I 
117TH CONGRESS 
1ST SESSION H. R. 6205 
To reauthorize title II of the Higher Education Act of 1965, and for other 
purposes. 
IN THE HOUSE OF REPRESENTATIVES 
DECEMBER 9, 2021 
Ms. ADAMS (for herself, Mrs. AXNE, Mrs. HAYES, Mr. GALLEGO, Ms. SCAN-
LON, Ms. SEWELL, Mr. LAMB, Mr. SIRES, Ms. LEGER FERNANDEZ, and 
Mr. SAN NICOLAS) introduced the following bill; which was referred to 
the Committee on Education and Labor 
A BILL 
To reauthorize title II of the Higher Education Act of 1965, 
and for other purposes. 
Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled, 
SECTION 1. SHORT TITLE. 
This Act may be cited as the ‘‘EDUCATORS for 
America Act’’. 
SEC. 2. FINDINGS. 
Congress finds the following: 
(1) Despite an increased need for prekinder-
garten through grade 12 teachers, the number of 
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students completing bachelor’s degrees in education 
has been in decline over the last 2 decades. 
(2) Pay is by far the reason that undergradu-
ates cite most often for not pursuing teaching as a 
career. Pay was named as such a reason by 72 per-
cent of respondents in a large 2018 survey of pro-
spective college students. 
(3) Because they earn less than other bachelor’s 
degree recipients, teachers face particular challenges 
repaying student loans. Estimated payments on the 
average amount education graduates have borrowed 
is equivalent to 9 percent of the average starting 
teacher salary, well in excess of the 7 percent 
threshold recommended by economists as affordable 
for borrowers at that income level. 
(4) The number of students earning under-
graduate and graduate degrees in the high-demand 
specialties of mathematics, science, and foreign lan-
guage education are in decline and the numbers 
earning degrees in special education and teaching 
English as a second language are insufficient to 
meet demand in many localities. 
(5) Prior to COVID–19, the number of institu-
tions offering degrees in education was stable, but 
the number with small programs was on the rise. 
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One-third of the 1,500 institutions that award bach-
elor’s and master’s degrees in education granted 30 
or fewer such degrees in 2019. 
(6) An October 2020 survey of American Asso-
ciation of Colleges for Teacher Education members, 
which includes 700 schools, colleges, and depart-
ments of education at public and private 4-year col-
leges and universities, revealed that nearly 60 per-
cent have experienced a decline in undergraduate en-
rollment due to COVID–19, 83 percent have had 
budget cuts, and half have reduced staffing. The As-
sociation predicts that, absent additional support, a 
sizable number of educator preparation programs 
will close, eliminating needed capacity to produce the 
profession-ready teachers that the Nation needs. 
(7) A 2015 Government Accountability Office 
analysis showed that only 19 percent of students 
who were eligible for the Federal Teacher Education 
Assistance for College and Higher Education Grant 
program (referred to as ‘‘TEACH Grants’’) in the 
2013–2014 academic year utilized this program, yet 
the cost of college remains a barrier for many stu-
dents who seek to become teachers. Institutions like 
the University of Northern Iowa have successfully 
utilized TEACH Grants for 57 percent of its 
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TEACH Grant-eligible teacher candidates, with over 
one thousand moving into teaching positions in high- 
need fields in high-need schools. 
(8) Only 22 percent of educators feel they are 
‘‘very prepared’’ to teach social and emotional learn-
ing in classrooms, and 51 percent report that the 
level of social and emotional learning professional 
development offered at their school is not sufficient. 
(9) Our Nation’s schools are experiencing a se-
vere diversity gap that negatively impacts student 
achievement and school culture. Fifty percent of cur-
rent students are from minority groups while only 
18 percent of teachers are from such groups, accord-
ing to a 2016 study by the Brookings Institution. 
(10) A 2016 report conducted by the Depart-
ment of Education shows that teachers of color tend 
to provide more culturally relevant teaching and bet-
ter understand the situations that students of color 
may face. These factors help develop trusting teach-
er-student relationships. Researchers from Vander-
bilt University also found that greater racial and 
ethnic diversity among school principals benefits stu-
dents, especially students of color. 
