I 
110TH CONGRESS 
1ST SESSION H. R. 4137 
To amend and extend the Higher Education Act of 1965, and for other 
purposes. 
IN THE HOUSE OF REPRESENTATIVES 
NOVEMBER 9, 2007 
Mr. GEORGE MILLER of California (for himself and Mr. HINOJOSA) intro-
duced the following bill; which was referred to the Committee on Edu-
cation and Labor, and in addition to the Committees on the Judiciary, 
Science and Technology, and Financial Services, for a period to be subse-
quently determined by the Speaker, in each case for consideration of such 
provisions as fall within the jurisdiction of the committee concerned 
A BILL 
To amend and extend the Higher Education Act of 1965, 
and for other purposes. 
Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled, 
SECTION 1. SHORT TITLE; TABLE OF CONTENTS. 
(a) SHORT TITLE.—This Act may be cited as the 
‘‘College Opportunity and Affordability Act of 2007’’. 
(b) TABLE OF CONTENTS.— 
Sec. 1. Short title; table of contents. 
Sec. 2. Reference; Effective date. 
TITLE I—TITLE I AMENDMENTS 
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‘‘Sec. 853. Accrediting agencies. 
‘‘Sec. 854. Task Force. 
‘‘Sec. 855. Sense of the Congress regarding use by States of the Federal 
Plan as guidelines. 
‘‘Sec. 856. Unfair and deceptive acts and practices regarding diplomas and 
professional certifications. 
‘‘PART I—STUDENT SAFETY AND CAMPUS EMERGENCY MANAGEMENT 
‘‘Sec. 861. Student safety and campus emergency management. 
‘‘Sec. 862. Model emergency response policies, procedures, and practices. 
‘‘Sec. 863. Preparation for future disasters plan by the Secretary. 
‘‘Sec. 864. Education disaster and emergency relief loan program. 
‘‘Sec. 865. Guidance on mental health disclosures for student safety. 
‘‘PART J—RURAL DEVELOPMENT GRANTS FOR RURAL COLLEGES AND 
UNIVERSITIES 
‘‘Sec. 871. Purpose. 
‘‘Sec. 872. Definitions. 
‘‘Sec. 873. Ensuring college access for rural high school graduates. 
‘‘Sec. 874. Economic development partnerships. 
‘‘Sec. 875. Quality of life in rural areas. 
‘‘Sec. 876. Allocation of appropriations. 
‘‘PART K—IMPROVING SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHE-
MATICS EDUCATION WITH A FOCUS ON ALASKA NATIVE AND NATIVE HA-
WAIIAN STUDENTS 
‘‘Sec. 880. Improving science, technology, engineering, and mathematics 
education with a focus on Alaska Native and Native Ha-
waiian students. 
‘‘PART L—NATIONAL DATABASE ON FINANCIAL ASSISTANCE FOR STUDY OF 
SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS 
‘‘Sec. 881. National Database on Financial Assistance For Study of 
Science, Technology, Engineering, and Mathematics. 
‘‘PART M—TRAINING FOR REALTIME WRITERS 
‘‘Sec. 882. Program to promote training and job placement of realtime 
writers. 
‘‘PART N—CENTERS OF EXCELLENCE IN VETERAN STUDENT SUCCESS 
‘‘Sec. 883. Model Programs for Centers of Excellence in Veteran Student 
Success. 
‘‘PART O—UNIVERSITY SUSTAINABILITY PROGRAMS 
‘‘SUBPART 1—SUSTAINABILITY PLANNING GRANTS 
‘‘Sec. 884. Grants authorized. 
‘‘SUBPART 2—SUMMIT ON SUSTAINABILITY 
‘‘Sec. 885. Summit on sustainability. 
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‘‘PART P—MODELING AND SIMULATION PROGRAMS 
‘‘Sec. 886. Modeling and Simulation. 
Sec. 802. Sense of the Congress; report. 
Sec. 803. Independent evaluation of distance education programs. 
Sec. 804. Encouraging colleges and universities to ‘‘go green’’. 
Sec. 805. Study of costs of environmental, health, and safety standards. 
Sec. 806. Study of minority male academic achievement. 
Sec. 807. Study on bias in standardized tests. 
Sec. 808. Feasibility study on student loans. 
Sec. 809. Endowment report. 
TITLE IX—AMENDMENTS TO OTHER LAWS 
PART A—EDUCATION OF THE DEAF ACT OF 1986 
Sec. 901. Laurent Clerc National Deaf Education Center. 
Sec. 902. Agreement with Gallaudet University. 
Sec. 903. Agreement for the National Technical Institute for the Deaf. 
Sec. 904. Audit. 
Sec. 905. Reports. 
Sec. 906. Monitoring, evaluation, and reporting. 
Sec. 907. Liaison for educational programs. 
Sec. 908. Federal endowment programs for Gallaudet University and the Na-
tional Technical Institute for the Deaf. 
Sec. 909. Oversight and effect of agreements. 
Sec. 910. International students. 
Sec. 911. Research priorities. 
Sec. 912. National study on the education of the deaf. 
Sec. 913. Authorization of appropriations. 
PART B—INDIAN EDUCATION 
SUBPART 1—TRIBAL COLLEGES AND UNIVERSITIES 
Sec. 921. Reauthorization of the Tribally Controlled College or University As-
sistance Act of 1978. 
‘‘Sec. 105. Technical assistance contracts. 
‘‘TITLE V—TRIBALLY CONTROLLED POSTSECONDARY CAREER 
AND TECHNICAL INSTITUTIONS 
‘‘Sec. 501. Definition of tribally controlled postsecondary career and tech-
nical institution. 
‘‘Sec. 502. Tribally controlled postsecondary career and technical institu-
tions program. 
‘‘Sec. 503. Applicability of other laws. 
‘‘Sec. 504. Authorization of appropriations. 
‘‘Sec. 1. Short title. 
SUBPART 2—NAVAJO HIGHER EDUCATION 
Sec. 931. Reauthorization of Navajo Community College Act. 
PART C—HIGHER EDUCATION AMENDMENTS OF 1998; HIGHER EDUCATION 
AMENDMENTS OF 1992 
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Sec. 941. Grants to States for workplace and community transition training for 
incarcerated youth offenders. 
‘‘Sec. 821. Grants to States for improved workplace and community tran-
sition training for incarcerated youth offenders. 
Sec. 942. Underground railroad. 
Sec. 943. Repeals of Expired and Executed Provisions. 
Sec. 944. Olympic Scholarships. 
PART D—JUSTICE DEPARTMENT PROGRAMS 
Sec. 951. Loan repayment for prosecutors and defenders. 
‘‘PART JJ—LOAN REPAYMENT FOR PROSECUTORS AND PUBLIC DEFENDERS 
‘‘Sec. 3111. Grant authorization. 
Sec. 952. National center for campus public safety. 
Sec. 953. Private loan forgiveness. 
PART E—STEVENSON-WYDLER TECHNOLOGY INNOVATION ACT OF 1980 
Sec. 961. Establishment of Program. 
Sec. 962. Authorization of appropriations. 
TITLE X—PRIVATE STUDENT LOAN TRANSPARENCY AND 
IMPROVEMENT 
Sec. 1001. Short title. 
Sec. 1002. Definitions. 
Sec. 1003. Regulations. 
Sec. 1004. Effective dates. 
Subtitle A—Preventing Unfair and Deceptive Private Educational Lending 
Practices and Eliminating Conflicts of Interest 
Sec. 1011. Amendment to the Truth in Lending Act. 
‘‘140. Preventing unfair and deceptive private educational lending practices 
and eliminating conflicts of interest. 
Sec. 1012. Civil liability. 
Subtitle B—Improved Disclosures for Private Educational Loans 
Sec. 1021. Private educational loan disclosures and limitations. 
Sec. 1022. Application of Truth in Lending Act to all private educational loans. 
Subtitle C—Financial Literacy 
Sec. 1031. Coordinated education efforts. 
Subtitle D—Study and Report on Nonindividual Information 
Sec. 1041. Study and report on nonindividual information. 
Subtitle E—Incentives For Low-Cost Educational Loans 
Sec. 1051. CRA credit for low-cost educational loans. 
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SEC. 2. REFERENCE; EFFECTIVE DATE. 
(a) REFERENCES.—Except as otherwise expressly 
provided therein, whenever in this Act an amendment or 
repeal is expressed in terms of an amendment to, or repeal 
of, a section or other provision, the reference shall be con-
sidered to be made to a section or other provision of the 
Higher Education Act of 1965 (20 U.S.C. 1001 et seq.). 
(b) EFFECTIVE DATE.—Except as otherwise provided 
in this Act or the amendments made by this Act, the 
amendments made by this Act shall be effective on the 
date of enactment of this Act. 
TITLE I—TITLE I AMENDMENTS 
SEC. 101. DEFINITIONS OF INSTITUTION OF HIGHER EDU-
CATION. 
(a) DEGREE PROGRAMS.—Section 101(a)(3) (20 
U.S.C. 1001(a)(3)) is amended— 
(1) in subsection (a)(3), by inserting ‘‘, or 
awards a degree that is acceptable for admission to 
a graduate or professional degree program, subject 
to the review and approval by the Secretary’’ after 
‘‘such a degree’’; and 
(2) by striking subsection (b)(2) and inserting 
the following new paragraph: 
‘‘(2) a public or nonprofit private educational 
institution in any State that, in lieu of the require-
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ment in subsection (a)(1), admits as regular stu-
dents persons— 
‘‘(A) who are beyond the age of compul-
sory school attendance in the State in which the 
institution is located; or 
‘‘(B) who will be dually or concurrently en-
rolled in the institution and a secondary 
school.’’. 
(b) INTERNATIONAL MEDICAL SCHOOLS.—Section 
102(a)(2)(A)(i) (20 U.S.C. 1002(a)(2)(A)(i)(II)) is 
amended— 
(1) by striking ‘‘or’’ at the end of subclause (I); 
and 
(2) by striking subclause (II) and inserting the 
following: 
‘‘(II) the institution has or had a 
clinical training program that was ap-
proved by a State as of January 1, 
1992, and continues to operate a clin-
ical training program in at least one 
State, which is approved by that 
State; or 
‘‘(III) that institution— 
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‘‘(2) ADDITIONAL
INSTITUTIONS.—The term 
‘proprietary institution of higher education’ also in-
cludes a proprietary educational institution in any 
State that, in lieu of the requirement in section 
101(a)(1), admits as regular students persons— 
‘‘(A) who are beyond the age of compul-
sory school attendance in the State in which the 
institution is located; or 
‘‘(B) who will be dually or concurrently en-
rolled in the institution and a secondary 
school.’’; and 
(2) by striking subsection (c)(2) and inserting 
the following: 
‘‘(2) ADDITIONAL
INSTITUTIONS.—The term 
‘postsecondary vocational institution’ also includes 
an educational institution in any State that, in lieu 
of the requirement in section 101(a)(1), admits as 
regular students persons— 
‘‘(A) who are beyond the age of compul-
sory school attendance in the State in which the 
institution is located; or 
‘‘(B) who will be dually or concurrently en-
rolled in the institution and a secondary 
school.’’. 
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SEC. 102. ADDITIONAL DEFINITIONS. 
(a) AMENDMENT.—Section 103 (20 U.S.C. 1003) is 
amended— 
(1) by adding at the end the following new 
paragraphs: 
‘‘(17) AUTHORIZING COMMITTEES.—The term 
‘authorizing committees’ means the Committee on 
Health, Education, Labor, and Pensions of the Sen-
ate and the Committee on Education and Labor of 
the House of Representatives. 
‘‘(18) CRITICAL
FOREIGN
LANGUAGE.—The 
term ‘critical foreign language’ means each of the 
languages contained in the list of critical languages 
designated by the Secretary in the Federal Register 
on August 2, 1985 (50 Fed. Reg. 149, 31412; pro-
mulgated under the authority of section 212(d) of 
the Education for Economic Security Act (repealed 
by section 2303 of the Augustus F. Hawkins-Robert 
T. Stafford Elementary and Secondary School Im-
provement Amendments of 1988)), except that in 
the implementation of this definition with respect to 
a specific title, the Secretary may set priorities ac-
cording to the purposes of such title and the na-
tional security, economic competitiveness, and edu-
cational needs of the United States. 
‘‘(19) DISTANCE EDUCATION.— 
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‘‘(A) IN GENERAL.—Except as otherwise 
provided, the term ‘distance education’ means 
education that uses 1 or more of the tech-
nologies described in subparagraph (B)— 
‘‘(i) to deliver instruction to students 
who are separated from the instructor; and 
‘‘(ii) to support regular and sub-
stantive interaction between the students 
and the instructor, synchronously or asyn-
chronously. 
‘‘(B) INCLUSIONS.—For the purposes of 
subparagraph (A), the technologies used may 
include— 
‘‘(i) the Internet; 
‘‘(ii) one-way and two-way trans-
missions through open broadcast, closed 
circuit, cable, microwave, broadband lines, 
fiber optics, satellite, or wireless commu-
nications devices; 
‘‘(iii) audio conferencing; or 
‘‘(iv) video cassette, DVDs, and CD– 
ROMs, if the cassette, DVDs, and CD– 
ROMs are used in a course in conjunction 
with the technologies listed in clauses (i) 
through (iii). 
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‘‘(20) HIGH-NEED
SCHOOL.—Except with re-
spect to title II, the term ‘high-need school’ means 
a public or nonprofit private elementary or sec-
ondary school which is in a local educational agency 
which is eligible for assistance pursuant to title I of 
the Elementary and Secondary Education Act of 
1965 in the applicable fiscal year, and which for the 
purpose of this paragraph and for that year was de-
termined by the Secretary (pursuant to regulations 
and after consultation with the State educational 
agency of the State in which the school is located) 
to be a school in which the enrollment of children 
counted under section 1113(a)(5) of the Elementary 
and Secondary Education Act of 1965 exceeds 30 
percent of the total enrollment of that school. 
‘‘(21) LIMITED
ENGLISH
PROFICIENT.—The 
term ‘limited English proficient’ has the meaning 
given such term in section 9101 of the Elementary 
and Secondary Education Act of 1965. 
‘‘(22) UNIVERSAL
DESIGN.—The term ‘uni-
versal design’ means a concept or philosophy for de-
signing and delivering products and services that are 
usable by people with the widest possible range of 
functional capabilities, which include products and 
services that are directly accessible (without requir-
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ing assistive technologies) and products and services 
that are interoperable with assistive technologies. 
‘‘(23) UNIVERSAL
DESIGN
FOR
LEARNING.— 
The term ‘‘universal design for learning’’ means a 
research-based framework for designing curriculum 
(including goals, methods, materials, and assess-
ments) that— 
‘‘(A) provides curricular flexibility in the 
ways information is presented, in the ways stu-
dents respond or demonstrate knowledge, and 
in the ways students are engaged; and 
‘‘(B) reduces barriers in instruction and 
assessment, provides appropriate supports and 
challenges, and maintains high achievement 
standards for all students, including students 
with disabilities.’’; and 
(2) by reordering paragraphs (1) through (16) 
and the paragraphs added by paragraph (1) of this 
subsection in alphabetical order based on the head-
ings of such paragraphs, and renumbering such 
paragraphs as so reordered. 
(b) CONFORMING
AMENDMENTS.—The Act (20 
U.S.C. 1001 et seq.) is amended— 
(1) 
in 
section 
131(a)(3)(B) 
(20 
U.S.C. 
1015(a)(3)(B)), by striking ‘‘Committee on Labor 
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and Human Resources of the Senate and the Com-
mittee on Education and the Workforce of the 
House of Representatives’’ and inserting ‘‘author-
izing committees’’; 
(2) 
in 
section 
141(d)(4)(B) 
(20 
U.S.C. 
1018(d)(4)(B)), by striking ‘‘Committee on Edu-
cation and the Workforce of the House of Rep-
resentatives and the Committee on Labor and 
Human Resources of the Senate’’ and inserting ‘‘au-
thorizing committees’’; 
(3) 
in 
section 
401(f)(3) 
(20 
U.S.C. 
