SenateS. 5549119th Congress
Quality Educator Partnership Act
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[Congressional Bills 119th Congress]
[From the U.S. Government Publishing Office]
[S. 5549 Introduced in Senate (IS)]
<DOC>
119th CONGRESS
2d Session
S. 5549
To support educators.
_______________________________________________________________________
IN THE SENATE OF THE UNITED STATES
September 24, 2026
Mr. Reed (for himself, Mr. Van Hollen, and Mr. Wyden) introduced the
following bill; which was read twice and referred to the Committee on
Health, Education, Labor, and Pensions
_______________________________________________________________________
A BILL
To support educators.
Be it enacted by the Senate and House of Representatives of the
United States of America in Congress assembled,
SECTION 1. SHORT TITLE.
This Act may be cited as the ``Quality Educator Partnership Act''.
SEC. 2. FINDINGS.
Congress finds the following:
(1) Decades of research have demonstrated that teacher
quality is the single most important in-school factor affecting
student achievement. Every child, in every community, deserves
access to well-prepared, well-supported, and respected
educators.
(2) While education has been, and remains, a State and
local responsibility, the Federal Government has long played an
essential role in filling gaps in State and local support for
education when critical national needs arise.
(3) Following the launch of Sputnik, Congress passed the
National Defense Education Act of 1958 (Public Law 85-864 (72
Stat. 1580)), recognizing that the security, economy, and
democracy of the United States are tied to its classrooms. That
legislation marked a revolutionary turning point, channeling
significant Federal funding into science, mathematics, and
foreign-language instruction while elevating the role of
teacher preparation in maintaining global competitiveness.
(4) The 1986 seminal report by the Holmes Group entitled
``Tomorrow's Teachers'' reimagined teacher education as a
professional discipline rather than a technical occupation and
called for rigorous preparation, clinical partnerships, and
continuous learning--principles that reshaped how institutions
of higher education and elementary schools and secondary
schools collaborate.
(5) Research has since demonstrated the importance of
strong, rich clinical partnerships, coherence between teacher
coursework and practice, sustained professional development for
teachers, and equity-centered teacher preparation as critical
for improving both student outcomes and teacher quality. This
research has led to meaningful progress, including stronger
preparation programs, increased workforce diversity, and a
deeper evidence base on teacher learning and student outcomes.
(6) Yet, as of the date of enactment of this Act, that
progress stands at risk. Once viewed as a pathway to stability
and public respect, teaching has suffered from eroding
professional status, stagnant wages, and increased political
scrutiny. These conditions have converged to discourage new
entrants to the profession, accelerate attrition, and diminish
public confidence in the long-term viability of the profession.
(7) These workforce challenges are unfolding against the
backdrop of a national education and mental health crisis. The
long-term effects of the COVID-19 pandemic, coupled with
economic instability and social division, have resulted in
historic declines in student well-being and academic
performance. Educators are now on the frontlines of addressing
trauma, anxiety, and learning loss, often without the
preparation, staffing, or resources to meet the magnitude of
these needs.
(8) Further, education technology has the potential to
empower students to expand their learning beyond the confines
of the traditional classroom. Students and educators, however,
must not only understand how to use the latest technologies but
also be prepared to thrive in an ever-evolving technological
landscape.
(9) The trends, as of the date of enactment of this Act,
underscore that deliberate Federal and State investments in
teacher quality, wages, and autonomy are warranted.
(10) The United States cannot simply recruit its way out of
this crisis with fragmented, underfunded programs. To meet this
moment, the United States requires deliberate Federal
investment in a comprehensive, systemic approach for educator
workforce development and design.
SEC. 3. PURPOSES.
The purposes of this Act are--
(1) to create systems for education workforce development
from early childhood education through elementary and secondary
education that are sustainable, resilient, and meet the needs
of students and communities;
(2) to provide incentives to individuals to enroll in and
complete high-quality educator preparation programs in high-
need fields at the baccalaureate or graduate levels at
institutions of higher education, particularly to individuals
who belong to groups that are, as of the date of enactment of
this Act, underrepresented in the education profession;
(3) to authorize investments in educator preparation
programs at institutions of higher education, along with
critical State and local partners, to support and expand
promising and successful practices for educator preparation and
educator workforce design; and
(4) to create mechanisms to integrate innovations in the
preparation of profession-ready educators to meet the ever-
changing needs of students and schools.
SEC. 4. DEFINITIONS.
In this Act:
(1) ESEA terms.--The terms ``child'', ``educational service
agency'', ``elementary school'', ``English learner''
``evidence-based'', ``local educational agency'', ``middle
grades'', ``outlying area'', ``parent'', ``professional
development'', ``school leader'', ``secondary school'',
``specialized instructional support personnel'', and ``State
educational agency'' have the meanings given the terms in
section 8101 of the Elementary and Secondary Education Act of
1965 (20 U.S.C. 7801).
(2) Arts and sciences.--The term ``arts and sciences'' has
the meaning given the term in section 200 of the Higher
Education Act of 1965 (20 U.S.C. 1021).
(3) Career lattice system.--The term ``career lattice
system'' means a framework for supporting an the professional
development and career progression of an individual through
connected services, education, and employment opportunities
across multiple departments, functions, and career pathways.
(4) Certification or licensure.--The term ``certification
or licensure'' means a regular or standard State certification
or licensure, or advanced professional certification or
licensure, that is issued after an applicant has met State
requirements to teach in an early childhood education program
or elementary school or secondary school in that State, except
that such term does not include any of the following:
(A) A probationary certificate.
(B) A temporary or provisional certificate.
(C) A waiver or emergency certificate.
(5) Children from low-income families.--The term ``children
from low-income families'' means children counted under section
1124(c)(1)(A) of the Elementary and Secondary Education Act of
1965 (20 U.S.C. 6333(c)(1)(A)).
(6) Digital literacy skills.--The term ``digital literacy
skills'' has the meaning given the term in section 202 of the
Museum and Library Services Act (20 U.S.C. 9101).
(7) Early childhood educator.--The term ``early childhood
educator'' means an individual with primary responsibility for
the education of children in an early childhood education
program.
(8) Early childhood education program.--The term ``early
childhood education program'' has the meaning given the term in
section 103 of the Higher Education Act of 1965 (20 U.S.C.
1003).
(9) Educator.--The term ``educator''--
(A) means a teacher, including an early childhood
educator, a principal, another school leader, and
specialized instructional support personnel (including
school counselors, school social workers, school
psychologists, and speech language pathologists); and
(B) includes a professional that is employed in or
by a school or State or local educational agency, such
as an occupational therapist, library media specialist,
or other staff, as defined in section 8101 of the
Elementary and Secondary Education Act of 1965 (20
U.S.C. 7801).
