I 

113TH CONGRESS 

1ST SESSION H. R. 2172 

To improve quality and accountability for educator preparation programs. 

IN THE HOUSE OF REPRESENTATIVES 

MAY 23, 2013 

Mr. HONDA (for himself, Mr. HINOJOSA, and Mrs. NAPOLITANO) introduced 

the following bill; which was referred to the Committee on Education and 

the Workforce 

A BILL 

To improve quality and accountability for educator 

preparation programs. 

1 Be it enacted by the Senate and House of Representa2 tives of the United States of America in Congress assembled, 

3 SECTION 1. SHORT TITLE. 

4 This Act may be cited as the ‘‘Educator Preparation 

5 Reform Act’’. 

6 TITLE I—EDUCATOR QUALITY 

7 ENHANCEMENT 

8 SEC. 101. DEFINITIONS. 

9 Section 200 of the Higher Education Act of 1965 (20 

10 U.S.C. 1021) is amended— 


jbell on DSK7SPTVN1PROD with BILLS
2 

•HR 2172 IH

1 (1) by striking paragraph (22); 

2 (2) by redesignating paragraphs (6), (7), (8) 

3 through (19), (20), (21), and (23), as paragraphs 

4 (7), (8), (10) through (21), (23), (24), and (28), re5 spectively; 

6 (3) by inserting after paragraph (5) the fol7 lowing: 

8 ‘‘(6) EDUCATOR.—The term ‘educator’ means a 

9 teacher, principal, specialized instructional support 

10 personnel, or other staff member who provides or di11 rectly supports instruction, such as a school librar12 ian, counselor, or paraprofessional.’’; 

13 (4) by inserting after paragraph (8), as redesig14 nated by paragraph (2), the following: 

15 ‘‘(9) EVIDENCE OF STUDENT LEARNING.—The 

16 term ‘evidence of student learning’ means multiple 

17 measures of student learning that shall include the 

18 following: 

19 ‘‘(A) Valid and reliable student assessment 

20 data, which may include data— 

21 ‘‘(i) based on— 

22 ‘‘(I) student learning gains on 

23 State student academic assessments 

24 under section 1111(b)(3) of the EleVerDate Mar 15 2010 02:33 Jun 01, 2013 Jkt 029200 PO 00000 Frm 00002 Fmt 6652 Sfmt 6201 E:\BILLS\H2172.IH H2172

jbell on DSK7SPTVN1PROD with BILLS
3 

•HR 2172 IH

1 mentary and Secondary Education 

2 Act of 1965; or 

3 ‘‘(II) student academic achieve4 ment assessments used at the na5 tional, State, or school district levels, 

6 where available and appropriate for 

7 the curriculum and students taught; 

8 ‘‘(ii) from classroom-based formative 

9 assessments; 

10 ‘‘(iii) from classroom-based summative 

11 assessments; and 

12 ‘‘(iv) from objective performance13 based assessments. 

14 ‘‘(B) Not less than one of the following ad15 ditional measures: 

16 ‘‘(i) Student work, including measures 

17 of performance criteria and evidence of 

18 student growth. 

19 ‘‘(ii) Teacher-generated information 

20 about student goals and growth. 

21 ‘‘(iii) Parental feedback about student 

22 goals and growth. 

23 ‘‘(iv) Student feedback about learning 

24 and teaching supports. 


jbell on DSK7SPTVN1PROD with BILLS
4 

•HR 2172 IH

1 ‘‘(v) Assessments of affective engage2 ment and self-efficacy. 

3 ‘‘(vi) Other appropriate measures as 

4 determined by the State.’’; 

5 (5) by striking paragraph (12), as redesignated 

6 by paragraph (2), and inserting the following: 

7 ‘‘(12) HIGH-NEED LOCAL EDUCATIONAL AGEN8 CY.—The term ‘high-need local educational agency’ 

9 means a local educational agency— 

10 ‘‘(A)(i) that serves not fewer than 10,000 

11 low-income children; 

12 ‘‘(ii) for which not less than 20 percent of 

13 the children served by the agency are low-in14 come children; 

15 ‘‘(iii) that meets the eligibility require16 ments for funding under the Small, Rural 

17 School Achievement Program under section 

18 6211(b) of the Elementary and Secondary Edu19 cation Act of 1965 or the Rural and Low-In20 come School Program under section 6221(b) of 

21 such Act; or 

22 ‘‘(iv) that has a percentage of low-income 

23 children that is in the highest quartile among 

24 such agencies in the State; and 


jbell on DSK7SPTVN1PROD with BILLS
5 

•HR 2172 IH

1 ‘‘(B)(i) for which one or more schools 

2 served by the agency is persistently low achiev3 ing; or 

4 ‘‘(ii) for which one or more schools served 

5 by the agency has a high teacher turnover 

6 rate.’’; 

7 (6) by striking paragraph (16), as redesignated 

8 by paragraph (2), and inserting the following: 

9 ‘‘(16) INDUCTION PROGRAM.—The term ‘induc10 tion program’ means a formalized program for new 

11 teachers and principals during not less than the first 

12 2 years of teaching or leading a school that is de13 signed to provide support for, improve the profes14 sional performance of, and advance the retention of 

15 beginning teachers and principals. Such program 

16 shall promote effective teaching and leadership skills 

17 and shall include the following components: 

18 ‘‘(A) High-quality mentoring. 

19 ‘‘(B) Periodic, structured time for collabo20 ration and classroom observation opportunities 

21 with teachers in the same department or field, 

22 including mentor teachers, as well as time for 

23 information-sharing among teachers, principals, 

24 administrators, other appropriate educators, 


jbell on DSK7SPTVN1PROD with BILLS
6 

•HR 2172 IH

1 and participating faculty in the partner institu2 tion. 

3 ‘‘(C) The application of empirically based 

4 practice and scientifically valid research on in5 structional practices. 

6 ‘‘(D) Opportunities for new teachers and 

7 principals to draw directly on the expertise of 

8 mentors, faculty, local educational agency per9 sonnel, and researchers to support the integra10 tion of empirically based practice and scientif11 ically valid research with practice. 

12 ‘‘(E) The development of skills in instruc13 tional and behavioral interventions derived from 

14 empirically based practice, and where applica15 ble, scientifically valid research. 

16 ‘‘(F) Faculty who— 

17 ‘‘(i) model the integration of research 

18 and practice in the classroom; 

19 ‘‘(ii) assist new teachers and prin20 cipals with the effective use and integra21 tion of technology in instruction; and 

22 ‘‘(iii) demonstrate the content knowl23 edge and pedagogical skills necessary to be 

24 effective in advancing student achievement. 


jbell on DSK7SPTVN1PROD with BILLS
7 

•HR 2172 IH

1 ‘‘(G) Interdisciplinary collaboration among 

2 exemplary teachers, principals, faculty, re3 searchers, other educators, and other staff who 

4 prepare new teachers and principals with re5 spect to the learning process and the assess6 ment of learning. 

7 ‘‘(H) Assistance with the understanding of 

8 data, particularly student achievement data, 

9 and the application of such data in classroom 

10 instruction. 

