II 

116TH CONGRESS 

1ST SESSION S. 2367 

To support the preparation and retention of outstanding educators in all 

fields to ensure a bright future for children and youth in under-resourced 

and underserved communities in the United States, and for other purposes. 

IN THE SENATE OF THE UNITED STATES 

JULY 31, 2019 

Ms. SMITH (for herself and Mr. JONES) introduced the following bill; which 

was read twice and referred to the Committee on Health, Education, 

Labor, and Pensions 

A BILL 

To support the preparation and retention of outstanding 

educators in all fields to ensure a bright future for 

children and youth in under-resourced and underserved 

communities in the United States, 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 ‘‘Addressing Teacher 

5 Shortages Act of 2019’’. 

6 SEC. 2. FINDINGS. 

7 Congress finds the following: 


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1 (1) Currently, there are not enough teachers to 

2 meet the demand for teachers in all locations and in 

3 all fields, creating a teacher shortage. The teacher 

4 shortage is a result of growing student enrollment, 

5 shrinking pupil-teacher ratios, declining enrollment 

6 in teacher preparation programs, and high levels of 

7 attrition from the field. Teacher shortages are par8 ticularly acute in rural schools and in certain subject 

9 areas, such as the fields of STEM, special education, 

10 and English as a second language. Additionally, 

11 there is a lack of racial diversity in the teaching 

12 workforce. 

13 (2) Rural schools serve 18 percent of all stu14 dents in the United States, including over 9,000,000 

15 students in rural public elementary and secondary 

16 schools. More than 40 percent of all small, rural 

17 local educational agencies in the United States 

18 struggle with adequately staffing their schools. 

19 These personnel shortages include difficulties both in 

20 recruiting and retaining educators. Shortages are es21 pecially pronounced in special education and STEM 

22 fields, when compared to urban teacher labor mar23 kets. 

24 (3) Rural communities face unique challenges 

25 in recruiting and retaining teachers for reasons such 


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1 as funding, limited teacher supply, and geographic 

2 isolation. Rural schools often experience difficulty 

3 hiring and high turnover due to inadequate re4 sources, lower salaries, and poor working conditions. 

5 (4) The demand for teachers is going unmet in 

6 some subject areas more so than others. In 2017– 

7 2018, 48 States reported shortages in mathematics, 

8 46 in special education, 43 in science, 41 in foreign 

9 language, and 31 in English as a second language. 

10 (5) Although the share of teachers of color has 

11 been increasing, there is a gap in racial diversity be12 tween teachers of color who comprise 20 percent of 

13 the teacher workforce and students of color who ac14 count for 50 percent of students. 

15 (6) Data from the 2015–2016 National Teacher 

16 and Principal Survey show that millennial teachers 

17 are less likely to be racially diverse than the previous 

18 generation of Generation X teachers, suggesting that 

19 racial diversity in the teaching workforce could be 

20 declining in the future. 

21 (7) Research shows that better prepared teach22 ers stay longer in the profession and are more effec23 tive in improving student achievement. For example, 

24 an analysis of the nationally representative Schools 

25 and Staffing Survey found that new recruits who 


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1 had a semester or more of practice teaching prior to 

2 employment were more than 3 times less likely to 

3 leave teaching after a year than those who had no 

4 practice teaching. 

5 (8) Data from the 2012–2013 Schools and 

6 Staffing Survey show that the attrition rate for 

7 teachers is approximately 8 percent. It was higher 

8 for rural teachers, at 8.4 percent, than for suburban 

9 and urban teachers, at 7.3 and 7.9 percent, respec10 tively. This high attrition rate is costly for local edu11 cational agencies, with the savings of replacing high12 er-earning, more experienced teachers mitigated by 

13 replacement costs. 

14 (9) High-quality mentoring and induction pro15 grams can offer support to teacher candidates and 

16 novice teachers throughout the teacher preparation 

17 and school placement experience, improving the like18 lihood that they will complete the training and cer19 tification process and remain in the profession. Evi20 dence-based mentoring and induction programs have 

21 been shown to increase retention, accelerate the pro22 fessional learning of novice teachers, and improve 

23 student achievement. 

