas. I fought for Minnesota to receive the Race to the Top – Early Learning Challenge grant, which provided $45 million to improve the quality of early learning and development programs serving high-need children across our state. I also supported the Strong Start for America’s Children Act, which expands and improves early learning opportunities for children from birth to age five, and the Head Start for School Readiness Act, which was signed into law in 2007 to ensure that children are prepared when they enter school. In March of 2018, we increased funding for Head Start and nearly doubled funding for the Child Care and Development Block Grant programs.

  • Supporting teachers in the classroom by enacting major changes to No Child Left Behind.  In 2012, I successfully fought for Minnesota’s Elementary and Secondary Education Act waiver, which gave our state greater flexibility around certain No Child Left Behind goals. I supported the Every Student Succeeds Act—signed into law in December 2015—which ends the federal test-based system of No Child Left Behind, restoring the responsibility to states to determine how best to use federally-required tests for accountability purposes. The law also includes my provision to add improving teacher retention to the criteria for professional development grants the Department of Education awards to Indian schools. Inadequate professional development and the lack of ongoing support are key reasons why some teachers and principals leave the profession, leading to instability and added costs of rehiring and retraining for schools and school districts. My provision also allows activities and programs that help reduce turnover and improve teacher and principal retention, such as mentoring programs, more robust intervention in the early years of a teacher’s career, and involvement from tribal elders and community members.

  • Increasing education funding for students with disabilities.  I supported a $275 million increase in Individuals with Disabilities Education Act grants to states—passed in March of 2018—to help students with disabilities receive the services they need to achieve their educational goals and to begin reducing the burden on school districts that have had to redirect resources from their general education budgets to cover the shortfall in education funding for those with disabilities.

  • Improving student attendance.  We can improve student outcomes by giving school professionals the tools and training they need to address chronic absenteeism and intervene with at-risk students as early as kindergarten. I authored a provision that became law as part of the Every Student Succeeds Act to help schools combat chronic absenteeism by adding absenteeism as an acceptable use of professional development funds for teachers and principals. 

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