SEC. 2. HONORABLE AUGUSTUS F. HAWKINS CENTERS OF 
EXCELLENCE. 
Part B of title II of the Higher Education Act of 
1965 (20 U.S.C. 1031 et seq.) is amended to read as fol-
lows: 
‘‘PART B—ENHANCING TEACHER EDUCATION 
‘‘SEC. 230. AUTHORIZATION OF APPROPRIATIONS. 
‘‘There are authorized to be appropriated to carry out 
this part $100,000,000 for fiscal year 2024 and each of 
the 5 succeeding fiscal years. 
‘‘Subpart 1—Honorable Augustus F. Hawkins Centers 
of Excellence 
‘‘SEC. 231. FINDINGS. 
‘‘Congress finds the following: 
‘‘(1) Our Nation’s schools are experiencing a 
severe diversity gap that negatively impacts student 
achievement and school culture—50 percent of cur-
rent students are from minority groups while only 
18 percent of teachers are from such groups, accord-
ing to a 2016 study by the Brookings Institution. 
‘‘(2) A 2016 report conducted by the Depart-
ment of Education shows that teachers of color tend 
to provide more culturally relevant teaching and bet-
ter understand the situations that students of color 
may face. These factors help develop trusting teach-
er-student relationships. Researchers from Vander-
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bilt University also found that greater racial and 
ethnic diversity in the principal corps benefits stu-
dents, especially students of color. 
‘‘(3) Minority teachers and school leaders can 
also serve as cultural ambassadors who help stu-
dents feel more welcome at school or as role models. 
‘‘(4) Research shows that increasing diversity in 
the teaching profession can have positive impacts on 
student educational experiences and outcomes. Stu-
dents of color demonstrate greater academic achieve-
ment and social-emotional development in classes 
with teachers of color. Studies also suggest that all 
students, including White students, benefit from 
having teachers of color because they bring distinc-
tive knowledge, experiences, and role modeling to the 
student body as a whole. 
‘‘SEC. 232. PURPOSE. 
‘‘The purpose of this subpart is to strengthen and 
expand the recruitment, training, and retention of diverse 
candidates into the teaching profession. 
‘‘SEC. 233. ELIGIBLE INSTITUTION DEFINED. 
‘‘In this subpart, the term ‘eligible institution’ means 
an institution of higher education that has a teacher or 
school leader preparation program that is a accredited by 
the State and that is— 
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‘‘(1) a part B institution (as defined in section 
322); 
‘‘(2) a Hispanic-serving institution (as defined 
in section 502); 
‘‘(3) a Tribal college or university (as defined in 
section 316); 
‘‘(4) an Alaska Native-serving institution (as 
defined in section 317(b)); 
‘‘(5) a Native Hawaiian-serving institution (as 
defined in section 317(b)); 
‘‘(6) a predominantly Black institution (as de-
fined in section 318); 
‘‘(7) an Asian-American and Native American 
Pacific Islander-serving institution (as defined in 
section 320(b)); 
‘‘(8) a Native American-serving, nontribal insti-
tution (as defined in section 319); 
‘‘(9) a consortium of any of the institutions de-
scribed in paragraphs (1) through (8); or 
‘‘(10) any institution described in paragraphs 
(1) through (8) in which a center of excellence es-
tablished under section 234 is located, in partner-
ship with any other institution of higher education. 
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‘‘SEC. 234. AUGUSTUS F. HAWKINS CENTERS OF EXCEL-
LENCE. 
‘‘(a) PROGRAM AUTHORIZED.—From the amounts 
provided to carry out this subpart, the Secretary shall 
award grants, on a competitive basis, to eligible institu-
tions to establish centers of excellence. 
‘‘(b) USE OF FUNDS.—An eligible institution shall 
use a grant received under this subpart to ensure that pro-
grams offered at a center of excellence established by such 
institution prepare current and future teachers or school 
leaders to be profession-ready, and meet the applicable 
State certification and licensure requirements, including 
any requirements for certification obtained through alter-
native routes to certification, or, with regard to special 
education teachers, the qualifications described in section 
612(a)(14) of the Individuals with Disabilities Education 
Act (20 U.S.C. 1412(a)(14)(C)), by carrying out one or 
more of the following activities: 
‘‘(1) Implementing reforms within teacher or 
school leader preparation programs to ensure that 
such programs are preparing teachers or school lead-
ers who meet such applicable State certification and 
licensure requirements or qualifications, are using 
evidence-based instructional practices to improve 
student academic achievement, by— 
‘‘(A) retraining or recruiting faculty; and 
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‘‘(B) designing (or redesigning) teacher or 
school leader preparation programs that— 
‘‘(i) prepare teachers or school leaders 
to serve in low-performing schools and 
close student achievement gaps, and that 
are based on rigorous academic content, 
evidence-based research, and challenging 
State academic standards as described in 
section 1111(b)(1) of the Elementary and 
Secondary Education Act of 1965 (20 
U.S.C. 6311(b)(1)); and 
‘‘(ii) promote effective teaching skills. 
‘‘(2) Providing sustained and high-quality 
preservice clinical experience, including the men-
toring of prospective teachers by teacher leaders, 
substantially increasing interaction between faculty 
at institutions of higher education and new and ex-
perienced teachers, principals, school leaders, and 
other administrators at elementary schools or sec-
ondary schools, and providing support, including 
preparation time, for such interaction. 
‘‘(3) Developing and implementing initiatives to 
promote retention of teachers who meet such appli-
cable State certification and licensure requirements 
or qualifications, and principals and other school 
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