programs like induction and mentoring that have 
been shown to increase teacher and school leader re-
tention. Research indicates that the ongoing support 
for teachers provided by teacher quality partner-
ships, including mentoring and coaching, is an im-
portant part of early childhood education programs. 
(13) According to the Center for Education 
Data and Research, a more diverse teaching work-
force leads to better student outcomes, particularly 
in high-poverty environments with significant at-risk 
student populations. Further, researchers from Van-
derbilt University found that greater racial and eth-
nic diversity in the principal corps benefits students, 
especially children of color. Three commonly cited 
rationales for this benefit are— 
(A) students of color benefit from seeing 
minority adult role models in a position of au-
thority; 
(B) the higher expectations that teachers 
of color tend to place on students of color; and 
(C) the effect of cultural differences be-
tween teachers of different backgrounds on in-
structional strategies and interpretation of stu-
dents’ behavior. 
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(14) According to the report entitled ‘‘Empow-
ered Educators: How Leading Nations Design Sys-
tems for Teaching Quality’’, effective teacher prepa-
ration successfully integrates theory and practice 
components. Further, according to the ‘‘Preparing 
Teachers for a Changing World’’ report sponsored 
by the National Academy Foundation, highly effec-
tive teachers vary in styles, yet have many teaching 
strategies in common. Research has identified a set 
of knowledge, skills, and dispositions essential for 
beginning teachers that should be incorporated into 
the teacher education curriculum. This includes the 
opportunity and capacity to reflect on and evaluate 
skills and to learn from practice. Evidence-based 
teacher preparation includes developing teacher 
skills, content knowledge, inquiry, and the capacity 
to provide effective learning experiences for a diverse 
set of students. 
(15) As it does in medicine, the Federal Gov-
ernment should maintain a substantial, sustained 
program of service scholarships or loan forgiveness 
programs that cover training costs in high-quality 
preparation programs at the undergraduate or grad-
uate level for those who will teach in a high-need 
field or location for at least 4 years, as candidates 
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are much more likely to remain in the profession 
and to make a difference for student achievement 
after 3 years of teaching. State governments can 
augment such an approach with programs targeted 
to specific local needs. 
(16) Research has shown the impact cultural 
competence can have on closing student achievement 
gaps and improving student outcomes by incor-
porating racial and ethnic minority contributions in 
curricula and diversifying pedagogical practices. Cul-
tural competence is both a moral and ethical respon-
sibility to create a welcoming environment for stu-
dents to succeed. The impact of having educators 
who have the ability to challenge and motivate di-
verse student populations can dramatically improve 
our educational system and student outcomes. 
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TITLE I—IMPROVING TEACHER 
SUPPORT UNDER THE ELE-
MENTARY AND SECONDARY 
EDUCATION ACT OF 1965 
SEC. 101. MANDATORY FUNDING FOR PROGRAMS PRE-
PARING, TRAINING, AND RECRUITING HIGH- 
QUALITY TEACHERS, PRINCIPALS, OR OTHER 
SCHOOL LEADERS. 
Section 2003 of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 6603) is amended— 
(1) in the section heading, by striking ‘‘AU-
THORIZATION OF APPROPRIATIONS’’ and insert-
ing ‘‘FUNDING’’; and 
(2) by striking subsection (a) and inserting the 
following: 
‘‘(a) APPROPRIATIONS FOR PART A.— 
‘‘(1) IN GENERAL.—For fiscal year 2020 and 
each subsequent fiscal year, there are authorized to 
be appropriated, and there are appropriated, out of 
any 
funds 
not 
otherwise 
appropriated, 
$3,200,000,000 to carry out part A. 
‘‘(2) RESERVATION FOR MENTORING GRANTS.— 
For each fiscal year for which the total amount ap-
propriated under paragraph (1) is greater than 
$2,200,000,000, the Secretary shall, after making 
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any reservations under section 2101(a), reserve 50 
percent of the additional amount to establish a grant 
program that awards grants, on a competitive basis, 
to States for the establishment of a mentoring pro-
gram for all beginning elementary school and sec-
ondary school teachers and beginning early child-
hood educators in all local educational agencies in 
the States. 
‘‘(3) RESERVATION FOR PROFESSIONAL DEVEL-
OPMENT GRANTS.—For each fiscal year for which 
the total amount appropriated under paragraph (1) 
is greater than $2,200,000,000 the Secretary shall, 
after 
making 
any 
reservations 
under 
section 
2101(a), reserve 10 percent of the additional 
amount to award grants to States, based on allot-
ments through a formula determined by the Sec-
retary to best accomplish the purposes of this title, 
to enable such States to establish or enhance profes-
sional development in-service and pre-service oppor-
tunities for school leaders, including efforts to re-
cruit and retain school leaders who are underrep-
resented in the school leader profession, such as 
members of racial and ethnic minority groups. 
‘‘(4) ADDITIONAL AMOUNT.—In this subsection, 
the term ‘additional amount’ means the amount by 
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which the funds appropriated under paragraph (1) 
for a fiscal year exceeds $2,200,000.’’. 
TITLE II—TEACHER LOAN 
FORGIVENESS PROGRAMS 
SEC. 201. TEACHER LOAN FORGIVENESS PROGRAMS AND 
GRANTS. 
(a) REPAYMENT PLAN
FOR QUALIFYING TEACH-
ERS.— 
(1) IN GENERAL.—Section 455 of the Higher 
Education Act of 1965 (20 U.S.C. 1087e) is amend-
ed by adding at the end the following: 
‘‘(r) REPAYMENT PLAN FOR QUALIFYING TEACH-
ERS.— 
‘‘(1) IN GENERAL.—The Secretary shall cancel 
a portion, in accordance with paragraph (2), of the 
balance of interest and principal due on any eligible 
Federal Direct Loan not in default for a borrower 
who, in a 12-month time period— 
‘‘(A) has made 12 consecutive on-time 
monthly payments on the eligible Federal Di-
rect Loan, in an amount equal to or greater 
than the amount of payments for the borrower 
under an income-based repayment plan under 
section 493C (regardless of whether some or all 
of those payments were made before the effec-
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tive date of the Supporting the Teaching pro-
fession through Revitalizing Investments in Val-
uable Educators Act); and 
‘‘(B)(i) is employed in a qualifying teach-
ing position, regardless of subject matter area, 
at the time of such forgiveness; and 
‘‘(ii) has been employed in a qualifying 
teaching position, regardless of subject matter 
area, during the period in which the borrower 
made each of the 12 payments described in sub-
paragraph (A). 
