[Congressional Bills 118th Congress]
[From the U.S. Government Publishing Office]
[S. 766 Introduced in Senate (IS)]
<DOC>
118th CONGRESS
1st Session
S. 766
To ensure that teachers are paid a livable and competitive salary
throughout their career, and for other purposes.
_______________________________________________________________________
IN THE SENATE OF THE UNITED STATES
March 9, 2023
Mr. Sanders (for himself, Mr. Lujan, Mr. Markey, Ms. Warren, Mr. Welch,
Ms. Hirono, Mr. Merkley, and Mr. Padilla) introduced the following
bill; which was read twice and referred to the Committee on Health,
Education, Labor, and Pensions
_______________________________________________________________________
A BILL
To ensure that teachers are paid a livable and competitive salary
throughout their career, 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; TABLE OF CONTENTS.
(a) Short Title.--This Act may be cited as the ``Pay Teachers
Act''.
(b) Table of Contents.--The table of contents of this Act is as
follows:
Sec. 1. Short title; table of contents.
Sec. 2. Purposes.
Sec. 3. Findings.
Sec. 4. Definitions.
Sec. 5. Regulations; special rule.
TITLE I--INVESTING IN OUR NATION'S STUDENTS
Sec. 101. Mandatory appropriations for part A of title I of the ESEA.
Sec. 102. Mandatory appropriations for rural education.
Sec. 103. Mandatory appropriations for impact aid.
Sec. 104. Mandatory appropriations for Bureau of Indian Education.
TITLE II--INCREASING TEACHER SALARIES
Sec. 201. State teacher salary plan addendum.
Sec. 202. Paying teachers a livable and competitive salary.
Sec. 203. Technical assistance to support the equitable distribution of
in-field, experienced, and effective
teachers.
Sec. 204. Improving resource equity at schools identified for
improvement.
Sec. 205. Strengthening per-pupil expenditure reporting.
Sec. 206. Maintenance of equity.
Sec. 207. State administration.
Sec. 208. National Academies study to improve ESEA's resource equity
requirements.
TITLE III--INVESTING IN THE TEACHING PROFESSION
Sec. 301. Mandatory appropriations for the Teacher Quality Partnerships
and Grow Your Own programs.
Sec. 302. Mandatory appropriations for the Augustus F. Hawkins Centers
of Excellence program.
Sec. 303. Mandatory appropriations for personnel development to improve
services and results for children with
disabilities under part D of IDEA.
Sec. 304. Mandatory appropriations for the Supporting Effective
Educator Development program.
Sec. 305. Mandatory appropriations for the Teacher and School Leader
Incentive program to support continued
teacher growth and contributions to student
learning.
SEC. 2. PURPOSES.
The purposes of this Act are to--
(1) ensure public elementary and secondary school teachers
earn a livable salary and are compensated with a career-based
competitive salary that--
(A) includes a starting annual base salary of not
less than $60,000; and
(B) increases regularly throughout a teacher's
career;
(2) increase Federal investments in public schools, and
call upon States and local governments to increase investments
in public education in order to promote educational equity,
including by ensuring that every public school student is
taught by a qualified teacher; and
(3) invest in a diverse teacher workforce, by strengthening
the educator pipeline and supporting career development and
advancement through expanded teacher leadership and
professional advancement opportunities.
SEC. 3. FINDINGS.
Congress finds the following:
(1) In the majority of States, public elementary and
secondary school teachers do not earn a livable and competitive
salary. According to the 2022 report by the Economic Policy
Institute--
(A) over the past nearly 3 decades, the average
inflation-adjusted weekly wages of public school
teachers grew just $29 from $1,319 to $1,348 while,
conversely, ``inflation-adjusted weekly wages of other
college graduates rose from $1,564 to $2,009 over the
same period--a $445 increase.'';
(B) non-teaching college graduates realized an
inflation-adjusted weekly increase that was 15 times
higher than public school teachers; and
(C) ``in 28 states, teachers are paid less than 80
cents on the dollar earned by similar college-educated
workers in those states.''.
(2) Many teachers across the country are working multiple
jobs and have to rely on public assistance programs just to
make ends meet. According to the Southern Regional Education
Board, in 36 States, the average teacher salary is low enough
that mid-career teachers who are the head of household for a
family of 4 qualify for government benefits. According to a
University of California, Berkeley study, between 2014 and
2016, 21 percent of elementary and middle school teachers were
part of families enrolled in at least one of the following
public assistance programs:
(A) The Earned Income Tax Credit under section 32
of the Internal Revenue Code of 1986.
(B) The Medicaid program.
(C) The Children's Health Insurance program.
(D) The supplemental nutrition assistance program
established under the Food and Nutrition Act of 2008 (7
U.S.C. 2011 et seq.).
(E) The program of block grants to States for
temporary assistance for needy families established
under part A of title IV of the Social Security Act (42
U.S.C. 601 et seq.).
(3) One estimate shows that in school year 2020-2021, 17
percent of public school teachers worked multiple jobs during
the school year, such as working in restaurants or driving for
ride-share platforms.
(4) A similar pattern of inflation-adjusted weekly wages
can be seen for school paraprofessionals and other
instructional staff. The lack of sufficient and competitive
wages is even more pronounced in other school staff roles, with
many school staff unable to earn a livable wage. The median pay
in the 2019-2020 school year was $13 an hour for school food
service workers, $16.36 an hour for bus drivers, $15.34 an hour
for school building and cleaning workers, and $19.50 an hour
for school administrative and support workers.
(5) According to the National Education Association, the
average starting teacher salary in the United States was
$42,845 in the 2021-2022 school year. This is an increase of
2.5 percent over the previous school year. Only 1.8 percent of
local educational agencies in the United States, who employ 5.9
percent of all teachers, pay a starting salary of $60,000 or
more. Nationwide, 39.7 percent of local educational agencies
pay their starting teachers less than $40,000, and those local
educational agencies employ 17.9 percent of teachers
nationwide.
(6) According to a 2022 study from the Annenberg Institute
at Brown University, the most recent national data shows that
nearly 200,000 teaching positions were either vacant or held by
underqualified teachers. This study, and others, consistently
demonstrate that teacher shortages disproportionately impact
schools serving the most students of color and from low-income
backgrounds.
(7) Nearly 70 years after Brown v. Board of Education of
Topeka, 347 U.S. 483 (1954), required the provision of public
education to all people ``on equal terms,'' children of color,
children with disabilities, and children in low-income
communities are routinely denied a high-quality education. The
Civil Rights Data Collection of the Office for Civil Rights of
the Department of Education shows that schools with high
enrollment of students of color are 4 times as likely to employ
uncertified teachers compared to schools with low enrollment of
students of color. Additional studies show that teachers with
less than 3 years of experience are concentrated in schools
serving a high percentage of students from low-income
backgrounds and students of color.
(8) Research, including a study by the Economic Policy
Institute, has found that raising teacher salaries helps
attract the best and brightest young people into teaching,
encourages teachers to teach in underserved schools, improves
teacher retention and morale, and bolsters student academic
outcomes. According to the Learning Policy Institute,
controlling for other factors, teachers employed by local
educational agencies with the highest salary schedules are 31
percent less likely to leave than teachers employed by local
educational agencies with lower pay scales.
(9) According to the Consortium for Policy Research in
Education at the University of Pennsylvania, teachers who enter
the profession through comprehensive and high-quality pathways
are 2 to 3 times more likely to remain in the profession than
underprepared teachers who enter through less than
comprehensive pathways.
