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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 Quality Notes
Displaying 4 - 6 of 93 data notes
School Year State File Spec Data Group Data Topic Data Note State Note
2022-2023 MICHIGAN 138, 050 151, 151, 675, 675 Performance The sum of students in the Title III English Language Proficiency Results file making progress and not making progress was not similar to the count of students in the Title III English Language Proficiency Test file participating minus the sum of those students first assessed. Michigan's approved accountability model specifies students who achieve proficiency (receive a composite proficiency level 4.8 or higher) their first year of assessment will be considered to have met the growth target. Meeting the growth target means the student made progress and so Michigan includes these students in the count of those making PROGRESS in FS050 and FS139. Federal guidance in those file specifications for SY 2022-2023 is contradictory to Michigan's approved accountability plan.
2022-2023 NORTH DAKOTA 138, 050 151, 151, 675, 675 Performance The sum of students in the Title III English Language Proficiency Results file making progress and not making progress was not similar to the count of students in the Title III English Language Proficiency Test file participating minus the sum of those students first assessed. This data has been reviewed and is accurately reported. The students counted in progress and no progress are subject to full academic year FAY stipulation which removes many and students included in the participation data were not subject to FAY.
2022-2023 LOUISIANA 116, 138 675, 648 Performance The sum of Title III English Language Proficiency Test students was greater than the total Title III Students Served. FS138 counts the sum of Title III English Language Proficiency Test students using Louisiana accountability files, but FS116 counts the total Title III Students Served using Title III Data files for Reporting. The numbers of students can be slightly different because of the different data sources.
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 Quality Notes
Displaying 4 - 6 of 98 data notes
School Year State File Spec Data Group Data Topic Data Note State Note
2022-2023 MINNESOTA 116 849, 648 Participation The sum of students in Title III Students Served by Grade Level and Language Instruction Education Program Type was less than the total Title III students served. The LIEP results are a minus one (-1) school. Minnesota was able to capture the district's total number of English Learners, their grade level and the students' racial/ethnic demographic information.
2022-2023 NEW YORK 116, 138 675, 648 Participation The sum of Title III English Language Proficiency Test students was greater than the total Title III Students Served. The discrepancy between FS116 and FS138 is due to the fact that the NY data reported in FS116 were as of October 1, while FS138 data have a 'testing window' reporting period. NY is aware that the reporting period for FS116 should be the school year and will correct this in future years.
2022-2023 DISTRICT OF COLUMBIA 141 678, 678 Participation The sum of English Learners Enrolled students for all schools in the SEA was less than the total English Learners Enrolled students in the SEA. Students enrolled at nonpublic schools are included in the SEA- and LEA-level files, but not in the school-level file. The data at the SEA level are unduplicated. The data are accurate.
No data notes found