20 U.S.C. § 1021 — Definitions

Page 243 TITLE 20—EDUCATION § 1021 (A) the applicant may qualify for Federal student financial assistance through a pro- gram under subchapter IV of this chapter, or State or institutional student financial as- sistance, in place of, or in addition to, a pri- vate education loan; (B) the applicant is encouraged to discuss the availability of Federal, State, and insti- tutional student financial assistance with fi- nancial aid officials at the applicant’s insti- tution of higher education; (C) a private education loan may affect the applicant’s eligibility for free or low-cost Federal, State or institutional student fi- nancial assistance; and (D) the information that the applicant is required to provide on the form is available from officials at the financial aid office of the institution of higher education; (4) include a place to provide information on— (A) the applicant’s cost of attendance at the institution of higher education, as deter- mined by the institution under part F of subchapter IV; (B) the applicant’s estimated financial as- sistance, including amounts of financial as- sistance used to replace the student aid index, as determined by the institution, in accordance with subchapter IV, for students who have completed the Free Application for Federal Student Aid; and (C) the difference between the amounts under subparagraphs (A) and (B), as applica- ble; and (5) include a place for the applicant’s signa- ture, in written or electronic form. (b) Limit on liability Nothing in this section shall be construed to create a private right of action against an insti- tution of higher education with respect to the form developed under subsection (a). (Pub. L. 89–329, title I, § 155, as added Pub. L. 110–315, title X, § 1021(b), Aug. 14, 2008, 122 Stat. 3487; amended Pub. L. 111–39, title I, § 101(b)(7), July 1, 2009, 123 Stat. 1935; Pub. L. 116–260, div. FF, title VII, § 704(1), Dec. 27, 2020, 134 Stat. 3199.) Editorial Notes AMENDMENTS 2020—Subsec. (a)(4)(B). Pub. L. 116–260 substituted ‘‘the student aid index’’ for ‘‘the expected family con- tribution’’. 2009—Subsec. (a)(4). Pub. L. 111–39 added par. (4) and struck out former par. (4) which read as follows: ‘‘in- clude a place to provide information on— ‘‘(A) the applicant’s cost of attendance at the insti- tution of higher education, as determined by the in- stitution under Part F of subchapter IV; ‘‘(B) the applicant’s expected family contribution, as determined under Part F of subchapter IV, as ap- plicable, for students who have completed the free ap- plication for Federal student aid; ‘‘(C) the applicant’s estimated financial assistance, as determined by the institution, in accordance with subchapter IV, as applicable; ‘‘(D) the difference between the amounts under sub- paragraphs (A) and (C), as applicable; and ‘‘(E) the sum of the amounts under subparagraphs (B) and (D), as applicable; and’’. Statutory Notes and Related Subsidiaries EFFECTIVE DATE OF 2020 AMENDMENT Amendment by Pub. L. 116–260 effective July 1, 2024, except as otherwise expressly provided, and applicable with respect to award year 2024–2025 and each subse- quent award year, as determined under this chapter, see section 701(b) of Pub. L. 116–260, set out as a note under section 1001 of this title. EFFECTIVE DATE OF 2009 AMENDMENT Amendment by Pub. L. 111–39 effective as if enacted on the date of enactment of Pub. L. 110–315 (Aug. 14, 2008), see section 3 of Pub. L. 111–39, set out as a note under section 1001 of this title. SUBCHAPTER II—TEACHER QUALITY ENHANCEMENT Editorial Notes CODIFICATION Pub. L. 107–110, title X, § 1051(1), Jan. 8, 2002, 115 Stat. 2080, added heading and struck out former heading which read as follows: ‘‘TEACHER QUALITY EN- HANCEMENT GRANTS FOR STATES AND PARTNER- SHIPS’’. PRIOR PROVISIONS A prior title II of the Higher Education Act of 1965, comprising this subchapter, was originally enacted by Pub. L. 89–329, title II, Nov. 8, 1965, 79 Stat. 1224, and amended by Pub. L. 89–752, Nov. 3, 1966, 80 Stat. 1240; Pub. L. 90–575, Oct. 16, 1968, 82 Stat. 1014; Pub. L. 91–230, Apr. 13, 1970, 84 Stat. 121; Pub. L. 92–318, June 23, 1972, 86 Stat. 235; Pub. L. 94–482, Oct. 12, 1976, 90 Stat. 2081; Pub. L. 96–49; Aug. 13, 1979, 93 Stat. 351. Title II was ex- tensively revised by Pub. L. 96–374, title II, § 201, Oct. 3, 1980, 94 Stat. 1383, and was set out in this subchapter as having been added by Pub. L. 96–374, and amended, prior to repeal by Pub. L. 104–208, div. A, title I, § 101(e) [title VII, § 708(b)], Sept. 30, 1996, 110 Stat. 3009–233, 3009–312. § 1021. Definitions In this subchapter: (1) Arts and sciences The term ‘‘arts and sciences’’ means— (A) when referring to an organizational unit of an institution of