struggling to meet the growing demand for qualified 
teachers. In 2017–18, more than 100,000 class-
rooms in the United States were staffed by instruc-
tors who were unqualified to teach. These class-
rooms are disproportionately located in low-income, 
high-minority schools, although schools of every kind 
have been affected by a lack of qualified applicants 
in key subjects including mathematics, special edu-
cation, science, world languages, career and tech-
nical education, and teachers of English learners. 
(2) Teacher shortages are in significant part 
driven by teacher turnover. Research shows that 
teacher turnover is higher for those who enter the 
profession without adequate preparation. Teachers 
who enter the profession through a comprehensive 
high-quality program with student teaching, formal 
feedback on their teaching, and multiple courses in 
student learning, as required in high-quality teach-
ing residency programs, are more likely to remain in 
the profession compared to teachers who enter 
through a route that lacks these components. Not 
only are under-prepared teachers less effective on 
average, they are also 2 to 3 times more likely to 
leave teaching than fully prepared teachers. 
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(3) Teacher shortages and teacher turnover are 
costly. Each time a teacher leaves a school, it not 
only increases demand but also imposes replacement 
costs on the local educational agency, which range 
from $9,000 per teacher in small rural local edu-
cational agencies to over $20,000 in large urban 
local educational agencies. The national price tag of 
replacement 
costs 
for 
teachers 
is 
over 
$8,000,000,000 a year. 
(4) Teaching residency programs, which recruit 
candidates to work as paid apprentices to skilled ex-
pert teachers while completing highly integrated 
coursework, have been successful in recruiting tal-
ented, diverse candidates into high-need fields and 
local educational agencies. 
(5) Research on teaching residency programs 
show that such programs are effective in bringing 
more teachers of color into the profession and in 
preparing such teachers to stay for the long term. In 
the United States, about 49 percent of individuals in 
teaching residency programs are students of color, 
and the same percentage of public school students 
are people of color, but only 20 percent of teachers 
are people of color. 
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(6) The teaching residency program model cre-
ates long-term benefits for local educational agen-
cies, schools, and for the students served by such 
agencies and schools. Rigorous studies of teaching 
residency programs have found significantly higher 
retention rates for graduates of teaching residency 
programs, addressing one of the primary contribu-
tors to teacher shortages, as well as positive evidence 
about educator effectiveness. 
(7) A review of teaching residency program 
evaluations shows that teachers who completed high 
quality teaching residency programs tend to have 
higher teaching retention rates over time compared 
to teachers who did not complete such programs, in-
cluding— 
(A) in San Francisco, where 80 percent of 
candidates completing a teaching residency pro-
gram were still in the classroom after 5 years, 
compared to 38 percent of candidates who en-
tered the classroom through a different route; 
(B) in Boston, where teaching residents 
participating in the Boston Teacher Residency 
program had higher retention rates compared 
to teachers who were not teaching residents, 
with 80 percent of residents still teaching in 
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Boston Public schools for a third year, com-
pared to 63 percent of teachers who were not 
teaching residents, and 75 percent of teaching 
residents still teaching for a fifth year, com-
pared to 51 percent of teachers who were not 
teaching residents; 
(C) in Tennessee, where 95 percent of 
Memphis Teacher Residency program partici-
pants were still teaching for a third year, com-
pared with 41 percent of teachers statewide; 
and 
(D) additional studies of teaching resi-
dency programs show similarly high retention 
rates of graduates, ranging from 80 percent to 
90 percent teaching in the same district after 3 
years, and 70 percent to 80 percent teaching in 
the same district after 5 years. 
(8) According to data from the San Francisco 
Unified School District, principals find graduates of 
teaching residency programs to be well prepared, 
and in many cases to be better prepared than new 
teachers who were not in teaching residency pro-
grams. Research also shows that teaching residents 
strengthen schools across the country by reducing 
teacher shortages and providing local educational 
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agencies with a more sustainable educator work-
force. 
(9) In 2019, there were at least 50 teaching 
residency programs nationwide, which range in size 
from five to 100 teaching residents per year. Several 
States, including California, Colorado, Georgia, Illi-
nois, Indiana, Louisiana, New Mexico, Pennsylvania, 
Tennessee, Texas, and West Virginia, are supporting 
teaching residency programs through regional net-
work partnerships that regularly bring together lead-
ership from across local educational agencies and 
preparation programs to share knowledge and de-
velop more enduring and reciprocal relationships be-
tween such agencies. 
(10) Teaching residency programs align with 
the purpose of the Federal Work-Study Program to 
provide valuable work experience and work related to 
a student’s course of study and intended profession. 
Further, 
the 
Federal 
Work-Study 
Program 
prioritizes teaching reading based on scientifically- 
based research on reading, a feature consistent with 
efforts in teaching residency programs to equip all 
new teachers, regardless of subject area, with the 
skills to support reading and literacy skills for all 
students. 
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(11) According to a recent report by the George 
W. Bush Institute on principal talent management, 
preparing successful principals requires new, com-
prehensive approaches by school districts, univer-
sities, States, and others who pull together to train 
and support principals. Thoughtfully designed and 
implemented principal residency programs can be a 
powerful piece of this comprehensive and collabo-
rative approach to training future educational lead-
ership. 
(12) Residencies for aspiring school principals 
are a promising approach to initiate principal can-
didates into school leadership practice and has be-
come a part of some comprehensive principal prepa-
ration programs over the past 20 years. Principal 
residencies reinvent the traditional internship experi-
ence, which has often been the capstone experience 
in principal preparation. Residency immerses prin-
cipal candidates in rigorous apprenticeship experi-
ences that are designed to advance leadership and 
management practices, as well as emphasize data 
analysis, action, reflection, and accountability. 
