I 
114TH CONGRESS 
1ST SESSION 
H. R. 930 
To recruit, support, and prepare principals to improve student academic 
achievement at eligible schools. 
IN THE HOUSE OF REPRESENTATIVES 
FEBRUARY 12, 2015 
Mrs. DAVIS of California (for herself and Mr. POLIS) introduced the following 
bill; which was referred to the Committee on Education and the Workforce 
A BILL 
To recruit, support, and prepare principals to improve 
student academic achievement at eligible schools. 
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 ‘‘School Principal Re-
cruitment and Training Act’’. 
SEC. 2. PRINCIPAL RECRUITMENT AND TRAINING. 
(a) IN GENERAL.—Part A of title II of the Elemen-
tary and Secondary Education Act of 1965 (20 U.S.C. 
6601 et seq.) is amended by adding at the end the fol-
lowing: 
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‘‘Subpart 6—Principal Recruitment and Training 
‘‘SEC. 2161. PRINCIPAL RECRUITMENT AND TRAINING 
GRANT PROGRAM. 
‘‘(a) DEFINITIONS.—In this section: 
‘‘(1) ASPIRING PRINCIPAL.—The term ‘aspiring 
principal’ means an individual who is enrolled in a 
principal preparation program’s preservice residency 
that provides training in instructional leadership, or-
ganizational management, and the development of 
teachers. 
‘‘(2) CURRENT PRINCIPAL.—The term ‘current 
principal’ means an individual who, as of the date of 
the determination of participation in a program 
under this section, is employed as a principal or has 
been employed as a principal. 
‘‘(3) ELIGIBLE ENTITY.—The term ‘eligible en-
tity’ means— 
‘‘(A) a local educational agency, including 
an educational service agency, that serves an el-
igible school or a consortium of such agencies; 
‘‘(B) a State educational agency or a con-
sortium of such agencies; 
‘‘(C) a State educational agency in part-
nership with 1 or more local educational agen-
cies or educational service agencies that serve 
an eligible school; 
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‘‘(D) an entity described in subparagraph 
(A), (B), or (C) in partnership with 1 or more 
nonprofit organizations or institutions of higher 
education; or 
‘‘(E) an institution of higher education or 
a nonprofit organization, if the institution or 
nonprofit organization can demonstrate a 
record of— 
‘‘(i) preparing principals who have 
been able to improve student achievement 
substantially; and 
‘‘(ii) placing a significant percentage 
of such principals in eligible schools. 
‘‘(4) ELIGIBLE
SCHOOL.—The term ‘eligible 
school’ means a public school, including a public 
charter school, that meets 1 or more of the following 
criteria: 
‘‘(A) Is a high-need school. 
‘‘(B) Is a persistently low-achieving school, 
as determined by the State educational agency. 
‘‘(C) Is an achievement gap school, as de-
termined by the State educational agency. 
‘‘(D) In the case of a public school con-
taining middle grades, feeds into a public high 
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school that has less than a 60 percent gradua-
tion rate. 
‘‘(E) Is a rural school served by a local 
educational agency that is eligible to receive as-
sistance under part B of title VI. 
‘‘(5) HIGH-NEED SCHOOL.— 
‘‘(A) IN GENERAL.—The term ‘high-need 
school’ means— 
‘‘(i) an elementary school or middle 
school in which not less than 50 percent of 
the enrolled students are children from 
low-income families; or 
‘‘(ii) a high school in which not less 
than 40 percent of the enrolled students 
are children from low-income families, 
which may be calculated using comparable 
data from feeder schools. 
‘‘(B) LOW-INCOME FAMILY.—For purposes 
of subparagraph (A), the term ‘low-income fam-
ily’ means a family— 
‘‘(i) in which the children are eligible 
for a free or reduced price lunch under the 
Richard B. Russell National School Lunch 
Act (42 U.S.C. 1751 et seq.); 
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‘‘(ii) receiving assistance under a 
State program funded under part A of title 
IV of the Social Security Act (42 U.S.C. 
601 et seq.); or 
‘‘(iii) in which the children are eligible 
to receive medical assistance under the 
Medicaid program. 
‘‘(6) MENTOR PRINCIPAL.—The term ‘mentor 
principal’ means an individual with the following 
characteristics: 
‘‘(A) Strong instructional leadership skills 
in an elementary school or secondary school set-
ting. 
‘‘(B) Strong verbal and written commu-
nication skills, which may be demonstrated by 
performance on appropriate assessments. 