(10) Several studies have shown the many benefits of
providing opportunities for teacher leadership, which include
improving instructional practice, increasing academic and other
positive outcomes for students, and increasing teacher
retention.
(11) Teachers in the United States are systemically
underpaid compared to their similarly educated peers. As the
Organisation for Economic Co-operation and Development wrote in
2019, ``Depending on the level of education taught, teachers'
salaries are between 62 percent and 68 percent of the average
salaries of tertiary-educated workers. These relative earnings
are among the lowest across all OECD countries and
economies.''.
(12) Raising teacher salaries to at least $60,000 a year
and ensuring competitive pay throughout the lifetime of the
teaching career is one of the most important steps the United
States can take to address the teacher shortage crisis and
ensure all students have access to qualified teachers and
educational opportunity. Paying teachers as the professionals
they are is critical in order to honor the work of educators,
restore respect to the teaching profession, and create a high-
quality public education system that serves the needs of
students, families, and teachers.
SEC. 4. DEFINITIONS.
In this Act:
(1) Annual adjustment percentage.--The term ``annual
adjustment percentage'', with respect to appropriations made
under this Act for a fiscal year, means a percentage equal to
the estimated percentage change in the Consumer Price Index, as
determined by the Secretary of Education, for the most recent
calendar year ending prior to the beginning of such fiscal
year.
(2) Consumer price index.--The term ``Consumer Price
Index'' has the meaning given the term in section 478(f) of the
Higher Education Act of 1965 (20 U.S.C. 1087rr(f)).
(3) Secretary.--The term ``Secretary'' means the Secretary
of Education.
SEC. 5. REGULATIONS; SPECIAL RULE.
(a) Regulations.--Not later than 1 year after the date of enactment
of this Act, the Secretary shall issue final regulations related to the
implementation of this Act and the amendments made by this Act,
including the provisions of subsection (i) of section 6311 of the
Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311), as
added by this Act.
(b) Special Rule.--Notwithstanding any other provision of law, the
Secretary may take such steps as the Secretary determines are
reasonably necessary to implement the provisions of this Act and the
amendments made by this Act.
TITLE I--INVESTING IN OUR NATION'S STUDENTS
SEC. 101. MANDATORY APPROPRIATIONS FOR PART A OF TITLE I OF THE ESEA.
In addition to amounts otherwise available, there are appropriated,
out of any money in the Treasury not otherwise appropriated, to the
Secretary to carry out part A of title I of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 6311 et seq.)--
(1) for fiscal year 2024, $36,773,604,000; and
(2) for each succeeding fiscal year, the amount
appropriated under this section for the preceding fiscal year,
increased by the annual adjustment percentage.
SEC. 102. MANDATORY APPROPRIATIONS FOR RURAL EDUCATION.
In addition to amounts otherwise available, there are appropriated,
out of any money in the Treasury not otherwise appropriated, to the
Secretary to carry out part B of title V of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 7341 et seq.)--
(1) for fiscal year 2024, $430,000,000; and
(2) for each succeeding fiscal year, the amount
appropriated under this section for the preceding fiscal year,
increased by the annual adjustment percentage.
SEC. 103. MANDATORY APPROPRIATIONS FOR IMPACT AID.
In addition to amounts otherwise available, there are appropriated,
out of any money in the Treasury not otherwise appropriated, to the
Secretary to provide payments for eligible federally connected children
under section 7003(b) of the Elementary and Secondary Education Act of
1965 (20 U.S.C. 7703(b))--
(1) for fiscal year 2024, $1,460,000,000; and
(2) for each succeeding fiscal year, the amount
appropriated under this section for the preceding fiscal year,
increased by the annual adjustment percentage.
SEC. 104. MANDATORY APPROPRIATIONS FOR BUREAU OF INDIAN EDUCATION.
(a) Definitions.--In this section:
(1) Bureau.--The term ``Bureau'' means the Bureau of Indian
Education.
(2) Bureau-funded school.--The term ``Bureau-funded
school'' has the meaning given the term in section 1141 of the
Education Amendments of 1978 (25 U.S.C. 2021).
(3) Minimum salary for teachers.--The term ``minimum salary
for teachers'' has the meaning given the term in section
1111(i)(1)(A) of the Elementary and Secondary Education Act of
1965 (20 U.S.C. 6311(i)(1)(A)), except that the amount
described in such section shall be determined by the Director
of the Bureau, in consultation with the Secretary, instead of
by a State.
(b) Appropriations.--In addition to amounts otherwise available,
there are appropriated, out of any money in the Treasury not otherwise
appropriated, to the Bureau to be allocated by the Director of the
Bureau for programs or activities operated or funded by the Bureau for
Bureau-funded schools--
(1) for fiscal year 2024, $1,130,000,000; and
(2) for each succeeding fiscal year, the amount
appropriated under this section for the preceding fiscal year,
increased by the annual adjustment percentage.
(c) Livable and Competitive Salaries for BIE Teachers.--Each entity
carrying out a program or activity operated by the Bureau for Bureau-
funded schools that receives funds under subsection (b) shall ensure,
in accordance with a timeline established by the Director of the
Bureau, that all full-time elementary and secondary teachers employed
for such program or activity--
(1) are compensated with an annual base salary, as such
term is defined in section 1111(i)(1)(A) of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 6311(i)(1)(A)), that
is not less than the minimum salary for teachers; and
(2) are compensated with a livable and competitive salary,
in accordance with the requirements of section 1111(i)(2)(B) of
the Elementary and Secondary Education Act of 1965 (20 U.S.C.
6311(i)(2)(B)), except that procedures and requirements
described in clause (ii) of such section shall be established
by the Director of the Bureau, in consultation with the
Secretary, instead of the Secretary.
TITLE II--INCREASING TEACHER SALARIES
SEC. 201. STATE TEACHER SALARY PLAN ADDENDUM.
Section 1111(g) of the Elementary and Secondary Education Act of
1965 (20 U.S.C. 6311(g)) is amended by adding at the end the following:
``(5) State teacher salary plan addendum.--Not later than 1
year after the date on which the Secretary issues final rules
related to the implementation of the Pay Teachers Act in
accordance with section 5 of such Act, a State that receives
assistance under this part shall submit the State's Teacher
Salary Plan Addendum to the Secretary in accordance with the
procedures and requirements determined by the Secretary. The
State's Teacher Salary Plan Addendum shall include each of the
following:
``(A) A description of the State's plan to provide
a competitive salary regularly throughout the career of
public elementary school and secondary school teachers,
including an assurance that the State will--
``(i) under the timeline specified in
subsection (i), comply with subparagraphs (A)
and (B) of subsection (i)(2); or
``(ii) not later than 1 year after the date
the Secretary issues final rules in accordance
with section 5 of the Pay Teachers Act, submit
a request to the Secretary to participate in
the Teacher Salary Improvement pathway and for
an extended timeline to comply with the teacher
salary requirements described in subparagraphs
(A) and (B) of subsection (i)(2), if the State
meets the eligibility criteria described in
subsection (i)(4).
