I 
114TH CONGRESS 
1ST SESSION 
H. R. 794 
To establish a Science, Technology, Engineering, and Mathematics (STEM) 
Master Teacher Corps program. 
IN THE HOUSE OF REPRESENTATIVES 
FEBRUARY 5, 2015 
Mr. HONDA (for himself, Ms. CHU of California, and Mr. SWALWELL of Cali-
fornia) introduced the following bill; which was referred to the Committee 
on Education and the Workforce 
A BILL 
To establish a Science, Technology, Engineering, and 
Mathematics (STEM) Master Teacher Corps program. 
Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled, 
SECTION 1. SHORT TITLE. 
This Act may be cited as the ‘‘STEM Master Teacher 
Corps Act of 2015’’. 
SEC. 2. FINDINGS. 
Congress finds the following: 
(1) Numerous recent reports by national advi-
sory groups, including the President’s Council of Ad-
visors on Science and Technology and the commit-
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tees of the National Academies, have highlighted the 
need to raise student achievement in science, tech-
nology, engineering, and mathematics (referred to in 
this section as ‘‘STEM’’) fields to enable the United 
States to maintain its competitive edge in the global 
economy. 
(2) Success in the American workforce increas-
ingly requires STEM skills. 
(3) According to the Bureau of Labor Statis-
tics, there will be 6,750,000 STEM-related job open-
ings by 2020, as defined by the Occupational Infor-
mation Network. 
(4) Recent standardized tests show United 
States students’ mathematics and science perform-
ance is only average or below average compared with 
their international peers. According to the 2011 
Trends in International Mathematics and Science 
Study, 60 percent of United States eighth graders 
failed to meet the intermediate international bench-
mark in mathematics and 27 percent failed to reach 
the same benchmark in science. 
(5) Too few American students graduate from 
high school with the interest and the preparation to 
successfully pursue STEM degrees in college. Well 
over one-half of college students in China and Japan 
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major in STEM fields, compared with only a third 
of students in the United States. 
(6) Several researchers, including at Stanford 
University, have found that the effects of well-pre-
pared teachers on student achievement can be 
stronger than the influences of student background 
factors, such as poverty, language background, and 
minority status. 
(7) The Harvard Graduate School of Education 
report entitled ‘‘Who Stays in Teaching and Why’’ 
cites research that shows more young people would 
consider teaching if it offered more opportunities for 
advancement, and that if schools fail to offer teach-
ers these opportunities throughout their teaching ca-
reers, the schools may risk losing them permanently. 
It also reports that well-implemented mentoring and 
induction programs provide the support novice 
teachers need to feel satisfied and remain in their 
schools. 
(8) Researchers at the University of Pennsyl-
vania have found that STEM teachers migrate with-
in the teaching profession to better paying jobs at 
better-funded schools, resulting in local imbalances 
and leaving schools in high-poverty communities 
struggling to find knowledgeable teachers. 
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(9) Individuals with strong STEM skills have 
opportunities for more lucrative careers outside of 
teaching. According to the Organisation for Eco-
nomic Co-operation and Development (OECD), the 
United States ranks in the bottom third of OECD 
countries in terms of teacher salary relative to other 
occupations requiring tertiary education. Further-
more, data from the National Association of Colleges 
and Employers show the average salary offered to 
recent college graduates in 2012 in certain STEM- 
related fields was up to $20,000 higher than that of-
fered to new secondary school teachers and up to 
$23,000 higher than that offered to new elementary 
school and middle school teachers. 
SEC. 3. STEM MASTER TEACHER CORPS. 
(a) IN GENERAL.—Subpart 5 of part A of title II 
of the Elementary and Secondary Education Act of 1965 
(20 U.S.C. 6651 et seq.) is amended— 
(1) by inserting before section 2151 the fol-
lowing: 
‘‘CHAPTER A—NATIONAL ACTIVITIES OF 
DEMONSTRATED EFFECTIVENESS’’; 
and 
(2) by adding at the end the following: 
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‘‘CHAPTER B—STEM MASTER TEACHER 
CORPS 
‘‘SEC. 2155. PURPOSE. 