‘‘(2) LOAN CANCELLATION AMOUNT.— 
‘‘(A) IN GENERAL.—The portion to be can-
celled under this paragraph shall be— 
‘‘(i) for each of— 
‘‘(I) the first 5 years that the 
borrower qualifies under paragraph 
(1), in the case of a borrower em-
ployed for such year in a full-time 
qualifying teaching position in the 
subject of English as a second lan-
guage, science, technology, engineer-
ing, mathematics, special education, 
or career and technical education, 15 
percent of the balance of principal and 
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interest due on all of the eligible Fed-
eral Direct Loans of the borrower, as 
of the final day of that 1-year employ-
ment period; or 
‘‘(II) the first 6 years (or the 
equivalent calculated under subpara-
graph (B)(i)) that the borrower quali-
fies under paragraph (1)— 
‘‘(aa) in the case of a bor-
rower employed for such year in 
a full-time qualifying teaching 
position in a subject that is not 
described in subclause (I), 10 
percent of the balance of prin-
cipal and interest due on all of 
the eligible Federal Direct Loans 
of the borrower, as of the final 
day of that 1-year employment 
period; or 
‘‘(bb) in the case of a bor-
rower employed for such year in 
a part-time qualifying teaching 
position (regardless of subject), 5 
percent of the balance of prin-
cipal and interest due on all of 
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the eligible Federal Direct Loans 
of the borrower, as of the final 
day of that 1-year employment 
period; and 
‘‘(ii) after the borrower has received 
partial loan cancellation described in clause 
(i)— 
‘‘(I) for 5 years, in the case of a 
borrower described in clause (i)(I), 
and then qualifies for loan cancella-
tion under paragraph (1) for a sixth 
year, all of the borrower’s remaining 
obligation to repay the balance of 
principal and interest due, as of the 
date of such calculation, on all of the 
eligible Federal Direct Loan made to 
a borrower; or 
‘‘(II) for 6 years (or the equiva-
lent calculated under subparagraph 
(B)(i)), in the case of a borrower de-
scribed in clause (i)(II), and then 
qualifies for loan cancellation under 
paragraph (1) for a seventh year (or 
the equivalent calculated under sub-
paragraph (B)(ii)), all of the bor-
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rower’s remaining obligation to repay 
the balance of principal and interest 
due, as of the date of such calculation, 
on all of the eligible Federal Direct 
Loan made to a borrower. 
‘‘(B) SPECIAL
RULE
REGARDING
PART- 
TIME TEACHING.— 
‘‘(i) GENERAL RULE.—In the case of 
a borrower who qualifies for loan cancella-
tion under subparagraph (A) for one or 
more years through a part-time qualifying 
teaching position, the Secretary shall de-
termine when the equivalent of 6 years of 
partial cancellation for full-time employ-
ment has been met for purposes of sub-
paragraph (A)(ii)(II) by giving the bor-
rower credit for one-half of a year for each 
year that the borrower receives partial 
part-time cancellation under subparagraph 
(A)(i)(II)(bb). 
‘‘(ii) RULE
FOR
FINAL
CANCELLA-
TION.—A borrower who wishes to complete 
the equivalent of the seventh year of teach-
ing necessary for complete cancellation 
under subparagraph (A)(ii)(II) through 
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employment in a part-time qualifying 
teaching position— 
‘‘(I) shall be required to qualify 
for loan cancellation through a part- 
time qualifying teaching position for 2 
additional years; and 
‘‘(II) notwithstanding subpara-
graph (A), shall receive partial can-
cellation, in accordance with subpara-
graph (A)(i)(II)(bb), for the first of 
such 2 years. 
‘‘(C) CHANGE
IN
SUBJECT
TAUGHT.—In 
any case where a teacher first qualifies for loan 
cancellation under subparagraph (A)(i)(II) and 
then, in a subsequent year, teaches in a full- 
time qualifying teaching position in a subject 
described in subparagraph (A)(i)(I), the per-
centage of loan forgiveness provided to the 
teacher for each academic year of full-time 
teaching in such a subject shall be 15 percent, 
until the teacher qualifies for cancellation in the 
seventh year under subparagraph (A)(ii)(II). 
‘‘(3) ELIGIBILITY PROVISIONS.— 
‘‘(A) CERTIFICATION.—A borrower who 
desires to participate in the repayment plan 
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under this subsection shall submit to the Sec-
retary an employer certification, as required by 
the Secretary, of the employment dates for the 
qualifying service. 
‘‘(B) INELIGIBILITY FOR DOUBLE BENE-
FITS.— 
‘‘(i) IN GENERAL.—No borrower may, 
for the same service, receive a reduction of 
loan obligations under both this subsection 
and section 428J, 428K, 428L, or 460. 
‘‘(ii) INELIGIBILITY
OF
EDUCATION 
AWARD.—No borrower may count any pay-
ments made from an education award re-
ceived under subtitle D of title I of the Na-
tional and Community Service Act of 1990 
(42 U.S.C. 12601 et seq.) toward the pay-
ments required under paragraph (1). 
‘‘(C) CONTINUED ELIGIBILITY.—A teacher 
who is employed, for consecutive years (exclud-
ing a documented medical leave of absence or 
military service), in a qualifying teaching posi-
tion at a school that meets the requirements of 
paragraph (6)(C)(i) for a school year but fails 
to meet such requirements in subsequent years, 
shall be deemed to be in a qualifying teaching 
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position, for purposes of this subsection, for all 
of the consecutive subsequent years during 
which the teacher remains at the school. 
‘‘(4) STATE CERTIFICATION.— 
‘‘(A) 
STATE
RESPONSIBILITIES.—Each 
State educational agency that receives assist-
ance under part A of title I of the Elementary 
and Secondary Education Act of 1965 shall 
provide to the Secretary an annual list of the 
elementary schools and secondary schools in the 
State that meet the requirements of subclauses 
(I) and (II) of paragraph (6)(C)(i). 
‘‘(B) DISSEMINATION OF SCHOOL LISTS.— 
The Secretary shall— 
‘‘(i) in coordination with the Secretary 
of the Interior, develop a list of elementary 
schools and secondary schools that meet 
the 
requirement 
of 
paragraph 
(6)(C)(i)(III); and 
‘‘(ii) make the lists developed under 
clause (i) and provided under subpara-
graph (A) easily accessible for applicants 
and recipients of TEACH Grants. 