11 ‘‘(I) Regular, structured observation and 

12 evaluation of new teachers by multiple eval13 uators, using valid and reliable measures of 

14 teaching and leadership skills.’’; 

15 (7) by inserting after paragraph (21), as redes16 ignated by paragraph (2), the following: 

17 ‘‘(22) RESIDENCY PROGRAM.—The term ‘resi18 dency program’ means a school-based educator prep19 aration program in which a prospective teacher, 

20 principal, or other educator— 

21 ‘‘(A) for 1 academic year, works alongside 

22 a mentor teacher, principal, or other educator 

23 who is the educator of record; 

24 ‘‘(B) receives concurrent instruction during 

25 the year described in subparagraph (A) from 


jbell on DSK7SPTVN1PROD with BILLS
8 

•HR 2172 IH

1 the partner institution, which courses may be 

2 taught by local educational agency personnel or 

3 residency program faculty, in— 

4 ‘‘(i) the teaching of the content area 

5 in which the teacher will become certified 

6 or licensed; 

7 ‘‘(ii) pedagogical practices; and 

8 ‘‘(iii) leadership, management, organi9 zational, and instructional skills necessary 

10 to serve as a principal; 

11 ‘‘(C) acquires effective teaching or leader12 ship skills; and 

13 ‘‘(D) prior to completion of the program, 

14 earns a master’s degree or other appropriate 

15 advanced credential, attains full State teacher 

16 or leader certification or licensure, and becomes 

17 highly qualified (if applicable).’’; and 

18 (8) by inserting after paragraph (24), as redes19 ignated by paragraph (2), the following: 

20 ‘‘(25) TEACHER PERFORMANCE ASSESSMENT.— 

21 The term ‘teacher performance assessment’ means 

22 an assessment used to measure teacher performance 

23 that is approved by the State and is— 

24 ‘‘(A) based on professional teaching stand25 ards; 


jbell on DSK7SPTVN1PROD with BILLS
9 

•HR 2172 IH

1 ‘‘(B) used to measure the effectiveness of 

2 a teacher’s— 

3 ‘‘(i) curriculum planning; 

4 ‘‘(ii) instruction of students, including 

5 appropriate plans and modifications for 

6 students who are limited English proficient 

7 and students who are children with disabil8 ities; 

9 ‘‘(iii) assessment of students, includ10 ing analysis of evidence of student learn11 ing; and 

12 ‘‘(iv) ability to advance student learn13 ing; 

14 ‘‘(C) validated based on professional as15 sessment standards; 

16 ‘‘(D) reliably scored by trained evaluators, 

17 with appropriate oversight of the process to en18 sure consistency; and 

19 ‘‘(E) used to support continuous improve20 ment of educator practice. 

21 ‘‘(26) TEACHER PREPARATION ENTITY.—The 

22 term ‘teacher preparation entity’ means an institu23 tion of higher education, a nonprofit organization, 

24 for-profit organization, or other organization that is 


jbell on DSK7SPTVN1PROD with BILLS
10 

•HR 2172 IH

1 approved by the State to prepare teachers to be ef2 fective in the classroom. 

3 ‘‘(27) TEACHER PREPARATION PROGRAM.—The 

4 term ‘teacher preparation program’ means a pro5 gram offered by a teacher preparation entity that 

6 leads to a specific State teacher certification.’’. 

7 SEC. 102. EDUCATOR QUALITY ENHANCEMENT. 

8 Section 201 of the Higher Education Act of 1965 (20 

9 U.S.C. 1022) is amended— 

10 (1) in paragraph (2), by inserting ‘‘, principals, 

11 and other educators’’ after ‘‘teachers’’ each place the 

12 term appears; 

13 (2) in paragraph (3), by striking ‘‘and’’ after 

14 the semicolon; 

15 (3) by striking paragraph (4) and inserting the 

16 following: 

17 ‘‘(4) recruit highly qualified individuals, includ18 ing minorities and individuals from other occupa19 tions, as teachers, principals, and other educators; 

20 and’’; and 

21 (4) by adding at the end the following: 

22 ‘‘(5) meet the staffing needs of high-need local 

23 educational agencies and high-need schools through 

24 close partnerships with educator preparation pro25 grams within institutions of higher education.’’. 


jbell on DSK7SPTVN1PROD with BILLS
11 

•HR 2172 IH

1 SEC. 103. PARTNERSHIP GRANTS. 

2 Section 202 of the Higher Education Act of 1965 (20 

3 U.S.C. 1022a) is amended— 

4 (1) in subsection (b)— 

5 (A) in paragraph (1), by inserting ‘‘other 

6 educators,’’ after ‘‘principals,’’; 

7 (B) by striking paragraph (2) and insert8 ing the following: 

9 ‘‘(2) a description of the extent to which the 

10 program to be carried out with grant funds, as de11 scribed in subsection (c), will prepare prospective 

12 and new educators with strong teaching, leadership, 

13 and other professional skills necessary to increase 

14 learning and academic achievement;’’; 

15 (C) in paragraph (3), by inserting ‘‘, prin16 cipals, and other educators’’ after ‘‘teachers’’; 

17 (D) in paragraph (4)— 

18 (i) in subparagraph (A), by inserting 

19 ‘‘, principal, and other educator’’ after 

20 ‘‘teacher’’; and 

21 (ii) in subparagraph (B), by striking 

22 ‘‘teacher’’ and inserting ‘‘educator’’; 

23 (E) in paragraph (6)— 

24 (i) by striking subparagraph (F) and 

25 inserting the following: 


jbell on DSK7SPTVN1PROD with BILLS
12 

•HR 2172 IH

1 ‘‘(F) how the partnership will prepare edu2 cators to teach and work with students with 

3 disabilities, including training related to partici4 pation as a member of individualized education 

5 program teams, as defined in section 

6 614(d)(1)(B) of the Individuals with Disabil7 ities Education Act;’’; 

8 (ii) by striking subparagraph (G) and 

9 inserting the following: 

10 ‘‘(G) how the partnership will prepare edu11 cators to teach and work with students who are 

12 limited English proficient;’’; 

13 (iii) by striking subparagraph (H) and 

14 inserting the following: 

15 ‘‘(H) how faculty at the partner institution 

16 will work, during the term of the grant, with 

17 mentor educators in the classrooms and admin18 istrators of high-need schools served by the 

19 high-need local educational agency in the part20 nership to— 

21 ‘‘(i) provide high-quality professional 

22 development activities to strengthen the 

23 content knowledge and teaching skills of 

24 elementary school and secondary school 

25 teachers and other educators, including 


jbell on DSK7SPTVN1PROD with BILLS
13 

•HR 2172 IH

1 multi-tiered systems of support and uni2 versal design for learning; 

3 ‘‘(ii) train other classroom teachers, 

4 principals, school librarians, and other edu5 cators to implement literacy programs that 

6 incorporate the essential components of 

7 reading and writing instruction; and 

8 ‘‘(iii) provide high-quality professional 

9 development activities to strengthen the in10 structional and leadership skills of elemen11 tary school and secondary school principals 

12 and district superintendents, if the partner 

13 institution has a principal preparation pro14 gram;’’; 

15 (iv) in subparagraph (I), by striking 

16 ‘‘teaching’’ and inserting ‘‘educator’’; and 

17 (v) in subparagraph (K), by striking 

18 ‘‘teachers’’ and inserting ‘‘educators’’; and 

19 (F) by striking paragraph (7) and insert20 ing the following: 

21 ‘‘(7) with respect to the induction program re22 quired as part of the activities carried out under this 

23 section— 

24 ‘‘(A) a description of how the schools and 

25 departments within the institution of higher 


jbell on DSK7SPTVN1PROD with BILLS
14 

•HR 2172 IH

1 education that are part of the induction pro2 gram will effectively prepare educators, includ3 ing providing content expertise and expertise in 

4 teaching and leadership, as appropriate; 

5 ‘‘(B) a description of the eligible partner6 ship’s capacity to use empirically based practice 

7 and scientifically valid research on teaching and 

8 learning; 

9 ‘‘(C) a description of how the educator 

10 preparation program will design and implement 

11 an induction program to support all new edu12 cators who are prepared by the educator prepa13 ration program in the partnership and who are 

14 employed in the high-need local educational 

15 agency in the partnership, and, to the extent 

16 practicable, all new educators who teach in such 

17 high-need local educational agency; and 

18 ‘‘(D) a description of how higher education 

19 faculty involved in the induction program will 

20 be able to substantially participate in an early 

21 childhood education program or an elementary 

22 school or secondary school classroom setting, as 

23 applicable.’’; 

24 (2) by striking subsection (c) and inserting the 

25 following: 


jbell on DSK7SPTVN1PROD with BILLS
15 

•HR 2172 IH

1 ‘‘(c) USE OF GRANT FUNDS.—An eligible partner2 ship that receives a grant under this section— 

3 ‘‘(1) shall use grant funds to carry out a pro4 gram for the pre-baccalaureate or post-baccalaureate 

5 preparation of teachers under subsection (d), a 

6 teaching or principal residency program under sub7 section (e), or a combination of such programs; and 

8 ‘‘(2) may use funds to carry out other educator 

9 development programs under subsection (f), based 

10 upon the results of the needs assessment in sub11 section (b)(1).’’; 

12 (3) by striking subsection (e) and inserting the 

13 following: 

14 ‘‘(e) PARTNERSHIP GRANTS FOR THE ESTABLISH15 MENT OF TEACHING AND PRINCIPAL RESIDENCY PRO16 GRAMS.— 

17 ‘‘(1) IN GENERAL.—An eligible partnership re18 ceiving a grant to carry out an effective teaching or 

19 principal residency program shall carry out a pro20 gram that includes the following activities: 

21 ‘‘(A) FOR TEACHING RESIDENCY PRO22 GRAMS.—An eligible partnership carrying out a 

23 teaching residency program shall carry out both 

24 of the following activities: 


jbell on DSK7SPTVN1PROD with BILLS
16 

•HR 2172 IH

1 ‘‘(i) Supporting a teaching residency 

2 program described in paragraph (2) for 

3 high-need schools and in high-need sub4 jects and areas, as determined by the 

5 needs of the high-need local educational 

6 agency in the partnership. 

