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| Title I (Part A) of ESSA | |
|---|---|
| Name | Title I (Part A) of ESSA |
| Enacted | 2015 |
| Jurisdiction | United States |
| Legislation | Every Student Succeeds Act |
| Previous | No Child Left Behind Act |
| Admin | United States Department of Education |
Title I (Part A) of ESSA Title I (Part A) of ESSA provides federal financial assistance to local educational agencies for the support of students in high-poverty schools. It continues a long lineage of federal initiatives beginning with Elementary and Secondary Education Act of 1965, and intersects with state plans, district budgets, and local school improvement strategies.
Title I (Part A) of ESSA traces roots to the Elementary and Secondary Education Act of 1965 and subsequent reauthorizations including the No Child Left Behind Act and the Every Student Succeeds Act. Key legislative actors included members of the United States Congress, committees such as the House Committee on Education and Labor, and figures like Arne Duncan and John Kline during debates over reauthorization. The 2015 law was signed by Barack Obama and reflected compromises among stakeholders including National Education Association, American Federation of Teachers, and advocacy groups such as Education Trust and Council of Chief State School Officers. Implementation guidance has involved the United States Department of Education and state entities like the California Department of Education and Texas Education Agency.
The statute aims to promote equitable resources for schools serving low-income students through provisions on targeted assistance, schoolwide programs, and supplemental services. It emphasizes academic standards connected to models like the Common Core State Standards Initiative while allowing states such as Florida and New York (state) to craft accountability plans. Provisions reference civil rights enforcement associated with the United States Commission on Civil Rights and interactions with programs under the Individuals with Disabilities Education Act and Title III language instruction programs for English language learners.
Funding under Title I (Part A) uses a formula based on census data and poverty measures influenced by instruments like the American Community Survey and allocations comparable to mechanisms used in legislation such as the Elementary and Secondary Education Act of 1965. The formula distinguishes between basic grants, concentration grants, and targeted grants, with statutory references to population thresholds similar to provisions seen in other federal grant statutes administered by the Office of Management and Budget. Large recipients include districts in cities like Chicago, Los Angeles, and Houston as well as states with diverse rural distributions such as Alaska and Montana.
Accountability under the law requires state plans that set long-term goals, measures of academic achievement, and school identification procedures, concepts that resonated with debates around standardized testing used in jurisdictions including Massachusetts and Texas (state). School improvement mechanisms draw on models tested in districts like Philadelphia and programs evaluated by entities such as the Institute of Education Sciences and What Works Clearinghouse. The statute provides pathways for targeted support and comprehensive interventions, often coordinated with turnaround strategies informed by research from organizations including RAND Corporation and American Institutes for Research.
Eligibility criteria rely on measures of student poverty, often using free and reduced-price lunch data paralleling systems employed by districts in New York City, Miami, and Seattle. Identification of schools for support involves performance indicators across subgroups such as students with disabilities covered under Individuals with Disabilities Education Act and English language learners in districts with populations from communities like El Paso, San Diego, and Phoenix. Title I (Part A) also intersects with migrant education programs overseen by entities like the Office of Migrant Education.
States submit consolidated plans and monitor local education agencies, consistent with structures seen in state agencies like the New Jersey Department of Education and the Georgia Department of Education. The United States Department of Education issues guidance while allowing state flexibility in crafting accountability systems, mirroring federal–state relations historically present in debates involving administrations of Ronald Reagan, George W. Bush, and Bill Clinton. Local implementation involves school boards such as the Los Angeles Unified School District Board of Education and county offices like the Miami-Dade County Public Schools governance bodies.
Critics point to persistent achievement gaps exemplified in studies from Harvard University, Stanford University, and Columbia University Teachers College, and debate the efficacy of federal funding levels and allocation formulas. Policy disputes involve unions such as the National Education Association and reform advocates like StudentsFirst and Teach For America, and legal challenges have arisen in contexts influenced by decisions from the United States Supreme Court. Debates also connect to demographic and fiscal trends studied by the Brookings Institution and policy analyses by the Urban Institute.