Tribally Controlled Colleges and Universities; Alaska Native and Hawaiian Serving Institutions; Asian American and Native American Pacific Islander Serving Institutions; and Native American Serving Institutions.

Advocate for sustained funding for Title V of the Higher Education Act, which supports the development and strengthening of Hispanic Serving Institutions (HSIs) in order to address the nation's changing demographics and increasing enrollments at HSIs.

Support continued legislative changes and/or technical corrections to the Post-9/11 Veterans Educational Assistance Act of 2008 in order to make procedures simpler and more transparent, as well as standardize benefit processing in accordance with accepted higher education practices.

Assure that veteran students receive their full education benefit entitlement for military service, irrespective of other forms of financial assistance. Continue collaborating with appropriate stakeholders to attempt to mitigate the confusion for veteran students and increased administrative burden for institutions created by the “payer of last resort” and other amendments to the Post-9/11 GI Bill.

Oppose unfunded mandates imposed by the VA or Congress on institutions without regard to established higher education processes and funding streams. Tuition and fees paid by the VA defray the cost of veteran students' classroom education—as all other students' tuition and fee payments defray the cost of their classroom education. These monies cannot be diverted to other veteran support services, such as psychological counseling or veterans' centers, without jeopardizing the academic enterprise.

Support clarification of existing federal immigration law to allow states to determine the tuition status of qualified undocumented students, as espoused in previous iterations of the proposed Development, Relief and Education of Alien Minors (DREAM) Act. AASCU believes that states' authority over tuition policy must be preserved and respected.

Support access to federal loan and work study programs for qualified undocumented students, as espoused in previous iterations of the DREAM Act. Student qualifications may include those who were brought to the United States under the age of 16, have resided in the U.S. for five or more years, have graduated from a U.S. high school, and are individuals of good moral character who are pursuing postsecondary education to qualify for permanent residency status.