What Families Want: New Data on Public Demand for Bilingual Education

This is an abbreviated version of the full report—to read it in full, click here.

The United States has long benefited from its ability to attract and integrate immigrants into the country. Its public schools have played a central role in this project—including many campuses offering bilingual instruction for immigrants and their children. In recent years, researchers have determined that these sorts of bilingual classrooms are the best models for meeting the needs of English learners (ELs).¹

However, shifting political winds have often reduced these schools’ numbers. This year, the Trump administration has released a series of orders pushing the federal government towards a monolingual, English-only approach to K–12 education (and to the provision of public services more generally).² In addition, the administration’s budget proposal proposes to eliminate a wide range of programs that support ELs, including the Elementary and Secondary Education Act’s Title III program, the largest federal funding stream focused on supporting these students’ linguistic and academic development.³

These actions fly in the face of research on how ELs learn best, making U.S. K–12 schools less effective for this large—and growing—segment of the U.S. student population. In 2023, one-quarter of U.S. children under the age of 18 had at least one immigrant parent, up from not quite one-fifth of U.S. children in 2000.⁴ This demographic trend is bringing rich linguistic and cultural assets to the United States and its schools. Nearly 22 percent of U.S. children speak a non-English language at home, and over 15 percent of U.S. children speak Spanish.⁵ Furthermore, 5.2 million U.S. students (or 10.6 percent of all K–12 students) are formally classified as English learners by their schools and states⁶, an increase of more than 1.5 million ELs since 2000.⁷ Meanwhile, around one-third of Head Start participants speak a non-English language at home.⁸

“I vaguely remember, I think it was like kindergarten or first grade, they would pull me aside to the back of the class and…I was so jealous that everybody else was doing other stuff like reading or participating, and I had to be learning English.”

—Latine mother in TCF’s English-language focus group in Sunnyvale, California

Attacks on bilingual education and federal funding supporting ELs’ success today also undermine U.S. prosperity tomorrow. As has been the case for many generations in both California and the broader United States, immigrant families and their children are major contributors to their communities’ economic, cultural, and social well-being.⁹ Immigrants grow the economy as workers,¹⁰ taxpayers, and consumers.¹¹ They provide immense contributions to American art, music, cuisine, sports, and broader cultural discourse by sharing the richness of their languages and cultures.¹²

And yet we still have research questions to answer: though studies show that ELs and children of immigrants do best in bilingual settings, there is considerably less information on what sort of language instruction these children’s families want from their children’s K–12 schools. To close that gap, TCF researchers have been asking a diverse set of families—particularly linguistically diverse Latine families—how they feel about bilingual and dual-language education. In a 2024 TCF poll, nearly 70 percent of Latine respondents said they would choose bilingual education if it were available, compared to just 15 percent who said they preferred English-only education.¹³

This current study builds on those findings. In partnership with FM3 Research, we conducted six focus groups across two languages (English and Spanish) and in three California communities (Los Angeles, Fresno, and Sunnyvale) to learn more about Latine families’ views on bilingualism, bilingual and dual-language education, immigrant integration, and more. We then conducted a survey of 1,000 California families to gather more data on these topics.

We focused our efforts on California because the state has played—and continues to play—a particularly central role in national discussions about multilingualism, multiculturalism, and immigrant integration. Forty percent of California’s K–12 students¹⁴—and almost 60 percent of children 5 years old or younger—speak a non-English language at home.¹⁵ Latine students make up 56 percent of California’s K–12 enrollment and 82 percent of its EL population; more than 80 percent of California ELs speak Spanish at home.¹⁶

Research Context

If the politics of bilingual education swing one way one decade and the other the next, the research never budges. For decades, studies have coalesced around a straightforward consensus¹⁷: bilingual programs are more effective for ELs than English-only programs, and they tend to offer valuable educational opportunities for English-dominant students as well.¹⁸ ELs in bilingual programs are more likely to have better academic outcomes over time¹⁹ and become proficient in English by middle school than their peers in English-only programs.²⁰ Further, bilingual programs help children maintain connections to their families’ home languages and cultures as they integrate into English-dominated sectors of American life.²¹ Finally, research indicates that linguistically integrated “two-way” dual-language immersion schools enrolling roughly equal shares of ELs and English-dominant students are uniquely strong for ELs and English-dominant students alike.²²

“Especially nowadays, people that speak two languages, two or more, have better opportunities.”

