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xx. A new part 612 is added to read as follows:

PART 612—TITLE II REPORTING SYSTEM 

Subpart A--Scope, Purpose and Definitions

Sec. 

612.1 Scope and purpose.

612.2 Definitions.

Subpart B--Reporting Requirements

612.3 What are the reporting requirements for the 

Institutional Report Card?

612.4 What are the reporting requirements for the State Report 

Card? 

612.5 What outcome criteria must a State use to report on 

teacher preparation program performance?

612.6 What outcome criteria must States consider in

identifying low-performing teacher preparation programs and atrisk teacher preparation programs? What actions must a State 

take with respect to low-performing teacher preparation programs 

or at-risk teacher preparation programs?

Subpart C--Termination of Title IV Eligibility

612.7 What are the consequences to a low-performing teacher 

preparation program that loses State approval or financial 

support?

612.8 How does a low-performing teacher preparation program 

regain eligibility to accept or enroll students receiving Title 

IV, HEA funds after termination?

 AUTHORITY: 20 U.S.C. 1022d, unless otherwise noted.

Subpart A--Scope, Purpose and Definitions

§612.1 Scope and purpose. 

 (a) This subpart establishes regulations related to the 

teacher preparation program accountability system under Title II 

of the HEA. These regulations include:

(1) Institutional Report Card reporting requirements.
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(2) State Report Card reporting requirements.

(3) Minimum outcome criteria for States to use to report 

on teacher preparation program performance.

(4) Minimum outcome criteria States must consider in 

identifying low-performing teacher preparation programs and atrisk teacher preparation programs.

(5) The consequences to a low-performing teacher 

preparation program that loses State approval or financial 

support.

(6) The conditions under which a low-performing teacher 

preparation program that has lost State approval or financial 

support may resume accepting and enrolling students who receive

Title IV, HEA funds.

(Authority: 20 U.S.C. 1022d)

§612.2 Definitions.

 (a) The following definitions used in this part are 

defined in the regulations for Institutional Eligibility under 

the Higher Education Act of 1965, as amended, 34 CFR part 600:

[this is a brain-storming list we may add or delete from]

Secretary

State

Title IV, HEA program

 (b) The following definitions used in this part are 
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defined in subpart A of the Student Assistance General 

Provisions, 34 CFR part 668: [this is a brain-storming list we 

may add or delete from]

HEA 

Payment Period

TEACH Grant

 (c) The following definitions used in this part are 

defined in 34 CFR part 77.1:

Local educational agency (LEA) 

 (d) Other terms used in this part are:

Satisfactory Teacher Preparation Program: A teacher 

preparation program that does not meet the definition of high 

quality teacher preparation program, low-performing teacher 

preparation program, or at-risk teacher preparation program.

At-risk Teacher Preparation Program: A teacher preparation 

program that is identified as at-risk of being low-performing by 

a State based on the State’s assessment of teacher preparation 

program performance under §612.5. 

 Customer Satisfaction Survey Outcomes: Customer 

satisfaction survey outcomes provide data on whether a teacher 

preparation program provided, to recent graduates who are 

teachers associated with the teacher preparation program and who 

are employed as teachers in the State where the teacher 
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preparation program is located, the skills needed to allow those 

teachers to succeed in their first three years in the classroom. 

Customer satisfaction is measured annually on a statewide basis 

using at least two surveys and must include both a teacher 

satisfaction survey and an employer satisfaction survey. 

Employment Outcomes: Employment outcomes provide data on 

the effectiveness of a teacher preparation program in preparing, 

placing, and supporting teachers in alignment with school 

district needs and are measured using at least two rates: both 

the teacher placement rate and the teacher retention rate. 

Employer Satisfaction Survey: Qualitative and quantitative 

data on employer or supervisor responses to an annual statewide 

survey of employers assessing whether teachers they employ, who 

have recently received a level of certification that allows them 

to serve as a teacher of record in the State as a result of 

their participation in the teacher preparation program in that 

State, were effectively prepared.

High Quality Teacher Preparation Program: A teacher 

preparation program that meets the requirements of §686.2. [as 

will be newly defined within the TEACH Grant Program]

Low-performing Teacher Preparation Program: A teacher 

preparation program that is identified as low-performing by a 

State, based on the State’s assessment of teacher preparation 
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program performance under §612.5.

Recent Graduates: For the most recent cohort of program 

graduates, and in addition, at least the two preceding cohorts, 

all individuals who have completed the requirements of a teacher 

preparation program and have been recommended for licensure 

within the State by the teacher preparation program or have been 

licensed within the State. 