‘‘(C) Knowledge, skills, and attitudes to— 
‘‘(i) establish and maintain a profes-
sional learning community that effectively 
extracts information from data to improve 
the school culture and personalize instruc-
tion for all students to result in improved 
student achievement; 
‘‘(ii) create and maintain a learning 
culture within the school that provides a 
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climate conducive to the development of all 
members of the school community, includ-
ing one of continuous learning for adults 
tied to student learning and other school 
goals; 
‘‘(iii) engage in continuous profes-
sional development, utilizing a combination 
of academic study, developmental simula-
tion exercises, self-reflection, mentorship 
and internship; 
‘‘(iv) understand youth development 
appropriate to the age level served by the 
school and from this knowledge sets high 
expectations and standards for the aca-
demic, social, emotional, and physical de-
velopment of all students; and 
‘‘(v) actively engage the community to 
create shared responsibility for student 
academic performance and successful de-
velopment. 
‘‘(7) MIDDLE GRADE.—The term ‘middle grade’ 
means any of grades 5 through 8. 
‘‘(8) SCHOOL-LEVEL
STUDENT
OUTCOMES.— 
The term ‘school-level student outcomes’ means, at 
the whole school level and for each subgroup of stu-
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dents described in section 1111(b)(2)(C)(v) who are 
served by the school— 
‘‘(A) student academic achievement and 
student growth; and 
‘‘(B) additional outcomes, including, at the 
high school level, graduation rates and the per-
centage of students taking college-level course-
work. 
‘‘(b) PROGRAM AUTHORIZED.— 
‘‘(1) PRINCIPAL RECRUITMENT AND TRAINING 
GRANT PROGRAM.—From amounts appropriated to 
carry out this section, the Secretary shall award 
grants to eligible entities to enable such entities to 
recruit, prepare, place, and support principals in eli-
gible schools. 
‘‘(2) DURATION.— 
‘‘(A) IN GENERAL.— 
‘‘(i) NOT MORE THAN 5 YEAR DURA-
TION.—A grant awarded under this section 
shall be not more than 5 years in duration. 
‘‘(ii) 
RENEWAL.—The 
Secretary 
may— 
‘‘(I) renew a grant awarded 
under this section based on perform-
ance; and 
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‘‘(II) in renewing a grant under 
subclause (I), award the grantee in-
creased funding to scale up or rep-
licate the grantee’s program. 
‘‘(B) PERFORMANCE.—In evaluating per-
formance 
for 
purposes 
of 
subparagraph 
(A)(ii)(I)— 
‘‘(i) the Secretary’s primary consider-
ation shall be the extent to which the prin-
cipals recruited, prepared, placed, or sup-
ported by the grantee have improved 
school-level student outcomes in eligible 
schools; and 
‘‘(ii) the Secretary shall also consider 
the percentage of program graduates— 
‘‘(I) who become principals in eli-
gible schools; 
‘‘(II) who remain principals in el-
igible schools for multiple years; and 
‘‘(III) who are highly rated prin-
cipals, as determined by the State 
educational agency. 
‘‘(c) APPLICATION AND SELECTION CRITERIA.— 
‘‘(1) APPLICATION.—An eligible entity that de-
sires a grant under this section shall submit to the 
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Secretary an application at such time, in such man-
ner, and accompanied by such information as the 
Secretary may require. 
‘‘(2) 
SELECTION
CRITERIA.—In 
awarding 
grants under this section, the Secretary shall con-
sider— 
‘‘(A) the extent to which the entity has the 
capacity to implement the activities described in 
subsection (e) that the entity proposes to imple-
ment; 
‘‘(B) the extent to which the entity has a 
demonstrated record of effectiveness or an evi-
denced-based plan for preparing principals to 
improve school-level student outcomes in eligible 
schools; 
‘‘(C) the extent to which the entity has a 
demonstrated record of effectiveness or an evi-
dence-based 
plan 
for 
providing 
principals 
trained by the entity with the guidance, sup-
port, and tools they need to improve school-level 
student outcomes in eligible schools, including 
providing principals with resources, such as 
funding to ensure supports for quality teaching, 
access to best practices, and decisionmaking au-
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thority over areas such as personnel, budget, 
curriculum, or scheduling; 
‘‘(D) the likelihood of the entity sustaining 
the project with funds other than funds pro-
vided under this section, which other funds may 
include funds provided under this title other 
than this section, once the grant is no longer 
available to the entity; and 
‘‘(E) the extent to which the proposed 
project will serve rural areas or high-poverty 
areas. 
