II 

116TH CONGRESS 

1ST SESSION S. 1866 

To better support our early childhood educators and elementary school and 

secondary school teachers, and for other purposes. 

IN THE SENATE OF THE UNITED STATES 

JUNE 13, 2019 

Mr. BOOKER (for himself, Mr. SCHATZ, and Ms. HARRIS) introduced the 

following bill; which was read twice and referred to the Committee on Finance 

A BILL 

To better support our early childhood educators and elementary school and secondary school teachers, 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 AND FINDINGS. 

4 (a) SHORT TITLE.—This Act may be cited as the 

5 ‘‘Supporting the Teaching profession through Revitalizing 

6 Investments in Valuable Educators Act’’ or the ‘‘STRIVE 

7 Act’’. 

8 (b) FINDINGS.—Congress finds the following: 

9 (1) States identified significant teacher short10 ages in their reports to the Department of EduVerDate Sep 11 2014 20:21 Jun 14, 2019 Jkt 089200 PO 00000 Frm 00001 Fmt 6652 Sfmt 6201 E:\BILLS\S1866.IS S1866

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1 cation during the 2017–2018 school year, with 46 

2 States and the District of Columbia identifying 

3 shortages in special education, 47 States and the 

4 District of Columbia identifying teacher shortages in 

5 mathematics, 43 States identifying teacher shortages 

6 in science, 32 States identifying shortages in teach7 ers of English learners, and 32 States identifying 

8 teacher shortages in career and technical education. 

9 One reason for the shortages in these areas is be10 cause mathematics and science teachers can earn 

11 significantly higher starting salaries in the private 

12 sector. Further, rural communities face limitations 

13 in recruiting and retaining teachers for reasons such 

14 as funding issues, limited teacher supply, and geo15 graphic isolation. 

16 (2) Students in high-poverty and high-minority 

17 schools, both urban and rural, typically feel the larg18 est impact of teacher shortages. These schools often 

19 experience difficulty hiring and high turnover on a 

20 regular basis, and they are the most severely af21 fected when teacher shortages become widespread. 

22 This happens, in part, because inequitable funding 

23 of schools leaves many low-wealth urban and rural 

24 communities with inadequate resources, so they 


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1 must pay lower salaries and typically have poorer 

2 working conditions. 

3 (3) According to a study by Mathematica, when 

4 high-performing teachers were offered large financial 

5 incentives to transfer to low-performing schools, 

6 their students’ scores climbed 10 points in reading 

7 and 9 points in math compared to students state8 wide over 2 years. 

9 (4) According to a survey conducted by Scho10 lastic, 97 percent of teachers list supportive school 

11 leadership as essential or very important for retain12 ing strong teachers and improving student achieve13 ment, more than any other factor. 

14 (5) Research suggests that incurring postsec15 ondary education debt can decrease the likelihood 

16 that high-achieving students, lower-income students, 

17 and students of color choose to work in lower-wage 

18 professions in general, especially in the education 

19 system. Therefore, loan forgiveness and service 

20 scholarships for educators may be especially effective 

21 for recruiting teachers and school leaders from di22 verse, lower-income backgrounds. 

23 (6) According to the Learning Policy Institute, 

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1 taining teachers. To be effective, these programs 

2 should provide a financial benefit that meaningfully 

3 offsets the cost of a teacher’s professional prepara4 tion. This includes covering licensing and certifi5 cation costs. 

6 (7) A 2015 Government Accountability Office 

7 study and a 2018 follow up study by the Depart8 ment of Education of Federal grant and loan for9 giveness programs for teachers found that the struc10 ture of these programs matters. Further research 

11 shows effective loan forgiveness and service scholar12 ship programs follow 5 design principles. These pro13 grams— 

14 (A) cover all or a large percentage of tui15 tion; 

16 (B) target high-need fields or schools, or 

17 both; 

18 (C) recruit candidates who are academi19 cally strong, committed to teaching, and well20 prepared; 

21 (D) commit recipients to teach with rea22 sonable incentives to fulfill their commitment; 

23 and 


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1 (E) are bureaucratically manageable for 

2 participating teachers, local educational agen3 cies, and institutions of higher education. 

4 (8) The TEACH grant program under subpart 

5 9 of part A of title IV of the Higher Education Act 

6 of 1965 (20 U.S.C. 1070g et seq.) provides up to 

7 $16,000 in grants to prospective teachers who agree 

8 to teach in low-income schools and high-need subject 

9 areas for 4 years. This is far below the Department 

10 of Education’s most recent estimate of the average 

11 annual cost of approximately $25,409 in tuition, 

12 fees, and room and board at the average full-time 

13 undergraduate 4-year institution. 

14 (9) The National Center for Education Statistics found that more than 2 15 ⁄3 of the individuals en16 tering the education field borrow money to pay for 

17 their higher education. Teachers with a bachelor’s 

18 degree have an average debt of $20,000 and teach19 ers with a master’s degree have an average debt of 

20 $50,000. Teachers also start out earning 20 percent 

21 less than their peers with comparable degrees who 

22 pursue jobs outside of education. According to a re23 port by the Center for American Progress, in more 

24 than 30 States, a mid-career teacher heading a fam25 ily of 4 is eligible for several forms of government 


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1 assistance, including the free and reduced-price 

2 lunch program for their children. These 

3 compounding factors can disincentivize prospective 

4 teachers from entering the profession. 

5 (10) In evaluating the TEACH grant program, 

6 the Government Accountability Office found that almost 2 7 ⁄3 of the requests for assistance under the pro8 gram from October 2011 through March 2014 cited 

9 problems submitting certification paperwork. The 

10 Government Accountability Office recommended im11 provements in the program’s design, including re12 ducing burdensome annual paperwork, increasing 

13 awareness about the program, and streamlining the 

14 dispute process. 

15 (11) Spending by teachers on school supplies 

16 adds up to $1,600,000,000 per year nationally. Ac17 cording to the Education Market Association, most 

18 teachers spend around $500, with 10 percent spend19 ing $1,000 or more. 

20 (12) Teacher quality partnerships are designed 

21 to strengthen higher education-based teacher and 

22 school leader preparation. Studies show that teach23 ers who are better prepared to enter the classroom 

24 stay longer and perform better than their underpre25 pared peers. Teacher quality partnerships also fund 


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1 programs like induction and mentoring that have 

2 been shown to increase teacher and school leader re3 tention. Research indicates that the ongoing support 

4 for teachers provided by teacher quality partner5 ships, including mentoring and coaching, is an im6 portant part of early childhood education programs. 

7 (13) According to the Center for Education 

8 Data and Research, a more diverse teaching work9 force leads to better student outcomes, particularly 

10 in high-poverty environments with significant at-risk 

11 student populations. Further, researchers from Van12 derbilt University found that greater racial and eth13 nic diversity in the principal corps benefits students, 

14 especially children of color. Three commonly cited 

15 rationales for this benefit are— 

16 (A) students of color benefit from seeing 

17 minority adult role models in a position of au18 thority; 

19 (B) the higher expectations that teachers 

20 of color tend to place on students of color; and 

21 (C) the effect of cultural differences be22 tween teachers of different backgrounds on in23 structional strategies and interpretation of stu24 dents’ behavior. 


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1 (14) According to the report entitled ‘‘Empow2 ered Educators: How Leading Nations Design Sys3 tems for Teaching Quality’’, effective teacher prepa4 ration successfully integrates theory and practice 

5 components. Further, according to the ‘‘Preparing 

6 Teachers for a Changing World’’ report sponsored 

7 by the National Academy Foundation, highly effec8 tive teachers vary in styles, yet have many teaching 

9 strategies in common. Research has identified a set 

10 of knowledge, skills, and dispositions essential for 

11 beginning teachers that should be incorporated into 

12 the teacher education curriculum. This includes the 

13 opportunity and capacity to reflect on and evaluate 

14 skills and to learn from practice. Evidence-based 

15 teacher preparation includes developing teacher 

16 skills, content knowledge, inquiry, and the capacity 

17 to provide effective learning experiences for a diverse 

18 set of students. 

