I 
114TH CONGRESS 
1ST SESSION H. R. 1751 
To amend part A of title II of the Elementary and Secondary Education 
Act of 1965, and for other purposes. 
IN THE HOUSE OF REPRESENTATIVES 
APRIL 13, 2015 
Mr. HONDA introduced the following bill; which was referred to the Committee 
on Education and the Workforce 
A BILL 
To amend part A of title II of the Elementary and Secondary 
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. 
This Act may be cited as the ‘‘Better Educator Sup-
port and Training Act’’ or the ‘‘BEST Act’’. 
SEC. 2. DEVELOPING AND SUPPORTING EFFECTIVE EDU-
CATORS FOR DISADVANTAGED STUDENTS. 
Title II of the Elementary and Secondary Education 
Act of 1965 (20 U.S.C. 6601 et seq.) is amended— 
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(1) by amending the title heading to read as 
follows (and conforming the table of contents of the 
Act accordingly): 
‘‘TITLE 
II—DEVELOPING 
AND 
SUPPORTING 
EFFECTIVE 
EDUCATORS FOR DISADVAN-
TAGED STUDENTS’’; 
and 
(2) by amending part A to read as follows (and 
conforming the table of contents of the Act accord-
ingly): 
‘‘PART A—EDUCATOR EQUITY, PROFESSIONAL 
DEVELOPMENT, AND RECRUITMENT FUND 
‘‘SEC. 2101. PURPOSES. 
‘‘The purposes of this title are to elevate the teaching 
profession, support educators, improve student achieve-
ment, and ensure equity in the schools and early learning 
programs of the United States by— 
‘‘(1) increasing the capacity of local educational 
agencies, schools, teachers, principals, and other 
educators to provide a well-rounded, engaging, and 
rigorous education for all students; 
‘‘(2) improving the quality and effectiveness of 
teachers, principals, and other educators; 
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‘‘(3) increasing the number of teachers, prin-
cipals, and other educators who are effective in im-
proving academic achievement; 
‘‘(4) ensuring that all students, including stu-
dents who are children with disabilities, English lan-
guage learners, and low-income and minority stu-
dents, have equitable access to effective teachers, 
principals, and other educators; 
‘‘(5) increasing the capacity of States and local 
educational agencies to develop and sustain a coher-
ent, comprehensive, and aligned professional con-
tinuum for teachers, principals, and other educators 
that leads to accomplished practice, leadership op-
portunities, and increased student learning; and 
‘‘(6) enhancing the knowledge of elementary 
school teachers, principals, and other educators in— 
‘‘(A) early childhood development and 
learning; 
‘‘(B) building ongoing relationships with 
early childhood education programs; and 
‘‘(C) creating a continuum of develop-
mentally appropriate and effective learning. 
‘‘SEC. 2102. DEFINITIONS. 
‘‘In this part: 
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‘‘(1) CLASSROOM PRACTICE.—The term ‘class-
room practice’ means evidence of practice gathered 
from a classroom through multiple measures, includ-
ing the demonstration of effective teaching skills, in-
cluding overall student performance and perform-
ance 
by 
the 
groups 
described 
in 
section 
1111(b)(2)(C)(v)(II), and some or all of the fol-
lowing: 
‘‘(A) Classroom observations based on rig-
orous teacher performance standards or rubrics. 
‘‘(B) Student work products and perform-
ance. 
‘‘(C) Student data, including attendance 
and rates of discipline. 
‘‘(D) Teacher portfolios. 
‘‘(E) Lesson plans. 
‘‘(F) Information on the extent to which 
the teacher collaborates and develops knowledge 
and skills with other teachers and instructional 
staff. 
‘‘(G) Information on the teacher’s use of 
evidence-based practices in the classroom. 
‘‘(H) Evidence of the teacher’s collection, 
analysis, and use of student data to inform in-
structional and management decisions. 
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‘‘(4) ENGLISH LANGUAGE LEARNER.—The term 
‘English language learner’ means an individual who 
is limited English proficient, as defined in section 
9101. 
