Thanks to No Child Left Behind, for the first time, all states have developed and implemented English language proficiency standards and annually assessed English language learners, according to a new report from the Department about the progress of serving these five million students in our schools.

"FY 2002-2004 Biennial Report to Congress on the Implementation of NCLB, Title III, the State Formula Grant Program" is the first in-depth report to Congress containing data from the 50 states, the District of Columbia and Puerto Rico concerning the English language acquisition and academic achievement of limited English proficient students (LEPs) since NCLB was enacted. (English language learners or ELLs are also known as limited English proficient or LEP students.)

Prior to the implementation of NCLB in 2002, few states had developed these standards that now help teachers measure each student's progress in learning English. Currently, all states and the District of Columbia and Puerto Rico have established English language proficiency standards that are linked to state academic content standards in English in reading/language arts and mathematics.

"States have made significant progress toward implementing new Title III English language acquisition requirements in a very short period of time," said Secretary Margaret Spellings. "When President Bush envisioned helping all children in America who had previously been left behind, he knew that our English language learners faced some of the greatest challenges. That's why he made sure that the federal government played a vital role in ensuring their educational success, while at the same time, allowing the states the flexibility required to implement the Title III LEP language instruction programs effectively."

With the $477 million distributed through the Title III State Formula Grant program in FY 2003, states served more than four million LEP students. Based on the most currently available data from the states, there are approximately 5.1 million LEP students nationwide. Title III services reach approximately 80 percent of these students. Before NCLB, only approximately 15 percent of these students were being served through federal LEP programs nationwide. The change from competitive program grants to state formula grants means that many more LEP students are now being served.

"NCLB reflects a fundamental transformation in the relationship between the federal government and the states with regard to the education of LEP students," said Kathleen Leos, associate assistant deputy secretary of the Office of English Language Acquisition. "As a result, we are no longer funding programs, we are funding children."

States that receive Title III grants must also reserve up to 15 percent of their award for subgrants to local education agencies that have experienced a significant increase in the number of immigrant children and youths enrolled in schools.

Important data provided by the states about programs and participants in the 2003-04 school year indicate that:

• 51 of 52 state education agencies (includes D.C. and Puerto Rico) reported serving a total of 4,042,428 LEP students through 4,867 Title III formula subgrants to districts [local education agencies (LEAs)];
• 45 of 52 state education agencies (includes D.C. and Puerto Rico) reported funding 1,389 additional subgrants to LEAs that experienced significant increases in the number of immigrant children and youths;
• All 52 state education agencies (includes D.C. and Puerto Rico) reported that out of a total of 1,218,238 immigrant children and youths, 827,638 were served by Title III;
• 51 state education agencies reported that 316,273 certified or licensed teachers were working in language instruction programs specially designed for ELLs;
• All state education agencies reported using at least one type of English language instruction program offered through Title III, with 40 states using some type of a bilingual program in addition to their English as a second language (ESL) programs;
• 36 states, D.C. or Puerto Rico reported that 385,794 students transitioned out of language instruction programs into mainstream classrooms in 2002-03. In 2003-04, 44 states reported 447,905 students transitioned out of such programs.

"The No Child Left Behind changes for LEP students are making a big difference in the way our school systems view these children," added Spellings. "Because their achievement and progress must be carefully monitored and reported, there is more attention being placed upon their learning and ultimate success. We cannot afford to leave any group of children behind."

"No Child Left Behind has had a profound impact on the lives of these children and their families," said Leos. "Parents are getting more information about the progress of their children, and the law requires that they be notified in a language that they understand. They also have more options as to what program is best for their child. Recent studies have shown that most immigrant parents want their children to learn English, and this report shows us that these dreams are, in fact, being fulfilled."

Students are first identified as LEP by a state-approved English language proficiency assessment and then are recommended for placement in a language education program. The goal of these programs is that LEP students acquire English to allow them to achieve in academic content areas such as reading/language arts and mathematics in English at the same level of academic success established by the state for all students. Title III does not endorse or promote any specific type of language education program for LEP students, and states have the choice to use ESL or bilingual programs. Title III does require, however, that any language programs and professional development be scientifically based and effective.

States are also expected to provide professional development activities to assist personnel in meeting certification requirements for teaching LEP children. All 52 states require that all teachers of LEP students meet language fluency requirements.

Within the U.S. Department of Education, Title III is administered by the Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students (OELA).

The text of the report is available online at http://www.ncela.gwu.edu/oela/biennial05/index.htm.

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