1070a(f)(3)), by striking ‘‘to the Committee on Ap-
propriations’’ and all that follows through ‘‘House of 
Representatives’’ and inserting ‘‘to the Committee 
on Appropriations of the Senate, the Committee on 
Appropriations of the House of Representatives, and 
the authorizing committees’’; 
(4) in section 428 (20 U.S.C. 1078)— 
(A) in subsection (c)(9)(K), by striking 
‘‘House Committee on Education and the 
Workforce and the Senate Committee on Labor 
and Human Resources’’ and inserting ‘‘author-
izing committees’’; 
(B) in the matter following paragraph (2) 
of subsection (g), by striking ‘‘Committee on 
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Labor and Human Resources of the Senate and 
the Committee on Education and the Workforce 
of the House of Representatives’’ and inserting 
‘‘authorizing committees’’; and 
(C) in subsection (n)(4), by striking ‘‘Com-
mittee on Education and the Workforce of the 
House of Representatives and the Committee 
on Labor and Human Resources of the Senate’’ 
and inserting ‘‘authorizing committees’’; 
(5) in section 428A(c) (20 U.S.C. 1078–1(c))— 
(A) in the matter preceding subparagraph 
(A) of paragraph (2), by striking ‘‘Chair-
person’’ and all that follows through ‘‘House of 
Representatives’’ and inserting ‘‘members of the 
authorizing committees’’; 
(B) in paragraph (3), by striking ‘‘Chair-
person’’ and all that follows through ‘‘House of 
Representatives’’ and inserting ‘‘members of the 
authorizing committees’’; and 
(C) in paragraph (5), by striking ‘‘Chair-
person’’ and all that follows through ‘‘House of 
Representatives’’ and inserting ‘‘members of the 
authorizing committees’’; 
(6) in section 432 (20 U.S.C. 1082)— 
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(A) in subsection (f)(1)(C), by striking 
‘‘the Committee on Education and the Work-
force of the House of Representatives or the 
Committee on Labor and Human Resources of 
the Senate’’ and inserting ‘‘either of the author-
izing committees’’; and 
(B) in the matter following subparagraph 
(D) of subsection (n)(3), by striking ‘‘Com-
mittee on Education and the Workforce of the 
House of Representatives and the Committee 
on Labor and Human Resources of the Senate’’ 
and inserting ‘‘authorizing committees’’; 
(7) in section 437(c)(1) (20 U.S.C. 1087(c)(1)), 
by striking ‘‘Committee on Education and the Work-
force of the House of Representatives and the Com-
mittee on Labor and Human Resources of the Sen-
ate’’ and inserting ‘‘authorizing committees’’; 
(8) in section 439 (20 U.S.C. 1087–2)— 
(A) in subsection (d)(1)(E)(iii), by striking 
‘‘advise the Chairman’’ and all that follows 
through ‘‘House of Representatives’’ and insert-
ing ‘‘advise the members of the authorizing 
committees’’; 
(B) in subsection (r)— 
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(i) in paragraph (3), by striking ‘‘in-
form the Chairman’’ and all that follows 
through ‘‘House of Representatives,’’ and 
inserting ‘‘inform the members of the au-
thorizing committees’’; 
(ii) in paragraph (5)(B), by striking 
‘‘plan, to the Chairman’’ and all that fol-
lows through ‘‘Education and Labor’’ and 
inserting ‘‘plan, to the members of the au-
thorizing committees’’; 
(iii) in paragraph (6)(B)— 
(I) by striking ‘‘plan, to the 
Chairman’’ 
and 
all 
that 
follows 
through ‘‘House of Representatives’’ 
and inserting ‘‘plan, to the members 
of the authorizing committees’’; and 
(II) by striking ‘‘Chairmen and 
ranking minority members of such 
Committees’’ and inserting ‘‘members 
of the authorizing committees’’; 
(iv) in paragraph (8)(C), by striking 
‘‘implemented to the Chairman’’ and all 
that follows through ‘‘House of Represent-
atives, and’’ and inserting ‘‘implemented to 
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the members of the authorizing commit-
tees, and to’’; and 
(v) in the matter preceding subpara-
graph (A) of paragraph (10), by striking 
‘‘days to the Chairman’’ and all that fol-
lows through ‘‘Education and Labor’’ and 
inserting ‘‘days to the members of the au-
thorizing committees’’; and 
(C) in subsection (s)(2)— 
(i) in the matter preceding clause (i) 
of subparagraph (A), by striking ‘‘Treas-
ury and to the Chairman’’ and all that fol-
lows through ‘‘House of Representatives’’ 
and inserting ‘‘Treasury and to the mem-
bers of the authorizing committees’’; and 
(ii) in subparagraph (B), by striking 
‘‘Treasury and to the Chairman’’ and all 
that follows through ‘‘House of Represent-
atives’’ and inserting ‘‘Treasury and to the 
members of the authorizing committees’’; 
(9) 
in 
section 
455(b)(8)(B) 
(20 
U.S.C. 
1087e(b)(8)(B)), by striking ‘‘Committee on Labor 
and Human Resources of the Senate and the Com-
mittee on Education and the Workforce of the 
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House of Representatives’’ and inserting ‘‘author-
izing committees’’; 
(10) in section 482(d) (20 U.S.C. 1089(d)), by 
striking ‘‘Committee on Labor and Human Re-
sources of the Senate and the Committee on Edu-
cation and Labor of the House of Representatives’’ 
and inserting ‘‘authorizing committees’’; 
(11) in section 483(c) (20 U.S.C. 1090(c)), by 
striking ‘‘Committee on Labor and Human Re-
sources of the Senate and the Committee on Edu-
cation and the Workforce of the House of Rep-
resentatives’’ and inserting ‘‘authorizing commit-
tees’’; 
(12) in section 485 (20 U.S.C. 1092)— 
(A) in subsection (f)(5)(A), by striking 
‘‘Committee on Education and the Workforce of 
the House of Representatives and the Com-
mittee on Labor and Human Resources of the 
Senate’’ and inserting ‘‘authorizing commit-
tees’’; and 
(B) in subsection (g)(4)(B), by striking 
‘‘Committee on Education and the Workforce of 
the House of Representatives and the Com-
mittee on Labor and Human Resources of the 
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Senate’’ and inserting ‘‘authorizing commit-
tees’’; 
(13) in section 486 (20 U.S.C. 1093)— 
(A) in subsection (e), by striking ‘‘Com-
mittee on Labor and Human Resources of the 
Senate and the Committee on Education and 
the Workforce of the House of Representatives’’ 
and inserting ‘‘authorizing committees’’; and 
(B) in subsection (f)(3)— 
(i) in the matter preceding clause (i) 
of subparagraph (A), by striking ‘‘Com-
mittee on Labor and Human Resources of 
the Senate and the Committee on Edu-
cation and the Workforce of the House of 
Representatives’’ and inserting ‘‘author-
izing committees’’; and 
(ii) in the matter preceding clause (i) 
of subparagraph (B), by striking ‘‘Com-
mittee on Labor and Human Resources of 
the Senate and the Committee on Edu-
cation and the Workforce of the House of 
Representatives’’ and inserting ‘‘author-
izing committees’’; 
(14) 
in 
section 
487A(a)(5) 
(20 
U.S.C. 
1094a(a)(5)), by striking ‘‘Committee on Labor and 
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Human Resources of the Senate and the Committee 
on Education and the Workforce of the House of 
Representatives’’ and inserting ‘‘authorizing commit-
tees’’; and 
(15) in section 498B(d) (20 U.S.C. 1099c– 
2(d))— 
(A) in paragraph (1), by striking ‘‘Com-
mittee on Labor and Human Resources of the 
Senate and the Committee on Education and 
the Workforce of the House of Representatives’’ 
and inserting ‘‘authorizing committees’’; and 
(B) in paragraph (2), by striking ‘‘Com-
mittee on Labor and Human Resources of the 
Senate and the Committee on Education and 
the Workforce of the House of Representatives’’ 
and inserting ‘‘authorizing committees’’. 
SEC. 103. TREATMENT OF TERRITORIES AND TERRITORIAL 
STUDENT ASSISTANCE. 
Section 113 (20 U.S.C. 1011b) is amended— 
(1) by striking ‘‘treatment of territories and 
territorial student assistance’’ in the heading of such 
section and inserting ‘‘territorial waiver authority’’; 
and 
(2) by striking ‘‘(a) WAIVER AUTHORITY.—’’; 
and 
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(3) by striking subsection (b). 
SEC. 104. NATIONAL ADVISORY COMMITTEE ON INSTITU-
TIONAL QUALITY AND INTEGRITY. 
Section 114 (20 U.S.C. 1011c) is amended to read 
as follows: 
‘‘SEC. 114. NATIONAL ADVISORY COMMITTEE ON INSTITU-
TIONAL QUALITY AND INTEGRITY. 
‘‘(a) ESTABLISHMENT.—There is established in the 
Department a National Advisory Committee on Institu-
tional Quality and Integrity (in this section referred to as 
the ‘Committee’) to assess the process of accreditation and 
the institutional eligibility and certification of such institu-
tions under title IV. 
‘‘(b) MEMBERSHIP.— 
‘‘(1) IN GENERAL.—The Committee shall have 
15 members, of which— 
‘‘(A) 5 members shall be appointed by the 
Secretary; 
‘‘(B) 5 members shall be appointed by the 
Speaker of the House of Representatives upon 
the recommendation of the majority leader and 
minority leader of the House of Representa-
tives; and 
‘‘(C) 5 members shall be appointed by the 
President pro tempore of the Senate upon the 
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recommendation of the majority leader and mi-
nority leader of the Senate. 
‘‘(2) QUALIFICATIONS.—Individuals shall be ap-
pointed as members of the Committee on— 
‘‘(A) the basis of the individuals’ experi-
ence, integrity, impartiality, and good judg-
ment; 
‘‘(B) from among individuals who are rep-
resentatives of, or knowledgeable concerning, 
education and training beyond secondary edu-
cation, representatives of all sectors and types 
of institutions of higher education (as defined 
in section 102); and 
‘‘(C) on the basis of the individuals’ tech-
nical qualifications, professional standing, and 
demonstrated knowledge in the fields of accredi-
tation and administration in higher education. 
‘‘(3) TERMS OF MEMBERS.—The term of office 
of each member of the Committee shall be for 6 
years, except that any member appointed to fill a va-
cancy occurring prior to the expiration of the term 
for which the member’s predecessor was appointed 
shall be appointed for the remainder of such term. 
‘‘(4) VACANCY.—A vacancy on the Committee 
shall be filled in the same manner as the original ap-
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pointment was made not later than 90 days after 
the vacancy occurred. If a vacancy occurs in a posi-
tion to be filled by the Secretary, the Secretary shall 
publish a Federal Register notice soliciting nomina-
tions for the position not later than 30 days after 
being notified of the vacancy. 
‘‘(5) INITIAL TERMS.—The terms of office for 
the initial members of the Committee shall be— 
‘‘(A) 3 years for members appointed under 
paragraph (1)(A); 
‘‘(B) 4 years for members appointed under 
paragraph (1)(B); and 
‘‘(C) 6 years for members appointed under 
paragraph (1)(C). 
‘‘(6) CHAIRPERSON.—The members of the 
Committee shall select a chairperson from among 
the members. 
‘‘(c) FUNCTIONS.—The Committee shall— 
‘‘(1) advise the Secretary with respect to estab-
lishment and enforcement of the standards of ac-
crediting agencies or associations under subpart 2 of 
part H of title IV; 
‘‘(2) advise the Secretary with respect to the 
recognition of a specific accrediting agency or asso-
ciation; 
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‘‘(3) advise the Secretary with respect to the 
preparation and publication of the list of nationally 
recognized accrediting agencies and associations; 
‘‘(4) advise the Secretary with respect to the 
eligibility and certification process for institutions of 
higher education under title IV, together with rec-
ommendations for improvements in such process; 
‘‘(5) advise the Secretary with respect to the re-
lationship between— 
‘‘(A) accreditation of institutions of higher 
education and the certification and eligibility of 
such institutions; and 
‘‘(B) State licensing responsibilities with 
respect to such institutions; 
‘‘(6) take into consideration the complaints, and 
the resolution of such complaints, received by the 
ombudsman described in section 497 when advising 
the Secretary with respect to the recognition of a 
specific accrediting agency or association; and 
‘‘(7) carry out such other advisory functions re-
lating to accreditation and institutional eligibility as 
the Secretary may prescribe in regulation. 
‘‘(d) MEETING PROCEDURES.— 
‘‘(1) SCHEDULE.— 
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‘‘(A) BIANNUAL
MEETINGS.—The Com-
mittee shall meet not less often than twice each 
year, at the call of the Chairperson. 
‘‘(B) PUBLICATION OF DATE.—The Com-
mittee shall submit the date and location of 
each meeting in advance to the Secretary, and 
the Secretary shall publish such information in 
the Federal Register not later than 30 days be-
fore the meeting. 
‘‘(2) AGENDA.— 
‘‘(A) ESTABLISHMENT.—The agenda for a 
meeting of the Committee shall be established 
by the Chairperson and shall be submitted to 
the members of the Committee upon notifica-
tion of the meeting. 
‘‘(B) OPPORTUNITY
FOR
PUBLIC
COM-
MENT.—The agenda shall include, at a min-
imum, opportunity for public comment during 
the Committee’s deliberations. 
‘‘(3) SECRETARY’S DESIGNEE.— 
‘‘(A) ATTENDANCE
AT
MEETING.—The 
Chairperson shall invite the Secretary’s des-
ignee to attend all meetings of the Committee. 
‘‘(B) ROLE
OF
DESIGNEE.—The Sec-
retary’s designee may be present at a Com-
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mittee meeting to facilitate the exchange and 
free flow of information between the Secretary 
and the Committee. The designee shall have no 
authority over the agenda of the meeting, the 
items on that agenda, or on the resolution of 
any agenda item. 
‘‘(4) FEDERAL
ADVISORY
COMMITTEE
ACT.— 
The provisions of the Federal Advisory Committee 
Act (5 U.S.C. App.) shall apply to the Committee, 
except that section 14 of such Act shall not apply. 
‘‘(e) REPORT AND NOTICE.— 
‘‘(1) NOTICE.—The Secretary shall annually 
publish in the Federal Register— 
‘‘(A) a list containing, for each member of 
the Committee— 
‘‘(i) the member’s name; 
‘‘(ii) the date of the expiration of the 
member’s term of office; and 
‘‘(iii) the individual described in sub-
section (b)(1) who appointed the member; 
and 
‘‘(B) a solicitation of nominations for each 
expiring term of office on the Committee of a 
member appointed by the Secretary. 
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‘‘(2) REPORT.—Not later than September 30 of 
each year, the Committee shall make an annual re-
port to the Secretary, the authorizing committees, 
and the public. The annual report shall contain— 
‘‘(A) a detailed summary of the agenda 
and activities of, and the findings and rec-
ommendations made by, the Committee during 
the preceding fiscal year; 
‘‘(B) a list of the date and location of each 
meeting during the preceding fiscal year; 
‘‘(C) a list of the members of the Com-
mittee and appropriate contact information; 
and 
‘‘(D) a list of the functions of the Com-
mittee, including any additional functions estab-
lished by the Secretary through regulation. 
‘‘(f) TERMINATION.—The Committee shall terminate 
on September 30, 2012.’’. 
SEC. 105. DRUG AND ALCOHOL ABUSE PREVENTION. 
Section 120 (20 U.S.C. 1011i) is amended— 
(1) in subsection (a)(2)— 
(A) in subparagraph (A), by striking 
‘‘and’’ after the semicolon; 
(B) by redesignating subparagraph (B) as 
subparagraph (D); and 
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(C) by inserting after subparagraph (A) 
(as amended by subparagraph (A) of this para-
graph) the following: 
‘‘(B) determine the number of drug and al-
cohol-related incidents and fatalities that— 
‘‘(i) occur on the institution’s property 
or as part of any of the institution’s activi-
ties; and 
‘‘(ii) are reported to the institution; 
‘‘(C) determine the number and type of 
sanctions described in paragraph (1)(E) that 
are imposed by the institution as a result of 
drug and alcohol-related incidents and fatalities 
on the institution’s property or as part of any 
of the institution’s activities; and’’; 
(2) in subsection (e)(5), by striking ‘‘1999’’ and 
inserting ‘‘2009’’; and 
(3) by striking subsection (f). 
SEC. 106. PRIOR RIGHTS AND OBLIGATIONS. 
Section 121(a) (20 U.S.C. 1011j(a)) is amended— 
(1) in paragraph (1), by striking ‘‘1999 and for 
each of the 4 succeeding fiscal years’’ and inserting 
‘‘2009 and for each succeeding fiscal year’’; and 
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(2) in paragraph (2), by striking ‘‘1999 and for 
each of the 4 succeeding fiscal years’’ and inserting 
‘‘2009 and for each succeeding fiscal year’’. 
SEC. 107. IMPROVED INFORMATION CONCERNING THE FED-
ERAL STUDENT FINANCIAL AID WEBSITE. 
Section 131 (20 U.S.C. 1015) is amended by adding 
at the end the following new subsections: 
‘‘(e) PROMOTION OF THE DEPARTMENT OF EDU-
CATION FEDERAL STUDENT FINANCIAL AID WEBSITE.— 
The Secretary— 
‘‘(1) shall display a link to the Federal student 
financial aid website of the Department of Edu-
cation in a prominent place on the homepage of the 
Department of Education website; and 
‘‘(2) may use administrative funds available for 
the Department’s operations and expenses for the 
purpose of advertising and promoting the availability 
of the Federal student financial aid website. 
‘‘(f) PROMOTION OF AVAILABILITY OF INFORMATION 
CONCERNING STUDENT FINANCIAL AID PROGRAMS OF 
OTHER DEPARTMENTS AND AGENCIES.— 
‘‘(1) AVAILABILITY
OF
INFORMATION.—The 
Secretary shall ensure that the eligibility require-
ments, application procedures, financial terms and 
conditions, and other relevant information for each 
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non-departmental student financial assistance pro-
gram are easily accessible through the Federal stu-
dent financial aid website and are incorporated into 
the search matrix on such website in a manner that 
permits students and parents to readily identify the 
programs that are appropriate to their needs and eli-
gibility. 
‘‘(2) AGENCY
RESPONSE.—Each Federal de-
partment and agency shall promptly respond to sur-
veys or other requests for the information required 
by paragraph (1), and shall identify for the Sec-
retary any non-departmental student financial as-
sistance program operated, sponsored, or supported 
by such Federal department or agency. 
‘‘(3) DEFINITION.—For purposes of this sub-
section, the term ‘non-departmental student finan-
cial assistance program’ means any grant, loan, 
scholarship, fellowship, or other form of financial aid 
for students pursuing a postsecondary education 
that is— 
‘‘(A) distributed directly to the student or 
to the student’s account at the institution of 
higher education; and 
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‘‘(B) operated, sponsored, or supported by 
a Federal department or agency other than the 
Department of Education.’’. 
SEC. 108. STATE COMMITMENT TO AFFORDABLE COLLEGE 
EDUCATION. 
Part C of title I (20 U.S.C. 1015) is amended by 
adding at the end the following new section: 
‘‘SEC. 132. STATE COMMITMENT TO AFFORDABLE COLLEGE 
EDUCATION. 
