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teacher education, that lead to a baccalaureate degree
with concurrent teacher certification;
(2) to develop and implement 2- or 3-year part-
time master’s degree programs in mathematics,
science, technology, or critical foreign language edu-
cation for teachers in order to enhance the teachers’
content knowledge and pedagogical skills; and
(3) to develop programs for professionals in
mathematics, science, or critical foreign language edu-
cation that lead to a master’s degree in teaching that
results in teacher certification.
SEC. 3112. DEFINITIONS.
In this subtitle:
(1) CHILDREN FROM LOW-INCOME FAMILIES.—
The term ‘‘children from low-income families’’ means
children described in section 1124(c)(1)(A) of the Ele-
mentary and Secondary Education Act of 1965 (20
U.S.C. 6333(c)(1)(A)).
(2) ELIGIBLE RECIPIENT.—The term ‘‘eligible re-
cipient’’ means an institution of higher education
that receives grant funds under this subtitle on behalf
of a department of mathematics, engineering, science,
or a critical foreign language, or on behalf of a de-
partment or school with a competency-based degree
program (in mathematics, engineering, science, or a
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critical foreign language) that includes teacher certifi-
cation, for use in carrying out activities assisted
under this subtitle.
(3) HIGH-NEED LOCAL EDUCATIONAL AGENCY.—
The term ‘‘high-need local educational agency’’ means
a local educational agency or educational service
agency—
(A)(i) that serves not fewer than 10,000
children from low-income families;
(ii) for which not less than 20 percent of the
children served by the agency are children from
low-income families; or
(iii) with a total of less than 600 students
in average daily attendance at the schools that
are served by the agency and all of whose schools
are designated with a school locale code of 6, 7,
or 8, as determined by the Secretary; and
(B)(i) for which there is a high percentage
of teachers providing instruction in academic
subject areas or grade levels for which the teach-
ers are not highly qualified; or
(ii) for which there is a high teacher turn-
over rate or a high percentage of teachers with
emergency, provisional, or temporary certifi-
cation or licensure.
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(4) HIGHLY
QUALIFIED.—The term ‘‘highly
qualified’’ has the meaning given such term in section
9101 of the Elementary and Secondary Education
Act of 1965 (20 U.S.C. 7801) and, with respect to
special education teachers, in section 602 of the Indi-
viduals with Disabilities Education Act (20 U.S.C.
1401).
(5) PARTNERSHIP.—The term ‘‘partnership’’
means a partnership that—
(A) shall include—
(i) an eligible recipient;
(ii)(I)(aa) a department within the eli-
gible recipient that provides a program of
study in mathematics, engineering, science,
or a critical foreign language; and
(bb) a school or department within the
eligible recipient that provides a teacher
preparation program, or a 2-year institu-
tion of higher education that has a teacher
preparation offering or a dual enrollment
program with the eligible recipient; or
(II) a department or school within the
eligible recipient with a competency-based
degree program (in mathematics, engineer-
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ing, science, or a critical foreign language)
that includes teacher certification; and
(iii) not less than 1 high-need local
educational agency and a public school or a
consortium of public schools served by the
agency; and
(B) may include a nonprofit organization
that has the capacity to provide expertise or sup-
port to meet the purposes of this subtitle.
(6) TEACHING
SKILLS.—The term ‘‘teaching
skills’’ means the ability to—
(A) increase student achievement;
(B) effectively convey and explain academic
subject matter;
(C) employ strategies that—
(i) are based on scientifically based re-
search;
(ii) are specific to academic subject
matter; and
(iii) focus on the identification of, and
tailoring of academic instruction to, stu-
dents’ specific learning needs, particularly
children with disabilities, students who are
limited English proficient, and students
who are gifted and talented;
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(D) conduct ongoing assessment of student
learning;
(E) effectively manage a classroom; and
(F) communicate and work with parents
and guardians, and involve parents and guard-
ians in their children’s education.
