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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.
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.
English Learners (EL) State Collaborative on Assessment and Student Standards (SCASS Meeting Slides) (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.
- Dear Colleague Letter from Deputy Secretary Marten Regarding Federal K-12 Resources to Support Resettled Afghan Students (January 14, 2022)
- Fact Sheet: Providing Services to English Learners During the COVID-19 Outbreak
- COVID-19 EL Fact Sheet
- Non-Regulatory Guidance: English Learners and Title III of the ESEA (September 23, 2016)
- Addendum to September 23, 2016 Non-Regulatory Guidance: English Learners and Title III of the ESEA (January 2, 2019)
- Presentation on Non-Regulatory Guidance: English Learners and Title III Program (October 5, 2016)
- Webinar Audio Recording (October 5, 2016)
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.
- Title I Regulations: 34 CFR Part 200
- Presentation: Assessment Regulations — Title I, Parts A and B (January 11, 2017)
- A State's Guide to the Department of Education's Assessment Peer Review Process (September 24, 2018)
- ELP Assessment Peer Review Cover Sheet and Index Submission Template (October 3, 2018)
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.
- Non-Regulatory Guidance: Fiscal Changes and Equitable Services Requirements Under the ESEA (November 21, 2016)
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.
- Consolidated State Plans
- Servings all students: With a Focus on English Learners and Children with Disabilities
- Accountability & Support for English Learners Convening (July 2018)
- Title III State Director Modules
- Guidebook on State Approaches to Incorporating English Learners Into Title I Accountability Systems
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)
- Schools' Civil Rights Obligations to English Learners
- Dear Colleague Letter: English Learner Students and Limited Proficient Parents (January 2015)
- Strategies and Considerations to Increase Student Diversity
Office of English Language Acquisition (OELA)
- Newcomer Toolkit
- Literature Review of English Learner Accountability
- English Learner Toolkit
- Dual Language Education Programs: Current State Policies and Practices
- Our Nation's English Learners: EL Characteristics
- Educational Experiences of English Learners
- Academic Performance and Outcomes for ELs
- National Clearinghouse for English Language Acquisition: State Data Profiles
Institute of Education Sciences (IES)
- NCES Descriptive Statistics on ELs
- What Works Clearinghouse Practice Guide for ELs: Teaching Academic Content and Literacy to English Learners in Elementary and Middle School
- Regional Educational Laboratory Professional Learning Communities Facilitator's Guide for the What Works Clearinghouse Practice Guide: Teaching Academic Content and Literacy to English Learners in Elementary and Middle School
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:
Data Collection Information
To access data collected and published by the Department of Education, please see ED Data Express.
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).
Guide to Collecting and Reporting Title III Data (November 2024)
A Resource to Support Native Language Coding (November 2024)
Title III Data Reporting Process SY2022 — 23
Title III CSPR Data Submission SY 2022-23
Title III EDFacts Data Submission SY 2022-23
Title III EDFacts Data Crosswalk SY2022 — 23
Title III Data Quality Kick-Off Webinar (March 24, 2022)
Title III Data Quality Webinar 2 (June 8, 2022)
Title III Data Quality Webinar 3 (September 14, 2022)
Title III Data Quality Webinar 4 (January 18, 2023)
Title III Data Quality Webinar 5 (April 26, 2023)
Title III Data Quality Webinar 6 (December 18, 2023)
Title III Data Quality Webinar 7 (April 12, 2024)
Title III Data Quality Webinar 8 (June 17, 2024)
Community of Practice — LIEPs and Reporting
- COP Session 1 (February 6, 2023)
- COP Session 2 (March 20, 2023)
- COP Session 3 (May 3, 2023)
- COP Session 4 (June 14, 2023)
Community of Practice — Teachers of ELs and Reporting
- COP Session 1 (March 5, 2024)
- COP Session 2 (May 7, 2024)
- COP Session 3 (July 12, 2024)
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
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
PART A—English Language Acquisition, Language Enhancement, and Academic Achievement Act
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.
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.
