H.R.4674 - College Affordability Act116th Congress (2019-2020)

(i) in subparagraph (D), by striking “and” after the semicolon;

(ii) in subparagraph (E), by striking the period at the end and inserting “; and”; and

(iii) by adding at the end the following:

“(3) REVENUE SOURCES.—In order to qualify as a proprietary institution of higher education under this subsection, an institution shall derive not less than 15 percent of the institution’s revenues from sources other than Federal education assistance funds, as calculated in accordance with paragraph (4).”.

(i) transferred to section 102(b) of such Act;

(ii) inserted so as to appear after paragraph (3) of such section 102(b) (as added by paragraph (1)(B));

(iii) redesignated as paragraph (4) of such section 102(b); and

(iv) further amended by striking “subsection (a)(24)” and inserting “paragraph (3)”.

(i) transferred to section 102(b) of such Act;

(ii) inserted so as to appear after paragraph (4) of such section 102(b) (as added by subparagraph (A));

(iii) redesignated as paragraph (5) of such section 102(b); and

(iv) further amended by striking “subsection (a)(24)” and inserting “paragraph (3)”.

(i) transferred to section 102(b) of such Act;

(ii) inserted so as to appear after paragraph (5) of such section 102(b) (as added by subparagraph (B));

(iii) redesignated as paragraph (6) of such section 102(b); and

(iv) further amended by striking “subsection (a)(24)” and inserting “paragraph (3)”.

“(A) IN GENERAL.—Not later than 18 months after the date of enactment of the College Affordability Act, the Secretary shall establish requirements that training programs shall meet to be programs of training to prepare students for gainful employment in a recognized occupation, which shall include—

“(B) PERFORMANCE METRICS.—

“(C) DISCLOSURE TEMPLATE.—The Secretary shall develop—

“(A) calculate the debt-to-earnings rate and assess performance with respect to any other metric established under paragraph (1)(A)(i) for the preceding award year, and make such information publicly available on the website of the Department;

“(B) issue a notice of determination on whether the program meets the definition in subsection (a), including whether the program shall be subject to sanctions (such as loss of eligibility under title IV); and

“(C) enforce the applicable sanctions.”.

“(1) IN GENERAL.—Not later than 2 years after the date of the enactment of the College Affordability Act, the Secretary shall issue regulations to carry out this section.

“(2) PROCEDURE.—Regulations under paragraph (1) shall be—

“(C) a description of the health-risks associated with the use of illicit drugs and alcohol and substance misuse;”;

“(D) a description of any alcohol or substance misuse counseling, treatment, rehabilitation, recovery, re-entry, or recovery support programs provided by the institution (including in partnership with a community-based organization) that are available to employees or students;”; and

(i) by striking “and” at the end of subparagraph (A);

(ii) in subparagraph (B), by striking the period and inserting “; and”; and

(iii) by adding at the end the following:

“(2) INTERAGENCY AGREEMENT.—Not later than 180 days after the date of enactment of the College Affordability Act, the Secretary shall enter into a interagency agreement with the Secretary of Health and Human Services to—

“(3) GUIDANCE.—Not later than 1 year after the date of enactment of the College Affordability Act, the Secretary shall, in coordination with the Secretary of Health and Human Services, issue guidance with respect to the criteria described in paragraph (2)(A).”; and

(i) by striking “other organizations” and inserting “community-based organizations that partner with institutions of higher education”;

(ii) by striking “programs of prevention, and education (including treatment-referral) to reduce and eliminate the illegal use of drugs and alcohol and the violence associated with such use” and inserting “evidence-based programs of alcohol and substance misuse prevention and education (including programs to improve access to treatment, referral for treatment services, or crisis intervention services) to eliminate illegal substance use, decrease substance misuse, and improve public health and safety”; and

(iii) by striking “alcohol and drug abuse” and inserting “substance use disorder”;

“(2) ADDITIONAL USES.—In addition to the activities described in paragraph (1), a grant or contract awarded under paragraph (1) may be used to carry out 1 or more of the following evidence-based programs or activities:

“(6) AUTHORIZATION OF APPROPRIATIONS.—There are authorized to be appropriated to carry out this section $15,000,000 for fiscal year 2021 and each of the 5 succeeding fiscal years.”.

