Teacher and School Leader Quality Partnership Grants Act

Bill Number

H.R. 1331

Origin Chamber

House

Congress

119th Congress, Session 1

Policy Area

Education

Status

Introduced

Latest Action

2025-02-13: Referred to the House Committee on Education and Workforce.

Last Updated

2026-07-03T08:06:21Z

AI-Generated Summary

Purpose

The legislation, titled the "Teacher and School Leader Quality Partnership Grants Act," aims to improve the preparation and professional development of teachers, school leaders (such as principals), and other educators. It expands federal grants to support partnerships between schools, higher education institutions, and communities, focusing on high-need areas like low-income schools. The goal is to create "profession-ready" educators—those fully certified, skilled in diverse student needs, and effective in using data and technology—who can boost student achievement, especially for underserved students.

Key Provisions

• Expanded Definitions (Section 2): Updates terms in the Higher Education Act of 1965 to include school leaders, early childhood educators, "diverse teacher candidates" (from underrepresented groups or prepared for high-need students), "profession-ready" educators (certified with demonstrated skills in leadership, teaching, and technology), and concepts like "trauma-informed care" (evidence-based practices for supporting students affected by trauma) and "teacher performance assessment" (a state-approved evaluation of teaching effectiveness).

• Purposes (Section 3): Broadens goals to hold preparation programs accountable, recruit diverse and profession-ready individuals (including from other fields), and address staffing shortages in high-need schools through partnerships.

• Partnership Grants (Section 4):
• Funds eligible partnerships (high-need school districts, higher education institutions, and optional partners like businesses or state agencies) for programs like teacher preparation, teaching residencies (1-year hands-on training with mentors leading to certification), principal residencies (similar for leaders), and teacher leader development (training experienced teachers for leadership roles while keeping them in classrooms).
• Requires focus on evidence-based practices, support for students with disabilities or English learners, literacy instruction, and technology integration.
• Includes stipends for residents, service commitments (e.g., 3 years in high-need schools), and repayment if obligations are unmet.

• Administrative and Accountability Measures (Sections 5–7):
• Grants last 5 years, with options for extensions to start new residency programs.
• Partnerships must evaluate outcomes like educator retention (first 5 years), certification pass rates, hiring of diverse and profession-ready educators in high-need subjects (e.g., STEM, special education), and technology use.
• States must assess and report on low-performing programs, provide technical assistance, and terminate funding for persistently poor ones.

• State Functions and Reporting (Sections 8–10): States identify at-risk programs, support improvements, and publish annual report cards on program performance, including demographics, clinical training hours, and placement in high-need schools.

• Elevation of the Education Profession Study (Section 11): Establishes an advisory committee (including teachers' unions, civil rights groups, and higher education representatives) to study certification barriers, best practices for profession-ready educators, and state standards. Requires interim and final reports to Congress within 1 and 3 years, plus a public database of state certification info.

• Funding (Section 12): Authorizes appropriations starting in fiscal year 2026 for 5 years (amount not specified in the bill).

Significant Changes to Existing Law

• Expands the scope of Title II, Part A of the Higher Education Act from focusing mainly on teachers to include school leaders, teacher leaders, and other educators (e.g., counselors, paraprofessionals).
• Replaces outdated terms like "limited English proficient" with "English learner" and "scientifically valid" with "evidence-based" (practices proven effective through research).
• Adds detailed requirements for residency programs, including mentor selection criteria, induction support (first 2 years on the job), and teacher leader credentials.
• Strengthens accountability by mandating state assessments of low-performing programs (with closure for failures), disaggregated data on race/ethnicity/gender, and metrics for hiring in high-need areas.
• Introduces a new federal study on elevating the profession, which did not exist before.

Potential Impacts

• Government Agencies: The U.S. Department of Education will oversee more grants, evaluations, and a new advisory committee, increasing administrative workload but providing tools like a certification database to aid states.
• Citizens: Students in high-need schools (low-income, high-poverty areas) may benefit from better-qualified educators, leading to improved academic outcomes, especially for English learners, students with disabilities, and those in STEM or early childhood programs. Teachers and leaders gain access to residencies, stipends, and professional development, potentially reducing shortages and turnover.
• International Relations: Minimal direct impact, though improved U.S. educator preparation could indirectly enhance global competitiveness in education and workforce skills.

Main Stakeholders Affected

• High-Need Local Educational Agencies (LEAs) and Schools: School districts serving many low-income students (e.g., those with ≥20% low-income enrollment or in rural areas) receive priority for grants and staffing support.
• Institutions of Higher Education (IHEs): Partner institutions (e.g., universities with teacher preparation programs) must meet accreditation and performance standards to participate; they gain funding for residencies and evaluations.
• Educators: Teachers, principals, early childhood educators, and teacher leaders benefit from training, mentorship, and career advancement; diverse candidates from underrepresented groups are prioritized for recruitment.
• Students and Families: Particularly those in low-income, high-poverty, or rural schools, including English learners and students with disabilities, through better instruction and inclusive practices.
• States and Nonprofits: State education agencies handle assessments and reporting; nonprofits, unions, and advocacy groups (e.g., for civil rights or STEM) influence the advisory committee and program design.

Notable Legal, Constitutional, or Political Implications

• Legal: Aligns with federal laws like the Individuals with Disabilities Education Act (ensuring services for students with disabilities) and Elementary and Secondary Education Act (focusing on evidence-based practices and equity). Introduces repayment mechanisms for stipends, enforceable via contracts, but allows deferrals for hardships (e.g., health issues).
• Constitutional: Supports equal protection by targeting high-need, often minority-serving schools, promoting equity without mandating quotas. No First Amendment issues, as it focuses on professional standards.
• Political: Encourages bipartisan collaboration (introduced by Democrats and Republicans) on teacher shortages, a nonpartisan issue. Could face debate over federal oversight of state certification or funding levels, but emphasizes state flexibility in assessments. The advisory study may influence future legislation on national standards, potentially sparking discussions on teacher pay or union roles.

This summary was generated by AI and may contain inaccuracies. Refer to the official source document for the authoritative text.

Sponsor

Rep. McClellan, Jennifer L. [D-VA-4]

Cosponsors (3)

Rep. Fitzpatrick, Brian K. [R-PA-1], Rep. McIver, LaMonica [D-NJ-10], Rep. Foushee, Valerie P. [D-NC-4]

Recent Actions

• 2025-02-13: Referred to the House Committee on Education and Workforce.
• 2025-02-13: Introduced in House
• 2025-02-13: Introduced in House

Bill Versions

• Teacher and School Leader Quality Partnership Grants Act — issued 2025-02-13 — PDF (83 pages)