II 118TH CONGRESS 1ST SESSION S. 1468 To ensure that Federal work-study funding is available for students enrolled in residency programs for teachers, principals, or school leaders, and for other purposes. IN THE SENATE OF THE UNITED STATES MAY 4, 2023 Mr. KENNEDY (for himself and Mr. MURPHY) introduced the following bill; which was read twice and referred to the Committee on Health, Edu- cation, Labor, and Pensions A BILL To ensure that Federal work-study funding is available for students enrolled in residency programs for teachers, principals, or school leaders, and for other purposes. Be it enacted by the Senate and House of Representa- 1 tives of the United States of America in Congress assembled, 2 SECTION 1. SHORT TITLE. 3 This Act may be cited as the ‘‘Teacher, Principal, 4 and Leader Residency Access Act’’. 5 SEC. 2. FINDINGS. 6 Congress finds the following: 7 (1) Across the United States, local educational 8 agencies and elementary schools and secondary 9 VerDate Sep 11 2014 22:57 May 15, 2023 Jkt 039200 PO 00000 Frm 00001 Fmt 6652 Sfmt 6201 E:\BILLS\S1468.IS S1468 kjohnson on DSK79L0C42PROD with BILLS 2 •S 1468 IS schools are struggling to meet the growing demand 1 for qualified teachers. In 2017–18, more than 2 100,000 classrooms in the United States were 3 staffed by instructors who were unqualified to teach. 4 These classrooms are disproportionately located in 5 low-income, high-minority schools, although schools 6 of every kind have been affected by a lack of quali- 7 fied applicants in key subjects, including mathe- 8 matics, special education, science, world languages, 9 career and technical education, and teachers of 10 English learners. 11 (2) Teacher shortages are in significant part 12 driven by teacher turnover. Research shows that 13 teacher turnover is higher for those who enter the 14 profession without adequate preparation. Teachers 15 who enter the profession through a comprehensive, 16 high-quality program with student teaching, formal 17 feedback on their teaching, and multiple courses in 18 student learning, as required in high-quality teach- 19 ing residency programs, are more likely to remain in 20 the profession compared to teachers who enter 21 through a route that lacks these components. Not 22 only are under-prepared teachers less effective on 23 average, they are also 2 to 3 times more likely to 24 leave teaching than fully prepared teachers. 25 VerDate Sep 11 2014 22:57 May 15, 2023 Jkt 039200 PO 00000 Frm 00002 Fmt 6652 Sfmt 6201 E:\BILLS\S1468.IS S1468 kjohnson on DSK79L0C42PROD with BILLS 3 •S 1468 IS (3) Teacher shortages and teacher turnover are 1 costly. Each time a teacher leaves a school, it not 2 only increases demand but also imposes replacement 3 costs on the local educational agency, which range 4 from $9,000 per teacher in small, rural local edu- 5 cational agencies to more than $20,000 in large, 6 urban local educational agencies. The national price 7 tag of replacement costs for teachers is more than 8 $8,000,000,000 a year. 9 (4) Teaching residency programs, which recruit 10 candidates to work as paid apprentices to skilled ex- 11 pert teachers while completing highly integrated 12 coursework, have been successful in recruiting tal- 13 ented, diverse candidates into high-need fields and 14 local educational agencies. 15 (5) Research on teaching residency programs 16 shows that such programs are effective in bringing 17 more teachers of color into the profession and in 18 preparing such teachers to stay for the long term. In 19 the United States, about 49 percent of individuals in 20 teaching residency programs are students of color, 21 and the same percentage of public school students 22 are people of color, but only 20 percent of teachers 23 are people of color. 