115 STAT. 1425 PUBLIC LAW 107–110 — JAN. 8, 2002
No Child Left Behind (NCLB) Act of 2001
Public Law 107–110

 

TITLE II — PREPARING, TRAINING, AND RECRUITING HIGH QUALITY TEACHERS
AND PRINCIPALS

 

PART A — TEACHER AND PRINCIPAL TRAINING AND RECRUITING FUND

SEC. 2101. PURPOSE.
The purpose of this part is to provide grants to State educational agencies, local educational agencies, State agencies for higher education, and eligible partnerships in order to —
(1) increase student academic achievement through strategies such as improving teacher and principal quality and increasing the number of highly qualified teachers in the classroom and highly qualified principals and assistant principals in schools; and
(2) hold local educational agencies and schools accountable for improvements in student academic achievement.

SEC. 2102. 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 one or more academic majors in disciplines or content areas corresponding to the academic subjects in which teachers teach; and
(B) when referring to a specific academic subject, the disciplines or content areas in which an academic major is offered by an organizational unit described in subparagraph (A).
(2) CHARTER SCHOOL. — The term ‘charter school’ has the meaning given the term in section 5210.
(3) 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 families with incomes below the poverty line; or
(ii) for which not less than 20 percent of the children served by the agency are from families with incomes below the poverty line; 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.
(4) HIGHLY QUALIFIED PARAPROFESSIONAL.—The term ‘highly qualified paraprofessional’ means a paraprofessional who has not less than 2 years of —
(A) experience in a classroom; and
(B) postsecondary education or demonstrated competence in a field or academic subject for which there is a significant shortage of qualified teachers.
(5) OUT-OF-FIELD TEACHER. — The term ‘out-of-field teacher’ means a teacher who is teaching an academic subject or a grade level for which the teacher is not highly qualified.
(6) PRINCIPAL. — The term ‘principal’ includes an assistant principal.

SEC. 2103. AUTHORIZATIONS OF APPROPRIATIONS.
(a) GRANTS TO STATES, LOCAL EDUCATIONAL AGENCIES, AND ELIGIBLE PARTNERSHIPS. — There are authorized to be appropriated to carry out this part (other than subpart 5) $3,175,000,000 for fiscal year 2002 and such sums as may be necessary for each of the 5 succeeding fiscal years.
(b) NATIONAL PROGRAMS. — There are authorized to be appropriated to carry out subpart 5 such sums as may be necessary for fiscal year 2002 and each of the 5 succeeding fiscal years.

Subpart 1 — Grants to States
SEC. 2111. ALLOTMENTS TO STATES.
(a) IN GENERAL. — The Secretary shall make grants to States with applications approved under section 2112 to pay for the Federal share of the cost of carrying out the activities specified in section 2113. Each grant shall consist of the allotment determined for a State under subsection (b).
(b) DETERMINATION OF ALLOTMENTS. —
(1) RESERVATION OF FUNDS. —
(A) IN GENERAL. — From the total amount appropriated under section 2103(a) for a fiscal year, the Secretary shall reserve —
(i) one-half of 1 percent for allotments for the United States Virgin Islands, Guam, American Samoa, and the Commonwealth of the Northern Mariana Islands, to be distributed among those outlying areas on the basis of their relative need, as determined by the Secretary, in accordance with the purpose of this part; and
(ii) one-half of 1 percent for the Secretary of the Interior for programs under this part in schools operated or funded by the Bureau of Indian Affairs.
(2) STATE ALLOTMENTS. —
(A) HOLD HARMLESS. —
(i) IN GENERAL. — Subject to subparagraph (B), from the funds appropriated under section 2103(a) for any fiscal year and not reserved under paragraph (1), the Secretary shall allot to each of the 50 States, the District of Columbia, and the Commonwealth of Puerto Rico an amount equal to the total amount that such State received for fiscal year 2001 under —
(I) section 2202(b) of this Act (as in effect on the day before the date of enactment of the No Child Left Behind Act of 2001); and
(II) section 306 of the Department of Education Appropriations Act, 2001 (as enacted into law by section 1(a)(1) of Public Law 106–554).
(ii) RATABLE REDUCTION. — If the funds described in clause (i) are insufficient to pay the full amounts that all States are eligible to receive under clause (i) for any fiscal year, the Secretary shall ratably reduce those amounts for the fiscal year.
(B) ALLOTMENT OF ADDITIONAL FUNDS. —
(i) IN GENERAL. — Subject to clause (ii), for any fiscal year for which the funds appropriated under section 2103(a) and not reserved under paragraph (1) exceed the total amount required to make allotments under subparagraph (A), the Secretary shall allot to each of the States described in subparagraph (A) the sum of —
(I) an amount that bears the same relationship to 35 percent of the excess amount as the number of individuals age 5 through 17 in the State, as determined by the Secretary on the basis of the most recent satisfactory data, bears to the number of those individuals in all such States, as so determined; and
(II) an amount that bears the same relationship to 65 percent of the excess amount as the number of individuals age 5 through 17 from families with incomes below the poverty line, in the State, as determined by the Secretary on the basis of the most recent satisfactory data, bears to the number of those individuals in all such States, as so determined.
(ii) EXCEPTION. — No State receiving an allotment under clause (i) may receive less than one-half of 1 percent of the total excess amount allotted under such clause for a fiscal year.
(3) REALLOTMENT. — If any State does not apply for an allotment under this subsection for any fiscal year, the Secretary shall reallot the amount of the allotment to the remaining States in accordance with this subsection.

SEC. 2112. STATE APPLICATIONS.
(a) IN GENERAL. — For a State to be eligible to receive a grant under this part, the State educational agency shall submit an application to the Secretary at such time, in such manner, and containing such information as the Secretary may reasonably require.
(b) CONTENTS. — Each application submitted under this section shall include the following:
(1) A description of how the activities to be carried out by the State educational agency under this subpart will be based on a review of scientifically based research and an explanation of why the activities are expected to improve student academic achievement.
(2) A description of how the State educational agency will ensure that a local educational agency receiving a subgrant to carry out subpart 2 will comply with the requirements of such subpart.
(3) A description of how the State educational agency will ensure that activities assisted under this subpart are aligned with challenging State academic content and student academic achievement standards, State assessments, and State and local curricula.
(4) A description of how the State educational agency will use funds under this part to improve the quality of the State’s teachers and principals.
(5)(A) A description of how the State educational agency will coordinate professional development activities authorized under this part with professional development activities provided under other Federal, State, and local programs.
(B) A description of the comprehensive strategy that the State educational agency will use, as part of such coordination effort, to ensure that teachers are trained in the use of technology so that technology and applications of technology are effectively used in the classroom to improve teaching and learning in all curricula and academic subjects, as appropriate.
(6) A description of how the State educational agency will encourage the development of proven, innovative strategies to deliver intensive professional development programs that are both cost-effective and easily accessible, such as strategies that involve delivery through the use of technology, peer networks, and distance learning.
(7)(A) A description of how the State educational agency will ensure compliance with the requirements for professional development activities described in section 9101 and how the activities to be carried out under the grant will be developed collaboratively and based on the input of teachers, principals, parents, administrators, paraprofessionals, and other school personnel.
(B) In the case of a State in which the State educational agency is not the entity responsible for teacher professional standards, certification, and licensing, an assurance that the State activities carried out under this subpart are carried out in conjunction with the entity responsible for such standards, certification, and licensing under State law.
(8) A description of how the State educational agency will ensure that the professional development (including teacher mentoring) needs of teachers will be met using funds under this subpart and subpart 2.
(9) A description of the State educational agency’s annual measurable objectives under section 1119(a)(2).
(10) A description of how the State educational agency will use funds under this part to meet the teacher and paraprofessional requirements of section 1119 and how the State educational agency will hold local educational agencies accountable for meeting the annual measurable objectives described in section 1119(a)(2).
(11) In the case of a State that has a charter school law that exempts teachers from State certification and licensing requirements, the specific portion of the State law that provides for the exemption.
(12) An assurance that the State educational agency will comply with section 9501 (regarding participation by private school children and teachers).
(c) DEEMED APPROVAL. — An application submitted by a State educational agency pursuant to subsection (a) shall be deemed to be approved by the Secretary unless the Secretary makes a written determination, prior to the expiration of the 120-day period beginning on the date on which the Secretary received the application, that the application is not in compliance with this subpart.
(d) DISAPPROVAL. — The Secretary shall not finally disapprove the application, except after giving the State educational agency notice and an opportunity for a hearing.
(e) NOTIFICATION. — If the Secretary finds that the application is not in compliance, in whole or in part, with this subpart, the Secretary shall —
(1) give the State educational agency notice and an opportunity for a hearing; and
(2) notify the State educational agency of the finding of noncompliance and, in such notification, shall —
(A) cite the specific provisions in the application that are not in compliance; and
(B) request additional information, only as to the noncompliant provisions, needed to make the application
compliant.
(f) RESPONSE. — If the State educational agency responds to the Secretary’s notification described in subsection (e)(2) during the 45-day period beginning on the date on which the agency received the notification, and resubmits the application with the requested information described in subsection (e)(2)(B), the Secretary shall approve or disapprove such application prior to the later of —
(1) the expiration of the 45-day period beginning on the date on which the application is resubmitted; or
(2) the expiration of the 120-day period described in subsection (c).
(g) FAILURE TO RESPOND. — If the State educational agency does not respond to the Secretary’s notification described in subsection (e)(2) during the 45-day period beginning on the date on which the agency received the notification, such application shall be deemed to be disapproved.

