View in EDS

Title III Evidence Review: The Impact of Federal Support for English Learners. Has Title III Shown Evidence of Success in Achieving The Program's Goals? Research Evidence Against Dismantling the U.S. Education Department: How to Protect and Improve Programs for English Learners

Saved in:
Bibliographic Details
Title: Title III Evidence Review: The Impact of Federal Support for English Learners. Has Title III Shown Evidence of Success in Achieving The Program's Goals? Research Evidence Against Dismantling the U.S. Education Department: How to Protect and Improve Programs for English Learners
Language: English
Authors: Alyn Turner, Cara Jackson, Laura Blythe Martens, Education Law Center (ELC), Research for Action (RFA), Southern Education Foundation (SEF), Center for Outcomes Based Contracting (OBC)
Source: Education Law Center. 2026.
Availability: Education Law Center. 60 Park Place Suite 300, Newark, NJ 07102. Tel: 973-624-1815; Fax: 973-624-7339; e-mail: elc@edlawcenter.org; Web site: http://www.edlawcenter.org
Peer Reviewed: N
Page Count: 35
Publication Date: 2026
Document Type: Information Analyses
Education Level: Elementary Secondary Education
Descriptors: English Learners, Federal Aid, Educational Finance, Educational Legislation, Elementary Secondary Education, Federal Legislation, Evidence Based Practice, Language Proficiency, Educational Strategies, Financial Support
Laws, Policies and Program Identifiers: Elementary and Secondary Education Act Title III, Every Student Succeeds Act 2015
Abstract: As the Trump Administration pursues an agenda that prioritizes a reduced federal role in education policy, questions arise as to whether the federal government has been successful in achieving its goals with respect to improving educational outcomes and expanding opportunities. These questions are best answered through a review of the existing research evidence so that citizens, advocates, and policymakers can evaluate the strengths and weaknesses of particular programs based on high-quality studies. However, the evidence base for federal programs is mixed and difficult for non-researcher audiences to assess and make use of without a systematic synthesis that centers the information needs of non-researcher audiences. Varied approaches, observation periods, questions, and data sources lead to different and sometimes competing takeaways. Stakeholders relying on existing studies and syntheses alone are likely to find the evidence base impossible to use to understand the implications of recent and planned federal actions to reduce the scope and nature of federally funded education programs. This research synthesis addresses this need for clarity, focusing on the evidence base for Title III -- English Language Acquisition. Drawing on a foundation established by a 2017 National Academies report, "Promoting the Educational Success of Children and Youth Learning: Promising Futures," the research team reviewed evidence published from 2015 through 2025, using a rapid review framework for assessing whether there is evidence that Title III has shown success in achieving the program's goals. Overall, this review suggests that Title III may be struggling to meet its goals due to implementation challenges and inadequate funding that has not kept pace with the growing English learner (EL) population, but not because of a lack of evidence for what works to support ELs and recent immigrants.
