90. Support the transition to higher education for multilingual learners[i] and their families

Partnerships and P-12 Education Systems 09.6.24

Here’s what the federal government can do:

  • Congress should increase funding for Title III of the Elementary and Secondary Education Act (ESEA).
  • The U.S. Department of Education should prioritize language accessibility in publicly available information on federal financial aid.
  • The U.S. Department of Education should share best practices for higher education institutions to prioritize language accessibility in their recruitment, admissions, and enrollment processes.
  • The U.S. Department of Education should collect, conduct, and disseminate research on the enrollment and graduation of English learners and multilingual learners (MLLs) in higher education.

Here’s what state government can do:

  • State legislatures should design and appropriate state funding programs targeted at improving educational outcomes for MLLs in their states.
  • State legislatures should identify language(s) and require higher education institutions to prioritize language accessibility in publicly available information on financial aid, recruitment, admissions, and the enrollment processes.
  • State legislatures should ensure that regular high school diplomas, advanced courses, and college prep courses and activities are equitably available to MLL students.

Here’s what institutional leaders can do:

  • P-12 systems should increase access to advanced courses and specialized programs for MLLs.
  • Higher education institutions should partner with public school districts to build stronger recruitment programs dedicated to MLLs.
  • Higher education institutions should make financial aid, recruitment, admissions, and enrollment information publicly available in languages spoken by MLLs in their state.

In order to strengthen their engagement with MLLs and their families, higher education institutions should prioritize language accessibility and break down language barriers encountered during the transition to higher education. More than 5.2 million students in public schools are English learners, accounting for 11 percent of all public K-12 students.[ii] Considering the representation of MLLs in the public school systems, public and private colleges should also develop stronger pathways for their success beyond high school.

[i]For more about the education of multilingual learners, including the implications of different terms such as “multilingual learners,” “English learners,” and “Limited English Proficient,” see: Civil Rights Principles for Multilingual Learner Education. The Leadership Conference Education Fund. January 2024. https://civilrights.org/edfund/wp-content/uploads/sites/2/2024/01/English.pdf.

[ii] 2020-21 Civil Rights Data Collection. U.S. Department of Education, Office for Civil Rights, November 2023. https://civilrightsdata.ed.gov.