(10) Educator mentoring.--The term ``educator mentoring''
means the mentoring of new or prospective educators through a
program that--
(A) includes clear criteria for the selection of
mentors who will provide role model relationships for
mentees, which criteria shall be developed by the
eligible partnership and based on measures of educator
effectiveness;
(B) provides evidence-based training for such
mentors, including instructional strategies for
literacy instruction and classroom management
(including approaches that improve the schoolwide
climate for learning, which may include positive
behavioral interventions and supports and social and
emotional learning);
(C) provides regular and ongoing opportunities for
mentors and mentees to observe the teaching methods of
each other in classroom settings during the day in a
high-need school in the high-need local educational
agency in the eligible partnership;
(D) provides paid release time for mentors, as
applicable;
(E) provides mentoring to each mentee by a
colleague who works in the same field, grade, or
subject as the mentee;
(F) promotes evidence-based research on--
(i) teaching and learning;
(ii) assessment of student learning;
(iii) the development of teaching skills
through the use of instructional and behavioral
interventions; and
(iv) the improvement of the capacity of the
mentee to measurably advance student learning;
(G) integrates technology effectively into
curricula and instruction, including technology
consistent with the principles of universal design for
learning and technology to collect, manage, and analyze
data to improve teaching and learning for the purpose
of improving student learning outcomes; and
(H) includes--
(i) common planning time or regularly
scheduled collaboration for the mentor and
mentee; and
(ii) joint professional development
opportunities.
(11) Educator preparation program.--The term ``educator
preparation program'' means a program that leads to
certification or licensure in a State.
(12) Eligible partnership.--The term ``eligible
partnership'' means a partnership that--
(A) shall include--
(i) a high-need local educational agency;
(ii) a high-need school or a consortium of
high-need schools served by the high-need local
educational agency (or as appropriate, 1 or
more high-need early childhood education
programs); and
(iii) an institution of higher education
and a school, department, or program of
education within such institution, which may
include an existing educator preparation
program that provides intensive and sustained
collaboration between faculty and local
educational agencies consistent with the
requirements of title II of this Act; and
(B) may include any of the following:
(i) The Governor of the State.
(ii) The State educational agency.
(iii) The State board of education.
(iv) The State agency for higher education.
(v) A State workforce development board
established under section 101 of the Workforce
Innovation and Opportunity Act (29 U.S.C.
3111).
(vi) A business.
(vii) A public or private nonprofit
educational organization.
(viii) An educational service agency.
(ix) A teacher organization.
(x) A school leader organization.
(xi) An organization representing
specialized instructional support personnel.
(xii) A high-performing local educational
agency, or a consortium of such local
educational agencies, that can serve as a
resource to the partnership.
(xiii) A charter school (as defined in
section 4310 of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 7221i)).
(xiv) A school or department of arts and
sciences within the partner institution.
(xv) A school or department within the
partner institution that focuses on psychology
and human development.
(xvi) A school or department within the
partner institution with comparable expertise
in the disciplines of teaching, learning, and
child and adolescent development.
(xvii) A public or nonprofit entity
operating a program that provides alternative
routes to State certification or licensure of
teachers.
(13) Grow your own program.--The term ``Grow Your Own
program'' means a partnership--
(A) to recruit, financially support, and prepare
local residents to teach in their communities;
(B) that is between--
(i) 1 or more local educational agencies;
and
(ii) 1 or more educator preparation
programs; and
(C) that may include community organizations.
(14) High-need early childhood education program.--The term
``high-need early childhood education program'' means an early
childhood education program serving children from low-income
families that is located within the geographic area served by a
high-need local educational agency.
(15) High-need local educational agency.--The term ``high-
need local educational agency'' means a local educational
agency--
(A)(i) that serves not fewer than 10,000 children
from low-income families;
(ii) for which not less than 20 percent of the
children served by the agency are from low-income
families;
(iii) that meets the eligibility requirements for
funding under the Small, Rural School Achievement
Program under section 5211(b) of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 7345(b)) or
the Rural and Low-Income School Program under section
5221(b) of such Act (20 U.S.C. 7351); or
(iv) that is in the highest quartile of local
educational agencies in the State, in a ranking of all
schools served by a local educational agency, ranked in
descending order by percentage of low-income children
served by the local educational agency; and
(B)(i) for which a majority of schools are
identified for comprehensive support and improvement
under subsection (c)(4)(D) of section 1111 of the
Elementary and Secondary Education Act of 1965 (20
U.S.C. 6311), targeted support and improvement under
subsection (d)(2)(A) of such section, or additional
targeted support under subsection (d)(2)(C) of such
section;
(ii) for which 1 or more schools served by the
agency has a high teacher turnover rate or a high
percentage of teachers with emergency, provisional, or
temporary certification or licensure; or
(iii) for which there is a high percentage of
positions in State-identified areas of teacher or
school leader shortage, including in special education,
English language instruction, science, technology,
engineering, mathematics, and career and technical
education.
(16) High-need school.--
(A) In general.--The term ``high-need school''
means a public elementary school or secondary school
that, based on the most recent data available, meets
one or both of the following:
(i) The school is in the highest quartile
of schools in a ranking of all schools served
by a local educational agency, ranked in
descending order by:
(I) The percentage of students aged
5 through 17 in poverty counted in the
most recent census data approved by the
Secretary.
(II) The percentage of students
eligible for a free or reduced price
school lunch under the Richard B.
Russell National School Lunch Act (42
U.S.C. 1751 et seq.).
(III) The percentage of students in
families receiving assistance under the
State program funded under part A of
title IV of the Social Security Act.
(IV) The percentage of students
eligible to receive medical assistance
under the Medicaid program.
(V) A composite of two or more of
the measures described in subclauses
(I) through (IV).
(ii) In the case of--
(I) an elementary school, the
school serves students not less than 60
percent of whom are eligible for a free
or reduced price school lunch under the
Richard B. Russell National School
Lunch Act (42 U.S.C. 1751 et seq.); or
(II) any other school that is not
an elementary school, the school serves
students not less than 45 percent of
whom are eligible for a free or reduced
price school lunch under the Richard B.
Russell National School Lunch Act (42
U.S.C. 1751 et seq.).
(B) Special rule.--
(i) Designation by the secretary.--The
Secretary may, upon approval of an application
submitted by an eligible partnership seeking a
grant under title II of this Act, designate a
school that does not qualify as a high-need
school under subparagraph (A) as a high-need
school for the purpose of title II. The
Secretary shall base the approval of an
application for designation of a school under
this clause on a consideration of the
information required under clause (ii) and may
also take into account other information
submitted by the eligible partnership.
(ii) Application requirements.--An
application for designation of a school under
clause (i) shall include--
(I) the number and percentage of
students attending such school who
are--
(aa) aged 5 through 17 in
poverty counted in the most
recent census data approved by
the Secretary;
(bb) eligible for a free or
reduced price school lunch
under the Richard B. Russell
National School Lunch Act (42
U.S.C. 1751 et seq.);
(cc) in families receiving
assistance under the State
program funded under part A of
title IV of the Social Security
Act; or
(dd) eligible to receive
medical assistance under the
Medicaid program;
(II) information about the student
academic achievement of students at
such school; and
(III) for a secondary school, the
graduation rate for such school.
(17) Induction program.--The term ``induction program''
means a formalized program for new educators during not less
than the first 2 years of the educator in the profession that--
(A) is designed to provide support for, and improve
the professional performance and advance the retention
in the field of, beginning educators;
(B) promotes effective teaching skills,
instructional leadership skills, and profession-
readiness for educators; and
(C) includes the following components:
(i) High-quality mentoring.
