Pupil instruction: State Seal of Biliteracy.
The bill's adjustments to the criteria for obtaining the State Seal of Biliteracy are expected to enhance language education standards statewide. By requiring a higher level of academic performance (a GPA of 3.0 or higher for English proficiency) and specific assessments to demonstrate language skills, the bill aims to elevate the recognition of students' efforts in learning multiple languages. This could result in higher academic achievements among bilingual students and encourage educational institutions to implement more robust language programs.
Assembly Bill 370, introduced by Assemblymember Addis, amends Section 51461 of the Education Code relating to pupil instruction and the State Seal of Biliteracy. This bill seeks to refine the criteria for students to receive the State Seal of Biliteracy, which recognizes high school graduates who have achieved proficiency in multiple languages. The bill mandates that students demonstrate proficiency in English through one of four specified requirements and achieve proficiency in one or more languages other than English through three specified requirements, making the process more structured and clear for students and educators alike.
Overall, the sentiment surrounding AB 370 appears to be positive among educators and advocates for language learning, who view the enhanced criteria as a means to reinforce educational standards. By setting clearer expectations, the bill seeks to motivate students to pursue language studies, thereby enriching their academic experience and employability. However, there is also concern about the pressure this may place on students, particularly English learners, to achieve these new benchmarks.
Notable points of contention include the potential impact on English learners, as the bill now requires these students to reach an Oral Language composite score of level 4 to qualify for the Seal. Critics may argue that this change imposes greater demands on students who may already be facing academic challenges due to language barriers. Furthermore, there's discussion surrounding the accessibility of rigorous language assessments for all students, especially in districts with fewer resources for language education.