SEC. 3113. PROGRAMS FOR BACCALAUREATE DEGREES IN
MATHEMATICS, SCIENCE, ENGINEERING, OR
CRITICAL FOREIGN LANGUAGES, WITH CON-
CURRENT TEACHER CERTIFICATION.
(a) PROGRAM
AUTHORIZED.—From the amounts
made available to carry out this section under section
3116(1) and not reserved under section 3115(d) for a fiscal
year, the Secretary is authorized to award grants, on a
competitive basis, to eligible recipients to enable partner-
ships served by the eligible recipients to develop and imple-
ment programs to provide courses of study in mathematics,
science, engineering, or critical foreign languages that—
(1) are integrated with teacher education; and
(2) lead to a baccalaureate degree with concur-
rent teacher certification.
(b) APPLICATION.—Each eligible recipient desiring a
grant under this section shall submit an application to the
Secretary at such time and in such manner as the Secretary
may require. Each application shall—
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(1) describe the program for which assistance is
sought;
(2) describe how a department of mathematics,
science, engineering, or a critical foreign language
participating in the partnership will ensure signifi-
cant collaboration with a teacher preparation pro-
gram in the development of undergraduate degrees in
mathematics, science, engineering, or a critical for-
eign language, with concurrent teacher certification,
including providing student teaching and other clin-
ical classroom experiences or how a department or
school participating in the partnership with a com-
petency-based degree program has ensured, in the de-
velopment of a baccalaureate degree program in
mathematics, science, engineering, or a critical for-
eign language, the provision of concurrent teacher cer-
tification, including providing student teaching and
other clinical classroom experiences;
(3) describe the high-quality research, laboratory,
or internship experiences, integrated with coursework,
that will be provided under the program;
(4) describe how members of groups that are
underrepresented in the teaching of mathematics,
science, technology, engineering, or critical foreign
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languages will be encouraged to participate in the
program;
(5) describe how program participants will be
encouraged to teach in schools determined by the part-
nership to be most in need, and what assistance in
finding employment in such schools will be provided;
(6) describe the ongoing activities and services
that will be provided to graduates of the program;
(7) describe how the activities of the partnership
will be coordinated with any activities funded
through other Federal grants, and how the partner-
ship will continue the activities assisted under the
program when the grant period ends;
(8) describe how the partnership will assess the
content knowledge and teaching skills of the program
participants; and
(9) provide any other information the Secretary
may reasonably require.
(c) AUTHORIZED ACTIVITIES.—
(1) IN GENERAL.—Each eligible recipient receiv-
ing a grant under this section shall use the grant
funds to enable a partnership to develop and imple-
ment a program to provide courses of study in mathe-
matics, science, engineering, or a critical foreign lan-
guage that—
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(A) are integrated with teacher education
programs that promote effective teaching skills;
and
(B) lead to a baccalaureate degree in math-
ematics, science, engineering, or a critical for-
eign language with concurrent teacher certifi-
cation.
