Bill Overview
Title: 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.
Description: 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.
Sponsors: Rep. Espaillat, Adriano [D-NY-13]
Target Audience
Population: English learners and immigrant children and youth
Estimated Size: 6000000
- The bill focuses on English learners and immigrant children and youth, who are enrolled in elementary and secondary education.
- The bill likely impacts students in countries hosting significant numbers of immigrants, particularly those where English is the primary language of instruction.
- Globally, countries like the United States, Canada, the UK, and Australia have large numbers of English learners and immigrant students.
- In the United States alone, there were approximately 5 million English learners in public schools as of 2020.
- Globally, the number of students who are immigrants or English learners will be significantly higher due to diverse immigrant populations in multiple countries.
Reasoning
- The intended target population for this policy in the U.S. includes approximately 5 to 6 million English learners and immigrant children in public schools.
- A budget of $1 billion in the first year could cover various educational services and support mechanisms across a large number of schools and districts, but prioritization will be key due to resource limits.
- The policy may lead to improved educational outcomes and cultural competence among educators, possibly reflected in increased wellbeing scores among affected students.
- It is expected that a portion of the children may not feel immediate benefits, but systemic changes could manifest over a longer period, impacting long-term outcomes.
- We simulate responses from a mix of individuals directly or indirectly connected to this population, including a student, teachers, parents, and community members, to gain a diverse perspective.
Simulated Interviews
High School Student (Houston, TX)
Age: 16 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 20.0 years
Commonness: 8/20
Statement of Opinion:
- The current support for learning English is helpful, but more personalized support would be nice.
- I hope the teachers will understand our cultural differences better.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 8 | 6 |
| Year 3 | 8 | 7 |
| Year 5 | 9 | 7 |
| Year 10 | 9 | 8 |
| Year 20 | 10 | 8 |
Public School Teacher (Los Angeles, CA)
Age: 34 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 10.0 years
Commonness: 7/20
Statement of Opinion:
- More cultural competency training is much needed.
- It's challenging to communicate effectively due to cultural gaps.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 7 | 5 |
| Year 3 | 8 | 5 |
| Year 5 | 8 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 8 | 6 |
Parent (Miami, FL)
Age: 45 | Gender: female
Wellbeing Before Policy: 4
Duration of Impact: 15.0 years
Commonness: 6/20
Statement of Opinion:
- I find it hard to help my child with schoolwork because I also struggle with English.
- I hope the policy helps parents too.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 4 |
| Year 2 | 6 | 4 |
| Year 3 | 7 | 5 |
| Year 5 | 8 | 5 |
| Year 10 | 8 | 6 |
| Year 20 | 9 | 6 |
Non-Profit Worker (Queens, NY)
Age: 29 | Gender: female
Wellbeing Before Policy: 5
Duration of Impact: 10.0 years
Commonness: 5/20
Statement of Opinion:
- Our community centers already provide some support but need more resources.
- The policy could forge stronger school-community ties.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 5 |
| Year 2 | 6 | 5 |
| Year 3 | 7 | 5 |
| Year 5 | 8 | 5 |
| Year 10 | 8 | 6 |
| Year 20 | 8 | 6 |
Middle School Student (Chicago, IL)
Age: 12 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 20.0 years
Commonness: 8/20
Statement of Opinion:
- I like learning English at school, but extra help would be nice.
- Sometimes I don't understand some things in English in class.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 9 | 7 |
| Year 5 | 9 | 8 |
| Year 10 | 9 | 8 |
| Year 20 | 10 | 8 |
School Administrator (Boston, MA)
Age: 54 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 4/20
Statement of Opinion:
- Currently, resources are constrained, limiting extra support for cultural training.
- This policy could enhance program effectiveness.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 7 | 6 |
| Year 5 | 8 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 8 | 6 |
Retired Healthcare Worker (Phoenix, AZ)
Age: 66 | Gender: male
Wellbeing Before Policy: 5
Duration of Impact: 5.0 years
Commonness: 6/20
Statement of Opinion:
- Helping my grandchild is difficult because I don't speak Spanish.
- I think teacher training could make learning easier for kids.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 5 | 5 |
| Year 2 | 5 | 5 |
| Year 3 | 6 | 5 |
| Year 5 | 6 | 5 |
| Year 10 | 6 | 5 |
| Year 20 | 6 | 5 |
Community Organizer (El Paso, TX)
Age: 50 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 5/20
Statement of Opinion:
- We need more interpreter services and support for parents.
- The policy could help bridge these gaps.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 7 | 6 |
| Year 5 | 7 | 6 |
| Year 10 | 7 | 6 |
| Year 20 | 7 | 6 |
College Student (San Francisco, CA)
Age: 23 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 15.0 years
Commonness: 4/20
Statement of Opinion:
- When I was in school, my teachers weren't well-equipped to handle cultural differences.
- I hope this policy means future students have a better experience.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 9 | 8 |
| Year 10 | 9 | 8 |
| Year 20 | 9 | 8 |
Software Engineer (Seattle, WA)
Age: 41 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 5.0 years
Commonness: 5/20
Statement of Opinion:
- I think my child's school does a decent job but there's always room for improvement.
- Better teacher preparedness could enhance the learning environment.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 7 | 7 |
| Year 3 | 7 | 7 |
| Year 5 | 7 | 7 |
| Year 10 | 7 | 7 |
| Year 20 | 8 | 7 |
Cost Estimates
Year 1: $1000000000 (Low: $800000000, High: $1200000000)
Year 2: $1050000000 (Low: $840000000, High: $1260000000)
Year 3: $1100000000 (Low: $880000000, High: $1320000000)
Year 5: $1200000000 (Low: $960000000, High: $1440000000)
Year 10: $1400000000 (Low: $1120000000, High: $1680000000)
Year 100: $2000000000 (Low: $1600000000, High: $2400000000)
Key Considerations
- The policy focuses on expanding services to a significant population of English learners and immigrant youth, requiring considerable funding.
- Long-term benefits include improved educational outcomes, better integration, and economic contributions from a more skilled workforce.
- Coordination with state and local governments will be crucial for effective implementation.