(1) States identified significant teacher short-
ages in their reports to the Department of Edu-
cation during the 2015–2016 school year, with 48 
States identifying shortages in special education, 42 
identifying teacher shortages in mathematics, and 
40 identifying teacher shortages in science. One rea-
son for the shortages in these areas is because math-
ematics and science teachers can earn significantly 
higher starting salaries in the private sector. Fur-
ther, rural communities face limitations in recruiting 
and retaining teachers for reasons such as funding 
issues, limited teacher supply, and geographic isola-
tion. 
(2) Students in high-poverty and high-minority 
schools, both urban and rural, typically feel the larg-
est impact of teacher shortages. These schools often 
experience difficulty hiring and high turnover on a 
regular basis, and they are the most severely af-
fected when teacher shortages become widespread. 
This happens, in part, because inequitable funding 
of schools leaves many low-wealth urban and rural 
communities with inadequate resources, so they 
must pay lower salaries and typically have poorer 
working conditions. 
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(3) According to a study by Mathematica, when 
high-performing teachers were offered large financial 
incentives to transfer to low-performing schools, 
their students’ scores climbed 10 points in reading 
and 9 points in math compared to students state-
wide over 2 years. 
(4) According to a survey conducted by Scho-
lastic, 97 percent of teachers list supportive school 
leadership as essential or very important for retain-
ing strong teachers and improving student achieve-
ment, more than any other factor. 
(5) Research suggests that incurring postsec-
ondary education debt can decrease the likelihood 
that high-achieving students, lower-income students, 
and students of color choose to work in lower-wage 
professions in general, especially in the education 
system. Therefore, loan forgiveness and service 
scholarships for teachers may be especially effective 
for recruiting teachers and school leaders from di-
verse, lower-income backgrounds. 
(6) According to the Learning Policy Institute, 
teacher loan forgiveness and service scholarship pro-
grams can be successful in both recruiting and re-
taining teachers. To be effective, these programs 
should provide a financial benefit that meaningfully 
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offsets the cost of a teacher’s professional prepara-
tion. This includes covering licensing and certifi-
cation costs. 
(7) A 2015 Government Accountability Office 
study of Federal grant and loan forgiveness pro-
grams for teachers found that the structure of these 
programs matters. Further research shows effective 
loan forgiveness and service scholarship programs 
follow 5 design principles. These programs— 
(A) cover all or a large percentage of tui-
tion; 
(B) target high-need fields or schools, or 
both; 
(C) recruit candidates who are academi-
cally strong, committed to teaching, and well- 
prepared; 
(D) commit recipients to teach with rea-
sonable incentives to fulfill their commitment; 
and 
(E) are bureaucratically manageable for 
participating teachers, local educational agen-
cies, and institutions of higher education. 
(8) The TEACH grant program under subpart 
9 of part A of title IV of the Higher Education Act 
of 1965 (20 U.S.C. 1070g et seq.) provides up to 
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$16,000 in grants to prospective teachers who agree 
to teach in low-income schools and high-need subject 
areas for 4 years. This is far below the Department 
of Education’s most recent estimate of the average 
annual cost of approximately $25,409 in tuition, 
fees, and room and board at the average full-time 
undergraduate 4-year institution. 
(9) The National Center for Education Statis-
tics found that more than 2⁄3 of the individuals en-
tering the education field borrow money to pay for 
their higher education. Teachers with a bachelor’s 
degree have an average debt of $20,000 and teach-
ers with a master’s degree have an average debt of 
$50,000. Teachers also start out earning 20 percent 
less than their peers with comparable degrees who 
pursue 
jobs 
outside 
of 
education. 
These 
compounding factors can disincentivize prospective 
teachers from entering the profession. 
(10) In evaluating the TEACH grant program, 
the Government Accountability Office found that al-
most 2⁄3 of the requests for assistance under the pro-
gram from October 2011 through March 2014 cited 
problems submitting certification paperwork. The 
Government Accountability Office recommended im-
provements in the program’s design, including re-
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ducing burdensome annual paperwork, increasing 
awareness about the program, and streamlining the 
dispute process. 
(11) Spending by teachers on school supplies 
adds up to $1,600,000,000 nationally. According to 
the Education Market Association, most teachers 
spend around $500, with 10 percent spending 
$1,000 or more. 
(12) Teacher quality partnerships are designed 
to strengthen higher education-based teacher and 
school leader preparation. Studies show that teach-
ers who are better prepared to enter the classroom 
stay longer and perform better than their underpre-
pared peers. Teacher quality partnerships also fund 
programs like induction and mentoring that have 
been shown to increase teacher and school leader re-
tention. Research indicates that the ongoing support 
for teachers provided by teacher quality partner-
ships, including mentoring and coaching, is an im-
portant part of early childhood education programs. 
(13) According to the Center for Education 
Data and Research, a more diverse teaching work-
force leads to better student outcomes, particularly 
in high-poverty environments with significant at-risk 
student populations. Further, researchers from Van-
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derbilt University found that greater racial and eth-
nic diversity in the principal corps benefits students, 
especially children of color. Three commonly cited 
rationales for this benefit are— 
(A) students of color benefit from seeing 
minority adult role models in a position of au-
thority; 
(B) the higher expectations that teachers 
of color tend to place on students of color; and 
(C) the effect of cultural differences be-
tween teachers of different backgrounds on in-
structional strategies and interpretation of stu-
dents’ behavior. 
(14) According to the report entitled ‘‘Empow-
ered Educators: How Leading Nations Design Sys-
tems for Teaching Quality’’, effective teacher prepa-
ration successfully integrates theory and practice 
components. Further, according to the ‘‘Preparing 
Teachers for a Changing World’’ report sponsored 
by the National Academy Foundation, highly effec-
tive teachers vary in styles, yet have many teaching 
strategies in common. Research has identified a set 
of knowledge, skills, and dispositions essential for 
beginning teachers that should be incorporated into 
the teacher education curriculum. This includes the 
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opportunity and capacity to reflect on and evaluate 
skills and to learn from practice. Evidence-based 
teacher preparation includes developing teacher 
skills, content knowledge, inquiry, and the capacity 
to provide effective learning experiences for a diverse 
set of students. 
(15) As it does in medicine, the Federal Gov-
ernment should maintain a substantial, sustained 
program of service scholarships or loan forgiveness 
programs that cover training costs in high-quality 
preparation programs at the undergraduate or grad-
uate level for those who will teach in a high-need 
field or location for at least 4 years, as candidates 
are much more likely to remain in the profession 
and to make a difference for student achievement 
after 3 years of teaching. State governments can 
augment such an approach with programs targeted 
to specific local needs. 