19 (15) As it does in medicine, the Federal Gov20 ernment should maintain a substantial, sustained 

21 program of service scholarships or loan forgiveness 

22 programs that cover training costs in high-quality 

23 preparation programs at the undergraduate or grad24 uate level for those who will teach in a high-need 

25 field or location for at least 4 years, as candidates 


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1 are much more likely to remain in the profession 

2 and to make a difference for student achievement 

3 after 3 years of teaching. State governments can 

4 augment such an approach with programs targeted 

5 to specific local needs. 

6 (16) Research has shown the impact cultural 

7 competence can have on closing student achievement 

8 gaps and improving student outcomes by incor9 porating racial and ethnic minority contributions in 

10 curricula and diversifying pedagogical practices. Cul11 tural competence is both a moral and ethical respon12 sibility to create a welcoming environment for stu13 dents to succeed. The impact of having educators 

14 who have the ability to challenge and motivate di15 verse student populations can dramatically improve 

16 our educational system and student outcomes. 


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1 TITLE I—IMPROVING TEACHER 

2 SUPPORT UNDER THE ELE3 MENTARY AND SECONDARY 

4 EDUCATION ACT OF 1965 

5 SEC. 101. MANDATORY FUNDING FOR PROGRAMS PRE6 PARING, TRAINING, AND RECRUITING HIGH7 QUALITY TEACHERS, PRINCIPALS, OR OTHER 

8 SCHOOL LEADERS. 

9 Section 2003 of the Elementary and Secondary Edu10 cation Act of 1965 (20 U.S.C. 6603) is amended— 

11 (1) in the section heading, by striking ‘‘AU12 THORIZATION OF APPROPRIATIONS’’ and insert13 ing ‘‘FUNDING’’; and 

14 (2) by striking subsection (a) and inserting the 

15 following: 

16 ‘‘(a) APPROPRIATIONS FOR PART A.— 

17 ‘‘(1) IN GENERAL.—For fiscal year 2020 and 

18 each subsequent fiscal year, there are authorized to 

19 be appropriated, and there are appropriated, out of 

20 any funds not otherwise appropriated, 

21 $3,200,000,000 to carry out part A. 

22 ‘‘(2) RESERVATION FOR MENTORING GRANTS.— 

23 For each fiscal year for which the total amount ap24 propriated under paragraph (1) is greater than 

25 $2,200,000,000, the Secretary shall, after making 


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1 any reservations under section 2101(a), reserve 50 

2 percent of the additional amount to establish a grant 

3 program that awards grants, on a competitive basis, 

4 to States for the establishment of a mentoring pro5 gram for all beginning elementary school and sec6 ondary school teachers and beginning early child7 hood educators in all local educational agencies in 

8 the States. 

9 ‘‘(3) RESERVATION FOR PROFESSIONAL DEVEL10 OPMENT GRANTS.—For each fiscal year for which 

11 the total amount appropriated under paragraph (1) 

12 is greater than $2,200,000,000 the Secretary shall, 

13 after making any reservations under section 

14 2101(a), reserve 10 percent of the additional 

15 amount to award grants to States, based on allot16 ments through a formula determined by the Sec17 retary to best accomplish the purposes of this title, 

18 to enable such States to establish or enhance profes19 sional development in-service and pre-service oppor20 tunities for school leaders, including efforts to re21 cruit and retain school leaders who are underrep22 resented in the school leader profession, such as 

23 members of racial and ethnic minority groups. 

24 ‘‘(4) ADDITIONAL AMOUNT.—In this subsection, 

25 the term ‘additional amount’ means the amount by 


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1 which the funds appropriated under paragraph (1) 

2 for a fiscal year exceeds $2,200,000.’’. 

3 TITLE II—TEACHER LOAN 

4 FORGIVENESS PROGRAMS 

5 SEC. 201. TEACHER LOAN FORGIVENESS PROGRAMS AND 

6 GRANTS. 

7 (a) REPAYMENT PLAN FOR QUALIFYING TEACH8 ERS.— 

9 (1) IN GENERAL.—Section 455 of the Higher 

10 Education Act of 1965 (20 U.S.C. 1087e) is amend11 ed by adding at the end the following: 

12 ‘‘(r) REPAYMENT PLAN FOR QUALIFYING TEACH13 ERS.— 

14 ‘‘(1) IN GENERAL.—The Secretary shall cancel 

15 a portion, in accordance with paragraph (2), of the 

16 balance of interest and principal due on any eligible 

17 Federal Direct Loan not in default for a borrower 

18 who, in a 12-month time period— 

19 ‘‘(A) has made 12 consecutive on-time 

20 monthly payments on the eligible Federal Di21 rect Loan, in an amount equal to or greater 

22 than the amount of payments for the borrower 

23 under an income-based repayment plan under 

24 section 493C (regardless of whether some or all 

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1 tive date of the Supporting the Teaching pro2 fession through Revitalizing Investments in Val3 uable Educators Act); and 

4 ‘‘(B)(i) is employed in a qualifying teach5 ing position, regardless of subject matter area, 

6 at the time of such forgiveness; and 

7 ‘‘(ii) has been employed in a qualifying 

8 teaching position, regardless of subject matter 

9 area, during the period in which the borrower 

10 made each of the 12 payments described in sub11 paragraph (A). 

12 ‘‘(2) LOAN CANCELLATION AMOUNT.— 

13 ‘‘(A) IN GENERAL.—The portion to be can14 celled under this paragraph shall be— 

15 ‘‘(i) for each of— 

16 ‘‘(I) the first 5 years that the 

17 borrower qualifies under paragraph 

18 (1), in the case of a borrower em19 ployed for such year in a full-time 

20 qualifying teaching position in the 

21 subject of English as a second lan22 guage, science, technology, engineer23 ing, mathematics, special education, 

24 or career and technical education, 15 

25 percent of the balance of principal and 


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1 interest due on all of the eligible Fed2 eral Direct Loans of the borrower, as 

3 of the final day of that 1-year employ4 ment period; or 

5 ‘‘(II) the first 6 years (or the 

6 equivalent calculated under subpara7 graph (B)(i)) that the borrower quali8 fies under paragraph (1)— 

9 ‘‘(aa) in the case of a bor10 rower employed for such year in 

11 a full-time qualifying teaching 

12 position in a subject that is not 

13 described in subclause (I), 10 

14 percent of the balance of prin15 cipal and interest due on all of 

16 the eligible Federal Direct Loans 

17 of the borrower, as of the final 

18 day of that 1-year employment 

19 period; or 

20 ‘‘(bb) in the case of a bor21 rower employed for such year in 

22 a part-time qualifying teaching 

23 position (regardless of subject), 5 

24 percent of the balance of prin25 cipal and interest due on all of 


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1 the eligible Federal Direct Loans 

2 of the borrower, as of the final 

3 day of that 1-year employment 

4 period; and 

5 ‘‘(ii) after the borrower has received 

6 partial loan cancellation described in clause 

7 (i)— 

8 ‘‘(I) for 5 years, in the case of a 

9 borrower described in clause (i)(I), 

10 and then qualifies for loan cancella11 tion under paragraph (1) for a sixth 

12 year, all of the borrower’s remaining 

13 obligation to repay the balance of 

14 principal and interest due, as of the 

15 date of such calculation, on all of the 

16 eligible Federal Direct Loan made to 

17 a borrower; or 

18 ‘‘(II) for 6 years (or the equiva19 lent calculated under subparagraph 

20 (B)(i)), in the case of a borrower de21 scribed in clause (i)(II), and then 

22 qualifies for loan cancellation under 

23 paragraph (1) for a seventh year (or 

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1 rower’s remaining obligation to repay 

2 the balance of principal and interest 

3 due, as of the date of such calculation, 

4 on all of the eligible Federal Direct 

5 Loan made to a borrower. 

6 ‘‘(B) SPECIAL RULE REGARDING PART7 TIME TEACHING.— 

8 ‘‘(i) GENERAL RULE.—In the case of 

9 a borrower who qualifies for loan cancella10 tion under subparagraph (A) for one or 

11 more years through a part-time qualifying 

12 teaching position, the Secretary shall de13 termine when the equivalent of 6 years of 

14 partial cancellation for full-time employ15 ment has been met for purposes of sub16 paragraph (A)(ii)(II) by giving the bor17 rower credit for one-half of a year for each 

18 year that the borrower receives partial 

19 part-time cancellation under subparagraph 

20 (A)(i)(II)(bb). 

