I 

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 Englishlanguage 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. 

1 Be it enacted by the Senate and House of Representa2 tives of the United States of America in Congress assembled, 

3 SECTION 1. SHORT TITLE. 

4 This Act may be cited as the ‘‘Global Learning Early 

5 Education Challenge Fund Act’’. 


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1 SEC. 2. PURPOSE. 

2 The purpose of this Act is to provide low-income stu3 dents with access to high-quality early education programs 

4 that promote school readiness, address the achievement 

5 gap for English-language learners, and encourage bilin6 gualism. 

7 SEC. 3. FINDINGS. 

8 The Congress finds the following: 

9 (1) Research shows that high-quality early 

10 childhood education can help close the achievement 

11 gap and helps children succeed in school and later 

12 in life. 

13 (2) Economists have found that high-quality 

14 early childhood education offers one of the highest 

15 returns of any public investment—more than a $7 

16 return for every dollar spent. 

17 (3) Disadvantaged children, who are more likely 

18 to start school behind and stay behind, are also the 

19 least likely to attend high-quality early education 

20 programs. 

21 (4) The English-language learner population 

22 has grown from 2,000,000 to 5,000,000 since 1990. 

23 States not typically associated with non-English 

24 speakers such as Indiana, North Carolina, and Ten25 nessee have seen a 300 percent increase in their 

26 English-language learner population. 


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1 (5) On average, academic achievement for 

2 English-language learners is lower than the aca3 demic achievement of their native English speaking 

4 counterparts. Research demonstrates that when 

5 properly implemented, dual-language programs con6 sistently produce the highest academic outcomes, the 

7 best English proficiency, and the lowest drop-out 

8 rates. 

9 (6) Many students enter schools fluent in lan10 guages such as Spanish, Chinese, Japanese, Farsi, 

11 Arabic, and Khmer that are important to our Na12 tion’s competitiveness and national security, but 

13 their heritage language is usually lost or under14 developed. 

15 (7) Our current education system graduates 

16 monolingual students that are not able to compete 

17 with other graduates from countries around the 

18 world, like Singapore, Canada and Europe. 

19 (8) To provide every student with a world-class 

20 education we must address the needs of the fast 

21 growing English-language learner population other22 wise our Nation will leave behind a growing number 

23 of the next generation of scientists, entrepreneurs, 

24 teachers, doctors, and many more professionals. 


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1 (9) Developmental bilingual education programs 

2 enable speakers of one language to achieve full aca3 demic proficiency in that language in addition to a 

4 second language and promotes high levels of aca5 demic achievement in all curricular areas. 

6 (10) Second language immersion programs en7 able speakers of English to acquire proficiency in a 

8 second language that is important to their heritage 

9 or that will increase their global language capacity. 

10 (11) Dual-language programs enable native 

11 English speakers and English-language learners to 

12 acquire advanced second language skills without 

13 compromising their first language. 

14 (12) Research on brain development suggests 

15 the young brain is predisposed to learning lan16 guages. Retaining two languages can create greater 

17 tissue density in areas of the brain in control of 

18 memory, language, and attention. It also strengthens 

19 a child’s cognitive development and flexible language 

20 skills. 

21 (13) Learning more than one language is a 

22 21st century skill and provides students with eco23 nomic opportunities across the globe and at home 

24 and would help our Nation compete in an increas25 ingly global economy. 


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1 SEC. 4. GRANTS AUTHORIZED. 

2 (a) IN GENERAL.—From the amounts appropriated 

3 under section 8, the Secretary shall award, on a competi4 tive basis— 

5 (1) planning grants to eligible entities to assist 

6 such entities to complete comprehensive planning to 

7 establish or expand a Global Learning Early Edu8 cation program; and 

9 (2) implementation grants to eligible entities to 

10 implement a Global Learning Early Education pro11 gram. 