—Mother in the Los Angeles Spanish-language focus group

However, researchers rarely ask immigrant, multilingual, and/or Latine families whether they want bilingual learning options at their children’s schools. A bilingual 2025 survey of nearly 1,400 Latine parents from Abriendo Puertas and UnidosUS found that “Eighty-eight percent of participants reported they want their children to be bilingual, and 92% said child care facilities should offer multilingual and multicultural education.”²³ In 2024, their survey found 90 percent of parents and caregivers saying they wanted their children to be bilingual.²⁴ In 2023, a similar survey found that two-thirds of Latine families would send their children to bilingual early education programs if they were available, though just one-third of respondents with young children said that their children were currently enrolled in such programs.²⁵

In a spring 2024 survey, California’s Parent Institute for Quality Education asked over 1,200 families—overwhelmingly Spanish-dominant Latines—similar questions. They found that 84 percent of respondents were interested in enrolling their children in “dual language immersion programs for bilingual/multilingual growth.”²⁶

In sum, the field lacks solid data exploring linguistically diverse families’ views about bilingual education programs and dual-language immersion. This study fills that gap.

Findings

Three core themes emerged in the survey and the bilingual focus groups with Latine families.²⁷

First, families consistently identified bilingualism as a benefit and priority for their children. Nearly all participants were eager to discuss how Spanish-language proficiency for themselves and their children conditioned relationships with their extended families in the United States and elsewhere, their shared cultural heritage, and their sense of identity as Latines.

Figure 1

Second, some families shared anxieties about fostering that bilingualism for their children. One father said, “[W]hat’s important to me is [that] my children master the language of English…I don’t want them juggling two languages until they master one.”

Third, many families noted that, despite their interest in fostering bilingualism for their children, they have limited access to bilingual or dual-language schools in their communities. One respondent noted, “[W]e put the address of my husband’s relative… just changing your address, your names. And so we did that because we wanted for her to go to that school, a different school.”

On a one-to-ten scale, respondents’ interest in bilingual education averaged out to 7.9—for dual-language immersion it was 7.8.

Our survey tested these and other themes. We found universally high interest in bilingualism. On a one-to-ten scale, respondents’ interest in bilingual education averaged out to 7.9—for dual-language immersion it was 7.8. Fully 94 percent of respondents with multilingual children said that it was “extremely” or “very” important that their children maintain their primary language as they reach English proficiency. Meanwhile, a majority—55 percent—of respondents with monolingual, English-speaking children agreed it was “extremely” or “very” important that their children become bilingual as they grow up.

Figure 2

“I made a mistake and I made the worst mistake, the oldest I taught English and then from there, it’s all English… now I’ve tried to speak Spanish with the youngest, it’s all been Spanish.”

—Mother in the Fresno Spanish-language focus group

Figure 3

Respondents’ interest in dual-language programs increased with educational levels and income levels, with families with post-graduate degrees (8.5) and families with incomes over $250,000 showing particularly high levels of interest (8.7). Families who reported that their child was fluent in Spanish also rated dual-language programs particularly highly (8.5), and respondents who completed the survey in Spanish ranked dual-language the highest of all (8.8).

