I 

117TH CONGRESS 

1ST SESSION H. R. 6205 

To reauthorize title II of the Higher Education Act of 1965, and for other 

purposes. 

IN THE HOUSE OF REPRESENTATIVES 

DECEMBER 9, 2021 

Ms. ADAMS (for herself, Mrs. AXNE, Mrs. HAYES, Mr. GALLEGO, Ms. SCANLON, Ms. SEWELL, Mr. LAMB, Mr. SIRES, Ms. LEGER FERNANDEZ, and 

Mr. SAN NICOLAS) introduced the following bill; which was referred to 

the Committee on Education and Labor 

A BILL 

To reauthorize title II of the Higher Education Act of 1965, 

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 ‘‘EDUCATORS for 

5 America Act’’. 

6 SEC. 2. FINDINGS. 

7 Congress finds the following: 

8 (1) Despite an increased need for prekinder9 garten through grade 12 teachers, the number of 


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1 students completing bachelor’s degrees in education 

2 has been in decline over the last 2 decades. 

3 (2) Pay is by far the reason that undergradu4 ates cite most often for not pursuing teaching as a 

5 career. Pay was named as such a reason by 72 per6 cent of respondents in a large 2018 survey of pro7 spective college students. 

8 (3) Because they earn less than other bachelor’s 

9 degree recipients, teachers face particular challenges 

10 repaying student loans. Estimated payments on the 

11 average amount education graduates have borrowed 

12 is equivalent to 9 percent of the average starting 

13 teacher salary, well in excess of the 7 percent 

14 threshold recommended by economists as affordable 

15 for borrowers at that income level. 

16 (4) The number of students earning under17 graduate and graduate degrees in the high-demand 

18 specialties of mathematics, science, and foreign lan19 guage education are in decline and the numbers 

20 earning degrees in special education and teaching 

21 English as a second language are insufficient to 

22 meet demand in many localities. 

23 (5) Prior to COVID–19, the number of institu24 tions offering degrees in education was stable, but 

25 the number with small programs was on the rise. 


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1 One-third of the 1,500 institutions that award bach2 elor’s and master’s degrees in education granted 30 

3 or fewer such degrees in 2019. 

4 (6) An October 2020 survey of American Asso5 ciation of Colleges for Teacher Education members, 

6 which includes 700 schools, colleges, and depart7 ments of education at public and private 4-year col8 leges and universities, revealed that nearly 60 per9 cent have experienced a decline in undergraduate en10 rollment due to COVID–19, 83 percent have had 

11 budget cuts, and half have reduced staffing. The As12 sociation predicts that, absent additional support, a 

13 sizable number of educator preparation programs 

14 will close, eliminating needed capacity to produce the 

15 profession-ready teachers that the Nation needs. 

16 (7) A 2015 Government Accountability Office 

17 analysis showed that only 19 percent of students 

18 who were eligible for the Federal Teacher Education 

19 Assistance for College and Higher Education Grant 

20 program (referred to as ‘‘TEACH Grants’’) in the 

21 2013–2014 academic year utilized this program, yet 

22 the cost of college remains a barrier for many stu23 dents who seek to become teachers. Institutions like 

24 the University of Northern Iowa have successfully 

25 utilized TEACH Grants for 57 percent of its 


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1 TEACH Grant-eligible teacher candidates, with over 

2 one thousand moving into teaching positions in high3 need fields in high-need schools. 

4 (8) Only 22 percent of educators feel they are 

5 ‘‘very prepared’’ to teach social and emotional learn6 ing in classrooms, and 51 percent report that the 

7 level of social and emotional learning professional 

8 development offered at their school is not sufficient. 

9 (9) Our Nation’s schools are experiencing a se10 vere diversity gap that negatively impacts student 

11 achievement and school culture. Fifty percent of cur12 rent students are from minority groups while only 

13 18 percent of teachers are from such groups, accord14 ing to a 2016 study by the Brookings Institution. 

15 (10) A 2016 report conducted by the Depart16 ment of Education shows that teachers of color tend 

17 to provide more culturally relevant teaching and bet18 ter understand the situations that students of color 

19 may face. These factors help develop trusting teach20 er-student relationships. Researchers from Vander21 bilt University also found that greater racial and 

22 ethnic diversity among school principals benefits stu23 dents, especially students of color. 

24 (11) Research shows that increasing diversity in 

25 the teaching profession can have positive impacts on 


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1 student educational experiences and outcomes. Stu2 dents of color demonstrate greater academic achieve3 ment and social-emotional development in classes 

4 with teachers of color. Studies also suggest that all 

5 students, including White students, benefit from 

6 having teachers of color because they bring distinc7 tive knowledge, experiences, and role modeling to the 

8 student body as a whole. 

9 (12) Effective school leadership is second only 

10 to direct classroom instruction among school-based 

11 factors in raising student achievement, and principal 

12 impact is greatest in low-achieving, high-poverty, 

13 and minority schools. 

14 (13) Principals improve teaching and learning 

15 through their ability— 

16 (A) to shape a vision of academic success 

17 for all students; 

18 (B) to create a safe and supportive school 

19 climate; 

20 (C) to cultivate leadership among teachers 

21 and other school staff; 

22 (D) to improve instruction; and 

23 (E) to manage people, data, and processes 

24 to foster school improvement. 


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1 (14) Recent research from the Wallace Founda2 tion on principals’ impact on students and schools 

3 notes that it is difficult to envision a higher return 

4 on investment in kindergarten through grade 12 

5 education than the cultivation of high-quality school 

6 leadership. 

7 (15) In the 2015–2016 school year, only 22 

8 percent of public school principals were individuals 

9 of color, including 11 percent who identified as 

10 Black and 8 percent who identified as Hispanic. 

11 (16) Minority teachers, school leaders, and 

12 other educators can also serve as cultural ambas13 sadors who help students feel more welcome at 

14 school or as role models. 

15 SEC. 3. EDUCATOR QUALITY ENHANCEMENT. 

16 Title II of the Higher Education Act of 1965 (20 

17 U.S.C. 1021 et seq.) is amended to read as follows: 

18 ‘‘TITLE II—EDUCATOR QUALITY 

19 ENHANCEMENT 

20 ‘‘SEC. 200. PURPOSES; DEFINITIONS. 

21 ‘‘(a) PURPOSES.—The purposes of this title are to— 

22 ‘‘(1) build the capacity of educator preparation 

23 programs to ensure that all students have access to 

24 diverse, profession-ready educators; 


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1 ‘‘(2) provide incentives to individuals to enroll 

2 in and complete high-quality educator preparation 

3 programs in high-need fields at the baccalaureate or 

4 graduate levels at institutions of higher education, 

5 particularly to individuals who belong to groups that 

6 are currently underrepresented in the education pro7 fession; 

8 ‘‘(3) authorize investments in higher education 

9 educator preparation programs along with critical 

10 State and local partners to support and expand 

11 promising and successful practices; and 

12 ‘‘(4) create mechanisms to integrate innovations 

13 in the preparation of profession-ready educators to 

14 meet the ever changing needs of students and 

15 schools. 

16 ‘‘(b) DEFINITIONS.—In this title: 

17 ‘‘(1) ARTS AND SCIENCES.—The term ‘arts and 

18 sciences’ means— 

19 ‘‘(A) when referring to an organizational 

20 unit of an institution of higher education, any 

21 academic unit that offers one or more academic 

22 majors in disciplines or content areas cor23 responding to the academic subject matter 

24 areas in which teachers provide instruction; and 


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1 ‘‘(B) when referring to a specific academic 

2 subject area, the disciplines or content areas in 

3 which academic majors are offered by the arts 

4 and sciences organizational unit. 

5 ‘‘(2) CERTIFICATION OR LICENSURE.—The 

6 term ‘certification or licensure’ means State require7 ments for certification or licensure to teach in that 

8 State, and may include the following: 

9 ‘‘(A) A regular or standard State certifi10 cate or advanced professional certificate. 

11 ‘‘(B) A probationary certificate. 

12 ‘‘(C) A temporary or provisional certificate. 

13 ‘‘(D) A waiver or emergency certificate. 

14 ‘‘(3) CHILDREN FROM LOW-INCOME FAMI15 LIES.—The term ‘children from low-income families’ 

16 means children counted under section 1124(c)(1)(A) 

17 of the Elementary and Secondary Education Act of 

18 1965. 

19 ‘‘(4) EARLY CHILDHOOD EDUCATOR.—The 

20 term ‘early childhood educator’ means an individual 

21 with primary responsibility for the education of chil22 dren in an early childhood education program. 

23 ‘‘(5) EARLY CHILDHOOD EDUCATION PRO24 GRAM.—The term ‘early childhood education pro25 gram’ means a public education program serving 


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1 children from birth through age 8, and may include 

2 a Head Start program or an Early Head Start pro3 gram carried out under the Head Start Act (42 

4 U.S.C. 9831 et seq.), including a migrant or sea5 sonal Head Start program, an Indian Head Start 

6 program, or a Head Start program or an Early 

7 Head Start program that also receives State funding 

8 or a public preschool program. 

9 ‘‘(6) EDUCATIONAL SERVICE AGENCY.—The 

10 term ‘educational service agency’ has the meaning 

11 given the term in section 8101 of the Elementary 

12 and Secondary Education Act of 1965. 

13 ‘‘(7) EDUCATOR.—The term ‘educator’ means a 

14 teacher, principal, school leader, specialized instruc15 tional support personnel, or other staff member who 

16 provides or directly supports instruction, such as a 

17 school librarian, or counselor. 

18 ‘‘(8) EDUCATOR PREPARATION PROGRAM.—The 

19 term ‘educator preparation program’ means a pro20 gram that leads to a regular or standard State cer21 tificate or advanced professional certificate for an 

22 educator. 

23 ‘‘(9) ELIGIBLE PARTNERSHIP.—The term ‘eligi24 ble partnership’ means an entity that— 

25 ‘‘(A) includes— 


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1 ‘‘(i) a high-need local educational 

2 agency; 

3 ‘‘(ii)(I) a high-need school or a con4 sortium of high-need schools served by the 

5 high-need local educational agency; or 

6 ‘‘(II) as appropriate, a high-need early 

7 childhood education program; 

8 ‘‘(iii) a partner institution; and 

9 ‘‘(iv) a school, department, or pro10 gram of education within such partner in11 stitution, which may include an existing 

12 teacher professional development program 

13 with demonstrated outcomes within a four14 year institution of higher education that 

15 provides intensive and sustained collabora16 tion between faculty and local educational 

17 agencies consistent with the requirements 

18 of this title; and 

19 ‘‘(B) may include any of the following: 

20 ‘‘(i) The Governor of the State. 

21 ‘‘(ii) The State educational agency. 

22 ‘‘(iii) The State board of education. 

23 ‘‘(iv) The State agency for higher edu24 cation. 

25 ‘‘(v) A business. 


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1 ‘‘(vi) A public or private nonprofit 

2 educational organization. 

3 ‘‘(vii) An educational service agency. 

4 ‘‘(viii) A teacher organization. 

5 ‘‘(ix) A school leader organization. 

6 ‘‘(x) An organization representing 

7 specialized instructional support personnel. 

8 ‘‘(xi) A high-performing local edu9 cational agency, or a consortium of such 

10 local educational agencies, that can serve 

11 as a resource to the partnership. 

12 ‘‘(xii) A charter school (as defined in 

13 section 4310 of the Elementary and Sec14 ondary Education Act of 1965). 

15 ‘‘(xiii) A school or department of arts 

16 and sciences within the partner institution. 

17 ‘‘(xiv) A school or department within 

18 the partner institution that focuses on psy19 chology and human development. 

20 ‘‘(xv) A school or department within 

21 the partner institution with comparable ex22 pertise in the disciplines of teaching, learn23 ing, and child and adolescent development. 


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1 ‘‘(xvi) A public or nonprofit entity op2 erating a program that provides alternative 

3 routes to State certification of teachers. 

4 ‘‘(10) ENGLISH LEARNER.—The term ‘English 

5 learner’ has the meaning given the term in section 

6 8101 of the Elementary and Secondary Education 

7 Act of 1965. 

8 ‘‘(11) EVIDENCE-BASED.—The term ‘evidence9 based’ has the meaning given that term in section 

10 8101 of the Elementary and Secondary Education 

11 Act of 1965. 

12 ‘‘(12) EVIDENCE OF STUDENT LEARNING.—The 

13 term ‘evidence of student learning’ means multiple 

14 measures of student learning that include the fol15 lowing: 

16 ‘‘(A) Valid and reliable student assessment 

17 data, which may include data— 

18 ‘‘(i) based on— 

19 ‘‘(I) student learning gains on 

20 State student academic assessments 

21 under section 1111(b)(2) of the Ele22 mentary and Secondary Education 

23 Act of 1965; or 

24 ‘‘(II) student academic achieve25 ment assessments used at the naVerDate Sep 11 2014 22:37 Dec 17, 2021 Jkt 029200 PO 00000 Frm 00012 Fmt 6652 Sfmt 6201 E:\BILLS\H6205.IH H6205

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1 tional, State, or local educational 

2 agency level, where available and ap3 propriate for the curriculum and stu4 dents taught; 

5 ‘‘(ii) from classroom-based formative 

6 assessments; 

7 ‘‘(iii) from classroom-based summative 

8 assessments; and 

9 ‘‘(iv) from objective performance10 based assessments. 

11 ‘‘(B) Not less than one of the following ad12 ditional measures: 

13 ‘‘(i) Student work, including measures 

14 of performance criteria and evidence of 

15 student growth. 

16 ‘‘(ii) Teacher-generated information 

17 about student goals and growth. 

18 ‘‘(iii) Parent or caregiver feedback 

19 about student goals and growth. 

20 ‘‘(iv) Student feedback about learning 

21 and teaching supports. 

22 ‘‘(v) Assessments of effective engage23 ment and self-efficacy. 

24 ‘‘(vi) Other appropriate measures, as 

25 determined by the State. 


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1 ‘‘(13) HIGH-NEED EARLY CHILDHOOD EDU2 CATION PROGRAM.—The term ‘high-need early child3 hood education program’ means an early childhood 

4 education program serving children from low-income 

5 families that is located within the geographic area 

6 served by a high-need local educational agency. 

7 ‘‘(14) HIGH-NEED LOCAL EDUCATIONAL AGEN8 CY.—The term ‘high-need local educational agency’ 

9 means a local educational agency— 

10 ‘‘(A)(i) that serves not fewer than 10,000 

11 low-income children; 

12 ‘‘(ii) for which not less than 20 percent of 

13 the children served by the agency are low-in14 come children; 

15 ‘‘(iii) that meets the eligibility require16 ments for funding under the Small, Rural 

17 School Achievement Program under section 

18 5211(b) of the Elementary and Secondary Edu19 cation Act of 1965 or the Rural and Low-In20 come School Program under section 5221(b) of 

21 such Act; or 

22 ‘‘(iv) that has a percentage of low-income 

23 children that is in the highest quartile among 

24 such agencies in the State; and 


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1 ‘‘(B)(i) for which a majority of schools are 

2 identified for comprehensive support and im3 provement under section 1111(c)(4)(D) of the 

4 Elementary and Secondary Education Act of 

5 1965, targeted support and improvement under 

6 section 1111(d)(2) of the Elementary and Sec7 ondary Education Act of 1965, or additional 

8 targeted support under section 1111(d)(2)(C) 

9 of the Elementary and Secondary Education 

10 Act of 1965; 

11 ‘‘(ii) for which 1 or more schools served by 

12 the agency has a high teacher turnover rate or 

13 a high percentage of teachers with emergency, 

14 provisional, or temporary certification or licen15 sure; or 

16 ‘‘(iii) for which there is a high percentage 

17 of positions in State-identified areas of teacher 

18 or school leader shortage, including in special 

19 education, English language instruction, 

20 science, technology, engineering, mathematics, 

21 and career and technical education. 

22 ‘‘(15) HIGH-NEED SCHOOL.— 

23 ‘‘(A) IN GENERAL.—The term ‘high-need 

24 school’ means a school that, based on the most 


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1 recent data available, meets one or both of the 

2 following: 

3 ‘‘(i) The school is in the highest quar4 tile of schools in a ranking of all schools 

5 served by a local educational agency, 

6 ranked in descending order by percentage 

7 of students from low-income families en8 rolled in such schools, as determined by 

9 the local educational agency based on one 

10 of the following measures of poverty: 

11 ‘‘(I) The percentage of students 

12 aged 5 through 17 in poverty counted 

13 in the most recent census data ap14 proved by the Secretary. 

15 ‘‘(II) The percentage of students 

16 eligible for a free or reduced price 

17 school lunch under the Richard B. 

18 Russell National School Lunch Act. 

19 ‘‘(III) The percentage of students 

20 in families receiving assistance under 

21 the State program funded under part 

22 A of title IV of the Social Security 

23 Act. 


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1 ‘‘(IV) The percentage of students 

2 eligible to receive medical assistance 

3 under the Medicaid program. 

4 ‘‘(V) A composite of two or more 

5 of the measures described in sub6 clauses (I) through (IV). 

7 ‘‘(ii) In the case of— 

8 ‘‘(I) an elementary school, the 

9 school serves students not less than 

10 60 percent of whom are eligible for a 

11 free or reduced price school lunch 

12 under the Richard B. Russell National 

13 School Lunch Act; or 

14 ‘‘(II) any other school that is not 

15 an elementary school, the other school 

16 serves students not less than 45 per17 cent of whom are eligible for a free or 

18 reduced price school lunch under the 

19 Richard B. Russell National School 

20 Lunch Act. 

21 ‘‘(B) SPECIAL RULE.— 

22 ‘‘(i) DESIGNATION BY THE SEC23 RETARY.—The Secretary may, upon ap24 proval of an application submitted by an 

25 eligible partnership seeking a grant under 


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1 this title, designate a school that does not 

2 qualify as a high-need school under sub3 paragraph (A) as a high-need school for 

4 the purpose of this title. The Secretary 

5 shall base the approval of an application 

6 for designation of a school under this 

7 clause on a consideration of the informa8 tion required under clause (ii), and may 

9 also take into account other information 

10 submitted by the eligible partnership. 

11 ‘‘(ii) APPLICATION REQUIREMENTS.— 

12 An application for designation of a school 

13 under clause (i) shall include— 

14 ‘‘(I) the number and percentage 

15 of students attending such school who 

16 are— 

17 ‘‘(aa) aged 5 through 17 in 

18 poverty counted in the most re19 cent census data approved by the 

20 Secretary; 

21 ‘‘(bb) eligible for a free or 

22 reduced price school lunch under 

23 the Richard B. Russell National 

24 School Lunch Act; 


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1 ‘‘(cc) in families receiving 

2 assistance under the State pro3 gram funded under part A of 

4 title IV of the Social Security 

5 Act; or 

6 ‘‘(dd) eligible to receive med7 ical assistance under the Med8 icaid program; 

9 ‘‘(II) information about the stu10 dent academic achievement of stu11 dents at such school; and 

12 ‘‘(III) for a secondary school, the 

13 graduation rate for such school. 

14 ‘‘(16) INDUCTION PROGRAM.—The term ‘induc15 tion program’ means a formalized program for new 

16 educators during not less than the educators’ first 2 

17 years in the profession that is designed to provide 

18 support for, and improve the professional perform19 ance and advance the retention in the field of, begin20 ning educators. Such program shall promote effec21 tive teaching skills, instructional leadership skills, 

22 and profession-readiness for educators and shall in23 clude the following components: 

24 ‘‘(A) High-quality mentoring. 


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1 ‘‘(B) Periodic, structured time for collabo2 ration with educators in the same department 

3 or field, including mentor teachers, as well as 

4 time for information-sharing among teachers, 

5 principals, administrators, other appropriate in6 structional staff, and participating faculty in 

7 the partner institution. 

8 ‘‘(C) The application of evidence-based 

9 practice on instructional practices. 

