September 2019 – September 2024
American Institutes for Research
Texas Institute for Measurement, Evaluation, and Statistics
English learners (ELs) face disproportionate educational challenges because they must master subject-matter content while also developing English proficiency. Title III of the federal Elementary and Secondary Education Act (ESEA) provides funds to states and districts to help ELs attain English proficiency and to close the significant achievement gaps in reading and math between ELs and their non-EL peers. Some key aspects of Title III policy changed with the 2015 update to ESEA as the Every Student Succeeds Act (ESSA). These changes include shifts in state accountability for ELs' English proficiency and responsibility for determining which students begin and stop receiving EL supports, as well as a new district requirement to implement parent, family, and community engagement activities. This study will examine whether support for and implementation of EL programs among states, districts, and schools seem to align with ESSA's key changes and emphases.
This descriptive study is based mostly on surveys conducted in Spring 2023 of all state Title III coordinators and a nationally-representative sample of districts. The evaluation also draws on existing data, such as information from ESSA state plans, the Common Core of Data, and the Civil Rights Data Collection. Responses to survey questions will be tabulated into descriptive statistics (such as percentages) and simple statistical tests (such as tests for differences between percentages).
Reports are expected in 2024 and will be announced on https://ies.ed.gov/ncee/.
Key findings will be available after study reports are published.