IB 
Union Calendar No. 91
108TH CONGRESS 
1ST SESSION H. R. 2211
[Report No. 108–183] 
To reauthorize title II of the Higher Education Act of 1965. 
IN THE HOUSE OF REPRESENTATIVES 
MAY 22, 2003
Mr. GINGREY (for himself, Mr. BOEHNER, Mr. MCKEON, and Mr. WILSON of 
South Carolina) introduced the following bill; which was referred to the 
Committee on Education and the Workforce 
JUNE 26, 2003
Additional sponsors: Mr. TIBERI and Mr. ISAKSON 
JUNE 26, 2003
Reported with an amendment, committed to the Committee of the Whole 
House on the State of the Union, and ordered to be printed 
[Strike out all after the enacting clause and insert the part printed in italic] 
[For text of introduced bill, see copy of bill as introduced on May 22, 2003] 
A BILL 
To reauthorize title II of the Higher Education Act of 1965.
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 ‘‘Ready to Teach Act of 
2003’’. 
SEC. 2. TEACHER QUALITY ENHANCEMENT GRANTS. 
Part A of title II of the Higher Education Act of 1965 
(20 U.S.C. 1021 et seq.) is amended to read as follows:
‘‘PART A—TEACHER QUALITY ENHANCEMENT 
GRANTS FOR STATES AND PARTNERSHIPS 
‘‘SEC. 201. PURPOSES; DEFINITIONS. 
‘‘(a) PURPOSES.—The purposes of this part are to—
‘‘(1) improve student academic achievement; 
‘‘(2) improve the quality of the current and fu-
ture teaching force by improving the preparation of 
prospective teachers and enhancing professional devel-
opment activities; 
‘‘(3) hold institutions of higher education ac-
countable for preparing highly qualified teachers; and 
‘‘(4) recruit qualified individuals, including mi-
norities and individuals from other occupations, into 
the teaching force. 
‘‘(b) DEFINITIONS.—In this part: 
‘‘(1) ARTS AND SCIENCES.—The term ‘arts and 
sciences’ means—
‘‘(A) when referring to an organizational 
unit of an institution of higher education, any 
academic unit that offers 1 or more academic
majors in disciplines or content areas cor-
responding to the academic subject matter areas 
in which teachers provide instruction; and 
‘‘(B) when referring to a specific academic 
subject matter area, the disciplines or content 
areas in which academic majors are offered by 
the arts and science organizational unit. 
‘‘(2) EXEMPLARY
TEACHER.—The term ‘exem-
plary teacher’ has the meaning given such term in 
section 9101 of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 7801). 
‘‘(3) HIGHLY
QUALIFIED.—The term ‘highly 
qualified’ has the meaning given such term in section 
9101 of the Elementary and Secondary Education 
Act of 1965 (20 U.S.C. 7801). 
‘‘(4) HIGH-NEED
LOCAL
EDUCATIONAL
AGEN-
CY.—The term ‘high-need local educational agency’ 
means a local educational agency—
‘‘(A)(i)(I) that serves not fewer than 10,000 
children from families with incomes below the 
poverty line; or 
‘‘(II) for which not less than 25 percent of 
the children served by the agency are from fami-
lies with incomes below the poverty line;
‘‘(ii) that is among those serving the highest 
number or percentage of children from families 
with incomes below the poverty line in the State, 
but this clause applies only in a State that has 
no local educational agency meeting the require-
ments of clause (i); or 
‘‘(iii) with a total of less than 600 students 
in average daily attendance at the schools that 
are served by the agency and all of whose schools 
are designated with a school locale code of 7, as 
determined by the Secretary; and 
‘‘(B)(i) for which there is a high percentage 
of teachers not teaching in the academic subjects 
or grade levels that the teachers were trained to 
teach; or 
‘‘(ii) for which there is a high percentage of 
teachers with emergency, provisional, or tem-
porary certification or licensing. 
‘‘(5) POVERTY
LINE.—The term ‘poverty line’ 
means the poverty line (as defined by the Office of 
Management and Budget, and revised annually in ac-
cordance with section 673(2) of the Community Serv-
ices Block Grant Act (42 U.S.C. 9902(2))) applicable 
to a family of the size involved.
‘‘(6) PROFESSIONAL DEVELOPMENT.—The term 
‘professional development’ has the meaning given such 
term in section 9101 of the Elementary and Sec-
ondary Education Act of 1965 (20 U.S.C. 7801). 
‘‘(7) 
SCIENTIFICALLY
BASED
READING
RE-
SEARCH.—The term ‘scientifically based reading re-
search’ has the meaning given such term in section 
1208 of the Elementary and Secondary Education 
Act of 1965 (20 U.S.C. 6368). 
‘‘(8) SCIENTIFICALLY
BASED
RESEARCH.—The 
term ‘scientifically based research’ has the meaning 
given such term in section 9101 of the Elementary 
and Secondary Education Act of 1965 (20 U.S.C. 
7801). 
‘‘(9) TEACHING
SKILLS.—The term ‘teaching 
skills’ means skills that—
‘‘(A) are based on scientifically based re-
search; 
‘‘(B) enable teachers to effectively convey 
and explain subject matter content; 
‘‘(C) lead to increased student academic 
achievement; and 
‘‘(D) use strategies that—
‘‘(i) are specific to subject matter;
‘‘(ii) include ongoing assessment of stu-
dent learning; 
‘‘(iii) focus on identification and tai-
loring of academic instruction to students’s 
specific learning needs; and
‘‘(iv) focus on classroom management. 
‘‘SEC. 202. STATE GRANTS. 
‘‘(a) IN GENERAL.—From amounts made available 
under section 210(1) for a fiscal year, the Secretary is au-
thorized to award grants under this section, on a competi-
tive basis, to eligible States to enable the eligible States to 
carry out the activities described in subsection (d). 
‘‘(b) ELIGIBLE STATE.—
‘‘(1) DEFINITION.—In this part, the term ‘eligi-
ble State’ means—
‘‘(A) the Governor of a State; or 
‘‘(B) in the case of a State for which the 
constitution or law of such State designates an-
other individual, entity, or agency in the State 
to be responsible for teacher certification and 
preparation activity, such individual, entity, or 
agency. 
‘‘(2) CONSULTATION.—The Governor or the indi-
vidual, entity, or agency designated under paragraph 
(1) shall consult with the Governor, State board of
education, State educational agency, or State agency 
for higher education, as appropriate, with respect to 
the activities assisted under this section. 
