(2) Dual language immersion engenders an in-
clusive learning environment for all students. 
(3) Studies have demonstrated that all students 
in multilanguage immersion programs have higher 
academic achievement as measured by statewide ex-
amination, regardless of socioeconomic status. 
(4) Dual language immersion has proven to be 
one of the most effective and longest lasting inter-
vention methods for English learners. 
(5) The Rand Corporation found that long-term 
participation in dual language immersion programs 
is correlated with closing or substantial reduction of 
achievement gaps for historically underserved stu-
dents. 
(6) Few children from low-income families, par-
ticularly African-American children, have had access 
to a well-developed and well-implemented dual lan-
guage program. 
(7) Children in dual language programs experi-
ence substantial gains in language, literacy, and 
mathematics. 
SEC. 3. DUAL LANGUAGE FLAGSHIP GRANTS. 
(a) PURPOSES.—The purposes of this section are as 
follows: 
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(1) To provide incentives for local educational 
agencies to develop innovative strategies for planning 
and implementing dual language immersion pro-
grams serving children from low-income families, in-
cluding English learners and minority children. 
(2) To improve the school readiness of children 
from low-income families, including English learners 
and minority children, and to ensure they enter 
school ready to succeed. 
(3) To provide consistent support for learning 
through high-quality dual language programs from 
preschool through the fifth grade. 
(4) To authorize the Secretary to carry out 
projects to enhance the multiliteracy and bilin-
gualism skills for children from low-income families, 
including English learners and minority children, 
through the use and longitudinal evaluation of dual 
language programs beginning in preschool through 
the fifth grade. 
(b) PROGRAM
AUTHORIZED.—From funds made 
available under subsection (i), and after reserving funds 
under subsection (c), the Secretary is authorized to award 
not more than five grants to fund programs proposed by 
eligible entities to demonstrate effective strategies in en-
suring the academic success of students from low-income 
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families, including English learners and minority students, 
through the implementation and evaluation of high-quality 
multilanguage programs that— 
(1) serve children in high-need schools, includ-
ing English learners and minority children, from 
preschool through fifth grade; 
(2) establish an infrastructure that supports 
programs through a rigorous assessment system, 
dedicated staff time, professional development in as-
sessment, a data collection plan, and the collection 
of multiple measures of academic progress, bilin-
gualism, and multiliteracy; 
(3) implement and align a curriculum that pro-
motes the development of bilingual and multiliterate 
competencies for all students through at least grade 
five; 
(4) utilize and align student-centered instruc-
tional methods that enhance the development of bi-
lingualism, multiliteracy, and academic achievement; 
(5) align professional development and training 
for early childhood education instructors and ele-
mentary school teachers and staff, with an emphasis 
on dual language instruction, second language acqui-
sition, and content knowledge; 
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(6) recruit, train, and continuously develop staff 
to implement high-quality, dual language immersion 
programs; and 
(7) establish a responsive infrastructure for 
positive, active, and ongoing relationships with stu-
dents’ families and the community that responds to 
and is reflective of the needs of the community and 
goals of the program. 
(c) RESERVATION.—The Secretary shall reserve not 
more than 5 percent of the amount appropriated under 
subsection (i) to carry out this Act, including the technical 
assistance and evaluation described in subsection (g) and 
dissemination of best practices described in subsection (h). 
(d) DURATION.—Each grant under this section shall 
be awarded for a period of not more than five years. 
(e) APPLICATIONS FOR GRANTS.— 
(1) IN GENERAL.—Each eligible entity desiring 
a grant under this section shall submit an applica-
tion to the Secretary at such time and in such man-
ner as the Secretary may require. 
(2) REQUIRED DOCUMENTATION.—Each appli-
cation submitted by an eligible entity under this sec-
tion for proposed programs shall include documenta-
tion that— 
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(A) the eligible entity has partnered with a 
technical assistance entity that has proven ex-
pertise in the implementation of high-quality 
dual language programs to provide on-going 
technical assistance and assist with the evalua-
tion of the program; 
(B) the eligible entity has the qualified 
personnel to develop, administer, evaluate, and 
implement the program; and 
(C) the eligible entity serves children from 
low-income families, including English learners 
and minority children. 
(3) OTHER APPLICATION CONTENTS.—Each ap-
plication submitted by an entity under this section 
for a proposed program shall include— 
(A) data showing that the program serves 
children from low-income families, including 
English learners and minority children; 
(B) a description of how the program will 
align the language of assessment with the lan-
guage of instruction; 
(C) a description of how the program will 
be evaluated to assess the goals of the program; 
(D) a description, if applicable, of how the 
evaluation will be used to inform broader efforts 
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to improve instruction for English learners, in-
cluding for preschool-aged children; 
(E) a description of activities that will be 
pursued by the program including a description 
of— 
(i) how the activities will further the 
school readiness and academic progress of 
children served by this program and sup-
port dual language development through 
grade five; 
(ii) methods of designing culturally re-
sponsive and linguistically appropriate dual 
language curriculum; and 
(iii) methods of teacher professional 
development and parent outreach that will 
be used or developed through the pro-
grams; 
(F) an assurance that the program will an-
nually provide such information as may be re-
quired by the Secretary; and 
(G) any other information that the Sec-
retary may require. 