‘‘The purpose of this chapter is to establish a STEM 
Master Teacher Corps program that— 
‘‘(1) elevates the status of the STEM teaching 
profession by recognizing and rewarding outstanding 
STEM teachers; 
‘‘(2) attracts and retains effective STEM teach-
ers, particularly in high-need schools, by offering 
them additional compensation, instructional re-
sources, and instructional leadership roles; and 
‘‘(3) creates a network of outstanding STEM 
teacher-leaders who will— 
‘‘(A) share best practices and resources; 
‘‘(B) take on leadership responsibilities in 
their schools, districts, States (if part of the 
participating area), or consortia with the au-
thority to provide professional support to their 
STEM colleagues not participating in the 
STEM Master Teacher Corps; 
‘‘(C) aid in the development and retention 
of beginning teachers by serving as their role 
models and providing them with instructional 
support; and 
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‘‘(D) inform the development of STEM 
education policy. 
‘‘SEC. 2156. DEFINITIONS. 
‘‘In this chapter: 
‘‘(1) ELIGIBLE ENTITY.—The term ‘eligible en-
tity’ means a consortium of local educational agen-
cies or 1 or more State educational agencies, acting 
in partnership with 1 or more— 
‘‘(A) institutions of higher education; or 
‘‘(B) nonprofit organizations with a dem-
onstrated record of success in preparing or im-
proving the effectiveness of STEM teachers. 
‘‘(2) HIGH-NEED
SCHOOL.—The term ‘high- 
need school’ means a public school, which may be a 
public charter school, that meets 1 or more of the 
following criteria: 
‘‘(A) Not less than 40 percent of the stu-
dents enrolled at the school— 
‘‘(i) receive or are eligible to receive a 
free or reduced price lunch under the Rich-
ard B. Russell National School Lunch Act 
(42 U.S.C. 1751 et seq.); or 
‘‘(ii) are from low-income families, as 
determined using 1 of the measures of pov-
erty specified under section 1113(a)(5). 
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‘‘(B) The school is among the lowest per-
forming 10 percent of schools in the State in 
which it is located. 
‘‘(C) In the case of a public high school, 
the school has a graduation rate of 65 percent 
or less. 
‘‘(D) In the case of a public school con-
taining middle grades, the school feeds into a 
public high school that has a graduation rate of 
65 percent or less. 
‘‘(3) PARTICIPATING AREA.—The term ‘partici-
pating area’ means— 
‘‘(A) in the case of an eligible entity that 
includes a State educational agency or consor-
tium of State educational agencies, the State or 
States; or 
‘‘(B) in the case of an eligible entity that 
includes a consortium of local educational agen-
cies, the area served by such agencies. 
‘‘(4) RURAL SCHOOL.—The term ‘rural school’ 
means a public school— 
‘‘(A) designated with a school locale code 
of Distant Town, Remote Town, Fringe Rural, 
Distant Rural, or Remote Rural; and 
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‘‘(B) served by a local educational agency 
in which not less than two-thirds of the stu-
dents served by the agency attend a school des-
ignated with 1 of the school locale codes listed 
in subparagraph (A). 
‘‘(5) STEM.—The term ‘STEM’ means science, 
technology, engineering, and mathematics. 
‘‘SEC. 2157. STEM MASTER TEACHER CORPS PROGRAM. 
‘‘(a) IN GENERAL.— 
‘‘(1) GRANTS AUTHORIZED.—The Secretary, in 
consultation with the Director of the National 
Science Foundation and the heads of other appro-
priate Federal agencies, as determined by the Sec-
retary, shall establish a STEM Master Teacher 
Corps program by awarding, on a competitive basis, 
1 or more grants of not less than $15,000,000 each 
to eligible entities to enable the eligible entities to 
establish the program, in accordance with section 
2159. 
‘‘(2) PLANNING GRANTS.—The Secretary may 
award planning grants to eligible entities to enable 
the entities to make plans to establish the program, 
in accordance with section 2159. 
‘‘(b) DURATION OF GRANT.— 
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‘‘(1) IN
GENERAL.—A grant awarded under 
this chapter shall be for a period of not more than 
5 years. 
‘‘(2) REVIEW.—The Secretary shall— 
‘‘(A) review, 3 years after an eligible entity 
is awarded a grant under this chapter, the per-
formance of the entity during the 3-year period; 
and 
‘‘(B) fund the remaining grant period for 
such entity if the Secretary determines, based 
on such review, that the entity is achieving sat-
isfactory results. 