``(B) A description of the State's plan to increase
the State's per-pupil expenditures or the aggregate
expenditures of the State with respect to the provision
of free public education in the State, in a manner
that--
``(i) supports local educational agencies
in increasing salaries or wages for teachers,
paraprofessionals, specialized instructional
support personnel, classified school employees,
principals, other school leaders, school
librarians, school bus drivers, and other staff
across their careers, including through
providing increased resources to local
educational agencies; and
``(ii) does not--
``(I) increase average class sizes
or student to full-time equivalent
teacher ratios at the State, local
educational agency, or school level;
``(II) reduce planning time; or
``(III) require teachers to teach
additional classes.
``(C) An identification, with respect to the
average teacher salary baselines (as such term is
defined in subsection (i)(4)(A)(i)) in the most recent
fiscal year, of the statewide average and the average
in each local educational agency in the State.
``(D) An identification of the number and
percentage of teachers employed by local educational
agencies in the State who earn a salary of less than
$60,000 annually, disaggregated by each period of
service specified in subsection (i)(4)(A)(i), across
the State and in each such local educational agency.
``(E) A description of the State's plan to comply
with the equitable distribution of teachers requirement
under paragraph (1)(B).
``(F) A description of the State's plan to align
State activities authorized under section 2102 to
support the purposes under section 2 of the Pay
Teachers Act.
``(G) If the State participated in an eligible
partnership that received a grant under section 202 of
the Higher Education Act of 1965, a description of the
State's plan to implement evidence-based practices and
effective lessons learned from such grant to promote
teacher quality and student academic achievement in
carrying out this part.
``(6) Updated state teacher salary plan addendum.--The
Secretary may request, at such time and in such manner as the
Secretary may determine, an updated State Teacher Salary Plan
Addendum. The State shall submit such updated plan upon
request.''.
SEC. 202. PAYING TEACHERS A LIVABLE AND COMPETITIVE SALARY.
Section 1111 of the Elementary and Secondary Education Act of 1965
(20 U.S.C. 6311) is amended--
(1) by redesignating subsections (i), (j), (k), and (l), as
subsections (j), (k), (l), and (m), respectively;
(2) by inserting after subsection (h) the following:
``(i) Improving Teacher Salaries.--
``(1) Definitions.--
``(A) In general.--In this subsection:
``(i) Annual adjustment percentage.--The
term `annual adjustment percentage', with
respect to a fiscal year, means a percentage
equal to the estimated percentage change in the
Consumer Price Index, as determined by the
Secretary, for the most recent calendar year
ending prior to the beginning of such fiscal
year.
``(ii) Annual base salary.--The term
`annual base salary'--
``(I) means the base salary,
calculated as an annual rate of pay, of
a full-time teacher; and
``(II) excludes--
``(aa) any additional
compensation earned by the
teacher for taking on
additional responsibilities
(such as coaching or teaching
during the summer or after
school); and
``(bb) bonuses, stipends,
and awards.
``(iii) Consumer price index.--The term
`Consumer Price Index' has the meaning given
the term in section 478(f) of the Higher
Education Act of 1965.
``(iv) Minimum salary for teachers.--The
term `minimum salary for teachers' means an
amount, determined by the State, that all full-
time teachers employed by a local educational
agency are, at a minimum, required by the State
to be compensated by such agency as their
annual base salary, and which--
``(I) for teachers in their first
year of teaching, shall be an annual
rate of pay that is not less than the
amount described in subparagraph (B);
and
``(II) for teachers with more than
one year of experience, shall be an
annual rate of pay that--
``(aa) is greater than the
amount described in
subparagraph (B); and
``(bb) increases on an
annual basis, as the experience
of a teacher increases.
``(v) Teacher.--The term `teacher' means--
``(I) an employee of a local
educational agency--
``(aa) with a primary duty
of teaching and who is employed
and engaged in teaching in a
public elementary school or
secondary school served by such
agency;
``(bb) who fully meets all
applicable public elementary
school or secondary school
teacher certification and
licensure requirements of the
State in which the school is
located; and
``(cc) if the teacher is a
special education teacher, who
meets the qualifications
described in section
612(a)(14)(C) of the
Individuals with Disabilities
Education Act; and
``(II) other full-time public
elementary school or secondary school
personnel employed by a local
educational agency whose annual base
salary is determined in accordance with
such agency's salary schedule or system
for a full-time teacher.
``(B) Special rule.--
``(i) In general.--For each fiscal year,
the amount described in subparagraph (A)(iv)(I)
shall be determined under this subparagraph.
``(ii) Fiscal years 2024 through 2028.--For
each of fiscal years 2024 through 2028, the
amount described in subparagraph (A)(iv)(I) is
$60,000.
``(iii) Fiscal years 2029 and after.--
``(I) In general.--For the fiscal
year period 2029 through 2033 and for
each subsequent 5 fiscal year period,
the amount described in subparagraph
(A)(iv)(I) shall be adjusted for
inflation as described in subclause
(II).
``(II) Determination.--The amount
shall be equal to the amount applicable
for the previous 5 fiscal year period,
increased by the greater of--
``(aa) the aggregate annual
adjustment percentage over the
previous 5 fiscal years; or
``(bb) 2 percent of the
amount applicable under this
subparagraph for the previous 5
fiscal year period.
``(2) Improving teacher salaries.--
``(A) Minimum salary for teachers.--
``(i) In general.--Subject to paragraphs
(3) and (4), a State that receives assistance
under this part shall ensure that the annual
base salary of a full-time teacher employed by
a local educational agency in the State is not
less than the minimum salary for teachers
determined by such State.
``(ii) Compliance.--To comply with clause
(i), a State shall adopt one or more of the
following laws or policies, under which no
full-time teacher shall receive an annual base
salary that is less than the minimum salary for
teachers:
``(I) A statewide minimum annual
base salary schedule for teachers that
increases as the experience of a
teacher increases.
``(II) A statewide minimum annual
base salary for teachers who are in
their first year of teaching.
``(III) A State law to increase
salaries for teachers.
``(B) Livable and competitive salaries for
teachers.--Subject to paragraphs (3) and (4), a State
that receives assistance under this part shall
demonstrate that all teachers employed by local
educational agencies in the State are compensated with
a livable and competitive salary for teachers, which
shall be an amount that--
``(i) is at least the minimum salary for
teachers;
``(ii) increases throughout each teacher's
career; and
``(iii) is at least commensurate with
annual salaries for college-educated and
experienced professionals in the region in
which such agencies are located, as determined
in accordance with procedures and requirements
established by the Secretary.
``(C) Disparities in per-pupil expenditures.--Not
less frequently than every 5 years, a State that
receives assistance under this part shall examine and
address fiscal inequities among schools and local
educational agencies in the State, including by working
with the Governor, members of the State legislature and
State board of education (if the State has a State
board of education), local educational agencies that
serve schools in the quartile described in clause (i),
and the public, to--
``(i) identify the quartile of schools
serving the greatest number and percentage of
students from low-income backgrounds;
``(ii) identify the average per-pupil
expenditure of the quartile of local
educational agencies with the greatest per-
pupil expenditures in the State; and
``(iii) implement State and local actions
to increase per-pupil expenditures at schools
described in clause (i) to an amount that is
not less than the average per-pupil expenditure
described in clause (ii).
``(3) Timing.--
``(A) In general.--Except as provided in
subparagraph (B), the Secretary shall ensure that, not
later than 4 years after the date of implementation of
the final regulations issued in accordance with section
5 of the Pay Teachers Act, each State that receives
assistance under this part meets the teacher salary
requirements described in subparagraphs (A) and (B) of
paragraph (2).
