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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 10 - 12 of 53 data notes
School Year State File Spec Data Group Data Topic Data Note State Note
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%.
2021-2022 ARIZONA 138 675 Performance The State reported 5% of English learners not participating in the annual ELP assessment; however, the requirement is that all ELs are assessed.
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.
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 10 - 12 of 224 data notes
School Year State File Spec Data Group Data Topic Data Note State Note
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.
2021-2022 IDAHO 116 648, 849 Participation Category Set Comparison: In 67 LEA(s), the sum of the Category Set A [Grade Level (Basic w/13), Language Instruction Educational Program Type] in FS116/DG849 is less than the reported total in FS116/DG648. This is the same issue that is at the SEA level. We have kids identified as EL but are missing plans in FY22, which does not allow us to identify the 'Language Instruction Educational Program Type'. So these kids are included in the Total counts, but are not included in the language program counts. FS116 resubmitted.
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.
Displaying 10 - 12 of 231 data notes
School Year State File Spec Data Group Data Topic Data Note State Note
2021-2022 MASSACHUSETTS 175, 178, 185, 188 583, 584, 588, 589 Performance Across file comparison [MATHEMATICS and READING/LANGUAGE ARTS]: The FS175 SCH number of students who took a(n)ALL, REGASSWOACC assessment and received a valid score for GRADE(S) ALL, 3, 4, 5, 6, 7, 8, 10 does not equal the FS185 number of students who participated in the assessment. The discrepancies range from 227 to 10612 students, or 5.13 to 10.21%. Similar discrepancies exist for the MB subgroup for FS178/FS188. Please note that in some cases, first year EL students will participate in MCAS exam, but may not receive a valid score. This process helps to familiarize EL students with the test. If the student receives a proficient score or better they receive a valid score; if they do not receive a proficient score, they are flagged as 1st year EL students and considered as participating.
2021-2022 KANSAS 175 583 Performance 0% Year-to-Year Change (FS175): The same proficiency rate and number of valid test taker reported for: - GRADE 5/REGASSWACC/MAN - GRADE 4/REGASSWACC/MNP were reported for the current year and the prior year. While this may be accurate, some variation is expected. While the count is the same, the LEA's that reported counts in these categories are a different set of LEA's than the previous year. -
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.