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‘‘(3) DISSEMINATION.—The Commissioner of 
Education Statistics shall disseminate the informa-
tion resulting from the survey in both printed and 
electronic form. 
‘‘(k) REGULATIONS.—The Secretary is authorized to 
issue such regulations as may be necessary to carry out 
the provisions of this section.’’. 
SEC. 109. DATABASES OF STUDENT INFORMATION. 
Part C of title I is further amended by adding at the 
end the following new section: 
‘‘SEC. 132. DATABASES OF STUDENT INFORMATION PRO-
HIBITED. 
‘‘(a) PROHIBITION.—Except as described in (b), 
nothing in this Act shall be construed to authorize the de-
sign, development, creation, implementation, or mainte-
nance of a nationwide database of personally identifiable 
information on individuals receiving assistance, attending 
institutions receiving assistance, or otherwise involved in 
any studies or other collections of data under this Act, 
including a student unit record system, an education bar 
code system, or any other system that tracks individual 
students over time. 
‘‘(b) EXCEPTION.—The provisions of subsection (a) 
shall not affect the loan obligation enforcement activities 
described in section 485B of this Act.’’. 
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SEC. 110. PERFORMANCE-BASED ORGANIZATION. 
Section 141 (20 U.S.C. 1018) is amended— 
(1) in subsection (a)(2)(B)— 
(A) by inserting ‘‘unit’’ after ‘‘to reduce 
the’’; and 
(B) by inserting ‘‘and, to the extent prac-
ticable, the total costs of administering those 
programs’’ after ‘‘those programs’’; 
(2) in subsection (c)— 
(A) in paragraph (1)(A), by striking ‘‘Each 
year’’ and inserting ‘‘Each fiscal year’’; 
(B) in paragraph (1)(B), by inserting ‘‘sec-
ondary markets, guaranty agencies,’’ after 
‘‘lenders,’’; and 
(C) in paragraph (2)(B), by striking 
‘‘Chief Financial Officer Act of 1990 and’’ and 
inserting ‘‘Chief Financial Officers Act of 
1990,’’ and by inserting before the period at the 
end the following: ‘‘, and other relevant stat-
utes’’; and 
(3) in subsection (f)(3)(A), by striking ‘‘para-
graph (1)(A)’’ and inserting ‘‘paragraph (1)’’. 
SEC. 111. TREATMENT OF TERRITORIES AND TERRITORIAL 
STUDENT ASSISTANCE. 
Section 113 (20 U.S.C. 1011b) is amended— 
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(1) by striking ‘‘TREATMENT
OF
TERRI-
TORIES
AND
TERRITORIAL
STUDENT
ASSIST-
ANCE’’ in the heading of such section and inserting 
‘‘TERRITORIAL WAIVER AUTHORITY’’; 
(2) by striking ‘‘(a) WAIVER AUTHORITY.—’’; 
and 
(3) by striking subsection (b). 
TITLE II—TEACHER 
PREPARATION 
SEC. 201. TEACHER QUALITY ENHANCEMENT GRANTS. 
Part A of title II (20 U.S.C. 1021 et seq.) is amended 
to read as follows: 
‘‘PART A—TEACHER QUALITY ENHANCEMENT 
GRANTS FOR STATES AND PARTNERSHIPS 
‘‘SEC. 201. PURPOSES; DEFINITIONS. 
‘‘(a) PURPOSES.—The purposes of this part are to— 
‘‘(1) improve student academic achievement; 
‘‘(2) improve the quality of the current and fu-
ture teaching force by improving the preparation of 
prospective teachers and enhancing professional de-
velopment activities; 
‘‘(3) hold institutions of higher education ac-
countable for preparing highly qualified teachers; 
and 
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‘‘(4) recruit qualified individuals, including mi-
norities and individuals from other occupations, into 
the teaching force. 
‘‘(b) DEFINITIONS.—In this part: 
‘‘(1) ARTS AND SCIENCES.—The term ‘arts and 
sciences’ means— 
‘‘(A) when referring to an organizational 
unit of an institution of higher education, any 
academic unit that offers one or more academic 
majors in disciplines or content areas cor-
responding to the academic subject matter 
areas in which teachers provide instruction; and 
‘‘(B) when referring to a specific academic 
subject matter area, the disciplines or content 
areas in which academic majors are offered by 
the arts and science organizational unit. 
‘‘(2) EXEMPLARY TEACHER.—The term ‘exem-
plary teacher’ has the meaning given such term in 
section 9101 of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 7801). 
