173 
school leader evaluation and support systems (as de-
scribed in section 2014(c)(4)(B)(ii) of the Elemen-
tary and Secondary Education Act of 1965) or, if no 
such ratings are available, other comparable indica-
tors of performance.’’. 
SEC. 2006. ACCOUNTABILITY FOR PROGRAMS THAT PRE-
PARE TEACHERS, PRINCIPALS, OR OTHER 
SCHOOL LEADERS. 
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 header and 
inserting the following: ‘‘INSTITUTIONAL
AND 
PROGRAM REPORT CARDS ON THE QUALITY OF 
TEACHER
AND
SCHOOL
LEADER
PREPARA-
TION’’; and 
(B) by striking paragraph (1) and insert-
ing the following: 
‘‘(1) REPORT CARD.—Each teacher preparation 
or school leader preparation entity approved to oper-
ate teacher preparation or school leader preparation 
programs in the State and that receives or enrolls 
students receiving Federal assistance shall report 
annually to the State and the general public, in a 
uniform and comprehensive manner that conforms 
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with the definitions and methods established by the 
Secretary, the following: 
‘‘(A) PASS RATES AND SCALED SCORES.— 
For the most recent year for which the informa-
tion is available for each teacher or school lead-
er preparation program offered by the teacher 
preparation or school leader preparation entity 
the following: 
‘‘(i) Except as provided in clause (ii), 
for those students who took the assess-
ments used for teacher or school leader 
certification or licensure by the State in 
which the entity is located and are enrolled 
in the teacher or school leader preparation 
program, and for those who have taken 
such assessments and have completed the 
teacher or school preparation program dur-
ing the 2-year period preceding such year, 
for each of such assessments— 
‘‘(I) the percentages of students 
enrolled in the preparation program, 
and those who have completed such 
program, who passed such assess-
ment; 
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‘‘(II) the percentage of students 
who have taken such assessment who 
enrolled in and completed the teacher 
or school leader 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 may sub-
mit in lieu of the information described in 
clause (i) the pass rate and average score 
of students taking the teacher performance 
assessment. 
‘‘(B) ENTITY
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 number of students in the 
entity, disaggregated by race, ethnicity, 
and gender, except that such disaggrega-
tion shall not be required in a case in 
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which the result would reveal personally 
identifiable information about an individual 
student. 
‘‘(iii) The number of hours and types 
of supervised clinical preparation required 
for each program. 
‘‘(iv) The total number and percent-
age of students who have completed pro-
grams 
for 
certification 
or 
licensure 
disaggregated by subject area and by race, 
ethnicity, gender, income status, and lan-
guage diversity (graduates who have bilin-
gual or dual language immersion endorse-
ments), except that such disaggregation 
shall not be required in a case in which the 
result would reveal personally identifiable 
information about an individual student. 
‘‘(v) The percentage and total number 
of program completers who have been cer-
tified or licensed as teachers or school 
leaders (disaggregated by subject area of 
certification or licensure and by race, eth-
nicity, and gender, except that such 
disaggregation shall not be required in a 
case in which the number of students in a 
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177 
category is insufficient to yield statistically 
reliable information or the results would 
reveal personally identifiable information 
about an individual student). 
‘‘(vi) The 3- and 5-year teacher or 
school leader retention rates, including, at 
a minimum, in the same school and local 
educational agency, and within the profes-
sion (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 insuffi-
cient to yield statistically reliable informa-
tion or the results would reveal personally 
identifiable information about an individual 
student). 
‘‘(C) ACCREDITATION.—Whether the pro-
gram or entity is accredited by a specialized ac-
crediting agency recognized by the Secretary for 
accreditation of professional teacher or school 
leader education programs. 
‘‘(D) 
DESIGNATION
AS
LOW-PER-
FORMING.—Which programs (if any) offered by 
the entity have been designated as low-per-
forming by the State under section 207(a).’’; 
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(2) in subsection (b)— 
(A) in paragraph (1)— 
(i) in subparagraph (A)— 
(I) by inserting ‘‘and school lead-
er’’ after ‘‘teacher’’; and 
(II) by inserting ‘‘, including 
teacher 
performance 
assessments’’ 
after ‘‘the State’’; 
(ii) by amending subparagraph (D) to 
read as follows: 
‘‘(D)(i) Except as provided in clause (ii), 
for each of the assessments used by the State 
for teacher or school leader certification or li-
censure, disaggregated by subject area, race, 
ethnicity, 
and 
gender, 
except 
that 
such 
disaggregation shall not be required in a case in 
which the result would reveal personally identi-
fiable information about an individual stu-
dent— 
‘‘(I) for each entity located in the 
State, the percentage of students at each 
entity who have completed 100 percent of 
the nonclinical coursework and taken the 
assessment who pass such assessment; 
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‘‘(II) the percentage of all such stu-
dents in all such programs and entities 
who have taken the assessment who pass 
such assessment; 
‘‘(III) the percentage of students who 
have taken the assessment and who en-
rolled in and completed a teacher or school 
leader preparation program; and 
‘‘(IV) the average scaled score of indi-
viduals participating in such a program, or 
who have completed such a program dur-
ing the 2-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 
assessment, the State may submit in lieu of the 
information described in clause (i) the pass rate 
and average score of students taking the teach-
er performance assessment, disaggregated by 
subject area, race, ethnicity, and gender, except 
that such disaggregation shall not be required 
in a case in which the result would reveal per-
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180 
sonally identifiable information about an indi-
vidual student.’’; 
(iii) by striking subparagraphs (G) 
through (L) and inserting the following: 
‘‘(G) For each teacher and school leader 
preparation program in the State the following: 
‘‘(i) The programs’ admission rate, 
median grade point average, and range of 
grade point averages for admitted stu-
dents. 
‘‘(ii) The number of students in the 
program disaggregated by race, ethnicity, 
and gender, except that such disaggrega-
tion shall not be required in a case in 
which the result would reveal personally 
identifiable information about an individual 
student. 
‘‘(iii) The number of hours and types 
of supervised clinical preparation required. 
‘‘(iv) Whether such program has been 
identified as low-performing, as designated 
by the State under section 207(a). 
‘‘(v) For each school leader prepara-
tion program in the State, the total num-
ber and percentage of program completers 
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181 
placed as principals who are rated as effec-
tive or above on the State school leader 
evaluation and support systems (as de-
scribed in section 2101(c)(4)(B)(2) of the 
Elementary and Secondary Education Act 
of 1965) or, if no such ratings are avail-
able, other comparable indicators of per-
formance after three years of leading a 
school. 
‘‘(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) Route of certification (traditional 
versus alternative). 
‘‘(iii) Academic major. 
‘‘(iv) 
Degree 
type 
(baccalaureate, 
post-baccalaureate, and master’s degrees). 
‘‘(v) Subject area for which the teach-
er has been prepared to teach. 
‘‘(vi) The relationship of the subject 
area and grade span of teachers graduated 
by the teacher preparation entity to identi-
fied teacher shortage areas of the State. 
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‘‘(vii) The percentage of teachers 
graduated teaching in high-need schools. 
