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Find similar grantsFY27 Title III: English Language Acquisition and Academic Achievement Program for English Learners and Immigrant Children and Youth is sponsored by Massachusetts Department of Elementary and Secondary Education (DESE). This federal entitlement grant aims to help English Learners and immigrant students achieve English language proficiency and meet academic standards.
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English Language Acquisition State Grants; Title III, Part A | U.S. Department of Education English Language Acquisition State Grants; Title III, Part A Office of Elementary and Secondary Education (OESE) State Educational Agencies (SEAs) Reporting and Performance Legislation, Regulations and Guidance Eligibility & Grantee Information This program is designed to improve the education of English Learner (EL) children and youth by helping them learn English and meet challenging state academic content and student academic achievement standards.
The program also provides enhanced instructional opportunities for immigrant children and youth. Funds are distributed to states based on a formula that takes into account the number of immigrant and EL students in each state. States must develop goals for increasing progress in English language proficiency for EL students that measure their success in meeting challenging state academic content and achievement standards.
Schools use the funds to implement language instruction educational programs designed to help EL students achieve these standards. Approaches and methodologies used must be rooted in evidence-based research. Local educational agency LEAs may develop and implement new language instruction programs and expand or enhance existing programs.
LEAs also may implement schoolwide programs within individual schools or implement systemwide programs to restructure, reform, or upgrade all programs, activities, or operations related to the education of their EL students. English Learner Resources For the last several decades, English learners (ELs) have been among the fastest-growing populations in our Nation's schools.
ELs comprise nearly 10 percent of the student population nationwide, and in many schools, local educational agencies (LEAs) and States, account for an even higher percentage of the student population.
The Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act (ESSA), (herein referred to as the ESEA), strives to ensure that ELs and immigrant youth attain English language proficiency and meet the same academic standards as their peers.
This webpage contains information about requirements related to ELs in the ESEA, and provides links to resources to support States in developing and implementing programs and services for ELs. Please note that some of the resources listed are based on requirements related to English learners in the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the No Child Left Behind Act of 2001 (NCLB).
The ESEA was reauthorized by the ESSA on December 10, 2015. Changes to the requirements related to English learners under the reauthorized ESEA are not reflected in all of the resources posted. A notification will be published on this page when any updated resources are available.
If you require assistance accessing these resources (or do not see a resource responsive to your needs), please email oese. titleiii-a@ed. gov .
English Learners (EL) State Collaborative on Assessment and Student Standards (SCASS Meeting Slides) (June 14, 2021) Guidance and Regulatory Information While much of Title III, Part A of the ESEA remains the same as prior reauthorizations, several provisions related to ELs (e.g., accountability for performance on the English language proficiency assessment) are now part of Title I, Part A in the amended ESEA.
The ESEA also contains several other changes under Title III, Part A, including new Title III reporting requirements. More information about requirements related to ELs in Title I and Title III is found below.
Dear Colleague Letter from Deputy Secretary Marten Regarding Federal K-12 Resources to Support Resettled Afghan Students (January 14, 2022) Fact Sheet: Providing Services to English Learners During the COVID-19 Outbreak Non-Regulatory Guidance: English Learners and Title III of the ESEA (September 23, 2016) Addendum to September 23, 2016 Non-Regulatory Guidance: English Learners and Title III of the ESEA (January 2, 2019) Presentation on Non-Regulatory Guidance: English Learners and Title III Program (October 5, 2016) Webinar Audio Recording (October 5, 2016) The ESEA continues to require each State to administer, to all students who are identified as ELs, an annual English language proficiency (ELP) assessment that is aligned to ELP standards (ESEA Section 1111(b)(2)(G)).
More information about the ELP assessment can be found in the final regulations at the link below. These regulations also contain provisions regarding the inclusion of ELs in academic content assessments.
Additionally, the ESEA requires that ELP assessments for all ELs and alternate ELP assessments (AELPA) for ELs who are students with the most significant cognitive disabilities in grades K-12 be submitted for peer review (ESEA section 1111(a)(4)). More information about ELP assessment peer review is found below.
Title I Regulations: 34 CFR Part 200 Presentation: Assessment Regulations — Title I, Parts A and B (January 11, 2017) A State's Guide to the Department of Education's Assessment Peer Review Process (September 24, 2018) ELP Assessment Peer Review Cover Sheet and Index Submission Template (October 3, 2018) The ESEA continues to require an LEA to provide for the equitable participation of eligible private school students, teachers and other educational personnel in private schools located in areas served by the LEA.
