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Encyclopedia of Educational Leadership and Administration

• Fenwick W. English - The University of North Carolina at Chapel Hill, USA
• Description
• Animates the reader's thinking and defines possibilities by presenting terms, ideas, concepts, research, and theories that are circulating in the field

The Encyclopedia of Educational Leadership and Administration is a must-have reference for all academic libraries as well as a welcome addition to any leadership in education collection.

See what’s new to this edition by selecting the Features tab on this page. Should you need additional information or have questions regarding the HEOA information provided for this title, including what is new to this edition, please email [email protected] . Please include your name, contact information, and the name of the title for which you would like more information. For information on the HEOA, please go to http://ed.gov/policy/highered/leg/hea08/index.html .

For assistance with your order: Please email us at [email protected] or connect with your SAGE representative.

SAGE 2455 Teller Road Thousand Oaks, CA 91320 www.sagepub.com

"This two-volume encyclopedia edited by English (educational leadership, Univ. of North Carolina at Chapel Hill; ed., Handbook of Educational Leadership) is aimed primarily at school administrators and those in training to lead in the academic arena. Its 600 A-to-Z entries, each half a page to 12 pages long, are by 200-plus professors, graduate students, practitioners, and association officials and range from biographical sketches of leaders and thinkers who have influenced American education, such as Howard Gardner and Abraham Maslow, to explanations of the item response theory and Holocaust education. Other topics include educational organizations (e.g., Parent Teacher Association), child development theories, and terms like "cultural capital" and "differentiated staffing." While matters such as asbestos and school violence are tackled, many of the entries focus on fiscally effective leadership (e.g., "Finance, of public schools"), leadership characteristics (e.g., "Charisma, of leaders"), and the history and theory of leadership. Bottom Line The writing is clear and concise, with identification of emerging trends, helpful cross references, and lists of additional sources. Two longer entries of particular interest concern Supreme Court cases in education law and the challenges of recruiting and retaining teachers. The only missing ingredient is dynamic graphics; there are no photographs and only minimal use of tables and graphs. A number of other works explore the topic of academic leadership in greater depth, e.g., The Jossey-Bass Academic Administrator's Guide to Exemplary Leadership (2003), but they lack the breadth of this encyclopedia. Recommended for public and academic libraries."

"Knowledgeably compiled and expertly edited by Fenwick W. English (R. Wendell Eaves Distinguished Professor of Educational Leadership, University of North Carolina at Chapel Hill), the two volume Encyclopedia of Educational Leadership and Administration provides more than six hundred entries covering the most recent theories, research, terminologies, concepts, ideas and histories in the field of education as taught in contemporary college and university courses. Drawing upon invaluable contributions from more than two hundred professors, graduate students, practitioners, and association officials, the Encyclopedia of Educational Leadership and Administration is a compendium of practical information on all aspects of curriculum, budgeting and finance, law, personnel management, psychology and motivation research, statistics, supervision, teaching and learning, and a great deal more with the framework of education today. No academic library Education Studies reference collections can be considered complete or up to date with out the inclusion of this seminal, core, superbly organized and 'user friendly' set."

"Editor English brings a strong background in professional and academic educational leadership. Because the field of educational administration is dynamic, acquiring this set will help update current collections in this area, particularly for institutions that prepare educational leaders."

"Designed to be 'the most comprehensive knowledge base of educational leadership and school administration that has, as yet, been compiled,' this two-volume set admirably achieves its goal. It is current, readable, and well organized. Highly recommended."

"This two-volume encyclopedia provides a clear and concise starting point for the education professional researching this topic. Unlike most sizeable multivolume sets, this publication is easy to manage due to the equal distribution of material within each volume. The biggest advantage of this title over others in this subject area is the full index supplied at the end of both volumes."