‘‘(3) CONSTRUCTION.—Nothing in this subsection 
shall be construed to negate or supersede the legal au-
thority under State law of any State agency, State 
entity, or State public official over programs that are 
under the jurisdiction of the agency, entity, or offi-
cial. 
‘‘(c) APPLICATION.—To be eligible to receive a grant 
under this section, an eligible State shall, at the time of 
the initial grant application, submit an application to the 
Secretary that—
‘‘(1) meets the requirement of this section; 
‘‘(2) demonstrates that the State is in full com-
pliance with sections 207 and 208; 
‘‘(3) includes a description of how the eligible 
State intends to use funds provided under this sec-
tion; 
‘‘(4) includes measurable objectives for the use of 
the funds provided under the grant; 
‘‘(5) demonstrates the State has submitted and is 
actively implementing a plan that meets the require-
ments of sections 1111(h)(1)(C)(viii) and 1119 of the
Elementary and Secondary Education Act of 1965 
(20 U.S.C. 6311(h)(1)(C)(viii) and 6319); and 
‘‘(6) contains such other information and assur-
ances as the Secretary may require. 
‘‘(d) USES OF FUNDS.—An eligible State that receives 
a grant under this section shall use the grant funds to re-
form teacher preparation requirements, to coordinate with 
State activities under section 2113(c) of the Elementary 
and Secondary Education Act of 1965 (20 U.S.C. 6613(c)), 
and to ensure that current and future teachers are highly 
qualified, by carrying out one or more of the following ac-
tivities: 
‘‘(1) REFORMS.—Ensuring that all teacher prep-
aration programs in the State are preparing teachers 
who are highly qualified, and are able to use ad-
vanced technology effectively in the classroom, includ-
ing use for instructional techniques to improve stu-
dent academic achievement, by assisting such pro-
grams—
‘‘(A) to retrain faculty; and 
‘‘(B) to design (or redesign) teacher prepa-
ration programs so they—
‘‘(i) are based on rigorous academic 
content, scientifically based research (in-
cluding scientifically based reading re-
search), and challenging State student aca-
demic content standards; and 
‘‘(ii) promote strong teaching skills. 
‘‘(2) CERTIFICATION
OR
LICENSURE
REQUIRE-
MENTS.—Reforming teacher certification (including 
recertification) or licensing requirements to ensure 
that—
‘‘(A) teachers have the subject matter knowl-
edge and teaching skills in the academic subjects 
that the teachers teach necessary to help students 
meet challenging State student academic achieve-
ment standards; and 
‘‘(B) such requirements are aligned with 
challenging State academic content standards. 
‘‘(3) ALTERNATIVES TO TRADITIONAL TEACHER 
PREPARATION AND STATE CERTIFICATION.—Providing 
prospective teachers with alternative routes to State 
certification and traditional preparation to become 
highly qualified teachers through—
‘‘(A) innovative approaches that reduce un-
necessary barriers to State certification while 
producing highly qualified teachers; 
‘‘(B) programs that provide support to 
teachers during their initial years in the profes-
sion; and
‘‘(C) alternative routes to State certification 
of teachers for qualified individuals, including 
mid-career professionals from other occupations, 
former military personnel, and recent college 
graduates with records of academic distinction. 
‘‘(4) INNOVATIVE PROGRAMS.—Planning and im-
plementing innovative and experimental programs to 
enhance the ability of institutions of higher education 
to prepare highly qualified teachers, such as charter 
colleges of education or university and local edu-
cational agency partnership schools, that—
‘‘(A) permit flexibility in meeting State re-
quirements as long as graduates, during their 
initial years in the profession, increase student 
academic achievement; 
‘‘(B) provide long-term data gathered from 
teachers’ performance over multiple years in the 
classroom on the ability to increase student aca-
demic achievement; 
‘‘(C) ensure high-quality preparation of 
teachers from underrepresented groups; and 
‘‘(D) create performance measures that can 
be used to document the effectiveness of innova-
tive methods for preparing highly qualified 
teachers.
‘‘(5) MERIT PAY.—Developing, or assisting local 
educational agencies in developing—
‘‘(A) merit-based performance systems that 
reward teachers who increase student academic 
achievement; and
‘‘(B) strategies that provide differential and 
bonus pay in high-need local educational agen-
cies to retain—
‘‘(i) principals; 
‘‘(ii) highly qualified teachers who 
teach in high-need academic subjects, such 
as reading, mathematics, and science; 
‘‘(iii) highly qualified teachers who 
teach in schools identified for school im-
provement under section 1116(b) of the Ele-
mentary and Secondary Education Act of 
1965 (20 U.S.C. 6316(b)); 
‘‘(iv) special education teachers; 
‘‘(v) teachers specializing in teaching 
limited English proficient children; and 
‘‘(vi) highly qualified teachers in 
urban and rural schools or districts. 
‘‘(6) TEACHER
ADVANCEMENT.—Developing, or 
assisting local educational agencies in developing, 
teacher advancement and retention initiatives that
promote professional growth and emphasize multiple 
career paths (such as paths to becoming a highly 
qualified mentor teacher or exemplary teacher) and 
pay differentiation. 
‘‘(7) TEACHER REMOVAL.—Developing and im-
plementing effective mechanisms to ensure that local 
educational agencies and schools are able to remove 
expeditiously incompetent or unqualified teachers con-
sistent with procedures to ensure due process for the 
teachers. 
‘‘(8) TECHNICAL ASSISTANCE.—Providing tech-
nical assistance to low-performing teacher prepara-
tion programs within institutions of higher education 
identified under section 208(a). 
‘‘(9) TEACHER EFFECTIVENESS.—Developing—
‘‘(A) systems to measure the effectiveness of 
teacher preparation programs and professional 
development programs; and 
‘‘(B) strategies to document gains in stu-
dent academic achievement or increases in teach-
er 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 mech-
anisms to ensure that local educational agencies 
and schools are able effectively to recruit and re-
tain highly qualified teachers; or 
‘‘(B) are described in section 204(d).
‘‘(11) 
PRESCHOOL
TEACHERS.—Developing 
strategies—
‘‘(A) to improve the qualifications of pre-
school teachers, which may include State certifi-
cation for such teachers; and 
‘‘(B) to improve and expand preschool 
teacher preparation programs. 
‘‘(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—
‘‘(A) the teacher’s annual contribution to 
improving student academic achievement, as 
measured by State academic assessments re-
quired under section 1111(b)(3) of the Elemen-
tary and Secondary Education Act of 1965 (20 
U.S.C. 6311(b)(3)); and
‘‘(B) teacher mastery of the academic sub-
jects they teach, as measured by pre- and post-
participation tests of teacher knowledge, as ap-
propriate. 
