Priorities
Federal policymakers and agencies continue to focus on issues that directly affect DPT programs and students, including:
- Graduate student loan eligibility and affordability
- Cost of attendance considerations, including living expenses
- Workforce pipeline challenges across healthcare professions
- Regulatory and classification decisions impacting professional graduate programs
ACAPT continues to engage with federal legislators and congressional staff to advocate on behalf of academic physical therapy and the future healthcare workforce. Through ongoing meetings and dialogue, we are building and strengthening key relationships on Capitol Hill to ensure policymakers understand the structure, rigor, and public health impact of Doctor of Physical Therapy education.
Establishing and maintaining these relationships is essential to effective advocacy. By serving as a trusted resource and providing timely data, program perspectives, and student experiences, ACAPT helps inform federal decisions that affect student loan policy, workforce development, and patient access to care. These sustained efforts position academic physical therapy to be represented thoughtfully and proactively as federal policy evolves.
Recent Updates
Department of Education Publishes Final Rules on Student Loan-Related Policies
On May 1, 2026, the U.S. Department of Education (ED) published its Reimagining and Improving Student Education (RISE) Federal Student Loan Program Final Regulations. These regulations implement changes to Title IV student aid programs created by the One Big Beautiful Bill Act (OBBBA), which was signed into law on July 4, 2025. The RISE final rule covers a number of topics including the restructuring of student loans, student loan repayment plans, and institutionally determined loan limits, among other changes. Of notable import, the regulations create a graduate student loan limit and a professional student loan limit. The final rule did not significantly change from the proposed rule across all major provisions.
“We are deeply disappointed by the RISE Committee’s final ruling and the significant impact it may have on the physical therapy workforce and patient access to care. This outcome fails to fully recognize the rigor and clinical demands of Doctor of Physical Therapy education. ACAPT will continue to advocate strongly for our community and engage with policymakers to ensure federal policy aligns with the realities of professional healthcare workforce," said Kimberly Varnado, PT, DPT, DHSc, OCS, FAAOMPT, ACAPT President.
States Sue Department of Education Over Professional Student Definition and New Loan Caps
During the month, a coalition of 25 states and the District of Columbia filed a lawsuit against the U.S. Department of Education and Secretary Linda McMahon challenging the Department’s implementation of new graduate and professional student loan caps under the One Big Beautiful Bill Act. The lawsuit argues that the Department unlawfully narrowed the definition of “professional student” by limiting higher federal borrowing caps to only 11 specified professional degree categories.
This designation is significant because the OBBBA establishes different federal loan limits for graduate and professional students. Graduate students are generally limited to $20,500 annually and $100,000 in aggregate federal loans, while students in designated professional degree programs may borrow up to $50,000 annually and $200,000 in aggregate. By narrowing the definition of professional programs, the Department’s rule may exclude students in fields such as advanced nursing, physician assistant programs, physical therapy, and other health-related professional pathways from the higher borrowing caps.
The states allege that the Department acted in an arbitrary and capricious manner by adding criteria not required by Congress. According to the lawsuit, the OBBBA referenced an existing regulatory definition of “professional student,” under which many excluded programs may have qualified. However, the Department reportedly considered additional factors, including whether programs were doctoral-level and whether they shared certain classification codes, resulting in a more restrictive interpretation than the states believe Congress intended.
The lawsuit also challenges the Department’s treatment of students who transfer institutions, withdraw, or re-enroll. The OBBBA included a grandfathering provision intended to protect students who borrowed before June 30 from the new loan caps. The states argue that the Department unlawfully narrowed this protection by excluding certain transfer, withdrawal, or re-enrollment scenarios with limited explanation.
U.S. Department of Education Finalizes Workforce Pell Rule
On May 28th, the U.S. Department of Education finalized a rule establishing the first federal program to extend Pell Grant funding to certain short-term workforce training programs. The rule is scheduled to take effect on July 20, with an early implementation option beginning July 1 for participating institutions. Under the final rule, eligible workforce programs must last between eight and 15 weeks and include between 150 and 599 clock hours. Programs must be offered by accredited institutions that have not been subject to federal suspension or termination actions within the past five years. The rule excludes correspondence programs, noncredit coursework, remedial coursework, study abroad, and direct assessment coursework from eligibility.
Student eligibility will generally mirror existing Pell Grant requirements, including the requirement that students have a valid Social Security number and a high school diploma or equivalent. However, the rule includes several notable changes. Students who have already earned a bachelor’s degree may still qualify for a Workforce Pell Grant, while students who are currently enrolled in or have completed a graduate-level program are excluded. Students may not receive Pell Grants for more than one program at the same time. The rule also includes a broader Pell Grant change: any Pell recipient, regardless of program type, will no longer qualify for federal Pell funds during award years in which non-federal grants or scholarships already cover the student’s full cost of attendance.