‘‘(5) SPECIAL DEFERRAL.— 
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‘‘(A) IN
GENERAL.—In addition to any 
deferment for which a borrower of an eligible 
Federal Direct Loan may be eligible under sec-
tion 455(f), a borrower shall be eligible for 
deferment, as described in section 455(f)(1), for 
a period not in excess of 2 years if— 
‘‘(i) the borrower has qualified for 
partial loan forgiveness under paragraph 
(1) for the immediately preceding year; 
and 
‘‘(ii) the borrower is unable to con-
tinue working in a qualified teaching posi-
tion during the period of deferment, due 
to— 
‘‘(I) extenuating or unforeseen fi-
nancial circumstances or health rea-
sons; or 
‘‘(II) other extraordinary cir-
cumstances as determined by the Sec-
retary. 
‘‘(6) DEFINITIONS.—In this subsection: 
‘‘(A) ELIGIBLE FEDERAL DIRECT LOAN.— 
The term ‘eligible Federal Direct Loan’ means 
a Federal Direct Stafford Loan, Federal Direct 
PLUS Loan, Federal Direct Unsubsidized Staf-
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ford Loan, or Federal Direct Consolidation 
Loan. 
‘‘(B) PART-TIME.—The term ‘part-time’, 
when used in reference to a teacher for a par-
ticular school year, means a teacher who works 
in such year a number of hours that is not less 
than 50 percent, but less than 100 percent, of 
the hours worked by an average full-time teach-
er in the local educational agency that serves 
the area where the teacher is employed. 
‘‘(C) QUALIFYING TEACHING POSITION.— 
The term ‘qualifying teaching position’ means 
part-time or full-time employment (not includ-
ing a short-term substitute teaching assign-
ment)— 
‘‘(i) in— 
‘‘(I) a public or nonprofit private 
elementary school or secondary school 
that, for the purpose of this subpara-
graph and for that year— 
‘‘(aa) has been determined 
by the Secretary (pursuant to 
regulations of the Secretary and 
after consultation with the State 
educational agency of the State 
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in which the school is located) to 
be a school in which the number 
of children meeting a measure of 
poverty under section 1113(a)(5) 
of the Elementary and Secondary 
Education Act of 1965, exceeds 
70 percent of the total number of 
children enrolled in such school; 
and 
‘‘(bb) is in the school district 
of a local educational agency that 
is eligible in such year for assist-
ance pursuant to part A of title 
I of the Elementary and Sec-
ondary Education Act of 1965; 
‘‘(II) a public or nonprofit pri-
vate elementary school or secondary 
school served by an educational serv-
ice agency, or a location operated by 
an educational service agency, that, 
for the purpose of this subparagraph 
and for that year, has been deter-
mined by the Secretary (pursuant to 
regulations of the Secretary and after 
consultation with the State edu-
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cational agency of the State in which 
the educational service agency oper-
ates) to be a school or location at 
which the number of children taught 
who meet a measure of poverty under 
section 1113(a)(5) of the Elementary 
and Secondary Education Act of 
1965, exceeds 30 percent of the total 
number of children taught at such 
school or location; 
‘‘(III) an elementary school or 
secondary school that is funded by the 
Bureau of Indian Education; or 
‘‘(IV) in the case of an individual 
who is an early childhood educator, an 
early childhood education program; 
‘‘(ii) through which the individual pro-
vides direct classroom teaching, or class-
room-type teaching in a nonclassroom set-
ting, including— 
‘‘(I) special education teachers; 
‘‘(II) career and technical edu-
cation teachers; 
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‘‘(III) teachers in the field of 
science, 
technology, 
engineering, 
mathematics, or other subjects; 
‘‘(IV) early childhood educators; 
‘‘(V) English as a second lan-
guage teachers; and 
‘‘(VI) teachers of a Native Amer-
ican language (as defined in section 
103 of the Native American Lan-
guages Act (25 U.S.C. 2902)); and 
‘‘(iii) with respect to which the indi-
vidual meets the requirements of an effec-
tive teacher or effective early childhood ed-
ucator, as determined by the State in ac-
cordance with part A of title I and title II 
of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 6311 et 
seq., 6601 et seq.).’’. 
(2) EFFECTIVE DATE.—The amendment made 
by this subsection shall be effective on the date that 
is 1 year after the date of enactment of this Act. 
(b) TAX TREATMENT OF CANCELLATION OF STU-
DENT LOANS.— 
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(1) IN GENERAL.—Subsection (f) of section 108 
of the Internal Revenue Code of 1986 is amended by 
adding at the end the following new paragraph: 
‘‘(6) CANCELLATIONS
UNDER
STRIVE
ACT 
TEACHER LOAN FORGIVENESS PROGRAMS.—In the 
case of an individual, gross income does not include 
any amount which (but for this subsection) would be 
includible in gross income for the taxable year by 
reasons of the cancellation (in whole or in part) 
under section 455(r) of the Higher Education Act of 
1965 of any eligible Federal Direct Loan (as defined 
in section 455(r)(6)(A) of such Act).’’. 
(2) EFFECTIVE DATE.—The amendment made 
by this subsection shall apply to cancellations of in-
debtedness after the date that is 1 year after the 
date of the enactment of this Act. 
SEC. 202. TEACH GRANTS. 
(a) AMENDMENTS.—Subpart 9 of part A of title IV 
of the Higher Education Act of 1965 (20 U.S.C. 1070g 
et seq.) is amended— 
(1) in section 420L (20 U.S.C. 1070g), by 
striking paragraph (1) and inserting the following: 
‘‘(1) ELIGIBLE INSTITUTION.—The term ‘eligi-
ble institution’ has the meaning given the term 
‘teacher, principal, or other school leader prepara-
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tion academy’ in section 2002 of the Elementary 
and Secondary Education Act of 1965 (20 U.S.C. 
