PUBLIC LAW 99-498—OCT. 17, 1986
100 STAT. 1581
(F) outline State and Federal policy options which may help to minimize such changes in cost in the future. (2) In conducting such study, the Secretary shall give special consideration to the impact of escalating costs on lower- and middleincome students and families, the impact of escalating costs on female and minority students, the impact of escalating costs on the career choices made by students, and the relationship between escalating costs and the Federal student financi£d assistance programs. (3) During the conduct of such study, the Secretary shall consult frequently with the Department of Education, the Chairman of the Senate Committee on Labor and Human Resources, and the Chairman of the House Committee on Education and Labor. (c) STUDENT AID RECIPIENT SURVEY.—(1) The Secretary shall survey student aid recipients on a regular cycle, but not less than once every 3 years— (A) to identify the population of students receiving Federal student aid; (B) to determine the income distribution and other socioeconomic characteristics of federally aided students; (C) to describe the combinations of aid from State, Federal, and private sources received by students from all income groups; (D) to describe the debt burden of loan recipients and their capacity to repay their education debts; and (E) to disseminate such information in both published and machine readable form. (2) The survey shall be representative of full-time and part-time, undergraduate, graduate, and professional and current and former students in all t3rpes of institutions, and should be designed and administered in consultation with the Congress and the postsecondary education community. (d) TEACHER SUPPLY AND DEMAND.—(1) The Secretary shall utilize the legislative authority under section 406(b) of the General Education Provisions Act to annually assess current and future supply and demand for teachers with particular attention to— (A) long-term and short-term shortages of personnel in various subject areas or teaching specialties; (B) shortages in particular States or regions; (C) the number of minorities entering teaching; (D) the number of women and minorities entering educational administration; (E) the effect of State curriculum and graduation requirements on the need for teachers in each State; (F) the extent to which demographic characteristics of persons currently employed as teachers and persons studying to be teachers mateh the characteristics of the students in each State (race, age, sex); (G) the academic qualifications of prospective teachers and the academic preparation of persons currently preparing to be teachers; (H) the effect of the introduction of State mandated teacher competency tests on the demographic and educational characteristics of teachers and the supply of teachers; and (I) an assessment of new and emerging specialties and the technologies, academic subjects, and occupational areas requiring vocational education, with emphasis on the unique needs for
State and local governments. Women. Minorities.
State and local governments. 20 USC 1221e-l.
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