PlainBillCongress, translated.Legislation. Context. Public interest.Congressional Research Service
Version 00 · Introduced in House · Feb 27, 2025
Biliteracy Education Seal and Teaching Act or the BEST Act
This bill directs the Department of Education to award renewable two-year grants to states to establish or improve, and carry out, Seal of Biliteracy programs and early language programs to recognize student proficiency in both English and a second language. Student proficiency shall be demonstrated through proficiency in speaking and writing in both languages and may also be demonstrated through reading and listening in both languages.
Further, these programs must allow speakers of any official Native American language to use equivalent proficiency in speaking, reading, and writing in such language in lieu of proficiency in English.
People & committees
Rep. Brownley, Julia [D-CA-26] · D–CA
Legislative record
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Referred to the House Committee on Education and Workforce.
Introduced in House
Introduced in House
Primary sources
Text links open the official source. We also preserved the text version used in the PlainBill explanation below.
No related bills are listed in this snapshot. This does not establish whether the proposal has appeared in earlier Congresses.
Source last updated: Dec 10, 2025. Consult Congress.gov for the current record.
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PlainBill explanation
Based on the full Introduced in House · 2025-02-27 text. This explanation has not received human editorial review. This overview describes the proposal’s major provisions; it does not establish what its real-world effects would be.
The proposed Biliteracy Education Seal and Teaching Act would create competitive grants to help states recognize students who demonstrate proficiency in two languages and support early language learning toward that recognition. Qualifying students would receive a marker on their high school diploma or its equivalent, or documentation on their transcript. Programs would generally require English and another language, but would allow qualifying Native American language proficiency to replace English proficiency. The bill would authorize federal funding; it would not itself provide that money.
This Act may be cited as the Biliteracy Education Seal and Teaching Act or the BEST Act.
the Secretary shall award grants, on a competitive basis, to States to enable the States to establish or improve, and carry out, Seal of Biliteracy programs and early language programs that lead to a Seal of Biliteracy to recognize student proficiency in both English and a second language
allowing speakers of any Native American language recognized as official by any American government, including any Tribal government, to use equivalent proficiency in speaking, reading, and writing in the Native American language in lieu of proficiency in speaking, reading, and writing in English.
(A) a permanent seal or other marker on the student's secondary school diploma or its equivalent; or (B) documentation of proficiency on the student's official academic transcript;
There are authorized to be appropriated to carry out this section $10,000,000 for each of fiscal years 2025 through 2029.
The bill's findings present language learning and recognition as national priorities. They assert a correlation between proficiency in two languages and educational and earnings outcomes; these statements are Congress's proposed rationale, not evidence that this grant program would produce those outcomes.
Congress finds the following:
Biliteracy in general correlates with higher graduation rates, higher grade point averages, higher rates of matriculation into higher education, and higher earnings for all students, regardless of background.
Students in every State and every school should be able to benefit from a Seal of Biliteracy program.
The proposed definition of a second language includes Braille, American Sign Language and classical languages. It generally means a language other than English; when the Native American language alternative applies, it means a language other than that student's qualifying Native American language.
The term second language— (A) means any language other than— (i) English; or (ii) in a case where the provisions of paragraph (2) of section 4(a) apply, the Native American language of proficiency described in such paragraph; and (B) includes Braille, American Sign Language, or a classical language.
The term classical language— (A) means— (i) a language that is no longer spoken; or (ii) a language— (I) the spoken varieties of which diverge further away from the classical language over time; and (II) that possesses an independent literary tradition and a large body of ancient written literature; and (B) includes Greek, Latin, Chinese, Arabic, and Sanskrit.
The Secretary of Education would administer competitive grants to states to establish, improve and operate recognition programs and early language programs leading to that recognition.
The term Secretary means the Secretary of Education.