More information about equitable services requirements is found below. Non-Regulatory Guidance: Fiscal Changes and Equitable Services Requirements Under the ESEA (November 21, 2016) The ESEA substantially expands provisions related to assessment and accountability for recently arrived English learners. More information about accountability models for recently arrived English learners is found below.
Recently Arrived English Learners: A Guide for States Other Tools and Resources The Office of School Support and Accountability (SSA) has developed a number of tools and resources that can be used by a State to support ELs. To view these resources and your State's consolidated ESSA State plan, please use the links provided below.
Servings all students: With a Focus on English Learners and Children with Disabilities Accountability & Support for English Learners Convening (July 2018) Title III State Director Modules Guidebook on State Approaches to Incorporating English Learners Into Title I Accountability Systems ELSTAR is a digital application dashboard to support state educational agency (SEA) leaders in making data-based decisions about English learner accountability.
SEA staff can also use ELSTAR to support monitoring efforts, reflect on the validity and reliability of the English Language Proficiency (ELP) indicator, as well as prepare for technical assistance around the ELP indicator. SSA works with multiple partner offices that administer programs, provide technical assistance and enforce education laws pertaining to ELs.
Please find a list of our partner offices and some of the relevant resources they provide below.
Office of Special Education Programs (OSEP) IDEAs That Work: English Learners Multitiered Systems of Support for English Learners Office for Civil Rights (OCR) Schools' Civil Rights Obligations to English Learners Dear Colleague Letter: English Learner Students and Limited Proficient Parents (January 2015) Strategies and Considerations to Increase Student Diversity Office of English Language Acquisition (OELA) Literature Review of English Learner Accountability Dual Language Education Programs: Current State Policies and Practices Our Nation's English Learners: EL Characteristics Educational Experiences of English Learners Academic Performance and Outcomes for ELs National Clearinghouse for English Language Acquisition: State Data Profiles Institute of Education Sciences (IES) NCES Descriptive Statistics on ELs What Works Clearinghouse Practice Guide for ELs: Teaching Academic Content and Literacy to English Learners in Elementary and Middle School Regional Educational Laboratory Professional Learning Communities Facilitator's Guide for the What Works Clearinghouse Practice Guide: Teaching Academic Content and Literacy to English Learners in Elementary and Middle School Office of Non-Public Education (ONPE) Non-Regulatory Guidance: Title III, Part A English Language Acquisition, Language Enhancement, and Academic Achievement Equitable Services to Private School Students, Teachers, and Other Educational Personnel In addition to the resources provided above, other general grant guidance pertaining to administration of federal programs can be found here: General Grant Information General Guidance for Grantees Data Collection Information To access data collected and published by the Department of Education, please see ED Data Express .
For more information about the Department's ED Facts Initiative, which includes data collection for Title III, Part A, please see the following page .
Title III Data Quality Effort This effort provides a venue for technical assistance, support, and collaboration for SEA Title III and EDFacts Coordinators, to improve the quality of Title III-related data that states submit through EDFacts and their Consolidated State Performance Reports (CSPRs).
Guide to Collecting and Reporting Title III Data (November 2024) A Resource to Support Native Language Coding (November 2024) Title III Data Reporting Process SY2022 — 23 Title III CSPR Data Submission SY 2022-23 Title III ED Facts Data Submission SY 2022-23 Title III ED Facts Data Crosswalk SY2022 — 23 Title III Data Quality Kick-Off Webinar (March 24, 2022) Title III Data Quality Webinar 2 (June 8, 2022) Title III Data Quality Webinar 3 (September 14, 2022) Title III Data Quality Webinar 4 (January 18, 2023) Title III Data Quality Webinar 5 (April 26, 2023) Title III Data Quality Webinar 6 (December 18, 2023) Title III Data Quality Webinar 7 (April 12, 2024) Title III Data Quality Webinar 8 (June 17, 2024) Community of Practice — LIEPs and Reporting COP Session 1 (February 6, 2023) COP Session 2 (March 20, 2023) COP Session 3 (May 3, 2023) COP Session 4 (June 14, 2023) Community of Practice — Teachers of ELs and Reporting COP Session 1 (March 5, 2024) COP Session 2 (May 7, 2024) COP Session 3 (July 12, 2024) OESE periodically assesses States' efforts in implementing Federal grant programs.
