Sponsors
The bill expands and strengthens access to education and family supports for English learners and immigrant students (including tracking and culturally competent services) at the expense of increased data collection, administrative costs, potential funding shortfalls, privacy concerns, and possible legal or political resistance.
Immigrant children and English learners (ELs) will retain access to language and academic services regardless of immigration status, ensuring continued enrollment in supports they need to succeed in school.
State and local education agencies will report disaggregated data by race, ethnicity, and native language, making disparities more visible and enabling targeted interventions to improve equity.
Students reclassified out of EL programs will have their progress tracked after reclassification, so schools can identify former ELs who still need academic support and provide timely interventions.
Expanded collection of detailed demographic and linguistic data raises privacy concerns for students and families about how sensitive information will be used or shared.
Providing additional services (translations, outreach, professional development) may require new funding; without increased resources, schools and districts could face significant budgetary strain.
Collecting and reporting more detailed demographic and linguistic data could increase administrative burden for state and local education agencies and school staff, diverting time and resources from instruction.
Based on analysis of 2 sections of legislative text.
Requires states to collect more disaggregated data and strengthen protections, services, monitoring, and family outreach for English learners and immigrant children.
Introduced September 23, 2025 by Adriano J. Espaillat · Last progress September 23, 2025
Adds new protections, services, and data requirements for English learners (ELs) and immigrant children by changing parts of the Elementary and Secondary Education Act. States must collect and report more disaggregated student and teacher data, monitor former EL students’ progress, expand allowable uses of federal funds for culturally and linguistically appropriate services (including legal and social supports), and ensure services are provided regardless of immigration status and without routinely separating ELs from non-EL peers. Implements new state-plan and subgrantee requirements when districts see substantial increases in immigrant students, including assessing state/local laws that affect ELs and notifying families in their native languages; also requires teacher workforce data to include racial, ethnic, gender, and linguistic diversity.