; and (C) by striking two succeeding and inserting 5 succeeding . B Enhancing Teacher and School Leader Education 2101. Enhancing teacher and school leader education Part B of title II of the Higher Education Act of 1965 ( 20 U.S.C. 1031 et seq.) is amended to read as follows: B Enhancing Teacher and School Leader Education 230. Authorization of appropriations (a) In general There are authorized to be appropriated to carry out this part $100,000,000 for fiscal year 2021 and each of the 5 succeeding fiscal years. (b) Distribution of funds Subparts 1 through 4 of this part shall each receive a minimum of 20 percent of the amount appropriated for a fiscal year, and the Secretary shall have discretion over the distribution under this part of the remaining amount appropriated for such fiscal year. 1 Honorable Augustus F. Hawkins Centers of Excellence 231. Findings Congress finds the following: (1) Our Nation’s schools are experiencing a severe teacher diversity gap that negatively impacts student achievement and school culture—50 percent of current students are students of color while only 18 percent of teachers are of color, according to a 2016 study by the Brookings Institution. (2) A 2016 report conducted by the Department of Education shows that teachers of color tend to provide more culturally relevant teaching and better understand the situations that students of color may face. These factors help in the development of trusting teacher-student relationships. Researchers from Vanderbilt University also found that greater racial and ethnic diversity in the principal corps benefits students, especially students of color. (3) Teachers and school leaders of color can also serve as cultural ambassadors who help students feel more welcome at school or as role models. (4) Research consistently shows that increasing diversity in the teaching profession can have positive impacts on student educational experiences and outcomes. Students of color demonstrate greater academic achievement and social-emotional development in