‘‘(bb) differentiate instruc-
tion for such students; and 
‘‘(V) can successfully employ sci-
entifically based reading research and 
effective strategies for reading in-
struction using the essential compo-
nents of reading instruction; 
‘‘(iii) ensuring collaboration with de-
partments, programs, or units of a partner 
institution outside of the teacher prepara-
tion program in all academic content areas 
to ensure that new teachers receive train-
ing in both teaching and relevant content 
areas in order to become highly qualified; 
‘‘(iv) developing admissions goals and 
priorities in collaboration with the hiring 
objectives of the high-need local edu-
cational agency in the eligible partnership; 
and 
‘‘(v) implementing teacher preparation 
program curriculum changes to prepare 
teachers to teach Advanced Placement or 
International Baccalaureate courses. 
‘‘(2) 
CLINICAL
EXPERIENCE
AND
INTER-
ACTION.—Developing and improving a sustained and 
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high-quality pre-service clinical education program to 
further develop the teaching skills of all prospective 
teachers involved in the program. Such program 
shall do the following: 
‘‘(A) Incorporate year-long opportunities 
for enrichment activity or a combination of ac-
tivities, including— 
‘‘(i) clinical learning in classrooms in 
high-need schools served by the high-need 
local educational agency in the eligible 
partnership and identified by the eligible 
partnership; and 
‘‘(ii) closely supervised interaction be-
tween faculty and new and experienced 
teachers, principals, and other administra-
tors at elementary schools or secondary 
schools, and providing support for such 
interaction. 
‘‘(B) Integrate pedagogy and classroom 
practice and promote effective teaching skills in 
academic content areas. 
‘‘(C) Provide high-quality teacher men-
toring. 
‘‘(D)(i) Be offered over the course of a 
program of teacher preparation; 
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‘‘(ii) be tightly aligned with course 
work (and may be developed as a 5th year 
of a teacher preparation program); and 
‘‘(iii) where feasible, allow prospective 
teachers to learn to teach in the same 
school district in which the teachers will 
work, learning the instructional initiatives 
and curriculum of that district. 
‘‘(E) Provide support and training for 
those individuals participating in an activity for 
prospective teachers described in this paragraph 
or paragraph (3), and for those who serve as 
mentors for such teachers, based on each indi-
vidual’s experience. such support may include— 
‘‘(i) with respect to a prospective 
teacher or a mentor, release time for such 
individual’s participation; 
‘‘(ii) with respect to a faculty member, 
receiving course workload credit and com-
pensation for time teaching in the eligible 
partnership’s activities; and 
‘‘(iii) with respect to a mentor, a sti-
pend, which may include bonus, differen-
tial, incentive, or performance based pay. 
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‘‘(3) INDUCTION PROGRAMS FOR NEW TEACH-
ERS.—Creating an induction program for new teach-
ers. 
‘‘(4) TEACHER RECRUITMENT.—Developing and 
implementing effective mechanisms to ensure that 
the eligible partnership is able to recruit qualified in-
dividuals to become highly qualified teachers, par-
ticularly highly qualified special education, math, 
and science teachers, through the activities of the el-
igible partnership. Such mechanisms shall include— 
‘‘(A) establishing within the high-need 
local educational agency served by the eligible 
partnership a performance based compensation 
system to reward effective teachers who produce 
demonstrated growth in student achievement. 
Such compensation system shall be developed 
with the demonstrated support of teachers; 
‘‘(B) developing strategies that provide dif-
ferential and bonus pay to recruit— 
‘‘(i) highly qualified teachers to teach 
in high-need academic subjects, such as 
reading, mathematics, and science; 
‘‘(ii) highly qualified teachers to teach 
in schools within the jurisdiction of the eli-
gible partnership identified for school im-
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provement under section 1116(b) of the 
Elementary and Secondary Education Act 
of 1965 (20 U.S.C. 6316(b)); 
‘‘(iii) special education teachers; 
‘‘(iv) teachers specializing in teaching 
limited English proficient children; and 
‘‘(v) highly qualified teachers in urban 
or rural schools within the jurisdiction of 
the eligible partnership; and 
‘‘(C) developing alternative routes to State 
certification and traditional preparation to be-
come highly qualified teachers through— 
‘‘(i) innovative approaches that reduce 
unnecessary barriers to State certification 
while producing highly qualified teachers, 
which may include articulation agreements 
between institutions of higher education 
that are members of eligible partnerships 
under this section; and 
‘‘(ii) alternative routes to State certifi-
cation of teachers for qualified individuals, 
including mid-career professionals from 
other occupations, former military per-
sonnel, and recent college graduates with 
records of academic distinction. 
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‘‘(5) TEACHER REMOVAL.—Developing and im-
plementing effective mechanisms to ensure that local 
educational agencies and schools served by the eligi-
ble partnership are able to remove expeditiously in-
competent or unqualified teachers consistent with 
procedures to ensure due process for the teachers. 
‘‘(f) PARTNERSHIP GRANTS FOR THE ESTABLISH-
MENT OF TEACHING RESIDENCY PROGRAMS.— 
‘‘(1) IN GENERAL.—An eligible partnership re-
ceiving a grant to carry out an effective teaching 
residency program shall carry out a program that 
includes all of the following activities: 
‘‘(A) Supporting a teaching residency pro-
gram described in paragraph (2) for high-need 
subjects and areas, as determined by the needs 
of the high-need local educational agency in the 
partnership. 
‘‘(B) Modifying staffing procedures to pro-
vide greater flexibility for local educational 
agency and school leaders to establish effective 
school-level staffing in order to facilitate place-
ment of graduates of the teaching residency 
program in cohorts that facilitate professional 
collaboration, both among graduates of the 
teaching residency program and between such 
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graduates and mentor teachers in the receiving 
school. 
‘‘(C) Ensuring that teaching residents that 
participated in the teaching residency program 
receive— 
‘‘(i) effective preservice preparation as 
described in paragraph (2); 
‘‘(ii) teacher mentoring; 
‘‘(iii) induction through the induction 
program as the teaching residents enter 
the classroom as new teachers; and 
‘‘(iv) the preparation described in sub-
paragraphs (A), (B), and (C) of subsection 
(e)(2). 
‘‘(2) TEACHING RESIDENCY PROGRAMS.— 
‘‘(A) ESTABLISHMENT
AND
DESIGN.—A 
teaching residency program under this para-
graph shall be a program based upon models of 
successful teaching residencies that serves as a 
mechanism to prepare teachers for success in 
the high-need schools in the eligible partner-
ship, and shall be designed to include the fol-
lowing characteristics of successful programs: 
‘‘(i) The integration of pedagogy, 
classroom practice, and teacher mentoring. 
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‘‘(ii) Engagement of teaching resi-
dents in rigorous coursework while under-
taking a guided teaching apprenticeship. 
‘‘(iii) Experience and learning oppor-
tunities alongside a trained and experi-
enced mentor teacher— 
‘‘(I) whose teaching shall com-
plement the residency program so that 
classroom clinical practice is tightly 
aligned with coursework; 
‘‘(II) who shall have extra re-
sponsibilities as a teacher leader of 
the teaching residency program, as a 
mentor for residents, and as a teacher 
coach during the induction program 
for novice teachers, and for estab-
lishing, within the program, a learn-
ing community in which all individuals 
are expected to continually improve 
their capacity to advance student 
learning; and 
‘‘(III) who may have full relief 
from teaching duties as a result of 
such additional responsibilities. 
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‘‘(iv) The establishment of clear cri-
teria for the selection of mentor teachers 
based on measures of teacher effectiveness 
and the appropriate subject area knowl-
edge. Evaluation of teacher effectiveness 
shall be based on observations of such do 
mains of teaching as the following: 
‘‘(I) Demonstrated knowledge of 
content, pedagogy, and assessment, 
including the use of formative assess-
ments to improve student learning. 
‘‘(II) 
Appropriate 
instruction 
that engages students with different 
learning styles. 
‘‘(III) Collaboration with col-
leagues to improve instruction. 
‘‘(IV) Analysis of gains in stu-
dent learning, that, when feasible, 
may include valid and reliable objec-
tive measures of the influence of 
teachers on the rate of student aca-
demic progress. 
‘‘(V) In the case of mentor can-
didates who will be mentoring current 
or future literacy and mathematics 
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coaches or instructors, an under-
standing of scientifically based read-
ing research and appropriate skills in 
the essential components of reading 
instruction, teacher training in lit-
eracy instructional strategies across 
core subject areas, and teacher train-
ing 
in 
mathematics 
instructional 
strategies, as appropriate. 
‘‘(v) Grouping of teaching residents in 
cohorts to facilitate professional collabora-
tion among such residents. 
‘‘(vi) The development of admissions 
goals and priorities aligned with the hiring 
objectives of the local educational agency 
partnering with the program, as well as 
the instructional initiatives and curriculum 
of the agency, in exchange for a commit-
ment by the agency to hire graduates from 
the teaching residency program. 
