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

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The Elementary and Secondary Education Act
February 12, 2024
(ESEA), as Amended by the Every Student
Rebecca R. Skinner
Succeeds Act (ESSA): A Primer
Specialist in Education
Policy
(ESEA), as Amended by the Every Student Succeeds Act (ESSA): A Primer Updated July 9, 2026 (R45977) Jump to Main Text of Report

Contents

Summary

The primary source of federal aid for elementary and secondary education is the Elementary and The primary source of federal aid for elementary and secondary education is the Elementary and

Secondary Education Act (ESEA)—particularly its Title I-A program, which authorizes federal Secondary Education Act (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. aid for the education of disadvantaged students. The ESEA was initially enacted in 1965 (P.L.

89-10), and was most recently comprehensively amended and reauthorized by the Every Student 89-10), and was most recently comprehensively amended and reauthorized by the Every Student
Succeeds Act (ESSA; P.L. 114-95Succeeds Act (ESSA; P.L. 114-95). ).
Under Title I-A, the ESEA as amended by the ESSA continues to require states and public school systems to focus on Under Title I-A, the ESEA as amended by the ESSA continues to require states and public school systems to focus on
educational accountability as a condition for the receipt of grant funds. Public school systems and individual public schools 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 and closing achievement gaps, 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 Child Left Behind Act of 2001 (NCLB; 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), but modified under the ESSA. While states were given more latitude to develop their accountability systems P.L. 107-110), 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 I-A funds each state must continue to have content and academic 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 in reading/language arts (RLA), mathematics, and science for specific grade achievement 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-term and interim performance goals for 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, on these goals; and (3) an annual system for meaningful specified measures; (2) 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.differentiation that is 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 programs 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 $and general provisions are included in eight titles, which collectively received appropriations of $29.028.9 billion in billion in FY2023FY2026. The ESEA'. The
ESEA’s titles are as follows:s titles are as follows:
• Title I: Programs for disadvantaged students, student assessment, migratory students, and neglected and Title I: Programs for disadvantaged students, student assessment, migratory students, and neglected and
delinquent students.delinquent students.
• Title II: Programs for teachers, principals, and school leaders; literacy; and American history and civics Title II: Programs for teachers, principals, and school leaders; literacy; and American history and 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 technology; after-Title IV: Programs to support a well-rounded education, safe and healthy students, and technology; after-
school instruction and care; charter schools; magnet schools; family engagement in education; and various school instruction and care; charter schools; magnet schools; family engagement in education; and various
national activities.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 education.Title VI: Programs for Indian education, Native Hawaiian education, and Alaska Native 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 appropriations for 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 ESEA programs for FY2017 through FY2023FY2026, as well as a table showing the transition in authorized programs and related , as well as a table showing the transition in authorized programs and related
appropriations from FY2016, when NCLB provisions were still in effect, to FY2017, when ESSA provisions took effect. 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 current law is also included. The ESSA authorized
appropriations for ESEA programs through FY2020.

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Contents
Introduction ..................................................................................................................................... 1
Title I: Improving the Academic Achievement of the Disadvantaged ............................................. 2
Administration (Section 1004) .................................................................................................. 2
Part A: Grants to Local Educational Agencies .......................................................................... 3
Calculation of Title I-A Grants ........................................................................................... 3
Types of Title I-A Programs ................................................................................................ 4
Standards, Assessments, and Accountability Requirements (Section 1111) ....................... 4
Teacher Requirements ......................................................................................................... 7
School Improvement (Section 1003) ......................................................................................... 7
Direct Student Services (Section 1003A) .................................................................................. 7
Part B: Grants for State Assessment and Enhanced Assessment Instruments ........................... 8
Assessment System Audit (Section 1202) .......................................................................... 8
Innovative Assessment and Accountability Demonstration Authority
(Section 1204) .................................................................................................................. 8
Part C: Education of Migratory Children .................................................................................. 9
Part D: Prevention and Intervention Programs for Children and Youth Who Are
Neglected, Delinquent, or At Risk ......................................................................................... 9
Part E: Flexibility for Equitable Per-Pupil Funding .................................................................. 9
Part F: General Provisions ...................................................................................................... 10
Title II: Preparing, Training, and Recruiting High-Quality Teachers, Principals, and Other
School Leaders ........................................................................................................................... 10
Part A: Supporting Effective Instruction ................................................................................. 10
Part B: National Activities ....................................................................................................... 11
Part C: General Provisions ...................................................................................................... 12
Title III: Language Instruction for English Learners and Immigrant Students ............................. 12
Part A: English Language Acquisition, Language Enhancement, and Academic
Achievement Act .................................................................................................................. 13
National Programs (Sections 3131 and 3202) ................................................................... 14
Part B: General Provisions ...................................................................................................... 14
Title IV: 21st Century Schools ....................................................................................................... 14
Part A: Student Support and Academic Enrichment (SSAE) Grants ...................................... 14
Part B: 21st Century Community Learning Centers ................................................................ 15
Part C: Enhancing Opportunity Through Quality Charter Schools ......................................... 15
Part D: Magnet Schools Assistance Program .......................................................................... 15
Part E: Family Engagement in Education Programs ............................................................... 16
Part F: National Activities ....................................................................................................... 16
Title V: Flexibility and Accountability .......................................................................................... 17
Part A: Funding Transferability for State and Local Educational Agencies ........................... 17
Part B: Rural Education Initiative ........................................................................................... 18
Part C: General Provisions ...................................................................................................... 18
Title VI: Indian, Native Hawaiian, and Alaska Native Education ................................................. 18
Part A: Indian Education ......................................................................................................... 19
Part B: Native Hawaiian Education ........................................................................................ 19
Part C: Alaska Native Education ............................................................................................. 19
Title VII: Impact Aid ..................................................................................................................... 20
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Title VIII: General Provisions ....................................................................................................... 21
Part A: Definitions................................................................................................................... 21
Part B: Flexibility in the Use of Administrative and Other Funds .......................................... 21
Part C: Coordination of Programs, Consolidated State and Local Plans and
Applications ......................................................................................................................... 21
Part D: Waivers ....................................................................................................................... 21
Part E: Approval and Disapproval of State Plans and Local Applications .............................. 21
Part F: Uniform Provisions ..................................................................................................... 22
Part G: Evaluations ................................................................................................................. 23
Appropriations and Authorizations of Appropriations for Programs Authorized by
the ESEA .................................................................................................................................... 23

Tables
Table 1. ESEA Appropriations, FY2017-FY2023 ......................................................................... 25
Table 2. ESEA Program Authorizations Based on Amendments Included in the No Child
Left Behind Act (NCLB) and the Every Student Succeeds Act (ESSA): FY2016 and
FY2017 ....................................................................................................................................... 31
Table 3. ESEA Program Authorizations ........................................................................................ 38

Appendixes
Appendix. Glossary of Acronyms ................................................................................................. 44

Contacts
Author Information ........................................................................................................................ 45

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

Introduction
Finally, a table detailing authorizations of appropriations under current law is also included.

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 of 1965 (ESEA)—particularly its Title I-A program, which authorizes Secondary Education Act of 1965 (ESEA)—particularly its Title I-A program, which authorizes
federal aid for the education of disadvantaged students. The ESEA was initially enacted in 1965 federal aid for the education of disadvantaged students. The ESEA was initially enacted in 1965
(P.L. 89-10) (P.L. 89-10) “"to strengthen and improve educational quality and educational opportunities in the to strengthen and improve educational quality and educational opportunities in the
Nation’Nation's elementary and secondary schools.s elementary and secondary schools.”" The ESEA has been comprehensively amended and The ESEA has been comprehensively amended and
reauthorized several times since its initial enactment.reauthorized several times since its initial enactment.11 It was most recently comprehensively It was most recently comprehensively
amended and reauthorized by the Every Student Succeeds Act (ESSA; P.L. 114-95) in 2015, amended and reauthorized by the Every Student Succeeds Act (ESSA; P.L. 114-95) in 2015,
which was enacted which was enacted “"to ensure that every child achieves.to ensure that every child achieves.”" The ESSA authorized appropriations for The ESSA authorized appropriations for
ESEA programs through FY2020.ESEA programs through FY2020.2 FY20232 Congress has continued to provide appropriations for ESEA programs through the annual appropriations process. FY2026 appropriations for ESEA programs are $ appropriations for ESEA programs are $29.028.9 billion. billion.
Under Title I-A, the ESEA as amended by the ESSA continues to require states and public school Under Title I-A, the ESEA as amended by the ESSA continues to require states and public school
systems to focus on educational accountability as a condition for the receipt of grant funds. Public 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 and improving school systems and individual public schools are held accountable for monitoring and improving
achievement outcomes for students and closing achievement gaps, sustaining a focus that was 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 2001 (NCLB; initiated by amendments to the ESEA made by the No Child Left Behind Act of 2001 (NCLB;
P.L. 107-110P.L. 107-110)), but modified under the ESSA. While states were given more latitude to develop 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 receiving 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 standards and 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 specific grade 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-term and interim 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, on these goals; 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 schools that need and (3) an annual system for meaningful differentiation that is used to identify schools that need
additional support to improve student achievement.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

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
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.,
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
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 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.
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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.submit a consolidated state plan based on requirements established by the Secretary.33 Following Following
the enactment of the ESSA, all SEAs submitted consolidated state plans.the enactment of the ESSA, all SEAs submitted consolidated state plans.44 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.55 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 FY2023.
Table 2 FY2025. FY2026 appropriations are from the FY2026 L-HHS-ED Appropriations Act included in the explanatory statement that accompanied the Consolidated Appropriations Act, 2026 (P.L. 119-75) (Table 1). 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 appropriations for FY2017 through FY2020 for each part of the title. The purpose of Title I is “"to 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.education, and to close educational achievement gaps.”" The introductory text prior to Title I-A 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 student services. As such, while these and allows them to reserve Title I-A funds for direct student 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 I-A discussion to provide greater context. The introductorystatutory text prior to Title I-A also provides 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.6 Part A: Grants to Local Educational Agencies7 6

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
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
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/.
5 Other CRS reports provide much more detailed discussions and analyses of major ESEA provisions.
6 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
the states for Title I-A, Title I-C, and Title I-D.
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Part A: Grants to Local Educational Agencies7
Title I-A authorizes federal aid to LEAs for the education of disadvantaged children. Title I-A 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 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.88 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 elements, the primary factorfactors used in all four used in all four isformulas are the estimated number the estimated number and percentage of children aged 5-17 in of children aged 5-17 in
families in povertyfamilies in poverty.9 Other factors included in one or more formulas include that reside in a given LEA9 and a state expenditure a state expenditure
factor based on average per pupil expenditures for public elementary and secondary educationfactor 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,
and. Other factors included in one or more formulas include, for example, a factor to increase grants to states with a factor to increase grants to states with high levels of expenditure equity among their LEAs.
less variation in current expenditures per pupil among the LEAs in the state. 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.10 10
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 familiesschools by their percentages of students from low-income families, and serve them in rank and serve them in rank
order.order.1111 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 area12
area12 in which the concentration of children from low-income families exceeds 75%. An LEA also has in which 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 the option 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 low-income 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 schools in rank 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 percentages of 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 in rank order. 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

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
school authorities (i.e., they are not transferred to private schools).
9 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
https://www.census.gov/topics/income-poverty/poverty/guidance/poverty-measures.html.
10 For more information about the Title I-A formulas, see CRS Report 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
reside. An eligible school attendance area 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.
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their number 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 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 per low-income child at schools with highhigher rates of these children than are allocated per low- rates of these children than are allocated per low-
income child to schools with lower rates of these children.income child to schools with lower rates of these children.
Types of Title I-A Programs
There are two There are two basic types of Title I-A programs. Schoolwide types of Title I-A programs. Schoolwide programs13programs13 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.1414 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 schoolexample, funds might be used to provide professional development services to all of a school’s
's teachers, upgrade instructional technology, or implement new curricula. The other teachers, upgrade instructional technology, or implement new curricula. The other basic type of 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).1515 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 teacherhire a teacher’'s aide who provides additional assistance to low-achieving students in their regular 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 statebearing coursework in the state’'s system of public higher education and relevant state career and 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 statealigned with the state’'s challenging academic content standards. The state is also required to 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 Secretarystandards to the Secretary of Education (the Secretary) for review or approval. Also, the Secretary