10 ‘‘(D) Opportunities for new educators to 

11 draw directly on the expertise of mentors, fac12 ulty, and researchers to support the integration 

13 of evidence-based practice and research with 

14 practice. 

15 ‘‘(E) The development of skills in instruc16 tional and behavioral interventions derived from 

17 evidence-based practice and, where applicable, 

18 research. 

19 ‘‘(F) Faculty who— 

20 ‘‘(i) model the integration of research 

21 and practice in instruction; 

22 ‘‘(ii) model personalized instruction; 

23 and 


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1 ‘‘(iii) assist new educators with the ef2 fective use and integration of technology in 

3 instruction. 

4 ‘‘(G) Interdisciplinary collaboration among 

5 exemplary educators, faculty, researchers, and 

6 other staff who prepare new educators with re7 spect to the learning process and the assess8 ment of learning. 

9 ‘‘(H) Assistance with the understanding of 

10 evidence of student learning and the applica11 bility of such evidence in classroom instruction. 

12 ‘‘(I) The development of skills to imple13 ment and support evidence-based practices that 

14 create a positive and inclusive school culture 

15 and climate. 

16 ‘‘(J) Regular and structured observation 

17 and evaluation of new educators by multiple 

18 evaluators, using valid and reliable measures of 

19 teaching skills, instructional leadership skills, 

20 and profession-readiness. 

21 ‘‘(17) INSTITUTION OF HIGHER EDUCATION.— 

22 The term ‘institution of higher education’ has the 

23 meaning given that term in section 101(a). 


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1 ‘‘(18) PARENT.—The term ‘parent’ has the 

2 meaning given the term in section 8101 of the Ele3 mentary and Secondary Education Act of 1965. 

4 ‘‘(19) PARTNER INSTITUTION.—The term ‘part5 ner institution’ means an institution of higher edu6 cation, which may include a 2-year institution of 

7 higher education offering a dual program with a 4- 

8 year institution of higher education, participating in 

9 an eligible partnership that has a teacher prepara10 tion program that— 

11 ‘‘(A) has a record of preparing profession12 ready educators; 

13 ‘‘(B) is approved by the State to offer an 

14 educator preparation program; and 

15 ‘‘(C) is not low-performing, as determined 

16 by the State. 

17 ‘‘(20) PROFESSIONAL DEVELOPMENT.—The 

18 term ‘professional development’ has the meaning 

19 given the term in section 8101 of the Elementary 

20 and Secondary Education Act of 1965. 

21 ‘‘(21) PROFESSION-READY.—The term ‘profes22 sion-ready’— 

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

24 means a principal who— 


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

2 appropriate credential; 

3 ‘‘(ii) has completed a principal prepa4 ration process and is fully certified and li5 censed by the State in which the principal 

6 is employed; 

7 ‘‘(iii) has demonstrated instructional 

8 leadership, including the ability to collect, 

9 analyze, and use data on evidence of stu10 dent learning and evidence of classroom 

11 practice; 

12 ‘‘(iv) has demonstrated proficiency in 

13 professionally recognized leadership stand14 ards, such as through— 

15 ‘‘(I) a performance assessment; 

16 ‘‘(II) completion of a residency 

17 program; or 

18 ‘‘(III) other measures of leader19 ship, as determined by the State; 

20 ‘‘(v) has demonstrated the ability to 

21 work with students who are culturally and 

22 linguistically diverse; 

23 ‘‘(vi) has demonstrated skill as an in24 structional leader; and 


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1 ‘‘(vii) has demonstrated proficiency in 

2 the use of instructional technology, assist3 ive technology, and the application of tech4 nology to create equity and access for all 

5 students; 

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

7 means a teacher who— 

8 ‘‘(i) has completed a teacher prepara9 tion program and has a certification or li10 censure described in paragraph (2)(A) for 

11 the State in which the teacher teaches; 

12 ‘‘(ii) has demonstrated content knowl13 edge in the subject or subjects the teacher 

14 teaches; 

15 ‘‘(iii) has demonstrated the ability to 

16 work with students who are culturally and 

17 linguistically diverse; and 

18 ‘‘(iv) has demonstrated teaching skills, 

19 such as through— 

20 ‘‘(I) a teacher performance as21 sessment; or 

22 ‘‘(II) other measures of teaching 

23 skills, as determined by the State; and 

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

25 educator not described in subparagraphs (A) or 


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

2 appropriate preparation program and has a cer3 tification or licensure described in paragraph 

4 (2)(A) for the State in which the educator is 

5 employed. 

6 ‘‘(22) SCHOOL LEADER RESIDENCY PRO7 GRAM.—The term ‘school leader residency program’ 

8 has the meaning given that term in section 2002 of 

9 the Elementary and Secondary Education Act of 

10 1965. 

11 ‘‘(23) SOCIAL AND EMOTIONAL LEARNING.— 

12 The term ‘social and emotional learning’ means the 

13 process through which all young people and adults 

14 acquire and apply the knowledge, skills, and atti15 tudes to develop healthy identities, manage emo16 tions, achieve personal and collective goals, 

17 empathize with others, establish and maintain sup18 portive relationships, and make responsible and car19 ing decisions. 

20 ‘‘(24) SPECIALIZED INSTRUCTIONAL SUPPORT

21 PERSONNEL.—The term ‘specialized instructional 

22 support personnel’ has the meaning given the term 

23 in section 8101 of the Elementary and Secondary 

24 Education Act of 1965. 


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1 ‘‘(25) TEACHER MENTORING.—The term 

2 ‘teacher mentoring’ means the mentoring of new or 

3 prospective teachers through a program that— 

4 ‘‘(A) includes clear criteria for the selec5 tion of teacher mentors who will provide role 

6 model relationships for mentees, which criteria 

7 shall be developed by the eligible partnership 

8 and based on measures of teacher effectiveness; 

9 ‘‘(B) provides evidence-based training for 

10 such mentors, including instructional strategies 

11 for literacy instruction and classroom manage12 ment (including approaches that improve the 

13 schoolwide climate for learning, which may in14 clude positive behavioral interventions and sup15 ports and social and emotional learning); 

16 ‘‘(C) provides regular and ongoing oppor17 tunities for mentors and mentees to observe 

18 each other’s teaching methods in classroom set19 tings during the day in a high-need school in 

20 the high-need local educational agency in the el21 igible partnership; 

22 ‘‘(D) provides paid release time for men23 tors, as applicable; 


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1 ‘‘(E) provides mentoring to each mentee by 

2 a colleague who teaches in the same field, 

3 grade, or subject as the mentee; 

4 ‘‘(F) promotes evidence-based research 

5 on— 

6 ‘‘(i) teaching and learning; 

7 ‘‘(ii) assessment of student learning; 

8 ‘‘(iii) the development of teaching 

9 skills through the use of instructional and 

10 behavioral interventions; and 

11 ‘‘(iv) the improvement of the mentees’ 

12 capacity to measurably advance student 

13 learning; 

14 ‘‘(G) integrates technology effectively into 

15 curricula and instruction, including technology 

16 consistent with the principles of universal de17 sign for learning and technology to collect, 

18 manage, and analyze data to improve teaching 

19 and learning for the purpose of improving stu20 dent learning outcomes; and 

21 ‘‘(H) includes— 

22 ‘‘(i) common planning time or regu23 larly scheduled collaboration for the men24 tor and mentee; and 


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1 ‘‘(ii) joint professional development 

2 opportunities. 

3 ‘‘(26) TEACHER RESIDENCY PROGRAM.—The 

4 term ‘teacher residency program’ has the meaning 

5 given that term in section 2002 of the Elementary 

6 and Secondary Education Act of 1965. 

7 ‘‘(27) TEACHING SKILLS.—The term ‘teaching 

8 skills’ means skills that enable a teacher to— 

9 ‘‘(A) increase student learning, achieve10 ment, and the ability to apply knowledge; 

11 ‘‘(B) convey and explain academic subject 

12 matter; 

13 ‘‘(C) teach higher-order analytical, evalua14 tion, problem-solving, and communication skills; 

15 ‘‘(D) employ strategies grounded in the 

16 disciplines of teaching and learning that— 

17 ‘‘(i) are based on evidence, practice, 

18 and research, where applicable, related to 

19 teaching and learning; 

20 ‘‘(ii) are specific to academic subject 

21 matter; and 

22 ‘‘(iii) focus on the identification of 

23 students’ specific learning needs, particu24 larly students with disabilities, students 

25 who are English learners, students who are 


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1 gifted and talented, and students with low 

2 literacy levels, and the tailoring of aca3 demic instruction to such needs; 

4 ‘‘(E) design and conduct an ongoing as5 sessment of evidence of student learning, which 

6 may include the use of formative or diagnostic 

7 assessments, performance-based assessments, 

8 project-based assessments, or portfolio assess9 ments, that measures higher-order thinking 

10 skills (including application, analysis, synthesis, 

11 and evaluation) and use this information to in12 form and personalize instruction; 

13 ‘‘(F) support the social, emotional, and 

14 academic achievement of all students, including 

15 by effectively creating an inclusive classroom 

16 environment, and implementing positive behav17 ioral interventions, trauma-informed care, and 

18 other support strategies that enhance student 

19 motivation and engagement; 

20 ‘‘(G) incorporate the principles of universal 

21 design for learning; 

22 ‘‘(H) integrate technology effectively into 

23 curricula and instruction, including technology 

24 consistent with the principles of universal de25 sign for learning and technology to collect, 


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1 manage, and analyze data to improve teaching 

2 and learning for the purpose of improving stu3 dent learning outcomes; 

4 ‘‘(I) communicate and work with parents, 

5 and involve parents in their children’s edu6 cation; and 

7 ‘‘(J) use, in the case of an early childhood 

8 educator, age-appropriate and developmentally 

9 appropriate strategies and practices for children 

10 in early childhood education programs. 

11 ‘‘(28) TEACHER PERFORMANCE ASSESSMENT.— 

12 The term ‘teacher performance assessment’ means a 

13 pre-service assessment used to measure teacher per14 formance that is approved by the State and is— 

15 ‘‘(A) based on professional teaching stand16 ards; 

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

18 a teacher’s— 

19 ‘‘(i) curriculum planning; 

20 ‘‘(ii) instruction of students, including 

21 appropriate plans and modifications for 

22 students who are English learners and stu23 dents who are children with disabilities; 


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1 ‘‘(iii) assessment of students, includ2 ing analysis of evidence of student learn3 ing; and 

4 ‘‘(iv) ability to advance student learn5 ing; 

6 ‘‘(C) validated based on professional as7 sessment standards; 

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

9 with appropriate oversight of the process to en10 sure consistency; and 

11 ‘‘(E) used to support continuous improve12 ment of educator practice. 

13 ‘‘(29) TEACHER PREPARATION ENTITY.—The 

14 term ‘teacher preparation entity’ means an institu15 tion of higher education, a nonprofit organization, or 

16 an organization that is approved by the State to pre17 pare teachers to be effective in the classroom. 

18 ‘‘(30) TEACHER PREPARATION PROGRAM.—The 

19 term ‘teacher preparation program’ means a pro20 gram offered by a teacher preparation entity that 

21 leads to a specific State teacher certification. 

22 ‘‘PART A—GRANTS TO STATES FOR 

23 STRENGTHENING EDUCATOR PREPARATION 

24 ‘‘SEC. 201. ALLOTMENTS TO STATES. 

25 ‘‘(a) PROGRAM AUTHORIZED.— 


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1 ‘‘(1) RESERVATION OF FUNDS.—From the total 

2 amount appropriated to carry out this part for a fis3 cal year, the Secretary shall reserve— 

4 ‘‘(A) one-half of 1 percent for allotments 

5 for the outlying areas (as defined in section 

6 8101 of the Elementary and Secondary Edu7 cation Act of 1965) to carry out this part, to 

8 be distributed among those outlying areas on 

9 the basis of their relative need, as determined 

10 by the Secretary, in accordance with the pur11 pose of this part; and 

12 ‘‘(B) one-half of 1 percent for the Sec13 retary of the Interior to carry out this part for 

14 schools operated or funded by the Bureau of In15 dian Education. 

16 ‘‘(2) FORMULA.—From amounts made available 

17 to carry out this part and not reserved under para18 graph (1), the Secretary shall allot funds to each 

19 State having an approved application under this sec20 tion to carry out this part in proportion to each such 

21 State’s share of funding under part A of title I of 

22 the Elementary and Secondary Education Act of 

23 1965, except that no State shall receive less than 0.5 

24 percent of the amounts made available to carry out 

25 this paragraph. 


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1 ‘‘(3) STATE.—Notwithstanding section 103, in 

2 this section the term ‘State’ means the several 

3 States of the United States, the Commonwealth of 

4 Puerto Rico, and the District of Columbia. 

5 ‘‘(4) USES OF FUNDS.— 

6 ‘‘(A) DEVELOPMENT OF THE STRATEGIC

7 PLAN.—Each State may use an amount equal 

8 to not more than 30 percent of the amount al9 lotted to the State, for a period not to exceed 

10 1 year, to carry out activities related to the de11 velopment of the strategic plan, as described in 

12 subsection (c). 

13 ‘‘(B) SUBSEQUENT YEARS.—For each year 

14 following the first year after receiving an allot15 ment under this section, the State— 

16 ‘‘(i) shall use not less than 95 percent 

17 of the amount allotted to the State under 

18 this section to carry out activities described 

19 in subsection (d); and 

20 ‘‘(ii) may use not more than 5 percent 

21 of the amounts allotted to the State under 

22 this section for administration and ac23 countability and reporting requirements. 

24 ‘‘(b) APPLICATION.—Each State desiring an allot25 ment under this section shall submit an application to the 


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1 Secretary at such time, in such manner, and accompanied 

2 by such information as the Secretary may require. Each 

3 such application shall contain— 

4 ‘‘(1) the identification of a State agency to lead 

5 the grant, which shall be determined by the Gov6 ernor in consultation with the State educational 

7 agency; 

8 ‘‘(2) a description of the certification or licens9 ing requirements with respect to each form of cer10 tification or licensure described in section 200(b)(2) 

11 for early childhood, elementary school, and sec12 ondary school teachers in the State at the time of 

13 the application; 

14 ‘‘(3) a description of the certification or licens15 ing requirements with respect to each form of cer16 tification or licensure described in section 200(b)(2) 

17 for specialized instructional support personnel; 

18 ‘‘(4) a description of the State authorization re19 quirements for teacher preparation programs (in20 cluding alternate and traditional routes to certifi21 cation) and the number of teacher preparation pro22 grams authorized in the State (including alternative 

23 and traditional routes to certification); 


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1 ‘‘(5) a description of the teacher preparation 

2 needs assessment that the State will conduct, includ3 ing how the State will assess— 

4 ‘‘(A) teacher workforce needs for public 

5 preschool, elementary, and secondary schools in 

6 the State; 

7 ‘‘(B) the number and percentage of teach8 ers of record who are not profession-ready as 

9 described in section 200(b)(20)(B); 

10 ‘‘(C) the demographics of the student pop11 ulation and the demographics of the educator 

12 workforce, and the extent to which the educator 

13 workforce reflects the demographics of the stu14 dent population; 

15 ‘‘(D) high-need fields, high-need schools, 

16 and high-need local educational agencies; 

17 ‘‘(E) the State’s educator equity plan de18 scribed in section 1111(g)(1)(B) of the Elemen19 tary and Secondary Education Act of 1965; 

20 ‘‘(F) the extent to which currently author21 ized teacher preparation programs in the State 

22 are producing profession-ready candidates; and 

23 ‘‘(G) the capacity of programs that are au24 thorized in the State, as of the time of the apVerDate Sep 11 2014 22:37 Dec 17, 2021 Jkt 029200 PO 00000 Frm 00035 Fmt 6652 Sfmt 6201 E:\BILLS\H6205.IH H6205

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1 plication, to meet the State’s teacher workforce 

2 needs, including the capacity of— 

3 ‘‘(i) pipeline programs, such as asso4 ciate degree to baccalaureate transfer 

5 pathway programs with community col6 leges; 

7 ‘‘(ii) ‘grow your own’ programs that 

8 provide pathways to standard teacher cer9 tification through partnerships between 

10 local educational agencies, institutions of 

11 higher education, and community-based or12 ganizations to recruit and prepare commu13 nity members to become teachers in local 

14 schools; 

15 ‘‘(iii) career awareness programs, in16 cluding career and technical education and 

17 other pathways, in public schools; and 

18 ‘‘(iv) programs to support the career 

19 progression of educators, including reten20 tion, leadership opportunities, and profes21 sional development; 

22 ‘‘(6) a description of the school leader, prin23 cipal, and other educator preparation needs assess24 ment that the State will conduct, including how the 

25 State will assess— 


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1 ‘‘(A) the principal and other educator 

2 workforce needs for public preschools and ele3 mentary and secondary schools in the State; 

4 ‘‘(B) high-need positions, high-need 

5 schools, and high-need local educational agen6 cies; 

7 ‘‘(C) the extent to which authorized educa8 tor preparation programs in the State, as of the 

9 time of the application, are producing profes10 sion-ready candidates; and 

11 ‘‘(D) the capacity of programs authorized 

12 in the State, as of the time of the application, 

13 to meet the State’s principal and other educator 

14 needs, including meeting nationally recognized 

15 ratios for specialized instructional support per16 sonnel in schools, where applicable; and 

17 ‘‘(7) a timeline for the State’s activities to de18 velop a strategic plan, including a timeline for stake19 holder engagement with administrators of institu20 tions of higher education, elementary school and sec21 ondary school principals and administrators, educa22 tor preparation programs, teachers, specialized in23 structional support personnel, parents, students, civil 

24 rights organizations, community-based organizations, 

25 and workforce development programs. 


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1 ‘‘(c) DEVELOPMENT OF A STRATEGIC PLAN.—Dur2 ing the first year after receiving an allotment under this 

3 section, a State may use not more than 30 percent of the 

4 funds allotted to conduct the needs assessments described 

5 in paragraphs (5) and (6) of subsection (b) and develop 

6 a strategic plan for the State to improve educator prepara7 tion programs to address the needs identified in para8 graphs (5) and (6) of subsection (b). 

9 ‘‘(d) SUBMISSION OF STRATEGIC PLAN.—Not later 

10 than 1 year after receiving an allotment under this section, 

11 each State shall submit a strategic plan to the Secretary, 

12 which shall contain the following information: 

13 ‘‘(1) The State’s goals relating to educator 

14 preparation, supporting quantitative and qualitative 

15 evidence for those goals, and intermediate and long16 term implementation timelines. 

17 ‘‘(2) The results of the needs assessments de18 scribed in paragraphs (5) and (6) of subsection (b). 

19 ‘‘(3) The State’s plan for meeting the educator 

20 workforce needs in the State, including how the 

21 State will prioritize institutions of higher education 

22 with the greatest share of prospective educators, in23 stitutions that enroll the highest percentage of pro24 spective educators from underrepresented groups, 


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1 and institutions of higher education with the highest 

2 placement of educators in the State. 

3 ‘‘(4) The State’s plan for removing barriers to 

4 an inclusive and equitable workforce that supports 

5 the needs of populations that are underrepresented 

6 in the field of education, including teachers of color, 

7 first generation college students, and teachers with 

8 disabilities, including recruitment, preparation, and 

9 retention. 

10 ‘‘(e) AUTHORIZED ACTIVITIES.—A State shall use 

11 funds allotted under this section to implement the stra12 tegic plan submitted under subsection (d), which may in13 clude the following activities: 

14 ‘‘(1) Strengthening and professionalizing educa15 tor certification and licensure, and other 

16 credentialing, so that it aligns with evidence-based 

17 practices and high professional standards. 

18 ‘‘(2) Developing and implementing an equitable 

19 and evidence-based State approval system for alter20 native route program providers and programs and 

21 traditional and alternative route programs at institu22 tions of higher education. 

