Department of Education

G. ENGLISH LANGUAGE ACQUISITION

Fiscal Year 2022 Budget Request

CONTENTS

Page

Appropriations Language..........................................................................................................G-1

Analysis of Language Provisions and Changes........................................................................G-2

Appropriation, Adjustments, and Transfers...............................................................................G-3

Summary of Changes ...............................................................................................................G-4

Authorizing Legislation..............................................................................................................G-5

Appropriations History...............................................................................................................G-6

Significant Items in FY 2021 Appropriations Reports ...............................................................G-7

Activity:......................................................................................................................................G-9

English language acquisition................................................................................................G-9

State table* .............................................................................................................................G-22

State tables reflecting final 2020 allocations and 2021 and 2022 estimates are posted on the 

Department’s webpage at: https://www2.ed.gov/about/overview/budget/statetables/index.html

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Appropriations Language

For carrying out part A of title III of the ESEA, [$797,400,000] $917,400,000, which shall 

become available on July 1, [2021] 2022, and shall remain available through September 30, 

[2022] 2023,1 except that 6.5 percent of such amount shall be available on October 1, [2020] 

2021, and shall remain available through September 30, [2022] 2023, to carry out activities 

under section 3111(c)(1)(C):2 Provided, That $20,000,000 of the funds made available under 

this heading shall become available on October 1, 2021, and shall remain available through 

September 30, 2023 for supplemental awards to State educational agencies in States with at 

least one county where 50 or more unaccompanied migrant children have been released to 

sponsors since January 1, 2021, through the Department of Health and Human Services, Office 

of Refugee Resettlement, or in which local educational agencies have enrolled at least 100 

students from Puerto Rico since January 1, 2020:3 Provided further, That such awards shall be 

determined consistent with the requirements under the heading “English Language Acquisition” 

in the Department of Education Appropriations Act, 2015 (title III of division G of Public Law 

113-235), except that the Secretary may modify those requirements to include counts of 

students from Puerto Rico in the determination and use of such awards.4 (Department of 

Education Appropriations Act, 2021.)

NOTE

Each language provision that is followed by a footnote reference is explained in the Analysis of Language Provisions 

and Changes document, which follows the appropriations language.
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Analysis of Language Provisions and Changes

Language Provision Explanation

1...which shall become available on July 1, 

[2021] 2022, and shall remain available 

through September 30, [2022] 2023,

This language provides for a portion of the 

funds for English Language Acquisition to be 

available on a forward-funded basis. The 

forward-funded portion includes the amount 

of funds that are distributed to the States 

under the State grants formula and the 

Native American discretionary grants.

2...except that 6.5 percent of such amount 

shall be available on October 1, [2020] 2021, 

and shall remain available through 

September 30, [2022] 2023, to carry out 

activities under section 3111(c)(1)(C):

This language provides for 6.5 percent of the 

funds for English Language Acquisition to be 

available for 2 years. The 6.5 percent 

represents funds that are used for national 

activities (National Professional Development 

grants and National Clearinghouse for 

English Language Acquisition).

3Provided, that $20,000,000 of the funds 

made available under this heading shall 

become available on October 1, 2021, and 

shall remain available through September 30, 

2023 for supplemental awards to State 

educational agencies in States with at least 

one county where 50 or more 

unaccompanied migrant children have been 

released to sponsors since January 1, 2021, 

through the Department of Health and 

Human Services, Office of Refugee 

Resettlement, or in which local educational 

agencies have enrolled at least 100 students 

from Puerto Rico since January 1, 2020:

This language provides supplemental funding 

to States that have experienced a recent 

influx of unaccompanied migratory children, 

based on data from January 1, 2021, 

provided by the Department of Health and 

Human Services (HHS), Office of Refugee 

Resettlement (ORR) or recent influx of 

students from Puerto Rico since January 1, 

2020 and makes the funds available starting 

on October 1, 2021 and available for two 

years.

4Provided further, That such awards shall be 

determined consistent with the requirements 

under the heading “English Language 

Acquisition” in the Department of Education 

Appropriations Act, 2015 (title III of division G 

of Public Law 113-235), except that the 

Secretary may modify those requirements to 

include counts of students from Puerto Rico 

in the determination and use of such awards.

