[Congressional Record Volume 143, Number 120 (Thursday, September 11, 1997)]
[Senate]
[Pages S9213-S9216]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]

      By Mr. REED:
  S. 1169. A bill to establish professional development partnerships to 
improve the quality of America's teachers and the academic achievement 
of students in the classroom, and for other purposes; to the Committee 
on Labor and Human Resources.


        the teacher excellence in america challenge act of 1997

  Mr. REED. Mr. President, we all recognize the need for qualified, 
well-trained and dedicated teachers to improve the education of 
students throughout the United States. Unfortunately, many students who 
are just returning from their summer vacations are entering classrooms 
where teachers have not been so prepared, who are not as qualified as 
they should be, and this, of course, impacts tremendously on the 
productivity and the excellence of American education.
  Today I am introducing legislation which I believe will change 
fundamentally the way teachers are trained and, thus, improve the 
quality of teaching in America's classrooms. This is absolutely 
critical, since over the next decade, 2 million new teachers will need 
to be hired. This is the result of a combination of retirements of 
existing teachers, together with the increase in student population 
which is taking place throughout the United States.
  Last year's report by the National Commission on Teaching and 
America's Future entitled, ``What Matters Most: Teaching for America's 
Future'', shed light on the disheartening state of the teaching 
profession in the United States: more than 12 percent of all newly 
hired teachers have no training whatsoever in educational technique and 
pedagogy; more than 14 percent enter the teaching profession without 
meeting State standards; 23 percent of all secondary teachers do not 
have even a minor in the main teaching field which they have been hired 
to perform, including more than 30 percent of mathematics teachers; 
and, in schools with the highest minority enrollments, students have 
less than a 50-percent chance of getting a science or mathematics 
teacher who holds a license and degree in the field which they are 
teaching.
  These findings were echoed also in ``Quality Counts: A Report Card on 
the Condition of Public Education in the 50 States,'' which was 
published this past January by Education Week. This report notes that 
on average, 4 out of 10 secondary teachers do not have a degree in the 
subjects they teach; there are too many unlicensed teachers in 
America's classrooms; and too few of our prospective teachers receive 
the high-quality education they need to be effective teachers.
  Overall, this report rated the States, and the average was C. No 
State received an A, and there were only eight B's: California, 
Colorado, Georgia, Kentucky, Massachusetts, Minnesota, Nebraska, and 
Vermont. Three States received D's for their teaching: Arizona, Hawaii, 
and Idaho. And the rest, including my State of Rhode Island, received a 
gentleman's C, which in today's competitive world is unsatisfactory for 
the future of our country and the success of our children.
  It must be noted that teacher quality varies tremendously; that in 
different classrooms in the same schools, you will see outstanding 
teachers in one and less qualified teachers in another. Many students 
are taught by a qualified teacher who understands their subject and how 
to teach students to excel. But not all students are so fortunate. 
These students are being deprived essentially of the quality education 
they need because their teacher is not well prepared and not qualified.
  ``What teachers know and do is the most important reflection on what 
students learn'' is the first premise of the National Commission on 
Teaching and America's Future.
  Given the statistics I just recited about the current state of 
teaching in America, it is no wonder American students are failing to 
make the grade in a very competitive world. Indeed, a study which 
compared high- and low-achieving elementary schools with similar 
student characteristics found that more than 90 percent of the 
variation in achievement in math and reading was directly attributable 
to differences in the qualifications of the teachers in those schools.
  It is also no wonder that American students don't fare well in 
international comparisons. The results of the eighth-grade 
Third International Mathematics and Science Study found that these 
students barely scored above the world average in science and below the 
world average in mathematics. And today, being mediocre is insufficient 
in order to face the challenges of a very complex world.