12 (b) PRIORITY.—In awarding grants under subsection 

13 (a), the Secretary shall give priority to eligible entities— 

14 (1) that receive funding under part A of title I 

15 of the Elementary and Secondary Education Act of 

16 1965 (20 U.S.C. 6311 et seq.); 

17 (2) in which at least 40 percent of the students 

18 enrolled are limited English proficient; 

19 (3) that offer to students a diverse set of sec20 ond languages that are important to our Nation’s 

21 competitiveness and national security, as determined 

22 by the Secretary; 

23 (4) that leverage and integrate other Federal 

24 and State funds to carry out the activities described 

25 in this section and section 5; and 


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1 (5) that would qualify for, and comply with, the 

2 longitudinal research conducted under section 6. 

3 (c) PLANNING GRANTS AUTHORIZED.— 

4 (1) GRANT PERIOD.—A planning grant under 

5 this section may be awarded for a period of not 

6 more than 1 year. 

7 (2) NONREWABILITY.—The Secretary may not 

8 award an eligible entity more than 1 planning grant 

9 under this section. 

10 (3) APPLICATION.— 

11 (A) IN GENERAL.—Each eligible entity de12 siring a planning grant under this section shall 

13 submit an application to the Secretary at such 

14 time, in such manner, and accompanied by such 

15 information as the Secretary may require. 

16 (B) CONTENTS.—Each application sub17 mitted under subparagraph (A) shall, at a min18 imum, include a description of how the eligible 

19 entity proposes to use the planning grant funds 

20 under this section to develop a plan for estab21 lishing or expanding a Global Learning Early 

22 Education program, which shall include— 

23 (i) a description of the activities for 

24 which the planning grant is sought under 

25 this section; 


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1 (ii) a budget for the use of the plan2 ning grant funds to carry out the required 

3 activities described in paragraph (4); 

4 (iii) a needs and assets assessment 

5 that includes an analysis of the eligible en6 tity’s existing capacity and infrastructure 

7 to establish or expand a Global Learning 

8 Early Education program and identifies 

9 any strengths, gaps, and barriers to 

10 achieving a seamless implementation or ex11 pansion of such program; 

12 (iv) a description of how the program 

13 will provide for the development of evi14 denced-based or promising dual language, 

15 developmental bilingual, or second lan16 guage immersion curriculum and instruc17 tion that is in alignment from preschool 

18 through grade 8; and 

19 (v) such additional assurances and in20 formation as the Secretary determines to 

21 be necessary. 

22 (4) REQUIRED USE OF FUNDS.—An eligible en23 tity shall use a planning grant under this section 

24 to— 


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1 (A) plan for the establishment or expan2 sion of a Global Language Early Learning pro3 gram; 

4 (B) develop a plan for incentives for bilin5 gual teachers and other staff to be recruited 

6 and retained for the program; and 

7 (C) develop a plan for parental and family 

8 engagement in the program. 

9 (d) IMPLEMENTATION GRANTS AUTHORIZED.— 

10 (1) GRANT PERIOD.—An implementation grant 

11 under this section shall be awarded for a period of 

12 not more than 5 years. 

13 (2) RENEWALS.— 

14 (A) IN GENERAL.—An eligible entity may 

15 receive more than 1 implementation grant 

16 under this section. 

17 (B) CONDITIONS.—In order to be eligible 

18 to renew an implementation grant under this 

19 section for an additional grant period, an eligi20 ble entity shall demonstrate satisfactory per21 formance with respect to uses of funds for the 

22 preceding grant period, as determined by the 

23 Secretary. 

24 (3) APPLICATIONS.— 


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1 (A) SUBMISSION OF APPLICATION.—An eli2 gible entity that desires to receive an implemen3 tation grant under this subsection shall submit 

4 an application to the Secretary at such time, in 

5 such manner, and containing such information 

6 as the Secretary may require. 

7 (B) CONTENTS.— 

8 (i) IN GENERAL.—Each application 

9 submitted under subparagraph (A) shall 

10 demonstrate the following: 

11 (I) The eligible entity will use 

12 grant funds under this section to im13 plement a Global Language Early 

14 Education program. 

15 (II) Instructional staff for the 

16 program will demonstrate competence 

17 in the areas described in clause (ii)— 

18 (aa) by receiving bilingual 

19 certifications in such areas at an 

20 institution of higher education; 

21 (bb) by receiving a State au22 thorization to teach bilingual 

23 learners in a setting similar to a 

24 Global Learning Early Education 

25 program; or 


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1 (cc) by demonstrating com2 petence in such areas in another 

3 manner approved by the Sec4 retary. 

