; (2) achievement for all prospective and new educators as measured by the eligible partnership; (3) educator retention in the first 3 years; (4) pass rates for initial State certification or licensure of teachers or pass rates on valid and reliable teacher performance assessments; (5) the percentage of profession-ready teachers, principals, and other educators— (A) hired by the high-need local educational agency or schools participating in the eligible partnership; and (B) hired by the high-need local educational agency or schools participating in the eligible partnership who are members of underrepresented groups; (6) the percentage of profession-ready teachers hired by the high-need local educational agency or schools participating in the eligible partnership— (A) who teach high-need academic subject areas (such as reading, mathematics, science, and foreign languages, including less commonly taught languages and critical foreign languages); and (B) who teach in high-need areas (including special education, bilingual education, language instruction educational programs for English learners, and early childhood education); (7) the percentage of profession-ready teachers and other educators hired by the high-need local educational agency who work in high-need schools, disaggregated by the elementary school and secondary school levels; (8) 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; and (9) as applicable, the percentage of educators hired by the high-need local educational agency or schools participating in the eligible partnership that are trained to— (A) integrate technology effectively into curricula and instruction, including technology consistent with the principles of universal design for learning