I 

116TH CONGRESS 

2D SESSION H. R. 7319 

To improve quality and accountability for educator preparation programs. 

IN THE HOUSE OF REPRESENTATIVES 

JUNE 24, 2020 

Ms. SHALALA introduced the following bill; which was referred to the 

Committee on Education and Labor 

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— 

11 (1) by striking paragraph (22); 


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

2 (9), (10), (11), (12), (14), (15), (16), (17), (18), 

3 (19), (20), (21), and (23), as paragraphs (7), (8), 

4 (10), (11), (12), (13), (14), (15), (16), (17), (18), 

5 (19), (21), (23), (24), and (28), respectively; 

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 

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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. 


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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 5211(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 


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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 (15), as redesignated 

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

9 ‘‘(15) 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, 


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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. 


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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 ‘‘(J) The development of skills in improv16 ing the school culture and climate related to 

17 school leadership and the role of the principal, 

18 including to— 

19 ‘‘(i) nurture teacher and staff develop20 ment to strengthen classroom practice; 

21 ‘‘(ii) build and sustain a culture of 

22 learning among adults and children; 

23 ‘‘(iii) strengthen communications and 

24 relationships with parents, caregivers, and 

25 community stakeholders; 


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1 ‘‘(iv) facilitate the sharing of knowl2 edge, insight, and best practices in the 

3 community served by the school, preschool 

4 program, or early childhood education pro5 gram; and 

6 ‘‘(v) build relationships and commu7 nicate effectively with State and local edu8 cational agency officials.’’; 

9 (7) by inserting after paragraph (19), as redes10 ignated by paragraph (2), the following: 

11 ‘‘(20) PROFESSION READY.—The term ‘profes12 sion ready’— 

13 ‘‘(A) when used with respect to a principal, 

14 means a principal who— 

15 ‘‘(i) has an advanced degree, or other 

16 appropriate credential; 

17 ‘‘(ii) has completed a principal prepa18 ration process and is fully certified and li19 censed by the State in which the principal 

20 is employed; 

21 ‘‘(iii) has demonstrated instructional 

22 leadership, including the ability to collect, 

23 analyze, and utilize data on evidence of 

24 student learning and evidence of classroom 

25 practice; 


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1 ‘‘(iv) has demonstrated proficiency in 

2 professionally recognized leadership stand3 ards, such as through— 

4 ‘‘(I) a performance assessment; 

5 ‘‘(II) completion of a residency 

6 program; or 

7 ‘‘(III) other measures of leader8 ship, as determined by the State; and 

9 ‘‘(v) has demonstrated the ability to 

10 work with students who are culturally and 

11 linguistically diverse; 

12 ‘‘(B) when used with respect to a teacher, 

13 means a teacher who— 

14 ‘‘(i) has completed a teacher prepara15 tion program and is fully certified and li16 censed to teach by the State in which the 

17 teacher teaches; 

18 ‘‘(ii) has demonstrated content knowl19 edge in the subject or subjects the teacher 

20 teaches; 

21 ‘‘(iii) has demonstrated the ability to 

22 work with students who are culturally and 

23 linguistically diverse; and 

24 ‘‘(iv) has demonstrated teaching skills, 

25 such as through— 


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1 ‘‘(I) a teacher performance as2 sessment; or 

3 ‘‘(II) other measures of teaching 

4 skills, as determined by the State; and 

5 ‘‘(C) when used with respect to any other 

6 educator not described in subparagraph (A) or 

7 (B), means an educator who has completed an 

8 appropriate preparation program and is fully 

9 certified or licensed by the State in which the 

10 educator is employed.’’; 

11 (8) by inserting after paragraph (21), as redes12 ignated by paragraph (2), the following: 

13 ‘‘(22) RESIDENCY PROGRAM.—The term ‘resi14 dency program’ means a school-based educator prep15 aration program in which a prospective teacher, 

16 principal, or other educator— 

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

18 a mentor teacher, principal, or other educator 

19 who is the educator of record; 

20 ‘‘(B) receives concurrent instruction during 

21 the year described in subparagraph (A) from 

22 the partner institution, which courses may be 

23 taught by local educational agency personnel or 

24 residency program faculty, in— 


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

2 in which the teacher will become certified 

3 or licensed; 

4 ‘‘(ii) pedagogical practices; and 

5 ‘‘(iii) leadership, management, organi6 zational, and instructional skills necessary 

7 to serve as a principal; 

8 ‘‘(C) acquires effective teaching or leader9 ship skills; and 

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

11 earns a master’s degree or other appropriate 

12 advanced credential, attains full State teacher 

13 or leader certification or licensure, and becomes 

14 profession ready (if applicable).’’; and 

15 (9) by inserting after paragraph (24), as redes16 ignated by paragraph (2), the following: 

17 ‘‘(25) TEACHER PERFORMANCE ASSESSMENT.— 

18 The term ‘teacher performance assessment’ means a 

19 pre-service assessment used to measure teacher per20 formance that is approved by the State and is— 

21 ‘‘(A) based on professional teaching stand22 ards; 

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

24 a teacher’s— 

25 ‘‘(i) curriculum planning; 


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1 ‘‘(ii) instruction of students, including 

2 appropriate plans and modifications for 

3 students who are limited English proficient 

4 and students who are children with disabil5 ities; 

6 ‘‘(iii) assessment of students, includ7 ing analysis of evidence of student learn8 ing; and 

9 ‘‘(iv) ability to advance student learn10 ing; 

11 ‘‘(C) validated based on professional as12 sessment standards; 

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

14 with appropriate oversight of the process to en15 sure consistency; and 

16 ‘‘(E) used to support continuous improve17 ment of educator practice. 

