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Using a rapid review framework, the research team assessed evidence published from 2015 through 2025, informed by a 2017 National Academies report. Findings indicate Title III may be struggling due to implementation challenges and inadequate funding, while research exists on effective instructional strategies that are not clearly being funded or fully adopted.",{"@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/title-iii-evidence-review-the-impact-of-federal-support-for-english-learners/584268/",{"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/title-iii-evidence-review-the-impact-of-federal-support-for-english-learners/584268.png","ImageObject",300,407,{"name":92,"@type":93},"Kyle","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What question does the evidence review address about Title III?","Question",{"text":112,"@type":113},"The review asks whether Title III has shown evidence of success in achieving the program’s goals for improving outcomes for English learners and recently arrived immigrant students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the evidence for Title III evaluated?",{"text":117,"@type":113},"The team conducted a rapid review of research evidence published from 2015 through 2025, drawing on a 2017 National Academies foundation and using inclusion criteria to identify relevant studies.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the review findings suggest about why Title III may not be meeting its goals?",{"text":121,"@type":113},"The review suggests Title III may be struggling due to implementation challenges and inadequate funding that has not matched the growth of the English learner population, rather than a lack of evidence on what works for English learners.","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},584268,1792190420,{"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":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},3985741905716,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Title III Evidence Review: The Impact of Federal Support for English Learners  \nHas Title III shown evidence of success in achieving the program’s goals?  \nAlyn Turner, PhD, Research for Action  \nCara Jackson, PhD, Center for Outcomes Based Contracting Laura Blythe Martens, Harvard University  \nJanuary 2026  \nIntroduction  \nAs 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.  \nThis 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  \n2017 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 (see Appendix) .  \nSummary of Findings  \nOverall, our 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. This conclusion is based on 500 articles screened for relevance and against inclusion criteria, yielding 23 systematic reviews of empirical studies and 51 original, published empirical studies published between 2015 and 2025. Empirical studies across many disciplines and methodological orientations have yielded a robust literature on programs, practices, and instructional strategies that effectively improve English language proficiency and academic achievement. However, it isnot clear that Title III funds are being used to support these practices. While an important piece of the puzzle is missing – a cancelled contract for an evaluation of the implementation of Title III might have provided more answers 1 – it is clear that schools need more prepared teachers to enact evidence-based approaches. While all states use at least some Title III funds to better prepare their workforce to support ELs, districts consistently report significant unmet need for prepared EL teachers. Finally, researchers and advocates have consistently argued that Title III funding for English Learners and recent immigrants is inadequate. While estimates of what would be adequate levels of funding vary, our review did not find any research suggesting that there is currently enough or too much money allocated to support the growing population of ELs.  \n1 A $4 million, six-year contract with AIR for a National Evaluation of Title III Implementation was cancelled in the summer of 2025. Though not reflected on the IES website, the cancellation was confirmed with AIR researchers.  \nPrimer on Title III & Program Goals  \nThe intent of Title III can be understood as follows: To ensure that English learners (ELs) and recently arrived immigran","cbCaigm7kVU0RhWn","https://ap.wps.com/l/cbCaigm7kVU0RhWn","pdf",649760,35,"English","# Introduction\n## Summary of Findings\n## Primer on Title III & Program Goals","[{\"question\":\"What question does the evidence review address about Title III?\",\"answer\":\"The review asks whether Title III has shown evidence of success in achieving the program’s goals for improving outcomes for English learners and recently arrived immigrant students.\"},{\"question\":\"How was the evidence for Title III evaluated?\",\"answer\":\"The team conducted a rapid review of research evidence published from 2015 through 2025, drawing on a 2017 National Academies foundation and using inclusion criteria to identify relevant studies.\"},{\"question\":\"What do the review findings suggest about why Title III may not be meeting its goals?\",\"answer\":\"The review suggests Title III may be struggling due to implementation challenges and inadequate funding that has not matched the growth of the English learner population, rather than a lack of evidence on what works for English learners.\"}]","Title III Evidence Review - The Impact of Federal Support for English Learners | PDF",1792050366,88]