(11) Research shows that increasing diversity in 
the teaching profession can have positive impacts on 
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student educational experiences and outcomes. Stu-
dents of color demonstrate greater academic achieve-
ment and social-emotional development in classes 
with teachers of color. Studies also suggest that all 
students, including White students, benefit from 
having teachers of color because they bring distinc-
tive knowledge, experiences, and role modeling to the 
student body as a whole. 
(12) Effective school leadership is second only 
to direct classroom instruction among school-based 
factors in raising student achievement, and principal 
impact is greatest in low-achieving, high-poverty, 
and minority schools. 
(13) Principals improve teaching and learning 
through their ability— 
(A) to shape a vision of academic success 
for all students; 
(B) to create a safe and supportive school 
climate; 
(C) to cultivate leadership among teachers 
and other school staff; 
(D) to improve instruction; and 
(E) to manage people, data, and processes 
to foster school improvement. 
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(14) Recent research from the Wallace Founda-
tion on principals’ impact on students and schools 
notes that it is difficult to envision a higher return 
on investment in kindergarten through grade 12 
education than the cultivation of high-quality school 
leadership. 
(15) In the 2015–2016 school year, only 22 
percent of public school principals were individuals 
of color, including 11 percent who identified as 
Black and 8 percent who identified as Hispanic. 
(16) Minority teachers, school leaders, and 
other educators can also serve as cultural ambas-
sadors who help students feel more welcome at 
school or as role models. 
SEC. 3. EDUCATOR QUALITY ENHANCEMENT. 
Title II of the Higher Education Act of 1965 (20 
U.S.C. 1021 et seq.) is amended to read as follows: 
‘‘TITLE II—EDUCATOR QUALITY 
ENHANCEMENT 
‘‘SEC. 200. PURPOSES; DEFINITIONS. 
‘‘(a) PURPOSES.—The purposes of this title are to— 
‘‘(1) build the capacity of educator preparation 
programs to ensure that all students have access to 
diverse, profession-ready educators; 
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‘‘(2) provide incentives to individuals to enroll 
in and complete high-quality educator preparation 
programs in high-need fields at the baccalaureate or 
graduate levels at institutions of higher education, 
particularly to individuals who belong to groups that 
are currently underrepresented in the education pro-
fession; 
‘‘(3) authorize investments in higher education 
educator preparation programs along with critical 
State and local partners to support and expand 
promising and successful practices; and 
‘‘(4) create mechanisms to integrate innovations 
in the preparation of profession-ready educators to 
meet the ever changing needs of students and 
schools. 
‘‘(b) DEFINITIONS.—In this title: 
‘‘(1) ARTS AND SCIENCES.—The term ‘arts and 
sciences’ means— 
‘‘(A) when referring to an organizational 
unit of an institution of higher education, any 
academic unit that offers one or more academic 
majors in disciplines or content areas cor-
responding to the academic subject matter 
areas in which teachers provide instruction; and 
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‘‘(B) when referring to a specific academic 
subject area, the disciplines or content areas in 
which academic majors are offered by the arts 
and sciences organizational unit. 
‘‘(2) CERTIFICATION
OR
LICENSURE.—The 
term ‘certification or licensure’ means State require-
ments for certification or licensure to teach in that 
State, and may include the following: 
‘‘(A) A regular or standard State certifi-
cate or advanced professional certificate. 
‘‘(B) A probationary certificate. 
‘‘(C) A temporary or provisional certificate. 
‘‘(D) A waiver or emergency certificate. 
‘‘(3) CHILDREN
FROM
LOW-INCOME
FAMI-
LIES.—The term ‘children from low-income families’ 
means children counted under section 1124(c)(1)(A) 
of the Elementary and Secondary Education Act of 
1965. 
‘‘(4) 
EARLY
CHILDHOOD
EDUCATOR.—The 
term ‘early childhood educator’ means an individual 
with primary responsibility for the education of chil-
dren in an early childhood education program. 