• Includes short to medium inclusions of biography indicating the major aspects of personage as well as the concepts, ideas, or legacies of individuals who have influenced current practice and thinking. Examples include Saint Augustine, Niccolo Machiavelli, John Locke, Jean-Jacque Rousseau, Johann Pestalozzi, Ralph Waldo Emerson, John Dewey, Mary Parker Follett, Frank Gilbreth, Frederick Taylor, Ida-Wells Barnett, Ella Flagg Young, Martin Luther King, Chester Barnard, Edward Deming, etc. There is a uniform format developed for the inclusion of biographical pieces in the SAGE Encyclopedia so that all entries contain the same data. The reader can quickly see the life span information and the contribution, as well as the connections to current practice and thought in educational leadership and administration. The presentations of these personages are not a critique of their ideas or works, but a presentation of them with the identification of areas of continuing influence or controversy without taking sides (a kind of "pro" and "con" presentaiton).
• All entries are simply nodes in larger networks. Each entry contains enough information so that the reader can place the ideas, concepts, thoughts into chronological context enabling him/her to have some idea of where the person, content, thoughts, "fit" in the overall flow of things. With the exception of the "anchor essays" and some of the "long essays" (which are intended to be explicative), most entries, while comprehensive at least chronologically, are mostly propaedeutic, i.e., they point the reader to more extensive sources after introducing him/her to the essentials of the topic.
• While administration is confined to the rise of science and a quest for scientific advancement of and with management, leadership is centered on more ancient themes in the humanities and the arts. While concepts of leadership can be traced to Plato's Republic , management has much more modern origins in the works of Henry Fayol (1841-1925) and others. The SAGE Encyclopedia includes both.
• Contains tables, references and power point drawings where applicable.
• Connects the reader to a wide range of electronic outlets such as Web pages and other electronic centers where information can be retrieved quickly.
• All pieces include bibliographical references in the APA style. The bibliographical references are unannotated and entitled "Further readings and references."

Sample Materials & Chapters

List of Entries

Readers Guide

Editorial Board

Contributors

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This title is also available on SAGE Knowledge , the ultimate social sciences online library. If your library doesn’t have access, ask your librarian to start a trial .

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Educational Administration A Decade of Reform

• Joseph Murphy - Vanderbilt University, Nashville, TN, USA
• Patrick B. Forsyth - University of Missouri, Columbia, USA
• Description

See what’s new to this edition by selecting the Features tab on this page. Should you need additional information or have questions regarding the HEOA information provided for this title, including what is new to this edition, please email [email protected] . Please include your name, contact information, and the name of the title for which you would like more information. For information on the HEOA, please go to http://ed.gov/policy/highered/leg/hea08/index.html .

For assistance with your order: Please email us at [email protected] or connect with your SAGE representative.

SAGE 2455 Teller Road Thousand Oaks, CA 91320 www.sagepub.com

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Teaching Students About Foster Brooks

Teaching students about necaxa: a unique learning experience, teaching students about “the crow cast”: an insightful approach to art education, teaching students about what “ad” means: a comprehensive guide, navigating cryptocurrency on campus: a student’s guide to bitcoin, teaching students about jay’s treaty: an essential lesson in american history, teaching students about sharon white: an inspirational educator, teaching students about the coaching legends of the steelers: a lesson in dedication, leadership, and success, teaching students about the tim donaghy scandal – learning from history, teaching students about kevin costner’s age: a unique approach to understanding hollywood’s history, 8 of the best books for education administrators.

I have spent 18 years in the field of education, and I enjoyed every minute of it. I started out as a teacher, then I became a professor, then a department chair and finally, I spent 3 years as a dean of education. Of all of these experiences, my time as an educational administrator was the most challenging and rewarding period of my career, thus far.

I must admit, I had a cheat code of sorts. What do I mean? I read some of the most transformative books on education leadership, many of which were recommended to me by colleagues. Thanks, guys! Also, I was also fortunate enough to author a book on school leadership theories, which was a highly rewarding task.

