I 

108TH CONGRESS 

2D SESSION H. R. 4409

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

IN THE HOUSE OF REPRESENTATIVES 

MAY 20, 2004

Mr. GINGREY (for himself, Mr. BOEHNER, Mr. MCKEON, Mr. ISAKSON, Mr. 

TIBERI, and Mr. WILSON of South Carolina) introduced the following bill; 

which was referred to the Committee on Education and the Workforce 

A BILL

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

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 ‘‘Teacher Training En5 hancement Act’’. 

6 SEC. 2. TEACHER QUALITY ENHANCEMENT GRANTS. 

7 Part A of title II of the Higher Education Act of 

8 1965 (20 U.S.C. 1021 et seq.) is amended to read as fol9 lows: 
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1 ‘‘PART A—TEACHER QUALITY ENHANCEMENT 

2 GRANTS FOR STATES AND PARTNERSHIPS 

3 ‘‘SEC. 201. PURPOSES; DEFINITIONS. 

4 ‘‘(a) PURPOSES.—The purposes of this part are to—

5 ‘‘(1) improve student academic achievement; 

6 ‘‘(2) improve the quality of the current and fu7 ture teaching force by improving the preparation of 

8 prospective teachers and enhancing professional de9 velopment activities; 

10 ‘‘(3) hold institutions of higher education ac11 countable for preparing highly qualified teachers; 

12 and 

13 ‘‘(4) recruit qualified individuals, including mi14 norities and individuals from other occupations, into 

15 the teaching force. 

16 ‘‘(b) DEFINITIONS.—In this part: 

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 1 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 

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

26 subject matter area, the disciplines or content 
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1 areas in which academic majors are offered by 

2 the arts and science organizational unit. 

3 ‘‘(2) EXEMPLARY TEACHER.—The term ‘exem4 plary teacher’ has the meaning given such term in 

5 section 9101 of the Elementary and Secondary Edu6 cation Act of 1965 (20 U.S.C. 7801). 

7 ‘‘(3) HIGHLY QUALIFIED.—The term ‘highly 

8 qualified’ has the meaning given such term in sec9 tion 9101 of the Elementary and Secondary Edu10 cation Act of 1965 (20 U.S.C. 7801). 

11 ‘‘(4) HIGH-NEED LOCAL EDUCATIONAL AGEN12 CY.—The term ‘high-need local educational agency’ 

13 means a local educational agency—

14 ‘‘(A)(i)(I) that serves not fewer than 

15 10,000 children from families with incomes 

16 below the poverty line; or 

17 ‘‘(II) for which not less than 25 percent of 

18 the children served by the agency are from fam19 ilies with incomes below the poverty line; 

20 ‘‘(ii) that is among those serving the high21 est number or percentage of children from fam22 ilies with incomes below the poverty line in the 

23 State, but this clause applies only in a State 

24 that has no local educational agency meeting 

25 the requirements of clause (i); or 
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1 ‘‘(iii) with a total of less than 600 students 

2 in average daily attendance at the schools that 

3 are served by the agency and all of whose 

4 schools are designated with a school locale code 

5 of 7, as determined by the Secretary; and 

6 ‘‘(B)(i) for which there is a high percent7 age of teachers not teaching in the academic 

8 subjects or grade levels that the teachers were 

9 trained to teach; or 

10 ‘‘(ii) for which there is a high percentage 

11 of teachers with emergency, provisional, or tem12 porary certification or licensing. 

13 ‘‘(5) POVERTY LINE.—The term ‘poverty line’ 

14 means the poverty line (as defined by the Office of 

15 Management and Budget, and revised annually in 

16 accordance with section 673(2) of the Community 

17 Services Block Grant Act (42 U.S.C. 9902(2))) ap18 plicable to a family of the size involved. 

19 ‘‘(6) PROFESSIONAL DEVELOPMENT.—The 

20 term ‘professional development’ has the meaning 

21 given such term in section 9101 of the Elementary 

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

23 7801). 

24 ‘‘(7) SCIENTIFICALLY BASED READING RE25 SEARCH.—The term ‘scientifically based reading re-
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1 search’ has the meaning given such term in section 

2 1208 of the Elementary and Secondary Education 

3 Act of 1965 (20 U.S.C. 6368). 

4 ‘‘(8) SCIENTIFICALLY BASED RESEARCH.—The 

5 term ‘scientifically based research’ has the meaning 

6 given such term in section 9101 of the Elementary 

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

8 7801). 

9 ‘‘(9) TEACHING SKILLS.—The term ‘teaching 

10 skills’ means skills that—

11 ‘‘(A) are based on scientifically based re12 search; 

13 ‘‘(B) enable teachers to effectively convey 

14 and explain subject matter content; 

15 ‘‘(C) lead to increased student academic 

16 achievement; and 

17 ‘‘(D) use strategies that—

18 ‘‘(i) are specific to subject matter; 

19 ‘‘(ii) include ongoing assessment of 

20 student learning; 

21 ‘‘(iii) focus on identification and tai22 loring of academic instruction to students’s 

23 specific learning needs; and 

24 ‘‘(iv) focus on classroom management. 
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1 ‘‘SEC. 202. STATE GRANTS. 

2 ‘‘(a) IN GENERAL.—From amounts made available 

3 under section 210(1) for a fiscal year, the Secretary is 

4 authorized to award grants under this section, on a com5 petitive basis, to eligible States to enable the eligible 

6 States to carry out the activities described in subsection 

7 (d). 

8 ‘‘(b) ELIGIBLE STATE.—

9 ‘‘(1) DEFINITION.—In this part, the term ‘eligi10 ble State’ means—

11 ‘‘(A) the Governor of a State; or 

12 ‘‘(B) in the case of a State for which the 

13 constitution or law of such State designates an14 other individual, entity, or agency in the State 

15 to be responsible for teacher certification and 

16 preparation activity, such individual, entity, or 

17 agency. 

18 ‘‘(2) CONSULTATION.—The Governor or the in19 dividual, entity, or agency designated under para20 graph (1)(B) shall consult with the Governor, State 

21 board of education, State educational agency, or 

22 State agency for higher education, as appropriate, 

23 with respect to the activities assisted under this sec24 tion. 

25 ‘‘(3) CONSTRUCTION.—Nothing in this sub26 section shall be construed to negate or supersede the 
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1 legal authority under State law of any State agency, 

2 State entity, or State public official over programs 

3 that are under the jurisdiction of the agency, entity, 

4 or official. 

5 ‘‘(c) APPLICATION.—To be eligible to receive a grant 

6 under this section, an eligible State shall submit an appli7 cation to the Secretary that—

8 ‘‘(1) meets the requirement of this section; 

9 ‘‘(2) demonstrates that the State is in full com10 pliance with sections 207 and 208; 

11 ‘‘(3) includes a description of how the eligible 

12 State intends to use funds provided under this sec13 tion; 

14 ‘‘(4) includes measurable objectives for the use 

15 of the funds provided under the grant; 

16 ‘‘(5) demonstrates the State has submitted and 

17 is actively implementing a plan that meets the re18 quirements of sections 1111(h)(1)(C)(viii) and 1119 

19 of the Elementary and Secondary Education Act of 

20 1965 (20 U.S.C. 6311(h)(1)(C)(viii) and 6319); and 

21 ‘‘(6) contains such other information and assur22 ances as the Secretary may require. 

