The Catholic University of America

Summary of Federal Laws

Miscellaneous Laws Affecting Universities

CUA Compliance Partners

Director of Teacher Education

Teacher Education Program Reporting Requirements

Pub. L. No. 105-244 §§ 207and 208, 112 Stat. 1581 (1998) (Higher Education Amendments of 1998); 20 U.S.C. § 1027 (f) and as amended by Section 205 of the Higher Education Opportunity Act of 2008. (to be codified as 20 USC § 1021)

Universities must report annually to their state government and the public the pass rate on state teacher certification examinations taken by their graduates. Low performing teacher preparation programs risk curtailment of federal funds. Such information is to be reported through school catalogs and promotional materials sent to potential applicants, high school guidance counselors, and prospective employers of the teaching program's graduates. The reporting requirements increased significantly with passage of the Higher Education Opportunity Act of 2008.

Teacher Preparation Issues, Proposed Rule, 79 Fed. Reg. 71819, Dec. 3, 2014.

These proposed regulations are designed to address shortcomings in the current system by defining the indicators of quality that states will use to assess the performance of their teacher preparation programs. They would also link assessments of program performance under Title II to eligibility for the Federal TEACH Grant program.



Effective August 14, 2008, schools that offer teacher preparation programs or alternative certification programs must report annually on all of the items listed below. IHEs that do not provide the information described may be fined $27,500 by the Secretary of Education.

  • Whether it satisfied its annual goal for increasing the number of teachers in areas designated by the Secretary as ones of shortage, the steps it is taking to achieve those goals, and steps it is taking to improve its performance in meeting those goals.
  • A description of the activities undertaken to assure the Secretary that the institution is providing prospective teachers training that responds to identified local needs, the instructional decisions teachers will have to make in the classroom, diverse populations, urban and rural environments, and for special education teachers to core academic subjects.
  • The percentage of students who have finished all nonclinical coursework and taken and passed the state teacher licensing examination in the previous year.
  • The percentage of all students who have passed the state teacher licensing examination during the previous year.
  • The percentage of students who completed the traditional teacher preparation program versus an alternative certification process that took and passed the licensing examination during the previous year.
  • The average scaled score for all students who took the state teacher licensing examination during the previous year.
  • A comparison of the program's pass rate on the teacher licensing examination with the average pass rate for other programs in the state.
  • A comparison of the program's average scaled scores on the teacher licensing examination with the average scaled scores for programs in the state.
  • A description of the criteria for admission into the institution's teacher preparation program, the number of students in the program disaggregated by race, ethnicity and gender, the average number of hours of supervised clinical experience required, the number of full-time equivalent faculty and students in the clinical experience, and the total number of students from the program that have been certified as teachers disaggregated by subject and area of certification.
  • If state approval or accreditation of the teacher preparation program is required, a statement that the program is appropriately approved or accredited.
  • Whether the program has been designated low-performing by the state based on criteria such as the program's ability to increase the percentage of highly qualified teachers in the state, the academic achievement of elementary and secondary students, and the standards for entry into the teaching profession.
  • A description of the activities undertaken to assist teachers with integrating technology into their curricula and instruction.
  • A description of the activities aimed at preparing general education and special education teachers to teach students with disabilities effectively.

    See the NAICU HEA Quick Guide for more on this topic.

Teacher Quality Partnership Grant Reporting (§ 205(a)(2).) Any institution receiving a Teacher Quality Partnership Grant will also be required to report annually on the progress of the partnership toward meeting the objectives of its evaluation plan (as described in Section 204 of the HEOA).

Resources

Title II State Report Card

NACUA Nov. 2009 Paper by Susan Hattan of NAICU on HEOA changes

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updated 6/26/13 CCR

 

updated mlo 12-19-14 to add Teacher Prep Proposed Regs