[Congressional Bills 119th Congress]
[From the U.S. Government Publishing Office]
[S. 2484 Introduced in Senate (IS)]
<DOC>
119th CONGRESS
1st Session
S. 2481
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
July 28, 2025
Mr. Sanders (for himself, Mr. Markey, Ms. Hirono, Mr. Lujan, Mr. Welch,
Mr. Fetterman, Mr. Merkley, Ms. Warren, 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--INCREASING FEDERAL INVESTMENTS IN OUR NATION'S PUBLIC SCHOOLS
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--SUPPORTING OUR NATION'S EDUCATORS
PART A--Ensuring Teachers Are Paid a Livable and Competitive Wage
Sec. 201. Definitions.
Sec. 202. State Teacher Pay Plan Addendum.
Sec. 203. Paying teachers livable and competitive salaries and wages.
Sec. 204. Collective bargaining and related rules.
PART B--Modernizing the Teaching Profession To Improve Student Learning
Sec. 211. Definitions.
Sec. 212. State commissions to advance the teaching profession.
Sec. 213. Advancing the teaching profession grants.
Sec. 214. Pay Paraprofessionals and Education Support Staff Act.
Sec. 215. Rules.
PART C--Technical Assistance; Reporting; Administration; Study
Sec. 221. Annual State report to the Secretary.
Sec. 222. Promoting the equitable distribution of in-field,
experienced, and effective teachers.
Sec. 223. Improving resource equity.
Sec. 224. Strengthening per-pupil expenditure reporting.
Sec. 225. State administration.
Sec. 226. National Academies study to improve ESEA's resource equity
requirements.
TITLE III--INVESTING IN EDUCATOR PREPARATION AND THE TEACHING PIPELINE
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) ensure paraprofessionals and education support staff
are paid a living wage of not less than $45,000 per year or
$30.00 an hour;
(3) 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
(4) 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) Public school teachers in the United States have one of
the toughest, most demanding, and most under-appreciated jobs
in the United States.
(2) In the majority of States, public elementary and
secondary school teachers do not earn a livable and competitive
salary. According to the 2024 report by the Economic Policy
Institute, on average, teachers in 2023 earned 5.1 percent less
than teachers did in 1996, while during the same time period,
the wages for other similarly-educated professionals increased
by 30 percent.
(3) 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.).
(4) 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.
(5) The reality for paraprofessionals and education support
staff is even more troubling. In school year 2022-23, full-time
workers earned on average $33,756, with 38 percent of workers
earning less than $25,000 and 12.5 percent earning less than
$15,000. This is no way to treat the critical school staff who
manage our school grounds, keep our students safe, drive them
to school, and work in our Nation's classrooms.
(6) According to the National Education Association, the
average starting teacher salary in the United States was
$44,530 in the 2022-2023 school year. This is an increase of
3.9 percent over the previous school year. 28.6 percent of
school districts pay their starting teachers less than $40,000,
and those districts employ 17.9 percent of teachers nationwide.
Only 12.9 percent of starting teachers nationwide earn a salary
of $60,000 or more. Nationwide, 38 percent of teachers earn
less than $60,000.
(7) 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.
(8) 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.
(9) Research, including a study by the Economic Policy
Institute, has found that raising teacher salaries helps
attract youth 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.
(10) 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.
(11) 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.
(12) Teachers in the United States are systemically
underpaid compared to their similarly educated peers. According
to the Organisation for Economic Co-operation and Development,
teachers in the United States are paid 64 percent what
similarly-educated professionals earn, which is a much more
extreme pay gap than in other industrialized nations.
(13) Raising teacher salaries to at least $60,000 a year,
ensuring competitive pay throughout the lifetime of the
teaching career, and empowering teachers are some 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.
(14) Most paraprofessionals and education support staff are
employed to work only 36 to 38 hours per week and are laid off
during the summer.
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 1111, section
2253, and 2254 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--INCREASING FEDERAL INVESTMENTS IN OUR NATION'S PUBLIC SCHOOLS
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 2026, $36,813,604,000; 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 2026, $440,000,000; 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 2026, $1,474,000,000; 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.
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 2026, $1,131,000,000; and
(2) for each succeeding fiscal year, the amount
appropriated under this section for the preceding fiscal year,
increased by the annual adjustment percentage.
TITLE II--SUPPORTING OUR NATION'S EDUCATORS
PART A--ENSURING TEACHERS ARE PAID A LIVABLE AND COMPETITIVE WAGE
SEC. 201. DEFINITIONS.
(a) In General.--Subpart 1 of part A of title I of the Elementary
and Secondary Education Act of 1965 (20 U.S.C. 6311 et seq.) is amended
by adding at the end the following:
``SEC. 1120. DEFINITIONS RELATING TO TEACHER SALARIES.
``(a) In General.--In this subpart:
``(1) 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.
``(2) Annual base salary.--The term `annual base salary'--
``(A) means the base salary, calculated as an
annual rate of pay, of a full-time teacher; and
``(B) excludes--
``(i) any additional compensation earned by
the teacher for taking on additional
responsibilities (such as coaching or teaching
during the summer or after school); and
``(ii) bonuses, stipends, and awards.
``(3) 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.
``(4) 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--
``(A) for teachers in their first year of teaching,
shall be an annual rate of pay that is not less than
the amount described in subsection (b); and
``(B) for teachers with more than 2 years of
experience, shall be an annual rate of pay that--
``(i) is greater than the amount described
in subsection (b); and
``(ii) increases as the experience of a
teacher increases.
``(5) Teacher.--The term `teacher' means--
``(A) an employee of a local educational agency--
``(i) 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 and is not a substitute
teacher;
``(ii) 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
``(iii) 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
``(B) 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.--
``(1) In general.--For each fiscal year, the amount
described in subsection (a)(4)(A) shall be determined under
this subsection.
``(2) Fiscal years 2026 through 2030.--For each of fiscal
years 2026 through 2030, the amount described in subsection
(a)(4)(A) is $60,000.
``(3) Fiscal years 2031 and after.--
``(A) In general.--For the fiscal year period 2031
through 2035 and for each subsequent 5 fiscal year
period, the amount described in subsection (a)(4)(A)
shall be adjusted for inflation as described in
subparagraph (B).
``(B) Determination.--The amount shall be equal to
the amount applicable for the previous 5 fiscal year
period, increased by the greater of--
``(i) the aggregate annual adjustment
percentage over the previous 5 fiscal years; or
``(ii) 2 percent of the amount applicable
under this subsection for the previous 5 fiscal
year period.''.
