[House Report 108-183]
[From the U.S. Government Publishing Office]
108th Congress Report
HOUSE OF REPRESENTATIVES
1st Session 108-183
======================================================================
READY TO TEACH ACT OF 2003
_______
June 26, 2003.--Committed to the Committee of the Whole House on the
State of the Union and ordered to be printed
_______
Mr. Boehner, from the Committee on Education and the Workforce,
submitted the following
R E P O R T
[To accompany H.R. 2211]
[Including cost estimate of the Congressional Budget Office]
The Committee on Education and the Workforce, to whom was
referred the bill (H.R. 2211) to reauthorize title II of the
Higher Education Act of 1965, having considered the same,
report favorably thereon with an amendment and recommend that
the bill as amended do pass.
The amendment is as follows:
Strike all after the enacting clause and insert the
following:
SECTION 1. SHORT TITLE.
This Act may be cited as the ``Ready to Teach Act of 2003''.
SEC. 2. TEACHER QUALITY ENHANCEMENT GRANTS.
Part A of title II of the Higher Education Act of 1965 (20 U.S.C.
1021 et seq.) is amended to read as follows:
``PART A--TEACHER QUALITY ENHANCEMENT GRANTS FOR STATES AND
PARTNERSHIPS
``SEC. 201. PURPOSES; DEFINITIONS.
``(a) Purposes.--The purposes of this part are to--
``(1) improve student academic achievement;
``(2) improve the quality of the current and future teaching
force by improving the preparation of prospective teachers and
enhancing professional development activities;
``(3) hold institutions of higher education accountable for
preparing highly qualified teachers; and
``(4) recruit qualified individuals, including minorities and
individuals from other occupations, into the teaching force.
``(b) Definitions.--In this part:
``(1) Arts and sciences.--The term `arts and sciences'
means--
``(A) when referring to an organizational unit of an
institution of higher education, any academic unit that
offers 1 or more academic majors in disciplines or
content areas corresponding to the academic subject
matter areas in which teachers provide instruction; and
``(B) when referring to a specific academic subject
matter area, the disciplines or content areas in which
academic majors are offered by the arts and science
organizational unit.
``(2) Exemplary teacher.--The term `exemplary teacher' has
the meaning given such term in section 9101 of the Elementary
and Secondary Education Act of 1965 (20 U.S.C. 7801).
``(3) Highly qualified.--The term `highly qualified' has the
meaning given such term in section 9101 of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 7801).
``(4) High-need local educational agency.--The term `high-
need local educational agency' means a local educational
agency--
``(A)(i)(I) that serves not fewer than 10,000
children from families with incomes below the poverty
line; or
``(II) for which not less than 25 percent of the
children served by the agency are from families with
incomes below the poverty line;
``(ii) that is among those serving the highest number
or percentage of children from families with incomes
below the poverty line in the State, but this clause
applies only in a State that has no local educational
agency meeting the requirements of clause (i); or
``(iii) with a total of less than 600 students in
average daily attendance at the schools that are served
by the agency and all of whose schools are designated
with a school locale code of 7, as determined by the
Secretary; and
``(B)(i) for which there is a high percentage of
teachers not teaching in the academic subjects or grade
levels that the teachers were trained to teach; or
``(ii) for which there is a high percentage of
teachers with emergency, provisional, or temporary
certification or licensing.
``(5) Poverty line.--The term `poverty line' means the
poverty line (as defined by the Office of Management and
Budget, and revised annually in accordance with section 673(2)
of the Community Services Block Grant Act (42 U.S.C. 9902(2)))
applicable to a family of the size involved.
``(6) Professional development.--The term `professional
development' has the meaning given such term in section 9101 of
the Elementary and Secondary Education Act of 1965 (20 U.S.C.
7801).
``(7) Scientifically based reading research.--The term
`scientifically based reading research' has the meaning given
such term in section 1208 of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6368).
``(8) Scientifically based research.--The term
`scientifically based research' has the meaning given such term
in section 9101 of the Elementary and Secondary Education Act
of 1965 (20 U.S.C. 7801).
``(9) Teaching skills.--The term `teaching skills' means
skills that--
``(A) are based on scientifically based research;
``(B) enable teachers to effectively convey and
explain subject matter content;
``(C) lead to increased student academic achievement;
and
``(D) use strategies that--
``(i) are specific to subject matter;
``(ii) include ongoing assessment of student
learning;
``(iii) focus on identification and tailoring
of academic instruction to students's specific
learning needs; and
``(iv) focus on classroom management.
``SEC. 202. STATE GRANTS.
``(a) In General.--From amounts made available under section 210(1)
for a fiscal year, the Secretary is authorized to award grants under
this section, on a competitive basis, to eligible States to enable the
eligible States to carry out the activities described in subsection
(d).
``(b) Eligible State.--
``(1) Definition.--In this part, the term `eligible State'
means--
``(A) the Governor of a State; or
``(B) in the case of a State for which the
constitution or law of such State designates another
individual, entity, or agency in the State to be
responsible for teacher certification and preparation
activity, such individual, entity, or agency.
``(2) Consultation.--The Governor or the individual, entity,
or agency designated under paragraph (1) shall consult with the
Governor, State board of education, State educational agency,
or State agency for higher education, as appropriate, with
respect to the activities assisted under this section.
``(3) Construction.--Nothing in this subsection shall be
construed to negate or supersede the legal authority under
State law of any State agency, State entity, or State public
official over programs that are under the jurisdiction of the
agency, entity, or official.
``(c) Application.--To be eligible to receive a grant under this
section, an eligible State shall, at the time of the initial grant
application, submit an application to the Secretary that--
``(1) meets the requirement of this section;
``(2) demonstrates that the State is in full compliance with
sections 207 and 208;
``(3) includes a description of how the eligible State
intends to use funds provided under this section;
``(4) includes measurable objectives for the use of the funds
provided under the grant;
``(5) demonstrates the State has submitted and is actively
implementing a plan that meets the requirements of sections
1111(h)(1)(C)(viii) and 1119 of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6311(h)(1)(C)(viii) and 6319);
and
``(6) contains such other information and assurances as the
Secretary may require.
``(d) Uses of Funds.--An eligible State that receives a grant under
this section shall use the grant funds to reform teacher preparation
requirements, to coordinate with State activities under section 2113(c)
of the Elementary and Secondary Education Act of 1965 (20 U.S.C.
6613(c)), and to ensure that current and future teachers are highly
qualified, by carrying out one or more of the following activities:
``(1) Reforms.--Ensuring that all teacher preparation
programs in the State are preparing teachers who are highly
qualified, and are able to use advanced technology effectively
in the classroom, including use for instructional techniques to
improve student academic achievement, by assisting such
programs--
``(A) to retrain faculty; and
``(B) to design (or redesign) teacher preparation
programs so they--
``(i) are based on rigorous academic content,
scientifically based research (including
scientifically based reading research), and
challenging State student academic content
standards; and
``(ii) promote strong teaching skills.
``(2) Certification or licensure requirements.--Reforming
teacher certification (including recertification) or licensing
requirements to ensure that--
``(A) teachers have the subject matter knowledge and
teaching skills in the academic subjects that the
teachers teach necessary to help students meet
challenging State student academic achievement
standards; and
``(B) such requirements are aligned with challenging
State academic content standards.
``(3) Alternatives to traditional teacher preparation and
state certification.--Providing prospective teachers with
alternative routes to State certification and traditional
preparation to become highly qualified teachers through--
``(A) innovative approaches that reduce unnecessary
barriers to State certification while producing highly
qualified teachers;
``(B) programs that provide support to teachers
during their initial years in the profession; and
``(C) alternative routes to State certification of
teachers for qualified individuals, including mid-
career professionals from other occupations, former
military personnel, and recent college graduates with
records of academic distinction.
``(4) Innovative programs.--Planning and implementing
innovative and experimental programs to enhance the ability of
institutions of higher education to prepare highly qualified
teachers, such as charter colleges of education or university
and local educational agency partnership schools, that--
``(A) permit flexibility in meeting State
requirements as long as graduates, during their initial
years in the profession, increase student academic
achievement;
``(B) provide long-term data gathered from teachers'
performance over multiple years in the classroom on the
ability to increase student academic achievement;
``(C) ensure high-quality preparation of teachers
from underrepresented groups; and
``(D) create performance measures that can be used to
document the effectiveness of innovative methods for
preparing highly qualified teachers.
``(5) Merit pay.--Developing, or assisting local educational
agencies in developing--
``(A) merit-based performance systems that reward
teachers who increase student academic achievement; and
``(B) strategies that provide differential and bonus
pay in high-need local educational agencies to retain--
``(i) principals;
``(ii) highly qualified teachers who teach in
high-need academic subjects, such as reading,
mathematics, and science;
``(iii) highly qualified teachers who teach
in schools identified for school improvement
under section 1116(b) of the Elementary and
Secondary Education Act of 1965 (20 U.S.C.
6316(b));
``(iv) special education teachers;
``(v) teachers specializing in teaching
limited English proficient children; and
``(vi) highly qualified teachers in urban and
rural schools or districts.
``(6) Teacher advancement.--Developing, or assisting local
educational agencies in developing, teacher advancement and
retention initiatives that promote professional growth and
emphasize multiple career paths (such as paths to becoming a
highly qualified mentor teacher or exemplary teacher) and pay
differentiation.
``(7) Teacher removal.--Developing and implementing effective
mechanisms to ensure that local educational agencies and
schools are able to remove expeditiously incompetent or
unqualified teachers consistent with procedures to ensure due
process for the teachers.
``(8) Technical assistance.--Providing technical assistance
to low-performing teacher preparation programs within
institutions of higher education identified under section
208(a).
``(9) Teacher effectiveness.--Developing--
``(A) systems to measure the effectiveness of teacher
preparation programs and professional development
programs; and
``(B) strategies to document gains in student
academic achievement or increases in teacher mastery of
the academic subjects the teachers teach as a result of
such programs.
``(10) Teacher recruitment and retention.--Undertaking
activities that--
``(A) develop and implement effective mechanisms to
ensure that local educational agencies and schools are
able effectively to recruit and retain highly qualified
teachers; or
``(B) are described in section 204(d).
``(11) Preschool teachers.--Developing strategies--
``(A) to improve the qualifications of preschool
teachers, which may include State certification for
such teachers; and
``(B) to improve and expand preschool teacher
preparation programs.
``(e) Evaluation.--
``(1) Evaluation system.--An eligible State that receives a
grant under this section shall develop and utilize a system to
evaluate annually the effectiveness of teacher preparation
programs and professional development activities within the
State in producing gains in--
``(A) the teacher's annual contribution to improving
student academic achievement, as measured by State
academic assessments required under section 1111(b)(3)
of the Elementary and Secondary Education Act of 1965
(20 U.S.C. 6311(b)(3)); and
``(B) teacher mastery of the academic subjects they
teach, as measured by pre- and post-participation tests
of teacher knowledge, as appropriate.
``(2) Use of evaluation system.--Such evaluation system shall
be used by the State to evaluate--
``(A) activities carried out using funds provided
under this section; and
``(B) the quality of its teacher education programs.
``(3) Public reporting.--The State shall make the information
described in paragraph (1) widely available through public
means, such as posting on the Internet, distribution to the
media, and distribution through public agencies.
``SEC. 203. PARTNERSHIP GRANTS.
``(a) Grants.--From amounts made available under section 210(2) for a
fiscal year, the Secretary is authorized to award grants under this
section, on a competitive basis, to eligible partnerships to enable the
eligible partnerships to carry out the activities described in
subsections (d) and (e).
``(b) Definitions.--
``(1) Eligible partnerships.--In this part, the term
`eligible partnership' means an entity that--
``(A) shall include--
``(i) a partner institution;
``(ii) a school of arts and sciences;
``(iii) a high-need local educational agency;
and
``(iv) a public or private educational
organization; and
``(B) may include a Governor, State educational
agency, the State board of education, the State agency
for higher education, an institution of higher
education not described in subparagraph (A), a public
charter school, a public or private elementary school
or secondary school, a public or private educational
organization, a business, a science-, mathematics-, or
technology-oriented entity, a faith-based or community
organization, a prekindergarten program, a teacher
organization, an education service agency, a consortia
of local educational agencies, or a nonprofit
telecommunications entity.
``(2) Partner institution.--In this section, the term
`partner institution' means an institution of higher education,
the teacher training program of which demonstrates that--
``(A) graduates from the teacher training program
exhibit strong performance on State-determined
qualifying assessments for new teachers through--
``(i) demonstrating that the graduates of the
program who intend to enter the field of
teaching have passed all of the applicable
State qualification assessments for new
teachers, which shall include an assessment of
each prospective teacher's subject matter
knowledge in the content area or areas in which
the teacher intends to teach; or
``(ii) being ranked among the highest-
performing teacher preparation programs in the
State as determined by the State--
``(I) using criteria consistent with
the requirements for the State report
card under section 207(a); and
``(II) using the State report card on
teacher preparation required under
section 207(a); or
``(B) the teacher training program requires all the
students of the program to participate in intensive
clinical experience, to meet high academic standards,
and--
``(i) in the case of secondary school
candidates, to successfully complete an
academic major in the subject area in which the
candidate intends to teach or to demonstrate
competence through a high level of performance
in relevant content areas; and
``(ii) in the case of elementary school
candidates, to successfully complete an
academic major in the arts and sciences or to
demonstrate competence through a high level of
performance in core academic subject areas.
``(c) Application.--Each eligible partnership desiring a grant under
this section shall submit an application to the Secretary at such time,
in such manner, and accompanied by such information as the Secretary
may require. Each such application shall--
``(1) contain a needs assessment of all the partners with
respect to teaching and learning and a description of how the
partnership will coordinate with other teacher training or
professional development programs, and how the activities of
the partnership will be consistent with State, local, and other
education reform activities that promote student academic
achievement;
``(2) contain a resource assessment that describes the
resources available to the partnership, the intended use of the
grant funds, including a description of how the grant funds
will be fairly distributed in accordance with subsection (f),
and the commitment of the resources of the partnership to the
activities assisted under this part, including financial
support, faculty participation, time commitments, and
continuation of the activities when the grant ends; and
``(3) contain a description of--
``(A) how the partnership will meet the purposes of
this part;
``(B) how the partnership will carry out the
activities required under subsection (d) and any
permissible activities under subsection (e);
``(C) the partnership's evaluation plan pursuant to
section 206(b);
``(D) how faculty of the teacher preparation program
at the partner institution will serve, over the term of
the grant, with highly qualified teachers in the
classrooms of the high-need local educational agency
included in the partnership; and
``(E) how the partnership will ensure that teachers
in private elementary and secondary schools located in
the geographic areas served by an eligible partnership
under this section will participate equitably in
accordance with section 9501 of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 7881).
``(d) Required Uses of Funds.--An eligible partnership that receives
a grant under this section shall use the grant funds to reform teacher
preparation requirements, to coordinate with State activities under
section 2113(c) of the Elementary and Secondary Education Act of 1965
(20 U.S.C. 6613(c)), and to ensure that current and future teachers are
highly qualified, by carrying out one or more of the following
activities:
``(1) Reforms.--Implementing reforms within teacher
preparation programs to ensure that such programs are preparing
teachers who are highly qualified, and are able to use advanced
technology effectively in the classroom, including use for
instructional techniques to improve student academic
achievement, by--
``(A) retraining faculty; and
``(B) designing (or redesigning) teacher preparation
programs so they--
``(i) are based on rigorous academic content,
scientifically based research (including
scientifically based reading research), and
challenging State student academic content
standards; and
``(ii) promote strong teaching skills.
``(2) Clinical experience and interaction.--Providing
sustained and high-quality preservice and in-service clinical
experience, including the mentoring of prospective teachers by
exemplary teachers, substantially increasing interaction
between faculty at institutions of higher education and new and
experienced teachers, principals, and other administrators at
elementary schools or secondary schools, and providing support
for teachers, including preparation time and release time, for
such interaction.
``(3) Professional development.--Creating opportunities for
enhanced and ongoing professional development that improves the
academic content knowledge of teachers in the subject areas in
which the teachers are certified to teach or in which the
teachers are working toward certification to teach, and that
promotes strong teaching skills.
``(4) Teacher preparation.--Developing, or assisting local
educational agencies in developing, professional development
activities that--
``(A) provide training in how to teach and address
the needs of students with different learning styles,
particularly students with disabilities, limited
English proficient students, and students with special
learning needs; and
``(B) provide training in methods of--
``(i) improving student behavior in the
classroom; and
``(ii) identifying early and appropriate
interventions to help students described in
subparagraph (A) learn.
``(e) Allowable Uses of Funds.--An eligible partnership that receives
a grant under this section may use such funds to carry out the
following activities:
``(1) Alternatives to traditional teacher preparation and
state certification.--Providing prospective teachers with
alternative routes to State certification and traditional
preparation to become highly qualified teachers through--
``(A) innovative approaches that reduce unnecessary
barriers to teacher preparation while producing highly
qualified teachers;
``(B) programs that provide support during a
teacher's initial years in the profession; and
``(C) alternative routes to State certification of
teachers for qualified individuals, including mid-
career professionals from other occupations, former
military personnel, and recent college graduates with
records of academic distinction.
``(2) Dissemination and coordination.--Broadly disseminating
information on effective practices used by the partnership, and
coordinating with the activities of the Governor, State board
of education, State higher education agency, and State
educational agency, as appropriate.
``(3) Managerial and leadership skills.--Developing and
implementing professional development programs for principals
and superintendents that enable them to be effective school
leaders and prepare all students to meet challenging State
academic content and student academic achievement standards.
``(4) Teacher recruitment.--Activities--
``(A) to encourage students to become highly
qualified teachers, such as extracurricular enrichment
activities; and
``(B) activities described in section 204(d).
``(5) Clinical experience in science, mathematics, and
technology.--Creating opportunities for clinical experience and
training, by participation in the business, research, and work
environments with professionals, in areas relating to science,
mathematics, and technology for teachers and prospective
teachers, including opportunities for use of laboratory
equipment, in order for the teacher to return to the classroom
for at least 2 years and provide instruction that will raise
student academic achievement.
``(6) Coordination with community colleges.--Coordinating
with community colleges to implement teacher preparation
programs, including through distance learning, for the purposes
of allowing prospective teachers--
``(A) to attain a bachelor's degree and State
certification or licensure; and
``(B) to become highly qualified teachers.
``(f) Special Rule.--At least 50 percent of the funds made available
to an eligible partnership under this section shall be used directly to
benefit the high-need local educational agency included in the
partnership. Any entity described in subsection (b)(1)(A) may be the
fiscal agent under this section.
``(g) Construction.--Nothing in this section shall be construed to
prohibit an eligible partnership from using grant funds to coordinate
with the activities of more than one Governor, State board of
education, State educational agency, local educational agency, or State
agency for higher education.
``SEC. 204. TEACHER RECRUITMENT GRANTS.
``(a) Program Authorized.--From amounts made available under section
210(3) for a fiscal year, the Secretary is authorized to award grants,
on a competitive basis, to eligible applicants to enable the eligible
applicants to carry out activities described in subsection (d).
``(b) Eligible Applicant Defined.--In this part, the term `eligible
applicant' means--
``(1) an eligible State described in section 202(b); or
``(2) an eligible partnership described in section 203(b).
``(c) Application.--Any eligible applicant desiring to receive a
grant under this section shall submit an application to the Secretary
at such time, in such form, and containing such information as the
Secretary may require, including--
``(1) a description of the assessment that the eligible
applicant, and the other entities with whom the eligible
applicant will carry out the grant activities, have undertaken
to determine the most critical needs of the participating high-
need local educational agencies;
``(2) a description of the activities the eligible applicant
will carry out with the grant, including the extent to which
the applicant will use funds to recruit minority students to
become highly qualified teachers; and
``(3) a description of the eligible applicant's plan for
continuing the activities carried out with the grant, once
Federal funding ceases.
``(d) Uses of Funds.--Each eligible applicant receiving a grant under
this section shall use the grant funds--
``(1)(A) to award scholarships to help students, such as
individuals who have been accepted for their first year, or who
are enrolled in their first or second year, of a program of
undergraduate education at an institution of higher education,
pay the costs of tuition, room, board, and other expenses of
completing a teacher preparation program;
``(B) to provide support services, if needed to enable
scholarship recipients--
``(i) to complete postsecondary education programs;
or
``(ii) to transition from a career outside of the
field of education into a teaching career; and
``(C) for followup services provided to former scholarship
recipients during the recipients first 3 years of teaching; or
``(2) to develop and implement effective mechanisms to ensure
that high-need local educational agencies and schools are able
effectively to recruit highly qualified teachers.
``(e) Additional Discretionary Uses of Funds.--In addition to the
uses described in subsection (d), each eligible applicant receiving a
grant under this section may use the grant funds to develop and
implement effective mechanisms to recruit into the teaching profession
employees from--
``(1) high-demand industries, including technology
industries; and
``(2) the fields of science, mathematics, and engineering.
