H.R. 5547 — To amend the Elementary and Secondary Education Act of 1965 to provide for additional activities, resources, and data collection with respect to English learners, and for other purposes.

This section amends the Elementary and Secondary Education Act of 1965 (ESEA) to enhance reporting on teacher diversity and expand supports and accountability for English learners (ELs) and immigrant students under Title I, Part A, and Title III. **(a) State Report Cards.**—Adds to statewide accountability system report card requirements statistics on the racial, ethnic, gender, and linguistic diversity of the State's elementary and secondary school teachers. **(b) English Learner Programs.**— (1) Revises Title III purposes to assist all ELs, including immigrants regardless of immigration status, in meeting challenging State academic standards and, to the extent practicable, without separating ELs from non-ELs or denying access to dual language programs. (2) Requires State and specially qualified agency plans to describe monitoring of former ELs' progress in meeting standards. (3) Expands authorized subgrantee activities to include (A) increasing ELs', immigrants', and parents' access to legal, educational, financial, and social services in native languages; (B) implementing evidence-based best practices; (C) providing culturally competent training for educators and support staff; and (D) advocating for policies improving EL and immigrant outcomes regardless of status. (4) Adds to activities for local educational agencies with substantial increases in immigrant children and youth the assessment of State and local laws impacting ELs and immigrants, with native-language notification to parents. (5) Requires EL data reporting, in the aggregate and disaggregated by ELs with disabilities (for select categories), ethnicity, race, and native language.