The Elementary and Secondary Education Act (ESEA), as Amended by the Every Student Succeeds Act (ESSA): A Primer

Changes from April 20, 2022 to February 12, 2024

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The Elementary and Secondary Education Act
~~April 20, 2022~~February 12, 2024
(ESEA), as Amended by the Every Student
Rebecca R. Skinner
Succeeds Act (ESSA): A Primer
Specialist in Education Specialist in Education
Policy Policy
The primary source of federal aid for elementary and secondary education is the The primary source of federal aid for elementary and secondary education is the

Elementary and Elementary and Secondary Education Act (ESEA)—particularly its Title I-A program, Secondary Education Act (ESEA)—particularly its Title I-A program,
which authorizes federal aid for the education of disadvantaged students. The ESEA was which authorizes federal aid for the education of disadvantaged students. The ESEA was

initially enacted in 1965 (P.L. initially enacted in 1965 (P.L. 89-10), and was most recently comprehensively amended and reauthorized by the 89-10), and was most recently comprehensively amended and reauthorized by the
Every Student Succeeds Act (ESSA; P.L. 114-95). Every Student Succeeds Act (ESSA; P.L. 114-95).
Under Title I-A, the ESEA as amended by the ESSA continues to require states and public Under Title I-A, the ESEA as amended by the ESSA continues to require states and public ~~schools~~school systems to systems to
focus on educational accountability as a condition for the receipt of grant funds. Public school systems and focus on educational accountability as a condition for the receipt of grant funds. Public school systems and
individual public schools are held accountable for monitoring and improving achievement outcomes for students individual public schools are held accountable for monitoring and improving achievement outcomes for students
and closing achievement gaps, sustaining a focus that was initiated by amendments to the ESEA made by the No and closing achievement gaps, sustaining a focus that was initiated by amendments to the ESEA made by the No
Child Left Behind Act of 2001 (NCLB; P.L. 107-110)Child Left Behind Act of 2001 (NCLB; P.L. 107-110), but modified under the ESSA. While states were given but modified under the ESSA. While states were given
more latitude to develop their accountability systems under the ESSA provisions, as a condition of receiving Title more latitude to develop their accountability systems under the ESSA provisions, as a condition of receiving Title
I-A funds each state must continue to have content and academic achievement standards and aligned assessments I-A funds each state must continue to have content and academic achievement standards and aligned assessments
in reading/language arts (RLA), mathematics, and science for specific grade levels. States must now have an in reading/language arts (RLA), mathematics, and science for specific grade levels. States must now have an
accountability system that incorporates (1) long-term and interim performance goals for specified measures; (2) accountability system that incorporates (1) long-term and interim performance goals for specified measures; (2)
weighted indicators based, in part, on these goals; and (3) an annual system for meaningful differentiation that is weighted indicators based, in part, on these goals; and (3) an annual system for meaningful differentiation that is
used to identify schools that need additional support to improve student achievement. used to identify schools that need additional support to improve student achievement.
Beyond Title I-A, other ESEA programs provide grants and contracts for a variety of educational purposes. ESEA Beyond Title I-A, other ESEA programs provide grants and contracts for a variety of educational purposes. ESEA
programs and general provisions are included in eight titles, which collectively received appropriations of $programs and general provisions are included in eight titles, which collectively received appropriations of $~~27.7~~
29.0 billion in billion in ~~FY2022~~FY2023. The ESEA’s titles are as follows: . The ESEA’s titles are as follows:
• Title I: Programs for disadvantaged students, student assessment, migratory students, and Title I: Programs for disadvantaged students, student assessment, migratory students, and
neglected and neglected and delinquent students. delinquent students.
• Title II: Programs for teachers, principals, and school leaders; literacy; and American history and Title II: Programs for teachers, principals, and school leaders; literacy; and American history and
civics civics education. education.
• Title III: Programs to support English language acquisition for English learners. Title III: Programs to support English language acquisition for English learners.
• Title IV: Programs to support a well-rounded education, safe and healthy students, and Title IV: Programs to support a well-rounded education, safe and healthy students, and
technology; after-technology; after- school instruction and care; charter schools; magnet schools; family school instruction and care; charter schools; magnet schools; family
engagement in education; and various national activities. engagement in education; and various national activities.
• Title V: Programs to support rural education. Title V: Programs to support rural education.
• Title VI: Programs for Indian education, Native Hawaiian education, and Alaska Native Title VI: Programs for Indian education, Native Hawaiian education, and Alaska Native
education. education.
• Title VII: Impact Aid programs. Title VII: Impact Aid programs.
• Title VIII: General provisions. Title VIII: General provisions.
This report provides an overview of major provisions of the ESEA. It also includes a table showing annual This report provides an overview of major provisions of the ESEA. It also includes a table showing annual
appropriations for ESEA programs for FY2017 through appropriations for ESEA programs for FY2017 through ~~FY2022~~FY2023, as well as a table showing the transition in , as well as a table showing the transition in
authorized programs and related appropriations from FY2016, when NCLB provisions were still in effect, to authorized programs and related appropriations from FY2016, when NCLB provisions were still in effect, to
FY2017, when ESSA provisions took effect. Finally, a table detailing authorizations of appropriations under FY2017, when ESSA provisions took effect. Finally, a table detailing authorizations of appropriations under
current law is also included. The ESSA authorized appropriations for ESEA programs through FY2020. current law is also included. The ESSA authorized appropriations for ESEA programs through FY2020.

Congressional Research Service Congressional Research Service

The ESEA, as Amended by the Every Student Succeeds Act: A Primer

Introduction
The primary source of federal aid to elementary and secondary education is the Elementary and The primary source of federal aid to elementary and secondary education is the Elementary and
Secondary Education Act Secondary Education Act of 1965 (ESEA)—particularly its Title I-A program, which authorizes federal (ESEA)—particularly its Title I-A program, which authorizes federal
aid for the education of disadvantaged students. The ESEA was initially enacted in 1965 (P.L. 89-aid for the education of disadvantaged students. The ESEA was initially enacted in 1965 (P.L. 89-
10) “to strengthen and improve educational quality and educational opportunities in the Nation’s 10) “to strengthen and improve educational quality and educational opportunities in the Nation’s
elementary and secondary schools.” elementary and secondary schools.” The ESEA has been comprehensively amended and reauthorized several times since its initial enactment.1 It was most recently comprehensively amended and It was most recently comprehensively amended and
reauthorized by the Every Student Succeeds Act (ESSA; P.L. 114-95)reauthorized by the Every Student Succeeds Act (ESSA; P.L. 114-95) in 2015, , which was enacted “to which was enacted “to
ensure that every child achieves.” The ESSA authorized appropriations for ESEA programs ensure that every child achieves.” The ESSA authorized appropriations for ESEA programs
through FY2020.through FY2020.~~1 FY2022~~2 FY2023 appropriations for ESEA programs are $ appropriations for ESEA programs are $~~27.7~~29.0 billion. billion.
Under Title I-A, the ESEA as amended by the ESSA continues to require states and public Under Title I-A, the ESEA as amended by the ESSA continues to require states and public
~~schools~~ school systems to focus on educational accountability as a condition for the receipt of grant systems to focus on educational accountability as a condition for the receipt of grant
funds. Public school systems and individual public schools are held accountable for monitoring funds. Public school systems and individual public schools are held accountable for monitoring
and improving achievement outcomes for students and closing achievement gaps, sustaining a and improving achievement outcomes for students and closing achievement gaps, sustaining a
focus that was initiated by amendments to the ESEA made by the No Child Left Behind Act of focus that was initiated by amendments to the ESEA made by the No Child Left Behind Act of
2001 (NCLB; P.L. 107-110)2001 (NCLB; P.L. 107-110), but modified under the ESSA. While states were given more latitude but modified under the ESSA. While states were given more latitude
to develop their educational accountability systems under the ESSA provisions, as a condition for to develop their educational accountability systems under the ESSA provisions, as a condition for
receiving Title I-A funds each state must continue to have content and academic achievement receiving Title I-A funds each state must continue to have content and academic achievement
standards and aligned assessments in reading/language arts (RLA), mathematics, and science for standards and aligned assessments in reading/language arts (RLA), mathematics, and science for
specific grade levels. States must now have an accountability system that incorporates (1) long-specific grade levels. States must now have an accountability system that incorporates (1) long-
term and interim performance goals for specified measures; (2) weighted indicators based, in part, term and interim performance goals for specified measures; (2) weighted indicators based, in part,
on these goals; and (3) an annual system for meaningful differentiation that is used to identify on these goals; and (3) an annual system for meaningful differentiation that is used to identify
schools that need additional support to improve student achievement. schools that need additional support to improve student achievement.
Beyond Title I-A, other authorized ESEA programs provide, for example, grants to support: the Beyond Title I-A, other authorized ESEA programs provide, for example, grants to support: the
education of migratory students; recruitment and professional development of teachers; language education of migratory students; recruitment and professional development of teachers; language
instruction for English learners (ELs); well-rounded education, safe and healthy students, and instruction for English learners (ELs); well-rounded education, safe and healthy students, and
technology initiatives; after-school instruction and care programs; expansion of charter schools technology initiatives; after-school instruction and care programs; expansion of charter schools
and other forms of public school choice; education services for Native American, Native and other forms of public school choice; education services for Native American, Native
Hawaiian, and Alaska Native students; Impact Aid to compensate local educational agencies Hawaiian, and Alaska Native students; Impact Aid to compensate local educational agencies
(LEAs) for taxes forgone due to certain federal activities; and innovative educational approaches (LEAs) for taxes forgone due to certain federal activities; and innovative educational approaches
or instruction to meet particular student needs. or instruction to meet particular student needs.
In order to receive funds under Title I-A and several other formula grant programs authorized by In order to receive funds under Title I-A and several other formula grant programs authorized by
the ESEA, each state educational agency (SEA) must submit a state plan to the U.S. Department the ESEA, each state educational agency (SEA) must submit a state plan to the U.S. Department
of Education (ED). These plans can be submitted for individual formula grant programs or, if of Education (ED). These plans can be submitted for individual formula grant programs or, if
permitted by the Secretary of Education (hereinafter referred to as the Secretary), the SEA may permitted by the Secretary of Education (hereinafter referred to as the Secretary), the SEA may
~~submit a consolidated state plan based on requirements established by the Secretary.2 Following~~

1 1 For more information, see CRS Report R43761, House and Senate Floor and Committee Action to Reauthorize the Elementary and Secondary Education Act: 1966 to Present. 2 Section 422 of the General Education Provisions Act (GEPA) provided for the automatic extension of the Section 422 of the General Education Provisions Act (GEPA) provided for the automatic extension of the
authorization of appropriations for ESEA programs administered by ED for one additional fiscal year, as Congress did authorization of appropriations for ESEA programs administered by ED for one additional fiscal year, as Congress did
not act in the regular session that ended prior to the beginning of the terminal fiscal year of such authorization (i.e., not act in the regular session that ended prior to the beginning of the terminal fiscal year of such authorization (i.e.,
FY2020) to pass legislation that became law that either extended or repealed the authorization of appropriations for FY2020) to pass legislation that became law that either extended or repealed the authorization of appropriations for
ESEA programs (20 U.S.C. §1126a). The amount authorized to be appropriated for the period of the automatic ESEA programs (20 U.S.C. §1126a). The amount authorized to be appropriated for the period of the automatic
extension is required to be the same amount authorized to be appropriated for a program for the terminal fiscal year of extension is required to be the same amount authorized to be appropriated for a program for the terminal fiscal year of
the program. Thus, the authorization of appropriations for FY2021 for ESEA programs was identical to the the program. Thus, the authorization of appropriations for FY2021 for ESEA programs was identical to the
authorization of appropriations for FY2020. For FY2022 and subsequent years, the authorization of appropriations for authorization of appropriations for FY2020. For FY2022 and subsequent years, the authorization of appropriations for
ESEA programs has expired; however, the programs may continue to receive appropriations through the appropriations ESEA programs has expired; however, the programs may continue to receive appropriations through the appropriations
process.process.
~~2 ESEA, Section 8302 provides the Secretary with the authority to allow states to submit consolidated state plans. The~~
~~Secretary exercised this authority with respect to the submission of ESEA state plans following the enactment of the~~
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submit a consolidated state plan based on requirements established by the Secretary.3 Following the enactment of the ESSA, all SEAs submitted consolidated state plans.the enactment of the ESSA, all SEAs submitted consolidated state plans.34 The Secretary has The Secretary has
approved these plans for all 50 states, the District of Columbia, and Puerto Rico. approved these plans for all 50 states, the District of Columbia, and Puerto Rico.
This report provides a brief overview of major provisions of the ESEA. This report provides a brief overview of major provisions of the ESEA.45 It is organized by title It is organized by title
and part of the act. Annual appropriations for ESEA programs are provided through the and part of the act. Annual appropriations for ESEA programs are provided through the
Departments of Labor, Health and Human Services, and Education, and Related Agencies (L-Departments of Labor, Health and Human Services, and Education, and Related Agencies (L-
HHS-ED) Appropriations Act, and are shown in this report based on the most recent data HHS-ED) Appropriations Act, and are shown in this report based on the most recent data
available from the U.S. Department of Education, Budget Service for FY2017 through available from the U.S. Department of Education, Budget Service for FY2017 through ~~FY2022~~FY2023. .
Table 2 provides ESEA appropriations for FY2016 and FY2017 to depict the transition from the provides ESEA appropriations for FY2016 and FY2017 to depict the transition from the
ESEA as amended by the NCLB to the ESEA as amended by the ESSAESEA as amended by the NCLB to the ESEA as amended by the ESSA. Table 3 provides provides
authorizations of appropriations included in the ESEA as amended by the ESSA. Theauthorizations of appropriations included in the ESEA as amended by the ESSA. The Appendix
provides a list of selected acronyms used in the report. provides a list of selected acronyms used in the report.
Title I: Improving the Academic Achievement of
the Disadvantaged
The introductory text for ESEA Title I includes the purpose of Title I and authorizations of The introductory text for ESEA Title I includes the purpose of Title I and authorizations of
appropriations for FY2017 through FY2020 for each part of the title. The purpose of Title I is “to appropriations for FY2017 through FY2020 for each part of the title. The purpose of Title I is “to
provide all children significant opportunity to receive a fair, equitable, and high-quality provide all children significant opportunity to receive a fair, equitable, and high-quality
education, and to close educational achievement gaps.” The introductory text prior to Title I-A education, and to close educational achievement gaps.” The introductory text prior to Title I-A
also requires states to reserve funds provided under Title I-A for school improvement activities also requires states to reserve funds provided under Title I-A for school improvement activities
and allows them to reserve Title I-A funds for direct and allows them to reserve Title I-A funds for direct ~~students~~student services. As such, while these services. As such, while these
reservations of funds appear before Title I-A in the ESEA, they are examined following the Title reservations of funds appear before Title I-A in the ESEA, they are examined following the Title
I-A discussion to provide greater context. The introductory text prior to Title I-A also provides I-A discussion to provide greater context. The introductory text prior to Title I-A also provides
authority for states to reserve funds for state administration for Title I-A, Title I-C, and Title I-D. authority for states to reserve funds for state administration for Title I-A, Title I-C, and Title I-D.
Administration (Section 1004)
Section 1004 permits states to reserve funds under Title I-A, Title I-C, and Title I-D for Section 1004 permits states to reserve funds under Title I-A, Title I-C, and Title I-D for
administration. Under this provision, a state may reserve 1% of the amount received under parts administration. Under this provision, a state may reserve 1% of the amount received under parts
A, C, and D, or $400,000 (whichever is greater) for state administration.A, C, and D, or $400,000 (whichever is greater) for state administration.5
~~Part A: Grants to Local Educational Agencies6~~
~~Title I-A authorizes federal aid to LEAs for the education of disadvantaged children. Title I-A~~
~~grants provide supplementary educational and related services to low-achieving and other~~

~~ESSA.~~
36 3 ESEA, Section 8302 provides the Secretary with the authority to allow states to submit consolidated state plans. The Secretary exercised this authority with respect to the submission of ESEA state plans following the enactment of the ESSA. 4 On the consolidated state plan, SEAs were required to provide information related to how they would implement Title On the consolidated state plan, SEAs were required to provide information related to how they would implement Title
I-A, Title I-C, Title I-D, Title II-A, Title III-A, Title IV-A, Title IV-B, and Title V-B-2. In addition, they had to provide I-A, Title I-C, Title I-D, Title II-A, Title III-A, Title IV-A, Title IV-B, and Title V-B-2. In addition, they had to provide
information on the Education for Homeless Children and Youth program authorized under the McKinney-Vento information on the Education for Homeless Children and Youth program authorized under the McKinney-Vento
Homeless Assistance Act. For more information about the consolidated state plans, see https://oese.ed.gov/offices/Homeless Assistance Act. For more information about the consolidated state plans, see https://oese.ed.gov/offices/
office-of-discretionary-grants-support-services/essa-consolidated-state-plans/. office-of-discretionary-grants-support-services/essa-consolidated-state-plans/.
45 Other CRS reports provide much more detailed discussions and analyses of major ESEA provisions. Other CRS reports provide much more detailed discussions and analyses of major ESEA provisions.
56 If the appropriations for Title I-A, Title I-C, and Title I-D are equal to or greater than $14 million, then the reservation If the appropriations for Title I-A, Title I-C, and Title I-D are equal to or greater than $14 million, then the reservation
for state administration shall not exceed 1% of the amount the state would receive if $14 million were allocated among for state administration shall not exceed 1% of the amount the state would receive if $14 million were allocated among
the states for Title I-A, Title I-C, and Title I-D. the states for Title I-A, Title I-C, and Title I-D.
~~6 The actual title of this part is Improving Basic Programs Operated by Local Educational Agencies, but it is generally~~
~~referred to as Grants to LEAs.~~
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Congressional Research Service 2 The ESEA, as Amended by the Every Student Succeeds Act: A Primer Part A: Grants to Local Educational Agencies7 Title I-A authorizes federal aid to LEAs for the education of disadvantaged children. Title I-A grants provide supplementary educational and related services to low-achieving and other students attending elementary and secondary schools with relatively high concentrations of students attending elementary and secondary schools with relatively high concentrations of
students from low-income families, as well as eligible students who live in the areas served by students from low-income families, as well as eligible students who live in the areas served by
these public schools but attend private schools.these public schools but attend private schools.78 Title I-A is also a vehicle to which a number of Title I-A is also a vehicle to which a number of
requirements affecting broad aspects of public elementary and secondary education for all requirements affecting broad aspects of public elementary and secondary education for all
students have been attached as conditions for receiving these grants. students have been attached as conditions for receiving these grants.
Calculation of Title I-A Grants
Title I-A grants are calculated by ED at the LEA level. The funds are then provided to SEAs, Title I-A grants are calculated by ED at the LEA level. The funds are then provided to SEAs,
which are required to reserve funds for school improvement activities and may reserve funds for which are required to reserve funds for school improvement activities and may reserve funds for
administration and direct student services. SEAs also adjust grant amounts for LEAs for which administration and direct student services. SEAs also adjust grant amounts for LEAs for which
ED is unable to determine grant amounts, such as newly created LEAs or charter schools that are ED is unable to determine grant amounts, such as newly created LEAs or charter schools that are
their own LEAs. In calculating Title I-A grant amounts, ED determines grant amounts under four their own LEAs. In calculating Title I-A grant amounts, ED determines grant amounts under four
different formulas—Basic, Concentration, Targeted, and Education Finance Incentive Grants different formulas—Basic, Concentration, Targeted, and Education Finance Incentive Grants
(EFIG)—although funds allocated under all of these formulas are combined and used for the (EFIG)—although funds allocated under all of these formulas are combined and used for the
same purposes by recipient LEAs. While the allocation formulas have several distinctive same purposes by recipient LEAs. While the allocation formulas have several distinctive
elements, the primary factor used in all four is the estimated number of children aged 5-17 in elements, the primary factor used in all four is the estimated number of children aged 5-17 in
families in poverty.families in poverty.89 Other factors included in one or more formulas include a state expenditure Other factors included in one or more formulas include a state expenditure
factor based on average per pupil expenditures for public elementary and secondary education, factor based on average per pupil expenditures for public elementary and secondary education,
weighting schemes designed to increase aid to LEAs with the highest concentrations of poverty, weighting schemes designed to increase aid to LEAs with the highest concentrations of poverty,
and a factor to increase grants to states with high levels of expenditure equity among their LEAs. and a factor to increase grants to states with high levels of expenditure equity among their LEAs.
Each formula also has an LEA hold harmless provision and a state minimum grant provision.Each formula also has an LEA hold harmless provision and a state minimum grant provision.910
While there are several rules related to school selection, LEAs must generally rank their public While there are several rules related to school selection, LEAs must generally rank their public
schools by their percentages of students from low-income families, and serve them in rank order.schools by their percentages of students from low-income families, and serve them in rank order.11
This must be done without regard to grade span for any eligible school attendance This must be done without regard to grade span for any eligible school attendance ~~area10~~ area12 in which in which
the concentration of children from low-income families exceeds 75%. An LEA also has the option the concentration of children from low-income families exceeds 75%. An LEA also has the option
of serving all high schools in rank order in which the concentration of children from low-income of serving all high schools in rank order in which the concentration of children from low-income
families is 50% or greater. Below these benchmarks, an LEA can choose to serve schools in rank families is 50% or greater. Below these benchmarks, an LEA can choose to serve schools in rank
order at specific grade levels (e.g., only serve elementary schools in order of their percentages of order at specific grade levels (e.g., only serve elementary schools in order of their percentages of
children from low-income families) or continue to serve schools at all grade levels in rank order. children from low-income families) or continue to serve schools at all grade levels in rank order.
Once schools are selected, Title I-A funds are allocated among them on the basis of their number Once schools are selected, Title I-A funds are allocated among them on the basis of their number
of students from low-income families. LEAs are not required to allocate the same of students from low-income families. LEAs are not required to allocate the same ~~amount of Title~~
~~I-A funds per low-income child to each school. They may provide higher grants per low-income~~
~~child at schools with high rates of these children than are allocated per low-income child to~~
~~schools with lower rates of these children.~~