SEC. 2113. STATE USE OF FUNDS.
(a) IN GENERAL. — A State that receives a grant under section 2111 shall —
(1) reserve 95 percent of the funds made available through the grant to make subgrants to local educational agencies as described in subpart 2;
(2) reserve 2.5 percent (or, for a fiscal year described in subsection (b), the percentage determined under subsection (b)) of the funds to make subgrants to local partnerships as described in subpart 3; and
(3) use the remainder of the funds for State activities described in subsection (c).
(b) SPECIAL RULE. — For any fiscal year for which the total amount that would be reserved by all States under subsection (a)(2), if the States applied a 2.5 percentage rate, exceeds $125,000,000, the Secretary shall determine an alternative percentage that the States shall apply for that fiscal year under subsection (a)(2) so that the total amount reserved by all States under subsection (a)(2) equals $125,000,000.
(c) STATE ACTIVITIES. — The State educational agency for a State that receives a grant under section 2111 shall use the funds described in subsection (a)(3) to carry out one or more of the following activities, which may be carried out through a grant or contract with a for-profit or nonprofit entity:
(1) Reforming teacher and principal certification (including recertification) or licensing requirements to ensure that —
(A)(i) teachers have the necessary subject matter knowledge and teaching skills in the academic subjects that the teachers teach; and
(ii) principals have the instructional leadership skills to help teachers teach and students learn;
(B) teacher certification (including recertification) or licensing requirements are aligned with challenging State academic content standards; and
(C) teachers have the subject matter knowledge and teaching skills, including technology literacy, and principals have the instructional leadership skills, necessary to help students meet challenging State student academic achievement standards.
(2) Carrying out programs that provide support to teachers or principals, including support for teachers and principals new to their profession, such as programs that —
(A) provide teacher mentoring, team teaching, reduced class schedules, and intensive professional development; and
(B) use standards or assessments for guiding beginning teachers that are consistent with challenging State student academic achievement standards and with the requirements for professional development activities described in section 9101.
(3) Carrying out programs that establish, expand, or improve alternative routes for State certification of teachers and principals, especially in the areas of mathematics and science, for highly qualified individuals with a baccalaureate or master’s degree, including mid-career professionals from other occupations, paraprofessionals, former military personnel, and recent college or university graduates with records of academic distinction who demonstrate the potential to become highly effective teachers or principals.
(4) Developing and implementing mechanisms to assist local educational agencies and schools in effectively recruiting and retaining highly qualified teachers, including specialists in core academic subjects, principals, and pupil services personnel, except that funds made available under this paragraph may be used for pupil services personnel only —
(A) if the State educational agency is making progress toward meeting the annual measurable objectives described in section 1119(a)(2); and
(B) in a manner consistent with mechanisms to assist local educational agencies and schools in effectively recruiting and retaining highly qualified teachers and principals.
(5) Reforming tenure systems, implementing teacher testing for subject matter knowledge, and implementing teacher testing for State certification or licensing, consistent with title II of the Higher Education Act of 1965.
(6) Providing professional development for teachers and principals and, in cases in which a State educational agency determines support to be appropriate, supporting the participation of pupil services personnel in the same type of professional development activities as are made available to teachers and principals.
(7) Developing systems to measure the effectiveness of specific professional development programs and strategies to document gains in student academic achievement or increases in teacher mastery of the academic subjects the teachers teach.
(8) Fulfilling the State educational agency’s responsibilities concerning proper and efficient administration of the programs carried out under this part, including provision of technical assistance to local educational agencies.
(9) Funding projects to promote reciprocity of teacher and principal certification or licensing between or among States, except that no reciprocity agreement developed under this paragraph or developed using funds provided under this part may lead to the weakening of any State teaching certification or licensing requirement.
(10) Developing or assisting local educational agencies in the development and use of proven, innovative strategies to deliver intensive professional development programs that are both cost-effective and easily accessible, such as strategies that involve delivery through the use of technology, peer networks, and distance learning.
(11) Encouraging and supporting the training of teachers and administrators to effectively integrate technology into curricula and instruction, including training to improve the ability to collect, manage, and analyze data to improve teaching, decision-making, school improvement efforts, and accountability.
(12) Developing, or assisting local educational agencies in developing, merit-based performance systems, and strategies that provide differential and bonus pay for teachers in high-need academic subjects such as reading, mathematics, and science and teachers in high-poverty schools and districts.
(13) Providing assistance to local educational agencies for the development and implementation of professional development programs for principals that enable the principals to be effective school leaders and prepare all students to meet challenging State academic content and student academic achievement standards, and the development and support of school leadership academies to help exceptionally talented aspiring or current principals and superintendents become outstanding managers and educational leaders.
(14) Developing, or assisting local educational agencies in developing, teacher advancement initiatives that promote professional growth and emphasize multiple career paths (such as paths to becoming a career teacher, mentor teacher, or exemplary teacher) and pay differentiation.
(15) Providing assistance to teachers to enable them to meet certification, licensing, or other requirements needed to become highly qualified by the end of the fourth year for which the State receives funds under this part (as amended by the No Child Left Behind Act of 2001).
(16) Supporting activities that ensure that teachers are able to use challenging State academic content standards and student academic achievement standards, and State assessments, to improve instructional practices and improve student academic achievement.
(17) Funding projects and carrying out programs to encourage men to become elementary school teachers.
(18) Establishing and operating a center that —
(A) serves as a statewide clearinghouse for the recruitment and placement of kindergarten, elementary school, and secondary school teachers; and
(B) establishes and carries out programs to improve teacher recruitment and retention within the State.
(d) ADMINISTRATIVE COSTS. — A State educational agency or State agency for higher education receiving a grant under this part may use not more than 1 percent of the grant funds for planning and administration related to carrying out activities under subsection (c) and subpart 3.
(e) COORDINATION. — A State that receives a grant to carry out this subpart and a grant under section 202 of the Higher Education Act of 1965 shall coordinate the activities carried out under this subpart and the activities carried out under that section.
(f) SUPPLEMENT, NOT SUPPLANT. — Funds received under this subpart shall be used to supplement, and not supplant, non-Federal funds that would otherwise be used for activities authorized under this subpart.

Subpart 2 — Subgrants to Local Educational Agencies
SEC. 2121. ALLOCATIONS TO LOCAL EDUCATIONAL AGENCIES.
(a) SUBGRANTS TO LOCAL EDUCATIONAL AGENCIES. —
(1) IN GENERAL. — The Secretary may make a grant to a State under subpart 1 only if the State educational agency agrees to distribute the funds described in this subsection as subgrants to local educational agencies under this subpart.
(2) HOLD HARMLESS. —
(A) IN GENERAL. — From the funds reserved by a State under section 2113(a)(1), the State educational agency shall allocate to each local educational agency in the State an amount equal to the total amount that such agency received for fiscal year 2001 under —
(i) section 2203(1)(B) of this Act (as in effect on the day before the date of enactment of the No Child Left Behind Act of 2001); and
(ii) section 306 of the Department of Education Appropriations Act, 2001 (as enacted into law by section 1(a)(1) of Public Law 106–554).
(B) NONPARTICIPATING AGENCIES. — In the case of a local educational agency that did not receive any funds for fiscal year 2001 under one or both of the provisions referred to in clauses (i) and (ii) of subparagraph (A), the amount allocated to the agency under such subparagraph shall be the total amount that the agency would have received for fiscal year 2001 if the agency had elected to participate in all of the programs for which the agency was eligible under each of the provisions referred to in those clauses.
(C) RATABLE REDUCTION. — If the funds described in subparagraph (A) are insufficient to pay the full amounts that all local educational agencies in the State are eligible to receive under subparagraph (A) for any fiscal year, the State educational agency shall ratably reduce such amounts for the fiscal year.
(3) ALLOCATION OF ADDITIONAL FUNDS. — For any fiscal year for which the funds reserved by a State under section 2113(a)(1) exceed the total amount required to make allocations under paragraph (2), the State educational agency shall allocate to each of the eligible local educational agencies in the State the sum of —
(A) an amount that bears the same relationship to 20 percent of the excess amount as the number of individuals age 5 through 17 in the geographic area served by the agency, as determined by the Secretary on the basis of the most recent satisfactory data, bears to the number of those individuals in the geographic areas served by all the local educational agencies in the State, as so determined; and
(B) an amount that bears the same relationship to 80 percent of the excess amount as the number of individuals age 5 through 17 from families with incomes below the poverty line in the geographic area served by the agency, as determined by the Secretary on the basis of the most recent satisfactory data, bears to the number of those individuals in the geographic areas served by all the local educational agencies in the State, as so determined.

SEC. 2122. LOCAL APPLICATIONS AND NEEDS ASSESSMENT.
(a) IN GENERAL. — To be eligible to receive a subgrant under this subpart, a local educational agency shall submit an application to the State educational agency at such time, in such manner, and containing such information as the State educational agency may reasonably require.
(b) CONTENTS. — Each application submitted under this section shall be based on the needs assessment required in subsection (c) and shall include the following:
(1)(A) A description of the activities to be carried out by the local educational agency under this subpart and how these activities will be aligned with —
(i) challenging State academic content standards and student academic achievement standards, and State assessments; and
(ii) the curricula and programs tied to the standards described in clause (i).
(B) A description of how the activities will be based on a review of scientifically based research and an explanation of why the activities are expected to improve student academic achievement.
(2) A description of how the activities will have a substantial, measurable, and positive impact on student academic achievement and how the activities will be used as part of a broader strategy to eliminate the achievement gap that separates low-income and minority students from other students.
(3) An assurance that the local educational agency will target funds to schools within the jurisdiction of the local educational agency that —
(A) have the lowest proportion of highly qualified teachers;
(B) have the largest average class size; or
(C) are identified for school improvement under section 1116(b).
(4) A description of how the local educational agency will coordinate professional development activities authorized under this subpart with professional development activities provided through other Federal, State, and local programs.
(5) A description of the professional development activities that will be made available to teachers and principals under this subpart and how the local educational agency will ensure that the professional development (which may include teacher mentoring) needs of teachers and principals will be met using funds under this subpart.
(6) A description of how the local educational agency will integrate funds under this subpart with funds received under part D that are used for professional development to train teachers to integrate technology into curricula and instruction to improve teaching, learning, and technology literacy.
(7) A description of how the local educational agency, teachers, paraprofessionals, principals, other relevant school personnel, and parents have collaborated in the planning of activities to be carried out under this subpart and in the preparation of the application.
(8) A description of the results of the needs assessment described in subsection (c).
(9) A description of how the local educational agency will provide training to enable teachers to —
(A) teach and address the needs of students with different learning styles, particularly students with disabilities, students with special learning needs (including students who are gifted and talented), and students with limited English proficiency;
(B) improve student behavior in the classroom and identify early and appropriate interventions to help students described in subparagraph (A) learn;
(C) involve parents in their child’s education; and
(D) understand and use data and assessments to improve classroom practice and student learning.
(10) A description of how the local educational agency will use funds under this subpart to meet the requirements of section 1119.
(11) An assurance that the local educational agency will comply with section 9501 (regarding participation by private school children and teachers).
(c) NEEDS ASSESSMENT. —
(1) IN GENERAL. — To be eligible to receive a subgrant under this subpart, a local educational agency shall conduct an assessment of local needs for professional development and hiring, as identified by the local educational agency and school staff.
(2) REQUIREMENTS. — Such needs assessment shall be conducted with the involvement of teachers, including teachers participating in programs under part A of title I, and shall take into account the activities that need to be conducted in order to give teachers the means, including subject matter knowledge and teaching skills, and to give principals the instructional leadership skills to help teachers, to provide students with the opportunity to meet challenging State and local student academic achievement standards.

