‘‘(l) CONTINUATION OF AWARDS.—Notwithstanding 
any other provision of law, from funds appropriated to 
carry out this part, the Secretary shall continue to fund 
any multiyear grant awarded under this part (as such pro-
visions were in effect on the day before the date of enact-
ment of the Educator Preparation Reform Act), for the 
duration of such multiyear grant in accordance with its 
terms.’’. 
SEC. 104. ADMINISTRATIVE PROVISIONS. 
Section 203 of the Higher Education Act of 1965 (20 
U.S.C. 1022b) is amended— 
(1) in subsection (a), by striking paragraph (2) 
and inserting the following: 
‘‘(2) NUMBER OF AWARDS.—An eligible part-
nership may not receive more than 1 grant during 
a 5-year period, except such partnership may receive 
an additional grant during such period if such grant 
is used to establish a teacher or principal residency 
program if such residency program was not estab-
lished with the prior grant. Nothing in this title 
shall be construed to prohibit an individual member, 
that can demonstrate need, of an eligible partnership 
that receives a grant under this title from entering 
into another eligible partnership consisting of new 
members and receiving a grant with such other eligi-
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ble partnership before the 5-year period described in 
the preceding sentence applicable to the eligible 
partnership with which the individual member has 
first partnered has expired.’’; and 
(2) in subsection (b)(2)(A), by striking ‘‘teacher 
preparation program’’ and inserting ‘‘teacher edu-
cation program or educator development program’’. 
SEC. 105. ACCOUNTABILITY AND EVALUATION. 
Section 204(a) of the Higher Education Act of 1965 
(20 U.S.C. 1022c(a)) is amended to read as follows 
‘‘(a) ELIGIBLE PARTNERSHIP EVALUATION.—Each 
eligible partnership submitting an application for a grant 
under this part shall establish, and include in such appli-
cation, an evaluation plan that includes strong and meas-
urable performance objectives. The plan shall include ob-
jectives and measures for— 
‘‘(1) achievement for all prospective and new 
educators as measured by the eligible partnership; 
‘‘(2) educator retention in the first 3 years; 
‘‘(3) pass rates and scaled scores for initial 
State certification or licensure of teachers or pass 
rates and average scores on valid and reliable teach-
er performance assessments; and 
‘‘(4)(A) the percentage of highly qualified 
teachers, principals, and other educators hired by 
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the high-need local educational agency participating 
in the eligible partnership; 
‘‘(B) the percentage of highly qualified teach-
ers, principals, and other educators hired by the 
high-need local educational agency who are members 
of underrepresented groups; 
‘‘(C) the percentage of highly qualified teachers 
hired by the high-need local educational agency who 
teach high-need academic subject areas (such as 
reading, mathematics, science, and foreign language, 
including less commonly taught languages and crit-
ical foreign languages); 
‘‘(D) the percentage of highly qualified teachers 
hired by the high-need local educational agency who 
teach in high-need areas (including special edu-
cation, language instruction educational programs 
for limited English proficient students, and early 
childhood education); 
‘‘(E) the percentage of highly qualified teachers 
and other educators hired by the high-need local 
educational agency who teach in high-need schools, 
disaggregated by the elementary school and sec-
ondary school levels; 
‘‘(F) as applicable, the percentage of early 
childhood education program classes in the geo-
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graphic area served by the eligible partnership 
taught by early childhood educators who are highly 
competent; and 
‘‘(G) as applicable, the percentage of educators 
trained to— 
‘‘(i) integrate technology effectively into 
curricula and instruction, including technology 
consistent with the principles of universal de-
sign for learning; and 
‘‘(ii) use technology effectively to collect, 
manage, and analyze data to improve teaching 
and learning for the purpose of improving stu-
dent learning outcomes.’’. 
SEC. 106. ACCOUNTABILITY FOR PROGRAMS THAT PRE-
PARE TEACHERS. 
Section 205 of the Higher Education Act of 1965 (20 
U.S.C. 1022d) is amended— 
(1) in subsection (a)— 
(A) by striking the subsection heading and 
inserting ‘‘TEACHER
PREPARATION
ENTITY 
REPORT CARDS’’; and 
(B) by striking paragraph (1) and insert-
ing the following: 
‘‘(1) REPORT CARD.—Each teacher preparation 
entity approved to operate teacher preparation pro-
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grams in the State and that receives or enrolls stu-
dents receiving Federal assistance shall report annu-
ally to the State and the general public, in a uniform 
and comprehensible manner that conforms with the 
definitions and methods established by the Sec-
retary, the following: 
‘‘(A) GOALS AND ASSURANCES.— 
‘‘(i) For the most recent year for 
which the information is available for the 
entity whether the goals set under section 
206 have been met. 
‘‘(ii) A description of the steps the en-
tity is taking to improve its performance in 
meeting the annual goals set under section 
206. 
‘‘(iii) A description of the activities 
the entity has implemented to meet the as-
surances provided under section 206. 
‘‘(B) PASS RATES AND SCALED SCORES.— 
For the most recent year for which the informa-
tion is available the following: 
‘‘(i) Except as provided in clause (ii), 
for those students who took the assess-
ments used for teacher certification or li-
censure by the State in which the program 
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is located and are enrolled in the teacher 
preparation program or, and for those who 
have taken such assessments and have 
completed the teacher preparation program 
during the two-year period preceding such 
year, for each of such assessments— 
‘‘(I) the percentage of all stu-
dents who passed such assessment; 
‘‘(II) the percentage of students 
who have taken such assessment who 
enrolled in and completed the teacher 
preparation program; and 
‘‘(III) the average scaled score 
for all students who took such assess-
ment. 
