[Congressional Bills 118th Congress]
[From the U.S. Government Publishing Office]
[S. 1341 Introduced in Senate (IS)]
<DOC>
118th CONGRESS
1st Session
S. 1341
To reauthorize title II of the Higher Education Act of 1965, and for
other purposes.
_______________________________________________________________________
IN THE SENATE OF THE UNITED STATES
April 27, 2023
Mr. Reed (for himself, Mr. Casey, Mr. Lujan, Mr. Van Hollen, Mr. Wyden,
Ms. Stabenow, Mr. Merkley, and Mr. Heinrich) 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 2024 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 2024 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
(except that such repayment shall not include
interest) 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 2 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 (except that such loan shall have an interest
rate of 0 percent) 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 have an interest rate of 0 percent) 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
``(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.
``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 FORGIVENESS AND CANCELLATION FOR EDUCATORS IN HIGH NEED
SCHOOLS OR EARLY CHILDHOOD EDUCATION PROGRAMS.
(a) Enhanced Teacher Loan Forgiveness Under the FFEL Program.--
Section 428J of the Higher Education Act of 1965 (20 U.S.C. 1078-10) is
amended to read as follows:
``SEC. 428J. LOAN FORGIVENESS FOR EDUCATORS IN HIGH NEED SCHOOLS OR
EARLY CHILDHOOD EDUCATION PROGRAMS.
``(a) Purpose.--It is the purpose of this section to enhance
student access to a well-prepared, diverse, and stable educator
workforce by eliminating debt burdens for educators in return for
service teaching and leading in high need schools or early childhood
education programs.
``(b) Program Authorized.--Not later than 270 days after the date
of enactment of the EDUCATORS for America Act, the Secretary shall
carry out a program, through the holder of the loan, of assuming, as
required under subsection (c), the obligation to repay a covered loan
for qualifying educators engaged in qualifying service. A qualifying
educator may apply for the program under this section after the
Secretary has begun carrying out the program.
``(c) Forgiveness of Covered Loans.--
``(1) Forgiveness of loans upon completion of qualifying
service.--
``(A) In general.--For each qualifying educator who
has completed 5 years of qualifying service (including
any qualifying service, as defined under this section
as in effect after the date of implementation of the
EDUCATORS for America Act, that may have been completed
or performed before or after such date of
implementation, or a combination of qualifying
service), the Secretary shall assume the obligation to
repay an amount equal to 100 percent of the aggregate
of the loan obligations (including interest and fees)
on all covered loans that are outstanding as of the
date of completion of such fifth year of qualifying
service.
``(B) Timing.--The years of qualifying service
required under subparagraph (A) may be consecutive or
nonconsecutive, and the qualifying educator may elect
which years of qualifying service to use for purposes
of subparagraph (A).
``(2) Monthly loan forgiveness.--Upon application by any
qualifying educator who has a covered loan and who is engaged
in qualifying service, and in addition to any loan forgiveness
under paragraph (1), the Secretary shall enter into an
agreement with such qualifying educator, under which--
``(A) during the period of qualifying service (for
qualifying service that occurs after the date of
implementation of this Act), the Secretary agrees to
assume the obligation to repay the minimum monthly
obligation on all covered loans of the qualifying
educator, based on the repayment plan selected by the
qualifying educator, for--
``(i) each month of qualifying service; and
``(ii) any summer or other school or
program year calendar breaks scheduled by a
high need school or early childhood education
program during a school or program year in
which the qualifying educator is engaged in
qualifying service;
``(B) during the period of qualifying service, the
assumption of the monthly loan obligation provided will
serve as a monthly payment, considered paid in full by
the qualifying educator, based on the repayment plan
selected by the qualifying educator (which, if the
qualifying educator chooses, shall include any income
driven repayment plan); and
``(C) during the period of qualifying service, each
monthly obligation that is repaid by the Secretary
under this paragraph on a covered loan shall be deemed
to be a qualifying monthly payment made by the
qualifying educator for purposes of the loan
forgiveness program under section 455(m), if
applicable.
