II 

109TH CONGRESS 

1ST SESSION S. 1433 

To establish a grant program to enable institutions of higher education 

to improve schools of education to better prepare teachers to educate 

all children. 

IN THE SENATE OF THE UNITED STATES 

JULY 20, 2005 

Mr. DEWINE introduced the following bill; which was read twice and referred 

to the Committee on Health, Education, Labor, and Pensions 

A BILL 

To establish a grant program to enable institutions of higher 

education to improve schools of education to better prepare teachers to educate all children. 

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 ‘‘Ready To Educate All 

5 Children Act of 2005’’. 

6 SEC. 2. FINDINGS AND PURPOSE. 

7 (a) FINDINGS.—Congress makes the following find8 ings: 
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1 (1) An estimated 2,000,000 new teachers will 

2 be needed over the next decade. 

3 (2) Under the No Child Left Behind Act of 

4 2001, States must recruit highly qualified teachers 

5 by 2006, yet schools in rural areas and high poverty 

6 schools have trouble attracting and retaining such 

7 teachers. 

8 (3) A 2000 study by the Education Trust re9 ports that high poverty schools are twice as likely 

10 not to have teachers certified in the fields in which 

11 they teach as schools that are not high poverty 

12 schools, which highlights that high poverty schools 

13 will need special help to meet the goals of the No 

14 Child Left Behind Act of 2001. 

15 (4) If the Nation is to improve student achieve16 ment and success in school, the United States must 

17 encourage and support the training and development 

18 of our Nation’s teachers, who are the single most 

19 important in-school influence on student learning. 

20 (5) A majority of graduates of schools of edu21 cation believe that traditional teacher preparation 

22 programs left them ill prepared for the challenges 

23 and rigors of the classroom. 
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1 (6) Fewer than 36 percent of new teachers feel 

2 very well prepared to implement curriculum and per3 formance standards. 

4 (7) Highly qualified teachers are more effective 

5 in impacting student academic achievement because 

6 such teachers have high verbal abilities, high content 

7 knowledge, and an enhanced ability to know how to 

8 teach the content using appropriate pedagogical 

9 strategies. 

10 (8) The difference in annual student achieve11 ment growth between having an effective and inef12 fective teacher can be more than 1 grade level of 

13 achievement in academic performance. 

14 (9) Studies have consistently documented the 

15 important connection between a teacher’s verbal and 

16 cognitive abilities and student achievement. 

17 (10) Research has shown that there is a posi18 tive effect on student achievement when students are 

19 taught by teachers with a strong subject-matter 

20 background. 

21 (11) A study conducted by the New Teacher 

22 Project shows that strategic recruitment may recruit 

23 qualified applicants but many applicants withdraw 

24 from the process because of the late hiring timelines 

25 found in urban schools. 
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1 (12) The study also reveals that applicants who 

2 withdraw from the hiring process had significantly 

3 higher undergraduate GPAs, were 40 percent more 

4 likely to have a degree in their teaching field, and 

5 were significantly more likely to have completed edu6 cational coursework than the new hires. 

7 (13) The study also discovered that education 

8 students feel what matters most to them is a connec9 tion with specific schools, not the district, and the 

10 knowledge of where they will teach as early as pos11 sible. 

12 (b) PURPOSE.—It is the purpose of this Act to pro13 vide grants to teacher preparation programs to better pre14 pare teachers to educate all children. 

15 SEC. 3. DEFINITIONS. 

16 In this Act: 

17 (1) BEGINNING TEACHER.—The term ‘‘begin18 ning teacher’’ means a highly qualified teacher who 

19 has taught for not more than 3 years. 

20 (2) CORE ACADEMIC SUBJECTS.—The term 

21 ‘‘core academic subjects’’ means— 

22 (A) mathematics; 

23 (B) science; 

24 (C) reading (or language arts) and 

25 English; 
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1 (D) social studies, including history, civics, 

2 political science, government, geography, and 

3 economics; 

4 (E) foreign languages; and 

5 (F) fine arts, including music, dance, 

6 drama, and the visual arts. 

7 (3) HIGH POVERTY LOCAL EDUCATIONAL AGEN8 CY.—The term ‘‘high poverty local educational agen9 cy’’ means a local educational agency for which the 

10 number of children who are served by the agency, 

11 aged 5 though 17, and from families with incomes 

12 below the poverty line— 

13 (A) is not less than 40 percent of the num14 ber of all children served by the agency; or 

15 (B) is more than 15,000. 

16 (4) HIGH POVERTY SCHOOL.—The term ‘‘high 

17 poverty school’’ means an elementary school or sec18 ondary school that serves a high number or percent19 age of children from families with incomes below the 

20 poverty line. 

