I 
115TH CONGRESS 
2D SESSION 
H. R. 7023 
To support the preparation and retention of outstanding educators in all 
fields to ensure a bright future for children and youth in under-resourced 
and underserved communities in the United States, and for other pur-
poses. 
IN THE HOUSE OF REPRESENTATIVES 
OCTOBER 2, 2018 
Mr. PETERSON (for himself and Mr. MOONEY of West Virginia) introduced 
the following bill; which was referred to the Committee on Education and 
the Workforce 
A BILL 
To support the preparation and retention of outstanding 
educators in all fields to ensure a bright future for 
children and youth in under-resourced and underserved 
communities in the United States, and for other pur-
poses. 
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 ‘‘Addressing Teacher 
Shortages Act of 2018’’. 
SEC. 2. FINDINGS. 
Congress finds the following: 
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(1) Currently, there are not enough teachers to 
meet the demand for teachers in all locations and in 
all fields, creating a teacher shortage. The teacher 
shortage is a result of growing student enrollment, 
shrinking pupil-teacher ratios, declining enrollment 
in teacher preparation programs, and high levels of 
attrition from the field. Teacher shortages are par-
ticularly acute in rural schools and in certain subject 
areas, such as the fields of STEM, special education, 
and English as a second language. Additionally, 
there is a lack of racial diversity in the teaching 
workforce. 
(2) Rural schools serve 18 percent of all stu-
dents in the United States, including over 9,000,000 
students in rural public elementary and secondary 
schools. More than 40 percent of all small, rural 
local educational agencies in the United States 
struggle with adequately staffing their schools. 
These personnel shortages include difficulties both in 
recruiting and retaining educators. Shortages are es-
pecially pronounced in special education and STEM 
fields, when compared to urban teacher labor mar-
kets. 
(3) Rural communities face unique challenges 
in recruiting and retaining teachers for reasons such 
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as funding, limited teacher supply, and geographic 
isolation. Rural schools often experience difficulty 
hiring and high turnover due to inadequate re-
sources, lower salaries, and poor working conditions. 
(4) The demand for teachers is going unmet in 
some subject areas more so than others. In 2017– 
2018, 48 States reported shortages in mathematics, 
46 in special education, 43 in science, 41 in foreign 
language, and 31 in English as a second language. 
(5) Although the share of teachers of color has 
been increasing, there is a gap in racial diversity be-
tween teachers of color who comprise 20 percent of 
the teacher workforce and students of color who ac-
count for 50 percent of students. 
(6) Data from the 2015–2016 National Teacher 
and Principal Survey show that millennial teachers 
are less likely to be racially diverse than the previous 
generation of Generation X teachers, suggesting that 
racial diversity in the teaching workforce could be 
declining in the future. 
(7) Research shows that better prepared teach-
ers stay longer in the profession and are more effec-
tive in improving student achievement. For example, 
an analysis of the nationally representative Schools 
and Staffing Survey found that new recruits who 
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had a semester or more of practice teaching prior to 
employment were more than 3 times less likely to 
leave teaching after a year than those who had no 
practice teaching. 
(8) Data from the 2012–2013 Schools and 
Staffing Survey show that the attrition rate for 
teachers is approximately 8 percent. It was higher 
for rural teachers, at 8.4 percent, than for suburban 
and urban teachers, at 7.3 and 7.9 percent, respec-
tively. This high attrition rate is costly for local edu-
cational agencies, with the savings of replacing high-
er-earning, more experienced teachers mitigated by 
replacement costs. 
(9) High-quality mentoring and induction pro-
grams can offer support to teacher candidates and 
novice teachers throughout the teacher preparation 
and school placement experience, improving the like-
lihood that they will complete the training and cer-
tification process and remain in the profession. Evi-
dence-based mentoring and induction programs have 
been shown to increase retention, accelerate the pro-
fessional learning of novice teachers, and improve 
student achievement. 
(10) Teacher residencies create long-term bene-
fits for local educational agencies, schools, and stu-
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dents. Research suggests that residencies bring 
greater gender and racial diversity into the teaching 
workforce and have significantly higher retention 
rates for graduates than traditional preparation pro-
grams. 
(11) Grow Your Own teacher preparation mod-
els provide a promising solution for hard-to-staff 
schools, such as those in rural communities. These 
models help to recruit graduates of local schools and 
members of the school’s community into the teach-
ing profession. 