In this article, I would like to share with you, the 8 best books for education administrators.

A Guide to Effective School Leadership Theories

In this iconic book, Matthew Lynch discusses the ten leadership styles that have applications to the field of education. He contends that for a person to be an excellent educational administrator, they need each of these leadership styles in their repertoire, and must be able to use them at the right time. A must read.

Being a Successful Principal: Riding the Wave of Change Without Drowning

A collection of anecdotes, strategies, and tips written by education administrators, for education administrators.

If You Don’t Feed the Teachers They Eat the Students!: Guide to Success for Administrators and Teachers

This book explains how principals have to take the lead in building a healthy school climate, for teachers and students alike.

Motivating & Inspiring Teachers: The Educational Leader’s Guide for Building Staff Morale

A handbook on how educational leaders can motivate and inspire their teachers to be their best, who in turn, will help their students to be their best.

Results Fieldbook: Practical Strategies from Dramatically Improved Schools

A must read for principals looking to turnaround failing schools. By using the strategies in this book, education leaders will see results in no time.

School Leadership That Works: From Research to Results

This book uses research and data to suggest evidence-based practices and strategies for education leaders.

The Schools Our Children Deserve: Moving Beyond Traditional Classrooms and “Tougher Standards”

A case-based look at what’s really going on in today’s classroom, and how we can use data to improve the U.S. education system. The author offers some personal insights into how we can take our schools from good to great.

What They Don’t Tell You in Schools of Education About School Administration

This book endeavors to walk us through the in and outs of being an education administrator, and it certainly delivers.

Did I miss any? If so, comment below.

10 TED Talks for Student Empowerment

Switch your high school classroom to flexible ....

Matthew Lynch

Related articles more from author.

How to Become an Education Administrator in Tennessee

6 Reasons to Celebrate the U.S. K-12 Education System

21 Strategies to Help Students Who Only Listen When Someone Makes Eye Contact with Them

Effective Education Leaders Have Good Time Management Skills

Effective education leaders are sensible.

How to Implement the Bio-poem: Connecting Identity and Poetry Teaching Strategy in Your Classroom

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Book description

Table of contents.

• 1. Educational Administration: Conceptual Background
• 2. Concept of Educational Management
• 3. Educational Management: Human Beings as Input, Process and Output
• 4. Role and Functions of the Headmaster/Teacher
• 5. Basic Functions of Administration: Planning, Organizing, Directing and Controlling
• 6. Discipline
• 7. Control Management
• 8. Coordination, Growth and Development
• 9. Supervision and Inspection
• 10. Guidance and Leadership
• 11. Communication in Educational Administration
• 12. Management of Schools (Activities and Approaches)
• 13. Delegation of Authority and Accountability
• 14. Staff Development Programmes
• 15. Role of Teachers in School Management and Administration
• 16. Educational Administration in the State
• 17. Secondary Education
• 18. Problems of Secondary School Administration in Government Schools

Product information

• Title: Educational Administration and Management
• Release date: April 2012
• Publisher(s): Pearson India
• ISBN: 9789332506053

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Public Administration: The Essentials - First Edition

(0 reviews)

Jayme L. Renfro

Copyright Year: 2023

Publisher: University of Northern Iowa

Language: English

Formats Available

Conditions of use.

Table of Contents

• Introduction
• Chapter 1: Public Administration: The Basics
• Chapter 2: The Public Sector
• Chapter 3: Organizational Management and the Foundations of Administration
• Chapter 4: Organizational Behavior
• Chapter 5: Public Policy
• Chapter 6: Public Budgeting and Finance
• Chapter 7: Public Human Resources Management
• Chapter 8: Ethics and Accountability in Public Administration

Ancillary Material

About the book.

Public Administration: The Essentials provides students with the conceptual foundation they need for an introduction to the field of public administration. This OER textbook covers the most critical issues in the field through the use of classic texts and theory as well as through modern examples.

