Requires the administration and the instruction in preparation of the TASC examination in the Chinese and Korean languages for pupils who are proficient in these languages and of limited English proficiency.

This bill requires that the TASC examination, which is an alternative to the high school diploma, be offered in Chinese and Korean for students who speak these languages and have limited English skills. It aims to help these students prepare for the exam in a language they are comfortable with, improving their chances of success.

Supporters of the bill argue that it promotes inclusivity and equity in education by providing language support for non-English speaking students. They believe this will help students achieve their educational goals and integrate better into society.

Critics may argue that providing the TASC examination in additional languages could complicate the testing process and divert resources from other educational needs. They might also express concerns about the potential for lowering educational standards by accommodating only certain languages.