SEC. 2123. LOCAL USE OF FUNDS.
(a) IN GENERAL.—A local educational agency that receives a subgrant under section 2121 shall use the funds made available through the subgrant to carry out one or more of the following activities, including carrying out the activities through a grant or contract with a for-profit or nonprofit entity:
(1) Developing and implementing mechanisms to assist schools in effectively recruiting and retaining highly qualified teachers, including specialists in core academic subjects, principals, and pupil services personnel, except that funds made available under this paragraph may be used for pupil services personnel only —
(A) if the local educational agency is making progress toward meeting the annual measurable objectives described in section 1119(a)(2); and
(B) in a manner consistent with mechanisms to assist schools in effectively recruiting and retaining highly qualified teachers and principals.
(2) Developing and implementing initiatives to assist in recruiting highly qualified teachers (particularly initiatives that have proven effective in retaining highly qualified teachers), and hiring highly qualified teachers, who will be assigned teaching positions within their fields, including —
(A) providing scholarships, signing bonuses, or other financial incentives, such as differential pay, for teachers
to teach —
(i) in academic subjects in which there exists a shortage of highly qualified teachers within a school or within the local educational agency; and
(ii) in schools in which there exists a shortage of highly qualified teachers;
(B) recruiting and hiring highly qualified teachers to reduce class size, particularly in the early grades; and
(C) establishing programs that —
(i) train and hire regular and special education teachers (which may include hiring special education teachers to team-teach in classrooms that contain both children with disabilities and nondisabled children);
(ii) train and hire highly qualified teachers of special needs children, as well as teaching specialists in core academic subjects who will provide increased individualized instruction to students;
(iii) recruit qualified professionals from other fields, including highly qualified paraprofessionals, and provide such professionals with alternative routes to teacher certification, including developing and implementing hiring policies that ensure comprehensive recruitment efforts as a way to expand the applicant pool, such as through identifying teachers certified through alternative routes, and using a system of intensive screening designed to hire the most qualified applicants; and
(iv) provide increased opportunities for minorities, individuals with disabilities, and other individuals underrepresented in the teaching profession.
(3) Providing professional development activities —
(A) that improve the knowledge of teachers and principals and, in appropriate cases, paraprofessionals, concerning —
(i) one or more of the core academic subjects that the teachers teach; and
(ii) effective instructional strategies, methods, and skills, and use of challenging State academic content standards and student academic achievement standards, and State assessments, to improve teaching practices and student academic achievement; and
(B) that improve the knowledge of teachers and principals and, in appropriate cases, paraprofessionals, concerning effective instructional practices and that —
(i) involve collaborative groups of teachers and administrators;
(ii) provide training in how to teach and address the needs of students with different learning styles, particularly students with disabilities, students with special learning needs (including students who are gifted and talented), and students with limited English proficiency;
(iii) provide training in methods of —
(I) improving student behavior in the classroom; and
(II) identifying early and appropriate interventions to help students described in clause (ii) learn;
(iv) provide training to enable teachers and principals to involve parents in their child’s education, especially parents of limited English proficient and immigrant children; and
(v) provide training on how to understand and use data and assessments to improve classroom practice and student learning.
(4) Developing and implementing initiatives to promote retention of highly qualified teachers and principals, particularly within elementary schools and secondary schools with a high percentage of low-achieving students, including programs that provide —
(A) teacher mentoring from exemplary teachers, principals, or superintendents;
(B) induction and support for teachers and principals during their first 3 years of employment as teachers or principals, respectively;
(C) incentives, including financial incentives, to retain teachers who have a record of success in helping low-achieving students improve their academic achievement; or
(D) incentives, including financial incentives, to principals who have a record of improving the academic achievement of all students, but particularly students from economically disadvantaged families, students from racial and ethnic minority groups, and students with disabilities.
(5) Carrying out programs and activities that are designed to improve the quality of the teacher force, such as —
(A) innovative professional development programs (which may be provided through partnerships including institutions of higher education), including programs that train teachers and principals to integrate technology into curricula and instruction to improve teaching, learning, and technology literacy, are consistent with the requirements of section 9101, and are coordinated with activities carried out under part D;
(B) development and use of proven, cost-effective strategies for the implementation of professional development activities, such as through the use of technology and distance learning;
(C) tenure reform;
(D) merit pay programs; and
(E) testing of elementary school and secondary school teachers in the academic subjects that the teachers teach.
(6) Carrying out professional development activities designed to improve the quality of principals and superintendents, including the development and support of academies to help talented aspiring or current principals and superintendents become outstanding managers and educational leaders.
(7) Hiring highly qualified teachers, including teachers who become highly qualified through State and local alternative routes to certification, and special education teachers, in order to reduce class size, particularly in the early grades.
(8) Carrying out teacher advancement initiatives that promote professional growth and emphasize multiple career paths (such as paths to becoming a career teacher, mentor teacher, or exemplary teacher) and pay differentiation.
(10) Carrying out programs and activities related to exemplary teachers.
(b) SUPPLEMENT, NOT SUPPLANT. — Funds received under this subpart shall be used to supplement, and not supplant, non-Federal funds that would otherwise be used for activities authorized under this subpart.

Subpart 3 — Subgrants to Eligible Partnerships
SEC. 2131. DEFINITIONS.
In this subpart:
(1) ELIGIBLE PARTNERSHIP. — The term ‘eligible partnership’ means an entity that —
(A) shall include —
(i) a private or State institution of higher education and the division of the institution that prepares teachers and principals;
(ii) a school of arts and sciences; and
(iii) a high-need local educational agency; and
(B) may include another local educational agency, a public charter school, an elementary school or secondary school, an educational service agency, a nonprofit educational organization, another institution of higher education, a school of arts and sciences within such an institution, the division of such an institution that prepares teachers and principals, a nonprofit cultural organization, an entity carrying out a prekindergarten program, a teacher organization, a principal organization, or a business.
(2) LOW-PERFORMING SCHOOL. — The term ‘low-performing school’ means an elementary school or secondary school that is identified under section 1116.

SEC. 2132. SUBGRANTS.
(a) IN GENERAL. — The State agency for higher education for a State that receives a grant under section 2111, working in conjunction with the State educational agency (if such agencies are separate), shall use the funds reserved under section 2113(a)(2) to make subgrants, on a competitive basis, to eligible partnerships to enable such partnerships to carry out the activities described in section 2134.
(b) DISTRIBUTION. — The State agency for higher education shall ensure that —
(1) such subgrants are equitably distributed by geographic area within a State; or
(2) eligible partnerships in all geographic areas within the State are served through the subgrants.
(c) SPECIAL RULE. — No single participant in an eligible partnership may use more than 50 percent of the funds made available to the partnership under this section.

SEC. 2133. APPLICATIONS.
To be eligible to receive a subgrant under this subpart, an eligible partnership shall submit an application to the State agency for higher education at such time, in such manner, and containing such information as the agency may require.

SEC. 2134. USE OF FUNDS.
(a) IN GENERAL. — An eligible partnership that receives a subgrant under section 2132 shall use the subgrant funds for —
(1) professional development activities in core academic subjects to ensure that —
(A) teachers and highly qualified paraprofessionals, and, if appropriate, principals have subject matter knowledge in the academic subjects that the teachers teach, including the use of computer related technology to enhance student learning; and
(B) principals have the instructional leadership skills that will help such principals work most effectively with teachers to help students master core academic subjects; and
(2) developing and providing assistance to local educational agencies and individuals who are teachers, highly qualified paraprofessionals, or principals of schools served by such agencies, for sustained, high-quality professional development activities that —
(A) ensure that the individuals are able to use challenging State academic content standards and student academic achievement standards, and State assessments, to improve instructional practices and improve student academic achievement;
(B) may include intensive programs designed to prepare such individuals who will return to a school to provide instruction related to the professional development described in subparagraph (A) to other such individuals within such school; and
(C) may include activities of partnerships between one or more local educational agencies, one or more schools served by such local educational agencies, and one or more institutions of higher education for the purpose of improving teaching and learning at low-performing schools.
(b) COORDINATION.—An eligible partnership that receives a subgrant to carry out this subpart and a grant under section 203 of the Higher Education Act of 1965 shall coordinate the activities carried out under this subpart and the activities carried out under that section 203.

Subpart 4 — Accountability
SEC. 2141. TECHNICAL ASSISTANCE AND ACCOUNTABILITY.
(a) IMPROVEMENT PLAN. — After the second year of the plan described in section 1119(a)(2), if a State educational agency determines, based on the reports described in section 1119(b)(1), that a local educational agency in the State has failed to make progress toward meeting the annual measurable objectives described in section 1119(a)(2), for 2 consecutive years, such local educational agency shall develop an improvement plan that will enable the agency to meet such annual measurable objectives and that specifically addresses issues that prevented the agency from meeting such annual measurable objectives.
(b) TECHNICAL ASSISTANCE. — During the development of the improvement plan described in subsection (a) and throughout implementation of the plan, the State educational agency shall —
(1) provide technical assistance to the local educational agency; and
(2) provide technical assistance, if applicable, to schools served by the local educational agency that need assistance to enable the local educational agency to meet the annual measurable objectives described in section 1119(a)(2).
(c) ACCOUNTABILITY. — After the third year of the plan described in section 1119(a)(2), if the State educational agency determines, based on the reports described in section 1119(b)(1), that the local educational agency has failed to make progress toward meeting the annual measurable objectives described in section 1119(a)(2), and has failed to make adequate yearly progress as described under section 1111(b)(2)(B), for 3 consecutive years, the State educational agency shall enter into an agreement with such local educational agency on the use of that agency’s funds under this part. As part of this agreement, the State educational agency —
(1) shall develop, in conjunction with the local educational agency, teachers, and principals, professional development strategies and activities, based on scientifically based research, that the local educational agency will use to meet the annual measurable objectives described in section 1119(a)(2) and require such agency to utilize such strategies and activities; and
(2)(A) except as provided in subparagraphs (B) and (C), shall prohibit the use of funds received under part A of title I to fund any paraprofessional hired after the date such determination is made;
(B) shall allow the use of such funds to fund a paraprofessional hired after that date if the local educational agency can demonstrate that the hiring is to fill a vacancy created by the departure of another paraprofessional funded under title I and such new paraprofessional satisfies the requirements of section 1119(c); and
(C) may allow the use of such funds to fund a paraprofessional hired after that date if the local educational agency can demonstrate —
(i) that a significant influx of population has substantially increased student enrollment; or
(ii) that there is an increased need for translators or assistance with parental involvement activities.
(d) SPECIAL RULE. — During the development of the strategies and activities described in subsection (c)(1), the State educational agency shall, in conjunction with the local educational agency, provide from funds allocated to such local educational agency under subpart 2 directly to one or more schools served by such local educational agency, to enable teachers at the schools to choose, with continuing consultation with the principal involved, professional development activities that —
(1) meet the requirements for professional development activities described in section 9101; and
(2) are coordinated with other reform efforts at the schools.

