PRIA, Government Policy, Made Personal

Summary

Eligible partnerships that apply for a grant must include a clear evaluation plan with measurable goals. The plan must show how it will raise: the performance of people training to be teachers and new teachers; teacher retention in the first three years; pass rates and scores on initial State certification or licensure exams; and the percentage of hired teachers who meet State certification or special education qualifications across several groups and settings (overall hires, underrepresented groups, teachers in high-need subjects, teachers in high-need areas, teachers in high-need schools by elementary and secondary levels, early childhood classes taught by highly competent early educators where relevant, and teachers trained to use technology for instruction and data). Partnerships must also give teachers, principals, superintendents, and higher education faculty and leaders in the area information about the grant activities, including by electronic means. If the Secretary finds a partnership is not making substantial progress by the end of the third year of its grant, the grant must be canceled. Any funds returned or freed because of that cancellation can be used to increase other grants or to award new grants. The Secretary must evaluate the funded activities, report the findings to the authorizing committees, and widely share what worked and what did not.

Title 20, §1022c

Education, Source: USLM XML via OLRC

(a)Eligible partnership evaluation

Each eligible partnership submitting an application for a grant under this part shall establish, and include in such application, an evaluation plan that includes strong and measurable performance objectives. The plan shall include objectives and measures for increasing—

(1)achievement for all prospective and new teachers, as measured by the eligible partnership;

(2)teacher retention in the first three years of a teacher’s career;

(3)improvement in the pass rates and scaled scores for initial State certification or licensure of teachers; and

(4)(A)the percentage of teachers who meet the applicable State certification and licensure 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, hired by the high-need local educational agency participating in the eligible partnership;

(B)the percentage of teachers who meet the applicable State certification and licensure 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, hired by the high-need local educational agency who are members of underrepresented groups;

(C)the percentage of teachers who meet the applicable State certification and licensure 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, hired by the high-need local educational agency who teach high-need academic subject areas (such as reading, mathematics, science, and foreign language, including less commonly taught languages and critical foreign languages);

(D)the percentage of teachers who meet the applicable State certification and licensure 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, hired by the high-need local educational agency who teach in high-need areas (including special education, language instruction educational programs for limited English proficient students, and early childhood education);

(E)the percentage of teachers who meet the applicable State certification and licensure 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, hired by the high-need local educational agency who teach in high-need schools, disaggregated by the elementary school and secondary school levels;

(F)as applicable, the percentage of early childhood education program classes in the geographic area served by the eligible partnership taught by early childhood educators who are highly competent; and

(G)as applicable, the percentage of teachers trained—

(i)to integrate technology effectively into curricula and instruction, including technology consistent with the principles of universal design for learning; and

(ii)to use technology effectively to collect, manage, and analyze data to improve teaching and learning for the purpose of improving student academic achievement.

(b)Information

An eligible partnership receiving a grant under this part shall ensure that teachers, principals, school superintendents, faculty, and leadership at institutions of higher education located in the geographic areas served by the eligible partnership are provided information, including through electronic means, about the activities carried out with funds under this part.

(c)Revised application

If the Secretary determines that an eligible partnership receiving a grant under this part is not making substantial progress in meeting the purposes, goals, objectives, and measures of the grant, as appropriate, by the end of the third year of a grant under this part, then the Secretary—

(1)shall cancel the grant; and

(2)may use any funds returned or available because of such cancellation under paragraph (1) to—

(A)increase other grant awards under this part; or

(B)award new grants to other eligible partnerships under this part.

(d)Evaluation and dissemination

The Secretary shall evaluate the activities funded under this part and report the findings regarding the evaluation of such activities to the authorizing committees. The Secretary shall broadly disseminate—

(1)successful practices developed by eligible partnerships under this part; and

(2)information regarding such practices that were found to be ineffective.

Notes & Related Subsidiaries

Editorial Notes

Prior Provisions

A prior section 204 of Pub. L. 89–329 was classified to section 1024 of this title, prior to repeal by Pub. L. 110–315. Another prior section 204 of Pub. L. 89–329 was classified to section 1024 of this title, prior to the general amendment of this subchapter by Pub. L. 96–374.

Amendments

2015—Subsec. (a)(4)(A) to (E). Pub. L. 114–95 substituted “teachers who meet the applicable State certification and licensure 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 teachers”.

Statutory Notes and Related Subsidiaries

Effective Date

of 2015 AmendmentAmendment by Pub. L. 114–95 effective Dec. 10, 2015, except with respect to certain noncompetitive programs and competitive programs, see section 5 of Pub. L. 114–95, set out as a note under section 6301 of this title.

§1022c Accountability and Evaluation