Teacher quality enhancement grants

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

Teacher Quality Enhancement Grants for States and Partnerships

201.

Purposes; definitions

(a)

Purposes

The purposes of this part are to— (1)improve student academic achievement; (2)improve the quality of the current and future teaching force by improving the preparation of prospective teachers and enhancing professional development activities; (3)hold institutions of higher education accountable for preparing highly qualified teachers; and (4)recruit qualified individuals, including minorities and individuals from other occupations, into the teaching force. (b)

Definitions

In this part: (1)

Arts and sciences

The term arts and sciences means— (A)when referring to an organizational unit of an institution of higher education, any academic unit that offers 1 or more academic majors in disciplines or content areas corresponding to the academic subject matter areas in which teachers provide instruction; and (B)when referring to a specific academic subject matter area, the disciplines or content areas in which academic majors are offered by the arts and science organizational unit. (2)

Exemplary teacher

The term exemplary teacher has the meaning given such term in section 9101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801). (3)

Highly qualified

The term highly qualified has the meaning given such term in section 9101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801). (4)

High-need local educational agency

The term high-need local educational agency means a local educational agency— (A) (i) (I)that serves not fewer than 10,000 children from families with incomes below the poverty line; or (II)for which not less than 25 percent of the children served by the agency are from families with incomes below the poverty line; (ii)that is among those serving the highest number or percentage of children from families with incomes below the poverty line in the State, but this clause applies only in a State that has no local educational agency meeting the requirements of clause (i); or (iii)with a total of less than 600 students in average daily attendance at the schools that are served by the agency and all of whose schools are designated with a school locale code of 7, as determined by the Secretary; and (B) (i)for which there is a high percentage of teachers not teaching in the academic subjects or grade levels that the teachers were trained to teach; or (ii)for which there is a high percentage of teachers with emergency, provisional, or temporary certification or licensing. (5)

Poverty line

The term poverty line means the poverty line (as defined by the Office of Management and Budget, and revised annually in accordance with section 673(2) of the Community Services Block Grant Act (42 U.S.C. 9902(2))) applicable to a family of the size involved. (6)

Professional development

The term professional development has the meaning given such term in section 9101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801). (7)

Scientifically based reading research

The term scientifically based reading research has the meaning given such term in section 1208 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6368). (8)

Scientifically based research

The term scientifically based research has the meaning given such term in section 9101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801). (9)

Teaching skills

The term teaching skills means skills that— (A)are based on scientifically based research; (B)enable teachers to effectively convey and explain subject matter content; (C)lead to increased student academic achievement; and (D)use strategies that— (i)are specific to subject matter; (ii)include ongoing assessment of student learning; (iii)focus on identification and tailoring of academic instruction to students’s specific learning needs; and (iv)focus on classroom management.

202.

State grants

(a)

In general

From amounts made available under section 210(1) for a fiscal year, the Secretary is authorized to award grants under this section, on a competitive basis, to eligible States to enable the eligible States to carry out the activities described in subsection (d). (b)

Eligible State

(1)

Definition

In this part, the term eligible State means— (A)the Governor of a State; or (B)in the case of a State for which the constitution or law of such State designates another individual, entity, or agency in the State to be responsible for teacher certification and preparation activity, such individual, entity, or agency. (2)

Consultation

The Governor or the individual, entity, or agency designated under paragraph (1)(B) shall consult with the Governor, State board of education, State educational agency, or State agency for higher education, as appropriate, with respect to the activities assisted under this section. (3)

Construction

Nothing in this subsection shall be construed to negate or supersede the legal authority under State law of any State agency, State entity, or State public official over programs that are under the jurisdiction of the agency, entity, or official. (c)

Application

To be eligible to receive a grant under this section, an eligible State shall submit an application to the Secretary that— (1)meets the requirement of this section; (2)demonstrates that the State is in full compliance with sections 207 and 208; (3)includes a description of how the eligible State intends to use funds provided under this section; (4)includes measurable objectives for the use of the funds provided under the grant; (5)demonstrates the State has submitted and is actively implementing a plan that meets the requirements of sections 1111(h)(1)(C)(viii) and 1119 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311(h)(1)(C)(viii) and 6319); and (6)contains such other information and assurances as the Secretary may require. (d)

