Tag Archives: English (Second Language)

Resources

English Learner Resources

For the last several decades, English learners (ELs) have been among the fastest-growing populations in our Nation’s schools. ELs comprise nearly 10 percent of the student population nationwide, and in many schools, local educational agencies (LEAs) and States, account for an even higher percentage of the student population. The Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act (ESSA), (herein referred to as the ESEA), strives to ensure that ELs and immigrant youth attain English language proficiency and meet the same academic standards as their peers. This webpage contains information about requirements related to ELs in the ESEA, and provides links to resources to support States in developing and implementing programs and services for ELs.

Please note that some of the resources listed are based on requirements related to English learners in the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the No Child Left Behind Act of 2001 (NCLB). The ESEA was reauthorized by the ESSA on December 10, 2015. Changes to the requirements related to English learners under the reauthorized ESEA are not reflected in all of the resources posted. A notification will be published on this page when any updated resources are available.

If you require assistance accessing these resources (or do not see a resource responsive to your needs), please email oese.titleiii-a@ed.gov.

Resource

English Learners (EL) State Collaborative on Assessment and Student Standards (SCASS) (June 14, 2021)

Guidance and Regulatory Information

While much of Title III, Part A of the ESEA remains the same as prior reauthorizations, several provisions related to ELs (e.g., accountability for performance on the English language proficiency assessment) are now part of Title I, Part A in the amended ESEA. The ESEA also contains several other changes under Title III, Part A, including new Title III reporting requirements. More information about requirements related to ELs in Title I and Title III is found below.

The ESEA continues to require each State to administer, to all students who are identified as ELs, an annual English language proficiency (ELP) assessment that is aligned to ELP standards (ESEA Section 1111(b)(2)(G)). More information about the ELP assessment can be found in the final regulations at the link below. These regulations also contain provisions regarding the inclusion of ELs in academic content assessments. Additionally, the ESEA requires that ELP assessments for all ELs and alternate ELP assessments (AELPA) for ELs who are students with the most significant cognitive disabilities in grades K-12 be submitted for peer review (ESEA section 1111(a)(4)). More information about ELP assessment peer review is found below.

The ESEA continues to require an LEA to provide for the equitable participation of eligible private school students, teachers and other educational personnel in private schools located in areas served by the LEA. More information about equitable services requirements is found below.

The ESEA substantially expands provisions related to assessment and accountability for recently arrived English learners. More information about accountability models for recently arrived English learners is found below.

Other Tools and Resources

The Office of School Support and Accountability (SSA) has developed a number of tools and resources that can be used by a State to support ELs. To view these resources and your State’s consolidated ESSA State plan, please use the links provided below.

ELSTAR

ELSTAR is a digital application dashboard to support state educational agency (SEA) leaders in making data-based decisions about English learner accountability. SEA staff can also use ELSTAR to support monitoring efforts, reflect on the validity and reliability of the English Language Proficiency (ELP) indicator, as well as prepare for technical assistance around the ELP indicator.

SSA Partners

SSA works with multiple partner offices that administer programs, provide technical assistance and enforce education laws pertaining to ELs. Please find a list of our partner offices and some of the relevant resources they provide below.

Office of Special Education Programs (OSEP)

Office for Civil Rights (OCR)

Office of English Language Acquisition (OELA)

Institute of Education Sciences (IES)

Office of Non-Public Education (ONPE)

In addition to the resources provided above, other general grant guidance pertaining to administration of federal programs can be found here:

Reporting and Performance

Data Collection Information

ED Data Express

To access data collected and published by the Department of Education, please see ED Data Express.

 EDFacts Page

For more information about the Department’s EDFacts Initiative, which includes data collection for Title III, Part A, please see the following page.

Title III Data Quality Effort

This effort provides a venue for technical assistance, support, and collaboration for SEA Title III and EDFacts Coordinators, to improve the quality of Title III-related data that states submit through EDFacts and their Consolidated State Performance Reports (CSPRs).

Resources

Guide to Collecting and Reporting Title III Data (March 2023)

Title III Data Reporting Process

Title III EdFacts Data Crosswalk

Title III Data Quality Kick-Off Webinar (March 24, 2022)

  1. PPT presentation
  2. Webinar transcript

Title III Data Quality Webinar 2 (June 8, 2022)

  1. PPT Presentation
  2. Webinar transcript

Title III Data Quality Webinar 3 (September 14, 2022)

  1. PPT Presentation
  2. Webinar transcript

Title III Data Quality Webinar 4 (January 18, 2023)

  1. PPT Presentation
  2. Webinar Transcript

Community of Practice – LIEPs and Reporting

  1. COP Session 1 (February 6, 2023)
  2. COP Session 2 (March 20, 2023)

Monitoring Reports

OESE periodically assesses States’ efforts in implementing Federal grant programs. By completing periodic assessments of SEA grant administration across multiple OESE programs, including Title III, Part A, OESE is able to gather accurate information about States’ compliance with statutory and regulatory requirements, as well as information about grant performance. OESE uses this information about State and local needs to provide high-quality, differentiated support to States and districts.