6602).’’; and 
(2) in section 420N (20 U.S.C. 1070g–2)— 
(A) in the matter preceding clause (i) of 
subsection (a)(2)(B), by inserting ‘‘, including 
an early childhood teacher (defined in this sec-
tion as a teacher who has primary responsibility 
for the learning and development of children 
within an early childhood education program),’’ 
after ‘‘prospective teacher’’; 
(B) in subsection (c)— 
(i) by striking ‘‘SERVICE’’ and all that 
follows through ‘‘event’’ and inserting the 
following: ‘‘SERVICE.— 
‘‘(1) IN GENERAL.—In the event’’; 
(ii) by inserting ‘‘paragraph (2) and 
the’’ after ‘‘in accordance with’’; and 
(iii) by adding at the end the fol-
lowing: 
‘‘(2) PARTIAL FORGIVENESS OF REPAYMENT.— 
In the event that a recipient described in paragraph 
(1) has fulfilled a portion of the service obligation in 
the agreement under subsection (b), the amount that 
is treated as a Federal Direct Unsubsidized Stafford 
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Loan under part D of title IV and subject to repay-
ment (together with the interest thereon) for that 
recipient shall be reduced by an amount that bears 
the same ratio to the total amount of the recipient’s 
grant under this subpart as the amount of time the 
recipient has fulfilled of the recipient’s service obli-
gation bears to the total amount of time of the serv-
ice obligation in the agreement under subsection 
(b).’’; and 
(C) in subsection (d)— 
(i) by redesignating paragraphs (1) 
and (2) as paragraphs (2) and (3), respec-
tively; 
(ii) in paragraph (2), as redesignated 
by clause (i), by striking ‘‘subsection 
(b)(1)(C)(vii)’’ and inserting ‘‘paragraph 
(1)’’; and 
(iii) by inserting before paragraph (2), 
as redesignated by clause (i), the following: 
‘‘(1) HIGH-NEED
DESIGNATION.—The Sec-
retary shall develop, periodically update, and publish 
a list of designated high-need fields for purposes of 
this subpart.’’. 
(b) SIMPLIFICATION OF THE APPLICATION PROCESS 
AND
STREAMLINING
THE
TEACH GRANT
DISPUTE 
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PROCESS.—Section 420P of the Higher Education Act of 
1965 (20 U.S.C. 1070g–4) is amended— 
(1) in the section heading, by inserting ‘‘; PRO-
GRAM
IMPROVEMENT’’ after ‘‘PROGRAM
RE-
PORT’’; 
(2) by striking ‘‘Not later’’ and inserting the 
following: 
‘‘(a) PROGRAM REPORT.—Not later’’; and 
(3) by adding at the end the following: 
‘‘(b) PROGRAM IMPROVEMENT.—By not later than 6 
months after the date of enactment of the Supporting the 
Teaching profession through Revitalizing Investments in 
Valuable Educators Act, and periodically thereafter, the 
Secretary shall— 
‘‘(1) work with States to identify and imple-
ment a process for increasing awareness of, and sim-
plifying the application process for— 
‘‘(A) TEACH Grants; 
‘‘(B) loan forgiveness, in accordance with 
section 420N(c)(2), for any amount of a 
TEACH Grant to a student that is converted to 
a loan under section 420N(c)(1); and 
‘‘(C) waivers of the service obligation for 
TEACH Grants, in accordance with section 
420N(d)(3); and 
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‘‘(2)(A) review the procedures, including the 
dispute resolution procedures, of the process through 
which the service obligation of a recipient of a 
TEACH grant is converted to a loan under section 
420N(c)(1) or waived under section 420N(d)(3); and 
‘‘(B) disseminate and make publicly available 
and easily accessible to the appropriate audiences 
clear, consistent information on the procedures, in-
cluding— 
‘‘(i) an explanation that recipients have an 
option to dispute the conversion or waiver deci-
sion; 
‘‘(ii) how a recipient can initiate a dispute; 
and 
‘‘(iii) the specific criteria considered in the 
adjudicating process.’’. 
(c) DATA REGARDING FEDERAL LOAN FORGIVENESS 
AND SERVICE SCHOLARSHIP PROGRAMS.—Each year, the 
Secretary of Education shall prepare and make publicly 
available data on the Federal loan forgiveness and service 
scholarship programs administered by the Secretary, in-
cluding, for each program and for the most recent year 
for which data are available, the rates of loan cancellation 
under such program, the rates of completion of any service 
requirement required for the program, and the conversion 
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rate regarding how many grants or scholarships are con-
verted to loans for repayment based on the student’s fail-
ure to complete the program or any required service obli-
gation. 
(d) EFFECTIVE DATE.—This section, and the amend-
ments made by this section, shall take effect on July 1, 
2020. 
SEC. 203. PROGRAM TO SUBSIDIZE TEACHER CERTIFI-
CATION AND LICENSING FEES. 
(a) IN GENERAL.—Subpart 9 of part A of title IV 
of the Higher Education Act of 1965 (20 U.S.C. 1070g 
et seq.), as amended by this title, is further amended by 
adding at the end the following: 
‘‘SEC. 420Q. PROGRAM TO SUBSIDIZE TEACHER CERTIFI-
CATION AND LICENSING FEES. 
‘‘(a) DEFINITIONS.—In this section: 
‘‘(1) LOW-INCOME
INDIVIDUAL.—The term 
‘low-income individual’ has the meaning given the 
term in section 402A(h). 
‘‘(2) 
TEACHING
PROFESSION.—The 
term 
‘teaching profession’ includes elementary education, 
secondary education, and early childhood education. 
‘‘(b) PROGRAM AUTHORIZED.—From amounts ap-
propriated under subsection (f), the Secretary shall award 
grants, from allotments under subsection (c), to institu-
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tions of higher education to subsidize teacher certification 
and licensing fees for low-income individuals who have ac-
cepted a teaching position. 
‘‘(c) ALLOTMENTS.—For each fiscal year, an institu-
tion of higher education that has submitted a complete 
application under subsection (d) shall receive an allotment 
that bears the same relation to the amounts appropriated 
under subsection (f) as the number of low-income students 
that graduated from the institution of higher education, 
in the most recent year for which data are available (as 
determined by the Secretary), bears to the total number 
of low-income students graduating, in such most recent 
year, from all institutions of higher education that have 
submitted applications. 
‘‘(d) APPLICATION.—An institution of higher edu-
cation desiring an allotment under this section shall sub-
mit to the Secretary an application at such time, in such 
manner, and containing such information as the Secretary 
may require. 
‘‘(e) USE OF FUNDS.— 
‘‘(1) IN
GENERAL.—An institution of higher 
education receiving funds under this program shall 
use the funds to reimburse or subsidize the teacher 
or early childhood educator examination and other 
certification or licensure fees for low income individ-
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uals entering the teaching profession, or in the early 
stages of their teaching career, who attend a teacher 
preparation program in the State in which the insti-
tution is located, which may include fees for— 
‘‘(A) additional certification or licensure 
for the individual in a high-need field included 
on the list described in section 420N(d)(1); 
‘‘(B) National Board certification; 
‘‘(C) maintaining active status with a pro-
fessional disciplinary organization aligned with 
the high-need field included on the list de-
scribed in section 420N(d)(1); or 
‘‘(D) in the case of early childhood edu-
cators, further education necessary in order to 
become highly competent and successfully take 
such examination or obtain such certification or 
licensure (such as English as a second language 
classes, community college courses, and con-
tinuing and distance education). 
