Addressing Teacher Shortages Act of 2018
This bill directs the Department of Education (ED) to establish an Addressing Teacher Shortages Program. Through this program, ED shall award competitive grants for local education agencies, in partnership with institutions of higher education, to address teacher shortage challenges.
Specifically, grant funds may be used to establish or expand:
[Congressional Bills 115th Congress]
[From the U.S. Government Publishing Office]
[H.R. 7023 Introduced in House (IH)]
<DOC>
115th CONGRESS
2d Session
H. R. 7023
To support the preparation and retention of outstanding educators in
all fields to ensure a bright future for children and youth in under-
resourced and underserved communities in the United States, and for
other purposes.
_______________________________________________________________________
IN THE HOUSE OF REPRESENTATIVES
October 2, 2018
Mr. Peterson (for himself and Mr. Mooney of West Virginia) introduced
the following bill; which was referred to the Committee on Education
and the Workforce
_______________________________________________________________________
A BILL
To support the preparation and retention of outstanding educators in
all fields to ensure a bright future for children and youth in under-
resourced and underserved communities in the United States, and for
other purposes.
Be it enacted by the Senate and House of Representatives of the
United States of America in Congress assembled,
SECTION 1. SHORT TITLE.
This Act may be cited as the ``Addressing Teacher Shortages Act of
2018''.
SEC. 2. FINDINGS.
Congress finds the following:
(1) Currently, there are not enough teachers to meet the
demand for teachers in all locations and in all fields,
creating a teacher shortage. The teacher shortage is a result
of growing student enrollment, shrinking pupil-teacher ratios,
declining enrollment in teacher preparation programs, and high
levels of attrition from the field. Teacher shortages are
particularly acute in rural schools and in certain subject
areas, such as the fields of STEM, special education, and
English as a second language. Additionally, there is a lack of
racial diversity in the teaching workforce.
(2) Rural schools serve 18 percent of all students in the
United States, including over 9,000,000 students in rural
public elementary and secondary schools. More than 40 percent
of all small, rural local educational agencies in the United
States struggle with adequately staffing their schools. These
personnel shortages include difficulties both in recruiting and
retaining educators. Shortages are especially pronounced in
special education and STEM fields, when compared to urban
teacher labor markets.
(3) Rural communities face unique challenges in recruiting
and retaining teachers for reasons such as funding, limited
teacher supply, and geographic isolation. Rural schools often
experience difficulty hiring and high turnover due to
inadequate resources, lower salaries, and poor working
conditions.
(4) The demand for teachers is going unmet in some subject
areas more so than others. In 2017-2018, 48 States reported
shortages in mathematics, 46 in special education, 43 in
science, 41 in foreign language, and 31 in English as a second
language.
(5) Although the share of teachers of color has been
increasing, there is a gap in racial diversity between teachers
of color who comprise 20 percent of the teacher workforce and
students of color who account for 50 percent of students.
(6) Data from the 2015-2016 National Teacher and Principal
Survey show that millennial teachers are less likely to be
racially diverse than the previous generation of Generation X
teachers, suggesting that racial diversity in the teaching
workforce could be declining in the future.
(7) Research shows that better prepared teachers stay
longer in the profession and are more effective in improving
student achievement. For example, an analysis of the nationally
representative Schools and Staffing Survey found that new
recruits who had a semester or more of practice teaching prior
to employment were more than 3 times less likely to leave
teaching after a year than those who had no practice teaching.
(8) Data from the 2012-2013 Schools and Staffing Survey
show that the attrition rate for teachers is approximately 8
percent. It was higher for rural teachers, at 8.4 percent, than
for suburban and urban teachers, at 7.3 and 7.9 percent,
respectively. This high attrition rate is costly for local
educational agencies, with the savings of replacing higher-
earning, more experienced teachers mitigated by replacement
costs.
(9) High-quality mentoring and induction programs can offer
support to teacher candidates and novice teachers throughout
the teacher preparation and school placement experience,
improving the likelihood that they will complete the training
and certification process and remain in the profession.
Evidence-based mentoring and induction programs have been shown
to increase retention, accelerate the professional learning of
novice teachers, and improve student achievement.
(10) Teacher residencies create long-term benefits for
local educational agencies, schools, and students. Research
suggests that residencies bring greater gender and racial
diversity into the teaching workforce and have significantly
higher retention rates for graduates than traditional
preparation programs.
(11) Grow Your Own teacher preparation models provide a
promising solution for hard-to-staff schools, such as those in
rural communities. These models help to recruit graduates of
local schools and members of the school's community into the
teaching profession.
SEC. 3. DEFINITIONS.
In this Act:
(1) General esea definitions.--The terms ``dual or
concurrent enrollment program'', ``elementary school'', ``local
educational agency'', and ``secondary school'' have the
meanings given the terms in section 8101 of the Elementary and
Secondary Education Act of 1965 (20 U.S.C. 7801).