The rule establishes a two-step approval process for eligible workforce programs. First, governors, in consultation with state workforce boards, must determine that a program aligns with high-skill, high-wage, or in-demand industries in the state and meets employer hiring needs. Second, the U.S. Secretary of Education must review the program for compliance with instructional time and student outcome requirements. Once approved, programs must meet three annual accountability benchmarks: a 70 percent completion rate, a 70 percent employment rate among completers in the second quarter after exit, and published tuition and fees that do not exceed the program’s “value-added earnings,” a measure tied to graduates’ median earnings compared to the federal poverty guideline.
Programs that fail to meet any of the three accountability standards will lose eligibility and must wait two years before reapplying. During that waiting period, institutions may not offer the same or a substantially similar program. The rule also allows institutions to partner with employers or outside entities to deliver up to 25 percent of a program’s content, with a higher threshold of 49 percent permitted for Registered Apprenticeship Programs.
The final rule was developed through the Accountability in Higher Education and Access through Demand-driven Workforce Pell Committee, known as the AHEAD Committee, which was convened in December 2025. The committee included representatives from higher education, state workforce boards, employers, and taxpayer organizations and reached consensus on the language that formed the basis of the final rule.
This development is significant for workforce training providers, students, and employers because it creates a new federal aid pathway for short-term, job-focused education programs. Institutions that can demonstrate strong completion, employment, and earnings outcomes may be able to expand access for low-income students seeking rapid entry into high-demand fields. Stakeholders should monitor implementation guidance, state workforce board processes, and Department of Education approval procedures as the rule moves toward its July effective date.
Department of Education AIM Negotiated Rulemaking Committee Reaches Consensus on Accreditation Reforms
During the month, the U.S. Department of Education’s Accreditation, Innovation, and Modernization Committee, known as AIM, met from May 18–21 for its second and final negotiated rulemaking session. AIM is the last of four negotiated rulemaking committees convened by the Department since last summer and focused primarily on proposed changes to federal accreditation regulations.
The committee considered several significant accreditation issues, including separate and independent requirements for accreditors and related trade associations or professional organizations, conflict-of-interest standards, academic freedom, First Amendment considerations, transfer of credit policies, new accreditor recognition, institutional changes in accreditors, and standards for evaluating student achievement. During the week, negotiators also resolved outstanding issues related to transfer of credit policies, an area that is particularly important for students seeking to move between institutions or apply prior coursework toward degree or credential completion.
Throughout the session, negotiators used both public discussions and private caucuses to work through unresolved issues. As the week progressed, the committee focused increasingly on specific regulatory language as the Department circulated revised drafts and negotiators moved toward a final consensus vote. The session concluded on May 21, one day earlier than scheduled, after the committee reached consensus. Two non-federal negotiators representing students and veterans abstained from the vote.
Because the committee reached consensus, the Department’s forthcoming notice of proposed rulemaking is expected to include the regulatory text agreed upon by the committee. The Department now intends to publish the proposed rule later this summer, with a final rule expected no later than November 1.
Advocacy In Action Student Modules
ACAPT and the Alliance for Physical Therapy Quality and Innovation (APTQI) are proud to launch Advocacy in Action: Building Your Voice in Physical Therapy, a new three-part video series designed specifically for students at every stage of their journey
From understanding what advocacy really means to taking action in your clinical experiences and ultimately shaping the future of the profession, this series meets you where you are and helps you grow your impact.
Current Congressional Bills Addressing Professional Designation
ACAPT proudly endorses H.R. 6677, the Professional Degree Access Restoration Act, introduced by Ritchie Torres and H.R. 6718, the Professional Student Degree Act, introduced by Mike Lawler. These bills address federal student loan policy and professional degree designation for health professions education and represent important steps toward ensuring that federal student aid policy reflects the realities of professional healthcare education and supports the future physical therapy workforce.
Other Topics
- The Accreditation, Innovation, and Modernization (AIM) Committee will meet again for the second session on May 18 - 22, 2026. To review the draft regulations, visit the ED website.
- The Accountability in Higher Education and Access Through Demand-Driven Workforce Pell (AHEAD) Committee reached consensus and the Department of Education has released the proposed rule. Public comments can be submitted here.
Advanced Professional Workforce Alliance (APWA) in the news
ACAPT is proud to be part of a powerful national coalition, including APTA, AIA, AOTA, and other leading organizations, working together to address key federal health care issues.
Through this collaboration, ACAPT is helping build a unified voice on Capitol Hill and strengthen relationships with policymakers. We’re energized to represent academic physical therapy and ensure the perspectives of DPT programs and institutions are heard where it matters most.
Resources
Advocacy Toolkit
Student Toolkit (created by APTQI & ACAPT)