``(3) Application.--The Secretary shall develop and make
publicly available an application for qualifying educators who
wish to receive loan forgiveness under this subsection. The
application shall--
``(A) be available for qualifying educators to file
for loan forgiveness under paragraph (1) and for
monthly loan forgiveness under paragraph (2);
``(B) include any certification requirements that
the Secretary determines are necessary to verify
qualifying service; and
``(C) allow for the verification of the qualifying
service--
``(i) in the case of an early childhood
educator or an elementary or secondary school
teacher serving in a high need school, by a
school leader or the administrator of a local
educational agency, educational service agency,
Bureau of Indian Education, Native Hawaiian
education system, or State educational agency
that serves the school (or the administrator's
designee);
``(ii) in the case of an early childhood
educator serving in an early childhood
education program, by the director of that
program (or the director's designee);
``(iii) in the case of a school leader
serving in a high need school, by the
administrator of a local educational agency,
educational service agency, Bureau of Indian
Education, Native Hawaiian education system, or
State educational agency that serves the school
(or the administrator's designee);
``(iv) in the case of a director of an
early childhood education program, a leader of
the entity overseeing the early childhood
education program; and
``(v) in the case of a family child care
provider or the director of an early childhood
education program that operates as a standalone
center-based program (for example, a case in
which the center is not part of a larger
company) that is an early childhood education
program, by self-certification with supporting
documents, such as a business license, a
listing with a public Child Care Resources and
Referral website, or proof of participation in
a Federal child care or preschool subsidy
program.
``(4) Parent plus loans.--
``(A) Parent plus loan on behalf of a student who
is a qualifying educator.--A borrower of a parent loan
under section 428B issued on behalf of a student who is
a qualifying educator shall qualify for loan
forgiveness and any other benefits under this section
for the qualifying service of the student in the same
manner and to the same extent as the student borrower
qualifies for such loan forgiveness and other benefits.
``(B) Parent plus loan borrowed by a parent who is
a qualifying educator.--The borrower of a parent loan
under section 428B issued on behalf of a student who is
not a qualifying educator shall also qualify for loan
forgiveness and any other benefits under this section
for qualifying service if that parent borrower is
engaged in qualifying service and meets the
requirements of this section.
``(5) Recipients of prior forgiveness.--A qualifying
educator who received loan forgiveness under this section as in
effect before the date of enactment of the EDUCATORS for
America Act--
``(A) shall be eligible for loan forgiveness of
covered loans in accordance with paragraph (1),
including any remaining covered loans; and
``(B) may count the service completed that
qualified the qualifying educator for previous loan
forgiveness as qualifying service for purposes of
paragraph (1).
``(6) Prohibition on requiring repayment.--A qualifying
educator shall not be required to repay any amounts paid under
this subsection if that qualifying educator who engages in
qualifying service ends the qualifying service before the end
of a school or program year, or before the end of the 5-year
period described in paragraph (1).
``(d) Regulations.--The Secretary is authorized to issue such
regulations as may be necessary to carry out the provisions of this
section.
``(e) Construction.--Nothing in this section shall be construed to
authorize any refunding of any repayment of a loan.
``(f) List.--
``(1) In general.--The Secretary shall--
``(A) as soon as practicable, produce and make
publicly available a list of high need schools for
purposes of this section; and
``(B) annually update such list.
``(2) List from previous year.--If the list of high need
schools in which a qualifying educator may perform qualifying
service 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 a determination about
whether an individual meets the requirements for qualifying
service.
``(g) Additional Eligibility Provisions.--
``(1) Continued eligibility.--Any qualifying educator who
performs qualifying service in a school that--
``(A) is a high need school in any school year
during such service; and
``(B) in a subsequent school year fails to meet the
definition of a high need school, may continue to serve
in such school and shall be eligible for loan
forgiveness pursuant to subsection (b).
``(2) Prevention of double benefits.--No qualifying
educator may, for the same service, receive a benefit under
both this section and--
``(A) section 428K; or
``(B) subtitle D of title I of the National and
Community Service Act of 1990 (42 U.S.C. 12601 et
seq.).
``(3) No penalty for promotions.--Any qualifying educator
who performs qualifying service in an early childhood education
program or high need school and who is promoted to another
position within that early childhood program or high need
school after 1 or more years of qualifying service may continue
to be employed in such position in such program or school and
shall be eligible to count the period of employment in such
position as qualifying service for loan forgiveness pursuant to
subsection (b).