Uses of funds

An eligible State that receives a grant under this section shall use the grant funds to reform teacher preparation requirements, to coordinate with State activities under section 2113(c) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6613(c)), and to ensure that current and future teachers are highly qualified, by carrying out one or more of the following activities: (1)

Reforms

Ensuring that all teacher preparation programs in the State are preparing teachers who are highly qualified, are able to understand scientifically based research and its applicability, and are able to use advanced technology effectively in the classroom, including use for instructional techniques to improve student academic achievement, by assisting such programs— (A)to retrain faculty; and (B)to design (or redesign) teacher preparation programs so they— (i)are based on rigorous academic content, scientifically based research (including scientifically based reading research), and challenging State student academic content standards; and (ii)promote strong teaching skills. (2)

Certification or licensure requirements

Reforming teacher certification (including recertification) or licensing requirements to ensure that— (A)teachers have the subject matter knowledge and teaching skills in the academic subjects that the teachers teach that are necessary to help students meet challenging State student academic achievement standards; and (B)such requirements are aligned with challenging State academic content standards. (3)

Alternatives to traditional teacher preparation and State certification

Providing prospective teachers with alternative routes to State certification and traditional preparation to become highly qualified teachers through— (A)innovative approaches that reduce unnecessary barriers to State certification while producing highly qualified teachers; (B)programs that provide support to teachers during their initial years in the profession; and (C)alternative routes to State certification of teachers for qualified individuals, including mid-career professionals from other occupations, former military personnel, and recent college graduates with records of academic distinction. (4)

Innovative programs

Planning and implementing innovative programs to enhance the ability of institutions of higher education to prepare highly qualified teachers, such as charter colleges of education or university and local educational agency partnership schools, that— (A)permit flexibility in meeting State requirements as long as graduates, during their initial years in the profession, increase student academic achievement; (B)provide long-term data gathered from teachers’ performance over multiple years in the classroom on the ability to increase student academic achievement; (C)ensure high-quality preparation of teachers from underrepresented groups; and (D)create performance measures that can be used to document the effectiveness of innovative methods for preparing highly qualified teachers. (5)

Merit pay

Developing, or assisting local educational agencies in developing— (A)merit-based performance systems that reward teachers who increase student academic achievement; and (B)strategies that provide differential and bonus pay in high-need local educational agencies to retain— (i)principals; (ii)highly qualified teachers who teach in high-need academic subjects, such as reading, mathematics, and science; (iii)highly qualified teachers who teach in schools identified for school improvement under section 1116(b) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6316(b)); (iv)special education teachers; (v)teachers specializing in teaching limited English proficient children; and (vi)highly qualified teachers in urban and rural schools or districts. (6)

Teacher advancement

Developing, or assisting local educational agencies in developing, teacher advancement and retention initiatives that promote professional growth and emphasize multiple career paths (such as paths to becoming a highly qualified mentor teacher or exemplary teacher) and pay differentiation. (7)

Teacher removal

Developing and implementing effective mechanisms to ensure that local educational agencies and schools are able to remove expeditiously incompetent or unqualified teachers consistent with procedures to ensure due process for the teachers. (8)

Technical assistance

Providing technical assistance to low-performing teacher preparation programs within institutions of higher education identified under section 208(a). (9)

Teacher effectiveness

Developing— (A)systems to measure the effectiveness of teacher preparation programs and professional development programs; and (B)strategies to document gains in student academic achievement or increases in teacher mastery of the academic subjects the teachers teach as a result of such programs. (10)

Teacher recruitment and retention

Undertaking activities that— (A)develop and implement effective mechanisms to ensure that local educational agencies and schools are able effectively to recruit and retain highly qualified teachers; or (B)are described in section 204(d). (11)

Preschool teachers

Developing strategies— (A)to improve the qualifications of preschool teachers, which may include State certification for such teachers; and (B)to improve and expand preschool teacher preparation programs. (e)

Evaluation

(1)

Evaluation system

An eligible State that receives a grant under this section shall develop and utilize a system to evaluate annually the effectiveness of teacher preparation programs and professional development activities within the State in producing gains in— (A)the teacher’s annual contribution to improving student academic achievement, as measured by State academic assessments required under section 1111(b)(3) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311(b)(3)); and (B)teacher mastery of the academic subjects they teach, as measured by pre- and post-participation tests of teacher knowledge, as appropriate. (2)

Use of evaluation system

Such evaluation system shall be used by the State to evaluate— (A)activities carried out using funds provided under this section; and (B)the quality of its teacher education programs. (3)

Public reporting

The State shall make the information described in paragraph (1) widely available through public means, such as posting on the Internet, distribution to the media, and distribution through public agencies.

