160 
•HR 4137 EH2S 
‘‘(A) to partnerships that include an insti-
tution of higher education whose teacher prepa-
ration program has a rigorous selection process 
to ensure the highest quality of students enter-
ing such programs; and 
‘‘(B)(i) to applications from broad-based 
eligible partnerships that involve businesses and 
community organizations; or 
‘‘(ii) 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 
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-
161 
•HR 4137 EH2S 
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 
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;
162 
•HR 4137 EH2S 
‘‘(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 underrepresented groups; 
‘‘(C) the percentage of such teachers who teach 
high-need academic subject areas (such as reading, 
mathematics, science, and foreign languages, 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, lan-
guage instruction educational programs for limited 
English proficient students, and early childhood edu-
cation); 
‘‘(E) the percentage of such teachers in high- 
need schools, disaggregated by the elementary, mid-
dle, and high school levels; 
‘‘(F) as applicable, the percentage of early 
childhood education program classes in the geo-
graphic area served by the eligible partnership
163 
•HR 4137 EH2S 
taught by early childhood educators who are highly 
competent; and 
‘‘(G) as applicable, the number of teachers 
trained effectively to integrate technology into cur-
ricula and instruction, including technology con-
sistent with the principles of universal design for 
learning, and who use technology to collect, manage, 
and analyze data to improve teaching, learning, and 
decision making for the purpose of improving stu-
dent academic achievement. 
‘‘(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 are pro-
vided information about the activities carried out with 
funds under this part, including through electronic 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
164 
•HR 4137 EH2S 
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 findings regarding the evaluation of such 
activities 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
165 
•HR 4137 EH2S 
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 
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 course work 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 enrolled in and
166 
•HR 4137 EH2S 
completed the teacher preparation pro-
gram; 
‘‘(iv) the average scaled score for all 
students who took each such assessment; 
‘‘(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, ethnicity, and gender), the average 
number of hours of supervised clinical experi-
ence required for those in the program, the 
number of full-time equivalent faculty and stu-
dents in the supervised clinical experience, and 
the total number of students who have been 
certified or licensed 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-
167 
•HR 4137 EH2S 
tion’s program is so approved or accredited, 
and by whom. 
‘‘(D) 
DESIGNATION
AS
LOW-PER-
FORMING.—Whether the program has been des-
ignated as low-performing by the State under 
section 208(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 decision making 
for the purpose of increasing student academic 
achievement. 
‘‘(F) TEACHER TRAINING.—A description 
of the activities that prepare general and special 
education teachers to effectively teach students 
with disabilities, including training related to 
participation as a member of individualized edu-
cation program teams, as defined in section 
614(d)(1)(B) of the Individuals with Disabil-
ities Education Act, and to effectively teach 
students with limited English proficiency. 
‘‘(2) REPORT.—Each eligible partnership re-
ceiving a grant under section 202 shall report annu-
168 
•HR 4137 EH2S 
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 
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-
169 
•HR 4137 EH2S 
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 to attain initial 
teacher certification or licensure and to be cer-
tified or licensed to teach particular academic 
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.
177 
•HR 4137 EH2S 
‘‘(4) prospective teachers receive training on 
how to effectively teach in urban and rural schools, 
as applicable. 
‘‘(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-
licly report whether the goals established under such sub-
section have been met. 
‘‘SEC. 207. STATE FUNCTIONS. 
‘‘(a) STATE ASSESSMENT.—In order to receive funds 
under this Act, a State shall have in place a procedure 
to conduct an assessment to identify and assist, through 
the provision of technical assistance, low-performing pro-
grams of teacher preparation. 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 
assessment shall be described in the report under section 
205(b). Levels of performance shall be determined solely 
by the State and may include criteria based on informa-
tion collected pursuant to this part including progress in 
meeting the goals of— 
‘‘(1) increasing the percentage of highly quali-
fied teachers in the State, including increasing pro-
fessional development opportunities;