I 

118TH CONGRESS 

2D SESSION H. R. 9005 

To ensure that Federal work-study funding is available for students enrolled 

in residency programs for teachers, principals, or school leaders, and 

for other purposes. 

IN THE HOUSE OF REPRESENTATIVES 

JULY 11, 2024 

Mr. CROW (for himself, Mrs. HAYES, Mrs. CHAVEZ-DEREMER, and Mr. 

FITZPATRICK) introduced the following bill; which was referred to the 

Committee on Education and the Workforce 

A BILL 

To ensure that Federal work-study funding is available for 

students enrolled in residency programs for teachers, 

principals, or school leaders, and for other purposes. 

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 ‘‘Teacher, Principal, 

5 and Leader Residency Access Act’’. 

6 SEC. 2. FINDINGS. 

7 Congress finds the following: 

8 (1) Across the United States, local educational 

9 agencies and elementary and secondary schools are 


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1 struggling to meet the growing demand for qualified 

2 teachers. A 2023 study found that over 310,000 

3 teaching positions in the United States were staffed 

4 by instructors who were underqualified to teach or 

5 were left entirely vacant. 

6 (2) Teacher shortages are disproportionately lo7 cated in low-income, high-minority schools, although 

8 schools of every kind have been affected by a lack 

9 of qualified applicants in key subjects including 

10 mathematics, special education, science, world lan11 guages, career and technical education, and teachers 

12 of English language learners. 

13 (3) Teacher shortages are driven in significant 

14 part by teacher turnover. Research shows that 

15 teacher turnover is higher for those who enter the 

16 profession without adequate preparation. Teachers 

17 who enter the profession through a comprehensive 

18 high-quality program with comprehensive preservice 

19 clinical experiences, formal feedback on their teach20 ing, and multiple courses in student learning, as re21 quired in high-quality teaching residency programs, 

22 are more likely to remain in the profession compared 

23 to teachers who enter through a route that lacks 

24 these components. Not only are fully prepared teachVerDate Sep 11 2014 04:43 Aug 16, 2024 Jkt 049200 PO 00000 Frm 00002 Fmt 6652 Sfmt 6201 E:\BILLS\H9005.IH H9005

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1 ers more effective on average, they are also half as 

2 likely to leave teaching as under-prepared teachers. 

3 (4) Teacher shortages and teacher turnover are 

4 costly. Each time a teacher leaves a school, it not 

5 only increases demand but also imposes replacement 

6 costs on the local educational agency, which range 

7 from $9,000 per teacher in small rural local edu8 cational agencies to over $20,000 in large urban 

9 local educational agencies. The national price tag of 

10 replacement costs for teachers is over 

11 $8,000,000,000 a year. 

12 (5) Teaching residency programs, which recruit 

13 candidates to work as paid apprentices to skilled ex14 pert teachers while completing highly integrated 

15 coursework, have been successful in recruiting tal16 ented, diverse candidates into high-need fields and 

17 local educational agencies. 

18 (6) Research on teaching residency programs 

19 show that such programs are effective in bringing 

20 more teachers of color into the profession and in 

21 preparing such teachers to stay for the long term. 

22 For the 2022–2023 school year, about 69 percent of 

23 people in teaching residency programs that partner 

24 with the National Center for Teacher Residencies 

25 identify as people of color, which is higher than the 


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1 21 percent of teachers nationally who identify as 

2 people of color. 

3 (7) The teaching residency program model cre4 ates long-term benefits for local educational agen5 cies, schools, and for the students served by such 

6 agencies and schools. Rigorous studies of teaching 

7 residency programs have found significantly higher 

8 retention rates for graduates of teaching residency 

9 programs, addressing one of the primary contribu10 tors to teacher shortages, as well as positive evidence 

11 about educator effectiveness. 

12 (8) A review of teaching residency program 

13 evaluations shows that teachers who completed high 

14 quality teaching residency programs tend to have 

15 higher teaching retention rates over time compared 

16 to teachers who did not complete such programs, in17 cluding— 

18 (A) in Boston, where teaching residents 

19 participating in the Boston Teacher Residency 

20 program had higher retention rates compared 

21 to teachers who were not teaching residents, 

22 with 80 percent of residents still teaching in 

23 Boston public schools for a third year, com24 pared to 63 percent of teachers who were not 

25 teaching residents, and 75 percent of teaching 


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1 residents still teaching for a fifth year, com2 pared to 51 percent of teachers who were not 

3 teaching residents; 

4 (B) in Tennessee, where 90 percent of 

5 Memphis Teacher Residency program partici6 pants were still teaching for a third year, com7 pared with less than 60 percent of teachers dis8 trict-wide; and 

9 (C) additional studies of teaching residency 

10 programs show similarly high retention rates of 

11 graduates, ranging from 80 percent to 90 per12 cent teaching in the same district after 3 years, 

13 and 70 percent to 80 percent teaching in the 

14 same district after 5 years. 

