information described in clause (i) the pass rate 
and average score of students taking the teach-
er performance assessment, disaggregated by 
subject area, race (as defined in section 
153(a)(3) of the Education Sciences Reform 
Act of 2002 (20 U.S.C. 9543(a)(3))), ethnicity, 
and gender, except that such disaggregation 
shall not be required in a case in which the re-
sult would reveal personally identifiable infor-
mation about an individual student.’’; and 
(iii) by striking subparagraphs (G) 
through (L) and inserting the following: 
‘‘(G) For each teacher and school leader 
preparation program in the State the following: 
‘‘(i) The programs’ admission rate 
and median grade point average and range 
of grade point averages for admitted stu-
dents. 
‘‘(ii) The number of students in the 
program disaggregated by race (as defined 
in section 153(a)(3) of the Education 
Sciences Reform Act of 2002 (20 U.S.C. 
9543(a)(3))), ethnicity, and gender. 
‘‘(iii) The number of hours and types 
of supervised clinical preparation required. 
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‘‘(iv) Whether such program has been 
identified as low-performing, as designated 
by the State under section 207(a). 
‘‘(v) For each school leader prepara-
tion program in the State, the total num-
ber and percentage of program completers 
placed as principals who are rated as effec-
tive or above on the State school leader 
evaluation and support systems (as de-
scribed in section 2101(c)(4)(B)(2) of the 
Elementary and Secondary Education Act 
of 1965) or, if no such ratings are avail-
able, other comparable indicators of per-
formance after three years of leading a 
school. 
‘‘(H) For the State as a whole, and for 
each teacher preparation entity in the State, 
the number of teachers prepared, in the aggre-
gate and reported separately by the following: 
‘‘(i) Area of certification or licensure. 
‘‘(ii) Academic major. 
‘‘(iii) Subject area for which the 
teacher has been prepared to teach. 
‘‘(iv) The relationship of the subject 
area and grade span of teachers graduated 
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by the teacher preparation entity to the 
teacher workforce needs of the State. 
‘‘(v) The percentage of teachers grad-
uated teaching in high-need schools. 
‘‘(vi) Race (as defined in section 
153(a)(3) of the Education Sciences Re-
form Act of 2002 (20 U.S.C. 9543(a)(3))), 
gender, and ethnicity.’’; and 
(B) by adding at the end the following: 
‘‘(3) NO
REQUIREMENT
FOR
REPORTING
ON 
STUDENTS NOT RESIDING IN THE STATE.—Nothing 
in this section shall require a State to report data 
on program completers who do not reside in such 
State.’’; and 
(3) in subsection (d)(2), by adding at the end 
the following: 
‘‘(D) The relationship of the subject area 
and grade span of teachers graduated by teach-
er preparation entities across the States to 
identified teacher shortage areas. 
‘‘(E) The number and percentages of such 
graduates teaching in high-need schools.’’. 
SEC. 8. TEACHER DEVELOPMENT. 
Section 206 of the Higher Education Act of 1965 (20 
U.S.C. 1022e) is amended by striking ‘‘limited English 
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proficient’’ both places it appears and inserting ‘‘English 
learner’’. 
SEC. 9. STATE FUNCTIONS. 
Section 207 of the Higher Education Act of 1965 (20 
U.S.C. 1022f) is amended to read as follows: 
‘‘SEC. 207. STATE FUNCTIONS. 
‘‘(a) STATE ASSESSMENT.— 
‘‘(1) IN GENERAL.—In order to receive funds 
under this Act or under title II of the Elementary 
and Secondary Education Act of 1965 (20 U.S.C. 
6601 et seq.), a State shall conduct an assessment 
to identify at-risk and low-performing teacher and 
school leader preparation programs in the State and 
to assist such programs through the provision of 
technical assistance. 
