Samantha Lay
Research Mentor(s): Devin Judge-Lord
Mentor Department:
Authors:
Session: Session 3 (11:00am – 11:50am)
Presentation Type: Poster 103
Abstract
Public comment periods are a critical component of the federal rulemaking process, allowing stakeholders to influence policy decisions. However, little research has examined how effectively public input shapes final regulations, particularly in education policy. This research project addresses this gap by analyzing the relationship between public opinion and federal policymaking, focusing on the U.S. Department of Education’s (DOE) proposed borrower defense regulations. These regulations impact federal student loan borrowers seeking relief from institutional misconduct, introducing a “clear and convincing evidence†standard for claims and reinstating pre-dispute arbitration agreements, which raises concerns about reduced borrower protections. To assess the influence of public opinion, I have analyzed public comments submitted by a diverse range of stakeholders, including advocacy groups, nonprofit organizations, and institutions/small businesses. This way, I was able to use Google Sheets to categorize comments by support or opposition to the regulations, identify common asks, and evaluate the alignment between public sentiment and policy outcomes, which sums up my approach to gathering this qualitative data. The analysis reveals a disconnect between public opinion and the DOE’s enforcement of the final rule, with three key findings being: 1) Most advocacy groups opposed the stricter evidentiary standard, arguing it would limit access to loan relief; 2) For-profit institutions largely supported the regulations, citing the need to prevent fraudulent claims; and 3) Some public opinion influenced the final rule, but broader concerns were not fully addressed. Overall, this has demonstrated that while public participation contributes to regulatory transparency, its impact on major policy decisions may be limited when administrative and financial priorities take precedence. The findings contribute to a greater understanding of stakeholder influence in the area of education policy, and highlight the need for more accountability in federal rulemaking as well as better integration of public input.
