II 

112TH CONGRESS 

1ST SESSION S. 763 

To amend the Elementary and Secondary Education Act of 1965 to require 

the establishment of teacher evaluation programs. 

IN THE SENATE OF THE UNITED STATES 

APRIL 7 (legislative day, APRIL 5), 2011 

Mr. LIEBERMAN (for himself, Mr. BROWN of Massachusetts, and Ms. 

LANDRIEU) introduced the following bill; which was read twice and referred to the Committee on Health, Education, Labor, and Pensions 

A BILL 

To amend the Elementary and Secondary Education Act 

of 1965 to require the establishment of teacher evaluation 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 ‘‘Securing Teacher Ef5 fectiveness, Leaders, Learning, And Results Act’’ or the 

6 ‘‘STELLAR Student Act’’. 

7 SEC. 2. FINDINGS. 

8 Congress finds the following: 


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1 (1) Effective teachers and principals are the 

2 backbone of our schools and the key to successful 

3 students. 

4 (2) Teachers and principals deserve our full 

5 support as they take on one of the most important 

6 and most challenging responsibilities—educating our 

7 children. 

8 (3) Research shows that high-quality and effec9 tive teaching is the single most important school10 based factor impacting student learning. 

11 (4) High-quality evaluations that provide mean12 ingful feedback are a crucial element in giving edu13 cators the support they need to help students 

14 achieve at high levels. 

15 (5) Teachers and principals also deserve access 

16 to high-quality professional development opportuni17 ties. 

18 (6) Constructive feedback specifying areas for 

19 improvement could be useful to both teachers and 

20 principals. 

21 (7) Although research also suggests that quality 

22 teacher evaluations are an important tool in improv23 ing teacher performance, for many teachers, the cur24 rent evaluation systems do not provide useful feedVerDate Mar 15 2010 20:19 Apr 11, 2011 Jkt 099200 PO 00000 Frm 00002 Fmt 6652 Sfmt 6201 E:\BILLS\S763.IS S763

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1 back that would help the teachers improve and grow 

2 as instructors. 

3 (8) In formal studies, including research high4 lighted in ‘‘The Widget Effect’’, nearly 75 percent of 

5 teachers reported that they have not received specific 

6 suggestions on how to improve classroom practices 

7 in annual evaluations. 

8 (9) Across all local educational agencies, only 

9 43 percent of teachers, including novice teachers 

10 who may benefit the most from suggestions, report 

11 that current evaluations systems help them. 

12 (10) Research also shows that school leadership 

13 quality is second only to teacher quality among 

14 school-related factors that impact student learning. 

15 (11) Strong school leadership is a key deter16 minant of whether schools can attract and retain ef17 fective teachers. Principals set the direction and the 

18 vision for a school. 

19 (12) Effective teachers and principals also de20 serve to be recognized for excellence and receive 

21 commendations in areas of strong performance and 

22 significant improvement. 

23 (13) High-quality teacher and principal evalua24 tions have the potential to be a powerful tool and 


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1 should play a significant role in improving the public 

2 education system. 

3 (14) Teachers and principals should provide 

4 input and contribute directly to designing, imple5 menting, and improving evaluation systems in their 

6 school districts. 

7 (15) Students and parents deserve effective 

8 teachers and inspirational principals who are per9 forming to the best of their ability and who are help10 ing to close achievement gaps and raise student 

11 achievement. 

12 SEC. 3. ROBUST TEACHER AND PRINCIPAL EVALUATIONS. 

13 (a) TEACHER AND PRINCIPAL EVALUATIONS.—Sec14 tion 1111(a) of the Elementary and Secondary Education 

15 Act of 1965 (20 U.S.C. 6311(a)) is amended by adding 

16 at the end the following: 

17 ‘‘(3) REPORT ON TEACHER AND PRINCIPAL

18 EVALUATIONS.—For any State desiring to receive a 

19 grant under this part, the State educational agency 

20 shall submit to the Secretary not later than 1 year 

21 after the date of enactment of the Securing Teacher 

22 Effectiveness, Leaders, Learning, And Results Act, 

23 a report on— 

24 ‘‘(A) the system in the State of evaluating 

25 teachers’ and principals’ performance; and 


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1 ‘‘(B) how such evaluation factors into deci2 sions on tenure, compensation, promotion, and 

3 dismissals of teachers and principals.’’. 