21 ‘‘(ii) RULE FOR FINAL CANCELLA22 TION.—A borrower who wishes to complete 

23 the equivalent of the seventh year of teach24 ing necessary for complete cancellation 

25 under subparagraph (A)(ii)(II) through 


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1 employment in a part-time qualifying 

2 teaching position— 

3 ‘‘(I) shall be required to qualify 

4 for loan cancellation through a part5 time qualifying teaching position for 2 

6 additional years; and 

7 ‘‘(II) notwithstanding subpara8 graph (A), shall receive partial can9 cellation, in accordance with subpara10 graph (A)(i)(II)(bb), for the first of 

11 such 2 years. 

12 ‘‘(C) CHANGE IN SUBJECT TAUGHT.—In 

13 any case where a teacher first qualifies for loan 

14 cancellation under subparagraph (A)(i)(II) and 

15 then, in a subsequent year, teaches in a full16 time qualifying teaching position in a subject 

17 described in subparagraph (A)(i)(I), the per18 centage of loan forgiveness provided to the 

19 teacher for each academic year of full-time 

20 teaching in such a subject shall be 15 percent, 

21 until the teacher qualifies for cancellation in the 

22 seventh year under subparagraph (A)(ii)(II). 

23 ‘‘(3) ELIGIBILITY PROVISIONS.— 

24 ‘‘(A) CERTIFICATION.—A borrower who 

25 desires to participate in the repayment plan 


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1 under this subsection shall submit to the Sec2 retary an employer certification, as required by 

3 the Secretary, of the employment dates for the 

4 qualifying service. 

5 ‘‘(B) INELIGIBILITY FOR DOUBLE BENE6 FITS.— 

7 ‘‘(i) IN GENERAL.—No borrower may, 

8 for the same service, receive a reduction of 

9 loan obligations under both this subsection 

10 and section 428J, 428K, 428L, or 460. 

11 ‘‘(ii) INELIGIBILITY OF EDUCATION

12 AWARD.—No borrower may count any pay13 ments made from an education award re14 ceived under subtitle D of title I of the Na15 tional and Community Service Act of 1990 

16 (42 U.S.C. 12601 et seq.) toward the pay17 ments required under paragraph (1). 

18 ‘‘(C) CONTINUED ELIGIBILITY.—A teacher 

19 who is employed, for consecutive years (exclud20 ing a documented medical leave of absence or 

21 military service), in a qualifying teaching posi22 tion at a school that meets the requirements of 

23 paragraph (6)(C)(i) for a school year but fails 

24 to meet such requirements in subsequent years, 

25 shall be deemed to be in a qualifying teaching 


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1 position, for purposes of this subsection, for all 

2 of the consecutive subsequent years during 

3 which the teacher remains at the school. 

4 ‘‘(4) STATE CERTIFICATION.— 

5 ‘‘(A) STATE RESPONSIBILITIES.—Each 

6 State educational agency that receives assist7 ance under part A of title I of the Elementary 

8 and Secondary Education Act of 1965 shall 

9 provide to the Secretary an annual list of the 

10 elementary schools and secondary schools in the 

11 State that meet the requirements of subclauses 

12 (I) and (II) of paragraph (6)(C)(i). 

13 ‘‘(B) DISSEMINATION OF SCHOOL LISTS.— 

14 The Secretary shall— 

15 ‘‘(i) in coordination with the Secretary 

16 of the Interior, develop a list of elementary 

17 schools and secondary schools that meet 

18 the requirement of paragraph 

19 (6)(C)(i)(III); and 

20 ‘‘(ii) make the lists developed under 

21 clause (i) and provided under subpara22 graph (A) easily accessible for applicants 

23 and recipients of TEACH Grants. 

24 ‘‘(5) SPECIAL DEFERRAL.— 


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1 ‘‘(A) IN GENERAL.—In addition to any 

2 deferment for which a borrower of an eligible 

3 Federal Direct Loan may be eligible under sec4 tion 455(f), a borrower shall be eligible for 

5 deferment, as described in section 455(f)(1), for 

6 a period not in excess of 2 years if— 

7 ‘‘(i) the borrower has qualified for 

8 partial loan forgiveness under paragraph 

9 (1) for the immediately preceding year; 

10 and 

11 ‘‘(ii) the borrower is unable to con12 tinue working in a qualified teaching posi13 tion during the period of deferment, due 

14 to— 

15 ‘‘(I) extenuating or unforeseen fi16 nancial circumstances or health rea17 sons; or 

18 ‘‘(II) other extraordinary cir19 cumstances as determined by the Sec20 retary. 

21 ‘‘(6) DEFINITIONS.—In this subsection: 

22 ‘‘(A) ELIGIBLE FEDERAL DIRECT LOAN.— 

23 The term ‘eligible Federal Direct Loan’ means 

24 a Federal Direct Stafford Loan, Federal Direct 

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1 ford Loan, or Federal Direct Consolidation 

2 Loan. 

3 ‘‘(B) PART-TIME.—The term ‘part-time’, 

4 when used in reference to a teacher for a par5 ticular school year, means a teacher who works 

6 in such year a number of hours that is not less 

7 than 50 percent, but less than 100 percent, of 

8 the hours worked by an average full-time teach9 er in the local educational agency that serves 

10 the area where the teacher is employed. 

11 ‘‘(C) QUALIFYING TEACHING POSITION.— 

12 The term ‘qualifying teaching position’ means 

13 part-time or full-time employment (not includ14 ing a short-term substitute teaching assign15 ment)— 

16 ‘‘(i) in— 

17 ‘‘(I) a public or nonprofit private 

18 elementary school or secondary school 

19 that, for the purpose of this subpara20 graph and for that year— 

21 ‘‘(aa) has been determined 

22 by the Secretary (pursuant to 

23 regulations of the Secretary and 

24 after consultation with the State 

25 educational agency of the State 


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1 in which the school is located) to 

2 be a school in which the number 

3 of children meeting a measure of 

4 poverty under section 1113(a)(5) 

5 of the Elementary and Secondary 

6 Education Act of 1965, exceeds 

7 70 percent of the total number of 

8 children enrolled in such school; 

9 and 

10 ‘‘(bb) is in the school district 

11 of a local educational agency that 

12 is eligible in such year for assist13 ance pursuant to part A of title 

14 I of the Elementary and Sec15 ondary Education Act of 1965; 

16 ‘‘(II) a public or nonprofit pri17 vate elementary school or secondary 

18 school served by an educational serv19 ice agency, or a location operated by 

20 an educational service agency, that, 

21 for the purpose of this subparagraph 

22 and for that year, has been deter23 mined by the Secretary (pursuant to 

24 regulations of the Secretary and after 

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1 cational agency of the State in which 

2 the educational service agency oper3 ates) to be a school or location at 

4 which the number of children taught 

5 who meet a measure of poverty under 

6 section 1113(a)(5) of the Elementary 

7 and Secondary Education Act of 

8 1965, exceeds 30 percent of the total 

9 number of children taught at such 

10 school or location; 

11 ‘‘(III) an elementary school or 

12 secondary school that is funded by the 

13 Bureau of Indian Education; or 

14 ‘‘(IV) in the case of an individual 

15 who is an early childhood educator, an 

16 early childhood education program; 

17 ‘‘(ii) through which the individual pro18 vides direct classroom teaching, or class19 room-type teaching in a nonclassroom set20 ting, including— 

21 ‘‘(I) special education teachers; 

22 ‘‘(II) career and technical edu23 cation teachers; 


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1 ‘‘(III) teachers in the field of 

2 science, technology, engineering, 

3 mathematics, or other subjects; 

4 ‘‘(IV) early childhood educators; 

5 ‘‘(V) English as a second lan6 guage teachers; and 

7 ‘‘(VI) teachers of a Native Amer8 ican language (as defined in section 

9 103 of the Native American Lan10 guages Act (25 U.S.C. 2902)); and 

11 ‘‘(iii) with respect to which the indi12 vidual meets the requirements of an effec13 tive teacher or effective early childhood ed14 ucator, as determined by the State in ac15 cordance with part A of title I and title II 

16 of the Elementary and Secondary Edu17 cation Act of 1965 (20 U.S.C. 6311 et 

18 seq., 6601 et seq.).’’. 

