Title III of the Elementary and Secondary Education Act (ESEA), as reauthorized in 2001, provides for language instruction for limited English proficient and immigrant students. The Title III State Formula Grant Program provides federal monies to the states for the education of these students. In return, states are required to demonstrate that students are proficient in state content and achievement standards in mathematics, reading or language arts, and science (ESEA, § 1111(b)(2)(B)). Beginning in the 2007-2008 school year, states are required to demonstrate that students are proficient in science. States are also required to show that limited English proficient (LEP) students are progressing in their proficiency of the English language by meeting annual measurable achievement objectives (AMAOs) (ESEA, § 3122(b)).
ESEA is currently up for reauthorization.
- Annual measurable achievement objectives (AMAOs): objectives that measure LEP students’ development and attainment of language proficiency in English and adequate yearly progress.
- AMAO 1: the progress LEP students make in learning English
- AMAO 2: the progress LEP students make in attaining English language proficiency
- AMAO 3: the measurement of adequate yearly progress for the Title I LEP subgroup
- Adequate yearly progress (AYP): measure used by individual states to determine student progress toward achievement of academic standards in reading/language arts, mathematics, and science.
ESEA Evaluation Briefs: The English Language Acquisition, Language Enhancement, and Academic Achievement Act
- Title III Policy: State of the States
- Title III Accountability: Behind the Numbers
- Title III Accountability and District Improvement Efforts: A Closer Look
A Survey of States’ English Language Proficiency Standards (in preparation)
A Description of English Learner Student Achievement in Six Jurisdictions (in preparation)
Education Department General Administrative Regulations (EDGAR)
For regulations on state administered programs, see part 76 of EDGAR
Dear Colleague letter from US Department of Justice, Civil Rights Division, and US Department of Education, Office for Civil Rights, regarding discrimination on the basis of citizenship
This presentation explains how funds under Title I and Title III of the Elementary and Secondary Education Act (ESEA) and Coordinated E arly Intervening Services (CEIS) funds under the Individuals with Disabilities Education Act (IDEA) may be used to support Response to Intervention (RTI) in public schools.
Notice of Final Interpretations of Title III of the Elementary and Secondary Education Act of 1965 (ESEA), as Amended by the No Child Left Behind Act of 2001 (NCLB), published in the Federal Register, October 17, 2008 (available in pdf or html format). For more information, see the Summary of Title III Notice of Final Interpretations or the Overview of Notice of Final Interpretations presented at the LEP Partnership Meeting, October 15-16, 2008.
Non-Regulatory Guidance for the Title III State Formula Grant Program, Part I. U.S. Department of Education, March 2002.
Non-regulatory Guidance for the Title III State Formula Grant Program, Part II: Standards, Assessment and Accountability. U.S. Department of Education, February 2003.
Title III Monitoring Reports for the 2008-09 school year, via the U.S. Department of Education.
The U.S. Department of Education collects data from states on the implementation and outcomes of the Title III state formula grant program using Consolidated State Performance Reports. States enter data using the Education Data Exchange Network (EDEN) data submission tool, maintained by the EDFacts Initiative.
The CSPR reporting instruments are available as blank forms on the U.S. Department of Education website.
Data are publically available via biennial reports to Congress.
Information on accountability is also available in each state's accountability plan.
Funding allocations for each state from fiscal year 2001 through fiscal year 2009 can be accessed via the U.S. Department of Education budget overview.
Funding for the Title III State Formula grant for each state is based on American Community Survey estimates. View estimates for 2009 of the number of children who speak English less than well, and the number of immigrant children.