This language incorporates requirements 

from a similar program serving 

unaccompanied migratory children and youth 

in 2015 and permits modifications to provide 

assistance to local educational agencies 

serving large numbers of students recently 

transferring from schools in Puerto Rico.
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Appropriation, Adjustments, and Transfers

(dollars in thousands)

Appropriation/Adjustments/Transfers 2020 2021 2022

Discretionary:

Discretionary Appropriation ....................................................

$787,400 $797,400

 

$917,400

Discretionary Total, discretionary appropriation................ 787,400 797,400 $917,400
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Summary of Changes

(dollars in thousands)

2021........................................................................................ $797,400

2022........................................................................................ 917,400

Net change ...................................................... +120,000

Increases: 2021 base

Change

from base

Program:

Increase in Federal support for State and local 

efforts to help the significant number of English 

learners (ELs) in U.S. schools attain English 

language proficiency (ELP) and meet challenging, 

State-determined college- and career-ready 

academic standards, while also assisting States and 

Local educational agencies (LEAs) that have 

experienced rapid growth in their EL populations.

Includes $20 million for States with districts 

experiencing influxes of recently arrived immigrant 

students and students transferring from schools in 

Puerto Rico. $797,400 +$120,000

Net change +120,000
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G-5

Authorizing Legislation

(dollars in thousands)

Activity

2021

Authorized footnote

2021

Estimatefootnote

2022

Authorizedfootnote

2022

Request

English language acquisition

Language Acquisition: State grants (ESEA-III-A) $884,960 $797,400 To be determined1 $917,400

1 The GEPA extension expires September 30, 2021; reauthorizing legislation is sought for fiscal year 2022.
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Appropriations History

(dollars in thousands)

Year

Budget 

Estimate 

to Congress

House 

Allowance Footnote

Senate 

Allowance Footnote Appropriation Footnote

2013 732,144 732,1441 732,1441 693,848

2014 732,144 N/A2 730,6803 723,400

2015 732,400 N/A2 723,4004 737,400

2016 773,400 737,4005 712,0215 737,400

2017 800,400 737,4006 712,0216 737,4006

2018 735,998 737,4007 737,4007 737,4007

2019 737,400 737,4008 737,4008 737,4008

2020 737,400 980,000 737,4009 787,4009

2021 0 797,40010 787,40010 797,40010

2022 917,400

1 The levels for the House and Senate allowances reflect action on the regular annual 2013 appropriations bill, which 

proceeded the 112th Congress only through the House Subcommittee and the Senate Committee. 2 The House allowance is shown as N/A because there was no Subcommittee action.

3 The level for the Senate allowance reflects Committee action only.

4 The level for the Senate allowance reflects Senate Subcommittee action only

5 The levels for House and Senate allowances reflect action on the regular annual 2016 appropriations bill, which 

proceeded in the 114th Congress only through the House Committee and Senate Committee.

6 The levels for the House and Senate allowances reflect Committee action on the regular annual 2017 

appropriations bill; the Appropriation reflects the Consolidated Appropriations Act, 2017.

7 The level for the House allowance reflects floor action on the Omnibus appropriations bill; the Senate allowance 

reflects Committee action on the regular annual 2018 appropriations bill; the Appropriation reflects the Consolidated 

Appropriations Act, 2018 (P.L. 115-141). 8 The levels for the House and Senate allowance reflect Committee action on the regular annual 2019 appropriations 

bill; the Appropriation reflects enactment of the Department of Defense and Labor, Health and Human Services, and 

Education Appropriations Act, 2019 (P.L. 115-245). 9 The Senate allowance reflects the Chairman’s mark; the Appropriation reflects the Further Consolidated 

Appropriations Act, 2020 (P.L. 116-94). 10 The level for the House allowance reflects subcommittee action. The level for the Senate Allowance reflects the 

Chairman’s mark; the Appropriation reflects Division H of the FY 2021 Consolidated Appropriations Act (P.L. 116-

260).
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Significant Items in FY 2021 Appropriations Reports

House: The Committee understands that the nation’s English learner (EL) student 

population is rapidly growing and becoming more diverse. The Committee is 

deeply concerned by the academic achievement gap that persists between ELs 

and their peers and understands that addressing this challenge has been difficult 

for many States. These States rely on Federal technical assistance in crafting 

and administering their State and local plans under Title III of the ESEA, and the 

Committee recognizes the need to provide them with timely, accurate guidance. 

