1. Short title This Act may be cited as the Teacher Diversity and Retention Act . 2. Honorable Augustus F. Hawkins Centers of Excellence 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 Education 230. Authorization of appropriations There are authorized to be appropriated to carry out this part $100,000,000 for fiscal year 2024 and each of the 5 succeeding fiscal years. 1 Honorable Augustus F. Hawkins Centers of Excellence 231. Findings Congress finds the following: (1) Our Nation’s schools are experiencing a severe diversity gap that negatively impacts student achievement and school culture—50 percent of current students are from minority groups while only 18 percent of teachers are from such groups, 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 develop 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) Minority teachers and school leaders can also serve as cultural ambassadors who help students feel more welcome at school or as role models. (4) Research 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 classes with teachers of color. Studies also suggest that all students, including White students, benefit from having teachers of color because they bring distinctive knowledge, experiences, and role modeling to the student body as a whole. 232. Purpose The purpose of this subpart is to strengthen and expand the recruitment, training, and retention of diverse