5 (III) The Global Learning Early 

6 Education program will provide a 

7 family-child approach to engage fami8 lies in an evidenced-based or prom9 ising way to support student learning 

10 and development. 

11 (ii) AREAS OF COMPETENCE.—The 

12 areas of competence described in this 

13 clause are as follows: 

14 (I) Assessment of young bilingual 

15 learners. 

16 (II) Theoretical foundations of 

17 teaching young bilingual learners. 

18 (III) Knowledge of first and sec19 ond language acquisition theories and 

20 classroom applications that are devel21 opmentally appropriate. 

22 (IV) Knowledge of sociolinguistic, 

23 cultural, and ethnic issues that influ24 ence development and learning of bi25 lingual learners. 


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1 (V) Knowledge of diverse needs 

2 of bilingual learners and their fami3 lies. 

4 (4) REQUIRED USE OF FUNDS.—An eligible en5 tity shall use an implementation grant under this 

6 section to— 

7 (A) implement a Global Language Early 

8 Learning program; 

9 (B) provide incentives for the recruitment 

10 and retention of bilingual and culturally and 

11 linguistically relevant staff and program leader12 ship for the Global Language Early Education 

13 program, including high-quality professional de14 velopment; and 

15 (C) implement a plan for parental and 

16 family engagement in the program. 

17 SEC. 5. PERMISSIBLE USE OF FUNDS. 

18 An eligible entity receiving a grant under section 4(a) 

19 may use such funds to— 

20 (1) provide payment to substitute teachers to 

21 enable staff and program leadership for the Global 

22 Language Early Education program to attend high23 quality professional development or participate in 

24 planning and collaboration related to the program; 


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1 (2) develop and implement an evidenced-based 

2 or promising curriculum that integrates first and 

3 second language instruction with academic instruc4 tion at each grade level and across grade levels and 

5 provide stipends to staff of the program for such 

6 curriculum development; 

7 (3) develop or identify research-based assess8 ment systems for students in a Global Language 

9 Early Education program; 

10 (4) develop or purchase bilingual teaching ma11 terials for language minority and language majority 

12 students that are research based and develop13 mentally appropriate; 

14 (5) provide classroom materials, equipment, and 

15 field trips related to the program; 

16 (6) pay a facilitator to oversee and administer 

17 the activities funded with such grant; 

18 (7) provide specialized instructional support for 

19 students; 

20 (8) provide adult education to promote family 

21 literacy and oral language development; and 

22 (9) provide for alignment and collaboration 

23 among Global Learning Early Education educators 

24 and other educators in the eligible entity for the cre25 ation of a coherent and integrated curriculum. 


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1 SEC. 6. RESEARCH COUNCIL. 

2 (a) IN GENERAL.—From the amounts appropriated 

3 under section 8 to carry out this section, the Secretary 

4 shall establish a Research Council to guide a research pro5 posal and process, and structure a research design to re6 search Global Learning Early Education programs carried 

7 out by eligible entities that have received a grant under 

8 this Act. 

9 (b) RESEARCH CONTENT.—The research conducted 

10 under subsection (a) shall— 

11 (1) compare approaches on teaching in a Global 

12 Learning Early Education program; 

13 (2) determine best practices under the program 

14 to close the achievement gap with respect to stu15 dents who are not achieving at the proficient level of 

16 achievement on State assessments under section 

17 1111(b)(3) of the Elementary and Secondary Edu18 cation Act of 1965 (20 U.S.C. 6311(b)(3)); 

19 (3) determine the academic progress and 

20 achievement of students who participated in the pro21 gram; 

22 (4) determine— 

23 (A) best practices with respect to program 

24 development and teacher quality; and 

25 (B) the best models of school infrastruc26 ture for the program; and 


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1 (5) develop unique metrics and assessments for 

2 evaluating a bilingual learner’s progress under the 

3 program. 

4 (c) COMPOSITION.—The Research Council shall con5 sist of 8 experts from the following fields: 

6 (1) English-language learner education. 

