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The COVID-19 pandemic disrupted the collection and reporting of data on EDE, beginning in SY 2019-20. The Department urges abundant caution when using the data and recommends reviewing the relevant data notes prior to use or interpretation. This includes data on state assessments, graduation rates, and chronic absenteeism.

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 4 - 6 of 53 data notes
School Year State File Spec Data Group Data Topic Data Note State Note
2021-2022 WASHINGTON 050, 138 151, 675 Performance In 1 LEA(s), the percent making progress calculated from FS050/DG151 and FS138/DG675 is greater than 100 percent.
2021-2022 MASSACHUSETTS 138, 116 675, 648 Performance The number of EL students reported in FS138/DG675 differs by 12% from students reported in FS116/DG648. We would not expect to see the same counts in both of these files. We apply different business rules to FS 116 compared to FS 138, using October enrollment filters on FS 116 but not on the FS 138. In 21-22 SY specifically, we saw a significant increase from our October to March enrollment data for our ELL population (via new arrivals and new identifications). These data are accurate.
2021-2022 PUERTO RICO 138 675 Performance The State reported 28% of English learners not participating in the annual ELP assessment; however, the requirement is that all ELs are assessed. Data is correct as provided. PRDE experienced several issues during the reporting period with the assessment. Part of the issues presented during the examination window consisted of: challenges in the coordination between parents and schools, schools with alternate schedules due to the COVID-19 pandemic, school closures and repairing of school structures; META-PR (PRDE statewide standardized assessment) testing window was extended in the schools, logistic issues, and students that exited the system before we could administer the SLP annual assessment. Therefore, participation of Sus in the said test was not 100%.
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

Data Notes
Displaying 4 - 6 of 224 data notes
School Year State File Spec Data Group Data Topic Data Note State Note
2021-2022 TENNESSEE 116 648, 849 Participation Category Set Comparison: The sum of the Category Set A [Grade Level (Basic w/13), Language Instruction Educational Program Type] reported in FS116/DG849 is less than the reported total in FS116/DG648. The count reported in Category Set A FS116/DG849 is expected to be greater than or equal to the reported total in FS116/DG648. Complete data were submitted for data group 648, number of English learners served by in Title III funded language instruction education programs (LIEP). Partial data were submitted for data group 849, number served by type of Title III funded language instruction education program (LIEP). Type of LIEP was available only at the school-level. As a result, served by LIEP was submitted for the 51 Title III LEAs with one or more schools that had one type of LIEP supported with Title III funds. English learners served any time during the school year at each school were aggregated for the LEA-level and SEA-level FS116 files. Served by LIEP was not submitted for the 44 LEAs with schools that offered two or more LIEP because participation by LIEP was not available for any schools in these LEAs, and consequently, unavailable for aggregation for the LEA-level and SEA-level FS116 files. LIEP counts were submitted as1 for these 44 LEAs.
2021-2022 ILLINOIS 116, 141 648, 678 Participation In 49 LEA(s), the total number of English learners receiving Title III services reported at the LEA-level in FS116/DG648 is greater than the total number of English learners enrolled reported at the LEA-level in FS141/DG678.
2021-2022 NEW HAMPSHIRE 116 648, 849 Participation In 3 LEAs, data were not reported for Category Set A [Grade Level (Basic w/13), Language Instruction Educational Program Type] in FS116/DG849. These districts each had schools that did not submit counts. The SEA will follow-up with technical assistance to make sure this data is submitted for the 2022-2023 school year.
Displaying 4 - 6 of 231 data notes
School Year State File Spec Data Group Data Topic Data Note State Note
2021-2022 WISCONSIN 126, 211 668, 865 Participation, Performance The State reported a difference of 60% of students between the former English learners in their first year of monitoring in FS126/DG668 in the current school year and the number of English learners exiting in FS211/DG865 in the previous school year. Two LEAs (one large), had reported the data in reverse, Number of students exited-Yes with number of ELs exited-No that caused the difference. Both LEAs have been contacted to correct the data and to inform WDPI of how the error occured. The WDPI is not able to correct its data reporting snapshot after the snapshot has been taken.
2021-2022 DISTRICT OF COLUMBIA 175, 185 583, 588 Performance Across file comparison [MATHEMATICS]: The FS175 SEA number of students in the EL, MHL subgroup(s) who took a(n) ALL, REGASSWACC assessment and received a valid score for GRADE(S) HS does not equal the FS185 number of students who participated in the assessment. The discrepancies range from 109 to 131 students, or 7.01 to 15.02%. Similar discrepancies exist at the LEA and SCH levels. There are various reasons why some students would participate in a test and not be in the achievement universe. Students can either be new to the US, off policy test (students who took the alternative test when they should have taken the regular test and vice versa) and also off grade test. Some students were excluded from the test with an invalid test score, taken multiple tests, or had medical exceptions. All these added up to make the difference between participation and achievement.
2021-2022 IDAHO 175, 178, 185, 188, 189 583, 589, 590 Performance A year to year change of more than 200 students and 10% was identified for at least one subgroup, assessment type, or grade. Idaho has seen a steady increase in the overall enrollment, following the COVID-19 closures. This resulted in an increase in participation count, as well as the proficient count. There is a decrease in the ECODIS count, as schools continued to provide free lunches to students without FRL applications in SY 2021-22. It has been a challenge to collect the accurate economically disadvantaged status.