Department of Education

ENGLISH LANGUAGE ACQUISITION

Fiscal Year 2021 Budget Request

CONTENTS

Page

Appropriations Language ........................................................................................................H-1

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

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

Authorizing Legislation............................................................................................................H-4

Appropriations History.............................................................................................................H-5

Activity: ........................................................................................................................................

English language acquisition ..............................................................................................H-6

State Table*

State tables reflecting final 2019 allocations and 2020 and 2021 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, $787,400,000, which shall become available 

on July 1, 2020, and shall remain available through September 30, 2021,

1 except that 

6.5 percent of such amount shall be available on October 1, 2019, and shall remain available 

through September 30, 2021, to carry out activities under section 3111(c)(1)(C).2] (Department 

of Education Appropriations Act, 2020.)

NOTE

The appropriations language for the English Language Acquisition account is deleted because the fiscal year 

2021 President’s Budget Request would consolidate most formula and competitive grant programs authorized by the 

Elementary and Secondary Education Act, as amended, and related programs, into an Elementary and Secondary 

Education for the Disadvantaged Block Grant in a new Improving Elementary and Secondary Education account.

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, 

2020, and shall remain available through 

September 30, 2021,]

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, 2019, and 

shall remain available through September 30, 

2021, 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).
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Appropriation, Adjustments, and Transfers

(dollars in thousands)

Appropriation/Adjustments/Transfers 2019 2020 2021

Discretionary:

Discretionary Appropriation ................................................... $737,400 $787,400 0

Discretionary Total, discretionary appropriation ............... 737,400 787,400 0
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H-4

Authorizing Legislation

(dollars in thousands)

Activity

2020

Authorized footnote

2020

Estimatefootnote

2021 

Authorizedfootnote

2021

Request

English language acquisition

Language Acquisi tion: State grants (ESEA-III-A) $884,960 $787,400 $884,9601 0

1 The GEPA extension applies through September 30, 2021.
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Appropriations History

(dollars in thousands)

Year

Budget 

Estimate 

to Congress

House 

Allowance Footnote

Senate 

Allowance Footnote Appropriation Footnote

2012 $750,000 $733,5311 $733,5301 $732,144

2013 732,144 732,1442 732,1442 693,848

2014 732,144 N/A3 730,6804 723,400

2015 732,400 N/A3 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 737,400 737,4008737,4008737,4008

2020 737,400 980,000 737,4009787,4009

2021 0

1 The level for the House allowance reflects an introduced bill; the level for the Senate allowance reflects Senate 

Committee action only.

2 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.

3 The House allowance is shown as N/A because there was no Subcommittee action.

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).
H-6

Activity:

English language acquisition 

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

(dollars in thousands)

FY 2021 Authorization: $884,959.61

Budget Authority:

2020

Appropriation

2021

Request

Change from 

2020 to 2021

$787,400 0 -$787,400

1 The GEPA extension applies through September 30, 2021.

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. Similarly, 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 

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 
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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 meaningful 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 their State accountability systems

required by Title I, Part A. States must assist LEAs in meeting the State’s long-term goals and 

interim targets, monitor progress, and respond appropriately if an LEA’s strategy proves 

ineffective in helping ELs make progress and 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 

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

Fiscal Year (dollars in thousands)

2016..........................................................................$737,400

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

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

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

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

FY 2021 BUDGET REQUEST

For fiscal year 2021, the Request would consolidate the English Language Acquisition program 

into the proposed Elementary and Secondary Education for the Disadvantaged Block Grant 

(ESED Block Grant), which would combine nearly all currently funded formula and competitive 

grant programs authorized by the ESEA, as well as several related programs, into a single State 

formula grant program. 

ESED Block Grant funds would be allocated by formula to State educational agencies and 

LEAs, which would have discretion to use those funds for any authorized purpose of the 

consolidated programs, including activities under Title III, Part A of the ESEA. Under the ESED 

Block Grant proposal, States would continue to maintain statewide accountability systems 

consistent with the requirements of the current ESEA consolidated State plans, including 

requirements specific to EL students (e.g., establishing goals and timelines for EL students to 

become proficient in English). LEAs also would continue to develop and submit to their States 

for approval plans consistent with section 1112 of the ESEA, which includes provisions 

describing how the LEA will coordinate services for ELs and monitor students who may be at 

risk of academic failure, including students at risk of failure due a lack of English proficiency. For 

more information on the ESED Block Grant, see the Improving Elementary and Secondary 

Education account.

