cial sanction under any education program, activity, 
or division of the institution directly or indirectly re-
ceiving financial assistance under this Act, whether 
or not such program, activity, or division is spon-
sored or officially sanctioned by the institution; and 
‘‘(2) It is the sense of Congress that— 
‘‘(A) the diversity of institutions and edu-
cational missions is one of the key strengths of 
American higher education; 
‘‘(B) individual colleges and universities 
have different missions and each institution 
should design its academic program in accord-
ance with its educational goals; 
‘‘(C) within the context of its institutional 
mission, a college should promote intellectual 
pluralism and facilitate the free and open ex-
change of ideas; 
‘‘(D) students should not be intimidated, 
harassed, discouraged from speaking out, dis-
criminated against, or subject to official sanc-
tion because of their personal political, ideolog-
ical, or religious beliefs; and 
‘‘(E) students should be treated equally 
and fairly, including evaluation and grading, 
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without regard to or consideration of their per-
sonal political views or ideological beliefs. 
‘‘(3) Nothing in paragraph (2) shall be con-
strued to modify, change, or infringe upon any con-
stitutionally protected religious liberty, freedom, ex-
pression, or association.’’; and 
(2) in subsection (b)(1), by inserting after 
‘‘higher education’’ the following: ‘‘, if the imposition 
of such sanction is done objectively, fairly, and with-
out regard to the student’s personal political, ideo-
logical, or religious beliefs’’. 
SEC. 104. NATIONAL ADVISORY COMMITTEE ON INSTITU-
TIONAL QUALITY AND INTEGRITY. 
(a) MEMBERSHIP.—Section 114(b) (20 U.S.C. 
1011c(b)) is amended by adding at the end the following 
new sentence: ‘‘A member of the Committee may continue 
to serve after the expiration of a term until a successor 
has been appointed.’’. 
(b) 
EXTENSION.—Section 
114(g) 
(20 
U.S.C. 
1011c(g)) is amended by striking ‘‘2004’’ and inserting 
‘‘2013’’. 
SEC. 105. ALCOHOL AND DRUG ABUSE PREVENTION. 
Section 120(e)(5) (20 U.S.C. 1011i(e)(5)) is amend-
ed— 
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(1) by striking ‘‘1999’’ and inserting ‘‘2008’’; 
and 
(2) by striking ‘‘4 succeeding fiscal years’’ and 
inserting ‘‘5 succeeding fiscal years’’. 
SEC. 106. PRIOR RIGHTS AND OBLIGATIONS. 
Section 121(a) (20 U.S.C. 1011j(a)) is amended by 
striking ‘‘1999 and for each of the 4’’ each place it ap-
pears and inserting ‘‘2008 and for each of the 5’’. 
SEC. 107. LIMITATION ON CERTAIN USES OF FUNDS. 
Part B of title I is further amended by adding after 
section 123 (as added by section 101(b) of this Act) the 
following new section: 
‘‘SEC. 124. LIMITATION ON CERTAIN USES OF FUNDS. 
‘‘No funds made available to carry out this Act may 
be used— 
‘‘(1) for publicity or propaganda purposes not 
authorized by the Congress before the date of enact-
ment of the College Access and Opportunity Act of 
2007; or 
‘‘(2) unless authorized by law in effect on such 
date of enactment, to produce any prepackaged news 
story intended for broadcast or distribution unless 
such story includes a clear a notification contained 
within the text or audio of such story stating that 
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the prepackaged news story was prepared or funded 
by the Department of Education.’’. 
SEC. 108. CONSUMER INFORMATION AND PUBLIC AC-
COUNTABILITY IN HIGHER EDUCATION. 
Section 131 (20 U.S.C. 1015) is amended to read as 
follows: 
‘‘SEC. 131. CONSUMER INFORMATION AND PUBLIC AC-
COUNTABILITY IN HIGHER EDUCATION. 
‘‘(a) PURPOSE.—It is the purpose of this section to— 
‘‘(1) provide students and families with an 
easy-to-use, comprehensive web-based tool for re-
searching and comparing institutions of higher edu-
cation; 
‘‘(2) increase the transparency of college cost, 
price, and financial aid; and 
‘‘(3) raise public awareness of information 
available about postsecondary education, particularly 
among low-income families, non-traditional student 
populations, and first-generation college students. 
‘‘(b) COLLEGE
OPPORTUNITY
ON-LINE
(COOL) 
WEBSITE RE-DESIGN PROCESS.—In carrying out this 
section, the Commissioner of Education Statistics— 
‘‘(1) shall identify the data elements that are of 
greatest importance to prospective students, enrolled 
students, and their families, paying particular atten-
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tion to low-income, non-traditional student popu-
lations, and first-generation college students; 
‘‘(2) shall convene a group of individuals with 
expertise in the collection and reporting of data re-
lated to institutions of higher education to— 
‘‘(A) determine the relevance of particular 
data elements to prospective students, enrolled 
students, and families; 
‘‘(B) assess the cost-effectiveness of var-
ious ways in which institutions of higher edu-
cation might produce relevant data; 
‘‘(C) determine the general comparability 
of the data across institutions of higher edu-
cation; 
‘‘(D) make recommendations regarding the 
inclusion of specific data items and the most ef-
fective and least burdensome methods of col-
lecting and reporting useful data from institu-
tions of higher education; and 
‘‘(3) shall ensure that the redesigned COOL 
website— 
‘‘(A) uses, to the extent practicable, data 
elements currently provided by institutions of 
higher education to the Secretary; 
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‘‘(B) includes clear and uniform informa-
tion determined to be relevant to prospective 
students, enrolled students, and families; 
‘‘(C) provides comparable information, by 
ensuring that data are based on accepted cri-
teria and common definitions; 
‘‘(D) includes a sorting function that per-
mits users to customize their search for and 
comparison of institutions of higher education 
based on the information identified through the 
process as prescribed in paragraph (1) as being 
of greatest relevance to choosing an institution 
of higher education. 
‘‘(c) DATA COLLECTION.— 
‘‘(1) DATA
SYSTEM.—The Commissioner of 
Education Statistics shall continue to redesign the 
relevant parts of the Integrated Postsecondary Edu-
cation Data System to include additional data as re-
quired by this section and to continue to improve the 
usefulness and timeliness of data collected by such 
systems in order to inform consumers about institu-
tions of higher education. 
