No Child Left Behind - Title III: Language Instruction for Limited English Proficient and Immigrant Students
What is Title III?
• This program is designed to improve the education of English language learners (ELL) by helping
them learn English and meet challenging state academic content and achievement standards
• States must develop annual measurable achievement objectives for ELL students that measure
their success in achieving English language proficiency and meeting challenging state academic
content and achievement standards
• Schools must use the funds to implement English language instruction educational programs
designed to help ELL students achieve these standards
• Approaches and methodologies used must be tied to scientifically based research and
demonstrated to be effective
• School districts are to certify that all teachers in a language instruction education program for
limited English proficient students are fluent in English and any other language used by the
program, including written and oral communication skills
How is Title III funding distributed to schools?
• State Education Agencies receive grants based on their share of ELL and recent immigrant
students in the United States. States distribute funds to school districts based on their share of
ELL and recent immigrant students in the district. The districts, in turn, allocate funds to individual
schools on the same basis
• State Education Agencies must reserve up to 15 percent for school districts that have experienced
significant increases in the number or percentage of immigrant students
• Ninety-five percent of the remaining funds must be used for grants at the local level to teach
limited English proficient children
How can schools use Title III funding?
School districts must use Title III funds to:
• Provide high-quality language instruction programs that are based on scientifically based research,
and that have demonstrated that they are effective in increasing English proficiency and student
achievement
• Provide high-quality professional development to classroom teachers, principals, administrators,
and other school or community-based personnel in order to improve the instruction and
assessment of ELL students
• This program is designed to improve the education of English language learners (ELL) by helping
them learn English and meet challenging state academic content and achievement standards
• States must develop annual measurable achievement objectives for ELL students that measure
their success in achieving English language proficiency and meeting challenging state academic
content and achievement standards
• Schools must use the funds to implement English language instruction educational programs
designed to help ELL students achieve these standards
• Approaches and methodologies used must be tied to scientifically based research and
demonstrated to be effective
• School districts are to certify that all teachers in a language instruction education program for
limited English proficient students are fluent in English and any other language used by the
program, including written and oral communication skills
How is Title III funding distributed to schools?
• State Education Agencies receive grants based on their share of ELL and recent immigrant
students in the United States. States distribute funds to school districts based on their share of
ELL and recent immigrant students in the district. The districts, in turn, allocate funds to individual
schools on the same basis
• State Education Agencies must reserve up to 15 percent for school districts that have experienced
significant increases in the number or percentage of immigrant students
• Ninety-five percent of the remaining funds must be used for grants at the local level to teach
limited English proficient children
How can schools use Title III funding?
School districts must use Title III funds to:
• Provide high-quality language instruction programs that are based on scientifically based research,
and that have demonstrated that they are effective in increasing English proficiency and student
achievement
• Provide high-quality professional development to classroom teachers, principals, administrators,
and other school or community-based personnel in order to improve the instruction and
assessment of ELL students