13 Schoolwide programs are authorized in Section 1114.
14 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.
15 Targeted assistance programs are authorized in Section 1115.
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for review or approval. Also, the Secretary does not have the authority does not have the authority “"to mandate, direct, control, coerce, or exercise any direction or 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.”16
"16 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 stateannual assessment of English proficiency for all English learners that is aligned with the state’s
'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 in the National Assessment of Educational Progress (NAEP) assessments of 4th and 8th4th and 8th grade grade
students in reading and math every two years.students in reading and math every two years.17
17 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 students18students18 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 assessments19assessments19 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. 1. public school student performance on the RLA and mathematics assessments as 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;

16 Section 1111(b)(1)(G)(ii).
17 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.
18 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,
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)).
19 Student proficiency on science assessments is not included in a state’s accountability system for Title I-A purposes.
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2. measure of student growth on such assessments; 2. for public elementary and secondary schools that are not high schools, a measure for public elementary and secondary schools that are not high schools, a measure
of student growth or another indicator that allows for of student growth or another indicator that allows for “"meaningful meaningful
differentiation”differentiation" in school performance; in school performance;
3. 3. for public high schools, graduation rates;for public high schools, graduation rates;
4. 4. for all public schools in the state, progress in achieving English language for all public schools in the state, progress in achieving English language
proficiency;20 and
5. proficiency;20 and 5. for all public schools in the state, at least one indicator of school quality or 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 Based on these indicators, the SEA must establish a system for annually “"meaningfully meaningfully
differentiating”differentiating" all public schools that gives substantial weight to each indicator but in the 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.2121 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,consistently underperforming,”" as determined by the state. as determined by the state.22
22 Based on the stateBased on the state’'s system for annual meaningful differentiation, each SEA must establish a 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 stateyears, and (4) additional statewide categories of schools, at the state’'s discretion. The LEAs in 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,23
23 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 schoolsubgroups are performing at a level that if reflective of an entire school’'s performance would 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
aa Title I-A school identified as meeting the criteria for ATSI does not improve within a state-determined 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.

20 Only the English learners subgroup needs to be measured annually on this indicator (Section 1111(c)(4)(B)(iv).
21 Section 1111(c)(4)(C)(i) and (ii).
22 Section 1111(c)(4)(C)(iii).
23 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
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
evaluation that such activity, strategy, or intervention is likely to improve student outcomes or other relevant outcomes.
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number of years, the state is required to identify the school for CSI. 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 schools are not served at disproportionate rates by “"ineffective, out-of-field, or inexperienced ineffective, out-of-field, or inexperienced
teachers.teachers.”" The state must also describe the measures that will be used to assess and evaluate the The state must also describe the measures that will be used to assess and evaluate the
state’state's success in this area.s success in this area.
School Improvement (Section 1003)
To serve schools that are identified for To serve schools that are identified for comprehensive support and improvement or targeted
support and improvementCSI or TSI under Title I-A, under Title I-A,2424 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 FY2016.2525 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.2626 Of the funds reserved Of the funds reserved
for school improvement, states are requiredfor school improvement, states are required under ESSA provisions to provide at least 95% to 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
activities.27
CSI or TSI activities under Section 1111 of the Title I-A program.27 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 improvementCSI or that are implementing or that are implementing targeted support and
improvement plans.28TSI plans.28 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
reservation 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
targeted support and improvement.
25 The SIG program was not reauthorized by the ESSA.
26 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
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
improvement. As of February 2024, CRS is not aware of any publicly available analysis that details whether states’
FY2017 reservation of funds for school improvement resulted in lower grants to LEAs.
27 For more information about comprehensive and targeted support and improvement activities, see the subsequent
discussion about Title I-A or CRS In Focus IF10556, Elementary and Secondary Education Act: Overview of Title I-A
Academic Accountability Provisions.
28 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 studentsin academic courses not otherwise available at the students’' school; credit recovery and academic 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;2929 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 1111this purpose under Section 1111.
of the Title I-A program. Part B: Grants for State Assessment and Enhanced Assessment
Instruments
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 depends on a statutorily established “"trigger amounttrigger amount”" of $369.1 million. of $369.1 million.3030 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.3131 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.3232
Innovative Assessment and Accountability Demonstration Authority
(Section 1204)
The ESEA as amended by the ESSA includes a demonstration authority for the development and The ESEA as amended by the ESSA includes a demonstration authority for the development and
use of an use of an “"innovative assessment system.innovative assessment system.”" A state, or a consortium of states, may apply for the A state, or a consortium of states, may apply for the
demonstration authority to develop an innovative assessment system that demonstration authority to develop an innovative assessment system that “"may include 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
summative determination for each studentsummative determination for each student”" and and “"assessments that validate when students are assessments that validate when students are
ready to demonstrate mastery or proficiency and allow for differentiated student support based on 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.
30 Section 1111(b)(2)(I) and Section 1203(a) and (b).
31 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.
32 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).
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individual learning needs.”33individual 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.3434 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 move35move35 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 statechildren. Funds are allocated by formula on the basis of each state’'s number of migratory children 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 SEAportion of each SEA’'s grant is to be used to provide s grant is to be used to provide transition services to children and youth
transferring to regular public schools.
children and youth with the knowledge and skills they will need to successfully transition to secondary school completion, career and technical education, further education, or employment. 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
funding system must allocate substantially more funding to students from low-income families, funding system must allocate substantially more funding to students from low-income families,
English learners, and students with other characteristics associated with educational disadvantage 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 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.
35 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)).
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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 funds36funds36 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 provided a “"substantial majoritysubstantial majority”" of the LEAs participating in previous years have met program 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 administration of these programs. Part F also prohibits federal control of the “"specific specific
instructional content, academic achievement standards and assessments, curriculum or program of instructional content, academic achievement standards and assessments, curriculum or program of
instruction”37instruction"37 of states, LEAs, or schools, and clarifies that nothing in Title I is to be of states, LEAs, or schools, and clarifies that nothing in Title I is to be “"construed to 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.”38
"38 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 IItopics and authorizes national activities related to American history and civics education. Title II’s
's introductory text includes the purpose of the title, several definitions, and authorizations of 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.39
39 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
each 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,
and Title V-B.
37 Section 1604.
38 Section 1605.
39 Section 2003.
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on student population and poverty counts.40 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;4041 licensing or certification licensing or certification
reform; improving equitable access to effective teachers; reforming or improving teacher and reform; improving equitable access to effective teachers; reforming or improving teacher and
principal preparation programs; training teachers in the use of student data; and technical principal preparation programs; training teachers in the use of student data; and technical
assistance to LEAs.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.4142 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
civics. Congressional Academies provide a seminar or institute for outstanding students of civics. Congressional Academies provide a seminar or institute for outstanding students of
American history and civics. Section 2233 authorizes national activities that provide competitive 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
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
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
determined by the state; and limiting admission to the academy to prospective candidates who demonstrate “strong
potential to improve student achievement” (Section 2002(4)).
41 Section 2101(c)(3).
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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 STEM42STEM43 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 statedirect, or control specific aspects of a state’'s, LEAs, LEA’'s, or schools, or school’'s educational program, including, 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.

42 STEM stands for science, technology, engineering, and mathematics.
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through FY2020. 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,4344 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 entities44entities45 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.45
46 Eligible entities receiving subgrants are required to use funds for three activities.Eligible entities receiving subgrants are required to use funds for three activities.4647 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 used to provide and implement other “"effective activities or strategies that enhance or supplement effective activities or strategies that enhance or supplement
language instruction educational programs for ELs,language instruction educational programs for ELs,”47"48 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 immigrant students are required to use these funds to support activities that “"provide enhanced provide enhanced
instructional opportunitiesinstructional opportunities”48"49 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 standards49standards50 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

43 A definition of English learner is included in Section 8101(20).
44 Eligible entities include one or more LEAs, or one or more LEAs partnering with a specified entity (e.g., IHE).
45 The percentage of funds reserved is determined by the ESEA but may not exceed 15% of the SEA’s grant amount.
46 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.
47 Section 3115(c)(3).
48 Section 3115(e)(1).
49 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.50
51 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: 21st21st 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 studentsTitle IV-A authorizes SSAE grants to improve students’' academic achievement by increasing the 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,5152 (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.52
53 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

50 Section 1111(b)(2)(G).
51 Well-rounded education 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.”
52 No hold harmless provisions are applied in making this determination. 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.
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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: 21st21st 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.5354 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 delinquent activities, or who lack “"strong positive role modelsstrong positive role models”"; or target the families of such ; 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.54
55 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.

53 Ibid.
54 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,5556 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).5657 Both programs are designed to provide Both programs are designed to provide
pipeline services, which deliver a pipeline services, which deliver a “"continuum of coordinated supports, services, and continuum of coordinated supports, services, and
opportunities,opportunities,”" to children in distressed communities. More specifically, the Promise to children in distressed communities. More specifically, the Promise
Neighborhoods program provides a comprehensive, effective continuum of coordinated services Neighborhoods program provides a comprehensive, effective continuum of coordinated services
in neighborhoods with high concentrations of low-income individuals, multiple signs of distress in neighborhoods with high concentrations of low-income individuals, multiple signs of distress
(e.g., high rates of poverty, academic failure, and juvenile delinquency), and schools (e.g., high rates of poverty, academic failure, and juvenile delinquency), and schools
implementing implementing comprehensive or targeted support and improvementCSI or TSI activities under Title I-A. The activities under Title I-A. The
FSCS program provides grants to public elementary and secondary schools to participate in a FSCS program provides grants to public elementary and secondary schools to participate in a
community-based effort to coordinate and integrate educational, developmental, family, health, community-based effort to coordinate and integrate educational, developmental, family, health,
and other comprehensive services through community-based organizations and public and private and other comprehensive services through community-based organizations and public and private
partnerships. Access to such services is provided in schools to students, families, and the partnerships. Access to such services is provided in schools to students, families, and the
community.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 BIEfor BIE-operated or -funded schools where the learning environment has been disrupted due to a violent or traumatic schools where the learning environment has been disrupted due to a violent or traumatic
crisis.crisis.5758 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

55 This program is similar to the Investing in Innovation (i3) program authorized by the American Recovery and
Reinvestment Act (ARRA; P.L. 111-5).
56 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 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.
57 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, Project School Emergency
Response to Violence (SERV): Eligibility, https://www2.ed.gov/programs/dvppserv/eligibility.html.
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competitive grants for arts education under the Assistance for Arts Education Program. Section 4643 authorizes grants to support educational and instructional video programming, 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 fundsincluded in Title V provide LEAs with substantial flexibility in how they use their grant funds.
under these programs. 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 LEAs with the “"flexibility to target Federal funds to the programs and activities that most flexibility to target Federal funds to the programs and activities that most
effectively addresseffectively address”58"59 their their “"unique needs.unique needs.”59"60 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 V-B.Title III-A, and Title V-B.6061 Similarly, LEAs are also permitted to transfer funds from formula Similarly, LEAs are also permitted to transfer funds from formula
grant programs that focus on teachers and school leaders or provide block grants to formula grant 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 transfer 100% 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, Title III-A, 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,
and Title V-B.and Title V-B.6162 SEAs and LEAs are prohibited from transferring funds received under any other SEAs and LEAs are prohibited from transferring funds received under any other
ESEA program.62

58 Section 5102.
59 Ibid.
60 Statutory provisions include language allowing funds to be transferred to “Part B,” but the provision does not specify
the applicable title. 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 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.
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Part B: Rural Education Initiative
ESEA program.63 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,6364 and (2) authorizes a formula and (2) authorizes a formula
grant program for rural LEAs under which funds received may be used grant program for rural LEAs under which funds received may be used for activities authorized under several other ESEA under several other ESEA
programs.programs.6465 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.65
66 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 used for activities authorized under several other ESEA under several other ESEA programs66programs67 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.6768 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

63 These programs include Title I-A, Title II-A, Title III, Title IV-A, and Title IV-B.
64 These programs include Title I-A, Title II-A, Title III, Title IV-A, and Title IV-B.
65 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
codes, see https://nces.ed.gov/surveys/ruraled/definitions.asp.
66 These programs include Title I-A, Title II-A, Title III, and Title IV-A.
67 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 stateeducational needs of such students and ensure that all students meet their state’'s challenging 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 Title VII compensates LEAs for the “"substantial and continuing financial burdensubstantial and continuing financial burden”" resulting from resulting from
federal activities.federal activities.6869 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.69
70 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 LEAall real property within an LEA’'s area of service.s area of service.
Payments for Eligible Federally Connected Children (Basic Support Payments, Section
7003)7003). Section 7003 compensates LEAs for enrolling Section 7003 compensates LEAs for enrolling “"federally connectedfederally connected”" children. These are 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 Two payments are made under Section 7003. Section 7003(b) authorizes “"basic support basic support
payments”payments" for federally connected children. Basic support payments are allocated directly to 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).7071 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.

