H.R. 7883

[Congressional Bills 119th Congress]
[From the U.S. Government Publishing Office]
[H.R. 7883 Introduced in House (IH)]

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119th CONGRESS
2d Session
H. R. 7883

To support the preparation and retention of outstanding educators in 
all fields to ensure a bright future for children and youth in under-
resourced and underserved communities in the United States, and for 
other purposes.

_______________________________________________________________________

IN THE HOUSE OF REPRESENTATIVES

March 9, 2026

Ms. Stevens (for herself and Mrs. Hayes) introduced the following bill; 
which was referred to the Committee on Education and Workforce

_______________________________________________________________________

A BILL

To support the preparation and retention of outstanding educators in 
all fields to ensure a bright future for children and youth in under-
resourced and underserved communities in the United States, and for 
other purposes.

Be it enacted by the Senate and House of Representatives of the 
United States of America in Congress assembled,

SECTION 1. SHORT TITLE.

This Act may be cited as the ``Addressing Teacher Shortages Act of 
2026''.

SEC. 2. FINDINGS.

Congress finds the following:
(1) Currently, there are not enough teachers to meet the 
demand for teachers in all locations and in all fields, 
creating a teacher shortage. The teacher shortage is a result 
of growing student enrollment, shrinking pupil-teacher ratios, 
declining enrollment in teacher preparation programs, and high 
levels of attrition from the field. Teacher shortages are 
particularly acute in rural schools and in certain subject 
areas, such as the fields of STEM, special education, and 
English as a second language. Additionally, there is a lack of 
racial diversity in the teaching workforce.
(2) Rural schools serve 18 percent of all students in the 
United States, including over 9,000,000 students in rural 
public elementary and secondary schools. More than 40 percent 
of all small, rural local educational agencies in the United 
States struggle with adequately staffing their schools. These 
personnel shortages include difficulties both in recruiting and 
retaining educators. Shortages are especially pronounced in 
special education and STEM fields, when compared to urban 
teacher labor markets.
(3) Rural communities face unique challenges in recruiting 
and retaining teachers for reasons such as funding, limited 
teacher supply, and geographic isolation. Rural schools often 
experience difficulty hiring and high turnover due to 
inadequate resources, lower salaries, and poor working 
conditions.
(4) The demand for teachers is going unmet in some subject 
areas more so than others. In 2017-2018, 48 States reported 
shortages in mathematics, 46 in special education, 43 in 
science, 41 in foreign language, and 31 in English as a second 
language.
(5) Although the share of teachers of color has been 
increasing, there is a gap in racial diversity between teachers 
of color who comprise 20 percent of the teacher workforce and 
students of color who account for 50 percent of students.
(6) Data from the 2015-2016 National Teacher and Principal 
Survey show that millennial teachers are less likely to be 
racially diverse than the previous generation of Generation X 
teachers, suggesting that racial diversity in the teaching 
workforce could be declining in the future.
(7) Research shows that better prepared teachers stay 
longer in the profession and are more effective in improving 
student achievement. For example, an analysis of the nationally 
representative Schools and Staffing Survey found that new 
recruits who had a semester or more of practice teaching prior 
to employment were more than 3 times less likely to leave 
teaching after a year than those who had no practice teaching.
(8) Data from the 2012-2013 Schools and Staffing Survey 
show that the attrition rate for teachers is approximately 8 
percent. It was higher for rural teachers, at 8.4 percent, than 
for suburban and urban teachers, at 7.3 and 7.9 percent, 
respectively. This high attrition rate is costly for local 
educational agencies, with the savings of replacing higher-
earning, more experienced teachers mitigated by replacement 
costs.
(9) High-quality mentoring and induction programs can offer 
support to teacher candidates and novice teachers throughout 
the teacher preparation and school placement experience, 
improving the likelihood that they will complete the training 
and certification process and remain in the profession. 
Evidence-based mentoring and induction programs have been shown 
to increase retention, accelerate the professional learning of 
novice teachers, and improve student achievement.
(10) Teacher residencies create long-term benefits for 
local educational agencies, schools, and students. Research 
suggests that residencies bring greater gender and racial 
diversity into the teaching workforce and have significantly 
higher retention rates for graduates than traditional 
preparation programs.
(11) Grow Your Own teacher preparation models provide a 
promising solution for hard-to-staff schools, such as those in 
rural communities. These models help to recruit graduates of 
local schools and members of the school's community into the 
teaching profession.