SEC. 3. DEFINITIONS. 
In this Act: 
(1) GENERAL ESEA DEFINITIONS.—The terms 
‘‘dual or concurrent enrollment program’’, ‘‘elemen-
tary school’’, ‘‘local educational agency’’, and ‘‘sec-
ondary school’’ have the meanings given the terms 
in section 8101 of the Elementary and Secondary 
Education Act of 1965 (20 U.S.C. 7801). 
(2) 2+2 PROGRAM.—The term ‘‘2+2 program’’ 
means a partnership between a junior or community 
college, as defined in section 312 of the Higher Edu-
cation Act of 1965 (20 U.S.C. 1058), and a 4-year 
degree-granting institution of higher education in 
which teacher candidates can begin teacher prepara-
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tion in the junior or community college and fully 
transfer their credits to the 4-year institution of 
higher education, where the students complete their 
teacher preparation. 
(3) CERTIFIED TEACHER.—The term ‘‘certified 
teacher’’ means an individual who possesses a docu-
ment certifying that the individual has met the full 
requirements of a State for employment as a teacher 
in the public schools of that State. 
(4) ELIGIBLE ENTITY.—The term ‘‘eligible enti-
ty’’ means a local educational agency (or a consor-
tium of such agencies) partnering with one or more 
institutions of higher education. 
(5) GROW
YOUR
OWN
PROGRAM.—The term 
‘‘Grow Your Own program’’ means a program that 
works to recruit graduates of local schools and mem-
bers of the school’s community into the teaching 
profession of a school. 
(6) HISTORICALLY
BLACK
COLLEGE
OR
UNI-
VERSITY.—The term ‘‘historically Black college or 
university’’ has the meaning given the term ‘‘part B 
institution’’ under section 322 of the Higher Edu-
cation Act of 1965 (20 U.S.C. 1061). 
(7) INDUCTION PROGRAM.—The term ‘‘induc-
tion program’’ has the meaning given the term in 
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section 200(14) of the Higher Education Act of 
1965 (20 U.S.C. 1021(14)), except that— 
(A) the high-quality and structured teacher 
mentoring component described in subpara-
graph (A) of such section shall be led by a 
qualified mentor who teaches in the same or 
similar field, grade, or subject as the mentee; 
(B) the opportunities for new teachers de-
scribed in subparagraph (D) of such section 
shall include opportunities for observation of, 
and feedback from, teacher mentors, faculty, 
and researchers; 
(C) the faculty included in the program, as 
described in subparagraph (F) of such section, 
shall also model personalized instruction; 
(D) the interdisciplinary collaboration de-
scribed in subparagraph (G) of such section 
shall include preparation regarding the develop-
ment, analysis, and use of formative, interim, 
and summative assessments; 
(E) the assistance provided under subpara-
graph (H) of such section with respect to stu-
dent achievement data shall also include assist-
ance with understanding classroom engagement 
data (such as attendance and discipline rates 
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and other measures of school climate), and with 
understanding the applicability of both types of 
data to classroom instruction and design; and 
(F) the observation and evaluation oppor-
tunities under subparagraph (I) of such section 
shall be conducted in order to inform efforts to 
support new teachers and improve their prac-
tice. 
(8) INSTITUTION OF HIGHER EDUCATION.—The 
term ‘‘institution of higher education’’ has the 
meaning given the term in section 101(a) of the 
Higher Education Act of 1965 (20 U.S.C. 1001(a)). 
(9) QUALIFIED MENTOR TEACHER.—The term 
‘‘qualified mentor teacher’’ means an educator 
who— 
(A) meets a minimum set of qualification 
standards based in part on State-determined 
measures of teacher effectiveness; and 
(B) is selected by the grantee to— 
(i) host a teacher candidate mentee 
during clinical practice or residency in the 
classroom of the educator during a teacher 
preparation program, or provide induction 
support to a newly certified teacher mentee 
during the first 2 years of employment 
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after completion of a teacher preparation 
program (including clinical practice); 
(ii) provide supports for a teacher 
candidate mentee during clinical practice 
or a teacher residency program, or a begin-
ning teacher mentee during an induction 
program, including information on the re-
sources and supports based at the school 
and the local educational agency serving 
the school; 
(iii) establish a role model relationship 
for a mentee; 
(iv) observe the mentee’s teaching 
methods in classroom settings and be ob-
served modeling best practices; 
(v) provide mentoring to a mentee 
teaching in the same field, grade, or sub-
ject; and 
(vi) promote empirically-based prac-
tice of, and scientifically valid research on, 
where applicable— 
(I) teaching and learning; 
(II) assessment of student learn-
ing; 
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(III) the development of teaching 
skills through the use of instructional 
and behavioral interventions; and 
(IV) the improvement of the ca-
pacity of the mentees to create inclu-
sive learning environments and meas-
urably 
advance 
student 
learning 
among diverse learners. 