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1 dents. Research suggests that residencies bring 

2 greater gender and racial diversity into the teaching 

3 workforce and have significantly higher retention 

4 rates for graduates than traditional preparation pro5 grams. 

6 (11) Grow Your Own teacher preparation mod7 els provide a promising solution for hard-to-staff 

8 schools, such as those in rural communities. These 

9 models help to recruit graduates of local schools and 

10 members of the school’s community into the teach11 ing profession. 

12 SEC. 3. DEFINITIONS. 

13 In this Act: 

14 (1) GENERAL ESEA DEFINITIONS.—The terms 

15 ‘‘dual or concurrent enrollment program’’, ‘‘elemen16 tary school’’, ‘‘local educational agency’’, and ‘‘sec17 ondary school’’ have the meanings given the terms 

18 in section 8101 of the Elementary and Secondary 

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

20 (2) 2+2 PROGRAM.—The term ‘‘2+2 program’’ 

21 means a partnership between a junior or community 

22 college, as defined in section 312 of the Higher Edu23 cation Act of 1965 (20 U.S.C. 1058), and a 4-year 

24 degree-granting institution of higher education in 

25 which teacher candidates can begin teacher preparaVerDate Sep 11 2014 02:03 Aug 08, 2019 Jkt 089200 PO 00000 Frm 00005 Fmt 6652 Sfmt 6201 E:\BILLS\S2367.IS S2367

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1 tion in the junior or community college and fully 

2 transfer their credits to the 4-year institution of 

3 higher education, where the students complete their 

4 teacher preparation. 

5 (3) CERTIFIED TEACHER.—The term ‘‘certified 

6 teacher’’ means an individual who possesses a docu7 ment certifying that the individual has met the full 

8 requirements of a State for employment as a teacher 

9 in the public schools of that State. 

10 (4) ELIGIBLE ENTITY.—The term ‘‘eligible enti11 ty’’ means a local educational agency (including an 

12 entity described in subparagraph (B), (C), (D), or 

13 (E) of section 8101(30) of the Elementary and Sec14 ondary Education Act of 1965 (20 U.S.C. 

15 7801(30))) or a consortium of such agencies. 

16 (5) GROW YOUR OWN PROGRAM.—The term 

17 ‘‘Grow Your Own program’’ means a program that 

18 works to recruit graduates of local schools and mem19 bers of the school’s community into the teaching 

20 profession of a school. 

21 (6) HISTORICALLY BLACK COLLEGE OR UNI22 VERSITY.—The term ‘‘historically Black college or 

23 university’’ has the meaning given the term ‘‘part B 

24 institution’’ under section 322 of the Higher Edu25 cation Act of 1965 (20 U.S.C. 1061). 


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1 (7) INDUCTION PROGRAM.—The term ‘‘induc2 tion program’’ has the meaning given the term in 

3 section 200(14) of the Higher Education Act of 

4 1965 (20 U.S.C. 1021(14)), except that— 

5 (A) the high-quality and structured teacher 

6 mentoring component described in subpara7 graph (A) of such section shall be led by a 

8 qualified mentor who teaches in the same or 

9 similar field, grade, or subject as the mentee; 

10 (B) the opportunities for new teachers de11 scribed in subparagraph (D) of such section 

12 shall include opportunities for observation of, 

13 and feedback from, teacher mentors, faculty, 

14 and researchers; 

15 (C) the faculty included in the program, as 

16 described in subparagraph (F) of such section, 

17 shall also model personalized instruction; 

18 (D) the interdisciplinary collaboration de19 scribed in subparagraph (G) of such section 

20 shall include preparation regarding the develop21 ment, analysis, and use of formative, interim, 

22 and summative assessments; 

