; (B) to create a safe and supportive school climate; (C) to cultivate leadership among teachers and other school staff; (D) to improve instruction; and (E) to manage people, data, and processes to foster school improvement. (14) Recent research from the Wallace Foundation on principals’ impact on students and schools notes that it is difficult to envision a higher return on investment in kindergarten through grade 12 education than the cultivation of high-quality school leadership. (15) In the 2015–2016 school year, only 22 percent of public school principals were individuals of color, including 11 percent who identified as Black and 8 percent who identified as Hispanic. (16) Minority teachers, school leaders, and other educators can also serve as cultural ambassadors who help students feel more welcome at school or as role models. 3. Educator quality enhancement Title II of the Higher Education Act of 1965 ( 20 U.S.C. 1021 et seq. ) is amended to read as follows: II Educator quality enhancement 200. Purposes; definitions (a) Purposes The purposes of this title are to— (1) build the capacity of educator preparation programs to ensure that all students have access to diverse, profession-ready educators; (2) provide incentives to individuals to enroll in and complete high-quality educator preparation programs in high-need fields at the baccalaureate or graduate levels at institutions of higher education, particularly to individuals who belong to groups that are currently underrepresented in the education profession; (3) authorize investments in higher education educator preparation programs along with critical State and local partners to support and expand promising and successful practices