(ii) Periodic, structured time for
collaboration with educators in the same
department or field, including mentor teachers,
as well as time for information-sharing among
teachers, principals, administrators, other
appropriate instructional staff, and
participating faculty in a partner institution.
(iii) The application of evidence-based
instructional practices.
(iv) Opportunities for new educators to
draw directly on the expertise of mentors,
faculty, and researchers to support the
integration of evidence-based practice and
research with practice in instruction.
(v) The development of skills in
instructional and behavioral interventions
derived from evidence-based practice and, if
applicable, research.
(vi) Faculty who--
(I) model the integration of
research and practice in instruction;
(II) model personalized
instruction; and
(III) assist new educators with the
effective use and integration of
technology in instruction.
(vii) Interdisciplinary collaboration among
exemplary educators, faculty, researchers, and
other staff who prepare new educators with
respect to the learning process and the
assessment of learning.
(viii) Assistance with the understanding of
evidence of student learning and the
applicability of such evidence in classroom
instruction.
(ix) The development of skills to implement
and support evidence-based practices that
create a positive and inclusive school culture
and climate.
(x) Regular and structured observation and
evaluation of new educators by multiple
evaluators, using valid and reliable measures
of teaching skills, instructional leadership
skills, and methods to prepare teachers to be
profession-ready.
(18) Institution of higher education.--The term
``institution of higher education'' has the meaning given the
term in section 101(a) of the Higher Education Act of 1965 (20
U.S.C. 1001(a)).
(19) Model demonstration project.--The term ``model
demonstration project'' means a project that defines,
implements, evaluates, disseminates, and scales research-based
intervention and implementation strategies to determine the
degree to which a given model can be implemented and sustained
in real-world settings, by staff employed in those settings,
while achieving outcomes similar to those attained under
research conditions.
(20) Partner institution.--The term ``partner institution''
means an institution of higher education, which may include a
2-year institution of higher education offering a dual program
with a 4-year institution of higher education, that--
(A) is participating in an eligible partnership;
and
(B) has an educator preparation program that--
(i) has a record of preparing profession-
ready educators;
(ii) is approved by the State to offer an
educator preparation program; and
(iii) is not low-performing, as determined
by the State.
(21) Profession-ready.--The term ``profession-ready''--
(A) when used with respect to a principal, means a
principal who--
(i) has an advanced degree or other
appropriate credential;
(ii) has completed a principal preparation
process and is fully certified and licensed by
the State in which the principal is employed;
(iii) has demonstrated instructional
leadership, including the ability to collect,
analyze, and use data on evidence of student
learning and evidence of classroom practice;
(iv) has demonstrated proficiency in
professionally recognized leadership standards,
such as through--
(I) a performance assessment;
(II) completion of a residency
program; or
(III) other measures of leadership,
as determined by the State;
(v) has demonstrated the ability to work
with students who are culturally and
linguistically diverse;
(vi) has demonstrated skill as an
instructional leader; and
(vii) has demonstrated proficiency in the
use of instructional technology, assistive
technology, and the application of technology
to create equity and access for all students;
(B) when used with respect to a teacher, means a
teacher who--
(i) has completed at least a baccalaureate
degree and an educator preparation program and
has a teacher certification or licensure for
the State in which the teacher teaches;
(ii) has demonstrated content knowledge in
each subject that the teacher teaches;
(iii) has demonstrated the ability to work
with students who are culturally and
linguistically diverse; and
(iv) has demonstrated teaching skills, such
as through--
(I) a teacher performance
assessment; or
(II) other measures of teaching
skills, as determined by the State; and
(C) when used with respect to any other educator
not described in subparagraph (A) or (B), means an
educator who has completed an appropriate preparation
program for the educator's occupation and has a
certification or licensure described in paragraph (4)
for such occupation, for the State in which the
educator is employed.
(22) Secretary.--The term ``Secretary'' means the Secretary
of Education.
(23) Social and emotional learning.--The term ``social and
emotional learning'' means the process through which all
children and adults acquire and apply the knowledge, skills,
and attitudes to develop healthy identities, manage emotions,
achieve personal and collective goals, empathize with others,
establish and maintain supportive relationships, and make
responsible and caring decisions.
(24) State.--The term ``State'' means each of the 50
States, the District of Columbia, the Commonwealth of Puerto
Rico, and each of the outlying areas.
(25) Teacher residency program.--The term ``teacher
residency program'' has the meaning given the term in section
2002 of the Elementary and Secondary Education Act of 1965 (20
U.S.C. 6602).
SEC. 5. RULES OF CONSTRUCTION.
(a) Collective Bargaining.--Nothing in this Act shall be construed
to alter or otherwise affect the rights, remedies, and procedures
afforded to the employees of local educational agencies under Federal,
State, or local laws (including applicable regulations or court orders)
or under the terms of collective bargaining agreements, memoranda of
understanding, or other agreements between such employees and their
employers.
(b) Federal Control Prohibited.--Nothing in this Act 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 Act.
(c) No Change in State Control Encouraged or Required.--Nothing in
this Act 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.
(d) National System of Teacher Certification or Licensure
Prohibited.--Nothing in this Act shall be construed to permit, allow,
encourage, or authorize the Secretary to establish or support any
national system of teacher certification or licensure.
TITLE I--FEDERAL LEADERSHIP AND SYSTEMIC ACCOUNTABILITY
SEC. 101. ESTABLISHMENT OF THE OFFICE OF EDUCATOR WORKFORCE.
Title II of the Department of Education Organization Act (20 U.S.C.
3411 et seq.) is amended by adding at the end the following:
``SEC. 221. OFFICE OF EDUCATOR WORKFORCE.
``(a) Establishment.--There shall be in the Department an Office of
Educator Workforce (referred to in this section as the `Office').
``(b) Director Appointment and Duties.--
``(1) Appointment.--The Office shall be administered by a
Director of Educator Workforce (referred to in this section as
the `Director'), who shall be appointed by the Secretary.
``(2) Administration.--The Director shall--
``(A) administer such functions affecting educator
recruitment, preparation, professional development,
retention, and advancement in elementary and secondary
education as the Secretary shall delegate;
``(B) serve as the principal adviser to the
Secretary on matters affecting the educator workforce
for elementary and secondary education; and
``(C) have the authority and expertise to provide
national leadership, inform policy across the
Department and the Federal Government, and elevate the
importance of developing and supporting a thriving
United States educator workforce for elementary and
secondary education.
``(c) Office Functions.--The functions of the Office are the
following, with respect to elementary and secondary education:
``(1) Develop and coordinate national policy on educator
recruitment, preparation, professional development, retention,
and advancement.
``(2) Provide guidance and technical assistance to help
States, local educational agencies, and educator preparation
programs build their capacity to ensure a well-prepared and
supported educator in every classroom.
``(3) Administer Federal educator workforce grant programs,
including the programs authorized in titles II and III of the
Quality Educator Partnership Act, to create a unified system of
investment in the educator workforce.
``(4) Evaluate large-scale and cross-State initiatives and
disseminate best practices on educator workforce programs such
as Grow Your Own programs, teacher residencies, and
apprenticeships registered under the Act of August 16, 1937
(commonly known as the `National Apprenticeship Act'; 50 Stat.
