(A)

includes a starting annual base salary of not less than $60,000; and

(B)

increases regularly throughout a teacher’s career;

(A)

The Earned Income Tax Credit under section 32 of the Internal Revenue Code of 1986.

(B)

The Medicaid program.

(C)

The Children’s Health Insurance program.

(D)

The supplemental nutrition assistance program established under the Food and Nutrition Act of 2008 (7 U.S.C. 2011 et seq.).

(E)

The program of block grants to States for temporary assistance for needy families established under part A of title IV of the Social Security Act (42 U.S.C. 601 et seq.).

(1)

for fiscal year 2026, $36,813,604,000; and

(2)

for each succeeding fiscal year, the amount appropriated under this section for the preceding fiscal year, increased by the annual adjustment percentage.

(1)

for fiscal year 2026, $440,000,000; and

(2)

for each succeeding fiscal year, the amount appropriated under this section for the preceding fiscal year, increased by the annual adjustment percentage.

(1)

for fiscal year 2026, $1,474,000,000; and

(2)

for each succeeding fiscal year, the amount appropriated under this section for the preceding fiscal year, increased by the annual adjustment percentage.

(1)

for fiscal year 2026, $1,131,000,000; and

(2)

for each succeeding fiscal year, the amount appropriated under this section for the preceding fiscal year, increased by the annual adjustment percentage.

Sec. 201. Definitions

Sec. 202. State Teacher Pay Plan Addendum

Section 1111(g) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311(g)) is amended by adding at the end the following:

(5) State Teacher Pay Plan Addendum

Not later than 1 year after the date on which the Secretary issues final rules related to the implementation of the Pay Teachers Act in accordance with section 5 of such Act, a State that receives assistance under this part shall submit the State’s Teacher Pay Plan Addendum to the Secretary in accordance with the procedures and requirements determined by the Secretary. The State’s Teacher Pay Plan Addendum shall include each of the following:

(A)

A description of the State’s plan to provide a competitive salary regularly throughout the career of public elementary school and secondary school teachers, including an assurance that the State will—

(i)

under the timeline specified in subsection (i)(2), comply with subparagraphs (A) and (B) of subsection (i)(2); or

(ii)

not later than 1 year after the date the Secretary issues final rules in accordance with section 5 of the Pay Teachers Act, submit a request to the Secretary to participate in the Teacher Salary Improvement pathway and for an extended timeline to comply with the teacher salary requirements described in subparagraphs (A) and (B) of subsection (i)(1), if the State meets the eligibility criteria described in subsection (i)(3).

(B)

A description of the State’s plan to increase the State’s per-pupil expenditures or the aggregate expenditures of the State with respect to the provision of free public education in the State, in a manner that—

(i)

supports local educational agencies in increasing salaries or wages for teachers, paraprofessionals, specialized instructional support personnel, classified school employees, principals, other school leaders, school librarians, school bus drivers, and other staff across their careers, including through providing increased resources to local educational agencies; and

(ii)

does not—

(I)

increase average class sizes or student to full-time equivalent teacher ratios at the State, local educational agency, or school level;

(II)

reduce planning time; or

(III)

require teachers to teach additional classes.

(C)

An identification, with respect to the average teacher salary baselines (as such term is defined in subsection (i)(3)(A)(i)) in the most recent fiscal year, of the statewide average and the average in each local educational agency in the State.

(D)

An identification of the number and percentage of teachers employed by local educational agencies in the State who earn a salary of less than $60,000 annually, disaggregated by each period of service specified in subsection (i)(3)(A)(i), across the State and in each such local educational agency.

(E)

A description of the State’s plan to comply with the equitable distribution of teachers requirement under paragraph (1)(B).

Sec. 203. Paying teachers livable and competitive salaries and wages

Section 1111 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311) is amended—

Sec. 204. Collective bargaining and related rules

Section 1111 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311), as amended by section 203, is further amended by inserting after subsection (i) the following:

(j) Rules

(1) Rule of construction for collective bargaining

(A) In general

Subject to subparagraph (B), nothing in subsection (i) shall be construed to alter or otherwise affect the rights, remedies, and procedures afforded to school or local educational agency employees under Federal, State, or local laws (including applicable regulations or court orders) or under the terms of collective bargaining agreements, memoranda of understanding, or other agreements between such employers and their employees.

(B) Compliance

Subparagraph (A) shall not be construed to exempt a State, local educational agency, or school from complying with subsection (i) or from negotiating in compliance with State labor laws to comply with subsection (i).

(2) Rule of construction for additional pay or other salary augmenting systems

Nothing in subsection (i) shall be construed to prevent States or local educational agencies from supplementing the annual base salary of teachers or other staff employed by such agencies—

(A)

for additional skills, knowledge, duties, and responsibilities;

(B)

by salary systems that increase teachers’ compensation through supplemental pay that is not part of an annual base salary; or

(C)

through the provision of bonuses, stipends, or awards.

(3) No waiver authority

Section 8401 shall not apply to subsection (i).

Sec. 211. Definitions

Subpart 4 of part B of title II of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311 et seq.) is amended by adding at the end the following:

5 Modernizing the teaching profession

2251. Definitions

In this subpart:

(1) In general

The definitions of annual base salary and teacher in section 1120(a) shall apply.

(2) Career ladder

(A) In general

The term career ladder means a staffing system that advances the teaching profession by providing teachers with opportunities for additional responsibilities, adjusted roles, and corresponding salary increases and that—

(i)

enables teachers, principals, other school leaders, paraprofessionals, and education support staff to experience distributed leadership, shared accountability, and collaborative professional learning;

(ii)

promotes professional learning, expertise, and retention by differentiating roles in schools based on teachers’ skills, expertise, and interests; and

(iii)

provides for professional advancement and other recognition based on teacher impact on improving teaching and learning.