23 ‘‘(3) Supporting the implementation of evi24 dence-based performance assessments for teacher li25 censure or certification in the State. 


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1 ‘‘(4) Regularly assessing the workforce needs of 

2 prekindergarten through grade 12 educators across 

3 the State, including the diversity of the workforce, 

4 and providing that information to institutions of 

5 higher education that prepare educators in the 

6 State. 

7 ‘‘(5) Providing transparency to the public as to 

8 how authorized educator preparation programs are 

9 meeting professional standards and requirements. 

10 ‘‘(6) Providing subgrants to partner institu11 tions, consortia of partner institutions, or eligible 

12 partnerships, to enable those institutions and part13 nerships to carry out activities related to the stra14 tegic plan described in subsection (d), including— 

15 ‘‘(A) developing and offering induction, 

16 mentoring, or professional and leadership 

17 coaching for all novice teachers and principals 

18 in a high-need local educational agency, which 

19 shall be provided by faculty or staff at the insti20 tution of higher education and teachers and 

21 school leaders; 

22 ‘‘(B) developing and offering professional 

23 development that brings research to practice for 

24 educators in schools of district partners; 


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1 ‘‘(C) developing and offering second en2 dorsement coursework; 

3 ‘‘(D) creating and expanding dual certifi4 cation programs in special education and gen5 eral education; 

6 ‘‘(E) developing and offering ‘grow your 

7 own’ programs; 

8 ‘‘(F) developing or strengthening career 

9 ladder positions for educators, such as teacher 

10 leaders, with certification requirements and 

11 coursework leading to certification, which may 

12 include nationally recognized, standards-based 

13 advanced certification; 

14 ‘‘(G) designing and implementing statewide 

15 pre-service residencies for teacher and principal 

16 candidates using the model described in section 

17 202(e) of the Higher Education Act of 1965 as 

18 in effect on the day before the date of enact19 ment of the EDUCATORS for America Act; 

20 ‘‘(H) developing and implementing a state21 wide best practices network for the preparation 

22 of profession-ready educators; and 

23 ‘‘(I) creating or expanding teaching fellows 

24 programs whereby individuals preparing to be 

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1 prehensive preparation provided by a teacher 

2 preparation program that includes extensive 

3 clinical experience that is tightly aligned to 

4 coursework, before becoming the teacher of 

5 record, in exchange for teaching in one of the 

6 identified workforce need areas in the State for 

7 a period of years. 

8 ‘‘(f) ANNUAL REPORT ON THE IMPLEMENTATION OF

9 THE STRATEGIC PLAN.—Each State receiving an allot10 ment under this section shall make publicly available a re11 port, on an annual basis, on the implementation of the 

12 strategic plan submitted under subsection (d). 

13 ‘‘(g) MAINTENANCE OF EFFORT.— 

14 ‘‘(1) IN GENERAL.—A State shall provide for 

15 activities described in this section in such State, an 

16 amount which is equal to or greater than the aver17 age amount provided for such activities by such 

18 State during the 3 most recent preceding fiscal years 

19 for which satisfactory data are available. 

20 ‘‘(2) WAIVER.—Notwithstanding paragraph (1), 

21 the Secretary may waive the requirements of this 

22 subsection if the Secretary determines that a waiver 

23 would be equitable due to— 

24 ‘‘(A) exceptional or uncontrollable cir25 cumstances, such as a natural disaster or a 


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1 change in the organizational structure of the 

2 State; or 

3 ‘‘(B) a precipitous decline in the financial 

4 resources of the State. 

5 ‘‘(h) STATE MAINTENANCE OF EQUITY.—As a condi6 tion of receiving an allotment under this section, a State 

7 shall meet the maintenance of equity requirements in sec8 tion 2004(b) of the of the American Rescue Plan Act of 

9 2021 (Public Law 117–2). 

10 ‘‘(i) SUPPLEMENT, NOT SUPPLANT.—Funds made 

11 available under this section shall be used to supplement, 

12 and not supplant, other Federal, State, and local funds 

13 that would otherwise be expended to carry out activities 

14 under this section. 

15 ‘‘SEC. 202. ACCOUNTABILITY FOR EQUITABLE ACCESS TO 

16 PROFESSION-READY TEACHERS. 

17 ‘‘(a) INSTITUTIONAL AND PROGRAM ANNUAL RE18 PORTS.— 

19 ‘‘(1) ANNUAL REPORTING.—Each teacher prep20 aration entity approved to operate teacher prepara21 tion programs in the State and that receives or en22 rolls students receiving Federal assistance shall re23 port annually to the State and the general public, in 

24 a uniform and comprehensible manner that conforms 


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1 with the definitions and methods established by the 

2 Secretary, the following: 

3 ‘‘(A) PASS RATES.—For the most recent 

4 year for which the information is available for 

5 each teacher preparation program offered by 

6 the teacher preparation entity, the following: 

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

8 for those students who took the assess9 ments used for teacher certification or li10 censure by the State in which the entity is 

11 located and are enrolled in the teacher 

12 preparation program, the percentage of 

13 such students who passed such assessment. 

14 ‘‘(ii) In the case of an entity that re15 quires a valid and reliable teacher perform16 ance assessment in order to complete the 

17 preparation program, the entity may sub18 mit in lieu of the information described in 

19 clause (i) the pass rate of students taking 

20 the teacher performance assessment. 

21 ‘‘(B) ENTITY INFORMATION.—A descrip22 tion of the following: 

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

24 entity (disaggregated by race, ethnicity, 

25 sex, and disability status). 


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1 ‘‘(ii) The number of hours of super2 vised clinical preparation required for each 

3 program. 

4 ‘‘(iii) The total number of students 

5 who have completed programs for certifi6 cation or licensure (disaggregated by sub7 ject area and by race, ethnicity, sex, and 

8 disability status, except that such 

9 disaggregation, consistent with applicable 

10 privacy laws, shall not be required in a 

11 case in which the result would reveal per12 sonally identifiable information about an 

13 individual student). 

14 ‘‘(iv) The criteria for admission into 

15 the program. 

16 ‘‘(v) The number of full-time equiva17 lent faculty, adjunct faculty, and students 

18 in supervised clinical experience. 

19 ‘‘(C) ACCREDITATION.—Whether the pro20 gram or entity is accredited by a specialized ac21 crediting agency recognized by the Secretary for 

22 accreditation of professional teacher education 

23 programs. 

24 ‘‘(D) DESIGNATION AS LOW-PER25 FORMING.—Which programs (if any) offered by 


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1 the entity have been designated as low-per2 forming by the State under section 207(a). 

3 ‘‘(b) ANNUAL STATE REPORT ON TEACHER PREPA4 RATION.— 

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

6 funds under this part shall provide to the Secretary, 

7 and make widely available to the general public, in 

8 a uniform and comprehensible manner that conforms 

9 with the definitions and methods established by the 

10 Secretary, an annual State report on educator prep11 aration in the State, both for traditional teacher 

12 preparation programs and for alternative routes to 

13 State certification or licensure programs, which shall 

14 include not less than the following: 

15 ‘‘(A) A description of the teacher certifi16 cation and licensure assessments, including 

17 teacher performance assessments, and any 

18 other certification and licensure requirements, 

19 used by the State, including evidence on validity 

20 and reliability of those assessments and the 

21 methods used to determine performance stand22 ards. 

23 ‘‘(B) The standards and criteria that pro24 spective teachers must meet to— 


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1 ‘‘(i) attain certification or licensure 

2 described under each of subparagraphs 

3 (A), (B), (C), and (D) of section 

4 200(b)(2); and 

5 ‘‘(ii) be certified or licensed to teach 

6 particular academic subjects, areas, or 

7 grades within the State. 

8 ‘‘(C)(i) The number of certifications or 

9 licensures described under each of subpara10 graphs (A), (B), (C), and (D) of section 

11 200(b)(2) issued by the State, disaggregated by 

12 grade and subject area. 

13 ‘‘(ii) The number and percentage of teach14 ers who received a certification or licensure de15 scribed in section 200(b)(2)(A) and who did not 

16 complete any formal teacher preparation pro17 gram, but have received such certification or li18 censure by alternative means such as passing a 

19 test, disaggregated by field. 

20 ‘‘(iii) The number and percentage of teach21 ers of record who are not profession-ready, 

22 disaggregated by field. 

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

24 for each of the assessments used by the State 

25 for teacher certification or licensure, the pass 


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1 rates of such assessments for individuals having 

2 completed each teacher preparation entity in 

3 the State and for all such entities, 

4 disaggregated by subject area, race, ethnicity, 

5 sex, and disability status, except that such 

6 disaggregation shall not be required in a case in 

7 which the result would reveal personally identi8 fiable information about an individual. 

9 ‘‘(ii) In the case of a State that has imple10 mented a valid and reliable teacher performance 

11 assessment, the State may submit in lieu of the 

12 information described in clause (i) the pass rate 

13 of students taking the teacher performance as14 sessment, disaggregated by subject area, race, 

15 ethnicity, sex, and disability status, except that 

16 such disaggregation shall not be required in a 

17 case in which the result would reveal personally 

18 identifiable information about an individual stu19 dent. 

20 ‘‘(E) For each teacher preparation pro21 gram in the State the following: 

22 ‘‘(i) The number of students in the 

23 program (disaggregated by race, ethnicity, 

24 sex, and disability status). 


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1 ‘‘(ii) The number of hours of super2 vised clinical preparation required. 

3 ‘‘(iii) Whether such program has been 

4 identified as low-performing and during 

5 which years of operation. 

6 ‘‘(F) A description of alternative routes to 

7 teacher certification or licensure in the State 

8 (including any such routes operated by entities 

9 that are not institutions of higher education), if 

10 any, including, for each of the assessments used 

11 by the State for teacher certification or licen12 sure, the percentage of individuals participating 

13 in such routes, or who have completed such 

14 routes during the two-year period preceding the 

15 date for which the determination is made, who 

16 passed each such assessment. 

17 ‘‘(G) The percentage of candidates com18 pleting programs in each field, including special 

19 education, who use alternate routes compared 

20 to those who complete traditional programs. 

21 ‘‘(H) A description of the State’s criteria 

22 for assessing the performance of teacher prepa23 ration programs within institutions of higher 

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1 edge and teaching skills of students enrolled in 

2 such programs. 

3 ‘‘(I) For each teacher preparation program 

4 in the State— 

5 ‘‘(i) the number of students in the 

6 program, disaggregated by race, ethnicity, 

7 sex, and disability status (except that such 

8 disaggregation shall not be required in a 

9 case in which the number of students in a 

10 category would reveal personally identifi11 able information about an individual stu12 dent); and 

13 ‘‘(ii) the range and average number of 

14 hours of supervised clinical experience re15 quired for those in the program. 

16 ‘‘(J) For the State as a whole, and for 

17 each teacher preparation entity in the State, 

18 the number of teachers prepared, in the aggre19 gate and reported separately by the following: 

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

21 ‘‘(ii) Academic major. 

22 ‘‘(iii) Subject area for which the 

23 teacher has been prepared to teach. 

24 ‘‘(iv) The relationship of the subject 

25 area and grade span of teachers graduated 


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1 by the teacher preparation entity to the 

2 teacher workforce needs of the State. 

3 ‘‘(v) The percentage of teachers grad4 uated teaching in high-need schools. 

5 ‘‘(vi) Race, ethnicity, sex, and dis6 ability status. 

7 ‘‘(K) A comparison of standard licenses 

8 and certifications issued to the areas of identi9 fied teacher shortage in the State. 

10 ‘‘(L) The capacity of the statewide longitu11 dinal data system to report valid and reliable 

12 outcome data on the graduates of teacher prep13 aration entities in the State and where available 

14 the results of such data on the following: 

15 ‘‘(i) Job placement of program 

16 completers within 12 months of gradua17 tion. 

18 ‘‘(ii) Retention of program completers 

19 in teaching after 3 years. 

20 ‘‘(iii) Other outcome indicators used 

21 by the State, such as average results from 

22 teacher evaluations. 

23 ‘‘(2) PROHIBITION AGAINST CREATING A NA24 TIONAL LIST.—The Secretary shall not create a na25 tional list or ranking of States, institutions, or 


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1 schools using the information provided under this 

2 subsection. 

3 ‘‘(3) NO REQUIREMENT FOR REPORTING ON

4 STUDENTS NOT RESIDING IN THE STATE.—Nothing 

5 in this section shall require a State to report data 

6 on program completers who do not reside in such 

7 State. 

8 ‘‘(c) DATA QUALITY.—The Secretary shall prescribe 

9 regulations to ensure the reliability, validity, integrity, ac10 curacy, and consistency of the data submitted pursuant 

11 to this section. 

12 ‘‘(d) REPORT OF THE SECRETARY ON TEACHER

13 PREPARATION.— 

14 ‘‘(1) REPORT.—The Secretary shall, until 2025, 

15 annually provide to the authorizing committees, and 

16 publish and make widely available, a report on 

17 teacher qualifications and preparation in the United 

18 States, including all the information reported in sub19 paragraphs (A) through (L) of subsection (b)(1). 

20 ‘‘(2) ENHANCED REPORT.— 

21 ‘‘(A) RECOMMENDATIONS.—The Secretary 

22 shall instruct the National Center for Edu23 cation Statistics to convene an expert panel 

24 that includes researchers and practitioners to 

25 study and make recommendations for revised 


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1 reporting of teacher qualifications and prepara2 tion in the United States. The recommendations 

3 shall include suggestions for how to— 

4 ‘‘(i) consolidate and streamline report5 ing across existing Federal and State re6 quirements and Federal data collections to 

7 provide a concise and robust set of State 

8 and national indicators on the size, diver9 sity, and quality of the teacher workforce 

10 and the equitable distribution of profes11 sion-ready teachers; and 

12 ‘‘(ii) reduce reporting burdens on edu13 cator preparation entities, local educational 

14 agencies, and States. 

15 ‘‘(B) REVISED REPORTING.—The Sec16 retary shall publish revised reporting require17 ments of teacher qualifications and preparation 

18 in the United States in the Federal Register 

19 with sufficient time for the new reporting re20 quirements to be in place for 2025. 

21 ‘‘(3) SPECIAL RULE.—In the case of a teacher 

22 preparation program with fewer than ten scores re23 ported on any single initial teacher certification or li24 censure assessment during an academic year, the 

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1 licly available, information with respect to an aver2 age pass rate on each State certification or licensure 

3 assessment taken over a three-year period. 

4 ‘‘(e) COORDINATION.—The Secretary, to the extent 

5 practicable, shall coordinate the information collected and 

6 published under this part among States for individuals 

7 who took State teacher certification or licensure assess8 ments in a State other than the State in which the indi9 vidual received the individual’s most recent degree. 

10 ‘‘SEC. 203. STATE FUNCTIONS. 

11 ‘‘(a) STATE ASSESSMENT.— 

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

13 under this part, a State shall conduct an assessment 

14 to identify low-performing teacher preparation pro15 grams in the State and to assist such programs 

16 through the provision of technical assistance. 

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

18 Each State described in paragraph (1) shall— 

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

20 list of low-performing teacher preparation pro21 grams; 

22 ‘‘(B) report any teacher preparation pro23 gram that has been closed and the reasons for 

24 such closure; and 


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1 ‘‘(C) describe the criteria determined under 

2 paragraph (3) for identifying low performing 

3 programs. 

4 ‘‘(3) DETERMINATION OF LOW-PERFORMING

5 PROGRAMS.—The levels of performance and the cri6 teria for meeting those levels for purposes of the as7 sessment under paragraph (1) shall be determined 

8 by the State in consultation with a representative 

9 group of community stakeholders, including, at a 

10 minimum, representatives of leaders and faculty of 

11 traditional and alternative route teacher preparation 

12 programs, prekindergarten through 12th grade lead13 ers and instructional staff, current teacher can14 didates participating in traditional and alternative 

15 route teacher preparation programs, the State’s 

16 standards board or other appropriate standards 

17 body, and other stakeholders identified by the State. 

18 In making such determination, the State shall con19 sider multiple measures and the information re20 ported by teacher preparation entities under section 

21 202. 

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

23 receive funds under this part, a State shall— 


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1 ‘‘(1) report any teacher preparation programs 

2 described in subparagraphs (A) or (B) of subsection 

3 (a)(2) to the Secretary; 

4 ‘‘(2) establish a period of improvement and re5 design (as established by the State) for programs 

6 identified as low-performing under subsection (a); 

7 ‘‘(3) provide programs identified as low-per8 forming with technical assistance for a period of not 

9 longer than 5 years; and 

10 ‘‘(4) subject low-performing programs that have 

11 not improved to the provisions described in sub12 section (c) (as determined by the State). 

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

14 preparation program that is low-performing and has not 

15 improved for a period of 5 years— 

16 ‘‘(1) shall be ineligible for any funding for pro17 fessional development activities awarded by the De18 partment; 

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

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

21 ‘‘(3) shall provide transitional support, includ22 ing remedial services if necessary, for students en23 rolled in the program in the year prior to such clo24 sure. 


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

2 requirements of this section shall apply to both traditional 

3 teacher preparation programs and alternative routes to 

4 State certification or licensure programs. 

5 ‘‘SEC. 204. GENERAL PROVISIONS. 

6 ‘‘(a) METHODS.—In complying with sections 202 and 

7 203, the Secretary shall ensure that States and institu8 tions of higher education use fair and equitable methods 

9 in reporting and that the reporting methods do not reveal 

10 personally identifiable information. 

11 ‘‘(b) SPECIAL RULE.—For each State that does not 

12 use content assessments as a means of ensuring that all 

13 teachers teaching within the State meet the applicable 

14 State certification or licensure requirements, including any 

15 requirements for certification obtained through alternative 

16 routes to certification, in accordance with the State plan 

17 submitted or revised under section 1111 of the Elemen18 tary and Secondary Education Act of 1965, and that each 

19 person employed as a special education teacher in the 

20 State who teaches elementary school or secondary school 

21 meets the qualifications described in section 

22 612(a)(14)(C) of the Individuals with Disabilities Edu23 cation Act, the Secretary shall— 

24 ‘‘(1) to the extent practicable, collect data com25 parable to the data required under this part from 


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1 States, local educational agencies, institutions of 

2 higher education, or other entities that administer 

3 such assessments to teachers or prospective teachers; 

4 and 

5 ‘‘(2) notwithstanding any other provision of this 

6 part, use such data to carry out requirements of this 

7 part related to assessments, pass rates, and scaled 

8 scores. 

9 ‘‘(c) RELEASE OF INFORMATION TO EDUCATOR

10 PREPARATION PROGRAMS.— 

11 ‘‘(1) IN GENERAL.—For the purpose of improv12 ing educator preparation programs, a State that re13 ceives funds under this part, or that participates as 

14 a member of a partnership, consortium, or other en15 tity that receives such funds, shall provide to an ed16 ucator preparation program, upon the request of the 

17 educator preparation program, any and all pertinent 

18 education-related information that— 

19 ‘‘(A) may enable the educator preparation 

20 program to evaluate the effectiveness of the 

21 program’s graduates or the program itself; and 

22 ‘‘(B) is possessed, controlled, or accessible 

23 by the State. 

24 ‘‘(2) CONTENT OF INFORMATION.—The infor25 mation described in paragraph (1)— 


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1 ‘‘(A) shall include an identification of spe2 cific individuals who graduated from the educa3 tor preparation program to enable the educator 

4 preparation program to evaluate the informa5 tion provided to the program from the State 

6 with the program’s own data about the specific 

7 courses taken by, and field experiences of, the 

8 individual graduates; and 

9 ‘‘(B) may include— 

10 ‘‘(i) kindergarten through grade 12 

11 academic achievement and demographic 

12 data, without revealing personally identifi13 able information about an individual stu14 dent, for students who have been taught by 

15 graduates of the educator preparation pro16 gram; 

17 ‘‘(ii) teacher effectiveness evaluations 

18 for teachers who graduated from the edu19 cator preparation program; and 

20 ‘‘(iii) survey data on program quality 

21 as it relates to the preparedness on dif22 ferent aspects of teaching or school leader23 ship from preparation program completers 

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1 ents in local educational agencies where 

2 completers are placed. 