7 ‘‘(ii) Placing graduates of the teach8 ing residency program in cohorts that fa9 cilitate professional collaboration, both 

10 among graduates of the residency program 

11 and between such graduates and mentor 

12 teachers in the receiving school. 

13 ‘‘(B) FOR PRINCIPAL RESIDENCY PRO14 GRAMS.—An eligible partnership carrying out a 

15 principal residency program shall support a 

16 program described in paragraph (3) for high17 need schools, as determined by the needs of the 

18 high-need local educational agency in the part19 nership. 

20 ‘‘(2) TEACHER RESIDENCY PROGRAMS.— 

21 ‘‘(A) ESTABLISHMENT AND DESIGN.—A 

22 teaching residency program under this para23 graph shall be a program based upon models of 

24 successful teaching residencies that serves as a 

25 mechanism to prepare teachers for success in 


jbell on DSK7SPTVN1PROD with BILLS
17 

•HR 2172 IH

1 high-need schools in the eligible partnership and 

2 shall be designed to include the following char3 acteristics of successful programs: 

4 ‘‘(i) The integration of pedagogy, 

5 classroom practice and teacher mentoring. 

6 ‘‘(ii) The exposure to principles of 

7 child development as well as understanding 

8 and applying principles of learning and be9 havior. 

10 ‘‘(iii) Engagement of teaching resi11 dents in rigorous graduate-level coursework 

12 to earn a master’s degree while under13 taking a guided teaching apprenticeship. 

14 ‘‘(iv) Experience and learning oppor15 tunities alongside a trained and experi16 enced mentor teacher— 

17 ‘‘(I) whose teaching shall com18 plement the residency program so that 

19 school-based clinical practice is tightly 

20 aligned with coursework; 

21 ‘‘(II) who shall have extra re22 sponsibilities as a teacher leader of 

23 the teaching residency program, as a 

24 mentor for residents, and as a teacher 

25 coach during the induction program 


jbell on DSK7SPTVN1PROD with BILLS
18 

•HR 2172 IH

1 for new teachers, and for establishing, 

2 within the program, a learning com3 munity in which all individuals are ex4 pected to continually improve their ca5 pacity to advance student learning; 

6 and 

7 ‘‘(III) who may be relieved from 

8 teaching duties or may be offered a 

9 stipend as a result of such additional 

10 responsibilities. 

11 ‘‘(v) The establishment of clear cri12 teria for the selection of mentor teachers 

13 based on the appropriate subject area 

14 knowledge and measures of teacher effec15 tiveness, which shall be based on, but not 

16 limited to, observations of the following: 

17 ‘‘(I) Planning and preparation, 

18 including demonstrated knowledge of 

19 content, pedagogy, and assessment, 

20 including the use of formative, 

21 summative, and diagnostic assess22 ments to improve student learning. 

23 ‘‘(II) Appropriate instruction 

24 that engages all students. 


jbell on DSK7SPTVN1PROD with BILLS
19 

•HR 2172 IH

1 ‘‘(III) Collaboration with col2 leagues to improve instruction. 

3 ‘‘(IV) Analysis of evidence of stu4 dent learning. 

5 ‘‘(vi) The development of admissions 

6 goals and priorities— 

7 ‘‘(I) that are aligned with the 

8 hiring objectives of the local edu9 cational agency partnering with the 

10 program, as well as the instructional 

11 initiatives and curriculum of such 

12 agency to hire qualified graduates 

13 from the teaching residency program; 

14 and 

15 ‘‘(II) which may include consider16 ation of applicants who reflect the 

17 communities in which they will teach 

18 as well as consideration of individuals 

19 from underrepresented populations in 

20 the teaching profession. 

21 ‘‘(vii) Support for residents once such 

22 residents are hired as the teachers of 

23 record, through an induction program, pro24 fessional development, and networking op25 portunities to support the residents 


jbell on DSK7SPTVN1PROD with BILLS
20 

•HR 2172 IH

1 through not less than the residents’ first 2 

2 years of teaching. 

3 ‘‘(B) SELECTION OF INDIVIDUALS AS

4 TEACHER RESIDENTS.— 

5 ‘‘(i) ELIGIBLE INDIVIDUAL.—In order 

6 to be eligible to be a teacher resident in a 

7 teacher residency program under this para8 graph, an individual shall— 

9 ‘‘(I) be a recent graduate of a 4- 

10 year institution of higher education or 

11 a mid-career professional possessing 

12 strong content knowledge of a record 

13 of professional accomplishment; and 

14 ‘‘(II) submit an application to 

15 the residency program. 

16 ‘‘(ii) SELECTION CRITERIA.—An eligi17 ble partnership carrying out a teaching 

18 residency program under this subsection 

19 shall establish criteria for the selection of 

20 eligible individuals to participate in the 

21 teaching residency program based on the 

22 following characteristics: 

23 ‘‘(I) Strong content knowledge or 

24 record of accomplishment in the field 

25 or subject area to be taught. 


jbell on DSK7SPTVN1PROD with BILLS
21 

•HR 2172 IH

1 ‘‘(II) Strong verbal and written 

2 communication skills, which may be 

3 demonstrated by performance on ap4 propriate assessments. 

5 ‘‘(III) Other attributes linked to 

6 effective teaching, which may be de7 termined by interviews or performance 

8 assessments, as specified by the eligi9 ble partnership. 

10 ‘‘(3) PRINCIPAL RESIDENCY PROGRAMS.— 

11 ‘‘(A) ESTABLISHMENT AND DESIGN.—A 

12 principal residency program under this para13 graph shall be a program based upon models of 

14 successful principal residencies that serve as a 

15 mechanism to prepare principals for success in 

16 high-need schools in the eligible partnership and 

17 shall be designed to include the following char18 acteristics of successful programs: 

19 ‘‘(i) Engagement of principal resi20 dents in rigorous graduate-level coursework 

21 to earn an appropriate advanced credential 

22 while undertaking a guided principal ap23 prenticeship. 


jbell on DSK7SPTVN1PROD with BILLS
22 

•HR 2172 IH

1 ‘‘(ii) Experience and learning opportu2 nities alongside a trained and experienced 

3 mentor principal— 

4 ‘‘(I) whose mentoring shall be 

5 based on standards of effective men6 toring practice and shall complement 

7 the residence program so that school8 based clinical practice is tightly 

9 aligned with coursework; and 

10 ‘‘(II) who may be relieved from 

11 some portion of principal duties or 

12 may be offered a stipend as a result 

13 of such additional responsibilities. 

