United States 119th Congress Status: In Committee Bipartisan · 3 D · 1 R cosponsors

HR 1331 — Teacher and School Leader Quality Partnership Grants Act

Last action — Referred to the House Committee on Education and Workforce.

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  1. ✓
    Introduced
  2. 2
    In Committee
  3. 3
    Passed House
  4. 4
    Passed Senate
  5. 5
    To Executive
  6. 6
    Enacted

This bill is in committee in the House. Introduced February 13, 2025. It must pass committee before a floor vote.

Next likely step: a committee vote, then a floor vote in the House.

Prognosis

Advancing 38% · moderate confidence

Where this bill stands today.

Odds of enactment

Low

How often bills like it became law.

  • In Committee

    Current position in the legislative process.

  • 4 sponsors

    1 primary, 3 co-sponsors signed on.

  • Bipartisan support

    Sponsored across 2 parties (3 D · 1 R) — cross-party backing.

Prognosis reads this bill's own signals — stage, sponsorship breadth, committee status, recorded votes and cross-state momentum. Odds come from a model trained on which bills have become law.

Summary

Teacher and School Leader Quality Partnership Grants ActThis bill reauthorizes through FY2031 and expands the Teacher Quality Partnership program (which provides grants to improve the quality of teachers and enhance professional development activities).Specifically, the bill expands the program to include training and professional development opportunities for principals and other school leaders.Currently under the program, eligible partnerships must be comprised of (1) a high-need local educational agency; (2) a high-need school or early childhood education program; (3) a partner institution; and (4) certain schools, departments, or programs within a partner institution. The bill requires these partnerships, in their preparation or residency programs, to use evidence-based methods and adhere to an evaluation plan that includes comprehensive performance objectives.Additionally, the bill authorizes grants for the establishment of professional development programs for teachers who remain in the classroom while also carrying out formalized leadership responsibilities.The bill also establishes an advisory committee within the Department of Education to conduct a feasibility study that, among other things, compiles best practices for educating and training profession-ready teachers and school leaders.

Bill Text

Sections of law this bill changes

8 sections in 1 law

From the bill's own amending language, matched to the official United States Code (current through Public Law 119-124).

Higher education resources and student assistance · 20 U.S.C. ch. 28 7 sections Amends the act as a whole
  • § 1021 Definitions Amends

    20 U.S.C. § 1021

    The law today

    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 instruction; 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 families” 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, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography. (4) Early childhood educator The term “early childhood educator” means an individual with primary responsibility for 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 institution of higher education that provides intensive and sustained collaboration between faculty and local educational agencies 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 education. (v) A business. (vi) A public or private nonprofit educational organization. (vii) An educational service agency. (viii) A teacher organization. (ix) A high-performing local educational agency, or a consortium of such local educational agencies, that can serve as a resource to the partnership. (x) A charter school (as defined in section 7221i of this title). (xi) A school or department within the partner institution that focuses on psychology and human development. (xii) A school or department within the partner institution with comparable expertise in the disciplines of teaching, learning, and child and adolescent development. (xiii) An entity operating a program that provides alternative routes to State certification of teachers. (7) Essential components of reading instruction 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 program The term “high-need early childhood education program” means an early childhood education program serving children from low-income families that is located within the geographic area served by a high-need local educational agency. (10) High-need local educational agency The term “high-need local educational agency” means a local educational agency— (A) (i) for which not less than 20 percent of the children served by the agency are children from low-income families; (ii) that serves not fewer than 10,000 children from low-income families;...

    40 other bills also change this section · Follow it → Official text at uscode.house.gov ↗