‘‘(vii) Support for residents, once the 
teaching residents are hired as teachers of 
record, through an induction program, pro-
fessional development, and networking op-
portunities 
to 
support 
the 
residents 
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through not less than the residents’ first 2 
years of teaching. 
‘‘(B) SELECTION
OF
INDIVIDUALS
AS 
TEACHER RESIDENTS.— 
‘‘(i) ELIGIBLE INDIVIDUAL.—In order 
to be eligible to be a teacher resident in a 
teaching residency program under this 
paragraph, an individual shall— 
‘‘(I) be a recent graduate of a 4- 
year institution of higher education or 
a mid-career professional from outside 
the field of education possessing 
strong content knowledge or a record 
of professional accomplishment; and 
‘‘(II) submit an application to 
the teaching residency program. 
‘‘(ii) SELECTION CRITERIA.—An eligi-
ble partnership carrying out a teaching 
residency program under this subpara-
graph shall establish criteria for the selec-
tion of eligible individuals to participate in 
the teaching residency program based on 
the following characteristics: 
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‘‘(I) Strong content knowledge or 
record of accomplishment in the field 
or subject area to be taught. 
‘‘(II) Strong verbal and written 
communication skills, which may be 
demonstrated by performance on ap-
propriate tests. 
‘‘(III) Other attributes linked to 
effective teaching determined by per-
formance-based assessments. 
‘‘(C) STIPEND
AND
SERVICE
REQUIRE-
MENT.— 
‘‘(i) STIPEND.—A teaching residency 
program under this paragraph shall pro-
vide a 1-year living stipend or salary to 
teaching residents during the 1-year teach-
ing residency program. 
‘‘(ii) SERVICE REQUIREMENT.—As a 
condition of receiving a stipend under this 
subparagraph, a teaching resident shall 
agree to teach in a high-need school served 
by the high-need local educational agency 
in the eligible partnership for a period of 
3 or more years after completing the 1- 
year teaching residency program. 
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‘‘(iii) REPAYMENT.—If a teaching 
resident who received a stipend under this 
subparagraph does not complete the serv-
ice requirement described in clause (ii), 
such individual shall repay to the high 
need local educational agency a pro rata 
portion of the stipend amount for the 
amount of teaching time that the indi-
vidual did not complete. 
‘‘(g) CONSULTATION.— 
‘‘(1) IN
GENERAL.—Members of an eligible 
partnership that receives a grant under this section 
shall engage in regular consultation throughout the 
development and implementation of programs and 
activities under this section. 
‘‘(2) REGULAR
COMMUNICATION.—To ensure 
timely and meaningful consultation, regular commu-
nication shall occur among all members of the eligi-
ble partnership, including the high-need local edu-
cational agency. Such communication shall continue 
throughout the implementation of the grant and the 
assessment of programs and activities under this 
section. 
‘‘(3) WRITTEN CONSENT.—The Secretary may 
approve changes in grant activities of a grant under 
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this section only if a written consent signed by all 
members of the eligible partnership is submitted to 
the Secretary. 
‘‘(h) CONSTRUCTION.—Nothing in this section shall 
be construed to prohibit an eligible partnership from using 
grant funds to coordinate with the activities of eligible 
partnerships in other States or on a regional basis through 
Governors, State boards of education, State educational 
agencies, State agencies responsible for early childhood 
education, local educational agencies, or State agencies for 
higher education. 
‘‘(i) SUPPLEMENT, NOT SUPPLANT.—Funds made 
available under this section shall be used to supplement, 
and not supplant, other Federal, State, and local funds 
that would otherwise be expended to carry out activities 
under this section. 
‘‘SEC. 203. ADMINISTRATIVE PROVISIONS. 
‘‘(a) DURATION; NUMBER
OF
AWARDS; PAY-
MENTS.— 
‘‘(1) DURATION.—A grant awarded under this 
part shall be awarded for a period of 5 years. 
‘‘(2) NUMBER OF AWARDS.—An eligible part-
nership, and each individual member that is a part 
of the eligible partnership, may not receive more 
than 1 grant under this part. 
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‘‘(3) PAYMENTS.—The Secretary shall make 
annual payments of grant funds awarded under this 
part. 
‘‘(b) PEER REVIEW.— 
‘‘(1) PANEL.—The Secretary shall provide the 
applications submitted under this part to a peer re-
view panel for evaluation. With respect to each ap-
plication, the peer review panel shall initially rec-
ommend the application for funding or for dis-
approval. 
‘‘(2) PRIORITY.—In recommending applications 
to the Secretary for funding under this part, the 
panel shall give priority— 
‘‘(A) to applications from broad-based eli-
gible partnerships that involve businesses and 
community organizations; and 
‘‘(B) to eligible partnerships so that the 
awards promote an equitable geographic dis-
tribution of grants among rural and urban 
areas. 
‘‘(3) SECRETARIAL SELECTION.—The Secretary 
shall determine, based on the peer review process, 
which applications shall receive funding and the 
amounts of the grants. In determining the grant 
amount, the Secretary shall take into account the 
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total amount of funds available for all grants under 
this part and the types of activities proposed to be 
carried out by the eligible partnership. 
‘‘(c) MATCHING REQUIREMENTS.— 
‘‘(1) IN GENERAL.—Each eligible partnership 
receiving a grant under this part shall provide, from 
non-Federal sources, an amount equal to 100 per-
cent of the amount of the grant, which may be pro-
vided in cash or in-kind, to carry out the activities 
supported by the grant. 
‘‘(2) WAIVER.—The Secretary may waive all or 
part of the matching requirement described in para-
graph (1) for any fiscal year for an eligible partner-
ship, if the Secretary determines that applying the 
matching requirement to the eligible partnership 
would result in serious hardship or an inability to 
carry out the authorized activities described in this 
part. 
‘‘(d) LIMITATION ON ADMINISTRATIVE EXPENSES.— 
An eligible partnership that receives a grant under this 
part may use not more than 2 percent of the grant funds 
for purposes of administering the grant. 
‘‘SEC. 204. ACCOUNTABILITY AND EVALUATION. 
‘‘(a) ELIGIBLE PARTNERSHIP EVALUATION.—Each 
eligible partnership submitting an application for a grant 
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under this part shall establish and include in such applica-
tion, an evaluation plan that includes strong performance 
objectives. The plan shall include objectives and measures 
for increasing— 
‘‘(1) student achievement for all students as 
measured by the eligible partnership; 
‘‘(2) teacher retention in the first 3 years of a 
teacher’s career; 
‘‘(3) improvement in the pass rates and scaled 
scores for initial State certification or licensure of 
teachers; and 
‘‘(4)(A) the percentage of highly qualified 
teachers hired by the high-need local educational 
agency participating in the eligible partnership; 
‘‘(B) the percentage of such teachers who are 
members of under represented groups; 
‘‘(C) the percentage of such teachers who teach 
high-need academic subject areas (such as reading, 
mathematics, science, and foreign language, includ-
ing less commonly taught languages and critical for-
eign languages); 
‘‘(D) the percentage of such teachers who teach 
in high-need areas (including special education and 
English language instruction educational programs 
for limited English proficient students); and 
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‘‘(E) the percentage of such teachers in high 
need schools, disaggregated by the elementary and 
secondary school levels. 
‘‘(b) INFORMATION.—An eligible partnership receiv-
ing a grant under this part shall ensure that teachers, 
principals, school superintendents, and faculty and leader-
ship at institutions of higher education located in the geo-
graphic areas served by the eligible partnership under this 
part are provided information about the activities carried 
out with funds under this part, including through elec-
tronic means. 
‘‘(c) REVOCATION OF GRANT.—If the Secretary de-
termines that an eligible partnership receiving a grant 
under this part is not making substantial progress in 
meeting the purposes, goals, objectives, and measures, as 
appropriate, of the grant by the end of the third year of 
a grant under this part, then the Secretary shall require 
such eligible partnership to submit a revised application 
that identifies the steps the partnership will take to make 
substantial progress to meet the purposes, goals, objec-
tives, and measures, as appropriate, of this part. 
‘‘(d) EVALUATION AND DISSEMINATION.—The Sec-
retary shall evaluate the activities funded under this part 
and report the Secretary’s findings regarding the activities 
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to the authorizing committees. The Secretary shall broadly 
disseminate— 
‘‘(1) successful practices developed by eligible 
partnerships under this part; and 
‘‘(2) information regarding such practices that 
were found to be ineffective. 
‘‘SEC. 205. ACCOUNTABILITY FOR PROGRAMS THAT PRE-
PARE TEACHERS. 