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

19 term ‘teacher preparation entity’ means an institu20 tion of higher education, a nonprofit organization, 

21 for-profit organization, or other organization that is 

22 approved by the State to prepare teachers to be ef23 fective in the classroom. 

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

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1 gram offered by a teacher preparation entity that 

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

3 SEC. 102. EDUCATOR QUALITY ENHANCEMENT. 

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

5 U.S.C. 1022) is amended— 

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

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

8 term appears; 

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

10 the semicolon; 

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

12 following: 

13 ‘‘(4) recruit profession ready individuals, includ14 ing minorities and individuals from other occupa15 tions, as teachers, principals, and other educators; 

16 and’’; and 

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

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

19 educational agencies and high-need schools through 

20 close partnerships with educator preparation pro21 grams within institutions of higher education.’’. 

22 SEC. 103. PARTNERSHIP GRANTS. 

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

24 U.S.C. 1022a) is amended— 

25 (1) in subsection (b)— 


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

2 educators,’’ after ‘‘principals,’’; 

3 (B) by striking paragraph (2) and insert4 ing the following: 

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

6 program to be carried out with grant funds, as de7 scribed in subsection (c), will prepare prospective 

8 and new educators with strong teaching, leadership, 

9 and other professional skills necessary to increase 

10 learning and academic achievement;’’; 

11 (C) in paragraph (3), by inserting ‘‘, prin12 cipals, and other educators’’ after ‘‘teachers’’; 

13 (D) in paragraph (4)— 

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

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

16 ‘‘teacher’’; and 

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

18 ‘‘teacher’’ and inserting ‘‘educator’’; 

19 (E) in paragraph (6)— 

20 (i) by striking subparagraph (F) and 

21 inserting the following: 

22 ‘‘(F) how the partnership will prepare edu23 cators to teach and work with students with 

24 disabilities, including training related to early 

25 identification of students with disabilities and 


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1 participation as a member of individualized edu2 cation program teams, as defined in section 

3 614(d)(1)(B) of the Individuals with Disabil4 ities Education Act;’’; 

5 (ii) by striking subparagraph (G) and 

6 inserting the following: 

7 ‘‘(G) how the partnership will prepare edu8 cators to teach and work with students who are 

9 limited English proficient;’’; 

10 (iii) by striking subparagraph (H) and 

11 inserting the following: 

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

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

14 mentor educators in the classrooms and admin15 istrators of high-need schools served by the 

16 high-need local educational agency in the part17 nership to— 

18 ‘‘(i) provide high-quality professional 

19 development activities to strengthen the 

20 content knowledge and teaching skills of 

21 elementary school and secondary school 

22 teachers and other educators, including 

23 multi-tiered systems of support and uni24 versal design for learning; 


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1 ‘‘(ii) train other classroom teachers, 

2 principals, school librarians, and other edu3 cators to implement literacy programs that 

4 incorporate the essential components of 

5 reading and writing instruction; 

6 ‘‘(iii) provide high-quality professional 

7 development activities to strengthen the in8 structional and leadership skills of elemen9 tary school and secondary school principals 

10 and district superintendents, if the partner 

11 institution has a principal preparation pro12 gram;’’; 

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

14 ‘‘teaching’’ and inserting ‘‘educator’’; and 

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

16 ‘‘teachers’’ and inserting ‘‘educators’’; and 

17 (F) by striking paragraph (7) and insert18 ing the following: 

19 ‘‘(7) with respect to the induction program re20 quired as part of the activities carried out under this 

21 section— 

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

23 departments within the institution of higher 

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1 ing providing content expertise and expertise in 

2 teaching and leadership, as appropriate; 

3 ‘‘(B) a description of the eligible partner4 ship’s capacity to use empirically based practice 

5 and scientifically valid research on teaching and 

6 learning; 

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

8 preparation program will design and implement 

9 an induction program to support all new edu10 cators who are prepared by the educator prepa11 ration program in the partnership and who are 

12 employed in the high-need local educational 

13 agency in the partnership, and, to the extent 

14 practicable, all new educators who teach in such 

15 high-need local educational agency; and 

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

17 faculty involved in the induction program will 

18 be able to substantially participate in an early 

19 childhood education program or an elementary 

20 school or secondary school classroom setting, as 

21 applicable.’’; 

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

23 following: 

24 ‘‘(c) USE OF GRANT FUNDS.—An eligible partner25 ship that receives a grant under this section— 


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1 ‘‘(1) shall use grant funds to carry out a pro2 gram for the pre-baccalaureate or post-baccalaureate 

3 preparation of teachers under subsection (d), a 

4 teaching or principal residency program under sub5 section (e), or a combination of such programs; and 

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

7 development programs under subsection (f), based 

8 upon the results of the needs assessment in sub9 section (b)(1).’’; 

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

11 following: 

12 ‘‘(e) PARTNERSHIP GRANTS FOR THE ESTABLISH13 MENT OF TEACHING AND PRINCIPAL RESIDENCY PRO14 GRAMS.— 

15 ‘‘(1) IN GENERAL.—An eligible partnership re16 ceiving a grant to carry out an effective teaching or 

17 principal residency program shall carry out a pro18 gram that includes the following activities: 

19 ‘‘(A) FOR TEACHING RESIDENCY PRO20 GRAMS.—An eligible partnership carrying out a 

21 teaching residency program shall carry out both 

22 of the following activities: 

23 ‘‘(i) Supporting a teaching residency 

24 program described in paragraph (2) for 

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1 jects and areas, as determined by the 

2 needs of the high-need local educational 

3 agency in the partnership. 