(2) 2+2 program.--The term ``2+2 program'' means a
partnership between a junior or community college, as defined
in section 312 of the Higher Education Act of 1965 (20 U.S.C.
1058), and a 4-year degree-granting institution of higher
education in which teacher candidates can begin teacher
preparation in the junior or community college and fully
transfer their credits to the 4-year institution of higher
education, where the students complete their teacher
preparation.
(3) Certified teacher.--The term ``certified teacher''
means an individual who possesses a document certifying that
the individual has met the full requirements of a State for
employment as a teacher in the public schools of that State.
(4) Eligible entity.--The term ``eligible entity'' means a
local educational agency (or a consortium of such agencies)
partnering with one or more institutions of higher education.
(5) Grow your own program.--The term ``Grow Your Own
program'' means a program that works to recruit graduates of
local schools and members of the school's community into the
teaching profession of a school.
(6) Historically black college or university.--The term
``historically Black college or university'' has the meaning
given the term ``part B institution'' under section 322 of the
Higher Education Act of 1965 (20 U.S.C. 1061).
(7) Induction program.--The term ``induction program'' has
the meaning given the term in section 200(14) of the Higher
Education Act of 1965 (20 U.S.C. 1021(14)), except that--
(A) the high-quality and structured teacher
mentoring component described in subparagraph (A) of
such section shall be led by a qualified mentor who
teaches in the same or similar field, grade, or subject
as the mentee;
(B) the opportunities for new teachers described in
subparagraph (D) of such section shall include
opportunities for observation of, and feedback from,
teacher mentors, faculty, and researchers;
(C) the faculty included in the program, as
described in subparagraph (F) of such section, shall
also model personalized instruction;
(D) the interdisciplinary collaboration described
in subparagraph (G) of such section shall include
preparation regarding the development, analysis, and
use of formative, interim, and summative assessments;
(E) the assistance provided under subparagraph (H)
of such section with respect to student achievement
data shall also include assistance with understanding
classroom engagement data (such as attendance and
discipline rates and other measures of school climate),
and with understanding the applicability of both types
of data to classroom instruction and design; and
(F) the observation and evaluation opportunities
under subparagraph (I) of such section shall be
conducted in order to inform efforts to support new
teachers and improve their practice.
(8) Institution of higher education.--The term
``institution of higher education'' has the meaning given the
term in section 101(a) of the Higher Education Act of 1965 (20
U.S.C. 1001(a)).
(9) Qualified mentor teacher.--The term ``qualified mentor
teacher'' means an educator who--
(A) meets a minimum set of qualification standards
based in part on State-determined measures of teacher
effectiveness; and
(B) is selected by the grantee to--
(i) host a teacher candidate mentee during
clinical practice or residency in the classroom
of the educator during a teacher preparation
program, or provide induction support to a
newly certified teacher mentee during the first
2 years of employment after completion of a
teacher preparation program (including clinical
practice);
(ii) provide supports for a teacher
candidate mentee during clinical practice or a
teacher residency program, or a beginning
teacher mentee during an induction program,
including information on the resources and
supports based at the school and the local
educational agency serving the school;
(iii) establish a role model relationship
for a mentee;
(iv) observe the mentee's teaching methods
in classroom settings and be observed modeling
best practices;
(v) provide mentoring to a mentee teaching
in the same field, grade, or subject; and
(vi) promote empirically-based practice of,
and scientifically valid research on, where
applicable--
(I) teaching and learning;
(II) assessment of student
learning;
(III) the development of teaching
skills through the use of instructional
and behavioral interventions; and
(IV) the improvement of the
capacity of the mentees to create
inclusive learning environments and
measurably advance student learning
among diverse learners.
(10) Rural area.--The term ``rural area'' has the meaning
given the term in section 343(a)(13)(A) of the Consolidated
Farm and Rural Development Act (7 U.S.C. 1991(a)(13)(A)).
(11) Rural school district.--The term ``rural school
district'' means a school district that serves one or more
schools located in a rural area.
(12) Secretary.--The term ``Secretary'' means the Secretary
of Education.
(13) STEM.--The term ``STEM'' means science, technology,
engineering, and mathematics.
(14) Teaching residency program.--The term ``teaching
residency program'' has the meaning given the term in section
200 of the Higher Education Act of 1965 (20 U.S.C. 1021),
except that such term shall not include the requirement that
the prospective teacher acquire a master's degree prior to
completion of the program, but instead shall earn a bachelor's
or a master's degree prior to completion of the program.
SEC. 4. ADDRESSING TEACHER SHORTAGES PROGRAM.