4 (b) TEACHER AND PRINCIPAL EVALUATIONS.—Sec5 tion 1111(b) of the Elementary and Secondary Education 

6 Act of 1965 (20 U.S.C. 6311(b)) is amended by adding 

7 at the end the following: 

8 ‘‘(11) ROBUST TEACHER AND PRINCIPAL EVAL9 UATIONS.— 

10 ‘‘(A) IN GENERAL.—Not later than 4 years 

11 after the date of enactment of the Securing 

12 Teacher Effectiveness, Leaders, Learning, And 

13 Results Act, each State shall carry out the fol14 lowing: 

15 ‘‘(i) Establish, after taking input from 

16 teachers and principals, a statewide defini17 tion of teacher and principal effectiveness 

18 that includes not less than 4 levels of per19 formance ratings for teachers and for prin20 cipals, including an effective rating and a 

21 highly effective rating, based on such defi22 nitions. 

23 ‘‘(ii) Demonstrate that the State has 

24 developed, after taking input from teachers 


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1 and principals, a model teacher and prin2 cipal evaluation program under which— 

3 ‘‘(I) individuals in charge of ad4 ministering teacher and principal eval5 uations within each local educational 

6 agency in the State are provided rig7 orous training on how to conduct the 

8 teacher and principal evaluations, in9 cluding— 

10 ‘‘(aa) how to provide specific 

11 feedback about improving teach12 ing and principal practice based 

13 on evaluation results; and 

14 ‘‘(bb) how to evaluate teach15 ers and principals using the per16 formance ratings described in 

17 clause (i) and established under 

18 subparagraphs (B)(iii) and 

19 (C)(viii); 

20 ‘‘(II) a teacher or principal who 

21 is evaluated is provided, based on the 

22 evaluation results, professional devel23 opment opportunities that meet the 

24 specific needs identified for the teach25 er or principal; 


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1 ‘‘(III) measures are taken to en2 sure that any personally identifiable 

3 information of teachers and principals 

4 is not publicly disclosed, except as re5 quired to comply with the reporting 

6 requirements of paragraph (1)(C)(ix), 

7 and clauses (i)(III) and (ii)(III) of 

8 paragraph (2)(B), of section 1111(h); 

9 ‘‘(IV) regular monitoring and as10 sessment of the quality, reliability, va11 lidity, fairness, consistency, and objec12 tivity of the evaluation program and 

13 the evaluators’ judgments takes place 

14 within and across local educational 

15 agencies in the State; 

16 ‘‘(V) each teacher’s performance 

17 is evaluated in accordance with sub18 paragraph (B); 

19 ‘‘(VI) each principal’s perform20 ance is evaluated in accordance with 

21 subparagraph (C); 

22 ‘‘(VII) on the basis of the evalua23 tion, each teacher or principal re24 ceives— 


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1 ‘‘(aa) a performance rating, 

2 as described in clause (i), that is 

3 based on multiple measures; 

4 ‘‘(bb) in the case of a teach5 er— 

6 ‘‘(AA) in a grade level 

7 and subject area with a 

8 statewide assessment, a 

9 measure of student learning 

10 gains that is comparable 

11 across the State for all 

12 teachers in grade levels and 

13 subject areas with a state14 wide assessment; or 

15 ‘‘(BB) in a grade level 

16 and subject area without a 

17 statewide assessment, a 

18 measure of student learning 

19 gains that is comparable 

20 across the local educational 

21 agency for all teachers in 

22 grade levels and subject 

23 areas without a statewide 

24 assessment; 


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1 ‘‘(cc) ongoing formative 

2 feedback and specific rec3 ommendations on areas for pro4 fessional improvement, which in5 cludes an identification of areas 

6 in which the teacher or principal 

7 can strengthen practices to im8 prove student learning; 

9 ‘‘(dd) a measure of student 

10 academic growth with respect to 

11 the State’s academic standards of 

12 the school’s students, including 

13 students in each of the subgroups 

14 described in paragraph 

15 (2)(C)(v)(II); 

16 ‘‘(ee) commendations for ex17 cellence in areas of strong per18 formance and in areas of signifi19 cant improvement; and 

20 ‘‘(ff) in the case of a teacher 

21 or principal who is identified as 

22 being in 1 of the lowest 2 per23 formance ratings described in 

24 clause (i), a 1-year comprehen25 sive remediation plan; 


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1 ‘‘(VIII) evaluation results are 

2 used as the principal factor in inform3 ing all key personnel and staffing de4 cisions, including retention, dismissal, 

5 promotion, compensation, and tenure; 

