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Teachers for a Competitive Tomorrow

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  1. What law authorizes the Teachers for a Competitive Tomorrow (TCT) Program?
  2. What is the purpose of the TCT programs?
  3. What types of entities are eligible to receive a TCT-B or TCT-M program grant?
  4. What kinds of activities can be supported with grant funds?
  5. How often are competitions generally held?
  6. What is the duration of the 2008 TCT grants?
  7. What is the average annual grant amount?
  8. What is the matching requirement for the TCT grants?
  9. What are the reporting requirements for grantees?  What kind of records and data should be maintained or collected in order to complete required reports?
  10. Are there program-wide performance measures?
  11. Where can I find more information about the TCT-B and TCT-M programs?

1. What law authorizes the Teachers for a Competitive Tomorrow (TCT) Program?

Public Law 110-69 (America COMPETES Act of 2007), Title VI (Education),  Subtitle A (Teacher Assistance), Part I (Teachers for a Competitive Tomorrow (TCT)) authorizes both the Teachers For A Competitive Tomorrow: Programs For Baccalaureate Degrees In Science, Technology, Engineering, Mathematics, or Critical Foreign Languages, With Concurrent Teacher Certification (TCT-B) and Teachers for a Competitive Tomorrow: Programs for Master’s Degrees in Science, Technology, Engineering, Mathematics, or Critical Foreign Language Education (TCT-M program).

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2. What is the purpose of the TCT programs?

As stated in the TCT Statute (Section 6111):
The purpose of this part is—

  1. to develop and implement programs to provide integrated courses of study in science, technology, engineering, mathematics, or critical foreign languages, and teacher education, that lead to a baccalaureate degree in science, technology, engineering, mathematics, or a critical foreign language, with concurrent teacher certification;
  2. to develop and implement two- or three-year part-time master's degree programs in science, technology, engineering, mathematics, or critical foreign language education for teachers in order to enhance the teachers' content knowledge and pedagogical skills; and
  3. to develop programs for professionals in science, technology, engineering, mathematics, or critical foreign language education that lead to a master's degree in teaching that results in teacher certification.
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3. What types of entities are eligible to receive a TCT-B or TCT-M program grant?

Institutions of higher education (IHEs) (as defined under section 101(a) of the Higher Education Act of 1965, as amended) that apply on behalf of a department of science, technology, engineering, mathematics, or a critical foreign language, or on behalf of a department or school that offers a competency-based degree program (in those content areas) that includes teacher certification.

Eligible applicants must enter into a "partnership" that shall include:

  1. An eligible applicant;
  2. Either of the following:
    (a) A department within the eligible applicant that provides a program of study in science, technology, engineering, mathematics, or a critical foreign language; and (b) a school, department, or program of education within the eligible recipient, or a 2-year institution of higher education that has a teacher preparation program offering or a dual enrollment program with the eligible recipient;
    or
    (c) A department or school within the eligible recipient with a competency-based degree program (in science, technology, engineering, mathematics, or a critical foreign language) that includes teacher certification;
  3. Not less than one high-need local educational agency (LEA) and a public school or a consortium of public schools served by the agency.

A partnership may include a nonprofit organization that has a demonstrated record of providing expertise or support to meet the purposes of this initiative.

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4. What kinds of activities can be supported with grant funds?

Under the TCT-B program, grant projects are authorized to do the following:

  • Provide high-quality research, laboratory, or internship experiences for program participants;
  • Provide student teaching or other clinical classroom experiences that are integrated with coursework; and lead to the participants' ability to demonstrate effective teaching skills;
  • If implementing a program in which program participants are prepared to teach science, technology, engineering, mathematics, or critical foreign language courses, include strategies for improving student literacy;
  • Encourage the participation of individuals who are members of groups that are underrepresented in the teaching of science, technology, engineering, mathematics, or critical foreign languages;
  • Encourage participants to teach in schools determined by the partnership to be most in need, and actively assist the participants in finding employment in such schools;
  • Offer training in the use of and integration of educational technology;
  • Collect and evaluate data (related to measurable objectives and benchmarks) that reflect the project's success in on various measures, such as  improved enrollments and student achievement in science, technology, engineering, mathematics, and critical foreign language courses; and employment placement and retention of program graduates (including the types of schools);
  • Assess the content knowledge and teaching skills of the program participants;
  • Provide ongoing activities and services to graduates of the program who teach elementary school or secondary school, by keeping the graduates informed of the latest developments in their respective academic fields; and providing opportunities for regular professional development;
  • Coordinate with any activities funded through other Federal grants, and sustain the activities assisted under the TCT-B program when the grant period ends; and
  • Develop recommendations to improve the school, department, or program of education participating in the partnership.

Under the TCT-M program, grant projects are authorized to do the following:

  • Promote effective teaching skills so that program participants become more effective science, technology, engineering, mathematics, or critical foreign language teachers;
  • Prepare teachers to assume leadership roles in their schools, by participating in activities such as teacher mentoring; developing curricula that integrate state of the art applications of science, technology, engineering, mathematics, or critical foreign language into classroom; and assisting in evaluating data and assessments to improve student academic achievement;
  • Use high-quality research, laboratory, or internship experiences for program participants that are integrated with coursework;
  • Provide student teaching or clinical classroom experience;
  • If implementing a program in which participants are prepared to teach science, technology, engineering, mathematics, or critical foreign language courses, provide strategies for improving student literacy;
  • Align the content knowledge in the master's degree program with challenging student academic achievement standards and challenging academic content standards established by the State in which the program is conducted;
  • Encourage the participation of individuals who are members of groups that are underrepresented in the teaching of science, technology, engineering, mathematics, or critical foreign languages; members of the Armed Forces who are transitioning to civilian life; and teachers teaching in schools determined by the partnership to be most in need;
  • Offer tuition assistance, based on need, as appropriate;
  • Create opportunities for enhanced and ongoing professional development for teachers that improves the science, technology, engineering, mathematics, and critical foreign language content knowledge and teaching skills of such teachers; and
  • Annually evaluate and report on the impact of the program.
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5. How often are competitions generally held?

Given Public Law 110-69 was authorized in August of 2007, the first TCT-B and TCT-M competitions were held in FY 2008.  Neither TCT-B or TCT-M had a competition in FY 2009.  During FY 2010, the TCT-M program held a competition.  Neither program held a competition during FY 2011, FY 2012, nor FY 2013.

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6. What is the duration of the 2008 TCT grants?

Under Sec. 6115 of the TCT statute, the Secretary shall award each grant for a period of not more than five years. Two of the five TCT-B grants operated for four project years, with final reports submitted in December 2012. The remaining three TCT-B grants are expected to operate to the end of FY 2013 and will submit Final Performance Reports after five full years of operation. One of the two FY 2008 TCT-M grants expects to operate for five project years. The other FY 2008 TCT-M will operate for a sixth year based on an approved no cost extension.

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7. What is the average annual grant amount?

Under both the TCT-B and TCT-M programs, the maximum federal funds awarded each year is $250,000.  A TCT applicant is determined ineligible to receive funds, if more than $250,000 is requested in any budget period for which funding is sought.  In FY 2010, the average TCT grant was $218,400 in federal funds.

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8. What is the matching requirement for the TCT grants?

Applicants must match TCT-B or TCT-M grant funds at 50 percent of the federal dollar amount awarded.  The match may be cash and/or in-kind contributions.  Under no circumstances may the cost share be made with federal funds nor unrecovered indirect costs.

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9. What are the reporting requirements for grantees?  What kind of records and data should be maintained or collected in order to complete required reports?