‘‘(2) COLLEGE CONSUMER PROFILE.—The Sec-
retary shall continue to publish on the COOL 
website, for each academic year and in accordance 
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with standard definitions developed by the Commis-
sioner of Education Statistics (including definitions 
developed under section 131(a)(3)(A) as in effect on 
the day before the date of enactment of the College 
Access and Opportunity Act of 2007), from at least 
all institutions of higher education participating in 
programs under title IV the following information: 
‘‘(A) The tuition and fees charged for a 
first-time, full-time, full-year undergraduate 
student. 
‘‘(B) The room and board charges for a 
first-time, full-time, full-year undergraduate 
student. 
‘‘(C) The price of attendance for a first- 
time, full-time, full-year undergraduate student, 
consistent with the provisions of section 472. 
‘‘(D) The average amount of financial as-
sistance received by a first-year, full-time, full- 
year undergraduate student, including— 
‘‘(i) each type of assistance or benefits 
described in 428(a)(2)(C)(ii); 
‘‘(ii) institutional and other assist-
ance; and 
‘‘(iii) Federal loans under parts B, D, 
and E of title IV. 
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‘‘(E) The number of first-time, full-time, 
full-year undergraduate students receiving fi-
nancial assistance described in each clause of 
subparagraph (D). 
‘‘(F) The institutional instructional ex-
penditure per full-time equivalent student. 
‘‘(G) Student enrollment information, in-
cluding information on the number and percent-
age of full-time and part-time students, the 
number and percentage of resident and non- 
resident students. 
‘‘(H) Faculty-to-student ratios. 
‘‘(I) Faculty information, including the 
total number of faculty and the percentage of 
faculty who are full-time employees of the insti-
tution and the percentage who are part-time. 
‘‘(J) Completion and graduation rates of 
undergraduate students, identifying whether the 
completion or graduation rates are from a 2- 
year or 4-year program of instruction and, in 
the case of a 2-year program of instruction, the 
percentage of students who transfer to 4-year 
institutions prior or subsequent to completion 
or graduation. 
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‘‘(K) A link to the institution of higher 
education with information of interest to stu-
dents including mission, accreditation, student 
services (including services for students with 
disabilities), transfer of credit policies and, if 
appropriate, placement rates and other meas-
ures of success in preparing students for entry 
into or advancement in the workforce. 
‘‘(L) The college affordability information 
elements specified in subsection (d). 
‘‘(M) Any additional information that the 
Secretary may require. 
‘‘(d) COLLEGE AFFORDABILITY INFORMATION ELE-
MENTS.—The college affordability information elements 
required by subsection (c)(2)(L) shall include, for each in-
stitution submitting data— 
‘‘(1) the sticker price of the institution for the 
3 most recent academic years; 
‘‘(2) the net tuition price of the institution for 
the 3 most recent academic years; 
‘‘(3) the percentage change in both the sticker 
price and the net tuition price over the 3-year time 
period that is being reported; 
‘‘(4) the percentage change in the CPI over the 
same time period; and 
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‘‘(5) whether the institution has been placed on 
affordability alert status as required by subsection 
(e)(3). 
‘‘(e) OUTCOMES AND ACTIONS.— 
‘‘(1) RESPONSE FROM INSTITUTION.—Effective 
on June 30, 2008, an institution that increases its 
sticker price at a percentage rate for any 3-year in-
terval ending on or after that date that exceeds two 
times the rate of change in the CPI over the same 
time period shall provide a report to the Secretary, 
in such a form, at such time, and containing such 
information as the Secretary may require. Such re-
port shall be published by the Secretary on the 
COOL website, and shall include— 
‘‘(A) a description of the factors contrib-
uting to the increase in the institution’s costs 
and in the tuition and fees charged to students; 
and 
‘‘(B) if determinations of tuition and fee 
increases are not within the exclusive control of 
the institution, a description of the agency or 
instrumentality of State government or other 
entity that participates in such determinations 
and the authority exercised by such agency, in-
strumentality, or entity. 
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‘‘(2) QUALITY-EFFICIENCY TASK FORCES.— 
‘‘(A) REQUIRED.—Each institution subject 
to paragraph (1) that has a percentage change 
in its sticker price that is in the highest 5 per-
cent of all institutions subject to paragraph (1) 
shall establish a quality-efficiency task force to 
review the operations of such institution. 
‘‘(B) MEMBERSHIP.—Such task force shall 
include administrators, business and civic lead-
ers, and faculty, and may include students, 
trustees, parents of students, and alumni of 
such institution. 
‘‘(C) FUNCTIONS.—Such task force shall 
analyze institutional operating costs in compari-
son with such costs at other institutions within 
the class of institutions. Such analysis should 
identify areas where, in comparison with other 
institutions in such class, the institution oper-
ates more expensively to produce a similar re-
sult. Any identified areas should then be tar-
geted for in-depth analysis for cost reduction 
opportunities. 
‘‘(D) REPORT.—The results of the analysis 
by a quality-efficiency task force under this 
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of change in the CPI over the same time period, 
but the dollar amount of the sticker price in-
crease is less than $500. 
‘‘(5) INFORMATION TO STATE AGENCIES.—Any 
institution that reports under paragraph (1)(B) that 
an agency or instrumentality of State government or 
other entity participates in the determinations of tui-
tion and fee increases shall, prior to submitting any 
information to the Secretary under this subsection, 
submit such information to, and request the com-
ments and input of, such agency, instrumentality, or 
entity. With respect to any such institution, the Sec-
retary shall provide a copy of any communication by 
the Secretary with that institution to such agency, 
instrumentality, or entity. 
‘‘(6) CLASSES OF INSTITUTIONS.—For purposes 
of this subsection, the classes of institutions shall be 
those sectors used by the Integrated Postsecondary 
Education Data System, based on whether the insti-
tution is public, nonprofit private, or for-profit pri-
vate, and whether the institution has a 4-year, 2- 
year, or less than 2-year program of instruction. 
‘‘(7) DATA REJECTION.—Nothing in this sub-
section shall be construed as allowing the Secretary 
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to reject the data submitted by an individual institu-
tion of higher education. 