‘‘(2) PRIORITY IN REIMBURSEMENT.—An insti-
tution of higher education receiving an allotment 
under this section shall, in reimbursing or sub-
sidizing fees in accordance with paragraph (1), give 
a priority to teachers and early childhood educators 
who are members of populations underrepresented in 
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the teaching or early childhood care profession, re-
spectively. 
‘‘(f) AUTHORIZATION OF APPROPRIATIONS.—There 
are authorized to be appropriated to carry out this section 
$50,000,000 for fiscal year 2020 and each of the 5 suc-
ceeding fiscal years.’’. 
(b) EFFECTIVE DATE.—The amendment made by 
this section shall take effect on July 1, 2020. 
TITLE III—TEACHER QUALITY 
PARTNERSHIPS 
SEC. 301. PURPOSE. 
The purposes of this title are— 
(1) to ensure that early childhood educators 
have the financial and academic support needed to 
remain in the profession; and 
(2) to strengthen the quality of early childhood 
education teaching supports. 
SEC. 302. PROVIDING ACCESS FOR EARLY CHILDHOOD 
EDUCATORS 
AND 
SCHOOL 
LEADERS 
TO 
TRAINING PROGRAMS. 
(a) DEFINITION OF EARLY CHILDHOOD EDUCATION 
PROGRAM.—Section 103(8)(C)(i) of the Higher Education 
Act of 1965 (20 U.S.C. 1003(8)(C)(i)) is amended by 
striking ‘‘age six’’ and inserting ‘‘age six, or the age of 
entry into elementary school, and’’. 
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(b) BROADENING DEFINITIONS.—Section 200 of the 
Higher Education Act of 1965 (20 U.S.C. 1021) is 
amended— 
(1) in paragraph (4), by inserting ‘‘and includes 
an individual employed as a master teacher, lead 
teacher, or classroom aide’’ before the period at the 
end; 
(2) in paragraph (6)(A)(ii)(II), by striking ‘‘as 
applicable,’’; 
(3) in paragraph (14)— 
(A) in the matter preceding subparagraph 
(A)— 
(i) by inserting ‘‘, and for new early 
childhood educators during not less than 
the educators’ first two years of teaching,’’ 
after ‘‘two years of teaching’’; and 
(ii) by inserting ‘‘or beginning early 
childhood 
educators’’ 
after 
‘‘beginning 
teachers’’; 
(B) in subparagraph (A), by striking 
‘‘teacher mentoring’’ and inserting ‘‘teacher and 
educator mentoring’’; 
(C) in subparagraph (B)— 
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(i) by inserting ‘‘or early childhood 
educators, as the case may be,’’ after ‘‘with 
teachers’’; 
(ii) by striking ‘‘mentor teachers’’ and 
inserting ‘‘mentor teachers or early child-
hood educators’’; and 
(iii) by inserting ‘‘or early childhood 
educators’’ after ‘‘among teachers’’; 
(D) in subparagraph (D), by striking ‘‘new 
teachers’’ and inserting ‘‘new teachers and new 
early childhood educators’’; 
(E) in subparagraph (F)(ii), by inserting 
‘‘and early childhood educators’’ after ‘‘teach-
ers’’; 
(F) in subparagraph (G)— 
(i) by inserting ‘‘and exemplary early 
childhood educators’’ after ‘‘exemplary 
teachers’’; and 
(ii) by inserting ‘‘and early childhood 
educators’’ after ‘‘new teachers’’; and 
(G) in subparagraph (I), by inserting ‘‘and 
early childhood educators’’ after ‘‘new teach-
ers’’; 
(4) in paragraph (21)— 
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(A) in the paragraph heading, by striking 
‘‘TEACHER
MENTORING’’ 
and 
inserting 
‘‘TEACHER AND EDUCATOR MENTORING’’; 
(B) in the matter preceding subparagraph 
(A)— 
(i) by striking ‘‘teacher mentoring’’ 
and inserting ‘‘teacher and educator men-
toring’’; and 
(ii) by inserting ‘‘and early childhood 
educators’’ after ‘‘prospective teachers’’; 
(C) in subparagraph (A), by striking 
‘‘teacher mentors’’ and inserting ‘‘mentor 
teachers or, in the case of prospective early 
childhood educators, mentor early childhood 
educators,’’; and 
(D) in subparagraph (C), by inserting ‘‘, 
or in a high-need early childhood education pro-
gram,’’ after ‘‘local educational agency’’; and 
(5) in paragraph (22)— 
(A) in the paragraph heading, by striking 
‘‘TEACHING RESIDENCY PROGRAM’’ and insert-
ing ‘‘TEACHER
AND
EDUCATOR
RESIDENCY 
PROGRAM’’; 
(B) in the matter preceding subclause 
(A)— 
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(i) by striking ‘‘teaching residency 
program’’ and inserting ‘‘teacher or educa-
tor residency program’’; 
(ii) by inserting ‘‘, or an early child-
hood education program-based preparation 
program for early childhood educators,’’ 
after ‘‘teacher preparation program’’; and 
(iii) by inserting ‘‘or early childhood 
educator’’ after ‘‘prospective teacher’’; 
(C) in subparagraph (A), by striking 
‘‘mentor teacher’’ and inserting ‘‘mentor teach-
er or early childhood educator’’; 
(D) in subparagraph (B), by inserting ‘‘or 
early childhood educator’’ after ‘‘the teacher’’; 
and 
(E) by striking subparagraph (D) and in-
serting the following: 
‘‘(D) prior to completion of the program— 
‘‘(i) in the case of a prospective teach-
er— 
‘‘(I) attains full State certifi-
cation or licensure and, with respect 
to a special education teacher, meets 
the qualifications described in section 
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612(a)(14)(C) of the Individuals with 
Disabilities Education Act; and 
‘‘(II) acquires a master’s degree 
not later than 18 months after begin-
ning the program; and 
‘‘(ii) in the case of a prospective early 
childhood educator— 
‘‘(I) becomes highly competent; 
‘‘(II) attains full State certifi-
cation or licensure; and 
‘‘(III) acquires a baccalaureate 
degree or an associate’s degree not 
later than 6 years after beginning the 
program.’’. 
