The Massachusetts Senate unanimously passed legislation that updates the existing statute relative to English language education in public schools to encompass the latest and best practices serving English language learners (ELLs) and to recognize the value of bilingualism as a skill essential to improving career and college readiness and competiveness in the global economy.
An Act for Language Opportunity for Our Kids (S.2125), also known as the LOOK Bill, removes the current mandate requiring schools to use Sheltered English Immersion (SEI), or English-only programs, as the default ELL program model, thereby giving schools the flexibility to establish programs based on the unique needs of their students.
“By allowing parents and local school districts the flexibility to choose the most effective programs to cater to the specific needs of their students is not only good public policy, but also what is best for our students to be successful,” said Senate President Stan Rosenberg (D-Amherst). “We live in a global community, and we must be able to adapt to the changing needs of our communities in a thoughtful and constructive way. This bill achieves that purpose.”
“To ensure that every child in the Commonwealth receives the high quality education that he or she deserves, we must rethink the way we approach educating our English language learners,” said Sen. Sal DiDomenico (D-Everett), the lead sponsor of the bill. “By allowing for flexibility to implement new English learning programs, increasing parental involvement, and recognizing that multilingualism is a valuable asset in today’s global economy, this bill takes crucial strides to guarantee that every student receives a fair opportunity at educational success.”
“Language should never be a barrier to a student’s academic success,” said Senate Committee on Ways and Means Chair Karen E. Spilka (D-Ashland). “This bill empowers parents and schools to develop high quality educational opportunities for our English Language Learner students. It also encourages biliteracy, recognizing that knowledge of other languages and cultures is a true asset in our global economy.”
“The current one-size-fits-all model has proven a failure over the past decade plus at teaching education – period,” said Sen. Sonia Chang-Díaz (D-Jamaica Plain), the Senate Chair of the Joint Committee on Education. “For the sake of our ELL students, our school budgets, and our workforce, we need to do something different. S.2125 will empower parents and trust educators to make informed decisions about appropriate tactics for a 6-year-old with some English exposure versus a 12-year-old who has received little formal schooling. And in this precarious moment for our country, the bill recognizes that bilingualism is a strength—not a problem to be cured.”
For some children, moving into an English-only program too soon has proven to stunt academic growth and major implications on future educational success. This has become a growing problem as the number of ELL students in Massachusetts continues to rise. Since the year 2000, the number of ELL students in Massachusetts has doubled to over 90,204 students, or 9.5% of the student population. Last year, 90% of school districts had at least one ELL student and 19% of districts had 100 or more ELLs.
While overall graduation rates for students have risen in the past 10 years, the achievement gap between ELL students and their peers has not significantly changed. In 2016, the dropout rate for ELL students was 6.6 percent, the highest rate of any subgroup of students and three times higher than the rate for all students. Additionally, only 64% of ELL students graduated from high school, as compared to 87% of all Massachusetts students.
In an effort to reverse these trends, the LOOK bill removes the current mandate requiring Sheltered English Immersion (SEI) as the one-size-fits-all default ELL program model in order to better accommodate the diverse needs of the Commonwealth’s students. Under the bill, school districts may choose from any comprehensive, research-based instructional program that includes subject matter content and an English language acquisition component.
The bill also encourages a high level parental choice and involvement in selecting, advocating, and participating in English learner programs, and requires greater tracking of ELL students’ progress to better identify and assist English learners who do not meet benchmarks.
This legislation also seeks to recognize the value of bilingualism and biliteracy as a skill essential to improving career and college readiness and competitiveness in today’s global economy by permitting school districts to adopt the state seal of biliteracy to recognize high school graduates who have met academic benchmarks, as determined by DESE, in one or more languages in addition to English.
The bill will now move to a conference committee, where negotiators will reconcile the differences between the House and Senate versions of the bills.