“(A) subject to any provision of this Act and any regulation that apply to proprietary institutions of higher education; and

“(B) considered a proprietary institution of higher education for purposes of this Act.

“(A) a third-party appraisal based on comparable assets acquired by, or goods or services procured by, nonprofit corporations in similar market conditions;

“(B) an independent financing of the acquisition based upon the assets acquired; or

“(C) a full and open competition in the acquisition of services or assets, as such term is defined in section 2.101(b) of title 48, Code of Federal Regulations, as in effect on the date of the enactment of this section; and

“(A) the Secretary has given final approval of the conversion of the institution to a nonprofit institution of higher education under this section;

“(B) an accrediting agency or association recognized by the Secretary pursuant to section 496 has approved the nonprofit status of the institution; and

“(C) the State has given final approval to the institution as a nonprofit institution of higher education, as applicable; and

“(1) The awarding of any Federal contract.

“(2) The making of any Federal grant.

“(3) The making of any Federal loan.

“(4) The entering into of any Federal cooperative agreement.

“(5) The extension, continuation, renewal, amendment, or modification of any Federal contract, grant, loan, or cooperative agreement.

“(A) Expulsion, suspension, probation, censure, condemnation, formal reprimand, or any other disciplinary action, coercive action, or sanction taken by an institution of higher education or administrative unit of such institution.

“(B) An oral or written warning with respect to an action described in subparagraph (A).

“(C) An action to deny participation in any education program or activity.

“(D) An action to withhold, in whole or in part, any financial assistance (including scholarships and on campus employment), or denying the opportunity to apply for financial assistance, a scholarship, a graduate fellowship, or on-campus employment.

“(E) An action to deny or restrict access to on-campus housing.

“(F) An act to deny any certification, endorsement, or letter of recommendation that may be required by a student’s current or future employer, a government agency, a licensing board, an institution of higher education, a scholarship program, or a graduate fellowship to which the student seeks to apply.

“(G) An action to deny participation in any sports team, club, or other student organization, including a denial of any leadership position in any sports team, club, or other student organization.

“(H) An action to require any student to certify that such student is not a member of a single-sex social organization or to disclose the student’s membership in a single-sex social organization.

“(A) a social fraternity or sorority described in section 501(c) of the Internal Revenue Code of 1986 which is exempt from taxation under section 501(a) of such Code; or

“(B) an organization that has been historically single-sex, the active membership of which consists primarily of students or alumni of an institution of higher education or multiple institutions of higher education.”.

“(4) MINIMUM REQUIREMENTS FOR NET PRICE CALCULATORS.—Not later than 1 year after the date of enactment of the College Affordability Act, a net price calculator for an institution of higher education shall, at a minimum, meet the following requirements:

“(5) PROHIBITION ON USE OF DATA COLLECTED BY THE NET PRICE CALCULATOR.—A net price calculator for an institution of higher education shall—

“(A) IN GENERAL.—The Secretary may develop a universal net price calculator that is housed within the Department of Education, with Department branding, and that may be based on or utilize an existing platform developed by a public or private entity, that—

“(B) CONSUMER TESTING.—

“(i) Instruction.

“(ii) Student services.

“(iii) Marketing.

“(iv) Recruitment.

“(v) Advertising.

“(vi) Lobbying.”.

“(1) IN GENERAL.—

“(2) DATA ELEMENTS.—

“(3) PERIODIC MATCHING WITH OTHER FEDERAL DATA SYSTEMS.—

“(4) PUBLICLY AVAILABLE INFORMATION.—

“(5) PERMISSIBLE DISCLOSURES OF DATA.—

“(6) SUBMISSION OF DATA.—

“(7) UNLAWFUL WILLFUL DISCLOSURE.—

“(8) DATA SECURITY.—The Commissioner shall produce and update as needed guidance and regulations relating to privacy, security, and access which shall govern the use and disclosure of data collected in connection with the activities authorized in this subsection. The guidance and regulations developed and reviewed shall protect data from unauthorized access, use, and disclosure, and shall include—

“(9) DATA COLLECTION.—The Commissioner shall ensure that data collection, maintenance, and use under this subsection complies with section 552a of title 5, United States Code.