68 Impact Aid was previously authorized under ESEA, Title VIII.
69 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
to LEAs unless the state has an approved program to equalize expenditures among LEAs.
70 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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federally connected military dependent children.
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 elementary school, secondary school, local educational agency, , state educational agency, , evidence-based, , four-year
adjusted cohort graduation rate, , professional development, , state, and , and 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 SEA approval to consolidate their administrative funds. Part B also authorizes the consolidation of funds set 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.71
72 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”"covered" ESEA programs. In general, the covered ESEA programs. In general, the covered programs72programs73 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,7374 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
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
and resubmit the plan within 45 days of the determination being made, provided technical and 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,
Homelessness: Targeted Federal Programs.
72 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.
73 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
participation and involvement.
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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 planwithin 30 days of the plan’'s resubmission.s 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.7475 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.75
76 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 a general definition of “"maintenance of effort,maintenance of effort,”" as applied in several ESEA 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 not limit the exercise of “"constitutionally protected prayerconstitutionally protected prayer”76"77 in public schools in public schools
(Section 8524);(Section 8524);
• a requirement that recipient SEAs, LEAs, and public schools have a a requirement that recipient SEAs, LEAs, and public schools have a “"designated designated
open forumopen forum”77"78 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 a prohibition on the use of ESEA funds to “"promote or encourage sexual activity 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 ESEA program provide to the a requirement that LEAs receiving funds under any ESEA 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 released78
(Section 8528);

74 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
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.
75 This provision applies to all homeschools, regardless of whether a homeschool is considered a private school under
state law.
76 Section 8524(a).
77 Section 8525(b)(1).
78 This provision does not apply to certain religiously affiliated private schools (Section 8527(c)).
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• unless students or their parents request that such information not be released79 (Section 8528); 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);79
• an “80 an "Unsafe School Choice OptionUnsafe School Choice Option”" under which students in states receiving under which students in states receiving
ESEA funds who attend a ESEA funds who attend a “"persistently dangerouspersistently dangerous”" public school, public school,8081 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”a "safe" public school (Section 8532); 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 that applies to states that receive ESEA funds. This Subpart 3 includes teacher liability protection that applies to states that receive ESEA funds. This
subpart provides limitations on liability for teachers in school for harm caused by an act or 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 certain conditions (e.g., the teacher was acting 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 met.within the scope of his or her employment) are 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
programs authorized by Title I, for program programs authorized by Title I, for program evaluations81evaluations82 if funds for this purpose are not if funds for this purpose are not
separately authorized by a given program.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 FY2023FY2026. The . The
FY2017 through FY2025 appropriations included appropriations included inin Table 1 are based on the most recent data available from EDare based on the most recent data available from ED’'s Budget Service Office. FY2026 appropriations are from the FY2026 L-HHS-ED Appropriations Act included in the explanatory statement that accompanied the Consolidated Appropriations Act, 2026 (P.L. 119-75)s Budget

79 For example, NAEP is an exception to this prohibition (Section 8529(b)).
80 Each state defines what constitutes a “persistently dangerous school” for its public schools.
81 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 . 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 program/activity. This list of “"programs/activitiesprograms/activities”" does not take into account the number of 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, ED considers all of the funds year, to be appropriations for the given fiscal year. For example, ED considers all of the funds
provided in the provided in the FY2023FY2026 appropriations act, including advance appropriations appropriations act, including advance appropriations providedthat will become available in FY2027 in
FY2024, to be , to be FY2023FY2026 appropriations. These funds are being used primarily during the appropriations. These funds are being used primarily during the 2023-
20242026-2027 school year. school year. Table 1 follows this convention with regard to the fiscal year of the funds.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 FY2021.82


82 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. §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 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.
Congressional Research Service
24

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-
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
Title I-B
$369,100
$378,000
$378,000
$378,000
$378,000
$390,000
$390,000
Assessments and
Enhanced
Assessment
Instruments
(State
Assessment
Grants)
Education of
Title I-C
$374,751
$374,751
$374,751
$374,751
$375,626
$375,626
$375,626
Migratory
Children
(Migrant
Education)
Prevention and
Title I-D
$47,614
$47,614
$47,614
$47,614
$48,239
$48,239
$49,239
Intervention
Programs for
Children and
Youth Who Are
Neglected,
Delinquent, or
At-Risk
(Neglected and
Delinquent)
Supporting
Title II-A
$2,055,830
$2,055,830
$2,055,830
$2,131,830
$2,143,080
$2,170,080
$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
$200,000
$200,000
$200,000
$200,000
$200,000
$173,000
$173,000
School Leader
Incentive Fund
Comprehensive
Title II-B-2
$190,000
$190,000
$190,000
$192,000
$192,000
$192,000
$194,000
State Literacy
(Section
Development
2222)
Grants
Innovative
Title II-B-2
$27,000
$27,000
$27,000
$27,000
$28,000
$29,000
$30,000
Approaches to
(Section
Literacy
2226)
American
Title II-B-3
$3,515
$3,515
$4,815
$4,815
$5,250
$7,750
$23,000
History and
(Sections
Civics Educationa
2232 and
2233)
Supporting
Title II-B-4
$65,000
$75,000
$75,000
$80,000
$80,000
$85,000
$90,000
Effective
(Section
Educator
2242)
Development
(SEED)
School Leader
Title II-B-4
$14,500
$0
$0
$0
$0
$0
$0
Recruitment and
(Section
Support
2243)
STEM Master
Title II-B-4
$0
$0
$0
$0
$0
$0
$0
Teacher Corps
(Section
2245)
English Language
Title III-A
$737,400
$737,400
$737,400
$787,400
$797,400
$831,400
$890,000
Acquisition
Student Support
Title IV-A
$400,000
$1,100,000
$1,170,000
$1,210,000
$1,220,000
$1,280,000
$1,380,000
and Academic
Enrichment
Grants
CRS-26

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
21st Century
Title IV-B
$1,191,673
$1,211,673
$1,221,673
$1,249,673
$1,259,673
$1,289,673
$1,329,673
Community
Learning Centers
Charter Schools
Title IV-C
$342,172
$400,000
$427,859b
$440,000
$440,000
$440,000
$440,000
Program
Magnet Schools
Title IV-D
$97,647
$105,000
$113,700b
$107,000
$109,000
$124,000
$139,000
Assistance
Program
Family
Title IV-E
$0
$10,000
$15,440b
$10,000
$12,500
$15,000
$20,000
Engagement in
Education
Education
Title IV-F-1
$100,000
$120,000
$130,000
$190,000
$194,000
$234,000
$284,000
Innovation and
Research
Promise
Title IV-F-2
$73,254
$78,254
$78,254
$80,000
$81,000
$85,000
$91,000
Neighborhoods
(Section
4624)
Ful -Service
Title IV-F-2
$10,000
$17,500
$17,500
$25,000
$30,000
$75,000
$150,000
Community
(Section
Schools
4625)
National
Title IV-F-3
$68,000
$90,000
$95,000
$105,000
$106,000
$201,000
$216,000
Activities for
School Safety
Assistance for
Title IV-F-4
$27,000
$29,000
$29,000
$30,000
$30,500
$36,500
$36,500
Arts Education
(Section
Program
4642)
Ready to Learn
Title IV-F-4
$25,741
$27,741
$27,741
$29,000
$29,500
$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
Javits Gifted and
Title IV-F-4
$12,000
$12,000
$12,000
$13,000
$13,500
$14,500
$16,500
Talented
(Section
Education
4644)
Small, Rural
Title V-B-1
$87,920
$90,420
$90,420
$92,920
$93,920
$97,500
$107,500
School
Achievement
Program
Rural and Low-
Title V-B-2
$87,920
$90,420
$90,420
$92,920
$93,920
$97,500
$107,500
Income School
Program
Indian Education,
Title VI-A-1
$100,381
$105,381
$105,381
$105,381
$105,381
$109,881
$110,381
Formula Grants
to LEAs
Special Programs
Title VI-A-2
$57,993
$67,993
$67,993
$67,993
$67,993
$70,000
$72,000
and Projects to
Improve
Educational
Opportunities
for Indian
Children
Indian Education,
Title VI-A-3
$6,565
$6,865
$6,865
$7,365
$7,865
$9,365
$12,365
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

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
Impact Aid,
Title VII
$68,813
$73,313
$74,313
$75,313
$76,313
$77,313
$78,313
Payments
(Section
Relating to
7002)
Federal
Acquisition of
Real Property
Impact Aid,
Title VII
$1,189,233
$1,270,242
$1,301,242
$1,340,242
$1,354,242
$1,409,242
$1,468,242
Payments for
(Section 700
Eligible Federally
3(b))
Connected
Children (Basic
Support
Payments)
Impact Aid,
Title VII
$48,316
$48,316
$48,316
$48,316
$48,316
$48,316
$48,316
Payments for
(Section 700
Eligible Federally
3(d))
Connected
Children
(Payments for
Children with
Disabilities)
Impact Aid,
Title VII
$17,406
$17,406
$17,406
$17,406
$17,406
$17,406
$18,406
Construction
(Section
7007)
Impact Aid,
Title VII
$4,835
$4,835
$4,835
$4,835
$4,835
$4,835
$4,835
Facilities
(Section
Maintenance
7008)
TOTAL
—
$23,627,231
$24,897,121
$25,167,421
$25,947,426
$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 Service, various years.
a. With respect to American History and Civics Education, under Section 2232appropriations for FY2017 through FY2021.83 Table 1. ESEA Appropriations, FY2017-FY2026

dollars in thousands

Program/Activity

ESEA Citation

FY2017

FY2018

FY2019

FY2020

FY2021

FY2022

FY2023

FY2024

FY2025

FY2026

Grants to Local Educational Agencies (LEAs)

Title I-A

$15,459,802

$15,759,802

$15,859,802

$16,309,802

$16,536,802

$17,536,802

$18,386,802

$18,406,802

$18,406,802

$18,426,802

Grants for State Assessments and Enhanced Assessment Instruments (State Assessment Grants)

Title I-B

$369,100

$378,000

$378,000

$378,000

$378,000

$390,000

$390,000

$380,000

$380,000

$380,000

Education of Migratory Children (Migrant Education)

Title I-C

$374,751

$374,751

$374,751

$374,751

$375,626

$375,626

$375,626

$375,626

$375,626

$375,626

Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or At-Risk (Neglected and Delinquent)

Title I-D

$47,614

$47,614

$47,614

$47,614

$48,239

$48,239

$49,239

$49,239

$49,239

$49,239

Supporting Effective Instruction

Title II-A

$2,055,830

$2,055,830

$2,055,830

$2,131,830

$2,143,080

$2,170,080

$2,190,080

$2,190,080

$2,190,080

$2,190,080

Teacher and School Leader Incentive Fund

Title II-B-1

$200,000

$200,000

$200,000

$200,000

$200,000

$173,000

$173,000

$60,000

$10,070a

$60,000

Comprehensive State Literacy Development Grants

Title II-B-2 (Section 2222)

