20 U.S.C. § 1022e — Teacher development

Page 260 TITLE 20—EDUCATION § 1022e (i) integrate technology effectively into curricula and instruction, including activi- ties consistent with the principles of uni- versal design for learning; and (ii) use technology effectively to collect, manage, and analyze data to improve teaching and learning for the purpose of increasing student academic achievement. (L) The extent to which teacher prepara- tion programs prepare teachers, including general education and special education teachers, to effectively teach students who are limited English proficient. (2) Prohibition against creating a national list The Secretary shall not create a national list or ranking of States, institutions, or schools using the scaled scores provided under this subsection. (c) Data quality The Secretary shall prescribe regulations to ensure the reliability, validity, integrity, and accuracy of the data submitted pursuant to this section. (d) Report of the Secretary on the quality of teacher preparation (1) Report card The Secretary shall annually provide to the authorizing committees, and publish and make widely available, a report card on teach- er qualifications and preparation in the United States, including all the information reported in subparagraphs (A) through (L) of subsection (b)(1). Such report shall identify States for which eligible partnerships received a grant under this part. (2) Report to Congress The Secretary shall prepare and submit a re- port to the authorizing committees that con- tains the following: (A) A comparison of States’ efforts to im- prove the quality of the current and future teaching force. (B) A comparison of eligible partnerships’ efforts to improve the quality of the current and future teaching force. (C) The national mean and median scaled scores and pass rate on any standardized test that is used in more than one State for teacher certification or licensure. (3) Special rule In the case of a teacher preparation program with fewer than ten scores reported on any single initial teacher certification or licensure assessment during an academic year, the Sec- retary shall collect and publish, and make publicly available, information with respect to an average pass rate and scaled score on each State certification or licensure assessment taken over a three-year period. (e) Coordination The Secretary, to the extent practicable, shall coordinate the information collected and pub- lished under this part among States for individ- uals who took State teacher certification or li- censure assessments in a State other than the State in which the individual received the indi- vidual’s most recent degree. (Pub. L. 89–329, title II, § 205, as added Pub. L. 110–315, title II, § 201(2), Aug. 14, 2008, 122 Stat. 3147; amended Pub. L. 114–95, title IX, §§ 9214(c)(5), 9215(oo)(4), Dec. 10, 2015, 129 Stat. 2163, 2179.) Editorial Notes PRIOR PROVISIONS A prior section 205 of Pub. L. 89–329 was classified to section 1025 of this title, prior to repeal by Pub. L. 110–315. Another prior section 205 of Pub. L. 89–329 was classi- fied to section 1025 of this title, prior to the general amendment of this subchapter by Pub. L. 96–374. AMENDMENTS 2015—Subsec. (b)(1)(C). Pub. L. 114–95, § 9215(oo)(4), substituted ‘‘are aligned with the challenging State academic standards required under section 6311(b)(1) of this title’’ for ‘‘are aligned with the State’s challenging academic content standards required under section 6311(b)(1) of this title’’. Subsec. (b)(1)(I). Pub. L. 114–95, § 9214(c)(5), sub- stituted ‘‘teachers who meet the applicable State cer- tification and licensure requirements, including any re- quirements for certification obtained through alter- native routes to certification, or, with regard to special education teachers, the qualifications described in sec- tion 1412(a)(14)(C) of this title’’ for ‘‘highly qualified teachers’’. Statutory Notes and Related Subsidiaries EFFECTIVE DATE OF 2015 AMENDMENT Amendment by Pub. L. 114–95 effective Dec. 10, 2015, except with respect to certain noncompetitive pro- grams and competitive programs, see section 5 of Pub. L. 114–95, set out as a note under section 6301 of this title. § 1022e. Teacher development (a) Annual goals Each institution of higher education that con- ducts a traditional teacher preparation program (including programs that offer any ongoing pro- fessional development programs) or alternative routes to State certification or licensure pro- gram, and that enrolls students receiving Fed- eral assistance under this chapter, shall set an- nual quantifiable goals for increasing the num- ber of prospective teachers trained in teacher shortage areas designated by the Secretary or by the State educational agency, including mathematics, science, special education, and in- struction of limited English proficient students. (b) Assurances Each institution described in subsection (a) shall provide assurances to the Secretary that— (1) training provided to prospective teachers responds to the identified needs of the local educational agencies or States where the in- stitution’s graduates are likely to teach, based on past hiring and recruitment trends; (2) training provided to prospective teachers is closely linked with the needs of schools and the instructional decisions new teachers face in the classroom; (3) prospective special education teachers re- ceive course work in core academic subjects