‘‘(f) INFORMATION TO THE PUBLIC.—The Secretary 
shall work with public and private entities to promote 
broad public awareness, particularly among middle and 
high school students and their families, of the information 
made available under this section, including by distribu-
tion to students who participate in or receive benefits from 
means-tested federally funded education programs and 
other Federal programs determined by the Secretary. 
‘‘(g) FINES.—In addition to actions authorized in 
section 487(c), the Secretary may impose a fine in an 
amount not to exceed $25,000 on an institution of higher 
education for failing to provide the information required 
by this section in a timely and accurate manner, or for 
failing to otherwise cooperate with the National Center for 
Education Statistics regarding efforts to obtain data 
under subsections (c) and (j) and pursuant to the program 
participation agreement entered into under section 487. 
‘‘(h) GAO STUDY AND REPORT.— 
‘‘(1) GAO STUDY.—The Comptroller General 
shall conduct a study of the policies and procedures 
implemented by institutions in increasing the afford-
ability of postsecondary education. Such study shall 
include information with respect to— 
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‘‘(A) a list of those institutions that— 
‘‘(i) have reduced their sticker prices; 
or 
‘‘(ii) are within the least costly quar-
tile of institutions within each class de-
scribed in subsection (e)(6); 
‘‘(B) policies implemented to stem the in-
crease in tuition and fees and institutional 
costs; 
‘‘(C) the extent to which room and board 
costs and prices changed; 
‘‘(D) the extent to which other services 
were altered to affect tuition and fees; 
‘‘(E) the extent to which the institution’s 
policies affected student body demographics and 
time to completion; 
‘‘(F) what, if any, operational factors 
played a role in reducing tuition and fees; 
‘‘(G) the extent to which academic quality 
was affected, and how; 
‘‘(H) if the institution is a public institu-
tion, the relationship between State and local 
appropriations and the institution’s tuition and 
fees; 
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‘‘(I) the extent to which policies and prac-
tices reducing costs and prices may be rep-
licated from one institution to another; and 
‘‘(J) other information as necessary to de-
termine best practices in increasing the afford-
ability of postsecondary education. 
‘‘(2) INTERIM
AND
FINAL
REPORTS.—The 
Comptroller General shall submit an interim and a 
final report regarding the findings of the study re-
quired by paragraph (1) to the appropriate author-
izing committees of Congress. The interim report 
shall be submitted not later than July 31, 2011, and 
the final report shall be submitted not later than 
July 31, 2013. 
‘‘(i) STUDENT AID RECIPIENT SURVEY.— 
‘‘(1) SURVEY REQUIRED.—The Secretary shall 
conduct a survey of student aid recipients under title 
IV on a regular cycle and State-by-State basis, but 
not less than once every 4 years— 
‘‘(A) to identify the population of students 
receiving Federal student aid; 
‘‘(B) to describe the income distribution 
and other socioeconomic characteristics of fed-
erally aided students; 
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‘‘(C) to describe the combinations of aid 
from State, Federal, and private sources re-
ceived by students from all income groups; 
‘‘(D) to describe the debt burden of edu-
cational loan recipients and their capacity to 
repay their education debts, and the impact of 
such debt burden on career choices; 
‘‘(E) to describe the role played by the 
price of postsecondary education in the deter-
mination by students of what institution to at-
tend; and 
‘‘(F) to describe how the increased costs of 
textbooks and other instructional materials af-
fects the costs of postsecondary education to 
students. 
‘‘(2) SURVEY
DESIGN.—The survey shall be 
representative of full-time and part-time, under-
graduate, graduate, and professional and current 
and former students in all types of institutions, and 
designed and administered in consultation with the 
Congress and the postsecondary education commu-
nity. 
‘‘(3) DISSEMINATION.—The Commissioner of 
Education Statistics shall disseminate the informa-
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tion resulting from the survey in both printed and 
electronic form. 
‘‘(j) PROMOTION OF THE DEPARTMENT OF EDU-
CATION FEDERAL STUDENT FINANCIAL AID WEBSITE.— 
The Secretary— 
‘‘(1) shall display a link to the Federal student 
financial aid website of the Department of Edu-
cation (www.federalstudentaid.ed.gov) in a promi-
nent place on the homepage of the Department of 
Education website (www.ed.gov); and 
‘‘(2) may use administrative funds available for 
the Department’s operations and expenses for pur-
poses of advertising and other promotion of the 
availability of the Federal student financial aid 
website. 
‘‘(k) PROMOTION OF AVAILABILITY OF INFORMATION 
CONCERNING STUDENT FINANCIAL AID PROGRAMS OF 
OTHER DEPARTMENTS AND AGENCIES.— 
‘‘(1) COLLECTION AND POSTING OF INFORMA-
TION.—The Secretary shall collect and post the eligi-
bility requirements, application procedures, financial 
terms and conditions, and other relevant information 
for each non-departmental student financial assist-
ance program. 
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‘‘(2) MANNER OF POSTING.—The information 
required by paragraph (1)— 
‘‘(A) shall be easily accessible through the 
Federal student financial aid website required 
by subsection (e)(1); 
‘‘(B) shall be incorporated into the search 
matrix on such website on pages pertaining to 
other options for financial aid; and 
‘‘(C) shall clearly describe the programs in 
a manner that permits students and parents to 
readily identify the programs that are appro-
priate to their needs and eligibility. 
‘‘(3) AGENCY
RESPONSE.—Each Federal de-
partment and agency shall promptly respond to sur-
veys or other requests for the information required 
by paragraph (1) and shall identify for the Secretary 
any non-departmental student financial assistance 
program operated, sponsored, or supported by such 
Federal department or agency. 
‘‘(4) DEFINITION.—For purposes of this sub-
section, the term ‘non-departmental student finan-
cial assistance program’ means any grant, loan, 
scholarship, fellowship, or other form of financial aid 
for students pursuing a postsecondary education 
that is— 
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‘‘(A) distributed directly to the student or 
to the student’s account at the institution of 
higher education; and 
‘‘(B) operated, sponsored, or supported by 
a Federal department or agency other than the 
Department of Education. 
‘‘(l) REGULATIONS.—The Secretary is authorized to 
issue such regulations as may be necessary to carry out 
the provisions of this section. 