(16) Research has shown the impact cultural 
competence can have on closing student achievement 
gaps and improving student outcomes by incor-
porating racial and ethnic minority contributions in 
curricula and diversifying pedagogical practices. Cul-
tural competence is both a moral and ethical respon-
sibility to create a welcoming environment for stu-
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dents to succeed. The impact of having educators 
who have the ability to challenge and motivate di-
verse student populations can dramatically improve 
our educational system and student outcomes. 
TITLE I—IMPROVING TEACHER 
SUPPORT UNDER THE ELE-
MENTARY AND SECONDARY 
EDUCATION ACT OF 1965 
SEC. 101. MANDATORY FUNDING FOR PROGRAMS PRE-
PARING, TRAINING, AND RECRUITING HIGH- 
QUALITY TEACHERS, PRINCIPALS, OR OTHER 
SCHOOL LEADERS. 
Section 2003 of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 6603) is amended— 
(1) in the section heading, by striking ‘‘AU-
THORIZATION OF APPROPRIATIONS’’ and insert-
ing ‘‘FUNDING’’; and 
(2) by striking subsection (a) and inserting the 
following: 
‘‘(a) APPROPRIATIONS FOR PART A.—For fiscal year 
2018 and each subsequent fiscal year, there are authorized 
to be appropriated, and there are appropriated, out of any 
funds not otherwise appropriated, $3,200,000,000.’’. 
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TITLE II—TEACHER LOAN 
FORGIVENESS PROGRAMS 
SEC. 201. TEACHER LOAN FORGIVENESS PROGRAMS AND 
GRANTS. 
(a) REPAYMENT PLAN
FOR QUALIFYING TEACH-
ERS.— 
(1) IN GENERAL.—Section 455 of the Higher 
Education Act of 1965 (20 U.S.C. 1087e) is amend-
ed by adding at the end the following: 
‘‘(r) REPAYMENT PLAN FOR QUALIFYING TEACH-
ERS.— 
‘‘(1) IN GENERAL.—The Secretary shall cancel 
a portion, in accordance with paragraph (2), of the 
balance of interest and principal due on any eligible 
Federal Direct Loan not in default for a borrower 
who, in a 12-month time period— 
‘‘(A) has made 12 consecutive on-time 
monthly payments on the eligible Federal Di-
rect Loan, in an amount equal to or greater 
than the amount of payments for the borrower 
under an income-based repayment plan under 
section 493C (regardless of whether some or all 
of those payments were made before the effec-
tive date of the Supporting the Teaching Pro-
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fession through Revitalizing Investments in Val-
uable Educators Act); and 
‘‘(B)(i) is employed in a qualifying teach-
ing position at the time of such forgiveness; and 
‘‘(ii) has been employed in a qualifying 
teaching position during the period in which the 
borrower made each of the 12 payments de-
scribed in subparagraph (A). 
‘‘(2) LOAN CANCELLATION AMOUNT.— 
‘‘(A) IN GENERAL.—The portion to be can-
celled under this paragraph shall be— 
‘‘(i) for each of— 
‘‘(I) the first 5 years that the 
borrower qualifies under paragraph 
(1), in the case of a borrower em-
ployed for such year in a full-time 
qualifying teaching position in the 
subject of English as a second lan-
guage, science, technology, engineer-
ing, mathematics, special education, 
or career and technical education, 15 
percent of the balance of principal and 
interest due on all of the eligible Fed-
eral Direct Loans of the borrower, as 
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of the final day of that 1-year employ-
ment period; or 
‘‘(II) the first 6 years (or the 
equivalent calculated under subpara-
graph (B)(i)) that the borrower quali-
fies under paragraph (1)— 
‘‘(aa) in the case of a bor-
rower employed for such year in 
a full-time qualifying teaching 
position in a subject that is not 
described in subclause (I), 10 
percent of the balance of prin-
cipal and interest due on all of 
the eligible Federal Direct Loans 
of the borrower, as of the final 
day of that 1-year employment 
period; or 
‘‘(bb) in the case of a bor-
rower employed for such year in 
a part-time qualifying teaching 
position (regardless of subject), 5 
percent of the balance of prin-
cipal and interest due on all of 
the eligible Federal Direct Loans 
of the borrower, as of the final 
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‘‘(I) shall be required to qualify 
for loan cancellation through a part- 
time qualifying teaching position for 2 
additional years; and 
‘‘(II) notwithstanding subpara-
graph (A), shall receive partial can-
cellation, in accordance with subpara-
graph (A)(i)(II)(bb), for the first of 
such 2 years. 
‘‘(3) ELIGIBILITY PROVISIONS.— 
‘‘(A) CERTIFICATION.—A borrower who 
desires to participate in the repayment plan 
under this subsection shall submit to the Sec-
retary an employer certification, as required by 
the Secretary, of the employment dates for the 
qualifying service. 
‘‘(B) INELIGIBILITY FOR DOUBLE BENE-
FITS.— 
‘‘(i) IN GENERAL.—No borrower may, 
for the same service, receive a reduction of 
loan obligations under both this subsection 
and section 428J, 428K, 428L, or 460. 
‘‘(ii) INELIGIBILITY
OF
EDUCATION 
AWARD.—No borrower may count any pay-
ments made from an education award re-
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ceived under subtitle D of title I of the Na-
tional and Community Service Act of 1990 
(42 U.S.C. 12601 et seq.) toward the pay-
ments required under paragraph (1). 
‘‘(C) CONTINUED ELIGIBILITY.—A teacher 
who is employed, for consecutive years (exclud-
ing a documented medical leave of absence or 
military service), in a qualifying teaching posi-
tion at a school that meets the requirements of 
paragraph (6)(C)(i) for a school year but fails 
to meet such requirements in subsequent years, 
shall be deemed to be in a qualifying teaching 
position, for purposes of this subsection, for all 
of the consecutive subsequent years during 
which the teacher remains at the school. 
‘‘(4) STATE CERTIFICATION.— 
‘‘(A) 
STATE
RESPONSIBILITIES.—Each 
State educational agency that receives assist-
ance under part A of title I of the Elementary 
and Secondary Education Act of 1965 shall 
provide to the Secretary an annual list of the 
elementary schools and secondary schools in the 
State that meet the requirements of subclauses 
(I) and (II) of paragraph (6)(C)(i). 