‘‘(2) USE OF EVALUATION SYSTEM.—Such eval-
uation system shall be used by the State to evaluate—
‘‘(A) activities carried out using funds pro-
vided under this section; and 
‘‘(B) the quality of its teacher education 
programs. 
‘‘(3) PUBLIC REPORTING.—The State shall make 
the information described in paragraph (1) widely 
available through public means, such as posting on 
the Internet, distribution to the media, and distribu-
tion through public agencies. 
‘‘SEC. 203. PARTNERSHIP GRANTS. 
‘‘(a) GRANTS.—From amounts made available under 
section 210(2) for a fiscal year, the Secretary is authorized 
to award grants under this section, on a competitive basis, 
to eligible partnerships to enable the eligible partnerships 
to carry out the activities described in subsections (d) and 
(e). 
‘‘(b) DEFINITIONS.—
‘‘(1) ELIGIBLE
PARTNERSHIPS.—In this part, 
the term ‘eligible partnership’ means an entity that—
‘‘(A) shall include—
‘‘(i) a partner institution; 
‘‘(ii) a school of arts and sciences; 
‘‘(iii) a high-need local educational 
agency; and 
‘‘(iv) a public or private educational 
organization; and 
‘‘(B) may include a Governor, State edu-
cational agency, the State board of education, the 
State agency for higher education, an institution 
of higher education not described in subpara-
graph (A), a public charter school, a public or 
private elementary school or secondary school, a 
public or private educational organization, a 
business, a science-, mathematics-, or technology-
oriented entity, a faith-based or community or-
ganization, a prekindergarten program, a teach-
er organization, an education service agency, a 
consortia of local educational agencies, or a non-
profit telecommunications entity. 
‘‘(2) PARTNER INSTITUTION.—In this section, the 
term ‘partner institution’ means an institution of 
higher education, the teacher training program of 
which demonstrates that—
‘‘(A) graduates from the teacher training 
program exhibit strong performance on State-de-
termined qualifying assessments for new teachers 
through—
‘‘(i) demonstrating that the graduates 
of the program who intend to enter the field 
of teaching have passed all of the applicable 
State qualification assessments for new 
teachers, which shall include an assessment 
of each prospective teacher’s subject matter 
knowledge in the content area or areas in 
which the teacher intends to teach; or 
‘‘(ii) being ranked among the highest-
performing teacher preparation programs 
in the State as determined by the State—
‘‘(I) using criteria consistent with 
the requirements for the State report 
card under section 207(a); and 
‘‘(II) using the State report card 
on teacher preparation required under 
section 207(a); or 
‘‘(B) the teacher training program requires 
all the students of the program to participate in 
intensive clinical experience, to meet high aca-
demic standards, and—
‘‘(i) in the case of secondary school 
candidates, to successfully complete an aca-
demic major in the subject area in which 
the candidate intends to teach or to dem-
onstrate competence through a high level of 
performance in relevant content areas; and 
‘‘(ii) in the case of elementary school 
candidates, to successfully complete an aca-
demic major in the arts and sciences or to 
demonstrate competence through a high level 
of performance in core academic subject 
areas. 
‘‘(c) APPLICATION.—Each eligible partnership desiring 
a grant under this section shall submit an application to 
the Secretary at such time, in such manner, and accom-
panied by such information as the Secretary may require. 
Each such application shall—
‘‘(1) contain a needs assessment of all the part-
ners with respect to teaching and learning and a de-
scription of how the partnership will coordinate with 
other teacher training or professional development 
programs, and how the activities of the partnership 
will be consistent with State, local, and other edu-
cation reform activities that promote student aca-
demic achievement;
‘‘(2) contain a resource assessment that describes 
the resources available to the partnership, the in-
tended use of the grant funds, including a description 
of how the grant funds will be fairly distributed in 
accordance with subsection (f), and the commitment 
of the resources of the partnership to the activities as-
sisted under this part, including financial support, 
faculty participation, time commitments, and con-
tinuation of the activities when the grant ends; and 
‘‘(3) contain a description of—
‘‘(A) how the partnership will meet the pur-
poses of this part; 
‘‘(B) how the partnership will carry out the 
activities required under subsection (d) and any 
permissible activities under subsection (e); 
‘‘(C) the partnership’s evaluation plan pur-
suant to section 206(b); 
‘‘(D) how faculty of the teacher preparation 
program at the partner institution will serve, 
over the term of the grant, with highly qualified 
teachers in the classrooms of the high-need local 
educational agency included in the partnership; 
and 
‘‘(E) how the partnership will ensure that 
teachers in private elementary and secondary
schools located in the geographic areas served by 
an eligible partnership under this section will 
participate equitably in accordance with section 
9501 of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 7881). 
‘‘(d) REQUIRED USES OF FUNDS.—An eligible part-
nership that receives a grant under this section shall use 
the grant funds to reform teacher preparation requirements, 
to coordinate with State activities under section 2113(c) of 
the Elementary and Secondary Education Act of 1965 (20 
U.S.C. 6613(c)), and to ensure that current and future 
teachers are highly qualified, by carrying out one or more 
of the following activities: 
‘‘(1) REFORMS.—Implementing reforms within 
teacher preparation programs to ensure that such 
programs are preparing teachers who are highly 
qualified, and are able to use advanced technology ef-
fectively in the classroom, including use for instruc-
tional techniques to improve student academic 
achievement, by—
‘‘(A) retraining faculty; and 
‘‘(B) designing (or redesigning) teacher 
preparation programs so they—
‘‘(i) are based on rigorous academic 
content, scientifically based research (in-
cluding scientifically based reading re-
search), and challenging State student aca-
demic content standards; and 
‘‘(ii) promote strong teaching skills. 
‘‘(2) CLINICAL EXPERIENCE AND INTERACTION.—
Providing sustained and high-quality preservice and 
in-service clinical experience, including the mentoring 
of prospective teachers by exemplary teachers, sub-
stantially increasing interaction between faculty at 
institutions of higher education and new and experi-
enced teachers, principals, and other administrators 
at elementary schools or secondary schools, and pro-
viding support for teachers, including preparation 
time and release time, for such interaction. 
‘‘(3) PROFESSIONAL
DEVELOPMENT.—Creating 
opportunities for enhanced and ongoing professional 
development that improves the academic content 
knowledge of teachers in the subject areas in which the 
teachers are certified to teach or in which the teachers 
are working toward certification to teach, and that 
promotes strong teaching skills. 
