‘‘(i) The integration of pedagogy, 
classroom practice and teacher mentoring. 
‘‘(ii) The exposure to principles of 
child development as well as understanding 
and applying principles of learning and be-
havior. 
‘‘(iii) Engagement of teaching resi-
dents in rigorous graduate-level coursework 
to earn a master’s degree while under-
taking a guided teaching apprenticeship. 
‘‘(iv) Experience and learning oppor-
tunities alongside a trained and experi-
enced mentor teacher— 
‘‘(I) whose teaching shall com-
plement the residency program so that 
school-based clinical practice is tightly 
aligned with coursework; 
‘‘(II) who shall have extra re-
sponsibilities as a teacher leader of 
the teaching residency program, as a 
mentor for residents, and as a teacher 
coach during the induction program 
for new teachers, and for establishing, 
within the program, a learning com-
munity in which all individuals are ex-
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pected to continually improve their ca-
pacity to advance student learning; 
and 
‘‘(III) who may be relieved from 
teaching duties or may be offered a 
stipend as a result of such additional 
responsibilities. 
‘‘(v) The establishment of clear cri-
teria for the selection of mentor teachers 
based on the appropriate subject area 
knowledge and measures of teacher effec-
tiveness, which shall be based on, but not 
limited to, observations of the following: 
‘‘(I) Planning and preparation, 
including demonstrated knowledge of 
content, pedagogy, and assessment, 
including 
the 
use 
of 
formative, 
summative, and diagnostic assess-
ments to improve student learning. 
‘‘(II) 
Appropriate 
instruction 
that engages all students. 
‘‘(III) Collaboration with col-
leagues to improve instruction. 
‘‘(IV) Analysis of evidence of stu-
dent learning. 
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‘‘(vi) The development of admissions 
goals and priorities— 
‘‘(I) that are aligned with the 
hiring objectives of the local edu-
cational agency partnering with the 
program, as well as the instructional 
initiatives and curriculum of such 
agency to hire qualified graduates 
from the teaching residency program; 
and 
‘‘(II) which may include consider-
ation of applicants who reflect the 
communities in which they will teach 
as well as consideration of individuals 
from underrepresented populations in 
the teaching profession. 
‘‘(vii) Support for residents once such 
residents are hired as the teachers of 
record, through an induction program, pro-
fessional development, and networking op-
portunities 
to 
support 
the 
residents 
through not less than the residents’ first 2 
years of teaching. 
‘‘(B) SELECTION
OF
INDIVIDUALS
AS 
TEACHER RESIDENTS.— 
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‘‘(i) ELIGIBLE INDIVIDUAL.—In order 
to be eligible to be a teacher resident in a 
teacher residency program under this para-
graph, an individual shall— 
‘‘(I) be a recent graduate of a 4- 
year institution of higher education or 
a mid-career professional possessing 
strong content knowledge of a record 
of professional accomplishment; and 
‘‘(II) submit an application to 
the residency program. 
‘‘(ii) SELECTION CRITERIA.—An eligi-
ble partnership carrying out a teaching 
residency program under this subsection 
shall establish criteria for the selection of 
eligible individuals to participate in the 
teaching residency program based on the 
following characteristics: 
‘‘(I) Strong content knowledge or 
record of accomplishment in the field 
or subject area to be taught. 
‘‘(II) Strong verbal and written 
communication skills, which may be 
demonstrated by performance on ap-
propriate assessments. 
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‘‘(III) Other attributes linked to 
effective teaching, which may be de-
termined by interviews or performance 
assessments, as specified by the eligi-
ble partnership. 
‘‘(3) PRINCIPAL RESIDENCY PROGRAMS.— 
‘‘(A) ESTABLISHMENT
AND
DESIGN.—A 
principal residency program under this para-
graph shall be a program based upon models of 
successful principal residencies that serve as a 
mechanism to prepare principals for success in 
high-need schools in the eligible partnership and 
shall be designed to include the following char-
acteristics of successful programs: 
‘‘(i) Engagement of principal resi-
dents in rigorous graduate-level coursework 
to earn an appropriate advanced credential 
while undertaking a guided principal ap-
prenticeship. 
‘‘(ii) Experience and learning opportu-
nities alongside a trained and experienced 
mentor principal— 
‘‘(I) whose mentoring shall be 
based on standards of effective men-
toring practice and shall complement 
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the residence program so that school- 
based 
clinical 
practice 
is 
tightly 
aligned with coursework; and 
‘‘(II) who may be relieved from 
some portion of principal duties or 
may be offered a stipend as a result 
of such additional responsibilities. 
