119 S2481 IS: Pay Teachers Act
U.S. Senate
2025-07-28
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.
II
119th CONGRESS
1st Session
S. 2481
IN THE SENATE OF THE UNITED STATES
July 28, 2025
Mr. Sanders (for himself, Mr. Markey, Ms. Hirono, Mr. Luján, 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.
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.
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.
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.
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.
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.
I

Increasing Federal investments in our Nation’s public schools
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.
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.
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.
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.
II

Supporting our Nation’s educators
A

Ensuring teachers are paid a livable and competitive wage
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:
“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.”.
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).”.
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).”.
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).”.
B

Modernizing the teaching profession To improve student learning
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:
“5

Modernizing the teaching profession
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).”.
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:
“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; 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.”.
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:
“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
A 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 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 of 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.”.
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:
“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).”.
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:
“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.”.
C

Technical assistance; reporting; administration; study
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);”.
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:
“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.”.
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).”.
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.”.
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.”.
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.
III

Investing in educator preparation and the teaching pipeline
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)”.
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.
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.
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”.
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)).