English Learner Education Legislation
Both state and federal legislation address needs of English learners (ELs). Title VI of the Civil Rights Act of 1964 initially determined that students who do not demonstrate English language proficiency have a right to a language instruction educational program that provides them access to the academic content instruction that all children receive. Court decisions and guidance from the Office for Civil Rights with the United States Department of Education have described in more detail the responsibilities of local educational agencies (LEAs). The Elementary and Secondary Education Act (ESEA), reauthorized under the Every Student Succeeds Act (ESSA), delineated more specifically the responsibilities of LEAs and state educational agencies (SEAs) to ensure that ELs become proficient in English and meet the same challenging state academic standards as expected of their English-only peers.
The reauthorization of ESEA is an opportunity for creating additional growth towards proficiency of the Minnesota English learner as well as creating opportunities to meaningfully include and support English learners. For instance, in the past, Minnesota did not mandate statewide EL entry and exit criteria or procedures. However, as part of ESSA, section 3111(b)(2)(A), Minnesota has developed and implemented standardized entry and exit criteria and procedures. In collaboration with stakeholders, Minnesota has developed standardized entry and exit criteria and procedures that all Minnesota LEAs must follow.
Citations:
McLeskey, J., Rosenberg, M. S., & Westling, D. L. (2018). Inclusion: Effective practices for all students (3rd ed.). Upper Saddle River, NJ: Pearson Education Resources.
(2025). English Learner Education. MN Department of Education. Retrieved February 1, 2026, from English Learner Education