By completing periodic assessments of SEA grant administration across multiple OESE programs, including Title III, Part A, OESE is able to gather accurate information about States' compliance with statutory and regulatory requirements, as well as information about grant performance. OESE uses this information about State and local needs to provide high-quality, differentiated support to States and districts.
Consolidated monitoring reports, monitoring protocols, and information about the consolidated monitoring process are available on the Office of School Support and Accountability's (SSA) Performance Reports page. Monitoring protocols for the Title III, Part A program are also available on this page . Elementary and Secondary Education Act of 1965 , as amended, Title III, Secs.
3001 — 3203; 20 U.S.C. 6801 — 7014. TITLE III—Language Instruction for English Learners and Immigrant Students Sec.
3001. Authorization of Appropriations. PART A—English Language Acquisition, Language Enhancement, and Academic Achievement Act SUBPART 1—Grants and Subgrants for English Language Acquisition and Language Enhancement 3111.
Formula Grants to States. 3112. Native American and Alaska Native Children in School.
3113. State and Specially Qualified Agency Plans. 3114.
Within-State Allocations. 3115. Subgrants to Eligible Entities.
SUBPART 2—Accountability and Administration 3123. Coordination with Related Programs. 3124.
Rules of Construction. 3125. Legal Authority Under State Law.
3127. Programs for Native Americans and Puerto Rico. SUBPART 3—National Activities 3131.
National Professional Development Project. PART B—General Provisions Sec. 3202.
National Clearinghouse.
Uniform Guidance (2 CFR § 200) The Office of Management and Budget's (OMB) Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards (commonly called "Uniform Guidance") was adopted by the Department in December 2014, 2 CFR Part 3474, and provides a government-wide framework for grants management and sets an authoritative set of rules and requirements for Federal awards that synthesizes and supersedes guidance from earlier OMB circulars.
The Uniform Guidance addresses such issues as addresses time and effort certifications, indirect cost reimbursement, timely obligation of funds and carryover, financial management rules, program income, record retention, property/equipment/supplies inventory controls, procurement, monitoring, conflicts, travel policies, and allowable costs.
Education Department General Administrative Regulations (EDGAR) The Education Department of General Administrative Regulations (EDGAR), 34 CFR Parts 75, 76, and 77, are the federal regulations that govern all federal grants awarded by the U.S. Department of Education.
EDGAR is read in conjunction with the authorizing statutes, program-specific regulations, the Uniform Guidance, and Federal Register documents, such as Notices Inviting Applications and Notices of Final Priorities.
DRAFT Title VIII, Part F of the Elementary and Secondary Education Act of 1965, as Amended by the Every Student Succeeds Act: Equitable Services for Eligible Private School Children, Teachers, and Other Educational Personnel, Non-Regulatory Guidance PDF (March 30, 2022) This draft document is being published to invite public comment.
Please submit substantive comments about the content of the draft, including feedback on any additional topics you would like to see included, to EquitableServices@ed. gov by April 29, 2022. We will consider comments in making revisions but will not provide individual responses to comments.
While much of Title III, Part A of the ESEA remains the same as prior reauthorizations, several provisions related to ELs (e.g., accountability for performance on the English language proficiency assessment) are now part of Title I, Part A in the amended ESEA. The ESEA also contains several other changes under Title III, Part A, including new Title III reporting requirements.
More information about requirements related to ELs in Title I and Title III is found below.