(b) Table of Contents.--The table of contents in section 2 of the
Elementary and Secondary Education Act is amended by inserting after
the item relating to section 1119 the following:
``Sec. 1120. Definitions.''.
SEC. 202. STATE TEACHER PAY 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 pay 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 Pay
Plan Addendum to the Secretary in accordance with the
procedures and requirements determined by the Secretary. The
State's Teacher Pay 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)(2), 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)(1), if the State
meets the eligibility criteria described in
subsection (i)(3).
``(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)(3)(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)(3)(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).''.
SEC. 203. PAYING TEACHERS LIVABLE AND COMPETITIVE SALARIES AND WAGES.
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 (k), (l), (m), and (n), respectively; and
(2) by inserting after subsection (h) the following:
``(i) Improving Teacher Salaries.--
``(1) Improving teacher salaries.--
``(A) Minimum salary for teachers.--
``(i) In general.--Subject to paragraphs
(2) and (3), 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, to guarantee 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 (2) and (3), 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.
``(2) 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 (1).
``(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 (3) that provides an extended timeline to
comply with the teacher salary requirements described
in subparagraphs (A) and (B) of paragraph (1).
``(3) 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
2025;
``(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 2025;
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 (1), 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 (1) 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 (1)(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 (1)(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; or
``(III) 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 60 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
(1)(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).''.
SEC. 204. COLLECTIVE BARGAINING AND RELATED RULES.
Section 1111 of the Elementary and Secondary Education Act of 1965
(20 U.S.C. 6311), as amended by section 203, is further amended by
inserting after subsection (i) the following:
``(j) Rules.--
``(1) Rule of construction for collective bargaining.--
``(A) In general.--Subject to subparagraph (B),
nothing in subsection (i) 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.
``(B) Compliance.--Subparagraph (A) shall not be
construed to exempt a State, local educational agency,
or school from complying with subsection (i) or from
negotiating in compliance with State labor laws to
comply with subsection (i).
``(2) Rule of construction for additional pay or other
salary augmenting systems.--Nothing in subsection (i) 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--
``(A) for additional skills, knowledge, duties, and
responsibilities;
``(B) by salary systems that increase teachers'
compensation through supplemental pay that is not part
of an annual base salary; or
``(C) through the provision of bonuses, stipends,
or awards.
``(3) No waiver authority.--Section 8401 shall not apply to
subsection (i).''.
PART B--MODERNIZING THE TEACHING PROFESSION TO IMPROVE STUDENT LEARNING
SEC. 211. DEFINITIONS.
Subpart 4 of part B of title II of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6311 et seq.) is amended by adding at
the end the following:
``Subpart 5--Modernizing the Teaching Profession
``SEC. 2251. DEFINITIONS.
``In this subpart:
``(1) In general.--The definitions of `annual base salary'
and `teacher' in section 1120(a) shall apply.
``(2) Career ladder.--
``(A) In general.--The term `career ladder' means a
staffing system that advances the teaching profession
by providing teachers with opportunities for additional
responsibilities, adjusted roles, and corresponding
salary increases and that--
``(i) enables teachers, principals, other
school leaders, paraprofessionals, and
education support staff to experience
distributed leadership, shared accountability,
and collaborative professional learning;
``(ii) promotes professional learning,
expertise, and retention by differentiating
roles in schools based on teachers' skills,
expertise, and interests; and
``(iii) provides for professional
advancement and other recognition based on
teacher impact on improving teaching and
learning.
``(B) Implementation.--For the purpose of section
2253, the system described in subparagraph (A) is
composed of levels defined in the State's plan
described in section 2253(f) where salary increases are
associated with levels of the State's career ladder.
``(3) Subgroup of students.--The term `subgroup of
students' means each subgroup of students described in section
1111(h)(1)(C)(ii).''.
SEC. 212. STATE COMMISSIONS TO ADVANCE THE TEACHING PROFESSION.
Subpart 5 of part B of title II of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6311 et seq.), as added by section
211, is amended by adding at the end the following:
``SEC. 2252. STATE COMMISSIONS TO ADVANCE THE TEACHING PROFESSION.
``(a) Purpose.--The purpose of this section is to support States in
developing recommendations about policy and the use of resources
described in subsection (b)(4) to modernize and advance the teaching
profession, in order to--
``(1) ensure that all students in the United States have
access to experienced and qualified teachers who will help
those students succeed at the same rates as students in the
world's highest-performing education systems;
``(2) address structural and organizational deficiencies in
the teaching profession, in order to--
``(A) raise the standards, status, and salaries of
the teaching profession; and
``(B) attract and retain promising and talented
young people to teaching; and
``(3) identify and reform policies and practices at the
State, local educational agency, and school-level to promote
excellent teaching for all students, particularly subgroups of
students.
``(b) Authorization of Grants.--
``(1) In general.--From the amounts appropriated under
subsection (g), after making the reservations described in
paragraph (2), the Secretary shall award grants, on a
competitive basis, to States (such as a State educational
agency, a Governor, an entity designated by the Governor, or a
consortium of State agencies) that have submitted applications
described in subsection (d) to develop and operate State
commissions to develop recommendations about policy and the use
of resources described in subsection (b)(4) to modernize and
advance the teaching profession, in accordance with this
section.
``(2) Reservations.--From the total amount appropriated
under subsection (g) for a fiscal year, the Secretary shall
reserve--
``(A) 1 percent to inform students, parents,
teachers, principals, other school leaders, specialized
instructional support personnel, education system
leaders, policymakers, and researchers about the
recommendations made by States supported under this
section and related findings to modernize and advance
the teaching profession;
``(B) 2 percent for technical assistance and
program administration; and
``(C) 3 percent to provide grants, contracts, or
cooperative agreements to regional educational
laboratories (established under section 174 of the
Education Sciences Reform Act of 2002 (20 U.S.C. 9564))
or qualified nonprofit organizations with demonstrated
experience in research and practice related to teaching
and learning to assist States that receive grants under
this section in--
``(i) conducting applied research and data
analysis;
``(ii) summarizing and reporting on
policies and practices from the world's
highest-performing school systems; and
``(iii) implementing recommendations to
modernize and advance the teaching profession,
improve instruction, and improve students'
access to experienced and qualified teachers.
``(3) State grants.--
``(A) In general.--A State receiving a grant under
paragraph (1) shall use not less than 75 percent of the
grant funds to develop and operate a State commission
that meets the requirements of this paragraph (referred
to in this section as the `State Commission').
``(B) State reservations.--A State receiving a
grant under paragraph (1) may reserve not more than 25
percent of the total grant amount received by the State
for technical assistance, administrative purposes, and
public information efforts related to the activities
and recommendations of the State Commission.
