I 
110TH CONGRESS 
1ST SESSION H. R. 2204 
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 
MAY 8, 2007 
Mr. GEORGE MILLER of California (for himself, Mr. KILDEE, Mr. PAYNE, Mr. 
SCOTT of Virginia, Ms. WOOLSEY, Mr. HINOJOSA, Mrs. MCCARTHY of 
New York, Mr. TIERNEY, Mr. HOLT, Mr. DAVIS of Illinois, Mr. 
GRIJALVA, Mr. BISHOP of New York, Mr. SARBANES, Ms. HIRONO, Mr. 
HARE, Mr. COURTNEY, Mr. VAN
HOLLEN, Ms. DELAURO, Mr. 
DELAHUNT, Mr. MCINTYRE, Mr. CLEAVER, Mr. HIGGINS, Ms. WATSON, 
Ms. MATSUI, Mr. HONDA, Mr. NADLER, Mrs. TAUSCHER, Mr. MORAN of 
Virginia, Mr. CAPUANO, Mr. FARR, Mr. JEFFERSON, Mr. ELLISON, Ms. 
CORRINE BROWN of Florida, Mr. EMANUEL, Mr. STARK, Ms. MCCOLLUM 
of Minnesota, Mr. ETHERIDGE, Ms. BALDWIN, Mr. SHERMAN, Mr. 
MCNERNEY, Mr. MCGOVERN, Ms. SLAUGHTER, Ms. KILPATRICK, and 
Mr. SCHIFF) introduced the following bill; which was referred to the 
Committee on Education and Labor, 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-
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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 2007’’. 
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. 
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‘‘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 
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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. 
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(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. 
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