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

October 17, 2019 – February 12, 2024 R45977

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
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
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
Succeeds 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
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,
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
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
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
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
and general provisions are included in eight titles, which collectively received appropriations of $29.0 billion in FY2023. The
ESEA’s titles are as follows:
• Title I: Programs for disadvantaged students, student assessment, migratory students, and neglected and
delinquent students.
• Title II: Programs for teachers, principals, and school leaders; literacy; and American history and civics
education.
• 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-
school instruction and care; charter schools; magnet schools; family engagement in education; and various
national activities.
• Title V: Programs to support rural education.
• Title VI: Programs for Indian education, Native Hawaiian education, and Alaska Native education.
• Title VII: Impact Aid programs.
• Title VIII: General provisions.
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 FY2023, 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.
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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The ESEA, as Amended by the Every Student Succeeds Act: A Primer

Introduction
The primary source of federal aid to elementary and secondary education is the Elementary and
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
(P.L. 89-10) “to strengthen and improve educational quality and educational opportunities in the
Nation’s elementary and secondary schools.” The ESEA has been comprehensively amended and
reauthorized several times since its initial enactment.1 It was most recently comprehensively
amended and reauthorized by the Every Student Succeeds Act (ESSA; P.L. 114-95) in 2015,
which was enacted “to ensure that every child achieves.” The ESSA authorized appropriations for
ESEA programs through FY2020.2 FY2023 appropriations for ESEA programs are $29.0 billion.
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 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;
P.L. 107-110), 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
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
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 differentiation that is used to identify schools that need
additional support to improve student achievement.
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
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
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
(LEAs) for taxes forgone due to certain federal activities; and innovative educational approaches
or instruction to meet particular student needs.
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
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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submit a consolidated state plan based on requirements established by the Secretary.3 Following
the enactment of the ESSA, all SEAs submitted consolidated state plans.4 The Secretary has
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.5 It is organized by title
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-
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 FY2023.
Table 2 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. Table 3 provides
authorizations of appropriations included in the ESEA as amended by the ESSA. The Appendix
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
appropriations for FY2017 through FY2020 for each part of the title. The purpose of Title I is “to
provide all children significant opportunity to receive a fair, equitable, and high-quality
education, and to close educational achievement gaps.” The introductory text prior to Title I-A
also requires states to reserve funds provided under Title I-A for school improvement activities
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
I-A discussion to provide greater context. The introductory text prior to Title I-A also provides
authority for states to reserve funds for state administration for Title I-A, Title I-C, and Title I-D.
Administration (Section 1004)
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
A, C, and D, or $400,000 (whichever is greater) for state administration.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
grants provide supplementary educational and related services to low-achieving and other
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
these public schools but attend private schools.8 Title I-A is also a vehicle to which a number of
requirements affecting broad aspects of public elementary and secondary education for all
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,
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
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
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
same purposes by recipient LEAs. While the allocation formulas have several distinctive
elements, the primary factor used in all four is the estimated number of children aged 5-17 in
families in poverty.9 Other factors included in one or more formulas include a state expenditure
factor based on average per pupil expenditures for public elementary and secondary education,
weighting schemes designed to increase aid to LEAs with the highest concentrations of poverty,
and a factor to increase grants to states with high levels of expenditure equity among their LEAs.
Each formula also has an LEA hold harmless provision and a state minimum grant provision.10
While there are several rules related to school selection, LEAs must generally rank their public
schools by their percentages of students from low-income families, and serve them in rank
order.11 This must be done without regard to grade span for any eligible school attendance area12
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
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
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
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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amount of Title I-A funds per low-income child to each school. They may provide higher grants
per low-income child at schools with high rates of these children than are allocated per low-
income child to schools with lower rates of these children.
Types of Title I-A Programs
There are two basic types of Title I-A programs. Schoolwide programs13 are authorized if the
percentage of low-income students served by a school is 40% or higher.14 In schoolwide
programs, Title I-A funds may be used to improve the performance of all students in a school. For
example, funds might be used to provide professional development services to all of a school’s
teachers, upgrade instructional technology, or implement new curricula. The other basic type of
Title I-A school service model is the targeted assistance program (TAP).15 Under TAPs, Title I-A-
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
hire a teacher’s aide who provides additional assistance to low-achieving students in their regular
classroom. In general, schools have substantial latitude in how they use Title I-A funds, provided
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-
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,
assessments, and accountability system. Requirements related to each of these areas are discussed
below.
Standards
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
(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
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-
bearing coursework in the state’s system of public higher education and relevant state career and
technical education standards.
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
aligned with the state’s challenging academic content standards. The state is also required to
demonstrate that it has adopted English language proficiency standards that are derived from the
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
academic standards.
The ESEA explicitly maintains that a state is not required to submit any of the aforementioned
standards to the Secretary of Education (the Secretary) for review or approval. Also, the Secretary