24 VerDate Sep 11 2014 22:57 May 15, 2023 Jkt 039200 PO 00000 Frm 00003 Fmt 6652 Sfmt 6201 E:\BILLS\S1468.IS S1468 kjohnson on DSK79L0C42PROD with BILLS 4 •S 1468 IS (6) The teaching residency program model cre- 1 ates long-term benefits for local educational agen- 2 cies, schools, and for the students served by such 3 agencies and schools. Rigorous studies of teaching 4 residency programs have found significantly higher 5 retention rates for graduates of teaching residency 6 programs, addressing one of the primary contribu- 7 tors to teacher shortages, as well as positive evidence 8 about educator effectiveness. 9 (7) A review of teaching residency program 10 evaluations shows that teachers who completed high- 11 quality teaching residency programs tend to have 12 higher teaching retention rates over time compared 13 to teachers who did not complete such programs, in- 14 cluding— 15 (A) in San Francisco, where 80 percent of 16 candidates completing a teaching residency pro- 17 gram were still in the classroom after 5 years, 18 compared to 38 percent of candidates who en- 19 tered the classroom through a different route; 20 (B) in Boston, where teaching residents 21 participating in the Boston Teacher Residency 22 program had higher retention rates compared 23 to teachers who were not teaching residents, 24 with 80 percent of residents still teaching in 25 VerDate Sep 11 2014 22:57 May 15, 2023 Jkt 039200 PO 00000 Frm 00004 Fmt 6652 Sfmt 6201 E:\BILLS\S1468.IS S1468 kjohnson on DSK79L0C42PROD with BILLS 5 •S 1468 IS Boston Public schools for a third year, com- 1 pared to 63 percent of teachers who were not 2 teaching residents, and 75 percent of teaching 3 residents still teaching for a fifth year, com- 4 pared to 51 percent of teachers who were not 5 teaching residents; and 6 (C) in Tennessee, where 95 percent of 7 Memphis Teacher Residency program partici- 8 pants were still teaching for a third year, com- 9 pared with 41 percent of teachers statewide. 10 (8) Additional studies of teaching residency pro- 11 grams show similarly high retention rates of grad- 12 uates, ranging from 80 percent to 90 percent teach- 13 ing in the same district after 3 years, and 70 per- 14 cent to 80 percent teaching in the same district after 15 5 years. 16 (9) According to data from the San Francisco 17 Unified School District, principals find graduates of 18 teaching residency programs to be well prepared, 19 and in many cases to be better prepared than new 20 teachers who were not in teaching residency pro- 21 grams. Research also shows that teaching residents 22 strengthen schools across the country by reducing 23 teacher shortages and providing local educational 24 VerDate Sep 11 2014 22:57 May 15, 2023 Jkt 039200 PO 00000 Frm 00005 Fmt 6652 Sfmt 6201 E:\BILLS\S1468.IS S1468 kjohnson on DSK79L0C42PROD with BILLS 6 •S 1468 IS agencies with a more sustainable educator work- 1 force. 2 (10) In 2019, there were at least 50 teaching 3 residency programs nationwide, each of which range 4 in size from 5 to 100 teaching residents per year. 5 Several States, including California, Colorado, Geor- 6 gia, Illinois, Indiana, Louisiana, New Mexico, Penn- 7 sylvania, Tennessee, Texas, and West Virginia, are 8 supporting teaching residency programs through re- 9 gional network partnerships that regularly bring to- 10 gether leadership from across local educational agen- 11 cies and preparation programs to share knowledge 12 and develop more enduring and reciprocal relation- 13 ships between such agencies. 