‘‘(viii) Placement in a teaching or 
school leadership position within 6 months 
of program completion. 
‘‘(ix) Rates of 3- and 5-year teacher 
or school leadership retention including, at 
a minimum, in the same school and local 
educational agency, and within the profes-
sion.’’; and 
(B) by adding at the end the following: 
‘‘(3) NO
REQUIREMENT
FOR
REPORTING
ON 
STUDENTS NOT WORKING IN THE STATE.—Nothing 
in this section shall require a State to report data 
on program completers who do not work as teachers, 
principals, or school leaders in such State.’’; and 
(3) in subsection (d)(2), by adding at the end 
the following: 
‘‘(D) The relationship of the subject area 
and grade span of teachers graduated by teach-
er preparation entities across the States to 
identified teacher shortage areas. 
‘‘(E) The number and percentages of such 
graduates teaching in high-need schools.’’. 
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SEC. 2007. TEACHER DEVELOPMENT. 
Section 206 of the Higher Education Act of 1965 (20 
U.S.C. 1022e) is amended by striking ‘‘limited English 
proficient’’ both places it appears and inserting ‘‘English 
learner’’. 
SEC. 2008. STATE FUNCTIONS. 
Section 207 of the Higher Education Act of 1965 (20 
U.S.C. 1022f) is amended to read as follows: 
‘‘SEC. 207. STATE FUNCTIONS. 
‘‘(a) STATE ASSESSMENT.— 
‘‘(1) IN GENERAL.—In order to receive funds 
under this Act or under title II of the Elementary 
and Secondary Education Act of 1965 (20 U.S.C. 
6601 et seq.), a State shall conduct an assessment 
to identify at-risk and low-performing teacher and 
school leader preparation programs in the State and 
to assist such programs through the provision of 
technical assistance. 
‘‘(2) PROVISION OF LOW-PERFORMING LIST.— 
Each State described in paragraph (1) shall— 
‘‘(A) provide the Secretary and the general 
public an annual list of low-performing teacher 
and school leader preparation programs and an 
identification of those programs at risk of being 
placed on such list, as applicable; 
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‘‘(B) report any teacher and school leader 
preparation program that has been closed and 
the reasons for such closure; and 
‘‘(C) describe the assessment, described in 
paragraph (1), in the report under section 
205(b). 
‘‘(3) DETERMINATION OF AT-RISK AND LOW- 
PERFORMING
PROGRAMS.—The levels of perform-
ance and the criteria for meeting those levels for 
purposes of the assessment under paragraph (1) 
shall be determined by the State in consultation with 
a representative group of community stakeholders, 
including, at a minimum, representatives of leaders 
and faculty of traditional and alternative route 
teacher and school leader preparation programs, pre-
kindergarten through 12th grade leaders and in-
structional staff, current teacher and school leader 
candidates participating in traditional and alter-
native route teacher or school leader preparation 
programs, the State’s standards board or other ap-
propriate standards body, and other stakeholders 
identified by the State. In making such determina-
tion, the State shall consider multiple measures and 
the information reported by teacher preparation en-
tities under section 205. 
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‘‘(1) shall be ineligible for any funding for pro-
fessional development activities awarded by the De-
partment; 
‘‘(2) may not be permitted to provide new 
awards under subpart 9 of part A of title IV; and 
‘‘(3) shall provide transitional support, includ-
ing remedial services if necessary, for students en-
rolled in the program in the year prior to such clo-
sure. 
‘‘(d) NEGOTIATED RULEMAKING.—If the Secretary 
develops any regulations implementing subsection (c)(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. 
‘‘(e) APPLICATION
OF REQUIREMENTS.—The re-
quirements of this section shall apply to both traditional 
teacher preparation programs and alternative routes to 
State certification and licensure programs.’’. 
SEC. 2009. GENERAL PROVISIONS. 
Section 208(a) of the Higher Education Act of 1965 
(20 U.S.C. 1022g(a)) is amended by striking ‘‘sections 
205 and 206’’ and inserting ‘‘section 205’’. 
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SEC. 2010. ELEVATION OF THE EDUCATION PROFESSION 
STUDY. 
Part A of title II of the Higher Education Act of 
1965 (20 U.S.C. 1022 et seq.) is amended by inserting 
after section 208 the following: 
‘‘SEC. 209. ELEVATION OF THE EDUCATION PROFESSION 
STUDY. 
‘‘(a) PURPOSE.—The purpose of this section is to au-
thorize a feasibilty study on the elevation of the education 
profession by examining State policies related to teacher 
and school leader education and certification, produce a 
comprehensive set of expectations that sets a high bar for 
entry into the profession and ensures that all entering 
teachers and school leaders are profession-ready, and de-
velop recommendations to Congress on best practices with 
respect to elevating the education profession that are evi-
dence-based, reliable, and verified by the field. 
‘‘(b) ESTABLISHMENT.— 
‘‘(1) IN GENERAL.—The Secretary of Education 
shall establish an Advisory Committee to carry out 
the elevation of the education profession study de-
scribed in subsection (c) and make recommendations 
to Congress on the findings. 
‘‘(2) MEMBERSHIP
OF
THE
ADVISORY
COM-
MITTEE.—The Advisory Committee shall include 
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representatives or advocates from the following cat-
egories: 
‘‘(A) Teacher unions. 
‘‘(B) School leader organizations. 
‘‘(C) State and local chief executives or 
their representatives. 
‘‘(D) State educational agencies and local 
educational agencies. 
‘‘(E) Teacher and school leader advocacy 
organizations. 
‘‘(F) School administrator organizations. 
‘‘(G) Institutions of higher education, in-
cluding colleges of teacher education. 
‘‘(H) Civil rights organizations. 
‘‘(I) Organizations representing students 
with disabilities. 
‘‘(J) Organizations representing English 
learners. 
‘‘(K) Nonprofit organizations representing 
subject-fields, such as STEM Educator organi-
zations, comprehensive literacy Educator orga-
nizations, and arts and humanities educator or-
ganizations. 
‘‘(L) Professional development organiza-
tions. 
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189 
‘‘(M) Educational technology organiza-
tions. 
‘‘(N) Nonprofit research organizations. 
‘‘(O) Organizations representing nontradi-
tional pathways into teacher and school leader 
education. 
‘‘(P) Organizations representing parents. 
‘‘(c) DUTIES OF THE ADVISORY COMMITTEE.— 
‘‘(1) FEASIBILITY STUDY.—The Advisory Com-
mittee shall conduct a feasibility study to— 
‘‘(A) assess the state of policies and prac-
tices related to teacher and school leader edu-
cation and entry into the profession including 
barriers to achieving certification and licensure, 
best practices in producing profession-ready 
teachers and school leaders, and recruitment 
and retention of teachers and school leaders in 
schools; 
‘‘(B) compile best practices for educating 
and training profession-ready teachers and 
school leaders including evidence-based prac-
tices for training teachers and school leaders to 
support diverse learners, developing teacher and 
school leaders, and successful pre-service and 
in-service educational activities; 
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‘‘(C) review certification and credentialing 
practices throughout the Nation including min-
imum standards in each State, differences in 
types of credentials, and impact of different 
certification processes in each State for teach-
ers and school leaders who relocate; and 
‘‘(D) recommend a comprehensive set of 
rigorous expectations for States standards to 
elevate the profession of teaching and to 
produce profession-ready teachers and school 
leaders prepared to educate diverse learners in 
inclusive educational settings. 