203.

Partnership grants

(a)

Grants

From amounts made available under section 210(2) for a fiscal year, the Secretary is authorized to award grants under this section, on a competitive basis, to eligible partnerships to enable the eligible partnerships to carry out the activities described in subsections (d) and (e). (b)

Definitions

(1)

Eligible partnerships

In this part, the term eligible partnership means an entity that— (A)shall include— (i)a partner institution; (ii)a school of arts and sciences; (iii)a high-need local educational agency; and (iv)a public or private educational organization; and (B)may include a Governor, State educational agency, the State board of education, the State agency for higher education, an institution of higher education not described in subparagraph (A), a public charter school, a public or private elementary school or secondary school, a public or private educational organization, a business, a science-, mathematics-, or technology-oriented entity, a faith-based or community organization, a prekindergarten program, a teacher organization, an education service agency, a consortia of local educational agencies, or a nonprofit telecommunications entity. (2)

Partner institution

In this section, the term partner institution means an institution of higher education, the teacher training program of which demonstrates that— (A)graduates from the teacher training program exhibit strong performance on State-determined qualifying assessments for new teachers through— (i)demonstrating that the graduates of the program who intend to enter the field of teaching have passed all of the applicable State qualification assessments for new teachers, which shall include an assessment of each prospective teacher’s subject matter knowledge in the content area or areas in which the teacher intends to teach; or (ii)being ranked among the highest-performing teacher preparation programs in the State as determined by the State— (I)using criteria consistent with the requirements for the State report card under section 207(a); and (II)using the State report card on teacher preparation required under section 207(a); or (B)the teacher training program requires all the students of the program to participate in intensive clinical experience, to meet high academic standards, and— (i)in the case of secondary school candidates, to successfully complete an academic major in the subject area in which the candidate intends to teach or to demonstrate competence through a high level of performance in relevant content areas; and (ii)in the case of elementary school candidates, to successfully complete an academic major in the arts and sciences or to demonstrate competence through a high level of performance in core academic subject areas. (c)

Application

Each eligible partnership desiring a grant under this section shall submit an application to the Secretary at such time, in such manner, and accompanied by such information as the Secretary may require. Each such application shall— (1)contain a needs assessment of all the partners with respect to teaching and learning and a description of how the partnership will coordinate with other teacher training or professional development programs, and how the activities of the partnership will be consistent with State, local, and other education reform activities that promote student academic achievement; (2)contain a resource assessment that describes the resources available to the partnership, the intended use of the grant funds, including a description of how the grant funds will be used in accordance with subsection (f), and the commitment of the resources of the partnership to the activities assisted under this part, including financial support, faculty participation, time commitments, and continuation of the activities when the grant ends; (3)contain a description of— (A)how the partnership will meet the purposes of this part; (B)how the partnership will carry out the activities required under subsection (d) and any permissible activities under subsection (e); (C)the partnership’s evaluation plan pursuant to section 206(b); (D)how faculty of the teacher preparation program at the partner institution will serve, over the term of the grant, with highly qualified teachers in the classrooms of the high-need local educational agency included in the partnership; (E)how the partnership will ensure that teachers, principals, and superintendents in private elementary and secondary schools located in the geographic areas served by an eligible partnership under this section will participate equitably in accordance with section 9501 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7881); (F)how the partnership will design and implement a clinical program component that includes close supervision of student teachers by faculty of the teacher preparation program at the partner institution and mentor teachers; (G)how the partnership will design and implement an induction program to support all new teachers through the first 3 years of teaching that includes mentors who are trained and compensated by the partnership for their work with new teachers; and (H)how the partnership will collect, analyze, and use data on the retention of all teachers in schools located in the geographic areas served by the partnership to evaluate the effectiveness of its teacher support system; and (4)contain a certification from the high-need local educational agency included in the partnership that it has reviewed the application and determined that the grant proposed will comply with subsection (f). (d)