‘‘(iii) The establishment of clear cri-
teria for the selection of mentor principals, 
which may be based on observations of the 
following: 
‘‘(I) Demonstrating awareness of, 
and 
having 
experience 
with, 
the 
knowledge, skills, and attitudes to— 
‘‘(aa) establish and maintain 
a professional learning commu-
nity that effectively extracts in-
formation from data to improve 
the school culture and personalize 
instruction for all students to re-
sult in improved student achieve-
ment; 
‘‘(bb) create and maintain a 
learning culture within the school 
that provides a climate conducive 
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to the development of all mem-
bers of the school community, in-
cluding one of continuous learn-
ing for adults tied to student 
learning and other school goals; 
‘‘(cc) engage in continuous 
professional 
development, 
uti-
lizing a combination of academic 
study, developmental simulation 
exercises, self-reflection, mentor-
ship, and internship; 
‘‘(dd) understand youth de-
velopment appropriate to the age 
level served by the school, and 
use this knowledge to set high ex-
pectations and standards for the 
academic, social, emotional, and 
physical development of all stu-
dents; and 
‘‘(ee) actively engage the 
community to create shared re-
sponsibility for student academic 
performance and successful de-
velopment. 
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‘‘(II) Planning and articulating a 
shared and coherent schoolwide direc-
tion and policy for achieving high 
standards of student performance. 
‘‘(III) Identifying and imple-
menting the activities and rigorous 
curriculum necessary for achieving 
such standards of student perform-
ance. 
‘‘(IV) Supporting a culture of 
learning, collaboration, and profes-
sional behavior and ensuring quality 
measures of instructional practice. 
‘‘(V) Communicating and engag-
ing parents, families, and other exter-
nal communities. 
‘‘(VI) Collecting, analyzing, and 
utilizing data and other evidence of 
student learning and evidence of class-
room practice to guide decisions and 
actions for continuous improvement 
and to ensure performance account-
ability. 
‘‘(iv) The development of admissions 
goals and priorities— 
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‘‘(I) that are aligned with the 
hiring objectives of the local edu-
cational agency partnering with the 
program, as well as the instructional 
initiatives and curriculum of such 
agency to hire qualified graduates 
from the principal residency program; 
and 
‘‘(II) which may include consider-
ation of applicants who reflect the 
communities in which they will serve 
as well as consideration of individuals 
from underrepresented populations in 
school leadership positions. 
‘‘(v) Support for residents once such 
residents are hired as principals, through 
an induction program, professional devel-
opment to support the knowledge and skills 
of the principal in a continuum of learning 
and content expertise in developmentally 
appropriate or age-appropriate educational 
practices, and networking opportunities to 
support the residents through not less than 
the residents’ first 2 years of serving as 
principal of a school. 
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‘‘(B) SELECTION
OF
INDIVIDUALS
AS 
PRINCIPAL RESIDENTS.— 
‘‘(i) ELIGIBLE INDIVIDUAL.—In order 
to be eligible to be a principal resident in 
a principal residency program under this 
paragraph, an individual shall— 
‘‘(I) have prior prekindergarten 
through grade 12 teaching experience; 
‘‘(II) have experience as an effec-
tive leader, manager, and written and 
oral communicator; and 
‘‘(III) submit an application to 
the residency program. 
‘‘(ii) SELECTION CRITERIA.—An eligi-
ble partnership carrying out a principal 
residency program under this subsection 
shall establish criteria for the selection of 
eligible individuals to participate in the 
principal residency program based on the 
following characteristics: 
‘‘(I) Strong instructional leader-
ship skills in an elementary school or 
secondary school setting. 
‘‘(II) Strong verbal and written 
communication skills, which may be 
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demonstrated by performance on ap-
propriate assessments. 
‘‘(III) Other attributes linked to 
effective leadership, such as sound 
judgment, organizational capacity, col-
laboration, and openness to contin-
uous learning, which may be deter-
mined by interviews or performance 
assessment, as specified by the eligible 
partnership. 
‘‘(4) STIPENDS
OR
SALARIES; APPLICATIONS; 
AGREEMENTS; REPAYMENTS.— 
‘‘(A) STIPENDS OR SALARIES.—A teaching 
or principal residency program under this sub-
section— 
‘‘(i) shall provide a 1-year living sti-
pend or salary to teaching or principal 
residents during the 1-year teaching or 
principal residency program; and 
‘‘(ii) may provide a stipend to a men-
tor teacher or mentor principal. 