‘‘(5) EARLY
CHILDHOOD
EDUCATION
PRO-
GRAM.—The term ‘early childhood education pro-
gram’ means a public education program serving 
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children from birth through age 8, and may include 
a Head Start program or an Early Head Start pro-
gram carried out under the Head Start Act (42 
U.S.C. 9831 et seq.), including a migrant or sea-
sonal Head Start program, an Indian Head Start 
program, or a Head Start program or an Early 
Head Start program that also receives State funding 
or a public preschool program. 
‘‘(6) EDUCATIONAL
SERVICE
AGENCY.—The 
term ‘educational service agency’ has the meaning 
given the term in section 8101 of the Elementary 
and Secondary Education Act of 1965. 
‘‘(7) EDUCATOR.—The term ‘educator’ means a 
teacher, principal, school leader, specialized instruc-
tional support personnel, or other staff member who 
provides or directly supports instruction, such as a 
school librarian, or counselor. 
‘‘(8) EDUCATOR PREPARATION PROGRAM.—The 
term ‘educator preparation program’ means a pro-
gram that leads to a regular or standard State cer-
tificate or advanced professional certificate for an 
educator. 
‘‘(9) ELIGIBLE PARTNERSHIP.—The term ‘eligi-
ble partnership’ means an entity that— 
‘‘(A) includes— 
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‘‘(i) a high-need local educational 
agency; 
‘‘(ii)(I) a high-need school or a con-
sortium of high-need schools served by the 
high-need local educational agency; or 
‘‘(II) as appropriate, a high-need early 
childhood education program; 
‘‘(iii) a partner institution; and 
‘‘(iv) a school, department, or pro-
gram of education within such partner in-
stitution, which may include an existing 
teacher professional development program 
with demonstrated outcomes within a four- 
year institution of higher education that 
provides intensive and sustained collabora-
tion between faculty and local educational 
agencies consistent with the requirements 
of this title; and 
‘‘(B) may include any of the following: 
‘‘(i) The Governor of the State. 
‘‘(ii) The State educational agency. 
‘‘(iii) The State board of education. 
‘‘(iv) The State agency for higher edu-
cation. 
‘‘(v) A business. 
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‘‘(vi) A public or private nonprofit 
educational organization. 
‘‘(vii) An educational service agency. 
‘‘(viii) A teacher organization. 
‘‘(ix) A school leader organization. 
‘‘(x) An organization representing 
specialized instructional support personnel. 
‘‘(xi) A high-performing local edu-
cational agency, or a consortium of such 
local educational agencies, that can serve 
as a resource to the partnership. 
‘‘(xii) A charter school (as defined in 
section 4310 of the Elementary and Sec-
ondary Education Act of 1965). 
‘‘(xiii) A school or department of arts 
and sciences within the partner institution. 
‘‘(xiv) A school or department within 
the partner institution that focuses on psy-
chology and human development. 
‘‘(xv) A school or department within 
the partner institution with comparable ex-
pertise in the disciplines of teaching, learn-
ing, and child and adolescent development. 
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‘‘(xvi) A public or nonprofit entity op-
erating a program that provides alternative 
routes to State certification of teachers. 
‘‘(10) ENGLISH LEARNER.—The term ‘English 
learner’ has the meaning given the term in section 
8101 of the Elementary and Secondary Education 
Act of 1965. 
‘‘(11) EVIDENCE-BASED.—The term ‘evidence- 
based’ has the meaning given that term in section 
8101 of the Elementary and Secondary Education 
Act of 1965. 
‘‘(12) EVIDENCE OF STUDENT LEARNING.—The 
term ‘evidence of student learning’ means multiple 
measures of student learning that include the fol-
lowing: 
‘‘(A) Valid and reliable student assessment 
data, which may include data— 
‘‘(i) based on— 
‘‘(I) student learning gains on 
State student academic assessments 
under section 1111(b)(2) of the Ele-
mentary and Secondary Education 
Act of 1965; or 
‘‘(II) student academic achieve-
ment assessments used at the na-
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tional, State, or local educational 
agency level, where available and ap-
propriate for the curriculum and stu-
dents taught; 
‘‘(ii) from classroom-based formative 
assessments; 
‘‘(iii) from classroom-based summative 
assessments; and 
‘‘(iv) 
from 
objective 
performance- 
based assessments. 