(c) EXPANDING PURPOSES.—Section 201 of the 
Higher Education Act of 1965 (20 U.S.C. 1022) is 
amended— 
(1) in paragraph (2)— 
(A) by inserting ‘‘and early childhood edu-
cators’’ after ‘‘prospective and new teachers’’; 
(B) by inserting ‘‘and early childhood edu-
cators’’ after ‘‘prospective teachers’’; and 
(C) by inserting ‘‘and early childhood edu-
cators’’ after ‘‘for new teachers’’; 
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(2) in paragraph (3), by inserting ‘‘and early 
childhood educators’’ after ‘‘preparing teachers’’; 
and 
(3) in paragraph (4), by inserting ‘‘and early 
childhood education’’ before ‘‘force’’. 
(d) INCLUDING EARLY CHILDHOOD EDUCATORS IN 
PARTNERSHIP GRANTS.—Section 202 of the Higher Edu-
cation Act of 1965 (20 U.S.C. 1022a) is amended— 
(1) in subsection (b)— 
(A) in paragraph (1), by striking ‘‘, as ap-
plicable,’’; 
(B) in paragraph (2), by inserting ‘‘and 
early childhood educators’’ after ‘‘teachers’’; 
(C) in paragraph (3), by inserting ‘‘and 
early childhood educators’’ after ‘‘teachers’’; 
(D) in paragraph (4)— 
(i) in subparagraph (A), by inserting 
‘‘or early childhood educator’’ after ‘‘teach-
er’’; and 
(ii) in subparagraph (B), by inserting 
‘‘or early childhood educator’’ after ‘‘teach-
er’’; 
(E) in paragraph (6)— 
(i) in subparagraph (E)(i), by striking 
‘‘, as appropriate,’’; 
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(ii) in subparagraph (F), by inserting 
‘‘and early childhood educators’’ after 
‘‘general education teachers’’; and 
(iii) in subparagraph (G), by inserting 
‘‘and early childhood educators’’ after 
‘‘special education teachers’’; and 
(F) in paragraph (7)— 
(i) in subparagraph (A), by inserting 
‘‘and early childhood educators’’ after 
‘‘prepare teachers’’; and 
(ii) in subparagraph (C)— 
(I) by striking ‘‘new teachers’’ 
each place the term appears and in-
serting ‘‘new teachers and new early 
childhood educators’’; 
(II) by striking ‘‘high-need local 
educational agency’’ each place the 
term appears and inserting ‘‘high- 
need local educational agency or early 
childhood education program’’; and 
(III) by striking ‘‘new teachers’ 
teaching skills’’ and inserting ‘‘teach-
ing skills of the new teachers and new 
early childhood educators’’; 
(2) in subsection (c)(1)— 
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(A) by inserting ‘‘and early childhood edu-
cators’’ after ‘‘teachers’’; and 
(B) by striking ‘‘teaching residency pro-
gram’’ and inserting ‘‘teacher and educator 
residency program’’; 
(3) in subsection (d)— 
(A) in paragraph (1)— 
(i) in subparagraph (A)— 
(I) in the matter preceding clause 
(i), by striking ‘‘, as applicable,’’; 
(II) in clause (i)— 
(aa) in subclause (II), by 
striking ‘‘, as applicable,’’; and 
(bb) in subclause (III), by 
striking ‘‘as applicable,’’; and 
(III) in clause (ii), by striking 
‘‘and, as applicable, techniques for 
early childhood educators’’ and insert-
ing ‘‘and, for early childhood edu-
cators, techniques,’’; and 
(ii) in subparagraph (B)(ii)— 
(I) in the matter preceding sub-
clause (I), by striking ‘‘, as applica-
ble,’’; and 
(II) in subclause (IV)— 
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(aa) in item (aa), by striking 
‘‘and’’ after the semicolon; 
(bb) in item (bb), by insert-
ing ‘‘and’’ after the semicolon; 
and 
(cc) by adding at the end 
the following: 
‘‘(cc) provide culturally re-
sponsive and inclusive learning 
environments for all students;’’; 
(B) in paragraph (2)— 
(i) in the matter preceding subpara-
graph (A), by striking ‘‘, as applicable,’’; 
(ii) in subparagraph (A)(ii), by strik-
ing ‘‘(as applicable)’’; and 
(iii) in subparagraph (C), by striking 
‘‘teacher mentoring’’ and inserting ‘‘teach-
er and educator mentoring’’; 
(C) in paragraph (5)— 
(i) in the paragraph heading, by in-
serting ‘‘AND EARLY CHILDHOOD EDUCA-
TOR’’ after ‘‘TEACHER’’; 
(ii) in the matter preceding subpara-
graph (A)— 
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(I) by inserting ‘‘or early child-
hood educators’’ after ‘‘become teach-
ers’’; and 
(II) by striking ‘‘teaching profes-
sion’’ and inserting ‘‘teaching and 
early childhood education profession’’; 
and 
(iii) in subparagraph (B), by inserting 
‘‘or early childhood educator’’ after ‘‘teach-
er’’; and 
(D) in paragraph (6), in the matter pre-
ceding subparagraph (A), by inserting ‘‘and 
early childhood educators’’ after ‘‘teachers’’; 
(4) in subsection (e)— 
(A) in the subsection heading, by striking 
‘‘TEACHING
RESIDENCY’’ 
and 
inserting 
‘‘TEACHER AND EDUCATOR RESIDENCY’’; 
(B) by striking ‘‘teaching residency’’ each 
place the term appears and inserting ‘‘teacher 
and educator residency’’; 
(C) in paragraph (1)— 
(i) in subparagraph (A), by inserting 
‘‘or high-need early childhood education 
program’’ before ‘‘in the partnership’’; 
(ii) in subparagraph (B)— 
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(I) by inserting ‘‘or early child-
hood education program’’ after ‘‘re-
ceiving school’’; and 
(II) by striking ‘‘mentor teach-
ers’’ and inserting ‘‘mentor teachers 
or early childhood educators’’; and 
(iii) in subparagraph (C)— 
(I) in the matter preceding clause 
(i), by striking ‘‘teaching residents’’ 
and inserting ‘‘teacher or early child-
hood educator residents’’; 
(II) in clause (ii), by striking 
‘‘teacher mentoring’’ and inserting 
‘‘teacher and educator mentoring’’; 
and 
(III) in clause (iii), by striking 
‘‘new teachers’’ and inserting ‘‘new 
teachers or early childhood edu-
cators’’; and 
(D) in paragraph (2)— 
(i) in the paragraph heading, by strik-
ing ‘‘TEACHING’’ and inserting ‘‘TEACHER 
AND EDUCATOR’’; 
(ii) in subparagraph (A)— 
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(I) in the matter preceding clause 
(i)— 
(aa) by striking ‘‘teaching 
residencies’’ 
and 
inserting 
‘‘teacher 
and 
educator 