Required uses of funds

An eligible partnership that receives a grant under this section shall use the grant funds to reform teacher preparation requirements, to coordinate with State activities under section 2113(c) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6613(c)), and to ensure that current and future teachers are highly qualified, by carrying out one or more of the following activities: (1)

Reforms

Implementing reforms within teacher preparation programs to ensure that such programs are preparing teachers who are highly qualified, are able to understand scientifically based research and its applicability, and are able to use advanced technology effectively in the classroom, including use for instructional techniques to improve student academic achievement, by— (A)retraining faculty; and (B)designing (or redesigning) teacher preparation programs so they— (i)are based on rigorous academic content, scientifically based research (including scientifically based reading research), and challenging State student academic content standards; and (ii)promote strong teaching skills. (2)

Clinical experience and interaction

Providing sustained and high-quality preservice and in-service clinical experience, including the mentoring of prospective teachers by exemplary teachers, substantially increasing interaction between faculty at institutions of higher education and new and experienced teachers, principals, and other administrators at elementary schools or secondary schools, and providing support for teachers, including preparation time and release time, for such interaction. (3)

Professional development

Creating opportunities for enhanced and ongoing professional development that improves the academic content knowledge of teachers in the subject areas in which the teachers are certified to teach or in which the teachers are working toward certification to teach, and that promotes strong teaching skills. (4)

Teacher preparation

Developing, or assisting local educational agencies in developing, professional development activities that— (A)provide training in how to teach and address the needs of students with different learning styles, particularly students with disabilities, limited English proficient students, and students with special learning needs; and (B)provide training in methods of— (i)improving student behavior in the classroom; and (ii)identifying early and appropriate interventions to help students described in subparagraph (A) learn. (e)

Allowable uses of funds

An eligible partnership that receives a grant under this section may use such funds to carry out the following activities: (1)

Alternatives to traditional teacher preparation and State certification

Providing prospective teachers with alternative routes to State certification and traditional preparation to become highly qualified teachers through— (A)innovative approaches that reduce unnecessary barriers to teacher preparation while producing highly qualified teachers; (B)programs that provide support during a teacher’s initial years in the profession; and (C)alternative routes to State certification of teachers for qualified individuals, including mid-career professionals from other occupations, former military personnel, and recent college graduates with records of academic distinction. (2)

Dissemination and coordination

Broadly disseminating information on effective practices used by the partnership, and coordinating with the activities of the Governor, State board of education, State higher education agency, and State educational agency, as appropriate. (3)

Managerial and leadership skills

Developing and implementing professional development programs for principals and superintendents that enable them to be effective school leaders and prepare all students to meet challenging State academic content and student academic achievement standards. (4)

Teacher recruitment

Activities— (A)to encourage students to become highly qualified teachers, such as extracurricular enrichment activities; and (B)activities described in section 204(d). (5)

Clinical experience in science, mathematics, and technology

Creating opportunities for clinical experience and training, by participation in the business, research, and work environments with professionals, in areas relating to science, mathematics, and technology for teachers and prospective teachers, including opportunities for use of laboratory equipment, in order for the teacher to return to the classroom for at least 2 years and provide instruction that will raise student academic achievement. (6)

Coordination with community colleges

Coordinating with community colleges to implement teacher preparation programs, including through distance learning, for the purposes of allowing prospective teachers— (A)to attain a bachelor’s degree and State certification or licensure; and (B)to become highly qualified teachers. (7)

Teacher mentoring

Establishing or implementing a teacher mentoring program that— (A)includes minimum qualifications for mentors; (B)provides training and stipends for mentors; (C)provides mentoring programs for teachers in their first 3 years of teaching; (D)provides regular and ongoing opportunities for mentors and mentees to observe each other’s teaching methods in classroom settings during the school day; (E)establishes an evaluation and accountability plan for activities conducted under this paragraph that includes rigorous objectives to measure the impact of such activities; and (F)provides for a report to the Secretary on an annual basis regarding the partnership’s progress in meeting the objectives described in subparagraph (E). (8)

Computer software for multilingual education

Training teachers to use computer software for multilingual education to address the needs of limited English proficient students. (f)

Special rule

At least 50 percent of the funds made available to an eligible partnership under this section shall be used directly to benefit the high-need local educational agency included in the partnership. Any entity described in subsection (b)(1)(A) may be the fiscal agent under this section. (g)

Construction

Nothing in this section shall be construed to prohibit an eligible partnership from using grant funds to coordinate with the activities of more than one Governor, State board of education, State educational agency, local educational agency, or State agency for higher education. (h)

Supplement, not supplant

Funds made available under this section shall be used to supplement, and not supplant, other Federal, State, and local funds that would otherwise be expended to carry out the purposes of this section.

