Sen. Dianne Feinstein is circulating a “Dear Colleague” letter in support of English Language Acquisition State Grants in the fiscal year 2016 Labor-HHS-Education appropriations bill. This program supports states, school districts and institutions of higher education as they build their capacity to teach students with limited English proficiency. 

Substantial commitment to Title III funding is especially important, as English language learners represent the fastest-growing segment of the public school population. During the 2011-2012 academic year, the U.S. Department of Education found that 9.1 percent of the nearly 50 million students enrolled in U.S. public schools were English language learners. 

We must make sure all students have access to a high-quality public education, even if English isn’t their first language. Please sign the “Dear Colleague” letter (below) being circulated by Sen. Feinstein before noon on Thursday.

Dear Chairman Blunt and Ranking Member Murray,
 
As the subcommittee considers the fiscal year 2016 Labor-Health and Human Services-Education and related agencies appropriations bill, we respectfully urge you to provide the president’s budget request of $773.4 million for Title III English Language Acquisition State Grants, consistent with the considerable increase in the number of English language learners being served in our nation’s public schools.
 
English Language Acquisition Grants play a vital role in ensuring that children with limited English proficiency attain the necessary skills to meet the same academic standards as other students. This funding supports states, school districts and institutions of higher education as they build their capacity to teach students with limited English proficiency. Increased funding would allow schools to upgrade their curricula and provide professional development opportunities for educators, which is especially needed at the middle and high school levels.
 
Substantial commitment to Title III funding is particularly important, as English language learners represent the fastest-growing segment of the public school population. During the 2011-2012 academic year, the U.S. Department of Education found that 9.1 percent of the nearly 50 million students enrolled in U.S. public schools were English language learners. This population has nearly doubled over the past decade in states that have not traditionally enrolled many English language learners.
 
English language acquisition programs have successfully helped many struggling students, but a significant achievement gap continues to exist between English learners and their native English-speaking counterparts. According to the 2013 National Assessment of Educational Progress, only 14 percent of fourth-grade English language learners scored proficient or above in math, and only 7 percent scored proficient or above in reading. Native English speakers fared far better, with 45 percent of fourth-graders testing proficient or above in math, and 38 percent testing proficient or above in reading.  
 
These demographic and academic trends underscore the need for greater federal assistance for programs serving English language learners. For the past five years, federal funding for English Language Acquisition Grants has essentially stagnated, despite the exponential increase in the number of these students. Level funding, in light of the growth of this population, would effectively constitute a cut to these programs.
 
With greater federal backing and high-quality instructional support, English language learners can achieve academically, prepare for the job market, and more fully integrate into American society. Thank you for your consideration of our request.