World LEAP Act

Bill Number

H.R. 1572

Origin Chamber

House

Congress

119th Congress, Session 1

Policy Area

Education

Status

Introduced

Latest Action

2025-02-25: Referred to the House Committee on Education and Workforce.

Last Updated

2026-06-25T08:08:18Z

AI-Generated Summary

Purpose

The World Language Education Assistance Program Act (H.R. 1572), also known as the World LEAP Act, aims to create a federal grant program through the U.S. Department of Education. It seeks to help local school districts start or enhance programs that teach world languages (languages other than English) or dual languages (bilingual instruction in English and another language). The goal is to build students' language skills for success in a connected global economy, addressing shortages in language education and teachers.

Key Provisions

• Grant Program Setup: The Secretary of Education awards competitive grants to local educational agencies (LEAs, such as school districts) for up to 3 years, with possible renewals. Grants fund new or improved world language or dual language programs in pre-kindergarten through grade 12.
• Eligibility and Application: LEAs apply with details on their plans. Selected programs must show student progress in language skills from kindergarten to grade 12, be replicable in other districts, include sustainability plans after the grant ends, and offer teacher training (professional development).
• Priorities for Funding: Preference goes to programs that:
• Provide intensive summer training for teachers.
• Partner with community-based heritage language schools (nonprofit schools teaching non-English languages and cultures to pre-K–12 students).
• Offer immersion programs for English learners (students learning English as a second language) and heritage learners (students with family or cultural ties to another language).
• Involve collaborations, such as with colleges or state licensing offices to certify more teachers.
• Recruit high school and college students, including former English learners, to become language teachers.
• Fund Usage Rules:
• At least 20% for certifying paraprofessionals (teacher assistants) as full teachers and training certified teachers.
• Up to 5% for evaluating program effectiveness.
• Remaining funds for program operations and administration.
• Reporting: Grantees submit a report 18 months after receiving funds, covering program details, changes in student enrollment, teacher numbers, and community support. Reports protect student privacy under the Family Educational Rights and Privacy Act (FERPA), a law safeguarding student records.
• Funding Authorization: $15 million per year starting in fiscal year 2026 (October 2025–September 2026) and beyond.

Significant Changes to Existing Law

This bill introduces a new federal initiative for world language and dual language education in elementary and secondary schools, filling a gap noted in the findings: the Department of Education currently lacks such a dedicated program. It builds on definitions from the Elementary and Secondary Education Act (ESEA, the main federal K–12 education law) but adds specific terms like "dual language program" (bilingual instruction for at least half the school day) and "heritage learner." It also mandates pathways for teacher certification and addresses educator shortages, which were not previously targeted at this scale federally.

Potential Impacts

• On Government Agencies: The Department of Education gains a new grant administration role, requiring staff and resources to review applications, monitor programs, and analyze reports. This could strain budgets if appropriations fall short of the $15 million authorized.
• On Citizens: Students, especially English learners (whose numbers grew by over 2 million from 2000–2019) and heritage learners, gain better access to language programs, potentially improving job prospects in global fields like business, military, and diplomacy. Teachers and paraprofessionals benefit from training and certification, helping ease shortages. Communities with non-English speakers may see stronger cultural preservation through partnerships.
• On International Relations: By boosting U.S. language skills, the program supports national competitiveness in global trade and diplomacy, indirectly aiding foreign policy by preparing a more multilingual workforce.

Main Stakeholders Affected

• Local Educational Agencies and Schools: Primary recipients; they implement and sustain programs.
• Students: Especially English learners, heritage learners, and all pre-K–12 students in participating schools, gaining language proficiency.
• Educators: Teachers, paraprofessionals, and aspiring language instructors, through training, certification, and recruitment.
• Communities: Non-English speaking groups and heritage language schools, via partnerships and outreach.
• Federal and State Governments: Department of Education for oversight; states for teacher licensing collaborations.
• Employers and Broader Society: Businesses, government, military, and intelligence sectors, which face language skill gaps.

Notable Legal, Constitutional, or Political Implications

• Legal: Aligns with ESEA by incorporating its definitions and FERPA for privacy, ensuring compliance with existing education laws. It promotes equitable access to education under federal civil rights standards, potentially reducing disparities for English learners.
• Constitutional: Supports the federal role in education (not directly controlled by the Constitution but enabled through spending powers), without infringing on state authority over schools, as grants are voluntary and competitive.
• Political: Bipartisan introduction (by a Republican and Democrat) highlights cross-party interest in global competitiveness. The bill's focus on shortages and equity could influence future education funding debates, but its impacts depend on congressional appropriations, which are not guaranteed. No major controversies are evident in the text.

This summary was generated by AI and may contain inaccuracies. Refer to the official source document for the authoritative text.

Sponsor

Rep. Kiggans, Jennifer A. [R-VA-2]

Cosponsors (12)

Rep. Panetta, Jimmy [D-CA-19], Rep. Brownley, Julia [D-CA-26], Rep. Vasquez, Gabe [D-NM-2], Rep. DelBene, Suzan K. [D-WA-1], Rep. McBride, Sarah [D-DE-At Large], Rep. Magaziner, Seth [D-RI-2], Rep. Harder, Josh [D-CA-9], Rep. Vindman, Eugene Simon [D-VA-7], Rep. Sewell, Terri A. [D-AL-7], Rep. Davids, Sharice [D-KS-3], Rep. Craig, Angie [D-MN-2], Rep. Goodlander, Maggie [D-NH-2]

Recent Actions

• 2025-02-25: Referred to the House Committee on Education and Workforce.
• 2025-02-25: Introduced in House
• 2025-02-25: Introduced in House

Bill Versions

• World Language Education Assistance Program Act — issued 2025-02-25 — PDF (10 pages)