‘‘(a) MAINTENANCE
OF EFFORT REQUIRED.—No 
State shall reduce the total amount provided by the State 
for public institutions of higher education in such State 
for any academic year beginning on or after July 1, 2008, 
to an amount which is less than the average amount pro-
vided by such State to such institutions of higher edu-
cation during the 5 most recent preceding academic years 
for which satisfactory data is available. 
‘‘(b) WAIVER.—The Secretary shall waive the re-
quirements of subsection (a), if the Secretary determines 
that such a waiver would be equitable due to exceptional 
or uncontrollable circumstances, such as a natural disaster 
or a precipitous and unforeseen decline in the financial 
resources of a State educational agency. 
‘‘(c) VIOLATION OF MAINTENANCE OF EFFORT.— 
Notwithstanding any other provision of law, the Secretary 
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of Education shall withhold from any State that violates 
subsection (a) and does not receive a waiver pursuant to 
subsection (b) any amount that would otherwise be avail-
able to the State under section 415E until such State has 
made significant efforts to correct such violation. 
‘‘(d) RESEARCH INTO COST CONTAINMENT METH-
ODS.—The Secretary is authorized— 
‘‘(1) to identify methods of cost containment 
currently utilized by institutions of higher education 
and systems of such institutions, and research into 
other possible methods of cost containment; 
‘‘(2) to disseminate— 
‘‘(A) the information obtained by such re-
search to such institutions and systems; and 
‘‘(B) other research that has identified 
successful methods of cost containment; 
‘‘(3) to publicly recognize institutions of higher 
education that are doing an effective job at cost con-
tainment; and 
‘‘(4) to work together with such institutions 
and systems to implement these methods.’’. 
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SEC. 109. TRANSPARENCY IN COLLEGE TUITION FOR CON-
SUMERS. 
Part C of title I (20 U.S.C. 1015) is further amended 
by adding after section 132 (as added by section 108 of 
this Act) the following new section: 
‘‘SEC. 133. TRANSPARENCY IN COLLEGE TUITION FOR CON-
SUMERS. 
‘‘(a) NET PRICE.—In this section, the term ‘net 
price’ means the average yearly tuition and fees paid by 
a full-time undergraduate student at an institution of 
higher education, after discounts and grants from the in-
stitution, Federal Government, or a State have been ap-
plied to the full price of tuition and fees at the institution. 
‘‘(b) HIGHER EDUCATION PRICE INDEX.— 
‘‘(1) IN GENERAL.—Not later than 1 year after 
the date of enactment of the College Opportunity 
and Affordability Act of 2007, the Commission of 
the Bureau of Labor Statistics, in consultation with 
the Commissioner of Education Statistics and rep-
resentatives of institutions of higher education, shall 
develop higher education price indices that accu-
rately reflect the annual change in tuition and fees 
for undergraduate students in the categories of insti-
tutions listed in paragraph (2). Such indices shall be 
updated annually. Prior to the completion of the 
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higher education price index, the Secretary is au-
thorized to use an alternative, comparable index. 
‘‘(2) DEVELOPMENT.—The higher education 
price index under paragraph (1) shall be developed 
for each of the following categories: 
‘‘(A) 4-year public institutions of higher 
education. 
‘‘(B) 4-year private, nonprofit institutions 
of higher education. 
‘‘(C) 4-year private, for-profit institutions 
of higher education. 
‘‘(D) 2-year public institutions of higher 
education. 
‘‘(E) 2-year private, nonprofit institutions 
of higher education. 
‘‘(F) 2-year private, for-profit institutions 
of higher education. 
‘‘(G) Less than 2-year public institutions 
of higher education. 
‘‘(H) Less than 2-year private, nonprofit 
institutions of higher education. 
‘‘(I) Less than 2-year private, for-profit in-
stitutions of higher education. 
‘‘(J) All types of institutions described in 
subparagraphs (A) through (I). 
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‘‘(c) REPORTING.— 
‘‘(1) IN GENERAL.—The Secretary shall make 
publicly available on an annual basis, in a sortable 
electronic format on the College Navigator website, 
a national list ranking institutions of higher edu-
cation according to the percentage change and dollar 
change in such institutions’ tuition and fees over the 
preceding 3 years. Such list shall be capable of being 
sorted by State, by category as determined under 
paragraph (2), by percentage change, and by dollar 
change. The purpose of such list is to provide con-
sumers with general information on pricing trends 
among institutions of higher education nationally 
and in each State. 
‘‘(2) CATEGORIES.—The categories to be used 
for the list described in paragraph (1) are the fol-
lowing: 
‘‘(A) 4-year public institutions of higher 
education. 
‘‘(B) 4-year private, nonprofit institutions 
of higher education. 
‘‘(C) 4-year private, for-profit institutions 
of higher education. 
‘‘(D) 2-year public institutions of higher 
education. 
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‘‘(E) 2-year private, nonprofit institutions 
of higher education. 
‘‘(F) 2-year private, for-profit institutions 
of higher education. 
‘‘(G) Less than 2-year public institutions 
of higher education. 
‘‘(H) Less than 2-year private, nonprofit 
institutions of higher education. 
‘‘(I) Less than 2-year private, for-profit in-
stitutions of higher education. 
‘‘(3) HIGHER
EDUCATION
PRICE
INCREASE 
WATCH
LISTS.—Effective July 1, 2008, the Sec-
retary shall annually update and make publicly 
available on the College Navigator website, the na-
tional list developed under paragraph (1), and the 
list for each State, ranking each institution of higher 
education whose tuition and fees outpace such insti-
tution’s applicable higher education price index de-
scribed in subsection (b). Such lists shall— 
‘‘(A) be known as the ‘Higher Education 
Price Increase Watch Lists’; 
‘‘(B) report the full price of tuition and 
fees at the institution and the net price; 
‘‘(C) include data cells for common ex-
penditures for institutions to utilize; 
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‘‘(D) where applicable, report the average 
price of room and board for students living on 
campus at the institution, except that such 
price shall not be used in determining whether 
an institution’s cost outpaces such institution’s 
applicable higher education price index; and 
‘‘(E) be compiled by the Secretary in a 
public document to be widely published and dis-
seminated in paper form and through the 
website of the Department. 
‘‘(4) QUALITY EFFICIENCY TASK FORCES.— 
‘‘(A) REQUIRED.—Each institution subject 
to paragraph (3) shall establish a quality-effi-
ciency task force to review the operations of 
such institution. 
‘‘(B) FUNCTIONS.—Such task force shall 
analyze institutional operating costs in compari-
son with such costs at other institutions within 
the same class of institutions. Such analysis 
shall identify areas where, in comparison with 
other institutions in such class, the institution 
operates more expensively to produce a similar 
result. Any identified areas shall then be tar-
geted for in-depth analysis for cost reduction 
opportunities. 
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‘‘(C) REPORT.—The results of the analysis 
by a quality-efficiency task force under this 
paragraph shall be made available to the public 
on the College Navigator website. 
‘‘(5) 
EXEMPTIONS.—Notwithstanding 
para-
graph (3), an institution shall not be placed on the 
higher education watch list if, for any 3-year interval 
for the computed price under paragraph (1)— 
‘‘(A) with respect to the class of institu-
tions described in paragraph (2) to which the 
institution belongs, the computed price of the 
institution is in the lowest quartile of institu-
tions within such class, as determined by the 
Secretary, during the last year of such 3-year 
interval; or 
‘‘(B) the institution has a percentage 
change in its full price computed under para-
graph (3) that exceeds the higher education 
price index, or exceeds the applicable higher 
education price index over the same time pe-
riod, but the dollar amount of the full price in-
crease is less than $500. 
‘‘(6) STATE
HIGHER
EDUCATION
APPROPRIA-
TIONS CHART.—The Secretary shall annually report 
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on the Department’s website, in charts for each 
State— 
‘‘(A) a comparison of the percentage 
change in State appropriations per enrolled stu-
dent in a public institution of higher education 
in the State to the percentage change in tuition 
and fees for each public institution of higher 
education in the State for each of the previous 
5 years; and 
‘‘(B) the total amount of need-based and 
merit-based aid provided by the State to stu-
dents enrolled in an institution of higher edu-
cation in the State. 
‘‘(d) NET PRICE CALCULATOR.— 
‘‘(1) DEVELOPMENT.—Not later than 1 year 
after the date of enactment of the College Oppor-
tunity and Affordability Act of 2007, the Secretary 
shall, in consultation with institutions of higher edu-
cation, develop and make several model net price cal-
culators to help students, families, and consumers 
determine the net price of an institution of higher 
education, which institutions of higher education 
may, at their discretion, elect to use pursuant to 
paragraph (3). 
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‘‘(2) CATEGORIES.—The model net price cal-
culators described in paragraph (1) shall be devel-
oped for each of the following categories: 
‘‘(A) 4-year public institutions of higher 
education. 
‘‘(B) 4-year private, nonprofit institutions 
of higher education. 
‘‘(C) 4-year private, for-profit institutions 
of higher education. 
‘‘(D) 2-year public institutions of higher 
education. 
‘‘(E) 2-year private, nonprofit institutions 
of higher education. 
‘‘(F) 2-year private, for-profit institutions 
of higher education. 
‘‘(G) Less than 2-year public institutions 
of higher education. 
‘‘(H) Less than 2-year private, nonprofit 
institutions of higher education. 
‘‘(I) Less than 2-year private, for-profit in-
stitutions of higher education. 
‘‘(3) USE OF NET PRICE CALCULATOR BY IN-
STITUTIONS.—Not later than 3 years after the date 
of enactment of the College Opportunity and Afford-
ability Act of 2007, each institution of higher edu-
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cation that receives Federal funds under this Act 
shall adopt and use a net price calculator to help 
students, families, and other consumers determine 
the net price of such institution of higher education. 
Such calculator may be— 
‘‘(A) based on a model calculator developed 
by the Department; or 
‘‘(B) developed by the institution of higher 
education. 
‘‘(e) NET PRICE REPORTING IN APPLICATION INFOR-
MATION.—An institution of higher education that receives 
Federal funds under this Act shall include, in the mate-
rials accompanying an application for admission to the in-
stitution, the most recent information regarding the net 
price of the institution, calculated for each quartile of stu-
dents based on the income of either the students’ parents 
or, in the case of independent students (as such term is 
described in section 480), of the students, for each of the 
2 academic years preceding the academic year for which 
the application is produced. 
‘‘(f) 
ENHANCED
COLLEGE
INFORMATION 
WEBSITE.— 
‘‘(1) UNIVERSITY
AND
COLLEGE
ACCOUNT-
ABILITY NETWORK.—Not later than 1 year after the 
date of enactment of the College Opportunity and 
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Affordability Act of 2007, the Secretary shall de-
velop a model format for annually publicly displaying 
basic information about an institution of higher edu-
cation that chooses to participate, to be posted on 
the college information website and made available 
to institutions of higher education, students, fami-
lies, and other consumers. Such document shall be 
known as the ‘University and College Accountability 
Network’ (U–CAN), and shall include, the following 
information about the institution of higher education 
for the most recent academic year for which the in-
stitution has available data, presented in a con-
sumer-friendly manner: 
‘‘(A) A statement of the institution’s mis-
sion and specialties. 
‘‘(B) The total number of undergraduate 
students who applied, were admitted, and en-
rolled at the institution. 
‘‘(C) Where applicable, reading, writing, 
mathematics, and combined scores on the SAT 
or ACT for the middle 50 percent range of the 
institution’s freshman class. 
‘‘(D) Enrollment of full-time, part-time, 
and transfer students at the institution, at the 
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undergraduate and (where applicable) graduate 
levels. 
‘‘(E) Percentage of male and female un-
dergraduate students enrolled at the institution. 
‘‘(F) Percentage of enrolled undergraduate 
students from the State in which the institution 
is located, from other States, and from other 
countries. 
‘‘(G) Percentage of enrolled undergraduate 
students at the institution by race and ethnic 
background. 
‘‘(H) Retention rates for full-time and 
part-time first-time first-year undergraduate 
students enrolled at the institution. 
‘‘(I) Average time to degree or certificate 
completion for first-time, first-year under-
graduate students enrolled at the institution. 
‘‘(J) Percentage of enrolled undergraduate 
students who graduate within 2 years (in the 
case of 2-year institutions), and 4, 5 and 6 
years (in the case of 2 and 4-year institutions). 
‘‘(K) Number of students who obtained a 
certificate or an associate’s, bachelor’s, mas-
ter’s, or doctoral degree at the institution. 
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‘‘(L) The undergraduate major areas of 
study with the highest number of degrees 
awarded. 
‘‘(M) The student-faculty ratio, and num-
ber of full-time, part-time, and adjunct faculty, 
and graduate teaching and research assistants 
with instructional responsibilities, at the institu-
tion. 
‘‘(N) Percentage of faculty at the institu-
tion with the highest degree in their field. 
‘‘(O) The percentage change in total price 
in tuition and fees and the net price for an un-
dergraduate at the institution in each of the 
preceding 3 academic years. 
‘‘(P) The total average yearly cost of tui-
tion and fees, room and board, and books and 
other related costs for an undergraduate stu-
dent enrolled at the institution, for— 
‘‘(i) full-time undergraduate students 
living on campus; 
‘‘(ii) full-time undergraduate students 
living off-campus; and 
‘‘(iii) in the case of students attending 
a public institution of higher education, 
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such costs for in-State and out-of-State 
students living on and off-campus. 
‘‘(Q) The average yearly grant amount (in-
cluding Federal, State, and institutional aid) 
for a student enrolled at the institution. 
‘‘(R) The average yearly amount of Fed-
eral student loans, and other loans provided 
through the institution, to undergraduate stu-
dents enrolled at the institution. 
‘‘(S) The total yearly grant aid available to 
undergraduate students enrolled at the institu-
tion, from the Federal Government, a State, the 
institution, and other sources. 
‘‘(T) The percentage of undergraduate stu-
dents enrolled at the institution receiving Fed-
eral, State, and institutional grants, student 
loans, and any other type of student financial 
assistance provided publicly or through the in-
stitution, such as Federal work-study funds. 
‘‘(U) The number of students receiving 
Federal Pell Grants at the institution. 
‘‘(V) The average net price for all under-
graduate students enrolled at the institution. 
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‘‘(W) The percentage of first-year under-
graduate students enrolled at the institution 
who live on campus and off campus. 
‘‘(X) Information on the policies of the in-
stitution related to transfer of credit from other 
institutions. 
‘‘(Y) Information on campus safety re-
quired to be collected under section 485(f). 
‘‘(Z) Links to the appropriate sections of 
the institution’s website that provide informa-
tion on student activities offered by the institu-
tion, such as intercollegiate sports, student or-
ganizations, study abroad opportunities, intra-
mural and club sports, specialized housing op-
tions, community service opportunities, cultural 
and arts opportunities on campus, religious and 
spiritual life on campus, and lectures and out-
side learning opportunities. 
‘‘(AA) Links to the appropriate sections of 
the institution’s website that provide informa-
tion on services offered by the institution to 
students during and after college, such as in-
ternship opportunities, career and placement 
services, and preparation for further education. 
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‘‘(2) CONSULTATION.—The Secretary shall en-
sure that current and prospective college students, 
family members of such students, and institutions of 
higher education are consulted in carrying out para-
graph (1). 
‘‘(g) STUDENT AID RECIPIENT SURVEY.— 
‘‘(1) SURVEY REQUIRED.—The Secretary shall 
conduct a survey of student aid recipients under title 
IV on a regular cycle and State-by-State basis, but 
not less than once every 4 years— 
‘‘(A) to identify the population of students 
receiving Federal student aid; 
‘‘(B) to describe the income distribution 
and other socioeconomic characteristics of fed-
erally-aided students; 
‘‘(C) to describe the combinations of aid 
from State, Federal, and private sources re-
ceived by students from all income groups; 
‘‘(D) to describe the debt burden of edu-
cational loan recipients and their capacity to 
repay their education debts, and the impact of 
such debt burden on career choices; 
‘‘(E) to describe the role played by the 
price of postsecondary education in the deter-
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mination by students of what institution to at-
tend; and 
‘‘(F) to describe how the increased costs of 
textbooks and other instructional materials af-
fects the costs of postsecondary education to 
students. 
‘‘(2) SURVEY
DESIGN.—The survey shall be 
representative of full-time and part-time, under-
graduate, graduate, professional, and current and 
former students in all types of institutions, and de-
signed and administered in consultation with the 
Congress and the postsecondary education commu-
nity. 
‘‘(3) DISSEMINATION.—The Commissioner of 
Education Statistics shall disseminate the informa-
tion resulting from the survey in both printed and 
electronic form. 
‘‘(h) REGULATIONS.—The Secretary is authorized to 
issue such regulations as may be necessary to carry out 
the provisions of this section.’’. 
SEC. 110. TEXTBOOK INFORMATION. 
Part C of title I (20 U.S.C. 1015) is further amended 
by adding after section 133 (as added by section 109 of 
this Act) the following new section: 
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‘‘SEC. 134. TEXTBOOK INFORMATION. 
‘‘(a) PURPOSE AND INTENT.—The purpose of this 
section is to ensure that every student in higher education 
is offered better and more timely access to affordable 
course materials by educating and informing faculty, stu-
dents, administrators, institutions of higher education, 
bookstores, distributors, and publishers on all aspects of 
the selection, purchase, sale, and use of the course mate-
rials. It is the intent of this section— 
‘‘(1) to have all involved parties work together 
to identify ways to decrease the cost of college text-
books and supplemental materials for students while 
protecting the academic freedom of faculty members 
to select high quality course materials for students; 
‘‘(2) to encourage— 
‘‘(A) college textbook publishers and dis-
tributors to work with faculty to promote un-
derstanding of the cost to students of pur-
chasing faculty selected textbooks, including the 
disclosure of prices and bundling practices; 
‘‘(B) college bookstores to work with fac-
ulty to review timelines and processes for order-
ing and stocking course materials, and disclose 
costs to faculty and students in a timely man-
ner; 
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‘‘(C) institutions of higher education to im-
plement numerous options to address college 
textbook affordability; 
‘‘(D) institutions of higher education 
should work with student organizations to help 
students understand the factors driving text-
book costs and available methods and resources 
to mitigate the effects of those costs; and 
‘‘(E) innovation in the development and 
use of course materials (including course mate-
rials utilizing the principles of universal design) 
and technologies that can help students receive 
the full value of their educational investment. 