``(f) Service Requirements.--
``(1) In general.--The Secretary shall establish such
requirements as the Secretary determines necessary to ensure
that recipients of scholarships under this section who complete
teacher education programs--
``(A) subsequently teach in a high-need local
educational agency for a period of time equivalent to--
``(i) one year; increased by
``(ii) the period for which the recipient
received scholarship assistance; or
``(B) repay the amount of the scholarship.
``(2) Use of repayments.--The Secretary shall use any such
repayments to carry out additional activities under this
section.
``(g) Priority.--The Secretary shall give priority under this section
to eligible applicants who provide an assurance that they will recruit
a high percentage of minority students to become highly qualified
teachers.
``SEC. 205. ADMINISTRATIVE PROVISIONS.
``(a) Duration; One-Time Awards; Payments.--
``(1) Duration.--
``(A) Eligible states and eligible applicants.--
Grants awarded to eligible States and eligible
applicants under this part shall be awarded for a
period not to exceed 3 years.
``(B) Eligible partnerships.--Grants awarded to
eligible partnerships under this part shall be awarded
for a period of 5 years.
``(2) One-time award.--An eligible partnership may receive a
grant under each of sections 203 and 204, as amended by the
Ready to Teach Act of 2003, only once.
``(3) Payments.--The Secretary shall make annual payments of
grant funds awarded under this part.
``(b) Peer Review.--
``(1) Panel.--The Secretary shall provide the applications
submitted under this part to a peer review panel for
evaluation. With respect to each application, the peer review
panel shall initially recommend the application for funding or
for disapproval.
``(2) Priority.--In recommending applications to the
Secretary for funding under this part, the panel shall--
``(A) with respect to grants under section 202, give
priority to eligible States serving States that--
``(i) have initiatives to reform State
teacher certification requirements that are
based on rigorous academic content,
scientifically based research, including
scientifically based reading research, and
challenging State student academic content
standards;
``(ii) include innovative reforms to hold
institutions of higher education with teacher
preparation programs accountable for preparing
teachers who are highly qualified and have
strong teaching skills; or
``(iii) involve the development of innovative
efforts aimed at reducing the shortage of
highly qualified teachers in high poverty urban
and rural areas; and
``(B) with respect to grants under section 203--
``(i) give priority to applications from
broad-based eligible partnerships that involve
businesses and community organizations; and
``(ii) take into consideration--
``(I) providing an equitable
geographic distribution of the grants
throughout the United States; and
``(II) the potential of the proposed
activities for creating improvement and
positive change.
``(3) Secretarial selection.--The Secretary shall determine,
based on the peer review process, which application shall
receive funding and the amounts of the grants. In determining
grant amounts, the Secretary shall take into account the total
amount of funds available for all grants under this part and
the types of activities proposed to be carried out.
``(c) Matching Requirements.--
``(1) State grants.--Each eligible State receiving a grant
under section 202 or 204 shall provide, from non-Federal
sources, an amount equal to 50 percent of the amount of the
grant (in cash or in kind) to carry out the activities
supported by the grant.
``(2) Partnership grants.--Each eligible partnership
receiving a grant under section 203 or 204 shall provide, from
non-Federal sources (in cash or in kind), an amount equal to 25
percent of the grant for the first year of the grant, 35
percent of the grant for the second year of the grant, and 50
percent of the grant for each succeeding year of the grant.
``(d) Limitation on Administrative Expenses.--An eligible State or
eligible partnership that receives a grant under this part may not use
more than 2 percent of the grant funds for purposes of administering
the grant.
``SEC. 206. ACCOUNTABILITY AND EVALUATION.
``(a) State Grant Accountability Report.--An eligible State that
receives a grant under section 202 shall submit an annual
accountability report to the Secretary, the Committee on Health,
Education, Labor, and Pensions of the Senate, and the Committee on
Education and the Workforce of the House of Representatives. Such
report shall include a description of the degree to which the eligible
State, in using funds provided under such section, has made substantial
progress in meeting the following goals:
``(1) Percentage of highly qualified teachers.--Increasing
the percentage of highly qualified teachers in the State as
required by section 1119 of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6319).
``(2) Student academic achievement.--Increasing student
academic achievement for all students as defined by the
eligible State.
``(3) Raising standards.--Raising the State academic
standards required to enter the teaching profession as a highly
qualified teacher.
``(4) Initial certification or licensure.--Increasing success
in the pass rate for initial State teacher certification or
licensure, or increasing the numbers of qualified individuals
being certified or licensed as teachers through alternative
programs.
``(5) Decreasing teacher shortages.--Decreasing shortages of
highly qualified teachers in poor urban and rural areas.
``(6) Increasing opportunities for professional
development.--Increasing opportunities for enhanced and ongoing
professional development that--
``(A) improves the academic content knowledge of
teachers in the subject areas in which the teachers are
certified or licensed to teach or in which the teachers
are working toward certification or licensure to teach;
and
``(B) promotes strong teaching skills.
``(7) Technology integration.--Increasing the number of
teachers prepared effectively to integrate technology into
curricula and instruction and who use technology to collect,
manage, and analyze data to improve teaching, learning, and
decisionmaking for the purpose of increasing student academic
achievement.
``(b) Eligible Partnership Evaluation.--Each eligible partnership
receiving a grant under section 203 shall establish, and include in the
application submitted under section 203(c), an evaluation plan that
includes strong performance objectives. The plan shall include
objectives and measures for--
``(1) increased student achievement for all students as
measured by the partnership;
``(2) increased teacher retention in the first 3 years of a
teacher's career;
``(3) increased success in the pass rate for initial State
certification or licensure of teachers;
``(4) increased percentage of highly qualified teachers; and
``(5) increasing the number of teachers trained effectively
to integrate technology into curricula and instruction and who
use technology to collect, manage, and analyze data to improve
teaching, learning, and decisionmaking for the purpose of
improving student academic achievement.
``(c) Revocation of Grant.--
``(1) Report.--Each eligible State or eligible partnership
receiving a grant under section 202 or 203 shall report
annually on the progress of the eligible State or eligible
partnership toward meeting the purposes of this part and the
goals, objectives, and measures described in subsections (a)
and (b).
``(2) Revocation.--
``(A) Eligible states and eligible applicants.--If
the Secretary determines that an eligible State or
eligible applicant is not making substantial progress
in meeting the purposes, goals, objectives, and
measures, as appropriate, by the end of the second year
of a grant under this part, then the grant payment
shall not be made for the third year of the grant.
``(B) Eligible partnerships.--If the Secretary
determines that an eligible partnership is not making
substantial progress in meeting the purposes, goals,
objectives, and measures, as appropriate, by the end of
the third year of a grant under this part, then the
grant payments shall not be made for any succeeding
year of the grant.
``(d) Evaluation and Dissemination.--The Secretary shall evaluate the
activities funded under this part and report annually the Secretary's
findings regarding the activities to the Committee on Health,
Education, Labor, and Pensions of the Senate and the Committee on
Education and the Workforce of the House of Representatives. The
Secretary shall broadly disseminate successful practices developed by
eligible States and eligible partnerships under this part, and shall
broadly disseminate information regarding such practices that were
found to be ineffective.
``SEC. 207. ACCOUNTABILITY FOR PROGRAMS THAT PREPARE TEACHERS.
``(a) State Report Card on the Quality of Teacher Preparation.--Each
State that receives funds under this Act shall provide to the Secretary
annually, in a uniform and comprehensible manner that conforms with the
definitions and methods established by the Secretary, a State report
card on the quality of teacher preparation in the State, both for
traditional certification or licensure programs and for alternative
certification or licensure programs, which shall include at least the
following:
``(1) A description of the teacher certification and
licensure assessments, and any other certification and
licensure requirements, used by the State.
``(2) The standards and criteria that prospective teachers
must meet in order to attain initial teacher certification or
licensure and to be certified or licensed to teach particular
subjects or in particular grades within the State.
``(3) A description of the extent to which the assessments
and requirements described in paragraph (1) are aligned with
the State's standards and assessments for students.
``(4) The percentage of students who have completed at least
50 percent of the requirements for a teacher preparation
program at an institution of higher education or alternative
certification program and who have taken and passed each of the
assessments used by the State for teacher certification and
licensure, and the passing score on each assessment that
determines whether a candidate has passed that assessment.
``(5) The percentage of students who have completed at least
50 percent of the requirements for a teacher preparation
program at an institution of higher education or alternative
certification program and who have taken and passed each of the
assessments used by the State for teacher certification and
licensure, disaggregated and ranked, by the teacher preparation
program in that State from which the teacher candidate received
the candidate's most recent degree, which shall be made
available widely and publicly.
``(6) A description of each State's alternative routes to
teacher certification, if any, and the number and percentage of
teachers certified through each alternative certification route
who pass State teacher certification or licensure assessments.
``(7) For each State, a description of proposed criteria for
assessing the performance of teacher preparation programs in
the State, including indicators of teacher candidate skills and
academic content knowledge and evidence of gains in student
academic achievement.
``(8) For each teacher preparation program in the State, the
number of students in the program, the average number of hours
of supervised practice teaching required for those in the
program, and the number of full-time equivalent faculty and
students in supervised practice teaching.
``(b) Report of the Secretary on the Quality of Teacher
Preparation.--
``(1) Report card.--The Secretary shall provide to Congress,
and publish and make widely available, a report card on teacher
qualifications and preparation in the United States, including
all the information reported in paragraphs (1) through (8) of
subsection (a). Such report shall identify States for which
eligible States and eligible partnerships received a grant
under this part. Such report shall be so provided, published
and made available annually.
``(2) Report to congress.--The Secretary shall report to
Congress--
``(A) a comparison of States' efforts to improve
teaching quality; and
``(B) regarding the national mean and median scores
on any standardized test that is used in more than 1
State for teacher certification or licensure.
``(3) Special rule.--In the case of programs with fewer than
10 students who have completed at least 50 percent of the
requirements for a teacher preparation program taking any
single initial teacher certification or licensure assessment
during an academic year, the Secretary shall collect and
publish information with respect to an average pass rate on
State certification or licensure assessments taken over a 3-
year period.
``(c) Coordination.--The Secretary, to the extent practicable, shall
coordinate the information collected and published under this part
among States for individuals who took State teacher certification or
licensure assessments in a State other than the State in which the
individual received the individual's most recent degree.
``(d) Institution and Program Report Cards on Quality of Teacher
Preparation.--
``(1) Report card.--Each institution of higher education or
alternative certification program that conducts a teacher
preparation program that enrolls students receiving Federal
assistance under this Act shall report annually to the State
and the general public, in a uniform and comprehensible manner
that conforms with the definitions and methods established by
the Secretary, both for traditional certification or licensure
programs and for alternative certification or licensure
programs, the following information:
``(A) Pass rate.--(i) For the most recent year for
which the information is available, the pass rate of
each student who has completed at least 50 percent of
the requirements for the teacher preparation program on
the teacher certification or licensure assessments of
the State in which the institution is located, but only
for those students who took those assessments within 3
years of receiving a degree from the institution or
completing the program.
``(ii) A comparison of the institution or program's
pass rate for students who have completed at least 50
percent of the requirements for the teacher preparation
program with the average pass rate for institutions and
programs in the State.
``(iii) A comparison of the institution or program's
average raw score for students who have completed at
least 50 percent of the requirements for the teacher
preparation program with the average raw scores for
institutions and programs in the State.
``(iv) In the case of programs with fewer than 10
students who have completed at least 50 percent of the
requirements for a teacher preparation program taking
any single initial teacher certification or licensure
assessment during an academic year, the institution
shall collect and publish information with respect to
an average pass rate on State certification or
licensure assessments taken over a 3-year period.
``(B) Program information.--The number of students in
the program, the average number of hours of supervised
practice teaching required for those in the program,
and the number of full-time equivalent faculty and
students in supervised practice teaching.
``(C) Statement.--In States that require approval or
accreditation of teacher education programs, a
statement of whether the institution's program is so
approved or accredited, and by whom.
``(D) Designation as low-performing.--Whether the
program has been designated as low-performing by the
State under section 208(a).
``(2) Requirement.--The information described in paragraph
(1) shall be reported through publications such as school
catalogs and promotional materials sent to potential
applicants, secondary school guidance counselors, and
prospective employers of the institution's program graduates,
including materials sent by electronic means.
``(3) Fines.--In addition to the actions authorized in
section 487(c), the Secretary may impose a fine not to exceed
$25,000 on an institution of higher education for failure to
provide the information described in this subsection in a
timely or accurate manner.
``(e) Data Quality.--Either--
``(1) the Governor of the State; or
``(2) in the case of a State for which the constitution or
law of such State designates another individual, entity, or
agency in the State to be responsible for teacher certification
and preparation activity, such individual, entity, or agency;
shall attest annually, in writing, as to the reliability, validity,
integrity, and accuracy of the data submitted pursuant to this section.
``SEC. 208. STATE FUNCTIONS.
``(a) State Assessment.--In order to receive funds under this Act, a
State shall have in place a procedure to identify and assist, through
the provision of technical assistance, low-performing programs of
teacher preparation within institutions of higher education. Such State
shall provide the Secretary an annual list of such low-performing
institutions that includes an identification of those institutions at
risk of being placed on such list. Such levels of performance shall be
determined solely by the State and may include criteria based upon
information collected pursuant to this part. Such assessment shall be
described in the report under section 207(a).
``(b) Termination of Eligibility.--Any institution of higher
education that offers a program of teacher preparation in which the
State has withdrawn the State's approval or terminated the State's
financial support due to the low performance of the institution's
teacher preparation program based upon the State assessment described
in subsection (a)--
``(1) shall be ineligible for any funding for professional
development activities awarded by the Department of Education;
and
``(2) shall not be permitted to accept or enroll any student
who receives aid under title IV of this Act in the
institution's teacher preparation program.
``SEC. 209. GENERAL PROVISIONS.
``(a) Methods.--In complying with sections 207 and 208, the Secretary
shall ensure that States and institutions of higher education use fair
and equitable methods in reporting and that the reporting methods do
not allow identification of individuals.
``(b) Special Rule.--For each State in which there are no State
certification or licensure assessments, or for States that do not set
minimum performance levels on those assessments--
``(1) the Secretary shall, to the extent practicable, collect
data comparable to the data required under this part from
States, local educational agencies, institutions of higher
education, or other entities that administer such assessments
to teachers or prospective teachers; and
``(2) notwithstanding any other provision of this part, the
Secretary shall use such data to carry out requirements of this
part related to assessments or pass rates.
``(c) Limitations.--
``(1) Federal control prohibited.--Nothing in this part shall
be construed to permit, allow, encourage, or authorize any
Federal control over any aspect of any private, religious, or
home school, whether or not a home school is treated as a
private school or home school under State law. This section
shall not be construed to prohibit private, religious, or home
schools from participation in programs or services under this
part.
``(2) No change in state control encouraged or required.--
Nothing in this part shall be construed to encourage or require
any change in a State's treatment of any private, religious, or
home school, whether or not a home school is treated as a
private school or home school under State law.
``(3) National system of teacher certification prohibited.--
Nothing in this part shall be construed to permit, allow,
encourage, or authorize the Secretary to establish or support
any national system of teacher certification.
``SEC. 210. AUTHORIZATION OF APPROPRIATIONS.
``There are authorized to be appropriated to carry out this part
$300,000,000 for fiscal year 2004 and such sums as may be necessary for
each of the 4 succeeding fiscal years, of which--
``(1) 45 percent shall be available for each fiscal year to
award grants under section 202;
``(2) 45 percent shall be available for each fiscal year to
award grants under section 203; and
``(3) 10 percent shall be available for each fiscal year to
award grants under section 204.''.
SEC. 3. PREPARING TOMORROW'S TEACHERS TO USE TECHNOLOGY.
(a) Eligibility.--Section 222(a)(3)(D) of the Higher Education Act of
1965 (20 U.S.C. 1042(a)(3)(D)) is amended by inserting ``nonprofit
telecommunications entity,'' after ``community-based organization,''.
(b) Permissible Uses of Funds.--Section 223(b)(1)(E) of the Higher
Education Act of 1965 (20 U.S.C. 1043(b)(1)(E)) is amended to read as
follows:
``(E) To use technology to collect, manage, and
analyze data to improve teaching, learning, and
decisionmaking for the purpose of increasing student
academic achievement.''.
(c) Authorization of Appropriations.--Section 224 of the Higher
Education Act of 1965 (20 U.S.C. 1044) is amended by striking ``each of
fiscal years 2002 and 2003.'' and inserting ``fiscal year 2004 and each
of the 4 succeeding fiscal years.''.
SEC. 4. CENTERS OF EXCELLENCE.
Title II of the Higher Education Act of 1965 (20 U.S.C. 1021 et seq.)
is amended by adding at the end the following:
``PART C--CENTERS OF EXCELLENCE
``SEC. 231. PURPOSES; DEFINITIONS.
``(a) Purposes.--The purposes of this part are--
``(1) to help recruit and prepare teachers, including
minority teachers, to meet the national demand for a highly
qualified teacher in every classroom; and
``(2) to increase opportunities for Americans of all
educational, ethnic, class, and geographic backgrounds to
become highly qualified teachers.
``(b) Definitions.--As used in this part:
``(1) Eligible institution.--The term `eligible institution'
means--
``(A) an institution of higher education that has a
teacher preparation program that meets the requirements
of section 203(b)(2) and that is--
``(i) a part B institution (as defined in
section 322);
``(ii) a Hispanic-serving institution (as
defined in section 502);
``(iii) a Tribal College or University (as
defined in section 316);
``(iv) an Alaska Native-serving institution
(as defined in section 317(b)); or
``(v) a Native Hawaiian-serving institution
(as defined in section 317(b));
``(B) a consortium of institutions described in
subparagraph (A); or
``(C) an institution described in subparagraph (A),
or a consortium described in subparagraph (B), in
partnership with any other institution of higher
education, but only if the center of excellence
established under section 232 is located at an
institution described in subparagraph (A).
``(2) Highly qualified.--The term `highly qualified' has the
meaning given such term in section 9101 of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 7801).
``(3) Scientifically based reading research.--The term
`scientifically based reading research' has the meaning given
such term in section 1208 of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6368).
``(4) Scientifically based research.--The term
`scientifically based research' has the meaning given such term
in section 9101 of the Elementary and Secondary Education Act
of 1965 (20 U.S.C. 7801).
``SEC. 232. CENTERS OF EXCELLENCE.
``(a) Program Authorized.--From the amounts appropriated to carry out
this part, the Secretary is authorized to award competitive grants to
eligible institutions to establish centers of excellence.
``(b) Use of Funds.--Grants provided by the Secretary under this part
shall be used to ensure that current and future teachers are highly
qualified, by carrying out one or more of the following activities:
``(1) Implementing reforms within teacher preparation
programs to ensure that such programs are preparing teachers
who are highly qualified and are able to use advanced
technology effectively in the classroom, including use for
instructional techniques to improve student academic
achievement, by--
``(A) retraining faculty; and
``(B) designing (or redesigning) teacher preparation
programs that--
``(i) prepare teachers to close student
achievement gaps, are based on rigorous
academic content, scientifically based research
(including scientifically based reading
research), and challenging State student
academic content standards; and
``(ii) promote strong teaching skills.
``(2) Providing sustained and high-quality preservice
clinical experience, including the mentoring of prospective
teachers by exemplary teachers, substantially increasing
interaction between faculty at institutions of higher education
and new and experienced teachers, principals, and other
administrators at elementary schools or secondary schools, and
providing support, including preparation time, for such
interaction.
``(3) Developing and implementing initiatives to promote
retention of highly qualified teachers and principals,
including minority teachers and principals, including programs
that provide--
``(A) teacher mentoring from exemplary teachers or
principals; or
``(B) induction and support for teachers and
principals during their first 3 years of employment as
teachers or principals, respectively.
``(4) Awarding scholarships based on financial need to help
students pay the costs of tuition, room, board, and other
expenses of completing a teacher preparation program.
``(5) Disseminating information on effective practices for
teacher preparation and successful teacher certification test
preparation strategies.
``(6) Activities authorized under sections 202, 203, and 204.
``(c) Application.--Any eligible institution desiring a grant under
this section shall submit an application to the Secretary at such a
time, in such a manner, and accompanied by such information the
Secretary may require.
``(d) Minimum Grant Amount.--The minimum amount of each grant under
this part shall be $500,000.
``(e) Limitation on Administrative Expenses.--An eligible institution
that receives a grant under this part may not use more than 2 percent
of the grant funds for purposes of administering the grant.
``(f) Regulations.--The Secretary shall prescribe such regulations as
may be necessary to carry out this part.