7 7 The actual title of this part is Improving Basic Programs Operated by Local Educational Agencies, but it is generally referred to as Grants to LEAs. 8 Although Title I-A funds are used to serve eligible private school students, funds remain under the control of public Although Title I-A funds are used to serve eligible private school students, funds remain under the control of public
school authorities (i.e., they are not transferred to private schools). school authorities (i.e., they are not transferred to private schools).
89 These data are produced at the LEA level by the Small Area Income and Poverty Estimates (SAIPE) program These data are produced at the LEA level by the Small Area Income and Poverty Estimates (SAIPE) program
administered by the U.S. Census Bureau. For more information on how the U.S. Census Bureau measures poverty, see administered by the U.S. Census Bureau. For more information on how the U.S. Census Bureau measures poverty, see
https://www.census.gov/topics/income-poverty/poverty/guidance/poverty-measures.html. https://www.census.gov/topics/income-poverty/poverty/guidance/poverty-measures.html.
910 For more information about the Title I-A formulas, see CRS Report For more information about the Title I-A formulas, see CRS Report ~~R44461,~~ ~~Allocation of Funds Under Title I-A of~~
~~the Elementary and Secondary Education Act~~.
~~10 A “school attendance area”~~R47702, ESEA Title I-A Formulas: A Primer. 11 LEAs are permitted to use data from the Small Area Income and Poverty Estimates, National School Lunch Program, Medicaid program, Temporary Assistance to Needy Families, or a combination of these data sources to determine school rankings. 12 A school attendance area means the geographic area in which the children who are normally served by that school means the geographic area in which the children who are normally served by that school
reside. An reside. An “eligible school attendance areaeligible school attendance area” means a school attendance area in which the percentage of children from means a school attendance area in which the percentage of children from
low-income families is at least as high as the percentage of low-income families served by the LEA as a whole. low-income families is at least as high as the percentage of low-income families served by the LEA as a whole.
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The ESEA, as Amended by the Every Student Succeeds Act: A Primer

amount of Title I-A funds per low-income child to each school. They may provide higher grants per low-income child at schools with high rates of these children than are allocated per low-income child to schools with lower rates of these children. Types of Title I-A Programs
There are two basic types of Title I-A programs. Schoolwide There are two basic types of Title I-A programs. Schoolwide ~~programs11~~programs13 are authorized if the are authorized if the
percentage of low-income students served by a school is 40% or higher.percentage of low-income students served by a school is 40% or higher.1214 In schoolwide In schoolwide
programs, Title I-A funds may be used to improve the performance of all students in a school. For programs, Title I-A funds may be used to improve the performance of all students in a school. For
example, funds might be used to provide professional development services to all of a school’s example, funds might be used to provide professional development services to all of a school’s
teachers, upgrade instructional technology, or implement new curricula. The other basic type of teachers, upgrade instructional technology, or implement new curricula. The other basic type of
Title I-A school service model is the targeted assistance program (TAP).Title I-A school service model is the targeted assistance program (TAP).1315 Under TAPs, Title I-A- Under TAPs, Title I-A-
funded services are generally limited to the lowest-achieving students in the school. For example, funded services are generally limited to the lowest-achieving students in the school. For example,
students may receive additional instruction in an after-school program, or funds may be used to students may receive additional instruction in an after-school program, or funds may be used to
hire a teacher’s aide who provides additional assistance to low-achieving students in their regular hire a teacher’s aide who provides additional assistance to low-achieving students in their regular
classroom. In general, schools have substantial latitude in how they use Title I-A funds, provided classroom. In general, schools have substantial latitude in how they use Title I-A funds, provided
the funds are used to improve student academic achievement. the funds are used to improve student academic achievement.
Standards, Assessments, and Accountability Requirements (Section 1111)
As previously mentioned, each SEA must submit a state plan to ED to receive funds under Title I- As previously mentioned, each SEA must submit a state plan to ED to receive funds under Title I-
A and several other state formula grant programs authorized under the ESEA. For Title I-A A and several other state formula grant programs authorized under the ESEA. For Title I-A
purposes, the plan requires the SEA to provide information or assurances related to its standards, purposes, the plan requires the SEA to provide information or assurances related to its standards,
assessments, and accountability system. Requirements related to each of these areas are discussed assessments, and accountability system. Requirements related to each of these areas are discussed
below. below.
Standards
In its state plan, each SEA receiving Title I-A funds is required to provide an assurance that it has In its state plan, each SEA receiving Title I-A funds is required to provide an assurance that it has
adopted challenging academic content standards and aligned academic achievement standards adopted challenging academic content standards and aligned academic achievement standards
(hereinafter collectively referred to as academic standards) in RLA, mathematics, and science (hereinafter collectively referred to as academic standards) in RLA, mathematics, and science
(and any other subject selected by the state). The academic standards must include at least three (and any other subject selected by the state). The academic standards must include at least three
levels of achievement (e.g., basic, proficient, and advanced). In addition, states are required to levels of achievement (e.g., basic, proficient, and advanced). In addition, states are required to
demonstrate that these academic standards are aligned with entrance requirements for credit-demonstrate that these academic standards are aligned with entrance requirements for credit-
bearing coursework in the state’s system of public higher education and relevant state career and bearing coursework in the state’s system of public higher education and relevant state career and
technical education standards. technical education standards.
A state is permitted to adopt alternate academic achievement standards for students with the most A state is permitted to adopt alternate academic achievement standards for students with the most
significant cognitive disabilities provided, among other requirements, that the standards are significant cognitive disabilities provided, among other requirements, that the standards are
aligned with the state’s challenging academic content standards. The state is also required to aligned with the state’s challenging academic content standards. The state is also required to
demonstrate that it has adopted English language proficiency standards that are derived from the demonstrate that it has adopted English language proficiency standards that are derived from the
domains of speaking, listening, reading, and writing; address the different proficiency levels of domains of speaking, listening, reading, and writing; address the different proficiency levels of
English learners; and align the English language proficiency standards with the challenging state English learners; and align the English language proficiency standards with the challenging state
academic standards. academic standards.
The ESEA explicitly maintains that a state is not required to submit any of the aforementioned The ESEA explicitly maintains that a state is not required to submit any of the aforementioned
standards to the Secretary of Education (the Secretary) for review or approval. Also, the Secretary standards to the Secretary of Education (the Secretary) for review or approval. Also, the Secretary
~~does not have the authority “to mandate, direct, control, coerce, or exercise any direction or~~

11 13 Schoolwide programs are authorized in Section 1114. Schoolwide programs are authorized in Section 1114.
1214 A Title I-A school in which less than 40% of the children are from low-income families may request a waiver from A Title I-A school in which less than 40% of the children are from low-income families may request a waiver from
the SEA to operate a schoolwide program. the SEA to operate a schoolwide program.
1315 Targeted assistance programs are authorized in Section 1115. Targeted assistance programs are authorized in Section 1115.
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does not have the authority “to mandate, direct, control, coerce, or exercise any direction or supervision over any of the challenging State academic standards adopted or implemented by a supervision over any of the challenging State academic standards adopted or implemented by a
State.”State.”1416
Assessments
Each state plan must demonstrate that the SEA, in consultation with LEAs, has implemented Each state plan must demonstrate that the SEA, in consultation with LEAs, has implemented
assessments in RLA, mathematics, and science. The mathematics and RLA assessments must be assessments in RLA, mathematics, and science. The mathematics and RLA assessments must be
administered in each of grades 3-8 and once during high school. The science assessment must be administered in each of grades 3-8 and once during high school. The science assessment must be
administered once in grades 3-5, grades 6-9, and grades 10-12. Thus, each state must administer administered once in grades 3-5, grades 6-9, and grades 10-12. Thus, each state must administer
17 assessments each school year, but no individual student will take more than 3 of these 17 assessments each school year, but no individual student will take more than 3 of these
assessments in a given school year. The assessments must be aligned with the state academic assessments in a given school year. The assessments must be aligned with the state academic
standards. standards.
A state may implement alternate assessments aligned with state academic standards and alternate A state may implement alternate assessments aligned with state academic standards and alternate
academic achievement standards for students with the most significant cognitive disabilities. academic achievement standards for students with the most significant cognitive disabilities.
However, for each subject tested no more than 1% of all students tested may take the alternate However, for each subject tested no more than 1% of all students tested may take the alternate
assessment. Each state plan must also demonstrate that the LEAs in the state will administer an assessment. Each state plan must also demonstrate that the LEAs in the state will administer an
annual assessment of English proficiency for all English learners that is aligned with the state’s annual assessment of English proficiency for all English learners that is aligned with the state’s
English language proficiency standards. English language proficiency standards.
In addition to state assessments, each state receiving Title I-A funds must also agree to participate In addition to state assessments, each state receiving Title I-A funds must also agree to participate
in the National Assessment of Educational Progress (NAEP) assessments of 4th and 8th grade in the National Assessment of Educational Progress (NAEP) assessments of 4th and 8th grade
students in reading and math every two years.students in reading and math every two years.1517
Accountability System
In its state plan, each SEA is required to describe its academic accountability system. The system In its state plan, each SEA is required to describe its academic accountability system. The system
must include state established long-term goals (and measures of interim progress) for all students must include state established long-term goals (and measures of interim progress) for all students
and separately for each focal subgroup of and separately for each focal subgroup of ~~students16~~students18 for academic achievement as measured by for academic achievement as measured by
proficiency on the state RLA and mathematics proficiency on the state RLA and mathematics ~~assessments17~~assessments19 and high school graduation rates. In and high school graduation rates. In
addition, the goals for subgroups of students who are behind on any of these measures must take addition, the goals for subgroups of students who are behind on any of these measures must take
into account the improvement needed to close statewide achievement gaps. Also, the system must into account the improvement needed to close statewide achievement gaps. Also, the system must
include long-term goals (and measures of interim progress) for increases in the percentage of include long-term goals (and measures of interim progress) for increases in the percentage of
English learners making progress in achieving English proficiency, as defined by the state. English learners making progress in achieving English proficiency, as defined by the state.
The state must then use a set of indicators that are based, in part, on the long-term goals it The state must then use a set of indicators that are based, in part, on the long-term goals it
established to measure annually the performance of all students and each subgroup of students to established to measure annually the performance of all students and each subgroup of students to
evaluate public schools. These indicators must include the following: evaluate public schools. These indicators must include the following:
1. public school student performance on the RLA and mathematics assessments as 1. public school student performance on the RLA and mathematics assessments as
measured by student proficiency, and for high schools this may also include a measured by student proficiency, and for high schools this may also include a
measure of student growth on such assessments; measure of student growth on such assessments;

14 16 Section 1111(b)(1)(G)(ii). Section 1111(b)(1)(G)(ii).
1517 There are also 12th grade NAEP assessments for reading and mathematics. However, a state does not have to There are also 12th grade NAEP assessments for reading and mathematics. However, a state does not have to
participate in these assessment as a condition of receiving Title I-A funds. participate in these assessment as a condition of receiving Title I-A funds.
1618 For accountability purposes, the ESEA requires separate accountability determinations to be made for four For accountability purposes, the ESEA requires separate accountability determinations to be made for four
subgroups—economically disadvantaged students, students from major racial/ethnic groups, children with disabilities, subgroups—economically disadvantaged students, students from major racial/ethnic groups, children with disabilities,
and English learners—provided the number of students in each subgroup meets the state’s minimum group size for and English learners—provided the number of students in each subgroup meets the state’s minimum group size for
inclusion in accountability determinations (Section 1111(c)(2) and Section 1111(c)(4)(A)). inclusion in accountability determinations (Section 1111(c)(2) and Section 1111(c)(4)(A)).
1719 Student proficiency on science assessments is not included in a state’s accountability system for Title I-A purposes. Student proficiency on science assessments is not included in a state’s accountability system for Title I-A purposes.
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2. for public elementary and secondary schools that are not high schools, a measure 2. for public elementary and secondary schools that are not high schools, a measure
of student growth or another indicator that allows for “meaningful of student growth or another indicator that allows for “meaningful
differentiation” in school performance; differentiation” in school performance;
3. for public high schools, graduation rates; 3. for public high schools, graduation rates;
4. for all public schools in the state, progress in achieving English language 4. for all public schools in the state, progress in achieving English language
proficiency; proficiency;1820 and and
5. for all public schools in the state, at least one indicator of school quality or 5. for all public schools in the state, at least one indicator of school quality or
student success (e.g., a measure of student engagement, postsecondary readiness, student success (e.g., a measure of student engagement, postsecondary readiness,
or school climate). or school climate).
Based on these indicators, the SEA must establish a system for annually “meaningfully Based on these indicators, the SEA must establish a system for annually “meaningfully
differentiating” all public schools that gives substantial weight to each indicator but in the differentiating” all public schools that gives substantial weight to each indicator but in the
aggregate provides greater weight to the first four than to the school quality and student success aggregate provides greater weight to the first four than to the school quality and student success
indicators.indicators.1921 The system must also identify any school in which any subgroup of students is The system must also identify any school in which any subgroup of students is
“consistently underperforming,” as determined by the state.“consistently underperforming,” as determined by the state.2022
Based on the state’s system for annual meaningful differentiation, each SEA must establish a Based on the state’s system for annual meaningful differentiation, each SEA must establish a
state-determined methodology to identify for comprehensive support and improvement (CSI): (1) state-determined methodology to identify for comprehensive support and improvement (CSI): (1)
at least the lowest-performing 5% of all schools receiving Title I-A funds, (2) all public high at least the lowest-performing 5% of all schools receiving Title I-A funds, (2) all public high
schools failing to graduate 67% or more of their students, (3) schools required to implement schools failing to graduate 67% or more of their students, (3) schools required to implement
additional targeted support (see below) that have not improved in a state-determined number of additional targeted support (see below) that have not improved in a state-determined number of
years, and (4) additional statewide categories of schools, at the state’s discretion. The LEAs in years, and (4) additional statewide categories of schools, at the state’s discretion. The LEAs in
which schools are identified for CSI are required to work with stakeholders to develop a school which schools are identified for CSI are required to work with stakeholders to develop a school
improvement plan that, among other requirements, must include evidence-based interventions,improvement plan that, among other requirements, must include evidence-based interventions,2123
be based on a school-level needs assessment, and identify resource inequities. An LEA may also be based on a school-level needs assessment, and identify resource inequities. An LEA may also
offer students enrolled in a school identified for CSI the option to transfer to another public offer students enrolled in a school identified for CSI the option to transfer to another public
school in the LEA. If a school does not improve within a state-determined number of years (no school in the LEA. If a school does not improve within a state-determined number of years (no
more than four years), the school must be subject to more rigorous state-determined actions. more than four years), the school must be subject to more rigorous state-determined actions.
States are required to identify for targeted support and improvement (TSI) any school in which States are required to identify for targeted support and improvement (TSI) any school in which
one or more subgroups of students are consistently underperforming as determined by the state. one or more subgroups of students are consistently underperforming as determined by the state.
Each of these schools is required to develop and implement a plan to improve student outcomes Each of these schools is required to develop and implement a plan to improve student outcomes
that includes evidence-based interventions. If a school fails to improve within a number of years that includes evidence-based interventions. If a school fails to improve within a number of years
determined by the LEA, additional actions must be taken. For a school in which one or more determined by the LEA, additional actions must be taken. For a school in which one or more
subgroups are performing at a level that if reflective of an entire school’s performance would subgroups are performing at a level that if reflective of an entire school’s performance would
result in its identification for CSI, the school must be identified for additional targeted support result in its identification for CSI, the school must be identified for additional targeted support
and improvement (ATSI) activities, which must include an identification of resource inequities. If and improvement (ATSI) activities, which must include an identification of resource inequities. If
a school identified as meeting the criteria for ATSI does not improve within a state-determined a school identified as meeting the criteria for ATSI does not improve within a state-determined
number of years, the state is required to identify the school for CSI. number of years, the state is required to identify the school for CSI.

18 20 Only the English learners subgroup needs to be measured annually on this indicator (Section 1111(c)(4)(B)(iv). Only the English learners subgroup needs to be measured annually on this indicator (Section 1111(c)(4)(B)(iv).
1921 Section 1111(c)(4)(C)(i) and (ii). Section 1111(c)(4)(C)(i) and (ii).
2022 Section 1111(c)(4)(C)(iii). Section 1111(c)(4)(C)(iii).
2123 Section 8101(21) includes a definition for “evidence-based.” With respect to an activity, strategy, or intervention, the Section 8101(21) includes a definition for “evidence-based.” With respect to an activity, strategy, or intervention, the
definition establishes three tiers of evidence that demonstrate a statistically significant effect on improving student definition establishes three tiers of evidence that demonstrate a statistically significant effect on improving student
outcomes or other relevant outcomes: (1) strong, (2) moderate, and (3) promising. The definition also includes an outcomes or other relevant outcomes: (1) strong, (2) moderate, and (3) promising. The definition also includes an
activity, strategy, or intervention that demonstrates a rationale based on high-quality research findings or positive activity, strategy, or intervention that demonstrates a rationale based on high-quality research findings or positive
evaluation that such activity, strategy, or intervention is likely to improve student outcomes or other relevant outcomes. evaluation that such activity, strategy, or intervention is likely to improve student outcomes or other relevant outcomes.
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In its state plan, the SEA must also provide an explanation of how the state will factor into its In its state plan, the SEA must also provide an explanation of how the state will factor into its
accountability system the requirement that 95% of all students and each subgroup of students accountability system the requirement that 95% of all students and each subgroup of students
participate in the required assessments. participate in the required assessments.
Teacher Requirements
Any teacher or paraprofessional working in a program supported with Title I-A funds must meet Any teacher or paraprofessional working in a program supported with Title I-A funds must meet
applicable state certification and licensure requirements. In addition, states participating in Title I-applicable state certification and licensure requirements. In addition, states participating in Title I-
A must describe in their state plans how low-income and minority children enrolled in Title I-A A must describe in their state plans how low-income and minority children enrolled in Title I-A
schools are not served at disproportionate rates by “ineffective, out-of-field, or inexperienced schools are not served at disproportionate rates by “ineffective, out-of-field, or inexperienced
teachers.” The state must also describe the measures that will be used to assess and evaluate the teachers.” The state must also describe the measures that will be used to assess and evaluate the
state’s success in this area. state’s success in this area.
School Improvement (Section 1003)
To serve schools that are identified for comprehensive support and improvement or targeted To serve schools that are identified for comprehensive support and improvement or targeted
support and improvement under Title I-A,support and improvement under Title I-A,2224 SEAs are required to reserve the greater of (1) 7% of SEAs are required to reserve the greater of (1) 7% of
the total amount the state receives under Title I-A or (2) the sum of the amount that the state the total amount the state receives under Title I-A or (2) the sum of the amount that the state
reserved for school improvement in FY2016 and received under the School Improvement Grant reserved for school improvement in FY2016 and received under the School Improvement Grant
(SIG) program for FY2016.(SIG) program for FY2016.2325 Beginning in FY2018, an SEA is only permitted to reserve the full Beginning in FY2018, an SEA is only permitted to reserve the full
amount of funds for school improvement if no LEA receives a smaller Title I-A grant than it did amount of funds for school improvement if no LEA receives a smaller Title I-A grant than it did
during the prior fiscal year due to the implementation of this provision.during the prior fiscal year due to the implementation of this provision.2426 Of the funds reserved Of the funds reserved
for school improvement, states are required under ESSA provisions to provide at least 95% to for school improvement, states are required under ESSA provisions to provide at least 95% to
LEAs through formula or competitive grants to serve schools that are implementing LEAs through formula or competitive grants to serve schools that are implementing
comprehensive support and improvement activities or targeted support and improvement comprehensive support and improvement activities or targeted support and improvement
activities.activities.2527
Direct Student Services (Section 1003A)
In addition to the required reservation of Title I-A funds for school improvement, SEAs have the In addition to the required reservation of Title I-A funds for school improvement, SEAs have the
option of reserving up to 3% of the Title I-A funds they receive for direct student services. This option of reserving up to 3% of the Title I-A funds they receive for direct student services. This
optional reservation of funds was not included in the law prior to the ESSA. Of the funds optional reservation of funds was not included in the law prior to the ESSA. Of the funds
reserved, states must distribute 99% to geographically diverse LEAs using a competitive grant reserved, states must distribute 99% to geographically diverse LEAs using a competitive grant
process that prioritizes grants to LEAs that serve the highest percentages of schools identified for process that prioritizes grants to LEAs that serve the highest percentages of schools identified for
comprehensive support and improvement or that are implementing targeted support and comprehensive support and improvement or that are implementing targeted support and
improvement plans.improvement plans.2628 Funds for direct student services may be reserved without regard to how the Funds for direct student services may be reserved without regard to how the

22reservation of funds may affect LEA grant amounts. Funds may be used by LEAs for a variety of 24 See the subsequent discussion of Title I-A for more information about comprehensive support and improvement and See the subsequent discussion of Title I-A for more information about comprehensive support and improvement and
targeted support and improvement. targeted support and improvement.
2325 The SIG program was not reauthorized by the ESSA. The SIG program was not reauthorized by the ESSA.
2426 For FY2017, SEAs were able to reserve the full amount for school improvement regardless of whether it resulted in For FY2017, SEAs were able to reserve the full amount for school improvement regardless of whether it resulted in
reduced LEA grant amounts. This could have resulted in lower FY2017 Title I-A grant amounts to LEAs, making it reduced LEA grant amounts. This could have resulted in lower FY2017 Title I-A grant amounts to LEAs, making it
easier for states to reserve the full amount for school improvement in subsequent years without violating the easier for states to reserve the full amount for school improvement in subsequent years without violating the
requirement that no LEA receive less than it did in a prior year as a result of the reservation of funds for school requirement that no LEA receive less than it did in a prior year as a result of the reservation of funds for school
improvement. As of improvement. As of ~~September 2019~~February 2024, CRS is not aware of any publicly available , CRS is not aware of any publicly available ~~data that detail~~analysis that details whether states’ whether states’
FY2017 reservation of funds for school improvement resulted in lower grants to LEAs. FY2017 reservation of funds for school improvement resulted in lower grants to LEAs.
2527 For more information about comprehensive and targeted support and improvement activities, see the subsequent For more information about comprehensive and targeted support and improvement activities, see the subsequent
discussion about Title I-A or CRS In Focus IF10556, discussion about Title I-A or CRS In Focus IF10556, Elementary and Secondary Education Act: Overview of Title I-A
Academic Accountability Provisions. .
2628 Ibid. Ibid.
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~~reservation of funds may affect LEA grant amounts. Funds may be used by LEAs for a variety of~~
purposes, including to pay the costs associated with the enrollment and participation of students purposes, including to pay the costs associated with the enrollment and participation of students
in academic courses not otherwise available at the students’ school; credit recovery and academic in academic courses not otherwise available at the students’ school; credit recovery and academic
acceleration courses that lead to a regular high school diploma; activities that lead to the acceleration courses that lead to a regular high school diploma; activities that lead to the
successful completion of postsecondary level instruction and examinations that are accepted for successful completion of postsecondary level instruction and examinations that are accepted for
credit at institutions of higher education (IHEs), including reimbursing low-income students for credit at institutions of higher education (IHEs), including reimbursing low-income students for
the costs of these examinations;the costs of these examinations;2729 and public school choice if an LEA does not reserve funds for and public school choice if an LEA does not reserve funds for
this purpose under Section 1111. this purpose under Section 1111.
Part B: Grants for State Assessment and Enhanced Assessment
Instruments
Title I-B authorizes the State Assessment Grant program to support the development of the state Title I-B authorizes the State Assessment Grant program to support the development of the state
standards and assessments required under Title I-A; the administration of those assessments; and standards and assessments required under Title I-A; the administration of those assessments; and
related activities, such as improving assessments for English learners. Two funding mechanisms related activities, such as improving assessments for English learners. Two funding mechanisms
are authorized: (1) formula grants to states for the development and administration of the state are authorized: (1) formula grants to states for the development and administration of the state
standards and assessments required under Title I-A, and (2) competitive grants to states to carry standards and assessments required under Title I-A, and (2) competitive grants to states to carry
out related activities beyond the minimum assessment requirements. The allocation of funds out related activities beyond the minimum assessment requirements. The allocation of funds
depends on a statutorily established “trigger amount” of $369.1 million.depends on a statutorily established “trigger amount” of $369.1 million.2830 For annual For annual
appropriations at or below the trigger amount, the entire appropriation is used to award formula appropriations at or below the trigger amount, the entire appropriation is used to award formula
grants to states. Under the formula grant program, the Secretary then provides each state with a grants to states. Under the formula grant program, the Secretary then provides each state with a
minimum grant of $3 million. Any remaining funds are subsequently allocated to states in minimum grant of $3 million. Any remaining funds are subsequently allocated to states in
proportion to their number of students ages 5 to 17. For an annual appropriation above the trigger proportion to their number of students ages 5 to 17. For an annual appropriation above the trigger
amount, the difference between the appropriation and trigger amount is used to award competitive amount, the difference between the appropriation and trigger amount is used to award competitive
grants to states. grants to states.
Assessment System Audit (Section 1202)
The ESEA as amended by the ESSA permits the Secretary to reserve up to 20% of the funds The ESEA as amended by the ESSA permits the Secretary to reserve up to 20% of the funds
appropriated for the State Assessment Grant program to make grants to states to conduct appropriated for the State Assessment Grant program to make grants to states to conduct
assessment system audits.assessment system audits.2931 From the funds reserved for this purpose, the Secretary is required to From the funds reserved for this purpose, the Secretary is required to
make an annual grant to the state of not less than $1.5 million to conduct a statewide assessment make an annual grant to the state of not less than $1.5 million to conduct a statewide assessment
system audit and provide subgrants to LEAs to conduct assessment audits at the LEA level.system audit and provide subgrants to LEAs to conduct assessment audits at the LEA level.3032
Innovative Assessment and Accountability Demonstration Authority (Section
1204)
The ESEA as amended by the ESSA includes a The ESEA as amended by the ESSA includes a ~~new~~ demonstration authority for the development demonstration authority for the development
and use of an “innovative assessment system.” A state, or a consortium of states, may apply for and use of an “innovative assessment system.” A state, or a consortium of states, may apply for
the demonstration authority to develop an innovative assessment system that “may include the demonstration authority to develop an innovative assessment system that “may include
competency-based assessments, instructionally embedded assessments, interim assessments, competency-based assessments, instructionally embedded assessments, interim assessments,
cumulative year-end assessments, or performance based assessments that combine into an annual cumulative year-end assessments, or performance based assessments that combine into an annual