7 (2) Bilingual education, bilingualism, biliteracy, 

8 language acquisition, or heritage language education. 

9 (3) Bilingual education programs or bilingual 

10 instructional content and effects on academic 

11 achievement. 

12 (4) Classroom research with respect to language 

13 acquisition and experimental and quasi-experimental 

14 designs. 

15 (5) Education Evaluation. 

16 (6) Early childhood development. 

17 (7) The field of teaching in a subject matter 

18 area that requires competence in the areas described 

19 in section 4(d)(3)(B)(ii). 

20 (8) The field of administering a local edu21 cational agency. 

22 SEC. 7. DEFINITIONS. 

23 In this Act: 

24 (1) BILINGUAL LEARNER.—The term ‘‘bilingual 

25 learner’’— 


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1 (A) means a student who acquires 2 or 

2 more languages simultaneously or learns a sec3 ond language while continuing to develop the 

4 student’s first language; or 

5 (B) means a student who is limited 

6 English proficient, bilingual, an English-lan7 guage learner, an English learner, or who 

8 speaks a language other than English. 

9 (2) ELIGIBLE ENTITY.—The term ‘‘eligible enti10 ty’’ means a local educational agency, Head Start 

11 agency, or a preschool that partners, for the purpose 

12 of achieving a more efficient and higher-quality 

13 Global Learning Early Education Program, with one 

14 or more of the following public or private entities: 

15 (A) A community-based organization. 

16 (B) An early childhood organization. 

17 (C) An elementary school. 

18 (D) A secondary school. 

19 (E) An institution of higher education. 

20 (F) A local educational agency. 

21 (3) ESEA TERMS.—The terms ‘‘community22 based organization’’, ‘‘elementary school’’; ‘‘local 

23 educational agency’’; and ‘‘secondary school’’ have 

24 the meanings given such terms in section 9101 of 


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1 the Elementary and Secondary Education Act of 

2 1965 (20 U.S.C. 7801). 

3 (4) GLOBAL LEARNING EARLY EDUCATION PRO4 GRAM.— 

5 (A) IN GENERAL.—The term ‘‘Global 

6 Learning Early Education Program’’ means a 

7 preschool through grade 8 dual-language pro8 gram, developmental bilingual program, or sec9 ond language immersion program, with an evi10 denced-based or promising curriculum and in11 struction that is in alignment from preschool 

12 through grade 8 and meets the following pro13 gram requirements: 

14 (i) Promotion of school readiness. 

15 (ii) Addressing the achievement gap 

16 with respect to students who are not 

17 achieving at the proficient level of achieve18 ment on State assessments under section 

19 1111(b)(3) of the Elementary and Sec20 ondary Education Act of 1965 (20 U.S.C. 

21 6311(b)(3)). 

22 (iii) Encouragement of bilingualism. 

23 (iv) Instruction in academic language 

24 and literacy in a first and second language. 


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1 (v) Language-rich instruction with an 

2 added emphasis on oral language develop3 ment and vocabulary that immerses stu4 dents in a full, interesting, relevant, and 

5 engaging curriculum that supports student 

6 exploration, critical thinking, problem solv7 ing, and interaction with and discussion re8 lated to students’ environment, world, and 

9 community. 

10 (vi) A text-rich curriculum and envi11 ronment reflecting both the first and the 

12 second language that engages students 

13 with books and printed texts. 

14 (vii) The development of language 

15 through an enriched academic curriculum 

16 that includes access to language arts and 

17 math, history (including social science), 

18 science, visual and performing arts, and 

19 physical education. 

20 (viii) An affirming learning environ21 ment. 

22 (ix) Teachers and parents working to23 gether to support strong language and lit24 eracy development. 


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1 (x) Curriculum, support, and access to 

2 opportunities to develop a first and second 

3 language. 

4 (xi) Strategies that support the trans5 fer of skills and concepts from the first 

6 language to the second language. 

7 (B) DEVELOPMENTAL BILINGUAL EDU8 CATION PROGRAM.—The term ‘‘developmental 

9 bilingual education program’’ means an instruc10 tional program that enables English-language 

11 learners to achieve full academic proficiency in 

12 their first and second language and promotes 

13 high levels of academic achievement in all cur14 ricular areas. 

