The Educators for America Act amends the Higher Education Act to update how teacher residency programs select participants. It requires these programs to establish specific criteria for eligibility and to prioritize recruiting individuals who are underrepresented in the teaching profession, including men. This change directly affects federal funding for teacher residency programs and the demographic composition of new teachers. The bill focuses on modifying selection rules rather than creating new programs or changing funding amounts.
The TEACH Improvement Act of 2026 amends the Higher Education Act to update rules for the TEACH Grant program, which provides financial assistance to students pursuing careers in teaching. The bill establishes stricter eligibility criteria for institutions offering these grants, requiring them to demonstrate high-quality teacher preparation and support services. It also introduces new accountability measures that could restrict an institution's ability to offer grants if too many recipients fail to meet their service obligations, such as converting their grants into loans. Additionally, the legislation clarifies rules for post-baccalaureate students, expands the list of high-need teaching fields, and mandates regular reporting on program performance and loan conversion rates.
The Advanced Coursework Equity Act establishes a federal grant program designed to increase access to advanced science, technology, engineering, and mathematics courses for students in under-resourced schools and historically underrepresented groups. To achieve this, the bill requires recipients to adopt either open enrollment, which allows any student to join without barriers, or universal screening, which uses objective assessments to identify qualified students rather than relying solely on subjective teacher recommendations. Funding is distributed to state and local education agencies to cover costs such as training educators on equity strategies, expanding course capacity, and providing tutoring, with a specific focus on closing achievement gaps in STEM fields. The program includes strict reporting requirements and offers bonus payments to districts that demonstrate the most significant progress in enrolling diverse students in advanced coursework over the three-year grant period.
The PUPIL Act directs the Secretary of Education to commission a study by the National Academies of Sciences, Engineering, and Medicine on the workforce of paraprofessionals and education support staff in U.S. schools. This study will examine the roles, qualifications, compensation, and effectiveness of these workers, who include clerical, maintenance, and student service employees supporting over 54 million students. The report will also analyze salary data against local cost of living and review different employment models, such as outsourcing, to provide recommendations for improving job stability and educational outcomes. To fund this research, the bill authorizes $2 million in federal appropriations.
The Indigenous Students Excel through Parity Act of 2026 directs the Secretary of the Interior to conduct two studies aimed at improving funding and staffing for Bureau-funded and tribally controlled schools. The first study will examine how to update the Indian School Equalization Formula to ensure teacher and staff salaries match the highest rates found in public schools or the Department of Defense, while also considering specific needs of small and rural schools. The second study will explore potential revenue sources to bring these schools into financial parity with other school systems. Both studies must be completed within one year of the bill's enactment, and their findings will be reported to Congress and made public.
This bill creates a federal grant program to help states and school districts establish two-year mentoring and induction programs for new teachers and school leaders. The legislation aims to reduce teacher turnover and improve student learning by providing structured support, including experienced mentors, regular feedback, and collaboration time for educators in their first two years. Funds awarded under this act must be used to supplement existing resources, with a requirement that mentors receive additional compensation or reduced workloads for their participation. The program prioritizes schools with high concentrations of economically disadvantaged students and those facing high rates of new teacher turnover, while also offering specific support for rural areas and underrepresented groups.
The READ Act aims to improve student literacy by directing federal funding toward evidence-based reading instruction known as the science of reading, which explicitly teaches phonics and decoding while prohibiting the use of the three-cueing model. Under this bill, the U.S. Department of Education would distribute grants to states, with a specific focus on those performing in the lowest tier of reading assessments, to implement statewide policies, update teacher training standards, and provide universal early literacy screenings for all students before third grade. The legislation also requires schools to notify parents when a student is identified as at risk for reading difficulties and mandates that these notifications be provided in the family's primary language. Additionally, the act allocates funds to support high-quality instructional materials, literacy coaching for teachers, and interventions like tutoring for struggling readers, while ensuring that federal money supplements rather than replaces local education spending.
The Beginning Educator Mentorship and Retention Act creates a federal grant program to help states and school districts establish two-year mentorship and induction programs for new teachers and school leaders. These programs are designed to support educators in their first two years by providing structured guidance from experienced mentors, regular feedback, and collaborative planning time to improve teaching skills and reduce turnover. The funding prioritizes schools with high concentrations of economically disadvantaged students and those serving rural areas, while requiring that mentors receive adequate compensation or reduced workloads for their roles. Additionally, the bill includes specific provisions to support induction programs for school leaders and to create affinity networks for underrepresented educators.
The Loan Forgiveness for Educators Act of 2026 expands existing federal student loan relief programs to offer full debt cancellation for teachers and early childhood educators who work in high-need schools or specific early childhood programs for five years. Under the bill, eligible educators can receive 100 percent forgiveness of their outstanding loans after completing five years of service, which may be consecutive or nonconsecutive, while also qualifying for monthly loan payments to be made by the government during their employment. The legislation defines "high need schools" as those with at least 30 percent of students from low-income families and includes various early childhood settings, while also extending benefits to parents who borrow PLUS loans for their qualifying children or who are educators themselves. To support implementation, the law requires the Department of Education to publish a list of eligible schools and programs, allows for self-certification in some early childhood roles, and ensures that educators who leave their positions early or are promoted within the same organization do not lose their eligibility for forgiveness.
The Early Childhood Workforce Advancement Act of 2026 creates a competitive grant program to help partnerships establish or expand training programs for early childhood education careers. These grants are awarded to groups that include colleges, child care providers, and community organizations, with a focus on areas that have shortages of childcare workers. The funding can be used to develop educational materials, support student recruitment and retention, improve teacher training, and offer financial assistance like scholarships or stipends to students. Priority is given to applicants serving rural and urban communities and those providing care for infants, toddlers, and children with disabilities. Recipients must submit annual reports and undergo independent evaluations to ensure the programs effectively improve education outcomes.