23 ‘‘(d) USES OF FUNDS.—An eligible State that re24 ceives a grant under this section shall use the grant funds 

25 to reform teacher preparation requirements, to coordinate 
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1 with State activities under section 2113(c) of the Elemen2 tary and Secondary Education Act of 1965 (20 U.S.C. 

3 6613(c)), and to ensure that current and future teachers 

4 are highly qualified, by carrying out one or more of the 

5 following activities: 

6 ‘‘(1) REFORMS.—Ensuring that all teacher 

7 preparation programs in the State are preparing 

8 teachers who are highly qualified, are able to under9 stand scientifically based research and its applica10 bility, and are able to use advanced technology effec11 tively in the classroom, including use for instruc12 tional techniques to improve student academic 

13 achievement, by assisting such programs—

14 ‘‘(A) to retrain faculty; and 

15 ‘‘(B) to design (or redesign) teacher prepa16 ration programs so they—

17 ‘‘(i) are based on rigorous academic 

18 content, scientifically based research (in19 cluding scientifically based reading re20 search), and challenging State student aca21 demic content standards; and 

22 ‘‘(ii) promote strong teaching skills. 

23 ‘‘(2) CERTIFICATION OR LICENSURE REQUIRE24 MENTS.—Reforming teacher certification (including 
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1 recertification) or licensing requirements to ensure 

2 that—

3 ‘‘(A) teachers have the subject matter 

4 knowledge and teaching skills in the academic 

5 subjects that the teachers teach that are nec6 essary to help students meet challenging State 

7 student academic achievement standards; and 

8 ‘‘(B) such requirements are aligned with 

9 challenging State academic content standards. 

10 ‘‘(3) ALTERNATIVES TO TRADITIONAL TEACHER

11 PREPARATION AND STATE CERTIFICATION.—Pro12 viding prospective teachers with alternative routes to 

13 State certification and traditional preparation to be14 come highly qualified teachers through—

15 ‘‘(A) innovative approaches that reduce un16 necessary barriers to State certification while 

17 producing highly qualified teachers; 

18 ‘‘(B) programs that provide support to 

19 teachers during their initial years in the profes20 sion; and 

21 ‘‘(C) alternative routes to State certifi22 cation of teachers for qualified individuals, in23 cluding mid-career professionals from other oc24 cupations, former military personnel, and recent 
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1 college graduates with records of academic dis2 tinction. 

3 ‘‘(4) INNOVATIVE PROGRAMS.—Planning and 

4 implementing innovative programs to enhance the 

5 ability of institutions of higher education to prepare 

6 highly qualified teachers, such as charter colleges of 

7 education or university and local educational agency 

8 partnership schools, that—

9 ‘‘(A) permit flexibility in meeting State re10 quirements as long as graduates, during their 

11 initial years in the profession, increase student 

12 academic achievement; 

13 ‘‘(B) provide long-term data gathered from 

14 teachers’ performance over multiple years in the 

15 classroom on the ability to increase student aca16 demic achievement; 

17 ‘‘(C) ensure high-quality preparation of 

18 teachers from underrepresented groups; and 

19 ‘‘(D) create performance measures that 

20 can be used to document the effectiveness of in21 novative methods for preparing highly qualified 

22 teachers. 

23 ‘‘(5) MERIT PAY.—Developing, or assisting 

24 local educational agencies in developing—
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1 ‘‘(A) merit-based performance systems that 

2 reward teachers who increase student academic 

3 achievement; and 

4 ‘‘(B) strategies that provide differential 

5 and bonus pay in high-need local educational 

6 agencies to retain—

7 ‘‘(i) principals; 

8 ‘‘(ii) highly qualified teachers who 

9 teach in high-need academic subjects, such 

10 as reading, mathematics, and science; 

11 ‘‘(iii) highly qualified teachers who 

12 teach in schools identified for school im13 provement under section 1116(b) of the 

14 Elementary and Secondary Education Act 

15 of 1965 (20 U.S.C. 6316(b)); 

16 ‘‘(iv) special education teachers; 

17 ‘‘(v) teachers specializing in teaching 

18 limited English proficient children; and 

19 ‘‘(vi) highly qualified teachers in 

20 urban and rural schools or districts. 

21 ‘‘(6) TEACHER ADVANCEMENT.—Developing, or 

22 assisting local educational agencies in developing, 

23 teacher advancement and retention initiatives that 

24 promote professional growth and emphasize multiple 

25 career paths (such as paths to becoming a highly 
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1 qualified mentor teacher or exemplary teacher) and 

2 pay differentiation. 

3 ‘‘(7) TEACHER REMOVAL.—Developing and im4 plementing effective mechanisms to ensure that local 

5 educational agencies and schools are able to remove 

6 expeditiously incompetent or unqualified teachers 

7 consistent with procedures to ensure due process for 

8 the teachers. 

9 ‘‘(8) TECHNICAL ASSISTANCE.—Providing tech10 nical assistance to low-performing teacher prepara11 tion programs within institutions of higher education 

12 identified under section 208(a). 

13 ‘‘(9) TEACHER EFFECTIVENESS.—Developing—

14 ‘‘(A) systems to measure the effectiveness 

15 of teacher preparation programs and profes16 sional development programs; and 

17 ‘‘(B) strategies to document gains in stu18 dent academic achievement or increases in 

19 teacher mastery of the academic subjects the 

20 teachers teach as a result of such programs. 

21 ‘‘(10) TEACHER RECRUITMENT AND RETEN22 TION.—Undertaking activities that—

23 ‘‘(A) develop and implement effective 

24 mechanisms to ensure that local educational 
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1 agencies and schools are able effectively to re2 cruit and retain highly qualified teachers; or 

3 ‘‘(B) are described in section 204(d). 

4 ‘‘(11) PRESCHOOL TEACHERS.—Developing 

5 strategies—

6 ‘‘(A) to improve the qualifications of pre7 school teachers, which may include State certifi8 cation for such teachers; and 

9 ‘‘(B) to improve and expand preschool 

10 teacher preparation programs. 

11 ‘‘(e) EVALUATION.—

12 ‘‘(1) EVALUATION SYSTEM.—An eligible State 

13 that receives a grant under this section shall develop 

14 and utilize a system to evaluate annually the effec15 tiveness of teacher preparation programs and profes16 sional development activities within the State in pro17 ducing gains in—

18 ‘‘(A) the teacher’s annual contribution to 

19 improving student academic achievement, as 

20 measured by State academic assessments re21 quired under section 1111(b)(3) of the Elemen22 tary and Secondary Education Act of 1965 (20 

23 U.S.C. 6311(b)(3)); and 

24 ‘‘(B) teacher mastery of the academic sub25 jects they teach, as measured by pre- and post-
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1 participation tests of teacher knowledge, as ap2 propriate. 

3 ‘‘(2) USE OF EVALUATION SYSTEM.—Such eval4 uation system shall be used by the State to evalu5 ate—

6 ‘‘(A) activities carried out using funds pro7 vided under this section; and 

8 ‘‘(B) the quality of its teacher education 

9 programs. 

10 ‘‘(3) PUBLIC REPORTING.—The State shall 

11 make the information described in paragraph (1) 

12 widely available through public means, such as post13 ing on the Internet, distribution to the media, and 

14 distribution through public agencies. 

15 ‘‘SEC. 203. PARTNERSHIP GRANTS. 

16 ‘‘(a) GRANTS.—From amounts made available under 

17 section 210(2) for a fiscal year, the Secretary is author18 ized to award grants under this section, on a competitive 

19 basis, to eligible partnerships to enable the eligible part20 nerships to carry out the activities described in subsections 

21 (d) and (e). 