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‘‘(B) DISSEMINATION OF SCHOOL LISTS.— 
The Secretary shall— 
‘‘(i) in coordination with the Secretary 
of the Interior, develop a list of elementary 
schools and secondary schools that meet 
the 
requirement 
of 
paragraph 
(6)(C)(i)(III); and 
‘‘(ii) make the lists developed under 
clause (i) and provided under subpara-
graph (A) easily accessible for applicants 
and recipients of TEACH Grants. 
‘‘(5) SPECIAL DEFERRAL.— 
‘‘(A) IN
GENERAL.—In addition to any 
deferment for which a borrower of an eligible 
Federal Direct Loan may be eligible under sec-
tion 455(f), a borrower shall be eligible for 
deferment, as described in section 455(f)(1), for 
a period not in excess of 2 years if— 
‘‘(i) the borrower has qualified for 
partial loan forgiveness under paragraph 
(1) for the immediately preceding year; 
and 
‘‘(ii) the borrower is unable to con-
tinue working in a qualified teaching posi-
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tion during the period of deferment, due 
to— 
‘‘(I) extenuating or unforeseen fi-
nancial circumstances or health rea-
sons; or 
‘‘(II) other extraordinary cir-
cumstances as determined by the Sec-
retary. 
‘‘(6) DEFINITIONS.—In this subsection: 
‘‘(A) ELIGIBLE FEDERAL DIRECT LOAN.— 
The term ‘eligible Federal Direct Loan’ means 
a Federal Direct Stafford Loan, Federal Direct 
PLUS Loan, Federal Direct Unsubsidized Staf-
ford Loan, or Federal Direct Consolidation 
Loan. 
‘‘(B) PART-TIME.—The term ‘part-time’, 
when used in reference to a teacher for a par-
ticular school year, means a teacher who works 
in such year a number of hours that is not less 
than 50 percent, but less than 100 percent, of 
the hours worked by an average full-time teach-
er in the local educational agency that serves 
the area where the teacher is employed. 
‘‘(C) QUALIFYING TEACHING POSITION.— 
The term ‘qualifying teaching position’ means 
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part-time or full-time employment (not includ-
ing a substitute teaching assignment)— 
‘‘(i) in— 
‘‘(I) a public or nonprofit private 
elementary school or secondary school, 
that, for the purpose of this para-
graph and for that year— 
‘‘(aa) has been determined 
by the Secretary (pursuant to 
regulations of the Secretary and 
after consultation with the State 
educational agency of the State 
in which the school is located) to 
be a school in which the number 
of children meeting a measure of 
poverty under section 1113(a)(5) 
of the Elementary and Secondary 
Education Act of 1965, exceeds 
70 percent of the total number of 
children enrolled in such school; 
and 
‘‘(bb) is in the school district 
of a local educational agency that 
is eligible in such year for assist-
ance pursuant to part A of title 
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I of the Elementary and Sec-
ondary Education Act of 1965; 
‘‘(II) a public or nonprofit pri-
vate elementary school or secondary 
school served by an educational serv-
ice agency, or a location operated by 
an educational service agency, that, 
for the purpose of this paragraph and 
for that year, has been determined by 
the Secretary (pursuant to regulations 
of the Secretary and after consulta-
tion with the State educational agency 
of the State in which the educational 
service agency operates) to be a school 
or location at which the number of 
children taught who meet a measure 
of poverty under section 1113(a)(5) of 
the Elementary and Secondary Edu-
cation Act of 1965, exceeds 30 per-
cent of the total number of children 
taught at such school or location; 
‘‘(III) an elementary school or 
secondary school that is funded by the 
Bureau of Indian Education; or 
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(2) EFFECTIVE DATE.—The amendment made 
by this subsection shall be effective on the date that 
is 1 year after the date of enactment of this Act. 
(b) TAX TREATMENT OF CANCELLATION OF STU-
DENT LOANS.— 
(1) IN GENERAL.—Subsection (f) of section 108 
of the Internal Revenue Code of 1986 is amended by 
adding at the end the following new paragraph: 
‘‘(6) CANCELLATIONS
UNDER
STRIVE
ACT 
TEACHER LOAN FORGIVENESS PROGRAMS.—In the 
case of an individual, gross income does not include 
any amount which (but for this subsection) would be 
includible in gross income for the taxable year by 
reasons of the cancellation (in whole or in part) 
under section 455(r) of the Higher Education Act of 
1965 of any eligible Federal Direct Loan (as defined 
in section 455(r)(6)(A) of such Act).’’. 
(2) EFFECTIVE DATE.—The amendment made 
by this subsection shall apply to cancellations of in-
debtedness after the date that is 1 year after the 
date of the enactment of this Act. 
SEC. 202. TEACH GRANTS. 