27summative determination for each student” and “assessments that validate when students are ready to demonstrate mastery or proficiency and allow for differentiated student support based on 29 These could include, for example, Advance Placement (AP) or International Baccalaureate (IB) examinations. These could include, for example, Advance Placement (AP) or International Baccalaureate (IB) examinations.
2830 Section 1111(b)(2)(I) and Section 1203(a) and (b). Section 1111(b)(2)(I) and Section 1203(a) and (b).
2931 This reservation of funds is determined after the Secretary reserves 0.5% of the total appropriation for the Bureau of This reservation of funds is determined after the Secretary reserves 0.5% of the total appropriation for the Bureau of
Indian Education and 0.5% of the total appropriation for the Outlying Areas. Indian Education and 0.5% of the total appropriation for the Outlying Areas.
3032 If a state chooses not to apply for a grant, the Secretary reallocates grant funds to other states in accordance with the If a state chooses not to apply for a grant, the Secretary reallocates grant funds to other states in accordance with the
formula in Section 1203(a)(4)(B). formula in Section 1203(a)(4)(B).
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~~summative determination for each student” and “assessments that validate when students are~~
~~ready to demonstrate mastery or proficiency and allow for differentiated student support based on~~
~~individual learning needs.”31~~individual learning needs.”33 During the first three years in which the Secretary grants During the first three years in which the Secretary grants
demonstration authority, not more than seven SEAs may have their applications for the authority demonstration authority, not more than seven SEAs may have their applications for the authority
approved.approved.3234 Separate funding is not provided under the demonstration authority; however, states Separate funding is not provided under the demonstration authority; however, states
may use a portion of the formula and competitive grant funding provided through the State may use a portion of the formula and competitive grant funding provided through the State
Assessment Grant program discussed above to carry out this demonstration authority. Assessment Grant program discussed above to carry out this demonstration authority.
Part C: Education of Migratory Children
Title I-C authorizes grants to SEAs for the education of migratory children and youth. A Title I-C authorizes grants to SEAs for the education of migratory children and youth. A
migratory child or youth is one who made a qualifying migratory child or youth is one who made a qualifying ~~move33~~move35 in the preceding 36 months as a in the preceding 36 months as a
migratory agricultural worker or migratory fisher or moved with or to join a parent or spouse who migratory agricultural worker or migratory fisher or moved with or to join a parent or spouse who
is a migratory agricultural worker or migratory fisher. Among other purposes, the program assists is a migratory agricultural worker or migratory fisher. Among other purposes, the program assists
states in supporting high-quality, comprehensive educational programs and services during the states in supporting high-quality, comprehensive educational programs and services during the
school year, summer, and intersession periods that address the unique needs of migratory school year, summer, and intersession periods that address the unique needs of migratory
children. Funds are allocated by formula on the basis of each state’s number of migratory children children. Funds are allocated by formula on the basis of each state’s number of migratory children
and youth aged 3-21 and Title I-A state expenditure factor (discussed above). ED may also make and youth aged 3-21 and Title I-A state expenditure factor (discussed above). ED may also make
grants for the coordination of services and transfer of educational records for migratory students. grants for the coordination of services and transfer of educational records for migratory students.
Part D: Prevention and Intervention Programs for Children and
Youth Who Are Neglected, Delinquent, or At Risk
Title I-D authorizes a pair of programs intended to improve education for students who are Title I-D authorizes a pair of programs intended to improve education for students who are
neglected, delinquent, or at risk of dropping out of school. Subpart 1 authorizes grants for the neglected, delinquent, or at risk of dropping out of school. Subpart 1 authorizes grants for the
education of children and youth in state institutions for the neglected or delinquent, including education of children and youth in state institutions for the neglected or delinquent, including
community day programs and adult correctional institutions. Funds are allocated to SEAs on the community day programs and adult correctional institutions. Funds are allocated to SEAs on the
basis of the number of such children and youth and the Title I-A state expenditure factor. A basis of the number of such children and youth and the Title I-A state expenditure factor. A
portion of each SEA’s grant is to be used to provide transition services to children and youth portion of each SEA’s grant is to be used to provide transition services to children and youth
transferring to regular public schools. transferring to regular public schools.
Under Subpart 2, Title I-A funds are provided to each SEA based on the number of children and Under Subpart 2, Title I-A funds are provided to each SEA based on the number of children and
youth residing in local correctional facilities or attending community day programs for delinquent youth residing in local correctional facilities or attending community day programs for delinquent
children and youth. These Title I-A funds are used to make grants to LEAs with high numbers or children and youth. These Title I-A funds are used to make grants to LEAs with high numbers or
percentages of children and youth in locally operated correctional facilities for children and percentages of children and youth in locally operated correctional facilities for children and
youth. These children and youth are then served in accordance with Title I-D provisions. Funds youth. These children and youth are then served in accordance with Title I-D provisions. Funds
are used, for example, to provide transition programs, dropout prevention programs, special are used, for example, to provide transition programs, dropout prevention programs, special
programs to meet the unique academic needs of participating children and youth, and mentoring programs to meet the unique academic needs of participating children and youth, and mentoring
and peer mediation. and peer mediation.
Part E: Flexibility for Equitable Per-Pupil Funding
ESEA Title I-E provides the Secretary with the authority to enter into demonstration agreements ESEA Title I-E provides the Secretary with the authority to enter into demonstration agreements
that provide flexibility to LEAs to deliver equitable per-pupil funding. The weighted per-pupil that provide flexibility to LEAs to deliver equitable per-pupil funding. The weighted per-pupil

~~31 Section 1204(a).~~
32funding system must allocate substantially more funding to students from low-income families, English learners, and students with other characteristics associated with educational disadvantage selected by the LEA than is allocated to other students. Prior to the 2019-2020 school year, up to 33 Section 1204(a). 34 This includes any SEAs participating in consortia. Up to four SEAs are permitted to work together in a consortium. This includes any SEAs participating in consortia. Up to four SEAs are permitted to work together in a consortium.
3335 A qualifying move generally means a move due to economic necessity from one residence to another and from one A qualifying move generally means a move due to economic necessity from one residence to another and from one
school district to another (Section 1309(5)). school district to another (Section 1309(5)).
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~~funding system must allocate substantially more funding to students from low-income families,~~
~~English learners, and students with other characteristics associated with educational disadvantage~~
~~selected by the LEA than is allocated to other students. Prior to the 2019-2020 school year, up to~~
50 LEAs were permitted to apply for the flexibility to consolidate eligible federal 50 LEAs were permitted to apply for the flexibility to consolidate eligible federal ~~funds34~~funds36 and and
state and local funds to create a single school funding system based on weighted per-pupil state and local funds to create a single school funding system based on weighted per-pupil
allocations (using weights or allocations to provide funding to schools). Beginning with the 2019-allocations (using weights or allocations to provide funding to schools). Beginning with the 2019-
2020 school year, the number of LEAs permitted to participate under Title I-E is not capped 2020 school year, the number of LEAs permitted to participate under Title I-E is not capped
provided a “substantial majority” of the LEAs participating in previous years have met program provided a “substantial majority” of the LEAs participating in previous years have met program
requirements. requirements.
Part F: General Provisions
Title I-F provides for the development of federal regulations for Title I programs and state Title I-F provides for the development of federal regulations for Title I programs and state
administration of these programs. Part F also prohibits federal control of the “specific administration of these programs. Part F also prohibits federal control of the “specific
instructional content, academic achievement standards and assessments, curriculum or program of instructional content, academic achievement standards and assessments, curriculum or program of
instruction”instruction”3537 of states, LEAs, or schools, and clarifies that nothing in Title I is to be “construed to of states, LEAs, or schools, and clarifies that nothing in Title I is to be “construed to
mandate equalized spending per pupil for a State, local educational agency, or school.”mandate equalized spending per pupil for a State, local educational agency, or school.”3638
Title II: Preparing, Training, and Recruiting High-
Quality Teachers, Principals, and Other School
Leaders
Title II includes programs centered on teachers, school leaders (e.g., principals), literacy, and Title II includes programs centered on teachers, school leaders (e.g., principals), literacy, and
American history and civics education. Programs focused on teachers and school leaders support American history and civics education. Programs focused on teachers and school leaders support
activities and initiatives such as professional development, staff recruitment and retention, activities and initiatives such as professional development, staff recruitment and retention,
performance-based compensation systems, and the establishment of a statewide science, performance-based compensation systems, and the establishment of a statewide science,
technology, engineering, and mathematics (STEM) master teacher corps. Other Title II programs technology, engineering, and mathematics (STEM) master teacher corps. Other Title II programs
focus on literacy education, providing grants to support literacy efforts from birth through grade focus on literacy education, providing grants to support literacy efforts from birth through grade
12 and supporting school library programs, early literacy services, and the provision of high-12 and supporting school library programs, early literacy services, and the provision of high-
quality books to children and adolescents. Title II also includes American history and civic quality books to children and adolescents. Title II also includes American history and civic
education programs that provide academies for teachers and students to learn more about these education programs that provide academies for teachers and students to learn more about these
topics and authorizes national activities related to American history and civics education. Title topics and authorizes national activities related to American history and civics education. Title
II’s introductory text includes the purpose of the title, several definitions, and authorizations of II’s introductory text includes the purpose of the title, several definitions, and authorizations of
appropriations for FY2017 through FY2020 for the programs authorized in Title II.appropriations for FY2017 through FY2020 for the programs authorized in Title II.3739
Part A: Supporting Effective Instruction
Part A authorizes a program of state grants that may be used for a variety of purposes related to Part A authorizes a program of state grants that may be used for a variety of purposes related to
preparation, training, recruitment, retention, and professional development of elementary and preparation, training, recruitment, retention, and professional development of elementary and
secondary education teachers and school leaders. The formula grants are allocated to SEAs based secondary education teachers and school leaders. The formula grants are allocated to SEAs based
on student population and poverty counts, as well as a base guarantee determined by the amount on student population and poverty counts, as well as a base guarantee determined by the amount

34each state received in FY2001 under antecedent programs. The base guarantee was phased out through FY2022. SEAs may reserve a share of funds for administration and statewide services, 36 Eligible federal funds include those under Title I-A, Title I-C, Title I-D-2, Title II-A, Title II-B, Title III, Title IV-A, Eligible federal funds include those under Title I-A, Title I-C, Title I-D-2, Title II-A, Title II-B, Title III, Title IV-A,
and Title V-B. and Title V-B.
3537 Section 1604. Section 1604.
3638 Section 1605. Section 1605.
3739 Section 2003. Section 2003.
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~~each state received in FY2001 under antecedent programs. The base guarantee is being phased~~
~~out through FY2022. SEAs may reserve a share of funds for administration and statewide~~
~~services,~~ such as teacher or principal support programs; preparation academies;such as teacher or principal support programs; preparation academies;3840 licensing or licensing or
certification reform; improving equitable access to effective teachers; reforming or improving certification reform; improving equitable access to effective teachers; reforming or improving
teacher and principal preparation programs; training teachers in the use of student data; and teacher and principal preparation programs; training teachers in the use of student data; and
technical assistance to LEAs. technical assistance to LEAs.
SEAs are required to suballocate at least 95% of grants to LEAs. Grants to LEAs are made based SEAs are required to suballocate at least 95% of grants to LEAs. Grants to LEAs are made based
on student population and poverty counts. However, states are authorized to reserve up to 3% of on student population and poverty counts. However, states are authorized to reserve up to 3% of
the amount otherwise reserved for subgrants for LEAs for state-level activities focused on school the amount otherwise reserved for subgrants for LEAs for state-level activities focused on school
leaders.leaders.3941 Funds received by LEAs may be used for a variety of purposes including recruiting, Funds received by LEAs may be used for a variety of purposes including recruiting,
hiring, and retaining effective teachers; teacher and school leader evaluation and support systems; hiring, and retaining effective teachers; teacher and school leader evaluation and support systems;
professional development activities for teachers and principals; and class-size reduction. professional development activities for teachers and principals; and class-size reduction.
Part B: National Activities
Subpart 1 authorizes the Teacher and School Leader Incentive Fund. This program provides Subpart 1 authorizes the Teacher and School Leader Incentive Fund. This program provides
competitive grants to LEAs, SEAs or other state agencies, the Bureau of Indian Education, or a competitive grants to LEAs, SEAs or other state agencies, the Bureau of Indian Education, or a
partnership of one of these entities with one or more nonprofit or for-profit entities to develop, partnership of one of these entities with one or more nonprofit or for-profit entities to develop,
implement, improve, or expand performance-based teacher and principal compensation systems implement, improve, or expand performance-based teacher and principal compensation systems
or human capital management systems for teachers, principals, and other school leaders in high-or human capital management systems for teachers, principals, and other school leaders in high-
needs schools. needs schools.
Subpart 2 authorizes Literacy Education for All, Results for the Nation to improve student Subpart 2 authorizes Literacy Education for All, Results for the Nation to improve student
academic achievement in reading and writing from early education through grade 12. Under academic achievement in reading and writing from early education through grade 12. Under
Subpart 2, competitive Comprehensive Literacy State Development Grants (Section 2222) are Subpart 2, competitive Comprehensive Literacy State Development Grants (Section 2222) are
provided to SEAs. SEAs subsequently provide competitive subgrants to one or more eligible provided to SEAs. SEAs subsequently provide competitive subgrants to one or more eligible
LEAs for the development and implementation of a comprehensive literacy instruction plan, LEAs for the development and implementation of a comprehensive literacy instruction plan,
professional development, and other activities. SEAs may also award competitive subgrants for professional development, and other activities. SEAs may also award competitive subgrants for
early literacy services to one or more eligible early childhood education programs. In addition, early literacy services to one or more eligible early childhood education programs. In addition,
SEAs may use funds to develop or enhance comprehensive literacy instruction plans. SEAs must SEAs may use funds to develop or enhance comprehensive literacy instruction plans. SEAs must
ensure that at least 15% of funds are used to serve children from birth through age 5, 40% to ensure that at least 15% of funds are used to serve children from birth through age 5, 40% to
serve children in kindergarten to grade 5, and 40% to serve children in grades 6 through 12. serve children in kindergarten to grade 5, and 40% to serve children in grades 6 through 12.
Funds reserved under Section 2222 for evaluation purposes must be used to conduct a national Funds reserved under Section 2222 for evaluation purposes must be used to conduct a national
evaluation of the grant and subgrant programs authorized under Subpart 2 (Section 2225). Under evaluation of the grant and subgrant programs authorized under Subpart 2 (Section 2225). Under
the Innovative Approaches to Literacy program (Section 2226), the Secretary may award grants, the Innovative Approaches to Literacy program (Section 2226), the Secretary may award grants,
contracts, or cooperative agreements to eligible entities to promote literacy programs that support contracts, or cooperative agreements to eligible entities to promote literacy programs that support
the development of literacy skills in low-income communities through school library programs, the development of literacy skills in low-income communities through school library programs,
early literacy services, and programs to provide high-quality books regularly to children from early literacy services, and programs to provide high-quality books regularly to children from
low-income communities. low-income communities.
Subpart 3 authorizes American History and Civics Education programs. Section 2232 authorizes Subpart 3 authorizes American History and Civics Education programs. Section 2232 authorizes
the Presidential and Congressional Academies for American History and Civics. Presidential the Presidential and Congressional Academies for American History and Civics. Presidential
Academies offer professional development opportunities for teachers of American history and Academies offer professional development opportunities for teachers of American history and

38civics. Congressional Academies provide a seminar or institute for outstanding students of American history and civics. Section 2233 authorizes national activities that provide competitive 40 SEAs are permitted to use a limited amount of their funds to establish or expand teacher, principal, or other school SEAs are permitted to use a limited amount of their funds to establish or expand teacher, principal, or other school
leader preparation academies that meet certain requirements, such as ensuring that enrolled students receive a leader preparation academies that meet certain requirements, such as ensuring that enrolled students receive a
“significant part of their training through clinical preparation that partners the prospective candidate with an effective “significant part of their training through clinical preparation that partners the prospective candidate with an effective
teacher, principal, or other school leader, as determined by the state”; ensuring that the academy will award a certificate teacher, principal, or other school leader, as determined by the state”; ensuring that the academy will award a certificate
of completion (or degree) to a teacher only after the teacher has demonstrated that he or she is an effective teacher, as of completion (or degree) to a teacher only after the teacher has demonstrated that he or she is an effective teacher, as
determined by the state; and limiting admission to the academy to prospective candidates who demonstrate “strong determined by the state; and limiting admission to the academy to prospective candidates who demonstrate “strong
potential to improve student achievement” (Section 2002(4)). potential to improve student achievement” (Section 2002(4)).
3941 Section 2101(c)(3). Section 2101(c)(3).
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~~civics. Congressional Academies provide a seminar or institute for outstanding students of~~
~~American history and civics. Section 2233 authorizes national activities that provide competitive~~
grants to promote new and existing evidence-based strategies to encourage innovative American grants to promote new and existing evidence-based strategies to encourage innovative American
history, civics and government, and geography instruction and learning strategies, and history, civics and government, and geography instruction and learning strategies, and
professional development for teachers and school leaders. professional development for teachers and school leaders.
Subpart 4 authorizes several programs related to educators, school leaders, technical assistance, Subpart 4 authorizes several programs related to educators, school leaders, technical assistance,
and evaluation. Section 2242 authorizes the Supporting Effective Educator Development (SEED) and evaluation. Section 2242 authorizes the Supporting Effective Educator Development (SEED)
program, which provides competitive grants to support nontraditional teacher certification or program, which provides competitive grants to support nontraditional teacher certification or
preparation routes, evidence-based professional development, professional development to preparation routes, evidence-based professional development, professional development to
support dual or concurrent enrollment, and professional enhancement activities that may lead to support dual or concurrent enrollment, and professional enhancement activities that may lead to
an advanced credential. Section 2243 authorizes the School Leader Recruitment and Support an advanced credential. Section 2243 authorizes the School Leader Recruitment and Support
program, which provides competitive grants to improve the recruitment, placement, support, and program, which provides competitive grants to improve the recruitment, placement, support, and
retention of principals and other school leaders in high-need schools. Section 2244 authorizes a retention of principals and other school leaders in high-need schools. Section 2244 authorizes a
comprehensive center focused on students at risk of not attaining full literacy skills due to a comprehensive center focused on students at risk of not attaining full literacy skills due to a
disability. Funds may also be used to provide technical assistance or evaluate state and LEA disability. Funds may also be used to provide technical assistance or evaluate state and LEA
activities under Title II-B. Section 2245 authorizes the activities under Title II-B. Section 2245 authorizes the ~~STEM40~~STEM42 Master Teacher Corps program, Master Teacher Corps program,
which provides competitive grants to support the development of a statewide STEM master which provides competitive grants to support the development of a statewide STEM master
teacher corps or to support the implementation, replication, or expansion of effective STEM teacher corps or to support the implementation, replication, or expansion of effective STEM
professional development programs. professional development programs.
Part C: General Provisions
Part C includes a supplement, not supplant provision that applies to funds provided under Title II. Part C includes a supplement, not supplant provision that applies to funds provided under Title II.
It also states that nothing in Title II authorizes the Secretary or any federal employee to mandate, It also states that nothing in Title II authorizes the Secretary or any federal employee to mandate,
direct, or control specific aspects of a state’s, LEA’s, or school’s educational program, including, direct, or control specific aspects of a state’s, LEA’s, or school’s educational program, including,
for example, instructional content, curricula, academic standards, academic assessments, staff for example, instructional content, curricula, academic standards, academic assessments, staff
evaluation systems, specific definitions of staff effectiveness, professional standards, licensing, or evaluation systems, specific definitions of staff effectiveness, professional standards, licensing, or
certification. Title II also states that none of the provisions in the title shall be construed to affect certification. Title II also states that none of the provisions in the title shall be construed to affect
collective bargaining or other such agreements between school or district employees and their collective bargaining or other such agreements between school or district employees and their
employers. employers.
Title III: Language Instruction for English Learners
and Immigrant Students
Title III authorizes programs that are focused on improving the academic attainment of ELs, Title III authorizes programs that are focused on improving the academic attainment of ELs,
including immigrant students. Under the Title III-A state grants program, funds are used at the including immigrant students. Under the Title III-A state grants program, funds are used at the
state level to support activities such as consultation to develop statewide standardized entrance state level to support activities such as consultation to develop statewide standardized entrance
and exit procedures. Funds are used by LEAs for activities such as effective language and exit procedures. Funds are used by LEAs for activities such as effective language
instructional programs, professional development, and supplemental activities. Title III also instructional programs, professional development, and supplemental activities. Title III also
authorizes two national programs, a professional development project and a clearinghouse related authorizes two national programs, a professional development project and a clearinghouse related
to the education of ELs. The introductory text to Title III authorizes appropriations for FY2017 to the education of ELs. The introductory text to Title III authorizes appropriations for FY2017
through FY2020. through FY2020.

40 42 STEM stands for science, technology, engineering, and mathematics. STEM stands for science, technology, engineering, and mathematics.
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Part A: English Language Acquisition, Language Enhancement, and
Academic Achievement Act
The English Language Acquisition program was designed to help ensure that ELs,The English Language Acquisition program was designed to help ensure that ELs,4143 including including
immigrant students, attain English proficiency, develop high levels of academic attainment in immigrant students, attain English proficiency, develop high levels of academic attainment in
English, and meet the same challenging state academic standards that all students are expected to English, and meet the same challenging state academic standards that all students are expected to
meet. The program was also designed to assist educators, SEAs, and LEAs in developing and meet. The program was also designed to assist educators, SEAs, and LEAs in developing and
implementing effective language instruction educational programs to assist in teaching ELs and implementing effective language instruction educational programs to assist in teaching ELs and
developing and enhancing their capacity to provide effective instructional programs to prepare developing and enhancing their capacity to provide effective instructional programs to prepare
ELs to enter all-English settings. Title III-A also promotes parental, family, and community ELs to enter all-English settings. Title III-A also promotes parental, family, and community
participation in language instruction educational programs for the parents, families, and participation in language instruction educational programs for the parents, families, and
communities of ELs. communities of ELs.
Formula grant allocations are made to SEAs based on the proportion of EL students and Formula grant allocations are made to SEAs based on the proportion of EL students and
immigrant students in each state relative to all states. These amounts are weighted by 80% and immigrant students in each state relative to all states. These amounts are weighted by 80% and
20%, respectively. SEAs may reserve not more than 5% of the funds received for working with 20%, respectively. SEAs may reserve not more than 5% of the funds received for working with
LEAs to establish standardized statewide entrance and exit procedures, providing effective LEAs to establish standardized statewide entrance and exit procedures, providing effective
teacher and principal preparation and professional development activities, and planning teacher and principal preparation and professional development activities, and planning
evaluation, administration, and interagency coordination. SEAs are required to make subgrants to evaluation, administration, and interagency coordination. SEAs are required to make subgrants to
eligible eligible ~~entities42~~entities44 based on the relative number of EL students in schools served by those entities. based on the relative number of EL students in schools served by those entities.
SEAs are also required to reserve not more than 15% of the state allocation to make grants to SEAs are also required to reserve not more than 15% of the state allocation to make grants to
eligible entities that have experienced a significant increase in the percentage or number of eligible entities that have experienced a significant increase in the percentage or number of
immigrant students enrolled in schools in the geographic area served by the entity.immigrant students enrolled in schools in the geographic area served by the entity.4345
Eligible entities receiving subgrants are required to use funds for three activities. Eligible entities receiving subgrants are required to use funds for three activities.4446 First, funds First, funds
must be used to increase the English language proficiency of ELs by providing effective language must be used to increase the English language proficiency of ELs by providing effective language
instructional programs that demonstrate the program is successfully increasing English language instructional programs that demonstrate the program is successfully increasing English language
proficiency and student academic achievement. Second, funds must be used to provide effective proficiency and student academic achievement. Second, funds must be used to provide effective
professional development to school staff or community-based personnel. Third, funds must be professional development to school staff or community-based personnel. Third, funds must be
used to provide and implement other “effective activities or strategies that enhance or supplement used to provide and implement other “effective activities or strategies that enhance or supplement
language instruction educational programs for ELs,”language instruction educational programs for ELs,”4547 including parent, family, and community including parent, family, and community
engagement activities. Eligible entities receiving grants from the funds reserved specifically for engagement activities. Eligible entities receiving grants from the funds reserved specifically for
immigrant students are required to use these funds to support activities that “provide enhanced immigrant students are required to use these funds to support activities that “provide enhanced
instructional opportunities”instructional opportunities”4648 for immigrant students. for immigrant students.
While Title III-A focuses on the education of ELs, Title I-A also contains provisions that While Title III-A focuses on the education of ELs, Title I-A also contains provisions that
specifically apply to this student population, as noted previously. For example, Title I-A requires specifically apply to this student population, as noted previously. For example, Title I-A requires
that states establish English language proficiency that states establish English language proficiency ~~standards47~~standards49 that are derived from the domains of that are derived from the domains of
speaking, listening, reading, and writing and are aligned with challenging state academic speaking, listening, reading, and writing and are aligned with challenging state academic