15 (9) In 2019, there were at least 50 teaching 

16 residency programs nationwide, which range in size 

17 from five to 100 teaching residents per year. Several 

18 States, including California, Delaware, Mississippi, 

19 Montana, New Mexico, New York, Pennsylvania, 

20 Texas, and West Virginia, are expanding access to 

21 high-quality teaching residency programs through 

22 increased levels of State investment and support. 

23 (10) According to data from California, over 75 

24 percent of individuals who completed a teaching resi25 dency program rated themselves as well or very well 


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1 prepared to meet the State’s standards for the 

2 teaching profession. These residents reported receiv3 ing more intensive clinical experiences and supports 

4 and had more positive perceptions of their prepara5 tion than participants in other pathways. Research 

6 also shows that teaching residents strengthen 

7 schools across the country by reducing teacher short8 ages and providing local educational agencies with a 

9 more sustainable educator workforce. 

10 (11) Teaching residency programs align with 

11 the purpose of the Federal Work-Study Program to 

12 provide valuable work experience and work related to 

13 a student’s course of study and intended profession. 

14 Further, the Federal Work-Study Program 

15 prioritizes teaching reading based on scientifically16 based research on reading, a feature consistent with 

17 efforts in teaching residency programs to equip all 

18 new teachers, regardless of subject area, with the 

19 skills to support reading and literacy skills for all 

20 students. 

21 (12) According to a recent report by the George 

22 W. Bush Institute on principal talent management, 

23 preparing successful principals requires new, com24 prehensive approaches by school districts, univer25 sities, States, and others who pull together to train 


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1 and support principals. Thoughtfully designed and 

2 implemented principal residency programs can be a 

3 powerful piece of this comprehensive and collabo4 rative approach to training future educational lead5 ership. 

6 (13) Residencies for aspiring school principals 

7 are a promising approach to initiate principal can8 didates into school leadership practice and has be9 come a part of some comprehensive principal prepa10 ration programs over the past 20 years. Principal 

11 residencies reinvent the traditional internship experi12 ence, which has often been the capstone experience 

13 in principal preparation. Residency immerses prin14 cipal candidates in rigorous apprenticeship experi15 ences that are designed to advance leadership and 

16 management practices, as well as emphasize data 

17 analysis, action, reflection, and accountability. 

18 SEC. 3. FEDERAL WORK-STUDY FOR RESIDENCY PRO19 GRAMS FOR TEACHERS, PRINCIPALS, AND 

20 OTHER SCHOOL LEADERS. 

21 Section 443 of the Higher Education Act of 1965 (20 

22 U.S.C. 1087–53) is amended— 

23 (1) in subsection (d)— 

24 (A) in the header, by inserting ‘‘SCHOOL25 BASED’’ before ‘‘TUTORING’’; 


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1 (B) in paragraph (1)— 

2 (i) by striking ‘‘tutoring in reading’’ 

3 and inserting ‘‘school-based activities in4 cluding residency programs, tutoring in 

5 reading,’’; and 

6 (ii) by striking subparagraphs (A) and 

7 (B) and inserting the following: 

8 ‘‘(A) employed— 

9 ‘‘(i) as reading tutors for children who 

10 are preschool age or are in elementary 

11 school; or 

12 ‘‘(ii) in family literacy projects; or 

13 ‘‘(B) serving in a residency program of the 

14 institution.’’; and 

15 (C) in paragraph (2)— 

16 (i) in subparagraph (A)(ii), by strik17 ing ‘‘and’’ after the semicolon; 

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

19 the period and inserting ‘‘; and’’; and 

20 (iii) by inserting at the end the fol21 lowing new subparagraph: 

22 ‘‘(C) ensure that any student compensated 

23 with the funds described in paragraph (1) who 

24 is serving in a residency program receives comVerDate Sep 11 2014 04:43 Aug 16, 2024 Jkt 049200 PO 00000 Frm 00008 Fmt 6652 Sfmt 6201 E:\BILLS\H9005.IH H9005

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1 pensation for time spent in training and travel 

2 directly related to such residency.’’; and 

3 (2) by adding the following new subsection at 

4 the end: 

5 ‘‘(f) RESIDENCY PROGRAMS FOR TEACHERS, PRIN6 CIPALS, AND OTHER SCHOOL LEADERS.— 

7 ‘‘(1) USE OF FUNDS.—Funds granted to an in8 stitution under this section may be used to support 

9 students serving in residency programs, including 

10 compensation for time spent in training and travel 

11 directly related to such residency. 

