Title III is a part of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act of 2015 (ESSA). The purpose of Title III, Part A is to help ensure that English learners (ELs) attain English proficiency and meet state academic standards.
In the 2017–18 school year, nearly 75% of all career and technical education (CTE) students were enrolled in secondary CTE programs (8,835,158 of 11,844,736 students). Of the 532,489 English learners enrolled in CTE programs, 80% (427,302 ELs) were enrolled in secondary programs.
In the 2016–17 school year, six states identified American Indian/Alaska Native languages among the top five languages spoken by Els.
There were 216,295 English learners who experienced homelessness during the 2016–17 school year in U.S. public schools. While ELs make up 16% of the homeless student population, they make up only 10% of the total student population.
In fiscal year 2017, 28% of Head Start families spoke a language other than English at home.
Dual language programs vary in structure and implementation but often share three common goals for students: (1) to develop bilingualism and biliteracy, based on high levels of proficiency in two languages (English and a partner language); (2) to achieve academically at grade level or better in b
This fact sheet reports data from the National Assessment of Educational Progress (NAEP) scores and enrollment for English learners (ELs) and students who are not English learners from the NAEP and the National Academies of Sciences, Engineering, and Medicine’s English Learners in STEM Subjects:
For English learner students, dual language programs offer opportunities to lead with their cultural and linguistic assets, leverage and nurture their full linguistic knowledge and skills, and engage in rigorous academic content learning, all while developing English.