(B) Implementation

For the purpose of section 2253, the system described in subparagraph (A) is composed of levels defined in the State’s plan described in section 2253(f) where salary increases are associated with levels of the State’s career ladder.

(3) Subgroup of students

The term subgroup of students means each subgroup of students described in section 1111(h)(1)(C)(ii).

Sec. 212. State commissions to advance the teaching profession

Subpart 5 of part B of title II of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311 et seq.), as added by section 211, is amended by adding at the end the following:

2252. State commissions to advance the teaching profession

(a) Purpose

The purpose of this section is to support States in developing recommendations about policy and the use of resources described in subsection (b)(4) to modernize and advance the teaching profession, in order to—

(1)

ensure that all students in the United States have access to experienced and qualified teachers who will help those students succeed at the same rates as students in the world’s highest-performing education systems;

(2)

address structural and organizational deficiencies in the teaching profession, in order to—

(A)

raise the standards, status, and salaries of the teaching profession; and

(B)

attract and retain promising and talented young people to teaching; and

(3)

identify and reform policies and practices at the State, local educational agency, and school-level to promote excellent teaching for all students, particularly subgroups of students.

(b) Authorization of grants

(1) In general

From the amounts appropriated under subsection (g), after making the reservations described in paragraph (2), the Secretary shall award grants, on a competitive basis, to States (such as a State educational agency, a Governor, an entity designated by the Governor, or a consortium of State agencies) that have submitted applications described in subsection (d) to develop and operate State commissions to develop recommendations about policy and the use of resources described in subsection (b)(4) to modernize and advance the teaching profession, in accordance with this section.

(2) Reservations

From the total amount appropriated under subsection (g) for a fiscal year, the Secretary shall reserve—

(A)

1 percent to inform students, parents, teachers, principals, other school leaders, specialized instructional support personnel, education system leaders, policymakers, and researchers about the recommendations made by States supported under this section and related findings to modernize and advance the teaching profession;

(B)

2 percent for technical assistance and program administration; and

(C)

3 percent to provide grants, contracts, or cooperative agreements to regional educational laboratories (established under section 174 of the Education Sciences Reform Act of 2002 (20 U.S.C. 9564)) or qualified nonprofit organizations with demonstrated experience in research and practice related to teaching and learning to assist States that receive grants under this section in—

(i)

conducting applied research and data analysis;

(ii)

summarizing and reporting on policies and practices from the world’s highest-performing school systems; and

(iii)

implementing recommendations to modernize and advance the teaching profession, improve instruction, and improve students’ access to experienced and qualified teachers.

(3) State grants

(A) In general

A State receiving a grant under paragraph (1) shall use not less than 75 percent of the grant funds to develop and operate a State commission that meets the requirements of this paragraph (referred to in this section as the State Commission).

(B) State reservations

A State receiving a grant under paragraph (1) may reserve not more than 25 percent of the total grant amount received by the State for technical assistance, administrative purposes, and public information efforts related to the activities and recommendations of the State Commission.

(C) Membership

A State that receives a grant to operate a State Commission under this section shall ensure that—

(i)

not less than half of the members of the State Commission are current or former teachers, and that, collectively, such members—

(I)

have diverse life experiences and backgrounds;

(II)

serve students from urban, suburban, and rural communities across the State; and

(III)

include teachers at different stages in their careers, including novice, mid-career, veteran, and retired teachers; and

(ii)

the State Commission includes not less than 1 representative from each of the following categories, to the greatest extent practicable:

(I)

The Governor or a designated representative.

(II)

The State educational agency and the State teacher licensing or credentialing agency.

(III)

State legislators.

(IV)

Current teachers.

(V)

Principals and other school leaders, including superintendents.

(VI)

State and local school board members.

(VII)

Labor organizations that represent teachers, paraprofessionals, and school support staff.

(VIII)

Civil rights organizations.

(IX)

Institutions of higher education, including deans of education schools or programs operated by such institutions.

(X)

State boards, local boards, or other representatives of in-demand industry sectors or occupations in the State (as those terms are defined in section 3 of the Workforce Innovation and Opportunity Act (29 U.S.C. 3102)).

(XI)

The State labor agency.

(XII)

Parents of students enrolled in public schools in the State, including parent teacher associations, if applicable.

(XIII)

Representatives with expertise in school finance.

(4) Resources

In developing recommendations about policy and the use of resources to modernize and advance the teaching profession, a State Commission shall analyze the use and distribution of Federal, State, and local resources, including in-kind resources, donations, and grant opportunities, such as from philanthropic organizations, and findings from resource inequity reviews described in section 1111(d).

(c) State application

In order to receive a grant under this section, a State shall submit an application to the Secretary at such time, in such manner, and including such information as the Secretary may reasonably require. Such application shall include each of the following:

(1)

The State’s plan to develop and implement the State Commission, which may be updated by the State as necessary.

(2)

A description of the State’s efforts to regularly engage students, parents, teachers, principals, other school leaders, specialized instructional support personnel, education system leaders, policymakers, and researchers in activities of the State Commission.

(3)

An assurance that the State will develop a final report that meets the reporting requirements in subsection (e).