19 (2) EFFECTIVE DATE.—The amendment made 

20 by this subsection shall be effective on the date that 

21 is 1 year after the date of enactment of this Act. 

22 (b) TAX TREATMENT OF CANCELLATION OF STU23 DENT LOANS.— 


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1 (1) IN GENERAL.—Subsection (f) of section 108 

2 of the Internal Revenue Code of 1986 is amended by 

3 adding at the end the following new paragraph: 

4 ‘‘(6) CANCELLATIONS UNDER STRIVE ACT

5 TEACHER LOAN FORGIVENESS PROGRAMS.—In the 

6 case of an individual, gross income does not include 

7 any amount which (but for this subsection) would be 

8 includible in gross income for the taxable year by 

9 reasons of the cancellation (in whole or in part) 

10 under section 455(r) of the Higher Education Act of 

11 1965 of any eligible Federal Direct Loan (as defined 

12 in section 455(r)(6)(A) of such Act).’’. 

13 (2) EFFECTIVE DATE.—The amendment made 

14 by this subsection shall apply to cancellations of in15 debtedness after the date that is 1 year after the 

16 date of the enactment of this Act. 

17 SEC. 202. TEACH GRANTS. 

18 (a) AMENDMENTS.—Subpart 9 of part A of title IV 

19 of the Higher Education Act of 1965 (20 U.S.C. 1070g 

20 et seq.) is amended— 

21 (1) in section 420L (20 U.S.C. 1070g), by 

22 striking paragraph (1) and inserting the following: 

23 ‘‘(1) ELIGIBLE INSTITUTION.—The term ‘eligi24 ble institution’ has the meaning given the term 

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1 tion academy’ in section 2002 of the Elementary 

2 and Secondary Education Act of 1965 (20 U.S.C. 

3 6602).’’; and 

4 (2) in section 420N (20 U.S.C. 1070g–2)— 

5 (A) in the matter preceding clause (i) of 

6 subsection (a)(2)(B), by inserting ‘‘, including 

7 an early childhood teacher (defined in this sec8 tion as a teacher who has primary responsibility 

9 for the learning and development of children 

10 within an early childhood education program),’’ 

11 after ‘‘prospective teacher’’; 

12 (B) in subsection (c)— 

13 (i) by striking ‘‘SERVICE’’ and all that 

14 follows through ‘‘event’’ and inserting the 

15 following: ‘‘SERVICE.— 

16 ‘‘(1) IN GENERAL.—In the event’’; 

17 (ii) by inserting ‘‘paragraph (2) and 

18 the’’ after ‘‘in accordance with’’; and 

19 (iii) by adding at the end the fol20 lowing: 

21 ‘‘(2) PARTIAL FORGIVENESS OF REPAYMENT.— 

22 In the event that a recipient described in paragraph 

23 (1) has fulfilled a portion of the service obligation in 

24 the agreement under subsection (b), the amount that 

25 is treated as a Federal Direct Unsubsidized Stafford 


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1 Loan under part D of title IV and subject to repay2 ment (together with the interest thereon) for that 

3 recipient shall be reduced by an amount that bears 

4 the same ratio to the total amount of the recipient’s 

5 grant under this subpart as the amount of time the 

6 recipient has fulfilled of the recipient’s service obli7 gation bears to the total amount of time of the serv8 ice obligation in the agreement under subsection 

9 (b).’’; and 

10 (C) in subsection (d)— 

11 (i) by redesignating paragraphs (1) 

12 and (2) as paragraphs (2) and (3), respec13 tively; 

14 (ii) in paragraph (2), as redesignated 

15 by clause (i), by striking ‘‘subsection 

16 (b)(1)(C)(vii)’’ and inserting ‘‘paragraph 

17 (1)’’; and 

18 (iii) by inserting before paragraph (2), 

19 as redesignated by clause (i), the following: 

20 ‘‘(1) HIGH-NEED DESIGNATION.—The Sec21 retary shall develop, periodically update, and publish 

22 a list of designated high-need fields for purposes of 

23 this subpart.’’. 

24 (b) SIMPLIFICATION OF THE APPLICATION PROCESS

25 AND STREAMLINING THE TEACH GRANT DISPUTE


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1 PROCESS.—Section 420P of the Higher Education Act of 

2 1965 (20 U.S.C. 1070g–4) is amended— 

3 (1) in the section heading, by inserting ‘‘; PRO4 GRAM IMPROVEMENT’’ after ‘‘PROGRAM RE5 PORT’’; 

6 (2) by striking ‘‘Not later’’ and inserting the 

7 following: 

8 ‘‘(a) PROGRAM REPORT.—Not later’’; and 

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

10 ‘‘(b) PROGRAM IMPROVEMENT.—By not later than 6 

11 months after the date of enactment of the Supporting the 

12 Teaching profession through Revitalizing Investments in 

13 Valuable Educators Act, and periodically thereafter, the 

14 Secretary shall— 

15 ‘‘(1) work with States to identify and imple16 ment a process for increasing awareness of, and sim17 plifying the application process for— 

18 ‘‘(A) TEACH Grants; 

19 ‘‘(B) loan forgiveness, in accordance with 

20 section 420N(c)(2), for any amount of a 

21 TEACH Grant to a student that is converted to 

22 a loan under section 420N(c)(1); and 

23 ‘‘(C) waivers of the service obligation for 

24 TEACH Grants, in accordance with section 

25 420N(d)(3); and 


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1 ‘‘(2)(A) review the procedures, including the 

2 dispute resolution procedures, of the process through 

3 which the service obligation of a recipient of a 

4 TEACH grant is converted to a loan under section 

5 420N(c)(1) or waived under section 420N(d)(3); and 

6 ‘‘(B) disseminate and make publicly available 

7 and easily accessible to the appropriate audiences 

8 clear, consistent information on the procedures, in9 cluding— 

10 ‘‘(i) an explanation that recipients have an 

11 option to dispute the conversion or waiver deci12 sion; 

13 ‘‘(ii) how a recipient can initiate a dispute; 

14 and 

15 ‘‘(iii) the specific criteria considered in the 

16 adjudicating process.’’. 

17 (c) DATA REGARDING FEDERAL LOAN FORGIVENESS

18 AND SERVICE SCHOLARSHIP PROGRAMS.—Each year, the 

19 Secretary of Education shall prepare and make publicly 

20 available data on the Federal loan forgiveness and service 

21 scholarship programs administered by the Secretary, in22 cluding, for each program and for the most recent year 

23 for which data are available, the rates of loan cancellation 

24 under such program, the rates of completion of any service 

25 requirement required for the program, and the conversion 


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1 rate regarding how many grants or scholarships are con2 verted to loans for repayment based on the student’s fail3 ure to complete the program or any required service obli4 gation. 

5 (d) EFFECTIVE DATE.—This section, and the amend6 ments made by this section, shall take effect on July 1, 

7 2020. 

8 SEC. 203. PROGRAM TO SUBSIDIZE TEACHER CERTIFI9 CATION AND LICENSING FEES. 

10 (a) IN GENERAL.—Subpart 9 of part A of title IV 

11 of the Higher Education Act of 1965 (20 U.S.C. 1070g 

12 et seq.), as amended by this title, is further amended by 

13 adding at the end the following: 

14 ‘‘SEC. 420Q. PROGRAM TO SUBSIDIZE TEACHER CERTIFI15 CATION AND LICENSING FEES. 