‘‘(4) TEACHER
PREPARATION.—Developing, or 
assisting local educational agencies in developing, 
professional development activities that—
‘‘(A) provide training in how to teach and 
address the needs of students with different 
learning styles, particularly students with dis-
abilities, limited English proficient students, and 
students with special learning needs; and 
‘‘(B) provide training in methods of—
‘‘(i) improving student behavior in the 
classroom; and 
‘‘(ii) identifying early and appropriate 
interventions to help students described in 
subparagraph (A) learn. 
‘‘(e) ALLOWABLE USES OF FUNDS.—An eligible part-
nership that receives a grant under this section may use 
such funds to carry out the following activities: 
‘‘(1) ALTERNATIVES TO TRADITIONAL TEACHER 
PREPARATION AND STATE CERTIFICATION.—Providing 
prospective teachers with alternative routes to State 
certification and traditional preparation to become 
highly qualified teachers through—
‘‘(A) innovative approaches that reduce un-
necessary barriers to teacher preparation while 
producing highly qualified teachers; 
‘‘(B) programs that provide support during 
a teacher’s initial years in the profession; and
‘‘(C) alternative routes to State certification 
of teachers for qualified individuals, including 
mid-career professionals from other occupations,
former military personnel, and recent college 
graduates with records of academic distinction. 
‘‘(2) 
DISSEMINATION
AND
COORDINATION.—
Broadly disseminating information on effective prac-
tices used by the partnership, and coordinating with 
the activities of the Governor, State board of edu-
cation, State higher education agency, and State edu-
cational agency, as appropriate. 
‘‘(3) MANAGERIAL AND LEADERSHIP SKILLS.—
Developing and implementing professional develop-
ment programs for principals and superintendents 
that enable them to be effective school leaders and pre-
pare all students to meet challenging State academic 
content and student academic achievement standards. 
‘‘(4) TEACHER RECRUITMENT.—Activities—
‘‘(A) to encourage students to become highly 
qualified teachers, such as extracurricular en-
richment activities; and 
‘‘(B) activities described in section 204(d).
‘‘(5) CLINICAL EXPERIENCE IN SCIENCE, MATHE-
MATICS, AND TECHNOLOGY.—Creating opportunities 
for clinical experience and training, by participation
in the business, research, and work environments with 
professionals, in areas relating to science, mathe-
matics, and technology for teachers and prospective 
teachers, including opportunities for use of laboratory 
equipment, in order for the teacher to return to the 
classroom for at least 2 years and provide instruction 
that will raise student academic achievement. 
‘‘(6) COORDINATION
WITH
COMMUNITY
COL-
LEGES.—Coordinating with community colleges to 
implement teacher preparation programs, including 
through distance learning, for the purposes of allow-
ing prospective teachers—
‘‘(A) to attain a bachelor’s degree and State 
certification or licensure; and 
‘‘(B) to become highly qualified teachers. 
‘‘(f) SPECIAL RULE.—At least 50 percent of the funds 
made available to an eligible partnership under this section 
shall be used directly to benefit the high-need local edu-
cational agency included in the partnership. Any entity de-
scribed in subsection (b)(1)(A) may be the fiscal agent 
under this section. 
‘‘(g) CONSTRUCTION.—Nothing in this section shall be 
construed to prohibit an eligible partnership from using 
grant funds to coordinate with the activities of more than 
one Governor, State board of education, State educational
agency, local educational agency, or State agency for higher 
education. 
‘‘SEC. 204. TEACHER RECRUITMENT GRANTS. 
‘‘(a) PROGRAM AUTHORIZED.—From amounts made 
available under section 210(3) for a fiscal year, the Sec-
retary is authorized to award grants, on a competitive 
basis, to eligible applicants to enable the eligible applicants 
to carry out activities described in subsection (d). 
‘‘(b) ELIGIBLE APPLICANT DEFINED.—In this part, 
the term ‘eligible applicant’ means—
‘‘(1) an eligible State described in section 202(b); 
or 
‘‘(2) an eligible partnership described in section 
203(b). 
‘‘(c) APPLICATION.—Any eligible applicant desiring to 
receive a grant under this section shall submit an applica-
tion to the Secretary at such time, in such form, and con-
taining such information as the Secretary may require, in-
cluding—
‘‘(1) a description of the assessment that the eli-
gible applicant, and the other entities with whom the 
eligible applicant will carry out the grant activities, 
have undertaken to determine the most critical needs 
of the participating high-need local educational agen-
cies;
‘‘(2) a description of the activities the eligible 
applicant will carry out with the grant, including the 
extent to which the applicant will use funds to recruit 
minority students to become highly qualified teachers; 
and 
‘‘(3) a description of the eligible applicant’s plan 
for continuing the activities carried out with the 
grant, once Federal funding ceases. 
‘‘(d) USES OF FUNDS.—Each eligible applicant receiv-
ing a grant under this section shall use the grant funds—
‘‘(1)(A) to award scholarships to help students, 
such as individuals who have been accepted for their 
first year, or who are enrolled in their first or second 
year, of a program of undergraduate education at an 
institution of higher education, pay the costs of tui-
tion, room, board, and other expenses of completing a 
teacher preparation program;
‘‘(B) to provide support services, if needed to en-
able scholarship recipients—
‘‘(i) to complete postsecondary education 
programs; or 
‘‘(ii) to transition from a career outside of 
the field of education into a teaching career; and
‘‘(C) for followup services provided to former 
scholarship recipients during the recipients first 3 
years of teaching; or 
‘‘(2) to develop and implement effective mecha-
nisms to ensure that high-need local educational agen-
cies and schools are able effectively to recruit highly 
qualified teachers.
‘‘(e) ADDITIONAL DISCRETIONARY USES OF FUNDS.—
In addition to the uses described in subsection (d), each eli-
gible applicant receiving a grant under this section may 
use the grant funds to develop and implement effective 
mechanisms to recruit into the teaching profession employ-
ees from—
‘‘(1) high-demand industries, including tech-
nology industries; and 
‘‘(2) the fields of science, mathematics, and engi-
neering. 
‘‘(f) SERVICE REQUIREMENTS.—
‘‘(1) IN GENERAL.—The Secretary shall establish 
such requirements as the Secretary determines nec-
essary to ensure that recipients of scholarships under 
this section who complete teacher education pro-
grams—
‘‘(A) subsequently teach in a high-need local 
educational agency for a period of time equiva-
lent to—
‘‘(i) one year; increased by 
‘‘(ii) the period for which the recipient 
received scholarship assistance; or 
‘‘(B) repay the amount of the scholarship.