higher education, any academic unit that offers one or more academic majors in disciplines or content areas corresponding to the academic subject matter areas in which teachers provide in- struction; and (B) when referring to a specific academic subject area, the disciplines or content areas in which academic majors are offered by the arts and sciences organizational unit. (2) Children from low-income families The term ‘‘children from low-income fami- lies’’ means children described in section 6333(c)(1)(A) of this title. (3) Core academic subjects The term ‘‘core academic subjects’’ means English, reading or language arts, mathe- matics, science, foreign languages, civics and government, economics, arts, history, and ge- ography. (4) Early childhood educator The term ‘‘early childhood educator’’ means an individual with primary responsibility for Page 244 TITLE 20—EDUCATION § 1021 the education of children in an early childhood education program. (5) Educational service agency The term ‘‘educational service agency’’ has the meaning given the term in section 7801 of this title. (6) Eligible partnership Except as otherwise provided in section 1034 of this title, the term ‘‘eligible partnership’’ means an entity that— (A) shall include— (i) a high-need local educational agency; (ii)(I) a high-need school or a consortium of high-need schools served by the high- need local educational agency; or (II) as applicable, a high-need early childhood education program; (iii) a partner institution; (iv) a school, department, or program of education within such partner institution, which may include an existing teacher professional development program with proven outcomes within a four-year insti- tution of higher education that provides intensive and sustained collaboration be- tween faculty and local educational agen- cies consistent with the requirements of this subchapter; and (v) a school or department of arts and sciences within such partner institution; and (B) may include any of the following: (i) The Governor of the State. (ii) The State educational agency. (iii) The State board of education. (iv) The State agency for higher edu- cation. (v) A business. (vi) A public or private nonprofit edu- cational organization. (vii) An educational service agency. (viii) A teacher organization. (ix) A high-performing local educational agency, or a consortium of such local edu- cational agencies, that can serve as a re- source to the partnership. (x) A charter school (as defined in sec- tion 7221i of this title). (xi) A school or department within the partner institution that focuses on psy- chology and human development. (xii) A school or department within the partner institution with comparable exper- tise in the disciplines of teaching, learn- ing, and child and adolescent development. (xiii) An entity operating a program that provides alternative routes to State cer- tification of teachers. (7) Essential components of reading instruc- tion The term ‘‘essential components of reading instruction’’ has the meaning given the term in section 6368 of this title as such section was in effect on the day before December 10, 2015. (8) Exemplary teacher The term ‘‘exemplary teacher’’ has the meaning given the term in section 7801 of this title as such section was in effect on the day before December 10, 2015. (9) High-need early childhood education pro- gram The term ‘‘high-need early childhood edu- cation program’’ means an early childhood education program serving children from low- income families that is located within the geo- graphic area served by a high-need local edu- cational agency. (10) High-need local educational agency The term ‘‘high-need local educational agen- cy’’ means a local educational agency— (A)(i) for which not less than 20 percent of the children served by the agency are chil- dren from low-income families; (ii) that serves not fewer than 10,000 chil- dren from low-income families; (iii) that meets the eligibility require- ments for funding under the Small, Rural School Achievement Program under section 7345(b) of this title; or (iv) that meets the eligibility require- ments for funding under the Rural and Low- Income School Program under section 7351(b) of this title; and (B)(i) for which there is a high percentage of teachers not teaching in the academic subject areas or grade levels in which the teachers were trained to teach; or (ii) for which there is a high teacher turn- over rate or a high percentage of teachers with emergency, provisional, or temporary certification or licensure. (11) High-need school (A) In general The term ‘‘high-need school’’ means a school that, based on the most recent data available, meets one or both of the fol- lowing: (i) The school is in the highest quartile of schools in a ranking of all schools served by a local educational agency, ranked in descending order by percentage of students from low-income families en- rolled in such schools, as determined by the local educational agency based on one of the following measures of poverty: (I) The percentage of students aged 5 through 17 in poverty counted in the most recent census data approved by the Secretary. (II) The percentage of students eligible for a free or reduced price school lunch under the Richard B. Russell National School Lunch Act [42 U.S.C. 1751 et seq.]