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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 indicators must a State use to report on teacher 

preparation program performance for purposes of the State report 

card?

612.6 What criteria must States consider in identifying lowperforming teacher preparation programs and at-risk teacher 

preparation programs, and what actions must a State take with 

respect to low-performing teacher preparation programs or atrisk 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:
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(1) Institutional Report Card reporting requirements.

(2) State Report Card reporting requirements.

(3) Requirements related to the minimum criteria for 

States to use when reporting on teacher preparation program 

performance.

(4) Requirements related to the minimum criteria States 

must consider to identify low-performing teacher preparation 

programs and at-risk 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:

Secretary

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: 

HEA 

Payment Period

TEACH Grant

 (c) The following definition used in this part is defined 

in 34 CFR part 77.1:

Local educational agency (LEA) 

 (d) Other terms used in this part are:

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 and that is reported as such in 

the State Report Card under §612.4. 

Classification of Instruction Programs (CIP): A taxonomy 

of instructional program classifications and descriptions 

developed by the U.S. Department of Education’s National Center 

for Education Statistics used to identify a teacher preparation 

program for purposes of title II reporting. 

Content and Pedagogical Knowledge: An understanding of (1) 

the central concepts and structures of the discipline in which 

teacher candidates have been trained, and (2) how to create 

effective learning experiences that make the discipline 
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accessible and meaningful for all students in order to assure 

mastery of the content as described in the professional, State, 

or institutional standards.

Effective Teacher Preparation Program: A teacher 

preparation program that is identified as effective by a State

based on the State’s assessment of teacher preparation program 

performance under §612.5 and that is reported as such in the 

State Report Card under §612.4. 

[Employment Outcomes: Data, measured by both the teacher 

placement rate and the teacher retention rate, on the 

effectiveness of a teacher preparation program in preparing, 

placing, and supporting new teachers consistent with local 

educational agency needs.] 

Employer Satisfaction Survey: A survey instrument 

administered statewide to employers or supervisors to capture 

whether new teachers they employ or supervise, who attended a 

teacher preparation program in the State where they are 

employed, were effectively prepared. 

Exceptional Teacher Preparation Program: A teacher 

preparation program that is identified as exceptional by a State 

based on the State’s assessment of teacher preparation program

performance under §612.5 and that is reported as such in the 

State Report Card under §612.4.
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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 

program performance under §612.5 and that is reported as such in 

the State Report Card under §612.4. 

New Teacher: A recent graduate or alternative route 

participant who, within the last three title II reporting years,

has received a level of certification or licensure that allows 

him or her to serve as the teacher of record in that State.

Quality Clinical Preparation: Training that integrates 

content, pedagogy, and professional coursework around a core of 

pre-service clinical experiences. Such training may require--

(a) Clinical instructors, including school and districtbased personnel, to meet established requirements and be 

adequately trained;

(b) Candidate placement to be in settings that serve 

diverse or under-represented student populations in kindergarten 

through twelfth grade; and

(c) Candidate to use research-based practices, including 

observation and analysis of instruction, collaboration with 

peers, multiple teaching experiences, use of technology, and use 

of a performance-based protocol to demonstrate candidate mastery 

of content and pedagogy.
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[Recent Graduates: All individuals who have completed the 

requirements of a teacher preparation program within the last 

three title II reporting years.] 

Satisfaction Survey Outcomes: Qualitative and quantitative 

data collected through survey instruments, including, but not 

limited to, a teacher satisfaction survey and an employer 

satisfaction survey, designed to capture perceptions of whether 

new teachers who are employed as teachers in the State where the 

teacher preparation program is located possess the skills needed 

to succeed in the classroom. 

State: A State of the Union, the Commonwealth of Puerto 

Rico, the District of Columbia, Guam, and the Virgin Islands.

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 Achievement: For purposes of determining student 

growth--

(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 schools within 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, objective performance-based 

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 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. 

Student Learning Outcomes: For each teacher preparation 

program in a State, data on the aggregate learning outcomes of 

PK-12 students taught by new teachers. These data are 

calculated by the State using student growth or teacher 

evaluation measure or both.
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Teacher Evaluation Measure: By grade span and subject 

area, the percentage of new teachers 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 multiple valid 

measures in determining those performance levels. For purposes 

of this definition, multiple valid measures of performance level 

must include as a significant factor, data on student growth for 

all students (including English Learners and students with 

disabilities), and may include 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: 

(a) Calculated annually, the combined non-duplicated 

percentage of new teachers and recent graduates who have been 

hired in a full-time teaching position for the grade 

level, span, and subject area in which the teacher trained. 