‘‘(2) USE OF REPAYMENTS.—The Secretary shall 
use any such repayments to carry out additional ac-
tivities under this section. 
‘‘(g) PRIORITY.—The Secretary shall give priority 
under this section to eligible applicants who provide an as-
surance that they will recruit a high percentage of minority 
students to become highly qualified teachers. 
‘‘SEC. 205. ADMINISTRATIVE PROVISIONS. 
‘‘(a) DURATION; ONE-TIME AWARDS; PAYMENTS.—
‘‘(1) DURATION.—
‘‘(A) ELIGIBLE STATES AND ELIGIBLE AP-
PLICANTS.—Grants awarded to eligible States 
and eligible applicants under this part shall be 
awarded for a period not to exceed 3 years. 
‘‘(B) 
ELIGIBLE
PARTNERSHIPS.—Grants 
awarded to eligible partnerships under this part 
shall be awarded for a period of 5 years.
‘‘(2) ONE-TIME AWARD.—An eligible partnership 
may receive a grant under each of sections 203 and 
204, as amended by the Ready to Teach Act of 2003, 
only once. 
‘‘(3) PAYMENTS.—The Secretary shall make an-
nual payments of grant funds awarded under this 
part. 
‘‘(b) PEER REVIEW.—
‘‘(1) PANEL.—The Secretary shall provide the 
applications submitted under this part to a peer re-
view panel for evaluation. With respect to each appli-
cation, the peer review panel shall initially rec-
ommend the application for funding or for dis-
approval. 
‘‘(2) PRIORITY.—In recommending applications 
to the Secretary for funding under this part, the 
panel shall—
‘‘(A) with respect to grants under section 
202, give priority to eligible States serving 
States that—
‘‘(i) have initiatives to reform State 
teacher certification requirements that are 
based on rigorous academic content, sci-
entifically based research, including sci-
entifically based reading research, and chal-
lenging State student academic content 
standards; 
‘‘(ii) include innovative reforms to hold 
institutions of higher education with teacher 
preparation programs accountable for pre-
paring teachers who are highly qualified 
and have strong teaching skills; or 
‘‘(iii) involve the development of inno-
vative efforts aimed at reducing the shortage 
of highly qualified teachers in high poverty 
urban and rural areas; and 
‘‘(B) with respect to grants under section 
203—
‘‘(i) give priority to applications from 
broad-based eligible partnerships that in-
volve businesses and community organiza-
tions; and 
‘‘(ii) take into consideration—
‘‘(I) providing an equitable geo-
graphic distribution of the grants 
throughout the United States; and 
‘‘(II) the potential of the proposed 
activities for creating improvement 
and positive change.
‘‘(3) SECRETARIAL SELECTION.—The Secretary 
shall determine, based on the peer review process, 
which application shall receive funding and the 
amounts of the grants. In determining grant 
amounts, the Secretary shall take into account the 
total amount of funds available for all grants under 
this part and the types of activities proposed to be 
carried out. 
‘‘(c) MATCHING REQUIREMENTS.—
‘‘(1) STATE GRANTS.—Each eligible State receiv-
ing a grant under section 202 or 204 shall provide, 
from non-Federal sources, an amount equal to 50 per-
cent of the amount of the grant (in cash or in kind) 
to carry out the activities supported by the grant. 
‘‘(2) PARTNERSHIP GRANTS.—Each eligible part-
nership receiving a grant under section 203 or 204 
shall provide, from non-Federal sources (in cash or in 
kind), an amount equal to 25 percent of the grant for 
the first year of the grant, 35 percent of the grant for 
the second year of the grant, and 50 percent of the 
grant for each succeeding year of the grant. 
‘‘(d) LIMITATION ON ADMINISTRATIVE EXPENSES.—
An eligible State or eligible partnership that receives a 
grant under this part may not use more than 2 percent 
of the grant funds for purposes of administering the grant.
‘‘SEC. 206. ACCOUNTABILITY AND EVALUATION. 
‘‘(a) STATE GRANT ACCOUNTABILITY REPORT.—An el-
igible State that receives a grant under section 202 shall 
submit an annual accountability report to the Secretary, 
the Committee on Health, Education, Labor, and Pensions 
of the Senate, and the Committee on Education and the 
Workforce of the House of Representatives. Such report shall 
include a description of the degree to which the eligible 
State, in using funds provided under such section, has made 
substantial progress in meeting the following goals: 
‘‘(1) 
PERCENTAGE
OF
HIGHLY
QUALIFIED 
TEACHERS.—Increasing the percentage of highly 
qualified teachers in the State as required by section 
1119 of the Elementary and Secondary Education 
Act of 1965 (20 U.S.C. 6319). 
‘‘(2) STUDENT
ACADEMIC
ACHIEVEMENT.—In-
creasing student academic achievement for all stu-
dents as defined by the eligible State. 
‘‘(3) RAISING
STANDARDS.—Raising the State 
academic standards required to enter the teaching 
profession as a highly qualified teacher. 
‘‘(4) INITIAL CERTIFICATION OR LICENSURE.—
Increasing success in the pass rate for initial State 
teacher certification or licensure, or increasing the 
numbers of qualified individuals being certified or li-
censed as teachers through alternative programs.
‘‘(5) DECREASING
TEACHER
SHORTAGES.—De-
creasing shortages of highly qualified teachers in poor 
urban and rural areas. 
‘‘(6) INCREASING OPPORTUNITIES FOR PROFES-
SIONAL DEVELOPMENT.—Increasing opportunities for 
enhanced and ongoing professional development 
that—
‘‘(A) improves the academic content knowl-
edge of teachers in the subject areas in which the 
teachers are certified or licensed to teach or in 
which the teachers are working toward certifi-
cation or licensure to teach; and 
‘‘(B) promotes strong teaching skills. 
‘‘(7) 
TECHNOLOGY
INTEGRATION.—Increasing 
the number of teachers prepared effectively to inte-
grate technology into curricula and instruction and 
who use technology to collect, manage, and analyze 
data to improve teaching, learning, and decision-
making for the purpose of increasing student aca-
demic achievement. 