(a) Addressing Teacher Shortages Program Established.--
(1) Grants authorized.--
(A) In general.--From amounts made available to
carry out this Act, the Secretary shall establish an
Addressing Teacher Shortages Program, through which the
Secretary shall award grants, on a competitive basis,
to eligible entities to enable the eligible entities to
carry out activities described in subsection (d) in
continuous consultation with the schools served by the
eligible entity.
(B) Planning grants.--Notwithstanding subparagraph
(A), the Secretary may use funds made available under
this section, and not required for purposes of
subsection (c)(2), to award, on a competitive basis, 1-
year planning grants to eligible entities that have not
received grants under subparagraph (A), to assist with
the costs of preparing and submitting an application
under subsection (b).
(2) Duration.--A grant awarded under paragraph (1)(A)--
(A) shall be for a period of at least 5 years; and
(B) may be renewed if the eligible entity
demonstrates sufficient positive outcomes as described
in section 5 and evidence of potential for continued
success in achieving the goals of the initial grant.
(b) Application.--
(1) In general.--An eligible entity desiring a grant under
subsection (a)(1)(A) shall submit an application to the
Secretary at such time, in such manner, and containing such
information as the Secretary may require.
(2) Contents.--An application submitted under paragraph (1)
shall--
(A) describe the selected activities described in
subsection (d) for which assistance under this section
is sought;
(B) include a description of the evaluation plan
required under section 5;
(C) provide such additional assurances as the
Secretary determines to be essential to ensure
compliance with the requirements of this Act; and
(D) if seeking support for a teaching residency
program, demonstrate that the institution of higher
education that is a partner in the eligible entity is
approved to prepare candidates for State teaching
licensure or certification.
(c) Award Basis.--
(1) In general.--The Secretary shall determine the minimum
number, and the dollar amount, of grants provided under this
section based on the amount made available under section 7.
(2) Award basis.--In awarding grants under this section,
the Secretary shall--
(A) reserve 5 percent of the grant funds available
to carry out this section for the Secretary of the
Interior, to enable the Secretary of the Interior to
carry out the purposes of this Act in schools supported
by the Bureau of Indian Education; and
(B) use, from the amount remaining after the
application of subparagraph (A) and to the extent
practicable based on the applications received under
subsection (b)--
(i) not less than 25 percent of the
remaining amount to address teacher shortage
challenges in local educational agencies
serving rural areas;
(ii) not less than 25 percent of the
remaining amount to address shortages in high-
need subject areas; and
(iii) not less than 25 percent of the grant
funds available to diversify the teaching
workforce.
(3) Priority.--
(A) In general.--Subject to subparagraph (B), in
evaluating applications for grants under subsection
(a)(1)(A), the Secretary shall provide a competitive
priority for applications proposing programs that
will--
(i) address the shortages described in
clauses (i) and (ii) of paragraph (2)(B); and
(ii) include partnerships with minority-
serving institutions, such as historically
Black colleges and universities, Hispanic-
serving institutions (as defined in section 502
of the Higher Education Act of 1965 (20 U.S.C.
1101a)), or Tribal Colleges and Universities
(as defined in section 316 of such Act (20
U.S.C. 1059c)).
(B) Priority for teaching residency and grow your
own programs.--In reviewing applications for grants
under subsection (a)(1)(A) that propose to cover costs
associated with teaching residency programs or Grow
Your Own programs, the Secretary shall provide a
competitive priority to eligible entities that propose
to carry out a program designed to prepare, for
teaching licensure or certification, individuals who,
as of the date of the individuals' application or
acceptance into the program--
(i) are employed by a local educational
agency participating in the eligible entity as
a paraprofessional, substitute teacher, or
other employee of the school community; and
(ii) have been so employed for not less
than 3 years.
(d) Use of Funds.--A recipient of a grant under subsection
(a)(1)(A) shall use grant funds for not less than one of the following
activities:
(1) Establishing or expanding teaching residency programs,
which may include covering--
(A) all or part of a resident's tuition in exchange
for a commitment to teach in the community for a
minimum of 3 years;
(B) resident salaries;
(C) mentor teacher incentives;
(D) facilities or infrastructure for a distance
learning classroom within the school for onsite
coursework and practical learning; and
(E) any other purpose that the Secretary determines
appropriate.
(2) Establishing or expanding a teacher mentor program,
which may include providing a training program or endorsement
for school-based mentor teachers.
(3) Establishing or expanding a Grow Your Own program.
(4) Establishing or expanding a 2+2 program.
(5) Establishing or expanding a program at an institution
of higher education that encourages students majoring in STEM
fields to take courses in education.
(6) Establishing or expanding teacher preparation pathways
in secondary schools.