‘‘(5) INDUCTION PROGRAM.—The term ‘induc-
tion program’ means a formalized program for new 
teachers, principals, and other educators during not 
less than the first 2 years of teaching or leading a 
school that is designed to provide support for, im-
prove the professional performance and effectiveness 
of, and advance the retention of, beginning teachers, 
principals, or other educators. Such program shall 
promote effective teaching and leadership skills and 
shall include the following components: 
‘‘(A) High-quality mentoring, which may 
include— 
‘‘(i) the ability to continue teaching 
full-time; 
‘‘(ii) the ability to return to the class-
room 
full-time 
after 
a 
period 
of 
mentorship; and 
‘‘(iii) additional leadership opportuni-
ties for experienced mentors. 
‘‘(B)(i) Frequent, structured time for col-
laboration and classroom observation opportuni-
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ties with teachers in the same department, 
field, grade, or subject area including mentor 
teachers; and 
‘‘(ii) time for information sharing among 
teachers, principals, administrators, other ap-
propriate educators, and participating faculty of 
an institution of higher education that meets 
the requirements of subparagraphs (A) and (B) 
of section 200(17) of the Higher Education Act 
of 1965 (20 U.S.C. 1021(17)). 
‘‘(C) The application of evidence-based re-
search and practice on instructional practices 
and school climate. 
‘‘(D) Opportunities for new teachers and 
principals to draw directly on the expertise of 
mentors, faculty, local educational agency per-
sonnel, and researchers to support the integra-
tion of evidence-based research and practice, 
which may include release time for beginning 
teachers to participate in professional develop-
ment opportunities with their mentors, other 
experienced teachers, and peers. 
‘‘(E) The development, through evidence- 
based practices, of skills and knowledge in 
areas needed for new educators, including con-
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tent knowledge and pedagogy, classroom man-
agement, instructional and behavioral interven-
tions, formative assessment of student learning, 
and the analysis and use of student assessment 
data to improve instruction. 
‘‘(F) Faculty who— 
‘‘(i) model the integration of research 
and practice in the classroom; 
‘‘(ii) assist new teachers, principals, 
and other educators with the effective use 
and integration of technology in instruc-
tion; and 
‘‘(iii) demonstrate the content knowl-
edge and pedagogical skills necessary to be 
effective in advancing student learning. 
‘‘(G) Interdisciplinary collaboration among 
exemplary teachers, principals, other educators, 
researchers, and other staff who prepare new 
teachers, principals, and other educators with 
respect to the learning process and the assess-
ment of learning. 
‘‘(H) Assistance with the understanding of 
data, particularly student achievement data, 
and the application of such data in classroom 
instruction. 
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‘‘(I) The development of professional 
growth and improvement systems for new 
teachers, using valid and reliable measures of 
teaching and leadership skills. 
‘‘(J) Improving the school culture and cli-
mate related to school leadership and the role 
of the principal, including to— 
‘‘(i) nurture teacher and staff develop-
ment to strengthen classroom practice; 
‘‘(ii) build and sustain a culture of 
learning among adults and children; 
‘‘(iii) strengthen communications and 
relationships with parents, caregivers, and 
community stakeholders; 
‘‘(iv) facilitate the sharing of knowl-
edge, insight, and best practices in the 
community served by the school, preschool 
program, or early childhood education pro-
gram; and 
‘‘(v) build relationships and commu-
nicate effectively with State and local edu-
cational agency officials. 
‘‘(6) MENTOR
TEACHER.—The term ‘mentor 
teacher’ means a teacher who— 
‘‘(A) is a profession-ready teacher; 
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‘‘(B) has a minimum of 3 years of teach-
ing experience; 
‘‘(C) is an effective educator; and 
‘‘(D) is identified by other teachers, prin-
cipals, or other educators, and subject to a 
quality selection process, on the basis of— 
‘‘(i) exemplary classroom practice; 
‘‘(ii) increased student learning; and 
‘‘(iii) excellent communication skills 
and demonstrated ability to work with 
adult learners. 
