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Title III Accountability Reporting FAQs

Responses to Frequently Asked Questions (FAQs) regarding Title III Accountability Reporting.

The following frequently asked questions and responses are intended to assist local educational agencies (LEAs) and members of the public to understand the Title III Accountability reporting system under the Elementary and Secondary Education Act (ESEA). Applicable legal citations are included.

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Background

  1. What is the purpose of Title III Accountability

    The purpose of Title III of the ESEA is to provide supplemental funding to LEAs to implement language instruction educational programs designed to help English learners (ELs), including immigrant students, attain English language proficiency and meet the state’s academic and content standards. The Title III program assists LEAs to develop and enhance their capacity to provide high-quality instructional programs designed to prepare ELs to enter all-English instructional settings.

    Title III Accountability ensures that LEAs assist ELs in overcoming language barriers and meeting academic achievement outcomes as demonstrated by meeting the Annual Measurable Academic Objectives (AMAO) targets.

  2. What are the governing rules and regulations for Title III Accountability?
    (Updated 07-Mar-2016)

    The ESEA is the primary federal law that impacts kindergarten through grade twelve (K–12) public education.

    Under Title III Part A – English Language Acquisition, Language Enhancement, and Academic Achievement Act, Section 3111, of the ESEA, the California Department of Education (CDE) is authorized to provide formula subgrant awards to LEAs that enroll one or more ELs.

    Subpart 2 Accountability and Administration, Sections 3121 through 3122, state that LEAs must use Title III Limited English Proficient (LEP) funds to implement language instruction educational programs designed to help ELs achieve the state’s academic and content standards. LEAs are accountable for increasing the English language proficiency and academic content knowledge of ELs.

    In August 2014, the U.S. Department of Education (ED) clarified that LEAs receiving Title III Part A, Immigrant Student Program subgrant funds must also meet the Title III Accountability Requirements. Beginning in 2014–15, Immigrant only funding was provided to LEAs without a requirement to meet a funding threshold. Also beginning in 2014–15, the Title III Accountability reports include LEAs that receive a Title III subgrant to serve Immigrant children and youth who are also ELs. As a result, all annual assessment CELDT records are included in the AMAO calculations, other than those that fall into these two exceptions:

    • CELDT records that are initial tests where students are determined to be English proficient (i.e. students who are not EL) are excluded from AMAO calculation.
    • LEAs receiving only Title III immigrant funds will not have CELDT scores included for AMAO calculations when there are fewer than 50 EL CELDT takers.


    Title I is a program under the ESEA that provides funding to help educate disadvantaged students. Adequate Yearly Progress (AYP) is a series of annual academic performance accountability goals required under Title I. Title III accountability requires the EL student group to meet the annual English-language arts (ELA) and mathematics participation and proficiency criteria of AYP. Secondary ELs are also required to meet the graduation criteria of AYP.

    The ESSA was signed into law in December 2015. The ESSA, which reauthorizes the ESEA, will take effect in the 2017–18 school year. To facilitate an orderly transition to the ESSA, the U.S. Department of Education (ED) followed up with a letter in December 2015 to all States providing additional guidance for Title III Accountability reporting. In its letter, the ED stated that States will not be required to hold LEAs accountable for their performance against AMAOs 1, 2, and 3 under Title III of ESEA for the 2014–15, 2015–16, and 2016–17 school years.

  3. What are the Title III Accountability Requirements?
    (Updated 07-Mar-2016)

    Title III, Part A, Section 3122, of the ESEA requires that all Title III funded LEAs and consortia annually meet Title III accountability criteria listed below:

    • Establish English language proficiency standards aligned to state academic content standards;
    • Annually assess the English language proficiency of each EL using a valid and reliable assessment of English language proficiency;
    • Define three AMAOs to measure and report progress toward and attainment of English language proficiency and academic achievement standards;
    • Hold LEAs receiving Title III LEP and immigrant funds accountable for meeting increasing AMAO targets over time; and
    • Provide ongoing technical assistance to districts not meeting the AMAOs for two or more consecutive years.