Subpart 5 — National Activities
SEC. 2151. NATIONAL ACTIVITIES OF DEMONSTRATED EFFECTIVENESS.
(a) NATIONAL TEACHER RECRUITMENT CAMPAIGN. — The Secretary is authorized to establish and carry out a national teacher recruitment campaign, which may include activities carried out through the National Teacher Recruitment Clearinghouse, to assist high-need local educational agencies in recruiting teachers (particularly those activities that are effective in retaining new teachers) and training teachers and to conduct a national public service campaign concerning the resources for, and the routes to, entering the field of teaching. In carrying out the campaign, the Secretary may promote and link the activities of the campaign to the information and referral activities of the National Teacher Recruitment Clearinghouse. The Secretary shall coordinate activities under this subsection with State and regional recruitment activities.
(b) SCHOOL LEADERSHIP. —
(1) IN GENERAL. — The Secretary is authorized to establish and carry out a national principal recruitment program to assist high-need local educational agencies in recruiting and training principals (including assistant principals) through such activities as —
(A) providing financial incentives to aspiring new principals;
(B) providing stipends to principals who mentor new principals;
(C) carrying out professional development programs in instructional leadership and management; and
(D) providing incentives that are appropriate for teachers or individuals from other fields who want to become principals and that are effective in retaining new principals.
(2) GRANTS. — If the Secretary uses sums made available under section 2103(b) to carry out paragraph (1), the Secretary shall carry out such paragraph by making grants, on a competitive basis, to —
(A) high-need local educational agencies;
(B) consortia of high-need local educational agencies; and
(C) partnerships of high-need local educational agencies, nonprofit organizations, and institutions of higher education.
(c) ADVANCED CERTIFICATION OR ADVANCED CREDENTIALING. —
(1) IN GENERAL. — The Secretary is authorized to support activities to encourage and support teachers seeking advanced certification or advanced credentialing through high quality professional teacher enhancement programs designed to improve teaching and learning.
(2) IMPLEMENTATION. — In carrying out paragraph (1), the Secretary shall make grants to eligible entities to —
(A) develop teacher standards that include measures tied to increased student academic achievement; and
(B) promote outreach, teacher recruitment, teacher subsidy, or teacher support programs, related to teacher certification or credentialing by the National Board for Professional Teaching Standards, the National Council on Teacher Quality, or other nationally recognized certification or credentialing organizations.
(3) ELIGIBLE ENTITIES. In this subsection, the term ‘eligible entity’ includes —
(A) a State educational agency;
(B) a local educational agency;
(C) the National Board for Professional Teaching Standards, in partnership with a high-need local educational agency or a State educational agency;
(D) the National Council on Teacher Quality, in partnership with a high-need local educational agency or a State educational agency; or
(E) another recognized entity, including another recognized certification or credentialing organization, in partnership with a high-need local educational agency or a State educational agency.
(d) SPECIAL EDUCATION TEACHER TRAINING. — The Secretary is authorized to award a grant to the University of Northern Colorado to enable such university to provide, to other institutions of higher education, assistance in training special education teachers.
(e) EARLY CHILDHOOD EDUCATOR PROFESSIONAL DEVELOPMENT. —
(1) PURPOSE. — The purpose of this subsection is to enhance the school readiness of young children, particularly disadvantaged young children, and to prevent young children from encountering difficulties once the children enter school, by improving the knowledge and skills of early childhood educators who work in communities that have high concentrations of children living in poverty.
(2) PROGRAM AUTHORIZED. —
(A) GRANTS TO PARTNERSHIPS. — The Secretary is authorized to carry out the purpose of this subsection by awarding grants, on a competitive basis, to partnerships consisting of —
(i)(I) one or more institutions of higher education that provide professional development for early childhood educators who work with children from low-income families in high-need communities; or
(II) another public or private entity that provides such professional development;
(ii) one or more public agencies (including local educational agencies, State educational agencies, State human services agencies, and State and local agencies administering programs under the Child Care and Development Block Grant Act of 1990 (42 U.S.C. 9858 et seq.), Head Start agencies, or private organizations; and
(iii) to the extent feasible, an entity with demonstrated experience in providing training to educators in early childhood education programs concerning identifying and preventing behavior problems or working with children identified as or suspected to be victims of abuse.
(B) DURATION AND NUMBER OF GRANTS. —
(i) DURATION. — The Secretary shall award grants under this subsection for periods of not more than 4 years.
(ii) NUMBER. — No partnership may receive more than one grant under this subsection.
(3) APPLICATIONS. —
(A) APPLICATIONS REQUIRED. — Any partnership that desires to receive a grant under this subsection shall submit an application to the Secretary at such time, in such manner, and containing such information as the Secretary may require.
(B) CONTENTS. — Each such application shall include —
(i) a description of the high-need community to be served by the project proposed to be carried out through the grant, including such demographic and socioeconomic information as the Secretary may request;
(ii) information on the quality of the early childhood educator professional development program currently conducted (as of the date of the submission of the application) by the institution of higher education or another provider in the partnership;
(iii) the results of a needs assessment that the entities in the partnership have undertaken to determine the most critical professional development needs of the early childhood educators to be served by the partnership and in the broader community, and a description of how the proposed project will address those needs;
(iv) a description of how the proposed project will be carried out, including a description of —
(I) how individuals will be selected to participate;
(II) the types of professional development activities, based on scientifically based research, that will be carried out;
(III) how research on effective professional development and on adult learning will be used to design and deliver project activities;
(IV) how the project will be coordinated with and build on, and will not supplant or duplicate, early childhood education professional development activities in the high-need community;
(V) how the project will train early childhood educators to provide developmentally appropriate school-readiness services that are based on the best available research on early childhood pedagogy and child development and learning domains;
(VI) how the project will train early childhood educators to meet the diverse educational needs of children in the community, including children who have limited English proficiency, children with disabilities, or children with other special needs; and
(VII) how the project will train early childhood educators in identifying and preventing behavioral problems in children or working with children identified as or suspected to be victims of abuse;
(v) a description of —
(I) the specific objectives that the partnership will seek to attain through the project, and the methods that the partnership will use to measure progress toward attainment of those objectives; and
(II) how the objectives and the measurement methods align with the achievement indicators established by the Secretary under paragraph (6)(A);
(vi) a description of the partnership’s plan for continuing the activities carried out under the project after Federal funding ceases;
(vii) an assurance that, where applicable, the project will provide appropriate professional development to volunteers working directly with young children, as well as to paid staff; and
(viii) an assurance that, in developing the application and in carrying out the project, the partnership has consulted with, and will consult with, relevant agencies, early childhood educator organizations, and early childhood providers that are not members of the partnership.
(4) SELECTION OF GRANT RECIPIENTS. —
(A) CRITERIA. — The Secretary shall select partnerships to receive grants under this subsection on the basis of the degree to which the communities proposed to be served require assistance and the quality of the applications submitted under paragraph (3).
(B) GEOGRAPHIC DISTRIBUTION. — In selecting partnerships to receive grants under this subsection, the Secretary shall seek to ensure that communities in different regions of the Nation, as well as both urban and rural communities, are served.
(5) USES OF FUNDS. —
(A) IN GENERAL. — Each partnership receiving a grant under this subsection shall use the grant funds to carry out activities that will improve the knowledge and skills of early childhood educators who are working in early childhood programs that are located in high-need communities and serve concentrations of children from low-income families.
(B) ALLOWABLE ACTIVITIES. — Such activities may include —
(i) professional development for early childhood educators, particularly to familiarize those educators with the application of recent research on child, language, and literacy development and on early childhood pedagogy;
(ii) professional development for early childhood educators in working with parents, so that the educators and parents can work together to provide and support developmentally appropriate school-readiness services that are based on scientifically based research on early childhood pedagogy and child development and learning domains;
(iii) professional development for early childhood educators to work with children who have limited English proficiency, children with disabilities, and children with other special needs;
(iv) professional development to train early childhood educators in identifying and preventing behavioral problems in children or working with children identified as or suspected to be victims of abuse;
(v) activities that assist and support early childhood educators during their first 3 years in the field;
(vi) development and implementation of early childhood educator professional development programs that make use of distance learning and other technologies;
(vii) professional development activities related to the selection and use of screening and diagnostic assessments to improve teaching and learning; and
(viii) data collection, evaluation, and reporting needed to meet the requirements of paragraph (6) relating to accountability.
(6) ACCOUNTABILITY. —
(A) ACHIEVEMENT INDICATORS. — On the date on which the Secretary first issues a notice soliciting applications for grants under this subsection, the Secretary shall announce achievement indicators for this subsection, which shall be designed —
(i) to measure the quality and accessibility of the professional development provided;
(ii) to measure the impact of that professional development on the early childhood education provided by the individuals who receive the professional development; and
(iii) to provide such other measures of program impact as the Secretary determines to be appropriate.
(B) ANNUAL REPORTS; TERMINATION. —
(i) ANNUAL REPORTS. — Each partnership receiving a grant under this subsection shall report annually to the Secretary on the partnership’s progress toward attaining the achievement indicators.
(ii) TERMINATION. — The Secretary may terminate a grant under this subsection at any time if the Secretary determines that the partnership receiving the grant is not making satisfactory progress toward attaining the achievement indicators.
(7) COST-SHARING. —
(A) IN GENERAL. — Each partnership carrying out a project through a grant awarded under this subsection shall provide, from sources other than the program carried out under this subsection, which may include Federal sources —
(i) at least 50 percent of the total cost of the project for the grant period; and
(ii) at least 20 percent of the project cost for each year.
(B) ACCEPTABLE CONTRIBUTIONS. — A partnership may meet the requirements of subparagraph (A) by providing contributions in cash or in kind, fairly evaluated, including plant, equipment, and services.
(C) WAIVERS. — The Secretary may waive or modify the requirements of subparagraph (A) for partnerships in cases of demonstrated financial hardship.
(8) FEDERAL COORDINATION. — The Secretary and the Secretary of Health and Human Services shall coordinate activities carried out through programs under this subsection with activities carried out through other early childhood programs administered by the Secretary or the Secretary of Health and Human Services.
(9) DEFINITIONS. — In this subsection:
(A) EARLY CHILDHOOD EDUCATOR.—The term ‘early childhood educator’ means a person providing, or employed by a provider of, nonresidential child care services (including center-based, family-based, and in-home child care services) that is legally operating under State law, and that complies with applicable State and local requirements for the provision of child care services to children at any age from birth through the age at which a child may start kindergarten in that State.
(B) HIGH-NEED COMMUNITY. —
(i) IN GENERAL. — The term ‘high-need community’ means —
(I) a political subdivision of a State, or a portion of a political subdivision of a State, in which at least 50 percent of the children are from low-income families; or
(II) a political subdivision of a State that is among the 10 percent of political subdivisions of the State having the greatest numbers of such children.
(ii) DETERMINATION. — In determining which communities are described in clause (i), the Secretary shall use such data as the Secretary determines are most accurate and appropriate.
(C) LOW-INCOME FAMILY. — The term ‘low-income family’ means a family with an income below the poverty line for the most recent fiscal year for which satisfactory data are available.
(f) TEACHER MOBILITY. —
(1) ESTABLISHMENT. — The Secretary is authorized to establish a panel to be known as the National Panel on Teacher Mobility (referred to in this subsection as the ‘panel’).
(2) MEMBERSHIP. — The panel shall be composed of 12 members appointed by the Secretary. The Secretary shall appoint the members from among practitioners and experts with experience relating to teacher mobility, such as teachers, members of teacher certification or licensing bodies, faculty of institutions of higher education that prepare teachers, and State policymakers with such experience.
(3) PERIOD OF APPOINTMENT; VACANCIES. — Members shall be appointed for the life of the panel. Any vacancy in the panel shall not affect the powers of the panel, but shall be filled in the same manner as the original appointment.
(4) DUTIES. —
(A) STUDY. —
(i) IN GENERAL. — The panel shall study strategies for increasing mobility and employment opportunities for highly qualified teachers, especially for States with teacher shortages and States with school districts or schools that are difficult to staff.
(ii) DATA AND ANALYSIS. — As part of the study, the panel shall evaluate the desirability and feasibility of State initiatives that support teacher mobility by collecting data and conducting effective analysis concerning —
(I) teacher supply and demand;
(II) the development of recruitment and hiring strategies that support teachers; and
(III) increasing reciprocity of certification and licensing across States.
(B) REPORT. — Not later than 1 year after the date on which all members of the panel have been appointed, the panel shall submit to the Secretary and to the appropriate committees of Congress a report containing the results of the study.
(5) POWERS. —
(A) HEARINGS. — The panel may hold such hearings, sit and act at such times and places, take such testimony, and receive such evidence as the panel considers advisable to carry out the objectives of this subsection.
(B) INFORMATION FROM FEDERAL AGENCIES. — The panel may secure directly from any Federal department or agency such information as the panel considers necessary to carry out the provisions of this subsection. Upon request of a majority of the members of the panel, the head of such department or agency shall furnish such information to the panel.
(C) POSTAL SERVICES. — The panel may use the United States mails in the same manner and under the same conditions as other departments and agencies of the Federal Government.
(6) PERSONNEL. —
(A) TRAVEL EXPENSES. — The members of the panel shall not receive compensation for the performance of services for the panel, but shall be allowed travel expenses, including per diem in lieu of subsistence, at rates authorized for employees of agencies under subchapter I of chapter 57 of title 5, United States Code, while away from their homes or regular places of business in the performance of services for the panel. Notwithstanding section 1342 of title 31, United States Code, the Secretary may accept the voluntary and uncompensated services of members of the panel.
(B) DETAIL OF GOVERNMENT EMPLOYEES. — Any Federal Government employee may be detailed to the panel without reimbursement, and such detail shall be without interruption or loss of civil service status or privilege.
(7) PERMANENT COMMITTEE. — Section 14 of the Federal Advisory Committee Act (5 U.S.C. App.) shall not apply to the panel.

