To amend the Elementary and Secondary Education Act of 1965 to provide for additional activities, resources, and data collectio... in plain language
1: ESEA amendments
This section would make several amendments to the Elementary and Secondary Education Act of 1965. First, it would add a new required item to the list in Section 1111(h)(1)(C) of the Act: statistics on the racial, ethnic, gender, and linguistic diversity of the elementary and secondary school teachers working in the State. Second, it would rewrite the purposes stated in Section 3102(2) of the Act so that they read: to assist all English learners, including immigrant children and youth without regard to their immigration status, so that they can achieve at high levels in academic subjects and meet the same challenging State academic standards required of all children, and, to the extent practicable, in a way that does not separate English learners from students who are not English learners and does not deny English learners access to dual language programs. Third, it would add a new required element to State and specially qualified agency plans under Section 3113(b) of the Act: a description of how the agency will monitor the progress of students who are former English learners and ensure that those students continue to meet the challenging State academic standards. Fourth, it would add new authorized uses of funds for subgrantees under Section 3115(d) of the Act. Subgrantees could use funds to increase the access of English learners, immigrant children and youth, and their parents to legal, educational, and financial resources and social services, including by providing those resources and services in the native language of the English learners, immigrant children and youth, and their parents. Subgrantees could also use funds to implement best practices aligned with evidence-based research to uplift English learners and immigrant children and youth. Subgrantees could also use funds to provide culturally competent and responsive training and professional development for educators, school administrators, counselors, social workers, and psychologists on how to best support English learners and immigrant children and youth. Subgrantees could also use funds to support and advocate for the development of policies that improve educational outcomes for English learners and immigrant children and youth, regardless of immigration status. Fifth, it would expand the authorized activities under Section 3115(e)(1)(G) of the Act for agencies experiencing a substantial increase in immigrant children and youth, to include services that assess State and local laws, including laws related to immigration and education, that affect English learners and immigrant children and youth, and that notify the parents and families of those children and youth, in their native language, about those laws. Sixth, it would amend Section 3121(a) of the Act so that data already required to be reported under paragraph (2) must also be broken out by ethnicity, race, and native language; data already required to be reported under paragraphs (3), (4), and (6), which must be reported both in the aggregate and disaggregated, must also be broken out, at a minimum, by English learners with a disability, ethnicity, race, and native language; and data already required to be reported under paragraph (5) must also be broken out by ethnicity, race, and native language.
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1. ESEA amendments (a) Improving the academic achievement of the disadvantaged Section 1111(h)(1)(C) of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 6311(h)(1)(C) ) is amended— (1) by redesignating clause (xiv) as clause (xv); and (2) by inserting after clause (xiii) the following: (xiv) Statistics on the racial, ethnic, gender, and linguistic diversity of the elementary and secondary school teachers working in the State. . (b) Language instruction for English learners and immigrant children and youth (1) Purposes of the English language acquisition, language enhancement, and academic achievement Act Section 3102(2) of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 6812(2) ) is amended to read as follows: (2) to assist all English learners, including immigrant children and youth (without regard to the immigration status of such children and youth)— (A) to achieve at high levels in academic subjects so that all English learners can meet the same challenging State academic standards that all children are expected to meet; and (B) to the extent practicable, in a manner that does not— (i) separate English learners from students who are not English learners; or (ii) deny English learners access to dual language programs; . (2) State and specially qualified agency plans Section 3113(b) of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 6823(b)(8) ) is amended— (A) in paragraph (7), by striking and at the end; (B) in paragraph (8)(B), by striking the period at the end and inserting ; and ; and (C) by adding at the end the following: (9) describe how the agency will monitor the progress of students who are former English learners and ensure that such students are continuing to meet the challenging State academic standards. . (3) Authorized subgrantee activities Section 3115(d) of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 6825(d) ) is amended— (A) in paragraph (6)— (i) in subparagraph (A), by striking and at the end; (ii) in subparagraph (B), by striking the period at the end and inserting a semicolon; and (iii) by adding at the end the following: (C) to increase the access of English learners and immigrant children and youth and their parents to legal, educational, and financial resources and social services, including by providing such resources and services in the native language of such English learners, immigrant children and youth, and their parents; and (D) to implement best practices aligned with evidence-based research to uplift English learners and immigrant children and youth. ; (B) in paragraph (7)— (i) by striking and at the end of subparagraph (B); (ii) by redesignating subparagraph (C) as subparagraph (D); (iii) in subparagraph (D), as so redesignated, by striking and (B) and inserting , (B), and (C) ; and (iv) by inserting after subparagraph (B) the following: (C) culturally competent and responsive training and professional development for educators, school administrators, counselors, social workers, and psychologists with respect to how to best support English learners and immigrant children and youth; and ; (C) by redesignating paragraph (9) as paragraph (10); and (D) by inserting after paragraph (8) the following: (9) Supporting and advocating for the development of policies that improve educational outcomes for English learners and immigrant children and youth, regardless of immigration status. . (4) Activities by agencies experiencing substantial increases in immigrant children and youth Section 3115(e)(1)(G) of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 6825(e)(1)(G) ) is amended by striking the period at the end and inserting , including services that provide for the assessment of State and local laws (including with respect to immigration and education) that impact English learners and immigrant children and youth and the notification of such parents and families (in the native language of such parents and families) of such laws. . (5) Accountability and administration Section 3121(a) of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 6841(a) ) is amended— (A) in paragraph (2), by inserting , ethnicity, race, and native language before the semicolon; (B) in paragraph (3), by inserting in the aggregate and disaggregated, at a minimum, by English learners with a disability, ethnicity, race, and native language before the semicolon; (C) in paragraph (4), by inserting in the aggregate and disaggregated, at a minimum, by English learners with a disability, ethnicity, race, and native language before the semicolon; (D) in paragraph (5), by inserting , ethnicity, race, and native language before the semicolon; and (E) in paragraph (6), by inserting in the aggregate and disaggregated, at a minimum, by English learners with a disability, ethnicity, race, and native language before the semicolon.