I 
109TH CONGRESS 
1ST SESSION H. R. 2835 
To amend the Elementary and Secondary Education Act of 1965, the Higher 
Education Act of 1965, and the Internal Revenue Code of 1986 to 
improve recruitment, preparation, distribution, and retention of public 
elementary and secondary school teachers and principals, and for other 
purposes. 
IN THE HOUSE OF REPRESENTATIVES 
JUNE 9, 2005 
Mr. GEORGE MILLER of California (for himself, Mr. KILDEE, Mr. OWENS, Mr. 
PAYNE, Ms. WOOLSEY, Mr. ANDREWS, Mr. SCOTT of Virginia, Mr. 
HINOJOSA, Mrs. MCCARTHY, Mr. TIERNEY, Mr. KUCINICH, Mr. HOLT, 
Mr. DAVIS of Illinois, Mr. GRIJALVA, Ms. MCCOLLUM of Minnesota, Mr. 
VAN HOLLEN, Mr. RYAN of Ohio, Mr. BISHOP of New York, Mr. BAR-
ROW, Ms. SLAUGHTER, Mr. CONYERS, Mr. BROWN of Ohio, Mr. 
CAPUANO, Mrs. JONES of Ohio, Mr. WEINER, Ms. LEE, Ms. WATSON, 
Mr. WEXLER, Mr. HIGGINS, Mr. ISRAEL, Ms. WASSERMAN SCHULTZ, 
Ms. CORRINE BROWN of Florida, Mr. BERMAN, Mr. CLEAVER, Ms. 
DELAURO, Mr. BACA, Mr. DELAHUNT, Ms. BALDWIN, Mr. ABER-
CROMBIE, 
Mr. 
FATTAH, 
Mr. 
FALEOMAVAEGA, 
Mr. 
FORD, 
Mr. 
ETHERIDGE, Ms. ESHOO, Mr. CUMMINGS, and Mr. FRANK of Massachu-
setts) introduced the following bill; which was referred to the Committee 
on Education and the Workforce, and in addition to the Committee on 
Ways and Means, for a period to be subsequently determined by the 
Speaker, in each case for consideration of such provisions as fall within 
the jurisdiction of the committee concerned 
A BILL 
To amend the Elementary and Secondary Education Act 
of 1965, the Higher Education Act of 1965, and the 
Internal Revenue Code of 1986 to improve recruitment, 
preparation, distribution, and retention of public elemen-
tary and secondary school teachers and principals, 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 ‘‘Teacher Excellence 
for All Children Act of 2005’’. 
SEC. 2. TABLE OF CONTENTS. 
The table of contents of this Act is as follows: 
Sec. 1. Short title. 
Sec. 2. Table of contents. 
Sec. 3. Findings. 
TITLE I—RECRUITING TALENTED NEW TEACHERS 
Sec. 101. Amendments to Higher Education Act of 1965. 
‘‘PART C—TEACH GRANTS 
‘‘Sec. 231. Purposes. 
‘‘Sec. 232. Program established. 
‘‘Sec. 233. Eligibility and applications for Grants. 
‘‘PART D—RECRUITING TEACHERS WITH MATH, SCIENCE, OR LANGUAGE 
MAJORS 
‘‘Sec. 241. Program authorized. 
‘‘Sec. 242. Authorization of appropriations. 
Sec. 102. Extending and expanding teacher loan forgiveness. 
TITLE II—CLOSING THE TEACHER DISTRIBUTION GAP 
Sec. 201. Grants to local educational agencies to provide premium pay to teach-
ers in high-need schools. 
‘‘PART E—TEACHER EXCELLENCE FOR ALL CHILDREN 
‘‘Sec. 2500. Definitions. 
‘‘SUBPART 1—DISTRIBUTION 
‘‘Sec. 2501. Premium pay; loan repayment. 
‘‘Sec. 2502. Career ladders for teachers program. 
TITLE III—IMPROVING TEACHER PREPARATION 
Sec. 301. Amendment to Elementary and Secondary Education Act of 1965.
‘‘SUBPART 2—PREPARATION 
‘‘Sec. 2511. Establishing state-of-the-art teacher induction programs. 
‘‘Sec. 2512. Peer mentoring and review programs. 
‘‘Sec. 2513. Establishing state-of-the-art principal training and induction 
programs and performance-based principal certification. 
‘‘Sec. 2514. Study on developing a portable performance-based teacher as-
sessment. 
Sec. 302. Amendment to the Higher Education Act of 1965: Teacher Quality 
Enhancement Grants. 
‘‘Sec. 206. Accountability and evaluation. 
‘‘Sec. 207. Accountability for programs that prepare teachers. 
‘‘Sec. 208. State functions. 
‘‘Sec. 209. General provisions. 
Sec. 303. Enforcing NCLB’s teacher equity provision. 
‘‘Sec. 9537. Assurance of reasonable progress toward equitable access to 
teacher quality. 
TITLE IV—EQUIPPING 
TEACHERS, 
SCHOOLS, 
LOCAL 
EDU-
CATIONAL AGENCIES, AND STATES WITH THE 21ST CENTURY 
DATA, TOOLS, AND ASSESSMENTS THEY NEED 
Sec. 401. 21st Century Data, Tools, and Assessments. 
‘‘SUBPART 3—21ST CENTURY DATA, TOOLS, AND ASSESSMENTS 
‘‘Sec. 2521. Developing value-added data systems. 
Sec. 402. Collecting national data on distribution of teachers. 
TITLE V—RETENTION: KEEPING OUR BEST TEACHERS IN THE 
CLASSROOM 
Sec. 501. Amendment to Elementary and Secondary Education Act of 1965. 
‘‘SUBPART 4—RETENTION AND WORKING CONDITIONS 
‘‘Sec. 2531. Improving professional development opportunities. 
Sec. 502. Exclusion from gross income of compensation of teachers and prin-
cipals in certain high-need schools or teaching high-need sub-
jects. 
‘‘Sec. 139B. Compensation of certain teachers and principals. 
Sec. 503. Above-the-line deduction for certain expenses of elementary and sec-
ondary school teachers increased and made permanent. 
TITLE VI—MISCELLANEOUS PROVISIONS 
Sec. 601. Conforming amendments. 
SEC. 3. FINDINGS. 
The Congress finds as follows: 
(1) There are not enough qualified teachers in 
the Nation’s classrooms, and an unprecedented num-
ber of teachers will retire over the next 5 years. Over
the next decade, the Nation will need to bring 
2,000,000 new teachers into public schools. 
(2) Too many teachers and principals do not re-
ceive adequate preparation for their jobs. 
(3) More than one-third of children in grades 
7–12 are taught by a teacher who lacks both a col-
lege major and certification in the subject being 
taught. Rates of ‘‘out-of-field teaching’’ are espe-
cially high in high-poverty schools. 
(4) Seventy percent of math classes in high-pov-
erty middle schools are assigned to teachers without 
even a minor in math or a related field. 
(5) Teacher turnover is a serious problem, par-
ticularly in urban and rural areas. Over one-third of 
new teachers leave the profession within their first 
3 years of teaching, and 14 percent of new teachers 
leave the field within the first year. After 5 years— 
the average time it takes for teachers to maximize 
students’ learning—half of all new teachers will have 
exited the profession. Rates of teacher attrition are 
highest in high-poverty schools. Between 2000 and 
2001, 1 out of 5 teachers in the Nation’s high-pov-
erty schools either left to teach in another school or 
dropped out of teaching altogether.
(6) Fourth graders who are poor score dramati-
cally lower on the National Assessment of Edu-
cational Progress (NAEP) than their counterparts. 
Over 85 percent of fourth graders who are poor 
failed to attain NAEP proficiency standards in 
2003. 