“(10) DEFINITIONS.—In this subsection:

“(1) ARMED FORCES.—In the case”; and

“(B) implement oversight and accountability measures to ensure that the PBO carries out its duties under this section efficiently, effectively, and in a manner that accomplishes the purposes specified in subsection (a)(2);”;

(I) by redesignating clauses (ii) through (vi) as clauses (iii) through (vii);

(II) by inserting after clause (i) the following:

(III) in clause (vii), as so redesignated, by inserting “, including oversight of institutions, contractors, and third party servicers that participate in such programs” after “title IV”; and

“(C) Taking action to prevent and address the improper use of access devices, as described in section 485B(d)(7), including by—

“(A) COLLECTION.—The PBO shall collect student-level data that shall be used to evaluate Federal student financial assistance programs authorized under title IV.

“(B) SHARING WITH NCES.—The PBO shall make the data collected under subparagraph (A) available to the Commissioner of the National Center for Education Statistics for purposes of research and policy analysis.

“(C) RESEARCH.—The Commissioner of the National Center for Education Statistics shall ensure the data shared under subparagraph (B) is made available, with direct identifiers removed and with appropriate restrictions to ensure data privacy and security, for vetted research and evaluation purposes in a manner consistent with the process under section 132(l)(5)(A)(i).

“(D) PUBLICATION.—Not less frequently than once annually, the PBO shall—

“(A) IN GENERAL.—Not later than one year after the date of the enactment of the College Affordability Act, and not less than once every five years thereafter, the Secretary and Chief Operating Officer shall agree on a performance plan for the PBO for the succeeding 5 years that—

“(B) CONSULTATION.—In developing the five-year performance plan and any revision to the plan, the Secretary and the Chief Operating Officer shall consult with students, institutions, Congress, contractors, the Borrower Advocate, student aid experts, including consumer advocacy and research groups, the Director of the Bureau of Consumer Financial Protection, State attorneys general, and other relevant parties.

“(C) REVISIONS.—The Secretary and Chief Operating Officer may annually update the plan under paragraph (1) to incorporate the recommendations made pursuant to the consultation required under subparagraph (B) that are accepted by the Secretary and the Chief Operating Officer.

“(D) AREAS.—The plan developed under subparagraph (A) shall address the responsibilities of the PBO in the following areas:

“(E) PUBLIC AVAILABILITY.—Each plan developed under subparagraph (A) shall be made available on a publicly accessible website of the Department of Education.

“(A) REPORT REQUIRED.—Not later than one year after the date of the enactment of the College Affordability Act and annually thereafter, the Secretary, acting through the Chief Operating Officer, shall submit to Congress an annual report on the performance of the PBO.

“(B) CONTENTS.—The annual report shall include the following:

“(A) regarding the degree of satisfaction with the delivery system; and

“(B) to seek suggestions on means to improve the performance of the delivery system.

“(A) the experiences of students and borrowers are accounted for in decision making; and

“(B) that contractors, lenders, and guaranty agencies and third party servicers are adhering to the requirements of title IV, the terms of any contract with the Secretary, consumer protection laws, Federal regulations and guidelines, and directives of the PBO.

“(A) PRESERVICE AND IN-SERVICE RESTRICTIONS.—An individual may not serve as the Chief Operating Officer if such individual—

“(B) POSTSERVICE RESTRICTIONS.—An individual who served as the Chief Operating Officer may not accept employment with an entity that contracts with the PBO until a period of five years has elapsed following the date on which such individual’s service as the Chief Operating Officer terminated.”;

(I) by inserting “specific” before “measurable”; and

(II) by inserting “and metrics used to measure progress toward such goals” before the period; and

“(A) PRESERVICE AND IN-SERVICE RESTRICTIONS.—An individual may not serve as the Borrower Advocate if such individual—

“(B) POSTSERVICE RESTRICTIONS.—An individual who served as the Borrower Advocate may not accept employment with an entity that contracts with the PBO until a period of five years has elapsed following the date on which such individual’s service as the Borrower Advocate terminated.