. (III) The percentage of students in families receiving assistance under the State program funded under part A of title IV of the Social Security Act [42 U.S.C. 601 et seq.]. (IV) The percentage of students eligi- ble to receive medical assistance under the Medicaid program. (V) A composite of two or more of the measures described in subclauses (I) through (IV). (ii) In the case of— (I) an elementary school, the school serves students not less than 60 percent of whom are eligible for a free or reduced Page 245 TITLE 20—EDUCATION § 1021 price school lunch under the Richard B. Russell National School Lunch Act; or (II) any other school that is not an ele- mentary school, the other school serves students not less than 45 percent of whom are eligible for a free or reduced price school lunch under the Richard B. Russell National School Lunch Act. (B) Special rule (i) Designation by the Secretary The Secretary may, upon approval of an application submitted by an eligible part- nership seeking a grant under this sub- chapter, designate a school that does not qualify as a high-need school under sub- paragraph (A) as a high-need school for the purpose of this subchapter. The Secretary shall base the approval of an application for designation of a school under this clause on a consideration of the informa- tion required under clause (ii), and may also take into account other information submitted by the eligible partnership. (ii) Application requirements An application for designation of a school under clause (i) shall include— (I) the number and percentage of stu- dents attending such school who are— (aa) aged 5 through 17 in poverty counted in the most recent census data approved by the Secretary; (bb) eligible for a free or reduced price school lunch under the Richard B. Russell National School Lunch Act; (cc) in families receiving assistance under the State program funded under part A of title IV of the Social Secu- rity Act; or (dd) eligible to receive medical as- sistance under the Medicaid program; (II) information about the student aca- demic achievement of students at such school; and (III) for a secondary school, the grad- uation rate for such school. (12) Highly competent The term ‘‘highly competent’’, when used with respect to an early childhood educator, means an educator— (A) with specialized education and training in development and education of young chil- dren from birth until entry into kinder- garten; (B) with— (i) a baccalaureate degree in an academic major in the arts and sciences; or (ii) an associate’s degree in a related educational area; and (C) who has demonstrated a high level of knowledge and use of content and pedagogy in the relevant areas associated with quality early childhood education. (13) Repealed. Pub. L. 114–95, title IX, § 9214(c)(1)(A), Dec. 10, 2015, 129 Stat. 2161 (14) Induction program The term ‘‘induction program’’ means a for- malized program for new teachers during not less than the teachers’ first two years of teaching that is designed to provide support for, and improve the professional performance and advance the retention in the teaching field of, beginning teachers. Such program shall promote effective teaching skills and shall include the following components: (A) High-quality teacher mentoring. (B) Periodic, structured time for collabora- tion with teachers in the same department or field, including mentor teachers, as well as time for information-sharing among teachers, principals, administrators, other appropriate instructional staff, and partici- pating faculty in the partner institution. (C) The application of empirically-based practice and scientifically valid research on instructional practices. (D) Opportunities for new teachers to draw directly on the expertise of teacher mentors, faculty, and researchers to support the inte- gration of empirically-based practice and scientifically valid research with practice. (E) The development of skills in instruc- tional and behavioral interventions derived from empirically-based practice and, where applicable, scientifically valid research. (F) Faculty who— (i) model the integration of research and practice in the classroom; and (ii) assist