‘‘(b) ELIGIBLE PARTNERSHIP EVALUATION.—Each el-
igible partnership receiving a grant under section 203 shall 
establish, and include in the application submitted under 
section 203(c), an evaluation plan that includes strong per-
formance objectives. The plan shall include objectives and 
measures for—
‘‘(1) increased student achievement for all stu-
dents as measured by the partnership; 
‘‘(2) increased teacher retention in the first 3 
years of a teacher’s career; 
‘‘(3) increased success in the pass rate for initial 
State certification or licensure of teachers; 
‘‘(4) increased percentage of highly qualified 
teachers; and 
‘‘(5) increasing the number of teachers trained 
effectively to integrate technology into curricula and 
instruction and who use technology to collect, manage, 
and analyze data to improve teaching, learning, and 
decisionmaking for the purpose of improving student 
academic achievement. 
‘‘(c) REVOCATION OF GRANT.—
‘‘(1) REPORT.—Each eligible State or eligible 
partnership receiving a grant under section 202 or 
203 shall report annually on the progress of the eligi-
ble State or eligible partnership toward meeting the 
purposes of this part and the goals, objectives, and 
measures described in subsections (a) and (b). 
‘‘(2) REVOCATION.—
‘‘(A) ELIGIBLE STATES AND ELIGIBLE AP-
PLICANTS.—If the Secretary determines that an 
eligible State or eligible applicant is not making 
substantial progress in meeting the purposes, 
goals, objectives, and measures, as appropriate, 
by the end of the second year of a grant under 
this part, then the grant payment shall not be 
made for the third year of the grant. 
‘‘(B) ELIGIBLE PARTNERSHIPS.—If the Sec-
retary determines that an eligible partnership is 
not making substantial progress in meeting the 
purposes, goals, objectives, and measures, as ap-
propriate, by the end of the third year of a grant 
under this part, then the grant payments shall 
not be made for any succeeding year of the 
grant. 
‘‘(d) EVALUATION
AND DISSEMINATION.—The Sec-
retary shall evaluate the activities funded under this part 
and report annually the Secretary’s findings regarding the 
activities to the Committee on Health, Education, Labor, 
and Pensions of the Senate and the Committee on Edu-
cation and the Workforce of the House of Representatives. 
The Secretary shall broadly disseminate successful practices 
developed by eligible States and eligible partnerships under
this part, and shall broadly disseminate information re-
garding such practices that were found to be ineffective. 
‘‘SEC. 207. ACCOUNTABILITY FOR PROGRAMS THAT PRE-
PARE TEACHERS. 
‘‘(a) STATE REPORT CARD
ON
THE QUALITY
OF 
TEACHER PREPARATION.—Each State that receives funds 
under this Act shall provide to the Secretary annually, in 
a uniform and comprehensible manner that conforms with 
the definitions and methods established by the Secretary, 
a State report card on the quality of teacher preparation 
in the State, both for traditional certification or licensure 
programs and for alternative certification or licensure pro-
grams, which shall include at least the following: 
‘‘(1) A description of the teacher certification 
and licensure assessments, and any other certification 
and licensure requirements, used by the State. 
‘‘(2) The standards and criteria that prospective 
teachers must meet in order to attain initial teacher 
certification or licensure and to be certified or li-
censed to teach particular subjects or in particular 
grades within the State. 
‘‘(3) A description of the extent to which the as-
sessments and requirements described in paragraph 
(1) are aligned with the State’s standards and assess-
ments for students.
‘‘(4) The percentage of students who have com-
pleted at least 50 percent of the requirements for a 
teacher preparation program at an institution of 
higher education or alternative certification program 
and who have taken and passed each of the assess-
ments used by the State for teacher certification and 
licensure, and the passing score on each assessment 
that determines whether a candidate has passed that 
assessment. 
‘‘(5) The percentage of students who have com-
pleted at least 50 percent of the requirements for a 
teacher preparation program at an institution of 
higher education or alternative certification program 
and who have taken and passed each of the assess-
ments used by the State for teacher certification and 
licensure, disaggregated and ranked, by the teacher 
preparation program in that State from which the 
teacher candidate received the candidate’s most recent 
degree, which shall be made available widely and 
publicly. 
‘‘(6) A description of each State’s alternative 
routes to teacher certification, if any, and the number 
and percentage of teachers certified through each al-
ternative certification route who pass State teacher 
certification or licensure assessments.
‘‘(7) For each State, a description of proposed 
criteria for assessing the performance of teacher prep-
aration programs in the State, including indicators 
of teacher candidate skills and academic content 
knowledge and evidence of gains in student academic 
achievement. 
‘‘(8) For each teacher preparation program in 
the State, the number of students in the program, the 
average number of hours of supervised practice teach-
ing required for those in the program, and the num-
ber of full-time equivalent faculty and students in su-
pervised practice teaching. 
‘‘(b) REPORT OF THE SECRETARY ON THE QUALITY 
OF TEACHER PREPARATION.—
‘‘(1) REPORT CARD.—The Secretary shall pro-
vide to Congress, and publish and make widely avail-
able, a report card on teacher qualifications and 
preparation in the United States, including all the 
information reported in paragraphs (1) through (8) of 
subsection (a). Such report shall identify States for 
which eligible States and eligible partnerships re-
ceived a grant under this part. Such report shall be 
so provided, published and made available annually. 
‘‘(2) REPORT
TO
CONGRESS.—The Secretary 
shall report to Congress—
‘‘(A) a comparison of States’ efforts to im-
prove teaching quality; and 
‘‘(B) regarding the national mean and me-
dian scores on any standardized test that is used 
in more than 1 State for teacher certification or 
licensure. 
‘‘(3) SPECIAL RULE.—In the case of programs 
with fewer than 10 students who have completed at 
least 50 percent of the requirements for a teacher
preparation program taking any single initial teach-
er certification or licensure assessment during an aca-
demic year, the Secretary shall collect and publish in-
formation with respect to an average pass rate on 
State certification or licensure assessments taken over 
a 3-year period. 
‘‘(c) COORDINATION.—The Secretary, to the extent 
practicable, shall coordinate the information collected and 
published under this part among States for individuals who 
took State teacher certification or licensure assessments in 
a State other than the State in which the individual re-
ceived the individual’s most recent degree. 
‘‘(d) INSTITUTION AND PROGRAM REPORT CARDS ON 
QUALITY OF TEACHER PREPARATION.—
‘‘(1) REPORT CARD.—Each institution of higher 
education or alternative certification program that
conducts a teacher preparation program that enrolls 
students receiving Federal assistance under this Act 
shall report annually to the State and the general 
public, in a uniform and comprehensible manner that 
conforms with the definitions and methods established 
by the Secretary, both for traditional certification or 
licensure programs and for alternative certification or 
licensure programs, the following information: 
‘‘(A) PASS RATE.—(i) For the most recent 
year for which the information is available, the 
pass rate of each student who has completed at 
least 50 percent of the requirements for the teach-
er preparation program on the teacher certifi-
cation or licensure assessments of the State in 
which the institution is located, but only for 
those students who took those assessments within 
3 years of receiving a degree from the institution 
or completing the program. 