‘‘(B) APPLICATIONS
FOR
STIPENDS
OR 
SALARIES.—Each teacher or principal residency 
candidate desiring a stipend or salary during 
the period of residency shall submit an applica-
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tion to the eligible partnership at such time, 
and containing such information and assur-
ances, as the eligible partnership may require. 
‘‘(C) AGREEMENTS TO SERVE.—Each ap-
plication submitted under subparagraph (B) 
shall contain or be accompanied by an agree-
ment that the applicant will— 
‘‘(i) serve as a full-time teacher or 
principal for a total of not less than 3 aca-
demic years immediately after successfully 
completing the 1-year teaching or principal 
residency program; 
‘‘(ii) fulfill the requirement under 
clause (i)— 
‘‘(I) by teaching or serving as a 
principal in a high-need school served 
by the high-need local educational 
agency in the eligible partnership and, 
if a teacher, teaching a subject or 
area that is designated as high-need 
by the partnership; or 
‘‘(II) if there is no appropriate 
position available in a high-need 
school served by the high-need local 
educational agency in the eligible 
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partnership, by teaching or serving as 
a principal in any other high-need 
school; 
‘‘(iii) provide to the eligible partner-
ship a certificate, from the chief adminis-
trative officer of the local educational 
agency in which the resident is employed, 
of the employment required under clauses 
(i) and (ii) at the beginning of, and upon 
completion of, each year or partial year of 
service; 
‘‘(iv) for teacher residents, meet the 
requirements to be a profession ready 
teacher; and 
‘‘(v) comply with the requirements set 
by the eligible partnership under subpara-
graph (D) if the applicant is unable or un-
willing to complete the service obligation 
required by this subparagraph. 
‘‘(D) REPAYMENTS.— 
‘‘(i) IN GENERAL.—An eligible part-
nership carrying out a teaching or prin-
cipal residency program under this sub-
section shall require a recipient of a sti-
pend or salary under subparagraph (A) 
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who does not complete, or who notifies the 
partnership that the recipient intends not 
to complete, the service obligation required 
by subparagraph (C) to repay such stipend 
or salary to the eligible partnership, to-
gether with interest, at a rate specified by 
the partnership in the agreement, and in 
accordance with such other terms and con-
ditions specified by the eligible partnership, 
as necessary. 
‘‘(ii) OTHER
TERMS
AND
CONDI-
TIONS.—Any other terms and conditions 
specified by the eligible partnership may 
include reasonable provisions for prorate 
repayment of the stipend or salary de-
scribed in subparagraph (A) or for deferral 
of a teaching resident’s service obligation 
required by subparagraph (C), on grounds 
of health, incapacitation, inability to secure 
employment in a school served by the eligi-
ble partnership, being called to active duty 
in the Armed Forces of the United States, 
or other extraordinary circumstances. 
‘‘(iii) USE OF REPAYMENTS.—An eli-
gible partnership shall use any repayment 
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received under this subparagraph to carry 
out additional activities that are consistent 
with the purposes of this section.’’; 
(4) by striking subsection (f) and inserting the 
following: 
‘‘(f) PARTNERSHIP GRANTS FOR EDUCATOR DEVEL-
OPMENT.—An eligible partnership that receives a grant 
under this section may carry out effective educator devel-
opment programs for other educators besides teachers and 
principals based on the needs identified in subsection 
(b)(1) that may include the following activities: 
‘‘(1) Implementing curriculum changes that im-
prove, evaluate, and assess how well prospective and 
new educators develop instructional skills. 
‘‘(2) Preparing educators to use empirically 
based practice and scientifically valid research, 
where applicable. 
‘‘(3) Providing pre-service clinical experience. 
‘‘(4) Creating induction programs for new edu-
cators. 
‘‘(5) Aligning recruitment and admissions goals 
and priorities with the hiring objectives of the high- 
need local educational agency in the eligible partner-
ship. 
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‘‘(6) Professional development and training for 
mentor teachers and principals.’’; and 
(5) by adding at the end the following: 
‘‘(l) CONTINUATION OF AWARDS.—Notwithstanding 
any other provision of law, from funds appropriated to 
carry out this part, the Secretary shall continue to fund 
any multiyear grant awarded under this part (as such pro-
visions were in effect on the day before the date of enact-
ment of the Educator Preparation Reform Act), for the 
duration of such multiyear grant in accordance with its 
terms.’’. 
SEC. 104. ADMINISTRATIVE PROVISIONS. 