22 ‘‘(b) DEFINITIONS.—

23 ‘‘(1) ELIGIBLE PARTNERSHIPS.—In this part, 

24 the term ‘eligible partnership’ means an entity 

25 that—
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1 ‘‘(A) shall include—

2 ‘‘(i) a partner institution; 

3 ‘‘(ii) a school of arts and sciences; 

4 ‘‘(iii) a high-need local educational 

5 agency; and 

6 ‘‘(iv) a public or private educational 

7 organization; and 

8 ‘‘(B) may include a Governor, State edu9 cational agency, the State board of education, 

10 the State agency for higher education, an insti11 tution of higher education not described in sub12 paragraph (A), a public charter school, a public 

13 or private elementary school or secondary 

14 school, a public or private educational organiza15 tion, a business, a science-, mathematics-, or 

16 technology-oriented entity, a faith-based or 

17 community organization, a prekindergarten pro18 gram, a teacher organization, an education 

19 service agency, a consortia of local educational 

20 agencies, or a nonprofit telecommunications en21 tity. 

22 ‘‘(2) PARTNER INSTITUTION.—In this section, 

23 the term ‘partner institution’ means an institution of 

24 higher education, the teacher training program of 

25 which demonstrates that—
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1 ‘‘(A) graduates from the teacher training 

2 program exhibit strong performance on State3 determined qualifying assessments for new 

4 teachers through—

5 ‘‘(i) demonstrating that the graduates 

6 of the program who intend to enter the 

7 field of teaching have passed all of the ap8 plicable State qualification assessments for 

9 new teachers, which shall include an as10 sessment of each prospective teacher’s sub11 ject matter knowledge in the content area 

12 or areas in which the teacher intends to 

13 teach; or 

14 ‘‘(ii) being ranked among the highest15 performing teacher preparation programs 

16 in the State as determined by the State—

17 ‘‘(I) using criteria consistent with 

18 the requirements for the State report 

19 card under section 207(a); and 

20 ‘‘(II) using the State report card 

21 on teacher preparation required under 

22 section 207(a); or 

23 ‘‘(B) the teacher training program requires 

24 all the students of the program to participate in 
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1 intensive clinical experience, to meet high aca2 demic standards, and—

3 ‘‘(i) in the case of secondary school 

4 candidates, to successfully complete an 

5 academic major in the subject area in 

6 which the candidate intends to teach or to 

7 demonstrate competence through a high 

8 level of performance in relevant content 

9 areas; and 

10 ‘‘(ii) in the case of elementary school 

11 candidates, to successfully complete an 

12 academic major in the arts and sciences or 

13 to demonstrate competence through a high 

14 level of performance in core academic sub15 ject areas. 

16 ‘‘(c) APPLICATION.—Each eligible partnership desir17 ing a grant under this section shall submit an application 

18 to the Secretary at such time, in such manner, and accom19 panied by such information as the Secretary may require. 

20 Each such application shall—

21 ‘‘(1) contain a needs assessment of all the part22 ners with respect to teaching and learning and a de23 scription of how the partnership will coordinate with 

24 other teacher training or professional development 

25 programs, and how the activities of the partnership 
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1 will be consistent with State, local, and other edu2 cation reform activities that promote student aca3 demic achievement; 

4 ‘‘(2) contain a resource assessment that de5 scribes the resources available to the partnership, 

6 the intended use of the grant funds, including a de7 scription of how the grant funds will be used in ac8 cordance with subsection (f), and the commitment of 

9 the resources of the partnership to the activities as10 sisted under this part, including financial support, 

11 faculty participation, time commitments, and con12 tinuation of the activities when the grant ends; 

13 ‘‘(3) contain a description of—

14 ‘‘(A) how the partnership will meet the 

15 purposes of this part; 

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

17 the activities required under subsection (d) and 

18 any permissible activities under subsection (e); 

19 ‘‘(C) the partnership’s evaluation plan pur20 suant to section 206(b); 

21 ‘‘(D) how faculty of the teacher prepara22 tion program at the partner institution will 

23 serve, over the term of the grant, with highly 

24 qualified teachers in the classrooms of the high-
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1 need local educational agency included in the 

2 partnership; 

3 ‘‘(E) how the partnership will ensure that 

4 teachers, principals, and superintendents in pri5 vate elementary and secondary schools located 

6 in the geographic areas served by an eligible 

7 partnership under this section will participate 

8 equitably in accordance with section 9501 of 

9 the Elementary and Secondary Education Act 

10 of 1965 (20 U.S.C. 7881); 

11 ‘‘(F) how the partnership will design and 

12 implement a clinical program component that 

13 includes close supervision of student teachers by 

14 faculty of the teacher preparation program at 

15 the partner institution and mentor teachers; 

16 ‘‘(G) how the partnership will design and 

17 implement an induction program to support all 

18 new teachers through the first 3 years of teach19 ing that includes mentors who are trained and 

20 compensated by the partnership for their work 

21 with new teachers; and 

22 ‘‘(H) how the partnership will collect, ana23 lyze, and use data on the retention of all teach24 ers in schools located in the geographic areas 
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1 served by the partnership to evaluate the effec2 tiveness of its teacher support system; and 

3 ‘‘(4) contain a certification from the high-need 

4 local educational agency included in the partnership 

5 that it has reviewed the application and determined 

6 that the grant proposed will comply with subsection 

7 (f). 

8 ‘‘(d) REQUIRED USES OF FUNDS.—An eligible part9 nership that receives a grant under this section shall use 

10 the grant funds to reform teacher preparation require11 ments, to coordinate with State activities under section 

12 2113(c) of the Elementary and Secondary Education Act 

13 of 1965 (20 U.S.C. 6613(c)), and to ensure that current 

14 and future teachers are highly qualified, by carrying out 

15 one or more of the following activities: 

16 ‘‘(1) REFORMS.—Implementing reforms within 

17 teacher preparation programs to ensure that such 

18 programs are preparing teachers who are highly 

19 qualified, are able to understand scientifically based 

20 research and its applicability, and are able to use 

21 advanced technology effectively in the classroom, in22 cluding use for instructional techniques to improve 

23 student academic achievement, by—

24 ‘‘(A) retraining faculty; and 
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1 ‘‘(B) designing (or redesigning) teacher 

2 preparation programs so they—

3 ‘‘(i) are based on rigorous academic 

4 content, scientifically based research (in5 cluding scientifically based reading re6 search), and challenging State student aca7 demic content standards; and 

8 ‘‘(ii) promote strong teaching skills. 

9 ‘‘(2) CLINICAL EXPERIENCE AND INTER10 ACTION.—Providing sustained and high-quality 

11 preservice and in-service clinical experience, includ12 ing the mentoring of prospective teachers by exem13 plary teachers, substantially increasing interaction 

14 between faculty at institutions of higher education 

15 and new and experienced teachers, principals, and 

16 other administrators at elementary schools or sec17 ondary schools, and providing support for teachers, 

18 including preparation time and release time, for such 

19 interaction. 

20 ‘‘(3) PROFESSIONAL DEVELOPMENT.—Creating 

21 opportunities for enhanced and ongoing professional 

22 development that improves the academic content 

23 knowledge of teachers in the subject areas in which 

24 the teachers are certified to teach or in which the 
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1 teachers are working toward certification to teach, 

2 and that promotes strong teaching skills. 

