[Congressional Bills 115th Congress]
[From the U.S. Government Publishing Office]
[H.R. 4914 Introduced in House (IH)]
<DOC>
115th CONGRESS
2d Session
H. R. 4914
To better support our early childhood educators and elementary school
and secondary school teachers, and for other purposes.
_______________________________________________________________________
IN THE HOUSE OF REPRESENTATIVES
February 2, 2018
Mr. Norcross (for himself and Mr. Pascrell) introduced the following
bill; which was referred to the Committee on Education and the
Workforce, and in addition to the Committee on Ways and Means, for a
period to be subsequently determined by the Speaker, in each case for
consideration of such provisions as fall within the jurisdiction of the
committee concerned
_______________________________________________________________________
A BILL
To better support our early childhood educators and elementary school
and secondary school teachers, 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 AND FINDINGS.
(a) Short Title.--This Act may be cited as the ``Supporting the
Teaching profession through Revitalizing Investments in Valuable
Educators Act'' or the ``STRIVE Act''.
(b) Findings.--Congress finds the following:
(1) States identified significant teacher shortages in
their reports to the Department of Education during the 2015-
2016 school year, with 48 States identifying shortages in
special education, 42 identifying teacher shortages in
mathematics, and 40 identifying teacher shortages in science.
One reason for the shortages in these areas is because
mathematics and science teachers can earn significantly higher
starting salaries in the private sector. Further, rural
communities face limitations in recruiting and retaining
teachers for reasons such as funding issues, limited teacher
supply, and geographic isolation.
(2) Students in high-poverty and high-minority schools,
both urban and rural, typically feel the largest impact of
teacher shortages. These schools often experience difficulty
hiring and high turnover on a regular basis, and they are the
most severely affected when teacher shortages become
widespread. This happens, in part, because inequitable funding
of schools leaves many low-wealth urban and rural communities
with inadequate resources, so they must pay lower salaries and
typically have poorer working conditions.
(3) According to a study by Mathematica, when high-
performing teachers were offered large financial incentives to
transfer to low-performing schools, their students' scores
climbed 10 points in reading and 9 points in math compared to
students statewide over 2 years.
(4) According to a survey conducted by Scholastic, 97
percent of teachers list supportive school leadership as
essential or very important for retaining strong teachers and
improving student achievement, more than any other factor.
(5) Research suggests that incurring postsecondary
education debt can decrease the likelihood that high-achieving
students, lower-income students, and students of color choose
to work in lower-wage professions in general, especially in the
education system. Therefore, loan forgiveness and service
scholarships for teachers may be especially effective for
recruiting teachers and school leaders from diverse, lower-
income backgrounds.
(6) According to the Learning Policy Institute, teacher
loan forgiveness and service scholarship programs can be
successful in both recruiting and retaining teachers. To be
effective, these programs should provide a financial benefit
that meaningfully offsets the cost of a teacher's professional
preparation. This includes covering licensing and certification
costs.
(7) A 2015 Government Accountability Office study of
Federal grant and loan forgiveness programs for teachers found
that the structure of these programs matters. Further research
shows effective loan forgiveness and service scholarship
programs follow 5 design principles. These programs--
(A) cover all or a large percentage of tuition;
(B) target high-need fields or schools, or both;
(C) recruit candidates who are academically strong,
committed to teaching, and well-prepared;
(D) commit recipients to teach with reasonable
incentives to fulfill their commitment; and
(E) are bureaucratically manageable for
participating teachers, local educational agencies, and
institutions of higher education.
(8) The TEACH grant program under subpart 9 of part A of
title IV of the Higher Education Act of 1965 (20 U.S.C. 1070g
et seq.) provides up to $16,000 in grants to prospective
teachers who agree to teach in low-income schools and high-need
subject areas for 4 years. This is far below the Department of
Education's most recent estimate of the average annual cost of
approximately $25,409 in tuition, fees, and room and board at
the average full-time undergraduate 4-year institution.
(9) The National Center for Education Statistics found that
more than \2/3\ of the individuals entering the education field
borrow money to pay for their higher education. Teachers with a
bachelor's degree have an average debt of $20,000 and teachers
with a master's degree have an average debt of $50,000.
Teachers also start out earning 20 percent less than their
peers with comparable degrees who pursue jobs outside of
education. These compounding factors can disincentivize
prospective teachers from entering the profession.
(10) In evaluating the TEACH grant program, the Government
Accountability Office found that almost \2/3\ of the requests
for assistance under the program from October 2011 through
March 2014 cited problems submitting certification paperwork.
The Government Accountability Office recommended improvements
in the program's design, including reducing burdensome annual
paperwork, increasing awareness about the program, and
streamlining the dispute process.
(11) Spending by teachers on school supplies adds up to
$1,600,000,000 nationally. According to the Education Market
Association, most teachers spend around $500, with 10 percent
spending $1,000 or more.
(12) Teacher quality partnerships are designed to
strengthen higher education-based teacher and school leader
preparation. Studies show that teachers who are better prepared
to enter the classroom stay longer and perform better than
their underprepared peers. Teacher quality partnerships also
fund programs like induction and mentoring that have been shown
to increase teacher and school leader retention. Research
indicates that the ongoing support for teachers provided by
teacher quality partnerships, including mentoring and coaching,
is an important part of early childhood education programs.
(13) According to the Center for Education Data and
Research, a more diverse teaching workforce leads to better
student outcomes, particularly in high-poverty environments
with significant at-risk student populations. Further,
researchers from Vanderbilt University found that greater
racial and ethnic diversity in the principal corps benefits
students, especially children of color. Three commonly cited
rationales for this benefit are--
(A) students of color benefit from seeing minority
adult role models in a position of authority;
(B) the higher expectations that teachers of color
tend to place on students of color; and
(C) the effect of cultural differences between
teachers of different backgrounds on instructional
strategies and interpretation of students' behavior.