  • § 1022a Partnership grants Amends

    20 U.S.C. § 1022a

    The law today

    (a) Program authorized From amounts made available under section 1022h of this title, the Secretary is authorized to award grants, on a competitive basis, to eligible partnerships, to enable the eligible partnerships to carry out the activities described in subsection (c). (b) Application Each eligible partnership desiring a grant under this section shall submit an application to the Secretary at such time, in such manner, and accompanied by such information as the Secretary may require. Each such application shall contain— (1) a needs assessment of the partners in the eligible partnership with respect to the preparation, ongoing training, professional development, and retention of general education and special education teachers, principals, and, as applicable, early childhood educators; (2) a description of the extent to which the program to be carried out with grant funds, as described in subsection (c), will prepare prospective and new teachers with strong teaching skills; (3) a description of how such program will prepare prospective and new teachers to understand and use research and data to modify and improve classroom instruction; (4) a description of— (A) how the eligible partnership will coordinate strategies and activities assisted under the grant with other teacher preparation or professional development programs, including programs funded under the Elementary and Secondary Education Act of 1965 [20 U.S.C. 6301 et seq.] and the Individuals with Disabilities Education Act [20 U.S.C. 1400 et seq.], and through the National Science Foundation; and (B) how the activities of the partnership will be consistent with State, local, and other education reform activities that promote teacher quality and student academic achievement; (5) an assessment that describes the resources available to the eligible partnership, including— (A) the integration of funds from other related sources; (B) the intended use of the grant funds; and (C) the commitment of the resources of the partnership to the activities assisted under this section, including financial support, faculty participation, and time commitments, and to the continuation of the activities when the grant ends; (6) a description of— (A) how the eligible partnership will meet the purposes of this part; (B) how the partnership will carry out the activities required under subsection (d) or (e), based on the needs identified in paragraph (1), with the goal of improving student academic achievement; (C) if the partnership chooses to use funds under this section for a project or activities under subsection (f) or (g), how the partnership will carry out such project or required activities based on the needs identified in paragraph (1), with the goal of improving student academic achievement; (D) the partnership’s evaluation plan under section 1022c(a) of this title; (E) how the partnership will align the teacher preparation program under subsection (c) with the— (i) State early learning standards for early childhood education programs, as appropriate, and with the relevant domains of early childhood development; and (ii) challenging State academic standards under section 1111(b)(1) of the Elementary and Secondary Education Act of 1965 [20 U.S.C. 6311(b)(1)], established by the State in which the partnership is located; (F) how the partnership will prepare general education teachers to teach students with disabilities, including training related to participation as a member of individualized education program teams, as defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act [20 U.S.C. 1414(d)(1)(B)]; (G) how the partnership will prepare general education and special education teachers to teach students who are limited English proficient; (H) how faculty at the partner institution will work, during the term of the grant, with teachers who meet the applicable State certification and licensure requirements, including any requirements for certification obta...

    42 other bills also change this section · Follow it → Official text at uscode.house.gov ↗

  • § 1022b Administrative provisions Amends

    20 U.S.C. § 1022b

    The law today

    (a) Duration; number of awards; payments (1) Duration A grant awarded under this part shall be awarded for a period of five years. (2) Number of awards An eligible partnership may not receive more than one grant during a five-year period. Nothing in this subchapter shall be construed to prohibit an individual member, that can demonstrate need, of an eligible partnership that receives a grant under this subchapter from entering into another eligible partnership consisting of new members and receiving a grant with such other eligible partnership before the five-year period described in the preceding sentence applicable to the eligible partnership with which the individual member has first partnered has expired. (b) Peer review (1) Panel The Secretary shall provide the applications submitted under this part to a peer review panel for evaluation. With respect to each application, the peer review panel shall initially recommend the application for funding or for disapproval. (2) Priority The Secretary, in funding applications under this part, shall give priority— (A) to eligible partnerships that include an institution of higher education whose teacher preparation program has a rigorous selection process to ensure the highest quality of students entering such program; and (B) (i) to applications from broad-based eligible partnerships that involve businesses and community organizations; or (ii) to eligible partnerships so that the awards promote an equitable geographic distribution of grants among rural and urban areas. (3) Secretarial selection The Secretary shall determine, based on the peer review process, which applications shall receive funding and the amounts of the grants. In determining grant amounts, the Secretary shall take into account the total amount of funds available for all grants under this part and the types of activities proposed to be carried out by the eligible partnership. (c) Matching requirements (1) In general Each eligible partnership receiving a grant under this part shall provide, from non-Federal sources, an amount equal to 100 percent of the amount of the grant, which may be provided in cash or in-kind, to carry out the activities supported by the grant. (2) Waiver The Secretary may waive all or part of the matching requirement described in paragraph (1) for any fiscal year for an eligible partnership if the Secretary determines that applying the matching requirement to the eligible partnership would result in serious hardship or an inability to carry out the authorized activities described in this part. (d) Limitation on administrative expenses An eligible partnership that receives a grant under this part may use not more than two percent of the funds provided to administer the grant.

    15 other bills also change this section · Follow it → Official text at uscode.house.gov ↗

  • § 1022c Accountability and evaluation Amends

    20 U.S.C. § 1022c — at 1022c(a)

    The law today

    (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...