‘‘(2) REPORTS.— 
‘‘(A) Not later than 1 year after the Advi-
sory Committee’s first meeting, the Committee 
shall submit an interim report to the Secretary 
and to the authorizing committees detailing the 
methods of the study and progress in devel-
oping the set of comprehensive and rigorous ex-
pectations. 
‘‘(B) Not later than 3 years after the Advi-
sory Committee’s first meeting, the Committee 
shall submit a final report to the Secretary and 
to the authorizing committees detailing the 
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findings, recommendations, and suggested set 
of comprehensive and rigorous expectations. 
‘‘(3) DISSEMINATION
OF
INFORMATION.—In 
carrying out the study under paragraph (1), the Sec-
retary shall, after the release of the study, dissemi-
nate information found in the study in an accessible 
format to all stakeholders. 
‘‘(4) DATABASE.—Not later than 180 days 
after the date of the enactment of this subsection, 
the Secretary shall produce an electronically acces-
sible clearinghouse of State certification procedures 
and best State practices for producing and retaining 
profession-ready teachers and school leaders.’’. 
SEC. 2011. AUTHORIZATION OF APPROPRIATIONS. 
Part A of title II of the Higher Education Act of 
1965 (20 U.S.C. 1022 et seq.) is amended— 
(1) by redesignating section 209 as section 210; 
and 
(2) in section 210, as so redesignated— 
(A) by striking ‘‘$300,000,000’’ and in-
serting ‘‘$500,000,000’’; 
(B) by striking ‘‘2009’’ and inserting 
‘‘2019’’; and 
(C) by striking ‘‘two succeeding’’ and in-
serting ‘‘5 succeeding’’. 
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192 
PART B—ENHANCING TEACHER AND SCHOOL 
LEADER EDUCATION 
SEC. 2101. ENHANCING TEACHER AND SCHOOL LEADER 
EDUCATION. 
Part B of title II of the Higher Education Act of 
1965 (20 U.S.C. 1031 et seq.) is amended to read as fol-
lows: 
‘‘PART B—ENHANCING TEACHER AND SCHOOL 
LEADER EDUCATION 
‘‘SEC. 230. AUTHORIZATION OF APPROPRIATIONS. 
‘‘(a) IN GENERAL.—There are authorized to be ap-
propriated to carry out this part $100,000,000 for fiscal 
year 2021 and each of the 5 succeeding fiscal years. 
‘‘(b) DISTRIBUTION OF FUNDS.—Subparts 1 through 
4 of this part shall each receive a minimum of 20 percent 
of the amount appropriated for a fiscal year, and the Sec-
retary shall have discretion over the distribution under 
this part of the remaining amount appropriated for such 
fiscal year. 
‘‘Subpart 1—Honorable Augustus F. Hawkins Centers 
of Excellence 
‘‘SEC. 231. FINDINGS. 
‘‘Congress finds the following: 
‘‘(1) Our Nation’s schools are experiencing a 
severe teacher diversity gap that negatively impacts 
student achievement and school culture—50 percent 
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of current students are students of color while only 
18 percent of teachers are of color, according to a 
2016 study by the Brookings Institution. 
‘‘(2) A 2016 report conducted by the Depart-
ment of Education shows that teachers of color tend 
to provide more culturally relevant teaching and bet-
ter understand the situations that students of color 
may face. These factors help in the development of 
trusting teacher-student relationships. Researchers 
from Vanderbilt University also found that greater 
racial and ethnic diversity in the principal corps ben-
efits students, especially students of color. 
‘‘(3) Teachers and school leaders of color can 
also serve as cultural ambassadors who help stu-
dents feel more welcome at school or as role models. 
‘‘(4) Research consistently shows that increas-
ing diversity in the teaching profession can have 
positive impacts on student educational experiences 
and outcomes. Students of color demonstrate greater 
academic achievement and social-emotional develop-
ment in classes with teachers of color. Studies also 
suggest that all students, including White students, 
benefit from having teachers of color offering their 
distinctive knowledge, experiences, and role modeling 
to the student body as a whole. 
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‘‘SEC. 232. PURPOSE. 
‘‘The purpose of this subpart is to strengthen and 
expand the recruitment, training, and retention of can-
didates of color into the teaching profession. 
‘‘SEC. 233. ELIGIBLE INSTITUTION DEFINED. 
‘‘In this subpart, the term ‘eligible institution’ means 
an institution of higher education that has a teacher or 
school leader preparation program that is a accredited by 
the State and that is— 
‘‘(1) a part B institution (as defined in section 
322); 
‘‘(2) a Hispanic-serving institution (as defined 
in section 502); 
‘‘(3) a Tribal college or university (as defined in 
section 316); 
‘‘(4) an Alaska Native-serving institution (as 
defined in section 317(b)); 
‘‘(5) a Native Hawaiian-serving institution (as 
defined in section 317(b)); 
‘‘(6) a predominantly Black institution (as de-
fined in section 318); 
‘‘(7) an Asian-American and Native American 
Pacific Islander-serving institution (as defined in 
section 320(b)); 
‘‘(8) a Native American-serving, nontribal insti-
tution (as defined in section 319); 
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‘‘(9) a consortium of any of the institutions de-
scribed in paragraphs (1) through (8); or 
‘‘(10) an institution described in paragraphs (1) 
through (8), or a consortium described in paragraph 
(9), in partnership with any other institution of 
higher education, but only if the center of excellence 
established under section 234 is located at an insti-
tution described in paragraphs (1) through (8). 
‘‘SEC. 234. AUGUSTUS F. HAWKINS CENTERS OF EXCEL-
LENCE. 
‘‘(a) PROGRAM AUTHORIZED.—From the amounts 
provided to carry out this subpart, the Secretary shall 
award grants, on a competitive basis, to eligible institu-
tions to establish centers of excellence. 
‘‘(b) USE OF FUNDS.—An eligible institution shall 
use a grant received under this subpart to ensure that pro-
grams offered at a center of excellence established by such 
institution prepare current and future teachers or school 
leaders to be profession-ready, and meet the applicable 
State certification and licensure requirements, including 
any requirements for certification obtained through alter-
native routes to certification, or, with regard to special 
education teachers, the qualifications described in section 
612(a)(14)(C) of the Individuals with Disabilities Edu-
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cation Act, by carrying out one or more of the following 
activities: 
‘‘(1) Implementing reforms within teacher or 
school leader preparation programs to ensure that 
such programs are preparing teachers or school lead-
ers who meet such applicable State certification and 
licensure requirements or qualifications, and are 
using evidence-based instructional practices to im-
prove student academic achievement, by— 
‘‘(A) retraining or recruiting faculty; and 
‘‘(B) designing (or redesigning) teacher or 
school leader preparation programs that— 
‘‘(i) prepare teachers or school leaders 
to serve in low-performing schools and 
close student achievement gaps; and 
‘‘(ii) are based on— 
‘‘(I) rigorous academic content; 
‘‘(II) 
evidence-based 
research; 
and 
‘‘(III) challenging State academic 
standards as described in section 
1111(b)(1) of the Elementary and 
Secondary Education Act of 1965 (20 
U.S.C. 6311(b)(1)); and 
‘‘(iii) promote effective teaching skills. 
