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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 4 - 6 of 53 data notes
School Year State File Spec Data Group Data Topic Data Note State Note
2021-2022 MINNESOTA 050 151 Performance Year to Year Comparison: The difference between the percentage of Title III English learners making progress on the English language proficiency assessment calculated from FS050/DG151 and FS138/DG675 in the current school year is 27 percentage points compared to the prior year. In SY20-21, no progress calculations were completed due to our ESSA accountability waiver. In SY21-22, the large increase in percent making progress is expected because students meeting their targets and students who are proficient are included.
2021-2022 NEW JERSEY 050 151 Performance Year to Year Comparison: The difference between the percentage of Title III English learners making progress on the English language proficiency assessment calculated from FS050/DG151 and FS138/DG675 in the current school year is 23 percentage points compared to the prior year. NJ did not report Title III English learners making progress in previous Year. For the 2020-2021 school year, NJ received the Federal accountability waiver. As a result, NJ did not have 2 years of EL growth data to report.
2021-2022 NEW YORK 050 151 Performance Year to Year Comparison: The difference between the percentage of Title III English learners making progress on the English language proficiency assessment calculated from FS050/DG151 and FS138/DG675 in the current school year is 26 percentage points compared to the prior year. This is due to the impact of the pandemic on the state's ability to administer assessments. Assessments were not adminstered in SY19-20. As no scores were assigned in SY19-20 there was no way to calculate the percentage of ELLs who made progress in SY20-21. The data is reported accurately.
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 4 - 6 of 223 data notes
School Year State File Spec Data Group Data Topic Data Note State Note
2021-2022 ALABAMA 138, 116 675, 648 Participation The number of EL students reported in FS138/DG675 differs by 20% from students reported in FS116/DG648. Enrollment data for ELs were collected at two different time periods. The test window is in the spring and the testing data files are pulled from the 9th month enrollment data.
2021-2022 ARIZONA 138, 116 675, 648 Participation The number of EL students reported in FS138/DG675 differs by 42% from students reported in FS116/DG648.
2021-2022 MASSACHUSETTS 138, 116 675, 648 Participation 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.
Displaying 4 - 6 of 231 data notes
School Year State File Spec Data Group Data Topic Data Note State Note
2021-2022 LOUISIANA 118, 175 655, 583 Performance Across file comparison: LEA data show more students reported in Grade 3, 5, and 6 as valid test takers in FS175 than were reported as enrolled in FS118. FS175 is the number of students who took the assessment,received a valid score, and were assigned a proficiency level; but FS118 is SIS enrollment count at end of school year. They can be different since the data source is different.
2021-2022 ALABAMA 175, 178, 179, 185, 188, 189 583, 584, 585, 588, 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. The year-to-year differences for these subgroups can be explained by the small N size for the groups.
2021-2022 ALABAMA 175 583 Performance 0% Year-to-Year Change (FS175): The same proficiency rate and number of valid test taker reported for: - GRADE HS/REGASSWOACC/FCS - GRADE 8/REGASSWACC/MIG were reported for the current year and the prior year. While this may be accurate, some variation is expected. Numbers for both last year and this year were exactly the same.  Confirmed numbers are correct as reported.