residencies’’; 
(bb) by inserting ‘‘and early 
childhood 
educators’’ 
after 
‘‘teachers’’; and 
(cc) by inserting ‘‘and high- 
need early childhood education 
programs’’ 
after 
‘‘high-need 
schools’’; 
(II) in clause (i), by striking 
‘‘teacher mentoring’’ and inserting 
‘‘teacher and educator mentoring’’; 
(III) in clause (iii)— 
(aa) in the matter preceding 
subclause (I), by striking ‘‘men-
tor teacher’’ and inserting ‘‘men-
tor teacher or early childhood ed-
ucator’’; 
(bb) in subclause (II), by in-
serting ‘‘and early childhood edu-
cators’’ after ‘‘new teachers’’; 
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(cc) in subclause (III), by 
striking ‘‘teaching duties’’ and 
inserting ‘‘teaching or educating 
duties’’; and 
(dd) in subclause (IV), by 
inserting ‘‘or early childhood edu-
cators’’ after ‘‘teachers’’; 
(IV) in clause (iv), by striking 
‘‘mentor 
teachers’’ 
and 
inserting 
‘‘mentor teachers and early childhood 
educators’’; 
(V) in clause (vi)— 
(aa) in subclause (I)— 
(AA) by inserting ‘‘or 
early 
childhood 
education 
program’’ after ‘‘local edu-
cational agency’’; and 
(BB) by inserting ‘‘or 
program’’ after ‘‘such agen-
cy’’; and 
(bb) in subclause (II), by in-
serting ‘‘or early childhood edu-
cation’’ after ‘‘teaching’’; and 
(VI) in clause (vii)— 
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(aa) by striking ‘‘teaching 
residents’’ and inserting ‘‘teacher 
or educator residents’’; 
(bb) by inserting ‘‘or early 
childhood 
educators’’ 
after 
‘‘teachers’’; and 
(cc) by inserting ‘‘or work as 
an early childhood educator’’ 
after ‘‘two years of teaching’’; 
and 
(iii) in subparagraph (C)— 
(I) in clause (i), by striking 
‘‘teaching residents’’ and inserting 
‘‘teacher and educator residents’’; 
(II) in clause (ii), by striking 
‘‘teacher residency’’ and inserting 
‘‘teacher or educator residency’’; 
(III) in clause (iii)— 
(aa) in subclause (I), by in-
serting ‘‘or early childhood edu-
cator’’ after ‘‘teacher’’; 
(bb) by striking subclause 
(II) and inserting the following: 
‘‘(II)(aa) in the case of a teacher 
applicant, 
fulfill 
the 
requirement 
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under subclause (I) by teaching in a 
high-need school served by the high- 
need local educational agency in the 
eligible partnership and teach a sub-
ject or area that is designated as high 
need by the partnership; or 
‘‘(bb) in the case of an early 
childhood educator applicant, fulfill 
the requirement under subclause (I) 
by teaching in a high-need early child-
hood education program;’’; and 
(cc) in subclause (IV), by in-
serting ‘‘, or, in the case of an 
early childhood educator, will be 
highly competent,’’ after ‘‘Act,’’; 
and 
(IV) in clause (iv)— 
(aa) in subclause (I), by 
striking ‘‘A grantee carrying out’’ 
and inserting ‘‘Subject to sub-
clause (II), a grantee carrying 
out’’; 
(bb) by redesignating sub-
clauses (II) and (III) as sub-
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clauses (III) and (IV), respec-
tively; 
(cc) by inserting after sub-
clause (I) the following: 
‘‘(II) EXCEPTIONS
TO
REPAY-
MENT
REQUIREMENT.—An 
eligible 
partnership carrying out a teacher 
and 
educator 
residency 
program 
under this paragraph shall not require 
repayment under this clause by a re-
cipient if the recipient is unable to 
complete the teacher and educator 
residency program, or the service re-
quirement, due to— 
‘‘(aa) extenuating or unfore-
seen 
financial 
circumstances, 
health reasons, or personal or 
family obligations; 
‘‘(bb) incapacitation; 
‘‘(cc) inability to secure em-
ployment in a school served by 
the eligible partnership; 
‘‘(dd) being called to active 
duty in the armed forces of the 
United States; or 
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‘‘(ee) 
other 
extraordinary 
circumstances.’’; and 
(dd) in subclause (III), as 
redesignated by item (bb), by 
striking ‘‘on grounds’’ and all 
that follows through the period at 
the 
end 
and 
inserting 
‘‘on 
grounds not covered under sub-
clause (II).’’; 
(5) in subsection (f)(1)— 
(A) in subparagraph (B)— 
(i) in clause (i), by inserting ‘‘or early 
childhood 
education 
program’’ 
after 
‘‘school’’; 
(ii) in clause (ii), by inserting ‘‘or 
early childhood educators’’ after ‘‘teach-
ers’’; 
(iii) in clause (iii), by striking ‘‘teach-
er instruction and drive teacher and stu-
dent learning’’ and inserting ‘‘teacher or 
early childhood educator instruction and 
drive the learning of teachers or early 
childhood educators, and students’’; and 
(iv) in clause (iv), by striking ‘‘school 
environment’’ and inserting ‘‘school or 
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early childhood education program environ-
ment’’; and 
(B) in subparagraph (D)(i)— 
(i) in subclause (I), by inserting ‘‘, or 
in high-need early childhood education pro-
grams’’ before the semicolon at the end; 
and 
(ii) in subclause (II)— 
(I) by inserting ‘‘or early child-
hood educators’’ after ‘‘teachers’’; and 
(II) by inserting ‘‘or high-need 
early childhood education programs’’ 
before the period at the end; and 
(6) in subsection (g)— 
(A) by inserting ‘‘or early childhood educa-
tor’’ after ‘‘pre-baccalaureate teacher’’; and 
(B) by inserting ‘‘or early childhood edu-
cators’’ before the period at the end. 
(e) ACCOUNTABILITY, EVALUATION, AND INFORMA-
TION.—Section 204 of the Higher Education Act of 1965 
(20 U.S.C. 1022c) is amended— 
(1) in subsection (a)— 
(A) in paragraph (1), by inserting ‘‘or 
early childhood educators’’ after ‘‘teachers’’; 
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does not lead to State licensure or certification as an 
early childhood educator, clearly indicate that fact in 
the information provided regarding the early child-
hood program through the grant and any reports 
submitted under this part.’’. 