``(h) Definitions.--In this section:
``(1) Bureau of indian education funded elementary or
secondary school.--The term `Bureau of Indian Education funded
elementary or secondary school' means--
``(A) an elementary or secondary school or
dormitory operated by the Bureau of Indian Education;
``(B) an elementary or secondary school or
dormitory operated pursuant to a grant under the
Tribally Controlled Schools Act of 1988 (25 U.S.C. 2501
et seq.); and
``(C) an elementary or secondary school or
dormitory operated pursuant to a contract under the
Indian Self-Determination and Education Assistance Act
(25 U.S.C. 5301 et seq.).
``(2) Bureau of indian education early childhood
development program.--The term `Bureau of Indian Education
early childhood development program' means--
``(A) a program operating under a grant authorized
by section 1139 of the Education Amendments of 1978 (25
U.S.C. 2019); or
``(B) an early childhood education program operated
or funded by the Bureau of Indian Education (including
Family and Child Education programs at schools funded
by the Bureau of Indian Education authorized under
section 1121 of the Education Amendments of 1978 (25
U.S.C. 2001)).
``(3) Covered loan.--The term `covered loan' means a loan
made, insured, or guaranteed under this part.
``(4) Early childhood education program.--The term `early
childhood education program' means--
``(A) a high-need early childhood education program
as defined in section 200;
``(B) a Head Start program (including an Early Head
Start program) carried out under the Head Start Act (42
U.S.C. 9831 et seq.);
``(C) an early childhood education program, as
defined in section 103;
``(D) a Bureau of Indian Education early childhood
development program;
``(E) a Native Hawaiian education system early
childhood education program;
``(F) a Tribal early childhood education program;
or
``(G) a consortium of entities described in any of
subparagraphs (A) through (F).
``(5) High need school.--The term `high need school'
means--
``(A) a public elementary or secondary school--
``(i) with respect to which the number of
children meeting a measure of poverty under
section 1113(a)(5) of the Elementary and
Secondary Education Act of 1965, exceeds 30
percent of the total number of children
enrolled in such school; and
``(ii) that is served by a local
educational agency that is eligible for
assistance pursuant to part A of title I of the
Elementary and Secondary Education Act of 1965;
``(B) a public elementary or secondary school or
location operated by an educational service agency in
which the number of children meeting a measure of
poverty under section 1113(a)(5) of the Elementary and
Secondary Education Act of 1965 exceeds 30 percent of
the total number of children enrolled in such school or
location;
``(C) a public elementary or secondary school
identified by the State for comprehensive support and
improvement, targeted support and improvement, or
additional targeted support and improvement, under
section 1111 of the Elementary and Secondary Education
Act of 1965;
``(D) a Bureau of Indian Education funded
elementary or secondary school;
``(E) an elementary or secondary school operated by
a Tribal educational agency; or
``(F) a Native Hawaiian education system.
``(6) Indian tribe.--The term `Indian Tribe' means the
recognized governing body of any Indian or Alaska Native Tribe,
band, nation, pueblo, village, community, component band, or
component reservation, individually identified (including
parenthetically) in the list published most recently as of the
date of enactment of this subtitle pursuant to section 104 of
the Federally Recognized Indian Tribe List Act of 1994 (25
U.S.C. 5131).
``(7) Native hawaiian education system.--The term `Native
Hawaiian education system' means an entity eligible to receive
direct grants or enter into contracts with the Secretary under
section 6205 of the Elementary and Secondary Education Act of
1965 (20 U.S.C. 7515) to carry out the authorized activities
under that section.
``(8) Qualifying educator.--Subject to subsection (i), the
term `qualifying educator' means--
``(A) an elementary or secondary school teacher
who--
``(i) has obtained full State or Tribal
certification and licensure requirements for
such employment; and
``(ii) has not had such certification or
licensure requirements waived on an emergency,
temporary, or provisional basis;
``(B) an early childhood educator who provides care
or instruction to children;
``(C) a school leader of an elementary or secondary
school who--
``(i) has obtained full State or Tribal
certification and licensure requirements for
such employment; and
``(ii) has not had such certification or
licensure requirements waived on an emergency,
temporary, or provisional basis; or
``(D) an early childhood education program director
(including a family child care provider).