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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does not have the authority “to mandate, direct, control, coerce, or exercise any direction or
supervision over any of the challenging State academic standards adopted or implemented by a
State.”16
Assessments
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
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
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
standards.
A state may implement alternate assessments aligned with state academic standards and alternate
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
assessment. Each state plan must also demonstrate that the LEAs in the state will administer an
annual assessment of English proficiency for all English learners that is aligned with the state’s
English language proficiency standards.
In addition to state assessments, each state receiving Title I-A funds must also agree to participate
in the National Assessment of Educational Progress (NAEP) assessments of 4th and 8th grade
students in reading and math every two years.17
Accountability 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
and separately for each focal subgroup of students18 for academic achievement as measured by
proficiency on the state RLA and mathematics assessments19 and high school graduation rates. In
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
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.
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
evaluate public schools. These indicators must include the following:
1. public school student performance on the RLA and mathematics assessments as
measured by student proficiency, and for high schools this may also include a
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. for public elementary and secondary schools that are not high schools, a measure
of student growth or another indicator that allows for “meaningful
differentiation” in school performance;
3. for public high schools, graduation rates;
4. for all public schools in the state, progress in achieving English language
proficiency;20 and
5. for all public schools in the state, at least one indicator of school quality or
student success (e.g., a measure of student engagement, postsecondary readiness,
or school climate).
Based on these indicators, the SEA must establish a system for annually “meaningfully
differentiating” all public schools that gives substantial weight to each indicator but in the
aggregate provides greater weight to the first four than to the school quality and student success
indicators.21 The system must also identify any school in which any subgroup of students is
“consistently underperforming,” as determined by the state.22
Based on the state’s system for annual meaningful differentiation, each SEA must establish a
state-determined methodology to identify for comprehensive support and improvement (CSI): (1)
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
additional targeted support (see below) that have not improved in a state-determined number of
years, and (4) additional statewide categories of schools, at the state’s discretion. The LEAs in
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,23
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
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.
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.
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
determined by the LEA, additional actions must be taken. For a school in which one or more
subgroups are performing at a level that if reflective of an entire school’s performance would
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
a school identified as meeting the criteria for ATSI does not improve within a state-determined
number of years, the state is required to identify the school for CSI.

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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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
participate in the required assessments.
Teacher Requirements
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-
A must describe in their state plans how low-income and minority children enrolled in Title I-A
schools are not served at disproportionate rates by “ineffective, out-of-field, or inexperienced
teachers.” The state must also describe the measures that will be used to assess and evaluate the
state’s success in this area.
School Improvement (Section 1003)
To serve schools that are identified for comprehensive support and improvement or targeted
support and improvement under Title I-A,24 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
reserved for school improvement in FY2016 and received under the School Improvement Grant
(SIG) program for FY2016.25 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
during the prior fiscal year due to the implementation of this provision.26 Of the funds reserved
for school improvement, states are required under ESSA provisions to provide at least 95% to
LEAs through formula or competitive grants to serve schools that are implementing
comprehensive support and improvement activities or targeted support and improvement
activities.27
Direct Student Services (Section 1003A)
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
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
process that prioritizes grants to LEAs that serve the highest percentages of schools identified for
comprehensive support and improvement or that are implementing targeted support and
improvement plans.28 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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purposes, including to pay the costs associated with the enrollment and participation of students
in academic courses not otherwise available at the students’ school; credit recovery and academic
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
credit at institutions of higher education (IHEs), including reimbursing low-income students for
the costs of these examinations;29 and public school choice if an LEA does not reserve funds for
this purpose under Section 1111.
Part B: Grants for State Assessment and Enhanced Assessment
Instruments
Title I-B authorizes the State Assessment Grant program to support the development of the state
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
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
out related activities beyond the minimum assessment requirements. The allocation of funds
depends on a statutorily established “trigger amount” of $369.1 million.30 For annual
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
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
amount, the difference between the appropriation and trigger amount is used to award competitive
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
appropriated for the State Assessment Grant program to make grants to states to conduct
assessment system audits.31 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
system audit and provide subgrants to LEAs to conduct assessment audits at the LEA level.32
Innovative Assessment and Accountability Demonstration Authority
(Section 1204)
The ESEA as amended by the ESSA includes a demonstration authority for the development and
use of an “innovative assessment system.” A state, or a consortium of states, may apply for the
demonstration authority to develop an innovative assessment system that “may include
competency-based assessments, instructionally embedded assessments, interim assessments,
cumulative year-end assessments, or performance based assessments that combine into an annual
summative determination for each student” and “assessments that validate when students are
ready to demonstrate mastery or proficiency and allow for differentiated student support based on