(7) African-American, Latino, and low-income 
students are much less likely than other students to 
have highly-qualified teachers. 
(8) Research shows that individual teachers 
have a great impact on how well their students 
learn. The most effective teachers have been shown 
to be able to boost their pupils’ learning by a full 
grade level relative to students taught by less effec-
tive teachers. 
(9) Although nearly half (42 percent) of all 
teachers hold a master’s degree, fewer than 1 in 4 
secondary teachers have a master’s degree in the 
subject they teach. 
(10) Young people with high SAT and ACT 
scores are much less likely to choose teaching as a 
career. Those who have higher SAT or ACT scores 
are twice as likely to leave the profession after only 
a few years.
(11) Only 16 States finance new teacher induc-
tion programs, and fewer still require inductees to 
be matched with mentors who teach the same sub-
ject. 
TITLE I—RECRUITING 
TALENTED NEW TEACHERS 
SEC. 101. AMENDMENTS TO HIGHER EDUCATION ACT OF 
1965. 
(a) TEACH GRANTS.—Title II of the Higher Edu-
cation Act of 1965 (20 U.S.C. 1021 et seq.) is amended 
by adding at the end the following new part: 
‘‘PART C—TEACH GRANTS 
‘‘SEC. 231. PURPOSES. 
‘‘The purposes of the part are— 
‘‘(1) to improve student academic achievement; 
‘‘(2) to help recruit and prepare teachers to 
meet the national demand for a highly qualified 
teacher in every classroom; and 
‘‘(3) to increase opportunities for Americans of 
all educational, ethnic, class, and geographic back-
grounds to become highly qualified teachers. 
‘‘SEC. 232. PROGRAM ESTABLISHED. 
‘‘(a) PROGRAM AUTHORITY.— 
‘‘(1) PAYMENTS REQUIRED.—For each of the 
fiscal years 2006 through 2013, the Secretary shall
pay to each eligible institution such sums as may be 
necessary to pay to each eligible student (defined in 
accordance with section 484) who files an applica-
tion and agreement in accordance with section 233, 
and qualifies under subsection (a)(2) of such section, 
a TEACH Grant in the amount of $4,000 for each 
academic year during which that student is in at-
tendance at an institution of higher education. 
‘‘(2) REFERENCE.—Grants made under this 
part shall be known as ‘Teacher Education Assist-
ance for College and Higher Education Grants’ or 
‘TEACH Grants’ . 
‘‘(b) PAYMENT METHODOLOGY.— 
‘‘(1) PREPAYMENT.—Not less than 85 percent 
of such sums shall be advanced to eligible institu-
tions prior to the start of each payment period and 
shall be based upon an amount requested by the in-
stitution as needed to pay eligible students until 
such time as the Secretary determines and publishes 
in the Federal Register with an opportunity for com-
ment, an alternative payment system that provides 
payments to institutions in an accurate and timely 
manner, except that this sentence shall not be con-
strued to limit the authority of the Secretary to
place an institution on a reimbursement system of 
payment. 
‘‘(2) DIRECT PAYMENT.—Nothing in this sec-
tion shall be interpreted to prohibit the Secretary 
from paying directly to students, in advance of the 
beginning of the academic term, an amount for 
which they are eligible, in cases where the eligible in-
stitution elects not to participate in the disburse-
ment system required by paragraph (1). 
‘‘(3) DISTRIBUTION
OF
GRANTS
TO
STU-
DENTS.—Payments under this part shall be made, in 
accordance with regulations promulgated by the Sec-
retary for such purpose, in such manner as will best 
accomplish the purpose of this part. Any disburse-
ment allowed to be made by crediting the student’s 
account shall be limited to tuition and fees and, in 
the case of institutionally owned housing, room and 
board. The student may elect to have the institution 
provide other such goods and services by crediting 
the student’s account. 
‘‘(c) REDUCTIONS IN AMOUNT.— 
‘‘(1) PART
TIME
STUDENTS.—In any case 
where a student attends an institution of higher edu-
cation on less than a full-time basis (including a stu-
dent who attends an institution of higher education
on less than a half-time basis) during any academic 
year, the amount of the TEACH Grant for which 
that student is eligible shall be reduced in proportion 
to the degree to which that student is not so attend-
ing on a full-time basis, in accordance with a sched-
ule of reductions established by the Secretary for the 
purposes of this part, computed in accordance with 
this part. Such schedule of reductions shall be estab-
lished by regulation and published in the Federal 
Register in accordance with section 482 of this Act. 
‘‘(2) NO EXCEEDING COST.—No TEACH Grant 
under this part shall exceed the the cost of attend-
ance (as defined in section 472) at the institution at 
which that student is in attendance. If, with respect 
to any student, it is determined that the amount of 
a TEACH Grant exceeds the cost of attendance for 
that year, the amount of the TEACH Grant shall be 
reduced until the TEACH Grant does not exceed the 
cost of attendance at such institution. 
‘‘(d) PERIOD OF ELIGIBILITY FOR GRANTS.— 
‘‘(1) UNDERGRADUATE STUDENTS.—The period 
during which an undergraduate student may receive 
TEACH Grants shall be the period required for the 
completion 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 (3) shall not be 
counted for the purpose of this paragraph; and 
‘‘(B) the total amount that a student may 
receive under this part for undergraduate study 
shall not exceed $16,000. 
‘‘(2) GRADUATE STUDENTS.—The period dur-
ing which a graduate student may receive TEACH 
Grants shall be the period required for the comple-
tion of a master’s degree course of study being pur-
sued by that student at the institution at which the 
student is in attendance, except that the total 
amount that a student may receive under this part 
for graduate study shall not exceed $8,000. 
‘‘(3) REMEDIAL
COURSE; STUDY
ABROAD.— 
Nothing in this section shall exclude from eligibility 
courses of study which are noncredit or remedial in 
nature (including courses in English language acqui-
sition) which are determined by the institution to be 
necessary to help the student be prepared for the 
pursuit of a first undergraduate baccalaureate de-
gree or certificate or, in the case of courses in
English language instruction, to be necessary to en-
able the student to utilize already existing knowl-
edge, training, or skills. Nothing in this section shall 
exclude from eligibility programs of study abroad 
that are approved for credit by the home institution 
at which the student is enrolled. 
‘‘SEC. 233. ELIGIBILITY AND APPLICATIONS FOR GRANTS. 
‘‘(a) APPLICATIONS; DEMONSTRATION
OF ELIGI-
BILITY.— 
‘‘(1) FILING REQUIRED.—The Secretary shall 
from time to time set dates by which students shall 
file applications for TEACH Grants under this part. 
Each student desiring a TEACH Grant for any year 
shall file an application therefore containing such in-
formation and assurances as the Secretary may 
deem necessary to enable the Secretary to carry out 
the functions and responsibilities of this part. 
‘‘(2) DEMONSTRATION OF ELIGIBILITY.—Each 
such application shall contain such information as is 
necessary to demonstrate that— 
‘‘(A) if the applicant is an enrolled stu-
dent— 
‘‘(i) the student is an eligible student 
for purposes of section 484 (other than 
subsection (r) of such section);
‘‘(ii) the student— 
‘‘(I) has a grade point average 
that is determined, under standards 
prescribed by the Secretary, to be 
comparable to a 3.25 average on a 
zero to 4.0 scale, except that, if the 
student is in the first year of a pro-
gram of undergraduate education, 
such grade point average shall be de-
termined on the basis of the student’s 
cumulative high school grade point av-
erage; or 
‘‘(II) displayed high academic ap-
titude by receiving a score above the 
75th percentile on at least one of the 
batteries in a undergraduate or grad-
uate school admissions test; and 
‘‘(iii) 
the 
student 
is 
completing 
coursework and other requirements nec-
essary to begin a career in teaching, or 
plans to complete such coursework and re-
quirements prior to graduating; or 
‘‘(B) if the applicant is a current or pro-
spective teacher applying for a grant to obtain 
a graduate degree—
‘‘(i) the applicant is a teacher or a re-
tiree from another occupation with exper-
tise in a field in which there is a shortage 
of teachers, such as math, science, special 
education, English language acquisition, or 
another high-need subject; or 
‘‘(ii) the applicant is or was a teacher 
who is using high-quality alternative cer-
tification routes, such as Teach for Amer-
ica, to get certified. 