3 ‘‘SEC. 205. AUTHORIZATION OF APPROPRIATIONS. 

4 ‘‘There is authorized to be appropriated to carry out 

5 this part $500,000,000 for fiscal year 2022 and each of 

6 the 5 succeeding fiscal years. 

7 ‘‘PART B—GRANTS TO INSTITUTIONS 

8 ‘‘SEC. 220. PURPOSES. 

9 ‘‘The purposes of this part are to— 

10 ‘‘(1) expand the pool of profession-ready diverse 

11 educators to meet the workforce demands of high12 need schools and high-need fields; 

13 ‘‘(2) ensure that new teachers, principals, and 

14 other educators are profession-ready and prepared to 

15 meet the learning and social and emotional needs of 

16 a diverse student population in a range of settings, 

17 including rural and urban areas; 

18 ‘‘(3) strengthen the quality of prospective and 

19 new teachers, principals, and other educators by 

20 strengthening the preparation of prospective teach21 ers, principals, and other educators and enhancing 

22 professional development activities for new teachers, 

23 principals, and other educators; 

24 ‘‘(4) recruit individuals, particularly individuals 

25 from underrepresented populations and individuals 


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1 from other occupations, to become teachers, prin2 cipals, and other educators; and 

3 ‘‘(5) build and strengthen partnerships between 

4 educator preparation programs within institutions of 

5 higher education and local educational agencies and 

6 high-need schools in order to meet the needs of those 

7 agencies and schools staffing needs. 

8 ‘‘SEC. 221. AUTHORIZATION OF APPROPRIATIONS. 

9 ‘‘(a) IN GENERAL.—There are authorized to be ap10 propriated to carry out this part $500,000,000 for fiscal 

11 year 2022 and each of the 5 succeeding fiscal years. 

12 ‘‘(b) MINIMUM APPROPRIATIONS FOR EACH SUB13 PART.—The Secretary shall ensure that not less than 25 

14 percent of the funds appropriated to carry out this part 

15 for a fiscal year are allocated for each of subparts 1, 2, 

16 and 3 of this part. 

17 ‘‘Subpart 1—Educator Quality Partnership Grants 

18 ‘‘SEC. 222. PARTNERSHIP GRANTS. 

19 ‘‘(a) PROGRAM AUTHORIZED.—From amounts made 

20 available under section 221, the Secretary is authorized 

21 to award grants, on a competitive basis, to eligible part22 nerships, to enable the eligible partnerships to carry out 

23 the activities described in subsection (c). 

24 ‘‘(b) APPLICATION.—Each eligible partnership desir25 ing a grant under this section shall submit an application 


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1 to the Secretary at such time, in such manner, and con2 taining such information as the Secretary may require. 

3 Each such application shall contain— 

4 ‘‘(1) a needs assessment of the partners in the 

5 eligible partnership with respect to the preparation, 

6 ongoing training, professional development, and re7 tention of general education teachers, special edu8 cation teachers, multilingual education teachers, 

9 principals, other educators (including specialized in10 structional support personnel), school librarians, and 

11 counselors, and, as applicable, early childhood edu12 cators; 

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

14 program to be carried out with grant funds, as de15 scribed in subsection (c), will prepare profession16 ready educators with strong teaching, leadership, 

17 and other professional skills necessary to increase 

18 learning and academic achievement; 

19 ‘‘(3) a description of how such program will 

20 prepare profession-ready teachers, principals, and 

21 other educators to understand and use research and 

22 data to modify and improve classroom instruction 

23 and improve student motivation and engagement; 

24 ‘‘(4) a description of— 


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1 ‘‘(A) how the eligible partnership will co2 ordinate strategies and activities assisted under 

3 the grant with other teacher, principal, and 

4 other educator preparation or professional de5 velopment programs, including programs fund6 ed under part A of this title, the Elementary 

7 and Secondary Education Act of 1965, and the 

8 Individuals with Disabilities Education Act, and 

9 through the National Science Foundation; 

10 ‘‘(B) how the activities of the partnership 

11 will be consistent with State and local innova12 tions and activities, and other education innova13 tions and activities, that promote educator qual14 ity, diversity, and student academic achieve15 ment; and 

16 ‘‘(C) how the eligible partnership will de17 velop strong partnerships between local edu18 cational agencies and institutions of higher edu19 cation within the partnership and community 

20 connections (which may include collaboration 

21 with teacher and school leader representatives 

22 within the local educational agency) to ensure 

23 that candidates develop an understanding of the 

24 students and families in the communities in 

25 which they will be teaching, prepare candidates 


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1 to teach in those communities, and understand 

2 school contexts to address needs in the local 

3 educational agency; 

4 ‘‘(5) an assessment that describes the resources 

5 available to the eligible partnership, including— 

6 ‘‘(A) the integration of funds from other 

7 related sources; 

8 ‘‘(B) the intended use of the grant funds; 

9 and 

10 ‘‘(C) the commitment of the resources of 

11 the partnership to the activities assisted under 

12 this section, including financial support, faculty 

13 participation, and time commitments, and to 

14 the continuation of the activities when the grant 

15 ends; 

16 ‘‘(6) a description of— 

17 ‘‘(A) how the eligible partnership will meet 

18 the purposes of this part; 

19 ‘‘(B) how the partnership will carry out 

20 the activities required under subsection (d), (e) 

21 or (f), based on the needs identified in para22 graph (1), with the goal of providing a pipeline 

23 of diverse profession-ready educators needed by 

24 the local educational agency or schools that are 

25 part of the eligible partnership; 


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1 ‘‘(C) if the partnership chooses to use 

2 funds under this section for a project or activi3 ties under subsection (g), how the partnership 

4 will carry out such project or required activities 

5 based on the needs identified in paragraph (1), 

6 with the goals of meeting the workforce needs 

7 of the partner local educational agency or 

8 schools that are part of the eligible partnership 

9 through the provision of profession-ready di10 verse educators; 

11 ‘‘(D) the partnership’s evaluation plan 

12 under section 224; 

13 ‘‘(E) how the partnership will align the 

14 teacher preparation program under subsection 

15 (d) with the— 

16 ‘‘(i) State early learning standards for 

17 early childhood education programs, as ap18 propriate, and with the relevant domains of 

19 early childhood development; 

20 ‘‘(ii) State academic standards under 

21 section 1111(b)(1) of the Elementary and 

22 Secondary Education Act of 1965, estab23 lished by the State in which the partner24 ship is located; and 


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1 ‘‘(iii) activities identified under section 

2 2101 and section 2103 of the Elementary 

3 and Secondary Education Act of 1965 and 

4 where applicable, the school support and 

5 improvement activities identified under sec6 tion 1111(d) of that Act; 

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

9 disabilities, including training related to early 

10 identification of students with disabilities and 

11 participation as a member of individualized edu12 cation program teams, as defined in section 

13 614(d)(1)(B) of the Individuals with Disabil14 ities Education Act; 

15 ‘‘(G) how the partnership will prepare edu16 cators to teach and work with students who are 

17 English learners; 

18 ‘‘(H) how the partnership will prepare edu19 cators to teach diverse students, including stu20 dents of different races, ethnicities, language, 

21 gender identity or sexual orientation, and stu22 dents with disabilities; and 

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1 based educator pre-service clinical program 

2 component; and 

3 ‘‘(7) with respect to the induction program re4 quired as part of the activities carried out under this 

5 section— 

6 ‘‘(A) a description of how the educator 

7 preparation program will design and implement 

8 an induction program to support all new edu9 cators who are prepared by the educator prepa10 ration program in the partnership and who are 

11 employed in the high-need local educational 

12 agency in the partnership, and, to the extent 

13 practicable, all new educators who teach in such 

14 high-need local educational agency; and 

15 ‘‘(B) a description of how higher education 

16 faculty involved in the induction program will 

17 be able to substantially participate in an early 

18 childhood education program or an elementary 

19 school or secondary school classroom setting, as 

20 applicable. 

21 ‘‘(c) USE OF GRANT FUNDS.—An eligible partner22 ship that receives a grant under this section— 

23 ‘‘(1) shall use grant funds to carry out a pro24 gram for the pre-baccalaureate or post-baccalaureate 

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1 service principal preparation program under sub2 section (e), a teaching or principal residency pro3 gram under subsection (f), or a combination of such 

4 programs; and 

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

6 development programs under subsection (g), based 

7 upon the results of the needs assessment in sub8 section (b)(1). 

9 ‘‘(d) PARTNERSHIP GRANTS FOR THE PREPARATION

10 OF TEACHERS.—An eligible partnership that receives a 

11 grant to carry out a program for the preparation of teach12 ers shall carry out a pre-baccalaureate teacher preparation 

13 program or a 5th year initial licensing program that in14 cludes all of the following: 

15 ‘‘(1) ACTIVITIES.— 

16 ‘‘(A) IN GENERAL.—Implementing activi17 ties, described in subparagraph (B), within each 

18 teacher preparation program and, as applicable, 

19 each preparation program for early childhood 

20 education programs, of the eligible partnership 

21 that is assisted under this section, to hold each 

22 program accountable for— 

23 ‘‘(i) preparing— 

24 ‘‘(I) profession-ready teachers; 

25 and 


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1 ‘‘(II) such teachers and, as appli2 cable, early childhood educators, to 

3 understand evidence-based research 

4 related to teaching, learning, and 

5 classroom management, and the appli6 cability of such practice and research, 

7 including strategies to incorporate 

8 universal design for learning, the ef9 fective use of technology, instructional 

10 techniques, strategies consistent with 

11 the principles of universal design for 

12 learning, and core competencies of so13 cial and emotional learning, and 

14 through positive behavioral interven15 tions and support strategies to im16 prove student achievement; and 

17 ‘‘(ii) promoting strong teaching skills 

18 and, as applicable, techniques for early 

19 childhood educators to improve children’s 

20 cognitive, social, emotional, and physical 

21 development. 

22 ‘‘(B) REQUIRED ACTIVITIES.—The activi23 ties described in subparagraph (A) shall in24 clude— 


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1 ‘‘(i) implementing teacher preparation 

2 program curriculum changes that improve, 

3 evaluate, and assess how well all prospec4 tive and new teachers develop teaching 

5 skills; 

6 ‘‘(ii) using evidence-based research, 

7 where applicable, about teaching and learn8 ing so that all prospective teachers and, as 

9 applicable, early childhood educators— 

10 ‘‘(I) understand and can imple11 ment evidence-based teaching prac12 tices in classroom instruction; 

13 ‘‘(II) have knowledge of the sci14 entific basis of how students learn, in15 cluding the skills to recognize and 

16 evaluate student social and emotional 

17 competencies and needs; 

18 ‘‘(III) possess skills to analyze 

19 student academic achievement data 

20 and other measures of student learn21 ing, and use such data and measures 

22 to improve classroom instruction and 

23 student engagement; 

24 ‘‘(IV) possess teaching skills and 

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1 tional strategies across all applicable 

2 content areas that enable general edu3 cation and special education teachers 

4 and early childhood educators to— 

5 ‘‘(aa) meet the specific social 

6 and emotional learning and aca7 demic needs of all students, in8 cluding students with disabilities, 

9 students who are English learn10 ers, students who are gifted and 

11 talented, students with low lit12 eracy levels and, as applicable, 

13 children in early childhood edu14 cation programs; 

15 ‘‘(bb) differentiate instruc16 tion for such students; and 

17 ‘‘(cc) use culturally relevant 

18 pedagogy and curricular mate19 rials; 

20 ‘‘(V) can effectively participate as 

21 a member of the individualized edu22 cation program team, as defined in 

23 section 614(d)(1)(B) of the Individ24 uals with Disabilities Education Act; 


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1 ‘‘(VI) possess the skills to meet 

2 the academic, social, and emotional 

3 needs of students and create inclusive 

4 and culturally responsive learning en5 vironments; and 

6 ‘‘(VII) can successfully employ 

7 effective strategies for comprehensive 

8 literacy instruction (as defined in sec9 tion 2221(b) of the Elementary and 

10 Secondary Education Act of 1965); 

11 ‘‘(iii) ensuring collaboration with de12 partments, programs, or units of a partner 

13 institution outside of the teacher prepara14 tion program in all academic content 

15 areas, as appropriate, to ensure that pro16 spective teachers receive training in both 

17 teaching and relevant content areas in 

18 order to meet the applicable State require19 ments to becoming fully certified or li20 censed as described in section 200(b)(2)(A) 

21 and become profession-ready, or with re22 gard to special education teachers, meet 

23 the qualifications described in section 

24 612(a)(14)(C) of the Individuals with Dis25 abilities Education Act, which may include 


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1 training in multiple subjects to teach mul2 tiple grade levels as may be needed for in3 dividuals preparing to teach in rural com4 munities and for individuals preparing to 

5 teach students with disabilities; 

6 ‘‘(iv) developing admissions goals and 

7 priorities aligned with the hiring objectives 

8 of the high-need local educational agency 

9 in the eligible partnership, which may in10 clude consideration of applicants who re11 flect the communities in which they will 

12 teach as well as consideration of individ13 uals from underrepresented populations in 

14 the teaching profession; 

15 ‘‘(v) implementing program and cur16 riculum changes, as applicable, to ensure 

17 that prospective teachers have the requisite 

18 content knowledge, preparation, and degree 

19 to teach Advanced Placement or Inter20 national Baccalaureate courses success21 fully; and 

22 ‘‘(vi) embedding social and emotional 

23 competencies into the program and cur24 riculum, as applicable, to ensure that new 


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1 and prospective teachers have the requisite 

2 content knowledge and skills. 

3 ‘‘(2) CLINICAL EXPERIENCE AND INTER4 ACTION.—Developing or improving a sustained 

5 preservice clinical education program to further de6 velop the teaching skills of all prospective teachers 

7 and, as applicable, early childhood educators, in8 volved in the program. Such program shall do the 

9 following: 

10 ‘‘(A) Incorporate year-long opportunities 

11 for enrichment, including— 

12 ‘‘(i) clinical learning in classrooms in 

13 high-need schools served by the high-need 

14 local educational agency in the eligible 

15 partnership, and identified by the eligible 

16 partnership; and 

17 ‘‘(ii) closely supervised interaction be18 tween prospective teachers and faculty, ex19 perienced teachers, principals, other ad20 ministrators, and school leaders at early 

21 childhood education programs (as applica22 ble), elementary schools, or secondary 

23 schools, and providing support for such 

24 interaction. 


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1 ‘‘(B) Integrate pedagogy and classroom 

2 practice and promote effective teaching skills in 

3 academic content areas. 

4 ‘‘(C) Provide teacher mentoring. 

5 ‘‘(D) Be offered over the course of a pro6 gram of teacher preparation. 

7 ‘‘(E) Be tightly aligned with course work 

8 (and may be developed as a fifth year of a 

9 teacher preparation program). 

10 ‘‘(F) Where feasible, allow prospective 

11 teachers to learn to teach in the same local edu12 cational agency in which the teachers will work, 

13 learning the instructional initiatives and cur14 riculum of that local educational agency. 

15 ‘‘(G) As applicable, provide training and 

16 experience to enhance the teaching skills of pro17 spective teachers to better prepare such teach18 ers to meet the unique needs of teaching in 

19 rural or urban communities. 

20 ‘‘(H) Provide support and training for in21 dividuals participating in an activity for pro22 spective or new teachers described in this para23 graph or paragraph (1) or (3), and for individ24 uals who serve as mentors for such teachers, 


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1 based on each individual’s experience. Such 

2 support may include— 

3 ‘‘(i) with respect to a prospective 

4 teacher or a mentor, release time for such 

5 individual’s participation; 

6 ‘‘(ii) with respect to a faculty member, 

7 receiving course workload credit and com8 pensation for time teaching in the eligible 

9 partnership’s activities; and 

10 ‘‘(iii) with respect to a mentor, a sti11 pend, which may include bonus, differen12 tial, incentive, or performance pay, based 

13 on the mentor’s qualifications and respon14 sibilities. 

15 ‘‘(3) INDUCTION PROGRAMS FOR NEW TEACH16 ERS.—Creating an induction program for new teach17 ers or, in the case of an early childhood education 

18 program, providing mentoring or coaching for new 

19 early childhood educators. 

20 ‘‘(4) SUPPORT AND TRAINING FOR PARTICI21 PANTS IN EARLY CHILDHOOD EDUCATION PRO22 GRAMS.—In the case of an eligible partnership fo23 cusing on early childhood educator preparation, im24 plementing initiatives that increase compensation for 


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1 early childhood educators who attain associate or 

2 baccalaureate degrees in early childhood education. 

3 ‘‘(5) TEACHER RECRUITMENT.—Developing and 

4 implementing effective mechanisms to ensure that 

5 the eligible partnership is able to recruit qualified in6 dividuals, including individuals from groups that are 

7 underrepresented in the education profession, to be8 come teachers who meet the applicable State re9 quirements to be fully certified or licensed as de10 scribed in section 200(b)(2)(A) and become profes11 sion-ready, and with regard to special education 

12 teachers, meet the qualifications described in section 

13 612(a)(14)(C) of the Individuals with Disabilities 

14 Education Act, through the activities of the eligible 

15 partnership, which may include an emphasis on re16 cruiting into the teaching profession— 

17 ‘‘(A) individuals from underrepresented 

18 populations; 

19 ‘‘(B) individuals to teach in rural commu20 nities and teacher shortage areas, including 

21 mathematics, science, special education, career 

22 and technical education, and the instruction of 

23 English learners; and 


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1 ‘‘(C) professionals from other occupations, 

2 former military personnel, and recent college 

3 graduates with a record of academic distinction. 

4 ‘‘(6) LITERACY TRAINING.—Strengthening the 

5 literacy teaching skills of prospective and, as appli6 cable, new elementary school and secondary school 

7 teachers— 

8 ‘‘(A) to implement comprehensive literacy 

9 instruction programs (as defined in section 

10 2221(b) of the Elementary and Secondary Edu11 cation Act of 1965); 

12 ‘‘(B) to use screening, formative, diag13 nostic and summative assessments to determine 

14 students’ literacy levels, difficulties, and growth 

15 in order to improve classroom instruction and 

16 improve student reading and writing skills; 

17 ‘‘(C) to provide individualized, intensive, 

18 and targeted literacy instruction for students 

19 with deficiencies in literacy skills; and 

20 ‘‘(D) to integrate literacy skills in the 

21 classroom across subject areas. 

22 ‘‘(e) PARTNERSHIP GRANTS FOR PRINCIPAL PREPA23 RATION.—An eligible partnership receiving a grant to 

24 carry out an effective program to prepare profession-ready 


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1 principals shall carry out a program that includes the fol2 lowing: 

3 ‘‘(1) Development of leadership skills with a 

4 demonstrated impact on student and school success, 

5 including the ability to create a continuous learning 

6 environment for teachers, staff, and students. 

7 ‘‘(2) Rigorous recruitment and selection criteria 

8 for successful educators who have shown potential as 

9 leaders. 

10 ‘‘(3) Program faculty with prior school leader11 ship experience and deep knowledge of effective lead12 ership practices. 

13 ‘‘(4) Comprehensive clinical experiences that 

14 are linked to coursework and help principal can15 didates address context-specific problems and the 

16 needs of special population groups, including stu17 dents who are children with disabilities, English 

18 learners, and students from economically disadvan19 taged families. 

20 ‘‘(5) Peer networks. 

21 ‘‘(6) Mentoring, supervision, and evaluation of 

22 candidates throughout the clinical experience. 

23 ‘‘(7) Opportunities for ongoing professional 

24 learning and coaching for practicing school leaders. 