(14) According to the report entitled ``Empowered
Educators: How Leading Nations Design Systems for Teaching
Quality'', effective teacher preparation successfully
integrates theory and practice components. Further, according
to the ``Preparing Teachers for a Changing World'' report
sponsored by the National Academy Foundation, highly effective
teachers vary in styles, yet have many teaching strategies in
common. Research has identified a set of knowledge, skills, and
dispositions essential for beginning teachers that should be
incorporated into the teacher education curriculum. This
includes the opportunity and capacity to reflect on and
evaluate skills and to learn from practice. Evidence-based
teacher preparation includes developing teacher skills, content
knowledge, inquiry, and the capacity to provide effective
learning experiences for a diverse set of students.
(15) As it does in medicine, the Federal Government should
maintain a substantial, sustained program of service
scholarships or loan forgiveness programs that cover training
costs in high-quality preparation programs at the undergraduate
or graduate level for those who will teach in a high-need field
or location for at least 4 years, as candidates are much more
likely to remain in the profession and to make a difference for
student achievement after 3 years of teaching. State
governments can augment such an approach with programs targeted
to specific local needs.
(16) Research has shown the impact cultural competence can
have on closing student achievement gaps and improving student
outcomes by incorporating racial and ethnic minority
contributions in curricula and diversifying pedagogical
practices. Cultural competence is both a moral and ethical
responsibility to create a welcoming environment for students
to succeed. The impact of having educators who have the ability
to challenge and motivate diverse student populations can
dramatically improve our educational system and student
outcomes.
TITLE I--IMPROVING TEACHER SUPPORT UNDER THE ELEMENTARY AND SECONDARY
EDUCATION ACT OF 1965
SEC. 101. MANDATORY FUNDING FOR PROGRAMS PREPARING, TRAINING, AND
RECRUITING HIGH-QUALITY TEACHERS, PRINCIPALS, OR OTHER
SCHOOL LEADERS.
Section 2003 of the Elementary and Secondary Education Act of 1965
(20 U.S.C. 6603) is amended--
(1) in the section heading, by striking ``authorization of
appropriations'' and inserting ``funding''; and
(2) by striking subsection (a) and inserting the following:
``(a) Appropriations for Part A.--For fiscal year 2018 and each
subsequent fiscal year, there are authorized to be appropriated, and
there are appropriated, out of any funds not otherwise appropriated,
$3,200,000,000.''.
TITLE II--TEACHER LOAN FORGIVENESS PROGRAMS
SEC. 201. TEACHER LOAN FORGIVENESS PROGRAMS AND GRANTS.
(a) Repayment Plan for Qualifying Teachers.--
(1) In general.--Section 455 of the Higher Education Act of
1965 (20 U.S.C. 1087e) is amended by adding at the end the
following:
``(r) Repayment Plan for Qualifying Teachers.--
``(1) In general.--The Secretary shall cancel a portion, in
accordance with paragraph (2), of the balance of interest and
principal due on any eligible Federal Direct Loan not in
default for a borrower who, in a 12-month time period--
``(A) has made 12 consecutive on-time monthly
payments on the eligible Federal Direct Loan, in an
amount equal to or greater than the amount of payments
for the borrower under an income-based repayment plan
under section 493C (regardless of whether some or all
of those payments were made before the effective date
of the Supporting the Teaching profession through
Revitalizing Investments in Valuable Educators Act);
and
``(B)(i) is employed in a qualifying teaching
position at the time of such forgiveness; and
``(ii) has been employed in a qualifying teaching
position during the period in which the borrower made
each of the 12 payments described in subparagraph (A).
``(2) Loan cancellation amount.--
``(A) In general.--The portion to be cancelled
under this paragraph shall be--
``(i) for each of--
``(I) the first 5 years that the
borrower qualifies under paragraph (1),
in the case of a borrower employed for
such year in a full-time qualifying
teaching position in the subject of
English as a second language, science,
technology, engineering, mathematics,
special education, or career and
technical education, 15 percent of the
balance of principal and interest due
on all of the eligible Federal Direct
Loans of the borrower, as of the final
day of that 1-year employment period;
or
``(II) the first 6 years (or the
equivalent calculated under
subparagraph (B)(i)) that the borrower
qualifies under paragraph (1)--
``(aa) in the case of a
borrower employed for such year
in a full-time qualifying
teaching position in a subject
that is not described in
subclause (I), 10 percent of
the balance of principal and
interest due on all of the
eligible Federal Direct Loans
of the borrower, as of the
final day of that 1-year
employment period; or
``(bb) in the case of a
borrower employed for such year
in a part-time qualifying
teaching position (regardless
of subject), 5 percent of the
balance of principal and
interest due on all of the
eligible Federal Direct Loans
of the borrower, as of the
final day of that 1-year
employment period; and
``(ii) after the borrower has received
partial loan cancellation described in clause
(i)--
``(I) for 5 years, in the case of a
borrower described in clause (i)(I),
and then qualifies for loan
cancellation under paragraph (1) for a
sixth year, all of the borrower's
remaining obligation to repay the
balance of principal and interest due,
as of the date of such calculation, on
all of the eligible Federal Direct Loan
made to a borrower; or
``(II) for 6 years (or the
equivalent calculated under
subparagraph (B)(i)), in the case of a
borrower described in clause (i)(II),
and then qualifies for loan
cancellation under paragraph (1) for a
seventh year (or the equivalent
calculated under subparagraph (B)(ii)),
all of the borrower's remaining
obligation to repay the balance of
principal and interest due, as of the
date of such calculation, on all of the
eligible Federal Direct Loan made to a
borrower.