6 ‘‘(IX) evaluation results are the 

7 primary factor used in determining 

8 layoffs during any reduction in force; 

9 ‘‘(X) any teacher or principal 

10 who receives 1 of the lowest 2 per11 formance ratings and does not suc12 cessfully improve performance on an 

13 evaluation after completing the com14 prehensive remediation plan as re15 quired under subclause (VII)(ff) is 

16 prohibited from working in any ele17 mentary school or secondary school 

18 served under this part; 

19 ‘‘(XI) any teacher or principal 

20 who receives the lowest performance 

21 rating for 3 consecutive years is sub22 ject to dismissal; 

23 ‘‘(XII) evaluation results are 

24 used to ensure that low-income stu25 dents and students of color are not 


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1 assigned at higher rates than other 

2 students to classes in core academic 

3 subjects taught by teachers who have 

4 received 1 of the 2 lowest evaluation 

5 rates in their most recent evaluation; 

6 and 

7 ‘‘(XIII) a system is implemented 

8 under which each teacher and prin9 cipal is evaluated at least annually. 

10 ‘‘(iii) Demonstrate that each local 

11 educational agency in the State has adopt12 ed a local educational agency-wide teacher 

13 and principal evaluation program that— 

14 ‘‘(I) was developed after seeking 

15 input from teachers and principals; 

16 ‘‘(II) meets the standards for va17 lidity and reliability developed by the 

18 State; and 

19 ‘‘(III) meets the minimum re20 quirements set forth in clause (ii). 

21 ‘‘(iv) Demonstrate that each local 

22 educational agency in the State is seeking 

23 input from teachers and principals to make 

24 improvements to the evaluation program 

25 on an annual basis. 


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1 ‘‘(v) Submit, on a regular basis, to the 

2 Secretary a review of the teacher and prin3 cipal evaluation systems used by the local 

4 educational agencies in the State, includ5 ing— 

6 ‘‘(I) comparing the teacher and 

7 principal evaluation results, for each 

8 local educational agency and each 

9 such agency’s schools, against the stu10 dent academic achievement and stu11 dent academic growth in all local edu12 cational agencies in the State and all 

13 schools served by such local edu14 cational agencies; 

15 ‘‘(II) assessing the extent to 

16 which each local educational agency’s 

17 existing system demonstrates mean18 ingful differentiation among teacher 

19 performance levels and among prin20 cipal performance levels; and 

21 ‘‘(III) comparing implementation 

22 and results across local educational 

23 agencies’ evaluation systems to en24 sure— 


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1 ‘‘(aa) comparability across 

2 the State in implementation of 

3 such systems; and 

4 ‘‘(bb) that such systems 

5 meet the State’s criteria or defi6 nitions for each of the terms de7 scribed in clause (i). 

8 ‘‘(vi) Provide technical assistance to 

9 improve an agency’s teacher and principal 

10 evaluation system so that the system pro11 vides meaningful differentiation and is 

12 aligned with student academic achievement 

13 and student growth results in the agency 

14 and in each of the agency’s schools. 

15 ‘‘(vii) Establish a timeline for imple16 mentation that— 

17 ‘‘(I) ensures that measures of 

18 student academic growth, as described 

19 in subparagraphs (B)(i) and (C)(i), 

20 are developed not later than 2 years 

21 after the date of enactment of the Se22 curing Teacher Effectiveness, Lead23 ers, Learning, And Results Act; 

24 ‘‘(II) ensures evaluation systems 

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1 paragraphs (B) and (C) are imple2 mented statewide by not later than 3 

3 years after the date of enactment of 

4 such Act, except that such systems 

5 shall not have to meet the require6 ments under subclauses (VIII) 

7 through (XII) of clause (ii); and 

8 ‘‘(III) ensures evaluation systems 

9 that meet all the requirements of this 

10 paragraph are fully implemented 

11 statewide by not later than 4 years 

12 after the date of enactment of such 

13 Act. 

14 ‘‘(viii) Submit to the Secretary an an15 nual report on implementation of the State 

16 plan under this section and on meeting the 

17 timelines required under this section. 

18 ‘‘(ix) Publish a report each year show19 ing the average estimate of teacher impact 

20 on student growth for each of the perform21 ance ratings described in clause (i). 