204.

Teacher recruitment grants

(a)

Program authorized

From amounts made available under section 210(3) for a fiscal year, the Secretary is authorized to award grants, on a competitive basis, to eligible applicants to enable the eligible applicants to carry out activities described in subsection (d). (b)

Eligible applicant defined

In this part, the term eligible applicant means— (1)an eligible State described in section 202(b); or (2)an eligible partnership described in section 203(b). (c)

Application

Any eligible applicant desiring to receive a grant under this section shall submit an application to the Secretary at such time, in such form, and containing such information as the Secretary may require, including— (1)a description of the assessment that the eligible applicant, and the other entities with whom the eligible applicant will carry out the grant activities, have undertaken to determine the most critical needs of the participating high-need local educational agencies; (2)a description of the activities the eligible applicant will carry out with the grant, including the extent to which the applicant will use funds to recruit minority students to become highly qualified teachers; and (3)a description of the eligible applicant’s plan for continuing the activities carried out with the grant, once Federal funding ceases. (d)

Uses of funds

Each eligible applicant receiving a grant under this section shall use the grant funds— (1) (A)to award scholarships to help students, such as individuals who have been accepted for their first year, or who are enrolled in their first or second year, of a program of undergraduate education at an institution of higher education, pay the costs of tuition, room, board, and other expenses of completing a teacher preparation program; (B)to provide support services, if needed to enable scholarship recipients— (i)to complete postsecondary education programs; or (ii)to transition from a career outside of the field of education into a teaching career; and (C)for followup services provided to former scholarship recipients during the recipients first 3 years of teaching; or (2)to develop and implement effective mechanisms to ensure that high-need local educational agencies and schools are able effectively to recruit highly qualified teachers. (e)

Additional discretionary uses of funds

In addition to the uses described in subsection (d), each eligible applicant receiving a grant under this section may use the grant funds— (1)to develop and implement effective mechanisms to recruit into the teaching profession employees from— (A)high-demand industries, including technology industries; and (B)the fields of science, mathematics, and engineering; and (2)to conduct outreach and coordinate with inner city and rural secondary schools to encourage students to pursue teaching as a career. (f)

Service requirements

(1)

In general

The Secretary shall establish such requirements as the Secretary determines necessary to ensure that recipients of scholarships under this section who complete teacher education programs— (A)subsequently teach in a high-need local educational agency for a period of time equivalent to— (i)one year; increased by (ii)the period for which the recipient received scholarship assistance; or (B)repay the amount of the scholarship. (2)

Use of repayments

The Secretary shall use any such repayments to carry out additional activities under this section. (g)

Priority

The Secretary shall give priority under this section to eligible applicants who provide an assurance that they will recruit a high percentage of minority students to become highly qualified teachers.

205.

Administrative provisions

(a)

Duration; one-time awards; payments

(1)

Duration

(A)

Eligible States and eligible applicants

Grants awarded to eligible States and eligible applicants under this part shall be awarded for a period not to exceed 3 years. (B)

Eligible partnerships

Grants awarded to eligible partnerships under this part shall be awarded for a period of 5 years. (2)

One-time award

An eligible partnership may receive a grant under each of sections 203 and 204, as amended by the &short-title1;, only once. (3)

Payments

The Secretary shall make annual payments of grant funds awarded under this part. (b)

Peer review

(1)

Panel

The Secretary shall provide the applications submitted under this part to a peer review panel for evaluation. With respect to each application, the peer review panel shall initially recommend the application for funding or for disapproval. (2)