664, chapter 663; 29 U.S.C. 50 et seq.).
``(5) Serve as the Federal focal point for educator
workforce collaboration among States, institutions of higher
education, and local educational agencies.''.
SEC. 102. OFFICE OF EDUCATIONAL TECHNOLOGY AND DIGITAL LITERACY.
Title II of the Department of Education Organization Act (20 U.S.C.
3411 et seq.), as amended by section 101, is further amended by adding
at the end the following:
``SEC. 222. OFFICE OF EDUCATIONAL TECHNOLOGY AND DIGITAL LITERACY.
``(a) Establishment.--There shall be in the Department an Office of
Educational Technology and Digital Literacy (in this section referred
to as the `Office').
``(b) Director.--The Office shall be administered by a Director of
Educational Technology and Digital Literacy (in this section referred
to as the `Director'), who shall be appointed by the Secretary.
``(c) Functions.--The Director shall administer the functions of
the Department affecting educational technology, including developing
educational technology policy and establishing strategies to support
the development of digital literacy skills at the elementary and
secondary levels (including the middle grades) and the postsecondary
level. Such activities shall include--
``(1) supporting research to improve learning outcomes and
digital literacy skills, including skills related to Artificial
Intelligence;
``(2) developing, disseminating, and updating the National
Education Technology Plan in collaboration with other Federal
agencies involved with educational technology and digital
literacy skills development and external stakeholders including
educators, students, and families; and
``(3) building the capacity of local educational agencies
and educator preparation programs to integrate emerging
technologies and support the development of digital literacy
skills, including skills related to Artificial Intelligence.''.
SEC. 103. CIVIL RIGHTS ENFORCEMENT.
The Secretary shall conduct an annual evaluation on the adequacy of
the staffing and resources available to the Office for Civil Rights of
the Department to--
(1) ensure compliance and enforcement of civil rights
complaints;
(2) collect or coordinate the collection of data necessary
to ensure compliance with civil rights laws within the
jurisdiction of the Office for Civil Rights; and
(3) meet the requirements of section 203 of the Department
of Education Organization Act (20 U.S.C. 3413), in order to
ensure that every student, regardless of race, national origin,
income, sex, age, language, or disability, has equal access to
a high-quality education, including equitable access to
profession-ready educators.
SEC. 104. CIVIL RIGHTS EQUITY PLAN REPORT.
Section 203 of the Department of Education Organization Act (20
U.S.C. 3413) is amended by adding at the end the following:
``(d) The Assistant Secretary for Civil Rights shall monitor and
provide an annual report to Congress on the implementation by the
States of the State educator equity plans described in section
1111(g)(1)(B) of the Elementary and Secondary Education Act of 1965 (20
U.S.C. 6311(g)(1)(B)).''.
SEC. 105. DATA INFRASTRUCTURE.
Part C of the Education Sciences Reform Act of 2002 (20 U.S.C.
9541) is amended by adding at the end the following:
``SEC. 159 EDUCATOR DATA INFRASTRUCTURE PROGRAM.
``(a) Educator Preparation Data.--The Statistics Commissioner shall
collect and publish timely information on educator preparation,
placement, and performance to inform educator workforce development and
design, including by carrying out the following:
``(1) Collecting and publishing data annually on all State-
approved educator preparation programs that includes the
following (for each individual program, in the aggregate, and
disaggregated for comprehensive and alternative preparation
programs):
``(A) The programs offered, including the academic
and clinical practice requirements of the programs.
``(B) Program participant enrollment, in the
aggregate and disaggregated by sex and race or
ethnicity.
``(C) Program participant completion rates, in the
aggregate and disaggregated by sex, race or ethnicity,
subject area, and grade level.
``(D) The program participant passage rate on the
teacher licensure examinations for the State in which
the program is located.
``(2) Collecting and publishing data annually on State
educator preparation and workforce policies and outcomes,
including the following:
``(A) The number of each type of credential for an
educator in the State, including regular or standard,
probationary, temporary or provisional, waiver or
emergency, and any other type of educator licenses or
certificates issued, in the aggregate and disaggregated
by grade and subject area.
``(B) The academic and clinical preparation
requirements for each license or certificate type,
including required assessments.
``(C) The number of licenses or certificates issued
to individuals who do not possess at least a
baccalaureate degree.
``(D) The number of licenses or certificates issued
to individuals who had not completed any formal
educator preparation program.
``(E) As of October 1 of the year for which the
report is prepared, the number and percentage of
teaching positions in each State for each of the
following categories, in the aggregate and
disaggregated by grade and subject area and by schools
with and without high-need status for each of the
following categories:
``(i) Teaching positions that are vacant.
``(ii) Teaching positions filled by
individuals teaching in a subject area for
which the individuals do not have a license or
certificate.
``(iii) Teaching positions filled by
individuals with temporary or provisional,
waiver or emergency, or other non-standard
licenses or certificates, or by individuals
with no license or certificate.
``(F) The 3-year retention rate of newly licensed
or certified teachers, disaggregated by license or
certificate type and educator preparation program.
``(G) Student performance data, such as results on
State assessments, disaggregated by the type of license
teachers hold and by the type of teacher preparation
program completed.
``(b) Special Rule.--If any of the data described in subsection (a)
is not available, a State or educator preparation program receiving
funds under the Quality Educator Partnership Act shall provide the
Statistics Commissioner with a plan demonstrating that the State will
make such data available by not later than 2 years after the date on
which the Department notifies the State or educator preparation program
that such information is requested.
``(c) Annual Report.--Using the data collected from educator
preparation programs and States, the Statistics Commissioner shall
produce an annual report to Congress and the public on educator
qualifications and preparation in the United States.
``(d) Panel.--
``(1) Establishment.--To enhance the quality, utility, and
timeliness of data on the educator workforce and to reduce the
reporting burden for local educational agencies, States, and
educator preparation programs, the Statistics Commissioner
shall convene a panel to study and make recommendations for
revised reporting on educator qualifications, preparation, and
the educator workforce.
``(2) Membership of panel.--The panel convened under
paragraph (1) shall include researchers, practitioners, and
experts in educational data systems.
``(3) Report contents.--Not later than 1 year after
establishment, the panel convened under paragraph (1) shall
prepare and submit to the Statistics Commissioner and to
Congress a report regarding the study described in paragraph
(1), which shall include recommendations for making data
available that link student performance to educator
qualifications.''.
TITLE II--INVESTMENT, INNOVATION, AND SUSTAINABILITY
SEC. 201. PURPOSES.
The purposes of this title are--
(1) to test, replicate, and scale research-based educator
preparation intervention and implementation strategies;
(2) to design education workforce systems that integrate
recruitment, preparation, support, retention, and advancement
opportunities for educators;
(3) to increase the supply of new, profession-ready
educators, who represent and understand the communities and
children the educators are serving;
(4) to ensure educator preparation programs are prepared to
deploy innovative pathways, as appropriate, to address the
needs of prospective educators of any age or experience level;
(5) to incentivize individuals to enroll in and complete
high-quality educator preparation programs in high-need fields,
particularly individuals who belong to groups that are, as of
the date of enactment of this Act, underrepresented in the
education profession; and
(6) to incentivize States, high-need local educational
agencies, and educator preparation programs to implement
education workforce strategies that align with workforce and
economic development plans and that attract and retain
profession-ready educators in public schools.