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‘‘(2) Providing sustained and high-quality 
preservice clinical experience, including the men-
toring of prospective teachers by exemplary teachers 
or teacher leaders, substantially increasing inter-
action between faculty at institutions of higher edu-
cation and new and experienced teachers, principals, 
school leaders, and other administrators at elemen-
tary schools or secondary schools, and providing sup-
port, including preparation time, for such inter-
action. 
‘‘(3) Developing and implementing initiatives to 
promote retention of teachers who meet such appli-
cable State certification and licensure requirements 
or qualifications, and principals and other school 
leaders, including teachers, principals, and other 
school leaders of color, including programs that pro-
vide— 
‘‘(A) teacher or principal and other school 
leader mentoring; and 
‘‘(B) induction and support for teachers 
and principals and other school leaders during 
their first three years of employment as teach-
ers, principals, or other school leaders, respec-
tively. 
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‘‘(4) Awarding scholarships based on financial 
need to help students pay the costs of tuition, room, 
board, and other expenses of completing a teacher or 
other school leader preparation program at the Cen-
ter of Excellence, not to exceed the cost of attend-
ance as defined in section 472. 
‘‘(5) Disseminating information on effective 
practices for teacher or other school leader prepara-
tion and successful teacher or other school leader 
certification and licensure assessment preparation 
strategies. 
‘‘(6) Activities authorized under section 202. 
‘‘(c) APPLICATION.—Any eligible institution desiring 
a grant under this subpart shall submit an application to 
the Secretary at such time, in such manner, and accom-
panied by such information as the Secretary may require. 
‘‘(d) LIMITATION ON ADMINISTRATIVE EXPENSES.— 
An eligible institution that receives a grant under this sub-
part may use not more than 2 percent of the funds pro-
vided to administer the grant. 
‘‘(e) REGULATIONS.—The Secretary shall prescribe 
such regulations as may be necessary to carry out this 
subpart. 
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‘‘Subpart 2—Preparing Well-Rounded Teachers 
‘‘SEC. 241. WELL-ROUNDED TEACHING GRANTS. 
‘‘(a) FINDINGS.—Congress finds that— 
‘‘(1) students have diverse learning needs and 
teachers must be prepared to provide a high-quality, 
equitable education to every child; 
‘‘(2) improving the pedagogical competencies, 
behavior management skills, and cultural com-
petencies of teacher candidates prepares them to ef-
fectively teach students from diverse backgrounds 
and increases the likelihood they will remain in the 
profession; and 
‘‘(3) teachers who hold dual certification and 
receive training in social and emotional learning 
competencies and nonexclusionary, positive behavior 
management practices are better prepared to create 
a supportive school climate and meet the needs of all 
students, including English learners, racially diverse 
students, students with disabilities, low-income stu-
dents, and students who have experienced trauma. 
‘‘(b) PURPOSE.—The purpose of this subpart is to— 
‘‘(1) strengthen and expand teacher preparation 
programs that embed dual certification for teacher 
candidates in special education; and 
‘‘(2) strengthen and expand teacher preparation 
programs that embed training on inclusive practices, 
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culturally responsive teaching, social and emotional 
learning competencies and nonexclusionary, positive 
behavior management practices to teacher can-
didates. 
‘‘(c) AUTHORIZATION OF PROGRAM.— 
‘‘(1) IN
GENERAL.—From the amounts pro-
vided to carry out this subpart, the Secretary shall 
award grants, on a competitive basis, to eligible 
partnerships to improve the preparation of general 
education teacher candidates to ensure that such 
teacher candidates possess the knowledge, skills, and 
credentials necessary to effectively instruct students 
with disabilities in general education classrooms, and 
an understanding of positive behavior-management 
practices that reduce the use of exclusionary and 
aversive disciplinary practices and create a sup-
portive school climate. 
‘‘(2) DURATION OF GRANTS.—A grant under 
this subpart shall be awarded for a period of not 
more than 5 years. 
‘‘(3) NON-FEDERAL SHARE.—An eligible part-
nership that receives a grant under this subpart 
shall provide not less than 25 percent of the cost of 
the activities carried out with such grant from non- 
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Federal sources, which may be provided in cash or 
in-kind. 
‘‘(d) DEFINITION OF ELIGIBLE PARTNERSHIP.—In 
this section, the term ‘eligible partnership’ means a part-
nership that— 
‘‘(1) shall include— 
‘‘(A) one or more departments or programs 
at an institution of higher education— 
‘‘(i) that prepare elementary or sec-
ondary general education teachers; 
‘‘(ii) that have a program of study 
that leads to an undergraduate degree, a 
master’s degree, or completion of a 
postbaccalaureate program required for 
teacher certification; and 
‘‘(iii) the profession-ready graduates 
of which meet the applicable State certifi-
cation and licensure requirements, includ-
ing any requirements for certification ob-
tained through alternative routes to certifi-
cation, or, with regard to special education 
teachers, the qualifications described in 
section 612(a)(14)(C) of the Individuals 
with Disabilities Education Act; 
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‘‘(B) a department or program that has 
expertise in special education at an institution 
of higher education; and 
‘‘(C) a high-need local educational agency; 
and 
‘‘(2) may include— 
‘‘(A) a department or program of mathe-
matics, earth or physical science, foreign lan-
guage, or another department at the institution 
that has a role in preparing teachers; or 
‘‘(B) a non-profit, research-based organiza-
tion. 
‘‘(e) ACTIVITIES.—An eligible partnership that re-
ceives a grant under this section— 
‘‘(1) shall use the grant funds to— 
‘‘(A) develop or strengthen an under-
graduate, postbaccalaureate, or master’s teach-
er preparation program by integrating special 
education pedagogy into the general education 
curriculum and academic content that results in 
applicable dual State certification for teacher 
candidates who complete the program; 
‘‘(B) develop or strengthen an under-
graduate, postbaccalaureate, or master’s teach-
er preparation program by embedding social 
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and emotional learning strategies, inclusive 
practices, culturally responsive teaching, and 
nonexclusionary, positive behavior-management 
practices into the general education curriculum 
and academic content; 
‘‘(C) provide teacher candidates partici-
pating in the program under subparagraph (A) 
with skills related to— 
‘‘(i) response to intervention, positive 
behavioral interventions and supports (in-
cluding eliminating the use of aversive 
interventions such as seclusion and re-
straints), differentiated instruction, and 
data-driven instruction (including the use 
of data to identify and address disparities 
in rates of discipline among student sub-
groups); 
‘‘(ii) universal design for learning; 
‘‘(iii) determining and utilizing accom-
modations for instruction and assessments 
for students with disabilities; 
‘‘(iv) collaborating with stakeholders 
such as special educators, related services 
providers, out-of-school time providers, and 
parents, including participation in individ-
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ualized education program development 
and implementation; 
‘‘(v) appropriately utilizing technology 
and assistive technology for students with 
disabilities; and 
‘‘(vi) effectively and equitably using 
technology for digital and blended learning; 
‘‘(D) provide teacher candidates partici-
pating in the program under subparagraph (B) 
with skills related to— 
‘‘(i) social and emotional learning 
competencies; 
‘‘(ii) positive behavior interventions 
and supports or multitiered systems of 
support; 
‘‘(iii) trauma-informed care; 
‘‘(iv) evidenced-based restorative jus-
tice practices; 
‘‘(v) culturally responsive teaching 
and anti-bias training that is evidence- 
based; and 
‘‘(E) provide extensive clinical experience 
for participants described in subparagraphs (A) 
and (B) with mentoring and induction support 
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throughout the program that continues during 
the first 2 years of full-time teaching. 
