Sec. 6. Accountability and evaluation
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Section 204(a) of the Higher Education Act of 1965 ( 20 U.S.C. 1022c(a) ) is amended to read as follows: Each eligible partnership submitting an application for a grant under this part shall establish, and include in such application, an evaluation plan that includes rigorous, comprehensive, and measurable performance objectives. The plan shall include objectives and measures for— achievement for all prospective and new educators as measured by the eligible partnership; educator retention in the first 3 years; as applicable, pass rates and scaled scores for initial State certification or licensure of teachers or pass rates and average scores on valid and reliable teacher performance assessments; and the percentage of profession-ready teachers, principals or other school leaders, and other educators hired by the high-need local educational agency participating in the eligible partnership; the percentage of profession-ready teachers, principals, and other educators hired by the high-need local educational agency who are members of underrepresented groups; as applicable, the percentage of profession-ready teachers hired by the high-need local educational agency who teach high-need academic subject areas, such as reading, science, technology, engineering, mathematics, computer science, and foreign language (including less commonly taught languages and critical foreign languages); as applicable, the percentage of profession-ready teachers hired by the high-need local educational agency who teach in high-need areas, including special education, bilingual education, language instruction educational programs for English language learners, and early childhood education; the percentage of profession-ready teachers, principals or other school leaders, and other educators hired by the high-need local educational agency who teach in high-need schools, disaggregated by the elementary school and secondary school levels; as applicable, the percentage of early childhood education program classes in the geographic area served by the eligible partnership taught by early childhood educators who are highly competent; as applicable, the percentage of educators able to— integrate technology effectively into curricula and instruction, including technology consistent with the principles of universal design for learning; and use technology effectively to collect, manage, and analyze data to improve teaching and learning for the purpose of improving student learning outcomes; and as applicable, the percentage of educators taking school leadership positions who, after 3 years in the role, receive ratings of effective or above in State school leader evaluation and support systems (as described in section 2014(c)(4)(B)(ii) of the Elementary and Secondary Education Act of 1965) or, if no such ratings are available, other comparable indicators of performance. .
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Sec. 6
Accountability and evaluation
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