(d) Uses of funds

(1) In general

A State Commission supported under this section shall—

(A)

review findings and research from high-performing and rapidly improving international educational systems regarding policies to recruit, retain, develop, and promote experienced and qualified teachers that may be adaptable to the State’s educational context and challenges, such as—

(i)

incentivizing talented and motivated students to pursue teaching careers;

(ii)

supporting effective pre-baccalaureate teacher preparation programs, as described in section 202(d) of the Higher Education Act of 1965, including paid clinical experiences or practicums under the supervision of expert mentor teachers to ensure that novice teachers have mastered the curricula and subject they plan to teach;

(iii)

advancing the teaching profession through career ladders that provide skilled teachers with additional responsibilities, adjusted roles, and increased compensation; and

(iv)

developing the conditions for teachers, principals, and school leaders to collaborate, utilize research methods, and utilize differentiated teaching roles to continuously improve and adapt instruction to improve students’ educational opportunities and academic outcomes, which may include examining how States and local educational agencies organize schools and the school day to foster opportunities for greater collaboration and improved student belonging;

(B)

develop policy and resource use recommendations to modernize and advance the teaching profession, in order to—

(i)

ensure all students in the State are taught by experienced and qualified teachers to improve student outcomes, including academic achievement and access to high-quality educational opportunities;

(ii)

address structural and organizational deficiencies in the teaching profession, informed by activities described in subparagraph (A); and

(iii)

identify and reform policies and practices at the State, local educational agency, and school-level to promote excellent teaching for all students, particularly subgroups of students;

(C)

examine students’ access to in-field, experienced, and qualified teachers in the State, including any discrepancies in such access for all students in the State and for students in the State disaggregated by—

(i)

each subgroup of students; and

(ii)

students enrolled in urban, suburban, and rural schools served by local educational agencies;

(D)

examine short and long-term trends in the State’s teaching workforce, such as—

(i)

the number of positions filled by teachers who are not fully certified or licensed for the subject or subjects they are teaching;

(ii)

the number of teaching positions left vacant;

(iii)

teacher retention and turnover;

(iv)

teacher perceptions of learning conditions, such as teacher burnout and high stress rates;

(v)

the availability of teacher wellness supports;

(vi)

interest among students in pursuing teaching careers and the number of teacher candidates in the State; and

(vii)

occupational prestige and on-the-job satisfaction;

(E)

examine whether teachers, paraprofessionals, and education support staff are paid a livable and competitive salary or wage that is at least commensurate with annual salaries for similarly-educated and experienced professionals in the region in which the local educational agencies they are employed by are located;

(F)

conduct educator workplace surveys or studies to receive input from teachers, paraprofessionals, and education support staff in the activities of the Commission; and

(G)

regularly engage and inform the public about such Commission’s activities and findings.

(2) Additional activities

A State commission supported under this section may—

(A)

examine the quality, affordability, and rigor of the State’s teacher certification or licensure pathways, such as—

(i)

the effectiveness of teacher preparation programs that serve the State, including alignment with the State’s standards and evidence-based instructional practices and development of teacher subject expertise; and

(ii)

the percentage of teachers whose preparation includes paid clinical experiences or practicums;

(B)

examine the career trajectory and experiences of—

(i)

novice teachers, including—

(I)

the number of local educational agencies that operate formal induction and mentoring structures that provide novice teachers additional support from experienced and qualified veteran teachers in the same subject or area;

(II)

the prevalence of novice teachers that do not fully meet applicable State certification and licensure requirements in the area such teachers are assigned to teach, including examining whether subgroups of students are disproportionately taught by such teachers; and

(III)

retention rates, such as identifying promising schools or local educational agencies with high retention rates;

(ii)

mid-career teachers, including—

(I)

whether teachers have had opportunities for professional advancement, such as—

(aa)

additional responsibilities, adjusted roles, and increased compensation;

(bb)

incentives for teachers to continuously improve their practice and skills; and

(cc)

structured professional learning activities;

(II)

whether the school day provides teachers with structured time to collaborate, conduct research and measure innovative teaching practices, and tutor students to improve students’ educational opportunities and academic outcomes;

(III)

teacher retention and mobility rates across schools and local educational agencies; and

(IV)

professional satisfaction and participation in teacher feedback or appraisal systems to improve teaching performance for all staff; and

(iii)

veteran teachers, including—

(I)

whether teachers have the opportunity to mentor staff, support school decisionmaking, and direct professional learning to improve teaching and learning;

(II)

identification of practices that retain and reward experienced and qualified teachers; and

(III)

interviews or research on effective teacher retention strategies and why such teachers have remained in their classrooms or profession;

(C)

examine whether State and local policies promote aligned and evidence-based decisionmaking, including whether teachers receive the subject-specific professional learning, collaboration time, appraisal and feedback opportunities, and high-quality instructional materials necessary for their students to succeed; and

(D)

develop and identify innovative practices to improve teacher retention, satisfaction, and instructional quality.

(e) Reporting requirements

Not later than 5 years after receiving a grant under this section, a State Commission supported under this section shall—

(1)

publish a report to the public detailing the activities of such Commission and the recommendations about policy and the use of resources described in subsection (b)(4) within the State to modernize and advance the teaching profession;

(2)

submit such report to the Governor, the State educational agency, the State legislature, including to the greatest extent practicable, the State legislature committee with jurisdiction over education matters, and relevant public agencies or associations within the State; and

(3)

submit such report to the Secretary.

(f) Supplement not supplant

Federal funds provided under this section shall be used to supplement, and not supplant, other Federal, State, or local funds available to carry out the activities described in this section.

(g) Authorization of appropriations

There are authorized to be appropriated and there are appropriated, out of any money in the Treasury not otherwise appropriated, to carry out this section $50,000,000 for each of fiscal years 2026 through 2030.

