The bill specifies that students identified as English language learners can have directions read and translated into their native languages during math assessments, and they can receive similar support in science and social studies assessments. Importantly, ELL students will not be mandated to take traditional English/language arts assessments, effectively changing the way language proficiency is measured within state educational standards. This legislative change is set to take effect beginning in the 2026-2027 school year.
Bill S0423 seeks to amend the South Carolina Code of Laws by adding provisions that support English language learners (ELLs) in their educational assessments. The bill defines ELLs as students aged three to twenty-one whose primary language is not English and who face challenges that may hinder their academic performance in English-speaking settings. This bill is aimed at creating a more inclusive environment for these students by allowing them to take certain assessments in their native languages.
While the bill is geared towards improving support for ELLs, there are concerns among educators and policymakers regarding its implementation and funding. Some stakeholders argue that the state may need to invest in additional resources, such as training for educators and materials in multiple languages, to successfully execute the provisions outlined in the bill. There could also be discussions regarding the adequacy of native language assessments and how they align with state educational standards.
With these changes, S0423 invites a broader dialogue about equity and access in education across South Carolina, particularly for diverse student populations. Proponents of the bill believe that offering assessments in a student's native language will enhance comprehension and performance, whereas critics may raise questions about the overall effectiveness and potential for encountering bureaucratic hurdles in implementation.