The Office of English Language Acquisition (OELA) already disseminates 

research and resources for teaching ELs and has the expertise needed to 

provide this guidance to States. Therefore, the Committee directs all assistance 

duties required under section 6823(f) of the ESEA to be conducted by OELA.

Response: The Department’s Office of Elementary and Secondary Education (OESE) and 

OELA continue to coordinate on technical assistance efforts to States and 

districts receive Title III, Part A funds. The Department also is considering 

changes in organizational responsibilities among OESE and OELA to improve 

support for English learners and their educators.

House: The Committee is concerned by the quality and availability of data for EL 

students on State report cards as required under ESEA and directs the 

Department to develop a plan to ensure States are clearly presenting required 

data elements for EL students in fiscal year 2021 and subsequent years. The 

Department is directed to share its plan with the Committees on Appropriations 

and provide a briefing within 270 days of enactment of this Act. In particular, the 

Committee is concerned about data for former EL students and urges the 

Department to address gaps and collect more complete information for this 

subgroup. The Committee directs the Department to report on its progress in 

responding to this request in the fiscal year 2022 Congressional Budget 

Justification.

Response: The Department is preparing to brief the Committee, as directed, on its progress 

on working with States to improve the quality and completeness of the data 

reported on State report cards. Regarding the former EL subgroup, many States 

do not currently have the capacity, and are not required to separately report on 

former ELs once such students exit EL status. Through a data quality study

begun in fiscal year 2021, the Department is exploring the feasibility of 

separating out the former EL subgroup from the general, “never-EL” subgroup in 

State report cards.

House: The Committee strongly urges the Department to consider collecting 

disaggregated outcomes data to present a more complete picture of academic 

achievement for diverse ELs.

Response: Through a data quality study begun in fiscal year 2021, the Department is 

exploring the feasibility reporting EL outcomes data disaggregated by the major 

racial and ethnic categories. In addition, OELA has piloted small projects with 
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States to explore the feasibility of disaggregating EL data beyond the major racial 

and ethnic categories, particularly within the Asian American and Pacific Islander 

subgroup. The Department should be able to report on best practices for this 

work in early to mid-Summer 2022.
G. ENGLISH LANGUAGE ACQUISITION

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Activity:

English language acquisition 

(Elementary and Secondary Education Act of 1965, Title III, Part A)

(dollars in thousands)

FY 2022 Authorization: To be determined1

Budget Authority:

2021

Appropriation

2022

Request

Change from

2021 to 2022

$797,400 $917,400 +$120,000

1 The GEPA extension applies through September 30, 2021; reauthorizing legislation is sought for fiscal year 2022.

PROGRAM DESCRIPTION

The English Language Acquisition program supports formula grants to States to serve English 

learners (ELs) as well as competitive awards for the National Professional Development 

Program (NPD) and funding for the National Clearinghouse for English Language 

Acquisition (NCELA).

The Department uses 92.5 percent of program funds to make formula grants to States based on 

each State’s share of the Nation’s EL and recent immigrant student populations, with 80 percent 

of allocations based on State shares of ELs and 20 percent based on State shares of recent

immigrant students. The Department may use American Community Survey (ACS) data 

provided by the Census Bureau, State-provided data, or data from a combination of these two 

sources, to determine the counts of EL and immigrant students. In fiscal year 2019, for the EL 

portion of the formula, the Department began using weights of 75 percent for ACS data and

25 percent for State-reported data, consistent with the recommendation from a 2011 National 

Academy of Sciences (NAS) study. The Department continues to follow the NAS 

recommendation to use ACS data only in determining the State counts for immigrant students.

States must use at least 95 percent of their formula funds for subgrants to eligible entities (local 

educational agencies (LEAs) or consortia of LEAs), based primarily on each subgrantee’s share 

of the State’s ELs and a plan submitted by the subgrantee to the State on how it will assist ELs 

in achieving English language proficiency (ELP) consistent with the State’s long-term goals as 

part of its accountability system (Title I, Part A, Section 1111). States must provide additional 

funding to subgrantees that have experienced a significant increase in the percentage or 

number of recent immigrant students over the preceding 2 years, and may use up to 15 percent 

of their awards for this purpose. States may also use up to 5 percent of their allocations for 

State-level activities, such as professional development, planning, evaluation, and the provision 

of technical assistance. State-level planning and direct administrative costs may not exceed 

50 percent of the State set-aside, or $175,000, whichever is greater.

