Resource Library

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Non-Regulatory Guidance English Learners and Title III of the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA)

Published Year

2016

Resource Type

Reference

Originating Organization

DOE

In the last several decades, English learners (ELs)1 have been among the fastest-growing populations in our Nation’s schools.

Non-Regulatory Guidance: English Learners and Title III of the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA)

Published Year

2016

Resource Type

Guide

Originating Organization

DOE

In the last several decades, English learners (ELs)1 have been among the fastest-growing populations in our Nation’s schools.

No Child Left Behind Act of 2001

Published Year

2011

Resource Type

Legislative

The Secretary shall use funds made available under this section 3111c (1) C to award grants on a competitive basis, for a period of no more than 5 years, to institutions of higher education (in consortia with State educational agencies or local educational agencies) to provide for professional de

Funding English Learner Education: Making the Most of Policy and Budget Levers

Published Year

2021

Resource Type

Brief

In the United States, funding for K-12 education is complex; it includes federal, state and local funding sources. Funding an equitable, high-quality education for English learners (ELs) is also complex.

And Justice for Els; A Leader's Guide to Creating and Sustaining Culturally Equitable Schools

Published Year

2020

Resource Type

Guide

This handbook consists of five chapters that address federal policies regarding the education of English Learners (ELs), program models, preparing teachers to work with ELs, and tips for engaging with EL families.

Native Language Assessments for K-12 English Learners: Policy Considerations and State Practices

Published Year

2020

Resource Type

Report

Each state has a school accountability system that, under the federal Every Student Succeeds Act (ESSA), identifies low-performing schools based on a combination of student assessment outcomes and other factors, such as graduation and attendance rates.

The Patchy Landscape of State English Learner Policies under ESSA

Published Year

2020

Resource Type

Report

When the Every Student Succeeds Act (ESSA) was signed into law in 2015, it was seen as a significant step forward for English learners (ELs). ESSA increased accountability for ELs, including their progress towards English proficiency and their performance in academic subjects.

Which English Learners Count When? Understanding State Subgroup Definitions in ESSA Reporting

Published Year

2020

Resource Type

Brief

This brief examines the issues surrounding states' ESSA data reports on the English learner (EL) subgroup. It first reviews the definition of EL and then discusses the variance that exists in states' practices for identifying ELs.

English Learners with Disabilities: Shining a Light on Dual-Identified Students

Published Year

2019

Resource Type

Brief

This brief examines how federal policies and funding are affecting students identified as having special needs under the Individuals with Disabilities Act (IDEA) and who are also identified as English learners (ELs) under Title III of the Every Student Succeeds Act (ESSA).

Addressing the Needs of North Carolina's English Learner Students

Published Year

2019

Resource Type

Brief

This brief discusses the increasing educational opportunity gap between English learners (ELs) in North Carolina and their peers. It argues that limited school funding is exacerbating this opportunity gap. The state's federal and state legal obligations to ELs are highlighted.

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