‘‘(b) DEFINITIONS.—In this section: 
‘‘(1) BUNDLE.—The term ‘bundle’ means one 
or more college textbooks or other supplemental 
learning materials that may be packaged together to 
be sold as course materials for one price. 
‘‘(2) COLLEGE TEXTBOOK.—The term ‘college 
textbook’ means a textbook or a set of textbooks, 
used for, or in conjunction with, a course in postsec-
ondary education at an institution of higher edu-
cation. 
‘‘(3) COURSE
SCHEDULE.—The term ‘course 
schedule’ means a listing of the courses or classes 
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offered by an institution of higher education for an 
academic period, as defined by the institution. 
‘‘(4) CUSTOM TEXTBOOK.—The term ‘custom 
textbook’ means a college textbook that is compiled 
at the direction of a faculty member or other person 
or adopting entity in charge of selecting course ma-
terials at an institution of higher education, and 
may include, alone or in combination, items such as 
selections from original instructor materials, pre-
viously copyrighted publisher materials, copyrighted 
third-party works, and elements unique to a specific 
institution, such as commemorative editions. 
‘‘(5) INSTITUTION OF HIGHER EDUCATION.— 
The term ‘institution of higher education’ has the 
meaning given the term in section 102. 
‘‘(6) INTEGRATED TEXTBOOK.—The term ‘inte-
grated textbook’ means a college textbook that is 
combined with materials developed by a third party 
which, by third-party contractual agreements, may 
not be offered by publishers separately from the col-
lege textbook with which the materials are combined. 
‘‘(7) PUBLISHER.—The term ‘publisher’ means 
a publisher of college textbooks or supplemental ma-
terials involved in or affecting interstate commerce. 
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‘‘(8) SUBSTANTIAL CONTENT.—The term ‘sub-
stantial content’ means parts of a college textbook, 
such as new chapters, additional eras of time, new 
themes, or new subject matter. 
‘‘(9) SUPPLEMENTAL
MATERIAL.—The term 
‘supplemental material’ means educational material 
developed to accompany a college textbook, which— 
‘‘(A) may include printed materials, com-
puter disks, website access, and electronically 
distributed materials; and 
‘‘(B) is not bound by third-party contrac-
tual agreements to be sold in an integrated 
textbook. 
‘‘(c) PUBLISHER REQUIREMENTS.— 
‘‘(1) COLLEGE
TEXTBOOK
PRICING
INFORMA-
TION.—When a publisher provides a faculty member 
or other person or adopting entity in charge of se-
lecting course materials at an institution of higher 
education with information regarding a college text-
book or supplemental material, the publisher shall 
include, with any such information and in writing, 
the following: 
‘‘(A) The price at which the publisher 
would make the college textbook or supple-
mental material available to the bookstore on 
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the campus of, or otherwise associated with, 
such institution of higher education. 
‘‘(B) The copyright dates of all previous 
editions of such college textbook, if any. 
‘‘(C) The substantial content revisions 
made between the current edition of the college 
textbook or supplemental material and the pre-
vious edition, if any. 
‘‘(D) Whether the college textbook or sup-
plemental material is available in any other for-
mat, including paperback and unbound, and the 
price at which the publisher would make the 
college textbook or supplemental material in the 
other format available to the bookstore on the 
campus of, or otherwise associated with, such 
institution of higher education. 
‘‘(2) UNBUNDLING
OF
COLLEGE
TEXTBOOKS 
FROM
SUPPLEMENTAL
MATERIALS.—A publisher 
that sells a college textbook and any supplemental 
material accompanying such college textbook as a 
single bundled item shall also make available the col-
lege textbook and each supplemental material as 
separate and unbundled items, each separately 
priced. 
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‘‘(3) CUSTOM TEXTBOOKS.—To the maximum 
extent practicable, publishers shall provide the infor-
mation required under this subsection with respect 
to the development and provision of custom text-
books. 
‘‘(d) PROVISION OF ISBN COLLEGE TEXTBOOK IN-
FORMATION IN COURSE SCHEDULES.— 
‘‘(1) INTERNET COURSE SCHEDULES.—Each in-
stitution of higher education, to the maximum extent 
practicable, shall— 
‘‘(A) disclose the International Standard 
Book Number and retail price information of 
required and recommended textbooks, related 
materials, and supplies for each course listed in 
the institution’s course schedule used for pre- 
registration and registration purposes; 
‘‘(B) if the International Standard Book 
Number is not available for the items listed in 
subparagraph (A), the institution shall use the 
author, title, publisher, and copyright date; and 
‘‘(C) if the institution determines that the 
disclosure of the information described in the 
preceding paragraphs for a course is not prac-
ticable, for a textbook, related material, or sup-
ply, then it should indicate so by placing the 
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designation ‘‘To Be Determined’’ in lieu of the 
information required under such paragraphs. 
‘‘(2) WRITTEN
COURSE
SCHEDULES.—In the 
case of an institution of higher education that re-
ceives Federal assistance and that does not publish 
the institution’s course schedule for the subsequent 
academic period on the Internet, the institution of 
higher education shall include the information re-
quired under paragraph (1) in any printed version of 
the institution’s course schedule as it is available at 
the time of the course schedule’s printing. 
‘‘(e) AVAILABILITY OF INFORMATION FOR COLLEGE 
BOOKSTORES.—An institution of higher education shall 
make available, as soon as is practicable, upon the request 
of any college bookstore, the most accurate information 
available regarding— 
‘‘(1) the institution’s course schedule for the 
subsequent academic period; and 
‘‘(2) for each course or class offered by the in-
stitution for the subsequent academic period— 
‘‘(A) the information required by sub-
section (d)(1) for each college textbook or sup-
plemental material required or recommended 
for such course or class; 
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‘‘(B) the number of students enrolled in 
such course or class; and 
‘‘(C) the maximum student enrollment for 
such course or class. 
‘‘(f) RULE OF CONSTRUCTION.—Nothing in this sec-
tion shall be construed to supercede institutional auton-
omy or academic freedom of instructors involved in the 
selection of college textbooks and classroom materials.’’. 
SEC. 111. INSTITUTION AND LENDER REPORTING AND DIS-
CLOSURE REQUIREMENTS. 
Title I (20 U.S.C. 1001 et seq.) is amended by adding 
at the end the following: 
‘‘PART E—LENDER AND INSTITUTION REQUIRE-
MENTS RELATING TO EDUCATIONAL LOANS 
‘‘SEC. 151. DEFINITIONS. 
‘‘In this part: 
‘‘(1) COVERED INSTITUTION.—The term ‘cov-
ered institution’— 
‘‘(A) means any educational institution 
that offers a postsecondary educational degree, 
certificate, or program of study (including any 
institution of higher education, as such term is 
defined in section 102) and receives any Fed-
eral funding or assistance; and 
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‘‘(B) includes an authorized agent of the 
educational institution (including an alumni as-
sociation, booster club, or other organization di-
rectly or indirectly authorized by such institu-
tion) or an employee of such institution. 
‘‘(2) EDUCATIONAL
LOAN.—The term ‘edu-
cational loan’ (except when used as part of the term 
‘private educational loan’) means— 
‘‘(A) any loan made, insured, or guaran-
teed under title IV; or 
‘‘(B) a private educational loan (as defined 
in paragraph (6)). 
‘‘(3) PREFERRED
LENDER
ARRANGEMENT.— 
The term ‘preferred lender arrangement’— 
‘‘(A) means an arrangement or agreement 
between a lender and a covered institution— 
‘‘(i) under which arrangement or 
agreement a lender provides or otherwise 
issues educational loans to the students at-
tending the covered institution or the par-
ents of such students; and 
‘‘(ii) which arrangement or agreement 
relates to the covered institution recom-
mending, promoting, or endorsing the edu-
cational loan product of the lender; and 
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‘‘(B) does not include— 
‘‘(i) arrangements or agreements with 
respect to loans under parts D or E of title 
IV; or 
‘‘(ii) arrangements or agreements with 
respect to loans under section 499(b). 
‘‘(4) LENDER.— 
‘‘(A) IN GENERAL.—The term ‘lender’— 
‘‘(i) means a creditor, except that 
such term shall not include an issuer of 
credit secured by a dwelling or under an 
open end credit plan; and 
‘‘(ii) includes an agent of a lender. 
‘‘(B) INCORPORATION
OF
TILA
DEFINI-
TIONS.—The terms ‘creditor’, ‘dwelling’ and 
‘open end credit plan’ have the meanings given 
such terms in section 103 of the Truth in 
Lending Act (15 U.S.C. 1602). 
‘‘(5) OFFICER.—The term ‘officer’ includes a 
director or trustee of an institution, if such indi-
vidual is treated as an employee of the covered insti-
tution. 
‘‘(6) PRIVATE EDUCATIONAL LOAN.—The term 
‘private educational loan’ means a private loan pro-
vided by a lender that— 
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‘‘(A) is not made, insured, or guaranteed 
under title IV; and 
‘‘(B) is issued by a lender expressly for 
postsecondary educational expenses to a stu-
dent, or the parent of the student, regardless of 
whether the loan involves enrollment certifi-
cation by the educational institution that the 
student attends. 
‘‘(7) 
POSTSECONDARY
EDUCATIONAL
EX-
PENSES.—The term ‘postsecondary educational ex-
penses’ means any of the expenses that are included 
as part of a student’s cost of attendance, as defined 
under section 472. 
‘‘SEC. 152. REQUIREMENTS FOR LENDERS AND INSTITU-
TIONS PARTICIPATING IN PREFERRED LEND-
ER ARRANGEMENTS. 
‘‘(a) CERTIFICATION BY LENDERS.—In addition to 
any other disclosure required under Federal law, each 
lender that participates in one or more preferred lender 
arrangements shall annually certify its compliance with 
the requirements of this Act. Such compliance of such pre-
ferred lender arrangement shall be reported on and at-
tested to annually by the auditor of such lender in the 
audit conducted pursuant to section 428(b)(1)(U)(iii). 
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‘‘(b) PROVISION OF LOAN INFORMATION.—A lender 
may not provide a private educational loan to a student 
attending a covered institution with which the lender has 
a preferred lender arrangement, or the parent of such stu-
dent, until the covered institution has informed the stu-
dent or parent of their remaining options for borrowing 
under title IV, including information on any terms and 
conditions of available loans under such title that may be 
more favorable to the borrower. 
‘‘(c) USE OF INSTITUTION NAME.— 
‘‘(1) IN GENERAL.—A covered institution that 
has entered into a preferred lender arrangement 
with a lender regarding private educational loans 
shall not agree to the lender’s use of the name, em-
blem, mascot, or logo of the institution, or other 
words, pictures, or symbols readily identified with 
the institution, in the marketing of private edu-
cational loans to the students attending the institu-
tion in any way that implies that the institution en-
dorses the private educational loans offered by the 
lender. 
‘‘(2) APPLICABILITY.—Paragraph (1) shall 
apply to any preferred lender arrangement, or exten-
sion of such arrangement, entered into or renewed 
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after the date of enactment of the College Oppor-
tunity and Affordability Act of 2007. 
‘‘SEC. 153. INTEREST RATE REPORT FOR INSTITUTIONS 
AND 
LENDERS 
PARTICIPATING 
IN 
PRE-
FERRED LENDER ARRANGEMENTS. 
‘‘(a) DUTIES OF THE SECRETARY.— 
‘‘(1) REPORT AND MODEL FORMAT.—Not later 
than 180 days after the date of enactment of the 
College Opportunity and Affordability Act of 2007, 
the Secretary shall— 
‘‘(A) prepare a report on the adequacy of 
the information provided to students and the 
parents of such students about educational 
loans, after consulting with students, represent-
atives of covered institutions (including finan-
cial aid administrators, registrars, and business 
officers), lenders, loan servicers, and guaranty 
agencies; 
‘‘(B) develop and prescribe by regulation a 
model disclosure form to be used by lenders and 
covered institutions in carrying out subsections 
(b) and (c) that— 
‘‘(i) will be easy for students and par-
ents to read and understand; 
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‘‘(ii) will be easily usable by lenders, 
institutions, guaranty agencies, and loan 
servicers; 
‘‘(iii) will provide students and par-
ents with the relevant, meaningful, and 
standard information about the terms and 
conditions for both Federal and private 
educational loans; 
‘‘(iv) is based on the report’s findings 
and developed in consultation with— 
‘‘(I) students; 
‘‘(II) representatives of covered 
institutions, including financial aid 
administrators, registrars, business of-
ficers, and student affairs officials; 
‘‘(III) lenders; 
‘‘(IV) loan servicers; 
‘‘(V) guaranty agencies; and 
‘‘(VI) with respect to the require-
ments of clause (vi) concerning pri-
vate educational loans, the Board of 
Governors of the Federal Reserve Sys-
tem; 
‘‘(v) provides information on the ap-
plicable interest rates and other terms and 
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conditions of the educational loans pro-
vided by a lender to students attending the 
institution, or the parents of such stu-
dents, disaggregated by each type of edu-
cational loan (including opportunity pools 
as defined in section 155(f)) provided to 
such students or parents by the lender, in-
cluding— 
‘‘(I) the rate of interest, or the 
potential range of rates of interest, 
applicable to the loan, and whether 
such rates are fixed or variable; 
‘‘(II) limitations, if any, on inter-
est rate adjustments, both in terms of 
frequency and amount, or lack there-
of; 
‘‘(III) co-borrower requirements, 
including changes in interest rates; 
‘‘(IV) any fees associated with 
the loan; 
‘‘(V) the repayment terms avail-
able on the loan; 
‘‘(VI) 
the 
opportunity 
for 
deferment or forbearance in repay-
ment of the loan, including whether 
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the loan payments can be deferred if 
the student is in school; 
‘‘(VII) any additional terms and 
conditions applied to the loan, includ-
ing any benefits that are contingent 
on the repayment behavior of the bor-
rower; 
‘‘(VIII) the annual percentage 
rate for such loans, computed deter-
mined in the manner required under 
section 107 of the Truth in Lending 
Act (15 U.S.C. 1606); 
‘‘(IX) an example of the total 
cost of the educational loan over the 
life of the loan which shall be cal-
culated— 
‘‘(aa) 
using 
a 
principal 
amount and the maximum rate of 
interest actually offered by the 
lender; and 
‘‘(bb) both with and without 
capitalization of interest, if that 
is an option for postponing inter-
est payments; 
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‘‘(X) the consequences for the 
borrower of defaulting on a loan, in-
cluding any limitations on the dis-
charge of an educational loan in bank-
ruptcy; 
‘‘(XI) contact information for the 
lender; and 
‘‘(XII) any philanthropic con-
tributions made by the lender to the 
covered institution, including the pur-
pose of the contribution and any con-
ditions related to its use; and 
‘‘(vi) provides, in addition, with re-
spect to private educational loans, the fol-
lowing information with respect to loans 
made by each lender recommended by the 
covered institution: 
‘‘(I) the method of determining 
the interest rate of the loan; 
‘‘(II) potential finance charges, 
late fees, penalties, and adjustments 
to principal, based on defaults or late 
payments of the borrower; and 
‘‘(III) such other information as 
the Secretary may require; and 
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‘‘(C)(i) submit the report and model disclo-
sure form to the authorizing committees; and 
‘‘(ii) make the report and model disclosure 
form available to covered institutions, lenders, 
and the public. 
‘‘(2) MODEL FORM UPDATE.—Not later than 1 
year after the submission of the report and model 
disclosure form described in paragraph (1)(B), the 
Secretary shall— 
‘‘(A) assess the adequacy of the model dis-
closure form; 
‘‘(B) after consulting with students, rep-
resentatives of covered institutions (including fi-
nancial aid administrators, registrars, business 
officers, and student affairs officials), lenders, 
loan servicers, guaranty agencies, and the 
Board of Governors of the Federal Reserve Sys-
tem— 
‘‘(i) prepare a list of any improve-
ments to the model disclosure form that 
have been identified as beneficial to bor-
rowers; and 
‘‘(ii) update the model disclosure form 
after taking such improvements into con-
sideration; and 
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‘‘(C)(i) submit the list of improvements 
and updated model disclosure form to the au-
thorizing committees; and 
‘‘(ii) make updated model disclosure form 
available to covered institutions, lenders, and 
the public. 
‘‘(3) USE OF FORM.—The Secretary shall take 
such steps as necessary to make the model disclo-
sure form, and any updated model disclosure form, 
available to covered institutions and to encourage— 
‘‘(A) lenders subject to subsection (b) to 
use the model disclosure form or updated model 
disclosure form (if available) in providing the 
information required under subsection (b); and 
‘‘(B) covered institutions to use such for-
mat in preparing the information reported 
under subsection (c). 
‘‘(4) PROCEDURES.—Sections 482(c) and 492 
of this Act shall not apply to the model disclosure 
form in the regulations prescribed under paragraph 
(1)(B), but shall apply to the updating of such form 
under paragraph (2). 
‘‘(b) LENDER DUTIES.—Each lender that has a pre-
ferred lender arrangement with a covered institution shall, 
by August 1 of each year, provide to the covered institu-
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tion and to the Secretary the information included on the 
model disclosure form or an updated model disclosure 
form (if available) for each type of educational loan (in-
cluding opportunity pools as defined in section 155(f)) to 
be offered by the lender to students attending the covered 
institution, or the parents of such students, for the forth-
coming academic year. 