‘‘(m) DEFINITIONS.—For the purposes of this sec-
tion: 
‘‘(1) NET TUITION PRICE.—The term ‘net tui-
tion price’ means the average tuition and fees 
charged to a first-time, full-time, full-year under-
graduate student, minus the average grants provided 
to such students, for any academic year. 
‘‘(2) STICKER PRICE.—The term ‘sticker price’ 
means the average tuition and fees charged to a 
first-time, full-time, full-year undergraduate student 
by an institution of higher education for any aca-
demic year. 
‘‘(3) CPI.—The term ‘CPI’ means the Con-
sumer Price Index-All Urban Consumers (Current 
Series).’’. 
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SEC. 109. DATABASES OF STUDENT INFORMATION. 
Part C of title I is further amended by adding at the 
end the following new section: 
‘‘SEC. 132. DATABASES OF STUDENT INFORMATION PRO-
HIBITED. 
‘‘(a) PROHIBITION.—Except as described in (b), 
nothing in this Act shall be construed to authorize the de-
sign, development, creation, implementation, or mainte-
nance of a nationwide database of personally identifiable 
information on individuals receiving assistance, attending 
institutions receiving assistance, or otherwise involved in 
any studies or other collections of data under this Act, 
including a student unit record system, an education bar 
code system, or any other system that tracks individual 
students over time. 
‘‘(b) EXCEPTION.—The provisions of subsection (a) 
shall not affect the loan obligation enforcement activities 
described in section 485B of this Act.’’. 
SEC. 110. PERFORMANCE-BASED ORGANIZATION. 
Section 141 (20 U.S.C. 1018) is amended— 
(1) in subsection (a)(2)(B)— 
(A) by inserting ‘‘unit’’ after ‘‘to reduce 
the’’; and 
(B) by inserting ‘‘and, to the extent prac-
ticable, the total costs of administering those 
programs’’ after ‘‘those programs’’; 
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(2) in subsection (c)— 
(A) in paragraph (1)(A), by striking ‘‘Each 
year’’ and inserting ‘‘Each fiscal year’’; 
(B) in paragraph (1)(B), by inserting ‘‘sec-
ondary markets, guaranty agencies,’’ after 
‘‘lenders,’’; and 
(C) in paragraph (2)(B), by striking 
‘‘Chief Financial Officer Act of 1990 and’’ and 
inserting ‘‘Chief Financial Officers Act of 
1990,’’ and by inserting before the period at the 
end the following: ‘‘, and other relevant stat-
utes’’; and 
(3) in subsection (f)(3)(A), by striking ‘‘para-
graph (1)(A)’’ and inserting ‘‘paragraph (1)’’. 
SEC. 111. TREATMENT OF TERRITORIES AND TERRITORIAL 
STUDENT ASSISTANCE. 
Section 113 (20 U.S.C. 1011b) is amended— 
(1) by striking ‘‘TREATMENT
OF
TERRI-
TORIES
AND
TERRITORIAL
STUDENT
ASSIST-
ANCE’’ in the heading of such section and inserting 
‘‘TERRITORIAL WAIVER AUTHORITY’’; 
(2) by striking ‘‘(a) WAIVER AUTHORITY.—’’; 
and 
(3) by striking subsection (b). 
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SEC. 112. INSTITUTION AND LENDER REPORTING AND DIS-
CLOSURE REQUIREMENTS. 
Title I (20 U.S.C. 1001 et seq.) is amended by adding 
at the end the following: 
‘‘PART E—LENDER AND INSTITUTION REQUIRE-
MENTS RELATING TO EDUCATIONAL LOANS 
‘‘SEC. 151. DEFINITIONS. 
‘‘In this part: 
‘‘(1) COST OF ATTENDANCE.—The term ‘cost of 
attendance’ has the meaning given the term in sec-
tion 472. 
‘‘(2) COVERED INSTITUTION.—The term ‘cov-
ered institution’— 
‘‘(A) means any educational institution 
that offers a postsecondary educational degree, 
certificate, or program of study (including any 
institution of higher education, as such term is 
defined in section 102) and receives any Fed-
eral funding or assistance; and 
‘‘(B) includes any employee or agent of the 
educational institution or any organization or 
entity affiliated with, or directly or indirectly 
controlled by, such institution. 
‘‘(3) EDUCATIONAL
LOAN.—The term ‘edu-
cational loan’ means any loan made, insured, or 
guaranteed under title IV. 
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‘‘(4) EDUCATIONAL LOAN ARRANGEMENT.—The 
term ‘educational loan arrangement’ means an ar-
rangement or agreement between a lender and a cov-
ered institution— 
‘‘(A) under which arrangement or agree-
ment a lender provides or otherwise issues edu-
cational loans to the students attending the cov-
ered institution or the parents of such students; 
and 
‘‘(B) which arrangement or agreement— 
‘‘(i) relates to the covered institution 
recommending, promoting, endorsing, or 
using educational loans of the lender; and 
‘‘(ii) involves the payment of any fee 
or provision of other material benefit by 
the lender to the institution or to groups of 
students who attend the institution. 
‘‘(5) LENDER.—The term ‘lender’— 
‘‘(A) means— 
‘‘(i) any lender— 
‘‘(I) of a loan made, insured, or 
guaranteed under part B of title IV; 
and 
‘‘(II) that is a financial institu-
tion, as such term is defined in sec-
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tion 509 of the Gramm-Leach-Bliley 
Act (15 U.S.C. 6809); and 
‘‘(ii) in the case of any loan issued or 
provided to a student under part D of title 
IV, the Secretary; and 
‘‘(B) includes any individual, group, or en-
tity acting on behalf of the lender in connection 
with an educational loan. 
‘‘(6) OFFICER.—The term ‘officer’ includes a 
director or trustee of an institution. 
‘‘SEC. 152. REQUIREMENTS FOR LENDERS AND INSTITU-
TIONS 
PARTICIPATING 
IN 
EDUCATIONAL 
LOAN ARRANGEMENTS. 
‘‘(a) USE OF LENDER NAME.—A covered institution 
that enters into an educational loan arrangement shall dis-
close the name of the lender in documentation related to 
the loan. 