14 (11) Teaching residency programs align with 15 the purpose of the Federal Work-Study Program to 16 provide valuable work experience and work related to 17 a student’s course of study and intended profession. 18 Further, the Federal Work-Study Program 19 prioritizes teaching reading based on scientifically 20 based research on reading, a feature consistent with 21 efforts in teaching residency programs to equip all 22 new teachers, regardless of subject area, with the 23 skills to support reading and literacy skills for all 24 students. 25 VerDate Sep 11 2014 22:57 May 15, 2023 Jkt 039200 PO 00000 Frm 00006 Fmt 6652 Sfmt 6201 E:\BILLS\S1468.IS S1468 kjohnson on DSK79L0C42PROD with BILLS 7 •S 1468 IS (12) According to a recent report by the George 1 W. Bush Institute on principal talent management, 2 preparing successful principals requires new, com- 3 prehensive approaches by school districts, univer- 4 sities, States, and others who pull together to train 5 and support principals. Thoughtfully designed and 6 implemented principal residency programs can be a 7 powerful piece of this comprehensive and collabo- 8 rative approach to training future educational lead- 9 ership. 10 (13) Residencies for aspiring school principals 11 are a promising approach to initiate principal can- 12 didates into school leadership practice and have be- 13 come a part of some comprehensive principal prepa- 14 ration programs over the past 20 years. Principal 15 residencies reinvent the traditional internship experi- 16 ence, which has often been the capstone experience 17 in principal preparation. Residency immerses prin- 18 cipal candidates in rigorous apprenticeship experi- 19 ences that are designed to advance leadership and 20 management practices, as well as emphasize data 21 analysis, action, reflection, and accountability. 22 VerDate Sep 11 2014 22:57 May 15, 2023 Jkt 039200 PO 00000 Frm 00007 Fmt 6652 Sfmt 6201 E:\BILLS\S1468.IS S1468 kjohnson on DSK79L0C42PROD with BILLS 8 •S 1468 IS SEC. 3. FEDERAL WORK-STUDY FOR RESIDENCY PRO- 1 GRAMS FOR TEACHERS, PRINCIPALS, AND 2 OTHER SCHOOL LEADERS. 3 Section 443 of the Higher Education Act of 1965 (20 4 U.S.C. 1087–53) is amended— 5 (1) in subsection (d)— 6 (A) in the header, by inserting ‘‘SCHOOL- 7 BASED’’ before ‘‘TUTORING’’; 8 (B) in paragraph (1)— 9 (i) by striking ‘‘tutoring in reading’’ 10 and inserting ‘‘school-based activities, in- 11 cluding residency programs, tutoring in 12 reading,’’; and 13 (ii) by striking subparagraphs (A) and 14 (B) and inserting the following: 15 ‘‘(A) employed— 16 ‘‘(i) as reading tutors for children who 17 are preschool age or are in elementary 18 school; or 19 ‘‘(ii) in family literacy projects; or 20 ‘‘(B) serving in a residency program of the 21 institution.’’; and 22 (C) in paragraph (2)— 23 (i) in subparagraph (A)(ii), by strik- 24 ing ‘‘and’’ after the semicolon; 25 VerDate Sep 11 2014 22:57 May 15, 2023 Jkt 039200 PO 00000 Frm 00008 Fmt 6652 Sfmt 6201 E:\BILLS\S1468.IS S1468 kjohnson on DSK79L0C42PROD with BILLS 9 •S 1468 IS (ii) in subparagraph (B), by striking 1 the period and inserting ‘‘; and’’; and 2 (iii) by adding at the end the fol- 3 lowing: 4 ‘‘(C) ensure that any student compensated 5 with the funds described in paragraph (1) who 6 is serving in a residency program receives com- 7 pensation for time spent in training and travel 8 directly related to such residency.’’; and 9 (2) by adding at the end the following: 10 ‘‘(f) RESIDENCY PROGRAMS FOR TEACHERS, PRIN- 11 CIPALS, AND OTHER SCHOOL LEADERS.— 12 ‘‘(1) USE OF FUNDS.—Funds granted to an in- 13 stitution under this section may be used to support 14 students serving in residency programs, including 15 compensation for time spent in training and travel 16 directly related to such residency. 