§1022c — Title 20 Education | U.S. Code

Summary

Eligible partnerships that apply for a grant must include an evaluation plan with strong, measurable goals. The plan must measure things like new and prospective teacher achievement; teacher retention in the first three years; pass rates and scores on initial State certification or licensure exams; and the share of certified teachers hired by the high-need local school district overall and for groups such as underrepresented teachers, those in high-need subjects or areas, and those in high-need schools (broken out by elementary and secondary). The plan also covers early childhood classes taught by highly competent educators and training in using technology for teaching and for collecting and using data to improve student learning. Grantees must give teachers, principals, superintendents, college faculty, and higher education leaders in their area information about what the grant pays for, including by electronic means. If the Secretary finds a partnership is not making substantial progress by the end of the third year, the Secretary must cancel the grant and may use the returned funds to increase other awards or make new grants. The Secretary must evaluate the funded activities, report the results to the program’s authorizing committees, and broadly share what worked and what did not.

Title 20, §1022c

Education — Source: USLM XML via OLRC

(a)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)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)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)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