‘‘(c) COVERED INSTITUTION REPORTS.—Each cov-
ered institution shall— 
‘‘(1) prepare and submit to the Secretary an 
annual report, by a date determined by the Sec-
retary, that includes, for each lender that has a pre-
ferred lender arrangement with the covered institu-
tion and that has submitted to the institution the in-
formation required under subsection (b)— 
‘‘(A) the information included on the 
model disclosure form or updated model disclo-
sure form (if available) for each type of edu-
cational loan provided by the lender to students 
attending the covered institution, or the parents 
of such students; and 
‘‘(B) a detailed explanation of why the cov-
ered institution believes the terms and condi-
tions of each type of educational loan provided 
pursuant to the agreement are beneficial for 
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students attending the covered institution, or 
the parents of such students; and 
‘‘(2) ensure that the report required under 
paragraph (1) is made available to the public and 
provided to students attending or planning to attend 
the covered institution, and the parents of such stu-
dents, in time for the student or parent to take such 
information into account before applying for or se-
lecting an educational loan. 
‘‘(d) DISCLOSURES BY COVERED INSTITUTIONS.—A 
covered institution shall disclose, on its website and in the 
informational materials described in subsection (e)— 
‘‘(1) a statement that— 
‘‘(A) indicates that students are not lim-
ited to or required to use the lenders the insti-
tution recommends; and 
‘‘(B) the institution is required to process 
the documents required to obtain a Federal 
educational loan from any eligible lender the 
student selects; 
‘‘(2) at a minimum, all of the information pro-
vided by the model disclosure form prescribed under 
subsection (a)(1)(B), or updated model disclosure 
form (if available), with respect to any lender rec-
ommended by the institution for Federal educational 
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loans and, as applicable, private educational loans 
(including opportunity pools as defined in section 
155(f)); 
‘‘(3) the maximum amount of Federal grant 
and loan aid available to students in an easy-to-un-
derstand format; and 
‘‘(4) the institution’s cost of attendance (as de-
termined under section 472). 
‘‘(e) INFORMATIONAL MATERIALS.—The informa-
tional materials described in this subsection are publica-
tions, mailings, or electronic messages or media distrib-
uted to prospective or current students and parents of stu-
dents that describe or discuss the financial aid opportuni-
ties available to students at an institution of higher edu-
cation. 
‘‘SEC. 154. PRIVATE EDUCATIONAL LOAN DISCLOSURE RE-
QUIREMENTS FOR COVERED INSTITUTIONS. 
‘‘A covered institution that provides information to 
any student, or the parent of such student, regarding a 
private educational loan from a lender shall, prior to or 
concurrent with such information— 
‘‘(1) inform the student or parent of— 
‘‘(A) the student or parent’s eligibility for 
assistance and loans under title IV; and 
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‘‘(B) the terms and conditions of such pri-
vate educational loan that may be less favorable 
than the terms and conditions of educational 
loans for which the student or parent is eligible, 
including interest rates, repayment options, and 
loan forgiveness; and 
‘‘(2) ensure that information regarding such 
private educational loan is presented in such a man-
ner as to be distinct from information regarding 
loans that are made, insured, or guaranteed under 
title IV. 
‘‘SEC. 155. INTEGRITY PROVISIONS. 
‘‘(a) INSTITUTION CODE OF CONDUCT REQUIRED.— 
‘‘(1) CODE OF CONDUCT.—Each institution of 
higher education that participates in the Federal 
student loan programs under title IV or has stu-
dents that obtain private educational loans shall— 
‘‘(A) develop a code of conduct in accord-
ance with paragraph (2) with which its officers, 
employees, and agents shall comply with respect 
to educational loans; 
‘‘(B) publish the code of conduct promi-
nently on its website; and 
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‘‘(C) administer and enforce such code in 
accordance with the requirements of this sub-
section. 
‘‘(2) CONTENTS OF CODE.—The code required 
by this section shall— 
‘‘(A) prohibit a conflict of interest with the 
responsibilities of such officer, employee, or 
agent with respect to educational loans; and 
‘‘(B) at a minimum, include provisions in 
compliance with the provisions of the following 
subsections of this section. 
‘‘(3) TRAINING AND COMPLIANCE.—An institu-
tion of higher education shall administer and enforce 
a code of conduct required by this section by, at a 
minimum, requiring all of its officers, employees, 
and agents with responsibilities with respect to edu-
cational loans to obtain training annually in compli-
ance with the code. 
‘‘(b) GIFT BAN.— 
‘‘(1) PROHIBITION.—No employee, officer, or 
agent of a covered institution who is employed in the 
financial aid office of the institution, or who other-
wise has responsibilities with respect to educational 
loans shall solicit or accept any gift from a lender, 
guarantor, or servicer of educational loans 
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‘‘(2) INSPECTOR GENERAL REPORT.—The In-
spector General of the Department of Education 
shall investigate any reported violation of this sub-
section and shall annually submit a report to the au-
thorizing committees identifying all substantiated 
violations of the gift ban under paragraph (1), in-
cluding the lenders and covered institutions involved 
in each such violation, for the preceding year. 
‘‘(3) DEFINITION OF GIFT.— 
‘‘(A) IN GENERAL.—In this subsection, the 
term ‘gift’ means any gratuity, favor, discount, 
entertainment, hospitality, loan, or other item 
having a monetary value of more than a de 
minimus amount. The term includes a gift of 
services, transportation, lodging, or meals, 
whether provided in kind, by purchase of a tick-
et, payment in advance, or reimbursement after 
the expense has been incurred. 
‘‘(B) EXCEPTIONS.—The term ‘gift’ shall 
not include any of the following: 
‘‘(i) Standard informational material 
related to a loan or financial literacy, such 
as a brochure. 
‘‘(ii) Food, refreshments, training, or 
informational material furnished to an offi-
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cer, employee, or agent of an institution as 
an integral part of a training session that 
is designed to improve the service of a 
lender, guarantor, or servicer of edu-
cational loans to the covered institution, if 
such training contributes to the profes-
sional development of the officer, employee, 
or agent of the institution. 
‘‘(iii) Favorable terms, conditions, and 
borrower benefits on an educational loan 
provided to a student employed by the cov-
ered institution if such terms, conditions, 
or benefits are comparable to those pro-
vided to all students of the institution. 
‘‘(iv) Exit counseling services provided 
to borrowers to meet a covered institution’s 
responsibilities for exit counseling as re-
quired by section 485(b) provided that— 
‘‘(I) a covered institution’s staff 
are in control of the counseling 
(whether in person or via electronic 
capabilities); and 
‘‘(II) such counseling does not 
promote the products or services of 
any lender. 
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‘‘(v) Philanthropic contributions to a 
covered institution from a lender, guar-
antor, or servicer of educational loans that 
are unrelated to educational loans, pro-
vided, as applicable, that such contribu-
tions are disclosed pursuant to section 
153(a)(1) and section 153(a)(2). 
‘‘(C) RULE FOR GIFTS TO FAMILY MEM-
BERS.—For purposes of this section, a gift to 
a family member of an officer, employee, or 
agent of a covered institution, or a gift to any 
other individual based on that individual’s rela-
tionship with the officer, employee, or agent, 
shall be considered a gift to the officer, em-
ployee, or agent if— 
‘‘(i) the gift is given with the knowl-
edge and acquiescence of the officer, em-
ployee, or agent; and 
‘‘(ii) the officer, employee, or agent 
has reason to believe the gift was given be-
cause of the official position of the officer, 
employee, or agent. 
‘‘(c) CONTRACTING ARRANGEMENTS PROHIBITED.— 
‘‘(1) PROHIBITION.—An officer, employee, or 
agent who is employed in the financial aid office of 
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a covered institution, or who otherwise has respon-
sibilities with respect to educational loans, shall not 
accept from any lender or affiliate of any lender (as 
the term affiliate is defined in section 487(a)) any 
fee, payment, or other financial benefit (including 
the opportunity to purchase stock) as compensation 
for any type of consulting arrangement or other con-
tract to provide services to a lender or on behalf of 
a lender. 
‘‘(2) EXCEPTIONS.—Nothing in this subsection 
shall be construed as prohibiting— 
‘‘(A) an officer, employee, or agent of a 
covered institution who is not employed in the 
institution’s financial aid office, or who does not 
otherwise have responsibilities with respect to 
educational loans, from paid or unpaid service 
on a board of directors of a lender, guarantor, 
or servicer of educational loans; or 
‘‘(B) an officer, employee, or agent of a 
lender, guarantor, or servicer of educational 
loans from serving on a board of directors or 
trustees of a covered institution, provided that 
the covered institution has a written conflict of 
interest policy that clearly sets forth the proce-
dures to be followed in instances where such a 
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director’s or trustee’s personal or business in-
terests with respect to educational loans may be 
advanced by an action of the board of directors 
or trustees, including a provision that such a 
board member or trustee may not participate in 
any decision to approve any transaction where 
such conflicting interests may be advanced. 
‘‘(d) BAN ON REVENUE SHARING ARRANGEMENTS.— 
‘‘(1) PROHIBITION.—A covered institution shall 
not enter into any revenue sharing arrangement with 
any lender. 
‘‘(2) DEFINITION.—For purposes of this sub-
section, a revenue sharing arrangement is an ar-
rangement between a covered institution and a lend-
er under which— 
‘‘(A) a lender provides or issues edu-
cational loans to students attending the institu-
tion or to parents of such students; and 
‘‘(B)(i) the institution recommends the 
lender or the loan products of the lender; and 
‘‘(ii) in exchange, the lender pays a fee or 
provides other material benefits, including rev-
enue or profit sharing, to the institution or offi-
cers, employees, or agents of the institution. 
‘‘(e) BAN ON STAFFING ASSISTANCE.— 
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‘‘(1) PROHIBITION.—A covered institution shall 
not request or accept from any lender any assistance 
with call center staffing or financial aid office staff-
ing. 
‘‘(2) CERTAIN ASSISTANCE PERMITTED.—Noth-
ing in paragraph (1) shall be construed to prohibit 
a covered institution from requesting or accepting 
assistance from a lender related to— 
‘‘(A) professional development training for 
financial aid administrators; or 
‘‘(B) providing educational counseling ma-
terials, financial literacy materials, or debt 
management materials to borrowers, provided 
that such materials disclose to borrowers the 
identification of any lender that assisted in pre-
paring or providing such materials. 
‘‘(f) PROHIBITION ON OFFERS OF FUNDS FOR PRI-
VATE LOANS.— 
‘‘(1) PROHIBITION.—A covered institution shall 
not request or accept from any lender any offer of 
funds, including any opportunity pool, to be used for 
private educational loans to students in exchange for 
the covered institution providing concessions or 
promises to the lender with respect to such institu-
tion providing the lender with a specified number of 
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loans, a specified loan volume, or a preferred lender 
arrangement for any loan made, insured, or guaran-
teed under title IV, and a lender shall not make any 
such offer. 
‘‘(2) DEFINITION.—In this subsection, the term 
‘opportunity pool’ means an educational loan made 
by a private lender to a student attending the cov-
ered institution or the parent of such a student that 
is in any manner guaranteed by a covered institu-
tion, or that involves a payment, directly or indi-
rectly, by such an institution of points, premiums, 
payments, additional interest, or other financial sup-
port to such lender for the purpose of such lender 
extending credit to either the students or the par-
ents of students of the institution. 
‘‘(g) BAN ON PARTICIPATION ON ADVISORY COUN-
CILS.—An officer, employee, or agent who is employed in 
the financial aid office of a covered institution, or who oth-
erwise has responsibilities with respect to educational 
loans, shall not serve on or otherwise participate with advi-
sory councils of lenders or affiliates of lenders. Nothing 
in this subsection shall prohibit lenders from seeking ad-
vice from covered institutions or groups of covered institu-
tions (including through telephonic or electronic means, 
or a meeting) in order to improve products and services 
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for borrowers, provided there are no gifts or compensation 
(including for transportation, lodging, or related expenses) 
provided by lenders in connection with seeking this advice 
from such institutions. Nothing in this subsection shall 
prohibit an employee, officer, or agent of a covered institu-
tion from serving on the board of directors of a lender 
if required by State law. 
‘‘SEC. 156. COMPLIANCE AND ENFORCEMENT. 
‘‘(a) CONDITION OF ANY FEDERAL ASSISTANCE.— 
Notwithstanding any other provision of law, a covered in-
stitution or lender shall comply with this part as a condi-
tion of receiving Federal funds or assistance provided after 
the date of enactment of the College Opportunity and Af-
fordability Act of 2007. 
‘‘(b) PENALTIES.—Notwithstanding any other provi-
sion of law, if the Secretary determines, after providing 
notice and an opportunity for a hearing for a covered insti-
tution or lender, that the covered institution or lender has 
violated subsection (a)— 
‘‘(1) in the case of a covered institution, or a 
lender that does not participate in a loan program 
under title IV, the Secretary may impose a civil pen-
alty in an amount of not more than $25,000; and 
‘‘(2) in the case of a lender that does partici-
pate in a program under title IV, the Secretary may 
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limit, terminate, or suspend the lender’s participa-
tion in such program. 
‘‘(c) CONSIDERATIONS.—In taking any action against 
a covered institution or lender under subsection (b), the 
Secretary shall take into consideration the nature and se-
verity of the violation of subsection (a).’’. 
SEC. 112. FEASIBILITY STUDY FOR NATIONAL ELECTRONIC 
STUDENT LOAN MARKETPLACE. 
(a) STUDY REQUIRED.—The Secretary of Education 
shall conduct a study of the feasibility of developing a Na-
tional Electronic Student Loan Marketplace that would 
provide for one or more of the following: 
(1) a registry of real-time information on Fed-
eral student loans (including loans under parts B 
and D of title IV) and private educational loans (as 
defined in section 151 of the Higher Education Act 
of 1965 (as amended by this Act)) for both under-
graduate and graduate students, and parents of stu-
dents for use by prospective borrowers or any person 
desiring information regarding available interest 
rates, fees, and other terms from lenders; 
(2) means by which lenders that participate in 
such marketplace would be bound to honor adver-
tised rates or benefits; 
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(3) a mechanism whereby borrowers and stu-
dent financial aid officials could publicly post or oth-
erwise make available for users accessing the system 
their comments, opinions, or ratings concerning their 
experience as to the quality of lenders’ loan products 
and loan servicing and other measurements or indi-
cators of customer satisfaction; 
(4) a mechanism whereby prospective borrowers 
could be matched with lenders that offer highly com-
petitive products and loan servicing quality, includ-
ing any procedures and safeguards necessary to min-
imize potentially adverse effects of multiple inquiries 
into participating borrowers’ credit histories re-
corded by credit reporting agencies; 
(5) options concerning the establishment and 
ongoing maintenance of such a system, including 
whether such system should be operated by one or 
more nonprofit or for-profit entities, how these enti-
ties should structure or organize such a system in 
order to provide the highest assurance of independ-
ence from, and the absence of any conflicting inter-
est with, lenders participating in such system, and 
methods to finance such system at no or minimal 
cost to consumers and the Government; and 
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(6) other features that the Secretary determines 
could help prospective borrowers make informed de-
cisions in selecting lenders from whom to obtain 
Federal and private educational loans. 
(b) CONSULTATION.—In conducting the study re-
quired by this section, the Secretary of Education shall 
consult with— 
(1) the Federal Trade Commission; 
(2) representatives of student loan borrowers; 
(3) representatives from institutions of higher 
education, including financial aid administrators, 
registrars, business officers, and student affairs offi-
cials; 
(4) Federal and private education loan lenders, 
loan servicers, and guaranty agencies; and 
(5) any other appropriate agency that is a 
member of the Financial Literacy and Education 
Commission established under the Financial Lit-
eracy and Education Improvement Act (20 U.S.C. 
9701 et seq.). 
(c) REPORT.—Not later than 6 months after comple-
tion of the model interest rate report format required 
under section 153(a)(1) of the Higher Education Act of 
1965 (as amended by this Act), the Secretary of Edu-
cation shall submit a report to the authorizing committees 
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concerning the findings of the feasibility study together 
with an assessment of the advantages and disadvantages 
for consumers, institutions of higher education, lenders, 
and the government of establishing such a system. 
TITLE II—TITLE II REVISION 
SEC. 201. REVISION OF TITLE II. 
Title II (20 U.S.C. 1021 et seq.) is amended to read 
as follows: 
‘‘TITLE II—TEACHER QUALITY 
ENHANCEMENT 
‘‘SEC. 200. DEFINITIONS. 
‘‘For purposes of this title: 
‘‘(1) ARTS AND SCIENCES.—The term ‘arts and 
sciences’ means— 
‘‘(A) when referring to an organizational 
unit of an institution of higher education, any 
academic unit that offers 1 or more academic 
majors in disciplines or content areas cor-
responding to the academic subject matter 
areas in which teachers provide instruction; and 
‘‘(B) when referring to a specific academic 
subject area, the disciplines or content areas in 
which academic majors are offered by the arts 
and sciences organizational unit. 
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‘‘(2) CHILDREN
FROM
LOW-INCOME
FAMI-
LIES.—The term ‘children from low-income families’ 
means children as described in section 1124(c)(1)(A) 
of the Elementary and Secondary Education Act of 
1965. 
‘‘(3) CORE
ACADEMIC
SUBJECTS.—The term 
‘core academic subjects’ has the meaning given the 
term in section 9101 of the Elementary and Sec-
ondary Education Act of 1965. 