(b) At the State’s discretion, this term may be defined to 

exclude one or both of the following provided that the State 

takes a consistent approach for all teacher preparation programs

in the State: 
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(1) Teachers who have taken teaching positions in another 

State.

(2) Teachers who have taken teaching positions in private 

schools in the State.

Teacher Preparation Entity: An institution of higher 

education or other organization that is authorized by the State 

to prepare teachers.

Teacher Preparation Program: A program, whether 

traditional or alternative route, offered by a teacher 

preparation entity that leads to a specific State teacher 

certification in a specific field and that has been classified 

using a 6-digit CIP code.

[Teacher Retention Rate: Calculated annually,--

(a) The percentage of new teachers 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 term may be defined to 

exclude one or both of the following provided that the State 

takes a consistent approach for all teacher preparation programs

in the State: 
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(1) Teachers who have taken teaching positions in another 

State.

(2) Teachers who have taken teaching positions in private 

schools in the State.]

Teacher Satisfaction Survey: A survey instrument 

administrated statewide to new teachers to capture qualitative 

and quantitative data on whether new teachers perceive that the 

services they received from their teacher preparation programs

were effective in preparing them for their first three years in 

the classroom. 

Validated Teacher Candidate Qualifications: Qualifications 

of a teacher candidate validated by a teacher preparation 

program prior to the candidate’s completion of the program 

using, at a minimum, (a) rigorous entrance requirements based on 

multiple measures, and (b) exit criteria based on an assessment 

of candidate performance that relies on validated professional 

teaching standards and measures of a candidate’s effectiveness 

that include, but are not limited to, measures of curriculum 

planning, instruction of students, appropriate plans and 

modifications for all students, and assessment of student 

learning.

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

Subpart B--Reporting Requirements
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§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 and 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 that is 

prescribed by the Secretary; 

(b) Prominently and promptly post the institutional report 

card information on the institution’s Web site; and

(c) May also provide the institutional report card 

information to the general public in promotional materials it 

makes available to prospective students and others. 

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

§612.4 What are the reporting requirements for the State 

Report Card? 

(a) Annually, each State must--

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

that is prescribed by the Secretary, on the quality of all 

teacher preparation programs, in the State; and
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(2) Make the State report card information widely 

available to the general public by posting the State report card 

information on the State’s website.

(b) In the State report card, the State must--

(1) Make meaningful differentiations in teacher 

preparation program performance using at least four performance 

levels-- low-performing teacher preparation program, at-risk 

teacher preparation program, effective teacher preparation 

program, and exceptional teacher preparation program-- based on 

the indicators in §612.5 including, in significant part, student 

learning outcomes.

(2) Identify a teacher preparation program as effective or 

higher only if it has satisfactory or higher student learning 

outcomes.

(3) Provide--

(i) For each teacher preparation program--

(A) Disaggregated data for each of the indicators 

identified pursuant to §612.5; and 

(B) The State’s assurance that the teacher preparation 

program either is accredited by a specialized agency pursuant to 

§612.5(b)(2)(i), or produces teacher candidates with quality 

clinical preparation, content and pedagogical knowledge, and 
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validated teacher candidate qualifications pursuant to 

§612.5(b)(2)(ii); and

(ii) The State's weighting of the different indicators in 

§612.5 for purposes of describing the State’s assessment of 

program performance. 

(c) For purposes of reporting data related to small 

teacher preparation programs-- 

(1) For a teacher preparation program that has fewer than 

ten graduates or alternative route program participants who 

became certified or licensed in a title II reporting year as 

defined in the State report card, a State reports data pursuant 

to §612.4(b) by--

(i) Aggregating the data for the current title II 

reporting year and for any additional preceding title II 

reporting years, not to exceed an additional two reporting 

years, until the number of graduates or alternative route 

program participants equals ten or more individuals to achieve a 

sufficient reporting size.

(ii) If a sufficient reporting size is not achieved under 

(i), the data in §612.5 is aggregated using outcome data from 

the last three title II reporting years by--

(A) Identifying the teacher preparation program’s 4-digit 

CIP code and whether there are other teacher preparation 
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programs at the entity that were classified under the same 4-

digit CIP code during the last three title II reporting years; 

(B) Determining whether the number of graduates or 

alternative route program participants for all teacher 

preparation programs with the same 4-digit CIP code equals ten 

or more for the last three title II reporting years; and

(C) If the number of graduates or alternative route 

program participants for all teacher preparation programs with 

the same 4-digit CIP code equals ten or more for the last three 

title II reporting years, aggregating the data in §612.5 using 

this cohort. 