‘‘(f) APPLICATION.— 
‘‘(1) APPLICATION REQUIREMENTS.—An eligi-
ble partnership seeking a grant under this section 
shall submit an application to the Secretary at such 
time, in such manner, and containing such informa-
tion as the Secretary may require. Such application 
shall include— 
‘‘(A) a self-assessment by the eligible part-
nership of the existing teacher preparation pro-
gram at the institution of higher education and 
needs related to preparing general education 
teacher candidates to instruct students with dis-
abilities; and 
‘‘(B) an assessment of the existing per-
sonnel needs for general education teachers who 
instruct students with disabilities, performed by 
the high-need local educational agency described 
in subsection (d)(1)(C). 
‘‘(2) PEER REVIEW.— 
‘‘(A) IN
GENERAL.—The Secretary shall 
convene a peer review committee to review ap-
plications for grants under this subpart and to 
make recommendations to the Secretary regard-
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ing the selection of eligible partnerships for 
such grants. 
‘‘(B) MEMBERSHIP.—Members of the peer 
review committee shall be recognized experts in 
the fields of special education, social and emo-
tional learning, teacher preparation, and gen-
eral education and shall not be in a position to 
benefit financially from any grants awarded 
under this section. 
‘‘(g) EQUITABLE GEOGRAPHIC DISTRIBUTION.—In 
awarding grants under this subpart, the Secretary shall, 
to the maximum extent possible, provide for an equitable 
geographic distribution of such grants. 
‘‘(h) EVALUATIONS.— 
‘‘(1) BY THE PARTNERSHIP.— 
‘‘(A) IN
GENERAL.—An eligible partner-
ship receiving a grant under this subpart shall 
conduct an evaluation at the end of the grant 
period to determine— 
‘‘(i) the effectiveness of the general 
education teachers who completed a pro-
gram under subsection (c)(1) with respect 
to instruction of students with disabilities 
in general education classrooms; and 
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‘‘(ii) the systemic impact of the activi-
ties carried out by such grant on how each 
institution of higher education that is a 
member of the partnership prepares teach-
ers for instruction in elementary schools 
and secondary schools. 
‘‘(B) REPORT TO THE SECRETARY.—Each 
eligible partnership performing an evaluation 
under subparagraph (A) shall report the find-
ings of such evaluation to the Secretary. 
‘‘(2) REPORT BY THE SECRETARY.—Not later 
than 180 days after the last day of the grant period 
for which an evaluation was conducted under para-
graph (1), the Secretary shall make available to the 
authorizing committees and the public the findings 
of the evaluations submitted under paragraph (1), 
and information on best practices related to effective 
instruction of students with disabilities in general 
education classrooms. 
‘‘Subpart 3—Preparing Teachers for English-Learner 
Instruction 
‘‘SEC. 251. TEACHING ENGLISH LEARNERS GRANT. 
‘‘(a) AUTHORIZATION OF PROGRAM.—The Secretary 
shall award grants, on a competitive basis, to eligible part-
nerships to improve the preparation of teacher candidates 
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to ensure that such teacher candidates possess the knowl-
edge and skills necessary to effectively instruct English 
learners. 
‘‘(b) DURATION OF GRANTS.—A grant under this 
section shall be awarded for a period of not more than 
5 years. 
‘‘(c) NON-FEDERAL SHARE.—An eligible partnership 
that receives a grant under this section shall provide not 
less than 25 percent of the cost of the activities carried 
out with such grant from non-Federal sources, which may 
be provided in cash or in kind. 
‘‘(d) ELIGIBLE PARTNERSHIP.—The term ‘eligible 
partnership’ means an eligible institution of higher edu-
cation in partnership with a high-need local educational 
agency or a high-need early childhood education program. 
‘‘(e) USES OF FUNDS.—An eligible partnership that 
receives a grant under this section shall use the grant to— 
‘‘(1) develop or strengthen an undergraduate, 
postbaccalaureate, or master’s teacher preparation 
program by integrating strategies for teaching 
English learners into the education curriculum and 
academic content; 
‘‘(2) provide teacher candidates participating in 
a program under paragraph (1) with skills related 
to— 
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‘‘(A) helping English learners— 
‘‘(i) achieve at high levels in pre-
kindergarten programs, and elementary 
schools and secondary schools so that such 
English learners can meet the challenging 
State academic standards adopted under 
section 1111(b)(1) of the Elementary and 
Secondary Education Act of 1965 (20 
U.S.C. 6311(b)(1)) by the State of the 
school attended by the English learners, 
which all children in the State are expected 
to meet; and 
‘‘(ii) attain English proficiency; 
‘‘(B) appropriately identifying and meeting 
the specific learning needs of children with dis-
abilities who are English learners; 
‘‘(C) recognizing and addressing the social 
and emotional needs of English learners; and 
‘‘(D) promoting parental, family, and com-
munity engagement in educational programs 
that serve English learners; 
‘‘(3) provide authentic clinical learning opportu-
nities for teacher candidates participating in the pro-
gram involving sustained interactions with teachers 
and English learners at public prekindergarten pro-
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grams, or elementary schools or secondary schools, 
to the extent practicable, or simulated environments 
at the eligible institution of higher education in-
volved, that foster in-depth, first-hand engagement 
with tasks required of a teacher providing instruc-
tion to English learners; and 
‘‘(4) provide teacher candidates with the re-
quired coursework to qualify for an English-as-a-sec-
ond-language certification, endorsement, or initial 
teaching credential, as recognized by the State of the 
eligible partnership. 
‘‘(f) APPLICATION.—An eligible partnership seeking 
a grant under this section shall submit an application to 
the Secretary at such time, in such manner, and con-
taining such information as the Secretary may require. 
Such application shall include— 
‘‘(1) a self-assessment by the eligible partner-
ship of the existing teacher preparation program at 
the institution of higher education and the needs re-
lated to preparing teacher candidates to instruct 
English learners in the manner described in sub-
section (d)(2); and 
‘‘(2) a self-assessment by the eligible partner-
ship of the personnel needs for teachers who instruct 
English learners at local, public prekindergarten 
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programs, and elementary schools and secondary 
schools. 