About the Contributors

Jayme Renfro is an Associate Professor of Political Science at the University of Northern Iowa. Dr. Renfro teaches Public Administration and Public Policy at the undergraduate and graduate level, offering introductory courses as well as courses in leadership and management, race and policy, policy process and analysis, and public human resourcemanagement. She has previously published three books, State and Local Government 2013-14, State and Local Government 2014-15, and Cases and Topics in State and Local Government. She has also published several articles in political science journals on political behavior.

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Education Dept. Extends Deadline to Consolidate Loans for Forgiveness

Borrowers with commercially held loans will now have until June 30 to take steps to make their loans eligible for elimination.

By Stacy Cowley

More than two weeks after a deadline passed for federal loan borrowers seeking debt relief, the Education Department has extended the offer, giving millions of borrowers a fresh shot at aid.

The department said on Wednesday that borrowers would now have until June 30 to consolidate commercially held education debt under the Federal Family Education Loan Program — loans originally from private lenders — or Perkins loans into new direct loans, which are held by the Education Department. That consolidation is a required step for borrowers to receive relief through an expansive, but temporary, government waiver program intended to wipe out the remaining debt for borrowers who have been making payments for a term that’s typically at least 20 years.

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Nearly one million borrowers have had $49 billion of debt eliminated through that temporary program, the Education Department said. In total, the Biden administration’s changes have led to $160 billion in debt elimination for nearly 4.6 million borrowers.

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Stacy Cowley is a business reporter who writes about a broad array of topics related to consumer finance, including student debt, the banking industry and small business. More about Stacy Cowley

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The Economics of   HBCUs

Historically Black Colleges and Universities ( HBCUs ) have been essential institutions for educating Black Americans since the early 19th century. Before the legal integration of education in the 1950s and 1960s, Black students were prevented from obtaining higher education at many state and private colleges. This led to the establishment of colleges and universities with the explicit mission of educating Black students. Although the legal landscape, social fabric, and education system of the United States has changed significantly since the mid-1900s, many of the schools founded during that era to educate Black students still exist today and carry forward their rich legacy of higher education for more than 180 years as HBCUs: Congressionally defined as institutions established before 1964 with the primary mission of educating Black Americans.

This issue brief highlights a few key facts about the importance of HBCUs in the higher education and economic mobility of Black Americans and highlights historic administration actions to support them:

• HBCUs have long been engines of upward mobility for students who, due to systemic racism and discrimination, had limited access to other higher education options. Although they make up less than 3 percent of all postsecondary institutions in the U.S., HBCUs account for 8 percent of Black undergraduate enrollment and 13 percent of all bachelor’s degrees earned by Black students.
• Recent research indicates that HBCUs provide more access to higher education for lower-income students than other institutions, foster greater upward mobility than most U.S. colleges, and excel in terms of degree completion rates for students: about 30 percent of HBCU students will move up at least two income quintiles from their parents by age 30. This is nearly double that of non-HBCUs, where only 18 percent will do so.
• HBCUs produce all of these positive outcomes in the face of historic underfunding relative to peer institutions: both systematic underfunding via public sources such as state appropriations as well as less private funding as evidenced by smaller endowments.
• The Biden-Harris Administration has shown a historic commitment to supporting HBCUs through calls to equalize state funding, federal investments via the American Rescue Plan, and fostering a government-wide approach to uplifting HBCUs.

History of Black Postsecondary Education in the U.S.

Although the first recorded Black student enrolled in an American post-secondary institution enrolled at the turn of the nineteenth century , and the first bachelor’s degrees awarded to Black men and women were awarded in 1823 and 1862, respectively, educational opportunities for Black students were long suppressed. In 1837, the first HBCU was established with the express goal of educating Black Americans for gainful employment. The majority of these institutions were established in the decades immediately following the Emancipation Proclamation in 1865. Until post-secondary education was legally desegregated by Brown v. Board of Education , nearly all Black students were educated at what are now known as HBCUs.