‘‘(b) AGREEMENTS
TO SERVE.—Each application 
under subsection (a) shall contain or be accompanied by 
an agreement by the applicant that— 
‘‘(1) the applicant will— 
‘‘(A) serve as a full-time teacher for a total 
of not less than 4 academic years within 8 
years after completing the course of study for 
which the applicant received a TEACH Grant 
under this part; 
‘‘(B) teach— 
‘‘(i) in a school described in section 
465(a)(2)(A); and 
‘‘(ii) in any of the following fields: 
mathematics, science, a foreign language, 
bilingual education, or special education, or
as a reading specialist, or another field 
documented as high-need by the Federal 
Government, State government, or local 
education agency and submitted to the 
Secretary; and 
‘‘(C) submit evidence of such employment 
in the form of a certification by the chief ad-
ministrative officer of the school upon comple-
tion of each year of such service; and 
‘‘(D) comply with the requirements for 
being a highly qualified teacher as defined in 
section 9101 of the Elementary and Secondary 
Education Act of 1965; and 
‘‘(2) in the event that the applicant is deter-
mined to have failed or refused to carry out such 
service obligation, the sum of the amounts of such 
Grants will be treated as a loan and collected from 
the applicant in accordance with subsection (c) and 
the regulations thereunder. 
‘‘(c) REPAYMENT FOR FAILURE TO COMPLETE SERV-
ICE.—In the event that any recipient of an TEACH Grant 
fails or refuses to comply with the service obligation in 
the agreement under subsection (b), the sum of the 
amounts of such Grants provided to such recipient shall 
be treated as a Direct Loan under part D of title IV, and
shall be subject to repayment in accordance with terms 
and conditions specified by the Secretary in regulations 
under this part.’’. 
(b) RECRUITING TEACHERS WITH MATH, SCIENCE, 
OR LANGUAGE MAJOR.—Title II of the Higher Education 
Act of 1965 is further amended by adding after part C 
(as added by subsection (a)) the following new part: 
‘‘PART D—RECRUITING TEACHERS WITH MATH, 
SCIENCE, OR LANGUAGE MAJORS 
‘‘SEC. 241. PROGRAM AUTHORIZED. 
‘‘(a) GRANTS AUTHORIZED.—From the amounts ap-
propriated under section 242, the Secretary shall make 
competitive grants to institutions of higher education to 
improve the availability and recruitment of teachers from 
among students majoring in math, science, foreign lan-
guages, special education, or teaching the English lan-
guage to students with limited English proficiency. In 
making such grants, the Secretary shall give priority to 
programs that focus on preparing teachers in subjects in 
which there is a shortage of highly qualified teachers and 
that prepare students to teach in high-need schools. 
‘‘(b) APPLICATION.—Any institution of higher edu-
cation desiring to obtain a grant under this part shall sub-
mit to the Secretary an application at such time, in such
form, and containing such information and assurances as 
the Secretary may require, which shall— 
‘‘(1) include reporting on baseline production of 
teachers with expertise in math, science, a foreign 
language, or teaching English language learners; 
and 
‘‘(2) establish a goal and timeline for increasing 
the number of such teachers who are prepared by 
the institution. 
‘‘(c) USE
OF FUNDS.—Funds made available by 
grant under this part— 
‘‘(1) shall be used to create new recruitment in-
centives to teaching from other majors, with an em-
phasis on high-need subjects such as math, science, 
foreign languages, and teaching the English lan-
guage to students with limited English proficiency; 
‘‘(2) may be used to upgrade curriculum in 
order to provide all students studying to become 
teachers with high-quality instructional strategies for 
teaching reading and teaching the English language 
to students with limited English proficiency, and for 
modifying instruction to teach students with special 
needs; 
‘‘(3) may be used to integrate school of edu-
cation faculty with other arts and science faculty in
math, science, foreign languages, and teaching the 
English language to students with limited English 
proficiency through steps such as— 
‘‘(A) dual appointments for faculty be-
tween schools of education and schools of arts 
and science; and 
‘‘(B) integrating coursework with clinical 
experience; and 
‘‘(4) may be used to develop strategic plans be-
tween schools of education and local school districts 
to better prepare teachers for high-need schools, in-
cluding the creation of professional development 
partnerships for training new teachers in state-of- 
the-art practice. 
‘‘SEC. 242. AUTHORIZATION OF APPROPRIATIONS. 
‘‘There are authorized to be appropriated to make 
grants under this part $200,000,000 for fiscal year 2006 
and such sums as may be necessary for each of the 5 suc-
ceeding fiscal years.’’. 
(c) PART A AUTHORIZATION.—Section 210 of the 
Higher Education Act of 1965 (20 U.S.C. 1030) is 
amended— 
(1) by striking ‘‘$300,000,000 for fiscal year 
1999’’ and inserting ‘‘$400,000,000 for fiscal year 
2006’’; and
(2) by striking ‘‘4 succeeding’’ and inserting ‘‘5 
succeeding’’. 
SEC. 102. EXTENDING AND EXPANDING TEACHER LOAN 
FORGIVENESS. 
(a) PERMANENT EXTENSION.—Section 3(b)(3) of the 
Taxpayer-Teacher Protection Act of 2004 (P.L. 108–409, 
118 Stat. 2300) is amended by striking ‘‘1998, and before 
October 1, 2005’’ and inserting ‘‘1998’’. 
(b) INCREASED AMOUNT; APPLICABILITY
OF EX-
PANDED PROGRAM TO READING SPECIALIST.—Sections 
428J(c)(3) and 460(c)(3) of the Higher Education Act of 
1965 (20 U.S.C. 1078–10(c)(3), 1087j(c)(3)) are each 
amended— 
(1) by striking ‘‘$17,500’’ and inserting 
‘‘$20,000’’; 
(2) by striking ‘‘and’’ at the end of subpara-
graph (A); 
(3) by striking the period at the end of sub-
paragraph (B) and inserting ‘‘; and’’; and 
(4) by adding at the end the following new sub-
paragraph: 
‘‘(C) an elementary or secondary school 
teacher who primarily teaches reading and 
who—
‘‘(i) has obtained a separate reading 
instruction credential from the State in 
which the teacher is employed; and 
‘‘(ii) who is certified by the chief ad-
ministrative officer of the public or non-
profit private elementary or secondary 
school in which the borrower is employed 
to teach reading— 
‘‘(I) as being proficient in teach-
ing the essential components of read-
ing instruction as defined in section 
1208 of the Elementary and Sec-
ondary Education Act of 1965; and 
‘‘(II) as having such credential.’’. 
(c) ANNUAL INCREMENTS INSTEAD
OF END
OF 
SERVICE LUMP SUMS.—Sections 428J(c) and 460(c) of 
such Act are further amended by adding at the end the 
following new paragraph: 
‘‘(4) ANNUAL
INCREMENTS.—Notwithstanding 
paragraph (1), in the case of an individual quali-
fying for loan forgiveness under paragraph (3), the 
Secretary shall, in lieu of waiting to assume an obli-
gation only upon completion of 5 complete years of 
service, assume the obligation to repay—
‘‘(A) after each of the first or second years 
of service by an individual in a position quali-
fying under paragraph (3), 15 percent of the 
total amount of principal and interest of the 
loans described in paragraph (1) to such indi-
vidual that are outstanding immediately pre-
ceding such first year of such service; 
‘‘(B) after each of the third or fourth years 
of such service, 20 percent of such total 
amount; and 
‘‘(C) after the fifth year of such service, 30 
percent of such total amount.’’. 