15 (C) SECOND LANGUAGE IMMERSION PRO16 GRAM.—The term ‘‘second language immersion 

17 program’’ means an instructional program that 

18 enables native English speakers to acquire pro19 ficiency in a second language. 

20 (D) DUAL-LANGUAGE PROGRAM.—The 

21 term ‘‘dual-language program’’ means an in22 structional program that enables native English 

23 speakers and English-language learners to ac24 quire advanced second language skills without 

25 compromising their first language. 


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1 (E) MULTIPLE LOCATIONS.—Under a 

2 Global Learning Early Education program, as 

3 long as the curriculum under the program is 

4 not interrupted— 

5 (i) the preschool portion of the pro6 gram may be in a separate location from 

7 the kindergarten through grade 8 portion 

8 of the program; and 

9 (ii) the elementary school portion of 

10 the program may be in a separate location 

11 from the middle school portion of the pro12 gram. 

13 (5) HEAD START AGENCY.—The term ‘‘Head 

14 Start agency’’ means any local public or private non15 profit agency, including a community-based and 

16 faith-based organization, or for-profit agency des17 ignated as a Head Start agency by the Secretary of 

18 Health and Human Services under section 641 of 

19 the Head Start Act. 

20 (6) HIGH-QUALITY PROFESSIONAL DEVELOP21 MENT.—The term ‘‘high-quality professional devel22 opment’’ means professional development that in23 cludes— 

24 (A) instruction on understanding how lan25 guage develops in young bilingual children; 


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1 (B) instructional strategies for supporting 

2 early academic literacy through the elementary 

3 school grades; 

4 (C) techniques for working in partnership 

5 with parents; 

6 (D) sharing of best practices among teach7 ers; 

8 (E) opportunities to engage with experts in 

9 bilingual language development; or 

10 (F) opportunities to allow teachers, in con11 sultation with experts, to develop a cohesive 

12 dual language program with a consistent pro13 gram design. 

14 (7) INSTITUTION OF HIGHER EDUCATION.—The 

15 term ‘‘institution of higher education’’ has the 

16 meaning given such term in section 101 of the High17 er Education Act of 1965 (20 U.S.C. 1001). 

18 (8) PRESCHOOL.—The term ‘‘preschool’’ means 

19 a publicly funded program for early learning to sup20 port the development of social, emotional, and aca21 demic development for children birth to age 5. 

22 (9) SPECIALIZED INSTRUCTIONAL SUPPORT

23 PERSONNEL.—The term ‘‘specialized instructional 

24 support personnel’’ means school counselors, school 

25 social workers, school psychologists, and other qualiVerDate Mar 15 2010 00:49 Nov 19, 2010 Jkt 099200 PO 00000 Frm 00020 Fmt 6652 Sfmt 6201 E:\BILLS\H6435.IH H6435

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1 fied professional personnel involved in providing as2 sessment, diagnosis, counseling, educational, thera3 peutic, and other necessary corrective or supportive 

4 services (including related services as that term is 

5 defined in section 602 of the Individuals with Dis6 abilities Education Act (20 U.S.C. 1401)) as part of 

7 a comprehensive program to meet student needs. 

8 (10) SPECIALIZED INSTRUCTIONAL SUPPORT

9 SERVICES.—The term ‘‘specialized instructional sup10 port services’’ means the services provided by spe11 cialized instructional support personnel, and includes 

12 any other corrective or supportive services to meet 

13 student needs. 

14 SEC. 8. AUTHORIZATION OF APPROPRIATIONS. 

15 (a) IN GENERAL.—There are authorized to be appro16 priated $100,000,000 to carry out this Act. 

17 (b) ALLOCATIONS.—Of the amount appropriated 

18 under subsection (a)— 

19 (1) 5 percent shall be used to award planning 

20 grants under section 4(a)(1); 

21 (2) 80 percent shall be used to award imple22 mentation grants under section 4(a)(2); and 

23 (3) 15 percent shall be used to carry out re24 search under section 6. 

Æ 


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