``SEC. 233. AUTHORIZATION OF APPROPRIATIONS.
``There are authorized to be appropriated to carry out this part
$10,000,000 for fiscal year 2004 and such sums as may be necessary for
each of the 4 succeeding fiscal years.''.
SEC. 5. TRANSITION.
The Secretary of Education shall take such actions as the Secretary
determines to be appropriate to provide for the orderly implementation
of this Act.
Purpose
H.R. 2211, the Ready to Teach Act of 2003, seeks to meet
the call of the No Child Left Behind Act to place a highly
qualified teacher in every classroom by making improvements
that will help ensure teacher training programs are producing
well-prepared teachers to meet the needs of America's students.
H.R. 2211 also aligns provisions related to teacher preparation
programs authorized under the Higher Education Act with the
high standards for accountability and results found in the No
Child Left Behind Act. The purposes of H.R. 2211, the Ready to
Teach Act of 2003 are to: (1) increase student academic
achievement; (2) improve the quality of the current and future
teaching force by improving the preparation of prospective
teachers; (3) hold teacher preparation programs accountable for
preparing highly qualified teachers; (4) and recruit highly
qualified individuals, including minorities and individuals
from other occupations, into the teaching force.
Committee Action
107TH CONGRESS
Subcommittee hearing
On October 9, 2002, the Subcommittee on 21st Century
Competitiveness held a hearing in Washington, D.C. on
``Training Tomorrow's Teachers: Ensuring a Quality
Postsecondary Education.'' The purpose of this hearing was to
learn about the effects of amendments made to Title II of the
Higher Education Act during its 1998 reauthorization, on the
quality of teacher education programs in the United States.
Specifically, this hearing examined whether: (1) these
competitive grant programs improve teacher preparation and
recruitment; and (2) State and institution reporting
requirements, will improve the quality of the current and
future teaching force and ultimately lead to improved academic
achievement.
108TH CONGRESS
Subcommittee hearing
On May 20, 2003, the Subcommittee on 21st Century
Competitiveness held a hearing on ``America's Teacher Colleges:
Are They Making the Grade?'' The purpose of this hearing was to
discuss whether teacher colleges and other teacher preparation
programs are producing a high quality teacher force.
Specifically, this hearing examined possible changes to teacher
provisions in the Higher Education Act to: (1) improve the
quality of the current and future teaching force by improving
the preparation of prospective teachers and enhancing
professional development activities; (2) hold institutions of
higher education accountable for preparing highly qualified
teachers; and (3) recruit highly qualified individuals,
including individuals from other occupations, into the teaching
force.
Legislative action
On May 22, 2003, Representatives Phil Gingrey (R-GA), John
Boehner (R-OH), Howard P. ``Buck'' McKeon (R-CA), and Joe
Wilson (R-SC) introduced H.R. 2211, the Ready to Teach Act of
2003, to reauthorize teacher preparation provisions under Title
II of the Higher Education Act through fiscal year 2008.
On June 4, 2003, the Subcommittee on 21st Century
Competitiveness considered H.R. 2211 in legislative session and
reported it favorably, as amended, to the Committee on
Education and the Workforce by voice vote. The Subcommittee
considered and adopted eight amendments by voice vote:
A substitute amendment offered by Mr. Gingrey (R-
GA) that made technical and clarifying changes to the
legislation. In addition, the substitute amended authorized
activities to: include faith-based and community organizations;
benefit high poverty and rural local educational agencies;
increase teacher retention; allow funds to be used to develop
strategies to improve qualifications of pre-kindergarten
teachers; ensure that teachers in private elementary and
secondary schools are able to participate equitably in
partnerships; provide training in how to teach limited English
proficient (LEP) students; and ensure that partnership
activities focus on the needs of teachers in the classroom.
An amendment offered by Subcommittee Chairman
McKeon (R-CA) that made technical and clarifying changes to the
substitute amendment. In addition, it ensured that urban, as
well as rural, school teachers are included in State grant
retention strategies and clarified that State and institutional
reporting requirements are intended for students that take
assessments used by the State for teacher certification or
licensure.
An amendment offered by Mr. Burns (R-GA), Mr.
Owens (D-NY), and Mr. Hinojosa (D-TX) to authorize grants for
the creation of Centers of Excellence at high quality (as
determined by the State) minority serving institutions. In
general, the purposes of this amendment are to: (1) increase
teacher recruitment at minority serving institutions; and (2)
make institutional improvements to teacher preparation programs
at minority serving institutions. Under the amendment, grants
are competitively awarded to high quality teacher preparation
programs at eligible institutions which include: Historically
Black Colleges or Universities, Hispanic-Serving Institutions,
Tribally Controlled Colleges or Universities, Alaska Native-
Serving Institutions, or Native Hawaiian-Serving Institutions.
An amendment offered by Mr. Kind (D-WI) to
reinstate a current law provision that allows partnership grant
funds to be used for managerial and leadership activities that
include superintendents.
An amendment offered by Mr. Hinojosa (D-TX) to add
teachers of limited English proficient (LEP) students to the
allowable list of educators that could benefit from merit pay
initiatives.
An amendment offered by Mr. Tierney (D-MA) to
allow current teachers to participate in authorized clinical
experience partnership grant activities.
An amendment offered by Mr. Holt (D-NJ) to allow
teachers to use partnership grant funds to gain clinical
experience in science, math, and technology (as long as such
teachers commit to an additional two years in the classroom).
An amendment offered by Mr. Wu (D-OR) to allow
teacher recruitment grants to be used to recruit employees from
high demand industries, including technology industries, into
the teaching profession.
On June 10, 2003, the Committee on Education and the
Workforce considered H.R. 2211 in legislative session and
reported it favorably, as amended, to the House of
Representatives by voice vote. The Committee considered and
adopted three amendments by voice vote:
A substitute amendment offered by Mr. Gingrey (R-
GA) that made technical and clarifying changes to the
legislation. In addition, the substitute amendment: adds a
definition of ``teaching skills'' to the Act that is based on
scientifically based research; requires evaluation of State
grant activities that are based on teacher effectiveness (as
measured by increased student academic achievement) and teacher
mastery of academic subjects they teach; clarifies language to
ensure that at least 50 percent of partnership funds are used
to directly benefit partner local educational agencies; allows
partnership grants to be used to coordinate activities with
community colleges to implement teacher preparation programs;
increases the minimum service requirements for students that
receive scholarships under the teacher recruitment grant
program; requires the Governor of a State to attest to the
reliability of State data reported to the Secretary of
Education; and maintains the original authorization level of
$300 million for Part A activities and authorizes $10 million
for teacher preparation Centers of Excellence authorized under
Part C.
An amendment offered by Representatives Chris Van
Hollen (D-MD) and Lynn Woolsey (D-CA) to allow States to use
funds to develop strategies to improve the qualifications of
preschool teachers, which may include the State certification
for such teachers.
An amendment offered by Mr. Rush Holt (D-NJ) to
allow teacher recruitment grants to be used to recruit
employees from high demand industries, including science,
mathematics, and engineering, into the teaching profession.
Summary
H.R. 2211, the Ready to Teach Act of 2003, authorizes
teacher quality and preparation activities under the Higher
Education Act through fiscal year 2008. H.R. 2211 amends Part A
(Teacher Quality Enhancement Grants for States and
Partnerships) and Part B (Preparing Tomorrow's Teachers to Use
Technology) of Title II of the HEA, and authorizes new teacher
preparation activities under Part C (Centers of Excellence).
Part A--Teacher Quality Enhancement Grants for States and Partnerships
H.R. 2211 authorizes competitively awarded grants to: (1)
increase student academic achievement; (2) improve the quality
of the current and future teaching force by improving the
preparation of prospective teachers and enhancing professional
development activities; (3) hold teacher preparation programs
accountable for preparing highly qualified teachers; (4) and
recruit highly qualified individuals, including minorities and
individuals from other occupations, into the teaching force. As
in current law, 45 percent of the funds are reserved for State
grants; 45 percent of the funds are reserved for partnership
grants; and 10 percent of the funds are reserved for teacher
recruitment grants.
State grants
H.R. 2211 requires States that receive grants to develop
evaluation systems to determine the effectiveness of grant
activities, which must include measures for teacher
effectiveness that are based on gains in student academic
achievement and teacher mastery of the academic subjects they
teach.
Under this section, States must use funds to reform teacher
preparation requirements, coordinate with State activities
authorized under Title II of the No Child Left Behind Act, and
ensure that current and future teachers are highly qualified.
State grant funds can be used for: (1) designing teacher
preparation programs that are based on rigorous academic
content, scientifically based research (including
scientifically based reading research), and challenging State
student academic content standards; (2) reforming teacher State
certification to ensure that teachers have the necessary
subject matter knowledge and teaching skills to help students
meet challenging State student academic achievement standards;
(3) providing prospective teachers with alternative routes to
traditional preparation and State certification; (4) planning
and implementing innovative teacher preparation programs, such
as charter colleges of education; (5) developing merit-based
performance systems for teachers and principals; (6) developing
teacher advancement and retention initiatives that promote
professional growth, multiple career paths, and pay
differentiation; (7) ensuring that local educational agencies
and schools are able to recruit highly qualified teachers; (8)
ensuring that local educational agencies and schools are able
to expeditiously remove incompetent or unqualified teachers;
(9) developing systems to measure the effectiveness of teacher
preparation programs; (10) providing technical assistance to
low-performing teacher preparation programs as identified by
the State; and (11) developing strategies to improve
qualifications of preschool teachers and preschool teacher
preparation programs.
Partnership grants
H.R. 2211 provides that each eligible partnership must
include at least: (1) a high quality teacher preparation
program at an institution of higher education; (2) a school of
arts and sciences; (3) a high need local educational agency;
and (4) a public or private educational organization.
Each eligible partnership must submit an application that,
among other things, describes: (1) how faculty of a teacher
preparation program at an institution of higher education that
seeks a partnership grant will serve with highly qualified
teachers in the classroom at partner local educational agencies
over the term of the grant; and (2) how teachers in private
elementary and secondary schools located in the geographic
areas served by the partnership will be able to participate
equitably in the partnership.
This section requires that at least 50 percent of
partnership funds be used to ``directly benefit'' partner local
educational agencies and clarifies that any entity under the
partnership may be the fiscal agent of such partnership.
H.R. 2211 requires that eligible partnerships use funds to
reform teacher preparation requirements, coordinate with State
activities authorized under Title II of the No Child Left
Behind Act, and ensure that current and future teachers are
highly qualified. Partnership grant funds must be used for: (1)
designing teacher preparation programs that are based on
rigorous academic content, scientifically based research
(including scientifically based reading research), and
challenging State student academic content standards; (2)
providing sustained and high quality preservice and in-service
clinical experience for teachers, including the mentoring of
prospective teachers by exemplary teachers; (3) creating
opportunities for enhanced and ongoing professional development
consistent with the definition of ``professional development''
in the No Child Left Behind Act; and (4) developing
professional development activities that provide training in
how to teach and address the needs of students with different
learning styles (particularly students with disabilities) and
to provide training in methods of improving student behavior in
the classroom.
An eligible partnership that receives a partnership grant
may also use funds for: (1) providing prospective teachers with
alternatives routes to traditional preparation and State
certification; (2) disseminating information on effective
practices of the partnership; (3) developing managerial and
leadership professional development programs for principals and
superintendents; (4) providing teacher recruitment activities;
(5) creating opportunities for teachers to gain clinical
experience in science, math, and technology (as long as such
teachers commit to an additional two years in the classroom
after the clinical experience); and (6) coordination with
community colleges to implement teacher preparation programs.
Teacher recruitment grants
H.R. 2211 requires that applicants to submit an application
that, among other things, describes the extent to which the
applicant will use funds to recruit minorities into the
teaching profession and directs the Secretary of Education to
give priority to applicants that will place an emphasis on
recruiting minorities into the teaching profession. In
addition, the legislation increases the minimum service
requirements (as teachers in high need local educational
agencies) for students that receive assistance to a minimum of
one year, plus an amount of time equivalent to the aid
received.
An eligible applicant must use teacher recruitment grant
funds to: (1) award scholarships to help students pay the costs
of tuition, room, board, and other expenses of completing a
teacher preparation program; (2) provide support services to
enable scholarship recipients to complete postsecondary
education programs; and (3) provide follow up services to
former scholarship recipients during the recipients first 3
years of teaching; or develop and implement activities to
ensure that high need local educational agencies and schools
are able to effectively recruit highly qualified teachers.
In addition to using funds for the aforementioned required
activities, an eligible applicant that receives a teacher
recruitment grant may also use funds to recruit employees from
high demand industries, including mathematics, science,
engineering, and technology industries, into the teaching
profession.
Accountability for programs that prepare teachers
Under H.R. 2211, each State that receives grants under the
Act must continue its ``State Report Card on the Quality of
Teacher Preparation'' (as required under P.L. 105-244, the
Higher Education Amendments of 1998) and report annually to the
Secretary of Education, for both traditional and alternative
teacher preparation programs, the percentage of students (who
completed at least 50 percent of the coursework required for
teacher preparation programs) that took and passed the State
certification or licensure assessment.
H.R. 2211 continues provisions for the Secretary of
Education to report on teacher quality and preparation in the
United States. Among other things, the Secretary's report
(which is made available to the Congress and the public) must
include: (1) a comparison of States' efforts to improve
teaching quality; and (2) the national mean and median scores
on any standardized test that is used in 1 or more State for
teacher certification or licensure.
Each teacher preparation program that enrolls students
receiving federal assistance under the Act must also continue
current law reporting requirements with regard to the quality
of teacher preparation. In particular, H.R. 2211 requires
annual reports from teacher preparation programs that must
include: (1) the pass rate of each student (who completed at
least 50 percent of the coursework required for the teacher
preparation program) on the State certification or licensure
assessment; (2) a comparison of the program's pass rate for
students (who completed at least 50 percent of the coursework
required for the teacher preparation program) with the average
pass rate for other programs in the State; and (3) a comparison
of the program's average raw score for students (who completed
at least 50 percent of the coursework required for the teacher
preparation program) with the average raw scores for other
programs in the State.
H.R. 2211 adds provisions to the Higher Education Act that
require the Governor of a State (or the entity in the State
responsible for teacher certification and preparation) to
attest to the reliability of data reported under the Act to the
Secretary of Education.
The Ready to Teach Act extends the current law
authorization of $300 million for fiscal year 2004 and ``such
sums'' as may be necessary for fiscal years 2005 through 2008
for Part A (Teacher Quality Enhancement Grants for States and
Partnerships) activities.
Part B--Preparing Tomorrow's Teachers To Use Technology
H.R. 2211 continues activities authorized under the
Preparing Tomorrow's Teachers to Use Technology program (Part B
under current law). This program was updated and transferred
from the Elementary and Secondary Education Act to the HEA
during consideration of the No Child Left Behind Act in the
107th Congress. The purpose of this program is to prepare
prospective teachers to use advanced technology to prepare all
students to meet challenging State and local academic content
and student academic achievement standards.
H.R. 2211 extends the current law authorization of ``such
sums'' as may be necessary for fiscal years 2004 through 2008.
Part C--Centers of Excellence
H.R. 2211 authorizes grants for the creation of Centers of
Excellence at high quality minority serving institutions. Under
this Part, grants are competitively awarded to high quality
teacher preparation programs (as determined by the State) at
eligible institutions which include: Historically Black
Colleges or Universities, Hispanic-Serving Institutions,
Tribally Controlled Colleges or Universities, Alaska Native-
Serving Institutions, or Native Hawaiian-Serving Institutions.
H.R. 2211 authorizes $10 million for fiscal year 2004 and
``such sums'' as may be necessary for fiscal years 2005 through
2008. The minimum grant under this Part is $500,000.
Committee Views
The caliber of teacher education programs has come under
increased scrutiny over the past several years. Among other
things, teacher preparation programs have been criticized for
providing prospective teachers with inadequate time to learn
subject matter; for teaching a superficial curriculum; and for
being unduly fragmented, with courses not linked to practice
teaching and with education faculty isolated from their arts
and sciences faculty colleagues. In particular, there have been
concerns about high rates of failure of recent teacher college
graduates on initial licensing or certification exams.
According to the Congressional Research Service, one of the
most publicly reported instances of high failure rates was in
1998 when 59 percent of prospective teachers in Massachusetts
failed that State's new certification exam. The results raised
questions about the quality of the preparation and training
prospective teachers had received from teacher preparation
programs at institutions of higher education across the State.
In January 2002 President Bush signed into law the No Child
Left Behind Act, the bipartisan education reform package that
has infused accountability for results into K-12 education in
America. The No Child Left Behind Act calls for a highly
qualified teacher in every public school classroom by the end
of the 2005-2006 school year. In order to be highly qualified,
a teacher must obtain full State certification, a bachelor's
degree, and be able to demonstrate a high level of competency
in all subjects taught (by passing a rigorous State assessment,
completing an academic major for each subject taught, or a
State approved review process).
In June 2002, the Secretary of Education issued the first
full annual report on teacher preparation as required under
Title II of the Higher Education Act. The report, ``Meeting the
Highly Qualified Teachers Challenge: The Secretary's Annual
Report on Teacher Quality,'' concluded that the teacher
preparation system in this country has serious limitations. Not
only does acceptable achievement on certification assessments
differ markedly among the States, the Secretary's report found
that most States, in setting the minimum score considered to be
a passing score, set those scores well below national averages.
The data collected for this report suggests that schools of
education and formal teacher training programs are failing to
produce the types of highly qualified teachers that the No
Child Left Behind Act demands. Highlights from the report
include:
Only 23 States have implemented teacher standards
tied to their respective academic content standards for grades
K-12.
Academic standards for teachers are low. On one
popular teacher licensure test used by 29 States, only one
State set its passing score near the national average in
reading, while 15 set their respective passing scores below the
25th percentile. On math and writing tests, only one State set
its passing score above the national average.
States are increasingly relying on teachers who
are hired on waivers and lack full certification (a practice
that must be phased out under the No Child Left Behind Act).
The first in what will be a series of bills to reauthorize
the Higher Education Act, H.R. 2211, the Ready to Teach Act of
2003, seeks to meet the call of the No Child Left Behind Act to
place a highly qualified teacher in every classroom by making
improvements that will help ensure teacher training programs
are producing well-prepared teachers to meet the needs of
America's students. H.R. 2211 takes the important step of
aligning teacher training programs, under Title II of the
Higher Education Act, with the high standards for teacher
quality found in the bipartisan No Child Left Behind Act. This
bill will help to ensure that teacher training programs are
fulfilling an obligation they have to those seeking to enter
the teacher profession--an obligation to ensure that teachers
are ready to teach.
In general, H.R. 2211 continues the current law structure
of Title II of the Higher Education Act and authorizes three
types of competitive grants that each play a unique, yet
critical role in the education of tomorrow's teachers. Under
the Act, 45 percent of the funds are reserved for State grants,
which must be used to reform teacher preparation requirements
and ensure that current and future teachers are highly
qualified; 45 percent of the funds are reserved for partnership
grants, which allow effective partners to join together,
combining strengths and resources to train highly qualified
teachers to achieve success where it matters most--in the
classroom; and 10 percent of the funds are reserved for teacher
recruitment grants, which will help bring high quality
individuals into teacher programs, and ultimately put more
highly qualified teachers into classrooms.
State grants
H.R. 2211 authorizes States to use funds to design (or
redesign) teacher preparation programs so they are based on
rigorous academic content, scientifically based research
(including scientifically based reading research), and
challenging State student academic content standards. As a
result, States will be able to strengthen teacher preparation
programs by setting higher standards for what potential
teachers need to learn as part of their instruction and ensure
more teachers leave these programs ready to meet the ``highly
qualified'' definition for teachers established under the No
Child Left Behind Act.
On May 20, 2003, the Subcommittee on 21st Century
Competitiveness held a hearing on ``America's Teacher Colleges:
Are They Making the Grade?'' The purpose of this hearing was to
discuss whether teacher colleges and other teacher preparation
programs are producing a high quality teacher force. Kati
Haycock, Director of the Education Trust, testified during the
hearing that:
Discussions of teacher quality are inadequately
informed by data regarding what makes the biggest
difference in student learning. As the U.S. General
Accounting Office has reported, the U.S. Department of
Education has granted almost half a billion dollars
($460 million) in HEA Title II funds but there is no
consistent, reliable way to evaluate the effect of
these grants on raising student achievement. State
Grants should be limited to states that are willing to
establish data systems to evaluate the efficacy of
teacher training programs and professional development
activities on improving teacher effectiveness.
Ultimately, states should be in a position to evaluate
their success in terms of hard data indicating whether
various activities helped raise student achievement.