‘‘(b) DISCLOSURES.— 
‘‘(1) DISCLOSURES
BY
LENDERS.—Before a 
lender issues or otherwise provides an educational 
loan to a student, the lender shall provide the stu-
dent, in writing, with the disclosures described in 
paragraph (2). 
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‘‘(C) the dates of the activity for which the 
reimbursement was made; and 
‘‘(D) a brief description of the activity for 
which the reimbursement was made. 
‘‘(2) REPORT
TO
CONGRESS.—The Secretary 
shall compile the information in paragraph (1) in a 
report and transmit such report to the authorizing 
committees annually. 
‘‘SEC. 153. INTEREST RATE REPORT FOR INSTITUTIONS 
AND 
LENDERS 
PARTICIPATING 
IN 
EDU-
CATIONAL LOAN ARRANGEMENTS. 
‘‘(a) SECRETARY DUTIES.— 
‘‘(1) REPORT AND MODEL FORMAT.—Not later 
than 180 days after the date of enactment of the 
Higher Education Amendments of 2007, the Sec-
retary shall— 
‘‘(A) prepare a report on the adequacy of 
the information provided to students and the 
parents of such students about educational 
loans, after consulting with students, represent-
atives of covered institutions (including finan-
cial aid administrators, registrars, and business 
officers), lenders, loan servicers, and guaranty 
agencies; 
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‘‘(B) include in the report a model format, 
based on the report’s findings, to be used by 
lenders and covered institutions in carrying out 
subsections (b) and (c)— 
‘‘(i) that provides information on the 
applicable interest rates and other terms 
and conditions of the educational loans 
provided by a lender to students attending 
the institution, or the parents of such stu-
dents, disaggregated by each type of edu-
cational loans provided to such students or 
parents by the lender, including— 
‘‘(I) the interest rate and terms 
and conditions of the loans offered by 
the lender for the upcoming academic 
year; 
‘‘(II) with respect to such loans, 
any benefits that are contingent on 
the repayment behavior of the bor-
rower; 
‘‘(III) the average amount bor-
rowed from the lender by students en-
rolled in the institution who obtain 
loans of such type from the lender for 
the preceding academic year; 
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‘‘(IV) the average interest rate 
on such loans provided to such stu-
dents for the preceding academic year; 
and 
‘‘(V) the amount that the bor-
rower may repay in interest, based on 
the standard repayment period of a 
loan, on the average amount borrowed 
from the lender by students enrolled 
in the institution who obtain loans of 
such type from the lender for the pre-
ceding academic year; and 
‘‘(ii) which format shall be easily usa-
ble by lenders, institutions, guaranty agen-
cies, loan servicers, parents, and students; 
and 
‘‘(C)(i) submit the report and model for-
mat to the authorizing committees; and 
‘‘(ii) make the report and model format 
available to covered institutions, lenders, and 
the public. 
‘‘(2) USE OF FORM.—The Secretary shall take 
such steps as necessary to make the model format 
available to covered institutions and to encourage— 
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‘‘(A) lenders subject to subsection (b) to 
use the model format in providing the informa-
tion required under subsection (b); and 
‘‘(B) covered institutions to use such for-
mat in preparing the information report under 
subsection (c). 
‘‘(b) LENDER DUTIES.—Each lender that has an 
educational loan arrangement with a covered institution 
shall annually, by a date determined by the Secretary, pro-
vide to the covered institution and to the Secretary the 
information included on the model format for each type 
of educational loan provided by the lender to students at-
tending the covered institution, or the parents of such stu-
dents, for the preceding academic year. 
‘‘(c) COVERED INSTITUTION DUTIES.—Each covered 
institution shall— 
‘‘(1) prepare and submit to the Secretary an 
annual report, by a date determined by the Sec-
retary, that includes, for each lender that has an 
educational loan arrangement with the covered insti-
tution and that has submitted to the institution the 
information required under subsection (b)— 
‘‘(A) the information included on the 
model format for each type of educational loan 
provided by the lender to students attending the 
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covered institution, or the parents of such stu-
dents; and 
‘‘(B) a detailed explanation of why the cov-
ered institution believes the terms and condi-
tions of each type of educational loan provided 
pursuant to the agreement are beneficial for 
students attending the covered institution, or 
the parents of such students; and 
‘‘(2) ensure that the report required under 
paragraph (1) is made available to the public and 
provided to students attending or planning to attend 
the covered institution, and the parents of such stu-
dents, in time for the student or parent to take such 
information into account before applying for or se-
lecting an educational loan.’’. 
TITLE II—TEACHER QUALITY 
ENHANCEMENT 
SEC. 201. TEACHER QUALITY PARTNERSHIP GRANTS. 
Part A of title II (20 U.S.C. 1021 et seq.) is amended 
to read as follows: 
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‘‘PART A—TEACHER QUALITY PARTNERSHIP 
GRANTS 
‘‘SEC. 201. AUTHORIZATION OF APPROPRIATIONS. 
‘‘There are authorized to be appropriated to carry out 
this part such sums as may be necessary for fiscal year 
2008 and each of the 5 succeeding fiscal years. 
‘‘SEC. 202. PURPOSES AND DEFINITIONS. 
‘‘(a) PURPOSES.—The purposes of this part are to— 
‘‘(1) improve student achievement; 
‘‘(2) improve the quality of the current and fu-
ture teaching force by improving the preparation of 
prospective teachers and enhancing professional de-
velopment activities; 
‘‘(3) hold institutions of higher education ac-
countable for preparing highly qualified teachers; 
and 
‘‘(4) recruit qualified individuals, including mi-
norities and individuals from other occupations, into 
the teaching force. 
‘‘(b) DEFINITIONS.—In this part: 
‘‘(1) ARTS AND SCIENCES.—The term ‘arts and 
sciences’ means— 
‘‘(A) when referring to an organizational 
unit of an institution of higher education, any 
academic unit that offers 1 or more academic 
majors in disciplines or content areas cor-
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responding to the academic subject matter 
areas in which teachers provide instruction; and 
‘‘(B) when referring to a specific academic 
subject area, the disciplines or content areas in 
which academic majors are offered by the arts 
and sciences organizational unit. 
‘‘(2) CHILDREN
FROM
LOW-INCOME
FAMI-
LIES.—The term ‘children from low-income families’ 
means children as described in section 1124(c)(1)(A) 
of the Elementary and Secondary Education Act of 
1965. 