Addendum to the Fact Sheet: Providing Services to English Learners During the COVID-19 Outbreak Non-Regulatory Guidance: English Learners and Title III of the ESEA (September 23, 2016) Addendum to September 23, 2016 Non-Regulatory Guidance: English Learners and Title III of the ESEA (January 2, 2019) Presentation on Non-Regulatory Guidance: English Learners and Title III Program (October 5, 2016) Webinar Audio Recording (October 5, 2016) Letter regarding if a student using American Sign Language is an English learner (July 27, 2015) Fiscal Year 2022 Fiscal Year 2023 Fiscal Year 2024 Fiscal Year 2025 Total Appropriation $831,400,000 $890,000,000 $890,000,000 $890,000,000 National Professional Development Grants (NPD) & National Clearinghouse on English Language Acquisition (NCELA) $53,770,795 $57,560,750 $57,849,593 $57,850,000 Outlying Areas $4,136,215 $4,427,750 $4,449,969 $4,450,000 Native American and Alaska Native Children in School (NAM) $5,000,000 $5,000,000 $5,000,000 $5,000,000 Evaluation $4,157,000 $4,450,000 $6,264 $0 Total New Awards to States (52 Awards) $764,335,990 $818,561,500 $822,694,174 $822,700,000 AWARDS TO STATES Fiscal Year 2022 Fiscal Year 2023 Fiscal Year 2024 Fiscal Year 2025 ALABAMA $4,230,105 $4,667,423 $4,784,531 $5,375,004 ALASKA $1,349,243 $1,219,172 $1,111,638 $1,120,646 ARIZONA $14,705,318 $15,110,683 $15,573,417 $15,515,599 ARKANSAS $3,944,267 $4,163,471 $4,064,740 $3,854,906 CALIFORNIA $156,033,836 $161,156,417 $158,425,581 $152,386,811 COLORADO $10,858,756 $11,250,831 $11,229,143 $10,707,771 CONNECTICUT $6,990,540 $7,536,325 $7,841,066 $7,909,975 DELAWARE $1,579,109 $1,944,936 $2,039,013 $2,296,378 DISTRICT OF COLUMBIA $1,516,629 $1,672,845 $1,460,182 $1,340,957 FLORIDA $53,329,995 $55,781,692 $56,817,567 $59,193,089 GEORGIA $19,662,984 $21,429,707 $21,609,731 $21,969,793 HAWAII $3,580,778 $3,517,210 $3,325,924 $3,037,055 IDAHO $2,442,067 $2,338,485 $2,127,786 $2,144,058 ILLINOIS $26,615,519 $30,088,034 $30,533,342 $31,138,247 INDIANA $9,281,042 $10,021,167 $10,158,405 $11,108,192 IOWA $4,418,575 $4,350,716 $4,533,351 $4,787,475 KANSAS $4,835,851 $4,986,622 $5,139,349 $5,279,108 KENTUCKY $4,895,064 $5,544,924 $5,642,469 $5,805,601 LOUISIANA $4,709,556 $5,032,305 $5,236,415 $6,054,985 MAINE $945,276 $938,540 $1,055,092 $1,035,398 MARYLAND $14,042,143 $15,878,742 $16,416,847 $16,601,006 MASSACHUSETTS $18,544,239 $20,685,947 $20,603,066 $19,714,919 MICHIGAN $13,221,316 $13,145,609 $12,956,705 $13,324,813 MINNESOTA $10,764,819 $11,330,277 $11,134,349 $10,523,880 MISSISSIPPI $1,981,722 $2,050,775 $2,176,119 $2,121,059 MISSOURI $5,880,250 $6,163,214 $5,801,457 $5,526,958 MONTANA $500,000 $500,000 $500,000 $500,000 NEBRASKA $4,284,792 $4,595,664 $4,301,083 $4,363,776 NEVADA $8,123,063 $8,199,493 $8,261,423 $8,095,108 NEW HAMPSHIRE $1,061,259 $1,096,025 $1,017,370 $979,091 NEW JERSEY $23,398,689 $27,431,899 $28,497,347 $29,582,984 NEW MEXICO $5,454,849 $5,815,909 $5,861,582 $5,605,972 NEW YORK $60,148,865 $65,687,554 $65,939,522 $65,116,695 NORTH CAROLINA $16,557,281 $18,661,675 $19,436,560 $20,856,577 NORTH DAKOTA $589,129 $610,995 $638,726 $636,355 OHIO $12,276,015 $13,128,142 $13,273,954 $13,719,877 OKLAHOMA $5,702,430 $6,348,417 $6,463,084 $6,606,222 OREGON $7,700,517 $8,117,636 $7,778,039 $7,774,996 PENNSYLVANIA $17,428,155 $19,105,632 $19,698,851 $20,049,014 PUERTO RICO $3,821,680 $4,092,807 $4,113,470 $4,113,500 RHODE ISLAND $2,571,791 $2,865,137 $2,993,637 $2,756,099 SOUTH CAROLINA $5,757,020 $6,205,074 $6,473,329 $6,746,610 SOUTH DAKOTA $980,292 $981,152 $929,968 $910,709 TENNESSEE $8,229,680 $9,969,292 $10,091,356 $11,755,863 TEXAS $129,663,514 $140,174,779 $140,563,951 $138,907,842 UTAH $5,354,778 $6,193,844 $6,303,370 $6,650,339 VERMONT $500,000 $500,000 $500,000 $500,000 VIRGINIA $15,849,648 $16,899,661 $17,594,329 $17,875,544 WASHINGTON $19,504,669 $20,660,367 $20,712,337 $20,120,693 WEST VIRGINIA $584,170 $542,583 $557,500 $503,259 WISCONSIN $7,434,705 $7,671,694 $7,896,101 $7,599,192 WYOMING $500,000 $500,000 $500,000 $500,000 Additional Information Please see the U.S. Department of Education's (ED's) Budget History Tables for information on the President's budget requests and enacted appropriations for major ED programs.