(a) AMENDMENTS.—Subpart 9 of part A of title IV 
of the Higher Education Act of 1965 (20 U.S.C. 1070g 
et seq.) is amended— 
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(1) in section 420M (20 U.S.C. 1070g–1)— 
(A) in subsection (a)(1), by striking 
‘‘$4,000’’ and inserting ‘‘$12,000’’; and 
(B) in subsection (d)— 
(i) in paragraph (1)(B), by striking 
‘‘$16,000’’ and inserting ‘‘$48,000’’; and 
(ii) in paragraph (2), by striking 
‘‘$8,000’’ and inserting ‘‘$16,000’’; and 
(2) in section 420N (20 U.S.C. 1070g–2)— 
(A) in subsection (a)(2)(B), in the matter 
preceding clause (i), by inserting ‘‘, including 
an early childhood teacher (defined in this sec-
tion as a teacher who has primary responsibility 
for the learning and development of children 
within an early childhood education program),’’ 
after ‘‘prospective teacher’’; 
(B) in subsection (b)— 
(i) in paragraph (1)(A), by striking 
‘‘4 academic years within 8 years’’ and in-
serting ‘‘8 academic years within 10 
years’’; and 
(ii) by striking subparagraphs (B) and 
(C) and inserting the following: 
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‘‘(B) teach in an elementary school, sec-
ondary school, or an early childhood education 
program; 
‘‘(C) teach in— 
‘‘(i) a school described in section 
465(a)(2)(A); and 
‘‘(ii) any of the following fields— 
‘‘(I) mathematics; 
‘‘(II) science; 
‘‘(III) technology; 
‘‘(IV) engineering; 
‘‘(V) career and technical edu-
cation; 
‘‘(VI) a foreign language; 
‘‘(VII) bilingual education; 
‘‘(VIII) special education; 
‘‘(IX) as a reading specialist; 
‘‘(X) as a writing specialist; or 
‘‘(XI) another field designated as 
high need by the most recent list de-
scribed in subsection (d)(1);’’; 
(C) in subsection (c)— 
(i) by striking ‘‘SERVICE’’ and all that 
follows through ‘‘event’’ and inserting the 
following: ‘‘SERVICE.— 
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‘‘(1) IN GENERAL.—In the event’’; 
(ii) by inserting ‘‘paragraph (2) and 
the’’ after ‘‘in accordance with’’; and 
(iii) by adding at the end the fol-
lowing: 
‘‘(2) PARTIAL FORGIVENESS OF REPAYMENT.— 
In the event that a recipient described in paragraph 
(1) has fulfilled a portion of the service obligation in 
the agreement under subsection (b), the amount that 
is treated as a Federal Direct Unsubsidized Stafford 
Loan under part D of title IV and subject to repay-
ment (together with the interest thereon) for that 
recipient shall be reduced by an amount that bears 
the same ratio to the total amount of the recipient’s 
grant under this subpart as the amount of time the 
recipient has fulfilled of the recipient’s service obli-
gation bears to the total amount of time of the serv-
ice obligation in the agreement under subsection 
(b).’’; and 
(D) in subsection (d)— 
(i) by redesignating paragraphs (1) 
and (2) as paragraphs (2) and (3), respec-
tively; 
(ii) in paragraph (2), as redesignated 
by clause (i), by striking ‘‘subsection 
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(b)(1)(C)(vii)’’ and inserting ‘‘paragraph 
(1)’’; and 
(iii) by inserting before paragraph (2), 
as redesignated by clause (i), the following: 
‘‘(1) HIGH-NEED
DESIGNATION.—The Sec-
retary shall develop, periodically update, and publish 
a list of designated high-need fields for purposes of 
this subpart.’’. 
(b) SIMPLIFICATION OF THE APPLICATION PROCESS 
AND STREAMLINING THE TEACH GRANT DISPUTE PROC-
ESS.—Section 420P of the Higher Education Act of 1965 
(20 U.S.C. 1070g–4) is amended— 
(1) in the section heading, by inserting ‘‘; PRO-
GRAM
IMPROVEMENT’’ after ‘‘PROGRAM
RE-
PORT’’; 
(2) by striking ‘‘Not later’’ and inserting the 
following: 
‘‘(a) PROGRAM REPORT.—Not later’’; and 
(3) by adding at the end the following: 
‘‘(b) PROGRAM IMPROVEMENT.—By not later than 6 
months after the date of enactment of the Supporting the 
Teaching Profession through Revitalizing Investments in 
Valuable Educators Act, and periodically thereafter, the 
Secretary shall— 
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‘‘(1) work with States to identify and imple-
ment a process for increasing awareness of, and sim-
plifying the application process for— 
‘‘(A) TEACH Grants; 
‘‘(B) loan forgiveness, in accordance with 
section 420N(c)(2), for any amount of a 
TEACH Grant to a student that is converted to 
a loan under section 420N(c)(1); and 
‘‘(C) waivers of the service obligation for 
TEACH Grants, in accordance with section 
420N(d)(3); and 
‘‘(2)(A) review the procedures, including the 
dispute resolution procedures, of the process through 
which the service obligation of a recipient of a 
TEACH grant is converted to a loan under section 
420N(c)(1) or waived under such 420N(d)(3); and 
‘‘(B) disseminate and make publicly available 
and easily accessible to the appropriate audiences 
clear, consistent information on the procedures, in-
cluding— 
‘‘(i) an explanation that recipients have an 
option to dispute the conversion or waiver deci-
sion; 
‘‘(ii) how a recipient can initiate a dispute; 
and 
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‘‘(iii) the specific criteria considered in the 
adjudicating process.’’. 
(c) DATA REGARDING FEDERAL LOAN FORGIVENESS 
AND SERVICE SCHOLARSHIP PROGRAMS.—Each year, the 
Secretary of Education shall prepare and make publicly 
available data on the Federal loan forgiveness and service 
scholarship programs administered by the Secretary, in-
cluding, for each program and for the most recent year 
for which data are available, the rates of loan cancellation 
under such program, the rates of completion of any service 
requirement required for the program, and the conversion 
rate regarding how many grants or scholarships are con-
verted to loans for repayment based on the student’s fail-
ure to complete the program or any required service obli-
gation. 
(d) EFFECTIVE DATE.—This section, and the amend-
ments made by this section, shall take effect on July 1, 
2018. 
SEC. 203. PROGRAM TO SUBSIDIZE TEACHER CERTIFI-
CATION AND LICENSING FEES. 
(a) IN GENERAL.—Subpart 9 of part A of title IV 
of the Higher Education Act of 1965 (20 U.S.C. 1070g 
et seq.), as amended by this title, is further amended by 
adding at the end the following: 
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‘‘SEC. 420Q. PROGRAM TO SUBSIDIZE TEACHER CERTIFI-
CATION AND LICENSING FEES. 
‘‘(a) DEFINITIONS.—In this section: 
‘‘(1) LOW-INCOME
INDIVIDUAL.—The term 
‘low-income individual’ has the meaning given the 
term in section 402A(h). 
‘‘(2) 
TEACHING
PROFESSION.—The 
term 
‘teaching profession’ includes elementary education, 
secondary education, and early childhood education. 
‘‘(b) PROGRAM AUTHORIZED.—From amounts ap-
propriated under subsection (g), the Secretary shall carry 
out a program of awarding grants to State educational 
agencies, through allotments described in subsection (c), 
to enable the State educational agencies to subsidize 
teacher certification and licensing fees for low-income indi-
viduals who are entering the teaching profession. 
‘‘(c) ALLOTMENTS.—Each State submitting an ap-
proved application under this section for a fiscal year shall 
receive an allotment that bears the same ratio to the total 
amount made available under this section for such fiscal 
year as the number of local educational agencies located 
in the State bears to the total number of local educational 
agencies in all States with approved applications. 
‘‘(d) APPLICATION.—A State educational agency de-
siring a grant under this section shall submit to the Sec-
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retary an application at such time, in such manner, and 
containing such information as the Secretary may require. 