LEAs receiving subgrants must provide effective language instruction educational programs

(LIEPs) to improve the education of ELs and immigrant youth by helping them to learn English 
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and meet the same challenging State academic standards as other students. LEAs must use 

funds to develop and implement new language and academic content programs for ELs and 

immigrant students; carry out innovative, locally designed activities that improve or expand 

existing programs for ELs and immigrant students; or implement school- or LEA-wide reforms to

language and academic content programs. Further, LEAs must demonstrate success in 

increasing ELP and academic achievement for ELs and immigrant students; provide effective 

professional development to educators that is designed to improve instruction and assessment 

for ELs; provide and implement other effective strategies to support language instruction of ELs; 

engage parents and families; and coordinate, where appropriate, with other programs that are 

aligned with the LEA’s efforts to improve the education of ELs and immigrant students. LEAs 

that are awarded funds based on a substantial increase in the number of immigrant children and 

youth must use funds for activities that provide enhanced instructional opportunities, which may 

include parent training, tutorials, mentoring, and career counseling.

States must develop, in consultation with geographically-diverse LEAs, statewide entrance and 

exit procedures for EL status, including an assurance that students who may be ELs be 

assessed within 30 days of enrolling in school. States must also ensure that their subgrantees 

annually assess the English proficiency of the ELs they serve.

States receiving Title III funds must also design plans that incorporate accountability provisions

described in Title I, Part A. Specifically, States must set long-term, ambitious goals and 

timelines for students to become proficient in English and measure student progress toward 

these goals annually based on interim indicators as part of the State accountability systems

required by Title I, Part A. States must assist LEAs in meeting these goals and targets, monitor 

progress, and respond appropriately if an LEA’s strategy proves ineffective in helping ELs 

achieve content and language proficiency.

The Department must reserve 0.5 percent of the appropriation, or $5.0 million, whichever is 

greater, for schools operated predominately for Native American and Alaska Native children. 

Under this set-aside, the Department makes competitive awards, under the Native American 

and Alaska Native Children in Schools program (NAM), to tribes, schools funded by the Bureau 

of Indian Education, and other qualifying entities to support the teaching, learning, and studying 

of Native American languages while also increasing the English language proficiency of 

participating students. The Department must also set aside 0.5 percent of the appropriation for 

the Outlying Areas.

The statute further requires the Department to reserve 6.5 percent of the appropriation for 

national activities, which consist of the NPD and NCELA. Under the NPD, the Department 

makes 5-year awards to institutions of higher education or public or private entities with relevant 

experience and capacity (in partnership with SEAs or LEAs) to provide professional 

development that will improve instruction for ELs, increase the pool of certified or licensed 

teachers prepared to serve ELs, and enhance the skills of teachers already serving them. 

NCELA collects, analyzes, synthesizes, and disseminates research-based information about 

instructional methods, strategies, and programs for ELs.

State formula grants, funds for the Outlying Areas, and NAM grants are forward-funded, with 

funds becoming available on July 1 of the fiscal year in which they are appropriated and 

remaining available for 15 months through September 30 of the following year. National 
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activities funds are available for 24 months, from October 1 of the fiscal year in which they are 

appropriated through September 30 of the following fiscal year.

Funding levels for the past 5 fiscal years were as follows:

Fiscal Year (dollars in thousands)

2017........................................................................... $737,400

2018............................................................................. 737,400

2019............................................................................. 737,400

2020............................................................................. 787,400

2021............................................................................. 797,400

FY 2022 BUDGET REQUEST

The Administration requests $917.4 million, an increase of $120 million over the fiscal year 2021 

appropriation, for ELA. The proposed increase includes $20 million for States with districts 

experiencing increases of recently arrived immigrant students and students from Puerto Rico. 

The request reflects the Administration’s commitment to increasing Federal support for State 

and local efforts to help the significant number of ELs in U.S. schools attain ELP and meet 

challenging, State academic standards, while also assisting States and LEAs that have 

experienced rapid growth in their EL populations.

