The price of higher education continues to increase, and millions of Americans struggle with student loan debt. At the same time, a college degree is for so many a path to career success and financial security, and our region's employers depend on a talented pipeline of highly skilled workers to continue to grow and thrive. Pell Grants were established by Congress in 1972 and named in honor of the late U.S. Sen. Claiborne Pell of Rhode Island. The grants are financial awards provided to low-income students to pursue undergraduate degrees. The program is a vital tool to ensure that low-income students--many of whom are "first-generation," that is, the first in their immediate families to attend college--are able to pursue their undergraduate education. It is the largest source of federal funding for students pursuing postsecondary education. For the 2021-22 award year, the maximum Pell Grant award is $6,495, not nearly enough to cover the average cost of tuition and fees for the 2020-21 academic year. The maximum Pell Grant amount has increased only in increments of $150 over the past several years--certainly not keeping pace with tuition increases and inflation. In 1975, the Pell Grant covered almost 80% of tuition and room and board at a four-year public college, compared with less than 60% today. In early April 2021, the New England Board of Higher Education and several New England higher education leaders and organizations asked Congress to double the Pell Grant maximum to $12,990 by the 2021-22 academic year and ensure that the increase is permanent by making the increased portion of the grant an entitlement. In this commentary, James T. Brett argues that doubling the maximum Pell Grant amount would enable more low-income students to pursue higher education and incur less debt. Further, an increase in the maximum Pell Grant amount would help address racial inequities in higher education. For example, according to the U.S. Department of Education, over 57% of African American undergraduate students received Pell Grants during the 2015-16 academic year, compared with 32% of white undergraduates during the same period.