The Department would reserve sufficient funds during the initial implementation of the ESED 

Block grant to pay continuation awards to existing NPD and NAM grantees through the end of 

their approved project periods.
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PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2019 2020 2021

State formula grants

State formul a grants English language acquisition State grants $681,022 $727,538 0

State formul a grants Number of States 56 56 0

NAM Grants

NAM Gr ants Grant award funds (continuations) $5,000 $5,000 0

NAM Gr ants Total 5,000 5,000 0

NAM Gr ants Number of continuation awards 17 17 0

National Activities

National Activiti es NPD grant funds (continuation) $45,720 $48,925 0

National Activiti es Clearinghouse 1,971 2,000 0

National Activiti es Total 47,691 47,691 0

National Activiti es Number of NPD grant awards 

(continuations) 92 92 0

Evaluation $3,687 $3,937 0

NOTES:

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 2019 but may do so in fiscal year 2020.

Continuation costs of approximately $2,217 thousand for NAM projects and $20,819 thousand for NPD projects 

would be provided under the fiscal year 2021 request for the ESED Block Grant.

PROGRAM PERFORMANCE INFORMATION

Performance Measures

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

goals, objectives, measures, and performance targets and data; and an assessment of the 

progress made toward achieving program results. Achievement of program results is based on 

the cumulative effect of the Federal resources provided for the program as well as the resources 

and efforts invested by those served by the program.

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. Note that flexibility within the previous 
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law permitted States to define “making progress” and “attaining proficiency” differently, even 

when they used the same assessments. Such factors affect the targets set for the 

measures below. 

In 2018, the Department revised the performance measures that will be used for this program 

for new grants in response to the changes made to the ESEA by the Every Student Succeeds 

Act (ESSA). The Department collected baseline data for these performance measures in fiscal 

year 2019.

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

2020 34

2021 35

Additional information: No data were available for nine States, and the Department excluded 

six States from its calculation due to data quality issues.

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

2020 37

2021 38

Additional information: No data were available for two States.

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 fiscal year 

2016 cohort. 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.
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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

2021 95

Additional information: Of the 49 grantees, three did not report any data; 16 reported “0” for 

the target and actual; five reported a target and reported “0” for the actual. Six grantees reported 

actual numbers higher than the participant or target numbers. These grantees generally 

provided explanations for why the actual number of program participants exceeded the target. 

For example, one grantee expanded its program after setting its performance target.

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

Year Target 2016 Cohort Actual

2018 Baseline year 108%

2019 95%

2020 95

2021 95

Additional information: Of 49 grantees, eight reported “0” for the target and actual; three 

reported a target and reported “0” for the actual. Fourteen grantees reported actual numbers 

higher than the participant or target numbers. In some cases, performance targets were based

on the original grant proposal, but actual participation in the program was higher.

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%

2020 60

2021 60

Additional information: Of 49 grantees, 11 reported “0” for the target and actual and five 

reported a target but did not report an actual. Due to variations in State certification and 

licensing requirements, it is often very difficult for grantees to report on all program completers.
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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 2016 Cohort Actual

2018 Baseline year 80%

2019 85%

2020 85

2021 85

Additional information: Of 49 grantees, four reported “0” for the target and actual; eight 

reported a target and reported “0” for the actual.

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

2021 60

Additional information: Of 49 grantees, one did not report any data; seven reported “0” for the 

target and actual; 14 reported a target and reported “0” for the actual; one reported project 

measures instead of GPRA measures.

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

2021 75

Additional information: Of 49 grantees, three did not report any data; 11 reported “0” for the 

target and actual; six reported a target and reported “0” for the actual; one reported project 

measures instead of GPRA measures.
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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%

2020 35

2021 45

Additional information: Of 43 grantees, 12 did not report any data; 12 reported “0” for the 

target and actual; eight reported a target and reported “0” for the actual. Two grantees reported 

actual numbers higher than the participant or target numbers. The Department expects this 

percentage to increase as the 2017 cohort continues with their projects.

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: Of 43 grantees, seven did not report any data; seven reported “0” for 

the target and actual; 12 reported a target and reported “0” for the actual. The Department 

expects this percentage to increase as the 2017 cohort continues with their projects.