According to the most recent Biennial Report to Congress on the Implementation of the Title III 

State Formula Grant Program, virtually all public school students who are identified as ELs 

receive services in Title III-supported LIEPs.1 Yet recent results from the National Assessment 

of Educational Progress (NAEP) continue to show significant achievement gaps remain 

between ELs and their peers. For example, in 2019, only 16 percent of ELs scored proficient or 

better in fourth grade math, compared to 44 percent of non-ELs. In eighth grade mathematics, 

just 5 percent of ELs scored proficient or better, compared to 36 percent of non-ELs. NAEP data 

show similar gaps in fourth and eighth grade reading.

A closer look at NAEP scores also highlights large variations within the EL subgroup when 

disaggregated by race and ethnicity. In fourth grade math, for example, the gap in scale scores 

between Asian and Native Hawaiian/Pacific Islander EL students is over 30 points. Similar 

trends are apparent in other disaggregated NAEP results for fourth grade reading as well as 

eight grade math and reading. 

Addressing EL achievement gaps may have become more challenging over the past decade 

due to the growing numbers of school-aged ELs in States and school districts with little 

experience, and in many instances fewer resources, in serving such students. ACS data from 

2019 show that California, Florida, Illinois, New York, and Texas enroll 59 percent of the 

Nation’s ELs (excluding Puerto Rico), but the growth rate in the EL student population in other 

States has exceeded that of these five. For example, from 2018 to 2019,2 the EL population 

1 https://ncela.ed.gov/files/uploads/3/BiennialReportToCongress.pdf.

2 ACS data for 2018 and 2019 are estimates from a 5-year period, meaning that the 2018 data include 

information from 2014-2018 and the 2019 data include information from 2015-2019.
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increased by 9 percent in Louisiana, 10 percent in Vermont, and more than 6 percent in South 

Carolina. In contrast, during that same timeframe, the EL population stayed relatively stable or 

slightly decreased in California, Florida, New York, Texas, and Illinois. Since the States with the 

greatest recent growth in the EL population are not the traditional immigrant gateway States, 

they often lack the infrastructure and service capacity compared to States with a longer history 

of high EL and immigrant student enrollment.

Two-year trend data show that from 2017 to 2019, 21 States experienced increases of more 

than 10 percent in their immigrant population, while the immigrant student population grew by 

nearly 7 percent across the Nation. These trends underscore the need for continuing Federal 

support, particularly in preparing and supporting educators to meet the unique and diverse 

needs of ELs and to generate information on effective instructional practices to ensure that ELs 

have access to a high-quality education.

NAM Grants

The $5 million set aside for NAM Grants would support 14 continuation awards in fiscal year 

2022 for grants to schools operated predominantly for Native American and Alaska Native 

children. These grants support the development of proficiency in English and Native American 

languages for these children while also promoting mastery of the same challenging State 

academic content and achievement standards for all students. The Department made 7 awards 

in the 2018 competition and expects to make 8 additional awards in the 2021 competition.

National Activities

The Request would support 55 new NPD awards in fiscal year 2022 and 42 continuation awards 

for new grants made in fiscal year 2021. In addition, the Department would use up to $2 million 

for NCELA to analyze and disseminate information on best practices for teachers of ELs.

Evaluation

In fiscal year 2022, the Department would use up to 0.5 percent of the request for Title III, Part 

A funds to support new and ongoing evaluation activities. 
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PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2020 2021 2022

State formula grants

 English language acquisition State grants $727,538 $736,841 $829,780

 Number of States 56 56 56

 Range of Awards $94-148,960 $99-149,265 $111-168,131

Supplemental Grants to States to 

Support Recently Arrived Els

0 0 $20,000

NAM Grants

Grant award funds (new) 0 $2,400 0

 Grant award funds (continuations) $5,000 2,571 $5,000

Peer review 0 29 0

Total 5,000 5,000 5,000

Number of new awards 0 8 0

 Number of continuation awards 17 7 15

National Activities

NPD grant funds (new) 0 $25,020 $31,555

 NPD grant funds (continuation) $49,081 24,210 24,000

Peer review 0 480 478

 Clearinghouse 1,844 1,862 2,000

National Activities Total 50,925 51,572 58,033

Number of NPD grant awards (new) 0 42 55

 Number of NPD grant awards 

(continuations) 92 43 42

Evaluation $3,987 $3,987 $4,587

NOTE:

The Department is authorized to reserve up to 0.5 percent of funds appropriated for most ESEA programs, including 