4 ‘‘(ii) Placing graduates of the teach5 ing residency program in cohorts that fa6 cilitate professional collaboration, both 

7 among graduates of the residency program 

8 and between such graduates and mentor 

9 teachers in the receiving school. 

10 ‘‘(B) FOR PRINCIPAL RESIDENCY PRO11 GRAMS.—An eligible partnership carrying out a 

12 principal residency program shall support a 

13 program described in paragraph (3) for high14 need schools, as determined by the needs of the 

15 high-need local educational agency in the part16 nership. 

17 ‘‘(2) TEACHER RESIDENCY PROGRAMS.— 

18 ‘‘(A) ESTABLISHMENT AND DESIGN.—A 

19 teaching residency program under this para20 graph shall be a program based upon models of 

21 successful teaching residencies that serves as a 

22 mechanism to prepare teachers for success in 

23 high-need schools in the eligible partnership and 

24 shall be designed to include the following char25 acteristics of successful programs: 


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1 ‘‘(i) The integration of pedagogy, 

2 classroom practice and teacher mentoring. 

3 ‘‘(ii) The exposure to principles of 

4 child development as well as understanding 

5 and applying principles of learning and be6 havior. 

7 ‘‘(iii) Engagement of teaching resi8 dents in rigorous graduate-level coursework 

9 to earn a master’s degree while under10 taking a guided teaching apprenticeship. 

11 ‘‘(iv) Experience and learning oppor12 tunities alongside a trained and experi13 enced mentor teacher— 

14 ‘‘(I) whose teaching shall com15 plement the residency program so that 

16 school-based clinical practice is tightly 

17 aligned with coursework; 

18 ‘‘(II) who shall have extra re19 sponsibilities as a teacher leader of 

20 the teaching residency program, as a 

21 mentor for residents, and as a teacher 

22 coach during the induction program 

23 for new teachers, and for establishing, 

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1 pected to continually improve their ca2 pacity to advance student learning; 

3 and 

4 ‘‘(III) who may be relieved from 

5 teaching duties or may be offered a 

6 stipend as a result of such additional 

7 responsibilities. 

8 ‘‘(v) The establishment of clear cri9 teria for the selection of mentor teachers 

10 based on the appropriate subject area 

11 knowledge and measures of teacher effec12 tiveness, which shall be based on, but not 

13 limited to, observations of the following: 

14 ‘‘(I) Planning and preparation, 

15 including demonstrated knowledge of 

16 content, pedagogy, and assessment, 

17 including the use of formative, 

18 summative, and diagnostic assess19 ments to improve student learning. 

20 ‘‘(II) Appropriate instruction 

21 that engages all students. 

22 ‘‘(III) Collaboration with col23 leagues to improve instruction. 

24 ‘‘(IV) Analysis of evidence of stu25 dent learning. 


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1 ‘‘(vi) The development of admissions 

2 goals and priorities— 

3 ‘‘(I) that are aligned with the 

4 hiring objectives of the local edu5 cational agency partnering with the 

6 program, as well as the instructional 

7 initiatives and curriculum of such 

8 agency to hire qualified graduates 

9 from the teaching residency program; 

10 and 

11 ‘‘(II) which may include consider12 ation of applicants who reflect the 

13 communities in which they will teach 

14 as well as consideration of individuals 

15 from underrepresented populations in 

16 the teaching profession. 

17 ‘‘(vii) Support for residents once such 

18 residents are hired as the teachers of 

19 record, through an induction program, pro20 fessional development, and networking op21 portunities to support the residents 

22 through not less than the residents’ first 2 

23 years of teaching. 

24 ‘‘(B) SELECTION OF INDIVIDUALS AS

25 TEACHER RESIDENTS.— 


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

2 to be eligible to be a teacher resident in a 

3 teacher residency program under this para4 graph, an individual shall— 

5 ‘‘(I) be a recent graduate of a 4- 

6 year institution of higher education or 

7 a mid-career professional possessing 

8 strong content knowledge of a record 

9 of professional accomplishment; and 

10 ‘‘(II) submit an application to 

11 the residency program. 

12 ‘‘(ii) SELECTION CRITERIA.—An eligi13 ble partnership carrying out a teaching 

14 residency program under this subsection 

15 shall establish criteria for the selection of 

16 eligible individuals to participate in the 

17 teaching residency program based on the 

18 following characteristics: 

19 ‘‘(I) Strong content knowledge or 

20 record of accomplishment in the field 

21 or subject area to be taught. 

22 ‘‘(II) Strong verbal and written 

23 communication skills, which may be 

24 demonstrated by performance on ap25 propriate assessments. 