‘‘(4) EARLY
CHILDHOOD
EDUCATION
PRO-
GRAM.—The term ‘early childhood education pro-
gram’ means— 
‘‘(A) a Head Start program or an Early 
Head Start program carried out under the 
Head Start Act (42 U.S.C. 9831 et seq.); 
‘‘(B) a State licensed or regulated child 
care program or school; or 
‘‘(C) a State prekindergarten program that 
serves children from birth through kindergarten 
and that addresses the children’s cognitive (in-
cluding language, early literacy, and pre- 
numeracy), social, emotional, and physical de-
velopment. 
‘‘(5) 
EARLY
CHILDHOOD
EDUCATOR.—The 
term ‘early childhood educator’ means an individual 
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with primary responsibility for the education of chil-
dren in an early childhood education program. 
‘‘(6) EDUCATIONAL
SERVICE
AGENCY.—The 
term ‘educational service agency’ has the meaning 
given the term in section 9101 of the Elementary 
and Secondary Education Act of 1965. 
‘‘(7) ESSENTIAL COMPONENTS OF READING IN-
STRUCTION.—The term ‘essential components of 
reading instruction’ has the meaning given such 
term in section 1208 of the Elementary and Sec-
ondary Education Act of 1965. 
‘‘(8) EXEMPLARY TEACHER.—The term ‘exem-
plary teacher’ has the meaning given such term in 
section 9101 of the Elementary and Secondary Edu-
cation Act of 1965. 
‘‘(9) HIGH-NEED
EARLY
CHILDHOOD
EDU-
CATION PROGRAM.—The term ‘high-need early child-
hood education program’ means an early childhood 
education program serving children from low-income 
families that is located within the geographic area 
served by a high-need local educational agency. 
‘‘(10) HIGH-NEED LOCAL EDUCATIONAL AGEN-
CY.—The term ‘high-need local educational agency’ 
means a local educational agency— 
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‘‘(A)(i) for which not less than 20 percent 
of the children served by the agency are chil-
dren from low-income families; 
‘‘(ii) that serves not fewer than 10,000 
children from low-income families; or 
‘‘(iii) with a total of less than 600 students 
in average daily attendance at the schools that 
are served by the agency and all of whose 
schools are designated with a school locale code 
of Rural: Fringe, Rural: Distant, or Rural: Re-
mote, as determined by the Secretary; and 
‘‘(B)(i) for which there is a high percent-
age of teachers not teaching in the academic 
subject areas or grade levels in which the teach-
ers were trained to teach; or 
‘‘(ii) for which there is a high teacher 
turnover rate or a high percentage of teachers 
with emergency, provisional, or temporary cer-
tification or licensure. 
‘‘(11) HIGH-NEED
SCHOOL.—Notwithstanding 
section 103, the term ‘high-need school’ means a 
public elementary school or public secondary school 
that— 
‘‘(A) is among the highest 25 percent of 
schools served by the local educational agency 
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that serves the school, in terms of the percent-
age of students from families with incomes 
below the poverty line; or 
‘‘(B) is designated with a school locale 
code of Rural: Fringe, Rural: Distant, or Rural: 
Remote, as determined by the Secretary. 
‘‘(12) HIGHLY COMPETENT.—The term ‘highly 
competent’, when used with respect to an early 
childhood educator, means an educator— 
‘‘(A) with specialized education and train-
ing in development and education of young chil-
dren from birth until entry into kindergarten; 
‘‘(B) with— 
‘‘(i) a baccalaureate degree in an aca-
demic major in the arts and sciences; or 
‘‘(ii) an associate’s degree in a related 
educational area; and 
‘‘(C) who has demonstrated a high level of 
knowledge and use of content and pedagogy in 
the relevant areas associated with quality early 
childhood education. 
‘‘(13) HIGHLY QUALIFIED.—The term ‘highly 
qualified’ has the meaning given such term in sec-
tion 9101 of the Elementary and Secondary Edu-
cation Act of 1965 and, with respect to special edu-
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cation teachers, in section 602 of the Individuals 
with Disabilities Education Act. 
‘‘(14) INDUCTION PROGRAM.—The term ‘induc-
tion program’ means a formalized program for new 
teachers during not less than the teachers’ first 2 
years of teaching that is designed to provide support 
for, and improve the professional performance and 
advance the retention in the teaching field of, begin-
ning teachers. Such program shall promote effective 
teaching skills and shall include the following compo-
nents: 
‘‘(A) High-quality teacher mentoring. 
‘‘(B) Periodic, structured time for collabo-
ration with mentor teachers in the same depart-
ment or field, as well as time for information- 
sharing among teachers, principals, administra-
tors, and participating faculty in the partner in-
stitution. 
‘‘(C) The application of empirically based 
practice and scientifically valid research on in-
structional practices. 
‘‘(D) Opportunities for new teachers to 
draw directly upon the expertise of teacher 
mentors, faculty, and researchers to support the 
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integration of empirically based practice and 
scientifically valid research with practice. 
‘‘(E) The development of skills in instruc-
tional and behavioral interventions derived from 
empirically based practice and, where applica-
ble, scientifically valid research. 
‘‘(F) Faculty who— 
‘‘(i) model the integration of research 
and practice in the classroom; and 
‘‘(ii) assist new teachers with the ef-
fective use and integration of technology in 
the classroom. 
‘‘(G) Interdisciplinary collaboration among 
exemplary teachers, faculty, researchers, and 
other staff who prepare new teachers on the 
learning process and the assessment of learn-
ing. 
‘‘(H) Assistance with the understanding of 
data, particularly student achievement data, 
and the data’s applicability in classroom in-
struction. 
‘‘(I) Structured and formal observation of 
new teachers, and feedback for such teachers, 
at least 4 times each school year by multiple 
evaluators, including master teachers and the 
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principal, using valid and reliable benchmarks 
of teaching skills and standards developed with 
input from teachers. 
‘‘(15) LITERACY
COACH.—The term ‘literacy 
coach’ means a professional— 
‘‘(A) who— 
‘‘(i) has teaching experience and a 
master’s degree with a concentration in 
reading and writing education; 
‘‘(ii) has demonstrated proficiency as 
determined by the principal of the individ-
ual’s school in teaching reading and writ-
ing in a content area such as math, 
science, or social studies; 
‘‘(B) whose primary role with teachers and 
school personnel is to— 
‘‘(i) provide high-quality professional 
development opportunities for teachers and 
school personnel related to literacy; 
‘‘(ii) with respect to the areas of read-
ing and writing, collaborate with para-
professionals, teachers, principals, and 
other administrators, and the community 
served by the school; and 
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‘‘(iii) work cooperatively and collabo-
ratively with other professionals in plan-
ning programs to meet the needs of diverse 
population learners, including children with 
disabilities and limited English proficient 
individuals; and 
‘‘(C) who may provide students with— 
‘‘(i) reading or writing diagnosis, in-
struction, and assessment; and 
‘‘(ii) reading and writing assessment, 
in cooperation with other professionals 
(such as special education teachers, speech 
and language teachers, and school psy-
chologists). 
‘‘(16) POVERTY LINE.—The term ‘poverty line’ 
means the poverty line (as defined in section 673(2) 
of the Community Services Block Grant Act (42 
U.S.C. 9902(2))) applicable to a family of the size 
involved. 
‘‘(17) 
PROFESSIONAL
DEVELOPMENT.—The 
term ‘professional development’ has the meaning 
given the term in section 9101 of the Elementary 
and Secondary Education Act of 1965. 
‘‘(18) SCIENTIFICALLY VALID RESEARCH.—The 
term ‘scientifically valid research’ includes applied 
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research, basic research, and field-initiated research 
in which the rationale, design, and interpretation are 
soundly developed in accordance with accepted prin-
ciples of scientific research. 
‘‘(19) 
TEACHER
MENTORING.—The 
term 
‘teacher mentoring’ means the mentoring of new or 
prospective teachers through a new or established 
program that— 
‘‘(A) includes clear criteria for the selec-
tion of teacher mentors who will provide role 
model relationships for mentees, which criteria 
shall be developed by the eligible partnership 
and based on measures of teacher effectiveness; 
‘‘(B) provides high-quality training for 
such mentors, including instructional strategies 
for literacy instruction and classroom manage-
ment; 
‘‘(C) provides regular and ongoing oppor-
tunities for mentors and mentees to observe 
each other’s teaching methods in classroom set-
tings during the day in a high-need school in 
the high-need local educational agency in the el-
igible partnership; 
‘‘(D) provides paid release time for men-
tors; 
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100 
‘‘(E) provides mentoring to each mentee by 
a colleague who teaches in the same field, 
grade, or subject as the mentee; 
‘‘(F) promotes empirically based practice 
of, and scientifically valid research on, where 
applicable— 
‘‘(i) teaching and learning; 
‘‘(ii) assessment of student learning; 
‘‘(iii) the development of teaching 
skills through the use of instructional and 
behavioral interventions; and 
‘‘(iv) the improvement of the mentees’ 
capacity to measurably advance student 
learning; and 
‘‘(G) includes— 
‘‘(i) common planning time or regu-
larly scheduled collaboration for the men-
tor and mentee; and 
‘‘(ii) joint professional development 
opportunities. 
‘‘(20) TEACHING SKILLS.—The term ‘teaching 
skills’ means skills that enable a teacher to— 
‘‘(A) increase student learning, achieve-
ment, and the ability to apply knowledge; 
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101 
‘‘(B) effectively convey and explain aca-
demic subject matter; 
‘‘(C) employ strategies grounded in the 
disciplines of teaching and learning that— 
‘‘(i) are based on empirically based 
practice and scientifically valid research, 
where applicable, on teaching and learning; 
‘‘(ii) are specific to academic subject 
matter; and 
‘‘(iii) focus on the identification of 
students’ specific learning needs, particu-
larly students with disabilities, students 
who are limited English proficient, stu-
dents who are gifted and talented, and stu-
dents with low literacy levels, and the tai-
loring of academic instruction to such 
needs; 
‘‘(D) conduct an ongoing assessment of 
student learning, which may include the use of 
formative assessments, performance-based as-
sessments, project-based assessments, or port-
folio assessments, that measure higher-order 
thinking skills, including application, analysis, 
synthesis, and evaluation; 
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102 
‘‘(E) effectively manage a classroom, in-
cluding the ability to implement positive behav-
ioral intervention support strategies; 
‘‘(F) communicate and work with parents 
and guardians, and involve parents and guard-
ians in their children’s education; and 
‘‘(G) use, in the case of an early childhood 
educator, age- and developmentally-appropriate 
strategies and practices for children in early 
education programs. 
‘‘(21) TEACHING
RESIDENCY
PROGRAM.—The 
term ‘teaching residency program’ means a school- 
based teacher preparation program in which a pro-
spective teacher— 
‘‘(A) for 1 academic year, teaches along-
side a mentor teacher, who is the teacher of 
record; 
‘‘(B) receives concurrent instruction during 
the year described in subparagraph (A) from 
the partner institution, which courses may be 
taught by local educational agency personnel or 
residency program faculty, in the teaching of 
the content area in which the teacher will be-
come certified or licensed; 
‘‘(C) acquires effective teaching skills; and 
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103 
‘‘(D) prior to completion of the program, 
earns a master’s degree, attains full State 
teacher certification or licensure, and becomes 
highly qualified. 
‘‘PART A—TEACHER QUALITY PARTNERSHIP 
GRANTS 
‘‘SEC. 201. PURPOSES; DEFINITIONS. 
‘‘(a) PURPOSES.—The purposes of this part are to— 
‘‘(1) improve student achievement; 
‘‘(2) improve the quality of the current and fu-
ture teaching force by improving the preparation of 
prospective teachers and enhancing professional de-
velopment activities; 
‘‘(3) hold teacher preparation programs at in-
stitutions of higher education accountable for pre-
paring highly qualified teachers; and 
‘‘(4) recruit highly qualified individuals, includ-
ing minorities and individuals from other occupa-
tions, into the teaching force. 
‘‘(b) DEFINITIONS.—In this part: 
‘‘(1) ELIGIBLE PARTNERSHIP.—The term ‘eligi-
ble partnership’ means an entity that— 
‘‘(A) shall include— 
‘‘(i) a high-need local educational 
agency; 
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104 
‘‘(ii) a high-need school or a consor-
tium of high-need schools served by the 
high-need local educational agency or, as 
applicable, a high-need early childhood 
education program; 
‘‘(iii) a partner institution; 
‘‘(iv) a school, department, or pro-
gram of education within such partner in-
stitution; and 
‘‘(v) a school or department of arts 
and sciences within such partner institu-
tion; and 
‘‘(B) may include any of the following: 
‘‘(i) The Governor of the State. 
‘‘(ii) The State educational agency. 
‘‘(iii) The State board of education. 
‘‘(iv) The State agency for higher edu-
cation. 
‘‘(v) A business. 
‘‘(vi) A public or private nonprofit 
educational organization. 
‘‘(vii) An educational service agency. 
‘‘(viii) A teacher organization. 
‘‘(ix) A high-performing local edu-
cational agency, or a consortium of such 
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105 
local educational agencies, that can serve 
as a resource to the partnership. 
‘‘(x) A charter school (as defined in 
section 5210 of the Elementary and Sec-
ondary Education Act of 1965). 
‘‘(xi) A school or department within 
the partner institution that focuses on psy-
chology and human development. 
‘‘(xii) A school or department within 
the partner institution with comparable ex-
pertise in the disciplines of teaching, learn-
ing, and child and adolescent development. 
‘‘(2) PARTNER INSTITUTION.—The term ‘part-
ner institution’ means an institution of higher edu-
cation, which may include a 2-year institution of 
higher education offering a dual program with a 4- 
year institution of higher education, participating in 
an eligible partnership that has a teacher prepara-
tion program— 
‘‘(A) whose graduates exhibit strong per-
formance on State-determined qualifying assess-
ments for new teachers through— 
‘‘(i) demonstrating that 80 percent or 
more of the graduates of the program who 
intend to enter the field of teaching have 
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106 
passed all of the applicable State qualifica-
tion assessments for new teachers, which 
shall include an assessment of each pro-
spective teacher’s subject matter knowledge 
in the content area in which the teacher in-
tends to teach; or 
‘‘(ii) being ranked among the highest- 
performing teacher preparation programs 
in the State as determined by the State— 
‘‘(I) using criteria consistent with 
the requirements for the State report 
card under section 205(b); and 
‘‘(II) using the State report card 
on teacher preparation required under 
section 205(b), after the first publica-
tion of such report card and for every 
year thereafter; or 
‘‘(B) that requires— 
‘‘(i) each student in the program to 
meet and demonstrate high academic 
standards (including prior to entering and 
being accepted into a program) and par-
ticipate in intensive clinical experience; 
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107 
‘‘(ii) each student in the program pre-
paring to become a teacher to become 
highly qualified; and 
‘‘(iii) each student in the program 
preparing to become an early childhood ed-
ucator to meet degree requirements, as es-
tablished by the State, and become highly 
competent. 
‘‘SEC. 202. PARTNERSHIP GRANTS. 
‘‘(a) PROGRAM AUTHORIZED.—From amounts made 
available under section 209, the Secretary is authorized 
to award grants, on a competitive basis, to eligible part-
nerships, to enable the eligible partnerships to carry out 
the activities described in subsection (c). 
‘‘(b) APPLICATION.—Each eligible partnership desir-
ing a grant under this section shall submit an application 
to the Secretary at such time, in such manner, and accom-
panied by such information as the Secretary may require. 
Each such application shall contain— 
‘‘(1) a needs assessment of all the partners in 
the eligible partnership with respect to the prepara-
tion, ongoing training, professional development, and 
retention, of general and special education teachers, 
principals, and, as applicable, early childhood edu-
cators; 
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108 
‘‘(2) a description of the extent to which the 
program prepares prospective and new teachers with 
strong teaching skills; 
‘‘(3) a description of how the program will pre-
pare prospective and new teachers to use research 
and data to modify and improve instruction in the 
classroom; 
‘‘(4) a description of how the partnership will 
coordinate strategies and activities assisted under 
the grant with other teacher preparation or profes-
sional development programs, including those funded 
under the Elementary and Secondary Education Act 
of 1965 and the Individuals with Disabilities Edu-
cation Act, and through the National Science Foun-
dation, and how the activities of the partnership will 
be consistent with State, local, and other education 
reform activities that promote student achievement; 
‘‘(5) a resource assessment that describes the 
resources available to the partnership, including— 
‘‘(A) the integration of funds from other 
related sources; 
‘‘(B) the intended use of the grant funds; 
‘‘(C) the commitment of the resources of 
the partnership to the activities assisted under 
this section, including financial support, faculty 
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109 
participation, and time commitments, and to 
the continuation of the activities when the grant 
ends; 
‘‘(6) a description of— 
‘‘(A) how the partnership will meet the 
purposes of this part; 
‘‘(B) how the partnership will carry out 
the activities required under subsection (d) or 
(e) based on the needs identified in paragraph 
(1), with the goal of improving student achieve-
ment; 
‘‘(C) the partnership’s evaluation plan 
under section 204(a); 
‘‘(D) how the partnership will align the 
teacher preparation program with the— 
‘‘(i) State early learning standards for 
early childhood education programs, as ap-
propriate, and with the relevant domains of 
early childhood development; and 
‘‘(ii) the student academic achieve-
ment standards and academic content 
standards under section 1111(b)(2) of the 
Elementary and Secondary Education Act 
of 1965, established by the State in which 
the partnership is located; 
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110 
‘‘(E) how the partnership will prepare gen-
eral education teachers to teach students with 
disabilities, including training related to partici-
pation as a member of individualized education 
program teams, as defined in the Individuals 
with Disabilities Education Act; 
‘‘(F) how faculty at the partner institution 
will work with, during the term of the grant, 
highly qualified teachers in the classrooms of 
schools served by the high-need local edu-
cational agency in the partnership to provide 
high-quality professional development activities; 
‘‘(G) how the partnership will design, im-
plement, or enhance a year-long, rigorous, and 
enriching teaching preservice clinical program 
component; 
‘‘(H) the in-service professional develop-
ment strategies and activities to be supported; 
and 
‘‘(I) how the partnership will collect, ana-
lyze, and use data on the retention of all teach-
ers and early childhood educators in schools 
and early childhood programs located in the ge-
ographic area served by the partnership to 
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111 
evaluate the effectiveness of the partnership’s 
teacher and educator support system; and 
‘‘(7) with respect to the induction program re-
quired as part of the activities carried out under this 
section— 
‘‘(A) a demonstration that the schools and 
departments within the institution of higher 
education that are part of the induction pro-
gram have relevant and essential roles in the ef-
fective preparation of teachers, including con-
tent expertise and expertise in teaching; 
‘‘(B) a demonstration of the partnership’s 
capability and commitment to the use of empiri-
cally based practice and scientifically valid re-
search on teaching and learning, and the acces-
sibility to and involvement of faculty; 
‘‘(C) a description of how the teacher prep-
aration program will design and implement an 
induction program to support all new teachers 
through not less than the first 2 years of teach-
ing in the further development of the new 
teachers’ teaching skills, including the use of 
mentors who are trained and compensated by 
such program for the mentors’ work with new 
teachers; and 
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112 
‘‘(D) a description of how faculty involved 
in the induction program will be able to sub-
stantially participate in an early childhood edu-
cation program or an elementary or secondary 
school classroom setting, as applicable, includ-
ing release time and receiving workload credit 
for such participation. 
