Title: EDUCATORS for America Act
Policy area: Education

Summary:
EDUCATORS for America Act
This bill provides resources to support the recruitment, retention, and preparation of educators. These resources include, among others, expanding the Teacher Quality Partnership program to include training and professional development opportunities for principals and other school leaders, updating the Augustus F. Hawkins Centers of Excellence program to support underrepresented candidates in educator preparation programs, and revising the Teacher Education Assistance for College and Higher Education (TEACH) grant program to raise the maximum amount for TEACH grants.
The bill also directs the Department of Education to carry out a program to provide loan credits to eligible educator borrowers enrolled in income-contingent or income-based repayment plans.

[Congressional Bills 117th Congress]
[From the U.S. Government Publishing Office]
[S. 3360 Introduced in Senate (IS)]

<DOC>






117th CONGRESS
  1st Session
                                S. 3360

 To reauthorize title II of the Higher Education Act of 1965, and for 
                            other purposes.


_______________________________________________________________________


                   IN THE SENATE OF THE UNITED STATES

                            December 9, 2021

  Mr. Reed (for himself and Mr. Casey) introduced the following bill; 
     which was read twice and referred to the Committee on Health, 
                     Education, Labor, and Pensions

_______________________________________________________________________

                                 A BILL


 
 To reauthorize title II of the Higher Education Act of 1965, 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 ``EDUCATORS for America Act''.

SEC. 2. FINDINGS.

    Congress finds the following:
            (1) Despite an increased need for prekindergarten through 
        grade 12 teachers, the number of students completing bachelor's 
        degrees in education has been in decline over the last 2 
        decades.
            (2) Pay is by far the reason that undergraduates cite most 
        often for not pursuing teaching as a career. Pay was named as 
        such a reason by 72 percent of respondents in a large 2018 
        survey of prospective college students.
            (3) Because they earn less than other bachelor's degree 
        recipients, teachers face particular challenges repaying 
        student loans. Estimated payments on the average amount 
        education graduates have borrowed is equivalent to 9 percent of 
        the average starting teacher salary, well in excess of the 7 
        percent threshold recommended by economists as affordable for 
        borrowers at that income level.
            (4) The number of students earning undergraduate and 
        graduate degrees in the high-demand specialties of mathematics, 
        science, and foreign language education are in decline and the 
        numbers earning degrees in special education and teaching 
        English as a second language are insufficient to meet demand in 
        many localities.
            (5) Prior to COVID-19, the number of institutions offering 
        degrees in education was stable, but the number with small 
        programs was on the rise. One-third of the 1,500 institutions 
        that award bachelor's and master's degrees in education granted 
        30 or fewer such degrees in 2019.
            (6) An October 2020 survey of American Association of 
        Colleges for Teacher Education members, which includes 700 
        schools, colleges, and departments of education at public and 
        private 4-year colleges and universities, revealed that nearly 
        60 percent have experienced a decline in undergraduate 
        enrollment due to COVID-19, 83 percent have had budget cuts, 
        and half have reduced staffing. The Association predicts that, 
        absent additional support, a sizable number of educator 
        preparation programs will close, eliminating needed capacity to 
        produce the profession-ready teachers that the Nation needs.
            (7) A 2015 Government Accountability Office analysis showed 
        that only 19 percent of students who were eligible for the 
        Federal Teacher Education Assistance for College and Higher 
        Education Grant program (referred to as ``TEACH Grants'') in 
        the 2013-2014 academic year utilized this program, yet the cost 
        of college remains a barrier for many students who seek to 
        become teachers. Institutions like the University of Northern 
        Iowa have successfully utilized TEACH Grants for 57 percent of 
        its TEACH Grant-eligible teacher candidates, with over one 
        thousand moving into teaching positions in high-need fields in 
        high-need schools.
            (8) Only 22 percent of educators feel they are ``very 
        prepared'' to teach social and emotional learning in 
        classrooms, and 51 percent report that the level of social and 
        emotional learning professional development offered at their 
        school is not sufficient.
            (9) Our Nation's schools are experiencing a severe 
        diversity gap that negatively impacts student achievement and 
        school culture. Fifty 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.
            (10) 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 
        among school principals benefits students, especially students 
        of color.
            (11) 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.
            (12) Effective school leadership is second only to direct 
        classroom instruction among school-based factors in raising 
        student achievement, and principal impact is greatest in low-
        achieving, high-poverty, and minority schools.
            (13) Principals improve teaching and learning through their 
        ability--
                    (A) to shape a vision of academic success for all 
                students;
                    (B) to create a safe and supportive school climate;
                    (C) to cultivate leadership among teachers and 
                other school staff;
                    (D) to improve instruction; and
                    (E) to manage people, data, and processes to foster 
                school improvement.
            (14) Recent research from the Wallace Foundation on 
        principals' impact on students and schools notes that it is 
        difficult to envision a higher return on investment in 
        kindergarten through grade 12 education than the cultivation of 
        high-quality school leadership.
            (15) In the 2015-2016 school year, only 22 percent of 
        public school principals were individuals of color, including 
        11 percent who identified as Black and 8 percent who identified 
        as Hispanic.
            (16) Minority teachers, school leaders, and other educators 
        can also serve as cultural ambassadors who help students feel 
        more welcome at school or as role models.

SEC. 3. EDUCATOR QUALITY ENHANCEMENT.

    Title II of the Higher Education Act of 1965 (20 U.S.C. 1021 et 
seq.) is amended to read as follows:

                ``TITLE II--EDUCATOR QUALITY ENHANCEMENT

``SEC. 200. PURPOSES; DEFINITIONS.

    ``(a) Purposes.--The purposes of this title are to--
            ``(1) build the capacity of educator preparation programs 
        to ensure that all students have access to diverse, profession-
        ready educators;
            ``(2) provide incentives to individuals to enroll in and 
        complete high-quality educator preparation programs in high-
        need fields at the baccalaureate or graduate levels at 
        institutions of higher education, particularly to individuals 
        who belong to groups that are currently underrepresented in the 
        education profession;
            ``(3) authorize investments in higher education educator 
        preparation programs along with critical State and local 
        partners to support and expand promising and successful 
        practices; and
            ``(4) create mechanisms to integrate innovations in the 
        preparation of profession-ready educators to meet the ever 
        changing needs of students and schools.
    ``(b) Definitions.--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 corresponding 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) Certification or licensure.--The term `certification 
        or licensure' means State requirements for certification or 
        licensure to teach in that State, and may include the 
        following:
                    ``(A) A regular or standard State certificate or 
                advanced professional certificate.
                    ``(B) A probationary certificate.
                    ``(C) A temporary or provisional certificate.
                    ``(D) A waiver or emergency certificate.
            ``(3) Children from low-income families.--The term 
        `children from low-income families' means children counted 
        under section 1124(c)(1)(A) of the Elementary and Secondary 
        Education Act of 1965.
            ``(4) Early childhood educator.--The term `early childhood 
        educator' means an individual with primary responsibility for 
        the education of children in an early childhood education 
        program.
            ``(5) Early childhood education program.--The term `early 
        childhood education program' means a public education program 
        serving children from birth through age 8, and may include a 
        Head Start program or an Early Head Start program carried out 
        under the Head Start Act (42 U.S.C. 9831 et seq.), including a 
        migrant or seasonal Head Start program, an Indian Head Start 
        program, or a Head Start program or an Early Head Start program 
        that also receives State funding or a public preschool program.
            ``(6) 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.
            ``(7) Educator.--The term `educator' means a teacher, 
        principal, school leader, specialized instructional support 
        personnel, or other staff member who provides or directly 
        supports instruction, such as a school librarian, or counselor.
            ``(8) Educator preparation program.--The term `educator 
        preparation program' means a program that leads to a regular or 
        standard State certificate or advanced professional certificate 
        for an educator.
            ``(9) Eligible partnership.--The term `eligible 
        partnership' means an entity that--
                    ``(A) includes--
                            ``(i) a high-need local educational agency;
                            ``(ii)(I) a high-need school or a 
                        consortium of high-need schools served by the 
                        high-need local educational agency; or
                            ``(II) as appropriate, a high-need early 
                        childhood education program;
                            ``(iii) a partner institution; and
                            ``(iv) a school, department, or program of 
                        education within such partner institution, 
                        which may include an existing teacher 
                        professional development program with 
                        demonstrated outcomes within a four-year 
                        institution of higher education that provides 
                        intensive and sustained collaboration between 
                        faculty and local educational agencies 
                        consistent with the requirements of this title; 
                        and
                    ``(B) may include any of the following:
                            ``(i) The Governor of the State.
                            ``(ii) The State educational agency.
                            ``(iii) The State board of education.
                            ``(iv) The State agency for higher 
                        education.
                            ``(v) A business.
                            ``(vi) A public or private nonprofit 
                        educational organization.
                            ``(vii) An educational service agency.
                            ``(viii) A teacher organization.
                            ``(ix) A school leader organization.
                            ``(x) An organization representing 
                        specialized instructional support personnel.
                            ``(xi) A high-performing local educational 
                        agency, or a consortium of such local 
                        educational agencies, that can serve as a 
                        resource to the partnership.
                            ``(xii) A charter school (as defined in 
                        section 4310 of the Elementary and Secondary 
                        Education Act of 1965).
                            ``(xiii) A school or department of arts and 
                        sciences within the partner institution.
                            ``(xiv) A school or department within the 
                        partner institution that focuses on psychology 
                        and human development.
                            ``(xv) A school or department within the 
                        partner institution with comparable expertise 
                        in the disciplines of teaching, learning, and 
                        child and adolescent development.
                            ``(xvi) A public or nonprofit entity 
                        operating a program that provides alternative 
                        routes to State certification of teachers.
            ``(10) English learner.--The term `English learner' has the 
        meaning given the term in section 8101 of the Elementary and 
        Secondary Education Act of 1965.
            ``(11) Evidence-based.--The term `evidence-based' has the 
        meaning given that term in section 8101 of the Elementary and 
        Secondary Education Act of 1965.
            ``(12) Evidence of student learning.--The term `evidence of 
        student learning' means multiple measures of student learning 
        that include the following:
                    ``(A) Valid and reliable student assessment data, 
                which may include data--
                            ``(i) based on--
                                    ``(I) student learning gains on 
                                State student academic assessments 
                                under section 1111(b)(2) of the 
                                Elementary and Secondary Education Act 
                                of 1965; or
                                    ``(II) student academic achievement 
                                assessments used at the national, 
                                State, or local educational agency 
                                level, where available and appropriate 
                                for the curriculum and students taught;
                            ``(ii) from classroom-based formative 
                        assessments;
                            ``(iii) from classroom-based summative 
                        assessments; and
                            ``(iv) from objective performance-based 
                        assessments.
                    ``(B) Not less than one of the following additional 
                measures:
                            ``(i) Student work, including measures of 
                        performance criteria and evidence of student 
                        growth.
                            ``(ii) Teacher-generated information about 
                        student goals and growth.
                            ``(iii) Parent or caregiver feedback about 
                        student goals and growth.
                            ``(iv) Student feedback about learning and 
                        teaching supports.
                            ``(v) Assessments of effective engagement 
                        and self-efficacy.
                            ``(vi) Other appropriate measures, as 
                        determined by the State.
            ``(13) High-need early childhood education program.--The 
        term `high-need early childhood 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.
            ``(14) High-need local educational agency.--The term `high-
        need local educational agency' means a local educational 
        agency--
                    ``(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-income children;
                    ``(iii) that meets the eligibility requirements for 
                funding under the Small, Rural School Achievement 
                Program under section 5211(b) of the Elementary and 
                Secondary Education Act of 1965 or the Rural and Low-
                Income School Program under section 5221(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 a majority of schools are 
                identified for comprehensive support and improvement 
                under section 1111(c)(4)(D) of the Elementary and 
                Secondary Education Act of 1965, targeted support and 
                improvement under section 1111(d)(2) of the Elementary 
                and Secondary Education Act of 1965, or additional 
                targeted support under section 1111(d)(2)(C) of the 
                Elementary and Secondary Education Act of 1965;
                    ``(ii) for which 1 or more schools served by the 
                agency has a high teacher turnover rate or a high 
                percentage of teachers with emergency, provisional, or 
                temporary certification or licensure; or
                    ``(iii) for which there is a high percentage of 
                positions in State-identified areas of teacher or 
                school leader shortage, including in special education, 
                English language instruction, science, technology, 
                engineering, mathematics, and career and technical 
                education.
            ``(15) High-need school.--
                    ``(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 quartile 
                        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 enrolled 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 approved 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.
                                    ``(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 subclauses 
                                (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 
                                percent 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 secretary.--The 
                        Secretary may, upon approval of an application 
                        submitted by an eligible partnership seeking a 
                        grant under this title, designate a school that 
                        does not qualify as a high-need school under 
                        subparagraph (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 information 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 
                                        recent 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;
                                            ``(cc) in families 
                                        receiving assistance under the 
                                        State program funded under part 
                                        A of title IV of the Social 
                                        Security Act; or
                                            ``(dd) eligible to receive 
                                        medical assistance under the 
                                        Medicaid program;
                                    ``(II) information about the 
                                student academic achievement of 
                                students at such school; and
                                    ``(III) for a secondary school, the 
                                graduation rate for such school.
            ``(16) Induction program.--The term `induction program' 
        means a formalized program for new educators during not less 
        than the educators' first 2 years in the profession that is 
        designed to provide support for, and improve the professional 
        performance and advance the retention in the field of, 
        beginning educators. Such program shall promote effective 
        teaching skills, instructional leadership skills, and 
        profession-readiness for educators and shall include the 
        following components:
                    ``(A) High-quality mentoring.
                    ``(B) Periodic, structured time for collaboration 
                with educators in the same department or field, 
                including mentor teachers, as well as time for 
                information-sharing among teachers, principals, 
                administrators, other appropriate instructional staff, 
                and participating faculty in the partner institution.
                    ``(C) The application of evidence-based practice on 
                instructional practices.
                    ``(D) Opportunities for new educators to draw 
                directly on the expertise of mentors, faculty, and 
                researchers to support the integration of evidence-
                based practice and research with practice.
                    ``(E) The development of skills in instructional 
                and behavioral interventions derived from evidence-
                based practice and, where applicable, research.
                    ``(F) Faculty who--
                            ``(i) model the integration of research and 
                        practice in instruction;
                            ``(ii) model personalized instruction; and
                            ``(iii) assist new educators with the 
                        effective use and integration of technology in 
                        instruction.
                    ``(G) Interdisciplinary collaboration among 
                exemplary educators, faculty, researchers, and other 
                staff who prepare new educators with respect to the 
                learning process and the assessment of learning.
                    ``(H) Assistance with the understanding of evidence 
                of student learning and the applicability of such 
                evidence in classroom instruction.
                    ``(I) The development of skills to implement and 
                support evidence-based practices that create a positive 
                and inclusive school culture and climate.
                    ``(J) Regular and structured observation and 
                evaluation of new educators by multiple evaluators, 
                using valid and reliable measures of teaching skills, 
                instructional leadership skills, and profession-
                readiness.
            ``(17) Institution of higher education.--The term 
        `institution of higher education' has the meaning given that 
        term in section 101(a).
            ``(18) Parent.--The term `parent' has the meaning given the 
        term in section 8101 of the Elementary and Secondary Education 
        Act of 1965.
            ``(19) Partner institution.--The term `partner institution' 
        means an institution of higher education, 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 preparation program 
        that--
                    ``(A) has a record of preparing profession-ready 
                educators;
                    ``(B) is approved by the State to offer an educator 
                preparation program; and
                    ``(C) is not low-performing, as determined by the 
                State.
            ``(20) Professional development.--The term `professional 
        development' has the meaning given the term in section 8101 of 
        the Elementary and Secondary Education Act of 1965.
            ``(21) Profession-ready.--The term `profession-ready'--
                    ``(A) when used with respect to a principal, means 
                a principal who--
                            ``(i) has an advanced degree, or other 
                        appropriate credential;
                            ``(ii) has completed a principal 
                        preparation process and is fully certified and 
                        licensed by the State in which the principal is 
                        employed;
                            ``(iii) has demonstrated instructional 
                        leadership, including the ability to collect, 
                        analyze, and use data on evidence of student 
                        learning and evidence of classroom practice;
                            ``(iv) has demonstrated proficiency in 
                        professionally recognized leadership standards, 
                        such as through--
                                    ``(I) a performance assessment;
                                    ``(II) completion of a residency 
                                program; or
                                    ``(III) other measures of 
                                leadership, as determined by the State;
                            ``(v) has demonstrated the ability to work 
                        with students who are culturally and 
                        linguistically diverse;
                            ``(vi) has demonstrated skill as an 
                        instructional leader; and
                            ``(vii) has demonstrated proficiency in the 
                        use of instructional technology, assistive 
                        technology, and the application of technology 
                        to create equity and access for all students;
                    ``(B) when used with respect to a teacher, means a 
                teacher who--
                            ``(i) has completed a teacher preparation 
                        program and has a certification or licensure 
                        described in paragraph (2)(A) for the State in 
                        which the teacher teaches;
                            ``(ii) has demonstrated content knowledge 
                        in the subject or subjects the teacher teaches;
                            ``(iii) has demonstrated the ability to 
                        work with students who are culturally and 
                        linguistically diverse; and
                            ``(iv) has demonstrated teaching skills, 
                        such as through--
                                    ``(I) a teacher performance 
                                assessment; or
                                    ``(II) other measures of teaching 
                                skills, as determined by the State; and
                    ``(C) when used with respect to any other educator 
                not described in subparagraphs (A) or (B), means an 
                educator who has completed an appropriate preparation 
                program and has a certification or licensure described 
                in paragraph (2)(A) for the State in which the educator 
                is employed.
            ``(22) School leader residency program.--The term `school 
        leader residency program' has the meaning given that term in 
        section 2002 of the Elementary and Secondary Education Act of 
        1965.
            ``(23) Social and emotional learning.--The term `social and 
        emotional learning' means the process through which all young 
        people and adults acquire and apply the knowledge, skills, and 
        attitudes to develop healthy identities, manage emotions, 
        achieve personal and collective goals, empathize with others, 
        establish and maintain supportive relationships, and make 
        responsible and caring decisions.
            ``(24) Specialized instructional support personnel.--The 
        term `specialized instructional support personnel' has the 
        meaning given the term in section 8101 of the Elementary and 
        Secondary Education Act of 1965.
            ``(25) Teacher mentoring.--The term `teacher mentoring' 
        means the mentoring of new or prospective teachers through a 
        program that--
                    ``(A) includes clear criteria for the selection of 
                teacher mentors who will provide role model 
                relationships for mentees, which criteria shall be 
                developed by the eligible partnership and based on 
                measures of teacher effectiveness;
                    ``(B) provides evidence-based training for such 
                mentors, including instructional strategies for 
                literacy instruction and classroom management 
                (including approaches that improve the schoolwide 
                climate for learning, which may include positive 
                behavioral interventions and supports and social and 
                emotional learning);
                    ``(C) provides regular and ongoing opportunities 
                for mentors and mentees to observe each other's 
                teaching methods in classroom settings during the day 
                in a high-need school in the high-need local 
                educational agency in the eligible partnership;
                    ``(D) provides paid release time for mentors, as 
                applicable;
                    ``(E) provides mentoring to each mentee by a 
                colleague who teaches in the same field, grade, or 
                subject as the mentee;
                    ``(F) promotes evidence-based research on--
                            ``(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;
                    ``(G) integrates technology effectively into 
                curricula and instruction, including technology 
                consistent with the principles of universal design for 
                learning and technology to collect, manage, and analyze 
                data to improve teaching and learning for the purpose 
                of improving student learning outcomes; and
                    ``(H) includes--
                            ``(i) common planning time or regularly 
                        scheduled collaboration for the mentor and 
                        mentee; and
                            ``(ii) joint professional development 
                        opportunities.
            ``(26) Teacher residency program.--The term `teacher 
        residency program' has the meaning given that term in section 
        2002 of the Elementary and Secondary Education Act of 1965.
            ``(27) Teaching skills.--The term `teaching skills' means 
        skills that enable a teacher to--
                    ``(A) increase student learning, achievement, and 
                the ability to apply knowledge;
                    ``(B) convey and explain academic subject matter;
                    ``(C) teach higher-order analytical, evaluation, 
                problem-solving, and communication skills;
                    ``(D) employ strategies grounded in the disciplines 
                of teaching and learning that--
                            ``(i) are based on evidence, practice, and 
                        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, particularly 
                        students with disabilities, students who are 
                        English learners, students who are gifted and 
                        talented, and students with low literacy 
                        levels, and the tailoring of academic 
                        instruction to such needs;
                    ``(E) design and conduct an ongoing assessment of 
                evidence of student learning, which may include the use 
                of formative or diagnostic assessments, performance-
                based assessments, project-based assessments, or 
                portfolio assessments, that measures higher-order 
                thinking skills (including application, analysis, 
                synthesis, and evaluation) and use this information to 
                inform and personalize instruction;
                    ``(F) support the social, emotional, and academic 
                achievement of all students, including by effectively 
                creating an inclusive classroom environment, and 
                implementing positive behavioral interventions, trauma-
                informed care, and other support strategies that 
                enhance student motivation and engagement;
                    ``(G) incorporate the principles of universal 
                design for learning;
                    ``(H) integrate technology effectively into 
                curricula and instruction, including technology 
                consistent with the principles of universal design for 
                learning and technology to collect, manage, and analyze 
                data to improve teaching and learning for the purpose 
                of improving student learning outcomes;
                    ``(I) communicate and work with parents, and 
                involve parents in their children's education; and
                    ``(J) use, in the case of an early childhood 
                educator, age-appropriate and developmentally 
                appropriate strategies and practices for children in 
                early childhood education programs.
            ``(28) Teacher performance assessment.--The term `teacher 
        performance assessment' means a pre-service assessment used to 
        measure teacher performance that is approved by the State and 
        is--
                    ``(A) based on professional teaching standards;
                    ``(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 English learners and students 
                        who are children with disabilities;
                            ``(iii) assessment of students, including 
                        analysis of evidence of student learning; and
                            ``(iv) ability to advance student learning;
                    ``(C) validated based on professional assessment 
                standards;
                    ``(D) reliably scored by trained evaluators, with 
                appropriate oversight of the process to ensure 
                consistency; and
                    ``(E) used to support continuous improvement of 
                educator practice.
            ``(29) Teacher preparation entity.--The term `teacher 
        preparation entity' means an institution of higher education, a 
        nonprofit organization, or an organization that is approved by 
        the State to prepare teachers to be effective in the classroom.
            ``(30) Teacher preparation program.--The term `teacher 
        preparation program' means a program offered by a teacher 
        preparation entity that leads to a specific State teacher 
        certification.