Section 203 of the Higher Education Act of 1965 (20 
U.S.C. 1022b) is amended— 
(1) in subsection (a), by striking paragraph (2) 
and inserting the following: 
‘‘(2) NUMBER OF AWARDS.—An eligible part-
nership may not receive more than 1 grant during 
a 5-year period, except such partnership may receive 
an additional grant during such period if such grant 
is used to establish a teacher or principal residency 
program if such residency program was not estab-
lished with the prior grant. Nothing in this title 
shall be construed to prohibit an individual member, 
that can demonstrate need, of an eligible partnership 
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that receives a grant under this title from entering 
into another eligible partnership consisting of new 
members and receiving a grant with such other eligi-
ble partnership before the 5-year period described in 
the preceding sentence applicable to the eligible 
partnership with which the individual member has 
first partnered has expired.’’; and 
(2) in subsection (b)(2)(A), by striking ‘‘teacher 
preparation program’’ and inserting ‘‘teacher edu-
cation program or educator development program’’. 
SEC. 105. ACCOUNTABILITY AND EVALUATION. 
Section 204(a) of the Higher Education Act of 1965 
(20 U.S.C. 1022c(a)) is amended to read as follows: 
‘‘(a) ELIGIBLE PARTNERSHIP EVALUATION.—Each 
eligible partnership submitting an application for a grant 
under this part shall establish, and include in such appli-
cation, an evaluation plan that includes strong and meas-
urable performance objectives. The plan shall include ob-
jectives and measures for— 
‘‘(1) achievement for all prospective and new 
educators as measured by the eligible partnership; 
‘‘(2) educator retention in the first 3 years; 
‘‘(3) pass rates and scaled scores for initial 
State certification or licensure of teachers or pass 
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rates and average scores on valid and reliable teach-
er performance assessments; and 
‘‘(4)(A) the percentage of profession ready 
teachers, principals, and other educators hired by 
the high-need local educational agency participating 
in the eligible partnership; 
‘‘(B) the percentage of profession ready teach-
ers, principals, and other educators hired by the 
high-need local educational agency who are members 
of underrepresented groups; 
‘‘(C) the percentage of profession ready teach-
ers hired by the high-need local educational agency 
who teach high-need academic subject areas (such as 
reading, mathematics, science, and foreign language, 
including less commonly taught languages and crit-
ical foreign languages); 
‘‘(D) the percentage of profession ready teach-
ers hired by the high-need local educational agency 
who teach in high-need areas (including special edu-
cation, bilingual education, language instruction edu-
cational programs for English language learners, 
and early childhood education); 
‘‘(E) the percentage of profession ready teach-
ers and other educators hired by the high-need local 
educational agency who teach in high-need schools, 
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disaggregated by the elementary school and sec-
ondary school levels; 
‘‘(F) as applicable, the percentage of early 
childhood education program classes in the geo-
graphic area served by the eligible partnership 
taught by early childhood educators who are highly 
competent; and 
‘‘(G) as applicable, the percentage of educators 
trained to— 
‘‘(i) integrate technology effectively into 
curricula and instruction, including technology 
consistent with the principles of universal de-
sign for learning; and 
‘‘(ii) use technology effectively to collect, 
manage, and analyze data to improve teaching 
and learning for the purpose of improving stu-
dent learning outcomes.’’. 
SEC. 106. ACCOUNTABILITY FOR PROGRAMS THAT PRE-
PARE TEACHERS. 
Section 205 of the Higher Education Act of 1965 (20 
U.S.C. 1022d) is amended— 
(1) in subsection (a)— 
(A) by striking the subsection heading and 
inserting ‘‘TEACHER
PREPARATION
ENTITY 
REPORT CARDS’’; and 
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(B) by striking paragraph (1) and insert-
ing the following: 
‘‘(1) REPORT CARD.—Each teacher preparation 
entity approved to operate teacher preparation pro-
grams in the State and that receives or enrolls stu-
dents receiving Federal assistance shall report annu-
ally to the State and the general public, in a uniform 
and comprehensible manner that conforms with the 
definitions and methods established by the Sec-
retary, the following: 
‘‘(A) PASS RATES AND SCALED SCORES.— 
For the most recent year for which the informa-
tion is available for each teacher preparation 
program offered by the teacher preparation en-
tity the following: 
‘‘(i) Except as provided in clause (ii), 
for those students who took the assess-
ments used for teacher certification or li-
censure by the State in which the entity is 
located and are enrolled in the teacher 
preparation program or, and for those who 
have taken such assessments and have 
completed the teacher preparation program 
during the two-year period preceding such 
year, for each of such assessments— 
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‘‘(I) the percentage of all stu-
dents who passed such assessment; 
‘‘(II) the percentage of students 
who have taken such assessment who 
enrolled in and completed the teacher 
preparation program; and 
‘‘(III) the average scaled score 
for all students who took such assess-
ment. 
