(1)
In general
Each State that receives funds under this chapter shall provide to the Secretary, and make widely available to the general public, in a uniform and comprehensible manner that conforms with the definitions and methods established by the Secretary, an annual State report card on the quality of teacher preparation in the State, both for traditional teacher preparation programs and for alternative routes to State certification or licensure programs, which shall include not less than the following:
(A)
A description of the reliability and validity of the teacher certification and licensure assessments, and any other certification and licensure requirements, used by the State.
(B)
The standards and criteria that prospective teachers must meet to attain initial teacher certification or licensure and to be certified or licensed to teach particular academic subjects, areas, or grades within the State.
(C)
A description of how the assessments and requirements described in subparagraph (A) are aligned with the challenging State academic standards required under
section 6311(b)(1) of this title and, as applicable, State early learning standards for early childhood education programs.
(D)
For each of the assessments used by the State for teacher certification or licensure—
(i)
for each institution of higher education located in the State and each entity located in the State, including those that offer an alternative route for teacher certification or licensure, the percentage of students at such institution or entity who have completed 100 percent of the nonclinical coursework and taken the assessment who pass such assessment;
(ii)
the percentage of all such students at all such institutions and entities who have taken the assessment who pass such assessment;
(iii)
the percentage of students who have taken the assessment who enrolled in and completed a teacher preparation program; and
(iv)
the average scaled score of individuals participating in such a program, or who have completed such a program during the two-year period preceding the first year for which the annual State report card is provided, who took each such assessment.
(E)
A description of alternative routes to teacher certification or licensure in the State (including any such routes operated by entities that are not institutions of higher education), if any, including, for each of the assessments used by the State for teacher certification or licensure—
(i)
the percentage of individuals participating in such routes, or who have completed such routes during the two-year period preceding the date for which the determination is made, who passed each such assessment; and
(ii)
the average scaled score of individuals participating in such routes, or who have completed such routes during the two-year period preceding the first year for which the annual State report card is provided, who took each such assessment.
(F)
A description of the State’s criteria for assessing the performance of teacher preparation programs within institutions of higher education in the State. Such criteria shall include indicators of the academic content knowledge and teaching skills of students enrolled in such programs.
(G)
For each teacher preparation program in the State—
(i)
the criteria for admission into the program;
(ii)
the number of students in the program, disaggregated by race, ethnicity, and gender (except that such disaggregation shall not be required in a case in which the number of students in a category is insufficient to yield statistically reliable information or the results would reveal personally identifiable information about an individual student);
(iii)
the average number of hours of supervised clinical experience required for those in the program; and
(iv)
the number of full-time equivalent faculty, adjunct faculty, and students in supervised clinical experience.
(H)
For the State as a whole, and for each teacher preparation program in the State, the number of teachers prepared, in the aggregate and reported separately by—
(i)
area of certification or licensure;
(iii)
subject area for which the teacher has been prepared to teach.
(I)
A description of the extent to which teacher preparation programs are addressing shortages of teachers who meet the applicable State certification and licensure requirements, including any requirements for certification obtained through alternative routes to certification, or, with regard to special education teachers, the qualifications described in
section 1412(a)(14)(C) of this title, by area of certification or licensure, subject, and specialty, in the State’s public schools.
(J)
The extent to which teacher preparation programs prepare teachers, including general education and special education teachers, to teach students with disabilities effectively, including training related to participation as a member of individualized education program teams, as defined in
section 1414(d)(1)(B) of this title.
(K)
A description of the activities that prepare teachers to—
(i)
integrate technology effectively into curricula and instruction, including activities consistent with the principles of universal design for learning; and
(ii)
use technology effectively to collect, manage, and analyze data to improve teaching and learning for the purpose of increasing student academic achievement.
(L)
The extent to which teacher preparation programs prepare teachers, including general education and special education teachers, to effectively teach students who are limited English proficient.