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| Title III of the Every Student Succeeds Act | |
|---|---|
| Name | Title III of the Every Student Succeeds Act |
| Enacted | 2015 |
| Statute | Every Student Succeeds Act |
| Jurisdiction | United States |
| Related legislation | Elementary and Secondary Education Act |
Title III of the Every Student Succeeds Act
Title III of the Every Student Succeeds Act reauthorizes federal provisions for language instruction and services for English learners and immigrant students, updating prior provisions from the Elementary and Secondary Education Act of 1965, the No Child Left Behind Act of 2001, and legislative debates in the 114th United States Congress. The statutory text allocates formula grants, defines accountability expectations, and directs state educational agencies and local educational agencies in service delivery, drawing on implementation histories from U.S. Department of Education, precedent cases such as Lau v. Nichols, and program models examined by organizations like Migration Policy Institute and American Institutes for Research.
The origins trace to the Elementary and Secondary Education Act of 1965 and amendments under the Improving America’s Schools Act of 1994, with major shifts under the No Child Left Behind Act of 2001 and subsequent bipartisan negotiation in the 113th United States Congress and 114th United States Congress. Key legislative actors included members of the House Committee on Education and the Workforce, the Senate Committee on Health, Education, Labor, and Pensions, and advocacy from groups such as the National Education Association, the U.S. Commission on Civil Rights, and TESOL International Association. Court decisions like Lau v. Nichols and reports from the Government Accountability Office influenced statutory language and compliance mechanisms.
Title III aims to improve English proficiency and academic achievement for English learners, align with civil rights precedent from Plyler v. Doe and Lau v. Nichols, and promote effective language instruction programs described by the U.S. Department of Education and research from National Research Council (US) and RAND Corporation. Provisions require state plans consistent with standards used by agencies such as the Common Core State Standards Initiative and accountability approaches informed by models from the Every Student Succeeds Act reauthorization process, stipulating qualified teacher requirements similar to certifications recognized by the Council for the Accreditation of Educator Preparation and program evaluations akin to reports by the Institute of Education Sciences.
Funding is distributed via formula grants to states using data from the U.S. Census Bureau and enrollment counts maintained by the National Center for Education Statistics, with allocations reflecting factors examined by the Congressional Budget Office and appropriations overseen by the United States Congress. Subgranting to local educational agencies follows procedures administered by state educational agencies, paralleling formula mechanisms in legislation like the Individuals with Disabilities Education Act and financial oversight frameworks used by the Office of Management and Budget.
Title III requires states to establish annual measurable achievement objectives and English language proficiency assessments, often coordinated with federally recognized assessments such as those developed by consortia like Smarter Balanced Assessment Consortium and Partnership for Assessment of Readiness for College and Careers. Accountability metrics must align with reporting obligations similar to those under the Every Student Succeeds Act, and compliance is monitored by the U.S. Department of Education and reviewed in light of civil rights enforcement by the Department of Justice where relevant.
States submit plans to the U.S. Department of Education detailing uses of Title III funds, teacher professional development strategies, and program models informed by research from Harvard Graduate School of Education, Teachers College, Columbia University, and practitioner guidance by the WIDA Consortium. Plans frequently reference collaborative efforts with entities such as the National Governors Association, the Council of Chief State School Officers, and local stakeholder input from organizations like the National Parent Teacher Association.
Title III emphasizes evidence-based language instruction educational programs, bilingual education approaches that reference models studied by the Center for Applied Linguistics, and sheltered instruction frameworks promoted by SIOP Model advocates and researchers from University of California, Los Angeles. Provisions support recruitment and retention of qualified personnel aligned with standards from the TESOL International Association and professional development partnerships with institutions such as University of Texas at Austin and University of Arizona.
Evaluations by the Institute of Education Sciences, RAND Corporation, and policy analyses from the Brookings Institution show mixed outcomes on English learners’ proficiency gains and graduation rates, with disparities noted in research from the Migration Policy Institute and civil rights commentators including the U.S. Commission on Civil Rights. Critics from organizations like the Alliance for Excellent Education and scholars at Stanford University and University of California, Berkeley argue that funding levels and accountability design—similar to debates over the No Child Left Behind Act of 2001—leave implementation uneven, while proponents citing success stories from districts such as Los Angeles Unified School District and Chicago Public Schools point to improved services under Title III frameworks.