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.”33 During the first three years in which the Secretary grants
demonstration authority, not more than seven SEAs may have their applications for the authority
approved.34 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
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
migratory child or youth is one who made a qualifying move35 in the preceding 36 months as a
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
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
children. Funds are allocated by formula on the basis of each state’s number of migratory children
and youth aged 3-21 and Title I-A state expenditure factor (discussed above). ED may also make
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
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
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
portion of each SEA’s grant is to be used to provide transition services to children and youth
transferring to regular public schools.
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
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
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
programs to meet the unique academic needs of participating children and youth, and mentoring
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
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,
English learners, and students with other characteristics associated with educational disadvantage
selected by the LEA than is allocated to other students. Prior to the 2019-2020 school year, up to

33 Section 1204(a).
34 This includes any SEAs participating in consortia. Up to four SEAs are permitted to work together in a consortium.
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 funds36 and
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-
2020 school year, the number of LEAs permitted to participate under Title I-E is not capped
provided a “substantial majority” of the LEAs participating in previous years have met program
requirements.
Part F: General Provisions
Title I-F provides for the development of federal regulations for Title I programs and state
administration of these programs. Part F also prohibits federal control of the “specific
instructional content, academic achievement standards and assessments, curriculum or program of
instruction”37 of states, LEAs, or schools, and clarifies that nothing in Title I is to be “construed to
mandate equalized spending per pupil for a State, local educational agency, or school.”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
American history and civics education. Programs focused on teachers and school leaders support
activities and initiatives such as professional development, staff recruitment and retention,
performance-based compensation systems, and the establishment of a statewide science,
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
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
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 II’s
introductory text includes the purpose of the title, several definitions, and authorizations of
appropriations for FY2017 through FY2020 for the programs authorized in Title II.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
preparation, training, recruitment, retention, and professional development of elementary and
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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such as teacher or principal support programs; preparation academies;40 licensing or certification
reform; improving equitable access to effective teachers; reforming or improving teacher and
principal preparation programs; training teachers in the use of student data; and technical
assistance to LEAs.
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
the amount otherwise reserved for subgrants for LEAs for state-level activities focused on school
leaders.41 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;
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
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,
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-
needs schools.
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
Subpart 2, competitive Comprehensive Literacy State Development Grants (Section 2222) are
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,
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,
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
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
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,
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,
early literacy services, and programs to provide high-quality books regularly to children from
low-income communities.
Subpart 3 authorizes American History and Civics Education programs. Section 2232 authorizes
the Presidential and Congressional Academies for American History and Civics. Presidential
Academies offer professional development opportunities for teachers of American history and
civics. Congressional Academies provide a seminar or institute for outstanding students of
American history and civics. Section 2233 authorizes national activities that provide competitive