   ``PART A--GRANTS TO STATES FOR STRENGTHENING EDUCATOR PREPARATION

``SEC. 201. ALLOTMENTS TO STATES.

    ``(a) Program Authorized.--
            ``(1) Reservation of funds.--From the total amount 
        appropriated to carry out this part for a fiscal year, the 
        Secretary shall reserve--
                    ``(A) one-half of 1 percent for allotments for the 
                outlying areas (as defined in section 8101 of the 
                Elementary and Secondary Education Act of 1965) to 
                carry out this part, to be distributed among those 
                outlying areas on the basis of their relative need, as 
                determined by the Secretary, in accordance with the 
                purpose of this part; and
                    ``(B) one-half of 1 percent for the Secretary of 
                the Interior to carry out this part for schools 
                operated or funded by the Bureau of Indian Education.
            ``(2) Formula.--From amounts made available to carry out 
        this part and not reserved under paragraph (1), the Secretary 
        shall allot funds to each State having an approved application 
        under this section to carry out this part in proportion to each 
        such State's share of funding under part A of title I of the 
        Elementary and Secondary Education Act of 1965, except that no 
        State shall receive less than 0.5 percent of the amounts made 
        available to carry out this paragraph.
            ``(3) State.--Notwithstanding section 103, in this section 
        the term `State' means the several States of the United States, 
        the Commonwealth of Puerto Rico, and the District of Columbia.
            ``(4) Uses of funds.--
                    ``(A) Development of the strategic plan.--Each 
                State may use an amount equal to not more than 30 
                percent of the amount allotted to the State, for a 
                period not to exceed 1 year, to carry out activities 
                related to the development of the strategic plan, as 
                described in subsection (c).
                    ``(B) Subsequent years.--For each year following 
                the first year after receiving an allotment under this 
                section, the State--
                            ``(i) shall use not less than 95 percent of 
                        the amount allotted to the State under this 
                        section to carry out activities described in 
                        subsection (d); and
                            ``(ii) may use not more than 5 percent of 
                        the amounts allotted to the State under this 
                        section for administration and accountability 
                        and reporting requirements.
    ``(b) Application.--Each State desiring an allotment under this 
section shall submit an application to the Secretary at such time, in 
such manner, and accompanied by such information as the Secretary may 
require. Each such application shall contain--
            ``(1) the identification of a State agency to lead the 
        grant, which shall be determined by the Governor in 
        consultation with the State educational agency;
            ``(2) a description of the certification or licensing 
        requirements with respect to each form of certification or 
        licensure described in section 200(b)(2) for early childhood, 
        elementary school, and secondary school teachers in the State 
        at the time of the application;
            ``(3) a description of the certification or licensing 
        requirements with respect to each form of certification or 
        licensure described in section 200(b)(2) for specialized 
        instructional support personnel;
            ``(4) a description of the State authorization requirements 
        for teacher preparation programs (including alternate and 
        traditional routes to certification) and the number of teacher 
        preparation programs authorized in the State (including 
        alternative and traditional routes to certification);
            ``(5) a description of the teacher preparation needs 
        assessment that the State will conduct, including how the State 
        will assess--
                    ``(A) teacher workforce needs for public preschool, 
                elementary, and secondary schools in the State;
                    ``(B) the number and percentage of teachers of 
                record who are not profession-ready as described in 
                section 200(b)(20)(B);
                    ``(C) the demographics of the student population 
                and the demographics of the educator workforce, and the 
                extent to which the educator workforce reflects the 
                demographics of the student population;
                    ``(D) high-need fields, high-need schools, and 
                high-need local educational agencies;
                    ``(E) the State's educator equity plan described in 
                section 1111(g)(1)(B) of the Elementary and Secondary 
                Education Act of 1965;
                    ``(F) the extent to which currently authorized 
                teacher preparation programs in the State are producing 
                profession-ready candidates; and
                    ``(G) the capacity of programs that are authorized 
                in the State, as of the time of the application, to 
                meet the State's teacher workforce needs, including the 
                capacity of--
                            ``(i) pipeline programs, such as associate 
                        degree to baccalaureate transfer pathway 
                        programs with community colleges;
                            ``(ii) `grow your own' programs that 
                        provide pathways to standard teacher 
                        certification through partnerships between 
                        local educational agencies, institutions of 
                        higher education, and community-based 
                        organizations to recruit and prepare community 
                        members to become teachers in local schools;
                            ``(iii) career awareness programs, 
                        including career and technical education and 
                        other pathways, in public schools; and
                            ``(iv) programs to support the career 
                        progression of educators, including retention, 
                        leadership opportunities, and professional 
                        development;
            ``(6) a description of the school leader, principal, and 
        other educator preparation needs assessment that the State will 
        conduct, including how the State will assess--
                    ``(A) the principal and other educator workforce 
                needs for public preschools and elementary and 
                secondary schools in the State;
                    ``(B) high-need positions, high-need schools, and 
                high-need local educational agencies;
                    ``(C) the extent to which authorized educator 
                preparation programs in the State, as of the time of 
                the application, are producing profession-ready 
                candidates; and
                    ``(D) the capacity of programs authorized in the 
                State, as of the time of the application, to meet the 
                State's principal and other educator needs, including 
                meeting nationally recognized ratios for specialized 
                instructional support personnel in schools, where 
                applicable; and
            ``(7) a timeline for the State's activities to develop a 
        strategic plan, including a timeline for stakeholder engagement 
        with administrators of institutions of higher education, 
        elementary school and secondary school principals and 
        administrators, educator preparation programs, teachers, 
        specialized instructional support personnel, parents, students, 
        civil rights organizations, community-based organizations, and 
        workforce development programs.
    ``(c) Development of a Strategic Plan.--During the first year after 
receiving an allotment under this section, a State may use not more 
than 30 percent of the funds allotted to conduct the needs assessments 
described in paragraphs (5) and (6) of subsection (b) and develop a 
strategic plan for the State to improve educator preparation programs 
to address the needs identified in paragraphs (5) and (6) of subsection 
(b).
    ``(d) Submission of Strategic Plan.--Not later than 1 year after 
receiving an allotment under this section, each State shall submit a 
strategic plan to the Secretary, which shall contain the following 
information:
            ``(1) The State's goals relating to educator preparation, 
        supporting quantitative and qualitative evidence for those 
        goals, and intermediate and long-term implementation timelines.
            ``(2) The results of the needs assessments described in 
        paragraphs (5) and (6) of subsection (b).
            ``(3) The State's plan for meeting the educator workforce 
        needs in the State, including how the State will prioritize 
        institutions of higher education with the greatest share of 
        prospective educators, institutions that enroll the highest 
        percentage of prospective educators from underrepresented 
        groups, and institutions of higher education with the highest 
        placement of educators in the State.
            ``(4) The State's plan for removing barriers to an 
        inclusive and equitable workforce that supports the needs of 
        populations that are underrepresented in the field of 
        education, including teachers of color, first generation 
        college students, and teachers with disabilities, including 
        recruitment, preparation, and retention.
    ``(e) Authorized Activities.--A State shall use funds allotted 
under this section to implement the strategic plan submitted under 
subsection (d), which may include the following activities:
            ``(1) Strengthening and professionalizing educator 
        certification and licensure, and other credentialing, so that 
        it aligns with evidence-based practices and high professional 
        standards.
            ``(2) Developing and implementing an equitable and 
        evidence-based State approval system for alternative route 
        program providers and programs and traditional and alternative 
        route programs at institutions of higher education.
            ``(3) Supporting the implementation of evidence-based 
        performance assessments for teacher licensure or certification 
        in the State.
            ``(4) Regularly assessing the workforce needs of 
        prekindergarten through grade 12 educators across the State, 
        including the diversity of the workforce, and providing that 
        information to institutions of higher education that prepare 
        educators in the State.
            ``(5) Providing transparency to the public as to how 
        authorized educator preparation programs are meeting 
        professional standards and requirements.
            ``(6) Providing subgrants to partner institutions, 
        consortia of partner institutions, or eligible partnerships, to 
        enable those institutions and partnerships to carry out 
        activities related to the strategic plan described in 
        subsection (d), including--
                    ``(A) developing and offering induction, mentoring, 
                or professional and leadership coaching for all novice 
                teachers and principals in a high-need local 
                educational agency, which shall be provided by faculty 
                or staff at the institution of higher education and 
                teachers and school leaders;
                    ``(B) developing and offering professional 
                development that brings research to practice for 
                educators in schools of district partners;
                    ``(C) developing and offering second endorsement 
                coursework;
                    ``(D) creating and expanding dual certification 
                programs in special education and general education;
                    ``(E) developing and offering `grow your own' 
                programs;
                    ``(F) developing or strengthening career ladder 
                positions for educators, such as teacher leaders, with 
                certification requirements and coursework leading to 
                certification, which may include nationally recognized, 
                standards-based advanced certification;
                    ``(G) designing and implementing statewide pre-
                service residencies for teacher and principal 
                candidates using the model described in section 202(e) 
                of the Higher Education Act of 1965 as in effect on the 
                day before the date of enactment of the EDUCATORS for 
                America Act;
                    ``(H) developing and implementing a statewide best 
                practices network for the preparation of profession-
                ready educators; and
                    ``(I) creating or expanding teaching fellows 
                programs whereby individuals preparing to be teachers 
                receive tuition waivers for use in comprehensive 
                preparation provided by a teacher preparation program 
                that includes extensive clinical experience that is 
                tightly aligned to coursework, before becoming the 
                teacher of record, in exchange for teaching in one of 
                the identified workforce need areas in the State for a 
                period of years.
    ``(f) Annual Report on the Implementation of the Strategic Plan.--
Each State receiving an allotment under this section shall make 
publicly available a report, on an annual basis, on the implementation 
of the strategic plan submitted under subsection (d).
    ``(g) Maintenance of Effort.--
            ``(1) In general.--A State shall provide for activities 
        described in this section in such State, an amount which is 
        equal to or greater than the average amount provided for such 
        activities by such State during the 3 most recent preceding 
        fiscal years for which satisfactory data are available.
            ``(2) Waiver.--Notwithstanding paragraph (1), the Secretary 
        may waive the requirements of this subsection if the Secretary 
        determines that a waiver would be equitable due to--
                    ``(A) exceptional or uncontrollable circumstances, 
                such as a natural disaster or a change in the 
                organizational structure of the State; or
                    ``(B) a precipitous decline in the financial 
                resources of the State.
    ``(h) State Maintenance of Equity.--As a condition of receiving an 
allotment under this section, a State shall meet the maintenance of 
equity requirements in section 2004(b) of the of the American Rescue 
Plan Act of 2021 (Public Law 117-2).
    ``(i) Supplement, Not Supplant.--Funds made available under this 
section shall be used to supplement, and not supplant, other Federal, 
State, and local funds that would otherwise be expended to carry out 
activities under this section.

