Sec. 1. Short title; table of contents. 
Sec. 2. References. 
Sec. 3. General effective date. 
TITLE I—GENERAL PROVISIONS 
Sec. 1001. Definitions. 
Sec. 1002. Disclosures of foreign gifts. 
Sec. 1003. Alcohol and substance misuse prevention. 
Sec. 1004. Exception to required registration with selective service system. 
Sec. 1005. For-profit conversions. 
Sec. 1006. Postsecondary data system. 
Sec. 1007. Textbook information. 
Sec. 1008. Repeal of prohibition of student information database. 
Sec. 1009. In-State tuition rates for homeless children and youths and foster 
care children and youth. 
Sec. 1010. Student loan ombudsman. 
TITLE II—TEACHER QUALITY ENHANCEMENT 
PART A—TEACHER AND SCHOOL LEADER QUALITY PARTNERSHIP GRANTS 
Sec. 2001. Definitions. 
Sec. 2002. Purposes. 
Sec. 2003. Partnership grants. 
Sec. 2004. Administrative provisions. 
Sec. 2005. Accountability and evaluation. 
Sec. 2006. Accountability for programs that prepare teachers or other school 
leaders. 
Sec. 2007. Teacher development. 
Sec. 2008. State functions. 
Sec. 2009. General provisions. 
Sec. 2010. Elevation of the education profession study. 
Sec. 2011. Authorization of appropriations. 
PART B—ENHANCING TEACHER AND SCHOOL LEADER EDUCATION 
Sec. 2101. Enhancing teacher education. 
TITLE III—INSTITUTIONAL AID 
Sec. 3001. Strengthening institutions. 
Sec. 3002. Strengthening historically Black Colleges and Universities. 
Sec. 3003. Historically Black College and University Capital Financing. 
Sec. 3004. Strengthening Historically Black Colleges and Universities and 
other minority-serving institutions. 
Sec. 3005. General provisions. 
TITLE IV—STUDENT ASSISTANCE 
Sec. 4001. Effective date for title IV. 
PART A 
Sec. 4011. Improvements to the Pell Grant program. 
Sec. 4012. Amendments to Pell Grant eligibility. 
Sec. 4013. Extending Federal Pell Grant eligibility of certain short-term pro-
grams. 
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Sec. 4014. Providing Federal Pell Grants for Iraq and Afghanistan veteran’s 
dependents. 
Sec. 4015. Federal Pell Grant fraud prevention. 
Sec. 4016. Conforming amendments to academic competitiveness grants. 
Sec. 4017. Federal TRIO program. 
Sec. 4018. Talent search. 
Sec. 4019. Upward Bound. 
Sec. 4020. Student support services. 
Sec. 4021. Postbaccalaureate achievement program authority. 
Sec. 4022. Educational opportunity centers. 
Sec. 4023. Staff developmental activities. 
Sec. 4024. Reports and evaluations. 
Sec. 4025. Gaining Early Awareness and Readiness for Undergraduate Pro-
grams. 
Sec. 4026. Gaining Early Awareness and Readiness for Undergraduate Pro-
grams; authorization of appropriations. 
Sec. 4027. Purpose; appropriations authorized. 
Sec. 4028. Allocation of funds. 
Sec. 4029. Emergency Grant Aid Demonstration Program. 
Sec. 4030. Special programs for students whose families are engaged in mi-
grant and seasonal farmwork. 
Sec. 4031. CCAMPIS reauthorization. 
Sec. 4032. Jumpstart to College grant programs. 
Sec. 4033. Revised definitions of TEACH grants. 
Sec. 4034. Revisions to establishing TEACH grant program. 
Sec. 4035. Revisions to TEACH grant applications and eligibility. 
Sec. 4036. Revisions to TEACH grant data collection and reporting. 
Sec. 4037. Northern Mariana Islands and American Samoa College access. 
Sec. 4038. Community College Student Success Grant Program authorized. 
PART B 
Sec. 4041. Termination of certain repayment plan options and opportunity to 
change repayment plans. 
Sec. 4042. Conforming amendment to separate joint consolidation loans. 
Sec. 4043. Disbursement of student loans. 
Sec. 4044. Student loan contract and loan disclosures. 
Sec. 4045. Cohort default rates. 
Sec. 4046. Conforming amendments. 
Sec. 4047. Automatic income monitoring procedures after a total and perma-
nent disability discharge. 
Sec. 4048. Repayment of parent loans due to student disability. 
PART C 
Sec. 4051. Purpose; authorization of appropriations. 
Sec. 4052. Allocation formula. 
Sec. 4053. Grants for Federal work-study programs. 
Sec. 4054. Flexible use of funds. 
Sec. 4055. Job location and development programs. 
Sec. 4056. Community service. 
Sec. 4057. Pilot grant program. 
Sec. 4058. Department activities. 
Sec. 4059. Study and report. 
PART D 
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Sec. 4061. Refinancing programs. 
Sec. 4062. Amendments to terms and conditions of loans and repayment plans. 
Sec. 4063. Amendments to terms and conditions of borrower defenses. 
Sec. 4064. Amendments to terms and conditions of Public Service Loan For-
giveness. 
Sec. 4065. Federal Direct Perkins Loans terms and conditions. 
Sec. 4066. Requiring a common manual for servicers. 
Sec. 4067. Refinancing FFEL and Federal Direct Loans. 
Sec. 4068. Refinancing private student loans. 
PART E 
Sec. 4071. Authorization of appropriations for Perkins loan. 
Sec. 4072. Allocation of funds for Perkins loan. 
Sec. 4073. Federal Direct Perkins loan allocation. 
Sec. 4074. Agreements with institutions of higher education for purposes of the 
Perkins loan program. 
Sec. 4075. Student loan information by eligible institutions for purposes of the 
Perkins loan program. 
Sec. 4076. Terms of loans for purposes of the Perkins loan program. 
Sec. 4077. Reimbursement for cancellation of Perkins loans for certain public 
service. 
Sec. 4078. Distribution of assets from student loan funds for purposes of the 
Perkins loan program. 
PART F 
Sec. 4081. Conforming amendment to family contribution. 
Sec. 4082. Amendments to data elements when determining the expected family 
contribution. 
Sec. 4083. Amendments to family contribution for dependent students. 
Sec. 4084. Amendments to family contribution for independent students with-
out dependents other than a spouse. 
Sec. 4085. Amendments to family contribution for independent students with 
dependents other than a spouse. 
Sec. 4086. Updated tables and amounts to need analysis. 
Sec. 4087. Zero expected family contribution. 
Sec. 4088. Amendments to definitions in need analysis. 
PART G 
Sec. 4091. FAFSA simplification. 
Sec. 4092. Federal aid eligibility. 
Sec. 4093. Reinstatement of the 6-year statute of limitations for student loans. 
Sec. 4094. Exit counseling. 
Sec. 4095. Clery Act amendments. 
Sec. 4096. Online survey tool for campus safety. 
Sec. 4097. Amendments to institutional and financial assistance. 
Sec. 4098. Conforming amendments to Pell Grants. 
Sec. 4099. Information with respect to crime statistics for programs of study 
abroad. 
Sec. 4100. Remedial education grants. 
Sec. 4101. Competency-based education. 
Sec. 4102. Competency-based education council. 
Sec. 4103. Improvements to program participation agreements. 
Sec. 4104. Prearbitration agreements. 
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Sec. 4105. Compliance with the Civil Rights Act of 1964. 
Sec. 4106. Requirement for institutions to use a financial aid shopping sheet. 
Sec. 4107. Submission of data with respect to students with disabilities. 
Sec. 4108. Education program on hazing. 
Sec. 4109. Changes to program participation agreements to strengthen con-
sumer protections. 
Sec. 4110. Administrative expenses. 
Sec. 4111. Income-based repayment plan. 
Sec. 4112. Fixed repayment plan. 
Sec. 4113. Longitudinal study on the effectiveness of student loan counseling. 
Sec. 4114. Study and procedures on determining family size. 
PART H 
Sec. 4121. State responsibilities. 
Sec. 4122. Additional safeguards. 
Sec. 4123. Recognition of accrediting agency or association. 
Sec. 4124. Program review and data. 
Sec. 4125. Strengthening institutional quality. 
PART I 
Sec. 4131. Program authorized. 
Sec. 4132. Pathways to student success for Historically Black Colleges and 
Universities. 
TITLE V—DEVELOPING INSTITUTIONS 
Sec. 5001. Hispanic-serving institutions. 
Sec. 5002. Promoting postbaccalaureate opportunities for Hispanic Americans. 
Sec. 5003. General provisions. 
TITLE VI—INTERNATIONAL EDUCATION PROGRAMS 
Sec. 6001. International education. 
Sec. 6002. Global business and professional education programs. 
Sec. 6003. Repeal of assistance program for Institute for International Public 
Policy. 
Sec. 6004. General provisions. 
TITLE VII—GRADUATE AND POSTSECONDARY IMPROVEMENT 
PROGRAMS 
Sec. 7001. Graduate education programs. 
Sec. 7002. Minority-serving institutions innovation fund. 
Sec. 7003. Definitions. 
Sec. 7004. Supporting postsecondary faculty, staff, and administrators in pro-
viding accessible education. 
Sec. 7005. Office of Accessibility. 
Sec. 7006. Postsecondary programs for students with intellectual disabilities. 
Sec. 7007. National Technical Assistance Center and National Coordinating 
Center for Inclusion of Students with Intellectual Disabilities. 
Sec. 7008. Accessible instructional materials and technology. 
Sec. 7009. Formula grants to States to improve higher education opportunities 
for foster youth and homeless youth. 
TITLE VIII—ADDITIONAL PROGRAMS 
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Sec. 8001. Teach for America. 
Sec. 8002. Patsy T. Mink Fellowship Program. 
Sec. 8003. Improving science, technology, engineering, and mathematics edu-
cation with a focus on Alaska Native and Native Hawaiian stu-
dents. 
Sec. 8004. Grants for rural-serving institutions of higher education. 
Sec. 8005. Training for realtime writers to provide closed captioning and court 
reporting services. 
Sec. 8006. Grant program to establish, maintain, and improve veteran student 
centers. 
Sec. 8007. Modeling and simulation. 
Sec. 8008. Conforming amendments. 
Sec. 8009. Mandatory funding for masters and postbaccalaureate programs. 
Sec. 8010. Funds for access to open educational resources. 
TITLE IX—AMENDMENTS TO OTHER LAWS 
PART A—EDUCATION OF THE DEAF ACT OF 1986 
Sec. 9001. Composition of Board of Trustees. 
Sec. 9002. Administrative requirements of Laurent Clerc National Deaf Edu-
cation Center. 
Sec. 9003. Federal endowment programs for Gallaudet University and the Na-
tional Technical Institute for the Deaf. 
PART B—TRIBALLY CONTROLLED COLLEGES AND UNIVERSITIES ASSISTANCE 
ACT OF 1978 
Sec. 9101. Tribally Controlled Colleges and Universities Assistance Act of 
1978. 
PART C—CARL D. PERKINS CAREER AND TECHNICAL EDUCATION ACT OF 
2006 AMENDMENTS 
Sec. 9201. Additional authorization of appropriations. 
PART D—GENERAL EDUCATION PROVISIONS ACT 
Sec. 9301. Special Assistant for Equity and Inclusion. 
Sec. 9302. Release of education records to facilitate the award of a recognized 
postsecondary credential. 
PART E—EDUCATION SCIENCES REFORM ACT OF 2002 
Sec. 9401. Inclusion of racial subgroups in IPEDS data. 
SEC. 2. REFERENCES. 
Except as otherwise expressly provided, whenever in 
this Act an amendment or repeal is expressed in terms 
of an amendment to, or repeal of, a section or other provi-
sion, the reference shall be considered to be made to a 
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the pleasure of the remainder of the governing 
board and receiving a fixed salary), or any per-
son with the power to appoint or remove mem-
bers of such governing board, receives any sub-
stantial direct or indirect economic benefit (in-
cluding a lease, promissory note, or other con-
tract) from the nonprofit institution of higher 
education. 
‘‘(26) PUBLIC INSTITUTION OF HIGHER EDU-
CATION.—The term ‘public institution of higher edu-
cation’ means an institution of higher education— 
‘‘(A) for which all obligations of the insti-
tution are valid and binding obligations of the 
State (or of an equivalent governmental entity); 
and 
‘‘(B) for which the full faith and credit of 
such State (or equivalent government entity) is 
pledged for the timely payment of such obliga-
tions. 
‘‘(27) FOSTER CARE CHILDREN AND YOUTH.— 
The term ‘foster care children and youth’— 
‘‘(A) means children and youth whose care 
and placement are the responsibility of the 
State or Tribal agency that administers a State 
or Tribal plan under part B or E of title IV of 
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the Social Security Act (42 U.S.C. 621 et seq. 
and 670 et seq.), without regard to whether fos-
ter care maintenance payments are made under 
section 472 of such Act (42 U.S.C. 672) on be-
half of such children and youth; and 
‘‘(B) includes individuals who were age 13 
or older when their care and placement were 
the responsibility of a State or Tribal agency 
that administered a State or Tribal plan under 
part B or E of title IV of the Social Security 
Act (42 U.S.C. 621 et seq. and 670 et seq.) 
and who are no longer under the care and re-
sponsibility of such a State or tribal agency, 
without regard to any such individual’s subse-
quent adoption, guardianship arrangement, or 
other form of permanency outcome. 
‘‘(28) 
FEDERAL
EDUCATION
ASSISTANCE 
FUNDS.—The term ‘Federal education assistance 
funds’ means— 
‘‘(A) funds under title IV; 
‘‘(B) educational and training benefits 
available to veterans, military personal, and 
other individuals under chapter 30, 31, 32, 33, 
34, or 35 of title 38, United States Code, or 
chapter 101, 105, 106A, 1606, 1607, or 1608 
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of title 10, United States Code, or section 
1784a of title 10, United States Code; 
‘‘(C) funds for training under the Work-
force Innovation and Opportunity Act (29 
U.S.C. 3101 et seq.), including funds under 
title II of such Act; and 
‘‘(D) funds under section 477 of the Social 
Security Act. 
‘‘(29) PROGRESS PERIOD STATUS.—The term 
‘progress period status’ means the status of an insti-
tution of higher education that is determined by the 
Secretary to be in danger of failing to meet title IV 
eligibility criteria relating to student debt because 
the institution has a student default risk indicator of 
not less than 10 percent and not more than 15 per-
cent.’’. 
SEC. 1002. DISCLOSURES OF FOREIGN GIFTS. 
Section 117 of the Higher Education Act of 1965 (20 
U.S.C. 1011f) is amended— 
(1) in subsection (a), by striking ‘‘250,000’’ 
and inserting ‘‘100,000’’; 
(2) in subsection (b)— 
(A) in paragraph (1)— 
(i) by inserting ‘‘The legal name of 
the person or institution from which the 
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gift is received.’’ after ‘‘particular coun-
try.’’; and 
(ii) by striking ‘‘, or if unknown’’ and 
all that follows through to the period and 
inserting ‘‘and the country of incorpora-
tion. In this paragraph, the term ‘aggre-
gate dollar amount’ includes the fair mar-
ket value of staff members, textbooks, and 
other in-kind gifts.’’; and 
(B) in paragraph (2)— 
(i) by inserting ‘‘the name of the 
agency or office within the government 
from which such a gift is received, and’’ 
after ‘‘foreign government,’’; and 
(ii) by inserting ‘‘In this paragraph, 
the term ‘aggregate dollar amount’ in-
cludes the fair market value of staff mem-
bers, textbooks, and other in-kind gifts.’’ 
after ‘‘each foreign government.’’; 
(3) in subsection (c)(1), by striking ‘‘or if un-
known’’ and all that follows through the period and 
inserting ‘‘and the country of incorporation.’’; 
(4) in subsection (d)— 
(A) in paragraph (1) by striking ‘‘are sub-
stantially’’ and all that follows through ‘‘this 
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section,’’ and inserting ‘‘includes all information 
required by this section,’’; and 
(B) in paragraph (2) by striking ‘‘require-
ments substantially similar to those’’ and in-
serting ‘‘all the information’’; 
(5) in subsection (e), by adding at the end the 
following: ‘‘Not later than 30 days after receiving a 
disclosure report under this section, the Secretary 
shall make such report electronically available to the 
public for downloading. Not later than 60 days after 
the date of the enactment of this sentence, the Sec-
retary shall make all previous disclosure reports re-
ceived after January 1, 2000 available in the same 
manner as described in the previous sentence.’’; and 
(6) in subsection (h)— 
(A) in paragraph (1) by inserting ‘‘gift,’’ 
after ‘‘lease,’’; 
(B) in paragraph (3), by striking ‘‘or prop-
erty’’ and inserting ‘‘property, human re-
sources, or payment of any staff;’’; and 
(C) in paragraph (5)(B), by inserting ‘‘in-
stitutes, instructional programs,’’ after ‘‘cen-
ters,’’. 
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SEC. 1003. ALCOHOL AND SUBSTANCE MISUSE PREVEN-
TION. 
(a) IN GENERAL.—Section 120 of the Higher Edu-
cation Act of 1965 (20 U.S.C. 1011i) is amended— 
(1) in the section heading, by striking ‘‘DRUG 
AND ALCOHOL ABUSE’’ and inserting ‘‘ALCOHOL 
AND SUBSTANCE MISUSE’’; 
(2) in subsection (a)— 
(A) in the matter preceding paragraph (1), 
by striking ‘‘a program to prevent the use of il-
licit drugs and the abuse of alcohol by students 
and employees that,’’ and inserting ‘‘an evi-
dence-based program to prevent alcohol and 
substance misuse by students and employees 
that,’’; 
(B) by amending paragraph (1)(D) to read 
as follows: 
‘‘(D) a description of any alcohol or sub-
stance misuse counseling, treatment, rehabilita-
tion, recovery, re-entry, or recovery support 
programs provided by the institution (including 
in partnership with a community-based organi-
zation) that are available to employees or stu-
dents;’’; and 
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(C) in paragraph (1)(E), by striking ‘‘that 
the institution will impose’’ and inserting ‘‘of 
the institution’s policies regarding’’; 
(3) in subsection (c)— 
(A) in paragraph (1)— 
(i) by striking ‘‘and’’ at the end of 
subparagraph (A); 
(ii) in subparagraph (B), by striking 
the period and inserting ‘‘; and’’; and 
(iii) by adding at the end the fol-
lowing: 
‘‘(C) compliance assistance to assist insti-
tutions in complying with the requirements of 
this section.’’; 
(B) by redesignating paragraph (2) as 
paragraph (4); and 
(C) by inserting after paragraph (1) the 
following: 
‘‘(2) INTERAGENCY
AGREEMENT.—Not later 
than 180 days after the date of enactment of the 
Aim Higher Act, the Secretary shall enter into a 
interagency agreement with the Secretary of Health 
and Human Services to— 
‘‘(A) determine criteria that satisfy the re-
quirement of subsection (a) that an institution 
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of higher education has adopted and has imple-
mented an evidence-based program described in 
such subsection; 
‘‘(B) establish a process for disseminating 
the best practices for adopting and imple-
menting such an evidence-based program; and 
‘‘(C) establish a process that promotes co-
ordination and collaboration between institu-
tions of higher education and the respective 
State agencies that administer the Substance 
Abuse Prevention and Treatment Block Grants 
pursuant to subpart II of the Public Health 
Service Act (42 U.S.C. 300x–21). 