40 SEAs are permitted to use a limited amount of their funds to establish or expand teacher, principal, or other school
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
history, civics and government, and geography instruction and learning strategies, and
professional development for teachers and school leaders.
Subpart 4 authorizes several programs related to educators, school leaders, technical assistance,
and evaluation. Section 2242 authorizes the Supporting Effective Educator Development (SEED)
program, which provides competitive grants to support nontraditional teacher certification or
preparation routes, evidence-based professional development, professional development 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
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
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
activities under Title II-B. Section 2245 authorizes the STEM42 Master Teacher Corps program,
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
professional development programs.
Part C: General Provisions
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,
direct, or control specific aspects of a state’s, LEA’s, or school’s educational program, including,
for example, instructional content, curricula, academic standards, academic assessments, staff
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
collective bargaining or other such agreements between school or district employees and their
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,
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
and exit procedures. Funds are used by LEAs for activities such as effective language
instructional programs, professional development, and supplemental activities. Title III also
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
through FY2020.

42 STEM stands for science, technology, engineering, and mathematics.
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Part A: English Language Acquisition, Language Enhancement, and
Academic Achievement Act
The English Language Acquisition program was designed to help ensure that ELs,43 including
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
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
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
participation in language instruction educational programs for the parents, families, and
communities of ELs.
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
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
teacher and principal preparation and professional development activities, and planning
evaluation, administration, and interagency coordination. SEAs are required to make subgrants to
eligible entities44 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
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.45
Eligible entities receiving subgrants are required to use funds for three activities.46 First, funds
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
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
used to provide and implement other “effective activities or strategies that enhance or supplement
language instruction educational programs for ELs,”47 including parent, family, and community
engagement activities. Eligible entities receiving grants from the funds reserved specifically for
immigrant students are required to use these funds to support activities that “provide enhanced
instructional opportunities”48 for immigrant students.
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
that states establish English language proficiency standards49 that are derived from the domains of
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
using assessments aligned with the state English language proficiency standards.50
National Programs (Sections 3131 and 3202)
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
for English Language Acquisition and Language Instruction Educational Programs (Section
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
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
personnel working with these students to meet professional standards. The National
Clearinghouse is responsible for collecting, analyzing, synthesizing, and disseminating
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
Clearinghouse (discussed above), and the development of regulations for Title III.
Title IV: 21st Century Schools
Title IV authorizes a range of programs and activities including a block grant program, a program
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,
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
children, and gifted and talented education.
Part A: Student Support and Academic Enrichment (SSAE) Grants
Title IV-A authorizes SSAE grants to improve students’ academic achievement by increasing the
capacity of states, LEAs, schools, and local communities to (1) provide all students with access to
a well-rounded education,51 (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
students. Formula grants are made to states based on their Title I-A funding from the prior year.52
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
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
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

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
for at least one of the three categories.
Part B: 21st Century Community Learning Centers
Title IV-B supports activities provided during non-school hours that offer learning opportunities
for school-aged children. Formula grants are made to SEAs based on their Title I-A funding from
the prior year.53 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,
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
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
delinquent activities, or who lack “strong positive role models”; or target the families of such
students. Local entities may use funds for activities that improve student academic achievement
and support student success, such as academic enrichment learning programs, mentoring,
tutoring, well-rounded education activities, programs to support a healthy and active lifestyle,
technology education, expanded library service hours, parenting skills programs, drug and
violence prevention programs, counseling programs, STEM programs, and programs that build
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
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
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
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,
replication, and expansion of charter schools; 22.5% for national activities; and 12.5% for
facilities financing.54
Part D: Magnet Schools Assistance Program
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
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
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
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
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
increase racial integration by taking into account socioeconomic diversity in the design and
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
centers. These centers promote parent education and family engagement in education programs
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
organizations that carry out such programs.
Part F: National Activities
Title IV-F authorizes a range of programs. Each is discussed briefly below.
Subpart F-1 authorizes the Education Innovation and Research (EIR) program,55 which provides
competitive grants to eligible entities to create, develop, implement, replicate, or take-to-scale
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
grants) are awarded primarily based on the past demonstrated success of the grantee in meeting
these goals.
Subpart F-2 authorizes the Promise Neighborhoods program (Section 4624) and the Full-Service
Community Schools (FSCS) program (Section 4625).56 Both programs are designed to provide
pipeline services, which deliver a “continuum of coordinated supports, services, and
opportunities,” to children in distressed communities. More specifically, the Promise
Neighborhoods program provides a comprehensive, effective continuum of coordinated services
in neighborhoods with high concentrations of low-income individuals, multiple signs of distress
(e.g., high rates of poverty, academic failure, and juvenile delinquency), and schools
implementing comprehensive or targeted support and improvement activities under Title I-A. The
FSCS program provides grants to public elementary and secondary schools to participate in a
community-based effort to coordinate and integrate educational, developmental, family, health,
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
community.
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
SERV). Project SERV provides grants to LEAs, IHEs, and the Bureau of Indian Education (BIE)
for BIE schools where the learning environment has been disrupted due to a violent or traumatic
crisis.57 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.
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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4643 authorizes grants to support educational and instructional video programming,
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
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
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
Gifted and Talented Children and Youth.
Title V: Flexibility and Accountability
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
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
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
included in Title V provide LEAs with substantial flexibility in how they use their grant funds.
Part A: Funding Transferability for State and Local
Educational Agencies
Funding transferability for states and LEAs is included under Title V-A to provide states and
LEAs with the “flexibility to target Federal funds to the programs and activities that most
effectively address”58 their “unique needs.”59 In general, states are able to transfer funds from
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
(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
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.60 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
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,
and Title V-B.61 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
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
that may receive grants under other ESEA programs that are too small to be effective in meeting
their specified purposes.
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
carry out local activities authorized under certain ESEA programs,63 and (2) authorizes a formula
grant program for rural LEAs under which funds received may be used under several other ESEA
programs.64 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.65
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
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
used under several other ESEA programs66 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
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
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
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
Native children.67 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
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
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
organizations with experience in operating Native Hawaiian programs to provide services to
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