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SEC. 3. FEDERAL WORK-STUDY FOR RESIDENCY PRO-
GRAMS FOR TEACHERS, PRINCIPALS, AND 
OTHER SCHOOL LEADERS. 
Section 443 of the Higher Education Act of 1965 (20 
U.S.C. 1087–53) is amended— 
(1) in subsection (d)— 
(A) in the header, by inserting ‘‘SCHOOL- 
BASED’’ before ‘‘TUTORING’’; 
(B) in paragraph (1)— 
(i) by striking ‘‘tutoring in reading’’ 
and inserting ‘‘school-based activities in-
cluding residency programs, tutoring in 
reading,’’; and 
(ii) by striking subparagraphs (A) and 
(B) and inserting the following: 
‘‘(A) employed— 
‘‘(i) as reading tutors for children who 
are preschool age or are in elementary 
school; or 
‘‘(ii) in family literacy projects; or 
‘‘(B) serving in a residency program of the 
institution.’’; and 
(C) in paragraph (2)— 
(i) in subparagraph (A)(ii), by strik-
ing ‘‘and’’ after the semicolon; 
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(ii) in subparagraph (B), by striking 
the period and inserting ‘‘; and’’; and 
(iii) by inserting at the end the fol-
lowing new subparagraph: 
‘‘(C) ensure that any student compensated 
with the funds described in paragraph (1) who 
is serving in a residency program receives com-
pensation for time spent in training and travel 
directly related to such residency.’’; and 
(2) by adding the following new subsection at 
the end: 
‘‘(f) RESIDENCY PROGRAMS FOR TEACHERS, PRIN-
CIPALS, AND OTHER SCHOOL LEADERS.— 
‘‘(1) USE OF FUNDS.—Funds granted to an in-
stitution under this section may be used to support 
students serving in residency programs, including 
compensation for time spent in training and travel 
directly related to such residency. 
‘‘(2) PRIORITY.—An institution shall— 
‘‘(A) give priority to students who are serv-
ing in a residency program and who have been 
determined to be eligible for a Federal Pell 
Grant under section 401; and 
‘‘(B) ensure that any student compensated 
with the funds described in paragraph (1) for 
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a residency program receives appropriate train-
ing to acquire teaching skills (as such term is 
defined in section 200) or school leader skills 
(as defined in this section). 
‘‘(3) FEDERAL SHARE.—The Federal share of 
the compensation of work-study students com-
pensated under this subsection may exceed 75 per-
cent. 
‘‘(4) DEFINITIONS.—In this section: 
‘‘(A) RESIDENCY
PROGRAM.—The term 
‘residency program’ means a school-based edu-
cator preparation program in which a prospec-
tive teacher, principal, or other school leader— 
‘‘(i) for 1 academic year, works along-
side a mentor teacher, principal, or other 
school leader who is— 
‘‘(I) the teacher of record; or 
‘‘(II) rated as effective or above 
in the State’s school leader evaluation 
and support system (as described in 
section 2101(c)(4)(B)(ii) of the Ele-
mentary and Secondary Education 
Act 
of 
1965 
(20 
U.S.C. 
6611(c)(4)(B)(ii))) or, if no such rat-
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ings are available, on other com-
parable indicators of performance; 
‘‘(ii) receives concurrent instruction 
during the year described in clause (i) 
from the institution, which may be courses 
taught by local educational agency per-
sonnel or residency program faculty, in, as 
applicable— 
‘‘(I) the teaching of the content 
area in which the teacher will become 
certified or licensed; 
‘‘(II) teaching skills; and 
‘‘(III) leadership, management, 
organizational, and school leader skills 
necessary to serve as a principal or 
other school leader; 
‘‘(iii) acquires effective teaching or 
school leader skills; and 
‘‘(iv) prior to completion of the pro-
gram, attains full State teacher, principal, 
or school leader certification or licensure, 
and becomes profession-ready. 
‘‘(B) PROFESSION-READY.—The term ‘pro-
fession-ready’— 
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‘‘(i) when used with respect to a 
teacher, means a teacher who— 
‘‘(I) has completed a teacher 
preparation program and is fully cer-
tified and licensed to teach by the 
State in which the teacher is em-
ployed; 
‘‘(II) has a baccalaureate degree 
or higher; 
‘‘(III) has demonstrated content 
knowledge in the subject or subjects 
the teacher teaches; 
‘‘(IV) has demonstrated the abil-
ity to work with students who are cul-
turally and linguistically diverse; 
‘‘(V) has demonstrated teaching 
skills, such as through— 
‘‘(aa) a teacher performance 
assessment; or 
‘‘(bb) other measures of 
teaching skills, as determined by 
the State; and 
‘‘(VI) has demonstrated pro-
ficiency with the use of educational 
technology; and 
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‘‘(ii) when used with respect to a prin-
cipal or other school leader, means a prin-
cipal or other school leader who— 
‘‘(I) has an advanced degree, or 
other appropriate credential; 
‘‘(II) has completed a principal 
or other school leader preparation 
process and is fully certified and li-
censed by the State in which the prin-
cipal or other school leader is em-
ployed; 
‘‘(III) has demonstrated instruc-
tional leadership, including the ability 
to collect, analyze, and utilize data on 
evidence of student learning and evi-
dence of classroom practice; 
‘‘(IV) has demonstrated pro-
ficiency in professionally recognized 
leadership standards; and 
‘‘(V) has demonstrated the ability 
to work with students who are cul-
turally and linguistically diverse. 
‘‘(C) SCHOOL LEADER.—The term ‘school 
leader’ has the meaning given the term in sec-
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