‘‘(3) GUIDANCE.—Not later than 1 year after 
the date of enactment of the Aim Higher Act, the 
Secretary shall, in coordination with the Secretary of 
Health and Human Services, issue guidance with re-
spect to the criteria described in paragraph (2)(A).’’; 
and 
(4) in subsection (e)— 
(A) in the subsection heading, by striking 
‘‘DRUG ABUSE’’ in the heading and inserting 
‘‘SUBSTANCE MISUSE’’; 
(B) in paragraph (1)— 
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(i) by striking ‘‘other organizations’’ 
and inserting ‘‘community-based organiza-
tions that partner with institutions of high-
er education’’; 
(ii) by striking ‘‘programs of preven-
tion, and education (including treatment- 
referral) to reduce and eliminate the illegal 
use of drugs and alcohol and the violence 
associated with such use’’ and inserting 
‘‘evidence-based programs of alcohol and 
substance misuse prevention and education 
(including programs to improve access to 
treatment, referral for treatment services, 
or crisis intervention services) to eliminate 
illegal substance use, decrease substance 
misuse, and improve public health and 
safety,’’; and 
(iii) by striking ‘‘alcohol and drug 
abuse’’ and inserting ‘‘substance use dis-
order’’; 
(C) 
by 
redesignating 
paragraphs 
(2) 
through (5) as paragraphs (3) through (6), re-
spectively; 
(D) by inserting after paragraph (1) the 
following: 
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‘‘(2) ADDITIONAL USES.—In addition to the ac-
tivities described in paragraph (1), a grant or con-
tract awarded under paragraph (1) may be used to 
carry out 1 or more of the following evidence-based 
programs or activities: 
‘‘(A) Providing programs for recovery sup-
port services, and peer support services and 
counseling for students with a substance use 
disorder. 
‘‘(B) Promoting integration and collabora-
tion in campus-based health services between 
primary care, substance use disorder services, 
and mental health services. 
‘‘(C) Promoting integrated care services re-
lated to screening, diagnosis, prevention, and 
treatment of mental, behavioral, and substance 
use disorders for students. 
‘‘(D) Providing re-entry assistance for stu-
dents on academic probation due to their sub-
stance use disorder. 
‘‘(E) 
Preventing 
fatal 
and 
nonfatal 
overdoses. 
‘‘(F) Providing education to students, fac-
ulty, or other personnel on— 
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‘‘(i) recognizing the signs and symp-
toms of substance use disorder, and how to 
engage and support a person in a crisis sit-
uation; 
‘‘(ii) resources available in the com-
munity, within the institution of higher 
education, and other relevant resources for 
individuals with a substance use disorder; 
and 
‘‘(iii) safely de-escalating crisis situa-
tions involving individuals with a substance 
use disorder.’’; and 
(E) by amending paragraph (6), as redes-
ignated by subparagraph (C), to read as fol-
lows: 
‘‘(6) AUTHORIZATION
OF
APPROPRIATIONS.— 
There are authorized to be appropriated to carry out 
this section $30,000,000 for fiscal year 2019 and 
each of the 5 succeeding fiscal years.’’. 
(b) EFFECTIVE DATES.— 
(1) IN GENERAL.—Except as provided in para-
graph (2), the amendments made by this section 
shall take effect on the date of enactment of this 
Act. 
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(2) DELAYED EFFECTIVE DATES.—The amend-
ments made by subsection (a)(2) shall apply to insti-
tutions of higher education on the date that is 2 
years after the date of enactment of this Act. 
SEC. 1004. EXCEPTION TO REQUIRED REGISTRATION WITH 
SELECTIVE SERVICE SYSTEM. 
Part B of title I of the Higher Education Act of 1965 
(20 U.S.C. 1011 et seq.) is amended by adding at the end 
the following: 
‘‘SEC. 124. EXCEPTION TO REQUIRED REGISTRATION WITH 
SELECTIVE SERVICE SYSTEM. 
‘‘Notwithstanding section 12(f) of the Military Selec-
tive Service Act (50 U.S.C. 3811(f)), a person shall not 
be ineligible for assistance or a benefit provided under title 
IV if the person is required under section 3 of such Act 
(50 U.S.C. 3802) to present himself for and submit to 
registration under such section, and fails to do so in ac-
cordance with any proclamation, rule, or regulation issued 
under such section.’’. 
SEC. 1005. FOR-PROFIT CONVERSIONS. 
(a) IN GENERAL.—Part B of title I of the Higher 
Education Act of 1965 (20 U.S.C. 1011 et seq.) is further 
amended by adding at the end the following: 
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‘‘SEC. 125. FOR-PROFIT CONVERSIONS. 
‘‘(a) DETERMINATION.—On determining that an in-
stitution of higher education meets the requirements 
under subsection (b), the Secretary shall— 
‘‘(1) approve the conversion of an institution of 
higher education to a nonprofit institution of higher 
education; and 
‘‘(2) review such approval every 5 years there-
after. 
‘‘(b) REQUIREMENTS.—To be eligible to convert to 
a nonprofit institution of higher education under this Act, 
an institution of higher education shall submit an applica-
tion to the Secretary that demonstrates— 
‘‘(1) that such institution is a nonprofit institu-
tion of higher education, as defined in section 
103(25); 
‘‘(2) subject to subsection (d), that the institu-
tion has not acquired any other institution of higher 
education (as defined in section 102), or a signifi-
cant portion of the assets of such other institution, 
for more than the value of such other institution or 
such assets, respectively; and 
‘‘(3) in the case of an institution that has been 
acquired by another party, that such institution is 
not controlled by such party. 
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‘‘(c) TRANSITION PERIOD.—In the case of an institu-
tion of higher education approved for conversion under 
subsection (a), such institution shall be subject to any 
rules and regulations that apply to proprietary institutions 
of higher education, as defined in section 102(b), for a 
minimum of 5 years. 
‘‘(d) VALUE.—The term ‘value’, with respect to an 
acquisition under subsection (b)(2)— 
‘‘(1) includes the value of any ongoing relation-
ship (including any contract, agreement, lease or 
other arrangement between the acquiring institution 
and the acquired institution), as defined in section 
180.905 of title 2, Code of Federal Regulations, as 
in effect on the date of enactment of this section; 
‘‘(2) subject to paragraph (3), may be dem-
onstrated through any of— 
‘‘(A) third-party valuation; 
‘‘(B) independent financing of the acquisi-
tion based upon the assets acquired; or 
‘‘(C) full and open competition in the pro-
curement of services or assets, as such term is 
defined in section 2.101(b) of title 48, Code of 
Federal Regulations, as in effect on the date of 
the enactment of this section; and 
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‘‘(3) shall be subject to such other demonstra-
tion process determined appropriate by the Secretary 
in a case in which the Secretary does not accept a 
demonstration process described in paragraph (2). 
‘‘(e) PUBLICATION.— 
‘‘(1) APPLICATION.—Before the Secretary may 
approve the conversion of an institution of higher 
education under subsection (a), the application of 
such institution submitted to the Secretary under 
subsection (b) shall be published in the Federal Reg-
ister with an appropriate notice and comment pe-
riod. 
‘‘(2) DETERMINATION.—The Secretary shall 
publish each determination under this section, and 
the reasons for such determination, under the Fed-
eral Register. 
‘‘(f) TAX EXEMPT STATUS.—In carrying out this sec-
tion, the Secretary may consider the tax exempt status 
of an institution of higher education under section 
501(c)(3) of the Internal Revenue Code, but may not use 
such status as the sole determining factor for approval 
under subsection (a).’’. 
(b) EXPERTISE.—The Secretary of Education shall 
create a unit within the Department of Education with 
the expertise necessary to carry out section 125 of the 
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Higher Education Act of 1965, as added by subsection 
(a). 
SEC. 1006. POSTSECONDARY DATA SYSTEM. 
Section 132 of the Higher Education Act of 1965 (20 
U.S.C. 1015a) is amended— 
(1) in subsection (i)(1)(T), by striking ‘‘rate,’’ 
and inserting ‘‘rate and adjusted cohort default 
rate,’’; 
(2) by redesignating subsection (l) as subsection 
(m); and 
(3) by inserting after subsection (k) the fol-
lowing: 
‘‘(l) DATA SYSTEM.— 
‘‘(1) IN GENERAL.— 
‘‘(A) ESTABLISHMENT
OF
SYSTEM.—The 
Commissioner for Education Statistics (referred 
to in this subsection as the ‘Commissioner’) 
shall develop and maintain a postsecondary 
data system that is secure and protects student 
data privacy to— 
‘‘(i) evaluate student-level— 
‘‘(I) enrollment, progression, and 
completion patterns; 
‘‘(II) outcomes following postsec-
ondary enrollment and completion; 
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‘‘(III) postsecondary costs; and 
‘‘(IV) financial aid; 
‘‘(ii) 
improve 
institutional 
trans-
parency and facilitate institutional im-
provement while reducing the reporting 
burden on institutions of higher education; 
and 
‘‘(iii) analyze, evaluate, and improve 
Federal student aid programs; 
‘‘(B) REQUIREMENTS.—In developing the 
data system described in this subsection, the 
Commissioner shall— 
‘‘(i) focus on the needs of users of 
such system and entities reporting to such 
system, including institutions of higher 
education; 
‘‘(ii) follow relevant web design and 
digital services standards; and 
‘‘(iii) ensure student data privacy and 
security in accordance with the most recent 
Federal standards developed by the Na-
tional Institute of Standards and Tech-
nology. 
‘‘(C) REPORTING.—Notwithstanding any 
other provision of this section, to the extent 
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that another provision of this section requires 
the same reporting or collection of data that is 
required under this subsection, an institution of 
higher education (as defined in section 102), or 
the Secretary or Commissioner may use the re-
porting or data required for the postsecondary 
data system established pursuant to this sub-
section to satisfy both such requirements. 
‘‘(2) DATA SYSTEM ELEMENTS.— 
‘‘(A) IN
GENERAL.—The Commissioner 
shall consult with institutions of higher edu-
cation, individuals and organizations with ex-
pertise in data privacy and security, consumer 
protections, and other stakeholders in deter-
mining and, where appropriate, revising, data 
elements to be included in the postsecondary 
data system, in accordance with subparagraph 
(B). 
‘‘(B) REQUIRED
ELEMENTS.—Such post-
secondary data system shall include, at a min-
imum, the following student-level data elements: 
‘‘(i) The student-level data elements 
necessary to calculate the information 
within any student-related surveys included 
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in the Integrated Postsecondary Education 
Data System (IPEDS). 
‘‘(ii) The student-level data elements 
necessary to allow for reporting student 
enrollment, persistence, retention, transfer, 
and completion measures for all credential 
levels within and across institutions of 
higher education, and disaggregated by the 
following categories to allow for cross tab-
ulation of data: 
‘‘(I) First-time enrollment status. 
‘‘(II) 
Attendance 
intensity, 
whether full-time or part-time. 
‘‘(III) Distance education enroll-
ment status. 
‘‘(IV) Credential-seeking status. 
‘‘(V) Credential level. 
‘‘(VI) Race (as defined in section 
153(3)(a) of the Education Sciences 
Reform Act (20 U.S.C. 9501(3)(a))). 
‘‘(VII) Age. 
‘‘(VIII) Gender. 
‘‘(IX) Program of study. 
‘‘(X) Military or veteran status, 
as determined made on receipt of vet-
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eran’s education benefits (defined in 
section 480(c)). 
‘‘(XI) Federal Pell Grant eligi-
bility. 
‘‘(XII) Federal Pell Grant recipi-
ent status. 
‘‘(XIII) Federal loan recipient 
status under title IV. 
‘‘(XIV) Disability status. 
‘‘(XV) First-generation college 
student status (defined in section 
318). 
‘‘(C) PROHIBITED ELEMENTS.—The Com-
missioner shall not include health data, student 
discipline records or data, elementary and sec-
ondary education data, physical address, citi-
zenship or national origin status, course grades, 
student-level postsecondary entrance examina-
tion results, political affiliation, or religion in 
the postsecondary data system. 
‘‘(D) ADDITIONAL DATA ELEMENTS.—The 
Commissioner may, after consultation with in-
stitutions of higher education and other stake-
holders, make a determination to promulgate 
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regulations to include additional data elements 
in the postsecondary student data system. 
‘‘(3) FEDERAL DATA SYSTEM COORDINATION.— 
‘‘(A) IN
GENERAL.—Where appropriate, 
the Commissioner shall enter into agreements 
with other Federal agencies to create secure 
linkages that meet the requirements of this 
paragraph between the data collected under the 
postsecondary data system under this sub-
section and relevant Federal data systems. 
‘‘(B) CONSISTENT REPORTING.—The Com-
missioner shall ensure that the secure linkages 
described in subparagraph (A) result in con-
sistent reporting of, at a minimum, the fol-
lowing categories of data for all students: 
‘‘(i) Enrollment, retention, transfer, 
and completion outcomes. 
‘‘(ii) Financial indicators for students 
receiving Federal grants and loans under 
this title, including grant and loan aid by 
source, cumulative student debt, loan re-
payment status, and repayment plan. 
‘‘(iii) Postcollegiate outcomes, includ-
ing 
earnings, 
employment, 
and 
post-
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graduate education, by program of study 
and credential level. 
‘‘(C) CONFIDENTIALITY
AND
DATA
PRI-
VACY.—In creating secure linkages with rel-
evant Federal data systems described in this 
paragraph, the Commissioner shall ensure that 
such linkages— 
‘‘(i) protect student data privacy; and 
‘‘(ii) comply with the security and pri-
vacy protections described in all applicable 
Federal data protection protocols. 
‘‘(D) REVIEW.—Not less often than once 
every 5 years after the establishment of the 
postsecondary data system under this sub-
section, the Commissioner shall review methods 
for streamlining data collection from postsec-
ondary institutions and minimizing duplicative 
reporting with the Department of Education 
and across Federal agencies that provide data 
for the postsecondary data system. 
‘‘(4) INFORMATION SHARING.— 
‘‘(A) 
AGGREGATE
INFORMATION.—The 
Commissioner shall make summary aggregate 
information publicly available and user-friendly. 
Such aggregate information shall— 
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‘‘(i) include, at a minimum, for each 
institution of higher education, measures 
of student access, progression, completion, 
student costs, and postcollegiate student 
outcomes; and 
‘‘(ii) not include any personally identi-
fiable information. 
‘‘(B) RESEARCH AND EVALUATION.—The 
Commissioner shall develop and implement a 
secure process— 
‘‘(i) for making student-level, non-per-
sonally identifiable information from the 
postsecondary data system described in 
this subsection available for research and 
evaluation purposes approved by the Com-
missioner in a manner compatible with 
practices for disclosing National Center for 
Education Statistics data as in effect on 
the day before the date of enactment of the 
Aim Higher Act; 
‘‘(ii) through which any institution of 
higher education or a State that fully par-
ticipates in the postsecondary data system 
under this subsection may request and re-
ceive from the Commissioner non-person-
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ally identifiable information, and aggregate 
summary data, related to students who 
have attended such institution or any insti-
tution in such State, as applicable, for pur-
poses of institutional or State improvement 
and program evaluation; and 
‘‘(iii) for providing, at least annually, 
each institution of higher education that 
fully participates in the postsecondary data 
system under this subsection with a set of 
program-level, non-personally identifiable 
information from the postsecondary data 
system for students currently or formerly 
associated with the institution. 
‘‘(C) REGULATION.—The Commissioner 
shall promulgate guidance and regulations to 
ensure— 
‘‘(i) fair, secure, and equitable access 
to such data; and 
‘‘(ii) privacy, security, and access to 
such data. 
‘‘(D) 
PROHIBITIONS.—Data 
collected 
under this subsection shall not be— 
‘‘(i) sold to any third party by the 
Commissioner, any institution of higher 
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education, any State, or any other entity; 
or 
‘‘(ii) used for any law enforcement ac-
tivity or any other activity that would re-
sult in adverse action against any student, 
including enforcement of Federal immigra-
tion law or debt collection activity. 
‘‘(5) DATA SUBMISSION.— 
‘‘(A) REQUIRED SUBMISSION.—Each insti-
tution of higher education participating in a 
program under this title shall collect and sub-
mit to the Commissioner the data requested by 
the Commissioner to carry out this subsection. 
‘‘(B) AUTHORIZED SUBMISSION.—An insti-
tution of higher education not participating in 
a program under this title may collect and sub-
mit to the Commissioner the data requested by 
the Commissioner to carry out this sub-
section.’’. 
SEC. 1007. TEXTBOOK INFORMATION. 
Section 133 of the Higher Education Act of 1965 (20 
U.S.C. 1015b) is amended— 
(1) in subsection (a), by striking ‘‘identify ways 
to decrease’’ and inserting ‘‘identify and adopt inno-
vative tools to decrease’’; 
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(2) in subsection (b)(9)— 
(A) by striking ‘‘to accompany a’’ and in-
serting ‘‘to accompany or support a’’ in the 
matter preceding subparagraph (A); and 
(B) in subparagraph (A), by striking ‘‘ma-
terials, computer disks, website access’’ and in-
serting ‘‘materials, online and digital learning 
platforms and materials, website access’’; 
(3) in subsection (c)(1)(D)(i), by striking ‘‘pa-
perback, and unbound’’ and inserting ‘‘paperback, 
digital, and unbound’’; and 
(4) in subsection (f)— 
(A) in paragraph (1), by inserting ‘‘access-
ing lower-cost digital course materials and dig-
ital textbooks,’’ after ‘‘programs for’’; and 
(B) in paragraph (3), by inserting ‘‘, such 
as inclusive access programs or digital content 
distribution platforms’’ after ‘‘delivery pro-
grams’’. 
SEC. 1008. REPEAL OF PROHIBITION OF STUDENT INFOR-
MATION DATABASE. 
Section 134 of the Higher Education Act of 1965 (20 
U.S.C. 1015c) is repealed. 
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SEC. 1009. IN-STATE TUITION RATES FOR HOMELESS CHIL-
DREN AND YOUTHS AND FOSTER CARE CHIL-
DREN AND YOUTH. 
Section 135 of the Higher Education Act of 1965 (20 
U.S.C. 1015d) is amended— 
(1) in the section heading, by inserting ‘‘, 
HOMELESS CHILDREN AND YOUTHS, AND FOS-
TER CARE CHILDREN AND YOUTH’’ after ‘‘CHIL-
DREN’’; 
(2) in subsection (a)— 
(A) by striking ‘‘(a) REQUIREMENT.—In 
the case’’ and inserting the following: 
‘‘(a) REQUIREMENT.— 
‘‘(1) ARMED FORCES.—In the case’’; and 
(B) by adding at the end the following: 
‘‘(2) HOMELESS CHILDREN AND YOUTHS AND 
FOSTER CARE CHILDREN AND YOUTH.—In the case 
of a homeless child or youth or a foster care child 
or youth, such State shall not charge such individual 
tuition for attendance at a public institution of high-
er education in the State at a rate that is greater 
than the rate charged for residents of the State.’’; 
and 
(3) by striking subsections (c) and (d) and in-
serting the following: 
‘‘(c) EFFECTIVE DATE.— 
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‘‘(1) ARMED FORCES.—With respect to an indi-
vidual described in subsection (a)(1), this section 
shall remain in effect as it was in effect on the day 
before the date of enactment of the Aim Higher Act. 
‘‘(2) HOMELESS CHILDREN AND YOUTHS AND 
FOSTER CARE CHILDREN AND YOUTH.—With respect 
to an individual described in subsection (a)(2), this 
section shall take effect at each public institution of 
higher education in a State that receives assistance 
under this Act for the first period of enrollment at 
such institution that begins during the first full 
award year following the date of enactment of the 
Aim Higher Act. 
‘‘(d) DEFINITIONS.—In this section: 
‘‘(1) ARMED
FORCES.—The terms ‘armed 
forces’ and ‘active duty for a period of more than 30 
days’ have the meanings given those terms in section 
101 of title 10, United States Code. 
‘‘(2) HOMELESS CHILDREN AND YOUTHS.—The 
term ‘homeless children and youths’ has the mean-
ing given the term in section 725 of the McKinney- 
Vento 
Homeless 
Assistance 
Act 
(42 
U.S.C. 
11434a).’’. 
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SEC. 1010. STUDENT LOAN OMBUDSMAN. 