- Addendum to the Fact Sheet: Providing Services to English Learners During the COVID-19 Outbreak
- COVID-19 EL Fact Sheet
- Non-Regulatory Guidance: English Learners and Title III of the ESEA (September 23, 2016)
- Addendum to September 23, 2016 Non-Regulatory Guidance: English Learners and Title III of the ESEA (January 2, 2019)
- Presentation on Non-Regulatory Guidance: English Learners and Title III Program (October 5, 2016)
- Webinar Audio Recording (October 5, 2016)
- Letter regarding if a student using American Sign Language is an English learner (July 27, 2015)
Funding Status
| Fiscal Year 2022 | Fiscal Year 2023 | Fiscal Year 2024 | Fiscal Year 2025 | |
|---|---|---|---|---|
| Total Appropriation | $831,400,000 | $890,000,000 | $890,000,000 | $890,000,000 |
| National Professional Development Grants (NPD) & National Clearinghouse on English Language Acquisition (NCELA) | $53,770,795 | $57,560,750 | $57,849,593 | $57,850,000 |
| Outlying Areas | $4,136,215 | $4,427,750 | $4,449,969 | $4,450,000 |
| Native American and Alaska Native Children in School (NAM) | $5,000,000 | $5,000,000 | $5,000,000 | $5,000,000 |
| Evaluation | $4,157,000 | $4,450,000 | $6,264 | $0 |
| Total New Awards to States (52 Awards) | $764,335,990 | $818,561,500 | $822,694,174 | $822,700,000 |
Awards
| AWARDS TO STATES | Fiscal Year 2022 | Fiscal Year 2023 | Fiscal Year 2024 | Fiscal Year 2025 |
|---|---|---|---|---|
| ALABAMA | $4,230,105 | $4,667,423 | $4,784,531 | $5,375,004 |
| ALASKA | $1,349,243 | $1,219,172 | $1,111,638 | $1,120,646 |
| ARIZONA | $14,705,318 | $15,110,683 | $15,573,417 | $15,515,599 |
| ARKANSAS | $3,944,267 | $4,163,471 | $4,064,740 | $3,854,906 |
| CALIFORNIA | $156,033,836 | $161,156,417 | $158,425,581 | $152,386,811 |
| COLORADO | $10,858,756 | $11,250,831 | $11,229,143 | $10,707,771 |
| CONNECTICUT | $6,990,540 | $7,536,325 | $7,841,066 | $7,909,975 |
| DELAWARE | $1,579,109 | $1,944,936 | $2,039,013 | $2,296,378 |
| DISTRICT OF COLUMBIA | $1,516,629 | $1,672,845 | $1,460,182 | $1,340,957 |
| FLORIDA | $53,329,995 | $55,781,692 | $56,817,567 | $59,193,089 |
| GEORGIA | $19,662,984 | $21,429,707 | $21,609,731 | $21,969,793 |
| HAWAII | $3,580,778 | $3,517,210 | $3,325,924 | $3,037,055 |
| IDAHO | $2,442,067 | $2,338,485 | $2,127,786 | $2,144,058 |
| ILLINOIS | $26,615,519 | $30,088,034 | $30,533,342 | $31,138,247 |
| INDIANA | $9,281,042 | $10,021,167 | $10,158,405 | $11,108,192 |
| IOWA | $4,418,575 | $4,350,716 | $4,533,351 | $4,787,475 |
| KANSAS | $4,835,851 | $4,986,622 | $5,139,349 | $5,279,108 |
| KENTUCKY | $4,895,064 | $5,544,924 | $5,642,469 | $5,805,601 |
| LOUISIANA | $4,709,556 | $5,032,305 | $5,236,415 | $6,054,985 |
| MAINE | $945,276 | $938,540 | $1,055,092 | $1,035,398 |
| MARYLAND | $14,042,143 | $15,878,742 | $16,416,847 | $16,601,006 |
| MASSACHUSETTS | $18,544,239 | $20,685,947 | $20,603,066 | $19,714,919 |
| MICHIGAN | $13,221,316 | $13,145,609 | $12,956,705 | $13,324,813 |
| MINNESOTA | $10,764,819 | $11,330,277 | $11,134,349 | $10,523,880 |
| MISSISSIPPI | $1,981,722 | $2,050,775 | $2,176,119 | $2,121,059 |
| MISSOURI | $5,880,250 | $6,163,214 | $5,801,457 | $5,526,958 |
| MONTANA | $500,000 | $500,000 | $500,000 | $500,000 |
| NEBRASKA | $4,284,792 | $4,595,664 | $4,301,083 | $4,363,776 |
| NEVADA | $8,123,063 | $8,199,493 | $8,261,423 | $8,095,108 |
| NEW HAMPSHIRE | $1,061,259 | $1,096,025 | $1,017,370 | $979,091 |
| NEW JERSEY | $23,398,689 | $27,431,899 | $28,497,347 | $29,582,984 |
| NEW MEXICO | $5,454,849 | $5,815,909 | $5,861,582 | $5,605,972 |
| NEW YORK | $60,148,865 | $65,687,554 | $65,939,522 | $65,116,695 |
| NORTH CAROLINA | $16,557,281 | $18,661,675 | $19,436,560 | $20,856,577 |
| NORTH DAKOTA | $589,129 | $610,995 | $638,726 | $636,355 |
| OHIO | $12,276,015 | $13,128,142 | $13,273,954 | $13,719,877 |
| OKLAHOMA | $5,702,430 | $6,348,417 | $6,463,084 | $6,606,222 |
| OREGON | $7,700,517 | $8,117,636 | $7,778,039 | $7,774,996 |
| PENNSYLVANIA | $17,428,155 | $19,105,632 | $19,698,851 | $20,049,014 |
| PUERTO RICO | $3,821,680 | $4,092,807 | $4,113,470 | $4,113,500 |
| RHODE ISLAND | $2,571,791 | $2,865,137 | $2,993,637 | $2,756,099 |