    The ESSA was signed into law in December 2015. The ESSA, which reauthorizes the ESEA, will take effect in the 2017–18 school year. During the transition period from the current ESEA to the ESSA, several changes were made to Title III Accountability Reporting system beginning with the 2014–15 school year. Changes to the Title III Accountability reporting system for the 2014–15, 2015–16, and 2016–17 school years include:

    • No new AMAO determinations will be made for the 2014–15, 2015–16, and 2016–17 school years
    • LEAs and consortia that had a Title III improvement status in 2013–14 will retain this status from 2014–15 through 2016 –17.


    For detailed information about 2014–15 Title III Accountability determinations, please review the 2014–15 Title III Accountability Report Information Guide [http://www.cde.ca.gov/ta/ac/t3/].

  4. What are AMAOs?

    An AMAO is a performance objective, or target, that Title III subgrantees must meet each year for ELs. There are three AMAO requirements under Title III Accountability. All Title III subgrantees are required to meet the two English language proficiency AMAOs, and a third academic achievement AMAO based on AYP information.

    • AMAO 1 measures the percent of ELs making annual progress in learning English.

    • AMAO 2 measures the percent of ELs attaining the English language proficiency level on the California English Language Development Test (CELDT).

    • AMAO 3 requires meeting AYP academic achievement targets in ELA and mathematics for the EL student group as mandated by Title I.


    The criteria being used to determine whether a student met AMAO 1 and AMAO 2 are available in the Title III Accountability Report Information Guide [http://www.cde.ca.gov/ta/ac/t3/].

  5. What student information is used to make Title III AMAO determinations?
    (Updated 07-Mar-2016)

    Both the English language proficiency AMAO 1 and AMAO 2 are calculated using individual student results from the CELDT. CELDT test results are available on the CDE Dataquest Web page [http://dq.cde.ca.gov/dataquest/]. Prior year CELDT results are provided by the LEAs to the test vendor. The test vendor provides both the current and prior year test results in the student data files. The CDE does not independently verify prior year test scores.

    AMAO 3 is calculated using statewide student achievement test results for the EL student group. In addition to assessment information, graduation rate data is used for a select group of LEAs.

    Traditionally, all LEAs and consortia receiving Title III, Part A funds are required to annually meet the two English language proficiency AMAOs as well as a third academic achievement AMAO based on AYP information. Due to the newly enacted ESSA in December 2015, there will be no new AMAO determinations in the 2014–15, 2015–16, and 2016–17 school years. The 2014–15 through 2016–17 Title III Accountability Reports will display the AMAO targets and LEA AMAO performance results for informational purposes only. Review the 2014–15 Title III Accountability Report Information Guide [http://www.cde.ca.gov/ta/ac/t3/] for details.

  6. What happens if a Title III-funded LEA does not submit CELDT materials to the state?

    Title III, Part A, Section 3122, of the ESEA requires all Title III LEP and immigrant funded LEAs to annually assess ELs using an English language proficiency (ELP) assessment. In California, the ELP assessment is the CELDT. If an LEA did not administer the CELDT and submit CELDT materials for scoring by the annual assessment shipment deadline, the LEA is not in compliance with federal Title III Accountability requirements. Not administering and submitting CELDT materials for scoring can jeopardize the timely release of Title III funds. Contact the Language Policy and Leadership Office (LPLO) at 916-319-0845 for information about the consequences of not meeting Title III Accountability requirements.

  7. What calculation is used to determine the percentage of students meeting each AMAOs 1 and 2?
    (Updated 07-Mar-2016)

    Due to the newly enacted ESSA in December 2015, there will be no new AMAO determinations in the 2014–15, 2015–16, and 2016–17 school years. The 2014–15 through 2016–17 Title III Accountability Reports will display the AMAO targets and LEA/consortium AMAO performance results for informational purposes only. (See Question 3 above for details.)

    AMAO 1 – The number of ELs meeting their annual growth target is divided by the number of ELs with the required prior CELDT scores to determine the percentage of ELs making annual progress towards English language proficiency. Newly enrolled students and kindergartners who do not have prior CELDT scores are not included in the AMAO 1 calculations.