Student Accepted into a Teacher Preparation Program: A

student who has been admitted into a teacher preparation program 

but who has not yet enrolled in any coursework that the 

institution has determined to be part of that teacher 

preparation program. 

Student Enrolled in a Teacher Preparation Program: A 

student who has been accepted into a teacher preparation program 

and is in the process of completing coursework but has not yet 

completed the teacher preparation program.

Student Growth: The change in student achievement for an 

individual student between two or more points in time. For the 

purpose of this definition, student achievement means—

(a) For grades and subjects in which assessments are 

required under section 1111(b)(3) of the Elementary and 

Secondary Education Act of 1965, as amended (ESEA): (1) a 

student’s score on the State’s assessments under section 
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1111(b)(3) of the ESEA and, as appropriate; (2) other measures 

of student learning, such as those described in paragraph (b) of 

this definition, provided they are rigorous and comparable 

across classrooms in a local educational agency. 

(b) For other grades and subjects: alternative measures of 

student learning and performance (such as student results on 

pre-tests and end-of-course tests, and objective-performancebased assessments), student learning objectives, student 

performance on English language proficiency assessments, and 

other measures of student achievement that are rigorous and 

comparable across schools within a local educational agency and

consistent with State protocols.

Student Learning Outcomes: Student learning outcomes 

provide data on the aggregate learning outcomes of K-12 students 

taught by recent graduates who are teachers associated with the 

teacher preparation program for each teacher preparation program 

in a State and are calculated by the State using at least one of 

the following: student growth or teacher evaluation measures.

Teachers Associated with the Preparation Program: For each 

teacher preparation program in a State, individuals who are 

employed as teachers and who, within a period of three 

consecutive years--
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(a) For traditional route to certification programs, have 

completed the program requirements of the teacher preparation 

program and been recommended by the program for a level of State 

certification enabling them to serve as a teacher of record 

within the State; or

(b) For alternative route to certification programs, have, 

as a result of their association with the program, received a 

level of State certification enabling them to serve as a teacher 

of record.

Teacher Evaluation: By grade span and subject area, the 

percentage of recent graduates, rated at each performance level 

under a district teacher evaluation system consistent with 

statewide parameters that differentiates teachers on an annual 

basis using at least three performance levels, and use multiple 

valid measures in determining performance levels, including as a 

significant factor data on student growth for all students 

(including English Learners and students with disabilities), and 

other measures of professional practice (which may be gathered 

through multiple formats and sources, such as observations based 

on rigorous teacher performance standards, teacher portfolios, 

and student and parent surveys).

Teacher Placement Rate: Calculated annually, the 

percentage of recent graduates that have been hired in a full-
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time teaching position for the grade level, span, and subject 

area in which the teacher trained. At the State’s discretion, 

this measure may exclude or include either of the following: (1) 

teachers who have taken teaching positions in another State and 

(2) teachers who have taken teaching positions in private 

schools in the State, provided that the State takes a consistent 

approach for all preparation programs in the State.

Teacher Retention Rate: Calculated annually,--

(a) The percentage of recent graduates who--

(1) Were hired in full-time teaching positions; and

(2) Served for periods of at least two school years within 

four years of being granted a level of certification that allows 

them to serve as teachers of record, or another greater period 

of time as determined by the State.

 (b) At the State’s discretion, this measure may exclude 

or include either of the following: (1) teachers who have taken 

teaching positions in another State and (2) teachers who have 

taken teaching positions in private schools in the State, 

provided that the State takes a consistent approach for all 

preparation programs in the State.

Teacher Satisfaction Survey: Qualitative and quantitative 

data on teachers’ responses to a statewide survey of recent 

graduates that is administered annually and assesses whether the 
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services teachers received from their teacher preparation 

programs, including alternative route programs, were effective 

in preparing them for their first three years in the classroom. 

(Authority: 20 U.S.C. 1022d)

Subpart B--Reporting Requirements

§612.3 What are the reporting requirements for the 

Institutional Report Card?

Annually, each institution of higher education that conducts a 

traditional teacher preparation program or alternate routes to 

State certification or licensure programs that enrolls students 

receiving Federal assistance under the HEA must--

(a) Report to the State on the quality of teacher 

preparation using an institutional report card; [we will link to 

EDICS]

(b) Report to the general public using.... [will fill this 

in later, would like to hear negotiator suggestions...] 