Priority

In recommending applications to the Secretary for funding under this part, the panel shall— (A)with respect to grants under section 202, give priority to eligible States that— (i)have initiatives to reform State teacher certification requirements that are based on rigorous academic content, scientifically based research, including scientifically based reading research, and challenging State student academic content standards; (ii)have innovative reforms to hold institutions of higher education with teacher preparation programs accountable for preparing teachers who are highly qualified and have strong teaching skills; or (iii)have innovative efforts aimed at reducing the shortage of highly qualified teachers in high poverty urban and rural areas; and (B)with respect to grants under section 203— (i)give priority to applications from broad-based eligible partnerships that involve businesses and community organizations; and (ii)take into consideration— (I)providing an equitable geographic distribution of the grants throughout the United States; and (II)the potential of the proposed activities for creating improvement and positive change. (3)

Secretarial selection

The Secretary shall determine, based on the peer review process, which application shall receive funding and the amounts of the grants. In determining grant amounts, the Secretary shall take into account the total amount of funds available for all grants under this part and the types of activities proposed to be carried out. (c)

Matching requirements

(1)

State grants

Each eligible State receiving a grant under section 202 or 204 shall provide, from non-Federal sources, an amount equal to 50 percent of the amount of the grant (in cash or in kind) to carry out the activities supported by the grant. (2)

Partnership grants

Each eligible partnership receiving a grant under section 203 or 204 shall provide, from non-Federal sources (in cash or in kind), an amount equal to 25 percent of the grant for the first year of the grant, 35 percent of the grant for the second year of the grant, and 50 percent of the grant for each succeeding year of the grant. (d)

Limitation on administrative expenses

An eligible State or eligible partnership that receives a grant under this part may not use more than 2 percent of the grant funds for purposes of administering the grant.

206.

Accountability and evaluation

(a)

State grant accountability report

An eligible State that receives a grant under section 202 shall submit an annual accountability report to the Secretary, the Committee on Health, Education, Labor, and Pensions of the Senate, and the Committee on Education and the Workforce of the House of Representatives. Such report shall include a description of the degree to which the eligible State, in using funds provided under such section, has made substantial progress in meeting the following goals: (1)

Percentage of highly qualified teachers

Increasing the percentage of highly qualified teachers in the State as required by section 1119 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6319). (2)

Student academic achievement

Increasing student academic achievement for all students as defined by the eligible State. (3)

Raising standards

Raising the State academic standards required to enter the teaching profession as a highly qualified teacher. (4)

Initial certification or licensure

Increasing success in the pass rate for initial State teacher certification or licensure, or increasing the numbers of qualified individuals being certified or licensed as teachers through alternative programs. (5)

Decreasing teacher shortages

Decreasing shortages of highly qualified teachers in poor urban and rural areas. (6)

Increasing opportunities for professional development

Increasing opportunities for enhanced and ongoing professional development that— (A)improves the academic content knowledge of teachers in the subject areas in which the teachers are certified or licensed to teach or in which the teachers are working toward certification or licensure to teach; and (B)promotes strong teaching skills. (7)

Technology integration

Increasing the number of teachers prepared effectively to integrate technology into curricula and instruction and who use technology to collect, manage, and analyze data to improve teaching, learning, and decisionmaking for the purpose of increasing student academic achievement. (b)

Eligible partnership evaluation

Each eligible partnership applying for a grant under section 203 shall establish, and include in the application submitted under section 203(c), an evaluation plan that includes strong performance objectives. The plan shall include objectives and measures for— (1)increased student achievement for all students, as measured by the partnership; (2)increased teacher retention in the first 3 years of a teacher’s career; (3)increased success in the pass rate for initial State certification or licensure of teachers; (4)increased percentage of highly qualified teachers; and (5)increasing the number of teachers trained effectively to integrate technology into curricula and instruction and who use technology to collect, manage, and analyze data to improve teaching, learning, and decisionmaking for the purpose of improving student academic achievement. (c)

Revocation of grant

(1)

Report

Each eligible State or eligible partnership receiving a grant under section 202 or 203 shall report annually on the progress of the eligible State or eligible partnership toward meeting the purposes of this part and the goals, objectives, and measures described in subsections (a) and (b). (2)

Revocation

(A)

Eligible States and eligible applicants

If the Secretary determines that an eligible State or eligible applicant is not making substantial progress in meeting the purposes, goals, objectives, and measures, as appropriate, by the end of the second year of a grant under this part, then the grant payment shall not be made for the third year of the grant. (B)

Eligible partnerships

If the Secretary determines that an eligible partnership is not making substantial progress in meeting the purposes, goals, objectives, and measures, as appropriate, by the end of the third year of a grant under this part, then the grant payments shall not be made for any succeeding year of the grant. (d)

Evaluation and dissemination

The Secretary shall evaluate the activities funded under this part and report annually the Secretary’s findings regarding the activities to the Committee on Health, Education, Labor, and Pensions of the Senate and the Committee on Education and the Workforce of the House of Representatives. The Secretary shall broadly disseminate successful practices developed by eligible States and eligible partnerships under this part, and shall broadly disseminate information regarding such practices that were found to be ineffective.