‘‘(2) PROVISION OF LOW-PERFORMING LIST.— 
Each State described in paragraph (1) shall— 
‘‘(A) provide the Secretary and the general 
public an annual list of low-performing teacher 
and school leader preparation programs and an 
identification of those programs at risk of being 
placed on such list, as applicable; 
‘‘(B) report any teacher and school leader 
preparation program that has been closed and 
the reasons for such closure; and 
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‘‘(C) describe the assessment, described in 
paragraph (1), in the report under section 
205(b). 
‘‘(3) DETERMINATION OF AT-RISK AND LOW- 
PERFORMING
PROGRAMS.—The levels of perform-
ance and the criteria for meeting those levels for 
purposes of the assessment under paragraph (1) 
shall be determined by the State in consultation with 
a representative group of community stakeholders, 
including, at a minimum, representatives of leaders 
and faculty of traditional and alternative route 
teacher and school leader preparation programs, pre-
kindergarten through 12th grade leaders and in-
structional staff, current teacher and school leader 
candidates participating in traditional and alter-
native route teacher or school leader preparation 
programs, the State’s standards board or other ap-
propriate standards body, and other stakeholders 
identified by the State. In making such determina-
tion, the State shall consider multiple measures and 
the information reported by teacher preparation en-
tities under section 205. 
‘‘(b) REPORTING AND IMPROVEMENT.—In order to 
receive funds under this Act or under title II of the Ele-
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mentary and Secondary Education Act of 1965 (20 U.S.C. 
6601 et seq.), a State shall— 
‘‘(1) report to the Secretary and the general 
public any programs described in subsection (a); 
‘‘(2) establish a period of improvement and re-
design (as established by the State) for programs 
identified as at-risk under subsection (a); 
‘‘(3) provide programs identified as at-risk 
under subsection (a) with technical assistance for a 
period of not longer than 3 years; 
‘‘(4) identify at-risk programs as low-per-
forming if there is not sufficient improvement fol-
lowing the period of technical assistance provided by 
the State; and 
‘‘(5) subject low-performing programs to the 
provisions described in subsection (c) (as determined 
by the State) not later than 1 year after the date 
of such identification as a low-performing program. 
‘‘(c) TERMINATION OF ELIGIBILITY.—Any teacher or 
school leader preparation program that is projected to 
close— 
‘‘(1) shall be ineligible for any funding for pro-
fessional development activities awarded by the De-
partment; 
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‘‘(2) may not be permitted to provide new 
awards under subpart 9 of part A of title IV; and 
‘‘(3) shall provide transitional support, includ-
ing remedial services if necessary, for students en-
rolled in the program in the year prior to such clo-
sure. 
‘‘(d) APPLICATION OF THE REQUIREMENTS.—The 
requirements of this section shall apply to both traditional 
teacher preparation programs and alternative routes to 
State certification and licensure programs.’’. 
SEC. 10. GENERAL PROVISIONS. 
Section 208(a) of the Higher Education Act of 1965 
(20 U.S.C. 1022g(a)) is amended by striking ‘‘sections 
205 and 206’’ and inserting ‘‘section 205’’. 
SEC. 11. ELEVATION OF THE EDUCATION PROFESSION 
STUDY. 
Part A of title II of the Higher Education Act of 
1965 (20 U.S.C. 1022 et seq.) is amended by inserting 
after section 208 the following: 
‘‘SEC. 209. ELEVATION OF THE EDUCATION PROFESSION 
STUDY. 
‘‘(a) PURPOSE.—The purpose of the elevation of the 
profession feasibility study is to examine State policies re-
lated to teacher and school leader education and certifi-
cation, produce a comprehensive set of expectations that 
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sets a high bar for entry into the profession and ensures 
that all entering teachers and school leaders are profes-
sion-ready, and develop recommendations to Congress on 
best practices with respect to elevating the education pro-
fession that are evidence-based, reliable, and verified by 
the field. 
‘‘(b) ESTABLISHMENT.— 
‘‘(1) IN GENERAL.—The Secretary of Education 
shall establish an Advisory Committee to carry out 
the elevation of the education profession study de-
scribed in subsection (c) and make recommendations 
to Congress on the findings. 