‘‘(c) MATCHING REQUIREMENT.— 
‘‘(1) IN GENERAL.—Except as provided in para-
graph (2), an eligible entity that receives a grant 
under this chapter shall provide, from non-Federal 
sources, an amount equal to not less than 50 per-
cent of the amount of the grant, which may be pro-
vided in cash or in-kind, to carry out the activities 
supported by the grant. 
‘‘(2) EXCEPTION.— 
‘‘(A) IN
GENERAL.—The Secretary may 
waive the 50-percent matching requirement 
under paragraph (1) for an eligible entity that 
the Secretary determines is unable to meet such 
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requirement. The Secretary shall set a match-
ing requirement for such eligible entities ac-
cording to the sliding scale described in sub-
paragraph (B). 
‘‘(B) SLIDING SCALE.—The amount of a 
match under subparagraph (A) shall be estab-
lished based on a sliding fee scale that takes 
into account— 
‘‘(i) the relative poverty of the popu-
lation to be targeted by the eligible entity; 
and 
‘‘(ii) the ability of the eligible entity to 
obtain such matching funds. 
‘‘(3) CONSIDERATION.—The Secretary shall not 
consider an eligible entity’s ability to match funds 
when determining which eligible entities will receive 
grant awards under this chapter. 
‘‘SEC. 2158. APPLICATION. 
‘‘(a) IN GENERAL.—An eligible entity desiring a 
grant under this chapter shall submit an application to 
the Secretary at such time, in such manner, and con-
taining such information as the Secretary may require. 
‘‘(b) CONTENTS.—An application submitted under 
this section shall include— 
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‘‘(1) a description of the STEM Master Teach-
er Corps program that the eligible entity intends to 
carry out, including the number of Corps members 
the entity intends to select, the intended distribution 
of subjects and grade levels taught, the geographic 
and economic characteristics of the local educational 
agencies that are part of the participating area, such 
as the rural-urban continuum codes and proportion 
of high-need schools served, and the type of activi-
ties proposed for recruitment of Corps members; 
‘‘(2) a description of the roles and responsibil-
ities that each participating local educational agency, 
State, institution of higher education, or nonprofit 
organization, as applicable, will have; 
‘‘(3) a demonstration that the entity has suffi-
cient capacity to carry out the activities described in 
section 2159; 
‘‘(4) a description of the member selection proc-
ess and criteria that the applicant will use to select 
members of the STEM Master Teacher Corps, in ac-
cordance with section 2159(b); 
‘‘(5) a description of how the eligible entity in-
tends to facilitate networking and sharing of best 
practices and educational resources relating to 
STEM education among Corps members, particu-
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larly at rural schools, if applicable, and make a se-
lection of these best practices and resources more 
widely available to other teachers and the STEM 
educational community, including through electronic 
means; 
‘‘(6) a demonstration that the entity has a clear 
plan for— 
‘‘(A) offering research-based professional 
development to Corps members, including— 
‘‘(i) training on instructional leader-
ship; 
‘‘(ii) mentoring; 
‘‘(iii) engaging and effectively teach-
ing historically underachieving or under-
represented groups in STEM fields, such 
as girls, minorities, low-income students, 
students who are limited English pro-
ficient, and students who are children with 
disabilities; and 
‘‘(iv) effective STEM teaching meth-
ods, such as incorporating hands-on STEM 
projects into their lesson plans; and 
‘‘(B) tracking the effectiveness of such 
professional development; 
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‘‘(7) a demonstration that the entity has a clear 
plan for evaluating the impact of the professional 
support provided by STEM Master Teacher Corps 
members to other teachers in their school, district, 
State (if part of the participating area), or consor-
tium; 
‘‘(8) a description of how the local educational 
agencies and schools served by the eligible entity in-
tend to align STEM Master Teacher Corps mem-
bers’ duties with school systems and activities al-
ready in place, if applicable, such as professional de-
velopment and mentoring; 
‘‘(9) an explanation of how STEM Master 
Teacher Corps members will be afforded the time, 
authority, and resources to fulfill requirements 
under the program, and how other teachers will be 
afforded the time to receive professional support 
from Corps members; 
‘‘(10) a demonstration that the entity has a 
clear plan for oversight to ensure that STEM Mas-
ter Teacher Corps members carry out the respon-
sibilities described in section 2159(c) to the fullest 
extent practicable, and a description of the actions 
to be taken if a member does not carry out such re-
sponsibilities; and 
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‘‘(11) a description of how the grant funds will 
be financially managed. 