``SEC. 202. ACCOUNTABILITY FOR EQUITABLE ACCESS TO PROFESSION-READY 
              TEACHERS.

    ``(a) Institutional and Program Annual Reports.--
            ``(1) Annual reporting.--Each teacher preparation entity 
        approved to operate teacher 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 comprehensible manner that conforms 
        with the definitions and methods established by the Secretary, 
        the following:
                    ``(A) Pass rates.--For the most recent year for 
                which the information is available for each teacher 
                preparation program offered by the teacher preparation 
                entity, the following:
                            ``(i) Except as provided in clause (ii), 
                        for those students who took the assessments 
                        used for teacher certification or licensure by 
                        the State in which the entity is located and 
                        are enrolled in the teacher preparation 
                        program, the percentage of such students who 
                        passed such assessment.
                            ``(ii) In the case of an entity that 
                        requires a valid and reliable teacher 
                        performance assessment in order to complete the 
                        preparation program, the entity may submit in 
                        lieu of the information described in clause (i) 
                        the pass rate of students taking the teacher 
                        performance assessment.
                    ``(B) Entity information.--A description of the 
                following:
                            ``(i) The number of students in the entity 
                        (disaggregated by race, ethnicity, sex, and 
                        disability status).
                            ``(ii) The number of hours of supervised 
                        clinical preparation required for each program.
                            ``(iii) The total number of students who 
                        have completed programs for certification or 
                        licensure (disaggregated by subject area and by 
                        race, ethnicity, sex, and disability status, 
                        except that such disaggregation, consistent 
                        with applicable privacy laws, shall not be 
                        required in a case in which the result would 
                        reveal personally identifiable information 
                        about an individual student).
                            ``(iv) The criteria for admission into the 
                        program.
                            ``(v) The number of full-time equivalent 
                        faculty, adjunct faculty, and students in 
                        supervised clinical experience.
                    ``(C) Accreditation.--Whether the program or entity 
                is accredited by a specialized accrediting agency 
                recognized by the Secretary for accreditation of 
                professional teacher education programs.
                    ``(D) Designation as low-performing.--Which 
                programs (if any) offered by the entity have been 
                designated as low-performing by the State under section 
                207(a).
    ``(b) Annual State Report on Teacher Preparation.--
            ``(1) In general.--Each State that receives funds under 
        this part shall provide to the Secretary, and make widely 
        available to the general public, in a uniform and 
        comprehensible manner that conforms with the definitions and 
        methods established by the Secretary, an annual State report on 
        educator preparation in the State, both for traditional teacher 
        preparation programs and for alternative routes to State 
        certification or licensure programs, which shall include not 
        less than the following:
                    ``(A) A description of the teacher certification 
                and licensure assessments, including teacher 
                performance assessments, and any other certification 
                and licensure requirements, used by the State, 
                including evidence on validity and reliability of those 
                assessments and the methods used to determine 
                performance standards.
                    ``(B) The standards and criteria that prospective 
                teachers must meet to--
                            ``(i) attain certification or licensure 
                        described under each of subparagraphs (A), (B), 
                        (C), and (D) of section 200(b)(2); and
                            ``(ii) be certified or licensed to teach 
                        particular academic subjects, areas, or grades 
                        within the State.
                    ``(C)(i) The number of certifications or licensures 
                described under each of subparagraphs (A), (B), (C), 
                and (D) of section 200(b)(2) issued by the State, 
                disaggregated by grade and subject area.
                    ``(ii) The number and percentage of teachers who 
                received a certification or licensure described in 
                section 200(b)(2)(A) and who did not complete any 
                formal teacher preparation program, but have received 
                such certification or licensure by alternative means 
                such as passing a test, disaggregated by field.
                    ``(iii) The number and percentage of teachers of 
                record who are not profession-ready, disaggregated by 
                field.
                    ``(D)(i) Except as provided in clause (ii), for 
                each of the assessments used by the State for teacher 
                certification or licensure, the pass rates of such 
                assessments for individuals having completed each 
                teacher preparation entity in the State and for all 
                such entities, disaggregated by subject area, race, 
                ethnicity, sex, and disability status, except that such 
                disaggregation shall not be required in a case in which 
                the result would reveal personally identifiable 
                information about an individual.
                    ``(ii) In the case of a State that has implemented 
                a valid and reliable teacher performance assessment, 
                the State may submit in lieu of the information 
                described in clause (i) the pass rate of students 
                taking the teacher performance assessment, 
                disaggregated by subject area, race, ethnicity, sex, 
                and disability status, except that such disaggregation 
                shall not be required in a case in which the result 
                would reveal personally identifiable information about 
                an individual student.
                    ``(E) For each teacher preparation program in the 
                State the following:
                            ``(i) The number of students in the program 
                        (disaggregated by race, ethnicity, sex, and 
                        disability status).
                            ``(ii) The number of hours of supervised 
                        clinical preparation required.
                            ``(iii) Whether such program has been 
                        identified as low-performing and during which 
                        years of operation.
                    ``(F) A description of alternative routes to 
                teacher certification or licensure in the State 
                (including any such routes operated by entities that 
                are not institutions of higher education), if any, 
                including, for each of the assessments used by the 
                State for teacher certification or licensure, the 
                percentage of individuals participating in such routes, 
                or who have completed such routes during the two-year 
                period preceding the date for which the determination 
                is made, who passed each such assessment.
                    ``(G) The percentage of candidates completing 
                programs in each field, including special education, 
                who use alternate routes compared to those who complete 
                traditional programs.
                    ``(H) A description of the State's criteria for 
                assessing the performance of teacher preparation 
                programs within institutions of higher education in the 
                State. Such criteria shall include indicators of the 
                academic content knowledge and teaching skills of 
                students enrolled in such programs.
                    ``(I) For each teacher preparation program in the 
                State--
                            ``(i) the number of students in the 
                        program, disaggregated by race, ethnicity, sex, 
                        and disability status (except that such 
                        disaggregation shall not be required in a case 
                        in which the number of students in a category 
                        would reveal personally identifiable 
                        information about an individual student); and
                            ``(ii) the range and average number of 
                        hours of supervised clinical experience 
                        required for those in the program.
                    ``(J) For the State as a whole, and for each 
                teacher preparation entity in the State, the number of 
                teachers prepared, in the aggregate and reported 
                separately by the following:
                            ``(i) Area of certification or licensure.
                            ``(ii) Academic major.
                            ``(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 graduated 
                        teaching in high-need schools.
                            ``(vi) Race, ethnicity, sex, and disability 
                        status.
                    ``(K) A comparison of standard licenses and 
                certifications issued to the areas of identified 
                teacher shortage in the State.
                    ``(L) The capacity of the statewide longitudinal 
                data system to report valid and reliable outcome data 
                on the graduates of teacher preparation entities in the 
                State and where available the results of such data on 
                the following:
                            ``(i) Job placement of program completers 
                        within 12 months of graduation.
                            ``(ii) Retention of program completers in 
                        teaching after 3 years.
                            ``(iii) Other outcome indicators used by 
                        the State, such as average results from teacher 
                        evaluations.
            ``(2) Prohibition against creating a national list.--The 
        Secretary shall not create a national list or ranking of 
        States, institutions, or schools using the information provided 
        under this subsection.
            ``(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.
    ``(c) Data Quality.--The Secretary shall prescribe regulations to 
ensure the reliability, validity, integrity, accuracy, and consistency 
of the data submitted pursuant to this section.
    ``(d) Report of the Secretary on Teacher Preparation.--
            ``(1) Report.--The Secretary shall, until 2025, annually 
        provide to the authorizing committees, and publish and make 
        widely available, a report on teacher qualifications and 
        preparation in the United States, including all the information 
        reported in subparagraphs (A) through (L) of subsection (b)(1).
            ``(2) Enhanced report.--
                    ``(A) Recommendations.--The Secretary shall 
                instruct the National Center for Education Statistics 
                to convene an expert panel that includes researchers 
                and practitioners to study and make recommendations for 
                revised reporting of teacher qualifications and 
                preparation in the United States. The recommendations 
                shall include suggestions for how to--
                            ``(i) consolidate and streamline reporting 
                        across existing Federal and State requirements 
                        and Federal data collections to provide a 
                        concise and robust set of State and national 
                        indicators on the size, diversity, and quality 
                        of the teacher workforce and the equitable 
                        distribution of profession-ready teachers; and
                            ``(ii) reduce reporting burdens on educator 
                        preparation entities, local educational 
                        agencies, and States.
                    ``(B) Revised reporting.--The Secretary shall 
                publish revised reporting requirements of teacher 
                qualifications and preparation in the United States in 
                the Federal Register with sufficient time for the new 
                reporting requirements to be in place for 2025.
            ``(3) Special rule.--In the case of a teacher preparation 
        program with fewer than ten scores reported on any single 
        initial teacher certification or licensure assessment during an 
        academic year, the Secretary shall collect and publish, and 
        make publicly available, information with respect to an average 
        pass rate on each State certification or licensure assessment 
        taken over a three-year period.
    ``(e) Coordination.--The Secretary, to the extent practicable, 
shall coordinate the information collected and published under this 
part among States for individuals who took State teacher certification 
or licensure assessments in a State other than the State in which the 
individual received the individual's most recent degree.

``SEC. 203. STATE FUNCTIONS.

    ``(a) State Assessment.--
            ``(1) In general.--In order to receive funds under this 
        part, a State shall conduct an assessment to identify low-
        performing teacher 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 with an annual list of 
                low-performing teacher preparation programs;
                    ``(B) report any teacher preparation program that 
                has been closed and the reasons for such closure; and
                    ``(C) describe the criteria determined under 
                paragraph (3) for identifying low performing programs.
            ``(3) Determination of low-performing programs.--The levels 
        of performance 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 preparation programs, prekindergarten 
        through 12th grade leaders and instructional staff, current 
        teacher candidates participating in traditional and alternative 
        route teacher preparation programs, the State's standards board 
        or other appropriate standards body, and other stakeholders 
        identified by the State. In making such determination, the 
        State shall consider multiple measures and the information 
        reported by teacher preparation entities under section 202.
    ``(b) Reporting and Improvement.--In order to receive funds under 
this part, a State shall--
            ``(1) report any teacher preparation programs described in 
        subparagraphs (A) or (B) of subsection (a)(2) to the Secretary;
            ``(2) establish a period of improvement and redesign (as 
        established by the State) for programs identified as low-
        performing under subsection (a);
            ``(3) provide programs identified as low-performing with 
        technical assistance for a period of not longer than 5 years; 
        and
            ``(4) subject low-performing programs that have not 
        improved to the provisions described in subsection (c) (as 
        determined by the State).
    ``(c) Termination of Eligibility.--Any teacher preparation program 
that is low-performing and has not improved for a period of 5 years--
            ``(1) shall be ineligible for any funding for professional 
        development activities awarded by the Department;
            ``(2) may not be permitted to provide new awards under 
        subpart 9 of part A of title IV; and
            ``(3) shall provide transitional support, including 
        remedial services if necessary, for students enrolled in the 
        program in the year prior to such closure.
    ``(d) Application of the Requirements.--The requirements of this 
section shall apply to both traditional teacher preparation programs 
and alternative routes to State certification or licensure programs.

``SEC. 204. GENERAL PROVISIONS.

    ``(a) Methods.--In complying with sections 202 and 203, the 
Secretary shall ensure that States and institutions of higher education 
use fair and equitable methods in reporting and that the reporting 
methods do not reveal personally identifiable information.
    ``(b) Special Rule.--For each State that does not use content 
assessments as a means of ensuring that all teachers teaching within 
the State meet the applicable State certification or licensure 
requirements, including any requirements for certification obtained 
through alternative routes to certification, in accordance with the 
State plan submitted or revised under section 1111 of the Elementary 
and Secondary Education Act of 1965, and that each person employed as a 
special education teacher in the State who teaches elementary school or 
secondary school meets the qualifications described in section 
612(a)(14)(C) of the Individuals with Disabilities Education Act, the 
Secretary shall--
            ``(1) to the extent practicable, collect data comparable to 
        the data required under this part from States, local 
        educational agencies, institutions of higher education, or 
        other entities that administer such assessments to teachers or 
        prospective teachers; and
            ``(2) notwithstanding any other provision of this part, use 
        such data to carry out requirements of this part related to 
        assessments, pass rates, and scaled scores.
    ``(c) Release of Information to Educator Preparation Programs.--
            ``(1) In general.--For the purpose of improving educator 
        preparation programs, a State that receives funds under this 
        part, or that participates as a member of a partnership, 
        consortium, or other entity that receives such funds, shall 
        provide to an educator preparation program, upon the request of 
        the educator preparation program, any and all pertinent 
        education-related information that--
                    ``(A) may enable the educator preparation program 
                to evaluate the effectiveness of the program's 
                graduates or the program itself; and
                    ``(B) is possessed, controlled, or accessible by 
                the State.
            ``(2) Content of information.--The information described in 
        paragraph (1)--
                    ``(A) shall include an identification of specific 
                individuals who graduated from the educator preparation 
                program to enable the educator preparation program to 
                evaluate the information provided to the program from 
                the State with the program's own data about the 
                specific courses taken by, and field experiences of, 
                the individual graduates; and
                    ``(B) may include--
                            ``(i) kindergarten through grade 12 
                        academic achievement and demographic data, 
                        without revealing personally identifiable 
                        information about an individual student, for 
                        students who have been taught by graduates of 
                        the educator preparation program;
                            ``(ii) teacher effectiveness evaluations 
                        for teachers who graduated from the educator 
                        preparation program; and
                            ``(iii) survey data on program quality as 
                        it relates to the preparedness on different 
                        aspects of teaching or school leadership from 
                        preparation program completers and principals 
                        in schools or superintendents in local 
                        educational agencies where completers are 
                        placed.

``SEC. 205. AUTHORIZATION OF APPROPRIATIONS.

    ``There is authorized to be appropriated to carry out this part 
$500,000,000 for fiscal year 2022 and each of the 5 succeeding fiscal 
years.

                    ``PART B--GRANTS TO INSTITUTIONS

``SEC. 220. PURPOSES.

