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teacher certification or licensure, or increasing the 
numbers of qualified individuals being certified or li-
censed as teachers through alternative routes to cer-
tification and licensure. 
‘‘(5) DECREASING TEACHER SHORTAGES.—De-
creasing shortages of highly qualified teachers in 
poor urban and rural areas. 
‘‘(6) INCREASING
OPPORTUNITIES
FOR
RE-
SEARCH-BASED PROFESSIONAL DEVELOPMENT.—In-
creasing opportunities for enhanced and ongoing 
professional development that—
‘‘(A) improves the academic content knowl-
edge of teachers in the subject areas in which 
the teachers are certified or licensed to teach or 
in which the teachers are working toward cer-
tification or licensure to teach; and 
‘‘(B) promotes strong teaching skills. 
‘‘(7) TECHNOLOGY
INTEGRATION.—Increasing 
the number of teachers prepared effectively to inte-
grate technology into curricula and instruction and 
who use technology to collect, manage, and analyze 
data to improve teaching, learning, and parental in-
volvement decisionmaking for the purpose of increas-
ing student academic achievement.
125
‘‘(b) ELIGIBLE PARTNERSHIP EVALUATION.—Each 
eligible partnership applying for a grant under section 203 
shall establish, and include in the application submitted 
under section 203(c), an evaluation plan that includes 
strong performance objectives. The plan shall include ob-
jectives and measures for—
‘‘(1) increased student achievement for all stu-
dents, as measured by the partnership; 
‘‘(2) increased teacher retention in the first 3 
years of a teacher’s career; 
‘‘(3) increased success in the pass rate for ini-
tial State certification or licensure of teachers; 
‘‘(4) increased percentage of highly qualified 
teachers; and 
‘‘(5) increasing the number of teachers trained 
effectively to integrate technology into curricula and 
instruction and who use technology to collect, man-
age, and analyze data to improve teaching, learning, 
and decisionmaking for the purpose of improving 
student academic achievement. 
‘‘(c) REVOCATION OF GRANT.—
‘‘(1) REPORT.—Each eligible State or eligible 
partnership receiving a grant under section 202 or 
203 shall report annually on the progress of the eli-
gible State or eligible partnership toward meeting
126
the purposes of this part and the goals, objectives, 
and measures described in subsections (a) and (b). 
‘‘(2) REVOCATION.—
‘‘(A) ELIGIBLE STATES AND ELIGIBLE AP-
PLICANTS.—If the Secretary determines that an 
eligible State or eligible applicant is not making 
substantial progress in meeting the purposes, 
goals, objectives, and measures, as appropriate, 
by the end of the second year of a grant under 
this part, then the grant payment shall not be 
made for the third year of the grant. 
‘‘(B) ELIGIBLE
PARTNERSHIPS.—If the 
Secretary determines that an eligible partner-
ship is not making substantial progress in 
meeting the purposes, goals, objectives, and 
measures, as appropriate, by the end of the 
third year of a grant under this part, then the 
grant payments shall not be made for any suc-
ceeding year of the grant. 
‘‘(d) EVALUATION AND DISSEMINATION.—The Sec-
retary shall evaluate the activities funded under this part 
and report annually the Secretary’s findings regarding the 
activities to the Committee on Health, Education, Labor, 
and Pensions of the Senate and the Committee on Edu-
cation and the Workforce of the House of Representatives.
127
The Secretary shall broadly disseminate successful prac-
tices developed by eligible States and eligible partnerships 
under this part, and shall broadly disseminate information 
regarding such practices that were found to be ineffective. 
‘‘SEC. 207. ACCOUNTABILITY FOR PROGRAMS THAT PRE-
PARE TEACHERS. 
‘‘(a) STATE REPORT CARD ON THE QUALITY OF 
TEACHER AND PRINCIPAL PREPARATION.—Each State 
that receives funds under this Act shall provide to the Sec-
retary annually, in a uniform and comprehensible manner 
that conforms with the definitions and methods estab-
lished by the Secretary, a State report card on the quality 
of teacher preparation in the State, both for traditional 
certification or licensure programs and for alternative cer-
tification or licensure programs, which shall include at 
least the following: 
‘‘(1) A description of the teacher and principal 
certification and licensure assessments, and any 
other certification and licensure requirements, used 
by the State. 
‘‘(2) The standards and criteria that prospec-
tive teachers and principals must meet in order to 
attain initial teacher and principal certification or li-
censure and to be certified or licensed to teach par-
128
ticular subjects or in particular grades within the 
State. 
‘‘(3) A demonstration of the extent to which the 
assessments and requirements described in para-
graph (1) are aligned with the State’s standards and 
assessments for students. 