  Even though much has been done to address teacher quality, the truth 
is that the current system of teacher preparation does not give 
teachers a fair chance at success. Prospective teachers, those in 
training in our Nation's teacher colleges, are not likely to be 
provided with the panoply of experiences which they need, such as 
actual classroom time, structured practice opportunities, a talented 
and experienced teacher as a mentor, and the skills to work with 
diverse student populations.
  These are the tools they need to be adequately prepared and, sadly, 
many do not receive this help while they are in teacher preparation. 
Indeed, as the 1996 report by the National Commission on Teaching and 
America's Future notes, traditional teacher education programs are 
failing because they are too short, too fragmented and they use 
textbooks rather than active hands-on teaching methods. They also 
neglect to develop some of the ideas and concepts that are critical to 
success, such as working in teams and using technology.
  Sadly, I believe there is a real disconnect between the teacher 
colleges that prepare teachers and the elementary and secondary schools 
that hire them to teach the children of America. Consequently, 
beginning teachers are thrown into classrooms without the skills to 
succeed. As Linda Darling-Hammond, the Executive Director of the 
National Commission on Teaching and America's Future, writes, the 
message given to these teachers in the beginning of the school year is 
``Figure it out yourself. We'll see you in June. . .if you make it that 
long!''
  Due to this sink-or-swim method of teacher preparation, some teachers 
do not make it to June or survive past the first few years of teaching. 
As a USA Today article from earlier this year points out, 17 percent of 
new teachers leave the classroom after 1 year, and a 1987 study by 
Grissmer and Kirby estimated that 30 to 50 percent of new teachers 
leave the profession within 3 to 5 years.
  Add to this defection from the ranks of the profession the increased 
student enrollment due to the continuing Baby Boom Echo which will 
reach a record 52.2 million in 1997 and, indeed, increase each year 
through 2006, and impending retirements of many of our teachers. This 
situation creates a tremendous challenge and a need to prepare over 2 
million new teachers to face the next century.
  The time is ripe to face this challenge. We must do so now before 
public support for education wanes. By enacting needed reforms and 
changes in how we prepare and continue the development of teachers, we 
can guarantee the success of both students and teachers.
  We must directly connect our teacher preparation and development 
system to

[[Page S9214]]

our elementary and secondary schools. Our future teachers need and 
deserve the kind of hands-on training and ``real world'' experience 
they will get from more exposure and practice in today's classrooms, as 
well as the mentoring and assistance they will receive from our best 
and most experienced veteran teachers. My bill accomplishes this by 
fostering partnerships between the teacher colleges at our Nation's 
institutions of higher education and elementary and secondary schools.
  These partners should work in concert to prepare teachers adequately 
and keep their skills updated by working jointly to develop enhanced 
curricula and mentoring activities, as well as to research and 
implement sound teaching and learning practices.
  As Jerrald Shrive wrote in ``Lessons from Restructuring Experiences: 
Stories of Change in Professional Development Schools'':

       . . . educational partnerships and collaborations [between 
     schools and universities] can be one significant piece of the 
     actions necessary to move all of education to more productive 
     levels.