(10) RURAL AREA.—The term ‘‘rural area’’ has 
the meaning given the term in section 343(a)(13)(A) 
of the Consolidated Farm and Rural Development 
Act (7 U.S.C. 1991(a)(13)(A)). 
(11) RURAL
SCHOOL
DISTRICT.—The term 
‘‘rural school district’’ means a school district that 
serves one or more schools located in a rural area. 
(12) 
SECRETARY.—The 
term 
‘‘Secretary’’ 
means the Secretary of Education. 
(13) 
STEM.—The 
term 
‘‘STEM’’ 
means 
science, technology, engineering, and mathematics. 
(14) TEACHING
RESIDENCY
PROGRAM.—The 
term ‘‘teaching residency program’’ has the meaning 
given the term in section 200 of the Higher Edu-
cation Act of 1965 (20 U.S.C. 1021), except that 
such term shall not include the requirement that the 
prospective teacher acquire a master’s degree prior 
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to completion of the program, but instead shall earn 
a bachelor’s or a master’s degree prior to completion 
of the program. 
SEC. 4. ADDRESSING TEACHER SHORTAGES PROGRAM. 
(a) ADDRESSING TEACHER SHORTAGES PROGRAM 
ESTABLISHED.— 
(1) GRANTS AUTHORIZED.— 
(A) IN
GENERAL.—From amounts made 
available to carry out this Act, the Secretary 
shall establish an Addressing Teacher Short-
ages Program, through which the Secretary 
shall award grants, on a competitive basis, to 
eligible entities to enable the eligible entities to 
carry out activities described in subsection (d) 
in continuous consultation with the schools 
served by the eligible entity. 
(B) PLANNING GRANTS.—Notwithstanding 
subparagraph (A), the Secretary may use funds 
made available under this section, and not re-
quired for purposes of subsection (c)(2), to 
award, on a competitive basis, 1-year planning 
grants to eligible entities that have not received 
grants under subparagraph (A), to assist with 
the costs of preparing and submitting an appli-
cation under subsection (b). 
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(2) DURATION.—A grant awarded under para-
graph (1)(A)— 
(A) shall be for a period of at least 5 
years; and 
(B) may be renewed if the eligible entity 
demonstrates sufficient positive outcomes as de-
scribed in section 5 and evidence of potential 
for continued success in achieving the goals of 
the initial grant. 
(b) APPLICATION.— 
(1) IN GENERAL.—An eligible entity desiring a 
grant under subsection (a)(1)(A) shall submit an ap-
plication to the Secretary at such time, in such man-
ner, and containing such information as the Sec-
retary may require. 
(2) 
CONTENTS.—An 
application 
submitted 
under paragraph (1) shall— 
(A) describe the selected activities de-
scribed in subsection (d) for which assistance 
under this section is sought; 
(B) include a description of the evaluation 
plan required under section 5; 
(C) provide such additional assurances as 
the Secretary determines to be essential to en-
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sure compliance with the requirements of this 
Act; and 
(D) if seeking support for a teaching resi-
dency program, demonstrate that the institution 
of higher education that is a partner in the eli-
gible entity is approved to prepare candidates 
for State teaching licensure or certification. 
(c) AWARD BASIS.— 
(1) IN GENERAL.—The Secretary shall deter-
mine the minimum number, and the dollar amount, 
of grants provided under this section based on the 
amount made available under section 7. 