‘‘(e) USE OF FUNDS.— 
‘‘(1) IN GENERAL.—A State educational agency 
receiving a grant under this section for a fiscal year 
shall use grant funds to reimburse or subsidize the 
teacher or early childhood educator examination and 
other certification or licensure fees for a low-income 
individual entering the teaching profession who re-
sides in, and attended a teacher preparation pro-
gram in, the State, which may include fees for— 
‘‘(A) additional certification or licensure 
for the individual in a high-need field included 
on the list described in section 420N(d)(1); 
‘‘(B) National Board certification; 
‘‘(C) maintaining active status with a pro-
fessional disciplinary organization aligned with 
the high-need field included on the list de-
scribed in section 420N(d)(1); or 
‘‘(D) in the case of early childhood edu-
cators, further education necessary in order to 
become highly competent and successfully take 
such examination or obtain such certification or 
licensure (such as English as a second language 
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classes, community college courses, and con-
tinuing and distance education). 
‘‘(2) PRIORITY IN REIMBURSEMENT.—A State 
educational agency receiving a grant under this sec-
tion shall, in reimbursing or subsidizing fees in ac-
cordance with paragraph (1), give a priority to 
teachers and early childhood educators who are 
members of populations underrepresented in the 
teaching or early childhood care profession, respec-
tively. 
‘‘(f) ADDITIONAL FUNDS.—Grant funds made avail-
able under this section to a State educational agency shall 
remain available to the State until expended. 
‘‘(g) AUTHORIZATION OF APPROPRIATIONS.—There 
are authorized to be appropriated to carry out this section 
$50,000,000 for fiscal year 2019 and each of the 5 suc-
ceeding fiscal years.’’. 
(b) EFFECTIVE DATE.—The amendment made by 
this section shall take effect on July 1, 2018. 
TITLE III—TEACHER QUALITY 
PARTNERSHIPS 
SEC. 301. PURPOSE. 
The purposes of this title are— 
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(1) to ensure that early childhood educators 
have the financial and academic support needed to 
remain in the profession; and 
(2) to strengthen the quality of early childhood 
education teaching supports. 
SEC. 302. PROVIDING ACCESS FOR EARLY CHILDHOOD 
EDUCATORS TO TRAINING PROGRAMS. 
(a) DEFINITION OF EARLY CHILDHOOD EDUCATION 
PROGRAM.—Section 103(8)(C)(i) of the Higher Education 
Act of 1965 (20 U.S.C. 1003(8)(C)(i)) is amended by 
striking ‘‘age six’’ and inserting ‘‘age six, or the age of 
entry into elementary school, and’’. 
(b) BROADENING DEFINITIONS.—Section 200 of the 
Higher Education Act of 1965 (20 U.S.C. 1021) is 
amended— 
(1) in paragraph (4), by inserting ‘‘and includes 
an individual employed as a master teacher, lead 
teacher, or classroom aide’’ before the period at the 
end; 
(2) in paragraph (6)(A)(ii)(II), by striking ‘‘as 
applicable,’’; 
(3) in paragraph (14)— 
(A) in the matter preceding subparagraph 
(A)— 
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(i) by inserting ‘‘, and for new early 
childhood educators during not less than 
the educators’ first two years of teaching,’’ 
after ‘‘two years of teaching’’; and 
(ii) by inserting ‘‘or beginning early 
childhood 
educators’’ 
after 
‘‘beginning 
teachers’’; 
(B) in subparagraph (A), by striking 
‘‘teacher mentoring’’ and inserting ‘‘teacher and 
educator mentoring’’; 
(C) in subparagraph (B)— 
(i) by inserting ‘‘or early childhood 
educators, as the case may be,’’ after ‘‘with 
teachers’’; 
(ii) by striking ‘‘mentor teachers’’ and 
inserting ‘‘mentor teachers or early child-
hood educators’’; and 
(iii) by inserting ‘‘or early childhood 
educators’’ after ‘‘among teachers’’; 
(D) in subparagraph (D), by striking ‘‘new 
teachers’’ and inserting ‘‘new teachers and new 
early childhood educators’’; 
(E) in subparagraph (F)(ii), by inserting 
‘‘and early childhood educators’’ after ‘‘teach-
ers’’; 
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(F) in subparagraph (G)— 
(i) by inserting ‘‘and exemplary early 
childhood educators’’ after ‘‘exemplary 
teachers’’; and 
(ii) by inserting ‘‘and early childhood 
educators’’ after ‘‘new teachers’’; and 
(G) in subparagraph (I), by inserting ‘‘and 
early childhood educators’’ after ‘‘new teach-
ers’’; 
(4) in paragraph (21)— 
(A) in the paragraph heading, by striking 
‘‘TEACHER
MENTORING’’ 
and 
inserting 
‘‘TEACHER AND EDUCATOR MENTORING’’; 
(B) in the matter preceding subparagraph 
(A)— 
(i) by striking ‘‘teacher mentoring’’ 
and inserting ‘‘teacher and educator men-
toring’’; and 
(ii) by inserting ‘‘and early childhood 
educators’’ after ‘‘prospective teachers’’; 
(C) in subparagraph (A), by striking 
‘‘teacher mentors’’ and inserting ‘‘mentor 
teachers or, in the case of prospective early 
childhood educators, mentor early childhood 
educators,’’; and 
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(D) in subparagraph (C), by inserting ‘‘, 
or in a high-need early childhood education pro-
gram,’’ after ‘‘local educational agency’’; and 
(5) in paragraph (22)— 
(A) in the paragraph heading, by striking 
‘‘TEACHING RESIDENCY PROGRAM’’ and insert-
ing ‘‘TEACHER
AND
EDUCATOR
RESIDENCY 
PROGRAM’’; 
(B) in the matter preceding subclause 
(A)— 
(i) by striking ‘‘teaching residency 
program’’ and inserting ‘‘teacher or educa-
tor residency program’’; 
(ii) by inserting ‘‘, or an early child-
hood education program-based preparation 
program for early childhood educators,’’ 
after ‘‘teacher preparation program’’; and 
(iii) by inserting ‘‘or early childhood 
educator’’ after ‘‘prospective teacher’’; 
(C) in subparagraph (A), by striking 
‘‘mentor teacher’’ and inserting ‘‘mentor teach-
er or early childhood educator’’; 
(D) in subparagraph (B), by inserting ‘‘or 
early childhood educator’’ after ‘‘the teacher’’; 
and 
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(E) by striking subparagraph (D) and in-
serting the following: 
‘‘(D) prior to completion of the program— 
‘‘(i) in the case of a prospective teach-
er— 
‘‘(I) attains full State certifi-
cation or licensure and, with respect 
to a special education teacher, meets 
the qualifications described in section 
612(a)(14)(C) of the Individuals with 
Disabilities Education Act; and 
‘‘(II) acquires a master’s degree 
not later than 18 months after begin-
ning the program; and 
‘‘(ii) in the case of a prospective early 
childhood educator— 
‘‘(I) becomes highly competent; 
‘‘(II) attains full State certifi-
cation or licensure; and 
‘‘(III) acquires a baccalaureate 
degree or an associate’s degree not 
later than 6 years after beginning the 
program.’’. 