Table 1

Latine families—who are disproportionately represented in California and in the country’s EL population—were particularly likely to show enthusiasm for bilingualism, with 84 percent saying that it was “extremely” to “very” important that their children become bilingual. When given the prompt “Learning both English and another language at school is helpful for children as it reinforces the language taught at home,” 65 percent of Latines “strongly” agreed, and an additional 29 percent “somewhat” agreed. When we asked survey respondents about some of the concerns about bilingual school settings that surfaced in our focus groups, Latine respondents were consistently less troubled. They were less likely to worry that schools teach languages too formally or that helping their children with homework might be difficult, less worried about bilingualism impeding English acquisition or academic progress, and less worried that children might resist picking up another language.

“I don’t want them to be a ‘no sabo’ kid…like they look like Mexicans but then they can’t speak their language.”

—Father in the Sunnyvale English-language focus group

Figure 4

Implications

What do these data mean for public discourse—and for policymakers? Here are some key takeaways.

Everyone thinks that it’s good to be bilingual.

First, majorities of every group—racial, ethnic, education level, family-size, language, income level, and more—reported that it was “extremely” or “very” important for their children to become bilingual. Across all focus groups, nearly every participant—even those skeptical about schools’ ability to deliver bilingualism for all children—agreed that bilingualism was of positive value for both kids and adults.

“[Bilingual adults have] more opportunities in work, to study. It will be easier because knowing one language, it changes your brain. It makes you see things differently when you learn more languages…When you have more than one language, your cognitive capacity changes. And it makes it so that some tasks or learning is just easier.”

—Mother in Sunnyvale Spanish-language focus group

Latine families, particularly Spanish-speaking Latine families, are interested in bilingual and dual-language education.

Second, we found no evidence that the majority of Latine families—whether they speak Spanish, English, or some combination in their homes—are resistant to enrolling their children in bilingual or dual-language schools. Rather, we found widespread enthusiasm for bilingual and/or dual language education programs. Indeed, some of the strongest enthusiasm for bilingual and dual-language education came from multilingual families—particularly those with Spanish-speaking children. Respondents who completed our survey in Spanish had an average dual-language immersion interest ranking of 8.8 on a ten-point scale.

Figure 5

Figure 6

Socioeconomically privileged families are very enthusiastic about bilingual education in general and dual-language immersion programs in particular.

Third, we found that interest in dual-language immersion increased along with families’ education and income levels. This is particularly important for policymakers to know. Interest from educationally and socioeconomically privileged families²⁸ can be a double-edged sword for educational fairness,²⁹ in that children from these families are more likely to speak English at home. When English-dominant children displace ELs, dual-language programs appear to become less effective for both groups.

Given that research shows that dual-language programs are particularly effective at supporting ELs’ success—and given the fact that ELs are disproportionately likely to be growing up in low-income households—policymakers and education leaders should prioritize linguistically and culturally competent family engagement practices to ensure that all families are aware of these programs’ benefits.³⁰ They should also prevent privileged families’ demand for access to bilingual learning environments from displacing ELs and their families from bilingual and/or dual-language programs.³¹

Recommendations

We close with a series of concrete recommendations with which policymakers can grow access to bilingual and dual-language programming—and ensure that ELs’ access is protected as these schools’ popularity grows. Some of these reiterate recommendations made in past reports, which are linked and footnoted.

1) Local policymakers at the school and district levels should commit funding and labor time to growing bilingual and dual-language options in their communities, particularly for ELs and their families. Specifically, they should do the following:

• Launch bilingual or dual-language education programs in schools with high enrollments and/or shares of ELs, particularly if those schools have persistently struggled to improve ELs’ educational outcomes. They should commit to this strategy in writing in any local strategic planning —and implement it with fidelity.
• Commit additional resources, both monetary and otherwise, to start new bilingual and dual-language education programs—and to expand existing programs, particularly in EL-rich schools that have persistently struggled to improve these children’s educational outcomes. 
• Reach out to discuss local bilingual and dual-language education options with ELs’s families, and do so in culturally sensitive ways and in languages spoken by these families. At an absolute minimum, consistently translate all locally-published information about bilingual and dual-language programs into languages commonly spoken in their communities. 
• Evaluate pathways for student enrollment into dual-language programs, both current and projected, to ensure that ELs have prioritized access.

