S. 4025 — Addressing Teacher Shortages Act of 2026

This section states congressional findings on teacher shortages—particularly acute in rural schools (serving 18% of U.S. students, or over 9 million, with over 40% of small rural local educational agencies facing staffing difficulties) and subjects such as STEM, special education, and English as a second language (e.g., 48 states reported math shortages and 46 special education shortages in 2017–2018)—as well as a lack of racial diversity (20% teachers of color vs. 50% students of color), high attrition (8% overall, 8.4% in rural schools), and the benefits of teacher preparation practices such as practice teaching, mentoring and induction programs, teacher residencies, and Grow Your Own models.

This section establishes definitions for 14 terms used in the Act. Such terms include adoptions from the Elementary and Secondary Education Act of 1965 (i.e., "dual or concurrent enrollment program," "elementary school," "local educational agency," "secondary school," and "eligible entity," the latter expanded to include certain nonprofit and other entities), the Higher Education Act of 1965 (i.e., "institution of higher education" under 20 U.S.C. 1001(a), "historically Black college or university," "induction program," and "teaching residency program"), and other statutes (i.e., "rural area," "Secretary," "STEM"); new definitions for "2+2 program" (i.e., a partnership between a junior or community college and a 4-year institution of higher education enabling full credit transfer for teacher preparation), "certified teacher," "Grow Your Own program" (i.e., a program recruiting local school graduates and community members into teaching), "qualified mentor teacher" (i.e., an effective educator providing specified classroom mentoring, observation, feedback, and support to teacher candidates or new teachers), and "rural school district"; and modifications to the Higher Education Act definitions of "induction program" (e.g., adding requirements for mentor qualifications, classroom engagement data, and personalized instruction) and "teaching residency program" (i.e., removing the master's degree requirement and instead requiring a bachelor's or master's degree prior to completion).

This section establishes the Addressing Teacher Shortages Program, under which the Secretary of Education awards competitive multiyear grants (minimum 5 years, renewable upon demonstrated outcomes) to eligible entities for teacher recruitment, preparation, and retention activities conducted in consultation with served schools. The section authorizes one-year planning grants; prohibits transfer of program administration to another federal agency; reserves 5% of funds for the Secretary of the Interior to serve Bureau of Indian Education-funded schools; and directs that, from the remainder and to the extent practicable, at least 25% support rural local educational agencies, 25% address high-need subjects, and 25% diversify the teaching workforce. Grant priorities include (1) programs addressing rural or high-need subject shortages through partnerships with minority-serving institutions (e.g., Tribal Colleges and Universities as defined in 20 U.S.C. 1059c); and (2) for teaching residencies or Grow Your Own programs, eligible entities preparing paraprofessionals, substitute teachers, or other school employees with at least three years of service. Grant funds support (1) teaching residencies (e.g., resident tuition or salaries in exchange for three-year service commitments, mentor incentives); (2) teacher mentor programs; (3) Grow Your Own programs; (4) 2+2 programs; (5) programs encouraging STEM majors to pursue education courses; (6) secondary school teacher preparation pathways; or (7) evidence-based retention strategies (e.g., technology for rural professional development).

This section establishes evaluation and reporting requirements for grants awarded under section 4(a)(1)(A) to support educator preparation programs. Grant applicants must include an evaluation plan with performance objectives and measures for (1) educator retention rates at 3 and 5 years; (2) teacher licensure or certification pass rates and scores; (3) hires by high-need local educational agencies; (4) participating educators from underrepresented groups; (5) teachers in high-need fields or subjects such as STEM, English language instruction, and special education; and (6) educators in high-need schools, disaggregated by elementary and secondary levels. Grantees must report to the Secretary at the end of grant years 3 and 5 (and annually thereafter for renewals or grants exceeding 5 years), and the Secretary must submit biennial reports to the Senate Committee on Health, Education, Labor, and Pensions and the House Committee on Education and the Workforce, beginning 2 years after enactment, assessing the grant program's strengths and weaknesses.

This section expresses 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 the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins Act), thereby allowing early career pathway programs in education—especially in STEM—to be eligible for Perkins Act funding.