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1 ‘‘(f) PARTNERSHIP GRANTS FOR THE ESTABLISH2 MENT OF TEACHING AND PRINCIPAL RESIDENCY PRO3 GRAMS.— 

4 ‘‘(1) IN GENERAL.—An eligible partnership re5 ceiving a grant to carry out an effective teaching or 

6 principal residency program shall carry out a pro7 gram that includes the following activities: 

8 ‘‘(A) FOR TEACHING RESIDENCY PRO9 GRAMS.—An eligible partnership carrying out a 

10 teaching residency program shall carry out both 

11 of the following activities: 

12 ‘‘(i) Supporting a teaching residency 

13 program described in paragraph (2) for 

14 high-need schools and in high-need sub15 jects and areas, as determined by the 

16 needs of the high-need local educational 

17 agency in the partnership. 

18 ‘‘(ii) Placing graduates of the teach19 ing residency program in cohorts that fa20 cilitate professional collaboration, both 

21 among graduates of the residency program 

22 and between such graduates and mentor 

23 teachers in the receiving school. 

24 ‘‘(B) FOR PRINCIPAL RESIDENCY PRO25 GRAMS.—An eligible partnership carrying out a 


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1 principal residency program shall support a 

2 program described in paragraph (3) for high3 need schools, as determined by the needs of the 

4 high-need local educational agency in the part5 nership. 

6 ‘‘(2) TEACHER RESIDENCY PROGRAMS.— 

7 ‘‘(A) ESTABLISHMENT AND DESIGN.—A 

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

10 successful teaching residencies that serves as a 

11 mechanism to prepare teachers for success in 

12 high-need schools in the eligible partnership and 

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

15 ‘‘(i) The integration of pedagogy, 

16 classroom practice, and teacher mentoring. 

17 ‘‘(ii) The exposure to principles of 

18 child and youth development as well as un19 derstanding and applying principles of 

20 learning and behavior. 

21 ‘‘(iii) Engagement of teaching resi22 dents in rigorous graduate-level coursework 

23 to earn a master’s degree while under24 taking supervised clinical preparation. 


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1 ‘‘(iv) Experience and learning oppor2 tunities alongside a trained and experi3 enced mentor teacher— 

4 ‘‘(I) whose teaching shall com5 plement the residency program so that 

6 school-based clinical practice is tightly 

7 aligned with coursework; 

8 ‘‘(II) who shall have extra re9 sponsibilities as a teacher leader of 

10 the teaching residency program, as a 

11 mentor for residents, and as a teacher 

12 coach during the induction program 

13 for new teachers, and for establishing, 

14 within the program, a learning com15 munity in which all individuals are ex16 pected to continually improve their ca17 pacity to advance student learning; 

18 and 

19 ‘‘(III) who may be relieved from 

20 teaching duties or may be offered a 

21 stipend as a result of such additional 

22 responsibilities. 

23 ‘‘(v) The establishment of clear cri24 teria for the selection of mentor teachers 

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1 ject area knowledge, and measures of 

2 teacher effectiveness, which— 

3 ‘‘(I) shall be based on, but not 

4 limited to, observations of— 

5 ‘‘(aa) planning and prepara6 tion, including demonstrated 

7 knowledge of content, pedagogy, 

8 and assessment, including the 

9 use of formative, summative, and 

10 diagnostic assessments to im11 prove student learning; 

12 ‘‘(bb) appropriate instruc13 tion that engages all students; 

14 ‘‘(cc) collaboration with col15 leagues to improve instruction; 

16 and 

17 ‘‘(dd) analysis of evidence of 

18 student learning; and 

19 ‘‘(II) may include criteria regard20 ing meeting nationally recognized, 

21 standards-based advanced certification 

22 requirements. 

23 ‘‘(vi) The development of admissions 

24 goals and priorities— 


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1 ‘‘(I) that are aligned with the 

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

4 program, as well as the instructional 

5 initiatives and curriculum of such 

6 agency to hire qualified graduates 

7 from the teaching residency program; 

8 and 

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

11 communities in which they will teach 

12 as well as consideration of individuals 

13 from underrepresented populations in 

14 the teaching profession. 

15 ‘‘(vii) Support for residents once such 

16 residents are hired as the teachers of 

17 record, through an induction program, pro18 fessional development, and networking op19 portunities to support the residents 

20 through not less than the residents’ first 2 

21 years of teaching. 

22 ‘‘(B) SELECTION OF INDIVIDUALS AS

23 TEACHER RESIDENTS.— 

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

25 to be eligible to be a teacher resident in a 


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1 teacher residency program under this para2 graph, an individual shall— 

3 ‘‘(I) be a recent graduate of a 4- 

4 year institution of higher education, 

5 an individual in the final year of an 

6 undergraduate teacher preparation 

7 program, or a professional possessing 

8 strong content knowledge and a 

9 record of professional accomplishment 

10 in another field; and 

11 ‘‘(II) submit an application to 

12 the residency program. 

13 ‘‘(ii) SELECTION CRITERIA.—An eligi14 ble partnership carrying out a teaching 

15 residency program under this subsection 

16 shall establish criteria for the selection of 

17 eligible individuals to participate in the 

18 teaching residency program based on the 

19 following characteristics: 

20 ‘‘(I) Strong content knowledge or 

21 record of accomplishment in the field 

22 or subject area to be taught. 

23 ‘‘(II) Strong verbal and written 

24 communication skills, which may be 


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1 demonstrated by performance on ap2 propriate assessments. 

3 ‘‘(III) Other attributes linked to 

4 effective teaching, which may be de5 termined by interviews or performance 

6 assessments, as specified by the eligi7 ble partnership. 

8 ‘‘(3) PRINCIPAL RESIDENCY PROGRAMS.— 

9 ‘‘(A) ESTABLISHMENT AND DESIGN.—A 

10 principal residency program under this para11 graph shall be a program based on models of 

12 successful principal residencies that serve as a 

13 mechanism to prepare principals for success in 

14 high-need schools in the eligible partnership and 

15 shall be designed to include the following char16 acteristics of successful programs: 

17 ‘‘(i) Engagement of principal resi18 dents in rigorous graduate-level coursework 

19 to earn an appropriate advanced credential 

20 while undertaking a guided principal ap21 prenticeship. 

22 ‘‘(ii) Experience and learning opportu23 nities alongside a trained and experienced 

24 mentor principal— 


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1 ‘‘(I) whose mentoring shall be 

2 based on standards of effective men3 toring practice and shall complement 

4 the residency program so that school5 based clinical practice is tightly 

6 aligned with coursework; and 

7 ‘‘(II) who may be relieved from 

8 some portion of principal duties or 

9 may be offered a stipend as a result 

10 of such additional responsibilities. 

11 ‘‘(iii) The establishment of clear cri12 teria for the selection of mentor principals, 

13 which may be based on observations of the 

14 following: 

15 ‘‘(I) Demonstrating awareness of, 

16 and having experience with, the 

17 knowledge, skills, and attitudes to— 

18 ‘‘(aa) establish and maintain 

19 a professional learning commu20 nity that effectively extracts in21 formation from data to improve 

22 the school culture and personalize 

23 instruction for all students to re24 sult in improved student achieve25 ment; 


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1 ‘‘(bb) create and maintain a 

2 learning culture within the school 

3 that provides a climate conducive 

4 to the development of all mem5 bers of the school community, in6 cluding one of continuous learn7 ing for adults tied to student 

8 learning and other school goals; 

9 ‘‘(cc) engage in continuous 

10 professional development, using a 

11 combination of academic study, 

12 developmental simulation exer13 cises, self-reflection, mentorship, 

14 and internship; 

15 ‘‘(dd) understand child and 

16 youth development appropriate to 

17 the age level served by the school, 

18 and use this knowledge to set 

19 high expectations and standards 

20 for the academic, social, emo21 tional, and physical development 

22 of all students; and 

23 ‘‘(ee) actively engage the 

24 community to create shared re25 sponsibility for student academic 


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1 performance and successful de2 velopment. 

3 ‘‘(II) Planning and articulating a 

4 shared and coherent schoolwide direc5 tion and policy for achieving high 

6 standards of student performance. 

7 ‘‘(III) Identifying and imple8 menting the activities and rigorous 

9 curriculum necessary for achieving 

10 such standards of student perform11 ance. 

12 ‘‘(IV) Supporting a culture of 

13 learning, collaboration, and profes14 sional behavior and ensuring evidence15 based instructional practice. 

16 ‘‘(V) Communicating and engag17 ing parents, families, and other exter18 nal communities. 

19 ‘‘(VI) Collecting, analyzing, and 

20 utilizing data and other evidence of 

21 student learning and evidence of class22 room practice to guide decisions and 

23 actions for continuous improvement 

24 and to ensure performance account25 ability. 


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1 ‘‘(iv) The development of admissions 

2 goals and priorities— 

3 ‘‘(I) that are aligned with the 

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

6 program, as well as the instructional 

7 initiatives and curriculum of such 

8 agency to hire qualified graduates 

9 from the principal residency program; 

10 and 

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

13 communities in which they will serve 

14 as well as consideration of individuals 

15 from underrepresented populations in 

16 school leadership positions. 

17 ‘‘(v) Support for residents once such 

18 residents are hired as principals, through 

19 an induction program, professional devel20 opment to support the knowledge and skills 

21 of the principal in a continuum of learning 

22 and content expertise in developmentally 

23 appropriate or age-appropriate educational 

24 practices, and networking opportunities to 

25 support the residents through not less than 


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1 the residents’ first 2 years of serving as 

2 principal of a school. 

3 ‘‘(B) SELECTION OF INDIVIDUALS AS

4 PRINCIPAL RESIDENTS.— 

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

6 to be eligible to be a principal resident in 

7 a principal residency program under this 

8 paragraph, an individual shall— 

9 ‘‘(I) have prior experience teach10 ing prekindergarten through grade 12; 

11 ‘‘(II) have experience as an effec12 tive leader, manager, and written and 

13 oral communicator; and 

14 ‘‘(III) submit an application to 

15 the residency program. 

16 ‘‘(ii) SELECTION CRITERIA.—An eligi17 ble partnership carrying out a principal 

18 residency program under this subsection 

19 shall establish criteria for the selection of 

20 eligible individuals to participate in the 

21 principal residency program based on the 

22 following characteristics: 

23 ‘‘(I) Strong instructional leader24 ship skills in an elementary school or 

25 secondary school setting. 


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1 ‘‘(II) Strong verbal and written 

2 communication skills, which may be 

3 demonstrated by performance on ap4 propriate assessments. 

5 ‘‘(III) Other attributes linked to 

6 effective leadership, such as sound 

7 judgment, organizational capacity, col8 laboration, and openness to contin9 uous learning, which may be deter10 mined by interviews or performance 

11 assessment, as specified by the eligible 

12 partnership. 

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

14 AGREEMENTS; REPAYMENTS.— 

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

16 or principal residency program under this sub17 section— 

18 ‘‘(i) shall provide a 1-year living sti19 pend or salary to teaching or principal 

20 residents during the 1-year teaching or 

21 principal residency program; and 

22 ‘‘(ii) may provide a stipend to a men23 tor teacher or mentor principal. 

24 ‘‘(B) APPLICATIONS FOR STIPENDS OR

25 SALARIES.—Each teacher or principal residency 


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1 candidate desiring a stipend or salary during 

2 the period of residency shall submit an applica3 tion to the eligible partnership at such time, 

4 and containing such information and assur5 ances, as the eligible partnership may require. 

6 ‘‘(C) AGREEMENTS TO SERVE.—Each ap7 plication submitted under subparagraph (B) 

8 shall contain or be accompanied by an agree9 ment that the applicant will— 

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

11 principal for a total of not less than 3 aca12 demic years immediately after successfully 

13 completing the 1-year teaching or principal 

14 residency program; 

15 ‘‘(ii) fulfill the requirement under 

16 clause (i)— 

17 ‘‘(I) by teaching or serving as a 

18 principal in a high-need school served 

19 by the high-need local educational 

20 agency in the eligible partnership and, 

21 if a teacher, teaching a subject or 

22 area that is designated as high-need 

23 by the partnership; or 

24 ‘‘(II) if there is no appropriate 

25 position available in a high-need 


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1 school served by the high-need local 

2 educational agency in the eligible 

3 partnership, by teaching or serving as 

4 a principal in any other high-need 

5 school; 

6 ‘‘(iii) provide to the eligible partner7 ship a certificate, from the chief adminis8 trative officer of the local educational 

9 agency in which the resident is employed, 

10 of the employment required under clauses 

11 (i) and (ii) at the beginning of, and on 

12 completion of, each year or partial year of 

13 service; 

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

15 requirements to be a profession-ready 

16 teacher; 

17 ‘‘(v) for principal residents, meet the 

18 requirements to be a profession-ready prin19 cipal; 

20 ‘‘(vi) for other educators, complete the 

21 preparation program and become fully cer22 tified in the State where the educator is 

23 employed; and 

24 ‘‘(vii) comply with the requirements 

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1 paragraph (D) if the applicant is unable or 

2 unwilling to complete the service obligation 

3 required by this subparagraph. 

4 ‘‘(D) REPAYMENTS.— 

5 ‘‘(i) IN GENERAL.—An eligible part6 nership carrying out a teaching or prin7 cipal residency program under this sub8 section shall require a recipient of a sti9 pend or salary under subparagraph (A) 

10 who does not complete, or who notifies the 

11 partnership that the recipient intends not 

12 to complete, the service obligation required 

13 by subparagraph (C) to repay such stipend 

14 or salary to the eligible partnership, to15 gether with interest, at a rate specified by 

16 the partnership in the agreement, and in 

17 accordance with such other terms and con18 ditions specified by the eligible partnership, 

19 as necessary. 

20 ‘‘(ii) OTHER TERMS AND CONDI21 TIONS.—Any other terms and conditions 

22 specified by the eligible partnership may 

23 include reasonable provisions for prorated 

24 repayment of the stipend or salary de25 scribed in subparagraph (A) or for deferral 


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1 of a teaching resident’s service obligation 

2 required by subparagraph (C), on grounds 

3 of health, incapacitation, inability to secure 

4 employment in a school served by the eligi5 ble partnership, being called to active duty 

6 in the Armed Forces of the United States, 

7 or other extraordinary circumstances. 

8 ‘‘(iii) USE OF REPAYMENTS.—An eli9 gible partnership shall use any repayment 

10 received under this subparagraph to carry 

11 out additional activities that are consistent 

12 with the purposes of this section. 

13 ‘‘(g) PARTNERSHIP GRANTS FOR EDUCATOR DEVEL14 OPMENT.—An eligible partnership that receives a grant 

15 under this section may carry out effective educator devel16 opment programs for other educators besides teachers and 

17 principals based on the needs identified in subsection 

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

19 ‘‘(1) Implementing curriculum changes that im20 prove, evaluate, and assess how well prospective and 

21 new educators develop instructional skills. 

22 ‘‘(2) Preparing educators to use evidence-based 

23 research, where applicable. 

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


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1 ‘‘(4) Creating induction programs for new edu2 cators. 

3 ‘‘(5) Aligning recruitment and admissions goals 

4 and priorities with the hiring objectives of the high5 need local educational agency in the eligible partner6 ship. 

7 ‘‘(6) Professional development and training for 

8 mentor educators. 

9 ‘‘(h) EVALUATION AND REPORTING.—The Secretary 

10 shall— 

11 ‘‘(1) evaluate the programs assisted under this 

12 section; and 

13 ‘‘(2) make publicly available a report detailing 

14 the Secretary’s evaluation of each such program. 

15 ‘‘(i) CONSULTATION.— 

16 ‘‘(1) IN GENERAL.—Members of an eligible 

17 partnership that receives a grant under this section 

18 shall engage in regular consultation throughout the 

19 development and implementation of programs and 

20 activities carried out under this section. 

21 ‘‘(2) REGULAR COMMUNICATION.—To ensure 

22 timely and meaningful consultation as described in 

23 paragraph (1), regular communication shall occur 

24 among all members of the eligible partnership, in25 cluding the high-need local educational agency. Such 


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1 communication shall continue throughout the imple2 mentation of the grant and the assessment of pro3 grams and activities under this section. 

4 ‘‘(3) WRITTEN CONSENT.—The Secretary may 

5 approve changes in grant activities under this sec6 tion only if the eligible partnership submits to the 

7 Secretary a written consent to such changes signed 

8 by all members of the eligible partnership. 

9 ‘‘(j) CONSTRUCTION.—Nothing in this section shall 

10 be construed to prohibit an eligible partnership from using 

11 grant funds to coordinate with the activities of eligible 

12 partnerships in other States or on a regional basis through 

13 Governors, State boards of education, State educational 

14 agencies, State agencies responsible for early childhood 

15 education, local educational agencies, or State agencies for 

16 higher education. 

17 ‘‘(k) SUPPLEMENT, NOT SUPPLANT.—Funds made 

18 available under this section shall be used to supplement, 

19 and not supplant, other Federal, State, and local funds 

20 that would otherwise be expended to carry out activities 

21 under this section. 

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

23 any other provision of law, from funds appropriated to 

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

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1 visions were in effect on the day before the date of enact2 ment of the EDUCATORS for America Act), for the dura3 tion of such multiyear grant in accordance with its terms. 

4 ‘‘SEC. 223. ADMINISTRATIVE PROVISIONS. 

5 ‘‘(a) DURATION; NUMBER OF AWARDS; PAY6 MENTS.— 

7 ‘‘(1) DURATION.—A grant awarded under this 

8 subpart shall be awarded for a period of 5 years. 

9 ‘‘(2) NUMBER OF AWARDS.—An eligible part10 nership may not receive more than 1 grant during 

11 a 5-year period, except that such partnership may 

12 receive an additional grant during such period if 

13 such grant is used to establish a teacher or principal 

14 residency program if such residency program was 

15 not established with the prior grant. Nothing in this 

16 part shall be construed to prohibit an individual 

17 member, that can demonstrate need, of an eligible 

18 partnership that receives a grant under this title 

19 from entering into another eligible partnership con20 sisting of new members and receiving a grant with 

21 such other eligible partnership before the 5-year pe22 riod described in the preceding sentence applicable 

23 to the eligible partnership with which the individual 

24 member has first partnered has expired. 

25 ‘‘(b) PEER REVIEW.— 


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1 ‘‘(1) PANEL.—The Secretary shall provide the 

2 applications submitted under this subpart to a peer 

3 review panel for evaluation. With respect to each ap4 plication, the peer review panel shall initially rec5 ommend the application for funding or for dis6 approval. 

7 ‘‘(2) PRIORITY.—The Secretary, in funding ap8 plications under this subpart, shall give priority— 

9 ‘‘(A) to eligible partnerships that include 

10 an institution of higher education whose teacher 

11 education program or educator development 

12 program has a rigorous selection process and 

13 demonstrated success in having a diverse set of 

14 candidates complete the program, and enter 

15 and remain in the profession; and 

16 ‘‘(B)(i) to applications from broad-based 

17 eligible partnerships that involve businesses and 

18 community organizations; or 

19 ‘‘(ii) to eligible partnerships so that the 

20 awards promote an equitable geographic dis21 tribution of grants among rural and urban 

22 areas. 

23 ‘‘(3) SECRETARIAL SELECTION.—The Secretary 

24 shall determine, based on the peer review process, 

25 which applications shall receive funding and the 


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1 amounts of the grants. In determining grant 

2 amounts, the Secretary shall take into account the 

3 total amount of funds available for all grants under 

4 this subpart and the types of activities proposed to 

5 be carried out by the eligible partnership. 

6 ‘‘(c) MATCHING REQUIREMENTS.— 

7 ‘‘(1) IN GENERAL.—Each eligible partnership 

8 receiving a grant under this subpart shall provide, 

9 from non-Federal sources, an amount equal to 100 

10 percent of the amount of the grant, which may be 

11 provided in cash or in-kind, to carry out the activi12 ties supported by the grant. 