(iii) If a sufficient reporting size is not achieved under 

(i), the data in §612.5 is aggregated by--

(A) Identifying the teacher preparation program’s 2-digit 

CIP code and whether there were other teacher preparation 

programs at the institution that were classified under the same 

2-digit CIP code during the last three title II reporting years;

(B) Determining whether the number of graduates or 

alternative route program participants for all teacher 

preparation programs with the same 2-digit CIP code equals ten 

or more for the last three title II reporting years; and

(C) If the number of graduates or alternative route 

program participants for all teacher preparation programs with 
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the same 2-digit CIP code equals ten or more for the last three 

title II reporting years, aggregating the data in §612.5 using 

this cohort.

(D) If an entity has a single program with a total of three 

or fewer graduates or alternative route program participants 

within the last three title II reporting years, the entity does 

not need to report on that program.

(2) If the number of graduates or alternative route 

program participants for all teacher preparation programs with 

the same 2-digit CIP code does not equal ten or more for the 

last three Title II reporting years; the State does not need to 

report data pursuant to §612.4(b) for that entity, and if 

otherwise eligible, that institution remains TEACH-Grant 

eligible. 

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

§612.5 What indicators must a State use to report on teacher 

preparation program performance for purposes of the State report 

card?

(a) For purposes of reporting under §612.4, a State must 

assess, for each teacher preparation program within its 

jurisdiction, indicators of academic content knowledge and 

teaching skills of new teachers from that program. These 
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indicators of academic content knowledge and teaching skills 

must include, at a minimum--

(1) Student learning outcomes;

(2) [Employment outcomes;] 

(3) Satisfaction survey outcomes; 

(4) Whether the program--

(i) Is accredited by a specialized accrediting agency 

recognized by the Secretary for accreditation of professional 

teacher education programs; or

(ii) Provides teacher candidates with--

(A) Content and Pedagogical Knowledge;

(B) Quality Clinical Preparation; and

(C) Validated Teacher Candidate Qualifications.

(b) At a State’s discretion, these indicators may also 

include 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 criteria must States consider in identifying lowperforming teacher preparation programs or at-risk teacher 

preparation programs, and what actions must a State take with 

respect to those programs?
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 (a) In identifying low-performing or at-risk teacher 

preparation programs on the State report provided under §612.4, 

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) At a minimum, 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 

§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 a low-performing teacher preparation program--

(1) Is ineligible for any funding for professional 

development activities awarded by the Department as of the date 

that the State withdrew its approval or terminated its financial 

support;
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(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 as of 

the date that the State withdrew its approval or terminated its 

financial support; and 

(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 being identified as a low-performing teacher preparation 

program must--

(1) Notify the Secretary of its loss of State approval or 

financial support due to identification as low-performing by the 

State within 30 days of such designation;

(2) Immediately 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 
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students enrolled or accepted into the low-performing teacher 

preparation program commencing with the next payment period; and

(3) Disclose on its Web site and on promotional materials 

that it makes available to prospective students 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. 

(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 if it can demonstrate--

(1) Improved teacher preparation program performance on 

the teacher preparation program performance criteria in §612.5 

as determined by the State; and

(2) Reinstatement of State approval or financial support. 

(b) To regain eligibility to accept or enroll students 

receiving title IV, HEA funds in a teacher preparation program 

that was previously identified by the State as low-performing, a 
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currently designated eligible institution that participates in 

the title IV, HEA programs must--

(1) Submit an application to the Secretary along with the 

supporting documentation that will enable the Secretary to 

determine that the teacher preparation program previously 

identified by the State as low-performing has met the 

requirements under §612.9(a); and

(2) Meet the TEACH Grant institutional participation 

requirements under §686.4 to award TEACH Grants.

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

Corresponding language:

Add §600.41(e)(4) to read as follows:

§ 600.41 Termination and emergency action proceedings.

* * * * *

(4) If the basis for the loss of eligibility of a TEACH 

Grant-eligible program is the State’s withdrawal of its approval 

for the teacher preparation program or the State’s termination 

of its financial support for the teacher preparation program due 

to the State’s identification of the teacher preparation program 

as low-performing under §612.5, the sole issue is whether the 

teacher preparation program actually did lose state approval or 

financial support.