(2) PROGRAM
REQUIREMENTS.—The program
shall—
(A) provide high-quality research, labora-
tory, or internship experiences for program par-
ticipants;
(B) provide student teaching or other clin-
ical classroom experiences that—
(i) are integrated with coursework; and
(ii) lead to the participants’ ability to
demonstrate effective teaching skills;
(C) if implementing a program in which
program participants are prepared to teach
mathematics, science, technology, or engineering
courses, include strategies for improving student
literacy;
(D) encourage the participation of individ-
uals who are members of groups that are under-
represented in the teaching of mathematics,
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science, technology, engineering, or critical for-
eign languages;
(E) encourage participants to teach in
schools determined by the partnership to be most
in need, and actively assist the participants in
finding employment in such schools;
(F) offer training in the use of and integra-
tion of educational technology;
(G) collect data regarding and evaluate,
using measurable objectives and benchmarks, the
extent to which the program succeeded in—
(i) increasing the percentage of highly
qualified mathematics, science, or critical
foreign language teachers, including in-
creasing the percentage of such teachers
teaching in those schools determined by the
partnership to be most in need;
(ii) 
improving 
student 
academic
achievement in mathematics, science, and
where applicable, technology and engineer-
ing;
(iii) increasing the number of students
in secondary schools enrolled in upper level
mathematics, science, and, where available,
technology and engineering courses; and
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(iv) increasing the numbers of elemen-
tary school, middle school, and secondary
school students enrolled in and continuing
in critical foreign language courses;
(H) collect data on the employment place-
ment of all graduates of the program, including
information on how many graduates are teach-
ing and in what kinds of schools;
(I) provide ongoing activities and services
to graduates of the program who teach elemen-
tary school, middle school, or secondary school,
by—
(i) keeping the graduates informed of
the latest developments in their respective
academic fields; and
(ii) supporting the graduates of the
program who are employed in schools in the
local educational agency participating in
the partnership during the initial years of
teaching through—
(I) induction programs;
(II) promotion of effective teach-
ing skills; and
(III) providing opportunities for
regular professional development; and
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(J) develop recommendations to improve the
teacher preparation program participating in
the partnership.
(d) ANNUAL REPORT.—Each eligible recipient receiv-
ing a grant under this section shall collect and report to
the Secretary annually such information as the Secretary
may reasonably require, including—
(1) the number of participants in the program;
(2) information on the academic majors of par-
ticipating students;
(3) the race, gender, income, and disability sta-
tus of program participants;
(4) the employment placement of program par-
ticipants as teachers in schools determined by the
partnership to be most in need;
(5) the extent to which the program succeeded in
meeting the objectives and benchmarks described in
subsection (c)(2)(G); and
(6) the data collected under subparagraphs (G)
and (H) of subsection (c)(2).
(e) TECHNICAL ASSISTANCE.—From the funds made
available under section 3116(1), the Secretary may provide
technical assistance to an eligible recipient developing a
baccalaureate degree program with concurrent teacher cer-
tification, including technical assistance provided through
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a grant or contract awarded on a competitive basis to an
institution of higher education or a technical assistance cen-
ter.
SEC. 3114. PROGRAMS FOR MASTER’S DEGREES IN MATHE-
MATICS, SCIENCE, TECHNOLOGY, OR CRIT-
ICAL FOREIGN LANGUAGES EDUCATION.
(a) PROGRAM
AUTHORIZED.—From the amounts
made available to carry out this section under section
3116(2) and not reserved under section 3115(d) for a fiscal
year, the Secretary is authorized to award grants, on a
competitive basis, to eligible recipients to enable the part-
nerships served by the eligible recipients to develop and
implement—
(1) 2- or 3-year part-time master’s degree pro-
grams in mathematics, science, technology, or critical
foreign language education for teachers in order to en-
hance the teacher’s content knowledge and teaching
skills; or
(2) programs for professionals in mathematics,
science, engineering, or critical foreign language that
lead to a 1 year master’s degree in teaching that re-
sults in teacher certification.