‘‘(d) AWARDING GRANTS.— 
‘‘(1) PRIORITY.—In awarding grants under this 
section, the Secretary shall give priority to an eligi-
ble entity with a record of preparing or developing 
principals who— 
‘‘(A) have improved school-level student 
outcomes; 
‘‘(B) have become principals in eligible 
schools; and 
‘‘(C) remain principals in eligible schools 
for multiple years. 
‘‘(2) GRANTS FOR RURAL SCHOOLS AND LOW-
EST
PERFORMING
SCHOOLS.—In awarding grants 
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under this section, the Secretary shall, consistent 
with the quality of applications— 
‘‘(A) award not less than 1 grant to an eli-
gible entity that intends to establish a program 
that focuses on training or supporting prin-
cipals and other school leaders for rural schools; 
and 
‘‘(B) award not less than 1 grant to an eli-
gible entity that intends to establish a program 
to train and support principals and other school 
leaders to lead reform efforts in persistently 
low-achieving schools in a State or more than 1 
State. 
‘‘(3) REFORM
EFFORTS.—An eligible entity 
that receives a grant under this section to carry out 
a program described in paragraph (2)(B)— 
‘‘(A) during the first year of the grant, 
shall use grant funds— 
‘‘(i) to bring together experts and 
stakeholders who are committed to dra-
matic and effective reform of persistently 
low-achieving schools who can provide 
input about what the evidence base shows 
regarding effective school leadership in 
such schools; 
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‘‘(ii) to collect and develop, in con-
sultation with experts and stakeholders, a 
core body of knowledge regarding effective 
school reform leadership in persistently 
low-achieving schools, which is evidence 
based; and 
‘‘(iii) to develop, drawing on the core 
body of knowledge developed in clause (ii), 
a leadership training program for prin-
cipals, mentors, and other school leaders, 
to prepare and support the principals, 
mentors, and leaders to lead effective 
school reform efforts in persistently low- 
achieving schools; and 
‘‘(B) during each year of the grant after 
the first year, shall use grant funds— 
‘‘(i) to carry out the leadership train-
ing program described in subparagraph 
(A)(iii); 
‘‘(ii) to ensure that the leadership 
training program described in subpara-
graph (A)(iii) is informed, on an ongoing 
basis, by consultation with experts and 
stakeholders, and by the program’s track-
ing of the performance of its graduates in 
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leading school reform efforts in persistently 
low-achieving schools; 
‘‘(iii) to select cohorts of trained or 
experienced principals to lead school re-
form efforts in persistently low-achieving 
schools; 
‘‘(iv) to provide support for, and en-
courage interaction among, cohorts of prin-
cipals after completion of the leadership 
training program described in subpara-
graph (A)(iii); and 
‘‘(v) to disseminate information to 
principals, mentors, and other school lead-
ers engaging in reform efforts in persist-
ently low-achieving schools. 
‘‘(e) ACTIVITIES.—Each eligible entity that receives 
a grant under this section shall use grant funds to carry 
out all of the following: 
‘‘(1) Recruiting and selecting, using rigorous, 
competency-based, selection criteria, and training 
and supporting a diverse group of aspiring principals 
or current principals, or both, for work in eligible 
schools. 
‘‘(2) Tracking participants to determine if such 
individuals are attaining, or have attained, the com-
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petencies needed to complete the training and enter 
into an effective leadership role, and providing coun-
seling and, if appropriate, separation, to participants 
who the entity determines will not attain, or have 
not attained, those competencies. 
