I 

116TH CONGRESS 

2D SESSION H. R. 8293 

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 

SEPTEMBER 17, 2020 

Mr. CROW (for himself, Mrs. HAYES, Mr. RODNEY DAVIS of Illinois, Mrs. 

TRAHAN, and Mr. TIPTON) introduced the following bill; which was referred to the Committee on Education and Labor 

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. In 2017–18, more than 100,000 class3 rooms in the United States were staffed by instruc4 tors who were unqualified to teach. These class5 rooms are disproportionately located in low-income, 

6 high-minority schools, although schools of every kind 

7 have been affected by a lack of qualified applicants 

8 in key subjects including mathematics, special edu9 cation, science, world languages, career and tech10 nical education, and teachers of English learners. 

11 (2) Teacher shortages are in significant part 

12 driven by teacher turnover. Research shows that 

13 teacher turnover is higher for those who enter the 

14 profession without adequate preparation. Teachers 

15 who enter the profession through a comprehensive 

16 high-quality program with student teaching, formal 

17 feedback on their teaching, and multiple courses in 

18 student learning, as required in high-quality teach19 ing residency programs, are more likely to remain in 

20 the profession compared to teachers who enter 

21 through a route that lacks these components. Not 

22 only are under-prepared teachers less effective on 

23 average, they are also 2 to 3 times more likely to 

24 leave teaching than fully prepared teachers. 


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1 (3) Teacher shortages and teacher turnover are 

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

3 only increases demand but also imposes replacement 

4 costs on the local educational agency, which range 

5 from $9,000 per teacher in small rural local edu6 cational agencies to over $20,000 in large urban 

7 local educational agencies. The national price tag of 

8 replacement costs for teachers is over 

9 $8,000,000,000 a year. 

10 (4) Teaching residency programs, which recruit 

11 candidates to work as paid apprentices to skilled ex12 pert teachers while completing highly integrated 

13 coursework, have been successful in recruiting tal14 ented, diverse candidates into high-need fields and 

15 local educational agencies. 

16 (5) Research on teaching residency programs 

17 show that such programs are effective in bringing 

18 more teachers of color into the profession and in 

19 preparing such teachers to stay for the long term. In 

20 the United States, about 49 percent of individuals in 

21 teaching residency programs are students of color, 

22 and the same percentage of public school students 

23 are people of color, but only 20 percent of teachers 

24 are people of color. 


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1 (6) The teaching residency program model cre2 ates long-term benefits for local educational agen3 cies, schools, and for the students served by such 

4 agencies and schools. Rigorous studies of teaching 

5 residency programs have found significantly higher 

6 retention rates for graduates of teaching residency 

7 programs, addressing one of the primary contribu8 tors to teacher shortages, as well as positive evidence 

9 about educator effectiveness. 

10 (7) A review of teaching residency program 

11 evaluations shows that teachers who completed high 

12 quality teaching residency programs tend to have 

13 higher teaching retention rates over time compared 

14 to teachers who did not complete such programs, in15 cluding— 

16 (A) in San Francisco, where 80 percent of 

17 candidates completing a teaching residency pro18 gram were still in the classroom after 5 years, 

19 compared to 38 percent of candidates who en20 tered the classroom through a different route; 

21 (B) in Boston, where teaching residents 

22 participating in the Boston Teacher Residency 

23 program had higher retention rates compared 

24 to teachers who were not teaching residents, 

25 with 80 percent of residents still teaching in 


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1 Boston Public schools for a third year, com2 pared to 63 percent of teachers who were not 

3 teaching residents, and 75 percent of teaching 

4 residents still teaching for a fifth year, com5 pared to 51 percent of teachers who were not 

6 teaching residents; 

7 (C) in Tennessee, where 95 percent of 

8 Memphis Teacher Residency program partici9 pants were still teaching for a third year, com10 pared with 41 percent of teachers statewide; 

11 and 

12 (D) additional studies of teaching resi13 dency programs show similarly high retention 

14 rates of graduates, ranging from 80 percent to 

15 90 percent teaching in the same district after 3 

16 years, and 70 percent to 80 percent teaching in 

17 the same district after 5 years. 