Today, despite comprising a small fraction of U.S. higher education institutions, HBCUs have continued to make major contributions to the academic achievements of Black Americans. As of 2022 , 99 accredited HBCUs operate across 19 states, the District of Columbia, and the U.S. Virgin Islands (Figure 1). While they accounted for just 8 percent of Black undergraduate enrollment in 2021, HBCUs conferred 13 percent of all bachelor’s degrees earned by Black students and nearly one quarter of all bachelor’s degrees earned by Black students in science, technology, engineering, and mathematics (STEM) ( NCES, 2024 ; George-Joseph and Kodnani, 2023 ).

Return on Investment at HBCUs

Recent evidence shows that HBCUs’ outsized impact reflects their very large “value added”—that is, HBCUs improve student outcomes by a larger margin than many other schools.

Important early research compared those who enrolled at HBCUs and Traditionally White Institutions (TWIs) and found that HBCU matriculation was associated with higher wages and an increased probability of graduation in the 1970s, but that this was no longer the case by the 1990s. This “fading-out” of the benefits of HBCUs over time called into question the relative benefits of HBCUs in present day. Much of the older literature, however, looks only at individuals who ultimately enroll in college. In other words, previous work assumed that if a student did not attend a four-year HBCU, they would still go on to attend a four-year college or university. More recent research shows that this assumption often does not hold: there are significant numbers of Black men and women who likely would not make it to college at all absent HBCUs, casting serious doubt on the initial conclusion that HBCU may no longer confer benefits on Black students.

Specifically, Edwards et al. (2023 ) use a sample of over one million Black SAT takers between 2004 and 2010, and find that, because of differences in application patterns, students who apply to HBCUs are less likely than their peers to go to a four-year college without the opportunity to enroll in an HBCU. Specifically, the fallback option for students who send their SAT score to at least one HBCU is more likely to be a two-year school or no college. This shows that (a) the typical Black student who enrolls at an HBCU may be very different than one who enrolls at a non-HBCU, and (b) ignoring the role of HBCUs in promoting 4-year college enrollment may drastically understate the benefits of enrolling in an HBCU for subsequent outcomes. Using a more appropriate basis for comparison (i.e., all students who enrolled at an HBCU versus those that did not), the authors found that enrolling in an HBCU was associated with a 14.6 percentage point increase in the probability of earning a BA and 5 percent higher household income by around age 30.

Due to HBCUs’ large, positive effects on enrollees, and because they are more likely than other schools, on average, to enroll students from disadvantaged backgrounds, HBCUs are powerful engines of upward social mobility. Research from Chetty et al. ( 2020 ) uses data from anonymized tax records to explore how colleges help or hinder social mobility. Among the HBCUs included in the sample (roughly half of all four-year HBCUs), about 24 percent of students at the average HBCU are from families in the bottom 20 percent of the income distribution – more than twice the rate of the average four-year school.

In addition, Figure 3 shows that about 30 percent of all students in four-year HBCUs ascend two or more income quintiles between childhood and age 30. This contrasts with four-year non-HBCUs, where only 18 percent of students do the same; the share is slightly higher at public four-year institutions. If we compare HBCUs to elite, predominantly white institutions like Yale, Princeton, and Harvard, roughly 10 percent of students achieve the same mobility. This discrepancy stems from two factors: (1) elite institutions enroll fewer students who can move up two income quintiles (because they are more likely to enter in one of the top two income quintiles), and (2) HBCUs both admit a large number of students from the bottom of the income distribution and successfully move them up the income distribution, thus generating social mobility.

What Drives This Success?