3 ‘‘(4) TEACHER PREPARATION.—Developing, or 

4 assisting local educational agencies in developing, 

5 professional development activities that—

6 ‘‘(A) provide training in how to teach and 

7 address the needs of students with different 

8 learning styles, particularly students with dis9 abilities, limited English proficient students, 

10 and students with special learning needs; and 

11 ‘‘(B) provide training in methods of—

12 ‘‘(i) improving student behavior in the 

13 classroom; and 

14 ‘‘(ii) identifying early and appropriate 

15 interventions to help students described in 

16 subparagraph (A) learn. 

17 ‘‘(e) ALLOWABLE USES OF FUNDS.—An eligible 

18 partnership that receives a grant under this section may 

19 use such funds to carry out the following activities: 

20 ‘‘(1) ALTERNATIVES TO TRADITIONAL TEACHER

21 PREPARATION AND STATE CERTIFICATION.—Pro22 viding prospective teachers with alternative routes to 

23 State certification and traditional preparation to be24 come highly qualified teachers through—
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1 ‘‘(A) innovative approaches that reduce un2 necessary barriers to teacher preparation while 

3 producing highly qualified teachers; 

4 ‘‘(B) programs that provide support during 

5 a teacher’s initial years in the profession; and 

6 ‘‘(C) alternative routes to State certifi7 cation of teachers for qualified individuals, in8 cluding mid-career professionals from other oc9 cupations, former military personnel, and recent 

10 college graduates with records of academic dis11 tinction. 

12 ‘‘(2) DISSEMINATION AND COORDINATION.—

13 Broadly disseminating information on effective prac14 tices used by the partnership, and coordinating with 

15 the activities of the Governor, State board of edu16 cation, State higher education agency, and State 

17 educational agency, as appropriate. 

18 ‘‘(3) MANAGERIAL AND LEADERSHIP SKILLS.—

19 Developing and implementing professional develop20 ment programs for principals and superintendents 

21 that enable them to be effective school leaders and 

22 prepare all students to meet challenging State aca23 demic content and student academic achievement 

24 standards. 

25 ‘‘(4) TEACHER RECRUITMENT.—Activities—
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1 ‘‘(A) to encourage students to become 

2 highly qualified teachers, such as extra3 curricular enrichment activities; and 

4 ‘‘(B) activities described in section 204(d). 

5 ‘‘(5) CLINICAL EXPERIENCE IN SCIENCE, MATH6 EMATICS, AND TECHNOLOGY.—Creating opportuni7 ties for clinical experience and training, by participa8 tion in the business, research, and work environ9 ments with professionals, in areas relating to 

10 science, mathematics, and technology for teachers 

11 and prospective teachers, including opportunities for 

12 use of laboratory equipment, in order for the teacher 

13 to return to the classroom for at least 2 years and 

14 provide instruction that will raise student academic 

15 achievement. 

16 ‘‘(6) COORDINATION WITH COMMUNITY COL17 LEGES.—Coordinating with community colleges to 

18 implement teacher preparation programs, including 

19 through distance learning, for the purposes of allow20 ing prospective teachers—

21 ‘‘(A) to attain a bachelor’s degree and 

22 State certification or licensure; and 

23 ‘‘(B) to become highly qualified teachers. 

24 ‘‘(7) TEACHER MENTORING.—Establishing or 

25 implementing a teacher mentoring program that—
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1 ‘‘(A) includes minimum qualifications for 

2 mentors; 

3 ‘‘(B) provides training and stipends for 

4 mentors; 

5 ‘‘(C) provides mentoring programs for 

6 teachers in their first 3 years of teaching; 

7 ‘‘(D) provides regular and ongoing oppor8 tunities for mentors and mentees to observe 

9 each other’s teaching methods in classroom set10 tings during the school day; 

11 ‘‘(E) establishes an evaluation and ac12 countability plan for activities conducted under 

13 this paragraph that includes rigorous objectives 

14 to measure the impact of such activities; and 

15 ‘‘(F) provides for a report to the Secretary 

16 on an annual basis regarding the partnership’s 

17 progress in meeting the objectives described in 

18 subparagraph (E). 

19 ‘‘(8) COMPUTER SOFTWARE FOR MULTI20 LINGUAL EDUCATION.—Training teachers to use 

21 computer software for multilingual education to ad22 dress the needs of limited English proficient stu23 dents. 

24 ‘‘(f) SPECIAL RULE.—At least 50 percent of the 

25 funds made available to an eligible partnership under this 
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1 section shall be used directly to benefit the high-need local 

2 educational agency included in the partnership. Any entity 

3 described in subsection (b)(1)(A) may be the fiscal agent 

4 under this section. 

5 ‘‘(g) CONSTRUCTION.—Nothing in this section shall 

6 be construed to prohibit an eligible partnership from using 

7 grant funds to coordinate with the activities of more than 

8 one Governor, State board of education, State educational 

9 agency, local educational agency, or State agency for high10 er education. 

11 ‘‘(h) SUPPLEMENT, NOT SUPPLANT.—Funds made 

12 available under this section shall be used to supplement, 

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

14 that would otherwise be expended to carry out the pur15 poses of this section. 

16 ‘‘SEC. 204. TEACHER RECRUITMENT GRANTS. 

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

18 available under section 210(3) for a fiscal year, the Sec19 retary is authorized to award grants, on a competitive 

20 basis, to eligible applicants to enable the eligible applicants 

21 to carry out activities described in subsection (d). 

22 ‘‘(b) ELIGIBLE APPLICANT DEFINED.—In this part, 

23 the term ‘eligible applicant’ means—

24 ‘‘(1) an eligible State described in section 

25 202(b); or 
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1 ‘‘(2) an eligible partnership described in section 

2 203(b). 

3 ‘‘(c) APPLICATION.—Any eligible applicant desiring 

4 to receive a grant under this section shall submit an appli5 cation to the Secretary at such time, in such form, and 

6 containing such information as the Secretary may require, 

7 including—

8 ‘‘(1) a description of the assessment that the el9 igible applicant, and the other entities with whom 

10 the eligible applicant will carry out the grant activi11 ties, have undertaken to determine the most critical 

12 needs of the participating high-need local edu13 cational agencies; 

14 ‘‘(2) a description of the activities the eligible 

15 applicant will carry out with the grant, including the 

16 extent to which the applicant will use funds to re17 cruit minority students to become highly qualified 

18 teachers; and 

19 ‘‘(3) a description of the eligible applicant’s 

20 plan for continuing the activities carried out with 

21 the grant, once Federal funding ceases. 

22 ‘‘(d) USES OF FUNDS.—Each eligible applicant re23 ceiving a grant under this section shall use the grant 

24 funds—
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1 ‘‘(1)(A) to award scholarships to help students, 

2 such as individuals who have been accepted for their 

3 first year, or who are enrolled in their first or second 

4 year, of a program of undergraduate education at an 

5 institution of higher education, pay the costs of tui6 tion, room, board, and other expenses of completing 

7 a teacher preparation program; 

8 ‘‘(B) to provide support services, if needed to 

9 enable scholarship recipients—

10 ‘‘(i) to complete postsecondary education 

11 programs; or 

12 ‘‘(ii) to transition from a career outside of 

13 the field of education into a teaching career; 

14 and 

15 ‘‘(C) for followup services provided to former 

16 scholarship recipients during the recipients first 3 

17 years of teaching; or 

18 ‘‘(2) to develop and implement effective mecha19 nisms to ensure that high-need local educational 

20 agencies and schools are able effectively to recruit 

21 highly qualified teachers. 