‘‘(B) Not less than one of the following ad-
ditional measures: 
‘‘(i) Student work, including measures 
of performance criteria and evidence of 
student growth. 
‘‘(ii) Teacher-generated information 
about student goals and growth. 
‘‘(iii) Parent or caregiver feedback 
about student goals and growth. 
‘‘(iv) Student feedback about learning 
and teaching supports. 
‘‘(v) Assessments of effective engage-
ment and self-efficacy. 
‘‘(vi) Other appropriate measures, as 
determined by the State. 
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‘‘(13) HIGH-NEED
EARLY
CHILDHOOD
EDU-
CATION PROGRAM.—The term ‘high-need early child-
hood education program’ means an early childhood 
education program serving children from low-income 
families that is located within the geographic area 
served by a high-need local educational agency. 
‘‘(14) HIGH-NEED LOCAL EDUCATIONAL AGEN-
CY.—The term ‘high-need local educational agency’ 
means a local educational agency— 
‘‘(A)(i) that serves not fewer than 10,000 
low-income children; 
‘‘(ii) for which not less than 20 percent of 
the children served by the agency are low-in-
come children; 
‘‘(iii) that meets the eligibility require-
ments for funding under the Small, Rural 
School Achievement Program under section 
5211(b) of the Elementary and Secondary Edu-
cation Act of 1965 or the Rural and Low-In-
come School Program under section 5221(b) of 
such Act; or 
‘‘(iv) that has a percentage of low-income 
children that is in the highest quartile among 
such agencies in the State; and 
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‘‘(B)(i) for which a majority of schools are 
identified for comprehensive support and im-
provement under section 1111(c)(4)(D) of the 
Elementary and Secondary Education Act of 
1965, targeted support and improvement under 
section 1111(d)(2) of the Elementary and Sec-
ondary Education Act of 1965, or additional 
targeted support under section 1111(d)(2)(C) 
of the Elementary and Secondary Education 
Act of 1965; 
‘‘(ii) for which 1 or more schools served by 
the agency has a high teacher turnover rate or 
a high percentage of teachers with emergency, 
provisional, or temporary certification or licen-
sure; or 
‘‘(iii) for which there is a high percentage 
of positions in State-identified areas of teacher 
or school leader shortage, including in special 
education, 
English 
language 
instruction, 
science, technology, engineering, mathematics, 
and career and technical education. 
‘‘(15) HIGH-NEED SCHOOL.— 
‘‘(A) IN GENERAL.—The term ‘high-need 
school’ means a school that, based on the most 
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recent data available, meets one or both of the 
following: 
‘‘(i) The school is in the highest quar-
tile of schools in a ranking of all schools 
served by a local educational agency, 
ranked in descending order by percentage 
of students from low-income families en-
rolled in such schools, as determined by 
the local educational agency based on one 
of the following measures of poverty: 
‘‘(I) The percentage of students 
aged 5 through 17 in poverty counted 
in the most recent census data ap-
proved by the Secretary. 
‘‘(II) The percentage of students 
eligible for a free or reduced price 
school lunch under the Richard B. 
Russell National School Lunch Act. 
‘‘(III) The percentage of students 
in families receiving assistance under 
the State program funded under part 
A of title IV of the Social Security 
Act. 
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‘‘(IV) The percentage of students 
eligible to receive medical assistance 
under the Medicaid program. 
‘‘(V) A composite of two or more 
of the measures described in sub-
clauses (I) through (IV). 
‘‘(ii) In the case of— 
‘‘(I) an elementary school, the 
school serves students not less than 
60 percent of whom are eligible for a 
free or reduced price school lunch 
under the Richard B. Russell National 
School Lunch Act; or 
‘‘(II) any other school that is not 
an elementary school, the other school 
serves students not less than 45 per-
cent of whom are eligible for a free or 
reduced price school lunch under the 
Richard B. Russell National School 
Lunch Act. 