Accordingly, H.R. 2211 adds a new State grant evaluation
provision that requires States that accept grants under the Act
to develop evaluation systems to determine the effectiveness of
grant activities. Specifically, these new systems will evaluate
the effectiveness of teacher preparation programs and
professional development activities within the State in
producing gains in: (1) the teacher's annual contribution to
improving student academic achievement, as measured by State
academic assessments required under section 1111 of the No
Child Left Behind Act; and (2) teacher mastery of the academic
subjects they teach, as measured by pre- and post-participation
tests of teacher knowledge.
The Ready to Teach Act recognizes that flexibility should
exist in methods used for training highly qualified teachers
and allows funds to be used for innovative methods in teacher
preparation programs, such as charter colleges of education and
university and local educational agency partnership schools,
which can provide an alternative gateway for teachers to become
highly qualified.
Under H.R. 2211, States have the flexibility to set up
charter colleges of education that function in a manner similar
to elementary and secondary charter schools except that they
would prepare highly qualified teachers in a higher education
setting. These charter colleges of education will exchange
flexibility in meeting State requirements for institutional
commitments to produce results-based outcomes for teacher
education graduates--measured based on increased student
academic achievement. The Committee is aware of three
institutions of higher education that have created charter
colleges: the Charter College of Education at California State
University, Los Angeles, California; the Charter School of
Education and Human Sciences at Berry College in Mount Berry,
Georgia; and the Charter Teacher Education Program at Fort
Valley State University in Fort Valley, Georgia.
On October, 9, 2002, the Subcommittee on 21st Century
Competitiveness held a hearing in Washington, D.C. on
``Training Tomorrow's Teachers: Ensuring a Quality
Postsecondary Education.'' Dr. Allen Mori, Dean of the Charter
College of Education at California State University, Los
Angeles, California, testified before the Subcommittee and
noted that:
The Charter College of Education is clearly on the
cutting edge of high quality teacher preparation in the
21st century. Spurred by the Title II requirements to
improve teacher education, faculty was determined to
build world-class teacher preparation programs to meet
the needs of the ethnically and linguistically diverse
urban community of the Los Angeles basin. This context
is a powerful theme in both the subject matter and
teacher preparation curriculum.
Specifically, the language in H.R. 2211 allows States to
use funds for the planning and implementation of charter
colleges of education that: (1) permit flexibility in meeting
State requirements as long as graduates, during their initial
years in the profession, increase student academic achievement;
(2) provide long-term data gathered from teachers' performance
over multiple years in the classroom on the ability to increase
student academic achievement; (3) ensure high-quality
preparation of teachers from underrepresented groups; and (4)
create performance measures that can be used to document the
effectiveness of innovative methods for preparing highly
qualified teachers.
The Committee recognizes that there are other innovative
approaches to teacher preparation, such as university and local
educational agency partnership schools which will support and
encourage institutions of higher education to establish K-12
schools of excellence in partnership with local educational
agencies. These partnership schools will utilize the assets of
the institution of higher education, the local educational
agency, and the community to bring new models for learning to
students that are founded on research-based practices, rigorous
academic content, and high standards.
States can also use their grant funds to provide
prospective teachers with alternative routes to State
certification and traditional preparation to become highly
qualified teachers. Such approaches will help to reduce
unnecessary barriers to State certification and offer
alternative routes to State certification of teachers for
qualified individuals, including mid-career professionals from
other occupations, former military personnel, and recent
college graduates with records of academic distinction. The
Committee notes that alternative routes to State certification,
as opposed to traditional teacher preparation programs
administered by colleges of education, can streamline the State
certification process and help to move competent and qualified
candidates into the classroom in an expeditious manner.
There are several well-known programs nationwide that
recruit highly qualified candidates using alternative routes to
State certification, including the Troops to Teachers program.
This program provides financial assistance and training to
retiring military personnel and helps to place them in local
school districts, thus providing a new source of teachers to
schools across the country. According to the National Center
for Education Information, teachers certified through
alternative routes also bring diversity to the classroom and
are more apt to take challenging assignments. In particular,
the Center found that 90 percent of teachers in the Troops to
Teachers program are male, compared to just 26 percent in the
overall teaching force and about 30 percent of teachers in the
program are from a minority or ethnic group, compared to just
10 percent overall.
Another popular and successful program associated with
alternative routes to teaching is Teach For America. This
nationwide nonprofit organization recruits accomplished college
graduates without formal backgrounds in education to teach in
high-need urban and rural schools. Candidates apply to the
program and, if selected, attend a summer training course
before being placed in school districts across the country.
Teach for America and the host school districts provide new
teachers with support during the two-year program, after which
some teachers return to graduate school, transfer to other
professions or continue teaching. Since its inception in 1989,
Teach For America has placed more than 8,000 talented young men
and women in some of our nation's most disadvantaged schools.
The Committee also recognizes the potential for an improved
teaching force through the American Board for Certification of
Teacher Excellence, which provides a nationally recognized,
high quality credential to attract the best and the brightest
into the classroom. This certification has also been recognized
by the Congress--in section 2151(c)(2) of the Elementary and
Secondary Education Act of 1965--as one of the nationally
recognized doorways into the teaching profession. The American
Board is a rigorous way to open the doors for highly qualified
candidates--including professionals who may want to enter
teaching from other fields. Because the rigor of the exam its
candidates will be required to take, American Board certified
teachers will have to prove that they not only have a mastery
of their subject matter, but also the professional knowledge to
become successful and highly qualified teachers. The American
Board will offer two types of teacher certification: a
``Passport to Teaching,'' which will be available for career
changers and prospective new teachers and ``Master
Certification,'' which is targeted toward extraordinary
educators who are already in the teaching profession and have a
demonstrated record of accomplishment in improving student
academic achievement.
Additionally, the Committee recognizes that nearly 24,000
teachers have been awarded National Board Certification through
the National Board for Professional Teaching Standards (NBPTS).
NBPTS has also been recognized by Congress--as part of section
2151(c)(2) of the Elementary and Secondary Education Act of
1965. The Committee notes that many of the teachers completing
this certification have stated that it was a positive
experience in their career and that they had become better
teachers.
The Committee is encouraged by teacher retention data as
described in a report released by the Secretary of Education,
``Meeting the Highly Qualified Teachers Challenge: The
Secretary's Annual Report on Teacher Quality'' in June 2002,
which noted that:
Evidence suggests that retention rates for teachers
certified through alternate routes are higher than for
teachers who enter the classroom through traditional
routes. Nationwide, about 85 percent of teachers
certified through alternate routes remain in the
classroom five years later, demonstrating that
truncated training programs with highly qualified
candidates do not result in those same teachers leaving
the profession early in their careers.
The Committee notes that the key to producing highly
qualified teachers is not the path by which they travel, but
the destination they reach. Teachers trained through innovative
options, or certified through alternate means, will still be
held to the same standards of accountability and quality, but
will not be constrained by artificial requirements that could
place barriers between high quality individuals and the
classrooms where they are desperately needed. H.R. 2211 takes
the important step of recognizing that individuals seeking to
enter the teaching profession often have varied backgrounds--
and by creating flexible approaches that step outside the box,
these individuals can become highly qualified teachers through
training programs as unique as their individual experiences.
H.R. 2211 authorizes State grant, partnership grant, and
teacher recruitment grant programs for the development and
implementation of mechanisms to assist local educational
agencies in recruiting and retaining highly qualified teachers.
The Committee notes that the authorized activities under these
programs provide significant flexibility for States and
partnerships to design innovative initiatives to recruit and
retain highly qualified teachers. The committee wants to make
clear that funds under these programs may be used to cover
moving expenses to secure employment of highly qualified
teachers and provide other financial assistance necessary to
purchase a home (including mortgage application fees and
closing costs). The Committee recognizes this use of grant
funds as an appropriate way to attract and retain highly
qualified teachers.
Partnership grants
Under H.R. 2211, each eligible partnership seeking
assistance under the Act must include at least: (1) a high
quality teacher preparation program at an institution of higher
education; (2) a school of arts and sciences; (3) a high need
local educational agency; and (4) a public or private
educational organization. The Committee believes that these
expanded partnership grants will bring diverse expertise
together for the common goal of placing highly qualified
teachers in the classrooms of high need school districts. The
Committee is requiring participation by a public or private
educational organization in each partnership because varied
expertise in areas such as teacher preparation, certification,
test preparation, and others can bring added dimensions that
benefit school districts, teachers, and most importantly,
students. Some public or private educational entities may be
particularly skilled at working with disadvantaged students and
can help make teachers more successful in teaching to standards
with challenging student populations. Other organizations may
be adept at helping students master concepts critical to their
achievement on high quality assessments. The Committee supports
a flexible approach and believes it would be impossible to
define every valuable service that may be offered by a ``public
or private educational organization'' to a partnership under
this program. Limiting the potential participants is a
disservice to the partnership concept and decreases the ability
of school districts and teacher preparation programs to make
local decisions about the best ways to improve teacher quality
and increase student academic achievement. The Committee also
notes that public and private educational organizations that
participate in the partnership should have the capacity to
offer high quality services that respond to the needs of the
partnership.
The Ready to Teach Act requires partnership grant
applicants to describe how faculty of a teacher preparation
program at an institution of higher education that seeks a
partnership grant will serve with highly qualified teachers in
the classroom at partner local educational agencies over the
term of the grant. The Committee believes this increased
interaction between teacher faculty and teachers in the
classroom will help teacher preparation programs keep abreast
of the needs of everyday teachers. In addition, H.R. 2211
requires that at least 50 percent of partnership funds be used
to ``directly benefit'' partner local educational agencies and
clarifies that any entity under the partnership may be the
fiscal agent of such partnership. It is the intent of the
Committee that partner local educational agencies actively
participate in the application process and support any proposed
grant activities as described in such partnership applications.
Provisions in H.R. 2211 are designed to ensure that each
partner local educational agency has the ability to influence
grant activities and guarantee that partnership activities
focus on the needs of teachers and students in the classroom.
Accountability
While current higher education law contains annual
reporting requirements, these reporting measures have proven
ineffective in determining the true quality of teacher
preparation programs. In fact, under the current law reporting
requirements (as required under Title II of P.L. 105-244, the
Higher Education Amendments of 1998) many States and teacher
preparation programs have, either intentionally or
unintentionally, submitted skewed and irrelevant data. Under
current law, teacher preparation programs at institutions of
higher education must report the percentage of graduates who
successfully pass the State certification or licensure
assessments. However, most institutions have simply made
completion of their program contingent upon passage of these
assessments. This masked the number of students who were not
adequately prepared by the institution to pass these tests in
the first place. The Committee is discouraged by this reporting
loophole that some teacher preparation programs at institutions
of higher education have used to circumvent current law
accountability provisions. Accordingly, the Ready to Teach Act
includes improved accountability provisions that will
strengthen reporting measures and hold teacher preparation
programs (for both traditional and alternative programs)
accountable for providing accurate and useful information.
H.R. 2211 requires each State that receives funds under the
Act to annually report to the Secretary of Education (for both
traditional and alternative teacher preparation programs) on
the percentage of students (who completed at least 50 percent
of the requirements for teacher preparation programs) that took
and passed the State certification or licensure assessment.
These State report cards on the quality of teacher preparation
must also report on the State-determined passing score of that
assessment and disaggregate and rank each teacher preparation
program in the State based on such data.
In addition, each teacher preparation program that enrolls
students receiving federal assistance under the Higher
Education Act must report annually to the State and the general
public: (1) the pass rate of each student (who completed at
least 50 percent of the requirements for the teacher
preparation program) on the State certification or licensure
assessment; (2) a comparison of the program's pass rate with
the average pass rate for other programs in the State; and (3)
a comparison of the program's average raw score for students
with the average raw scores for other programs in the State.
The Committee directs institutions of higher education and
other teacher preparation programs that receive grants under
the Ready to Teach Act to report effective data on the number
of students that have spent a significant amount of time in
teacher preparation programs (those who have completed at least
half of the requirements of the teacher preparation program)
and that have taken and passed State certification or licensure
assessments. The Committee believes that effective reporting of
such data will demonstrate which teacher preparation programs
have added value to program participants (enabling such
participants to pass State certification and licensure
assessments) and that these improved reporting requirements
will make it less likely that States will submit misleading
data. Clarifying language in H.R. 2211 (which focuses on
students who have completed at least 50 percent of the
requirements for a teacher preparation program) is specifically
designed to eliminate the discrepancy in current law with
regard to reporting requirements for ``graduates'' and
``program completers.'' The Committee also believes that new
data on ``average raw scores'' on State certification or
licensure assessments will help to distinguish teacher
preparation programs within States that report similar ``pass
rate'' data.
Centers of excellence
The demand for more ethnically and culturally diverse
highly qualified teachers is critical, especially given the
significant growth in the numbers of minority K-12 students
across the country. Opportunities that increase the numbers of
minority teachers and enhance their training, will support
broader strategies to enhance instructional opportunities for,
and can help to eliminate the achievement gaps of, minority
students. Accordingly, Part C of H.R. 2211 authorizes grants
for the creation of Centers of Excellence at high quality
minority serving institutions. On June 4, 2003, the
Subcommittee on 21st Century Competitiveness adopted a
bipartisan amendment offered by Mr. Burns (R-GA), Mr. Owens (D-
NY), and Mr. Hinojosa (D-TX) to authorize grants for teacher
preparation Centers of Excellence that was based on language
submitted to the Committee by the United Negro College Fund and
the Hispanic Education Coalition. The Committee believes that
the newly authorized Centers of Excellence will provide
minority serving institutions that have a demonstrated record
of preparing highly qualified teachers, with a leadership role
in recruiting and preparing highly qualified teachers and
increase opportunities for Americans of all educational,
ethnic, class, and geographic backgrounds to become highly
qualified teachers.
In general, the purposes of these Centers are to increase
teacher recruitment at minority serving institutions and make
institutional improvements to teacher preparation programs at
minority serving institutions. Grants are competitively awarded
to high quality teacher preparation programs (as determined by
the State) at eligible institutions which include: Historically
Black Colleges or Universities, Hispanic-Serving Institutions,
Tribally Controlled Colleges or Universities, Alaska Native-
Serving Institutions, or Native Hawaiian-Serving Institutions.
Specifically, Part C authorizes the Secretary to award
grants to high quality minority serving institutions, a
consortium of such minority serving institutions, or minority
serving institutions that partner with other institutions of
higher education (as long as the Centers are located at a
partner minority serving institution). Grant funds can be used
to create teaching Centers of Excellence to ensure that current
and future teachers are highly qualified by: (1) implementing
reforms within teacher preparation programs to improve teacher
quality; (2) providing sustained and high-quality preservice
clinical experience, including the mentoring of prospective
teachers by exemplary teachers; (3) developing and implementing
initiatives to promote retention of highly qualified teachers
and principals, including minority teachers and principals; (4)
awarding scholarships to help students pay the costs of
tuition, room, board, and other expenses of completing a
teacher preparation program; (5) disseminating information on
effective practices for teacher preparation and successful
teacher certification test preparation strategies; and (6)
other activities authorized under the Act.
Summary
H.R. 2211 is specifically designed to align teacher
preparation programs with the high standards for accountability
and results provided for in the No Child Left Behind Act. The
Ready to Teach Act will help to ensure that program
effectiveness can accurately be measured and places a strong
focus on the quality of teacher preparation, and a renewed
emphasis on the skills needed to meet the ``highly qualified''
standard found in the No Child Left Behind Act such as: the use
of advanced technology in the classroom, rigorous academic
content knowledge, scientifically based research, and
challenging State student academic standards. H.R. 2211
recognizes that flexibility should exist in methods used for
training highly qualified teachers and allows funds to be used
for innovative methods in teacher preparation programs, such as
charter colleges of education, which can provide an alternative
gateway for teachers to become highly qualified. In addition,
the Ready to Teach Act takes the important step of recognizing
that individuals seeking to enter the teaching profession often
have varied backgrounds--and by creating flexible approaches
that step outside the box, these individuals can become highly
qualified teachers through training programs as unique as their
individual experiences. The Ready to Teach Act also contains
improved accountability provisions that will strengthen
reporting measures and hold teacher preparation programs
accountable for providing accurate and useful information.
Section-by-Section Analysis
Section 1. Establishes the short title of the act as the
``Ready to Teach Act of 2003.''
Section 2. Teacher Quality Enhancement Grants. Amends Part
A of Title II of the Higher Education Act of 1965.
Part A--Teacher Quality Enhancement Grants for States and Partnerships
Section 201. Purposes; Definitions. States purpose of Part
A regarding student academic achievement, quality of the
teaching force, accountability of institutions of higher
education and recruitment of teachers. Provides definitions of
arts and sciences, exemplary teacher, highly qualified, high-
need local educational agency, poverty line, professional
development, scientifically based reading research,
scientifically based research and teaching skills.
Section 202. State Grants. Authorizes the Secretary to
award grants to States. Defines eligible State and addresses
application requirements. Addresses uses of funds for one or
more of the following activities: reforming State teacher
preparation programs, reforming teacher certification or
licensure requirements, providing alternative teacher
preparation and certification, planning and implementing
innovative programs, merit pay and teacher advancement
initiatives for local educational agencies, development of
teacher advancement and retention activities as well as,
effective teacher removal mechanisms for local educational
agencies, technical assistance for low-performing teacher
preparation programs, development of teacher effectiveness
systems and strategies, recruitment and retention activities,
and the improvement of the qualifications of preschool
teachers. Requires that an eligible State receiving a grant
under this section shall develop a system to evaluate annually
the effectiveness of teacher preparation programs and
professional development activities and make this information
widely available to the public.
Section 203. Partnership Grants. Authorizes Secretary to
award grants to eligible partnerships. Defines eligible
partnership and partner institution. Addresses application
requirements, and required and allowable uses of funds.
Required uses of funds must be used to carry out one or more of
the following activities: reform teacher preparation programs,
providing preservice and in-service clinical experience for
teachers, and teacher professional development and preparation
activities, particularly for those teaching students with
disabilities, limited English proficiency and special learning
needs. Allowable uses of funds may be used for such activities
as alternatives to traditional teacher preparation and State
certification, dissemination and coordination activities,
developing and implementing professional development programs
for principals and superintendents, teacher recruitment
activities, clinical experience in science, mathematics, and
technology, and coordination with community colleges. Provides
a special rule regarding 50 percent of the funds under the
partnership shall be used to directly benefit high-need local
educational agency in the partnership, and addresses
coordination of eligible partnerships with more than one
agency.
Section 204. Teacher Recruitment Grants. Authorizes the
Secretary to award grants for teacher recruitment. Addresses
the definition of an eligible applicant and the application
requirements. Uses of funds under this section may be used for
awarding scholarships to students in teacher preparation
programs and providing support services and follow-up support
services to former scholarship recipients, and activities for
high need local educational agencies and schools to recruit
highly qualified teachers. Additional discretionary uses of
funds may be used to develop and implement effective mechanisms
to recruit employees from high demand industries. Establishes
service requirements regarding scholarship recipients teaching
in high-need local educational agencies, and requires that the
Secretary give priority to applicants who recruit a high
percentage of minority students to become highly qualified
teachers.
Section 205. Administrative Provisions. Establishes
duration of grants awarded, the one-time awards and, the
payment schedule. In addition, this section establishes a peer
review panel regarding funding, and establishes the priorities
of the panel such as specific State teacher certification
requirements, innovative reforms to hold higher education
institutions accountable for preparing highly-qualified
teachers, development of efforts to reducing teacher shortages,
and give priority to applicants who involve businesses and
community organizations. Authorizes the Secretary to determine
which applicants receive funding based on the peer review
process. Establishes matching requirements from non-Federal
sources from the State and partnership grantees, and limits use
of funds on administrative expenses.
Section 206. Accountability and Evaluation. Requires State
grantees to submit an annual accountability report to the
Secretary, the Committee on Health, Education, Labor, and
Pensions of the Senate, and the Committee on Education and the
Workforce of the House of Representatives. Sets forth the
accountability requirements to be reported. Requires eligible
partnerships to include in the application submitted under
section 203(c) an evaluation plan, which includes certain
objectives and measures specified in this section. Authorizes
the Secretary to revoke funding of an eligible State, applicant
or partnership based on inadequate progress. Requires the
Secretary to report evaluation of activities funded under this
part annually to the Committee on Health, Education, Labor, and
Pensions of the Senate, and the Committee on Education and the
Workforce of the House of Representatives.
Section 207. Accountability for Programs That Prepare
Teachers. Requires State report cards on the quality of teacher
preparation to be provided annually to the Secretary. In
addition, requires the Secretary to provide annually to
Congress and publish a report card on teacher qualifications
and preparation and report a comparison of States' efforts to
improve teaching quality as well as the national mean and
median scores on standardized test used for teacher
certification. Each institution of higher education that
conducts a teacher preparation program will be required to
report annually to the State and the general public, pass
rates, program information, statement of program State approval
or accreditation, and whether program has been designated as
low-performing by the State. The above information must be
reported through publications and provided to persons thus
designated, and the Secretary is authorized to impose fines on
institutions for failure to provide such information. Requires
the Governor of a State, or an entity in the State responsible
for teacher certification and preparation, to attest to the
reliability of data reported under the Act to the Secretary of
Education.