Consolidated monitoring reports, monitoring protocols, and information about the consolidated monitoring process are available on the Office of School Support and Accountability’s (SSA) Performance Reports page. Monitoring protocols for the Title III, Part A program are also available on this page.

Legislation, Regulations & Guidance

Legislation

Elementary and Secondary Education Act of 1965, as amended, Title III, Secs. 3001–3203; 20 U.S.C. 6801–7014.

TITLE III—Language Instruction for English Learners and Immigrant Students

  • Sec. 3001. Authorization of Appropriations.

PART A—English Language Acquisition, Language Enhancement, and Academic Achievement Act

  • Sec. 3101. Short Title.
  • Sec. 3102. Purposes.

SUBPART 1—Grants and Subgrants for English Language Acquisition and Language Enhancement

  • 3111. Formula Grants to States.
  • 3112. Native American and Alaska Native Children in School.
  • 3113. State and Specially Qualified Agency Plans.
  • 3114. Within-State Allocations.
  • 3115. Subgrants to Eligible Entities.
  • 3116. Local Plans.

SUBPART 2—Accountability and Administration

  • 3121. Reporting.
  • 3122. Biennial Reports.
  • 3123. Coordination with Related Programs.
  • 3124. Rules of Construction.
  • 3125. Legal Authority Under State Law.
  • 3126. Civil Rights.
  • 3127. Programs for Native Americans and Puerto Rico.
  • 3128. Prohibition.

SUBPART 3—National Activities

  • 3131. National Professional Development Project.

PART B—General Provisions

  • Sec. 3201. Definitions.
  • Sec. 3202. National Clearinghouse.
  • Sec. 3203. Regulations.

Regulations

The Office of Management and Budget’s (OMB) Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards (commonly called “Uniform Guidance”) was adopted by the Department  in December 2014, 2 CFR Part 3474, and provides  a government-wide framework for grants management and sets an authoritative set of rules and requirements for Federal awards that synthesizes and supersedes guidance from earlier OMB circulars.   The Uniform  Guidance addresses such issues as addresses time and effort certifications, indirect cost reimbursement, timely obligation of funds and carryover, financial management rules, program income, record retention, property/equipment/supplies inventory controls, procurement, monitoring, conflicts, travel policies, and allowable costs.

The Education Department of General Administrative Regulations (EDGAR), 34 CFR Parts 75, 76, and 77, are the federal regulations that govern all federal grants awarded by the U.S. Department of Education.  EDGAR is read in conjunction with the authorizing statutes, program-specific regulations, the Uniform Guidance, and Federal Register documents, such as Notices Inviting Applications and Notices of Final Priorities.

Guidance

  • DRAFT Title VIII, Part F of the Elementary and Secondary Education Act of 1965, as Amended by the Every Student Succeeds Act: Equitable Services for Eligible Private School Children, Teachers, and Other Educational Personnel, Non-Regulatory Guidance PDF (March 30, 2022)
    • This draft document is being published to invite public comment. Please submit substantive comments about the content of the draft, including feedback on any additional topics you would like to see included, to EquitableServices@ed.gov by April 29, 2022. We will consider comments in making revisions but will not provide individual responses to comments.

While much of Title III, Part A of the ESEA remains the same as prior reauthorizations, several provisions related to ELs (e.g., accountability for performance on the English language proficiency assessment) are now part of Title I, Part A in the amended ESEA. The ESEA also contains several other changes under Title III, Part A, including new Title III reporting requirements. More information about requirements related to ELs in Title I and Title III is found below.

Funding Status & Awards

Funding Status

  Fiscal Year 2020 Fiscal Year 2021 Fiscal Year 2022
Total Appropriation $787,400,000 $797,400,000 $831,400,000
National Professional Development Grants (NPD) & National Clearinghouse on English Language Acquisition (NCELA)* $50,925,095 $51,575,845 $53,770,795
Outlying Areas $3,917,315 $3,967,065 $4,136,215
Native American and Alaska Native Children in School (NAM)* $5,000,000 $5,000,000 $5,000,000
Evaluation $3,937,000 $3,987,000 $4,157,000
Total New Awards to States (52 Awards) $723,620,590 $732,874,090 $764,335,990

*NAM, NCELA & (NPD) Grants are administered by the Office of English Language Acquisition (OELA).