``(C) Membership.--A State that receives a grant to
operate a State Commission under this section shall
ensure that--
``(i) not less than half of the members of
the State Commission are current or former
teachers, and that, collectively, such
members--
``(I) have diverse life experiences
and backgrounds;
``(II) serve students from urban,
suburban, and rural communities across
the State; and
``(III) include teachers at
different stages in their careers,
including novice, mid-career, veteran,
and retired teachers; and
``(ii) the State Commission includes not
less than 1 representative from each of the
following categories, to the greatest extent
practicable:
``(I) The Governor or a designated
representative.
``(II) The State educational agency
and the State teacher licensing or
credentialing agency.
``(III) State legislators.
``(IV) Current teachers.
``(V) Principals and other school
leaders, including superintendents.
``(VI) State and local school board
members.
``(VII) Labor organizations that
represent teachers, paraprofessionals,
and school support staff.
``(VIII) Civil rights
organizations.
``(IX) Institutions of higher
education, including deans of education
schools or programs operated by such
institutions.
``(X) State boards, local boards,
or other representatives of in-demand
industry sectors or occupations in the
State (as those terms are defined in
section 3 of the Workforce Innovation
and Opportunity Act (29 U.S.C. 3102)).
``(XI) The State labor agency.
``(XII) Parents of students
enrolled in public schools in the
State, including parent teacher
associations, if applicable.
``(XIII) Representatives with
expertise in school finance.
``(4) Resources.--In developing recommendations about
policy and the use of resources to modernize and advance the
teaching profession, a State Commission shall analyze the use
and distribution of Federal, State, and local resources,
including in-kind resources, donations, and grant
opportunities, such as from philanthropic organizations, and
findings from resource inequity reviews described in section
1111(d).
``(c) State Application.--In order to receive a grant under this
section, a State shall submit an application to the Secretary at such
time, in such manner, and including such information as the Secretary
may reasonably require. Such application shall include each of the
following:
``(1) The State's plan to develop and implement the State
Commission, which may be updated by the State as necessary.
``(2) A description of the State's efforts to regularly
engage students, parents, teachers, principals, other school
leaders, specialized instructional support personnel, education
system leaders, policymakers, and researchers in activities of
the State Commission.
``(3) An assurance that the State will develop a final
report that meets the reporting requirements in subsection (e).
``(d) Uses of Funds.--
``(1) In general.--A State Commission supported under this
section shall--
``(A) review findings and research from high-
performing and rapidly improving international
educational systems regarding policies to recruit,
retain, develop, and promote experienced and qualified
teachers that may be adaptable to the State's
educational context and challenges, such as--
``(i) incentivizing talented and motivated
students to pursue teaching careers;
``(ii) supporting effective pre-
baccalaureate teacher preparation programs, as
described in section 202(d) of the Higher
Education Act of 1965, including paid clinical
experiences or practicums under the supervision
of expert mentor teachers to ensure that novice
teachers have mastered the curricula and
subject they plan to teach;
``(iii) advancing the teaching profession
through career ladders that provide skilled
teachers with additional responsibilities,
adjusted roles, and increased compensation; and
``(iv) developing the conditions for
teachers, principals, and school leaders to
collaborate, utilize research methods, and
utilize differentiated teaching roles to
continuously improve and adapt instruction to
improve students' educational opportunities and
academic outcomes, which may include examining
how States and local educational agencies
organize schools and the school day to foster
opportunities for greater collaboration and
improved student belonging;
``(B) develop policy and resource use
recommendations to modernize and advance the teaching
profession, in order to--
``(i) ensure all students in the State are
taught by experienced and qualified teachers to
improve student outcomes, including academic
achievement and access to high-quality
educational opportunities;
``(ii) address structural and
organizational deficiencies in the teaching
profession, informed by activities described in
subparagraph (A); and
``(iii) identify and reform policies and
practices at the State, local educational
agency, and school-level to promote excellent
teaching for all students, particularly
subgroups of students;
``(C) examine students' access to in-field,
experienced, and qualified teachers in the State,
including any discrepancies in such access for all
students in the State and for students in the State
disaggregated by--
``(i) each subgroup of students; and
``(ii) students enrolled in urban,
suburban, and rural schools served by local
educational agencies;
``(D) examine short and long-term trends in the
State's teaching workforce, such as--
``(i) the number of positions filled by
teachers who are not fully certified or
licensed for the subject or subjects they are
teaching;
``(ii) the number of teaching positions
left vacant;
``(iii) teacher retention and turnover;
``(iv) teacher perceptions of learning
conditions, such as teacher burnout and high
stress rates;
``(v) the availability of teacher wellness
supports;
``(vi) interest among students in pursuing
teaching careers and the number of teacher
candidates in the State; and
``(vii) occupational prestige and on-the-
job satisfaction;
``(E) examine whether teachers, paraprofessionals,
and education support staff are paid a livable and
competitive salary or wage that is at least
commensurate with annual salaries for similarly-
educated and experienced professionals in the region in
which the local educational agencies they are employed
by are located;
``(F) conduct educator workplace surveys or studies
to receive input from teachers, paraprofessionals, and
education support staff in the activities of the
Commission; and
``(G) regularly engage and inform the public about
such Commission's activities and findings.
``(2) Additional activities.--A State commission supported
under this section may--
``(A) examine the quality, affordability, and rigor
of the State's teacher certification or licensure
pathways, such as--
``(i) the effectiveness of teacher
preparation programs that serve the State,
including alignment with the State's standards
and evidence-based instructional practices and
development of teacher subject expertise; and
``(ii) the percentage of teachers whose
preparation includes paid clinical experiences
or practicums;
``(B) examine the career trajectory and experiences
of--
``(i) novice teachers, including--
``(I) the number of local
educational agencies that operate
formal induction and mentoring
structures that provide novice teachers
additional support from experienced and
qualified veteran teachers in the same
subject or area;
``(II) the prevalence of novice
teachers that do not fully meet
applicable State certification and
licensure requirements in the area such
teachers are assigned to teach,
including examining whether subgroups
of students are disproportionately
taught by such teachers; and
``(III) retention rates, such as
identifying promising schools or local
educational agencies with high
retention rates;
``(ii) mid-career teachers, including--
``(I) whether teachers have had
opportunities for professional
advancement, such as--
``(aa) additional
responsibilities, adjusted
roles, and increased
compensation;
``(bb) incentives for
teachers to continuously
improve their practice and
skills; and
``(cc) structured
professional learning
activities;
``(II) whether the school day
provides teachers with structured time
to collaborate, conduct research and
measure innovative teaching practices,
and tutor students to improve students'
educational opportunities and academic
outcomes;
``(III) teacher retention and
mobility rates across schools and local
educational agencies; and
``(IV) professional satisfaction
and participation in teacher feedback
or appraisal systems to improve
teaching performance for all [staff--
teachers?]; and
``(iii) veteran teachers, including--
``(I) whether teachers have the
opportunity to mentor staff, support
school decisionmaking, and direct
professional learning to improve
teaching and learning;
``(II) identification of practices
that retain and reward experienced and
qualified teachers; and
``(III) interviews or research on
effective teacher retention strategies
and why such teachers have remained in
their classrooms or profession;
``(C) examine whether State and local policies
promote aligned and evidence-based decisionmaking,
including whether teachers receive the subject-specific
professional learning, collaboration time, appraisal
and feedback opportunities, and high-quality
instructional materials necessary for their students to
succeed; and
``(D) develop and identify innovative practices to
improve teacher retention, satisfaction, and
instructional quality.
