168 
shall be designed to include the following charac-
teristics of successful programs: 
‘‘(i) Engagement of principal or other 
school leader residents in rigorous graduate- 
level coursework to earn an appropriate ad-
vanced credential while undertaking a guid-
ed principal or other school leader clinical 
experience. 
‘‘(ii) Experience and learning opportu-
nities, including those that provide contin-
uous feedback throughout the program on a 
participants’ progress, alongside a trained 
and experienced mentor principal or other 
school leader— 
‘‘(I) whose mentoring shall be 
based on standards of effective men-
toring practice and shall complement 
the residence program so that school- 
based 
clinical 
practice 
is 
tightly 
aligned with coursework; and 
‘‘(II) who may be relieved from 
some portion of principal or other 
school leader duties or may be offered 
a stipend as a result of such additional 
responsibilities. 
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‘‘(iii) The establishment of clear cri-
teria for the selection of mentor principals 
or other school leaders, which may be based 
on observations of the following: 
‘‘(I) Demonstrating awareness of, 
and having experience with, the knowl-
edge, skills, and attitudes to— 
‘‘(aa) establish and maintain 
a professional learning commu-
nity that effectively extracts infor-
mation from data to improve the 
school culture and climate, and 
personalize instruction for all stu-
dents to result in improved stu-
dent achievement; 
‘‘(bb) create and maintain a 
learning culture within the school 
that provides an inclusive climate 
conducive to the development of 
all members of the school commu-
nity, including one of continuous 
improvement and learning for 
adults tied to student learning 
and other school goals; 
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‘‘(cc) develop the professional 
capacity and practice of school 
personnel and foster a professional 
community of teachers and other 
professional staff; 
‘‘(dd) engage in continuous 
professional development, utilizing 
a combination of academic study, 
developmental 
simulation 
exer-
cises, self-reflection, mentorship, 
and internship; 
‘‘(ee) understand youth devel-
opment appropriate to the age 
level served by the school, and use 
this knowledge to set high expecta-
tions and standards for the aca-
demic, 
social, 
emotional, 
and 
physical development of all stu-
dents; 
‘‘(ff) understand the science 
of adverse childhood experiences to 
lead schools that implement trau-
ma-informed practices; and 
‘‘(gg) actively engage with 
families and the community to 
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create shared responsibility for 
student 
academic 
performance 
and successful development. 
‘‘(II) Planning and articulating a 
shared and coherent schoolwide direc-
tion and policy for achieving high 
standards of student performance, and 
closing gaps in achievement among 
subgroups of students. 
‘‘(III) Identifying and imple-
menting the activities and rigorous 
curriculum necessary for achieving 
such standards of student performance. 
‘‘(IV) Supporting a culture of 
learning, collaboration, and profes-
sional behavior and ensuring quality 
measures of instructional practice. 
‘‘(V) Communicating with, and 
engaging, parents, families, and other 
external communities. 
‘‘(VI) Cultivating relationships 
and collaborating with external stake-
holders, which may include profes-
sional disciplinary organizations and 
nonprofit advocacy organizations, to 
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foster the sharing of evidence-based re-
sources to promote high-quality, effec-
tive practices. 
‘‘(VII) Collecting, analyzing, and 
utilizing data and other evidence of 
student learning and evidence of class-
room practice to guide decisions and 
actions for continuous improvement 
and to ensure performance account-
ability. 
‘‘(iv) The development of admissions 
goals and priorities— 
‘‘(I) that are aligned with the hir-
ing objectives of the local educational 
agency partnering with the program, 
as well as the instructional initiatives 
and curriculum of such agency to hire 
qualified graduates from the principal 
residency program; and 
‘‘(II) which may include consider-
ation of applicants who reflect the 
communities in which they will serve 
and consideration of individuals from 
underrepresented populations in school 
leadership positions. 
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173 
‘‘(v) Continued support for residents 
once such residents are hired as principals 
or other school leaders, through an induc-
tion program, evidence-based professional 
development to support the knowledge and 
skills of the principal or other school leader 
in a continuum of learning and content ex-
pertise in developmentally appropriate or 
age-appropriate educational practices, and 
networking opportunities to support the 
residents through not less than the residents’ 
first 2 years of serving as principal or other 
school leader of a school. 
‘‘(B) SELECTION OF INDIVIDUALS AS PRIN-
CIPAL OR OTHER SCHOOL LEADER RESIDENTS.— 
‘‘(i) ELIGIBLE INDIVIDUAL.—In order 
to be eligible to be a principal or other 
school leader resident in a principal or 
other school leader residency program under 
this paragraph, an individual shall— 
‘‘(I) have prior prekindergarten 
through grade 12 teaching experience; 
‘‘(II) have experience as an effec-
tive leader, manager, and written and 
oral communicator; and 
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‘‘(III) submit an application to 
the residency program. 
‘‘(ii) SELECTION CRITERIA.—An eligi-
ble partnership carrying out a principal or 
other school leader residency program under 
this subsection shall establish criteria for 
the selection of eligible individuals to par-
ticipate in the principal residency program 
based on the following characteristics: 
‘‘(I) Strong instructional leader-
ship skills in an elementary school or 
secondary school setting. 
‘‘(II) Strong verbal and written 
communication skills, which may be 
demonstrated by performance on ap-
propriate assessments. 
‘‘(III) Other attributes linked to 
effective leadership, such as sound 
judgment, organizational capacity, col-
laboration, commitment to equity and 
inclusiveness, and openness to contin-
uous learning, which may be deter-
mined by interviews or performance 
assessment, as specified by the eligible 
partnership. 
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175 
‘‘(4) STIPENDS
OR
SALARIES; APPLICATIONS; 
AGREEMENTS; AND REPAYMENTS.— 
‘‘(A) STIPENDS OR SALARIES.—A teaching 
residency program, or a principal or other school 
leader residency program, under this sub-
section— 
‘‘(i) shall provide a 1-year living sti-
pend or salary to residents during the 
teaching residency program or the principal 
or other school leader residency program; 
and 
‘‘(ii) may provide a stipend to a men-
tor teacher or mentor principal. 
‘‘(B) APPLICATIONS.— 
‘‘(i) IN
GENERAL.—Each residency 
candidate desiring a stipend or salary dur-
ing the period of residency shall submit an 
application to the eligible partnership at 
such time, in such manner, and containing 
such information and assurances, as the eli-
gible partnership may require, and which 
shall include an agreement to serve de-
scribed in clause (ii). 
‘‘(ii) AGREEMENTS TO SERVE.—Each 
application submitted under clause (i) shall 
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contain or be accompanied by an agreement 
that the applicant will— 
‘‘(I) upon successfully completing 
the 1-year teaching residency program, 
or principal or other school leader resi-
dency program, serve as a full-time 
teacher, principal, or other school lead-
er for a total of not less than 3 school 
years at— 
‘‘(aa) 
a 
high-need 
school 
served by the high-need local edu-
cational agency in the eligible 
partnership and, in the case of a 
teacher, teach a subject or area 
that is designated as high-need by 
the partnership; or 
‘‘(bb) in a case in which no 
appropriate position is available 
in a high-need school served by the 
high-need local educational agency 
in the eligible partnership, any 
other high-need school; 
‘‘(II) provide to the eligible part-
nership a certificate, from the chief ad-
ministrative officer of the local edu-
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177 
cational agency in which the teacher or 
principal or other school leader is em-
ployed, of the employment required 
under subclause (I) at the beginning of, 
and upon completion of, each year or 
partial year of service; 
‘‘(III) in the case of a teacher 
resident, meet the requirements to be a 
profession-ready teacher; 
‘‘(IV) in the case of a principal or 
other school leader resident, meet the 
requirements to be a profession-ready 
principal or other school leader; and 
‘‘(V) comply with the require-
ments set by the eligible partnership 
under subparagraph (C) if the appli-
cant is unable or unwilling to complete 
the service obligation required by this 
subparagraph. 
‘‘(C) REPAYMENTS.— 
‘‘(i) IN
GENERAL.—An eligible part-
nership carrying out a teaching residency 
program, or a principal or other school 
leader residency program, under this sub-
section shall require a recipient of a stipend 
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178 
or salary under subparagraph (A) who does 
not complete, or who notifies the partner-
ship that the recipient intends not to com-
plete, the service obligation required by sub-
paragraph (B) to repay such stipend or sal-
ary to the eligible partnership, together with 
interest, at a rate specified by the partner-
ship in the agreement, and in accordance 
with such other terms and conditions speci-
fied by the eligible partnership, as nec-
essary. 
‘‘(ii) 
OTHER
TERMS
AND
CONDI-
TIONS.—Any other terms and conditions 
specified by the eligible partnership may in-
clude reasonable provisions for prorate re-
payment of the stipend or salary described 
in subparagraph (A) or for deferral of a 
resident’s service obligation required by sub-
paragraph (B), on grounds of health, inca-
pacitation, inability to secure employment 
in a school served by the eligible partner-
ship, being called to active duty in the 
Armed Forces of the United States, or other 
extraordinary circumstances. 
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‘‘(iii) USE OF REPAYMENTS.—An eligi-
ble partnership shall use any repayment re-
ceived under this subparagraph to carry out 
additional activities that are consistent 
with the purposes of this section.’’; 
(5) by striking subsection (f); 
(6) by redesignating subsections (g) through (k) 
as subsections (h) through (l), respectively; and 
(7) by inserting after subsection (e) the following: 
‘‘(f) TEACHER LEADER DEVELOPMENT PROGRAM.— 
‘‘(1) IN GENERAL.—A teacher leader development 
program carried out with a grant awarded under this 
section shall provide for the professional development 
of teachers, as described in paragraph (2), who main-
tain their roles as classroom teachers and who also 
carry out formalized leadership responsibilities to in-
crease the academic achievement of students and pro-
mote data-driven instructional practices that address 
the demonstrated needs at the elementary schools and 
secondary schools in which the teachers are employed, 
such as— 
‘‘(A) development of curriculum and cur-
ricular resources; 
‘‘(B) facilitating the work of committees 
and teams; 
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180 
‘‘(C) family and community engagement; 
‘‘(D) school discipline and culture; 
‘‘(E) peer observations and coaching; 
‘‘(F) dual enrollment instruction; or 
‘‘(G) cultural competencies. 
‘‘(2) PROFESSIONAL DEVELOPMENT.—The profes-
sional development of teachers in a teacher leader de-
velopment program carried out with a grant awarded 
under this section shall include— 
‘‘(A) one year of professional development, 
training, and support that may— 
‘‘(i) include— 
‘‘(I) the engagement of teachers in 
rigorous coursework and fieldwork rel-
evant to their role as a teacher leader, 
including 
available 
teacher 
leader 
standards; and 
‘‘(II) regular observations and 
professional support from— 
‘‘(aa) a principal, vice prin-
cipal, or a designated instruc-
tional leader of the school; 
‘‘(bb) a representative from 
the institution of higher education 
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181 
that is a partner in the eligible 
partnership; 
‘‘(cc) a representative from 
another entity that is a partner 
in the eligible partnership; and 
‘‘(dd) another member of the 
teacher leader cohort, if applica-
ble, or a peer teacher; and 
‘‘(ii) result in the awarding of a cre-
dential in teacher leadership; and 
‘‘(B) one or 2 additional years of support 
from a principal, vice principal, or a designated 
instructional leader of the school, a representa-
tive from the institution of higher education that 
is a partner in the eligible partnership, and a 
representative from another entity that is a part-
ner in the eligible partnership. 
‘‘(3) TEACHER LEADER DEVELOPMENT PROGRAM 
PLAN.—In carrying out a teacher leader development 
program under this section, an eligible partnership 
shall develop a plan that shall describe— 
‘‘(A) how the work hours of teacher leaders 
will be allocated between their classroom respon-
sibilities and responsibilities as a teacher leader, 
which shall include a description of whether the 
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182 
teacher leader will be relieved from teaching du-
ties during their participation in the teacher 
leader development program; 
‘‘(B) how the partnership will support 
teacher leaders after the first year of professional 
development in the program; and 
‘‘(C) how teacher leader activities could be 
sustained by the eligible partnership after the 
program concludes, which may include a de-
scription of opportunities for the teacher leaders 
to assist in the educator preparation program at 
the institution of higher education in the part-
nership. 
‘‘(4) SELECTION OF TEACHER LEADERS; USE OF 
FUNDS.—In carrying out a teacher leader develop-
ment program under this section, an eligible partner-
ship— 
‘‘(A) shall select a teacher for participation 
in the program— 
‘‘(i) who— 
‘‘(I) is fully certified to teach in 
the State of the high-need local edu-
cational agency that is a partner in 
the eligible partnership; 
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183 
‘‘(II) is employed by such high- 
need local educational agency; 
‘‘(III) has not less than 3 years of 
teaching experience; and 
‘‘(IV) submits an application for 
participation to the eligible partner-
ship; and 
‘‘(ii) based on selection criteria that 
includes— 
‘‘(I) demonstration of strong con-
tent knowledge or a record of accom-
plishment in the field or subject area 
the teacher will support as a teacher 
leader; and 
‘‘(II) demonstration of attributes 
linked to effective teaching that are de-
termined through interviews, observa-
tions, other exhibits, student achieve-
ment, or performance assessments, such 
as those leading to an advanced cre-
dential; 
‘‘(B) may develop admissions goals and pri-
orities for the teacher leader development pro-
gram that— 
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‘‘(i) are aligned with the demonstrated 
needs of the school or high-need local edu-
cational agency in which the teacher is em-
ployed; 
‘‘(ii) considers cultural competencies 
that would make the applicant effective in 
the applicant’s teacher leader role; and 
‘‘(iii) considers whether the teacher has 
substantial teaching experience in the school 
in which the teacher is employed or in a 
school that is similar to the school in which 
the teacher is employed; 
‘‘(C) shall use the grant funds to pay for 
costs of training and supporting teacher leaders 
for not less than 2 years and not more than 3 
years; 
‘‘(D) may use the grant funds to pay for a 
portion of a stipend for teacher leaders if such 
grant funds are matched by additional non-Fed-
eral public or private funds as follows: 
‘‘(i) during each of the first and second 
years of the grant period, grant funds may 
pay not more than 50 percent of such sti-
pend; and 
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185 
‘‘(ii) during the third year of the grant 
period, grant funds may pay not more than 
33 percent of such stipend; and 
‘‘(E) may require teacher leaders to pay 
back the cost of attaining the credential described 
in paragraph (2)(A)(ii) if they do not complete 
their term of service in the teacher leader devel-
opment program. 
‘‘(g) PARTNERSHIP GRANTS FOR THE ESTABLISHMENT 
OF GROW YOUR OWN PROGRAMS.— 
‘‘(1) IN GENERAL.—An eligible partnership that 
receives a grant under this section may use such 
grant to carry out a high-quality ‘Grow Your Own’ 
program to address subject or geographic areas of 
teacher or school leader shortages or to increase the 
diversity of the teacher or school leader workforce. 