Survey research highlights that HBCUs’ unique ability to foster upward mobility may be due to higher rates of mentorship, support, and experiential learning opportunities compared to non-HBCU institutions ( Price and Viceisza, 2023 ).  Qualitative research in sociology and psychology also finds that HBCUs are effective in cultivating a sense of belonging and a “ culture of success ” among students, aligning with their degree granting and graduation patterns. Beyond their excellence in educating Black students, HBCUs offer a unique space for students who have been historically excluded from predominantly white institutions. This was the founding mission of HBCUs: to educate Black students when other institutions wouldn’t. Today, despite having the choice to attend any institution, more Black students are choosing HBCUs (see Figure 4). The increase in HBCU enrollment over the last two years contrasts with the overall decline at other postsecondary institutions nationwide. Moreover, there has been a historic spike in applications to HBCUs since 2020: some HBCUs reported up to a 30 percent increase in applications between the 2019 and 2021 cycles.

Historic Underfunding of HBCUs

Standard economic theory (and common sense) dictates that when particular sectors are highly productive, one should invest more heavily in these sectors. However, this has not been the case with HBCUs—which historically have been relatively underfunded. We discuss the details of this below.

First, public HBCUs have been historically underfunded compared to their non-HBCU peers, especially those institutions that are land-grant universities. Under the Second Morrill Act of 1980, states opening a second land-grant university to serve Black students were required to provide an equitable distribution of state funds to each institution. Using data from the National Center for Education Statistics (NCES), the Departments of Education and Agriculture found state-level discrepancies in per student funding that aggregate to severe financial gaps: $172 million to $2.1 billion per state between 1987 and 2020. Research finds that funding, especially at public institutions, can have significant impacts on downstream student outcomes: increases in state appropriations can reduce student debt burdens and—at the two-year level—can improve degree attainment ( Chakrabarti et al, 2020 ) and increased spending has important, positive impacts on postsecondary enrollment, persistence, and completion ( Deming and Walters, 2017 ).

Across both public and private institutions, HBCUs have much smaller endowments than non-HBCUs, owing in-part to historic inequities and discriminatory practices—such as redlining and blockbusting —that have led to large racial wealth gaps that can contribute to racial gaps in giving. Indeed, research shows that per full-time student, the endowment for public HBCUs was about 50 percent of the endowment for public non-HBCUs in 2021. The gap is larger at private institutions, where the average HBCU endowment per full time student is about 21 percent of non-HBCUs. Despite several high-profile private donations to HBCUs since 2020, the endowment gap has grown over time, especially recently at private institutions (Figure 5).

Discrepancies in both private and public funding leave HBCUs to be highly reliant on tuition and fees for funding. This creates a fundamental mismatch with the needs of Black students, who are more likely to come from lower-income families and need additional financial supports. These funding structures are particularly problematic in times of economic downturn ; whereas other institutions are able to leverage a combination of endowments and public funding to minimize tuition increases and offset operating costs, HBCUs are left to rely more heavily on revenue from tuition and fees and may be more likely to raise tuition.

Administration Efforts

The Biden-Harris Administration has taken historic action in supporting HBCUs, recognizing their high return on investment despite generations of unequal funding. In September 2023, the Secretaries of Agriculture and Education called on 16 states to rectify a $12 billion funding discrepancy between land-grant HBCUs and their non-HBCU counterparts. States have failed to fulfill their legal obligation to provide equitable funding to HBCUs for nearly four decades, and the Biden-Harris Administration has underscored the need to right these historical wrongs. The Administration has also invested over $16 billion in HBCUs through the American Rescue Plan, capital finance debt relief, grant funding to expand academic capacity, and financial aid and other educational benefits for HBCU-enrolled students and veterans.