2) As suggested in a 2023 Century Foundation report,³² California policymakers should require LEAs with significant concentrations of ELs to consider expanding bilingual or dual-language immersion as a strategy for closing academic gaps between ELs and non-ELs while drafting their local control and accountability plans (LCAPs). For high-EL districts with persistent challenges serving their EL students well, California should mandate the launch of new bilingual and/or dual-language programs.

3) California policymakers should publish regular updates on progress towards the state’s Global California 2030 goals, including a list of bilingual and dual-language immersion programs with information on program model and languages of instruction.³³

4) California policymakers should grow funding to meet the state’s stated goals for bilingualism in its public K–12 system. Specifically, they should do the following:

• Expand the state’s Dual Language Immersion Grants (DLIG) program with annual funding of at least $75 million per year and explicit prioritization of increasing ELs’ access as a core priority for all districts seeking grants.
• Significantly grow the Bilingual Teacher Professional Development Program (BTPDP), providing at least $200 million in funding in the next state budget.
• Commit at least half of future BTPDP grants towards alternative teacher credentialing pathways, such as apprenticeships, residencies, and/or “grow-your-own” models.
• Prioritize the training of bilingual teachers in all subsequent rounds of California’s Teacher Residency Grant Program, Golden State Pathways Program, and Classified School Employee Teacher Credentialing Program.

5) State policymakers—in California and beyond—should establish bilingual education mandates for all school districts, such as requiring that at least twenty ELs in a given grade speak the same primary language at home other than English. Following Texas’s example, states should support this mandate through their core K–12 funding formulae to provide extra state resources for each EL that districts enroll in a bilingual or dual-language program. For more on this reform, see this 2025 Century Foundation report.³⁴

6) As suggested in a 2023 Century Foundation report, state policymakers should examine their teacher licensure systems to ensure that each of their components is essential to supporting high-quality instruction—and that no component worsens bilingual teacher shortages. If, for instance, English-language licensure exams are not effective proxies for maintaining instructional quality—but do constrain bilingual teacher supply—linguistically diverse teacher candidates should be exempted from these tests.³⁵

7) As suggested in a 2021 Century Foundation report, federal policymakers should significantly increase funding supporting ELs and bilingualism.³⁶ Specifically, they should do the following:

• Congress should grow the Elementary and Secondary Education Act’s Title III budget to at least $1.5 billion annually.³⁷
• Congress should also provide a minimum of $500 million annually for competitive grants to districts and schools interested in launching new bilingual or dual-language immersion programs.
  • At least $200 million of these funds should be designated for state and local efforts to design and start new bilingual teacher training pathways.
  • These funds should be administered through competitions that overtly prioritize ELs’ access to new and expanding bilingual programs. The U.S. Department of Education should set aside some of these resources explicitly for two-way dual-language programs that enroll 50 percent native speakers of English and 50 percent native speakers of the program’s other, non-English language.