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
materials and professional development.
Part A: Indian Education
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
programs for Indian students that are designed to meet the unique cultural, language, and
educational needs of such students and ensure that all students meet their state’s challenging
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.
Subpart 2, Special Programs and Projects to Improve Educational Opportunities for Indian
Children, authorizes two competitive grant programs: (1) Improvement of Educational
Opportunities for Indian Children and Youth (Section 6121) and (2) Professional Development
for Teachers and Education Professionals (Section 6122). The former supports projects to
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
efforts such as providing support and training to qualified Indian individuals to become effective
teachers, school leaders, and administrators.
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
Administrative Planning, Development, and Coordination (Section 6132), as well as for Native
American and Alaska Native Language Immersion Schools and Programs (Section 6133).
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.
Part B: Native Hawaiian Education
Part B authorizes competitive grants to Native Hawaiian educational or community-based
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
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
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
the Hawaiian language in instruction. Specifically authorized activities include early childhood
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,
which provides coordination activities, technical assistance, and community consultations related
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
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,
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
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
and parenting activities, and career preparation activities.
Title VII: Impact Aid
Title VII compensates LEAs for the “substantial and continuing financial burden” resulting from
federal activities.68 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
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
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
education to their children.
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.69
Payments Relating to Federal Acquisition of Real Property (Section 7002). Section 7002
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
of the land at the time it was acquired must have represented at least 10% of the assessed value of
all real property within an LEA’s area of service.
Payments for Eligible Federally Connected Children (Basic Support Payments, Section
7003). Section 7003 compensates LEAs for enrolling “federally connected” children. These are
children who reside with a parent who is a member of the uniformed services living on or off
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
who is a civilian working and/or living on federal land.
Two payments are made under Section 7003. Section 7003(b) authorizes “basic support
payments” for federally connected children. Basic support payments are allocated directly to
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)
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
(IDEA).70 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.
Construction (Section 7007). Section 7007 provides funds for construction and facilities
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.
Facilities Maintenance (Section 7008). Section 7008 provides funds for emergency repairs and
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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The ESEA, as Amended by the Every Student Succeeds Act: A Primer

Title VIII: General Provisions
Part A: Definitions
Part A (Section 8101) provides definitions of a variety of terms used frequently throughout the
ESEA, such as local educational agency, state educational agency, evidence-based, four-year
adjusted cohort graduation rate, professional development, state, 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
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
SEA approval to consolidate their funds. Part B also authorizes the consolidation of funds set
aside for the Department of the Interior under various ESEA programs and the McKinney-Vento
Homeless Education program.71
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
“covered” ESEA programs. In general, the covered programs72 are the ESEA formula grant
programs administered via SEAs.
Part D: Waivers
Under this provision, the Secretary is authorized to waive most statutory and regulatory
requirements associated with any program authorized by the ESEA,73 if specifically requested by
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
requests to their LEAs, which in turn submit those requests to the SEA.
Part E: Approval and Disapproval of State Plans and Local
Applications
Part E includes provisions related to secretarial approval of state ESEA plans and SEA approval
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
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
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

