Skip Program Navigation
Teacher Quality Partnership Grant Program

   Current Section
Performance
 Office of Innovation and Improvement Home
Eligibility Frequently Asked Quesions

  Select a link below to jump to the relevant page section.
  1. Can those who have received a Teacher Quality Partnership Grant in the past apply for this new program?
  2. Are post-baccalaureate programs eligible to apply for this program?
  3. Are accredited online teacher preparation programs eligible to apply?
  4. My university does not have a college of arts and sciences, but we have other schools that are similar. Can we still apply?
  5. Can current TQP grantees apply?
  6. Can existing residency programs apply?
  7. Are charter schools eligible partners?
  8. Who may be the fiscal agent in the grant?
  9. The “General Requirements” say that to be a partner institution an IHE must be among the highest ranked programs in the state. My state doesn’t do a State Report Card? How can I meet this requirement?
  10. If an early childhood education program serves children located within more than one high-need LEA, is it still eligible for the partnership?
  11. In evaluating their projects, must eligible partnerships use an outside evaluator?
  12. Will partner institutions be expected to prepare a certain minimum number of teachers each year in order to be eligible for these grants?
  13. May an applicant seek TQP funding to implement a School Leadership component of its project?
  14. An eligible partnership must include a high-need local educational agency (LEA). What is an LEA?
  15. For purposes of determining an LEA’s level of poverty, what is the most current Census Bureau data that an eligible partnership must use?
  16. Does an applicant need to meet one of the criteria in each section of the high-need LEA definition?
  17. Must all partnering LEAs, including charter school LEAs, that would receive services be high-need?
  18. What if an LEA or school that was “high-need” at the time of application subsequently lost this status?
  19. Partnerships may apply to use TQP program funds in conjunction with School Leadership program funds to benefit high-need LEA(s), including LEAs “located in a rural area.” What is “an LEA in a rural area”?
  20. How many rural LEAs qualify as high-need LEAs?
  21. May charter schools that are not LEAs be partners in the eligible partnership that applies for a grant?
  22. May private or parochial schools be partners in the eligible partnership?
  23. Can every school in the LEA be served by the project?
  24. May an IHE, which only awards graduate degrees, be an eligible partner?
  25. May two-year IHEs be partners in this competition?
  26. May any college within the partnering IHE fulfill the “college of arts and sciences” required component?
  27. May an eligible partnership include more than one partner institution, including a multiple campus university system, provided that each institution of higher education meets the definition of that term in section 200((17)?

1. Can those who have received a Teacher Quality Partnership Grant in the past apply for this new program?

Yes.

 TOP


2. Are post-baccalaureate programs eligible to apply for this program?

Yes, if they provide 5th-year teaching preparation programs that provide initial licensing.

 TOP


3. Are accredited online teacher preparation programs eligible to apply?

All teacher preparation programs, including online programs, need to be administered by an eligible partner institution of higher education, as defined in HEA section 200(17). See HEA Section 200(6)(A).

 TOP


4. My university does not have a college of arts and sciences, but we have other schools that are similar. Can we still apply?

Yes. In the HEA Section 200(1), “arts and sciences” is defined when referring to an organizational unit of an institution of higher education, as any academic unit that offers one or more academic majors in disciplines or content areas corresponding to the academic subject matter areas in which teachers provide instruction.

 TOP


5. Can current TQP grantees apply?

Yes. But note that HEA Section 203(a)(2) prohibits an eligible partnership from receiving more than one TQP award during a five-year period . Thus, if members of a partnership that received a 2010 TQP grant (which were funded under the funded under the American Recovery and Reinvestment Act of 2009 (ARRA) wish to apply, they may do only if there is a significant change to the partnership.

 TOP


6. Can existing residency programs apply?

Yes. But recall that the TQP program has a supplement not supplant requirement. Existing residencies may use TQP funds to replace existing funding streams that would be maintained in the absence of TQP funding.

 TOP


7. Are charter schools eligible partners?

If a charter school is its own LEA, it is eligible if it meets the requirements for high-need LEAs. If a charter school is located within a high-need LEA, it must meet the requirement for a high-need school just like any other school the LEA administers.

 TOP


8. Who may be the fiscal agent in the grant?

An eligible applicant must be an “eligible partnership” as defined in section 200 of the Higher Education Act (HEA), as amended by the Higher Education Opportunity Act. The fiscal agent of the grant may be any of the partners. The eligible partnership must decide which of the partners will be the fiscal agent.

 TOP


9. The “General Requirements” say that to be a partner institution an IHE must be among the highest ranked programs in the state. My state doesn’t do a State Report Card? How can I meet this requirement?