23 (E) the assistance provided under subpara24 graph (H) of such section with respect to stu25 dent achievement data shall also include assistVerDate Sep 11 2014 02:03 Aug 08, 2019 Jkt 089200 PO 00000 Frm 00007 Fmt 6652 Sfmt 6201 E:\BILLS\S2367.IS S2367

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1 ance with understanding classroom engagement 

2 data (such as attendance and discipline rates 

3 and other measures of school climate), and with 

4 understanding the applicability of both types of 

5 data to classroom instruction and design; and 

6 (F) the observation and evaluation oppor7 tunities under subparagraph (I) of such section 

8 shall be conducted in order to inform efforts to 

9 support new teachers and improve their prac10 tice. 

11 (8) INSTITUTION OF HIGHER EDUCATION.—The 

12 term ‘‘institution of higher education’’ has the 

13 meaning given the term in section 101(a) of the 

14 Higher Education Act of 1965 (20 U.S.C. 1001(a)). 

15 (9) QUALIFIED MENTOR TEACHER.—The term 

16 ‘‘qualified mentor teacher’’ means an educator 

17 who— 

18 (A) meets a minimum set of qualification 

19 standards based in part on State-determined 

20 measures of teacher effectiveness; and 

21 (B) is selected by the grantee to— 

22 (i) host a teacher candidate mentee 

23 during clinical practice or residency in the 

24 classroom of the educator during a teacher 

25 preparation program, or provide induction 


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1 support to a newly certified teacher mentee 

2 during the first 2 years of employment 

3 after completion of a teacher preparation 

4 program (including clinical practice); 

5 (ii) provide support for a teacher can6 didate mentee during clinical practice or a 

7 teacher residency program, or a beginning 

8 teacher mentee during an induction pro9 gram, including information on the re10 sources and support based at the school 

11 and the local educational agency serving 

12 the school; 

13 (iii) establish a role model relationship 

14 for a mentee; 

15 (iv) observe the mentee’s teaching 

16 methods in classroom settings and be ob17 served modeling best practices; 

18 (v) provide mentoring to a mentee 

19 teaching in the same field, grade, or sub20 ject; and 

21 (vi) promote empirically based prac22 tice of, and scientifically valid research on, 

23 where applicable— 

24 (I) teaching and learning; 


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1 (II) assessment of student learn2 ing; 

3 (III) the development of teaching 

4 skills through the use of instructional 

5 and behavioral interventions; and 

6 (IV) the improvement of the ca7 pacity of the mentees to create inclu8 sive learning environments and meas9 urably advance student learning 

10 among diverse learners. 

11 (10) RURAL AREA.—The term ‘‘rural area’’ has 

12 the meaning given the term in section 343(a)(13)(A) 

13 of the Consolidated Farm and Rural Development 

14 Act (7 U.S.C. 1991(a)(13)(A)). 

15 (11) RURAL SCHOOL DISTRICT.—The term 

16 ‘‘rural school district’’ means a school district that 

17 serves one or more schools located in a rural area. 

18 (12) SECRETARY.—The term ‘‘Secretary’’ 

19 means the Secretary of Education. 

20 (13) STEM.—The term ‘‘STEM’’ means 

21 science, technology, engineering, and mathematics. 

22 (14) TEACHING RESIDENCY PROGRAM.—The 

23 term ‘‘teaching residency program’’ has the meaning 

24 given the term in section 200 of the Higher Edu25 cation Act of 1965 (20 U.S.C. 1021), except that 


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1 such term shall not include the requirement that the 

2 prospective teacher acquire a master’s degree prior 

3 to completion of the program, but instead shall earn 

4 a bachelor’s or a master’s degree prior to completion 

5 of the program. 