``(e) Reporting Requirements.--Not later than 5 years after
receiving a grant under this section, a State Commission supported
under this section shall--
``(1) publish a report to the public detailing the
activities of such Commission and the recommendations about
policy and the use of resources described in subsection (b)(4)
within the State to modernize and advance the teaching
profession;
``(2) submit such report to the Governor, the State
educational agency, the State legislature, including to the
greatest extent practicable, the State legislature committee
with jurisdiction over education matters, and relevant public
agencies or associations within the State; and
``(3) submit such report to the Secretary.
``(f) Supplement Not Supplant.--Federal funds provided under this
section shall be used to supplement, and not supplant, other Federal,
State, or local funds available to carry out the activities described
in this section.
``(g) Authorization of Appropriations.--There are authorized to be
appropriated and there are appropriated, out of any money in the
Treasury not otherwise appropriated, to carry out this section
$50,000,000 for each of fiscal years 2026 through 2030.''.
SEC. 213. ADVANCING THE TEACHING PROFESSION GRANTS.
Subpart 5 of part B of title II of the Elementary and Secondary
Education Act of 1965, as added by section 211 and amended by section
212, is further amended by adding at the end the following:
``SEC. 2253. ADVANCING THE TEACHING PROFESSION GRANTS.
``(a) Purpose and Sense of Congress.--
``(1) Purpose.--The purpose of this section is to expand
students' access to experienced and qualified teachers and to
improve working conditions in schools by--
``(A) supporting States in implementing a teacher
career ladder that--
``(i) incentivizes experienced and
qualified teachers to take additional
responsibilities and adjusted roles; and
``(ii) rewards such teachers with
additional compensation; and
``(B) ensuring every public school teacher in the
United States has the school supplies, equipment, and
instructional materials for their students to succeed.
``(2) Sense of congress.--It is the sense of Congress that
in the richest country in the history of the world--
``(A) America's teachers, just like in the world's
highest-performing education systems, should receive
professional advancement opportunities, including
additional responsibilities, differentiated roles, and
increased compensation to improve teaching and
learning; and
``(B) no teacher should be stressed or distracted
from teaching due to a lack of classroom resources.
``(b) Definitions.--In this section:
``(1) Award year.--The term `award year' means the period
beginning July 1 and ending June 30 of the subsequent year.
``(2) Career ladder award.--The term `career ladder award'
means the amount that is equal to the amount determined by the
State for each individual level in the State's career ladder,
as described in the State's application under subsection (f).
``(3) Eligible high-need public school.--The term `eligible
high-need public school' means an eligible public school that
enrolls a high number or high percentage of students from low-
income backgrounds in a given school year, as defined by the
State pursuant to subsection (f)(1)(D), which shall include, at
a minimum, any eligible public school that received funding
under part A of title I, in either of the previous 2 school
years.
``(4) Eligible public school.--The term `eligible public
school' means an elementary school or secondary school served
by a local educational agency in a State with an approved
application under subsection (f).
``(5) Eligible teacher.--The term `eligible teacher' means
a full-time equivalent teacher who instructs students in an
eligible public school.
``(6) State.--The term `State' means each of the 50 States,
the District of Columbia, and the Commonwealth of Puerto Rico.
``(7) Teacher.--The term `teacher' has the meaning given
the term in section 1120.
``(c) Program Authorized.--
``(1) Grants authorized.--From amounts appropriated under
subsection (h) for a fiscal year, the Secretary shall award
grants, from allotments under subsection (d), to States having
applications approved under subsection (f) to--
``(A) subsidize the development and implementation
of career ladders that advance the teaching profession
by incentivizing teachers to take on additional
responsibilities and adjusted roles with increased
compensation; and
``(B) provide teachers with annual flexible awards
to support their classrooms and improve their students'
educational opportunities and academic outcomes, which
shall be in an amount that is not less than--
``(i) $1,200 per school year for such
teachers serving students in eligible high-need
public schools; and
``(ii) $1,000 per school year for such
teachers serving students in eligible public
schools not described in clause (i).
``(2) Non-federal share requirement.--State that receives a
grant under this section shall provide a non-Federal share of
funds for an award year from non-Federal sources in an amount
that is equal to 25 percent of the amount required to make
awards to all eligible teachers during the award year.
``(d) Determination of Allotment.--
``(1) First award year of the program.--The Secretary shall
allot, to each eligible State that submits its first
application under subsection (f) for a grant under subsection
(c) for the first award year of the program under this section,
an amount that is equal to the product of--
``(A) $1,000; and
``(B) the number of eligible teachers in such State
(as determined by the Secretary on the basis of the
most recent reliable data, such as administrative data
or data collected through sampling methodologies).
``(2) Subsequent award years.--
``(A) In general.--The Secretary shall allot to
each eligible State submitting an approved application
under subsection (f) for a grant under subsection (c)
for a second or subsequent award year, an amount equal
to the sum of--
``(i) the amount described in subparagraph
(B) for career ladder awards; and
``(ii) the amount described in subparagraph
(C) for classroom awards.
``(B) Career ladder award amounts.--In a second or
subsequent award year, the amount that shall be
allotted to States in accordance with subparagraph
(A)(i) shall be equal to the sum of the products, per
each individual level submitted under subsection
(f)(1)(A)(i), of--
``(i) the estimated number of eligible
teachers who have attained a given individual
level on the career ladder, as submitted under
subsection (f)(1)(A)(vi), during the award
year; and
``(ii) the amount of the minimum salary
increase associated with such level, as
submitted under subsection (f)(1)(A)(ii).
