Every Student Succeeds Act, short title to the reauthorized Elementary and Secondary Education Act of 1965 Public Law 107-110.
Purpose of Title III
The purpose of Title III is to ensure that limited English proficient students develop English proficiency and meet the same academic content and academic achievement standards that all students are expected to meet. Districts must use these funds to implement language instruction educational programs that carry out activities that use approaches based on scientific research. Each district serving ELs is responsible for implementing instructional programs that lead ELs to meet annual measurable achievement objectives and make adequate yearly progress.
Title III Language and Instruction for English Learners
Title III is a part of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act of 2015 (ESSA). The purpose of Title III is to help ensure that English learners (ELs) attain English language proficiency and meet state academic standards. The ESEA defines the term “limited English proficient” (LEP - ELs in Oregon) in part as students “…whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the individual the ability to meet the State's proficient level of achievement on State assessments…”
Title III Migrant Program
Why did Congress enact a state administered and operated Migrant Education Program in 1966?
Migrant children had a high incidence of mobility.
Migrant children were viewed by school districts as non-resident children and as such, not the district’s responsibility
The regular school year (180 days) and its fixed curricula did not accommodate short spans of instruction.
There was no continuity of instruction from district to district, much less state to state.
In light of student mobility, maximum flexibility for shifting funds so that the money would follow the students was desired in determining the entitlement entity (i.e., SEA versus LEA).
Children of migrant workers miss school out of economic necessity—they must work alongside their parents to help the family survive. Sometimes, older migrant children miss school to take care of younger children—to free both parents to work in the fields. Sometimes, migrant children miss school because of the frequent moves made by the family to obtain work.
These educational interruptions in combination with low household income, cultural and language barriers, social and community isolation, and various health-related problems, inhibit the ability of migrant children to do well in school.
Criteria for determining student eligibility for migrant education programs are detailed in the Identification & Recruitment Manual. The information is taken from Section 1309 of NCLB and the Draft Title I-C Non-Regulatory Guidance.