16 ‘‘(a) DEFINITIONS.—In this section: 

17 ‘‘(1) LOW-INCOME INDIVIDUAL.—The term 

18 ‘low-income individual’ has the meaning given the 

19 term in section 402A(h). 

20 ‘‘(2) TEACHING PROFESSION.—The term 

21 ‘teaching profession’ includes elementary education, 

22 secondary education, and early childhood education. 

23 ‘‘(b) PROGRAM AUTHORIZED.—From amounts ap24 propriated under subsection (f), the Secretary shall award 

25 grants, from allotments under subsection (c), to instituVerDate Sep 11 2014 20:21 Jun 14, 2019 Jkt 089200 PO 00000 Frm 00030 Fmt 6652 Sfmt 6201 E:\BILLS\S1866.IS S1866

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1 tions of higher education to subsidize teacher certification 

2 and licensing fees for low-income individuals who have ac3 cepted a teaching position. 

4 ‘‘(c) ALLOTMENTS.—For each fiscal year, an institu5 tion of higher education that has submitted a complete 

6 application under subsection (d) shall receive an allotment 

7 that bears the same relation to the amounts appropriated 

8 under subsection (f) as the number of low-income students 

9 that graduated from the institution of higher education, 

10 in the most recent year for which data are available (as 

11 determined by the Secretary), bears to the total number 

12 of low-income students graduating, in such most recent 

13 year, from all institutions of higher education that have 

14 submitted applications. 

15 ‘‘(d) APPLICATION.—An institution of higher edu16 cation desiring an allotment under this section shall sub17 mit to the Secretary an application at such time, in such 

18 manner, and containing such information as the Secretary 

19 may require. 

20 ‘‘(e) USE OF FUNDS.— 

21 ‘‘(1) IN GENERAL.—An institution of higher 

22 education receiving funds under this program shall 

23 use the funds to reimburse or subsidize the teacher 

24 or early childhood educator examination and other 

25 certification or licensure fees for low income individVerDate Sep 11 2014 20:21 Jun 14, 2019 Jkt 089200 PO 00000 Frm 00031 Fmt 6652 Sfmt 6201 E:\BILLS\S1866.IS S1866

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1 uals entering the teaching profession, or in the early 

2 stages of their teaching career, who attend a teacher 

3 preparation program in the State in which the insti4 tution is located, which may include fees for— 

5 ‘‘(A) additional certification or licensure 

6 for the individual in a high-need field included 

7 on the list described in section 420N(d)(1); 

8 ‘‘(B) National Board certification; 

9 ‘‘(C) maintaining active status with a pro10 fessional disciplinary organization aligned with 

11 the high-need field included on the list de12 scribed in section 420N(d)(1); or 

13 ‘‘(D) in the case of early childhood edu14 cators, further education necessary in order to 

15 become highly competent and successfully take 

16 such examination or obtain such certification or 

17 licensure (such as English as a second language 

18 classes, community college courses, and con19 tinuing and distance education). 

20 ‘‘(2) PRIORITY IN REIMBURSEMENT.—An insti21 tution of higher education receiving an allotment 

22 under this section shall, in reimbursing or sub23 sidizing fees in accordance with paragraph (1), give 

24 a priority to teachers and early childhood educators 

25 who are members of populations underrepresented in 


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1 the teaching or early childhood care profession, re2 spectively. 

3 ‘‘(f) AUTHORIZATION OF APPROPRIATIONS.—There 

4 are authorized to be appropriated to carry out this section 

5 $50,000,000 for fiscal year 2020 and each of the 5 suc6 ceeding fiscal years.’’. 

7 (b) EFFECTIVE DATE.—The amendment made by 

8 this section shall take effect on July 1, 2020. 

9 TITLE III—TEACHER QUALITY 

10 PARTNERSHIPS 

11 SEC. 301. PURPOSE. 

12 The purposes of this title are— 

13 (1) to ensure that early childhood educators 

14 have the financial and academic support needed to 

15 remain in the profession; and 

16 (2) to strengthen the quality of early childhood 

17 education teaching supports. 

18 SEC. 302. PROVIDING ACCESS FOR EARLY CHILDHOOD 

19 EDUCATORS AND SCHOOL LEADERS TO 

20 TRAINING PROGRAMS. 

21 (a) DEFINITION OF EARLY CHILDHOOD EDUCATION

22 PROGRAM.—Section 103(8)(C)(i) of the Higher Education 

23 Act of 1965 (20 U.S.C. 1003(8)(C)(i)) is amended by 

24 striking ‘‘age six’’ and inserting ‘‘age six, or the age of 

25 entry into elementary school, and’’. 


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1 (b) BROADENING DEFINITIONS.—Section 200 of the 

2 Higher Education Act of 1965 (20 U.S.C. 1021) is 

3 amended— 

4 (1) in paragraph (4), by inserting ‘‘and includes 

5 an individual employed as a master teacher, lead 

6 teacher, or classroom aide’’ before the period at the 

7 end; 

8 (2) in paragraph (6)(A)(ii)(II), by striking ‘‘as 

9 applicable,’’; 

10 (3) in paragraph (14)— 

11 (A) in the matter preceding subparagraph 

12 (A)— 

13 (i) by inserting ‘‘, and for new early 

14 childhood educators during not less than 

15 the educators’ first two years of teaching,’’ 

16 after ‘‘two years of teaching’’; and 

17 (ii) by inserting ‘‘or beginning early 

18 childhood educators’’ after ‘‘beginning 

19 teachers’’; 

20 (B) in subparagraph (A), by striking 

21 ‘‘teacher mentoring’’ and inserting ‘‘teacher and 

22 educator mentoring’’; 

23 (C) in subparagraph (B)— 


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1 (i) by inserting ‘‘or early childhood 

2 educators, as the case may be,’’ after ‘‘with 

3 teachers’’; 

4 (ii) by striking ‘‘mentor teachers’’ and 

5 inserting ‘‘mentor teachers or early child6 hood educators’’; and 

7 (iii) by inserting ‘‘or early childhood 

8 educators’’ after ‘‘among teachers’’; 

9 (D) in subparagraph (D), by striking ‘‘new 

10 teachers’’ and inserting ‘‘new teachers and new 

11 early childhood educators’’; 

12 (E) in subparagraph (F)(ii), by inserting 

13 ‘‘and early childhood educators’’ after ‘‘teach14 ers’’; 

15 (F) in subparagraph (G)— 

16 (i) by inserting ‘‘and exemplary early 

17 childhood educators’’ after ‘‘exemplary 

18 teachers’’; and 

19 (ii) by inserting ‘‘and early childhood 

20 educators’’ after ‘‘new teachers’’; and 

21 (G) in subparagraph (I), by inserting ‘‘and 

22 early childhood educators’’ after ‘‘new teach23 ers’’; 

24 (4) in paragraph (21)— 


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1 (A) in the paragraph heading, by striking 

2 ‘‘TEACHER MENTORING’’ and inserting 

3 ‘‘TEACHER AND EDUCATOR MENTORING’’; 

4 (B) in the matter preceding subparagraph 

5 (A)— 

6 (i) by striking ‘‘teacher mentoring’’ 

7 and inserting ‘‘teacher and educator men8 toring’’; and 

9 (ii) by inserting ‘‘and early childhood 

10 educators’’ after ‘‘prospective teachers’’; 

11 (C) in subparagraph (A), by striking 

12 ‘‘teacher mentors’’ and inserting ‘‘mentor 

13 teachers or, in the case of prospective early 

14 childhood educators, mentor early childhood 

15 educators,’’; and 

16 (D) in subparagraph (C), by inserting ‘‘, 

17 or in a high-need early childhood education pro18 gram,’’ after ‘‘local educational agency’’; and 

19 (5) in paragraph (22)— 

20 (A) in the paragraph heading, by striking 

21 ‘‘TEACHING RESIDENCY PROGRAM’’ and insert22 ing ‘‘TEACHER AND EDUCATOR RESIDENCY

23 PROGRAM’’; 

24 (B) in the matter preceding subclause 

25 (A)— 


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•S 1866 IS

1 (i) by striking ‘‘teaching residency 

2 program’’ and inserting ‘‘teacher or educa3 tor residency program’’; 