SEC. 3. DEFINITIONS.

In this Act:
(1) General esea definitions.--The terms ``dual or 
concurrent enrollment program'', ``elementary school'', ``local 
educational agency'', and ``secondary school'' have the 
meanings given the terms in section 8101 of the Elementary and 
Secondary Education Act of 1965 (20 U.S.C. 7801).
(2) 2+2 program.--The term ``2+2 program'' means a 
partnership between a junior or community college, as defined 
in section 312 of the Higher Education Act of 1965 (20 U.S.C. 
1058), and a 4-year degree-granting institution of higher 
education in which teacher candidates can begin teacher 
preparation in the junior or community college and fully 
transfer their credits to the 4-year institution of higher 
education, where the students complete their teacher 
preparation.
(3) Certified teacher.--The term ``certified teacher'' 
means an individual who possesses a document certifying that 
the individual has met the full requirements of a State for 
employment as a teacher in the public schools of that State.
(4) Eligible entity.--The term ``eligible entity'' means a 
local educational agency (including an entity described in 
subparagraph (B), (C), (D), or (E) of section 8101(30) of the 
Elementary and Secondary Education Act of 1965 (20 U.S.C. 
7801(30))) or a consortium of such agencies.
(5) Grow your own program.--The term ``Grow Your Own 
program'' means a program that works to recruit graduates of 
local schools and members of the school's community into the 
teaching profession of a school.
(6) Historically black college or university.--The term 
``historically Black college or university'' has the meaning 
given the term ``part B institution'' under section 322 of the 
Higher Education Act of 1965 (20 U.S.C. 1061).
(7) Induction program.--The term ``induction program'' has 
the meaning given the term in section 200(14) of the Higher 
Education Act of 1965 (20 U.S.C. 1021(14)), except that--
(A) the high-quality and structured teacher 
mentoring component described in subparagraph (A) of 
such section shall be led by a qualified mentor who 
teaches in the same or similar field, grade, or subject 
as the mentee;
(B) the opportunities for new teachers described in 
subparagraph (D) of such section shall include 
opportunities for observation of, and feedback from, 
teacher mentors, faculty, and researchers;
(C) the faculty included in the program, as 
described in subparagraph (F) of such section, shall 
also model personalized instruction;
(D) the interdisciplinary collaboration described 
in subparagraph (G) of such section shall include 
preparation regarding the development, analysis, and 
use of formative, interim, and summative assessments;
(E) the assistance provided under subparagraph (H) 
of such section with respect to student achievement 
data shall also include assistance with understanding 
classroom engagement data (such as attendance and 
discipline rates and other measures of school climate), 
and with understanding the applicability of both types 
of data to classroom instruction and design; and
(F) the observation and evaluation opportunities 
under subparagraph (I) of such section shall be 
conducted in order to inform efforts to support new 
teachers and improve their practice.
(8) Institution of higher education.--The term 
``institution of higher education'' has the meaning given the 
term in section 101(a) of the Higher Education Act of 1965 (20 
U.S.C. 1001(a)).
(9) Qualified mentor teacher.--The term ``qualified mentor 
teacher'' means an educator who--
(A) meets a minimum set of qualification standards 
based in part on State-determined measures of teacher 
effectiveness; and
(B) is selected by the grantee to--
(i) host a teacher candidate mentee during 
clinical practice or residency in the classroom 
of the educator during a teacher preparation 
program, or provide induction support to a 
newly certified teacher mentee during the first 
2 years of employment after completion of a 
teacher preparation program (including clinical 
practice);
(ii) provide support for a teacher 
candidate mentee during clinical practice or a 
teacher residency program, or a beginning 
teacher mentee during an induction program, 
including information on the resources and 
support based at the school and the local 
educational agency serving the school;
(iii) establish a role model relationship 
for a mentee;
(iv) observe the mentee's teaching methods 
in classroom settings and be observed modeling 
best practices;
(v) provide mentoring to a mentee teaching 
in the same field, grade, or subject; and
(vi) promote empirically based practice of, 
and scientifically valid research on, where 
applicable--
(I) teaching and learning;
(II) assessment of student 
learning;
(III) the development of teaching 
skills through the use of instructional 
and behavioral interventions; and
(IV) the improvement of the 
capacity of the mentees to create 
inclusive learning environments and 
measurably advance student learning 
among diverse learners.
(10) Rural area.--The term ``rural area'' has the meaning 
given the term in section 343(a)(13)(A) of the Consolidated 
Farm and Rural Development Act (7 U.S.C. 1991(a)(13)(A)).
(11) Rural school district.--The term ``rural school 
district'' means a school district that serves one or more 
schools located in a rural area.
(12) Secretary.--The term ``Secretary'' means the Secretary 
of Education.
(13) STEM.--The term ``STEM'' means science, technology, 
engineering, and mathematics.
(14) Teaching residency program.--The term ``teaching 
residency program'' has the meaning given the term in section 
200 of the Higher Education Act of 1965 (20 U.S.C. 1021), 
except that such term shall not include the requirement that 
the prospective teacher acquire a master's degree prior to 
completion of the program, but instead shall earn a bachelor's 
or a master's degree prior to completion of the program.