    ``The purposes of this part are to--
            ``(1) expand the pool of profession-ready diverse educators 
        to meet the workforce demands of high-need schools and high-
        need fields;
            ``(2) ensure that new teachers, principals, and other 
        educators are profession-ready and prepared to meet the 
        learning and social and emotional needs of a diverse student 
        population in a range of settings, including rural and urban 
        areas;
            ``(3) strengthen the quality of prospective and new 
        teachers, principals, and other educators by strengthening the 
        preparation of prospective teachers, principals, and other 
        educators and enhancing professional development activities for 
        new teachers, principals, and other educators;
            ``(4) recruit individuals, particularly individuals from 
        underrepresented populations and individuals from other 
        occupations, to become teachers, principals, and other 
        educators; and
            ``(5) build and strengthen partnerships between educator 
        preparation programs within institutions of higher education 
        and local educational agencies and high-need schools in order 
        to meet the needs of those agencies and schools staffing needs.

``SEC. 221. AUTHORIZATION OF APPROPRIATIONS.

    ``(a) In General.--There are authorized to be appropriated to carry 
out this part $500,000,000 for fiscal year 2022 and each of the 5 
succeeding fiscal years.
    ``(b) Minimum Appropriations for Each Subpart.--The Secretary shall 
ensure that not less than 25 percent of the funds appropriated to carry 
out this part for a fiscal year are allocated for each of subparts 1, 
2, and 3 of this part.

            ``Subpart 1--Educator Quality Partnership Grants

``SEC. 222. PARTNERSHIP GRANTS.