14 ‘‘(iii) The establishment of clear cri15 teria for the selection of mentor principals, 

16 which may be based on observations of the 

17 following: 

18 ‘‘(I) Demonstrating awareness of, 

19 and having experience with, the 

20 knowledge, skills, and attitudes to— 

21 ‘‘(aa) establish and maintain 

22 a professional learning commu23 nity that effectively extracts in24 formation from data to improve 

25 the school culture and personalize 


jbell on DSK7SPTVN1PROD with BILLS
23 

•HR 2172 IH

1 instruction for all students to re2 sult in improved student achieve3 ment; 

4 ‘‘(bb) create and maintain a 

5 learning culture within the school 

6 that provides a climate conducive 

7 to the development of all mem8 bers of the school community, in9 cluding one of continuous learn10 ing for adults tied to student 

11 learning and other school goals; 

12 ‘‘(cc) engage in continuous 

13 professional development, uti14 lizing a combination of academic 

15 study, developmental simulation 

16 exercises, self-reflection, mentor17 ship, and internship; 

18 ‘‘(dd) understand youth de19 velopment appropriate to the age 

20 level served by the school, and 

21 use this knowledge to set high ex22 pectations and standards for the 

23 academic, social, emotional, and 

24 physical development of all stu25 dents; and 


jbell on DSK7SPTVN1PROD with BILLS
24 

•HR 2172 IH

1 ‘‘(ee) actively engage the 

2 community to create shared re3 sponsibility for student academic 

4 performance and successful de5 velopment. 

6 ‘‘(II) Planning and articulating a 

7 shared and coherent schoolwide direc8 tion and policy for achieving high 

9 standards of student performance. 

10 ‘‘(III) Identifying and imple11 menting the activities and rigorous 

12 curriculum necessary for achieving 

13 such standards of student perform14 ance. 

15 ‘‘(IV) Supporting a culture of 

16 learning, collaboration, and profes17 sional behavior and ensuring quality 

18 measures of instructional practice. 

19 ‘‘(V) Communicating and engag20 ing parents, families, and other exter21 nal communities. 

22 ‘‘(VI) Collecting, analyzing, and 

23 utilizing data and other evidence of 

24 student learning and evidence of class25 room practice to guide decisions and 


jbell on DSK7SPTVN1PROD with BILLS
25 

•HR 2172 IH

1 actions for continuous improvement 

2 and to ensure performance account3 ability. 

4 ‘‘(iv) The development of admissions 

5 goals and priorities— 

6 ‘‘(I) that are aligned with the 

7 hiring objectives of the local edu8 cational agency partnering with the 

9 program, as well as the instructional 

10 initiatives and curriculum of such 

11 agency to hire qualified graduates 

12 from the principal residency program; 

13 and 

14 ‘‘(II) which may include consider15 ation of applicants who reflect the 

16 communities in which they will serve 

17 as well as consideration of individuals 

18 from underrepresented populations in 

19 school leadership positions. 

20 ‘‘(v) Support for residents once such 

21 residents are hired as principals, through 

22 an induction program, professional devel23 opment to support the knowledge and skills 

24 of the principal in a continuum of learning 

25 and content expertise in developmentally 


jbell on DSK7SPTVN1PROD with BILLS
26 

•HR 2172 IH

1 appropriate or age-appropriate educational 

2 practices, and networking opportunities to 

3 support the residents through not less than 

4 the residents’ first 2 years of serving as 

5 principal of a school. 

6 ‘‘(B) SELECTION OF INDIVIDUALS AS

7 PRINCIPAL RESIDENTS.— 

8 ‘‘(i) ELIGIBLE INDIVIDUAL.—In order 

9 to be eligible to be a principal resident in 

10 a principal residency program under this 

11 paragraph, an individual shall— 

12 ‘‘(I) have prior prekindergarten 

13 through grade 12 teaching experience; 

14 ‘‘(II) have experience as an effec15 tive leader, manager, and written and 

16 oral communicator; and 

17 ‘‘(III) submit an application to 

18 the residency program. 

19 ‘‘(ii) SELECTION CRITERIA.—An eligi20 ble partnership carrying out a principal 

21 residency program under this subsection 

22 shall establish criteria for the selection of 

23 eligible individuals to participate in the 

24 principal residency program based on the 

25 following characteristics: 


jbell on DSK7SPTVN1PROD with BILLS
27 

•HR 2172 IH

1 ‘‘(I) Strong instructional leader2 ship skills in an elementary school or 

3 secondary school setting. 

4 ‘‘(II) Strong verbal and written 

5 communication skills, which may be 

6 demonstrated by performance on ap7 propriate assessments. 

8 ‘‘(III) Other attributes linked to 

9 effective leadership, such as sound 

10 judgment, organizational capacity, col11 laboration, and openness to contin12 uous learning, which may be deter13 mined by interviews or performance 

14 assessment, as specified by the eligible 

15 partnership. 

16 ‘‘(4) STIPENDS OR SALARIES; APPLICATIONS; 

17 AGREEMENTS; REPAYMENTS.— 

18 ‘‘(A) STIPENDS OR SALARIES.—A teaching 

19 or principal residency program under this sub20 section— 

21 ‘‘(i) shall provide a 1-year living sti22 pend or salary to teaching or principal 

23 residents during the 1-year teaching or 

24 principal residency program; and 


jbell on DSK7SPTVN1PROD with BILLS
28 

•HR 2172 IH

1 ‘‘(ii) may provide a stipend to a men2 tor teacher or mentor principal. 

3 ‘‘(B) APPLICATIONS FOR STIPENDS OR

4 SALARIES.—Each teacher or principal residency 

5 candidate desiring a stipend or salary during 

6 the period of residency shall submit an applica7 tion to the eligible partnership at such time, 

8 and containing such information and assur9 ances, as the eligible partnership may require. 

10 ‘‘(C) AGREEMENTS TO SERVE.—Each ap11 plication submitted under subparagraph (B) 

12 shall contain or be accompanied by an agree13 ment that the applicant will— 

14 ‘‘(i) serve as a full-time teacher or 

15 principal for a total of not less than 3 aca16 demic years immediately after successfully 

17 completing the 1-year teaching or principal 

18 residency program; 

19 ‘‘(ii) fulfill the requirement under 

20 clause (i)— 

21 ‘‘(I) by teaching or serving as a 

22 principal in a high-need school served 

23 by the high-need local educational 

24 agency in the eligible partnership and, 

25 if a teacher, teaching a subject or 


jbell on DSK7SPTVN1PROD with BILLS
29 

•HR 2172 IH

1 area that is designated as high need 

2 by the partnership; or 

3 ‘‘(II) if there is no appropriate 

4 position available in a high-need 

5 school served by the high-need local 

6 educational agency in the eligible 

7 partnership, by teaching or serving as 

8 a principal in any other high-need 

9 school; 

10 ‘‘(iii) provide to the eligible partner11 ship a certificate, from the chief adminis12 trative officer of the local educational 

13 agency in which the resident is employed, 

14 of the employment required under clauses 

15 (i) and (ii) at the beginning of, and upon 

16 completion of, each year or partial year of 

17 service; 

18 ‘‘(iv) for teacher residents, meet the 

19 requirements to be a highly qualified 

20 teacher, as defined in section 9101 of the 

21 Elementary and Secondary Education Act 

22 of 1965, or section 602 of the Individuals 

23 with Disabilities Education Act, when the 

24 applicant begins to fulfill the service obli25 gation under this clause; and 


jbell on DSK7SPTVN1PROD with BILLS
30 

•HR 2172 IH

1 ‘‘(v) comply with the requirements set 

2 by the eligible partnership under subpara3 graph (D) if the applicant is unable or un4 willing to complete the service obligation 

5 required by this subparagraph. 

6 ‘‘(D) REPAYMENTS.— 

7 ‘‘(i) IN GENERAL.—An eligible part8 nership carrying out a teaching or prin9 cipal residency program under this sub10 section shall require a recipient of a sti11 pend or salary under subparagraph (A) 

12 who does not complete, or who notifies the 

13 partnership that the recipient intends not 

14 to complete, the service obligation required 

15 by subparagraph (C) to repay such stipend 

16 or salary to the eligible partnership, to17 gether with interest, at a rate specified by 

18 the partnership in the agreement, and in 

19 accordance with such other terms and con20 ditions specified by the eligible partnership, 

21 as necessary. 