‘‘(2) ELEMENTS OF A GROW YOUR OWN PRO-
GRAM.—A Grow Your Own program carried out 
under this section shall— 
‘‘(A) integrate career-focused courses on 
education topics with school-based learning expe-
rience; 
‘‘(B) provide opportunities for candidates to 
practice and develop the skills and dispositions 
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186 
that will help them become skilled educators and 
leaders; 
‘‘(C) support candidates as they complete 
their associate, baccalaureate, or master’s degree 
and earn their teaching or school leadership cre-
dential; and 
‘‘(D) offer financial aid, in addition to fi-
nancial assistance that may be received under 
title IV, to candidates and work in partnership 
with members of the eligible partnership to pro-
vide academic, counseling, and programmatic 
supports. 
‘‘(2) ESTABLISHMENT AND DESIGN.—To create 
and enhance multiple pathways to enter the educator 
and leadership workforce, an eligible partnership car-
rying out a Grow Your Own program under this sec-
tion, in collaboration with organizations representing 
educators and leaders and additional stakeholders— 
‘‘(A) shall— 
‘‘(i) establish an advisory group to re-
view barriers impacting underrepresented 
populations entering the teaching and 
school leadership profession, identify local 
teacher and leader workforce needs, develop 
policies on the creation or expansion of 
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Grow Your Own programs, and provide 
guidance and oversight on the implementa-
tion of such programs; 
‘‘(ii) track and evaluate the effective-
ness of the program, including, at a min-
imum, using the data required under sec-
tion 204(a)(1); 
‘‘(iii) require candidates to complete 
all State requirements to become fully cer-
tified; 
‘‘(iv) provide academic and testing 
supports, including advising and financial 
assistance, to candidates for admission and 
completion of education preparation pro-
grams as well as State licensure assess-
ments; 
‘‘(v) include efforts, to the extent fea-
sible, to recruit current paraprofessionals, 
as defined under section 8101 of the Ele-
mentary and Secondary Education Act of 
1965 (20 U.S.C. 7801), instructional assist-
ants, district employees not certified to 
teach or lead (such as long-term substitute 
teachers), after school and summer program 
staff, parent school volunteers, retired mili-
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tary personnel, and other career changers 
with experience in hard to staff areas who 
are not currently certified to teach or lead 
with a specific focus on recruiting individ-
uals who are reflective of the race, ethnicity, 
and native language of the existing commu-
nity’s student population; and 
‘‘(vi) provide a year-long clinical expe-
rience or teaching or school leadership resi-
dency in which candidates teach or lead 
alongside an expert mentor teacher or school 
leader; and 
‘‘(B) may include— 
‘‘(i) a stipend to cover candidate living 
expenses or childcare costs; and 
‘‘(ii) compensation for mentors.’’. 
SEC. 2004. ADMINISTRATIVE PROVISIONS. 
Section 203 of the Higher Education Act of 1965 (20 
U.S.C. 1022b) is amended— 
(1) in subsection (a)(2), by striking ‘‘five-year 
period.’’ and inserting ‘‘five-year period, except such 
partnership may receive an additional grant during 
such period if such grant is used to establish a teach-
ing residency program, or a principal or other school 
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189 
leader residency program, if such residency program 
was not established with the prior grant.’’; and 
(2) in subsection (b)(2)— 
(A) in subparagraph (A)— 
(i) by striking ‘‘teacher preparation 
program’’ and inserting ‘‘teacher education, 
school leader preparation, or educator devel-
opment program’’; 
(ii) by inserting ‘‘and demonstrated 
success in having a diverse set of candidates 
complete the program, and entering and re-
maining in the profession’’ after ‘‘such pro-
gram’’; and 
(iii) by striking ‘‘; and’’ at the end 
and inserting a semicolon; 
(B) by redesignating subparagraph (B) as 
subparagraph (C); and 
(C) by inserting after subparagraph (A) the 
following: 
‘‘(B) provide a 1–year preservice clinical or 
residency experience that includes the integration 
of coursework and clinical practice and offers co-
horts of candidates the opportunity to learn to 
teach or lead in partner schools or teaching 
academies; and’’. 
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190 
SEC. 2005. ACCOUNTABILITY AND EVALUATION. 
Section 204(a) of the Higher Education Act of 1965 
(20 U.S.C. 1022c(a)) is amended to read as follows: 
‘‘(a) ELIGIBLE PARTNERSHIP EVALUATION.—Each el-
igible partnership submitting an application for a grant 
under this part shall establish, and include in such applica-
tion, an evaluation plan that includes rigorous, comprehen-
sive, and measurable performance objectives. The plan shall 
include objectives and measures for— 
‘‘(1) achievement for all prospective and new 
educators as measured by the eligible partnership; 
‘‘(2) after the completion of the partnership pro-
gram, educator retention at the end of year 3 and 
year 5; 
‘‘(3) pass rates and scaled scores for initial State 
certification or licensure of teachers or pass rates and 
average scores on valid and reliable teacher perform-
ance assessments; and 
‘‘(4)(A) the percentage of profession-ready teach-
ers, principals or other school leaders hired by the 
high-need local educational agency participating in 
the eligible partnership; 
‘‘(B) the percentage of profession-ready teachers, 
principals, and other educators hired by the high-need 
local educational agency who are members of under-
represented groups; 
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‘‘(C) the percentage of profession-ready teachers 
hired by the high-need local educational agency who 
teach high-need academic subject areas, such as read-
ing, science, technology, engineering, mathematics, 
computer science, and foreign language (including 
less commonly taught languages and critical foreign 
languages), or any other well-rounded education sub-
ject (as defined in section 8101 of the Elementary and 
Secondary Act of 1965 (20 U.S.C. 7801)); 
‘‘(D) the percentage of profession-ready teachers 
hired by the high-need local educational agency who 
teach in high-need areas, including special education, 
bilingual education, language instruction educational 
programs for English language learners, and early 
childhood education; 
‘‘(E) the percentage of profession-ready teachers, 
principals or other school leaders, and other educators 
hired by the high-need local educational agency who 
teach in high-need schools, disaggregated by the ele-
mentary school and secondary school levels; 
‘‘(F) as applicable, the percentage of early child-
hood education program classes in the geographic 
area served by the eligible partnership taught by early 
childhood educators who are highly competent as a re-
sult of participation in the partnership program; 
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‘‘(G) as applicable, the percentage of educators 
who have completed the partnership program able 
to— 
‘‘(i) integrate technology effectively into cur-
ricula and instruction, including technology con-
sistent with the principles of universal design for 
learning; and 
‘‘(ii) use technology effectively to collect, 
manage, and analyze data to improve teaching 
and learning for the purpose of improving stu-
dent learning outcomes; and 
‘‘(H) as applicable, the percentage of educators 
who have completed the partnership program taking 
school leadership positions who, after 3 years in the 
role, receive ratings of effective or above in State 
school leader evaluation and support systems (as de-
scribed in section 2014(c)(4)(B)(ii) of the Elementary 
and Secondary Education Act of 1965) or, if no such 
ratings are available, other comparable indicators of 
performance.’’. 
SEC. 2006. ACCOUNTABILITY FOR PROGRAMS THAT PRE-
PARE TEACHERS, PRINCIPALS, OR OTHER 
SCHOOL LEADERS. 
Section 205 of the Higher Education Act of 1965 (20 
U.S.C. 1022d) is amended— 
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(1) in subsection (a)— 
(A) by striking the subsection header and 
inserting the following: ‘‘INSTITUTIONAL
AND 
PROGRAM REPORT CARDS ON THE QUALITY OF 
TEACHER AND SCHOOL LEADER PREPARATION’’; 
and 
(B) by striking paragraph (1) and inserting 
the following: 
‘‘(1) REPORT CARD.—Each teacher preparation 
or school leader preparation entity approved to oper-
ate teacher preparation or school leader preparation 
programs in the State and that receives or enrolls stu-
dents receiving Federal assistance shall report annu-
ally to the State and the general public, in a uniform 
and comprehensive manner that conforms with the 
definitions and methods established by the Secretary, 
the following: 
‘‘(A) PASS RATES AND SCALED SCORES.— 
For the most recent year for which the informa-
tion is available for each teacher or school leader 
preparation program offered by the teacher prep-
aration or school leader preparation entity the 
following: 
‘‘(i) Except as provided in clause (ii), 
for those students who took the assessments 
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used for teacher or school leader certifi-
cation or licensure by the State in which 
the entity is located and are enrolled in the 
teacher or school leader preparation pro-
gram, and for those who have taken such as-
sessments and have completed the teacher or 
school preparation program during the 2- 
year period preceding such year, for each of 
such assessments— 
‘‘(I) the percentages of students 
enrolled in the preparation program, 
and those who have completed such 
program, who passed such assessment; 
‘‘(II) the percentage of students 
who have taken such assessment who 
enrolled in and completed the teacher 
or school leader preparation program; 
and 
‘‘(III) the average scaled score for 
all students who took such assessment. 
‘‘(ii) In the case of an entity that re-
quires a valid and reliable teacher perform-
ance assessment in order to complete the 
preparation program, the entity may sub-
mit in lieu of the information described in 
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clause (i) the pass rate and average score of 
students taking the teacher performance as-
sessment. 
‘‘(B) ENTITY INFORMATION.—A description 
of the following: 
‘‘(i) The median grade point average 
and range of grade point averages for ad-
mitted students. 
‘‘(ii) The number of students in the en-
tity, disaggregated by race, ethnicity, and 
gender, except that such disaggregation shall 
not be required in a case in which the result 
would reveal personally identifiable infor-
mation about an individual student. 
‘‘(iii) The number of hours and types 
of supervised clinical preparation required 
for each program. 
‘‘(iv) The total number and percentage 
of students who have completed programs 
for certification or licensure disaggregated 
by subject area and by race, ethnicity, gen-
der, income status, and language diversity 
(graduates who have bilingual or dual lan-
guage immersion endorsements), except that 
such disaggregation shall not be required in 
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196 
a case in which the result would reveal per-
sonally identifiable information about an 
individual student. 
‘‘(v) The percentage and total number 
of program completers who have been cer-
tified or licensed as teachers or school lead-
ers (disaggregated by subject area of certifi-
cation or licensure and by race, ethnicity, 
and gender, except that such disaggregation 
shall not be required in a case in which the 
number of students in a category is insuffi-
cient to yield statistically reliable informa-
tion or the results would reveal personally 
identifiable information about an indi-
vidual student). 
‘‘(vi) The 3- and 5-year teacher or 
school leader retention rates, including, at a 
minimum, in the same school and local edu-
cational agency, and within the profession 
(disaggregated by race, ethnicity, and gen-
der, except that such disaggregation shall 
not be required in a case in which the num-
ber of students in a category is insufficient 
to yield statistically reliable information or 
the results would reveal personally identifi-
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able information about an individual stu-
dent). 
‘‘(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 or school 
leader education programs. 
‘‘(D) DESIGNATION AS LOW-PERFORMING.— 
Which programs (if any) offered by the entity 
have been designated as low-performing by the 
State under section 207(a).’’; 
(2) in subsection (b)— 
(A) in paragraph (1)— 
(i) in subparagraph (A)— 
(I) by inserting ‘‘and school lead-
er’’ after ‘‘teacher’’; and 
(II) by inserting ‘‘, including 
teacher performance assessments’’ after 
‘‘the State’’; 
(ii) by amending subparagraph (D) to 
read as follows: 
‘‘(D)(i) Except as provided in clause (ii), 
for each of the assessments used by the State for 
teacher or school leader certification or licensure, 
disaggregated by subject area, race, ethnicity, 
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and gender, except that such disaggregation shall 
not be required in a case in which the result 
would reveal personally identifiable information 
about an individual student— 
‘‘(I) for each entity located in the 
State, the percentage of students at each en-
tity who have completed 100 percent of the 
nonclinical coursework and taken the assess-
ment who pass such assessment; 
‘‘(II) the percentage of all such stu-
dents in all such programs and entities who 
have taken the assessment who pass such as-
sessment; 
‘‘(III) the percentage of students who 
have taken the assessment and who enrolled 
in and completed a teacher or school leader 
preparation program; and 
‘‘(IV) the average scaled score of indi-
viduals participating in such a program, or 
who have completed such a program during 
the 2-year period preceding the first year 
for which the annual State report card is 
provided, who took each such assessment. 
‘‘(ii) In the case of a State that has imple-
mented a valid and reliable teacher performance 
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assessment, the State may submit in lieu of the 
information described in clause (i) the pass rate 
and average score of students taking the teacher 
performance assessment, disaggregated by subject 
area, race, ethnicity, and gender, 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.’’; 
(iii) by striking subparagraphs (G) 
through (L) and inserting the following: 
‘‘(G) For each teacher and school leader 
preparation program in the State the following: 
‘‘(i) The programs’ admission rate, me-
dian grade point average, and range of 
grade point averages for admitted students. 
‘‘(ii) The number of students in the 
program disaggregated by race, ethnicity, 
and gender, except that such disaggregation 
shall not be required in a case in which the 
result would reveal personally identifiable 
information about an individual student. 
‘‘(iii) The number of hours and types 
of supervised clinical preparation required. 
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‘‘(iv) Whether such program has been 
identified as low-performing, as designated 
by the State under section 207(a). 
‘‘(v) For each school leader preparation 
program in the State, the total number and 
percentage of program completers placed as 
principals who are rated as effective or 
above on the State school leader evaluation 
and support systems (as described in section 
2101(c)(4)(B)(2) of the Elementary and 
Secondary Education Act of 1965) or, if no 
such ratings are available, other comparable 
indicators of performance after three years 
of leading a school. 
‘‘(H) For the State as a whole, and for each 
teacher preparation entity in the State, the num-
ber of teachers prepared, in the aggregate and re-
ported separately by the following: 
‘‘(i) Area of certification or licensure. 
‘‘(ii) Route of certification (traditional 
versus alternative). 
‘‘(iii) Academic major. 
‘‘(iv) Degree type (baccalaureate, post- 
baccalaureate, and master’s degrees). 
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201 
‘‘(v) Subject area for which the teacher 
has been prepared to teach. 
‘‘(vi) The relationship of the subject 
area and grade span of teachers graduated 
by the teacher preparation entity to identi-
fied teacher shortage areas of the State. 
‘‘(vii) The percentage of teachers grad-
uated teaching in high-need schools. 
‘‘(viii) Placement in a teaching or 
school leadership position within 6 months 
of program completion. 
‘‘(ix) Rates of 3- and 5-year teacher or 
school leadership retention including, at a 
minimum, in the same school and local edu-
cational agency, and within the profes-
sion.’’; and 
(B) by adding at the end the following: 
‘‘(3) NO REQUIREMENT FOR REPORTING ON STU-
DENTS NOT WORKING IN THE STATE.—Nothing in this 
section shall require a State to report data on pro-
gram completers who do not work as teachers, prin-
cipals, or school leaders in such State.’’; and 
(3) in subsection (d)(2), by adding at the end the 
following: 
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‘‘(D) The relationship of the subject area 
and grade span of teachers graduated by teacher 
preparation entities across the States to identi-
fied teacher shortage areas. 