    14 other bills also change this section · Follow it → Official text at uscode.house.gov ↗

  • § 1022e Teacher development Amends

    20 U.S.C. § 1022e

    The law today

    (a) Annual goals Each institution of higher education that conducts a traditional teacher preparation program (including programs that offer any ongoing professional development programs) or alternative routes to State certification or licensure program, and that enrolls students receiving Federal assistance under this chapter, shall set annual quantifiable goals for increasing the number of prospective teachers trained in teacher shortage areas designated by the Secretary or by the State educational agency, including mathematics, science, special education, and instruction 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 institution’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 receive course work in core academic subjects and receive training in providing instruction in core academic subjects; (4) general education teachers receive training in providing instruction to diverse populations, including children with disabilities, limited English proficient students, and children 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 program or adopt a specific curriculum in complying with this section.

    9 other bills also change this section · Follow it → Official text at uscode.house.gov ↗

  • § 1022f State functions Amends

    20 U.S.C. § 1022f

    The law today

    (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 annual list of low-performing teacher preparation programs and an identification of those programs at risk of being placed on such list, as applicable. Such assessment shall be described in the report under section 1022d(b) of this title. Levels of performance shall be determined solely 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 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, in the State, including increasing professional 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 professional 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, including remedial services if necessary, for students enrolled at the institution at the time of termination 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 implementing subsection (b)(2), the Secretary shall submit such proposed regulations to a negotiated rulemaking process, which shall include representatives of States, institutions of higher education, and educational and student organizations. (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.

    5 other bills also change this section · Follow it → Official text at uscode.house.gov ↗

  • § 1022g General provisions Amends

    20 U.S.C. § 1022g — at 1022g(a)

    The law today

    (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 reporting methods do not reveal personally identifiable information. (b) Special rule For each State that does not use content assessments as a means of ensuring that all teachers teaching in core academic subjects within the State meet the applicable State certification and licensure requirements, including any requirements for certification obtained through alternative routes to certification, in accordance with the State plan submitted or revised under section 6311 of this title, and that each person employed as a special education teacher in the State who teaches elementary school or secondary school meets the qualifications described in section 1412(a)(14)(C) of this title, the Secretary shall— (1) to the extent practicable, collect data comparable to the data required under this part from States, local educational agencies, institutions of higher education, or other entities that administer such assessments to teachers or prospective teachers; and (2) notwithstanding any other provision of this part, use such data to carry out requirements of this part related to assessments, pass rates, and scaled scores. (c) Release of information to teacher preparation programs (1) In general For the purpose of improving teacher preparation programs, a State that receives funds under this chapter, or that participates as a member of a partnership, consortium, or other entity that receives such funds, shall provide to a teacher preparation program, upon the request of the teacher preparation program, any and all pertinent education-related information that— (A) may enable the teacher preparation program to evaluate the effectiveness of the program’s graduates or the program itself; and (B) is possessed, controlled, or accessible by the State. (2) Content of information The information described in paragraph (1)— (A) shall include an identification of specific individuals who graduated from the teacher preparation program to enable the teacher preparation program to evaluate the information provided to the program from the State with the program’s own data about the specific courses taken by, and field experiences of, the individual graduates; and (B) may include— (i) kindergarten through grade 12 academic achievement and demographic data, without revealing personally identifiable information about an individual student, for students who have been taught by graduates of the teacher preparation program; and (ii) teacher effectiveness evaluations for teachers who graduated from the teacher preparation program.

    5 other bills also change this section · Follow it → Official text at uscode.house.gov ↗

Also cites: 20 U.S.C. § 1022d, 20 U.S.C. § 1432, 20 U.S.C. § 6311, 20 U.S.C. § 6333, 20 U.S.C. § 6641, 20 U.S.C. § 7112, 20 U.S.C. § 7221i, 20 U.S.C. § 7801, 20 U.S.C. § 9543, 29 U.S.C. § 3002

How this bill changes current law

7 changes Share ↗

Compared against current U.S. Code AI-generated reading aid — verify against the official bill.

The bill amends definitions in the Higher Education Act of 1965 to enhance teacher and school leader quality partnership grants.

  • 20 U.S.C. 1021

    ``(2) Blended learning.--The term `blended learning' has the meaning given the term in section 4102 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7112).

    Adds the definition of 'blended learning' from the Elementary and Secondary Education Act.