(7) Establishing or expanding other evidence-based
strategies to increase teacher retention and support teachers,
including--
(A) increasing access to, and the effective use of,
technology for the purpose of providing professional
development to educators in rural or remote areas;
(B) supporting teachers in fulfilling additional
credit requirements needed for a teacher to--
(i) become licensed or certified in
additional subject areas;
(ii) earn an additional qualification or
licensure or certification endorsement that
meets a specific need of the school in which
the teacher is employed;
(iii) earn additional qualifications to
obtain National Board Certification; or
(iv) qualify to teach Advanced Placement,
International Baccalaureate, or dual or
concurrent enrollment programs;
(C) providing opportunities for career advancement
that offer increased pay for teachers who demonstrate
expertise and take on additional leadership roles;
(D) establishing induction programs for novice
teachers during their first 2 years in the profession;
(E)(i) providing tuition assistance, a stipend, or
a housing allowance during student teaching to student
teachers participating in the program who commit to
teaching placements that would address any of the
shortages described in clauses (i) or (ii) of
subsection (c)(2)(B); and
(ii) if the eligible entity chooses to do so, and
only after assisting student teachers under clause (i),
providing a stipend or housing allowance to teachers in
their first or second year of teaching who commit to
teaching placements that would address any of the
shortages described in clauses (i) or (ii) of
subsection (c)(2)(B); or
(F) providing professional development for school
administrators focusing on teacher leadership or
teacher retention.
(e) Matching Funds.--
(1) In general.--An eligible entity that receives a grant
under subsection (a)(1)(A) shall provide, toward the cost of
the activities assisted under the grant and from non-Federal
sources, an amount equal to or greater than the amount of the
grant, subject to paragraph (2).
(2) Reduction or waiver of matching funds.--If the
Secretary determines necessary based on the economic condition
of the eligible entity, the Secretary may--
(A) determine that a lesser matching amount than
described in paragraph (1) is required, based on a
sliding scale; or
(B) waive the requirements of paragraph (1).
(f) Designated Personnel for Under-Resourced Applications.--The
Secretary shall designate not less than 1 employee who, during and
preceding the application period for a grant under this Act, will
exclusively support under-resourced eligible entities with the
preparation of grant applications under subsection (a)(1)(A).
SEC. 5. EVALUATION AND REPORTING.
(a) Evaluation.--Each entity submitting an application for a grant
under section 4(a)(1)(A) shall establish, and include in such
application, an evaluation plan that includes relevant and measurable
performance objectives. At a minimum, the plan shall include objectives
and measures for--
(1) educator retention rates in the first 3 and 5 years for
teachers, principals, and other educators participating in the
program supported under the grant;
(2)(A) pass rates and scaled scores for initial State
licensure or certification of teachers for participating
teachers; or
(B) pass rates and average scores on valid and reliable
teacher performance assessments for participating teachers;
(3) the number of participating teachers, principals, and
other educators who are hired by the high-need local
educational agency;
(4) the percentage of participating teachers, principals,
and other educators who are members of underrepresented groups;
(5) the percentage of participating teachers who teach
high-need fields or academic subject areas such as STEM fields,
agricultural education, language instruction educational
programs for limited English proficient students, and special
education; and
(6) the percentage of participating teachers and other
educators who teach in high-need schools, disaggregated by the
elementary school and secondary school levels.
(b) Reporting.--
(1) Eligible entity reports.--
(A) In general.--At the end of the third year and
the fifth year of a grant awarded under section
4(a)(1)(A), each eligible entity receiving such grant
shall prepare and submit to the Secretary a report
regarding the program carried out under this Act,
including the program's performance with respect to the
objectives and measures described in subsection (a).
(B) Additional reports.--In the case of an eligible
entity whose grant under section 4(a)(1)(A) was renewed
or was for an initial period of more than 5 years, the
eligible entity shall submit a report described in
subparagraph (A) on an annual basis for each year of
the renewal or each year after the fifth year of the
grant, respectively.
(2) Secretary reports.--By not later than 2 years after the
date of enactment of this Act, and every 2 years thereafter,
the Secretary shall submit a report to the Committee on Health,
Education, Labor, and Pensions of the Senate and the Committee
on Education and the Workforce of the House of Representatives
about the strengths and weaknesses of the grant program carried
out under section 4.
SEC. 6. SENSE OF THE SENATE.
It is the sense of the Senate that teaching should be formally
recognized as a career pathway that is part of career and technical
education, as defined in section 3 of the Carl D. Perkins Career and
Technical Education Act of 2006 (20 U.S.C. 2302), allowing early career
pathway programs in education (especially in STEM education) to be
eligible for funds available through programs that support career and
technical education.
SEC. 7. AUTHORIZATION OF APPROPRIATIONS.
There is authorized to be appropriated to carry out this Act such
sums as may be necessary for each of fiscal years 2019 through 2025.
<all>
Introduced in House
Introduced in House
Referred to the House Committee on Education and the Workforce.
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