teacher mastery of the academic subjects the 
teachers teach as a result of such programs. 
‘‘(10) TEACHER
RECRUITMENT
AND
RETEN-
TION.—Undertaking activities that—
‘‘(A) develop and implement effective 
mechanisms to ensure that local educational 
agencies and schools are able effectively to re-
cruit and retain highly qualified teachers; or 
‘‘(B) are described in section 204(d). 
‘‘(11) EARLY CHILDHOOD EDUCATOR.—Devel-
oping strategies—
‘‘(A) to improve the qualifications of pre-
school teachers, which may include State certifi-
cation for such teachers; 
‘‘(B) to improve and expand preschool 
teacher preparation programs; and 
‘‘(C) to reduce unnecessary burdens to the 
attainment of a bachelor’s degree in early child-
hood education and increase the number of bi-
lingual early childhood educators, which may in-
clude developing articulation agreements be-
tween institutions of higher education. 
‘‘(12) GIFTED AND TALENTED STUDENTS.—In-
corporating the learning needs of gifted and talented 
students into the activities described in paragraph
(1), (2), or (3) in order to ensure that new teachers 
possess the basic knowledge and skills necessary to 
meet the educational needs of gifted and talented 
students. 
‘‘(13) NEW-TEACHER
MENTORING
ON
THE 
NEEDS OF GIFTED AND TALENTED STUDENTS.—Es-
tablishing or expanding new-teacher mentoring and 
assessment programs (including induction and eval-
uation programs) that are a part of a licensure proc-
ess which is designed to demonstrate that new teach-
ers possess basic knowledge of the classroom indica-
tors of giftedness, are able to identify student learn-
ing differences among gifted students, and are able 
to provide instruction to accommodate such dif-
ferences. 
‘‘(14) 
SPECIAL
EDUCATION, 
MATH, 
AND 
SCIENCE FACULTY.—Supporting the development of 
new special education, math, and science faculty po-
sitions in institutions of higher education dedicated 
to the preparation of highly qualified special edu-
cation, math, and science teachers (as defined by 
section 9101 of the Elementary and Secondary Edu-
cation Act or section 602 of the Individuals with 
Disabilities Education Act), with matching funds 
from institutions of higher education and a commit-
ment to continue new faculty positions when Federal 
funding ends. 
‘‘(15) SUBJECT AREA EVALUATION.—Assessing 
the performance of teacher preparation programs 
within institutions of higher education in the State 
using an assessment which provides comparisons 
across such schools in the State based upon indica-
tors including teacher candidate knowledge in sub-
ject areas in which such candidate has been pre-
pared to teach. Such information shall be made pub-
licly available and widely disseminated. 
‘‘(16) ADVANCED
PLACEMENT.—Implementing 
strategies to increase the number of teachers quali-
fied to teach advanced placement and pre-advanced 
placement courses in mathematics, science, and crit-
ical foreign languages, and other strategies to in-
crease the availability of those courses, particularly 
for low-income students. 
‘‘(e) EVALUATION.—
‘‘(1) EVALUATION SYSTEM.—An eligible State 
that receives a grant under this section shall develop 
and utilize a system to evaluate annually the effec-
tiveness of teacher preparation programs and profes-
sional development activities within the State in pro-
ducing gains in—