22 ‘‘(B) REQUIREMENTS FOR TEACHER EVAL23 UATIONS.—The evaluation of a teacher’s per24 formance shall comply with the following min25 imum requirements: 


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1 ‘‘(i) STUDENT ACADEMIC GROWTH.— 

2 The predominant factor of the evaluation 

3 is student academic growth with respect to 

4 the State’s academic standards, as meas5 ured by— 

6 ‘‘(I) student learning gains on 

7 the State’s academic assessments es8 tablished under paragraph (3) or, for 

9 grades and subjects not covered by 

10 the State’s academic assessments, an11 other valid and reliable assessment of 

12 student academic achievement, as long 

13 as the assessment is used consistently 

14 by the local educational agency in 

15 which the teacher is employed for the 

16 grade or class for which the assess17 ment is administered; and 

18 ‘‘(II) if available, value-added 

19 measures that track individual stu20 dent academic growth while under the 

21 instruction of the teacher. 

22 ‘‘(ii) OBSERVATIONS OF TEACHER

23 PERFORMANCE.—A portion of the evalua24 tion is based on observations of the teach25 er’s performance in the classroom by not 


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1 less than 1 trained and objective ob2 server— 

3 ‘‘(I) that take place on not less 

4 than 2 occasions during the school 

5 year the teacher is being evaluated; 

6 and 

7 ‘‘(II) under which— 

8 ‘‘(aa) a teacher is evaluated 

9 against a rigorous rubric that de10 fines multiple performance cat11 egories in alignment with the 

12 State’s professional standards for 

13 teachers; and 

14 ‘‘(bb) observation ratings 

15 meaningfully differentiate among 

16 teachers’ performance and bear a 

17 relationship to evidence of stu18 dent academic growth with re19 spect to the State’s academic 

20 standards. 

21 ‘‘(iii) MEANINGFUL DIFFERENTIA22 TION.—The evaluation provides perform23 ance ratings that meaningfully differen24 tiate among teacher performance using the 


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1 performance ratings and levels described in 

2 subparagraph (A)(i). 

3 ‘‘(iv) COMPARABILITY OF STUDENT

4 GAINS.—The evaluation provides a meas5 ure of student learning gains that is com6 parable across the State for all teachers in 

7 grade levels and subject areas with a state8 wide assessment. 

9 ‘‘(v) COMPARABILITY OF RESULTS.— 

10 The evaluation provides results that are 

11 comparable, at a minimum, across all 

12 teachers within a grade level or subject 

13 area in the local educational agency in 

14 which the teacher is employed. 

15 ‘‘(C) REQUIREMENTS FOR PRINCIPAL

16 EVALUATIONS.—The evaluation of the perform17 ance of a principal of a school shall comply with 

18 the following minimum requirements: 

19 ‘‘(i) STUDENT ACADEMIC GROWTH.— 

20 The predominant factor of the evaluation 

21 is student academic growth with respect to 

22 the State’s academic standards of the 

23 school’s students, including students in 

24 each of the subgroups described in para25 graph (2)(C)(v)(II). 


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1 ‘‘(ii) GRADUATING RATES.—For a 

2 principal of a secondary school, a portion 

3 of the evaluation is based on improvements 

4 in the school’s graduation rates. 

5 ‘‘(iii) SUPPORT OF EFFECTIVE TEACH6 ERS.—A portion of the evaluation is based 

7 on the recruitment, development, evalua8 tion, and retention of effective teachers. 

9 ‘‘(iv) LEADERSHIP ABILITIES.—A por10 tion of the evaluation is based on the lead11 ership abilities of the principal, as meas12 ured by observations of the principal and 

13 other relevant data evaluated against a rig14 orous rubric that defines multiple perform15 ance categories in alignment with the 

16 State’s professional standards for prin17 cipals. 

18 ‘‘(v) STUDENT ATTENDANCE

19 RATES.—A portion of the evaluation is 

20 based on student attendance rates, as cal21 culated by the State or local educational 

22 agency. 

23 ‘‘(vi) CONTENT OF OBSERVATION RAT24 INGS.—The observations described in 


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1 clause (iv) provide observation ratings 

2 that— 

3 ‘‘(I) meaningfully differentiate 

4 among principals’ performance; and 

5 ‘‘(II) bear a strong relationship 

6 to evidence of student academic 

7 growth with respect to the State’s 

8 academic standards. 

