• Every Student Succeeds Act, Title III


    WHAT IS THE PURPOSE OF THE TITLE III EVERY STUDENT SUCCEEDS ACT (ESSA)?

     

    EVERY STUDENT SUCCEEDS ACT 2015 (ESSA) - Provisions for limited English proficient and immigrant students are included under Title I and Title III of NCLB.

    The purpose of Title III of the ESEA Act is:

    (1) to ensure that children who are limited English proficient, including immigrant children and youth, attain English proficiency, develop high levels of academic attainment in English, and meet the same challenging State academic content and student academic achievement standards as all other children;

    (2) to assist all limited English proficient children, including immigrant children and youth, to achieve at high levels in the core academic subjects so that those children can meet the same challenging State academic content and student academic achievement standards as all children are expected to meet, consistent with section 1111(b)(1);

    (3) to develop high-quality language instruction educational programs designed to assist Schools in teaching limited English proficient children and serving immigrant children and youth; 

    (4) to assist Schools to develop and enhance their capacity to provide high-quality instructional programs designed to prepare limited English proficient children, including immigrant children and youth, to enter all-English instruction settings;

    (5) to assist Schools to build their capacity to establish, implement, and sustain language instruction educational programs and programs of English language development for limited English proficient children;

    (6) to promote parental and community participation in language instruction educational programs for the parents and communities of limited English proficient children;

    (7) to streamline language instruction educational programs into a program carried out through formula allocations to Schools to help limited English proficient children, including immigrant children and youth, develop proficiency in English, while meeting challenging State academic content and student academic achievement standards;

    (8) to hold Schools accountable for increases in English proficiency and core academic content knowledge of limited English proficient children by requiring —

         (A) demonstrated improvements in the English proficiency of limited English proficient children each fiscal year; and

         (B) adequate yearly progress for limited English proficient children, including immigrant children and youth, as described in section 1111(b)(2)(B); and

    (9) to provide Schools with the flexibility to implement language instruction educational programs, based on scientifically based research on teaching limited English proficient children, that the schools believe to be the most effective for teaching English.