Who May Apply: ONLY State Educational Agencies (SEAs) While only SEAs may apply and directly receive funds from the Department of Education, SEAs are, in turn, required to make formula subgrants to local educational agencies LEAs. To receive funds under ESEA formula grant programs, States are required, once per Congressional authorization of the statute, to submit program plans.
Each program plan must address program requirements specified in the statute. Section 8302 of the ESEA, however, permits the Department to simplify application requirements and reduce the burden on States by establishing procedures for States to submit a single Consolidated State Plan that addresses multiple programs.
Each State submitted a Consolidated State Plan in 2017 in order to receive funds under nine formula Grant programs, including Title III, Part A. Each State that has a plan approved by the Department is awarded annually a Title III, Part A formula grant determined by the number of EL and immigrant children and youth in the State. The State uses its allotment to award subgrants to LEAs that have plans approved by the State.
The number of EL and immigrant children and youth in the LEA determines the funding level of each subgrant. This program is designed to improve the education of English Learner (EL) children and youth by helping them learn English and meet challenging state academic content and student academic achievement standards. The program also provides enhanced instructional opportunities for immigrant children and youth.
Funds are distributed to states based on a formula that takes into account the number of immigrant and EL students in each state. States must develop goals for increasing progress in English language proficiency for EL students that measure their success in meeting challenging state academic content and achievement standards.
Schools use the funds to implement language instruction educational programs designed to help EL students achieve these standards. Approaches and methodologies used must be rooted in evidence-based research. Local educational agency LEAs may develop and implement new language instruction programs and expand or enhance existing programs.
LEAs also may implement schoolwide programs within individual schools or implement systemwide programs to restructure, reform, or upgrade all programs, activities, or operations related to the education of their EL students. English Learner Resources For the last several decades, English learners (ELs) have been among the fastest-growing populations in our Nation's schools.
ELs comprise nearly 10 percent of the student population nationwide, and in many schools, local educational agencies (LEAs) and States, account for an even higher percentage of the student population.
The Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act (ESSA), (herein referred to as the ESEA), strives to ensure that ELs and immigrant youth attain English language proficiency and meet the same academic standards as their peers.
This webpage contains information about requirements related to ELs in the ESEA, and provides links to resources to support States in developing and implementing programs and services for ELs. Please note that some of the resources listed are based on requirements related to English learners in the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the No Child Left Behind Act of 2001 (NCLB).
The ESEA was reauthorized by the ESSA on December 10, 2015. Changes to the requirements related to English learners under the reauthorized ESEA are not reflected in all of the resources posted. A notification will be published on this page when any updated resources are available.
If you require assistance accessing these resources (or do not see a resource responsive to your needs), please email oese. titleiii-a@ed. gov .
English Learners (EL) State Collaborative on Assessment and Student Standards (SCASS Meeting Slides) (June 14, 2021) Guidance and Regulatory Information While much of Title III, Part A of the ESEA remains the same as prior reauthorizations, several provisions related to ELs (e.g., accountability for performance on the English language proficiency assessment) are now part of Title I, Part A in the amended ESEA.
The ESEA also contains several other changes under Title III, Part A, including new Title III reporting requirements. More information about requirements related to ELs in Title I and Title III is found below.
Dear Colleague Letter from Deputy Secretary Marten Regarding Federal K-12 Resources to Support Resettled Afghan Students (January 14, 2022) Fact Sheet: Providing Services to English Learners During the COVID-19 Outbreak Non-Regulatory Guidance: English Learners and Title III of the ESEA (September 23, 2016) Addendum to September 23, 2016 Non-Regulatory Guidance: English Learners and Title III of the ESEA (January 2, 2019) Presentation on Non-Regulatory Guidance: English Learners and Title III Program (October 5, 2016) Webinar Audio Recording (October 5, 2016) The ESEA continues to require each State to administer, to all students who are identified as ELs, an annual English language proficiency (ELP) assessment that is aligned to ELP standards (ESEA Section 1111(b)(2)(G)).