9 ‘‘(vii) DESCRIPTION OF LEADERSHIP

10 ABILITIES.—The leadership abilities re11 ferred to in clause (iv) include the ability 

12 of the principal to— 

13 ‘‘(I) create a shared and coherent 

14 schoolwide direction and policy for 

15 achieving high levels of student aca16 demic growth and closing achievement 

17 gaps among students; 

18 ‘‘(II) identify and implement the 

19 activities and rigorous curriculum nec20 essary for achieving high levels of stu21 dent academic growth; 

22 ‘‘(III) create opportunities for 

23 the community and families of stu24 dents to engage positively with school 

25 administrators and staff; 


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1 ‘‘(IV) support positive learning 

2 environments for students; 

3 ‘‘(V) cultivate a positive and col4 laborative work environment for 

5 school faculty and staff; 

6 ‘‘(VI) collect, analyze, and utilize 

7 data and other tangible evidence of 

8 student learning and evidence of class9 room practice to guide decisions and 

10 actions for continuous improvement 

11 and to ensure performance account12 ability; 

13 ‘‘(VII) effectively oversee and 

14 manage a teacher evaluation program 

15 that provides individualized feedback; 

16 and 

17 ‘‘(VIII) have strong organiza18 tional management of a school, includ19 ing sound budget and personnel prac20 tices. 

21 ‘‘(viii) MEANINGFUL DIFFERENTIA22 TION.—The evaluation provides perform23 ance ratings that meaningfully differen24 tiate among principal performance using 


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1 the performance ratings and levels de2 scribed in subparagraph (A)(i). 

3 ‘‘(ix) COMPARABILITY OF RESULTS.— 

4 The evaluation provides results that are 

5 comparable across all principals within the 

6 local educational agency in which the prin7 cipal is employed.’’. 

8 (c) ADDITIONAL STATE PLAN REQUIREMENTS.— 

9 Section 1111(b)(8)(C) of the Elementary and Secondary 

10 Education Act of 1965 (20 U.S.C. 6311(b)(8)(C)) is 

11 amended by inserting ‘‘or teachers who received a per12 formance rating under the evaluation system described in 

13 paragraph (11) that is below the effective level’’ after 

14 ‘‘teachers’’. 

15 (d) EVALUATION CLEARINGHOUSE.—Section 1111(j) 

16 of the Elementary and Secondary Education Act of 1965 

17 (20 U.S.C. 6311(j)) is amended— 

18 (1) by striking ‘‘ASSISTANCE.—The’’ and in19 serting the following: ASSISTANCE; CLEARINGHOUSE

20 ON EVALUATION SYSTEMS— 

21 ‘‘(1) TECHNICAL ASSISTANCE.— The’’; and 

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

23 ‘‘(2) CLEARINGHOUSE.—The Secretary shall es24 tablish a clearinghouse in the Department to share 

25 the best practices relating to teacher and principal 


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1 evaluation, including best practices and other infor2 mation based on the reports described in subsection 

3 (a)(3), the evaluation reviews described in subsection 

4 (a)(11)(A)(v), and any other reports addressing 

5 teacher and principal evaluation that are required 

6 under this Act, with other educators.’’. 

7 SEC. 4. PUBLIC REPORTING. 

8 Section 1111(h) of the Elementary and Secondary 

9 Education Act of 1965 (20 U.S.C. 6311(h)) is amended— 

10 (1) in paragraph (1)(C)— 

11 (A) in clause (vii), by striking ‘‘and’’ after 

12 the semicolon; 

13 (B) in clause (viii), by striking the period 

14 at the end and inserting ‘‘; and’’; and 

15 (C) by adding at the end the following: 

16 ‘‘(ix) for each performance rating de17 scribed in subsection (a)(11)(A)(i), the 

18 number and percentage of teachers, and 

19 the number and percentage of principals, 

20 who received such performance rating, 

21 for— 

22 ‘‘(I) the State overall; 

23 ‘‘(II) the highest poverty and 

24 lowest poverty local educational agen25 cies; and 


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1 ‘‘(III) the highest minority and 

2 lowest minority local educational 

3 agencies.’’; 

4 (2) in paragraph (2)(B)— 

5 (A) in clause (i)— 

6 (i) in subclause (I), by striking ‘‘and’’ 

7 after the semicolon; and 

8 (ii) by adding at the end the fol9 lowing: 

10 ‘‘(III) for each performance rat11 ing described in subsection 

12 (a)(11)(A)(i), the number and per13 centage of teachers, and the number 

14 and percentage of principals, who re15 ceived such performance rating, for— 

16 ‘‘(aa) the local educational 

17 agency overall; 

18 ‘‘(bb) the highest poverty 

19 and lowest poverty schools; and 

20 ‘‘(cc) the highest minority 

21 and lowest minority schools; 

