; and (2) conducting an evaluation of programs funded under this Act, which shall— (A) be used by the Secretary to determine the effectiveness of programs funded through this Act and improve services to participating children; and (B) include— (i) a comprehensive evaluation of the impact of the programs on students, including an assessment of literacy skills and language development in both English and the native language; (ii) a comprehensive evaluation of the effectiveness of instructional practices used in the programs; and (iii) a comprehensive evaluation of professional development strategies. (h) Dissemination of best practices The Secretary shall disseminate information on model programs, materials, and other information developed under this section that the Secretary determines to be appropriate for use by early childhood education providers to improve the school readiness of limited English proficient children. (i) Authorization of appropriations For the purposes of carrying out this section, there are authorized to be appropriated $15,000,000 for fiscal year 2020 and such sums as may be necessary for each of the 4 succeeding fiscal years. (j) Definitions In this section: (1) Dual language program The term dual language program means an instructional strategy in which students are taught literacy and content in two languages and use the partner language for at least half of the instructional day and foster bilingualism, biliteracy, enhanced awareness of linguistic and cultural diversity, and high levels of academic achievement through instruction in two languages. (2) State-funded preschool program The term State-funded preschool program means a program that— (A) serves children who are ages 3 through 5; (B) has a primary focus of supporting early childhood education, including supporting children’s cognitive, social, emotional, and physical development and approaches to learning; (C) helps prepare children for a successful transition to kindergarten; (D) is either a school- or community-based program