More information about the ELP assessment can be found in the final regulations at the link below. These regulations also contain provisions regarding the inclusion of ELs in academic content assessments.
Additionally, the ESEA requires that ELP assessments for all ELs and alternate ELP assessments (AELPA) for ELs who are students with the most significant cognitive disabilities in grades K-12 be submitted for peer review (ESEA section 1111(a)(4)). More information about ELP assessment peer review is found below.
Title I Regulations: 34 CFR Part 200 Presentation: Assessment Regulations — Title I, Parts A and B (January 11, 2017) A State's Guide to the Department of Education's Assessment Peer Review Process (September 24, 2018) ELP Assessment Peer Review Cover Sheet and Index Submission Template (October 3, 2018) The ESEA continues to require an LEA to provide for the equitable participation of eligible private school students, teachers and other educational personnel in private schools located in areas served by the LEA.
More information about equitable services requirements is found below. Non-Regulatory Guidance: Fiscal Changes and Equitable Services Requirements Under the ESEA (November 21, 2016) The ESEA substantially expands provisions related to assessment and accountability for recently arrived English learners. More information about accountability models for recently arrived English learners is found below.
Recently Arrived English Learners: A Guide for States Other Tools and Resources The Office of School Support and Accountability (SSA) has developed a number of tools and resources that can be used by a State to support ELs. To view these resources and your State's consolidated ESSA State plan, please use the links provided below.
Servings all students: With a Focus on English Learners and Children with Disabilities Accountability & Support for English Learners Convening (July 2018) Title III State Director Modules Guidebook on State Approaches to Incorporating English Learners Into Title I Accountability Systems ELSTAR is a digital application dashboard to support state educational agency (SEA) leaders in making data-based decisions about English learner accountability.
SEA staff can also use ELSTAR to support monitoring efforts, reflect on the validity and reliability of the English Language Proficiency (ELP) indicator, as well as prepare for technical assistance around the ELP indicator. SSA works with multiple partner offices that administer programs, provide technical assistance and enforce education laws pertaining to ELs.
Please find a list of our partner offices and some of the relevant resources they provide below.
Office of Special Education Programs (OSEP) IDEAs That Work: English Learners Multitiered Systems of Support for English Learners Office for Civil Rights (OCR) Schools' Civil Rights Obligations to English Learners Dear Colleague Letter: English Learner Students and Limited Proficient Parents (January 2015) Strategies and Considerations to Increase Student Diversity Office of English Language Acquisition (OELA) Literature Review of English Learner Accountability Dual Language Education Programs: Current State Policies and Practices Our Nation's English Learners: EL Characteristics Educational Experiences of English Learners Academic Performance and Outcomes for ELs National Clearinghouse for English Language Acquisition: State Data Profiles Institute of Education Sciences (IES) NCES Descriptive Statistics on ELs What Works Clearinghouse Practice Guide for ELs: Teaching Academic Content and Literacy to English Learners in Elementary and Middle School Regional Educational Laboratory Professional Learning Communities Facilitator's Guide for the What Works Clearinghouse Practice Guide: Teaching Academic Content and Literacy to English Learners in Elementary and Middle School Office of Non-Public Education (ONPE) Non-Regulatory Guidance: Title III, Part A English Language Acquisition, Language Enhancement, and Academic Achievement Equitable Services to Private School Students, Teachers, and Other Educational Personnel In addition to the resources provided above, other general grant guidance pertaining to administration of federal programs can be found here: General Grant Information General Guidance for Grantees Reporting and Performance Data Collection Information To access data collected and published by the Department of Education, please see ED Data Express .
For more information about the Department's ED Facts Initiative, which includes data collection for Title III, Part A, please see the following page .
Title III Data Quality Effort This effort provides a venue for technical assistance, support, and collaboration for SEA Title III and EDFacts Coordinators, to improve the quality of Title III-related data that states submit through EDFacts and their Consolidated State Performance Reports (CSPRs).