21 (5) HIGHLY QUALIFIED.—The term ‘‘highly 

22 qualified’’ has the meaning given such term in sec23 tion 9101 of the Elementary and Secondary Edu24 cation Act of 1965 (20 U.S.C. 7801). 
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1 (6) INSTITUTION OF HIGHER EDUCATION.—The 

2 term ‘‘institution of higher education’’— 

3 (A) has the meaning given the term in sec4 tion 101(a) of the Higher Education Act of 

5 1965 (20 U.S.C. 1001(a)); and 

6 (B) if such an institution prepares teachers 

7 and receives Federal funds, means such an in8 stitution that— 

9 (i) is in full compliance with the re10 quirements of section 207 of the Higher 

11 Education Act of 1965 (20 U.S.C. 1027); 

12 and 

13 (ii) does not have a teacher prepara14 tion program identified by a State as low15 performing. 

16 (7) LOCAL EDUCATIONAL AGENCY.—The term 

17 ‘‘local educational agency’’ has the meaning given 

18 such term in section 9101 of the Elementary and 

19 Secondary Education Act of 1965 (20 U.S.C. 7801). 

20 (8) LOCAL PARTNER.—The term ‘‘local part21 ner’’ means a high poverty local educational agency 

22 or a high poverty school. 

23 (9) MENTORING.—The term ‘‘mentoring’’ 

24 means activities that consist of structured guidance 
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1 and regular and ongoing support for beginning 

2 teachers. 

3 (10) SECRETARY.—The term ‘‘Secretary’’ 

4 means the Secretary of Education. 

5 (11) STATE.—The term ‘‘State’’ means each of 

6 the 50 States, the District of Columbia, and the 

7 Commonwealth of Puerto Rico. 

8 SEC. 4. GRANT PROGRAM. 

9 (a) AUTHORIZATION.— 

10 (1) IN GENERAL.—The Secretary is authorized 

11 to award grants on a competitive basis to institu12 tions of higher education to establish a partnership 

13 with a local partner to— 

14 (A) establish a clinically-based elementary 

15 school or secondary school teacher training pro16 gram; or 

17 (B) enhance such institution’s clinically18 based elementary school or secondary school 

19 teacher training program. 

20 (2) NONPROFIT ORGANIZATIONS.—The partner21 ship described in paragraph (1) may include a non22 profit organization. 

23 (b) APPLICATION.— 

24 (1) IN GENERAL.—An institution of higher edu25 cation that desires to receive a grant under sub-
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1 section (a) shall submit an application to the Sec2 retary at such time, in such manner, and containing 

3 such information as the Secretary may reasonably 

4 require. 

5 (2) DEVELOPMENT.—The institution of higher 

6 education shall develop the application in collabora7 tion with 1 or more local partners. 

8 (3) CONTENTS.—Each application submitted 

9 pursuant to paragraph (1) shall include— 

10 (A) a description of any shortages in the 

11 State, where the institution of higher education 

12 is located, of highly qualified teachers in high 

13 poverty schools in core academic subjects; 

14 (B) an assessment of the needs of begin15 ning teachers in high poverty schools to be ef16 fective in the classroom that is— 

17 (i) developed with the involvement of 

18 the local partner; and 

19 (ii) based on— 

20 (I) student achievement data in 

21 core academic subjects; and 

22 (II) other indicators of the need 

23 to fully prepare beginning teachers; 

24 (C) a description of how the institution of 

25 higher education will use funds made available 
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1 pursuant to a grant awarded under this Act 

2 to— 

3 (i) improve the quality of the teaching 

4 force; and 

5 (ii) decrease the use of out-of-field 

6 placement of teachers; 

7 (D) a description of how the institution of 

8 higher education will align activities assisted 

9 under this Act with challenging State academic 

10 content standards and student academic 

11 achievement standards, and State assessments, 

12 by setting numerical, annual improvement 

13 goals; 

14 (E) a plan, developed with the extensive 

15 participation of the local partner, for addressing 

16 long-term teacher recruitment, retention, pro17 fessional development, and mentoring needs; 

18 (F) a description of how the institution of 

19 higher education will assist local educational 

20 agencies in implementing effective and sus21 tained mentoring and other professional devel22 opment activities for beginning teachers; 

23 (G) a description of how the institution of 

24 higher education will work with individuals who 
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1 successfully complete a teacher education pro2 gram to become certified or licensed; and 

3 (H) a description of how the institution of 

4 higher education will prepare teachers to suc5 ceed in the classroom. 

6 (c) APPROVAL.— 

7 (1) IN GENERAL.—The Secretary shall approve 

8 an application submitted pursuant to subsection (a) 

9 if the application meets the requirements of this sec10 tion and holds reasonable promise of achieving the 

11 purpose of this Act. 

12 (2) PRIORITY.—In awarding grants under this 

13 section, the Secretary shall give priority to an insti14 tution of higher education that is in partnership 

15 with a nonprofit organization that is a teacher union 

16 or group representing teachers in a school, that pro17 poses to establish a track for hiring teachers in 

18 urban or rural high need schools participating in the 

19 partnership prior to July 1 of an academic year. 