4 (ii) by inserting ‘‘, or an early child5 hood education program-based preparation 

6 program for early childhood educators,’’ 

7 after ‘‘teacher preparation program’’; and 

8 (iii) by inserting ‘‘or early childhood 

9 educator’’ after ‘‘prospective teacher’’; 

10 (C) in subparagraph (A), by striking 

11 ‘‘mentor teacher’’ and inserting ‘‘mentor teach12 er or early childhood educator’’; 

13 (D) in subparagraph (B), by inserting ‘‘or 

14 early childhood educator’’ after ‘‘the teacher’’; 

15 and 

16 (E) by striking subparagraph (D) and in17 serting the following: 

18 ‘‘(D) prior to completion of the program— 

19 ‘‘(i) in the case of a prospective teach20 er— 

21 ‘‘(I) attains full State certifi22 cation or licensure and, with respect 

23 to a special education teacher, meets 

24 the qualifications described in section 


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•S 1866 IS

1 612(a)(14)(C) of the Individuals with 

2 Disabilities Education Act; and 

3 ‘‘(II) acquires a master’s degree 

4 not later than 18 months after begin5 ning the program; and 

6 ‘‘(ii) in the case of a prospective early 

7 childhood educator— 

8 ‘‘(I) becomes highly competent; 

9 ‘‘(II) attains full State certifi10 cation or licensure; and 

11 ‘‘(III) acquires a baccalaureate 

12 degree or an associate’s degree not 

13 later than 6 years after beginning the 

14 program.’’. 

15 (c) EXPANDING PURPOSES.—Section 201 of the 

16 Higher Education Act of 1965 (20 U.S.C. 1022) is 

17 amended— 

18 (1) in paragraph (2)— 

19 (A) by inserting ‘‘and early childhood edu20 cators’’ after ‘‘prospective and new teachers’’; 

21 (B) by inserting ‘‘and early childhood edu22 cators’’ after ‘‘prospective teachers’’; and 

23 (C) by inserting ‘‘and early childhood edu24 cators’’ after ‘‘for new teachers’’; 


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•S 1866 IS

1 (2) in paragraph (3), by inserting ‘‘and early 

2 childhood educators’’ after ‘‘preparing teachers’’; 

3 and 

4 (3) in paragraph (4), by inserting ‘‘and early 

5 childhood education’’ before ‘‘force’’. 

6 (d) INCLUDING EARLY CHILDHOOD EDUCATORS IN

7 PARTNERSHIP GRANTS.—Section 202 of the Higher Edu8 cation Act of 1965 (20 U.S.C. 1022a) is amended— 

9 (1) in subsection (b)— 

10 (A) in paragraph (1), by striking ‘‘, as ap11 plicable,’’; 

12 (B) in paragraph (2), by inserting ‘‘and 

13 early childhood educators’’ after ‘‘teachers’’; 

14 (C) in paragraph (3), by inserting ‘‘and 

15 early childhood educators’’ after ‘‘teachers’’; 

16 (D) in paragraph (4)— 

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

18 ‘‘or early childhood educator’’ after ‘‘teach19 er’’; and 

20 (ii) in subparagraph (B), by inserting 

21 ‘‘or early childhood educator’’ after ‘‘teach22 er’’; 

23 (E) in paragraph (6)— 

24 (i) in subparagraph (E)(i), by striking 

25 ‘‘, as appropriate,’’; 


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•S 1866 IS

1 (ii) in subparagraph (F), by inserting 

2 ‘‘and early childhood educators’’ after 

3 ‘‘general education teachers’’; and 

4 (iii) in subparagraph (G), by inserting 

5 ‘‘and early childhood educators’’ after 

6 ‘‘special education teachers’’; and 

7 (F) in paragraph (7)— 

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

9 ‘‘and early childhood educators’’ after 

10 ‘‘prepare teachers’’; and 

11 (ii) in subparagraph (C)— 

12 (I) by striking ‘‘new teachers’’ 

13 each place the term appears and in14 serting ‘‘new teachers and new early 

15 childhood educators’’; 

16 (II) by striking ‘‘high-need local 

17 educational agency’’ each place the 

18 term appears and inserting ‘‘high19 need local educational agency or early 

20 childhood education program’’; and 

21 (III) by striking ‘‘new teachers’ 

22 teaching skills’’ and inserting ‘‘teach23 ing skills of the new teachers and new 

24 early childhood educators’’; 

25 (2) in subsection (c)(1)— 


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•S 1866 IS

1 (A) by inserting ‘‘and early childhood edu2 cators’’ after ‘‘teachers’’; and 

3 (B) by striking ‘‘teaching residency pro4 gram’’ and inserting ‘‘teacher and educator 

5 residency program’’; 

6 (3) in subsection (d)— 

7 (A) in paragraph (1)— 

8 (i) in subparagraph (A)— 

9 (I) in the matter preceding clause 

10 (i), by striking ‘‘, as applicable,’’; 

11 (II) in clause (i)— 

12 (aa) in subclause (II), by 

13 striking ‘‘, as applicable,’’; and 

14 (bb) in subclause (III), by 

15 striking ‘‘as applicable,’’; and 

16 (III) in clause (ii), by striking 

17 ‘‘and, as applicable, techniques for 

18 early childhood educators’’ and insert19 ing ‘‘and, for early childhood edu20 cators, techniques,’’; and 

21 (ii) in subparagraph (B)(ii)— 

22 (I) in the matter preceding sub23 clause (I), by striking ‘‘, as applica24 ble,’’; and 

25 (II) in subclause (IV)— 


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1 (aa) in item (aa), by striking 

2 ‘‘and’’ after the semicolon; 

3 (bb) in item (bb), by insert4 ing ‘‘and’’ after the semicolon; 

5 and 

6 (cc) by adding at the end 

7 the following: 

8 ‘‘(cc) provide culturally re9 sponsive and inclusive learning 

10 environments for all students;’’; 

11 (B) in paragraph (2)— 

12 (i) in the matter preceding subpara13 graph (A), by striking ‘‘, as applicable,’’; 

14 (ii) in subparagraph (A)(ii), by strik15 ing ‘‘(as applicable)’’; and 

16 (iii) in subparagraph (C), by striking 

17 ‘‘teacher mentoring’’ and inserting ‘‘teach18 er and educator mentoring’’; 

19 (C) in paragraph (5)— 

20 (i) in the paragraph heading, by in21 serting ‘‘AND EARLY CHILDHOOD EDUCA22 TOR’’ after ‘‘TEACHER’’; 

23 (ii) in the matter preceding subpara24 graph (A)— 


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•S 1866 IS

1 (I) by inserting ‘‘or early child2 hood educators’’ after ‘‘become teach3 ers’’; and 

4 (II) by striking ‘‘teaching profes5 sion’’ and inserting ‘‘teaching and 

6 early childhood education profession’’; 

7 and 

8 (iii) in subparagraph (B), by inserting 

9 ‘‘or early childhood educator’’ after ‘‘teach10 er’’; and 

11 (D) in paragraph (6), in the matter pre12 ceding subparagraph (A), by inserting ‘‘and 

13 early childhood educators’’ after ‘‘teachers’’; 

14 (4) in subsection (e)— 

15 (A) in the subsection heading, by striking 

16 ‘‘TEACHING RESIDENCY’’ and inserting 

17 ‘‘TEACHER AND EDUCATOR RESIDENCY’’; 

18 (B) by striking ‘‘teaching residency’’ each 

19 place the term appears and inserting ‘‘teacher 

20 and educator residency’’; 

21 (C) in paragraph (1)— 

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

23 ‘‘or high-need early childhood education 

24 program’’ before ‘‘in the partnership’’; 

25 (ii) in subparagraph (B)— 


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1 (I) by inserting ‘‘or early child2 hood education program’’ after ‘‘re3 ceiving school’’; and 

