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Key  Points

       For decades, negotiated ruiemaking has been used b  administrations of both parties to
        enact major changes ta Department of Education rules.
        \Nh le negoiaced rur  g was initial  ly !iteded to make rulemaking less adversarial, it
        takes about ,000 days and offer adds addition: urdties without fundamentaly changing
        the nucentives or outcomes.
    *   Congress should at least reconsider whether negotiated ruiemaking is a net enefit when
        t next reauthorizes the Higher Education Aot and, rnore broad, set a higher bar for the
        enactment of new regulations than for the reoeal of failed ones.


The Adrmnistrative Proc du.r s Ac fAPA)  irst passed
in 1946, recires that all fedcral agincies obtain pu hic
inpurt befre f' rmulamain amending, or repealing a reg-m
ulation. Spa eci aly, they rnust gve interested persons
an opportunity to participite in the rule niaking through
submisslum of wr tten data, views, r argunents wit' or
without opportunity fr oral presentation ' Due to this
requirement, the process of developing a rule, submflit-
ting it for public cornmnt, and then incorp{ rating that
feedback into a fnal regulation with the force of law
often rakes years ( ig're ) The process for repea ing
a regulation is essentiall- identical to the process for
enacting a regulariar.
   Aside from concerns with the length of the notice-
and-comment   process, which often correlates with the
page length. of fnal rules, regulated parties complained
for many  years that this process of obtaining public
input had become a mere formality that barely affected
the  n ai polley. They wished they could simply work
with t ir regulators directly to develop fair rules that
protect the public and other stakehoiders withnut being
onerous,


eg-Reg in Theory

In 1982, an obscure federal agency called the Admmnrs-
tratve Confere nce of the United States (ACUS)  took
note of this and agreed that the relationship between
federal rguI ators and regulated parttes was to adver-
sariai, vt parties cften pvrc.ving t  ir role in th e
process as p sN.uiiong thenselves for the subsequent
jic:al ie   a  raer t thaa ontributing to a construe-
tive policy solution. It predicted inprovenent if both
sides could sit a a table and work out their competing
interests.
   Since it was alraly th ease that lawsuits challeng-
ing rles are regularvy settled by agreement on a nego-
tiated rule, AC US zh oght it nriht make more sense
to gle age ncie' he optio:n to negotiate son.e regula:-
tons from  the start, before the AI A process of public
notice and conmme nt T'hus, negotiated rulemaking (also
known  as nag-re ) was born.
   the idea was simple: Atnyone likely to have a sig-
nrncant stake in a rule beitg considered should come
to Washington, DC,  and sit in a conference room for

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