Reaching English Learners Act
- Sponsor
- Rep. Grijalva, Adelita S. [D-AZ-7]
- Committees
- Education and Workforce Committee (primary)
- Last action
- Sep 16, 2026
Bottom line
This bill creates a new federal grant program to enhance the training of teachers specifically for English learners, aiming to improve educational outcomes for this student population.
What it actually does
This bill amends the Higher Education Act of 1965 to establish a new competitive grant program. The program directs the Secretary of Education to award grants to eligible partnerships, consisting of institutions of higher education and high-need local educational agencies or early childhood education programs. The purpose of these grants is to improve the preparation of teacher candidates to effectively instruct English learners, focusing on curriculum development, specific skill acquisition, and high-quality clinical experiences.
Proponents argue
Supporters argue that the bill addresses a critical national need for highly qualified teachers equipped to support the growing population of English learners. By investing in specialized teacher preparation, the bill would improve academic achievement, English proficiency, and social-emotional well-being for these students, ultimately closing achievement gaps and promoting equitable educational opportunities.
Opponents contend
Opponents might contend that creating new federal grant programs adds unnecessary bureaucracy and cost to the education system. They could argue that states and local districts are better positioned to determine their specific teacher training needs for English learners, and that existing federal funding streams could be better utilized or reformed rather than introducing new ones.
The bill is concise and clearly written, making it accessible for a quick but thorough understanding of its provisions.
Section 2, adding new Section 259(a) to Part B of title II of the Higher Education Act of 1965.
Establishes Competitive Grant Program for English Learner Teacher Preparation
This provision directs the Secretary of Education to create a competitive grant program. These grants will be awarded to partnerships between colleges/universities and high-need schools or early childhood programs. The goal is to improve how future teachers are trained to effectively teach English learners, ensuring they have the necessary knowledge and skills.
Supporters argue
Supporters argue that a dedicated federal grant program is essential to incentivize and support institutions in developing high-quality, specialized training for teachers of English learners, a population often underserved.
Critics contend
Critics might argue that this program duplicates efforts or could be better addressed by integrating English learner instruction into broader teacher preparation reforms, rather than creating a new, potentially siloed, grant.
Tradeoffs
The tension lies between creating a targeted program for a specific need versus integrating such training into general teacher education, which might be seen as more efficient but less focused.
Section 2, adding new Section 259(c) and (d).
Prioritizes Underrepresented Teacher Candidates and Requires Matching Funds
When awarding grants, the Secretary of Education must give preference to partnerships that recruit and enroll teacher candidates from underrepresented populations or those who were formerly English learners themselves. Additionally, grant recipients must provide at least 50% of the activity costs from non-federal sources, which can be cash or in-kind contributions.
Section 2, adding new Section 259(e).
Specifies Activities for Improving English Learner Teacher Preparation
Grant funds must be used to develop or strengthen teacher preparation programs that lead to state licensure for teaching English learners. These programs must incorporate evidence-based strategies like bilingual or dual-language education. Funds also support training teacher candidates in specific skills, such as helping English learners achieve academic standards, identifying learning needs of disabled English learners, addressing social-emotional needs, and promoting family engagement. High-quality clinical experiences in classrooms serving English learners, with mentoring, are also required.