From amounts made available under subsection (f), the Secretary shall award grants, on a competitive basis, to States to enable the States to establish or improve, and carry out, Seal of Biliteracy programs and early language programs that lead to a Seal of Biliteracy
States would have to include speaking and writing in their proficiency criteria for both languages. They could also include reading and listening. The bill separately provides a Native American language substitution and requires plans for equitable access for students with specified disabilities.
a description of the criteria a student must meet to demonstrate proficiency for the State Seal of Biliteracy in both languages, which— (A) shall include proficiency criteria for the 2 productive skills of speaking and writing; and (B) may include proficiency criteria for the skills of reading and listening;
allowing speakers of any Native American language recognized as official by any American government, including any Tribal government, to use equivalent proficiency in speaking, reading, and writing in the Native American language in lieu of proficiency in speaking, reading, and writing in English.
to ensure equitable access to the State Seal of Biliteracy program for students with identified disabilities, including vision and hearing impairments and cognitive or learning disabilities, that preclude demonstration of language proficiency in one of the skills identified in paragraph (1);
Every funded recognition program would have to allow Native American languages. Speakers of a Native American language recognized as official by any American government, including a Tribal government, could substitute equivalent speaking, reading and writing proficiency in that language for proficiency in English.
Notwithstanding paragraph (1), each Seal of Biliteracy program shall contain provisions allowing the use of Native American languages, including allowing speakers of any Native American language recognized as official by any American government, including any Tribal government, to use equivalent proficiency in speaking, reading, and writing in the Native American language in lieu of proficiency in speaking, reading, and writing in English.
Grants would last two years and could be renewed at the Secretary's discretion. States could reapply when a grant ends, but could hold only one grant at a time. They would have to return unspent funds within six months after the grant term ends.
(3) Duration A grant awarded under this section shall be for a period of 2 years, and may be renewed at the discretion of the Secretary. (4) Renewal At the end of a grant term, a State that receives a grant under this section may reapply for a grant under this section. (5) Limitations A State shall not receive more than 1 grant under this section at any time. (6) Return of unspent grant funds Each State that receives a grant under this section shall return any unspent grant funds not later than 6 months after the date on which the term for the grant ends.
States seeking grants would submit applications on the schedule and in the form required by the Secretary, including required information and assurances.
A State that desires a grant under this section shall submit an application to the Secretary at such time, in such manner, and containing such information and assurances as the Secretary may require
State applications would have to explain how programs would include current and former English learners and provide equitable access for students whose identified disabilities prevent them from demonstrating one of the language skills.
a detailed description of the State’s plan— (A) to ensure that English learners and former English learners are included in the State Seal of Biliteracy program; (B) to ensure equitable access to the State Seal of Biliteracy program for students with identified disabilities, including vision and hearing impairments and cognitive or learning disabilities, that preclude demonstration of language proficiency in one of the skills identified in paragraph (1);
States would have to plan for testing all languages, including Native American languages and American Sign Language. Their plans would also have to include Native American language speakers and learners, including students at tribally controlled schools and schools funded by the Bureau of Indian Education.
(C) to ensure that— (i) all languages, including Native American languages and American Sign Language, can be tested for the State Seal of Biliteracy program; and (ii) Native American language speakers and learners are included in the State Seal of Biliteracy program, including students at tribally controlled schools and at schools funded by the Bureau of Indian Education;
State plans would have to explain how they would inform elementary and middle-grade students, their parents and schools about the program. The outreach would include English learners, heritage language learners, and students who gained second-language proficiency outside school.
(D) to reach elementary school and middle grades students (including eligible students described in subsection (c)(2), heritage language learners, and English learners), their parents, and schools with information regarding the State Seal of Biliteracy program;
A student who gained proficiency in a second language outside of school may apply to the State of the student's residence under paragraph (1) to participate in a Seal of Biliteracy program.
Students would submit information required by their state, including assurance that they meet its proficiency criteria. Students who learned a second language outside school could apply in their state of residence. States would have to assure that qualifying participants receive diploma or transcript recognition and that students are not charged for submitting the required participation information.