Sec. 213. Advancing the teaching profession grants

Subpart 5 of part B of title II of the Elementary and Secondary Education Act of 1965, as added by section 211 and amended by section 212, is further amended by adding at the end the following:

2253. Advancing the teaching profession grants

(a) Purpose and sense of Congress

(1) Purpose

The purpose of this section is to expand students’ access to experienced and qualified teachers and to improve working conditions in schools by—

(A)

supporting States in implementing a teacher career ladder that—

(i)

incentivizes experienced and qualified teachers to take additional responsibilities and adjusted roles; and

(ii)

rewards such teachers with additional compensation; and

(B)

ensuring every public school teacher in the United States has the school supplies, equipment, and instructional materials for their students to succeed.

(2) Sense of Congress

It is the sense of Congress that in the richest country in the history of the world—

(A)

America’s teachers, just like in the world’s highest-performing education systems, should receive professional advancement opportunities, including additional responsibilities, differentiated roles, and increased compensation to improve teaching and learning; and

(B)

no teacher should be stressed or distracted from teaching due to a lack of classroom resources.

(b) Definitions

In this section:

(1) Award year

The term award year means the period beginning July 1 and ending June 30 of the subsequent year.

(2) Career ladder award

The term career ladder award means the amount that is equal to the amount determined by the State for each individual level in the State’s career ladder, as described in the State’s application under subsection (f).

(3) Eligible high-need public school

The term eligible high-need public school means an eligible public school that enrolls a high number or high percentage of students from low-income backgrounds in a given school year, as defined by the State pursuant to subsection (f)(1)(D), which shall include, at a minimum, any eligible public school that received funding under part A of title I, in either of the previous 2 school years.

(4) Eligible public school

The term eligible public school means an elementary school or secondary school served by a local educational agency in a State with an approved application under subsection (f).

(5) Eligible teacher

The term eligible teacher means a full-time equivalent teacher who instructs students in an eligible public school.

(6) State

The term State means each of the 50 States, the District of Columbia, and the Commonwealth of Puerto Rico.

(7) Teacher

The term teacher has the meaning given the term in section 1120.

(c) Program authorized

(1) Grants authorized

From amounts appropriated under subsection (h) for a fiscal year, the Secretary shall award grants, from allotments under subsection (d), to States having applications approved under subsection (f) to—

(A)

subsidize the development and implementation of career ladders that advance the teaching profession by incentivizing teachers to take on additional responsibilities and adjusted roles with increased compensation; and

(B)

provide teachers with annual flexible awards to support their classrooms and improve their students’ educational opportunities and academic outcomes, which shall be in an amount that is not less than—

(i)

$1,200 per school year for such teachers serving students in eligible high-need public schools; and

(ii)

$1,000 per school year for such teachers serving students in eligible public schools not described in clause (i).

(2) Non-Federal share requirement

A State that receives a grant under this section shall provide a non-Federal share of funds for an award year from non-Federal sources in an amount that is equal to 25 percent of the amount required to make awards to all eligible teachers during the award year.

(d) Determination of allotment

(1) First award year of the program

The Secretary shall allot, to each eligible State that submits its first application under subsection (f) for a grant under subsection (c) for the first award year of the program under this section, an amount that is equal to the product of—

(A)

$1,000; and

(B)

the number of eligible teachers in such State (as determined by the Secretary on the basis of the most recent reliable data, such as administrative data or data collected through sampling methodologies).

(2) Subsequent award years

(A) In general

The Secretary shall allot to each eligible State submitting an approved application under subsection (f) for a grant under subsection (c) for a second or subsequent award year, an amount equal to the sum of—

(i)

the amount described in subparagraph (B) for career ladder awards; and

(ii)

the amount described in subparagraph (C) for classroom awards.

(B) Career ladder award amounts

In a second or subsequent award year, the amount that shall be allotted to States in accordance with subparagraph (A)(i) shall be equal to the sum of the products, per each individual level submitted under subsection (f)(1)(A)(i), of—

(i)

the estimated number of eligible teachers who have attained a given individual level on the career ladder, as submitted under subsection (f)(1)(A)(vi), during the award year; and

(ii)

the amount of the minimum salary increase associated with such level, as submitted under subsection (f)(1)(A)(ii).

(C) Classroom awards amounts

In a second or subsequent award year, the amount that shall be allotted to States in accordance with subparagraph (A)(ii) shall be equal to the sum of—

(i)

the product of the estimated number of eligible teachers serving students in eligible high-need public schools during the award year (based on the data submitted as part of such State’s application) and $1,200; and

(ii)

the product of the estimated number of eligible teachers serving students in eligible public schools not described in clause (i) during the award year (based on the data submitted as part of such State’s application) and $1,000.

(3) Actual teacher counts

(A) In general

By not later than November 1 of the second award year for which a State receives an allotment under paragraph (2) and each subsequent award year, such State shall report to the Secretary—

(i)

per each individual level submitted under subsection (f), its actual head count of the teachers who has attained a given individual level on the career ladder for the preceding award year; and

(ii)

the actual head count of eligible teachers and how many of such teachers served students in eligible high-need public schools for the preceding award year.

(B) Adjustments

If the actual counts for the preceding award year reported under subparagraph (A)—

(i)

exceeds the number of teachers that was used for determining the allotment for such preceding award year, notwithstanding any other provision of this section, the allotment for the subsequent award year in which the November 1 date falls for the State shall be increased to reflect such actual count of teachers; or

(ii)

is less than the number of teachers that was used for determining the allotment for such preceding award year, notwithstanding any other provision of this section, the allotment for the subsequent award year in which the November 1 date falls for the State shall be decreased to reflect such actual count of teachers.