TITLE II—CLOSING THE 
TEACHER DISTRIBUTION GAP 
SEC. 201. GRANTS TO LOCAL EDUCATIONAL AGENCIES TO 
PROVIDE PREMIUM PAY TO TEACHERS IN 
HIGH-NEED SCHOOLS. 
Title II of the Elementary and Secondary Education 
Act of 1965 (20 U.S.C. 6601 et seq.) is amended by add-
ing at the end the following: 
‘‘PART E—TEACHER EXCELLENCE FOR ALL 
CHILDREN 
‘‘SEC. 2500. DEFINITIONS. 
‘‘In this part:
‘‘(1) The term ‘high-need local educational 
agency’ means a local educational agency— 
‘‘(A) that serves not fewer than 10,000 
children from families with incomes below the 
poverty line, or for which not less than 20 per-
cent of the children served by the agency are 
from families with incomes below the poverty 
line; and 
‘‘(B) that is having or expected to have 
difficulty filling teacher vacancies or hiring new 
teachers who are highly qualified. 
‘‘(2) The term ‘value-added longitudinal data 
system’ means a longitudinal data system for deter-
mining value-added student achievement gains. 
‘‘(3) The term ‘value-added student achieve-
ment gains’ means student achievement gains deter-
mined by means of a system that— 
‘‘(A) is sufficiently sophisticated and 
valid— 
‘‘(i) to deal with the problem of stu-
dents with incomplete records; 
‘‘(ii) to enable estimates to be precise 
and to use all the data for all students in 
multiple years, regardless of sparseness, in 
order to avoid measurement error in test
scores (such as by using multivariate, lon-
gitudinal analyses); and 
‘‘(iii) to protect against inappropriate 
testing practices or improprieties in test 
administration; 
‘‘(B) includes a way to acknowledge the ex-
istence of influences on student growth, such as 
pull-out programs for support beyond standard 
delivery of instruction, so that affected teachers 
do not receive an unfair advantage; and 
‘‘(C) has the capacity to assign various 
proportions of student growth to multiple teach-
ers when the classroom reality, such as team 
teaching 
and 
departmentalized 
instruction, 
makes such type of instruction an issue. 
‘‘Subpart 1—Distribution 
‘‘SEC. 2501. PREMIUM PAY; LOAN REPAYMENT. 
‘‘(a) GRANTS.—The Secretary shall make grants to 
local educational agencies to provide higher salaries to ex-
emplary, highly qualified principals and exemplary, highly 
qualified teachers with at least 3 years of experience, in-
cluding teachers certified by the National Board for Pro-
fessional Teaching Standards, if the principal or teacher 
agrees to serve full-time for a period of 4 consecutive
school years at a public high-need elementary school or 
a public high-need secondary school. 
‘‘(b) USE OF FUNDS.—A local educational agency 
that receives a grant under this section may use funds 
made available through the grant— 
‘‘(1) to provide to exemplary, highly qualified 
principals up to $15,000 as an annual bonus for 
each of 4 consecutive school years if the principal 
commits to work full-time for such period in a public 
high-need elementary school or a public high-need 
secondary school; and 
‘‘(2) to provide to exemplary, highly qualified 
teachers— 
‘‘(A) up to $10,000 as an annual bonus for 
each of 4 consecutive school years if the teacher 
commits to work full-time for such period in a 
public high-need elementary school or a public 
high-need secondary school; or 
‘‘(B) up to $12,500 as an annual bonus 
for each of 4 consecutive school years if the 
teacher commits to work full-time for such pe-
riod teaching a subject for which there is a doc-
umented shortage of teachers in a public high- 
need elementary school or a public high-need 
secondary school.
‘‘(c) TIMING
OF PAYMENT.—A local educational 
agency providing an annual bonus to a principal or teacher 
under subsection (b) shall pay the bonus on completion 
of the service requirement by the principal or teacher for 
the applicable year. 
‘‘(d) GRANT PERIOD.—The Secretary shall make 
grants under this section in yearly installments for a total 
period of 4 years. 
‘‘(e) OBSERVATION, FEEDBACK, 
AND
EVALUA-
TION.—The Secretary may make a grant to a local edu-
cational agency under this section only if the State in 
which the agency is located or the agency has in place 
or proposes a plan, developed on a collaborative basis with 
the local teacher organization, to develop a system in 
which principals and, if available, master teachers rate 
teachers as exemplary. Such a system shall be— 
‘‘(1) based on strong learning gains for stu-
dents; 
‘‘(2) based on classroom observation and feed-
back at least four times annually; 
‘‘(3) conducted by multiple sources, including 
master teachers and principals; and 
‘‘(4) evaluated against research-validated ru-
brics that use planning, instructional, and learning
environment standards to measure teaching perform-
ance. 
‘‘(f) APPLICATION REQUIREMENTS.—To seek a grant 
under this section, a local educational agency shall submit 
an application at such time, in such manner, and con-
taining such information as the Secretary reasonably re-
quires. At a minimum, the application shall include the 
following: 
‘‘(1) A description of the agency’s proposed new 
teacher hiring timeline, including interim goals for 
any phase-in period. 
‘‘(2) An assurance that the agency will— 
‘‘(A) pay matching funds for the program 
carried out with the grant, which matching 
funds may be derived from funds received under 
other provisions of this title; 
‘‘(B) commit to making the program sus-
tainable over time; 
‘‘(C) create incentives to bring a critical 
mass of exemplary, highly qualified teachers to 
each school whose teachers will receive assist-
ance under this section; 
‘‘(D) improve the school’s working condi-
tions through activities that may include but 
are not limited to—
‘‘(i) reducing class size; 
‘‘(ii) ensuring availability of classroom 
materials, textbooks, and other supplies; 
‘‘(iii) improving or modernizing facili-
ties; and 
‘‘(iv) upgrading safety; and 
‘‘(E) accelerate the timeline for hiring new 
teachers in order to minimize the withdrawal of 
high-quality teacher applicants and secure the 
best new teacher talent for their hardest-to- 
staff schools. 
‘‘(3) An assurance that, in identifying exem-
plary teachers, the system described in paragraph 
(1) will take into consideration— 
‘‘(A) growth of the teacher’s students on 
any tests required by the State educational 
agency; 
‘‘(B) value-added student achievement 
gains if such teacher is in a State that uses 
value-added longitudinal data system; 
‘‘(C) National Board for Professional 
Teaching Standards certification; and 
‘‘(D) evidence of teaching skill documented 
in performance-based assessments.
‘‘(g) HIRING HIGHLY QUALIFIED TEACHERS EARLY 
AND IN A TIMELY MANNER.— 
‘‘(1) IN GENERAL.—In addition to the require-
ments of subsection (f), an application under such 
subsection shall include a description of the steps 
the local educational agency will take to enable all 
or a subset of the agency’s schools to hire new high-
ly qualified teachers early and in a timely manner, 
including— 
‘‘(A) requiring a clear and early notifica-
tion date for retiring teachers that is no later 
than March 15 each year; 
‘‘(B) providing schools with their staffing 
allocations no later than April of the preceding 
school year; 
‘‘(C) enabling schools to consider external 
candidates at the same time as internal can-
didates for available positions; 
‘‘(D) moving up the teacher transfer pe-
riod to April and not requiring schools to hire 
transferring or ‘excessed’ teachers from other 
schools without selection and consent; and 
‘‘(E) establishing and implementing a new 
principal accountability framework to ensure
that principals with increased hiring authority 
are improving teacher quality. 