``(9) Qualifying service.--
``(A) In general.--Subject to subparagraph (B), the
term `qualifying service' means--
``(i) in the case of a qualifying educator
described in subparagraph (A) or (C) of
paragraph (8), employment as a full-time
qualifying educator in a high need school; and
``(ii) in the case of a qualifying educator
described in subparagraph (B) or (D) of
paragraph (8), employment as a full-time
qualifying educator in an early childhood
education program (including school-based
programs).
``(B) Exception.--In the case of a qualifying
educator who is unable to complete a full school or
program year of service, that year may still be counted
toward the required qualifying service period under
paragraphs (1) and (2) of subsection (c) if--
``(i) the qualifying educator completed at
least one-half of the school or program year;
``(ii) the employer considers the
qualifying educator to have fulfilled the
contract requirements for the school or program
year for the purposes of salary increases,
tenure, and retirement; and
``(iii) the qualifying educator was unable
to complete the school or program year
because--
``(I) the qualifying educator
returned to postsecondary education, on
at least a half-time basis, in an area
of study directly related to the
performance of the qualifying service;
``(II) the qualifying educator
experienced a condition described in
section 102 of the Family and Medical
Leave Act of 1993 (29 U.S.C. 2612);
``(III) the qualifying educator was
called or ordered to Federal or State
active duty status, or Active Service
as a member of a Reserve Component of
the Armed Forces named in section 10101
of title 10, United States Code, or
service as a member of the National
Guard on full-time National Guard duty,
as defined in section 101(d)(5) of
title 10, United States Code; or
``(IV) the qualifying educator
resides in or is employed in a disaster
area, as declared by any Federal,
State, or local official in connection
with a national emergency.
``(10) School leader.--The term `school leader' has the
meaning given that term in section 8101 of the Elementary and
Secondary Education Act of 1965.
``(11) Tribal early childhood education program.--The term
`Tribal early childhood education program' means any of the
following programs:
``(A) An American Indian or Alaska Native Head
Start or Early Head Start program carried out under the
Head Start Act (42 U.S.C. 9831 et seq.).
``(B) A Tribal child care and development program
carried out under the Child Care and Development Block
Grant of 1990 (42 U.S.C. 9858 et seq.).
``(C) A program serving children from birth through
age 6 that--
``(i) receives funding support from the
Native American language preservation and
maintenance program carried out under section
803C of the Native American Programs Act of
1974 (42 U.S.C. 2991b-3);
``(ii) is a Tribal prekindergarten program;
``(iii) is a program authorized under
section 619 or part C of the Individuals with
Disabilities Education Act; or
``(iv) is a center-based or group-based
early childhood learning or development program
that the Secretary determines shall be included
under this definition, after receiving a
request from an Indian Tribe.
``(12) Tribal educational agency.--The term `Tribal
educational agency' has the meaning given the term (without
respect to capitalization) in section 6132(b) of the Elementary
and Secondary Education Act of 1965.
``(13) Year.--The term `year', when applied to service as a
qualifying educator, means a school or program year as defined
by the Secretary or the Secretary of Health and Human Services,
as applicable.
``(i) Special Rule.--An educator that provides instruction or
curricular development in an Alaska Native, American Indian, or Native
Hawaiian language or a Native American language as defined in the
Native American Languages Act (25 U.S.C. 2902) shall be considered to
be a qualifying educator regardless of whether the educator has
achieved full State or Tribal certification and licensure requirements
for such employment.''.
(b) Enhanced Teacher Loan Cancellation Under the Direct Loan
Program.--Section 460 of the Higher Education Act of 1965 (20 U.S.C.
1087j) is amended to read as follows:
``SEC. 460. LOAN CANCELLATION FOR EDUCATORS.
``(a) Purpose.--It is the purpose of this section to enhance
student access to a well-prepared, diverse, and stable educator
workforce by eliminating debt burdens for educators in return for
service teaching and leading in high need schools or early childhood
education programs.
``(b) Program Authorized.--Not later than 270 days after the date
of enactment of the EDUCATORS for America Act, the Secretary shall
carry out a program of canceling, as required under subsection (c), the
obligation to repay a covered loan for qualifying educators engaged in
qualifying service. A qualifying educator may apply for the program
under this section after the Secretary has begun carrying out the
program.
