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‘‘(D) For each of the assessments used by 
the State for teacher certification or licensure— 
‘‘(i) for each institution of higher edu-
cation located in the State and each entity 
located in the State that offers an alter-
native route for teacher certification or li-
censure, the percentage of students at such 
institution or entity who have completed 
100 percent of the nonclinical course work 
and taken the assessment who pass such 
assessment; 
‘‘(ii) the percentage of all such stu-
dents at all such institutions taking the as-
sessment who pass such assessment; and 
‘‘(iii) the percentage of students tak-
ing an assessment who enrolled in and 
completed the teacher preparation pro-
gram. 
‘‘(E) A description of alternative routes to 
teacher certification or licensure in the State 
(including any such routes operated by entities 
that are not institutions of higher education), if 
any, including, for each of the assessments used 
by the State for teacher certification or licen-
sure—
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‘‘(i) the percentage of individuals par-
ticipating in such routes, or who have com-
pleted such routes during the 2-year period 
preceding the date of the determination, 
who passed each such assessment; and 
‘‘(ii) the average scaled score of indi-
viduals participating in such routes, or who 
have completed such routes during the pe-
riod preceding the date of the determina-
tion, who took each such assessment. 
‘‘(F) A description of the State’s criteria 
for assessing the performance of teacher prepa-
ration programs within institutions of higher 
education in the State. Such criteria shall in-
clude indicators of the academic content knowl-
edge and teaching skills of students enrolled in 
such programs. 
‘‘(G) For each teacher preparation pro-
gram in the State, the criteria for admission 
into the program, the number of students in the 
program, 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 insufficient to yield 
statistically reliable information or the results
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would reveal personally identifiable information 
about an individual student), the average num-
ber of hours of supervised clinical experience re-
quired for those in the program, and the num-
ber of full-time equivalent faculty, adjunct fac-
ulty, and students in supervised clinical experi-
ence. 
‘‘(H) For the State as a whole, and for 
each teacher preparation program in the State, 
the number of teachers prepared, in the aggre-
gate and reported separately by— 
‘‘(i) area of certification or licensure; 
‘‘(ii) academic major; and 
‘‘(iii) subject area for which the teach-
er has been prepared to teach. 
‘‘(I) Using the data generated under sub-
paragraphs (G) and (H), a description of the 
extent to which teacher preparation programs 
are helping to address shortages of highly quali-
fied teachers, by area of certification or licen-
sure, subject, and specialty, in the State’s pub-
lic schools. 
‘‘(J) A description of the activities that 
prepare general and special education teachers 
to effectively teach students with disabilities, in-
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cluding training related to participation as a 
member of individualized education program 
teams, as defined in section 614(d)(1)(B) of the 
Individuals with Disabilities Education Act. 
‘‘(K) A description of the activities that 
prepare teachers to effectively integrate tech-
nology into curricula and instruction and effec-
tively use technology to collect, manage, and 
analyze data to improve teaching, learning, and 
decision making for the purpose of increasing 
student academic achievement. 
‘‘(L) A description of the activities that 
prepare general education and special education 
teachers to effectively teach students with lim-
ited English proficiency. 
‘‘(2) PROHIBITION AGAINST CREATING A NA-
TIONAL LIST.—The Secretary shall not create a na-
tional list or ranking of States, institutions, or 
schools using the scaled scores provided under this 
subsection. 
‘‘(c) DATA QUALITY.—The Secretary shall prescribe 
regulations requiring practices and procedures to ensure 
the reliability, validity, integrity, and accuracy of the data 
submitted pursuant to this section.
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‘‘(d) 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 subparagraphs (A) through 
(L) of subsection (b)(1). Such report shall identify 
States for which eligible partnerships received a 
grant under this part. Such report shall be so pro-
vided, published, and made available annually. 
‘‘(2) REPORT
TO
CONGRESS.—The Secretary 
shall prepare and submit a report to Congress that 
contains the following: 
‘‘(A) A comparison of States’ efforts to im-
prove the quality of the current and future 
teaching force. 
‘‘(B) A comparison of eligible partnerships’ 
efforts to improve the quality of the current 
and future teaching force. 
‘‘(C) The national mean and median scaled 
scores and pass rate on any standardized test 
that is used in more than 1 State for teacher 
certification or licensure.
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‘‘(3) SPECIAL RULE.—In the case of a teacher 
preparation program with fewer than 10 scores re-
ported on any single initial teacher certification or li-
censure assessment during an academic year, the 
Secretary shall collect and publish information, and 
make publicly available, with respect to an average 
pass rate and scaled score on each State certification 
or licensure assessment taken over a 3-year period. 
‘‘(e) 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. 
‘‘SEC. 206. TEACHER DEVELOPMENT. 
‘‘(a) ANNUAL GOALS.—Each institution of higher 
education that conducts a traditional teacher preparation 
program (including programs that offer any ongoing pro-
fessional development programs) or alternative routes to 
State certification or licensure program, and that enrolls 
students receiving Federal assistance under this Act, shall 
set annual quantifiable goals for— 
‘‘(1) increasing the number of prospective 
teachers trained in teacher shortage areas des-
ignated by the State educational agency, including