``(B) Exception.--A State, if eligible, may request
and be approved by the Secretary to participate in the
Teacher Salary Improvement pathway described in
paragraph (4) that provides an extended timeline to
comply with the teacher salary requirements described
in subparagraphs (A) and (B) of paragraph (2).
``(4) Teacher salary improvement pathway.--
``(A) Definitions.--In this paragraph:
``(i) Average teacher salary baselines.--
The term `average teacher salary baselines'
means, for each of the following years of
service as teachers, the average annual base
salaries of all full-time teachers employed by
local educational agencies in the State:
``(I) 0 years, or starting teacher
salaries.
``(II) 3 years.
``(III) 5 years.
``(IV) 10 years.
``(V) 15 years.
``(VI) 20 years.
``(VII) 25 years.
``(ii) Eligible improvement state.--The
term `eligible improvement State' means a
State--
``(I) that had an annual starting
statewide teacher salary average that
was less than $45,000 in fiscal year
2023;
``(II) in which 50 percent or more
of the teachers employed by local
educational agencies in the State did
not receive an annual base salary of
$60,000 or more in fiscal year 2023;
and
``(III) that demonstrates to the
Secretary substantial need for the
extended timeline to comply with the
teacher salary requirements described
in subparagraphs (A) and (B) of
paragraph (2), and with respect to
which the Secretary determines that
providing such State with an extended
timeline would be equitable due to--
``(aa) exceptional or
uncontrollable circumstances,
such as a natural disaster or a
change in the organizational
structure of the State; or
``(bb) a precipitous
decline in the financial
resources of the State.
``(B) In general.--A State educational agency, on
behalf of an eligible improvement State, that desires
to participate in the Teacher Salary Improvement
pathway and needs an extended timeline to comply with
the teacher salary requirements described in
subparagraphs (A) and (B) of paragraph (2) shall submit
a request to the Secretary to participate in the
Teacher Salary Improvement pathway, which shall include
a plan to increase teacher salaries that, at a minimum,
includes each of the following:
``(i) An identification, with respect to
the average teacher salary baselines, of the
statewide average and the average in each local
educational agency in the State, and an
assurance that the State will--
``(I) make such information
publicly available on the State
educational agency's website; and
``(II) update that information on
an annual basis.
``(ii) A timeline, consistent with the
goals required under clause (iii), to ensure
that, not later than 6 years after the receipt
of approval to participate in the Teacher
Salary Improvement pathway under this
paragraph--
``(I) all teachers employed by
local educational agencies operating in
the State are paid not less than the
minimum salary for teachers; and
``(II) all teachers employed by
local educational agencies operating in
the State are compensated with a
livable and competitive salary, in
accordance with the requirements of
paragraph (2)(B).
``(iii) For each fiscal year in the
timeline specified in clause (ii), statewide
annual goals for increasing average teacher
salary baselines in a manner that--
``(I) annually proposes a
percentage increase in the average
teacher salary baselines, disaggregated
by each period of service described in
subparagraph (A)(i);
``(II) provides for the first
increase to occur not later than 2
fiscal years after the receipt of
approval to participate in the Teacher
Salary Improvement pathway; and
``(III) makes significant progress
toward ensuring that teachers are paid
an annual base salary in accordance
with the requirements specified in
subclauses (I) and (II) of clause (ii)
by the end of the timeline described in
such clause.
``(iv) A description of the State's plan to
require all local educational agencies in the
State, for any fiscal year in which an agency
does not pay their teachers the minimum salary
for teachers, to--
``(I) at a minimum, increase the
salaries of the teachers employed by
such agency in accordance with the
statewide annual goals established in
clause (iii) for that fiscal year; and
``(II) ensure those increases in
salaries required under subclause (I)
are aligned with the livable and
competitive salary requirements
described in paragraph (2)(B).
``(v) An identification of the number of
teachers employed by local educational agencies
in the State who earn less than the minimum
salary for teachers, disaggregated by each
period of service described in subparagraph
(A)(i), across the State and employed by each
local educational agency.
``(vi) A description of the State's plan to
support local educational agencies in
increasing salaries or wages for teachers,
paraprofessionals, specialized instructional
support personnel, classified school employees,
principals, other school leaders, school
librarians, school bus drivers, and other staff
across their careers, including through
providing increased resources to local
educational agencies.
``(vii) A description of how the State will
meet the requirements described in
subparagraphs (A) and (B) of paragraph (2)
without--
``(I) increasing the average class
sizes or student to full-time
equivalent teacher ratios;
``(II) reducing planning time;
``(III) or requiring teachers to
teach additional classes at the State,
local educational agency, or school
level.
``(viii) A description of how the State
will meet the equitable distribution
requirement under subsection (g)(1)(B) during
the period of the State's participation in the
Teacher Salary Pay Improvement pathway and
after the State exits the pathway.
``(C) Public comment.--A State educational agency
that submits an extension request to participate in the
Teacher Salary Improvement pathway under this paragraph
shall--
``(i) provide the public and any interested
local educational agency in the State with
notice and a reasonable and easily accessible
opportunity to comment and provide input on the
request;
``(ii) submit a summary of the comments to
the Secretary, with a description of how the
State addressed the comments, and make such
summary with description publicly available on
the website of the State educational agency;
and
``(iii) provide notice and a reasonable
time to comment to the public and local
educational agencies.
``(D) Duration and repeat requests to participate
in the teacher salary improvement pathway.--
``(i) In general.--A request approved by
the Secretary under this paragraph may be for a
period of not more than 6 years.
``(ii) Revising goals.--If a State
demonstrates to the Secretary that such State
is making substantial progress in meeting its
statewide annual goals described in
subparagraph (B)(iii) and demonstrates the need
for additional flexibility to revise such goals
to continue to make substantial progress in
reaching the requirements described in
subclauses (I) and (II) of subparagraph
(B)(ii), such State may, not earlier than 3
years after such State's request to participate
in the Teacher Salary Improvement pathway was
approved by the Secretary, revise their
statewide annual goals described in
subparagraph (B)(iii) if the Secretary
determines such revisions will help the State
continue to make significant progress in
meeting such requirements.
``(iii) Subsequent requests to participate
in the teacher salary improvement pathway.--A
State educational agency that wishes to receive
an additional approval to participate in the
Teacher Salary Improvement pathway under this
paragraph shall submit a new request, in
accordance with the requirements of
subparagraphs (B) and (C), if the State
demonstrates that the initial request has been
effective in enabling the State to increase
teacher salaries in a manner that made
significant progress in reaching the
requirements described in subclauses (I) and
(II) of subparagraph (B)(ii).
``(E) Determinations and revision.--
``(i) Determinations.--The Secretary shall
issue a written determination regarding the
initial approval or disapproval of a request to
participate in the Teacher Salary Improvement
pathway not more than 120 days after the date
on which such request is submitted. Initial
disapproval of such request shall be based on
the determination of the Secretary that--
``(I) the request does not meet the
requirements of this paragraph; or
``(II) the State's plan to increase
teacher salaries under subparagraph (B)
is not designed to make significant
progress within a reasonable timeline
to ensure that--
``(aa) all teachers
employed by local educational
agencies in the State are paid
not less than the minimum
salary for teachers; and
``(bb) all teachers
employed by local educational
agencies in the State are
compensated with a livable and
competitive salary, in
accordance with the
requirements in paragraph
(2)(B).