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1 ‘‘(III) Other attributes linked to 

2 effective teaching, which may be de3 termined by interviews or performance 

4 assessments, as specified by the eligi5 ble partnership. 

6 ‘‘(3) PRINCIPAL RESIDENCY PROGRAMS.— 

7 ‘‘(A) ESTABLISHMENT AND DESIGN.—A 

8 principal residency program under this para9 graph shall be a program based upon models of 

10 successful principal residencies that serve as a 

11 mechanism to prepare principals for success in 

12 high-need schools in the eligible partnership and 

13 shall be designed to include the following char14 acteristics of successful programs: 

15 ‘‘(i) Engagement of principal resi16 dents in rigorous graduate-level coursework 

17 to earn an appropriate advanced credential 

18 while undertaking a guided principal ap19 prenticeship. 

20 ‘‘(ii) Experience and learning opportu21 nities alongside a trained and experienced 

22 mentor principal— 

23 ‘‘(I) whose mentoring shall be 

24 based on standards of effective men25 toring practice and shall complement 


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1 the residence program so that school2 based clinical practice is tightly 

3 aligned with coursework; and 

4 ‘‘(II) who may be relieved from 

5 some portion of principal duties or 

6 may be offered a stipend as a result 

7 of such additional responsibilities. 

8 ‘‘(iii) The establishment of clear cri9 teria for the selection of mentor principals, 

10 which may be based on observations of the 

11 following: 

12 ‘‘(I) Demonstrating awareness of, 

13 and having experience with, the 

14 knowledge, skills, and attitudes to— 

15 ‘‘(aa) establish and maintain 

16 a professional learning commu17 nity that effectively extracts in18 formation from data to improve 

19 the school culture and personalize 

20 instruction for all students to re21 sult in improved student achieve22 ment; 

23 ‘‘(bb) create and maintain a 

24 learning culture within the school 

25 that provides a climate conducive 


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1 to the development of all mem2 bers of the school community, in3 cluding one of continuous learn4 ing for adults tied to student 

5 learning and other school goals; 

6 ‘‘(cc) engage in continuous 

7 professional development, uti8 lizing a combination of academic 

9 study, developmental simulation 

10 exercises, self-reflection, mentor11 ship, and internship; 

12 ‘‘(dd) understand youth de13 velopment appropriate to the age 

14 level served by the school, and 

15 use this knowledge to set high ex16 pectations and standards for the 

17 academic, social, emotional, and 

18 physical development of all stu19 dents; and 

20 ‘‘(ee) actively engage the 

21 community to create shared re22 sponsibility for student academic 

23 performance and successful de24 velopment. 


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1 ‘‘(II) Planning and articulating a 

2 shared and coherent schoolwide direc3 tion and policy for achieving high 

4 standards of student performance. 

5 ‘‘(III) Identifying and imple6 menting the activities and rigorous 

7 curriculum necessary for achieving 

8 such standards of student perform9 ance. 

10 ‘‘(IV) Supporting a culture of 

11 learning, collaboration, and profes12 sional behavior and ensuring quality 

13 measures of instructional practice. 

14 ‘‘(V) Communicating and engag15 ing parents, families, and other exter16 nal communities. 

17 ‘‘(VI) Collecting, analyzing, and 

18 utilizing data and other evidence of 

19 student learning and evidence of class20 room practice to guide decisions and 

21 actions for continuous improvement 

22 and to ensure performance account23 ability. 

24 ‘‘(iv) The development of admissions 

25 goals and priorities— 


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1 ‘‘(I) that are aligned with the 

2 hiring objectives of the local edu3 cational agency partnering with the 

4 program, as well as the instructional 

5 initiatives and curriculum of such 

6 agency to hire qualified graduates 

7 from the principal residency program; 

8 and 

9 ‘‘(II) which may include consider10 ation of applicants who reflect the 

11 communities in which they will serve 

12 as well as consideration of individuals 

13 from underrepresented populations in 

14 school leadership positions. 

15 ‘‘(v) Support for residents once such 

16 residents are hired as principals, through 

17 an induction program, professional devel18 opment to support the knowledge and skills 

19 of the principal in a continuum of learning 

20 and content expertise in developmentally 

21 appropriate or age-appropriate educational 

22 practices, and networking opportunities to 

23 support the residents through not less than 

24 the residents’ first 2 years of serving as 

25 principal of a school. 


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1 ‘‘(B) SELECTION OF INDIVIDUALS AS

2 PRINCIPAL RESIDENTS.— 

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

4 to be eligible to be a principal resident in 

5 a principal residency program under this 

6 paragraph, an individual shall— 

7 ‘‘(I) have prior prekindergarten 

8 through grade 12 teaching experience; 

9 ‘‘(II) have experience as an effec10 tive leader, manager, and written and 

11 oral communicator; and 

12 ‘‘(III) submit an application to 

13 the residency program. 

14 ‘‘(ii) SELECTION CRITERIA.—An eligi15 ble partnership carrying out a principal 

16 residency program under this subsection 

17 shall establish criteria for the selection of 

18 eligible individuals to participate in the 

19 principal residency program based on the 

20 following characteristics: 

21 ‘‘(I) Strong instructional leader22 ship skills in an elementary school or 

23 secondary school setting. 