To participate in a Seal of Biliteracy program, a student shall provide information to the State that serves the student at such time, in such manner, and including such information and assurances as the State may require, including an assurance that the student has met the criteria established by the State under subsection (b)(1).
A student who gained proficiency in a second language outside of school may apply to the State of the student's residence under paragraph (1) to participate in a Seal of Biliteracy program.
(3) an assurance that a student who meets the requirements under paragraph (1) and subsection (c) receives— (A) a permanent seal or other marker on the student's secondary school diploma or its equivalent; or (B) documentation of proficiency on the student's official academic transcript; and (4) an assurance that a student is not charged a fee for providing information under subsection (c)(1).
Grant funds would be used for program administration, public information and outreach, and grants passed on to local educational agencies. Those local grants would support language educators' professional development, outreach, and subsidies for low-income students' baseline and final Seal of Biliteracy tests.
Grant funds made available under this section shall be used for— (1) the administrative costs of establishing or improving, and carrying out, a Seal of Biliteracy program that meets the requirements of subsection (b); (2) public outreach and education about the Seal of Biliteracy program; and (3) subgrants to local educational agencies for language educator professional development, public outreach, and subsidizing baseline and final Seal of Biliteracy testing for low-income students.
Each funded state would have to report to the Secretary on program implementation within 18 months after receiving a grant.
Not later than 18 months after receiving a grant under this section, a State shall issue a report to the Secretary describing the implementation of the Seal of Biliteracy program for which the State received the grant.
The bill would authorize appropriations of $10 million for each fiscal year from 2025 through 2029. This authorization would not itself make the money available.
There are authorized to be appropriated to carry out this section $10,000,000 for each of fiscal years 2025 through 2029.
The supplied official-actions snapshot, updated December 10, 2025, records introduction in the House and referral to the House Committee on Education and Workforce on February 27, 2025.
Source snapshot updated 2025-12-10T09:05:43Z. 2025-02-27: Referred to the House Committee on Education and Workforce. 2025-02-27: Introduced in House
A closer look
Reviewed version: Introduced in House · 2025-02-27. These findings describe provisions and who may benefit; they are not judgments of waste, corruption, or motive.
This review covers the supplied bill text. “None identified” does not rule out provisions in later versions or accompanying reports and disclosures.
Provisions outside the bill’s main subject, or policy changes attached to appropriations.
None identified in the reviewed text
No provision unrelated to the bill's main subject or policy change attached to appropriations was identified in the complete supplied introduced text. This conclusion is limited to that version and does not establish the absence of riders in other versions or accompanying materials.
Spending directed to particular recipients or places outside ordinary competitive or formula-based allocation.
None identified in the reviewed text
No congressionally directed spending for particular recipients or places meeting the earmark definition was identified in the complete supplied introduced text. This conclusion is limited to that version and does not establish absence in other versions or determine formal earmark status in accompanying materials.
Narrow exceptions, exemptions, or preferential treatment that warrant a closer look.
Findings to examine
The complete supplied introduced text contains a specific exception to a general program requirement that warrants a targeted-benefit finding. This classification is limited to that version and is not a judgment about the exception's merits.
Speakers of a Native American language recognized as official by any American government, including a Tribal government, could substitute equivalent speaking, reading and writing proficiency in that language for English proficiency. This is a targeted exception to the program's general English requirement, beyond an assurance of equal access. It serves the bill's biliteracy policy while retaining the requirement for proficiency in a second language distinct from the qualifying Native American language.
to recognize student proficiency in both English and a second language
Notwithstanding paragraph (1), each Seal of Biliteracy program shall contain provisions allowing the use of Native American languages, including allowing speakers of any Native American language recognized as official by any American government, including any Tribal government, to use equivalent proficiency in speaking, reading, and writing in the Native American language in lieu of proficiency in speaking, reading, and writing in English.
The term second language— (A) means any language other than— (i) English; or (ii) in a case where the provisions of paragraph (2) of section 4(a) apply, the Native American language of proficiency described in such paragraph; and (B) includes Braille, American Sign Language, or a classical language.
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