; and (B) improvement in the pass rates and scaled scores for initial State certification or licensure of teachers or school leaders, including performance on a teacher or school leader performance assessment where applicable; (2) the percentage of teachers hired by the high-need local educational agency who are fully certified in the grade and content area in which they are assigned, or school leaders hired, where applicable— (A) participating in the eligible partnership; (B) who are members of underrepresented groups; (C) who teach high-need academic subject areas (such as reading, mathematics, science, and foreign language, including less commonly taught languages and critical foreign languages); (D) who teach in high-need areas (including special education, language instruction educational programs for English learners, and early childhood education); and (E) who teach or lead in high-need schools, disaggregated by the elementary school and secondary school levels; (3) where available, data on teacher or school leader effectiveness, as defined by the State in which the teacher or school leader is placed; (4) where available, data from the high-need local education agency, consortium, or early childhood program obtained through mechanisms such as a survey and other district-level data, including data related to satisfaction with the partner institution, including strengths and weaknesses of teacher or school leader candidates, that would inform improvements in the partner institution’s program