This non-regulatory guidance is intended to assist State educational agencies (SEAs) and local educational agencies (LEAs) in understanding and implementing programs under Title II, Part A of the Elementary and Secondary Education Act of 1965 (ESEA) to conduct a range of activities to provide teachers, principals, and other school leaders with the…

The Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or At-Risk, is authorized by Title I, Part D of the Elementary and Secondary Education Act of 1965 (ESEA) and was most recently amended in 2015 by the Every Student Succeeds Act (ESSA). This guidance is intended to be used in conjunction with the…

The COVID-19 pandemic has taken a heavy toll on college and career preparation opportunities and the ability of students to successfully transition into postsecondary education. The purpose of this letter is to describe how states and local educational agencies (LEAs) can continue to respond to the ongoing challenges of the COVID-19 pandemic by…

Each year, about 4 million children enter kindergarten in the United States. All parents hope their child will start school ready for success, and many parents turn that hope into action, seeking out supportive and high-quality early learning opportunities. Unfortunately, not every parent finds those opportunities, and access differs based on…

The McKinney-Vento Act was originally authorized in 1987 and originally sponsored programs to provide services to the homeless. The McKinney-Vento Act is designed to address the challenges that homeless children and youths have faced in enrolling, attending, and succeeding in school. Under the McKinney-Vento Act, State educational agencies (SEAs)…

The United States has benefited from the talents, values, and contributions of newcomers to the country. In the face of immense barriers, many undocumented youth have exhibited exemplary perseverance, work ethic, and leadership. Yet hurdles and challenges remain. Many educators, counselors, and school leaders have expressed interest in learning…

The "No Child Left Behind Act of 2001 (NCLB)" is designed to achieve an ambitious goal: All children will be proficient in reading and mathematics by the 2013-14 school year. A key strategy for achieving this goal is accountability. Based on findings from two federally funded studies--the Study of State Implementation of Accountability…

In recent years, parents have benefited from a significant expansion of educational options for their children. Parents have many more opportunities than just a few years ago to choose from an array of public school options, including charter, virtual, and magnet schools. Expanding educational options for parents is one of the hallmarks of the…

Flexibility is a lever for change that occupies an increasingly prominent place in federal strategies for educational improvement. Flexibility assumes that local actors are in the best position to identify the most serious problems facing schools and students and to determine how to solve them. Consequently, these actors should be given greater…

This study focuses on flexibility provisions in the Rural Education Achievement Program (REAP) provision of NCLB. Specifically, it addresses REAP Flex, a program that allows rural districts additional control over how to spend portions of their federal funding. REAP Flex is part of a series of NCLB flexibility initiatives aimed at rural schools.…

This report summarizes data for the Title I, Part A, Grants to Local Educational Agencies (LEAs) program. It provides participation data for 2000-2001 as well as comparisons to 1999-2000 and previous reporting years. Topics include: districts, schools, and students served, the range of instructional and support services provided, Title I staffing…

This Non-Regulatory Guidance explains how State educational agencies, local educational agencies, and State agencies for higher education can effectively use Title II, Part A funds to ensure that all teachers are highly qualified and effective, a critical component of the No Child Left Behind Act and the Individuals with Disabilities Education…

The Carl D. Perkins Vocational and Technical Education Act of 1998 (Perkins III) requires, in Section 113(c)(3)(C), that the Secretary provide the appropriate committees of Congress copies of annual reports received by the Department from each eligible agency that receives funds under the Act. Section 113(c)(3)(a) further requires the Secretary to…

The Carl D. Perkins Vocational and Technical Education Act of 1998 requires that the Secretary provide the appropriate committees of Congress copies of annual reports received by the department from each eligible agency that receives funds under the Act. Congress has made "accountability for results" a central focus of the Perkins III…