“(A) assist borrowers of loans made, insured, or guaranteed under title IV in resolving problems with the PBO and its contractors or other agents, including by—

“(B) attempt to resolve complaints within the Department of Education and with institutions of higher education, lenders, guaranty agencies, loan servicers, and other participants in the Federal student loan programs authorized under title IV in a manner that will improve the experience of the borrower;

“(C) conduct impartial reviews regarding a student’s independence under subparagraph (B) or (H) of section 480(d)(1), in consultation with knowledgeable parties, including institutions of higher education, child welfare agencies, local educational agency liaisons for homeless individuals designated under section 722(g)(1)(J)(ii) of the McKinney-Vento Homeless Assistance Act (42 U.S.C. 11432(g)(1)(J)(ii)), or State Coordinators for Education of Homeless Children and Youth established in accordance with section 722 of such Act (42 U.S.C. 11432);

“(D) compile and analyze data on borrower complaints and share such data with the Director of the Bureau of Consumer Financial Protection;

“(E) publish, with any personally identifiable information redacted, such complaints and responses of the Secretary to such complaints on the website of the Department; and

“(F) make appropriate recommendations to Congress, the Chief Operating Officer, and Secretary with respect to Federal student loan programs authorized under title IV and the experiences of borrowers in repayment of loans under such programs.

“(A) identifies the activities carried out by the Borrower Advocate;

“(B) summarizes the complaints received from borrowers, including the number of such complaints, and explains the activities undertaken by the PBO to address such complaints;

“(C) proposes changes in the administrative practices of the PBO to mitigate problems experienced by borrowers; and

“(D) identifies potential legislative changes which may be appropriate to mitigate such problems.”;

“(A) APPOINTMENT.—The Secretary shall appoint an official to be known as the ‘Chief Enforcement Officer’ who shall serve as the head of the Unit. The Secretary shall appoint an individual to serve as the Chief Enforcement Officer solely on the basis of such individual’s integrity and expertise in law and investigations and without regard to such individual’s political affiliation.

“(B) AUTHORITY.—The Chief Enforcement Officer shall report directly to the Secretary without being required to report through any other official of the Department of Education.

“(C) TERM.—The Chief Enforcement Officer shall be appointed for a term of 6 years and may be reappointed for additional terms of 6 years at the discretion of the Secretary.

“(D) REMOVAL.—

“(A) Receive, process, and analyze allegations that a covered entity has violated Federal law or has engaged in unfair, deceptive, or abusive practices.

“(B) Review and investigate such allegations or refer such allegations to an entity described in subparagraphs (A) through (E) of paragraph (6).

“(C) After reviewing and investigating an allegation under subparagraph (B), in consultation with the Chief Operating Officer—

“(A) coordinate with relevant Federal and State agencies and oversight bodies; and

“(B) hire staff with the expertise necessary to conduct investigations, respond to allegations against covered entities, and enforce compliance with laws governing Federal student financial assistance programs under title IV.

“(A) the Borrower Advocate appointed under subsection (f);

“(B) personnel of the Department on responsible for processing borrower defense claims submitted under section 493H;

“(C) other relevant Federal agencies;

“(D) States, including State law enforcement and regulatory agencies; and

“(E) recognized accrediting agencies or associations.

“(A) the number of allegations about covered entities received by Unit in the year covered by the report;

“(B) the number of such allegations investigated by the Unit;

“(C) the number of such allegations that were referred to the Secretary under paragraph (3)(C) and a summary of any action taken by the Secretary with respect to such allegations;

“(D) the number of such allegations that were referred to other Federal agencies and the names of the agencies to which the allegations were referred; and

“(E) the number of such allegations that remain under review or investigation as of the date of the report.

“(A) COVERED ENTITY.—In this subsection, the term ‘covered entity’ means—

“(B) THIRD PARTY SERVICER.—the term ‘third party servicer’ has the meaning given that term in section 481(c).”.

“(i) shall include—

“(ii) shall include—

“(i) The Governor of the State.

“(ii) The State educational agency.

“(iii) The State board of education.

“(iv) The State agency for higher education.

“(v) A public or private nonprofit educational organization.

“(vi) An educational service agency.

“(vii) A public school teacher, principal, or school leader organization.

“(viii) A high-performing local educational agency, or a consortium of such local educational agencies, that can serve as a resource to the partnership.

“(ix) A charter school (as defined in section 4310 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7221i)).

