To amend the Elementary and Secondary Education Act of 1965 to improve the academic achievement of English learners and immigrant children and youth, and for other purposes.

To amend the Elementary and Secondary Education Act of 1965 to improve the academic achievement of English learners and immigrant children and youth, and for other purposes. 1. Annual State report cards Section 1111(h)(1)(C) of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 6311(h)(1)(C) (1) by redesignating clause (xiv) as clause (xv); and (2) by inserting after clause (xiii) the following: (xiv) Information on the diversity of teachers in the State at the pre-kindergarten through grade 12 levels, including information with respect to— (I) ethnicity; (II) race; (III) gender; and (IV) fluency in a language other than English, including how such fluency was acquired. . 2. Support for academic achievement of English learners and immigrant children and youth (a) Purposes Section 3102 of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 6812 (1) by redesignating paragraphs (3) through (5) as paragraphs (4) through (6), respectively; and (2) by inserting after paragraph (2) the following: (3) to ensure, to the maximum extent possible, that English learners are taught alongside non-English learners; . (b) Subgrants to eligible entities Section 3115(d) of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 6825(d) (1) in paragraph (6)— (A) in subparagraph (A), by striking and (B) in subparagraph (B), by striking the period and inserting ; and (C) by adding at the end the following: (C) to increase the access of immigrant children and youth, and the parents of immigrant children and youth, to legal, financial, and social services resources. ; (2) by redesignating paragraph (9) as paragraph (11); and (3) by inserting after paragraph (8) the following: (9) Carrying out projects that provide educators, school administrators, counselors, social workers, and psychologists with culturally competent and culturally responsive training to better support English learners and immigrant children and youth. (10) Carrying out projects that— (A) assess local laws, including local immigration policies and State education laws, that impact educational outcomes for English learners and immigrant children and youth; (B) implement best practices aligned with evidence-based research to improve educational outcomes for English learners and immigrant children and youth; and (C) facilitate engagement with members of local school boards on strategies to improve educational outcomes for English learners and immigrant children and youth, regardless of immigration status. . (c) Reporting Section 3121(a) of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 6841(a) (1) in paragraph (2), by striking at a minimum, by at a minimum, by ethnicity, race, native language, and (2) in paragraph (3), by striking the semicolon and inserting , in the aggregate and disaggregated, at a minimum, by ethnicity, race, native language, and English learners with a disability; (3) in paragraph (4), by striking the semicolon and inserting , in the aggregate and disaggregated, at a minimum, by ethnicity, race, native language, and English learners with a disability; (4) in paragraph (5), by striking at a minimum, by at a minimum, by ethnicity, race, native language, and (5) in paragraph (6), by striking educational agency; and educational agency, in the aggregate and disaggregated, at a minimum, by ethnicity, race, native language, and English learners with a disability; and

Summary: This bill addresses student learning and academic achievement of English learners and immigrant children and youth, including by allowing specified subgrants to be used for additional activities (e.g., providing educators with culturally competent training) and establishing additional reporting requirements.