‘‘(E) The number and percentages of such 
graduates teaching in high-need schools.’’. 
SEC. 2007. TEACHER DEVELOPMENT. 
Section 206 of the Higher Education Act of 1965 (20 
U.S.C. 1022e) is amended by striking ‘‘limited English pro-
ficient’’ both places it appears and inserting ‘‘English 
learner’’. 
SEC. 2008. STATE FUNCTIONS. 
Section 207 of the Higher Education Act of 1965 (20 
U.S.C. 1022f) is amended to read as follows: 
‘‘SEC. 207. STATE FUNCTIONS. 
‘‘(a) STATE ASSESSMENT.— 
‘‘(1) IN
GENERAL.—In order to receive funds 
under this Act or under title II of the Elementary 
and Secondary Education Act of 1965 (20 U.S.C. 
6601 et seq.), a State shall conduct an assessment to 
identify at-risk and low-performing teacher and 
school leader preparation programs in the State and 
to assist such programs through the provision of tech-
nical assistance. 
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‘‘(2) PROVISION
OF
LOW-PERFORMING
LIST.— 
Each State described in paragraph (1) shall— 
‘‘(A) provide the Secretary and the general 
public an annual list of low-performing teacher 
and school leader preparation programs and an 
identification of those programs at risk of being 
placed on such list, as applicable; 
‘‘(B) report any teacher and school leader 
preparation program that has been closed and 
the reasons for such closure; and 
‘‘(C) describe the assessment, described in 
paragraph (1), in the report under section 
205(b). 
‘‘(3) DETERMINATION OF AT-RISK AND LOW-PER-
FORMING PROGRAMS.—The levels of performance and 
the criteria for meeting those levels for purposes of the 
assessment 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 and school 
leader 
preparation 
programs, 
prekindergarten 
through 12th grade leaders and instructional staff, 
current teacher and school leader candidates partici-
pating in traditional and alternative route teacher or 
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204 
school leader preparation programs, the State’s stand-
ards board or other appropriate standards body, and 
other stakeholders identified by the State. In making 
such determination, the State shall consider multiple 
measures and the information reported by teacher 
preparation entities under section 205. 
‘‘(b) REPORTING AND IMPROVEMENT.—In order to re-
ceive funds under this Act or under title II of the Elemen-
tary and Secondary Education Act of 1965 (20 U.S.C. 6601 
et seq.), a State shall— 
‘‘(1) report to the Secretary and the general pub-
lic any programs described in subsection (a); 
‘‘(2) establish a period of improvement and rede-
sign (as established by the State) for programs identi-
fied as at-risk under subsection (a); 
‘‘(3) provide programs identified as at-risk 
under subsection (a) with technical assistance for a 
period of not longer than 3 years; 
‘‘(4) identify at-risk programs as low-performing 
if there is not sufficient improvement following the 
period of technical assistance provided by the State; 
and 
‘‘(5) subject low-performing programs to the pro-
visions described in subsection (c) (as determined by 
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205 
the State) not later than 1 year after the date of such 
identification as a low-performing program. 
‘‘(c) TERMINATION OF ELIGIBILITY.—Any teacher or 
school leader preparation program that is projected to 
close— 
‘‘(1) shall be ineligible for any funding for pro-
fessional development activities awarded by the De-
partment; 
‘‘(2) may not be permitted to provide new 
awards under subpart 9 of part A of title IV; and 
‘‘(3) shall provide transitional support, includ-
ing remedial services if necessary, for students en-
rolled in the program in the year prior to such clo-
sure. 
‘‘(d) NEGOTIATED RULEMAKING.—If the Secretary de-
velops any regulations implementing subsection (c)(2), the 
Secretary shall submit such proposed regulations to a nego-
tiated rulemaking process, which shall include representa-
tives of States, institutions of higher education, and edu-
cational and student organizations. 
‘‘(e) APPLICATION OF REQUIREMENTS.—The require-
ments of this section shall apply to both traditional teacher 
preparation programs and alternative routes to State cer-
tification and licensure programs.’’. 
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SEC. 2009. GENERAL PROVISIONS. 
Section 208(a) of the Higher Education Act of 1965 
(20 U.S.C. 1022g(a)) is amended by striking ‘‘sections 205 
and 206’’ and inserting ‘‘section 205’’. 
SEC. 2010. ELEVATION OF THE EDUCATION PROFESSION 
STUDY. 
Part A of title II of the Higher Education Act of 1965 
(20 U.S.C. 1022 et seq.) is amended by inserting after sec-
tion 208 the following: 
‘‘SEC. 209. ELEVATION OF THE EDUCATION PROFESSION 
STUDY. 
‘‘(a) PURPOSE.—The purpose of this section is to au-
thorize a feasibility study on the elevation of the education 
profession by examining State policies related to teacher 
and school leader education and certification, produce a 
comprehensive set of expectations that sets a high bar for 
entry into the profession and ensures that all entering 
teachers and school leaders are profession-ready, and de-
velop recommendations to Congress on best practices with 
respect to elevating the education profession that are evi-
dence-based, reliable, and verified by the field. 
‘‘(b) ESTABLISHMENT.— 
‘‘(1) IN GENERAL.—The Secretary of Education 
shall establish an Advisory Committee to carry out 
the elevation of the education profession study de-
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207 
scribed in subsection (c) and make recommendations 
to Congress on the findings. 
‘‘(2) MEMBERSHIP
OF
THE
ADVISORY
COM-
MITTEE.—The Advisory Committee shall include rep-
resentatives or advocates from the following categories: 
‘‘(A) Teacher unions. 
‘‘(B) School leader organizations. 
‘‘(C) State and local chief executives or their 
representatives. 
‘‘(D) State educational agencies and local 
educational agencies. 
‘‘(E) Teacher and school leader advocacy or-
ganizations. 
‘‘(F) School administrator organizations. 
‘‘(G) Institutions of higher education, in-
cluding colleges of teacher education. 
‘‘(H) Civil rights organizations. 
‘‘(I) Organizations representing students 
with disabilities. 
‘‘(J) Organizations representing English 
learners. 
‘‘(K) Nonprofit organizations representing 
subject-fields, such as STEM Educator organiza-
tions, comprehensive literacy Educator organiza-
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208 
tions, and arts and humanities educator organi-
zations. 
‘‘(L) Professional development organiza-
tions. 
‘‘(M) Educational technology organizations. 
‘‘(N) Nonprofit research organizations. 
‘‘(O) Organizations representing nontradi-
tional pathways into teacher and school leader 
education. 
‘‘(P) Organizations representing parents. 
‘‘(c) DUTIES OF THE ADVISORY COMMITTEE.— 
‘‘(1) FEASIBILITY STUDY.—The Advisory Com-
mittee shall conduct a feasibility study to— 
‘‘(A) assess the state of policies and prac-
tices related to teacher and school leader edu-
cation and entry into the profession including 
barriers to achieving certification and licensure, 
best practices in producing profession-ready 
teachers and school leaders, and recruitment and 
retention of teachers and school leaders in 
schools; 
‘‘(B) compile best practices for educating 
and training profession-ready teachers and 
school leaders including evidence-based practices 
for training teachers and school leaders to sup-
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209 
port diverse learners, developing teacher and 
school leaders, and successful pre-service and in- 
service educational activities; 
‘‘(C) review certification and credentialing 
practices throughout the Nation including min-
imum standards in each State, differences in 
types of credentials, and impact of different cer-
tification processes in each State for teachers 
and school leaders who relocate; and 
‘‘(D) recommend a comprehensive set of rig-
orous expectations for States standards to elevate 
the profession of teaching and to produce profes-
sion-ready teachers and school leaders prepared 
to educate diverse learners in inclusive edu-
cational settings. 
‘‘(2) REPORTS.— 
‘‘(A) Not later than 1 year after the Advi-
sory Committee’s first meeting, the Committee 
shall submit an interim report to the Secretary 
and to the authorizing committees detailing the 
methods of the study and progress in developing 
the set of comprehensive and rigorous expecta-
tions. 
‘‘(B) Not later than 3 years after the Advi-
sory Committee’s first meeting, the Committee 
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210 
shall submit a final report to the Secretary and 
to the authorizing committees detailing the find-
ings, recommendations, and suggested set of com-
prehensive and rigorous expectations. 
‘‘(3) DISSEMINATION OF INFORMATION.—In car-
rying out the study under paragraph (1), the Sec-
retary shall, after the release of the study, disseminate 
information found in the study in an accessible for-
mat to all stakeholders. 
‘‘(4) DATABASE.—Not later than 180 days after 
the date of the enactment of this subsection, the Sec-
retary shall produce an electronically accessible clear-
inghouse of State certification procedures and best 
State practices for producing and retaining profes-
sion-ready teachers and school leaders.’’. 
SEC. 2011. AUTHORIZATION OF APPROPRIATIONS. 
Part A of title II of the Higher Education Act of 1965 
(20 U.S.C. 1022 et seq.) is amended— 
(1) by redesignating section 209 as section 210; 
and 
(2) in section 210, as so redesignated— 
(A) by striking ‘‘$300,000,000’’ and insert-
ing ‘‘$500,000,000’’; 
(B) by striking ‘‘2009’’ and inserting 
‘‘2019’’; and 
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211 
(C) by striking ‘‘two succeeding’’ and in-
serting ‘‘5 succeeding’’. 
PART B—ENHANCING TEACHER AND SCHOOL 
LEADER EDUCATION 
SEC. 2101. ENHANCING TEACHER AND SCHOOL LEADER 
EDUCATION. 
Part B of title II of the Higher Education Act of 1965 
(20 U.S.C. 1031 et seq.) is amended to read as follows: 
‘‘PART B—ENHANCING TEACHER AND SCHOOL 
LEADER EDUCATION 
‘‘SEC. 230. AUTHORIZATION OF APPROPRIATIONS. 
‘‘(a) IN GENERAL.—There are authorized to be appro-
priated to carry out this part $100,000,000 for fiscal year 
2020 and each of the 5 succeeding fiscal years. 
‘‘(b) DISTRIBUTION OF FUNDS.—Subparts 1 through 
4 of this part shall each receive a minimum of 20 percent 
of the amount appropriated for a fiscal year, and the Sec-
retary shall have discretion over the distribution under this 
part of the remaining amount appropriated for such fiscal 
year. 
‘‘Subpart 1—Honorable Augustus F. Hawkins Centers 
of Excellence 
‘‘SEC. 231. FINDINGS. 
‘‘Congress finds the following: 
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‘‘(1) Our Nation’s schools are experiencing a se-
vere teacher diversity gap that negatively impacts 
student achievement and school culture—50 percent of 
current students are students of color while only 18 
percent of teachers are of color, according to a 2016 
study by the Brookings Institution. 
‘‘(2) A 2016 report conducted by the Department 
of Education shows that teachers of color tend to pro-
vide more culturally relevant teaching and better un-
derstand the situations that students of color may 
face. These factors help in the development of trusting 
teacher-student relationships. Researchers from Van-
derbilt University also found that greater racial and 
ethnic diversity in the principal corps benefits stu-
dents, especially students of color. 
‘‘(3) Teachers and school leaders of color can also 
serve as cultural ambassadors who help students feel 
more welcome at school or as role models. 
‘‘(4) Research consistently shows that increasing 
diversity in the teaching profession can have positive 
impacts on student educational experiences and out-
comes. Students of color demonstrate greater academic 
achievement and social-emotional development in 
classes with teachers of color. Studies also suggest that 
all students, including white students, benefit from 
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213 
having teachers of color offering their distinctive 
knowledge, experiences, and role modeling to the stu-
dent body as a whole. 
‘‘SEC. 232. PURPOSE. 
‘‘The purpose of this subpart is to strengthen and ex-
pand the recruitment, training, and retention of candidates 
of color into the teaching profession. 
‘‘SEC. 233. ELIGIBLE INSTITUTION DEFINED. 
‘‘In this subpart, the term ‘eligible institution’ means 
an institution of higher education that has a teacher or 
school leader preparation program that is a accredited by 
the State and that is— 
‘‘(1) a part B institution (as defined in section 
322); 
‘‘(2) a Hispanic-serving institution (as defined 
in section 502); 
‘‘(3) a Tribal college or university (as defined in 
section 316); 
‘‘(4) an Alaska Native-serving institution (as de-
fined in section 317(b)); 
‘‘(5) a Native Hawaiian-serving institution (as 
defined in section 317(b)); 
‘‘(6) a predominantly black institution (as de-
fined in section 318); 
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214 
‘‘(7) an Asian-American and Native American 
Pacific Islander-serving institution (as defined in sec-
tion 320(b)); 
‘‘(8) a Native American-serving, nontribal insti-
tution (as defined in section 319); 
‘‘(9) a consortium of any of the institutions de-
scribed in paragraphs (1) through (8); or 
‘‘(10) an institution described in paragraphs (1) 
through (8), or a consortium described in paragraph 
(9), in partnership with any other institution of high-
er education, but only if the center of excellence estab-
lished under section 234 is located at an institution 
described in paragraphs (1) through (8). 
‘‘SEC. 234. AUGUSTUS F. HAWKINS CENTERS OF EXCEL-
LENCE. 
‘‘(a) PROGRAM AUTHORIZED.—From the amounts 
provided to carry out this subpart, the Secretary shall 
award grants, on a competitive basis, to eligible institutions 
to establish centers of excellence. 
‘‘(b) USE OF FUNDS.—An eligible institution shall use 
a grant received under this subpart to ensure that programs 
offered at a center of excellence established by such institu-
tion prepare current and future teachers or school leaders 
to be profession-ready, and meet the applicable State certifi-
cation and licensure requirements, including any require-
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215 
ments for certification obtained through alternative routes 
to certification, or, with regard to special education teach-
ers, the qualifications described in section 612(a)(14)(C) of 
the Individuals with Disabilities Education Act (20 U.S.C. 
1412(a)(14)(C)), by carrying out one or more of the fol-
lowing activities: 
‘‘(1) Implementing reforms within teacher or 
school leader preparation programs to ensure that 
such programs are preparing teachers or school lead-
ers who meet such applicable State certification and 
licensure requirements or qualifications, and are 
using evidence-based instructional practices to im-
prove student academic achievement, by— 
‘‘(A) retraining or recruiting faculty; and 
‘‘(B) designing (or redesigning) teacher or 
school leader preparation programs that— 
‘‘(i) prepare teachers or school leaders 
to serve in low-performing schools and close 
student achievement gaps; and 
‘‘(ii) are based on— 
‘‘(I) rigorous academic content; 
‘‘(II) evidence-based research; and 
‘‘(III) challenging State academic 
standards as described in section 
1111(b)(1) of the Elementary and Sec-
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ondary Education Act of 1965 (20 
U.S.C. 6311(b)(1)); and 
‘‘(iii) promote effective teaching skills. 