‘‘(g) EQUITABLE GEOGRAPHIC DISTRIBUTION.—In 
awarding grants under this section, the Secretary shall, 
to the maximum extent possible, provide for an equitable 
geographic distribution of such grants. 
‘‘(h) EVALUATIONS.— 
‘‘(1) 
REPORT
FROM
ELIGIBLE
PARTNER-
SHIPS.—An eligible partnership receiving a grant 
under this section shall submit to the Secretary the 
results of an evaluation conducted by the partner-
ship at the end of the grant period to determine— 
‘‘(A) the effectiveness of teachers who com-
pleted a program under subsection (d)(1) with 
respect to instruction of English learners; and 
‘‘(B) the systemic impact of the activities 
carried out by such grant on how such partner-
ship prepares teachers to provide instruction in 
prekindergarten 
programs, 
and 
elementary 
schools and secondary schools. 
‘‘(2) REPORT
FROM
THE
SECRETARY.—Not 
later than 180 days after the last day of the grant 
period under this section, the Secretary shall make 
available to the authorizing committees and the pub-
lic— 
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‘‘(A) the findings of the evaluations sub-
mitted under paragraph (1); and 
‘‘(B) information on best practices related 
to effective instruction of English learners. 
‘‘Subpart 4—Graduate Fellowships To Prepare 
Faculty in High-Need Areas at Colleges of Education 
‘‘SEC. 261. GRADUATE FELLOWSHIPS TO PREPARE FAC-
ULTY IN HIGH-NEED AREAS AT COLLEGES OF 
EDUCATION. 
‘‘(a) GRANTS BY SECRETARY.—From the amounts 
provided to carry out this subpart, the Secretary shall 
award grants, on a competitive basis, to eligible institu-
tions to enable such institutions to make graduate fellow-
ship awards to qualified individuals in accordance with the 
provisions of this section. 
‘‘(b) ELIGIBLE INSTITUTIONS.—In this section, the 
term ‘eligible institution’ means an institution of higher 
education, or a consortium of such institutions, that offers 
a program of postbaccalaureate study leading to a doctoral 
degree. 
‘‘(c) APPLICATIONS.—An eligible institution that de-
sires a grant under this section shall submit an application 
to the Secretary at such time, in such manner, and con-
taining such information as the Secretary may reasonably 
require. 
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‘‘(d) TYPES OF FELLOWSHIPS SUPPORTED.— 
‘‘(1) IN GENERAL.—An eligible institution that 
receives a grant under this subpart shall use the 
grant funds to provide graduate fellowships to indi-
viduals who are preparing for the professorate in 
order to prepare individuals to become elementary 
school and secondary school science, technology, en-
gineering, and math teachers, special education 
teachers, and teachers who provide instruction for 
English-learners, who meet the applicable State cer-
tification and licensure requirements, including any 
requirements for certification obtained through alter-
native routes to certification, or, with regard to spe-
cial education teachers, the qualifications described 
in section 612(a)(14)(C) of the Individuals with Dis-
abilities Education Act. 
‘‘(2) TYPES OF STUDY.—A graduate fellowship 
provided under this section shall support an indi-
vidual in pursuing postbaccalaureate study, which 
leads to a doctoral degree and may include a mas-
ter’s degree as part of such study, related to teacher 
preparation and pedagogy in one of the following 
areas: 
‘‘(A) 
Science, 
technology, 
engineering, 
mathematics, and computer science, and their 
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related subfields, if the individual has completed 
a master’s degree in mathematics, engineering, 
science, or computer science and is pursuing a 
doctoral degree in mathematics, science, engi-
neering, or education. 
‘‘(B) Special education. 
‘‘(C) The instruction of English-learners, 
including postbaccalaureate study in language 
instruction educational programs. 
‘‘(e) FELLOWSHIP TERMS AND CONDITIONS.— 
‘‘(1) SELECTION OF FELLOWS.—The Secretary 
shall ensure that an eligible institution that receives 
a grant under this subpart— 
‘‘(A) shall provide graduate fellowship 
awards to individuals who plan to pursue a ca-
reer in instruction at an institution of higher 
education that has a teacher preparation pro-
gram; and 
‘‘(B) may not provide a graduate fellow-
ship to an otherwise eligible individual— 
‘‘(i) during periods in which such indi-
vidual is enrolled at an institution of high-
er education unless such individual is 
maintaining satisfactory academic progress 
in, and devoting full-time study or research 
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to, the pursuit of the degree for which the 
fellowship support was provided; or 
‘‘(ii) if the individual is engaged in 
gainful employment, other than part-time 
employment related to teaching, research, 
or a similar activity determined by the in-
stitution to be consistent with and sup-
portive of the individual’s progress toward 
the degree for which the fellowship support 
was provided. 
‘‘(2) AMOUNT OF FELLOWSHIP AWARDS.— 
‘‘(A) IN GENERAL.—An eligible institution 
that receives a grant under this subpart shall 
award stipends to individuals who are provided 
graduate fellowships under this subpart. 
‘‘(B) AWARDS
BASED
ON
NEED.—A sti-
pend provided under this subpart shall be in an 
amount equal to the level of support provided 
by the National Science Foundation graduate 
fellowships, except that such stipend shall be 
adjusted as necessary so as not to exceed the 
fellowship recipient’s demonstrated need, as de-
termined by the institution of higher education 
where the fellowship recipient is enrolled. 
‘‘(3) SERVICE REQUIREMENT.— 
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216 
‘‘(A) TEACHING
REQUIRED.—Each indi-
vidual who receives a graduate fellowship under 
this subpart and earns a doctoral degree shall 
teach for 1 year at an institution of higher edu-
cation that has a teacher preparation program 
for each year of fellowship support received 
under this section. 
‘‘(B) INSTITUTIONAL OBLIGATION.—Each 
eligible institution that receives a grant under 
this subpart shall provide an assurance to the 
Secretary that the institution has inquired of 
and determined the decision of each individual 
who has received a graduate fellowship to, with-
in 3 years of receiving a doctoral degree, begin 
employment at an institution of higher edu-
cation that has a teacher preparation program, 
as required by this section. 
‘‘(C) AGREEMENT
REQUIRED.—Prior to 
receiving an initial graduate fellowship award, 
and upon the annual renewal of the graduate 
fellowship award, an individual selected to re-
ceive a graduate fellowship under this section 
shall sign an agreement with the Secretary 
agreeing to pursue a career in instruction at an 
institution of higher education that has a teach-
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217 
er preparation program in accordance with sub-
paragraph (A). 
‘‘(D) FAILURE TO COMPLY.—If an indi-
vidual who receives a graduate fellowship award 
under this section fails to comply with the 
agreement signed pursuant to subparagraph 
(C), the sum of the amounts of any graduate 
fellowship award received by such recipient 
shall, upon a determination of such a failure, be 
treated as a Federal Direct Unsubsidized Staf-
ford Loan under part D of title IV, and shall 
be subject to repayment, together with interest 
thereon accruing from the date of the fellowship 
award, in accordance with terms and conditions 
specified by the Secretary in regulations under 
this subpart. 