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(c) EXPANDING PURPOSES.—Section 201 of the 
Higher Education Act of 1965 (20 U.S.C. 1022) is 
amended— 
(1) in paragraph (2)— 
(A) by inserting ‘‘and early childhood edu-
cators’’ after ‘‘prospective and new teachers’’; 
(B) by inserting ‘‘and early childhood edu-
cators’’ after ‘‘prospective teachers’’; and 
(C) by inserting ‘‘and early childhood edu-
cators’’ after ‘‘for new teachers’’; 
(2) in paragraph (3), by inserting ‘‘and early 
childhood educators’’ after ‘‘preparing teachers’’; 
and 
(3) in paragraph (4), by inserting ‘‘and early 
childhood education’’ before ‘‘force’’. 
(d) INCLUDING EARLY CHILDHOOD EDUCATORS IN 
PARTNERSHIP GRANTS.—Section 202 of the Higher Edu-
cation Act of 1965 (20 U.S.C. 1022a) is amended— 
(1) in subsection (b)— 
(A) in paragraph (1), by striking ‘‘, as ap-
plicable,’’; 
(B) in paragraph (2), by inserting ‘‘and 
early childhood educators’’ after ‘‘teachers’’; 
(C) in paragraph (3), by inserting ‘‘and 
early childhood educators’’ after ‘‘teachers’’; 
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(D) in paragraph (4)— 
(i) in subparagraph (A), by inserting 
‘‘or early childhood educator’’ after ‘‘teach-
er’’; and 
(ii) in subparagraph (B), by inserting 
‘‘or early childhood educator’’ after ‘‘teach-
er’’; 
(E) in paragraph (6)— 
(i) in subparagraph (E)(i), by striking 
‘‘, as appropriate,’’; 
(ii) in subparagraph (F), by inserting 
‘‘and early childhood educators’’ after 
‘‘general education teachers’’; and 
(iii) in subparagraph (G), by inserting 
‘‘and early childhood educators’’ after 
‘‘special education teachers’’; and 
(F) in paragraph (7)— 
(i) in subparagraph (A), by inserting 
‘‘and early childhood educators’’ after 
‘‘prepare teachers’’; and 
(ii) in subparagraph (C)— 
(I) by striking ‘‘new teachers’’ 
each place the term appears and in-
serting ‘‘new teachers and new early 
childhood educators’’; 
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(II) by striking ‘‘high-need local 
educational agency’’ each place the 
term appears and inserting ‘‘high- 
need local educational agency or early 
childhood education program’’; and 
(III) by striking ‘‘new teachers’ 
teaching skills’’ and inserting ‘‘teach-
ing skills of the new teachers and new 
early childhood educators’’; 
(2) in subsection (c)(1)— 
(A) by inserting ‘‘and early childhood edu-
cators’’ after ‘‘teachers’’; and 
(B) by striking ‘‘teaching residency pro-
gram’’ and inserting ‘‘teacher and educator 
residency program’’; 
(3) in subsection (d)— 
(A) in paragraph (1)— 
(i) in subparagraph (A)— 
(I) in the matter preceding clause 
(i), by striking ‘‘, as applicable,’’; 
(II) in clause (i)— 
(aa) in subclause (II), by 
striking ‘‘, as applicable,’’; and 
(bb) in subclause (III), by 
striking ‘‘as applicable,’’; and 
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(III) in clause (ii), by striking 
‘‘and, as applicable, techniques for 
early childhood educators’’ and insert-
ing ‘‘and, for early childhood edu-
cators, techniques,’’; and 
(ii) in subparagraph (B)(ii)— 
(I) in the matter preceding sub-
clause (I), by striking ‘‘, as applica-
ble,’’; and 
(II) in subclause (IV)— 
(aa) in item (aa), by striking 
‘‘and’’ after the semicolon; 
(bb) in item (bb), by insert-
ing ‘‘and’’ after the semicolon; 
and 
(cc) by adding at the end 
the following: 
‘‘(cc) provide culturally re-
sponsive and inclusive learning 
environments for all students;’’; 
(B) in paragraph (2)— 
(i) in the matter preceding subpara-
graph (A), by striking ‘‘, as applicable,’’; 
(ii) in subparagraph (A)(ii), by strik-
ing ‘‘(as applicable)’’; and 
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(iii) in subparagraph (C), by striking 
‘‘teacher mentoring’’ and inserting ‘‘teach-
er and educator mentoring’’; 
(C) in paragraph (5)— 
(i) in the paragraph heading, by in-
serting ‘‘AND EARLY CHILDHOOD EDUCA-
TOR’’ after ‘‘TEACHER’’; 
(ii) in the matter preceding subpara-
graph (A)— 
(I) by inserting ‘‘or early child-
hood educators’’ after ‘‘become teach-
ers’’; and 
(II) by striking ‘‘teaching profes-
sion’’ and inserting ‘‘teaching and 
early childhood education profession’’; 
and 
(iii) in subparagraph (B), by inserting 
‘‘or early childhood educator’’ after ‘‘teach-
er’’; and 
(D) in paragraph (6), in the matter pre-
ceding subparagraph (A), by inserting ‘‘and 
early childhood educators’’ after ‘‘teachers’’; 
(4) in subsection (e)— 
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(A) in the subsection heading, by striking 
‘‘TEACHING
RESIDENCY’’ 
and 
inserting 
‘‘TEACHER AND EDUCATOR RESIDENCY’’; 
(B) by striking ‘‘teaching residency’’ each 
place the term appears and inserting ‘‘teacher 
and educator residency’’; 
(C) in paragraph (1)— 
(i) in subparagraph (A), by inserting 
‘‘or high-need early childhood education 
program’’ before ‘‘in the partnership’’; 
(ii) in subparagraph (B)— 
(I) by inserting ‘‘or early child-
hood education program’’ after ‘‘re-
ceiving school’’; and 
(II) by striking ‘‘mentor teach-
ers’’ and inserting ‘‘mentor teachers 
or early childhood educators’’; and 
(iii) in subparagraph (C)— 
(I) in the matter preceding clause 
(i), by striking ‘‘teaching residents’’ 
and inserting ‘‘teacher or early child-
hood educator residents’’; 
(II) in clause (ii), by striking 
‘‘teacher mentoring’’ and inserting 
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‘‘teacher and educator mentoring’’; 
and 
(III) in clause (iii), by striking 
‘‘new teachers’’ and inserting ‘‘new 
teachers or early childhood edu-
cators’’; and 
(D) in paragraph (2)— 