``(ii) Revision and disapproval.--The
Secretary shall act on requests to participate
in the Teacher Salary Improvement pathway under
this paragraph in a manner that is similar to
the actions of the Secretary for waiver
revision and disapproval under subparagraphs
(B) and (C) of section 8401(b)(4).
``(F) Reports.--For each fiscal year for which a
State educational agency participates in the Teacher
Salary Improvement pathway under this paragraph, such
agency shall prepare and submit an annual report to the
Secretary, which shall include--
``(i) updated average teacher salary
baselines for that fiscal year, disaggregated
by the statewide average and the average in
each local educational agency in the State;
``(ii) a description of how the State and
local educational agencies in the State
increased the average teacher salary baselines
in a manner consistent with the statewide
annual goals for the corresponding fiscal year,
as described in subparagraph (B)(iii);
``(iii) a description that includes--
``(I) updated data on the number of
teachers employed by local educational
agencies in the State who earn less
than the minimum salary for teachers,
disaggregated by each period of service
described in subparagraph (A)(i),
across the State and employed by each
local educational agency;
``(II) the identification of local
educational agencies that have
increased the number of teachers who
earn less than the minimum salary for
teachers; and
``(III) the actions the State
educational agency will take in the
next fiscal year to support local
educational agencies described in
subclause (II) in decreasing the number
of teachers employed by such agencies
who earn less than the minimum salary
for teachers;
``(iv) a description of actions taken by
the State to increase the State's per-pupil
expenditures or the aggregate expenditures of
the State with respect to the provision of free
public education in the State, in a manner
that--
``(I) supports local educational
agencies in increasing salaries or
wages for teachers, paraprofessionals,
specialized instructional support
personnel, classified school employees,
principals, other school leaders,
school librarians, school bus drivers,
and other staff across their careers,
including through providing increased
resources to local educational
agencies; and
``(II) does not--
``(aa) increase average
class sizes or student to full-
time equivalent teacher ratios
at the State, local educational
agency, or school level;
``(bb) reduce planning
time; or
``(cc) require teachers to
teach additional classes; and
``(v) a description of how the State
improved the equitable distribution of teachers
in such fiscal year, as required under
subsection (g)(1)(B).
``(5) Rules.--
``(A) Rule of construction for collective
bargaining.--
``(i) In general.--Subject to clause (ii),
nothing in this subsection shall be construed
to alter or otherwise affect the rights,
remedies, and procedures afforded to school or
local educational agency employees 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 employers and
their employees.
``(ii) Compliance.--Clause (i) shall not be
construed to exempt a State, local educational
agency, or school from complying with this
subsection or from negotiating in compliance
with State labor laws to comply with this
subsection.
``(B) Rule of construction for additional pay or
other salary augmenting systems.--Nothing in this
subsection shall be construed to prevent States or
local educational agencies from supplementing the
annual base salary of teachers or other staff employed
by such agencies--
``(i) for additional skills, knowledge,
duties, and responsibilities;
``(ii) by salary systems that increase
teachers' compensation through supplemental pay
that is not part of an annual base salary; or
``(iii) through the provision of bonuses,
stipends, or awards.
``(C) No waiver authority.--Section 8401 shall not
apply to this subsection.''; and
(3) in subsection (h)(5)--
(A) in subparagraph (C), by striking ``and'' after
the semicolon;
(B) by redesignating subparagraph (D) as
subparagraph (G); and
(C) by inserting after subparagraph (C) the
following:
``(D) data that demonstrates the State met the
requirements specified in subparagraphs (A) and (B) of
subsection (i)(2), or an assurance that the State
submitted the annual report described in subsection
(i)(4)(F);
``(E) a description of the evidenced-based
strategies the State implemented to--
``(i) reduce the number and percentage of
teachers and paraprofessionals teaching without
full certification and licensure, overall and
in schools served by local educational agencies
that serve high numbers or percentages of
students who are from low-income backgrounds,
students who are racial and ethnic minorities,
children with disabilities, or English
learners; and
``(ii) meet the equitable distribution of
teachers requirements specified in subsection
(g)(1)(B);''.
SEC. 203. TECHNICAL ASSISTANCE TO SUPPORT THE EQUITABLE DISTRIBUTION OF
IN-FIELD, EXPERIENCED, AND EFFECTIVE TEACHERS.
(a) State Plans.--Section 1111 of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6311) is amended--
(1) in subsection (g)--
(A) in paragraph (1)(B)--
(i) by striking ``low-income and minority
children'' and inserting ``students who are
from low-income backgrounds, students who are
racial and ethnic minorities, children with
disabilities, or English learners''; and
(ii) by striking ``enrolled in schools
assisted under this part'' and inserting
``enrolled in schools served by local
educational agencies operating in the State'';
and
(B) in paragraph (2)(J), by striking ``, including
any requirements for certification obtained through
alternative routes to certification'' and inserting
``and the State educational agency will implement
evidenced-based strategies to reduce the number and
percentage of teachers and paraprofessionals teaching
without full certification and licensure overall and in
schools served by local educational agencies that serve
high numbers or percentages of students who are from
low-income backgrounds, students who are racial and
ethnic minorities, children with disabilities, or
English learners''; and
(2) in subsection (h)--
(A) in paragraph (1)(C)(ix)--
(i) in subclause (I), by inserting
``(meaning with less than 2 years of service)''
after ``inexperienced'';
(ii) in subclause (II), by striking ``and''
after the semicolon;
(iii) in subclause (III), by striking the
period at the end and inserting ``; and''; and
(iv) by adding at the end the following:
``(IV) teachers providing language
instruction to English learners who
meet the criteria described in
subclauses (I) through (III),
disaggregated by such criteria.''; and
(B) in paragraph (5)(G), as redesignated by section
202(3)(B)--
(i) in clause (i), by inserting ``(meaning
teachers with less than 2 years of service)''
after ``Inexperienced teachers''; and
(ii) by inserting after clause (iii) the
following:
``(iv) Teachers providing language
instruction to English learners who meet the
criteria described in clauses (i) through
(iii), disaggregated by such criteria.''.
(b) Local Educational Agency Plans.--Section 1112 of the Elementary
and Secondary Education Act of 1965 (20 U.S.C. 6312) is amended--
(1) in subsection (b)(2), by striking ``low-income students
and minority students'' and inserting ``students who are from
low-income backgrounds, students who are racial and ethnic
minorities, children with disabilities, or English learners'';
(2) in subsection (c)(6), by striking ``, including any
requirements for certification obtained through alternative
routes to certification'' and inserting ``and that the local
educational agency will implement evidenced-based and research-
based strategies to reduce the number and percentage of
teachers and paraprofessionals teaching without full
certification and licensure overall and in schools served by
local educational agencies that serve high numbers or
percentages of students who are from low-income backgrounds,
students who are racial and ethnic minorities, children with
disabilities, or English learners''; and
(3) in subsection (e)(1)(A)(i)(I), by inserting ``the
full'' after ``has met''.
(c) Technical Assistance To Support the Equitable Distribution of
Teachers.--
(1) In general.--Subpart 2 of part F of title VIII of the
Elementary and Secondary Education Act of 1965 (20 U.S.C. 7901
et seq.) is amended by adding at the end the following:
``SEC. 8549D. TECHNICAL ASSISTANCE TO SUPPORT THE EQUITABLE
DISTRIBUTION OF TEACHERS.