‘‘(a) INSTITUTIONAL AND PROGRAM REPORT CARDS 
ON THE QUALITY OF TEACHER PREPARATION.— 
‘‘(1) REPORT CARD.—Each institution of higher 
education that conducts a traditional teacher prepa-
ration program or alternative routes to State certifi-
cation or licensure program and that enrolls stu-
dents receiving Federal assistance under this Act 
shall report annually to the State and the general 
public, in a uniform and comprehensible manner 
that conforms with the definitions and methods es-
tablished by the Secretary, both for traditional 
teacher preparation programs and alternative routes 
to State certification or licensure programs, the fol-
lowing information: 
‘‘(A) PASS RATES AND SCALED SCORES.— 
For the most recent year for which the informa-
tion is available for those students who took the 
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assessments and are enrolled in the traditional 
teacher preparation program or alternative 
routes to State certification or licensure pro-
gram, and for those who have taken the assess-
ments and have completed the traditional teach-
er preparation program or alternative routes to 
State certification or licensure program during 
the 2-year period preceding such year, for each 
of the assessments used for teacher certification 
or licensure by the State in which the program 
is located— 
‘‘(i) the percentage of students who 
have completed 100 percent of the nonclin-
ical coursework and taken the assessment 
who pass such assessment; 
‘‘(ii) the percentage of all such stu-
dents who passed each such assessment; 
‘‘(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; 
‘‘(iv) the average scaled score for all 
students who took each such assessment; 
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‘‘(v) a comparison of the program’s 
pass rates with the average pass rates for 
programs in the State; and 
‘‘(vi) a comparison of the program’s 
average scaled scores with the average 
scaled scores for programs in the State. 
‘‘(B) PROGRAM
INFORMATION.—The cri-
teria for admission into the program, the num-
ber of students in the program (disaggregated 
by race and gender), the average number of 
hours of supervised clinical experience required 
for those in the program, the number of full- 
time equivalent faculty and students in the su-
pervised clinical experience, and the total num-
ber of students who have been certified or li-
censed as teachers, disaggregated by subject 
and area of certification or licensure. 
‘‘(C) STATEMENT.—In States that require 
approval or accreditation of teacher preparation 
programs, a statement of whether the institu-
tion’s program is so approved or accredited, 
and by whom. 
‘‘(D) 
DESIGNATION
AS
LOW-PER-
FORMING.—Whether the program has been des-
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ignated as low-performing by the State under 
section 207(a). 
‘‘(E) USE
OF
TECHNOLOGY.—A descrip-
tion of the activities that prepare teachers to ef-
fectively integrate technology into curricula and 
instruction and effectively use technology to col-
lect, manage, and analyze data in order to im-
prove teaching, learning, and decisionmaking 
for the purpose of increasing student academic 
achievement. 
‘‘(2) REPORT.—Each eligible partnership re-
ceiving a grant under section 202 shall report annu-
ally on the progress of the eligible partnership to-
ward meeting the purposes of this part and the ob-
jectives and measures described in section 204(a). 
‘‘(3) FINES.—The Secretary may impose a fine 
not to exceed $25,000 on an institution of higher 
education for failure to provide the information de-
scribed in this subsection in a timely or accurate 
manner. 
‘‘(4) SPECIAL RULE.—In the case of an institu-
tion of higher education that conducts a traditional 
teacher preparation program or alternative routes to 
State certification or licensure program and has 
fewer than 10 scores reported on any single initial 
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teacher certification or licensure assessment during 
an academic year, the institution shall collect and 
publish information, as required under paragraph 
(1)(A), with respect to an average pass rate and 
scaled score on each State certification or licensure 
assessment taken over a 3-year period. 
‘‘(b) STATE REPORT CARD ON THE QUALITY OF 
TEACHER PREPARATION.— 
‘‘(1) IN GENERAL.—Each State that receives 
funds under this Act shall provide to the Secretary, 
annually, in a uniform and comprehensible manner 
that conforms with the definitions and methods es-
tablished by the Secretary, a State report card on 
the quality of teacher preparation in the State, both 
for traditional teacher preparation programs and for 
alternative routes to State certification or licensure 
programs, which shall include not less than the fol-
lowing: 
‘‘(A) A description of the reliability and 
validity of the teacher certification and licen-
sure assessments, and any other certification 
and licensure requirements, used by the State. 
‘‘(B) The standards and criteria that pro-
spective teachers must meet in order to attain 
initial teacher certification or licensure and to 
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be certified or licensed to teach particular aca-
demic subject areas or in particular grades 
within the State. 
‘‘(C) A description of how the assessments 
and requirements described in subparagraph 
(A) are aligned with the State’s challenging 
academic content standards required under sec-
tion 1111(b)(1) of the Elementary and Sec-
ondary Education Act of 1965 and State early 
learning standards for early childhood education 
programs. 
‘‘(D) For each of the assessments used by 
the State for teacher certification or licensure— 
‘‘(i) for each institution of higher edu-
cation located in the State and each entity 
located in the State that offers an alter-
native route for teacher certification or li-
censure, the percentage of students at such 
institution or entity who have completed 
100 percent of the nonclinical coursework 
and taken the assessment who pass such 
assessment; 
‘‘(ii) the percentage of all such stu-
dents at all such institutions taking the as-
sessment who pass such assessment; and 
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‘‘(iii) subject area for which the teach-
er has been prepared to teach. 
‘‘(I) Using the data generated under sub-
paragraphs (G) and (H), a description of the 
extent to which teacher preparation programs 
are helping to address shortages of highly quali-
fied teachers, by area of certification or licen-
sure, subject, and specialty, in the State’s pub-
lic schools. 
‘‘(J) A description of the activities that 
prepare teachers to effectively integrate tech-
nology into curricula and instruction and effec-
tively use technology to collect, manage, and 
analyze data in order to improve teaching, 
learning, and decisionmaking for the purpose of 
increasing student academic achievement. 
‘‘(2) PROHIBITION AGAINST CREATING A NA-
TIONAL LIST.—The Secretary shall not create a na-
tional list or ranking of States, institutions, or 
schools using the scaled scores provided under this 
subsection. 
‘‘(c) REPORT OF THE SECRETARY ON THE QUALITY 
OF TEACHER PREPARATION.— 
‘‘(1) REPORT CARD.—The Secretary shall pro-
vide to Congress, and publish and make widely avail-
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able, a report card on teacher qualifications and 
preparation in the United States, including all the 
information reported in subparagraphs (A) through 
(J) of subsection (b)(1). Such report shall identify 
States for which eligible partnerships received a 
grant under this part. Such report shall be so pro-
vided, published, and made available annually. 
‘‘(2) REPORT
TO
CONGRESS.—The Secretary 
shall prepare and submit a report to Congress that 
contains the following: 
‘‘(A) A comparison of States’ efforts to im-
prove the quality of the current and future 
teaching force. 
‘‘(B) A comparison of eligible partnerships’ 
efforts to improve the quality of the current 
and future teaching force. 
‘‘(C) The national mean and median scaled 
scores and pass rate on any standardized test 
that is used in more than 1 State for teacher 
certification or licensure. 
‘‘(3) SPECIAL RULE.—In the case of a teacher 
preparation program with fewer than 10 scores re-
ported on any single initial teacher certification or li-
censure assessment during an academic year, the 
Secretary shall collect and publish information, and 
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make publicly available, with respect to an average 
pass rate and scaled score on each State certification 
or licensure assessment taken over a 3-year period. 
‘‘(d) COORDINATION.—The Secretary, to the extent 
practicable, shall coordinate the information collected and 
published under this part among States for individuals 
who took State teacher certification or licensure assess-
ments in a State other than the State in which the indi-
vidual received the individual’s most recent degree. 
‘‘SEC. 205A. TEACHER DEVELOPMENT. 
‘‘(a) ANNUAL GOALS.—As a condition of receiving 
assistance under title IV, each institution of higher edu-
cation that conducts a traditional teacher preparation pro-
gram or alternative routes to State certification or licen-
sure program and that enrolls students receiving Federal 
assistance under this Act shall set annual quantifiable 
goals for— 
‘‘(1) increasing the number of prospective 
teachers trained in teacher shortage areas des-
ignated by the Secretary, including mathematics, 
science, special education, and instruction of limited 
English proficient students; and 
‘‘(2) more closely linking the training provided 
by the institution with the needs of schools and the 
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instructional decisions new teachers face in the 
classroom. 
‘‘(b) ASSURANCE.—As a condition of receiving assist-
ance under title IV, each institution described in sub-
section (a) shall provide an assurance to the Secretary 
that— 
‘‘(1) training provided to prospective teachers 
responds to the identified needs of the local edu-
cational agencies or States where the institution’s 
graduates are likely to teach, based on past hiring 
and recruitment trends; 
‘‘(2) prospective special education teachers re-
ceive coursework in core academic subjects and re-
ceive training in providing instruction in core aca-
demic subjects; 
‘‘(3) regular education teachers receive training 
in providing instruction to diverse populations, in-
cluding children with disabilities, limited English 
proficient students, and children from low-income 
families; and 
‘‘(4) prospective teachers receive training on 
how to effectively teach in urban and rural schools. 
‘‘(c) PUBLIC REPORTING.—As part of the annual re-
port card required under section 205(a)(1), an institution 
of higher education described in subsection (a) shall pub-
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licly report whether the goals established under such sub-
section have been met. 
‘‘SEC. 206. STATE FUNCTIONS. 