‘‘(3) CORE
ACADEMIC
SUBJECTS.—The term 
‘core academic subjects’ has the meaning given the 
term in section 9101 of the Elementary and Sec-
ondary Education Act of 1965. 
‘‘(4) EDUCATIONAL
SERVICE
AGENCY.—The 
term ‘educational service agency’ has the meaning 
given the term in section 9101 of the Elementary 
and Secondary Education Act of 1965. 
‘‘(5) ELIGIBLE PARTNERSHIP.—The term ‘eligi-
ble partnership’ means an entity that— 
‘‘(A) shall include— 
‘‘(i) a high-need local educational 
agency; 
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‘‘(ii) a high-need school or a consor-
tium of high-need schools served by the 
high-need local educational agency; 
‘‘(iii) a partner institution; 
‘‘(iv) a school, department, or pro-
gram of education within such partner in-
stitution; 
‘‘(v) a school or department of arts 
and sciences within such partner institu-
tion; and 
‘‘(vi) a public or private educational 
organization; and 
‘‘(B) may include any of the following: 
‘‘(i) The Governor of the State. 
‘‘(ii) The State educational agency. 
‘‘(iii) The State board of education. 
‘‘(iv) The State agency for higher edu-
cation. 
‘‘(v) A State-approved alternative 
teacher certification program. 
‘‘(vi) A business. 
‘‘(vii) An educational service agency. 
‘‘(viii) A teacher organization. 
‘‘(ix) A high-performing local edu-
cational agency, or a consortium of such 
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local educational agencies, that can serve 
as a resource to the partnership. 
‘‘(x) A charter school (as defined in 
section 5210 of the Elementary and Sec-
ondary Education Act of 1965). 
‘‘(xi) A faith-based or community or-
ganization. 
‘‘(6) ESSENTIAL COMPONENTS OF READING IN-
STRUCTION.—The term ‘essential components of 
reading instruction’ has the meaning given such 
term in section 1208 of the Elementary and Sec-
ondary Education Act of 1965. 
‘‘(7) EXEMPLARY TEACHER.—The term ‘exem-
plary teacher’ has the meaning given such term in 
section 9101 of the Elementary and Secondary Edu-
cation Act of 1965. 
‘‘(8) HIGH-NEED LOCAL EDUCATIONAL AGEN-
CY.—The term ‘high-need local educational agency’ 
means a local educational agency— 
‘‘(A)(i) for which not less than 20 percent 
of the children served by the agency are chil-
dren from low-income families; 
‘‘(ii) that serves not fewer than 10,000 
children from low-income families; or 
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‘‘(iii) with a total of less than 600 students 
in average daily attendance at the schools that 
are served by the agency and all of whose 
schools are designated with a school locale code 
of 41, 42, or 43, as determined by the Sec-
retary; and 
‘‘(B)(i) for which there is a high percent 
age of teachers not teaching in the academic 
subject areas or grade levels in which the teach-
ers were trained to teach; or 
‘‘(ii) for which there is a high teacher 
turnover rate or a high percentage of teachers 
with emergency, provisional, or temporary cer-
tification or licensure. 
‘‘(9) HIGH-NEED
SCHOOL.—The term ‘high 
need school’ means a public elementary school or 
public secondary school that— 
‘‘(A) is among the highest 25 percent of 
schools served by the local educational agency 
that serves the school, in terms of the percent 
age of students from families with income below 
the poverty line; or 
‘‘(B) is designated with a school locale 
code of 41, 42, or 43, as determined by the 
Secretary. 
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‘‘(10) HIGHLY QUALIFIED.—The term ‘highly 
qualified’ has the meaning given such term in sec-
tion 9101 of the Elementary and Secondary Edu-
cation Act of 1965 and, with respect to special edu-
cation teachers, in section 602 of the Individuals 
with Disabilities Education Act. 
‘‘(11) INDUCTION PROGRAM.—The term ‘induc-
tion program’ means a formalized program for new 
teachers during not less than the teachers’ first 2 
years of teaching that is designed to provide support 
for, and improve the professional performance and 
advance the retention in the teaching field of, begin-
ning teachers. Such program shall promote effective 
teaching skills and shall include the following compo-
nents: 
‘‘(A) High-quality teacher mentoring. 
‘‘(B) Periodic, structured time for collabo-
ration with teachers in the same department or 
field, as well as time for information-sharing 
among teachers, principals, administrators, and 
participating faculty in the partner institution. 
‘‘(C) The application of empirically based 
practice and scientifically based research on in-
structional practices. 
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‘‘(D) Opportunities for new teachers to 
draw directly upon the expertise of teacher 
mentors, faculty, and researchers to support the 
integration of empirically based practice and 
scientifically based research with practice. 
‘‘(E) The development of skills in instruc-
tional and behavioral interventions derived from 
empirically based practice and scientifically 
based research. 
‘‘(F) Faculty who— 
‘‘(i) model the integration of research 
and practice in the classroom; and 
‘‘(ii) assist new teachers with the ef-
fective use and integration of technology in 
the classroom. 
‘‘(G) Interdisciplinary collaboration among 
exemplary teachers, faculty, researchers, and 
other staff who prepare new teachers on the 
learning process and the assessment of learn-
ing. 
‘‘(H) Assistance with the understanding of 
data, particularly student achievement data, 
and the data’s applicability in classroom in-
struction. 
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‘‘(I) Periodic, structured evaluation of the 
new teacher by mentor teachers and the prin-
cipal using valid and reliable benchmarks of 
teaching skills. 
‘‘(12) LIMITED
ENGLISH
PROFICIENT.—The 
term ‘limited English proficient’ has the meaning 
given such term in section 9101 of the Elementary 
and Secondary Education Act of 1965. 