‘‘(ii) In the case of an entity that re-
quires a valid and reliable teacher perform-
ance assessment in order to complete the 
preparation program, the entity 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). 
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‘‘(iii) The number of hours and types 
of supervised clinical preparation required 
for each program. 
‘‘(iv) The total number of students 
who have completed programs for certifi-
cation or licensure (disaggregated by sub-
ject area and by race, ethnicity, and gen-
der, except that such disaggregation shall 
not be required in a case in which the re-
sult would reveal personally identifiable in-
formation 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 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).’’; 
(2) in subsection (b)— 
(A) in paragraph (1)— 
(i) in subparagraph (A), by inserting 
‘‘, including teacher performance assess-
ments’’ after ‘‘State’’; 
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(ii) by striking subparagraph (D) and 
inserting the following: 
‘‘(D)(i) Except as provided in clause (ii), 
for each of the assessments used by the State 
for 
teacher 
certification 
or 
licensure, 
disaggregated by subject area, race, ethnicity, 
and gender, except that such disaggregation 
shall not be required in a case in which the re-
sult would reveal personally identifiable infor-
mation about an individual student— 
‘‘(I) for each entity located in the 
State, the percentage of students at such 
entities who have completed 100 percent of 
the nonclinical coursework and taken the 
assessment who pass such assessment; 
‘‘(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 who enrolled in 
and completed a teacher preparation pro-
gram; and 
‘‘(IV) the average scaled score of indi-
viduals participating in such a program, or 
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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-
sonally identifiable information about an indi-
vidual student.’’; 
(iii) by striking subparagraph (G) and 
inserting the following: 
‘‘(G) For each teacher preparation pro-
gram in the State the following: 
‘‘(i) The median grade point average 
and range of grade point averages for ad-
mitted students. 
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‘‘(ii) The number of students in the 
program (disaggregated by race, ethnicity, 
and gender). 
‘‘(iii) The number of hours and types 
of supervised clinical preparation required. 
‘‘(iv) Whether such program has been 
identified as low-performing.’’; 
(iv) by striking subparagraph (H) and 
inserting the following: 
‘‘(H) For the State as a whole, and for 
each teacher preparation entity in the State, 
the number of teachers prepared, in the aggre-
gate and reported separately by the following: 
‘‘(i) Area of certification or licensure. 
‘‘(ii) Academic major. 
‘‘(iii) Subject area for which the 
teacher has been prepared to teach. 
‘‘(iv) The relationship of the subject 
area and grade span of teachers graduated 
by the teacher preparation entity to the 
teacher workforce needs of the State. 
‘‘(v) The percentage of teachers grad-
uated teaching in high-need schools. 
‘‘(vi) Race, gender, and ethnicity.’’; 
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(v) by striking subparagraphs (I), (J), 
(K), and (L); and 
(vi) by adding at the end the fol-
lowing: 
‘‘(I) The capacity of the statewide longitu-
dinal data system to report valid and reliable 
outcome data on the graduates of teacher prep-
aration entities in the State and where available 
the results of such data on the following: 
‘‘(i) Evidence of student learning, in-
cluding information on the academic per-
formance of students with disabilities and 
limited English proficient students taught 
by graduates of teacher preparation enti-
ties in the State by subject area and grade. 
‘‘(ii) 
Job 
placement 
of 
program 
completers within 12 months of gradua-
tion. 
‘‘(iii) Retention of program completers 
in teaching after 3 years. 
‘‘(iv) Other outcome indicators, such 
as average results from teacher evalua-
tions.’’; and 
(B) by adding at the end the following: 
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‘‘(3) NO
REQUIREMENT
FOR
REPORTING
ON 
STUDENTS NOT RESIDING IN THE STATE.—Nothing 
in this section shall require a State to report data 
on program completers who do not reside in such 
State.’’; and 
(3) in subsection (d)— 
(A) in paragraph (1), by striking ‘‘(A) 
through (L)’’ and inserting ‘‘(A) through (H)’’; 
and 
(B) in paragraph (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.’’. 
SEC. 107. TEACHER DEVELOPMENT. 
The Higher Education Act of 1965 (20 U.S.C. 