Section 208. State Functions. Requires States to identify
and assist low-performing programs of teacher preparation
within institutions of higher education, and provide annually
to the Secretary a list of such institutions. Sets forth
termination of eligibility for professional development
activities awarded by the Department of Education and denies
acceptance or enrollment of any student receiving aid under
Title IV of this Act if institutions of higher education
offering programs of teacher preparation are denied approval or
financial support by the State due to low performance.
Section 209. General Provisions. Requires the Secretary to
ensure States and institutions of higher education use fair and
equitable methods of reporting, and that identification of
individuals is not disclosed. Provides authority for the
Secretary to collect data in States where there are no
certification or licensure assessments or minimum performance
levels on those assessments. Prohibits Federal control over any
aspect of private, religious, or home school however, does not
prohibit the aforementioned from participation in programs or
services under this part. Nothing in this part shall be
construed to require or encourage change in a State's treatment
of any private, religious, or home school or the Secretary to
establish or support any national system of teacher
certification.
Section 210. Authorization of Appropriations. Authorizes
$300 million for fiscal year 2004 and ``such sums'' as may be
necessary for fiscal years 2005 through 2008.
Section 3. Preparing Tomorrow's Teachers to Use Technology.
Amends section 223(b)(1)(E) and section 224 of the Higher
Education Act of 1965 by making technical changes. Extends the
current law authorization of ``such sums'' as may be necessary
for fiscal years 2004 through 2008.
Section 4. Centers of Excellence. Amends Title II of the
Higher Education Act of 1965 by adding a Part C regarding
centers of excellence.
Part C--Centers of Excellence
Section 231. Purposes; Definitions. Establishes the purpose
of centers of excellence to be that of recruitment and
preparation of highly qualified teachers particularly, minority
teachers. Sets forth the definition under this part of an
eligible institution, highly qualified, scientifically based
reading research, and scientifically based research.
Section 232. Centers of Excellence. Authorizes the
Secretary to award competitive grants to eligible institutions
to establish centers of excellence. Requires that the grants
provided by the Secretary under this part be used to ensure
current and future teachers are highly qualified by carrying
out one or more of such activities: reforming teacher
preparation programs, preservice clinical experience and
mentoring of prospective teachers, initiatives to promote
retention of highly qualified and in particular minority
teachers and principals, awarding scholarships to students of
teacher preparation programs, disseminating information on
effective teacher preparation practices and successful teacher
certification test preparation strategies, and other activities
under the Act. Additionally, requires any eligible institution
desiring a grant under this section to submit an application to
the Secretary and provides the Secretary the authority to
prescribe regulations to carry out this section. Establishes
the minimum of each grant to be $500,000 and eligible
institutions may not use more than two percent of grant funds
for purposes of administering the grant.
Section 233. Authorization of Appropriations. Authorizes
$10 million for fiscal year 2004 and ``such sums'' as may be
necessary for fiscal years 2005 through 2008.
Section 5. Transition. Authorizes the Secretary to utilize
such actions necessary for the orderly implementation of this
Act.
Explanation of Amendments
The Amendment in the Nature of a Substitute is explained in
the body of this report.
Application of Law to the Legislative Branch
Section 102(b)(3) of Public Law 104-1 requires a
description of the application of this bill to the legislative
branch. This bill, H.R. 2211, is designed to: (1) increase
student academic achievement; (2) improve the quality of the
current and future teaching force by improving the preparation
of prospective teachers; (3) hold teacher preparation programs
accountable for preparing highly qualified teachers; (4) and
recruit highly qualified individuals, including minorities and
individuals from other occupations, into the teaching force.
The bill does not prevent legislative branch employees from
receiving the benefits of this legislation.
Unfunded Mandate Statement
Section 423 of the Congressional Budget and Impoundment
Control Act (as amended by Section 101(a)(2) of the Unfunded
Mandates Reform Act, P.L. 104-4) requires a statement of
whether the provisions of the reported bill include unfunded
mandates. H.R. 2211 amends the spending programs under the
Higher Education Act. As such, the bill does not contain any
unfunded mandates.
Statement of Oversight Findings and Recommendations of the Committee
In compliance with clause 3(c)(1) of rule XIII and clause
(2)(b)(1) of rule X of the rules of the House of
Representatives, the Committee's oversight findings and
recommendations are reflected in the body of this report.
New Budget Authority and Congressional Budget Office Cost Estimate
With respect to the requirements of clause 3(c)(2) of rule
XIII of the House of Representatives and section 308(a) of the
Congressional Budget Act of 1974 and with respect to
requirements of 3(c)(3) of rule XIII of the House of
Representatives and section 402 of the Congressional Budget Act
of 1974, the Committee has received the following cost estimate
for H.R. 2211 from the Director of the Congressional Budget
Office:
U.S. Congress,
Congressional Budget Office,
Washington, DC, June 16, 2003.
Hon. John A. Boehner,
Chairman, Committee on Education and the Workforce,
House of Representatives, Washington, DC.
Dear Mr. Chairman: The Congressional Budget Office has
prepared the enclosed cost estimate for H.R. 2211, the Ready to
Teach Act of 2003.
If you wish further details on this estimate, we will be
pleased to provide them. The CBO staff contact is Donna Wong.
Sincerely,
Douglas Holtz-Eakin,
Director.
Enclosure.
H.R. 2211--Ready to Teach Act of 2003
Summary: H.R. 2211 would reauthorize programs under title
II of the Higher Education Act. These programs are currently
authorized through 2004 by the General Education Provisions Act
(GEPA) and H.R. 2211 would reauthorize them through 2008. The
bill also would create a new grant program for higher education
institutions that have historically served minority populations
and authorize these grants through 2008.
CBO estimates that authorizations under the bill would
total $219 million in 2004 and about $1.8 billion over the
2004-2008 period, assuming that annual levels are adjusted for
inflation when specific annual authorizations are not provided.
(Without such inflation adjustments, the authorizations would
total about $1.7 billion over the 2004-2008 period.) CBO
estimates that appropriations of the authorized levels would
result in additional outlays of $1.3 billion over the 2004-2008
period, assuming annual adjustments for inflation (and about
$1.2 billion without adjustments for inflation). Enacting H.R.
2211 would not affect direct spending or receipts.
H.R. 2211 contains no intergovernmental or private-sector
mandates as defined in the Unfunded Mandates Reform Act (UMRA).
Any costs incurred by state and local governments would be
conditions of aid or would result from participating in a
voluntary federal program.
Estimated cost to the Federal Government: The estimated
budgetary impact of H.R. 2211, with inflation adjustments for
the various components of each title of the bill, is shown in
the following table. The costs of this legislation fall within
budget function 500 (education, training, employment, and
social services).
------------------------------------------------------------------------
By fiscal year, in millions--
-----------------------------------------
2003 2004 2005 2006 2007 2008
------------------------------------------------------------------------
SPENDING SUBJECT TO APPROPRIATION
Spending Under Current Law:
Budget Authority/Estimated 152 154 0 0 0 0
Authorization \1\........
Estimated Outlays......... 171 156 146 43 11 0
Proposed Changes:
Teacher Quality
Enhancement:
Estimated 0 209 306 313 320 327
Authorization Level..
Estimated Outlays..... 0 10 157 262 303 318
Preparing Tomorrow's
Teachers for Technology:
Estimated 0 0 64 66 67 69
Authorization Level..
Estimated Outlays..... 0 0 3 45 62 67
Centers of Excellence:
Estimated 0 10 10 10 11 11
Authorization Level..
Estimated Outlays..... 0 1 7 9 10 11
Total Proposed Changes:
Estimated 0 219 381 389 397 406
Authorization Level..
Estimated Outlays..... 0 11 168 316 375 395
Total Spending Under H.R.
2211:
Estimated Authorization 152 373 381 389 387 406
Level....................
Estimated Outlays......... 171 167 314 359 386 395
------------------------------------------------------------------------
\1\ The 2003 level is the amount appropriated that year for the Teacher
Quality Enhancement Grants and Preparing Teachers for Technology
programs. The 2004 level is the 2003 level inflated.
Basis of estimate: H.R. 2211 would reauthorize programs
under title II of the Higher Education Act. These programs are
currently through 2004 by GEPA and H.R. 2211 would reauthorize
them through 2008. The bill also would create a new grant
program for historically minority higher education institutions
and authorize these grants through 2008.
H.R. 2211 would authorize additional appropriations of $219
million in 2004. CBO estimates that this bill would authorize
total funding of $1.8 billion over the 2004-2008 period
assuming that ``such sums'' amounts provided after 2004 are
adjusted for inflation. If the authorized amounts are
appropriated, outlays would increase by $11 million in the
first year and by $1.3 billion over the five-year period.
When the 2004 authorized amounts are specified, CBO's
estimate of authorized levels is the amount for 2004 adjusted
for inflation in later years. When the programs are authorized
at such sums as may be necessary in 2004, the 2004 authorized
amount is the 2003 appropriated amount inflated. The estimated
outlays reflect historical rates of spending for the affected
programs.
Teacher quality enhancement grants
H.R. 2211 would revise and reauthorize the Teacher Quality
Enhancement Grant program. The program includes three kinds of
programs--a state grant program, partnership grants, and
teacher recruitment grants. The program provides funds to
states and other organizations to increase the number of highly
qualified teachers.
The bill would authorize an additional $209 million (for a
total of $300 million) in 2004 and such sums as may be
necessary in years 2005 through 2008 for all three programs.
CBO estimates the total authorization for the 2004-2008 period
would be about $1.5 billion, assuming adjustments for
inflation, with resulting outlays of $1.05 billion over those
five years. The program is funded at $89 million in 2003.
Preparing tomorrow's teachers for technology
The bill would extend authorizations of appropriations in
the Preparing Tomorrow's Teachers for Technology program from
2003 through 2008. The program supports the training of
prospective teachers to sue advanced technology in teaching by
funding consortia that include at least one higher education
institution that prepares students for teaching.
The bill would reauthorize the program at such sums as may
be necessary for each of the five years. For this program, CBO
estimates the total authorization for the 2004-2008 period
would be $266 million, assuming adjustments for inflation, with
resulting outlays of $177 million over those five years. The
program is funded at $62 million in 2003.
Centers of Excellence
H.R. 2211 would establish a new grant program to create
Centers of Excellence at higher education institutions that
historically have served minority populations. The program
would award competitive grants to institutions to help recruit
and prepare minority teachers. The Centers could do a variety
activities such as retraining faculty, designing teacher
preparation programs, and developing and implementing
initiatives to promote retention of minority teachers. The bill
would authorize $10 million in 2004 and such sums as may be
necessary in years 2005-2008 for the Centers. CBO estimates the
total authorization for the 2004-2008 period would be $52
million, assuming adjustments for inflation, with resulting
outlays of about $38 million over those five years.
Intergovernemntal and private-sector impact: H.R. 2211
contains no intergovernmental or private-sector mandates as
defined in UMRA. The bill would benefit state and local
education agencies and institutions of higher education by
authorizing grants to recruit teachers and improve teacher
preparation programs. Any costs incurred by state and local
governments would be conditions of this aid. The bill also
would establish additional reporting requirements for
alternative teacher certification programs, but only if they
enroll students that receive federal assistance. Thea costs of
these requirements would be insignificant and would result from
voluntary participation in federal student aid programs.
Estimate prepared by: Federal costs: Donna Wong; Impact on
state, Local, and Tribal Governments: Greg Waring; and Impact
on the Private Sector: Nabeel Alsalam.
Estimate approved by: Peter H. Fontaine, Deputy Assistant
Director for Budget Analysis.
Statement of General Performance Goals and Objectives
In accordance with clause (3)(c) of House Rule XIII, the
goal of H.R. 2211 is to authorize federal assistance for
teacher training. The Committee expects the Department of
Education to comply with H.R. 2211 and implement the changes to
the law in accordance with the changes.
Constitutional Authority Statement
Under clause 3(d)(1) of rule XIII of the Rules of the House
of Representatives, the Committee must include a statement
citing the specific powers granted to Congress in the
Constitution to enact the law proposed by H.R. 2211. The
Committee believes that the amendments made by this bill, which
authorize appropriations for teacher training, are within
Congress' authority under Article I, section 8, clause 1 of the
Constitution.
Committee Estimate
Clauses 3(d)(2) of rule XIII of the Rules of the House of
Representatives requires an estimate and a comparison by the
Committee of the costs that would be incurred in carrying out
H.R. 2211. However, clause 3(d)(3)(B) of that rule provides
that this requirement does not apply when the Committee has
included in its report a timely submitted cost estimate of the
bill prepared by the Director of the Congressional Budget
Office under section 402 of the Congressional Budget Act.
Changes in Existing Law Made by the Bill, as Reported
In compliance with clause 3(e) of rule XIII of the Rules of
the House of Representatives, changes in existing law made by
the bill, as reported, are shown as follows (existing law
proposed to be omitted is enclosed in black brackets, new
matter is printed in italic, existing law in which no change is
proposed is shown in roman):
HIGHER EDUCATION ACT OF 1965
* * * * * * *
TITLE II--TEACHER QUALITY ENHANCEMENT
[PART A--TEACHER QUALITY ENHANCEMENT GRANTS FOR STATES AND PARTNERSHIPS
[SEC. 201. PURPOSES; DEFINITIONS.
[(a) Purposes.--The purposes of this part are to--
[(1) improve student achievement;
[(2) improve the quality of the current and future
teaching force by improving the preparation of
prospective teachers and enhancing professional
development activities;
[(3) hold institutions of higher education
accountable for preparing teachers who have the
necessary teaching skills and are highly competent in
the academic content areas in which the teachers plan
to teach, such as mathematics, science, English,
foreign languages, history, economics, art, civics,
Government, and geography, including training in the
effective uses of technology in the classroom; and
[(4) recruit highly qualified individuals, including
individuals from other occupations, into the teaching
force.
[(b) Definitions.--In this part:
[(1) Arts and sciences.--The term ``arts and
sciences'' means--
[(A) when referring to an organizational unit
of an institution of higher education, any
academic unit that offers 1 or more academic
majors in disciplines or content areas
corresponding to the academic subject matter
areas in which teachers provide instruction;
and
[(B) when referring to a specific academic
subject matter area, the disciplines or content
areas in which academic majors are offered by
the arts and science organizational unit.
[(2) High need local educational agency.--The term
``high need local educational agency'' means a local
educational agency that serves an elementary school or
secondary school located in an area in which there is--
[(A) a high percentage of individuals from
families with incomes below the poverty line;
[(B) a high percentage of secondary school
teachers not teaching in the content area in
which the teachers were trained to teach; or
[(C) a high teacher turnover rate.
[(3) Poverty line.--The term ``poverty line'' means
the poverty line (as defined by the Office of
Management and Budget, and revised annually in
accordance with section 673(2) of the Community
Services Block Grant Act (42 U.S.C. 9902(2)))
applicable to a family of the size involved.
[SEC. 202. STATE GRANTS.
[(a) In General.--From amounts made available under section
210(1) for a fiscal year, the Secretary is authorized to award
grants under this section, on a competitive basis, to eligible
States to enable the eligible States to carry out the
activities described in subsection (d).
[(b) Eligible State.--
[(1) Definition.--In this part, the term ``eligible
State'' means--
[(A) the Governor of a State; or
[(B) in the case of a State for which the
constitution or law of such State designates
another individual, entity, or agency in the
State to be responsible for teacher
certification and preparation activity, such
individual, entity, or agency.
[(2) Consultation.--The Governor and the individual,
entity, or agency designated under paragraph (1) shall
consult with the Governor, State board of education,
State educational agency, or State agency for higher
education, as appropriate, with respect to the
activities assisted under this section.
[(3) Construction.--Nothing in this subsection shall
be construed to negate or supersede the legal authority
under State law of any State agency, State entity, or
State public official over programs that are under the
jurisdiction of the agency, entity, or official.
[(c) Application.--To be eligible to receive a grant under
this section, an eligible State shall, at the time of the
initial grant application, submit an application to the
Secretary that--
[(1) meets the requirement of this section;
[(2) includes a description of how the eligible State
intends to use funds provided under this section; and
[(3) contains such other information and assurances
as the Secretary may require.
[(d) Uses of Funds.--An eligible State that receives a grant
under this section shall use the grant funds to reform teacher
preparation requirements, and to ensure that current and future
teachers possess the necessary teaching skills and academic
content knowledge in the subject areas in which the teachers
are assigned to teach, by carrying out 1 or more of the
following activities:
[(1) Reforms.--Implementing reforms that hold
institutions of higher education with teacher
preparation programs accountable for preparing teachers
who are highly competent in the academic content areas
in which the teachers plan to teach, and possess strong
teaching skills, which may include the use of rigorous
subject matter competency tests and the requirement
that a teacher have an academic major in the subject
area, or related discipline, in which the teacher plans
to teach.
[(2) Certification or licensure requirements.--
Reforming teacher certification or licensure
requirements to ensure that teachers have the necessary
teaching skills and academic content knowledge in the
subject areas in which teachers are assigned to teach.
[(3) Alternatives to traditional preparation for
teaching.--Providing prospective teachers with
alternatives to traditional preparation for teaching
through programs at colleges of arts and sciences or at
nonprofit educational organizations.
[(4) Alternative routes to state certification.--
Carrying out programs that--
[(A) include support during the initial
teaching
experience; and
[(B) establish, expand, or improve
alternative routes to State certification of
teachers for highly qualified individuals,
including mid-career professionals from other
occupations, paraprofessionals, former military
personnel and recent college graduates with
records of academic distinction.
[(5) Recruitment; pay; removal.--Developing and
implementing effective mechanisms to ensure that local
educational agencies and schools are able to
effectively recruit highly qualified teachers, to
financially reward those teachers and principals whose
students have made significant progress toward high
academic performance, such as through performance-based
compensation systems and access to ongoing professional
development opportunities for teachers and
administrators, and to expeditiously remove incompetent
or unqualified teachers consistent with procedures to
ensure due process for the teachers.
[(6) Social promotion.--Development and
implementation of efforts to address the problem of
social promotion and to prepare teachers to effectively
address the issues raised by ending the practice of
social promotion.
[(7) Recruitment.--Activities described in section
204(d).
[SEC. 203. PARTNERSHIP GRANTS.
[(a) Grants.--From amounts made available under section
210(2) for a fiscal year, the Secretary is authorized to award
grants under this section, on a competitive basis, to eligible
partnerships to enable the eligible partnerships to carry out
the activities described in subsections (d) and (e).
[(b) Definitions.--
[(1) Eligible partnerships.--In this part, the term
``eligible partnerships'' means an entity that--
[(A) shall include--
[(i) a partner institution;
[(ii) a school of arts and sciences;
and
[(iii) a high need local educational
agency; and
[(B) may include a Governor, State
educational agency, the State board of
education, the State agency for higher
education, an institution of higher education
not described in subparagraph (A), a public
charter school, a public or private elementary
school or secondary school, a public or private
nonprofit educational organization, a business,
a teacher organization, or a prekindergarten
program.
[(2) Partner institution.--In this section, the term
``partner institution'' means a private independent or
State-supported public institution of higher education,
the teacher training program of which demonstrates
that--
[(A) graduates from the teacher training
program exhibit strong performance on State-
determined qualifying assessments for new
teachers through--
[(i) demonstrating that 80 percent or
more of the graduates of the program
who intend to enter the field of
teaching have passed all of the
applicable State qualification
assessments for new teachers, which
shall include an assessment of each
prospective teacher's subject matter
knowledge in the content area or areas
in which the teacher intends to teach;
or
[(ii) being ranked among the highest-
performing teacher preparation programs
in the State as determined by the
State--
[(I) using criteria
consistent with the
requirements for the State
report card under section
207(b); and
[(II) using the State report
card on teacher preparation
required under section 207(b),
after the first publication of
such report card and for every
year thereafter; or
[(B) the teacher training program requires
all the students of the program to participate
in intensive clinical experience, to meet high
academic standards, and--
[(i) in the case of secondary school
candidates, to successfully complete an
academic major in the subject area in
which the candidate intends to teach or
to demonstrate competence through a
high level of performance in relevant
content areas; and
[(ii) in the case of elementary
school candidates, to successfully
complete an academic major in the arts
and sciences or to demonstrate
competence through a high level of
performance in core academic subject
areas.