6 SEC. 4. ADDRESSING TEACHER SHORTAGES PROGRAM. 

7 (a) ADDRESSING TEACHER SHORTAGES PROGRAM

8 ESTABLISHED.— 

9 (1) GRANTS AUTHORIZED.— 

10 (A) IN GENERAL.—From amounts made 

11 available to carry out this Act, the Secretary 

12 shall establish an Addressing Teacher Short13 ages Program, through which the Secretary 

14 shall award grants, on a competitive basis, to 

15 eligible entities to enable the eligible entities to 

16 carry out activities described in subsection (d) 

17 in continuous consultation with the schools 

18 served by the eligible entity. 

19 (B) PLANNING GRANTS.—Notwithstanding 

20 subparagraph (A), the Secretary may use funds 

21 made available under this section, and not re22 quired for purposes of subsection (c)(2), to 

23 award, on a competitive basis, 1-year planning 

24 grants to eligible entities that have not received 

25 grants under subparagraph (A), to assist with 


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1 the costs of preparing and submitting an appli2 cation under subsection (b). 

3 (2) DURATION.—A grant awarded under para4 graph (1)(A)— 

5 (A) shall be for a period of at least 5 

6 years; and 

7 (B) may be renewed if the eligible entity 

8 demonstrates sufficient positive outcomes as de9 scribed in section 5 and evidence of potential 

10 for continued success in achieving the goals of 

11 the initial grant. 

12 (b) APPLICATION.— 

13 (1) IN GENERAL.—An eligible entity desiring a 

14 grant under subsection (a)(1)(A) shall submit an ap15 plication to the Secretary at such time, in such man16 ner, and containing such information as the Sec17 retary may require. 

18 (2) CONTENTS.—An application submitted 

19 under paragraph (1) shall— 

20 (A) describe the selected activities de21 scribed in subsection (d) for which assistance 

22 under this section is sought; 

23 (B) include a description of the evaluation 

24 plan required under section 5; 


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1 (C) provide such additional assurances as 

2 the Secretary determines to be essential to en3 sure compliance with the requirements of this 

4 Act; and 

5 (D) if seeking support for a teaching resi6 dency program, demonstrate that the institution 

7 of higher education that is a partner in the eli8 gible entity is approved to prepare candidates 

9 for State teaching licensure or certification. 

10 (c) AWARD BASIS.— 

11 (1) IN GENERAL.—The Secretary shall deter12 mine the minimum number, and the dollar amount, 

13 of grants provided under this section based on the 

14 amount made available under section 7. 

15 (2) AWARD BASIS.—In awarding grants under 

16 this section, the Secretary shall— 

17 (A) reserve 5 percent of the grant funds 

18 available to carry out this section for the Sec19 retary of the Interior, to enable the Secretary 

20 of the Interior to carry out the purposes of this 

21 Act in schools supported by the Bureau of In22 dian Education; and 

23 (B) use, from the amount remaining after 

24 the application of subparagraph (A) and to the 


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1 extent practicable based on the applications re2 ceived under subsection (b)— 

3 (i) not less than 25 percent of the re4 maining amount to address teacher short5 age challenges in local educational agencies 

6 serving rural areas; 

7 (ii) not less than 25 percent of the re8 maining amount to address shortages in 

9 high-need subject areas; and 

10 (iii) not less than 25 percent of the 

11 grant funds available to diversify the 

12 teaching workforce. 

13 (3) PRIORITY.— 

14 (A) IN GENERAL.—Subject to subpara15 graph (B), in evaluating applications for grants 

16 under subsection (a)(1)(A), the Secretary shall 

17 provide a competitive priority for applications 

18 proposing programs that will— 

19 (i) address the shortages described in 

20 clauses (i) and (ii) of paragraph (2)(B); 

21 and 

22 (ii) include partnerships with minor23 ity-serving institutions, such as historically 

24 Black colleges and universities, Hispanic25 serving institutions (as defined in section 


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1 502 of the Higher Education Act of 1965 

2 (20 U.S.C. 1101a)), or Tribal Colleges and 

3 Universities (as defined in section 316 of 

4 such Act (20 U.S.C. 1059c)). 