``(C) Classroom awards amounts.--In a second or
subsequent award year, the amount that shall be
allotted to States in accordance with subparagraph
(A)(ii) shall be equal to the sum of--
``(i) the product of the estimated number
of eligible teachers serving students in
eligible high-need public schools during the
award year (based on the data submitted as part
of such State's application) and $1,200; and
``(ii) the product of the estimated number
of eligible teachers serving students in
eligible public schools not described in clause
(i) during the award year (based on the data
submitted as part of such State's application)
and $1,000.
``(3) Actual teacher counts.--
``(A) In general.--By not later than November 1 of
the second award year for which a State receives an
allotment under paragraph (2) and each subsequent award
year, such State shall report to the Secretary--
``(i) per each individual level submitted
under subsection (f), its actual head count of
the teachers who has attained a given
individual level on the career ladder for the
preceding award year; and
``(ii) the actual head count of eligible
teachers and how many of such teachers served
students in eligible high-need public schools
for the preceding award year.
``(B) Adjustments.--If the actual counts for the
preceding award year reported under subparagraph (A)--
``(i) exceeds the number of teachers that
was used for determining the allotment for such
preceding award year, notwithstanding any other
provision of this section, the allotment for
the subsequent award year in which the November
1 date falls for the State shall be increased
to reflect such actual count of teachers; or
``(ii) is less than the number of teachers
that was used for determining the allotment for
such preceding award year, notwithstanding any
other provision of this section, the allotment
for the subsequent award year in which the
November 1 date falls for the State shall be
decreased to reflect such actual count of
teachers.
``(e) Requirements.--In order to be eligible to receive an
allotment under this section for a second or subsequent award year, as
described in subsection (d)(2), a State and shall comply with the
following, as applicable:
``(1) Career ladder award program.--
``(A) In general.--Each State that receives a grant
under this section shall develop a program that
supports local educational agencies in developing and
implementing locally-driven career ladders to expand
students' access to experienced and qualified teachers.
``(B) Levels.--The State's career ladder program
described in subparagraph (A) shall, at a minimum--
``(i) be composed of levels (as described
under subsection (f)(1)(A)(i) of the State
plan) under which--
``(I) eligible teachers may
progress and earn additional
responsibilities and roles; and
``(II) States may include flexible
descriptions of additional roles or
responsibilities assigned to such
levels that are subsequently adapted by
local educational agencies' locally-
driven career ladders with additional
specifications; and
``(ii) for each level described in clause
(i), assign a minimum salary increase (as
described under subsection (f)(1)(A)(ii)) for
each eligible teacher who attains such a level.
``(C) Career ladder levels.--
``(i) Development.--A State shall engage
and coordinate with local educational agencies
and public schools in developing and
implementing levels described in subparagraph
(B)(i), including in determining the additional
responsibilities, roles, and salary increase
(as described in subparagraph (B)) associated
with each level.
``(ii) Examples of level.--A State may
define the following levels:
``(I) A mentor eligible teacher who
is responsible for supporting teacher
induction programs, mentoring novice
teachers, or who supervises teacher
candidates, including students
participating in clinical experiences
or practicums as part of their teacher
preparation pathway.
``(II) An eligible teacher with
coaching responsibilities (such as
literacy coaching) or leading teacher
collaboratives.
``(III) An eligible teacher who
earns or maintains a national
certification that requires the
demonstration of advanced teaching
skills (such as the National Board
Certification) or a master's degree in
a critical subject or specialty
shortage.
``(IV) An eligible teacher who
supports collaboration to
systematically improve instruction,
curricula, and job-embedded
professional learning, such as teacher
appraisal opportunities and feedback to
improve teaching and learning.
``(V) An eligible teacher who is on
a teacher leadership track to become a
principal or other school leader.
``(iii) Specifications.--For each level in
a State's career ladder program, a local
educational agency in the State may place
additional reasonable specifications to align
the level to such agency's locally driven
career ladder, in accordance with subparagraph
(D).
``(D) Local implementation.--
``(i) In general.--Each State that receives
a grant under this section shall ensure that
local educational agencies in the State receive
the technical assistance and resources
necessary to participate in the State's career
ladder program described in this paragraph and
develop and implement a locally-driven career
ladder to expand students' access to
experienced and qualified teachers.
``(ii) Local implementation.--A local
educational agency, in accordance with the
State's requirements for the State's career
ladder program described in this paragraph,
shall--
``(I) develop a locally-driven
career ladder that adapts each level
and the minimum salary increases in the
State's career ladder program described
in subparagraph (B) to align with such
local educational agency's goals,
strategies, and local context;
``(II) provide opportunities for
eligible teachers employed by such
local educational agency to progress
levels and earn additional
responsibilities, roles, and agency;
``(III) ensure that principals,
other school leaders, superintendents,
and other staff receive the training
and professional learning necessary to
support local adaptation and effective
implementation of such agency's
locally-driven career ladder; and
``(IV) develop a locally-driven
career ladder in a manner that does not
alter or otherwise affect the rights,
remedies, or 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.
``(2) Classroom award program.--A State that receives a
grant under this section shall develop and operate a
streamlined and transparent program that--
``(A) enables all eligible teachers in the State to
apply for and access classroom awards under this
section, especially eligible teachers in eligible high-
need public schools;
``(B) is minimally burdensome to teachers,
principals, other school leaders, superintendents,
other staff, eligible public schools, and local
educational agencies;
``(C) enables eligible teachers to exercise their
professional judgement to purchase classroom supplies,
supplemental high-quality instructional materials, and
other resources to improve the educational experience
of their students;
``(D) enables eligible teachers to decide to pool
classroom awards to better serve students; and
``(E) may be implemented--
``(i) as a stipend or bonus provided to
eligible teachers prior to the start of the
school year during the award year; or
``(ii) under a reimbursement model where
eligible teachers submit applicable forms,
receipts, or invoices to principals, other
school leaders, or school administrators.
``(3) Engagement.--In carrying out requirements under this
subsection, a State that receives a grant under this section
shall, to the greatest extent practicable, engage students,
families, teachers, principals, other school leaders, educator
labor organizations, and researchers in developing and
operating programs supported by this section.
