‘‘(ii) The number of hours of super-
vised clinical preparation required for each 
program. 
‘‘(iii) The total number of students 
who have completed programs for certifi-
cation or licensure (disaggregated by sub-
ject area and by race, ethnicity, sex, and 
disability 
status, 
except 
that 
such 
disaggregation, consistent with applicable 
privacy laws, shall not be required in a 
case in which the result would reveal per-
sonally identifiable information about an 
individual student). 
‘‘(iv) The criteria for admission into 
the program. 
‘‘(v) The number of full-time equiva-
lent faculty, adjunct faculty, and students 
in supervised clinical experience. 
‘‘(C) ACCREDITATION.—Whether the pro-
gram or entity is accredited by a specialized ac-
crediting agency recognized by the Secretary for 
accreditation of professional teacher education 
programs. 
‘‘(D) 
DESIGNATION
AS
LOW-PER-
FORMING.—Which programs (if any) offered by 
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the entity have been designated as low-per-
forming by the State under section 207(a). 
‘‘(b) ANNUAL STATE REPORT ON TEACHER PREPA-
RATION.— 
‘‘(1) IN GENERAL.—Each State that receives 
funds under this part shall provide to the Secretary, 
and make widely available to the general public, in 
a uniform and comprehensible manner that conforms 
with the definitions and methods established by the 
Secretary, an annual State report on educator prep-
aration in the State, both for traditional teacher 
preparation programs and for alternative routes to 
State certification or licensure programs, which shall 
include not less than the following: 
‘‘(A) A description of the teacher certifi-
cation and licensure assessments, including 
teacher performance assessments, and any 
other certification and licensure requirements, 
used by the State, including evidence on validity 
and reliability of those assessments and the 
methods used to determine performance stand-
ards. 
‘‘(B) The standards and criteria that pro-
spective teachers must meet to— 
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‘‘(i) attain certification or licensure 
described under each of subparagraphs 
(A), 
(B), 
(C), 
and 
(D) 
of 
section 
200(b)(2); and 
‘‘(ii) be certified or licensed to teach 
particular academic subjects, areas, or 
grades within the State. 
‘‘(C)(i) The number of certifications or 
licensures described under each of subpara-
graphs (A), (B), (C), and (D) of section 
200(b)(2) issued by the State, disaggregated by 
grade and subject area. 
‘‘(ii) The number and percentage of teach-
ers who received a certification or licensure de-
scribed in section 200(b)(2)(A) and who did not 
complete any formal teacher preparation pro-
gram, but have received such certification or li-
censure by alternative means such as passing a 
test, disaggregated by field. 
‘‘(iii) The number and percentage of teach-
ers of record who are not profession-ready, 
disaggregated by field. 
‘‘(D)(i) Except as provided in clause (ii), 
for each of the assessments used by the State 
for teacher certification or licensure, the pass 
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rates of such assessments for individuals having 
completed each teacher preparation entity in 
the 
State 
and 
for 
all 
such 
entities, 
disaggregated by subject area, race, ethnicity, 
sex, and disability status, except that such 
disaggregation shall not be required in a case in 
which the result would reveal personally identi-
fiable information about an individual. 
‘‘(ii) In the case of a State that has imple-
mented a valid and reliable teacher performance 
assessment, the State may submit in lieu of the 
information described in clause (i) the pass rate 
of students taking the teacher performance as-
sessment, disaggregated by subject area, race, 
ethnicity, sex, and disability status, except that 
such disaggregation shall not be required in a 
case in which the result would reveal personally 
identifiable information about an individual stu-
dent. 
‘‘(E) For each teacher preparation pro-
gram in the State the following: 
‘‘(i) The number of students in the 
program (disaggregated by race, ethnicity, 
sex, and disability status). 
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‘‘(ii) The number of hours of super-
vised clinical preparation required. 
‘‘(iii) Whether such program has been 
identified as low-performing and during 
which years of operation. 
‘‘(F) A description of alternative routes to 
teacher certification or licensure in the State 
(including any such routes operated by entities 
that are not institutions of higher education), if 
any, including, for each of the assessments used 
by the State for teacher certification or licen-
sure, the percentage of individuals participating 
in such routes, or who have completed such 
routes during the two-year period preceding the 
date for which the determination is made, who 
passed each such assessment. 
‘‘(G) The percentage of candidates com-
pleting programs in each field, including special 
education, who use alternate routes compared 
to those who complete traditional programs. 
‘‘(H) A description of the State’s criteria 
for assessing the performance of teacher prepa-
ration programs within institutions of higher 
education in the State. Such criteria shall in-
clude indicators of the academic content knowl-
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edge and teaching skills of students enrolled in 
such programs. 
‘‘(I) For each teacher preparation program 
in the State— 
‘‘(i) the number of students in the 
program, disaggregated by race, ethnicity, 
sex, and disability status (except that such 
disaggregation shall not be required in a 
case in which the number of students in a 
category would reveal personally identifi-
able information about an individual stu-
dent); and 
‘‘(ii) the range and average number of 
hours of supervised clinical experience re-
quired for those in the program. 
‘‘(J) For the State as a whole, and for 
each teacher preparation entity in the State, 
the number of teachers prepared, in the aggre-
gate and reported separately by the following: 
‘‘(i) Area of certification or licensure. 
‘‘(ii) Academic major. 
‘‘(iii) Subject area for which the 
teacher has been prepared to teach. 
‘‘(iv) The relationship of the subject 
area and grade span of teachers graduated 
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by the teacher preparation entity to the 
teacher workforce needs of the State. 
‘‘(v) The percentage of teachers grad-
uated teaching in high-need schools. 
