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‘‘(B) ELIGIBLE
PARTNERSHIPS.—If the 
Secretary determines that an eligible partner-
ship is not making substantial progress in 
meeting the purposes, goals, objectives, and 
measures, as appropriate, by the end of the 
third year of a grant under this part, then the 
grant payments shall not be made for any suc-
ceeding year of the grant. 
‘‘(d) EVALUATION AND DISSEMINATION.—The Sec-
retary shall evaluate the activities funded under this part 
and report annually the Secretary’s findings regarding the 
activities to the Committee on Health, Education, Labor, 
and Pensions of the Senate and the Committee on Edu-
cation and the Workforce of the House of Representatives. 
The Secretary shall broadly disseminate successful prac-
tices developed by eligible States and eligible partnerships 
under this part, and shall broadly disseminate information 
regarding such practices that were found to be ineffective. 
‘‘SEC. 207. ACCOUNTABILITY FOR PROGRAMS THAT PRE-
PARE TEACHERS. 
‘‘(a) STATE REPORT CARD ON THE QUALITY OF 
TEACHER AND PRINCIPAL PREPARATION.—Each State 
that receives funds under this Act shall provide to the Sec-
retary annually, in a uniform and comprehensible manner 
that conforms with the definitions and methods estab-
129
lished by the Secretary, a State report card on the quality 
of teacher preparation in the State, both for traditional 
certification or licensure programs and for alternative cer-
tification or licensure programs, which shall include at 
least the following: 
‘‘(1) A description of the teacher and principal 
certification and licensure assessments, and any 
other certification and licensure requirements, used 
by the State. 
‘‘(2) The standards and criteria that prospec-
tive teachers and principals must meet in order to 
attain initial teacher and principal certification or li-
censure and to be certified or licensed to teach par-
ticular subjects or in particular grades within the 
State. 
‘‘(3) A demonstration of the extent to which the 
assessments and requirements described in para-
graph (1) are aligned with the State’s standards and 
assessments for students. 
‘‘(4) The percentage of students who have com-
pleted at least 50 percent of the requirements for a 
teacher preparation program at an institution of 
higher education or alternative certification program 
and who have taken and passed each of the assess-
ments used by the State for teacher certification and
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licensure, and the passing score on each assessment 
that determines whether a candidate has passed that 
assessment. 
‘‘(5) For students who have completed at least 
50 percent of the requirements for a teacher prepa-
ration program at an institution of higher education 
or alternative certification program, and who have 
taken and passed each of the assessments used by 
the State for teacher certification and licensure, 
each such institution’s and each such program’s av-
erage raw score, ranked by teacher preparation pro-
gram, which shall be made available widely and pub-
licly. 
‘‘(6) A description of each State’s alternative 
routes to teacher certification, if any, and the num-
ber and percentage of teachers certified through 
each alternative certification route who pass State 
teacher certification or licensure assessments. 
‘‘(7) For each State, a description of proposed 
criteria for assessing the performance of teacher and 
principal preparation programs in the State, includ-
ing indicators of teacher and principal candidate 
skills, placement and retention rates (to the extent 
feasible), and academic content knowledge and evi-
dence of gains in student academic achievement.
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‘‘(8) For each teacher preparation program in 
the State, the number of students in the program, 
the number of minority students in the program, the 
average number of hours of supervised practice 
teaching required for those in the program, and the 
number of full-time equivalent faculty, adjunct fac-
ulty, and students in supervised practice teaching. 
‘‘(9) For the State as a whole, and for each 
teacher preparation program in the State, the num-
ber of teachers prepared, in the aggregate and re-
ported separately by—
‘‘(A) number of minority students; 
‘‘(B) level (elementary or secondary); 
‘‘(C) academic major; 
‘‘(D) subject or subjects for which the stu-
dent has been prepared to teach; and 
‘‘(E) teacher candidates who speak a lan-
guage other than English and have been trained 
specifically to teach English-language learners. 
‘‘(10) The State shall refer to the data gen-
erated for paragraph (9) to report on the extent to 
which teacher preparation programs are helping to 
address shortages of qualified teachers, by level, sub-
ject, and specialty, in the State’s public schools, es-