  These premises underlie the legislation I introduce today. The 
Teacher Excellence in America Challenge Act or the TEACH Act, aims to 
improve the continuum of professional development from preservice 
preparation to the induction of new teachers to the improvement of 
veteran teachers, all of this designed to increase the achievement of 
our students.
  My legislation establishes a competitive 5-year grant program to 
provide grants to professional development partnerships consisting of 
institutions of higher education, public elementary and secondary 
schools, local educational agencies, and others, such as the State 
educational agency, teacher organizations, or nonprofit organizations. 
These partnerships must be based upon a mutual commitment to improve 
teaching and learning.
  These partnerships would use grant funding to support, as well as 
create, professional development schools, a reform that has been 
employed across this country and other industrialized nations and has 
shown success in increasing student achievement, better preparing 
prospective and beginning teachers, and providing critical ongoing 
opportunities for the professional development of veteran teachers.
  Professional development schools involve shared responsibility and 
cooperation between the institutions of higher education that prepare 
teachers and the public elementary and secondary schools that employ 
teachers, a system similar to teaching hospitals.
  An example of a professional development school can be found at the 
Sullivan School in Newport, RI. It is in a partnership with Salve 
Regina University. At the Sullivan School, Salve Regina students are 
given opportunities to practice teaching in a real classroom. Sullivan 
teachers are involved in observing these Salve Regina students, and 
they can also utilize the resources of Salve Regina University for 
professional development opportunities. Sullivan students go on field 
trips to Salve Regina for both higher education and career awareness 
activities, and the parents of these Sullivan students are also 
involved and are also provided opportunities for education and 
training.
  This is a model of one possible way to use professional development 
schools to enhance the preparation of teachers, the education of 
students, and the involvement of parents.
  Additional components of the TEACH Act include forging links between 
a university's school of education and their schools of arts and 
sciences. We have found in our discussions and research that many times 
within the university itself there is no collaboration, connection and 
concentration. This legislation will foster such cooperation.
  The TEACH Act also encourages the development of mentoring programs 
in which senior expert teachers would help younger teachers. It 
emphasizes technology training, which is a key piece now of higher 
education everywhere, and it recognizes that in order to be a good 
teacher, you have to have time to prepare to be a good teacher. It also 
would create a cadre of quality teachers that would act as a resource 
to enhance the professional development of all teachers and 
reestablishes principals as educational leaders.
  This is not a giveaway grant program. The TEACH Act offers resources 
to partnerships but it demands results. Strong evaluation provisions in 
the TEACH Act require that partnerships demonstrate increased student 
achievement, improved teacher preparation, increased opportunities for 
professional development, and also it insists that well-qualified 
teachers be placed in the classroom in order to continue to receive 
this grant funding.
  In addition, the legislation requires an independent national 
evaluation of the short-term and long-term impacts and outcomes of 
these professional development partnerships.
  Mr. President, given the growing need to update and improve the 
teacher training in this country, I expect we will see other proposals 
to address this problem offered in this body. I would be concerned if 
such proposals fell short on what we must accomplish by block granting 
training programs or failing to approach the kind of rigor that is 
included in the legislation I submit today. We have to have a rigorous 
and demanding legislative agenda in order to inspire and act as a 
catalyst for better teacher training across the country. Better teacher 
training will lead to better teachers. And better teachers will lead to 
better education and a better future for our children.
  My legislation puts us on track to answering the call of the National 
Commission on Teaching and America's Future to provide every student in 
America with access to competent, qualified, and dedicated teaching by 
the year 2006.
  I urge my colleagues to join me in this essential endeavor and to 
support the TEACH Act and help reform our system of teacher training as 
well as update the skills of teachers already in the classroom.
  Mr. President, I ask unanimous consent that a copy of this 
legislation be printed in the Record.
  There being no objection, the bill was ordered to be printed in the 
Record, as follows:

                                S. 1169

       Be it enacted by the Senate and House of Representatives of 
     the United States of America in Congress assembled,

     SECTION 1. TEACHER EXCELLENCE IN AMERICA CHALLENGE.

       Part A of title V of the Higher Education Act of 1965 (20 
     U.S.C. 1102 et seq.) is amended to read as follows:

           ``PART A--TEACHER EXCELLENCE IN AMERICA CHALLENGE

     ``SEC. 501. SHORT TITLE.

       ``This part may be cited as the `Teacher Excellence in 
     America Challenge Act of 1997'.

     ``SEC. 502. PURPOSE.

       ``The purpose of this part is to improve the preparation 
     and professional development of teachers and the academic 
     achievement of students by encouraging partnerships among 
     institutions of higher education, elementary schools or 
     secondary schools, local educational agencies, State 
     educational agencies, teacher organizations, and nonprofit 
     organizations.

     ``SEC. 503. GOALS.