| SOUTH CAROLINA | $5,757,020 | $6,205,074 | $6,473,329 | $6,746,610 |
| SOUTH DAKOTA | $980,292 | $981,152 | $929,968 | $910,709 |
| TENNESSEE | $8,229,680 | $9,969,292 | $10,091,356 | $11,755,863 |
| TEXAS | $129,663,514 | $140,174,779 | $140,563,951 | $138,907,842 |
| UTAH | $5,354,778 | $6,193,844 | $6,303,370 | $6,650,339 |
| VERMONT | $500,000 | $500,000 | $500,000 | $500,000 |
| VIRGINIA | $15,849,648 | $16,899,661 | $17,594,329 | $17,875,544 |
| WASHINGTON | $19,504,669 | $20,660,367 | $20,712,337 | $20,120,693 |
| WEST VIRGINIA | $584,170 | $542,583 | $557,500 | $503,259 |
| WISCONSIN | $7,434,705 | $7,671,694 | $7,896,101 | $7,599,192 |
| WYOMING | $500,000 | $500,000 | $500,000 | $500,000 |
Additional Information
Please see the U.S. Department of Education's (ED's) Budget History Tables for information on the President's budget requests and enacted appropriations for major ED programs.
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.
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.
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.
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.
English Learners (EL) State Collaborative on Assessment and Student Standards (SCASS Meeting Slides) (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.
- Dear Colleague Letter from Deputy Secretary Marten Regarding Federal K-12 Resources to Support Resettled Afghan Students (January 14, 2022)
- Fact Sheet: Providing Services to English Learners During the COVID-19 Outbreak
- COVID-19 EL Fact Sheet
- Non-Regulatory Guidance: English Learners and Title III of the ESEA (September 23, 2016)
- Addendum to September 23, 2016 Non-Regulatory Guidance: English Learners and Title III of the ESEA (January 2, 2019)
- Presentation on Non-Regulatory Guidance: English Learners and Title III Program (October 5, 2016)
- Webinar Audio Recording (October 5, 2016)
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.
- Title I Regulations: 34 CFR Part 200
- Presentation: Assessment Regulations — Title I, Parts A and B (January 11, 2017)
- A State's Guide to the Department of Education's Assessment Peer Review Process (September 24, 2018)
- ELP Assessment Peer Review Cover Sheet and Index Submission Template (October 3, 2018)
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.
- Non-Regulatory Guidance: Fiscal Changes and Equitable Services Requirements Under the ESEA (November 21, 2016)
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.
- Consolidated State Plans
- Servings all students: With a Focus on English Learners and Children with Disabilities
- Accountability & Support for English Learners Convening (July 2018)
- Title III State Director Modules
- Guidebook on State Approaches to Incorporating English Learners Into Title I Accountability Systems
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)
- Schools' Civil Rights Obligations to English Learners
- Dear Colleague Letter: English Learner Students and Limited Proficient Parents (January 2015)
- Strategies and Considerations to Increase Student Diversity
Office of English Language Acquisition (OELA)
- Newcomer Toolkit
- Literature Review of English Learner Accountability
- English Learner Toolkit
- Dual Language Education Programs: Current State Policies and Practices
- Our Nation's English Learners: EL Characteristics
- Educational Experiences of English Learners
- Academic Performance and Outcomes for ELs
- National Clearinghouse for English Language Acquisition: State Data Profiles
Institute of Education Sciences (IES)
- NCES Descriptive Statistics on ELs
- What Works Clearinghouse Practice Guide for ELs: Teaching Academic Content and Literacy to English Learners in Elementary and Middle School
- Regional Educational Laboratory Professional Learning Communities Facilitator's Guide for the What Works Clearinghouse Practice Guide: Teaching Academic Content and Literacy to English Learners in Elementary and Middle School
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:
Data Collection Information
To access data collected and published by the Department of Education, please see ED Data Express.
