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Program
Title III

Percentage of English learners in Title III districts who attain proficiency

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Source: EDFacts File Specifications 050 and 138

Map Data Notes
Displaying 1 - 1 of 1 data notes
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United States
337

Funding

Program funding over time

Participation

Number of English learners enrolled compared to English learners served over time.

Source: EDFacts File Specifications 116, 141; Data Groups 648, 678

Performance

Proficiency results of former English learners compared to all students and current English learners for mathematics and reading/language arts.

Source:  EDFacts File Specifications 050, 126, 175, 178; Data Groups 151, 668, 583, 584

Funding, Participation, and Performance Data Notes
Displaying 13 - 15 of 270 data notes
School Year State File Spec Data Group Data Topic Data Note State Note
2019-2020 LOUISIANA 116, 141 648, 678 Participation Across File Comparison: The total number of English learners (Education Unit Total) enrolled reported in FS141/DG678 was not greater than or equal to the total number of English learners (Education Unit Total) Title III services in FS116/DG648. The total reported in FS141 should be greater than the total reported in FS116.
2019-2020 MICHIGAN 116, 141 648, 678 Participation Across File Comparison: The total number of English learners (Education Unit Total) enrolled reported in FS141/DG678 was not greater than or equal to the total number of English learners (Education Unit Total) Title III services in FS116/DG648. The total reported in FS141 should be greater than the total reported in FS116.
2019-2020 MINNESOTA 116, 141 648, 678 Participation Across File Comparison: The total number of English learners (Education Unit Total) enrolled reported in FS141/DG678 was not greater than or equal to the total number of English learners (Education Unit Total) Title III services in FS116/DG648. The total reported in FS141 should be greater than the total reported in FS116. The Minnesota Department of Education is collecting LEA data on the specific language instruction educational program via an annual survey sent out to districts. Districts are asked to complete the number of students participating in a specific LIEP. While this number should match the SEA total, sometimes, the teachers do not use the same data that was submitted earlier. This happens if an EL coordinator leaves the district in the middle of the school year. Additionally, due to COVID in the spring of 2020, it is possible that district personnel completing the form did not have access to the October MARSS count which is used by the MN in determining the count. Many district and school staff were unable to access their data files.
Displaying 1 - 3 of 3 data notes
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