       ``The goals of this part are as follows:
       ``(1) To support and improve the education of students and 
     the achievement of higher academic standards by students, 
     through the enhanced professional development of teachers.
       ``(2) To ensure a strong and steady supply of new teachers 
     who are qualified, well-trained, and knowledgeable and 
     experienced in effective means of instruction, and who 
     represent the diversity of the American people, in order to 
     meet the challenges of working with students by strengthening 
     preservice education and induction of individuals into the 
     teaching profession.
       ``(3) To provide for the continuing development and 
     professional growth of veteran teachers.
       ``(4) To provide a research-based context for reinventing 
     schools, teacher preparation programs, and professional 
     development programs, for the purpose of building and 
     sustaining best educational practices and raising student 
     academic achievement.

     ``SEC. 504. DEFINITIONS.

       ``In this part:
       ``(1) Elementary school.--The term ``elementary school'' 
     means a public elementary school.
       ``(2) Institution of higher education.--The term 
     `institution of higher education' means an institution of 
     higher education that--
       ``(A) has a school, college, or department of education 
     that is accredited by an agency recognized by the Secretary 
     for that purpose; or
       ``(B) the Secretary determines has a school, college, or 
     department of education of a quality equal to or exceeding 
     the quality of schools, colleges, or departments so 
     accredited.
       ``(3) Poverty line.--The term `poverty line' means the 
     poverty line (as defined by the Office of Management and 
     Budget, and

[[Page S9215]]

     revised annually in accordance with section 673(2) of the 
     Community Services Block Grant Act (42 U.S.C. 9902(2)) 
     applicable to a family of the size involved.
       ``(4) Professional development partnership.--The term 
     `professional development partnership' means a partnership 
     among 1 or more institutions of higher education, 1 or more 
     elementary schools or secondary schools, and 1 or more local 
     educational agency based on a mutual commitment to improve 
     teaching and learning. The partnership may include a State 
     educational agency, a teacher organization, or a nonprofit 
     organization whose primary purpose is education research and 
     development.
       ``(5) Professional development school.--The term 
     `professional development school' means an elementary school 
     or secondary school that collaborates with an institution of 
     higher education for the purpose of--
       ``(A) providing high quality instruction to students and 
     educating students to higher academic standards;
       ``(B) providing high quality student teaching and 
     internship experiences at the school for prospective and 
     beginning teachers; and
       ``(C) supporting and enabling the professional development 
     of veteran teachers at the school, and of faculty at the 
     institution of higher education.
       ``(6) Secondary school.--The term `secondary school' means 
     a public secondary school.
       ``(7) Teacher.--The term `teacher' means an elementary 
     school or secondary school teacher.''

     ``SEC. 505. PROGRAM AUTHORIZED.