12 ‘‘(2) PRIORITY.—An institution shall— 

13 ‘‘(A) give priority to students who are serv14 ing in a residency program and who have been 

15 determined to be eligible for a Federal Pell 

16 Grant under section 401; and 

17 ‘‘(B) ensure that any student compensated 

18 with the funds described in paragraph (1) for 

19 a residency program receives appropriate train20 ing to acquire teaching skills (as such term is 

21 defined in section 200) or school leader skills 

22 (as defined in this section). 

23 ‘‘(3) FEDERAL SHARE.—The Federal share of 

24 the compensation of work-study students comVerDate Sep 11 2014 04:43 Aug 16, 2024 Jkt 049200 PO 00000 Frm 00009 Fmt 6652 Sfmt 6201 E:\BILLS\H9005.IH H9005

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1 pensated under this subsection may exceed 75 per2 cent. 

3 ‘‘(4) DEFINITIONS.—In this section: 

4 ‘‘(A) RESIDENCY PROGRAM.—The term 

5 ‘residency program’ means a school-based edu6 cator preparation program in which a prospec7 tive teacher, principal, or other school leader— 

8 ‘‘(i) for 1 academic year, works along9 side a mentor teacher, principal, or other 

10 school leader who is— 

11 ‘‘(I) the teacher of record; or 

12 ‘‘(II) rated as effective or above 

13 in the State’s school leader evaluation 

14 and support system (as described in 

15 section 2101(c)(4)(B)(ii) of the Ele16 mentary and Secondary Education 

17 Act of 1965 (20 U.S.C. 

18 6611(c)(4)(B)(ii))) or, if no such rat19 ings are available, on other com20 parable indicators of performance; 

21 ‘‘(ii) receives concurrent instruction 

22 during the year described in clause (i) 

23 from the institution, which may be courses 

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1 sonnel or residency program faculty, in, as 

2 applicable— 

3 ‘‘(I) the teaching of the content 

4 area in which the teacher will become 

5 certified or licensed; 

6 ‘‘(II) teaching skills; and 

7 ‘‘(III) leadership, management, 

8 organizational, and school leader skills 

9 necessary to serve as a principal or 

10 other school leader; 

11 ‘‘(iii) acquires effective teaching or 

12 school leader skills; and 

13 ‘‘(iv) prior to completion of the pro14 gram, attains full State teacher, principal, 

15 or school leader certification or licensure, 

16 and becomes profession-ready. 

17 ‘‘(B) PROFESSION-READY.—The term ‘pro18 fession-ready’— 

19 ‘‘(i) when used with respect to a 

20 teacher, means a teacher who— 

21 ‘‘(I) has completed a teacher 

22 preparation program and is fully cer23 tified and licensed to teach by the 

24 State in which the teacher is em25 ployed; 


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1 ‘‘(II) has a baccalaureate degree 

2 or higher; 

3 ‘‘(III) has demonstrated content 

4 knowledge in the subject or subjects 

5 the teacher teaches; 

6 ‘‘(IV) has demonstrated the abil7 ity to work with students who are cul8 turally and linguistically diverse; 

9 ‘‘(V) has demonstrated teaching 

10 skills, such as through— 

11 ‘‘(aa) a teacher performance 

12 assessment; or 

13 ‘‘(bb) other measures of 

14 teaching skills, as determined by 

15 the State; and 

16 ‘‘(VI) has demonstrated pro17 ficiency with the use of educational 

18 technology; and 

19 ‘‘(ii) when used with respect to a prin20 cipal or other school leader, means a prin21 cipal or other school leader who— 

22 ‘‘(I) has an advanced degree, or 

23 other appropriate credential; 

24 ‘‘(II) has completed a principal 

25 or other school leader preparation 


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1 process and is fully certified and li2 censed by the State in which the prin3 cipal or other school leader is em4 ployed; 

5 ‘‘(III) has demonstrated instruc6 tional leadership, including the ability 

7 to collect, analyze, and utilize data on 

8 evidence of student learning and evi9 dence of classroom practice; 

10 ‘‘(IV) has demonstrated pro11 ficiency in professionally recognized 

12 leadership standards; and 

13 ‘‘(V) has demonstrated the ability 

14 to work with students who are cul15 turally and linguistically diverse. 

16 ‘‘(C) SCHOOL LEADER.—The term ‘school 

17 leader’ has the meaning given the term in sec18 tion 8101 of the Elementary and Secondary 

19 Education Act of 1965. 

20 ‘‘(D) SCHOOL LEADER SKILLS.—The term 

21 ‘school leader skills’ refers to evidenced-based 

22 competencies for principals and other school 

23 leaders such as— 

24 ‘‘(i) shaping a vision of academic suc25 cess for all students; 


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1 ‘‘(ii) creating a safe and inclusive 

2 learning environment; 

3 ‘‘(iii) cultivating leadership in others; 

4 ‘‘(iv) improving instruction; and 

5 ‘‘(v) managing people, data, and proc6 esses to foster school improvement.’’. 

Æ 


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