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ERIC Number: ED511983
Record Type: Non-Journal
Publication Date: 2010-May
Pages: 21
Abstractor: As Provided
Reference Count: 7
Title III Accountability and District Improvement Efforts: A Closer Look. ESEA Evaluation Brief: The English Language Acquisition, Language Enhancement, and Academic Achievement Act
Tanenbaum, Courtney; Anderson, Lindsay
US Department of Education
"Title III Accountability and District Improvement Efforts: A Closer Look" (2010) summarizes findings from interviews with six Title III Directors and nine Title III district-level directors in the spring of 2009. States and districts were selected in order to collect information from some entities with a long history of serving English Learners (ELs) as well as from entities that have experienced a rapid increase in EL enrollments in recent years. Findings from this small sample cannot be generalized to all states or districts. Key findings from the brief are as follows: (1) Each of the five states interviewed for the study has one or more districts that have not met their Annual Measurable Achievement Objectives (AMAOs) for 2 years or more. These states require these districts to develop an improvement plan, as required by Title III. These states also are requiring districts that miss their AMAOs for even 1 year to submit a notice of the failure to their EL parents. The states are providing sample parent letters to districts for this purpose; (2) The six states vary in the technical assistance systems they have put in place to help districts achieve their AMAO targets. California and New York have established regional centers that regularly provide supports in the nature of improvement plan suggestions and professional development; (3) In all six states interviewed, the majority of the EL population is enrolled in Title I schools. All of the state officials surveyed indicated that coordination of services between the Title I and Title III offices has increased in recent years; and (4) Challenges district officials reported include the shortage of teachers with special EL training, the difficulty in making schools feel accountable for their EL students' achievement when the AMAOs only apply at the district level, and inadequate funding. (Contains 1 exhibit and 9 notes.) [For the companion reports, see "Title III Accountability: Behind the Numbers" (ED511982) and "Title III Policy: State of the States" (ED511984).]
US Department of Education. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Fax: 301-470-1244; Web site:
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Department of Education (ED); American Institutes for Research
Identifiers - Location: Arkansas; California; Indiana; Montana; New York; North Carolina; United States
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act; Elementary and Secondary Education Act Title III