Relating to the bilingual education allotment under the public school finance system.
Summary
HB 5374 would increase the bilingual education allotment in Texas public school finance law. For emergent bilingual students, the allotment would rise from 0.10 to 0.15 times the basic allotment, and from 0.15 to 0.25 for students in a dual language immersion bilingual education model. The bill also adds a 0.05 allotment for certain students in dual language immersion programs who are not emergent bilingual students. The changes are intended to provide more state funding for bilingual and special language programs beginning September 1, 2025.
The bill also tightens and clarifies how districts may spend bilingual education funds. It raises the minimum share of the allocation that must be used directly for bilingual education or special language programs from 55 percent to 60 percent, and it lists allowable uses such as student evaluation, instructional materials, staff development, bilingual educator training, supplemental staffing costs, salary supplements for bilingual-certified teachers, smaller class sizes, recruitment and retention incentives, and other direct instructional expenses. The bill would amend Section 48.105 of the Education Code and affect school districts that serve emergent bilingual students and operate bilingual or dual language programs.
Impact
HB 5374 would amend Texas Education Code Section 48.105 to increase the bilingual education allotment and expand the funding formula for bilingual and dual language immersion programs. It would require school districts receiving these funds to direct a larger share of the allocation to bilingual or special language services and would more explicitly define permissible spending categories. The practical effect would be to increase state aid for districts serving emergent bilingual students and to support staffing, training, and program quality in bilingual education.
Sentiment
The available context shows the bill was referred to the House Public Education Committee and there are no recorded votes or committee transcripts in the provided material. Based on the bill text, the measure appears generally supportive of bilingual education and dual language programs, with an emphasis on increasing resources and program accountability. No formal opposition or amendment debate is reflected in the supplied record.
Contention
The main policy questions raised by the bill are how much additional funding should be provided and how tightly those funds should be restricted to bilingual education purposes. The increase from 55 percent to 60 percent in required program spending could be viewed as improving accountability, but it may also limit district flexibility. Another possible point of debate is the higher allotment for dual language immersion models and the inclusion of students not otherwise classified as emergent bilingual, which could prompt questions about eligibility, program design, and equitable distribution of funds among districts.