According to the "Elementary and Secondary Education Act" (ESEA) section 9101(25), an EL (or "limited English proficient" child, per the ESEA) is "an individual (A) who is aged 3 through 21; (B) who is enrolled or preparing to enroll in an elementary school or secondary school; (C)(i) who was not born in the United States or whose native language is a language other than English; (ii)(I) who is a Native American or Alaska Native, or a native resident of the outlying areas; and (II) who comes from an environment where a language other than English has had a significant impact on the individual s level of English language proficiency; or (iii) who is migratory, whose native language is a language other than English, and who comes from an environment where a language other than English is dominant; and (D) whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the individual (i) the ability to meet the State's proficient level of achievement on State assessments described in section 1111(b)(3) [of the ESEA]; (ii) the ability to successfully achieve in classrooms where the language of instruction is English; or (iii) the opportunity to participate fully in society. The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) who are black into two-page PDF sheets, by topic, with graphics. The topics for this report on English Learners (ELs) Who are Black include: (1) States, Including D.C., with the Highest Concentration of ELs Who Are Black; (2) States, Including D.C., with the Largest Number of ELs Who Are Black; and (3) Local Education Agencies (LEAs) With the Largest Number of ELs Who Are Black.