English Language Acquisition, and to pool such funds for use in evaluating any ESEA program. The Department did 

not pool funds from English Language Acquisition grants in fiscal year 2020 but may do so in fiscal years 2021 or 

2022.
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PROGRAM PERFORMANCE INFORMATION

Performance Measures

This section presents selected program performance information, including, for example, GPRA 

goals, objectives, measures, and performance targets and data. Achievement of program 

results is based on the cumulative effect of the resources provided in previous years, and those 

requested in fiscal year 2022 and future years, as well as the resources and efforts invested by 

those served by this program. The Department will be reviewing GPRA program performance 

goals, objectives, and measures for English Language Acquisition for possible revision in future 

years to ensure alignment with Administration policy.

State Grant Program

States report performance data for the English Language Acquisition State grants program 

annually through the ESEA Consolidated State Performance Reports (CSPRs). Over the years 

the Department has worked to respond to States’ questions about the data collection 

requirements as well as to clear up data discrepancies. In 2018, the Department revised the 

performance measures for this program in response to the changes made to the ESEA by the 

Every Student Succeeds Act (ESSA). However, flexibility within the previous law around the 

definitions of “making progress” and “attaining proficiency” continue to affect the targets set for

some measures. 

Objective: To improve the English proficiency and academic achievement of students served 

by the English Language Acquisition State Grants program.

Measure: The number of States increasing the percentage of ELs making progress in achieving 

ELP in LEAs that receive Title III funds.

Year Target Actual

2018 Baseline year 31

2019 33 11

2020 34

2021 35

2022

Additional information: Of the 45 States for which reliable data were available, five States 

reported no meaningful change in the percentage of ELs making progress as compared to 2018

(i.e., the change reported was less than one percentage point), and 29 States reported lower 

performance. Due to the COVID-19 pandemic and subsequent waiver of Statewide 

assessments in the 2019-2020 school year, the Department is not setting a performance target 

for 2022 at this time.
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Measure: The percentage of ELs attaining proficiency on the annual ELP assessment in LEAs 

that receive Title III funds.

Year Target Actual

2018 Baseline year 35%

2019 36% 19

2020 37

2021 38

2022

Additional information: Of the 49 States for which reliable data were available, 13 States 

reported no meaningful change in the percentage of ELs attaining proficiency and 17 States 

reported lower performance as compared to 2018. Due to the COVID-19 pandemic and 

subsequent waiver of Statewide assessments in the 2019-2020 school year, the Department is 

not setting a performance target for out years at this time.

The Department also established two performance measures for which data are not yet 

available:

• The number of States decreasing the percentage of ELs who have not attained ELP within 

5 years of initial classification as an EL in LEAs that receive Title III funds.

• The number of States increasing the percentage of ELs who, having exited English LIEPs in 

LEAs that receive Title III funds, score proficient or above on State reading/language arts 

assessments in the fourth year after exiting.

NPD Grant Program

The Department established the following measures for NPD Grants for the 2016 and 2017 

cohorts. The 2016 cohort received technical assistance on data collection and reporting in 2017 

and did not report performance their first year of implementation data until fiscal year 2018. The 

2017 cohort reported the first year of baseline data in 2018. However, the Department is not 

reporting performance data for most measures for either the 2016 or 2017 NPD cohorts due to 

reporting and quality concerns; the Department intends to develop a plan to address these 

issues to enable future reporting. 

2016 NPD Cohort

Measure: The percentage of program participants who complete the preservice program.

Year Target 2016 Cohort Actual

2018 Baseline year 92%

2019 95%

2020 95

Additional information: Due to data reporting and quality concerns, the Department is not 

reporting performance data for this measure for the 2019 or 2020 reporting years.
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Measure: The percentage of program participants who complete the in-service program.

Year Target 2016 Cohort Actual

2018 Baseline year 108%

2019 95% N/A

2020 95 113

Additional information: Performance targets were based on the original grant proposal, and

actual participation in the program has been higher than anticipated. In the 2018 and 2020

reporting years, a few grantees far exceeded their targets, thereby skewing the average for the 

cohort. The Department is not reporting performance data for the 2019 reporting year due to 

data reporting and quality concerns.

Measure: The percentage of program completers, as defined by the applicant under the first 

two measures above, who are State-certified, licensed, or endorsed in EL instruction.