22 ‘‘(ii) OTHER TERMS AND CONDI23 TIONS.—Any other terms and conditions 

24 specified by the eligible partnership may 

25 include reasonable provisions for prorata 


jbell on DSK7SPTVN1PROD with BILLS
31 

•HR 2172 IH

1 repayment of the stipend or salary de2 scribed in subparagraph (A) or for deferral 

3 of a teaching resident’s service obligation 

4 required by subparagraph (C), on grounds 

5 of health, incapacitation, inability to secure 

6 employment in a school served by the eligi7 ble partnership, being called to active duty 

8 in the Armed Forces of the United States, 

9 or other extraordinary circumstances. 

10 ‘‘(iii) USE OF REPAYMENTS.—An eli11 gible partnership shall use any repayment 

12 received under this subparagraph to carry 

13 out additional activities that are consistent 

14 with the purposes of this section.’’; 

15 (4) by striking subsection (f) and inserting the 

16 following: 

17 ‘‘(f) PARTNERSHIP GRANTS FOR EDUCATOR DEVEL18 OPMENT.—An eligible partnership that receives a grant 

19 under this section may carry out effective educator devel20 opment programs for other educators besides teachers and 

21 principals based on the needs identified in subsection 

22 (b)(1) that may include the following activities: 

23 ‘‘(1) Implementing curriculum changes that im24 prove, evaluate, and assess how well prospective and 

25 new educators develop instructional skills. 


jbell on DSK7SPTVN1PROD with BILLS
32 

•HR 2172 IH

1 ‘‘(2) Preparing educators to use empirically 

2 based practice and scientifically valid research, 

3 where applicable. 

4 ‘‘(3) Providing pre-service clinical experience. 

5 ‘‘(4) Creating induction programs for new edu6 cators. 

7 ‘‘(5) Aligning recruitment and admissions goals 

8 and priorities with the hiring objectives of the high9 need local educational agency in the eligible partner10 ship. 

11 ‘‘(6) Professional development and training for 

12 mentor teachers and principals.’’; and 

13 (5) by adding at the end the following: 

14 ‘‘(l) CONTINUATION OF AWARDS.—Notwithstanding 

15 any other provision of law, from funds appropriated to 

16 carry out this part, the Secretary shall continue to fund 

17 any multiyear grant awarded under this part (as such pro18 visions were in effect on the day before the date of enact19 ment of the Educator Preparation Reform Act), for the 

20 duration of such multiyear grant in accordance with its 

21 terms.’’. 

22 SEC. 104. ADMINISTRATIVE PROVISIONS. 

23 Section 203 of the Higher Education Act of 1965 (20 

24 U.S.C. 1022b) is amended— 


jbell on DSK7SPTVN1PROD with BILLS
33 

•HR 2172 IH

1 (1) in subsection (a), by striking paragraph (2) 

2 and inserting the following: 

3 ‘‘(2) NUMBER OF AWARDS.—An eligible part4 nership may not receive more than 1 grant during 

5 a 5-year period, except such partnership may receive 

6 an additional grant during such period if such grant 

7 is used to establish a teacher or principal residency 

8 program if such residency program was not estab9 lished with the prior grant. Nothing in this title 

10 shall be construed to prohibit an individual member, 

11 that can demonstrate need, of an eligible partnership 

12 that receives a grant under this title from entering 

13 into another eligible partnership consisting of new 

14 members and receiving a grant with such other eligi15 ble partnership before the 5-year period described in 

16 the preceding sentence applicable to the eligible 

17 partnership with which the individual member has 

18 first partnered has expired.’’; and 

19 (2) in subsection (b)(2)(A), by striking ‘‘teacher 

20 preparation program’’ and inserting ‘‘teacher edu21 cation program or educator development program’’. 

22 SEC. 105. ACCOUNTABILITY AND EVALUATION. 

23 Section 204(a) of the Higher Education Act of 1965 

24 (20 U.S.C. 1022c(a)) is amended to read as follows 


jbell on DSK7SPTVN1PROD with BILLS
34 

•HR 2172 IH

1 ‘‘(a) ELIGIBLE PARTNERSHIP EVALUATION.—Each 

2 eligible partnership submitting an application for a grant 

3 under this part shall establish, and include in such appli4 cation, an evaluation plan that includes strong and meas5 urable performance objectives. The plan shall include ob6 jectives and measures for— 

7 ‘‘(1) achievement for all prospective and new 

8 educators as measured by the eligible partnership; 

9 ‘‘(2) educator retention in the first 3 years; 

10 ‘‘(3) pass rates and scaled scores for initial 

11 State certification or licensure of teachers or pass 

12 rates and average scores on valid and reliable teach13 er performance assessments; and 

14 ‘‘(4)(A) the percentage of highly qualified 

15 teachers, principals, and other educators hired by 

16 the high-need local educational agency participating 

17 in the eligible partnership; 

18 ‘‘(B) the percentage of highly qualified teach19 ers, principals, and other educators hired by the 

20 high-need local educational agency who are members 

21 of underrepresented groups; 

22 ‘‘(C) the percentage of highly qualified teachers 

23 hired by the high-need local educational agency who 

24 teach high-need academic subject areas (such as 

25 reading, mathematics, science, and foreign language, 


jbell on DSK7SPTVN1PROD with BILLS
35 

•HR 2172 IH

1 including less commonly taught languages and crit2 ical foreign languages); 

3 ‘‘(D) the percentage of highly qualified teachers 

4 hired by the high-need local educational agency who 

5 teach in high-need areas (including special edu6 cation, bilingual education, language instruction edu7 cational programs for limited English proficient stu8 dents, and early childhood education); 

9 ‘‘(E) the percentage of highly qualified teachers 

10 and other educators hired by the high-need local 

11 educational agency who teach in high-need schools, 

12 disaggregated by the elementary school and sec13 ondary school levels; 

14 ‘‘(F) as applicable, the percentage of early 

15 childhood education program classes in the geo16 graphic area served by the eligible partnership 

17 taught by early childhood educators who are highly 

18 competent; and 

19 ‘‘(G) as applicable, the percentage of educators 

20 trained to— 

21 ‘‘(i) integrate technology effectively into 

22 curricula and instruction, including technology 

23 consistent with the principles of universal de24 sign for learning; and 


jbell on DSK7SPTVN1PROD with BILLS
36 

•HR 2172 IH

1 ‘‘(ii) use technology effectively to collect, 

2 manage, and analyze data to improve teaching 

3 and learning for the purpose of improving stu4 dent learning outcomes.’’. 

5 SEC. 106. ACCOUNTABILITY FOR PROGRAMS THAT PRE6 PARE TEACHERS. 

7 Section 205 of the Higher Education Act of 1965 (20 

8 U.S.C. 1022d) is amended— 

9 (1) in subsection (a)— 

10 (A) by striking the subsection heading and 

11 inserting ‘‘TEACHER PREPARATION ENTITY

12 REPORT CARDS’’; and 

13 (B) by striking paragraph (1) and insert14 ing the following: 

15 ‘‘(1) REPORT CARD.—Each teacher preparation 

16 entity approved to operate teacher preparation pro17 grams in the State and that receives or enrolls stu18 dents receiving Federal assistance shall report annu19 ally to the State and the general public, in a uniform 

20 and comprehensible manner that conforms with the 

21 definitions and methods established by the Sec22 retary, the following: 

23 ‘‘(A) GOALS AND ASSURANCES.— 

24 ‘‘(i) For the most recent year for 

25 which the information is available for the 


jbell on DSK7SPTVN1PROD with BILLS
37 

•HR 2172 IH

1 entity whether the goals set under section 

2 206 have been met. 

3 ‘‘(ii) A description of the steps the en4 tity is taking to improve its performance in 

5 meeting the annual goals set under section 

6 206. 

7 ‘‘(iii) A description of the activities 

8 the entity has implemented to meet the as9 surances provided under section 206. 

10 ‘‘(B) PASS RATES AND SCALED SCORES.— 

11 For the most recent year for which the informa12 tion is available the following: 

13 ‘‘(i) Except as provided in clause (ii), 

14 for those students who took the assess15 ments used for teacher certification or li16 censure by the State in which the entity is 

17 located and are enrolled in the teacher 

18 preparation program or, and for those who 

19 have taken such assessments and have 

20 completed the teacher preparation program 

21 during the two-year period preceding such 

22 year, for each of such assessments— 

23 ‘‘(I) the percentage of all stu24 dents who passed such assessment; 


jbell on DSK7SPTVN1PROD with BILLS
38 

•HR 2172 IH

1 ‘‘(II) the percentage of students 

2 who have taken such assessment who 

3 enrolled in and completed the teacher 

4 preparation program; and 

5 ‘‘(III) the average scaled score 

6 for all students who took such assess7 ment. 