``(f) Application Requirements.--
``(1) State application.--Subject to paragraph (4), for
each award year for which a State desires a grant under this
section, the State shall submit an application to the
Secretary, at such time and in such manner as the Secretary may
require, including--
``(A) the State's plan to develop and operate a
career ladder award program that meets the requirements
described in subsection (e)(1), including--
``(i) a description of each individual
level in the State's career ladder;
``(ii) per level--
``(I) the amount of the minimum
salary increase that eligible teachers
who attain each individual level
described in clause (i) will receive
during such award year, which may
include variations to account for
regional variance in the cost of
living;
``(II) the factors the State
considered in determining such amount;
and
``(III) an assurance that the State
will adjust such amount by inflation;
``(iii) an assurance that in developing
each individual level described in clause (i),
the State will include a level that describes
eligible teachers who serve students in
eligible high-need public schools and will
provide such teachers with not less than a
$10,000 minimum salary increase;
``(iv) a description of the State's efforts
to support local educational agencies in
adopting and adapting a career ladder to
advance the teaching profession and improve
teaching and learning;
``(v) a description of how the State will
distribute career ladder awards to each
eligible teacher who attains each individual
level, in accordance with the requirements
under subsection (e)(1);
``(vi) per level, the estimated number of
eligible teachers who have attained each
individual level described in clause (i) during
the award year and an assurance that the State
will submit actual teacher counts, in
accordance with paragraph (2); and
``(vii) an assurance that the State will
develop and operate such a career ladder
program in a manner that does not alter or
otherwise affect the rights, remedies, or
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, such as
contractual requirements for employers to
provide basic supplies to teachers;
``(B) the State's plan to develop and operate a
classroom award program that meets the requirements
described in subsection (e)(2), including--
``(i) a description of how the State will
annually identify eligible teachers, eligible
public schools, and eligible high-need public
schools;
``(ii) the plan to distribute classroom
awards to eligible teachers, which may include
methods described in subsection (e)(2)(D);
``(iii) the plan to promote teacher
autonomy and decision-making in using classroom
awards to support their students' learning;
``(iv) the plan to support school leaders,
local educational agencies, and the public in
implementing the classroom awards program to
reduce burden and minimize waste, fraud, and
abuse;
``(v) the plan to monitor public schools
and local educational agencies to prevent
schools from supplanting local or State
funding, in accordance with section 2255(d);
and
``(vi) the plan to examine resource
inequities among schools to ensure that schools
and local educational agencies have the
resources and instructional materials necessary
for students to meet challenging State academic
standards, in a manner that does not require
teachers to pay for such materials out of
pocket;
``(C) the estimated number of eligible teachers
serving students in eligible high-need public schools
during the award year and an assurance that the State
will submit actual teacher counts, in accordance with
paragraph (2); and
``(D) the State's definition for eligible high-need
public school, including--
``(i) the State-determined threshold for
the number or percentage students from low-
income backgrounds; and
``(ii) the number of public schools that
meet such threshold.
``(2) Submission of actual teacher counts.--Each State that
submits an application described in paragraph (1) shall submit
additional data described in subsection (d)(3) to the
Secretary, at such time and in such manner as the Secretary may
require.
``(3) First award year.--
``(A) In general.--Notwithstanding the requirements
of paragraph (1), the Secretary shall adapt application
requirements for a State that submits its first
application under subsection (f) for a grant under
subsection (c) for the first award year of the program
under this section.
``(B) Contents.--States shall submit an application
described in subparagraph (A) to the Secretary, at such
time and in such manner as the Secretary may require.
``(4) Monitoring.--The Secretary shall monitor and enforce
requirements under this section, including the requirements
described in subsection (e)(1)(D)(ii)(IV) and subsection
(f)(1)(A)(vii). The Secretary shall develop an appeals process
to resolve any potential non-compliance under such provisions.
``(g) Uses of Funds.--
``(1) Reservation.--
``(A) In general.--Each State that receives a grant
under this section may reserve not more than 5 percent
of the grant funds, and the non-Federal share funds
required under subsection (c)(2), for activities
described in subparagraph (B).
``(B) Activities.--A State shall use any funds
reserved under subparagraph (A)--
``(i) to implement data-driven strategies
to mitigate inequities in students' access to
experienced and qualified teachers, such as
identifying and providing targeted support to
public schools, local educational agencies, and
regions with high rates of teacher vacancies or
of teachers who are not fully licensed
certified;
``(ii) to produce actionable insights for
students, teacher candidates, and institutions
of higher education regarding educator labor
market demand, particularly in high-need
subject areas, grade levels, and geographic
locations;
``(iii) to provide local educational
agencies and institutions of higher education
with models or predictions of future teacher
demand, shortages in specific subject, grades,
or credentials, and student enrollment shifts
to support planning;
``(iv) to support applied research,
development, data analysis, and synthesis of
research to improve teaching and learning (such
as through research-practice partnership)
that--
``(I) addresses research questions
raised by teachers, principals, and
other school leaders;
``(II) is responsive to the urgent
challenges facing students, teachers,
principals, other school leaders,
specialized instructional support
personnel, paraprofessionals,
administrators, and other staffs; and
``(III) promotes evidence use in
teaching and learning, including
through--
``(aa) coaching, mentoring,
and professional development,
and technical assistance in
identifying, selecting,
implementing, and adapting
evidence-based practices in
heterogeneous local educational
contexts;
``(bb) supporting
engagement among researchers,
practitioners, education system
leaders, and policymakers to
strengthen public education;
and
``(cc) promoting the status
and expertise of teachers,
principals, and other school
leaders in improving practice
and policy; and
``(v) for technical assistance, data
collection, and program administration.
``(2) Career ladder awards and classroom awards.--After
making the reservation described in paragraph (1), each State
that receives a grant under this section shall use the grant
funds and the non-Federal share funds required under subsection
(c)(2), as applicable, to--
``(A) develop and operate a career ladder award
program that meets the requirements described in
subsection (e)(1); and
``(B) develop and operate a classroom award program
that meets the requirements described in subsection
(e)(2).
``(h) Authorization; Appropriations.--In addition to amounts
otherwise available, there are authorized to be appropriated and there
are appropriated out of any money in the Treasury not otherwise
appropriated, to the Department of Education, such sums as may be
necessary for fiscal year 2026 and each succeeding fiscal year to carry
out this section.''.
SEC. 214. PAY PARAPROFESSIONALS AND EDUCATION SUPPORT STAFF ACT.
Subpart 5 of part B of title II of the Elementary and Secondary
Education Act of 1965, as added by section 211 and amended by sections
212 and 213, is further amended by adding at the end the following:
``SEC. 2254. PAY PARAPROFESSIONALS AND EDUCATION SUPPORT STAFF ACT.
``(a) Definitions.--In this section:
``(1) Annual adjustment percentage.--The term `annual
adjustment percentage' has the meaning given the term in
section 1120(a).