For an IHE to verify its status as an “eligible institution”, and so able to be a required partner, an institution’s “graduates [must] exhibit strong performance on State-determined qualifying assessments for new teachers” (section 200(17)). Under HEA section 200(17), an institution may demonstrate this in either of two ways. It may either (1) demonstrate that 80 percent or more of the graduates of the teacher preparation program who intend to enter the field of teaching have passed all of the applicable State qualification assessments for new teachers, which shall include an assessment of each prospective teacher’s subject matter knowledge in the content area in which the teacher intends to teach, or (2) be ranked among the highest-performing teacher preparation programs in the State as determined by the State using criteria consistent with those it uses for the State report card under HEA section 205(b).

All States prepare and submit State report cards under section 205(b). But if the State does not create such rankings, the institution can still meet the first option in the definition of “eligible institution”.

 TOP


10. If an early childhood education program serves children located within more than one high-need LEA, is it still eligible for the partnership?

Yes.

 TOP


11. In evaluating their projects, must eligible partnerships use an outside evaluator?

No, but grantees must follow the procedures as addressed in their approved applications.

 TOP


12. Will partner institutions be expected to prepare a certain minimum number of teachers each year in order to be eligible for these grants?

No. However, please note that applicants are required to identify in their applications the number of individuals they will prepare each year and are responsible for meeting those goals.

 TOP


13. May an applicant seek TQP funding to implement a School Leadership component of its project?

Yes, see Section 202(f) of the HEA for details. However, there will be no additional points given to the applicants who choose to address school leadership, and applicants still must apply for funding tom implement the Partnership Program to Prepare teachers or the Teaching Residency Program or both (Absolute Priorities 1 or 2 or both).

 TOP


14. An eligible partnership must include a high-need local educational agency (LEA). What is an LEA?

Local Educational Agency. The HEA, as amended, does not define the term LEA. The Department is using the following definition of the term in section 9101(26) of the Elementary and Secondary Education Act (ESEA):

(A) IN GENERAL- The term local educational agency means a public board of education or other public authority legally constituted within a State for either administrative control or direction of, or to perform a service function for, public elementary schools or secondary schools in a city, county, township, school district, or other political subdivision of a State, or of or for a combination of school districts or counties that is recognized in a State as an administrative agency for its public elementary schools or secondary schools.

(B) ADMINISTRATIVE CONTROL AND DIRECTION- The term includes any other public institution or agency having administrative control and direction of a public elementary school or secondary school.

(C) BIA SCHOOLS- The term includes an elementary school or secondary school funded by the Bureau of Indian Affairs but only to the extent that including the school makes the school eligible for programs for which specific eligibility is not provided to the school in another provision of law and the school does not have a student population that is smaller than the student population of the local educational agency receiving assistance under this Act with the smallest student population, except that the school shall not be subject to the jurisdiction of any State educational agency other than the Bureau of Indian Affairs.

 TOP


15. For purposes of determining an LEA’s level of poverty, what is the most current Census Bureau data that an eligible partnership must use?

For purposes of determining whether an LEA is “high-need,” the most recent Census Bureau data the Secretary has approved are for 2013. The link to the Census Bureau data is https://www.census.gov/hhes/www/saipe/data.index.html.

The Department also has the data on percentages of poverty in each school district in the Census Bureau’s tables available on its web site at http://www.ed.gov/programs/lsl/eligibility.html.

If an LEA (such as a newly created LEA or a charter school that a State considers to be an LEA) is not included in the Census Bureau database the Department will consider, on a case by case basis, other LEA poverty data provided in the application.

 TOP


16. Does an applicant need to meet one of the criteria in each section of the high-need LEA definition?

Yes. For an LEA to be considered “high-need” it must meet one criterion in part (A) (Poverty Data / Rural Location) and one criterion in part (B) (TeacherNeed).

 TOP


17. Must all partnering LEAs, including charter school LEAs, that would receive services be high-need?

Yes, except for qualifying LEAs located in rural areas that would participate only in the optional School Leadership component of the program.

 TOP


18. What if an LEA or school that was “high-need” at the time of application subsequently lost this status?

“High-need LEAs” and “high-need schools” that are properly identified in an approved application will retain their status as “high-need” in future project years, and so may continue as eligible partners in the Teacher Quality Partnership project throughout the duration of the project period.

 TOP


19. Partnerships may apply to use TQP program funds in conjunction with School Leadership program funds to benefit high-need LEA(s), including LEAs “located in a rural area.” What is “an LEA in a rural area”?