Section 141(f)(3) (20 U.S.C. 1018(f)(3)) is amend-
ed— 
(1) in subparagraph (A), by striking ‘‘and’’ 
after the semicolon; 
(2) in subparagraph (B), by striking the period 
at the end and inserting ‘‘; and’’; and 
(3) by adding at the end the following: 
‘‘(C) receive, review, and resolve expedi-
tiously complaints regarding a student’s inde-
pendence under subparagraph (B) or (H) of 
section 480(d)(1), in consultation with knowl-
edgeable parties, including child welfare agen-
cies, local educational agency liaisons for home-
less children and youths designated under sec-
tion 722(g)(1)(J)(ii) of the McKinney-Vento 
Homeless 
Assistance 
Act 
(42 
U.S.C. 
11432(g)(1)(J)(ii)), or State Coordinators for 
Education of Homeless Children and Youths es-
tablished in accordance with section 722 of 
such Act (42 U.S.C. 11432).’’. 
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TITLE II—TEACHER QUALITY 
ENHANCEMENT 
PART A—TEACHER AND SCHOOL LEADER 
QUALITY PARTNERSHIP GRANTS 
SEC. 2001. DEFINITIONS. 
Section 200 of the Higher Education Act of 1965 (20 
U.S.C. 1021) is amended to read as follows: 
‘‘SEC. 200. DEFINITIONS. 
‘‘Except as otherwise provided, in this title: 
‘‘(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 area, the disciplines or content areas in 
which academic majors are offered by the arts 
and sciences organizational unit. 
‘‘(2) BLENDED LEARNING.—The term ‘blended 
learning’ has the meaning given the term in section 
4102 of the Elementary and Secondary Education 
Act of 1965 (20 U.S.C. 7112). 
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‘‘(3) CHILDREN
FROM
LOW-INCOME
FAMI-
LIES.—The term ‘children from low-income families’ 
means children described in section 1124(c)(1)(A) of 
the Elementary and Secondary Education Act of 
1965 (20 U.S.C. 6333(c)(1)(A)). 
‘‘(4) 
COMPREHENSIVE
LITERACY
INSTRUC-
TION.—The term ‘comprehensive literacy instruc-
tion’ has the meaning given the term in section 
2221(b)(1) of the Elementary and Secondary Edu-
cation Act of 1965 (20 U.S.C. 6641(b)(1)). 
‘‘(5) DIGITAL
LEARNING.—The term ‘digital 
learning’ has the meaning given the term in section 
4102 of the Elementary and Secondary Education 
Act of 1965 (20 U.S.C. 7112). 
‘‘(6) DIVERSE
TEACHER
CANDIDATES.—The 
term ‘diverse teacher candidates’ means teacher can-
didates from— 
‘‘(A) underrepresented groups; or 
‘‘(B) teachers who are linguistically and 
culturally prepared to educate high-need stu-
dents. 
‘‘(7) 
EARLY
CHILDHOOD
EDUCATOR.—The 
term ‘early childhood educator’ means an individual 
with primary responsibility for the education of chil-
dren in an early childhood education program. 
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‘‘(8) EDUCATIONAL
SERVICE
AGENCY.—The 
term ‘educational service agency’ has the meaning 
given the term in section 8101 of the Elementary 
and Secondary Education Act of 1965 (20 U.S.C. 
7801). 
‘‘(9) EDUCATOR.—The term ‘educator’ means a 
teacher, principal or other school leader, specialized 
instructional support personnel, or other staff mem-
ber who provides or directly supports instruction, 
such as a school librarian, counselor, or paraprofes-
sional. 
‘‘(10) ELIGIBLE PARTNERSHIP.—The term ‘eli-
gible partnership’ means an entity that— 
‘‘(A) shall include— 
‘‘(i) a high-need local educational 
agency; 
‘‘(ii)(I) a high-need school or a con-
sortium of high-need schools served by the 
high-need local educational agency; or 
‘‘(II) as applicable, a high-need early 
childhood education program; 
‘‘(iii) a partner institution; 
‘‘(iv) a school, department, or pro-
gram of education within such partner in-
stitution, which may include an existing 
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local educational agencies, that can serve 
as a resource to the partnership. 
‘‘(x) A charter school (as defined in 
section 4310 of the Elementary and Sec-
ondary Education Act of 1965 (20 U.S.C. 
7221i)). 
‘‘(xi) A school or department within 
the partner institution that focuses on psy-
chology and human development. 
‘‘(xii) A school or department within 
the partner institution with comparable ex-
pertise in the disciplines of teaching, learn-
ing, and child and adolescent development. 
‘‘(xiii) An entity operating a program 
that provides alternative routes to State 
certification of teachers or principals. 
‘‘(11) ENGLISH LEARNER.—The term ‘English 
learner’ has the meaning given the term in section 
8101 of the Elementary and Secondary Education 
Act of 1965 (20 U.S.C. 7801). 
‘‘(12) EVIDENCE-BASED.—The term ‘evidence- 
based’ has the meaning given the term in subclauses 
(I) and (II) of section 8101(21)(A)(i) of the Elemen-
tary and Secondary Education Act of 1965 (20 
U.S.C. 7801(21)(A)). 
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‘‘(13) EVIDENCE OF STUDENT LEARNING.—The 
term ‘evidence of student learning’ means multiple 
measures of student learning that include the fol-
lowing: 
‘‘(A) Valid and reliable student assessment 
data, which may include data— 
‘‘(i) based on— 
‘‘(I) student learning gains on 
statewide academic assessments under 
section 1111(b)(2) of the Elementary 
and Secondary Education Act of 
1965; or 
‘‘(II) student academic achieve-
ment assessments used at the na-
tional, State, or local levels, where 
available and appropriate for the cur-
riculum and students taught; 
‘‘(ii) from classroom-based summative 
assessments; and 
‘‘(iii) from high-quality validated per-
formance-based 
assessments 
that 
are 
aligned with challenging State academic 
standards 
adopted 
under 
section 
1111(b)(1) of the Elementary and Sec-
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ondary Education Act of 1965 (20 U.S.C. 
6311(b)(1)). 
‘‘(B) Not less than one of the following ad-
ditional measures: 
‘‘(i) Student work, including measures 
of performance criteria and evidence of 
student growth. 
‘‘(ii) Teacher-generated information 
about student goals and growth. 
‘‘(iii) Parental feedback about student 
goals and growth. 
‘‘(iv) Student feedback about learning 
and teaching supports. 
‘‘(v) Assessments of affective engage-
ment and self-efficacy. 
‘‘(vi) Other appropriate measures, as 
determined by the State. 
‘‘(14) FOSTER CARE.— 
‘‘(A) IN GENERAL.—The term ‘foster care’ 
means 24-hour substitute care for a child 
placed away from the child’s parents or guard-
ians and for whom the State agency has place-
ment and care responsibility. The term includes 
care through a placement in a foster family 
home, a foster home of a relative, a group 
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home, an emergency shelter, a residential facil-
ity, a child care institution, or a pre-adoptive 
home. 
‘‘(B) RULE.—A child shall be considered 
to be in foster care under subparagraph (A) 
without regard to whether— 
‘‘(i) the foster care facility is licensed 
and payments are made by the State or 
local agency for the care of the child; 
‘‘(ii) adoption subsidy payments are 
being made prior to the finalization of an 
adoption; or 
‘‘(iii) Federal matching funds for any 
payments described in clause (i) or (ii) are 
being made. 
‘‘(15) HIGH-NEED
EARLY
CHILDHOOD
EDU-
CATION PROGRAM.—The term ‘high-need early child-
hood education program’ means an early childhood 
education program serving children from low-income 
families that is located within the geographic area 
served by a high-need local educational agency. 
‘‘(16) HIGH-NEED LOCAL EDUCATIONAL AGEN-
CY.—The term ‘high-need local educational agency’ 
means a local educational agency— 
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‘‘(A)(i) that serves not fewer than 10,000 
low-income children; 
‘‘(ii) for which not less than 20 percent of 
the children served by the agency are low-in-
come children; 
‘‘(iii) that meets the eligibility require-
ments for funding under the Small, Rural 
School Achievement Program under section 
5211(b) of the Elementary and Secondary Edu-
cation Act of 1965 or the Rural and Low-In-
come School Program under section 6221(b) of 
such Act; or 
‘‘(iv) that has a percentage of low-income 
children that is in the highest quartile among 
such agencies in the State; and 
‘‘(B)(i) for which one or more schools 
served by the agency is identified by the State 
for comprehensive supports and interventions 
under section 1111(c)(4)(D)(i) of the Elemen-
tary and Secondary Education Act of 1965; or 
‘‘(ii) for which one or more schools served 
by the agency has a high teacher turnover rate 
or is experiencing a teacher shortage in a high- 
needs field, as determined by the State. 
‘‘(17) HIGH-NEED SCHOOL.— 
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‘‘(A) IN GENERAL.—The term ‘high-need 
school’ means a school that, based on the most 
recent data available, meets one or both of the 
following: 
‘‘(i) The school is in the highest quar-
tile of schools in a ranking of all schools 
served by a local educational agency, 
ranked in descending order by percentage 
of students from low-income families en-
rolled in such schools, as determined by 
the local educational agency based on one 
of the following measures of poverty: 
‘‘(I) The percentage of students 
aged 5 through 17 in poverty counted 
in the most recent census data ap-
proved by the Secretary. 
‘‘(II) The percentage of students 
eligible for a free or reduced price 
school lunch under the Richard B. 
Russell National School Lunch Act. 
‘‘(III) The percentage of students 
in families receiving assistance under 
the State program funded under part 
A of title IV of the Social Security 
Act. 
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‘‘(IV) The percentage of students 
eligible to receive medical assistance 
under the Medicaid program. 
‘‘(V) A composite of two or more 
of the measures described in sub-
clauses (I) through (IV). 
‘‘(ii) In the case of— 
‘‘(I) an elementary school, the 
school serves students not less than 
60 percent of whom are eligible for a 
free or reduced price school lunch 
under the Richard B. Russell National 
School Lunch Act; or 
‘‘(II) any other school that is not 
an elementary school, the other school 
serves students not less than 45 per-
cent of whom are eligible for a free or 
reduced price school lunch under the 
Richard B. Russell National School 
Lunch Act. 
‘‘(B) SPECIAL RULE.— 
‘‘(i) DESIGNATION
BY
THE
SEC-
RETARY.—The Secretary may, upon ap-
proval of an application submitted by an 
eligible partnership seeking a grant under 
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this title, designate a school that does not 
qualify as a high-need school under sub-
paragraph (A) as a high-need school for 
the purpose of this title. The Secretary 
shall base the approval of an application 
for designation of a school under this 
clause on a consideration of the informa-
tion required under clause (ii), and may 
also take into account other information 
submitted by the eligible partnership. 
‘‘(ii) APPLICATION REQUIREMENTS.— 
An application for designation of a school 
under clause (i) shall include— 
‘‘(I) the number and percentage 
of students attending such school who 
are— 
‘‘(aa) aged 5 through 17 in 
poverty counted in the most re-
cent census data approved by the 
Secretary; 
‘‘(bb) eligible for a free or 
reduced price school lunch under 
the Richard B. Russell National 
School Lunch Act; 
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‘‘(cc) in families receiving 
assistance under the State pro-
gram funded under part A of 
title IV of the Social Security 
Act; or 
‘‘(dd) eligible to receive med-
ical assistance under the Med-
icaid program; 
‘‘(II) information about the stu-
dent academic achievement of stu-
dents at such school; and 
‘‘(III) for a secondary school, the 
four-year adjusted cohort graduation 
rate for such school. 
‘‘(18) HIGHLY COMPETENT.—The term ‘highly 
competent’, when used with respect to an early 
childhood educator, means an educator— 
‘‘(A) with specialized education and train-
ing in development and education of young chil-
dren from birth until entry into kindergarten or 
a specialization in infants and toddlers or pre- 
school children; 
‘‘(B) with— 
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‘‘(i) a baccalaureate degree in an aca-
demic major in an early childhood or re-
lated field; or 
‘‘(ii) an associate’s degree in an early 
childhood or related educational area; and 
‘‘(C) who has demonstrated a high level of 
knowledge and use of content and pedagogy in 
the relevant areas associated with quality early 
childhood education. 
‘‘(19) HOMELESS CHILD.—The term ‘homeless 
child’ means an individual who is a homeless child 
or youth under section 725 of the McKinney-Vento 
Homeless Assistance Act (42 U.S.C. 11434). 
‘‘(20) INDUCTION PROGRAM.—The term ‘induc-
tion program’ means a formalized program for new 
teachers or school leaders, during not less than the 
teachers’ or school leaders’ first 2 years of, respec-
tively, teaching or leading, that is designed to pro-
vide support for, and improve the professional per-
formance and increase the retention in the education 
field of, beginning teachers or school leaders. Such 
program shall promote effective teaching or leader-
ship skills and shall include the following compo-
nents: 
‘‘(A) High-quality mentoring. 
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‘‘(B) Periodic, structured time for collabo-
ration, including with mentors, as well as time 
for information-sharing among teachers, prin-
cipals, other school leaders and administrators, 
other appropriate instructional staff, and par-
ticipating faculty or program staff in the part-
ner institution. 
‘‘(C) The application of evidence-based in-
structional practices. 
‘‘(D) Opportunities for new teachers or 
school leaders to draw directly on the expertise 
of mentors, faculty or program staff, and re-
searchers to support the integration of evidence- 
based research with practice. 
‘‘(E) The development of skills in evidence- 
based instructional and behavioral interven-
tions. 
‘‘(F) Faculty or program staff who— 
‘‘(i) model the integration of research 
and practice in the classroom and school; 
and 
‘‘(ii) as appropriate, assist new teach-
ers or school leaders with the effective use 
and integration of educational technology 
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and the principles of universal design for 
learning into the classroom or school. 
‘‘(G) Interdisciplinary collaboration among 
teacher leaders or school leaders, faculty or pro-
gram staff, researchers, and other staff who 
prepare new teachers or school leaders with re-
spect to, as applicable, the learning process, the 
assessment of learning, or the leadership of a 
school. 
‘‘(H) As applicable to the role, assistance 
with understanding of the effective use of data, 
particularly student achievement data, and the 
applicability of such data to inform and improve 
classroom instruction and school leadership. 
‘‘(I) Regular and structured observation 
and evaluation of new teachers, principals, or 
other school leaders that are based in part on 
evidence of student learning, shall include mul-
tiple measures of educator performance, and 
shall provide clear, timely, and useful feedback 
to teachers, principals, or other school leaders, 
as applicable. 
‘‘(J) The development of skills in improv-
ing the school culture and climate related to 
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school leadership and the role of the principal, 
including to— 
‘‘(i) nurture teacher and staff develop-
ment to strengthen classroom practice; 
‘‘(ii) build and sustain an inclusive 
culture of learning among adults and chil-
dren; 
‘‘(iii) strengthen communications and 
relationships 
with 
parents, 
caregivers, 
paraprofessionals, and community stake-
holders; 
‘‘(iv) facilitate the sharing of knowl-
edge, insight, and best practices in the 
community served by the school, preschool 
program, or early childhood education pro-
gram, including with youth serving pro-
grams (such as before- and after-school 
and summer programs); and 
‘‘(v) build relationships and commu-
nicate effectively with State and local edu-
cational agency officials. 
‘‘(21) INFANT
OR
TODDLER
WITH
A
DIS-
ABILITY.—The term ‘infant or toddler with a dis-
ability’ has the meaning given the term in section 
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632 of the Individuals with Disabilities Education 
Act (20 U.S.C. 1432). 
‘‘(22) MENTORING.—The term ‘mentoring’ 
means the mentoring of new or prospective teachers 
or school leaders through a program that— 
‘‘(A) includes clear criteria for the selec-
tion of teacher or school leader mentors who 
may be program staff and who will provide role 
model relationships for mentees, which criteria 
shall be developed by the eligible partnership 
and based on measures of teacher or school 
leader effectiveness; 
‘‘(B) provides high-quality training for 
such mentors, including instructional strategies 
for literacy instruction and classroom manage-
ment (including approaches that improve the 
schoolwide climate for learning, create inclusive 
classroom environments, and address the social 
and emotional needs of students, which may in-
clude positive behavioral interventions and sup-
ports); 
‘‘(C) provides regular and ongoing oppor-
tunities for mentors and mentees to observe 
each other’s teaching or leading methods in 
classroom or school settings during the day in 
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a high-need school in the high-need local edu-
cational agency in the eligible partnership; 
‘‘(D) provides paid release time for men-
tors; 
‘‘(E) for teachers, provides mentoring to 
each mentee by a colleague who teaches in the 
same field, grade, or subject as the mentee; 
‘‘(F) for teachers, promotes empirically- 
based practice of, and evidence-based research 
on, where applicable— 
‘‘(i) teaching and learning; 
‘‘(ii) assessment of student learning; 
‘‘(iii) the development of teaching 
skills through the use of instructional and 
behavioral interventions; and 
‘‘(iv) the improvement of the mentees’ 
capacity to measurably advance student 
learning; and 
‘‘(G) includes— 
‘‘(i) common planning time or regu-
larly scheduled collaboration for the men-
tor and mentee; and 
‘‘(ii) as applicable, joint professional 
development opportunities. 
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‘‘(23) PARENT.—The term ‘parent’ has the 
meaning given the term in section 8101 of the Ele-
mentary and Secondary Education Act of 1965. 
‘‘(24) PARTNER INSTITUTION.—The term ‘part-
ner institution’ means an institution of higher edu-
cation, which may include a 2-year institution of 
higher education offering a dual program with a 4- 
year institution of higher education, participating in 
an eligible partnership that has a teacher or school 
leader preparation program that is accredited by the 
State— 
‘‘(A) in the case of a teacher preparation 
program— 
‘‘(i) whose graduates exhibit strong 
performance on State-determined quali-
fying 
assessments 
for 
new 
teachers 
through— 
‘‘(I) demonstrating that 80 per-
cent or more of the graduates of the 
program who intend to enter the field 
of teaching have passed all of the ap-
plicable State qualification assess-
ments for new teachers, which shall 
include an assessment of each pro-
spective 
teacher’s 
subject 
matter 
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knowledge in the content area in 
which the teacher intends to teach; or 
‘‘(II) that is not designated as a 
low-performing teacher preparation 
program in the State as determined 
by the State— 
‘‘(aa) using criteria con-
sistent with the requirements for 
the State assessment under sec-
tion 207(a) before the first publi-
cation of such report card; and 
‘‘(bb) using the State assess-
ment 
required 
under 
section 
207(a), after the first publication 
of such report card and for every 
year thereafter; and 
‘‘(ii) that requires— 
‘‘(I) each student in the program 
to meet high academic standards or 
demonstrate a record of success, as 
determined by the institution (includ-
ing prior to entering and being ac-
cepted into a program), and partici-
pate in intensive clinical experience; 
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‘‘(II) each student in the pro-
gram preparing to become a teacher 
who meets the applicable State certifi-
cation and licensure requirements, in-
cluding any requirements for certifi-
cation obtained through alternative 
routes to certification, or, with regard 
to special education teachers, the 
qualifications described in section 
612(a)(14)(C) of the Individuals with 
Disabilities Education Act; and 
‘‘(III) each student in the pro-
gram preparing to become an early 
childhood educator to meet degree re-
quirements, as established by the 
State, and become highly competent; 
and 
‘‘(B) in the case of a school leader prepa-
ration program— 
‘‘(i) whose graduates exhibit a strong 
record of successful school leadership as 
demonstrated by— 
‘‘(I) a high percentage of such 
graduates taking positions as assist-
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ant principals and principals within 3 
years of completing the program; and 
‘‘(II) a high percentage of such 
graduates rated effective or above in 
State school leader evaluation and 
support systems (as described in sec-
tion 2101(c)(4)(B)(ii) of the Elemen-
tary and Secondary Education Act of 
1965) or, if no such ratings are avail-
able, other, comparable indicators of 
performance; and 
‘‘(ii) that requires each student in the 
program to participate in intensive clinical 
experience in an authentic setting (includ-
ing by assuming substantial leadership re-
sponsibilities) in which the student can be 
evaluated on leadership skills and the stu-
dent’s effect on student outcomes as part 
of program completion. 