41 43 A definition of English learner is included in Section 8101(20). A definition of English learner is included in Section 8101(20).
4244 Eligible entities include one or more LEAs, or one or more LEAs partnering with a specified entity (e.g., IHE). Eligible entities include one or more LEAs, or one or more LEAs partnering with a specified entity (e.g., IHE).
4345 The percentage of funds reserved is determined by the ESEA but may not exceed 15% of the SEA’s grant amount. The percentage of funds reserved is determined by the ESEA but may not exceed 15% of the SEA’s grant amount.
4446 There are several allowable uses of funds as well, such as providing community participation programs and acquiring There are several allowable uses of funds as well, such as providing community participation programs and acquiring
or developing educational technology to improve the instruction of ELs. or developing educational technology to improve the instruction of ELs.
4547 Section 3115(c)(3). Section 3115(c)(3).
4648 Section 3115(e)(1). Section 3115(e)(1).
4749 Section 1111(b)(1)(F). Section 1111(b)(1)(F).
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standards. Under Title I-A, LEAs are required to assess English language proficiency annually standards. Under Title I-A, LEAs are required to assess English language proficiency annually
using assessments aligned with the state English language proficiency standards.using assessments aligned with the state English language proficiency standards.4850
National Programs (Sections 3131 and 3202)
A portion of Title III-A funds are reserved to support two specific national programs: (1) the A portion of Title III-A funds are reserved to support two specific national programs: (1) the
National Professional Development Project (Section 3131), and (2) the National Clearinghouse National Professional Development Project (Section 3131), and (2) the National Clearinghouse
for English Language Acquisition and Language Instruction Educational Programs (Section for English Language Acquisition and Language Instruction Educational Programs (Section
3202). Under the National Professional Development Project, grants are awarded on a 3202). Under the National Professional Development Project, grants are awarded on a
competitive basis for a period of up to five years to IHEs or public or private entities with competitive basis for a period of up to five years to IHEs or public or private entities with
relevant experience and capacity working in consortia with SEAs or LEAs to provide for relevant experience and capacity working in consortia with SEAs or LEAs to provide for
professional development activities that will improve classroom instruction for ELs and help professional development activities that will improve classroom instruction for ELs and help
personnel working with these students to meet professional standards. The National personnel working with these students to meet professional standards. The National
Clearinghouse is responsible for collecting, analyzing, synthesizing, and disseminating Clearinghouse is responsible for collecting, analyzing, synthesizing, and disseminating
information about language instruction educational programs for ELs and related programs. information about language instruction educational programs for ELs and related programs.
Part B: General Provisions
Part B includes definitions relevant to Title III, statutory provisions authorizing the National Part B includes definitions relevant to Title III, statutory provisions authorizing the National
Clearinghouse (discussed above), and the development of regulations for Title III. Clearinghouse (discussed above), and the development of regulations for Title III.
Title IV: 21st Century Schools
Title IV authorizes a range of programs and activities including a block grant program, a program Title IV authorizes a range of programs and activities including a block grant program, a program
to support learning opportunities during non-school hours, programs to support charter schools to support learning opportunities during non-school hours, programs to support charter schools
and magnet schools, a family engagement program, an innovation and research program, and magnet schools, a family engagement program, an innovation and research program,
programs to provide community support for student success, national activities for school safety, programs to provide community support for student success, national activities for school safety,
and programs focused on arts education, video programming for preschool and elementary school and programs focused on arts education, video programming for preschool and elementary school
children, and gifted and talented education. children, and gifted and talented education.
Part A: Student Support and Academic Enrichment (SSAE) Grants
Title IV-A authorizes SSAE grants to improve students’ academic achievement by increasing the Title IV-A authorizes SSAE grants to improve students’ academic achievement by increasing the
capacity of states, LEAs, schools, and local communities to (1) provide all students with access to capacity of states, LEAs, schools, and local communities to (1) provide all students with access to
a well-rounded education,a well-rounded education,4951 (2) improve school conditions for student learning, and (3) improve (2) improve school conditions for student learning, and (3) improve
the use of technology in order to increase the academic achievement and digital learning of all the use of technology in order to increase the academic achievement and digital learning of all
students. Formula grants are made to states based on their Title I-A funding from the prior year.students. Formula grants are made to states based on their Title I-A funding from the prior year.5052
States then make formula subgrants to LEAs. LEAs must use SSAE funds for three broad States then make formula subgrants to LEAs. LEAs must use SSAE funds for three broad
categories of activities: (1) supporting well-rounded educational opportunities, (2) supporting safe categories of activities: (1) supporting well-rounded educational opportunities, (2) supporting safe
and healthy students, and (3) supporting the effective use of technology. If an LEA receives a and healthy students, and (3) supporting the effective use of technology. If an LEA receives a
grant of $30,000 or more, it must provide assurances that it will use at least 20% for activities to grant of $30,000 or more, it must provide assurances that it will use at least 20% for activities to
support a well-rounded education, at least 20% for activities to support safe and healthy students, support a well-rounded education, at least 20% for activities to support safe and healthy students,
and at least some of its funds to support the effective use of technology. If an LEA receives a and at least some of its funds to support the effective use of technology. If an LEA receives a

48 50 Section 1111(b)(2)(G). Section 1111(b)(2)(G).
~~49 “~~51 Well-rounded educationWell-rounded education” is defined in Section 8101(52). It means courses, activities, and programming in a variety is defined in Section 8101(52). It means courses, activities, and programming in a variety
of subjects with the “purpose of providing all students access to an enriched curriculum and educational experience.” of subjects with the “purpose of providing all students access to an enriched curriculum and educational experience.”
5052 No hold harmless provisions are applied in making this determination. For more information about the Title I-A No hold harmless provisions are applied in making this determination. For more information about the Title I-A
formulas, see CRS Report R44461, formulas, see CRS Report R44461, Allocation of Funds Under Title I-A of the Elementary and Secondary Education
Act. .
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grant of less than $30,000, it is only required to provide an assurance regarding the use of funds grant of less than $30,000, it is only required to provide an assurance regarding the use of funds
for at least one of the three categories. for at least one of the three categories.
Part B: 21st Century Community Learning Centers
Title IV-B supports activities provided during non-school hours that offer learning opportunities Title IV-B supports activities provided during non-school hours that offer learning opportunities
for school-aged children. Formula grants are made to SEAs based on their Title I-A funding from for school-aged children. Formula grants are made to SEAs based on their Title I-A funding from
the prior year.the prior year.5153 States subsequently award grants to local entities (e.g., LEAs, community-based States subsequently award grants to local entities (e.g., LEAs, community-based
organizations) on a competitive basis for a period of three to five years. In awarding subgrants, organizations) on a competitive basis for a period of three to five years. In awarding subgrants,
SEAs are required to give priority to applicants proposing to target services to students who SEAs are required to give priority to applicants proposing to target services to students who
attend schools implementing CSI or TSI activities or other schools identified by the LEA in need attend schools implementing CSI or TSI activities or other schools identified by the LEA in need
of intervention support to improve student academic achievement and other outcomes; enroll of intervention support to improve student academic achievement and other outcomes; enroll
students who may be at risk for academic failure, dropping out, or involvement with criminal or students who may be at risk for academic failure, dropping out, or involvement with criminal or
delinquent activities, or who lack “strong positive role models”; or target the families of such delinquent activities, or who lack “strong positive role models”; or target the families of such
students. Local entities may use funds for activities that improve student academic achievement students. Local entities may use funds for activities that improve student academic achievement
and support student success, such as academic enrichment learning programs, mentoring, and support student success, such as academic enrichment learning programs, mentoring,
tutoring, well-rounded education activities, programs to support a healthy and active lifestyle, tutoring, well-rounded education activities, programs to support a healthy and active lifestyle,
technology education, expanded library service hours, parenting skills programs, drug and technology education, expanded library service hours, parenting skills programs, drug and
violence prevention programs, counseling programs, STEM programs, and programs that build violence prevention programs, counseling programs, STEM programs, and programs that build
career competencies and career readiness. career competencies and career readiness.
Part C: Enhancing Opportunity Through Quality Charter Schools
The Charter Schools Program (CSP) supports the startup of new charter schools and the The Charter Schools Program (CSP) supports the startup of new charter schools and the
replication and expansion of high-quality charter schools (Section 4303). It also assists charter replication and expansion of high-quality charter schools (Section 4303). It also assists charter
schools in accessing credit to acquire and renovate facilities and includes a competitive grant schools in accessing credit to acquire and renovate facilities and includes a competitive grant
program that provides per-pupil facilities aid (Section 4304). The CSP also provides funding for program that provides per-pupil facilities aid (Section 4304). The CSP also provides funding for
national activities to support the startup, replication, and expansion of charter schools; the national activities to support the startup, replication, and expansion of charter schools; the
dissemination of best practices; program evaluation; and stronger charter authorizing practices dissemination of best practices; program evaluation; and stronger charter authorizing practices
(Section 4305). Of the funds appropriated for Title I-C, 65% is provided for the startup, (Section 4305). Of the funds appropriated for Title I-C, 65% is provided for the startup,
replication, and expansion of charter schools; 22.5% for national activities; and 12.5% for replication, and expansion of charter schools; 22.5% for national activities; and 12.5% for
facilities financing.facilities financing.5254
Part D: Magnet Schools Assistance Program
Title IV-D provides grants to LEAs to plan and operate magnet schools—public schools of choice Title IV-D provides grants to LEAs to plan and operate magnet schools—public schools of choice
designed to encourage voluntary enrollment by students of different racial backgrounds. LEAs designed to encourage voluntary enrollment by students of different racial backgrounds. LEAs
that are operating under a court-ordered desegregation plan or have voluntarily adopted a that are operating under a court-ordered desegregation plan or have voluntarily adopted a
federally approved desegregation plan are eligible to receive grants to establish and operate federally approved desegregation plan are eligible to receive grants to establish and operate
magnet schools. In awarding grants, the Secretary is required to give priority to LEAs that magnet schools. In awarding grants, the Secretary is required to give priority to LEAs that
demonstrate the greatest need for assistance, based on the expense or difficulty of effectively demonstrate the greatest need for assistance, based on the expense or difficulty of effectively
carrying out approved desegregation plans and the magnet school program; propose to implement carrying out approved desegregation plans and the magnet school program; propose to implement
a new or revise an existing magnet school program based on evidence-based methods and a new or revise an existing magnet school program based on evidence-based methods and
practices or replicate an existing magnet school with a demonstrated track record of success; plan practices or replicate an existing magnet school with a demonstrated track record of success; plan
to admit students by methods other than academic examinations, such as a lottery; and propose to to admit students by methods other than academic examinations, such as a lottery; and propose to
increase racial integration by taking into account socioeconomic diversity in the design and increase racial integration by taking into account socioeconomic diversity in the design and
implementation of the magnet school program. implementation of the magnet school program.

51 53 Ibid. Ibid.
5254 The distribution of funds among the various charter school programs is detailed in Section 4302(b). The distribution of funds among the various charter school programs is detailed in Section 4302(b).
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Part E: Family Engagement in Education Programs
Title IV-E provides competitive grants to statewide organizations to establish family engagement Title IV-E provides competitive grants to statewide organizations to establish family engagement
centers. These centers promote parent education and family engagement in education programs centers. These centers promote parent education and family engagement in education programs
and provide comprehensive training and technical assistance to SEAs, LEAs, and schools and provide comprehensive training and technical assistance to SEAs, LEAs, and schools
identified by SEAs and LEAs; organizations that support family-school partnerships; and other identified by SEAs and LEAs; organizations that support family-school partnerships; and other
organizations that carry out such programs. organizations that carry out such programs.
Part F: National Activities
Title IV-F authorizes a range of programs. Each is discussed briefly below. Title IV-F authorizes a range of programs. Each is discussed briefly below.
Subpart F-1 authorizes the Education Innovation and Research (EIR) program, Subpart F-1 authorizes the Education Innovation and Research (EIR) program,5355 which provides which provides
competitive grants to eligible entities to create, develop, implement, replicate, or take-to-scale competitive grants to eligible entities to create, develop, implement, replicate, or take-to-scale
entrepreneurial, evidence-based, field-initiated innovations to improve achievement and entrepreneurial, evidence-based, field-initiated innovations to improve achievement and
attainment for high-need students. Three types of grants (early phase, mid-phase, and expansion attainment for high-need students. Three types of grants (early phase, mid-phase, and expansion
grants) are awarded primarily based on the past demonstrated success of the grantee in meeting grants) are awarded primarily based on the past demonstrated success of the grantee in meeting
these goals. these goals.
Subpart F-2 authorizes the Promise Neighborhoods program (Section 4624) and the Full-Service Subpart F-2 authorizes the Promise Neighborhoods program (Section 4624) and the Full-Service
Community Schools (FSCS) program (Section 4625).Community Schools (FSCS) program (Section 4625). ~~They were authorized by the ESEA prior to~~
~~the enactment of the ESSA using authority previously available in Title V-D-1 to create programs~~
~~of national significance.54~~56 Both programs are designed to provide pipeline services, which deliver Both programs are designed to provide pipeline services, which deliver
a “continuum of coordinated supports, services, and opportunities,” to children in distressed a “continuum of coordinated supports, services, and opportunities,” to children in distressed
communities. More specifically, the Promise Neighborhoods program provides a comprehensive, communities. More specifically, the Promise Neighborhoods program provides a comprehensive,
effective continuum of coordinated services in neighborhoods with high concentrations of low-effective continuum of coordinated services in neighborhoods with high concentrations of low-
income individuals, multiple signs of distress (e.g., high rates of poverty, academic failure, and income individuals, multiple signs of distress (e.g., high rates of poverty, academic failure, and
juvenile delinquency), and schools implementing comprehensive or targeted support and juvenile delinquency), and schools implementing comprehensive or targeted support and
improvement activities under Title I-A. The FSCS program provides grants to public elementary improvement activities under Title I-A. The FSCS program provides grants to public elementary
and secondary schools to participate in a community-based effort to coordinate and integrate and secondary schools to participate in a community-based effort to coordinate and integrate
educational, developmental, family, health, and other comprehensive services through educational, developmental, family, health, and other comprehensive services through
community-based organizations and public and private partnerships. Access to such services is community-based organizations and public and private partnerships. Access to such services is
provided in schools to students, families, and the community. provided in schools to students, families, and the community.
Subpart F-3 authorizes National Activities for School Safety. A portion of funds appropriated for Subpart F-3 authorizes National Activities for School Safety. A portion of funds appropriated for
these activities must be used for the Project School Emergency Response to Violence (Project these activities must be used for the Project School Emergency Response to Violence (Project
SERV). Project SERV provides grants to LEAs, IHEs, and the Bureau of Indian Education (BIE) SERV). Project SERV provides grants to LEAs, IHEs, and the Bureau of Indian Education (BIE)
for BIE schools where the learning environment has been disrupted due to a violent or traumatic for BIE schools where the learning environment has been disrupted due to a violent or traumatic
crisis.crisis.5557 Funds for National Activities for School Safety that are not used for Project SERV may Funds for National Activities for School Safety that are not used for Project SERV may
be used for other activities to improve student well-being during or after the school day. be used for other activities to improve student well-being during or after the school day.
Subpart F-4 authorizes three programs focused on academic enrichment. Section 4642 authorizes Subpart F-4 authorizes three programs focused on academic enrichment. Section 4642 authorizes
competitive grants for arts education under the Assistance for Arts Education Program. Section competitive grants for arts education under the Assistance for Arts Education Program. Section
~~4643 authorizes grants to support educational and instructional video programming,~~

53 55 This program is similar to the Investing in Innovation (i3) program authorized by the American Recovery and This program is similar to the Investing in Innovation (i3) program authorized by the American Recovery and
Reinvestment Act (ARRA; P.L. 111-5). Reinvestment Act (ARRA; P.L. 111-5).
5456 These programs were authorized by the ESEA prior to the enactment of the ESSA using authority previously available in Title V-D-1 to create programs of national significance. Congress used the Title V-D-1 authority to create the programs through the appropriations process. Neither program Congress used the Title V-D-1 authority to create the programs through the appropriations process. Neither program
had statutory language included in the ESEA prior to the enactment of the ESSA. The authority previously included in had statutory language included in the ESEA prior to the enactment of the ESSA. The authority previously included in
Title V-D-1 that was used to create the programs was not retained by the ESSA. Title V-D-1 that was used to create the programs was not retained by the ESSA.
5557 Based on recent grants made under Project SERV, eligible entities that have been affected by natural disaster may Based on recent grants made under Project SERV, eligible entities that have been affected by natural disaster may
also be able to receive a grant. For more information, see U.S. Department of Education, also be able to receive a grant. For more information, see U.S. Department of Education, Project School Emergency
Response to Violence (SERV): Eligibility, https://www2.ed.gov/programs/dvppserv/eligibility.html. , https://www2.ed.gov/programs/dvppserv/eligibility.html.
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4643 authorizes grants to support educational and instructional video programming, accompanying support materials, and digital content to promote school readiness for preschool accompanying support materials, and digital content to promote school readiness for preschool
and elementary school children and their families through the Ready to Learn Programming and elementary school children and their families through the Ready to Learn Programming
program. Section 4644 authorizes the Javits Gifted and Talented Students Education Program, program. Section 4644 authorizes the Javits Gifted and Talented Students Education Program,
which provides grants to enhance the ability of elementary and secondary schools to identify which provides grants to enhance the ability of elementary and secondary schools to identify
gifted and talented students, including low-income and at-risk students, and meet their special gifted and talented students, including low-income and at-risk students, and meet their special
educational needs. The section also supports the National Research Center for the Education of educational needs. The section also supports the National Research Center for the Education of
Gifted and Talented Children and Youth. Gifted and Talented Children and Youth.
Title V: Flexibility and Accountability
Title V includes both funding transferability authority and programs to support rural education. Title V includes both funding transferability authority and programs to support rural education.
Funding transferability authority allows states and LEAs to transfer federal funds from certain Funding transferability authority allows states and LEAs to transfer federal funds from certain
ESEA programs to other ESEA programs to enable them to address their particular needs. The ESEA programs to other ESEA programs to enable them to address their particular needs. The
Rural Education Assistance Program (REAP) provides additional resources to rural LEAs that Rural Education Assistance Program (REAP) provides additional resources to rural LEAs that
might lack the resources to compete effectively for federal grants or might receive formula grant might lack the resources to compete effectively for federal grants or might receive formula grant
allocations that are too small to meet their intended purposes. The two rural education programs allocations that are too small to meet their intended purposes. The two rural education programs
included in Title V provide LEAs with substantial flexibility in how they use their grant funds. included in Title V provide LEAs with substantial flexibility in how they use their grant funds.
Part A: Funding Transferability for State and Local Educational
Agencies
Funding transferability for states and LEAs is included under Title V-A to provide states and Funding transferability for states and LEAs is included under Title V-A to provide states and
LEAs with the “flexibility to target Federal funds to the programs and activities that most LEAs with the “flexibility to target Federal funds to the programs and activities that most
effectively address”effectively address”5658 their “unique needs.” their “unique needs.”5759 In general, states are able to transfer funds from In general, states are able to transfer funds from
three formula grants programs that focus on teachers and school leaders, provide block grants, three formula grants programs that focus on teachers and school leaders, provide block grants,
and provide after-school programming to formula grant programs focused on special populations and provide after-school programming to formula grant programs focused on special populations
(i.e., disadvantaged students, migratory students, neglected and delinquent students, and ELs). (i.e., disadvantaged students, migratory students, neglected and delinquent students, and ELs).
More specifically, states are permitted to transfer up to 100% of the funds allotted to them for More specifically, states are permitted to transfer up to 100% of the funds allotted to them for
state-level activities under Title II-A, Title IV-A, or Title IV-B to Title I-A, Title I-C, Title I-D, state-level activities under Title II-A, Title IV-A, or Title IV-B to Title I-A, Title I-C, Title I-D,
Title III-A, and Title III-A, and ~~one other ESEA program.58~~Title V-B.60 Similarly, LEAs are also permitted to transfer funds Similarly, LEAs are also permitted to transfer funds
from formula grant programs that focus on teachers and school leaders or provide block grants to from formula grant programs that focus on teachers and school leaders or provide block grants to
formula grant programs focused on special populations. More specifically, LEAs are permitted to formula grant programs focused on special populations. More specifically, LEAs are permitted to
transfer 100% of the funds received under Title II-A or Title IV-A to Title I-A, Title I-C, Title I-D, transfer 100% of the funds received under Title II-A or Title IV-A to Title I-A, Title I-C, Title I-D,
Title III-A, Title III-A, and Title V-B.61~~and one other ESEA program.59~~ SEAs and LEAs are prohibited from transferring SEAs and LEAs are prohibited from transferring
~~funds from Title I-A, Title I-C, Title I-D, Title III-A, and one~~funds received under any other other ESEA program.62 58 Section 5102. 59 Ibid. 60 Statutory provisions include language allowing~~ESEA program to any other~~
~~program.60~~

~~56 Section 5102.~~
~~57 Ibid.~~
~~58 There is a provision that would allow~~ funds to be transferred to “Part B,” but the provision does not specify the funds to be transferred to “Part B,” but the provision does not specify the
applicable title. applicable title.
~~59 Ibid.~~
~~60 There is a provision that would allow~~In applicable guidance, ED has indicated that this is a reference to Title V-B. For more information, see U.S. Department of Education, Non-regulatory Guidance: Fiscal Changes and Equitable Services Requirements Under the Elementary and Secondary Education Act of 1965 (ESEA), as Amended by the Every Student Succeeds Act (ESSA), November 21, 2016, pp. 39-41, https://www2.ed.gov/policy/elsec/leg/essa/essaguidance160477.pdf (hereinafter referred to as ED, Fiscal Changes Guidance). 61 Statutory provisions include language allowing funds to be transferred to “Part B,” but the provision does not specify the funds to be transferred to “Part B,” but the provision does not specify the
~~applicable title.~~
applicable title. In applicable guidance, ED has indicated that this is a reference to Title V-B. For more information, see ED, Fiscal Changes Guidance. 62 For more information, see ED, Fiscal Changes Guidance. Congressional Research Service Congressional Research Service
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Part B: Rural Education Initiative
Title V-B authorizes the Rural Education Achievement Program (REAP), which is designed to Title V-B authorizes the Rural Education Achievement Program (REAP), which is designed to
assist rural LEAs that may lack the resources to compete effectively for competitive grants and assist rural LEAs that may lack the resources to compete effectively for competitive grants and
that may receive grants under other ESEA programs that are too small to be effective in meeting that may receive grants under other ESEA programs that are too small to be effective in meeting
their specified purposes. their specified purposes.
Subpart 1 authorizes the Small, Rural School Achievement (SRSA) program, which (1) provides Subpart 1 authorizes the Small, Rural School Achievement (SRSA) program, which (1) provides
eligible rural LEAs with the flexibility to use funds received under Title II-A and Title IV-A to eligible rural LEAs with the flexibility to use funds received under Title II-A and Title IV-A to
carry out local activities authorized under certain ESEA programs,carry out local activities authorized under certain ESEA programs,6163 and (2) authorizes a formula and (2) authorizes a formula
grant program for rural LEAs under which funds received may be used under several other ESEA grant program for rural LEAs under which funds received may be used under several other ESEA
programs.programs.6264 Eligibility for both the flexibility authority and the grant program is based on criteria Eligibility for both the flexibility authority and the grant program is based on criteria
such as average daily attendance or population density and locale codes.such as average daily attendance or population density and locale codes.6365
Subpart 2 authorizes the Rural and Low-Income School (RLIS) program, which provides formula Subpart 2 authorizes the Rural and Low-Income School (RLIS) program, which provides formula
grants to states. SEAs then make subgrants to eligible LEAs by formula or competition as grants to states. SEAs then make subgrants to eligible LEAs by formula or competition as
determined by the SEA. LEA eligibility criteria include a school-age child poverty rate of 20% or determined by the SEA. LEA eligibility criteria include a school-age child poverty rate of 20% or
more and meeting certain locale requirements. Similar to the SRSA grants, RLIS grants may be more and meeting certain locale requirements. Similar to the SRSA grants, RLIS grants may be
used under several other ESEA used under several other ESEA ~~programs64~~programs66 or for parent involvement activities. LEAs cannot or for parent involvement activities. LEAs cannot
receive both an SRSA grant and a RLIS grant. An LEA that is eligible for grants under both the receive both an SRSA grant and a RLIS grant. An LEA that is eligible for grants under both the
SRSA and RLIS programs must select the grant program under which it will receive funds. SRSA and RLIS programs must select the grant program under which it will receive funds.
Part C: General Provisions
Part C contains several prohibitions against federal control of educational curricula, academic Part C contains several prohibitions against federal control of educational curricula, academic
standards and assessments, or programs of instruction as a condition of receipt of funds under standards and assessments, or programs of instruction as a condition of receipt of funds under
Title V. It also states that nothing in Title V shall be construed to mandate equalized spending per Title V. It also states that nothing in Title V shall be construed to mandate equalized spending per
pupil for a state, LEA, or school. pupil for a state, LEA, or school.
Title VI: Indian, Native Hawaiian, and Alaska
Native Education
Title VI provides funds specifically for the education of Indian, Native Hawaiian, and Alaska Title VI provides funds specifically for the education of Indian, Native Hawaiian, and Alaska
Native children.Native children.6567 With respect to Indian education, the ESEA authorizes formula grants to LEAs, With respect to Indian education, the ESEA authorizes formula grants to LEAs,
Indian tribes and organizations, BIE schools, and other entities to support elementary and Indian tribes and organizations, BIE schools, and other entities to support elementary and
secondary school programs that meet the unique cultural, language, and educational needs of secondary school programs that meet the unique cultural, language, and educational needs of
Indian children. Funds are also provided for competitive grants to examine the effectiveness of Indian children. Funds are also provided for competitive grants to examine the effectiveness of
services for Indian children and to provide support and training for Indian individuals to work in services for Indian children and to provide support and training for Indian individuals to work in
various capacities in the education system. Title VI also authorizes competitive grants to various capacities in the education system. Title VI also authorizes competitive grants to
organizations with experience in operating Native Hawaiian programs to provide services to organizations with experience in operating Native Hawaiian programs to provide services to
improve Native Hawaiian education. A Native Hawaiian Education Council is also authorized improve Native Hawaiian education. A Native Hawaiian Education Council is also authorized
under Title VI. In addition, Title VI authorizes competitive grants for activities and services under Title VI. In addition, Title VI authorizes competitive grants for activities and services