‘‘(a) STATE ASSESSMENT.—In order to receive funds 
under this Act, a State shall have in place a procedure 
to identify and assist, through the provision of technical 
assistance, low-performing programs of teacher prepara-
tion. Such State shall provide the Secretary an annual list 
of such low-performing teacher preparation programs that 
includes an identification of those programs at risk of 
being placed on such list. Such levels of performance shall 
be determined solely by the State and may include criteria 
based on information collected pursuant to this part. Such 
assessment shall be described in the report under section 
205(b). 
‘‘(b) TERMINATION OF ELIGIBILITY.—Any program 
of teacher preparation from which the State has with-
drawn the State’s approval, or terminated the State’s fi-
nancial support, due to the low performance of the pro-
gram based upon the State assessment described in sub-
section (a)— 
‘‘(1) shall be ineligible for any funding for pro-
fessional development activities awarded by the De-
partment; 
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‘‘(2) shall not be permitted to accept or enroll 
any student that receives aid under title IV in the 
institution’s teacher preparation program; and 
‘‘(3) shall provide transitional support, includ-
ing remedial services if necessary, for students en-
rolled at the institution at the time of termination 
of financial support or withdrawal of approval. 
‘‘(c) NEGOTIATED RULEMAKING.—If the Secretary 
develops any regulations implementing subsection (b)(2), 
the Secretary shall submit such proposed regulations to 
a negotiated rulemaking process, which shall include rep-
resentatives of States, institutions of higher education, 
and educational and student organizations. 
‘‘(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. 207. GENERAL PROVISIONS. 
‘‘(a) METHODS.—In complying with sections 205 and 
206, the Secretary shall ensure that States and institu-
tions of higher education use fair and equitable methods 
in reporting and that the reporting methods do not allow 
identification of individuals. 
‘‘(b) SPECIAL RULE.—For each State that does not 
use content assessments as a means of ensuring that all 
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teachers teaching in core academic subjects within the 
State are highly qualified, as required under section 1119 
of the Elementary and Secondary Education Act of 1965 
and in accordance with the State plan submitted or revised 
under section 1111 of such Act, and that each person em-
ployed as a special education teacher in the State who 
teaches elementary school, middle school, or secondary 
school is highly qualified by the deadline, as required 
under section 612(a)(14)(C) of the Individuals with Dis-
abilities Education Act,— 
‘‘(1) the Secretary shall, to the extent prac-
ticable, collect data comparable to the data required 
under this part from States, local educational agen-
cies, institutions of higher education, or other enti-
ties that administer such assessments to teachers or 
prospective teachers; and 
‘‘(2) notwithstanding any other provision of this 
part, the Secretary shall use such data to carry out 
requirements of this part related to assessments, 
pass rates, and scaled scores. 
‘‘(c) RELEASE OF INFORMATION TO TEACHER PREP-
ARATION PROGRAMS.— 
‘‘(1) IN GENERAL.—For the purpose of improv-
ing teacher preparation programs, a State edu-
cational agency that receives funds under this Act, 
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109 
or that participates as a member of a partnership, 
consortium, or other entity that receives such funds, 
shall provide to a teacher preparation program, upon 
the request of the teacher preparation program, any 
and all pertinent education-related information 
that— 
‘‘(A) may enable the teacher preparation 
program to evaluate the effectiveness of the 
program’s graduates or the program itself; and 
‘‘(B) is possessed, controlled, or accessible 
by the State educational agency. 
‘‘(2) CONTENT OF INFORMATION.—The infor-
mation described in paragraph (1)— 
‘‘(A) shall include an identification of spe-
cific individuals who graduated from the teach-
er preparation program to enable the teacher 
preparation program to evaluate the informa-
tion provided to the program from the State 
educational agency with the program’s own 
data about the specific courses taken by, and 
field experiences of, the individual graduates; 
and 
‘‘(B) may include— 
‘‘(i) kindergarten through grade 12 
academic achievement and demographic 
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data, without revealing personally identifi-
able information about an individual stu-
dent, for students who have been taught by 
graduates of the teacher preparation pro-
gram; and 
‘‘(ii) teacher effectiveness evaluations 
for teachers who graduated from the teach-
er preparation program. 
‘‘SEC. 208. 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. REPEAL OF PART B (PREPARING TOMORROW’S 
TEACHERS TO USE TECHNOLOGY). 
Title II (20 U.S.C. 1021 et seq.) is amended by re-
pealing Part B. 
SEC. 203. GENERAL PROVISIONS. 
Title II (20 U.S.C. 1021 et seq.) as amended by sec-
tion 202 of this Act is amended by adding at the end the 
following: 
‘‘PART B—GENERAL PROVISIONS 
‘‘SEC. 221. LIMITATIONS. 
‘‘(a) FEDERAL CONTROL PROHIBITED.—Nothing in 
this title shall be construed to permit, allow, encourage, 
or authorize any Federal control over any aspect of any 
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111 
private, religious, or home school, whether or not a home 
school is treated as a private school or home school under 
State law. This section shall not be construed to prohibit 
private, religious, or home schools from participation in 
programs or services under this title. 
‘‘(b) NO CHANGE IN STATE CONTROL ENCOURAGED 
OR REQUIRED.—Nothing in this title shall be construed 
to encourage or require any change in a State’s treatment 
of any private, religious, or home school, whether or not 
a home school is treated as a private school or home school 
under State law. 
‘‘(c) NATIONAL SYSTEM
OF TEACHER CERTIFI-
CATION OR LICENSURE PROHIBITED.—Nothing in this 
title shall be construed to permit, allow, encourage, or au-
thorize the Secretary to establish or support any national 
system of teacher certification or licensure.’’. 
SEC. 204. TEACHER INCENTIVE FUND PROGRAM. 
Title II (20 U.S.C. 1021 et seq.), as amended by sec-
tion 203 of this Act, is further amended by adding at the 
end the following: 
‘‘PART C—TEACHER INCENTIVE FUND PROGRAM 
‘‘SEC. 231. PURPOSES; DEFINITIONS. 
‘‘(a) PURPOSES.—The purposes of this part are— 
‘‘(1) to assist States, local educational agencies, 
and nonprofit organizations to develop, implement, 
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112 
or improve comprehensive performance-based com-
pensation systems for teachers and principals, espe-
cially for teachers and principals in high-need 
schools, who raise student academic achievement and 
close the achievement gap; and 
‘‘(2) to study and review performance-based 
compensation systems for teachers and principals to 
evaluate their effectiveness, fairness, quality, consist-
ency, and reliability. 
‘‘(b) DEFINITIONS.—For purposes of this part: 
‘‘(1) ELIGIBLE ENTITY.—The term ‘eligible en-
tity’ means— 
‘‘(A) a local educational agency (including 
a charter school that is a local educational 
agency), or a consortium of such agencies; 
‘‘(B) a State educational agency, or other 
State agency designated by the chief executive 
of the State to participate under this subpart; 
or 
‘‘(C) a partnership of— 
‘‘(i) one or more agencies described in 
subparagraph (A) or (B), or both; and 
‘‘(ii) at least one nonprofit organiza-
tion. 
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113 
‘‘(2) HIGH-NEED LOCAL EDUCATIONAL AGEN-
CY.—The term ‘high-need local educational agency’ 
has the meaning given the term in section 201. 
‘‘(3) HIGH-NEED
SCHOOL.—The term ‘high- 
need school’ has the meaning given the term in sec-
tion 201. 
‘‘(4) 
PERFORMANCE-BASED
COMPENSATION 
SYSTEM.—The term ‘performance-based compensa-
tion system’ means a system of compensation for 
teachers and principals that— 
‘‘(A) differentiates levels of compensation 
primarily on the basis of measurable increases 
in student academic achievement; and 
‘‘(B) may include— 
‘‘(i) differentiated levels of compensa-
tion on the basis of high-quality teachers’ 
and principals’ employment and success in 
hard-to-staff schools or high-need subject 
areas; and 
‘‘(ii) recognition of the skills and 
knowledge of teachers and principals as 
demonstrated through— 
‘‘(I) successful fulfillment of ad-
ditional responsibilities or job func-
tions; and 
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‘‘(II) evidence of high achieve-
ment and mastery of content knowl-
edge and superior teaching skills. 
‘‘SEC. 232. TEACHER INCENTIVE FUND GRANTS. 
‘‘(a) IN GENERAL.—From the amounts appropriated 
to carry out this part, the Secretary is authorized to make 
grants on a competitive basis to eligible entities to develop, 
implement, or improve performance-based compensation 
systems in participating schools. 
‘‘(b) PRIORITY.—In making such a grant, the Sec-
retary shall give priority to an eligible entity that con-
centrates its proposed activities on teachers and principals 
serving in high-need schools. 