       ``(a) In General.--From the amount appropriated under 
     section 511 and not reserved under section 509 for a fiscal 
     year, the Secretary may award grants, on a competitive basis, 
     to professional development partnerships to enable the 
     partnerships to pay the Federal share of the cost of 
     providing teacher preparation, induction, classroom 
     experience, and professional development opportunities to 
     prospective, beginning, and veteran teachers while improving 
     the education of students in the classroom.
       ``(b) Duration; Planning.--The Secretary shall award grants 
     under this part for a period of 5 years, the first year of 
     which may be used for planning to conduct the activities 
     described in section 506.
       ``(c) Payments; Federal Share; Non-Federal Share.--
       ``(1) Payments.--The Secretary shall make annual payments 
     pursuant to a grant awarded under this part.
       ``(2) Federal share.--The Federal share of the costs 
     described in subsection (a)(1) shall be 80 percent.
       ``(3) Non-federal share.--The non-Federal share of the 
     costs described in subsection (a)(1) may be in cash or in-
     kind, fairly evaluated.
       ``(d) Continuing Eligibility.--
       ``(1) 2nd and 3d years.--The Secretary may make a grant 
     payment under this section for each of the 2 fiscal years 
     after the first fiscal year a professional development 
     partnership receives such a payment, only if the Secretary 
     determines that the partnership, through the activities 
     assisted under this part, has made reasonable progress toward 
     meeting the criteria described in paragraph (3).
       ``(2) 4th and 5th years.--The Secretary may make a grant 
     payment under this section for each of the 2 fiscal years 
     after the third fiscal year a professional development 
     partnership receives such a payment, only if the Secretary 
     determines that the partnership, through the activities 
     assisted under this part, has met the criteria described in 
     paragraph (3).
       ``(3) Criteria.--The criteria referred to in paragraphs (1) 
     and (2) are as follows:
       ``(A) Increased student achievement as determined by 
     increased graduation rates, decreased dropout rates, or 
     higher scores on local, State, or national assessments for a 
     year compared to student achievement as determined by the 
     rates or scores, as the case may be, for the year prior to 
     the year for which a grant under this part is received.
       ``(B) Improved teacher preparation and development 
     programs, and student educational programs.
       ``(C) Increased opportunities for enhanced and ongoing 
     professional development of teachers.
       ``(D) An increased number of well-prepared individuals 
     graduating from a school, college, or department of education 
     within an institution of higher education and entering the 
     teaching profession.
       ``(E) Increased recruitment to, and graduation from, a 
     school, college, or department of education within an 
     institution of higher education with respect to minority 
     individuals.
       ``(F) Increased placement of qualified and well-prepared 
     teachers in elementary schools or secondary schools, and 
     increased assignment of such teachers to teach the subject 
     matter in which the teachers received a degree or specialized 
     training.
       ``(G) Increased dissemination of teaching strategies and 
     best practices by teachers associated with the professional 
     development school and faculty at the institution of higher 
     education.
       ``(e) Priority.--In awarding grants under this part, the 
     Secretary shall give priority to professional development 
     partnerships serving elementary schools, secondary schools, 
     or local educational agencies, that serve high percentages of 
     children from families below the poverty line.

     ``SEC. 506. AUTHORIZED ACTIVITIES.

       ``(a) In General.--Each professional development 
     partnership receiving a grant under this part shall use the 
     grant funds for--
       ``(1) creating, restructuring, or supporting professional 
     development schools;
       ``(2) enhancing and restructuring the teacher preparation 
     program at the school, college, or department of education 
     within the institution of higher education, including--
       ``(A) coordinating with, and obtaining the participation 
     of, schools, colleges, or departments of arts and science;
       ``(B) preparing teachers to work with diverse student 
     populations; and
       ``(C) preparing teachers to implement research-based, 
     demonstrably successful, and replicable, instructional 
     programs and practices that increase student achievement;
       ``(3) incorporating clinical learning in the coursework for 
     prospective teachers, and in the induction activities for 
     beginning teachers;
       ``(4) mentoring of prospective and beginning teachers by 
     veteran teachers in instructional skills, classroom 
     management skills, and strategies to effectively assess 
     student progress and achievement;
       ``(5) providing high quality professional development to 
     veteran teachers, including the rotation, for varying periods 
     of time, of veteran teachers--
       ``(A) who are associated with the partnership to elementary 
     schools or secondary schools not associated with the 
     partnership in order to enable such veteran teachers to act 
     as a resource for all teachers in the local educational 
     agency or State; and
       ``(B) who are not associated with the partnership to 
     elementary schools or secondary schools associated with the 
     partnership in order to enable such veteran teachers to 
     observe how teaching and professional development occurs in 
     professional development schools;
       ``(6) preparation time for teachers in the professional 
     development school and faculty of the institution of higher 
     education to jointly design and implement the teacher 
     preparation curriculum, classroom experiences, and ongoing 
     professional development opportunities;
       ``(7) preparing teachers to use technology to teach 
     students to high academic standards;
       ``(8) developing and instituting ongoing performance-based 
     review procedures to assist and support teachers' learning;
       ``(9) activities designed to involve parents in the 
     partnership;
       ``(10) research to improve teaching and learning by 
     teachers in the professional development school and faculty 
     at the institution of higher education; and
       ``(11) activities designed to disseminate information, 
     regarding the teaching strategies and best practices 
     implemented by the professional development school, to--
       ``(A) teachers in elementary schools or secondary schools, 
     which are served by the local educational agency or located 
     in the State, that are not associated with the professional 
     development partnership; and
       ``(B) institutions of higher education in the State.
       ``(b) Construction Prohibited.--No grant funds provided 
     under this part may be used for the construction, renovation, 
     or repair of any school or facility.