SEC. 202. AUTHORIZATION OF APPROPRIATIONS.
There are authorized to be appropriated $600,000,000 for fiscal
year 2027 and $1,000,000,000 for the succeeding 4 fiscal years, of
which--
(1) 2 percent shall be reserves for the Secretary to fund
technical assistance and capacity building for entities
eligible to receive assistance under this title;
(2) 5 percent shall be for the Augustus F. Hawkins Centers
of Excellence program under subpart 2 of part B of title II of
the Higher Education Act of 1965 (20 U.S.C. 1033 et seq.);
(3) 43 percent shall be used to carry out subtitle A of
this title; and
(4) 50 percent shall be used to carry out subtitle B of
this title.
Subtitle A--Educator Workforce Development Partnership Grants
SEC. 211. GRANT PROGRAMS AUTHORIZED.
The Secretary is authorized to award grants, on a competitive
basis, to eligible partnerships, to enable the eligible partnerships to
develop and implement a systemic approach to educator workforce
development by carrying out the activities described in section 213.
SEC. 212. APPLICATION; AWARD BASIS.
(a) Application.--Each eligible partnership desiring a grant under
this subtitle shall submit an application to the Secretary at such
time, in such manner, and containing such information as the Secretary
may require. Each such application shall contain each of the following:
(1) An assessment of--
(A) the current (at the time of the application)
and future needs of students served by the
participating local educational agency; and
(B) the current (at the time of the application)
and future needs of the educator workforce that
supports those students.
(2) A description of barriers to recruiting, preparing,
retaining, supporting and advancing the educator workforce of
that local educational agency.
(3) A description of the strategies the eligible
partnership will employ to systemically address educator
workforce development, including the recruitment, preparation,
and support of educators.
(4) A description of how the eligible partnership will
ensure educators, including prospective educators, develop an
understanding of the students and families in the communities
the educators serve, prepare prospective educators to serve in
those communities, and understand school contexts to address
needs in the local educational agency.
(5) A description of how the eligible partnership will work
with community partners beyond those required by this Act,
including States, parent and community-based organizations,
labor organizations, State and local workforce boards, and
philanthropic organizations, as appropriate, to understand
local needs and leverage strengths and resources.
(6) A description of how the eligible partnership will
prioritize the community-based activities described in
subsection (b).
(7) A description of how the eligible partnership will
support the development of digital literacy skills and
integrate technology, consistent with best practices for
safeguarding privacy and security and including Artificial
Intelligence, into the strategies and initiatives carried out
with funds under this subtitle to--
(A) empower students to expand their learning
beyond the confines of the traditional classroom;
(B) support self-directed learning;
(C) help educators tailor learning experiences to
individual student needs;
(D) support English learners and students who are
children with disabilities; and
(E) improve student outcomes.
(8) A description of how the eligible partnership will
coordinate strategies and activities assisted under the grant
with other educator preparation or professional development
programs, such as programs under part A of title II of the
Elementary and Secondary Education Act of 1965 (20 U.S.C. 6611
et seq.), the Augustus F. Hawkins Centers of Excellence program
under subpart 2 of part B of title II of the Higher Education
Act of 1965 (20 U.S.C. 1033 et seq.), and part D of the
Individuals with Disabilities Education Act (20 U.S.C. 1450 et
seq.).
(9) A description of how the eligible partnership will--
(A) carry out the purposes of this title;
(B) carry out the activities described in section
213;
(C) evaluate the effectiveness of the activities
carried out with grant funds; and
(D) disseminate and support scaling of effective
initiatives and strategies.
(10) A description of how the eligible partnership will
ensure that prospective educators--
(A) in the case of teachers, gain teaching
experience through clinical work before becoming the
teacher of record;
(B) in the case of school principals, gain
experience in school leadership in a school setting;
(C) in the case of other educators, gain experience
through clinical work in school settings;
(D) are compensated for their clinical work in the
school setting;
(E) receive direct instruction with faculty; and
(F) are paired with qualified mentors.
(b) Award Basis.--In awarding grants under this subtitle, the
Secretary shall give priority to--
(1) eligible partnerships that--
(A) propose an innovative approach to one or more
aspects of educator preparation that--
(i) is grounded in research;
(ii) aims to meet demonstrated State or
local needs within the educator workforce; and
(iii) requires a demonstration project to
determine whether the innovative approach
should be implemented at scale; and
(B) provide a financial and logistical analysis
describing how the proposed activities to be funded by
the grant could be sustained by the partner
organizations after the grant concludes, or by similar
organizations seeking to implement the proposed
activities; and
(2) as appropriate, community-based partnerships between
institutions of higher education and high-need local
educational agencies with the following characteristics, as
determined by the Secretary:
(A) Joint governance structures linking educator
preparation faculty at an institution of higher
education with school-based mentors.
(B) A local advisory board that may include
parents, students, and community organizations.
(C) Data systems for tracking educator retention
and performance, based on multiple measures, that are
shared between the institution of higher education and
high-need local educational agency.
(D) Continuous professional development frameworks
connecting educator preparation to in-service learning.
(E) An intentional commitment and plans for
educator engagement with families and communities.
SEC. 213. ACTIVITIES.
(a) In General.--An eligible partnership that receives a grant
under this subtitle shall use grant funds to carry out model
demonstration projects for the pre-baccalaureate or post-baccalaureate
preparation of educators. Such model demonstration projects shall
include--
(1) collaboration with departments, programs, or units of a
partner institution outside of the educator preparation program
in all academic content areas, as appropriate, to ensure that
prospective educators receive training in both teaching and
relevant content areas in order to meet the applicable State
requirements to gaining full certification or licensure;
(2) prospective teacher, principal, and other educator
recruitment goals and program priorities developed in
coordination with the hiring objectives of the high-need local
educational agency participating in the eligible partnership;
(3) integration of technology, including Artificial
Intelligence, with appropriate privacy and safety guardrails,
into the strategies and initiatives carried out with grant
funds to empower students to expand their learning beyond the
confines of the traditional classroom, support self-directed
learning, help educators tailor learning experiences to
individual student needs, support students with disabilities
and English language learners, and improve student outcomes;
(4) development of leadership skills with a demonstrated
impact on student and school success, including the ability to
create a continuous learning environment for teachers, staff,
and students;
(5) a rigorous external evaluation of the impact of the
model demonstration project on both student and educator
outcomes, including academic achievement and educator
satisfaction and retention; and
(6) a comprehensive external assessment of the degree to
which the model demonstration project can be replicated,
scaled, and sustained in real-world settings, by staff employed
in those settings, while achieving outcomes similar to those
attained under the demonstration project supported by the
grant.
(b) Permissible Activities.--An eligible partnership that receives
a grant under this subtitle may use grant funds to carry out--
(1) educator preparation program curriculum changes that
address gaps in educator knowledge or skills identified by the
educator preparation program or other members of the eligible
partnership;
(2) enhanced training to ensure that general education
teachers and other educators, including school principals, can
effectively participate as members of an individualized
education program team, as defined in section 614(d)(1)(B) of
the Individuals with Disabilities Education Act (20 U.S.C.