$190,000

$190,000

$190,000

$192,000

$192,000

$192,000

$194,000

$194,000

$198,512b

$194,000

Innovative Approaches to Literacy

Title II-B-2 (Section 2226)

$27,000

$27,000

$27,000

$27,000

$28,000

$29,000

$30,000

$30,000

$25,488b

$30,000

American History and Civics Educationc

Title II-B-3 (Sections 2232 and 2233)

$3,515

$3,515

$4,815

$4,815

$5,250

$7,750

$23,000

$23,000

$159,930a

$23,000

Supporting Effective Educator Development (SEED)

Title II-B-4 (Section 2242)

$65,000

$75,000

$75,000

$80,000

$80,000

$85,000

$90,000

$90,000

$0a

$90,000

School Leader Recruitment and Support

Title II-B-4 (Section 2243)

$14,500

$0

$0

$0

$0

$0

$0

$0

$0

$0

STEM Master Teacher Corps

Title II-B-4 (Section 2245)

$0

$0

$0

$0

$0

$0

$0

$0

$0

$0

English Language Acquisition

Title III-A

$737,400

$737,400

$737,400

$787,400

$797,400

$831,400

$890,000

$890,000

$890,000

$890,000

Student Support and Academic Enrichment Grants

Title IV-A

$400,000

$1,100,000

$1,170,000

$1,210,000

$1,220,000

$1,280,000

$1,380,000

$1,380,000

$1,380,000

$1,380,000

21st Century Community Learning Centers

Title IV-B

$1,191,673

$1,211,673

$1,221,673

$1,249,673

$1,259,673

$1,289,673

$1,329,673

$1,329,673

$1,329,673

$1,329,673

Charter Schools Program

Title IV-C

$342,172

$400,000

$427,859d

$440,000

$440,000

$440,000

$440,000

$440,000

$500,000e

$440,000

Magnet Schools Assistance Program

Title IV-D

$97,647

$105,000

$113,700d

$107,000

$109,000

$124,000

$139,000

$139,000

$124,695e

$139,000

Family Engagement in Education

Title IV-E

$0

$10,000

$15,440d

$10,000

$12,500

$15,000

$20,000

$20,000

$16,647e

$20,000

Education Innovation and Research

Title IV-F-1

$100,000

$120,000

$130,000

$190,000

$194,000

$234,000

$284,000

$259,000

$259,000

$235,000

Promise Neighborhoods

Title IV-F-2 (Section 4624)

$73,254

$78,254

$78,254

$80,000

$81,000

$85,000

$91,000

$91,000

$91,000

$91,000

Full-Service Community Schools

Title IV-F-2 (Section 4625)

$10,000

$17,500

$17,500

$25,000

$30,000

$75,000

$150,000

$150,000

$150,000

$150,000

National Activities for School Safety

Title IV-F-3

$68,000

$90,000

$95,000

$105,000

$106,000

$201,000

$216,000

$216,000

$216,000

$190,000

Assistance for Arts Education Program

Title IV-F-4 (Section 4642)

$27,000

$29,000

$29,000

$30,000

$30,500

$36,500

$36,500

$36,500

$33,712e

$36,500

Ready to Learn Programming

Title IV-F-4 (Section 4643)

$25,741

$27,741

$27,741

$29,000

$29,500

$30,500

$31,000

$31,000

$0e

$31,000

Javits Gifted and Talented Education

Title IV-F-4 (Section 4644)

$12,000

$12,000

$12,000

$13,000

$13,500

$14,500

$16,500

$16,500

$7,946e

$16,500

Small, Rural School Achievement Program

Title V-B-1

$87,920

$90,420

$90,420

$92,920

$93,920

$97,500

$107,500

$110,000

$110,000

$112,500

Rural and Low-Income School Program

Title V-B-2

$87,920

$90,420

$90,420

$92,920

$93,920

$97,500

$107,500

$110,000

$110,000

$112,500

Indian Education, Formula Grants to LEAs

Title VI-A-1

$100,381

$105,381

$105,381

$105,381

$105,381

$109,881

$110,381

$110,381

$110,381

$110,381

Special Programs and Projects to Improve Educational Opportunities for Indian Children

Title VI-A-2

$57,993

$67,993

$67,993

$67,993

$67,993

$70,000

$72,000

$72,000

$72,000

$72,000

Indian Education, National Activities

Title VI-A-3

$6,565

$6,865

$6,865

$7,365

$7,865

$9,365

$12,365

$12,365

$12,365

$14,365

Native Hawaiian Education

Title VI-B

$33,397

$36,397

$36,397

$36,897

$37,397

$38,897

$45,897

$45,897

$45,897

$45,897

Alaska Native Education

Title VI-C

$32,453

$35,453

$35,453

$35,953

$36,453

$37,953

$44,953

$44,953

$44,953

$44,953

Impact Aid, Payments Relating to Federal Acquisition of Real Property

Title VII (Section 7002)

$68,813

$73,313

$74,313

$75,313

$76,313

$77,313

$78,313

$79,000

$79,000

$80,000

Impact Aid, Payments for Eligible Federally Connected Children (Basic Support Payments)

Title VII (Section 7003(b))

$1,189,233

$1,270,242

$1,301,242

$1,340,242

$1,354,242

$1,409,242

$1,468,242

$1,474,000

$1,474,000

$1,477,000

Impact Aid, Payments for Eligible Federally Connected Children (Payments for Children with Disabilities)

Title VII (Section 7003(d))

$48,316

$48,316

$48,316

$48,316

$48,316

$48,316

$48,316

$48,316

$48,316

$49,316

Impact Aid, Construction

Title VII (Section 7007)

$17,406

$17,406

$17,406

$17,406

$17,406

$17,406

$18,406

$19,000

$19,000

$19,000

Impact Aid, Facilities Maintenance

Title VII (Section 7008)

$4,835

$4,835

$4,835

$4,835

$4,835

$4,835

$4,835

$4,835

$4,835

$4,835

TOTAL

—

$23,627,231

$24,897,121

$25,167,421

$25,947,426

$26,254,111

$27,682,278

$29,044,128

$28,928,167

$28,928,167

$28,910,167

Source: Table prepared by CRS based on appropriations tables from the U.S. Department of Education (ED), Budget Service, various years. The FY2025 appropriations reflect ED's FY2025 operating plan. FY2026 ED appropriations are based on the Explanatory Statement that accompanied the Departments of Labor, Health and Human Services, and Education, and Related Agencies (L-HHS-ED) Appropriations Act included in the Consolidated Appropriations Act, 2026 (P.L. 119-75).

a. With respect to American History and Civics Education, under Section 2232, funds are used to support Presidential and Congressional Academies for American History and Civics. Under Section 2233, funds are used to support National Activities. ED reprogrammed $139,930,000 to American History and Civics Education National Activities (Section 2233) from other programs in the Innovation and Improvement account, including $49,930,000 from Teacher and School Leader Incentive Grants and $90,000,000 from Supporting Effective Educator Development. Prior to the reprogramming, appropriations for American History and Civics Education were $20,000,000, appropriations for Teacher and School Leader Incentive Grants were $60,000,000, and appropriations for Supporting Effective Educator Development were $90,000,000. b. ED reprogrammed $4,512,000 to Comprehensive Literacy State Development Grants from the Innovative Approaches to Literacy program. Both programs are in the Education for the Disadvantaged account. Prior to the reprogramming, appropriations for Comprehensive Literacy State Development Grants were $194,000,000, and appropriations for the Innovative Approaches to Literacy program were $30,000,000. c. With respect to American History and Civics Education, under Section 2232 funds are used to support Presidential and Congressional Academies for American funds are used to support Presidential and Congressional Academies for American
History and Civics. Under Section 2233, funds are used to support National Activities. Based on ED, Budget Service, Justification of Appropriations Estimates to History and Civics. Under Section 2233, funds are used to support National Activities. Based on ED, Budget Service, Justification of Appropriations Estimates to
Congress, various years, appropriations have been provided as Congress, various years, appropriations have been provided as fol owsfollows: FY2017 and FY2018: $1,815,000 (Section 2232) and $1,700,000 (Section 2233); FY2019 and : FY2017 and FY2018: $1,815,000 (Section 2232) and $1,700,000 (Section 2233); FY2019 and
CRS-29

FY2020: $1,815,000 (Section 2232) and $3,000,000 (Section 2233); FY2021: $1,986,000 (Section 2232), $3,211,000 (Section 2233), and $53,000 (peer review of new FY2020: $1,815,000 (Section 2232) and $3,000,000 (Section 2233); 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); FY2022: $828,000 (Section 2232), $6,920,000 (Section 2233), and $1,000 (peer review of new applications applications for grants under Sections 2232 and 2233); FY2022: $828,000 (Section 2232), $6,920,000 (Section 2233), and $1,000 (peer review of new applications
for grants under Section 2233); 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 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. Sections 2232 and 2233); FY2024: $3,000,000 (Section 2232) and $20,000,000 (Section 2233); and FY2025: $3,000,000 (Section 2232), $159,718 (Section 2233), and $212,000 (peer review of new applications under Section 2233). No data are available for FY2026 as of the date of this report. Details may not add to totals because of rounding. d. ED reprogrammed $12,141,000 from the Charter Schools Program and provided it to other programs in the Innovation and Improvement account, including 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 $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 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.Family Engagement Centers were $10,000,000.

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e. ED reprogrammed $60,000,000 to the Charter Schools Program from other programs in the Innovation and Improvement account, including $14,305,000 from the Magnet Schools Assistance Program, $2,788,000 from Arts in Education, $31,000,000 from Ready to Learn Programming, $8,554,000 from Javits Gifted and Talented Education, and $3,353 from Statewide Family Engagement. Prior to the reprogramming, appropriations for the Charter School program were $440,000,000, appropriations for the Magnet Schools Assistance Program were $139,000,000, appropriations for Arts in Education were $36,500,000, appropriations for Ready to Learn Programming were $31,000,000, appropriations for Javits Gifted and Talented Education were $16,500,000, and appropriations for Statewide Family Engagement were $20,000,000. Table 2. ESEA Program Authorizations Based on Amendments Included in the No Table 2. ESEA Program Authorizations Based on Amendments Included in the No
Child Left Behind Act (NCLB) and the Every Student Succeeds Act (ESSA):
FY2016 and FY2017
(Dollars dollars in thousands in thousands)

ESEA Citation


NCLB
ESSA
FY2016
FY2017
Program/Activity
Amendments
Amendments
Appropriations
Appropriations

ESEA Citation

Program/Activity

NCLB Amendments

ESSA Amendments

FY2016 Appropriations

FY2017 Appropriations

School Improvement Grants

Title I, Section 1003(g)

—

$450,000

na

School Improvement
Title I, Section
—
$450,000
na
Grants
1003(g)
Grants to Local
Title I-A
Title I-A
$14,909,802
$15,459,802
Educational Agencies
(LEAs)
Grants to Local Educational Agencies (LEAs)

Title I-A

Title I-A

$14,909,802

$15,459,802

Grants for State Assessments and Enhanced Assessment Instruments (State Assessment Grants)

Title VI-A-1 (Sections 6111 and 6112))

Title I-B

$378,000

$369,100

Reading First

Title I-B-1

—

$0

na

Early Reading First

Title I-B-2

—

$0

na

Even Start

Title I-B-3

—

$0

na

Improving Literacy through School Libraries

Title I-B-4

—

$0

na

Education of Migratory Children (Migrant Education)

Title I-C

Title I-C

$374,751

$374,751

Prevention and Grants for State
Title VI-A-1
Title I-B
$378,000
$369,100
Assessments and
(Sections 6111 and
Enhanced Assessment
6112))
Instruments (State
Assessment Grants)
Reading First
Title I-B-1
—
$0
na
Early Reading First
Title I-B-2
—
$0
na
Even Start
Title I-B-3
—
$0
na
Improving Literacy
Title I-B-4
—
$0
na
through School
Libraries
Education of Migratory
Title I-C
Title I-C
$374,751
$374,751
Children (Migrant
Education)
Prevention and
Title I-D
Title I-D
$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)