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).
Guide to Collecting and Reporting Title III Data (November 2024)
A Resource to Support Native Language Coding (November 2024)
Title III Data Reporting Process SY2022 — 23
Title III CSPR Data Submission SY 2022-23
Title III EDFacts Data Submission SY 2022-23
Title III EDFacts Data Crosswalk SY2022 — 23
Title III Data Quality Kick-Off Webinar (March 24, 2022)
Title III Data Quality Webinar 2 (June 8, 2022)
Title III Data Quality Webinar 3 (September 14, 2022)
Title III Data Quality Webinar 4 (January 18, 2023)
Title III Data Quality Webinar 5 (April 26, 2023)
Title III Data Quality Webinar 6 (December 18, 2023)
Title III Data Quality Webinar 7 (April 12, 2024)
Title III Data Quality Webinar 8 (June 17, 2024)
Community of Practice — LIEPs and Reporting
- COP Session 1 (February 6, 2023)
- COP Session 2 (March 20, 2023)
- COP Session 3 (May 3, 2023)
- COP Session 4 (June 14, 2023)
Community of Practice — Teachers of ELs and Reporting
- COP Session 1 (March 5, 2024)
- COP Session 2 (May 7, 2024)
- COP Session 3 (July 12, 2024)
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
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
PART A—English Language Acquisition, Language Enhancement, and Academic Achievement Act
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.
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.
- Addendum to the Fact Sheet: Providing Services to English Learners During the COVID-19 Outbreak
- COVID-19 EL Fact Sheet
- Non-Regulatory Guidance: English Learners and Title III of the ESEA (September 23, 2016)
- Addendum to September 23, 2016 Non-Regulatory Guidance: English Learners and Title III of the ESEA (January 2, 2019)
- Presentation on Non-Regulatory Guidance: English Learners and Title III Program (October 5, 2016)
- Webinar Audio Recording (October 5, 2016)
- Letter regarding if a student using American Sign Language is an English learner (July 27, 2015)
Funding Status
| Fiscal Year 2022 | Fiscal Year 2023 | Fiscal Year 2024 | Fiscal Year 2025 | |
|---|---|---|---|---|
| Total Appropriation | $831,400,000 | $890,000,000 | $890,000,000 | $890,000,000 |
| National Professional Development Grants (NPD) & National Clearinghouse on English Language Acquisition (NCELA) | $53,770,795 | $57,560,750 | $57,849,593 | $57,850,000 |
| Outlying Areas | $4,136,215 | $4,427,750 | $4,449,969 | $4,450,000 |
| Native American and Alaska Native Children in School (NAM) | $5,000,000 | $5,000,000 | $5,000,000 | $5,000,000 |
| Evaluation | $4,157,000 | $4,450,000 | $6,264 | $0 |
| Total New Awards to States (52 Awards) | $764,335,990 | $818,561,500 | $822,694,174 | $822,700,000 |
Awards
| AWARDS TO STATES | Fiscal Year 2022 | Fiscal Year 2023 | Fiscal Year 2024 | Fiscal Year 2025 |
|---|---|---|---|---|
| ALABAMA | $4,230,105 | $4,667,423 | $4,784,531 | $5,375,004 |
| ALASKA | $1,349,243 | $1,219,172 | $1,111,638 | $1,120,646 |
| ARIZONA | $14,705,318 | $15,110,683 | $15,573,417 | $15,515,599 |
| ARKANSAS | $3,944,267 | $4,163,471 | $4,064,740 | $3,854,906 |
| CALIFORNIA | $156,033,836 | $161,156,417 | $158,425,581 | $152,386,811 |
| COLORADO | $10,858,756 | $11,250,831 | $11,229,143 | $10,707,771 |
| CONNECTICUT | $6,990,540 | $7,536,325 | $7,841,066 | $7,909,975 |