1414);
(3) specialized preparation to ensure educators possess the
skills to meet the social and emotional needs of students and
can create inclusive and culturally responsive learning
environments;
(4) preparation on effective strategies for comprehensive
literacy instruction, as defined in section 2221(b) of the
Elementary and Secondary Education Act of 1965 (20 U.S.C.
6641);
(5) expanded preservice clinical experience, including
through residency programs that blend a rigorous full-year
clinical experience with closely aligned academic coursework,
Grow Your Own programs, and other models;
(6) an induction program for new educators; or
(7) activities in support of the movement toward team-based
staffing models, integration of curricula or clinical
experiences that emphasize working effectively as part of an
instructional team, and specialized preparation for school
leaders on successfully managing the transition to a team-based
structure.
Subtitle B--Educator Workforce Design Grants to States
SEC. 221. FUNDING.
(a) Allocation of Funds for Planning Grants.--From the amount made
available to carry out this subtitle, the Secretary shall use
$100,000,000 for 1-year planning grants, awarded in accordance with the
formula described in section 222 to States and the Bureau of Indian
Education to support the development, design, and initial structuring
of educator workforce design initiatives.
(b) Allocation of Funds for Implementation Grants.--From the amount
made available to carry out this subtitle, the Secretary shall use
$400,000,000 for 3-year implementation grants, awarded on a competitive
basis as described in section 223, to States and the Bureau of Indian
Education to implement, study, and disseminate innovative approaches to
educator workforce design initiatives that make education careers more
attractive and sustainable.
SEC. 222. PLANNING GRANTS.
(a) Reservation.--From amounts made available under section 221(a),
the Secretary shall--
(1) reserve 0.7 percent of such amounts for the Secretary
of the Interior to carry out the purposes of this section for
schools operated or funded by the Bureau of Indian Education;
and
(2) from the amounts remaining after the reservation under
paragraph (1), allot funds to each State having an approved
application under this section to carry out activities under
this section in proportion to each such State's share of
funding under part A of title I of the Elementary and Secondary
Education Act of 1965, except that no State shall receive less
than 0.5 percent of the amounts made available to carry out
this section.
(b) Applications.--A State shall submit an application to the
Secretary at such time, in such manner, and containing such information
as the Secretary may require. At a minimum, the application shall
describe--
(1) the State agency that will lead in carrying out the
grant program under this subtitle, and the identification and
roles of other State and local partners;
(2) the process and timeline for conducting a statewide
educator workforce needs assessment as described in subsection
(c)(1);
(3) the process and timeline for the State to develop a
strategic plan as described in subsection (c)(2); and
(4) a description of how the State will conduct stakeholder
engagement to ensure alignment with community needs, which may
include outreach to administrators of institutions of higher
education, local educational agencies, elementary school and
secondary school (including middle grades) principals, educator
preparation programs, teachers, labor organizations,
specialized instructional support personnel, parents, students,
civil rights organizations, community-based organizations, and
workforce development programs.
(c) Activities.--The State shall use planning grant funds to
support the following activities:
(1) Development of a needs assessment to identify gaps in
skills, personnel, and resource allocation in the educator
workforce in the State, which shall include an assessment of--
(A) teacher turnover rates by certification or
licensure status, subjects taught, grade levels, school
composition, and race, gender, and ethnicity;
(B) vacancies, out-of-field assignments, and
teachers lacking full certification or licensure by
subject area, and grade;
(C) workforce needs of school leaders and
principals, for early childhood education and
elementary schools and secondary schools (including
middle grades) in the State;
(D) the number and percentage of teachers of record
in the State who do not have full certification or
licensure;
(E) the demographics of the student population, the
demographics of the educator workforce, and the extent
to which the educator workforce reflects the
demographics of the student population;
(F) high-need fields, high-need schools, and high-
need local educational agencies;
(G) the State's educator equity plan described in
section 1111(g)(1)(B) of the Elementary and Secondary
Education Act of 1965 (20 U.S.C. 6311(g)(1)(B));
(H) the extent to which authorized teacher
preparation programs in the State, as of the time of
the assessment, are producing graduates who have full
certification or licensure; and
(I) the capacity of programs that are authorized in
the State, as of the time of the assessment to meet the
State's educator workforce needs, including the
capacity of--
(i) pipeline programs, such as associate
degree to baccalaureate transfer pathway
programs with community colleges;
(ii) Grow Your Own programs;
(iii) career awareness programs, including
career and technical education and other
pathways, in public schools; and
(iv) programs to support the career
progression of educators, including retention,
leadership opportunities, and professional
development.
(2) Based on the information from the needs assessment,
development of a strategic plan that ensures States play a
leading role in educator workforce design by setting workforce
and economic development strategies and aligning education,
training, and resources with current industry demands. The
strategic plan shall include a plan for each of the following:
(A) Leveraging other Federal and State funds to
promote new career redesign initiatives, such as
strategic staffing, which may include--
(i) flexible schedules that create more
time for planning, collaboration, and
professional development;
(ii) leadership opportunities, with aligned
compensation, for experienced educators who
supervise teams or mentor teacher candidates
and novice teachers;
(iii) intensive support and mentoring for
teacher candidates and early-career teachers;
(iv) enhanced opportunities for teacher
specialization;
(v) targeted intervention by specialists
such as librarians, instructional
technologists, reading specialists, English
language teachers, and special educators;
(vi) intentional family and community
engagement to augment teacher expertise and
deepen ties between schools and the families
and communities they serve;
(vii) more small-group and one-on-one
interaction between students and adults that
address the unique learning and personal needs
of students;
(viii) clear pathways into teaching for
tutors or paraprofessionals; or
(ix) professional development for school
and local educational agency leaders to
implement the activities described in this
subparagraph.
(B) Ensuring that educator salaries and total
compensation are competitive with other professions
requiring similar levels of education, including a
description of the policies the State will implement to
provide compensation increases for teachers in high-
need fields and locations, as well as for educator
expertise and leadership.
(C) Ensuring high-quality induction programs
provide new teachers with comprehensive supports that
help them transition into the classroom and become
effective teachers, accelerate professional growth and
teacher effectiveness, reduce teacher turnover, and
improve student learning.
(D) Ensuring school leaders are well prepared to
support teachers and have access to high-quality
professional learning, including a description of the
policies the State will implement to support access to
principal preparation programs that develop strong
instructional leadership skills, leverage certification
and licensure requirements and program approval
standards, and support opportunities for teachers to
collaborate.
(E) Improving working conditions for educators,
including the policies the State will implement to
provide educators with the time to collaborate and plan
with peers, support shared decision making, ensure
school buildings are safe and well-equipped, and to
provide mental health services for their students from
other professionals such as counselors and school
nurses.
(F) Providing career advancement and growth
opportunities within the school building.
(G) Providing ongoing training on Artificial
Intelligence tools or products.
SEC. 223. IMPLEMENTATION GRANTS.
(a) Grants Authorized.--From amounts made available under section
221(b), the Secretary shall--
(1) reserve 0.7 percent of such amounts for the Secretary
of the Interior to carry out the purposes of this section for
schools operated or funded by the Bureau of Indian Education;
and
(2) award implementation grants, on a competitive basis, to
States to enable States to carry out the activities described
in subsection (c).