13 ‘‘(2) WAIVER.—The Secretary may waive all or 

14 part of the matching requirement described in para15 graph (1) for any fiscal year for an eligible partner16 ship if the Secretary determines that applying the 

17 matching requirement to the eligible partnership 

18 would result in serious hardship or an inability to 

19 carry out the authorized activities described in this 

20 subpart. 

21 ‘‘(d) LIMITATION ON ADMINISTRATIVE EXPENSES.— 

22 An eligible partnership that receives a grant under this 

23 subpart may use not more than two percent of the funds 

24 provided to administer the grant. 


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1 ‘‘SEC. 224. ACCOUNTABILITY AND EVALUATION. 

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

3 eligible partnership submitting an application for a grant 

4 under this subpart shall establish, and include in such ap5 plication, an evaluation plan that includes strong and 

6 measurable performance objectives. The plan shall include 

7 objectives and measures for— 

8 ‘‘(1) program completion rates; 

9 ‘‘(2) achievement for all prospective and new 

10 educators as measured by the eligible partnership; 

11 ‘‘(3) educator retention in the first 3 years; 

12 ‘‘(4) pass rates for initial State certification or 

13 licensure of teachers or pass rates on valid and reli14 able teacher performance assessments; 

15 ‘‘(5) the percentage of profession-ready teach16 ers, principals, and other educators— 

17 ‘‘(A) hired by the high-need local edu18 cational agency or schools participating in the 

19 eligible partnership; and 

20 ‘‘(B) hired by the high-need local edu21 cational agency or schools participating in the 

22 eligible partnership who are members of under23 represented groups; 

24 ‘‘(6) the percentage of profession-ready teachers 

25 hired by the high-need local educational agency or 

26 schools participating in the eligible partnership— 


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1 ‘‘(A) who teach high-need academic subject 

2 areas (such as reading, mathematics, science, 

3 and foreign languages, including less commonly 

4 taught languages and critical foreign lan5 guages); and 

6 ‘‘(B) who teach in high-need areas (includ7 ing special education, bilingual education, lan8 guage instruction educational programs for 

9 English learners, and early childhood edu10 cation); 

11 ‘‘(7) the percentage of profession-ready teachers 

12 and other educators hired by the high-need local 

13 educational agency who work in high-need schools, 

14 disaggregated by the elementary school and sec15 ondary school levels; 

16 ‘‘(8) as applicable, the percentage of early child17 hood education program classes in the geographic 

18 area served by the eligible partnership taught by 

19 early childhood educators who are highly competent; 

20 and 

21 ‘‘(9) as applicable, the percentage of educators 

22 hired by the high-need local educational agency or 

23 schools participating in the eligible partnership that 

24 are trained to— 


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1 ‘‘(A) integrate technology effectively into 

2 curricula and instruction, including technology 

3 consistent with the principles of universal de4 sign for learning; and 

5 ‘‘(B) use technology effectively to collect, 

6 manage, and analyze data to improve teaching 

7 and learning for the purpose of improving stu8 dent learning outcomes. 

9 ‘‘(b) INFORMATION.—An eligible partnership receiv10 ing a grant under this subpart shall ensure that teachers, 

11 principals, school superintendents, faculty, and leadership 

12 at institutions of higher education located in the geo13 graphic areas served by the eligible partnership are pro14 vided information, including through electronic means, 

15 about the activities carried out with funds under this sub16 part. 

17 ‘‘(c) REVISED APPLICATION.—If the Secretary deter18 mines that an eligible partnership receiving a grant under 

19 this subpart is not making substantial progress in meeting 

20 the purposes, goals, objectives, and measures of the grant, 

21 as appropriate, by the end of the third year of the grant 

22 the Secretary— 

23 ‘‘(1) shall cancel the grant; and 


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1 ‘‘(2) may use any funds returned or available 

2 because of such cancellation under paragraph (1) 

3 to— 

4 ‘‘(A) increase other grant awards under 

5 this subpart; or 

6 ‘‘(B) award new grants to other eligible 

7 partnerships under this subpart. 

8 ‘‘(d) EVALUATION AND DISSEMINATION.—The Sec9 retary shall evaluate the activities funded under this sub10 part and report the findings regarding the evaluation of 

11 such activities to the authorizing committees. The Sec12 retary shall broadly disseminate— 

13 ‘‘(1) successful practices developed by eligible 

14 partnerships under this subpart; and 

15 ‘‘(2) information regarding such practices that 

16 were found to be ineffective. 

17 ‘‘Subpart 2—Grants to Support Recruitment of New 

18 Educators and Diversity in the Profession 

19 ‘‘SEC. 231. HONORABLE AUGUSTUS F. HAWKINS CENTERS 

20 OF EXCELLENCE. 

21 ‘‘(a) PURPOSE.—The purpose of this subpart is to 

22 strengthen and expand the recruitment, training, and re23 tention of candidates into the teaching profession who are 

24 from underrepresented groups in such profession. 


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1 ‘‘(b) ELIGIBLE INSTITUTION DEFINED.—In this sub2 part, the term ‘eligible institution’ means an institution 

3 of higher education that has a teacher or school leader 

4 preparation program that is accredited by the State and 

5 that is— 

6 ‘‘(1) a part B institution (as defined in section 

7 322); 

8 ‘‘(2) a Hispanic-serving institution (as defined 

9 in section 502); 

10 ‘‘(3) a Tribal college or university (as defined in 

11 section 316); 

12 ‘‘(4) an Alaska Native-serving institution (as 

13 defined in section 317(b)); 

14 ‘‘(5) a Native Hawaiian-serving institution (as 

15 defined in section 317(b)); 

16 ‘‘(6) a Predominantly Black Institution (as de17 fined in section 318); 

18 ‘‘(7) an Asian-American and Native American 

19 Pacific Islander-serving institution (as defined in 

20 section 320(b)); 

21 ‘‘(8) a Native American-serving, nontribal insti22 tution (as defined in section 319); 

23 ‘‘(9) a consortium of any of the institutions de24 scribed in paragraphs (1) through (8); or 


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1 ‘‘(10) an institution of higher education in part2 nership with an institution described in paragraph 

3 (1) through (8), provided that an institution de4 scribed in paragraph (1) through (8) is the lead en5 tity in the partnership. 

6 ‘‘(c) AUGUSTUS F. HAWKINS CENTERS OF EXCEL7 LENCE.— 

8 ‘‘(1) PROGRAM AUTHORIZED.—From the 

9 amounts provided to carry out this subpart, the Sec10 retary shall award grants, on a competitive basis, to 

11 eligible institutions to establish centers of excellence. 

12 ‘‘(2) USE OF FUNDS.—An eligible institution 

13 shall use a grant received under this subpart to en14 sure that programs offered at a center of excellence 

15 established by such institution prepare current and 

16 future teachers or school leaders to be profession17 ready, and meet the applicable State certification 

18 and licensure requirements, including any require19 ments for certification obtained through alternative 

20 routes to certification, or, with regard to special edu21 cation teachers, the qualifications described in sec22 tion 612(a)(14) of the Individuals with Disabilities 

23 Education Act (20 U.S.C. 1412(a)(14)(C)), by car24 rying out one or more of the following activities: 


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1 ‘‘(A) Implementing reforms within teacher 

2 or school leader preparation programs, which 

3 may include such preparation programs that 

4 prepare teachers or school leaders for early 

5 childhood education programs, to ensure that 

6 such programs are preparing teachers or school 

7 leaders who meet such applicable State certifi8 cation and licensure requirements or qualifica9 tions, and are using evidence-based instruc10 tional practices to improve student academic 

11 achievement, by— 

12 ‘‘(i) retraining or recruiting faculty; 

13 and 

14 ‘‘(ii) designing (or redesigning) teach15 er or school leader preparation programs 

16 that— 

17 ‘‘(I) prepare teachers or school 

18 leaders to serve in under-resourced 

19 schools and close student achievement 

20 gaps, and that are based on rigorous 

21 academic content, evidence-based re22 search, and challenging State aca23 demic standards as described in sec24 tion 1111(b)(1) of the Elementary 


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1 and Secondary Education Act of 1965 

2 (20 U.S.C. 6311(b)(1)); and 

3 ‘‘(II) promote effective teaching 

4 skills. 

5 ‘‘(B) Providing sustained and high-quality 

6 preservice clinical experience, including the 

7 mentoring of prospective teachers by teacher 

8 leaders, substantially increasing interaction be9 tween faculty at institutions of higher education 

10 and new and experienced teachers, principals, 

11 school leaders, and other administrators at ele12 mentary schools or secondary schools, and pro13 viding support, including preparation time, for 

14 such interaction. 

15 ‘‘(C) Developing and implementing initia16 tives to promote retention of teachers who meet 

17 such applicable State certification and licensure 

18 requirements or qualifications, and principals 

19 and other school leaders, including teachers of 

20 color, principals and other school leaders, in21 cluding programs that provide— 

22 ‘‘(i) teacher or principal and other 

23 school leader mentoring; and 

24 ‘‘(ii) induction and support for teach25 ers and principals and other school leaders 


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1 during their first three years of employ2 ment as teachers, principals, or other 

3 school leaders, respectively. 

4 ‘‘(D) Awarding scholarships based on fi5 nancial need to help students pay the costs of 

6 tuition, room, board, and other expenses of 

7 completing a teacher or other school leader 

8 preparation program, not to exceed the cost of 

9 attendance as defined in section 472. 

10 ‘‘(E) Disseminating information on effec11 tive practices for teacher or other school leader 

12 preparation and successful teacher or other 

13 school leader certification and licensure assess14 ment preparation strategies. 

15 ‘‘(F) Activities authorized under section 

16 222. 

17 ‘‘(3) APPLICATION.—Any eligible institution de18 siring a grant under this subpart shall submit an 

19 application to the Secretary at such time, in such 

20 manner, and accompanied by such information as 

21 the Secretary may require. 

22 ‘‘(4) LIMITATION ON ADMINISTRATIVE EX23 PENSES.—An eligible institution that receives a 

24 grant under this subpart may use not more than 2 

25 percent of the grant funds to administer the grant. 


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1 ‘‘(5) REGULATIONS.—The Secretary shall pre2 scribe such regulations as may be necessary to carry 

3 out this subpart. 

4 ‘‘SEC. 232. RECRUITMENT AND COMPLETION GRANTS. 

5 ‘‘(a) IN GENERAL.—From amounts appropriated 

6 under section 221, the Secretary may award grants to in7 stitutions of higher education that have educator prepara8 tion programs in order to allow those programs to support 

9 the needs of populations that are underrepresented in the 

10 field of education, including first generation college stu11 dents and students with disabilities, to ensure completion 

12 of the educator preparation program and entrance into the 

13 profession. 

14 ‘‘(b) USES OF FUNDS.—An institution of higher edu15 cation receiving a grant under this section may use grant 

16 funds to support students described in subsection (a) who 

17 are enrolled in educator preparation programs by pro18 viding services such as— 

19 ‘‘(1) childcare for such enrolled students; 

20 ‘‘(2) cohort support; 

21 ‘‘(3) programs that provide pathways from com22 munity colleges to baccalaureate programs in the 

23 field of education; and 

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1 essary and the additional preparation to ensure pas2 sage of the exams. 

3 ‘‘SEC. 233. PIPELINES INTO EDUCATOR PREPARATION. 

4 ‘‘(a) EDUCATION CAREERS OPPORTUNITY PRO5 GRAM.— 

6 ‘‘(1) AUTHORITY FOR GRANTS.—The Secretary 

7 may make grants to partner institutions or eligible 

8 partnerships to assist those institutions or partner9 ships in carrying out the activities described in para10 graph (2) in order to assist individuals from under11 represented backgrounds, as determined in accord12 ance with criteria prescribed by the Secretary, to un13 dertake education to become an educator. 

14 ‘‘(2) AUTHORIZED EXPENDITURES.—A partner 

15 institution or eligible partnership may use grant 

16 funds under this section to carry out one or more of 

17 the following: 

18 ‘‘(A) Identifying, recruiting, and selecting 

19 individuals from underrepresented backgrounds 

20 for education and training as an educator. 

21 ‘‘(B) Facilitating the entry of such individ22 uals into an educator preparation program. 

23 ‘‘(C) Providing counseling, mentoring, or 

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1 uals in successfully completing an educator 

2 preparation program. 

3 ‘‘(D) Providing, for a period prior to the 

4 entry of such individuals into the regular course 

5 of education of an educator preparation pro6 gram, preliminary education designed to assist 

7 them in successfully completing such regular 

8 course of education in such program, or refer9 ring such individuals to institutions providing 

10 such preliminary education. 

11 ‘‘(E) Publicizing existing sources of finan12 cial aid available to students in the educator 

13 preparation program or who are undertaking 

14 education necessary to qualify them to enroll in 

15 such a program. 

16 ‘‘(F) Paying such scholarships as the Sec17 retary may determine for such individuals for 

18 any period of an educator preparation program. 

19 ‘‘(G) Paying such stipends as the Sec20 retary may approve for such individuals for any 

21 period of education in student-enhancement 

22 programs (other than regular courses), except 

23 that— 


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1 ‘‘(i) such a stipend may not be pro2 vided to an individual for more than 12 

3 months; and 

4 ‘‘(ii) notwithstanding any other provi5 sion of law regarding the amount of sti6 pends, such a stipend shall be in an 

7 amount determined appropriate by the 

8 Secretary. 

9 ‘‘(H) Carrying out programs under which 

10 such individuals gain experience regarding a ca11 reer as an educator through working at an ele12 mentary or secondary school. 

13 ‘‘(I) Conducting activities to develop a 

14 larger and more competitive applicant pool for 

15 the relevant teacher preparation program and 

16 for local educational agencies and schools 

17 through partnerships with institutions of higher 

18 education, local educational agencies, and other 

19 community-based entities. 

20 ‘‘(3) DEFINITION.—In this section, the term 

21 ‘regular course of education in such program’ in22 cludes a graduate program in education. 

23 ‘‘(4) MATCHING REQUIREMENTS.—The Sec24 retary may require that a partner institution or eli25 gible partnership that applies for a grant under this 


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1 subsection, provide non-Federal matching funds, as 

2 appropriate, to ensure the institutional commitment 

3 of the entity to the projects funded under the grant. 

4 As determined by the Secretary, such non-Federal 

5 matching funds may be provided directly or through 

6 donations from public or private entities and may be 

7 in cash or in-kind, fairly evaluated, including plant, 

8 equipment, or services. 

9 ‘‘Subpart 3—Capacity Building Grants 

10 ‘‘SEC. 241. SCHOOL LEADER PROFESSIONAL DEVELOP11 MENT. 

12 ‘‘From amounts appropriated under section 221, the 

13 Secretary may award grants to institutions of higher edu14 cation that have educator preparation programs for school 

15 leaders in order to allow those programs to develop and 

16 support school leaders in one or more of the following 

17 areas: 

18 ‘‘(1) Culturally and linguistically responsive 

19 practices. 

20 ‘‘(2) Universal design for learning. 

21 ‘‘(3) Social and emotional learning. 

22 ‘‘(4) Trauma-informed instruction. 

23 ‘‘(5) Strengthening knowledge of child and 

24 youth development. 


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1 ‘‘(6) Creating a safe school environment to min2 imize and respond to violence in schools. 

3 ‘‘(7) Creating an inclusive school for educators, 

4 staff, and students, including through restorative 

5 justice training. 

6 ‘‘(8) Response to intervention and non-exclu7 sionary, positive behavioral interventions and sup8 ports (including eliminating the use of adverse inter9 ventions such as seclusion and restraints). 

10 ‘‘(9) Differentiated and data-driven instruction, 

11 including— 

12 ‘‘(A) the use of data to identify and ad13 dress disparities in academic achievement, aca14 demic opportunities (including advanced 

15 coursework, dual enrollment, and career and 

16 technical education), and disciplinary rates 

17 among student subgroups; and 

18 ‘‘(B) determining and using accommoda19 tions for instruction and assessments for stu20 dents with disabilities and English learners. 

21 ‘‘(10) Evidence-based anti-bias training. 

22 ‘‘(11) Effective and equitable use of technology 

23 for digital and blended learning (including the ap24 propriate use of technology and assistive technology 

25 for students with disabilities). 


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1 ‘‘(12) Effective strategies to engage and col2 laborate with stakeholders to advance the learning of 

3 all students (including parents and families, other 

4 educational professionals, out-of-school time pro5 viders, and community members). 

6 ‘‘(13) Other evidence-based strategies and prac7 tices that advance the academic achievement of all 

8 students, including students of color, English learn9 ers, students from low-income families, and students 

10 with disabilities. 

11 ‘‘SEC. 242. FACULTY PROFESSIONAL DEVELOPMENT AND 

12 TRAINING. 

13 ‘‘The Secretary may award grants to institutions of 

14 higher education that have educator preparation programs 

15 in order to allow those programs to develop and support 

16 faculty in a college, school, or department of education 

17 in— 

18 ‘‘(1) culturally responsive pedagogy; 

19 ‘‘(2) trauma-informed instruction; 

20 ‘‘(3) creating an inclusive climate for faculty, 

21 staff, and students, including restorative justice 

22 training; and 

23 ‘‘(4) strengthening knowledge of child and 

24 youth development. 


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1 ‘‘SEC. 243. RESILIENCY GRANTS. 

2 ‘‘(a) IN GENERAL.—The Secretary may award 

3 grants, on a competitive basis, to institutions of higher 

4 education that have educator preparation programs, to en5 able those programs to carry out the activities described 

6 in subsection (b) or (c). Such grants shall be known as 

7 ‘Resiliency Grants’. 

8 ‘‘(b) TECHNOLOGY.—An educator preparation pro9 gram that receives a Resiliency Grant for technology shall 

10 use grant funds to— 

11 ‘‘(1) support the preparation of profession12 ready educators by expanding the use of technology 

13 in pre-service clinical and field experiences of stu14 dents enrolled in educator preparation programs; 

15 ‘‘(2) expand the use of technology for the in16 class instruction of students in educator preparation 

17 programs; 

18 ‘‘(3) conduct research on and analysis of tech19 nological tools in classroom settings; 

20 ‘‘(4) ensure that technology is used in an equi21 table manner to enhance the learning and opportuni22 ties of students; and 

23 ‘‘(5) ensure that educators are prepared to sup24 port the continuity of instruction in the event of na25 tional or local emergencies that disrupt in-person 

26 schooling. 


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1 ‘‘(c) EDUCATOR WORKFORCE PARTNERSHIPS.— 

2 ‘‘(1) IN GENERAL.—An educator preparation 

3 program that receives a Resiliency Grant for educa4 tor workforce partnerships shall use grant funds to 

5 facilitate partnerships between the educator prepara6 tion program and at least one eligible entity in order 

7 to address shortages in certain subject matter fields 

8 in schools documented by the State educational 

9 agency where the educator preparation program is 

10 authorized to operate, by— 

11 ‘‘(A) expanding pathways for individuals to 

12 become profession-ready educators; 

13 ‘‘(B) expanding pathways for currently 

14 practicing educators to earn supplemental cre15 dentials or licenses, which may include— 

16 ‘‘(i) certification in shortage areas or 

17 fields as identified by a State or local edu18 cational agency; or 

19 ‘‘(ii) nationally recognized, standards20 based advanced certification; or 

21 ‘‘(C) ensuring that schools have adequate 

22 staffing to provide continuity of instruction in 

23 the event of national or local emergencies that 

24 disrupt in-person schooling. 


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1 ‘‘(2) ELIGIBLE ENTITY.—In this subsection, the 

2 term ‘eligible entity’ means— 

3 ‘‘(A) a local educational agency; 

4 ‘‘(B) a 2-year institution of higher edu5 cation, which may include a community college; 

6 or 

7 ‘‘(C) a 4-year institution of higher edu8 cation. 

9 ‘‘(3) PRIORITY.—In awarding grants under this 

10 subsection, the Secretary shall prioritize proposals 

11 that create degree pathways for the purpose of in12 creasing the number of individuals from groups that 

13 have been historically underrepresented in the field 

14 of education who pursue and attain profession-ready 

15 educator credentials. 