‘‘(2) RULE
OF
CONSTRUCTION.—Nothing in 
this subsection shall be construed to alter or other-
wise affect the rights, remedies, and procedures af-
forded school or district employees under Federal, 
State, or local laws (including applicable regulations 
or court orders) or under the terms of collective bar-
gaining agreements, memoranda of understanding, 
or other agreements between such employees and 
their employers. 
‘‘(h) PRIORITY.—In providing higher salaries to prin-
cipals and teachers under this section, a local educational 
agency shall give priority to principals and teachers at 
schools identified under section 1116 for school improve-
ment, corrective action, or restructuring. 
‘‘(i) DEFINITIONS.—In this section: 
‘‘(1) The term ‘high-need’ means, with respect 
to an elementary school or a secondary school, a 
school that serves an eligible school attendance area 
in which not less than 65 percent of the children are 
from low-income families, based on the number of 
children eligible for free and reduced priced lunches 
under the Richard B. Russell National School Lunch
Act, or in which not less than 65 percent of the chil-
dren enrolled are from such families. 
‘‘(2) The term ‘documented shortage of teach-
ers’— 
‘‘(A) means a shortage of teachers docu-
mented in the needs assessment submitted 
under section 2122 by the local educational 
agency involved or some other official dem-
onstration of shortage by the local educational 
agency; and 
‘‘(B) may include such a shortage in math, 
science, a foreign language, special education, 
bilingual education, or reading. 
‘‘(3) The term ‘exemplary, highly qualified prin-
cipal’ means a principal who— 
‘‘(A) demonstrates a belief that every stu-
dent can achieve at high levels; 
‘‘(B) demonstrates an ability to drive sub-
stantial gains in academic achievement for all 
students while closing the achievement gap for 
those farthest from meeting standards; 
‘‘(C) uses data to drive instructional im-
provement; 
‘‘(D) provides ongoing support and devel-
opment for teachers; and
‘‘(E) builds a positive school community, 
treating every student with respect and rein-
forcing high expectations for all. 
‘‘(4) The term ‘exemplary, highly qualified 
teacher’ means a highly qualified teacher who is 
rated as exemplary pursuant to a system described 
in subsection (e). 
‘‘(j) AUTHORIZATION
OF
APPROPRIATIONS.—To 
carry out this section, there are authorized to be appro-
priated $2,200,000,000 for fiscal year 2006 and such 
sums as may be necessary for each of the 5 succeeding 
fiscal years. 
‘‘SEC. 2502. CAREER LADDERS FOR TEACHERS PROGRAM. 
‘‘(a) GRANTS.—The Secretary may make grants to 
local educational agencies to establish and implement a 
Career Ladders for Teachers Program in which the agen-
cy— 
‘‘(1) augments the salary of teachers in high- 
need elementary schools and secondary schools to 
correspond to the increasing responsibilities and 
leadership roles assumed by the teachers as they 
take on new professional roles (such as serving on 
school leadership teams, serving as instructional 
coaches, and serving in hybrid roles), including by—
‘‘(A) providing up to $10,000 as an annual 
augmentation to master teachers (including 
teachers serving as master teachers as part of 
a state-of the-art teacher induction program 
under section 2511); and 
‘‘(B) providing up to $5,000 as an annual 
augmentation to mentor teachers (including 
teachers serving as mentor teachers as part of 
a state-of the-art teacher induction program 
under section 2511); 
‘‘(2) provides up to $4,000 as an annual bonus 
to all career teachers, master teachers, and mentor 
teachers in high-need elementary schools and sec-
ondary schools based on a combination of— 
‘‘(A) at least 3 classroom evaluations over 
the course of the year; and 
‘‘(B) the performance of the teacher’s stu-
dents as determined by— 
‘‘(i) student growth on any test that is 
required by the State educational agency 
or local educational agency and is adminis-
tered to the teacher’s students; and 
‘‘(ii) in States or local educational 
agencies with value-added longitudinal 
data systems, whole-school value-added
student achievement gains and classroom- 
level 
value-added 
student 
achievement 
gains; or 
‘‘(3) provides up to $4,000 as an annual bonus 
to principals in elementary schools and secondary 
schools based on the performance of the school’s stu-
dents, taking into consideration whole-school value- 
added student achievement gains in States that have 
value-added longitudinal data systems and in which 
information on whole-school value-added student 
achievement gains is available. 
‘‘(b) DEMONSTRATED LEVEL OF PROFICIENCY.— 
‘‘(1) REQUIREMENT.—A local educational agen-
cy may not use a grant to augment a teacher’s sal-
ary through a performance bonus under subsection 
(a)(2) unless the teacher demonstrates an increased 
level of proficiency as demonstrated through— 
‘‘(A) in States without value-added longitu-
dinal data systems, multiple annual evaluations 
described in paragraph (2); and 
‘‘(B) in States with value-added longitu-
dinal 
data 
systems, 
value-added 
student 
achievement gains. 
‘‘(2) EVALUATIONS.—An evaluation described 
in this paragraph shall—
‘‘(A) be conducted by multiple evaluators, 
including master teachers and the principal; 
‘‘(B) be based on classroom observation at 
least 3 times annually; and 
‘‘(C) be evaluated against research-vali-
dated benchmarks that use planning, instruc-
tional, and learning environment standards to 
measure teacher performance. 
‘‘(c) ELIGIBILITY
REQUIREMENT.—A local edu-
cational agency may not use any funds under this section 
to establish or implement a Career Ladders for Teachers 
Program unless— 
‘‘(1) the percentage of teachers required by pre-
vailing union rules votes affirmatively to adopt the 
program; or 
‘‘(2) in States that do not recognize collective 
bargaining between local educational agencies and 
teacher organizations, at least 75 percent of the 
teachers in the local educational agency must vote 
affirmatively to adopt the program. 
‘‘(d) DEFINITIONS.—In this section: 
‘‘(1) The term ‘career teacher’ means a teacher 
who has a bachelor’s degree and full credentials or 
alternative certification including a passing level on
elementary or secondary subject matter assessments 
and professional knowledge assessments. 
‘‘(2) The term ‘mentor teacher’ means a teach-
er who— 
‘‘(A) has a bachelor’s degree and full cre-
dentials or alternative certification including a 
passing level on any applicable elementary or 
secondary subject matter assessments and pro-
fessional knowledge assessments; 
‘‘(B) has a portfolio and a classroom dem-
onstration showing instructional excellence; 
‘‘(C) has an ability, as demonstrated by 
student data, to increase student achievement 
through utilizing specific instructional strate-
gies; 
‘‘(D) has a minimum of 3 years of teach-
ing experience; 
‘‘(E) is recommended by the principal and 
other current master and mentor teachers; 
‘‘(F) is an excellent instructor and commu-
nicator with an understanding of how to facili-
tate growth in the teachers they are mentoring; 
and
‘‘(G) performs well as a mentor in estab-
lished induction and peer review and mentoring 
programs. 
