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National Evaluation of Title III Implementation

The nation’s first study of how Title III grants are used to support English learners
  • Client
    Institute for Education Sciences
  • Dates


There was no district-level data on the implementation and impact of Title III, which supports the educational needs of English learners.

According to the National Center for Education Statistics, one out of every ten students in U.S. public schools is an English learner (EL). ELs face additional academic challenges because they must meet grade-level standards while mastering a new language. Title III, Part A of the Elementary and Secondary Education Act (ESEA) funds state- and district-level programs that support the educational needs of ELs. The 2015 reauthorization of ESEA introduced policy changes designed to better support ELs, their families, and the educators who work with them. District-level information on Title III implementation is not available in any national database. This survey was administered to EL and Title III directors to collect the most up-to-date information on Title III implementation.  


NORC administered a national survey to understand how districts use Title III funds.

NORC led district recruitment efforts and data collection for a web-based, district-level survey of Title III coordinators. The work was executed under a subcontract with the American Institutes for Research (AIR) for a study funded by the Institute of Education Sciences. The survey, which AIR developed, included questions about the impact of federal policy changes, practices and programs, professional development, and opportunities for parents and families of EL students.


NORC collected data from almost 1,200 districts across the U.S. and had a survey response rate of 97 percent. 

Findings from this study will provide policymakers, administrators, and educators with an in-depth, national look at how districts use Title III funds to support ELs. They will be available in late 2024.

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