‘‘(13) PARTNER INSTITUTION.—The term ‘part-
ner institution’ means an institution of higher edu-
cation, which may include a 2-year institution of 
higher education offering a dual program with a 4- 
year institution of higher education, participating in 
an eligible partnership that has a teacher prepara-
tion program— 
‘‘(A) whose graduates exhibit strong per-
formance on State-determined qualifying assess-
ments for new teachers through— 
‘‘(i) demonstrating that the graduates 
of the program who intend to enter the 
field of teaching have passed all of the ap-
plicable State qualification assessments for 
new teachers, which shall include an as-
sessment of each prospective teacher’s sub-
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ject matter knowledge in the content area 
in which the teacher intends to teach; or 
‘‘(ii) being ranked among the highest 
performing teacher preparation programs 
in the State as determined by the State— 
‘‘(I) using criteria consistent with 
the requirements for the State report 
card under section 205(b); and 
‘‘(II) using the State report card 
on teacher preparation required under 
section 205(b), after the first publica-
tion of such report card and for every 
year thereafter; or 
‘‘(B) that requires— 
‘‘(i) each student in the program to 
meet high academic standards and partici-
pate in intensive clinical experience; 
‘‘(ii) in the case of secondary school 
candidates, to successfully complete an 
academic major in the subject area in 
which the candidate intends to teach; 
‘‘(iii) in the case of elementary school 
candidates, to successfully complete an 
academic major in the arts and sciences; 
and 
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‘‘(iv) each student in the program pre-
paring to become a teacher to become 
highly qualified. 
‘‘(14) 
PROFESSIONAL
DEVELOPMENT.—The 
term ‘professional development’ has the meaning 
given the term in section 9101 of the Elementary 
and Secondary Education Act of 1965. 
‘‘(15) SCIENTIFICALLY
BASED
READING
RE-
SEARCH.—The term ‘scientifically based reading re-
search’ has the meaning given such term in section 
1208 of the Elementary and Secondary Education 
Act of 1965 (29 U.S.C. 6368); 
‘‘(16) SCIENTIFICALLY
BASED
RESEARCH.— 
The term ‘scientifically based research’ has the 
meaning given the term in section 9101 of the Ele-
mentary and Secondary Education Act of 1965 (20 
U.S.C. 6368); 
‘‘(17) 
TEACHER
MENTORING.—The 
term 
‘teacher mentoring’ means the mentoring of new or 
prospective teachers through a new or established 
program that— 
‘‘(A) includes clear criteria for the selec-
tion of teacher mentors who will provide role 
model relationships for mentees, which criteria 
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shall be developed by the eligible partnership 
and based on measures of teacher effectiveness; 
‘‘(B) provides high-quality training for 
such mentors, including instructional strategies 
for literacy instruction based on scientifically 
based reading research; 
‘‘(C) provides regular and ongoing oppor-
tunities for mentors and mentees to observe 
each other’s teaching methods in classroom set-
tings during the day in a high-need school in 
the high-need local educational agency in the el-
igible partnership; 
‘‘(D) provides mentoring to each mentee by 
a colleague who teaches in the same field, 
grade, or subject as the mentee; 
‘‘(E) promotes empirically based practice 
of and scientifically based research on— 
‘‘(i) teaching and learning; 
‘‘(ii) assessment of student learning; 
‘‘(iii) the development of teaching 
skills through the use of instructional and 
behavioral interventions; and 
‘‘(iv) the improvement of the mentees’ 
capacity to measurably advance student 
learning; and 
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‘‘(F) includes— 
‘‘(i) common planning time or regu-
larly scheduled collaboration for the men-
tor and mentee; and 
‘‘(ii) joint professional development 
opportunities. 
‘‘(18) TEACHING SKILLS.—The term ‘teaching 
skills’ means skills that enable a teacher to— 
‘‘(A) increase student learning, achieve-
ment, and the ability to apply knowledge; 
‘‘(B) effectively convey and explain aca-
demic subject matter; 
‘‘(C) employ strategies grounded in the 
disciplines of teaching and learning that— 
‘‘(i) are based on empirically based 
practice, scientifically based research, and, 
where applicable, scientifically based read-
ing research, on teaching and learning; 
‘‘(ii) are specific to academic subject 
matter; and 
‘‘(iii) focus on the identification of 
students’ specific learning needs, particu-
larly students with disabilities, students 
who are limited English proficient, stu-
dents who are gifted and talented, and stu-
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dents with low literacy levels, and the tai-
loring of academic instruction to such 
needs; 
‘‘(D) conduct an ongoing assessment of 
student learning, which may include the use of 
formative and performance-based assessments 
that measure higher-order thinking skills, in-
cluding application, analysis, synthesis, and 
evaluation; 
‘‘(E) effectively manage a classroom; and 
‘‘(F) communicate and work with parents 
and guardians, and involve parents and guard-
ians in their children’s education. 
‘‘(19) TEACHING
RESIDENCY
PROGRAM.—The 
term ‘teaching residency program’ means a school 
based teacher preparation program in which a pro-
spective teacher— 
‘‘(A) for 1 academic year, teaches along-
side a mentor teacher, who is the teacher of 
record; 
‘‘(B) receives concurrent instruction during 
the year described in subparagraph (A) from 
the partner institution or a State-approved al-
ternative teacher certification program, which 
courses may be taught by local educational 
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agency personnel or residency program faculty, 
in the teaching of the content area in which the 
teacher will become certified or licensed; 
‘‘(C) acquires effective teaching skills; 
‘‘(D) prior to completion of the program, 
attains full State teacher certification or licen-
sure, becomes highly qualified, may earn a 
master‘s degree, and receives a valid and reli-
able evaluation of the teacher’s teaching skills. 
‘‘SEC. 202. PARTNERSHIP GRANTS. 
‘‘(a) PROGRAM AUTHORIZED.—From amounts made 
available under section 208, the Secretary is authorized 
to award grants, on a competitive basis, to eligible part-
nerships, to enable the eligible partnerships to carry out 
the activities described in subsection (c). 
‘‘(b) APPLICATION.—Each eligible partnership desir-
ing a grant under this section shall submit an application 
to the Secretary at such time, in such manner, and accom-
panied by such information as the Secretary may require. 