‘‘(25) 
PROFESSIONAL
DEVELOPMENT.—The 
term ‘professional development’ has the meaning 
given the term in section 8101 of the Elementary 
and Secondary Education Act of 1965. 
‘‘(26) PROFESSION-READY.—The term ‘profes-
sion-ready’— 
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‘‘(A) when used with respect to a principal, 
means a principal or other school leader who— 
‘‘(i) has an advanced degree, or other 
appropriate credential; 
‘‘(ii) has completed a principal or 
other school leader preparation process and 
is fully certified and licensed by the State 
in which the principal or other school lead-
er is employed; 
‘‘(iii) has demonstrated instructional 
leadership, including the ability to collect, 
analyze, and utilize data on evidence of 
student learning and evidence of classroom 
practice; 
‘‘(iv) has demonstrated proficiency in 
professionally recognized leadership stand-
ards, such as through— 
‘‘(I) a performance assessment; 
‘‘(II) completion of a residency 
program; or 
‘‘(III) other measures of leader-
ship effectiveness, as determined by 
the State; and 
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‘‘(v) has demonstrated the ability to 
work with students who are culturally and 
linguistically diverse; 
‘‘(B) when used with respect to a teacher, 
means a teacher who— 
‘‘(i) has completed a teacher prepara-
tion program and is fully certified and li-
censed to teach by the State in which the 
teacher is employed; 
‘‘(ii) has demonstrated content knowl-
edge in the subject or subjects the teacher 
teaches; 
‘‘(iii) has demonstrated the ability to 
work with students who are culturally and 
linguistically diverse; 
‘‘(iv) has demonstrated teaching skills, 
such as through— 
‘‘(I) a teacher performance as-
sessment; or 
‘‘(II) other measures of teaching 
skills, as determined by the State; and 
‘‘(v) has demonstrated proficiency 
with the use of educational technology; and 
‘‘(C) when used with respect to any other 
educator not described in subparagraph (A) or 
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(B), means an educator who has completed an 
appropriate preparation program and is fully 
certified or licensed by the State in which the 
educator is employed. 
‘‘(27) RESIDENCY PROGRAM.—The term ‘resi-
dency program’ means a school-based educator prep-
aration program in which a prospective teacher, 
principal or other school leader, or other educator— 
‘‘(A) for 1 academic year, works alongside 
a mentor teacher, principal or other school lead-
er, or other educator who is the educator of 
record; 
‘‘(B) receives concurrent instruction during 
the year described in subparagraph (A) from 
the partner institution, which may be courses 
taught by local educational agency personnel or 
residency program faculty, in— 
‘‘(i) the teaching of the content area 
in which the teacher will become certified 
or licensed; 
‘‘(ii) pedagogical practices; and 
‘‘(iii) leadership, management, organi-
zational, and instructional skills necessary 
to serve as a principal or other school lead-
er; 
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‘‘(C) acquires effective teaching or leader-
ship skills; and 
‘‘(D) prior to completion of the program, 
earns a master’s degree or other appropriate 
advanced credential, attains full State teacher, 
principal, or school leader certification or licen-
sure, and becomes profession-ready. 
‘‘(28) SCHOOL
LEADER.—The term ‘school 
leader’ has the meaning given the term in section 
8101 of the Elementary and Secondary Education 
Act of 1965. 
‘‘(29) SCHOOL
LEADER
PREPARATION
ENTI-
TY.—The term ‘school leader preparation entity’ 
means an institution of higher education or a non-
profit organization, including those institutions or 
organizations that provide alternative routes to cer-
tification, that is approved by the State to prepare 
school leaders to be effective. 
‘‘(30) SCHOOL
LEADER
PREPARATION
PRO-
GRAM.—The term ‘school leader preparation pro-
gram’ means a program offered by a school leader 
preparation entity, whether a traditional or alter-
native route, that is approved by the State to pre-
pare school leaders to be effective and that leads to 
a specific State certification to be a school leader. 
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‘‘(31) TEACHER LEADER.—The term ‘teacher 
leader’ means a highly effective educator who carries 
out formalized leadership responsibilities based on 
the demonstrated needs of the elementary school or 
secondary school in which the teacher is employed, 
while maintaining a role as a classroom instructor 
who— 
‘‘(A) is trained in and practices teacher 
leadership; and 
‘‘(B) fosters a collaborative culture to— 
‘‘(i) support educator development, ef-
fectiveness, and student learning; 
‘‘(ii) support access and use research 
to improve practice and student learning; 
‘‘(iii) promote professional learning 
for continuous improvement; 
‘‘(iv) facilitate improvements in in-
struction and student learning; promote 
the appropriate use of assessments and 
data for school and district improvement; 
‘‘(v) improve outreach and collabora-
tion with families and community; 
‘‘(vi) advance the profession by shap-
ing and implementing policy; and 
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‘‘(vii) advocate for increased access to 
great teaching and learning for all stu-
dents. 
‘‘(32) TEACHING SKILLS.—The term ‘teaching 
skills’ means skills that enable a teacher to— 
‘‘(A) increase student learning, achieve-
ment, and the ability to apply knowledge; 
‘‘(B) effectively convey, and explain, and 
provide opportunities for students to apply aca-
demic subject matter; 
‘‘(C) effectively teach higher-order analyt-
ical, evaluation, problem-solving, critical think-
ing, social and emotional, collaboration, and 
communication skills; 
‘‘(D) employ strategies grounded in the 
disciplines of teaching and learning that— 
‘‘(i) are based on empirically-based 
practice 
and 
evidence-based 
research, 
where applicable, related to teaching and 
learning; 
‘‘(ii) are specific to academic subject 
matter; and 
‘‘(iii) focus on the identification of 
students’ specific learning needs, particu-
larly students with disabilities, students 
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who are English-learners, students who are 
gifted and talented, and students with low 
literacy levels, and the tailoring of aca-
demic instruction to such needs; 
‘‘(E) design and conduct an ongoing as-
sessments of student learning, which may in-
clude the use of formative assessments, per-
formance-based assessments, project-based as-
sessments, or portfolio assessments, that meas-
ures higher-order thinking skills (including ap-
plication, analysis, synthesis, and evaluation) 
and use this information to inform and person-
alize instruction; 
‘‘(F) support the social, emotional, and 
academic achievement of all students including 
effectively manage a classroom creating a posi-
tive and inclusive classroom environment, in-
cluding the ability to implement positive behav-
ioral interventions and support strategies; 
‘‘(G) support technology-rich instruction, 
assessment and learning management in con-
tent areas, technology literacy, and under-
standing of the principles of universal design; 
‘‘(H) demonstrate proficiency with the use 
of educational technology; 
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‘‘(I) communicate and work with families, 
and involve families in their children’s edu-
cation; and 
‘‘(J) use, in the case of an early childhood 
educator or an educator at the elementary 
school or secondary school level, age-appropriate 
and developmentally appropriate strategies and 
practices for children and youth in early child-
hood education and elementary school or sec-
ondary school programs, respectively. 
‘‘(33) TEACHER PERFORMANCE ASSESSMENT.— 
The term ‘teacher performance assessment’ means a 
pre-service assessment used to measure teacher per-
formance that is approved by the State and is— 
‘‘(A) based on professional teaching stand-
ards; 
‘‘(B) used to measure the effectiveness of 
a teacher’s— 
‘‘(i) curriculum planning; 
‘‘(ii) instruction of students, including 
appropriate plans and modifications for 
students who are limited English proficient 
and students who are children with disabil-
ities; 
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‘‘(iii) assessment of students, includ-
ing analysis of evidence of student learn-
ing; and 
‘‘(iv) ability to advance student learn-
ing; 
‘‘(C) validated based on professional as-
sessment standards; 
‘‘(D) reliably scored by trained evaluators, 
with appropriate oversight of the process to en-
sure consistency; and 
‘‘(E) used to support continuous improve-
ment of educator practice. 
‘‘(34) TEACHER
PREPARATION
ENTITY.—The 
term ‘teacher preparation entity’ means an institu-
tion of higher education, a nonprofit organization, or 
other organization that is approved by a State to 
prepare teachers to be effective in the classroom. 
‘‘(35) TEACHER PREPARATION PROGRAM.—The 
term ‘teacher preparation program’ means a pro-
gram offered by a teacher preparation entity that 
leads to a specific State teacher certification. 
‘‘(36) TRAUMA-INFORMED
CARE.—The term 
‘trauma-informed care’ is defined as the evidence- 
based practices outlined in section 4108(B)(II)(aa) 
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of the Elementary and Secondary Education Act of 
1965.’’. 
SEC. 2002. PURPOSES. 
Section 201 of the Higher Education Act of 1965 (20 
U.S.C. 1022) is amended— 
(1) in paragraph (2), by striking ‘‘by improving 
the preparation of prospective teachers and enhanc-
ing professional development activities for new 
teachers’’ and inserting ‘‘, school leaders, including 
teacher leaders, and other educators by improving 
the preparation of prospective teachers, school lead-
ers, and other educators and enhancing professional 
development activities for new teachers, school lead-
ers, and other educators’’; 
(2) in paragraph (3), by striking ‘‘; and’’ and 
inserting a semicolon; and 
(3) by striking paragraph (4) and inserting the 
following new paragraphs: 
‘‘(4) hold teacher, principal and school leader, 
and other educator preparation programs account-
able for preparing effective teachers, principals and 
school leaders, and other educators; 
‘‘(5) recruit profession-ready individuals, includ-
ing underrepresented groups and individuals from 
other occupations (including informal education and 
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youth development fields), as teachers and other 
educators; and 
‘‘(6) meet the staffing needs of high-need local 
educational agencies and high-need schools through 
close partnerships with educator preparation pro-
grams within institutions of higher education.’’. 
SEC. 2003. PARTNERSHIP GRANTS. 
Section 202 of the Higher Education Act of 1965 (20 
U.S.C. 1022a) is amended— 
(1) in subsection (b)— 
(A) in paragraph (1), by inserting ‘‘equi-
table distribution,’’ after ‘‘professional develop-
ment,’’; 
(B) by amending paragraph (2) to read as 
follows: 
‘‘(2) a description of the extent to which the 
program to be carried out with grant funds, as de-
scribed in subsection (c), will prepare prospective 
teachers, school leaders, and new educators with 
strong teaching, leadership, and other professional 
skills necessary to increase learning and academic 
achievement;’’; 
(C) in paragraph (3), by inserting ‘‘, 
school leaders, and other educators,’’ after 
‘‘new teachers’’; 
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(D) in paragraph (4)— 
(i) in subparagraph (A), by inserting 
‘‘, school leader, and other educator’’ after 
‘‘other teacher’’; and 
(ii) in subparagraph (B), by inserting 
‘‘, school leader, and other educator’’ after 
‘‘promote teacher’’; 
(E) in paragraph (6)— 
(i) by striking subparagraphs (F), 
(G), and (H) and inserting the following: 
‘‘(F) how the partnership will prepare edu-
cators to teach and work with students with 
disabilities, including training related to early 
identification of students with disabilities and 
participation as a member of individualized edu-
cation program teams, as defined in section 
614(d)(1)(B) of the Individuals with Disabil-
ities Education Act to ensure that students with 
disabilities receive effective services, consistent 
with the requirements of the Individuals with 
Disabilities Education Act, that are needed for 
such students to achieve to challenging State 
academic standards; 
‘‘(G) how the partnership will prepare edu-
cators to teach and work with students who are 
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English learners to ensure that students who 
are English learners receive the services that 
are needed for such students to achieve to chal-
lenging State academic standards; 
‘‘(H) how faculty at the partner institution 
will work, during the term of the grant, with 
mentor educators in the classrooms and admin-
istrators of high-need schools served by the 
high-need local educational agency in the part-
nership to— 
‘‘(i) provide high-quality professional 
development activities to strengthen the 
content knowledge and teaching skills of 
elementary school and secondary school 
teachers and other educators, including 
multi-tiered systems of support and uni-
versal design for learning; 
‘‘(ii) train other classroom teachers, 
principals or other school leaders, school li-
brarians, and other educators to implement 
literacy programs that incorporate the 
components of comprehensive literacy in-
struction; and 
‘‘(iii) provide evidence-based, high- 
quality professional development activities 
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to strengthen the instructional and leader-
ship skills of elementary school and sec-
ondary school principals or other school 
leaders and district superintendents, if the 
partner institution has a principal or 
school leader preparation program;’’; 
(ii) in subparagraph (I), by inserting 
‘‘as applicable’’ before ‘‘how the partner-
ship’’; and 
(iii) in subparagraph (K)— 
(I) by inserting ‘‘, principals or 
other school leaders’’ after ‘‘teachers’’; 
and 
(II) by striking ‘‘; and’’ and in-
serting a semicolon; and 
(F) in paragraph (7)— 
(i) in the matter before subparagraph 
(A), by striking ‘‘under this section’’ and 
inserting ‘‘under paragraphs (1)(B)(iv) 
and (3) of subsection (d)’’; 
(ii) in subparagraph (A), by inserting 
‘‘as applicable,’’ before ‘‘a demonstration’’; 
(iii) in subparagraph (B), by striking 
‘‘scientifically valid’’ and inserting ‘‘evi-
dence-based’’; and 
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(iv) in subparagraph (D), by striking 
the period at the end and inserting ‘‘; 
and’’; 
(2) by amending subsection (c) to read as fol-
lows: 
‘‘(c) USE OF GRANT FUNDS.—An eligible partner-
ship that receives a grant under this section— 
‘‘(1) shall use such grant to carry out— 
‘‘(A) a program for the pre-baccalaureate 
or post-baccalaureate preparation of teachers 
described in subsection (d); 
‘‘(B) a teaching or principal or other 
school leader residency program described in 
subsection (e); or 
‘‘(C) a combination of such programs; and 
‘‘(2) may use such grant to carry out other edu-
cator development programs under subsection (f), 
based upon the results of the needs assessment in 
subsection (b)(1).’’; 
(3) in subsection (d)— 
(A) in paragraph (1)— 
(i) by striking ‘‘limited English pro-
ficient’’ both places it appears and insert-
ing ‘‘English learners’’; 
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(ii) by striking ‘‘scientifically valid’’ 
both places it appears inserting ‘‘evidence- 
based’’; and 
(iii) in subparagraph (B)(ii)(VI), by 
striking ‘‘reading instruction’’ both places 
it appears and inserting ‘‘comprehensive 
literacy instruction’’; 
(B) in paragraph (5)(B), by striking ‘‘lim-
ited English proficient’’ and inserting ‘‘English 
learners’’; and 
(C) in paragraph (6)(A), by striking ‘‘read-
ing instruction’’ and inserting ‘‘comprehensive 
literacy instruction’’; 
(4) by amending subsection (e) to read as fol-
lows: 
‘‘(e) PARTNERSHIP GRANTS FOR THE ESTABLISH-
MENT OF TEACHING AND PRINCIPAL OR OTHER SCHOOL 
LEADER RESIDENCY PROGRAMS.— 
‘‘(1) IN GENERAL.—An eligible partnership re-
ceiving a grant to carry out an effective teaching 
residency program or principal or other school leader 
residency program that meets the following require-
ments: 
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‘‘(A) TEACHING
RESIDENCY
PROGRAM.— 
An eligible partnership carrying out a teaching 
residency program shall— 
‘‘(i) support a teaching residency pro-
gram described in paragraph (2) for high- 
need schools, as determined by the needs 
of high-need local educational agency in 
the partnership, and in high-need subjects 
and areas, as defined by such local edu-
cational agency; and 
‘‘(ii) place graduates of the teaching 
residency program in cohorts that facilitate 
professional collaboration, both among 
graduates of the residency program and 
between such graduates and mentor teach-
ers in the receiving school. 
‘‘(B) PRINCIPAL OR SCHOOL LEADER RESI-
DENCY PROGRAM.—An eligible partnership car-
rying out a principal or school leader residency 
program shall support a program described in 
paragraph (3) for high-need schools, as deter-
mined by the needs of the high-need local edu-
cational agency in the partnership. 
‘‘(2) TEACHING RESIDENCY PROGRAM.— 
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‘‘(A) ESTABLISHMENT
AND
DESIGN.—A 
teaching residency program under this para-
graph shall be a program based upon models of 
successful teaching residencies that serves as a 
mechanism to prepare teachers for success in 
high-need schools in the eligible partnership and 
shall be designed to include the following char-
acteristics of successful programs: 
‘‘(i) The integration of pedagogy, 
classroom practice and teacher mentoring. 
‘‘(ii) The exposure to principles of 
child and youth development, and under-
standing and applying principles of learn-
ing, behavior, and community and family 
engagement. 
‘‘(iii) The exposure to principles of 
universal design for learning and multi- 
tiered systems of support. 
‘‘(iv) Engagement of teaching resi-
dents in rigorous graduate-level coursework 
to earn a master’s degree while under-
taking a guided teaching clinical experi-
ence. 
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‘‘(v) Experience and learning opportu-
nities alongside a trained and experienced 
mentor teacher— 
‘‘(I) whose teaching shall com-
plement the residency program so that 
school-based clinical practice is tightly 
aligned 
and 
integrated 
with 
coursework; 
‘‘(II) who shall have extra re-
sponsibilities as a teacher leader of 
the teaching residency program, as a 
mentor for residents, and as a teacher 
coach during the induction program 
for new teachers, and for establishing, 
within the program, a learning com-
munity in which all individuals are ex-
pected to continually improve their ca-
pacity to advance student learning; 
and 
‘‘(III) who may be relieved from 
teaching duties or may be offered a 
stipend as a result of such additional 
responsibilities. 
‘‘(vi) The establishment of clear cri-
teria for the selection of mentor teachers 
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based on the appropriate subject area 
knowledge and measures of teacher effec-
tiveness, which shall be based on, but not 
limited to, observations of the following: 
‘‘(I) Planning and preparation, 
including demonstrated knowledge of 
content, pedagogy, and assessment, 
including 
the 
use 
of 
formative, 
summative, and diagnostic assess-
ments to inform instruction and im-
prove student learning. 
‘‘(II) 
Appropriate 
instruction 
that engages all students. 
‘‘(III) Collaboration with col-
leagues to improve instruction. 
‘‘(IV) Analysis of evidence of stu-
dent learning. 
‘‘(V) Collaboration and the cul-
tivation of relationships with external 
stakeholders (which may include pro-
fessional 
disciplinary 
organizations 
and nonprofit advocacy organizations) 
to foster the sharing of evidence-based 
resources to promote high-quality, ef-
fective practices. 
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‘‘(vii) The development of admissions 
goals and priorities— 
‘‘(I) that are aligned with the 
hiring objectives of the local edu-
cational agency partnering with the 
program, as well as the instructional 
initiatives and curriculum of such 
agency to hire qualified graduates 
from the teaching residency program; 
and 
‘‘(II) which may include consider-
ation of applicants who reflect the 
communities in which they will teach 
as well as consideration of individuals 
from underrepresented populations in 
the teaching profession. 
‘‘(viii) Continued support for residents 
once such residents are hired as the teach-
ers of record, through an induction pro-
gram, evidence-based professional develop-
ment, and networking opportunities to sup-
port the residents through not less than 
the residents’ first 2 years of teaching. 
‘‘(B) SELECTION
OF
INDIVIDUALS
AS 
TEACHER RESIDENTS.— 
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‘‘(i) ELIGIBLE INDIVIDUAL.—In order 
to be eligible to be a teacher resident in a 
teacher residency program under this para-
graph, an individual shall— 
‘‘(I) be a recent graduate of a 4- 
year institution of higher education or 
a mid-career professional possessing 
strong content knowledge or a record 
of professional accomplishment; and 
‘‘(II) submit an application to 
the residency program. 
‘‘(ii) SELECTION CRITERIA.—An eligi-
ble partnership carrying out a teaching 
residency program under this subsection 
shall establish criteria for the selection of 
eligible individuals to participate in the 
teaching residency program based on the 
following characteristics: 
‘‘(I) Strong content knowledge or 
record of accomplishment in the field 
or subject area to be taught. 
