Committee advances discussion on AB 335 to tighten accountability, supports for English learners

Assemblymember Selena Torres Fawcett presented Assembly Bill 335, titled the English Learner Accountability Act, to the Assembly Committee on Education and said the measure revises provisions relating to education to improve supports and accountability for English learners (ELs) statewide. Torres Fawcett said ELs comprise over 20% of Nevada’s K‑12 enrollment and that current proficiency and growth measures show persistent shortfalls; she said the bill focuses on data, planning and school‑level leadership rather than punitive corrective actions.

Educator witnesses framed the bill around three EL cohorts — newcomers, short‑term ELs and long‑term ELs — and described differentiated supports those students need. Ezra Goins, an educator who has worked as an EL coordinator and interventionist, described the three cohorts: newcomers (recent arrivals with critically low English levels), short‑term ELs (intermediate proficiency) and long‑term ELs (students who have not exited EL programs after multiple years). Retired principal Elena Fabunan, who led Global Community High School for newcomers, described significant gains under targeted leadership and said progress is fragile without consistent structures.

Key provisions as presented by the sponsor include: requiring school performance plans to set quantifiable goals for EL subgroups (and making closing EL attainment gaps the primary goal when ELs comprise at least 10% of a school); requiring districts to designate an administrator responsible for EL services and to ensure that person meets experience requirements; disaggregating statewide accountability data to distinguish newcomers, short‑term and long‑term ELs; removing punitive corrective action language from prior law (AB 219) and replacing it with improvement‑oriented planning; establishing teacher professional development requirements focused on language acquisition (with the sponsor withdrawing language that would create a new licensure requirement and instead task NDE with developing PD and regulations); allowing a 5‑year/10‑semester high‑school pathway for newcomers so a full year of intensive English instruction does not penalize graduation rates; and creating an English Learner Advisory Council to advise NDE and report to the Legislature.

Supporters from the Nevada Association of Latino Administrators and Superintendents, university education colleges, district EL directors and advocacy organizations urged passage. They described the bill as changing a prior, enforcement‑focused approach into one that builds capacity, requires training and protects schools and staff from being penalized for enrolling newcomers whose English timelines differ from standardized metrics. Washoe County and other district representatives who testified in favor highlighted existing programs and expressed interest in state support for implementation.

Committee members asked about the mechanics of professional development and whether teachers would be required to obtain new credentials. Torres Fawcett clarified that section 12 would be removed as a licensure requirement and that NDE would design and regulate professional development so districts and schools could offer training through existing structures and administrators designated to oversee EL services. Members also discussed the bill’s data disaggregation, the 0‑year (10‑semester) option for high‑school newcomers and the intent to avoid penalizing schools or educators for enrolling students still acquiring English.

The hearing included multiple supportive organizational statements and no recorded opposition; the sponsor closed by urging the committee to view the bill as a proactive, equity‑focused restructuring of state EL policy.