Year Target 2016 Cohort Actual

2018 Baseline year 57%

2019 60% N/A

2020 60 86

Additional information: Due to data reporting and quality concerns, the Department is not 

reporting performance data for this measure for the 2019 reporting year.

Measure: The percentage of program completers who rate the program as effective in 

preparing them to serve EL students.

Year Target 2016 Cohort Actual

2018 Baseline year 80%

2019 85%

2020 85

Additional information: Due to data reporting and quality concerns, the Department is not 

reporting performance data for this measure for the 2019 or 2020 reporting years.

Measure: The percentage of school leaders, other educators, and employers of program 

completers who rate the program as effective in preparing their teachers, or other educators, to 

serve ELs or improve their abilities to serve ELs effectively.

Year Target 2016 Cohort Actual

2018 Baseline year 53%

2019 60%

2020 60

Additional information: Due to data reporting and quality concerns, the Department is not 

reporting performance data for this measure for the 2019 or 2020 reporting years.
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Measure: For projects that will focus on improving parent, family, and community engagement, 

the percentage of program completers who rated the program as effective, as defined by the 

grantees, in increasing their knowledge and skills related to parent, family, and 

community engagement.

Year Target 2016 Cohort Actual

2018 Baseline year 71%

2019 75%

2020 75

Additional information: Due to data reporting and quality concerns, the Department is not 

reporting performance data for this measure for the 2019 reporting year.

2017 NPD Cohort

Measure: The percentage of program participants who complete the preservice program.

Year Target 2017 Cohort Actual

2018 Baseline year 15%

2019 25% N/A

2020 35 92

2021 45

Additional information: Due to data reporting and quality concerns, the Department is not 

reporting performance data for this measure for the 2019 reporting year.

Measure: The percentage of program participants who complete the in-service program.

Year Target 2017 Cohort Actual

2018 Baseline year 43%

2019 45%

2020 50

2021 50

Additional information: Due to data reporting and quality concerns, the Department is not 

reporting performance data for this measure for the 2019 or 2020 reporting years.

Measure: The percentage of program completers, as defined by the applicant under the first 

two measures above, who are State-certified, licensed, or endorsed in EL instruction.

Year Target 2017 Cohort Actual

2018 Baseline year 17%

2019 20%

2020 25

2021 30

Additional information: Due to data reporting and quality concerns, the Department is not 

reporting performance data for this measure for the 2019 or 2020 reporting years.
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Measure: The percentage of program completers who rate the program as effective in 

preparing them to serve EL students.

Year Target 2017 Cohort Actual

2018 Baseline year 27%

2019 35%

2020 40

2021 45

Additional information: Due to data reporting and quality concerns, the Department is not 

reporting performance data for this measure for the 2019 or 2020 reporting years.

Measure: The percentage of school leaders, other educators, and employers of program 

completers who rate the program as effective in preparing their teachers, or other educators, to 

serve ELs or improve their abilities to serve ELs effectively.

Year Target 2017 Cohort Actual

2018 Baseline year 32%

2019 35%

2020 40

2021 45

Additional information: Due to data reporting and quality concerns, the Department is not 

reporting performance data for this measure for the 2019 or 2020 reporting years.

Measure: For projects that will focus on improving parent, family, and community engagement, 

the percentage of program completers who rated the program as effective, as defined by the 

grantees, in increasing their knowledge and skills related to parent, family, and 

community engagement.

Year Target 2017 Cohort Actual

2018 Baseline 29%

2019 30%

2020 35

2021 40

Additional information: Due to data reporting and quality concerns, the Department is not 

reporting performance data for this measure for the 2019 or 2020 reporting years.

NAM Program

The Department established the following performance measures for the NAM program.

However, data for the 2019 reporting year is not available for most measures for the 2019 due 

to data quality issues. 
ENGLISH LANGUAGE ACQUISITION

G-19

Measure: The percentage of EL students served by the NAM program who score proficient or 

above on the State reading assessment.

Year Target 2016 Cohort Actual 2018 Cohort Actual

2018 40% 32% 12%

2019 40 139 N/A

2020 40 43

2021 40

2022 40

Additional information: Five out of 10 2016 grantees reported data for this measure in 2019, 

and one grantee far exceeded its target. Due to data reporting and quality concerns, the 

Department is not reporting performance data for the 2018 cohort for the 2019 reporting year.