    AMAO 2 – The percentage of students meeting AMAO 2 is calculated separately for two cohorts of EL students based on the amount of time spent in English language instruction educational programs: (1) less than five years; and (2) five years or more. For each cohort, the number of ELs in the cohort attaining the English proficiency level is divided by the total number of ELs in the cohort to determine the percentage of ELs attaining the English proficient level. All ELs who participate in the CELDT are included in the AMAO 2 calculations.

    A detailed explanation of the AMAO 1 and 2 calculations is available in the Title III Accountability Report Information Guide http://www.cde.ca.gov/ta/ac/t3/].
  8. What calculation is used to determine the percentage of students meeting AMAO 3?
    (Updated 07-Mar-2016)
    Traditionally, in order to meet the AYP academic achievement targets for the EL student group, the LEA or consortium must meet AYP targets for: 1) percent proficient in ELA and mathematics on the statewide assessments; and 2) participation rate on the statewide assessments in ELA and mathematics. LEAs and consortia comprised of high schools must also meet the graduation rate requirement for the EL student group.

    There are no new AMAO determinations for the 2014–15, 2015–16, and 2016–17 school years. The 2014–15 through 2016–17 Title III Accountability Reports will display the AMAO 3 performance results for informational purposes only. Review the 2014–15 Title III Accountability Report Information Guide [http://www.cde.ca.gov/ta/ac/t3/] for details.

    Details about the AMAO 3 participation rate, percent proficient, and AYP graduation rate requirements are in the Adequate Yearly Progress Report Information Guide located on the CDE AYP Web page [http://www.cde.ca.gov/ta/ac/ay/].
  9. What are the AMAO targets?
    (Updated 07-Mar-2016)

    The 2014–15 through 2016–17 Title III Accountability Reports will display the AMAO targets and LEA/consortium AMAO performance results for informational purposes only. (See Question 3 above for details.)

    The following table shows the AMAO 1 and 2 targets from 2009–10 through 2016–17:

    School Year

    AMAO 1 Targets

    AMAO 2 targets
    (Less than 5 years cohort)

    AMAO 2 targets
    (5 years or more cohort)

    2009–10

    53.1

    17.4

    41.3

    2010–11

    54.6

    18.7

    43.2

    2011–12

    56.0

    20.1

    45.1

    2012–13

    57.5

    21.4

    47.0

    2013–14

    59.0

    22.8

    49.0

    2014–15

    60.5

    24.2

    50.9

    2015–16 62.0 25.5 52.8
    2016–17 63.5 26.7 54.7

    The AMAO 3 targets are available in the Adequate Yearly Progress Report Information Guide located on the CDE AYP Web page [http://www.cde.ca.gov/ta/ac/ay/].

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Accountability Reporting

  1. Who receives a Title III Accountability Report?

    The CDE prepares annual Title III Accountability Reports for each LEA, direct-funded charter school, and consortium receiving Title III LEP and immigrant funds. The results for the Title III-funded schools within LEAs (or consortium members within consortia) are aggregated up to the LEA (or consortium) level. The Title III Accountability Reports and Data Files are available at the CDE Title III Accountability Web page [http://www.cde.ca.gov/ta/ac/t3/].

  2. What is a Consortium Report?
    (Updated 07-Mar-2016)

    Per Title III, Part A, Section 3114, of the ESEA, LEAs that do not qualify for a minimum $10,000 LEP grant award may form a consortium with other LEAs so that together they qualify for a grant award of at least $10,000. Each consortium has a lead LEA under which Title III Accountability results are reported. The results reported under the lead LEA include data from all consortium members and its lead aggregated up to the consortium level. The consortium as a whole is required to meet its AMAOs. For questions about forming a consortium, please contact the LPLO at 916-319-0845.

    Exception: Immigrant-only funded LEAs have no minimum dollar grant award requirement to receive Title III, Part A, Immigrant subgrant funding. As such, these LEAs are not consortia leads or members of consortia. (See the July 3, 2015 letter regarding ELEMENTARY AND SECONDARY EDUCATION ACT, TITLE III, PART A LIMITED ENGLISH PROFICIENT AND IMMIGRANT STUDENT SUBGRANT PROGRAM ADMINISTRATION[http://www.cde.ca.gov/sp/el/t3/adminnotifyesea15.asp] for more information).