    ``(a) Program Authorized.--From amounts made available under 
section 221, the Secretary is authorized to award grants, on a 
competitive basis, to eligible partnerships, to enable the eligible 
partnerships to carry out the activities described in subsection (c).
    ``(b) Application.--Each eligible partnership desiring 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. Each such application shall contain--
            ``(1) a needs assessment of the partners in the eligible 
        partnership with respect to the preparation, ongoing training, 
        professional development, and retention of general education 
        teachers, special education teachers, multilingual education 
        teachers, principals, other educators (including specialized 
        instructional support personnel), school librarians, and 
        counselors, and, as applicable, early childhood educators;
            ``(2) a description of the extent to which the program to 
        be carried out with grant funds, as described in subsection 
        (c), will prepare profession-ready educators with strong 
        teaching, leadership, and other professional skills necessary 
        to increase learning and academic achievement;
            ``(3) a description of how such program will prepare 
        profession-ready teachers, principals, and other educators to 
        understand and use research and data to modify and improve 
        classroom instruction and improve student motivation and 
        engagement;
            ``(4) a description of--
                    ``(A) how the eligible partnership will coordinate 
                strategies and activities assisted under the grant with 
                other teacher, principal, and other educator 
                preparation or professional development programs, 
                including programs funded under part A of this title, 
                the Elementary and Secondary Education Act of 1965, and 
                the Individuals with Disabilities Education Act, and 
                through the National Science Foundation;
                    ``(B) how the activities of the partnership will be 
                consistent with State and local innovations and 
                activities, and other education innovations and 
                activities, that promote educator quality, diversity, 
                and student academic achievement; and
                    ``(C) how the eligible partnership will develop 
                strong partnerships between local educational agencies 
                and institutions of higher education within the 
                partnership and community connections (which may 
                include collaboration with teacher and school leader 
                representatives within the local educational agency) to 
                ensure that candidates develop an understanding of the 
                students and families in the communities in which they 
                will be teaching, prepare candidates to teach in those 
                communities, and understand school contexts to address 
                needs in the local educational agency;
            ``(5) an assessment that describes the resources available 
        to the eligible partnership, including--
                    ``(A) the integration of funds from other related 
                sources;
                    ``(B) the intended use of the grant funds; and
                    ``(C) the commitment of the resources of the 
                partnership to the activities assisted under this 
                section, including financial support, faculty 
                participation, and time commitments, and to the 
                continuation of the activities when the grant ends;
            ``(6) a description of--
                    ``(A) how the eligible partnership will meet the 
                purposes of this part;
                    ``(B) how the partnership will carry out the 
                activities required under subsection (d), (e) or (f), 
                based on the needs identified in paragraph (1), with 
                the goal of providing a pipeline of diverse profession-
                ready educators needed by the local educational agency 
                or schools that are part of the eligible partnership;
                    ``(C) if the partnership chooses to use funds under 
                this section for a project or activities under 
                subsection (g), how the partnership will carry out such 
                project or required activities based on the needs 
                identified in paragraph (1), with the goals of meeting 
                the workforce needs of the partner local educational 
                agency or schools that are part of the eligible 
                partnership through the provision of profession-ready 
                diverse educators;
                    ``(D) the partnership's evaluation plan under 
                section 224;
                    ``(E) how the partnership will align the teacher 
                preparation program under subsection (d) with the--
                            ``(i) State early learning standards for 
                        early childhood education programs, as 
                        appropriate, and with the relevant domains of 
                        early childhood development;
                            ``(ii) State academic standards under 
                        section 1111(b)(1) of the Elementary and 
                        Secondary Education Act of 1965, established by 
                        the State in which the partnership is located; 
                        and
                            ``(iii) activities identified under section 
                        2101 and section 2103 of the Elementary and 
                        Secondary Education Act of 1965 and where 
                        applicable, the school support and improvement 
                        activities identified under section 1111(d) of 
                        that Act;
                    ``(F) how the partnership will prepare educators 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 education program teams, as 
                defined in section 614(d)(1)(B) of the Individuals with 
                Disabilities Education Act;
                    ``(G) how the partnership will prepare educators to 
                teach and work with students who are English learners;
                    ``(H) how the partnership will prepare educators to 
                teach diverse students, including students of different 
                races, ethnicities, language, gender identity or sexual 
                orientation, and students with disabilities; and
                    ``(I) how the partnership will design, implement, 
                or enhance a year-long and evidence-based educator pre-
                service clinical program component; and
            ``(7) with respect to the induction program required as 
        part of the activities carried out under this section--
                    ``(A) a description of how the educator preparation 
                program will design and implement an induction program 
                to support all new educators who are prepared by the 
                educator preparation program in the partnership and who 
                are employed in the high-need local educational agency 
                in the partnership, and, to the extent practicable, all 
                new educators who teach in such high-need local 
                educational agency; and
                    ``(B) a description of how higher education faculty 
                involved in the induction program will be able to 
                substantially participate in an early childhood 
                education program or an elementary school or secondary 
                school classroom setting, as applicable.
    ``(c) Use of Grant Funds.--An eligible partnership that receives a 
grant under this section--
            ``(1) shall use grant funds to carry out a program for the 
        pre-baccalaureate or post-baccalaureate preparation of teachers 
        under subsection (d), a pre-service principal preparation 
        program under subsection (e), a teaching or principal residency 
        program under subsection (f), or a combination of such 
        programs; and
            ``(2) may use funds to carry out other educator development 
        programs under subsection (g), based upon the results of the 
        needs assessment in subsection (b)(1).
    ``(d) Partnership Grants for the Preparation of Teachers.--An 
eligible partnership that receives a grant to carry out a program for 
the preparation of teachers shall carry out a pre-baccalaureate teacher 
preparation program or a 5th year initial licensing program that 
includes all of the following:
            ``(1) Activities.--
                    ``(A) In general.--Implementing activities, 
                described in subparagraph (B), within each teacher 
                preparation program and, as applicable, each 
                preparation program for early childhood education 
                programs, of the eligible partnership that is assisted 
                under this section, to hold each program accountable 
                for--
                            ``(i) preparing--
                                    ``(I) profession-ready teachers; 
                                and
                                    ``(II) such teachers and, as 
                                applicable, early childhood educators, 
                                to understand evidence-based research 
                                related to teaching, learning, and 
                                classroom management, and the 
                                applicability of such practice and 
                                research, including strategies to 
                                incorporate universal design for 
                                learning, the effective use of 
                                technology, instructional techniques, 
                                strategies consistent with the 
                                principles of universal design for 
                                learning, and core competencies of 
                                social and emotional learning, and 
                                through positive behavioral 
                                interventions and support strategies to 
                                improve student achievement; and
                            ``(ii) promoting strong teaching skills 
                        and, as applicable, techniques for early 
                        childhood educators to improve children's 
                        cognitive, social, emotional, and physical 
                        development.
                    ``(B) Required activities.--The activities 
                described in subparagraph (A) shall include--
                            ``(i) implementing teacher preparation 
                        program curriculum changes that improve, 
                        evaluate, and assess how well all prospective 
                        and new teachers develop teaching skills;
                            ``(ii) using evidence-based research, where 
                        applicable, about teaching and learning so that 
                        all prospective teachers and, as applicable, 
                        early childhood educators--
                                    ``(I) understand and can implement 
                                evidence-based teaching practices in 
                                classroom instruction;
                                    ``(II) have knowledge of the 
                                scientific basis of how students learn, 
                                including the skills to recognize and 
                                evaluate student social and emotional 
                                competencies and needs;
                                    ``(III) possess skills to analyze 
                                student academic achievement data and 
                                other measures of student learning, and 
                                use such data and measures to improve 
                                classroom instruction and student 
                                engagement;
                                    ``(IV) possess teaching skills and 
                                an understanding of effective 
                                instructional strategies across all 
                                applicable content areas that enable 
                                general education and special education 
                                teachers and early childhood educators 
                                to--
                                            ``(aa) meet the specific 
                                        social and emotional learning 
                                        and academic needs of all 
                                        students, including students 
                                        with disabilities, students who 
                                        are English learners, students 
                                        who are gifted and talented, 
                                        students with low literacy 
                                        levels and, as applicable, 
                                        children in early childhood 
                                        education programs;
                                            ``(bb) differentiate 
                                        instruction for such students; 
                                        and
                                            ``(cc) use culturally 
                                        relevant pedagogy and 
                                        curricular materials;
                                    ``(V) can effectively participate 
                                as a member of the individualized 
                                education program team, as defined in 
                                section 614(d)(1)(B) of the Individuals 
                                with Disabilities Education Act;
                                    ``(VI) possess the skills to meet 
                                the academic, social, and emotional 
                                needs of students and create inclusive 
                                and culturally responsive learning 
                                environments; and
                                    ``(VII) can successfully employ 
                                effective strategies for comprehensive 
                                literacy instruction (as defined in 
                                section 2221(b) of the Elementary and 
                                Secondary Education Act of 1965);
                            ``(iii) ensuring collaboration with 
                        departments, programs, or units of a partner 
                        institution outside of the teacher preparation 
                        program in all academic content areas, as 
                        appropriate, to ensure that prospective 
                        teachers receive training in both teaching and 
                        relevant content areas in order to meet the 
                        applicable State requirements to becoming fully 
                        certified or licensed as described in section 
                        200(b)(2)(A) and become profession-ready, or 
                        with regard to special education teachers, meet 
                        the qualifications described in section 
                        612(a)(14)(C) of the Individuals with 
                        Disabilities Education Act, which may include 
                        training in multiple subjects to teach multiple 
                        grade levels as may be needed for individuals 
                        preparing to teach in rural communities and for 
                        individuals preparing to teach students with 
                        disabilities;
                            ``(iv) developing admissions goals and 
                        priorities aligned with the hiring objectives 
                        of the high-need local educational agency in 
                        the eligible partnership, which may include 
                        consideration of applicants who reflect the 
                        communities in which they will teach as well as 
                        consideration of individuals from 
                        underrepresented populations in the teaching 
                        profession;
                            ``(v) implementing program and curriculum 
                        changes, as applicable, to ensure that 
                        prospective teachers have the requisite content 
                        knowledge, preparation, and degree to teach 
                        Advanced Placement or International 
                        Baccalaureate courses successfully; and
                            ``(vi) embedding social and emotional 
                        competencies into the program and curriculum, 
                        as applicable, to ensure that new and 
                        prospective teachers have the requisite content 
                        knowledge and skills.
            ``(2) Clinical experience and interaction.--Developing or 
        improving a sustained preservice clinical education program to 
        further develop the teaching skills of all prospective teachers 
        and, as applicable, early childhood educators, involved in the 
        program. Such program shall do the following:
                    ``(A) Incorporate year-long opportunities for 
                enrichment, including--
                            ``(i) clinical learning in classrooms in 
                        high-need schools served by the high-need local 
                        educational agency in the eligible partnership, 
                        and identified by the eligible partnership; and
                            ``(ii) closely supervised interaction 
                        between prospective teachers and faculty, 
                        experienced teachers, principals, other 
                        administrators, and school leaders at early 
                        childhood education programs (as applicable), 
                        elementary schools, or secondary schools, and 
                        providing support for such interaction.
                    ``(B) Integrate pedagogy and classroom practice and 
                promote effective teaching skills in academic content 
                areas.
                    ``(C) Provide teacher mentoring.
                    ``(D) Be offered over the course of a program of 
                teacher preparation.
                    ``(E) Be tightly aligned with course work (and may 
                be developed as a fifth year of a teacher preparation 
                program).
                    ``(F) Where feasible, allow prospective teachers to 
                learn to teach in the same local educational agency in 
                which the teachers will work, learning the 
                instructional initiatives and curriculum of that local 
                educational agency.
                    ``(G) As applicable, provide training and 
                experience to enhance the teaching skills of 
                prospective teachers to better prepare such teachers to 
                meet the unique needs of teaching in rural or urban 
                communities.
                    ``(H) Provide support and training for individuals 
                participating in an activity for prospective or new 
                teachers described in this paragraph or paragraph (1) 
                or (3), and for individuals who serve as mentors for 
                such teachers, based on each individual's experience. 
                Such support may include--
                            ``(i) with respect to a prospective teacher 
                        or a mentor, release time for such individual's 
                        participation;
                            ``(ii) with respect to a faculty member, 
                        receiving course workload credit and 
                        compensation for time teaching in the eligible 
                        partnership's activities; and
                            ``(iii) with respect to a mentor, a 
                        stipend, which may include bonus, differential, 
                        incentive, or performance pay, based on the 
                        mentor's qualifications and responsibilities.
            ``(3) Induction programs for new teachers.--Creating an 
        induction program for new teachers or, in the case of an early 
        childhood education program, providing mentoring or coaching 
        for new early childhood educators.
            ``(4) Support and training for participants in early 
        childhood education programs.--In the case of an eligible 
        partnership focusing on early childhood educator preparation, 
        implementing initiatives that increase compensation for early 
        childhood educators who attain associate or baccalaureate 
        degrees in early childhood education.
            ``(5) Teacher recruitment.--Developing and implementing 
        effective mechanisms to ensure that the eligible partnership is 
        able to recruit qualified individuals, including individuals 
        from groups that are underrepresented in the education 
        profession, to become teachers who meet the applicable State 
        requirements to be fully certified or licensed as described in 
        section 200(b)(2)(A) and become profession-ready, and with 
        regard to special education teachers, meet the qualifications 
        described in section 612(a)(14)(C) of the Individuals with 
        Disabilities Education Act, through the activities of the 
        eligible partnership, which may include an emphasis on 
        recruiting into the teaching profession--
                    ``(A) individuals from underrepresented 
                populations;
                    ``(B) individuals to teach in rural communities and 
                teacher shortage areas, including mathematics, science, 
                special education, career and technical education, and 
                the instruction of English learners; and
                    ``(C) professionals from other occupations, former 
                military personnel, and recent college graduates with a 
                record of academic distinction.
            ``(6) Literacy training.--Strengthening the literacy 
        teaching skills of prospective and, as applicable, new 
        elementary school and secondary school teachers--
                    ``(A) to implement comprehensive literacy 
                instruction programs (as defined in section 2221(b) of 
                the Elementary and Secondary Education Act of 1965);
                    ``(B) to use screening, formative, diagnostic and 
                summative assessments to determine students' literacy 
                levels, difficulties, and growth in order to improve 
                classroom instruction and improve student reading and 
                writing skills;
                    ``(C) to provide individualized, intensive, and 
                targeted literacy instruction for students with 
                deficiencies in literacy skills; and
                    ``(D) to integrate literacy skills in the classroom 
                across subject areas.
    ``(e) Partnership Grants for Principal Preparation.--An eligible 
partnership receiving a grant to carry out an effective program to 
prepare profession-ready principals shall carry out a program that 
includes the following:
            ``(1) Development of leadership skills with a demonstrated 
        impact on student and school success, including the ability to 
        create a continuous learning environment for teachers, staff, 
        and students.
            ``(2) Rigorous recruitment and selection criteria for 
        successful educators who have shown potential as leaders.
            ``(3) Program faculty with prior school leadership 
        experience and deep knowledge of effective leadership 
        practices.
            ``(4) Comprehensive clinical experiences that are linked to 
        coursework and help principal candidates address context-
        specific problems and the needs of special population groups, 
        including students who are children with disabilities, English 
        learners, and students from economically disadvantaged 
        families.
            ``(5) Peer networks.
            ``(6) Mentoring, supervision, and evaluation of candidates 
        throughout the clinical experience.
            ``(7) Opportunities for ongoing professional learning and 
        coaching for practicing school leaders.
    ``(f) Partnership Grants for the Establishment of Teaching and 
Principal Residency Programs.--
            ``(1) In general.--An eligible partnership receiving a 
        grant to carry out an effective teaching or principal residency 
        program shall carry out a program that includes the following 
        activities:
                    ``(A) For teaching residency programs.--An eligible 
                partnership carrying out a teaching residency program 
                shall carry out both of the following activities:
                            ``(i) Supporting a teaching residency 
                        program described in paragraph (2) for high-
                        need schools and in high-need subjects and 
                        areas, as determined by the needs of the high-
                        need local educational agency in the 
                        partnership.
                            ``(ii) Placing 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 teachers in the 
                        receiving school.
                    ``(B) For principal residency programs.--An 
                eligible partnership carrying out a principal residency 
                program shall support a program described in paragraph 
                (3) for high-need schools, as determined by the needs 
                of the high-need local educational agency in the 
                partnership.
            ``(2) Teacher residency programs.--
                    ``(A) Establishment and design.--A teaching 
                residency program under this paragraph 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 characteristics of successful programs:
                            ``(i) The integration of pedagogy, 
                        classroom practice, and teacher mentoring.
                            ``(ii) The exposure to principles of child 
                        and youth development as well as understanding 
                        and applying principles of learning and 
                        behavior.
                            ``(iii) Engagement of teaching residents in 
                        rigorous graduate-level coursework to earn a 
                        master's degree while undertaking supervised 
                        clinical preparation.
                            ``(iv) Experience and learning 
                        opportunities alongside a trained and 
                        experienced mentor teacher--
                                    ``(I) whose teaching shall 
                                complement the residency program so 
                                that school-based clinical practice is 
                                tightly aligned with coursework;
                                    ``(II) who shall have extra 
                                responsibilities 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 
                                community in which all individuals are 
                                expected to continually improve their 
                                capacity 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.
                            ``(v) The establishment of clear criteria 
                        for the selection of mentor teachers based on 
                        the appropriate grade level, subject area 
                        knowledge, and measures of teacher 
                        effectiveness, which--
                                    ``(I) shall be based on, but not 
                                limited to, observations of--
                                            ``(aa) planning and 
                                        preparation, including 
                                        demonstrated knowledge of 
                                        content, pedagogy, and 
                                        assessment, including the use 
                                        of formative, summative, and 
                                        diagnostic assessments to 
                                        improve student learning;
                                            ``(bb) appropriate 
                                        instruction that engages all 
                                        students;
                                            ``(cc) collaboration with 
                                        colleagues to improve 
                                        instruction; and
                                            ``(dd) analysis of evidence 
                                        of student learning; and
                                    ``(II) may include criteria 
                                regarding meeting nationally 
                                recognized, standards-based advanced 
                                certification requirements.
                            ``(vi) The development of admissions goals 
                        and priorities--
                                    ``(I) that are aligned with the 
                                hiring objectives of the local 
                                educational 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 
                                consideration of applicants who reflect 
                                the communities in which they will 
                                teach as well as consideration of 
                                individuals from underrepresented 
                                populations in the teaching profession.
                            ``(vii) Support for residents once such 
                        residents are hired as the teachers of record, 
                        through an induction program, professional 
                        development, and networking opportunities to 
                        support the residents through not less than the 
                        residents' first 2 years of teaching.
                    ``(B) Selection of individuals as teacher 
                residents.--
                            ``(i) Eligible individual.--In order to be 
                        eligible to be a teacher resident in a teacher 
                        residency program under this paragraph, an 
                        individual shall--
                                    ``(I) be a recent graduate of a 4-
                                year institution of higher education, 
                                an individual in the final year of an 
                                undergraduate teacher preparation 
                                program, or a professional possessing 
                                strong content knowledge and a record 
                                of professional accomplishment in 
                                another field; and
                                    ``(II) submit an application to the 
                                residency program.
                            ``(ii) Selection criteria.--An eligible 
                        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 
                                appropriate assessments.
                                    ``(III) Other attributes linked to 
                                effective teaching, which may be 
                                determined by interviews or performance 
                                assessments, as specified by the 
                                eligible partnership.
            ``(3) Principal residency programs.--
                    ``(A) Establishment and design.--A principal 
                residency program under this paragraph shall be a 
                program based on models of successful principal 
                residencies that serve as a mechanism to prepare 
                principals for success in high-need schools in the 
                eligible partnership and shall be designed to include 
                the following characteristics of successful programs:
                            ``(i) Engagement of principal residents in 
                        rigorous graduate-level coursework to earn an 
                        appropriate advanced credential while 
                        undertaking a guided principal apprenticeship.
                            ``(ii) Experience and learning 
                        opportunities alongside a trained and 
                        experienced mentor principal--
                                    ``(I) whose mentoring shall be 
                                based on standards of effective 
                                mentoring practice and shall complement 
                                the residency program so that school-
                                based clinical practice is tightly 
                                aligned with coursework; and
                                    ``(II) who may be relieved from 
                                some portion of principal duties or may 
                                be offered a stipend as a result of 
                                such additional responsibilities.
                            ``(iii) The establishment of clear criteria 
                        for the selection of mentor principals, which 
                        may be based on observations of the following:
                                    ``(I) Demonstrating awareness of, 
                                and having experience with, the 
                                knowledge, skills, and attitudes to--
                                            ``(aa) establish and 
                                        maintain a professional 
                                        learning community that 
                                        effectively extracts 
                                        information from data to 
                                        improve the school culture and 
                                        personalize instruction for all 
                                        students to result in improved 
                                        student achievement;
                                            ``(bb) create and maintain 
                                        a learning culture within the 
                                        school that provides a climate 
                                        conducive to the development of 
                                        all members of the school 
                                        community, including one of 
                                        continuous learning for adults 
                                        tied to student learning and 
                                        other school goals;
                                            ``(cc) engage in continuous 
                                        professional development, using 
                                        a combination of academic 
                                        study, developmental simulation 
                                        exercises, self-reflection, 
                                        mentorship, and internship;
                                            ``(dd) understand child and 
                                        youth development appropriate 
                                        to the age level served by the 
                                        school, and use this knowledge 
                                        to set high expectations and 
                                        standards for the academic, 
                                        social, emotional, and physical 
                                        development of all students; 
                                        and
                                            ``(ee) actively engage the 
                                        community to create shared 
                                        responsibility for student 
                                        academic performance and 
                                        successful development.
                                    ``(II) Planning and articulating a 
                                shared and coherent schoolwide 
                                direction and policy for achieving high 
                                standards of student performance.
                                    ``(III) Identifying and 
                                implementing the activities and 
                                rigorous curriculum necessary for 
                                achieving such standards of student 
                                performance.
                                    ``(IV) Supporting a culture of 
                                learning, collaboration, and 
                                professional behavior and ensuring 
                                evidence-based instructional practice.
                                    ``(V) Communicating and engaging 
                                parents, families, and other external 
                                communities.
                                    ``(VI) Collecting, analyzing, and 
                                utilizing data and other evidence of 
                                student learning and evidence of 
                                classroom practice to guide decisions 
                                and actions for continuous improvement 
                                and to ensure performance 
                                accountability.
                            ``(iv) The development of admissions goals 
                        and priorities--
                                    ``(I) that are aligned with the 
                                hiring objectives of the local 
                                educational 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 
                                consideration of applicants who reflect 
                                the communities in which they will 
                                serve as well as consideration of 
                                individuals from underrepresented 
                                populations in school leadership 
                                positions.
                            ``(v) Support for residents once such 
                        residents are hired as principals, through an 
                        induction program, professional development to 
                        support the knowledge and skills of the 
                        principal in a continuum of learning and 
                        content expertise in developmentally 
                        appropriate or age-appropriate educational 
                        practices, and networking opportunities to 
                        support the residents through not less than the 
                        residents' first 2 years of serving as 
                        principal of a school.
                    ``(B) Selection of individuals as principal 
                residents.--
                            ``(i) Eligible individual.--In order to be 
                        eligible to be a principal resident in a 
                        principal residency program under this 
                        paragraph, an individual shall--
                                    ``(I) have prior experience 
                                teaching prekindergarten through grade 
                                12;
                                    ``(II) have experience as an 
                                effective leader, manager, and written 
                                and oral communicator; and
                                    ``(III) submit an application to 
                                the residency program.
                            ``(ii) Selection criteria.--An eligible 
                        partnership carrying out a principal residency 
                        program under this subsection shall establish 
                        criteria for the selection of eligible 
                        individuals to participate in the principal 
                        residency program based on the following 
                        characteristics:
                                    ``(I) Strong instructional 
                                leadership skills in an elementary 
                                school or secondary school setting.
                                    ``(II) Strong verbal and written 
                                communication skills, which may be 
                                demonstrated by performance on 
                                appropriate assessments.
                                    ``(III) Other attributes linked to 
                                effective leadership, such as sound 
                                judgment, organizational capacity, 
                                collaboration, and openness to 
                                continuous learning, which may be 
                                determined by interviews or performance 
                                assessment, as specified by the 
                                eligible partnership.
            ``(4) Stipends or salaries; applications; agreements; 
        repayments.--
                    ``(A) Stipends or salaries.--A teaching or 
                principal residency program under this subsection--
                            ``(i) shall provide a 1-year living stipend 
                        or salary to teaching or principal residents 
                        during the 1-year teaching or principal 
                        residency program; and
                            ``(ii) may provide a stipend to a mentor 
                        teacher or mentor principal.
                    ``(B) Applications for stipends or salaries.--Each 
                teacher or principal residency candidate desiring a 
                stipend or salary during the period of residency shall 
                submit an application to the eligible partnership at 
                such time, and containing such information and 
                assurances, as the eligible partnership may require.
                    ``(C) Agreements to serve.--Each application 
                submitted under subparagraph (B) shall contain or be 
                accompanied by an agreement that the applicant will--
                            ``(i) serve as a full-time teacher or 
                        principal for a total of not less than 3 
                        academic years immediately after successfully 
                        completing the 1-year teaching or principal 
                        residency program;
                            ``(ii) fulfill the requirement under clause 
                        (i)--
                                    ``(I) by teaching or serving as a 
                                principal in a high-need school served 
                                by the high-need local educational 
                                agency in the eligible partnership and, 
                                if a teacher, teaching a subject or 
                                area that is designated as high-need by 
                                the partnership; or
                                    ``(II) if there is no appropriate 
                                position available in a high-need 
                                school served by the high-need local 
                                educational agency in the eligible 
                                partnership, by teaching or serving as 
                                a principal in any other high-need 
                                school;
                            ``(iii) provide to the eligible partnership 
                        a certificate, from the chief administrative 
                        officer of the local educational agency in 
                        which the resident is employed, of the 
                        employment required under clauses (i) and (ii) 
                        at the beginning of, and on completion of, each 
                        year or partial year of service;
                            ``(iv) for teacher residents, meet the 
                        requirements to be a profession-ready teacher;
                            ``(v) for principal residents, meet the 
                        requirements to be a profession-ready 
                        principal;
                            ``(vi) for other educators, complete the 
                        preparation program and become fully certified 
                        in the State where the educator is employed; 
                        and
                            ``(vii) comply with the requirements set by 
                        the eligible partnership under subparagraph (D) 
                        if the applicant is unable or unwilling to 
                        complete the service obligation required by 
                        this subparagraph.
                    ``(D) Repayments.--
                            ``(i) In general.--An eligible partnership 
                        carrying out a teaching or principal residency 
                        program under this subsection shall require a 
                        recipient of a stipend or salary under 
                        subparagraph (A) who does not complete, or who 
                        notifies the partnership that the recipient 
                        intends not to complete, the service obligation 
                        required by subparagraph (C) 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.
                            ``(ii) Other terms and conditions.--Any 
                        other terms and conditions specified by the 
                        eligible partnership may include reasonable 
                        provisions for prorated repayment of the 
                        stipend or salary described in subparagraph (A) 
                        or for deferral of a teaching resident's 
                        service obligation required by subparagraph 
                        (C), on grounds of health, incapacitation, 
                        inability to secure employment in a school 
                        served by the eligible partnership, being 
                        called to active duty in the Armed Forces of 
                        the United States, or other extraordinary 
                        circumstances.
                            ``(iii) Use of repayments.--An eligible 
                        partnership shall use any repayment received 
                        under this subparagraph to carry out additional 
                        activities that are consistent with the 
                        purposes of this section.
    ``(g) Partnership Grants for Educator Development.--An eligible 
partnership that receives a grant under this section may carry out 
effective educator development programs for other educators besides 
teachers and principals based on the needs identified in subsection 
(b)(1) that may include the following activities:
            ``(1) Implementing curriculum changes that improve, 
        evaluate, and assess how well prospective and new educators 
        develop instructional skills.
            ``(2) Preparing educators to use evidence-based research, 
        where applicable.
            ``(3) Providing pre-service clinical experience.
            ``(4) Creating induction programs for new educators.
            ``(5) Aligning recruitment and admissions goals and 
        priorities with the hiring objectives of the high-need local 
        educational agency in the eligible partnership.
            ``(6) Professional development and training for mentor 
        educators.
    ``(h) Evaluation and Reporting.--The Secretary shall--
            ``(1) evaluate the programs assisted under this section; 
        and
            ``(2) make publicly available a report detailing the 
        Secretary's evaluation of each such program.
    ``(i) Consultation.--
            ``(1) In general.--Members of an eligible partnership that 
        receives a grant under this section shall engage in regular 
        consultation throughout the development and implementation of 
        programs and activities carried out under this section.
            ``(2) Regular communication.--To ensure timely and 
        meaningful consultation as described in paragraph (1), regular 
        communication shall occur among all members of the eligible 
        partnership, including the high-need local educational agency. 
        Such communication shall continue throughout the implementation 
        of the grant and the assessment of programs and activities 
        under this section.
            ``(3) Written consent.--The Secretary may approve changes 
        in grant activities under this section only if the eligible 
        partnership submits to the Secretary a written consent to such 
        changes signed by all members of the eligible partnership.
    ``(j) Construction.--Nothing in this section shall be construed to 
prohibit an eligible partnership from using grant funds to coordinate 
with the activities of eligible partnerships in other States or on a 
regional basis through Governors, State boards of education, State 
educational agencies, State agencies responsible for early childhood 
education, local educational agencies, or State agencies for higher 
education.
    ``(k) Supplement, Not Supplant.--Funds made available under this 
section shall be used to supplement, and not supplant, other Federal, 
State, and local funds that would otherwise be expended to carry out 
activities under this section.
    ``(l) Continuation of Awards.--Notwithstanding any other provision 
of law, from funds appropriated to carry out this part, the Secretary 
shall continue to fund any multiyear grant awarded under this part (as 
such provisions were in effect on the day before the date of enactment 
of the EDUCATORS for America Act), for the duration of such multiyear 
grant in accordance with its terms.