‘‘(II) Strong verbal and written 
communication skills, which may be 
demonstrated by performance on ap-
propriate assessments. 
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‘‘(III) Other attributes linked to 
effective teaching, which may be de-
termined by interviews or performance 
assessments, as specified by the eligi-
ble partnership. 
‘‘(3) PARTNERSHIP GRANTS FOR THE DEVEL-
OPMENT OF PRINCIPAL AND OTHER SCHOOL LEADER 
RESIDENCY PROGRAMS.— 
‘‘(A) ESTABLISHMENT
AND
DESIGN.—A 
principal or other school leader residency pro-
gram under this paragraph shall be a program 
based upon models of successful principal or 
other school leader residencies that serve as a 
mechanism to prepare principals and other 
school leaders for success in high-need schools 
in the eligible partnership and shall be designed 
to include the following characteristics of suc-
cessful programs: 
‘‘(i) Engagement of principal or other 
school leader residents in rigorous grad-
uate-level coursework to earn an appro-
priate advanced credential while under-
taking a guided principal or other school 
leader clinical experience. 
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‘‘(ii) Experience and learning opportu-
nities, including those that provide contin-
uous feedback throughout the program on 
a 
participants’ 
progress, 
alongside 
a 
trained and experienced mentor principal 
or other school leader— 
‘‘(I) whose mentoring shall be 
based on standards of effective men-
toring practice and shall complement 
the residence program so that school- 
based 
clinical 
practice 
is 
tightly 
aligned with coursework; and 
‘‘(II) who may be relieved from 
some portion of principal or other 
school leader duties or may be offered 
a stipend as a result of such addi-
tional responsibilities. 
‘‘(iii) The establishment of clear cri-
teria for the selection of mentor principals 
or other school leaders, which may be 
based on observations of the following: 
‘‘(I) Demonstrating awareness of, 
and 
having 
experience 
with, 
the 
knowledge, skills, and attitudes to— 
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‘‘(aa) establish and maintain 
a professional learning commu-
nity that effectively extracts in-
formation from data to improve 
the school culture and climate, 
and personalize instruction for all 
students to result in improved 
student achievement; 
‘‘(bb) create and maintain a 
learning culture within the school 
that provides an inclusive climate 
conducive to the development of 
all members of the school com-
munity, including one of contin-
uous improvement and learning 
for adults tied to student learn-
ing and other school goals; 
‘‘(cc) develop the profes-
sional capacity and practice of 
school personnel and foster a 
professional community of teach-
ers and other professional staff; 
‘‘(dd) engage in continuous 
professional 
development, 
uti-
lizing a combination of academic 
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study, developmental simulation 
exercises, self-reflection, mentor-
ship, and internship; 
‘‘(ee) understand youth de-
velopment appropriate to the age 
level served by the school, and 
use this knowledge to set high ex-
pectations and standards for the 
academic, social, emotional, and 
physical development of all stu-
dents; and 
‘‘(ff) actively engage with 
families and the community to 
create shared responsibility for 
student academic performance 
and successful development. 
‘‘(II) Planning and articulating a 
shared and coherent schoolwide direc-
tion and policy for achieving high 
standards of student performance, 
and closing gaps in achievement 
among subgroups of students. 
‘‘(III) Identifying and imple-
menting the activities and rigorous 
curriculum necessary for achieving 
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such standards of student perform-
ance. 
‘‘(IV) Supporting a culture of 
learning, collaboration, and profes-
sional behavior and ensuring quality 
measures of instructional practice. 
‘‘(V) Communicating and engag-
ing parents, families, and other exter-
nal communities. 
‘‘(VI) Cultivating relationships 
and collaborating with external stake-
holders, which may include profes-
sional disciplinary organizations and 
nonprofit advocacy organizations, to 
foster the sharing of evidence-based 
resources to promote high-quality, ef-
fective practices. 
‘‘(VII) Collecting, analyzing, and 
utilizing data and other evidence of 
student learning and evidence of class-
room practice to guide decisions and 
actions for continuous improvement 
and to ensure performance account-
ability. 
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‘‘(iv) The development of admissions 
goals and priorities— 
‘‘(I) that are aligned with the 
hiring objectives of the local edu-
cational agency partnering with the 
program, as well as the instructional 
initiatives and curriculum of such 
agency to hire qualified graduates 
from the principal residency program; 
and 
‘‘(II) which may include consider-
ation of applicants who reflect the 
communities in which they will serve 
and consideration of individuals from 
underrepresented 
populations 
in 
school leadership positions. 
‘‘(v) Continued support for residents 
once such residents are hired as principals 
or other school leaders, through an induc-
tion program, evidence-based professional 
development to support the knowledge and 
skills of the principal or other school leader 
in a continuum of learning and content ex-
pertise in developmentally appropriate or 
age-appropriate educational practices, and 
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networking opportunities to support the 
residents through not less than the resi-
dents’ first 2 years of serving as principal 
or other school leader of a school. 
‘‘(B) SELECTION
OF
INDIVIDUALS
AS 
PRINCIPAL OR OTHER SCHOOL LEADER RESI-
DENTS.— 
‘‘(i) ELIGIBLE INDIVIDUAL.—In order 
to be eligible to be a principal or other 
school leader resident in a principal or 
other school leader residency program 
under this paragraph, an individual shall— 
‘‘(I) have prior prekindergarten 
through grade 12 teaching experience; 
‘‘(II) have experience as an effec-
tive leader, manager, and written and 
oral communicator; and 
‘‘(III) submit an application to 
the residency program. 
‘‘(ii) SELECTION CRITERIA.—An eligi-
ble partnership carrying out a principal or 
other school leader residency program 
under this subsection shall establish cri-
teria for the selection of eligible individuals 
to participate in the principal residency 
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program based on the following character-
istics: 
‘‘(I) Strong instructional leader-
ship skills in an elementary school or 
secondary school setting. 
‘‘(II) Strong verbal and written 
communication skills, which may be 
demonstrated by performance on ap-
propriate assessments. 
‘‘(III) Other attributes linked to 
effective leadership, such as sound 
judgment, organizational capacity, col-
laboration, commitment to equity and 
inclusiveness, and openness to contin-
uous learning, which may be deter-
mined by interviews or performance 
assessment, as specified by the eligible 
partnership. 
‘‘(4) STIPENDS
OR
SALARIES; APPLICATIONS; 
AGREEMENTS; AND REPAYMENTS.— 
‘‘(A) STIPENDS OR SALARIES.—A teaching 
residency program, or principal or other school 
leader residency program, under this sub-
section— 
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‘‘(i) shall provide a 1-year living sti-
pend or salary to teaching or principal or 
other school leader residents during the 
teaching residency program or principal 
residency program; and 
‘‘(ii) may provide a stipend to a men-
tor teacher or mentor principal. 
‘‘(B) APPLICATIONS.— 
‘‘(i) IN
GENERAL.—Each teaching, 
principal, or other school residency can-
didate desiring a stipend or salary during 
the period of residency shall submit an ap-
plication to the eligible partnership at such 
time, in such manner, and containing such 
information and assurances, as the eligible 
partnership may require, and which shall 
include an agreement to serve described in 
clause (ii). 
‘‘(ii) AGREEMENTS TO SERVE.—Each 
application submitted under clause (i) shall 
contain or be accompanied by an agree-
ment that the applicant will— 
‘‘(I) upon successfully completing 
the 1-year teaching, principal, or 
other school leader residency program, 
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serve as a full-time teacher, principal, 
or other school leader for a total of 
not less than 3 school years at— 
‘‘(aa) a high-need school 
served by the high-need local 
educational agency in the eligible 
partnership and, in the case of a 
teacher, teach a subject or area 
that is designated as high-need 
by the partnership; or 
‘‘(bb) in a case in which no 
appropriate position is available 
in a high-need school served by 
the high-need local educational 
agency in the eligible partner-
ship, any other high-need school; 
‘‘(II) provide to the eligible part-
nership a certificate, from the chief 
administrative officer of the local edu-
cational agency in which the teacher 
or principal, or other school leader is 
employed, of the employment required 
under subclause (I) at the beginning 
of, and upon completion of, each year 
or partial year of service; 
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‘‘(III) in the case of a teacher 
resident, meet the requirements to be 
a profession-ready teacher; and 
‘‘(IV) comply with the require-
ments set by the eligible partnership 
under subparagraph (C) if the appli-
cant is unable or unwilling to com-
plete the service obligation required by 
this subparagraph. 
‘‘(C) REPAYMENTS.— 
‘‘(i) IN GENERAL.—An eligible part-
nership carrying out a teaching or prin-
cipal, or other school leader, residency pro-
gram under this subsection shall require a 
recipient of a stipend or salary under sub-
paragraph (A) who does not complete, or 
who notifies the partnership that the re-
cipient intends not to complete, the service 
obligation required by subparagraph (B) to 
repay such stipend or salary to the eligible 
partnership, together with interest, at a 
rate specified by the partnership in the 
agreement, and in accordance with such 
other terms and conditions specified by the 
eligible partnership, as necessary. 
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‘‘(ii) OTHER
TERMS
AND
CONDI-
TIONS.—Any other terms and conditions 
specified by the eligible partnership may 
include reasonable provisions for prorate 
repayment of the stipend or salary de-
scribed in subparagraph (A) or for deferral 
of a teaching or principal, or other school 
leader, resident’s service obligation re-
quired by subparagraph (B), on grounds of 
health, incapacitation, inability to secure 
employment in a school served by the eligi-
ble partnership, being called to active duty 
in the Armed Forces of the United States, 
or other extraordinary circumstances. 
‘‘(iii) USE OF REPAYMENTS.—An eli-
gible partnership shall use any repayment 
received under this subparagraph to carry 
out additional activities that are consistent 
with the purposes of this section.’’; and 
(5) by striking subsection (f) and inserting the 
following: 
‘‘(f) TEACHER LEADER DEVELOPMENT PROGRAM.— 
‘‘(1) IN GENERAL.—A teacher leader develop-
ment program carried out with a grant awarded 
under this section shall involve the professional de-
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velopment of teachers, as described in paragraph 
(2), who maintain their roles as classroom teachers 
and who also carry out formalized leadership respon-
sibilities to increase the academic achievement of 
students and promote data-driven instructional prac-
tices that address the demonstrated needs at the ele-
mentary schools and secondary schools in which the 
teachers are employed, such as— 
‘‘(A) development of curriculum and cur-
ricular resources; 
‘‘(B) facilitating the work of committees 
and teams; 
‘‘(C) family and community engagement; 
‘‘(D) school discipline and culture; 
‘‘(E) peer observations and coaching; or 
‘‘(F) dual enrollment instruction. 
‘‘(2) PROFESSIONAL DEVELOPMENT.—The pro-
fessional development of teachers in a teacher leader 
development program carried out with a grant 
awarded under this section shall include— 
‘‘(A) one year of professional development, 
training, and support that may— 
‘‘(i) include— 
‘‘(I) the engagement of teachers 
in rigorous coursework and fieldwork 
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relevant to their role as a teacher 
leader, including available teacher 
leader standards; and 
‘‘(II) regular observations and 
professional support from— 
‘‘(aa) a principal, vice prin-
cipal, or a designated instruc-
tional leader of the school; 
‘‘(bb) a representative from 
the institution of higher edu-
cation that is a partner in the eli-
gible partnership; 
‘‘(cc) a representative from 
another entity that is a partner 
in the eligible partnership; and 
‘‘(dd) another member of 
the teacher leader cohort, if ap-
plicable, or a peer teacher; and 
‘‘(ii) result in the awarding of a cre-
dential in teacher leadership; and 
‘‘(B) one or 2 additional years of support 
from a principal, vice principal, or a designated 
instructional leader of the school, a representa-
tive from the institution of higher education 
that is a partner in the eligible partnership, and 
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a representative from another entity that is a 
partner in the eligible partnership. 
‘‘(3) TEACHER
LEADER
DEVELOPMENT
PRO-
GRAM PLAN.—In carrying out a teacher leader devel-
opment program under this section, an eligible part-
nership shall develop a plan that shall describe— 
‘‘(A) how the work hours of teacher leaders 
will be allocated between their classroom re-
sponsibilities and responsibilities as a teacher 
leader, which may include a description of 
whether the teacher leader will be relieved from 
teaching duties during their participation in the 
teacher leader development program; 
‘‘(B) how the partnership will support 
teacher leaders after the first year of profes-
sional development in the program; and 
‘‘(C) how teacher leader activities could be 
sustained by the eligible partnership after the 
program concludes, which may include a de-
scription of opportunities for the teacher lead-
ers to assist in the educator preparation pro-
gram at the institution of higher education in 
the partnership. 
‘‘(4) SELECTION OF TEACHER LEADERS; USE 
OF FUNDS.—In carrying out a teacher leader devel-
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opment program under this section, an eligible part-
nership— 
‘‘(A) shall select a teacher for participation 
in the program— 
‘‘(i) who— 
‘‘(I) is fully certified to teach in 
the State of the high-need local edu-
cational agency that is a partner in 
the eligible partnership; 
‘‘(II) is employed by such high- 
need local educational agency; 
‘‘(III) has not less than 3 years 
of teaching experience; and 
‘‘(IV) submits an application for 
participation to the eligible partner-
ship; and 
‘‘(ii) based on selection criteria that 
includes— 
‘‘(I) demonstration of strong con-
tent knowledge or a record of accom-
plishment in the field or subject area 
the teacher will support as a teacher 
leader; and 
‘‘(II) demonstration of attributes 
linked to effective teaching that is de-
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termined through interviews, observa-
tions, artifacts, student achievement, 
or performance assessments, such as 
those leading to an advanced creden-
tial; 
‘‘(B) may develop admissions goals and 
priorities for the teacher leader development 
program that— 
‘‘(i) are aligned with the demonstrated 
needs of the school or high-need local edu-
cational agency in which the teacher is em-
ployed; 
‘‘(ii) considers cultural competencies 
that would make the applicant effective in 
the applicant’s teacher leader role; and 
‘‘(iii) considers whether the teacher 
has substantial teaching experience in the 
school in which the teacher is employed or 
in a school that is similar to the school in 
which the teacher is employed; 
‘‘(C) shall use the grant funds to pay for 
costs of training and supporting teacher leaders 
for not less than 2 years and not more than 3 
years; 
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‘‘(D) may use the grant funds to pay for 
a portion of a stipend for teacher leaders if 
such grant funds are matched by additional 
non-Federal public or private funds as follows: 
‘‘(i) during each of the first and sec-
ond years of the grant period, grant funds 
may pay not more than 50 percent of such 
stipend; and 
‘‘(ii) during the third year of the 
grant period, grant funds may pay not 
more than 33 percent of such stipend; and 
‘‘(E) may require teacher leaders to pay 
back the cost of attaining the credential de-
scribed in paragraph (2)(A)(ii) if they do not 
complete their term of service in the teacher 
leader development program.’’. 
SEC. 2004. ADMINISTRATIVE PROVISIONS. 
Section 203 of the Higher Education Act of 1965 (20 
U.S.C. 1022b) is amended— 
(1) in subsection (a)(2), by striking ‘‘five-year 
period’’ and inserting ‘‘five-year period, except such 
partnership may receive an additional grant during 
such period if such grant is used to establish a 
teacher or principal residency program if such resi-
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100 
dency program was not established with the prior 
grant’’; and 
(2) in subsection (b)(2)(A), by striking ‘‘teacher 
preparation program’’ and inserting ‘‘teacher edu-
cation, school leader preparation, or educator devel-
opment program’’. 
SEC. 2005. ACCOUNTABILITY AND EVALUATION. 
Section 204(a) of the Higher Education Act of 1965 
(20 U.S.C. 1022c(a)) is amended to read as follows: 
‘‘(a) ELIGIBLE PARTNERSHIP EVALUATION.—Each 
eligible partnership submitting an application for a grant 
under this part shall establish, and include in such appli-
cation, an evaluation plan that includes rigorous, com-
prehensive, and measurable performance objectives. The 
plan shall include objectives and measures for— 
‘‘(1) achievement for all prospective and new 
educators as measured by the eligible partnership; 
‘‘(2) educator retention in the first 3 years; 
‘‘(3) as applicable, pass rates and scaled scores 
for initial State certification or licensure of teachers 
or pass rates and average scores on valid and reli-
able teacher performance assessments; and 
‘‘(4)(A) the percentage of profession-ready 
teachers, principals or other school leaders, and 
other educators hired by the high-need local edu-
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101 
cational agency participating in the eligible partner-
ship; 
‘‘(B) the percentage of profession-ready teach-
ers, principals, and other educators hired by the 
high-need local educational agency who are members 
of underrepresented groups; 
‘‘(C) as applicable, the percentage of profession- 
ready teachers hired by the high-need local edu-
cational agency who teach high-need academic sub-
ject areas, such as reading, science, technology, engi-
neering, mathematics, computer science, and foreign 
language (including less commonly taught languages 
and critical foreign languages); 
‘‘(D) as applicable, the percentage of profes-
sion-ready teachers hired by the high-need local edu-
cational agency who teach in high-need areas, in-
cluding special education, bilingual education, lan-
guage instruction educational programs for English 
language learners, and early childhood education; 
‘‘(E) the percentage of profession-ready teach-
ers, principals or other school leaders, and other 
educators hired by the high-need local educational 
agency 
who 
teach 
in 
high-need 
schools, 
disaggregated by the elementary school and sec-
ondary school levels; 
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102 
‘‘(F) as applicable, the percentage of early 
childhood education program classes in the geo-
graphic area served by the eligible partnership 
taught by early childhood educators who are highly 
competent; 
‘‘(G) as applicable, the percentage of educators 
able to— 
‘‘(i) integrate technology effectively into 
curricula and instruction, including technology 
consistent with the principles of universal de-
sign for learning; and 
‘‘(ii) use technology effectively to collect, 
manage, and analyze data to improve teaching 
and learning for the purpose of improving stu-
dent learning outcomes; and 
‘‘(H) as applicable, the percentage of educators 
taking school leadership positions who, after 3 years 
in the role, receive ratings of effective or above in 
State school leader evaluation and support systems 
(as described in section 2014(c)(4)(B)(ii) of the Ele-
mentary and Secondary Education Act of 1965) or, 
if no such ratings are available, other comparable in-
dicators of performance.’’. 
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103 
SEC. 2006. ACCOUNTABILITY FOR PROGRAMS THAT PRE-
PARE TEACHERS OR OTHER SCHOOL LEAD-
ERS. 
Section 205 of the Higher Education Act of 1965 (20 
U.S.C. 1022d)— 
(1) by amending subsection (a)(1) to read as 
follows: 
‘‘(1) REPORT CARD.—Each teacher preparation 
or school leader preparation entity approved to oper-
ate teacher preparation or school leader preparation 
programs in the State and that receives or enrolls 
students receiving Federal assistance shall report 
annually to the State and the general public, in a 
uniform and comprehensive manner that conforms 
with the definitions and methods established by the 
Secretary, the following: 
‘‘(A) PASS RATES AND SCALED SCORES.— 
For the most recent year for which the informa-
tion is available for each teacher or school lead-
er preparation program offered by the teacher 
preparation or school leader preparation entity 
the following: 
‘‘(i) Except as provided in clause (ii), 
for those students who took the assess-
ments used for teacher or school leader 
certification or licensure by the State in 
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105 
‘‘(B) ENTITY
INFORMATION.—A descrip-
tion of the following: 
‘‘(i) The median grade point average 
and range of grade point averages for ad-
mitted students. 
‘‘(ii) The number of students in the 
entity disaggregated by race (as defined in 
section 
153(a)(3) 
of 
the 
Education 
Sciences Reform Act of 2002 (20 U.S.C. 
9543(a)(3))), ethnicity, and gender. 
‘‘(iii) The number of hours and types 
of supervised clinical preparation required 
for each program. 
