Big News
We finally know more about the accountability piece in the Big Beautiful Bill:
ED Rulemaking Committee Reaches Consensus on a New Accountability Framework: Last week, the AHEAD Committee at ED reached consensus on a number of different issues related to postsecondary education under the One Big Beautiful Bill Act (OBBBA). Among the major decisions regulators made was approving a new accountability framework for postsecondary programs. Under the framework, programs that fail to demonstrate its graduates earn more than a high school graduate for two out of three years will be ineligible to receive Federal Direct Loans. Programs that also make up half of an institution’s Title IV funds or recipients will lose access to Pell Grants.
Workforce PELL
- Workforce Pell / short-term Pell rules are moving through negotiated rulemaking. The Education Department wrapped a rulemaking session tied to implementing the new Workforce Pell Grant program (short-term, workforce-focused training), which matters for inclusive higher ed because many IPSE pathways are credential and employment-aligned and may intersect with short-term program quality rules, eligibility definitions, and consumer protections.
- Accountability/earnings guardrails are also in play in the same ecosystem. Sector groups flagged upcoming rulemaking tied to accountability and “programmatic earnings” provisions, which is important because poorly designed accountability metrics can inadvertently penalize programs serving students who need longer runways to employment unless the rules account for program mission and student population.
- Student-aid “what changes in 2026” coverage has accelerated. Major outlets have summarized the new law’s practical effects (including Workforce Pell availability for short programs, plus changes to Pell eligibility calculations). While not IPSE-specific, these shifts affect affordability for many disabled students and families navigating stacked credentials.
CTP Eligibility
- FSA (Federal Student Aid) published updated guidance reiterating that students with an intellectual disability can receive Pell, FSEOG, and Federal Work-Study if enrolled/accepted into an approved Comprehensive Transition and Postsecondary (CTP) program.
OCR Updates
- OCR (Office for Civil Rights) capacity/backlog is in the news, with reporting that staffing reductions and a large complaint backlog are slowing investigations, including disability discrimination complaints in postsecondary settings. Students may face longer timelines for OCR resolution; institutions may see slower federal oversight and more pressure on internal grievance processes.
- OCR also announced new Title IX investigations recently; while not disability-specific, it signals shifting enforcement bandwidth and priorities within OCR overall.
What’s going on in the States?
Maine
- Maine enacted H.P. 10 / L.D. 46, creating an Inclusive Higher Education Grant Program to expand postsecondary opportunities for students with ID/DD or autism with notable design features that map closely to IPSE best practice:
- Defines “inclusive higher education” around access to the same rights/privileges/experiences as peers.
- Creates competitive grants to IHEs to develop/implement inclusive program plans.
- Requires supports for course access, campus life participation, peer mentoring, self-determination, and competitive employment outcomes.
- Sets a scholarship set-aside (25%) for participating students.
New Hampshire
- NH HB1791 (2026 session) proposes an Inclusive Higher Education Grant Program for students with developmental disabilities, including an appropriation (bill text describes $100,000 in funding).
- Local coverage notes the proposal’s intent to expand access for students with developmental disabilities.
What to Watch For in the Next 90 Days:
- Final Workforce Pell regulations and accountability committee outcomes (definitions, eligible program length, quality/consumer-protection requirements, and any equity carve-outs).
- State replication trend: more states may introduce Maine/NH-style IPSE grant programs (often housed in state Ed/Higher Ed agencies with competitive grants to public IHEs).
- OCR timelines and disability complaint handling: if backlog persists, campuses may need stronger internal resolution pathways and clearer accessibility decision documentation.