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.
U.S. Department of Education pages
U.S. Department of Education Title III State Formula Grant
U.S. Department of Education, Office of English Language Acquisition (OELA)
U.S. Department of Education Publications on Title III
ESEA Evaluation Briefs: The English Language Acquisition, Language Enhancement, and Academic Achievement Act
Exploring Approaches to Set English Language Proficiency Performance Criteria and Monitor English Learner Progress
Report on State and Local Implementation (Appendix)
A Survey of States’ English Language Proficiency Standards (in preparation)
A Description of English Learner Student Achievement in Six Jurisdictions (in preparation)
Language Instruction Educational Programs (LIEPs): A Review of the Foundational Literature
Legislation, Regulation & Guidance
Title III full text
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
Implementing RTI Using Title I, Title III, and CEIS Funds: Key Issues for Decision-makers
This presentation explains how funds under Title I and Title III of the Elementary and Secondary Education Act (ESEA) and Coordinated Early 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.
Supplement, not Supplant guidance, U.S. Department of Education, October 2, 2008, and the accompanying letter sent to Chief State School Officers.
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.
Reporting & Accountability
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.
2008-09 state-reported CSPR figures on the number of English learners
The CSPR reporting instruments are available as blank forms on the U.S. Department of Education website.
2010-11 CSPR Reporting Instrument: Part I and Part II
2009-10 CSPR Reporting Instrument: Part I and Part II
2008-09 CSPR Reporting Instrument: Part I and Part II
2007-08 CSPR Reporting Instrument
2006-07 CSPR Reporting Instrument
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.