Teacher Diversity and Retention Act
Bill: H.R.1197 | Sponsor: Rep. Gallego, Ruben (D-AZ)
Policy area: Education

Summary:
Teacher Diversity and Retention Act
This bill revises certain grant programs related to teacher recruitment and training.
First, the bill reauthorizes through FY2027 and otherwise revises the Augustus F. Hawkins Centers of Excellence program, which provides grants to establish teacher preparation programs at minority-serving institutions. It allows grants to be used for school leader preparation programs.
In addition, the bill consolidates certain grant programs for teacher preparation into a single grant program. In particular, the Department of Education must award grants to eligible partnerships (e.g., high-need local educational agencies and certain programs at institutions of higher education) to expand teacher preparation programs that embed dual certification in special education and training on social and emotional learning competencies and behavior management practices.

To amend the Higher Education Act of 1965 to establish the Honorable 
   Augustus F. Hawkins Centers of Excellence, and for other purposes.

    Be it enacted by the Senate and House of Representatives of the 
United States of America in Congress assembled,

SECTION 1. SHORT TITLE.

    This Act may be cited as the ``Teacher Diversity and Retention 
Act''.

SEC. 2. HONORABLE AUGUSTUS F. HAWKINS CENTERS OF EXCELLENCE.

    Part B of title II of the Higher Education Act of 1965 (20 U.S.C. 
1031 et seq.) is amended to read as follows:

                 ``PART B--ENHANCING TEACHER EDUCATION

``SEC. 230. AUTHORIZATION OF APPROPRIATIONS.

    ``There are authorized to be appropriated to carry out this part 
$100,000,000 for fiscal year 2022 and each of the 5 succeeding fiscal 
years.

    ``Subpart 1--Honorable Augustus F. Hawkins Centers of Excellence

``SEC. 231. FINDINGS.

    ``Congress finds the following:
            ``(1) Our Nation's schools are experiencing a severe 
        diversity gap that negatively impacts student achievement and 
        school culture--50 percent of current students are from 
        minority groups while only 18 percent of teachers are from such 
        groups, according to a 2016 study by the Brookings Institution.
            ``(2) A 2016 report conducted by the Department of 
        Education shows that teachers of color tend to provide more 
        culturally relevant teaching and better understand the 
        situations that students of color may face. These factors help 
        develop trusting teacher-student relationships. Researchers 
        from Vanderbilt University also found that greater racial and 
        ethnic diversity in the principal corps benefits students, 
        especially students of color.
            ``(3) Minority teachers and school leaders can also serve 
        as cultural ambassadors who help students 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. Students of color 
        demonstrate greater academic achievement 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 distinctive 
        knowledge, experiences, and role modeling to the student body 
        as a whole.

``SEC. 232. PURPOSE.

    ``The purpose of this subpart is to strengthen and expand the 
recruitment, training, and retention of diverse candidates into the 
teaching profession.

``SEC. 233. ELIGIBLE INSTITUTION DEFINED.

    ``In this subpart, the term `eligible institution' means an 
institution of higher education that has a teacher or school leader 
preparation program that is a accredited by the State and that is--
            ``(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 defined 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 institution (as 
        defined in section 319);
            ``(9) a consortium of any of the institutions described in 
        paragraphs (1) through (8); or
            ``(10) any institution described in paragraphs (1) through 
        (8) in which a center of excellence established under section 
        234 is located, in partnership with any other institution of 
        higher education.

``SEC. 234. AUGUSTUS F. HAWKINS CENTERS OF EXCELLENCE.