Title I-D

Title I-D

$47,614

$47,614

Close Up FellowshipsClose Up Fellowships
Title I-E (Section Title I-E (Section
1504)

—

$0

na

 —
$0
na
1504)
Comprehensive School Comprehensive School
Reform Title I-FTitle I-F
—
$0
na
Reform

—

$0

na

Advanced PlacementAdvanced Placement
Title I-GTitle I-G
—
$28,483
na

—

$28,483

na

School Dropout Preventiona

Title I-H

—

$0

na

Supporting Effective School Dropout
Title I-H
—
$0
na
Preventiona
Supporting Effective
Title II-A
Title II-A
$2,349,830
$2,055,830
Instruction (formerly Instruction (formerly
the Teacher and the Teacher and
Principal Training and Principal Training and
Recruiting Recruiting Fundb)
Advanced
Fundb)

Title II-A

Title II-A

$2,349,830

$2,055,830

Advanced Credentialing

Title II-A-5 (Section 2151(c))

—

$0

na

Title II-A-5 (Section
—
$0
na
Credentialing
2151(c))
Congressional Research Service
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ESEA Citation


NCLB
ESSA
FY2016
FY2017
Program/Activity
Amendments
Amendments
Appropriations
Appropriations
Special Education
Title II-A-5 (Section
—
$0
na
Teacher Training
2151(d))
Special Education Teacher Training

Title II-A-5 (Section 2151(d))

—

$0

na

Early Childhood Educator Professional Development

Title II-A-5 (Section 2151(e))

—

$0

na

Teacher and School Leader Incentive Grants (formerly the Teacher Incentive Fund)

Title V-D-1

Title II-B-1

$230,000

$200,000

Comprehensive Literacy Development Grants (formerly Striving Readers)

Title I-E (Section 1502)

Early Childhood
Title II-A-5 (Section
—
$0
na
Educator Professional
2151(e))
Development
Teacher and School
Title V-D-1
Title II-B-1
$230,000
$200,000
Leader Incentive
Grants (formerly the
Teacher Incentive
Fund)
Comprehensive
Title I-E (Section
Title II-B-2 (Section
$190,000
$190,000
Literacy Development
1502)
2222)
Grants (formerly
Striving Readers)
Innovative Approaches
Title V-D-1
Title II-B-2 (Section
$27,000
$27,000
to Literacy
2226)
American History and
Title V-D-1
Title II-B-3
$1,815
$3,515
Civics Educationc
(Sections 2232 and
2233)
Title II-B-2 (Section 2222)

$190,000

$190,000

Innovative Approaches to Literacy

Title V-D-1

Title II-B-2 (Section 2226)

$27,000

$27,000

American History and Civics Educationc

Title V-D-1

Title II-B-3 (Sections 2232 and 2233)

$1,815

$3,515

Supporting Effective Educator Development (SEED)

—d

Title II-B-4 (Section 2242)

na

$65,000

Supporting Effective
—d
Title II-B-4 (Section
na
$65,000
Educator Development
2242)
(SEED)
School Leader
Title II-A-5 (Section
Title II-B-4 (Section
$16,368
$14,500
Recruitment and
2151(b))
2243)
Support (formerly
School Leadership
program)
STEM Master Teacher
—
Title II-B-4 (Section
na
$0
Corps
2245)
School Leader Recruitment and Support (formerly School Leadership program)

Title II-A-5 (Section 2151(b))

Title II-B-4 (Section 2243)

$16,368

$14,500

STEM Master Teacher Corps

—

Title II-B-4 (Section 2245)

na

$0

Math and Science Partnerships

Title II-B

—

$152,717

na

Math and Science
Title II-B
—
$152,717
na
Partnerships
Transition to TeachingTransition to Teaching
Title II-C-1-BTitle II-C-1-B
—
$0
na
National Writing
Title II-C-2
—
$0
na
Project

—

$0

na

National Writing Project

Title II-C-2

—

$0

na

We the People (Civic Education)

Title II-C-3 (Section 2344)

—

$0

na

We the People (Civic
Title II-C-3
—
$0
na
Education)
(Section 2344)
Cooperative Education
Title II-C-3
—
$0
na
Exchange (Civic
(Section 2345)
Education)
Cooperative Education Exchange (Civic Education)

Title II-C-3 (Section 2345)

—

$0

na

Teaching of Traditional American History

Title II-C-4

—

$0

na

Educational Technology

Title II-D

—

$0

na

Teaching of Traditional
Title II-C-4
—
$0
na
American History
Educational
Title II-D
—
$0
na
Technology
English Language
Title III-Ae
Title III-A
$737,400
$737,400
Acquisition
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ESEA Citation


NCLB
ESSA
FY2016
FY2017
Program/Activity
Amendments
Amendments
Appropriations
Appropriations
Student Support and
—
Title IV-A
na
$400,000
Academic Enrichment
Grantsf
Safe and Drug Free,
Title IV-A-1
—
$0
na
State Grants
Hate Crime Prevention English Language Acquisition Title III-Ae

Title III-A

$737,400

$737,400

Student Support and Academic Enrichment Grantsf

—

Title IV-A

na

$400,000

Safe and Drug Free, State Grants

Title IV-A-1

—

$0

na

Hate Crime Prevention

Title IV-A-2 (Section 4123)

—

$0

na

Title IV-A-2
—
$0
na
(Section 4123)
National Coordinator National Coordinator
Program Title IV-A-2 Title IV-A-2
(Section 4125)

—

$0

na

 —
$0
na
Program
(Section 4125)
Community Service Community Service
Title IV-A-2
—
$0
na
Grant Program
(Section 4126)
Grant Program

Title IV-A-2 (Section 4126)

—

$0

na

School Security and Technology Resource Center

Title IV-A-2 (Section 4127)

—

$0

na

National Center for School and Youth Safety

Title IV-A-2 (Section 4128)

—

$0

na

School Security and
Title IV-A-2
—
$0
na
Technology Resource
(Section 4127)
Center
National Center for
Title IV-A-2
—
$0
na
School and Youth
(Section 4128)
Safety
Alcohol Abuse
Title IV-A-2
—
$0
na
Reduction
(Section 4129)
Mentoring Programs
Alcohol Abuse Reduction

Title IV-A-2 (Section 4129)

—

$0

na

Mentoring Programs

Title IV-A-2 (Section 4130)

—

$0

na

21st Century Community Learning Centers

Title IV-B

Title IV-B

$1,166,673

$1,191,673

Charter Schools Program

Title V-B-1 and 2

Title IV-C

$333,172

$342,172

Title IV-A-2
—
$0
na
(Section 4130)
21st Century
Title IV-B
Title IV-B
$1,166,673
$1,191,673
Community Learning
Centers
Charter Schools
Title V-B-1 and 2
Title IV-C
$333,172
$342,172
Program
Magnet Schools
Title V-C
Title IV-D
$96,647
$97,647
Assistance Program
Family Engagement in
—
Title IV-E
na
$0
Education
Education Innovation
—g
Title IV-F-1
na
$100,000
and Research
Promise
Magnet Schools Assistance Program

Title V-C

Title IV-D

$96,647

$97,647

Family Engagement in Education

—

Title IV-E

na

$0

Education Innovation and Research

—g

Title IV-F-1

na

$100,000

Promise Neighborhoods

Title V-D-1h Title V-D-1h
Title IV-F-2 (Section Title IV-F-2 (Section
4624) $73,254
$73,254
Neighborhoods
4624)
Ful Service
$73,254

$73,254

Full Service Community Schools

Title V-D-1i Title V-D-1i
Title IV-F-2 (Section Title IV-F-2 (Section
$10,000
$10,000
Community Schools
4625)
4625)

$10,000

$10,000

National Activities for National Activities for
School Safety Title IV-A-2 Title IV-A-2
(Section 4631) Title IV-F-3Title IV-F-3

$75,000

$68,000

$75,000
$68,000
School Safety
(Section 4631)
Assistance for Arts Assistance for Arts
Education Program Title V-D-15Title V-D-15
Title IV-F-4 (Section Title IV-F-4 (Section
$27,000
$27,000
Education Program
4642)
Ready to Learn
Title II-D-3
Title IV-F-4 (Section
$25,741
$25,741
Programming (formerly
4643)
4642)

$27,000

$27,000

Ready to Learn Programming (formerly Ready-to-Learn Ready-to-Learn
Television)Television)
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ESEA Citation


NCLB
ESSA
FY2016
FY2017
Program/Activity
Amendments
Amendments
Appropriations
Appropriations
Javits Gifted and
Title V-D-6

Title II-D-3

Title IV-F-4 (Section 4643)

$25,741

$25,741

Javits Gifted and Talented Education

Title V-D-6

Title IV-F-4 (Section 4644)

$12,000

$12,000

Title IV-F-4 (Section
$12,000
$12,000
Talented Education
4644)
Innovative ProgramsInnovative Programs
Title V-ATitle V-A
—
$0
na
Small, Rural School
Title VI-B-1
Title V-B-1
$87,920
$87,920
Achievement Program
Rural and Low-Income
Title VI-B-2
Title V-B-2
$87,920
$87,920
School Program
Voluntary Public
Title V-B-3
—
$0
na
School Choice
Fund for the
Title V-D-1
—
nak
na
Improvement of
Education, National
Programsj
Preschool

—

$0

na

Small, Rural School Achievement Program

Title VI-B-1

Title V-B-1

$87,920

$87,920

Rural and Low-Income School Program

Title VI-B-2

Title V-B-2

$87,920

$87,920

Voluntary Public School Choice

Title V-B-3

—

$0

na

Fund for the Improvement of Education, National Programsj

Title V-D-1

—

nak

na

Preschool Development Grants

Title V-D-1l —m

$250,000

na

Non-cognitive Skills Initiative

Title V-D-1

—

$3,000

na

Elementary and Secondary School Counseling

Title V-D-2

—

$49,561

na

Character Education

Title V-D-3

—

$0

na

Smaller Learning Communities

Title V-D-4

—

$0

na

Reading is Fundamental

Title V-D-5

—

$0

na

Star Schools Program

Title V-D-7

—

$0

na

Ready to Teach

Title V-D-8

—

$0

na

Foreign Language Assistance

Title V-D-9

—

$0

na

Carol M. White Physical Education Program

Title V-D-10

—

$47,000

na

Community Technology Centers

Title V-D-11

—

$0

na

Exchanges with Title V-D-1l
—m
$250,000
na
Development Grants
Non-cognitive Skil s
Title V-D-1
—
$3,000
na
Initiative
Elementary and
Title V-D-2
—
$49,561
na
Secondary School
Counseling
Character Education
Title V-D-3
—
$0
na
Smaller Learning
Title V-D-4
—
$0
na
Communities
Reading is Fundamental Title V-D-5
—
$0
na
Star Schools Program
Title V-D-7
—
$0
na
Ready to Teach
Title V-D-8
—
$0
na
Foreign Language
Title V-D-9
—
$0
na
Assistance
Carol M. White
Title V-D-10
—
$47,000
na
Physical Education
Program
Community
Title V-D-11
—
$0
na
Technology Centers
Exchanges with
Title V-D-12
—
$0
na
Historic Whaling and Historic Whaling and
Trading PartnersTrading Partners
Excellence in Economic Title V-D-13
—
$0
na
Education
Grants to Improve the
Title V-D-14
—
$0
na
Mental Health of
(Section 5541)
Children, Mental
Health Integration in
Schools
Congressional Research Service
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The ESEA, as Amended by the Every Student Succeeds Act: A Primer