[(c) Application.--Each eligible partnership desiring a grant
under this section shall submit an application to the Secretary
at such time, in such manner, and accompanied by such
information as the Secretary may require. Each such application
shall--
[(1) contain a needs assessment of all the partners
with respect to teaching and learning and a description
of how the partnership will coordinate with other
teacher training or professional development programs,
and how the activities of the partnership will be
consistent with State, local, and other education
reform activities that promote student achievement;
[(2) contain a resource assessment that describes the
resources available to the partnership, the intended
use of the grant funds, including a description of how
the grant funds will be fairly distributed in
accordance with subsection (f ), and the commitment of
the resources of the partnership to the activities
assisted under this part, including financial support,
faculty participation, time commitments, and
continuation of the activities when the grant ends; and
[(3) contain a description of--
[(A) how the partnership will meet the
purposes of this part;
[(B) how the partnership will carry out the
activities required under subsection (d) and
any permissible activities under subsection
(e); and
[(C) the partnership's evaluation plan
pursuant to section 206(b).
[(d) Required Uses of Funds.--An eligible partnership that
receives a grant under this section shall use the grant funds
to carry out the following activities:
[(1) Reforms.--Implementing reforms within teacher
preparation programs to hold the programs accountable
for preparing teachers who are highly competent in the
academic content areas in which the teachers plan to
teach, and for promoting strong teaching skills,
including working with a school of arts and sciences
and integrating reliable research-based teaching
methods into the curriculum, which curriculum shall
include programs designed to successfully integrate
technology into teaching and learning.
[(2) Clinical experience and interaction.--Providing
sustained and high quality preservice clinical
experience including the mentoring of prospective
teachers by veteran teachers, and substantially
increasing interaction between faculty at institutions
of higher education and new and experienced teachers,
principals, and other administrators at elementary
schools or secondary schools, and providing support,
including preparation time, for such interaction.
[(3) Professional development.--Creating
opportunities for enhanced and ongoing professional
development that improves the academic content
knowledge of teachers in the subject areas in which the
teachers are certified to teach or in which the
teachers are working toward certification to teach, and
that promotes strong teaching skills.
[(e) Allowable Uses of Funds.--An eligible partnership that
receives a grant under this section may use such funds to carry
out the following activities:
[(1) Teacher preparation and parent involvement.--
Preparing teachers to work with diverse student
populations, including individuals with disabilities
and limited English proficient individuals, and
involving parents in the teacher preparation program
reform process.
[(2) Dissemination and coordination.--Broadly
disseminating information on effective practices used
by the partnership, and coordinating with the
activities of the Governor, State board of education,
State higher education agency, and State educational
agency, as appropriate.
[(3) Managerial and leadership skills.--Developing
and implementing proven mechanisms to provide
principals and superintendents with effective
managerial and leadership skills that result in
increased student achievement.
[(4) Teacher recruitment.--Activities described in
section 204(d).
[(f ) Special Rule.--No individual member of an eligible
partnership shall retain more than 50 percent of the funds made
available to the partnership under this section.
[(g) Construction.--Nothing in this section shall be
construed to prohibit an eligible partnership from using grant
funds to coordinate with the activities of more than one
Governor, State board of education, State educational agency,
local educational agency, or State agency for higher education.
[SEC. 204. TEACHER RECRUITMENT GRANTS.
[(a) Program Authorized.--From amounts made available under
section 210(3) for a fiscal year, the Secretary is authorized
to award grants, on a competitive basis, to eligible applicants
to enable the eligible applicants to carry out activities
described in subsection (d).
[(b) Eligible Applicant Defined.--In this part, the term
``eligible applicant'' means--
[(1) an eligible State described in section 202(b);
or
[(2) an eligible partnership described in section
203(b).
[(c) Application.--Any eligible applicant desiring to receive
a grant under this section shall submit an application to the
Secretary at such time, in such form, and containing such
information as the Secretary may require, including--
[(1) a description of the assessment that the
eligible applicant, and the other entities with whom
the eligible applicant will carry out the grant
activities, have undertaken to determine the most
critical needs of the participating high-need local
educational agencies;
[(2) a description of the activities the eligible
applicant will carry out with the grant; and
[(3) a description of the eligible applicant's plan
for continuing the activities carried out with the
grant, once Federal funding ceases.
[(d) Uses of Funds.--Each eligible applicant receiving a
grant under this section shall use the grant funds--
[(1)(A) to award scholarships to help students pay
the costs of tuition, room, board, and other expenses
of completing a teacher preparation program;
[(B) to provide support services, if needed to enable
scholarship recipients to complete postsecondary
education programs; and
[(C) for followup services provided to former
scholarship recipients during the recipients first 3
years of teaching; or
[(2) to develop and implement effective mechanisms to
ensure that high need local educational agencies and
schools are able to effectively recruit highly
qualified teachers.
[(e) Service Requirements.--The Secretary shall establish
such requirements as the Secretary finds necessary to ensure
that recipients of scholarships under this section who complete
teacher education programs subsequently teach in a high-need
local educational agency, for a period of time equivalent to
the period for which the recipients receive scholarship
assistance, or repay the amount of the scholarship. The
Secretary shall use any such repayments to carry out additional
activities under this section.
[SEC. 205. ADMINISTRATIVE PROVISIONS.
[(a) Duration; One-Time Awards; Payments.--
[(1) Duration.--
[(A) Eligible states and eligible
applicants.--Grants awarded to eligible States
and eligible applicants under this part shall
be awarded for a period not to exceed 3 years.
[(B) Eligible partnerships.--Grants awarded
to eligible partnerships under this part shall
be awarded for a period of 5 years.
[(2) One-time award.--An eligible State and an
eligible partnership may receive a grant under each of
sections 202, 203, and 204 only once.
[(3) Payments.--The Secretary shall make annual
payments of grant funds awarded under this part.
[(b) Peer Review.--
[(1) Panel.--The Secretary shall provide the
applications submitted under this part to a peer review
panel for evaluation. With respect to each application,
the peer review panel shall initially recommend the
application for funding or for disapproval.
[(2) Priority.--In recommending applications to the
Secretary for funding under this part, the panel
shall--
[(A) with respect to grants under section
202, give priority to eligible States serving
States that--
[(i) have initiatives to reform State
teacher certification requirements that
are designed to ensure that current and
future teachers possess the necessary
teaching skills and academic content
knowledge in the subject areas in which
the teachers are certified or licensed
to teach;
[(ii) include innovative reforms to
hold institutions of higher education
with teacher preparation programs
accountable for preparing teachers who
are highly competent in the academic
content area in which the teachers plan
to teach and have strong teaching
skills; or
[(iii) involve the development of
innovative efforts aimed at reducing
the shortage of highly qualified
teachers in high poverty urban and
rural areas;
[(B) with respect to grants under section
203--
[(i) give priority to applications
from eligible partnerships that involve
businesses; and
[(ii) take into consideration--
[(I) providing an equitable
geographic distribution of the
grants throughout the United
States; and
[(II) the potential of the
proposed activities for
creating improvement and
positive change.
[(3) Secretarial selection.--The Secretary shall
determine, based on the peer review process, which
application shall receive funding and the amounts of
the grants. In determining grant amounts, the Secretary
shall take into account the total amount of funds
available for all grants under this part and the types
of activities proposed to be carried out.
[(c) Matching Requirements.--
[(1) State grants.--Each eligible State receiving a
grant under section 202 or 204 shall provide, from non-
Federal sources, an amount equal to 50 percent of the
amount of the grant (in cash or in kind) to carry out
the activities supported by the grant.
[(2) Partnership grants.--Each eligible partnership
receiving a grant under section 203 or 204 shall
provide, from non-Federal sources (in cash or in kind),
an amount equal to 25 percent of the grant for the
first year of the grant, 35 percent of the grant for
the second year of the grant, and 50 percent of the
grant for each succeeding year of the grant.
[(d) Limitation on Administrative Expenses.--An eligible
State or eligible partnership that receives a grant under this
part may not use more than 2 percent of the grant funds for
purposes of administering the grant.
[(e) Teacher Qualifications Provided to Parents Upon
Request.--Any local educational agency or school that benefits
from the activities assisted under this part shall make
available, upon request and in an understandable and uniform
format, to any parent of a student attending any school served
by the local educational agency, information regarding the
qualification of the student's classroom teacher with regard to
the subject matter in which the teacher provides instruction.
The local educational agency shall inform parents that the
parents are entitled to receive the information upon request.
[SEC. 206. ACCOUNTABILITY AND EVALUATION.
[(a) State Grant Accountability Report.--An eligible State
that receives a grant under section 202 shall submit an annual
accountability report to the Secretary, the Committee on Labor
and Human Resources of the Senate, and the Committee on
Education and the Workforce of the House of Representatives.
Such report shall include a description of the degree to which
the eligible State, in using funds provided under such section,
has made substantial progress in meeting the following goals:
[(1) Student achievement.--Increasing student
achievement for all students as defined by the eligible
State.
[(2) Raising standards.--Raising the State academic
standards required to enter the teaching profession,
including, where appropriate, through the use of
incentives to incorporate the requirement of an
academic major in the subject, or related discipline,
in which the teacher plans to teach.
[(3) Initial certification or licensure.--Increasing
success in the pass rate for initial State teacher
certification or licensure, or increasing the numbers
of highly qualified individuals being certified or
licensed as teachers through alternative programs.
[(4) Core academic subjects.--
[(A) Secondary school classes.--Increasing
the percentage of secondary school classes
taught in core academic subject areas by
teachers--
[(i) with academic majors in those
areas or in a related field;
[(ii) who can demonstrate a high
level of competence through rigorous
academic subject area tests; or
[(iii) who can demonstrate competence
through a high level of performance in
relevant content areas.
[(B) Elementary school classes.--Increasing
the percentage of elementary school classes
taught by teachers--
[(i) with academic majors in the arts
and sciences; or
[(ii) who can demonstrate competence
through a high level of performance in
core academic subjects.
[(5) Decreasing teacher shortages.--Decreasing
shortages of qualified teachers in poor urban and rural
areas.
[(6) Increasing opportunities for professional
development.--Increasing opportunities for enhanced and
ongoing professional development that improves the
academic content knowledge of teachers in the subject
areas in which the teachers are certified or licensed
to teach or in which the teachers are working toward
certification or licensure to teach, and that promotes
strong teaching skills.
[(7) Technology integration.--Increasing the number
of teachers prepared to integrate technology in the
classroom.
[(b) Eligible Partnership Evaluation.--Each eligible
partnership receiving a grant under section 203 shall establish
and include in the application submitted under section 203(c),
an evaluation plan that includes strong performance objectives.
The plan shall include objectives and measures for--
[(1) increased student achievement for all students
as measured by the partnership;
[(2) increased teacher retention in the first 3 years
of a teacher's career;
[(3) increased success in the pass rate for initial
State certification or licensure of teachers; and
[(4) increased percentage of secondary school classes
taught in core academic subject areas by teachers--
[(A) with academic majors in the areas or in
a related field; and
[(B) who can demonstrate a high level of
competence through rigorous academic subject
area tests or who can demonstrate competence
through a high level of performance in relevant
content areas;
[(5) increasing the percentage of elementary school
classes taught by teachers with academic majors in the
arts and sciences or who demonstrate competence through
a high level of performance in core academic subject
areas; and
[(6) increasing the number of teachers trained in
technology.
[(c) Revocation of Grant.--
[(1) Report.--Each eligible State or eligible
partnership receiving a grant under this part shall
report annually on the progress of the eligible State
or eligible partnership toward meeting the purposes of
this part and the goals, objectives, and measures
described in subsections (a) and (b).
[(2) Revocation.--
[(A) Eligible states and eligible
applicants.--If the Secretary determines that
an eligible State or eligible applicant is not
making substantial progress in meeting the
purposes, goals, objectives, and measures, as
appropriate, by the end of the second year of a
grant under this part, then the grant payment
shall not be made for the third year of the
grant.
[(B) Eligible partnerships.--If the Secretary
determines that an eligible partnership is not
making substantial progress in meeting the
purposes, goals, objectives, and measures, as
appropriate, by the end of the third year of a
grant under this part, then the grant payments
shall not be made for any succeeding year of
the grant.
[(d) Evaluation and Dissemination.--The Secretary shall
evaluate the activities funded under this part and report the
Secretary's findings regarding the activities to the Committee
on Labor and Human Resources of the Senate and the Committee on
Education and the Workforce of the House of Representatives.
The Secretary shall broadly disseminate successful practices
developed by eligible States and eligible partnerships under
this part, and shall broadly disseminate information regarding
such practices that were found to be ineffective.
[SEC. 207. ACCOUNTABILITY FOR PROGRAMS THAT PREPARE TEACHERS.
[(a) Development of Definitions and Reporting Methods.--
Within 9 months of the date of enactment of the Higher
Education Amendments of 1998, the Commissioner of the National
Center for Education Statistics, in consultation with States
and institutions of higher education, shall develop key
definitions for terms, and uniform reporting methods (including
the key definitions for the consistent reporting of pass
rates), related to the performance of elementary school and
secondary school teacher preparation programs.
[(b) State Report Card on the Quality of Teacher
Preparation.--Each State that receives funds under this Act
shall provide to the Secretary, within 2 years of the date of
enactment of the Higher Education Amendments of 1998, and
annually thereafter, in a uniform and comprehensible manner
that conforms with the definitions and methods established in
subsection (a), a State report card on the quality of teacher
preparation in the State, which shall include at least the
following:
[(1) A description of the teacher certification and
licensure assessments, and any other certification and
licensure requirements, used by the State.
[(2) The standards and criteria that prospective
teachers must meet in order to attain initial teacher
certification or licensure and to be certified or
licensed to teach particular subjects or in particular
grades within the State.
[(3) A description of the extent to which the
assessments and requirements described in paragraph (1)
are aligned with the State's standards and assessments
for students.
[(4) The percentage of teaching candidates who passed
each of the assessments used by the State for teacher
certification and licensure, and the passing score on
each assessment that determines whether a candidate has
passed that assessment.
[(5) The percentage of teaching candidates who passed
each of the assessments used by the State for teacher
certification and licensure, disaggregated and ranked,
by the teacher preparation program in that State from
which the teacher candidate received the candidate's
most recent degree, which shall be made available
widely and publicly.
[(6) Information on the extent to which teachers in
the State are given waivers of State certification or
licensure requirements, including the proportion of
such teachers distributed across high- and low-poverty
school districts and across subject areas.
[(7) A description of each State's alternative routes
to teacher certification, if any, and the percentage of
teachers certified through alternative certification
routes who pass State teacher certification or
licensure assessments.
[(8) For each State, a description of proposed
criteria for assessing the performance of teacher
preparation programs within institutions of higher
education in the State, including indicators of teacher
candidate knowledge and skills.
[(9) Information on the extent to which teachers or
prospective teachers in each State are required to take
examinations or other assessments of their subject
matter knowledge in the area or areas in which the
teachers provide instruction, the standards established
for passing any such assessments, and the extent to
which teachers or prospective teachers are required to
receive a passing score on such assessments in order to
teach in specific subject areas or grade levels.
[(c) Initial Report.--
[(1) In general.--Each State that receives funds
under this Act, not later than 6 months of the date of
enactment of the Higher Education Amendments of 1998
and in a uniform and comprehensible manner, shall
submit to the Secretary the information described in
paragraphs (1), (5), and (6) of subsection (b). Such
information shall be compiled by the Secretary and
submitted to the Committee on Labor and Human Resources
of the Senate and the Committee on Education and the
Workforce of the House of Representatives not later
than 9 months after the date of enactment of the Higher
Education Amendments of 1998.
[(2) Construction.--Nothing in this subsection shall
be construed to require a State to gather information
that is not in the possession of the State or the
teacher preparation programs in the State, or readily
available to the State or teacher preparation programs.
[(d) Report of the Secretary on the Quality of Teacher
Preparation.--
[(1) Report card.--The Secretary shall provide to
Congress, and publish and make widely available, a
report card on teacher qualifications and preparation
in the United States, including all the information
reported in paragraphs (1) through (9) of subsection
(b). Such report shall identify States for which
eligible States and eligible partnerships received a
grant under this part. Such report shall be so
provided, published and made available not later than 2
years 6 months after the date of enactment of the
Higher Education Amendments of 1998 and annually
thereafter.
[(2) Report to congress.--The Secretary shall report
to Congress--
[(A) a comparison of States' efforts to
improve teaching quality; and
[(B) regarding the national mean and median
scores on any standardized test that is used in
more than 1 State for teacher certification or
licensure.
[(3) Special rule.--In the case of teacher
preparation programs with fewer than 10 graduates
taking any single initial teacher certification or
licensure assessment during an academic year, the
Secretary shall collect and publish information with
respect to an average pass rate on State certification
or licensure assessments taken over a 3-year period.
[(e) Coordination.--The Secretary, to the extent practicable,
shall coordinate the information collected and published under
this part among States for individuals who took State teacher
certification or licensure assessments in a State other than
the State in which the individual received the individual's
most recent degree.
[(f ) Institutional Report Cards on the Quality of Teacher
Preparation.--
[(1) Report card.--Each institution of higher
education that conducts a teacher preparation program
that enrolls students receiving Federal assistance
under this Act, not later than 18 months after the date
of enactment of the Higher Education Amendments of 1998
and annually thereafter, shall report to the State and
the general public, in a uniform and comprehensible
manner that conforms with the definitions and methods
established under subsection (a), the following
information:
[(A) Pass rate.--(i) For the most recent year
for which the information is available, the
pass rate of the institution's graduates on the
teacher certification or licensure assessments
of the State in which the institution is
located, but only for those students who took
those assessments within 3 years of completing
the program.
[(ii) A comparison of the program's pass rate
with the average pass rate for programs in the
State.
[(iii) In the case of teacher preparation
programs with fewer than 10 graduates taking
any single initial teacher certification or
licensure assessment during an academic year,
the institution shall collect and publish
information with respect to an average pass
rate on State certification or licensure
assessments taken over a 3-year period.
[(B) Program information.--The number of
students in the program, the average number of
hours of supervised practice teaching required
for those in the program, and the faculty-
student ratio in supervised practice teaching.
[(C) Statement.--In States that approve or
accredit teacher education programs, a
statement of whether the institution's program
is so approved or accredited.
[(D) Designation as low-performing.--Whether
the program has been designated as low-
performing by the State under section 208(a).
[(2) Requirement.--The information described in
paragraph (1) shall be reported through publications
such as school catalogs and promotional materials sent
to potential applicants, secondary school guidance
counselors, and prospective employers of the
institution's program graduates.
[(3) Fines.--In addition to the actions authorized in
section 487(c), the Secretary may impose a fine not to
exceed $25,000 on an institution of higher education
for failure to provide the information described in
this subsection in a timely or accurate manner.
[SEC. 208. STATE FUNCTIONS.
[(a) State Assessment.--In order to receive funds under this
Act, a State, not later than 2 years after the date of
enactment of the Higher Education Amendments of 1998, shall
have in place a procedure to identify, and assist, through the
provision of technical assistance, low-performing programs of
teacher preparation within institutions of higher education.
Such State shall provide the Secretary an annual list of such
low-performing institutions that includes an identification of
those institutions at-risk of being placed on such list. Such
levels of performance shall be determined solely by the State
and may include criteria based upon information collected
pursuant to this part. Such assessment shall be described in
the report under section 207(b).
[(b) Termination of Eligibility.--Any institution of higher
education that offers a program of teacher preparation in which
the State has withdrawn the State's approval or terminated the
State's financial support due to the low performance of the
institution's teacher preparation program based upon the State
assessment described in subsection (a)--
[(1) shall be ineligible for any funding for
professional development activities awarded by the
Department of Education; and
[(2) shall not be permitted to accept or enroll any
student that receives aid under title IV of this Act in
the institution's teacher preparation program.
[(c) Negotiated Rulemaking.--If the Secretary develops any
regulations implementing subsection (b)(2), the Secretary shall
submit such proposed regulations to a negotiated rulemaking
process, which shall include representatives of States,
institutions of higher education, and educational and student
organizations.
[SEC. 209. GENERAL PROVISIONS.
[(a) Methods.--In complying with sections 207 and 208, the
Secretary shall ensure that States and institutions of higher
education use fair and equitable methods in reporting and that
the reporting methods protect the privacy of individuals.
[(b) Special Rule.--For each State in which there are no
State certification or licensure assessments, or for States
that do not set minimum performance levels on those
assessments--
[(1) the Secretary shall, to the extent practicable,
collect data comparable to the data required under this
part from States, local educational agencies,
institutions of higher education, or other entities
that administer such assessments to teachers or
prospective teachers; and
[(2) notwithstanding any other provision of this
part, the Secretary shall use such data to carry out
requirements of this part related to assessments or
pass rates.
[(c) Limitations.--
[(1) Federal control prohibited.--Nothing in this
part shall be construed to permit, allow, encourage, or
authorize any Federal control over any aspect of any
private, religious, or home school, whether or not a
home school is treated as a private school or home
school under State law. This section shall not be
construed to prohibit private, religious, or home
schools from participation in programs or services
under this part.