1022e) is amended by striking section 206. 
SEC. 108. 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.— 
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‘‘(1) IN GENERAL.—In order to receive funds 
under this Act or under title II of the Elementary 
and Secondary Education Act of 1965, a State shall 
conduct an assessment to identify at-risk and low- 
performing teacher preparation programs in the 
State and to assist such programs through the pro-
vision of technical assistance. 
‘‘(2) PROVISION OF LOW-PERFORMING LIST.— 
Each State described in paragraph (1) shall— 
‘‘(A) provide the Secretary with an annual 
list of low-performing teacher preparation pro-
grams and an identification of those programs 
at risk of being placed on such list, as applica-
ble; 
‘‘(B) report any teacher preparation pro-
gram 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 
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a representative group of community stakeholders, 
including, at a minimum, representatives of leaders 
and faculty of traditional and alternative route 
teacher 
preparation 
programs, 
prekindergarten 
through 12th grade leaders and instructional staff, 
current teacher candidates participating in tradi-
tional and alternative route teacher preparation pro-
grams, the State’s standards board or other appro-
priate standards body, and other stakeholders identi-
fied by the State. In making such determination, the 
State shall consider multiple measures and the infor-
mation reported by teacher preparation entities 
under section 205. 
‘‘(b) REPORTING AND IMPROVEMENT.—In order to 
receive funds under this Act or under title II of the Ele-
mentary and Secondary Education Act of 1965, a State 
shall— 
‘‘(1) report any programs described in sub-
section (a) to the Secretary; 
‘‘(2) establish a period of improvement and re-
design (as established by the State) for programs 
identified as at-risk under subsection (a); 
‘‘(3) provide programs identified as at-risk 
under subsection (a) with technical assistance for a 
period of not longer than 3 years; 
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‘‘(4) identify at-risk programs as low-per-
forming if there is not sufficient improvement fol-
lowing the period of technical assistance provided by 
the State; and 
‘‘(5) subject low-performing programs to the 
provisions described in subsection (c) (as determined 
by the State) not later than 1 year after the date 
of such identification as a low-performing program. 
‘‘(c) TERMINATION OF ELIGIBILITY.—Any teacher 
preparation program that is projected to close— 
‘‘(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) APPLICATION OF THE REQUIREMENTS.—The 
requirements of this section shall apply to both traditional 
teacher preparation programs and alternative routes to 
State certification and licensure programs.’’. 
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SEC. 109. 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’’. 
SEC. 110. AUTHORIZATION OF APPROPRIATIONS. 
Section 209 of the Higher Education Act of 1965 (20 
U.S.C. 1022h) is amended— 
(1) by striking ‘‘2009’’ and inserting ‘‘2018’’; 
and 
(2) by striking ‘‘two’’ and inserting ‘‘5’’. 
TITLE II—AMENDMENTS TO THE 
TEACH GRANTS 
SEC. 201. PROGRAM ESTABLISHED. 
Section 420M of the Higher Education Act of 1965 
(20 U.S.C. 1070g–1) is amended by adding at the end 
the following: 
‘‘(e) PROGRAMS PROJECTED TO CLOSE.—An institu-
tion of higher education that offers a teacher preparation 
program that is projected to close— 
‘‘(1) may not provide new awards under this 
subpart; and 
‘‘(2) 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.’’. 
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SEC. 202. APPLICATIONS; ELIGIBILITY. 
Section 420N of the Higher Education Act of 1965 
(20 U.S.C. 1070g–2) is amended— 
(1) in subsection (a)(2)— 
(A) in subparagraph (A), by striking 
clause (iii) and inserting the following: 
‘‘(iii) the student is completing the 
third, fourth, or fifth year of a program of 
undergraduate education or a program of 
postbaccalaureate education, necessary to 
begin a career in teaching; or’’; and 
(B) in subparagraph (B), by striking 
clause (ii) and inserting the following: 
‘‘(ii) the applicant is or was a teacher 
who is using alternative certification routes 
that have not been identified as low-per-
forming or at-risk by the State.’’; and 
(2) in subsection (b), by striking paragraph (2) 
and inserting the following: 
‘‘(2) in the event that the applicant is deter-
mined to have failed or refused to carry out such 
service obligation, the sum of the amounts of any 
TEACH Grants received by such applicant, pro- 
rated by the percentage of service obligation that 
has not been met, will be treated as a loan and col-
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lected from the applicant in accordance with sub-
section (c) and regulations thereunder; and’’. 
Æ 
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