``(a) In General.--To ensure that students who are racial and
ethnic minorities, students from low-income backgrounds, students who
are children with disabilities, and English learners are not served at
disproportionate rates by out-of-field, inexperienced, and ineffective
teachers, including ensuring that teachers have the adequate supports
they need to be effective, the Secretary shall--
``(1) provide technical assistance to--
``(A) increase support to States and local
educational agencies for such purposes; and
``(B) monitor the progress of States and local
educational agencies in meeting equitable distribution
of teachers requirements specified in subsection
(g)(1)(B) of section 1111 and monitoring reporting
required under subsection (h)(1)(C)(ix) of such
section; and
``(2) award grants under this section to support State
educational agencies and local educational agencies in
improving their data systems to effectively collect and analyze
information related to educator quality.
``(b) Report to Congress.--Not later than 2 years after the date of
enactment of the Pay Teachers Act, and each subsequent second fiscal
year, the Secretary shall prepare and submit to the Committee on
Health, Education, Labor, and Pensions of the Senate and the Committee
on Education and the Workforce of the House of Representatives a report
regarding--
``(1) State and local educational agency efforts and
progress toward meeting the equitable distribution requirements
under subsection (g)(1)(B) of section 1111 and ensuring
compliance with reporting required under subsection
(h)(1)(C)(ix) of such section; and
``(2) actions taken by the Secretary to monitor compliance
in accordance with subsection (a)(2).
``(c) Mandatory Appropriations.--In addition to amounts otherwise
available, there are appropriated, out of any money in the Treasury not
otherwise appropriated, to the Secretary to provide technical
assistance described in subsection (a) and carry out reporting
requirements in subsection (b)--
``(1) for fiscal year 2024, $3,000,000; and
``(2) for each succeeding fiscal year, the amount
appropriated under this subsection for the preceding fiscal
year, increased by the annual adjustment percentage.
``(d) Definitions.--In this section:
``(1) Annual adjustment percentage.--The term `annual
adjustment percentage', with respect to appropriations made
under this section for a fiscal year, means a percentage equal
to the estimated percentage change in the Consumer Price Index,
as determined by the Secretary, for the most recent calendar
year ending prior to the beginning of such fiscal year.
``(2) Consumer price index.--The term `Consumer Price
Index' has the meaning given the term in section 478(f) of the
Higher Education Act of 1965.''.
(2) Table of contents.--The table of contents in section 2
of the Elementary and Secondary Education Act of 1965 is
amended by inserting after the item relating to section 8549C
the following new item:
``Sec. 8549D. Technical assistance to support the equitable
distribution of teachers.''.
SEC. 204. IMPROVING RESOURCE EQUITY AT SCHOOLS IDENTIFIED FOR
IMPROVEMENT.
(a) Purpose.--It is the purpose of the amendments made under
subsection (b) to help ensure that sufficient funds are available to
meet the requirements of this Act, including the amendments made by
this Act.
(b) Amendment.--Section 1111(d) of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6311(d)) is amended--
(1) in paragraph (1)(B)(iv), by striking ``resource
inequities, which may'' and inserting ``and proposes a plan to
mitigate resource inequities and to increase educational
opportunities, including the equitable access to qualified
teachers as described in paragraphs (1)(B) and (2)(J) of
subsection (g), and section 1112(b)(2), for students enrolled
in such school, which shall'';
(2) in paragraph (2)--
(A) in subparagraph (B)--
(i) in clause (iv), by striking ``and''
after the semicolon;
(ii) in clause (v), by striking the period
at the end and inserting ``; and''; and
(iii) by adding at the end the following:
``(vi) identifies and proposes a plan to
mitigate resource inequities and to increase
educational opportunities, including the
equitable access to qualified teachers as
described in paragraphs (1)(B) and (2)(J) of
subsection (g), and section 1112(b)(2), for
students enrolled in such school, which shall
include a review of local educational agency
and school-level budgeting, to be addressed
through implementation of such targeted support
and improvement plan.''; and
(B) in subparagraph (C), by striking ``may'' and
inserting ``shall''; and
(3) in paragraph (3)(A)(ii), by inserting ``, including the
equitable access to qualified teachers as described in
paragraphs (1)(B) and (2)(J) of subsection (g) and section
1112(b)(2),'' after ``periodically review resource
allocation''.
SEC. 205. STRENGTHENING PER-PUPIL EXPENDITURE REPORTING.
(a) Purpose.--It is the purpose of the amendments made under this
section to help ensure sufficient funds are available to meet the
requirements of this Act, including the amendments made by this Act.
(b) State Reports.--Section 1111(h)(5) of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 6311(h)(5)) is amended by
inserting after subparagraph (E), as redesignated by section 202(3)(B),
the following:
``(F) the per-pupil expenditures of Federal, State,
and local funds, including actual personnel
expenditures and actual nonpersonnel expenditures of
Federal, State, and local funds, disaggregated by
source of funds, for each local educational agency and
each school in the State for the preceding fiscal year,
in accordance with paragraph (1)(C)(x); and''.
(c) Local Educational Agency Plans.--Section 1112(e)(1) of the
Elementary and Secondary Education Act of 1965 (20 U.S.C. 6312(e)(1))
is amended by adding at the end the following:
``(C) Additional resource equity information.--
Schools served by a local educational agency that
receives assistance under this part shall provide to
each individual parent of a child who is a student in
such school information on resource equity, including--
``(i) the per-pupil expenditures of
Federal, State, and local funds, in both the
school in which such parent's child is enrolled
and in the local educational agency that serves
such school, in accordance with section
1111(h)(1)(C)(x); and
``(ii) whether the school-level per-pupil
expenditures of the school in which such
parent's child is enrolled and the local
educational agency that serves such school are
below the average of the local educational
agency and State, respectively.''.
SEC. 206. MAINTENANCE OF EQUITY.
(a) Maintenance of Equity.--Section 1118 of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 6321) is amended by adding
at the end the following:
``(e) State Maintenance of Equity.--
``(1) Fiscal years with reductions to state aid.--A State
that reduced, for the preceding fiscal year, on a per-pupil
basis, State funds for a fiscal year shall satisfactorily
demonstrate to the Secretary that the State did not reduce
State funding (as calculated on a per-pupil basis) for--
``(A) any high-need local educational agency in the
State by an amount that exceeds the overall per-pupil
reduction in State funds, if any, for all local
educational agencies in such State for such fiscal
year; or
``(B) any highest poverty local educational agency
below the level of funding (as calculated on a per-
pupil basis) provided to that local educational agency
for such previous fiscal year.
``(2) Fiscal years without reductions to state aid.--A
State educational agency receiving funds under this part for a
fiscal year for which the State did not reduce per-pupil
spending from State funds shall satisfactorily demonstrate to
the Secretary that, for the preceding fiscal year, the State
did not reduce State funding (as calculated on a per-pupil
basis) for any highest poverty local educational agency or any
high-need local educational agency by any amount.
``(3) De minimis reduction.--For purposes of paragraphs (1)
and (2), the Secretary may disregard a de minimis reduction in
State funding to a local educational agency as the Secretary
finds appropriate, including for those local educational
agencies--
``(A) with small enrollments that exhibit annual
variation in per-pupil funding based primarily on their
size; or
``(B) that exhibit variation in per-pupil funding
based on a State funding formula that accounts for the
special cost differentials for certain student
populations.