(e) Requirements

In order to be eligible to receive an allotment under this section for a second or subsequent award year, as described in subsection (d)(2), a State shall comply with the following, as applicable:

(1) Career Ladder Award Program

(A) In general

Each State that receives a grant under this section shall develop a program that supports local educational agencies in developing and implementing locally-driven career ladders to expand students’ access to experienced and qualified teachers.

(B) Levels

The State’s career ladder program described in subparagraph (A) shall, at a minimum—

(i)

be composed of levels (as described under subsection (f)(1)(A)(i) of the State plan) under which—

(I)

eligible teachers may progress and earn additional responsibilities and roles; and

(II)

States may include flexible descriptions of additional roles or responsibilities assigned to such levels that are subsequently adapted by local educational agencies' locally-driven career ladders with additional specifications; and

(ii)

for each level described in clause (i), assign a minimum salary increase (as described under subsection (f)(1)(A)(ii)) for each eligible teacher who attains such a level.

(C) Career ladder levels

(i) Development

A State shall engage and coordinate with local educational agencies and public schools in developing and implementing levels described in subparagraph (B)(i), including in determining the additional responsibilities, roles, and salary increase (as described in subparagraph (B)) associated with each level.

(ii) Examples of level

A State may define the following levels:

(I)

A mentor eligible teacher who is responsible for supporting teacher induction programs, mentoring novice teachers, or who supervises teacher candidates, including students participating in clinical experiences or practicums as part of their teacher preparation pathway.

(II)

An eligible teacher with coaching responsibilities (such as literacy coaching) or leading teacher collaboratives.

(III)

An eligible teacher who earns or maintains a national certification that requires the demonstration of advanced teaching skills (such as the National Board Certification) or a master's degree in a critical subject or specialty shortage.

(IV)

An eligible teacher who supports collaboration to systematically improve instruction, curricula, and job-embedded professional learning, such as teacher appraisal opportunities and feedback to improve teaching and learning.

(V)

An eligible teacher who is on a teacher leadership track to become a principal or other school leader.

(iii) Specifications

For each level in a State’s career ladder program, a local educational agency in the State may place additional reasonable specifications to align the level to such agency’s locally driven career ladder, in accordance with subparagraph (D).

(D) Local implementation

(i) In general

Each State that receives a grant under this section shall ensure that local educational agencies in the State receive the technical assistance and resources necessary to participate in the State’s career ladder program described in this paragraph and develop and implement a locally-driven career ladder to expand students’ access to experienced and qualified teachers.

(ii) Local implementation

A local educational agency, in accordance with the State’s requirements for the State’s career ladder program described in this paragraph, shall—

(I)

develop a locally-driven career ladder that adapts each level and the minimum salary increases in the State’s career ladder program described in subparagraph (B) to align with such local educational agency’s goals, strategies, and local context;

(II)

provide opportunities for eligible teachers employed by such local educational agency to progress levels and earn additional responsibilities, roles, and agency;

(III)

ensure that principals, other school leaders, superintendents, and other staff receive the training and professional learning necessary to support local adaptation and effective implementation of such agency’s locally-driven career ladder; and

(IV)

develop a locally-driven career ladder in a manner that does not alter or otherwise affect the rights, remedies, or procedures afforded to school or local educational agency employees under Federal, State, or local laws (including applicable regulations or court orders) or under the terms of collective bargaining agreements, memoranda of understanding, or other agreements between such employers and their employees.

(2) Classroom award program

A State that receives a grant under this section shall develop and operate a streamlined and transparent program that—

(A)

enables all eligible teachers in the State to apply for and access classroom awards under this section, especially eligible teachers in eligible high-need public schools;

(B)

is minimally burdensome to teachers, principals, other school leaders, superintendents, other staff, eligible public schools, and local educational agencies;

(C)

enables eligible teachers to exercise their professional judgement to purchase classroom supplies, supplemental high-quality instructional materials, and other resources to improve the educational experience of their students;

(D)

enables eligible teachers to decide to pool classroom awards to better serve students; and

(E)

may be implemented—

(i)

as a stipend or bonus provided to eligible teachers prior to the start of the school year during the award year; or

(ii)

under a reimbursement model where eligible teachers submit applicable forms, receipts, or invoices to principals, other school leaders, or school administrators.

(3) Engagement

In carrying out requirements under this subsection, a State that receives a grant under this section shall, to the greatest extent practicable, engage students, families, teachers, principals, other school leaders, educator labor organizations, and researchers in developing and operating programs supported by this section.

(f) Application requirements

(1) State application

Subject to paragraph (4), for each award year for which a State desires a grant under this section, the State shall submit an application to the Secretary, at such time and in such manner as the Secretary may require, including—

(A)

the State’s plan to develop and operate a career ladder award program that meets the requirements described in subsection (e)(1), including—

(i)

a description of each individual level in the State’s career ladder;

(ii)

per level—

(I)

the amount of the minimum salary increase that eligible teachers who attain each individual level described in clause (i) will receive during such award year, which may include variations to account for regional variance in the cost of living;

(II)

the factors the State considered in determining such amount; and

(III)

an assurance that the State will adjust such amount by inflation;

(iii)

an assurance that in developing each individual level described in clause (i), the State will include a level that describes eligible teachers who serve students in eligible high-need public schools and will provide such teachers with not less than a $10,000 minimum salary increase;

(iv)

a description of the State’s efforts to support local educational agencies in adopting and adapting a career ladder to advance the teaching profession and improve teaching and learning;

(v)

a description of how the State will distribute career ladder awards to each eligible teacher who attains each individual level, in accordance with the requirements under subsection (e)(1);