“(x) A school or department within the partner institution that focuses on psychology and human development.

“(xi) A school or department within the partner institution for teacher or school leader preparation with comparable expertise in the disciplines of teaching, learning, and child and adolescent development.

“(xii) An entity operating a program that provides alternative routes to State certification of teachers or principals.

“(i) on student learning gains on statewide academic assessments under section 1111(b)(2) of the Elementary and Secondary Education Act of 1965;

“(ii) from student academic achievement assessments used at the national, State, or local levels, where available and appropriate for the curriculum and students taught;

“(iii) from classroom-based summative assessments; and

“(iv) from high quality validated performance-based assessments that are aligned with challenging State academic standards adopted under section 1111(b)(1) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311(b)(1)).

“(i) Student work, including measures of performance criteria and evidence of student growth.

“(ii) Teacher-generated information about student goals and growth.

“(iii) Parental feedback about student goals and growth.

“(iv) Student feedback about learning and teaching supports.

“(v) Assessments of affective engagement and self-efficacy.

“(vi) Other appropriate measures, as determined by the State.

“(i) the foster care facility is licensed and payments are made by the State or local agency for the care of the child;

“(ii) adoption subsidy payments are being made prior to the finalization of an adoption; or

“(iii) Federal matching funds for any payments described in clause (i) or (ii) are being made.

“(ii) for which not less than 40 percent of the children served by the agency are low-income children;

“(iii) that meets the eligibility requirements for funding under the Small, Rural School Achievement Program under section 5211(b) of the Elementary and Secondary Education Act of 1965 or the Rural and Low-Income School Program under section 6221(b) of such Act; or

“(iv) that has a percentage of low-income children that is in the highest quartile among such agencies in the State; and

“(ii) for which a significant number of schools served by the agency has a high teacher turnover rate or is experiencing a teacher shortage in a high-needs field, as determined by the State.

“(i) an elementary school, in which not less than 60 percent of students are eligible for a free or reduced price school lunch under the Richard B. Russell National School Lunch Act;

“(ii) any other school that is not an elementary school, in which not less than 45 percent of students are eligible for a free or reduced price school lunch under the Richard B. Russell National School Lunch Act (42 U.S.C. 1751 et seq.); or

“(iii) identified for comprehensive support and improvement under section 1111(c)(4)(D) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311(c)(4)(D)), targeted support and improvement under section 1111(d)(2) of such Act (20 U.S.C. 6311(d)(2)), or additional targeted support under section 1111(d)(2)(C) of such Act (20 U.S.C. 6311(d)(2)(C)).

“(i) DESIGNATION BY THE SECRETARY.—The Secretary may, upon approval of an application submitted by an eligible partnership seeking a grant under this title, designate a school that does not qualify as a high-need school under subparagraph (A) as a high-need school for the purpose of this title. The Secretary shall base the approval of an application for designation of a school under this clause on a consideration of the information required under clause (ii), and may also take into account other information submitted by the eligible partnership.

“(ii) APPLICATION REQUIREMENTS.—An application for designation of a school under clause (i) shall include—

“(i) model the integration of research and practice in the classroom and school; and

“(ii) assist new teachers or school leaders with the effective use and integration of educational and accessible technology and universal design for learning into the classroom or school.

“(i) nurture teacher and staff development to strengthen classroom practice;

“(ii) support teacher health and well-being, including through programs that focus on social emotional learning, organizational interventions, workplace wellness, and stress management;

“(iii) build and sustain an inclusive culture of learning among adults and children;

“(iv) strengthen communications and relationships with teachers, parents, caregivers, paraprofessionals, and community stakeholders;

“(v) facilitate the sharing of knowledge, insight, and best practices in the community served by the school, preschool program, or early childhood education program, including with youth serving programs (such as before- and after-school and summer programs); and

“(vi) build relationships and communicate effectively with State and local educational agency officials.

“(i) teaching and learning;

“(ii) assessment of student learning;

“(iii) the development of teaching skills through the use of instructional and behavioral interventions, including trauma-informed practices; and

“(iv) the improvement of the mentees’ capacity to measurably advance student learning; and

“(i) common planning time or regularly scheduled collaboration for the mentor and mentee; and

“(ii) as applicable, joint professional development opportunities.

