; and (C) how such funds will be used to ensure that the eligible entity will continue to employ and retain reading, literacy, or bilteracy specialists after the completion of the grant period; (6) a description of how the eligible entity will prioritize recruiting individuals from the communities served by the eligible entity and from underrepresented populations in the field of education (as determined by the Secretary by regulation) to serve as full-time reading, literacy, or bilteracy specialists, and how the eligible entity will track progress in meeting any specified hiring goals; (7) an assurance that the eligible entity will ensure compliance with the requirement described in subsection (e); (8) a description of how the eligible entity is meeting the literacy and second language acquisition needs of English learners through English language development, English as a Second Language, or bilingual program offerings; (9) an assurance that the second language development needs of English learners will not result in English learners being placed in remedial reading courses; and (10) an assurance that Native American English learners whose home language is orally based are not disadvantaged when those English learners begin to learn English, especially by providing an assurance of culturally and linguistically responsive, engaging, and evidence-based strategies that promote student success. (c) Selection and priority In awarding grants under this section, the Secretary shall— (1) give a first priority to eligible entities that are located in a State that is in the lowest quartile of States, in a ranking of all States, ranked in descending order by the percentage of students in grades 4 and 8 in the State who score at or above a level of Proficient on the National Assessment of Educational Progress reading assessments for students in grades 4 and 8