‘‘(3) If the eligible entity provides a program 
for aspiring principals— 
‘‘(A) candidates shall demonstrate aware-
ness of and have experience with the knowledge, 
skills, and attitudes to— 
‘‘(i) establish and maintain a profes-
sional learning community that effectively 
extracts information from data to improve 
the school culture and personalize instruc-
tion for all students to result in improved 
student achievement; 
‘‘(ii) create and maintain a learning 
culture within the school that provides a 
climate conductive to the development of 
all members of the school community, in-
cluding one of continuous learning for 
adults tied to student learning and other 
school goals; 
‘‘(iii) engage in continuous profes-
sional development, utilizing a combination 
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of academic study, developmental simula-
tion exercises, self-reflection, mentorship, 
and internship; 
‘‘(iv) understand youth development 
appropriate to the age level served by the 
school and, from this knowledge, set high 
expectations and standards for the aca-
demic, social, emotional, and physical de-
velopment of all students; and 
‘‘(v) actively engage the community to 
create shared responsibility for student 
academic performance and successful de-
velopment; and 
‘‘(B) the program shall provide aspiring 
principals with— 
‘‘(i) a preservice residency that is not 
less than 1 year in length, and that in-
cludes coaching from a mentor principal, 
and instructional leadership and organiza-
tional management experience; 
‘‘(ii) focused coursework on instruc-
tional leadership, organizational manage-
ment, and the use of a variety of data for 
purposes of— 
‘‘(I) instruction; 
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‘‘(II) evaluation and development 
of teachers; and 
‘‘(III) development of highly ef-
fective school organizations; and 
‘‘(iii) ongoing support, mentoring, and 
professional development for not less than 
2 years after the aspiring principals com-
plete the residency and commence work as 
assistant principals and principals. 
‘‘(4) Training mentors for principals who are 
serving or who wish to serve in eligible schools or for 
aspiring principals who wish to serve in such eligible 
schools, or for both. 
‘‘(5) Providing differentiated training to partici-
pants in competencies that evidence shows are crit-
ical to improving school-level student outcomes in el-
igible schools, such as— 
‘‘(A) recruiting, training, supervising, sup-
porting, and evaluating teachers and other 
staff; 
‘‘(B) developing teams of effective school 
staff, and distributing among members of such 
teams responsibilities for leading and improving 
their schools; 
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‘‘(C) establishing learning communities 
where principals and teachers— 
‘‘(i) share a school mission and goals 
with an explicit vision of quality teaching 
and learning that guides all instructional 
decisions; 
‘‘(ii) commit to improving student 
outcomes and performances; 
‘‘(iii) set a continuous cycle of collec-
tive inquiry and improvement; 
‘‘(iv) foster a culture of collaboration 
where teachers and principals work to-
gether on a regular basis to analyze and 
improve teaching and learning; and 
‘‘(v) support and share leadership; 
‘‘(D) where applicable for participants 
serving elementary schools, offering high-quality 
early childhood education to the students such 
participants are serving and facilitating the 
transition of children from early learning set-
tings to elementary school; 
‘‘(E) setting high expectations for student 
achievement; 
‘‘(F) addressing the unique needs of spe-
cific student populations served, such as stu-
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dents who are children with disabilities, stu-
dents who are limited English proficient, and 
students who are homeless or in foster care; 
‘‘(G) managing budget resources and 
school time to support high-quality instruction 
and improvements in student achievement, such 
as by extending the school day and year and 
providing common planning time to teachers 
and staff; 
‘‘(H) working effectively with students’ 
parents and other members of the community; 
‘‘(I) using technology and multiple sources 
of data to personalize instruction; 
‘‘(J) monitoring and improving the align-
ment and effectiveness of curriculum, instruc-
tion, and assessment, using a variety of data 
providing evidence of student and school out-
comes; and 
‘‘(K) developing and maintaining a positive 
school culture where students, teachers, and 
other staff are motivated to collaborate and 
work together to achieve goals. 
‘‘(6) Delivering high-quality, differentiated, 
school-level support services and training to current 
principals of eligible schools, if the eligible entity 
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provides a program for current principals, or during 
the period described in paragraph (3)(B)(iii) to indi-
viduals who have completed the aspiring principal 
residency, if the eligible entity provides a program 
for aspiring principals, to help meet the specific 
needs of the eligible schools they serve, which may 
include— 
‘‘(A) training and support for the design of 
school-wide improvement plans based on the di-
agnosis of school conditions and needs informed 
by data and analysis of classroom and school 
practices; and 
‘‘(B) support in organizing and training 
the teams described in paragraph (5)(B). 
‘‘(7) Making available any training materials 
funded under the grant, such as syllabi, assign-
ments, or selection rubrics, to the Department for 
public dissemination. 
‘‘(8) Tracking the effectiveness of the program 
based on, at a minimum— 
‘‘(A) school-level student outcomes at the 
schools where program graduates have served 
as principals; 
‘‘(B) the percentage of program graduates 
who become principals in eligible schools; and 
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‘‘(C) the percentage of program graduates 
who remain principals in eligible schools for 
multiple years. 
‘‘(9) Using the data on the effectiveness of the 
program for, among other purposes, the continuous 
improvement of the program. 