``(c) Cancellation of Covered Loans.--
``(1) Cancellation of loans upon completion of qualifying
service.--
``(A) In general.--For each qualifying educator who
has completed 5 years of qualifying service (including
any qualifying service, as defined under this section
as in effect after the date of implementation of the
EDUCATORS for America Act, that may have been completed
or performed before or after such date of
implementation, or a combination of qualifying
service), the Secretary shall cancel an amount equal to
100 percent of the aggregate of the loan obligations
(including interest and fees) on all covered loans that
are outstanding as of the date of completion of such
fifth year of qualifying service.
``(B) Timing.--The years of qualifying service
required under subparagraph (A) may be consecutive or
nonconsecutive, and the qualifying educator may elect
which years of qualifying service to use for purposes
of this section.
``(2) Monthly loan cancellation.--Upon application by any
qualifying educator of a covered loan who is engaged in
qualifying service, and in addition to any loan cancellation
under paragraph (1), the Secretary shall enter into an
agreement with such qualifying educator, under which--
``(A) during the period of qualifying service (for
qualifying service that occurs after the date of
implementation of this Act), the Secretary agrees to
cancel the minimum monthly obligation on all covered
loans of the qualifying educator based on the repayment
plan selected by the qualifying educator (which, if the
educator chooses, shall include any income driven
repayment plan), for--
``(i) each month of qualifying service; and
``(ii) any summer or other school or
program year calendar breaks scheduled by a
qualifying school or early childhood education
program during a school or program year in
which the qualifying educator is engaged in
qualifying service;
``(B) during the period of qualifying service,
interest shall not accrue on the qualifying educator's
covered loans; and
``(C) during the period of qualifying service, each
monthly obligation that is cancelled by the Secretary
under this paragraph on a covered loan shall be deemed
to be a qualifying monthly payment made by the
qualifying educator for purposes of the loan
forgiveness program under section 455(m), if
applicable.
``(3) Application.--The Secretary shall develop and make
publicly available an application for qualifying educators who
wish to receive loan cancellation under this subsection. The
application shall--
``(A) be available for qualifying educators to file
for loan cancellation under paragraph (1) and for
monthly loan cancellation under paragraph (2);
``(B) include any certification requirements that
the Secretary determines are necessary to verify
qualifying service; and
``(C) allow for the verification of the qualifying
service--
``(i) in the case of an early childhood
educator or an elementary or secondary school
teacher serving in a high need school, by a
school leader or the administrator of a local
educational agency, educational service agency,
Bureau of Indian Education, Native Hawaiian
education system, or State educational agency
that serves the school (or the administrator's
designee);
``(ii) in the case of an early childhood
educator serving in a early childhood education
program, by the director of that program (or
the director's designee);
``(iii) in the case of a school leader
serving in a high need school, by the
administrator of a local educational agency,
educational service agency, Bureau of Indian
Education, Native Hawaiian education system, or
State educational agency that serves the school
(or the administrator's designee);
``(iv) in the case of a director of an
early childhood education program, a leader of
the entity overseeing the early childhood
education program; and
``(v) in the case of a family child care
provider or the director of an early childhood
education program that operates as a standalone
center-based program (for example, a case in
which the center is not part of a larger
company) that is an early childhood education
program, by self-certification with supporting
documents, such as a business license, a
listing with a public Child Care Resources and
Referral website, or proof of participation in
a Federal child care or preschool subsidy
program.
``(4) Parent plus loans.--
``(A) Parent plus loan on behalf of a student who
is a qualifying educator.--A borrower of a parent
Federal Direct PLUS Loan issued on behalf of a student
who is a qualifying educator shall qualify for loan
forgiveness and any other benefits under this section
for the qualifying service of the student in the same
manner and to the same extent as the student borrower
qualifies for such loan forgiveness and other benefits.
``(B) Parent plus loan borrowed by a parent who is
a qualifying educator.--The borrower of a parent
Federal Direct PLUS Loan issued on behalf of a student
who is not a qualifying educator shall also qualify for
loan forgiveness and any other benefits under this
section for qualifying service if that parent borrower
is engaged in qualifying service and meets the
requirements of this section.