    ``(a) Program Authorized.--From the amounts provided to carry out 
this subpart, the Secretary shall award grants, on a competitive basis, 
to eligible institutions to establish centers of excellence.
    ``(b) Use of Funds.--An eligible institution shall use a grant 
received under this subpart to ensure that programs 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 alternative routes 
to certification, or, with regard to special education teachers, the 
qualifications described in section 612(a)(14) of the Individuals with 
Disabilities Education Act (20 U.S.C. 1412(a)(14)(C)), by carrying out 
one or more of the following activities:
            ``(1) Implementing reforms within teacher or school leader 
        preparation programs to ensure that such programs are preparing 
        teachers or school leaders who meet such applicable State 
        certification and licensure requirements or qualifications, are 
        using evidence-based instructional practices to improve student 
        academic achievement, by--
                    ``(A) retraining or recruiting faculty; and
                    ``(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 mentoring of prospective 
        teachers by teacher leaders, substantially increasing 
        interaction between faculty at institutions of higher education 
        and new and experienced teachers, principals, school leaders, 
        and other administrators at elementary schools or secondary 
        schools, and providing support, including preparation time, for 
        such interaction.
            ``(3) Developing and implementing initiatives to promote 
        retention of teachers who meet such applicable State 
        certification and licensure requirements or qualifications, and 
        principals and other school leaders, including minority 
        teachers, principals and other school leaders, including 
        programs that provide--
                    ``(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 teachers, principals, or 
                other school leaders, respectively.
            ``(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 exceed the cost of attendance as 
        defined in section 472.
            ``(5) Disseminating information on effective practices for 
        teacher or other school leader preparation and successful 
        teacher or other school leader certification and licensure 
        assessment preparation strategies.
            ``(6) Activities authorized under section 202.
    ``(c) Application.--Any eligible institution desiring a grant under 
this subpart shall submit an application to the Secretary at such time, 
in such manner, and accompanied by such information as the Secretary 
may require.
    ``(d) Limitation on Administrative Expenses.--An eligible 
institution that receives a grant under this subpart may use not more 
than 2 percent of the funds provided 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 competencies of teacher 
        candidates prepares them to effectively teach students from 
        diverse backgrounds and increases the likelihood they will 
        remain in the profession; and
            ``(3) teachers who hold dual certification and receive 
        training in social and emotional learning competencies and 
        nonexclusionary, positive behavior management practices are 
        better prepared to create a supportive school climate and meet 
        the needs of all students, including English learners, racially 
        diverse students, students with disabilities, low-income 
        students, 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 emotional learning 
        competencies and nonexclusionary, positive behavior management 
        practices to teacher candidates.
    ``(c) Authorization of Program.--
            ``(1) In general.--From the amounts provided to carry out 
        this subpart, the Secretary shall award grants, on a 
        competitive basis, to eligible partnerships to improve the 
        preparation of general education teacher candidates to ensure 
        that such teacher candidates possess the knowledge, skills, and 
        credentials necessary to effectively instruct students with 
        disabilities in general education classrooms, and an 
        understanding of positive behavior-management practices that 
        reduce the use of exclusionary and aversive disciplinary 
        practices and create a supportive 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 partnership 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 partnership that--
            ``(1) shall include--
                    ``(A) one or more departments or programs at an 
                institution of higher education--
                            ``(i) that prepare elementary or secondary 
                        general education teachers;
                            ``(ii) that have a program of study that 
                        leads to an undergraduate degree, a master's 
                        degree, or completion of a postbaccalaureate 
                        program required for teacher certification; and
                            ``(iii) the profession-ready graduates of 
                        which meet the applicable State certification 
                        and licensure requirements, including any 
                        requirements for certification 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;
                    ``(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 mathematics, earth 
                or physical science, foreign language, or another 
                department at the institution that has a role in 
                preparing teachers; or
                    ``(B) a nonprofit, research-based organization.
    ``(e) Activities.--An eligible partnership that receives a grant 
under this section shall use the grant funds to--
            ``(1) develop or strengthen an undergraduate, 
        postbaccalaureate, or master's teacher 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;
            ``(2) develop or strengthen an undergraduate, 
        postbaccalaureate, or master's teacher preparation program by 
        embedding social and emotional learning strategies and 
        nonexclusionary, positive behavior-management practices into 
        the general education curriculum and academic content;
            ``(3) provide teacher candidates participating in the 
        program under paragraph (1) with skills related to--
                    ``(A) response to intervention, positive behavioral 
                interventions and supports (including eliminating the 
                use of aversive interventions such as seclusion and 
                restraints), differentiated instruction, and data-
                driven instruction (including the use of data to 
                identify and address disparities in rates of discipline 
                among student subgroups);
                    ``(B) universal design for learning;
                    ``(C) determining and utilizing accommodations for 
                instruction and assessments for students with 
                disabilities;
                    ``(D) collaborating with stakeholders such as 
                special educators, related services providers, out-of-
                school time providers, and parents, including 
                participation in individualized education program 
                development and implementation;
                    ``(E) appropriately utilizing technology and 
                assistive technology for students with disabilities; 
                and
                    ``(F) effectively and equitably using technology 
                for digital and blended learning;
            ``(4) provide teacher candidates participating in the 
        program under paragraph (2) with skills related to--
                    ``(A) social and emotional learning competencies;
                    ``(B) positive behavior interventions and supports 
                or multitiered systems of support;
                    ``(C) trauma-informed care;
                    ``(D) evidenced-based restorative justice 
                practices; and
                    ``(E) culturally responsive teaching and anti-bias 
                training that is evidence-based; and
            ``(5) 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 eligible partnership 
        seeking a grant under this section shall submit an application 
        to the Secretary at such time, in such manner, and containing 
        such information as the Secretary may require. Such application 
        shall include--
                    ``(A) a self-assessment by the eligible partnership 
                of the existing teacher preparation program at the 
                institution of higher education and needs related to 
                preparing general education teacher candidates to 
                instruct students with disabilities; and
                    ``(B) an assessment of the existing personnel 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 program under subsection (e)(1).
            ``(2) Peer review.--
                    ``(A) In general.--The Secretary shall convene a 
                peer review committee to review applications for grants 
                under this subpart and to make recommendations to the 
                Secretary regarding 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 emotional learning, 
                teacher preparation, and general 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.
    ``(h) Evaluations.--
            ``(1) By the partnership.--
                    ``(A) In general.--An eligible partnership 
                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 program 
                        under subsection (c)(1) with respect to 
                        instruction of students with disabilities in 
                        general education classrooms; and
                            ``(ii) the systemic impact of the 
                        activities carried out by such grant on how 
                        each institution of higher education that is a 
                        member of the partnership prepares teachers 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 findings 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 paragraph (1), the Secretary shall make 
        available to the 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.''.
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