“(i) whose graduates exhibit strong performance on State-determined qualifying assessments for new teachers through—

“(ii) that requires—

“(i) whose graduates exhibit a strong record of successful school leadership as demonstrated by—

“(ii) that requires each student in the program to participate in an intensive, high-quality clinical experience in an authentic setting (including by assuming substantial leadership responsibilities) for at least one full academic semester (or the equivalent) in which the student can be evaluated on leadership skills and the student’s effect on student learning as part of program completion.

“(i) has an advanced degree, or other appropriate credential;

“(ii) has completed a principal or other school leader preparation process and is fully certified and licensed by the State in which the principal or other school leader is employed;

“(iii) has demonstrated instructional leadership, including the ability to collect, analyze, and utilize data on evidence of student learning and evidence of classroom practice;

“(iv) has demonstrated proficiency in professionally recognized leadership standards, such as through—

“(v) has demonstrated the ability to work with students with disabilities and students who are culturally and linguistically diverse;

“(i) has completed a teacher preparation program and is fully certified and licensed to teach by the State in which the teacher is employed;

“(ii) has a baccalaureate degree or higher;

“(iii) has demonstrated content knowledge in the subject or subjects the teacher teaches;

“(iv) has demonstrated the ability to work with students with disabilities and students who are culturally and linguistically diverse;

“(v) has demonstrated teaching skills, such as through—

“(vi) has demonstrated proficiency with the use of educational and accessible technology; and

“(i) the educator of record; and

“(ii) is rated as effective or above in the State’s school leader evaluation and support system (as described in section 2101(c)(4)(B)(ii) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6611(c)(4)(B)(ii))) or, if no such ratings are available, other, on comparable indicators of performance;

“(i) the teaching of the content area in which the teacher will become certified or licensed;

“(ii) pedagogical practices, including the teaching skills defined in paragraph (33); and

“(iii) leadership, management, organizational, and instructional skills necessary to serve as a principal or other school leader;

“(i) demonstrates the prerequisite skills to advance student learning, which may be measured by a teacher or school leader performance assessment;

“(ii) attains full State teacher, principal, or school leader certification or licensure;

“(iii) with respect to special education teachers, meets the qualifications described in section 612(a)(14)(C) of the Individuals with Disabilities Education Act (20 U.S.C. 1412(a)(14)(C)); and

“(iv) becomes profession-ready.

“(i) support educator development, effectiveness, and student learning;

“(ii) support access and use research to improve practice and student learning;

“(iii) promote professional learning for continuous improvement;

“(iv) facilitate improvements in instruction and student learning; promote the appropriate use of assessments and data for school and district improvement;

“(v) improve outreach and collaboration with families and community;

“(vi) advance the profession by shaping and implementing policy;

“(vii) advocate for increased access to great teaching and learning for all students; and

“(viii) demonstrate cultural competencies and provide instruction and support as such.

“(i) are based on empirically-based practice and evidence-based research, where applicable, related to teaching and learning;

“(ii) are specific to academic subject matter; and

“(iii) focus on the identification of students’ specific learning needs, particularly students with disabilities, students who are English learners, students who are gifted and talented, and students with low literacy levels, and the tailoring of academic instruction to such needs;

“(i) curriculum planning informed by an understanding of students’ prior knowledge, experiences, and racial, linguistic, cultural, and community assets;

“(ii) instruction of students, including the skills necessary to advance student learning, and including appropriate plans, differentiation, and modifications to support student learning needs, including English learners and students with disabilities;

“(iii) assessment of students, including analysis of evidence of student learning;

“(iv) ability to analyze, reflect on, and improve teaching practice in response to student learning; and

“(v) demonstrate cultural competencies through curriculum planning and instruction.