| DELAWARE | $1,579,109 | $1,944,936 | $2,039,013 | $2,296,378 |
| DISTRICT OF COLUMBIA | $1,516,629 | $1,672,845 | $1,460,182 | $1,340,957 |
| FLORIDA | $53,329,995 | $55,781,692 | $56,817,567 | $59,193,089 |
| GEORGIA | $19,662,984 | $21,429,707 | $21,609,731 | $21,969,793 |
| HAWAII | $3,580,778 | $3,517,210 | $3,325,924 | $3,037,055 |
| IDAHO | $2,442,067 | $2,338,485 | $2,127,786 | $2,144,058 |
| ILLINOIS | $26,615,519 | $30,088,034 | $30,533,342 | $31,138,247 |
| INDIANA | $9,281,042 | $10,021,167 | $10,158,405 | $11,108,192 |
| IOWA | $4,418,575 | $4,350,716 | $4,533,351 | $4,787,475 |
| KANSAS | $4,835,851 | $4,986,622 | $5,139,349 | $5,279,108 |
| KENTUCKY | $4,895,064 | $5,544,924 | $5,642,469 | $5,805,601 |
| LOUISIANA | $4,709,556 | $5,032,305 | $5,236,415 | $6,054,985 |
| MAINE | $945,276 | $938,540 | $1,055,092 | $1,035,398 |
| MARYLAND | $14,042,143 | $15,878,742 | $16,416,847 | $16,601,006 |
| MASSACHUSETTS | $18,544,239 | $20,685,947 | $20,603,066 | $19,714,919 |
| MICHIGAN | $13,221,316 | $13,145,609 | $12,956,705 | $13,324,813 |
| MINNESOTA | $10,764,819 | $11,330,277 | $11,134,349 | $10,523,880 |
| MISSISSIPPI | $1,981,722 | $2,050,775 | $2,176,119 | $2,121,059 |
| MISSOURI | $5,880,250 | $6,163,214 | $5,801,457 | $5,526,958 |
| MONTANA | $500,000 | $500,000 | $500,000 | $500,000 |
| NEBRASKA | $4,284,792 | $4,595,664 | $4,301,083 | $4,363,776 |
| NEVADA | $8,123,063 | $8,199,493 | $8,261,423 | $8,095,108 |
| NEW HAMPSHIRE | $1,061,259 | $1,096,025 | $1,017,370 | $979,091 |
| NEW JERSEY | $23,398,689 | $27,431,899 | $28,497,347 | $29,582,984 |
| NEW MEXICO | $5,454,849 | $5,815,909 | $5,861,582 | $5,605,972 |
| NEW YORK | $60,148,865 | $65,687,554 | $65,939,522 | $65,116,695 |
| NORTH CAROLINA | $16,557,281 | $18,661,675 | $19,436,560 | $20,856,577 |
| NORTH DAKOTA | $589,129 | $610,995 | $638,726 | $636,355 |
| OHIO | $12,276,015 | $13,128,142 | $13,273,954 | $13,719,877 |
| OKLAHOMA | $5,702,430 | $6,348,417 | $6,463,084 | $6,606,222 |
| OREGON | $7,700,517 | $8,117,636 | $7,778,039 | $7,774,996 |
| PENNSYLVANIA | $17,428,155 | $19,105,632 | $19,698,851 | $20,049,014 |
| PUERTO RICO | $3,821,680 | $4,092,807 | $4,113,470 | $4,113,500 |
| RHODE ISLAND | $2,571,791 | $2,865,137 | $2,993,637 | $2,756,099 |
| SOUTH CAROLINA | $5,757,020 | $6,205,074 | $6,473,329 | $6,746,610 |
| SOUTH DAKOTA | $980,292 | $981,152 | $929,968 | $910,709 |
| TENNESSEE | $8,229,680 | $9,969,292 | $10,091,356 | $11,755,863 |
| TEXAS | $129,663,514 | $140,174,779 | $140,563,951 | $138,907,842 |
| UTAH | $5,354,778 | $6,193,844 | $6,303,370 | $6,650,339 |
| VERMONT | $500,000 | $500,000 | $500,000 | $500,000 |
| VIRGINIA | $15,849,648 | $16,899,661 | $17,594,329 | $17,875,544 |
| WASHINGTON | $19,504,669 | $20,660,367 | $20,712,337 | $20,120,693 |
| WEST VIRGINIA | $584,170 | $542,583 | $557,500 | $503,259 |
| WISCONSIN | $7,434,705 | $7,671,694 | $7,896,101 | $7,599,192 |
| WYOMING | $500,000 | $500,000 | $500,000 | $500,000 |
Additional Information
Please see the U.S. Department of Education's (ED's) Budget History Tables for information on the President's budget requests and enacted appropriations for major ED programs.
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.
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.