22 ‘‘(e) ADDITIONAL DISCRETIONARY USES OF

23 FUNDS.—In addition to the uses described in subsection 

24 (d), each eligible applicant receiving a grant under this 

25 section may use the grant funds—
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1 ‘‘(1) to develop and implement effective mecha2 nisms to recruit into the teaching profession employ3 ees from—

4 ‘‘(A) high-demand industries, including 

5 technology industries; and 

6 ‘‘(B) the fields of science, mathematics, 

7 and engineering; and 

8 ‘‘(2) to conduct outreach and coordinate with 

9 inner city and rural secondary schools to encourage 

10 students to pursue teaching as a career. 

11 ‘‘(f) SERVICE REQUIREMENTS.—

12 ‘‘(1) IN GENERAL.—The Secretary shall estab13 lish such requirements as the Secretary determines 

14 necessary to ensure that recipients of scholarships 

15 under this section who complete teacher education 

16 programs—

17 ‘‘(A) subsequently teach in a high-need 

18 local educational agency for a period of time 

19 equivalent to—

20 ‘‘(i) one year; increased by 

21 ‘‘(ii) the period for which the recipient 

22 received scholarship assistance; or 

23 ‘‘(B) repay the amount of the scholarship. 
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1 ‘‘(2) USE OF REPAYMENTS.—The Secretary 

2 shall use any such repayments to carry out addi3 tional activities under this section. 

4 ‘‘(g) PRIORITY.—The Secretary shall give priority 

5 under this section to eligible applicants who provide an 

6 assurance that they will recruit a high percentage of mi7 nority students to become highly qualified teachers. 

8 ‘‘SEC. 205. ADMINISTRATIVE PROVISIONS. 

9 ‘‘(a) DURATION; ONE-TIME AWARDS; PAYMENTS.—

10 ‘‘(1) DURATION.—

11 ‘‘(A) ELIGIBLE STATES AND ELIGIBLE AP12 PLICANTS.—Grants awarded to eligible States 

13 and eligible applicants under this part shall be 

14 awarded for a period not to exceed 3 years. 

15 ‘‘(B) ELIGIBLE PARTNERSHIPS.—Grants 

16 awarded to eligible partnerships under this part 

17 shall be awarded for a period of 5 years. 

18 ‘‘(2) ONE-TIME AWARD.—An eligible partner19 ship may receive a grant under each of sections 203 

20 and 204, as amended by the Teacher Training En21 hancement Act, only once. 

22 ‘‘(3) PAYMENTS.—The Secretary shall make 

23 annual payments of grant funds awarded under this 

24 part. 

25 ‘‘(b) PEER REVIEW.—
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•HR 4409 IH 

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

2 applications submitted under this part to a peer re3 view 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.—In recommending applications 

8 to the Secretary for funding under this part, the 

9 panel shall—

10 ‘‘(A) with respect to grants under section 

11 202, give priority to eligible States that—

12 ‘‘(i) have initiatives to reform State 

13 teacher certification requirements that are 

14 based on rigorous academic content, sci15 entifically based research, including sci16 entifically based reading research, and 

17 challenging State student academic content 

18 standards; 

19 ‘‘(ii) have innovative reforms to hold 

20 institutions of higher education with teach21 er preparation programs accountable for 

22 preparing teachers who are highly qualified 

23 and have strong teaching skills; or 

24 ‘‘(iii) have innovative efforts aimed at 

25 reducing the shortage of highly qualified 
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•HR 4409 IH 

1 teachers in high poverty urban and rural 

2 areas; and 

3 ‘‘(B) with respect to grants under section 

4 203—

5 ‘‘(i) give priority to applications from 

6 broad-based eligible partnerships that in7 volve businesses and community organiza8 tions; and 

9 ‘‘(ii) take into consideration—

10 ‘‘(I) providing an equitable geo11 graphic distribution of the grants 

12 throughout the United States; and 

13 ‘‘(II) the potential of the pro14 posed activities for creating improve15 ment and positive change. 

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

17 shall determine, based on the peer review process, 

18 which application shall receive funding and the 

19 amounts of the grants. In determining grant 

20 amounts, the Secretary shall take into account the 

21 total amount of funds available for all grants under 

22 this part and the types of activities proposed to be 

23 carried out. 

24 ‘‘(c) MATCHING REQUIREMENTS.—
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•HR 4409 IH 

1 ‘‘(1) STATE GRANTS.—Each eligible State re2 ceiving a grant under section 202 or 204 shall pro3 vide, from non-Federal sources, an amount equal to 

4 50 percent of the amount of the grant (in cash or 

5 in kind) to carry out the activities supported by the 

6 grant. 

7 ‘‘(2) PARTNERSHIP GRANTS.—Each eligible 

8 partnership receiving a grant under section 203 or 

9 204 shall provide, from non-Federal sources (in cash 

10 or in kind), an amount equal to 25 percent of the 

11 grant for the first year of the grant, 35 percent of 

12 the grant for the second year of the grant, and 50 

13 percent of the grant for each succeeding year of the 

14 grant. 

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

16 An eligible State or eligible partnership that receives a 

17 grant under this part may not use more than 2 percent 

18 of the grant funds for purposes of administering the grant. 

19 ‘‘SEC. 206. ACCOUNTABILITY AND EVALUATION. 

20 ‘‘(a) STATE GRANT ACCOUNTABILITY REPORT.—An 

21 eligible State that receives a grant under section 202 shall 

22 submit an annual accountability report to the Secretary, 

23 the Committee on Health, Education, Labor, and Pen24 sions of the Senate, and the Committee on Education and 

25 the Workforce of the House of Representatives. Such re-
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•HR 4409 IH 

1 port shall include a description of the degree to which the 

2 eligible State, in using funds provided under such section, 

3 has made substantial progress in meeting the following 

4 goals: 

5 ‘‘(1) PERCENTAGE OF HIGHLY QUALIFIED

6 TEACHERS.—Increasing the percentage of highly 

7 qualified teachers in the State as required by section 

8 1119 of the Elementary and Secondary Education 

9 Act of 1965 (20 U.S.C. 6319). 

10 ‘‘(2) STUDENT ACADEMIC ACHIEVEMENT.—In11 creasing student academic achievement for all stu12 dents as defined by the eligible State. 

13 ‘‘(3) RAISING STANDARDS.—Raising the State 

14 academic standards required to enter the teaching 

15 profession as a highly qualified teacher. 

16 ‘‘(4) INITIAL CERTIFICATION OR LICENSURE.—

17 Increasing success in the pass rate for initial State 

18 teacher certification or licensure, or increasing the 

19 numbers of qualified individuals being certified or li20 censed as teachers through alternative programs. 

21 ‘‘(5) DECREASING TEACHER SHORTAGES.—De22 creasing shortages of highly qualified teachers in 

23 poor urban and rural areas. 

24 ‘‘(6) INCREASING OPPORTUNITIES FOR PROFES25 SIONAL DEVELOPMENT.—Increasing opportunities 
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•HR 4409 IH 

1 for enhanced and ongoing professional development 

2 that—

3 ‘‘(A) improves the academic content knowl4 edge of teachers in the subject areas in which 

5 the teachers are certified or licensed to teach or 

6 in which the teachers are working toward cer7 tification or licensure to teach; and 

8 ‘‘(B) promotes strong teaching skills. 

