[Congressional Record Volume 144, Number 25 (Wednesday, March 11, 1998)]
[Senate]
[Pages S1774-S1776]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]

      By Mr. DeWINE (for himself, Mr. Coats, Mrs. Hutchison, Mr. Smith 
        of Oregon, and Ms. Collins):
  S. 1742. A bill to improve the quality of individuals becoming 
teachers in elementary and secondary schools, to make the teaching 
profession more accessible to individuals who wish to start a second 
career, to encourage adults to share their knowledge and experience 
with children in the classroom, to give officials the flexibility the 
officials need to hire whom the officials think can do the best job, 
and for other purposes; to the Committee on Labor and Human Resources.


  the alternative certification and licensure of teachers act of 1998

  Mr. DeWINE. Mr. President, today I am introducing the Alternative 
Certification and Licensure of Teachers Act of 1998. I am very pleased 
to be joined by Senators Coats, Collins, Hutchison, and Gordon Smith.
  The purpose of this legislation is to expand and improve the supply 
of well-qualified elementary and secondary school teachers. We would 
accomplish this goal by encouraging and assisting States to develop and 
implement programs for alternative routes toward teacher certification 
or licensure.
  There are many talented professionals with a high level of subject 
area competence outside the education profession who may wish to pursue 
careers in education, but could not meet the current requirements to be 
certified or licensed as teachers. For example, all of us here in 
Congress attain an unique knowledge of how our government works. 
Alternative certification and licensure could provide an opportunity 
for some of us to become teachers so we could share our knowledge and 
experiences of how government works with young people. The measure of a 
good teacher after all is how much and how well their students could 
learn.
  Knowledgeable and eager individuals should be helped--not 
discouraged--to enter the K-12 classroom as teachers.
  We can achieve this goal by giving States the maximum flexibility and 
incentives to create alternative certification programs. That's what my 
bill would do--it would enable the Federal Government to assist States 
by offering incentives to recruit well-educated people into the 
teaching profession.

[[Page S1775]]

This program would be voluntary for the States. States do not need to 
be burdened by new Federal mandates.
  This bill would allow qualified individuals to fullfil State 
certification or licensure requirements, giving school systems the 
chance to take advantage of the expertise of such professionals and 
improve the pool of qualified individuals available to local 
educational agencies. These measures would do a great deal to expand 
and improve the supply of well-qualified teachers.
  The bill would provide $15 million each year to be divided among the 
States based on a student population formula. States would have to 
apply to the Secretary in order to be considered for funds. The money 
could be used to either create new alternative certification programs 
or to fund pre-existing programs. If a State does not apply for funds, 
then that money is reallocated to those States that most demonstrate 
the need for the money based on the Secretary of Education's 
discretion.

  Alternative certification is nothing new. A study by C. Emily 
Feistritzer entitled ``Alternative Teacher Certification: a State-by-
State Analysis 1997'' reports the following facts:
  41 States and the District of Columbia are now implementing 
alternative routes for certifying teachers. However, virtually all of 
the States now offer some type of program other than the traditional 
approved college teacher education program route for initially 
licensing teachers.
  23 States and the District of Columbia have designed alternative 
licensure programs for the explicit purpose of bringing talented 
individuals who already have at least a bachelor's degree in a field 
other than education into teaching--up from just 11 such programs in 
1991.
  117 programs in the 50 States and the District of Columbia are now 
available for people who already have a bachelor's degree and want to 
become licensed to teach. This compares with 91 programs in 1991.
  Interest in alternative teacher certification continues to escalate. 
35 states reported that interest from ``people wanting to get licensed 
to teach'' has increased in the last five years.
  Mr. President, it's clear that interest in the alternative 
certification route is on the increase. Among the talented people we 
can attract into the teaching profession by this means are military 
personnel who are nearing retirement, people who have been down-sized 
and are looking for a second career, business leaders who want to share 
their knowledge with a new generation of children, housewives who are 
looking for a new career after their children have moved out of the 
family home, and people who want to leave the private sector so they 
can use their college major to make a difference in children's lives.
  Teacher training has become a very important issue to this Congress 
and to the Administration. As of today, there have been no fewer than 
seven teacher training bills introduced in the House and Senate. In 
fact, President Clinton has requested $1.1 billion in his latest budget 
to pay for 37,000 new teachers. It is clear that members on both sides 
of the aisle understand the importance of having quality teachers in 
the classroom.
  Therefore, there's clear bipartisan support for programs that 
encourage and recruit the most knowledgeable individuals to teach our 
children. It is my hope that we can see bipartisan support for programs 
that give talented individuals an alternative route into the teaching 
profession.