Guide to Collecting and Reporting Title III Data (November 2024) A Resource to Support Native Language Coding (November 2024) Title III Data Reporting Process SY2022 — 23 Title III CSPR Data Submission SY 2022-23 Title III ED Facts Data Submission SY 2022-23 Title III ED Facts Data Crosswalk SY2022 — 23 Title III Data Quality Kick-Off Webinar (March 24, 2022) Title III Data Quality Webinar 2 (June 8, 2022) Title III Data Quality Webinar 3 (September 14, 2022) Title III Data Quality Webinar 4 (January 18, 2023) Title III Data Quality Webinar 5 (April 26, 2023) Title III Data Quality Webinar 6 (December 18, 2023) Title III Data Quality Webinar 7 (April 12, 2024) Title III Data Quality Webinar 8 (June 17, 2024) Community of Practice — LIEPs and Reporting COP Session 1 (February 6, 2023) COP Session 2 (March 20, 2023) COP Session 3 (May 3, 2023) COP Session 4 (June 14, 2023) Community of Practice — Teachers of ELs and Reporting COP Session 1 (March 5, 2024) COP Session 2 (May 7, 2024) COP Session 3 (July 12, 2024) OESE periodically assesses States' efforts in implementing Federal grant programs.
By completing periodic assessments of SEA grant administration across multiple OESE programs, including Title III, Part A, OESE is able to gather accurate information about States' compliance with statutory and regulatory requirements, as well as information about grant performance. OESE uses this information about State and local needs to provide high-quality, differentiated support to States and districts.
Consolidated monitoring reports, monitoring protocols, and information about the consolidated monitoring process are available on the Office of School Support and Accountability's (SSA) Performance Reports page. Monitoring protocols for the Title III, Part A program are also available on this page . Legislation, Regulations and Guidance Elementary and Secondary Education Act of 1965 , as amended, Title III, Secs.
3001 — 3203; 20 U.S.C. 6801 — 7014. TITLE III—Language Instruction for English Learners and Immigrant Students Sec.
3001. Authorization of Appropriations. PART A—English Language Acquisition, Language Enhancement, and Academic Achievement Act SUBPART 1—Grants and Subgrants for English Language Acquisition and Language Enhancement 3111.
Formula Grants to States. 3112. Native American and Alaska Native Children in School.
3113. State and Specially Qualified Agency Plans. 3114.
Within-State Allocations. 3115. Subgrants to Eligible Entities.
SUBPART 2—Accountability and Administration 3123. Coordination with Related Programs. 3124.
Rules of Construction. 3125. Legal Authority Under State Law.
3127. Programs for Native Americans and Puerto Rico. SUBPART 3—National Activities 3131.
National Professional Development Project. PART B—General Provisions Sec. 3202.
National Clearinghouse.
Uniform Guidance (2 CFR § 200) The Office of Management and Budget's (OMB) Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards (commonly called "Uniform Guidance") was adopted by the Department in December 2014, 2 CFR Part 3474, and provides a government-wide framework for grants management and sets an authoritative set of rules and requirements for Federal awards that synthesizes and supersedes guidance from earlier OMB circulars.
The Uniform Guidance addresses such issues as addresses time and effort certifications, indirect cost reimbursement, timely obligation of funds and carryover, financial management rules, program income, record retention, property/equipment/supplies inventory controls, procurement, monitoring, conflicts, travel policies, and allowable costs.
Education Department General Administrative Regulations (EDGAR) The Education Department of General Administrative Regulations (EDGAR), 34 CFR Parts 75, 76, and 77, are the federal regulations that govern all federal grants awarded by the U.S. Department of Education.
EDGAR is read in conjunction with the authorizing statutes, program-specific regulations, the Uniform Guidance, and Federal Register documents, such as Notices Inviting Applications and Notices of Final Priorities.
DRAFT Title VIII, Part F of the Elementary and Secondary Education Act of 1965, as Amended by the Every Student Succeeds Act: Equitable Services for Eligible Private School Children, Teachers, and Other Educational Personnel, Non-Regulatory Guidance PDF (March 30, 2022) This draft document is being published to invite public comment.
Please submit substantive comments about the content of the draft, including feedback on any additional topics you would like to see included, to EquitableServices@ed. gov by April 29, 2022. We will consider comments in making revisions but will not provide individual responses to comments.
While much of Title III, Part A of the ESEA remains the same as prior reauthorizations, several provisions related to ELs (e.g., accountability for performance on the English language proficiency assessment) are now part of Title I, Part A in the amended ESEA. The ESEA also contains several other changes under Title III, Part A, including new Title III reporting requirements.