‘‘(4) The percentage of students who have com-
pleted at least 50 percent of the requirements for a 
teacher preparation program at an institution of 
higher education or alternative certification program 
and who have taken and passed each of the assess-
ments used by the State for teacher certification and 
licensure, and the passing score on each assessment 
that determines whether a candidate has passed that 
assessment. 
‘‘(5) For students who have completed at least 
50 percent of the requirements for a teacher prepa-
ration program at an institution of higher education 
or alternative certification program, and who have 
taken and passed each of the assessments used by 
the State for teacher certification and licensure, 
each such institution’s and each such program’s av-
erage raw score, ranked by teacher preparation pro-
gram, which shall be made available widely and pub-
licly.
129
‘‘(6) A description of each State’s alternative 
routes to teacher certification, if any, and the num-
ber and percentage of teachers certified through 
each alternative certification route who pass State 
teacher certification or licensure assessments. 
‘‘(7) For each State, a description of proposed 
criteria for assessing the performance of teacher and 
principal preparation programs in the State, includ-
ing indicators of teacher and principal candidate 
skills, placement and retention rates (to the extent 
feasible), and academic content knowledge and evi-
dence of gains in student academic achievement. 
‘‘(8) For each teacher preparation program in 
the State, the number of students in the program, 
the number of minority students in the program, the 
average number of hours of supervised practice 
teaching required for those in the program, and the 
number of full-time equivalent faculty, adjunct fac-
ulty, and students in supervised practice teaching. 
‘‘(9) For the State as a whole, and for each 
teacher preparation program in the State, the num-
ber of teachers prepared, in the aggregate and re-
ported separately by—
‘‘(A) number of minority students; 
‘‘(B) level (elementary or secondary);
130
‘‘(C) academic major; 
‘‘(D) subject or subjects for which the stu-
dent has been prepared to teach; and 
‘‘(E) teacher candidates who speak a lan-
guage other than English and have been trained 
specifically to teach English-language learners. 
‘‘(10) The State shall refer to the data gen-
erated for paragraph (9) to report on the extent to 
which teacher preparation programs are helping to 
address shortages of qualified teachers, by level, sub-
ject, and specialty, in the State’s public schools, es-
pecially in poor urban and rural areas as required by 
section 206(a)(5). 
‘‘(b) REPORT OF THE SECRETARY ON THE QUALITY 
OF TEACHER PREPARATION.—
‘‘(1) REPORT CARD.—The Secretary shall pro-
vide to Congress, and publish and make widely avail-
able, a report card on teacher qualifications and 
preparation in the United States, including all the 
information reported in paragraphs (1) through (11) 
of subsection (a). Such report shall identify States 
for which eligible States and eligible partnerships re-
ceived a grant under this part. Such report shall be 
so provided, published and made available annually.
131
‘‘(2) REPORT
TO
CONGRESS.—The Secretary 
shall report to Congress—
‘‘(A) a comparison of States efforts to im-
prove teaching quality; and 
‘‘(B) regarding the national mean and me-
dian scores on any standardized test that is 
used in more than 1 State for teacher certifi-
cation or licensure. 
‘‘(3) SPECIAL RULE.—In the case of programs 
with fewer than 10 students who have completed at 
least 50 percent of the requirements for a teacher 
preparation program taking any single initial teacher 
certification or licensure assessment during an aca-
demic year, the Secretary shall collect and publish 
information with respect to an average pass rate on 
State certification or licensure assessments taken 
over a 3-year period. 
‘‘(c) COORDINATION.—The Secretary, to the extent 
practicable, shall coordinate the information collected and 
published under this part among States for individuals 
who took State teacher certification or licensure assess-
ments in a State other than the State in which the indi-
vidual received the individual’s most recent degree. 
‘‘(d) INSTITUTION AND PROGRAM REPORT CARDS ON 
QUALITY OF TEACHER PREPARATION.—
132
‘‘(1) REPORT CARD.—Each institution of higher 
education or alternative certification program that 
conducts a teacher preparation program that enrolls 
students receiving Federal assistance under this Act 
shall report annually to the State and the general 
public, in a uniform and comprehensible manner 
that conforms with the definitions and methods es-
tablished by the Secretary, both for traditional cer-
tification or licensure programs and for alternative 
certification or licensure programs, the following in-
formation, disaggregated by major racial and ethnic 
groups: 
‘‘(A) PASS RATE.—(i) For the most recent 
year for which the information is available, the 
pass rate of each student who has completed at 
least 50 percent of the requirements for the 
teacher preparation program on the teacher cer-
tification or licensure assessments of the State 
in which the institution is located, but only for 
those students who took those assessments 
within 3 years of receiving a degree from the 
institution or completing the program. 
‘‘(ii) A comparison of the institution or 
program’s pass rate for students who have com-
pleted at least 50 percent of the requirements