(b) APPLICATION.—Each eligible recipient desiring a
grant under this section shall submit an application to the
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Secretary at such time and in such manner as the Secretary
may require. Each application shall describe—
(1) how a department of mathematics, science,
engineering, technology, or a critical foreign language
will ensure significant collaboration with a teacher
preparation program in the development of the mas-
ter’s degree programs authorized under subsection (a),
or how a department or school with a competency-
based degree program has ensured, in the development
of a master’s degree program, the provision of rig-
orous studies in mathematics, science, or a critical
foreign language that enhance the teachers’ content
knowledge and teaching skills;
(2) the role of the local educational agency in the
partnership in developing and administering the pro-
gram and how feedback from the local educational
agency, school, and participants will be used to im-
prove the program;
(3) how the program will help increase the per-
centage of highly qualified mathematics, science, or
critical foreign language teachers, including increas-
ing the percentage of such teachers teaching in schools
determined by the partnership to be most in need;
(4) how the program will—
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(A) improve student academic achievement
in mathematics, science, and, where applicable,
technology and engineering and increase the
number of students taking upper-level courses in
such subjects; or
(B) increase the numbers of elementary
school, middle school, and secondary school stu-
dents enrolled and continuing in critical foreign
language courses;
(5) how the program will prepare participants
to become more effective mathematics, science, or crit-
ical foreign language teachers;
(6) how the program will prepare participants
to assume leadership roles in their schools;
(7) how teachers (or mathematics, science, or
critical language professionals) who are members of
groups that are underrepresented in the teaching of
mathematics, science, engineering, technology, or crit-
ical foreign languages and teachers from schools deter-
mined by the partnership to be most in need will be
encouraged to apply for and participate in the pro-
gram;
(8) the ongoing activities and services that will
be provided to graduates of the program;
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(9) how the partnership will continue the activi-
ties assisted under the grant when the grant period
ends;
(10) how the partnership will assess, during the
program, the content knowledge and teaching skills of
the program participants; and
(11) methods to ensure applicants to the master’s
degree program for professionals in mathematics,
science, or critical foreign language demonstrate ad-
vanced knowledge in the relevant subject.
(c) AUTHORIZED ACTIVITIES.—Each eligible recipient
receiving a grant under this section shall use the grant
funds to develop and implement a 2- or 3-year part-time
master’s degree program in mathematics, science, or critical
foreign language education for teachers in order to enhance
the teachers’ content knowledge and teaching skills, or pro-
grams for professionals in mathematics, science, or critical
foreign language that lead to a 1-year master’s degree in
teaching that results in teacher certification. The program
shall—
(1) promote effective teaching skills so that pro-
gram participants become more effective mathematics,
science, or critical foreign language teachers;
(2) prepare teachers to assume leadership roles
in their schools by participating in activities such as
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teacher mentoring, development of curricula that inte-
grate state of the art applications of mathematics,
science, technology, and engineering into the class-
room, working with school administrators in estab-
lishing in-service professional development of teachers,
and assisting in evaluating data and assessments to
improve student academic achievement;
(3) use high-quality research, laboratory, or in-
ternship experiences for program participants that
are integrated with coursework;
(4) provide student teaching or clinical class-
room experience;
(5) if implementing a program in which partici-
pants are prepared to teach mathematics or science
courses, provide strategies for improving student lit-
eracy;
(6) align the content knowledge in the master’s
degree program with challenging student academic
achievement standards and challenging academic con-
tent standards established by the State in which the
program is conducted;
(7) encourage the participation of—
(A) individuals who are members of groups
that are underrepresented in the teaching of
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mathematics, science, engineering, technology, or
critical foreign languages;
(B) members of the Armed Forces who are
transitioning to civilian life; and
(C) teachers teaching in schools determined
by the partnership to be most in need;
(8) offer tuition assistance, based on need, as ap-
propriate;
(9) create opportunities for enhanced and ongo-
ing professional development for teachers that im-
proves the mathematics and science content knowledge
and teaching skills of such teachers; and
(10) evaluate and report on the impact of the
program, in accordance with subsection (d).
(d) EVALUATION AND REPORT.—Each eligible recipi-
ent receiving a grant under this section shall evaluate,
using measurable objectives and benchmarks, and provide
an annual report to the Secretary regarding, the extent to
which the program assisted under this section succeeded in
the following:
(1) Increasing the number and percentage of
mathematics, science, engineering, technology, or crit-
ical foreign language teachers who have a master’s de-
gree and meet 1 or more of the following require-
ments:
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(A) Are teaching in schools determined by
the partnership to be most in need, and taught
in such schools prior to participation in the pro-
gram.
(B) Are teaching in schools determined by
the partnership to be most in need, and did not
teach in such schools prior to participation in
the program.