  3. Why are Title III accountability results for direct funded charter schools reported separately on Title III Accountability Reports rather than under the authorizing LEA?
    Although direct-funded charters must be authorized by another LEA, Title III direct-funded charter schools are considered separate entities from their authorizing LEA for federal accountability purposes. Therefore, these direct-funded charter schools must meet the Title III accountability requirements as an LEA and results are reported separately from the authorizing district.
  4. Why can’t I find my district/school in the Title III Accountability Reports?

    The CDE annually prepares Title III Accountability Reports for Title III LEP and immigrant funded LEAs only. LEAs that do not receive Title III LEP or Immigrant funds in any year will not receive a Title III Accountability Report. Contact the LPLO at 916-319-0938 for information about Title III apportionments.

    The Title III Accountability Reports include CELDT data administered during the annual assessment window and CELDT materials submitted for scoring before the shipment deadline. If an LEA or consortium did not return the CELDT materials by the deadline, the CELDT data will not be included in the Title III Accountability Reports. For questions regarding the CELDT, contact the English Language Proficiency Assessments Office by phone at 916-319-0784 or by e-mail at celdt@cde.ca.gov.

  5. What is the release schedule of Title III Accountability Reports?
    The CDE releases the preliminary Title III Accountability reports with AMAOs 1 and 2 results during the summer of each year. The complete Title III Accountability reports, including AMAO 3 results, are released in the fall of each year.

    Note: The release schedule will be updated once the new English Language Proficiency Assessments for California (ELPAC) is operational. The ELPAC, which is aligned to the 2012 English Language Development ELD standards, will replace the CELDT.
  6. Why are there two releases for Title III Accountability Reports each year?

    The preliminary reports released in summer of each year contain AMAO 1 and 2 results only, while the final report released in fall adds AMAO 3 results as well as LEA/consortia year status. AMAOs 1 and 2 are calculated using CELDT results administered during the annual assessment window of July 1 to October 31 of each year. AMAO 3 results, however, are calculated using the statewide achievement test results administered in the spring of each year and graduation rate information. Because CELDT results are available prior to the results of the statewide achievement test, AMAOs 1 and 2 may be computed and released earlier than AMAO 3. Release of the preliminary report with AMAOs 1 and 2 only provides LEAs/consortia with timely information which may be used immediately to facilitate planning and instructional services for EL students.

    Note: The release schedule will be updated once the new ELPAC is operational.

  7. Where can I find the release schedule for Title III Accountability Reports?

    The Title III Accountability Timeline is available in the Title III Accountability Report Information Guide [http://www.cde.ca.gov/ta/ac/t3/]. The CDE also notifies district accountability and Title III coordinators of Title III Accountability Report releases and updates. To sign up or make changes to the accountability coordinator distribution list, or for further information, go to the Accountability Listserv page External link opens in new window or tab..

  8. Which students are included in the Title III Accountability Reports?
    The Title III Accountability Reports include all ELs within Title III funded LEAs who were tested with the CELDT during the annual assessment window of July 1 to October 31 of each year. The U.S Department of Education (ED) recently clarified that LEAs receiving Title III, Part A, Limited English Proficient Student and/or Immigrant Student Program subgrant funds must meet Title III accountability requirements. The Title III Accountability Reports include LEAs and consortia receiving Title III LEP and immigrant funds to provide supplementary programs and services to Limited English Proficient ELs and EL Immigrant students who participate in the CELDT.
  9. What is the meaning of the "Number of Years" field on the "Title III Placement Year" fields on the Title Accountability Reports?
    (Updated 07-Mar-2016)
    Title III, Part A, Sections 3121 and 3122, of the ESEA require that all Title III-funded LEAs and consortia annually meet Title III accountability requirements. For the 2003–04 through 2013–14 school years, "Number of Years" identifies the number of consecutive years the LEA/consortium did not meet one or more AMAOs. For the 2014–15, 2015–16 and 2016–17 school years, no new AMAO determinations will be made and LEAs/consortia that had a Title III improvement status in 2013–14 will maintain this status from 2014–15 through 2016–17. "Title III Placement Year" will be displayed to identify the LEA's and consortium’s placement under Title III. The placement year range is from Year 0 to Year 4+. Visit the CDE Program Improvement LEA Requirements Web page [http://www.cde.ca.gov/ta/ac/ti/leapireq.asp] or contact the LPLO at 916-319-0938 for information on the consequences of not meeting AMAOs.
  10. My LEA's Title III Accountability Report shows a "Yes*" for meeting both AMAO 1 and AMAO 2. What does the "*" next to the "Yes" mean?
    (Updated 07-Mar-2016)

