Sec. 7. Accountability for programs that prepare teachers or other school leaders
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Section 205 of the Higher Education Act of 1965 ( 20 U.S.C. 1022d )— by amending subsection (a)(1) to read as follows: Each teacher preparation or school leader preparation entity approved to operate teacher preparation or school leader preparation programs in the State and that receives or enrolls students receiving Federal assistance shall report annually to the State and the general public, in a uniform and comprehensive manner that conforms with the definitions and methods established by the Secretary, the following:
For the most recent year for which the information is available for each teacher or school leader preparation program offered by the teacher preparation or school leader preparation entity the following: Except as provided in clause (ii), for those students who took the assessments used for teacher or school leader certification or licensure by the State in which the entity is located and are enrolled in the teacher or school leader preparation program or, and for those who have taken such assessments and have completed the teacher or school preparation program during the 2-year period preceding such year, for each of such assessments— the percentage of all students who passed such assessment; the percentage of students who have taken such assessment who enrolled in and completed the teacher or school leader preparation program; and the average scaled score for all students who took such assessment.
In the case of an entity that requires a valid and reliable teacher performance assessment in order to complete the preparation program, the entity may submit in lieu of the information described in clause
(i)the pass rate and average score of students taking the teacher performance assessment. A description of the following: The median grade point average and range of grade point averages for admitted students. The number of students in the entity disaggregated by race (as defined in section 153(a)(3) of the Education Sciences Reform Act of 2002 ( 20 U.S.C. 9543(a)(3) )), ethnicity, and gender. The number of hours and types of supervised clinical preparation required for each program. The total number of students who have completed programs for certification or licensure disaggregated by subject area and by race (as defined in section 153(a)(3) of the Education Sciences Reform Act of 2002 ( 20 U.S.C. 9543(a)(3) )), ethnicity, and gender, except that such disaggregation shall not be required in a case in which the result would reveal personally identifiable information about an individual student. Whether the program or entity is accredited by a specialized accrediting agency recognized by the Secretary for accreditation of professional teacher or school leader education programs. Which programs (if any) offered by the entity have been designated as low-performing by the State under section 207(a). ; in subsection (b)— in paragraph (1)— in subparagraph (A)— by inserting and school leader after teacher ; and by inserting , including teacher performance assessments after the State ; by amending subparagraph
(D)to read as follows: Except as provided in clause (ii), for each of the assessments used by the State for teacher or school leader certification or licensure, disaggregated by subject area, race (as defined in section 153(a)(3) of the Education Sciences Reform Act of 2002 ( 20 U.S.C. 9543(a)(3) )), ethnicity, and gender, except that such disaggregation shall not be required in a case in which the result would reveal personally identifiable information about an individual student— for each entity located in the State, the percentage of students at such entities who have completed 100 percent of the nonclinical coursework and taken the assessment who pass such assessment; the percentage of all such students in all such programs and entities who have taken the assessment who pass such assessment; the percentage of students who have taken the assessment and who enrolled in and completed a teacher or school leader preparation program; and the average scaled score of individuals participating in such a program, or who have completed such a program during the 2-year period preceding the first year for which the annual State report card is provided, who took each such assessment. In the case of a State that has implemented a valid and reliable teacher performance assessment, the State may submit in lieu of the information described in clause
(i)the pass rate and average score of students taking the teacher performance assessment, disaggregated by subject area, race (as defined in section 153(a)(3) of the Education Sciences Reform Act of 2002 ( 20 U.S.C. 9543(a)(3) )), ethnicity, and gender, except that such disaggregation shall not be required in a case in which the result would reveal personally identifiable information about an individual student. ; and by striking subparagraphs
(G)through
(L)and inserting the following: For each teacher and school leader preparation program in the State the following: The programs’ admission rate and median grade point average and range of grade point averages for admitted students. The number of students in the program disaggregated by race (as defined in section 153(a)(3) of the Education Sciences Reform Act of 2002 ( 20 U.S.C. 9543(a)(3) )), ethnicity, and gender. The number of hours and types of supervised clinical preparation required. Whether such program has been identified as low-performing, as designated by the State under section 207(a). For each school leader preparation program in the State, the total number and percentage of program completers placed as principals who are rated as effective or above on the State school leader evaluation and support systems (as described in section 2101(c)(4)(B)(2) of the Elementary and Secondary Education Act of 1965) or, if no such ratings are available, other comparable indicators of performance after three years of leading a school. For the State as a whole, and for each teacher preparation entity in the State, the number of teachers prepared, in the aggregate and reported separately by the following: Area of certification or licensure. Academic major. Subject area for which the teacher has been prepared to teach. The relationship of the subject area and grade span of teachers graduated by the teacher preparation entity to the teacher workforce needs of the State. The percentage of teachers graduated teaching in high-need schools. Race (as defined in section 153(a)(3) of the Education Sciences Reform Act of 2002 ( 20 U.S.C. 9543(a)(3) )), gender, and ethnicity. ; and by adding at the end the following: Nothing in this section shall require a State to report data on program completers who do not reside in such State. ; and in subsection (d)(2), by adding at the end the following: The relationship of the subject area and grade span of teachers graduated by teacher preparation entities across the States to identified teacher shortage areas. The number and percentages of such graduates teaching in high-need schools. .
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Sec. 7
Accountability for programs that prepare teachers or other school leaders
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