``SEC. 223. ADMINISTRATIVE PROVISIONS.

    ``(a) Duration; Number of Awards; Payments.--
            ``(1) Duration.--A grant awarded under this subpart shall 
        be awarded for a period of 5 years.
            ``(2) Number of awards.--An eligible partnership may not 
        receive more than 1 grant during a 5-year period, except that 
        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 residency program was not 
        established with the prior grant. Nothing in this part shall be 
        construed to prohibit an individual member, that can 
        demonstrate need, of an eligible partnership that receives a 
        grant under this title from entering into another eligible 
        partnership consisting of new members and receiving a grant 
        with such other eligible partnership before the 5-year period 
        described in the preceding sentence applicable to the eligible 
        partnership with which the individual member has first 
        partnered has expired.
    ``(b) Peer Review.--
            ``(1) Panel.--The Secretary shall provide the applications 
        submitted under this subpart to a peer review panel for 
        evaluation. With respect to each application, the peer review 
        panel shall initially recommend the application for funding or 
        for disapproval.
            ``(2) Priority.--The Secretary, in funding applications 
        under this subpart, shall give priority--
                    ``(A) to eligible partnerships that include an 
                institution of higher education whose teacher education 
                program or educator development program has a rigorous 
                selection process and demonstrated success in having a 
                diverse set of candidates complete the program, and 
                enter and remain in the profession; and
                    ``(B)(i) to applications from broad-based eligible 
                partnerships that involve businesses and community 
                organizations; or
                    ``(ii) to eligible partnerships so that the awards 
                promote an equitable geographic distribution of grants 
                among rural and urban areas.
            ``(3) Secretarial selection.--The Secretary shall 
        determine, based on the peer review process, which applications 
        shall receive funding and the amounts of the grants. In 
        determining grant amounts, the Secretary shall take into 
        account the total amount of funds available for all grants 
        under this subpart and the types of activities proposed to be 
        carried out by the eligible partnership.
    ``(c) Matching Requirements.--
            ``(1) In general.--Each eligible partnership receiving a 
        grant under this subpart shall provide, from non-Federal 
        sources, an amount equal to 100 percent of the amount of the 
        grant, which may be provided in cash or in-kind, to carry out 
        the activities supported by the grant.
            ``(2) Waiver.--The Secretary may waive all or part of the 
        matching requirement described in paragraph (1) for any fiscal 
        year for an eligible partnership if the Secretary determines 
        that applying the matching requirement to the eligible 
        partnership would result in serious hardship or an inability to 
        carry out the authorized activities described in this subpart.
    ``(d) Limitation on Administrative Expenses.--An eligible 
partnership that receives a grant under this subpart may use not more 
than two percent of the funds provided to administer the grant.

``SEC. 224. ACCOUNTABILITY AND EVALUATION.

    ``(a) Eligible Partnership Evaluation.--Each eligible partnership 
submitting an application for a grant under this subpart shall 
establish, and include in such application, an evaluation plan that 
includes strong and measurable performance objectives. The plan shall 
include objectives and measures for--
            ``(1) program completion rates;
            ``(2) achievement for all prospective and new educators as 
        measured by the eligible partnership;
            ``(3) educator retention in the first 3 years;
            ``(4) pass rates for initial State certification or 
        licensure of teachers or pass rates on valid and reliable 
        teacher performance assessments;
            ``(5) the percentage of profession-ready teachers, 
        principals, and other educators--
                    ``(A) hired by the high-need local educational 
                agency or schools participating in the eligible 
                partnership; and
                    ``(B) hired by the high-need local educational 
                agency or schools participating in the eligible 
                partnership who are members of underrepresented groups;
            ``(6) the percentage of profession-ready teachers hired by 
        the high-need local educational agency or schools participating 
        in the eligible partnership--
                    ``(A) who teach high-need academic subject areas 
                (such as reading, mathematics, science, and foreign 
                languages, including less commonly taught languages and 
                critical foreign languages); and
                    ``(B) who teach in high-need areas (including 
                special education, bilingual education, language 
                instruction educational programs for English learners, 
                and early childhood education);
            ``(7) the percentage of profession-ready teachers and other 
        educators hired by the high-need local educational agency who 
        work in high-need schools, disaggregated by the elementary 
        school and secondary school levels;
            ``(8) as applicable, the percentage of early childhood 
        education program classes in the geographic area served by the 
        eligible partnership taught by early childhood educators who 
        are highly competent; and
            ``(9) as applicable, the percentage of educators hired by 
        the high-need local educational agency or schools participating 
        in the eligible partnership that are trained to--
                    ``(A) integrate technology effectively into 
                curricula and instruction, including technology 
                consistent with the principles of universal design for 
                learning; and
                    ``(B) use technology effectively to collect, 
                manage, and analyze data to improve teaching and 
                learning for the purpose of improving student learning 
                outcomes.
    ``(b) Information.--An eligible partnership receiving a grant under 
this subpart shall ensure that teachers, principals, school 
superintendents, faculty, and leadership at institutions of higher 
education located in the geographic areas served by the eligible 
partnership are provided information, including through electronic 
means, about the activities carried out with funds under this subpart.
    ``(c) Revised Application.--If the Secretary determines that an 
eligible partnership receiving a grant under this subpart is not making 
substantial progress in meeting the purposes, goals, objectives, and 
measures of the grant, as appropriate, by the end of the third year of 
the grant the Secretary--
            ``(1) shall cancel the grant; and
            ``(2) may use any funds returned or available because of 
        such cancellation under paragraph (1) to--
                    ``(A) increase other grant awards under this 
                subpart; or
                    ``(B) award new grants to other eligible 
                partnerships under this subpart.
    ``(d) Evaluation and Dissemination.--The Secretary shall evaluate 
the activities funded under this subpart and report the findings 
regarding the evaluation of such activities to the authorizing 
committees. The Secretary shall broadly disseminate--
            ``(1) successful practices developed by eligible 
        partnerships under this subpart; and
            ``(2) information regarding such practices that were found 
        to be ineffective.

    ``Subpart 2--Grants to Support Recruitment of New Educators and 
                      Diversity in the Profession

``SEC. 231. HONORABLE AUGUSTUS F. HAWKINS CENTERS OF EXCELLENCE.

    ``(a) Purpose.--The purpose of this subpart is to strengthen and 
expand the recruitment, training, and retention of candidates into the 
teaching profession who are from underrepresented groups in such 
profession.
    ``(b) 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 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) an institution of higher education in partnership 
        with an institution described in paragraph (1) through (8), 
        provided that an institution described in paragraph (1) through 
        (8) is the lead entity in the partnership.
    ``(c) Augustus F. Hawkins Centers of Excellence.--
            ``(1) 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.
            ``(2) 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:
                    ``(A) Implementing reforms within teacher or school 
                leader preparation programs, which may include such 
                preparation programs that prepare teachers or school 
                leaders for early childhood education programs, to 
                ensure that such programs are preparing teachers or 
                school leaders who meet such applicable State 
                certification and licensure requirements or 
                qualifications, and are using evidence-based 
                instructional practices to improve student academic 
                achievement, by--
                            ``(i) retraining or recruiting faculty; and
                            ``(ii) designing (or redesigning) teacher 
                        or school leader preparation programs that--
                                    ``(I) prepare teachers or school 
                                leaders to serve in under-resourced 
                                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.
                    ``(B) 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.
                    ``(C) 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 teachers of color, principals and 
                other school leaders, including programs that provide--
                            ``(i) teacher or principal and other school 
                        leader mentoring; and
                            ``(ii) 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.
                    ``(D) 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.
                    ``(E) 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.
                    ``(F) Activities authorized under section 222.
            ``(3) 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.
            ``(4) Limitation on administrative expenses.--An eligible 
        institution that receives a grant under this subpart may use 
        not more than 2 percent of the grant funds to administer the 
        grant.
            ``(5) Regulations.--The Secretary shall prescribe such 
        regulations as may be necessary to carry out this subpart.

``SEC. 232. RECRUITMENT AND COMPLETION GRANTS.

    ``(a) In General.--From amounts appropriated under section 221, the 
Secretary may award grants to institutions of higher education that 
have educator preparation programs in order to allow those programs to 
support the needs of populations that are underrepresented in the field 
of education, including first generation college students and students 
with disabilities, to ensure completion of the educator preparation 
program and entrance into the profession.
    ``(b) Uses of Funds.--An institution of higher education receiving 
a grant under this section may use grant funds to support students 
described in subsection (a) who are enrolled in educator preparation 
programs by providing services such as--
            ``(1) childcare for such enrolled students;
            ``(2) cohort support;
            ``(3) programs that provide pathways from community 
        colleges to baccalaureate programs in the field of education; 
        and
            ``(4) programs that pay for certification or licensure 
        exams, including re-taking of exams as necessary and the 
        additional preparation to ensure passage of the exams.

``SEC. 233. PIPELINES INTO EDUCATOR PREPARATION.

    ``(a) Education Careers Opportunity Program.--
            ``(1) Authority for grants.--The Secretary may make grants 
        to partner institutions or eligible partnerships to assist 
        those institutions or partnerships in carrying out the 
        activities described in paragraph (2) in order to assist 
        individuals from underrepresented backgrounds, as determined in 
        accordance with criteria prescribed by the Secretary, to 
        undertake education to become an educator.
            ``(2) Authorized expenditures.--A partner institution or 
        eligible partnership may use grant funds under this section to 
        carry out one or more of the following:
                    ``(A) Identifying, recruiting, and selecting 
                individuals from underrepresented backgrounds for 
                education and training as an educator.
                    ``(B) Facilitating the entry of such individuals 
                into an educator preparation program.
                    ``(C) Providing counseling, mentoring, or other 
                services designed to assist such individuals in 
                successfully completing an educator preparation 
                program.
                    ``(D) Providing, for a period prior to the entry of 
                such individuals into the regular course of education 
                of an educator preparation program, preliminary 
                education designed to assist them in successfully 
                completing such regular course of education in such 
                program, or referring such individuals to institutions 
                providing such preliminary education.
                    ``(E) Publicizing existing sources of financial aid 
                available to students in the educator preparation 
                program or who are undertaking education necessary to 
                qualify them to enroll in such a program.
                    ``(F) Paying such scholarships as the Secretary may 
                determine for such individuals for any period of an 
                educator preparation program.
                    ``(G) Paying such stipends as the Secretary may 
                approve for such individuals for any period of 
                education in student-enhancement programs (other than 
                regular courses), except that--
                            ``(i) such a stipend may not be provided to 
                        an individual for more than 12 months; and
                            ``(ii) notwithstanding any other provision 
                        of law regarding the amount of stipends, such a 
                        stipend shall be in an amount determined 
                        appropriate by the Secretary.
                    ``(H) Carrying out programs under which such 
                individuals gain experience regarding a career as an 
                educator through working at an elementary or secondary 
                school.
                    ``(I) Conducting activities to develop a larger and 
                more competitive applicant pool for the relevant 
                teacher preparation program and for local educational 
                agencies and schools through partnerships with 
                institutions of higher education, local educational 
                agencies, and other community-based entities.
            ``(3) Definition.--In this section, the term `regular 
        course of education in such program' includes a graduate 
        program in education.
            ``(4) Matching requirements.--The Secretary may require 
        that a partner institution or eligible partnership that applies 
        for a grant under this subsection, provide non-Federal matching 
        funds, as appropriate, to ensure the institutional commitment 
        of the entity to the projects funded under the grant. As 
        determined by the Secretary, such non-Federal matching funds 
        may be provided directly or through donations from public or 
        private entities and may be in cash or in-kind, fairly 
        evaluated, including plant, equipment, or services.

                 ``Subpart 3--Capacity Building Grants

``SEC. 241. SCHOOL LEADER PROFESSIONAL DEVELOPMENT.

    ``From amounts appropriated under section 221, the Secretary may 
award grants to institutions of higher education that have educator 
preparation programs for school leaders in order to allow those 
programs to develop and support school leaders in one or more of the 
following areas:
            ``(1) Culturally and linguistically responsive practices.
            ``(2) Universal design for learning.
            ``(3) Social and emotional learning.
            ``(4) Trauma-informed instruction.
            ``(5) Strengthening knowledge of child and youth 
        development.
            ``(6) Creating a safe school environment to minimize and 
        respond to violence in schools.
            ``(7) Creating an inclusive school for educators, staff, 
        and students, including through restorative justice training.
            ``(8) Response to intervention and non-exclusionary, 
        positive behavioral interventions and supports (including 
        eliminating the use of adverse interventions such as seclusion 
        and restraints).
            ``(9) Differentiated and data-driven instruction, 
        including--
                    ``(A) the use of data to identify and address 
                disparities in academic achievement, academic 
                opportunities (including advanced coursework, dual 
                enrollment, and career and technical education), and 
                disciplinary rates among student subgroups; and
                    ``(B) determining and using accommodations for 
                instruction and assessments for students with 
                disabilities and English learners.
            ``(10) Evidence-based anti-bias training.
            ``(11) Effective and equitable use of technology for 
        digital and blended learning (including the appropriate use of 
        technology and assistive technology for students with 
        disabilities).
            ``(12) Effective strategies to engage and collaborate with 
        stakeholders to advance the learning of all students (including 
        parents and families, other educational professionals, out-of-
        school time providers, and community members).
            ``(13) Other evidence-based strategies and practices that 
        advance the academic achievement of all students, including 
        students of color, English learners, students from low-income 
        families, and students with disabilities.

``SEC. 242. FACULTY PROFESSIONAL DEVELOPMENT AND TRAINING.

    ``The Secretary may award grants to institutions of higher 
education that have educator preparation programs in order to allow 
those programs to develop and support faculty in a college, school, or 
department of education in--
            ``(1) culturally responsive pedagogy;
            ``(2) trauma-informed instruction;
            ``(3) creating an inclusive climate for faculty, staff, and 
        students, including restorative justice training; and
            ``(4) strengthening knowledge of child and youth 
        development.

``SEC. 243. RESILIENCY GRANTS.

    ``(a) In General.--The Secretary may award grants, on a competitive 
basis, to institutions of higher education that have educator 
preparation programs, to enable those programs to carry out the 
activities described in subsection (b) or (c). Such grants shall be 
known as `Resiliency Grants'.
    ``(b) Technology.--An educator preparation program that receives a 
Resiliency Grant for technology shall use grant funds to--
            ``(1) support the preparation of profession-ready educators 
        by expanding the use of technology in pre-service clinical and 
        field experiences of students enrolled in educator preparation 
        programs;
            ``(2) expand the use of technology for the in-class 
        instruction of students in educator preparation programs;
            ``(3) conduct research on and analysis of technological 
        tools in classroom settings;
            ``(4) ensure that technology is used in an equitable manner 
        to enhance the learning and opportunities of students; and
            ``(5) ensure that educators are prepared to support the 
        continuity of instruction in the event of national or local 
        emergencies that disrupt in-person schooling.
    ``(c) Educator Workforce Partnerships.--
            ``(1) In general.--An educator preparation program that 
        receives a Resiliency Grant for educator workforce partnerships 
        shall use grant funds to facilitate partnerships between the 
        educator preparation program and at least one eligible entity 
        in order to address shortages in certain subject matter fields 
        in schools documented by the State educational agency where the 
        educator preparation program is authorized to operate, by--
                    ``(A) expanding pathways for individuals to become 
                profession-ready educators;
                    ``(B) expanding pathways for currently practicing 
                educators to earn supplemental credentials or licenses, 
                which may include--
                            ``(i) certification in shortage areas or 
                        fields as identified by a State or local 
                        educational agency; or
                            ``(ii) nationally recognized, standards-
                        based advanced certification; or
                    ``(C) ensuring that schools have adequate staffing 
                to provide continuity of instruction in the event of 
                national or local emergencies that disrupt in-person 
                schooling.
            ``(2) Eligible entity.--In this subsection, the term 
        `eligible entity' means--
                    ``(A) a local educational agency;
                    ``(B) a 2-year institution of higher education, 
                which may include a community college; or
                    ``(C) a 4-year institution of higher education.
            ``(3) Priority.--In awarding grants under this subsection, 
        the Secretary shall prioritize proposals that create degree 
        pathways for the purpose of increasing the number of 
        individuals from groups that have been historically 
        underrepresented in the field of education who pursue and 
        attain profession-ready educator credentials.