    For 2003–04 through 2013–14 Title III Accountability reporting, "Yes*" means the LEA met the AMAO target through application of the confidence interval. If an LEA or consortium has fewer than 30 students in one or more of the cohorts for AMAO 1 or AMAO 2, the confidence interval table is used to determine if the target is met. To use the confidence interval table, determine the number of CELDT scores in the cohort and then look under the appropriate column to determine the number in the cohort that is required to meet the target. The confidence interval table is updated each year. The table is available in the Appendix section of the Title III Accountability Report Information Guide [http://www.cde.ca.gov/ta/ac/t3/]. Note: the confidence interval table does not apply to Immigrant-only funded LEAs with less than 50 CELDT takers.

    There are no new AMAO determinations made in the 2014–15, 2015–16, and 2016 –17 school years. The 2014–15 through 2016–17 Title III Accountability Reports will display the AMAO targets and LEA/consortium AMAO performance results for informational purposes only (See question 3 of Background section for details).

  11. My LEA's Title III Accountability Report shows an "N/A" for AMAO 3 results. What does the "N/A" mean?
    (Updated 07-Mar-2016)

    Due to the newly enacted ESSA in December 2015, there will be no new AMAO determinations for the 2014–15, 2015–16, and 2016–17 school years. The 2014–15 through 2016–17 Title III Accountability Reports will display the AMAO 3 performance results for informational purposes only. All Title III-funded consortia will receive the value of 'N/A' for all AMAO 3 results in 2014–15 school year. For detailed information about 2014–15 Title III Accountability determinations, please review the 2014–15 Title III Accountability Report Information Guide [http://www.cde.ca.gov/ta/ac/t3/].

  12. The percent of students meeting AMAO 1 in our LEA is listed as "0" and we did not meet the AMAO 1 target. Why didn’t we meet the targets?
    (Updated 07-Mar-2016)

    For 2003–04 through 2013–14 school year, an LEA is considered to have not met AMAO 1 if the LEA did not provide the required prior CELDT scores for at least 65 percent of its annual CELDT takers.AMAO 1 calculations using lower than 65 percent of prior CELDT scores would not be considered valid and reliable. If less than 65 percent of annual CELDT takers have prior year CELDT scores, no values will be reported in AMAO 1 and the LEA or consortium will not meet the AMAO 1 target.

    For 2014–15 through 2016–17 school years, there are no new AMAO determinations. The 2014–15 through 2016–17 Title III Accountability Reports will display the AMAO targets and LEA AMAO performance results for informational purposes only. Review the 2014–15 Title III Accountability Report Information Guide [http://www.cde.ca.gov/ta/ac/t3/] for details.

  13. If an English Learner student with a disability takes the CELDT with modifications or an alternate assessment, will this student’s test results be reflected in the Title III Accountability Report AMAO calculations?

    Yes. However, because modifications and alternate assessments fundamentally alter what the CELDT measures, those EL students with disabilities who take the CELDT with modifications or an alternate assessment will receive the lowest obtainable scale score (LOSS). The LOSS for each student is reflected in the AMAO 1 and 2 calculations appearing on the Title III Accountability Reports. Federal law does not allow the state to exclude any students from the accountability system and Title III reporting.

  14. The Title III Accountability Research Files do not contain school level data for each LEA. Why?

    Title III Accountability requires the CDE to hold LEAs accountable for meeting AMAOs, not individual schools within LEAs. However, school level data are posted on the CDE Title III Accountability Web page reports to help LEAs determine how individual school results contribute to the LEA's overall performance.