SEC. 4. ADDRESSING TEACHER SHORTAGES PROGRAM.

(a) Addressing Teacher Shortages Program Established.--
(1) Grants authorized.--
(A) In general.--From amounts made available to 
carry out this Act, the Secretary shall establish an 
Addressing Teacher Shortages Program, through which the 
Secretary shall award grants, on a competitive basis, 
to eligible entities to enable the eligible entities to 
carry out activities described in subsection (d) in 
continuous consultation with the schools served by the 
eligible entity.
(B) Planning grants.--Notwithstanding subparagraph 
(A), the Secretary may use funds made available under 
this section, and not required for purposes of 
subsection (c)(2), to award, on a competitive basis, 1-
year planning grants to eligible entities that have not 
received grants under subparagraph (A), to assist with 
the costs of preparing and submitting an application 
under subsection (b).
(2) Duration.--A grant awarded under paragraph (1)(A)--
(A) shall be for a period of at least 5 years; and
(B) may be renewed if the eligible entity 
demonstrates sufficient positive outcomes as described 
in section 5 and evidence of potential for continued 
success in achieving the goals of the initial grant.
(3) Administration of program.--The authority to administer 
the Addressing Teacher Shortages Program under this Act may not 
be transferred to another Federal department or agency.
(b) Application.--
(1) In general.--An eligible entity desiring a grant under 
subsection (a)(1)(A) shall submit an application to the 
Secretary at such time, in such manner, and containing such 
information as the Secretary may require.
(2) Contents.--An application submitted under paragraph (1) 
shall--
(A) describe the selected activities described in 
subsection (d) for which assistance under this section 
is sought;
(B) include a description of the evaluation plan 
required under section 5;
(C) provide such additional assurances as the 
Secretary determines to be essential to ensure 
compliance with the requirements of this Act; and
(D) if seeking support for a teaching residency 
program, demonstrate that the institution of higher 
education that is a partner in the eligible entity is 
approved to prepare candidates for State teaching 
licensure or certification.
(c) Award Basis.--
(1) In general.--The Secretary shall determine the minimum 
number, and the dollar amount, of grants provided under this 
section based on the amount made available under section 7.
(2) Award basis.--In awarding grants under this section, 
the Secretary shall--
(A) reserve 5 percent of the grant funds available 
to carry out this section for the Secretary of the 
Interior, to enable the Secretary of the Interior to 
carry out the purposes of this Act in schools supported 
by the Bureau of Indian Education; and
(B) use, from the amount remaining after the 
application of subparagraph (A) and to the extent 
practicable based on the applications received under 
subsection (b)--
(i) not less than 25 percent of the 
remaining amount to address teacher shortage 
challenges in local educational agencies 
serving rural areas;
(ii) not less than 25 percent of the 
remaining amount to address shortages in high-
need subject areas; and
(iii) not less than 25 percent of the grant 
funds available to diversify the teaching 
workforce.
(3) Priority.--
(A) In general.--Subject to subparagraph (B), in 
evaluating applications for grants under subsection 
(a)(1)(A), the Secretary shall provide a competitive 
priority for applications proposing programs that 
will--
(i) address the shortages described in 
clauses (i) and (ii) of paragraph (2)(B); and
(ii) include partnerships with minority-
serving institutions, such as historically 
Black colleges and universities, Hispanic-
serving institutions (as defined in section 502 
of the Higher Education Act of 1965 (20 U.S.C. 
1101a)), or Tribal Colleges and Universities 
(as defined in section 316 of such Act (20 
U.S.C. 1059c)).
(B) Priority for teaching residency and grow your 
own programs.--In reviewing applications for grants 
under subsection (a)(1)(A) that propose to cover costs 
associated with teaching residency programs or Grow 
Your Own programs, the Secretary shall provide a 
competitive priority to eligible entities that propose 