‘‘(iv) The total number of students 
who have completed programs for certifi-
cation or licensure disaggregated by sub-
ject area and by race (as defined in section 
153(a)(3) of the Education Sciences Re-
form Act of 2002 (20 U.S.C. 9543(a)(3))), 
ethnicity, and gender, except that such 
disaggregation shall not be required in a 
case in which the result would reveal per-
sonally identifiable information about an 
individual student. 
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106 
‘‘(C) ACCREDITATION.—Whether the pro-
gram or entity is accredited by a specialized ac-
crediting agency recognized by the Secretary for 
accreditation of professional teacher or school 
leader education programs. 
‘‘(D) 
DESIGNATION
AS
LOW-PER-
FORMING.—Which programs (if any) offered by 
the entity have been designated as low-per-
forming by the State under section 207(a).’’; 
(2) in subsection (b)— 
(A) in paragraph (1)— 
(i) in subparagraph (A)— 
(I) by inserting ‘‘and school lead-
er’’ after ‘‘teacher’’; and 
(II) by inserting ‘‘, including 
teacher 
performance 
assessments’’ 
after ‘‘the State’’; 
(ii) by amending subparagraph (D) to 
read as follows: 
‘‘(D)(i) Except as provided in clause (ii), 
for each of the assessments used by the State 
for teacher or school leader certification or li-
censure, disaggregated by subject area, race (as 
defined in section 153(a)(3) of the Education 
Sciences Reform Act of 2002 (20 U.S.C. 
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107 
9543(a)(3))), ethnicity, and gender, except that 
such disaggregation shall not be required in a 
case in which the result would reveal personally 
identifiable information about an individual stu-
dent— 
‘‘(I) for each entity located in the 
State, the percentage of students at such 
entities who have completed 100 percent of 
the nonclinical coursework and taken the 
assessment who pass such assessment; 
‘‘(II) the percentage of all such stu-
dents in all such programs and entities 
who have taken the assessment who pass 
such assessment; 
‘‘(III) the percentage of students who 
have taken the assessment and who en-
rolled in and completed a teacher or school 
leader preparation program; and 
‘‘(IV) the average scaled score of indi-
viduals participating in such a program, or 
who have completed such a program dur-
ing the 2-year period preceding the first 
year for which the annual State report 
card is provided, who took each such as-
sessment. 
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108 
‘‘(ii) In the case of a State that has imple-
mented a valid and reliable teacher performance 
assessment, the State may submit in lieu of the 
information described in clause (i) the pass rate 
and average score of students taking the teach-
er performance assessment, disaggregated by 
subject area, race (as defined in section 
153(a)(3) of the Education Sciences Reform 
Act of 2002 (20 U.S.C. 9543(a)(3))), ethnicity, 
and gender, except that such disaggregation 
shall not be required in a case in which the re-
sult would reveal personally identifiable infor-
mation about an individual student.’’; and 
(iii) by striking subparagraphs (G) 
through (L) and inserting the following: 
‘‘(G) For each teacher and school leader 
preparation program in the State the following: 
‘‘(i) The programs’ admission rate 
and median grade point average and range 
of grade point averages for admitted stu-
dents. 
‘‘(ii) The number of students in the 
program disaggregated by race (as defined 
in section 153(a)(3) of the Education 
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109 
Sciences Reform Act of 2002 (20 U.S.C. 
9543(a)(3))), ethnicity, and gender. 
‘‘(iii) The number of hours and types 
of supervised clinical preparation required. 
‘‘(iv) Whether such program has been 
identified as low-performing, as designated 
by the State under section 207(a). 
‘‘(v) For each school leader prepara-
tion program in the State, the total num-
ber and percentage of program completers 
placed as principals who are rated as effec-
tive or above on the State school leader 
evaluation and support systems (as de-
scribed in section 2101(c)(4)(B)(2) of the 
Elementary and Secondary Education Act 
of 1965) or, if no such ratings are avail-
able, other comparable indicators of per-
formance after three years of leading a 
school. 
‘‘(H) For the State as a whole, and for 
each teacher preparation entity in the State, 
the number of teachers prepared, in the aggre-
gate and reported separately by the following: 
‘‘(i) Area of certification or licensure. 
‘‘(ii) Academic major. 
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110 
‘‘(iii) Subject area for which the 
teacher has been prepared to teach. 
‘‘(iv) The relationship of the subject 
area and grade span of teachers graduated 
by the teacher preparation entity to the 
teacher workforce needs of the State. 
‘‘(v) The percentage of teachers grad-
uated teaching in high-need schools. 
‘‘(vi) Race (as defined in section 
153(a)(3) of the Education Sciences Re-
form Act of 2002 (20 U.S.C. 9543(a)(3))), 
gender, and ethnicity.’’; and 
(B) by adding at the end the following: 
‘‘(3) NO
REQUIREMENT
FOR
REPORTING
ON 
STUDENTS NOT RESIDING IN THE STATE.—Nothing 
in this section shall require a State to report data 
on program completers who do not reside in such 
State.’’; and 
(3) in subsection (d)(2), by adding at the end 
the following: 
‘‘(D) The relationship of the subject area 
and grade span of teachers graduated by teach-
er preparation entities across the States to 
identified teacher shortage areas. 
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111 
‘‘(E) The number and percentages of such 
graduates teaching in high-need schools.’’. 
SEC. 2007. TEACHER DEVELOPMENT. 
Section 206 of the Higher Education Act of 1965 (20 
U.S.C. 1022e) is amended by striking ‘‘limited English 
proficient’’ both places it appears and inserting ‘‘English 
learner’’. 
SEC. 2008. STATE FUNCTIONS. 
Section 207 of the Higher Education Act of 1965 (20 
U.S.C. 1022f) is amended to read as follows: 
‘‘SEC. 207. STATE FUNCTIONS. 
‘‘(a) STATE ASSESSMENT.— 
‘‘(1) IN GENERAL.—In order to receive funds 
under this Act or under title II of the Elementary 
and Secondary Education Act of 1965 (20 U.S.C. 
6601 et seq.), a State shall conduct an assessment 
to identify at-risk and low-performing teacher and 
school leader preparation programs in the State and 
to assist such programs through the provision of 
technical assistance. 
‘‘(2) PROVISION OF LOW-PERFORMING LIST.— 
Each State described in paragraph (1) shall— 
‘‘(A) provide the Secretary and the general 
public an annual list of low-performing teacher 
and school leader preparation programs and an 
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112 
identification of those programs at risk of being 
placed on such list, as applicable; 
‘‘(B) report any teacher and school leader 
preparation program that has been closed and 
the reasons for such closure; and 
‘‘(C) describe the assessment, described in 
paragraph (1), in the report under section 
205(b). 
‘‘(3) DETERMINATION OF AT-RISK AND LOW- 
PERFORMING
PROGRAMS.—The levels of perform-
ance and the criteria for meeting those levels for 
purposes of the assessment under paragraph (1) 
shall be determined by the State in consultation with 
a representative group of community stakeholders, 
including, at a minimum, representatives of leaders 
and faculty of traditional and alternative route 
teacher and school leader preparation programs, pre-
kindergarten through 12th grade leaders and in-
structional staff, current teacher and school leader 
candidates participating in traditional and alter-
native route teacher or school leader preparation 
programs, the State’s standards board or other ap-
propriate standards body, and other stakeholders 
identified by the State. In making such determina-
tion, the State shall consider multiple measures and 
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113 
the information reported by teacher preparation en-
tities under section 205. 
‘‘(b) REPORTING AND IMPROVEMENT.—In order to 
receive funds under this Act or under title II of the Ele-
mentary and Secondary Education Act of 1965 (20 U.S.C. 
6601 et seq.), a State shall— 
‘‘(1) report to the Secretary and the general 
public any programs described in subsection (a); 
‘‘(2) establish a period of improvement and re-
design (as established by the State) for programs 
identified as at-risk under subsection (a); 
‘‘(3) provide programs identified as at-risk 
under subsection (a) with technical assistance for a 
period of not longer than 3 years; 
‘‘(4) identify at-risk programs as low-per-
forming if there is not sufficient improvement fol-
lowing the period of technical assistance provided by 
the State; and 
‘‘(5) subject low-performing programs to the 
provisions described in subsection (c) (as determined 
by the State) not later than 1 year after the date 
of such identification as a low-performing program. 
‘‘(c) TERMINATION OF ELIGIBILITY.—Any teacher or 
school leader preparation program that is projected to 
close— 
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‘‘(1) shall be ineligible for any funding for pro-
fessional development activities awarded by the De-
partment; 
‘‘(2) may not be permitted to provide new 
awards under subpart 9 of part A of title IV; and 
‘‘(3) shall provide transitional support, includ-
ing remedial services if necessary, for students en-
rolled in the program in the year prior to such clo-
sure. 
‘‘(d) APPLICATION OF THE REQUIREMENTS.—The 
requirements of this section shall apply to both traditional 
teacher preparation programs and alternative routes to 
State certification and licensure programs.’’. 
SEC. 2009. GENERAL PROVISIONS. 
Section 208(a) of the Higher Education Act of 1965 
(20 U.S.C. 1022g(a)) is amended by striking ‘‘sections 
205 and 206’’ and inserting ‘‘section 205’’. 
SEC. 2010. ELEVATION OF THE EDUCATION PROFESSION 
STUDY. 
Part A of title II of the Higher Education Act of 
1965 (20 U.S.C. 1022 et seq.) is amended by inserting 
after section 208 the following: 
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‘‘SEC. 209. ELEVATION OF THE EDUCATION PROFESSION 
STUDY. 
‘‘(a) PURPOSE.—The purpose of the elevation of the 
profession feasibility study is to examine State policies re-
lated to teacher and school leader education and certifi-
cation, produce a comprehensive set of expectations that 
sets a high bar for entry into the profession and ensures 
that all entering teachers and school leaders are profes-
sion-ready, and develop recommendations to Congress on 
best practices with respect to elevating the education pro-
fession that are evidence-based, reliable, and verified by 
the field. 
‘‘(b) ESTABLISHMENT.— 
‘‘(1) IN GENERAL.—The Secretary of Education 
shall establish an Advisory Committee to carry out 
the elevation of the education profession study de-
scribed in subsection (c) and make recommendations 
to Congress on the findings. 
‘‘(2) MEMBERSHIP
OF
THE
ADVISORY
COM-
MITTEE.—The Advisory Committee shall include 
representatives or advocates from the following cat-
egories: 
‘‘(A) Teacher unions. 
‘‘(B) School leader organizations. 
‘‘(C) State and local officials. 
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‘‘(D) State educational agencies and local 
educational agencies. 
‘‘(E) Teacher and school leader advocacy 
organizations. 
‘‘(F) School administrator organizations. 
‘‘(G) Institutions of higher education, in-
cluding colleges of teacher education. 
‘‘(H) Civil rights organizations. 
‘‘(I) Organizations representing students 
with disabilities. 
‘‘(J) Organizations representing English 
learners. 
‘‘(K) Nonprofit organizations representing 
subject-fields, such as STEM Educator organi-
zations, comprehensive literacy Educator orga-
nizations, and arts and humanities educator or-
ganizations. 
‘‘(L) Professional development organiza-
tions. 
‘‘(M) Educational technology organiza-
tions. 
‘‘(N) Nonprofit research organizations. 
‘‘(O) Organizations representing nontradi-
tional pathways into teacher and school leader 
education. 
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‘‘(P) Organizations representing parents. 
‘‘(c) DUTIES OF THE ADVISORY COMMITTEE.— 
‘‘(1) FEASIBILITY STUDY.—The Advisory Com-
mittee shall conduct a feasibility study to— 
‘‘(A) assess the state of policies and prac-
tices related to teacher and school leader edu-
cation and entry into the profession including 
barriers to achieving certification and licensure, 
best practices in producing profession-ready 
teachers and school leaders, and recruitment 
and retention of teachers and school leaders in 
schools; 
‘‘(B) compile best practices for educating 
and training profession-ready teachers and 
school leaders including evidence-based prac-
tices for training teachers and school leaders to 
support diverse learners, developing teacher and 
school leaders, and successful pre-service and 
in-service educational activities; 
‘‘(C) review certification and credentialing 
practices throughout the Nation including min-
imum standards in each State, differences in 
types of credentials, and impact of different 
certification processes in each State for teach-
ers and school leaders who relocate; and 
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‘‘(D) recommend a comprehensive set of 
rigorous expectations for States standards to 
elevate the profession of teaching and to 
produce profession-ready teachers and school 
leaders prepared to educate diverse learners in 
inclusive educational settings. 
‘‘(2) REPORTS.— 
‘‘(A) Not later than 1 year after the Advi-
sory Committee’s first meeting, the Committee 
shall submit an interim report to the Secretary 
and to the authorizing committees detailing the 
methods of the study and progress in devel-
oping the set of comprehensive and rigorous ex-
pectations. 
‘‘(B) Not later than 3 years after the Advi-
sory Committee’s first meeting, the Committee 
shall submit a final report to the Secretary and 
to the authorizing committees detailing the 
findings, recommendations, and suggested set 
of comprehensive and rigorous expectations. 
‘‘(3) DISSEMINATION
OF
INFORMATION.—In 
carrying out the study under paragraph (1), the Sec-
retary shall disseminate information found in the 
study in an accessible format to all stakeholders. 
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‘‘(4) DATABASE.—Not later than 180 days 
after the date of the enactment of this subsection, 
the Secretary shall produce an electronically acces-
sible clearinghouse of State certification procedures 
and best State practices for producing and retaining 
profession-ready teachers and school leaders.’’. 
SEC. 2011. AUTHORIZATION OF APPROPRIATIONS. 
Part A of title II of the Higher Education Act of 
1965 (20 U.S.C. 1022 et seq.) is amended— 
(1) by redesignating section 209 as section 210; 
and 
(2) in section 210, as so redesignated— 
(A) by striking ‘‘$300,000,000’’ and in-
serting ‘‘$500,000,000’’; 
(B) by striking ‘‘2009’’ and inserting 
‘‘2019’’; and 
(C) by striking ‘‘two succeeding’’ and in-
serting ‘‘5 succeeding’’. 
PART B—ENHANCING TEACHER AND SCHOOL 
LEADER EDUCATION 
SEC. 2101. ENHANCING TEACHER EDUCATION. 
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: 
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‘‘PART B—ENHANCING TEACHER EDUCATION 
‘‘SEC. 230. AUTHORIZATION OF APPROPRIATIONS. 
‘‘(a) IN GENERAL.—There are authorized to be ap-
propriated to carry out this part $100,000,000 for fiscal 
year 2019 and each of the 5 succeeding fiscal years. 
‘‘(b) DISTRIBUTION OF FUNDS.—Subparts 1 through 
4 of this part shall receive a minimum of 20 percent of 
the amount appropriated for a fiscal year, and the Sec-
retary shall have discretion over the distribution under 
this part of the remaining amount appropriated for such 
fiscal year. 
‘‘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-
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er-student relationships. Researchers from Vander-
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 
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school leader preparation program that is a accredited by 
the State and that is— 
‘‘(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, or a consor-
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tium described in subparagraph (B), in partnership 
with any other institution of higher education. 
‘‘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)(C) of the Individuals with Disabilities Edu-
cation Act, 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 
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evidence-based instructional practices to improve 
student academic achievement, by— 
‘‘(A) retraining or recruiting faculty; and 
‘‘(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. 
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‘‘(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 
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. 
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‘‘(6) Activities authorized under section 202. 
‘‘(c) APPLICATION.—Any eligible institution desiring 
a grant under this subpart shall submit an application to 
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 
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‘‘(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 
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 
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with disabilities in general education classrooms, and 
an understanding of positive behavior-management 
practices that reduce the use of exclusionary and 
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 
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postbaccalaureate program required for 
teacher certification; and 
‘‘(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— 
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‘‘(1) shall use the grant funds to— 
‘‘(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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‘‘(iii) trauma-informed care; 
‘‘(iv) evidenced-based restorative jus-
tice practices; and 
‘‘(v) culturally responsive teaching 
and anti-bias training that is evidence- 
based; and 
‘‘(E) provide extensive clinical experience 
for participants described in subparagraphs (A) 
and (B) with mentoring and induction support 
throughout the program that continues during 
the first 2 years of full-time teaching. 
‘‘(f) APPLICATION.— 
‘‘(1) APPLICATION REQUIREMENTS.—An eligi-
ble partnership seeking a grant under this section 
shall submit an application to the Secretary at such 
time, in such manner, and containing such informa-
tion as the Secretary may require. Such application 
shall include— 
‘‘(A) a self-assessment by the eligible part-
nership of the existing teacher preparation pro-
gram at the institution of higher education and 
needs related to preparing general education 
teacher candidates to instruct students with dis-
abilities; and 
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‘‘(B) an assessment of the existing per-
sonnel needs for general education teachers who 
instruct students with disabilities, performed by 
the local educational agency in which most 
graduates of the teacher preparation program 
are likely to teach after completion of the pro-
gram under subsection (e)(1). 
‘‘(2) PEER REVIEW.— 
‘‘(A) IN
GENERAL.—The Secretary shall 
convene a peer review committee to review ap-
plications for grants under this subpart and to 
make recommendations to the Secretary regard-
ing the selection of eligible partnerships for 
such grants. 
‘‘(B) MEMBERSHIP.—Members of the peer 
review committee shall be recognized experts in 
the fields of special education, social and emo-
tional learning, teacher preparation, and gen-
eral education and shall not be in a position to 
benefit financially from any grants awarded 
under this section. 
‘‘(g) EQUITABLE GEOGRAPHIC DISTRIBUTION.—In 
awarding grants under this subpart, the Secretary shall, 
to the maximum extent possible, provide for an equitable 
geographic distribution of such grants. 
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‘‘(h) EVALUATIONS.— 
‘‘(1) BY THE PARTNERSHIP.— 
‘‘(A) IN
GENERAL.—An eligible partner-
ship receiving a grant under this subpart shall 
conduct an evaluation at the end of the grant 
period to determine— 
‘‘(i) the effectiveness of the general 
education teachers who completed a pro-
gram under subsection (c)(1) with respect 
to instruction of students with disabilities 
in general education classrooms; and 
‘‘(ii) the systemic impact of the activi-
ties carried out by such grant on how each 
institution of higher education that is a 
member of the partnership prepares teach-
ers for instruction in elementary schools 
and secondary schools. 
‘‘(B) REPORT TO THE SECRETARY.—Each 
eligible partnership performing an evaluation 
under subparagraph (A) shall report the find-
ings of such evaluation to the Secretary. 
‘‘(2) REPORT BY THE SECRETARY.—Not later 
than 180 days after the last day of the grant period 
for which an evaluation was conducted under para-
graph (1), the Secretary shall make available to the 
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authorizing committees and the public the findings 
of the evaluations submitted under paragraph (1), 
and information on best practices related to effective 
instruction of students with disabilities in general 
education classrooms. 
‘‘Subpart 3—Preparing Teachers for English-Learner 
Instruction 
‘‘SEC. 251. TEACHING ENGLISH LEARNERS GRANT. 
‘‘(a) AUTHORIZATION OF PROGRAM.—The Secretary 
shall award grants, on a competitive basis, to eligible part-
nerships to improve the preparation of teacher candidates 
to ensure that such teacher candidates possess the knowl-
edge and skills necessary to effectively instruct English 
learners. 
‘‘(b) DURATION OF GRANTS.—A grant under this 
section shall be awarded for a period of not more than 
5 years. 