[(2) No change in state control encouraged or
required.--Nothing in this part shall be construed to
encourage or require any change in a State's treatment
of any private, religious, or home school, whether or
not a home school is treated as a private school or
home school under State law.
[(3) National system of teacher certification
prohibited.--Nothing in this part shall be construed to
permit, allow, encourage, or authorize the Secretary to
establish or support any national system of teacher
certification.
[SEC. 210. AUTHORIZATION OF APPROPRIATIONS.
[There are authorized to be appropriated to carry out this
part $300,000,000 for fiscal year 1999 and such sums as may be
necessary for each of the 4 succeeding fiscal years, of which--
[(1) 45 percent shall be available for each fiscal
year to award grants under section 202;
[(2) 45 percent shall be available for each fiscal
year to award grants under section 203; and
[(3) 10 percent shall be available for each fiscal
year to award grants under section 204.]
PART A--TEACHER QUALITY ENHANCEMENT GRANTS FOR STATES AND PARTNERSHIPS
SEC. 201. PURPOSES; DEFINITIONS.
(a) Purposes.--The purposes of this part are to--
(1) improve student academic achievement;
(2) improve the quality of the current and future
teaching force by improving the preparation of
prospective teachers and enhancing professional
development activities;
(3) hold institutions of higher education accountable
for preparing highly qualified teachers; and
(4) recruit qualified individuals, including
minorities and individuals from other occupations, into
the teaching force.
(b) Definitions.--In this part:
(1) Arts and sciences.--The term ``arts and
sciences'' means--
(A) when referring to an organizational unit
of an institution of higher education, any
academic unit that offers 1 or more academic
majors in disciplines or content areas
corresponding to the academic subject matter
areas in which teachers provide instruction;
and
(B) when referring to a specific academic
subject matter area, the disciplines or content
areas in which academic majors are offered by
the arts and science organizational unit.
(2) Exemplary teacher.--The term ``exemplary
teacher'' has the meaning given such term in section
9101 of the Elementary and Secondary Education Act of
1965 (20 U.S.C. 7801).
(3) Highly qualified.--The term ``highly qualified''
has the meaning given such term in section 9101 of the
Elementary and Secondary Education Act of 1965 (20
U.S.C. 7801).
(4) High-need local educational agency.--The term
``high-need local educational agency'' means a local
educational agency--
(A)(i)(I) that serves not fewer than 10,000
children from families with incomes below the
poverty line; or
(II) for which not less than 25 percent of
the children served by the agency are from
families with incomes below the poverty line;
(ii) that is among those serving the highest
number or percentage of children from families
with incomes below the poverty line in the
State, but this clause applies only in a State
that has no local educational agency meeting
the requirements of clause (i); or
(iii) with a total of less than 600 students
in average daily attendance at the schools that
are served by the agency and all of whose
schools are designated with a school locale
code of 7, as determined by the Secretary; and
(B)(i) for which there is a high percentage
of teachers not teaching in the academic
subjects or grade levels that the teachers were
trained to teach; or
(ii) for which there is a high percentage of
teachers with emergency, provisional, or
temporary certification or licensing.
(5) Poverty line.--The term ``poverty line'' means
the poverty line (as defined by the Office of
Management and Budget, and revised annually in
accordance with section 673(2) of the Community
Services Block Grant Act (42 U.S.C. 9902(2)))
applicable to a family of the size involved.
(6) Professional development.--The term
``professional development'' has the meaning given such
term in section 9101 of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 7801).
(7) Scientifically based reading research.--The term
``scientifically based reading research'' has the
meaning given such term in section 1208 of the
Elementary and Secondary Education Act of 1965 (20
U.S.C. 6368).
(8) Scientifically based research.--The term
``scientifically based research'' has the meaning given
such term in section 9101 of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 7801).
(9) Teaching skills.--The term ``teaching skills''
means skills that--
(A) are based on scientifically based
research;
(B) enable teachers to effectively convey and
explain subject matter content;
(C) lead to increased student academic
achievement; and
(D) use strategies that--
(i) are specific to subject matter;
(ii) include ongoing assessment of
student learning;
(iii) focus on identification and
tailoring of academic instruction to
students's specific learning needs; and
(iv) focus on classroom management.
SEC. 202. STATE GRANTS.
(a) In General.--From amounts made available under section
210(1) for a fiscal year, the Secretary is authorized to award
grants under this section, on a competitive basis, to eligible
States to enable the eligible States to carry out the
activities described in subsection (d).
(b) Eligible State.--
(1) Definition.--In this part, the term ``eligible
State'' means--
(A) the Governor of a State; or
(B) in the case of a State for which the
constitution or law of such State designates
another individual, entity, or agency in the
State to be responsible for teacher
certification and preparation activity, such
individual, entity, or agency.
(2) Consultation.--The Governor or the individual,
entity, or agency designated under paragraph (1) shall
consult with the Governor, State board of education,
State educational agency, or State agency for higher
education, as appropriate, with respect to the
activities assisted under this section.
(3) Construction.--Nothing in this subsection shall
be construed to negate or supersede the legal authority
under State law of any State agency, State entity, or
State public official over programs that are under the
jurisdiction of the agency, entity, or official.
(c) Application.--To be eligible to receive a grant under
this section, an eligible State shall, at the time of the
initial grant application, submit an application to the
Secretary that--
(1) meets the requirement of this section;
(2) demonstrates that the State is in full compliance
with sections 207 and 208;
(3) includes a description of how the eligible State
intends to use funds provided under this section;
(4) includes measurable objectives for the use of the
funds provided under the grant;
(5) demonstrates the State has submitted and is
actively implementing a plan that meets the
requirements of sections 1111(h)(1)(C)(viii) and 1119
of the Elementary and Secondary Education Act of 1965
(20 U.S.C. 6311(h)(1)(C)(viii) and 6319); and
(6) contains such other information and assurances as
the Secretary may require.
(d) Uses of Funds.--An eligible State that receives a grant
under this section shall use the grant funds to reform teacher
preparation requirements, to coordinate with State activities
under section 2113(c) of the Elementary and Secondary Education
Act of 1965 (20 U.S.C. 6613(c)), and to ensure that current and
future teachers are highly qualified, by carrying out one or
more of the following activities:
(1) Reforms.--Ensuring that all teacher preparation
programs in the State are preparing teachers who are
highly qualified, and are able to use advanced
technology effectively in the classroom, including use
for instructional techniques to improve student
academic achievement, by assisting such programs--
(A) to retrain faculty; and
(B) to design (or redesign) teacher
preparation programs so they--
(i) are based on rigorous academic
content, scientifically based research
(including scientifically based reading
research), and challenging State
student academic content standards; and
(ii) promote strong teaching skills.
(2) Certification or licensure requirements.--
Reforming teacher certification (including
recertification) or licensing requirements to ensure
that--
(A) teachers have the subject matter
knowledge and teaching skills in the academic
subjects that the teachers teach necessary to
help students meet challenging State student
academic achievement standards; and
(B) such requirements are aligned with
challenging State academic content standards.
(3) Alternatives to traditional teacher preparation
and state certification.--Providing prospective
teachers with alternative routes to State certification
and traditional preparation to become highly qualified
teachers through--
(A) innovative approaches that reduce
unnecessary barriers to State certification
while producing highly qualified teachers;
(B) programs that provide support to teachers
during their initial years in the profession;
and
(C) alternative routes to State certification
of teachers for qualified individuals,
including mid-career professionals from other
occupations, former military personnel, and
recent college graduates with records of
academic distinction.
(4) Innovative programs.--Planning and implementing
innovative and experimental programs to enhance the
ability of institutions of higher education to prepare
highly qualified teachers, such as charter colleges of
education or university and local educational agency
partnership schools, that--
(A) permit flexibility in meeting State
requirements as long as graduates, during their
initial years in the profession, increase
student academic achievement;
(B) provide long-term data gathered from
teachers' performance over multiple years in
the classroom on the ability to increase
student academic achievement;
(C) ensure high-quality preparation of
teachers from underrepresented groups; and
(D) create performance measures that can be
used to document the effectiveness of
innovative methods for preparing highly
qualified teachers.
(5) Merit pay.--Developing, or assisting local
educational agencies in developing--
(A) merit-based performance systems that
reward teachers who increase student academic
achievement; and
(B) strategies that provide differential and
bonus pay in high-need local educational
agencies to retain--
(i) principals;
(ii) highly qualified teachers who
teach in high-need academic subjects,
such as reading, mathematics, and
science;
(iii) highly qualified teachers who
teach in schools identified for school
improvement under section 1116(b) of
the Elementary and Secondary Education
Act of 1965 (20 U.S.C. 6316(b));
(iv) special education teachers;
(v) teachers specializing in teaching
limited English proficient children;
and
(vi) highly qualified teachers in
urban and rural schools or districts.
(6) Teacher advancement.--Developing, or assisting
local educational agencies in developing, teacher
advancement and retention initiatives that promote
professional growth and emphasize multiple career paths
(such as paths to becoming a highly qualified mentor
teacher or exemplary teacher) and pay differentiation.
(7) Teacher removal.--Developing and implementing
effective mechanisms to ensure that local educational
agencies and schools are able to remove expeditiously
incompetent or unqualified teachers consistent with
procedures to ensure due process for the teachers.
(8) Technical assistance.--Providing technical
assistance to low-performing teacher preparation
programs within institutions of higher education
identified under section 208(a).
(9) Teacher effectiveness.--Developing--
(A) systems to measure the effectiveness of
teacher preparation programs and professional
development programs; and
(B) strategies to document gains in student
academic achievement or increases in teacher
mastery of the academic subjects the teachers
teach as a result of such programs.
(10) Teacher recruitment and retention.--Undertaking
activities that--
(A) develop and implement effective
mechanisms to ensure that local educational
agencies and schools are able effectively to
recruit and retain highly qualified teachers;
or
(B) are described in section 204(d).
(11) Preschool teachers.--Developing strategies--
(A) to improve the qualifications of
preschool teachers, which may include State
certification for such teachers; and
(B) to improve and expand preschool teacher
preparation programs.
(e) Evaluation.--
(1) Evaluation system.--An eligible State that
receives a grant under this section shall develop and
utilize a system to evaluate annually the effectiveness
of teacher preparation programs and professional
development activities within the State in producing
gains in--
(A) the teacher's annual contribution to
improving student academic achievement, as
measured by State academic assessments required
under section 1111(b)(3) of the Elementary and
Secondary Education Act of 1965 (20 U.S.C.
6311(b)(3)); and
(B) teacher mastery of the academic subjects
they teach, as measured by pre- and post-
participation tests of teacher knowledge, as
appropriate.
(2) Use of evaluation system.--Such evaluation system
shall be used by the State to evaluate--
(A) activities carried out using funds
provided under this section; and
(B) the quality of its teacher education
programs.
(3) Public reporting.--The State shall make the
information described in paragraph (1) widely available
through public means, such as posting on the Internet,
distribution to the media, and distribution through
public agencies.
SEC. 203. PARTNERSHIP GRANTS.
(a) Grants.--From amounts made available under section 210(2)
for a fiscal year, the Secretary is authorized to award grants
under this section, on a competitive basis, to eligible
partnerships to enable the eligible partnerships to carry out
the activities described in subsections (d) and (e).
(b) Definitions.--
(1) Eligible partnerships.--In this part, the term
``eligible partnership'' means an entity that--
(A) shall include--
(i) a partner institution;
(ii) a school of arts and sciences;
(iii) a high-need local educational
agency; and
(iv) a public or private educational
organization; and
(B) may include a Governor, State educational
agency, the State board of education, the State
agency for higher education, an institution of
higher education not described in subparagraph
(A), a public charter school, a public or
private elementary school or secondary school,
a public or private educational organization, a
business, a science-, mathematics-, or
technology-oriented entity, a faith-based or
community organization, a prekindergarten
program, a teacher organization, an education
service agency, a consortia of local
educational agencies, or a nonprofit
telecommunications entity.
(2) Partner institution.--In this section, the term
``partner institution'' means an institution of higher
education, the teacher training program of which
demonstrates that--
(A) graduates from the teacher training
program exhibit strong performance on State-
determined qualifying assessments for new
teachers through--
(i) demonstrating that the graduates
of the program who intend to enter the
field of teaching have passed all of
the applicable State qualification
assessments for new teachers, which
shall include an assessment of each
prospective teacher's subject matter
knowledge in the content area or areas
in which the teacher intends to teach;
or
(ii) being ranked among the highest-
performing teacher preparation programs
in the State as determined by the
State--
(I) using criteria consistent
with the requirements for the
State report card under section
207(a); and
(II) using the State report
card on teacher preparation
required under section 207(a);
or
(B) the teacher training program requires all
the students of the program to participate in
intensive clinical experience, to meet high
academic standards, and--
(i) in the case of secondary school
candidates, to successfully complete an
academic major in the subject area in
which the candidate intends to teach or
to demonstrate competence through a
high level of performance in relevant
content areas; and
(ii) in the case of elementary school
candidates, to successfully complete an
academic major in the arts and sciences
or to demonstrate competence through a
high level of performance in core
academic subject areas.
(c) Application.--Each eligible partnership desiring a grant
under this section shall submit an application to the Secretary
at such time, in such manner, and accompanied by such
information as the Secretary may require. Each such application
shall--
(1) contain a needs assessment of all the partners
with respect to teaching and learning and a description
of how the partnership will coordinate with other
teacher training or professional development programs,
and how the activities of the partnership will be
consistent with State, local, and other education
reform activities that promote student academic
achievement;
(2) contain a resource assessment that describes the
resources available to the partnership, the intended
use of the grant funds, including a description of how
the grant funds will be fairly distributed in
accordance with subsection (f), and the commitment of
the resources of the partnership to the activities
assisted under this part, including financial support,
faculty participation, time commitments, and
continuation of the activities when the grant ends; and
(3) contain a description of--
(A) how the partnership will meet the
purposes of this part;
(B) how the partnership will carry out the
activities required under subsection (d) and
any permissible activities under subsection
(e);
(C) the partnership's evaluation plan
pursuant to section 206(b);
(D) how faculty of the teacher preparation
program at the partner institution will serve,
over the term of the grant, with highly
qualified teachers in the classrooms of the
high-need local educational agency included in
the partnership; and
(E) how the partnership will ensure that
teachers in private elementary and secondary
schools located in the geographic areas served
by an eligible partnership under this section
will participate equitably in accordance with
section 9501 of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 7881).
(d) Required Uses of Funds.--An eligible partnership that
receives a grant under this section shall use the grant funds
to reform teacher preparation requirements, to coordinate with
State activities under section 2113(c) of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 6613(c)), and to
ensure that current and future teachers are highly qualified,
by carrying out one or more of the following activities:
(1) Reforms.--Implementing reforms within teacher
preparation programs to ensure that such programs are
preparing teachers who are highly qualified, and are
able to use advanced technology effectively in the
classroom, including use for instructional techniques
to improve student academic achievement, by--
(A) retraining faculty; and
(B) designing (or redesigning) teacher
preparation programs so they--
(i) are based on rigorous academic
content, scientifically based research
(including scientifically based reading
research), and challenging State
student academic content standards; and
(ii) promote strong teaching skills.
(2) Clinical experience and interaction.--Providing
sustained and high-quality preservice and in-service
clinical experience, including the mentoring of
prospective teachers by exemplary teachers,
substantially increasing interaction between faculty at
institutions of higher education and new and
experienced teachers, principals, and other
administrators at elementary schools or secondary
schools, and providing support for teachers, including
preparation time and release time, for such
interaction.
(3) Professional development.--Creating opportunities
for enhanced and ongoing professional development that
improves the academic content knowledge of teachers in
the subject areas in which the teachers are certified
to teach or in which the teachers are working toward
certification to teach, and that promotes strong
teaching skills.
(4) Teacher preparation.--Developing, or assisting
local educational agencies in developing, professional
development activities that--
(A) provide training in how to teach and
address the needs of students with different
learning styles, particularly students with
disabilities, limited English proficient
students, and students with special learning
needs; and
(B) provide training in methods of--
(i) improving student behavior in the
classroom; and
(ii) identifying early and
appropriate interventions to help
students described in subparagraph (A)
learn.
(e) Allowable Uses of Funds.--An eligible partnership that
receives a grant under this section may use such funds to carry
out the following activities:
(1) Alternatives to traditional teacher preparation
and state certification.--Providing prospective
teachers with alternative routes to State certification
and traditional preparation to become highly qualified
teachers through--
(A) innovative approaches that reduce
unnecessary barriers to teacher preparation
while producing highly qualified teachers;
(B) programs that provide support during a
teacher's initial years in the profession; and
(C) alternative routes to State certification
of teachers for qualified individuals,
including mid-career professionals from other
occupations, former military personnel, and
recent college graduates with records of
academic distinction.
(2) Dissemination and coordination.--Broadly
disseminating information on effective practices used
by the partnership, and coordinating with the
activities of the Governor, State board of education,
State higher education agency, and State educational
agency, as appropriate.
(3) Managerial and leadership skills.--Developing and
implementing professional development programs for
principals and superintendents that enable them to be
effective school leaders and prepare all students to
meet challenging State academic content and student
academic achievement standards.
(4) Teacher recruitment.--Activities--
(A) to encourage students to become highly
qualified teachers, such as extracurricular
enrichment activities; and
(B) activities described in section 204(d).
(5) Clinical experience in science, mathematics, and
technology.--Creating opportunities for clinical
experience and training, by participation in the
business, research, and work environments with
professionals, in areas relating to science,
mathematics, and technology for teachers and
prospective teachers, including opportunities for use
of laboratory equipment, in order for the teacher to
return to the classroom for at least 2 years and
provide instruction that will raise student academic
achievement.
(6) Coordination with community colleges.--
Coordinating with community colleges to implement
teacher preparation programs, including through
distance learning, for the purposes of allowing
prospective teachers--
(A) to attain a bachelor's degree and State
certification or licensure; and
(B) to become highly qualified teachers.
(f) Special Rule.--At least 50 percent of the funds made
available to an eligible partnership under this section shall
be used directly to benefit the high-need local educational
agency included in the partnership. Any entity described in
subsection (b)(1)(A) may be the fiscal agent under this
section.
(g) Construction.--Nothing in this section shall be construed
to prohibit an eligible partnership from using grant funds to
coordinate with the activities of more than one Governor, State
board of education, State educational agency, local educational
agency, or State agency for higher education.
SEC. 204. TEACHER RECRUITMENT GRANTS.
(a) Program Authorized.--From amounts made available under
section 210(3) for a fiscal year, the Secretary is authorized
to award grants, on a competitive basis, to eligible applicants
to enable the eligible applicants to carry out activities
described in subsection (d).
(b) Eligible Applicant Defined.--In this part, the term
``eligible applicant'' means--
(1) an eligible State described in section 202(b); or
(2) an eligible partnership described in section
203(b).
(c) Application.--Any eligible applicant desiring to receive
a grant under this section shall submit an application to the
Secretary at such time, in such form, and containing such
information as the Secretary may require, including--
(1) a description of the assessment that the eligible
applicant, and the other entities with whom the
eligible applicant will carry out the grant activities,
have undertaken to determine the most critical needs of
the participating high-need local educational agencies;
(2) a description of the activities the eligible
applicant will carry out with the grant, including the
extent to which the applicant will use funds to recruit
minority students to become highly qualified teachers;
and
(3) a description of the eligible applicant's plan
for continuing the activities carried out with the
grant, once Federal funding ceases.
(d) Uses of Funds.--Each eligible applicant receiving a grant
under this section shall use the grant funds--
(1)(A) to award scholarships to help students, such
as individuals who have been accepted for their first
year, or who are enrolled in their first or second
year, of a program of undergraduate education at an
institution of higher education, pay the costs of
tuition, room, board, and other expenses of completing
a teacher preparation program;
(B) to provide support services, if needed to enable
scholarship recipients--
(i) to complete postsecondary education
programs; or
(ii) to transition from a career outside of
the field of education into a teaching career;
and
(C) for followup services provided to former
scholarship recipients during the recipients first 3
years of teaching; or
(2) to develop and implement effective mechanisms to
ensure that high-need local educational agencies and
schools are able effectively to recruit highly
qualified teachers.
(e) Additional Discretionary Uses of Funds.--In addition to
the uses described in subsection (d), each eligible applicant
receiving a grant under this section may use the grant funds to
develop and implement effective mechanisms to recruit into the
teaching profession employees from--
(1) high-demand industries, including technology
industries; and
(2) the fields of science, mathematics, and
engineering.
(f) Service Requirements.--
(1) In general.--The Secretary shall establish such
requirements as the Secretary determines necessary to
ensure that recipients of scholarships under this
section who complete teacher education programs--
(A) subsequently teach in a high-need local
educational agency for a period of time
equivalent to--
(i) one year; increased by
(ii) the period for which the
recipient received scholarship
assistance; or
(B) repay the amount of the scholarship.