Awards

AWARDS TO STATES Fiscal Year 2020*  Fiscal Year 2021 Fiscal Year 2022
ALABAMA $4,040,965 $4,205,117 $4,230,105
ALASKA $1,369,301 $1,376,178 $1,349,243
ARIZONA $14,500,499 $14,356,444 $14,705,318
ARKANSAS $3,795,001 $3,764,361 $3,944,267
CALIFORNIA $148,959,688 $149,265,123 $156,033,836
COLORADO $10,324,217 $10,299,436 $10,858,756
CONNECTICUT $6,577,249 $6,779,184 $6,990,540
DELAWARE $1,343,430 $1,393,972 $1,579,109
DISTRICT OF COLUMBIA $1,471,543 $1,462,006 $1,516,629
FLORIDA $49,953,322 $ 51,185,896 $53,329,995
GEORGIA $17,375,007 $ 18,491,232 $19,662,984
HAWAII $3,659,017 $3,544,302 $3,580,778
IDAHO $2,467,058 $2,452,804 $2,442,067
ILLINOIS $25,463,457 $ 25,481,119 $26,615,519
INDIANA $8,907,466 $9,186,206 $9,281,042
IOWA $4,353,027 $4,443,804 $4,418,575
KANSAS $4,736,418 $4,723,906 $4,835,851
KENTUCKY $4,449,412 $4,589,063 $4,895,064
LOUISIANA $3,994,781 $4,282,700 $4,709,556
MAINE $895,288 $897,016 $945,276
MARYLAND $12,665,046 $13,354,580 $14,042,143
MASSACHUSETTS $17,114,993 $17,199,595 $18,544,239
MICHIGAN $12,847,212 $12,878,101 $13,221,316
MINNESOTA $10,704,132 $10,880,048 $10,764,819
MISSISSIPPI $1,751,243 $1,800,042 $1,981,722
MISSOURI $5,405,911 $5,699,968 $5,880,250
MONTANA $500,000 $500,000 $500,000
NEBRASKA $3,733,534 $3,921,154 $4,284,792
NEVADA $7,070,867 $7,393,861 $8,123,063
NEW HAMPSHIRE $1,082,418 $1,059,482 $1,061,259
NEW JERSEY $20,792,691 $21,827,322 $23,398,689
NEW MEXICO $4,942,681 $4,906,513 $5,454,849
NEW YORK $57,314,305 $57,301,488 $60,148,865
NORTH CAROLINA $15,628,691 $15,695,270 $16,557,281
NORTH DAKOTA $555,873 $533,791 $589,129
OHIO $11,272,619 $11,625,929 $12,276,015
OKLAHOMA $5,772,896 $5,583,756 $5,702,430
OREGON $7,268,924 $7,366,214 $7,700,517
PENNSYLVANIA $16,093,849 $16,505,262 $17,428,155
PUERTO RICO $3,618,103 $3,664,370 $3,821,680
RHODE ISLAND $2,193,093 $2,263,010 $2,571,791
SOUTH CAROLINA $5,102,291 $5,447,134 $5,757,020
SOUTH DAKOTA $1,005,623 $963,154 $980,292
TENNESSEE $7,467,304 $7,870,027 $8,229,680
TEXAS $125,960,340 $126,702,660 $129,663,514
UTAH $5,021,691 $5,084,906 $5,354,778
VERMONT $500,000 $500,000 $500,000
VIRGINIA $14,731,003 $15,168,901 $15,849,648
WASHINGTON $18,341,433 $18,761,659 $19,504,669
WEST VIRGINIA $517,878 $558,634 $584,170
WISCONSIN $7,507,800 $7,177,390 $7,434,705
WYOMING $500,000 $500,000 $500,000

* The Awards listed under FY20 do not include additional funds that States received under ESSER or GEER under the CARES Act.

 

Eligibility & Grantee Information

Eligibility

Who May Apply: ONLY State Educational Agencies (SEAs)

Grantee Information

While only SEAs may apply and directly receive funds from the Department of Education, SEAs are, in turn, required to make formula subgrants to local educational agencies LEAs.

To receive funds under ESEA formula grant programs, States are required, once per Congressional authorization of the statute, to submit program plans. Each program plan must address program requirements specified in the statute.  Section 8302 of the ESEA, however, permits the Department to simplify application requirements and reduce the burden on States by establishing procedures for States to submit a single Consolidated State Plan that addresses multiple programs.

Each State submitted a Consolidated State Plan in 2017 in order to receive funds under nine formula Grant programs, including Title III, Part A.  Copies of all current State plans, as well as information about the State plan process, may be found at https://oese.ed.gov/offices/office-of-formula-grants/school-support-and-accountability/essa-consolidated-state-plans/.

Each State that has a plan approved by the Department is awarded annually a Title III, Part A formula grant determined by the number of EL and immigrant children and youth in the State. The State uses its allotment to award subgrants to LEAs that have plans approved by the State. The number of EL and immigrant children and youth in the LEA determines the funding level of each subgrant.

 

English Language Acquisition State Grants – Title III, Part A

PROGRAM DESCRIPTION

This program is designed to improve the education of English Learner (EL) children and youth by helping them learn English and meet challenging state academic content and student academic achievement standards. The program also provides enhanced instructional opportunities for immigrant children and youth. Funds are distributed to states based on a formula that takes into account the number of immigrant and EL students in each state.

TYPES OF PROJECTS

States must develop goals for increasing progress in English language proficiency for EL students that measure their success in meeting challenging state academic content and achievement standards. Schools use the funds to implement language instruction educational programs designed to help EL students achieve these standards. Approaches and methodologies used must be rooted in evidence-based research. Local educational agency LEAs may develop and implement new language instruction programs and expand or enhance existing programs. LEAs also may implement schoolwide programs within individual schools or implement systemwide programs to restructure, reform, or upgrade all programs, activities, or operations related to the education of their EL students.