‘‘(ii) A comparison of the institution or 
program’s pass rate for students who have com-
pleted at least 50 percent of the requirements for 
the teacher preparation program with the aver-
age pass rate for institutions and programs in 
the State.
‘‘(iii) A comparison of the institution or 
program’s average raw score for students who 
have completed at least 50 percent of the require-
ments for the teacher preparation program with 
the average raw scores for institutions and pro-
grams in the State. 
‘‘(iv) In the case of programs with fewer 
than 10 students who have completed at least 50 
percent of the requirements for a teacher prepa-
ration program taking any single initial teacher 
certification or licensure assessment during an 
academic year, the institution shall collect and 
publish information with respect to an average 
pass rate on State certification or licensure as-
sessments taken over a 3-year period. 
‘‘(B) PROGRAM INFORMATION.—The number 
of students in the program, the average number 
of hours of supervised practice teaching required 
for those in the program, and the number of full-
time equivalent faculty and students in super-
vised practice teaching. 
‘‘(C) STATEMENT.—In States that require 
approval or accreditation of teacher education 
programs, a statement of whether the institu-
tion’s program is so approved or accredited, and 
by whom. 
‘‘(D) DESIGNATION AS LOW-PERFORMING.—
Whether the program has been designated as low-
performing by the State under section 208(a). 
‘‘(2) REQUIREMENT.—The information described 
in paragraph (1) shall be reported through publica-
tions such as school catalogs and promotional mate-
rials sent to potential applicants, secondary school 
guidance counselors, and prospective employers of the 
institution’s program graduates, including materials 
sent by electronic means. 
‘‘(3) FINES.—In addition to the actions author-
ized in section 487(c), the Secretary may impose a 
fine not to exceed $25,000 on an institution of higher 
education for failure to provide the information de-
scribed in this subsection in a timely or accurate 
manner. 
‘‘(e) DATA QUALITY.—Either—
‘‘(1) the Governor of the State; or 
‘‘(2) in the case of a State for which the constitu-
tion or law of such State designates another indi-
vidual, entity, or agency in the State to be responsible 
for teacher certification and preparation activity, 
such individual, entity, or agency;
shall attest annually, in writing, as to the reliability, valid-
ity, integrity, and accuracy of the data submitted pursuant 
to this section. 
‘‘SEC. 208. STATE FUNCTIONS. 
‘‘(a) STATE ASSESSMENT.—In order to receive funds 
under this Act, a State shall have in place a procedure to 
identify and assist, through the provision of technical as-
sistance, low-performing programs of teacher preparation 
within institutions of higher education. Such State shall 
provide the Secretary an annual list of such low-performing 
institutions that includes an identification of those institu-
tions at risk of being placed on such list. Such levels of 
performance shall be determined solely by the State and 
may include criteria based upon information collected pur-
suant to this part. Such assessment shall be described in 
the report under section 207(a). 
‘‘(b) TERMINATION OF ELIGIBILITY.—Any institution 
of higher education that offers a program of teacher prepa-
ration in which the State has withdrawn the State’s ap-
proval or terminated the State’s financial support due to 
the low performance of the institution’s teacher preparation 
program based upon the State assessment described in sub-
section (a)—
‘‘(1) shall be ineligible for any funding for pro-
fessional development activities awarded by the De-
partment of Education; and 
‘‘(2) shall not be permitted to accept or enroll 
any student who receives aid under title IV of this 
Act in the institution’s teacher preparation program. 
‘‘SEC. 209. GENERAL PROVISIONS. 
‘‘(a) METHODS.—In complying with sections 207 and 
208, the Secretary shall ensure that States and institutions 
of higher education use fair and equitable methods in re-
porting and that the reporting methods do not allow identi-
fication of individuals.
‘‘(b) SPECIAL RULE.—For each State in which there 
are no State certification or licensure assessments, or for 
States that do not set minimum performance levels on those 
assessments—
‘‘(1) the Secretary shall, to the extent practicable, 
collect data comparable to the data required under 
this part from States, local educational agencies, in-
stitutions of higher education, or other entities that 
administer such assessments to teachers or prospective 
teachers; and 
‘‘(2) notwithstanding any other provision of this 
part, the Secretary shall use such data to carry out
requirements of this part related to assessments or 
pass rates. 
‘‘(c) LIMITATIONS.—
‘‘(1) FEDERAL CONTROL PROHIBITED.—Nothing 
in this part shall be construed to permit, allow, en-
courage, or authorize any Federal control over any 
aspect of any private, religious, or home school, 
whether or not a home school is treated as a private 
school or home school under State law. This section 
shall not be construed to prohibit private, religious, or 
home schools from participation in programs or serv-
ices under this part. 
‘‘(2) NO CHANGE IN STATE CONTROL ENCOUR-
AGED OR REQUIRED.—Nothing in this part shall be 
construed to encourage or require any change in a 
State’s treatment of any private, religious, or home 
school, whether or not a home school is treated as a 
private school or home school under State law. 
‘‘(3) NATIONAL SYSTEM OF TEACHER CERTIFI-
CATION PROHIBITED.—Nothing in this part shall be 
construed to permit, allow, encourage, or authorize 
the Secretary to establish or support any national 
system of teacher certification.
‘‘SEC. 210. AUTHORIZATION OF APPROPRIATIONS. 
‘‘There are authorized to be appropriated to carry out 
this part $300,000,000 for fiscal year 2004 and such sums 
as may be necessary for each of the 4 succeeding fiscal years, 
of which—
‘‘(1) 45 percent shall be available for each fiscal 
year to award grants under section 202; 
‘‘(2) 45 percent shall be available for each fiscal 
year to award grants under section 203; and 
‘‘(3) 10 percent shall be available for each fiscal 
year to award grants under section 204.’’. 
SEC. 3. PREPARING TOMORROW’S TEACHERS TO USE TECH-
NOLOGY. 
(a) ELIGIBILITY.—Section 222(a)(3)(D) of the Higher 
Education Act of 1965 (20 U.S.C. 1042(a)(3)(D)) is amend-
ed by inserting ‘‘nonprofit telecommunications entity,’’ 
after ‘‘community-based organization,’’. 