61 63 These programs include Title I-A, Title II-A, Title III, Title IV-A, and Title IV-B. These programs include Title I-A, Title II-A, Title III, Title IV-A, and Title IV-B.
6264 These programs include Title I-A, Title II-A, Title III, Title IV-A, and Title IV-B. These programs include Title I-A, Title II-A, Title III, Title IV-A, and Title IV-B.
6365 Locale codes are used to define an area’s urbanicity. The locale codes used for the purposes of the Title V-B Locale codes are used to define an area’s urbanicity. The locale codes used for the purposes of the Title V-B
programs were established by the National Center for Education Statistics at ED. For more information about the locale programs were established by the National Center for Education Statistics at ED. For more information about the locale
codes, see https://nces.ed.gov/surveys/ruraled/definitions.asp. codes, see https://nces.ed.gov/surveys/ruraled/definitions.asp.
6466 These programs include Title I-A, Title II-A, Title III, and Title IV-A. These programs include Title I-A, Title II-A, Title III, and Title IV-A.
6567 These programs were previously authorized under Title VII of the ESEA. These programs were previously authorized under Title VII of the ESEA.
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intended to improve education for Alaska Natives, such as the development of curricular intended to improve education for Alaska Natives, such as the development of curricular
materials and professional development. materials and professional development.
Part A: Indian Education
Subpart 1 authorizes formula grants to eligible LEAs, Indian tribes and organizations, BIE Subpart 1 authorizes formula grants to eligible LEAs, Indian tribes and organizations, BIE
schools, and other entities to support the development of elementary and secondary school schools, and other entities to support the development of elementary and secondary school
programs for Indian students that are designed to meet the unique cultural, language, and programs for Indian students that are designed to meet the unique cultural, language, and
educational needs of such students and ensure that all students meet their state’s challenging educational needs of such students and ensure that all students meet their state’s challenging
academic standards. Grant allocations are determined based on the number of eligible Indian academic standards. Grant allocations are determined based on the number of eligible Indian
children served by the eligible entity and state average per pupil expenditures. children served by the eligible entity and state average per pupil expenditures.
Subpart 2, Special Programs and Projects to Improve Educational Opportunities for Indian Subpart 2, Special Programs and Projects to Improve Educational Opportunities for Indian
Children, authorizes two competitive grant programs: (1) Improvement of Educational Children, authorizes two competitive grant programs: (1) Improvement of Educational
Opportunities for Indian Children and Youth (Section 6121) and (2) Professional Development Opportunities for Indian Children and Youth (Section 6121) and (2) Professional Development
for Teachers and Education Professionals (Section 6122). The former supports projects to for Teachers and Education Professionals (Section 6122). The former supports projects to
develop, examine, and demonstrate the effectiveness of services and programs to improve develop, examine, and demonstrate the effectiveness of services and programs to improve
educational opportunities and achievement of Indian children and youth. The latter focuses on educational opportunities and achievement of Indian children and youth. The latter focuses on
efforts such as providing support and training to qualified Indian individuals to become effective efforts such as providing support and training to qualified Indian individuals to become effective
teachers, school leaders, and administrators. teachers, school leaders, and administrators.
Subpart 3, National Activities, authorizes funds for a variety of purposes including research, Subpart 3, National Activities, authorizes funds for a variety of purposes including research,
evaluation, and data collection and analysis. It also authorizes Grants to Tribes for Education evaluation, and data collection and analysis. It also authorizes Grants to Tribes for Education
Administrative Planning, Development, and Coordination (Section 6132), as well as for Native Administrative Planning, Development, and Coordination (Section 6132), as well as for Native
American and Alaska Native Language Immersion Schools and Programs (Section 6133). American and Alaska Native Language Immersion Schools and Programs (Section 6133).
Subpart 4 establishes the National Advisory Council on Indian Education (NACIE; Section 6141) Subpart 4 establishes the National Advisory Council on Indian Education (NACIE; Section 6141)
and authorizes a preference for Indian entities under programs authorized by Subparts 2 and 3. and authorizes a preference for Indian entities under programs authorized by Subparts 2 and 3.
Part B: Native Hawaiian Education
Part B authorizes competitive grants to Native Hawaiian educational or community-based Part B authorizes competitive grants to Native Hawaiian educational or community-based
organizations, charter schools, or other public or private nonprofit organizations with experience organizations, charter schools, or other public or private nonprofit organizations with experience
in operating Native Hawaiian programs, or consortia of these entities, to provide a wide variety of in operating Native Hawaiian programs, or consortia of these entities, to provide a wide variety of
services intended to improve education for Native Hawaiians. In the awarding of grants, priority services intended to improve education for Native Hawaiians. In the awarding of grants, priority
is to be given to activities that are intended to improve reading skills for Native Hawaiian is to be given to activities that are intended to improve reading skills for Native Hawaiian
students in grades K-3, meet the needs of at-risk children and youth, increase participation by students in grades K-3, meet the needs of at-risk children and youth, increase participation by
Native Hawaiians in fields or disciplines in which they are underemployed, or increase the use of Native Hawaiians in fields or disciplines in which they are underemployed, or increase the use of
the Hawaiian language in instruction. Specifically authorized activities include early childhood the Hawaiian language in instruction. Specifically authorized activities include early childhood
education and care, services for Native Hawaiian students with disabilities, and professional education and care, services for Native Hawaiian students with disabilities, and professional
development for educators. Title VI-B also establishes a Native Hawaiian Education Council, development for educators. Title VI-B also establishes a Native Hawaiian Education Council,
which provides coordination activities, technical assistance, and community consultations related which provides coordination activities, technical assistance, and community consultations related
to the educational needs of Native Hawaiians. to the educational needs of Native Hawaiians.
Part C: Alaska Native Education
Part C authorizes competitive grants for a variety of activities and services intended to improve Part C authorizes competitive grants for a variety of activities and services intended to improve
education for Alaska Natives. Eligible grantees include Alaska Native organizations with relevant education for Alaska Natives. Eligible grantees include Alaska Native organizations with relevant
experience, Alaska Native organizations that lack relevant experience and partner with an SEA, experience, Alaska Native organizations that lack relevant experience and partner with an SEA,
LEA, or Alaska Native organization operating relevant programs; or an entity located in Alaska LEA, or Alaska Native organization operating relevant programs; or an entity located in Alaska
that is predominantly governed by Alaska Natives and meets other specified criteria. Authorized that is predominantly governed by Alaska Natives and meets other specified criteria. Authorized
uses of funds include, for example, the development of curriculum materials that address the uses of funds include, for example, the development of curriculum materials that address the
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special needs of Alaska Native students, training and professional development, early childhood special needs of Alaska Native students, training and professional development, early childhood
and parenting activities, and career preparation activities. and parenting activities, and career preparation activities.
Title VII: Impact Aid
Title VII compensates LEAs for the “substantial and continuing financial burden” resulting from Title VII compensates LEAs for the “substantial and continuing financial burden” resulting from
federal activities.federal activities.6668 These activities include federal ownership of certain lands, as well as the These activities include federal ownership of certain lands, as well as the
enrollments in LEAs of children of parents who work and/or live on federal land (e.g., children of enrollments in LEAs of children of parents who work and/or live on federal land (e.g., children of
parents in the military and children living on Indian lands). The federal government provides parents in the military and children living on Indian lands). The federal government provides
compensation via Impact Aid for lost tax revenue because these activities deprive LEAs of the compensation via Impact Aid for lost tax revenue because these activities deprive LEAs of the
ability to collect property or other taxes from these individuals (e.g., members of the Armed ability to collect property or other taxes from these individuals (e.g., members of the Armed
Forces living on military bases) even though the LEAs are obligated to provide free public Forces living on military bases) even though the LEAs are obligated to provide free public
education to their children. education to their children.
Title VII authorizes several types of Impact Aid payments. These include payments under Section Title VII authorizes several types of Impact Aid payments. These include payments under Section
7002, Section 7003, Section 7007, and Section 7008, which are discussed briefly below.7002, Section 7003, Section 7007, and Section 7008, which are discussed briefly below.6769
Payments Relating to Federal Acquisition of Real Property (Section 7002). Section 7002 Section 7002
compensates LEAs for the federal ownership of certain property. To qualify for compensation, the compensates LEAs for the federal ownership of certain property. To qualify for compensation, the
federal government must have acquired the property, in general, after 1938 and the assessed value federal government must have acquired the property, in general, after 1938 and the assessed value
of the land at the time it was acquired must have represented at least 10% of the assessed value of of the land at the time it was acquired must have represented at least 10% of the assessed value of
all real property within an LEA’s area of service. all real property within an LEA’s area of service.
Payments for Eligible Federally Connected Children (Basic Support Payments, Section
7003). Section 7003 compensates LEAs for enrolling “federally connected” children. These are Section 7003 compensates LEAs for enrolling “federally connected” children. These are
children who reside with a parent who is a member of the uniformed services living on or off children who reside with a parent who is a member of the uniformed services living on or off
federal property, reside with a parent who is an accredited foreign military officer living on or off federal property, reside with a parent who is an accredited foreign military officer living on or off
federal property, reside on Indian lands, reside in low-rent public housing, or reside with a parent federal property, reside on Indian lands, reside in low-rent public housing, or reside with a parent
who is a civilian working and/or living on federal land. who is a civilian working and/or living on federal land.
Two payments are made under Section 7003. Section 7003(b) authorizes “basic support Two payments are made under Section 7003. Section 7003(b) authorizes “basic support
payments” for federally connected children. Basic support payments are allocated directly to payments” for federally connected children. Basic support payments are allocated directly to
LEAs by ED based on a formula that uses weights assigned to different categories of federally LEAs by ED based on a formula that uses weights assigned to different categories of federally
connected children and cost factors to determine maximum payment amounts. Section 7003(d) connected children and cost factors to determine maximum payment amounts. Section 7003(d)
authorizes additional payments to LEAs based on the number of certain children with disabilities authorizes additional payments to LEAs based on the number of certain children with disabilities
who are eligible to receive services under the Individuals with Disabilities Education Act who are eligible to receive services under the Individuals with Disabilities Education Act
(IDEA).(IDEA).6870 Payments are limited to IDEA-eligible children whose parents are members of the Payments are limited to IDEA-eligible children whose parents are members of the
uniformed services (residing on or off federal property) and those residing on Indian lands. uniformed services (residing on or off federal property) and those residing on Indian lands.
Construction (Section 7007). Section 7007 provides funds for construction and facilities Section 7007 provides funds for construction and facilities
upgrading to certain LEAs with high percentages of children living on Indian lands or children of upgrading to certain LEAs with high percentages of children living on Indian lands or children of
military parents. These funds are used to make formula and competitive grants. military parents. These funds are used to make formula and competitive grants.
Facilities Maintenance (Section 7008). Section 7008 provides funds for emergency repairs and Section 7008 provides funds for emergency repairs and
comprehensive capital improvements at schools that ED currently owns but LEAs use to serve comprehensive capital improvements at schools that ED currently owns but LEAs use to serve
federally connected military dependent children. federally connected military dependent children.

66 68 Impact Aid was previously authorized under ESEA, Title VIII. Impact Aid was previously authorized under ESEA, Title VIII.
6769 Other significant Impact Aid provisions include Section 7004, which details policies regarding children residing on Other significant Impact Aid provisions include Section 7004, which details policies regarding children residing on
Indian lands, and Section 7009, which prohibits states from considering Impact Aid payments in determining state aid Indian lands, and Section 7009, which prohibits states from considering Impact Aid payments in determining state aid
to LEAs unless the state has an approved program to equalize expenditures among LEAs. to LEAs unless the state has an approved program to equalize expenditures among LEAs.
6870 For more information about IDEA, see CRS Report R41833, For more information about IDEA, see CRS Report R41833, The Individuals with Disabilities Education Act (IDEA),
Part B: Key Statutory and Regulatory Provisions. .
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Title VIII: General Provisions
Part A: Definitions
Part A (Section 8101) provides definitions of a variety of terms used frequently throughout the Part A (Section 8101) provides definitions of a variety of terms used frequently throughout the
ESEA, such as ESEA, such as “local educational agencylocal educational agency~~,” “~~, state educational agencystate educational agency~~,” “evidence-based,” “~~, evidence-based, four-four-
year adjusted cohort graduation rateyear adjusted cohort graduation rate~~,” “professional development,” “state,” and “~~, professional development, state, and well-rounded education.~~well-rounded~~
~~education.”~~
Part B: Flexibility in the Use of Administrative and Other Funds
Part B authorizes SEAs and LEAs to consolidate and jointly use funds available for Part B authorizes SEAs and LEAs to consolidate and jointly use funds available for
administration under multiple ESEA programs. In order to qualify for this flexibility, SEAs must administration under multiple ESEA programs. In order to qualify for this flexibility, SEAs must
demonstrate that a majority of their resources are provided from nonfederal sources. LEAs need demonstrate that a majority of their resources are provided from nonfederal sources. LEAs need
SEA approval to consolidate their funds. Part B also authorizes the consolidation of funds set SEA approval to consolidate their funds. Part B also authorizes the consolidation of funds set
aside for the Department of the Interior under various ESEA programs and the McKinney-Vento aside for the Department of the Interior under various ESEA programs and the McKinney-Vento
Homeless Education program.Homeless Education program.6971
Part C: Coordination of Programs, Consolidated State and Local
Plans and Applications
Part C authorizes SEAs and LEAs to prepare single, consolidated plans and reports for all Part C authorizes SEAs and LEAs to prepare single, consolidated plans and reports for all
“covered” ESEA programs. In general, the covered “covered” ESEA programs. In general, the covered ~~programs70~~programs72 are the ESEA formula grant are the ESEA formula grant
programs administered via SEAs. programs administered via SEAs.
Part D: Waivers
Under this provision, the Secretary is authorized to waive most statutory and regulatory Under this provision, the Secretary is authorized to waive most statutory and regulatory
requirements associated with any program authorized by the ESEA,requirements associated with any program authorized by the ESEA,7173 if specifically requested by if specifically requested by
an SEA or Indian tribe. LEAs may submit waiver requests through their SEA. The SEA may then an SEA or Indian tribe. LEAs may submit waiver requests through their SEA. The SEA may then
submit the request to the Secretary if it approves the waiver. Schools must submit their waiver submit the request to the Secretary if it approves the waiver. Schools must submit their waiver
requests to their LEAs, which in turn submit those requests to the SEA. requests to their LEAs, which in turn submit those requests to the SEA.
Part E: Approval and Disapproval of State Plans and Local
Applications
Part E includes provisions related to secretarial approval of state ESEA plans and SEA approval Part E includes provisions related to secretarial approval of state ESEA plans and SEA approval
of LEA plans. In both cases, the Secretary and the SEA, respectively, have 120 days from the day of LEA plans. In both cases, the Secretary and the SEA, respectively, have 120 days from the day
the plan was submitted to make a written determination that the submitted plan does not comply the plan was submitted to make a written determination that the submitted plan does not comply
with relevant requirements. If such a determination is made, among other actions, the state or with relevant requirements. If such a determination is made, among other actions, the state or
LEA must be notified immediately of the determination, provided with a detailed description of LEA must be notified immediately of the determination, provided with a detailed description of
the specific plan provisions that failed to meet the requirements, offered an opportunity to revise the specific plan provisions that failed to meet the requirements, offered an opportunity to revise

69and resubmit the plan within 45 days of the determination being made, provided technical 71 For more information about the McKinney-Vento Homeless Education program, see CRS Report RL30442, For more information about the McKinney-Vento Homeless Education program, see CRS Report RL30442,
Homelessness: Targeted Federal Programs. .
7072 These include Title I-A, Title I-C, Title I-D, Title II-A, Title III-A, Title IV-A, Title IV-B, and Title V-B-2. These include Title I-A, Title I-C, Title I-D, Title II-A, Title III-A, Title IV-A, Title IV-B, and Title V-B-2.
7173 The Secretary is prohibited from waiving certain statutory or regulatory requirements. For example, the Secretary The Secretary is prohibited from waiving certain statutory or regulatory requirements. For example, the Secretary
may not waive requirements related to the allocation or distribution of ESEA funds or requirements related to parental may not waive requirements related to the allocation or distribution of ESEA funds or requirements related to parental
participation and involvement. participation and involvement.
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~~and resubmit the plan within 45 days of the determination being made, provided technical~~
assistance upon request (from the Secretary or SEA, respectively), and provided with a hearing assistance upon request (from the Secretary or SEA, respectively), and provided with a hearing
within 30 days of the within 30 days of the ~~plans~~plan’s resubmission. resubmission.
Part F: Uniform Provisions
Subpart 1 contains provisions for the participation of private school students and staff in those Subpart 1 contains provisions for the participation of private school students and staff in those
ESEA programs where such participation is authorized.ESEA programs where such participation is authorized.7274 Under the relevant ESEA programs, Under the relevant ESEA programs,
services provided to private school students or staff are to be equitable in relation to the number services provided to private school students or staff are to be equitable in relation to the number
of such students or staff eligible for each program; secular, neutral, and non-ideological, with no of such students or staff eligible for each program; secular, neutral, and non-ideological, with no
funds to be used for religious worship or instruction; and developed through consultation between funds to be used for religious worship or instruction; and developed through consultation between
public and private school officials. Provision is made for bypassing SEAs and LEAs that cannot public and private school officials. Provision is made for bypassing SEAs and LEAs that cannot
or have not provided equitable services to private school students or staff, and serving private or have not provided equitable services to private school students or staff, and serving private
school students and staff in these areas through neutral, third-party organizations. Provision is school students and staff in these areas through neutral, third-party organizations. Provision is
also made for the submission of complaints regarding implementation of these requirements. also made for the submission of complaints regarding implementation of these requirements.
Subpart 1 also prohibits federal control of private or homeschools, or the application of any ESEA Subpart 1 also prohibits federal control of private or homeschools, or the application of any ESEA
requirement to any private school that does not receive funds or services under any ESEA requirement to any private school that does not receive funds or services under any ESEA
program. It also states that no ESEA provisions apply to homeschools.program. It also states that no ESEA provisions apply to homeschools.7375
Subpart 2 contains a wide range of provisions, including the following: Subpart 2 contains a wide range of provisions, including the following:
• a general definition of “maintenance of effort,” as applied in several ESEA a general definition of “maintenance of effort,” as applied in several ESEA
programs (Section 8521); programs (Section 8521);
• a requirement that ED publish guidance on prayer in public schools, and a a requirement that ED publish guidance on prayer in public schools, and a
requirement that LEAs receiving ESEA funds certify to their SEAs that they do requirement that LEAs receiving ESEA funds certify to their SEAs that they do
not limit the exercise of “constitutionally protected prayer”not limit the exercise of “constitutionally protected prayer”7476 in public schools in public schools
(Section 8524); (Section 8524);
• a requirement that recipient SEAs, LEAs, and public schools have a “designated a requirement that recipient SEAs, LEAs, and public schools have a “designated
open forum” open forum”7577 to provide equal access to the Boy Scouts (Section 8525); to provide equal access to the Boy Scouts (Section 8525);
• a prohibition on the use of ESEA funds to “promote or encourage sexual activity a prohibition on the use of ESEA funds to “promote or encourage sexual activity
(Section 8526)”; (Section 8526)”;
• a prohibition on federal control of educational curricula, content or achievement a prohibition on federal control of educational curricula, content or achievement
standards, building standards, or allocation of resources (Section 8526A and standards, building standards, or allocation of resources (Section 8526A and
Section 8527); Section 8527);
• a requirement that LEAs receiving funds under any a requirement that LEAs receiving funds under any EDESEA program provide to the program provide to the
armed services access to directory information on secondary school students, armed services access to directory information on secondary school students,
unless students or their parents request that such information not be unless students or their parents request that such information not be ~~released76~~released78
(Section 8528); (Section 8528);

72 74 The Section 8501 private school student and staff participation requirements apply to Title I-C, Title II-D, Title III- The Section 8501 private school student and staff participation requirements apply to Title I-C, Title II-D, Title III-
A, Title IV-A, Title IV-B, and Section 4631 with respect to Project SERV. Title I-A has separate, detailed private A, Title IV-A, Title IV-B, and Section 4631 with respect to Project SERV. Title I-A has separate, detailed private
school student and staff participation provisions. The Supporting High-Ability Learners and Learning program (Section school student and staff participation provisions. The Supporting High-Ability Learners and Learning program (Section
4644) also has separate private school student and teacher participation provisions. 4644) also has separate private school student and teacher participation provisions.
7375 This provision applies to all homeschools, regardless of whether a homeschool is considered a private school under This provision applies to all homeschools, regardless of whether a homeschool is considered a private school under
state law. state law.
7476 Section 8524(a). Section 8524(a).
7577 Section 8525(b)(1). Section 8525(b)(1).
7678 This provision does not apply to certain religiously affiliated private schools (Section 8527(c)). This provision does not apply to certain religiously affiliated private schools (Section 8527(c)).
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• a prohibition on federally sponsored testing of students or teachers, with some a prohibition on federally sponsored testing of students or teachers, with some
exceptions (Section 8529); exceptions (Section 8529);77
79 • an “Unsafe School Choice Option” under which students in states receiving an “Unsafe School Choice Option” under which students in states receiving
ESEA funds who attend a “persistently dangerous” public school, ESEA funds who attend a “persistently dangerous” public school,7880 or who are or who are
victims of violent crime at school, are to be offered the opportunity to transfer to victims of violent crime at school, are to be offered the opportunity to transfer to
a “safe” public school (Section 8532); a “safe” public school (Section 8532);
• a requirement related to the transfer of school disciplinary records (Section a requirement related to the transfer of school disciplinary records (Section
8537); 8537);
• a requirement related to consultation between LEAs and Indian tribes and tribal a requirement related to consultation between LEAs and Indian tribes and tribal
organizations (Section 8538); organizations (Section 8538);
• a requirement that ED provide outreach and technical assistance to rural LEAs a requirement that ED provide outreach and technical assistance to rural LEAs
(Section 8539); and (Section 8539); and
• a prohibition related to the aiding and abetting of sex abuse (Section 8546). a prohibition related to the aiding and abetting of sex abuse (Section 8546).
Subpart 3 includes teacher liability protection Subpart 3 includes teacher liability protection that applies to states that receive ESEA funds. This subpart provides limitations on liability for . This subpart provides limitations on liability for
teachers in school for harm caused by an act or omission of the teacher on behalf of the school if teachers in school for harm caused by an act or omission of the teacher on behalf of the school if
certain conditions (e.g., the teacher was acting within the scope of his or her employment) are certain conditions (e.g., the teacher was acting within the scope of his or her employment) are
met. met.
Subpart 4 contains gun-free requirements. Each state receiving funds under the ESEA must have Subpart 4 contains gun-free requirements. Each state receiving funds under the ESEA must have
a state law that requires LEAs to expel for at least one year any student who is determined to have a state law that requires LEAs to expel for at least one year any student who is determined to have
brought a firearm to a school or possessed a firearm at a school under the jurisdiction of an LEA brought a firearm to a school or possessed a firearm at a school under the jurisdiction of an LEA
in the state. The chief administering officer of the LEA may modify this requirement on a case-in the state. The chief administering officer of the LEA may modify this requirement on a case-
by-case basis. In addition, no LEA may receive funds unless it has a policy requiring that any by-case basis. In addition, no LEA may receive funds unless it has a policy requiring that any
student who brings a firearm or weapon to a school served by the LEA is referred to the criminal student who brings a firearm or weapon to a school served by the LEA is referred to the criminal
justice or juvenile delinquency system. justice or juvenile delinquency system.
Subpart 5 prohibits smoking within indoor facilities providing kindergarten, elementary, or Subpart 5 prohibits smoking within indoor facilities providing kindergarten, elementary, or
secondary education or library services to children, if the services are funded directly or indirectly secondary education or library services to children, if the services are funded directly or indirectly
by the federal government, or the facility is constructed, operated, or maintained using federal by the federal government, or the facility is constructed, operated, or maintained using federal
funds. funds.
Part G: Evaluations
Part G authorizes ED to reserve 0.5% of the funds appropriated for ESEA programs, other than Part G authorizes ED to reserve 0.5% of the funds appropriated for ESEA programs, other than
~~Titles~~programs authorized by Title I, for program I, for program ~~evaluations79~~evaluations81 if funds for this purpose are not separately authorized if funds for this purpose are not separately authorized by a given program. .
Appropriations and Authorizations of
Appropriations for Programs Authorized by
the ESEA
Table 1 provides appropriations for ESEA programs for FY2017 through provides appropriations for ESEA programs for FY2017 through ~~FY2022~~FY2023. The . The
appropriations included iappropriations included in Table 1 are based on the most recent data available from ED’s Budget are based on the most recent data available from ED’s Budget
~~Service Office. The amounts shown reflect any reprogramming or transfers of funds done by ED~~