ESEA Citation


NCLB
ESSA
FY2016
FY2017
Program/Activity
Amendments
Amendments
Appropriations
Appropriations
Grants to Improve the
Title V-D-14
—
$0
na
Mental Health of
(Section 5542)
Children, Foundations
for Learning
Parental Assistance and Title V-D-16
—
$0
na
Local Family
Information Centers
Combating Domestic
Title V-D-17
—
$0
na
Violence
Healthy, High-
Title V-D-18
—
$0
na
Performance Schools
Grants for Capital
Title V-D-19
—
$0
na

Title V-D-12

—

$0

na

Excellence in Economic Education

Title V-D-13

—

$0

na

Grants to Improve the Mental Health of Children, Mental Health Integration in Schools

Title V-D-14 (Section 5541)

—

$0

na

Grants to Improve the Mental Health of Children, Foundations for Learning

Title V-D-14 (Section 5542)

—

$0

na

Parental Assistance and Local Family Information Centers

Title V-D-16

—

$0

na

Combating Domestic Violence

Title V-D-17

—

$0

na

Healthy, High-Performance Schools

Title V-D-18

—

$0

na

Grants for Capital Expenses of Providing Expenses of Providing
Equitable Services for Equitable Services for
Private School Private School
Students
Additional Assistance
Students Title V-D-Title V-D-20
—
$0
na
19

—

$0

na

Additional Assistance for Certain Local for Certain Local
Educational Agencies Educational Agencies
Impacted by Federal Impacted by Federal
Property AcquisitionProperty Acquisition
Women’s Educational
Title V-D-21
—
$0
na
Equity Act
Indian Education,
Title VII-A-1
Title VI-A-1
$100,381
$100,381
Formula Grants to
LEAs
Special Programs and
Title VII-A-2
Title VI-A-2
$37,993
$57,993
Projects to Improve
Educational
Opportunities for
Indian Children
Indian Education,
Title VII-A-3
Title VI-A-3
$5,565
$6,565
National Activities
Native Hawaiian
Title VII-B
Title VI-B
$33,397
$33,397
Student Education
Alaska Native Student
Title VII-C
Title VI-C
$32,453
$32,453
Education
Impact Aid, Payments
Title VIII (Section
Title VII (Section
$66,813
$68,813
Relating to Federal
8002)
7002)
Acquisition of Real
Property
Impact Aid, Payments
Title VIII
Title VII
$1,168,233
$1,189,233
for Eligible Federally
(Section 8003(b))
(Section 7003(b))
Connected Children
(Basic Support
Payments)
Congressional Research Service
35
The ESEA, as Amended by the Every Student Succeeds Act: A Primer


ESEA Citation


NCLB
ESSA
FY2016
FY2017
Program/Activity
Amendments
Amendments
Appropriations
Appropriations
Impact Aid, Payments
Title VIII
Title VII
$48,316
$48,316
for Eligible Federally
(Section 8003(d))
(Section 7003(d))
Connected Children
(Payments for Children
with Disabilities)
Impact Aid,

Title V-D-20

—

$0

na

Women's Educational Equity Act

Title V-D-21

—

$0

na

Indian Education, Formula Grants to LEAs

Title VII-A-1

Title VI-A-1

$100,381

$100,381

Special Programs and Projects to Improve Educational Opportunities for Indian Children

Title VII-A-2

Title VI-A-2

$37,993

$57,993

Indian Education, National Activities

Title VII-A-3

Title VI-A-3

$5,565

$6,565

Native Hawaiian Student Education

Title VII-B

Title VI-B

$33,397

$33,397

Alaska Native Student Education

Title VII-C

Title VI-C

$32,453

$32,453

Impact Aid, Payments Relating to Federal Acquisition of Real Property

Title VIII (Section 8002)

Title VII (Section 7002)

$66,813

$68,813

Impact Aid, Payments for Eligible Federally Connected Children (Basic Support Payments)

Title VIII (Section 8003(b))

Title VII (Section 7003(b))

$1,168,233

$1,189,233

Impact Aid, Payments for Eligible Federally Connected Children (Payments for Children with Disabilities)

Title VIII (Section 8003(d))

Title VII (Section 7003(d))

$48,316

$48,316

Impact Aid, Construction

Title VIII (Section 8007)

Title VII (Section 7007)

$17,406

$17,406

Impact Aid, Facilities Maintenance

Title VIII (Section 8008)

Title VII (Section 7008)

$4,835

$4,835

Title I Evaluation (formerly referred to as the National Assessment of Title I)

Title I-E

Title VIII-G

$0

$0

TOTAL

—

—

$23,754,060

$23,627,231

Title VIII (Section
Title VII (Section
$17,406
$17,406
Construction
8007)
7007)
Impact Aid, Facilities
Title VIII (Section
Title VII (Section
$4,835
$4,835
Maintenance
8008)
7008)
Title I Evaluation
Title I-E
Title VIII-G
$0
$0
(formerly referred to
as the National
Assessment of Title I)
TOTAL
—
—
$23,754,060
$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. a. This program was also known as the High School Graduation Initiative.This program was also known as the High School Graduation Initiative.
b. b. This program was commonly referred to as the Improving Teacher Quality program.This program was commonly referred to as the Improving Teacher Quality program.
c. c. Funds under the ESEA as amended by both the NCLB and the ESSA are used to support Presidential and 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. d. Prior to the enactment of the ESSA, funds were provided for SEED as a set aside under Title II-A.Prior to the enactment of the ESSA, funds were provided for SEED as a set aside under Title II-A.
e. e. The ESEA as amended by the NCLB also included programs under Title III-B, Improving Language 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 below $650 mil ionmillion. As this never occurred, the Title III-B programs are not reflected in the table. The Title . 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. g. While the ESEA as amended by the NCLB did not include a program similar to the Education Innovation 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 Fiscal Stabilization Fund (Title XIV). The i3 program received $120 mil ionmillion in FY2016. in FY2016.
h. h. The Promise Neighborhoods program was enacted through the Department of Education Appropriations 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-
117117 ( (H.Rept. 111-366H.Rept. 111-366). i. The Full ).
i.
The Ful Service Community Schools program was initially created as a demonstration program through the 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 The Fund for the Improvement of Education, National Programs authority supported “"nationally significant 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 standardshelp 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
Congressional Research Service
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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. k. See specific programs listed in the table for appropriations provided under the Title V-D-1 authority in 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. m. A new Preschool Development Grants program was included in the ESSA but was not included in the ESEA. 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.



Congressional Research Service
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Table 3. ESEA Program Authorizations
Section
Authorizing
Program/Activity
Title
Appropriations
FY2017
FY2018
FY2019
FY2020
FY2021a
Grants to Local
Title I-A
Section 1002
$15,012,317,605
$15,457,459,042
$15,897,371,442
$16,182,344,591
$16,182,344,591
Educational Agencies
(LEAs)
Grants for State
Title I-B
Section 1002
$378,000,000
$378,000,000
$378,000,000
$378,000,000
$378,000,000
Assessments and
Enhanced Assessment
Instruments (State
Assessment)
Education of
Title I-C
Section 1002
$374,751,000
$374,751,000
$374,751,000
$374,751,000
$374,751,000
Migratory Children
(Migrant Education)
Prevention and
Title I-D
Section 1002
$47,614,000
$47,614,000
$47,614,000
$47,614,000
$47,614,000
Intervention Programs
for Children and
Youth Who Are
Neglected,
Delinquent, or At-Risk
(Neglected and
Delinquent)
Supporting Effective
Title II-A
Section 2003
$2,295,830,000
$2,295,830,000
$2,295,830,000
$2,295,830,000
$2,295,830,000
Instruction
Teacher and School
Title II-B-1

Title

Section Authorizing Appropriations

FY2017

FY2018

FY2019

FY2020

FY2021a

Grants to Local Educational Agencies (LEAs)

Title I-A

Section 1002

$15,012,317,605

$15,457,459,042

$15,897,371,442

$16,182,344,591

$16,182,344,591

Grants for State Assessments and Enhanced Assessment Instruments (State Assessment)

Title I-B

Section 1002

$378,000,000

$378,000,000

$378,000,000

$378,000,000

$378,000,000

Education of Migratory Children (Migrant Education)

Title I-C

Section 1002

$374,751,000

$374,751,000

$374,751,000

$374,751,000

$374,751,000

Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or At-Risk (Neglected and Delinquent)

Title I-D

Section 1002

$47,614,000

$47,614,000

$47,614,000

$47,614,000

$47,614,000

Supporting Effective Instruction

Title II-A

Section 2003

$2,295,830,000

$2,295,830,000

$2,295,830,000

$2,295,830,000

$2,295,830,000

Teacher and School Leader Incentive Program

Title II-B-1

Section 2003 and Section 2201

Section 2003 and
49.1%
49.1%
49.1%
47.0%
47.0%
Leader Incentive
Section 2201
($230,220,362) of ($230,220,362) of ($230,361,488) of ($229,908,960) of ($229,908,960) of
Program
a single
a single
a single
a single
49.1% ($230,220,362) of a single authorization for national activities under Title II-B.b 49.1% ($230,220,362) of a single a single
authorization for
authorization for
authorization for
authorization for
authorization for
national activities
national activities
national activities
national activities
authorization for national activities under Title II-B.b 49.1% ($230,361,488) of a single authorization for national activities national activities
under Title II-under Title II-B.b
under Title II-B.b
under Title II-B.b
under Title II-B.b
B.b 47.0% ($229,908,960) of a single authorization for national activities under Title II-under Title II-B.b
CRS-38
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Section
Authorizing
Program/Activity
Title
Appropriations
FY2017
FY2018
FY2019
FY2020
FY2021a
Literacy Education For Title II-B-2
Section 2003 and
34.1%
34.1%
34.1%
36.8%
36.8%
All (includes
Section 2201
($159,888,276) of ($159,888,276) of ($159,986,288) of ($180,013,824) of ($180,013,824) of
Comprehensive
a single
a single
a single
a single
a single
Literacy State
authorization for
authorization for
authorization for
authorization for
authorization for
Development Grants
national activities
national activities
national activities
national activities
national activities
and Innovative
under Title II-B.b
under Title II-B.b
under Title II-B.b
under Title II-Bb.
under Title II-Bb.
Approaches to
Literacy)
B.b 47.0% ($229,908,960) of a single authorization for national activities under Title II-B.b

Literacy Education For All (includes Comprehensive Literacy State Development Grants and Innovative Approaches to Literacy)

Title II-B-2

Section 2003 and Section 2201

34.1% ($159,888,276) of a single authorization for national activities under Title II-B.b 34.1% ($159,888,276) of a single authorization for national activities under Title II-B.b 34.1% ($159,986,288) of a single authorization for national activities under Title II-B.b 36.8% ($180,013,824) of a single authorization for national activities under Title II-Bb. 36.8% ($180,013,824) of a single authorization for national activities under Title II-Bb.