As noted in Section 6113(e) of the program statute:  Each eligible recipient receiving a TCT-B grant is required by the Department of Education to submit an Annual Performance Report (APR) indicating that they have made "substantial progress" in meeting program goals and project objectives, and report  progress in addressing the Government Performance and Results Act (GPRA) indicators (addressed below) and additional performance measures.  As required by the statute, annual reports must include the following information:

  1. the number of participants in the program;
  2. information on the academic majors of participating students;
  3. the race, gender, income, and disability status of program participants;
  4. the placement of program participants as teachers in schools determined by the partnership to be most in need; and
  5. the extent to which the program succeeded in meeting the objectives and benchmarks on measures such as:
    • Increasing the percentage of highly qualified mathematics, science, or critical foreign language teachers, including increasing the percentage of such teachers teaching in those schools determined by the partnership to be most in need;
    • improving student academic achievement in mathematics, science, and where applicable, technology and engineering;
    • increasing the number of students in secondary schools enrolled in upper level mathematics, science, and, where available, technology and engineering courses; and
    • tracking employment placement and retention of all graduates of the program, including information on the numbers of graduates who are teaching and in what kinds of schools.

In addition, each TCT-B grant recipient must submit a Final Performance Report, that includes quantitative and qualitative fiscal and programmatic information that addresses the grant project's endeavors and outcomes during the up to five-year funding cycle.

Each eligible recipient receiving a TCT-M grant, as addressed in Section 6114(d), must submit an Annual Performance Report on collected data and information required by the Department of Education, such as an evaluation that uses measurable objectives and benchmarks to demonstrate the extent to which the TCT-M succeeded in the following:

  1.  Increasing the number and percentage of science, technology, engineering, mathematics, or critical foreign language teachers who have a master's degree and meet one or more of the following requirements:
    • Are teaching in schools determined by the partnership to be most in need, and taught in such schools prior to participation in the program,
    • Are teaching in schools determined by the partnership to be most in need, and did not teach in such schools prior to participation in the program, and
    • Are members of a group underrepresented in the teaching of science, technology, engineering, mathematics, or a critical foreign language.
  2. Bringing professionals in science, technology, engineering, mathematics, or a critical foreign language into the field of teaching.
  3. Retaining teachers who participate in the program.

In addition, each TCT-M grant recipient must submit a Final Performance Report that includes quantitative and qualitative fiscal and programmatic information that addresses the grant project’s endeavors and outcomes during the up to five-year funding cycle.

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10. Are there program-wide performance measures?

The Department’s specific goal for the TCT-B Program "is to place program completers in high-need local educational agencies."  The TCT-B Government Performance and Results Act of 1993 (GPRA) performance indicators for the TCT-B program are as follows:

  1.  The percentage of program participants who earn a Bachelor's degree and certification or licensure in a science, technology, engineering, mathematics, or critical foreign language area.
  2. The percentage of program participants who become a teacher of record in a science, technology, engineering, mathematics, or critical foreign language area in a high-need school.
  3. The percentage of program participants who remain teaching in the science, technology, engineering, mathematics, or critical foreign language areas in a high-need school for two or more years.
  4. The cost per program participant who remains in teaching in the science, technology, engineering, mathematics, or critical foreign language areas in a high-need school for two or more years.

The Department's specific goal for the TCT-M Program "is to place program completers in high-need local educational agencies."  The Government Performance and Results Act of 1993 (GPRA) performance indicators for the TCT-M program are as follows:

  1. The percentage of program participants who earn a Master's degree and certification or licensure in a science, technology, engineering, mathematics, or critical foreign language area (includes previously licensed teachers who receive a Master's degree).
  2. The percentage of program participants who become or remain a teacher of record in a science, technology, engineering, mathematics, or critical foreign language area in a high-need school.
  3. The percentage of program participants who remain teaching in the science, technology, engineering, mathematics, or critical foreign language areas in a high-need school for two or more years.
  4. The cost per program participant who remains in teaching in the science, technology, engineering, mathematics, or critical foreign language areas in a high-need school for two or more years.
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11. Where can I find more information about the TCT-B and TCT-M programs?

Additional information about the TCT-B and TCT-M programs is addressed elsewhere on this program Web site: http://www2.ed.gov/programs/tct/index.html.

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Last Modified: 01/07/2014