  In order to find the best possible teachers for our children, we need 
to support programs that are flexible and creative. We need to 
encourage the brightest minds in our communities to consider teaching 
as a career. Teachers who have had a previous career can explain to 
children the importance of a good education. For example, a former 
engineer could explain to his students the importance of geometry, 
algebra, and calculus. A doctor can show his students how hard courses 
in biology can put young people on the path to saving lives. If 
students can see that what they are learning in school really does 
prepare them for the future, they will be more willing to learn and 
grasp new concepts.
  In this bill, States would be given the flexibility to reach out for 
new teaching talent and fill specifically hard-to-staff teacher 
positions.
  Alternative certification and licensure programs give the best and 
brightest individuals who would like to teach the chance to do so. 
We're talking about teachers who can serve not just as mentors to these 
children, but also as role models to show them how a good education is 
crucial to their futures. Through these programs, individuals who have 
a sense of what goals they wish to accomplish can bring their knowledge 
and experience into the classroom.
  Mr. President, Federal support for alternative certification and 
licensure would help ensure that schools continue to attract quality 
teachers to the classroom. We owe it to all school children to give 
them the best resources available. That is why we must encourage all 
States to hire the most capable, knowledgeable, and experienced 
teachers that are available.
  Mr. President, I ask unanimous consent that the text of the bill be 
printed in the Record.
  There being no objection the bill was ordered to be printed in the 
Record, as follows:

                                S. 1742

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

     SECTION 1. SHORT TITLE.

       This Act may be cited as the ``Alternative Certification 
     and Licensure of Teachers Act of 1998''.

     SEC. 2. FINDINGS AND PURPOSE.

       (a) Findings.--Congress finds that--
       (1) the measure of a good teacher is how much and how well 
     the teacher's students learn;
       (2) the main teacher quality problem in 1998 is the lack of 
     subject matter knowledge;
       (3) knowledgeable and eager individuals of sound character 
     and various professional backgrounds should be encouraged to 
     enter the kindergarten through grade 12 classrooms as 
     teachers;
       (4) many talented professionals who have demonstrated a 
     high level of subject area competence outside the education 
     profession may wish to pursue careers in education, but have 
     not fulfilled the traditional requirements to be certified or 
     licensed as teachers;
       (5) States should have maximum flexibility and incentives 
     to create alternative teacher certification and licensure 
     programs in order to recruit well-educated people into the 
     teaching profession; and
       (6) alternative routes can enable qualified individuals to 
     fulfill State teacher certification or licensure requirements 
     and will allow school systems to utilize the expertise of 
     professionals and improve the pool of qualified individuals 
     available to local educational agencies as teachers.
       (b) Purpose.--It is the purpose of this Act to improve the 
     supply of well-qualified elementary school and secondary 
     school teachers by encouraging and assisting States to 
     develop and implement programs for alternative routes to 
     teacher certification or licensure requirements.

     SEC. 3. ALLOTMENTS.

       (a) Allotments to States.--
       (1) In general.--From the amount appropriated to carry out 
     this Act for each fiscal year, the Secretary shall allot to 
     each State the lesser of--
       (A) the amount the State applies for under section 4; or
       (B) an amount that bears the same relation to the amount so 
     appropriated as the total population of children ages 5 
     through 17 in the State bears to the total population of such 
     children in all the States (based on the most recent data 
     available that is satisfactory to the Secretary).
       (2) Reallocation.--If a State does not apply for the 
     State's allotment, or the full amount of the State's 
     allotment, under paragraph (1), the Secretary may reallocate 
     the excess funds to 1 or more other States that demonstrate, 
     to the satisfaction of the Secretary, a current need for the 
     funds.
       (b) Special Rule.--Notwithstanding section 421(b) of the 
     General Education Provisions Act (20 U.S.C. 1225(b)), funds 
     awarded under this Act shall remain available for obligation 
     by a recipient for a period of 2 calendar years from the date 
     of the grant.