(b) Applications.--Each State shall submit an application to the
Secretary at such time, in such manner, and containing such information
as the Secretary may require.
(c) Activities.--A State receiving a grant under this section shall
use such implementation grant funds to carry out each of the following
activities:
(1) Implementing the strategic plan developed in accordance
with section 222(c)(2).
(2) Incentivizing local educational agencies to rethink the
way schools are staffed by providing competitive subgrants to
local partnerships to enable those local partnerships to
implement 1 or more of the following:
(A) Differentiate roles and compensation, including
through innovative staffing models such as strategic
staffing.
(B) Carrying out induction and mentoring activities
for novice educators.
(C) Establishing educator pipelines, including
residencies, apprenticeships, and Grow Your Own
programs.
(D) Supporting job-embedded professional learning
and team-based collaboration.
(E) Supporting school leader development.
(F) Carrying out evidence-based planning, ongoing
evaluation, and continuous improvement.
(3) Identifying and addressing policy changes to enable and
promote innovative educator workforce designs, which may
include 1 or more of the following:
(A) Career-lattice systems that rewards mastery
without requiring departure from the classroom.
(B) Family-sustaining supports, including
childcare, transportation, and housing assistance.
(C) Compensation reform supported by Federal-State
partnerships.
(D) Embedded professional development systems
linking educator growth to student outcomes.
(E) Rigorous evaluation of implementation and
outcomes of the activities undertaken under this grant.
(F) Providing technical assistance and support for
implementation and replication of the activities that
were evaluated as effective under this grant.
(d) Local Partnership.--In this section the term ``local
partnership'' means a partnership between 1 or more of the following:
(1) An educational service agency.
(2) A local educational agency.
(3) An educator preparation program.
(4) A labor organization for teachers.
(5) Community-based partners.
SEC. 224. SUPPLEMENT, NOT SUPPLANT.
A State receiving a grant under section 222 or 223 shall use
Federal funds received under this subtitle only to supplement, and not
supplant, the funds that would, in the absence of such Federal funds,
be made available from non-Federal sources to carry out the activities
authorized under such section.
TITLE III--NATIONAL EDUCATOR SERVICE CORPS
SEC. 301. DEFINITIONS.
In this title:
(1) Eligible program.--The term ``eligible program'' means
a teacher preparation program or an educator preparation
program leading to a school library media credential that--
(A) is legally authorized in the State in which the
program is located;
(B) results, upon successful completion, in
students receiving a regular or standard State license
or certificate, an advanced professional teaching
license or certificate, or a State library media
specialist license or certificate;
(C) is offered by an accredited institution of
higher education that is eligible to participate in the
Federal student financial assistance programs under
title IV of the Higher Education Act of 1965 (20 U.S.C.
1070 et seq.);
(D) for teachers, includes a clinical residency of
not less than one school year; and
(E) offers preparation leading to a regular or
standard State certificate or license or advanced
professional certificate or license in a high-need
field.
(2) Eligible student.--The term ``eligible student'' means
a student enrolled in an eligible program who--
(A) is an undergraduate or postbaccalaureate
student;
(B) is a citizen, national, or legal permanent
resident of the United States;
(C) is enrolled in an eligible program of
preparation to teach in a high-need field or to serve
as a library media specialist; and
(D) maintains satisfactory academic progress, as
defined for purposes of title IV of the Higher
Education Act of 1965 (20 U.S.C. 1070 et seq.).
(3) High-need field.--The term ``high-need field'' means
any of the following:
(A) Science.
(B) Mathematics.
(C) Foreign language.
(D) Bilingual education.
(E) English language acquisition.
(F) Reading specialist.
(G) Special education.
(H) Early childhood education.
(I) Any other field identified as high-need in the
most recent annual Teacher Shortage Area Nationwide
Listing published by the Department of Education.
(4) Qualifying high-need school.--The term ``qualifying
high-need school'' means--
(A) a high-need early childhood education program,
a high-need school, or an educational service agency
serving children from low-income families that is
listed in the annual Teacher Cancellation Low-Income
Directory of the Department of Education; or
(B) an early childhood education program or
elementary school or secondary school operated by the
Bureau of Indian Education or a Bureau-funded school
(as defined in section 1146 of the Education Amendments
of 1978).
SEC. 302. SERVICE CORPS ESTABLISHED.
(a) National Educator Service Corps Established.--The Secretary
shall establish a National Educator Service Corps program (referred to
in this title as the ``Corps'') in order to alleviate teacher
shortages, through which the Secretary shall pay the benefits described
in subsection (b) to, or on behalf of, an eligible student who agrees
to the service obligation requirements described in subsection (c).
(b) Scholarship and Stipends.--
(1) In general.--Subject to paragraph (2), the Secretary
shall pay to, or on behalf of, each eligible student who agrees
to the service obligation requirements described in subsection
(c) the following benefits for each year (for a maximum of 4
years) for which that eligible student is enrolled in an
eligible program:
(A) Scholarship.--An amount, not to exceed $15,000
per year, equal to the remaining amount of tuition and
fees that the eligible student would be required to pay
for attendance at the eligible program after the
receipt of any Federal Pell Grant assistance under
section 401 of the Higher Education Act of 1965 (20
U.S.C. 1070a).
(B) Stipend.--A monthly living expense stipend for
each month during which the eligible student is
enrolled full-time in the eligible program, of--
(i) $1,500 per month for each eligible
student without dependents; and
(ii) $2,500 per month for each eligible
student dependents to accommodate childcare
expenses and other costs.
(C) A $25,000 annual stipend for a 1-year clinical
residency that is a required element of the eligible
program.
(2) Inflation adjustment.--The amounts under paragraph (1)
shall be adjusted annually to reflect the change in the
Consumer Price Index for All Urban Consumers published by the
Bureau of Labor Statistics of the Department of Labor.
(3) Eligibility.--An eligible student may receive the
benefits under this subsection for a maximum of 4 years, which
may include any combination of baccalaureate and post-
baccalaureate years of study in an eligible program, as long as
the total does not exceed 4 years.
(c) Service Requirement and Qualifying Schools.--
(1) Application.--Each eligible student desiring to
participate in the National Educator Service Corps program
shall submit an application to the Secretary at such time, and
containing such information and assurances, as the Secretary
may require, including the service obligation agreement under
paragraph (2).
(2) Service obligation agreement.--The application of each
eligible student who desires to join the Corps shall be
accompanied by a service obligation agreement through which the
applicant will agree to serve, not later than 6 months after
completing the program, as a full-time teacher in a high-need
field or as a library media specialist, at a qualifying high-
need school for a total of not less than 1 academic year for
each year of assistance received under subsection (b), or an
equivalent time as described in paragraph (3)(C).
(3) Special rules.--
(A) Qualifying high-need school.--In order to count
as qualifying employment for purposes of the service
obligation under paragraph (2), a school must be a
qualifying high-need school at the time the Corps
participant begins employment at that school. If the
school subsequently is no longer designated as a high-
need school, the Corps participant may continue
employment at that school in a high-need field and such
continued employment shall be counted toward the Corps
participant's service obligation.