(vi)

per level, the estimated number of eligible teachers who have attained each individual level described in clause (i) during the award year and an assurance that the State will submit actual teacher counts, in accordance with paragraph (2); and

(vii)

an assurance that the State will develop and operate such a career ladder program in a manner that does not alter or otherwise affect the rights, remedies, or procedures afforded to school or local educational agency employees under Federal, State, or local laws (including applicable regulations or court orders) or under the terms of collective bargaining agreements, memoranda of understanding, or other agreements between such employers and their employees, such as contractual requirements for employers to provide basic supplies to teachers;

(B)

the State’s plan to develop and operate a classroom award program that meets the requirements described in subsection (e)(2), including—

(i)

a description of how the State will annually identify eligible teachers, eligible public schools, and eligible high-need public schools;

(ii)

the plan to distribute classroom awards to eligible teachers, which may include methods described in subsection (e)(2)(D);

(iii)

the plan to promote teacher autonomy and decision-making in using classroom awards to support their students’ learning;

(iv)

the plan to support school leaders, local educational agencies, and the public in implementing the classroom awards program to reduce burden and minimize waste, fraud, and abuse;

(v)

the plan to monitor public schools and local educational agencies to prevent schools from supplanting local or State funding, in accordance with section 2255(d); and

(vi)

the plan to examine resource inequities among schools to ensure that schools and local educational agencies have the resources and instructional materials necessary for students to meet challenging State academic standards, in a manner that does not require teachers to pay for such materials out of pocket;

(C)

the estimated number of eligible teachers serving students in eligible high-need public schools during the award year and an assurance that the State will submit actual teacher counts, in accordance with paragraph (2); and

(D)

the State’s definition for eligible high-need public school, including—

(i)

the State-determined threshold for the number or percentage of students from low-income backgrounds; and

(ii)

the number of public schools that meet such threshold.

(2) Submission of actual teacher counts

Each State that submits an application described in paragraph (1) shall submit additional data described in subsection (d)(3) to the Secretary, at such time and in such manner as the Secretary may require.

(3) First award year

(A) In general

Notwithstanding the requirements of paragraph (1), the Secretary shall adapt application requirements for a State that submits its first application under subsection (f) for a grant under subsection (c) for the first award year of the program under this section.

(B) Contents

States shall submit an application described in subparagraph (A) to the Secretary, at such time and in such manner as the Secretary may require.

(4) Monitoring

The Secretary shall monitor and enforce requirements under this section, including the requirements described in subsection (e)(1)(D)(ii)(IV) and subsection (f)(1)(A)(vii). The Secretary shall develop an appeals process to resolve any potential non-compliance under such provisions.

(g) Uses of funds

(1) Reservation

(A) In general

Each State that receives a grant under this section may reserve not more than 5 percent of the grant funds, and the non-Federal share funds required under subsection (c)(2), for activities described in subparagraph (B).

(B) Activities

A State shall use any funds reserved under subparagraph (A)—

(i)

to implement data-driven strategies to mitigate inequities in students’ access to experienced and qualified teachers, such as identifying and providing targeted support to public schools, local educational agencies, and regions with high rates of teacher vacancies or of teachers who are not fully licensed certified;

(ii)

to produce actionable insights for students, teacher candidates, and institutions of higher education regarding educator labor market demand, particularly in high-need subject areas, grade levels, and geographic locations;

(iii)

to provide local educational agencies and institutions of higher education with models or predictions of future teacher demand, shortages in specific subject, grades, or credentials, and student enrollment shifts to support planning;

(iv)

to support applied research, development, data analysis, and synthesis of research to improve teaching and learning (such as through research-practice partnership) that—

(I)

addresses research questions raised by teachers, principals, and other school leaders;

(II)

is responsive to the urgent challenges facing students, teachers, principals, other school leaders, specialized instructional support personnel, paraprofessionals, administrators, and other staffs; and

(III)

promotes evidence use in teaching and learning, including through—

(aa)

coaching, mentoring, and professional development, and technical assistance in identifying, selecting, implementing, and adapting evidence-based practices in heterogeneous local educational contexts;

(bb)

supporting engagement among researchers, practitioners, education system leaders, and policymakers to strengthen public education; and

(cc)

promoting the status and expertise of teachers, principals, and other school leaders in improving practice and policy; and

(v)

for technical assistance, data collection, and program administration.

(2) Career ladder awards and classroom awards

After making the reservation described in paragraph (1), each State that receives a grant under this section shall use the grant funds and the non-Federal share funds required under subsection (c)(2), as applicable, to—

(A)

develop and operate a career ladder award program that meets the requirements described in subsection (e)(1); and

(B)

develop and operate a classroom award program that meets the requirements described in subsection (e)(2).

(h) Authorization; appropriations

In addition to amounts otherwise available, there are authorized to be appropriated and there are appropriated out of any money in the Treasury not otherwise appropriated, to the Department of Education, such sums as may be necessary for fiscal year 2026 and each succeeding fiscal year to carry out this section.

Sec. 214. Pay Paraprofessionals and Education Support Staff Act

Subpart 5 of part B of title II of the Elementary and Secondary Education Act of 1965, as added by section 211 and amended by sections 212 and 213, is further amended by adding at the end the following:

2254. Pay Paraprofessionals and Education Support Staff Act

(a) Definitions

In this section:

(1) Annual adjustment percentage

The term annual adjustment percentage has the meaning given the term in section 1120(a).

(2) Minimum salary for paraprofessional and education support staff

(A) In general

The term minimum salary for paraprofessional and education support staff means an amount, determined by the State, that all full-time equivalent employees employed by a local educational agency are required by the State to be compensated by such agency as their annual base salary, and which—

(i)

is greater than the amount described in subparagraph (B); and

(ii)

increases as the experience of such school staff increases.