77 79 For example, NAEP is an exception to this prohibition (Section 8529(b)). For example, NAEP is an exception to this prohibition (Section 8529(b)).
7880 Each state defines what constitutes a “persistently dangerous school” for its public schools. Each state defines what constitutes a “persistently dangerous school” for its public schools.
7981 Section 1002 includes a separate authorization of appropriations for evaluations of Title I. Section 1002 includes a separate authorization of appropriations for evaluations of Title I.
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Service Office. The amounts shown reflect any reprogramming or transfers of funds done by ED as of the time this table was prepared to provide the actual level of funding allocated to each as of the time this table was prepared to provide the actual level of funding allocated to each
program/activity. This list of “programs/activities” does not take into account the number of program/activity. This list of “programs/activities” does not take into account the number of
programs, projects, or activities that may be funded under a single line-item appropriation, so the programs, projects, or activities that may be funded under a single line-item appropriation, so the
actual number of ESEA programs, projects, or activities being supported through appropriations actual number of ESEA programs, projects, or activities being supported through appropriations
is not shown. It should be noted that ED considers all of the funds provided in an appropriations is not shown. It should be noted that ED considers all of the funds provided in an appropriations
act for a given fiscal year, including advance appropriations provided for the following fiscal act for a given fiscal year, including advance appropriations provided for the following fiscal
year, to be appropriations for the given fiscal year. For example, year, to be appropriations for the given fiscal year. For example, ~~for the purposes of~~
~~appropriations,~~ ED considers all of the funds provided in the ED considers all of the funds provided in the ~~FY2020~~FY2023 appropriations act, appropriations act,
including advance appropriations provided in including advance appropriations provided in ~~FY2021~~FY2024, to be , to be ~~FY2020~~FY2023 appropriations. appropriations.
These funds are being used primarily during the 2023-2024 school year. Table 1 follows this convention with regard to the fiscal year of the funds. Table 2 provides ESEA appropriations for FY2016 and FY2017 to depict the transition from the provides ESEA appropriations for FY2016 and FY2017 to depict the transition from the
ESEA as amended by the NCLB to the ESEA as amended by the ESSA. Programs authorized ESEA as amended by the NCLB to the ESEA as amended by the ESSA. Programs authorized
under the ESEA as amended by either the NCLB or the ESSA are included. Programs and under the ESEA as amended by either the NCLB or the ESSA are included. Programs and
activities are referred to by their names in the ESEA as amended by the ESSA if a program was in activities are referred to by their names in the ESEA as amended by the ESSA if a program was in
both the ESEA as amended by the ESSA and by the NCLB. If the program had a different name both the ESEA as amended by the ESSA and by the NCLB. If the program had a different name
in the ESEA as amended by the NCLB, the name is included in parentheses. Programs are listed in the ESEA as amended by the NCLB, the name is included in parentheses. Programs are listed
in the order in which they appear in the ESEA as amended by the ESSA if they also appeared in in the order in which they appear in the ESEA as amended by the ESSA if they also appeared in
the ESEA as amended by the NCLB. For programs that appear in only the ESEA as amended by the ESEA as amended by the NCLB. For programs that appear in only the ESEA as amended by
either the ESSA or the NCLB, programs are listed in the order they appear or appeared in law. For either the ESSA or the NCLB, programs are listed in the order they appear or appeared in law. For
some programs that were funded in FY2016 but not in FY2017, it is possible that another some programs that were funded in FY2016 but not in FY2017, it is possible that another
program authorized in FY2017 provided funding for similar purposes. For example, the program authorized in FY2017 provided funding for similar purposes. For example, the
Elementary and Secondary School Counseling program was funded in FY2016 but not in Elementary and Secondary School Counseling program was funded in FY2016 but not in
FY2017. School counseling activities are an allowable use of funds under the SSAE program FY2017. School counseling activities are an allowable use of funds under the SSAE program
created under the ESSA. The same methodology as discussed above was used in determining created under the ESSA. The same methodology as discussed above was used in determining
appropriations amounts for each program. appropriations amounts for each program.
Table 3 provides the authorized level of appropriations for each program included in the ESEA provides the authorized level of appropriations for each program included in the ESEA
that has a specified authorization of appropriations. The ESEA includes authorizations of that has a specified authorization of appropriations. The ESEA includes authorizations of
appropriations for FY2017 through FY2021.appropriations for FY2017 through FY2021.80
~~Table 1. ESEA Appropriations, FY2017-FY2022~~
~~(Dollars in thousands)~~
~~FY2017~~
~~FY2018~~
~~FY2019~~
~~FY2020~~
~~FY2021~~
~~FY2022~~
~~ESEA~~
~~Appropria-~~
~~Appropria-~~
~~Appropria-~~
~~Appropria-~~
~~Appropria-~~
~~Appropria-~~
~~Program/Activity~~
~~Citation~~
~~tions~~
~~tions~~
~~tions~~
~~tions~~
~~tions~~
~~tions~~
~~Grants to Local~~
~~Title I-A~~
~~$15,459,802~~
~~$15,759,802~~
~~$15,859,802~~
~~$16,309,802~~
~~$16,536,802~~
~~$17,536,802~~
~~Educational~~
~~Agencies (LEAs)~~

8082 82 The General Education Provisions Act (GEPA) automatically extended the authorizations of appropriations for The General Education Provisions Act (GEPA) automatically extended the authorizations of appropriations for
programs administered by ED for an additional fiscal year as Congress did not act to extend or repeal the authorizations programs administered by ED for an additional fiscal year as Congress did not act to extend or repeal the authorizations
of appropriations by the regular session that ended prior to the start of FY2020 (20 U.S.C. §1126a). The amount of appropriations by the regular session that ended prior to the start of FY2020 (20 U.S.C. §1126a). The amount
authorized to be appropriated for the period of the automatic extension is required to be the same amount authorized to authorized to be appropriated for the period of the automatic extension is required to be the same amount authorized to
be appropriated for a program for the terminal fiscal year of the program. Thus, the authorization of appropriations for be appropriated for a program for the terminal fiscal year of the program. Thus, the authorization of appropriations for
FY2021 for ESEA programs was identical to the authorization of appropriations for FY2020. For FY2022 and FY2021 for ESEA programs was identical to the authorization of appropriations for FY2020. For FY2022 and
subsequent years, the authorization of appropriations for ESEA programs has expired; however, the programs may subsequent years, the authorization of appropriations for ESEA programs has expired; however, the programs may
continue to receive appropriations through the appropriations process. continue to receive appropriations through the appropriations process.
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Table 1. ESEA Appropriations, FY2017-FY2023 (Dollars in thousands)
FY2017
FY2018
FY2019
FY2020
FY2021
FY2022
FY2023 Program/Activ ESEA
Appropria-
Appropria-
Appropria-
Appropria-
Appropria-
Appropria-
~~Program/Activity~~Appropria- ity
Citation
tions
tions
tions
tions
tions
tions tions Grants to Local Title I-A $15,459,802 $15,759,802 $15,859,802 $16,309,802 $16,536,802 $17,536,802 $18,386,802 Educational Agencies (LEAs)
Grants for State Grants for State
Title I-B Title I-B
$369,100 $369,100
$378,000 $378,000
$378,000 $378,000
$378,000 $378,000
$378,000 $378,000
$390,000 $390,000 $390,000
Assessments and Assessments and
Enhanced Enhanced
Assessment Assessment
Instruments Instruments (State (State
Assessment Grants) Assessment Grants)
Education of Education of
Title I-C Title I-C
$374,751 $374,751
$374,751 $374,751
$374,751 $374,751
$374,751 $374,751
$375,626 $375,626
$375,626 $375,626 $375,626
Migratory Children Migratory Children
(Migrant Education) (Migrant Education)
Prevention and Prevention and
Title I-D Title I-D
$47,614 $47,614
$47,614 $47,614
$47,614 $47,614
$47,614 $47,614
$48,239 $48,239
$48,239 $48,239 $49,239
Intervention Intervention
Programs for Programs for
Children and Youth Children and Youth
Who Are Who Are
Neglected, Neglected,
Delinquent, or At-Delinquent, or At-
Risk (Neglected and Risk (Neglected and
Delinquent) Delinquent)
Supporting Supporting ~~Effective~~
Title II-A Title II-A
$2,055,830 $2,055,830
$2,055,830 $2,055,830
$2,055,830 $2,055,830
$2,131,830 $2,131,830
$2,143,080 $2,143,080
$2,170,080 $2,170,080
~~Instruction~~
~~Teacher and School~~
$2,190,080 Effective Instruction CRS-25 link to page 33 FY2017 FY2018 FY2019 FY2020 FY2021 FY2022 FY2023 Program/Activ ESEA Appropria- Appropria- Appropria- Appropria- Appropria- Appropria- Appropria- ity Citation tions tions tions tions tions tions tions Teacher and Title II-B-1 Title II-B-1
$200,000 $200,000
$200,000 $200,000
$200,000 $200,000
$200,000 $200,000
$200,000 $200,000
$173,000 $173,000
$173,000 School Leader Incentive Leader Incentive
Fund Fund
Comprehensive Comprehensive
Title II-B-2 Title II-B-2
$190,000 $190,000
$190,000 $190,000
$190,000 $190,000
$192,000 $192,000
$192,000 $192,000
$192,000 $192,000 $194,000
State Literacy State Literacy
(Section (Section
Development Development
2222) 2222)
Grants Grants
Innovative Innovative
Title II-B-2 Title II-B-2
$27,000 $27,000
$27,000 $27,000
$27,000 $27,000
$27,000 $27,000
$28,000 $28,000
$29,000 $29,000 $30,000
Approaches to Approaches to
(Section (Section
Literacy Literacy
2226) 2226)
American American ~~History~~
Title II-B-3 Title II-B-3
$3,515 $3,515
$3,515 $3,515
$4,815 $4,815
$4,815 $4,815
$5,250 $5,250
$7,750 $7,750
~~and Civics~~$23,000 History and
(Sections (Sections
Civics EducatioEducationa
2232 and 2232 and
2233) 2233)
Supporting Supporting ~~Effective~~
Title II-B-4 Title II-B-4
$65,000 $65,000
$75,000 $75,000
$75,000 $75,000
$80,000 $80,000
$80,000 $80,000
$85,000 $85,000
~~Educator~~$90,000 Effective
(Section (Section
~~Development~~Educator
2242) 2242)
Development (SEED) (SEED)
School Leader School Leader
Title II-B-4 Title II-B-4
$14,500 $14,500
$0 $0
$0 $0
$0 $0
$0 $0
$0 $0
$0 Recruitment and Recruitment and
(Section (Section
Support Support
2243) 2243)
STEM Master STEM Master
Title II-B-4 Title II-B-4
$0 $0
$0 $0
$0 $0
$0 $0
$0 $0
$0 $0
$0 Teacher Corps Teacher Corps
(Section (Section
2245) 2245)
English Language English Language
Title III-A Title III-A
$737,400 $737,400
$737,400 $737,400
$737,400 $737,400
$787,400 $787,400
$797,400 $797,400
$831,400 $831,400 $890,000
Acquisition Acquisition
Student Support Student Support
Title IV-A Title IV-A
$400,000 $400,000
$1,100,000 $1,100,000
$1,170,000 $1,170,000
$1,210,000 $1,210,000
$1,220,000 $1,220,000
$1,280,000 $1,280,000 $1,380,000
and Academic and Academic
Enrichment Enrichment Grants CRS-26 ~~Grants~~
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FY2017
FY2018
FY2019
FY2020
FY2021
FY2022
FY2023 Program/Activ ESEA
Appropria-
Appropria-
Appropria-
Appropria-
Appropria-
Appropria-
~~Program/Activity~~Appropria- ity
Citation
tions
tions
tions
tions
tions
tions tions
21st Century 21st Century
Title IV-B Title IV-B
$1,191,673 $1,191,673
$1,211,673 $1,211,673
$1,221,673 $1,221,673
$1,249,673 $1,249,673
$1,259,673 $1,259,673
$1,289,673 $1,289,673 $1,329,673
Community Community
Learning Centers Learning Centers
Charter Schools Charter Schools
Title IV-C Title IV-C
$342,172 $342,172
$400,000 $400,000 $427,859b
$440,000 $440,000
$440,000 $440,000
$440,000 $440,000
$440,000 $440,000
Program Program
Magnet Schools Magnet Schools
Title IV-D Title IV-D
$97,647 $97,647
$105,000 $105,000
$ $~~107,000~~113,700b
$107,000 $107,000
$109,000 $109,000
$124,000 $124,000 $139,000
Assistance Program Assistance Program
Family Family ~~Engagement~~
Title IV-E Title IV-E
$0 $0
$10,000 $10,000
$ $~~10,000~~15,440b
$10,000 $10,000
$12,500 $12,500
$15,000 $15,000
$20,000 Engagement in in Education Education
Education Education
Title IV-F-1 Title IV-F-1
$100,000 $100,000
$120,000 $120,000
$130,000 $130,000
$190,000 $190,000
$194,000 $194,000
$234,000 $234,000 $284,000
Innovation and Innovation and
Research Research
Promise Promise
Title IV-F-2 Title IV-F-2
$73,254 $73,254
$78,254 $78,254
$78,254 $78,254
$80,000 $80,000
$81,000 $81,000
$85,000 $85,000 $91,000
Neighborhoods Neighborhoods
(Section (Section
4624) 4624)
Ful -Service Ful -Service
Title IV-F-2 Title IV-F-2
$10,000 $10,000
$17,500 $17,500
$17,500 $17,500
$25,000 $25,000
$30,000 $30,000
$75,000 $75,000 $150,000
Community Community ~~Schools~~ (Section (Section
Schools 4625) 4625)
National National ~~Activities~~
Title IV-F-3 Title IV-F-3
$68,000 $68,000
$90,000 $90,000
$95,000 $95,000
$105,000 $105,000
$106,000 $106,000
$201,000 $201,000
$216,000 Activities for School Safety for School Safety
Assistance for Assistance for ~~Arts~~
Title IV-F-4 Title IV-F-4
$27,000 $27,000
$29,000 $29,000
$29,000 $29,000
$30,000 $30,000
$30,500 $30,500
$36,500 $36,500
$36,500 Arts Education Education ~~Program~~
(Section (Section
Program 4642) 4642)
Ready to Learn Ready to Learn
Title IV-F-4 Title IV-F-4
$25,741 $25,741
$27,741 $27,741
$27,741 $27,741
$29,000 $29,000
$29,500 $29,500
$30,500 $30,500 $31,000 Programming (Section 4643) CRS-27 FY2017 FY2018 FY2019 FY2020 FY2021 FY2022 FY2023 Program/Activ ESEA Appropria- Appropria- Appropria- Appropria- Appropria- Appropria- Appropria- ity Citation tions tions tions tions tions tions tions
~~Programming~~
~~(Section~~
~~4643)~~
Javits Gifted and Javits Gifted and
Title IV-F-4 Title IV-F-4
$12,000 $12,000
$12,000 $12,000
$12,000 $12,000
$13,000 $13,000
$13,500 $13,500
$14,500 $14,500
~~Talented Education~~$16,500 Talented
(Section (Section
Education 4644) 4644)
Small, Rural Small, Rural ~~School~~
Title V-B-1 Title V-B-1
$87,920 $87,920
$90,420 $90,420
$90,420 $90,420
$92,920 $92,920
$93,920 $93,920
$97,500 $97,500
$107,500 School Achievement Achievement
Program Program
Rural and Low- Rural and Low-
Title V-B-2 Title V-B-2
$87,920 $87,920
$90,420 $90,420
$90,420 $90,420
$92,920 $92,920
$93,920 $93,920
$97,500 $97,500 $107,500
Income School Income School
Program Program
Indian Education, Indian Education,
Title VI-A-1 Title VI-A-1
$100,381 $100,381
$105,381 $105,381
$105,381 $105,381
$105,381 $105,381
$105,381 $105,381
$109,881 $109,881
$110,381 Formula Grants to Formula Grants to
LEAs LEAs
Special Programs Special Programs
Title VI-A-2 Title VI-A-2
$57,993 $57,993
$67,993 $67,993
$67,993 $67,993
$67,993 $67,993
$67,993 $67,993
$70,000 $70,000 $72,000
and Projects to and Projects to
Improve Improve
Educational Educational
Opportunities for Opportunities for
Indian Children Indian Children
Indian Education, Indian Education,
Title VI-A-3 Title VI-A-3
$6,565 $6,565
$6,865 $6,865
$6,865 $6,865
$7,365 $7,365
$7,865 $7,865
$9,365 $9,365
$12,365 National National Activities Native Hawaiian Title VI-B $33,397 $36,397 $36,397 $36,897 $37,397 $38,897 $45,897 Education Alaska Native Title VI-C $32,453 $35,453 $35,453 $35,953 $36,453 $37,953 $44,953 Education CRS-28 ~~Activities~~
~~Congressional Research Service~~
26

~~The ESEA, as Amended by the Every Student Succeeds Act: A Primer~~

FY2017
FY2018
FY2019
FY2020
FY2021
FY2022
FY2023 Program/Activ ESEA
Appropria-
Appropria-
Appropria-
Appropria-
Appropria-
Appropria-
~~Program/Activity~~
~~Citation~~
~~tions~~Appropria- ity Citation
tions
tions
tions
tions
tions
~~Native Hawaiian~~
~~Title VI-B~~
~~$33,397~~
~~$36,397~~
~~$36,397~~
~~$36,897~~
~~$37,397~~
~~$38,897~~
~~Education~~
~~Alaska Native~~
~~Title VI-C~~
~~$32,453~~
~~$35,453~~
~~$35,453~~
~~$35,953~~
~~$36,453~~
~~$37,953~~
~~Education~~tions tions
Impact Aid, Impact Aid,
Title VII Title VII
$68,813 $68,813
$73,313 $73,313
$74,313 $74,313
$75,313 $75,313
$76,313 $76,313
$77,313 $77,313
~~Payments Relating~~$78,313 Payments
(Section (Section
~~to Federal~~Relating to
7002) 7002)
Federal Acquisition of Real Acquisition of Real
Property Property
Impact Aid, Impact Aid,
Title VII Title VII
$1,189,233 $1,189,233
$1,270,242 $1,270,242
$1,301,242 $1,301,242
$1,340,242 $1,340,242
$1,354,242 $1,354,242
$1,409 $1,409,242 $1,468,242 ,242
Payments for Payments for
(Section 700 (Section 700
Eligible Federally Eligible Federally
3(b)) 3(b))
Connected Connected
Children (Basic Children (Basic
Support Payments) Support Payments)
Impact Aid, Impact Aid,
Title VII Title VII
$48,316 $48,316
$48,316 $48,316
$48,316 $48,316
$48,316 $48,316
$48,316 $48,316
$48,316 $48,316
$48,316 Payments for Payments for
(Section 700 (Section 700
Eligible Federally Eligible Federally
3(d)) 3(d))
Connected Connected
Children (Payments Children (Payments
for Children with for Children with
Disabilities) Disabilities)
Impact Aid, Impact Aid,
Title VII Title VII
$17,406 $17,406
$17,406 $17,406
$17,406 $17,406
$17,406 $17,406
$17,406 $17,406
$17,406 $17,406
$18,406 Construction Construction
(Section (Section
7007) 7007)
Impact Aid, Impact Aid,
Title VII Title VII
$4,835 $4,835
$4,835 $4,835
$4,835 $4,835
$4,835 $4,835
$4,835 $4,835
$4,835 $4,835
$4,835 Facilities Facilities
(Section (Section
Maintenance Maintenance
7008) 7008)
TOTAL
—
$23,627,231
$24,897,121
$25,167,421
$25,~~950~~947,426
$26,254,111
$27,682,278
$29,044,128 Source: Table prepared by CRS based on appropriations tables from the U.S. Department of Education, Budget Table prepared by CRS based on appropriations tables from the U.S. Department of Education, Budget
Service, various years. Service, various years.
a. With respect to American History and Civics Education, under Section 2232 funds are used to support a. With respect to American History and Civics Education, under Section 2232 funds are used to support
Presidential and Congressional Academies for American Presidential and Congressional Academies for American History and Civics. Under Section 2233, funds are History and Civics. Under Section 2233, funds are
used to support National Activities. Based on ED, Budget Service, Justification of Appropriations Estimates used to support National Activities. Based on ED, Budget Service, Justification of Appropriations Estimates
to Congress, various years, appropriations have been provided as fol ows: FY2017 and FY2018: $1,815,000 to Congress, various years, appropriations have been provided as fol ows: FY2017 and FY2018: $1,815,000
(Section 2232) and $1,700,000 (Section 2233); FY2019 and (Section 2232) and $1,700,000 (Section 2233); FY2019 and CRS-29 FY2020: $1,815,000 (Section 2232) and FY2020: $1,815,000 (Section 2232) and
$3,000,000 (Section 2233); $3,000,000 (Section 2233); ~~and~~ FY2021: $1,986,000 (Section 2232), $3,211,000 (Section 2233), and $53,000 FY2021: $1,986,000 (Section 2232), $3,211,000 (Section 2233), and $53,000
(peer review of new applications for grants under Sections 2232 and 2233)(peer review of new applications for grants under Sections 2232 and 2233)~~. FY2022 data were not available~~
~~as of April 2022.~~
~~Congressional Research Service~~
27

~~link to page 37 link to page 37~~; FY2022: $828,000 (Section 2232), $6,920,000 (Section 2233), and $1,000 (peer review of new applications for grants under Section 2233); and FY2023: $2,975,000 (Section 2232), $19,950,000 (Section 2233), and $75,000 (peer review of new applications for grants under Sections 2232 and 2233). Details may not add to totals due to rounding. b. ED reprogrammed $12,141,000 from the Charter Schools Program and provided it to other programs in the Innovation and Improvement account, including $6,700,000 to the Magnet Schools Assistance Program and $5,440,000 to Statewide Family Engagement Centers. Prior to the reprogramming, appropriations for the Charter Schools Program were $440,000,000, appropriations for the Magnet Schools Assistance Program were $107,000,000, and appropriations for the Statewide Family Engagement Centers were $10,000,000. CRS-30 link to page 40 link to page 40 The ESEA, as Amended by the Every Student Succeeds Act: A Primer

Table 2. ESEA Program Authorizations Based on Amendments Included in the No ~~the No~~ Child Left Behind Act
(NCLB) and the Every Student Succeeds Act (ESSA): FY2016 and FY2017
(Dollars in thousands) (Dollars in thousands)