. . .

PART B — MATHEMATICS AND SCIENCE PARTNERSHIPS

SEC. 2201. PURPOSE; DEFINITIONS.
(a) PURPOSE. — The purpose of this part is to improve the academic achievement of students in the areas of mathematics and science by encouraging State educational agencies, institutions of higher education, local educational agencies, elementary schools, and secondary schools to participate in programs that —
(1) improve and upgrade the status and stature of mathematics and science teaching by encouraging institutions of higher education to assume greater responsibility for improving mathematics and science teacher education through the establishment of a comprehensive, integrated system of recruiting, training, and advising mathematics and science teachers;
(2) focus on the education of mathematics and science teachers as a career-long process that continuously stimulates teachers’ intellectual growth and upgrades teachers’ knowledge and skills;
(3) bring mathematics and science teachers in elementary schools and secondary schools together with scientists, mathematicians, and engineers to increase the subject matter knowledge of mathematics and science teachers and improve such teachers’ teaching skills through the use of sophisticated laboratory equipment and work space, computing facilities, libraries, and other resources that institutions of higher education are better able to provide than the elementary schools and secondary schools;
(4) develop more rigorous mathematics and science curricula that are aligned with challenging State and local academic content standards and with the standards expected for postsecondary study in engineering, mathematics, and science; and
(5) improve and expand training of mathematics and science teachers, including training such teachers in the effective integration of technology into curricula and instruction.
(b) DEFINITIONS. — In this part:
(1) ELIGIBLE PARTNERSHIP. — The term ‘eligible partnership’ means a partnership that—
(A) shall include —
(i) if grants are awarded under section 2202(a)(1), a State educational agency;
(ii) an engineering, mathematics, or science department of an institution of higher education; and
(iii) a high-need local educational agency; and
(B) may include —
(i) another engineering, mathematics, science, or teacher training department of an institution of higher education;
(ii) additional local educational agencies, public charter schools, public or private elementary schools or secondary schools, or a consortium of such schools;
(iii) a business; or
(iv) a nonprofit or for-profit organization of demonstrated effectiveness in improving the quality of mathematics and science teachers.
(2) SUMMER WORKSHOP OR INSTITUTE. — The term ‘summer workshop or institute’ means a workshop or institute, conducted during the summer, that —
(A) is conducted for a period of not less than 2 weeks;
(B) includes, as a component, a program that provides direct interaction between students and faculty; and
(C) provides for followup training during the academic year that is conducted in the classroom for a period of not less than three consecutive or nonconsecutive days, except that —
(i) if the workshop or institute is conducted during a 2-week period, the followup training shall be conducted for a period of not less than 4 days; and
(ii) if the followup training is for teachers in rural school districts, the followup training may be conducted through distance learning.

SEC. 2202. GRANTS FOR MATHEMATICS AND SCIENCE PARTNERSHIPS.
(a) GRANTS AUTHORIZED. —
(1) GRANTS TO PARTNERSHIPS. — For any fiscal year for which the funds appropriated under section 2203 are less than $100,000,000, the Secretary is authorized to award grants, on a competitive basis, to eligible partnerships to carry out the authorized activities described in subsection (c).
(2) GRANTS TO STATE EDUCATIONAL AGENCIES. —
(A) IN GENERAL. — For any fiscal year for which the funds appropriated under section 2203 equal or exceed
$100,000,000 —
(i) if an eligible partnership in the State was previously awarded a grant under paragraph (1), and the grant period has not ended, the Secretary shall reserve funds in a sufficient amount to make payments to the partnership in accordance with the terms of the grant; and
(ii) the Secretary is authorized to award grants to State educational agencies to enable such agencies to award subgrants, on a competitive basis, to eligible partnerships to carry out the authorized activities described in subsection (c).
(B) ALLOTMENT. — The Secretary shall allot the amount made available under this part for a fiscal year and not reserved under subparagraph (A)(i) among the State educational agencies in proportion to the number of children, aged 5 to 17, who are from families with incomes below the poverty line and reside in a State for the most recent fiscal year for which satisfactory data are available, as compared to the number of such children who reside in all such States for such year.
(C) MINIMUM ALLOTMENT. — The amount of any State educational agency’s allotment under subparagraph (B) for any fiscal year may not be less than one-half of 1 percent of the amount made available under this part for such year.
(3) DURATION. — The Secretary shall award grants under this part for a period of 3 years.
(4) SUPPLEMENT, NOT SUPPLANT. — Funds received under this part shall be used to supplement, and not supplant, funds that would otherwise be used for activities authorized under this part.
(b) APPLICATION REQUIREMENTS. —
(1) IN GENERAL. — Each eligible partnership desiring a grant or subgrant under this part shall submit an application —
(A) in the case of grants awarded pursuant to subsection (a)(1), to the Secretary, at such time, in such manner, and accompanied by such information as the Secretary may require; or
(B) in the case of subgrants awarded pursuant to subsection (a)(2), to the State educational agency, at such time, in such manner, and accompanied by such information as the State educational agency may require.
(2) CONTENTS. — Each application submitted pursuant to paragraph (1) shall include —
(A) the results of a comprehensive assessment of the teacher quality and professional development needs of any schools, local educational agencies, and State educational agencies that comprise the eligible partnership with respect to the teaching and learning of mathematics and science;
(B) a description of how the activities to be carried out by the eligible partnership will be aligned with challenging State academic content and student academic achievement standards in mathematics and science and with other educational reform activities that promote student academic achievement in mathematics and science;
(C) a description of how the activities to be carried out by the eligible partnership will be based on a review of scientifically based research, and an explanation of how the activities are expected to improve student academic achievement and strengthen the quality of mathematics and science instruction;
(D) a description of —
(i) how the eligible partnership will carry out the authorized activities described in subsection (c); and
(ii) the eligible partnership’s evaluation and accountability plan described in subsection (e); and
(E) a description of how the eligible partnership will continue the activities funded under this part after the original grant or subgrant period has expired.
(c) AUTHORIZED ACTIVITIES. — An eligible partnership shall use funds provided under this part for one or more of the following activities related to elementary schools or secondary schools:
(1) Creating opportunities for enhanced and ongoing professional development of mathematics and science teachers that improves the subject matter knowledge of such teachers.
(2) Promoting strong teaching skills for mathematics and science teachers and teacher educators, including integrating reliable scientifically based research teaching methods and technology-based teaching methods into the curriculum.
(3) Establishing and operating mathematics and science summer workshops or institutes, including followup training, for elementary school and secondary school mathematics and science teachers that —
(A) shall —
(i) directly relate to the curriculum and academic areas in which the teacher provides instruction, and focus only secondarily on pedagogy;
(ii) enhance the ability of the teacher to understand and use the challenging State academic content standards for mathematics and science and to select appropriate curricula; and
(iii) train teachers to use curricula that are —
(I) based on scientific research;
(II) aligned with challenging State academic content standards; and
(III) object-centered, experiment-oriented, and concept- and content-based; and
(B) may include —
(i) programs that provide teachers and prospective teachers with opportunities to work under the guidance of experienced teachers and college faculty;
(ii) instruction in the use of data and assessments to inform and instruct classroom practice; and
(iii) professional development activities, including supplemental and followup activities, such as curriculum alignment, distance learning, and activities that train teachers to utilize technology in the classroom.
(4) Recruiting mathematics, engineering, and science majors to teaching through the use of —
(A) signing and performance incentives that are linked to activities proven effective in retaining teachers, for individuals with demonstrated professional experience in mathematics, engineering, or science;
(B) stipends provided to mathematics and science teachers for certification through alternative routes;
(C) scholarships for teachers to pursue advanced course work in mathematics, engineering, or science; and
(D) other programs that the State educational agency determines to be effective in recruiting and retaining individuals with strong mathematics, engineering, or science backgrounds.
(5) Developing or redesigning more rigorous mathematics and science curricula that are aligned with challenging State and local academic content standards and with the standards expected for postsecondary study in mathematics and science.
(6) Establishing distance learning programs for mathematics and science teachers using curricula that are innovative, content-based, and based on scientifically based research that is current as of the date of the program involved.
(7) Designing programs to prepare a mathematics or science teacher at a school to provide professional development to other mathematics or science teachers at the school and to assist beginning and other teachers at the school, including (if applicable) a mechanism to integrate the teacher’s experiences from a summer workshop or institute into the provision of professional development and assistance.
(8) Establishing and operating programs to bring mathematics and science teachers into contact with working scientists, mathematicians, and engineers, to expand such teachers’ subject matter knowledge of and research in science and mathematics.
(9) Designing programs to identify and develop exemplary mathematics and science teachers in the kindergarten through grade 8 classrooms.
(10) Training mathematics and science teachers and developing programs to encourage young women and other underrepresented individuals in mathematics and science careers (including engineering and technology) to pursue postsecondary degrees in majors leading to such careers.
(d) COORDINATION AND CONSULTATION. —
(1) PARTNERSHIP GRANTS. — An eligible partnership receiving a grant under section 203 of the Higher Education Act of 1965 shall coordinate the use of such funds with any related activities carried out by such partnership with funds made available under this part.
(2) NATIONAL SCIENCE FOUNDATION. — In carrying out the activities authorized by this part, the Secretary shall consult and coordinate with the Director of the National Science Foundation, particularly with respect to the appropriate roles for the Department and the Foundation in the conduct of summer workshops, institutes, or partnerships to improve mathematics and science teaching in elementary schools and secondary schools.
(e) EVALUATION AND ACCOUNTABILITY PLAN. —
(1) IN GENERAL. — Each eligible partnership receiving a grant or subgrant under this part shall develop an evaluation and accountability plan for activities assisted under this part that includes rigorous objectives that measure the impact of activities funded under this part.
(2) CONTENTS. — The plan developed pursuant to paragraph (1) —
(A) shall include measurable objectives to increase the number of mathematics and science teachers who participate in content-based professional development activities;
(B) shall include measurable objectives for improved student academic achievement on State mathematics and science assessments or, where applicable, an International Mathematics and Science Study assessment; and
(C) may include objectives and measures for —
(i) increased participation by students in advanced courses in mathematics and science;
(ii) increased percentages of elementary school teachers with academic majors or minors, or group majors or minors, in mathematics, engineering, or the sciences; and
(iii) increased percentages of secondary school classes in mathematics and science taught by teachers with academic majors in mathematics, engineering, and science.
(f) REPORT. — Each eligible partnership receiving a grant or subgrant under this part shall report annually to the Secretary regarding the eligible partnership’s progress in meeting the objectives described in the accountability plan of the partnership under subsection (e).
SEC. 2203. AUTHORIZATION OF APPROPRIATIONS.
There are authorized to be appropriated to carry out this part $450,000,000 for fiscal year 2002 and such sums as may be necessary for each of the 5 succeeding fiscal years.