“(F) how the partnership will prepare educators to teach and work with students with disabilities, including training related to early identification of students with disabilities and participation as a member of individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act to ensure that students with disabilities receive effective services, consistent with the requirements of the Individuals with Disabilities Education Act, that are needed for such students to achieve to challenging State academic standards;

“(G) how the partnership will prepare educators to teach and work with students who are English learners to ensure that students who are English learners receive the services that are needed for such students to achieve to challenging State academic standards;

“(H) in the case of activities related to principal and school leader preparation programs, how the partnership will prepare principals and other school leaders to foster instruction that supports the success of all students, including students with disabilities, students who are English learners, and students in early childhood education in alignment with State early learning standards for early childhood education programs;

“(I) how faculty at the partner institution will work, during the term of the grant, with mentor educators in the classrooms and administrators of high-need schools served by the high-need local educational agency in the partnership to—

“(L) how faculty at the partner institution for school leader preparation will work, during the term of the grant, with their—

“(A) a program for the pre-baccalaureate or post-baccalaureate preparation of teachers described in subsection (d);

“(B) a teaching residency program, or a principal or other school leader residency program, described in subsection (e);

“(C) a high-quality ‘Grow Your Own’ program; or

“(D) a combination of such programs; and

“(A) TEACHING RESIDENCY PROGRAM.—An eligible partnership carrying out a teaching residency program shall—

“(B) PRINCIPAL OR SCHOOL LEADER RESIDENCY PROGRAM.—An eligible partnership carrying out a principal or school leader residency program shall support a program described in paragraph (3) for high-need schools, as determined by the needs of the high-need local educational agency in the partnership.

“(A) ESTABLISHMENT AND DESIGN.—A teaching residency program under this paragraph shall be a program based upon models of successful teaching residencies that serves as a mechanism to prepare teachers for success in high-need schools in the eligible partnership and shall be designed to include the following characteristics of successful programs:

“(B) SELECTION OF INDIVIDUALS AS TEACHER RESIDENTS.—

“(A) ESTABLISHMENT AND DESIGN.—A principal or other school leader residency program under this paragraph shall be a program based upon models of successful principal or other school leader residencies, and may include the development or support of principal pipelines, that serve as a mechanism to prepare principals and other school leaders for success in high-need schools in the eligible partnership and shall be designed to include the following characteristics of successful programs:

“(B) SELECTION OF INDIVIDUALS AS PRINCIPAL OR OTHER SCHOOL LEADER RESIDENTS.—

“(A) STIPENDS OR SALARIES.—A teaching residency program, or a principal or other school leader residency program, under this subsection—

“(B) APPLICATIONS.—

“(C) REPAYMENTS.—

“(A) development of curriculum and curricular resources;

“(B) facilitating the work of committees and teams;

“(C) family and community engagement;

“(D) school discipline and culture;

“(E) peer observations and coaching;

“(F) dual enrollment instruction; or

“(G) cultural competencies.

“(A) one year of professional development, training, and support that may—

“(B) one or 2 additional years of support from a principal, vice principal, or a designated instructional leader of the school, a representative from the institution of higher education that is a partner in the eligible partnership, and a representative from another entity that is a partner in the eligible partnership.

“(A) how the work hours of teacher leaders will be allocated between their classroom responsibilities and responsibilities as a teacher leader, which shall include a description of whether the teacher leader will be relieved from teaching duties during their participation in the teacher leader development program;

“(B) how the partnership will support teacher leaders after the first year of professional development in the program; and

“(C) how teacher leader activities could be sustained by the eligible partnership after the program concludes, which may include a description of opportunities for the teacher leaders to assist in the educator preparation program at the institution of higher education in the partnership.

“(A) shall select a teacher for participation in the program—

“(B) may develop admissions goals and priorities for the teacher leader development program that—

“(C) shall use the grant funds to pay for costs of training and supporting teacher leaders for not less than 2 years and not more than 3 years;

“(D) may use the grant funds to pay for a portion of a stipend for teacher leaders if such grant funds are matched by additional non-Federal public or private funds as follows:

“(E) may require teacher leaders to pay back the cost of attaining the credential described in paragraph (2)(A)(ii) if they do not complete their term of service in the teacher leader development program.

“(A) integrate career-focused courses on education topics with school-based learning experience;

“(B) provide opportunities for candidates to practice and develop the skills and dispositions that will help them become skilled educators and leaders;

“(C) support candidates as they complete their associate, baccalaureate, or master’s degree and earn their teaching or school leadership credential; and

“(D) offer financial aid, in addition to financial assistance that may be received under title IV, to candidates and work in partnership with members of the eligible partnership to provide academic, counseling, and programmatic supports.

“(A) shall—

“(B) may include—