ESEA Citation

NCLB ESSA FY2016
FY2017
Program/Activity
~~NCLB~~
~~ESSA~~Amendments Amendments
Appropriations
Appropriations
School Improvement School Improvement
Title I, Section Title I, Section
— —
$450,000 $450,000
na na
Grants Grants
1003(g) 1003(g)
Grants to Local Grants to Local
Title I-A Title I-A
Title I-A Title I-A
$14,909,802 $14,909,802
$15,459,802 $15,459,802
Educational Agencies Educational Agencies
(LEAs) (LEAs)
Grants for State Grants for State
Title VI-A-1 Title VI-A-1
Title I-B Title I-B
$378,000 $378,000
$369,100 $369,100
Assessments and Assessments and
(Sections 6111 and (Sections 6111 and
Enhanced Assessment Enhanced Assessment
6112)) 6112))
Instruments (State Instruments (State
Assessment Grants) Assessment Grants)
Reading First Reading First
Title I-B-1 Title I-B-1
— —
$0 $0
na na
Early Reading First Early Reading First
Title I-B-2 Title I-B-2
— —
$0 $0
na na
Even Start Even Start
Title I-B-3 Title I-B-3
— —
$0 $0
na na
Improving Literacy Improving Literacy
Title I-B-4 Title I-B-4
— —
$0 $0
na na
through School through School
Libraries Libraries
Education of Migratory Education of Migratory
Title I-C Title I-C
Title I-C Title I-C
$374,751 $374,751
$374,751 $374,751
Children (Migrant Children (Migrant
Education) Education)
Prevention and Prevention and
Title I-D Title I-D
Title I-D Title I-D
$47,614 $47,614
$47,614 $47,614
Intervention Programs Intervention Programs
for Children and Youth for Children and Youth
Who Are Neglected, Who Are Neglected,
Delinquent, or At-Risk Delinquent, or At-Risk
(Neglected and (Neglected and
Delinquent) Delinquent)
Close Up Fellowships Close Up Fellowships
Title I-E (Section Title I-E (Section
— —
$0 $0
na na
1504) 1504)
Comprehensive School Comprehensive School
Title I-F Title I-F
— —
$0 $0
na na
Reform Reform
Advanced Placement Advanced Placement
Title I-G Title I-G
— —
$28,483 $28,483
na na
School Dropout School Dropout
Title I-H Title I-H
— —
$0 $0
na na
Preventio Preventiona
Supporting Effective Supporting Effective
Title II-A Title II-A
Title II-A Title II-A
$2,349,830 $2,349,830
$2,055,830 $2,055,830
Instruction (formerly Instruction (formerly
the Teacher and the Teacher and
Principal Training and Principal Training and
Recruiting FunRecruiting Fundb)
Advanced Advanced
Title II-A-5 (Section Title II-A-5 (Section
— —
$0 $0
na na
Credentialing Credentialing
2151(c)) 2151(c))
~~Special Education~~
~~Title II-A-5 (Section~~
—
$0
na
~~Teacher Training~~
~~2151(d))~~
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ESEA Citation

NCLB ESSA FY2016
FY2017
Program/Activity
~~NCLB~~
~~ESSA~~Amendments Amendments
Appropriations
Appropriations
Special Education Title II-A-5 (Section — $0 na Teacher Training 2151(d)) Early Childhood Early Childhood
Title II-A-5 (Section Title II-A-5 (Section
— —
$0 $0
na na
Educator Professional Educator Professional
2151(e)) 2151(e))
Development Development
Teacher and School Teacher and School
Title V-D-1 Title V-D-1
Title II-B-1 Title II-B-1
$230,000 $230,000
$200,000 $200,000
Leader Incentive Leader Incentive
Grants (formerly the Grants (formerly the
Teacher Incentive Teacher Incentive
Fund) Fund)
Comprehensive Comprehensive
Title I-E (Section Title I-E (Section
Title II-B-2 (Section Title II-B-2 (Section
$190,000 $190,000
$190,000 $190,000
Literacy Development Literacy Development
1502) 1502)
2222) 2222)
Grants (formerly Grants (formerly
Striving Readers) Striving Readers)
Innovative Approaches Innovative Approaches
Title V-D-1 Title V-D-1
Title II-B-2 (Section Title II-B-2 (Section
$27,000 $27,000
$27,000 $27,000
to Literacy to Literacy
2226) 2226)
American History and American History and
Title V-D-1 Title V-D-1
Title II-B-3 Title II-B-3
$1,815 $1,815
$3,515 $3,515
Civics Educatio Civics Educationc
(Sections 2232 and (Sections 2232 and
2233) 2233)
Supporting Effective Supporting Effective
—d
Title II-B-4 (Section Title II-B-4 (Section
na na
$65,000 $65,000
Educator Development Educator Development
2242) 2242)
(SEED) (SEED)
School Leader School Leader
Title II-A-5 (Section Title II-A-5 (Section
Title II-B-4 (Section Title II-B-4 (Section
$16,368 $16,368
$14,500 $14,500
Recruitment and Recruitment and
2151(b)) 2151(b))
2243) 2243)
Support (formerly Support (formerly
School Leadership School Leadership
program) program)
STEM Master Teacher STEM Master Teacher
— —
Title II-B-4 (Section Title II-B-4 (Section
na na
$0 $0
Corps Corps
2245) 2245)
Math and Science Math and Science
Title II-B Title II-B
— —
$152,717 $152,717
na na
Partnerships Partnerships
Transition to Teaching Transition to Teaching
Title II-C-1-B Title II-C-1-B
— —
$0 $0
na na
National Writing National Writing
Title II-C-2 Title II-C-2
— —
$0 $0
na na
Project Project
We the People (Civic We the People (Civic
Title II-C-3 Title II-C-3
— —
$0 $0
na na
Education) Education)
(Section 2344) (Section 2344)
Cooperative Education Cooperative Education
Title II-C-3 Title II-C-3
— —
$0 $0
na na
Exchange (Civic Exchange (Civic
(Section 2345) (Section 2345)
Education) Education)
Teaching of Traditional Teaching of Traditional
Title II-C-4 Title II-C-4
— —
$0 $0
na na
American History American History
Educational Educational
Title II-D Title II-D
— —
$0 $0
na na
Technology Technology
English Language English Language
Title III- Title III-Ae
Title III-A Title III-A
$737,400 $737,400
$737,400 $737,400
Acquisition Acquisition
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ESEA Citation

NCLB ESSA FY2016
FY2017
Program/Activity
~~NCLB~~
~~ESSA~~Amendments Amendments
Appropriations
Appropriations
Student Support and Student Support and
— —
Title IV-A Title IV-A
na na
$400,000 $400,000
Academic Enrichment Academic Enrichment
GranGrantsf
Safe and Drug Free, Safe and Drug Free,
Title IV-A-1 Title IV-A-1
— —
$0 $0
na na
State Grants State Grants
Hate Crime Prevention Title IV-A-2 Hate Crime Prevention Title IV-A-2
— —
$0 $0
na na
(Section 4123) (Section 4123)
National Coordinator National Coordinator
Title IV-A-2 Title IV-A-2
— —
$0 $0
na na
Program Program
(Section 4125) (Section 4125)
Community Service Community Service
Title IV-A-2 Title IV-A-2
— —
$0 $0
na na
Grant Program Grant Program
(Section 4126) (Section 4126)
School Security and School Security and
Title IV-A-2 Title IV-A-2
— —
$0 $0
na na
Technology Resource Technology Resource
(Section 4127) (Section 4127)
Center Center
National Center for National Center for
Title IV-A-2 Title IV-A-2
— —
$0 $0
na na
School and Youth School and Youth
(Section 4128) (Section 4128)
Safety Safety
Alcohol Abuse Alcohol Abuse
Title IV-A-2 Title IV-A-2
— —
$0 $0
na na
Reduction Reduction
(Section 4129) (Section 4129)
Mentoring Programs Mentoring Programs
Title IV-A-2 Title IV-A-2
— —
$0 $0
na na
(Section 4130) (Section 4130)
21st Century 21st Century
Title IV-B Title IV-B
Title IV-B Title IV-B
$1,166,673 $1,166,673
$1,191,673 $1,191,673
Community Learning Community Learning
Centers Centers
Charter Schools Charter Schools
Title V-B-1 and 2 Title V-B-1 and 2
Title IV-C Title IV-C
$333,172 $333,172
$342,172 $342,172
Program Program
Magnet Schools Magnet Schools
Title V-C Title V-C
Title IV-D Title IV-D
$96,647 $96,647
$97,647 $97,647
Assistance Program Assistance Program
Family Engagement in Family Engagement in
— —
Title IV-E Title IV-E
na na
$0 $0
Education Education
Education Innovation Education Innovation
—g
Title IV-F-1 Title IV-F-1
na na
$100,000 $100,000
and Research and Research
Promise Promise
Title V-D- Title V-D-1h
Title IV-F-2 (Section Title IV-F-2 (Section
$73,254 $73,254
$73,254 $73,254
Neighborhoods Neighborhoods
4624) 4624)
Ful Service Ful Service
Title V-D- Title V-D-1i
Title IV-F-2 (Section Title IV-F-2 (Section
$10,000 $10,000
$10,000 $10,000
Community Schools Community Schools
4625) 4625)
National Activities for National Activities for
Title IV-A-2 Title IV-A-2
Title IV-F-3 Title IV-F-3
$75,000 $75,000
$68,000 $68,000
School Safety School Safety
(Section 4631) (Section 4631)
Assistance for Arts Assistance for Arts
Title V-D-15 Title V-D-15
Title IV-F-4 (Section Title IV-F-4 (Section
$27,000 $27,000
$27,000 $27,000
Education Program Education Program
4642) 4642)
Ready to Learn Ready to Learn
Title II-D-3 Title II-D-3
Title IV-F-4 (Section Title IV-F-4 (Section
$25,741 $25,741
$25,741 $25,741
Programming (formerly Programming (formerly
4643) 4643)
Ready-to-Learn Ready-to-Learn
Television) Television)
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ESEA Citation

NCLB ESSA FY2016
FY2017
Program/Activity
~~NCLB~~
~~ESSA~~Amendments Amendments
Appropriations
Appropriations
Javits Gifted and Javits Gifted and
Title V-D-6 Title V-D-6
Title IV-F-4 (Section Title IV-F-4 (Section
$12,000 $12,000
$12,000 $12,000
Talented Education Talented Education
4644) 4644)
Innovative Programs Innovative Programs
Title V-A Title V-A
— —
$0 $0
na na
Small, Rural School Small, Rural School
Title VI-B-1 Title VI-B-1
Title V-B-1 Title V-B-1
$87,920 $87,920
$87,920 $87,920
Achievement Program Achievement Program
Rural and Low-Income Rural and Low-Income
Title VI-B-2 Title VI-B-2
Title V-B-2 Title V-B-2
$87,920 $87,920
$87,920 $87,920
School Program School Program
Voluntary Public Voluntary Public
Title V-B-3 Title V-B-3
— —
$0 $0
na na
School Choice School Choice
Fund for the Fund for the
Title V-D-1 Title V-D-1
— —
nak
na na
Improvement of Improvement of
Education, National Education, National
ProgrProgramsj
Preschool Preschool
Title V-D- Title V-D-1l
—m
$250,000 $250,000
na na
Development Grants Development Grants
Non-cognitive Skil s Non-cognitive Skil s
Title V-D-1 Title V-D-1
— —
$3,000 $3,000
na na
Initiative Initiative
Elementary and Elementary and
Title V-D-2 Title V-D-2
— —
$49,561 $49,561
na na
Secondary School Secondary School
Counseling Counseling
Character Education Character Education
Title V-D-3 Title V-D-3
— —
$0 $0
na na
Smaller Learning Smaller Learning
Title V-D-4 Title V-D-4
— —
$0 $0
na na
Communities Communities
Reading is Fundamental Title V-D-5 Reading is Fundamental Title V-D-5
— —
$0 $0
na na
Star Schools Program Star Schools Program
Title V-D-7 Title V-D-7
— —
$0 $0
na na
Ready to Teach Ready to Teach
Title V-D-8 Title V-D-8
— —
$0 $0
na na
Foreign Language Foreign Language
Title V-D-9 Title V-D-9
— —
$0 $0
na na
Assistance Assistance
Carol M. White Carol M. White
Title V-D-10 Title V-D-10
— —
$47,000 $47,000
na na
Physical Education Physical Education
Program Program
Community Community
Title V-D-11 Title V-D-11
— —
$0 $0
na na
Technology Centers Technology Centers
Exchanges with Exchanges with
Title V-D-12 Title V-D-12
— —
$0 $0
na na
Historic Whaling and Historic Whaling and
Trading Partners Trading Partners
Excellence in Economic Title V-D-13 Excellence in Economic Title V-D-13
— —
$0 $0
na na
Education Education
Grants to Improve the Grants to Improve the
Title V-D-14 Title V-D-14
— —
$0 $0
na na
Mental Health of Mental Health of
(Section 5541) (Section 5541)
Children, Mental Children, Mental
Health Integration in Health Integration in
Schools Schools
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ESEA Citation

NCLB ESSA FY2016
FY2017
Program/Activity
~~NCLB~~
~~ESSA~~Amendments Amendments
Appropriations
Appropriations
Grants to Improve the Grants to Improve the
Title V-D-14 Title V-D-14
— —
$0 $0
na na
Mental Health of Mental Health of
(Section 5542) (Section 5542)
Children, Foundations Children, Foundations
for Learning for Learning
Parental Assistance and Title V-D-16 Parental Assistance and Title V-D-16
— —
$0 $0
na na
Local Family Local Family
Information Centers Information Centers
Combating Domestic Combating Domestic
Title V-D-17 Title V-D-17
— —
$0 $0
na na
Violence Violence
Healthy, High- Healthy, High-
Title V-D-18 Title V-D-18
— —
$0 $0
na na
Performance Schools Performance Schools
Grants for Capital Grants for Capital
Title V-D-19 Title V-D-19
— —
$0 $0
na na
Expenses of Providing Expenses of Providing
Equitable Services for Equitable Services for
Private School Private School
Students Students
Additional Assistance Additional Assistance
Title V-D-20 Title V-D-20
— —
$0 $0
na na
for Certain Local for Certain Local
Educational Agencies Educational Agencies
Impacted by Federal Impacted by Federal
Property Acquisition Property Acquisition
Women’s Educational Women’s Educational
Title V-D-21 Title V-D-21
— —
$0 $0
na na
Equity Act Equity Act
Indian Education, Indian Education,
Title VII-A-1 Title VII-A-1
Title VI-A-1 Title VI-A-1
$100,381 $100,381
$100,381 $100,381
Formula Grants to Formula Grants to
LEAs LEAs
Special Programs and Special Programs and
Title VII-A-2 Title VII-A-2
Title VI-A-2 Title VI-A-2
$37,993 $37,993
$57,993 $57,993
Projects to Improve Projects to Improve
Educational Educational
Opportunities for Opportunities for
Indian Children Indian Children
Indian Education, Indian Education,
Title VII-A-3 Title VII-A-3
Title VI-A-3 Title VI-A-3
$5,565 $5,565
$6,565 $6,565
National Activities National Activities
Native Hawaiian Native Hawaiian
Title VII-B Title VII-B
Title VI-B Title VI-B
$33,397 $33,397
$33,397 $33,397
Student Education Student Education
Alaska Native Student Alaska Native Student
Title VII-C Title VII-C
Title VI-C Title VI-C
$32,453 $32,453
$32,453 $32,453
Education Education
Impact Aid, Payments Impact Aid, Payments
Title VIII (Section Title VIII (Section
Title VII (Section Title VII (Section
$66,813 $66,813
$68,813 $68,813
Relating to Federal Relating to Federal
8002) 8002)
7002) 7002)
Acquisition of Real Acquisition of Real
Property Property
Impact Aid, Payments Impact Aid, Payments
Title VIII Title VIII
Title VII Title VII
$1,168,233 $1,168,233
$1,189,233 $1,189,233
for Eligible Federally for Eligible Federally
(Section 8003(b)) (Section 8003(b))
(Section 7003(b)) (Section 7003(b))
Connected Children Connected Children
(Basic Support (Basic Support
Payments) Payments)
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ESEA Citation

NCLB ESSA FY2016
FY2017
Program/Activity
~~NCLB~~
~~ESSA~~Amendments Amendments
Appropriations
Appropriations
Impact Aid, Payments Impact Aid, Payments
Title VIII Title VIII
Title VII Title VII
$48,316 $48,316
$48,316 $48,316
for Eligible Federally for Eligible Federally
(Section 8003(d)) (Section 8003(d))
(Section 7003(d)) (Section 7003(d))
Connected Children Connected Children
(Payments for Children (Payments for Children
with Disabilities) with Disabilities)
Impact Aid, Impact Aid,
Title VIII (Section Title VIII (Section
Title VII (Section Title VII (Section
$17,406 $17,406
$17,406 $17,406
Construction Construction
8007) 8007)
7007) 7007)
Impact Aid, Facilities Impact Aid, Facilities
Title VIII (Section Title VIII (Section
Title VII (Section Title VII (Section
$4,835 $4,835
$4,835 $4,835
Maintenance Maintenance
8008) 8008)
7008) 7008)
Title I Evaluation Title I Evaluation
Title I-E Title I-E
Title VIII-G Title VIII-G
$0 $0
$0 $0
(formerly referred to (formerly referred to
as the National as the National
Assessment of Title I) Assessment of Title I)
TOTAL TOTAL
na
na— —
$23,754,060 $23,754,060
$23,627,231 $23,627,231
Source: Table prepared by CRS based on CRS analysis of relevant statutory language and appropriations tables Table prepared by CRS based on CRS analysis of relevant statutory language and appropriations tables
from the U.S. Department of Education, Budget Service, various years. from the U.S. Department of Education, Budget Service, various years.
Notes:
na: not applicable. na: not applicable.
—: program not authorized. —: program not authorized.
a. This program was also known as the High School Graduation Initiative. a. This program was also known as the High School Graduation Initiative.
b. This program was commonly referred to as the Improving Teacher Quality program. b. This program was commonly referred to as the Improving Teacher Quality program.
c. Funds under the ESEA as amended by both the NCLB and the ESSA are used to support Presidential and c. Funds under the ESEA as amended by both the NCLB and the ESSA are used to support Presidential and
Congressional Academies for American History and Civics. Under the ESEA as amended by the ESSA, funds Congressional Academies for American History and Civics. Under the ESEA as amended by the ESSA, funds
are also used for National Activities. are also used for National Activities.
d. Prior to the enactment of the ESSA, funds were provided for SEED as a set aside under Title II-A. d. Prior to the enactment of the ESSA, funds were provided for SEED as a set aside under Title II-A.
e. The ESEA as amended by the NCLB also included programs under Title III-B, Improving Language e. The ESEA as amended by the NCLB also included programs under Title III-B, Improving Language
Instruction Educational Programs. Title III-B programs were only authorized if funding for Title III-A fell Instruction Educational Programs. Title III-B programs were only authorized if funding for Title III-A fell
below $650 mil ion. As this never occurred, the Title III-B programs are not reflected in the table. The Title below $650 mil ion. As this never occurred, the Title III-B programs are not reflected in the table. The Title
III-B programs were not retained by the ESSA. III-B programs were not retained by the ESSA.
f. f.
The SSAE grant program authorizes block grants that can be used to support activities that could formerly The SSAE grant program authorizes block grants that can be used to support activities that could formerly
be supported through more targeted grant programs that were authorized under the ESEA as amended by be supported through more targeted grant programs that were authorized under the ESEA as amended by
the NCLB. the NCLB.
g. While the ESEA as amended by the NCLB did not include a program similar to the Education Innovation g. While the ESEA as amended by the NCLB did not include a program similar to the Education Innovation
and Research (EIR) program, the EIR program is similar to the Investing in Innovation (i3) program that was and Research (EIR) program, the EIR program is similar to the Investing in Innovation (i3) program that was
originally authorized by the American Recovery and Reinvestment Act (ARRA; P.L. 111-5) under the State originally authorized by the American Recovery and Reinvestment Act (ARRA; P.L. 111-5) under the State
Fiscal Stabilization Fund (Title XIV). The i3 program received $120 mil ion in FY2016. Fiscal Stabilization Fund (Title XIV). The i3 program received $120 mil ion in FY2016.
h. The Promise Neighborhoods program was enacted through the Department of Education Appropriations h. The Promise Neighborhoods program was enacted through the Department of Education Appropriations
Act, 2010 (Division D, Title III of P.L. 111-117), based on authority available under Title V-D-1 of the ESEA. Act, 2010 (Division D, Title III of P.L. 111-117), based on authority available under Title V-D-1 of the ESEA.
The specific provision of funds for this purpose is detailed in the conference report accompanying P.L. 111-The specific provision of funds for this purpose is detailed in the conference report accompanying P.L. 111-
117 (H.Rept. 111-366). 117 (H.Rept. 111-366).
i. i.
The Ful Service Community Schools program was initially created as a demonstration program through the The Ful Service Community Schools program was initially created as a demonstration program through the
Department of Education Appropriations Act, 2008 (Division G, Title III of P.L. 110-161), based on Department of Education Appropriations Act, 2008 (Division G, Title III of P.L. 110-161), based on
authority available under ESEA, Title V-D-1. authority available under ESEA, Title V-D-1.
j. j.
The Fund for the Improvement of Education, National Programs authority supported “nationally significant The Fund for the Improvement of Education, National Programs authority supported “nationally significant
programs to improve the quality of elementary and secondary education at the State and local levels and programs to improve the quality of elementary and secondary education at the State and local levels and
help all children meet challenging State academic content and student academic achievement standards” help all children meet challenging State academic content and student academic achievement standards”
(ESEA, Section 5411(a) prior to the enactment of the ESSA). Examples of programs funded under the Title (ESEA, Section 5411(a) prior to the enactment of the ESSA). Examples of programs funded under the Title
V-D-1 authority, in addition to those listed in the table, include the Data Quality Initiative and the Gulf V-D-1 authority, in addition to those listed in the table, include the Data Quality Initiative and the Gulf
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The ESEA, as Amended by the Every Student Succeeds Act: A Primer

Coast Recovery Grant Initiative. The Title V-D-1 authority was not retained when the ESEA was Coast Recovery Grant Initiative. The Title V-D-1 authority was not retained when the ESEA was
reauthorized by the ESSA. reauthorized by the ESSA.
k. See specific programs listed in the table for appropriations provided under the Title V-D-1 authority in k. See specific programs listed in the table for appropriations provided under the Title V-D-1 authority in
FY2016. FY2016.
l. l.
For FY2014, Preschool Development Grants were authorized using authority available under the American For FY2014, Preschool Development Grants were authorized using authority available under the American
Recovery and Rehabilitation Act (ARRA, P.L. 112-5, Section 14006). In FY2015 and FY2016, the program Recovery and Rehabilitation Act (ARRA, P.L. 112-5, Section 14006). In FY2015 and FY2016, the program
was authorized using authority available under ESEA, Title V-D-1. was authorized using authority available under ESEA, Title V-D-1.
m. A new Preschool Development Grants program was included in the ESSA but was not included in the ESEA. m. A new Preschool Development Grants program was included in the ESSA but was not included in the ESEA.
It should be noted that the ESSA included changes to programs that are not part of the ESEA. It should be noted that the ESSA included changes to programs that are not part of the ESEA.