and receive training in providing instruction in core academic subjects; Page 261 TITLE 20—EDUCATION § 1022g (4) general education teachers receive train- ing in providing instruction to diverse popu- lations, including children with disabilities, limited English proficient students, and chil- dren from low-income families; and (5) prospective teachers receive training on how to effectively teach in urban and rural schools, as applicable. (c) Rule of construction Nothing in this section shall be construed to require an institution to create a new teacher preparation area of concentration or degree pro- gram or adopt a specific curriculum in com- plying with this section. (Pub. L. 89–329, title II, § 206, as added Pub. L. 110–315, title II, § 201(2), Aug. 14, 2008, 122 Stat. 3152.) Editorial Notes PRIOR PROVISIONS A prior section 206 of Pub. L. 89–329 was classified to section 1026 of this title, prior to repeal by Pub. L. 110–315. Another prior section 206 of Pub. L. 89–329 was classi- fied to section 1026 of this title, prior to the general amendment of this subchapter by Pub. L. 96–374. § 1022f. State functions (a) State assessment In order to receive funds under this chapter, a State shall conduct an assessment to identify low-performing teacher preparation programs in the State and to assist such programs through the provision of technical assistance. Each such State shall provide the Secretary with an an- nual list of low-performing teacher preparation programs and an identification of those pro- grams at risk of being placed on such list, as ap- plicable. Such assessment shall be described in the report under section 1022d(b) of this title. Levels of performance shall be determined sole- ly by the State and may include criteria based on information collected pursuant to this part, including progress in meeting the goals of— (1) increasing the percentage of teachers who meet the applicable State certification and li- censure requirements, including any require- ments for certification obtained through alter- native routes to certification, or, with regard to special education teachers, the qualifica- tions described in section 1412(a)(14)(C) of this title, in the State, including increasing profes- sional development opportunities; (2) improving student academic achievement for elementary and secondary students; and (3) raising the standards for entry into the teaching profession. (b) Termination of eligibility Any teacher preparation program from which the State has withdrawn the State’s approval, or terminated the State’s financial support, due to the low performance of the program based upon the State assessment described in subsection (a)— (1) shall be ineligible for any funding for pro- fessional development activities awarded by the Department; (2) may not be permitted to accept or enroll any student who receives aid under subchapter IV in the institution’s teacher preparation program; (3) shall provide transitional support, includ- ing remedial services if necessary, for students enrolled at the institution at the time of ter- mination of financial support or withdrawal of approval; and (4) shall be reinstated upon demonstration of improved performance, as determined by the State. (c) Negotiated rulemaking If the Secretary develops any regulations im- plementing subsection (b)(2), the Secretary shall submit such proposed regulations to a nego- tiated rulemaking process, which shall include representatives of States, institutions of higher education, and educational and student organi- zations. (d) Application of the requirements The requirements of this section shall apply to both traditional teacher preparation programs and alternative routes to State certification and licensure programs. (Pub. L. 89–329, title II, § 207, as added Pub. L. 110–315, title II, § 201(2), Aug. 14, 2008, 122 Stat. 3152; amended Pub. L. 114–95, title IX, § 9214(c)(6), Dec. 10, 2015, 129 Stat. 2163.) Editorial Notes PRIOR PROVISIONS A prior section 207 of Pub. L. 89–329 was classified to section 1027 of this title, prior to repeal by Pub. L. 110–315. Another prior section 207 of Pub. L. 89–329 was classi- fied to section 1027 of this title, prior to the general amendment of this subchapter by Pub. L. 96–374. AMENDMENTS 2015—Subsec. (a)(1). Pub. L. 114–95 substituted ‘‘teach- ers who meet the applicable State certification and li- censure requirements, including any requirements for certification obtained through alternative routes to certification, or, with regard to special education teachers, the qualifications described in section 1412(a)(14)(C) of this title,’’ for ‘‘highly qualified teach- ers’’. Statutory Notes and Related Subsidiaries EFFECTIVE DATE OF 2015 AMENDMENT Amendment by Pub. L. 114–95 effective Dec. 10, 2015, except with respect to certain noncompetitive pro- grams and competitive programs, see section 5 of Pub. L. 114–95, set out as a note under section 6301 of this title. § 1022g. General provisions (a) Methods In complying with sections 1022d and 1022e of this title, the Secretary shall ensure that States and institutions of higher education use fair and equitable methods in reporting and that the re- porting methods do not reveal personally identi- fiable information. (b) Special rule For each State that does not use content as- sessments as a means of ensuring that all teach- ers teaching in core academic subjects within the State meet the applicable State certifi-