8 ‘‘(ii) In the case of an entity that re9 quires a valid and reliable teacher perform10 ance assessment in order to complete the 

11 preparation program, the entity may sub12 mit in lieu of the information described in 

13 clause (i) the pass rate and average score 

14 of students taking the teacher performance 

15 assessment, disaggregated by subject area, 

16 race, ethnicity, and gender, except that 

17 such disaggregation shall not be required 

18 in a case in which the result would reveal 

19 personally identifiable information about 

20 an individual student. 

21 ‘‘(C) ENTITY INFORMATION.—A descrip22 tion of the following: 

23 ‘‘(i) The median grade point average 

24 and range of grade point averages for ad25 mitted students. 


jbell on DSK7SPTVN1PROD with BILLS
39 

•HR 2172 IH

1 ‘‘(ii) The number of students in the 

2 entity (disaggregated by race, ethnicity, 

3 and gender). 

4 ‘‘(iii) The number of hours and types 

5 of supervised clinical preparation required. 

6 ‘‘(iv) The total number of students 

7 who have completed programs for certifi8 cation or licensure (disaggregated by sub9 ject area). 

10 ‘‘(D) ACCREDITATION.—Whether the pro11 gram is accredited by a specialized accrediting 

12 agency recognized by the Secretary for accredi13 tation of professional teacher education pro14 grams. 

15 ‘‘(E) DESIGNATION AS LOW-PER16 FORMING.—Whether the program has been des17 ignated as low-performing by the State under 

18 section 207(a).’’; and 

19 (2) in subsection (b)— 

20 (A) in paragraph (1)— 

21 (i) in subparagraph (A), by inserting 

22 ‘‘, including teacher performance assess23 ments’’ after ‘‘State’’; 

24 (ii) by striking subparagraph (D) and 

25 inserting the following: 


jbell on DSK7SPTVN1PROD with BILLS
40 

•HR 2172 IH

1 ‘‘(D)(i) Except as provided in clause (ii), 

2 for each of the assessments used by the State 

3 for teacher certification or licensure— 

4 ‘‘(I) the percentage of all such stu5 dents in all such programs and entities 

6 who have taken the assessment who pass 

7 such assessment; 

8 ‘‘(II) the percentage of students who 

9 have taken the assessment who enrolled in 

10 and completed a teacher preparation pro11 gram; and 

12 ‘‘(III) the average scaled score of indi13 viduals participating in such a program, or 

14 who have completed such a program dur15 ing the two-year period preceding the first 

16 year for which the annual State report 

17 card is provided, who took each such as18 sessment. 

19 ‘‘(ii) In the case of a State that has imple20 mented a valid and reliable teacher performance 

21 assessment, the State may submit in lieu of the 

22 information described in clause (i) the pass rate 

23 and average score of students taking the teach24 er performance assessment, disaggregated by 

25 subject area, race, ethnicity, and gender, except 


jbell on DSK7SPTVN1PROD with BILLS
41 

•HR 2172 IH

1 that such disaggregation shall not be required 

2 in a case in which the result would reveal per3 sonally identifiable information about an indi4 vidual student.’’; 

5 (iii) by striking subparagraph (G) and 

6 inserting the following: 

7 ‘‘(G) For each teacher preparation pro8 gram in the State the following: 

9 ‘‘(i) The median grade point average 

10 and range of grade point averages for ad11 mitted students. 

12 ‘‘(ii) The number of students in the 

13 program (disaggregated by race, ethnicity, 

14 and gender). 

15 ‘‘(iii) The number of hours and types 

16 of supervised clinical preparation re17 quired.’’; 

18 (iv) by striking subparagraph (H) and 

19 inserting the following: 

20 ‘‘(H) For the State as a whole, and for 

21 each teacher preparation entity in the State, 

22 the number of teachers prepared, in the aggre23 gate and reported separately by the following: 

24 ‘‘(i) Area of certification or licensure. 

25 ‘‘(ii) Academic major. 


jbell on DSK7SPTVN1PROD with BILLS
42 

•HR 2172 IH

1 ‘‘(iii) Subject area for which the 

2 teacher has been prepared to teach. 

3 ‘‘(iv) The relationship of the subject 

4 area and grade span of teachers graduated 

5 by the teacher preparation entity to the 

6 teacher workforce needs of the State. 

7 ‘‘(v) The percentage of teachers grad8 uated teaching in high-need schools.’’; 

9 (v) by striking subparagraphs (I), (J), 

10 (K), and (L); and 

11 (vi) by adding at the end the fol12 lowing: 

13 ‘‘(I) The capacity of the statewide longitu14 dinal data system to report valid and reliable 

15 outcome data on the graduates of teacher prep16 aration entities in the State and where available 

17 the results of such data on the following: 

18 ‘‘(i) Evidence of student learning, in19 cluding information on the academic per20 formance of students with disabilities and 

21 limited English proficient students taught 

22 by graduates of teacher preparation enti23 ties in the State by subject area and grade. 


jbell on DSK7SPTVN1PROD with BILLS
43 

•HR 2172 IH

1 ‘‘(ii) Job placement of program 

2 completers within 12 months of gradua3 tion. 

4 ‘‘(iii) Retention of program completers 

5 in teaching after 3 years. 

6 ‘‘(iv) Other outcome indicators, such 

7 as average results from teacher evalua8 tions.’’; and 

9 (B) by adding at the end the following: 

10 ‘‘(3) NO REQUIREMENT FOR REPORTING ON

11 STUDENTS NOT RESIDING IN THE STATE.—Nothing 

12 in this section shall require a State to report data 

13 on program completers who do not reside in such 

14 State.’’. 

15 SEC. 107. TEACHER DEVELOPMENT. 

16 Section 206 of the Higher Education Act of 1965 (20 

17 U.S.C. 1022e) is amended— 

18 (1) in subsection (a), by striking ‘‘Each institu19 tion’’ and all that follows through ‘‘under this Act,’’ 

20 and inserting ‘‘Each teacher preparation entity that 

21 enrolls students receiving Federal assistance under 

22 this Act, or receives other Federal funding to sup23 port its teacher preparation programs,’’; 

24 (2) in subsection (b)— 


jbell on DSK7SPTVN1PROD with BILLS
44 

•HR 2172 IH

1 (A) in the matter preceding paragraph (1), 

2 by striking ‘‘institution’’ and inserting ‘‘entity’’; 

3 (B) in paragraph (1), by striking ‘‘institu4 tion’s’’ and inserting ‘‘entity’s’’; and 

5 (C) by striking paragraph (3) and insert6 ing the following: 

7 ‘‘(3) prospective teachers receive— 

8 ‘‘(A) coursework and training in providing 

9 instruction in core academic subjects; 

10 ‘‘(B) training in providing instruction to 

11 diverse populations, including children with dis12 abilities, limited English proficient students, 

13 gifted students, and children from low-income 

14 families; and 

15 ‘‘(C) training on how to effectively teach in 

16 urban and rural schools, as applicable.’’; and 

17 (3) in subsection (c), by striking ‘‘institution’’ 

18 and inserting ‘‘entity’’. 

19 SEC. 108. STATE FUNCTIONS. 

20 Section 207 of the Higher Education Act of 1965 (20 

21 U.S.C. 1022f) is amended to read as follows: 

22 ‘‘SEC. 207. STATE FUNCTIONS. 

23 ‘‘(a) STATE ASSESSMENT.— 

24 ‘‘(1) IN GENERAL.—In order to receive funds 

25 under this Act, a State shall conduct an assessment 


jbell on DSK7SPTVN1PROD with BILLS
45 

•HR 2172 IH

1 to identify at-risk and low-performing teacher prepa2 ration programs in the State and to assist such pro3 grams through the provision of technical assistance. 