``(B) Special rule regarding part-time teaching.--
``(i) General rule.--In the case of a
borrower who qualifies for loan cancellation
under subparagraph (A) for one or more years
through a part-time qualifying teaching
position, the Secretary shall determine when
the equivalent of 6 years of partial
cancellation for full-time employment has been
met for purposes of subparagraph (A)(ii)(II) by
giving the borrower credit for one-half of a
year for each year that the borrower receives
partial part-time cancellation under
subparagraph (A)(i)(II)(bb).
``(ii) Rule for final cancellation.--A
borrower who wishes to complete the equivalent
of the seventh year of teaching necessary for
complete cancellation under subparagraph
(A)(ii)(II) through employment in a part-time
qualifying teaching position--
``(I) shall be required to qualify
for loan cancellation through a part-
time qualifying teaching position for 2
additional years; and
``(II) notwithstanding subparagraph
(A), shall receive partial
cancellation, in accordance with
subparagraph (A)(i)(II)(bb), for the
first of such 2 years.
``(3) Eligibility provisions.--
``(A) Certification.--A borrower who desires to
participate in the repayment plan under this subsection
shall submit to the Secretary an employer
certification, as required by the Secretary, of the
employment dates for the qualifying service.
``(B) Ineligibility for double benefits.--
``(i) In general.--No borrower may, for the
same service, receive a reduction of loan
obligations under both this subsection and
section 428J, 428K, 428L, or 460.
``(ii) Ineligibility of education award.--
No borrower may count any payments made from an
education award received under subtitle D of
title I of the National and Community Service
Act of 1990 (42 U.S.C. 12601 et seq.) toward
the payments required under paragraph (1).
``(C) Continued eligibility.--A teacher who is
employed, for consecutive years (excluding a documented
medical leave of absence or military service), in a
qualifying teaching position at a school that meets the
requirements of paragraph (6)(C)(i) for a school year
but fails to meet such requirements in subsequent
years, shall be deemed to be in a qualifying teaching
position, for purposes of this subsection, for all of
the consecutive subsequent years during which the
teacher remains at the school.
``(4) State certification.--
``(A) State responsibilities.--Each State
educational agency that receives assistance under part
A of title I of the Elementary and Secondary Education
Act of 1965 shall provide to the Secretary an annual
list of the elementary schools and secondary schools in
the State that meet the requirements of subclauses (I)
and (II) of paragraph (6)(C)(i).
``(B) Dissemination of school lists.--The Secretary
shall--
``(i) in coordination with the Secretary of
the Interior, develop a list of elementary
schools and secondary schools that meet the
requirement of paragraph (6)(C)(i)(III); and
``(ii) make the lists developed under
clause (i) and provided under subparagraph (A)
easily accessible for applicants and recipients
of TEACH Grants.
``(5) Special deferral.--
``(A) In general.--In addition to any deferment for
which a borrower of an eligible Federal Direct Loan may
be eligible under section 455(f), a borrower shall be
eligible for deferment, as described in section
455(f)(1), for a period not in excess of 2 years if--
``(i) the borrower has qualified for
partial loan forgiveness under paragraph (1)
for the immediately preceding year; and
``(ii) the borrower is unable to continue
working in a qualified teaching position during
the period of deferment, due to--
``(I) extenuating or unforeseen
financial circumstances or health
reasons; or
``(II) other extraordinary
circumstances as determined by the
Secretary.
``(6) Definitions.--In this subsection:
``(A) Eligible federal direct loan.--The term
`eligible Federal Direct Loan' means a Federal Direct
Stafford Loan, Federal Direct PLUS Loan, Federal Direct
Unsubsidized Stafford Loan, or Federal Direct
Consolidation Loan.
``(B) Part-time.--The term `part-time', when used
in reference to a teacher for a particular school year,
means a teacher who works in such year a number of
hours that is not less than 50 percent, but less than
100 percent, of the hours worked by an average full-
time teacher in the local educational agency that
serves the area where the teacher is employed.
``(C) Qualifying teaching position.--The term
`qualifying teaching position' means part-time or full-
time employment (not including a substitute teaching
assignment)--
``(i) in--
``(I) a public or nonprofit private
elementary school or secondary school,
that, for the purpose of this paragraph
and for that year--
``(aa) has been determined
by the Secretary (pursuant to
regulations of the Secretary
and after consultation with the
State educational agency of the
State in which the school is
located) to be a school in
which the number of children
meeting a measure of poverty
under section 1113(a)(5) of the
Elementary and Secondary
Education Act of 1965, exceeds
70 percent of the total number
of children enrolled in such
school; and
``(bb) is in the school
district of a local educational
agency that is eligible in such
year for assistance pursuant to
part A of title I of the
Elementary and Secondary
Education Act of 1965;
``(II) a public or nonprofit
private elementary school or secondary
school served by an educational service
agency, or a location operated by an
educational service agency, that, for
the purpose of this paragraph and for
that year, has been determined by the
Secretary (pursuant to regulations of
the Secretary and after consultation
with the State educational agency of
the State in which the educational
service agency operates) to be a school
or location at which the number of
children taught who meet a measure of
poverty under section 1113(a)(5) of the
Elementary and Secondary Education Act
of 1965, exceeds 30 percent of the
total number of children taught at such
school or location;
``(III) an elementary school or
secondary school that is funded by the
Bureau of Indian Education; or
``(IV) in the case of an individual
who is an early childhood educator, an
early childhood education program;
``(ii) through which the individual
provides direct classroom teaching, or
classroom-type teaching in a nonclassroom
setting, including--
``(I) special education teachers;
``(II) career and technical
education teachers;
``(III) teachers in the field of
science, technology, engineering,
mathematics, or other subjects;
``(IV) early childhood educators;
and
``(V) English as a second language
teachers; and
``(iii) with respect to which the
individual meets the requirements of an
effective teacher or effective early childhood
educator, as determined by the State in
accordance with part A of title I and title II
of the Elementary and Secondary Education Act
of 1965 (20 U.S.C. 6311 et seq., 6601 et
seq.).''.