(b) 
PERMISSIBLE
USES
OF
FUNDS.—Section 
223(b)(1)(E) of the Higher Education Act of 1965 (20 
U.S.C. 1043(b)(1)(E)) is amended to read as follows: 
‘‘(E) To use technology to collect, manage, 
and analyze data to improve teaching, learning, 
and decisionmaking for the purpose of increasing 
student academic achievement.’’. 
(c) AUTHORIZATION
OF APPROPRIATIONS.—Section 
224 of the Higher Education Act of 1965 (20 U.S.C. 1044)
is amended by striking ‘‘each of fiscal years 2002 and 
2003.’’ and inserting ‘‘fiscal year 2004 and each of the 4 
succeeding fiscal years.’’.
SEC. 4. CENTERS OF EXCELLENCE. 
Title II of the Higher Education Act of 1965 (20 
U.S.C. 1021 et seq.) is amended by adding at the end the 
following:
‘‘PART C—CENTERS OF EXCELLENCE 
‘‘SEC. 231. PURPOSES; DEFINITIONS. 
‘‘(a) PURPOSES.—The purposes of this part are—
‘‘(1) to help recruit and prepare teachers, includ-
ing minority teachers, to meet the national demand 
for a highly qualified teacher in every classroom; and 
‘‘(2) to increase opportunities for Americans of 
all educational, ethnic, class, and geographic back-
grounds to become highly qualified teachers. 
‘‘(b) DEFINITIONS.—As used in this part: 
‘‘(1) ELIGIBLE INSTITUTION.—The term ‘eligible 
institution’ means—
‘‘(A) an institution of higher education that 
has a teacher preparation program that meets 
the requirements of section 203(b)(2) and that 
is—
‘‘(i) a part B institution (as defined in 
section 322);
‘‘(ii) a Hispanic-serving institution 
(as defined in section 502); 
‘‘(iii) a Tribal College or University 
(as defined in section 316); 
‘‘(iv) an Alaska Native-serving institu-
tion (as defined in section 317(b)); or 
‘‘(v) a Native Hawaiian-serving insti-
tution (as defined in section 317(b)); 
‘‘(B) a consortium of institutions described 
in subparagraph (A); or
‘‘(C) an institution described in subpara-
graph (A), or a consortium described in subpara-
graph (B), in partnership with any other insti-
tution of higher education, but only if the center 
of excellence established under section 232 is lo-
cated at an institution described in subpara-
graph (A). 
‘‘(2) HIGHLY
QUALIFIED.—The term ‘highly 
qualified’ has the meaning given such term in section 
9101 of the Elementary and Secondary Education 
Act of 1965 (20 U.S.C. 7801). 
‘‘(3) 
SCIENTIFICALLY
BASED
READING
RE-
SEARCH.—The term ‘scientifically based reading re-
search’ has the meaning given such term in section
1208 of the Elementary and Secondary Education 
Act of 1965 (20 U.S.C. 6368). 
‘‘(4) SCIENTIFICALLY
BASED
RESEARCH.—The 
term ‘scientifically based research’ has the meaning 
given such term in section 9101 of the Elementary 
and Secondary Education Act of 1965 (20 U.S.C. 
7801). 
‘‘SEC. 232. CENTERS OF EXCELLENCE. 
‘‘(a) PROGRAM AUTHORIZED.—From the amounts ap-
propriated to carry out this part, the Secretary is author-
ized to award competitive grants to eligible institutions to 
establish centers of excellence. 
‘‘(b) USE OF FUNDS.—Grants provided by the Sec-
retary under this part shall be used to ensure that current 
and future teachers are highly qualified, by carrying out 
one or more of the following activities: 
‘‘(1) Implementing reforms within teacher prepa-
ration programs to ensure that such programs are 
preparing teachers who are highly qualified and are 
able to use advanced technology effectively in the 
classroom, including use for instructional techniques 
to improve student academic achievement, by—
‘‘(A) retraining faculty; and 
‘‘(B) designing (or redesigning) teacher 
preparation programs that—
‘‘(i) prepare teachers to close student 
achievement gaps, are based on rigorous 
academic content, scientifically based re-
search (including scientifically based read-
ing research), and challenging State student 
academic content standards; and 
‘‘(ii) promote strong teaching skills. 
‘‘(2) Providing sustained and high-quality 
preservice clinical experience, including the men-
toring of prospective teachers by exemplary teachers, 
substantially increasing interaction between faculty 
at institutions of higher education and new and expe-
rienced teachers, principals, and other administrators 
at elementary schools or secondary schools, and pro-
viding support, including preparation time, for such 
interaction. 
‘‘(3) Developing and implementing initiatives to 
promote retention of highly qualified teachers and 
principals, including minority teachers and prin-
cipals, including programs that provide—
‘‘(A) teacher mentoring from exemplary 
teachers or principals; or 
‘‘(B) induction and support for teachers 
and principals during their first 3 years of em-
ployment as teachers or principals, respectively.
‘‘(4) Awarding scholarships based on financial 
need to help students pay the costs of tuition, room, 
board, and other expenses of completing a teacher 
preparation program. 
‘‘(5) Disseminating information on effective 
practices for teacher preparation and successful teach-
er certification test preparation strategies. 
‘‘(6) Activities authorized under sections 202, 
203, and 204. 
‘‘(c) APPLICATION.—Any eligible institution desiring 
a grant under this section shall submit an application to 
the Secretary at such a time, in such a manner, and accom-
panied by such information the Secretary may require. 
‘‘(d) MINIMUM
GRANT
AMOUNT.—The minimum 
amount of each grant under this part shall be $500,000. 
‘‘(e) LIMITATION ON ADMINISTRATIVE EXPENSES.—An 
eligible institution that receives a grant under this part 
may not use more than 2 percent of the grant funds for 
purposes of administering the grant. 
‘‘(f) REGULATIONS.—The Secretary shall prescribe 
such regulations as may be necessary to carry out this part. 
‘‘SEC. 233. AUTHORIZATION OF APPROPRIATIONS. 
‘‘There are authorized to be appropriated to carry out 
this part $10,000,000 for fiscal year 2004 and such sums
as may be necessary for each of the 4 succeeding fiscal 
years.’’. 
SEC. 5. TRANSITION. 
The Secretary of Education shall take such actions as 
the Secretary determines to be appropriate to provide for 
the orderly implementation of this Act.
Union Calendar No. 91
108TH CONGRESS 
1ST SESSION 
H. R. 2211
[Report No. 108–183] 
A BILL 
To reauthorize title II of the Higher Education Act 
of 1965. 
JUNE 26, 2003
Reported with an amendment, committed to the Com-
mittee of the Whole House on the State of the Union, 
and ordered to be printed