‘‘(7) PROFESSIONAL
GROWTH
AND
IMPROVE-
MENT SYSTEM.—The term ‘professional growth and 
improvement system’ means a system that— 
‘‘(A) provides clear, timely, and useful 
feedback that identifies needs and guides pro-
fessional development for educators; and 
‘‘(B) includes formative and summative 
feedback on educator performance based on evi-
dence of student learning, and either evidence 
of classroom practice or leadership skills as ap-
plicable. 
‘‘(8) PROFESSION-READY.—The term ‘profes-
sion ready’— 
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‘‘(A) when used with respect to a principal, 
means a principal who— 
‘‘(i) has an advanced degree, or other 
appropriate credential; 
‘‘(ii) has completed a principal prepa-
ration process and is fully certified and li-
censed by the State in which the principal 
is employed; 
‘‘(iii) has demonstrated instructional 
leadership, including the ability to collect, 
analyze, and utilize data on evidence of 
student learning and evidence of classroom 
practice; and 
‘‘(iv) has demonstrated proficiency in 
professionally recognized leadership stand-
ards, such as through— 
‘‘(I) a performance assessment; 
‘‘(II) completion of a residency 
program; or 
‘‘(III) other measures of leader-
ship, as determined by the State; 
‘‘(B) when used with respect to a teacher, 
means a teacher who— 
‘‘(i) has completed a teacher prepara-
tion program and is fully certified and li-
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censed to teach by the State in which the 
teacher teaches; 
‘‘(ii) has demonstrated content knowl-
edge in the subject or subjects the teacher 
teaches; and 
‘‘(iii) 
has 
demonstrated 
teaching 
skills, such as through— 
‘‘(I) a teacher performance as-
sessment; or 
‘‘(II) other measures of teaching 
skills, as determined by the State; and 
‘‘(C) when used with respect to any other 
educator not described in subparagraph (A) or 
(B), means an educator who has completed an 
appropriate preparation program and is fully 
certified or licensed by the State in which the 
educator is employed. 
‘‘(9) RESIDENCY
PROGRAM.—The term ‘resi-
dency program’ means a school-based educator prep-
aration program in which a prospective educator 
who is not the educator of record— 
‘‘(A) for 1 academic year, teaches or, in 
the case of a principal or other educator, works, 
alongside a mentor teacher, principal, or other 
educator; 
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‘‘(B) receives concurrent instruction during 
the year described in subparagraph (A) from an 
institution of higher education that meets the 
requirements of subparagraphs (A) and (B) of 
section 200(17) of the Higher Education Act of 
1965 (20 U.S.C. 1021(17)), which instruction 
may be taught by local educational agency per-
sonnel or residency program faculty, in— 
‘‘(i) the teaching of the content area 
in which the prospective educator will be-
come certified or licensed; 
‘‘(ii) pedagogical practices, classroom 
management, and school climate; 
‘‘(iii) for prospective principals, lead-
ership, management, organizational, and 
instructional skills necessary to serve as a 
principal; and 
‘‘(iv) effective teaching or leadership 
skills; and 
‘‘(C) prior to completion of the program, 
earns a master’s degree or other appropriate 
advanced credential and attains full State cer-
tification or licensure as a teacher or educator. 
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‘‘(10) STUDENT LEARNING.—The term ‘student 
learning’ means multiple measures of student learn-
ing that shall include the following: 
‘‘(A) Valid and reliable student assessment 
data, which may include data— 
‘‘(i) based on— 
‘‘(I) student learning gains on 
State student academic assessments 
under section 1111(b)(3) and, as ap-
plicable, the State early learning and 
development standards for at least the 
year prior to kindergarten entry; and 
‘‘(II) student academic achieve-
ment assessments used at the na-
tional, State, or local educational 
agency levels, where available and ap-
propriate for the curriculum and stu-
dents taught; 
‘‘(ii) from classroom-based formative 
assessments; 
‘‘(iii) from classroom-based summative 
assessments; or 
‘‘(iv) 
from 
objective 
performance- 
based assessments. 
