Title III, Part A - Language Instruction for English Learners and Immigrant Students

Purpose

Title III, Part A: Language Instruction for English Learners and Immigrant Students of the Elementary and Secondary Education Act of 1965 as Amended under the Every Student Succeeds Act (ESSA) P.L. 115-141, enacted March 23, 2018, awards subgrants to eligible Local Education Agencies (LEA) “to help ensure that English learners (ELs), including immigrant children and youth, attain English proficiency and develop high levels of academic achievement in English." [Sec. 3102 (1)]

Title III, Part A EL Language Programs are a variety of supplemental services and activities provided to EL students, their teachers, and their families beyond the schools' legal obligations to English learners and their limited English proficient parents. All Federal Program services are provided within the Systems of Continuous Improvement framework.

Differences between Title IIIA and ESOL LEA's Legal Obligations

Vision

Every English learner in GA has an opportunity to learn English for academic purposes to be ready to learn, ready to live, and ready to lead.

EL Entrance & Exit Procedures

Georgia's EL Entrance and Exit Criteria: EL Language Programs - State Guidance Handbook

Georgia's ESOL Language Program

EL Exit Criteria in Georgia by LEA - 2018-2021

EL Exit Rates by LEA

Number & Percentage of English Learners who Attained English Profiency in 2018, by LEA

Click the image below for the Number & Percentage of English Learners who Attained English Proficiency by LEA in 2019 & 2020

Private Schools

Parent Communication

Title III, Part A Guidance

English Learner and Immigrant Programs' Comprehensive Needs Assessment

Title III Part A Budget Tools

Title III, Part A Immigrant

Immigrant Infographic

LEA Regional Title IIIA Consortia

School districts with EL populations larger than the minimum threshold receive direct Title III, Part A allocations, while school districts with EL populations less than the minimum are eligible to form or join a Title III-A Regional LEA consortium in order to meet the minimum threshold collectively and thus receive an allocation.