24 ‘‘(II) Strong verbal and written 

25 communication skills, which may be 


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1 demonstrated by performance on ap2 propriate assessments. 

3 ‘‘(III) Other attributes linked to 

4 effective leadership, such as sound 

5 judgment, organizational capacity, col6 laboration, and openness to contin7 uous learning, which may be deter8 mined by interviews or performance 

9 assessment, as specified by the eligible 

10 partnership. 

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

12 AGREEMENTS; REPAYMENTS.— 

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

14 or principal residency program under this sub15 section— 

16 ‘‘(i) shall provide a 1-year living sti17 pend or salary to teaching or principal 

18 residents during the 1-year teaching or 

19 principal residency program; and 

20 ‘‘(ii) may provide a stipend to a men21 tor teacher or mentor principal. 

22 ‘‘(B) APPLICATIONS FOR STIPENDS OR

23 SALARIES.—Each teacher or principal residency 

24 candidate desiring a stipend or salary during 

25 the period of residency shall submit an applicaVerDate Sep 11 2014 23:54 Jul 16, 2020 Jkt 099200 PO 00000 Frm 00030 Fmt 6652 Sfmt 6201 E:\BILLS\H7319.IH H7319

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1 tion to the eligible partnership at such time, 

2 and containing such information and assur3 ances, as the eligible partnership may require. 

4 ‘‘(C) AGREEMENTS TO SERVE.—Each ap5 plication submitted under subparagraph (B) 

6 shall contain or be accompanied by an agree7 ment that the applicant will— 

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

9 principal for a total of not less than 3 aca10 demic years immediately after successfully 

11 completing the 1-year teaching or principal 

12 residency program; 

13 ‘‘(ii) fulfill the requirement under 

14 clause (i)— 

15 ‘‘(I) by teaching or serving as a 

16 principal in a high-need school served 

17 by the high-need local educational 

18 agency in the eligible partnership and, 

19 if a teacher, teaching a subject or 

20 area that is designated as high-need 

21 by the partnership; or 

22 ‘‘(II) if there is no appropriate 

23 position available in a high-need 

24 school served by the high-need local 

25 educational agency in the eligible 


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1 partnership, by teaching or serving as 

2 a principal in any other high-need 

3 school; 

4 ‘‘(iii) provide to the eligible partner5 ship a certificate, from the chief adminis6 trative officer of the local educational 

7 agency in which the resident is employed, 

8 of the employment required under clauses 

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

10 completion of, each year or partial year of 

11 service; 

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

13 requirements to be a profession ready 

14 teacher; and 

15 ‘‘(v) comply with the requirements set 

16 by the eligible partnership under subpara17 graph (D) if the applicant is unable or un18 willing to complete the service obligation 

19 required by this subparagraph. 

20 ‘‘(D) REPAYMENTS.— 

21 ‘‘(i) IN GENERAL.—An eligible part22 nership carrying out a teaching or prin23 cipal residency program under this sub24 section shall require a recipient of a sti25 pend or salary under subparagraph (A) 


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1 who does not complete, or who notifies the 

2 partnership that the recipient intends not 

3 to complete, the service obligation required 

4 by subparagraph (C) to repay such stipend 

5 or salary to the eligible partnership, to6 gether with interest, at a rate specified by 

7 the partnership in the agreement, and in 

8 accordance with such other terms and con9 ditions specified by the eligible partnership, 

10 as necessary. 

11 ‘‘(ii) OTHER TERMS AND CONDI12 TIONS.—Any other terms and conditions 

13 specified by the eligible partnership may 

14 include reasonable provisions for prorate 

15 repayment of the stipend or salary de16 scribed in subparagraph (A) or for deferral 

17 of a teaching resident’s service obligation 

18 required by subparagraph (C), on grounds 

19 of health, incapacitation, inability to secure 

20 employment in a school served by the eligi21 ble partnership, being called to active duty 

22 in the Armed Forces of the United States, 

23 or other extraordinary circumstances. 

24 ‘‘(iii) USE OF REPAYMENTS.—An eli25 gible partnership shall use any repayment 


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1 received under this subparagraph to carry 

2 out additional activities that are consistent 

3 with the purposes of this section.’’; 

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

5 following: 

6 ‘‘(f) PARTNERSHIP GRANTS FOR EDUCATOR DEVEL7 OPMENT.—An eligible partnership that receives a grant 

8 under this section may carry out effective educator devel9 opment programs for other educators besides teachers and 

10 principals based on the needs identified in subsection 

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

12 ‘‘(1) Implementing curriculum changes that im13 prove, evaluate, and assess how well prospective and 

14 new educators develop instructional skills. 

15 ‘‘(2) Preparing educators to use empirically 

16 based practice and scientifically valid research, 

17 where applicable. 

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

19 ‘‘(4) Creating induction programs for new edu20 cators. 

21 ‘‘(5) Aligning recruitment and admissions goals 

22 and priorities with the hiring objectives of the high23 need local educational agency in the eligible partner24 ship. 


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1 ‘‘(6) Professional development and training for 

2 mentor teachers and principals.’’; and 

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

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

5 any other provision of law, from funds appropriated to 

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

7 any multiyear grant awarded under this part (as such pro8 visions were in effect on the day before the date of enact9 ment of the Educator Preparation Reform Act), for the 

10 duration of such multiyear grant in accordance with its 

11 terms.’’. 