‘‘(2) Providing sustained and high-quality 
preservice clinical experience, which may include 
through high-quality teacher or leader residency pro-
grams, including the mentoring of prospective teach-
ers by exemplary teachers or teacher leaders, substan-
tially increasing interaction between faculty at insti-
tutions of higher education and new and experienced 
teachers, principals, school leaders, and other admin-
istrators at elementary schools or secondary schools, 
and providing support, including preparation time, 
for such interaction. 
‘‘(3) Developing and implementing initiatives to 
promote retention of teachers who meet such applica-
ble State certification and licensure requirements or 
qualifications, and principals and other school lead-
ers, including teachers, principals, and other school 
leaders of color, including programs that provide— 
‘‘(A) teacher or principal and other school 
leader mentoring; and 
‘‘(B) induction and support for teachers 
and principals and other school leaders during 
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their first three years of employment as teachers, 
principals, or other school leaders, 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 or 
other school leader preparation program at the Center 
of Excellence, not to exceed the cost of attendance as 
defined in section 472. 
‘‘(5) Disseminating information on effective 
practices for teacher or other school leader prepara-
tion and successful teacher or other school leader cer-
tification and licensure assessment preparation strat-
egies. 
‘‘(6) Activities authorized under section 202. 
‘‘(c) APPLICATION.—Any eligible institution desiring 
a grant under this subpart shall submit an application to 
the Secretary at such time, in such manner, and accom-
panied by such information as the Secretary may require. 
‘‘(d) LIMITATION ON ADMINISTRATIVE EXPENSES.— 
An eligible institution that receives a grant under this sub-
part may use not more than 2 percent of the funds provided 
to administer the grant. 
‘‘(e) REGULATIONS.—The Secretary shall prescribe 
such regulations as may be necessary to carry out this sub-
part. 
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‘‘Subpart 2—Preparing Well-Rounded Teachers 
‘‘SEC. 241. WELL-ROUNDED TEACHING GRANTS. 
‘‘(a) FINDINGS.—Congress finds that— 
‘‘(1) students have diverse learning needs and 
teachers must be prepared to provide a high-quality, 
equitable education to every child; 
‘‘(2) improving the pedagogical competencies, be-
havior management skills, and cultural competencies 
of teacher candidates prepares them to effectively 
teach students from diverse backgrounds and increases 
the likelihood they will remain in the profession; and 
‘‘(3) teachers who hold dual certification and re-
ceive training in social and emotional learning com-
petencies and nonexclusionary, positive behavior 
management practices are better prepared to create a 
supportive school climate and meet the needs of all 
students, including English learners, racially diverse 
students, students with disabilities, low-income stu-
dents, and students who have experienced trauma. 
‘‘(b) PURPOSE.—The purpose of this subpart is to— 
‘‘(1) strengthen and expand teacher preparation 
programs that embed dual certification for teacher 
candidates in special education; and 
‘‘(2) strengthen and expand teacher preparation 
programs that embed training on inclusive practices, 
culturally responsive teaching, social and emotional 
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learning competencies, universal design for learning, 
and nonexclusionary, positive behavior management 
practices to teacher candidates. 
‘‘(c) AUTHORIZATION OF PROGRAM.— 
‘‘(1) IN GENERAL.—From the amounts provided 
to carry out this subpart, the Secretary shall award 
grants, on a competitive basis, to eligible partnerships 
to improve the preparation of general education 
teacher candidates to ensure that such teacher can-
didates possess the knowledge, skills, and credentials 
necessary to effectively instruct students with disabil-
ities in general education classrooms, and an under-
standing of positive behavior-management practices 
that reduce the use of exclusionary and aversive dis-
ciplinary practices and create a supportive school cli-
mate. 
‘‘(2) DURATION OF GRANTS.—A grant under this 
subpart shall be awarded for a period of not more 
than 5 years. 
‘‘(3) NON-FEDERAL SHARE.—An eligible partner-
ship that receives a grant under this subpart shall 
provide not less than 25 percent of the cost of the ac-
tivities carried out with such grant from non-Federal 
sources, which may be provided in cash or in-kind. 
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‘‘(d) DEFINITION
OF ELIGIBLE PARTNERSHIP.—In 
this section, the term ‘eligible partnership’ means a partner-
ship that— 
‘‘(1) shall include— 
‘‘(A) one or more departments or programs 
at an institution of higher education— 
‘‘(i) that prepare elementary or sec-
ondary general education teachers; 
‘‘(ii) that have a program of study that 
leads to an undergraduate degree, a mas-
ter’s 
degree, 
or 
completion 
of 
a 
postbaccalaureate program required for 
teacher certification; and 
‘‘(iii) the profession-ready graduates of 
which meet the applicable State certifi-
cation and licensure requirements, includ-
ing any requirements for certification ob-
tained through alternative routes to certifi-
cation, or, with regard to special education 
teachers, the qualifications described in sec-
tion 612(a)(14)(C) of the Individuals with 
Disabilities Education Act (20 U.S.C. 
1412(a)(14)(C)); 
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221 
‘‘(B) a department or program that has ex-
pertise in special education at an institution of 
higher education; and 
‘‘(C) a high-need local educational agency; 
and 
‘‘(2) may include— 
‘‘(A) a department or program of mathe-
matics, earth or physical science, foreign lan-
guage, or another department at the institution 
that has a role in preparing teachers; or 
‘‘(B) a non-profit, research-based organiza-
tion. 
‘‘(e) ACTIVITIES.—An eligible partnership that receives 
a grant under this section— 
‘‘(1) shall use the grant funds to— 
‘‘(A) develop or strengthen an under-
graduate, postbaccalaureate, or master’s teacher 
preparation program by integrating special edu-
cation pedagogy into the general education cur-
riculum and academic content that results in 
applicable dual State certification for teacher 
candidates who complete the program; 
‘‘(B) develop or strengthen an under-
graduate, postbaccalaureate, or master’s teacher 
preparation program by embedding social and 
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emotional learning strategies, inclusive practices, 
culturally responsive teaching, and nonexclu-
sionary, positive behavior-management practices 
into the general education curriculum and aca-
demic content; 
‘‘(C) provide teacher candidates partici-
pating in the program under subparagraph (A) 
with skills related to— 
‘‘(i) response to intervention, positive 
behavioral interventions and supports (in-
cluding eliminating the use of aversive 
interventions such as seclusion and re-
straints), differentiated instruction, and 
data-driven instruction (including the use 
of data to identify and address disparities 
in rates of discipline among student sub-
groups); 
‘‘(ii) universal design for learning; 
‘‘(iii) determining and utilizing ac-
commodations for instruction and assess-
ments for students with disabilities; 
‘‘(iv) collaborating with stakeholders 
such as special educators, related services 
providers, out-of-school time providers, and 
parents, including participation in individ-
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ualized education program development and 
implementation; 
‘‘(v) appropriately utilizing technology 
and assistive technology for students with 
disabilities; and 
‘‘(vi) effectively and equitably using 
technology for digital and blended learning; 
‘‘(D) provide teacher candidates partici-
pating in the program under subparagraph (B) 
with skills related to— 
‘‘(i) social and emotional learning 
competencies; 
‘‘(ii) positive behavior interventions 
and supports or multitiered systems of sup-
port; 
‘‘(iii) trauma-informed care; 
‘‘(iv) evidenced-based restorative justice 
practices; and 
‘‘(v) culturally responsive teaching and 
anti-bias training that is evidence-based; 
and 
‘‘(E) provide extensive clinical experience 
for participants described in subparagraphs (A) 
and (B) with mentoring and induction support 
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throughout the program that continues during 
the first 2 years of full-time teaching. 
‘‘(f) APPLICATION.— 
‘‘(1) APPLICATION REQUIREMENTS.—An eligible 
partnership seeking a grant under this section shall 
submit an application to the Secretary at such time, 
in such manner, and containing such information as 
the Secretary may require. Such application shall in-
clude— 
‘‘(A) a self-assessment by the eligible part-
nership of the existing teacher preparation pro-
gram at the institution of higher education and 
needs related to preparing general education 
teacher candidates to instruct students with dis-
abilities; and 
‘‘(B) an assessment of the existing personnel 
needs for general education teachers who instruct 
students with disabilities, performed by the high- 
need local educational agency described in sub-
section (d)(1)(C). 
‘‘(2) PEER REVIEW.— 
‘‘(A) IN
GENERAL.—The Secretary shall 
convene a peer review committee to review appli-
cations for grants under this subpart and to 
make recommendations to the Secretary regard-
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ing the selection of eligible partnerships for such 
grants. 
‘‘(B) MEMBERSHIP.—Members of the peer 
review committee shall be recognized experts in 
the fields of special education, social and emo-
tional learning, teacher preparation, and general 
education and shall not be in a position to ben-
efit financially from any grants awarded under 
this section. 
‘‘(g) EQUITABLE
GEOGRAPHIC
DISTRIBUTION.—In 
awarding grants under this subpart, the Secretary shall, 
to the maximum extent possible, provide for an equitable 
geographic distribution of such grants. 
‘‘(h) EVALUATIONS.— 
‘‘(1) BY THE PARTNERSHIP.— 
‘‘(A) IN GENERAL.—An eligible partnership 
receiving a grant under this subpart shall con-
duct an evaluation at the end of the grant period 
to determine— 
‘‘(i) the effectiveness of the general edu-
cation teachers who completed a program 
under subsection (c)(1) with respect to in-
struction of students with disabilities in 
general education classrooms; and 
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‘‘(ii) the systemic impact of the activi-
ties carried out by such grant on how each 
institution of higher education that is a 
member of the partnership prepares teachers 
for instruction in elementary schools and 
secondary schools. 
‘‘(B) REPORT TO THE SECRETARY.—Each 
eligible partnership performing an evaluation 
under subparagraph (A) shall report the findings 
of such evaluation to the Secretary. 
‘‘(2) REPORT
BY
THE
SECRETARY.—Not later 
than 180 days after the last day of the grant period 
for which an evaluation was conducted under para-
graph (1), the Secretary shall make available to the 
authorizing committees and the public the findings of 
the evaluations submitted under paragraph (1), and 
information on best practices related to effective in-
struction of students with disabilities in general edu-
cation classrooms. 
‘‘Subpart 3—Preparing Teachers for English-Learner 
Instruction 
‘‘SEC. 251. TEACHING ENGLISH LEARNERS GRANT. 
‘‘(a) AUTHORIZATION OF PROGRAM.—The Secretary 
shall award grants, on a competitive basis, to eligible part-
nerships to improve the preparation of teacher candidates 
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to ensure that such teacher candidates possess the knowledge 
and skills necessary to effectively instruct English learners. 
‘‘(b) DURATION OF GRANTS.—A grant under this sec-
tion shall be awarded for a period of not more than 5 years. 
‘‘(c) NON-FEDERAL SHARE.—An eligible partnership 
that receives a grant under this section shall provide not 
less than 25 percent of the cost of the activities carried out 
with such grant from non-Federal sources, which may be 
provided in cash or in kind. 
‘‘(d) ELIGIBLE PARTNERSHIP.—The term ‘eligible 
partnership’ means an eligible institution of higher edu-
cation in partnership with a high-need local educational 
agency or a high-need early childhood education program. 
‘‘(e) USES OF FUNDS.—An eligible partnership that 
receives a grant under this section shall use the grant to— 
‘‘(1) develop or strengthen an undergraduate, 
postbaccalaureate, or master’s teacher preparation 
program by integrating strategies for teaching 
English learners into the education curriculum and 
academic content; 
‘‘(2) provide teacher candidates participating in 
a program under paragraph (1) with skills related 
to— 
‘‘(A) helping English learners— 
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‘‘(i) achieve at high levels in prekinder-
garten programs, and elementary schools 
and secondary schools so that such English 
learners can meet the challenging State aca-
demic standards adopted under section 
1111(b)(1) of the Elementary and Sec-
ondary Education Act of 1965 (20 U.S.C. 
6311(b)(1)) by the State of the school at-
tended by the English learners, which all 
children in the State are expected to meet; 
and 
‘‘(ii) attain English proficiency; 
‘‘(B) appropriately identifying and meeting 
the specific learning needs of children with dis-
abilities who are English learners; 
‘‘(C) appropriately using universal design 
for learning; 
‘‘(D) recognizing and addressing the social 
and emotional needs of English learners; and 
‘‘(E) promoting parental, family, and com-
munity engagement in educational programs 
that serve English learners; 
‘‘(3) provide authentic clinical learning opportu-
nities for teacher candidates participating in the pro-
gram involving sustained interactions with teachers 
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229 
and English learners at public prekindergarten pro-
grams, or elementary schools or secondary schools, to 
the extent practicable, or simulated environments at 
the eligible institution of higher education involved, 
that foster in-depth, first-hand engagement with tasks 
required of a teacher providing instruction to English 
learners; and 
‘‘(4) provide teacher candidates with the required 
coursework to qualify for an English-as-a-second-lan-
guage certification, endorsement, or initial teaching 
credential, as recognized by the State of the eligible 
partnership. 
‘‘(f) APPLICATION.—An eligible partnership seeking a 
grant under this section shall submit an application to the 
Secretary at such time, in such manner, and containing 
such information as the Secretary may require. Such appli-
cation shall include— 
‘‘(1) a self-assessment by the eligible partnership 
of the existing teacher preparation program at the in-
stitution of higher education and the needs related to 
preparing teacher candidates to instruct English 
learners in the manner described in subsection (d)(2); 
and 
‘‘(2) a self-assessment by the eligible partnership 
of the personnel needs for teachers who instruct 
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English learners at local, public prekindergarten pro-
grams, and elementary schools and secondary schools. 
‘‘(g) EQUITABLE
GEOGRAPHIC
DISTRIBUTION.—In 
awarding grants under this section, the Secretary shall, to 
the maximum extent possible, provide for an equitable geo-
graphic distribution of such grants. 
‘‘(h) EVALUATIONS.— 
‘‘(1) REPORT FROM ELIGIBLE PARTNERSHIPS.— 
An eligible partnership receiving a grant under this 
section shall submit to the Secretary the results of an 
evaluation conducted by the partnership at the end of 
the grant period to determine— 
‘‘(A) the effectiveness of teachers who com-
pleted a program under subsection (d)(1) with 
respect to instruction of English learners; and 
‘‘(B) the systemic impact of the activities 
carried out by such grant on how such partner-
ship prepares teachers to provide instruction in 
prekindergarten 
programs, 
and 
elementary 
schools and secondary schools. 