‘‘(c) REQUIRED USE OF GRANT FUNDS.—An eligible 
partnership that receives a grant under this part shall use 
grant funds to carry out a program for the pre-bacca-
laureate preparation of teachers under subsection (d), a 
teaching residency program under subsection (e), or both 
such programs. 
‘‘(d) PARTNERSHIP
GRANTS
FOR
PRE-BACCA-
LAUREATE PREPARATION
OF TEACHERS.—An eligible 
partnership that receives a grant to carry out an effective 
program for the pre-baccalaureate preparation of teachers 
shall carry out a program that includes all of the following: 
‘‘(1) REFORMS.— 
‘‘(A) 
IN
GENERAL.—Implementing 
re-
forms, described in subparagraph (B), within 
each teacher preparation program and, as appli-
cable, each preparation program for early child-
hood education programs, of the eligible part-
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113 
nership that is assisted under this section, to 
hold each program accountable for— 
‘‘(i) preparing— 
‘‘(I) current or prospective teach-
ers to be highly qualified (including 
teachers in rural school districts who 
may teach multiple subjects, special 
educators, teachers of students who 
are limited English proficient who 
may teach multiple subjects, and 
teachers who are qualified to teach 
Advanced Placement or International 
Baccalaureate courses); 
‘‘(II) such teachers and, as appli-
cable, early childhood educators, to 
understand empirically based practice 
and scientifically valid research on 
teaching and learning and its applica-
bility, and to use technology effec-
tively, including the use of instruc-
tional techniques and positive behav-
ioral support strategies to improve 
student achievement; and 
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114 
‘‘(III) as applicable, early child-
hood educators to be highly com-
petent; and 
‘‘(ii) promoting strong teaching skills 
and, as applicable, techniques for early 
childhood educators to improve children’s 
cognitive, social, emotional, and physical 
development. 
‘‘(B) REQUIRED REFORMS.—The reforms 
described in subparagraph (A) shall include— 
‘‘(i) implementing teacher preparation 
program curriculum changes that improve, 
evaluate, and assess how well all prospec-
tive and new teachers develop teaching 
skills; 
‘‘(ii) using empirically based practice 
and scientifically valid research, where ap-
plicable, about the disciplines of teaching 
and learning so that all prospective teach-
ers and, as applicable, early childhood edu-
cators— 
‘‘(I) can understand and imple-
ment research-based teaching prac-
tices in classroom-based instruction; 
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115 
‘‘(II) have knowledge of student 
learning methods; 
‘‘(III) possess skills to analyze 
student academic achievement data 
and other measures of student learn-
ing and use such data and measures 
to improve instruction in the class-
room; 
‘‘(IV) possess teaching skills and 
an understanding of effective instruc-
tional strategies across all applicable 
content areas that enable general and 
special education teachers and early 
childhood educators to— 
‘‘(aa) 
meet 
the 
specific 
learning needs of all students, in-
cluding students with disabilities, 
students who are limited English 
proficient, students who are gift-
ed and talented, students with 
low literacy levels and, as appli-
cable, children in early childhood 
education programs; and 
‘‘(bb) differentiate instruc-
tion for such students; 
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116 
‘‘(V) can effectively participate in 
the individualized education program 
process, as defined in the Individuals 
with Disabilities Education Act; 
‘‘(VI) can successfully employ ef-
fective strategies for reading instruc-
tion using the essential components 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, 
which may include training in multiple 
subjects to teach multiple grade levels as 
may be needed for individuals preparing to 
teach in rural communities; 
‘‘(iv) developing and implementing an 
induction program; 
‘‘(v) developing admissions goals and 
priorities aligned with the hiring objectives 
of the high-need local educational agency 
in the eligible partnership; and 
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117 
‘‘(vi) 
implementing 
program 
cur-
riculum changes to prepare teachers to 
teach Advanced Placement or International 
Baccalaureate courses. 
‘‘(2) 
CLINICAL
EXPERIENCE
AND
INTER-
ACTION.—Developing and improving a sustained and 
high-quality pre-service clinical education program to 
further develop the teaching skills of all prospective 
teachers and, as applicable, early childhood edu-
cators, 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 early childhood education programs 
(as applicable), elementary schools, or sec-
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118 
ondary schools, and providing support for 
such interaction. 
‘‘(B) Integrate pedagogy and classroom 
practice and promote effective teaching skills in 
academic content areas, which may include 
preparation for meeting the unique needs of 
teaching in rural communities. 
‘‘(C) Provide high-quality teacher men-
toring. 
‘‘(D)(i) Be offered over the course of a 
program of teacher preparation; 
‘‘(ii) be tightly aligned with course work 
(and may be developed as a 5th year of a teach-
er preparation program); and 
‘‘(iii) where feasible, allow prospective 
teachers to learn to teach in the same school 
district in which the teachers will work, learn-
ing 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 (1) or (3), and for those who 
serve as mentors for such teachers, based on 
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119 
each individual’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 merit or performance- 
based pay. 
‘‘(3) INDUCTION PROGRAMS FOR NEW TEACH-
ERS.—Creating an induction program for new teach-
ers, or, in the case of an early childhood education 
program, providing mentoring or coaching for new 
early childhood educators. 
‘‘(4) SUPPORT
AND
TRAINING
FOR
PARTICI-
PANTS
IN
EARLY
CHILDHOOD
EDUCATION
PRO-
GRAMS.—In the case of an eligible partnership fo-
cusing on early childhood educator preparation, im-
plementing initiatives that increase compensation for 
early childhood educators who attain associate or 
baccalaureate degrees in early childhood education. 
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‘‘(5) TEACHER RECRUITMENT.—Developing and 
implementing effective mechanisms (which may in-
clude alternative routes to State certification of 
teachers) to ensure that the eligible partnership is 
able to recruit qualified individuals to become highly 
qualified teachers through the activities of the eligi-
ble partnership, which may include an emphasis on 
recruiting into the teaching profession— 
‘‘(A) underrepresented populations; 
‘‘(B) individuals to teach in rural commu-
nities and teacher shortage areas designated by 
the Secretary, including mathematics, science, 
special education, and instruction of limited 
English proficient students; and 
‘‘(C) mid-career professionals from other 
occupations, former military personnel, and re-
cent college graduates with proven records of 
academic distinction. 
‘‘(6) LITERACY TRAINING.—Developing and im-
plementing a program to strengthen content knowl-
edge and teaching skills of elementary and secondary 
school literacy coaches that— 
‘‘(A) provides teacher training in reading 
instruction for literacy coaches who— 
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121 
‘‘(i) train classroom teachers to imple-
ment literacy programs; or 
‘‘(ii) tutor students with intense indi-
vidualized reading, writing, and subject 
matter instruction during or beyond the 
school day; 
‘‘(B) develops or redesigns rigorous evi-
denced-based reading curricula that are aligned 
with challenging State academic content stand-
ards, as required under section 1111(b)(1) of 
the Elementary and Secondary Education Act 
of 1965, and with postsecondary standards for 
reading and writing; 
‘‘(C) provides opportunities for teachers to 
plan and assess instruction with other teachers, 
school leaders, and faculty at institutions of 
higher education; 
‘‘(D) provides training and professional de-
velopment for principals to prepare them to un-
derstand the teaching of reading, guide instruc-
tion, and foster school improvement; and 
‘‘(E) establishes an evaluation and ac-
countability plan for activities conducted under 
this paragraph to measure the impact of such 
activities. 
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122 
‘‘(e) 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 
graduates and mentor teachers in the receiving 
school. 
‘‘(C) Ensuring that teaching residents that 
participated in the teaching residency program 
receive— 
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123 
‘‘(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 
(d)(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. 
‘‘(ii) Engagement of teaching resi-
dents in rigorous graduate-level course 
work to earn a master’s degree while un-
dertaking a guided teaching apprentice-
ship. 
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124 
‘‘(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 course work; 
‘‘(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. 
‘‘(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-
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125 
edge. Evaluation of teacher effectiveness 
shall be based on observations of such do-
mains of teaching as the following: 
‘‘(I) Planning and preparation, 
including 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, including students 
with disabilities. 
‘‘(III) Collaboration with col-
leagues to improve instruction. 
‘‘(IV) Analysis of gains in stu-
dent learning, based on multiple 
measures, that, when feasible, may in-
clude valid and reliable objective 
measures of the influence of teachers 
on the rate of student academic 
progress. 
‘‘(V) In the case of mentor can-
didates who will be mentoring current 
or future literacy and mathematics 
coaches or instructors, appropriate 
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126 
skills in the essential components of 
reading instruction, teacher training 
in literacy instructional strategies 
across core subject areas, and teacher 
training 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 
through not less than the residents’ first 2 
years of teaching. 
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127 
‘‘(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: 
‘‘(I) Strong content knowledge or 
record of accomplishment in the field 
or subject area to be taught. 
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128 
‘‘(II) Strong verbal and written 
communication skills, which may be 
demonstrated by performance on ap-
propriate tests. 
‘‘(III) Other attributes linked to 
effective teaching, which may be de-
termined by interviews or performance 
assessments, as specified by the eligi-
ble partnership. 
‘‘(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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129 
‘‘(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. 
‘‘(f) 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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130 
this section only if a written consent signed by all 
members of the eligible partnership is submitted to 
the Secretary. 
‘‘(g) 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. 
‘‘(h) 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 may not receive more than 1 grant during 
a 5-year period. Nothing in this title shall be con-
strued to prohibit an individual member, that can 
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131 
demonstrate need, of an eligible partnership that re-
ceives a grant under this title from entering into an-
other eligible partnership consisting of new members 
and receiving a grant with such other eligible part-
nership before the 5-year period described in the 
preceding sentence applicable to the eligible partner-
ship with which the individual member has first 
partnered has expired. 
‘‘(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 partnerships that include an insti-
tution of higher education whose teacher prepa-
ration program has a rigorous selection process 
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132 
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-
vided in cash or in-kind, to carry out the activities 
supported by the grant. 
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133 
‘‘(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; 
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134 
‘‘(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, 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 
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135 
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 and who use technology to col-
lect, manage, and analyze data to improve teaching, 
learning, and decision making for the purpose of im-
proving student 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 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 
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136 
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 
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 
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137 
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 completed the 
teacher preparation program after enroll-
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139 
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 the Indi-
viduals with Disabilities Education Act. 
‘‘(2) REPORT.—Each eligible partnership re-
ceiving a grant under section 202 shall report annu-
ally on the progress of the eligible partnership to-
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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-
tablished by the Secretary, a State report card on 
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141 
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 
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— 
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‘‘(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 course work 
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 
‘‘(iii) the percentage of students tak-
ing an assessment who completed the 
teacher preparation program after enroll-
ing in the program, which shall be made 
available widely and publicly by the State. 
‘‘(E) A description of alternative routes to 
State certification or licensure in the State (in-
cluding any such routes operated by entities 
that are not institutions of higher education), if 
any, including, for each of the assessments used 
by the State for teacher certification or licen-
sure— 
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143 
‘‘(i) the percentage of individuals par-
ticipating in such routes, or who have com-
pleted such routes during the 2-year period 
preceding the date of the determination, 
who passed each such assessment; and 
‘‘(ii) the average scaled score of indi-
viduals participating in such routes, or who 
have completed such routes during the pe-
riod preceding the date of the determina-
tion, who took each such assessment. 
‘‘(F) A description of the State’s criteria 
for assessing the performance of teacher prepa-
ration programs within institutions of higher 
education in the State. Such criteria shall in-
clude indicators of the academic content knowl-
edge and teaching skills of students enrolled in 
such programs. 
‘‘(G) For each teacher preparation pro-
gram in the State, the criteria for admission 
into the program, the number of students in the 
program, disaggregated by race, ethnicity, and 
gender (except that such disaggregation shall 
not be required in a case in which the number 
of students in a category is insufficient to yield 
statistically reliable information or the results 
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144 
would reveal personally identifiable information 
about an individual student), the average num-
ber of hours of supervised clinical experience re-
quired for those in the program, and the num-
ber of full-time equivalent faculty, adjunct fac-
ulty, and students in supervised clinical experi-
ence. 
‘‘(H) For the State as a whole, and for 
each teacher preparation program in the State, 
the number of teachers prepared, in the aggre-
gate and reported separately by— 
‘‘(i) area of certification or licensure; 
‘‘(ii) academic major; and 
‘‘(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 general and special education teachers 
to effectively teach students with disabilities, in-
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145 
cluding training related to participation as a 
member of individualized education program 
teams, as defined in the Individuals with Dis-
abilities Education Act. 
‘‘(K) 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 decision making 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) DATA QUALITY.—The Secretary shall prescribe 
regulations requiring practices and procedures to ensure 
the reliability, validity, integrity, and accuracy of the data 
submitted pursuant to this section. 
‘‘(d) 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-
able, a report card on teacher qualifications and 
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146 
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 
make publicly available, with respect to an average 
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147 
pass rate and scaled score on each State certification 
or licensure assessment taken over a 3-year period. 
‘‘(e) 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. 206. 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 (including programs that offer any ongoing profes-
sional development programs) or alternative routes to 
State certification or licensure 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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148 
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 course work in core academic subjects and re-
ceive training in providing instruction in core aca-
demic subjects; 
‘‘(3) general 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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149 
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; 
‘‘(2) improving student achievement for all stu-
dents; and 
‘‘(3) raising the standards for entry into the 
teaching profession. 
‘‘(b) TERMINATION OF ELIGIBILITY.—Any program 
of teacher preparation from which the State has with-
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150 
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; 
‘‘(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. 
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151 
‘‘SEC. 208. GENERAL PROVISIONS. 
‘‘(a) METHODS.—In complying with sections 205 and 
207, 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 
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 
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152 
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, 
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 
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153 
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 
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. 
‘‘(d) LIMITATIONS.— 
‘‘(1) FEDERAL CONTROL PROHIBITED.—Noth-
ing in this part shall be construed to permit, allow, 
encourage, or authorize any Federal control over any 
aspect 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). This section 
shall not be construed to prohibit private, religious, 
or home schools from participation in programs or 
services under this part. 
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154 
‘‘(2) NO CHANGE IN STATE CONTROL ENCOUR-
AGED OR REQUIRED.—Nothing in this part 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). 
‘‘(3) NATIONAL SYSTEM OF TEACHER CERTIFI-
CATION PROHIBITED.—Nothing in this part shall be 
construed to permit, allow, encourage, or authorize 
the Secretary to establish or support any national 
system of teacher certification. 
‘‘SEC. 209. AUTHORIZATION OF APPROPRIATIONS. 
‘‘There are authorized to be appropriated to carry out 
this part such sums as may be necessary for fiscal year 
2009 and each of the 2 succeeding fiscal years. 
‘‘PART B—PREPARING TEACHERS FOR DIGITAL 
AGE LEARNERS 
‘‘SEC. 221. PROGRAM AUTHORIZED. 
‘‘(a) PROGRAM AUTHORITY.—The Secretary is au-
thorized to award grants to eligible consortia, or to enter 
into contracts or cooperative agreements with eligible con-
sortia, to pay the Federal share of the costs of projects 
to— 
‘‘(1) graduate teacher candidates who are pre-
pared to use modern information, communication, 
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155 
and learning tools to improve student learning, as-
sessment, and learning management; 
‘‘(2) graduate teacher candidates who are pre-
pared to integrate modern information, communica-
tion, and learning tools to help students develop 
skills to enter the workforce; 
‘‘(3) strengthen and develop partnerships 
among the stakeholders in teacher preparation to 
transform teacher education and ensure technology 
rich learning environments throughout a teacher 
candidate’s pre-service education, including clinical 
experiences; and 
‘‘(4) assess the effectiveness of departments, 
schools, and colleges of education at institutions of 
higher education in preparing teacher candidates for 
successful implementation of technology-rich teach-
ing-learning environments that enable kindergarten 
through grade 12 students to develop skills to enter 
the workforce. 
‘‘(b) GRANT AMOUNT
AND DURATION.—A grant 
awarded under this part— 
‘‘(1) shall be not more than $2,000,000; 
‘‘(2) shall be for a 3-year period; and 
‘‘(3) may be renewed for one additional year. 