PART C — INNOVATION FOR TEACHER QUALITY

Subpart 1 — Transitions to Teaching
CHAPTER A — TROOPS-TO-TEACHERS PROGRAM
SEC. 2301. DEFINITIONS.
In this chapter:
(1) ARMED FORCES. — The term ‘Armed Forces’ means the Army, Navy, Air Force, Marine Corps, and Coast Guard.
(2) MEMBER OF THE ARMED FORCES. — The term ‘member of the Armed Forces’ includes a former member of the Armed Forces.
(3) PROGRAM. — The term ‘Program’ means the Troops-to-Teachers Program authorized by this chapter.
(4) RESERVE COMPONENT. — The term ‘reserve component’ means —
(A) the Army National Guard of the United States;
(B) the Army Reserve;
(C) the Naval Reserve;
(D) the Marine Corps Reserve;
(E) the Air National Guard of the United States;
(F) the Air Force Reserve; and
(G) the Coast Guard Reserve.
(5) SECRETARY CONCERNED. — The term ‘Secretary concerned’ means —
(A) the Secretary of the Army, with respect to matters concerning a reserve component of the Army;
(B) the Secretary of the Navy, with respect to matters concerning reserve components named in subparagraphs (C) and (D) of paragraph (4);
(C) the Secretary of the Air Force, with respect to matters concerning a reserve component of the Air Force; and
(D) the Secretary of Transportation, with respect to matters concerning the Coast Guard Reserve.

SEC. 2302. AUTHORIZATION OF TROOPS-TO-TEACHERS PROGRAM.
(a) PURPOSE. — The purpose of this section is to authorize a mechanism for the funding and administration of the Troops-to-Teachers Program, which was originally established by the Troops-to-Teachers Program Act of 1999 (title XVII of the National Defense Authorization Act for Fiscal Year 2000) (20 U.S.C. 9301 et seq.).
(b) PROGRAM AUTHORIZED. — The Secretary may carry out a program (to be known as the ‘Troops-to-Teachers Program’) —
(1) to assist eligible members of the Armed Forces described in section 2303 to obtain certification or licensing as elementary school teachers, secondary school teachers, or vocational or technical teachers, and to become highly qualified teachers; and
(2) to facilitate the employment of such members —
(A) by local educational agencies or public charter schools that the Secretary identifies as —
(i) receiving grants under part A of title I as a result of having within their jurisdictions concentrations of children from low-income families; or
(ii) experiencing a shortage of highly qualified teachers, in particular a shortage of science, mathematics, special education, or vocational or technical teachers; and
(B) in elementary schools or secondary schools, or as vocational or technical teachers.
(c) ADMINISTRATION OF PROGRAM. — The Secretary shall enter into a memorandum of agreement with the Secretary of Defense under which the Secretary of Defense, acting through the Defense Activity for Non-Traditional Education Support of the Department of Defense, will perform the actual administration of the Program, other than section 2306. Using funds appropriated to the Secretary to carry out this chapter, the Secretary shall transfer to the Secretary of Defense such amounts as may be necessary to administer the Program pursuant to the memorandum of agreement.
(d) INFORMATION REGARDING PROGRAM. — The Secretary shall provide to the Secretary of Defense information regarding the Program and applications to participate in the Program, for distribution as part of preseparation counseling provided under section 1142 of title 10, United States Code, to members of the Armed Forces described in section 2303.
(e) PLACEMENT ASSISTANCE AND REFERRAL SERVICES. — The Secretary may, with the agreement of the Secretary of Defense, provide placement assistance and referral services to members of the Armed Forces who meet the criteria described in section 2303, including meeting education qualification requirements under subsection 2303(c)(2). Such members shall not be eligible for financial assistance under subsections (c) and (d) of section 2304.

SEC. 2303. RECRUITMENT AND SELECTION OF PROGRAM PARTICIPANTS.
(a) ELIGIBLE MEMBERS. — The following members of the Armed Forces are eligible for selection to participate in the Program:
(1) Any member who —
(A) on or after October 1, 1999, becomes entitled to retired or retainer pay in the manner provided in title 10 or title 14, United States Code; ‘‘(B) has an approved date of retirement that is within 1 year after the date on which the member submits an application to participate in the Program; or
(C) has been transferred to the Retired Reserve.
(2) Any member who, on or after the date of enactment of the No Child Left Behind Act of 2001 —
(A)(i) is separated or released from active duty after 6 or more years of continuous active duty immediately before the separation or release; or
(ii) has completed a total of at least 10 years of active duty service, 10 years of service computed under section 12732 of title 10, United States Code, or 10 years of any combination of such service; and
(B) executes a reserve commitment agreement for a period of not less than 3 years under subsection (e)(2).
(3) Any member who, on or after the date of enactment of the No Child Left Behind Act of 2001, is retired or separated for physical disability under chapter 61 of title 10, United States Code.
(4) Any member who —
(A) during the period beginning on October 1, 1990, and ending on September 30, 1999, was involuntarily discharged or released from active duty for purposes of a reduction of force after 6 or more years of continuous active duty immediately before the discharge or release; or
(B) applied for the teacher placement program administered under section 1151 of title 10, United States Code, before the repeal of that section, and satisfied the eligibility criteria specified in subsection (c) of such section 1151.
(b) SUBMISSION OF APPLICATIONS. —
(1) FORM AND SUBMISSION. — Selection of eligible members of the Armed Forces to participate in the Program shall be made on the basis of applications submitted to the Secretary within the time periods specified in paragraph (2). An application shall be in such form and contain such information as the Secretary may require.
(2) TIME FOR SUBMISSION. — An application shall be considered to be submitted on a timely basis under paragraph (1) if —
(A) in the case of a member described in paragraph (1)(A), (2), or (3) of subsection (a), the application is submitted not later than 4 years after the date on which the member is retired or separated or released from active duty, whichever applies to the member; or
(B) in the case of a member described in subsection (a)(4), the application is submitted not later than September 30, 2003.
(c) SELECTION CRITERIA. —
(1) ESTABLISHMENT. — Subject to paragraphs (2) and (3), the Secretary shall prescribe the criteria to be used to select eligible members of the Armed Forces to participate in the Program.
(2) EDUCATIONAL BACKGROUND. —
(A) ELEMENTARY OR SECONDARY SCHOOL TEACHER. —
If a member of the Armed Forces described in paragraph (1), (2), or (3) of subsection (a) is applying for assistance for placement as an elementary school or secondary school teacher, the Secretary shall require the member to have received a baccalaureate or advanced degree from an accredited institution of higher education.
(B) VOCATIONAL OR TECHNICAL TEACHER. — If a member of the Armed Forces described in paragraph (1), (2), or (3) of subsection (a) is applying for assistance for placement as a vocational or technical teacher, the Secretary shall require the member —
(i) to have received the equivalent of 1 year of college from an accredited institution of higher education and have 6 or more years of military experience in a vocational or technical field; or
(ii) to otherwise meet the certification or licensing requirements for a vocational or technical teacher in the State in which the member seeks assistance for placement under the Program.
(3) HONORABLE SERVICE. — A member of the Armed Forces is eligible to participate in the Program only if the member’s last period of service in the Armed Forces was honorable, as characterized by the Secretary concerned (as defined in section 101(a)(9) of title 10, United States Code). A member selected to participate in the Program before the retirement of the member or the separation or release of the member from active duty may continue to participate in the Program after the retirement, separation, or release only if the member’s last period of service is characterized as honorable by the Secretary concerned (as so defined).
(d) SELECTION PRIORITIES. — In selecting eligible members of the Armed Forces to receive assistance under the Program, the Secretary shall give priority to members who have educational or military experience in science, mathematics, special education, or vocational or technical subjects and agree to seek employment as science, mathematics, or special education teachers in elementary schools or secondary schools or in other schools under the jurisdiction of a local educational agency.
(e) OTHER CONDITIONS ON SELECTION. —
(1) SELECTION SUBJECT TO FUNDING. — The Secretary may not select an eligible member of the Armed Forces to participate in the Program under this section and receive financial assistance under section 2304 unless the Secretary has sufficient appropriations for the Program available at the time of the selection to satisfy the obligations to be incurred by the United States under section 2304 with respect to the member.
(2) RESERVE COMMITMENT AGREEMENT. — The Secretary may not select an eligible member of the Armed Forces described in subsection (a)(2)(A) to participate in the Program under this section and receive financial assistance under section 2304 unless —
(A) the Secretary notifies the Secretary concerned and the member that the Secretary has reserved a full stipend or bonus under section 2304 for the member; and
(B) the member executes a written agreement with the Secretary concerned to serve as a member of the Selected Reserve of a reserve component of the Armed Forces for a period of not less than 3 years (in addition to any other reserve commitment the member may have).