(i) in the paragraph heading, by strik-
ing ‘‘TEACHING’’ and inserting ‘‘TEACHER 
AND EDUCATOR’’; 
(ii) in subparagraph (A)— 
(I) in the matter preceding clause 
(i)— 
(aa) by striking ‘‘teaching 
residencies’’ 
and 
inserting 
‘‘teacher 
and 
educator 
residencies’’; 
(bb) by inserting ‘‘and early 
childhood 
educators’’ 
after 
‘‘teachers’’; and 
(cc) by inserting ‘‘and high- 
need early childhood education 
programs’’ 
after 
‘‘high-need 
schools’’; 
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(II) in clause (i), by striking 
‘‘teacher mentoring’’ and inserting 
‘‘teacher and educator mentoring’’; 
(III) in clause (iii)— 
(aa) in the matter preceding 
subclause (I), by striking ‘‘men-
tor teacher’’ and inserting ‘‘men-
tor teacher or early childhood ed-
ucator’’; 
(bb) in subclause (II), by in-
serting ‘‘and early childhood edu-
cators’’ after ‘‘new teachers’’; 
(cc) in subclause (III), by 
striking ‘‘teaching duties’’ and 
inserting ‘‘teaching or educating 
duties’’; and 
(dd) in subclause (IV), by 
inserting ‘‘or early childhood edu-
cators’’ after ‘‘teachers’’; 
(IV) in clause (iv), by striking 
‘‘mentor 
teachers’’ 
and 
inserting 
‘‘mentor teachers and early childhood 
educators’’; 
(V) in clause (vi)— 
(aa) in subclause (I)— 
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(AA) by inserting ‘‘or 
early 
childhood 
education 
program’’ after ‘‘local edu-
cational agency’’; and 
(BB) by inserting ‘‘or 
program’’ after ‘‘such agen-
cy’’; and 
(bb) in subclause (II), by in-
serting ‘‘or early childhood edu-
cation’’ after ‘‘teaching’’; and 
(VI) in clause (vii)— 
(aa) by striking ‘‘teaching 
residents’’ and inserting ‘‘teacher 
or educator residents’’; 
(bb) by inserting ‘‘or early 
childhood 
educators’’ 
after 
‘‘teachers’’; and 
(cc) by inserting ‘‘or work as 
an early childhood educator’’ 
after ‘‘two years of teaching’’; 
and 
(iii) in subparagraph (C)— 
(I) in clause (i), by striking 
‘‘teaching residents’’ and inserting 
‘‘teacher and educator residents’’; 
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(II) in clause (ii), by striking 
‘‘teacher residency’’ and inserting 
‘‘teacher or educator residency’’; 
(III) in clause (iii)— 
(aa) in subclause (I), by in-
serting ‘‘or early childhood edu-
cator’’ after ‘‘teacher’’; 
(bb) by striking subclause 
(II) and inserting the following: 
‘‘(II)(aa) in the case of a teacher 
applicant, 
fulfill 
the 
requirement 
under subclause (I) by teaching in a 
high-need school served by the high- 
need local educational agency in the 
eligible partnership and teach a sub-
ject or area that is designated as high 
need by the partnership; or 
‘‘(bb) in the case of an early 
childhood educator applicant, fulfill 
the requirement under subclause (I) 
by teaching in a high-need early child-
hood education program;’’; and 
(cc) in subclause (IV), by in-
serting ‘‘, or, in the case of an 
early childhood educator, will be 
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highly competent,’’ after ‘‘Act,’’; 
and 
(IV) in clause (iv)— 
(aa) in subclause (I), by 
striking ‘‘A grantee carrying out’’ 
and inserting ‘‘Subject to sub-
clause (II), a grantee carrying 
out’’; 
(bb) by redesignating sub-
clauses (II) and (III) as sub-
clauses (III) and (IV), respec-
tively; 
(cc) by inserting after sub-
clause (I) the following: 
‘‘(II) EXCEPTIONS
TO
REPAY-
MENT
REQUIREMENT.—An 
eligible 
partnership carrying out a teacher 
and 
educator 
residency 
program 
under this paragraph shall not require 
repayment under this clause by a re-
cipient if the recipient is unable to 
complete the teacher and educator 
residency program, or the service re-
quirement, due to— 
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‘‘(aa) extenuating or unfore-
seen 
financial 
circumstances, 
health reasons, or personal or 
family obligations; 
‘‘(bb) incapacitation; 
‘‘(cc) inability to secure em-
ployment in a school served by 
the eligible partnership; 
‘‘(dd) being called to active 
duty in the armed forces of the 
United States; or 
‘‘(ee) 
other 
extraordinary 
circumstances.’’; and 
(dd) in subclause (III), as 
redesignated by item (bb), by 
striking ‘‘on grounds’’ and all 
that follows through the period at 
the 
end 
and 
inserting 
‘‘on 
grounds not covered under sub-
clause (II).’’; 
(5) in subsection (f)(1)— 
(A) in subparagraph (B)— 
(i) in clause (i), by inserting ‘‘or early 
childhood 
education 
program’’ 
after 
‘‘school’’; 
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(ii) in clause (ii), by inserting ‘‘or 
early childhood educators’’ after ‘‘teach-
ers’’; 
(iii) in clause (iii), by striking ‘‘teach-
er instruction and drive teacher and stu-
dent learning’’ and inserting ‘‘teacher or 
early childhood educator instruction and 
drive the learning of teachers or early 
childhood educators, and students’’; and 
(iv) in clause (iv), by striking ‘‘school 
environment’’ and inserting ‘‘school or 
early childhood education program environ-
ment’’; and 
(B) in subparagraph (D)(i)— 
(i) in subclause (I), by inserting ‘‘, or 
in high-need early childhood education pro-
grams’’ before the semicolon at the end; 
and 
(ii) in subclause (II)— 
(I) by inserting ‘‘or early child-
hood educators’’ after ‘‘teachers’’; and 
(II) by inserting ‘‘or high-need 
early childhood education programs’’ 
before the period at the end; and 
(6) in subsection (g)— 
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(A) by inserting ‘‘or early childhood educa-
tor’’ after ‘‘pre-baccalaureate teacher’’; and 
(B) by inserting ‘‘or early childhood edu-
cators’’ before the period at the end. 
