I 
116TH CONGRESS 
1ST SESSION H. R. 4288 
To amend the Higher Education Act of 1965 to establish the Honorable 
Augustus F. Hawkins Centers of Excellence, and for other purposes. 
IN THE HOUSE OF REPRESENTATIVES 
SEPTEMBER 11, 2019 
Mr. GALLEGO (for himself, Mr. CISNEROS, Mrs. HAYES, and Ms. HOULAHAN) 
introduced the following bill; which was referred to the Committee on 
Education and Labor 
A BILL 
To amend the Higher Education Act of 1965 to establish 
the Honorable Augustus F. Hawkins Centers of Excel-
lence, and for other purposes. 
Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled, 
SECTION 1. SHORT TITLE. 
This Act may be cited as the ‘‘Teacher Diversity and 
Retention Act’’. 
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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 2020 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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leaders, including minority teachers, principals and 
other school leaders, including programs that pro-
vide— 
‘‘(A) teacher or principal and other school 
leader mentoring; and 
‘‘(B) induction and support for teachers 
and principals and other school leaders during 
their first three years of employment as teach-
ers, principals, or other school leaders, respec-
tively. 
‘‘(4) Awarding scholarships based on financial 
need to help students pay the costs of tuition, room, 
board, and other expenses of completing a teacher or 
other school leader preparation program, not to ex-
ceed the cost of attendance as defined in section 
472. 
‘‘(5) Disseminating information on effective 
practices for teacher or other school leader prepara-
tion and successful teacher or other school leader 
certification and licensure assessment preparation 
strategies. 
‘‘(6) Activities authorized under section 202. 
‘‘(c) APPLICATION.—Any eligible institution desiring 
a grant under this subpart shall submit an application to 
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the Secretary at such time, in such manner, and accom-
panied by such information as the Secretary may require. 
‘‘(d) LIMITATION ON ADMINISTRATIVE EXPENSES.— 
An eligible institution that receives a grant under this sub-
part may use not more than 2 percent of the funds pro-
vided to administer the grant. 
‘‘(e) REGULATIONS.—The Secretary shall prescribe 
such regulations as may be necessary to carry out this 
subpart. 
‘‘Subpart 2—Preparing Well-Rounded Teachers 
‘‘SEC. 241. WELL-ROUNDED TEACHING GRANTS. 
‘‘(a) FINDINGS.—Congress finds that— 
‘‘(1) students have diverse learning needs and 
teachers must be prepared to provide a high-quality, 
equitable education to every child; 
‘‘(2) improving the pedagogical competencies, 
behavior management skills, and cultural com-
petencies of teacher candidates prepares them to ef-
fectively teach students from diverse backgrounds 
and increases the likelihood they will remain in the 
profession; and 
‘‘(3) teachers who hold dual certification and 
receive training in social and emotional learning 
competencies and nonexclusionary, positive behavior 
management practices are better prepared to create 
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a supportive school climate and meet the needs of all 
students, including English learners, racially diverse 
students, students with disabilities, low-income stu-
dents, and students who have experienced trauma. 
‘‘(b) PURPOSE.—The purpose of this subpart is to— 
‘‘(1) strengthen and expand teacher preparation 
programs that embed dual certification for teacher 
candidates in special education; and 
‘‘(2) strengthen and expand teacher preparation 
programs that embed training on social and emo-
tional learning competencies and nonexclusionary, 
positive behavior management practices to teacher 
candidates. 
‘‘(c) AUTHORIZATION OF PROGRAM.— 
‘‘(1) IN
GENERAL.—From the amounts pro-
vided to carry out this subpart, the Secretary shall 
award grants, on a competitive basis, to eligible 
partnerships to improve the preparation of general 
education teacher candidates to ensure that such 
teacher candidates possess the knowledge, skills, and 
credentials necessary to effectively instruct students 
with disabilities in general education classrooms, and 
an understanding of positive behavior-management 
practices that reduce the use of exclusionary and 
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aversive disciplinary practices and create a sup-
portive school climate. 
‘‘(2) DURATION OF GRANTS.—A grant under 
this subpart shall be awarded for a period of not 
more than 5 years. 
‘‘(3) NON-FEDERAL SHARE.—An eligible part-
nership that receives a grant under this subpart 
shall provide not less than 25 percent of the cost of 
the activities carried out with such grant from non- 
Federal sources, which may be provided in cash or 
in-kind. 
‘‘(d) DEFINITION OF ELIGIBLE PARTNERSHIP.—In 
this section, the term ‘eligible partnership’ means a part-
nership that— 
‘‘(1) shall include— 
‘‘(A) one or more departments or programs 
at an institution of higher education— 
‘‘(i) that prepare elementary or sec-
ondary general education teachers; 
‘‘(ii) that have a program of study 
that leads to an undergraduate degree, a 
master’s degree, or completion of a 
postbaccalaureate program required for 
teacher certification; and 
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‘‘(iii) the profession-ready graduates 
of which meet the applicable State certifi-
cation and licensure requirements, includ-
ing any requirements for certification ob-
tained through alternative routes to certifi-
cation, or, with regard to special education 
teachers, the qualifications described in 
section 612(a)(14)(C) of the Individuals 
with Disabilities Education Act; 
‘‘(B) a department or program that has 
expertise in special education at an institution 
of higher education; and 
‘‘(C) a high-need local educational agency; 
and 
‘‘(2) may include— 
‘‘(A) a department or program of mathe-
matics, earth or physical science, foreign lan-
guage, or another department at the institution 
that has a role in preparing teachers; or 
‘‘(B) a nonprofit, research-based organiza-
tion. 
‘‘(e) ACTIVITIES.—An eligible partnership that re-
ceives a grant under this section— 
‘‘(1) shall use the grant funds to— 
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‘‘(A) develop or strengthen an under-
graduate, postbaccalaureate, or master’s teach-
er preparation program by integrating special 
education pedagogy into the general education 
curriculum and academic content that result in 
applicable dual State certification for teacher 
candidates who complete the program; 
‘‘(B) develop or strengthen an under-
graduate, postbaccalaureate, or master’s teach-
er preparation program by embedding social 
and emotional learning strategies and nonexclu-
sionary, positive behavior-management practices 
into the general education curriculum and aca-
demic content; 
‘‘(C) provide teacher candidates partici-
pating in the program under subparagraph (A) 
with skills related to— 
‘‘(i) response to intervention, positive 
behavioral interventions and supports (in-
cluding eliminating the use of aversive 
interventions such as seclusion and re-
straints), differentiated instruction, and 
data-driven instruction (including the use 
of data to identify and address disparities 
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in rates of discipline among student sub-
groups); 
‘‘(ii) universal design for learning; 
‘‘(iii) determining and utilizing accom-
modations for instruction and assessments 
for students with disabilities; 
‘‘(iv) collaborating with stakeholders 
such as special educators, related services 
providers, out-of-school time providers, and 
parents, including participation in individ-
ualized education program development 
and implementation; 
‘‘(v) appropriately utilizing technology 
and assistive technology for students with 
disabilities; and 
‘‘(vi) effectively and equitably using 
technology for digital and blended learning; 
‘‘(D) provide teacher candidates partici-
pating in the program under subparagraph (B) 
with skills related to— 
‘‘(i) social and emotional learning 
competencies; 
‘‘(ii) positive behavior interventions 
and supports or multitiered systems of 
support; 
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