``(5) Recipients of prior loan cancellation.--A qualifying
educator who received loan cancellation under this section as
in effect before the date of enactment of the EDUCATORS for
America Act--
``(A) shall be eligible for loan cancellation of
covered loans in accordance with subsection (c)(1),
including any remaining covered loans; and
``(B) may count the service completed that
qualified the qualifying educator for previous loan
cancellation as qualifying service for purposes of
subsection (c)(1).
``(6) Prohibition on requiring repayment.--A qualifying
educator shall not be required to repay any amounts paid under
this subsection if that qualifying educator who engages in
qualifying service ends the qualifying service before the end
of a school or program year, or before the end of the 5-year
period described in paragraph (1).
``(d) Regulations.--The Secretary is authorized to issue such
regulations as may be necessary to carry out the provisions of this
section.
``(e) Construction.--Nothing in this section shall be construed to
authorize any refunding of any canceled loan.
``(f) List.--
``(1) In general.--The Secretary shall--
``(A) as soon as practicable, produce and make
publicly available a list of high need schools for
purposes of this section; and
``(B) annually update such list.
``(2) List from previous year.--If the list of high need
schools in which a qualifying educator may perform qualifying
service 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 a determination about
whether an individual meets the requirements for qualifying
service.
``(g) Additional Eligibility Provisions.--
``(1) Continued eligibility.--Any qualifying educator who
performs qualifying service in a school that--
``(A) is a high need school in any school year
during such service; and
``(B) in a subsequent school year fails to meet the
definition of a high need school, may continue to serve
in such school and shall be eligible for loan
cancellation pursuant to subsection (b).
``(2) Prevention of double benefits.--No qualifying
educator may, for the same service, receive a benefit under
both this section and--
``(A) section 428K; or
``(B) subtitle D of title I of the National and
Community Service Act of 1990 (42 U.S.C. 12601 et
seq.).
``(3) No penalty for promotions.--Any qualifying educator
who performs qualifying service in an early childhood education
program or high need school and who is promoted to another
position within that early childhood program or high need
school after 1 or more years of qualifying service may continue
to be employed in such position in such program or school and
shall be eligible to count the period of employment in such
position as qualifying service for loan cancellation pursuant
to subsection (b).
``(h) Definitions.--In this section:
``(1) Bureau of indian education funded elementary or
secondary school.--The term `Bureau of Indian Education funded
elementary or secondary school' means--
``(A) an elementary or secondary school or
dormitory operated by the Bureau of Indian Education;
``(B) an elementary or secondary school or
dormitory operated pursuant to a grant under the
Tribally Controlled Schools Act of 1988 (25 U.S.C. 2501
et seq.); and
``(C) an elementary or secondary school or
dormitory operated pursuant to a contract under the
Indian Self-Determination and Education Assistance Act
(25 U.S.C. 5301 et seq.).
``(2) Bureau of indian education early childhood
development program.--The term `Bureau of Indian Education
early childhood development program' means--
``(A) a program operating under a grant authorized
by section 1139 of the Education Amendments of 1978 (25
U.S.C. 2019); or
``(B) an early childhood education program operated
or funded by the Bureau of Indian Education (including
Family and Child Education programs at schools funded
by the Bureau of Indian Education authorized under
section 1121 of the Education Amendments of 1978 (25
U.S.C. 2001)).
``(3) Covered loan.--The term `covered loan' means a loan
made, insured, or guaranteed under this part.
``(4) Early childhood education program.--The term `early
childhood education program' means--
``(A) a high-need early childhood education program
as defined in section 200;
``(B) a Head Start program (including an Early Head
Start program) carried out under the Head Start Act (42
U.S.C. 9831 et seq.);
``(C) an early childhood education program, as
defined in section 103;
``(D) a Bureau of Indian Education early childhood
development program;
``(E) a Native Hawaiian education system early
childhood education program;
``(F) a Tribal early childhood education program;
or
``(G) a consortium of entities described in any of
subparagraphs (A) through (F).