16 ‘‘SEC. 244. DOCTORAL FELLOWSHIPS TO PREPARE AND DI17 VERSIFY FACULTY IN HIGH-NEED AREAS AT 

18 COLLEGES OF EDUCATION. 

19 ‘‘(a) GRANTS BY SECRETARY.—The Secretary may 

20 make grants to eligible institutions to enable such institu21 tions to make doctoral fellowship awards to qualified indi22 viduals in accordance with this section. 

23 ‘‘(b) ELIGIBLE INSTITUTIONS.—In this section, the 

24 term ‘eligible institution’ means an institution of higher 


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1 education that offers a program of postbaccalaureate 

2 study leading to a doctoral degree. 

3 ‘‘(c) APPLICATIONS.—An eligible institution that de4 sires a grant under this section shall submit an application 

5 to the Secretary at such time, in such manner, and con6 taining such information as the Secretary may reasonably 

7 require. 

8 ‘‘(d) TYPES OF FELLOWSHIPS SUPPORTED.— 

9 ‘‘(1) IN GENERAL.—An eligible institution that 

10 receives a grant under this section shall use the 

11 grant funds to provide doctoral fellowships to indi12 viduals who are preparing for the professorate, in13 cluding individuals from groups that are underrep14 resented in the field of education. 

15 ‘‘(2) TYPES OF STUDY.—A doctoral fellowship 

16 provided under this section shall support an indi17 vidual in pursuing postbaccalaureate study, which 

18 leads to a doctoral degree and may include a mas19 ter’s degree as part of such study, related to teacher 

20 preparation and pedagogy in one of the following 

21 areas: 

22 ‘‘(A) Science, technology, engineering, or 

23 mathematics, if the individual has completed a 

24 master’s degree in mathematics or science and 


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1 is pursuing a doctoral degree in mathematics, 

2 science, or education. 

3 ‘‘(B) Special or exceptional student edu4 cation. 

5 ‘‘(C) The instruction of English learners, 

6 including postbaccalaureate study in language 

7 instruction educational programs. 

8 ‘‘(e) FELLOWSHIP TERMS AND CONDITIONS.— 

9 ‘‘(1) SELECTION OF FELLOWS.—The Secretary 

10 shall ensure that an eligible institution that receives 

11 a grant under this section— 

12 ‘‘(A) shall provide doctoral fellowship 

13 awards to individuals who plan to pursue a ca14 reer in instruction at an institution of higher 

15 education that has a teacher preparation pro16 gram; 

17 ‘‘(B) in providing fellowship awards under 

18 this section, shall give priority to individuals 

19 who are from groups that are underrepresented 

20 in the higher education professoriate, including 

21 people of color, and people with disabilities; and 

22 ‘‘(C) may not provide a doctoral fellowship 

23 to an otherwise eligible individual— 

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1 er education unless such individual is 

2 maintaining satisfactory academic progress 

3 in, and devoting full-time study or research 

4 to, the pursuit of the degree for which the 

5 fellowship support was provided; or 

6 ‘‘(ii) if the individual is engaged in 

7 gainful employment, other than part-time 

8 employment related to teaching, research, 

9 or a similar activity determined by the in10 stitution to be consistent with and sup11 portive of the individual’s progress toward 

12 the degree for which the fellowship support 

13 was provided. 

14 ‘‘(2) AMOUNT OF FELLOWSHIP AWARDS.— 

15 ‘‘(A) IN GENERAL.—An eligible institution 

16 that receives a grant under this section shall 

17 award stipends to individuals who are provided 

18 graduate fellowships under this section. 

19 ‘‘(B) AWARDS BASED ON NEED.—A sti20 pend provided under this section shall be in an 

21 amount equal to the level of support provided 

22 by the National Science Foundation graduate 

23 fellowships, except that such stipend shall be 

24 adjusted as necessary so as not to exceed the 

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1 termined by the institution of higher education 

2 where the fellowship recipient is enrolled. 

3 ‘‘(3) SERVICE REQUIREMENT.— 

4 ‘‘(A) TEACHING REQUIRED.—Each indi5 vidual who receives a doctoral fellowship under 

6 this section shall teach for one year at an insti7 tution of higher education that has a teacher 

8 preparation program or a teacher or school 

9 leader residency or induction program for each 

10 year of fellowship support received under this 

11 section. 

12 ‘‘(B) INSTITUTIONAL OBLIGATION.—Each 

13 eligible institution that receives a grant under 

14 this section shall provide an assurance to the 

15 Secretary that the institution has inquired of 

16 and determined the decision of each individual 

17 who has received a graduate fellowship to begin 

18 employment, within three years of receiving a 

19 doctoral degree, at an institution of higher edu20 cation that has a teacher preparation program, 

21 as required by this section. 

22 ‘‘(C) AGREEMENT REQUIRED.—Prior to 

23 receiving an initial graduate fellowship award, 

24 and upon the annual renewal of the graduate 

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1 ceive a graduate fellowship under this section 

2 shall sign an agreement with the Secretary 

3 agreeing to pursue a career in instruction at an 

4 institution of higher education that has a teach5 er preparation program in accordance with sub6 paragraph (A). 

7 ‘‘(D) FAILURE TO COMPLY.—If an indi8 vidual who receives a graduate fellowship award 

9 under this section fails to comply with the 

10 agreement signed pursuant to subparagraph 

11 (C), the sum of the amounts of any graduate 

12 fellowship award received by such recipient 

13 shall, upon a determination of such a failure, be 

14 treated as a Federal Direct Unsubsidized Staf15 ford Loan under part D of title IV, and shall 

16 be subject to repayment, together with interest 

17 thereon accruing from the date of the fellowship 

18 award, in accordance with terms and conditions 

19 specified by the Secretary in regulations under 

20 this subpart. 

21 ‘‘(E) MODIFIED SERVICE REQUIREMENT.— 

22 The Secretary may waive or modify the service 

23 requirement of this paragraph in accordance 

24 with regulations promulgated by the Secretary 

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1 cumstances under which compliance with such 

2 service requirement is inequitable or represents 

3 a substantial hardship. The Secretary may 

4 waive the service requirement if compliance by 

5 the fellowship recipient is determined to be in6 equitable or represent a substantial hardship— 

7 ‘‘(i) because the individual is perma8 nently and totally disabled at the time of 

9 the waiver request; or 

10 ‘‘(ii) based on documentation pre11 sented to the Secretary of substantial eco12 nomic or personal hardship. 

13 ‘‘(f) INSTITUTIONAL SUPPORT FOR FELLOWS.—An 

14 eligible institution that receives a grant under this section 

15 may reserve not more than ten percent of the grant 

16 amount for academic and career transition support for 

17 graduate fellowship recipients and for meeting the institu18 tional obligation described in subsection (e)(3)(B). 

19 ‘‘(g) RESTRICTION ON USE OF FUNDS.—An eligible 

20 institution that receives a grant under this section may 

21 not use grant funds for general operational overhead of 

22 the institution. 


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1 ‘‘PART C—NATIONAL ACTIVITIES 

2 ‘‘SEC. 251. NATIONAL ACTIVITIES. 

3 ‘‘(a) IN GENERAL.—The Secretary shall establish a 

4 Center for Educator Preparation to provide technical as5 sistance relating to educator preparation and to support 

6 research and demonstration activities. 

7 ‘‘(b) NATIONAL EVALUATION OF EDUCATOR QUAL8 ITY ENHANCEMENT.— 

9 ‘‘(1) INTERIM EVALUATION.—Not later than 3 

10 years after the date of enactment of the EDU11 CATORS for America Act, the Secretary shall sub12 mit to Congress and make publicly available an in13 terim report containing an evaluation of the effec14 tiveness of the activities funded under this title in 

15 achieving the purposes of this title. 

16 ‘‘(2) FINAL EVALUATION.—Not later than 6 

17 years after the date of enactment of the EDU18 CATORS for America Act, the Secretary shall sub19 mit to Congress and make publicly available an in20 terim report containing an evaluation of the effec21 tiveness of the activities funded under this title in 

22 achieving the purposes of this title. 

23 ‘‘PART D—GENERAL PROVISIONS 

24 ‘‘SEC. 261. LIMITATIONS. 

25 ‘‘(a) FEDERAL CONTROL PROHIBITED.—Nothing in 

26 this title shall be construed to permit, allow, encourage, 


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1 or authorize any Federal control over any aspect of any 

2 private, religious, or home school, whether or not a home 

3 school is treated as a private school or home school under 

4 State law. This section shall not be construed to prohibit 

5 private, religious, or home schools from participation in 

6 programs or services under this title. 

7 ‘‘(b) NO CHANGE IN STATE CONTROL ENCOURAGED

8 OR REQUIRED.—Nothing in this title shall be construed 

9 to encourage or require any change in a State’s treatment 

10 of any private, religious, or home school, whether or not 

11 a home school is treated as a private school or home school 

12 under State law. 

13 ‘‘(c) NATIONAL SYSTEM OF TEACHER CERTIFI14 CATION OR LICENSURE PROHIBITED.—Nothing in this 

15 title shall be construed to permit, allow, encourage, or au16 thorize the Secretary to establish or support any national 

17 system of teacher certification or licensure. 

18 ‘‘(d) RULE OF CONSTRUCTION.—Nothing in this title 

19 shall be construed to alter or otherwise affect the rights, 

20 remedies, and procedures afforded to the employees of 

21 local educational agencies under Federal, State, or local 

22 laws (including applicable regulations or court orders) or 

23 under the terms of collective bargaining agreements, 

24 memoranda of understanding, or other agreements be25 tween such employees and their employers.’’. 


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1 SEC. 4. COST OF ATTENDANCE. 

2 (a) IN GENERAL.—Section 472 of the Higher Edu3 cation Act of 1965 (20 U.S.C. 1087ll) is amended— 

4 (1) by redesignating paragraphs (12) and (13) 

5 as paragraphs (13) and (14), respectively; and 

6 (2) by inserting after paragraph (11) the fol7 lowing: 

8 ‘‘(12) for a student enrolled in an educator 

9 preparation program, reasonable costs associated 

10 with clinical experiences related to that program;’’. 

11 (b) FAFSA SIMPLIFICATION.—Section 472 of the 

12 Higher Education Act of 1965 (20 U.S.C. 1087ll), as 

13 amended by title VII of division FF of the FAFSA Sim14 plification Act (Public Law 116–260), is amended— 

15 (1) in subsection (a)— 

16 (A) by redesignating paragraphs (13) and 

17 (14) as paragraphs (14) and (15), respectively; 

18 and 

19 (B) by inserting after paragraph (12) the 

20 following: 

21 ‘‘(13) for a student enrolled in an educator 

22 preparation program, reasonable costs associated 

23 with clinical experiences related to that program;’’; 

24 and 


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1 (2) in subsection (c), by striking ‘‘paragraphs 

2 (1) through (14)’’ and inserting ‘‘paragraphs (1) 

3 through (15)’’. 

4 SEC. 5. TEACH GRANTS. 

5 Subpart 9 of part A of title IV of the Higher Edu6 cation Act of 1965 (20 U.S.C. 1070g et seq.) is amended 

7 to read as follows: 

8 ‘‘Subpart 9—Teach Grants 

9 ‘‘SEC. 420L. DEFINITIONS. 

10 ‘‘For the purposes of this subpart: 

11 ‘‘(1) ELIGIBLE INSTITUTION.—The term ‘eligi12 ble institution’ means an institution of higher edu13 cation, as defined in section 102, that the Secretary 

14 determines— 

15 ‘‘(A) provides teacher preparation and pro16 fessional development services, including exten17 sive clinical experience as a part of pre-service 

18 preparation; 

19 ‘‘(B) is financially responsible and is not 

20 subject to heightened cash monitoring or provi21 sional certification; 

22 ‘‘(C) provides pedagogical course work, or 

23 assistance in the provision of such coursework, 

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1 ance, and formal instruction related to the the2 ory and practices of teaching; and 

3 ‘‘(D) provides supervision and support 

4 services to teachers, or assistance in the provi5 sion of such services, including mentoring fo6 cused on developing effective teaching skills and 

7 strategies. 

8 ‘‘(2) POST-BACCALAUREATE.—The term ‘post9 baccalaureate’ means a program of instruction for 

10 individuals who have completed a baccalaureate de11 gree, that does not lead to a graduate degree, and 

12 that consists of courses required by a State in order 

13 for a teacher candidate to receive a professional cer14 tification or licensing credential that is required for 

15 employment as a teacher in an elementary school or 

16 secondary school in that State, except that such 

17 term shall not include any program of instruction of18 fered by an eligible institution that offers a bacca19 laureate degree in education. 

20 ‘‘(3) TEACHER CANDIDATE.—The term ‘teacher 

21 candidate’ means a student or teacher described in 

22 subparagraph (A) or (B) of section 420N(a)(2). 

23 ‘‘SEC. 420M. PROGRAM ESTABLISHED. 

24 ‘‘(a) PROGRAM AUTHORITY.— 


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1 ‘‘(1) PAYMENTS REQUIRED.—The Secretary 

2 shall pay to each eligible institution such sums as 

3 may be necessary to pay to each teacher candidate 

4 who files an application and agreement in accord5 ance with section 420N, and who qualifies under 

6 paragraph (2) of section 420N(a), a TEACH Grant 

7 in the amount of $8,000 for each year during which 

8 that teacher candidate is in attendance at the insti9 tution. 

10 ‘‘(2) REFERENCES.—Grants made under para11 graph (1) shall be known as ‘Teacher Education As12 sistance for College and Higher Education Grants’ 

13 or ‘TEACH Grants’. 

14 ‘‘(b) PAYMENT METHODOLOGY.— 

15 ‘‘(1) PREPAYMENT.—Not less than 85 percent 

16 of any funds provided to an eligible institution under 

17 subsection (a) shall be advanced to the eligible insti18 tution prior to the start of each payment period and 

19 shall be based on an amount requested by the insti20 tution as needed to pay teacher candidates until 

21 such time as the Secretary determines and publishes 

22 in the Federal Register with an opportunity for com23 ment, an alternative payment system that provides 

24 payments to institutions in an accurate and timely 

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1 strued to limit the authority of the Secretary to 

2 place an institution on a reimbursement system of 

3 payment. 

4 ‘‘(2) DIRECT PAYMENT.—Nothing in this sec5 tion shall be interpreted to prohibit the Secretary 

6 from paying directly to teacher candidates, in ad7 vance of the beginning of the academic term, an 

8 amount for which teacher candidates are eligible, in 

9 cases in which the eligible institution elects not to 

10 participate in the disbursement system required by 

11 paragraph (1). 

12 ‘‘(3) DISTRIBUTION OF GRANTS TO TEACHER

13 CANDIDATES.—Payments under this subpart shall be 

14 made, in accordance with regulations promulgated 

15 by the Secretary for such purpose, in such manner 

16 as will best accomplish the purposes of this subpart. 

17 Any disbursement allowed to be made by crediting 

18 the teacher candidate’s account shall be used for the 

19 full cost of attendance (as defined in section 472). 

20 ‘‘(c) REDUCTIONS IN AMOUNT.— 

21 ‘‘(1) PART-TIME STUDENTS.—In any case in 

22 which a teacher candidate attends an eligible institu23 tion on less than a full-time basis (including a teach24 er candidate who attends an eligible institution on 

25 less than a half-time basis) during any year, the 


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1 amount of a grant under this subpart for which that 

2 teacher candidate is eligible shall be reduced in pro3 portion to the degree to which that teacher can4 didate is not attending on a full-time basis, in ac5 cordance with a schedule of reductions established 

6 by the Secretary for the purposes of this subpart, 

7 computed in accordance with this subpart. Such 

8 schedule of reductions shall be established by regula9 tion and published in the Federal Register in accord10 ance with section 482 of this Act. 

11 ‘‘(2) NO EXCEEDING COST.—The amount of a 

12 grant awarded under this subpart, in combination 

13 with Federal assistance and other assistance the stu14 dent may receive, shall not exceed the cost of attend15 ance (as defined in section 472) at the eligible insti16 tution at which that teacher candidate is in attend17 ance. 

18 ‘‘(d) PERIOD OF ELIGIBILITY FOR GRANTS.— 

19 ‘‘(1) UNDERGRADUATE AND POST-BACCA20 LAUREATE STUDENTS.—The period during which an 

21 undergraduate or post-baccalaureate student may re22 ceive grants under this subpart shall be the period 

23 required for the completion of the first under24 graduate baccalaureate or post-baccalaureate course 

25 of study being pursued by the teacher candidate at 


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1 the eligible institution at which the teacher can2 didate is in attendance, except that— 

3 ‘‘(A) any period during which the teacher 

4 candidate is enrolled in a noncredit or remedial 

5 course of study as described in paragraph (3) 

6 shall not be counted for the purpose of this 

7 paragraph; and 

8 ‘‘(B) the total amount that a teacher can9 didate may receive under this subpart for un10 dergraduate or post-baccalaureate study shall 

11 not exceed $40,000. 

12 ‘‘(2) GRADUATE STUDENTS.—The period dur13 ing which a graduate student may receive grants 

14 under this subpart shall be the period required for 

15 the completion of a master’s degree course of study 

16 pursued by the teacher candidate at the eligible in17 stitution at which the teacher candidate is in attend18 ance, except that the total amount that a teacher 

19 candidate may receive under this subpart for grad20 uate study shall not exceed $16,000. 

21 ‘‘(3) REMEDIAL COURSE; STUDY ABROAD.— 

22 Nothing in this section shall be construed to exclude 

23 from eligibility courses of study which are noncredit 

24 or remedial in nature (including courses in English 

25 language acquisition) which are determined by the 


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1 eligible institution to be necessary to help the teach2 er candidate be prepared for the pursuit of a first 

3 undergraduate baccalaureate or post-baccalaureate 

4 degree or certificate or, in the case of courses in 

5 English language instruction, to be necessary to en6 able the teacher candidate to use already existing 

7 knowledge, training, or skills. Nothing in this section 

8 shall be construed to exclude from eligibility pro9 grams of study abroad that are approved for credit 

10 by the home institution at which the teacher can11 didate is enrolled. 

12 ‘‘(e) INSTITUTIONAL ELIGIBILITY.—Notwithstanding 

13 subsections (a) and (b), an institution shall not be eligible 

14 to participate in the TEACH grant program under this 

15 subpart for a period of 3 years, and shall be required to 

16 submit an application to regain eligibility after that 3 year 

17 period, if for a period of 3 consecutive years, 50 percent 

18 or more of the TEACH grant recipients who are graduates 

19 of that institution have TEACH grants converted to loans 

20 under section 420N(c)(1). 

21 ‘‘SEC. 420N. APPLICATIONS; ELIGIBILITY. 

22 ‘‘(a) APPLICATIONS; DEMONSTRATION OF ELIGI23 BILITY.— 

24 ‘‘(1) FILING REQUIRED.—The Secretary shall 

25 periodically set dates by which teacher candidates 


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1 shall file applications for grants under this subpart. 

2 Each teacher candidate desiring a grant under this 

3 subpart for any year shall file an application con4 taining such information and assurances as the Sec5 retary may determine necessary to enable the Sec6 retary to carry out the functions and responsibilities 

7 of this subpart. 

8 ‘‘(2) DEMONSTRATION OF TEACH GRANT ELIGI9 BILITY.—Each application submitted under para10 graph (1) shall contain such information as is nec11 essary to demonstrate that— 

12 ‘‘(A) if the applicant is an enrolled stu13 dent— 

14 ‘‘(i) the student is an eligible student 

15 for purposes of section 484; and 

16 ‘‘(ii) the student is completing 

17 coursework and other requirements nec18 essary to begin a career in teaching, or 

19 plans to complete such coursework and re20 quirements prior to graduating; or 

21 ‘‘(B) if the applicant is a current or pro22 spective teacher applying for a grant to obtain 

23 a graduate degree— 

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1 tise in a field in which there is a shortage 

2 of teachers, such as mathematics, science, 

3 special education, English language acqui4 sition, or another high-need subject; 

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

6 who is using evidence-based alternative 

7 certification routes; or 

8 ‘‘(iii) the applicant is a practicing 

9 teacher in another field and is pursuing an 

10 additional credential in a field in which 

11 there is a shortage of teachers, such as 

12 mathematics, science, special education, 

13 English language acquisition, or another 

14 high-need subject. 