(2) Effective date.--The amendment made by this subsection
shall be effective on the date that is 1 year after the date of
enactment of this Act.
(b) Tax Treatment of Cancellation of Student Loans.--
(1) In general.--Subsection (f) of section 108 of the
Internal Revenue Code of 1986 is amended by adding at the end
the following new paragraph:
``(6) Cancellations under strive act teacher loan
forgiveness programs.--In the case of an individual, gross
income does not include any amount which (but for this
subsection) would be includible in gross income for the taxable
year by reasons of the cancellation (in whole or in part) under
section 455(r) of the Higher Education Act of 1965 of any
eligible Federal Direct Loan (as defined in section
455(r)(6)(A) of such Act).''.
(2) Effective date.--The amendment made by this subsection
shall apply to cancellations of indebtedness after the date
that is 1 year after the date of the enactment of this Act.
SEC. 202. TEACH GRANTS.
(a) Amendments.--Subpart 9 of part A of title IV of the Higher
Education Act of 1965 (20 U.S.C. 1070g et seq.) is amended--
(1) in section 420M (20 U.S.C. 1070g-1)--
(A) in subsection (a)(1), by striking ``$4,000''
and inserting ``$12,000''; and
(B) in subsection (d)--
(i) in paragraph (1)(B), by striking
``$16,000'' and inserting ``$48,000''; and
(ii) in paragraph (2), by striking
``$8,000'' and inserting ``$16,000''; and
(2) in section 420N (20 U.S.C. 1070g-2)--
(A) in subsection (a)(2)(B), in the matter
preceding clause (i), by inserting ``, including an
early childhood teacher (defined in this section as a
teacher who has primary responsibility for the learning
and development of children within an early childhood
education program),'' after ``prospective teacher'';
(B) in subsection (b)--
(i) in paragraph (1)(A), by striking ``4
academic years within 8 years'' and inserting
``8 academic years within 10 years''; and
(ii) by striking subparagraphs (B) and (C)
and inserting the following:
``(B) teach in an elementary school, secondary
school, or an early childhood education program;
``(C) teach in--
``(i) a school described in section
465(a)(2)(A); and
``(ii) any of the following fields--
``(I) mathematics;
``(II) science;
``(III) technology;
``(IV) engineering;
``(V) career and technical
education;
``(VI) a foreign language;
``(VII) bilingual education;
``(VIII) special education;
``(IX) as a reading specialist;
``(X) as a writing specialist; or
``(XI) another field designated as
high need by the most recent list
described in subsection (d)(1);'';
(C) in subsection (c)--
(i) by striking ``Service'' and all that
follows through ``event'' and inserting the
following: ``Service.--
``(1) In general.--In the event'';
(ii) by inserting ``paragraph (2) and the''
after ``in accordance with''; and
(iii) by adding at the end the following:
``(2) Partial forgiveness of repayment.--In the event that
a recipient described in paragraph (1) has fulfilled a portion
of the service obligation in the agreement under subsection
(b), the amount that is treated as a Federal Direct
Unsubsidized Stafford Loan under part D of title IV and subject
to repayment (together with the interest thereon) for that
recipient shall be reduced by an amount that bears the same
ratio to the total amount of the recipient's grant under this
subpart as the amount of time the recipient has fulfilled of
the recipient's service obligation bears to the total amount of
time of the service obligation in the agreement under
subsection (b).''; and
(D) in subsection (d)--
(i) by redesignating paragraphs (1) and (2)
as paragraphs (2) and (3), respectively;
(ii) in paragraph (2), as redesignated by
clause (i), by striking ``subsection
(b)(1)(C)(vii)'' and inserting ``paragraph
(1)''; and
(iii) by inserting before paragraph (2), as
redesignated by clause (i), the following:
``(1) High-need designation.--The Secretary shall develop,
periodically update, and publish a list of designated high-need
fields for purposes of this subpart.''.
(b) Simplification of the Application Process and Streamlining the
Teach Grant Dispute Process.--Section 420P of the Higher Education Act
of 1965 (20 U.S.C. 1070g-4) is amended--
(1) in the section heading, by inserting ``; program
improvement'' after ``program report'';
(2) by striking ``Not later'' and inserting the following:
``(a) Program Report.--Not later''; and
(3) by adding at the end the following:
``(b) Program Improvement.--By not later than 6 months after the
date of enactment of the Supporting the Teaching profession through
Revitalizing Investments in Valuable Educators Act, and periodically
thereafter, the Secretary shall--
``(1) work with States to identify and implement a process
for increasing awareness of, and simplifying the application
process for--
``(A) TEACH Grants;
``(B) loan forgiveness, in accordance with section
420N(c)(2), for any amount of a TEACH Grant to a
student that is converted to a loan under section
420N(c)(1); and
``(C) waivers of the service obligation for TEACH
Grants, in accordance with section 420N(d)(3); and
``(2)(A) review the procedures, including the dispute
resolution procedures, of the process through which the service
obligation of a recipient of a TEACH grant is converted to a
loan under section 420N(c)(1) or waived under such 420N(d)(3);
and
``(B) disseminate and make publicly available and easily
accessible to the appropriate audiences clear, consistent
information on the procedures, including--
``(i) an explanation that recipients have an option
to dispute the conversion or waiver decision;
``(ii) how a recipient can initiate a dispute; and
``(iii) the specific criteria considered in the
adjudicating process.''.