``SEC. 244. DOCTORAL FELLOWSHIPS TO PREPARE AND DIVERSIFY FACULTY IN 
              HIGH-NEED AREAS AT COLLEGES OF EDUCATION.

    ``(a) Grants by Secretary.--The Secretary may make grants to 
eligible institutions to enable such institutions to make doctoral 
fellowship awards to qualified individuals in accordance with this 
section.
    ``(b) Eligible Institutions.--In this section, the term `eligible 
institution' means an institution of higher education that offers a 
program of postbaccalaureate study leading to a doctoral degree.
    ``(c) Applications.--An eligible institution that desires 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 reasonably require.
    ``(d) Types of Fellowships Supported.--
            ``(1) In general.--An eligible institution that receives a 
        grant under this section shall use the grant funds to provide 
        doctoral fellowships to individuals who are preparing for the 
        professorate, including individuals from groups that are 
        underrepresented in the field of education.
            ``(2) Types of study.--A doctoral fellowship provided under 
        this section shall support an individual in pursuing 
        postbaccalaureate study, which leads to a doctoral degree and 
        may include a master's degree as part of such study, related to 
        teacher preparation and pedagogy in one of the following areas:
                    ``(A) Science, technology, engineering, or 
                mathematics, if the individual has completed a master's 
                degree in mathematics or science and is pursuing a 
                doctoral degree in mathematics, science, or education.
                    ``(B) Special or exceptional student 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 
        section--
                    ``(A) shall provide doctoral fellowship awards to 
                individuals who plan to pursue a career in instruction 
                at an institution of higher education that has a 
                teacher preparation program;
                    ``(B) in providing fellowship awards under this 
                section, shall give priority to individuals who are 
                from groups that are underrepresented in the higher 
                education professoriate, including people of color, and 
                people with disabilities; and
                    ``(C) may not provide a doctoral fellowship to an 
                otherwise eligible individual--
                            ``(i) during periods in which such 
                        individual is enrolled at an institution of 
                        higher 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 institution 
                        to be consistent with and supportive 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 section shall award 
                stipends to individuals who are provided graduate 
                fellowships under this section.
                    ``(B) Awards based on need.--A stipend provided 
                under this section 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 
                determined by the institution of higher education where 
                the fellowship recipient is enrolled.
            ``(3) Service requirement.--
                    ``(A) Teaching required.--Each individual who 
                receives a doctoral fellowship under this section shall 
                teach for one year at an institution of higher 
                education that has a teacher preparation program or a 
                teacher or school leader residency or induction program 
                for each year of fellowship support received under this 
                section.
                    ``(B) Institutional obligation.--Each eligible 
                institution that receives a grant under this section 
                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 begin employment, within three years of 
                receiving a doctoral degree, at an institution of 
                higher education 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 receive 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 teacher 
                preparation program in accordance with subparagraph 
                (A).
                    ``(D) Failure to comply.--If an individual 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 Stafford Loan 
                under part D of title IV, and shall be subject to 
                repayment, together with interest thereon accruing from 
                the date of the fellowship 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 circumstances 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 inequitable or represent 
                a substantial hardship--
                            ``(i) because the individual is permanently 
                        and totally disabled at the time of the waiver 
                        request; or
                            ``(ii) based on documentation presented to 
                        the Secretary of substantial economic 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 graduate fellowship recipients and for meeting the institutional 
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.

                     ``PART C--NATIONAL ACTIVITIES

``SEC. 251. NATIONAL ACTIVITIES.

    ``(a) In General.--The Secretary shall establish a Center for 
Educator Preparation to provide technical assistance relating to 
educator preparation and to support research and demonstration 
activities.
    ``(b) National Evaluation of Educator Quality Enhancement.--
            ``(1) Interim evaluation.--Not later than 3 years after the 
        date of enactment of the EDUCATORS for America Act, the 
        Secretary shall submit to Congress and make publicly available 
        an interim report containing an evaluation of the effectiveness 
        of the activities funded under this title in achieving the 
        purposes of this title.
            ``(2) Final evaluation.--Not later than 6 years after the 
        date of enactment of the EDUCATORS for America Act, the 
        Secretary shall submit to Congress and make publicly available 
        an interim report containing an evaluation of the effectiveness 
        of the activities funded under this title in achieving the 
        purposes of this title.

                      ``PART D--GENERAL PROVISIONS

``SEC. 261. LIMITATIONS.

    ``(a) Federal Control Prohibited.--Nothing in this title shall be 
construed to permit, allow, encourage, or authorize any Federal control 
over any aspect of any private, religious, or home school, whether or 
not a home school is treated as a private school or home school under 
State law. This section shall not be construed to prohibit private, 
religious, or home schools from participation in programs or services 
under this title.
    ``(b) No Change in State Control Encouraged or Required.--Nothing 
in this title shall be construed to encourage or require any change in 
a State's treatment of any private, religious, or home school, whether 
or not a home school is treated as a private school or home school 
under State law.
    ``(c) National System of Teacher Certification or Licensure 
Prohibited.--Nothing in this title shall be construed to permit, allow, 
encourage, or authorize the Secretary to establish or support any 
national system of teacher certification or licensure.
    ``(d) Rule of Construction.--Nothing in this title shall be 
construed to alter or otherwise affect the rights, remedies, and 
procedures afforded to the employees of local educational agencies 
under Federal, State, or local laws (including applicable regulations 
or court orders) or under the terms of collective bargaining 
agreements, memoranda of understanding, or other agreements between 
such employees and their employers.''.

SEC. 4. COST OF ATTENDANCE.

    (a) In General.--Section 472 of the Higher Education Act of 1965 
(20 U.S.C. 1087ll) is amended--
            (1) by redesignating paragraphs (12) and (13) as paragraphs 
        (13) and (14), respectively; and
            (2) by inserting after paragraph (11) the following:
            ``(12) for a student enrolled in an educator preparation 
        program, reasonable costs associated with clinical experiences 
        related to that program;''.
    (b) FAFSA Simplification.--Section 472 of the Higher Education Act 
of 1965 (20 U.S.C. 1087ll), as amended by title VII of division FF of 
the FAFSA Simplification Act (Public Law 116-260), is amended--
            (1) in subsection (a)--
                    (A) by redesignating paragraphs (13) and (14) as 
                paragraphs (14) and (15), respectively; and
                    (B) by inserting after paragraph (12) the 
                following:
            ``(13) for a student enrolled in an educator preparation 
        program, reasonable costs associated with clinical experiences 
        related to that program;''; and
            (2) in subsection (c), by striking ``paragraphs (1) through 
        (14)'' and inserting ``paragraphs (1) through (15)''.

SEC. 5. TEACH GRANTS.

    Subpart 9 of part A of title IV of the Higher Education Act of 1965 
(20 U.S.C. 1070g et seq.) is amended to read as follows:

                       ``Subpart 9--Teach Grants

``SEC. 420L. DEFINITIONS.

    ``For the purposes of this subpart:
            ``(1) Eligible institution.--The term `eligible 
        institution' means an institution of higher education, as 
        defined in section 102, that the Secretary determines--
                    ``(A) provides teacher preparation and professional 
                development services, including extensive clinical 
                experience as a part of pre-service preparation;
                    ``(B) is financially responsible and is not subject 
                to heightened cash monitoring or provisional 
                certification;
                    ``(C) provides pedagogical course work, or 
                assistance in the provision of such coursework, 
                including the monitoring of student performance, and 
                formal instruction related to the theory and practices 
                of teaching; and
                    ``(D) provides supervision and support services to 
                teachers, or assistance in the provision of such 
                services, including mentoring focused on developing 
                effective teaching skills and strategies.
            ``(2) Post-baccalaureate.--The term `post-baccalaureate' 
        means a program of instruction for individuals who have 
        completed a baccalaureate degree, that does not lead to a 
        graduate degree, and that consists of courses required by a 
        State in order for a teacher candidate to receive a 
        professional certification or licensing credential that is 
        required for employment as a teacher in an elementary school or 
        secondary school in that State, except that such term shall not 
        include any program of instruction offered by an eligible 
        institution that offers a baccalaureate degree in education.
            ``(3) Teacher candidate.--The term `teacher candidate' 
        means a student or teacher described in subparagraph (A) or (B) 
        of section 420N(a)(2).

``SEC. 420M. PROGRAM ESTABLISHED.

    ``(a) Program Authority.--
            ``(1) Payments required.--The Secretary shall pay to each 
        eligible institution such sums as may be necessary to pay to 
        each teacher candidate who files an application and agreement 
        in accordance with section 420N, and who qualifies under 
        paragraph (2) of section 420N(a), a TEACH Grant in the amount 
        of $8,000 for each year during which that teacher candidate is 
        in attendance at the institution.
            ``(2) References.--Grants made under paragraph (1) shall be 
        known as `Teacher Education Assistance for College and Higher 
        Education Grants' or `TEACH Grants'.
    ``(b) Payment Methodology.--
            ``(1) Prepayment.--Not less than 85 percent of any funds 
        provided to an eligible institution under subsection (a) shall 
        be advanced to the eligible institution prior to the start of 
        each payment period and shall be based on an amount requested 
        by the institution as needed to pay teacher candidates until 
        such time as the Secretary determines and publishes in the 
        Federal Register with an opportunity for comment, an 
        alternative payment system that provides payments to 
        institutions in an accurate and timely manner, except that this 
        sentence shall not be construed to limit the authority of the 
        Secretary to place an institution on a reimbursement system of 
        payment.
            ``(2) Direct payment.--Nothing in this section shall be 
        interpreted to prohibit the Secretary from paying directly to 
        teacher candidates, in advance of the beginning of the academic 
        term, an amount for which teacher candidates are eligible, in 
        cases in which the eligible institution elects not to 
        participate in the disbursement system required by paragraph 
        (1).
            ``(3) Distribution of grants to teacher candidates.--
        Payments under this subpart shall be made, in accordance with 
        regulations promulgated by the Secretary for such purpose, in 
        such manner as will best accomplish the purposes of this 
        subpart. Any disbursement allowed to be made by crediting the 
        teacher candidate's account shall be used for the full cost of 
        attendance (as defined in section 472).
    ``(c) Reductions in Amount.--
            ``(1) Part-time students.--In any case in which a teacher 
        candidate attends an eligible institution on less than a full-
        time basis (including a teacher candidate who attends an 
        eligible institution on less than a half-time basis) during any 
        year, the amount of a grant under this subpart for which that 
        teacher candidate is eligible shall be reduced in proportion to 
        the degree to which that teacher candidate is not attending on 
        a full-time basis, in accordance with a schedule of reductions 
        established by the Secretary for the purposes of this subpart, 
        computed in accordance with this subpart. Such schedule of 
        reductions shall be established by regulation and published in 
        the Federal Register in accordance with section 482 of this 
        Act.
            ``(2) No exceeding cost.--The amount of a grant awarded 
        under this subpart, in combination with Federal assistance and 
        other assistance the student may receive, shall not exceed the 
        cost of attendance (as defined in section 472) at the eligible 
        institution at which that teacher candidate is in attendance.
    ``(d) Period of Eligibility for Grants.--
            ``(1) Undergraduate and post-baccalaureate students.--The 
        period during which an undergraduate or post-baccalaureate 
        student may receive grants under this subpart shall be the 
        period required for the completion of the first undergraduate 
        baccalaureate or post-baccalaureate course of study being 
        pursued by the teacher candidate at the eligible institution at 
        which the teacher candidate is in attendance, except that--
                    ``(A) any period during which the teacher candidate 
                is enrolled in a noncredit or remedial course of study 
                as described in paragraph (3) shall not be counted for 
                the purpose of this paragraph; and
                    ``(B) the total amount that a teacher candidate may 
                receive under this subpart for undergraduate or post-
                baccalaureate study shall not exceed $40,000.
            ``(2) Graduate students.--The period during which a 
        graduate student may receive grants under this subpart shall be 
        the period required for the completion of a master's degree 
        course of study pursued by the teacher candidate at the 
        eligible institution at which the teacher candidate is in 
        attendance, except that the total amount that a teacher 
        candidate may receive under this subpart for graduate study 
        shall not exceed $16,000.
            ``(3) Remedial course; study abroad.--Nothing in this 
        section shall be construed to exclude from eligibility courses 
        of study which are noncredit or remedial in nature (including 
        courses in English language acquisition) which are determined 
        by the eligible institution to be necessary to help the teacher 
        candidate be prepared for the pursuit of a first undergraduate 
        baccalaureate or post-baccalaureate degree or certificate or, 
        in the case of courses in English language instruction, to be 
        necessary to enable the teacher candidate to use already 
        existing knowledge, training, or skills. Nothing in this 
        section shall be construed to exclude from eligibility programs 
        of study abroad that are approved for credit by the home 
        institution at which the teacher candidate is enrolled.
    ``(e) Institutional Eligibility.--Notwithstanding subsections (a) 
and (b), an institution shall not be eligible to participate in the 
TEACH grant program under this subpart for a period of 3 years, and 
shall be required to submit an application to regain eligibility after 
that 3 year period, if for a period of 3 consecutive years, 50 percent 
or more of the TEACH grant recipients who are graduates of that 
institution have TEACH grants converted to loans under section 
420N(c)(1).

``SEC. 420N. APPLICATIONS; ELIGIBILITY.