‘‘(c) NON-FEDERAL SHARE.—An eligible partnership 
that receives a grant under this section 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) USES OF FUNDS.—An eligible partnership that 
receives a grant under this section shall use the grant to— 
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‘‘(1) develop or strengthen an undergraduate, 
postbaccalaureate, or master’s teacher preparation 
program by integrating strategies for teaching 
English learners into the education curriculum and 
academic content; 
‘‘(2) provide teacher candidates participating in 
a program under paragraph (1) with skills related 
to— 
‘‘(A) helping English learners— 
‘‘(i) achieve at high levels in pre-
kindergarten programs, and elementary 
schools and secondary schools so that such 
English learners can meet the challenging 
State academic standards adopted under 
section 1111(b)(1) of the Elementary and 
Secondary Education Act of 1965 (20 
U.S.C. 6311(b)(1)) by the State of the 
school attended by the English learners, 
which all children in the State are expected 
to meet; and 
‘‘(ii) attain English proficiency; 
‘‘(B) appropriately identifying and meeting 
the specific learning needs of children with dis-
abilities who are English learners; 
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‘‘(C) recognizing and addressing the social 
and emotional needs of English learners; and 
‘‘(D) promoting parental, family, and com-
munity engagement in educational programs 
that serve English learners; 
‘‘(3) provide authentic clinical learning opportu-
nities for teacher candidates participating in the pro-
gram involving sustained interactions with teachers 
and English learners at public prekindergarten pro-
grams, or elementary schools or secondary schools, 
to the extent practicable, or simulated environments 
at the eligible institution of higher education in-
volved, that foster in-depth, first-hand engagement 
with tasks required of a teacher providing instruc-
tion to English learners; and 
‘‘(4) provide teacher candidates with the re-
quired coursework to qualify for an English-as-a-sec-
ond-language certification, endorsement, or initial 
teaching credential, as recognized by the State of the 
eligible partnership. 
‘‘(e) APPLICATION.—An eligible partnership seeking 
a grant under this section shall submit an application to 
the Secretary at such time, in such manner, and con-
taining such information as the Secretary may require. 
Such application shall include— 
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‘‘(1) a self-assessment by the eligible partner-
ship of the existing teacher preparation program at 
the institution of higher education and the needs re-
lated to preparing teacher candidates to instruct 
English learners in the manner described in sub-
section (d)(2); and 
‘‘(2) a self-assessment by the eligible partner-
ship of the personnel needs for teachers who instruct 
English learners at local, public prekindergarten 
programs, and elementary schools and secondary 
schools. 
‘‘(f) EQUITABLE GEOGRAPHIC DISTRIBUTION.—In 
awarding grants under this section, the Secretary shall, 
to the maximum extent possible, provide for an equitable 
geographic distribution of such grants. 
‘‘(g) EVALUATIONS.— 
‘‘(1) 
REPORT
FROM
ELIGIBLE
PARTNER-
SHIPS.—An eligible partnership receiving a grant 
under this section shall submit to the Secretary the 
results of an evaluation conducted by the partner-
ship at the end of the grant period to determine— 
‘‘(A) the effectiveness of teachers who com-
pleted a program under subsection (d)(1) with 
respect to instruction of English learners; and 
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‘‘(B) the systemic impact of the activities 
carried out by such grant on how such partner-
ship prepares teachers to provide instruction in 
prekindergarten 
programs, 
and 
elementary 
schools and secondary schools. 
‘‘(2) REPORT
FROM
THE
SECRETARY.—Not 
later than 180 days after the last day of the grant 
period under this section, the Secretary shall make 
available to the authorizing committees and the pub-
lic— 
‘‘(A) the findings of the evaluations sub-
mitted under paragraph (1); and 
‘‘(B) information on best practices related 
to effective instruction of English learners. 
‘‘Subpart 4—Graduate Fellowships To Prepare 
Faculty in High-Need Areas at Colleges of Education 
‘‘SEC. 261. GRADUATE FELLOWSHIPS TO PREPARE FAC-
ULTY IN HIGH-NEED AREAS AT COLLEGES OF 
EDUCATION. 
‘‘(a) GRANTS BY SECRETARY.—From the amounts 
provided to carry out this subpart, the Secretary shall 
award grants, on a competitive basis, to eligible institu-
tions to enable such institutions to make graduate fellow-
ship awards to qualified individuals in accordance with the 
provisions of this section. 
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‘‘(b) ELIGIBLE INSTITUTIONS.—In this section, the 
term ‘eligible institution’ means an institution of higher 
education, or a consortium of such institutions, that offers 
a program of postbaccalaureate study leading to a doctoral 
degree. 
‘‘(c) APPLICATIONS.—An eligible institution that de-
sires a grant under this section shall submit an application 
to the Secretary at such time, in such manner, and con-
taining such information as the Secretary may reasonably 
require. 
‘‘(d) TYPES OF FELLOWSHIPS SUPPORTED.— 
‘‘(1) IN GENERAL.—An eligible institution that 
receives a grant under this subpart shall use the 
grant funds to provide graduate fellowships to indi-
viduals who are preparing for the professorate in 
order to prepare individuals to become elementary 
school and secondary school science, technology, en-
gineering, and math teachers, special education 
teachers, and teachers who provide instruction for 
English-learners, who meet the applicable State cer-
tification and licensure requirements, including any 
requirements for certification obtained through alter-
native routes to certification, or, with regard to spe-
cial education teachers, the qualifications described 
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in section 612(a)(14)(C) of the Individuals with Dis-
abilities Education Act. 
‘‘(2) TYPES OF STUDY.—A graduate fellowship 
provided under this section shall support an indi-
vidual in pursuing postbaccalaureate study, which 
leads to a doctoral degree and may include a mas-
ter’s degree as part of such study, related to teacher 
preparation and pedagogy in one of the following 
areas: 
‘‘(A) 
Science, 
technology, 
engineering, 
mathematics, and computer science, and their 
related subfields, if the individual has completed 
a master’s degree in mathematics, engineering, 
science, or computer science and is pursuing a 
doctoral degree in mathematics, science, engi-
neering, or education. 
‘‘(B) Special education. 
‘‘(C) The instruction of English-learners, 
including postbaccalaureate study in language 
instruction educational programs. 
‘‘(e) FELLOWSHIP TERMS AND CONDITIONS.— 
‘‘(1) SELECTION OF FELLOWS.—The Secretary 
shall ensure that an eligible institution that receives 
a grant under this subpart— 
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‘‘(A) shall provide graduate fellowship 
awards to individuals who plan to pursue a ca-
reer in instruction at an institution of higher 
education that has a teacher preparation pro-
gram; and 
‘‘(B) may not provide a graduate fellow-
ship to an otherwise eligible individual— 
‘‘(i) during periods in which such indi-
vidual is enrolled at an institution of high-
er education unless such individual is 
maintaining satisfactory academic progress 
in, and devoting full-time study or research 
to, the pursuit of the degree for which the 
fellowship support was provided; or 
‘‘(ii) if the individual is engaged in 
gainful employment, other than part-time 
employment related to teaching, research, 
or a similar activity determined by the in-
stitution to be consistent with and sup-
portive of the individual’s progress toward 
the degree for which the fellowship support 
was provided. 
‘‘(2) AMOUNT OF FELLOWSHIP AWARDS.— 
‘‘(A) IN GENERAL.—An eligible institution 
that receives a grant under this subpart shall 
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award stipends to individuals who are provided 
graduate fellowships under this subpart. 
‘‘(B) AWARDS
BASED
ON
NEED.—A sti-
pend provided under this subpart shall be in an 
amount equal to the level of support provided 
by the National Science Foundation graduate 
fellowships, except that such stipend shall be 
adjusted as necessary so as not to exceed the 
fellowship recipient’s demonstrated need, as de-
termined by the institution of higher education 
where the fellowship recipient is enrolled. 
‘‘(3) SERVICE REQUIREMENT.— 
‘‘(A) TEACHING
REQUIRED.—Each indi-
vidual who receives a graduate fellowship under 
this subpart and earns a doctoral degree shall 
teach for 1 year at an institution of higher edu-
cation that has a teacher preparation program 
for each year of fellowship support received 
under this section. 
‘‘(B) INSTITUTIONAL OBLIGATION.—Each 
eligible institution that receives a grant under 
this subpart shall provide an assurance to the 
Secretary that the institution has inquired of 
and determined the decision of each individual 
who has received a graduate fellowship to, with-
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in 3 years of receiving a doctoral degree, begin 
employment at an institution of higher edu-
cation that has a teacher preparation program, 
as required by this section. 
‘‘(C) AGREEMENT
REQUIRED.—Prior to 
receiving an initial graduate fellowship award, 
and upon the annual renewal of the graduate 
fellowship award, an individual selected to re-
ceive a graduate fellowship under this section 
shall sign an agreement with the Secretary 
agreeing to pursue a career in instruction at an 
institution of higher education that has a teach-
er preparation program in accordance with sub-
paragraph (A). 
‘‘(D) FAILURE TO COMPLY.—If an indi-
vidual who receives a graduate fellowship award 
under this section fails to comply with the 
agreement signed pursuant to subparagraph 
(C), the sum of the amounts of any graduate 
fellowship award received by such recipient 
shall, upon a determination of such a failure, be 
treated as a Federal Direct Unsubsidized Staf-
ford Loan under part D of title IV, and shall 
be subject to repayment, together with interest 
thereon accruing from the date of the fellowship 
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award, in accordance with terms and conditions 
specified by the Secretary in regulations under 
this subpart. 
‘‘(E) MODIFIED SERVICE REQUIREMENT.— 
The Secretary may waive or modify the service 
requirement of this paragraph in accordance 
with regulations promulgated by the Secretary 
with respect to the criteria to determine the cir-
cumstances under which compliance with such 
service requirement is inequitable or represents 
a substantial hardship. The Secretary may 
waive the service requirement if compliance by 
the fellowship recipient is determined to be in-
equitable or represent a substantial hardship— 
‘‘(i) because the individual is perma-
nently and totally disabled at the time of 
the waiver request; or 
‘‘(ii) based on documentation pre-
sented to the Secretary of substantial eco-
nomic or personal hardship. 
‘‘(f) INSTITUTIONAL SUPPORT FOR FELLOWS.—An 
eligible institution that receives a grant under this section 
may reserve not more than ten percent of the grant 
amount for academic and career transition support for 
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graduate fellowship recipients and for meeting the institu-
tional obligation described in subsection (e)(3)(B). 
‘‘(g) RESTRICTION ON USE OF FUNDS.—An eligible 
institution that receives a grant under this section may 
not use grant funds for general operational overhead of 
the institution. 
‘‘Subpart 5—General Provisions 
‘‘SEC. 271. COMPETITIVE PRIORITY. 
‘‘In awarding grants under subparts 1 through 4, the 
Secretary shall award competitive priority to eligible insti-
tutions, eligible partnerships, and eligible entities that 
demonstrate in the application for such a grant a plan 
to— 
‘‘(1) increase the diversity in the educator 
workforce through— 
‘‘(A) recruiting, enrolling, and preparing 
diverse teacher candidates; and 
‘‘(B) efforts that help retain diverse teach-
er candidates in high-needs schools; 
‘‘(2) address the shortage of teachers in high- 
needs fields including science, technology, engineer-
ing, 
arts, 
mathematics, 
or 
computer 
science 
through— 
‘‘(A) recruiting, enrolling, and preparing 
teacher candidates to achieve certification, as 
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required by the State, to offer instruction in 
high-needs fields, including science, technology, 
engineering, arts, mathematics, or computer 
science; and 
‘‘(B) efforts that help retain teachers of 
high-needs fields in high-needs schools; and 
‘‘(3) expand the pipeline of school leaders 
through preparing teacher leaders, which may be 
achieved by efforts that may include— 
‘‘(A) embedding pedagogical coursework 
for teacher candidates that fosters— 
‘‘(i) leadership and advocacy skills; 
‘‘(ii) knowledge of school management 
and finance; 
‘‘(iii) school operations and business 
skills; 
‘‘(iv) effective use and management of 
educational technology; 
‘‘(v) strategies for community and 
family engagement; and 
‘‘(vi) mentorship and coaching strate-
gies; and 
‘‘(B) providing opportunities for teacher 
candidates to receive— 
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‘‘(i) exposure to and modeling from 
teacher leaders and school leaders; and 
‘‘(ii) ongoing support and continu-
ation of professional development on teach-
er or other school leadership once exiting 
the teacher or other school leader prepara-
tion program.’’. 
TITLE III—INSTITUTIONAL AID 
SEC. 3001. STRENGTHENING INSTITUTIONS. 
(a) 
STRENGTHENING
INSTITUTIONS.—Section 
311(d) of the Higher Education Act of 1965 (20 U.S.C. 
1057(d)) is amended— 
(1) in paragraph (2)— 
(A) by striking ‘‘non-Federal sources’’ and 
inserting ‘‘non-Federal sources (which may in-
clude gifts to the endowment fund restricted for 
a specific purpose)’’; and 
(B) by striking ‘‘or greater than’’ and in-
serting ‘‘50 percent of’’; and 
(2) by inserting after paragraph (3) the fol-
lowing: 
‘‘(4) SCHOLARSHIP.—An eligible institution 
that uses grant funds provided under this section to 
establish or increase an endowment fund may use 
the interest proceeds from such endowment to pro-
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vide scholarships to students for the purposes of at-
tending such institution.’’. 
(b) TRIBALLY CONTROLLED COLLEGES AND UNI-
VERSITIES.—Section 316(c)(3) of the Higher Education 
Act of 1965 (20 U.S.C. 1059c(c)(3)) is amended— 
(1) in subparagraph (B)— 
(A) by striking ‘‘matching funds’’ and in-
serting ‘‘matching funds (which may include 
gifts to the endowment fund restricted for a 
specific purpose)’’; and 
(B) by striking ‘‘equal to the Federal 
funds’’ and inserting ‘‘equal to 50 percent of 
the Federal funds’’; and 
(2) by inserting after subparagraph (C) the fol-
lowing: 
‘‘(D) SCHOLARSHIPS.—An eligible institu-
tion that uses grant funds provided under this 
section to establish or increase an endowment 
fund may use the interest proceeds from such 
endowment to provide scholarships to students 
for the purposes of attending such institution.’’. 
(c) DEFINITION OF STUDENT COUNT; USE OF UN-
EXPENDED FUNDS; ELIMINATION OF PRE-APPROVAL RE-
QUIREMENT.—Section 316(d) of the Higher Education 
Act of 1965 (20 U.S.C. 1059c(d)) is amended— 
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(1) by striking paragraph (1); 
(2) by redesignating paragraphs (2) through 
(4) as paragraphs (1) through (3), respectively; and 
(3) in paragraph (2), as so redesignated— 
(A) in subparagraph (B)(i)(I), by striking 
‘‘based on the respective Indian student counts 
(as defined in section 2(a) of the Tribally Con-
trolled Colleges and Universities Assistance Act 
of 1978 (25 U.S.C. 1801(a)) of the Tribal Col-
leges and Universities.’’ and inserting ‘‘based 
on the respective full-time equivalent of all en-
rolled students.’’; and 
(B) by adding at the end the following: 
‘‘(C) USE OF UNEXPENDED FUNDS.—Any 
funds paid to an institution and not expended 
or used for the purposes for which the funds 
were paid during the 5-year period following the 
date of the initial grant award, may be carried 
over and expended during the succeeding 5-year 
period, if such funds were obligated for a pur-
pose for which the funds were paid during the 
5-year period following the date of the initial 
grant award.’’. 
(d) PROMOTING THE SUSTAINABILITY OF NATIVE 
AMERICAN LANGUAGES.—Part A of title III of the Higher 
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Education Act of 1965 (20 U.S.C. 1057 et seq.) is further 
amended by inserting after section 316 (20 U.S.C. 1059c) 
the following: 
‘‘SEC. 316A. NATIVE AMERICAN LANGUAGE VITALIZATION 
AND TRAINING PROGRAM. 
‘‘(a) ESTABLISHMENT.— 
‘‘(1) IN GENERAL.—From the amount appro-
priated under subsection (d), the Secretary shall es-
tablish the Native American Language Vitalization 
and Training Program under which the Secretary 
shall award grants, on a competitive basis, to eligible 
institutions to promote the preservation, revitaliza-
tion, relevancy, and use of Native American lan-
guages. 
‘‘(2) TERM.—The term of a grant under this 
section shall be not more than 5 years. 
‘‘(3) APPLICATION.— 
‘‘(A) STREAMLINED
PROCESS.—In car-
rying out the program under this section, the 
Secretary shall establish application require-
ments in such a manner as to simplify and 
streamline the process for the grant application 
under this section. 
‘‘(B) IN GENERAL.—To be eligible to re-
ceive a grant under this subsection, an eligible 
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institution shall submit to the Secretary an ap-
plication at such time, in such manner, and in 
accordance with any other application require-
ments described in subparagraph (A), that the 
Secretary may prescribe, and including the fol-
lowing: 
‘‘(i) A description of the 5-year pro-
gram of the eligible institution for meeting 
the needs of American Indians, Alaska Na-
tives, or Native Hawaiians, as appropriate, 
in the area served by the institution, and 
how such plan is consistent with the pur-
poses described in paragraph (1). 
‘‘(ii)(I) An identification of the popu-
lation to be served by the eligible institu-
tion; and 
‘‘(II) an identification of the status of 
Native American language understanding 
and use within that population and a de-
scription of the manner in which the pro-
gram will help preserve and revitalize the 
relevant Native American language. 
‘‘(iii) A description of the services to 
be provided under the program, including 
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the manner in which the services will be in-
tegrated with other appropriate activities. 
‘‘(iv) A description, to be prepared in 
consultation with the Secretary, of the per-
formance measures to be used to assess 
the performance of the eligible institution 
in carrying out the program. 
‘‘(b) USE OF FUNDS.—An eligible institution may 
use a grant under this section to carry out activities con-
sistent with the purposes described in subsection (a)(1), 
including— 
‘‘(1) curriculum development and academic in-
struction, including educational activities, programs, 
and partnerships relating to students in early child-
hood education programs through grade 12; 
‘‘(2) professional development for faculty at the 
eligible institution and in-service training programs 
for early childhood education programs through 
grade 12 instructors and administrators; and 
‘‘(3) innovative Native American language pro-
grams for students in early childhood education pro-
grams through grade 12, including language immer-
sion programs. 
‘‘(c) APPLICABILITY OF OTHER PROVISIONS.— 
‘‘(1) CONCURRENT FUNDING.— 
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‘‘(A) TRIBAL COLLEGE OR UNIVERSITY.— 
An eligible institution that is a Tribal College 
or University may receive a grant under this 
section and funds under section 316 concur-
rently. 
‘‘(B) ALASKA
NATIVE-SERVING
INSTITU-
TION OR NATIVE HAWAIIAN-SERVING INSTITU-
TION.—An eligible institution that is an Alaska 
Native-serving institution or Native Hawaiian- 
serving institution may receive a grant under 
this section and funds under section 317 con-
currently. 
‘‘(2) EXEMPTION.—Sections 312(b) and 313(d) 
shall not apply to an eligible institution that receives 
a grant under this section. 
‘‘(d) AUTHORIZATION OF APPROPRIATIONS.—There 
are authorized to be appropriated to carry out this section 
$20,000,000 for fiscal year 2019 and each of the 5 suc-
ceeding fiscal years. 
‘‘(e) DEFINITIONS.—In this section: 
‘‘(1) ELIGIBLE INSTITUTION.—The term ‘eligi-
ble institution’ means— 
‘‘(A) a Tribal College or University, as de-
fined in section 316; 
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‘‘(B) an Alaska Native-serving institution, 
as defined in section 317; or 
‘‘(C) a Native Hawaiian-serving institu-
tion, as defined in section 317. 
‘‘(2) NATIVE
AMERICAN.—The term ‘Native 
American’ has the meaning given the term in section 
371(c)(6).’’. 
(e) PREDOMINANTLY BLACK INSTITUTIONS.—Sec-
tion 318(d)(3) of the Higher Education Act of 1965 (20 
U.S.C. 1059e(d)(3)) is amended— 
(1) in subparagraph (B)— 
(A) by striking ‘‘non-Federal sources’’ and 
inserting ‘‘non-Federal sources (which may in-
clude gifts to the endowment fund restricted for 
a specific purpose)’’; and 
(B) by striking ‘‘equal to or greater than 
the Federal funds’’ and inserting ‘‘equal to 50 
percent of the Federal funds’’; and 
(2) by inserting after subparagraph (C) the fol-
lowing: 
‘‘(D) SCHOLARSHIPS.—An eligible institu-
tion that uses grant funds provided under this 
section to establish or increase an endowment 
fund may use the interest proceeds from such 
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endowment to provide scholarships to students 
for the purposes of attending such institution.’’. 