(f) SELECTION
OF
GRANTEES.—The Secretary 
through a peer review process shall select eligible entities 
to receive grants under this section based on— 
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(1) the articulation of preschool through fifth 
grade instructional practices, curriculum, and as-
sessments strategies; 
(2) the extent to which relevant and directly im-
pacted school leaders have been involved with the 
proposed programs and indicated a commitment to 
carrying out high-quality dual language immersion 
programs; and 
(3) the quality of the programs proposed in the 
applications submitted under subsection (e). 
(g) TECHNICAL ASSISTANCE
AND EVALUATION.— 
From the amount appropriated under subsection (i) for 
a fiscal year, the Secretary shall reserve $250,000 to con-
tract with an eligible entity with a proven track record 
in dual language immersion programs for the purpose of— 
(1) providing technical assistance to local edu-
cational agencies receiving grants under this Act in 
order to strengthen programs conducted by grantees 
pursuant to this Act; and 
(2) conducting an evaluation of programs fund-
ed under this Act, which shall— 
(A) be used by the Secretary to determine 
the effectiveness of programs funded through 
this Act and improve services to participating 
children; and 
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(B) include— 
(i) a comprehensive evaluation of the 
impact of the programs on students, in-
cluding an assessment of literacy skills and 
language development in both English and 
the primary home language; 
(ii) a comprehensive evaluation of the 
effectiveness of instructional practices used 
in the programs; and 
(iii) a comprehensive evaluation of 
professional development strategies. 
(h) DISSEMINATION OF BEST PRACTICES.—The Sec-
retary shall disseminate information on model programs, 
materials, and other information developed under this sec-
tion that the Secretary determines to be appropriate for 
use by early childhood education providers to improve the 
school readiness of English learners. 
(i) AUTHORIZATION OF APPROPRIATIONS.—For the 
purposes of carrying out this section, there are authorized 
to be appropriated $15,000,000 for fiscal year 2022 and 
such sums as may be necessary for each of the 4 suc-
ceeding fiscal years. 
(j) DEFINITIONS.—In this section: 
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(1) DUAL LANGUAGE IMMERSION PROGRAM.— 
The term ‘‘dual language immersion program’’ 
means an instructional strategy in which students— 
(A) are taught literacy and content in 
English and a partner language; 
(B) use the partner language for at least 
half of the instructional day; and 
(C) foster bilingualism, multiliteracy, en-
hanced awareness of linguistic and cultural di-
versity, and high levels of academic achievement 
through instruction in English and a partner 
language. 
(2) 
EARLY
CHILDHOOD
EDUCATION
PRO-
GRAM.—The term ‘‘early childhood education pro-
gram’’ includes a State-funded preschool program 
and a Head Start program. 
(3) ELIGIBLE ENTITY.—The term ‘‘eligible enti-
ty’’ means a partnership between— 
(A) at least one local educational agency; 
(B) at least one early childhood education 
program; and 
(C) at least one technical assistance entity. 
(4) ENGLISH
LEARNER.—The term ‘‘English 
learner’’ has the meaning given the term in section 
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8101 of the Elementary and Secondary Education 
Act of 1965 (20 U.S.C. 7801). 
(5) HIGH-NEED SCHOOL.—The term ‘‘high-need 
school’’ has the meaning given the term in section 
2221(b)(3)(A) of the Elementary and Secondary 
Education Act of 1965 (20 U.S.C. 6641(b)(3)(A)). 
(6) LOW-INCOME FAMILY.—The term ‘‘low-in-
come family’’ has the meaning given the term in sec-
tion 2221(b)(3)(B) of the Elementary and Sec-
ondary 
Education 
Act 
of 
1965 
(20 
U.S.C. 
6641(b)(3)(B)). 
(7) SECRETARY.—The term ‘‘Secretary’’ means 
the Secretary of Education. 
(8) STATE-FUNDED
PRESCHOOL
PROGRAM.— 
The term ‘‘State-funded preschool program’’ means 
a program that— 
(A) serves children who are ages 3 through 
5; 
(B) has a primary focus of supporting 
early childhood education, including supporting 
children’s cognitive, social, emotional, and phys-
ical development and approaches to learning; 
(C) helps prepare children for a successful 
transition to kindergarten; 
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(D) is either a public school- or commu-
nity-based program; and 
(E) is funded either in whole or in part by 
a State through a State agency with authority 
to promulgate regulations and monitor partici-
pating programs. 
Æ 
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