(2) Use of repayments.--The Secretary shall use any
such repayments to carry out additional activities
under this section.
(g) Priority.--The Secretary shall give priority under this
section to eligible applicants who provide an assurance that
they will recruit a high percentage of minority students to
become highly qualified teachers.
SEC. 205. ADMINISTRATIVE PROVISIONS.
(a) Duration; One-Time Awards; Payments.--
(1) Duration.--
(A) Eligible states and eligible
applicants.--Grants awarded to eligible States
and eligible applicants under this part shall
be awarded for a period not to exceed 3 years.
(B) Eligible partnerships.--Grants awarded to
eligible partnerships under this part shall be
awarded for a period of 5 years.
(2) One-time award.--An eligible partnership may
receive a grant under each of sections 203 and 204, as
amended by the Ready to Teach Act of 2003, only once.
(3) Payments.--The Secretary shall make annual
payments of grant funds awarded under this part.
(b) Peer Review.--
(1) Panel.--The Secretary shall provide the
applications submitted under this part to a peer review
panel for evaluation. With respect to each application,
the peer review panel shall initially recommend the
application for funding or for disapproval.
(2) Priority.--In recommending applications to the
Secretary for funding under this part, the panel
shall--
(A) with respect to grants under section 202,
give priority to eligible States serving States
that--
(i) have initiatives to reform State
teacher certification requirements that
are based on rigorous academic content,
scientifically based research,
including scientifically based reading
research, and challenging State student
academic content standards;
(ii) include innovative reforms to
hold institutions of higher education
with teacher preparation programs
accountable for preparing teachers who
are highly qualified and have strong
teaching skills; or
(iii) involve the development of
innovative efforts aimed at reducing
the shortage of highly qualified
teachers in high poverty urban and
rural areas; and
(B) with respect to grants under section
203--
(i) give priority to applications
from broad-based eligible partnerships
that involve businesses and community
organizations; and
(ii) take into consideration--
(I) providing an equitable
geographic distribution of the
grants throughout the United
States; and
(II) the potential of the
proposed activities for
creating improvement and
positive change.
(3) Secretarial selection.--The Secretary shall
determine, based on the peer review process, which
application shall receive funding and the amounts of
the grants. In determining grant amounts, the Secretary
shall take into account the total amount of funds
available for all grants under this part and the types
of activities proposed to be carried out.
(c) Matching Requirements.--
(1) State grants.--Each eligible State receiving a
grant under section 202 or 204 shall provide, from non-
Federal sources, an amount equal to 50 percent of the
amount of the grant (in cash or in kind) to carry out
the activities supported by the grant.
(2) Partnership grants.--Each eligible partnership
receiving a grant under section 203 or 204 shall
provide, from non-Federal sources (in cash or in kind),
an amount equal to 25 percent of the grant for the
first year of the grant, 35 percent of the grant for
the second year of the grant, and 50 percent of the
grant for each succeeding year of the grant.
(d) Limitation on Administrative Expenses.--An eligible State
or eligible partnership that receives a grant under this part
may not use more than 2 percent of the grant funds for purposes
of administering the grant.
SEC. 206. ACCOUNTABILITY AND EVALUATION.
(a) State Grant Accountability Report.--An eligible State
that receives a grant under section 202 shall submit an annual
accountability report to the Secretary, the Committee on
Health, Education, Labor, and Pensions of the Senate, and the
Committee on Education and the Workforce of the House of
Representatives. Such report shall include a description of the
degree to which the eligible State, in using funds provided
under such section, has made substantial progress in meeting
the following goals:
(1) Percentage of highly qualified teachers.--
Increasing the percentage of highly qualified teachers
in the State as required by section 1119 of the
Elementary and Secondary Education Act of 1965 (20
U.S.C. 6319).
(2) Student academic achievement.--Increasing student
academic achievement for all students as defined by the
eligible State.
(3) Raising standards.--Raising the State academic
standards required to enter the teaching profession as
a highly qualified teacher.
(4) Initial certification or licensure.--Increasing
success in the pass rate for initial State teacher
certification or licensure, or increasing the numbers
of qualified individuals being certified or licensed as
teachers through alternative programs.
(5) Decreasing teacher shortages.--Decreasing
shortages of highly qualified teachers in poor urban
and rural areas.
(6) Increasing opportunities for professional
development.--Increasing opportunities for enhanced and
ongoing professional development that--
(A) improves the academic content knowledge
of teachers in the subject areas in which the
teachers are certified or licensed to teach or
in which the teachers are working toward
certification or licensure to teach; and
(B) promotes strong teaching skills.
(7) Technology integration.--Increasing the number of
teachers prepared effectively to integrate technology
into curricula and instruction and who use technology
to collect, manage, and analyze data to improve
teaching, learning, and decisionmaking for the purpose
of increasing student academic achievement.
(b) Eligible Partnership Evaluation.--Each eligible
partnership receiving a grant under section 203 shall
establish, and include in the application submitted under
section 203(c), an evaluation plan that includes strong
performance objectives. The plan shall include objectives and
measures for--
(1) increased student achievement for all students as
measured by the partnership;
(2) increased teacher retention in the first 3 years
of a teacher's career;
(3) increased success in the pass rate for initial
State certification or licensure of teachers;
(4) increased percentage of highly qualified
teachers; and
(5) increasing the number of teachers trained
effectively to integrate technology into curricula and
instruction and who use technology to collect, manage,
and analyze data to improve teaching, learning, and
decisionmaking for the purpose of improving student
academic achievement.
(c) Revocation of Grant.--
(1) Report.--Each eligible State or eligible
partnership receiving a grant under section 202 or 203
shall report annually on the progress of the eligible
State or eligible partnership toward meeting the
purposes of this part and the goals, objectives, and
measures described in subsections (a) and (b).
(2) Revocation.--
(A) Eligible states and eligible
applicants.--If the Secretary determines that
an eligible State or eligible applicant is not
making substantial progress in meeting the
purposes, goals, objectives, and measures, as
appropriate, by the end of the second year of a
grant under this part, then the grant payment
shall not be made for the third year of the
grant.
(B) Eligible partnerships.--If the Secretary
determines that an eligible partnership is not
making substantial progress in meeting the
purposes, goals, objectives, and measures, as
appropriate, by the end of the third year of a
grant under this part, then the grant payments
shall not be made for any succeeding year of
the grant.
(d) Evaluation and Dissemination.--The Secretary shall
evaluate the activities funded under this part and report
annually the Secretary's findings regarding the activities to
the Committee on Health, Education, Labor, and Pensions of the
Senate and the Committee on Education and the Workforce of the
House of Representatives. The Secretary shall broadly
disseminate successful practices developed by eligible States
and eligible partnerships under this part, and shall broadly
disseminate information regarding such practices that were
found to be ineffective.
SEC. 207. ACCOUNTABILITY FOR PROGRAMS THAT PREPARE TEACHERS.
(a) State Report Card on the Quality of Teacher
Preparation.--Each State that receives funds under this Act
shall provide to the Secretary annually, in a uniform and
comprehensible manner that conforms with the definitions and
methods established by the Secretary, a State report card on
the quality of teacher preparation in the State, both for
traditional certification or licensure programs and for
alternative certification or licensure programs, which shall
include at least the following:
(1) A description of the teacher certification and
licensure assessments, and any other certification and
licensure requirements, used by the State.
(2) The standards and criteria that prospective
teachers must meet in order to attain initial teacher
certification or licensure and to be certified or
licensed to teach particular subjects or in particular
grades within the State.
(3) A description of the extent to which the
assessments and requirements described in paragraph (1)
are aligned with the State's standards and assessments
for students.
(4) The percentage of students who have completed at
least 50 percent of the requirements for a teacher
preparation program at an institution of higher
education or alternative certification program and who
have taken and passed each of the assessments used by
the State for teacher certification and licensure, and
the passing score on each assessment that determines
whether a candidate has passed that assessment.
(5) The percentage of students who have completed at
least 50 percent of the requirements for a teacher
preparation program at an institution of higher
education or alternative certification program and who
have taken and passed each of the assessments used by
the State for teacher certification and licensure,
disaggregated and ranked, by the teacher preparation
program in that State from which the teacher candidate
received the candidate's most recent degree, which
shall be made available widely and publicly.
(6) A description of each State's alternative routes
to teacher certification, if any, and the number and
percentage of teachers certified through each
alternative certification route who pass State teacher
certification or licensure assessments.
(7) For each State, a description of proposed
criteria for assessing the performance of teacher
preparation programs in the State, including indicators
of teacher candidate skills and academic content
knowledge and evidence of gains in student academic
achievement.
(8) For each teacher preparation program in the
State, the number of students in the program, the
average number of hours of supervised practice teaching
required for those in the program, and the number of
full-time equivalent faculty and students in supervised
practice teaching.
(b) Report of the Secretary on the Quality of Teacher
Preparation.--
(1) Report card.--The Secretary shall provide to
Congress, and publish and make widely available, a
report card on teacher qualifications and preparation
in the United States, including all the information
reported in paragraphs (1) through (8) of subsection
(a). Such report shall identify States for which
eligible States and eligible partnerships received a
grant under this part. Such report shall be so
provided, published and made available annually.
(2) Report to congress.--The Secretary shall report
to Congress--
(A) a comparison of States' efforts to
improve teaching quality; and
(B) regarding the national mean and median
scores on any standardized test that is used in
more than 1 State for teacher certification or
licensure.
(3) Special rule.--In the case of programs with fewer
than 10 students who have completed at least 50 percent
of the requirements for a teacher preparation program
taking any single initial teacher certification or
licensure assessment during an academic year, the
Secretary shall collect and publish information with
respect to an average pass rate on State certification
or licensure assessments taken over a 3-year period.
(c) Coordination.--The Secretary, to the extent practicable,
shall coordinate the information collected and published under
this part among States for individuals who took State teacher
certification or licensure assessments in a State other than
the State in which the individual received the individual's
most recent degree.
(d) Institution and Program Report Cards on Quality of
Teacher Preparation.--
(1) Report card.--Each institution of higher
education or alternative certification program that
conducts a teacher preparation program that enrolls
students receiving Federal assistance under this Act
shall report annually to the State and the general
public, in a uniform and comprehensible manner that
conforms with the definitions and methods established
by the Secretary, both for traditional certification or
licensure programs and for alternative certification or
licensure programs, the following information:
(A) Pass rate.--(i) For the most recent year
for which the information is available, the
pass rate of each student who has completed at
least 50 percent of the requirements for the
teacher preparation program on the teacher
certification or licensure assessments of the
State in which the institution is located, but
only for those students who took those
assessments within 3 years of receiving a
degree from the institution or completing the
program.
(ii) A comparison of the institution or
program's pass rate for students who have
completed at least 50 percent of the
requirements for the teacher preparation
program with the average pass rate for
institutions and programs in the State.
(iii) A comparison of the institution or
program's average raw score for students who
have completed at least 50 percent of the
requirements for the teacher preparation
program with the average raw scores for
institutions and programs in the State.
(iv) In the case of programs with fewer than
10 students who have completed at least 50
percent of the requirements for a teacher
preparation program taking any single initial
teacher certification or licensure assessment
during an academic year, the institution shall
collect and publish information with respect to
an average pass rate on State certification or
licensure assessments taken over a 3-year
period.
(B) Program information.--The number of
students in the program, the average number of
hours of supervised practice teaching required
for those in the program, and the number of
full-time equivalent faculty and students in
supervised practice teaching.
(C) Statement.--In States that require
approval or accreditation of teacher education
programs, a statement of whether the
institution's program is so approved or
accredited, and by whom.
(D) Designation as low-performing.--Whether
the program has been designated as low-
performing by the State under section 208(a).
(2) Requirement.--The information described in
paragraph (1) shall be reported through publications
such as school catalogs and promotional materials sent
to potential applicants, secondary school guidance
counselors, and prospective employers of the
institution's program graduates, including materials
sent by electronic means.
(3) Fines.--In addition to the actions authorized in
section 487(c), the Secretary may impose a fine not to
exceed $25,000 on an institution of higher education
for failure to provide the information described in
this subsection in a timely or accurate manner.
(e) Data Quality.--Either--
(1) the Governor of the State; or
(2) in the case of a State for which the constitution
or law of such State designates another individual,
entity, or agency in the State to be responsible for
teacher certification and preparation activity, such
individual, entity, or agency;
shall attest annually, in writing, as to the reliability,
validity, integrity, and accuracy of the data submitted
pursuant to this section.
SEC. 208. STATE FUNCTIONS.
(a) State Assessment.--In order to receive funds under this
Act, a State shall have in place a procedure to identify and
assist, through the provision of technical assistance, low-
performing programs of teacher preparation within institutions
of higher education. Such State shall provide the Secretary an
annual list of such low-performing institutions that includes
an identification of those institutions at risk of being placed
on such list. Such levels of performance shall be determined
solely by the State and may include criteria based upon
information collected pursuant to this part. Such assessment
shall be described in the report under section 207(a).
(b) Termination of Eligibility.--Any institution of higher
education that offers a program of teacher preparation in which
the State has withdrawn the State's approval or terminated the
State's financial support due to the low performance of the
institution's teacher preparation program based upon the State
assessment described in subsection (a)--
(1) shall be ineligible for any funding for
professional development activities awarded by the
Department of Education; and
(2) shall not be permitted to accept or enroll any
student who receives aid under title IV of this Act in
the institution's teacher preparation program.
SEC. 209. GENERAL PROVISIONS.
(a) Methods.--In complying with sections 207 and 208, the
Secretary shall ensure that States and institutions of higher
education use fair and equitable methods in reporting and that
the reporting methods do not allow identification of
individuals.
(b) Special Rule.--For each State in which there are no State
certification or licensure assessments, or for States that do
not set minimum performance levels on those assessments--
(1) the Secretary shall, to the extent practicable,
collect data comparable to the data required under this
part from States, local educational agencies,
institutions of higher education, or other entities
that administer such assessments to teachers or
prospective teachers; and
(2) notwithstanding any other provision of this part,
the Secretary shall use such data to carry out
requirements of this part related to assessments or
pass rates.
(c) Limitations.--
(1) Federal control prohibited.--Nothing in this part
shall be construed to permit, allow, encourage, or
authorize any Federal control over any aspect of any
private, religious, or home school, whether or not a
home school is treated as a private school or home
school under State law. This section shall not be
construed to prohibit private, religious, or home
schools from participation in programs or services
under this part.
(2) No change in state control encouraged or
required.--Nothing in this part shall be construed to
encourage or require any change in a State's treatment
of any private, religious, or home school, whether or
not a home school is treated as a private school or
home school under State law.
(3) National system of teacher certification
prohibited.--Nothing in this part shall be construed to
permit, allow, encourage, or authorize the Secretary to
establish or support any national system of teacher
certification.
SEC. 210. AUTHORIZATION OF APPROPRIATIONS.
There are authorized to be appropriated to carry out this
part $300,000,000 for fiscal year 2004 and such sums as may be
necessary for each of the 4 succeeding fiscal years, of which--
(1) 45 percent shall be available for each fiscal
year to award grants under section 202;
(2) 45 percent shall be available for each fiscal
year to award grants under section 203; and
(3) 10 percent shall be available for each fiscal
year to award grants under section 204.
PART B--PREPARING TOMORROW'S TEACHERS TO USE TECHNOLOGY
* * * * * * *
SEC. 222. ELIGIBILITY.
(a) Eligible Applicants.--In order to receive a grant or
enter into a contract or cooperative agreement under this part,
an applicant shall be a consortium that includes the following:
(1) * * *
* * * * * * *
(3) One or more of the following entities:
(A) * * *
* * * * * * *
(D) A professional association, foundation,
museum, library, for-profit business, public or
private nonprofit organization, community-based
organization, nonprofit telecommunications
entity, or other entity, with the capacity to
contribute to the technology-related reform of
teacher preparation programs.
* * * * * * *
SEC. 223. USE OF FUNDS.
(a) * * *
(b) Permissible Uses.--The consortium may use funds made
available under this part for a project, described in the
application submitted by the consortium under this part, that
carries out the purpose of this part, such as the following:
(1) Developing and implementing high-quality teacher
preparation programs that enable educators--
(A) * * *
* * * * * * *
(E) To use technology to collect, manage, and
analyze data to improve teaching, learning, and
decisionmaking for the purpose of increasing
student academic achievement.
* * * * * * *
SEC. 224. AUTHORIZATION OF APPROPRIATIONS.
There are authorized to be appropriated to carry out this
part such sums as may be necessary for [each of fiscal years
2002 and 2003.] fiscal year 2004 and each of the 4 succeeding
fiscal years.
PART C--CENTERS OF EXCELLENCE
SEC. 231. PURPOSES; DEFINITIONS.
(a) Purposes.--The purposes of this part are--
(1) to help recruit and prepare teachers, including
minority teachers, to meet the national demand for a
highly qualified teacher in every classroom; and
(2) to increase opportunities for Americans of all
educational, ethnic, class, and geographic backgrounds
to become highly qualified teachers.
(b) Definitions.--As used in this part:
(1) Eligible institution.--The term ``eligible
institution'' means--
(A) an institution of higher education that
has a teacher preparation program that meets
the requirements of section 203(b)(2) and that
is--
(i) a part B institution (as defined
in section 322);
(ii) a Hispanic-serving institution
(as defined in section 502);
(iii) a Tribal College or University
(as defined in section 316);
(iv) an Alaska Native-serving
institution (as defined in section
317(b)); or
(v) a Native Hawaiian-serving
institution (as defined in section
317(b));
(B) a consortium of institutions described in
subparagraph (A); or
(C) an institution described in subparagraph
(A), or a consortium described in subparagraph
(B), in partnership with any other institution
of higher education, but only if the center of
excellence established under section 232 is
located at an institution described in
subparagraph (A).
(2) Highly qualified.--The term ``highly qualified''
has the meaning given such term in section 9101 of the
Elementary and Secondary Education Act of 1965 (20
U.S.C. 7801).
(3) Scientifically based reading research.--The term
``scientifically based reading research'' has the
meaning given such term in section 1208 of the
Elementary and Secondary Education Act of 1965 (20
U.S.C. 6368).
(4) Scientifically based research.--The term
``scientifically based research'' has the meaning given
such term in section 9101 of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 7801).
SEC. 232. CENTERS OF EXCELLENCE.
(a) Program Authorized.--From the amounts appropriated to
carry out this part, the Secretary is authorized to award
competitive grants to eligible institutions to establish
centers of excellence.
(b) Use of Funds.--Grants provided by the Secretary under
this part shall be used to ensure that current and future
teachers are highly qualified, by carrying out one or more of
the following activities:
(1) Implementing reforms within teacher preparation
programs to ensure that such programs are preparing
teachers who are highly qualified and are able to use
advanced technology effectively in the classroom,
including use for instructional techniques to improve
student academic achievement, by--
(A) retraining faculty; and
(B) designing (or redesigning) teacher
preparation programs that--
(i) prepare teachers to close student
achievement gaps, are based on rigorous
academic content, scientifically based
research (including scientifically
based reading research), and
challenging State student academic
content standards; and
(ii) promote strong teaching skills.
(2) Providing sustained and high-quality preservice
clinical experience, including the mentoring of
prospective teachers by exemplary teachers,
substantially increasing interaction between faculty at
institutions of higher education and new and
experienced teachers, principals, and other
administrators at elementary schools or secondary
schools, and providing support, including preparation
time, for such interaction.
(3) Developing and implementing initiatives to
promote retention of highly qualified teachers and
principals, including minority teachers and principals,
including programs that provide--
(A) teacher mentoring from exemplary teachers
or principals; or
(B) induction and support for teachers and
principals during their first 3 years of
employment as teachers or principals,
respectively.
(4) Awarding scholarships based on financial need to
help students pay the costs of tuition, room, board,
and other expenses of completing a teacher preparation
program.
(5) Disseminating information on effective practices
for teacher preparation and successful teacher
certification test preparation strategies.
(6) Activities authorized under sections 202, 203,
and 204.
(c) Application.--Any eligible institution desiring a grant
under this section shall submit an application to the Secretary
at such a time, in such a manner, and accompanied by such
information the Secretary may require.
(d) Minimum Grant Amount.--The minimum amount of each grant
under this part shall be $500,000.
(e) Limitation on Administrative Expenses.--An eligible
institution that receives a grant under this part may not use
more than 2 percent of the grant funds for purposes of
administering the grant.
(f) Regulations.--The Secretary shall prescribe such
regulations as may be necessary to carry out this part.
SEC. 233. AUTHORIZATION OF APPROPRIATIONS.
There are authorized to be appropriated to carry out this
part $10,000,000 for fiscal year 2004 and such sums as may be
necessary for each of the 4 succeeding fiscal years.
* * * * * * *