22 and’’; and 

23 (B) in clause (ii)— 

24 (i) in subclause (I), by striking ‘‘and’’ 

25 after the semicolon; 


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1 (ii) in subclause (II), by striking the 

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

3 and 

4 (iii) by adding at the end the fol5 lowing: 

6 ‘‘(III) for each performance rat7 ing described in subsection 

8 (a)(11)(A)(i), the number and per9 centage of teachers at the school that 

10 received such performance rating.’’; 

11 (3) in paragraph (4)— 

12 (A) in subparagraph (F), by striking 

13 ‘‘and’’ after the semicolon; 

14 (B) in subparagraph (G), by striking the 

15 period at the end and inserting ‘‘; and’’; and 

16 (C) by adding at the end the following: 

17 ‘‘(H) the information required to be re18 ported under paragraphs (1)(C)(ix) and 

19 (2)(B)(i)(III).’’; and 

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

21 ‘‘(7) DEFINITIONS.—For purposes of this sub22 section: 

23 ‘‘(A) HIGHEST MINORITY.—The term 

24 ‘highest minority’ when used in relation to a 

25 school or local educational agency means a 


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1 school or local educational agency that is in the 

2 highest quartile of schools or local educational 

3 agencies statewide in terms of the percentage of 

4 pupils who are members of ethnic or racial mi5 nority groups. 

6 ‘‘(B) HIGHEST POVERTY.—The term ‘high7 est poverty’ when used in relation to a school 

8 or local educational agency means a school or 

9 local educational agency that is in the highest 

10 quartile of schools or local educational agencies 

11 statewide in terms of the percentage of students 

12 who are certified as eligible for free or reduced 

13 price lunch under the Richard B. Russell Na14 tional School Lunch Act (42 U.S.C. 1751 et 

15 seq.). 

16 ‘‘(C) LOWEST MINORITY.—The term ‘low17 est minority’ when used in relation to a school 

18 or local educational agency means a school or 

19 local educational agency that is in the lowest 

20 quartile of schools or local educational agencies 

21 statewide in terms of the percentage of pupils 

22 who are members of ethnic or racial minority 

23 groups. 

24 ‘‘(D) LOWEST POVERTY.—The term ‘low25 est poverty’ when used in relation to a school 


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1 or local educational agency means a school or 

2 local educational agency that is in the lowest 

3 quartile of schools or local educational agencies 

4 statewide in terms of the percentage of students 

5 who are certified as eligible for free or reduced 

6 price lunch under the Richard B. Russell Na7 tional School Lunch Act (42 U.S.C. 1751 et 

8 seq.). 

9 ‘‘(E) STUDENT ACADEMIC GROWTH.—The 

10 term ‘student academic growth’ means the 

11 change in a student’s achievement between 2 or 

12 more points in time, as measured through an 

13 approach that is statistically rigorous and ap14 propriate for the knowledge and skills being 

15 measured.’’. 

16 SEC. 5. RECOGNITION OF LOCAL EDUCATIONAL AGENCIES. 

17 The Secretary of Education shall, based on the infor18 mation received from each local educational agency report 

19 card under section 1111(h)(2)(B)(i)(III) of the Elemen20 tary and Secondary Education Act of 1965 (20 U.S.C. 

21 6311(h)(2)(B)(i)(III)), recognize and provide commenda22 tions to each local educational agency that implements or 

23 has implemented innovative, high-quality, and effective 

24 teacher or principal evaluation programs that lead to pro25 fessional development and improved student performance. 


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1 SEC. 6. REPORT. 

2 Not later than 1 year after the date of enactment 

3 of this Act, the Secretary of Education shall prepare and 

4 submit a report to Congress that— 

5 (1) identifies any unnecessary or duplicative 

6 education-related reporting requirements and regula7 tions facing States and local educational agencies as 

8 a result of the amendments made by this Act to sec9 tion 1111 of the Elementary and Secondary Edu10 cation Act of 1965 (20 U.S.C. 6311); and 

11 (2) includes the Secretary’s recommendations 

12 regarding streamlining or eliminating the require13 ments regarding highly qualified teachers under sec14 tions 1119 and 9101(23) of the Elementary and 

15 Secondary Education Act of 1965 (20 U.S.C. 6319, 

16 7801(23)) after the teacher evaluation system re17 quired under section 1111 of such Act (20 U.S.C. 

18 6311), as amended by this Act, is fully implemented. 

Æ 


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