15 ‘‘(b) AGREEMENTS TO SERVE.—Each application 

16 under subsection (a) shall contain or be accompanied by 

17 an agreement by the applicant that— 

18 ‘‘(1) the applicant will— 

19 ‘‘(A) serve as a full-time teacher for a total 

20 of not less than 4 academic years within 8 

21 years after completing the course of study for 

22 which the applicant received a TEACH Grant 

23 under this subpart (referred to in this section 

24 as the ‘service obligation window’); 


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1 ‘‘(B) teach in a school described in section 

2 465(a)(2)(A); 

3 ‘‘(C) teach in any of the following fields— 

4 ‘‘(i) mathematics; 

5 ‘‘(ii) science; 

6 ‘‘(iii) a foreign language; 

7 ‘‘(iv) bilingual education; 

8 ‘‘(v) special education; 

9 ‘‘(vi) as a reading specialist; 

10 ‘‘(vii) early childhood education; or 

11 ‘‘(viii) another field documented as 

12 high-need by the Federal Government, 

13 State government, or local educational 

14 agency, and approved by the Secretary; 

15 and 

16 ‘‘(D) submit evidence of such employment 

17 in the form of a certification by the chief ad18 ministrative officer of the school upon comple19 tion of each year of such service; 

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

22 service obligation, an amount (which shall be a pro23 rated amount for partial service) of any TEACH 

24 Grants received by such applicant will be treated as 

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1 ance with subsection (c) and the regulations there2 under; and 

3 ‘‘(3) contains, or is accompanied by, a plain4 language disclosure form developed by the Secretary 

5 that clearly describes the nature of the TEACH 

6 Grant award, the service obligation, and the loan re7 payment requirements that are the consequence of 

8 the failure to complete the service obligation. 

9 ‘‘(c) REPAYMENT FOR FAILURE TO COMPLETE

10 SERVICE.— 

11 ‘‘(1) IN GENERAL.—If any recipient of a grant 

12 under this subpart fails or refuses to comply with 

13 some or all of the service obligation in the agreement 

14 under subsection (b)— 

15 ‘‘(A) the Secretary shall determine the pro16 portion of the total amount of time of the serv17 ice obligation that the recipient has failed or re18 fused to complete; and 

19 ‘‘(B) the Secretary shall determine, on a 

20 pro-rated basis and based on the proportion de21 scribed in subparagraph (A), the amounts of 

22 any TEACH Grants received by such recipient 

23 that shall, upon a determination of such a fail24 ure or refusal in such service obligation, be 

25 treated as a Federal Direct Stafford Loan 


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1 under part D of title IV (except that such loan 

2 shall not begin to accrue interest until the time 

3 of conversion) and shall ensure that those 

4 amounts are subject to repayment, in accord5 ance with terms and conditions specified by the 

6 Secretary in regulations under this subpart. 

7 ‘‘(2) LOAN DEFERMENT.—In the case of a 

8 TEACH grant recipient whose grant has been con9 verted to a Federal Direct loan under part D in ac10 cordance with paragraph (1) and who is, at the time 

11 of such conversion, teaching in an elementary or sec12 ondary school that is not a school described in sec13 tion 465(a)(2)(A), the Secretary shall— 

14 ‘‘(A) issue that recipient a deferment for a 

15 period of not more than 3 years, during which 

16 time periodic installments on such loan need 

17 not be paid and interest shall be paid by the 

18 Secretary; and 

19 ‘‘(B) ensure that such recipient is enrolled 

20 in the loan credit program under section 460, 

21 if eligible. 

22 ‘‘(d) ADDITIONAL ADMINISTRATIVE PROVISIONS.— 

23 ‘‘(1) CHANGES TO SCHOOL OR DESIGNATION.— 

24 ‘‘(A) CHANGE OF HIGH-NEED DESIGNA25 TION FIELD.—If a recipient of an initial grant 


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1 under this subpart has acquired an academic 

2 degree, or expertise, in a field that was, at the 

3 time of the recipient’s application for that 

4 grant, designated as high need in accordance 

5 with subsection (b)(1)(C)(viii), but is no longer 

6 so designated, the grant recipient may fulfill 

7 the service obligation described in subsection 

8 (b)(1) by teaching in that field. 

9 ‘‘(B) CHANGE OF HIGH-NEED DESIGNA10 TION FIELD OR SCHOOL.—Notwithstanding 

11 subsection (b), if a recipient of a grant under 

12 this subpart begins teaching at a school de13 scribed in subsection (b)(1)(B) and in a field 

14 described in subsection (b)(1)(C) during the 

15 service obligation window, but such school or 

16 field later is no longer designated under sub17 section (b), the grant recipient may fulfill the 

18 service obligation described in subsection (b)(1) 

19 by continuing to teach in that school and field 

20 and completing the required period of service 

21 within the service obligation window. 

22 ‘‘(2) EXTENUATING CIRCUMSTANCES.—The 

23 Secretary shall establish, by regulation, categories of 

24 extenuating circumstances under which a recipient 

25 of a grant under this subpart who is unable to fulfill 


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1 all or part of the recipient’s service obligation may 

2 be excused from fulfilling that portion of the service 

3 obligation. 

4 ‘‘(3) EXTENSION OF SERVICE OBLIGATION WIN5 DOW.—The Secretary shall extend the service obliga6 tion window of a TEACH grant recipient for a pe7 riod of not more than 3 additional years, if that re8 cipient has experienced an event described in section 

9 102(a) of the Family and Medical Leave Act of 

10 1993 (29 U.S.C. 2612(a)). 

11 ‘‘SEC. 420O. PROGRAM PERIOD AND FUNDING. 

12 ‘‘Beginning on July 1, 2008, there shall be available 

13 to the Secretary to carry out this subpart, from funds not 

14 otherwise appropriated, such sums as may be necessary 

15 to provide TEACH Grants in accordance with this subpart 

16 to each eligible applicant. 

17 ‘‘SEC. 420P. REPORTS TO AUTHORIZING COMMITTEES. 

18 ‘‘(a) PROGRAM REPORT.—Not later than two years 

19 after the date of enactment of the EDUCATORS for 

20 America Act and every 2 years thereafter, the Secretary 

21 shall prepare and submit to the authorizing committees 

22 a report on TEACH grants with respect to the schools 

23 and students served by recipients of such grants. Such re24 port shall take into consideration information related to— 

25 ‘‘(1) the number of TEACH grant recipients; 


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1 ‘‘(2) the degrees obtained by such recipients; 

2 ‘‘(3) the location, including the school, local 

3 educational agency, and State, where the recipients 

4 completed the service agreed to under section 

5 420N(b) and the subject taught; 

6 ‘‘(4) the duration of such service; and 

7 ‘‘(5) any other data necessary to conduct such 

8 evaluation. 

9 ‘‘(b) ANNUAL REPORT.—Not later than 1 year after 

10 the date of enactment of the EDUCATORS for America 

11 Act and annually thereafter, the Secretary shall prepare 

12 and submit to the authorizing committees a report con13 taining information about the following in the period since 

14 the last report was submitted: 

15 ‘‘(1) The number of TEACH grants converted 

16 to loans under section 420N(c)(1). 

17 ‘‘(2) The number of such grant conversions that 

18 were reversed in accordance with section 

19 420N(c)(2). 

20 ‘‘(3) The number of contacts or complaints to 

21 the Department of Education or the Consumer Fi22 nancial Protection Bureau (including through any 

23 ombudsman) received from a TEACH grant recipi24 ent, and the resolutions of those contacts or com25 plaints. 


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1 ‘‘(4) Demographic information about recipients 

2 of TEACH grants, including race, ethnicity, and 

3 gender. 

4 ‘‘SEC. 420Q. SERVICER ACCOUNTABILITY. 

5 ‘‘The Secretary shall prescribe such regulations as 

6 may be necessary to ensure accurate administrative over7 sight and appropriate penalties for third party servicers 

8 in order to ensure that— 

9 ‘‘(1) those servicers properly perform their con10 tractual obligations with respect to this subpart; and 

11 ‘‘(2) those servicers are held responsible with 

12 respect to the loss of benefits of TEACH grant re13 cipients due to servicer failures.’’. 

14 SEC. 6. LOAN CREDIT FOR EDUCATORS. 

15 (a) LOAN CREDIT FOR EDUCATORS.—Section 460 of 

16 the Higher Education Act of 1965 (20 U.S.C. 1087j) is 

17 amended to read as follows: 

18 ‘‘SEC. 460. LOAN CREDIT FOR ELIGIBLE EDUCATOR BOR19 ROWERS. 

20 ‘‘(a) STATEMENT OF PURPOSE.—It is the purpose of 

21 this section to encourage individuals to enter and continue 

22 in the education profession. 

23 ‘‘(b) PROGRAM AUTHORIZED.—Beginning not later 

24 than 1 year after the date of enactment of the EDU25 CATORS for America Act, the Secretary shall carry out 


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1 a program of applying monthly credits in accordance with 

2 subsection (c) for covered loans for any new borrower on 

3 or after October 1, 1998, who is an eligible educator bor4 rower. 

5 ‘‘(c) QUALIFIED LOAN AMOUNTS.— 

6 ‘‘(1) IN GENERAL.— 

7 ‘‘(A) AMOUNT OF CREDIT.—For every eli8 gible educator borrower enrolled in an income 

9 contingent or income-based repayment plan (in10 cluding plans under section 493C or section 

11 455(d)(1)(D)), the Secretary shall apply a 

12 monthly credit for each month of covered serv13 ice (including past covered service on or after 

14 the date of enactment of the EDUCATORS for 

15 America Act) to the balance of interest and 

16 principal due on any covered loan for that eligi17 ble educator borrower in an amount that, when 

18 added to the monthly payment required from 

19 the borrower, would be equal to the monthly 

20 payment amount that would repay the bor21 rower’s original balance and accrued interest on 

22 the basis of a 10-year amortization schedule. 

23 ‘‘(B) COVERED SERVICE.—With respect to 

24 monthly credits described in subparagraph (A), 

25 ‘covered service’ means full-time employment as 


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1 an educator beginning on or after the date of 

2 enactment of the EDUCATORS for America 

3 Act. 

4 ‘‘(2) AMOUNTS FOR HIGH-NEED SERVICE.— 

5 ‘‘(A) EDUCATORS IN HIGH-NEED

6 SCHOOLS.—Subject to subparagraph (C), and 

7 in addition to any amount specified in para8 graph (1) for which a borrower is eligible, the 

9 Secretary shall apply a monthly non-refundable 

10 credit (including for past covered service) in the 

11 amount of $90 for not more than 60 months to 

12 the balance of interest and principal due on any 

13 covered loan (or until such loan obligation is 

14 fulfilled) for each month that a borrower is an 

15 eligible educator borrower in the case of— 

16 ‘‘(i) an eligible educator borrower who 

17 is employed as a full-time educator in a 

18 school or location that qualifies under sec19 tion 465(a)(2)(A) for loan cancellation for 

20 Perkins loan recipients who teach in such 

21 schools or locations; or 

22 ‘‘(ii) an eligible educator borrower 

23 who is employed as an elementary school 

24 or secondary school educator and meets 

25 the requirements of subsection (g)(1). 


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1 ‘‘(B) TEACHERS IN MATHEMATICS, 

2 SCIENCE, OR SPECIAL EDUCATION.—Subject to 

3 subparagraph (C), and in addition to any 

4 amount specified in paragraph (1) for which a 

5 borrower is eligible, the Secretary shall apply a 

6 monthly non-refundable credit (including for 

7 past covered service) in the amount of $300 for 

8 not more than 60 months to the balance of in9 terest and principal due on any covered loan (or 

10 until such loan obligation is fulfilled) for each 

11 month that a borrower is an eligible educator 

12 borrower in the case of— 

13 ‘‘(i) a secondary school teacher— 

14 ‘‘(I) who is an eligible educator 

15 borrower; and 

16 ‘‘(II) whose qualifying employ17 ment for purposes of this section is 

18 teaching mathematics or science on a 

19 full-time basis; and 

20 ‘‘(ii) an elementary school or sec21 ondary school teacher— 

22 ‘‘(I) who is an eligible educator 

23 borrower; 

24 ‘‘(II) whose qualifying employ25 ment for purposes of this section is as 


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1 a special education teacher whose pri2 mary responsibility is to provide spe3 cial education to children with disabil4 ities (as those terms are defined in 

5 section 602 of the Individuals with 

6 Disabilities Education Act); and 

7 ‘‘(III) who, as certified by the 

8 chief administrative officer of the pub9 lic or non-profit private elementary 

10 school or secondary school in which 

11 the borrower is employed, or, in the 

12 case of a teacher who is employed by 

13 an educational service agency, as cer14 tified by the chief administrative offi15 cer of such agency, is teaching chil16 dren with disabilities that correspond 

17 with the borrower’s special education 

18 training and has demonstrated knowl19 edge and teaching skills in the content 

20 areas of the elementary school or sec21 ondary school curriculum that the 

22 borrower is teaching. 

23 ‘‘(C) RULES FOR HIGH-NEED SERVICE.— 

24 ‘‘(i) LIMITATION ON ADDITIONAL

25 BENEFITS.—An eligible educator borrower 


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1 shall not receive the credit amounts under 

2 both subparagraphs (A) and (B). In the 

3 case of an eligible educator borrower who 

4 may otherwise be eligible for both addi5 tional credit amounts, that borrower shall 

6 receive the additional credit amount de7 scribed in subparagraph (B). 

8 ‘‘(ii) ELIGIBILITY.—A borrower shall 

9 be eligible to receive credit amounts under 

10 subparagraph (A) or (B) regardless of the 

11 borrower’s repayment plan. A borrower 

12 shall not be required to be enrolled in an 

13 income contingent or income-based repay14 ment plan to receive credit amounts under 

15 subparagraph (A) or (B). 

16 ‘‘(D) COVERED SERVICE.— 

17 ‘‘(i) HIGH-NEED SCHOOLS.—With re18 spect to monthly credits described in sub19 paragraph (A), ‘covered service’ means 

20 full-time employment completed after Octo21 ber 1, 1998— 

22 ‘‘(I) as an educator at a school or 

23 location described in clause (i) or (ii) 

24 of such subparagraph; or 


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1 ‘‘(II) which would have been con2 sidered qualifying service for the bene3 fits under this section as in effect on 

4 the day before the date of enactment 

5 of the EDUCATORS for America 

6 Act. 

7 ‘‘(ii) HIGH-NEED FIELDS.—With re8 spect to monthly credits described in sub9 paragraph (B), ‘covered service’ means 

10 full-time employment completed after Octo11 ber 1, 1998— 

12 ‘‘(I) as a teacher described in 

13 clause (i) or (ii) of such subpara14 graph; or 

15 ‘‘(II) which would have been con16 sidered qualifying service for the bene17 fits under this section as in effect on 

18 the day before the date of enactment 

19 of the EDUCATORS for America 

20 Act. 

21 ‘‘(d) REGULATIONS.—The Secretary is authorized to 

22 promulgate such regulations as may be necessary to carry 

23 out the provisions of this section, including regulations— 

24 ‘‘(1) to facilitate the transition of the program 

25 carried out under this section as in effect on the day 


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1 before the date of enactment of the EDUCATORS 

2 for America Act; and 

3 ‘‘(2) to ensure that educators receive credits for 

4 past eligible service which may have been completed 

5 before the date of enactment of the EDUCATORS 

6 for America Act, except that borrowers shall not be 

7 eligible to receive both loan cancellation under this 

8 section as in effect before such date of enactment 

9 and loan credits under this section after such date 

10 of enactment. 

11 ‘‘(e) CONSTRUCTION.—Nothing in this section shall 

12 be construed to authorize any refunding of any amounts 

13 credited to a loan in accordance with this section. 

14 ‘‘(f) LIST.—If the list of schools in which an educator 

15 may perform service pursuant to subsection (c)(2)(A) is 

16 not available before May 1 of any year, the Secretary may 

17 use the list for the year preceding the year for which the 

18 determination is made to make such service determination. 

19 ‘‘(g) ADDITIONAL ELIGIBILITY PROVISIONS.— 

20 ‘‘(1) CONTINUED ELIGIBILITY.—Any educator 

21 who performs service in a school that— 

22 ‘‘(A) meets the requirements of subsection 

23 (c)(2)(A) in any year during such service; and 

24 ‘‘(B) in a subsequent year fails to meet the 

25 requirements of such subsection, 


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1 may continue to serve as an educator in such school 

2 and shall be eligible for the additional monthly credit 

3 amount pursuant to subsection (c)(2)(A). 

4 ‘‘(2) PREVENTION OF DOUBLE BENEFITS.—No 

5 borrower may, for the same voluntary service, re6 ceive a benefit under both this section and— 

7 ‘‘(A) section 428J; 

8 ‘‘(B) section 428K; or 

9 ‘‘(C) subtitle D of title I of the National 

10 and Community Service Act of 1990 (42 U.S.C. 

11 12601 et seq.). 

12 ‘‘(h) DEFINITIONS.— 

13 ‘‘(1) COVERED LOAN.— 

14 ‘‘(A) IN GENERAL.—Subject to subpara15 graph (B), the term ‘covered loan’ means a loan 

16 that is not in default that is— 

17 ‘‘(i) a Federal Direct Stafford Loan, a 

18 Federal Direct Unsubsidized Stafford 

19 Loan, or a Federal Direct PLUS Loan, 

20 under this part; or 

21 ‘‘(ii) a loan amount for a Federal Di22 rect Consolidation Loan only to the extent 

23 that such loan amount was used to repay 

24 a Federal Direct Stafford Loan, a Federal 

25 Direct Unsubsidized Stafford Loan, or a 


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1 Federal Direct PLUS Loan under this 

2 part. 

3 ‘‘(B) EXCLUSION OF PARENT PLUS

4 LOANS.—A covered loan does not include any of 

5 the following loans under this part: 

6 ‘‘(i) A Federal Direct PLUS Loan 

7 made to the parents of a dependent stu8 dent. 

9 ‘‘(ii) A loan made under section 

10 455(g), to the extent that such loan was 

11 used to repay— 

12 ‘‘(I) a loan made to the parents 

13 of a dependent student under section 

14 428B; or 

15 ‘‘(II) a Federal Direct PLUS 

16 Loan made to the parents of a de17 pendent student. 

18 ‘‘(2) ELIGIBLE EDUCATOR BORROWER.—In this 

19 section, the term ‘eligible educator borrower’ means 

20 an individual who is employed on a full-time basis as 

21 an educator, as defined under section 200. 

22 ‘‘(3) YEAR.—For the purpose of this section, 

23 the term ‘year’ where applied to service as a teacher 

24 means an academic year as defined by the Sec25 retary.’’. 


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155 

•HR 6205 IH

1 (b) TECHNICAL AMENDMENT.—Section 455(m)(4) of 

2 the Higher Education Act of 1965 (20 U.S.C. 

3 1087e(m)(4)) is amended by striking ‘‘, or 460’’. 

4 (c) REPORT TO CONGRESS.—Not later than 180 days 

5 after the date of enactment of this Act, and annually 

6 thereafter, the Secretary shall prepare and submit to Con7 gress a report containing information about the impact of 

8 the amendment made under subsection (a), which shall in9 clude data on the participation rate of eligible borrowers, 

10 the dollar amount of benefits to participants, and the per11 formance of servicers. 

Æ 


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