‘‘(3) HIGHLY
QUALIFIED.—The term ‘highly 
qualified’ when used with respect to an individual 
means that the individual is highly qualified as de-
termined under section 9101 of the Elementary and 
Secondary Education Act of 1965 (20 U.S.C. 7801) 
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or section 602 of the Individuals with Disabilities 
Education Act (20 U.S.C. 1401). 
‘‘(4) HIGH-NEED LOCAL EDUCATIONAL AGEN-
CY.—The term ‘high-need local educational agency’ 
means a local educational agency— 
‘‘(A)(i)(I) that serves not fewer than 
10,000 children from families with incomes 
below the poverty line; or 
‘‘(II) for which not less than 25 percent of 
the children served by the agency are from fam-
ilies with incomes below the poverty line; 
‘‘(ii) that is among those serving the high-
est number or percentage of children from fam-
ilies with incomes below the poverty line in the 
State, but this clause applies only in a State 
that has no local educational agency meeting 
the requirements of clause (i); 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 7, as determined by the Secretary; and 
‘‘(B)(i) for which there is a high percent-
age of teachers not teaching in the academic 
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subjects or grade levels that the teachers were 
trained to teach; or 
‘‘(ii) for which there is a high percentage 
of teachers with emergency, provisional, or tem-
porary certification or licensing. 
‘‘(5) POVERTY LINE.—The term ‘poverty line’ 
means the poverty line (as defined by the Office of 
Management and Budget, and revised annually in 
accordance with section 673(2) of the Community 
Services Block Grant Act (42 U.S.C. 9902(2))) ap-
plicable to a family of the size involved. 
‘‘(6) 
PROFESSIONAL
DEVELOPMENT.—The 
term ‘professional development’ has the meaning 
given such term in section 9101 of the Elementary 
and Secondary Education Act of 1965 (20 U.S.C. 
7801). 
‘‘(7) SCIENTIFICALLY
BASED
READING
RE-
SEARCH.—The term ‘scientifically based reading re-
search’ has the meaning given such term in section 
1208 of the Elementary and Secondary Education 
Act of 1965 (20 U.S.C. 6368). 
‘‘(8) SCIENTIFICALLY BASED RESEARCH.—The 
term ‘scientifically based research’ has the meaning 
given such term in section 9101 of the Elementary 
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and Secondary Education Act of 1965 (20 U.S.C. 
7801). 
‘‘(9) TEACHING
SKILLS.—The term ‘teaching 
skills’ means skills that— 
‘‘(A) are based on scientifically based re-
search; 
‘‘(B) enable teachers to effectively convey 
and explain subject matter content; 
‘‘(C) lead to increased student academic 
achievement; and 
‘‘(D) use strategies that— 
‘‘(i) are specific to subject matter; 
‘‘(ii) include ongoing assessment of 
student learning; 
‘‘(iii) focus on identification and tai-
loring of academic instruction to students’s 
specific learning needs; and 
‘‘(iv) focus on classroom management. 
‘‘SEC. 202. STATE GRANTS. 
‘‘(a) IN GENERAL.—From amounts made available 
under section 210(1) for a fiscal year, the Secretary is 
authorized to award grants under this section, on a com-
petitive basis, to eligible States to enable the eligible 
States to carry out the activities described in subsection 
(d). 
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‘‘(b) ELIGIBLE STATE.— 
‘‘(1) DEFINITION.—In this part, the term ‘eligi-
ble State’ means— 
‘‘(A) the Governor of a State; or 
‘‘(B) in the case of a State for which the 
constitution or law of such State designates an-
other individual, entity, or agency in the State 
to be responsible for teacher certification and 
preparation activity, such individual, entity, or 
agency. 
‘‘(2) CONSULTATION.—The Governor or the in-
dividual, entity, or agency designated under para-
graph (1)(B) shall consult with the Governor, State 
board of education, State educational agency, State 
agency for higher education, or State agency respon-
sible for early childhood education and programs, as 
appropriate, with respect to the activities assisted 
under this section. 
‘‘(3) CONSTRUCTION.—Nothing in this sub-
section shall be construed to negate or supersede the 
legal authority under State law of any State agency, 
State entity, or State public official over programs 
that are under the jurisdiction of the agency, entity, 
or official. 