‘‘(ii) In the case of an entity that re-
quires a valid and reliable teacher perform-
ance assessment in order to complete the 
preparation program, the entity is not re-
quired to submit the information described 
in clause (i) but shall submit the pass rate 
and average score of students taking the 
teacher performance assessment, disaggre-
gated by subject area, race, ethnicity, and 
gender, except that such disaggregation 
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shall not be required in a case in which the 
result would reveal personally identifiable 
information about an individual student. 
‘‘(C) PROGRAM INFORMATION.—A descrip-
tion of the following: 
‘‘(i) The median grade point average 
and range of grade point averages for ad-
mitted students. 
‘‘(ii) The average score and range of 
scores on standardized admissions tests for 
students admitted to the program. 
‘‘(iii) The number of students in the 
program (disaggregated by subject area, 
race, ethnicity, and gender). 
‘‘(iv) The number of hours and types 
of supervised clinical preparation required. 
‘‘(v) The total number of students 
who have completed programs for certifi-
cation or licensure (disaggregated by sub-
ject area, race, ethnicity, and gender). 
‘‘(D) ACCREDITATION.—Whether the pro-
gram is accredited by a specialized accrediting 
agency recognized by the Secretary for accredi-
tation of professional teacher education pro-
grams. 
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‘‘(E) 
DESIGNATION
AS
LOW-PER-
FORMING.—Whether the program has been des-
ignated as low-performing by the State under 
section 207(a). 
‘‘(F) OUTCOME
DATA.—A description of 
the availability of outcome data for graduates of 
the teacher preparation entity’s programs, and, 
where available, the results of such data, in-
cluding the following: 
‘‘(i) The academic performance of the 
elementary school and secondary school 
students, including students with disabil-
ities and limited English proficient stu-
dents, taught by graduates of the teacher 
preparation entity by subject area and 
grade. 
‘‘(ii) Job placement of graduates with-
in 12 months of program completion. 
‘‘(iii) Retention of graduates after 3 
years. 
‘‘(iv) Other outcome indicators, such 
as average results from teacher evalua-
tions.’’; and 
(2) in subsection (b)— 
(A) in paragraph (1)— 
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(i) in subparagraph (A), by inserting 
‘‘, including teacher performance assess-
ments’’ after ‘‘State’’; 
(ii) by striking subparagraph (D) and 
inserting the following: 
‘‘(D)(i) Except as provided in clause (ii), 
for each of the assessments used by the State 
for teacher certification or licensure— 
‘‘(I) the percentage of all such stu-
dents at all such programs and entities 
who have taken the assessment who pass 
such assessment; 
‘‘(II) the percentage of students who 
have taken the assessment who enrolled in 
and completed a teacher preparation pro-
gram; and 
‘‘(III) the average scaled score of indi-
viduals participating in such a program, or 
who have completed such a program dur-
ing the two-year period preceding the first 
year for which the annual State report 
card is provided, who took each such as-
sessment. 
‘‘(ii) In the case of a State that has imple-
mented a valid and reliable teacher performance 
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assessment, the State is not required to submit 
the information described in clause (i) but shall 
submit the pass rate and average score of stu-
dents taking the teacher performance assess-
ment, disaggregated by subject area, race, eth-
nicity, and gender, except that such disaggrega-
tion shall not be required in a case in which the 
result would reveal personally identifiable infor-
mation about an individual student.’’; 
(iii) by striking subparagraph (G) and 
inserting the following: 
‘‘(G) For each teacher preparation pro-
gram in the State the following: 
‘‘(i) The average grade point average 
and range of grade point averages for ad-
mitted students. 
‘‘(ii) The average score and range of 
scores on standardized admissions tests for 
students admitted to the program. 
‘‘(iii) The number of students in the 
program (disaggregated by race, ethnicity, 
and gender). 
‘‘(iv) The number of hours and types 
of supervised clinical preparation re-
quired.’’; 
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(iv) by striking subparagraph (H) and 
inserting the following: 
‘‘(H) For the State as a whole, and for 
each teacher preparation entity in the State, 
the number of teachers prepared, in the aggre-
gate and reported separately by the following: 
‘‘(i) Area of certification or licensure. 
‘‘(ii) Academic major. 
‘‘(iii) Subject area for which the 
teacher has been prepared to teach. 
‘‘(iv) The relationship of the subject 
area and grade span of teachers graduated 
by the teacher preparation entity to the 
teacher workforce needs of the State.’’; 
(v) by striking subparagraphs (I), (J), 
(K), and (L); and 
(vi) by adding at the end the fol-
lowing: 
‘‘(I) The capacity of the statewide longitu-
dinal data system to report outcome data on 
the graduates of teacher preparation entities in 
the State and where available the results of 
such data on the following: 
‘‘(i) The academic performance of the 
elementary school and secondary school 
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students, including students with disabil-
ities and limited English proficient stu-
dents, taught by graduates of teacher 
preparation entities in the State by subject 
area and grade. 
‘‘(ii) 
Job 
placement 
of 
program 
completers within 12 months of gradua-
tion. 
‘‘(iii) Retention of program completers 
in teaching after 3 years. 
‘‘(iv) Other outcome indicators, such 
as average results from teacher evalua-
tions.’’; and 
(B) by adding at the end the following: 
‘‘(3) NO
REQUIREMENT
FOR
REPORTING
ON 
STUDENTS NOT RESIDING IN THE STATE.—Nothing 
in this section shall require a State to report data 
on program completers who do not reside in such 
State.’’. 
SEC. 107. TEACHER DEVELOPMENT. 
Section 206 of the Higher Education Act of 1965 (20 
U.S.C. 1022e) is amended— 
(1) in subsection (a), by striking ‘‘Each institu-
tion’’ and all that follows through ‘‘under this Act,’’ 
and inserting ‘‘Each teacher preparation entity that 
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