HB1409, titled the College Thriving Act, would create a federal grant program administered by the U.S. Secretary of Education to help eligible colleges and universities develop and implement a “skills-for-success” course for all first-year students, including transfer students. The bill frames these courses as low-enrollment, pass-fail or ungraded classes offered at the start of a student’s first term and focused on college success skills such as time management, planning, stress management, goal setting, healthy relationships, self-care, and connections to campus resources like academic advising and mental health counseling.
The program would award competitive five-year grants to eligible institutions, with priority given to schools where at least half of students are Pell Grant recipients. In the first year, grantees would prepare the course and supporting infrastructure; in the second year, they would run a pilot course and evaluate its effects; and in years three through five, they would fully implement the course for first-year students to the extent practicable and continue evaluating outcomes. Institutions would also have to submit a final report to the Secretary describing how funds were used and what the evaluations showed.
Impact
The bill would add a new federal grant initiative within the Department of Education and authorize $50 million to carry it out, available until expended. It would not directly amend existing higher education statutes, but it would operate through the Higher Education Act’s definitions of eligible institutions and Pell Grant eligibility, and it would likely influence institutional course design, student support programming, and first-year experience requirements at participating colleges and universities, especially those serving higher shares of low-income students.
Sentiment
Based on the bill text and the absence of recorded committee debate or votes, the overall sentiment appears policy-oriented and supportive of student success and retention efforts. The measure is structured as a pilot-and-evaluation grant program, suggesting an emphasis on experimentation, evidence gathering, and institutional flexibility rather than a mandate imposed on all schools. The priority for Pell-heavy institutions also indicates a focus on access and support for students with greater financial need.
Contention
No committee transcripts or votes are available, so there is no recorded public disagreement in the provided materials. Potential points of contention inherent in the bill include whether the federal government should fund and shape first-year college curricula, whether the course requirements are too prescriptive or too vague, and whether prioritizing institutions with high Pell Grant enrollment is the best use of limited grant funds. Schools may also differ on the feasibility of implementing a required first-term course for all first-year students and on the burden of evaluation and reporting requirements.
Requires undergraduate students to file degree plan and requires institutions of higher education and certain propriety institutions to develop pathway systems to graduation.
Requires undergraduate students to file degree plan and requires institutions of higher education and certain proprietary institutions to develop pathway systems to graduation.
Establishes process for merger or consolidation of public institution of higher education with other institutions of higher education or certain proprietary institutions; requires executive and legislative approval of merger or consolidation.
Establishes process for merger or consolidation of public institution of higher education with other institutions of higher education or certain proprietary institutions; requires executive and legislative approval of merger or consolidation.
Relating to the issuance of a diploma to a student graduating from a public institution of higher education that has undergone a merger, acquisition, or name change.