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
within 30 days of the plan’s resubmission.
Part F: Uniform Provisions
Subpart 1 contains provisions for the participation of private school students and staff in those
ESEA programs where such participation is authorized.74 Under the relevant ESEA programs,
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
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
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
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
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.75
Subpart 2 contains a wide range of provisions, including the following:
• a general definition of “maintenance of effort,” as applied in several ESEA
programs (Section 8521);
• 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
not limit the exercise of “constitutionally protected prayer”76 in public schools
(Section 8524);
• a requirement that recipient SEAs, LEAs, and public schools have a “designated
open forum”77 to provide equal access to the Boy Scouts (Section 8525);
• a prohibition on the use of ESEA funds to “promote or encourage sexual activity
(Section 8526)”;
• a prohibition on federal control of educational curricula, content or achievement
standards, building standards, or allocation of resources (Section 8526A and
Section 8527);
• a requirement that LEAs receiving funds under any ESEA program provide to the
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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• a prohibition on federally sponsored testing of students or teachers, with some
exceptions (Section 8529);79
• an “Unsafe School Choice Option” under which students in states receiving
ESEA funds who attend a “persistently dangerous” public school,80 or who are
victims of violent crime at school, are to be offered the opportunity to transfer to
a “safe” public school (Section 8532);
• a requirement related to the transfer of school disciplinary records (Section
8537);
• a requirement related to consultation between LEAs and Indian tribes and tribal
organizations (Section 8538);
• a requirement that ED provide outreach and technical assistance to rural LEAs
(Section 8539); and
• 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 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
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
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
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
student who brings a firearm or weapon to a school served by the LEA is referred to the criminal
justice or juvenile delinquency system.
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
by the federal government, or the facility is constructed, operated, or maintained using federal
funds.
Part G: Evaluations
Part G authorizes ED to reserve 0.5% of the funds appropriated for ESEA programs, other than
programs authorized by Title I, for program evaluations81 if funds for this purpose are not
separately authorized by a given program.
Appropriations and Authorizations of
Appropriations for Programs Authorized by
the ESEA
Table 1 provides appropriations for ESEA programs for FY2017 through FY2023. The
appropriations included in Table 1 are based on the most recent data available from ED’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
as of the time this table was prepared to provide the actual level of funding allocated to each
program/activity. This list of “programs/activities” does not take into account the number of
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
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
year, to be appropriations for the given fiscal year. For example, ED considers all of the funds
provided in the FY2023 appropriations act, including advance appropriations provided in
FY2024, to be FY2023 appropriations. These funds are being used primarily during the 2023-
2024 school year. Table 1 follows this convention with regard to the fiscal year of the funds.
Table 2 provides ESEA appropriations for FY2016 and FY2017 to depict the transition from the
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
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
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
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
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
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
created under the ESSA. The same methodology as discussed above was used in determining
appropriations amounts for each program.
Table 3 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
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
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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
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 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. Based on ED, Budget Service, Justification of Appropriations Estimates to
Congress, various years, appropriations have been provided as fol ows: FY2017 and FY2018: $1,815,000 (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
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); and FY2023: $2,975,000 (Section 2232), $19,950,000 (Section 2233), and $75,000 (peer review of new applications for grants under
Sections 2232 and 2233). Details may not add to totals due to rounding.
b. ED reprogrammed $12,141,000 from the Charter Schools Program and provided it to other programs in the Innovation and Improvement account, including
$6,700,000 to the Magnet Schools Assistance Program and $5,440,000 to Statewide Family Engagement Centers. Prior to the reprogramming, appropriations for the
Charter Schools Program were $440,000,000, appropriations for the Magnet Schools Assistance Program were $107,000,000, and appropriations for the Statewide
Family Engagement Centers were $10,000,000.