to carry out a program designed to prepare, for 
teaching licensure or certification, individuals who, 
as of the date of the individuals' application or 
acceptance into the program--
(i) are employed by a local educational 
agency participating in the eligible entity as 
a paraprofessional, substitute teacher, or 
other employee of the school community; and
(ii) have been so employed for not less 
than 3 years.
(d) Use of Funds.--A recipient of a grant under subsection 
(a)(1)(A) shall use grant funds for not less than one of the following 
activities:
(1) Establishing or expanding teaching residency programs, 
which may include covering--
(A) all or part of a resident's tuition in exchange 
for a commitment to teach in the community for a 
minimum of 3 years;
(B) resident salaries;
(C) mentor teacher incentives;
(D) facilities or infrastructure for a distance 
learning classroom within the school for onsite 
coursework and practical learning; and
(E) any other purpose that the Secretary determines 
appropriate.
(2) Establishing or expanding a teacher mentor program, 
which may include providing a training program or endorsement 
for school-based mentor teachers.
(3) Establishing or expanding a Grow Your Own program.
(4) Establishing or expanding a 2+2 program.
(5) Establishing or expanding a program at an institution 
of higher education that encourages students majoring in STEM 
fields to take courses in education.
(6) Establishing or expanding teacher preparation pathways 
in secondary schools.
(7) Establishing or expanding other evidence-based 
strategies to increase teacher retention and support teachers, 
including--
(A) increasing access to, and the effective use of, 
technology for the purpose of providing professional 
development to educators in rural or remote areas;
(B) supporting teachers in fulfilling additional 
credit requirements needed for a teacher to--
(i) become licensed or certified in 
additional subject areas;
(ii) earn an additional qualification or 
licensure or certification endorsement that 
meets a specific need of the school in which 
the teacher is employed;
(iii) earn additional qualifications to 
obtain National Board Certification; or
(iv) qualify to teach Advanced Placement, 
International Baccalaureate, or dual or 
concurrent enrollment programs;
(C) providing opportunities for career advancement 
that offer increased pay for teachers who demonstrate 
expertise and take on additional leadership roles;
(D) establishing induction programs for novice 
teachers during their first 2 years in the profession;
(E)(i) providing tuition assistance, a stipend, or 
a housing allowance during student teaching to student 
teachers participating in the program who commit to 
teaching placements that would address any of the 
shortages described in clause (i) or (ii) of subsection 
(c)(2)(B); and
(ii) if the eligible entity chooses to do so, and 
only after assisting student teachers under clause (i), 
providing a stipend or housing allowance to teachers in 
their first or second year of teaching who commit to 
teaching placements that would address any of the 
shortages described in clause (i) or (ii) of subsection 
(c)(2)(B); or
(F) providing professional development for school 
administrators focusing on teacher leadership or 
teacher retention.
(e) Matching Funds.--
(1) In general.--An eligible entity that receives a grant 
under subsection (a)(1)(A) shall provide, toward the cost of 
the activities assisted under the grant and from non-Federal 
sources, an amount equal to or greater than the amount of the 
grant, subject to paragraph (2).
(2) Reduction or waiver of matching funds.--If the 
Secretary determines necessary based on the economic condition 
of the eligible entity, the Secretary may--
(A) determine that a lesser matching amount than 
described in paragraph (1) is required, based on a 
sliding scale; or
(B) waive the requirements of paragraph (1).
(f) Designated Personnel for Under-Resourced Applications.--The 
Secretary shall designate not less than 1 employee who, during and 
preceding the application period for a grant under this Act, will 
exclusively support under-resourced eligible entities with the 
preparation of grant applications under subsection (a)(1)(A).