1. Conor P. Williams, Xigrid Soto-Boykin, Jonathan Zabala, and Shantel Meek, “Why We Need to Cultivate America’s Multilingual, Multicultural Assets,” The Century Foundation, June 14, 2023, https://tcf.org/content/report/why-we-need-to-cultivate-americas-multilingual-multicultural-assets/.
2. Conor P. Williams, “TCF’s Conor Williams on Trump’s Shameful English Language Executive Order,” The Century Foundation, March 3, 2025, https://tcf.org/content/commentary/tcfs-conor-williams-on-trumps-shameful-english-language-executive-order/.
3. Xigrid Soto-Boykin, Shantel Meek, Conor Williams, Mario Cardona, Alejandra Vázquez Baur, and Loredana Valtierra, “Federal Funding to Support the Learning and Success of Multilingual Students,” The Children’s Equity Project, Arizona State University, September, 2025, https://cep.asu.edu/resources/ProtectingFederalFundingtoSupportEnglishLearners.
4. “Age by Language Spoken at Home for the Population 5 Years and Over,” Table C16007, U.S. Census Bureau, American Community Survey 1-Year Estimates, 2023, https://data.census.gov/table/ACSDT1Y2023.C16007.
5. “Children in Immigrant Families in United States,” Population Reference Bureau, analysis of data from the U.S. Census Bureau, Census 2000 Supplementary Survey, 2001 Supplementary Survey, 2000 through 2023, 2023 American Community Survey, accessed July 3, 2025, via Kids Count Data Center, Annie E. Casey Foundation, https://datacenter.aecf.org/data/tables/115-children-in-immigrant-families?loc=1&loct=1#detailed/1/any/false/2545,37,871,870,573,869,36,868,16,24/any/445,446.
6.  “Table 204.20: English Learners (ELs) Enrolled in Public Elementary and Secondary Schools, by State or Jurisdiction: Fall 2011 through Fall 2021,” U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), State Nonfiscal Survey of Public Elementary/Secondary Education, 2011-12 through 2021-22; and EDFacts file 141, Data Group 678, 2011-12 through 2021-22, https://nces.ed.gov/programs/digest/d23/tables/dt23_204.20.asp.
7. “Table 204.20: English learner (EL) students enrolled in public elementary and secondary schools, by state: Selected years, fall 2000 through fall 2020,” U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), Local Education Agency Universe Survey, 2000-01 through 2018-19, and State Nonfiscal Survey of Public Elementary/Secondary Education, 2019-20 and 2020-21; and EDFacts file 141, Data Group 678, 2020-21, https://nces.ed.gov/programs/digest/d22/tables/dt22_204.20.asp.
8. “Visual Guide to Dual Language Learners in Head Start Programs,” Office of Head Start, Administration for Children and Families, U.S. Department of Health and Human Services, accessed on June 17, 2025, https://headstart.gov/culture-language/article/visual-guide-dual-language-learners-head-start-programs.
9. Karina Fortuny, Donald J. Hernandez, and Ajay Chaudry, “Young Children of Immigrants: The Leading Edge of America’s Future,” The Urban Institute, August, 2010, https://www.urban.org/sites/default/files/publication/29106/412203-Young-Children-of-Immigrants-The-Leading-Edge-of-America-s-Future.PDF.
10. Catherine Rampell, “The Surge in Immigration is a $7 Trillion Gift to the Economy,” Washington Post, February 13, 2024, https://www.washingtonpost.com/opinions/2024/02/13/immigration-economy-jobs-cbo-report/.
11. David J. Bier, “Immigrants & Their Kids Were 70% of U.S. Labor Force Growth Since 1995,” Cato Institute, May 15, 2023, https://www.cato.org/blog/immigrants-their-kids-were-70-us-labor-force-growth-1995.
12. Conor P. Williams, “TCF’s Conor Williams on Trump’s Shameful English Language Executive Order,” The Century Foundation, March 3, 2025, https://tcf.org/content/commentary/tcfs-conor-williams-on-trumps-shameful-english-language-executive-order/.
13. Conor P. Williams and Jonathan Zabala, “New TCF Poll: American Families Value Bilingual School Options, The Century Foundation, June 17, 2024, https://tcf.org/content/commentary/new-tcf-poll-american-families-value-bilingual-school-options/.