    ``(a) Applications; Demonstration of Eligibility.--
            ``(1) Filing required.--The Secretary shall periodically 
        set dates by which teacher candidates shall file applications 
        for grants under this subpart. Each teacher candidate desiring 
        a grant under this subpart for any year shall file an 
        application containing such information and assurances as the 
        Secretary may determine necessary to enable the Secretary to 
        carry out the functions and responsibilities of this subpart.
            ``(2) Demonstration of teach grant eligibility.--Each 
        application submitted under paragraph (1) shall contain such 
        information as is necessary to demonstrate that--
                    ``(A) if the applicant is an enrolled student--
                            ``(i) the student is an eligible student 
                        for purposes of section 484; and
                            ``(ii) the student is completing coursework 
                        and other requirements necessary to begin a 
                        career in teaching, or plans to complete such 
                        coursework and requirements prior to 
                        graduating; or
                    ``(B) if the applicant is a current or prospective 
                teacher applying for a grant to obtain a graduate 
                degree--
                            ``(i) the applicant is a teacher or a 
                        retiree from another occupation with expertise 
                        in a field in which there is a shortage of 
                        teachers, such as mathematics, science, special 
                        education, English language acquisition, or 
                        another high-need subject;
                            ``(ii) the applicant is or was a teacher 
                        who is using evidence-based alternative 
                        certification routes; or
                            ``(iii) the applicant is a practicing 
                        teacher in another field and is pursuing an 
                        additional credential in a field in which there 
                        is a shortage of teachers, such as mathematics, 
                        science, special education, English language 
                        acquisition, or another high-need subject.
    ``(b) Agreements To Serve.--Each application under subsection (a) 
shall contain or be accompanied by an agreement by the applicant that--
            ``(1) the applicant will--
                    ``(A) serve as a full-time teacher for a total of 
                not less than 4 academic years within 8 years after 
                completing the course of study for which the applicant 
                received a TEACH Grant under this subpart (referred to 
                in this section as the `service obligation window');
                    ``(B) teach in a school described in section 
                465(a)(2)(A);
                    ``(C) teach in any of the following fields--
                            ``(i) mathematics;
                            ``(ii) science;
                            ``(iii) a foreign language;
                            ``(iv) bilingual education;
                            ``(v) special education;
                            ``(vi) as a reading specialist;
                            ``(vii) early childhood education; or
                            ``(viii) another field documented as high-
                        need by the Federal Government, State 
                        government, or local educational agency, and 
                        approved by the Secretary; and
                    ``(D) submit evidence of such employment in the 
                form of a certification by the chief administrative 
                officer of the school upon completion of each year of 
                such service;
            ``(2) in the event that the applicant is determined to have 
        failed or refused to carry out such service obligation, an 
        amount (which shall be a pro-rated amount for partial service) 
        of any TEACH Grants received by such applicant will be treated 
        as a loan and collected from the applicant in accordance with 
        subsection (c) and the regulations thereunder; and
            ``(3) contains, or is accompanied by, a plain-language 
        disclosure form developed by the Secretary that clearly 
        describes the nature of the TEACH Grant award, the service 
        obligation, and the loan repayment requirements that are the 
        consequence of the failure to complete the service obligation.
    ``(c) Repayment for Failure To Complete Service.--
            ``(1) In general.--If any recipient of a grant under this 
        subpart fails or refuses to comply with some or all of the 
        service obligation in the agreement under subsection (b)--
                    ``(A) the Secretary shall determine the proportion 
                of the total amount of time of the service obligation 
                that the recipient has failed or refused to complete; 
                and
                    ``(B) the Secretary shall determine, on a pro-rated 
                basis and based on the proportion described in 
                subparagraph (A), the amounts of any TEACH Grants 
                received by such recipient that shall, upon a 
                determination of such a failure or refusal in such 
                service obligation, be treated as a Federal Direct 
                Stafford Loan under part D of title IV (except that 
                such loan shall not begin to accrue interest until the 
                time of conversion) and shall ensure that those amounts 
                are subject to repayment, in accordance with terms and 
                conditions specified by the Secretary in regulations 
                under this subpart.
            ``(2) Loan deferment.--In the case of a TEACH grant 
        recipient whose grant has been converted to a Federal Direct 
        loan under part D in accordance with paragraph (1) and who is, 
        at the time of such conversion, teaching in an elementary or 
        secondary school that is not a school described in section 
        465(a)(2)(A), the Secretary shall--
                    ``(A) issue that recipient a deferment for a period 
                of not more than 3 years, during which time periodic 
                installments on such loan need not be paid and interest 
                shall be paid by the Secretary; and
                    ``(B) ensure that such recipient is enrolled in the 
                loan credit program under section 460, if eligible.
    ``(d) Additional Administrative Provisions.--
            ``(1) Changes to school or designation.--
                    ``(A) Change of high-need designation field.--If a 
                recipient of an initial grant under this subpart has 
                acquired an academic degree, or expertise, in a field 
                that was, at the time of the recipient's application 
                for that grant, designated as high need in accordance 
                with subsection (b)(1)(C)(viii), but is no longer so 
                designated, the grant recipient may fulfill the service 
                obligation described in subsection (b)(1) by teaching 
                in that field.
                    ``(B) Change of high-need designation field or 
                school.--Notwithstanding subsection (b), if a recipient 
                of a grant under this subpart begins teaching at a 
                school described in subsection (b)(1)(B) and in a field 
                described in subsection (b)(1)(C) during the service 
                obligation window, but such school or field later is no 
                longer designated under subsection (b), the grant 
                recipient may fulfill the service obligation described 
                in subsection (b)(1) by continuing to teach in that 
                school and field and completing the required period of 
                service within the service obligation window.
            ``(2) Extenuating circumstances.--The Secretary shall 
        establish, by regulation, categories of extenuating 
        circumstances under which a recipient of a grant under this 
        subpart who is unable to fulfill all or part of the recipient's 
        service obligation may be excused from fulfilling that portion 
        of the service obligation.
            ``(3) Extension of service obligation window.--The 
        Secretary shall extend the service obligation window of a TEACH 
        grant recipient for a period of not more than 3 additional 
        years, if that recipient has experienced an event described in 
        section 102(a) of the Family and Medical Leave Act of 1993 (29 
        U.S.C. 2612(a)).

``SEC. 420O. PROGRAM PERIOD AND FUNDING.

    ``Beginning on July 1, 2008, there shall be available to the 
Secretary to carry out this subpart, from funds not otherwise 
appropriated, such sums as may be necessary to provide TEACH Grants in 
accordance with this subpart to each eligible applicant.

``SEC. 420P. REPORTS TO AUTHORIZING COMMITTEES.

    ``(a) Program Report.--Not later than two years after the date of 
enactment of the EDUCATORS for America Act and every 2 years 
thereafter, the Secretary shall prepare and submit to the authorizing 
committees a report on TEACH grants with respect to the schools and 
students served by recipients of such grants. Such report shall take 
into consideration information related to--
            ``(1) the number of TEACH grant recipients;
            ``(2) the degrees obtained by such recipients;
            ``(3) the location, including the school, local educational 
        agency, and State, where the recipients completed the service 
        agreed to under section 420N(b) and the subject taught;
            ``(4) the duration of such service; and
            ``(5) any other data necessary to conduct such evaluation.
    ``(b) Annual Report.--Not later than 1 year after the date of 
enactment of the EDUCATORS for America Act and annually thereafter, the 
Secretary shall prepare and submit to the authorizing committees a 
report containing information about the following in the period since 
the last report was submitted:
            ``(1) The number of TEACH grants converted to loans under 
        section 420N(c)(1).
            ``(2) The number of such grant conversions that were 
        reversed in accordance with section 420N(c)(2).
            ``(3) The number of contacts or complaints to the 
        Department of Education or the Consumer Financial Protection 
        Bureau (including through any ombudsman) received from a TEACH 
        grant recipient, and the resolutions of those contacts or 
        complaints.
            ``(4) Demographic information about recipients of TEACH 
        grants, including race, ethnicity, and gender.

``SEC. 420Q. SERVICER ACCOUNTABILITY.

    ``The Secretary shall prescribe such regulations as may be 
necessary to ensure accurate administrative oversight and appropriate 
penalties for third party servicers in order to ensure that--
            ``(1) those servicers properly perform their contractual 
        obligations with respect to this subpart; and
            ``(2) those servicers are held responsible with respect to 
        the loss of benefits of TEACH grant recipients due to servicer 
        failures.''.

SEC. 6. LOAN CREDIT FOR EDUCATORS.

    (a) Loan Credit for Educators.--Section 460 of the Higher Education 
Act of 1965 (20 U.S.C. 1087j) is amended to read as follows:

``SEC. 460. LOAN CREDIT FOR ELIGIBLE EDUCATOR BORROWERS.

    ``(a) Statement of Purpose.--It is the purpose of this section to 
encourage individuals to enter and continue in the education 
profession.
    ``(b) Program Authorized.--Beginning not later than 1 year after 
the date of enactment of the EDUCATORS for America Act, the Secretary 
shall carry out a program of applying monthly credits in accordance 
with subsection (c) for covered loans for any new borrower on or after 
October 1, 1998, who is an eligible educator borrower.
    ``(c) Qualified Loan Amounts.--
            ``(1) In general.--
                    ``(A) Amount of credit.--For every eligible 
                educator borrower enrolled in an income contingent or 
                income-based repayment plan (including plans under 
                section 493C or section 455(d)(1)(D)), the Secretary 
                shall apply a monthly credit for each month of covered 
                service (including past covered service on or after the 
                date of enactment of the EDUCATORS for America Act) to 
                the balance of interest and principal due on any 
                covered loan for that eligible educator borrower in an 
                amount that, when added to the monthly payment required 
                from the borrower, would be equal to the monthly 
                payment amount that would repay the borrower's original 
                balance and accrued interest on the basis of a 10-year 
                amortization schedule.
                    ``(B) Covered service.--With respect to monthly 
                credits described in subparagraph (A), `covered 
                service' means full-time employment as an educator 
                beginning on or after the date of enactment of the 
                EDUCATORS for America Act.
            ``(2) Amounts for high-need service.--
                    ``(A) Educators in high-need schools.--Subject to 
                subparagraph (C), and in addition to any amount 
                specified in paragraph (1) for which a borrower is 
                eligible, the Secretary shall apply a monthly non-
                refundable credit (including for past covered service) 
                in the amount of $90 for not more than 60 months to the 
                balance of interest and principal due on any covered 
                loan (or until such loan obligation is fulfilled) for 
                each month that a borrower is an eligible educator 
                borrower in the case of--
                            ``(i) an eligible educator borrower who is 
                        employed as a full-time educator in a school or 
                        location that qualifies under section 
                        465(a)(2)(A) for loan cancellation for Perkins 
                        loan recipients who teach in such schools or 
                        locations; or
                            ``(ii) an eligible educator borrower who is 
                        employed as an elementary school or secondary 
                        school educator and meets the requirements of 
                        subsection (g)(1).
                    ``(B) Teachers in mathematics, science, or special 
                education.--Subject to subparagraph (C), and in 
                addition to any amount specified in paragraph (1) for 
                which a borrower is eligible, the Secretary shall apply 
                a monthly non-refundable credit (including for past 
                covered service) in the amount of $300 for not more 
                than 60 months to the balance of interest and principal 
                due on any covered loan (or until such loan obligation 
                is fulfilled) for each month that a borrower is an 
                eligible educator borrower in the case of--
                            ``(i) a secondary school teacher--
                                    ``(I) who is an eligible educator 
                                borrower; and
                                    ``(II) whose qualifying employment 
                                for purposes of this section is 
                                teaching mathematics or science on a 
                                full-time basis; and
                            ``(ii) an elementary school or secondary 
                        school teacher--
                                    ``(I) who is an eligible educator 
                                borrower;
                                    ``(II) whose qualifying employment 
                                for purposes of this section is as a 
                                special education teacher whose primary 
                                responsibility is to provide special 
                                education to children with disabilities 
                                (as those terms are defined in section 
                                602 of the Individuals with 
                                Disabilities Education Act); and
                                    ``(III) who, as certified by the 
                                chief administrative officer of the 
                                public or non-profit private elementary 
                                school or secondary school in which the 
                                borrower is employed, or, in the case 
                                of a teacher who is employed by an 
                                educational service agency, as 
                                certified by the chief administrative 
                                officer of such agency, is teaching 
                                children with disabilities that 
                                correspond with the borrower's special 
                                education training and has demonstrated 
                                knowledge and teaching skills in the 
                                content areas of the elementary school 
                                or secondary school curriculum that the 
                                borrower is teaching.
                    ``(C) Rules for high-need service.--
                            ``(i) Limitation on additional benefits.--
                        An eligible educator borrower shall not receive 
                        the credit amounts under both subparagraphs (A) 
                        and (B). In the case of an eligible educator 
                        borrower who may otherwise be eligible for both 
                        additional credit amounts, that borrower shall 
                        receive the additional credit amount described 
                        in subparagraph (B).
                            ``(ii) Eligibility.--A borrower shall be 
                        eligible to receive credit amounts under 
                        subparagraph (A) or (B) regardless of the 
                        borrower's repayment plan. A borrower shall not 
                        be required to be enrolled in an income 
                        contingent or income-based repayment plan to 
                        receive credit amounts under subparagraph (A) 
                        or (B).
                    ``(D) Covered service.--
                            ``(i) High-need schools.--With respect to 
                        monthly credits described in subparagraph (A), 
                        `covered service' means full-time employment 
                        completed after October 1, 1998--
                                    ``(I) as an educator at a school or 
                                location described in clause (i) or 
                                (ii) of such subparagraph; or
                                    ``(II) which would have been 
                                considered qualifying service for the 
                                benefits under this section as in 
                                effect on the day before the date of 
                                enactment of the EDUCATORS for America 
                                Act.
                            ``(ii) High-need fields.--With respect to 
                        monthly credits described in subparagraph (B), 
                        `covered service' means full-time employment 
                        completed after October 1, 1998--
                                    ``(I) as a teacher described in 
                                clause (i) or (ii) of such 
                                subparagraph; or
                                    ``(II) which would have been 
                                considered qualifying service for the 
                                benefits under this section as in 
                                effect on the day before the date of 
                                enactment of the EDUCATORS for America 
                                Act.
    ``(d) Regulations.--The Secretary is authorized to promulgate such 
regulations as may be necessary to carry out the provisions of this 
section, including regulations--
            ``(1) to facilitate the transition of the program carried 
        out under this section as in effect on the day before the date 
        of enactment of the EDUCATORS for America Act; and
            ``(2) to ensure that educators receive credits for past 
        eligible service which may have been completed before the date 
        of enactment of the EDUCATORS for America Act, except that 
        borrowers shall not be eligible to receive both loan 
        cancellation under this section as in effect before such date 
        of enactment and loan credits under this section after such 
        date of enactment.
    ``(e) Construction.--Nothing in this section shall be construed to 
authorize any refunding of any amounts credited to a loan in accordance 
with this section.
    ``(f) List.--If the list of schools in which an educator may 
perform service pursuant to subsection (c)(2)(A) is not available 
before May 1 of any year, the Secretary may use the list for the year 
preceding the year for which the determination is made to make such 
service determination.
    ``(g) Additional Eligibility Provisions.--
            ``(1) Continued eligibility.--Any educator who performs 
        service in a school that--
                    ``(A) meets the requirements of subsection 
                (c)(2)(A) in any year during such service; and
                    ``(B) in a subsequent year fails to meet the 
                requirements of such subsection,
        may continue to serve as an educator in such school and shall 
        be eligible for the additional monthly credit amount pursuant 
        to subsection (c)(2)(A).
            ``(2) Prevention of double benefits.--No borrower may, for 
        the same voluntary service, receive a benefit under both this 
        section and--
                    ``(A) section 428J;
                    ``(B) section 428K; or
                    ``(C) subtitle D of title I of the National and 
                Community Service Act of 1990 (42 U.S.C. 12601 et 
                seq.).
    ``(h) Definitions.--
            ``(1) Covered loan.--
                    ``(A) In general.--Subject to subparagraph (B), the 
                term `covered loan' means a loan that is not in default 
                that is--
                            ``(i) a Federal Direct Stafford Loan, a 
                        Federal Direct Unsubsidized Stafford Loan, or a 
                        Federal Direct PLUS Loan, under this part; or
                            ``(ii) a loan amount for a Federal Direct 
                        Consolidation Loan only to the extent that such 
                        loan amount was used to repay a Federal Direct 
                        Stafford Loan, a Federal Direct Unsubsidized 
                        Stafford Loan, or a Federal Direct PLUS Loan 
                        under this part.
                    ``(B) Exclusion of parent plus loans.--A covered 
                loan does not include any of the following loans under 
                this part:
                            ``(i) A Federal Direct PLUS Loan made to 
                        the parents of a dependent student.
                            ``(ii) A loan made under section 455(g), to 
                        the extent that such loan was used to repay--
                                    ``(I) a loan made to the parents of 
                                a dependent student under section 428B; 
                                or
                                    ``(II) a Federal Direct PLUS Loan 
                                made to the parents of a dependent 
                                student.
            ``(2) Eligible educator borrower.--In this section, the 
        term `eligible educator borrower' means an individual who is 
        employed on a full-time basis as an educator, as defined under 
        section 200.
            ``(3) Year.--For the purpose of this section, the term 
        `year' where applied to service as a teacher means an academic 
        year as defined by the Secretary.''.
    (b) Technical Amendment.--Section 455(m)(4) of the Higher Education 
Act of 1965 (20 U.S.C. 1087e(m)(4)) is amended by striking ``, or 
460''.
    (c) Report to Congress.--Not later than 180 days after the date of 
enactment of this Act, and annually thereafter, the Secretary shall 
prepare and submit to Congress a report containing information about 
the impact of the amendment made under subsection (a), which shall 
include data on the participation rate of eligible borrowers, the 
dollar amount of benefits to participants, and the performance of 
servicers.
                                 <all>