‘‘(c) CRITERIA FOR AWARDING GRANTS.— 
‘‘(1) IN GENERAL.—The Secretary shall award 
grants under this chapter on the basis of merit con-
sidering, at a minimum, the following: 
‘‘(A) The extent to which the local edu-
cational agencies that are part of the eligible 
entity are committed to integrating the pro-
gram into existing school structures, policies, 
operations, and budgets, such as by enabling 
STEM Master Teacher Corps members to take 
on leadership roles in their schools, districts, 
States (if part of the participating area), or 
consortia, in addition to their classroom duties, 
including assisting in the development and im-
plementation of professional development activi-
ties and driving the instructional program of 
the school. 
‘‘(B) The quality of the proposed profes-
sional development, teacher leadership and 
mentorship activities, and networking opportu-
nities. 
‘‘(C) Demonstration that the local edu-
cational agencies and schools they serve have 
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removed barriers to full participation in the 
program, including affording Corps members 
and the teachers they mentor the time to par-
ticipate in activities required by the program. 
‘‘(D) The number and quality of the indi-
viduals that will be served by the program. 
‘‘(E) The capacity of the eligible entity to 
effectively carry out the program. 
‘‘(2) PRIORITY.—In awarding grants under this 
chapter, the Secretary shall give priority to— 
‘‘(A) eligible entities that intend to include 
large numbers of teachers in the STEM Master 
Teacher Corps; and 
‘‘(B) eligible entities that intend to include 
rural schools, particularly high-need rural 
schools, in the participating area to be served. 
‘‘SEC. 2159. REQUIRED USE OF FUNDS. 
‘‘(a) IN GENERAL.—An eligible entity receiving a 
grant under this chapter shall use grant funds to— 
‘‘(1) administer the selection of teachers for 
membership in the STEM Master Teacher Corps, in 
accordance with the requirements of subsection (b); 
‘‘(2) provide compensation to each public school 
teacher who is selected and serves as a member of 
the STEM Master Teacher Corps, in recognition of 
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education and to facilitate long-distance networking, 
mentoring, and sharing of best practices, including 
equipment and technology; 
‘‘(5) assist in coordinating instructional leader-
ship roles for STEM Master Teacher Corps mem-
bers and mentoring relationships between STEM 
Master Teacher Corps members and other teachers 
in the same school, school district, State (if part of 
the participating area), or consortium in which the 
Corps members serve as instructional leaders; 
‘‘(6) facilitate efforts by STEM Master Teacher 
Corps members to inform STEM education policy at 
the national, State, and local levels; 
‘‘(7) help defray costs associated with affording 
STEM Master Teacher Corps members the time to 
fulfill their duties as Corps members; and 
‘‘(8) support other activities that advance the 
purpose of this chapter. 
‘‘(b) SELECTING MEMBERS OF THE STEM MASTER 
TEACHER CORPS.— 
‘‘(1) SELECTION
CRITERIA
FOR
CORPS
MEM-
BERS.—The eligible entity shall select, as members 
of the STEM Master Teacher Corps, exemplary 
STEM teachers at the elementary school and sec-
ondary school levels who teach in the participating 
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area, which may also include special education 
teachers and teachers of limited English proficient 
students who teach a STEM subject. In selecting the 
members, the eligible entity shall— 
‘‘(A) make decisions based on the teach-
er’s— 
‘‘(i) ability to improve student aca-
demic achievement in the STEM fields, as 
demonstrated by, if applicable, student 
academic growth in such fields; 
‘‘(ii) ability to enhance student en-
gagement in such fields; 
‘‘(iii) record of leadership in the 
teacher’s school and involvement in profes-
sional and outreach activities; 
‘‘(iv) record of teaching students not 
on grade level or not on track to graduate 
ready for higher education or a career; and 
‘‘(v) demonstrated ability to facilitate 
student academic achievement growth with 
the students described in clause (iv), where 
such measures are available; and 
‘‘(B) evaluate the teacher’s ability and 
record based on multiple measures, such as— 
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‘‘(i) teacher evaluations of pedagogical 
skills; 
‘‘(ii) an assessment of content knowl-
edge; 
‘‘(iii) the performance and improve-
ment of the teacher’s students on tests; 
‘‘(iv) demonstration of practical pro-
fessional experience in the teacher’s dis-
cipline, such as having worked in industry 
or research; 
‘‘(v) involvement in STEM discipline 
professional societies; 
‘‘(vi) STEM outreach and community 
involvement; and 
‘‘(vii) certification by the National 
Board for Professional Teaching Stand-
ards, or other equivalently rigorous, per-
formance-based, peer-reviewed certification, 
as a high-performing teacher. 
