California is working toward a goal of establishing 1,600 dual-language immersion programs in public schools by 2030. Yet despite growing demand and calls for expansion, state lawmakers have slowed funding, leaving advocates concerned about the future of dual-language education.
In 2021, the state allocated $10 million to help students experience learning for three years.So far, only $10 million in grants have been made to help schools expand dual-language programs over three years. That funding has run out, and the only bill introduced this session would provide $5 million over the next three years. That smaller amount would be used to purchase or develop books and instructional materials in languages other than English, rather than address broader program needs.
Conor Williams, a senior fellow at the Century Foundation and an expert on education policy, criticized California’s limited investment. He likened the state’s approach to “changing your windshield wipers when you have a flat tire — or two flat tires. You can fix them, but if you don’t fix the tire, you can’t do anything.” Williams stressed that the state’s current efforts are not enough to meet the growing demand for bilingual education.
Growing Demand, Limited Access
Dual-language immersion programs, where students spend part of their day learning in English and part in another language, have become increasingly popular among parents from all backgrounds. In the 2023-24 school year, 1,075 schools offered such programs, according to the California Department of Education. This puts the state on track to meet its 2030 goal, but advocates argue that more needs to be done to ensure equitable access.
Research shows that dual-language programs benefit immigrant children in particular, helping them learn English faster, close academic achievement gaps, and achieve better long-term outcomes. Yet, only 10% of English learners were enrolled in bilingual programs during the 2023-24 school year, according to state data.
Teacher Shortage Remains a Major Barrier
A significant obstacle to expanding bilingual education is the shortage of qualified teachers. While the state’s Global California 2030 initiative projected 90 approved bilingual teacher preparation programs by 2025, only 48 currently exist. This shortage stems in part from a 1998 ban on bilingual education, which was overturned in 2016 but left the state struggling to rebuild its programs.
“This is almost like gas in the tank,” Williams said. “You just can’t do what everybody in California says they want to do until you fix the teacher pathway problem.”
Slow Progress Amid Budget Constraints
With California facing tight finances this year, advocates have not pushed for major funding initiatives. Instead, they have focused on smaller steps, such as Assembly Bill 865, introduced by Assemblymember Mark González, a Los Angeles Democrat. The bill proposes $5 million over three years to help schools purchase or create instructional materials for bilingual programs, particularly in less common languages like Korean and Armenian.
Martha Hernández, executive director of Californians Together, a coalition advocating for bilingual education, called the grant program “one critical piece of the puzzle.” She emphasized that while more work is needed to address the teacher shortage, the funding would help improve equity and close achievement gaps for students who speak less common languages.
Advocates Push for Long-Term Solutions
Despite the modest funding, advocates remain hopeful for future investments. Assembly Bill 2074, signed into law last fall, calls for a formal implementation plan for the state’s English Learner Roadmap, which outlines strategies for supporting students who are not fluent in English. However, the bill passed without dedicated funding, and only one new position was created at the California Department of Education to lead the effort.
Hernández said her coalition is also seeking philanthropic support to establish an advisory committee and develop a more concrete plan for implementing the roadmap. She stressed that the current efforts are just the beginning: “This is a step, but we are working on a campaign for a multiliteracy education for all. This is a very long vision.”
Comparing California to Texas
Williams has highlighted Texas as a model for bilingual education. Both states have similar numbers of students who enter school speaking a language other than English, but Texas consistently outperforms California on national reading and math tests for fourth and eighth graders. Texas also has smaller achievement gaps between English learners and their English-fluent peers.
While many factors influence test scores, Williams pointed to Texas’ consistent investment in bilingual education as a key difference. “It’s just another confirmation point to say that the persistent investment in Texas is getting better results than the pretty modest investment in California,” he said.
Looking Ahead
As California moves closer to its 2030 goal, advocates continue to push for greater funding and systemic changes to expand bilingual education. While current efforts are a step in the right direction, they argue that much more is needed to ensure all students have access to the benefits of bilingualism. For now, the state’s limited investment remains a significant barrier to achieving its ambitious vision.