‘‘(2) MEMBERSHIP
OF
THE
ADVISORY
COM-
MITTEE.—The Advisory Committee shall include 
representatives or advocates from the following cat-
egories: 
‘‘(A) Teacher unions. 
‘‘(B) School leader organizations. 
‘‘(C) State and local officials. 
‘‘(D) State educational agencies and local 
educational agencies. 
‘‘(E) Teacher and school leader advocacy 
organizations. 
‘‘(F) School administrator organizations. 
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‘‘(G) Institutions of higher education, in-
cluding colleges of teacher education. 
‘‘(H) Civil rights organizations. 
‘‘(I) Organizations representing students 
with disabilities. 
‘‘(J) Organizations representing English 
learners. 
‘‘(K) Nonprofit organizations representing 
subject-fields, such as STEM Educator organi-
zations, comprehensive literacy Educator orga-
nizations, and arts and humanities educator or-
ganizations. 
‘‘(L) Professional development organiza-
tions. 
‘‘(M) Educational technology organiza-
tions. 
‘‘(N) Nonprofit research organizations. 
‘‘(O) Organizations representing nontradi-
tional pathways into teacher and school leader 
education. 
‘‘(P) Organizations representing parents. 
‘‘(c) DUTIES OF THE ADVISORY COMMITTEE.— 
‘‘(1) FEASIBILITY STUDY.—The Advisory Com-
mittee shall conduct a feasibility study to— 
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‘‘(A) assess the state of policies and prac-
tices related to teacher and school leader edu-
cation and entry into the profession including 
barriers to achieving certification and licensure, 
best practices in producing profession-ready 
teachers and school leaders, and recruitment 
and retention of teachers and school leaders in 
schools; 
‘‘(B) compile best practices for educating 
and training profession-ready teachers and 
school leaders including evidence-based prac-
tices for training teachers and school leaders to 
support diverse learners, developing teacher and 
school leaders, and successful pre-service and 
in-service educational activities; 
‘‘(C) review certification and credentialing 
practices throughout the Nation including min-
imum standards in each State, differences in 
types of credentials, and impact of different 
certification processes in each State for teach-
ers and school leaders who relocate; and 
‘‘(D) recommend a comprehensive set of 
rigorous expectations for States standards to 
elevate the profession of teaching and to 
produce profession-ready teachers and school 
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leaders prepared to educate diverse learners in 
inclusive educational settings. 
‘‘(2) REPORTS.— 
‘‘(A) Not later than 1 year after the Advi-
sory Committee’s first meeting, the Committee 
shall submit an interim report to the Secretary 
and to the authorizing committees detailing the 
methods of the study and progress in devel-
oping the set of comprehensive and rigorous ex-
pectations. 
‘‘(B) Not later than 3 years after the Advi-
sory Committee’s first meeting, the Committee 
shall submit a final report to the Secretary and 
to the authorizing committees detailing the 
findings, recommendations, and suggested set 
of comprehensive and rigorous expectations. 
‘‘(3) DISSEMINATION
OF
INFORMATION.—In 
carrying out the study under paragraph (1), the Sec-
retary shall disseminate information found in the 
study in an accessible format to all stakeholders. 
‘‘(4) DATABASE.—Not later than 180 days 
after the date of the enactment of this subsection, 
the Secretary shall produce an electronically acces-
sible clearinghouse of State certification procedures 
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and best State practices for producing and retaining 
profession-ready teachers and school leaders.’’. 
SEC. 12. AUTHORIZATION OF APPROPRIATIONS. 
Part A of title II of the Higher Education Act of 
1965 (20 U.S.C. 1022 et seq.) is amended— 
(1) by redesignating section 209 as section 210; 
and 
(2) in section 210, as so redesignated— 
(A) by striking ‘‘2009’’ and inserting 
‘‘2026’’; and 
(B) by striking ‘‘two succeeding’’ and in-
serting ‘‘5 succeeding’’. 
Æ 
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