(f) TECHNICAL CORRECTION TO SECTION 318.—Sec-
tion 318(i) of the Higher Education Act of 1965 (20 
U.S.C. 1059e) is amended— 
(1) in the subsection heading, by striking ‘‘SPE-
CIAL RULE ON ELIGIBILITY’’ and inserting ‘‘SPE-
CIAL RULES’’; 
(2) by striking ‘‘No Predominantly’’ and insert-
ing the following: 
‘‘(1) ELIGIBILITY.—No Predominantly’’; and 
(3) by adding at the end the following: 
‘‘(2) EXEMPTION.—Section 313(d) shall not 
apply to institutions that are eligible to receive funds 
under this section.’’. 
(g) STATE RELIEF FROM FEDERAL HIGHER EDU-
CATION MANDATE.—Part A of title III of the Higher Edu-
cation Act of 1965 (20 U.S.C. 1057 et seq.) is amended 
by inserting after section 319 the following: 
‘‘SEC. 319A. STATE RELIEF FROM FEDERAL HIGHER EDU-
CATION MANDATE. 
‘‘(a) AMOUNT OF PAYMENT.—For fiscal year 2019 
and each of the 5 succeeding fiscal years, the Secretary 
may pay to any eligible college an amount that equals the 
charges for tuition waived by the college (as described in 
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subsection (e)(1)) for the academic year ending before the 
beginning of such fiscal year for Native American Indian 
students who were enrolled in the college for such aca-
demic year and who were not residents of the State in 
which the college is located during such academic year. 
‘‘(b) TREATMENT OF PAYMENT.—Any amounts re-
ceived by an eligible college under subsection (a) shall be 
treated as a reimbursement from the State in which the 
college is located, which is provided in fulfillment of any 
Federal mandate upon the State to waive charges for tui-
tion for Native American Indian students. 
‘‘(c) RULE OF CONSTRUCTION.—Nothing in this sec-
tion shall be construed to relieve any State from any man-
date the State may have under Federal law to reimburse 
an eligible college for an academic year— 
‘‘(1) with respect to Native American Indian 
students enrolled in the college who are not residents 
of the State in which the college is located, any 
amount of charges for tuition waived by the college 
for such students that exceeds the amount received 
by the college under subsection (a) for such aca-
demic year; and 
‘‘(2) with respect to Native American Indian 
students enrolled in the college who are residents of 
the State in which the college is located, an amount 
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equal to the charges for tuition waived by the college 
for such students for such academic year. 
‘‘(d) APPLICABILITY.— 
‘‘(1) IN GENERAL.—The provisions of any other 
section of this part or part G shall not apply with 
respect to funds paid under this section. 
‘‘(2) NO EFFECT ON ELIGIBILITY.—Funds re-
ceived by a Native American-serving, nontribal insti-
tution under this section shall not be taken into ac-
count for purposes of section 319(d)(3)(A). 
‘‘(e) DEFINITIONS.—In this section: 
‘‘(1) ELIGIBLE
COLLEGE.—The term ‘eligible 
college’ means any 4-year Native American-serving, 
nontribal institution that waives the charges for tui-
tion as mandated by Federal statute, with the sup-
port of the State in which the institution is located, 
for Native American Indian students in fulfillment 
of a condition under which the institution or State 
received its original grant of land and facilities from 
the United States. 
‘‘(2) NATIVE AMERICAN INDIAN STUDENTS.— 
The term ‘Native American Indian students’ in-
cludes reference to the term ‘Indian pupils’ as that 
term has been utilized in Federal statutes imposing 
a mandate upon any eligible college or State to 
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waive charges for tuition for Native American Indian 
students in fulfillment of a condition under which 
the college or State received its original grant of 
land and facilities from the United States. 
‘‘(3) NATIVE
AMERICAN-SERVING, NONTRIBAL 
INSTITUTION.—The term ‘Native American-serving, 
nontribal institution’ has the meaning given the 
term in section 319(b). 
‘‘(f) SUPPLEMENT, NOT SUPPLANT.—Funds under 
this section shall be used to supplement, not supplant, any 
Federal or non-Federal funds that would otherwise be 
used for Indian education programs.’’. 
(h) TECHNICAL CORRECTION TO SECTION 320.— 
Section 320(d)(3)(A) of the Higher Education Act of 1965 
(20 U.S.C. 1059g(d)(3)(A)) is amended by inserting ‘‘part 
A of’’ after ‘‘or’’. 
SEC. 3002. STRENGTHENING HISTORICALLY BLACK COL-
LEGES AND UNIVERSITIES. 
(a) ALLOWABLE USES OF FUNDS.—Section 323(a) 
of the Higher Education Act of 1965 (20 U.S.C. 1062(a)) 
is amended— 
(1) by striking paragraphs (6) and (7) and in-
serting the following: 
‘‘(6) Tutoring, counseling, advising, and stu-
dent service programs designed to improve academic 
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success, including innovative and customized instruc-
tional courses (which may include remedial edu-
cation and English language instruction) designed to 
help retain students and move students rapidly into 
core courses and through program completion. 
‘‘(7) Funds and administrative management, 
and acquisition of technology, services, and equip-
ment for use in strengthening funds and administra-
tive management.’’; 
(2) in paragraph (10)— 
(A) by striking ‘‘teacher education’’ and 
inserting ‘‘traditional or alternative route teach-
er preparation’’; and 
(B) by striking ‘‘preparation for teacher 
certification’’ and inserting ‘‘preparation of 
graduates for teacher certification or licensure’’; 
(3) by redesignating paragraph (15) as para-
graph (19); and 
(4) by inserting after paragraph (14) the fol-
lowing: 
‘‘(15) Distance education programs and cre-
ating or improving facilities for internet or other dis-
tance learning academic instruction capabilities, in-
cluding the purchase or rental of telecommunications 
technology equipment or services. 
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‘‘(16) Establishing or improving a program that 
produces improved results in the educational out-
comes of African American males. 
‘‘(17) Scholarships, fellowships, and other fi-
nancial assistance for financially needy under-
graduate students, as determined by the institution, 
to permit the enrollment and degree completion of 
such students in the physical or natural sciences, en-
gineering, mathematics or other scientific disciplines 
in which African Americas are underrepresented, ex-
cept that not more than 30 percent of the grant 
amount may be for this purpose. 
‘‘(18) Establishing or improving an office of 
sponsored programs to assist with identifying exter-
nal funding opportunities, applying for external 
funding, and administering grant awards.’’. 
(b) HISTORICALLY BLACK COLLEGES AND UNIVER-
SITIES.—Section 323(b) of the Higher Education Act of 
1965 (20 U.S.C. 1062(b)) is amended— 
(1) in paragraph (2)— 
(A) by striking ‘‘non-Federal sources’’ and 
inserting ‘‘non-Federal sources (which may in-
clude gifts to the endowment fund restricted for 
a specific purpose)’’; and 
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(B) by striking ‘‘equal to or greater than 
the Federal funds’’ and inserting ‘‘equal to 50 
percent of the Federal funds’’; and 
(2) by inserting after paragraph (3) the fol-
lowing: 
‘‘(4) SCHOLARSHIPS.—An eligible institution 
that uses grant funds provided under this section to 
establish or increase an endowment fund may use 
the interest proceeds from such endowment to pro-
vide scholarships to students for the purposes of at-
tending such institution.’’. 
(c) ALLOTMENTS AND APPLICATION PROCESS.— 
(1) ALLOTMENTS.—Section 324 of the Higher 
Education Act of 1965 (20 U.S.C. 1063) is amend-
ed— 
(A) in subsection (c), by striking ‘‘5’’ and 
inserting ‘‘6’’; 
(B) in subsection (d)(1), by striking sub-
paragraphs (A) and (B) and inserting the fol-
lowing: 
‘‘(A) less than $500,000 for a part B insti-
tution which has received a grant under this 
part, the Secretary shall award the part B insti-
tution an allotment in the amount of $500,000; 
and 
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‘‘(B) less than $250,000 for a part B insti-
tution which has not received a grant under 
this part for a fiscal year prior to fiscal year 
2017, the Secretary shall award the part B in-
stitution an allotment in the amount of 
$250,000.’’; and 
(C) in subsection (h)— 
(i) in paragraphs (1)(C) and (2)(C), 
by striking ‘‘within 5 years’’ each time it 
appears and inserting ‘‘within 6 years’’; 
and 
(ii) by adding at the end the fol-
lowing: 
‘‘(3) LIMITATION
FOR
NEW
INSTITUTIONS.— 
Notwithstanding any other provision of this section, 
no part B institution that would otherwise be eligible 
for funds under this part shall receive an allotment 
under this part for a fiscal year, unless— 
‘‘(A) such institution received an allotment 
under this part for fiscal year 2017; or 
‘‘(B) the amount appropriated under sec-
tion 399(a)(2)(A) for such fiscal year is not less 
than $275,000,000.’’. 
(2) APPLICATIONS.—Section 325(c) of the 
Higher Education Act of 1965 (20 U.S.C. 1063a(c)) 
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is amended by inserting ‘‘, including goals to en-
hance student retention, graduation, and post-
graduate outcomes,’’ after ‘‘management and aca-
demic programs’’. 
(d) PROFESSIONAL OR GRADUATE INSTITUTIONS.— 
Section 326(c) of the Higher Education Act of 1965 (20 
U.S.C. 1063b(c)) is amended— 
(1) in paragraph (7)— 
(A) by striking ‘‘equipment,’’ and inserting 
‘‘equipment, technology, and services,’’; and 
(B) by inserting ‘‘and administrative’’ 
after ‘‘in strengthening funds’’; 
(2) by redesignating paragraph (12) as para-
graph (13); and 
(3) by striking paragraph (11) and inserting 
the following: 
‘‘(11) tutoring, counseling, advising, and stu-
dent service programs designed to improve academic 
success, including innovative and customized instruc-
tional courses (which may include remedial edu-
cation and English language instruction) designed to 
help retain students and move students rapidly into 
core courses and through program completion; and 
‘‘(12) distance education programs and creating 
or improving facilities for internet or other distance 
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learning academic instruction capabilities, including 
the purchase or rental of telecommunications tech-
nology equipment or services; and’’. 
(e) ELIGIBILITY.—Section 326(e)(1) of the Higher 
Education Act of 1965 (20 U.S.C. 1063b(e)) is amend-
ed— 
(1) in subparagraph (W), by striking ‘‘and’’ at 
the end; 
(2) in subparagraph (X), by striking the period 
at the end and inserting ‘‘; and’’; and 
(3) by adding at the end the following: 
‘‘(Y) University of the Virgin Islands 
School of Medicine.’’. 
(f) INTERACTION
WITH
OTHER
GRANT
PRO-
GRAMS.—Section 326(h) of the Higher Education Act of 
1965 (20 U.S.C. 1063b(h)) is amended by striking ‘‘or 
724’’ and inserting ‘‘724, or 727.’’. 
SEC. 3003. HISTORICALLY BLACK COLLEGE AND UNIVER-
SITY CAPITAL FINANCING. 
(a) BOND INSURANCE AND CAPITAL FINANCE OF 
STEM FACILITIES.—Section 343 of the Higher Edu-
cation Act of 1965 (20 U.S.C. 1066b) is amended— 
(1) in subsection (b)— 
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(A) in paragraph (1), by striking ‘‘an es-
crow account’’ and inserting ‘‘a bond insurance 
fund’’; 
(B) in paragraph (3), by inserting ‘‘(except 
that loans for the purpose of science, tech-
nology, engineering, or mathematics related 
academic facilities shall carry not more than a 
1 percent rate of interest)’’ after ‘‘charge such 
interest on loans’’; 
(C) in paragraph (8)— 
(i) in the matter preceding subpara-
graph (A), by striking ‘‘an escrow ac-
count’’ and inserting ‘‘a bond insurance 
fund’’; and 
(ii) in subparagraph (A), by striking 
‘‘the escrow account’’ and inserting ‘‘the 
bond insurance fund’’; 
(D) in paragraph (9), by striking ‘‘escrow 
account’’ each place it appears and inserting 
‘‘bond insurance fund’’; and 
(E) in paragraph (12), by striking ‘‘, ex-
cept as otherwise required by the Secretary’’; 
and 
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(2) in subsection (c), by striking ‘‘escrow ac-
count’’ each place it appears and inserting ‘‘bond in-
surance fund’’. 
(b) INCREASED AGGREGATE BOND LIMIT.—Section 
344 of the Higher Education Act of 1965 (20 U.S.C. 
1066c) is amended— 
(1) in the matter preceding paragraph (1), by 
striking 
‘‘$1,100,000,000’’ 
and 
inserting 
‘‘$3,600,000,000’’; 
(2) 
in 
paragraph 
(1), 
by 
striking 
‘‘$733,333,333’’ and inserting ‘‘two-thirds’’; and 
(3) 
in 
paragraph 
(2), 
by 
striking 
‘‘$366,666,667’’ and inserting ‘‘one-third’’. 
(c) STRENGTHENING
TECHNICAL
ASSISTANCE.— 
Section 345 of the Higher Education Act of 1965 (20 
U.S.C. 1066d) is amended— 
(1) in paragraph (8), by inserting ‘‘and’’ at the 
end; 
(2) by striking paragraph (9) and inserting the 
following: 
‘‘(9) may, directly or by grant or contract, pro-
vide financial counseling and technical assistance to 
eligible institutions to prepare the institutions to 
qualify, apply for, and maintain a capital improve-
ment loan, including a loan under this part.’’; and 
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(3) by striking paragraph (10) and inserting 
the following: 
‘‘(10) may provide for the modification or 
deferment of a loan made under this part based on 
need of the institution, as defined by the Secretary, 
for a period not to exceed 6 fiscal years, and, during 
the period of deferment of such a loan, interest on 
the loan will not accrue or be capitalized.’’. 
(d) 
HBCU 
CAPITAL
FINANCING
ADVISORY 
BOARD.—Paragraph (2) of Section 347(c) of the Higher 
Education Act of 1965 (20 U.S.C. 1066f(c)) is amended 
to read as follows: 
‘‘(2) REPORT.—On an annual basis, the Advi-
sory Board shall prepare and submit to the author-
izing committees a report on— 
‘‘(A) the status of the historically Black 
colleges and universities described in paragraph 
(1)(A); 
‘‘(B) an overview of all loans awarded 
under the program under this part, including 
the most recent loans awarded for the fiscal 
year in which the report is submitted; and 
‘‘(C) administrative and legislative rec-
ommendations for addressing the issues related 
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to construction financing facing historically 
Black colleges and universities.’’. 
SEC. 3004. STRENGTHENING HISTORICALLY BLACK COL-
LEGES AND UNIVERSITIES AND OTHER MI-
NORITY-SERVING INSTITUTIONS. 
Section 371(b) of the Higher Education Act of 1965 
(20 U.S.C. 1067q(b)) is amended— 
(1) in paragraph (1)(A)— 
(A) in the first sentence, by striking ‘‘ap-
propriated,’’ and all that follows through 
‘‘2019’’ and inserting the following: ‘‘appro-
priated, $300,000,000 for fiscal year 2019 and 
each succeeding fiscal year’’; and 
(B) by striking the second sentence; and 
(2) in paragraph (2)— 
(A) in subparagraph (A)— 
(i) 
in 
clause 
(i), 
by 
striking 
‘‘$100,000,000’’ 
and 
inserting 
‘‘$117,500,000’’; 
(ii) 
in 
clause 
(ii), 
by 
striking 
‘‘$100,000,000’’ 
and 
inserting 
‘‘$99,875,000’’; 
(iii) in clause (iii)— 
(I) by striking ‘‘$55,000,000’’ 
and inserting ‘‘$65,000,000’’; and 
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(II) by striking ‘‘(D)’’ and insert-
ing ‘‘(E)’’; 
(iv) by redesignating clause (iii) as 
clause (iv); and 
(v) by inserting after clause (ii) the 
following: 
‘‘(iii) $17,625,000 shall be available 
for allocation under subparagraph (D);’’; 
(B) by redesignating subparagraph (D) as 
subparagraph (E) and— 
(i) 
in 
clause 
(i), 
by 
striking 
‘‘$30,000,000’’ each place it appears and 
inserting ‘‘$35,000,000’’; 
(ii) 
in 
clause 
(ii), 
by 
striking 
‘‘$15,000,000’’ each place it appears and 
inserting ‘‘$18,000,000’’; and 
(iii) in clauses (iii) and (iv), by strik-
ing ‘‘$5,000,000’’ each place it appears 
and inserting ‘‘$6,000,000’’; and 
(C) by striking subparagraph (C) and in-
serting the following: 
‘‘(C) 
ALLOCATION
AND
ALLOTMENT 
HBCUS.—The amount made available for alloca-
tion under this subparagraph by subparagraph 
(A)(ii) for any fiscal year shall be available to 
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eligible institutions described in subsection 
(a)(1) and shall be made available as grants 
under section 323 and allotted among such in-
stitutions under section 324, treating such 
amount, plus the amount appropriated for such 
fiscal year in a regular or supplemental appro-
priation Act to carry out part B of this title, as 
the amount appropriated to carry out part B of 
this title for purposes of allotments under sec-
tion 324, for use by such institutions with a 
priority for— 
‘‘(i) activities described in paragraphs 
(1), (2), (4), (5), and (10) of section 
323(a); and 
‘‘(ii) other activities, consistent with 
the institution’s comprehensive plan and 
designed to increase the institution’s ca-
pacity to prepare students for careers in 
the physical or natural sciences, mathe-
matics, computer science or information 
technology or sciences, engineering, lan-
guage instruction in the less-commonly 
taught languages or international affairs, 
or nursing or allied health professions. 
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‘‘(D) 
ALLOCATION
AND
ALLOTMENT 
PBIS.—The amount made available for alloca-
tion under this subparagraph by subparagraph 
(A)(iii) for any fiscal year shall be available to 
eligible institutions described in subsection 
(a)(5) and shall be available for a competitive 
grant program to award grants of $600,000 an-
nually for programs in any of the following 
areas: 
‘‘(i) science, technology, engineering, 
or mathematics (STEM); 
‘‘(ii) health education; 
‘‘(iii) 
internationalization 
or 
globalization; 
‘‘(iv) teacher preparation; or 
‘‘(v) improving educational outcomes 
of African American males.’’. 
SEC. 3005. GENERAL PROVISIONS. 
Section 399(a) of the Higher Education Act of 1965 
(20 U.S.C. 1068h(a)) is amended— 
(1) by striking ‘‘2009’’ each place it appears 
and inserting ‘‘2019’’; 
(2) in paragraph (1)— 
(A) in subparagraph (A), by striking 
‘‘$135,000,000’’ and inserting ‘‘$150,000,000’’; 
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(B) in subparagraph (B), by striking 
‘‘$30,000,000’’ and inserting ‘‘$45,000,000’’; 
(C) in subparagraph (C), by striking 
‘‘$15,000,000’’ and inserting ‘‘$25,000,000’’; 
(D) in subparagraph (D), by striking 
‘‘$75,000,000’’ and inserting ‘‘$90,000,000’’; 
(E) in subparagraph (E), by striking 
‘‘$25,000,000’’ and inserting ‘‘$30,000,000’’; 
(F) in subparagraph (F), by striking 
‘‘$30,000,000’’ and inserting ‘‘$60,000,000’’; 
(G) by redesignating subparagraph (F) as 
subparagraph (G); and 
(H) by inserting after subparagraph (E) 
the following: 
‘‘(F) SECTION 319A.—There is authorized to be 
appropriated to carry out section 319A $17,400,000 
for fiscal year 2019 and each of the 5 succeeding fis-
cal years.’’; 
(3) in paragraph (2)— 
(A) in subparagraph (A), by striking 
‘‘$375,000,000’’ and inserting ‘‘$400,000,000’’; 
and 
(B) in subparagraph (B), by striking 
‘‘$125,000,000’’ and inserting ‘‘$135,000,000’’; 
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