An Amendment to ECAA to Investigate the Identification of DLLs in Early Childhood

As we monitor the Senate’s ongoing debate of the Every Child Achieves Act (ECAA), we at the Dual Language Learners National Work Group are paying particular attention to amendments related to language learners.

With that in mind, Senator Michael Bennet (D-CO) has submitted an amendment (SA 2089) that calls for a formal study on how English learners (ELs) are identified in early childhood education (ECE) programs and recommendations for how to strengthen the transition between these programs and elementary school for these students (Note: the official federal term used in the ECAA is English Learners, or ELs. For more on these terms, click here). Here’s the key text from the amendment:

After section 3005, insert the following:

SEC. 3006. REPORT ON IDENTIFICATION OF ENGLISH LEARNERS IN EARLY CHILDHOOD.

Not later than 1 year after the date of enactment of this Act, the Secretary of Education, in collaboration with the  Secretary of Health and Human Services and the National  Academy of Sciences, shall provide a written report to the authorizing committees containing information about–

(1) how federally funded early childhood education programs identify students as English learners; and

(2) the extent to which the transition between early childhood education and elementary school can be strengthened for English learners, including recommendations for improving the quality and delivery of early childhood education programs in order to help early childhood English learners achieve a level of English language proficiency such that those children can be transitioned from English learner programs and services.

We at the Work Group find this amendment particularly encouraging, given the dearth of information on how dual language learners are identified and served in early childhood education programs. According to data from the National Institute of Early Education Research (NIEER) only 24 ECE programs in 21 states require that all children are screened/assessed and 19 states don’t report the number of young ELs enrolled in their Pre-K programs at all.

By identifying how federally funded programs identify students as ELs, policymakers would get necessary information on screening processes in use, and could use that information to set  better, more uniform language screening and identification processes of young ELs.

There are other reasons — beyond gathering better data — to support early language screening for all students. There is research suggesting that identifying DLLs early in their schooling can support better linguistic and academic outcomes for them in the long run. Furthermore, examining the transition between early childhood education programs and the primary grades is critical to foster better alignment and promote improved student outcomes.

Finally, since the proposed study would focus on the screening rules currently in place, it could serve as a potential complement to the Institute of Medicine (IOM)/National Research Council (NRC) study on how to promote school success for English learners that is already underway.

While we have lots of other ideas for how to improve the ECAA for DLLs/ELs, Senator Bennet’s proposed amendment would provide a needed boost to current gaps in knowledge around how DLLs are served in early childhood education programs.

Update: The ECAA passed the Senate on 7/16/15 at 2:40pm, with a final vote of 81-17. Sen. Bennet’s amendment was not considered before that vote, and thus, will not be included in the bill unless it is introduced in future negotiations.

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This post is part of New America’s Dual Language Learner National Work Group. Click here for more information on this team’s work. To subscribe to the biweekly newsletter, click here, enter your contact information, and select “Education Policy.”