‘‘(c) APPLICATIONS.—To be eligible to receive a grant 
under this part, an eligible entity shall submit an applica-
tion to the Secretary, at such time and in such manner 
as the Secretary may reasonably require, that includes— 
‘‘(1) a description of the performance-based 
compensation system that the applicant proposes to 
develop and implement or improve; 
‘‘(2) a description and demonstration of the 
support and commitment from teachers and prin-
cipals in the targeted schools, the community, and 
local educational agency or agencies for the perform-
ance-based compensation system, including dem-
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onstration of consultation with teachers and prin-
cipals on the development and implementation of the 
performance-based compensation system; 
‘‘(3) a description of how the eligible entity will 
develop and implement a fair, rigorous, and objective 
process to evaluate teacher, principal, and student 
performance, including the baseline performance 
against which evaluations of improved performance 
will be made; 
‘‘(4) a description and demonstration of how 
teacher and principal views were included in the de-
velopment of the performance-based compensation 
system; 
‘‘(5) a description of the local educational agen-
cy or local educational agencies to be served by the 
project, including such demographic information 
about students in the schools to be served by the 
project as the Secretary may request; 
‘‘(6) information on student academic achieve-
ment, the quality of the teachers and principals, and 
existing compensation, bonuses, and incentive sys-
tems for teachers and principals in the schools to be 
served by the project; 
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‘‘(7) a description of how the applicant will use 
grant funds under this part in each year of the 
grant; 
‘‘(8) a description of the comprehensive, focused 
professional development that is aligned with stu-
dent content and achievement standards that the ap-
plicant will implement to support the performance- 
based compensation system; 
‘‘(9) an explanation of how the grantee will con-
tinue its performance-based compensation system 
after the grant ends; 
‘‘(10) a description, if applicable, of how the ap-
plicant will define the term ‘high-quality’ for the 
purposes of section 241(b)(4)(B)(i), through the use 
of measurable indicators; 
‘‘(11) a description of the State, local, or phil-
anthropic funds that will be used to supplement the 
grant and sustain the activities at the end of the 
grant period; and 
‘‘(12) A description of how the applicant will 
evaluate the project annually, including any objective 
measures that are clearly related to the goals for the 
project and information on how the evaluation will 
produce quantitative and qualitative data. 
‘‘(d) USE OF FUNDS.— 
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‘‘(1) IN GENERAL.—A grantee shall use grant 
funds provided under this part only to develop, im-
plement, or improve, in collaboration with teachers, 
principals, other school administrators, and members 
of the public, a performance-based compensation 
system consistent with the requirements of this part. 
‘‘(2) AUTHORIZED ACTIVITIES.—Authorized ac-
tivities under this part may include the following: 
‘‘(A) Developing appraisal systems that re-
flect clear and fair measures of student aca-
demic achievement. 
‘‘(B) Developing appraisal systems that re-
flect clear and fair measures of teacher and 
principal performance based on demonstrated 
improvements in student academic achievement. 
‘‘(C) Conducting outreach within the local 
educational agency (or agencies) or the State to 
gain input on how to construct the appraisal 
system and to develop support for it. 
‘‘(D) Paying, as part of a comprehensive 
performance-based compensation system, bo-
nuses and increased salaries to teachers and 
principals who raise student academic achieve-
ment, so long as the grantee uses an increasing 
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120 
need local educational agency, a consortium of high- 
need local educational agencies, or a charter school 
that is a high-need local educational agency and the 
Secretary determines that applying the matching re-
quirement to such eligible entity would result in seri-
ous hardship or an inability to carry out the activi-
ties described in subsection (d). 
‘‘(h) SUPPLEMENT, NOT SUPPLANT.—Grant funds 
provided under this section shall be used to supplement, 
not supplant, other Federal or State funds. 
‘‘SEC. 233. REPORT AND EVALUATION. 
‘‘(a) REPORT.—The Secretary shall provide an an-
nual report on the implementation of the program to the 
Congress. 
‘‘(b) EVALUATION.— 
‘‘(1) 
IN
GENERAL.—The 
Secretary 
shall, 
through grant or contract, carry out an independent 
evaluation of the program under this part. 
‘‘(2) CONTENT.—The evaluation shall meas-
ure— 
‘‘(A) the effectiveness of the program in 
improving student academic achievement; 
‘‘(B) the satisfaction of the participating 
teachers or principals; and 
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121 
‘‘(C) the extent to which the program as-
sisted the eligible entities in recruiting and re-
taining high-quality teachers and principals, es-
pecially in hard-to-staff subject areas. 
‘‘SEC. 234. AUTHORIZATION OF APPROPRIATIONS. 
‘‘(a) IN GENERAL.—There are authorized to be ap-
propriated to carry out this part such sums as may be 
necessary for fiscal year 2008 and each of the succeeding 
5 fiscal years. 
‘‘(b) RESERVATION.—The Secretary may reserve not 
more than 3 percent of the funds appropriated to carry 
out this part for any one fiscal year for the cost of the 
evaluation under section 243(b) and for technical assist-
ance and program outreach.’’. 
SEC. 205. NATIONAL TEACHER CORPS. 
Title II (20 U.S.C. 1021 et seq.), as amended by sec-
tion 204 of this Act, is further amended by adding at the 
end the following: 
‘‘PART D—NATIONAL TEACHER CORPS 
‘‘SEC. 241. PURPOSES. 
‘‘The purposes of this part are— 
‘‘(1) to raise the number of highly accomplished 
recent college graduates teaching in underserved 
urban and rural communities in the United States; 
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‘‘(2) to increase the number of school districts 
and communities served by a nationally recruited 
corps of outstanding new teachers; and 
‘‘(3) to build a broader pipeline of talented and 
experienced future leaders in public education and 
education reform. 
‘‘SEC. 242. DEFINITIONS. 
‘‘In this part: 
‘‘(1) IN
GENERAL.—The terms ‘highly quali-
fied’, ‘local educational agency’, and ‘Secretary’ have 
the meanings given the terms in section 9101 of the 
Elementary and Secondary Education Act of 1965 
(20 U.S.C. 7801). 
‘‘(2) HIGH NEED.—The term ‘high need’, when 
used with respect to a local educational agency, 
means a local educational agency experiencing a 
shortage of highly qualified teachers, as determined 
by the Secretary. 
‘‘SEC. 243. GRANT PROGRAM AUTHORIZED. 
‘‘The Secretary is authorized to award a grant to a 
highly-selective national teacher corps to implement and 
expand its program of recruiting, selecting, training, and 
supporting new teachers. The grantee shall be a highly 
selective national teacher corps that— 
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‘‘(1) focuses a national recruitment effort on re-
cent college graduates from all academic majors; 
‘‘(2) trains such graduates through intensive 
summer institutes; 
‘‘(3) places such graduates as teachers in public 
schools in school districts of high need local edu-
cational agencies in urban and rural communities 
across multiple States; and 
‘‘(4) supports and measures the progress of 
such teachers through intensive professional develop-
ment. 
‘‘SEC. 244. GRANT REQUIREMENTS. 
‘‘In carrying out the grant program under this part, 
the Secretary shall enter into an agreement with the 
grantee under which the grantee agrees to use the grant 
funds— 
‘‘(1) to provide highly qualified teachers to high 
need local educational agencies in urban and rural 
communities; 
‘‘(2) to pay the cost of recruiting, selecting, 
training, and supporting new teachers; and 
‘‘(3) to serve a substantial number and percent-
age of underserved students. 
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‘‘SEC. 245. AUTHORIZED ACTIVITIES. 
‘‘Grant funds provided under this part shall be used 
by the grantee to carry out each of the following activities: 
‘‘(1) Recruiting and selecting teachers through 
a highly-selective national process. 
‘‘(2) Providing preservice training to selected 
teachers through a rigorous summer institute that 
includes hands-on teaching experience and signifi-
cant exposure to education coursework and theory. 
‘‘(3) Placing selected teachers in schools and 
positions in high need local education agencies that 
serve a high percentage of low-income students. 
‘‘(4) Providing ongoing professional develop-
ment activities for the selected teachers in the class-
room, including regular classroom observations and 
feedback, and ongoing training and support. 
‘‘SEC. 246. EVALUATION. 
‘‘(a) ANNUAL REPORT.—The grantee shall provide to 
the Secretary an annual report that includes— 
‘‘(1) data on the number and quality of the 
teachers provided to local educational agencies 
through the grant under this part; 
‘‘(2) an externally conducted analysis of the 
satisfaction of local educational agencies and prin-
cipals with the teachers so provided; and 
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TITLE III—INSTITUTIONAL AID 
SEC. 301. TITLE III GRANTS FOR AMERICAN INDIAN TRIB-
ALLY CONTROLLED COLLEGES AND UNIVER-
SITIES. 