new teachers with the effective use and integration of technology in the classroom. (G) Interdisciplinary collaboration among exemplary teachers, faculty, researchers, and other staff who prepare new teachers with respect to the learning process and the assessment of learning. (H) Assistance with the understanding of data, particularly student achievement data, and the applicability of such data in class- room instruction. (I) Regular and structured observation and evaluation of new teachers by multiple eval- uators, using valid and reliable measures of teaching skills. (15) Limited English proficient The term ‘‘limited English proficient’’ has the meaning given the term ‘‘English learner’’ in section 7801 of this title. (16) Parent The term ‘‘parent’’ has the meaning given the term in section 7801 of this title. (17) Partner institution The term ‘‘partner institution’’ means an in- stitution of higher education, which may in- clude a two-year institution of higher edu- cation offering a dual program with a four- year institution of higher education, partici- pating in an eligible partnership that has a teacher preparation program— (A) whose graduates exhibit strong per- formance on State-determined qualifying as- sessments for new teachers through— (i) demonstrating that 80 percent or more of the graduates of the program who intend to enter the field of teaching have passed all of the applicable State quali- fication assessments for new teachers, Page 246 TITLE 20—EDUCATION § 1021 which shall include an assessment of each prospective teacher’s subject matter knowledge in the content area in which the teacher intends to teach; or (ii) being ranked among the highest-per- forming teacher preparation programs in the State as determined by the State— (I) using criteria consistent with the requirements for the State report card under section 1022d(b) of this title before the first publication of such report card; and (II) using the State report card on teacher preparation required under sec- tion 1022d(b) of this title, after the first publication of such report card and for every year thereafter; and (B) that requires— (i) each student in the program to meet high academic standards or demonstrate a record of success, as determined by the in- stitution (including prior to entering and being accepted into a program), and par- ticipate in intensive clinical experience; (ii) each student in the program pre- paring to become a teacher who meets the applicable State certification and licen- sure requirements, including any require- ments 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; and (iii) each student in the program pre- paring to become an early childhood edu- cator to meet degree requirements, as es- tablished by the State, and become highly competent. (18) Principles of scientific research The term ‘‘principles of scientific research’’ means principles of research that— (A) apply rigorous, systematic, and objec- tive methodology to obtain reliable and valid knowledge relevant to education ac- tivities and programs; (B) present findings and make claims that are appropriate to, and supported by, the methods that have been employed; and (C) include, appropriate to the research being conducted— (i) use of systematic, empirical methods that draw on observation or experiment; (ii) use of data analyses that are ade- quate to support the general findings; (iii) reliance on measurements or obser- vational methods that provide reliable and generalizable findings; (iv) strong claims of causal relation- ships, only with research designs that eliminate plausible competing expla- nations for observed results, such as, but not limited to, random-assignment experi- ments; (v) presentation of studies and methods in sufficient detail and clarity to allow for replication or, at a minimum, to offer the opportunity to build systematically on the findings of the research; (vi) acceptance by a peer-reviewed jour- nal or critique by a panel of independent experts through a comparably rigorous, objective, and scientific review; and (vii) consistency of findings across mul- tiple studies or sites to support the gen- erality of results and conclusions. (19) Professional development The term ‘‘professional development’’ has the meaning given the term in section 7801 of this title. (20) Scientifically valid research The term ‘‘scientifically valid research’’ in- cludes applied research, basic research, and field-initiated research in which the rationale, design, and interpretation are soundly devel- oped in accordance with principles of sci- entific research. (21) Teacher mentoring The term ‘‘teacher mentoring’’ means the mentoring of new or prospective teachers through a program that— (A) includes clear