1.This Act may be cited as the
Global Learning Early Education
Challenge Fund Act
.
2.The purpose of this Act is to provide
low-income students with access to high-quality early education programs that
promote school readiness, address the achievement gap for English-language
learners, and encourage bilingualism.
3.The Congress finds the following:
(1)Research shows
that high-quality early childhood education can help close the achievement gap
and helps children succeed in school and later in life.
(2)Economists have
found that high-quality early childhood education offers one of the highest
returns of any public investment—more than a $7 return for every dollar
spent.
(3)Disadvantaged
children, who are more likely to start school behind and stay behind, are also
the least likely to attend high-quality early education programs.
(4)The
English-language learner population has grown from 2,000,000 to 5,000,000 since
1990. States not typically associated with non-English speakers such as
Indiana, North Carolina, and Tennessee have seen a 300 percent increase in
their English-language learner population.
(5)On average,
academic achievement for English-language learners is lower than the academic
achievement of their native English speaking counterparts. Research
demonstrates that when properly implemented, dual-language programs
consistently produce the highest academic outcomes, the best English
proficiency, and the lowest drop-out rates.
(6)Many students enter schools fluent in
languages such as Spanish, Chinese, Japanese, Farsi, Arabic, and Khmer that are
important to our Nation’s competitiveness and national security, but their
heritage language is usually lost or underdeveloped.
(7)Our current
education system graduates monolingual students that are not able to compete
with other graduates from countries around the world, like Singapore, Canada
and Europe.
(8)To provide every
student with a world-class education we must address the needs of the fast
growing English-language learner population otherwise our Nation will leave
behind a growing number of the next generation of scientists, entrepreneurs,
teachers, doctors, and many more professionals.
(9)Developmental bilingual education programs
enable speakers of one language to achieve full academic proficiency in that
language in addition to a second language and promotes high levels of academic
achievement in all curricular areas.
(10)Second language immersion programs enable
speakers of English to acquire proficiency in a second language that is
important to their heritage or that will increase their global language
capacity.
(11)Dual-language
programs enable native English speakers and English-language learners to
acquire advanced second language skills without compromising their first
language.
(12)Research on brain development suggests the
young brain is predisposed to learning languages. Retaining two languages can
create greater tissue density in areas of the brain in control of memory,
language, and attention. It also strengthens a child’s cognitive development
and flexible language skills.
(13)Learning more
than one language is a 21st century skill and provides students with economic
opportunities across the globe and at home and would help our Nation compete in
an increasingly global economy.
4.
(a)From the amounts
appropriated under
section 8, the Secretary shall award, on a
competitive basis—
(1)planning grants to eligible entities to
assist such entities to complete comprehensive planning to establish or expand
a Global Learning Early Education program; and
(2)implementation grants to eligible entities
to implement a Global Learning Early Education program.
(b)In
awarding grants under
subsection (a), the Secretary shall give
priority to eligible entities—
(1)that receive funding under part A of title
I of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311 et
seq.);
(2)in which at least
40 percent of the students enrolled are limited English proficient;
(3)that offer to
students a diverse set of second languages that are important to our Nation’s
competitiveness and national security, as determined by the Secretary;
(4)that leverage and
integrate other Federal and State funds to carry out the activities described
in this section and
section 5; and
(5)that would qualify for, and comply with,
the longitudinal research conducted under
section 6.
(c)Planning Grants
Authorized
(1)A planning grant under this section may be awarded for a
period of not more than 1 year.
(2)The
Secretary may not award an eligible entity more than 1 planning grant under
this section.
(3)
(A)Each eligible entity desiring a planning grant under this
section shall submit an application to the Secretary at such time, in such
manner, and accompanied by such information as the Secretary may
require.
(B)Each application submitted under
subparagraph (A) shall, at a minimum,
include a description of how the eligible entity proposes to use the planning
grant funds under this section to develop a plan for establishing or expanding
a Global Learning Early Education program, which shall include—
(i)a
description of the activities for which the planning grant is sought under this
section;
(ii)a
budget for the use of the planning grant funds to carry out the required
activities described in
paragraph (4);
(iii)a
needs and assets assessment that includes an analysis of the eligible entity’s
existing capacity and infrastructure to establish or expand a Global Learning
Early Education program and identifies any strengths, gaps, and barriers to
achieving a seamless implementation or expansion of such program;
(iv)a
description of how the program will provide for the development of
evidenced-based or promising dual language, developmental bilingual, or second
language immersion curriculum and instruction that is in alignment from
preschool through grade 8; and
(v)such
additional assurances and information as the Secretary determines to be
necessary.
(4)An eligible entity
shall use a planning grant under this section to—
(A)plan for the
establishment or expansion of a Global Language Early Learning program;
(B)develop a plan for
incentives for bilingual teachers and other staff to be recruited and retained
for the program; and
(C)develop a plan for
parental and family engagement in the program.