Trend data for this measure should be interpreted with caution; NAM grantees are often working 

with different groups of students each year.

Measure: The percentage of EL students served by the NAM program who are making 

progress in English as measured by the State ELP assessment.

Year Target 2016 Cohort Actual

2018 73% 58%

2019 73 N/A

2020 73 35

2021 73

Additional information: Due to data reporting and quality concerns, the Department is not 

reporting performance data for this measure for the 2019 reporting year. The Department 

discontinued this measure for the 2018 and future cohorts.

Measure: The percentage of EL students served by the NAM program who are attaining 

proficiency in English as measured by the State ELP assessment.

Year Target 2016 Cohort Actual 2018 Cohort Actual

2018 25% 30% 11%

2019 25 N/A N/A

2020 25 63 88

2021 25

2022 25

Additional information: Due to data reporting and quality concerns, the Department is not 

reporting performance data for this measure for the 2019 reporting year.
ENGLISH LANGUAGE ACQUISITION

G-20

Measure: The percentage of students served by the program who are enrolled in Native 

American language instruction programs.

Year Target 2016 Cohort Actual

2018 45% 42%

2019 45

2020 45

2021 45

Additional Information: Due to data reporting and quality concerns, the Department is not 

reporting performance data for this measure for the 2019 reporting year. The Department 

discontinued this measure for the 2018 and future cohorts.

Measure: The percentage of students making progress in learning a Native American language, 

as determined by each grantee, including through measures such as performance tasks, 

portfolios, and pre- and post-tests.

Year Target 2016 Cohort Actual 2018 Cohort Actual

2018 55% 26.5% 77.0%

2019 75 N/A N/A

2020 80 19.0 53.0

2021 80

2022 80

Additional Information: Due to data reporting and quality concerns, the Department is not 

reporting performance data for this measure for the 2019 reporting year. 

Measure: The percentage of students who are attaining proficiency in a Native American 

language, as determined by each grantee, including through measures such as performance 

tasks, portfolios, and pre- and post-tests.

Year Target 2016 Cohort Actual

2018 20% 19%

2019 20

2020 20

2021 20

Additional Information: The Department continues to provide technical assistance to NAM 

grantees to improve data collection processes. This performance measure was discontinued for 

the 2018 cohort due to the high level of variation in Native language assessment practices 

across States. 
ENGLISH LANGUAGE ACQUISITION

G-21

Measure: For programs that received competitive preference points, the number and 

percentage of preschool children ages three and four enrolled in the program.

Year Target 2016 Cohort Actual

2018 90% 89%

2019 90 N/A

2020 90 102

2021 90

Additional Information: Due to data reporting and quality concerns, the Department is not 

reporting performance data for this measure for the 2019 reporting year. In 2020, three of the 

grantees reporting data for this measure exceeded their targets. 

Measure: For programs that received competitive preference points, the number and 

percentage of preschool children ages three and four who are screened for developmental or 

cognitive delays.

Year Target 2016 Cohort Actual

2018 95% 94%

2019 95 N/A

2020 95 135

2021 95

Additional Information: Due to data reporting and quality concerns, the Department is not 

reporting performance data for this measure for the 2019 reporting year. In 2020, one grantee 

was not able to report data for this measure because screenings were cancelled as a result of 

the COVID-19 pandemic. In general, grantees far exceeded their targets in 2020. 

Measure: For programs that received competitive preference points, the number and 

percentage of coordination contacts between elementary schools and early learning programs 

to improve coordination and transition of children from preschool to kindergarten.

Year Target 2016 Cohort Actual

2018 95% 91%

2019 95 N/A

2020 95 115

2021 95

Additional Information: Due to data reporting and quality concerns, the Department is not 

reporting performance data for this measure for the 2019 reporting year. In 2020, one grantee 

reporting data for this measure far exceeded its target. 

Other Performance-Related Information

Over the past several years, Title III funds have contributed to research and evaluation efforts 

focused on such issues as EL and dual language learner instructional practices, parenting 

support for young ELs, identification of ELs with disabilities, exiting ELs with disabilities from 

LIEPs, and EL students’ academic success. Completed work on a range of topics related to 
ENGLISH LANGUAGE ACQUISITION

G-22

supporting EL students is available on the Office of English Language Acquisition’s website at 

https://www2.ed.gov/about/offices/list/oela/resources.html. 

State table