17 ‘‘(2) PRIORITY.—An institution shall— 18 ‘‘(A) give priority to students who are serv- 19 ing in a residency program and who have been 20 determined to be eligible for a Federal Pell 21 Grant under section 401; and 22 ‘‘(B) ensure that any student compensated 23 with the funds described in paragraph (1) for 24 a residency program receives appropriate train- 25 VerDate Sep 11 2014 22:57 May 15, 2023 Jkt 039200 PO 00000 Frm 00009 Fmt 6652 Sfmt 6201 E:\BILLS\S1468.IS S1468 kjohnson on DSK79L0C42PROD with BILLS 10 •S 1468 IS ing to acquire teaching skills or school leader 1 skills. 2 ‘‘(3) FEDERAL SHARE.—The Federal share of 3 the compensation of work-study students com- 4 pensated under this subsection may exceed 75 per- 5 cent. 6 ‘‘(4) DEFINITIONS.—In this subsection: 7 ‘‘(A) RESIDENCY PROGRAM.—The term 8 ‘residency program’ means a school-based edu- 9 cator preparation program in which a prospec- 10 tive teacher, principal, or other school leader— 11 ‘‘(i) for 1 academic year, works along- 12 side a mentor teacher, principal, or other 13 school leader who is— 14 ‘‘(I) the teacher of record; or 15 ‘‘(II) rated as effective or above 16 in the State’s school leader evaluation 17 and support system (as described in 18 section 2101(c)(4)(B)(ii) of the Ele- 19 mentary and Secondary Education 20 Act of 1965) or, if no such ratings are 21 available, on other comparable indica- 22 tors of performance; 23 ‘‘(ii) receives concurrent instruction 24 during the year described in clause (i) 25 VerDate Sep 11 2014 22:57 May 15, 2023 Jkt 039200 PO 00000 Frm 00010 Fmt 6652 Sfmt 6201 E:\BILLS\S1468.IS S1468 kjohnson on DSK79L0C42PROD with BILLS 11 •S 1468 IS from the institution, which may be courses 1 taught by local educational agency per- 2 sonnel or residency program faculty, in, as 3 applicable— 4 ‘‘(I) the teaching of the content 5 area in which the teacher will become 6 certified or licensed; 7 ‘‘(II) teaching skills; and 8 ‘‘(III) leadership, management, 9 organizational, and school leader skills 10 necessary to serve as a principal or 11 other school leader; 12 ‘‘(iii) acquires effective teaching skills 13 or school leader skills; and 14 ‘‘(iv) prior to completion of the pro- 15 gram, attains full State teacher, principal, 16 or school leader certification or licensure, 17 and becomes profession-ready. 18 ‘‘(B) PROFESSION-READY.—The term ‘pro- 19 fession-ready’— 20 ‘‘(i) when used with respect to a 21 teacher, means a teacher who— 22 ‘‘(I) has completed a teacher 23 preparation program and is fully cer- 24 tified and licensed to teach by the 25 VerDate Sep 11 2014 22:57 May 15, 2023 Jkt 039200 PO 00000 Frm 00011 Fmt 6652 Sfmt 6201 E:\BILLS\S1468.IS S1468 kjohnson on DSK79L0C42PROD with BILLS 12 •S 1468 IS State in which the teacher is em- 1 ployed; 2 ‘‘(II) has a baccalaureate degree 3 or higher; 4 ‘‘(III) has demonstrated content 5 knowledge in the subject or subjects 6 the teacher teaches; 7 ‘‘(IV) has demonstrated the abil- 8 ity to work with students who are cul- 9 turally and linguistically diverse; 10 ‘‘(V) has demonstrated teaching 11 skills, such as through— 12 ‘‘(aa) a teacher performance 13 assessment; or 14 ‘‘(bb) other measures of 15 teaching skills, as determined by 16 the State; and 17 ‘‘(VI) has demonstrated pro- 18 ficiency with the use of educational 19 technology; and 20 ‘‘(ii) when used with respect to a prin- 21 cipal or other school leader, means a prin- 22 cipal or other school leader who— 23 ‘‘(I) has an advanced degree, or 24 other appropriate credential; 25 VerDate Sep 11 2014 22:57 May 15, 2023 Jkt 039200 PO 00000 Frm 00012 Fmt 6652 Sfmt 6 [Text truncated for display. Full text available on Congress.gov.]