{
  "id": "RS22545",
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      "id": 438964,
      "date": "2015-03-11",
      "retrieved": "2016-04-06T22:47:39.946647",
      "title": "Paraprofessional Quality and the Elementary and Secondary Education Act: Background and Issues in Brief",
      "summary": "The No Child Left Behind Act of 2001 (NCLB) established minimum qualifications for paraprofessionals (also known as instructional aides) employed in Title I, Part A-funded schools. NCLB required that paraprofessionals must complete two years of college, obtain an associate\u2019s degree, or demonstrate content knowledge and an ability to assist in classroom instruction. Prior to the NCLB, the Elementary and Secondary Education Act of 1965 (ESEA) required only that paraprofessionals possess a high school diploma.\nThese requirements, as enacted through NCLB, apply to all paraprofessionals employed in a Title I-A Schoolwide (\u00a71114) program without regard to whether the position is funded with federal, state, or local funds. In Title I-A programs known as Targeted Assistance (\u00a71115), only those paraprofessionals paid with Title I-A funds must meet the requirements (not those paid with state or local funds). A report by the Education Department (ED) reveals that paraprofessionals accounted for about one-third of instructional staff in Title I-A funded schools and districts.\nNCLB authorized most ESEA programs through FY2007. The General Education Provisions Act (GEPA) provided an automatic one-year extension of these programs through FY2008. While most ESEA programs no longer have an explicit authorization, the programs continue to receive annual appropriations and paraprofessional quality requirements continue to be in place. LEAs in states that have received an ESEA flexibility waiver are not restricted in the use of Title I-A funds for failing to meet NCLB teacher quality and student achievement accountability requirements; however, all LEAs still must comply with the law\u2019s paraprofessional quality requirements. \nThis report describes the paraprofessional quality provisions and guidance provided by ED regarding implementation. The report concludes with discussion of issues that may arise as Congress considers reauthorization of the ESEA.",
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    {
      "source": "University of North Texas Libraries Government Documents Department",
      "sourceLink": "https://digital.library.unt.edu/ark:/67531/metadc821727/",
      "id": "RS22545_2013Jan14",
      "date": "2013-01-14",
      "retrieved": "2016-03-19T13:57:26",
      "title": "Paraprofessional Quality and the Elementary and Secondary Education Act: Background and Issues in Brief",
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    {
      "source": "University of North Texas Libraries Government Documents Department",
      "sourceLink": "https://digital.library.unt.edu/ark:/67531/metadc821319/",
      "id": "RS22545_2008Jan28",
      "date": "2008-01-28",
      "retrieved": "2016-03-19T13:57:26",
      "title": "Paraprofessional Quality and the No Child Left Behind Act of 2001",
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      "type": "CRS Report",
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}