  • 20 U.S.C. 1021

    ``(3) Children from low-income families.--The term `children from low-income families' means children described in section 1124(c)(1)(A) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6333(c)(1)(A)).

    Updates the definition of 'children from low-income families' to reference a section from the Elementary and Secondary Education Act.

  • 20 U.S.C. 1021

    ``(4) Comprehensive literacy instruction.--The term `comprehensive literacy instruction' has the meaning given the term in section 2221(b)(1) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6641(b)(1)).

    Adds definition of 'comprehensive literacy instruction' from the Elementary and Secondary Education Act.

  • 20 U.S.C. 1021

    ``(5) Digital learning.--The term `digital learning' has the meaning given the term in section 4102 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7112).

    Adds the definition of 'digital learning' from the Elementary and Secondary Education Act.

  • 20 U.S.C. 1021

    ``(6) Diverse teacher candidates.--The term `diverse teacher candidates' means-- (A) teacher candidates from underrepresented populations (as defined in section 3(17) of the Assistive Technology Act of 1998 (29 U.S.C. 3002(18))); and (B) teacher candidates who are linguistically and culturally prepared to educate high-need students.

    Introduces a new definition for 'diverse teacher candidates'.

  • 20 U.S.C. 1021

    ``(9) Educator.--The term `educator' means a teacher, principal or other school leader, specialized instructional support personnel, or other staff member who provides or directly supports instruction at an elementary school, secondary school, or an early childhood education program (such as a school librarian, counselor, or paraprofessional).

    Introduces a new definition for 'educator'.

  • 20 U.S.C. 1021

    ``(10) Eligible partnership.--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; and (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 institution of higher education that provides intensive and sustained collaboration between faculty and local educational agencies consistent with the requirements of this title; 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 education. (v) A business. (vi) A public or private nonprofit educational organization. (vii) An educational service agency. (viii) A teacher, principal, or school leader organization. (ix) A high-performing local educational agency, or a consortium of such local educational agencies, that can serve as a resource to the partnership. (x) A charter school (as defined in section 4310 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7221i)). (xi) A school or department within the partner institution that focuses on psychology and human development. (xii) A school or department within the partner institution with comparable expertise in the disciplines of teaching, learning, and child and adolescent development. (xiii) A school or department of arts and sciences within the partner institution. (xiv) An entity operating a program that provides alternative routes to State certification of teachers or principals.

    Updates and expands the definition of 'eligible partnership' to include new elements.

Action History

  1. Introduced in House

  2. Introduced in House

  3. Referred to the House Committee on Education and Workforce.

Sponsors

Sponsorship breakdown

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1 sponsors · 3 co-sponsors · 543 not signed on

Sponsors (1)

Co-sponsors (3)

Not signed on (543)

543 members have not signed on to this bill.

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"Not signed on" means a member has not sponsored or co-sponsored this bill — it does not imply opposition. Members flagged Voted No have a recorded No vote on this bill.

Whip count is in markup. Polling the chamber and every recorded vote this session. Only the first open is slow. It’s instant for you after this. Calling the roll · Tallying · Engrossing

Subjects

education
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Frequently asked questions

What does HR 1331 do?
Teacher and School Leader Quality Partnership Grants ActThis bill reauthorizes through FY2031 and expands the Teacher Quality Partnership program (which provides grants to improve the quality of teachers and enhance professional development activities).Specifically, the bill expands the program to include training and professional development opportunities for principals and other school leaders.Currently under the program, eligible partnerships must be comprised of (1) a high-need local educational agency; (2) a high-need school or early childhood education program; (3) a partner institution; and (4) certain schools, departments, or programs within a partner institution. The bill requires these partnerships, in their preparation or residency programs, to use evidence-based methods and adhere to an evaluation plan that includes comprehensive performance objectives.Additionally, the bill authorizes grants for the establishment of professional development programs for teachers who remain in the classroom while also carrying out formalized leadership responsibilities.The bill also establishes an advisory committee within the Department of Education to conduct a feasibility study that, among other things, compiles best practices for educating and training profession-ready teachers and school leaders.
Who sponsors HR 1331?
HR 1331 is sponsored by McClellan, Jennifer L. (Democratic), Fitzpatrick, Brian K. (Republican), McIver, LaMonica (Democratic), and Foushee, Valerie P. (Democratic).
What is the current status of HR 1331?
This bill is in committee in the House. Introduced February 13, 2025. It must pass committee before a floor vote.
Where can I track HR 1331?
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