Findings

Congress finds the following: (1) Decades of research have demonstrated that teacher quality is the single most important in-school factor affecting student achievement. Every child, in every community, deserves access to well-prepared, well-supported, and respected educators. (2) While education has been, and remains, a State and local responsibility, the Federal Government has long played an essential role in filling gaps in State and local support for education when critical national needs arise. (3) Following the launch of Sputnik, Congress passed the National Defense Education Act of 1958 (Public Law 85–864 (72 Stat. 1580)), recognizing that the security, economy, and democracy of the United States are tied to its classrooms. That legislation marked a revolutionary turning point, channeling significant Federal funding into science, mathematics, and foreign-language instruction while elevating the role of teacher preparation in maintaining global competitiveness. (4) The 1986 seminal report by the Holmes Group entitled Tomorrow’s Teachers reimagined teacher education as a professional discipline rather than a technical occupation and called for rigorous preparation, clinical partnerships, and continuous learning—principles that reshaped how institutions of higher education and elementary schools and secondary schools collaborate. (5) Research has since demonstrated the importance of strong, rich clinical partnerships, coherence between teacher coursework and practice, sustained professional development for teachers, and equity-centered teacher preparation as critical for improving both student outcomes and teacher quality. This research has led to meaningful progress, including stronger preparation programs, increased workforce diversity, and a deeper evidence base on teacher learning and student outcomes. (6) Yet, as of the date of enactment of this Act, that progress stands at risk. Once viewed as a pathway to stability and public respect, teaching has suffered from eroding professional status, stagnant wages, and increased political scrutiny. These conditions have converged to discourage new entrants to the profession, accelerate attrition, and diminish public confidence in the long-term viability of the profession. (7) These workforce challenges are unfolding against the backdrop of a national education and mental health crisis. The long-term effects of the COVID–19 pandemic, coupled with economic instability and social division, have resulted in historic declines in student well-being and academic performance. Educators are now on the frontlines of addressing trauma, anxiety, and learning loss, often without the preparation, staffing, or resources to meet the magnitude of these needs. (8) Further, education technology has the potential to empower students to expand their learning beyond the confines of the traditional classroom. Students and educators, however, must not only understand how to use the latest technologies but also be prepared to thrive in an ever-evolving technological landscape. (9) The trends, as of the date of enactment of this Act, underscore that deliberate Federal and State investments in teacher quality, wages, and autonomy are warranted. (10) The United States cannot simply recruit its way out of this crisis with fragmented, underfunded programs. To meet this moment, the United States requires deliberate Federal investment in a comprehensive, systemic approach for educator workforce development and design.