``(5) High need school.--The term `high need school'
means--
``(A) a public elementary or secondary school--
``(i) with respect to which the number of
children meeting a measure of poverty under
section 1113(a)(5) of the Elementary and
Secondary Education Act of 1965, exceeds 30
percent of the total number of children
enrolled in such school; and
``(ii) that is served by a local
educational agency that is eligible for
assistance pursuant to part A of title I of the
Elementary and Secondary Education Act of 1965;
``(B) a public elementary or secondary school or
location operated by an educational service agency in
which the number of children meeting a measure of
poverty under section 1113(a)(5) of the Elementary and
Secondary Education Act of 1965 exceeds 30 percent of
the total number of children enrolled in such school or
location;
``(C) a public elementary or secondary school
identified by the State for comprehensive support and
improvement, targeted support and improvement, or
additional targeted support and improvement, under
section 1111 of the Elementary and Secondary Education
Act of 1965;
``(D) a Bureau of Indian Education funded
elementary or secondary school;
``(E) an elementary or secondary school operated by
a Tribal educational agency; or
``(F) a Native Hawaiian education system.
``(6) Indian tribe.--The term `Indian Tribe' means the
recognized governing body of any Indian or Alaska Native Tribe,
band, nation, pueblo, village, community, component band, or
component reservation, individually identified (including
parenthetically) in the list published most recently as of the
date of enactment of this subtitle pursuant to section 104 of
the Federally Recognized Indian Tribe List Act of 1994 (25
U.S.C. 5131).
``(7) Native hawaiian education system.--The term `Native
Hawaiian education system' means an entity eligible to receive
direct grants or enter into contracts with the Secretary under
section 6205 of the Elementary and Secondary Education Act of
1965 (20 U.S.C. 7515) to carry out the authorized activities
under that section.
``(8) Qualifying educator.--Subject to subsection (i), the
term `qualifying educator' means--
``(A) an elementary or secondary school teacher
who--
``(i) has obtained full State or Tribal
certification and licensure requirements for
such employment; and
``(ii) has not had such certification or
licensure requirements waived on an emergency,
temporary, or provisional basis;
``(B) an early childhood educator who provides care
or instruction to children;
``(C) a school leader of an elementary or secondary
school who--
``(i) has obtained full State or Tribal
certification and licensure requirements for
such employment; and
``(ii) has not had such certification or
licensure requirements waived on an emergency,
temporary, or provisional basis; or
``(D) an early childhood education program director
(including a family child care provider).
``(9) Qualifying service.--
``(A) In general.--Subject to subparagraph (B), the
term `qualifying service' means--
``(i) in the case of a qualifying educator
described in subparagraph (A) or (C) of
paragraph (8), employment as a full-time
qualifying educator in a high need school; and
``(ii) in the case of a qualifying educator
described in subparagraph (B) or (D) of
paragraph (8), employment as a full-time
qualifying educator in an early childhood
education program (including school-based
programs).
``(B) Exception.--In the case of a qualifying
educator who is unable to complete a full school or
program year of service, that year may still be counted
toward the required qualifying service period under
paragraphs (1) and (2) of subsection (c) if--
``(i) the qualifying educator completed at
least one-half of the school or program year;
``(ii) the employer considers the
qualifying educator to have fulfilled the
contract requirements for the school or program
year for the purposes of salary increases,
tenure, and retirement; and
``(iii) the qualifying educator was unable
to complete the school or program year
because--
``(I) the qualifying educator
returned to postsecondary education, on
at least a half-time basis, in an area
of study directly related to the
performance of the qualifying service;
``(II) the qualifying educator
experienced a condition described in
section 102 of the Family and Medical
Leave Act of 1993 (29 U.S.C. 2612);
``(III) the qualifying educator was
called or ordered to Federal or State
active duty status, or Active Service
as a member of a Reserve Component of
the Armed Forces named in section 10101
of title 10, United States Code, or
service as a member of the National
Guard on full-time National Guard duty,
as defined in section 101(d)(5) of
title 10, United States Code; or
``(IV) the qualifying educator
resides in or is employed in a disaster
area, as declared by any Federal,
State, or local official in connection
with a national emergency.
``(10) School leader.--The term `school leader' has the
meaning given that term in section 8101 of the Elementary and
Secondary Education Act of 1965.
``(11) Tribal early childhood education program.--The term
`Tribal early childhood education program' means any of the
following programs:
``(A) An American Indian or Alaska Native Head
Start or Early Head Start program carried out under the
Head Start Act (42 U.S.C. 9831 et seq.).