(C) Are members of a group underrep-
resented in the teaching of mathematics, science,
or a critical foreign language.
(2) Bringing professionals in mathematics,
science, engineering, or critical foreign language into
the field of teaching.
(3) Retaining teachers who participate in the
program.
SEC. 3115. GENERAL PROVISIONS.
(a) DURATION
OF GRANTS.—The Secretary shall
award each grant under this subtitle for a period of not
more than 5 years.
(b) MATCHING REQUIREMENT.—Each eligible recipi-
ent that receives a grant under this subtitle shall provide,
from non-Federal sources, an amount equal to 50 percent
of the amount of the grant (which may be provided in cash
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or in kind) to carry out the activities supported by the
grant.
(c) SUPPLEMENT, NOT SUPPLANT.—Grant funds pro-
vided under this subtitle shall be used to supplement, and
not supplant, other Federal or State funds.
(d) EVALUATION.—From amounts made available for
any fiscal year under section 3116, the Secretary shall re-
serve such sums as may be necessary—
(1) to provide for the conduct of an annual inde-
pendent evaluation, by grant or by contract, of the ac-
tivities assisted under this subtitle, which shall in-
clude an assessment of the impact of the activities on
student academic achievement; and
(2) to prepare and submit an annual report on
the results of the evaluation described in paragraph
(1) to the Committee on Health, Education, Labor,
and Pensions of the Senate, the Committee on Edu-
cation and the Workforce of the House of Representa-
tives, and the Committees on Appropriations of the
Senate and House of Representatives.
SEC. 3116. AUTHORIZATION OF APPROPRIATIONS.
There are authorized to be appropriated to carry out
this section $210,000,000 for fiscal year 2008, and such
sums as may be necessary for each of the 3 succeeding fiscal
years, of which—
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(1) 57.1 percent shall be available to carry out
section 3113 for fiscal year 2008 and each succeeding
fiscal year; and
(2) 42.9 percent shall be available to carry out
section 3114 for fiscal year 2008 and each succeeding
fiscal year.
Subtitle 
B—Advanced 
Placement
and 
International 
Bacca-
laureate Programs
SEC. 3121. PURPOSE.
It is the purpose of this subtitle—
(1) to raise academic achievement through Ad-
vanced Placement and International Baccalaureate
programs by increasing, by 70,000, over a 4-year pe-
riod beginning in 2008, the number of teachers serv-
ing high-need schools who are qualified to teach Ad-
vanced Placement or International Baccalaureate
courses in mathematics, science, and critical foreign
languages;
(2) to increase, to 700,000 per year, the number
of students attending high-need schools who—
(A) take and score a 3, 4, or 5 on an Ad-
vanced Placement examination in mathematics,
science, or a critical foreign language adminis-
tered by the College Board; or
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(B) achieve a passing score on an examina-
tion administered by the International Bacca-
laureate Organization in such a subject;
(3) to increase the availability of, and enroll-
ment in, Advanced Placement or International Bac-
calaureate courses in mathematics, science, and crit-
ical foreign languages, and pre-Advanced Placement
or pre-International Baccalaureate courses in such
subjects, in high-need schools; and
(4) to support statewide efforts to increase the
availability of, and enrollment in, Advanced Place-
ment or International Baccalaureate courses in math-
ematics, science, and critical foreign languages, and
pre-Advanced Placement or pre-International Bacca-
laureate courses in such subjects, in high-need schools.
SEC. 3122. DEFINITIONS.
In this subtitle:
(1) ADVANCED PLACEMENT OR INTERNATIONAL
BACCALAUREATE
COURSE.—The 
term 
‘‘Advanced
Placement or International Baccalaureate course’’
means a course of college-level instruction provided to
middle or secondary school students, terminating in
an examination administered by the College Board or
the International Baccalaureate Organization, or an-
other such examination approved by the Secretary, or
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another highly rigorous, evidence-based, postsecondary
preparatory program terminating in an examination
administered by a nationally recognized educational
association.