criteria for the selection of teacher mentors who will provide role model relationships for mentees, which cri- teria shall be developed by the eligible part- nership and based on measures of teacher ef- fectiveness; (B) provides high-quality training for such mentors, including instructional strategies for literacy instruction and classroom man- agement (including approaches that improve the schoolwide climate for learning, which may include positive behavioral interven- tions and supports); (C) provides regular and ongoing opportu- nities for mentors and mentees to observe each other’s teaching methods in classroom settings during the day in a high-need school in the high-need local educational agency in the eligible partnership; (D) provides paid release time for mentors, as applicable; (E) provides mentoring to each mentee by a colleague who teaches in the same field, grade, or subject as the mentee; (F) promotes 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 be- havioral interventions; and (iv) the improvement of the mentees’ ca- pacity to measurably advance student learning; and (G) includes— (i) common planning time or regularly scheduled collaboration for the mentor and mentee; and (ii) joint professional development op- portunities. (22) Teaching residency program The term ‘‘teaching residency program’’ means a school-based teacher preparation pro- gram in which a prospective teacher— (A) for one academic year, teaches along- side a mentor teacher, who is the teacher of record; Page 247 TITLE 20—EDUCATION § 1021 (B) receives concurrent instruction during the year described in subparagraph (A) from the partner institution, which courses may be taught by local educational agency per- sonnel or residency program faculty, in the teaching of the content area in which the teacher will become certified or licensed; (C) acquires effective teaching skills; and (D) prior to completion of the program— (i) attains full State certification or li- censure and, with respect to special edu- cation teachers, meets the qualifications described in section 1412(a)(14)(C) of this title; and (ii) acquires a master’s degree not later than 18 months after beginning the pro- gram. (23) Teaching skills The term ‘‘teaching skills’’ means skills that enable a teacher to— (A) increase student learning, achieve- ment, and the ability to apply knowledge; (B) effectively convey and explain aca- demic subject matter; (C) effectively teach higher-order analyt- ical, evaluation, problem-solving, and com- munication skills; (D) employ strategies grounded in the dis- ciplines of teaching and learning that— (i) are based on empirically-based prac- tice and scientifically valid research, where applicable, related to teaching and learning; (ii) are specific to academic subject mat- ter; and (iii) focus on the identification of stu- dents’ specific learning needs, particularly students with disabilities, students who are limited English proficient, students who are gifted and talented, and students with low literacy levels, and the tailoring of academic instruction to such needs; (E) conduct an ongoing assessment of stu- dent learning, which may include the use of formative assessments, performance-based assessments, project-based assessments, or portfolio assessments, that measures higher- order thinking skills (including application, analysis, synthesis, and evaluation); (F) effectively manage a classroom, in- cluding the ability to implement positive be- havioral interventions and support strate- gies; (G) communicate and work with parents, and involve parents in their children’s edu- cation; and (H) use, in the case of an early childhood educator, age-appropriate and develop- mentally appropriate strategies and prac- tices for children in early childhood edu- cation programs. (Pub. L. 89–329, title II, § 200 as added Pub. L. 110–315, title II, § 201(1), Aug. 14, 2008, 122 Stat. 3126; amended Pub. L. 111–39, title II, § 201(1), July 1, 2009, 123 Stat. 1936; Pub. L. 114–95, title IX, §§ 9214(c)(1), 9215(oo)(2), Dec. 10, 2015, 129 Stat. 2161, 2178.) Editorial Notes REFERENCES IN TEXT Section 6368 of this title as such section was in effect on the day before December 10, 2015, referred to in par. (7), means section 6368 of this title prior to being omit- ted in the general amendment of part B of subchapter I of chapter 70 of this title by Pub. L. 114–95, title I, § 1201, Dec. 10, 2015, 129 Stat. 1879. Section 7801 of this title as such section was in effect on the day before December 10, 2015, referred to in par. (8), means section 7801 of this title prior to amendment by Pub. L. 114–95, title VIII, §§ 8001(a)(1), (b)(2), (3), 8002, Dec. 10, 2015, 129 Stat. 2088, 2089. The Richard B. Russell National School Lunch