Addressing Teacher Shortages Act of 2026
- Bill Number
- H.R. 7883
- Origin Chamber
- House
- Congress
- 119th Congress, Session 2
- Policy Area
- Education
- Status
- Introduced
- Latest Action
- 2026-03-09: Referred to the House Committee on Education and Workforce.
- Last Updated
- 2026-04-10T16:29:40Z
AI-Generated Summary
Purpose
The Addressing Teacher Shortages Act of 2026 aims to tackle nationwide teacher shortages, particularly in rural areas, high-need subjects like STEM (science, technology, engineering, and mathematics), special education, and English as a second language, and among underrepresented racial groups. It seeks to improve the preparation, recruitment, and retention of effective educators to better serve students in under-resourced and underserved communities, ensuring equitable access to quality education.
Key Provisions
- Establishment of Grant Program: The Secretary of Education will award competitive grants to eligible entities—primarily local educational agencies (LEAs, or school districts) or groups of them—to fund activities addressing teacher shortages. Grants last at least 5 years and can be renewed based on positive outcomes. One-year planning grants are also available for application preparation.
- Application and Award Process: Applications must detail planned activities, an evaluation plan, and assurances of compliance. Awards prioritize rural areas (at least 25% of funds), high-need subjects (at least 25%), and diversifying the teaching workforce (at least 25%). An additional 5% is reserved for schools under the Bureau of Indian Education. Competitive priorities favor partnerships with minority-serving institutions (e.g., historically Black colleges and universities) and programs targeting experienced school staff like paraprofessionals for certification.
- Authorized Activities: Grant funds support at least one of the following:
- Teaching residency programs (e.g., covering tuition, salaries, or mentor incentives in exchange for teaching commitments).
- Mentor and induction programs (structured support for new teachers, led by qualified mentors in similar fields).
- "Grow Your Own" programs (recruiting local community members or graduates into teaching).
- 2+2 programs (partnerships between community colleges and four-year universities for seamless credit transfer in teacher preparation).
- Encouraging STEM majors to pursue education courses.
- Secondary school pathways to teaching careers.
- Other retention strategies, such as professional development, technology access for rural educators, tuition assistance for certifications, leadership opportunities with pay increases, or stipends/housing for student teachers in high-need areas.
- Matching Funds and Support: Grantees must match federal funds dollar-for-dollar from non-federal sources, but this can be reduced or waived for economically challenged entities. The Department of Education will assign staff to help under-resourced applicants.
- Evaluation and Reporting: Grantees must track metrics like retention rates, certification pass rates, hires in high-need areas, diversity of educators, and placement in underserved schools. Reports are required at years 3 and 5 (and annually for renewals). The Secretary submits biennial reports to Congress on program effectiveness.
- Sense of Congress: Encourages recognizing teaching as a career and technical education pathway, making early education programs eligible for related federal funding.
- Funding: Authorizes "such sums as necessary" for fiscal years 2027–2032.
Significant Changes to Existing Law
This bill introduces a new federal program under the Department of Education, building on definitions from the Elementary and Secondary Education Act (ESEA) and Higher Education Act (HEA). It modifies HEA's definitions of induction and teaching residency programs to emphasize practical mentoring, diverse assessments, and flexibility (e.g., no master's degree requirement for residencies). It does not amend existing laws directly but creates fresh grant authorities without transferring administration to other agencies.
Potential Impacts
- Government Agencies: The Department of Education gains responsibilities for grant administration, evaluation, and reporting, potentially increasing workload but with dedicated staff support. The Bureau of Indian Education benefits from reserved funds for Native American schools.
- Citizens: Students in rural, low-resource, or high-need communities may see improved teacher quality and stability, leading to better academic outcomes, especially in STEM and special education. Aspiring and current teachers, particularly from underrepresented groups, gain access to training, stipends, and career pathways, potentially reducing attrition (currently around 8%).
- International Relations: No direct impacts, as the bill focuses on domestic U.S. education.
Main Stakeholders Affected
- Local Educational Agencies (LEAs): School districts, especially rural or small ones, as primary grant recipients to address staffing challenges.
- Educators and Teacher Candidates: New, novice, and experienced teachers (including paraprofessionals and substitutes) benefit from preparation, mentoring, and retention supports; emphasis on diversity aids teachers of color.
- Students and Communities: Particularly in underserved, rural, or high-poverty areas, including over 9 million rural students and those in special education or English learner programs.
- Institutions of Higher Education: Community colleges, universities (especially minority-serving ones like HBCUs), and teacher preparation programs partner for residencies and pathways.
- School Administrators and Mentors: Gain training and incentives to support retention efforts.
Notable Legal, Constitutional, or Political Implications
- Legal: Ensures compliance with state certification standards while promoting evidence-based practices; matching fund waivers address equity without violating federalism by allowing state flexibility. Evaluation requirements enhance accountability under federal grant laws.
- Constitutional: Aligns with Congress's spending power to support education (a state function) via conditional grants, promoting equal protection by targeting underserved groups without mandating quotas.
- Political: Highlights bipartisan concerns over teacher shortages and rural education gaps; prioritizes diversity and high-need fields, potentially influencing future education policy debates on workforce equity and federal investment in teacher pipelines. No overt partisan elements, focusing on data-driven solutions.
This summary was generated by AI and may contain inaccuracies. Refer to the official source document for the authoritative text.
Sponsor
Rep. Stevens, Haley M. [D-MI-11]
Cosponsors (2)
Rep. Hayes, Jahana [D-CT-5], Rep. Craig, Angie [D-MN-2]
Recent Actions
- 2026-03-09: Referred to the House Committee on Education and Workforce.
- 2026-03-09: Introduced in House
- 2026-03-09: Introduced in House
Bill Versions
- Addressing Teacher Shortages Act of 2026 — issued 2026-03-09 — PDF (22 pages)