4 ‘‘(2) PROVISION OF LOW PERFORMING LIST.— 

5 Each State described in paragraph (1) shall— 

6 ‘‘(A) provide the Secretary with an annual 

7 list of low-performing teacher preparation pro8 grams and an identification of those programs 

9 at risk of being placed on such list, as applica10 ble; 

11 ‘‘(B) report any teacher preparation pro12 gram that has been closed and the reasons for 

13 such closure; and 

14 ‘‘(C) describe the assessment, described in 

15 paragraph (1), in the report under section 

16 205(b). 

17 ‘‘(3) DETERMINATION OF AT RISK AND LOW18 PERFORMING PROGRAMS.—The levels of perform19 ance and the criteria for meeting those levels for 

20 purposes of the assessment under paragraph (1) 

21 shall be determined by the State in consultation with 

22 a representative group of community stakeholders, 

23 including, at a minimum, representatives of leaders 

24 and faculty of traditional and alternative route 

25 teacher preparation programs, pre-kindergarten 


jbell on DSK7SPTVN1PROD with BILLS
46 

•HR 2172 IH

1 through 12th grade leaders and instructional staff, 

2 current teacher candidates participating in tradi3 tional and alternative route teacher preparation pro4 grams, the State’s standards board or other appro5 priate standards body, and other stakeholders identi6 fied by the State. In making such determination, the 

7 State shall consider multiple measures and the infor8 mation reported by teacher preparation entities 

9 under section 205. 

10 ‘‘(b) REPORTING AND IMPROVEMENT.—In order to 

11 receive funds under this Act, a State shall— 

12 ‘‘(1) report any programs described in sub13 section (a) to the Secretary; 

14 ‘‘(2) establish a period of improvement and re15 design (as established by the State) for programs 

16 identified as at-risk under subsection (a); 

17 ‘‘(3) provide programs identified as at-risk 

18 under subsection (a) with technical assistance for a 

19 period of not longer than 3 years; 

20 ‘‘(4) identify at-risk programs as low-per21 forming if there is not sufficient improvement fol22 lowing the period of technical assistance provided by 

23 the State; and 

24 ‘‘(5) subject low-performing programs to the 

25 provisions described in subsection (c) (as determined 


jbell on DSK7SPTVN1PROD with BILLS
47 

•HR 2172 IH

1 by the State) not later than 1 year after the date 

2 of such identification as a low-performing program. 

3 ‘‘(c) TERMINATION OF ELIGIBILITY.—Any teacher 

4 preparation program that is projected to close— 

5 ‘‘(1) shall be ineligible for any funding for pro6 fessional development activities awarded by the De7 partment; 

8 ‘‘(2) may not be permitted to provide new 

9 awards under subpart 9 of part A of title IV; and 

10 ‘‘(3) shall provide transitional support, includ11 ing remedial services if necessary, for students en12 rolled in the program in the year prior to such clo13 sure. 

14 ‘‘(d) APPLICATION OF THE REQUIREMENTS.—The 

15 requirements of this section shall apply to both traditional 

16 teacher preparation programs and alternative routes to 

17 State certification and licensure programs.’’. 

18 SEC. 109. AUTHORIZATION OF APPROPRIATIONS. 

19 Section 209 of the Higher Education Act of 1965 (20 

20 U.S.C. 1022h) is amended— 

21 (1) by striking ‘‘2009’’ and inserting ‘‘2014’’; 

22 and 

23 (2) by striking ‘‘two’’ and inserting ‘‘5’’. 


jbell on DSK7SPTVN1PROD with BILLS
48 

•HR 2172 IH

1 TITLE II—PARTNERSHIPS WITH 

2 HIGHER EDUCATION TO IM3 PROVE TEACHER PREPARA4 TION PROGRAMS 

5 SEC. 201. STATE USE OF FUNDS. 

6 Section 2113 of the Elementary and Secondary Edu7 cation Act of 1965 (20 U.S.C. 6613) is amended— 

8 (1) in subsection (a)(2) by striking ‘‘to make 

9 subgrants’’ and all that follows and inserting ‘‘for 

10 activities consistent with subpart 3; and’’; and 

11 (2) by adding at the end the following: 

12 ‘‘(g) ADDITIONAL ACTIVITIES.—The State edu13 cational agency for a State that receives a grant under 

14 section 2111 shall assist the State higher education agen15 cy (if the State higher education agency is not the State 

16 educational agency) in conducting the activities described 

17 under subpart 3. 

18 ‘‘(h) ACTIVITIES RELATED TO THE HIGHER EDU19 CATION ACT.—A State that receives a grant under section 

20 2111 shall— 

21 ‘‘(1) apply the requirements of section 207 of 

22 the Higher Education Act of 1965 to all teacher 

23 preparation programs in the State, including pro24 grams operated by institutions of higher education 

25 (whether such institutions are public, private, or forVerDate Mar 15 2010 02:33 Jun 01, 2013 Jkt 029200 PO 00000 Frm 00048 Fmt 6652 Sfmt 6201 E:\BILLS\H2172.IH H2172

jbell on DSK7SPTVN1PROD with BILLS
49 

•HR 2172 IH

1 profit), and any other program in the State which 

2 provides teacher preparation; and 

3 ‘‘(2) develop and solicit public comment on cri4 teria used to assess or identify low-performing teach5 er preparation programs under section 207 of the 

6 Higher Education Act of 1965 (including any cri7 teria in existence on the day before the date of en8 actment of the Educator Preparation Reform Act) 

9 and make any such criteria publicly available. 

10 ‘‘(i) CRITERIA.—The criteria described under sub11 section (h)(2) shall— 

12 ‘‘(1) include multiple measures of performance 

13 of individual teachers, such as teacher and principal 

14 evaluation, student satisfaction, and evidence of stu15 dent learning; and 

16 ‘‘(2) consider information reported by teacher 

17 preparation entities under section 205 of the Higher 

18 Education Act of 1965. 

19 ‘‘(j) WITHHOLDING OF STATE ADMINISTRATIVE

20 FUNDS.—The Secretary may withhold administrative 

21 funds provided to States under this Act if a State fails 

22 to develop, implement, and publicly disclose its criteria for 

23 low-performing and at-risk teacher preparation pro24 grams.’’. 


jbell on DSK7SPTVN1PROD with BILLS
50 

•HR 2172 IH

1 SEC. 202. STATE AGENCY FOR HIGHER EDUCATION. 

2 Subpart 3 of part A of title II of the Elementary and 

3 Secondary Education Act of 1965 (20 U.S.C. 6631 et 

4 seq.) is amended to read as follows: 

5 ‘‘Subpart 3—State Educational Agency or State 

6 Agency for Higher Education Grants 

7 ‘‘SEC. 2131. GRANTS. 

8 ‘‘(a) IN GENERAL.—The State agency for higher edu9 cation for a State that receives a grant under section 

10 2111, working in conjunction with the State educational 

11 agency (if such agencies are separate), shall use the funds 

12 reserved under section 2113(a)(2) to carry out the activi13 ties described in section 2133, either directly or through 

14 subgrants to eligible entities, as described in this subpart. 

15 ‘‘(b) DISTRIBUTION.—In making subgrants to eligi16 ble entities under this subpart, the State agency for higher 

17 education shall ensure that such subgrants are equitably 

18 distributed by geographic area within the State. 

19 ‘‘SEC. 2132. APPLICATIONS. 

20 ‘‘If the State agency for higher education makes sub21 grants under this subpart to carry out the activities de22 scribed in section 2133, to be eligible to receive a 

23 subgrant, an eligible entity shall submit an application to 

24 the State agency for higher education at such time, in 

25 such manner, and containing such information as the 

26 agency may require. 


jbell on DSK7SPTVN1PROD with BILLS
51 

•HR 2172 IH

1 ‘‘SEC. 2133. USE OF FUNDS AND WITHHOLDING. 