(c) Data Regarding Federal Loan Forgiveness and Service Scholarship
Programs.--Each year, the Secretary of Education shall prepare and make
publicly available data on the Federal loan forgiveness and service
scholarship programs administered by the Secretary, including, for each
program and for the most recent year for which data are available, the
rates of loan cancellation under such program, the rates of completion
of any service requirement required for the program, and the conversion
rate regarding how many grants or scholarships are converted to loans
for repayment based on the student's failure to complete the program or
any required service obligation.
(d) Effective Date.--This section, and the amendments made by this
section, shall take effect on July 1, 2018.
SEC. 203. PROGRAM TO SUBSIDIZE TEACHER CERTIFICATION AND LICENSING
FEES.
(a) In General.--Subpart 9 of part A of title IV of the Higher
Education Act of 1965 (20 U.S.C. 1070g et seq.), as amended by this
title, is further amended by adding at the end the following:
``SEC. 420Q. PROGRAM TO SUBSIDIZE TEACHER CERTIFICATION AND LICENSING
FEES.
``(a) Definitions.--In this section:
``(1) Low-income individual.--The term `low-income
individual' has the meaning given the term in section 402A(h).
``(2) Teaching profession.--The term `teaching profession'
includes elementary education, secondary education, and early
childhood education.
``(b) Program Authorized.--From amounts appropriated under
subsection (g), the Secretary shall carry out a program of awarding
grants to State educational agencies, through allotments described in
subsection (c), to enable the State educational agencies to subsidize
teacher certification and licensing fees for low-income individuals who
are entering the teaching profession.
``(c) Allotments.--Each State submitting an approved application
under this section for a fiscal year shall receive an allotment that
bears the same ratio to the total amount made available under this
section for such fiscal year as the number of local educational
agencies located in the State bears to the total number of local
educational agencies in all States with approved applications.
``(d) Application.--A State educational agency desiring a grant
under this section shall submit to the Secretary an application at such
time, in such manner, and containing such information as the Secretary
may require.
``(e) Use of Funds.--
``(1) In general.--A State educational agency receiving a
grant under this section for a fiscal year shall use grant
funds to reimburse or subsidize the teacher or early childhood
educator examination and other certification or licensure fees
for a low-income individual entering the teaching profession
who resides in, and attended a teacher preparation program in,
the State, which may include fees for--
``(A) additional certification or licensure for the
individual in a high-need field included on the list
described in section 420N(d)(1);
``(B) National Board certification;
``(C) maintaining active status with a professional
disciplinary organization aligned with the high-need
field included on the list described in section
420N(d)(1); or
``(D) in the case of early childhood educators,
further education necessary in order to become highly
competent and successfully take such examination or
obtain such certification or licensure (such as English
as a second language classes, community college
courses, and continuing and distance education).
``(2) Priority in reimbursement.--A State educational
agency receiving a grant under this section shall, in
reimbursing or subsidizing fees in accordance with paragraph
(1), give a priority to teachers and early childhood educators
who are members of populations underrepresented in the teaching
or early childhood care profession, respectively.
``(f) Additional Funds.--Grant funds made available under this
section to a State educational agency shall remain available to the
State until expended.
``(g) Authorization of Appropriations.--There are authorized to be
appropriated to carry out this section $50,000,000 for fiscal year 2019
and each of the 5 succeeding fiscal years.''.
(b) Effective Date.--The amendment made by this section shall take
effect on July 1, 2018.
TITLE III--TEACHER QUALITY PARTNERSHIPS
SEC. 301. PURPOSE.
The purposes of this title are--
(1) to ensure that early childhood educators have the
financial and academic support needed to remain in the
profession; and
(2) to strengthen the quality of early childhood education
teaching supports.
SEC. 302. PROVIDING ACCESS FOR EARLY CHILDHOOD EDUCATORS TO TRAINING
PROGRAMS.
(a) Definition of Early Childhood Education Program.--Section
103(8)(C)(i) of the Higher Education Act of 1965 (20 U.S.C.
1003(8)(C)(i)) is amended by striking ``age six'' and inserting ``age
six, or the age of entry into elementary school, and''.