‘‘(3) The term ‘master teacher’ means a teacher 
who— 
‘‘(A) holds a master’s degree in the rel-
evant academic discipline; 
‘‘(B) has at least 5 years of successful 
teaching experience, as measured by perform-
ance evaluations, a portfolio of work, or Na-
tional Board for Professional Teaching Stand-
ards certification; 
‘‘(C) demonstrates expertise in content, 
curriculum development, student learning, test 
analysis, mentoring, and professional develop-
ment, as demonstrated by an advanced degree, 
advanced training, career experience, or Na-
tional Board for Professional Teaching Stand-
ards certification; 
‘‘(D) presents student data that illustrates 
the teacher’s ability to increase student achieve-
ment through utilizing specific instructional 
interventions; 
‘‘(E) has instructional expertise dem-
onstrated through model teaching, team teach-
ing, video presentations, student achievement 
gains, or National Board for Professional 
Teaching Standards certification; 
‘‘(F) may hold a valid National Board for 
Professional Teaching Standards certificate, 
may have passed another rigorous standard, or 
may have been selected as a school, district, or 
State teacher of the year; and 
‘‘(G) is currently participating, or has pre-
viously participated, in a professional develop-
ment program that supports classroom teachers 
as mentors. 
‘‘(4) The term ‘high-need’, with respect to an 
elementary school or a secondary school, has the 
meaning given to that term in section 2501. 
‘‘(e) AUTHORIZATION
OF
APPROPRIATIONS.—To 
carry out this section, there are authorized to be appro-
priated $200,000,000 for fiscal year 2006 and such sums 
as may be necessary for each of the 5 succeeding fiscal 
years.’’.
TITLE III—IMPROVING TEACHER 
PREPARATION 
SEC. 301. AMENDMENT TO ELEMENTARY AND SECONDARY 
EDUCATION ACT OF 1965. 
Part E of title II of the Elementary and Secondary 
Education Act of 1965 (20 U.S.C. 6601 et seq.), as added 
by title II of this Act, is amended by adding at the end 
the following: 
‘‘Subpart 2—Preparation 
‘‘SEC. 2511. ESTABLISHING STATE-OF-THE-ART TEACHER IN-
DUCTION PROGRAMS. 
‘‘(a) GRANTS.—The Secretary may make grants to 
States and eligible local educational agencies for the pur-
pose of developing state-of-the-art teacher induction pro-
grams. 
‘‘(b) ELIGIBLE LOCAL EDUCATIONAL AGENCY.—In 
this section, the term ‘eligible local educational agency’ 
means— 
‘‘(1) a high-need local educational agency; or 
‘‘(2) a partnership of a high-need local edu-
cational agency and an institution of higher edu-
cation, a teacher organization, or any other non-
profit education organization. 
‘‘(c) USE OF FUNDS.—A State or an eligible local 
educational agency that receives a grant under subsection
(a) shall use the funds made available through the grant 
to develop a state-of the-art teacher induction program 
that— 
‘‘(1) provides new teachers a minimum of 3 
years of extensive, high-quality, comprehensive in-
duction into the field of teaching; and 
‘‘(2) includes— 
‘‘(A) structured mentoring from highly 
qualified master or mentor teachers who are 
certified, have teaching experience similar to 
the grade level or subject assignment of the new 
teacher, and are trained to mentor new teach-
ers; 
‘‘(B) at least 90 minutes each week of 
common meeting time for a new teacher to dis-
cuss student work and teaching under the direc-
tor of a master or mentor teacher; 
‘‘(C) regular classroom observation in the 
new teacher’s classroom; 
‘‘(D) observation by the new teacher of the 
mentor teacher’s classroom; 
‘‘(E) intensive professional development ac-
tivities for new teachers that result in improved 
teaching leading to student achievement, includ-
ing lesson demonstration by master and mentor
teachers in the classroom, observation, and 
feedback; 
‘‘(F) training in effective instructional 
services and classroom management strategies 
for mainstream teachers serving students with 
disabilities and students with limited English 
proficiency; 
‘‘(G) observation of teachers and feedback 
at least 4 times each school year by multiple 
evaluators, including master teachers and the 
principals, using research-validated benchmarks 
of teaching skills and standards that are devel-
oped with input from teachers; 
‘‘(H) paid release time for the mentor 
teacher for mentoring, or salary supplements 
under section 2502, for mentoring new teachers 
at a ratio of one full-time mentor to every 12 
new teachers; 
‘‘(I) a transition year to the classroom that 
includes a reduced workload for beginning 
teachers; and 
‘‘(J) a standards-based assessment of 
every beginning teacher to determine whether 
the teacher should move forward in the teach-
ing profession, which assessment may include
examination of practice and a measure of gains 
in student learning. 
‘‘(d) ADDITIONAL REQUIREMENT.—The Secretary 
shall commission an independent evaluation of state-of 
the-art teacher induction programs supported under this 
section in order to compare the design and outcome of 
various models of induction programs. 
‘‘(e) AUTHORIZATION
OF
APPROPRIATIONS.—To 
carry out this section, there are authorized to be appro-
priated $300,000,000 for fiscal year 2006 and such sums 
as may be necessary for each of the 5 succeeding fiscal 
years. 
‘‘SEC. 2512. PEER MENTORING AND REVIEW PROGRAMS. 
‘‘(a) GRANTS.—The Secretary shall make grants to 
local educational agencies for peer mentoring and review 
programs. 
‘‘(b) USE OF FUNDS.—A local educational agency 
that receives a grant under this section shall use the funds 
made available through the grant to establish and imple-
ment a peer mentoring and review program. Such a pro-
gram shall be established through collective bargaining 
agreements or, in States that do not recognize collective 
bargaining between local educational agencies and teacher 
organizations, through joint agreements between the local 
educational agency and affected teacher organizations.
‘‘(c) APPLICATION.—To seek a grant under this sec-
tion, a local educational agency shall submit an application 
at such time, in such manner, and containing such infor-
mation as the Secretary may reasonably require. The Sec-
retary shall require each such application to include the 
following: 
‘‘(1) Data from the applicant on recruitment 
and retention prior to implementing the induction 
program. 
‘‘(2) Measurable goals for increasing retention 
after the induction program is implemented. 
‘‘(3) Measures that will be used to determine 
whether teacher effectiveness is improved through 
participation in the induction program. 
‘‘(4) A plan for evaluating and reporting 
progress toward meeting the applicant’s goals. 
‘‘(d) PROGRESS REPORTS.—The Secretary shall re-
quire each grantee under this section to submit progress 
reports on an annual basis. 
‘‘(e) AUTHORIZATION
OF
APPROPRIATIONS.—To 
carry out this section, there are authorized to be appro-
priated $50,000,000 for fiscal year 2006 and such sums 
as may be necessary for each of the 5 succeeding fiscal 
years.
‘‘SEC. 2513. ESTABLISHING STATE-OF-THE-ART PRINCIPAL 
TRAINING AND INDUCTION PROGRAMS AND 
PERFORMANCE-BASED PRINCIPAL CERTIFI-
CATION. 
‘‘(a) GRANTS.—The Secretary may make grants to 
not more than 10 States to develop, implement, and evalu-
ate pilot programs for performance-based certification and 
training of exemplary, highly qualified principals who can 
drive gains in academic achievement for all children. 
‘‘(b) PROGRAM REQUIREMENTS.—A pilot program 
developed under this section— 
‘‘(1) shall pilot the development, implementa-
tion, and evaluation of a statewide performance- 
based system for certifying principals; 
‘‘(2) shall pilot and demonstrate the effective-
ness of statewide performance-based certification 
through support for innovative performance-based 
programs on a smaller scale; 
‘‘(3) shall provide for certification of principals 
by institutions with strong track records, such as a 
local educational agency, nonprofit organization, or 
business school, that is approved by the State for 
purposes of such certification and has formalized 
partnerships with in-State local educational agencies; 
‘‘(4) may be used to develop, sustain, and ex-
pand model programs for recruiting and training as-
piring and new principals in both instructional lead-
ership and general management skills; 
‘‘(5) shall include evaluation of the results of 
the pilot program and other in-State programs of 
principal preparation (which evaluation may include 
value-added assessment scores of all children in a 
school and should emphasize the correlation of aca-
demic achievement gains in schools led by partici-
pating principals and the characteristics and skills 
demonstrated by those individuals when applying to 
and participating in the program) to inform the de-
sign of certification of individuals to become school 
leaders in the State; and 
‘‘(6) shall make possible interim certification 
for up to 2 years for aspiring principals partici-
pating in the pilot program who— 
‘‘(A) have not yet attained full certifi-
cation; 
‘‘(B) are serving as assistant principals or 
principal residents, or in positions of similar re-
sponsibility; and 
‘‘(C) have met clearly defined criteria for 
entry into the program that are approved by 
the applicable local educational agency.
