Overview

One of America's greatest attributes is our diversity. Ensuring that all children, regardless of background, have the chance to succeed is a central purpose of the federal role in education. The changes that our schools have witnessed over the last decade have created new challenges to teaching and learning. All parents want their children to graduate with the basic tools needed to work and succeed in today's global marketplace. For the more than 3 million Limited English Proficient (LEP) students in America, this means learning English in school.

Unfortunately, there are indications that LEP students are not receiving the services they need to make this transition. For example, research has shown that English language learners, when compared with their English-fluent peers, tend to receive lower grades and often score below the average on standardized math and reading assessments. This is partly because federal funding for bilingual education currently has no performance measures attached to it. Our proposal will give districts more flexibility in using bilingual funds in exchange for effectively transitioning LEP students into English fluency and improving their achievement.

In order for all students to meet high standards, limited English proficient (LEP) students need to master English as quickly as possible. To accomplish this goal, states and school districts will be held accountable for making annual increases in English proficiency from the previous year. Moreover, they will be required to teach children in English after three consecutive years of being in school.

Summary of Proposals

Streamlines ESEA Bilingual Education Programs. These programs will be streamlined into performance-based grants to states and local districts. Sets Performance Objectives for Improving English Fluency. As part of their application for funds, states will set performance objectives to ensure LEP children achieve English fluency within three years. States would also ensure that LEP students meet standards in core content areas that are at least as rigorous as those in classes taught in English.

Imposes Sanctions for Poor Performance. States that do not meet their performance objectives for LEP students could lose up to ten percent of the administrative portion of their funding for all ESEA state administered formula grant programs.

Frees School Districts to Select a Teaching Approach That Meets the Needs of Students. Regulations on the funds mandating a particular method of instruction to educate LEP students will be prohibited.