‘‘(2) REPORT FROM THE SECRETARY.—Not later 
than 180 days after the last day of the grant period 
under this section, the Secretary shall make available 
to the authorizing committees and the public— 
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‘‘(A) the findings of the evaluations sub-
mitted under paragraph (1); and 
‘‘(B) information on best practices related 
to effective instruction of English learners. 
‘‘Subpart 4—Graduate Fellowships To Prepare 
Faculty in High-Need Areas at Colleges of Education 
‘‘SEC. 261. GRADUATE FELLOWSHIPS TO PREPARE FACULTY 
IN HIGH-NEED AREAS AT COLLEGES OF EDU-
CATION. 
‘‘(a) GRANTS BY SECRETARY.—From the amounts pro-
vided to carry out this subpart, the Secretary shall award 
grants, on a competitive basis, to eligible institutions to en-
able such institutions to make graduate fellowship awards 
to qualified individuals in accordance with the provisions 
of this section. 
‘‘(b) ELIGIBLE INSTITUTIONS.—In this section, the 
term ‘eligible institution’ means an institution of higher 
education, or a consortium of such institutions, that offers 
a program of postbaccalaureate study leading to a doctoral 
degree. 
‘‘(c) APPLICATIONS.—An eligible institution that de-
sires a grant under this section shall submit an application 
to the Secretary at such time, in such manner, and con-
taining such information as the Secretary may reasonably 
require. 
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‘‘(d) TYPES OF FELLOWSHIPS SUPPORTED.— 
‘‘(1) IN GENERAL.—An eligible institution that 
receives a grant under this subpart shall use the grant 
funds to provide graduate fellowships to individuals 
who are preparing for the professorate in order to 
prepare individuals to become elementary school and 
secondary school science, technology, engineering, and 
math teachers, special education teachers, and teach-
ers who provide instruction for English-learners, who 
meet the applicable State certification and licensure 
requirements, including any requirements for certifi-
cation obtained through alternative routes to certifi-
cation, or, with regard to special education teachers, 
the qualifications described in section 612(a)(14)(C) 
of the Individuals with Disabilities Education Act 
(20 U.S.C. 1412(a)(14)(C)). 
‘‘(2) TYPES OF STUDY.—A graduate fellowship 
provided under this section shall support an indi-
vidual in pursuing postbaccalaureate study, which 
leads to a doctoral degree and may include a master’s 
degree as part of such study, related to teacher prepa-
ration and pedagogy in one of the following areas: 
‘‘(A) Science, technology, engineering, math-
ematics, and computer science, and their related 
subfields, if the individual has completed a mas-
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ter’s degree in mathematics, engineering, science, 
or computer science and is pursuing a doctoral 
degree in mathematics, science, engineering, or 
education. 
‘‘(B) Special education. 
‘‘(C) The instruction of English-learners, 
including postbaccalaureate study in language 
instruction educational programs. 
‘‘(e) FELLOWSHIP TERMS AND CONDITIONS.— 
‘‘(1) SELECTION
OF
FELLOWS.—The Secretary 
shall ensure that an eligible institution that receives 
a grant under this subpart— 
‘‘(A) shall provide graduate fellowship 
awards to individuals who plan to pursue a ca-
reer in instruction at an institution of higher 
education that has a teacher preparation pro-
gram; and 
‘‘(B) may not provide a graduate fellowship 
to an otherwise eligible individual— 
‘‘(i) during periods in which such in-
dividual is enrolled at an institution of 
higher education unless such individual is 
maintaining satisfactory academic progress 
in, and devoting full-time study or research 
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to, the pursuit of the degree for which the 
fellowship support was provided; or 
‘‘(ii) if the individual is engaged in 
gainful employment, other than part-time 
employment related to teaching, research, or 
a similar activity determined by the insti-
tution to be consistent with and supportive 
of the individual’s progress toward the de-
gree for which the fellowship support was 
provided. 
‘‘(2) AMOUNT OF FELLOWSHIP AWARDS.— 
‘‘(A) IN GENERAL.—An eligible institution 
that receives a grant under this subpart shall 
award stipends to individuals who are provided 
graduate fellowships under this subpart. 
‘‘(B) AWARDS BASED ON NEED.—A stipend 
provided under this subpart shall be in an 
amount equal to the level of support provided by 
the National Science Foundation graduate fel-
lowships, except that such stipend shall be ad-
justed as necessary so as not to exceed the fellow-
ship recipient’s demonstrated need, as deter-
mined by the institution of higher education 
where the fellowship recipient is enrolled. 
‘‘(3) SERVICE REQUIREMENT.— 
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‘‘(A) TEACHING
REQUIRED.—Each indi-
vidual who receives a graduate fellowship under 
this subpart and earns a doctoral degree shall 
teach for 1 year at an institution of higher edu-
cation that has a teacher preparation program 
for each year of fellowship support received 
under this section. 
‘‘(B) INSTITUTIONAL
OBLIGATION.—Each 
eligible institution that receives a grant under 
this subpart shall provide an assurance to the 
Secretary that the institution has inquired of 
and determined the decision of each individual 
who has received a graduate fellowship to, within 
3 years of receiving a doctoral degree, begin em-
ployment at an institution of higher education 
that has a teacher preparation program, as re-
quired by this section. 
‘‘(C) AGREEMENT REQUIRED.—Prior to re-
ceiving an initial graduate fellowship award, 
and upon the annual renewal of the graduate fel-
lowship award, an individual selected to receive 
a graduate fellowship under this section shall 
sign an agreement with the Secretary agreeing to 
pursue a career in instruction at an institution 
of higher education that has a teacher prepara-
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tion program in accordance with subparagraph 
(A). 
‘‘(D) FAILURE
TO
COMPLY.—If an indi-
vidual who receives a graduate fellowship award 
under this section fails to comply with the agree-
ment signed pursuant to subparagraph (C), the 
sum of the amounts of any graduate fellowship 
award received by such recipient shall, upon a 
determination of such a failure, be treated as a 
Federal Direct Unsubsidized Stafford Loan 
under part D of title IV, and shall be subject to 
repayment, together with interest thereon accru-
ing from the date of the fellowship award, in ac-
cordance with terms and conditions specified by 
the Secretary in regulations under this subpart. 
‘‘(E) MODIFIED SERVICE REQUIREMENT.— 
The Secretary may waive or modify the service 
requirement of this paragraph in accordance 
with regulations promulgated by the Secretary 
with respect to the criteria to determine the cir-
cumstances under which compliance with such 
service requirement is inequitable or represents a 
substantial hardship. The Secretary may waive 
the service requirement if compliance by the fel-
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lowship recipient is determined to be inequitable 
or represent a substantial hardship— 
‘‘(i) because the individual is perma-
nently and totally disabled at the time of 
the waiver request; or 
‘‘(ii) based on documentation presented 
to the Secretary of substantial economic or 
personal hardship. 
‘‘(f) INSTITUTIONAL SUPPORT FOR FELLOWS.—An eli-
gible institution that receives a grant under this section 
may reserve not more than ten percent of the grant amount 
for academic and career transition support for graduate fel-
lowship recipients and for meeting the institutional obliga-
tion described in subsection (e)(3)(B). 
‘‘(g) RESTRICTION ON USE OF FUNDS.—An eligible in-
stitution that receives a grant under this section may not 
use grant funds for general operational overhead of the in-
stitution. 
‘‘Subpart 5—General Provisions 
‘‘SEC. 281. COMPETITIVE PRIORITY. 
‘‘In awarding grants under subparts 1 through 4, the 
Secretary shall award competitive priority to eligible insti-
tutions, eligible partnerships, and eligible entities that dem-
onstrate in the application for such a grant a plan to— 
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‘‘(1) increase the diversity in the educator work-
force through— 
‘‘(A) recruiting, enrolling, and preparing 
diverse teacher candidates; and 
‘‘(B) efforts that help retain diverse teacher 
candidates in high-needs schools; 
‘‘(2) address the shortage of teachers in high- 
needs fields including science, technology, engineering, 
arts, mathematics, or computer science through— 
‘‘(A) recruiting, enrolling, and preparing 
teacher candidates to achieve certification, as re-
quired by the State, to offer instruction in high- 
needs fields, including science, technology, engi-
neering, music, arts, mathematics, or computer 
science; and 
‘‘(B) efforts that help retain teachers of 
high-needs fields in high-needs schools; 
‘‘(3) expand the pipeline of school leaders 
through preparing teacher leaders, which may be 
achieved by efforts that may include— 
‘‘(A) embedding pedagogical coursework for 
teacher candidates that fosters— 
‘‘(i) leadership and advocacy skills; 
‘‘(ii) knowledge of school management 
and finance; 
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‘‘(iii) school operations and business 
skills; 
‘‘(iv) effective use and management of 
educational and accessible technology; 
‘‘(v) strategies for community and 
family engagement; and 
‘‘(vi) mentorship and coaching strate-
gies; and 
‘‘(B) providing opportunities for teacher 
candidates to receive— 
‘‘(i) exposure to and modeling from 
teacher leaders and school leaders; and 
‘‘(ii) ongoing support and continu-
ation of professional development on teacher 
or other school leadership once exiting the 
teacher or other school leader preparation 
program; and 
‘‘(4) recruit candidates with significant cultural 
and community competency related to the demo-
graphics of the student body in which the candidate 
will receive a placement, as measured by standards, 
specified in the plan, which may include— 
‘‘(A) a candidate’s prior record of commu-
nity service with school-aged children in the 
community; 
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‘‘(B) nominations from members of the com-
munity; and 
‘‘(C) a candidate’s involvement in relevant 
community organizations.’’. 
TITLE III—INSTITUTIONAL AID 
SEC. 3001. STRENGTHENING INSTITUTIONS. 
Section 311(c) of the Higher Education Act of 1965 
(20 U.S.C. 1057(c)) is amended— 
(1) by striking paragraph (6) and inserting the 
following: 
‘‘(6) Tutoring, counseling, advising, and student 
service programs designed to improve academic suc-
cess, including innovative and customized instruc-
tional courses (which may include remedial education 
and English language instruction) designed to help 
retain students and move the students rapidly into 
core courses and through program completion.’’; 
(2) in paragraph (8), by striking ‘‘acquisition of 
equipment for use in strengthening funds manage-
ment’’ and inserting ‘‘acquisition of technology, serv-
ices, and equipment for use in strengthening funds 
and administrative management’’; 
(3) in paragraph (12), by striking ‘‘Creating’’ 
and all that follows through ‘‘technologies,’’ and in-
serting ‘‘Innovative learning models and creating or 
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improving facilities for Internet or other innovative 
technologies,’’; 
(4) by redesignating paragraph (13) as para-
graph (17); and 
(5) by inserting after paragraph (12) the fol-
lowing: 
‘‘(13) Establishing community outreach pro-
grams that will encourage elementary school and sec-
ondary school students to develop the academic skills 
and the interest to pursue postsecondary education. 
‘‘(14) The development, coordination, implemen-
tation, or improvement of postsecondary career and 
technical education programs as defined in section 
135 of the Carl D. Perkins Career and Technical 
Education Act of 2006 (20 U.S.C. 2355). 
‘‘(15) Alignment and integration of career and 
technical education programs with programs of study, 
as defined in section 3(41) of the Carl D. Perkins Ca-
reer and Technical Education Act (20 U.S.C. 
2302(41)), leading to a bachelor’s degree, graduate de-
gree, or professional degree. 
‘‘(16) Developing or expanding access to dual or 
concurrent enrollment programs and early college 
high school programs.’’. 
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SEC. 3002. STRENGTHENING INSTITUTIONS. 
(a) PROGRAM PURPOSE.—Section 311(d) of the High-
er Education Act of 1965 (20 U.S.C. 1057(d)) is amended— 
(1) in paragraph (2)— 
(A) by striking ‘‘non-Federal sources’’ and 
inserting ‘‘non-Federal sources (which may in-
clude gifts to the endowment fund restricted for 
a specific purpose)’’; and 
(B) by striking ‘‘or greater than’’ and in-
serting ‘‘50 percent of’’; and 
(2) by inserting after paragraph (3) the fol-
lowing: 
‘‘(4) SCHOLARSHIP.—An eligible institution that 
uses grant funds provided under this section to estab-
lish or increase an endowment fund may use the in-
terest proceeds from such endowment to provide schol-
arships to students for the purposes of attending such 
institution.’’. 
(b) TRIBALLY CONTROLLED COLLEGES AND UNIVER-
SITIES.—Section 316(c) of the Higher Education Act of 
1965 (20 U.S.C. 1059c(c)) is amended— 
(1) in paragraph (2)— 
(A) in subparagraph (D), by striking ‘‘Indi-
ans’’ and all that follows through ‘‘policy’’ and 
inserting ‘‘American Indians and Alaska Natives 
are underrepresented, instruction in Native 
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American language, and instruction to support 
tribal governance, tribal public policy, and trib-
al history and sovereignty’’ and 
(B) in subparagraph (L) by striking ‘‘out-
reach’’ and all that follows through ‘‘education’’ 
and inserting ‘‘outreach and recruitment activi-
ties and programs that encourage American In-
dian and Alaska Native elementary school stu-
dents, secondary school students, and adults to 
develop the academic skills and the interest to 
pursue and succeed in postsecondary education’’; 
and 
(2) in paragraph (3)— 
(A) in subparagraph (B)— 
(i) by striking ‘‘matching funds’’ and 
inserting ‘‘matching funds (which may in-
clude gifts to the endowment fund restricted 
for a specific purpose)’’; and 
(ii) by striking ‘‘equal to the Federal 
funds’’ and inserting ‘‘equal to 50 percent of 
the Federal funds’’; and 
(B) by inserting after subparagraph (C) the 
following: 
‘‘(D) SCHOLARSHIPS.—An eligible institu-
tion that uses grant funds provided under this 
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section to establish or increase an endowment 
fund may use the interest proceeds from such en-
dowment to provide scholarships to students for 
the purposes of attending such institution.’’. 
(c) ELIMINATION OF PRE-APPROVAL REQUIREMENT; 
USE
OF UNEXPENDED FUNDS.—Section 316(d) of the 
Higher Education Act of 1965 (20 U.S.C. 1059c(d)) is 
amended— 
(1) by striking paragraph (1); 
(2) by redesignating paragraphs (2) through (4) 
as paragraphs (1) through (3), respectively; and 
(3) in paragraph (2), as so redesignated, by add-
ing at the end the following: 
‘‘(C) USE OF UNEXPENDED FUNDS.—Any 
funds paid to an institution and not expended or 
used for the purposes for which the funds were 
paid during the 5-year period following the date 
of the initial grant award, may be carried over 
and expended during the succeeding 5-year pe-
riod, if such funds were obligated for a purpose 
for which the funds were paid during the 5-year 
period following the date of the initial grant 
award.’’. 