     ``SEC. 507. APPLICATIONS.

       ``Each professional development partnership desiring a 
     grant under this part shall submit an application to the 
     Secretary at such time, in such manner, and accompanied by 
     such information as the Secretary may require. Each such 
     application shall--
       ``(1) describe the composition of the partnership;
       ``(2) describe how the partnership will include the 
     participation of the schools, colleges, or departments of 
     arts and sciences within the institution of higher education 
     to ensure the integration of pedagogy and content in teacher 
     preparation;
       ``(3) identify how the goals described in section 503 will 
     be met and the criteria that will be used to evaluate and 
     measure whether the partnership is meeting the goals;
       ``(4) describe how the partnership will restructure and 
     improve teaching, teacher preparation, and development 
     programs at the institution of higher education and the 
     professional development school, and how such systemic 
     changes will contribute to increased student achievement;
       ``(5) describe how the partnership will prepare teachers to 
     implement research-based, demonstrably successful, and 
     replicable, instructional programs and practices that 
     increase student achievement;
       ``(6) describe how the teacher preparation program in the 
     institution of higher education, and the induction activities 
     and ongoing professional development opportunities in the 
     professional development school, incorporate--
       ``(A) an understanding of core concepts, structure, and 
     tools of inquiry as a foundation for subject matter pedagogy; 
     and
       ``(B) knowledge of curriculum and assessment design as a 
     basis for analyzing and responding to student learning;
       ``(7) describe how the partnership will prepare teachers to 
     work with diverse student populations, including minority 
     individuals and individuals with disabilities;
       ``(8) describe how the partnership will prepare teachers to 
     use technology to teach students to high academic standards;

[[Page S9216]]

       ``(9) describe how the research and knowledge generated by 
     the partnership will be disseminated to and implemented in--
       ``(A) elementary schools or secondary schools served by the 
     local educational agency or located in the State; and
       ``(B) institutions of higher education in the State;
       ``(10)(A) describe how the partnership will coordinate the 
     activities assisted under this part with other professional 
     development activities for teachers, including activities 
     assisted under titles I and II of the Elementary and 
     Secondary Education Act of 1965 (20 U.S.C. 6301 et seq., 6601 
     et seq.), the Goals 2000: Educate America Act (20 U.S.C. 5801 
     et seq.), the Individuals with Disabilities Education Act (20 
     U.S.C. 1400 et seq.), and the Carl D. Perkins Vocational and 
     Applied Technology Education Act (20 U.S.C. 2301 et seq.); 
     and
       ``(B) describe how the activities assisted under this part 
     are consistent with Federal and State educational reform 
     activities that promote student achievement of higher 
     academic standards;
       ``(11) describe which member of the partnership will act as 
     the fiscal agent for the partnership and be responsible for 
     the receipt and disbursement of grant funds under this part;
       ``(12) describe how the grant funds will be divided among 
     the institution of higher education, the elementary school or 
     secondary school, the local educational agency, and any other 
     members of the partnership to support activities described in 
     section 506;
       ``(13) provide a description of the commitment of the 
     resources of the partnership to the activities assisted under 
     this part, including financial support, faculty 
     participation, and time commitments; and
       ``(14) describe the commitment of the partnership to 
     continue the activities assisted under this part without 
     grant funds provided under this part.