‘‘(c) PRIORITY.—In selecting grant recipients under 
this section, the Secretary shall give priority to States that 
will use the grants for one or more high-need local edu-
cational agencies and schools. 
‘‘(d) TERMS OF GRANT.—A grant under this sec-
tion— 
‘‘(1) shall be for not more than 5 years; and 
‘‘(2) shall be performance-based, permitting the 
Secretary to discontinue funding based on failure of 
the State to meet benchmarks identified by the 
State. 
‘‘(e) USE OF EVALUATION RESULTS.—A State re-
ceiving a grant under this section shall use the evaluation 
results of the pilot program conducted pursuant to the 
grant and similar evaluations of other in-State programs 
of principal preparation (especially the correlation of aca-
demic achievement gains in schools led by participating 
principals and the characteristics and skills demonstrated 
by those individuals when applying to and participating 
in the pilot program) to inform the design of certification 
of individuals to become school leaders in the State. 
‘‘(f) DEFINITIONS.—For the purposes of this section: 
‘‘(1) The term ‘exemplary, highly qualified prin-
cipal’ has the meaning given to that term in section 
2501.
‘‘(2) The term ‘performance-based certification 
system’ means a certification system that— 
‘‘(A) is based on a clearly defined set of 
standards for skills and knowledge needed by 
new principals; 
‘‘(B) is not based on numbers of hours en-
rolled in particular courses; 
‘‘(C) certifies participating individuals to 
become school leaders primarily based on— 
‘‘(i) their demonstration of those skills 
through a formal assessment aligned to 
these standards; and 
‘‘(ii) academic achievement results in 
a school leadership role such as a residency 
or an assistant principalship; and 
‘‘(D) awards certification to individuals 
who successfully complete programs at institu-
tions that include local educational agencies, 
nonprofit organizations, and business schools 
approved by the State for purposes of such cer-
tification and have formalized partnerships with 
in-State local educational agencies. 
‘‘(g) AUTHORIZATION
OF
APPROPRIATIONS.—To 
carry out this section, there are authorized to be appro-
priated $100,000,000 for fiscal year 2006 and such sums
as may be necessary for each of the 5 succeeding fiscal 
years. 
‘‘SEC. 2514. STUDY ON DEVELOPING A PORTABLE PER-
FORMANCE-BASED TEACHER ASSESSMENT. 
‘‘(a) STUDY.— 
‘‘(1) IN GENERAL.—The Secretary shall enter 
into an arrangement with an objective evaluation 
firm to conduct a study to asses the validity of any 
test used for teacher certification or licensure by 
multiple States, taking into account the passing 
scores adopted by multiple States. The study shall 
determine the following: 
‘‘(A) The extent to which tests of content 
knowledge represent subject mastery at the bac-
calaureate level. 
‘‘(B) Whether tests of pedagogy reflect the 
latest research on teaching and learning. 
‘‘(C) The relationship, if any, between 
teachers’ scores on licensure and certification 
exams and other measures of teacher effective-
ness, including learning gains achieved by the 
teachers’ students. 
‘‘(2) REPORT.—The Secretary shall submit a 
report to the Congress on the results of the study 
conducted under this subsection.
‘‘(b) GRANT TO CREATE A MODEL PERFORMANCE- 
BASED ASSESSMENT.— 
‘‘(1) GRANT.—The Secretary may make 1 
grant to an eligible partnership to create a model 
performance-based assessment of teaching skills that 
reliably evaluates teaching skills in practice and can 
be used to facilitate the portability of teacher cre-
dentials and licensing from one State to another. 
‘‘(2) CONSIDERATION OF STUDY.—In creating a 
model performance-based assessment of teaching 
skills, the recipient of a grant under this section 
shall take into consideration the results of the study 
conducted under subsection (a). 
‘‘(3) ELIGIBLE PARTNERSHIP.—In this section, 
the term ‘eligible partnership’ means a partnership 
of— 
‘‘(A) an independent professional organiza-
tion; and 
‘‘(B) an organization that represents ad-
ministrators of State educational agencies.’’.
SEC. 302. AMENDMENT TO THE HIGHER EDUCATION ACT 
OF 1965: TEACHER QUALITY ENHANCEMENT 
GRANTS. 
Part A of title II of the Higher Education Act of 
1965 is amended by striking sections 206 through 209 
(20 U.S.C. 1026–1029) and inserting the following: 
‘‘SEC. 206. ACCOUNTABILITY AND EVALUATION. 
‘‘(a) STATE GRANT ACCOUNTABILITY REPORT.—An 
eligible State that receives a grant under section 202 shall 
submit an annual accountability report to the Secretary, 
the Committee on Health, Education, Labor, and Pen-
sions of the Senate, and the Committee on Education and 
the Workforce of the House of Representatives. Such re-
port shall include a description of the degree to which the 
eligible State, in using funds provided under such section, 
has made substantial progress in meeting the following 
goals: 
‘‘(1) PERCENTAGE
OF
HIGHLY
QUALIFIED 
TEACHERS.—Increasing the percentage of highly 
qualified teachers in the State as required by section 
1119 of the Elementary and Secondary Education 
Act of 1965 (20 U.S.C. 6319). 
‘‘(2) STUDENT ACADEMIC ACHIEVEMENT.—In-
creasing student academic achievement for all stu-
dents, which may be measured through the use of
value-added assessments, as defined by the eligible 
State. 
‘‘(3) RAISING STANDARDS.—Raising the State 
academic standards required to enter the teaching 
profession as a highly qualified teacher. 
‘‘(4) INITIAL CERTIFICATION OR LICENSURE.— 
Increasing success in the pass rate for initial State 
teacher certification or licensure, or increasing the 
numbers of qualified individuals being certified or li-
censed as teachers through alternative routes to cer-
tification and licensure. 
‘‘(5) DECREASING TEACHER SHORTAGES.—De-
creasing shortages of highly qualified teachers in 
poor urban and rural areas. 
‘‘(6) INCREASING
OPPORTUNITIES
FOR
RE-
SEARCH-BASED PROFESSIONAL DEVELOPMENT.—In-
creasing opportunities for enhanced and ongoing 
professional development that— 
‘‘(A) improves the academic content knowl-
edge of teachers in the subject areas in which 
the teachers are certified or licensed to teach or 
in which the teachers are working toward cer-
tification or licensure to teach; and 
‘‘(B) promotes strong teaching skills.
‘‘(7) TECHNOLOGY
INTEGRATION.—Increasing 
the number of teachers prepared effectively to inte-
grate technology into curricula and instruction and 
who use technology to collect, manage, and analyze 
data to improve teaching, learning, and parental in-
volvement decisionmaking for the purpose of increas-
ing student academic achievement. 