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‘‘(c) APPLICATION.—To be eligible to receive a grant 
under this section, an eligible State shall submit an appli-
cation to the Secretary that— 
‘‘(1) meets the requirement of this section; 
‘‘(2) demonstrates that the State is in full com-
pliance with sections 207 and 208; 
‘‘(3) includes a description of how the eligible 
State intends to use funds provided under this sec-
tion; 
‘‘(4) includes measurable objectives for the use 
of the funds provided under the grant; 
‘‘(5) demonstrates the State has submitted and 
is actively implementing a plan that meets the re-
quirements of sections 1111(h)(1)(C)(viii) and 1119 
of the Elementary and Secondary Education Act of 
1965 (20 U.S.C. 6311(h)(1)(C)(viii) and 6319); and 
‘‘(6) contains such other information and assur-
ances as the Secretary may require. 
‘‘(d) USES OF FUNDS.—An eligible State that re-
ceives a grant under this section shall use the grant funds 
to reform teacher preparation requirements, to coordinate 
with State activities under section 2113(c) of the Elemen-
tary and Secondary Education Act of 1965 (20 U.S.C. 
6613(c)), and to ensure that current and future teachers 
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are highly qualified, by carrying out one or more of the 
following activities: 
‘‘(1) REFORMS.—Ensuring that all teacher 
preparation programs in the State are preparing 
teachers who are highly qualified, are able to under-
stand scientifically based research and its applica-
bility, and are able to use advanced technology effec-
tively in the classroom, including use for instruc-
tional techniques to improve student academic 
achievement, by assisting such programs— 
‘‘(A) to retrain faculty; and 
‘‘(B) to design (or redesign) teacher prepa-
ration programs so they— 
‘‘(i) are based on rigorous academic 
content, scientifically based research (in-
cluding scientifically based reading re-
search), and challenging State student aca-
demic content standards; and 
‘‘(ii) promote strong teaching skills. 
‘‘(2) CERTIFICATION OR LICENSURE REQUIRE-
MENTS.—Reforming teacher certification (including 
recertification) or licensing requirements to ensure 
that— 
‘‘(A) teachers have the subject matter 
knowledge and teaching skills in the academic 
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subjects that the teachers teach that are nec-
essary to help students meet challenging State 
student academic achievement standards; and 
‘‘(B) such requirements are aligned with 
challenging State academic content standards. 
‘‘(3) ALTERNATIVES TO TRADITIONAL TEACHER 
PREPARATION
AND
STATE
CERTIFICATION.—Pro-
viding prospective teachers with alternative routes to 
State certification and traditional preparation to be-
come highly qualified teachers through— 
‘‘(A) innovative approaches that reduce un-
necessary barriers to State certification while 
producing highly qualified teachers, which may 
include articulation agreements between institu-
tions of higher education; 
‘‘(B) programs that provide support to 
teachers during their initial years in the profes-
sion; and 
‘‘(C) alternative routes to State certifi-
cation of teachers for qualified individuals, in-
cluding mid-career professionals from other oc-
cupations, former military personnel, and recent 
college graduates with records of academic dis-
tinction. 
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‘‘(4) INNOVATIVE
PROGRAMS.—Planning and 
implementing innovative programs to enhance the 
ability of institutions of higher education to prepare 
highly qualified teachers, such as charter colleges of 
education or university and local educational agency 
partnership schools, that— 
‘‘(A) permit flexibility in meeting State re-
quirements as long as graduates, during their 
initial years in the profession, increase student 
academic achievement; 
‘‘(B) provide long-term data gathered from 
teachers’ performance over multiple years in the 
classroom on the ability to increase student aca-
demic achievement; 
‘‘(C) ensure high-quality preparation of 
teachers from underrepresented groups; and 
‘‘(D) create performance measures that 
can be used to document the effectiveness of in-
novative methods for preparing highly qualified 
teachers. 
‘‘(5) MERIT
PAY.—Developing, or assisting 
local educational agencies in developing— 
‘‘(A) merit-based performance systems that 
reward teachers who increase student academic 
achievement; and 
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‘‘(B) strategies that provide differential 
and bonus pay in high-need local educational 
agencies to retain— 
‘‘(i) principals; 
‘‘(ii) highly qualified teachers who 
teach in high-need academic subjects, such 
as reading, mathematics, and science; 
‘‘(iii) highly qualified teachers who 
teach in schools identified for school im-
provement under section 1116(b) of the 
Elementary and Secondary Education Act 
of 1965 (20 U.S.C. 6316(b)); 
‘‘(iv) special education teachers; 
‘‘(v) teachers specializing in teaching 
limited English proficient children; and 
‘‘(vi) highly qualified teachers in 
urban and rural schools or districts. 