Abstractor: ERIC
Entry Date: 2026
Accession Number: ED680384
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED680384
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED680384
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Title III Evidence Review: The Impact of Federal Support for English Learners. Has Title III Shown Evidence of Success in Achieving The Program's Goals? Research Evidence Against Dismantling the U.S. Education Department: How to Protect and Improve Programs for English Learners
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Alyn+Turner%22">Alyn Turner</searchLink><br /><searchLink fieldCode="AR" term="%22Cara+Jackson%22">Cara Jackson</searchLink><br /><searchLink fieldCode="AR" term="%22Laura+Blythe+Martens%22">Laura Blythe Martens</searchLink><br /><searchLink fieldCode="AR" term="%22Education+Law+Center+%28ELC%29%22">Education Law Center (ELC)</searchLink><br /><searchLink fieldCode="AR" term="%22Research+for+Action+%28RFA%29%22">Research for Action (RFA)</searchLink><br /><searchLink fieldCode="AR" term="%22Southern+Education+Foundation+%28SEF%29%2C+Center+for+Outcomes+Based+Contracting+%28OBC%29%22">Southern Education Foundation (SEF), Center for Outcomes Based Contracting (OBC)</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Education+Law+Center%22"><i>Education Law Center</i></searchLink>. 2026.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Education Law Center. 60 Park Place Suite 300, Newark, NJ 07102. Tel: 973-624-1815; Fax: 973-624-7339; e-mail: elc@edlawcenter.org; Web site: http://www.edlawcenter.org
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 35
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Information Analyses
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22English+Learners%22">English Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Federal+Aid%22">Federal Aid</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Finance%22">Educational Finance</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Legislation%22">Educational Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Federal+Legislation%22">Federal Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Strategies%22">Educational Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Financial+Support%22">Financial Support</searchLink>
– Name: SubjectThesaurus
  Label: Laws, Policies and Program Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Elementary+and+Secondary+Education+Act+Title+III%22">Elementary and Secondary Education Act Title III</searchLink><br /><searchLink fieldCode="SU" term="%22Every+Student+Succeeds+Act+2015%22">Every Student Succeeds Act 2015</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: As the Trump Administration pursues an agenda that prioritizes a reduced federal role in education policy, questions arise as to whether the federal government has been successful in achieving its goals with respect to improving educational outcomes and expanding opportunities. These questions are best answered through a review of the existing research evidence so that citizens, advocates, and policymakers can evaluate the strengths and weaknesses of particular programs based on high-quality studies. However, the evidence base for federal programs is mixed and difficult for non-researcher audiences to assess and make use of without a systematic synthesis that centers the information needs of non-researcher audiences. Varied approaches, observation periods, questions, and data sources lead to different and sometimes competing takeaways. Stakeholders relying on existing studies and syntheses alone are likely to find the evidence base impossible to use to understand the implications of recent and planned federal actions to reduce the scope and nature of federally funded education programs. This research synthesis addresses this need for clarity, focusing on the evidence base for Title III -- English Language Acquisition. Drawing on a foundation established by a 2017 National Academies report, "Promoting the Educational Success of Children and Youth Learning: Promising Futures," the research team reviewed evidence published from 2015 through 2025, using a rapid review framework for assessing whether there is evidence that Title III has shown success in achieving the program's goals. Overall, this review suggests that Title III may be struggling to meet its goals due to implementation challenges and inadequate funding that has not kept pace with the growing English learner (EL) population, but not because of a lack of evidence for what works to support ELs and recent immigrants.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: ERIC
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED680384
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED680384
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 35
    Subjects:
      – SubjectFull: English Learners
        Type: general
      – SubjectFull: Federal Aid
        Type: general
      – SubjectFull: Educational Finance
        Type: general
      – SubjectFull: Educational Legislation
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Federal Legislation
        Type: general
      – SubjectFull: Evidence Based Practice
        Type: general
      – SubjectFull: Language Proficiency
        Type: general
      – SubjectFull: Educational Strategies
        Type: general
      – SubjectFull: Financial Support
        Type: general
      – SubjectFull: Elementary and Secondary Education Act Title III
        Type: general
      – SubjectFull: Every Student Succeeds Act 2015
        Type: general
    Titles:
      – TitleFull: Title III Evidence Review: The Impact of Federal Support for English Learners. Has Title III Shown Evidence of Success in Achieving The Program's Goals? Research Evidence Against Dismantling the U.S. Education Department: How to Protect and Improve Programs for English Learners
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Education Law Center (ELC)
      – PersonEntity:
          Name:
            NameFull: Research for Action (RFA)
      – PersonEntity:
          Name:
            NameFull: Southern Education Foundation (SEF), Center for Outcomes Based Contracting (OBC)
      – PersonEntity:
          Name:
            NameFull: Alyn Turner
      – PersonEntity:
          Name:
            NameFull: Cara Jackson
      – PersonEntity:
          Name:
            NameFull: Laura Blythe Martens
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2026
          Titles:
            – TitleFull: Education Law Center
              Type: main
ResultId 1