The Biennial Evaluation Report to Congress on the Implementation of the Title III State Formula Grant Program
- School Years 2012-2014 PDF (17MB)
- School Years 2010-2012 PDF (11.12MB)
- School Years 2008-2010 PDF (965 KB)
- School Years 2006-2008 PDF (2.5 MB)
- School Years 2004-2006 PDF (4 MB)
- School Years 2002-2004 PDF (2.8 MB)
The internal and other resources listed below provide useful information on state education agencies, state assessment directors, grant policies, grant guidance and other reference information on and assistance with administering and managing Title III projects, Title VII continuation projects, and other Department of Education grants.
Newcomer Tool Kit (PDF, 8 MB)
- English Learner Tool Kit (PDF, 5.3 MB)
The National Center for Education Statistics (NCES) provides statistics and information showing the condition and progress of education in the United States.
This document reviews the literature related to assessment and accountability provisions relevant to English learners (ELs). This review begins with a description of the process used to conduct the literature review, parameters for the review, and the characterization of the literature. The body of this review consists of four sections: (1) Development and/or Adoption of State English Language Proficiency (ELP) Standards, (2) Design and Development of the ELP Assessment System, (3) Technical Quality, and (4) Uses of an ELP Assessment System for Accountability. The research questions are described at the beginning of each section. At the end of the document, we suggest Areas for Further Research, some of which are related to outstanding problems of practice.
This report was published in December 2015 and presents an analysis of relevant research and extant data related to dual language education policies and practices. Dual language education promises to give students access to key 21st century skills—namely bilingualism, biliteracy, and global awareness—and because of the expected benefits for ELs, an increasing number of schools are adopting this model. Given the professed benefits and growing use of dual language education programs, it is important to understand the current status of dual language education in states and schools around the country to inform policymaking at the federal, state, and local levels.
Education Resources Information Center (ERIC)
The Education Resources Information Center (ERIC) database, sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education, contains publications produced or funded by the Department since itscreation in 1980 through July 2004. The ERIC online system provides the public with a centralized ERIC Web site for searching the ERIC bibliographic database of more than 1.1 million citations going back to 1966.
A resourceful site offers a wealth of information on grant application announcements, grant forecast of projected deadlines, discretionary application packages, electronic grants, and more.
Grant Policy and ED Memorandum to Grantees
Provides access to Grant Policy Bulletins 2 through 27 on Administrative actions, Excessive Drawdown memoranda.
The Department's Guide to Education Programs
Search ED's programs by Topical Heading, CFDA numbers, and also provides links to other related sources of information including Federal Register Notices, etc.
Grant Applications and Other OMB Grants Management Forms
Access to electronic instructions and forms such as the electronic versions of ED 424, 524 and 524B Parts 1 - 3 and other Grants Management forms can be downloaded in PDF or Word from OMB's Web site.
The Education Resource Organizations Directory (EROD)
An integrated system of national and regional service providers networking working as a team to provide high quality assistance and information designed to help states, school districts, and schools improve teaching and learning for all children. The services of this network are administered by ED to advance research, information, and communication about education issues. Some are directly accessible to teachers; others work mainly with local and state education agencies, and can be accessed through district officials.
- Fostering School Success for English Learners: Toward New Directions in Policy, Practice, and Research (with HHS)
Purpose: Address the continuum of young English and Dual language learners (DLL) with two focus areas addressing the development of language and cultural influences from the home to the community birth to Age 8; and systems and policies affecting English and Dual language learner children and youth in grades K-12. A full description of the study’s statement of task, a list of our study sponsors, and a roster of the committee members and staff team appears on our project activity page: http://nationalacademies.org/hmd/Reports/2017/promoting-the-educational-success-of-children-and-youth-learning-English.aspx
Published February 2017
- Review of Extant data of Dual Language Education Programs: Current Policies and practices of States
Purpose: To summarize existing research and extant data on SEA policies and LEA implementation of Dual Language programs and the data that local and state education agencies collect on ELs who participate in Dual Language Education Programs.
Published Dec 2015
- Supporting the Parents of Young Children- who are ELs
Purpose: to identify a core set of parenting knowledge, attitudes, and practices (KAPs) tied to positive parent-child interactions and child outcomes, as well as evidence-based strategies that support these KAPs. The study will pay particular attention to how these strategies can best serve specific populations of interest including: fathers, immigrant families, English learners and their families, parents with substance abuse and/or mental health issues, low income families, single female headed households, families with English Learners (ELLs)/Dual Language Learners (DLLs) and parents of children with disabilities.
Published July 2016
National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs (NCELA)
NCELA is funded by the U.S. Department of Education's Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students (OELA) to collect, analyze, and disseminate information relating to the effective education of linguistically and culturally diverse learners in the U.S.
Office for Civil Rights – Information regarding schools civil rights obligations to English Learner students and limited English proficient parents.
Comprehensive Regional Assistance Centers Each center provides training and technical assistance to help meet the needs of disadvantaged children served through Department of Education-funded programs and works to coordinate local, state, and federal programs in ways that contribute to improving schools and school systems.
Eisenhower Clearinghouse for Math & Science(goENC.com) now offers math and science educators access to about more than 27,000 curriculum resources for K-12 students, as well as, professional development materials for an annual subscription fee.