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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 in thousands)

ESEA Citation

NCLB
ESSA
FY2016
FY2017
Program/Activity
Amendments
Amendments
Appropriations
Appropriations
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 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
for Children and Youth
Who Are Neglected,
Delinquent, or At-Risk
(Neglected and
Delinquent)
Close Up Fellowships
Title I-E (Section
—
$0
na
1504)
Comprehensive School
Title I-F
—
$0
na
Reform
Advanced Placement
Title I-G
—
$28,483
na
School Dropout
Title I-H
—
$0
na
Preventiona
Supporting Effective
Title II-A
Title II-A
$2,349,830
$2,055,830
Instruction (formerly
the Teacher and
Principal Training and
Recruiting Fundb)
Advanced
Title II-A-5 (Section
—
$0
na
Credentialing
2151(c))
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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))
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)
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)
Math and Science
Title II-B
—
$152,717
na
Partnerships
Transition to Teaching
Title II-C-1-B
—
$0
na
National Writing
Title II-C-2
—
$0
na
Project
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)
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 Title IV-A-2
—
$0
na
(Section 4123)
National Coordinator
Title IV-A-2
—
$0
na
Program
(Section 4125)
Community Service
Title IV-A-2
—
$0
na
Grant Program
(Section 4126)
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
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
Title V-D-1h
Title IV-F-2 (Section
$73,254
$73,254
Neighborhoods
4624)
Ful Service
Title V-D-1i
Title IV-F-2 (Section
$10,000
$10,000
Community Schools
4625)
National Activities for
Title IV-A-2
Title IV-F-3
$75,000
$68,000
School Safety
(Section 4631)
Assistance for Arts
Title V-D-15
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)
Ready-to-Learn
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 IV-F-4 (Section
$12,000
$12,000
Talented Education
4644)
Innovative Programs
Title 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
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
Trading 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
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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
Expenses of Providing
Equitable Services for
Private School
Students
Additional Assistance
Title V-D-20
—
$0
na
for Certain Local
Educational Agencies
Impacted by Federal
Property 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)
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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
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 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
from the U.S. Department of Education, Budget Service, various years.
Notes:
na: not applicable.
—: program not authorized.
a. This program was also known as the High School Graduation Initiative.
b. This program was commonly referred to as the Improving Teacher Quality program.
c. Funds under the ESEA as amended by both the NCLB and the ESSA are used to support Presidential and
Congressional Academies for American History and Civics. Under the ESEA as amended by the ESSA, funds
are also used for National Activities.
d. Prior to the enactment of the ESSA, funds were provided for SEED as a set aside under Title II-A.
e. The ESEA as amended by the NCLB also included programs under Title III-B, Improving Language
Instruction Educational Programs. Title III-B programs were only authorized if funding for Title III-A fell
below $650 mil ion. As this never occurred, the Title III-B programs are not reflected in the table. The Title
III-B programs were not retained by the ESSA.
f.
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
the NCLB.
g. While the ESEA as amended by the NCLB did not include a program similar to the Education Innovation
and Research (EIR) program, the EIR program is similar to the Investing in Innovation (i3) program that was
originally authorized by the American Recovery and Reinvestment Act (ARRA; P.L. 111-5) under the State
Fiscal Stabilization Fund (Title XIV). The i3 program received $120 mil ion in FY2016.
h. The Promise Neighborhoods program was enacted through the Department of Education Appropriations
Act, 2010 (Division D, Title III of P.L. 111-117), based on authority available under Title V-D-1 of the ESEA.
The specific provision of funds for this purpose is detailed in the conference report accompanying P.L. 111-
117 (H.Rept. 111-366).
i.
The Ful Service Community Schools program was initially created as a demonstration program through the
Department of Education Appropriations Act, 2008 (Division G, Title III of P.L. 110-161), based on
authority available under ESEA, Title V-D-1.
j.
The Fund for the Improvement of Education, National Programs authority supported “nationally significant
programs to improve the quality of elementary and secondary education at the State and local levels and
help all children meet challenging State academic content and student academic achievement standards”
(ESEA, Section 5411(a) prior to the enactment of the ESSA). Examples of programs funded under the Title
V-D-1 authority, in addition to those listed in the table, include the Data Quality Initiative and the Gulf
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Coast Recovery Grant Initiative. The Title V-D-1 authority was not retained when the ESEA was
reauthorized by the ESSA.
k. See specific programs listed in the table for appropriations provided under the Title V-D-1 authority in
FY2016.
l.
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
was authorized using authority available under ESEA, Title V-D-1.
m. A new Preschool Development Grants program was included in the ESSA but was not included in the ESEA.
It should be noted that the ESSA included changes to programs that are not part of the ESEA.

