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[Congressional Bills 111th Congress]
[From the U.S. Government Publishing Office]
[H.R. 6435 Introduced in House (IH)]

111th CONGRESS
  2d Session
                                H. R. 6435

  To direct the Secretary of Education to carry out grant programs 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.

_______________________________________________________________________

                    IN THE HOUSE OF REPRESENTATIVES

                           November 18, 2010

    Ms. Chu (for herself and Ms. Lee of California) introduced the 
 following bill; which was referred to the Committee on Education and 
                                 Labor

_______________________________________________________________________

                                 A BILL

 
  To direct the Secretary of Education to carry out grant programs 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.

    Be it enacted by the Senate and House of Representatives of the 
United States of America in Congress assembled,

SECTION 1. SHORT TITLE.

    This Act may be cited as the ``Global Learning Early Education 
Challenge Fund Act''.

SEC. 2. PURPOSE.

    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.

SEC. 3. FINDINGS.

    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.

SEC. 4. GRANTS AUTHORIZED.

    (a) In General.--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) Priority.--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) Grant period.--A planning grant under this section may 
        be awarded for a period of not more than 1 year.
            (2) Nonrewability.--The Secretary may not award an eligible 
        entity more than 1 planning grant under this section.
            (3) Application.--
                    (A) In general.--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) Contents.--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) Required use of funds.--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) Grant period.--An implementation grant under this 
        section shall be awarded for a period of not more than 5 years.
            (2) Renewals.--
                    (A) In general.--An eligible entity may receive 
                more than 1 implementation grant under this section.
                    (B) Conditions.--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) Applications.--
                    (A) Submission of application.--An 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) Contents.--
                            (i) In general.--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) Areas of competence.--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) Required use of funds.--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.

SEC. 5. PERMISSIBLE USE OF FUNDS.

    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.

SEC. 6. RESEARCH COUNCIL.

    (a) In General.--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) Research Content.--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) Composition.--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.

SEC. 7. DEFINITIONS.

    In this Act:
            (1) Bilingual learner.--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) Eligible entity.--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) ESEA terms.--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) In general.--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 program.--The 
                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 program.--The term 
                ``second language immersion program'' means an 
                instructional program that enables native English 
                speakers to acquire proficiency in a second language.
                    (D) Dual-language program.--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) Multiple locations.--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) Head start agency.--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 development.--The 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 education.--The 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) Preschool.--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 personnel.--The 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 services.--The 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.

SEC. 8. AUTHORIZATION OF APPROPRIATIONS.

    (a) In General.--There are authorized to be appropriated 
$100,000,000 to carry out this Act.
    (b) Allocations.--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.
                                 <all>
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