More information about requirements related to ELs in Title I and Title III is found below.
Addendum to the Fact Sheet: Providing Services to English Learners During the COVID-19 Outbreak Non-Regulatory Guidance: English Learners and Title III of the ESEA (September 23, 2016) Addendum to September 23, 2016 Non-Regulatory Guidance: English Learners and Title III of the ESEA (January 2, 2019) Presentation on Non-Regulatory Guidance: English Learners and Title III Program (October 5, 2016) Webinar Audio Recording (October 5, 2016) Letter regarding if a student using American Sign Language is an English learner (July 27, 2015) Fiscal Year 2022 Fiscal Year 2023 Fiscal Year 2024 Fiscal Year 2025 Total Appropriation $831,400,000 $890,000,000 $890,000,000 $890,000,000 National Professional Development Grants (NPD) & National Clearinghouse on English Language Acquisition (NCELA) $53,770,795 $57,560,750 $57,849,593 $57,850,000 Outlying Areas $4,136,215 $4,427,750 $4,449,969 $4,450,000 Native American and Alaska Native Children in School (NAM) $5,000,000 $5,000,000 $5,000,000 $5,000,000 Evaluation $4,157,000 $4,450,000 $6,264 $0 Total New Awards to States (52 Awards) $764,335,990 $818,561,500 $822,694,174 $822,700,000 AWARDS TO STATES Fiscal Year
According to the current listing, eligibility includes: Massachusetts Local Educational Agencies (LEAs). Confirm the full requirements in the official notice before applying.
Applications for FY27 Title III: English Language Acquisition and Academic Achievement Program for English Learners and Immigrant Children and Youth are due September 9, 2026. Build your timeline backwards from this date to cover registrations, approvals, and final submission checks.
FY27 Title III: English Language Acquisition and Academic Achievement Program for English Learners and Immigrant Children and Youth is funded by Massachusetts Department of Elementary and Secondary Education (DESE). Verify program details on the funder's official page before applying.
This opportunity targets applicants in Massachusetts. If your organization operates elsewhere, check the official notice for location requirements.
Start from the official opportunity page linked in this listing — it carries the sponsor's submission instructions.
Educational Technology, Media, and Materials for Individuals with Disabilities Program (Stepping-up Technology Implementation competition) is sponsored by U.S. Department of Education. This program aims to improve results for students with disabilities by promoting the development, demonstration, and use of technology; supporting educational activities of value in the classroom for students with disabilities; providing captioning and video description; and ens…
The Robotics Grant Program is a grant from the Alabama State Department of Education (ALSDE) that funds school-based robotics programs for elementary, middle, and high school students. Awarded through a competitive application process, the program provides up to $3,500 to eligible local education agencies (LEAs) in Alabama. Applicants must be public school systems submitting on behalf of schools with K–12 students. The grant supports the purchase of robotics equipment and program development aligned with AMSTI guidelines. Applications are submitted online through the AMSTI Robotics Grant portal. The Fiscal Year 2026 application deadline was September 30, 2025. Questions should be directed to robotics@amsti.org. The program is managed by the Alabama State Department of Education under State Superintendent Eric G. Mackey.
The Cummings Foundation's flagship program will award $35 million to roughly 150 eastern-Massachusetts nonprofits in 2027, up from $30 million — and nearly all of it now flows as unrestricted general operating support. Letters of Inquiry opened July 15 and close September 16, 2026. Here is who qualifies, how the multi-year and 10-year tracks work, and how to write an LOI that survives the first cut.
Read articleCummings Foundation grew its annual local program from $30 million to $35 million for 2026 awards, but the dollar increase is the smaller story. Nearly every grant now flows as unrestricted general operating support — the funding nonprofits ask for most and receive least. For eligible Massachusetts organizations, the 2027 cycle opens July 15 with a September 16 letter-of-inquiry deadline. Here is who qualifies, why the shift to operating support changes the calculus, and how a small nonprofit should approach a program that hands out 150 grants a year, most of them chosen by community volunteers.
Read articleThe Cummings Foundation lifted its flagship local grant program from $30M to $35M for 2026, citing government funding cuts and rising costs, while shifting nearly all of its 150 grants to unrestricted general operating support. Here is who qualifies, how the July-to-January application cycle works, and how a Massachusetts nonprofit should build a competitive letter of inquiry.
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