(d) PROMOTING
THE SUSTAINABILITY
OF NATIVE 
AMERICAN LANGUAGES.—Part A of title III of the Higher 
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Education Act of 1965 (20 U.S.C. 1057 et seq.) is further 
amended by inserting after section 316 (20 U.S.C. 1059c) 
the following: 
‘‘SEC. 316A. NATIVE AMERICAN LANGUAGE VITALIZATION 
AND TRAINING PROGRAM. 
‘‘(a) ESTABLISHMENT.— 
‘‘(1) IN
GENERAL.—From the amount appro-
priated under subsection (d), the Secretary shall es-
tablish the Native American Language Vitalization 
and Training Program under which the Secretary 
shall award grants, on a competitive basis, to eligible 
institutions to promote the preservation, revitaliza-
tion, relevancy, and use of Native American lan-
guages. 
‘‘(2) TERM.—The term of a grant under this sec-
tion shall be not more than 5 years. 
‘‘(3) APPLICATION.— 
‘‘(A) STREAMLINED PROCESS.—In carrying 
out the program under this section, the Secretary 
shall establish application requirements in such 
a manner as to simplify and streamline the 
process for the grant application under this sec-
tion. 
‘‘(B) IN GENERAL.—To be eligible to receive 
a grant under this subsection, an eligible institu-
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tion shall submit to the Secretary an application 
at such time, in such manner, and in accordance 
with any other application requirements de-
scribed in subparagraph (A), that the Secretary 
may prescribe, and including the following: 
‘‘(i) A description of the 5-year pro-
gram of the eligible institution for meeting 
the needs of American Indians, Alaska Na-
tives, Native Hawaiians, or Native Amer-
ican Pacific Islanders, as appropriate, in 
the area served by the institution, and how 
such plan is consistent with the purposes 
described in paragraph (1). 
‘‘(ii)(I) An identification of the popu-
lation to be served by the eligible institu-
tion; and 
‘‘(II) an identification of the status of 
Native American language understanding 
and use within that population and a de-
scription of the manner in which the pro-
gram will help preserve and revitalize the 
relevant Native American language. 
‘‘(iii) A description of the services to be 
provided under the program, including the 
manner in which the services will be inte-
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grated with other appropriate language pro-
grams available in the relevant community. 
‘‘(iv) A description, to be prepared in 
consultation with the Secretary, of the per-
formance measures to be used to assess the 
performance of the eligible institution in 
carrying out the program. 
‘‘(b) USE OF FUNDS.—An eligible institution may use 
a grant under this section to carry out activities consistent 
with the purposes described in subsection (a)(1), includ-
ing— 
‘‘(1) curriculum development and academic in-
struction, including educational activities, programs, 
and partnerships relating to students in early child-
hood education programs through grade 12; 
‘‘(2) professional development for faculty at the 
eligible institution and in-service training programs 
for early childhood education programs through grade 
12 instructors and administrators; and 
‘‘(3) innovative Native American language pro-
grams for students in early childhood education pro-
grams through grade 12, including language immer-
sion programs. 
‘‘(c) APPLICABILITY OF OTHER PROVISIONS.— 
‘‘(1) CONCURRENT FUNDING.— 
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‘‘(A) TRIBAL COLLEGE OR UNIVERSITY.— 
An eligible institution that is a Tribal College or 
University may, concurrently, receive a grant 
under this section and funds under section 316. 
‘‘(B) ALASKA NATIVE-SERVING INSTITUTION 
OR
NATIVE
HAWAIIAN-SERVING
INSTITUTION.— 
An eligible institution that is an Alaska Native- 
serving institution or Native Hawaiian-serving 
institution may, concurrently, receive a grant 
under this section and funds under section 317. 
‘‘(C) ASIAN AMERICAN AND NATIVE AMER-
ICAN PACIFIC ISLANDER-SERVING INSTITUTION.— 
An eligible institution that is an Asian Amer-
ican and Native American Pacific Islander-serv-
ing institution may, concurrently, receive a 
grant under this section and funds under section 
320. 
‘‘(2) EXEMPTION.—Sections 312(b) and 313(d) 
shall not apply to an eligible institution that receives 
a grant under this section. 
‘‘(d) AUTHORIZATION
OF APPROPRIATIONS.—There 
are authorized to be appropriated to carry out this section 
$20,000,000 (of which $15,000,000 shall be available for 
Tribal Colleges or Universities and $5,000,000 shall be 
available for the institutions described in subparagraphs 
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(B) through (D) of subsection (e)(1)) for fiscal year 2021 
and each of the 5 succeeding fiscal years. 
‘‘(e) DEFINITIONS.—In this section: 
‘‘(1) ELIGIBLE INSTITUTION.—The term ‘eligible 
institution’ means— 
‘‘(A) a Tribal College or University, as de-
fined in section 316; 
‘‘(B) an Alaska Native-serving institution, 
as defined in section 317; 
‘‘(C) a Native Hawaiian-serving institu-
tion, as defined in section 317; or 
‘‘(D) an Asian American and Native Amer-
ican Pacific Islander-serving institution, as de-
fined in section 320, which is located in Amer-
ican Samoa, Guam, or the Commonwealth of the 
Northern Mariana Islands. 
‘‘(2) NATIVE
AMERICAN.—The term ‘Native 
American’ has the meaning given the term in section 
371(c)(6).’’. 
(e) PREDOMINANTLY BLACK INSTITUTIONS.—Section 
318(d)(3) of the Higher Education Act of 1965 (20 U.S.C. 
1059e(d)(3)) is amended— 
(1) in subparagraph (B)— 
(A) by striking ‘‘non-Federal sources’’ and 
inserting ‘‘non-Federal sources (which may in-
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250 
clude gifts to the endowment fund restricted for 
a specific purpose)’’; and 
(B) by striking ‘‘equal to or greater than 
the Federal funds’’ and inserting ‘‘equal to 50 
percent of the Federal funds’’; and 
(2) by inserting after subparagraph (C) the fol-
lowing: 
‘‘(D) SCHOLARSHIPS.—An eligible institu-
tion that uses grant funds provided under this 
section to establish or increase an endowment 
fund may use the interest proceeds from such en-
dowment to provide scholarships to students for 
the purposes of attending such institution.’’. 
(f) TECHNICAL CORRECTION TO SECTION 317.— Sec-
tion 317(d)(3)(A) of the Higher Education Act of 1965 (20 
U.S.C.1059d(d)(3)(A) is amended to read as follows: 
‘‘(A) ELIGIBILITY.—No Alaskan Native- 
serving institution of Native Hawaiian-serving 
institution that receives funds under this section 
shall concurrently receive funds under other pro-
visions of this part, part B, or part A of title 
V.’’. 
(g) TECHNICAL CORRECTION TO SECTION 318.—Sec-
tion 318(i) of the Higher Education Act of 1965 (20 U.S.C. 
1059e) is amended— 
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(1) in the subsection heading, by striking ‘‘SPE-
CIAL RULE ON ELIGIBILITY’’ and inserting ‘‘SPECIAL 
RULES’’ ; 
(2) by striking ‘‘No Predominantly’’ and insert-
ing the following: 
‘‘(1) ELIGIBILITY.—No Predominantly’’; and 
(3) by adding at the end the following: 
‘‘(2) EXEMPTION.—Section 313(d) shall not 
apply to institutions that are eligible to receive funds 
under this section.’’. 
(h) TECHNICAL CORRECTION TO SECTION 320.—Sec-
tion 320(d)(3)(A) of the Higher Education Act of 1965 (20 
U.S.C. 1059g(d)(3)(A)) is amended by inserting ‘‘part A 
of’’ after ‘‘or’’. 
SEC. 3003. STRENGTHENING HISTORICALLY BLACK COL-
LEGES AND UNIVERSITIES. 
(a) ALLOWABLE USES OF FUNDS.—Section 323(a) of 
the Higher Education Act of 1965 (20 U.S.C. 1062(a)) is 
amended— 
(1) by striking paragraphs (6) and (7) and in-
serting the following: 
‘‘(6) Tutoring, counseling, advising, and student 
service programs designed to improve academic suc-
cess, including innovative and customized instruc-
tional courses (which may include remedial education 
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and English language instruction) designed to help 
retain students and move students rapidly into core 
courses and through program completion. 
‘‘(7) Funds and administrative management, 
and acquisition of technology, services, and equipment 
for use in strengthening funds and administrative 
management.’’; 
(2) in paragraph (10)— 
(A) by striking ‘‘teacher education’’ and in-
serting ‘‘traditional or alternative route teacher 
preparation’’; and 
(B) by striking ‘‘preparation for teacher 
certification’’ and inserting ‘‘preparation of 
graduates for teacher certification or licensure’’; 
(3) by redesignating paragraph (15) as para-
graph (19); and 
(4) by inserting after paragraph (14) the fol-
lowing: 
‘‘(15) Distance education programs and creating 
or improving facilities for internet or other distance 
learning academic instruction capabilities, including 
the purchase or rental of telecommunications tech-
nology equipment or services. 
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‘‘(16) Establishing or improving a program that 
produces improved results in the educational outcomes 
of African American males. 
‘‘(17) Scholarships, fellowships, and other finan-
cial assistance for financially needy undergraduate 
students, as determined by the institution, to permit 
the enrollment and degree completion of such students 
in the physical or natural sciences, engineering, 
mathematics or other scientific disciplines in which 
African Americas are underrepresented, except that 
not more than 30 percent of the grant amount may 
be used for this purpose. 
‘‘(18) Establishing or improving an office of 
sponsored programs to assist with identifying exter-
nal funding opportunities, applying for external 
funding, and administering grant awards.’’. 
(b) HISTORICALLY BLACK COLLEGES AND UNIVER-
SITIES.—Section 323(b) of the Higher Education Act of 
1965 (20 U.S.C. 1062(b)) is amended— 
(1) in paragraph (2)— 
(A) by striking ‘‘non-Federal sources’’ and 
inserting ‘‘non-Federal sources (which may in-
clude gifts to the endowment fund restricted for 
a specific purpose)’’; and 
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(B) by striking ‘‘equal to or greater than 
the Federal funds’’ and inserting ‘‘equal to 50 
percent of the Federal funds’’; and 
(2) by inserting after paragraph (3) the fol-
lowing: 
‘‘(4) SCHOLARSHIPS.—An eligible institution 
that uses grant funds provided under this section to 
establish or increase an endowment fund may use the 
interest proceeds from such endowment to provide 
scholarships to students for the purposes of attending 
such institution.’’. 
(c) ALLOTMENTS AND APPLICATION PROCESS.— 
(1) ALLOTMENTS.—Section 324 of the Higher 
Education Act of 1965 (20 U.S.C. 1063) is amend-
ed— 
(A) in subsection (c), by striking ‘‘5’’ and 
inserting ‘‘6’’; 
(B) in subsection (d)(1), by striking sub-
paragraphs (A) and (B) and inserting the fol-
lowing: 
‘‘(A) less than $500,000 for a part B institution 
which has received a grant under this part, the Sec-
retary shall award the part B institution an allot-
ment in the amount of $500,000; and 
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‘‘(B) less than $250,000 for a part B institution 
which has not received a grant under this part for a 
fiscal year prior to fiscal year 2019, the Secretary 
shall award the part B institution an allotment in 
the amount of $250,000.’’; and 
(C) in subsection (h)— 
(i) in paragraphs (1)(C) and (2)(C), 
by striking ‘‘within 5 years’’ each time it 
appears and inserting ‘‘within 6 years’’; 
and 
(ii) by adding at the end the following: 
‘‘(3) LIMITATION FOR NEW INSTITUTIONS.—Not-
withstanding any other provision of this section, no 
part B institution that would otherwise be eligible for 
funds under this part shall receive an allotment under 
this part for a fiscal year, unless— 
‘‘(A) such institution received an allotment 
under this part for fiscal year 2019; or 
‘‘(B) the amount appropriated under sec-
tion 399(a)(2)(A) for such fiscal year is not less 
than $282,420,000.’’. 
(2) APPLICATIONS.—Section 325(c) of the Higher 
Education Act of 1965 (20 U.S.C. 1063a(c)) is 
amended by inserting ‘‘, including goals to enhance 
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student retention, graduation, and postgraduate out-
comes,’’ after ‘‘management and academic programs’’. 
(d) PROFESSIONAL OR GRADUATE INSTITUTIONS.— 
Section 326(c) of the Higher Education Act of 1965 (20 
U.S.C. 1063b(c)) is amended— 
(1) in paragraph (7)— 
(A) by striking ‘‘equipment,’’ and inserting 
‘‘equipment, technology, and services,’’; and 
(B) by inserting ‘‘and administrative’’ after 
‘‘in strengthening funds’’; 
(2) by redesignating paragraph (12) as para-
graph (13); and 
(3) by striking paragraph (11) and inserting the 
following: 
‘‘(11) tutoring, counseling, advising, and student 
service programs designed to improve academic suc-
cess, including innovative and customized instruc-
tional courses (which may include remedial education 
and English language instruction) designed to help 
retain students and move students rapidly into core 
courses and through program completion; and 
‘‘(12) distance education programs and creating 
or improving facilities for internet or other distance 
learning academic instruction capabilities, including 
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257 
the purchase or rental of telecommunications tech-
nology equipment or services; and’’. 
(e) ELIGIBILITY.—Section 326(e)(1) of the Higher 
Education Act of 1965 (20 U.S.C. 1063b(e)) is amended— 
(1) in subparagraph (W), by striking ‘‘and’’ at 
the end; 
(2) in subparagraph (X), by striking the period 
at the end and inserting ‘‘; and’’; and 
(3) by adding at the end the following: 
‘‘(Y) University of the Virgin Islands School 
of Medicine.’’. 
(f) CONFORMING AMENDMENT.—Section 326(f) of the 
Higher Education Act of 1965 (20 U.S.C. 1063b(f)) is 
amended by striking ‘‘through (X)’’ both places it appears 
and inserting ‘‘through (Y)’’. 
(g) INTERACTION WITH OTHER GRANT PROGRAMS.— 
Section 326(h) of the Higher Education Act of 1965 (20 
U.S.C. 1063b(h)) is amended by striking ‘‘or 724’’ and in-
serting ‘‘724, 727, or 729’’. 
SEC. 3004. HISTORICALLY BLACK COLLEGE AND UNIVER-
SITY CAPITAL FINANCING. 
(a) BOND INSURANCE
AND CAPITAL FINANCE
OF 
STEM FACILITIES.—Section 343 of the Higher Education 
Act of 1965 (20 U.S.C. 1066b) is amended— 
(1) in subsection (b)— 
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(A) in paragraph (1), by striking ‘‘an es-
crow account’’ and inserting ‘‘a bond insurance 
fund’’; 
(B) in paragraph (3), by inserting ‘‘(except 
that loans for the purpose of science, technology, 
engineering, or mathematics related academic fa-
cilities shall carry not more than a 1 percent 
rate of interest)’’ after ‘‘charge such interest on 
loans’’; 
(C) in paragraph (8)— 
(i) in the matter preceding subpara-
graph (A), by striking ‘‘an escrow account’’ 
and inserting ‘‘a bond insurance fund’’; and 
(ii) in subparagraph (A), by striking 
‘‘the escrow account’’ and inserting ‘‘the 
bond insurance fund’’; 
(D) in paragraph (9), by striking ‘‘escrow 
account’’ each place it appears and inserting 
‘‘bond insurance fund’’; and 
(E) in paragraph (12), by striking ‘‘, except 
as otherwise required by the Secretary’’; and 
(2) in subsection (c), by striking ‘‘escrow ac-
count’’ each place it appears and inserting ‘‘bond in-
surance fund’’. 