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156 
‘‘(c) NON-FEDERAL SHARE REQUIREMENT.—The 
Federal share of the cost of any project funded under this 
part shall not exceed 75 percent. The non-Federal share 
of the cost of such project may be provided in cash or 
in kind, fairly evaluated, including services. 
‘‘(d) DEFINITION OF ELIGIBLE CONSORTIUM.—In 
this part, the term ‘eligible consortium’ means a consor-
tium of members that includes the following: 
‘‘(1) At least one institution of higher education 
that awards baccalaureate degrees and prepares 
teachers for initial entry into teaching. 
‘‘(2) At least one State educational agency or 
local educational agency. 
‘‘(3) A department, school, or college of edu-
cation at an institution of higher education. 
‘‘(4) A department, school, or college of arts 
and sciences at an institution of higher education. 
‘‘(5) At least one entity with the capacity to 
contribute to the technology-related reform of teach-
er preparation programs, which may be a profes-
sional association, foundation, museum, library, for- 
profit business, public or private nonprofit organiza-
tion, community-based organization, or other entity. 
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157 
‘‘SEC. 222. USES OF FUNDS. 
‘‘(a) IN GENERAL.—A consortium that receives a 
grant or enters into a contract or cooperative agreement 
under this part shall use funds made available under this 
part to carry out a project that— 
‘‘(1) develops long-term partnerships among 
members of the consortium that are focused on ef-
fective teaching with modern digital tools and con-
tent that substantially connect pre-service prepara-
tion of teacher candidates with high-needs schools; 
or 
‘‘(2) transform the way departments, schools, 
and colleges of education teach classroom technology 
integration, including the principles of universal de-
sign, to teacher candidates. 
‘‘(b) USES OF FUNDS FOR PARTNERSHIP GRANTS.— 
In carrying out a project under subsection (a)(1), a con-
sortium shall— 
‘‘(1) provide teacher candidates with field expe-
riences in educational settings with technology, early 
in their preparation; 
‘‘(2) build the skills of teacher candidates to 
support technology-rich instruction, assessment and 
learning management in content areas, technology 
literacy, an understanding of the principles of uni-
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158 
versal design, and the development of other skills for 
entering the workforce; 
‘‘(3) provide professional technology develop-
ment for teachers, administrators, and content spe-
cialists who participate in field placement; 
‘‘(4) provide professional development of tech-
nology pedagogical skills for faculty of departments, 
schools, and colleges of education and arts and 
sciences; 
‘‘(5) implement strategies for the mentoring of 
teacher candidates with respect to technology imple-
mentation by members of the consortium; 
‘‘(6) evaluate teacher candidates during the 
first years of teaching to fully assess outcomes of 
the project; 
‘‘(7) build collaborative learning communities 
for technology integration within the consortium to 
sustain meaningful applications of technology in the 
classroom during teacher preparation and early ca-
reer practice; and 
‘‘(8) evaluate the effectiveness of the project. 
‘‘(c) USES
OF
FUNDS
FOR
TRANSFORMATION 
GRANTS.—In carrying out a project under subsection 
(a)(2), a consortium shall— 
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159 
‘‘(1) redesign curriculum requiring the collabo-
ration between the department, school, or college of 
education faculty and the department, school, or col-
lege of arts and sciences faculty who teach content 
or methods courses for training teacher candidates; 
‘‘(2) 
collaborate 
between 
the 
department, 
school, or college of education faculty and the de-
partment, school, or college of arts and science fac-
ulty and academic content specialists at the local 
educational agency to educate pre-service teachers 
who can integrate technology and pedagogical skills 
in content areas; 
‘‘(3) 
collaborate 
between 
the 
department, 
school, or college of education faculty and the de-
partment, school, or college of arts and sciences fac-
ulty who teach courses to pre-service teachers to de-
velop and implement a plan for pre-service teachers 
and continuing educators that demonstrates effective 
instructional strategies and application of such strat-
egies in the use of digital tools to transform the 
teaching and learning process; 
‘‘(4) 
collaborate 
between 
the 
department, 
school, or college of education faculty and the de-
partment, school, or college of arts and sciences fac-
ulty who teach courses to pre-service teachers to bet-
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160 
ter reach under-represented pre-service teacher pop-
ulations with programs that connect such pre-service 
teacher populations with applications of technology; 
‘‘(5) collaborate among faculty and students to 
create and disseminate case studies of technology 
applications in classroom settings with a goal of im-
proving student achievement in high-need schools; 
‘‘(6) provide additional technology resources for 
pre-service teachers to plan and implement tech-
nology applications in classroom settings that pro-
vide evidence of student learning; and 
‘‘(7) bring together expertise from departments, 
schools, or colleges of education, arts and science 
faculty, and academic content specialists at the local 
educational agency to share and disseminate tech-
nology applications in the classroom through teacher 
preparation and into early career practice. 
‘‘SEC. 223. APPLICATION REQUIREMENTS. 
‘‘To be eligible to receive a grant or enter into a con-
tract or cooperative agreement under this part, an eligible 
consortium shall submit an application to the Secretary 
at such time, in such manner, and containing such infor-
mation as the Secretary may require. Such application 
shall include the following: 
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161 
‘‘(1) A description of the project to be carried 
out with the grant, including how the project will— 
‘‘(A) develop a long-term partnership fo-
cused on effective teaching with modern digital 
tools and content that substantially connects 
pre-service preparation of teacher candidates 
with high-need schools; or 
‘‘(B) transform the way departments, 
schools, and colleges of education teach class-
room technology integration, including the prin-
ciples of universal design, to teacher candidates. 
‘‘(2) A demonstration of— 
‘‘(A) the commitment, including the finan-
cial commitment, of each of the members of the 
consortium for the proposed project; and 
‘‘(B) the support of the leadership of each 
organization that is a member of the consor-
tium for the proposed project. 
‘‘(3) A description of how each member of the 
consortium will participate in the project. 
‘‘(4) A description of how the State or local 
educational agency will incorporate the project into 
the agency’s technology plan, if such a plan already 
exists. 
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‘‘(5) A description of how the project will be 
continued after Federal funds are no longer avail-
able under this part for the project. 
‘‘(6) A plan for the evaluation of the project, 
which shall include benchmarks to monitor progress 
toward specific project objectives. 
‘‘SEC. 224. EVALUATION. 
‘‘Not less than 10 percent of the funds awarded to 
an eligible consortium to carry out a project under this 
part shall be used to evaluate the effectiveness of such 
project. 
‘‘SEC. 225. AUTHORIZATION OF APPROPRIATIONS. 
‘‘There 
is 
authorized 
to 
be 
appropriated 
$100,000,000 to carry out this part for fiscal year 2009 
and such sums as may be necessary for each of the 2 suc-
ceeding fiscal years. 
‘‘PART C—ENHANCING TEACHER EDUCATION 
‘‘SEC. 240. AUTHORIZATION OF APPROPRIATIONS. 
‘‘There are authorized to be appropriated to carry out 
this part such sums as may be necessary for fiscal year 
2009 and each of the 4 succeeding fiscal years. 
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163 
‘‘Subpart 1—Recruiting Teachers With Math, Science, 
or Language Majors 
‘‘SEC. 241. PROGRAM AUTHORIZED. 
‘‘(a) GRANTS AUTHORIZED.—From the amounts ap-
propriated under section 240, the Secretary shall make 
competitive grants to institutions of higher education to 
improve the availability, recruitment, and retention of 
teachers from among students majoring in mathematics, 
science, foreign languages, special education, or teaching 
the English language to students who are limited English 
proficient. In making such grants, the Secretary shall give 
priority to institutions of higher education with programs 
that— 
‘‘(1) focus on preparing and retaining teachers 
in subjects in which there is a shortage of highly 
qualified teachers and that prepare students to teach 
in high-need schools; and 
‘‘(2) include plans to seek matching funds from 
other governmental and non-governmental sources. 
‘‘(b) APPLICATION.—Any institution of higher edu-
cation desiring to receive a grant under this part shall sub-
mit to the Secretary an application at such time, in such 
form, and containing such information and assurances as 
the Secretary may require, including— 
‘‘(1) the number of students who graduated 
from the institution in the preceding year with the 
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164 
qualifications necessary to be teachers with expertise 
in math, science, a foreign language, special edu-
cation, or teaching limited English proficient individ-
uals; and 
‘‘(2) a goal and timeline for increasing the 
number of such teachers who graduate from the in-
stitution. 
‘‘(c) USE OF FUNDS.—Grant funds made available 
under this part— 
‘‘(1) shall be used to create and provide new re-
cruitment incentives to encourage students who are 
planning to pursue other careers to pursue careers 
in teaching, with an emphasis on recruiting students 
who are majoring in high-need subjects such as 
mathematics, science, foreign languages, and special 
education, and areas relevant to teaching the 
English language to students who are limited 
English proficient; 
‘‘(2) may be used to upgrade curriculum in 
order to provide all students studying to become 
teachers with high-quality instructional strategies for 
teaching reading and teaching the English language 
to students who are limited English proficient, and 
for adopting, modifying, and differentiating instruc-
tion to teach students with disabilities; 
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165 
‘‘(3) may be used to integrate school of edu-
cation faculty with other arts and science faculty in 
math, science, foreign languages, special education, 
and teaching the English language to students who 
are limited English proficient through steps such 
as— 
‘‘(A) dual appointments for faculty be-
tween schools of education and schools of arts 
and science; and 
‘‘(B) integrating course work with clinical 
experience; 
‘‘(4) may be used to develop strategic plans be-
tween schools of education and local school districts 
to better prepare teachers for high-need schools, in-
cluding the creation of professional development 
partnerships for training new teachers in state-of- 
the-art teaching practices; and 
‘‘(5) may be used to develop or enhance pro-
grams aimed at retaining teachers in high-need sub-
jects such as math, science, foreign languages, spe-
cial education, and teaching the English language to 
students who are limited English proficient, and 
may include providing scholarship assistance to cur-
rent teachers to upgrade their skills. 
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166 
‘‘Subpart 2—Community Colleges as Partners in 
Teacher Education Grants 
‘‘SEC. 251. GRANTS TO COMMUNITY COLLEGES. 
‘‘(a) PROGRAM AUTHORIZED.—The Secretary is au-
thorized to award grants, on a competitive basis, to eligible 
entities to assist such entities with— 
‘‘(1) establishing or enhancing teacher edu-
cation programs at community colleges that— 
‘‘(A) include content and pedagogical 
training; and 
‘‘(B) are aligned with 4-year college and 
university teacher education programs to ensure 
a seemless transition for students from commu-
nity colleges to 4-year institutions; 
‘‘(2) establishing or enhancing post-bacca-
laureate certification programs offered at community 
colleges; 
‘‘(3) developing and delivering a rigorous pro-
gram of study for students interested in a career in 
teaching; and 
‘‘(4) developing and delivering professional de-
velopment for teachers to ensure their continued 
education and professional growth. 
‘‘(b) AUTHORIZED USES OF FUNDS.—Grant funds 
provided under this section shall be used to carry out the 
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167 
activities described in subsection (a), and may be used 
to— 
‘‘(1) develop curriculum for teacher education 
programs and post-baccalaureate certification pro-
grams at community colleges; 
‘‘(2) establish or enhance clinical experiences 
for students in such teacher education programs and 
post-baccalaureate certification programs; 
‘‘(3) establish or enhance professional develop-
ment programs at community colleges that are avail-
able for teachers; 
‘‘(4) develop new associate degree programs fo-
cused on teacher preparation; 
‘‘(5) increase the alignment between community 
college teacher education programs and 4-year col-
lege and university teacher education programs, in-
cluding articulation agreements, common course 
numbering, and joint admission programs; 
‘‘(6) recruit teacher candidates with the goal of 
diversifying the teacher workforce; 
‘‘(7) prepare teachers for high-demand subject 
areas including science, math, technology, special 
education, critical foreign languages, or the edu-
cation of limited English proficient individuals; 
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168 
‘‘(8) prepare teachers to teach in high-need 
schools; 
‘‘(9) increase coordination between teacher edu-
cation programs and arts and sciences departments; 
‘‘(10) encourage teacher education and post- 
baccalaureate programs at times and in formats de-
signed to make these programs more accessible to 
certain student populations, including mid-career 
professionals transitioning to teaching; and 
‘‘(11) carry out other activities that aim to en-
sure that well-qualified individuals enter into the 
teaching profession. 
‘‘(c) ELIGIBLE ENTITY.—For purposes of this sec-
tion, the term ‘eligible entity’ means an individual commu-
nity college (or district of community colleges), a consortia 
of community colleges, or a statewide community college 
system that, for the purposes of carrying out activities 
under this section, has entered into a partnership with— 
‘‘(1) a four-year institution of higher education 
with a teacher education program, or a consortia of 
such institutions; and 
‘‘(2) at least one of the following: 
‘‘(A) The State agency that oversees teach-
er preparation or higher education in the State. 
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169 
‘‘(B) One or more local educational agen-
cies. 
‘‘(C) The State educational agency. 
‘‘(D) A professional organization rep-
resenting teachers. 
‘‘(d) APPLICATION.—Each eligible entity desiring a 
grant under this section shall submit an application to the 
Secretary, at such time, in such manner, and containing 
such information as the Secretary may require. Such ap-
plication shall include— 
‘‘(1) an overview of the goals the eligible entity 
and partners plan to pursue upon receipt of a grant 
under this section; 
‘‘(2) an identification of the institutions, agen-
cies, or organizations that have entered into a part-
nership with the eligible entity to meet the require-
ments of subsection (c); 
‘‘(3) a description of how the eligible entity and 
other partners will work to ensure a seemless transi-
tion for students from community college to 4-year 
institutions; 
‘‘(4) an assurance by the eligible entity that 
students will be provided with intensive support 
services, which may include mentoring, academic 
and career support, and support for students who 
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170 
are transitioning, or have transitioned, from the 
community college to the 4-year institution; and 
‘‘(5) a description of the rigorous 2-year pro-
gram of study to be provided by the eligible entity, 
and a description of how such program establishes 
a foundation for students to enter into a qualified 
teacher preparation program at a 4-year institution. 
‘‘(e) PRIORITY.—In awarding grants under this sec-
tion, the Secretary shall give priority to applications the 
goals of which are to— 
‘‘(1) increase the diversification of the teacher 
workforce by enrolling and retaining students from 
racial and ethnic backgrounds and others underrep-
resented in the local education workforce; 
‘‘(2) prepare teachers for high-demand subject 
areas including science, math, technology, special 
education, critical foreign languages, or the edu-
cation of limited English proficient individuals; or 
‘‘(3) prepare teachers to enter into high-need 
schools. 
‘‘SEC. 252. DEFINITIONS. 
‘‘In this subpart: 
‘‘(1) COMMUNITY COLLEGE.—The term ‘com-
munity college’ has the same meaning given the 
term ‘junior or community college’ in section 313. 
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171 
‘‘(2) FOUR-YEAR INSTITUTION.—The term ‘4- 
year institution’ means an institution of higher edu-
cation (as defined in section 101(a)) that provides a 
4-year program of instruction for which the institu-
tion awards a bachelor’s degree. 
‘‘(3) QUALIFIED TEACHER PREPARATION PRO-
GRAM.—The term ‘qualified teacher preparation pro-
gram’ means an undergraduate program at an insti-
tution of higher education for students that— 
‘‘(A) encourages collaboration between fac-
ulty in education and faculty in the relevant 
subject areas including, sciences mathematics, 
and foreign languages to pursue content coordi-
nation for courses taken frequently by students 
preparing to be teachers; 
‘‘(B) offers support services, including 
mentoring, exposure to and field experience in 
the classroom prior to graduation, or other 
practices, for students while they in the pro-
gram, and after graduation while working as a 
teachers; and 
‘‘(C) focuses on increasing the number of 
teachers for high demand subject areas. 
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172 
‘‘Subpart 3—Centers of Excellence 
‘‘SEC. 261. DEFINITIONS. 
‘‘In this subpart: 
‘‘(1) ELIGIBLE INSTITUTION.—The term ‘eligi-
ble institution’ means— 
‘‘(A) an institution of higher education 
that has a teacher preparation program that is 
a qualified teacher preparation program under 
section 252 and that is— 
‘‘(i) a part B institution (as defined in 
section 322); 
‘‘(ii) a Hispanic-serving institution (as 
defined in section 502); 
‘‘(iii) a Tribal College or University 
(as defined in section 316); 
‘‘(iv) an Alaska Native-serving institu-
tion (as defined in section 317(b)); 
‘‘(v) a Native Hawaiian-serving insti-
tution (as defined in section 317(b)); 
‘‘(vi) a Predominantly Black Institu-
tion (as defined in section 318(b)); 
‘‘(vii) a Asian American and Pacific 
Islander-serving institution (as defined in 
section 319(b)); or 
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173 
‘‘(viii) a Native American-serving non- 
tribal institution (as defined in section 
320(b)); 
‘‘(B) a consortium of institutions described 
in subparagraph (A); or 
‘‘(C) an institution described in subpara-
graph (A), or a consortium described in sub-
paragraph (B), in partnership with any other 
institution of higher education, but only if the 
center of excellence established under section 
262 is located at an institution described in 
subparagraph (A). 
‘‘(2) SCIENTIFICALLY
BASED
READING
RE-
SEARCH.—The term ‘scientifically based reading re-
search’ has the meaning given such term in section 
1208 of the Elementary and Secondary Education 
Act of 1965 (20 U.S.C. 6368). 
‘‘SEC. 262. CENTERS OF EXCELLENCE. 
‘‘(a) PROGRAM AUTHORIZED.—From the amounts 
appropriated to carry out this subpart, the Secretary is 
authorized to award competitive grants to eligible institu-
tions to establish centers of excellence. 
‘‘(b) USE OF FUNDS.—Grants provided by the Sec-
retary under this subpart shall be used to ensure that cur-
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