‘‘(6) TEACHER ADVANCEMENT.—Developing, or 
assisting local educational agencies in developing, 
teacher advancement and retention initiatives that 
promote professional growth and emphasize multiple 
career paths (such as paths to becoming a highly 
qualified mentor teacher or exemplary teacher) and 
pay differentiation. 
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‘‘(7) TEACHER REMOVAL.—Developing and im-
plementing effective mechanisms to ensure that local 
educational agencies and schools are able to remove 
expeditiously incompetent or unqualified teachers 
consistent with procedures to ensure due process for 
the teachers. 
‘‘(8) TECHNICAL ASSISTANCE.—Providing tech-
nical assistance to low-performing teacher prepara-
tion programs within institutions of higher education 
identified under section 208(a). 
‘‘(9) TEACHER EFFECTIVENESS.—Developing— 
‘‘(A) systems to measure the effectiveness 
of teacher preparation programs and profes-
sional development programs; and 
‘‘(B) strategies to document gains in stu-
dent academic achievement or increases in 
teacher mastery of the academic subjects the 
teachers teach as a result of such programs. 
‘‘(10) TEACHER
RECRUITMENT
AND
RETEN-
TION.—Undertaking activities that— 
‘‘(A) develop and implement effective 
mechanisms to ensure that local educational 
agencies and schools are able effectively to re-
cruit and retain highly qualified teachers; or 
‘‘(B) are described in section 204(d). 
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‘‘(11) EARLY CHILDHOOD EDUCATOR.—Devel-
oping strategies— 
‘‘(A) to improve the qualifications of pre-
school teachers, which may include State certifi-
cation for such teachers; 
‘‘(B) to improve and expand preschool 
teacher preparation programs; and 
‘‘(C) to reduce unnecessary burdens to the 
attainment of a bachelor’s degree in early child-
hood education and increase the number of bi-
lingual early childhood educators, which may in-
clude developing articulation agreements be-
tween institutions of higher education. 
‘‘(12) GIFTED AND TALENTED STUDENTS.—In-
corporating the learning needs of gifted and talented 
students into the activities described in paragraph 
(1), (2), or (3) in order to ensure that new teachers 
possess the basic knowledge and skills necessary to 
meet the educational needs of gifted and talented 
students. 
‘‘(13) NEW-TEACHER
MENTORING
ON
THE 
NEEDS OF GIFTED AND TALENTED STUDENTS.—Es-
tablishing or expanding new-teacher mentoring and 
assessment programs (including induction and eval-
uation programs) that are a part of a licensure proc-
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ess which is designed to demonstrate that new teach-
ers possess basic knowledge of the classroom indica-
tors of giftedness, are able to identify student learn-
ing differences among gifted students, and are able 
to provide instruction to accommodate such dif-
ferences. 
‘‘(14) 
SPECIAL
EDUCATION, 
MATH, 
AND 
SCIENCE FACULTY.—Supporting the development of 
new special education, math, and science faculty po-
sitions in institutions of higher education dedicated 
to the preparation of highly qualified special edu-
cation, math, and science teachers (as defined by 
section 9101 of the Elementary and Secondary Edu-
cation Act or section 602 of the Individuals with 
Disabilities Education Act), with matching funds 
from institutions of higher education and a commit-
ment to continue new faculty positions when Federal 
funding ends. 
‘‘(15) SUBJECT AREA EVALUATION.—Assessing 
the performance of teacher preparation programs 
within institutions of higher education in the State 
using an assessment which provides comparisons 
across such schools in the State based upon indica-
tors including teacher candidate knowledge in sub-
ject areas in which such candidate has been pre-
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pared to teach. Such information shall be made pub-
licly available and widely disseminated. 
‘‘(16) ADVANCED
PLACEMENT.—Implementing 
strategies to increase the number of teachers quali-
fied to teach advanced placement and pre-advanced 
placement courses in mathematics, science, and crit-
ical foreign languages, and other strategies to in-
crease the availability of those courses, particularly 
for low-income students. 
‘‘(e) EVALUATION.— 
‘‘(1) EVALUATION SYSTEM.—An eligible State 
that receives a grant under this section shall develop 
and utilize a system to evaluate annually the effec-
tiveness of teacher preparation programs and profes-
sional development activities within the State in pro-
ducing gains in— 
‘‘(A) the teacher’s annual contribution to 
improving student academic achievement, as 
measured by State academic assessments re-
quired under section 1111(b)(3) of the Elemen-
tary and Secondary Education Act of 1965 (20 
U.S.C. 6311(b)(3)); and 
‘‘(B) teacher mastery of the academic sub-
jects they teach, as measured by pre- and post- 
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