This bill, titled the "Beginning Educator Mentorship and Retention Act," aims to address the significant issue of high teacher and school leader turnover, particularly among novice educators. Congressional findings highlight that high turnover negatively impacts student learning, disrupts school stability, and incurs substantial financial costs. Studies demonstrate that robust, multi-year mentoring and induction programs significantly improve teacher effectiveness, student achievement, and retention rates, especially in reading and mathematics. The legislation notes that students of color and schools in rural areas are disproportionately affected by inexperienced teachers and face unique challenges in providing adequate support. Furthermore, effective induction programs for school leaders have been shown to positively influence teacher retention and student outcomes, particularly in economically and academically disadvantaged schools. To combat these issues, the Act authorizes a competitive grant program for State Educational Agencies (SEAs) . These SEAs will reserve a portion of funds for administration, technical assistance, and support for Bureau of Indian Education schools, then award subgrants to eligible entities such as Local Educational Agencies (LEAs) , consortia, or educational service agencies, often in partnership with educator preparation programs or nonprofits. Grantees are generally required to provide a 50% match, though waivers are possible under specific circumstances. Subgrant funds are intended to plan, implement, improve, or expand comprehensive induction programs for new teachers and school leaders during their first two years. These programs must include high-quality, structured mentoring by experienced, fully certified mentors, periodic collaboration time, formative observation with expert feedback, and support for evidence-based instructional strategies, including those for students with disabilities and English learners. Mentors must be adequately compensated through reduced responsibilities, salary increases, or stipends. If funding is insufficient to serve all eligible new educators, subgrants must be targeted to LEAs and public schools with the highest percentages of economically disadvantaged students and the highest concentrations or turnover rates of first and second-year teachers and school leaders. The bill also includes provisions ensuring that funds supplement, rather than supplant, existing resources and clarifies that it does not alter collective bargaining rights, while still requiring compliance with the Act. Necessary appropriations are authorized for fiscal year 2027 and subsequent years.