ERIC Number: ED484630
Record Type: Non-Journal
Publication Date: 2005-Mar-15
Biennial Evaluation Report to Congress on the Implementation of the State Formula Grant Program, 2002-2004. English Language Acquisition, Language Enhancement and Academic Achievement Act (ESEA, Title III, Part A)
US Department of Education
States have made significant progress towards implementing Title III in a very short period of time. States have developed and implemented English language proficiency standards and aligned assessments; provided for annual assessment of the English language proficiency of all limited English proficient students in the four language domains of reading, writing, and speaking; and carried out all aspects of implementation of the Title III State Formula Grant Program. Title III-funded subgrants serve more than four million LEP students, or 80 percent of the total number of LEP students nationwide. The data indicate that these students are making progress in learning English, attaining English language proficiency, and transitioning into classrooms not designed for limited English proficient students. As the infrastructure for language instruction educational programs is expanded and enhanced, States' data systems should yield even more complete information and more accurate details regarding the performance of Title III-served students in making progress in learning English, attaining English language proficiency, and mastering academic content knowledge. This report represents the first effort to collect, synthesize, and report data required by NCLB Section 3123(b)(1-9). State profiles are included in this document. The following are appended: (1) Biennial Evaluation Report Form; and (2) Glossary.
Descriptors: Program Effectiveness, Profiles, Grants, Language Proficiency, English (Second Language), Limited English Speaking, Federal Legislation, Standards, Student Evaluation, Academic Achievement
ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free).
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: N/A
Authoring Institution: Department of Education, Washington, DC.; Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students (ED), Washington, DC.