9 ‘‘(7) TECHNOLOGY INTEGRATION.—Increasing 

10 the number of teachers prepared effectively to inte11 grate technology into curricula and instruction and 

12 who use technology to collect, manage, and analyze 

13 data to improve teaching, learning, and decision14 making for the purpose of increasing student aca15 demic achievement. 

16 ‘‘(b) ELIGIBLE PARTNERSHIP EVALUATION.—Each 

17 eligible partnership applying for a grant under section 203 

18 shall establish, and include in the application submitted 

19 under section 203(c), an evaluation plan that includes 

20 strong performance objectives. The plan shall include ob21 jectives and measures for—

22 ‘‘(1) increased student achievement for all stu23 dents, as measured by the partnership; 

24 ‘‘(2) increased teacher retention in the first 3 

25 years of a teacher’s career; 
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•HR 4409 IH 

1 ‘‘(3) increased success in the pass rate for ini2 tial State certification or licensure of teachers; 

3 ‘‘(4) increased percentage of highly qualified 

4 teachers; and 

5 ‘‘(5) increasing the number of teachers trained 

6 effectively to integrate technology into curricula and 

7 instruction and who use technology to collect, man8 age, and analyze data to improve teaching, learning, 

9 and decisionmaking for the purpose of improving 

10 student academic achievement. 

11 ‘‘(c) REVOCATION OF GRANT.—

12 ‘‘(1) REPORT.—Each eligible State or eligible 

13 partnership receiving a grant under section 202 or 

14 203 shall report annually on the progress of the eli15 gible State or eligible partnership toward meeting 

16 the purposes of this part and the goals, objectives, 

17 and measures described in subsections (a) and (b). 

18 ‘‘(2) REVOCATION.—

19 ‘‘(A) ELIGIBLE STATES AND ELIGIBLE AP20 PLICANTS.—If the Secretary determines that an 

21 eligible State or eligible applicant is not making 

22 substantial progress in meeting the purposes, 

23 goals, objectives, and measures, as appropriate, 

24 by the end of the second year of a grant under 
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•HR 4409 IH 

1 this part, then the grant payment shall not be 

2 made for the third year of the grant. 

3 ‘‘(B) ELIGIBLE PARTNERSHIPS.—If the 

4 Secretary determines that an eligible partner5 ship is not making substantial progress in 

6 meeting the purposes, goals, objectives, and 

7 measures, as appropriate, by the end of the 

8 third year of a grant under this part, then the 

9 grant payments shall not be made for any suc10 ceeding year of the grant. 

11 ‘‘(d) EVALUATION AND DISSEMINATION.—The Sec12 retary shall evaluate the activities funded under this part 

13 and report annually the Secretary’s findings regarding the 

14 activities to the Committee on Health, Education, Labor, 

15 and Pensions of the Senate and the Committee on Edu16 cation and the Workforce of the House of Representatives. 

17 The Secretary shall broadly disseminate successful prac18 tices developed by eligible States and eligible partnerships 

19 under this part, and shall broadly disseminate information 

20 regarding such practices that were found to be ineffective. 

21 ‘‘SEC. 207. ACCOUNTABILITY FOR PROGRAMS THAT PRE22 PARE TEACHERS. 

23 ‘‘(a) STATE REPORT CARD ON THE QUALITY OF

24 TEACHER PREPARATION.—Each State that receives funds 

25 under this Act shall provide to the Secretary annually, in 
38

•HR 4409 IH 

1 a uniform and comprehensible manner that conforms with 

2 the definitions and methods established by the Secretary, 

3 a State report card on the quality of teacher preparation 

4 in the State, both for traditional certification or licensure 

5 programs and for alternative certification or licensure pro6 grams, which shall include at least the following: 

7 ‘‘(1) A description of the teacher certification 

8 and licensure assessments, and any other certifi9 cation and licensure requirements, used by the 

10 State. 

11 ‘‘(2) The standards and criteria that prospec12 tive teachers must meet in order to attain initial 

13 teacher certification or licensure and to be certified 

14 or licensed to teach particular subjects or in par15 ticular grades within the State. 

16 ‘‘(3) A description of the extent to which the 

17 assessments and requirements described in para18 graph (1) are aligned with the State’s standards and 

19 assessments for students. 

20 ‘‘(4) The percentage of students who have com21 pleted at least 50 percent of the requirements for a 

22 teacher preparation program at an institution of 

23 higher education or alternative certification program 

24 and who have taken and passed each of the assess25 ments used by the State for teacher certification and 
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•HR 4409 IH 

1 licensure, and the passing score on each assessment 

2 that determines whether a candidate has passed that 

3 assessment. 

4 ‘‘(5) For students who have completed at least 

5 50 percent of the requirements for a teacher prepa6 ration program at an institution of higher education 

7 or alternative certification program, and who have 

8 taken and passed each of the assessments used by 

9 the State for teacher certification and licensure, 

10 each such institution’s and each such program’s av11 erage raw score, ranked by teacher preparation pro12 gram, which shall be made available widely and pub13 licly. 

14 ‘‘(6) A description of each State’s alternative 

15 routes to teacher certification, if any, and the num16 ber and percentage of teachers certified through 

17 each alternative certification route who pass State 

18 teacher certification or licensure assessments. 

19 ‘‘(7) For each State, a description of proposed 

20 criteria for assessing the performance of teacher 

21 preparation programs in the State, including indica22 tors of teacher candidate skills and academic content 

23 knowledge and evidence of gains in student academic 

24 achievement. 
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•HR 4409 IH 

1 ‘‘(8) For each teacher preparation program in 

2 the State, the number of students in the program, 

3 the average number of hours of supervised practice 

4 teaching required for those in the program, and the 

5 number of full-time equivalent faculty and students 

6 in supervised practice teaching. 

7 ‘‘(b) REPORT OF THE SECRETARY ON THE QUALITY

8 OF TEACHER PREPARATION.—

9 ‘‘(1) REPORT CARD.—The Secretary shall pro10 vide to Congress, and publish and make widely avail11 able, a report card on teacher qualifications and 

12 preparation in the United States, including all the 

13 information reported in paragraphs (1) through (8) 

14 of subsection (a). Such report shall identify States 

15 for which eligible States and eligible partnerships re16 ceived a grant under this part. Such report shall be 

17 so provided, published and made available annually. 

18 ‘‘(2) REPORT TO CONGRESS.—The Secretary 

19 shall report to Congress—

20 ‘‘(A) a comparison of States’ efforts to im21 prove teaching quality; and 

22 ‘‘(B) regarding the national mean and me23 dian scores on any standardized test that is 

24 used in more than 1 State for teacher certifi25 cation or licensure. 
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•HR 4409 IH 

1 ‘‘(3) SPECIAL RULE.—In the case of programs 

2 with fewer than 10 students who have completed at 

3 least 50 percent of the requirements for a teacher 

4 preparation program taking any single initial teacher 

5 certification or licensure assessment during an aca6 demic year, the Secretary shall collect and publish 

7 information with respect to an average pass rate on 

8 State certification or licensure assessments taken 

9 over a 3-year period. 

10 ‘‘(c) COORDINATION.—The Secretary, to the extent 

11 practicable, shall coordinate the information collected and 

12 published under this part among States for individuals 

13 who took State teacher certification or licensure assess14 ments in a State other than the State in which the indi15 vidual received the individual’s most recent degree. 