``(B) A Tribal child care and development program
carried out under the Child Care and Development Block
Grant of 1990 (42 U.S.C. 9858 et seq.).
``(C) A program serving children from birth through
age 6 that--
``(i) receives funding support from the
Native American language preservation and
maintenance program carried out under section
803C of the Native American Programs Act of
1974 (42 U.S.C. 2991b-3);
``(ii) is a Tribal prekindergarten program;
``(iii) is a program authorized under
section 619 or part C of the Individuals with
Disabilities Education Act; or
``(iv) is a center-based or group-based
early childhood learning or development program
that the Secretary determines shall be included
under this definition, after receiving a
request from an Indian Tribe.
``(12) Tribal educational agency.--The term `Tribal
educational agency' has the meaning given the term (without
respect to capitalization) in section 6132(b) of the Elementary
and Secondary Education Act of 1965.
``(13) Year.--The term `year', when applied to service as a
qualifying educator, means a school or program year as defined
by the Secretary or the Secretary of Health and Human Services,
as applicable.
``(i) Special Rule.--An educator that provides instruction or
curricular development in an Alaska Native, American Indian, or Native
Hawaiian language or a Native American language as defined in the
Native American Languages Act (25 U.S.C. 2902) shall be considered to
be a qualifying educator regardless of whether the educator has
achieved full State or Tribal certification and licensure requirements
for such employment.''.
(c) Effective Date; Program Name.--
(1) Effective date.--The amendments made by subsections (a)
and (b) shall take effect on the day that is 180 days after the
date of enactment of this Act.
(2) Program name.--The programs under section 428J and 460
of the Higher Education Act of 1965, as amended by subsections
(a) and (b), shall be known as ``Educator Loan Forgiveness
Programs''.
(d) Technical Amendment.--Section 455(m)(4) of the Higher Education
Act of 1965 (20 U.S.C. 1087e(m)(4)) is amended by striking ``section
428J, 428K, 428L, or 460'' and inserting ``section 428K or 428L''.
(e) 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 amendments made under this section, which shall
include data on the participation rate of eligible borrowers, the
dollar amount of benefits to participants, and the performance of
servicers.
SEC. 7. LOAN CREDIT FOR EDUCATORS.
(a) Loan Credit for Educators.--Part D of title IV of the Higher
Education Act of 1965 (20 U.S.C. 1087a et seq.) is amended by adding at
the end the following:
``SEC. 461. LOAN CREDIT FOR ELIGIBLE EDUCATORS.
``(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 or who has a covered loan
on behalf of an eligible educator in accordance with subsection
(d)(1)(B).
``(c) Qualified Loan Amounts.--
``(1) In general.--
``(A) Amount of credit.--For every eligible
educator 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 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) Prevention of double benefits.--No borrower may, for
the same voluntary service, receive a benefit under both this
section and--
``(A) section 428K; or
``(B) subtitle D of title I of the National and
Community Service Act of 1990 (42 U.S.C. 12601 et
seq.).
``(d) Definitions.--
``(1) Covered loan.--
``(A) In general.--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 (which may include a
loan to the parent of a dependent student),
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
(which may include a loan to the parent of a
dependent student) under this part.
``(B) Parent plus loans.--
``(i) Parent plus loan on behalf of a
student who is an eligible educator borrower.--
A borrower of a parent Federal Direct PLUS Loan
issued on behalf of a student who is an
eligible educator shall qualify for monthly
credit and any other benefits under this
section for the covered service of the student
in the same manner and to the same extent as
the student borrower qualifies for such monthly
credit and other benefits.
``(ii) Parent plus loan borrowed by a
parent who is an eligible educator.--The
borrower of a parent Federal Direct PLUS Loan
issued on behalf of a student who is not an
eligible educator shall also qualify for the
monthly credit and any other benefits under
this section for covered service if that parent
borrower is engaged in covered service and
meets the requirements of this section.
``(2) Eligible educator.--In this section, the term
`eligible educator' means an individual who--
``(A) is employed on a full-time basis as an
educator, as defined under section 200; and
``(B) is not simultaneously receiving monthly loan
cancellation benefits under section 460.
``(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) 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.
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