12 SEC. 104. ADMINISTRATIVE PROVISIONS. 

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

14 U.S.C. 1022b) is amended— 

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

16 and inserting the following: 

17 ‘‘(2) NUMBER OF AWARDS.—An eligible part18 nership may not receive more than 1 grant during 

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

20 an additional grant during such period if such grant 

21 is used to establish a teacher or principal residency 

22 program if such residency program was not estab23 lished with the prior grant. Nothing in this title 

24 shall be construed to prohibit an individual member, 

25 that can demonstrate need, of an eligible partnership 


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1 that receives a grant under this title from entering 

2 into another eligible partnership consisting of new 

3 members and receiving a grant with such other eligi4 ble partnership before the 5-year period described in 

5 the preceding sentence applicable to the eligible 

6 partnership with which the individual member has 

7 first partnered has expired.’’; and 

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

9 preparation program’’ and inserting ‘‘teacher edu10 cation program or educator development program’’. 

11 SEC. 105. ACCOUNTABILITY AND EVALUATION. 

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

13 (20 U.S.C. 1022c(a)) is amended to read as follows: 

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

15 eligible partnership submitting an application for a grant 

16 under this part shall establish, and include in such appli17 cation, an evaluation plan that includes strong and meas18 urable performance objectives. The plan shall include ob19 jectives and measures for— 

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

21 educators as measured by the eligible partnership; 

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

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

24 State certification or licensure of teachers or pass 


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1 rates and average scores on valid and reliable teach2 er performance assessments; and 

3 ‘‘(4)(A) the percentage of profession ready 

4 teachers, principals, and other educators hired by 

5 the high-need local educational agency participating 

6 in the eligible partnership; 

7 ‘‘(B) the percentage of profession ready teach8 ers, principals, and other educators hired by the 

9 high-need local educational agency who are members 

10 of underrepresented groups; 

11 ‘‘(C) the percentage of profession ready teach12 ers hired by the high-need local educational agency 

13 who teach high-need academic subject areas (such as 

14 reading, mathematics, science, and foreign language, 

15 including less commonly taught languages and crit16 ical foreign languages); 

17 ‘‘(D) the percentage of profession ready teach18 ers hired by the high-need local educational agency 

19 who teach in high-need areas (including special edu20 cation, bilingual education, language instruction edu21 cational programs for English language learners, 

22 and early childhood education); 

23 ‘‘(E) the percentage of profession ready teach24 ers and other educators hired by the high-need local 

25 educational agency who teach in high-need schools, 


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1 disaggregated by the elementary school and sec2 ondary school levels; 

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

4 childhood education program classes in the geo5 graphic area served by the eligible partnership 

6 taught by early childhood educators who are highly 

7 competent; and 

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

9 trained to— 

10 ‘‘(i) integrate technology effectively into 

11 curricula and instruction, including technology 

12 consistent with the principles of universal de13 sign for learning; and 

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

15 manage, and analyze data to improve teaching 

16 and learning for the purpose of improving stu17 dent learning outcomes.’’. 

18 SEC. 106. ACCOUNTABILITY FOR PROGRAMS THAT PRE19 PARE TEACHERS. 

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

21 U.S.C. 1022d) is amended— 

22 (1) in subsection (a)— 

23 (A) by striking the subsection heading and 

24 inserting ‘‘TEACHER PREPARATION ENTITY

25 REPORT CARDS’’; and 


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1 (B) by striking paragraph (1) and insert2 ing the following: 

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

4 entity approved to operate teacher preparation pro5 grams in the State and that receives or enrolls stu6 dents receiving Federal assistance shall report annu7 ally to the State and the general public, in a uniform 

8 and comprehensible manner that conforms with the 

9 definitions and methods established by the Sec10 retary, the following: 

11 ‘‘(A) PASS RATES AND SCALED SCORES.— 

12 For the most recent year for which the informa13 tion is available for each teacher preparation 

14 program offered by the teacher preparation en15 tity the following: 

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

17 for those students who took the assess18 ments used for teacher certification or li19 censure by the State in which the entity is 

20 located and are enrolled in the teacher 

21 preparation program or, and for those who 

22 have taken such assessments and have 

23 completed the teacher preparation program 

24 during the two-year period preceding such 

25 year, for each of such assessments— 


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1 ‘‘(I) the percentage of all stu2 dents who passed such assessment; 

3 ‘‘(II) the percentage of students 

4 who have taken such assessment who 

5 enrolled in and completed the teacher 

6 preparation program; and 

7 ‘‘(III) the average scaled score 

8 for all students who took such assess9 ment. 

10 ‘‘(ii) In the case of an entity that re11 quires a valid and reliable teacher perform12 ance assessment in order to complete the 

13 preparation program, the entity may sub14 mit in lieu of the information described in 

15 clause (i) the pass rate and average score 

16 of students taking the teacher performance 

17 assessment. 

18 ‘‘(B) ENTITY INFORMATION.—A descrip19 tion of the following: 

20 ‘‘(i) The median grade point average 

21 and range of grade point averages for ad22 mitted students. 

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

24 entity (disaggregated by race, ethnicity, 

25 and gender). 


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

2 of supervised clinical preparation required 

3 for each program. 

