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 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 Representa-
tives 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’’. 
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SEC. 2. PURPOSE. 
The purpose of this Act is to provide low-income stu-
dents with access to high-quality early education programs 
that promote school readiness, address the achievement 
gap for English-language learners, and encourage bilin-
gualism. 
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 Ten-
nessee have seen a 300 percent increase in their 
English-language learner population. 
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(5) On average, academic achievement for 
English-language learners is lower than the aca-
demic achievement of their native English speaking 
counterparts. Research demonstrates that when 
properly implemented, dual-language programs con-
sistently produce the highest academic outcomes, the 
best English proficiency, and the lowest drop-out 
rates. 
(6) Many students enter schools fluent in lan-
guages such as Spanish, Chinese, Japanese, Farsi, 
Arabic, and Khmer that are important to our Na-
tion’s competitiveness and national security, but 
their heritage language is usually lost or under-
developed. 
(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 other-
wise our Nation will leave behind a growing number 
of the next generation of scientists, entrepreneurs, 
teachers, doctors, and many more professionals. 
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(9) Developmental bilingual education programs 
enable speakers of one language to achieve full aca-
demic proficiency in that language in addition to a 
second language and promotes high levels of aca-
demic achievement in all curricular areas. 
(10) Second language immersion programs en-
able 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 lan-
guages. 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 eco-
nomic opportunities across the globe and at home 
and would help our Nation compete in an increas-
ingly global economy. 
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SEC. 4. GRANTS AUTHORIZED. 
(a) IN GENERAL.—From the amounts appropriated 
under section 8, the Secretary shall award, on a competi-
tive basis— 
(1) planning grants to eligible entities to assist 
such entities to complete comprehensive planning to 
establish or expand a Global Learning Early Edu-
cation program; and 
(2) implementation grants to eligible entities to 
implement a Global Learning Early Education pro-
gram. 
(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 sec-
ond 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 
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(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 de-
siring 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 sub-
mitted under subparagraph (A) shall, at a min-
imum, include a description of how the eligible 
entity proposes to use the planning grant funds 
under this section to develop a plan for estab-
lishing 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; 
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