(B) Indexing salary growth to inflation

(i) Fiscal years 2026 through 2030

For each of fiscal years 2026 through 2030, the amount described in this subparagraph is $45,000.

(ii) Fiscal years 2031 and after

For each fiscal year in the fiscal year period 2031 through 2035 and in each subsequent 5 fiscal year period, the amount described this subparagraph shall be equal to the amount applicable for each fiscal year in the previous 5 fiscal year period, increased by the greater of—

(I)

the aggregate annual adjustment percentage over the previous 5 fiscal years; or

(II)

2 percent of the amount applicable under this subsection for the previous 5 fiscal year period.

(3) Minimum wage for paraprofessional and education support staff

(A) In general

The term minimum wage for paraprofessional and education support staff means an amount, determined by the State, that all part-time equivalent staff employed by a local educational agency are required by the State to be paid by such agency, and which—

(i)

is greater than the amount described in subparagraph (B); and

(ii)

increases as the experience of such school staff increases.

(B) Indexing salary growth to inflation

(i) Fiscal years 2026 through 2030

For each of fiscal years 2026 through 2030, the amount described in this subparagraph is $30.00 an hour.

(ii) Fiscal years 2031 and after

For each fiscal year in the fiscal year period 2031 through 2035 and in each subsequent 5 fiscal year period, the amount described this subparagraph shall be equal to the amount applicable for each fiscal year in the previous 5 fiscal year period, increased by the greater of—

(I)

the aggregate annual adjustment percentage over the previous 5 fiscal years; or

(II)

2 percent of the amount applicable under this subsection for the previous 5 fiscal year period.

(b) Purpose

The purpose of this section is to ensure that paraprofessionals and education support staff, who are the backbone of our Nation’s public education system, are—

(1)

paid a living wage, which means—

(A)

a minimum salary for paraprofessional and education support staff; or

(B)

a minimum wage for paraprofessional and education support staff;

(2)

compensated in a manner that recognizes some regions may have higher costs of living and therefore necessitate higher minimum salaries or wages;

(3)

recognized as public servants who provide essential services that keep our Nation’s public schools running and our students thriving; and

(4)

provided safe working conditions and treated with the respect and dignity they deserve.

(c) Authorization and appropriations

In addition to amounts otherwise available, there are authorized to be appropriated and there are appropriated out of any money in the Treasury not otherwise appropriated, to the Department of Education, to carry this section—

(1)

for fiscal year 2026, $25,000,000,000; and

(2)

for each succeeding fiscal year, the amount appropriated under this section for the preceding fiscal year, increased by the annual adjustment percentage.

(d) Authorization of grants

(1) Reservations

From the total amount appropriated under subsection (c) for a fiscal year, the Secretary shall reserve not more than—

(A)

1 percent to provide grants, contracts, or cooperative agreements to regional educational laboratories (established under section 174 of the Education Sciences Reform Act of 2002) or qualified nonprofit organizations to assist States that receive grants under this section carry out applied research or evaluations in providing paraprofessionals and education support staff with opportunities for personnel preparation, professional development, credentials, or certifications, such as to assist in the provision of special education and related services or to serve English learners; and

(B)

1 percent for technical assistance and program administration of this section and section 2253.

(2) Grants

The Secretary shall award grants to States from allotments under paragraph (3) to ensure that all local educational agencies have the resources necessary to pay paraprofessionals and education support staff a living wage, which means—

(A)

the minimum salary for paraprofessional and education support staff; or

(B)

a minimum wage for paraprofessional and education support staff.

(3) Allotments

From the amounts appropriated under subsection (b) that are remaining after making the reservations described in paragraph (1) for a fiscal year, the Secretary shall allot to each State that has submitted an approved application under subsection (d), an amount that bears the same relationship to the remainder as the amount the State received under part A of title I for the preceding fiscal year bears to the amount all States received under that subpart for the preceding fiscal year.

(e) State application

In order to receive a grant under this section, a State shall submit an application to the Secretary at such time, in such manner, and including such information as the Secretary may reasonably require, including the following:

(1)

A timeline, consistent with the goals required under paragraph (2), to ensure that, not later than 4 years after the receipt of a grant under this section—

(A)

the annual base salary of a full-time equivalent employee employed by a local educational agency in the State is not less than the minimum salary for paraprofessional and education support staff, as determined by the State; and

(B)

all part-time equivalent staff employed by a local educational agency in the State are paid not less than the minimum wage for paraprofessional and education support staff, as determined by the State.

(2)

For each fiscal year in the timeline specified in paragraph (1), statewide annual goals for increasing average salary or wage baselines of paraprofessionals and education support staff in a manner that—

(A)

annually proposes a percentage increase in the average wage or salary of paraprofessionals and education support staff;

(B)

provides for the first increase to occur not later than the second fiscal year a State receives a grant under this section; and

(C)

makes significant progress toward ensuring that, by the end of the timeline described in subparagraph (A)—

(i)

the annual base salary of a full-time equivalent employee employed by a local educational agency in the State is not less than the minimum salary for paraprofessional and education support staff, as determined by the State; and

(ii)

all part-time equivalent staff employed by a local educational agency in the State are paid not less than the minimum wage for paraprofessional and education support staff, as determined by the State.

(3)

The State’s proposed formula to subgrant funds to local educational agencies as described in subsection (g) in a manner that ensures—

(A)

local educational agencies that serve a high number or percentage of students from low-income backgrounds receive substantial subgrant allocations that enable such agencies to meet the requirements described in subparagraphs (A) and (B) of paragraph (1) not later than 2 years after the receipt of a subgrant; and

(B)

all remaining local educational agencies in the State meet the State’s requirements in the timeline described in paragraph (1).