‘‘(2) OVERALL CORPS MEMBERSHIP REQUIRE-
MENTS.—An eligible entity receiving a grant under 
this chapter shall ensure that— 
‘‘(A) not more than 5 percent of the 
STEM teachers who teach in the participating 
area are members of the Corps; 
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‘‘(B) not less than 75 percent of the 
STEM Master Teacher Corps members are 
teachers at high-need schools; 
‘‘(C) the proportion of STEM Master 
Teacher Corps members in the participating 
area who teach at rural high-need schools is not 
less than the proportion of all teachers who 
teach at rural high-need schools in the partici-
pating area; 
‘‘(D) there are multiple cohorts of STEM 
Master Teacher Corps members; and 
‘‘(E) the STEM Master Teacher Corps in-
cludes teachers from each of the disciplines of 
science, technology, engineering, and mathe-
matics, if teachers from each of these dis-
ciplines meeting the standards of Corps mem-
bership are available in the participating area. 
‘‘(3) PARTICIPATION
OF
PRIVATE
SCHOOL 
TEACHERS.—An eligible entity may select STEM 
teachers who teach at private schools in the partici-
pating area to be members of the STEM Master 
Teacher Corps, except that— 
‘‘(A) not more than 5 percent of teachers 
selected as STEM Master Teacher Corps mem-
bers shall be teachers at private schools; and 
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‘‘(B) private school teachers shall not be 
eligible for compensation described in sub-
section (a)(2), discretionary resource funds de-
scribed in subsection (a)(4), or for defrayment 
funds described in subsection (a)(7). 
‘‘(c) CORPS MEMBER REQUIREMENTS.—Each teach-
er selected to be a member of the STEM Master Teacher 
Corps who wishes to join the Corps shall enter into an 
agreement with the eligible entity, under which the teacher 
shall, as a condition of receiving the compensation de-
scribed in subsection (a)(2) and the discretionary re-
sources described in subsection (a)(4), agree to carry out 
the responsibilities of a master teacher as required by the 
eligible entity, including— 
‘‘(1) participating in professional development 
activities offered by the program; 
‘‘(2) networking and sharing best practices and 
educational resources with other members of the 
STEM Master Teacher Corps; and 
‘‘(3) contributing to the professional develop-
ment of the teacher’s colleagues, which may include 
providing school-based professional support to other 
STEM teachers through regular weekly professional 
development sessions and individual coaching, where 
possible, leading professional learning communities, 
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and taking on other instructional leadership roles in 
the teacher’s school, district, State (if part of the 
participating area), or consortium. 
‘‘(d) COLLECTION FOR NONCOMPLIANCE.— 
‘‘(1) MONITORING COMPLIANCE.—Each eligible 
entity that receives a grant under this chapter shall 
monitor whether each teacher the entity selects to be 
a member of the STEM Master Teacher Corps is in 
compliance with the Corps member requirements de-
scribed in subsection (c). 
‘‘(2) COLLECTION OF REPAYMENT.— 
‘‘(A) IN GENERAL.—A teacher selected to 
be a member of the STEM Master Teacher 
Corps shall repay the additional compensation 
provided for a school year described in sub-
section (a)(2) to the eligible entity if— 
‘‘(i) the entity finds the teacher not in 
compliance with the Corps member re-
quirements described in subsection (c) and 
the entity determines the teacher should no 
longer be a member of the Corps for such 
year; or 
‘‘(ii) the teacher withdraws during 
such year from membership in the Corps 
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