``(2) Minimum salary for paraprofessional and education
support staff.--
``(A) In general.--The term `minimum salary for
paraprofessional and education support staff' means an
amount, determined by the State, that all full-time
equivalent employees employed by a local educational
agency are required by the State to be compensated by
such agency as their annual base salary, and which--
``(i) is greater than the amount described
in subparagraph (B); and
``(ii) increases as the experience of such
school staff increases.
``(B) Indexing salary growth to inflation.--
``(i) Fiscal years 2026 through 2030.--For
each of fiscal years 2026 through 2030, the
amount described in this subparagraph is
$45,000.
``(ii) Fiscal years 2031 and after.--For
each fiscal year in the fiscal year period 2031
through 2035 and in each subsequent 5 fiscal
year period, the amount described this
subparagraph shall be equal to the amount
applicable for each fiscal year in the previous
5 fiscal year period, increased by the greater
of--
``(I) the aggregate annual
adjustment percentage over the previous
5 fiscal years; or
``(II) 2 percent of the amount
applicable under this subsection for
the previous 5 fiscal year period.
``(3) Minimum wage for paraprofessional and education
support staff.--
``(A) In general.--The term `minimum wage for
paraprofessional and education support staff' means an
amount, determined by the State, that all part-time
equivalent staff employed by a local educational agency
are required by the State to be paid by such agency,
and which--
``(i) is greater than the amount described
in subparagraph (B); and
``(ii) increases as the experience of such
school staff increases.
``(B) Indexing salary growth to inflation.--
``(i) Fiscal years 2026 through 2030.--For
each of fiscal years 2026 through 2030, the
amount described in this subparagraph is $30.00
an hour.
``(ii) Fiscal years 2031 and after.--For
each fiscal year in the fiscal year period 2031
through 2035 and in each subsequent 5 fiscal
year period, the amount described this
subparagraph shall be equal to the amount
applicable for each fiscal year in the previous
5 fiscal year period, increased by the greater
of--
``(I) the aggregate annual
adjustment percentage over the previous
5 fiscal years; or
``(II) 2 percent of the amount
applicable under this subsection for
the previous 5 fiscal year period.
``(b) Purpose.--The purpose of this section is to ensure that
paraprofessionals and education support staff, who are the backbone of
our Nation's public education system, are--
``(1) paid a living wage, which means--
``(A) a minimum salary for paraprofessional and
education support staff; or
``(B) a minimum wage for paraprofessional and
education support staff;
``(2) compensated in a manner that recognizes some regions
may have higher costs of living and therefore necessitate
higher minimum salaries or wages;
``(3) recognized as public servants who provide essential
services that keep our Nation's public schools running and our
students thriving; and
``(4) provided safe working conditions and treated with the
respect and dignity they deserve.
``(c) Authorization and Appropriations.--In addition to amounts
otherwise available, there are authorized to be appropriated and there
are appropriated out of any money in the Treasury not otherwise
appropriated, to the Department of Education, to carry this section--
``(1) for fiscal year 2026, $25,000,000,000; and
``(2) for each succeeding fiscal year, the amount
appropriated under this section for the preceding fiscal year,
increased by the annual adjustment percentage.
``(d) Authorization of Grants.--
``(1) Reservations.--From the total amount appropriated
under subsection (c) for a fiscal year, the Secretary shall
reserve not more than--
``(A) 1 percent to provide grants, contracts, or
cooperative agreements to regional educational
laboratories (established under section 174 of the
Education Sciences Reform Act of 2002) or qualified
nonprofit organizations to assist States that receive
grants under this section carry out applied research or
evaluations in providing paraprofessionals and
education support staff with opportunities for
personnel preparation, professional development,
credentials, or certifications, such as to assist in
the provision of special education and related services
or to serve English learners; and
``(B) 1 percent for technical assistance and
program administration of this section and section
2253.
``(2) Grants.--The Secretary shall award grants to States
from allotments under paragraph (3) to ensure that all local
educational agencies have the resources necessary to pay
paraprofessionals and education support staff a living wage,
which means--
``(A) the minimum salary for paraprofessional and
education support staff; or
``(B) a minimum wage for paraprofessional and
education support staff.
``(3) Allotments.--From the amounts appropriated under
subsection (b) that are remaining after making the reservations
described in paragraph (1) for a fiscal year, the Secretary
shall allot to each State that has submitted an approved
application under subsection (d), an amount that bears the same
relationship to the remainder as the amount the State received
under part A of title I for the preceding fiscal year bears to
the amount all States received under that subpart for the
preceding fiscal year.
``(e) State Application.--In order to receive a grant under this
section, a State shall submit an application to the Secretary at such
time, in such manner, and including such information as the Secretary
may reasonably require, including the following:
``(1) A timeline, consistent with the goals required under
paragraph (2), to ensure that, not later than 4 years after the
receipt of a grant under this section--
``(A) the annual base salary of a full-time
equivalent employee employed by a local educational
agency in the State is not less than the minimum salary
for paraprofessional and education support staff, as
determined by the State; and
``(B) all part-time equivalent staff employed by a
local educational agency in the State are paid not less
than the minimum wage for paraprofessional and
education support staff, as determined by the State.
``(2) For each fiscal year in the timeline specified in
paragraph (1), statewide annual goals for increasing average
salary or wage baselines of paraprofessionals and education
support staff in a manner that--
``(A) annually proposes a percentage increase in
the average wage or salary of paraprofessionals and
education support staff;
``(B) provides for the first increase to occur not
later than the second fiscal year a State receives a
grant under this section; and
``(C) makes significant progress toward ensuring
that, by the end of the timeline described in
subparagraph (A)--
``(i) the annual base salary of a full-time
equivalent employee employed by a local
educational agency in the State is not less
than the minimum salary for paraprofessional
and education support staff, as determined by
the State; and
``(ii) all part-time equivalent staff
employed by a local educational agency in the
State are paid not less than the minimum wage
for paraprofessional and education support
staff, as determined by the State.
``(3) The State's proposed formula to subgrant funds to
local educational agencies as described in subsection (g) in a
manner that ensures--
``(A) local educational agencies that serve a high
number or percentage of students from low-income
backgrounds receive substantial subgrant allocations
that enable such agencies to meet the requirements
described in subparagraphs (A) and (B) of paragraph (1)
not later than 2 years after the receipt of a subgrant;
and
``(B) all remaining local educational agencies in
the State meet the State's requirements in the timeline
described in paragraph (1).