‘‘(vi) Race, ethnicity, sex, and dis-
ability status. 
‘‘(K) A comparison of standard licenses 
and certifications issued to the areas of identi-
fied teacher shortage in the State. 
‘‘(L) The capacity of the statewide longitu-
dinal data system to report valid and reliable 
outcome data on the graduates of teacher prep-
aration entities in the State and where available 
the results of such data on the following: 
‘‘(i) 
Job 
placement 
of 
program 
completers within 12 months of gradua-
tion. 
‘‘(ii) Retention of program completers 
in teaching after 3 years. 
‘‘(iii) Other outcome indicators used 
by the State, such as average results from 
teacher evaluations. 
‘‘(2) PROHIBITION AGAINST CREATING A NA-
TIONAL LIST.—The Secretary shall not create a na-
tional list or ranking of States, institutions, or 
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schools using the information provided under this 
subsection. 
‘‘(3) NO
REQUIREMENT
FOR
REPORTING
ON 
STUDENTS NOT RESIDING IN THE STATE.—Nothing 
in this section shall require a State to report data 
on program completers who do not reside in such 
State. 
‘‘(c) DATA QUALITY.—The Secretary shall prescribe 
regulations to ensure the reliability, validity, integrity, ac-
curacy, and consistency of the data submitted pursuant 
to this section. 
‘‘(d) REPORT
OF
THE SECRETARY
ON TEACHER 
PREPARATION.— 
‘‘(1) REPORT.—The Secretary shall, until 2025, 
annually provide to the authorizing committees, and 
publish and make widely available, a report on 
teacher qualifications and preparation in the United 
States, including all the information reported in sub-
paragraphs (A) through (L) of subsection (b)(1). 
‘‘(2) ENHANCED REPORT.— 
‘‘(A) RECOMMENDATIONS.—The Secretary 
shall instruct the National Center for Edu-
cation Statistics to convene an expert panel 
that includes researchers and practitioners to 
study and make recommendations for revised 
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reporting of teacher qualifications and prepara-
tion in the United States. The recommendations 
shall include suggestions for how to— 
‘‘(i) consolidate and streamline report-
ing across existing Federal and State re-
quirements and Federal data collections to 
provide a concise and robust set of State 
and national indicators on the size, diver-
sity, and quality of the teacher workforce 
and the equitable distribution of profes-
sion-ready teachers; and 
‘‘(ii) reduce reporting burdens on edu-
cator preparation entities, local educational 
agencies, and States. 
‘‘(B) REVISED
REPORTING.—The Sec-
retary shall publish revised reporting require-
ments of teacher qualifications and preparation 
in the United States in the Federal Register 
with sufficient time for the new reporting re-
quirements to be in place for 2025. 
‘‘(3) SPECIAL RULE.—In the case of a teacher 
preparation program with fewer than ten scores re-
ported on any single initial teacher certification or li-
censure assessment during an academic year, the 
Secretary shall collect and publish, and make pub-
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licly available, information with respect to an aver-
age pass rate on each State certification or licensure 
assessment taken over a three-year period. 
‘‘(e) 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 assess-
ments in a State other than the State in which the indi-
vidual received the individual’s most recent degree. 
‘‘SEC. 203. STATE FUNCTIONS. 
‘‘(a) STATE ASSESSMENT.— 
‘‘(1) IN GENERAL.—In order to receive funds 
under this part, a State shall conduct an assessment 
to identify low-performing teacher preparation pro-
grams in the State and to assist such programs 
through the provision of technical assistance. 
‘‘(2) PROVISION OF LOW-PERFORMING LIST.— 
Each State described in paragraph (1) shall— 
‘‘(A) provide the Secretary with an annual 
list of low-performing teacher preparation pro-
grams; 
‘‘(B) report any teacher preparation pro-
gram that has been closed and the reasons for 
such closure; and 
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‘‘(C) describe the criteria determined under 
paragraph (3) for identifying low performing 
programs. 
‘‘(3) DETERMINATION
OF
LOW-PERFORMING 
PROGRAMS.—The levels of performance and the cri-
teria for meeting those levels for purposes of the as-
sessment under paragraph (1) shall be determined 
by the State in consultation with a representative 
group of community stakeholders, including, at a 
minimum, representatives of leaders and faculty of 
traditional and alternative route teacher preparation 
programs, prekindergarten through 12th grade lead-
ers and instructional staff, current teacher can-
didates participating in traditional and alternative 
route teacher preparation programs, the State’s 
standards board or other appropriate standards 
body, and other stakeholders identified by the State. 
In making such determination, the State shall con-
sider multiple measures and the information re-
ported by teacher preparation entities under section 
202. 
‘‘(b) REPORTING AND IMPROVEMENT.—In order to 
receive funds under this part, a State shall— 
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based educator pre-service clinical program 
component; and 
‘‘(7) with respect to the induction program re-
quired as part of the activities carried out under this 
section— 
‘‘(A) a description of how the educator 
preparation program will design and implement 
an induction program to support all new edu-
cators who are prepared by the educator prepa-
ration program in the partnership and who are 
employed in the high-need local educational 
agency in the partnership, and, to the extent 
practicable, all new educators who teach in such 
high-need local educational agency; and 
‘‘(B) a description of how higher education 
faculty involved in the induction program will 
be able to substantially participate in an early 
childhood education program or an elementary 
school or secondary school classroom setting, as 
applicable. 
‘‘(c) USE OF GRANT FUNDS.—An eligible partner-
ship that receives a grant under this section— 
‘‘(1) shall use grant funds to carry out a pro-
gram for the pre-baccalaureate or post-baccalaureate 
preparation of teachers under subsection (d), a pre- 
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