(b) Broadening Definitions.--Section 200 of the Higher Education
Act of 1965 (20 U.S.C. 1021) is amended--
(1) in paragraph (4), by inserting ``and includes an
individual employed as a master teacher, lead teacher, or
classroom aide'' before the period at the end;
(2) in paragraph (6)(A)(ii)(II), by striking ``as
applicable,'';
(3) in paragraph (14)--
(A) in the matter preceding subparagraph (A)--
(i) by inserting ``, and for new early
childhood educators during not less than the
educators' first two years of teaching,'' after
``two years of teaching''; and
(ii) by inserting ``or beginning early
childhood educators'' after ``beginning
teachers'';
(B) in subparagraph (A), by striking ``teacher
mentoring'' and inserting ``teacher and educator
mentoring'';
(C) in subparagraph (B)--
(i) by inserting ``or early childhood
educators, as the case may be,'' after ``with
teachers'';
(ii) by striking ``mentor teachers'' and
inserting ``mentor teachers or early childhood
educators''; and
(iii) by inserting ``or early childhood
educators'' after ``among teachers'';
(D) in subparagraph (D), by striking ``new
teachers'' and inserting ``new teachers and new early
childhood educators'';
(E) in subparagraph (F)(ii), by inserting ``and
early childhood educators'' after ``teachers'';
(F) in subparagraph (G)--
(i) by inserting ``and exemplary early
childhood educators'' after ``exemplary
teachers''; and
(ii) by inserting ``and early childhood
educators'' after ``new teachers''; and
(G) in subparagraph (I), by inserting ``and early
childhood educators'' after ``new teachers'';
(4) in paragraph (21)--
(A) in the paragraph heading, by striking ``Teacher
mentoring'' and inserting ``Teacher and educator
mentoring'';
(B) in the matter preceding subparagraph (A)--
(i) by striking ``teacher mentoring'' and
inserting ``teacher and educator mentoring'';
and
(ii) by inserting ``and early childhood
educators'' after ``prospective teachers'';
(C) in subparagraph (A), by striking ``teacher
mentors'' and inserting ``mentor teachers or, in the
case of prospective early childhood educators, mentor
early childhood educators,''; and
(D) in subparagraph (C), by inserting ``, or in a
high-need early childhood education program,'' after
``local educational agency''; and
(5) in paragraph (22)--
(A) in the paragraph heading, by striking
``teaching residency program'' and inserting ``teacher
and educator residency program'';
(B) in the matter preceding subclause (A)--
(i) by striking ``teaching residency
program'' and inserting ``teacher or educator
residency program'';
(ii) by inserting ``, or an early childhood
education program-based preparation program for
early childhood educators,'' after ``teacher
preparation program''; and
(iii) by inserting ``or early childhood
educator'' after ``prospective teacher'';
(C) in subparagraph (A), by striking ``mentor
teacher'' and inserting ``mentor teacher or early
childhood educator'';
(D) in subparagraph (B), by inserting ``or early
childhood educator'' after ``the teacher''; and
(E) by striking subparagraph (D) and inserting the
following:
``(D) prior to completion of the program--
``(i) in the case of a prospective
teacher--
``(I) attains full State
certification or licensure and, with
respect to a special education teacher,
meets the qualifications described in
section 612(a)(14)(C) of the
Individuals with Disabilities Education
Act; and
``(II) acquires a master's degree
not later than 18 months after
beginning the program; and
``(ii) in the case of a prospective early
childhood educator--
``(I) becomes highly competent;
``(II) attains full State
certification or licensure; and
``(III) acquires a baccalaureate
degree or an associate's degree not
later than 6 years after beginning the
program.''.
(c) Expanding Purposes.--Section 201 of the Higher Education Act of
1965 (20 U.S.C. 1022) is amended--
(1) in paragraph (2)--
(A) by inserting ``and early childhood educators''
after ``prospective and new teachers'';
(B) by inserting ``and early childhood educators''
after ``prospective teachers''; and
(C) by inserting ``and early childhood educators''
after ``for new teachers'';
(2) in paragraph (3), by inserting ``and early childhood
educators'' after ``preparing teachers''; and
(3) in paragraph (4), by inserting ``and early childhood
education'' before ``force''.
(d) Including Early Childhood Educators in Partnership Grants.--
Section 202 of the Higher Education Act of 1965 (20 U.S.C. 1022a) is
amended--
(1) in subsection (b)--
(A) in paragraph (1), by striking ``, as
applicable,'';
(B) in paragraph (2), by inserting ``and early
childhood educators'' after ``teachers'';
(C) in paragraph (3), by inserting ``and early
childhood educators'' after ``teachers'';
(D) in paragraph (4)--
(i) in subparagraph (A), by inserting ``or
early childhood educator'' after ``teacher'';
and
(ii) in subparagraph (B), by inserting ``or
early childhood educator'' after ``teacher'';
(E) in paragraph (6)--
(i) in subparagraph (E)(i), by striking ``,
as appropriate,'';
(ii) in subparagraph (F), by inserting
``and early childhood educators'' after
``general education teachers''; and
(iii) in subparagraph (G), by inserting
``and early childhood educators'' after
``special education teachers''; and
(F) in paragraph (7)--
(i) in subparagraph (A), by inserting ``and
early childhood educators'' after ``prepare
teachers''; and
(ii) in subparagraph (C)--
(I) by striking ``new teachers''
each place the term appears and
inserting ``new teachers and new early
childhood educators'';
(II) by striking ``high-need local
educational agency'' each place the
term appears and inserting ``high-need
local educational agency or early
childhood education program''; and
(III) by striking ``new teachers'
teaching skills'' and inserting
``teaching skills of the new teachers
and new early childhood educators'';
(2) in subsection (c)(1)--
(A) by inserting ``and early childhood educators''
after ``teachers''; and
(B) by striking ``teaching residency program'' and
inserting ``teacher and educator residency program'';
(3) in subsection (d)--
(A) in paragraph (1)--
(i) in subparagraph (A)--
(I) in the matter preceding clause
(i), by striking ``, as applicable,'';
(II) in clause (i)--
(aa) in subclause (II), by
striking ``, as applicable,'';
and
(bb) in subclause (III), by
striking ``as applicable,'';
and
(III) in clause (ii), by striking
``and, as applicable, techniques for
early childhood educators'' and
inserting ``and, for early childhood
educators, techniques,''; and
(ii) in subparagraph (B)(ii)--
(I) in the matter preceding
subclause (I), by striking ``, as
applicable,''; and
(II) in subclause (IV)--
(aa) in item (aa), by
striking ``and'' after the
semicolon;
(bb) in item (bb), by
inserting ``and'' after the
semicolon; and
(cc) by adding at the end
the following:
``(cc) provide culturally
responsive and inclusive
learning environments for all
students;'';