     SEC. 4. STATE APPLICATIONS.

       (a) In General.--Any State desiring to receive an allotment 
     under this Act shall, through the State educational agency, 
     submit an application at such time, in such manner, and 
     containing such information, as the Secretary may reasonably 
     require.
       (b) Requirements.--Each application shall--
       (1) describe the programs, projects, and activities to be 
     undertaken with assistance provided under this Act; and
       (2) contain such assurances as the Secretary considers 
     necessary, including assurances that--
       (A) assistance provided to the State educational agency 
     under this Act will be used to supplement, and not to 
     supplant, any State or local funds available for the 
     development and implementation of programs to provide 
     alternative routes to fulfilling teacher certification or 
     licensure requirements;

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       (B) the State educational agency has, in developing and 
     designing the application, consulted with--
       (i) representatives of local educational agencies, 
     including superintendents and school board members (including 
     representatives of their professional organizations if 
     appropriate);
       (ii) elementary school and secondary school teachers, 
     including representatives of their professional 
     organizations;
       (iii) schools or departments of education within 
     institutions of higher education;
       (iv) parents; and
       (v) other interested individuals and organizations; and
       (C) the State educational agency will submit to the 
     Secretary, at such time as the Secretary may specify, a final 
     report describing the activities carried out with assistance 
     provided under this Act and the results achieved with respect 
     to such activities.
       (c) GEPA Provisions Inapplicable.--Sections 441 and 442 of 
     the General Education Provisions Act (20 U.S.C. 1232d and 
     1232e), except to the extent that such sections relate to 
     fiscal control and fund accounting procedures, shall not 
     apply to this Act.

     SEC. 5. USE OF FUNDS.

       (a) Use of Funds.--
       (1) In general.--A State educational agency shall use funds 
     provided under this Act to support programs, projects, or 
     activities that develop and implement new, or expand and 
     improve existing, programs that enable individuals to move to 
     a teaching career in elementary or secondary education from 
     another occupation through an alternative route to teacher 
     certification or licensure.
       (2) Types of assistance.--A State educational agency may 
     carry out such programs, projects, or activities directly, 
     through contracts, or through grants to local educational 
     agencies, intermediate educational agencies, institutions of 
     higher education, or consortia of such agencies or 
     institutions.
       (b) Uses.--Funds received under this Act may be used for--
       (1) the design, development, implementation, and evaluation 
     of programs that enable qualified professionals who have 
     demonstrated a high level of subject area competence outside 
     the education profession and are interested in entering the 
     education profession to fulfill State teacher certification 
     or licensure requirements;
       (2) the establishment of administrative structures 
     necessary for the development and implementation of programs 
     to provide alternative routes to fulfilling State teacher 
     certification or licensure requirements;
       (3) training of staff, including the development of 
     appropriate support programs, such as mentor programs, for 
     teachers entering the school system through alternative 
     routes to teacher certification or licensure;
       (4) the development of recruitment strategies;
       (5) the development of reciprocity agreements between or 
     among States for the certification or licensure of teachers; 
     or
       (6) other programs, projects, and activities that--
       (A) are designed to meet the purpose of this Act; and
       (B) the Secretary determines appropriate.

     SEC. 6. DEFINITIONS.

       In this Act:
       (1) Elementary school; local educational agency; secondary 
     school; secretary; and state educational agency.--The terms 
     ``elementary school'', ``local educational agency'', 
     ``secondary school'', ``Secretary'', and ``State educational 
     agency'' have the meanings given the terms in section 14101 
     of the Elementary and Secondary Education Act of 1965 (20 
     U.S.C. 8801).
       (2) Institution of higher education.--The term 
     ``institution of higher education'' has the meaning given the 
     term in section 1201 of the Higher Education Act of 1965 (20 
     U.S.C. 1141).
       (3) State.--The term ``State'' means each of the several 
     States of the United States, the District of Columbia, the 
     Commonwealth of Puerto Rico, the United States Virgin 
     Islands, Guam, American Samoa, and the Commonwealth of the 
     Northern Mariana Islands.

     SEC. 7. AUTHORIZATION OF APPROPRIATIONS.

       There are authorized to be appropriated to carry out this 
     Act $15,000,000 for fiscal year 1999 and each of the 4 
     succeeding fiscal years.
                                 ______