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(b) INCREASED AGGREGATE BOND LIMIT.—Section 
344(a) of the Higher Education Act of 1965 (20 U.S.C. 
1066c(a)) is amended— 
(1) in the matter preceding paragraph (1), by 
striking 
‘‘$1,100,000,000’’ 
and 
inserting 
‘‘$3,600,000,000’’; 
(2) 
in 
paragraph 
(1), 
by 
striking 
‘‘$733,333,333’’ and inserting ‘‘two-thirds’’; and 
(3) 
in 
paragraph 
(2), 
by 
striking 
‘‘$366,666,667’’ and inserting ‘‘one-third’’. 
(c) STRENGTHENING TECHNICAL ASSISTANCE.—Sec-
tion 345 of the Higher Education Act of 1965 (20 U.S.C. 
1066d) is amended— 
(1) by striking paragraph (9) and inserting the 
following: 
‘‘(9) may, directly or by grant or contract, pro-
vide financial counseling and technical assistance to 
eligible institutions to prepare the institutions to 
qualify, apply for, and maintain a capital improve-
ment loan, including a loan under this part; and’’; 
and 
(2) by striking paragraph (10) and inserting the 
following: 
‘‘(10) may provide for the modification or 
deferment of a loan made under this part based on 
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need of the institution, as defined by the Secretary, 
for a period not to exceed 6 fiscal years, and, during 
the period of deferment of such a loan, interest on the 
loan will not accrue or be capitalized.’’. 
(d) HBCU CAPITAL FINANCING ADVISORY BOARD.— 
Paragraph (2) of Section 347(c) of the Higher Education 
Act of 1965 (20 U.S.C. 1066f(c)) is amended to read as 
follows: 
‘‘(2) REPORT.—On an annual basis, the Advi-
sory Board shall prepare and submit to the author-
izing committees a report on— 
‘‘(A) the financial status of the historically 
Black colleges and universities described in para-
graph (1)(A); 
‘‘(B) an overview of all loans awarded 
under the program under this part, including 
the most recent loans awarded for the fiscal year 
in which the report is submitted; and 
‘‘(C) administrative and legislative rec-
ommendations for addressing the issues related 
to construction financing facing historically 
Black colleges and universities.’’. 
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261 
SEC. 3005. STRENGTHENING HISTORICALLY BLACK COL-
LEGES AND UNIVERSITIES AND OTHER MI-
NORITY-SERVING INSTITUTIONS. 
Section 371(b) of the Higher Education Act of 1965 
(20 U.S.C. 1067q(b)) is amended— 
(1) in paragraph (1)(A)— 
(A) in the first sentence, by striking ‘‘ap-
propriated,’’ and all that follows through ‘‘2019’’ 
and inserting the following: ‘‘appropriated, 
$300,000,000 for fiscal year 2021 and each suc-
ceeding fiscal year’’; and 
(B) by striking the second sentence; and 
(2) in paragraph (2)— 
(A) in subparagraph (A)— 
(i) 
in 
clause 
(i), 
by 
striking 
‘‘$100,000,000’’ 
and 
inserting 
‘‘$117,500,000’’; 
(ii) 
in 
clause 
(ii), 
by 
striking 
‘‘$100,000,000’’ 
and 
inserting 
‘‘$99,875,000’’; 
(iii) in clause (ii), by striking ‘‘and’’ 
at the end; 
(iv) in clause (iii)— 
(I) by striking ‘‘$55,000,000’’ and 
inserting ‘‘$65,000,000’’; and 
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262 
(II) by striking ‘‘(D)’’ and insert-
ing ‘‘(E)’’; 
(v) by redesignating clause (iii) as 
clause (iv); and 
(vi) by inserting after clause (ii) the 
following: 
‘‘(iii) $17,625,000 shall be available for 
allocation under subparagraph (D); and’’; 
(B) by redesignating subparagraph (D) as 
subparagraph (E) and— 
(i) 
in 
clause 
(i), 
by 
striking 
‘‘$30,000,000’’ each place it appears and 
inserting ‘‘$35,000,000’’; 
(ii) 
in 
clause 
(ii), 
by 
striking 
‘‘$15,000,000’’ each place it appears and 
inserting ‘‘$18,000,000’’; and 
(iii) in clauses (iii) and (iv), by strik-
ing ‘‘$5,000,000’’ each place it appears and 
inserting ‘‘$6,000,000’’; and 
(C) by striking subparagraph (C) and in-
serting the following: 
‘‘(C) 
ALLOCATION
AND
ALLOTMENT 
HBCUS.—The amount made available for alloca-
tion under this subparagraph by subparagraph 
(A)(ii) for any fiscal year shall be available to 
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eligible institutions described in subsection (a)(1) 
and shall be made available as grants under sec-
tion 323 and allotted among such institutions 
under section 324, treating such amount, plus 
the amount appropriated for such fiscal year in 
a regular or supplemental appropriation Act to 
carry out part B of this title, as the amount ap-
propriated to carry out part B of this title for 
purposes of allotments under section 324, for use 
by such institutions with a priority for— 
‘‘(i) activities described in paragraphs 
(1), (2), (4), (5), and (10) of section 323(a); 
and 
‘‘(ii) other activities, consistent with 
the institution’s comprehensive plan and de-
signed to increase the institution’s capacity 
to prepare students for careers in the phys-
ical or natural sciences, mathematics, com-
puter science or information technology or 
sciences, engineering, language instruction 
in the less-commonly taught languages or 
international affairs, or nursing or allied 
health professions. 
‘‘(D) ALLOCATION AND ALLOTMENT PBIS.— 
The amount made available for allocation under 
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this subparagraph by subparagraph (A)(iii) for 
any fiscal year shall be available to eligible in-
stitutions described in subsection (a)(5) and 
shall be available for a competitive grant pro-
gram to award grants of $600,000 annually for 
programs in any of the following areas: 
‘‘(i) science, technology, engineering, or 
mathematics (STEM); 
‘‘(ii) health education; 
‘‘(iii) 
internationalization 
or 
globalization; 
‘‘(iv) teacher preparation; or 
‘‘(v) improving educational outcomes 
of African American males.’’. 
SEC. 3006. GENERAL PROVISIONS. 
Section 399(a) of the Higher Education Act of 1965 
(20 U.S.C. 1068h(a)) is amended— 
(1) by striking ‘‘2009’’ each place it appears and 
inserting ‘‘2021’’; 
(2) in paragraph (1)— 
(A) in subparagraph (A), by striking 
‘‘$135,000,000’’ and inserting ‘‘$150,000,000’’; 
(B) in subparagraph (B), by striking 
‘‘$30,000,000’’ and inserting ‘‘$45,000,000’’; 
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265 
(C) in subparagraph (C), by striking 
‘‘$15,000,000’’ and inserting ‘‘$25,000,000’’; 
(D) in subparagraph (D), by striking 
‘‘$75,000,000’’ and inserting ‘‘$90,000,000’’; 
(E) in subparagraph (E), by striking 
‘‘$25,000,000’’ and inserting ‘‘$30,000,000’’; and 
(F) in subparagraph (F), by striking 
‘‘$30,000,000’’ and inserting ‘‘$60,000,000’’; 
(3) in paragraph (2)— 
(A) in subparagraph (A), by striking 
‘‘$375,000,000’’ and inserting ‘‘$400,000,000’’; 
and 
(B) in subparagraph (B), by striking 
‘‘$125,000,000’’ and inserting ‘‘$135,000,000’’; 
(4) in paragraph (3), by striking ‘‘$10,000,000’’ 
and inserting ‘‘$220,000,000’’; and 
(5) in paragraph (4)(A), by striking ‘‘$185,000’’ 
and inserting ‘‘$225,000’’. 
TITLE IV—STUDENT ASSISTANCE 
SEC. 4001. EFFECTIVE DATE. 
Except as otherwise provided in this title or the 
amendments made by this title, this title and the amend-
ments made by this title shall take effect on July 1, 2021. 
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266 
PART A—GRANTS TO STUDENTS IN ATTENDANCE 
AT INSTITUTIONS OF HIGHER EDUCATION 
Subpart 1—Federal Pell Grants 
SEC. 4011. AMOUNT OF GRANTS. 
Section 401 of the Higher Education Act of 1965 (20 
U.S.C. 1070a) is amended— 
(1) in subsection (a)(1)— 
(A) by striking ‘‘through fiscal year 2017’’; 
and 
(B) by inserting ‘‘or as a postbaccalaureate 
in accordance with subsection (c)(1)(B)’’ after 
‘‘as an undergraduate’’; 
(2) in subsection (b)— 
(A) in paragraph (2)(A)(ii), by striking 
‘‘paragraph (7)(B)’’ and inserting ‘‘paragraph 
(6)(B)’’; 
(B) by striking paragraph (6), and redesig-
nating paragraph (7) as paragraph (6); and 
(C) in paragraph (6)(C) (as so redesig-
nated), by amending clause (iii) to read as fol-
lows: 
‘‘(iii) SUBSEQUENT AWARD YEARS.— 
‘‘(I) 
AWARD
YEARS
2018–2019, 
2019–2020 AND 2020–2021.—For each of 
the award years 2018–2019, 2019– 
2020, and 2020–2021 the amount de-
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267 
termined under this subparagraph for 
purposes of subparagraph (B)(iii) shall 
be equal to the amount determined 
under clause (ii) for award year 2017– 
2018. 
‘‘(II) AWARD
YEAR
2021–2022.— 
For 
award 
year 
2021–2022, 
the 
amount determined under this sub-
paragraph for purposes of subpara-
graph (B)(iii) shall be equal to— 
‘‘(aa) $6,195 or the total 
maximum Federal Pell Grant for 
the preceding award year (as de-
termined under clause (iv)(II)), 
whichever is greater, increased by 
$625; reduced by 
‘‘(bb) $5,135 or the max-
imum Federal Pell Grant for 
which a student was eligible for 
the preceding award year, as spec-
ified in the last enacted appro-
priation Act applicable to that 
year, whichever is greater, and 
‘‘(cc) rounded to the neared 
$5. 
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‘‘(III) AWARD YEAR 2022–2023 AND 
EACH SUBSEQUENT AWARD YEAR.—For 
award year 2022–2023 and each subse-
quent award year, the amount deter-
mined under this subparagraph for 
purposes of subparagraph (B)(iii) shall 
be equal to— 
‘‘(aa) $6,820 or the total 
maximum Federal Pell Grant for 
the preceding award year (as de-
termined under clause (iv)(II)), 
whichever is greater, increased by 
a percentage equal to the annual 
adjustment percentage for the 
award year for which the amount 
under this subparagraph is being 
determined; reduced by 
‘‘(bb) $5,135 or the max-
imum Federal Pell Grant for 
which a student was eligible for 
the preceding award year, as spec-
ified in the last enacted appro-
priation Act applicable to that 
year, whichever is greater; and 
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269 
‘‘(cc) rounded to the nearest 
$5.’’; 
(3) in subsection (f)— 
(A) in paragraph (1), by striking the mat-
ter preceding subparagraph (A) and inserting 
the following: ‘‘After receiving an application for 
a Federal Pell Grant under this subpart, the 
Secretary (including any contractor of the Sec-
retary processing applications for Federal Pell 
Grants under this subpart) shall, in a timely 
manner, furnish to the student financial aid ad-
ministrator at each institution of higher edu-
cation that a student awarded a Federal Pell 
Grant under this subpart is attending, the ex-
pected family contribution for each such student. 
Each such student financial administrator 
shall—’’; and 
(B) in paragraph (3), by striking ‘‘after 
academic year 1986–1987’’; and 
(4) in subsection (j)— 
(A) in paragraph (1) by inserting before the 
period the following: ‘‘, or if such institution of 
higher education is subject to an ineligibility de-
termination under section 435(a)(9) or 493I(b)’’; 
and 
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270 
(B) in paragraph (2) by inserting ‘‘, final 
adjusted cohort default rate, or on-time repay-
ment rate’’ before ‘‘determination’’. 
SEC. 4012. GRANT ELIGIBILITY. 
Section 401(c) of the Higher Education Act of 1965 
(20 U.S.C. 1070a(c)) is amended— 
(1) by amending paragraph (1) to read as fol-
lows: 
‘‘(1) PERIOD OF ELIGIBILITY FOR GRANTS.—The 
period during which a student may receive Federal 
Pell Grants shall be the period required for the com-
pletion of the first undergraduate baccalaureate 
course of study being pursued by that student at the 
institution at which the student is in attendance ex-
cept that— 
‘‘(A) any period during which the student is 
enrolled in a noncredit or remedial course of 
study as defined in paragraph (2) shall not be 
counted for the purpose of this paragraph; and 
‘‘(B) the period during which a student 
may receive Federal Pell Grants shall also in-
clude the period required for the completion of 
the first postbaccalaureate course of study at an 
eligible institution that meets the definition of 
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institution of higher education in section 101, in 
a case in which— 
‘‘(i) the student received a Federal Pell 
Grant during the period required for the 
completion of the student’s first under-
graduate baccalaureate course of study for 
fewer than 14 semesters, or the equivalent of 
fewer than 14 semesters, as determined 
under paragraph (5); 
‘‘(ii) the student would otherwise be el-
igible for a Federal Pell Grant, but for the 
completion of such baccalaureate course of 
study; and 
‘‘(iii) the period during which the stu-
dent receives Federal Pell Grants does not 
exceed the student’s duration limits under 
paragraph (5).’’; and 
(2) in paragraph (5)— 
(A) by striking ‘‘(5) The period’’ and insert-
ing the following: ‘‘(5) MAXIMUM PERIOD.— 
‘‘(A) IN GENERAL.—Except as provided in 
subparagraph (B), the period’’; 
(B) by striking ‘‘12’’ each place the term 
appears and inserting ‘‘14’’; and 
(C) by adding at the end the following: 
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‘‘(B) EXCEPTION.— 
‘‘(i) IN GENERAL.—Any Federal Pell 
Grant that a student received during a pe-
riod described in subclause (I) or (II) of 
clause (ii) shall not count toward the stu-
dent’s duration limits under this para-
graph. 