SEC. 5. EVALUATION AND REPORTING.

(a) Evaluation.--Each entity submitting an application for a grant 
under section 4(a)(1)(A) shall establish, and include in such 
application, an evaluation plan that includes relevant and measurable 
performance objectives. At a minimum, the plan shall include objectives 
and measures for--
(1) educator retention rates in the first 3 and 5 years for 
teachers, principals, and other educators participating in the 
program supported under the grant;
(2)(A) pass rates and scaled scores for initial State 
licensure or certification of teachers for participating 
teachers; or
(B) pass rates and average scores on valid and reliable 
teacher performance assessments for participating teachers;
(3) the number of participating teachers, principals, and 
other educators who are hired by the high-need local 
educational agency;
(4) the percentage of participating teachers, principals, 
and other educators who are members of underrepresented groups;
(5) the percentage of participating teachers who teach 
high-need fields or academic subject areas such as STEM fields, 
language instruction educational programs for limited English 
proficient students, and special education; and
(6) the percentage of participating teachers and other 
educators who teach in high-need schools, disaggregated by the 
elementary school and secondary school levels.
(b) Reporting.--
(1) Eligible entity reports.--
(A) In general.--At the end of the third year and 
the fifth year of a grant awarded under section 
4(a)(1)(A), each eligible entity receiving such grant 
shall prepare and submit to the Secretary a report 
regarding the program carried out under this Act, 
including the program's performance with respect to the 
objectives and measures described in subsection (a).
(B) Additional reports.--In the case of an eligible 
entity whose grant under section 4(a)(1)(A) was renewed 
or was for an initial period of more than 5 years, the 
eligible entity shall submit a report described in 
subparagraph (A) on an annual basis for each year of 
the renewal or each year after the fifth year of the 
grant, respectively.
(2) Secretary reports.--By not later than 2 years after the 
date of enactment of this Act, and every 2 years thereafter, 
the Secretary shall submit a report to the Committee on Health, 
Education, Labor, and Pensions of the Senate and the Committee 
on Education and Labor of the House of Representatives about 
the strengths and weaknesses of the grant program carried out 
under section 4.

SEC. 6. SENSE OF CONGRESS.

It is the sense of Congress that teaching should be formally 
recognized as a career pathway that is part of career and technical 
education, as defined in section 3 of the Carl D. Perkins Career and 
Technical Education Act of 2006 (20 U.S.C. 2302), allowing early career 
pathway programs in education (especially in STEM education) to be 
eligible for funds available through programs that support career and 
technical education.

SEC. 7. AUTHORIZATION OF APPROPRIATIONS.

There is authorized to be appropriated to carry out this Act such 
sums as may be necessary for each of fiscal years 2027 through 2032.
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