American History and Civics Education, Presidential and Congressional Academies

Title II-B-3, Section 2232

Section 2003 and Section 2201

26.0%c American History and
Title II-B-3,
Section 2003 and
26.0%c of 1.4%
26.0%c of 1.4%
26.0%c of 1.4%
26.0%c of 1.4%
26.0%c of 1.4%
Civics Education,
Section 2232
Section 2201
($1,706,725) of a
($1,706,725) of a
($1,707,772) of a
($1,780,572) of a
($1,780,572) of a
Presidential and
single
single
single
single
single
Congressional
authorization for
authorization for
authorization for
authorization for
authorization for
Academies
national activities
national activities
national activities
national activities
of 1.4% ($1,706,725) of a single authorization for national activities under Title II-B.b, c 26.0%c of 1.4% ($1,706,725) of a single authorization for national activities under Title II-B.b, c 26.0%c of 1.4% ($1,707,772) of a single authorization for national activities under Title II-B.b, c 26.0%c of 1.4% ($1,780,572) of a single authorization for national activities national activities
under Title II-under Title II-B.b,
under Title II-B.b,
under Title II-B.b,
under Title II-B.b,
B.b, c 26.0%c of 1.4% ($1,780,572) of a single authorization for national activities under Title II-under Title II-B.b,
c
c
c
c
c
American History and
Title II-B-3,
B.b, c

American History and Civics Education, National Activities

Title II-B-3, Section 2233

Section 2003 and Section 2201

74.0%d of 1.4% ($4,857,603) of a single authorization for national activities under Title II-B.b, d 74.0%d Section 2003 and
74.0%d of 1.4%
74.0%d of 1.4%
74.0%d of 1.4%
74.0%d of 1.4%
74.0%d of 1.4%
Civics Education,
Section 2233
Section 2201
($4,857,603) of a
($4,857,603) of a
($4,860,580) of a
($5,067,780) of a
($5,067,780) of a
National Activities
single
single
single
single
single
authorization for
authorization for
authorization for
authorization for
authorization for
national activities
national activities
national activities
national activities
national activities
of 1.4% ($4,857,603) of a single authorization for national activities under Title II-B.b, d 74.0%d of 1.4% ($4,860,580) of a single authorization for national activities under Title II-B.b, d 74.0%d of 1.4% ($5,067,780) of a single authorization for national activities under Title II-under Title II-B.b,
under Title II-B.b,
under Title II-B.b,
under Title II-B.b,
B.b, d 74.0%d of 1.4% ($5,067,780) of a single authorization for national activities under Title II-under Title II-B.b,
d
d
d
d
d
CRS-39
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Section
Authorizing
Program/Activity
Title
Appropriations
FY2017
FY2018
FY2019
FY2020
FY2021a
Programs of National
Title II-B-4
B.b, d

Programs of National Significance (includes Supporting Effective Educator Development Grant Program, School Leadership Recruitment and Support Grant Program, Technical Assistance and National Evaluation, and STEM Master Teacher Corps Grant Program)

Title II-B-4

Section 2003 and Section 2201

15.4% ($72,207,609) of a single authorization for national activities under Title II-B.b 15.4% ($72,207,609) of a single authorization for national activities under Title II-B.b 15.4% ($72,251,872) of a single authorization for national activities under Title II-B.b 14.8% ($72,396,864) of a single authorization for national activities Section 2003 and
15.4%
15.4%
15.4%
14.8%
14.8%
Significance (includes
Section 2201
($72,207,609) of
($72,207,609) of
($72,251,872) of
($72,396,864) of
($72,396,864) of
Supporting Effective
a single
a single
a single
a single
a single
Educator
authorization for
authorization for
authorization for
authorization for
authorization for
Development Grant
national activities
national activities
national activities
national activities
national activities
Program, School
under Title II-under Title II-B.b
under Title II-B.b
under Title II-B.b
under Title II-B.b
B.b 14.8% ($72,396,864) of a single authorization for national activities under Title II-under Title II-B.b
Leadership
Recruitment and
Support Grant
Program, Technical
Assistance and
National Evaluation,
and STEM Master
Teacher Corps Grant
Program)
English Language
Title III
Section 3001
$756,332,450
$769,568,267
$784,959,633
$884,959,633
$884,959,633
Acquisition
Student Support and
Title IV-A
Section 4112
$1,650,000,000
$1,600,000,000
$1,600,000,000
$1,600,000,000
$1,600,000,000
Academic Enrichment
Grants
21st Century
Title IV-B
Section 4206
$1,000,000,000
$1,100,000,000
$1,100,000,000
$1,100,000,000
$1,100,000,000
Community Learning
Centers
Charter Schools
Title IV-C
Section 4311
$270,000,000
$270,000,000
$300,000,000
$300,000,000
$300,000,000
Program (includes
Grants to Support
High-Quality Charter
Schools, Facilities
Financing, and
National Activities)
Magnet Schools
Title IV-D
Section 4409
$94,000,000
$96,820,000
$102,387,150
$108,530,379
$108,530,379
Assistance Program
CRS-40
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Section
Authorizing
Program/Activity
Title
Appropriations
FY2017
FY2018
FY2019
FY2020
FY2021a
Family Engagement in
Title IV-E
Section 4506
$10,000,000
$10,000,000
$10,000,000
$10,000,000
$10,000,000
Education Programs
Education Innovation
Title IV-F-1
Section 4601
36.0%
36.0%
42.0%
42.0%
42.0%
and Research
($70,466,760) of
($70,466,760) of
($90,611,220) of
($90,611,220) of
B.b

English Language Acquisition

Title III

Section 3001

$756,332,450

$769,568,267

$784,959,633

$884,959,633

$884,959,633

Student Support and Academic Enrichment Grants

Title IV-A

Section 4112

$1,650,000,000

$1,600,000,000

$1,600,000,000

$1,600,000,000

$1,600,000,000

21st Century Community Learning Centers

Title IV-B

Section 4206

$1,000,000,000

$1,100,000,000

$1,100,000,000

$1,100,000,000

$1,100,000,000

Charter Schools Program (includes Grants to Support High-Quality Charter Schools, Facilities Financing, and National Activities)

Title IV-C

Section 4311

$270,000,000

$270,000,000

$300,000,000

$300,000,000

$300,000,000

Magnet Schools Assistance Program

Title IV-D

Section 4409

$94,000,000

$96,820,000

$102,387,150

$108,530,379

$108,530,379

Family Engagement in Education Programs

Title IV-E

Section 4506

$10,000,000

$10,000,000

$10,000,000

$10,000,000

$10,000,000

Education Innovation and Research

Title IV-F-1

Section 4601

36.0% ($70,466,760) of a single authorization for national activities under Title IV-F.e 36.0% ($70,466,760) of a single authorization for national activities under Title IV-F.e 42.0% ($90,611,220) of ($90,611,220) of
a single
a single
a single
a single
a single authorization for national activities under Title IV-F.e 42.0% ($90,611,220) of a single a single
authorization for
authorization for
authorization for
authorization for
authorization for
national activities
national activities
national activities
national activities
authorization for national activities under Title IV-F.e 42.0% ($90,611,220) of a single authorization for national activities national activities
under Title IV-under Title IV-F.e
under Title IV-F.e
under Title IV-F.e
under Title IV-F.e
under Title IV-F.e
Community Support
Title IV-F-2
Section 4601
36.0%
36.0%
32.0%
32.0%
32.0%
for School Success
($70,466,760) of
($70,466,760) of
($69,037,120) of
($69,037,120) of
($69,037,120) of
(includes Promise
a single
a single
a single
a single
a single
Neighborhoods and
authorization for
authorization for
authorization for
authorization for
authorization for
Ful -Service
national activities
national activities
national activities
national activities
national activities
Community Schools)
under Title IV-F.e
under Title IV-F.e
F.e

Community Support for School Success (includes Promise Neighborhoods and Full-Service Community Schools)

Title IV-F-2

Section 4601

36.0% ($70,466,760) of a single authorization for national activities under Title IV-F.e 36.0% ($70,466,760) of a single authorization for national activities under Title IV-F.e 32.0% ($69,037,120) of a single authorization for national activities under Title IV-F.e 32.0% ($69,037,120) of a single authorization for national activities under Title IV-F.e 32.0% ($69,037,120) of a single authorization for national activities under Title IV-under Title IV-F.e
under Title IV-F.e
under Title IV-F.e
National Activities for
Title IV-F-3
Section 4601
$5,000,000
F.e National Activities for School Safety, including the Project School Emergency Response to Violence program (Project SERV)f

Title IV-F-3

Section 4601

$5,000,000 reservation from a single authorization for national activities under Title IV-F.e $5,000,000
$5,000,000
$5,000,000
$5,000,000
School Safety,
reservation from
reservation from
reservation from
reservation from
reservation from
including the Project
a single
a single
a single
a single
a single
School Emergency
authorization for
authorization for
authorization for
authorization for
authorization for
Response to Violence
national activities
national activities
national activities
national activities
national activities
program (Project
$5,000,000 reservation from a single authorization for national activities under Title IV-F.e $5,000,000 reservation from a single authorization for national activities under Title IV-F.e $5,000,000 reservation from a single authorization for national activities under Title IV-under Title IV-F.e
under Title IV-F.e
under Title IV-F.e
F.e $5,000,000 reservation from a single authorization for national activities under Title IV-under Title IV-F.e
under Title IV-F.e
SERV)f
Academic Enrichment
Title IV-F-4
Section 4601
28.0%
28.0%
26.0%
26.0%
26.0%
(includes Assistance
($54,807,480) of
($54,807,480) of
($56,092,660) of
($56,092,660) of
($56,092,660) of
for Arts Education,
a single
a single
a single
a single
a single
Ready to Learn
authorization for
authorization for
authorization for
authorization for
authorization for
Programming, and
national activities
national activities
national activities
national activities
national activities
Supporting High-
under Title IV-F.e
under Title IV-F.e
F.e

Academic Enrichment (includes Assistance for Arts Education, Ready to Learn Programming, and Supporting High-Ability Learners and Learning)

Title IV-F-4

Section 4601

28.0% ($54,807,480) of a single authorization for national activities under Title IV-F.e 28.0% ($54,807,480) of a single authorization for national activities under Title IV-F.e 26.0% ($56,092,660) of a single authorization for national activities under Title IV-F.e 26.0% ($56,092,660) of a single authorization for national activities under Title IV-F.e 26.0% ($56,092,660) of a single authorization for national activities under Title IV-under Title IV-F.e
under Title IV-F.e
under Title IV-F.e
Ability Learners and
Learning)
CRS-41
link to page 47 link to page 47
Section
Authorizing
Program/Activity
Title
Appropriations
FY2017
FY2018
FY2019
FY2020
FY2021a
Rural Education
Title V-B
Section 5234
$169,840,000
$169,840,000
$169,840,000
$169,840,000
$169,840,000
Achievement
Programg (REAP;
includes Small, Rural
Achievement Program
and Rural and Low-
Income School
Program)
Indian Education,
Title VI-A-1
Section 6152
$100,381,000
$102,388,620
$104,436,392
$106,525,120
$106,525,120
Formula Grants to
LEAs
Special Programs and
Title VI-A-2
Section 6152
$17,993,000
$17,993,000
$17,993,000
$17,993,000
$17,993,000
Projects to Improve
Educational
Opportunities for
Indian Children
Indian Education,
Title VI-A-3
Section 6152
$5,565,000
$5,565,000
$5,565,000
$5,565,000
$5,565,000
National Activities
Native Hawaiian
Title VI-B
Section 6205
$32,397,000
$32,397,000
$32,397,000
$32,397,000
$32,397,000
Education
Alaska Native
Title VI-C
Section 6304
$31,453,000
$31,453,000
$31,453,000
$31,453,000
$31,453,000
Education
Impact Aid, Payments
Title VII, Section
Section 7014
$66,813,000
$66,813,000
$66,813,000
$71,997,917
$71,997,917
Relating to Federal
7002
Acquisition of Real
Property
Impact Aid, Payments
Title VII, Section
Section 7014
$1,151,233,000
$1,151,233,000
$1,151,233,000
$1,240,572,618
$1,240,572,618
for Eligible Federally
7003(b)
Connected Children
(Basic Support
Payments)
CRS-42
link to page 47
Section
Authorizing
Program/Activity
Title
Appropriations
FY2017
FY2018
FY2019
FY2020
FY2021a
Impact Aid, Payments
Title VII, Section
Section 7014
$48,316,000
$48,316,000
$48,316,000
$52,065,487
$52,065,487
for Eligible Federally
7003(d)
Connected Children
(Payments for
Children with
Disabilities)
Impact Aid,
Title VII, Section
Section 7014
$17,406,000
$17,406,000
$17,406,000
$18,756,765
$18,756,765
Construction
7007
Impact Aid, Facilities
Title VII, Section
Section 7014
$4,835,000
$4,835,000
$4,835,000
$5,210,213
$5,210,213
Maintenance
7008
Evaluation of Title I
Title VIII-G
Section 1002
$710,000
$710,000
$710,000
$710,000
$710,000
Programs
TOTAL Authorization
—
—
$24,205,408,630
$24,718,613,504
$25,231,819,617
$25,745,024,723
$25,745,024,723
of Appropriations
Source: Table prepared by CRS based on CRS analysis of the Elementary and Secondary Education Act.
a. F.e Rural Education Achievement Programg (REAP; includes Small, Rural Achievement Program and Rural and Low-Income School Program)