(B) in paragraph (2)--
(i) in the matter preceding subparagraph
(A), by striking ``, as applicable,'';
(ii) in subparagraph (A)(ii), by striking
``(as applicable)''; and
(iii) in subparagraph (C), by striking
``teacher mentoring'' and inserting ``teacher
and educator mentoring'';
(C) in paragraph (5)--
(i) in the paragraph heading, by inserting
``and early childhood educator'' after
``Teacher'';
(ii) in the matter preceding subparagraph
(A)--
(I) by inserting ``or early
childhood educators'' after ``become
teachers''; and
(II) by striking ``teaching
profession'' and inserting ``teaching
and early childhood education
profession''; and
(iii) in subparagraph (B), by inserting
``or early childhood educator'' after
``teacher''; and
(D) in paragraph (6), in the matter preceding
subparagraph (A), by inserting ``and early childhood
educators'' after ``teachers'';
(4) in subsection (e)--
(A) in the subsection heading, by striking
``Teaching Residency'' and inserting ``Teacher and
Educator Residency'';
(B) by striking ``teaching residency'' each place
the term appears and inserting ``teacher and educator
residency'';
(C) in paragraph (1)--
(i) in subparagraph (A), by inserting ``or
high-need early childhood education program''
before ``in the partnership'';
(ii) in subparagraph (B)--
(I) by inserting ``or early
childhood education program'' after
``receiving school''; and
(II) by striking ``mentor
teachers'' and inserting ``mentor
teachers or early childhood
educators''; and
(iii) in subparagraph (C)--
(I) in the matter preceding clause
(i), by striking ``teaching residents''
and inserting ``teacher or early
childhood educator residents'';
(II) in clause (ii), by striking
``teacher mentoring'' and inserting
``teacher and educator mentoring''; and
(III) in clause (iii), by striking
``new teachers'' and inserting ``new
teachers or early childhood
educators''; and
(D) in paragraph (2)--
(i) in the paragraph heading, by striking
``Teaching'' and inserting ``Teacher and
educator'';
(ii) in subparagraph (A)--
(I) in the matter preceding clause
(i)--
(aa) by striking ``teaching
residencies'' and inserting
``teacher and educator
residencies'';
(bb) by inserting ``and
early childhood educators''
after ``teachers''; and
(cc) by inserting ``and
high-need early childhood
education programs'' after
``high-need schools'';
(II) in clause (i), by striking
``teacher mentoring'' and inserting
``teacher and educator mentoring'';
(III) in clause (iii)--
(aa) in the matter
preceding subclause (I), by
striking ``mentor teacher'' and
inserting ``mentor teacher or
early childhood educator'';
(bb) in subclause (II), by
inserting ``and early childhood
educators'' after ``new
teachers'';
(cc) in subclause (III), by
striking ``teaching duties''
and inserting ``teaching or
educating duties''; and
(dd) in subclause (IV), by
inserting ``or early childhood
educators'' after ``teachers'';
(IV) in clause (iv), by striking
``mentor teachers'' and inserting
``mentor teachers and early childhood
educators'';
(V) in clause (vi)--
(aa) in subclause (I)--
(AA) by inserting
``or early childhood
education program''
after ``local
educational agency'';
and
(BB) by inserting
``or program'' after
``such agency''; and
(bb) in subclause (II), by
inserting ``or early childhood
education'' after ``teaching'';
and
(VI) in clause (vii)--
(aa) by striking ``teaching
residents'' and inserting
``teacher or educator
residents'';
(bb) by inserting ``or
early childhood educators''
after ``teachers''; and
(cc) by inserting ``or work
as an early childhood
educator'' after ``two years of
teaching''; and
(iii) in subparagraph (C)--
(I) in clause (i), by striking
``teaching residents'' and inserting
``teacher and educator residents'';
(II) in clause (ii), by striking
``teacher residency'' and inserting
``teacher or educator residency'';
(III) in clause (iii)--
(aa) in subclause (I), by
inserting ``or early childhood
educator'' after ``teacher'';
(bb) by striking subclause
(II) and inserting the
following:
``(II)(aa) in the case of a teacher
applicant, fulfill the requirement
under subclause (I) by teaching in a
high-need school served by the high-
need local educational agency in the
eligible partnership and teach a
subject or area that is designated as
high need by the partnership; or
``(bb) in the case of an early
childhood educator applicant, fulfill
the requirement under subclause (I) by
teaching in a high-need early childhood
education program;''; and
(cc) in subclause (IV), by
inserting ``, or, in the case
of an early childhood educator,
will be highly competent,''
after ``Act,''; and
(IV) in clause (iv)--
(aa) in subclause (I), by
striking ``A grantee carrying
out'' and inserting ``Subject
to subclause (II), a grantee
carrying out'';
(bb) by redesignating
subclauses (II) and (III) as
subclauses (III) and (IV),
respectively;
(cc) by inserting after
subclause (I) the following:
``(II) Exceptions to repayment
requirement.--An eligible partnership
carrying out a teacher and educator
residency program under this paragraph
shall not require repayment under this
clause by a recipient if the recipient
is unable to complete the teacher and
educator residency program, or the
service requirement, due to--
``(aa) extenuating or
unforeseen financial
circumstances, health reasons,
or personal or family
obligations;
``(bb) incapacitation;
``(cc) inability to secure
employment in a school served
by the eligible partnership;
``(dd) being called to
active duty in the armed forces
of the United States; or
``(ee) other extraordinary
circumstances.''; and
(dd) in subclause (III), as
redesignated by item (bb), by
striking ``on grounds'' and all
that follows through the period
at the end and inserting ``on
grounds not covered under
subclause (II).'';
(5) in subsection (f)(1)--
(A) in subparagraph (B)--
(i) in clause (i), by inserting ``or early
childhood education program'' after ``school'';
(ii) in clause (ii), by inserting ``or
early childhood educators'' after ``teachers'';
(iii) in clause (iii), by striking
``teacher instruction and drive teacher and
student learning'' and inserting ``teacher or
early childhood educator instruction and drive
the learning of teachers or early childhood
educators, and students''; and
(iv) in clause (iv), by striking ``school
environment'' and inserting ``school or early
childhood education program environment''; and
(B) in subparagraph (D)(i)--
(i) in subclause (I), by inserting ``, or
in high-need early childhood education
programs'' before the semicolon at the end; and
(ii) in subclause (II)--
(I) by inserting ``or early
childhood educators'' after
``teachers''; and
(II) by inserting ``or high-need
early childhood education programs''
before the period at the end; and
(6) in subsection (g)--
(A) by inserting ``or early childhood educator''
after ``pre-baccalaureate teacher''; and
(B) by inserting ``or early childhood educators''
before the period at the end.