     ``SEC. 508. ASSURANCES.

       ``Each application submitted under this part shall contain 
     an assurance that the professional development partnership--
       ``(1) will enter into an agreement that commits the members 
     of the partnership to the support of students' learning, the 
     preparation of prospective and beginning teachers, the 
     continuing professional development of veteran teachers, the 
     periodic review of teachers, standards-based teaching and 
     learning, practice-based inquiry, and collaboration among 
     members of the partnership;
       ``(2) will use teachers of excellence, who have mastered 
     teaching techniques and subject areas, including teachers 
     certified by the National Board for Professional Teaching 
     Standards, to assist prospective and beginning teachers;
       ``(3) will provide for adequate preparation time to be made 
     available to teachers in the professional development school 
     and faculty at the institution of higher education to allow 
     the teachers and faculty time to jointly develop programs and 
     curricula for prospective and beginning teachers, ongoing 
     professional development opportunities, and the other 
     authorized activities described in section 506; and
       ``(4) will develop organizational structures that allow 
     principals and key administrators to devote sufficient time 
     to adequately participate in the professional development of 
     their staffs, including frequent observation and critique of 
     classroom instruction.

     ``SEC. 509. NATIONAL ACTIVITIES.

       ``(a) In General.--The Secretary shall reserve a total of 
     not more than 10 percent of the amount appropriated under 
     section 511 for each fiscal year for evaluation activities 
     under subsection (b), and the dissemination of information 
     under subsection (c).
       ``(b) National Evaluation.--The Secretary, by grant or 
     contract, shall provide for an annual, independent, national 
     evaluation of the activities of the professional development 
     partnerships assisted under this part. The evaluation shall 
     be conducted not later than 3 years after the date of 
     enactment of the Teacher Excellence in America Challenge Act 
     of 1997 and each succeeding year thereafter. The Secretary 
     shall report to Congress and the public the results of such 
     evaluation. The evaluation, at a minimum, shall assess the 
     short-term and long-term impacts and outcomes of the 
     activities assisted under this part, including--
       ``(1) the extent to which professional development 
     partnerships enhance student achievement;
       ``(2) how, and the extent to which, professional 
     development partnerships lead to improvements in the quality 
     of teachers;
       ``(3) the extent to which professional development 
     partnerships improve recruitment and retention rates among 
     beginning teachers, including beginning minority teachers; 
     and
       ``(4) the extent to which professional development 
     partnerships lead to the assignment of beginning teachers to 
     public elementary or secondary schools that have a shortage 
     of teachers who teach the subject matter in which the teacher 
     received a degree or specialized training.
       ``(c) Dissemination of Information.--The Secretary shall 
     disseminate information (including creating and maintaining a 
     national database) regarding outstanding professional 
     development schools, practices, and programs.

     ``SEC. 510. SUPPLEMENT NOT SUPPLANT.

       ``Funds appropriated under section 511 shall be used to 
     supplement and not supplant other Federal, State, and local 
     public funds expended for the professional development of 
     elementary school and secondary school teachers.

     ``SEC. 511. AUTHORIZATION OF APPROPRIATIONS.

       ``There is authorized to be appropriated to carry out this 
     part $100,000,000 for fiscal year 1999, and such sums as may 
     be necessary for each of the fiscal years 2000 through 
     2003.''.

     SEC. 2. REPEALS.

       Part B of title V of the Higher Education Act of 1965 (20 
     U.S.C. 1103 et seq.), subparts 1 and 3 of part C of such 
     title (20 U.S.C. 1104 et seq., 1106 et seq.), subparts 3 and 
     4 of part D of such title (20 U.S.C. 1109 et seq., 1110 et 
     seq.), subpart 1 of part E of such title (20 U.S.C. 1111 et 
     seq.), and part F of such title (20 U.S.C. 1113 et seq.), are 
     repealed.
                                 ______