Title V-B

Section 5234

$169,840,000

$169,840,000

$169,840,000

$169,840,000

$169,840,000

Indian Education, Formula Grants to LEAs

Title VI-A-1

Section 6152

$100,381,000

$102,388,620

$104,436,392

$106,525,120

$106,525,120

Special Programs and Projects to Improve Educational Opportunities for Indian Children

Title VI-A-2

Section 6152

$17,993,000

$17,993,000

$17,993,000

$17,993,000

$17,993,000

Indian Education, National Activities

Title VI-A-3

Section 6152

$5,565,000

$5,565,000

$5,565,000

$5,565,000

$5,565,000

Native Hawaiian Education

Title VI-B

Section 6205

$32,397,000

$32,397,000

$32,397,000

$32,397,000

$32,397,000

Alaska Native Education

Title VI-C

Section 6304

$31,453,000

$31,453,000

$31,453,000

$31,453,000

$31,453,000

Impact Aid, Payments Relating to Federal Acquisition of Real Property

Title VII, Section 7002

Section 7014

$66,813,000

$66,813,000

$66,813,000

$71,997,917

$71,997,917

Impact Aid, Payments for Eligible Federally Connected Children (Basic Support Payments)

Title VII, Section 7003(b)

Section 7014

$1,151,233,000

$1,151,233,000

$1,151,233,000

$1,240,572,618

$1,240,572,618

Impact Aid, Payments for Eligible Federally Connected Children (Payments for Children with Disabilities)

Title VII, Section 7003(d)

Section 7014

$48,316,000

$48,316,000

$48,316,000

$52,065,487

$52,065,487

Impact Aid, Construction

Title VII, Section 7007

Section 7014

$17,406,000

$17,406,000

$17,406,000

$18,756,765

$18,756,765

Impact Aid, Facilities Maintenance

Title VII, Section 7008

Section 7014

$4,835,000

$4,835,000

$4,835,000

$5,210,213

$5,210,213

Evaluation of Title I Programs

Title VIII-G

Section 1002

$710,000

$710,000

$710,000

$710,000

$710,000

TOTAL Authorization of Appropriations

—

—

$24,205,408,630

$24,718,613,504

$25,231,819,617

$25,745,024,723

$25,745,024,723

Source: 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 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. 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.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. 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 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. 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 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. 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 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 IV-F after reserving $5 mil ionmillion for Title IV-F-3. 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 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 to improve
students’students' safety and well-being. safety and well-being.”" (Section 4631(a)(1)(B).) (Section 4631(a)(1)(B).)
g. 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-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.
CRS-43
The ESEA, as Amended by the Every Student Succeeds Act: A Primer

Appendix. Glossary of Acronyms
Acronym
Definition
ATSI
Appendix. Glossary of Acronyms

Acronym

Definition

ATSI

Additional targeted support and improvementAdditional targeted support and improvement
BIE

BIE

Bureau of Indian EducationBureau of Indian Education
CSI

CSI

Comprehensive support and improvementComprehensive support and improvement
ED

ED

U.S. Department of EducationU.S. Department of Education
EFIG
Education Finance Incentive Grants
EIR
Education Innovation and Research program
EL
English learner
ESEA

EFIG

Education Finance Incentive Grants

EIR

Education Innovation and Research program

EL

English learner

ESEA

Elementary and Secondary Education ActElementary and Secondary Education Act
ESSA
Every Student Succeeds Act
i3

ESSA

Every Student Succeeds Act

i3

Investing in Innovation programInvesting in Innovation program
IDEA

IDEA

Individuals with Disabilities Education ActIndividuals with Disabilities Education Act
IHE

IHE

Institution of higher educationInstitution of higher education
LEA
Local educational agency
LEP
Limited English proficient
L-HHS-ED

LEA

Local educational agency

LEP

Limited English proficient

L-HHS-ED

Departments of Labor, Health and Human Services, and Education, and Related AgenciesDepartments of Labor, Health and Human Services, and Education, and Related Agencies
NAEP

NAEP

National Assessment of Educational ProgressNational Assessment of Educational Progress
NCLB

NCLB

No Child Left Behind ActNo Child Left Behind Act
Project SERVProject SERV
Project School Emergency Response to ViolenceProject School Emergency Response to Violence
REAP

REAP

Rural Education Achievement ProgramRural Education Achievement Program
RLA
Reading/language arts
RLIS
Rural and Low-Income School Program
SEA
State educational agency
SEED
Supporting Effective Educator Development
SES
Supplemental educational services
SIG
School Improvement Grants
SRSA
Small, Rural School Achievement Program
TAP
Targeted assistance program
TSI
Targeted support and improvement



Congressional Research Service
44
The ESEA, as Amended by the Every Student Succeeds Act: A Primer


Author Information

Rebecca R. Skinner

Specialist in Education Policy



Disclaimer
This document was prepared by the Congressional Research Service (CRS). CRS serves as nonpartisan
shared staff to congressional committees and Members of Congress. It operates solely at the behest of and
under the direction of Congress. Information in a CRS Report should not be relied upon for purposes other
than public understanding of information that has been provided by CRS to Members of Congress in
connection with CRS’s institutional role. CRS Reports, as a work of the United States Government, are not
subject to copyright protection in the United States. Any CRS Report may be reproduced and distributed in
its entirety without permission from CRS. However, as a CRS Report may include copyrighted images or
material from a third party, you may need to obtain the permission of the copyright holder if you wish to
copy or otherwise use copyrighted material.

Congressional Research Service
R45977 · VERSION 10 · UPDATED
45

RLA

Reading/language arts

RLIS

Rural and Low-Income School Program

SEA

State educational agency

SEED

Supporting Effective Educator Development

SES

Supplemental educational services

SIG

School Improvement Grants

SRSA

Small, Rural School Achievement Program

TAP

Targeted assistance program

TSI

Targeted support and improvement

Footnotes

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 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., 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 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 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.

3.

ESEA, §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 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 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/. 5.

Other CRS reports provide much more detailed discussions and analyses of major ESEA provisions.

6.

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 the states for Title I-A, Title I-C, and Title I-D. For the outlying areas (American Samoa, the Commonwealth of the Northern Mariana Islands, Guam, and the U.S. Virgin Islands), the reservation is the greater of 1% of the amount received under Title I-A, Title I-C, and Title I-D or $50,000.

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 school authorities (i.e., they are not transferred to private schools). For more information, see CRS Report R46907, Equitable Services for Private School Students and Staff and the Elementary and Secondary Education Act.

9.

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 https://www.census.gov/topics/income-poverty/poverty/guidance/poverty-measures.html.

10.

For more information about Title I-A formulas, see CRS Report R48890, Determining Grants Under Title I-A of the Elementary and Secondary Education Act (ESEA).

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 reside. An eligible school attendance area 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.

13.

Schoolwide programs are authorized in §1114.

14.

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.

15.

Targeted assistance programs are authorized in §1115.

16.

§1111(b)(1)(G)(ii).

17.

There also are 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.

18.

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, and English learners—provided the number of students in each subgroup meets the state's minimum group size for inclusion in accountability determinations (§1111(c)(2) and §1111(c)(4)(A)).

19.

The ESEA does not require student proficiency on science assessments to be included in a state's accountability system for Title I-A purposes.

20.

Only the English learners subgroup needs to be measured annually on this indicator (Section 1111(c)(4)(B)(iv).

21.

§1111(c)(4)(C)(i) and (ii).

22.

§1111(c)(4)(C)(iii).

23.

§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 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 evaluation that such activity, strategy, or intervention is likely to improve student outcomes or other relevant outcomes.

24.

See the previous discussion of Title I-A for more information about comprehensive support and improvement and targeted support and improvement.

25.

The SIG program was not reauthorized by the ESSA.

26.

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 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 improvement. As of July 2026, CRS is not aware of any publicly available analysis that details whether states' FY2017 reservation of funds for school improvement resulted in lower grants to LEAs.

27.

For more information about comprehensive and targeted support and improvement activities, see the subsequent discussion about Title I-A or CRS In Focus IF10556, Elementary and Secondary Education Act: Overview of Title I-A Academic Accountability Provisions.

28.

See footnote 27.

29.

These could include, for example, Advance Placement (AP) or International Baccalaureate (IB) examinations.

30.

§1111(b)(2)(I) and §1203(a) and (b).

31.

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.

32.

If a state chooses not to apply for a grant, the Secretary reallocates grant funds to other states in accordance with the formula in §1203(a)(4)(B).

33.

§1204(a).

34.

This includes any SEAs participating in consortia. Up to four SEAs are permitted to work together in a consortium.

35.

A qualifying move generally means a move due to economic necessity from one residence to another and from one school district to another (§1309(5)).

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, and Title V-B.

37.

§1604.

38.

§1605.

39.

§2003.

40.

Through FY2022, grants were also allocated, in part, using a base guarantee determined by the amount each state received in FY2001 under antecedent programs.

41.

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 "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 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 potential to improve student achievement" (§2002(4)).

42.

§2101(c)(3).

43.

STEM stands for science, technology, engineering, and mathematics.

44.

A definition of English learner is included in §8101(20).

45.

Eligible entities include one or more LEAs, or one or more LEAs partnering with a specified entity (e.g., IHE).

46.

The percentage of funds reserved is determined by the ESEA but may not exceed 15% of the SEA's grant amount.

47.

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.

48.

§3115(c)(3).

49.

§3115(e)(1).

50.

§1111(b)(1)(F).

51.

§1111(b)(2)(G).

52.

Well-rounded education is defined in §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."

53.

No hold harmless provisions are applied in making this determination. For more information about the Title I-A formulas, see CRS Report R48890, Determining Grants Under Title I-A of the Elementary and Secondary Education Act (ESEA).

54.

See footnote 53

55.

The distribution of funds among the various charter school programs is detailed in Section 4302(b).

56.

This program is similar to the Investing in Innovation (i3) program authorized by the American Recovery and Reinvestment Act (ARRA; P.L. 111-5).

57.

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 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.

58.

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, Project School Emergency Response to Violence (SERV): Eligibility, https://www.ed.gov/grants-and-programs/response-programs/safe-and-supportive-schools/school-emergency-response-to-violence-project-serv#eligibility.

59.

§5102.

60.

§5102.

61. Statutory provisions include language allowing funds to be transferred to "Part B," but the provision does not specify the applicable title. 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). 62.

Statutory provisions include language allowing funds to be transferred to "Part B," but the provision does not specify the 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.

63.

For more information, see ED, Fiscal Changes Guidance.

64.

These programs include Title I-A, Title II-A, Title III, Title IV-A, and Title IV-B.

65.

These programs include Title I-A, Title II-A, Title III, Title IV-A, and Title IV-B.

66.

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 codes, see https://nces.ed.gov/surveys/annualreports/topical-studies/locale/definitions.

67.

These programs include Title I-A, Title II-A, Title III, and Title IV-A.

68.

These programs were previously authorized under Title VII of the ESEA.

69.

Impact Aid was previously authorized under ESEA, Title VIII.

70.

Other significant Impact Aid provisions include §7004, which details policies regarding children residing on Indian lands, and §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.

71.

For more information about IDEA, see CRS Report R47830, Education for Homeless Children and Youths: Data and Issues.

72.

For more information about the McKinney-Vento Homeless Education program, see CRS Report RL30442, Homelessness: Targeted Federal Programs.

73.

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.

74.

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 participation and involvement.

75.

The §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 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.

76.

This provision applies to all homeschools, regardless of whether a homeschool is considered a private school under state law.

77.

§8524(a).

78.

§8525(b)(1).

79.

This provision does not apply to certain religiously affiliated private schools (§8527(c)).

80.

For example, NAEP is an exception to this prohibition (§8529(b)).

81.

Each state defines what constitutes a "persistently dangerous school" for its public schools.

82.

Section 1002 includes a separate authorization of appropriations for evaluations of Title I.

83.

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. §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 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.