| Washington State House of Representatives Office of Program Research |
BILL ANALYSIS |
| Education Committee | |
HB 2810
This analysis was prepared by non-partisan legislative staff for the use of legislative members in
their deliberations. This analysis is not a part of the legislation nor does it constitute a
statement of legislative intent.
Brief Description: Enhancing resources and assistance in school districts with concentrations of English language learners.
Sponsors: Representatives Sullivan, Quall, Upthegrove, Anderson, Conway, Kenney, Haigh, Hudgins, Santos, Simpson and Ormsby.
Brief Summary of Bill |
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Hearing Date: 1/22/08
Staff: Barbara McLain (786-7383).
Background:
Transitional Bilingual Program (TBP). School districts receive supplemental funds on a
per-student basis to provide special instruction to help English language learner (ELL) students
reach competency in English. Once students reach a specified level of competency on the
Washington Language Proficiency Test, they exit the TBP.
The ELL students are not evenly distributed in school districts across the state. In May 2007,
188 districts reported no bilingual enrollment. Fifty-three districts had more than 10 percent of
their total enrollment in the TBP. Twenty-five districts had more than 20 percent of students in
the TBP.
Learning Assistance Program (LAP), School districts also receive supplemental funds to
provide struggling students with remediation. Unlike the TBP funds, which are based on
individual students, the LAP funds are allocated based on the proportion of low income students
in the district (those eligible for Free or Reduced Price Lunch). The LAP allocation reflects the
high correlation between student poverty and low academic achievement, but funds are used for
any student who needs assistance.
Research on federal Title I programs has found that in schools with high concentrations of low
income students, the negative impact of poverty on student achievement tends to be school-wide
and more significant than would otherwise be expected. Within the LAP funding formula, there
is an additional allocation for school districts with above-average enrollment of low income
students. School districts with more than 40 percent low income students receive additional
dollars based on the difference between their percentage of low income students and the 40
percent threshold.
In Washington, there is also a high correlation between the ELL students and student poverty.
Of the 25 school districts with more than 20 percent of student enrolled in the TBP, all but two
also exceeded 40 percent low income students, and those two districts reported no low income
data.
Summary of Bill:
In addition to funds allocated on the basis of income factors, enhanced funds are allocated
through the LAP formula for school districts where more than 20 percent of students are eligible
for and enrolled in the TBP and where the percent of K-12 enrollment who are eligible for Free
or Reduced Price Lunch also exceeds 40 percent.
The enhanced LAP allocation is calculated using the district's percent enrollment in the TBP for
the prior year, minus the 20 percent threshold, and times the district's total full-time equivalent
student enrollment for the prior year. The resulting number is multiplied by the per-funded
student allocation rate for the LAP program established in the Appropriations Act.
Appropriation: None.
Fiscal Note: Requested on January 16th, 2008.
Effective Date: The bill takes effect 90 days after adjournment of session in which bill is passed.