H.R. 670 – Teacher Recruitment and Retention Act of 2005

Legislative Activity

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2 earlier actions

HouseCommittee Latest Action

Referred to the Subcommittee on 21st Century Competitiveness.

Higher Education and Workforce Development Subcommittee

March 24, 2005

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HouseIntro Referral

Introduced in House

February 8, 2005

HouseIntro Referral

Referred to the House Committee on Education and the Workforce.

Education and Workforce Committee

February 8, 2005

HouseCommittee

Referred to the Subcommittee on 21st Century Competitiveness.

Higher Education and Workforce Development Subcommittee

March 24, 2005

Floor Debate

1 member

What members said about H.R. 670 on the floor

1 Democrat

Rep. Jim CostaD-CA-20 · Feb 15, 2006

Mr. Speaker, on rollcall No. 5, H.R. 670 and rollcall No. 6, H.R. 657 on February 8, 2006, had I been present, I would have voted ``yea''.

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Introduced in HouseIssued February 8, 2005

I

109th CONGRESS

1st Session

H. R. 670

IN THE HOUSE OF REPRESENTATIVES

February 8, 2005

Mr. Wilson of South Carolina introduced the following bill; which was referred to the Committee on Education and the Workforce

A BILL

To make permanent the teacher loan forgiveness provisions of the Taxpayer-Teacher Protection Act of 2004, and for other purposes.

1.

Short title

This Act may be cited as the Teacher Recruitment and Retention Act of 2005.

2.

Extension of authority

Section 3(b) of the Taxpayer-Teacher Protection Act of 2004 is amended by striking paragraph (3).

3.

Expansion of loan forgiveness to certain special education personnel

(a)

FFEL loans

Section 428J(g) of the Higher Education Act of 1965 (20 U.S.C. 1078–10(g)) is amended by adding at the end the following new paragraph:

(3)

Treatment of speech-language pathologists as teachers

For the purposes of this section—

(A)

a speech-language pathologist who is employed full-time to perform services principally in a school described in subsection (b)(1)(A) shall be treated as employed full-time as a teacher in such school;

(B)

such a speech-language pathologist who has, at a minimum, a graduate degree in speech-language pathology, or communication sciences and disorders, shall be treated as a highly qualified teacher for purposes of subsection (b)(1)(B); and

(C)

a speech-language pathologist who meets the requirements of subparagraphs (A) and (B) of this paragraph, shall be treated as a special education teacher whose primary responsibility is to provide special education or related services to children with disabilities (as those terms are defined in section 602 of the Individuals with Disabilities Education Act).

.

(b)

Direct loans

Section 460(g) of such Act (20 U.S.C. 1087j(g)) is amended by adding at the end the following new paragraph:

(3)

Treatment of speech-language pathologists as teachers

For the purposes of this section—

(A)

a speech-language pathologist who is employed full-time to perform services principally in a school described in subsection (b)(1)(A)(i) shall be treated as employed full-time as a teacher in such school;

(B)

such a speech-language pathologist who has, at a minimum, a graduate degree in speech-language pathology, or communication sciences and disorders, shall be treated as a highly qualified teacher for purposes of subsection (b)(1)(A)(ii); and

(C)

a speech-language pathologist who meets the requirements of subparagraphs (A) and (B) of this paragraph, shall be treated as a special education teacher whose primary responsibility is to provide special education or related services to children with disabilities (as those terms are defined in section 602 of the Individuals with Disabilities Education Act).

.