PlainBillCongress, translated.Legislation. Context. Public interest.Received in the Senate and Read twice and referred to the Committee on Health, Education, Labor, and Pensions.
Congressional Research Service
Version 00 · Introduced in House · May 24, 2001
Internet Equity and Education Act of 2001 - Amends the Higher Education Act of 1965 (HEA) to exempt courses offered through telecommunications from certain limitations on student financial assistance with respect to correspondence courses. Allows such exemption if the institution offering such course through telecommunications: (1) is participating in the guaranteed or the direct student loan program; and (2) has a cohort default rate of less than ten percent for each of the most recent fiscal years for which data are available.Defines a week of instruction as one in which at least one day of instruction, examination preparation, or examination occurs, for purposes of determining an academic year for HEA student aid programs.Prohibits higher education institutions participating in HEA student assistance programs from making any incentive, non-salary payment, based directly on success in securing enrollments or financial aid, to any person or entity directly engaged in student recruiting or admission activities, or making decisions regarding the award of student financial assistance. Exempts from such prohibition recruitment of foreign students not eligible to receive Federal student assistance.
People & committees
Rep. Isakson, Johnny [R-GA-6] · R–GA
Legislative record
A procedural vote is different from passage. Passage in one chamber does not establish enactment. Explore the glossary.
Received in the Senate and Read twice and referred to the Committee on Health, Education, Labor, and Pensions.
Motion to reconsider laid on the table Agreed to without objection.
On passage Passed by the Yeas and Nays: 354 - 70 (Roll no. 375).
House roll call 375 · Individual votesPassed/agreed to in House: On passage Passed by the Yeas and Nays: 354 - 70 (Roll no. 375).
House roll call 375 · Individual votesThe previous question on the amendment and on the bill was ordered pursuant to the rule.
DEBATE - Pursuant to the provisions of H. Res. 256, the House proceeded with one hour of debate on the Mink amendment in the nature of a substitute.
DEBATE - The House proceeded with one hour of debate on H.R. 1992.
Rule provides for consideration of H.R. 1992 with 1 hour of general debate. Previous question shall be considered as ordered without intervening motions except motion to recommit with or without instructions. The amendment recommended by the Committee on Education and the Workforce now printed in the bill shall be considered as adopted. Measure will be considered read. A specified amendment is in order. The amendment in the nature of a substitute printed in H. Rept. 107-232, if offered by Mrs. Mink of Hawaii or a designee, shall be considered as read and shall be separately debatable for one hour.
Considered under the provisions of rule H. Res. 256. (consideration: CR H6463-6487; text of measure as introduced: CR H6469)
Rule H. Res. 256 passed House.
Rules Committee Resolution H. Res. 256 Reported to House. Rule provides for consideration of H.R. 1992 with 1 hour of general debate. Previous question shall be considered as ordered without intervening motions except motion to recommit with or without instructions. The amendment recommended by the Committee on Education and the Workforce now printed in the bill shall be considered as adopted. Measure will be considered read. A specified amendment is in order. The amendment in the nature of a substitute printed in H. Rept. 107-232, if offered by Mrs. Mink of Hawaii or a designee, shall be considered as read and shall be separately debatable for one hour.
Placed on the Union Calendar, Calendar No. 137.
Reported (Amended) by the Committee on Education and the Workforce. H. Rept. 107-225.
Reported (Amended) by the Committee on Education and the Workforce. H. Rept. 107-225.
Ordered to be Reported (Amended) by the Yeas and Nays: 31 - 10.
Committee Consideration and Mark-up Session Held.
Forwarded by Subcommittee to Full Committee (Amended) by Voice Vote.
Subcommittee Consideration and Mark-up Session Held.
Subcommittee Consideration and Mark-up Session Held.
Subcommittee Hearings Held.
Referred to the Subcommittee on 21st Century Competitiveness.
Referred to the House Committee on Education and the Workforce.
Sponsor introductory remarks on measure. (CR E921-922)
Introduced in House
Introduced in House
Primary sources
Text links open the official source. We currently store references to these documents.
Source last updated: Mar 23, 2026. Consult Congress.gov for the current record.
AI Conversation Starters
Choose a perspective, copy a prompt, and paste it into your preferred AI. Each prompt includes the bill version and available official source links, and asks for counterarguments as well as supporting evidence.
Analyze H.R.1992 as objectively as possible. Explain its main provisions, who would be affected, possible benefits and harms, implementation, exceptions, and uncertainties. Present the strongest arguments for and against it, and identify evidence needed to assess its public impact.
Examine H.R.1992 through a progressive lens, focusing on fairness, access, economic inequality, and effects on vulnerable communities. Explain potential benefits, costs, and unintended consequences. Consider the strongest counterarguments and distinguish stated goals from demonstrated outcomes.
Examine H.R.1992 through a conservative lens, focusing on fiscal responsibility, institutional stability, federalism, and the scope of government. Explain potential benefits, costs, and unintended consequences. Consider the strongest counterarguments and any provisions that challenge this perspective.
Examine H.R.1992 through a civil-liberties and limited-government lens. Consider individual rights, privacy, voluntary choice, accountability, and government power. Explain tradeoffs, possible safeguards, and the strongest counterarguments without assuming the proposal is beneficial or harmful.