  15. The results on the Title III Accountability Report for my district are incorrect. What can we do?
    An LEA or consortium may appeal the Title III Accountability report results if the LEA or consortium provides evidence of a calculation error. Appeals for AMAO 1 and 2 results are accepted after the preliminary release in the summer of each year. To request an appeal for AMAOs 1 and/or 2, contact the CDE Data Visualization and Reporting Office (DVRO) by phone at 916-323-3071 or by e-mail at amao@cde.ca.gov. Appeal of AMAO 3 results are filed using the AYP appeal process. For more information on the AYP appeal process, visit the CDE AYP Web page [http://www.cde.ca.gov/ta/ac/ay/] or contact the Academic Accountability Unit (AAU) by phone at 916-319-0863 or by e-mail at aau@cde.ca.gov.

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Student Demographic Information

  1. What CELDT demographic fields are being used for Title III Accountability Reporting?
    The following table shows the CELDT data fields that are extracted from the CELDT answer book and the California Longitudinal Pupil Achievement Data System (CALPADS) for Title III Accountability Reporting:

    Field Name

    Used in AMAOs

    Grade

    1 and 2

    Test Purpose

    1 and 2

    Date Testing Completed

    1 and 2

    Date First Enrolled in USA school

    2

    Most Recent Previous CELDT Performance Level

    1

    CELDT Performance Level

    1 and 2

  2. Where can I find the CALPADS data extraction schedule?

    The Title III Accountability data extraction schedule is available at the CDE CALPADS Calendar Web page [http://www.cde.ca.gov/ds/sp/cl/rptcalendar.asp]. The Title III Accountability Timeline which is available in the Title III Accountability Report Information Guide [http://www.cde.ca.gov/ta/ac/t3/] also contains information about the CALPADS data extraction schedule.

  3. Why does the CDE post the Embargoed Pre-release of Preliminary Title III Accountability Reports?

    The Embargoed Pre-release of Preliminary Title III Accountability Reports is provided to secure district accountability and Title III coordinators during the CELDT Data Review Module (DRM). The reports contain preliminary AMAO 1 and 2 results only. The purpose of releasing the embargoed reports is to assist Title III-funded LEAs in reviewing their preliminary AMAO performance during the DRM and make corrections to student demographic data errors prior to the public release of the AMAOs.

  4. If a student is tested in error, how can I remove this student from the Title III Accountability Report results?

    All ELs who participate in the CELDT administration and submit answer books for scoring, even those students tested in error, are included in the AMAO calculations.

  5. We didn’t correct our LEAs demographic data errors. Will the uncorrected data errors affect our Title III reports and Title III funding?

    Any demographic data errors that are not corrected during the data correction window may affect both the CELDT and the Title III Accountability Reports. The resulting CELDT Reports and Title III Accountability Reports would not reflect the actual performance of the LEAs. Contact ELPA and DVRO for reporting errors. Contact the LPLO for Title III compliance and apportionments questions

Title III Contacts

  1. Whom can I contact if I have more questions?

    The following table shows contact information for each topic:

    Topic

    Contact

    AMAO Targets, Criteria, and
    Title III Accountability Calculations and Reporting

    Data Visualization and Reporting Office
    Telephone: 916-323-3071
    E-mail: amao@cde.ca.gov

    AYP Calculations

    Academic Accountability Unit
    Telephone: 916-319-0863
    E-mail: aau@cde.ca.gov

    CALPADS

    CALPADS/CBEDS/CDS Operations Office
    Telephone: 916-324-6738
    E-mail: calpads@cde.ca.gov

    Consortia Applications, ESEA Title III Program Accountability Requirements and Technical Assistance, and Title III Apportionments (LEP and Immigrant funds)

    Language Policy and Leadership Office
    Telephone: 916-319-0845

    CELDT program and DRM

    English Language Proficiency Assessment Office
    Telephone 916-319-0784
    E-mail: celdt@cde.ca.gov


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Questions: Title III Accountability Team | amao@cde.ca.gov | 916-323-3071 
Last Reviewed: Tuesday, May 23, 2017
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