5 (B) PRIORITY FOR TEACHING RESIDENCY

6 AND GROW YOUR OWN PROGRAMS.—In review7 ing applications for grants under subsection 

8 (a)(1)(A) that propose to cover costs associated 

9 with teaching residency programs or Grow Your 

10 Own programs, the Secretary shall provide a 

11 competitive priority to eligible entities that pro12 pose to carry out a program designed to pre13 pare, for teaching licensure or certification, in14 dividuals who, as of the date of the individuals’ 

15 application or acceptance into the program— 

16 (i) are employed by a local educational 

17 agency participating in the eligible entity 

18 as a paraprofessional, substitute teacher, 

19 or other employee of the school community; 

20 and 

21 (ii) have been so employed for not less 

22 than 3 years. 

23 (d) USE OF FUNDS.—A recipient of a grant under 

24 subsection (a)(1)(A) shall use grant funds for not less 

25 than one of the following activities: 


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1 (1) Establishing or expanding teaching resi2 dency programs, which may include covering— 

3 (A) all or part of a resident’s tuition in ex4 change for a commitment to teach in the com5 munity for a minimum of 3 years; 

6 (B) resident salaries; 

7 (C) mentor teacher incentives; 

8 (D) facilities or infrastructure for a dis9 tance learning classroom within the school for 

10 onsite coursework and practical learning; and 

11 (E) any other purpose that the Secretary 

12 determines appropriate. 

13 (2) Establishing or expanding a teacher mentor 

14 program, which may include providing a training 

15 program or endorsement for school-based mentor 

16 teachers. 

17 (3) Establishing or expanding a Grow Your 

18 Own program. 

19 (4) Establishing or expanding a 2+2 program. 

20 (5) Establishing or expanding a program at an 

21 institution of higher education that encourages stu22 dents majoring in STEM fields to take courses in 

23 education. 

24 (6) Establishing or expanding teacher prepara25 tion pathways in secondary schools. 


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1 (7) Establishing or expanding other evidence2 based strategies to increase teacher retention and 

3 support teachers, including— 

4 (A) increasing access to, and the effective 

5 use of, technology for the purpose of providing 

6 professional development to educators in rural 

7 or remote areas; 

8 (B) supporting teachers in fulfilling addi9 tional credit requirements needed for a teacher 

10 to— 

11 (i) become licensed or certified in ad12 ditional subject areas; 

13 (ii) earn an additional qualification or 

14 licensure or certification endorsement that 

15 meets a specific need of the school in 

16 which the teacher is employed; 

17 (iii) earn additional qualifications to 

18 obtain National Board Certification; or 

19 (iv) qualify to teach Advanced Place20 ment, International Baccalaureate, or dual 

21 or concurrent enrollment programs; 

22 (C) providing opportunities for career ad23 vancement that offer increased pay for teachers 

24 who demonstrate expertise and take on addi25 tional leadership roles; 


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1 (D) establishing induction programs for 

2 novice teachers during their first 2 years in the 

3 profession; 

4 (E)(i) providing tuition assistance, a sti5 pend, or a housing allowance during student 

6 teaching to student teachers participating in the 

7 program who commit to teaching placements 

8 that would address any of the shortages de9 scribed in clauses (i) or (ii) of subsection 

10 (c)(2)(B); and 

11 (ii) if the eligible entity chooses to do so, 

12 and only after assisting student teachers under 

13 clause (i), providing a stipend or housing allow14 ance to teachers in their first or second year of 

15 teaching who commit to teaching placements 

16 that would address any of the shortages de17 scribed in clauses (i) or (ii) of subsection 

18 (c)(2)(B); or 

19 (F) providing professional development for 

20 school administrators focusing on teacher lead21 ership or teacher retention. 

22 (e) MATCHING FUNDS.— 

23 (1) IN GENERAL.—An eligible entity that re24 ceives a grant under subsection (a)(1)(A) shall pro25 vide, toward the cost of the activities assisted under 


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1 the grant and from non-Federal sources, an amount 

2 equal to or greater than the amount of the grant, 

3 subject to paragraph (2). 