207.

Accountability for programs that prepare teachers

(a)

State report card on the quality of teacher preparation

Each State that receives funds under this Act shall provide to the Secretary annually, in a uniform and comprehensible manner that conforms with the definitions and methods established by the Secretary, a State report card on the quality of teacher preparation in the State, both for traditional certification or licensure programs and for alternative certification or licensure programs, which shall include at least the following: (1)A description of the teacher certification and licensure assessments, and any other certification and licensure requirements, used by the State. (2)The standards and criteria that prospective teachers must meet in order to attain initial teacher certification or licensure and to be certified or licensed to teach particular subjects or in particular grades within the State. (3)A description of the extent to which the assessments and requirements described in paragraph (1) are aligned with the State’s standards and assessments for students. (4)The percentage of students who have completed at least 50 percent of the requirements for a teacher preparation program at an institution of higher education or alternative certification program and who have taken and passed each of the assessments used by the State for teacher certification and licensure, and the passing score on each assessment that determines whether a candidate has passed that assessment. (5)For students who have completed at least 50 percent of the requirements for a teacher preparation program at an institution of higher education or alternative certification program, and who have taken and passed each of the assessments used by the State for teacher certification and licensure, each such institution’s and each such program’s average raw score, ranked by teacher preparation program, which shall be made available widely and publicly. (6)A description of each State’s alternative routes to teacher certification, if any, and the number and percentage of teachers certified through each alternative certification route who pass State teacher certification or licensure assessments. (7)For each State, a description of proposed criteria for assessing the performance of teacher preparation programs in the State, including indicators of teacher candidate skills and academic content knowledge and evidence of gains in student academic achievement. (8)For each teacher preparation program in the State, the number of students in the program, the average number of hours of supervised practice teaching required for those in the program, and the number of full-time equivalent faculty and students in supervised practice teaching. (b)

Report of the Secretary on the quality of teacher preparation

(1)

Report card

The Secretary shall provide to Congress, and publish and make widely available, a report card on teacher qualifications and preparation in the United States, including all the information reported in paragraphs (1) through (8) of subsection (a). Such report shall identify States for which eligible States and eligible partnerships received a grant under this part. Such report shall be so provided, published and made available annually. (2)

Report to Congress

The Secretary shall report to Congress— (A)a comparison of States’ efforts to improve teaching quality; and (B)regarding the national mean and median scores on any standardized test that is used in more than 1 State for teacher certification or licensure. (3)

Special rule

In the case of programs with fewer than 10 students who have completed at least 50 percent of the requirements for a teacher preparation program taking any single initial teacher certification or licensure assessment during an academic year, the Secretary shall collect and publish information with respect to an average pass rate on State certification or licensure assessments taken over a 3-year period. (c)

Coordination

The Secretary, to the extent practicable, shall coordinate the information collected and published under this part among States for individuals who took State teacher certification or licensure assessments in a State other than the State in which the individual received the individual’s most recent degree. (d)

Institution and program report cards on quality of teacher preparation

(1)

Report card

Each institution of higher education or alternative certification program that conducts a teacher preparation program that enrolls students receiving Federal assistance under this Act shall report annually to the State and the general public, in a uniform and comprehensible manner that conforms with the definitions and methods established by the Secretary, both for traditional certification or licensure programs and for alternative certification or licensure programs, the following information: (A)