‘‘(B) SPECIAL RULE.— 
‘‘(i) DESIGNATION
BY
THE
SEC-
RETARY.—The Secretary may, upon ap-
proval of an application submitted by an 
eligible partnership seeking a grant under 
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this title, designate a school that does not 
qualify as a high-need school under sub-
paragraph (A) as a high-need school for 
the purpose of this title. The Secretary 
shall base the approval of an application 
for designation of a school under this 
clause on a consideration of the informa-
tion required under clause (ii), and may 
also take into account other information 
submitted by the eligible partnership. 
‘‘(ii) APPLICATION REQUIREMENTS.— 
An application for designation of a school 
under clause (i) shall include— 
‘‘(I) the number and percentage 
of students attending such school who 
are— 
‘‘(aa) aged 5 through 17 in 
poverty counted in the most re-
cent census data approved by the 
Secretary; 
‘‘(bb) eligible for a free or 
reduced price school lunch under 
the Richard B. Russell National 
School Lunch Act; 
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‘‘(cc) in families receiving 
assistance under the State pro-
gram funded under part A of 
title IV of the Social Security 
Act; or 
‘‘(dd) eligible to receive med-
ical assistance under the Med-
icaid program; 
‘‘(II) information about the stu-
dent academic achievement of stu-
dents at such school; and 
‘‘(III) for a secondary school, the 
graduation rate for such school. 
‘‘(16) INDUCTION PROGRAM.—The term ‘induc-
tion program’ means a formalized program for new 
educators during not less than the educators’ first 2 
years in the profession that is designed to provide 
support for, and improve the professional perform-
ance and advance the retention in the field of, begin-
ning educators. Such program shall promote effec-
tive teaching skills, instructional leadership skills, 
and profession-readiness for educators and shall in-
clude the following components: 
‘‘(A) High-quality mentoring. 
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‘‘(B) Periodic, structured time for collabo-
ration with educators in the same department 
or field, including mentor teachers, as well as 
time for information-sharing among teachers, 
principals, administrators, other appropriate in-
structional staff, and participating faculty in 
the partner institution. 
‘‘(C) The application of evidence-based 
practice on instructional practices. 
‘‘(D) Opportunities for new educators to 
draw directly on the expertise of mentors, fac-
ulty, and researchers to support the integration 
of evidence-based practice and research with 
practice. 
‘‘(E) The development of skills in instruc-
tional and behavioral interventions derived from 
evidence-based practice and, where applicable, 
research. 
‘‘(F) Faculty who— 
‘‘(i) model the integration of research 
and practice in instruction; 
‘‘(ii) model personalized instruction; 
and 
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‘‘(iii) assist new educators with the ef-
fective use and integration of technology in 
instruction. 
‘‘(G) Interdisciplinary collaboration among 
exemplary educators, faculty, researchers, and 
other staff who prepare new educators with re-
spect to the learning process and the assess-
ment of learning. 
‘‘(H) Assistance with the understanding of 
evidence of student learning and the applica-
bility of such evidence in classroom instruction. 
‘‘(I) The development of skills to imple-
ment and support evidence-based practices that 
create a positive and inclusive school culture 
and climate. 
‘‘(J) Regular and structured observation 
and evaluation of new educators by multiple 
evaluators, using valid and reliable measures of 
teaching skills, instructional leadership skills, 
and profession-readiness. 
‘‘(17) INSTITUTION OF HIGHER EDUCATION.— 
The term ‘institution of higher education’ has the 
meaning given that term in section 101(a). 
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‘‘(18) PARENT.—The term ‘parent’ has the 
meaning given the term in section 8101 of the Ele-
mentary and Secondary Education Act of 1965. 
‘‘(19) PARTNER INSTITUTION.—The term ‘part-
ner institution’ means an institution of higher edu-
cation, which may include a 2-year institution of 
higher education offering a dual program with a 4- 
year institution of higher education, participating in 
an eligible partnership that has a teacher prepara-
tion program that— 
‘‘(A) has a record of preparing profession- 
ready educators; 
‘‘(B) is approved by the State to offer an 
educator preparation program; and 
‘‘(C) is not low-performing, as determined 
by the State. 
