[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-308317-105":59,"doc-detail-308317-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","ensuring-english-learner-students-can-participate-meaningfully-and-equally-in-educational-programs-fact-sheet-overview","Ensuring English Learner Students Can Participate Meaningfully and Equally in Educational Programs - Fact Sheet Overview","","Overview of joint U.S. Department of Education and Department of Justice guidance on legal obligations under Title VI of the Civil Rights Act of 1964 and the Equal Educational Opportunities Act of 1974. Focuses on how public schools and school districts must ensure English learner (EL) students can participate meaningfully and equally in educational programs. Covers identification and assessment, language assistance and program choices, staffing, access to curricular and extracurricular activities, least-segregative implementation, special education and disability dual services, parent opt-out rights, and monitoring and exiting procedures.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/ensuring-english-learner-students-can-participate-meaningfully-and-equally-in-educational-programs-fact-sheet-overview/308317/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/ensuring-english-learner-students-can-participate-meaningfully-and-equally-in-educational-programs-fact-sheet-overview/308317.png","ImageObject",300,407,{"name":92,"@type":93},"Skyler","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-09-20",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What legal obligations require schools to ensure EL students can participate meaningfully and equally?","Question",{"text":112,"@type":113},"Public schools must ensure meaningful and equal participation under Title VI of the Civil Rights Act of 1964 and the Equal Educational Opportunities Act of 1974.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do districts identify and confirm which students are EL?",{"text":117,"@type":113},"Districts must use procedures to identify potential EL students, often through a home language survey at enrollment, and then determine EL status through a valid and reliable English proficiency assessment.",{"name":119,"@type":110,"acceptedAnswer":120},"Can parents opt out of EL programs, and what must districts do then?",{"text":121,"@type":113},"Parents may choose to opt their children out of EL programs or particular EL services, but districts may not recommend opt-outs. Districts must provide opted-out EL students access to educational programs, monitor progress, and offer EL services again if a student struggles.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},308317,1790517245,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":52,"preview_page_count":4},2336464648746,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","This document has been formally rescinded by the Department and remains available on the web for historical purposes only.  \nU.S. Department of Justice  \nCivil Rights Division  \nU.S. Department of Education  \nOffice for Civil Rights  \nEnsuring English Learner Students Can Participate  \n Meaningfully and Equally in Educational Programs   \nEnglish learner (EL) students constitute nine percent of all public school students and are enrolled in nearly three out of every four public schools. Under Title VI of the Civil Rights Act of 1964 (Title VI) and the Equal Educational Opportunities Act of 1974 (EEOA), public schools must ensure that EL students can participate meaningfully and equally in educational programs.  \nThe U.S. Department of Education (ED) and the U.S. Department of Justice (DOJ) have issued joint guidance to remind state education agencies (SEAs), public school districts, and public schools of their legal obligation to ensure that EL students can participate meaningfully and equally in educational programs.  \nThis fact sheet provides an overview of the joint guidance, but does not attempt to comprehensively address all of the issues in the guidance. While this fact sheet focuses on the responsibilities of school districts, the guidance makes clear that SEAs also have legal obligations toward EL students and limited English proficient (LEP) parents. The guidance is available at: [http://www2.ed.gov/about/offices/list/ocr/ellresources.html](http://www2.ed.gov/about/offices/list/ocr/ellresources.html).  \nIdentifying and Assessing All Potential EL Students  \n􀁸 School districts must have procedures in place to accurately and timely identify potential EL students. Most school districts use a home language survey at the time of enrollment to gather information about a student’s language background and identify students whose primary or home language is other than English.  \n􀁸 School districts must then determine if potential EL students are in fact EL through a valid and reliable test that assesses English language proficiency in speaking, listening, reading and writing.  \nProviding Language Assistance to EL Students  \n􀁸 EL students are entitled to appropriate language assistance services to become proficient in English and to participate equally in the standard instructional program within a reasonable period of time.  \n􀁸 School districts can choose among programs designed for instructing EL students provided the program is educationally sound in theory and effective in practice.  \nStaffing and Supporting an EL Program  \n􀁸 EL students are entitled to EL programs with sufficient resources to ensure the programs are effectively implemented, including highly qualified teachers, support staff, and appropriate instructional materials.  \n􀁸 School districts must have qualified EL teachers, staff, and administrators to effectively implement their EL program, and must provide supplemental training when necessary.  \nProviding Meaningful Access to All Curricular and Extracurricular Programs  \n􀁸 EL students must have access to their grade-level curricula so that they can meet promotion and graduation requirements.  \n􀁸 EL students are entitled to an equal opportunity to participate in all programs, including pre-kindergarten, magnet, gifted and talented, career and technical education, arts, and athletics programs; Advanced Placement (AP) and International Baccalaureate (IB) courses; clubs; and honor societies.  \nAvoiding Unnecessary Segregation of EL Students  \n􀁸 School districts generally may not segregate students on the basis of national origin or EL status. Although certain EL programs may be designed to require that EL students receive separate instruction for a limited portion of the day or period of time, school districts and states are expected to carry out their chosen program in the least segregative manner consistent with achieving the program’s stated educational goals.  \nEvaluating EL Students for Special Education and Pr","cbCaiaoSuXlzHyVS","https://ap.wps.com/l/cbCaiaoSuXlzHyVS","pdf",604381,"English","# Identifying and Assessing All Potential EL Students\n## Providing Language Assistance to EL Students\n# Staffing and Supporting an EL Program\n## Providing Meaningful Access to All Curricular and Extracurricular Programs\n# Avoiding Unnecessary Segregation of EL Students\n# Evaluating EL Students for Special Education and Providing Dual Services\n# Meeting the Needs of Students Who Opt Out of EL Programs or Particular Services\n# Monitoring and Exiting EL Students from EL Programs and Services","[{\"question\":\"What legal obligations require schools to ensure EL students can participate meaningfully and equally?\",\"answer\":\"Public schools must ensure meaningful and equal participation under Title VI of the Civil Rights Act of 1964 and the Equal Educational Opportunities Act of 1974.\"},{\"question\":\"How do districts identify and confirm which students are EL?\",\"answer\":\"Districts must use procedures to identify potential EL students, often through a home language survey at enrollment, and then determine EL status through a valid and reliable English proficiency assessment.\"},{\"question\":\"Can parents opt out of EL programs, and what must districts do then?\",\"answer\":\"Parents may choose to opt their children out of EL programs or particular EL services, but districts may not recommend opt-outs. Districts must provide opted-out EL students access to educational programs, monitor progress, and offer EL services again if a student struggles.\"}]","Ensuring English Learner Students Can Participate Meaningfully and Equally in Educational Programs - Fact Sheet Overview | PDF",1789864480]