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‘‘(B) Not less than 1 of the following addi-
tional measures: 
‘‘(i) Student work, including measures 
of performance criteria and evidence of 
student growth. 
‘‘(ii) Teacher-generated information 
about student goals and growth. 
‘‘(iii) Parental feedback about student 
goals and growth. 
‘‘(iv) Student feedback about learning 
and teaching supports. 
‘‘(v) Student data including attend-
ance and rates of discipline. 
‘‘(vi) Other appropriate measures, as 
determined by the State. 
‘‘(11) TEACHER PERFORMANCE ASSESSMENT.— 
The term ‘teacher performance assessment’ means a 
pre-service assessment used to measure whether a 
teacher is profession-ready that is approved by the 
State and is— 
‘‘(A) based on professional teaching stand-
ards; 
‘‘(B) used to measure the effectiveness of 
a teacher’s— 
‘‘(i) curriculum planning; 
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‘‘(ii) instruction of students, including 
appropriate plans and modifications for 
students who are limited English proficient 
and students who are children disabilities; 
‘‘(iii) assessment of students, includ-
ing analysis of evidence of student learn-
ing; 
‘‘(iv) ability to advance student learn-
ing; 
‘‘(v) reframing of teaching based on 
assessment of student learning, when ap-
propriate; 
‘‘(vi) sensitivity to the culture and 
community in which the teacher teaches; 
and 
‘‘(vii) ability to contribute to a posi-
tive school climate; 
‘‘(C) validated based on professional as-
sessment standards; 
‘‘(D) reliably scored by trained evaluators, 
who are or who have been educators, with ap-
propriate oversight of the process to ensure con-
sistency; and 
‘‘(E) used to support continuous improve-
ment of educator practice. 
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‘‘(12) TEACHING SKILLS.—The term ‘teaching 
skills’ means skills that enable a teacher to— 
‘‘(A) increase student learning and the 
ability to apply knowledge; 
‘‘(B) effectively convey and explain aca-
demic subject matter; 
‘‘(C) actively engage students and person-
alize learning; 
‘‘(D) effectively teach higher-order analyt-
ical, evaluation, problem-solving, and commu-
nication skills; 
‘‘(E) develop and effectively apply new 
knowledge, skills, and practices; 
‘‘(F) employ strategies grounded in the 
disciplines of teaching and learning that— 
‘‘(i) are based on empirically based 
practice 
and 
evidence-based 
research, 
where applicable, related to teaching and 
learning; 
‘‘(ii) are specific to academic subject 
matter; 
‘‘(iii) focus on the identification of 
students’ specific learning needs, including 
students who are children with disabilities, 
English language learners, students who 
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are gifted and talented, and students with 
low literacy levels, and the tailoring of aca-
demic instruction to such needs; and 
‘‘(iv) enable effective inclusion of stu-
dents who have disabilities and English 
language learners, including the utilization 
of— 
‘‘(I) response to intervention; 
‘‘(II) positive behavioral sup-
ports; 
‘‘(III) differentiated instruction; 
‘‘(IV) universal design of learn-
ing; 
‘‘(V) 
appropriate 
accommoda-
tions for instruction and assessments; 
‘‘(VI) collaboration skills; 
‘‘(VII) skill in effectively partici-
pating in individualized education pro-
gram meetings required under section 
614(d) of the Individuals with Disabil-
ities Education Act; and 
‘‘(VIII) evidence-based strategies 
to meet the linguistic and academic 
needs of English language learners; 
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‘‘(G) 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 measures higher-order 
thinking skills; 
‘‘(H) effectively manage a classroom, in-
cluding the ability to implement positive behav-
ioral support strategies; 
‘‘(I) communicate and work with parents, 
and involve parents in their children’s edu-
cation; and 
‘‘(J) use age-appropriate and develop-
mentally appropriate strategies and practices. 