(2) AWARD BASIS.—In awarding grants under 
this section, the Secretary shall— 
(A) reserve 5 percent of the grant funds 
available to carry out this section for the Sec-
retary of the Interior, to enable the Secretary 
of the Interior to carry out the purposes of this 
Act in schools supported by the Bureau of In-
dian Education; and 
(B) use, from the amount remaining after 
the application of subparagraph (A) and to the 
extent practicable based on the applications re-
ceived under subsection (b)— 
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(i) not less than 25 percent of the re-
maining amount to address teacher short-
age challenges in local educational agencies 
serving rural areas; 
(ii) not less than 25 percent of the re-
maining amount to address shortages in 
high-need subject areas; and 
(iii) not less than 25 percent of the 
grant funds available to diversify the 
teaching workforce. 
(3) PRIORITY.— 
(A) IN
GENERAL.—Subject to subpara-
graph (B), in evaluating applications for grants 
under subsection (a)(1)(A), the Secretary shall 
provide a competitive priority for applications 
proposing programs that will— 
(i) address the shortages described in 
clauses (i) and (ii) of paragraph (2)(B); 
and 
(ii) include partnerships with minor-
ity-serving institutions, such as historically 
Black colleges and universities, Hispanic- 
serving institutions (as defined in section 
502 of the Higher Education Act of 1965 
(20 U.S.C. 1101a)), or Tribal Colleges and 
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Universities (as defined in section 316 of 
such Act (20 U.S.C. 1059c)). 
(B) PRIORITY FOR TEACHING RESIDENCY 
AND GROW YOUR OWN PROGRAMS.—In review-
ing applications for grants under subsection 
(a)(1)(A) that propose to cover costs associated 
with teaching residency programs or Grow Your 
Own programs, the Secretary shall provide a 
competitive priority to eligible entities that pro-
pose to carry out a program designed to pre-
pare, for teaching licensure or certification, in-
dividuals who, as of the date of the individuals’ 
application or acceptance into the program— 
(i) are employed by a local educational 
agency participating in the eligible entity 
as a paraprofessional, substitute teacher, 
or other employee of the school community; 
and 
(ii) have been so employed for not less 
than 3 years. 
(d) USE OF FUNDS.—A recipient of a grant under 
subsection (a)(1)(A) shall use grant funds for not less 
than one of the following activities: 
(1) Establishing or expanding teaching resi-
dency programs, which may include covering— 
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(A) all or part of a resident’s tuition in ex-
change for a commitment to teach in the com-
munity for a minimum of 3 years; 
(B) resident salaries; 
(C) mentor teacher incentives; 
(D) facilities or infrastructure for a dis-
tance learning classroom within the school for 
onsite coursework and practical learning; and 
(E) any other purpose that the Secretary 
determines appropriate. 
(2) Establishing or expanding a teacher mentor 
program, which may include providing a training 
program or endorsement for school-based mentor 
teachers. 
(3) Establishing or expanding a Grow Your 
Own program. 
(4) Establishing or expanding a 2+2 program. 
(5) Establishing or expanding a program at an 
institution of higher education that encourages stu-
dents majoring in STEM fields to take courses in 
education. 
(6) Establishing or expanding teacher prepara-
tion pathways in secondary schools. 
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(7) Establishing or expanding other evidence- 
based strategies to increase teacher retention and 
support teachers, including— 
(A) increasing access to, and the effective 
use of, technology for the purpose of providing 
professional development to educators in rural 
or remote areas; 
(B) supporting teachers in fulfilling addi-
tional credit requirements needed for a teacher 
to— 
(i) become licensed or certified in ad-
ditional subject areas; 
(ii) earn an additional qualification or 
licensure or certification endorsement that 
meets a specific need of the school in 
which the teacher is employed; 
(iii) earn additional qualifications to 
obtain National Board Certification; or 
(iv) qualify to teach Advanced Place-
ment, International Baccalaureate, or dual 
or concurrent enrollment programs; 
(C) providing opportunities for career ad-
vancement that offer increased pay for teachers 
who demonstrate expertise and take on addi-
tional leadership roles; 
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(D) establishing induction programs for 
novice teachers during their first 2 years in the 
profession; 
(E)(i) providing tuition assistance, a sti-
pend, or a housing allowance during student 
teaching to student teachers participating in the 
program who commit to teaching placements 
that would address any of the shortages de-
scribed in clauses (i) or (ii) of subsection 
(c)(2)(B); and 
(ii) if the eligible entity chooses to do so, 
and only after assisting student teachers under 
clause (i), providing a stipend or housing allow-
ance to teachers in their first or second year of 
teaching who commit to teaching placements 
that would address any of the shortages de-
scribed in clauses (i) or (ii) of subsection 
(c)(2)(B); or 
(F) providing professional development for 
school administrators focusing on teacher lead-
ership or teacher retention. 