‘‘(b) ELIGIBLE PARTNERSHIP EVALUATION.—Each 
eligible partnership applying for a grant under section 203 
shall establish, and include in the application submitted 
under section 203(c), an evaluation plan that includes 
strong performance objectives. The plan shall include ob-
jectives and measures for— 
‘‘(1) increased student achievement for all stu-
dents, as measured by the partnership; 
‘‘(2) increased teacher retention in the first 3 
years of a teacher’s career; 
‘‘(3) increased success in the pass rate for ini-
tial State certification or licensure of teachers; 
‘‘(4) increased percentage of highly qualified 
teachers; and 
‘‘(5) increasing the number of teachers trained 
effectively to integrate technology into curricula and 
instruction and who use technology to collect, man-
age, and analyze data to improve teaching, learning,
and decisionmaking for the purpose of improving 
student academic achievement. 
‘‘(c) REVOCATION OF GRANT.— 
‘‘(1) REPORT.—Each eligible State or eligible 
partnership receiving a grant under section 202 or 
203 shall report annually on the progress of the eli-
gible State or eligible partnership toward meeting 
the purposes of this part and the goals, objectives, 
and measures described in subsections (a) and (b). 
‘‘(2) REVOCATION.— 
‘‘(A) ELIGIBLE STATES AND ELIGIBLE AP-
PLICANTS.—If the Secretary determines that an 
eligible State or eligible applicant is not making 
substantial progress in meeting the purposes, 
goals, objectives, and measures, as appropriate, 
by the end of the second year of a grant under 
this part, then the grant payment shall not be 
made for the third year of the grant. 
‘‘(B) ELIGIBLE
PARTNERSHIPS.—If the 
Secretary determines that an eligible partner-
ship is not making substantial progress in 
meeting the purposes, goals, objectives, and 
measures, as appropriate, by the end of the 
third year of a grant under this part, then the
grant payments shall not be made for any suc-
ceeding year of the grant. 
‘‘(d) EVALUATION AND DISSEMINATION.—The Sec-
retary shall evaluate the activities funded under this part 
and report annually the Secretary’s findings regarding the 
activities to the Committee on Health, Education, Labor, 
and Pensions of the Senate and the Committee on Edu-
cation and the Workforce of the House of Representatives. 
The Secretary shall broadly disseminate successful prac-
tices developed by eligible States and eligible partnerships 
under this part, and shall broadly disseminate information 
regarding such practices that were found to be ineffective. 
‘‘SEC. 207. ACCOUNTABILITY FOR PROGRAMS THAT PRE-
PARE TEACHERS. 
‘‘(a) STATE REPORT CARD ON THE QUALITY OF 
TEACHER AND PRINCIPAL PREPARATION.—Each State 
that receives funds under this Act shall provide to the Sec-
retary annually, in a uniform and comprehensible manner 
that conforms with the definitions and methods estab-
lished by the Secretary, a State report card on the quality 
of teacher preparation in the State, both for traditional 
certification or licensure programs and for alternative cer-
tification or licensure programs, which shall include at 
least the following:
‘‘(1) A description of the teacher and principal 
certification and licensure assessments, and any 
other certification and licensure requirements, used 
by the State. 
‘‘(2) The standards and criteria that prospec-
tive teachers and principals must meet in order to 
attain initial teacher and principal certification or li-
censure and to be certified or licensed to teach par-
ticular subjects or in particular grades within the 
State. 
‘‘(3) A demonstration of the extent to which the 
assessments and requirements described in para-
graph (1) are aligned with the State’s standards and 
assessments for students. 
‘‘(4) The percentage of students who have com-
pleted at least 50 percent of the requirements for a 
teacher preparation program at an institution of 
higher education or alternative certification program 
and who have taken and passed each of the assess-
ments used by the State for teacher certification and 
licensure, and the passing score on each assessment 
that determines whether a candidate has passed that 
assessment. 
‘‘(5) For students who have completed at least 
50 percent of the requirements for a teacher prepa-
ration program at an institution of higher education 
or alternative certification program, and who have 
taken and passed each of the assessments used by 
the State for teacher certification and licensure, 
each such institution’s and each such program’s av-
erage raw score, ranked by teacher preparation pro-
gram, which shall be made available widely and pub-
licly. 
‘‘(6) A description of each State’s alternative 
routes to teacher certification, if any, and the num-
ber and percentage of teachers certified through 
each alternative certification route who pass State 
teacher certification or licensure assessments. 
‘‘(7) For each State, a description of proposed 
criteria for assessing the performance of teacher and 
principal preparation programs in the State, includ-
ing indicators of teacher and principal candidate 
skills, placement and retention rates (to the extent 
feasible), and academic content knowledge and evi-
dence of gains in student academic achievement. 
‘‘(8) For each teacher preparation program in 
the State, the number of students in the program, 
the number of minority students in the program, the 
average number of hours of supervised practice 
teaching required for those in the program, and the
number of full-time equivalent faculty, adjunct fac-
ulty, and students in supervised practice teaching. 
‘‘(9) For the State as a whole, and for each 
teacher preparation program in the State, the num-
ber of teachers prepared, in the aggregate and re-
ported separately by— 
‘‘(A) minority status; 
‘‘(B) level (elementary or secondary); 
‘‘(C) academic major; 
‘‘(D) subject or subjects for which the stu-
dent has been prepared to teach; and 
‘‘(E) teacher candidates who speak a lan-
guage other than English and have been trained 
specifically to teach English-language learners. 
‘‘(10) The State shall refer to the data gen-
erated for paragraph (9) to report on the extent to 
which teacher preparation programs are helping to 
address shortages of qualified teachers, by level, sub-
ject, and specialty, in the State’s public schools, es-
pecially in poor urban and rural areas as required by 
section 206(a)(5). 
‘‘(b) REPORT OF THE SECRETARY ON THE QUALITY 
OF TEACHER PREPARATION.— 
‘‘(1) REPORT CARD.—The Secretary shall pro-
vide to Congress, and publish and make widely avail-
able, a report card on teacher qualifications and 
preparation in the United States, including all the 
information reported in paragraphs (1) through (11) 
of subsection (a). Such report shall identify States 
for which eligible States and eligible partnerships re-
ceived a grant under this part. Such report shall be 
so provided, published and made available annually. 
‘‘(2) REPORT
TO
CONGRESS.—The Secretary 
shall report to Congress— 
‘‘(A) a comparison of States’ efforts to im-
prove teaching quality; and 
‘‘(B) regarding the national mean and me-
dian scores on any standardized test that is 
used in more than 1 State for teacher certifi-
cation or licensure. 
‘‘(3) SPECIAL RULE.—In the case of programs 
with fewer than 10 students who have completed at 
least 50 percent of the requirements for a teacher 
preparation program taking any single initial teacher 
certification or licensure assessment during an aca-
demic year, the Secretary shall collect and publish 
information with respect to an average pass rate on 
State certification or licensure assessments taken 
over a 3-year period.
‘‘(c) COORDINATION.—The Secretary, to the extent 
practicable, shall coordinate the information collected and 
published under this part among States for individuals 
who took State teacher certification or licensure assess-
ments in a State other than the State in which the indi-
vidual received the individual’s most recent degree. 
‘‘(d) INSTITUTION AND PROGRAM REPORT CARDS ON 
QUALITY OF TEACHER PREPARATION.— 
‘‘(1) REPORT CARD.—Each institution of higher 
education or alternative certification program that 
conducts a teacher preparation program that enrolls 
students receiving Federal assistance under this Act 
shall report annually to the State and the general 
public, in a uniform and comprehensible manner 
that conforms with the definitions and methods es-
tablished by the Secretary, both for traditional cer-
tification or licensure programs and for alternative 
certification or licensure programs, the following in-
formation, disaggregated by major racial and ethnic 
groups: 
‘‘(A) PASS RATE.—(i) For the most recent 
year for which the information is available, the 
pass rate of each student who has completed at 
least 50 percent of the requirements for the 
teacher preparation program on the teacher cer-