Pass rate

(i)For the most recent year for which the information is available, the pass rate of each student who has completed at least 50 percent of the requirements for the teacher preparation program on the teacher certification or licensure assessments of the State in which the institution is located, but only for those students who took those assessments within 3 years of receiving a degree from the institution or completing the program. (ii)A comparison of the institution or program’s pass rate for students who have completed at least 50 percent of the requirements for the teacher preparation program with the average pass rate for institutions and programs in the State. (iii)A comparison of the institution or program’s average raw score for students who have completed at least 50 percent of the requirements for the teacher preparation program with the average raw scores for institutions and programs in the State. (iv)In the case of programs with fewer than 10 students who have completed at least 50 percent of the requirements for a teacher preparation program taking any single initial teacher certification or licensure assessment during an academic year, the institution shall collect and publish information with respect to an average pass rate on State certification or licensure assessments taken over a 3-year period. (B)

Program information

The number of students in the program, the average number of hours of supervised practice teaching required for those in the program, and the number of full-time equivalent faculty and students in supervised practice teaching. (C)

Statement

In States that require approval or accreditation of teacher education programs, a statement of whether the institution’s program is so approved or accredited, and by whom. (D)

Designation as low-performing

Whether the program has been designated as low-performing by the State under section 208(a). (2)

Requirement

The information described in paragraph (1) shall be reported through publications such as school catalogs and promotional materials sent to potential applicants, secondary school guidance counselors, and prospective employers of the institution’s program graduates, including materials sent by electronic means. (3)

Fines

In addition to the actions authorized in section 487(c), the Secretary may impose a fine not to exceed $25,000 on an institution of higher education for failure to provide the information described in this subsection in a timely or accurate manner. (e)

Data quality

Either— (1)the Governor of the State; or (2)in the case of a State for which the constitution or law of such State designates another individual, entity, or agency in the State to be responsible for teacher certification and preparation activity, such individual, entity, or agency;

shall attest annually, in writing, as to the reliability, validity, integrity, and accuracy of the data submitted pursuant to this section.

208.

State functions

(a)

State assessment

In order to receive funds under this Act, a State shall have in place a procedure to identify and assist, through the provision of technical assistance, low-performing programs of teacher preparation within institutions of higher education. Such State shall provide the Secretary an annual list of such low-performing institutions that includes an identification of those institutions at risk of being placed on such list. Such levels of performance shall be determined solely by the State and may include criteria based upon information collected pursuant to this part. Such assessment shall be described in the report under section 207(a). (b)

Termination of eligibility

Any institution of higher education that offers a program of teacher preparation in which the State has withdrawn the State’s approval or terminated the State’s financial support due to the low performance of the institution’s teacher preparation program based upon the State assessment described in subsection (a)— (1)shall be ineligible for any funding for professional development activities awarded by the Department of Education; and (2)shall not be permitted to accept or enroll any student who receives aid under title IV of this Act in the institution’s teacher preparation program.

209.

General provisions

(a)

Methods

In complying with sections 207 and 208, the Secretary shall ensure that States and institutions of higher education use fair and equitable methods in reporting and that the reporting methods do not allow identification of individuals. (b)

Special rule

For each State in which there are no State certification or licensure assessments, or for States that do not set minimum performance levels on those assessments— (1)the Secretary shall, to the extent practicable, collect data comparable to the data required under this part from States, local educational agencies, institutions of higher education, or other entities that administer such assessments to teachers or prospective teachers; and (2)notwithstanding any other provision of this part, the Secretary shall use such data to carry out requirements of this part related to assessments or pass rates. (c)

Limitations

(1)

Federal control prohibited

Nothing in this part shall be construed to permit, allow, encourage, or authorize any Federal control over any aspect of any private, religious, or home school, whether or not a home school is treated as a private school or home school under State law. This section shall not be construed to prohibit private, religious, or home schools from participation in programs or services under this part. (2)

No change in State control encouraged or required

Nothing in this part shall be construed to encourage or require any change in a State’s treatment of any private, religious, or home school, whether or not a home school is treated as a private school or home school under State law. (3)

National system of teacher certification prohibited

Nothing in this part shall be construed to permit, allow, encourage, or authorize the Secretary to establish or support any national system of teacher certification.

210.

Authorization of appropriations

There are authorized to be appropriated to carry out this part $300,000,000 for fiscal year 2004 and such sums as may be necessary for each of the 4 succeeding fiscal years, of which— (1)45 percent shall be available for each fiscal year to award grants under section 202; (2)45 percent shall be available for each fiscal year to award grants under section 203; and (3)10 percent shall be available for each fiscal year to award grants under section 204.