‘‘(f) ANNUAL REPORT.—An eligible entity that re-
ceives a grant under this section shall submit an annual 
report, beginning in the third year of the grant, to the 
Secretary regarding— 
‘‘(1) school-level student outcomes resulting 
from implementation of the grant activities; and 
‘‘(2) data on— 
‘‘(A) the percentage of program graduates 
who become principals in eligible schools; 
‘‘(B) the percentage of graduates who re-
main principals in eligible schools for multiple 
years; and 
‘‘(C) the percentage of program graduates 
who are highly rated, as determined by the 
State educational agency. 
‘‘(g) MATCHING REQUIREMENT.— 
‘‘(1) MATCHING REQUIREMENT.— 
‘‘(A) IN GENERAL.—An eligible entity that 
receives a grant under this section shall con-
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tribute annually to the activities assisted under 
such grant matching funds from non-Federal 
sources in an amount equal to not less than 20 
percent of the amount of the grant. 
‘‘(B) MATCHING
FUNDS.—The matching 
funds requirement under subparagraph (A) may 
be met by— 
‘‘(i) contributions that are in cash or 
in-kind, fairly evaluated; and 
‘‘(ii) payments of a salary or stipend 
to an aspiring principal during the aspiring 
principal’s residency year. 
‘‘(2) WAIVER.—The Secretary may waive or re-
duce the matching requirement under paragraph (1) 
if the eligible entity demonstrates a need for such 
waiver or reduction due to financial hardship. 
‘‘(h) SUPPLEMENT, NOT SUPPLANT.—Grant funds 
provided under this section shall be used to supplement, 
and not supplant, any other Federal, State, or local funds 
otherwise available to carry out the activities described in 
this section. 
‘‘(i) RESEARCH, EVALUATION, AND
DISSEMINA-
TION.— 
‘‘(1) AVAILABLE FUNDS.—Of the amounts ap-
propriated to carry out this section for a fiscal year, 
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the Secretary may use not more than 5 percent to 
carry out this subsection. 
‘‘(2) 
ESTABLISHMENT
OF
PERFORMANCE 
METRICS.—The Secretary, acting through the Direc-
tor of the Institute of Education Sciences, shall es-
tablish performance metrics to evaluate the effective-
ness of the activities carried out under this program. 
‘‘(3) ANNUAL
REPORT.—Each eligible entity 
that receives a grant under this section shall, in the 
entity’s annual report to the Secretary required 
under subsection (f), submit information relevant to 
the performance metrics described in paragraph (2). 
‘‘(4) EVALUATION.—The Secretary shall— 
‘‘(A) acting through the Director of the In-
stitute of Education Sciences— 
‘‘(i) evaluate the implementation and 
impact of the activities supported under 
the grant program authorized under this 
section, including progress measured by 
the metrics established under paragraph 
(2); and 
‘‘(ii) identify best practices to improve 
school leadership; and 
‘‘(B) disseminate, in consultation with the 
regional educational laboratories established 
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under part D of the Education Sciences Reform 
Act of 2002 and comprehensive centers estab-
lished under the Educational Technical Assist-
ance Act of 2002, research on best practices in 
school leadership. 
‘‘(j) REPORT TO CONGRESS.—Not later than 5 years 
after the date of enactment of the School Principal Re-
cruitment and Training Act, the Secretary shall submit 
a report to the Committee on Health, Education, Labor, 
and Pensions of the Senate, the Committee on Appropria-
tions of the Senate, the Committee on Education and the 
Workforce of the House of Representatives, and the Com-
mittee on Appropriations of the House of Representatives, 
on lessons learned through programs funded with grants 
awarded under this section. 
‘‘(k) AUTHORIZATION OF APPROPRIATIONS.—There 
are authorized to be appropriated to carry out this section 
such sums as may be necessary for fiscal year 2016 and 
each of the 4 succeeding fiscal years.’’. 
(b) TABLE OF CONTENTS.—The table of contents in 
section 2 of the Elementary and Secondary Education Act 
of 1965 is amended by inserting after the item relating 
to section 2151 the following: 
‘‘SUBPART 6—PRINCIPAL RECRUITMENT AND TRAINING 
‘‘Sec. 2161. Principal recruitment and training grant program.’’. 
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(c) CONFORMING AMENDMENT.—Section 2103(a) of 
the Elementary and Secondary Education Act of 1965 (20 
U.S.C. 6603(a)) is amended by inserting ‘‘or subpart 6’’ 
after ‘‘subpart 5’’. 
Æ 
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