Four grantees reported actual numbers higher than the participant or target numbers.

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: Of 43 grantees, five did not report any data; nine reported “0” for the 

target and actual; 13 reported a target and reported “0” for the actual. Two grantees reported 

actual numbers higher than the participant or target numbers.
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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: Of 43 grantees, five did not report any data; 11 reported “0” for the 

target and actual; seven reported a target and reported “0” for the actual. Two grantees reported 

actual numbers higher than the participant or target numbers.

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: Of 43 grantees, four did not report any data; 10 reported “0” for the 

target and actual; 11 reported a target and reported “0” for the actual. One grantee reported 

actual numbers higher than the participant or target numbers.

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: Of 43 grantees, seven did not report any data; eight reported “0” for 

the target and actual; seven reported a target and reported “0” for the actual. One grantee 

reported actual numbers higher than the participant or target numbers.

NAM Program

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

2017 40% 9.3%

2018 40 32.0 12.0%

2019 40

2020 40

2021 40

Additional information: Each grantee must report to the Department its target and actual 

numbers of students who score proficient or above on the State’s reading assessment. The 

Department then works with NCELA to aggregate and report these data. While NCELA works 

with grantees to resolve data quality issues, data collection continues to be an issue for 

grantees due in part to limited access to technology in the rural, remote areas served by the 

program. The difference between the 2016 and 2018 cohorts’ performance on this measure in 

2018 is due in large part to the different places each cohort is currently at in their grant projects.

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

2017 73% 9.8%

2018 73 58.0

2019 73

2020 73

2021 73

Additional information: Each grantee must report to the Department its target and actual 

numbers of students who are making progress in English. The Department then works with 

NCELA to aggregate and report these data. While NCELA works with grantees to resolve data 

quality issues, data collection continues to be an issue for grantees due in part to limited access 

to technology in the rural, remote areas served by the program. The Department continues to 

provide assistance to improve data collection and reporting methods. This measure was 

discontinued for the 2018 cohort in an effort to streamline the data reporting requirements for 

the program.

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

2017 25% 2.9%

2018 25 30.0 11.0%

2019 25

2020 25

2021 25

Additional information: Each grantee must report to the Department its target and actual 

percentage of students who attain English proficiency. Grantees calculate the percentage by 

dividing the number of students who attain English proficiency by the number of students who 
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were assessed at least once for English proficiency. The Department then works with NCELA to 

aggregate and report these data. While NCELA works with grantees to resolve data quality 

issues, data collection continues to be an issue for grantees due in part to limited access to 

technology in the rural, remote areas served by the program. The Department continues to 

provide assistance to improve data collection and reporting methods. The difference between 

the 2016 and 2018 cohorts’ performance on this measure in 2018 is due in large part to the 

different places each cohort is currently at in their grant projects.

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

American language instruction programs.

Year Target 2016 Cohort Actual

2017 Baseline 42.5%

2018 45% 42.0

2019 45

2020 45

2021 45

Additional Information: All 10 2016 grantees reported data for this measure. The Department 

discontinued this performance measure for the 2018 cohort in an effort to streamline the data 

reporting expectations for grantees.

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

2017 Baseline 50.3%

2018 55% 26.5 77.0%

2019 75

2020 80

2021 80

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

grantees to improve data collection processes across each cohort. Despite a drop in reported 

performance for the 2016 cohort in fiscal year 2019, the Department has set targets for 

increased improvement in future years, primarily due to strong performance from the 2018 

cohort in its first year of implementation. 
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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

2017 Baseline 18.7%

2018 20%

2019 20

2020 20

2021 20

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

grantees to improve data collection processes. Data for the 2018 reporting year are not 

available due to inconsistencies in reporting across grantees. This performance measure was 

discontinued for the 2018 cohort due to the high level of variation in Native language 

assessment practices across States. 

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

2017 Baseline 84.8%

2018 90% 89.0

2019 90

2020 90

2021 90

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

2017 Baseline 92.1%

2018 95% 94.0

2019 95

2020 95

2021 95
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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

2017 Baseline 97.0%

2018 95% 91.0

2019 95

2020 95

2021 95

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 

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

LIEPs, and EL students’ understanding and command of academic language. Completed work 

on a range of topics related to 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.tate Table