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Table 3. ESEA Program Authorizations
Section
Authorizing
Program/Activity
Title
Appropriations
FY2017
FY2018
FY2019
FY2020
FY2021a
Grants to Local
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
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
a single
authorization for
authorization for
authorization for
authorization for
authorization for
national activities
national activities
national activities
national activities
national activities
under Title II-B.b
under Title II-B.b
under Title II-B.b
under Title II-B.b
under Title II-B.b
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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)
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
national activities
under Title II-B.b,
under Title II-B.b,
under Title II-B.b,
under Title II-B.b,
under Title II-B.b,
c
c
c
c
c
American History and
Title II-B-3,
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
under Title II-B.b,
under Title II-B.b,
under Title II-B.b,
under Title II-B.b,
under Title II-B.b,
d
d
d
d
d
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Section
Authorizing
Program/Activity
Title
Appropriations
FY2017
FY2018
FY2019
FY2020
FY2021a
Programs of National
Title II-B-4
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-B.b
under Title II-B.b
under Title II-B.b
under Title II-B.b
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
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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
($90,611,220) of
a single
a single
a single
a single
a single
authorization for
authorization for
authorization for
authorization for
authorization for
national activities
national activities
national activities
national activities
national activities
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
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
$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
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
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
under Title IV-F.e
under Title IV-F.e
under Title IV-F.e
Ability Learners and
Learning)
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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)
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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. 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.
b. The total authorization of appropriations for Title II-B is $468,880,575 for each of FY2017 and FY2018, and $489,168,000 for each of FY2019 and FY2020.
c. The ESEA as amended by the ESSA requires that not less than 26% of the available funds be used for the Presidential and Congressional Academies for American
History and Civics program. For the purposes of this report, it was assumed that 26% would be used for this program.
d. The ESEA as amended by the ESSA requires that not more than 74% of the available funds be used for national activities related to American history, civics and
government, and geography instruction. For the purposes of this report, it was assumed that 74% would be used for this purpose.
e. The total authorization of appropriations for Title IV-F is $200,741,000 for each of FY2017 and FY2018, and $220,741,000 for each of FY2019 and FY2020. The
amount of funding available for the programs authorized under Title IV-F-1, Title IV-F-2, and Title IV-F-4 is based on the total amount of funding available for Title
IV-F after reserving $5 mil ion for Title IV-F-3.
f.
The Secretary must use a portion of the funds reserved under national activities for Project SERV. Funds may also be used to carry out other activities “to improve
students’ safety and well-being.” (Section 4631(a)(1)(B).)
g. Per the requirements of Section 5234, appropriations for REAP are divided evenly between the Small, Rural School Achievement Program and the Rural and Low-
Income School Program.
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The ESEA, as Amended by the Every Student Succeeds Act: A Primer

Appendix. Glossary of Acronyms
Acronym
Definition
ATSI
Additional targeted support and improvement
BIE
Bureau of Indian Education
CSI
Comprehensive support and improvement
ED
U.S. Department of Education
EFIG
Education Finance Incentive Grants
EIR
Education Innovation and Research program
EL
English learner
ESEA
Elementary and Secondary Education Act
ESSA
Every Student Succeeds Act
i3
Investing in Innovation program
IDEA
Individuals with Disabilities Education Act
IHE
Institution of higher education
LEA
Local educational agency
LEP
Limited English proficient
L-HHS-ED
Departments of Labor, Health and Human Services, and Education, and Related Agencies
NAEP
National Assessment of Educational Progress
NCLB
No Child Left Behind Act
Project SERV
Project School Emergency Response to Violence
REAP
Rural 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
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copy or otherwise use copyrighted material.

Congressional Research Service
R45977 · VERSION 10 · UPDATED
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