(e) ACCOUNTABILITY, EVALUATION, AND INFORMA-
TION.—Section 204 of the Higher Education Act of 1965 
(20 U.S.C. 1022c) is amended— 
(1) in subsection (a)— 
(A) in paragraph (1), by inserting ‘‘or 
early childhood educators’’ after ‘‘teachers’’; 
(B) in paragraph (2), by inserting ‘‘, and 
early childhood educator retention in the first 
three years of an early childhood educator’s ca-
reer’’ before the semicolon at the end; 
(C) in paragraph (3)— 
(i) by inserting ‘‘(A)’’ before ‘‘im-
provement’’; and 
(ii) by adding at the end the fol-
lowing: 
‘‘(B) in the case of eligible partnerships of-
fering programs that lead to State certification 
or licensure of early childhood educators, im-
provement in the pass rates and scaled scores 
for initial State certification or licensure of 
early childhood educators; and’’; and 
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(D) in paragraph (4)(F), by striking ‘‘as 
applicable,’’; and 
(2) in subsection (b)— 
(A) by striking ‘‘shall ensure’’ and insert-
ing the following: ‘‘shall— 
‘‘(1) ensure’’; and 
(B) by striking ‘‘part.’’ and inserting the 
following: ‘‘part; and 
‘‘(2) in the case of an eligible partnership that 
offers an early childhood education program that 
does not lead to State licensure or certification as an 
early childhood educator, clearly indicate that fact in 
the information provided regarding the early child-
hood program through the grant and any reports 
submitted under this part.’’. 
(f) ACCOUNTABILITY
FOR
PREPARATION
PRO-
GRAMS.—Section 205 of the Higher Education Act of 
1965 (20 U.S.C. 1022d) is amended— 
(1) in the section heading, by inserting ‘‘AND 
EARLY CHILDHOOD EDUCATORS’’ after ‘‘TEACH-
ERS’’; 
(2) by redesignating subsections (c) through (e) 
as subsections (d) through (f), respectively; 
(3) by inserting after subsection (b) the fol-
lowing: 
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‘‘(c) STATE REPORT CARD ON THE QUALITY OF 
EARLY CHILDHOOD EDUCATORS.— 
‘‘(1) IN GENERAL.—Each State that receives 
funds under this Act shall provide to the Secretary, 
and make widely available to the general public, in 
a uniform and comprehensible manner that conforms 
with the definitions and methods established by the 
Secretary, an annual State report card on the qual-
ity of early childhood educator preparation programs 
that lead to early childhood educator licensure or 
certification in the State. 
‘‘(2) ADDITIONAL
CONTENT.—Each State re-
port card issued under this subsection shall also in-
clude an explanation of— 
‘‘(A) how the State is making early child-
hood educators aware of available tax credit 
programs, scholarship programs, and loan pro-
grams; and 
‘‘(B) how the State is implementing or de-
signing flexible early childhood educator prepa-
ration programs.’’; and 
(4) in subsection (e), as redesignated by para-
graph (2)— 
(A) in paragraph (1), by inserting ‘‘and on 
early childhood educator qualifications and 
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preparation in the United States, including the 
information described in subsection (c)(2)’’ 
after ‘‘subsection (b)(1)’’; and 
(B) in each of subparagraphs (A) and (B) 
of paragraph (2), by striking ‘‘teaching force’’ 
and inserting ‘‘teacher and early childhood edu-
cator force’’. 
SEC. 303. MANDATORY FUNDING FOR TEACHER QUALITY 
PARTNERSHIP PROGRAM. 
Section 209 of the Higher Education Act of 1965 (20 
U.S.C. 1022h) is amended to read as follows: 
‘‘SEC. 209. AUTHORIZATION AND APPROPRIATIONS. 
‘‘There are authorized to be appropriated to carry out 
this part, and there are appropriated, out of any money 
in the Treasury not otherwise appropriated, $300,000,000 
for fiscal year 2018 and each subsequent fiscal year.’’. 
TITLE IV—INCREASING AND EX-
PANDING 
TAX 
DEDUCTION 
FOR TEACHERS 
SEC. 401. INCREASE IN AND EXPANSION OF DEDUCTION 
FOR EXPENSES OF ELEMENTARY AND SEC-
ONDARY SCHOOL TEACHERS. 
(a) INCREASE.— 
(1) IN GENERAL.—Subparagraph (D) of section 
62(a)(2) of the Internal Revenue Code of 1986 is 
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amended by striking ‘‘$250’’ and inserting ‘‘$500 
($1,500 in the case of an eligible educator teaching 
in a high-need school, as described in section 
465(2)(A) of the Higher Education Act of 1965, or 
as an early childhood educator)’’. 
(2) 
INFLATION
ADJUSTMENT.—Section 
62(d)(3) of such Code is amended— 
(A) by striking ‘‘2015’’ and inserting 
‘‘2018’’; 
(B) by striking ‘‘the $250 amount’’ and in-
serting ‘‘each of the dollar amounts’’; and 
(C) by striking ‘‘2014’’ in subparagraph 
(B) thereof and inserting ‘‘2017’’. 
(b) EXPANSION
TO
EARLY
CHILDHOOD
EDU-
CATORS.—Section 62(d)(1) of the Internal Revenue Code 
of 1986 is amended— 
(1) by striking ‘‘who is a kindergarten’’ and in-
serting ‘‘who is— 
‘‘(A) a kindergarten’’; 
(2) by striking the period at the end and insert-
ing ‘‘, and’’; and 
(3) by adding at the end the following new sub-
paragraph: 
‘‘(B) an early childhood educator (as de-
fined in section 200 of the Higher Education 
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Act of 1965 (20 U.S.C. 1021)) in an early 
childhood education program (as defined in sec-
tion 103 of such Act (20 U.S.C. 1003)) for at 
least 1,020 hours during a year.’’. 
(c) EFFECTIVE DATE.—The amendments made by 
this section shall apply to amounts paid or incurred in tax-
able years beginning after the date of the enactment of 
this Act. 
Æ 
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