SEC. 2304. PARTICIPATION AGREEMENT AND FINANCIAL ASSISTANCE.
(a) PARTICIPATION AGREEMENT. —
(1) IN GENERAL. — An eligible member of the Armed Forces selected to participate in the Program under section 2303 and receive financial assistance under this section shall be required to enter into an agreement with the Secretary in which the member agrees —
(A) within such time as the Secretary may require, to obtain certification or licensing as an elementary school teacher, secondary school teacher, or vocational or technical teacher, and to become a highly qualified teacher; and
(B) to accept an offer of full-time employment as an elementary school teacher, secondary school teacher, or vocational or technical teacher for not less than 3 school years with a high-need local educational agency or public charter school, as such terms are defined in section 2101, to begin the school year after obtaining that certification or licensing.
(2) WAIVER. — The Secretary may waive the 3-year commitment described in paragraph (1)(B) for a participant if the Secretary determines such waiver to be appropriate. If the Secretary provides the waiver, the participant shall not be considered to be in violation of the agreement and shall not be required to provide reimbursement under subsection (f), for failure to meet the 3-year commitment.
(b) VIOLATION OF PARTICIPATION AGREEMENT; EXCEPTIONS. — A participant in the Program shall not be considered to be in violation of the participation agreement entered into under subsection (a) during any period in which the participant —
(1) is pursuing a full-time course of study related to the field of teaching at an institution of higher education;
(2) is serving on active duty as a member of the Armed Forces;
(3) is temporarily totally disabled for a period of time not to exceed 3 years as established by sworn affidavit of a qualified physician;
(4) is unable to secure employment for a period not to exceed 12 months by reason of the care required by a spouse who is disabled;
(5) is a highly qualified teacher who is seeking and unable to find full-time employment as a teacher in an elementary school or secondary school or as a vocational or technical teacher for a single period not to exceed 27 months; or
(6) satisfies the provisions of additional reimbursement exceptions that may be prescribed by the Secretary.
(c) STIPEND FOR PARTICIPANTS. —
(1) STIPEND AUTHORIZED. — Subject to paragraph (2), the Secretary may pay to a participant in the Program selected under section 2303 a stipend in an amount of not more than $5,000.
(2) LIMITATION. — The total number of stipends that may be paid under paragraph (1) in any fiscal year may not exceed 5,000.
(d) BONUS FOR PARTICIPANTS. —
(1) BONUS AUTHORIZED. — Subject to paragraph (2), the Secretary may, in lieu of paying a stipend under subsection (c), pay a bonus of $10,000 to a participant in the Program selected under section 2303 who agrees in the participation agreement under subsection (a) to become a highly qualified teacher and to accept full-time employment as an elementary school teacher, secondary school teacher, or vocational or technical teacher for not less than 3 school years in a high-need school.
(2) LIMITATION. — The total number of bonuses that may be paid under paragraph (1) in any fiscal year may not exceed 3,000.
(3) HIGH-NEED SCHOOL DEFINED. — In this subsection, the term ‘high-need school’ means a public elementary school, public secondary school, or public charter school that meets one or more of the following criteria:
(A) LOW-INCOME CHILDREN. — At least 50 percent of the students enrolled in the school were from low-income families (as described in section 2302(b)(2)(A)(i)).
(B) CHILDREN WITH DISABILITIES. — The school has a large percentage of students who qualify for assistance under part B of the Individuals with Disabilities Education Act.
(e) TREATMENT OF STIPEND AND BONUS. — A stipend or bonus paid under this section to a participant in the Program shall be taken into account in determining the eligibility of the participant for Federal student financial assistance provided under title IV of the Higher Education Act of 1965.
(f) REIMBURSEMENT UNDER CERTAIN CIRCUMSTANCES. —
(1) REIMBURSEMENT REQUIRED. — A participant in the Program who is paid a stipend or bonus under this section shall be required to repay the stipend or bonus under the following circumstances:
(A) FAILURE TO OBTAIN QUALIFICATIONS OR EMPLOYMENT. — The participant fails to obtain teacher certification or licensing, to become a highly qualified teacher, or to obtain employment as an elementary school teacher, secondary school teacher, or vocational or technical teacher as required by the participation agreement under subsection (a).
(B) TERMINATION OF EMPLOYMENT. — The participant voluntarily leaves, or is terminated for cause from, employment as an elementary school teacher, secondary school teacher, or vocational or technical teacher during the 3 years of required service in violation of the participation agreement.
(C) FAILURE TO COMPLETE SERVICE UNDER RESERVE COMMITMENT AGREEMENT. — The participant executed a written agreement with the Secretary concerned under section 2303(e)(2) to serve as a member of a reserve component of the Armed Forces for a period of 3 years and fails to complete the required term of service.
(2) AMOUNT OF REIMBURSEMENT. — A participant required to reimburse the Secretary for a stipend or bonus paid to the participant under this section shall pay an amount that bears the same ratio to the amount of the stipend or bonus as the unserved portion of required service bears to the 3 years of required service. Any amount owed by the participant shall bear interest at the rate equal to the highest rate being paid by the United States on the day on which the reimbursement is determined to be due for securities having maturities of 90 days or less and shall accrue from the day on which the participant is first notified of the amount due.
(3) TREATMENT OF OBLIGATION. — The obligation to reimburse the Secretary under this subsection is, for all purposes, a debt owing the United States. A discharge in bankruptcy under title 11, United States Code, shall not release a participant from the obligation to reimburse the Secretary under this subsection.
(4) EXCEPTIONS TO REIMBURSEMENT REQUIREMENT. — A participant shall be excused from reimbursement under this subsection if the participant becomes permanently totally disabled as established by sworn affidavit of a qualified physician. The Secretary may also waive the reimbursement in cases of extreme hardship to the participant, as determined by the Secretary.
(g) RELATIONSHIP TO EDUCATIONAL ASSISTANCE UNDER MONTGOMERY GI BILL. — The receipt by a participant in the Program of a stipend or bonus under this section shall not reduce or otherwise affect the entitlement of the participant to any benefits under chapter 30 of title 38, United States Code, or chapter 1606 of title 10, United States Code.

SEC. 2305. PARTICIPATION BY STATES.
(a) DISCHARGE OF STATE ACTIVITIES THROUGH CONSORTIA OF STATES. — The Secretary may permit States participating in the Program to carry out activities authorized for such States under the Program through one or more consortia of such States.
(b) ASSISTANCE TO STATES. —
(1) GRANTS AUTHORIZED. — Subject to paragraph (2), the Secretary may make grants to States participating in the Program, or to consortia of such States, in order to permit such States or consortia of States to operate offices for purposes of recruiting eligible members of the Armed Forces for participation in the Program and facilitating the employment of participants in the Program as elementary school teachers, secondary school teachers, and vocational or technical teachers.
(2) LIMITATION. — The total amount of grants made under paragraph (1) in any fiscal year may not exceed $5,000,000.

SEC. 2306. SUPPORT OF INNOVATIVE PRERETIREMENT TEACHER CERTIFICATION PROGRAMS.
(a) PURPOSE. — The purpose of this section is to provide funding to develop, implement, and demonstrate teacher certification programs.
(b) DEVELOPMENT, IMPLEMENTATION AND DEMONSTRATION. — The Secretary may enter into a memorandum of agreement with a State educational agency, an institution of higher education, or a consortia of State educational agencies or institutions of higher education, to develop, implement, and demonstrate teacher certification programs for members of the Armed Forces described in section 2303(a)(1)(B) for the purpose of assisting such members to consider and prepare for a career as a highly qualified elementary school teacher, secondary school teacher, or vocational or technical teacher upon retirement from the Armed Forces.
(c) PROGRAM ELEMENTS.—A teacher certification program under subsection (b) shall —
(1) provide recognition of military experience and training as related to certification or licensing requirements;
(2) provide courses of instruction that may be conducted on or near a military installation;
(3) incorporate alternative approaches to achieve teacher certification, such as innovative methods to gaining field-based teaching experiences, and assessment of background and experience as related to skills, knowledge, and abilities required of elementary school teachers, secondary school teachers, or vocational or technical teachers;
(4) provide for courses to be delivered via distance education methods; and
(5) address any additional requirements or specifications established by the Secretary.
(d) APPLICATION PROCEDURES. —
(1) IN GENERAL. — A State educational agency or institution of higher education (or a consortium of State educational agencies or institutions of higher education) that desires to enter into a memorandum under subsection (b) shall prepare and submit to the Secretary a proposal, at such time, in such manner, and containing such information as the Secretary may require, including an assurance that the State educational agency, institution, or consortium is operating a program leading to State approved teacher certification.
(2) PREFERENCE. — The Secretary shall give preference to State educational agencies, institutions, and consortia that submit proposals that provide for cost sharing with respect to the program involved.
(e) CONTINUATION OF PROGRAMS. — Upon successful completion of the demonstration phase of teacher certification programs funded under this section, the continued operation of the teacher certification programs shall not be the responsibility of the Secretary. A State educational agency, institution, or consortium that desires
to continue a program that is funded under this section after such funding is terminated shall use amounts derived from tuition charges to continue such program.
(f) FUNDING LIMITATION. — The total amount obligated by the Secretary under this section for any fiscal year may not exceed $10,000,000.