14. “Facts about English Learners in California,” California Department of Education, April 1, 2025, https://www.cde.ca.gov/ds/ad/cefelfacts.asp.
15. Ivana Tú Nhi Giang and Maki Park, “California’s Dual Language Learners: Key Characteristics and Considerations for Early Childhood Programs,” Migration Policy Institute, 2022, https://www.migrationpolicy.org/sites/default/files/publications/mpi-nciip_dll-fact-sheet2022_ca-final.pdf.
16. California Department of Education (CDE) through the California Longitudinal Pupil Achievement Data System (CALPADS), accessed via https://ed-data.org/State/CA. Also see U.S. Department of Education, National Center for Education Statistics, EDFacts file 141, Data Group 678, 2021–22, https://eddataexpress.ed.gov/download/data-library?field_year_target_id=All&field_population_value=&field_data_topic_target_id=All&field_reporting_level_target_id=All&field_program_target_id=All&field_file_spec_target_id=All&field_data_group_id_target_id=1045&combine=; and Education Data Partnership, California Department of Education, EdSource, Fiscal Crisis and Management Assistance Team/California School Information Services, accessed August 14, 2023, https://www.ed-data.org/state/CA.
17. Conor P. Williams, Xigrid Soto-Boykin, Jonathan Zabala, and Shantel Meek, “Why We Need to Cultivate America’s Multilingual, Multicultural Assets,” The Century Foundation, June 14, 2023, https://tcf.org/content/report/why-we-need-to-cultivate-americas-multilingual-multicultural-assets/.
18. Conor Williams, Shantel Meek, Maggie Marcus, Jonathan Zabala, “Ensuring Equitable Access to Dual-Language Immersion Programs: Supporting English Learners’ Emerging Bilingualism,” ( The Century Foundation, May 15, 2023, https://tcf.org/content/report/ensuring-equitable-access-to-dual-language-immersion-programs-supporting-english-learners-emerging-bilingualism/.
19. Ilana M. Umansky and Sean F. Reardon, “Reclassification Patterns among Latino English Learner Students in Bilingual, Dual Immersion, and English Immersion Classrooms,” American Educational Research Journal 51, no. 5 (October 2014): 879–912.
20. Rachel A. Valentino and Sean F. Reardon, “Effectiveness of Four Instructional Programs Designed to Serve English Language Learners: Variation by Ethnicity and Initial English Proficiency,” Educational Evaluation and Policy Analysis 37, No. 4 (December 2015): 612–637.
21. Ioakim P. Boutakidis, Ruth K. Chao, and James L. Rodríguez, “The Role of Adolescents’ Native Language Fluency on Quality of Communication and Respect for Parents in Chinese and Korean Immigrant Families,” Asian American Journal of Psychology 2, no. 2 (2011): 128–139, https://www.researchgate.net/publication/232576555_The_Role_of_Adolescents’_Native_Language_Fluency_on_Quality_of_Communication_and_Respect_for_Parents_in_Chinese_and_Korean_Immigrant_Families.
22. Ilana Umansky and Sean Reardon, “Reclassification Patterns Among Latino English Learner Students in Bilingual, Dual Immersion, and English Immersion Classrooms,” American Educational Research Journal 51, no. 5 (2014): 895, https://doi.org/10.3102/0002831214545110. see also Jennifer L. Steele, Robert Slater, Gema Zamarro, Trey Miller, Jennifer Li, Susan Burkhauser, and Michael Bacon, “Effects of Dual-Language Immersion Programs on Student Achievement: Evidence From Lottery Data,” American Educational Research Journal 54, No: 1 (2017): 302, https://doi.org/10.3102/0002831216634463; Rachel Valentino and Sean Reardon, “Effectiveness of Four Instructional Programs Designed to Serve English Learners: Variation by Ethnicity and Initial English Proficiency,” Educational Evaluation and Policy Analysis 37, no. 4 (2015): 626, https://doi.org/10.3102/0162373715573310; National Academies of Sciences, Engineering, and Medicine Promoting the Educational Success of Children and Youth Learning English: Promising Futures (Washington, DC: The National Academies Press, 2017), https://www.nap.edu/read/24677/chapter/1; and Jennifer L. Steele, Johanna Watzinger-Tharp, Robert O. Slater, Gregg Roberts, and Karl Bowman, “Achievement Effects of Dual Language Immersion in One-Way and Two-Way Programs: Evidence from a State Scale-Up in Utah,” working paper, https://jensteele1.github.io/files/Utah_2021April26.pdf.