16 ‘‘(d) INSTITUTION AND PROGRAM REPORT CARDS ON

17 QUALITY OF TEACHER PREPARATION.—

18 ‘‘(1) REPORT CARD.—Each institution of higher 

19 education or alternative certification program that 

20 conducts a teacher preparation program that enrolls 

21 students receiving Federal assistance under this Act 

22 shall report annually to the State and the general 

23 public, in a uniform and comprehensible manner 

24 that conforms with the definitions and methods es25 tablished by the Secretary, both for traditional cer-
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•HR 4409 IH 

1 tification or licensure programs and for alternative 

2 certification or licensure programs, the following in3 formation: 

4 ‘‘(A) PASS RATE.—(i) For the most recent 

5 year for which the information is available, the 

6 pass rate of each student who has completed at 

7 least 50 percent of the requirements for the 

8 teacher preparation program on the teacher cer9 tification or licensure assessments of the State 

10 in which the institution is located, but only for 

11 those students who took those assessments 

12 within 3 years of receiving a degree from the 

13 institution or completing the program. 

14 ‘‘(ii) A comparison of the institution or 

15 program’s pass rate for students who have com16 pleted at least 50 percent of the requirements 

17 for the teacher preparation program with the 

18 average pass rate for institutions and programs 

19 in the State. 

20 ‘‘(iii) A comparison of the institution or 

21 program’s average raw score for students who 

22 have completed at least 50 percent of the re23 quirements for the teacher preparation program 

24 with the average raw scores for institutions and 

25 programs in the State. 
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•HR 4409 IH 

1 ‘‘(iv) In the case of programs with fewer 

2 than 10 students who have completed at least 

3 50 percent of the requirements for a teacher 

4 preparation program taking any single initial 

5 teacher certification or licensure assessment 

6 during an academic year, the institution shall 

7 collect and publish information with respect to 

8 an average pass rate on State certification or li9 censure assessments taken over a 3-year period. 

10 ‘‘(B) PROGRAM INFORMATION.—The num11 ber of students in the program, the average 

12 number of hours of supervised practice teaching 

13 required for those in the program, and the 

14 number of full-time equivalent faculty and stu15 dents in supervised practice teaching. 

16 ‘‘(C) STATEMENT.—In States that require 

17 approval or accreditation of teacher education 

18 programs, a statement of whether the institu19 tion’s program is so approved or accredited, 

20 and by whom. 

21 ‘‘(D) DESIGNATION AS LOW-PER22 FORMING.—Whether the program has been des23 ignated as low-performing by the State under 

24 section 208(a). 
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•HR 4409 IH 

1 ‘‘(2) REQUIREMENT.—The information de2 scribed in paragraph (1) shall be reported through 

3 publications such as school catalogs and promotional 

4 materials sent to potential applicants, secondary 

5 school guidance counselors, and prospective employ6 ers of the institution’s program graduates, including 

7 materials sent by electronic means. 

8 ‘‘(3) FINES.—In addition to the actions author9 ized in section 487(c), the Secretary may impose a 

10 fine not to exceed $25,000 on an institution of high11 er education for failure to provide the information 

12 described in this subsection in a timely or accurate 

13 manner. 

14 ‘‘(e) DATA QUALITY.—Either—

15 ‘‘(1) the Governor of the State; or 

16 ‘‘(2) in the case of a State for which the con17 stitution or law of such State designates another in18 dividual, entity, or agency in the State to be respon19 sible for teacher certification and preparation activ20 ity, such individual, entity, or agency; 

21 shall attest annually, in writing, as to the reliability, valid22 ity, integrity, and accuracy of the data submitted pursuant 

23 to this section. 
45

•HR 4409 IH 

1 ‘‘SEC. 208. STATE FUNCTIONS. 

2 ‘‘(a) STATE ASSESSMENT.—In order to receive funds 

3 under this Act, a State shall have in place a procedure 

4 to identify and assist, through the provision of technical 

5 assistance, low-performing programs of teacher prepara6 tion within institutions of higher education. Such State 

7 shall provide the Secretary an annual list of such low-per8 forming institutions that includes an identification of 

9 those institutions at risk of being placed on such list. Such 

10 levels of performance shall be determined solely by the 

11 State and may include criteria based upon information col12 lected pursuant to this part. Such assessment shall be de13 scribed in the report under section 207(a). 

14 ‘‘(b) TERMINATION OF ELIGIBILITY.—Any institu15 tion of higher education that offers a program of teacher 

16 preparation in which the State has withdrawn the State’s 

17 approval or terminated the State’s financial support due 

18 to the low performance of the institution’s teacher prepa19 ration program based upon the State assessment described 

20 in subsection (a)—

21 ‘‘(1) shall be ineligible for any funding for pro22 fessional development activities awarded by the De23 partment of Education; and 

24 ‘‘(2) shall not be permitted to accept or enroll 

25 any student who receives aid under title IV of this 

26 Act in the institution’s teacher preparation program. 
46

•HR 4409 IH 

1 ‘‘SEC. 209. GENERAL PROVISIONS. 

2 ‘‘(a) METHODS.—In complying with sections 207 and 

3 208, the Secretary shall ensure that States and institu4 tions of higher education use fair and equitable methods 

5 in reporting and that the reporting methods do not allow 

6 identification of individuals. 

7 ‘‘(b) SPECIAL RULE.—For each State in which there 

8 are no State certification or licensure assessments, or for 

9 States that do not set minimum performance levels on 

10 those assessments—

11 ‘‘(1) the Secretary shall, to the extent prac12 ticable, collect data comparable to the data required 

13 under this part from States, local educational agen14 cies, institutions of higher education, or other enti15 ties that administer such assessments to teachers or 

16 prospective teachers; and 

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

18 part, the Secretary shall use such data to carry out 

19 requirements of this part related to assessments or 

20 pass rates. 

21 ‘‘(c) LIMITATIONS.—

22 ‘‘(1) FEDERAL CONTROL PROHIBITED.—Noth23 ing in this part shall be construed to permit, allow, 

24 encourage, or authorize any Federal control over any 

25 aspect of any private, religious, or home school, 

26 whether or not a home school is treated as a private 
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•HR 4409 IH 

1 school or home school under State law. This section 

2 shall not be construed to prohibit private, religious, 

3 or home schools from participation in programs or 

4 services under this part. 

5 ‘‘(2) NO CHANGE IN STATE CONTROL ENCOUR6 AGED OR REQUIRED.—Nothing in this part shall be 

7 construed to encourage or require any change in a 

8 State’s treatment of any private, religious, or home 

9 school, whether or not a home school is treated as 

10 a private school or home school under State law. 

11 ‘‘(3) NATIONAL SYSTEM OF TEACHER CERTIFI12 CATION PROHIBITED.—Nothing in this part shall be 

13 construed to permit, allow, encourage, or authorize 

14 the Secretary to establish or support any national 

15 system of teacher certification. 

16 ‘‘SEC. 210. AUTHORIZATION OF APPROPRIATIONS. 

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

18 this part $300,000,000 for fiscal year 2004 and such sums 

19 as may be necessary for each of the 4 succeeding fiscal 

20 years, of which—

21 ‘‘(1) 45 percent shall be available for each fiscal 

22 year to award grants under section 202; 

23 ‘‘(2) 45 percent shall be available for each fiscal 

24 year to award grants under section 203; and 
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•HR 4409 IH 

1 ‘‘(3) 10 percent shall be available for each fiscal 

2 year to award grants under section 204.’’. 