(f) Improving paraprofessional and school staff wages and salaries

(1) State reservation

A State that receives a grant under this section may reserve not more than 2 percent of the total grant amount received by the State for technical assistance, administrative purposes, and statewide efforts to provide paraprofessionals and education support staff with opportunities for personnel preparation, professional development, credentials, or certifications, such as to assist in the provision of special education and related services or to serve English learners.

(2) Improving wages and salaries

(A) In general

Subject to subparagraph (B), a State that receives a grant under this section shall ensure that, within a timeline determined by the State under subsection (e)(1) and approved by the Secretary—

(i)

the annual base salary of a full-time equivalent employee employed by a local educational agency in the State is not less than the minimum salary for paraprofessional and education support staff, as determined by the State; and

(ii)

all part-time equivalent staff employed by a local educational agency in the State are paid not less than the minimum wage for paraprofessional and education support staff, as determined by the State.

(B) Timing

The Secretary shall ensure that, by not later than 4 years after the date of implementation of the final regulations issued in accordance with section 5 of the Pay Teachers Act, each State that receives a grant under this section meets the salary and wage requirements specified in subparagraph (A).

(g) Subgrants to local educational agencies

(1) Allocation

Each State shall allocate not less than 98 percent of the grant funds awarded to the State under this section as subgrants to local educational agencies (including charter schools that are local educational agencies) in the State under the formula determined by the State under subsection (e)(3) and approved by the Secretary.

(2) Uses of subgrant funds

A local educational agency that receives a subgrant under paragraph (1)—

(A)

shall use the subgrant funds to comply with the State’s requirements in accordance with subsection (e) guaranteeing that no full-time equivalent employee of the agency is paid less than the minimum salary for paraprofessional and education support staff and no part-time equivalent employee of the agency is paid less than the minimum wage for paraprofessional and education support staff; and

(B)

may use subgrant funds—

(i)

to increase salaries or wages for teachers, paraprofessionals, specialized instructional support personnel, classified school employees, principals, other school leaders, school librarians, school bus drivers, and other staff across their careers; and

(ii)

to provide paraprofessionals and education support staff with opportunities for personnel preparation, professional development, credentials, or certifications, such as to assist in the provision of special education and related services or to serve English learners.

(3) Contracted staff

(A) In general

A local educational agency that receives a subgrant under this section shall ensure that staff employed by such agency or in any contract such agency enters into, are paid an amount not less than the minimum salary for paraprofessionals and education support staff or the minimum wage for paraprofessionals and education support staff in the State.

(B) Monitoring

A State that receives a grant under this section shall monitor local educational agencies for compliance with subparagraph (A).

Sec. 215. Rules

Sec. 221. Annual State report to the Secretary

Section 1111(h)(5) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311(h)(5)) is amended—

Sec. 222. Promoting the equitable distribution of in-field, experienced, and effective teachers

Sec. 223. Improving resource equity

Sec. 224. Strengthening per-pupil expenditure reporting

Sec. 225. State administration

Section 1004 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6304) is amended—

Sec. 226. National Academies study to improve ESEA’s resource equity requirements

(a) Teacher quality partnerships program appropriated

In addition to amounts otherwise available, there are appropriated, out of any money in the Treasury not otherwise appropriated, to the Secretary to carry out part A of title II of the Higher Education Act of 1965 (20 U.S.C. 1022 et seq.)—

(b) Priority

In carrying out part A of title II of the Higher Education Act of 1965 (20 U.S.C. 1022 et seq.) with funds provided under subsection (a), the Secretary shall prioritize the use of funds to establish or expand high-quality teacher residencies or Grow Your Own programs as described in subsection (e) or (f) of section 202 of such Act (20 U.S.C. 1022a).

(c) Grow your own programs authorized

Section 202 of the Higher Education Act of 1965 (20 U.S.C. 1022a) is amended—

(1)

for fiscal year 2026, $150,000,000; and

(2)

for each succeeding fiscal year, the amount appropriated under this section for the preceding fiscal year, increased by the annual adjustment percentage.

(1)

for fiscal year 2026, $300,000,000; and

(2)

for each succeeding fiscal year, the amount appropriated under this section for the preceding fiscal year, increased by the annual adjustment percentage.

(a) Appropriation

In addition to amounts otherwise available, there are appropriated, out of any money in the Treasury not otherwise appropriated, to the Secretary to carry out the Supporting Effective Educator Development program authorized under section 2242 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6672)—

(b) Priority

In awarding grants under the Supporting Effective Educator Development program authorized under section 2242 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6672) with funds made available under subsection (a), the Secretary shall give priority to eligible entities that—

(c) Conforming amendment

Section 2242(f)(4) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6672(f)(4)) is amended by striking entity and inserting entity, a State educational agency, a local educational agency, or a consortium of State educational agencies or local educational agencies.

(a) Appropriation

In addition to amounts otherwise available, there are appropriated, out of any money in the Treasury not otherwise appropriated, to the Secretary to carry out the Teacher and School Leader Incentive program authorized under subpart 1 of part B of title II of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6631 et seq.)—

(b) Special requirement

For purposes of any grants awarded under subpart 1 of part B of title II of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6631 et seq.) with funds made available under subsection (a), the Secretary shall deem the term performance-based compensation system to only mean a system of compensation for teachers, principals, or other school leaders that recognizes skills and knowledge in the manner described in section 2211(b)(4)(B)(ii) of such Act (20 U.S.C. 6631(b)(4)(B)(ii)).