Any LEA that is located in a rural area for purposes of the Small Rural School Achievement program (Section 6211(b) of the ESEA) or the Rural Low Income Schools program (Section 6221(b) of the ESEA) is located in a rural area for purposes of the School Leadership program. The National Center for Educational Statistics (NCES) has established locale codes based on geographic location, and assigned codes to all LEAs. LEAs with codes 31, 32, 33, 41, 42, or 43, are rural districts for purposes of either or both of these programs. (Codes 41-43 correspond with former locale codes 7 and 8 used to determine eligibility for the Small Rural School Achievement program; while codes 31-33 correspond to former locale code 6, which an LEA that is rural for purposes of the Rural Low Income Schools program may also have. Any LEA assigned any of these six locale codes is an “LEA located in a rural area” for purposes of the TQP School Leadership program.

Prospective applicants may determine whether a particular LEA has one of these six locale codes by referring to the following Web site: http://nces.ed.gov/ and using the following procedures:

a. From the options listed across the top of this web page, select “School, & College Library Search.”

b. From the menu that appears, select “Search for School Districts.”

c. On the “Search for Public School Districts” page, type in the LEA or school district name (do not include phrases like “School District” or “ “Public Schools” that follow the name), and the State in which it is located. Then select “Search.”

d. From the list of LEAs shown, select the appropriate LEA. On the “District Information” page, the NCES locale code for the district is shown under the subheading “District Details”, next to “Locale.” Beyond this, a partnership that believes that other LEAs in which they would implement the School Leadership component are also rural should include in its funding application why this is so with as much specificity as possible. The Department will make determinations regarding the rural eligibility of these other LEAs on a case-by-case basis.

 TOP


20. How many rural LEAs qualify as high-need LEAs?

All LEAs may meet the poverty / rural location (part (A)) definition of “high-need” in one of four ways. Provisions (A) (i), (iii), and (iv) are of particular interest to rural LEAs. See question 55 for additional information.

Section 200(10) of theHEA defines a high-need LEA as “a local educational agency— (A)(i) for which not less than 20 percent of the children served by the agency are children from low-income families;

(ii) that serves not fewer than 10,000 children from low-income families;

(iii) that meets the eligibility requirements for funding under the Small, Rural School Achievement Program under section 6211(b) of the Elementary and Secondary Education Act of 1965, as amended (ESEA); or

(iv) that meets the eligibility requirements for funding under the Rural and Low-Income School Program under section 6221(b) of the ESEA;

(B)(i) for which there is a high percentage of teachers not teaching in the academic subject areas or grade levels in which the teachers were trained to teach; or

(ii) for which there is a high teacher turnover rate or a high percentage of teachers with emergency, provisional, or temporary certification or licensure.”

 TOP


21. May charter schools that are not LEAs be partners in the eligible partnership that applies for a grant?

Yes. Charter schools that do not have LEA status may be—

i. A required partner if the school meets the definition of a high-need school in section 200(11), and

ii. An optional partner if, while not a high-need school, it is a charter school as defined in section 5210 of the ESEA.

 TOP


22. May private or parochial schools be partners in the eligible partnership?

No.

 TOP


23. Can every school in the LEA be served by the project?

The schools eligible to be served by the project depend on what components the partnership is participating in. The statute requires that the faculty at the partner institution work through the term of the grant with classroom teachers in high need schools.

For the teaching residency program, participants must teach in a high-need school to meet their service requirement.

The pre-baccalaureate/5th year program must provide clinical experiences in high need schools. However the program’s induction program is not limited to teachers in high-need schools. Those who complete the pre-baccalaureate/5th year program are not required to teach in high-need schools.

 TOP


24. May an IHE, which only awards graduate degrees, be an eligible partner?

Yes, an institution of higher education, which only awards graduate degrees, could be an eligible partner if it meets the definition of “partner institution” (see Section 200(17) of Title II of HEA, as amended. Although these IHEs can be an eligible partner.

 TOP


25. May two-year IHEs be partners in this competition?

Yes. Please see the definition of “partner institution” in section 200(17) of the HEA. Two-year IHEs may be partner institutions so long as they have a formal articulation agreement for a dual program with a 4-year IHE and that teacher preparation program meets the requirements in the definition of “partner institution.”

 TOP


26. May any college within the partnering IHE fulfill the “college of arts and sciences” required component?

We encourage applicants to read paragraph (A) in the definition of “arts and sciences” in section 200(1) of the statute. The definition clarifies that the term “arts and sciences” when referring to an organizational unit of an IHE means any academic unit of the IHE that offers one or more academic majors in disciplines or content areas corresponding to the academic subject matter areas in which teachers provide instruction.

 TOP


27. May an eligible partnership include more than one partner institution, including a multiple campus university system, provided that each institution of higher education meets the definition of that term in section 200((17)?

Yes, eligible partnerships may include one or more partner institutions including multiple campus university systems. The applicant must declare what entity from a multiple campus system would be the fiscal agent (if the IHE was chosen as the fiscal agent in the partnership).

 TOP


Print this page Printable view Bookmark  and Share
Last Modified: 07/07/2014