``(4) Definitions.--In this subsection:
``(A) Highest poverty local educational agency.--
The term `highest poverty local educational agency'
means a local educational agency that is among the
group of local educational agencies in the State that--
``(i) in rank order, have the highest
percentages of economically disadvantaged
students in the State, on the basis of the most
recent satisfactory data available from the
Department of Commerce (or, for local
educational agencies for which no such data are
available, such other data as the Secretary
determines are satisfactory); and
``(ii) collectively serve not less than 20
percent of the State's total enrollment of
students served by all local educational
agencies in the State.
``(B) High-need local educational agency.--The term
`high-need local educational agency' means a local
educational agency that is among the group of local
educational agencies in the State that--
``(i) in rank order, have the highest
percentages of economically disadvantaged
students in the State, on the basis of the most
recent satisfactory data available from the
Department of Commerce (or, for local
educational agencies for which no such data are
available, such other data as the Secretary of
Education determines are satisfactory); and
``(ii) collectively serve not less than 50
percent of the State's total enrollment of
students served by all local educational
agencies in the State.
``(C) Overall per-pupil reduction in state funds.--
The term `overall per-pupil reduction in State funds'
means, with respect to a fiscal year--
``(i) the amount of any reduction in the
total amount of State funds provided to all
local educational agencies in the State for
that fiscal year compared to the total amount
of State funds provided to all local
educational agencies in the State for the
preceding fiscal year; divided by
``(ii) the aggregate number of children
enrolled in all schools served by all local
educational agencies in the State in the fiscal
year for which the determination is being made.
``(D) State.--The term `State' means each of the 50
States, the District of Columbia, and the Commonwealth
of Puerto Rico.''.
(b) No Waiver.--Section 8401(c) of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 7861(c)) is amended by inserting ``or
maintenance of equity, including section 1118(e)'' before the semicolon
at the end.
(c) Effective Date.--The amendments made by subsections (a) and (b)
shall take effect on October 1, 2023.
SEC. 207. STATE ADMINISTRATION.
Section 1004 of the Elementary and Secondary Education Act of 1965
(20 U.S.C. 6304) is amended--
(1) in subsection (a)--
(A) in the matter preceding paragraph (1), by
striking ``subsection (b)'' and inserting ``subsections
(b) and (c)''; and
(B) in paragraph (2), by striking ``$400,000'' and
inserting ``$1,200,000''; and
(2) by adding at the end the following:
``(c) Reservation for State Fiscal and Resource Adequacy and
Equity.--In addition to any amounts reserved under subsection (a), each
State receiving assistance under part A shall reserve not more than 0.5
percent of funds received under such part to carry out 1 or more of the
following activities:
``(1) Monitor implementation of section 1111(i).
``(2) Support State public school funding and resource
adequacy and equity commissions, or comprehensive reviews of
State public school finance systems, that--
``(A) are carried out with significant and
meaningful family and community engagement, including
with--
``(i) organizations representing the
interests of students from low-income
backgrounds, students who are racial and ethnic
minorities, English learners, children with
disabilities, students experiencing
homelessness, children and youth in the foster
care system, and other vulnerable and
underserved children;
``(ii) teachers, classified school
employees, principals, and other school
leaders;
``(iii) local educational agencies;
``(iv) parents and families;
``(v) civil rights organizations in the
State; and
``(vi) school finance experts, which may
include researchers from institutions of higher
education;
``(B) identify State and local funding and
educational opportunity gaps in fiscal and resource
adequacy and equity--
``(i) among all local educational agencies
in the State; and
``(ii) for each local educational agency in
the State, across all schools served by such
agency; and
``(C) develop action plans to address existing gaps
in fiscal and resource adequacy and equity identified
under subparagraph (B), with involvement from the
stakeholders described in clauses (i) through (vi) of
subparagraph (A).
``(3) Support the provision of technical assistance, which
may be provided by school finance experts, regarding the public
school finance systems, including developing and implementing
more adequate and equitable approaches to State education
funding and resource allocation.
``(4) Support and expand public transparency about public
school finance systems.''.
SEC. 208. NATIONAL ACADEMIES STUDY TO IMPROVE ESEA'S RESOURCE EQUITY
REQUIREMENTS.
(a) In General.--Not later than 240 days after the date of
enactment of this Act, the Secretary shall enter into an agreement with
the National Academies of Sciences, Engineering, and Medicine to--
(1) conduct a study of how to improve Federal requirements
designed to ensure that public schools and local educational
agencies that serve a high number or percentage of underserved
groups of students, including students from low-income
backgrounds, students of color, English learners, children with
disabilities, students experiencing homelessness, and children
and youth in the foster care system, receive an adequate and
equitable share of State and local funds; and
(2) make the report described in subsection (c) publicly
available.
(b) Elements.--The study described in subsection (a) shall--
(1) examine disparities in per-pupil expenditures (from
State and local funding) and in full-time equivalent staff
between public schools receiving support under part A of title
I of the Elementary and Secondary Education Act of 1965 (20
U.S.C. 6311 et seq.) and public schools not receiving support
under such part;
(2) identify options for improving the fiscal requirements
for purposes of comparability as described in section 1118(c)
of the Elementary and Secondary Education Act of 1965 (20
U.S.C. 6321(c));
(3) identify options for improving the supplement, not
supplant requirements under section 1118(b) of the Elementary
and Secondary Education Act of 1965 (20 U.S.C. 6321(b)); and
(4) include recommendations for effective or evidence-based
Federal and State policies designed to ensure that public
schools and local educational agencies that serve a high number
or percentage of underserved groups of students receive an
equitable share of funds, including recommendations relating to
the equitable and adequate distribution of funds at the State
and local levels.
(c) Report.--Not later than 3 years after the date of the agreement
entered into under subsection (a), the National Academies of Sciences,
Engineering, and Medicine shall submit to the Secretary, the Committee
on Health, Education, Labor, and Pensions of the Senate, and the
Committee on Education and the Workforce of the House of
Representatives a report of the study required under such subsection.
(d) Mandatory Appropriations.--In addition to amounts otherwise
available, there is appropriated, out of any money in the Treasury not
otherwise appropriated, $1,500,000 to the Secretary to carry out this
section for fiscal year 2024.
TITLE III--INVESTING IN THE TEACHING PROFESSION
SEC. 301. MANDATORY APPROPRIATIONS FOR THE TEACHER QUALITY PARTNERSHIPS
AND GROW YOUR OWN PROGRAMS.
(a) Teacher Quality Partnerships Program Appropriated.--In addition
to amounts otherwise available, there are appropriated, out of any
money in the Treasury not otherwise appropriated, to the Secretary to
carry out part A of title II of the Higher Education Act of 1965 (20
U.S.C. 1022 et seq.)--
(1) for fiscal year 2024, $550,000,000;
(2) for each succeeding fiscal year, the amount
appropriated under this subsection for the preceding fiscal
year, increased by the annual adjustment percentage.
(b) Priority.--In carrying out part A of title II of the Higher
Education Act of 1965 (20 U.S.C. 1022 et seq.) with funds provided
under subsection (a), the Secretary shall prioritize the use of funds
to establish or expand high-quality teacher residencies or Grow Your
Own programs as described in subsection (e) or (f) of section 202 of
such Act (20 U.S.C. 1022(a)).
