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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.

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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 7 - 9 of 53 data notes
School Year State File Spec Data Group Data Topic Data Note State Note
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 CONNECTICUT 050, 138 151, 675 Performance In 2 LEA(s), the percent making progress calculated from FS050/DG151 and FS138/DG675 is greater than 100 percent. Data are accurate as reported. Data anomalies are due to pre- vs. post-pandemic comparisons, and these large fluctations occurred with the return to full in-person learning.
2021-2022 LOUISIANA 050, 138 151, 675 Performance In 8 LEA(s), the percent making progress calculated from FS050/DG151 and FS138/DG675 is greater than 100 percent. In fs050, students who assessed with a proficiency level were included in 3 categories,PROFICIENT,PROGRESS, and NOPROGRESS, the total number matched to the participating number in fs138. First assessed included in both fs050 and fs138 total numbers.
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 7 - 9 of 224 data notes
School Year State File Spec Data Group Data Topic Data Note State Note
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 NORTH CAROLINA 138, 116 675, 648 Participation The number of EL students reported in FS138/DG675 differs by 12% from students reported in FS116/DG648. Headcount (FS116) is taken in November of each year, and includes PK students. Assessed (FS138) count is taken in the spring. The expectation that these two counts should match is puzzling. NC has checked these numbers and can report that they are both accurate as reported.
2021-2022 OREGON 116 648 Participation In 1 LEA(s), the data indicate a change of 50% or more between the current school year and the prior school year reported total in FS116/DG648. This district experienced a significant increase in the number of enrolling students who qualified as English Learners during the 2021-22 school year. The data are accurate.
Displaying 7 - 9 of 231 data notes
School Year State File Spec Data Group Data Topic Data Note State Note
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.
2021-2022 ARKANSAS 175 583 Performance 0% Year-to-Year Change (FS175): The same proficiency rate and number of valid test taker reported for: - GRADE 6/REGASSWACC/M were reported for the current year and the prior year. While this may be accurate, some variation is expected.