12 2 STA T .3 1 5 2 PUBLIC LA W 11 0– 315 — AU G .1 4, 200 8‘ ‘ (A) A comparis o n o fSt at e s ’ efforts to impro v et h e qu a l it y of the current an d future teachin g force . ‘‘( B ) A comparison of eligi b le partnerships’ efforts to improve the quality of the current and future teaching force. ‘‘( C ) T he national mean and median scaled scores and pass rate on any standardi z ed test that is used in more than one State for teacher certification or licensure. ‘‘( 3 )S PECIALRU LE. —I n the case of a teacher preparation program w ith fewer than ten scores reported on any single initial teacher certification or licensure assessment during an academic year , the Secretary shall collect and publish, and ma k e publicly available, information with respect to an average pass rate and scaled score on each State certification or licen - sure assessment taken over a three-year period. ‘‘(e) C O OR D I N A T ION.—The Secretary, to the e x tent practicable, shall coordinate the information collected and published under this part among States for individuals who took State teacher certifi- cation or licensure assessments in a State other than the State in which the individual received the individual’s most recent degree. ‘ ‘ SEC.206 . T E A C H E RD E V E LOPM E N T. ‘‘(a) ANNUAL G OAL S .— E ach institution of higher education that conducts a traditional teacher preparation program (including pro- grams that offer any ongoing professional development programs) or alternative routes to State certification or licensure program, and that enrolls students receiving F ederal assistance under this Act, 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 sub j ects 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 effec- tively teach in urban and rural schools, as applicable. ‘‘(c) R ULE O F CONSTRUCTION.— N othing 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. ‘‘SEC. 20 7 . STATE FU NCT I ONS. ‘‘(a) STATE ASSESS M ENT.—In order to receive funds under this Act, a State shall conduct an assessment to identify low-performing 20USC1 022 f. 20 USC 1022 e . Publicat i on . Public info rm ation.
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