‘‘(E) MODIFIED SERVICE REQUIREMENT.— 
The Secretary may waive or modify the service 
requirement of this paragraph in accordance 
with regulations promulgated by the Secretary 
with respect to the criteria to determine the cir-
cumstances under which compliance with such 
service requirement is inequitable or represents 
a substantial hardship. The Secretary may 
waive the service requirement if compliance by 
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the fellowship recipient is determined to be in-
equitable or represent a substantial hardship— 
‘‘(i) because the individual is perma-
nently and totally disabled at the time of 
the waiver request; or 
‘‘(ii) based on documentation pre-
sented to the Secretary of substantial eco-
nomic or personal hardship. 
‘‘(f) INSTITUTIONAL SUPPORT FOR FELLOWS.—An 
eligible institution that receives a grant under this section 
may reserve not more than ten percent of the grant 
amount for academic and career transition support for 
graduate fellowship recipients and for meeting the institu-
tional obligation described in subsection (e)(3)(B). 
‘‘(g) RESTRICTION ON USE OF FUNDS.—An eligible 
institution that receives a grant under this section may 
not use grant funds for general operational overhead of 
the institution. 
‘‘Subpart 5—General Provisions 
‘‘SEC. 281. COMPETITIVE PRIORITY. 
‘‘In awarding grants under subparts 1 through 4, the 
Secretary shall award competitive priority to eligible insti-
tutions, eligible partnerships, and eligible entities that 
demonstrate in the application for such a grant a plan 
to— 
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‘‘(1) increase the diversity in the educator 
workforce through— 
‘‘(A) recruiting, enrolling, and preparing 
diverse teacher candidates; and 
‘‘(B) efforts that help retain diverse teach-
er candidates in high-needs schools; 
‘‘(2) address the shortage of teachers in high- 
needs fields including science, technology, engineer-
ing, 
arts, 
mathematics, 
or 
computer 
science 
through— 
‘‘(A) recruiting, enrolling, and preparing 
teacher candidates to achieve certification, as 
required by the State, to offer instruction in 
high-needs fields, including science, technology, 
engineering, arts, mathematics, or computer 
science; and 
‘‘(B) efforts that help retain teachers of 
high-needs fields in high-needs schools; 
‘‘(3) expand the pipeline of school leaders 
through preparing teacher leaders, which may be 
achieved by efforts that may include— 
‘‘(A) embedding pedagogical coursework 
for teacher candidates that fosters— 
‘‘(i) leadership and advocacy skills; 
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‘‘(ii) knowledge of school management 
and finance; 
‘‘(iii) school operations and business 
skills; 
‘‘(iv) effective use and management of 
educational technology; 
‘‘(v) strategies for community and 
family engagement; and 
‘‘(vi) mentorship and coaching strate-
gies; and 
‘‘(B) providing opportunities for teacher 
candidates to receive— 
‘‘(i) exposure to and modeling from 
teacher leaders and school leaders; and 
‘‘(ii) ongoing support and continu-
ation of professional development on teach-
er or other school leadership once exiting 
the teacher or other school leader prepara-
tion program.’’. 
TITLE III—INSTITUTIONAL AID 
SEC. 3001. STRENGTHENING INSTITUTIONS. 
(a) PROGRAM PURPOSE.—Section 311(d) of the 
Higher Education Act of 1965 (20 U.S.C. 1057(d)) is 
amended— 
(1) in paragraph (2)— 
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(A) by striking ‘‘non-Federal sources’’ and 
inserting ‘‘non-Federal sources (which may in-
clude gifts to the endowment fund restricted for 
a specific purpose)’’; and 
(B) by striking ‘‘or greater than’’ and in-
serting ‘‘50 percent of’’; and 
(2) by inserting after paragraph (3) the fol-
lowing: 
‘‘(4) SCHOLARSHIP.—An eligible institution 
that uses grant funds provided under this section to 
establish or increase an endowment fund may use 
the interest proceeds from such endowment to pro-
vide scholarships to students for the purposes of at-
tending such institution.’’. 
(b) TRIBALLY CONTROLLED COLLEGES AND UNI-
VERSITIES.—Section 316(c) of the Higher Education Act 
of 1965 (20 U.S.C. 1059c(c)) is amended— 
(1) in paragraph (2)— 
(A) in subparagraph (D), by striking ‘‘In-
dians’’ and all that follows through ‘‘policy’’ 
and inserting ‘‘American Indians and Alaska 
Natives are underrepresented, instruction in 
Native American language, and instruction to 
support tribal governance, tribal public policy, 
and tribal history and sovereignty;’’ and 
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(B) in subparagraph (L) by striking ‘‘out-
reach’’ and all that follows through ‘‘education’’ 
and inserting ‘‘outreach and recruitment activi-
ties and programs that encourage American In-
dian and Alaska Native elementary school stu-
dents, secondary school students, and adults to 
develop the academic skills and the interest to 
pursue and succeed in postsecondary edu-
cation’’; and 
(2) in paragraph (3)— 
(A) in subparagraph (B)— 
(i) by striking ‘‘matching funds’’ and 
inserting ‘‘matching funds (which may in-
clude gifts to the endowment fund re-
stricted for a specific purpose)’’; and 
(ii) by striking ‘‘equal to the Federal 
funds’’ and inserting ‘‘equal to 50 percent 
of the Federal funds’’; and 
(B) by inserting after subparagraph (C) 
the following: 
‘‘(D) SCHOLARSHIPS.—An eligible institu-
tion that uses grant funds provided under this 
section to establish or increase an endowment 
fund may use the interest proceeds from such 
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endowment to provide scholarships to students 
for the purposes of attending such institution.’’. 
(c) ELIMINATION OF PRE-APPROVAL REQUIREMENT; 
USE OF UNEXPENDED FUNDS.—Section 316(d) of the 
Higher Education Act of 1965 (20 U.S.C. 1059c(d)) is 
amended— 
(1) by striking paragraph (1); 
(2) by redesignating paragraphs (2) through 
(4) as paragraphs (1) through (3), respectively; and 
(3) in paragraph (2), as so redesignated, by 
adding at the end the following: 
‘‘(C) USE OF UNEXPENDED FUNDS.—Any 
funds paid to an institution and not expended 
or used for the purposes for which the funds 
were paid during the 5-year period following the 
date of the initial grant award, may be carried 
over and expended during the succeeding 5-year 
period, if such funds were obligated for a pur-
pose for which the funds were paid during the 
5-year period following the date of the initial 
grant award.’’. 
(d) PROMOTING THE SUSTAINABILITY OF NATIVE 
AMERICAN LANGUAGES.—Part A of title III of the Higher 
Education Act of 1965 (20 U.S.C. 1057 et seq.) is further 
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amended by inserting after section 316 (20 U.S.C. 1059c) 
the following: 
‘‘SEC. 316A. NATIVE AMERICAN LANGUAGE VITALIZATION 
AND TRAINING PROGRAM. 