(c) Grow Your Own Programs Authorized.--Section 202 of the Higher
Education Act of 1965 (20 U.S.C. 1022a) is amended--
(1) in subsection (b)(6)--
(A) in subparagraph (B), by striking ``subsection
(d) or (e)'' and inserting ``subsection (d), (e), or
(f)''; and
(B) in subparagraph (C), by striking ``subsection
(f) or (g)'' and inserting ``subsection (g) or (h)'';
(2) in subsection (c)--
(A) in paragraph (1), by striking ``, or a
combination of such programs'' and inserting ``or a
Grow Your Own program under subsection (f), or a
combination of the programs described in this
paragraph''; and
(B) in paragraph (2), by striking ``subsection
(f)'' and inserting ``subsection (g)'';
(3) by redesignating subsections (f) through (k) as
subsections (g) through (l), respectively;
(4) by inserting after subsection (e) the following:
``(f) Partnership Grants for the Establishment of Grow Your Own
Programs.--
``(1) In general.--An eligible partnership that receives a
grant to carry out a Grow Your Own program shall carry out an
effective Grow Your Own program to address shortages of
teachers in high-need subjects, fields, schools, and geographic
areas, or shortages of school leaders in high-need schools, and
to increase the diversity of qualified individuals entering the
teacher, principal, or other school leader workforce.
``(2) Requirements of a grow your own program.--In addition
to carrying out each of the activities described in paragraphs
(1) through (6) of subsection (d), an eligible partnership
carrying out a Grow Your Own program under this subsection
shall--
``(A) provide opportunities for candidates to
practice and develop teaching or school leadership
skills that integrate knowledge from education
coursework through, at a minimum, a year-long, school-
based, paid clinical experience in which candidates
teach or lead alongside an expert mentor teacher or
school leader, who is the teacher or school leader of
record, in the same local educational agency in which
the candidates expect to work;
``(B) provide academic and nonacademic wrap-around
supports and services, including advising, tutoring,
test preparation, and financial assistance (which may
include scholarships or stipends), to candidates as
they--
``(i) complete an associate degree program
(if such program is in furtherance of a
baccalaureate degree), baccalaureate degree
program, or master's degree program, as
applicable;
``(ii) enter and complete teacher or school
leadership preparation programs;
``(iii) access and complete State licensure
or certification examinations; and
``(iv) engage in school-based clinical
placements described in subparagraph (A);
``(C) include efforts to recruit individuals with
experience in high-need subjects or fields who are not
certified to teach or lead, with a specific focus on
recruiting individuals--
``(i) who are other staff employed by local
educational agencies, including
paraprofessionals;
``(ii) who are enrolled in dual or
concurrent enrollment programs or early college
high school programs and studying to become
teachers;
``(iii) from groups or populations that are
underrepresented; and
``(iv) who live in and come from the
communities the schools serve; and
``(D) require candidates to complete all State
requirements to become fully certified or licensed.'';
and
(5) in subsection (h), as redesignated by paragraph (3), by
striking ``the activities described in subsection (d) or (e),
or both'' and inserting ``activities described in subsection
(d), (e), or (f)''.
SEC. 302. MANDATORY APPROPRIATIONS FOR THE AUGUSTUS F. HAWKINS CENTERS
OF EXCELLENCE PROGRAM.
In addition to amounts otherwise available, there are appropriated,
out of any money in the Treasury not otherwise appropriated, to the
Secretary to carry out the Augustus F. Hawkins Centers of Excellence
program authorized under section 242 of the Higher Education Act of
1965 (20 U.S.C. 1033a)--
(1) for fiscal year 2024, $150,000,000; and
(2) for each succeeding fiscal year, the amount
appropriated under this section for the preceding fiscal year,
increased by the annual adjustment percentage.
SEC. 303. MANDATORY APPROPRIATIONS FOR PERSONNEL DEVELOPMENT TO IMPROVE
SERVICES AND RESULTS FOR CHILDREN WITH DISABILITIES UNDER
PART D OF IDEA.
In addition to amounts otherwise available, there are appropriated,
out of any money in the Treasury not otherwise appropriated, to the
Secretary to carry out the program authorized under section 662 of the
Individuals with Disabilities Education Act (20 U.S.C. 1462)--
(1) for fiscal year 2024, $300,000,000; and
(2) for each succeeding fiscal year, the amount
appropriated under this section for the preceding fiscal year,
increased by the annual adjustment percentage.
SEC. 304. MANDATORY APPROPRIATIONS FOR THE SUPPORTING EFFECTIVE
EDUCATOR DEVELOPMENT PROGRAM.
(a) Appropriation.--In addition to amounts otherwise available,
there are appropriated, out of any money in the Treasury not otherwise
appropriated, to the Secretary to carry out the Supporting Effective
Educator Development program authorized under section 2242 of the
Elementary and Secondary Education Act of 1965 (20 U.S.C. 6672)--
(1) for fiscal year 2024, $100,000,000; and
(2) for each succeeding fiscal year, the amount
appropriated under this subsection for the preceding fiscal
year, increased by the annual adjustment percentage.
(b) Priority.--In awarding grants under the Supporting Effective
Educator Development program authorized under section 2242 of the
Elementary and Secondary Education Act of 1965 (20 U.S.C. 6672) with
funds made available under subsection (a), the Secretary shall give
priority to eligible entities that--
(1) are partnerships that include--
(A)(i) 1 or more institutions of higher education
described in section 2242(f)(1) of such Act; or
(ii) 1 or more national nonprofit entities
described in section 2242(f)(2) of such Act; and
(B)(i) 1 or more State educational agencies; or
(ii) 1 or more local educational agencies; and
(2) in the application submitted under section 2242(c) of
such Act, describe how such funds will be used to develop
teacher leadership and professional expertise by providing
teachers, principals, or other school leaders with
opportunities to--
(A) earn additional in-demand certifications and
credentials, including National Board certification and
certifications or credentials in high-need subjects and
fields, such as special education, bilingual education,
science, technology, engineering, mathematics, and
career and technical education;
(B) serve as mentors;
(C) participate in distributed leadership or
school-based clinical models; or
(D) learn and teach other teachers how to conduct
student inquiries, including through action research
and the effective use of student data to strengthen
teaching and learning.
(c) Conforming Amendment.--Section 2242(f)(4) of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 6672(f)(4)) is amended by
striking ``entity'' and inserting ``entity, a State educational agency,
a local educational agency, or a consortium of State educational
agencies or local educational agencies''.
SEC. 305. MANDATORY APPROPRIATIONS FOR THE TEACHER AND SCHOOL LEADER
INCENTIVE PROGRAM TO SUPPORT CONTINUED TEACHER GROWTH AND
CONTRIBUTIONS TO STUDENT LEARNING.
(a) Appropriation.--In addition to amounts otherwise available,
there are appropriated, out of any money in the Treasury not otherwise
appropriated, to the Secretary to carry out the Teacher and School
Leader Incentive program authorized under subpart 1 of part B of title
II of the Elementary and Secondary Education Act of 1965 (20 U.S.C.
6631 et seq.)--
(1) for fiscal year 2024, $200,000,000; and
(2) for each succeeding fiscal year, the amount
appropriated under this subsection for the preceding fiscal
year, increased by the annual adjustment percentage.
(b) Special Requirement.--For purposes of any grants awarded under
subpart 1 of part B of title II of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6631 et seq.) with funds made
available under subsection (a), the Secretary shall deem the term
``performance-based compensation system'' to only mean a system of
compensation for teachers, principals, or other school leaders that
recognizes skills and knowledge in the manner described in section
2211(b)(4)(B)(ii) of such Act (20 U.S.C. 6631(b)(4)(B)(ii)).
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