(a) ELIGIBLE INSTITUTIONS.—Subsection (b) of sec-
tion 316 (20 U.S.C. 1059c(b)) is amended to read as fol-
lows: 
‘‘(b) DEFINITIONS.— 
‘‘(1) ELIGIBLE
INSTITUTIONS.—For purposes 
of this section, Tribal Colleges and Universities are 
the following: 
‘‘(A) any of the following institutions that 
qualify for funding under the Tribally Con-
trolled College or University Assistance Act of 
1978 or is listed in the Equity in Educational 
Land-Grant Status Act of 1994 (7 U.S.C. 301 
note): Bay Mills Community College; Blackfeet 
Community College; Cankdeska Cikana Com-
munity College; Chief Dull Knife College; Col-
lege of Menominee Nation; Crownpoint Insti-
tute of Technology; Dine´ College; D–Q Univer-
sity; Fond du Lac Tribal and Community Col-
lege; Fort Belknap College; Fort Berthold Com-
munity College; Fort Peck Community College; 
Haskell Indian Nations University; Institute of 
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127 
American Indian and Alaska Native Culture 
and Arts Development; Lac Courte Oreilles 
Ojibwa Community College; Leech Lake Tribal 
College; Little Big Horn College; Little Priest 
Tribal College; Nebraska Indian Community 
College; Northwest Indian College; Oglala 
Lakota College; Saginaw Chippewa Tribal Col-
lege; Salish Kootenai College; Si Tanka Univer-
sity—Eagle Butte Campus; Sinte Gleska Uni-
versity; Sisseton Wahpeton Community College; 
Sitting Bull College; Southwestern Indian Poly-
technic Institute; Stone Child College; Tohono 
O’odham Community College; Turtle Mountain 
Community College; United Tribes Technical 
College; and White Earth Tribal and Commu-
nity College; and 
‘‘(B) any other institution of higher edu-
cation that meets the definition of tribally con-
trolled college or university in section 2 of the 
Tribally Controlled College or University Assist-
ance Act of 1978, and meets all other require-
ments of this section. 
‘‘(2) INDIAN.—The term ‘Indian’ has the mean-
ing given the term in section 2 of the Tribally Con-
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128 
trolled College or University Assistance Act of 
1978.’’. 
(b) DISTANCE LEARNING.—Subsection (c)(2) of such 
section is amended— 
(1) by amending subparagraph (B) to read as 
follows: 
‘‘(B) construction, maintenance, renova-
tion, and improvement in classrooms, libraries, 
laboratories, and other instructional facilities, 
including purchase or rental of telecommuni-
cations technology equipment or services, and 
the acquisition of real property adjacent to the 
campus of the institution on which to construct 
such facilities;’’; 
(2) in subparagraph (C), by inserting before the 
semicolon at the end the following: ‘‘, or advanced 
degrees in tribal governance or tribal public policy’’; 
(3) in subparagraph (D), by inserting before 
the semicolon at the end the following: ‘‘, in tribal 
governance, or in tribal public policy’’; 
(4) by striking ‘‘and’’ at the end of subpara-
graph (K); 
(5) by redesignating subparagraph (L) as sub-
paragraph (M); and 
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129 
(6) by inserting after subparagraph (K) the fol-
lowing new subparagraph: 
‘‘(L) developing or improving facilities for 
Internet use or other distance learning aca-
demic instruction capabilities; and’’. 
(c) APPLICATION AND ALLOTMENT.—Subsection (d) 
of such section is amended to read as follows: 
‘‘(d) APPLICATION AND ALLOTMENT.— 
‘‘(1) INSTITUTIONAL ELIGIBILITY.—To be eligi-
ble to receive assistance under this section, a Tribal 
College or University shall be an eligible institution 
under section 312(b). 
‘‘(2) APPLICATION.—Any Tribal College or Uni-
versity desiring to receive assistance under this sec-
tion shall submit an application to the Secretary at 
such time, and in such manner, as the Secretary 
may reasonably require. 
‘‘(3) ALLOTMENTS TO INSTITUTIONS.— 
‘‘(A) ALLOTMENT: PELL GRANT BASIS.— 
From the amount appropriated to carry out 
this section for any fiscal year, the Secretary 
shall allot to each eligible institution a sum 
which bears the same ratio to one-half that 
amount as the number of Pell Grant recipients 
in attendance at such institution at the end of 
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130 
the award year preceding the beginning of that 
fiscal year bears to the total number of Pell 
Grant recipients at all eligible institutions. 
‘‘(B) ALLOTMENT: DEGREE AND CERTIFI-
CATE BASIS.—From the amount appropriated 
to carry out this section for any fiscal year, the 
Secretary shall allot to each eligible institution 
a sum which bears the same ratio to one-half 
that amount as the number of degrees or cer-
tificates awarded by such institution during the 
preceding academic year bears to the total num-
ber of degrees or certificates awarded by all eli-
gible institutions. 
‘‘(C) MINIMUM
GRANT.—Notwithstanding 
subparagraphs (A) and (B), the amount allot-
ted to each institution under this section shall 
not be less than $500,000. 
‘‘(4) SPECIAL RULES.— 
‘‘(A) CONCURRENT
FUNDING.—For the 
purposes of this part, no Tribal College or Uni-
versity that is eligible for and receives funds 
under this section shall concurrently receive 
funds under other provisions of this part or 
part B. 
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131 
‘‘(B) EXEMPTION.—Section 313(d) shall 
not apply to institutions that are eligible to re-
ceive funds under this section.’’. 
SEC. 302. ALASKA NATIVE AND NATIVE HAWAIIAN-SERVING 
INSTITUTIONS. 
(a) DISTANCE LEARNING.—Section 317(c)(2) (20 
U.S.C. 1059d(c)(2)) is amended— 
(1) by amending subparagraph (B) to read as 
follows: 
‘‘(B) construction, maintenance, renova-
tion, and improvement in classrooms, libraries, 
laboratories, and other instructional facilities, 
including purchase or rental of telecommuni-
cations technology equipment or services, and 
the acquisition of real property adjacent to the 
campus of the institution on which to construct 
such facilities;’’; 
(2) in subparagraph (C), by inserting before the 
semicolon at the end the following: ‘‘, or advanced 
degrees in tribal governance or tribal public policy’’; 
(3) in subparagraph (D), by inserting before 
the semicolon at the end the following: ‘‘, in tribal 
governance, or tribal public policy’’; 
(4) by striking ‘‘and’’ at the end of subpara-
graph (G); 
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132 
(5) by striking the period at the end of sub-
paragraph (H) and inserting a semicolon; and 
(6) by inserting after subparagraph (H) the fol-
lowing new subparagraph: 
‘‘(I) development or improvement of facili-
ties for Internet use or other distance learning 
academic instruction capabilities; and’’. 
(b) ENDOWMENT FUNDS.—Section 317(c) is further 
amended by adding at the end the following new para-
graph: 
‘‘(3) ENDOWMENT FUNDS.— 
‘‘(A) IN
GENERAL.—An Alaska Native- 
serving institution or Native Hawaiian-serving 
institution may use not more than 20 percent 
of the grant funds provided under this section 
to establish or increase an endowment fund at 
the institution. 
‘‘(B) MATCHING REQUIREMENT.—In order 
to be eligible to use grant funds in accordance 
with subparagraph (A), the institution shall 
provide to the endowment fund from non-Fed-
eral funds an amount equal to the Federal 
funds used in accordance with subparagraph 
(A), for the establishment or increase of the en-
dowment fund. 
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133 
‘‘(C) APPLICABILITY
OF
OTHER
PROVI-
SIONS.—The provisions of part C regarding the 
establishment or increase of an endowment 
fund, that the Secretary determines are not in-
consistent with this paragraph, shall apply to 
funds used under subparagraph (A).’’. 
(c) APPLICATION PROCESS.—Section 317(d)(2) is 
amended by striking everything after the first sentence. 
SEC. 303. GRANTS TO PART B INSTITUTIONS. 
(a) USE OF FUNDS.— 
(1) FACILITIES AND EQUIPMENT.— 
(A) UNDERGRADUATE
INSTITUTIONS.— 
Paragraph (2) of section 323(a) (20 U.S.C. 
1062(a)) is amended to read as follows: 
‘‘(2) Construction, maintenance, renovation, 
and improvement in classrooms, libraries, labora-
tories, and other instructional facilities, including de-
velopment or improvement of facilities for Internet 
use or other distance learning academic instruction 
capabilities and purchase or rental of telecommuni-
cations technology equipment or services, and the 
acquisition of real property adjacent to the campus 
of the institution on which to construct such facili-
ties.’’. 
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134 
(B) 
GRADUATE
AND
PROFESSIONAL 
SCHOOLS.—Paragraph (2) of section 326(c) (20 
U.S.C. 1063b(c)) is amended to read as follows: 
‘‘(2) construction, maintenance, renovation, and 
improvement in classrooms, libraries, laboratories, 
and other instructional facilities, including purchase 
or rental of telecommunications technology equip-
ment or services, and the acquisition of real property 
adjacent to the campus of the institution on which 
to construct such facilities;’’. 
(2) OUTREACH
AND
COLLABORATION.—Para-
graph (11) of section 323(a) (20 U.S.C. 1062(a)) is 
amended to read as follows: 
‘‘(11) Establishing community outreach pro-
grams and collaborative partnerships between part B 
institutions and local elementary or secondary 
schools. Such partnerships may include mentoring, 
tutoring, or other instructional opportunities that 
will boost student academic achievement and assist 
elementary and secondary school students in devel-
oping the academic skills and the interest to pursue 
postsecondary education.’’. 