‘‘(a) ESTABLISHMENT.— 
‘‘(1) IN GENERAL.—From the amount appro-
priated under subsection (d), the Secretary shall es-
tablish the Native American Language Vitalization 
and Training Program under which the Secretary 
shall award grants, on a competitive basis, to eligible 
institutions to promote the preservation, revitaliza-
tion, relevancy, and use of Native American lan-
guages. 
‘‘(2) TERM.—The term of a grant under this 
section shall be not more than 5 years. 
‘‘(3) APPLICATION.— 
‘‘(A) STREAMLINED
PROCESS.—In car-
rying out the program under this section, the 
Secretary shall establish application require-
ments in such a manner as to simplify and 
streamline the process for the grant application 
under this section. 
‘‘(B) IN GENERAL.—To be eligible to re-
ceive a grant under this subsection, an eligible 
institution shall submit to the Secretary an ap-
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plication at such time, in such manner, and in 
accordance with any other application require-
ments described in subparagraph (A), that the 
Secretary may prescribe, and including the fol-
lowing: 
‘‘(i) A description of the 5-year pro-
gram of the eligible institution for meeting 
the needs of American Indians, Alaska Na-
tives, Native Hawaiians, or Native Amer-
ican Pacific Islanders, as appropriate, in 
the area served by the institution, and how 
such plan is consistent with the purposes 
described in paragraph (1). 
‘‘(ii)(I) An identification of the popu-
lation to be served by the eligible institu-
tion; and 
‘‘(II) an identification of the status of 
Native American language understanding 
and use within that population and a de-
scription of the manner in which the pro-
gram will help preserve and revitalize the 
relevant Native American language. 
‘‘(iii) A description of the services to 
be provided under the program, including 
the manner in which the services will be in-
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226 
tegrated with other appropriate language 
programs available in the relevant commu-
nity. 
‘‘(iv) A description, to be prepared in 
consultation with the Secretary, of the per-
formance measures to be used to assess 
the performance of the eligible institution 
in carrying out the program. 
‘‘(b) USE OF FUNDS.—An eligible institution may 
use a grant under this section to carry out activities con-
sistent with the purposes described in subsection (a)(1), 
including— 
‘‘(1) curriculum development and academic in-
struction, including educational activities, programs, 
and partnerships relating to students in early child-
hood education programs through grade 12; 
‘‘(2) professional development for faculty at the 
eligible institution and in-service training programs 
for early childhood education programs through 
grade 12 instructors and administrators; and 
‘‘(3) innovative Native American language pro-
grams for students in early childhood education pro-
grams through grade 12, including language immer-
sion programs. 
‘‘(c) APPLICABILITY OF OTHER PROVISIONS.— 
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‘‘(1) CONCURRENT FUNDING.— 
‘‘(A) TRIBAL COLLEGE OR UNIVERSITY.— 
An eligible institution that is a Tribal College 
or University may, concurrently, receive a grant 
under this section and funds under section 316. 
‘‘(B) ALASKA
NATIVE-SERVING
INSTITU-
TION OR NATIVE HAWAIIAN-SERVING INSTITU-
TION.—An eligible institution that is an Alaska 
Native-serving institution or Native Hawaiian- 
serving institution may, concurrently, receive a 
grant under this section and funds under sec-
tion 317. 
‘‘(C) ASIAN AMERICAN AND NATIVE AMER-
ICAN
PACIFIC
ISLANDER-SERVING
INSTITU-
TION.—An eligible institution that is an Asian 
American and Native American Pacific Is-
lander-serving institution may, concurrently, re-
ceive a grant under this section and funds 
under section 320. 
‘‘(2) EXEMPTION.—Sections 312(b) and 313(d) 
shall not apply to an eligible institution that receives 
a grant under this section. 
‘‘(d) AUTHORIZATION OF APPROPRIATIONS.—There 
are authorized to be appropriated to carry out this section 
$20,000,000 (of which $15,000,000 shall be available for 
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Tribal Colleges or Universities and $5,000,000 shall be 
available for the institutions described in subparagraphs 
(B) through (D) of subsection (e)(1)) for fiscal year 2021 
and each of the 5 succeeding fiscal years. 
‘‘(e) DEFINITIONS.—In this section: 
‘‘(1) ELIGIBLE INSTITUTION.—The term ‘eligi-
ble institution’ means— 
‘‘(A) a Tribal College or University, as de-
fined in section 316; 
‘‘(B) an Alaska Native-serving institution, 
as defined in section 317; 
‘‘(C) a Native Hawaiian-serving institu-
tion, as defined in section 317; or 
‘‘(D) an Asian American and Native Amer-
ican Pacific Islander-serving institution, as de-
fined in section 320, which is located in Amer-
ican Samoa, Guam, or the Commonwealth of 
the Northern Mariana Islands. 
‘‘(2) NATIVE
AMERICAN.—The term ‘Native 
American’ has the meaning given the term in section 
371(c)(6).’’. 
(e) PREDOMINANTLY BLACK INSTITUTIONS.—Sec-
tion 318(d)(3) of the Higher Education Act of 1965 (20 
U.S.C. 1059e(d)(3)) is amended— 
(1) in subparagraph (B)— 
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262 
may require, determine whether such job 
training program continues to meet the re-
quirements of subparagraph (A). 
‘‘(ii) 
REQUIREMENTS.—Subject 
to 
clause (iii), a determination under clause 
(i) that a job training program continues 
to meet the requirements of subparagraph 
(A) shall, at a minimum, require the Sec-
retary to determine that the mean or me-
dian earnings (whichever is higher) paid to 
students not later than 6 months after 
completing such program is equal to or 
greater than the expected earnings of the 
program. 
‘‘(iii) EXCEPTION AND APPEALS.— 
‘‘(I) EXCEPTION.—The Secretary 
may extend, by not more than an ad-
ditional 6 months, the period by when, 
after completion of the job training 
program, the mean or median earn-
ings (whichever is higher) paid to stu-
dents meets the requirements of 
clause (ii), in a case in which the job 
training program requesting such ex-
tension provides sufficient justification 
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‘‘(C) the maximum period determined 
under subsection (c)(5) shall be determined by 
including all Iraq and Afghanistan Service 
Grants received by the eligible veteran’s de-
pendent, including such Grants received under 
subpart 10 before the date of enactment of the 
College Affordability Act; and 
‘‘(D) an Iraq and Afghanistan Service 
Grant to an eligible veteran’s dependent for any 
award year shall equal the maximum Federal 
Pell Grant available under subsection (b)(5) for 
that award year, except that an Iraq and Af-
ghanistan Service Grant— 
‘‘(i) shall not exceed the cost of at-
tendance of the eligible veteran’s depend-
ent for that award year; and 
‘‘(ii) shall be adjusted to reflect the 
attendance by the eligible veteran’s de-
pendent on a less than full-time basis in 
the same manner as such adjustments are 
made for a Federal Pell Grant under sub-
section (a). 
‘‘(5) ESTIMATED FINANCIAL ASSISTANCE.—For 
purposes of determinations of need under part F, an 
Iraq and Afghanistan Service Grant shall not be 
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