SEC. 2307. REPORTING REQUIREMENTS.
(a) REPORT REQUIRED. — Not later than March 31, 2006, the Secretary (in consultation with the Secretary of Defense and the Secretary of Transportation) and the Comptroller General of the United States shall submit to Congress a report on the effectiveness of the Program in the recruitment and retention of qualified personnel by local educational agencies and public charter schools.
(b) ELEMENTS OF REPORT. — The report submitted under subsection (a) shall include information on the following:
(1) The number of participants in the Program.
(2) The schools in which the participants are employed.
(3) The grade levels at which the participants teach.
(4) The academic subjects taught by the participants.
(5) The rates of retention of the participants by the local educational agencies and public charter schools employing the participants.
(6) Such other matters as the Secretary or the Comptroller General of the United States, as the case may be, considers to be appropriate.

CHAPTER B — TRANSITION TO TEACHING PROGRAM
SEC. 2311. PURPOSES.
The purposes of this chapter are —
(1) to establish a program to recruit and retain highly qualified mid-career professionals (including highly qualified paraprofessionals), and recent graduates of an institution of higher education, as teachers in high-need schools, including recruiting teachers through alternative routes to certification; and
(2) to encourage the development and expansion of alternative routes to certification under State-approved programs that enable individuals to be eligible for teacher certification within a reduced period of time, relying on the experience, expertise, and academic qualifications of an individual, or other factors in lieu of traditional course work in the field of education.

SEC. 2312. DEFINITIONS.
In this chapter:
(1) ELIGIBLE PARTICIPANT. — The term ‘eligible participant’ means —
(A) an individual with substantial, demonstrable career experience, including a highly qualified paraprofessional; or
(B) an individual who is a graduate of an institution of higher education who —
(i) has graduated not more than 3 years before applying to an eligible entity to teach under this chapter; and
(ii) in the case of an individual wishing to teach in a secondary school, has completed an academic major (or courses totaling an equivalent number of credit hours) in the academic subject that the individual will teach.
(2) HIGH-NEED LOCAL EDUCATIONAL AGENCY. — The term ‘high-need local educational agency’ has the meaning given the term in section 2102.
(3) HIGH-NEED SCHOOL. — The term ‘high-need school’ means a school that —
(A) is located in an area in which the percentage of students from families with incomes below the poverty line is 30 percent or more; or
(B)(i) is located in an area with a high percentage of out-of-field teachers, as defined in section 2102;
(ii) is within the top quartile of elementary schools and secondary schools statewide, as ranked by the number of unfilled, available teacher positions at the schools;
(iii) is located in an area in which there is a high teacher turnover rate; or
(iv) is located in an area in which there is a high percentage of teachers who are not certified or licensed.

SEC. 2313. GRANT PROGRAM.
(a) IN GENERAL. — The Secretary may establish a program to make grants on a competitive basis to eligible entities to develop State and local teacher corps or other programs to establish, expand, or enhance teacher recruitment and retention efforts.
(b) ELIGIBLE ENTITY. — To be eligible to receive a grant under this section, an entity shall be —
(1) a State educational agency;
(2) a high-need local educational agency;
(3) a for-profit or nonprofit organization that has a proven record of effectively recruiting and retaining highly qualified teachers, in a partnership with a high-need local educational agency or with a State educational agency;
(4) an institution of higher education, in a partnership with a high-need local educational agency or with a State educational agency;
(5) a regional consortium of State educational agencies; or
(6) a consortium of high-need local educational agencies.
(c) PRIORITY. — In making such a grant, the Secretary shall give priority to a partnership or consortium that includes a high-need State educational agency or local educational agency.
(d) APPLICATION. —
(1) IN GENERAL. — To be eligible to receive a grant under this section, an entity described in subsection (b) shall submit an application to the Secretary at such time, in such manner, and containing such information as the Secretary may require.
(2) CONTENTS. — The application shall describe —
(A) one or more target recruitment groups on which the applicant will focus its recruitment efforts;
(B) the characteristics of each such target group that —
(i) show the knowledge and experience of the group’s members; and
(ii) demonstrate that the members are eligible to achieve the objectives of this section;
(C) describe how the applicant will use funds received under this section to develop a teacher corps or other program to recruit and retain highly qualified mid-career professionals (which may include highly qualified paraprofessionals), recent college graduates, and recent graduate school graduates, as highly qualified teachers in high-need schools operated by high-need local educational agencies;
(D) explain how the program carried out under the grant will meet the relevant State laws (including regulations) related to teacher certification or licensing and facilitate the certification or licensing of such teachers;
(E) describe how the grant will increase the number of highly qualified teachers, in high-need schools operated by high-need local educational agencies (in urban or rural school districts), and in high-need academic subjects, in the jurisdiction served by the applicant; and
(F) describe how the applicant will collaborate, as needed, with other institutions, agencies, or organizations to recruit (particularly through activities that have proven effective in retaining highly qualified teachers), train, place, support, and provide teacher induction programs to program participants under this chapter, including providing evidence of the commitment of the institutions, agencies, or organizations to the applicant’s programs.
(e) DURATION OF GRANTS. — The Secretary may make grants under this section for periods of 5 years. At the end of the 5-year period for such a grant, the grant recipient may apply for an additional grant under this section.
(f) EQUITABLE DISTRIBUTION. — To the extent practicable, the Secretary shall ensure an equitable geographic distribution of grants under this section among the regions of the United States.
(g) USES OF FUNDS. —
(1) IN GENERAL. — An entity that receives a grant under this section shall use the funds made available through the grant to develop a teacher corps or other program in order to establish, expand, or enhance a teacher recruitment and retention program for highly qualified mid-career professionals (including highly qualified paraprofessionals), and recent graduates of an institution of higher education, who are eligible participants, including activities that provide alternative routes to teacher certification.
(2) AUTHORIZED ACTIVITIES. — The entity shall use the funds to carry out a program that includes two or more of the following activities:
(A) Providing scholarships, stipends, bonuses, and other financial incentives, that are linked to participation in activities that have proven effective in retaining teachers in high-need schools operated by high-need local educational agencies, to all eligible participants, in an amount not to exceed $5,000 per participant.
(B) Carrying out pre- and post-placement induction or support activities that have proven effective in recruiting and retaining teachers, such as —
(i) teacher mentoring;
(ii) providing internships;
(iii) providing high-quality, pre-service coursework; and
(iv) providing high-quality, sustained in-service professional development.
(C) Carrying out placement and ongoing activities to ensure that teachers are placed in fields in which the teachers are highly qualified to teach and are placed in high-need schools.
(D) Making payments to pay for costs associated with accepting teachers recruited under this section from among eligible participants or provide financial incentives to prospective teachers who are eligible participants.
(E) Collaborating with institutions of higher education in developing and implementing programs to facilitate teacher recruitment (including teacher credentialing) and teacher retention programs.
(F) Carrying out other programs, projects, and activities that are designed and have proven to be effective in recruiting and retaining teachers, and that the Secretary determines to be appropriate.
(G) Developing long-term recruitment and retention strategies including developing —
(i) a statewide or regionwide clearinghouse for the recruitment and placement of teachers;
(ii) administrative structures to develop and implement programs to provide alternative routes to certification;
(iii) reciprocity agreements between or among States for the certification or licensing of teachers; or
(iv) other long-term teacher recruitment and retention strategies.
(3) EFFECTIVE PROGRAMS. — The entity shall use the funds only for programs that have proven to be effective in both recruiting and retaining teachers.
(h) REQUIREMENTS. —
(1) TARGETING. — An entity that receives a grant under this section to carry out a program shall ensure that participants in the program recruited with funds made available under this section are placed in high-need schools operated by high-need local educational agencies. In placing the participants in the schools, the entity shall give priority to the schools that are located in areas with the highest percentages of students from families with incomes below the poverty line.
(2) SUPPLEMENT, NOT SUPPLANT.—Funds made available under this section shall be used to supplement, and not supplant, State and local public funds expended for teacher recruitment and retention programs, including programs to recruit the teachers through alternative routes to certification.
(3) PARTNERSHIPS AND CONSORTIA OF LOCAL EDUCATIONAL AGENCIES. — In the case of a partnership established by a local educational agency to carry out a program under this chapter, or a consortium of such agencies established to carry out a program under this chapter, the local educational agency or consortium shall not be eligible to receive funds through a State program under this chapter.
(i) PERIOD OF SERVICE. — A program participant in a program under this chapter who receives training through the program shall serve a high-need school operated by a high-need local educational agency for at least 3 years.
(j) REPAYMENT. — The Secretary shall establish such requirements as the Secretary determines to be appropriate to ensure that program participants who receive a stipend or other financial incentive under subsection (g)(2)(A), but fail to complete their service obligation under subsection (i), repay all or a portion of such stipend or other incentive.
(k) ADMINISTRATIVE FUNDS. — No entity that receives a grant under this section shall use more than 5 percent of the funds made available through the grant for the administration of a program under this chapter carried out under the grant.

SEC. 2314. EVALUATION AND ACCOUNTABILITY FOR RECRUITING AND RETAINING TEACHERS.
(a) EVALUATION. — Each entity that receives a grant under this chapter shall conduct —
(1) an interim evaluation of the program funded under the grant at the end of the third year of the grant period; and
(2) a final evaluation of the program at the end of the fifth year of the grant period.
(b) CONTENTS. — In conducting the evaluation, the entity shall describe the extent to which local educational agencies that received funds through the grant have met the goals relating to teacher recruitment and retention described in the application.
(c) REPORTS. — The entity shall prepare and submit to the Secretary and to Congress interim and final reports containing the results of the interim and final evaluations, respectively.
(d) REVOCATION. — If the Secretary determines that the recipient of a grant under this chapter has not made substantial progress in meeting such goals and the objectives of the grant by the end of the third year of the grant period, the Secretary —
(1) shall revoke the payment made for the fourth year of the grant period; and
(2) shall not make a payment for the fifth year of the grant period.

CHAPTER C — GENERAL PROVISIONS
SEC. 2321. AUTHORIZATION OF APPROPRIATIONS.
(a) IN GENERAL. — There are authorized to be appropriated to carry out this subpart $150,000,000 for fiscal year 2002 and such sums as may be necessary for each of the 5 succeeding fiscal years.
(b) RESERVATION. — From the funds appropriated to carry out this subpart for fiscal year 2002, the Secretary shall reserve not more than $30,000,000 to carry out chapter A.