18 (8) According to data from the San Francisco 

19 Unified School District, principals find graduates of 

20 teaching residency programs to be well prepared, 

21 and in many cases to be better prepared than new 

22 teachers who were not in teaching residency pro23 grams. Research also shows that teaching residents 

24 strengthen schools across the country by reducing 

25 teacher shortages and providing local educational 


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1 agencies with a more sustainable educator work2 force. 

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

4 residency programs nationwide, which range in size 

5 from five to 100 teaching residents per year. Several 

6 States, including California, Colorado, Georgia, Illi7 nois, Indiana, Louisiana, New Mexico, Pennsylvania, 

8 Tennessee, Texas, and West Virginia, are supporting 

9 teaching residency programs through regional net10 work partnerships that regularly bring together lead11 ership from across local educational agencies and 

12 preparation programs to share knowledge and de13 velop more enduring and reciprocal relationships be14 tween such agencies. 

15 (10) Teaching residency programs align with 

16 the purpose of the Federal Work-Study Program to 

17 provide valuable work experience and work related to 

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

19 Further, the Federal Work-Study Program priori20 tizes teaching reading based on scientifically-based 

21 research on reading, a feature consistent with efforts 

22 in teaching residency programs to equip all new 

23 teachers, regardless of subject area, with the skills 

24 to support reading and literacy skills for all stu25 dents. 


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1 (11) According to a recent report by the George 

2 W. Bush Institute on principal talent management, 

3 preparing successful principals requires new, com4 prehensive approaches by school districts, univer5 sities, States, and others who pull together to train 

6 and support principals. Thoughtfully designed and 

7 implemented principal residency programs can be a 

8 powerful piece of this comprehensive and collabo9 rative approach to training future educational lead10 ership. 

11 (12) Residencies for aspiring school principals 

12 are a promising approach to initiate principal can13 didates into school leadership practice and has be14 come a part of some comprehensive principal prepa15 ration programs over the past 20 years. Principal 

16 residencies reinvent the traditional internship experi17 ence, which has often been the capstone experience 

18 in principal preparation. Residency immerses prin19 cipal candidates in rigorous apprenticeship experi20 ences that are designed to advance leadership and 

21 management practices, as well as emphasize data 

22 analysis, action, reflection, and accountability. 


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1 SEC. 3. FEDERAL WORK-STUDY FOR RESIDENCY PRO2 GRAMS FOR TEACHERS, PRINCIPALS, AND 

3 OTHER SCHOOL LEADERS. 

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

5 U.S.C. 1087–53) is amended— 

6 (1) in subsection (d)— 

7 (A) in the header, by inserting ‘‘SCHOOL8 BASED’’ before ‘‘TUTORING’’; 

9 (B) in paragraph (1)— 

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

11 and inserting ‘‘school-based activities in12 cluding residency programs, tutoring in 

13 reading,’’; and 

14 (ii) by striking subparagraphs (A) and 

15 (B) and inserting the following: 

16 ‘‘(A) employed— 

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

18 are preschool age or are in elementary 

19 school; or 

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

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

22 institution.’’; and 

23 (C) in paragraph (2)— 

24 (i) in subparagraph (A)(ii), by strik25 ing ‘‘and’’ after the semicolon; 


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

2 the period and inserting ‘‘; and’’; and 

3 (iii) by inserting at the end the fol4 lowing new subparagraph: 

5 ‘‘(C) ensure that any student compensated 

6 with the funds described in paragraph (1) who 

7 is serving in a residency program receives com8 pensation for time spent in training and travel 

9 directly related to such residency.’’; and 

10 (2) by adding the following new subsection at 

11 the end: 

12 ‘‘(f) RESIDENCY PROGRAMS FOR TEACHERS, PRIN13 CIPALS, AND OTHER SCHOOL LEADERS.— 

14 ‘‘(1) USE OF FUNDS.—Funds granted to an in15 stitution under this section may be used to support 

16 students serving in residency programs, including 

17 compensation for time spent in training and travel 

18 directly related to such residency. 

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

20 ‘‘(A) give priority to students who are serv21 ing in a residency program and who have been 

22 determined to be eligible for a Federal Pell 

23 Grant under section 401; and 

24 ‘‘(B) ensure that any student compensated 

25 with the funds described in paragraph (1) for 


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1 a residency program receives appropriate train2 ing to acquire teaching skills (as such term is 

3 defined in section 200) or school leader skills 

4 (as defined in this section). 