(d)Implementation
Grants Authorized
(1)An implementation grant under this section shall be
awarded for a period of not more than 5 years.
(2)
(A)An eligible entity may receive more than 1 implementation
grant under this section.
(B)In
order to be eligible to renew an implementation grant under this section for an
additional grant period, an eligible entity shall demonstrate satisfactory
performance with respect to uses of funds for the preceding grant period, as
determined by the Secretary.
(3)
(A)Submission of
applicationAn eligible entity that desires to receive an
implementation grant under this subsection shall submit an application to the
Secretary at such time, in such manner, and containing such information as the
Secretary may require.
(B)
(i)Each application submitted under
subparagraph (A) shall demonstrate the
following:
(I)The eligible entity will use grant funds
under this section to implement a Global Language Early Education
program.
(II)Instructional staff for the program will
demonstrate competence in the areas described in
clause (ii)—
- (aa)by
receiving bilingual certifications in such areas at an institution of higher
education;
- (bb)by
receiving a State authorization to teach bilingual learners in a setting
similar to a Global Learning Early Education program; or
- (cc)by
demonstrating competence in such areas in another manner approved by the
Secretary.
(III)The Global
Learning Early Education program will provide a family-child approach to engage
families in an evidenced-based or promising way to support student learning and
development.
(ii)The areas of competence described in this clause are
as follows:
(I)Assessment of
young bilingual learners.
(II)Theoretical
foundations of teaching young bilingual learners.
(III)Knowledge of
first and second language acquisition theories and classroom applications that
are developmentally appropriate.
(IV)Knowledge of
sociolinguistic, cultural, and ethnic issues that influence development and
learning of bilingual learners.
(V)Knowledge of
diverse needs of bilingual learners and their families.
(4)An eligible entity
shall use an implementation grant under this section to—
(A)implement a Global
Language Early Learning program;
(B)provide incentives for the recruitment and
retention of bilingual and culturally and linguistically relevant staff and
program leadership for the Global Language Early Education program, including
high-quality professional development; and
(C)implement a plan
for parental and family engagement in the program.
5.An eligible entity
receiving a grant under
section 4(a) may use such funds to—
(1)provide payment to substitute teachers to
enable staff and program leadership for the Global Language Early Education
program to attend high-quality professional development or participate in
planning and collaboration related to the program;
(2)develop and implement an evidenced-based or
promising curriculum that integrates first and second language instruction with
academic instruction at each grade level and across grade levels and provide
stipends to staff of the program for such curriculum development;
(3)develop or identify research-based
assessment systems for students in a Global Language Early Education
program;
(4)develop or purchase bilingual teaching
materials for language minority and language majority students that are
research based and developmentally appropriate;
(5)provide classroom
materials, equipment, and field trips related to the program;
(6)pay a facilitator
to oversee and administer the activities funded with such grant;
(7)provide specialized instructional support
for students;
(8)provide adult education to promote family
literacy and oral language development; and
(9)provide for alignment and collaboration
among Global Learning Early Education educators and other educators in the
eligible entity for the creation of a coherent and integrated
curriculum.
6.
(a)From the amounts
appropriated under
section 8 to carry out this section, the
Secretary shall establish a Research Council to guide a research proposal and
process, and structure a research design to research Global Learning Early
Education programs carried out by eligible entities that have received a grant
under this Act.
(b)The research conducted under
subsection (a) shall—
(1)compare approaches on teaching in a Global
Learning Early Education program;
(2)determine best
practices under the program to close the achievement gap with respect to
students who are not achieving at the proficient level of achievement on State
assessments under section 1111(b)(3) of the Elementary and Secondary Education
Act of 1965 (20 U.S.C. 6311(b)(3));
(3)determine the academic progress and
achievement of students who participated in the program;
(4)determine—
(A)best practices
with respect to program development and teacher quality; and
(B)the best models of
school infrastructure for the program; and
(5)develop unique metrics and assessments for
evaluating a bilingual learner’s progress under the program.
(c)The
Research Council shall consist of 8 experts from the following fields:
(1)English-language learner education.
(2)Bilingual education, bilingualism,
biliteracy, language acquisition, or heritage language education.
(3)Bilingual education programs or bilingual
instructional content and effects on academic achievement.
(4)Classroom research
with respect to language acquisition and experimental and quasi-experimental
designs.
(5)Education Evaluation.
(6)Early childhood development.
(7)The field of teaching in a subject matter
area that requires competence in the areas described in
section 4(d)(3)(B)(ii).
(8)The field of
administering a local educational agency.
7.In this Act:
(1)The term
bilingual learner—
(A)means a student
who acquires 2 or more languages simultaneously or learns a second language
while continuing to develop the student’s first language; or
(B)means a student
who is limited English proficient, bilingual, an English-language learner, an
English learner, or who speaks a language other than English.
