Overview

Title

To authorize the Secretary of Education to carry out a grant program to assist local educational agencies with ensuring that each elementary school and secondary school has at least one reading, literacy, or biliteracy specialist on staff.

ELI5 AI

S. 3907 wants to make sure each school has a special teacher who helps students and teachers with reading, and it plans to give money to schools to pay for these special teachers.

Summary AI

S. 3907, titled the “Literacy Improvement for Transformation Act of 2024,” aims to establish a grant program to help local educational agencies ensure that every elementary and secondary school has at least one full-time certified reading, literacy, or biliteracy specialist. Introduced by Mr. Heinrich, the bill outlines how the Secretary of Education will award grants to eligible entities, detailing the application and selection process, and specifies activities the grants can fund, such as recruiting and retaining specialists and supporting biliteracy development. The bill also requires grant recipients to use a significant portion of their specialist's time working directly with teachers and students to improve literacy outcomes, and mandates annual reporting on progress.

Published

2024-03-12
Congress: 118
Session: 2
Chamber: SENATE
Status: Introduced in Senate
Date: 2024-03-12
Package ID: BILLS-118s3907is

Bill Statistics

Size

Sections:
5
Words:
2,781
Pages:
14
Sentences:
60

Language

Nouns: 842
Verbs: 201
Adjectives: 201
Adverbs: 30
Numbers: 106
Entities: 142

Complexity

Average Token Length:
4.45
Average Sentence Length:
46.35
Token Entropy:
5.30
Readability (ARI):
26.16

AnalysisAI

The proposed legislation, known as the "Literacy Improvement for Transformation Act of 2024," aims to ensure that every elementary and secondary school has at least one full-time certified specialist in reading, literacy, or biliteracy. Introduced in the Senate, the bill authorizes the Secretary of Education to initiate a competitive grant program, targeting local educational agencies to recruit, hire, retain, and support these specialists across schools to address literacy challenges and support high-need areas.

General Summary of the Bill

The bill is organized to define key educational terms and establish a grant program that supports the hiring of literacy specialists. Its purpose is to address literacy deficiencies among students, as evidenced by nationwide assessments that highlight the struggle many students face in achieving grade-level reading proficiency. The grants are intended to support literacy improvement in schools, with a particular focus on high-need areas and underrepresented communities, providing financial resources for recruitment and retention of qualified specialists.

Summary of Significant Issues

The bill presents several issues that warrant attention. One major concern lies in the broad definition of "eligible entity," which may lead to ambiguity during the grant awarding process, potentially allowing for unequal treatment of entities. The preference for granting privileges to states with lower National Assessment of Educational Progress (NAEP) reading scores may unintentionally disadvantage other high-need areas not meeting this specific criterion. Furthermore, the bill calls for specialists to devote at least 80% of their work hours directly to improving student outcomes, yet this requirement might lack the flexibility needed to address unique school needs effectively.

Another significant issue pertains to the definition and certification standards of "reading, literacy, or biliteracy specialists." The lack of specificity in these qualifications might result in inconsistencies in how these roles are filled across various regions. Moreover, there is a notable absence of clear accountability measures and mechanisms for measuring success, leaving room for potential inefficiencies in resource use. The bill also fails to specify how it will ensure progress in hiring individuals from underrepresented populations as specialists, which might hinder efforts to enhance workforce diversity.

Impact on the Public and Stakeholders

The bill, if enacted, could have widespread implications for the public. Enhancing literacy teaching approaches and employing specialists could significantly improve students' reading skills, which is essential for academic success and future career opportunities. Addressing literacy deficits early on can lead to higher graduation rates and more substantial educational achievements, potentially resulting in broader societal benefits.

For specific stakeholders, the impact is more nuanced. Students stand to gain the most from improved literacy education, especially those struggling with reading, English learners, and students with disabilities. Schools and educational agencies might benefit from additional funding and resources to address literacy challenges comprehensively. However, stakeholders such as educational organizations and advocacy groups might express concerns over the allocation equity and the rigorous criteria set for funding eligibility, arguing that the bill might leave some deserving institutions without necessary support.

The bill's focus on enhancing reading proficiency through specialized educators offers a promising step towards addressing a critical educational challenge in the United States. While the intention is commendable, the legislation would benefit from clearer definitions, accountability measures, and a more inclusive approach to grant distribution to ensure that all high-need areas receive adequate support.

Issues

  • The bill's broad definition of 'eligible entity' in Section 2 may lead to ambiguity in determining qualifying entities, potentially resulting in favoritism or bias during grant distribution.

  • Section 5 establishes a preference for grants to entities in states with low NAEP reading assessment scores. This might inadvertently disadvantage other high-need areas not in this category, raising concerns about equitable distribution of resources.

  • The requirement in Section 5 that specialists spend not less than 80% of their time working directly with teachers and students may not allow flexibility for specific school needs, leading to potential inefficiencies.

  • Section 2's definition of 'reading, literacy, or biliteracy specialist' lacks specificity on required certifications, leading to potential variability and inconsistency in staffing and qualification standards across different regions.

  • The bill lacks specific mechanisms for ensuring accountability and measuring success in improving literacy outcomes, as highlighted in Sections 3 and 5, which could lead to inefficient use of funds.

  • Section 3 does not specify the source of funding or budget allocations, raising concerns about the financial feasibility and continuity of the grant program.

  • Section 4's findings cite data and research but lack clarity on how these findings will specifically influence policy or funding decisions, potentially leading to ambiguous legislative intent.

  • The term 'biliteracy specialists' is used but not explicitly defined in Section 5, leading to potential confusion in interpreting and implementing the role.

  • The bill, in Section 5, does not provide details on how progress in hiring goals for underrepresented populations will be tracked or enforced, which might hinder effective diversity actions.

Sections

Sections are presented as they are annotated in the original legislative text. Any missing headers, numbers, or non-consecutive order is due to the original text.

1. Short title Read Opens in new tab

Summary AI

The first section of the act gives it a short title, stating that it can be referred to as the “Literacy Improvement for Transformation Act of 2024”.

2. Definitions Read Opens in new tab

Summary AI

The section provides definitions for various educational terms used in the Act, such as key terms from the Elementary and Secondary Education Act, Individuals with Disabilities Education Act, and other educational programs. It includes definitions for terms like "bilingual," "eligible entity," "English language development," and roles like "reading, literacy, or biliteracy specialist," and explains their specific meanings within the context of the Act.

3. Purpose Read Opens in new tab

Summary AI

The purpose of this Act is to help state and local educational agencies make sure every elementary and high school has at least one full-time certified reading, literacy, or biliteracy specialist. It also aims to support the recruitment, hiring, retention, and development of these specialists.

4. Findings Read Opens in new tab

Summary AI

Congress highlights several findings, noting that children who aren't proficient in reading by fourth grade are at higher risk of not graduating high school. According to various assessments, a significant portion of students across different grades struggle with reading proficiency. Additionally, research suggests that bilingual instruction can lead to better educational outcomes for students.

5. Literacy improvement and transformation grant program Read Opens in new tab

Summary AI

The section establishes a program where the Secretary can award five-year competitive grants to eligible entities to improve reading and literacy. The grants are designed to address shortages of reading specialists and support their recruitment, development, and retention, particularly in high-need areas and underrepresented communities.