new teachers, as measured by the eligible partnership. (B) Teacher retention in the first 3 years of a teacher’s career. (C) Improvement in the pass rates and scaled scores for initial State certification or licensure of teachers. (D) The percentage of teachers who meet the applicable State certification and licensure requirements, including any requirements for certification obtained through alternative routes to certification, or, with regard to special education teachers, who meet the qualifications described in section 612(a)(14)(C) of the Individuals with Disabilities Education Act hired by the high-need local educational agency with respect to each of the following: (i) Participating in the eligible partnership. (ii) Who are members of underrepresented groups. (iii) Who teach high-need academic subject areas, as determined by the State, which may include reading, mathematics, science, and foreign language, including less commonly taught languages and critical foreign languages. (iv) Who teach in high-need areas, as determined by the State, which may include special education, language instruction educational programs for students who are English learners, and early childhood education. (v) Who teach in high-need schools, disaggregated by the elementary school and secondary school levels. (E) As applicable, the percentage of early childhood education program classes in the geographic area served by the eligible partnership taught by early childhood educators who are highly competent. (F) As applicable, the percentage of teachers trained— (i) to integrate technology effectively into curricula and instruction, including technology consistent with the principles of universal design for learning