(b) TECHNICAL
ASSISTANCE.—Section 323 (20 
U.S.C. 1062) is amended— 
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135 
(1) by redesignating subsection (c) as sub-
section (d); and 
(2) by inserting after subsection (b) the fol-
lowing new subsection: 
‘‘(c) TECHNICAL ASSISTANCE.— 
‘‘(1) IN GENERAL.—An institution may not use 
more than 2 percent of the grant funds provided 
under this part to secure technical assistance. 
‘‘(2) TECHNICAL
ASSISTANCE.—Technical as-
sistance may include assistance with enrollment 
management, financial management, and strategic 
planning. 
‘‘(3) REPORT.—The institution shall report to 
the Secretary on an annual basis, in such form as 
the Secretary requires, on the use of funds under 
this subsection.’’. 
(c) MINIMUM
GRANTS.—Section 324(d)(1) (20 
U.S.C. 1063(d)(1)) is amended by inserting before the pe-
riod at the end the following: ‘‘, except that, if the amount 
appropriated to carry out this part for any fiscal year ex-
ceeds the amount needed to provide to each institution an 
amount equal to the total amount received by such institu-
tion under subsections (a), (b), and (c) for the preceding 
fiscal year, then the amount of such excess appropriation 
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136 
shall first be applied to increase the minimum allotment 
under this subsection to $750,000’’. 
(d) 
ELIGIBLE
GRADUATE
OR
PROFESSIONAL 
SCHOOLS.— 
(1) GENERAL AUTHORITY.—Section 326(a)(1) 
(20 U.S.C. 1063b(a)(1)) is amended— 
(A) by inserting ‘‘(A)’’ after ‘‘subsection 
(e) that’’; and 
(B) by inserting before the period at the 
end the following: ‘‘, (B) is accredited by a na-
tionally recognized accrediting agency or asso-
ciation determined by the Secretary to be a reli-
able authority as to the quality of training of-
fered, and (C) according to such an agency or 
association, is in good standing’’. 
(2) 
ELIGIBLE
INSTITUTIONS.—Section 
326(e)(1) (20 U.S.C. 1063b(e)(1)) is amended— 
(A) by striking ‘‘and’’ at the end of sub-
paragraph (Q); 
(B) by striking the period at the end of 
subparagraph (R) and inserting a semicolon; 
and 
(C) by adding at the end the following new 
subparagraphs: 
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137 
‘‘(S) Alabama State University qualified 
graduate program; 
‘‘(T) Prairie View A & M University quali-
fied graduate program; 
‘‘(U) Coppin State University qualified 
graduate program; 
‘‘(V) Delaware State University qualified 
graduate program; 
‘‘(W) Langston University qualified grad-
uate program; 
‘‘(X) West Virginia State University quali-
fied graduate program; and 
‘‘(Y) Fayetteville State University qualified 
graduate program.’’. 
(3) 
CONFORMING
AMENDMENT.—Section 
326(e)(3) (20 U.S.C. 1063b(e)(3)) is amended— 
(A) by striking ‘‘1998’’ and inserting 
‘‘2006’’; and 
(B) by striking ‘‘(Q) and (R)’’ and insert-
ing ‘‘(S) through (Y)’’. 
(e) PROFESSIONAL OR GRADUATE INSTITUTIONS.— 
Section 326(f) (20 U.S.C. 1063b(f)) is amended— 
(1) in paragraph (1)— 
(A) by striking ‘‘$26,600,000’’ and insert-
ing ‘‘$54,500,000’’; and 
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139 
‘‘(7) Education or counseling services designed 
to improve the financial literacy and economic lit-
eracy of students and, as appropriate, their par-
ents.’’; 
(2) 
in 
section 
312(b)(1)(A) 
(20 
U.S.C. 
1058(b)(1)(A)), by striking ‘‘subsection (c)’’ and in-
serting ‘‘subsection (d)’’; 
(3) 
in 
section 
312(b)(1)(F) 
(20 
U.S.C. 
1058(b)(1)(F)), by inserting ‘‘which is’’ before ‘‘lo-
cated’’; 
(4) 
in 
section 
312(b)(1) 
(20 
U.S.C. 
1058(b)(1)), by redesignating subparagraphs (E) 
and (F) as subparagraphs (F) and (G), respectively, 
and by inserting after subparagraph (D) the fol-
lowing new subparagraph: 
‘‘(E) which provides a program that is not 
less than a 2-year educational program that is 
acceptable for full credit toward a bachelor’s de-
gree;’’; 
(5) 
in 
section 
316(c)(2) 
(20 
U.S.C. 
1059c(c)(2))— 
(A) by redesignating subparagraphs (G) 
through (M) (as redesignated by section 
301(b)(5) of this Act) as subparagraphs (H) 
through (N), respectively; 
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143 
(B) by striking ‘‘$35,000,000’’ in subpara-
graph (B) and inserting ‘‘$59,000,000’’; and 
(5) in paragraph (4), by striking ‘‘$110,000’’ 
and inserting ‘‘$212,000’’. 
TITLE IV—STUDENT ASSISTANCE 
PART A—GRANTS TO STUDENTS 
SEC. 401. PELL GRANTS. 
(a) EXTENSION OF AUTHORITY.—Section 401(a) (20 
U.S.C. 1070a(a)) is amended by striking ‘‘2004’’ and in-
serting ‘‘2013’’. 
(b) DIRECT PAYMENT.—Section 401(a) (20 U.S.C. 
1070a(a)) is further amended— 
(1) by striking paragraph (2); and 
(2) by redesignating paragraph (3) as para-
graph (2). 
(c) MAXIMUM PELL GRANT INCREASE.—Paragraph 
(2)(A) of section 401(b) 20 U.S.C. 1070a(b)(2)(A)) is 
amended to read as follows: 
‘‘(2)(A) The amount of the Federal Pell Grant for 
a student eligible under this part shall be $6,000 for aca-
demic years 2008–2009 through 2013–2014, less an 
amount equal to the amount determined to be the expected 
family contribution with respect to that student for that 
year.’’. 
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144 
(d) MULTIPLE GRANTS.—Paragraph (5) of section 
401(b) (as redesignated by subsection (d)(2)) is amended 
to read as follows: 
‘‘(5) YEAR-ROUND PELL GRANTS.— 
‘‘(A) IN GENERAL.—The Secretary shall, 
for students enrolled full time in a bacca-
laureate or associate’s degree program of study 
at an eligible institution, award such students 
not more than two Pell grants during an award 
year to permit such students to accelerate 
progress toward their degree objectives by en-
rolling in academic programs for 12 months 
rather than 9 months. 
‘‘(B) LIMITATION.—The Secretary shall 
limit the awarding of additional Pell grants 
under this paragraph to students attending— 
‘‘(i) baccalaureate degree granting in-
stitutions that have a graduation rate as 
reported by the Integrated Postsecondary 
Education Data System for the 4 pre-
ceding academic years of at least 30 per-
cent; or 
‘‘(ii) two-year institutions that have a 
graduation rate as reported by the Inte-
grated Postsecondary Education Data Sys-
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145 
tems, in at least one of the last 3 years for 
which data is available, that is above the 
average for the applicable year for the in-
stitution’s type and control. 
‘‘(C) EVALUATION.—The Secretary shall 
conduct an evaluation of the program under 
this paragraph and submit to the Congress an 
evaluation report no later than October 1, 
2011. 
‘‘(D) REGULATIONS REQUIRED.—The Sec-
retary shall promulgate regulations imple-
menting this paragraph.’’. 
(e) INELIGIBILITY BASED ON INVOLUNTARY CIVIL 
COMMITMENT FOR SEXUAL OFFENSES.—Paragraph (7) 
of section 401(b) (as redesignated by subsection (d)(2)) 
is amended by inserting before the period the following: 
‘‘or who is subject to an involuntary civil commitment 
upon completion of a period of incarceration for a forcible 
or nonforcible sexual offense (as determined in accordance 
with the Federal Bureau of Investigation’s Uniform Crime 
Reporting Program)’’. 
(f) PELL GRANT ELIGIBILITY DURATION.—Section 
401(c) (20 U.S.C. 1070a(c)) is amended— 
(1) in paragraph (1)— 
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146 
(A) by striking ‘‘The period’’ and inserting 
in lieu thereof ‘‘Subject to paragraph (5), the 
period’’; and 
(B) by striking the period at the end there-
of and inserting ‘‘but shall be subject to the 
limitation described in paragraph (5).’’; and 
(2) by adding at the end the following new 
paragraph: 
‘‘(5) The period during which a student may receive 
Federal Pell Grants shall not exceed the equivalent of 18 
semesters or 27 quarters in duration (as determined by 
the Secretary by regulation), without regard to whether 
the student is enrolled on a full-time basis during any por-
tion of that period, and including any period of time for 
which the student received Federal Pell Grants prior to 
the date of enactment of the College Access and Oppor-
tunity Act of 2006.’’. 
(g) ELIGIBILITY PERIOD.—Section 401(c)(2) (20 
U.S.C. 1070a(c)(2)) is amended by inserting ‘‘, for not 
more than one academic year,’’ after ‘‘which are deter-
mined by the institution’’ in the first sentence. 