(2)The term
eligible entity means a local educational agency, Head Start
agency, or a preschool that partners, for the purpose of achieving a more
efficient and higher-quality Global Learning Early Education Program, with one
or more of the following public or private entities:
(A)A community-based
organization.
(B)An early childhood
organization.
(C)An elementary
school.
(D)A secondary
school.
(E)An institution of
higher education.
(F)A local educational agency.
(3)The terms community-based organization,
elementary school; local educational agency
; and
secondary school
have the meanings given such terms in section
9101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C.
7801).
(4)Global Learning
Early Education program
(A)The term Global
Learning Early Education Program means a preschool through grade 8
dual-language program, developmental bilingual program, or second language
immersion program, with an evidenced-based or promising curriculum and
instruction that is in alignment from preschool through grade 8 and meets the
following program requirements:
(i)Promotion of
school readiness.
(ii)Addressing the
achievement gap with respect to students who are not achieving at the
proficient level of achievement on State assessments under section 1111(b)(3)
of the Elementary and Secondary Education Act of 1965 (20 U.S.C.
6311(b)(3)).
(iii)Encouragement of
bilingualism.
(iv)Instruction in
academic language and literacy in a first and second language.
(v)Language-rich instruction with an added
emphasis on oral language development and vocabulary that immerses students in
a full, interesting, relevant, and engaging curriculum that supports student
exploration, critical thinking, problem solving, and interaction with and
discussion related to students’ environment, world, and community.
(vi)A
text-rich curriculum and environment reflecting both the first and the second
language that engages students with books and printed texts.
(vii)The development of language through an
enriched academic curriculum that includes access to language arts and math,
history (including social science), science, visual and performing arts, and
physical education.
(viii)An affirming
learning environment.
(ix)Teachers and
parents working together to support strong language and literacy
development.
(x)Curriculum,
support, and access to opportunities to develop a first and second
language.
(xi)Strategies that
support the transfer of skills and concepts from the first language to the
second language.
(B)Developmental
bilingual education programThe term developmental
bilingual education program means an instructional program that enables
English-language learners to achieve full academic proficiency in their first
and second language and promotes high levels of academic achievement in all
curricular areas.
(C)Second language
immersion programThe term
second language immersion program means an instructional program
that enables native English speakers to acquire proficiency in a second
language.
(D)The term dual-language program means an
instructional program that enables native English speakers and English-language
learners to acquire advanced second language skills without compromising their
first language.
(E)Under a Global
Learning Early Education program, as long as the curriculum under the program
is not interrupted—
(i)the
preschool portion of the program may be in a separate location from the
kindergarten through grade 8 portion of the program; and
(ii)the
elementary school portion of the program may be in a separate location from the
middle school portion of the program.
(5)The term Head
Start agency means any local public or private nonprofit agency,
including a community-based and faith-based organization, or for-profit agency
designated as a Head Start agency by the Secretary of Health and Human Services
under section 641 of the Head Start Act.
(6)High-quality
professional developmentThe
term high-quality professional development means professional
development that includes—
(A)instruction on
understanding how language develops in young bilingual children;
(B)instructional
strategies for supporting early academic literacy through the elementary school
grades;
(C)techniques for
working in partnership with parents;
(D)sharing of best
practices among teachers;
(E)opportunities to
engage with experts in bilingual language development; or
(F)opportunities to
allow teachers, in consultation with experts, to develop a cohesive dual
language program with a consistent program design.
(7)Institution of
higher educationThe term institution of higher
education has the meaning given such term in section 101 of the Higher
Education Act of 1965 (20 U.S.C. 1001).
(8)The term preschool means a
publicly funded program for early learning to support the development of
social, emotional, and academic development for children birth to age 5.
(9)Specialized
instructional support personnelThe term specialized instructional
support personnel means school counselors, school social workers, school
psychologists, and other qualified professional personnel involved in providing
assessment, diagnosis, counseling, educational, therapeutic, and other
necessary corrective or supportive services (including related services as that
term is defined in section 602 of the Individuals with Disabilities Education
Act (20 U.S.C. 1401)) as part of a comprehensive program to meet student
needs.
(10)Specialized
instructional support servicesThe term specialized instructional
support services means the services provided by specialized
instructional support personnel, and includes any other corrective or
supportive services to meet student needs.
8.Authorization of
Appropriations
(a)There are authorized
to be appropriated $100,000,000 to carry out this Act.
(b)Of the amount appropriated under
subsection (a)—
(1)5
percent shall be used to award planning grants under
section 4(a)(1);
(2)80 percent shall
be used to award implementation grants under
section 4(a)(2); and
(3)15 percent shall
be used to carry out research under
section 6.