(f) ACCOUNTABILITY
FOR
PREPARATION
PRO-
GRAMS.—Section 205 of the Higher Education Act of 
1965 (20 U.S.C. 1022d) is amended— 
(1) in the section heading, by inserting ‘‘AND 
EARLY CHILDHOOD EDUCATORS’’ after ‘‘TEACH-
ERS’’; 
(2) by redesignating subsections (c) through (e) 
as subsections (d) through (f), respectively; 
(3) by inserting after subsection (b) the fol-
lowing: 
‘‘(c) STATE REPORT CARD ON THE QUALITY OF 
EARLY CHILDHOOD EDUCATORS.— 
‘‘(1) IN GENERAL.—Each State that receives 
funds under this Act shall provide to the Secretary, 
and make widely available to the general public, in 
a uniform and comprehensible manner that conforms 
with the definitions and methods established by the 
Secretary, an annual State report card on the qual-
ity of early childhood educator preparation programs 
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that lead to early childhood educator licensure or 
certification in the State. 
‘‘(2) ADDITIONAL
CONTENT.—Each State re-
port card issued under this subsection shall also in-
clude an explanation of— 
‘‘(A) how the State is making early child-
hood educators aware of available tax credit 
programs, scholarship programs, and loan pro-
grams; and 
‘‘(B) how the State is implementing or de-
signing flexible early childhood educator prepa-
ration programs.’’; and 
(4) in subsection (e), as redesignated by para-
graph (2)— 
(A) in paragraph (1), by inserting ‘‘and on 
early childhood educator qualifications and 
preparation in the United States, including the 
information described in subsection (c)(2)’’ 
after ‘‘subsection (b)(1)’’; and 
(B) in each of subparagraphs (A) and (B) 
of paragraph (2), by striking ‘‘teaching force’’ 
and inserting ‘‘teacher and early childhood edu-
cator force’’. 
(g) ENHANCING TEACHER, EARLY CHILDHOOD, AND 
SCHOOL LEADER EDUCATION THROUGH CENTERS OF 
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EXCELLENCE.—Subpart 2 of part B of title II of the 
Higher Education Act of 1965 (20 U.S.C. 1033 et seq.) 
is amended— 
(1) 
in 
section 
241(1)(A) 
(20 
U.S.C. 
1033(1)(A)), in the matter preceding clause (i), by 
striking ‘‘teacher preparation’’ each place the term 
appears and inserting ‘‘teacher, early childhood edu-
cator, and school leader preparation’’; 
(2) in section 242(b) (20 U.S.C. 1033a(b))— 
(A) in the matter preceding paragraph (1), 
by striking ‘‘future teachers’’ and inserting ‘‘fu-
ture teachers, early childhood educators, and 
school leaders’’; 
(B) in paragraph (1)— 
(i) in the matter preceding subpara-
graph (A)— 
(I) by striking ‘‘teacher prepara-
tion’’ and inserting ‘‘teacher, early 
childhood educator, and school leader 
preparation’’; and 
(II) by striking ‘‘teachers who’’ 
and inserting ‘‘teachers, early child-
hood educators, and school leaders 
who’’; and 
(ii) in subparagraph (B)— 
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(I) in the matter preceding clause 
(i), by striking ‘‘teacher preparation’’ 
and inserting ‘‘teacher, early child-
hood educator, and school leader prep-
aration’’; 
(II) in clause (i), by striking 
‘‘teachers to’’ and inserting ‘‘teachers, 
early childhood educators, and school 
leaders to’’; and 
(III) in clause (ii), by striking 
‘‘teaching skills’’ and inserting ‘‘teach-
ing and leadership skills’’; 
(C) in paragraph (2)— 
(i) by inserting ‘‘, early childhood edu-
cators, and school leaders’’ after ‘‘prospec-
tive teachers’’; 
(ii) by inserting ‘‘, early childhood 
educators, and school leaders’’ after ‘‘ex-
emplary teachers’’; 
(iii) by striking ‘‘principals, and other 
administrators’’ inserting ‘‘early childhood 
educators, and school leaders’’; and 
(iv) by striking ‘‘elementary schools 
or’’ and inserting ‘‘early childhood edu-
cation programs, elementary schools, or’’; 
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(D) in paragraph (3)— 
(i) in the matter preceding subpara-
graph (A)— 
(I) by inserting ‘‘or early child-
hood educators’’ after ‘‘retention of 
teachers’’; and 
(II) by striking ‘‘highly qualified 
principals, including minority teachers 
and principals,’’ and inserting ‘‘highly 
qualified school leaders, including mi-
nority teachers, early childhood edu-
cators, and school leaders,’’; and 
(ii) by striking subparagraphs (A) and 
(B) and inserting the following: 
‘‘(A) teacher, early childhood educator, or 
school leadership mentoring from exemplary 
teachers, early childhood educators, or school 
leaders, respectively; or 
‘‘(B) induction and support for teachers, 
early childhood educators, and school leaders 
during their first three years of employment as 
teachers, early childhood educators, and school 
leaders, respectively.’’; 
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(E) in paragraph (4), by striking ‘‘teach-
er’’ and inserting ‘‘teacher, early childhood edu-
cator, or school leader’’; 
(F) in paragraph (5), by striking ‘‘teacher 
preparation and successful teacher certifi-
cation’’ and inserting ‘‘teacher, early childhood 
educator, and school leader preparation and 
successful certification’’; and 
(G) by adding at the end the following: 
‘‘(7) Establishing or expanding teacher, early 
childhood educator, or school leader residency or 
clinical programs in local low-income elementary 
schools or secondary schools.’’; and 
(3) by adding at the end the following: 
‘‘SEC. 243. FUNDING. 
‘‘Notwithstanding any other provision of this title, if 
the funds appropriated to carry out this title for a fiscal 
year exceeds $300,000,000, the Secretary shall reserve 50 
percent of the amount by which the appropriated funds 
exceed $300,000,000 to carry out this subpart for such 
fiscal year.’’. 
SEC. 303. MANDATORY FUNDING FOR TEACHER QUALITY 
PARTNERSHIP PROGRAM. 
Section 209 of the Higher Education Act of 1965 (20 
U.S.C. 1022h) is amended to read as follows: 
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‘‘SEC. 209. AUTHORIZATION AND APPROPRIATIONS. 
‘‘There are authorized to be appropriated to carry out 
this part, and there are appropriated, out of any money 
in the Treasury not otherwise appropriated, $350,000,000 
for fiscal year 2020 and each subsequent fiscal year.’’. 
Æ 
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