(e) Accountability, Evaluation, and Information.--Section 204 of
the Higher Education Act of 1965 (20 U.S.C. 1022c) is amended--
(1) in subsection (a)--
(A) in paragraph (1), by inserting ``or early
childhood educators'' after ``teachers'';
(B) in paragraph (2), by inserting ``, and early
childhood educator retention in the first three years
of an early childhood educator's career'' before the
semicolon at the end;
(C) in paragraph (3)--
(i) by inserting ``(A)'' before
``improvement''; and
(ii) by adding at the end the following:
``(B) in the case of eligible partnerships offering
programs that lead to State certification or licensure
of early childhood educators, improvement in the pass
rates and scaled scores for initial State certification
or licensure of early childhood educators; and''; and
(D) in paragraph (4)(F), by striking ``as
applicable,''; and
(2) in subsection (b)--
(A) by striking ``shall ensure'' and inserting the
following: ``shall--
``(1) ensure''; and
(B) by striking ``part.'' and inserting the
following: ``part; and
``(2) in the case of an eligible partnership that offers an
early childhood education program that does not lead to State
licensure or certification as an early childhood educator,
clearly indicate that fact in the information provided
regarding the early childhood program through the grant and any
reports submitted under this part.''.
(f) Accountability for Preparation Programs.--Section 205 of the
Higher Education Act of 1965 (20 U.S.C. 1022d) is amended--
(1) in the section heading, by inserting ``and early
childhood educators'' after ``teachers'';
(2) by redesignating subsections (c) through (e) as
subsections (d) through (f), respectively;
(3) by inserting after subsection (b) the following:
``(c) State Report Card on the Quality of Early Childhood
Educators.--
``(1) In general.--Each State that receives funds under
this Act shall provide to the Secretary, and make widely
available to the general public, in a uniform and
comprehensible manner that conforms with the definitions and
methods established by the Secretary, an annual State report
card on the quality of early childhood educator preparation
programs that lead to early childhood educator licensure or
certification in the State.
``(2) Additional content.--Each State report card issued
under this subsection shall also include an explanation of--
``(A) how the State is making early childhood
educators aware of available tax credit programs,
scholarship programs, and loan programs; and
``(B) how the State is implementing or designing
flexible early childhood educator preparation
programs.''; and
(4) in subsection (e), as redesignated by paragraph (2)--
(A) in paragraph (1), by inserting ``and on early
childhood educator qualifications and preparation in
the United States, including the information described
in subsection (c)(2)'' after ``subsection (b)(1)''; and
(B) in each of subparagraphs (A) and (B) of
paragraph (2), by striking ``teaching force'' and
inserting ``teacher and early childhood educator
force''.
SEC. 303. MANDATORY FUNDING FOR TEACHER QUALITY PARTNERSHIP PROGRAM.
Section 209 of the Higher Education Act of 1965 (20 U.S.C. 1022h)
is amended to read as follows:
``SEC. 209. AUTHORIZATION AND APPROPRIATIONS.
``There are authorized to be appropriated to carry out this part,
and there are appropriated, out of any money in the Treasury not
otherwise appropriated, $300,000,000 for fiscal year 2018 and each
subsequent fiscal year.''.
TITLE IV--INCREASING AND EXPANDING TAX DEDUCTION FOR TEACHERS
SEC. 401. INCREASE IN AND EXPANSION OF DEDUCTION FOR EXPENSES OF
ELEMENTARY AND SECONDARY SCHOOL TEACHERS.
(a) Increase.--
(1) In general.--Subparagraph (D) of section 62(a)(2) of
the Internal Revenue Code of 1986 is amended by striking
``$250'' and inserting ``$500 ($1,500 in the case of an
eligible educator teaching in a high-need school, as described
in section 465(2)(A) of the Higher Education Act of 1965, or as
an early childhood educator)''.
(2) Inflation adjustment.--Section 62(d)(3) of such Code is
amended--
(A) by striking ``2015'' and inserting ``2018'';
(B) by striking ``the $250 amount'' and inserting
``each of the dollar amounts''; and
(C) by striking ``2014'' in subparagraph (B)
thereof and inserting ``2017''.
(b) Expansion to Early Childhood Educators.--Section 62(d)(1) of
the Internal Revenue Code of 1986 is amended--
(1) by striking ``who is a kindergarten'' and inserting
``who is--
``(A) a kindergarten'';
(2) by striking the period at the end and inserting ``,
and''; and
(3) by adding at the end the following new subparagraph:
``(B) an early childhood educator (as defined in
section 200 of the Higher Education Act of 1965 (20
U.S.C. 1021)) in an early childhood education program
(as defined in section 103 of such Act (20 U.S.C.
1003)) for at least 1,020 hours during a year.''.
(c) Effective Date.--The amendments made by this section shall
apply to amounts paid or incurred in taxable years beginning after the
date of the enactment of this Act.
<all>