2 ‘‘(a) IN GENERAL.— 

3 ‘‘(1) REQUIRED USES OF FUNDS.—In using the 

4 funds reserved under section 2113(a)(2), the State 

5 agency for higher education shall, directly or 

6 through subgrants to eligible entities, use such funds 

7 for the following activities: 

8 ‘‘(A) Providing technical assistance to and 

9 closing low-performing teacher preparation pro10 grams, as identified under section 207 of the 

11 Higher Education Act of 1965, under which the 

12 State agency for higher education shall— 

13 ‘‘(i) assist teacher preparation pro14 grams that are at risk of being identified 

15 as low performing, or have been identified 

16 as low performing, under such section, 

17 through— 

18 ‘‘(I) technical assistance designed 

19 to identify the reasons such programs 

20 are at risk of being identified, or have 

21 been identified, as low performing; 

22 ‘‘(II) the development of an im23 provement plan to address the reasons 

24 identified under subclause (I); 


jbell on DSK7SPTVN1PROD with BILLS
52 

•HR 2172 IH

1 ‘‘(III) technical assistance to im2 plement the plan described under sub3 clause (II); and 

4 ‘‘(IV) other such assistance that 

5 responds to the reasons for such iden6 tification; and 

7 ‘‘(ii) if such a program described 

8 under clause (i) is identified as low per9 forming after such technical assistance and 

10 a period of time for program improvement 

11 (as determined by the State), terminate 

12 the eligibility of such a program as de13 scribed in section 207 of the Higher Edu14 cation Act of 1965 or if the State agency 

15 for higher education does not oversee such 

16 program, assisting such other State agency 

17 in terminating such eligibility. 

18 ‘‘(B) Developing a system for assessing the 

19 quality and effectiveness of professional devel20 opment offered throughout the State (in con21 junction with the appropriate State agency, if 

22 an agency other than the State agency for high23 er education is responsible for professional de24 velopment of teachers in such State). 


jbell on DSK7SPTVN1PROD with BILLS
53 

•HR 2172 IH

1 ‘‘(2) ALLOWABLE USES OF FUNDS.—In using 

2 the funds reserved under section 2113(a)(2), the 

3 State agency for higher education may, directly or 

4 through subgrants to eligible entities, use such funds 

5 for the following activities: 

6 ‘‘(A) Developing and implementing a valid 

7 and reliable teacher performance assessment for 

8 use by— 

9 ‘‘(i) institutions of higher education 

10 and other providers of teacher preparation 

11 in the State in assessing the effectiveness 

12 of graduates of teacher preparation pro13 grams; 

14 ‘‘(ii) a State educational agency (or 

15 other State agency if such agency is re16 sponsible under State law for certification 

17 or licensure of teachers in such State) in 

18 determining any certification or licensure, 

19 including certification through alternative 

20 routes and full State certification or licen21 sure; or 

22 ‘‘(iii) a local educational agency to in23 form hiring decisions, induction, and men24 toring programs, and to facilitate the 

25 alignment of such performance assessVerDate Mar 15 2010 02:33 Jun 01, 2013 Jkt 029200 PO 00000 Frm 00053 Fmt 6652 Sfmt 6201 E:\BILLS\H2172.IH H2172

jbell on DSK7SPTVN1PROD with BILLS
54 

•HR 2172 IH

1 ments to the criteria used in teacher eval2 uations. 

3 ‘‘(B) Professional development activities in 

4 core academic subjects to ensure that— 

5 ‘‘(i) teachers and highly qualified 

6 paraprofessionals, and, if appropriate, 

7 principals have subject matter knowledge 

8 in the academic subjects that the individ9 uals teach, including the use of computer 

10 related technology to enhance student 

11 learning; and 

12 ‘‘(ii) principals have the instructional 

13 leadership skills that will help such prin14 cipals work most effectively with teachers 

15 to help students master core academic sub16 jects. 

17 ‘‘(C) Developing and providing assistance 

18 to local educational agencies and individuals 

19 who are teachers, highly qualified paraprofes20 sionals, or principals of schools served by such 

21 agencies, for sustained, high-quality profes22 sional development activities that— 

23 ‘‘(i) ensure that the individuals are 

24 able to use challenging State academic con25 tent standards and student academic 


jbell on DSK7SPTVN1PROD with BILLS
55 

•HR 2172 IH

1 achievement standards, and State assess2 ments, to improve instructional practices 

3 and improve student academic achieve4 ment; 

5 ‘‘(ii) may include intensive programs 

6 designed to prepare such individuals who 

7 will return to a school to provide instruc8 tion related to the professional develop9 ment described in clause (i) to other such 

10 individuals within such school; and 

11 ‘‘(iii) may include activities of part12 nerships between one or more local edu13 cational agencies, one or more schools 

14 served by such local educational agencies, 

15 and one or more institutions of higher edu16 cation for the purpose of improving teach17 ing and learning at low-performing schools. 

18 ‘‘(b) WITHHOLDING.—In any fiscal year, if a State 

19 does not meet the requirements of section 207 of the 

20 Higher Education Act of 1965, including any require21 ments described under this part related to such section 

22 207, the Secretary shall withhold a portion of the adminis23 trative funds that would be allocated to such State under 

24 this Act. 


jbell on DSK7SPTVN1PROD with BILLS
56 

•HR 2172 IH

1 ‘‘SEC. 2134. RULE OF CONSTRUCTION. 

2 ‘‘Nothing in this subpart shall be construed to alter 

3 or otherwise affect the rights, remedies, and procedures 

4 afforded to the employees of local educational agencies 

5 under Federal, State, or local laws (including applicable 

6 regulations or court orders) or under the terms of collec7 tive bargaining agreements, memoranda of understanding, 

8 or other agreements between such employees and their em9 ployers. 

10 ‘‘SEC. 2135. DEFINITION OF ELIGIBLE ENTITY. 

11 ‘‘In this subpart, the term ‘eligible entity’ means— 

12 ‘‘(1) an institution of higher education, as de13 fined in section 101(a) of the Higher Education Act 

14 of 1965; 

15 ‘‘(2) a local educational agency; 

16 ‘‘(3) a school or college of education; 

17 ‘‘(4) a nonprofit organization; or 

18 ‘‘(5) a partnership of any of the entities de19 scribed in paragraphs (1) through (4).’’. 

20 TITLE III—AMENDMENTS TO 

21 THE TEACH GRANTS 

22 SEC. 301. PROGRAM ESTABLISHED. 

23 Section 420M of the Higher Education Act of 1965 

24 (20 U.S.C. 1070g–1) is amended by adding at the end 

25 the following: 


jbell on DSK7SPTVN1PROD with BILLS
57 

•HR 2172 IH

1 ‘‘(e) PROGRAMS PROJECTED TO CLOSE.—An institu2 tion of higher education that offers a teacher preparation 

3 program that is projected to close— 

4 ‘‘(1) may not provide new awards under this 

5 subpart; and 

6 ‘‘(2) shall provide transitional support, includ7 ing remedial services if necessary, for students en8 rolled in the program in the year prior to such clo9 sure.’’. 

10 SEC. 302. APPLICATIONS; ELIGIBILITY. 

11 Section 420N of the Higher Education Act of 1965 

12 (20 U.S.C. 1070g–2) is amended— 

13 (1) in subsection (a)(2)— 

14 (A) in subparagraph (A), by striking 

15 clause (iii) and inserting the following: 

16 ‘‘(iii) the student is completing the 

17 third, fourth, or fifth year of a program of 

18 undergraduate education or a program of 

19 postbaccalaureate education, necessary to 

20 begin a career in teaching; or’’; and 

21 (B) in subparagraph (B), by striking 

22 clause (ii) and inserting the following: 

23 ‘‘(ii) the applicant is or was a teacher 

24 who is using alternative certification routes 


jbell on DSK7SPTVN1PROD with BILLS
58 

•HR 2172 IH

1 that have not been identified as low per2 forming or at risk by the State.’’; and 

3 (2) in subsection (b), by striking paragraph (2) 

4 and inserting the following: 

5 ‘‘(2) in the event that the applicant is deter6 mined to have failed or refused to carry out such 

7 service obligation, the sum of the amounts of any 

8 TEACH Grants received by such applicant, pro9 rated by the percentage of service obligation that 

10 has not been met, will be treated as a loan and col11 lected from the applicant in accordance with sub12 section (c) and regulations thereunder; and’’. 

Æ 


jbell on DSK7SPTVN1PROD with BILLS