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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 13 - 15 of 53 data notes
School Year State File Spec Data Group Data Topic Data Note State Note
2021-2022 OREGON 050, 138 151, 675 Performance In 7 LEA(s), the percent making progress calculated from FS050/DG151 and FS138/DG675 is greater than 100 percent.
2021-2022 SOUTH CAROLINA 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. File 050 and 138 have different cohorts. File 138 includes students taking current year ACCESS assessment (with valid current year ACCESS test scores). Then we bring in the previous year’s ACCESS test scores to derive the students who first attempted ACCESS test. Thus all of file 138’s components are calculated from ACCESS test file. File 050 is derived from our state’s accountability report card file. The ‘Progress’ definition is aligned with our state report card calculation. It’s calculated from student’s ACCESS test score, initial screening score, and length of EL program. Also a student has to satisfy the continuous enrollment requirements to be included in the progress definition. In summary, these two files are from different populations of students, so the student numbers can’t be compared.
2021-2022 TEXAS 050, 138 151, 675 Performance In 3 LEA(s), the percent making progress calculated from FS050/DG151 and FS138/DG675 is greater than 100 percent. In the TX state accountability system, a student is considered having made progress if 1) the student advances by at least one score of the composite rating from the prior year to current year, or 2) the student’s current year result is Advanced High regardless of his/her prior year record.
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 223 data notes
School Year State File Spec Data Group Data Topic Data Note State Note
2021-2022 KANSAS 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. KS didn't collected this data prior to 20-21. When the data was pulled from our SIS in 20-21 the data was inaccurate and unusable for reporting. In 21-22 we provided guidance to LEA's to increase accuracy in reporting. The 21-22 data is missing counts for LEAs that did not submit data for the DG. In addition our SIS system did not allow the choice of multiple Language Instruction Education Program Types for each student. KS will continue to provide guidance to LEA's and we are working to make the change in our system to allow for multiple choices which should help increase the accuracy of this data.
2021-2022 NEW HAMPSHIRE 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. For the 2021-2022 data collection of ESOL students, we didn't roll over the program type the student was in. We did that to make sure that the data is accurate vs. just rolling it over and assuming they are in the same program. Unfortunately, it resulted in many students with no program type listed. For 2022-2023, we plan to include a message to EL Coordinators to indicate that they need to review the Program Type report and update any students missing the program type.
2021-2022 NEW JERSEY 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. Currently, a LIEP category is not being collected for Els who exit during the current school year. NJ plans to add a new Business rule in our state collection that will force the LEAs to select an LIEP category and not allow it to be null.
Displaying 13 - 15 of 231 data notes
School Year State File Spec Data Group Data Topic Data Note State Note
2021-2022 COLORADO 175, 178, 185, 188, 189 583, 589, 590 Performance A year to year change of more than 50 students and 5% was identified for at least one grand total, and a year to year change of more than 200 students and 10% was identified for at least one subgroup, assessment type, or grade. Per Colorado's 2021 federal assessment waiver, the state's Reading/Language Arts assessment was provided on a voluntary basis in grades 4, 6, and 8, and the state's Mathematics assessment was provided on a voluntary basis in grades 3, 5, and 7 in spring 2021. Extremely low student participation in the voluntary grade levels combined with lower than typical participation in other grade levels due to ongoing school disruptions caused by the COVID-19 pandemic resulted in lower than typical participation in state assessments overall and student demographic subgroups. In 2021, participation in Colorado’s state assessments varied widely within and across districts and student groups. Given the overall low and wide variance in participation, data from this assessment should not be used for all historical comparative purposes across districts, schools, student groups and/or years. In spring 2022, statewide participation in assessments returned to more typical patterns.
2021-2022 CONNECTICUT 175, 178 583, 584 Performance Achievement SEA to SCH comparison - [MATHEMATICS / READING/LANGUAGE ARTS]: The number of students in ALL, CWD, ECODIS, F, M, MB, MHL, MW subgroup(s) who took a(n) assessment and received a valid score reported at the SEA level for grade(s) ALL and assessment type(s) ALTASSALTACH is different from the sum of the SCH level counts of students who took an assessment and received a valid score (FS175). The discrepancies range from 235 to 1042 students, or -42.27 to -30.11%. Similar SEA to SCH discrepancies exist for the FS178 number of students who took an assessment and received a valid score. [There are] program-level data that are included in the SEA file but are not "schools" in the State of Connecticut.
2021-2022 CONNECTICUT 175, 178, 179 583, 584, 585 Performance Achievement SEA to SCH comparison - [MATHEMATICS / READING/LANGAUGE ARTS / SCIENCE]: The number of students in CWD subgroup(s) who took a(n) assessment and received a valid score reported at the SEA level for grade(s) HS and assessment type(s) ALL is different from the sum of the SCH level counts of students who took an assessment and received a valid score (FS175). The discrepancy is 504 students, or -10.19%. Similar SEA to SCH discrepancies exist for the FS178 and FS179 number of students who took an assessment and received a valid score. [There are] program-level data that are included in the SEA file but are not "schools" in the State of Connecticut.