3 SEC. 3. PREPARING TOMORROW’S TEACHERS TO USE TECH4 NOLOGY. 

5 (a) ELIGIBILITY.—Section 222(a)(3)(D) of the High6 er Education Act of 1965 (20 U.S.C. 1042(a)(3)(D)) is 

7 amended by inserting ‘‘nonprofit telecommunications enti8 ty,’’ after ‘‘community-based organization,’’. 

9 (b) PERMISSIBLE USES OF FUNDS.—Section 

10 223(b)(1)(E) of the Higher Education Act of 1965 (20 

11 U.S.C. 1043(b)(1)(E)) is amended to read as follows: 

12 ‘‘(E) To use technology to collect, manage, 

13 and analyze data to improve teaching, learning, 

14 and decisionmaking for the purpose of increas15 ing student academic achievement.’’. 

16 (c) AUTHORIZATION OF APPROPRIATIONS.—Section 

17 224 of the Higher Education Act of 1965 (20 U.S.C. 

18 1044) is amended by striking ‘‘each of fiscal years 2002 

19 and 2003.’’ and inserting ‘‘fiscal year 2004 and each of 

20 the 4 succeeding fiscal years.’’. 

21 SEC. 4. CENTERS OF EXCELLENCE. 

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

23 U.S.C. 1021 et seq.) is amended by adding at the end 

24 the following: 
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•HR 4409 IH 

1 ‘‘PART C—CENTERS OF EXCELLENCE 

2 ‘‘SEC. 231. PURPOSES; DEFINITIONS. 

3 ‘‘(a) PURPOSES.—The purposes of this part are—

4 ‘‘(1) to help recruit and prepare teachers, in5 cluding minority teachers, to meet the national de6 mand for a highly qualified teacher in every class7 room; and 

8 ‘‘(2) to increase opportunities for Americans of 

9 all educational, ethnic, class, and geographic back10 grounds to become highly qualified teachers. 

11 ‘‘(b) DEFINITIONS.—As used in this part: 

12 ‘‘(1) ELIGIBLE INSTITUTION.—The term ‘eligi13 ble institution’ means—

14 ‘‘(A) an institution of higher education 

15 that has a teacher preparation program that 

16 meets the requirements of section 203(b)(2) 

17 and that is—

18 ‘‘(i) a part B institution (as defined in 

19 section 322); 

20 ‘‘(ii) a Hispanic-serving institution (as 

21 defined in section 502); 

22 ‘‘(iii) a Tribal College or University 

23 (as defined in section 316); 

24 ‘‘(iv) an Alaska Native-serving institu25 tion (as defined in section 317(b)); or 
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•HR 4409 IH 

1 ‘‘(v) a Native Hawaiian-serving insti2 tution (as defined in section 317(b)); 

3 ‘‘(B) a consortium of institutions described 

4 in subparagraph (A); or 

5 ‘‘(C) an institution described in subpara6 graph (A), or a consortium described in sub7 paragraph (B), in partnership with any other 

8 institution of higher education, but only if the 

9 center of excellence established under section 

10 232 is located at an institution described in 

11 subparagraph (A). 

12 ‘‘(2) HIGHLY QUALIFIED.—The term ‘highly 

13 qualified’ has the meaning given such term in sec14 tion 9101 of the Elementary and Secondary Edu15 cation Act of 1965 (20 U.S.C. 7801). 

16 ‘‘(3) SCIENTIFICALLY BASED READING RE17 SEARCH.—The term ‘scientifically based reading re18 search’ has the meaning given such term in section 

19 1208 of the Elementary and Secondary Education 

20 Act of 1965 (20 U.S.C. 6368). 

21 ‘‘(4) SCIENTIFICALLY BASED RESEARCH.—The 

22 term ‘scientifically based research’ has the meaning 

23 given such term in section 9101 of the Elementary 

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

25 7801). 
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•HR 4409 IH 

1 ‘‘SEC. 232. CENTERS OF EXCELLENCE. 

2 ‘‘(a) PROGRAM AUTHORIZED.—From the amounts 

3 appropriated to carry out this part, the Secretary is au4 thorized to award competitive grants to eligible institu5 tions to establish centers of excellence. 

6 ‘‘(b) USE OF FUNDS.—Grants provided by the Sec7 retary under this part shall be used to ensure that current 

8 and future teachers are highly qualified, by carrying out 

9 one or more of the following activities: 

10 ‘‘(1) Implementing reforms within teacher prep11 aration programs to ensure that such programs are 

12 preparing teachers who are highly qualified, are able 

13 to understand scientifically based research, and are 

14 able to use advanced technology effectively in the 

15 classroom, including use for instructional techniques 

16 to improve student academic achievement, by—

17 ‘‘(A) retraining faculty; and 

18 ‘‘(B) designing (or redesigning) teacher 

19 preparation programs that—

20 ‘‘(i) prepare teachers to close student 

21 achievement gaps, are based on rigorous 

22 academic content, scientifically based re23 search (including scientifically based read24 ing research), and challenging State stu25 dent academic content standards; and 

26 ‘‘(ii) promote strong teaching skills. 
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•HR 4409 IH 

1 ‘‘(2) Providing sustained and high-quality 

2 preservice clinical experience, including the men3 toring of prospective teachers by exemplary teachers, 

4 substantially increasing interaction between faculty 

5 at institutions of higher education and new and ex6 perienced teachers, principals, and other administra7 tors at elementary schools or secondary schools, and 

8 providing support, including preparation time, for 

9 such interaction. 

10 ‘‘(3) Developing and implementing initiatives to 

11 promote retention of highly qualified teachers and 

12 principals, including minority teachers and prin13 cipals, including programs that provide—

14 ‘‘(A) teacher or principal mentoring from 

15 exemplary teachers or principals; or 

16 ‘‘(B) induction and support for teachers 

17 and principals during their first 3 years of em18 ployment as teachers or principals, respectively. 

19 ‘‘(4) Awarding scholarships based on financial 

20 need to help students pay the costs of tuition, room, 

21 board, and other expenses of completing a teacher 

22 preparation program. 

23 ‘‘(5) Disseminating information on effective 

24 practices for teacher preparation and successful 
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•HR 4409 IH 

1 teacher certification and licensure assessment prepa2 ration strategies. 

3 ‘‘(6) Activities authorized under sections 202, 

4 203, and 204. 

5 ‘‘(c) APPLICATION.—Any eligible institution desiring 

6 a grant under this section shall submit an application to 

7 the Secretary at such a time, in such a manner, and ac8 companied by such information the Secretary may require. 

9 ‘‘(d) MINIMUM GRANT AMOUNT.—The minimum 

10 amount of each grant under this part shall be $500,000. 

11 ‘‘(e) LIMITATION ON ADMINISTRATIVE EXPENSES.—

12 An eligible institution that receives a grant under this part 

13 may not use more than 2 percent of the grant funds for 

14 purposes of administering the grant. 

15 ‘‘(f) REGULATIONS.—The Secretary shall prescribe 

16 such regulations as may be necessary to carry out this 

17 part. 

18 ‘‘SEC. 233. AUTHORIZATION OF APPROPRIATIONS. 

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

20 this part $10,000,000 for fiscal year 2004 and such sums 

21 as may be necessary for each of the 4 succeeding fiscal 

22 years.’’. 
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•HR 4409 IH 

1 SEC. 5. TRANSITION. 

2 The Secretary of Education shall take such actions 

3 as the Secretary determines to be appropriate to provide 

4 for the orderly implementation of this Act.

Æ