109 HR 2835 IH: Teacher Excellence for All Children Act of 2005 U.S. House of Representatives 2005-06-09 text/xml EN Pursuant to Title 17 Section 105 of the United States Code, this file is not subject to copyright protection and is in the public domain.

I 109th CONGRESS 1st Session H. R. 2835 IN THE HOUSE OF REPRESENTATIVES June 9, 2005 Mr. George Miller of California (for himself, Mr. Kildee, Mr. Owens, Mr. Payne, Ms. Woolsey, Mr. Andrews, Mr. Scott of Virginia, Mr. Hinojosa, Mrs. McCarthy, Mr. Tierney, Mr. Kucinich, Mr. Holt, Mr. Davis of Illinois, Mr. Grijalva, Ms. McCollum of Minnesota, Mr. Van Hollen, Mr. Ryan of Ohio, Mr. Bishop of New York, Mr. Barrow, Ms. Slaughter, Mr. Conyers, Mr. Brown of Ohio, Mr. Capuano, Mrs. Jones of Ohio, Mr. Weiner, Ms. Lee, Ms. Watson, Mr. Wexler, Mr. Higgins, Mr. Israel, Ms. Wasserman Schultz, Ms. Corrine Brown of Florida, Mr. Berman, Mr. Cleaver, Ms. DeLauro, Mr. Baca, Mr. Delahunt, Ms. Baldwin, Mr. Abercrombie, Mr. Fattah, Mr. Faleomavaega, Mr. Ford, Mr. Etheridge, Ms. Eshoo, Mr. Cummings, and Mr. Frank of Massachusetts) introduced the following bill; which was referred to the Committee on Education and the Workforce, and in addition to the Committee on Ways and Means, for a period to be subsequently determined by the Speaker, in each case for consideration of such provisions as fall within the jurisdiction of the committee concerned A BILL To amend the Elementary and Secondary Education Act of 1965, the Higher Education Act of 1965, and the Internal Revenue Code of 1986 to improve recruitment, preparation, distribution, and retention of public elementary and secondary school teachers and principals, and for other purposes.

1.

Short title

This Act may be cited as the Teacher Excellence for All Children Act of 2005.

2.

Table of contents

The table of contents of this Act is as follows: Sec. 1. Short title Sec. 2. Table of contents Sec. 3. Findings Title I—Recruiting talented new teachers Sec. 101. Amendments to Higher Education Act of 1965 Part C—TEACH Grants Sec. 231. Purposes Sec. 232. Program established Sec. 233. Eligibility and applications for Grants Part D—Recruiting Teachers With Math, Science, or Language Majors Sec. 241. Program authorized Sec. 242. Authorization of appropriations Sec. 102. Extending and expanding teacher loan forgiveness Title II—Closing the teacher distribution gap Sec. 201. Grants to local educational agencies to provide premium pay to teachers in high-need schools Part E—Teacher Excellence for All Children Sec. 2500. Definitions Subpart 1—Distribution Sec. 2501. Premium pay; loan repayment Sec. 2502. Career ladders for teachers program Title III—Improving teacher preparation Sec. 301. Amendment to Elementary and Secondary Education Act of 1965 Subpart 2—Preparation Sec. 2511. Establishing state-of-the-art teacher induction programs Sec. 2512. Peer mentoring and review programs Sec. 2513. Establishing state-of-the-art principal training and induction programs and performance-based principal certification Sec. 2514. Study on developing a portable performance-based teacher assessment Sec. 302. Amendment to the Higher Education Act of 1965: Teacher Quality Enhancement Grants Sec. 206. Accountability and evaluation Sec. 207. Accountability for programs that prepare teachers Sec. 208. State functions Sec. 209. General provisions Sec. 303. Enforcing NCLB’s teacher equity provision Sec. 9537. Assurance of reasonable progress toward equitable access to teacher quality Title IV—Equipping Teachers, Schools, Local Educational Agencies, and States with the 21st Century Data, Tools, and Assessments They Need Sec. 401. 21st century data, tools, and assessments Subpart 3—21st Century Data, Tools, and Assessments Sec. 2521. Developing value-added data systems Sec. 402. Collecting national data on distribution of teachers Title V—Retention: keeping our best teachers in the classroom Sec. 501. Amendment to Elementary and Secondary Education Act of 1965 Subpart 4—Retention and Working Conditions Sec. 2531. Improving professional development opportunities Sec. 502. Exclusion from gross income of compensation of teachers and principals in certain high-need schools or teaching high-need subjects Sec. 139B. Compensation of certain teachers and principals Sec. 503. Above-the-line deduction for certain expenses of elementary and secondary school teachers increased and made permanent Title VI—Miscellaneous provisions Sec. 601. Conforming amendments

3.

Findings

The Congress finds as follows: (1)There are not enough qualified teachers in the Nation’s classrooms, and an unprecedented number of teachers will retire over the next 5 years. Over the next decade, the Nation will need to bring 2,000,000 new teachers into public schools. (2)Too many teachers and principals do not receive adequate preparation for their jobs. (3)More than one-third of children in grades 7–12 are taught by a teacher who lacks both a college major and certification in the subject being taught. Rates of “out-of-field teaching” are especially high in high-poverty schools. (4)Seventy percent of math classes in high-poverty middle schools are assigned to teachers without even a minor in math or a related field. (5)Teacher turnover is a serious problem, particularly in urban and rural areas. Over one-third of new teachers leave the profession within their first 3 years of teaching, and 14 percent of new teachers leave the field within the first year. After 5 years—the average time it takes for teachers to maximize students’ learning—half of all new teachers will have exited the profession. Rates of teacher attrition are highest in high-poverty schools. Between 2000 and 2001, 1 out of 5 teachers in the Nation’s high-poverty schools either left to teach in another school or dropped out of teaching altogether. (6)Fourth graders who are poor score dramatically lower on the National Assessment of Educational Progress (NAEP) than their counterparts. Over 85 percent of fourth graders who are poor failed to attain NAEP proficiency standards in 2003. (7)African-American, Latino, and low-income students are much less likely than other students to have highly-qualified teachers. (8)Research shows that individual teachers have a great impact on how well their students learn. The most effective teachers have been shown to be able to boost their pupils’ learning by a full grade level relative to students taught by less effective teachers. (9)Although nearly half (42 percent) of all teachers hold a master’s degree, fewer than 1 in 4 secondary teachers have a master’s degree in the subject they teach. (10)Young people with high SAT and ACT scores are much less likely to choose teaching as a career. Those who have higher SAT or ACT scores are twice as likely to leave the profession after only a few years. (11)Only 16 States finance new teacher induction programs, and fewer still require inductees to be matched with mentors who teach the same subject.