4 (2) REDUCTION OR WAIVER OF MATCHING

5 FUNDS.—If the Secretary determines necessary 

6 based on the economic condition of the eligible enti7 ty, the Secretary may— 

8 (A) determine that a lesser matching 

9 amount than described in paragraph (1) is re10 quired, based on a sliding scale; or 

11 (B) waive the requirements of paragraph 

12 (1). 

13 (f) DESIGNATED PERSONNEL FOR UNDER14 RESOURCED APPLICATIONS.—The Secretary shall des15 ignate not less than 1 employee who, during and preceding 

16 the application period for a grant under this Act, will ex17 clusively support under-resourced eligible entities with the 

18 preparation of grant applications under subsection 

19 (a)(1)(A). 

20 SEC. 5. EVALUATION AND REPORTING. 

21 (a) EVALUATION.—Each entity submitting an appli22 cation for a grant under section 4(a)(1)(A) shall establish, 

23 and include in such application, an evaluation plan that 

24 includes relevant and measurable performance objectives. 


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1 At a minimum, the plan shall include objectives and meas2 ures for— 

3 (1) educator retention rates in the first 3 and 

4 5 years for teachers, principals, and other educators 

5 participating in the program supported under the 

6 grant; 

7 (2)(A) pass rates and scaled scores for initial 

8 State licensure or certification of teachers for par9 ticipating teachers; or 

10 (B) pass rates and average scores on valid and 

11 reliable teacher performance assessments for partici12 pating teachers; 

13 (3) the number of participating teachers, prin14 cipals, and other educators who are hired by the 

15 high-need local educational agency; 

16 (4) the percentage of participating teachers, 

17 principals, and other educators who are members of 

18 underrepresented groups; 

19 (5) the percentage of participating teachers who 

20 teach high-need fields or academic subject areas 

21 such as STEM fields, language instruction edu22 cational programs for limited English proficient stu23 dents, and special education; and 

24 (6) the percentage of participating teachers and 

25 other educators who teach in high-need schools, 


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

3 (b) REPORTING.— 

4 (1) ELIGIBLE ENTITY REPORTS.— 

5 (A) IN GENERAL.—At the end of the third 

6 year and the fifth year of a grant awarded 

7 under section 4(a)(1)(A), each eligible entity re8 ceiving such grant shall prepare and submit to 

9 the Secretary a report regarding the program 

10 carried out under this Act, including the pro11 gram’s performance with respect to the objec12 tives and measures described in subsection (a). 

13 (B) ADDITIONAL REPORTS.—In the case of 

14 an eligible entity whose grant under section 

15 4(a)(1)(A) was renewed or was for an initial pe16 riod of more than 5 years, the eligible entity 

17 shall submit a report described in subparagraph 

18 (A) on an annual basis for each year of the re19 newal or each year after the fifth year of the 

20 grant, respectively. 

21 (2) SECRETARY REPORTS.—By not later than 2 

22 years after the date of enactment of this Act, and 

23 every 2 years thereafter, the Secretary shall submit 

24 a report to the Committee on Health, Education, 

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1 mittee on Education and Labor of the House of 

2 Representatives about the strengths and weaknesses 

3 of the grant program carried out under section 4. 

4 SEC. 6. SENSE OF THE SENATE. 

5 It is the sense of the Senate that teaching should be 

6 formally recognized as a career pathway that is part of 

7 career and technical education, as defined in section 3 of 

8 the Carl D. Perkins Career and Technical Education Act 

9 of 2006 (20 U.S.C. 2302), allowing early career pathway 

10 programs in education (especially in STEM education) to 

11 be eligible for funds available through programs that sup12 port career and technical education. 

13 SEC. 7. AUTHORIZATION OF APPROPRIATIONS. 

14 There is authorized to be appropriated to carry out 

15 this Act such sums as may be necessary for each of fiscal 

16 years 2020 through 2026. 

Æ 


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