4 ‘‘(iv) The total number of students 

5 who have completed programs for certifi6 cation or licensure (disaggregated by sub7 ject area and by race, ethnicity, and gen8 der, except that such disaggregation shall 

9 not be required in a case in which the re10 sult would reveal personally identifiable in11 formation about an individual student). 

12 ‘‘(C) ACCREDITATION.—Whether the pro13 gram or entity is accredited by a specialized ac14 crediting agency recognized by the Secretary for 

15 accreditation of professional teacher education 

16 programs. 

17 ‘‘(D) DESIGNATION AS LOW-PER18 FORMING.—Which programs (if any) offered by 

19 the entity have been designated as low-per20 forming by the State under section 207(a).’’; 

21 (2) in subsection (b)— 

22 (A) in paragraph (1)— 

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

24 ‘‘, including teacher performance assess25 ments’’ after ‘‘State’’; 


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1 (ii) by striking subparagraph (D) and 

2 inserting the following: 

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

4 for each of the assessments used by the State 

5 for teacher certification or licensure, disaggre6 gated by subject area, race, ethnicity, and gen7 der, except that such disaggregation shall not 

8 be required in a case in which the result would 

9 reveal personally identifiable information about 

10 an individual student— 

11 ‘‘(I) for each entity located in the 

12 State, the percentage of students at such 

13 entities who have completed 100 percent of 

14 the nonclinical coursework and taken the 

15 assessment who pass such assessment; 

16 ‘‘(II) the percentage of all such stu17 dents in all such programs and entities 

18 who have taken the assessment who pass 

19 such assessment; 

20 ‘‘(III) the percentage of students who 

21 have taken the assessment who enrolled in 

22 and completed a teacher preparation pro23 gram; and 

24 ‘‘(IV) the average scaled score of indi25 viduals participating in such a program, or 


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1 who have completed such a program dur2 ing the 2-year period preceding the first 

3 year for which the annual State report 

4 card is provided, who took each such as5 sessment. 

6 ‘‘(ii) In the case of a State that has imple7 mented a valid and reliable teacher performance 

8 assessment, the State may submit in lieu of the 

9 information described in clause (i) the pass rate 

10 and average score of students taking the teach11 er performance assessment, disaggregated by 

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

13 that such disaggregation shall not be required 

14 in a case in which the result would reveal per15 sonally identifiable information about an indi16 vidual student.’’; 

17 (iii) by striking subparagraph (G) and 

18 inserting the following: 

19 ‘‘(G) For each teacher preparation pro20 gram in the State the following: 

21 ‘‘(i) The median grade point average 

22 and range of grade point averages for ad23 mitted students. 


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

2 program (disaggregated by race, ethnicity, 

3 and gender). 

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

5 of supervised clinical preparation required. 

6 ‘‘(iv) Whether such program has been 

7 identified as low-performing.’’; 

8 (iv) by striking subparagraph (H) and 

9 inserting the following: 

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

11 each teacher preparation entity in the State, 

12 the number of teachers prepared, in the aggre13 gate and reported separately by the following: 

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

15 ‘‘(ii) Academic major. 

16 ‘‘(iii) Subject area for which the 

17 teacher has been prepared to teach. 

18 ‘‘(iv) The relationship of the subject 

19 area and grade span of teachers graduated 

20 by the teacher preparation entity to the 

21 teacher workforce needs of the State. 

22 ‘‘(v) The percentage of teachers grad23 uated teaching in high-need schools. 

24 ‘‘(vi) Race, gender, and ethnicity.’’; 


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

2 (K), and (L); and 

3 (vi) by adding at the end the fol4 lowing: 

5 ‘‘(I) The capacity of the statewide longitu6 dinal data system to report valid and reliable 

7 outcome data on the graduates of teacher prep8 aration entities in the State and where available 

9 the results of such data on the following: 

10 ‘‘(i) Evidence of student learning, in11 cluding information on the academic per12 formance of students with disabilities and 

13 limited English proficient students taught 

14 by graduates of teacher preparation enti15 ties in the State by subject area and grade. 

16 ‘‘(ii) Job placement of program 

17 completers within 12 months of gradua18 tion. 

19 ‘‘(iii) Retention of program completers 

20 in teaching after 3 years. 

21 ‘‘(iv) Other outcome indicators, such 

22 as average results from teacher evalua23 tions.’’; and 

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


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1 ‘‘(3) NO REQUIREMENT FOR REPORTING ON

2 STUDENTS NOT RESIDING IN THE STATE.—Nothing 

3 in this section shall require a State to report data 

4 on program completers who do not reside in such 

5 State.’’; and 

6 (3) in subsection (d)— 

7 (A) in paragraph (1), by striking ‘‘(A) 

8 through (L)’’ and inserting ‘‘(A) through (H)’’; 

9 and 

10 (B) in paragraph (2), by adding at the end 

11 the following: 

12 ‘‘(D) The relationship of the subject area 

13 and grade span of teachers graduated by teach14 er preparation entities across the States to 

15 identified teacher shortage areas. 

16 ‘‘(E) The number and percentages of such 

17 graduates teaching in high-need schools.’’. 

18 SEC. 107. TEACHER DEVELOPMENT. 

19 The Higher Education Act of 1965 (20 U.S.C. 

20 1022e) is amended by striking section 206. 