(2) ELIGIBLE ENTITY.—The term ‘‘eligible enti-
ty’’ means—
(A) a State educational agency;
(B) a local educational agency; or
(C) a partnership consisting of—
(i) a national, regional, or statewide
nonprofit organization, with expertise and
experience in providing Advanced Place-
ment or International Baccalaureate serv-
ices; and
(ii) a State educational agency or local
educational agency.
(3) LOW-INCOME STUDENT.—The term ‘‘low-in-
come student’’ has the meaning given the term ‘‘low-
income individual’’ in section 1707(3) of the Elemen-
tary and Secondary Education Act of 1965 (20
U.S.C. 6537(3)).
(4) HIGH CONCENTRATION OF LOW-INCOME STU-
DENTS.—The term ‘‘high concentration of low-income
students’’ has the meaning given the term in section
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1707(2) of the Elementary and Secondary Education
Act of 1965 (20 U.S.C. 6537(2)).
(5) HIGH-NEED LOCAL EDUCATIONAL AGENCY.—
The term ‘‘high-need local educational agency’’ means
a local educational agency or educational service
agency described in 3112(3)(A).
(6) HIGH-NEED SCHOOL.—The term ‘‘high-need
school’’ means a middle school or secondary school—
(A) with a pervasive need for Advanced
Placement 
or 
International 
Baccalaureate
courses in mathematics, science, or critical for-
eign languages, or for additional Advanced
Placement 
or 
International 
Baccalaureate
courses in such a subject; and
(B)(i) with a high concentration of low-in-
come students; or
(ii) designated with a school locale code of
6, 7 or 8, as determined by the Secretary.
SEC. 3123. ADVANCED PLACEMENT AND INTERNATIONAL
BACCALAUREATE PROGRAMS.
(a) PROGRAM AUTHORIZED.—From the amounts ap-
propriated under subsection (l), the Secretary is authorized
to award grants, on a competitive basis, to eligible entities
to enable the eligible entities to carry out the authorized
activities described in subsection (g).
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(b) DURATION
OF
GRANTS.—The Secretary may
award grants under this section for a period of not more
than 5 years.
(c) COORDINATION.—The Secretary shall coordinate
the activities carried out under this section with the activi-
ties carried out under section 1705 of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 6535).
(d) PRIORITY.—In awarding grants under this section,
the Secretary shall give priority to eligible entities that—
(1) are part of a statewide strategy for increas-
ing the availability of Advanced Placement or Inter-
national Baccalaureate courses in mathematics,
science, and critical foreign languages, and pre-Ad-
vanced Placement or pre-International Baccalaureate
courses in such subjects, in high-need schools; and
(2) make Advanced Placement math, science, and
critical foreign language courses available to students
who are prepared for such work in earlier grades than
traditionally made available.
(e) EQUITABLE DISTRIBUTION.—The Secretary, to the
extent practicable, shall—
(1) ensure an equitable geographic distribution
of grants under this section among the States; and
(2) promote an increase in participation in Ad-
vanced Placement or International Baccalaureate
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mathematics, science, and critical foreign language
courses and examinations in all States.
(f) APPLICATION.—
(1) IN GENERAL.—Each eligible entity desiring a
grant under this section shall submit an application
to the Secretary at such time, in such manner, and
containing such information as the Secretary may
reasonably require.
(2) CONTENTS.—The application shall, at a
minimum, include a description of—
(A) the goals and objectives for the project,
including—
(i) increasing the number of teachers
serving high-need schools who are qualified
to teach Advanced Placement or Inter-
national Baccalaureate courses in mathe-
matics, science, or critical foreign lan-
guages;
(ii) increasing the number of qualified
teachers serving high-need schools who are
teaching Advanced Placement or Inter-
national Baccalaureate courses in mathe-
matics, science, or critical foreign languages
to students in the high-need schools;