``(f) Improving Paraprofessional and School Staff Wages and
Salaries.--
``(1) State reservation.--A State that receives a grant
under this section may reserve not more than 2 percent of the
total grant amount received by the State for technical
assistance, administrative purposes, and statewide efforts to
provide paraprofessionals and education support staff with
opportunities for personnel preparation, professional
development, credentials, or certifications, such as to assist
in the provision of special education and related services or
to serve English learners.
``(2) Improving wages and salaries.--
``(A) In general.--Subject to subparagraph (B), a
State that receives a grant under this section shall
ensure that, within a timeline determined by the State
under subsection (e)(1) and approved by the Secretary--
``(i) the annual base salary of a full-time
equivalent employee employed by a local
educational agency in the State is not less
than the minimum salary for paraprofessional
and education support staff, as determined by
the State; and
``(ii) all part-time equivalent staff
employed by a local educational agency in the
State are paid not less than the minimum wage
for paraprofessional and education support
staff, as determined by the State.
``(B) Timing.--The Secretary shall ensure that, by
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 a grant under this section meets the salary
and wage requirements specified in subparagraph (A).
``(g) Subgrants to Local Educational Agencies.--
``(1) Allocation.--Each State shall allocate not less than
98 percent of the grant funds awarded to the State under this
section as subgrants to local educational agencies (including
charter schools that are local educational agencies) in the
State under the formula determined by the State under
subsection (e)(3) and approved by the Secretary.
``(2) Uses of subgrant funds.--A local educational agency
that receives a subgrant under paragraph (1)--
``(A) shall use the subgrant funds to comply with
the State's requirements in accordance with subsection
(e) guaranteeing that no full-time equivalent employee
of the agency is paid less than the minimum salary for
paraprofessional and education support staff and no
part-time equivalent employee of the agency is paid
less than the minimum wage for paraprofessional and
education support staff; and
``(B) may use subgrant funds--
``(i) to increase 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; and
``(ii) to provide paraprofessionals and
education support staff with opportunities for
personnel preparation, professional
development, credentials, or certifications,
such as to assist in the provision of special
education and related services or to serve
English learners.
``(3) Contracted staff.--
``(A) In general.--A local educational agency that
receives a subgrant under this section shall ensure
that staff employed by such agency or in any contract
such agency enters into, are paid an amount not less
than the minimum salary for paraprofessionals and
education support staff or the minimum wage for
paraprofessionals and education support staff in the
State.
``(B) Monitoring.--A State that receives a grant
under this section shall monitor local educational
agencies for compliance with subparagraph (A).''.
SEC. 215. RULES.
(a) In General.--Subpart 5 of part B of title II of the Elementary
and Secondary Education Act of 1965 (20 U.S.C. 6311 et seq.), as added
by section 211 and amended by sections 212, 213, and 214, is further
amended by adding at the end the following:
``SEC. 2255. RULES.
``(a) Rule of Construction for Collective Bargaining.--
``(1) In general.--Subject to paragraph (2), nothing in
section 2253 or 2254 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.
``(2) Compliance.--Paragraph (1) shall not be construed to
exempt a State, local educational agency, or school from
complying with salary or wage requirements in sections 2253 or
2254 or from negotiating in compliance with State labor laws to
comply with sections 2253 or 2254.
``(b) Rule of Construction for Additional Pay or Other Salary
Augmenting Systems.--Nothing in sections 2253 or 2254 shall be
construed to prevent States or local educational agencies from
supplementing the annual base salary of teachers, paraprofessionals,
education support staff, or other staff employed by such agencies--
``(1) for additional skills, knowledge, duties, and
responsibilities;
``(2) by salary systems that increase teachers'
compensation through supplemental pay that is not part of an
annual base salary; or
``(3) through the provision of bonuses, stipends, or
awards.
``(c) No Waiver Authority.--Section 8401 shall not apply to this
subpart.
``(d) Supplement Not Supplant.--
``(1) In general.--A State shall use Federal funds received
under sections 2253 or 2254 only to supplement the funds that
would, in the absence of such Federal funds, be made available
from State and local sources for elementary and secondary
education, and not to supplant State and local funds.
``(2) Compliance.--The Secretary shall use funds described
in section 2254(d)(1)(B) to administer programs authorized
under this subpart and to issue technical assistance to States
and to monitor and enforce the requirements under such
programs.''.
(b) Table of Contents.--The table of contents in section 2 of the
Elementary and Secondary Education Act is amended by inserting after
the item relating to section 2245 the following:
``subpart 5--modernizing the teaching profession
``Sec. 2251. Definitions.
``Sec. 2252. State commissions to advance the teaching profession.
``Sec. 2253. Advancing the teaching profession grants.
``Sec. 2254. Pay Paraprofessionals and Education Support Staff Act.
``Sec. 2255. Rules.''.
PART C--TECHNICAL ASSISTANCE; REPORTING; ADMINISTRATION; STUDY
SEC. 221. ANNUAL STATE REPORT TO THE SECRETARY.
Section 1111(h)(5) of the Elementary and Secondary Education Act of
1965 (20 U.S.C. 6311(h)(5)) is amended--
(1) in subparagraph (C)(ii), by striking ``and'' after the
semicolon;
(2) by redesignating subparagraph (D) as subparagraph (G);
and
(3) 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)(1), or an assurance that the State
submitted the annual report described in subsection
(i)(3)(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. 222. PROMOTING 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
221--
(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 who--
``(I) provide language instruction
to English learners; and
``(II) 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 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 2026, $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. 223. IMPROVING RESOURCE EQUITY.
(a) Purpose.--It is the purpose of the amendments made under this
section to help ensure that sufficient funds are available to meet the
requirements of this Act, including the amendments made by this Act.
(b) Resource Inequity Reviews.--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''.
(c) Resource Inequity Reviews.--Section 1111 of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 6311(d)), as amended by
sections 203 and 204, is further amended by inserting after subsection
(k) the following:
``(l) 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 paragraph (1),
and the public, to--
``(1) identify the quartile of schools serving the greatest
number and percentage of students from low-income backgrounds;
``(2) identify the average per-pupil expenditure of the
quartile of local educational agencies with the greatest per-
pupil expenditures in the State; and
``(3) implement State and local actions to increase per-
pupil expenditures at schools described in paragraph (1) to an
amount that is not less than the average per-pupil expenditure
described in paragraph (2).''.
SEC. 224. 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 221, 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. 225. 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. 226. 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 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 2026.
TITLE III--INVESTING IN EDUCATOR PREPARATION AND THE TEACHING PIPELINE
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 2026, $550,000,000; 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 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. 1022a).
(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 2026, $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 2026, $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 2026, $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(d) 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 2026, $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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