23. “National Latino Family Report 2025: Aspiration in Uncertain Times,” Abriendo Puertas, 2025, https://nationalsurvey.ap-od.org/2025-report/.
24. “National Latino Family Report 2024: Strength, Resilience, and Aspiration,” Abriendo Puertas, 2024, https://nationalsurvey.ap-od.org/2024-report/.
25. “National Latino Family Report 2023,” Abriendo Puertas, 2023, https://nationalsurvey.ap-od.org/2023-report/.
26. Andrew Ferson, Monique Escobedo, Debora Lugo, Isaac Cox, Iliana Gallego, “Family Needs Assessment, Spring 2024,” Parent Institute for Quality Education, 2024, 11, https://www.piqe.org/wp-content/uploads/2024/07/2024-Family-Needs-Assessment-5.pdf.
27. All study participant testimonies in Spanish have been translated into English by the authors.
28. Guadalupe Valdes, “Dual-Language Immersion Programs: A Cautionary Note Concerning the Education of Language-Minority Students,” Harvard Educational Review 67, no.3 (Fall 1997): 391–429, https://doi.org/10.17763/haer.67.3.n5q175qp86120948.
29. Conor P. Williams, “The Intrusion of White Families Into Bilingual Schools,” The Atlantic Monthly, December 28, 2017, https://www.theatlantic.com/education/archive/2017/12/the-middle-class-takeover-of-bilingual-schools/549278/.
30. Promoting the Educational Success of Children and Youth Learning English: Promising Futures (Washington, D.C.: The National Academies Press, 2017), 81–2, https://www.nap.edu/read/24677/chapter/5#81.
31. Conor P. Williams, “The Intrusion of White Families Into Bilingual Schools,” The Atlantic Monthly, December 28, 2017, https://www.theatlantic.com/education/archive/2017/12/the-middle-class-takeover-of-bilingual-schools/549278/.
32. Conor P. Williams and Jonathan Zabala, “Moving from Vision to Reality: Establishing California as a National Bilingual Education and Dual-Language Immersion Leader,” The Century Foundation, October 25, 2023, https://tcf.org/content/report/moving-from-vision-to-reality-establishing-california-as-a-national-bilingual-education-and-dual-language-immersion-leader/.
33. Global California 2030 (Sacramento, CA: California Department of Education, 2018), https://www.cde.ca.gov/sp/ml/documents/globalca2030.pdf.
34. Conor P. Williams, “Making California Public Schools Better for English Learners: Lessons from Texas,” The Century Foundation, February 18, 2025, https://tcf.org/content/report/making-california-public-schools-better-for-english-learners/.
35. Conor P. Williams and Jonathan Zabala, “How to Grow Bilingual Teacher Pathways: Making the Most of U.S. Linguistic and Cultural Diversity,” The Century Foundation, August 28, 2023, https://tcf.org/content/report/how-to-grow-bilingual-teacher-pathways-making-the-most-of-u-s-linguistic-and-cultural-diversity/.
36. Conor P. Williams, “A New Federal Equity Agenda for Dual Language Learners and English Learners,” The Century Foundation, December 8, 2021, https://tcf.org/content/report/new-federal-equity-agenda-dual-language-learners-english-learners/. See also Xigrid Soto-Boykin, Shantel Meek, Conor Williams, Mario Cardona, Alejandra Vázquez Baur, and Loredana Valtierra, “Federal Funding to Support the Learning and Success of Multilingual Students,” The Children’s Equity Project, Arizona State University, September, 2025, https://cep.asu.edu/resources/ProtectingFederalFundingtoSupportEnglishLearners.
37. Conor P. Williams, “The Case for Expanding Federal Funding for English Learners,“ The Century Foundation, March 31, 2020, https://tcf.org/content/commentary/case-expanding-federal-funding-english-learners/.

Tags: dual language education, bilingual education, English learners