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Keogh proposes state funding, teacher stipends for English language learners in HB 361
Summary
House Bill 361 would create a state funding formula for English language learners (ELs) based on Title III counts, provide stipends for teachers with ESL/CLD endorsements, and includes a $5 million appropriation in the draft; proponents described growing EL enrollments and gaps in teacher capacity.
Representative Connie Keogh opened the House Education Committee hearing on House Bill 361, which would establish state funding and teacher stipends to support English language learners (ELs) across Montana.
Keogh told committee members that Montana currently lacks a mechanism in its K–12 school funding formula to address ELs and said "Montana is one of only two states that does not provide state funding for English language learners." She described a funding model that uses the most recent Title III student counts as a baseline and multiplies that figure to allocate state dollars, and said the bill also creates professional stipends for teachers who earn culturally and linguistically diverse (CLD) or ESL endorsements.
Serena Wright, English Learner Program Specialist at the Office of Public Instruction, explained the federal Title III grant mechanics and the data behind the sponsor's packet. She said about 3,600 identified students currently receive Title III funding and noted that overall identified ELs rose from 3,661 in 2020–21 to 4,450 in 2023–24. OPI also reported the state has 204 actively endorsed EL teachers and estimated a need for several hundred more ("at least 400, 500") to meet student needs.
Testimony from a broad coalition of proponents — including the Montana American Indian Caucus, Soft Landing Missoula, university experts, local chambers, MFPE and the Coalition of Advocates for Montana’s Public Schools — emphasized literacy deficits, teacher burnout and the consequences for student achievement when classroom teachers lack targeted training. Dr. Rebecca Turk of Montana State University reminded the committee of federal legal obligations cited in what she identified as "Lau versus Nichols" and said under federal law districts must take steps to make learning accessible despite language barriers.
Committee members asked technical questions about how Title III grants flow (OPI described a consortia mechanism required by Title III for small districts), the spreadsheet fields (some small counts are masked with asterisks to protect student privacy), and the bill’s fiscal elements. Keogh and witnesses noted the bill’s draft includes an appropriation line allocating $5,000,000 from the state general fund for fiscal years 2026–27 and said the proposal is intended to augment, not replace, existing federal Title III support.
Keogh closed by urging the committee to consider the long‑term literacy and workforce benefits of funding EL programs; the hearing concluded without a committee vote that day.