Each such application shall contain— 
‘‘(1) a needs assessment of all the partners in 
the eligible partnership with respect to the prepara-
tion, ongoing training, professional development, and 
retention, of general and special education teachers 
and principals; 
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‘‘(2) a description of the extent to which the 
program prepares prospective and new teachers with 
strong teaching skills; 
‘‘(3) a description of the extent to which the 
program will prepare prospective and new teachers 
to understand scientifically based research and data 
and the applicability of scientifically based research 
and data in the classroom; 
‘‘(4) a description of how the partnership will 
coordinate strategies and activities assisted under 
the grant with other teacher preparation or profes-
sional development programs, including those funded 
under the Elementary and Secondary Education Act 
of 1965 and the Individuals with Disabilities Edu-
cation Act, and through the National Science Foun-
dation, and how the activities of the partnership will 
be consistent with State, local, and other education 
reform activities that promote student achievement; 
‘‘(5) a resource assessment that describes the 
resources available to the partnership, including— 
‘‘(A) the integration of funds from other 
related sources; 
‘‘(B) the intended use of the grant funds; 
‘‘(C) the commitment of the resources of 
the partnership to the activities assisted under 
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this section, including financial support, faculty 
participation, and time commitments, and to 
the continuation of the activities when the grant 
ends; 
‘‘(6) a description of— 
‘‘(A) how the partnership will meet the 
purposes of this part; 
‘‘(B) how the partnership will carry out 
the activities required under subsection (e) or 
(f), or both, based on the needs identified in 
paragraph (1), with the goal of improving stu-
dent achievement; 
‘‘(C) the partnership’s evaluation plan 
under section 204(a); 
‘‘(D) how the partnership will align the 
teacher preparation program with the student 
academic achievement standards and academic 
content standards under section 1111(b)(2) of 
the Elementary and Secondary Education Act 
of 1965, established by the State in which the 
partnership is located; 
‘‘(E) how faculty at the partner institution 
will work with, during the term of the grant, 
highly qualified teachers in the classrooms of 
schools served by the high-need local edu-
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cational agency in the partnership to provide 
high-quality professional development activities; 
‘‘(F) how the partnership will design, im-
plement, or enhance a year-long, rigorous, and 
enriching teaching preservice clinical program 
component; 
‘‘(G) the in-service professional develop-
ment strategies and activities to be supported; 
‘‘(H) how the partnership will collect, ana-
lyze, and use data on the retention of all teach-
ers in schools located in the geographic area 
served by the partnership to evaluate the effec-
tiveness of the partnership’s teacher support 
system; and 
‘‘(I) how the partnership will ensure that 
teachers, principals, and superintendents in pri-
vate elementary and secondary schools located 
in the geographic areas served by an eligible 
partnership under this part will participate eq-
uitably in accordance with section 9501 of the 
Elementary and Secondary Education Act of 
1965 (20 U.S.C. 7881); and 
‘‘(7) with respect to the induction program re-
quired as part of the activities carried out under this 
section— 
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‘‘(A) a demonstration that the schools and 
departments within the institution of higher 
education that are part of the induction pro-
gram have relevant and essential roles in the ef-
fective preparation of teachers, including con-
tent expertise and expertise in teaching; 
‘‘(B) a demonstration of the partnership’s 
capability and commitment to the use of empiri-
cally based practice and scientifically based re-
search on teaching and learning, and the acces-
sibility to and involvement of faculty; 
‘‘(C) a description of how the teacher prep-
aration program will design and implement an 
induction program to support all new teachers 
through not less than the first 2 years of teach-
ing in the further development of the new 
teachers’ teaching skills, including the use of 
mentors who are trained and compensated by 
such program for the mentors’ work with new 
teachers; and 
‘‘(D) a description of how faculty involved 
in the induction program will be able to sub-
stantially participate in an elementary or sec-
ondary school classroom setting, including re-
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lease time and receiving workload credit for 
such participation. 
‘‘(c) REQUIRED USE OF GRANT FUNDS.—An eligible 
partnership that receives a grant under this part shall use 
grant funds to carry out a program for the preparation 
of teachers under subsection (e), a teaching residency pro-
gram under subsection (f), or both such programs. 
‘‘(d) PRIORITY.—In making grants under this part, 
the Secretary shall give priority to eligible partnerships 
seeking to carry out an effective program for teacher prep-
aration under subsection (e). 
‘‘(e) PARTNERSHIP GRANTS FOR TEACHER PREPA-
RATION.—An eligible partnership that receives a grant to 
carry out an effective program for teacher preparation 
shall carry out all of the following: 
‘‘(1) REFORMS.— 
‘‘(A) 
IN
GENERAL.—Implementing 
re-
forms, described in subparagraph (B), within 
each teacher preparation program of the eligible 
partnership that is assisted under this section, 
to hold each program accountable for— 
‘‘(i) preparing— 
‘‘(I) current or prospective teach-
ers to be highly qualified (including 
teachers in rural school districts who 
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100 
‘‘(iii) the percentage of students tak-
ing an assessment who completed the 
teacher preparation program after enroll-
ing in the program, which shall be made 
available widely and publicly by the State. 
‘‘(E) A description of alternative routes to 
State certification or licensure in the State (in-
cluding any such routes operated by entities 
that are not institutions of higher education), if 
any, including, for each of the assessments used 
by the State for teacher certification or licen-
sure— 
‘‘(i) the percentage of individuals par-
ticipating in such routes, or who have com-
pleted such routes during the 2-year period 
preceding the date of the determination, 
who passed each such assessment; and 
‘‘(ii) the average scaled score of indi-
viduals participating in such routes, or who 
have completed such routes during the pe-
riod preceding the date of the determina-
tion, who took each such assessment. 
‘‘(F) A description of the State’s criteria 
for assessing the performance of teacher prepa-
ration programs within institutions of higher 
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101 
education in the State. Such criteria shall in-
clude indicators of the academic content knowl-
edge and teaching skills of students enrolled in 
such programs. 
‘‘(G) For each teacher preparation pro-
gram in the State, the criteria for admission 
into the program, the number of students in the 
program, disaggregated by race and gender (ex-
cept that such disaggregation shall not be re-
quired in a case in which the number of stu-
dents in a category is insufficient to yield sta-
tistically reliable information or the results 
would reveal personally identifiable information 
about an individual student), the average num-
ber of hours of supervised clinical experience re-
quired for those in the program, and the num-
ber of full-time equivalent faculty, adjunct fac-
ulty, and students in supervised clinical experi-
ence. 
‘‘(H) For the State as a whole, and for 
each teacher preparation program in the State, 
the number of teachers prepared, in the aggre-
gate and reported separately by— 
‘‘(i) area of certification or licensure; 
‘‘(ii) academic major; and 
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