‘‘(13) CHILD.—The term ‘child’ means any in-
dividual within the age limits for which the State 
provides free public education or a public early child-
hood education program. 
‘‘SEC. 2103. AUTHORIZATION OF APPROPRIATIONS. 
‘‘(a) IN GENERAL.—There are authorized to be ap-
propriated to carry out this part— 
‘‘(1) $3,300,000,000 for fiscal year 2016; 
‘‘(2) $3,600,000,000 for fiscal year 2017; 
‘‘(3) $3,900,000,000 for fiscal year 2018; 
‘‘(4) $4,200,000,000 for fiscal year 2019; 
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‘‘(5) $4,500,000,000 for fiscal year 2020; and 
‘‘(6) $4,800,000,000 for fiscal year 2021. 
‘‘(b) USE
OF APPROPRIATED FUNDS.—From the 
amount appropriated to carry out this part for a fiscal 
year, the Secretary shall— 
‘‘(1) reserve for national activities under section 
2151— 
‘‘(A) for any year in which the amount ap-
propriated is $3,300,000,000 or less, not more 
than 2 percent of the appropriated amount; or 
‘‘(B) for any year in which the amount ap-
propriated is greater than $3,300,000,000, not 
more than 2.3 percent of the appropriated 
amount; and 
‘‘(2) use the amount remaining after the res-
ervation described in paragraph (1) to award allot-
ments to States under subpart 1. 
‘‘Subpart 1—Grants to States 
‘‘SEC. 2111. ALLOTMENTS TO STATES. 
‘‘(a) IN GENERAL.—The Secretary shall make grants 
to States with applications approved under section 2112 
to pay for the Federal share of the cost of carrying out 
the activities specified in section 2113. Each grant shall 
consist of the allotment determined for a State under sub-
section (b). 
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‘‘(b) DETERMINATION OF ALLOTMENTS.— 
‘‘(1) RESERVATION OF FUNDS.—From the total 
amount made available under section 2103(b)(2) for 
a fiscal year, the Secretary shall reserve— 
‘‘(A) one-half of 1 percent for allotments 
for the United States Virgin Islands, Guam, 
American Samoa, and the Commonwealth of 
the Northern Mariana Islands, to be distributed 
among those outlying areas on the basis of their 
relative need, as determined by the Secretary, 
in accordance with the purposes of this part; 
and 
‘‘(B) one-half of 1 percent for the Sec-
retary of the Interior for programs under this 
part in schools operated or funded by the Bu-
reau of Indian Education. 
‘‘(2) STATE ALLOTMENTS.— 
‘‘(A) HOLD HARMLESS.— 
‘‘(i) IN
GENERAL.—Subject to sub-
paragraph (B), from the funds made avail-
able under section 2103(b)(2) for any fis-
cal year and not reserved under paragraph 
(1), the Secretary shall allot to each of the 
50 States, the District of Columbia, and 
the Commonwealth of Puerto Rico an 
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amount equal to the total amount that 
such State received for fiscal year 2001 
under— 
‘‘(I) section 2202(b) of this Act 
(as in effect on the day before the 
date of enactment of the No Child 
Left Behind Act of 2001); and 
‘‘(II) section 306 of the Depart-
ment of Education Appropriations 
Act, 2001 (as enacted into law by sec-
tion 1(a)(1) of Public Law 106–554). 
‘‘(ii) RATABLE
REDUCTION.—If the 
funds described in clause (i) are insuffi-
cient to pay the full amounts that all 
States are eligible to receive under such 
clause for any fiscal year, the Secretary 
shall ratably reduce those amounts for the 
fiscal year. 
‘‘(B) 
ALLOTMENT
OF
ADDITIONAL 
FUNDS.— 
‘‘(i) IN GENERAL.—Subject to clause 
(ii), for any fiscal year for which the funds 
made available under section 2103(b)(2) 
and not reserved under paragraph (1) ex-
ceed the total amount required to make al-
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