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

6 the compensation of work-study students com7 pensated under this subsection may exceed 75 per8 cent. 

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

10 ‘‘(A) RESIDENCY PROGRAM.—The term 

11 ‘residency program’ means a school-based edu12 cator preparation program in which a prospec13 tive teacher, principal, or other school leader— 

14 ‘‘(i) for 1 academic year, works along15 side a mentor teacher, principal, or other 

16 school leader who is— 

17 ‘‘(I) the teacher of record; or 

18 ‘‘(II) rated as effective or above 

19 in the State’s school leader evaluation 

20 and support system (as described in 

21 section 2101(c)(4)(B)(ii) of the Ele22 mentary and Secondary Education 

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

24 6611(c)(4)(B)(ii))) or, if no such ratVerDate Sep 11 2014 00:37 Oct 01, 2020 Jkt 099200 PO 00000 Frm 00010 Fmt 6652 Sfmt 6201 E:\BILLS\H8293.IH H8293

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1 ings are available, on other com2 parable indicators of performance; 

3 ‘‘(ii) receives concurrent instruction 

4 during the year described in clause (i) 

5 from the institution, which may be courses 

6 taught by local educational agency per7 sonnel or residency program faculty, in, as 

8 applicable— 

9 ‘‘(I) the teaching of the content 

10 area in which the teacher will become 

11 certified or licensed; 

12 ‘‘(II) teaching skills; and 

13 ‘‘(III) leadership, management, 

14 organizational, and school leader skills 

15 necessary to serve as a principal or 

16 other school leader; 

17 ‘‘(iii) acquires effective teaching or 

18 school leader skills; and 

19 ‘‘(iv) prior to completion of the pro20 gram, attains full State teacher, principal, 

21 or school leader certification or licensure, 

22 and becomes profession-ready. 

23 ‘‘(B) PROFESSION-READY.—The term ‘pro24 fession-ready’— 


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1 ‘‘(i) when used with respect to a 

2 teacher, means a teacher who— 

3 ‘‘(I) has completed a teacher 

4 preparation program and is fully cer5 tified and licensed to teach by the 

6 State in which the teacher is em7 ployed; 

8 ‘‘(II) has a baccalaureate degree 

9 or higher; 

10 ‘‘(III) has demonstrated content 

11 knowledge in the subject or subjects 

12 the teacher teaches; 

13 ‘‘(IV) has demonstrated the abil14 ity to work with students who are cul15 turally and linguistically diverse; 

16 ‘‘(V) has demonstrated teaching 

17 skills, such as through— 

18 ‘‘(aa) a teacher performance 

19 assessment; or 

20 ‘‘(bb) other measures of 

21 teaching skills, as determined by 

22 the State; and 

23 ‘‘(VI) has demonstrated pro24 ficiency with the use of educational 

25 technology; and 


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1 ‘‘(ii) when used with respect to a prin2 cipal or other school leader, means a prin3 cipal or other school leader who— 

4 ‘‘(I) has an advanced degree, or 

5 other appropriate credential; 

6 ‘‘(II) has completed a principal 

7 or other school leader preparation 

8 process and is fully certified and li9 censed by the State in which the prin10 cipal or other school leader is em11 ployed; 

12 ‘‘(III) has demonstrated instruc13 tional leadership, including the ability 

14 to collect, analyze, and utilize data on 

15 evidence of student learning and evi16 dence of classroom practice; 

17 ‘‘(IV) has demonstrated pro18 ficiency in professionally recognized 

19 leadership standards; and 

20 ‘‘(V) has demonstrated the ability 

21 to work with students who are cul22 turally and linguistically diverse. 

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

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1 tion 8101 of the Elementary and Secondary 

2 Education Act of 1965. 

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

4 ‘school leader skills’ refers to evidenced-based 

5 competencies for principals and other school 

6 leaders such as— 

7 ‘‘(i) shaping a vision of academic suc8 cess for all students; 

9 ‘‘(ii) creating a safe and inclusive 

10 learning environment; 

11 ‘‘(iii) cultivating leadership in others; 

12 ‘‘(iv) improving instruction; and 

13 ‘‘(v) managing people, data, and proc14 esses to foster school improvement.’’. 

Æ 


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