21 SEC. 108. STATE FUNCTIONS. 

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

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

24 ‘‘SEC. 207. STATE FUNCTIONS. 

25 ‘‘(a) STATE ASSESSMENT.— 


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

2 under this Act or under title II of the Elementary 

3 and Secondary Education Act of 1965, a State shall 

4 conduct an assessment to identify at-risk and low5 performing teacher preparation programs in the 

6 State and to assist such programs through the pro7 vision of technical assistance. 

8 ‘‘(2) PROVISION OF LOW-PERFORMING LIST.— 

9 Each State described in paragraph (1) shall— 

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

11 list of low-performing teacher preparation pro12 grams and an identification of those programs 

13 at risk of being placed on such list, as applica14 ble; 

15 ‘‘(B) report any teacher preparation pro16 gram that has been closed and the reasons for 

17 such closure; and 

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

19 paragraph (1), in the report under section 

20 205(b). 

21 ‘‘(3) DETERMINATION OF AT-RISK AND LOW22 PERFORMING PROGRAMS.—The levels of perform23 ance and the criteria for meeting those levels for 

24 purposes of the assessment under paragraph (1) 

25 shall be determined by the State in consultation with 


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1 a representative group of community stakeholders, 

2 including, at a minimum, representatives of leaders 

3 and faculty of traditional and alternative route 

4 teacher preparation programs, prekindergarten 

5 through 12th grade leaders and instructional staff, 

6 current teacher candidates participating in tradi7 tional and alternative route teacher preparation pro8 grams, the State’s standards board or other appro9 priate standards body, and other stakeholders identi10 fied by the State. In making such determination, the 

11 State shall consider multiple measures and the infor12 mation reported by teacher preparation entities 

13 under section 205. 

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

15 receive funds under this Act or under title II of the Ele16 mentary and Secondary Education Act of 1965, a State 

17 shall— 

18 ‘‘(1) report any programs described in sub19 section (a) to the Secretary; 

20 ‘‘(2) establish a period of improvement and re21 design (as established by the State) for programs 

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

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

24 under subsection (a) with technical assistance for a 

25 period of not longer than 3 years; 


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1 ‘‘(4) identify at-risk programs as low-per2 forming if there is not sufficient improvement fol3 lowing the period of technical assistance provided by 

4 the State; and 

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

6 provisions described in subsection (c) (as determined 

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

8 of such identification as a low-performing program. 

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

10 preparation program that is projected to close— 

11 ‘‘(1) shall be ineligible for any funding for pro12 fessional development activities awarded by the De13 partment; 

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

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

16 ‘‘(3) shall provide transitional support, includ17 ing remedial services if necessary, for students en18 rolled in the program in the year prior to such clo19 sure. 

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

21 requirements of this section shall apply to both traditional 

22 teacher preparation programs and alternative routes to 

23 State certification and licensure programs.’’. 


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1 SEC. 109. GENERAL PROVISIONS. 

2 Section 208(a) of the Higher Education Act of 1965 

3 (20 U.S.C. 1022g(a)) is amended by striking ‘‘sections 

4 205 and 206’’ and inserting ‘‘section 205’’. 

5 SEC. 110. AUTHORIZATION OF APPROPRIATIONS. 

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

7 U.S.C. 1022h) is amended— 

8 (1) by striking ‘‘2009’’ and inserting ‘‘2021’’; 

9 and 

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

11 TITLE II—AMENDMENTS TO THE 

12 TEACH GRANTS 

13 SEC. 201. PROGRAM ESTABLISHED. 

14 Section 420M of the Higher Education Act of 1965 

15 (20 U.S.C. 1070g–1) is amended by adding at the end 

16 the following: 

17 ‘‘(e) PROGRAMS PROJECTED TO CLOSE.—An institu18 tion of higher education that offers a teacher preparation 

19 program that is projected to close— 

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

21 subpart; and 

22 ‘‘(2) shall provide transitional support, includ23 ing remedial services if necessary, for students en24 rolled in the program in the year prior to such clo25 sure.’’. 


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1 SEC. 202. APPLICATIONS; ELIGIBILITY. 

2 Section 420N of the Higher Education Act of 1965 

3 (20 U.S.C. 1070g–2) is amended— 

4 (1) in subsection (a)(2)— 

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

6 clause (iii) and inserting the following: 

7 ‘‘(iii) the student is completing the 

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

9 undergraduate education or a program of 

10 postbaccalaureate education, necessary to 

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

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

13 clause (ii) and inserting the following: 

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

15 who is using alternative certification routes 

16 that have not been identified as low-per17 forming or at-risk by the State.’’; and 

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

19 and inserting the following: 

20 ‘‘(2) in the event that the applicant is deter21 mined to have failed or refused to carry out such 

22 service obligation, the sum of the amounts of any 

23 TEACH Grants received by such applicant, pro24 rated by the percentage of service obligation that 

25 has not been met, will be treated as a loan and colVerDate Sep 11 2014 23:54 Jul 16, 2020 Jkt 099200 PO 00000 Frm 00051 Fmt 6652 Sfmt 6201 E:\BILLS\H7319.IH H7319

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1 lected from the applicant in accordance with sub2 section (c) and regulations thereunder; and’’. 

Æ 


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