§ 7801. Definitions

the aggregate current expenditures, during the third fiscal year preceding the fiscal year for which the determination is made (or, if satisfactory data for that year are not available, during the most recent preceding fiscal year for which satisfactory data are available) of all local educational agencies in the State or, in the case of the United States, for all States (which, for the purpose of this paragraph, means the 50 States and the District of Columbia); plus

any direct current expenditures by the State for the operation of those agencies; divided by

the teacher has obtained full State certification as a teacher (including certification obtained through alternative routes to certification) or passed the State teacher licensing examination, and holds a license to teach in such State, except that when used with respect to any teacher teaching in a public charter school, the term means that the teacher meets the requirements set forth in the State’s public charter school law; and

the teacher has not had certification or licensure requirements waived on an emergency, temporary, or provisional basis;

an elementary school teacher who is new to the profession, means that the teacher—

a middle or secondary school teacher who is new to the profession, means that the teacher holds at least a bachelor’s degree and has demonstrated a high level of competency in each of the academic subjects in which the teacher teaches by—

has met the applicable standard in clause (i) or (ii) of subparagraph (B), which includes an option for a test; or

demonstrates competence in all the academic subjects in which the teacher teaches based on a high objective uniform State standard of evaluation that—

who was not born in the United States or whose native language is a language other than English;

who is migratory, whose native language is a language other than English, and who comes from an environment where a language other than English is dominant; and

the ability to meet the State’s proficient level of achievement on State assessments described in section 6311(b)(3) of this title;

the ability to successfully achieve in classrooms where the language of instruction is English; or

the opportunity to participate fully in society.

improve and increase teachers’ knowledge of the academic subjects the teachers teach, and enable teachers to become highly qualified;

are an integral part of broad schoolwide and districtwide educational improvement plans;

give teachers, principals, and administrators the knowledge and skills to provide students with the opportunity to meet challenging State academic content standards and student academic achievement standards;

improve classroom management skills;

support the recruiting, hiring, and training of highly qualified teachers, including teachers who became highly qualified through State and local alternative routes to certification;

advance teacher understanding of effective instructional strategies that are—

are aligned with and directly related to—

are developed with extensive participation of teachers, principals, parents, and administrators of schools to be served under this chapter;

are designed to give teachers of limited English proficient children, and other teachers and instructional staff, the knowledge and skills to provide instruction and appropriate language and academic support services to those children, including the appropriate use of curricula and assessments;

to the extent appropriate, provide training for teachers and principals in the use of technology so that technology and technology applications are effectively used in the classroom to improve teaching and learning in the curricula and core academic subjects in which the teachers teach;

as a whole, are regularly evaluated for their impact on increased teacher effectiveness and improved student academic achievement, with the findings of the evaluations used to improve the quality of professional development;

provide instruction in methods of teaching children with special needs;

include instruction in the use of data and assessments to inform and instruct classroom practice; and

include instruction in ways that teachers, principals, pupil services personnel, and school administrators may work more effectively with parents; and

involve the forming of partnerships with institutions of higher education to establish school-based teacher training programs that provide prospective teachers and beginning teachers with an opportunity to work under the guidance of experienced teachers and college faculty;

create programs to enable paraprofessionals (assisting teachers employed by a local educational agency receiving assistance under part A of subchapter I of this chapter) to obtain the education necessary for those paraprofessionals to become certified and licensed teachers; and

provide follow-up training to teachers who have participated in activities described in subparagraph (A) or another clause of this subparagraph that are designed to ensure that the knowledge and skills learned by the teachers are implemented in the classroom.

employs systematic, empirical methods that draw on observation or experiment;

involves rigorous data analyses that are adequate to test the stated hypotheses and justify the general conclusions drawn;

relies on measurements or observational methods that provide reliable and valid data across evaluators and observers, across multiple measurements and observations, and across studies by the same or different investigators;

is evaluated using experimental or quasi-experimental designs in which individuals, entities, programs, or activities are assigned to different conditions and with appropriate controls to evaluate the effects of the condition of interest, with a preference for random-assignment experiments, or other designs to the extent that those designs contain within-condition or across-condition controls;

ensures that experimental studies are presented in sufficient detail and clarity to allow for replication or, at a minimum, offer the opportunity to build systematically on their findings; and

has been accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparably rigorous, objective, and scientific review.

are designed to help the teachers continue to improve their practice of teaching and to develop their instructional skills; and

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