4 (II) by striking ‘‘mentor teach5 ers’’ and inserting ‘‘mentor teachers 

6 or early childhood educators’’; and 

7 (iii) in subparagraph (C)— 

8 (I) in the matter preceding clause 

9 (i), by striking ‘‘teaching residents’’ 

10 and inserting ‘‘teacher or early child11 hood educator residents’’; 

12 (II) in clause (ii), by striking 

13 ‘‘teacher mentoring’’ and inserting 

14 ‘‘teacher and educator mentoring’’; 

15 and 

16 (III) in clause (iii), by striking 

17 ‘‘new teachers’’ and inserting ‘‘new 

18 teachers or early childhood edu19 cators’’; and 

20 (D) in paragraph (2)— 

21 (i) in the paragraph heading, by strik22 ing ‘‘TEACHING’’ and inserting ‘‘TEACHER

23 AND EDUCATOR’’; 

24 (ii) in subparagraph (A)— 


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•S 1866 IS

1 (I) in the matter preceding clause 

2 (i)— 

3 (aa) by striking ‘‘teaching 

4 residencies’’ and inserting 

5 ‘‘teacher and educator 

6 residencies’’; 

7 (bb) by inserting ‘‘and early 

8 childhood educators’’ after 

9 ‘‘teachers’’; and 

10 (cc) by inserting ‘‘and high11 need early childhood education 

12 programs’’ after ‘‘high-need 

13 schools’’; 

14 (II) in clause (i), by striking 

15 ‘‘teacher mentoring’’ and inserting 

16 ‘‘teacher and educator mentoring’’; 

17 (III) in clause (iii)— 

18 (aa) in the matter preceding 

19 subclause (I), by striking ‘‘men20 tor teacher’’ and inserting ‘‘men21 tor teacher or early childhood ed22 ucator’’; 

23 (bb) in subclause (II), by in24 serting ‘‘and early childhood edu25 cators’’ after ‘‘new teachers’’; 


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•S 1866 IS

1 (cc) in subclause (III), by 

2 striking ‘‘teaching duties’’ and 

3 inserting ‘‘teaching or educating 

4 duties’’; and 

5 (dd) in subclause (IV), by 

6 inserting ‘‘or early childhood edu7 cators’’ after ‘‘teachers’’; 

8 (IV) in clause (iv), by striking 

9 ‘‘mentor teachers’’ and inserting 

10 ‘‘mentor teachers and early childhood 

11 educators’’; 

12 (V) in clause (vi)— 

13 (aa) in subclause (I)— 

14 (AA) by inserting ‘‘or 

15 early childhood education 

16 program’’ after ‘‘local edu17 cational agency’’; and 

18 (BB) by inserting ‘‘or 

19 program’’ after ‘‘such agen20 cy’’; and 

21 (bb) in subclause (II), by in22 serting ‘‘or early childhood edu23 cation’’ after ‘‘teaching’’; and 

24 (VI) in clause (vii)— 


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•S 1866 IS

1 (aa) by striking ‘‘teaching 

2 residents’’ and inserting ‘‘teacher 

3 or educator residents’’; 

4 (bb) by inserting ‘‘or early 

5 childhood educators’’ after 

6 ‘‘teachers’’; and 

7 (cc) by inserting ‘‘or work as 

8 an early childhood educator’’ 

9 after ‘‘two years of teaching’’; 

10 and 

11 (iii) in subparagraph (C)— 

12 (I) in clause (i), by striking 

13 ‘‘teaching residents’’ and inserting 

14 ‘‘teacher and educator residents’’; 

15 (II) in clause (ii), by striking 

16 ‘‘teacher residency’’ and inserting 

17 ‘‘teacher or educator residency’’; 

18 (III) in clause (iii)— 

19 (aa) in subclause (I), by in20 serting ‘‘or early childhood edu21 cator’’ after ‘‘teacher’’; 

22 (bb) by striking subclause 

23 (II) and inserting the following: 

24 ‘‘(II)(aa) in the case of a teacher 

25 applicant, fulfill the requirement 


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•S 1866 IS

1 under subclause (I) by teaching in a 

2 high-need school served by the high3 need local educational agency in the 

4 eligible partnership and teach a sub5 ject or area that is designated as high 

6 need by the partnership; or 

7 ‘‘(bb) in the case of an early 

8 childhood educator applicant, fulfill 

9 the requirement under subclause (I) 

10 by teaching in a high-need early child11 hood education program;’’; and 

12 (cc) in subclause (IV), by in13 serting ‘‘, or, in the case of an 

14 early childhood educator, will be 

15 highly competent,’’ after ‘‘Act,’’; 

16 and 

17 (IV) in clause (iv)— 

18 (aa) in subclause (I), by 

19 striking ‘‘A grantee carrying out’’ 

20 and inserting ‘‘Subject to sub21 clause (II), a grantee carrying 

22 out’’; 

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1 clauses (III) and (IV), respec2 tively; 

3 (cc) by inserting after sub4 clause (I) the following: 

5 ‘‘(II) EXCEPTIONS TO REPAY6 MENT REQUIREMENT.—An eligible 

7 partnership carrying out a teacher 

8 and educator residency program 

9 under this paragraph shall not require 

10 repayment under this clause by a re11 cipient if the recipient is unable to 

12 complete the teacher and educator 

13 residency program, or the service re14 quirement, due to— 

15 ‘‘(aa) extenuating or unfore16 seen financial circumstances, 

17 health reasons, or personal or 

18 family obligations; 

19 ‘‘(bb) incapacitation; 

20 ‘‘(cc) inability to secure em21 ployment in a school served by 

22 the eligible partnership; 

23 ‘‘(dd) being called to active 

24 duty in the armed forces of the 

25 United States; or 


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•S 1866 IS

1 ‘‘(ee) other extraordinary 

2 circumstances.’’; and 

3 (dd) in subclause (III), as 

4 redesignated by item (bb), by 

5 striking ‘‘on grounds’’ and all 

6 that follows through the period at 

7 the end and inserting ‘‘on 

8 grounds not covered under sub9 clause (II).’’; 

10 (5) in subsection (f)(1)— 

11 (A) in subparagraph (B)— 

12 (i) in clause (i), by inserting ‘‘or early 

13 childhood education program’’ after 

14 ‘‘school’’; 

15 (ii) in clause (ii), by inserting ‘‘or 

16 early childhood educators’’ after ‘‘teach17 ers’’; 

18 (iii) in clause (iii), by striking ‘‘teach19 er instruction and drive teacher and stu20 dent learning’’ and inserting ‘‘teacher or 

21 early childhood educator instruction and 

22 drive the learning of teachers or early 

23 childhood educators, and students’’; and 

24 (iv) in clause (iv), by striking ‘‘school 

25 environment’’ and inserting ‘‘school or 


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1 early childhood education program environ2 ment’’; and 

3 (B) in subparagraph (D)(i)— 

4 (i) in subclause (I), by inserting ‘‘, or 

5 in high-need early childhood education pro6 grams’’ before the semicolon at the end; 

7 and 

8 (ii) in subclause (II)— 

9 (I) by inserting ‘‘or early child10 hood educators’’ after ‘‘teachers’’; and 

11 (II) by inserting ‘‘or high-need 

12 early childhood education programs’’ 

13 before the period at the end; and 

14 (6) in subsection (g)— 

15 (A) by inserting ‘‘or early childhood educa16 tor’’ after ‘‘pre-baccalaureate teacher’’; and 

17 (B) by inserting ‘‘or early childhood edu18 cators’’ before the period at the end. 