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Table 3. ESEA Program Authorizations
Section
Authorizing
Program/Activity
Title
Appropriations
FY2017
FY2018
FY2019
FY2020
FY2021a
Grants to Local Grants to Local
Title I-A Title I-A
Section 1002 Section 1002
$15,012,317,605 $15,012,317,605
$15,457,459,042 $15,457,459,042
$15,897,371,442 $15,897,371,442
$16,182,344,591 $16,182,344,591
$16,182,344,591 $16,182,344,591
Educational Agencies Educational Agencies
(LEAs) (LEAs)
Grants for State Grants for State
Title I-B Title I-B
Section 1002 Section 1002
$378,000,000 $378,000,000
$378,000,000 $378,000,000
$378,000,000 $378,000,000
$378,000,000 $378,000,000
$378,000,000 $378,000,000
Assessments and Assessments and
Enhanced Assessment Enhanced Assessment
Instruments (State Instruments (State
Assessment) Assessment)
Education of Education of
Title I-C Title I-C
Section 1002 Section 1002
$374,751,000 $374,751,000
$374,751,000 $374,751,000
$374,751,000 $374,751,000
$374,751,000 $374,751,000
$374,751,000 $374,751,000
Migratory Children Migratory Children
(Migrant Education) (Migrant Education)
Prevention and Prevention and
Title I-D Title I-D
Section 1002 Section 1002
$47,614,000 $47,614,000
$47,614,000 $47,614,000
$47,614,000 $47,614,000
$47,614,000 $47,614,000
$47,614,000 $47,614,000
Intervention Programs Intervention Programs
for Children and for Children and
Youth Who Are Youth Who Are
Neglected, Neglected,
Delinquent, or At-Risk Delinquent, or At-Risk
(Neglected and (Neglected and
Delinquent) Delinquent)
Supporting Effective Supporting Effective
Title II-A Title II-A
Section 2003 Section 2003
$2,295,830,000 $2,295,830,000
$2,295,830,000 $2,295,830,000
$2,295,830,000 $2,295,830,000
$2,295,830,000 $2,295,830,000
$2,295,830,000 $2,295,830,000
Instruction Instruction
Teacher and School Teacher and School
Title II-B-1 Title II-B-1
Section 2003 and Section 2003 and
49.1% 49.1%
49.1% 49.1%
49.1% 49.1%
47.0% 47.0%
47.0% 47.0%
Leader Incentive Leader Incentive
Section 2201 Section 2201
($230,220,362) of ($230,220,362) of ($230,361,488) of ($229,908,960) of ($229,908,960) of ($230,220,362) of ($230,220,362) of ($230,361,488) of ($229,908,960) of ($229,908,960) of
Program Program
a single a single
a single a single
a single a single
a single a single
a single a single
authorization for authorization for
authorization for authorization for
authorization for authorization for
authorization for authorization for
authorization for authorization for
national activities national activities
national activities national activities
national activities national activities
national activities national activities
national activities national activities
under Title II- under Title II-B.b
under Title II- under Title II-B.b
under Title II- under Title II-B.b
under Title II- under Title II-B.b
under Title II- under Title II-B.b
CRS- CRS-3538

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Section
Authorizing
Program/Activity
Title
Appropriations
FY2017
FY2018
FY2019
FY2020
FY2021a
Literacy Education For Title II-B-2 Literacy Education For Title II-B-2
Section 2003 and Section 2003 and
34.1% 34.1%
34.1% 34.1%
34.1% 34.1%
36.8% 36.8%
36.8% 36.8%
All (includes All (includes
Section 2201 Section 2201
($159,888,276) of ($159,888,276) of ($159,986,288) of ($180,013,824) of ($180,013,824) of ($159,888,276) of ($159,888,276) of ($159,986,288) of ($180,013,824) of ($180,013,824) of
Comprehensive Comprehensive
a single a single
a single a single
a single a single
a single a single
a single a single
Literacy State Literacy State
authorization for authorization for
authorization for authorization for
authorization for authorization for
authorization for authorization for
authorization for authorization for
Development Grants Development Grants
national activities national activities
national activities national activities
national activities national activities
national activities national activities
national activities national activities
and Innovative and Innovative
under Title II- under Title II-B.b
under Title II- under Title II-B.b
under Title II- under Title II-B.b
under Title II- under Title II-Bb.
under Title II- under Title II-Bb.
Approaches to Approaches to
Literacy) Literacy)
American History and American History and
Title II-B-3, Title II-B-3,
Section 2003 and Section 2003 and
26.0 26.0%c of 1.4% of 1.4%
26.0 26.0%c of 1.4% of 1.4%
26.0 26.0%c of 1.4% of 1.4%
26.0 26.0%c of 1.4% of 1.4%
26.0 26.0%c of 1.4% of 1.4%
Civics Education, Civics Education,
Section 2232 Section 2232
Section 2201 Section 2201
($1,706,725) of a ($1,706,725) of a
($1,706,725) of a ($1,706,725) of a
($1,707,772) of a ($1,707,772) of a
($1,780,572) of a ($1,780,572) of a
($1,780,572) of a ($1,780,572) of a
Presidential and Presidential and
single single
single single
single single
single single
single single
Congressional Congressional
authorization for authorization for
authorization for authorization for
authorization for authorization for
authorization for authorization for
authorization for authorization for
Academies Academies
national activities national activities
national activities national activities
national activities national activities
national activities national activities
national activities national activities
under Title II- under Title II-B.b,
under Title II- under Title II-B.b,
under Title II- under Title II-B.b,
under Title II- under Title II-B.b,
under Title II- under Title II-B.b,
c
c
c
c
c
American History and American History and
Title II-B-3, Title II-B-3,
Section 2003 and Section 2003 and
74.0 74.0%d of 1.4% of 1.4%
74.0 74.0%d of 1.4% of 1.4%
74.0 74.0%d of 1.4% of 1.4%
74.0 74.0%d of 1.4% of 1.4%
74.0 74.0%d of 1.4% of 1.4%
Civics Education, Civics Education,
Section 2233 Section 2233
Section 2201 Section 2201
($4,857,603) of a ($4,857,603) of a
($4,857,603) of a ($4,857,603) of a
($4,860,580) of a ($4,860,580) of a
($5,067,780) of a ($5,067,780) of a
($5,067,780) of a ($5,067,780) of a
National Activities National Activities
single single
single single
single single
single single
single single
authorization for authorization for
authorization for authorization for
authorization for authorization for
authorization for authorization for
authorization for authorization for
national activities national activities
national activities national activities
national activities national activities
national activities national activities
national activities national activities
under Title II- under Title II-B.b,
under Title II- under Title II-B.b,
under Title II- under Title II-B.b,
under Title II- under Title II-B.b,
under Title II- under Title II-B.b,
d
d
d
d
d
CRS- CRS-3639

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Section
Authorizing
Program/Activity
Title
Appropriations
FY2017
FY2018
FY2019
FY2020
FY2021a
Programs of National Programs of National
Title II-B-4 Title II-B-4
Section 2003 and Section 2003 and
15.4% 15.4%
15.4% 15.4%
15.4% 15.4%
14.8% 14.8%
14.8% 14.8%
Significance (includes Significance (includes
Section 2201 Section 2201
($72,207,609) of ($72,207,609) of
($72,207,609) of ($72,207,609) of
($72,251,872) of ($72,251,872) of
($72,396,864) of ($72,396,864) of
($72,396,864) of ($72,396,864) of
Supporting Effective Supporting Effective
a single a single
a single a single
a single a single
a single a single
a single a single
Educator Educator
authorization for authorization for
authorization for authorization for
authorization for authorization for
authorization for authorization for
authorization for authorization for
Development Grant Development Grant
national activities national activities
national activities national activities
national activities national activities
national activities national activities
national activities national activities
Program, School Program, School
under Title II- under Title II-B.b
under Title II- under Title II-B.b
under Title II- under Title II-B.b
under Title II- under Title II-B.b
under Title II- under Title II-B.b
Leadership Leadership
Recruitment and Recruitment and
Support Grant Support Grant
Program, Technical Program, Technical
Assistance and Assistance and
National Evaluation, National Evaluation,
and STEM Master and STEM Master
Teacher Corps Grant Teacher Corps Grant
Program) Program)
English Language English Language
Title III Title III
Section 3001 Section 3001
$756,332,450 $756,332,450
$769,568,267 $769,568,267
$784,959,633 $784,959,633
$884,959,633 $884,959,633
$884,959,633 $884,959,633
Acquisition Acquisition
Student Support and Student Support and
Title IV-A Title IV-A
Section 4112 Section 4112
$1,650,000,000 $1,650,000,000
$1,600,000,000 $1,600,000,000
$1,600,000,000 $1,600,000,000
$1,600,000,000 $1,600,000,000
$1,600,000,000 $1,600,000,000
Academic Enrichment Academic Enrichment
Grants Grants
21st Century 21st Century
Title IV-B Title IV-B
Section 4206 Section 4206
$1,000,000,000 $1,000,000,000
$1,100,000,000 $1,100,000,000
$1,100,000,000 $1,100,000,000
$1,100,000,000 $1,100,000,000
$1,100,000,000 $1,100,000,000
Community Learning Community Learning
Centers Centers
Charter Schools Charter Schools
Title IV-C Title IV-C
Section 4311 Section 4311
$270,000,000 $270,000,000
$270,000,000 $270,000,000
$300,000,000 $300,000,000
$300,000,000 $300,000,000
$300,000,000 $300,000,000
Program (includes Program (includes
Grants to Support Grants to Support
High-Quality Charter High-Quality Charter
Schools, Facilities Schools, Facilities
Financing, and Financing, and
National Activities) National Activities)
Magnet Schools Magnet Schools
Title IV-D Title IV-D
Section 4409 Section 4409
$94,000,000 $94,000,000
$96,820,000 $96,820,000
$102,387,150 $102,387,150
$108,530,379 $108,530,379
$108,530,379 $108,530,379
Assistance Program Assistance Program
CRS- CRS-3740

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Section
Authorizing
Program/Activity
Title
Appropriations
FY2017
FY2018
FY2019
FY2020
FY2021a
Family Engagement in Family Engagement in
Title IV-E Title IV-E
Section 4506 Section 4506
$10,000,000 $10,000,000
$10,000,000 $10,000,000
$10,000,000 $10,000,000
$10,000,000 $10,000,000
$10,000,000 $10,000,000
Education Programs Education Programs
Education Innovation Education Innovation
Title IV-F-1 Title IV-F-1
Section 4601 Section 4601
36.0% 36.0%
36.0% 36.0%
42.0% 42.0%
42.0% 42.0%
42.0% 42.0%
and Research and Research
($70,466,760) of ($70,466,760) of
($70,466,760) of ($70,466,760) of
($90,611,220) of ($90,611,220) of
($90,611,220) of ($90,611,220) of
($90,611,220) of ($90,611,220) of
a single a single
a single a single
a single a single
a single a single
a single a single
authorization for authorization for
authorization for authorization for
authorization for authorization for
authorization for authorization for
authorization for authorization for
national activities national activities
national activities national activities
national activities national activities
national activities national activities
national activities national activities
under Title IV- under Title IV-F.e
under Title IV- under Title IV-F.e
under Title IV- under Title IV-F.e
under Title IV- under Title IV-F.e
under Title IV- under Title IV-F.e
Community Support Community Support
Title IV-F-2 Title IV-F-2
Section 4601 Section 4601
36.0% 36.0%
36.0% 36.0%
32.0% 32.0%
32.0% 32.0%
32.0% 32.0%
for School Success for School Success
($70,466,760) of ($70,466,760) of
($70,466,760) of ($70,466,760) of
($69,037,120) of ($69,037,120) of
($69,037,120) of ($69,037,120) of
($69,037,120) of ($69,037,120) of
(includes Promise (includes Promise
a single a single
a single a single
a single a single
a single a single
a single a single
Neighborhoods and Neighborhoods and
authorization for authorization for
authorization for authorization for
authorization for authorization for
authorization for authorization for
authorization for authorization for
Ful -Service Ful -Service
national activities national activities
national activities national activities
national activities national activities
national activities national activities
national activities national activities
Community Schools) Community Schools)
under Title IV- under Title IV-F.e
under Title IV- under Title IV-F.e
under Title IV- under Title IV-F.e
under Title IV- under Title IV-F.e
under Title IV- under Title IV-F.e
National Activities for National Activities for
Title IV-F-3 Title IV-F-3
Section 4601 Section 4601
$5,000,000 $5,000,000
$5,000,000 $5,000,000
$5,000,000 $5,000,000
$5,000,000 $5,000,000
$5,000,000 $5,000,000
School Safety, School Safety,
reservation from reservation from
reservation from reservation from
reservation from reservation from
reservation from reservation from
reservation from reservation from
including the Project including the Project
a single a single
a single a single
a single a single
a single a single
a single a single
School Emergency School Emergency
authorization for authorization for
authorization for authorization for
authorization for authorization for
authorization for authorization for
authorization for authorization for
Response to Violence Response to Violence
national activities national activities
national activities national activities
national activities national activities
national activities national activities
national activities national activities
program (Project program (Project
under Title IV- under Title IV-F.e
under Title IV- under Title IV-F.e
under Title IV- under Title IV-F.e
under Title IV- under Title IV-F.e
under Title IV- under Title IV-F.e
SERV SERV)f
Academic Enrichment Academic Enrichment
Title IV-F-4 Title IV-F-4
Section 4601 Section 4601
28.0% 28.0%
28.0% 28.0%
26.0% 26.0%
26.0% 26.0%
26.0% 26.0%
(includes Assistance (includes Assistance
($54,807,480) of ($54,807,480) of
($54,807,480) of ($54,807,480) of
($56,092,660) of ($56,092,660) of
($56,092,660) of ($56,092,660) of
($56,092,660) of ($56,092,660) of
for Arts Education, for Arts Education,
a single a single
a single a single
a single a single
a single a single
a single a single
Ready to Learn Ready to Learn
authorization for authorization for
authorization for authorization for
authorization for authorization for
authorization for authorization for
authorization for authorization for
Programming, and Programming, and
national activities national activities
national activities national activities
national activities national activities
national activities national activities
national activities national activities
Supporting High- Supporting High-
under Title IV- under Title IV-F.e
under Title IV- under Title IV-F.e
under Title IV- under Title IV-F.e
under Title IV- under Title IV-F.e
under Title IV- under Title IV-F.e
Ability Learners and Ability Learners and
Learning) Learning)
CRS- CRS-3841

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Section
Authorizing
Program/Activity
Title
Appropriations
FY2017
FY2018
FY2019
FY2020
FY2021a
Rural Education Rural Education
Title V-B Title V-B
Section 5234 Section 5234
$169,840,000 $169,840,000
$169,840,000 $169,840,000
$169,840,000 $169,840,000
$169,840,000 $169,840,000
$169,840,000 $169,840,000
Achievement Achievement
ProgrProgramg (REAP; (REAP;
includes Small, Rural includes Small, Rural
Achievement Program Achievement Program
and Rural and Low-and Rural and Low-
Income School Income School
Program) Program)
Indian Education, Indian Education,
Title VI-A-1 Title VI-A-1
Section 6152 Section 6152
$100,381,000 $100,381,000
$102,388,620 $102,388,620
$104,436,392 $104,436,392
$106,525,120 $106,525,120
$106,525,120 $106,525,120
Formula Grants to Formula Grants to
LEAs LEAs
Special Programs and Special Programs and
Title VI-A-2 Title VI-A-2
Section 6152 Section 6152
$17,993,000 $17,993,000
$17,993,000 $17,993,000
$17,993,000 $17,993,000
$17,993,000 $17,993,000
$17,993,000 $17,993,000
Projects to Improve Projects to Improve
Educational Educational
Opportunities for Opportunities for
Indian Children Indian Children
Indian Education, Indian Education,
Title VI-A-3 Title VI-A-3
Section 6152 Section 6152
$5,565,000 $5,565,000
$5,565,000 $5,565,000
$5,565,000 $5,565,000
$5,565,000 $5,565,000
$5,565,000 $5,565,000
National Activities National Activities
Native Hawaiian Native Hawaiian
Title VI-B Title VI-B
Section 6205 Section 6205
$32,397,000 $32,397,000
$32,397,000 $32,397,000
$32,397,000 $32,397,000
$32,397,000 $32,397,000
$32,397,000 $32,397,000
Education Education
Alaska Native Alaska Native
Title VI-C Title VI-C
Section 6304 Section 6304
$31,453,000 $31,453,000
$31,453,000 $31,453,000
$31,453,000 $31,453,000
$31,453,000 $31,453,000
$31,453,000 $31,453,000
Education Education
Impact Aid, Payments Impact Aid, Payments
Title VII, Section Title VII, Section
Section 7014 Section 7014
$66,813,000 $66,813,000
$66,813,000 $66,813,000
$66,813,000 $66,813,000
$71,997,917 $71,997,917
$71,997,917 $71,997,917
Relating to Federal Relating to Federal
7002 7002
Acquisition of Real Acquisition of Real
Property Property
Impact Aid, Payments Impact Aid, Payments
Title VII, Section Title VII, Section
Section 7014 Section 7014
$1,151,233,000 $1,151,233,000
$1,151,233,000 $1,151,233,000
$1,151,233,000 $1,151,233,000
$1,240,572,618 $1,240,572,618
$1,240,572,618 $1,240,572,618
for Eligible Federally for Eligible Federally
7003(b) 7003(b)
Connected Children Connected Children
(Basic Support (Basic Support
Payments) Payments)
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Section
Authorizing
Program/Activity
Title
Appropriations
FY2017
FY2018
FY2019
FY2020
FY2021a
Impact Aid, Payments Impact Aid, Payments
Title VII, Section Title VII, Section
Section 7014 Section 7014
$48,316,000 $48,316,000
$48,316,000 $48,316,000
$48,316,000 $48,316,000
$52,065,487 $52,065,487
$52,065,487 $52,065,487
for Eligible Federally for Eligible Federally
7003(d) 7003(d)
Connected Children Connected Children
(Payments for (Payments for
Children with Children with
Disabilities) Disabilities)
Impact Aid, Impact Aid,
Title VII, Section Title VII, Section
Section 7014 Section 7014
$17,406,000 $17,406,000
$17,406,000 $17,406,000
$17,406,000 $17,406,000
$18,756,765 $18,756,765
$18,756,765 $18,756,765
Construction Construction
7007 7007
Impact Aid, Facilities Impact Aid, Facilities
Title VII, Section Title VII, Section
Section 7014 Section 7014
$4,835,000 $4,835,000
$4,835,000 $4,835,000
$4,835,000 $4,835,000
$5,210,213 $5,210,213
$5,210,213 $5,210,213
Maintenance Maintenance
7008 7008
Evaluation of Title I Evaluation of Title I
Title VIII-G Title VIII-G
Section 1002 Section 1002
$710,000 $710,000
$710,000 $710,000
$710,000 $710,000
$710,000 $710,000
$710,000 $710,000
Programs Programs
TOTAL Authorization TOTAL Authorization
na
na— —
$24,205,408,630 $24,205,408,630
$24,718,613,504 $24,718,613,504
$25,231,819,617 $25,231,819,617
$25,745,024,723 $25,745,024,723
$25,745,024,723 $25,745,024,723
of Appropriations of Appropriations
Source: Table prepared by CRS based on CRS analysis of the Elementary and Secondary Education Act. Table prepared by CRS based on CRS analysis of the Elementary and Secondary Education Act.
a. The General Education Provisions Act (GEPA) automatically extended the authorizations of appropriations for programs administered by ED for an additional fiscal a. The General Education Provisions Act (GEPA) automatically extended the authorizations of appropriations for programs administered by ED for an additional fiscal
year as Congress did not act to extend or repeal the authorizations of appropriations by the regular session that ended prior to the start of FY2020 (20 U.S.C. year as Congress did not act to extend or repeal the authorizations of appropriations by the regular session that ended prior to the start of FY2020 (20 U.S.C.
§1126a). The amount authorized to be appropriated for the period of the automatic extension is required to be the same amount authorized to be appropriated for §1126a). The amount authorized to be appropriated for the period of the automatic extension is required to be the same amount authorized to be appropriated for
a program for the terminal fiscal year of the program. Thus, the authorization of appropriations for FY2021 for ESEA programs was identical to the authorization of a program for the terminal fiscal year of the program. Thus, the authorization of appropriations for FY2021 for ESEA programs was identical to the authorization of
appropriations for FY2020. For FY2022 and subsequent years, the authorization of appropriations for ESEA programs has expired; however, the programs may appropriations for FY2020. For FY2022 and subsequent years, the authorization of appropriations for ESEA programs has expired; however, the programs may
continue to receive appropriations through the appropriations process. continue to receive appropriations through the appropriations process.
b. The total authorization of appropriations for Title II-B is $468,880,575 for each of FY2017 and FY2018, and $489,168,000 for each of FY2019 and FY2020. b. The total authorization of appropriations for Title II-B is $468,880,575 for each of FY2017 and FY2018, and $489,168,000 for each of FY2019 and FY2020.
c. The ESEA as amended by the ESSA requires that not less than 26% of the available funds be used for the Presidential and Congressional Academies for American c. The ESEA as amended by the ESSA requires that not less than 26% of the available funds be used for the Presidential and Congressional Academies for American
History and Civics program. For the purposes of this report, it was assumed that 26% would be used for this program. History and Civics program. For the purposes of this report, it was assumed that 26% would be used for this program.
d. The ESEA as amended by the ESSA requires that not more than 74% of the available funds be used for national activities related to American history, civics and d. The ESEA as amended by the ESSA requires that not more than 74% of the available funds be used for national activities related to American history, civics and
government, and geography instruction. For the purposes of this report, it was assumed that 74% would be used for this purpose. government, and geography instruction. For the purposes of this report, it was assumed that 74% would be used for this purpose.
e. The total authorization of appropriations for Title IV-F is $200,741,000 for each of FY2017 and FY2018, and $220,741,000 for each of FY2019 and FY2020. The e. The total authorization of appropriations for Title IV-F is $200,741,000 for each of FY2017 and FY2018, and $220,741,000 for each of FY2019 and FY2020. The
amount of funding available for the programs authorized under Title IV-F-1, Title IV-F-2, and Title IV-F-4 is based on the total amount of funding available for Title amount of funding available for the programs authorized under Title IV-F-1, Title IV-F-2, and Title IV-F-4 is based on the total amount of funding available for Title
IV-F after reserving $5 mil ion for Title IV-F-3. IV-F after reserving $5 mil ion for Title IV-F-3.
f. f.
The Secretary must use a portion of the funds reserved under national activities for Project SERV. Funds may also be used to carry out other activities “to improve The Secretary must use a portion of the funds reserved under national activities for Project SERV. Funds may also be used to carry out other activities “to improve
students’ safety and well-being.” (Section 4631(a)(1)(B).) students’ safety and well-being.” (Section 4631(a)(1)(B).)
g. Per the requirements of Section 5234, appropriations for REAP are divided evenly between the Small, Rural School Achievement Program and the Rural and Low- g. Per the requirements of Section 5234, appropriations for REAP are divided evenly between the Small, Rural School Achievement Program and the Rural and Low-
Income School Program. Income School Program.
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The ESEA, as Amended by the Every Student Succeeds Act: A Primer

Appendix. Glossary of Acronyms Acronym Definition
ATSI ATSI
Additional targeted support and improvement Additional targeted support and improvement
BIE BIE
Bureau of Indian Education Bureau of Indian Education
CSI CSI
Comprehensive support and improvement Comprehensive support and improvement
ED ED
U.S. Department of Education U.S. Department of Education
EFIG EFIG
Education Finance Incentive Grants Education Finance Incentive Grants
EIR EIR
Education Innovation and Research program Education Innovation and Research program
EL EL
English learner English learner
ESEA ESEA
Elementary and Secondary Education Act Elementary and Secondary Education Act
ESSA ESSA
Every Student Succeeds Act Every Student Succeeds Act
i3 i3
Investing in Innovation program Investing in Innovation program
IDEA IDEA
Individuals with Disabilities Education Act Individuals with Disabilities Education Act
IHE IHE
Institution of higher education Institution of higher education
LEA LEA
Local educational agency Local educational agency
LEP LEP
Limited English proficient Limited English proficient
L-HHS-ED L-HHS-ED
Departments of Labor, Health and Human Services, and Education, and Related Agencies Departments of Labor, Health and Human Services, and Education, and Related Agencies
NAEP NAEP
National Assessment of Educational Progress National Assessment of Educational Progress
NCLB NCLB
No Child Left Behind Act No Child Left Behind Act
Project SERV Project School Emergency Response to Violence REAP REAP
Rural Education Achievement Program Rural Education Achievement Program
RLA RLA
Reading/language arts Reading/language arts
RLIS RLIS
Rural and Low-Income School Program Rural and Low-Income School Program
SEA SEA
State educational agency State educational agency
SEED SEED
Supporting Effective Educator Development Supporting Effective Educator Development
SES SES
Supplemental educational services Supplemental educational services
SIG SIG
School Improvement Grants School Improvement Grants
SRSA SRSA
Small, Rural School Achievement Program Small, Rural School Achievement Program
TAP TAP
Targeted assistance program Targeted assistance program
TSI TSI
Targeted support and improvement Targeted support and improvement

Congressional Research Service Congressional Research Service
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The ESEA, as Amended by the Every Student Succeeds Act: A Primer

Author Information

Rebecca R. Skinner Rebecca R. Skinner

Specialist in Education Policy Specialist in Education Policy

Disclaimer
This document was prepared by the Congressional Research Service (CRS). CRS serves as nonpartisan This document was prepared by the Congressional Research Service (CRS). CRS serves as nonpartisan
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