(e) MATCHING FUNDS.— 
(1) IN GENERAL.—An eligible entity that re-
ceives a grant under subsection (a)(1)(A) shall pro-
vide, toward the cost of the activities assisted under 
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the grant and from non-Federal sources, an amount 
equal to or greater than the amount of the grant, 
subject to paragraph (2). 
(2) REDUCTION
OR
WAIVER
OF
MATCHING 
FUNDS.—If the Secretary determines necessary 
based on the economic condition of the eligible enti-
ty, the Secretary may— 
(A) determine that a lesser matching 
amount than described in paragraph (1) is re-
quired, based on a sliding scale; or 
(B) waive the requirements of paragraph 
(1). 
(f) 
DESIGNATED
PERSONNEL
FOR
UNDER- 
RESOURCED APPLICATIONS.—The Secretary shall des-
ignate not less than 1 employee who, during and preceding 
the application period for a grant under this Act, will ex-
clusively support under-resourced eligible entities with the 
preparation of grant applications under subsection 
(a)(1)(A). 
SEC. 5. EVALUATION AND REPORTING. 
(a) EVALUATION.—Each entity submitting an appli-
cation for a grant under section 4(a)(1)(A) shall establish, 
and include in such application, an evaluation plan that 
includes relevant and measurable performance objectives. 
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At a minimum, the plan shall include objectives and meas-
ures for— 
(1) educator retention rates in the first 3 and 
5 years for teachers, principals, and other educators 
participating in the program supported under the 
grant; 
(2)(A) pass rates and scaled scores for initial 
State licensure or certification of teachers for par-
ticipating teachers; or 
(B) pass rates and average scores on valid and 
reliable teacher performance assessments for partici-
pating teachers; 
(3) the number of participating teachers, prin-
cipals, and other educators who are hired by the 
high-need local educational agency; 
(4) the percentage of participating teachers, 
principals, and other educators who are members of 
underrepresented groups; 
(5) the percentage of participating teachers who 
teach high-need fields or academic subject areas 
such as STEM fields, agricultural education, lan-
guage instruction educational programs for limited 
English proficient students, and special education; 
and 
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(6) the percentage of participating teachers and 
other educators who teach in high-need schools, 
disaggregated by the elementary school and sec-
ondary school levels. 
(b) REPORTING.— 
(1) ELIGIBLE ENTITY REPORTS.— 
(A) IN GENERAL.—At the end of the third 
year and the fifth year of a grant awarded 
under section 4(a)(1)(A), each eligible entity re-
ceiving such grant shall prepare and submit to 
the Secretary a report regarding the program 
carried out under this Act, including the pro-
gram’s performance with respect to the objec-
tives and measures described in subsection (a). 
(B) ADDITIONAL REPORTS.—In the case of 
an eligible entity whose grant under section 
4(a)(1)(A) was renewed or was for an initial pe-
riod of more than 5 years, the eligible entity 
shall submit a report described in subparagraph 
(A) on an annual basis for each year of the re-
newal or each year after the fifth year of the 
grant, respectively. 
(2) SECRETARY REPORTS.—By not later than 2 
years after the date of enactment of this Act, and 
every 2 years thereafter, the Secretary shall submit 
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a report to the Committee on Health, Education, 
Labor, and Pensions of the Senate and the Com-
mittee on Education and the Workforce of the 
House of Representatives about the strengths and 
weaknesses of the grant program carried out under 
section 4. 
SEC. 6. SENSE OF THE SENATE. 
It is the sense of the Senate that teaching should be 
formally recognized as a career pathway that is part of 
career and technical education, as defined in section 3 of 
the Carl D. Perkins Career and Technical Education Act 
of 2006 (20 U.S.C. 2302), allowing early career pathway 
programs in education (especially in STEM education) to 
be eligible for funds available through programs that sup-
port career and technical education. 
SEC. 7. AUTHORIZATION OF APPROPRIATIONS. 
There is authorized to be appropriated to carry out 
this Act such sums as may be necessary for each of fiscal 
years 2019 through 2025. 
Æ 
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