Act, referred to in par. (11)(A)(i)(II), (ii), (B)(ii)(I)(bb), is act June 4, 1946, ch. 281, 60 Stat. 230, which is classified gen- erally to chapter 13 (§ 1751 et seq.) of Title 42, The Pub- lic Health and Welfare. For complete classification of this Act to the Code, see Short Title note set out under section 1751 of Title 42 and Tables. The Social Security Act, referred to in par. (11)(A)(i)(III), (B)(ii)(I)(cc), is act Aug. 14, 1935, ch. 531, 49 Stat. 620. Part A of title IV of the Act is classified generally to part A (§ 601 et seq.) of subchapter IV of chapter 7 of Title 42, The Public Health and Welfare. For complete classification of this Act to the Code, see section 1305 of Title 42 and Tables. PRIOR PROVISIONS A prior section 1021, Pub. L. 89–329, title II, § 201, as added Pub. L. 105–244, title II, § 201, Oct. 7, 1998, 112 Stat. 1623; amended Pub. L. 107–110, title X, § 1051(2), Jan. 8, 2002, 115 Stat. 2080, related to purposes and definitions, prior to repeal by Pub. L. 110–315, title II, § 201(2), Aug. 14, 2008, 122 Stat. 3133. Another prior section 1021, Pub. L. 89–329, title II, § 201, as added Pub. L. 96–374, title II, § 201, Oct. 3, 1980, 94 Stat. 1383; amended Pub. L. 99–498, title II, § 201(b), (c), Oct. 17, 1986, 100 Stat. 1287; Pub. L. 100–418, title VI, § 6241, Aug. 23, 1988, 102 Stat. 1520; Pub. L. 102–325, title II, § 201, July 23, 1992, 106 Stat. 467, related to congres- sional statement of purpose and authorization of appro- priations, prior to repeal by Pub. L. 104–208, div. A, title I, § 101(e) [title VII, § 708(b)], Sept. 30, 1996, 110 Stat. 3009–233, 3009–312. Another prior section 1021, Pub. L. 89–329, title II, § 201, as added Pub. L. 92–318, title I, § 111(b)(1), June 23, 1972, 86 Stat. 238; amended Pub. L. 94–482, title I, § 106, Oct. 12, 1976, 90 Stat. 2089; Pub. L. 96–49, § 3(a), Aug. 13, 1979, 93 Stat. 351, provided for college library programs, prior to the general amendment of this subchapter by Pub. L. 96–374. Another prior section 1021, Pub. L. 89–329, title II, § 201, Nov. 8, 1965, 79 Stat. 1224; Pub. L. 90–575, title II, § 211, Oct. 16, 1968, 82 Stat. 1036; Pub. L. 92–318, title I, § 111(a)(1), June 23, 1972, 86 Stat. 238, authorized appro- priations of $50,000,000 for each fiscal year ending June 30, 1966, 1967, and 1968, and $25,000,000; $75,000,000; $90,000,000; and $18,000,000 for fiscal years ending June 30, 1969, 1970, 1971, and 1972, for library resources grants, prior to repeal by Pub. L. 92–318, title I, § 111(b)(1), June 23, 1972, 86 Stat. 238. AMENDMENTS 2015—Par. (3). Pub. L. 114–95, § 9215(oo)(2)(A), sub- stituted ‘‘The term ‘core academic subjects’ means English, reading or language arts, mathematics, science, foreign languages, civics and government, eco- nomics, arts, history, and geography’’ for ‘‘The term ‘core academic subjects’ has the meaning given the term in section 7801 of this title’’. Par. (5). Pub. L. 114–95, § 9215(oo)(2)(B), made technical amendment to reference in original act which appears in text as reference to section 7801 of this title. Par. (6)(B)(x). Pub. L. 114–95, § 9215(oo)(2)(C), made technical amendment to reference in original act which appears in text as reference to section 7221i of this title. Page 248 TITLE 20—EDUCATION § 1022 Par. (7). Pub. L. 114–95, § 9215(oo)(2)(D), added par. (7) and struck out former par. (7). Prior to amendment, text read as follows: ‘‘The term ‘essential components of reading instruction’ has the meaning given the term in section 6368 of this title.’’ Par. (8). Pub. L. 114–95, § 9215(oo)(2)(E), added par. (8) and struck out former par. (8). Prior to amendment, text read as follows: ‘‘The term ‘exemplary teacher’ has the meaning given the term in section 7801 of this title.’’ Par. (10)(A)(iii). Pub. L. 114–95, § 9215(oo)(2)(F)(i), made technical amendment to reference in original act which appears in text as reference to section 7345(b) of this title. Par. (10)(A)(iv). Pub. L. 114–95, § 9215(oo)(2)(F)(ii), made technical amendment to reference in original act which appears in text as reference to section 7351(b) of this title. Par. (13). Pub. L. 114–95, § 9214(c)(1)(A), struck out par. (13). Text read as follows: ‘‘The term ‘highly qualified’ has the meaning given such term in section 7801 of this title and, with respect to special education teachers, in section 1401 of this title.’’ Par. (15). Pub. L. 114–95, § 9215(oo)(2)(G), substituted ‘‘The term ‘limited English proficient’ has the meaning given the term ‘English learner’ in section 7801 of this title.’’ for ‘‘The term ‘limited English proficient’ has the meaning given the term in section 7801 of this title.’’ Par. (16). Pub. L. 114–95, § 9215(oo)(2)(H), made tech- nical amendment to reference in original act which ap- pears in text as reference to section 7801 of this title. Par. (17)(B)(ii). Pub. L. 114–95, § 9214(c)(1)(B), sub- stituted ‘‘who meets the applicable State certification and licensure requirements, including any require- ments for certification obtained through alternative routes to certification, or, with regard to special edu- cation teachers, the qualifications described in section 1412(a)(14)(C) of this title’’ for ‘‘to become highly quali- fied’’. Par. (19). Pub. L. 114–95, § 9215(oo)(2)(I), made tech- nical amendment to reference in original act which ap- pears in text as reference to section 7801 of this title. Par. (22)(D)(i). Pub. L. 114–95, § 9214(c)(1)(C), sub- stituted ‘‘, with respect to special education teachers, meets the qualifications described in section 1412(a)(14)(C) of this title’’ for ‘‘becomes highly quali- fied’’. 2009—Par. (22)(D). Pub. L. 111–39 added subpar. (D) and struck out former subpar (D) which read as follows: ‘‘prior to completion of the program, earns a master’s degree, attains full State teacher certification or licen- sure, and becomes highly qualified.’’ 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. EFFECTIVE DATE OF 2009 AMENDMENT Amendment by Pub. L. 111–39 effective as if enacted on the date of enactment of Pub. L. 110–315 (Aug. 14, 2008), see section 3 of Pub. L. 111–39, set out as a note under section 1001 of this title. PART A—TEACHER QUALITY PARTNERSHIP GRANTS Editorial Notes PRIOR PROVISIONS A prior part A, consisted of sections 1021 to 1030, re- lated to teacher quality enhancement grants for States and partnerships, prior to repeal by Pub. L. 110–315, title II, § 201(2), Aug. 14, 2008, 122 Stat. 3133. § 1022. Purposes The purposes of this part are to— (1) improve student achievement; (2) improve the quality of prospective and new teachers by improving the preparation of prospective teachers and enhancing profes- sional development activities for new teach- ers; (3) hold teacher preparation programs at in- stitutions of higher education accountable for preparing teachers who meet the applicable State certification and licensure require- ments, including any requirements for certifi- cation obtained through alternative routes to certification, or, with regard to special edu- cation teachers, the qualifications described in section 1412(a)(14)(C) of this title; and (4) recruit highly qualified individuals, in- cluding minorities and individuals from other occupations, into the teaching force. (Pub. L. 89–329, title II, § 201, as added Pub. L. 110–315, title II, § 201(2), Aug. 14, 2008, 122 Stat. 3133; amended Pub. L. 114–95, title IX, § 9214(c)(2), Dec. 10, 2015, 129 Stat. 2161.) Editorial Notes PRIOR PROVISIONS A prior section 1022, Pub. L. 89–329, title II, § 202, as added Pub. L. 105–244, title II, § 201, Oct. 7, 1998, 112 Stat. 1624; amended Pub. L. 107–110, title X, § 1051(2), Jan. 8, 2002, 115 Stat. 2080, related to award of State grants, prior to repeal by Pub. L. 110–315, title II, Sec. 201(2), Aug. 14, 2008, 122 Stat. 3133. Another prior section 1022, Pub. L. 89–329, title II, § 202, as added Pub. L. 96–374, title II, § 201, Oct. 3, 1980, 94 Stat. 1384; amended Pub. L. 102–325, title II, § 201, July 23, 1992, 106 Stat. 468, required each institution of higher education receiving grants under this sub- chapter to annually notify designated State agency of its activities under this subchapter, prior to repeal by Pub. L. 104–208, div. A, title I, § 101(e) [title VII, § 708(b)], Sept. 30, 1996, 110 Stat. 3009–233, 3009–312. Another prior section 1022, Pub. L. 89–329, title II, § 202, Nov. 8, 1965, 79 Stat. 1224; Pub. L. 89–752, § 9, Nov. 3, 1966, 80 Stat. 1243; Pub. L. 90–575, title II, § 214(a), Oct. 16, 1968, 82 Stat. 1037; Pub. L. 92–318, title I, §§ 111(b)(2)(A), 112(a), (b)(1), June 23, 1972, 86 Stat. 238, 240, related to the basic grants for the college library resources program, prior to the general amendment of this subchapter by Pub. L. 96–374. A prior section 201 of Pub. L. 89–329 was classified to section 1021 of this title, prior to repeal by Pub. L. 104–208. Another prior section 201 of Pub. L. 89–329 was classi- fied to section 1021 of this title, prior to the general amendment of this subchapter by Pub. L. 96–374. Another prior section 201 of Pub. L. 89–329 was classi- fied to section 1021 of this title, prior to repeal by Pub. L. 92–318. AMENDMENTS 2015—Par. (3). Pub. L. 114–95 substituted ‘‘teachers who meet the applicable State certification and licen- sure requirements, including any requirements for cer- tification obtained through alternative routes to cer- tification, or, with regard to special education teach- ers, the qualifications described in section 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-