H.R.3753 - PRIDE Act111th Congress (2009-2010)
|Sponsor:||Rep. Grijalva, Raul M. [D-AZ-7] (Introduced 10/07/2009)|
|Committees:||House - Education and Labor|
|Latest Action:||House - 11/16/2009 Referred to the Subcommittee on Early Childhood, Elementary, and Secondary Education. (All Actions)|
This bill has the status Introduced
Here are the steps for Status of Legislation:
Text: H.R.3753 — 111th Congress (2009-2010)All Information (Except Text)
There is one version of the bill.
Text available as:
Introduced in House (10/07/2009)
To establish dual language education programs in low-income communities.
Mr. Grijalva (for himself, Mr. Honda, Mr. McGovern, Mr. Hinojosa, and Ms. Clarke) introduced the following bill; which was referred to the Committee on Education and Labor
To establish dual language education programs in low-income communities.
This Act may be cited as the “Providing Resources to Improve Dual Language Education Act of 2009” or the “PRIDE Act”.
The Congress finds the following:
(1) Dual language programs have been found to provide the greatest academic gains for limited-English-proficient students.
(2) Few children from low-income communities, particularly African-American children, have had access to a well-developed and well-implemented dual language program.
(3) Children in dual language programs experience substantial gains in language, literacy, and mathematics.
(1) To provide incentives for school districts to develop innovative strategies for working with low-income and limited-English-proficient students.
(2) To improve the school readiness of low-income and limited-English-proficient 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 a demonstration project to enhance the biliteracy, bilingualism, and multicultural skills for children in impoverished communities, including limited-English-proficient and minority children, through the use and longitudinal evaluation of dual language programs beginning in preschool through the fifth grade.
(1) IN GENERAL.—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 partnerships of local education agencies, early childhood education programs including State-funded preschool programs and Head Start programs, and technical assistance providers to demonstrate effective strategies in ensuring the academic success of low-income minority students through the implementation and evaluation of a high-quality dual language program that—
(A) serves cohorts of economically disadvantaged minority and limited-English-proficient students from preschool through fifth grade;
(B) establishes an infrastructure that supports a rigorous assessment system, including dedicated staff time and professional development in assessment, a data collection plan, and the collection of multiple measures of academic progress, bilingualism, biliteracy, and multiculturalism;
(C) implements and aligns a curriculum that promotes the development of bilingual, biliterate, and multicultural competencies for all students through at least grade five;
(D) utilizes and aligns student-centered instructional methods that enhance the development of bilingualism, biliteracy, and academic achievement;
(E) aligns professional development and training for early childhood education instructors and elementary school teachers and staff, with an emphasis on dual language instruction, second language acquisition, and content knowledge;
(F) recruits, trains, and continuously develops staff to implement high-quality, dual language programs; and
(G) establishes a responsive infrastructure for positive, active, and ongoing relationships with students’ 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 is 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.
(1) IN GENERAL.—Each eligible entity desiring a grant under this section shall submit an application to the Secretary at such time and in such manner as the Secretary may require.
(A) the partnership has partnered with an entity that has proven expertise in the implementation of high-quality dual language programs to provide on-going technical assistance and assist with the evaluation of the program;
(B) the partnership has the qualified personnel to develop, administer, evaluate, and implement the program; and
(C) the partnership is serving economically disadvantaged minority and limited-English-proficient students.
(A) data showing that the program is serving economically disadvantaged and limited-English-proficient students;
(B) a description of how the program will align the language of assessment with the language of instruction;
(C) a description of how the program will be evaluated to assess the goals of the program;
(D) a description of how the evaluation will be used to inform broader efforts to improve instruction for limited-English-proficient students, including for preschool-aged children;
(i) how the activities will further the school readiness and academic progress of children served by this program and support dual language development through grade five;
(ii) methods of designing culturally and linguistically appropriate dual language curriculum; and
(iii) methods of teacher training and parent outreach that will be used or developed through the programs;
(F) an assurance that the program will annually provide to the Secretary such information as may be required by subsection (f); and
(G) any other information that the secretary may require.
(A) the articulation of preschool through fifth-grade instructional practices, curriculum, and assessments strategies;
(B) the extent to which school leadership has been involved and has demonstrated a commitment to a high-quality dual language programs; and
(C) the quality of the programs and proposed in the applications submitted under subsection (b).
(g) Technical assistance and evaluation.—From funds reserved under subsection (i) for a fiscal year, the Secretary shall reserve $250,000 to contract with an entity with a proven track record in dual language programs for the purpose of—
(1) providing technical assistance to local education agencies receiving grants under this Act in order to strengthen programs conducted by grantees pursuant to this Act; and
(A) be used by the Secretary to determine effectiveness of programs funded through this Act and improve services to participating children; and
(i) a comprehensive evaluation of the impact of the programs on students, including an assessment of literacy skills and language development in both English and the minority 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 Secretary shall disseminate information on model programs, materials, and other information developed under this section that the Secretary determines to be appropriate for use by early childhood education providers to improve the school readiness of limited-English-proficient students.
(i) Authorization of appropriations.—For the purposes of carrying out this section, there are authorized to be appropriated $15,000,000 for fiscal year 2009 and such sums as may be necessary for each of the 4 succeeding fiscal years.
(1) DUAL LANGUAGE PROGRAM.—The term dual language program means an instructional strategy in which students are taught literacy and content in two languages and use the partner language for at least half of the instructional day and foster bilingualism, biliteracy, enhanced awareness of linguistic and cultural diversity, and high levels of academic achievement through instruction in two languages.
(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 physical development and approaches to learning;
(C) helps prepare children for a successful transition to kindergarten;
(D) is either a school- or community-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 participating programs.
(ii)(I) who is a Native American (as defined in section 9101 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 7801)), an Alaska Native, or a native resident of an outlying area (as defined in such section 9101); and
(II) who comes from an environment where a language other than English has had a significant impact on the child’s level of English language proficiency; or
(iii) who is migratory, whose native language is a language other than English, and who comes from an environment where a language other than English is dominant; and
(i) the ability to successfully achieve in a classroom in which the language of instruction is English; or
(ii) the opportunity to participate fully in society.