19 (e) ACCOUNTABILITY, EVALUATION, AND INFORMA20 TION.—Section 204 of the Higher Education Act of 1965 

21 (20 U.S.C. 1022c) is amended— 

22 (1) in subsection (a)— 

23 (A) in paragraph (1), by inserting ‘‘or 

24 early childhood educators’’ after ‘‘teachers’’; 


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1 (B) in paragraph (2), by inserting ‘‘, and 

2 early childhood educator retention in the first 

3 three years of an early childhood educator’s ca4 reer’’ before the semicolon at the end; 

5 (C) in paragraph (3)— 

6 (i) by inserting ‘‘(A)’’ before ‘‘im7 provement’’; and 

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

10 ‘‘(B) in the case of eligible partnerships of11 fering programs that lead to State certification 

12 or licensure of early childhood educators, im13 provement in the pass rates and scaled scores 

14 for initial State certification or licensure of 

15 early childhood educators; and’’; and 

16 (D) in paragraph (4)(F), by striking ‘‘as 

17 applicable,’’; and 

18 (2) in subsection (b)— 

19 (A) by striking ‘‘shall ensure’’ and insert20 ing the following: ‘‘shall— 

21 ‘‘(1) ensure’’; and 

22 (B) by striking ‘‘part.’’ and inserting the 

23 following: ‘‘part; and 

24 ‘‘(2) in the case of an eligible partnership that 

25 offers an early childhood education program that 


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1 does not lead to State licensure or certification as an 

2 early childhood educator, clearly indicate that fact in 

3 the information provided regarding the early child4 hood program through the grant and any reports 

5 submitted under this part.’’. 

6 (f) ACCOUNTABILITY FOR PREPARATION PRO7 GRAMS.—Section 205 of the Higher Education Act of 

8 1965 (20 U.S.C. 1022d) is amended— 

9 (1) in the section heading, by inserting ‘‘AND

10 EARLY CHILDHOOD EDUCATORS’’ after ‘‘TEACH11 ERS’’; 

12 (2) by redesignating subsections (c) through (e) 

13 as subsections (d) through (f), respectively; 

14 (3) by inserting after subsection (b) the fol15 lowing: 

16 ‘‘(c) STATE REPORT CARD ON THE QUALITY OF

17 EARLY CHILDHOOD EDUCATORS.— 

18 ‘‘(1) IN GENERAL.—Each State that receives 

19 funds under this Act shall provide to the Secretary, 

20 and make widely available to the general public, in 

21 a uniform and comprehensible manner that conforms 

22 with the definitions and methods established by the 

23 Secretary, an annual State report card on the qual24 ity of early childhood educator preparation programs 


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1 that lead to early childhood educator licensure or 

2 certification in the State. 

3 ‘‘(2) ADDITIONAL CONTENT.—Each State re4 port card issued under this subsection shall also in5 clude an explanation of— 

6 ‘‘(A) how the State is making early child7 hood educators aware of available tax credit 

8 programs, scholarship programs, and loan pro9 grams; and 

10 ‘‘(B) how the State is implementing or de11 signing flexible early childhood educator prepa12 ration programs.’’; and 

13 (4) in subsection (e), as redesignated by para14 graph (2)— 

15 (A) in paragraph (1), by inserting ‘‘and on 

16 early childhood educator qualifications and 

17 preparation in the United States, including the 

18 information described in subsection (c)(2)’’ 

19 after ‘‘subsection (b)(1)’’; and 

20 (B) in each of subparagraphs (A) and (B) 

21 of paragraph (2), by striking ‘‘teaching force’’ 

22 and inserting ‘‘teacher and early childhood edu23 cator force’’. 

24 (g) ENHANCING TEACHER, EARLY CHILDHOOD, AND

25 SCHOOL LEADER EDUCATION THROUGH CENTERS OF


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1 EXCELLENCE.—Subpart 2 of part B of title II of the 

2 Higher Education Act of 1965 (20 U.S.C. 1033 et seq.) 

3 is amended— 

4 (1) in section 241(1)(A) (20 U.S.C. 

5 1033(1)(A)), in the matter preceding clause (i), by 

6 striking ‘‘teacher preparation’’ each place the term 

7 appears and inserting ‘‘teacher, early childhood edu8 cator, and school leader preparation’’; 

9 (2) in section 242(b) (20 U.S.C. 1033a(b))— 

10 (A) in the matter preceding paragraph (1), 

11 by striking ‘‘future teachers’’ and inserting ‘‘fu12 ture teachers, early childhood educators, and 

13 school leaders’’; 

14 (B) in paragraph (1)— 

15 (i) in the matter preceding subpara16 graph (A)— 

17 (I) by striking ‘‘teacher prepara18 tion’’ and inserting ‘‘teacher, early 

19 childhood educator, and school leader 

20 preparation’’; and 

21 (II) by striking ‘‘teachers who’’ 

22 and inserting ‘‘teachers, early child23 hood educators, and school leaders 

24 who’’; and 

25 (ii) in subparagraph (B)— 


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1 (I) in the matter preceding clause 

2 (i), by striking ‘‘teacher preparation’’ 

3 and inserting ‘‘teacher, early child4 hood educator, and school leader prep5 aration’’; 

6 (II) in clause (i), by striking 

7 ‘‘teachers to’’ and inserting ‘‘teachers, 

8 early childhood educators, and school 

9 leaders to’’; and 

10 (III) in clause (ii), by striking 

11 ‘‘teaching skills’’ and inserting ‘‘teach12 ing and leadership skills’’; 

13 (C) in paragraph (2)— 

14 (i) by inserting ‘‘, early childhood edu15 cators, and school leaders’’ after ‘‘prospec16 tive teachers’’; 

17 (ii) by inserting ‘‘, early childhood 

18 educators, and school leaders’’ after ‘‘ex19 emplary teachers’’; 

20 (iii) by striking ‘‘principals, and other 

21 administrators’’ inserting ‘‘early childhood 

22 educators, and school leaders’’; and 

23 (iv) by striking ‘‘elementary schools 

24 or’’ and inserting ‘‘early childhood edu25 cation programs, elementary schools, or’’; 


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1 (D) in paragraph (3)— 

2 (i) in the matter preceding subpara3 graph (A)— 

4 (I) by inserting ‘‘or early child5 hood educators’’ after ‘‘retention of 

6 teachers’’; and 

7 (II) by striking ‘‘highly qualified 

8 principals, including minority teachers 

9 and principals,’’ and inserting ‘‘highly 

10 qualified school leaders, including mi11 nority teachers, early childhood edu12 cators, and school leaders,’’; and 

13 (ii) by striking subparagraphs (A) and 

14 (B) and inserting the following: 

15 ‘‘(A) teacher, early childhood educator, or 

16 school leadership mentoring from exemplary 

17 teachers, early childhood educators, or school 

18 leaders, respectively; or 

19 ‘‘(B) induction and support for teachers, 

20 early childhood educators, and school leaders 

21 during their first three years of employment as 

22 teachers, early childhood educators, and school 

23 leaders, respectively.’’; 


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1 (E) in paragraph (4), by striking ‘‘teach2 er’’ and inserting ‘‘teacher, early childhood edu3 cator, or school leader’’; 

4 (F) in paragraph (5), by striking ‘‘teacher 

5 preparation and successful teacher certifi6 cation’’ and inserting ‘‘teacher, early childhood 

7 educator, and school leader preparation and 

8 successful certification’’; and 

9 (G) by adding at the end the following: 

10 ‘‘(7) Establishing or expanding teacher, early 

11 childhood educator, or school leader residency or 

12 clinical programs in local low-income elementary 

13 schools or secondary schools.’’; and 

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

15 ‘‘SEC. 243. FUNDING. 

16 ‘‘Notwithstanding any other provision of this title, if 

17 the funds appropriated to carry out this title for a fiscal 

18 year exceeds $300,000,000, the Secretary shall reserve 50 

19 percent of the amount by which the appropriated funds 

20 exceed $300,000,000 to carry out this subpart for such 

21 fiscal year.’’. 

22 SEC. 303. MANDATORY FUNDING FOR TEACHER QUALITY 

23 PARTNERSHIP PROGRAM. 

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

25 U.S.C. 1022h) is amended to read as follows: 


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1 ‘‘SEC. 209. AUTHORIZATION AND APPROPRIATIONS. 

2 ‘‘There are authorized to be appropriated to carry out 

3 this part, and there are appropriated, out of any money 

4 in the Treasury not otherwise appropriated, $350,000,000 

5 for fiscal year 2020 and each subsequent fiscal year.’’. 

Æ 


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