(B) Change of high-need field designation.--If an
eligible student receives the benefits under subsection
(b) with respect to enrollment in an eligible program
for preparation to teach in a field that is designated
as a high-need field at the time the service agreement
is entered into, but is no longer so designated, the
eligible student may fulfill the service obligation by
teaching in that field.
(C) Part-time employment.--If a Corps participant
is employed part-time, the Secretary shall extend the
service obligation requirement such that the
participant will be required to complete the equivalent
service described in paragraph (2). For example, the
Secretary may determine that a Corps participant shall
be required to complete 2 years of part-time employment
in a high-need field at a qualifying high-need school
for each year of assistance received under subsection
(b).
(4) Extenuating circumstances.--The Secretary shall--
(A) establish, by regulation, categories of
extenuating circumstances under which a Corps
participant who is unable to fulfill all or part of the
participant's service obligation may be excused from
fulfilling that portion of the service obligation; and
(B) temporarily suspend a participant's service
obligation if that participant is unable to work due to
a qualifying event, including family or medical leave,
military service, or temporary disability.
(5) Permanent discharge.--The Secretary shall establish, by
regulation, categories of circumstances under which a Corps
participant would have their obligation permanently discharged,
including death and permanent disability.
(6) Repayment for failure to complete service.--The
Secretary may require a Corps participant who fails to abide by
the service obligation agreement to repay all, or a portion of,
the benefits under subsection (b) that such participant has
received proportionate to the amount of service completed.
Failure to abide by the service obligation agreement may
include failure to complete the eligible program, failure to
attain regular certification or licensure, or failure to meet
employment requirements. In the event that any Corps
participant fails or refuses to comply with some or all of the
service obligation required under the agreement under
subsection (b)--
(A) the Secretary shall determine the proportion of
the total amount of time of the service obligation that
the recipient has failed to complete; and
(B) the Secretary shall--
(i) determine, on a prorated basis based on
the proportion described in subparagraph (A),
the amounts of any funds received by such
recipient that shall, upon a determination of
such a failure in such service obligation, be
treated as a Federal Direct Stafford Loan
(except that such loan shall not begin to
accrue interest until the time of conversion);
and
(ii) ensure that such amounts are subject
to repayment, in accordance with terms and
conditions specified by the Secretary in
regulations under this title.
(7) Reconsideration of conversion decisions.--
(A) Request to reconsider.--In any case where the
Secretary has determined that a recipient has failed to
comply with the service obligation in the agreement and
has converted the grant into a Federal loan, the
recipient may request that the Secretary reconsider
such initial determination and may submit additional
information to demonstrate satisfaction of the service
obligation. Upon receipt of such a request, the
Secretary shall reconsider the determination in
accordance with this paragraph not later than 90 days
after the date that such request was received.
(B) Reconsideration.--If, in reconsidering an
initial determination under subparagraph (A) regarding
a conversion into a Federal loan, the Secretary
determines that the reason for such determination was
the recipient's failure to timely submit a
certification, an error or processing delay by the
Secretary, a change to the fields considered eligible
for fulfillment of the service obligation, or another
valid reason determined by the Secretary, and that the
recipient has, as of the date of the reconsideration,
demonstrated that the recipient did meet, or is
meeting, the service obligation in the agreement under
subsection (b), the Secretary shall--
(i) discharge the Federal loan;
(ii) discharge any interest or fees that
may have accumulated during the period that the
Federal loan was in effect;
(iii) if the recipient has other Federal
loans, apply any payments made for such Federal
loan during such period to those other loans;
(iv) if the recipient does not have other
loans, reimburse the recipient for any amounts
paid on such loan during such period;
(v) request that consumer reporting
agencies remove any negative credit reporting
due to the Federal loan; and
(vi) use the additional information
provided under subparagraph (A) to determine
the progress the recipient has made in meeting
the service obligation and extend the time
remaining for the recipient to fulfill the
service obligation accordingly.
(8) Interaction with teach grants.--
(A) No double benefits.--An eligible student may
not receive a scholarship under subsection (b) and a
TEACH grant under subpart 9 of part A of title IV of
the Higher Education Act of 1965 (20 U.S.C. 1070g et
seq.) for the same academic year.
(B) Concurrent service.--In the case of a
participant in the Corps who, for different academic
years, has received a scholarship under subsection (b)
and a TEACH grant under subpart 9 of part A of title IV
of the Higher Education Act of 1965 (20 U.S.C. 1070g et
seq.), any period of service by the participant that
satisfies all or part of the service obligation
requirement under subsection (c) shall concurrently be
deemed to satisfy an equivalent period of the service
obligation under section 420N(b) of such Act, if the
service occurs during the service obligation window
described in paragraph (1)(A) of such section.
SEC. 303. AUTHORIZATION.
There are authorized to be appropriated to carry out this title,
including administering the National Educator Service Corps, the
following amounts:
(1) $500,000,000 for fiscal year 2027.
(2) $600,000,000 for fiscal year 2028.
(3) $700,000,000 for fiscal year 2029.
(4) $800,000,000 for fiscal year 2030.
(5) $900,000,000 for fiscal year 2031.
(6) $1,000,000,000 for fiscal year 2032.
TITLE IV--RESEARCH, EVIDENCE, AND THE FUTURE OF LEARNING
SEC. 401. NATIONAL CENTER FOR RESEARCH AND TECHNICAL SUPPORT.
The Secretary shall establish a National Center for Research and
Technical Support on Educator Workforce Development and Design within
the Institute of Education Sciences. That Center shall--
(1) conduct longitudinal studies on educator preparation,
retention, and staffing models;
(2) provide technical assistance for State and local
evaluation of new educator workforce designs;
(3) manage a dedicated What Works Clearinghouse channel
focused on educator workforce initiatives; and
(4) partner with the Office of Educational Technology and
the Office of Educator Workforce to conduct research on best
practices for using Artificial Intelligence in the classroom,
simulation, and immersive technologies in educator preparation.
SEC. 402. RESEARCH GRANTS.
(a) Grants Authorized.--The Secretary is authorized to award grants
to institutions of higher education and nonprofit organizations, in
partnership with local educational agencies, in order to enable those
recipients to evaluate and scale promising practices regarding--
(1) educator preparation strategies and instructional and
leadership practices that improve student achievement,
including closing achievement gaps among--
(A) each major racial and ethnic group;
(B) economically disadvantaged students as compared
to students who are not economically disadvantaged;
(C) children with disabilities as compared to
children without disabilities;
(D) English proficiency status;
(E) gender; and
(F) migrant status;
(2) evidence-based staffing, residency, induction,
mentoring, and career advancement models that improve educator
recruitment and retention;
(3) strategies to expand access to high-quality educator
preparation programs in rural, high-need, and underserved
communities;
(4) high-impact tutoring as a clinical component of
educator preparation; and
(5) emerging technology tools, such as AI-driven tutoring
platforms, virtual-reality classroom simulations, and avatar-
based coaching tools to improve candidate readiness and reduce
training costs.
(b) Authorization of Appropriations.--There are authorized to be
appropriated such sums as may be necessary to carry out this section.
(c) Rule of Construction.--Nothing in this section shall be
construed to authorize the use of technology to supplant or replace
educators in the classroom.
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