20 (3) EQUITABLE DISTRIBUTION.—To the extent 

21 practicable, the Secretary shall ensure an equitable 

22 geographic distribution of grants under this section 

23 among the regions of the United States. 

24 (4) DURATION OF GRANTS.—The Secretary is 

25 authorized to make grants under this section for a 
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1 period of 5 years. At the end of the 5-year period, 

2 the grant recipient may apply for an additional 

3 grant under this section. 

4 (d) USES OF FUNDS.— 

5 (1) MANDATORY USES.—An institution of high6 er education that receives a grant under this section 

7 shall use the grant funds to— 

8 (A) establish a partnership with a local 

9 partner to establish, or enhance an existing, 

10 clinically-based elementary school or secondary 

11 school teacher training program to better train 

12 teachers for challenges in the classroom; 

13 (B) facilitate a partnership among depart14 ments of the institution to ensure that future 

15 teachers are prepared to teach; and 

16 (C) implement a project-based assessment 

17 that facilitates the program evaluation devel18 oped under subsection (f) and that assesses the 

19 impact of the activities undertaken with grant 

20 funds awarded under this Act on achieving the 

21 purpose of this Act, as well as on institutional 

22 policies and practices. 

23 (2) ADDITIONAL ACTIVITIES.—An institution of 

24 higher education that receives a grant under this 
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1 section shall use the grant funds for not less than 

2 3 of the following activities: 

3 (A) The enhancement of high caliber 

4 teaching, including— 

5 (i) enabling faculty to spend addi6 tional time in smaller class settings teach7 ing students pursuing teaching degrees; 

8 (ii) providing— 

9 (I) summer school teaching op10 portunities for students pursuing 

11 teaching degrees; 

12 (II) additional salary for faculty 

13 members who serve as advisors to stu14 dents pursuing teaching degrees; or 

15 (III) stipends for students pur16 suing teaching degrees. 

17 (B) Opportunities to develop new peda18 gogical approaches to teaching, including a 

19 focus on content knowledge in academic areas 

20 such as mathematics, science, foreign language 

21 development, history, political science, and spe22 cial education. 

23 (C) Creation of multidisciplinary courses 

24 or programs that formalize collaborations for 

25 the purpose of improved student instruction. 
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1 (D) Expansion of innovative mentoring or 

2 tutoring programs proven to enhance recruit3 ment of students pursuing teaching degrees or 

4 persistence in obtaining a teaching degree. 

5 (E) Improvement of undergraduate 

6 science, mathematics, engineering, and tech7 nology education for nonmajors, including 

8 teacher education majors. 

9 (e) MATCHING FUNDS.—Each institution of higher 

10 education that receives a grant under this section shall 

11 demonstrate a financial commitment to such institution’s 

12 school of education by contributing, either directly or 

13 through private contributions, non-Federal matching 

14 funds equal to 20 percent of the amount of the grant. 

15 (f) ASSESSMENT, EVALUATION, AND DISSEMINATION

16 OF INFORMATION.— 

17 (1) PROGRAM EVALUATION.—Not later than 

18 180 days after the date of enactment of this Act, the 

19 Secretary shall award not less than 1 grant or con20 tract to an independent evaluative organization to— 

21 (A) develop metrics for measuring the im22 pact of the activities authorized under this sec23 tion on— 

24 (i) the number of students enrolled in 

25 education classes; 
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1 (ii) academic achievement of students 

2 pursuing teaching degrees, including quan3 tifiable measurements of students’ mastery 

4 of content and skills, such as students’ 

5 grade point averages; 

6 (iii) persistence in completing a teach7 ing degree, including students who transfer 

8 from departments of education to pro9 grams in other academic disciplines; and 

10 (iv) placement during the 2 years 

11 after degree completion in public schools 

12 and an evaluation of the teachers’ perform13 ance; 

14 (B) conduct an evaluation of the impacts 

15 of the activities authorized under this section, 

16 including a comparison of the funded projects 

17 to identify best practices with respect to achiev18 ing the purpose of this Act. 

19 (2) DISSEMINATION OF INFORMATION.—The 

20 Secretary shall disseminate, biannually, information 

21 on the activities and the results of the projects as22 sisted under this section, including best practices, to 

23 institutions of higher education that receive a grant 

24 under this section and other interested institutions 

25 of higher education. 
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1 (g) STUDENT LOAN ELIGIBILITY.—Notwithstanding 

2 any other provision of law, a student who participates in 

3 a clinically-based teacher training program funded under 

4 this Act shall be eligible for student assistance under title 

5 IV of the Higher Education Act of 1965 (20 U.S.C. 1070 

6 et seq.) during such student’s fifth year of a program of 

7 study for obtaining a teaching degree, if the fifth year of 

8 the program of study is required under such clinically9 based program in order for students to obtain the teaching 

10 degree. 

11 SEC. 5. AUTHORIZATION OF APPROPRIATIONS. 

12 There is authorized to be appropriated to carry out 

13 this Act $200,000,000 for each of fiscal years 2006 

14 through 2011. 

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