(Authority: 20 U.S.C. 1022d)

§612.4 What are the reporting requirements for the State 

Report Card? 

Annually, each State must--

(a) Report to the Secretary, using a State report card, on 

the quality of teacher preparation in the State, both for 

traditional teacher preparation programs and for alternative 
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routes to State certification or licensure programs; [we will 

link to EDICS] 

(b) Make the State report card information widely 

available to the general public using....[will fill this in later, 

would like to hear negotiator suggestions..]

(c) In the State report card, make meaningful 

differentiations in teacher preparation program performance 

using at least four performance levels (low-performing teacher 

preparation program, at-risk teacher preparation program, 

satisfactory teacher preparation program, and high quality 

teacher preparation program) based on the outcome measures in 

§612.5, including in significant part student learning outcomes.

(Authority: 20 U.S.C. 1022d)

§612.5 What outcome criteria must a State use to report 

on the teacher preparation program performance of a State’s 

institutions of higher education?

(a) For each teacher preparation program within its 

jurisdiction, States must report to the Secretary on the 

following outcome indicators of academic content knowledge and 

teaching skills of recent graduates from those relevant 

programs, including --

(1) At a minimum –

(i) Student learning outcomes;
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(ii) Employment outcomes; and

(iii) Customer satisfaction survey outcomes; and 

(2) At a State’s discretion, other indicators predictive 

of a teacher’s impact on student performance, such as student 

survey results that a State may reasonably establish. 

(Authority: 20 U.S.C. 1022d)

§612.6 What outcome criteria must States consider in

identifying low-performing teacher preparation programs or atrisk teacher preparation programs? What actions must a State 

take with respect to low-performing teacher preparation programs 

or at-risk teacher preparation programs?

 (a) In identifying low-performing or at-risk teacher 

preparation programs, States must use criteria that, at a 

minimum, include the indicators of academic content knowledge 

and teaching skills from §612.5, including in significant part 

student learning outcomes. 

(b) States must provide technical assistance to improve 

the performance of low-performing teacher preparation programs 

or at-risk teacher preparation programs.

(Authority: 20 U.S.C. 1022d)

Subpart C-- Consequences of Withdrawal of State Approval or 

Financial Support
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§612.7 What are the consequences to a low-performing teacher 

preparation program that loses State approval or financial 

support?

 (a) Any teacher preparation program from which the State 

has withdrawn the State’s approval or terminated the State’s 

financial support due to the State’s identification of the 

program as low-performing--

(1) Is ineligible for any funding for professional 

development activities awarded by the Department; [need to 

determine how to handle currently-funded entities.]

(2) May not include any student accepted into the teacher 

preparation program or any student enrolled in the teacher 

preparation program who receives aid under title IV, HEA 

programs in the institution’s teacher preparation program. 

(3) Must provide transitional support, including remedial 

services, if necessary, to students enrolled at the institution 

at the time of termination of financial support or withdrawal of 

approval for a period of time no longer than 150 percent of the 

published length of the program.

(b) Any institution administering a teacher preparation 

program that has lost State approval or financial support based 

on low-performance must--

(1) Notify the Secretary of this designation; [will fill 
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in ED’s procedures to let ED know program is low-performing]

(2) Notify each student who is enrolled or accepted into 

the low-performing teacher preparation program and who receives 

funding under Title IV, HEA programs that the institution is no 

longer eligible to provide such funding to students enrolled or 

accepted into the low-performing teacher preparation program 

commencing with the next payment period; and

(3) Disclose on its Web site that the teacher preparation 

program has been identified as a low-performing teacher 

preparation program by the State and has lost State approval or 

financial support and that students accepted or enrolled in the 

low-performing teacher preparation program may not receive Title 

IV, HEA funding. [we may add more disclosure requirements here]

(Authority: 20 U.S.C. 1022f)

§612.8 How does a low-performing teacher preparation program 

regain eligibility to accept or enroll students receiving Title 

IV, HEA funds after termination? 

 (a) A low-performing teacher preparation program may have 

its Title IV eligibility reinstated based upon--

(1) Improved teacher preparation program performance on

the teacher preparation program performance outcome criteria in 

§612.5 as determined by the State;

(2) Reinstatement of State approval or financial support;
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(b) Notwithstanding §612.8(a), to accept or enroll 

students receiving TEACH Grants, an institution must meet the 

TEACH Grant institutional participation requirements under 

§686.4.

(3) [For other Title IV aid-reapply? Other process? Will

fill in the rest later]

(Authority: 20 U.S.C. 1022f)