‘‘(ii) APPLICABLE
PERIODS.—Clause 
(i) shall apply with respect to any Federal 
Pell Grant awarded to a student to attend 
an institution— 
‘‘(I) during a period— 
‘‘(aa) for which the student 
received a loan under this title; 
and 
‘‘(bb) for which the loan de-
scribed in item (aa) is forgiven 
under— 
‘‘(AA) section 437(c)(1) 
or 464(g)(1) due to the clos-
ing of the institution; 
‘‘(BB) section 493H due 
to the student’s successful as-
sertion of a defense to repay-
ment of the loan; or 
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‘‘(CC) section 432(a)(6), 
section 685.215 of title 34, 
Code of Federal Regulations 
(or a successor regulation), 
or any other loan forgiveness 
provision or regulation under 
this Act, as a result of a de-
termination by the Secretary 
or a court that the institu-
tion 
committed 
fraud 
or 
other misconduct; or 
‘‘(II) during a period for which 
the student did not receive a loan 
under this title but for which, if the 
student had received such a loan, the 
student would have qualified for loan 
forgiveness under subclause (I)(bb).’’. 
SEC. 4013. EXTENDING FEDERAL PELL GRANT ELIGIBILITY 
OF CERTAIN SHORT-TERM PROGRAMS. 
(a) IN GENERAL.—Section 401 of the Higher Edu-
cation Act of 1965 (20 U.S.C. 1070a) is amended by insert-
ing after subsection (j) the following: 
‘‘(k) JOB TRAINING FEDERAL PELL GRANT PRO-
GRAM.— 
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‘‘(1) IN GENERAL.—For the award year begin-
ning on July 1, 2021, and each subsequent award 
year, the Secretary shall carry out a program through 
which the Secretary shall award job training Federal 
Pell Grants to students in eligible job training pro-
grams approved by the Secretary in accordance with 
paragraph (4). 
‘‘(2) TERMS AND CONDITIONS.—Each job train-
ing Federal Pell Grant awarded under this subsection 
shall have the same terms and conditions, and be 
awarded in the same manner, as a Federal Pell 
Grant awarded under subsection (a), except as fol-
lows: 
‘‘(A) A student who is eligible to receive a 
job training Federal Pell Grant under this sub-
section is a student who— 
‘‘(i) 
has 
not 
yet 
attained 
a 
postbaccalaureate degree; and 
‘‘(ii) is enrolled, or accepted for enroll-
ment, in an eligible job training program at 
an institution of higher education. 
‘‘(B) The amount of a job training Federal 
Pell Grant for an eligible student shall be deter-
mined under subsection (b), except that sub-
section (b)(4) shall not apply. 
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275 
‘‘(3) TREATMENT
OF
JOB
TRAINING
FEDERAL 
PELL GRANT.— 
‘‘(A) INCLUSION IN TOTAL ELIGIBILITY PE-
RIOD.—The period during which a student re-
ceived a job training Federal Pell Grant under 
this subsection shall be included in calculating 
the duration limits with respect to such student 
under subsection (c)(5) and to the extent that 
such period was a fraction of a semester or the 
equivalent, only that same fraction of such se-
mester or equivalent shall count towards such 
duration limits. 
‘‘(B) PREVENTION OF DOUBLE BENEFITS.— 
No student may for the same payment period re-
ceive both a job training Federal Pell Grant 
under this subsection and a Federal Pell Grant 
under subsection (a). 
‘‘(4) APPROVAL OF ELIGIBLE JOB TRAINING PRO-
GRAMS.— 
‘‘(A) ELIGIBLE JOB TRAINING PROGRAM.— 
An eligible job training program shall be a ca-
reer and technical education program at an in-
stitution of higher education that the Secretary 
determines meets the following requirements: 
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276 
‘‘(i) The job training program provides 
not less than 150, and less than 600, clock 
hours of instructional time over a period of 
not less than 8, and less than 15, weeks. 
‘‘(ii) The job training program pro-
vides training aligned with the require-
ments of high-skill, high-wage, or in-de-
mand industry sectors or occupations in the 
State or local area in which the job train-
ing program is provided, as determined by 
an industry or sector partnership in such 
State or local area. 
‘‘(iii) The job training program has 
been determined by the institution of higher 
education and by such industry or sector 
partnership to provide academic content, an 
amount of instructional time, and a recog-
nized postsecondary credential that are suf-
ficient to— 
‘‘(I) meet the hiring requirements 
of potential employers in the sectors or 
occupations described in clause (ii); 
and 
‘‘(II) satisfy any applicable edu-
cational prerequisite requirement for 
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277 
professional license or certification, so 
that a student who completes the pro-
gram and seeks employment is quali-
fied to take any licensure or certifi-
cation examination needed to practice 
or find employment in such sectors or 
occupations. 
‘‘(iv) The job training program pre-
pares students to pursue related certificate 
or degree programs at an institution of 
higher education, including— 
‘‘(I) by ensuring the acceptability 
of the credits received under the job 
training program toward meeting such 
certificate or degree program require-
ments (such as through an articulation 
agreement); and 
‘‘(II) by ensuring that a student 
who completes noncredit coursework in 
the job training program, upon com-
pletion of the job training program 
and enrollment in such a related cer-
tificate or degree program, will receive 
academic credit for such noncredit 
coursework that will be accepted to-
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278 
ward meeting such certificate or degree 
program requirements. 
‘‘(v) The job training program pro-
vides to the Secretary the annual earnings 
expected to be paid in the sectors or occupa-
tions for which the program provides train-
ing not later than 6 months after comple-
tion of such program (in this subsection re-
ferred to as the ‘expected earnings’), as such 
earnings are determined by an industry or 
sector partnership in the State or local area 
in which the program is provided, and 
which shall be— 
‘‘(I) greater than the average or 
median annual earnings paid to indi-
viduals with only a high school di-
ploma (or the equivalent) based on the 
most recently available data from the 
Bureau of Labor Statistics or the Bu-
reau of the Census with respect to such 
State or local area, or the Nation as a 
whole, as selected by such program; 
‘‘(II) validated by the Secretary; 
and 
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279 
‘‘(III) used to review the job 
training program under subparagraph 
(C). 
‘‘(vi) The job training program is part 
of a career pathway, and includes coun-
seling for students to— 
‘‘(I) support each such student in 
achieving the student’s education and 
career goals; and 
‘‘(II) ensure that each such stu-
dent receives information on— 
‘‘(aa) the sectors or occupa-
tions described in clause (ii) for 
which the job training program 
provides training (including the 
expected earnings to be paid, and, 
if available, the mean and median 
earnings (described in subpara-
graph (C)(ii)) paid, in such sec-
tors or occupations)); and 
‘‘(bb) the related certificate 
or degree programs described in 
clause (iv) for which the job train-
ing program provides prepara-
tion. 
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‘‘(vii) The job training program meets 
the requirements under section 104 that are 
applicable to a program of training to pre-
pare students for gainful employment in a 
recognized occupation. 
‘‘(viii) The job training program does 
not exceed by more than 50 percent the 
minimum number of clock hours required 
by a State to receive a professional license 
or certification in the State. 
‘‘(ix) The job training program is pro-
vided by an institution of higher education 
that— 
‘‘(I) is approved by an accrediting 
agency or association that meets the re-
quirements of section 496(a)(4)(C); 
‘‘(II) during the preceding 5 
years, has not been subject to any ad-
verse actions or negative actions by the 
accrediting agency or association of the 
institution, State or Federal enforce-
ment agencies, or the Secretary; 
‘‘(III) is listed on the provider list 
under section 122(d) of the Workforce 
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Innovation and Opportunity Act (29 
U.S.C. 3152(d)); and 
‘‘(IV) has a designated official re-
sponsible for engaging with the work-
force development system in the State 
or local area in which the job training 
program is provided. 
‘‘(x) The job training program has a 
verified completion rate and a verified an-
nual earnings rate that meets the require-
ments of clauses (i) and (iii) of section 
481(b)(2)(A), respectively, and satisfies the 
criteria described in clause (v) of such sec-
tion. 
‘‘(xi) The State board representing the 
State in which the job training program is 
provided certifies to the Secretary that the 
program meets the requirements of clauses 
(ii), (viii), and (ix)(III). 
‘‘(B) INITIAL
APPROVAL
BY
THE
SEC-
RETARY.—Not later than 180 days after the date 
on which a job training program is submitted 
for approval under this subparagraph, the Sec-
retary shall make a determination as to whether 
such job training program is an eligible job 
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282 
training program in accordance with subpara-
graph (A). 
‘‘(C) REVIEW OF APPROVAL.— 
‘‘(i) IN GENERAL.—Not later than 3 
years after the date an eligible job training 
program is approved under subparagraph 
(B), and not less than once every 3 years 
thereafter, the Secretary shall, using the 
data collected under paragraph (5) and 
such other information as the Secretary 
may require, determine whether such job 
training program continues to meet the re-
quirements of subparagraph (A). 
‘‘(ii) 
REQUIREMENTS.—Subject 
to 
clause (iii), a determination under clause 
(i) that a job training program continues to 
meet the requirements of subparagraph (A) 
shall, at a minimum, require the Secretary 
to determine that the mean or median earn-
ings (whichever is higher) paid to students 
not later than 6 months after completing 
such program is equal to or greater than the 
expected earnings of the program. 
‘‘(iii) EXCEPTION AND APPEALS.— 
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‘‘(I) EXCEPTION.—The Secretary 
may extend, by not more than an ad-
ditional 6 months, the period by when, 
after completion of the job training 
program, the mean or median earnings 
(whichever is higher) paid to students 
meets the requirements of clause (ii), 
in a case in which the job training 
program requesting such extension pro-
vides sufficient justification for such 
extension (as determined by the Sec-
retary). 
‘‘(II) APPEALS.—Not later than 
60 days after receiving notification 
from the Secretary of the loss of eligi-
bility resulting from the review under 
subparagraph (C), a job training pro-
gram may appeal any loss of eligi-
bility under this subparagraph by 
demonstrating 
extenuating 
cir-
cumstances. 
‘‘(III) 
SECRETARIAL
REQUIRE-
MENTS.—The Secretary shall issue a 
decision on any appeal submitted by a 
job training program under subclause 
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(II) not later than 45 days after its 
submission. 
‘‘(5) DATA
COLLECTION.—Using the postsec-
ondary student data system established under section 
132(l) or a successor system (whichever includes the 
most recent data) to streamline reporting require-
ments and minimize reporting burdens, and in co-
ordination with the National Center for Education 
Statistics, the Secretary of Labor, and each institu-
tion of higher education offering an eligible job train-
ing program under this subsection, the Secretary 
shall, on at least an annual basis, collect data with 
respect to each such eligible job training program, in-
cluding the following: 
‘‘(A) The number and demographics of stu-
dents who enroll in the program. 
‘‘(B) The number of credits attempted and 
accumulated annually by students enrolled in the 
program. 
‘‘(C) The share of such students who cease 
enrollment on or before the completion of 60 per-
cent of the payment period or period of enroll-
ment. 
‘‘(D) The verified completion rate and the 
verified annual earnings rate described in 
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clauses (i) and (iii) of section 481(b)(2)(A), re-
spectively, for the program. 
‘‘(E) The number and demographics of— 
‘‘(i) students who complete the pro-
gram; and 
‘‘(ii) students who do not complete the 
program. 
‘‘(F) The outcomes of the students who com-
plete the program, including— 
‘‘(i) the share of such students who con-
tinue enrollment at the institution of higher 
education offering the program; 
‘‘(ii) the share of such students who 
transfer to another institution of higher 
education; 
‘‘(iii) the share of such students who 
complete a subsequent certificate or degree 
program; 
‘‘(iv) the share of such students who se-
cure employment 6 months and 1 year, re-
spectively— 
‘‘(I) after completion of such pro-
gram; or 
‘‘(II) in the case of a program 
that prepares students for a profes-
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sional license or certification exam, 
after acquiring such license or certifi-
cation; 
‘‘(v) the expected earnings in the sec-
tors or occupations for which the program 
provides training; 
‘‘(vi) the mean and median earnings 
paid in such sectors or occupations to such 
students not later than 6 months after com-
pleting such program (as described in para-
graph (4)(C)(ii)); and 
‘‘(vii) in the case of a job training pro-
gram that prepares students for a profes-
sional license or certification exams, the 
share of such students who pass such exams. 
‘‘(6) TITLE
OF
JOB
TRAINING
FEDERAL
PELL 
GRANT.—Grants made under this subsection shall be 
known as ‘job training Federal Pell Grants’. 
‘‘(7) DEFINITIONS.—In this subsection: 
‘‘(A) 
ARTICULATION
AGREEMENT.—The 
term ‘articulation agreement’ has the meaning 
given the term in section 486A. 
‘‘(B) 
CAREER
AND
TECHNICAL
EDU-
CATION.—The term ‘career and technical edu-
cation’ has the meaning given the term in sec-
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287 
tion 3 of the Carl D. Perkins Career and Tech-
nical Education Act (20 U.S.C. 2302). 
‘‘(C) 
INSTITUTION
OF
HIGHER
EDU-
CATION.—The term ‘institution of higher edu-
cation’ means an eligible institution for purposes 
of this subpart that is an institution of higher 
education (as defined in section 101) or a post-
secondary vocational institution (as defined in 
section 102(c)). 
‘‘(D) WIOA DEFINITIONS.—The terms ‘ca-
reer pathway’, ‘industry or sector partnership’, 
‘in-demand industry sector or occupation’, ‘rec-
ognized postsecondary credential’, ‘State board’, 
and ‘workforce development system’ have the 
meanings given such terms in section 3 of the 
Workforce Innovation and Opportunity Act (29 
U.S.C. 3102).’’. 
(b) REPORT.—Not later than 3 years after the date 
of enactment of this Act, the Secretary of Education shall— 
(1) submit to the Committee on Education and 
Labor of the House of Representatives and the Com-
mittee on Health, Education, Labor, and Pensions of 
the Senate a report on the impact of eligible job 
training programs described in subsection (k) of sec-
tion 401 of the Higher Education Act of 1965 (20 
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568 
Federal Direct Consolidation Loan that 
each component loan represents; 
‘‘(ii) use the proportions determined in 
accordance with clause (i) and the interest 
rate applicable for each component loan, as 
determined under subparagraph (B), to cal-
culate the weighted average of the interest 
rates on the loans consolidated into the loan 
under section 428C or the Federal Direct 
Consolidation Loan; and 
‘‘(iii) apply the weighted average cal-
culated under clause (ii) as the interest rate 
for the refinanced Federal Direct Consolida-
tion Loan. 
‘‘(B) INTEREST
RATES
FOR
COMPONENT 
LOANS.—The interest rates for the component 
loans of a loan made under section 428C or a 
Federal Direct Consolidation Loan shall be the 
following: 
‘‘(i) The interest rate for any loan 
under section 428 or 428H, Federal Direct 
Stafford Loan, or Federal Direct Unsub-
sidized Stafford Loan issued to an under-
graduate student shall be a rate equal to the 
lesser of— 
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