HBCUs have particularly benefited from the Administration’s higher education funding initiatives. First, although the Pell grant program is race neutral, HBCU students are more likely to meet the eligibility requirements than their non-HBCU peers, meaning that the recent $900 increase in Pell Grants, the largest in a decade, has made college more affordable for the 75 percent of HBCU students who rely on these grants. The Administration’s Saving on a Valuable Education Plan ( SAVE ) eases student loan repayment, which is especially important for Black students who have historically shouldered a disproportionate loan burden. An Urban Institute analysis estimates that 59 percent of credentials earned by Black students could be eligible for loan forgiveness under SAVE, compared to 42 percent for white students ( Delisle and Cohn, 2023 ). The SAVE plan’s outsized impact on low-income borrowers makes it particularly salient for HBCUs, who enroll a disproportionate number of students from the bottom of the income distribution —allowing HBCU graduates to benefit from the upward mobility fostered by their institution without being overburdened by student debt.

The Biden-Harris Administration has a strong record of supporting HBCUs, and has set an example across the Federal government to do the same. Other initiatives across the U.S. Air Force , the Departments of Education , Commerce , Transportation , Energy , as well as NASA and the National Science Foundation have pioneered new programs to support HBCUs since 2021. By setting an example of recognizing the achievements of HBCUs, the Administration is drawing in investment and support from all angles to lift up the unique success of HBCUs across the country.

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Biden administration extends deadline to consolidate old student loans

Those with commercially held loans from the Federal Family Education Loan Program have until June 30 to consolidate and take advantage of a forgiveness initiative.

More than 3.5 million student loan borrowers who received funding under a defunct private program will have more time to consolidate their loans if they want to qualify for a one-time initiative that could wipe out their debt, the Education Department said Wednesday.

Borrowers with federal loans that originated through the Federal Family Education Loan Program (FFEL) will have until June 30 to consolidate, 60 days more than originally planned, the Education Department said.

The extension will throw a lifeline to borrowers who are shut out of debt-relief policies because their federal loans are held by private entities. FFEL ended in 2010. If borrowers with FFEL loans consolidate into the Direct Loan program — where loans are made and held directly by the federal government — they can access the Biden administration’s payment-count adjustment that could result in debt relief.

“The department is working swiftly to ensure borrowers get credit for every month they’ve rightfully earned toward forgiveness,” said Undersecretary of Education James Kvaal. “FFEL borrowers should consolidate as soon as possible in order to receive this benefit that has already provided forgiveness to nearly 1 million borrowers.”

The adjustment, launched in April 2022 , temporarily waives the rules of income-driven repayment plans to retroactively credit borrowers with additional payments toward loan forgiveness. It is an effort to rectify years of mismanagement of the plans, which cap monthly payments at a percentage of earnings and forgive the remaining balance after 20 or 25 years.

A 2022 Government Accountability Office report found that decades of poor record-keeping, misleading information and miscommunication between the Education Department and its loan servicers left people repaying their loans for much longer than necessary.

In response to the findings, the Biden administration said any month in which borrowers were in repayment would count toward forgiveness, regardless of how much they paid, the repayment plan or if they were delinquent on the debt. The waiver applies to debt in the Direct Loan program and FFEL managed by the Education Department, but requires borrowers with commercially held FFEL loans to convert their debt with the promise of getting credit for time in repayment before consolidation. Anyone who satisfies the required number of years for forgiveness receives automatic loan cancellation.

To date, the Education Department has approved nearly $50 billion in forgiveness for more than 996,000 borrowers through the initiative. The federal agency said Wednesday it would finish adjusting borrowers’ payment counts in September, two months later than anticipated, giving a full and accurate count of their progress toward debt relief.

“Without this extension, millions of borrowers who could benefit from the [income-driven repayment] account adjustment will be cut off from relief,” said Persis Yu, deputy executive director and managing counsel at the Student Borrower Protection Center. “For many, this extension could make the difference between being debt free and years of additional payments.”

Before it ended, FFEL was a $60 billion program in which private lenders used their own money to finance loans, while the government paid a portion of the interest and guaranteed the debt. The Education Department purchased some of the bank-based debt to keep the program going when the 2008 recession threatened the liquidity of private lenders.

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