‘‘(20) 
PROFESSIONAL
DEVELOPMENT.—The 
term ‘professional development’ has the meaning 
given the term in section 8101 of the Elementary 
and Secondary Education Act of 1965. 
‘‘(21) PROFESSION-READY.—The term ‘profes-
sion-ready’— 
‘‘(A) when used with respect to a principal, 
means a principal who— 
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‘‘(i) has an advanced degree, or other 
appropriate credential; 
‘‘(ii) has completed a principal prepa-
ration process and is fully certified and li-
censed by the State in which the principal 
is employed; 
‘‘(iii) has demonstrated instructional 
leadership, including the ability to collect, 
analyze, and use data on evidence of stu-
dent learning and evidence of classroom 
practice; 
‘‘(iv) has demonstrated proficiency in 
professionally recognized leadership stand-
ards, such as through— 
‘‘(I) a performance assessment; 
‘‘(II) completion of a residency 
program; or 
‘‘(III) other measures of leader-
ship, as determined by the State; 
‘‘(v) has demonstrated the ability to 
work with students who are culturally and 
linguistically diverse; 
‘‘(vi) has demonstrated skill as an in-
structional leader; and 
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‘‘(vii) has demonstrated proficiency in 
the use of instructional technology, assist-
ive technology, and the application of tech-
nology to create equity and access for all 
students; 
‘‘(B) when used with respect to a teacher, 
means a teacher who— 
‘‘(i) has completed a teacher prepara-
tion program and has a certification or li-
censure described in paragraph (2)(A) for 
the State in which the teacher teaches; 
‘‘(ii) has demonstrated content knowl-
edge in the subject or subjects the teacher 
teaches; 
‘‘(iii) has demonstrated the ability to 
work with students who are culturally and 
linguistically diverse; and 
‘‘(iv) has demonstrated teaching skills, 
such as through— 
‘‘(I) a teacher performance as-
sessment; or 
‘‘(II) other measures of teaching 
skills, as determined by the State; and 
‘‘(C) when used with respect to any other 
educator not described in subparagraphs (A) or 
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(B), means an educator who has completed an 
appropriate preparation program and has a cer-
tification or licensure described in paragraph 
(2)(A) for the State in which the educator is 
employed. 
‘‘(22) 
SCHOOL
LEADER
RESIDENCY
PRO-
GRAM.—The term ‘school leader residency program’ 
has the meaning given that term in section 2002 of 
the Elementary and Secondary Education Act of 
1965. 
‘‘(23) SOCIAL
AND
EMOTIONAL
LEARNING.— 
The term ‘social and emotional learning’ means the 
process through which all young people and adults 
acquire and apply the knowledge, skills, and atti-
tudes to develop healthy identities, manage emo-
tions, 
achieve 
personal 
and 
collective 
goals, 
empathize with others, establish and maintain sup-
portive relationships, and make responsible and car-
ing decisions. 
‘‘(24) SPECIALIZED
INSTRUCTIONAL
SUPPORT 
PERSONNEL.—The term ‘specialized instructional 
support personnel’ has the meaning given the term 
in section 8101 of the Elementary and Secondary 
Education Act of 1965. 
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‘‘(25) 
TEACHER
MENTORING.—The 
term 
‘teacher mentoring’ means the mentoring of new or 
prospective teachers through a program that— 
‘‘(A) includes clear criteria for the selec-
tion of teacher mentors who will provide role 
model relationships for mentees, which criteria 
shall be developed by the eligible partnership 
and based on measures of teacher effectiveness; 
‘‘(B) provides evidence-based training for 
such mentors, including instructional strategies 
for literacy instruction and classroom manage-
ment (including approaches that improve the 
schoolwide climate for learning, which may in-
clude positive behavioral interventions and sup-
ports and social and emotional learning); 
‘‘(C) provides regular and ongoing oppor-
tunities for mentors and mentees to observe 
each other’s teaching methods in classroom set-
tings during the day in a high-need school in 
the high-need local educational agency in the el-
igible partnership; 
‘‘(D) provides paid release time for men-
tors, as applicable; 
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