(h) ACADEMIC COMPETITIVENESS GRANT ELIGI-
BILITY.—Section 401A(c)(3) (as added by section 8003 
of the Higher Education Reconciliation Act of 2005) is 
amended by striking ‘‘established by a State or local edu-
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147 
cational agency and recognized as such by the Secretary’’ 
each place it appears in subsections (c)(3)(A)(i) and 
(c)(3)(B)(i) and inserting ‘‘that prepares students for col-
lege and work beyond the basic graduation requirements 
and that is recognized as such by the designated State 
official, or with respect to any private school or home 
school, the designated school official for such school’’. 
(i) CONFORMING AMENDMENT.—Chapter 3 of sub-
part 2 of part A of title IV (20 U.S.C. 1070a–31 through 
1070a–35) is repealed. 
(j) EFFECTIVE DATE.—The amendments made by 
this section shall be effective with respect to academic 
years beginning on or after July 1, 2008. 
SEC. 402. TRIO PROGRAMS. 
(a) DURATION OF GRANTS.— 
(1) AMENDMENT.—Section 402A(b)(2) (20 
U.S.C. 1070a–11(b)(2)) is amended to read as fol-
lows: 
‘‘(2) DURATION.—Grants or contracts awarded 
under this chapter shall be awarded for a period of 
5 years, except that— 
‘‘(A) grants under section 402G shall be 
awarded for a period of 2 years; and 
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148 
‘‘(B) grants under section 402H shall be 
awarded for a period determined by the Sec-
retary.’’. 
(2) TRANSITION TO SYNCHRONOUS GRANT PE-
RIODS.—Notwithstanding section 402A(b)(2) of the 
Higher Education Act of 1965 (as in effect both 
prior to and after the amendment made by para-
graph (1) of this subsection), the Secretary of Edu-
cation may continue an award made before the date 
of enactment of this Act under section 402B, 402C, 
402D, 402E, or 402F of such Act as necessary to 
permit all the awards made under such a section to 
expire at the end of the same fiscal year, and there-
after to expire at the end of 5 years as provided in 
the amendment made by paragraph (1) of this sub-
section. 
(b) MINIMUM GRANTS.—Section 402A(b)(3) (20 
U.S.C. 1070a–11(b)(3)) is amended to read as follows: 
‘‘(3) MINIMUM GRANTS.—Unless the institution 
or agency requests a smaller amount, individual 
grants for programs authorized under this chapter 
shall be no less than $200,000, except that indi-
vidual grants for programs authorized under section 
402G shall be no less than $170,000.’’. 
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149 
(c) APPLICATION STATUS; FOSTER CARE COORDINA-
TION.—Paragraph (7) of section 402A(c) (20 U.S.C. 
1070a–11(c)(7)) is amended to read as follows: 
‘‘(7) COORDINATION.—Each applicant for funds 
under the programs authorized by this chapter shall 
identify services to foster care youth as a permissible 
service in those programs, and ensure that such 
youth receive supportive services, including men-
toring, tutoring, and other services provided by those 
programs.’’. 
(d) DOCUMENTATION OF STATUS.—Section 402A(e) 
(20 U.S.C. 1070a–11(e)) is amended by striking ‘‘(g)(2)’’ 
each place it appears in paragraphs (1) and (2) and insert-
ing ‘‘(i)(4)’’. 
(e) HOMELESS AND UNACCOMPANIED YOUTH.—Sec-
tion 402A(e) is further amended by adding at the end the 
following new paragraph: 
‘‘(3) Notwithstanding this subsection and subsection 
(i)(4), individuals who are homeless or unaccompanied 
youth as defined in section 725 of the McKinney-Vento 
Homeless Assistance Act shall be eligible to participate in 
programs under sections 402B, 402C, 402D, and 402F 
of this chapter.’’. 
(f) AUTHORIZATION OF APPROPRIATIONS.—Section 
402A(f) (20 U.S.C. 1070a–11(f)) is amended by striking 
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150 
‘‘$700,000,000 for fiscal year 1999, and such sums as 
may be necessary for each of the 4 succeeding fiscal years’’ 
and inserting ‘‘$836,500,000 for fiscal year 2008 and 
such sums as may be necessary for each of the 5 suc-
ceeding fiscal years’’. 
(g) DEFINITION.—Section 402A(g) (20 U.S.C. 
1070a–11(g)) is amended— 
(1) in paragraph (3)— 
(A) by striking ‘‘by reason of such individ-
ual’s age’’; 
(B) in subparagraph (A), by striking ‘‘or’’ 
at the end; 
(C) in subparagraph (B), by striking the 
period and inserting ‘‘; or’’; and 
(D) by adding at the end the following new 
subparagraph (C): 
‘‘(C) was a member of a reserve component 
of the Armed Forces who served on active duty 
in support of a contingency operation (as that 
term is defined in section 101(a)(13) of title 
10, United States Code) on or after September 
11, 2001.’’; 
(2) by redesignating paragraphs (1) through 
(4) as paragraphs (3) through (6), respectively; and 
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151 
(3) by inserting before paragraph (3), as redes-
ignated, the following: 
‘‘(1) DIFFERENT CAMPUS.—The term ‘different 
campus’ means an institutional site that— 
‘‘(A) is geographically apart from the main 
campus of the institution; 
‘‘(B) is permanent in nature; and 
‘‘(C) offers courses in educational pro-
grams leading to a degree, certificate, or other 
recognized educational credential. 
‘‘(2) DIFFERENT POPULATION.—The term ‘dif-
ferent population’ means a group of individuals, with 
respect to whom an entity seeks to serve through an 
application for funding under this chapter, that— 
‘‘(A) is separate and distinct from any 
other population that the entity seeks to serve 
through an application for funding under this 
chapter; or 
‘‘(B) while sharing some of the same needs 
as another population that the entity seeks to 
serve through an application for funding under 
this chapter, has distinct needs for specialized 
services.’’. 
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152 
(h) EDUCATION
AND
COUNSELING
SERVICES.— 
Chapter 1 of subpart 2 of part A of title IV is further 
amended— 
(1) in section 402B(b) (20 U.S.C. 1070a– 
12(b))— 
(A) 
by 
redesignating 
paragraphs 
(3) 
through (10) as paragraphs (4) through (11), 
respectively; 
(B) by inserting after paragraph (2) the 
following: 
‘‘(3) education or counseling services designed 
to improve the financial literacy and economic lit-
eracy of students and, as appropriate, their par-
ents;’’; and 
(C) in paragraph (11), as redesignated by 
subparagraph (A), by striking ‘‘paragraphs (1) 
through (9)’’ and inserting ‘‘paragraphs (1) 
through (10)’’; 
(2) in section 402C (20 U.S.C. 1070a–13)— 
(A) in subsection (b)— 
(i) by redesignating paragraphs (2) 
through (12) as paragraphs (3) through 
(13), respectively; 
(ii) by inserting after paragraph (1) 
the following: 
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153 
‘‘(2) education or counseling services designed 
to improve the financial literacy and economic lit-
eracy of students and, as appropriate, their par-
ents;’’; 
(iii) in paragraph (12), as redesig-
nated by clause (i), by inserting ‘‘, specifi-
cally in the fields of math and science’’ 
after ‘‘postsecondary education’’; and 
(iv) in paragraph (13), as redesig-
nated by clause (i), by striking ‘‘para-
graphs (1) through (11)’’ and inserting 
‘‘paragraphs (1) through (12)’’; and 
(B) in subsection (e), by striking ‘‘sub-
section (b)(10)’’ and inserting ‘‘subsection 
(b)(11)’’; 
(3) in section 402D(b) (20 U.S.C. 1070a– 
14(b))— 
(A) 
by 
redesignating 
paragraphs 
(2) 
through (10) as paragraphs (3) through (11), 
respectively; 
(B) by inserting after paragraph (1) the 
following: 
‘‘(2) education or counseling services designed 
to improve the financial literacy and economic lit-
eracy of students;’’; and 
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184 
or study as aeronautical engineering, chemical engi-
neering, civil engineering, electrical engineering, in-
dustrial engineering, materials engineering, manu-
facturing engineering, and mechanical engineering; 
‘‘(4) the term ‘life sciences’ means the branch 
of knowledge or study of living things, including 
such fields of knowledge or study as biology, bio-
chemistry, biophysics, microbiology, genetics, physi-
ology, botany, zoology, ecology, and behavioral biol-
ogy, except that the term does not encompass social 
psychology or the health professions; 
‘‘(5) the term ‘managing agent’ means an enti-
ty to which an award is made under subsection (c) 
to manage a program of Mathematics and Science 
Honors Scholarships; 
‘‘(6) the term ‘mathematics’ means the branch 
of knowledge or study of numbers and the system-
atic treatment of magnitude, relationships between 
figures and forms, and relations between quantities 
expressed symbolically, including such fields of 
knowledge or study as statistics, applied mathe-
matics, and operations research; and 
‘‘(7) the term ‘physical sciences’ means the 
branch of knowledge or study of the material uni-
verse, including such fields of knowledge or study as 
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