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State and District Use of Title II, Part A Funds in 2019-20. NCEE 2021-011

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Title: State and District Use of Title II, Part A Funds in 2019-20. NCEE 2021-011
Language: English
Authors: Isenberg, Eric, Webber, Ann, National Center for Education Evaluation and Regional Assistance (ED), Westat, Inc.
Source: National Center for Education Evaluation and Regional Assistance. 2021.
Availability: National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/
Peer Reviewed: Y
Page Count: 22
Publication Date: 2021
Contract Number: EDESE15A0016/0003
Document Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Descriptors: Federal Legislation, Educational Legislation, Elementary Secondary Education, Educational Finance, Federal Aid, Financial Support, Resource Allocation, School Districts, Professional Development, Teacher Recruitment, Teacher Persistence, Class Size
Laws, Policies and Program Identifiers: Elementary and Secondary Education Act Title II, Every Student Succeeds Act 2015
Abstract: Increasing student achievement by improving the quality and effectiveness of teachers, principals, and other school leaders is one of the key goals of the Elementary and Secondary Education Act (ESEA). Title II, Part A of ESEA (Title II-A) provides over $2 billion per year in funding to states and districts to support effective instruction through the preparation, recruitment, and training of educators. The Every Student Succeeds Act (ESSA), which reauthorized the ESEA in 2015, provided greater flexibility for states and districts in how they use Title II-A funds by expanding the option to transfer funds to other ESEA programs and authorizing states to set aside additional funds for training principals and other school leaders. This report, required by Congress, provides a national picture of state and district priorities for Title II-A funds in the 2019-20 school year. Key findings: (1) About half of the states and a quarter of the districts used new ESSA flexibility; (2) Professional development was a popular and substantial use of districts' Title II-A funds, with both short- and long-term training in common; and (3) To a lesser extent, districts invested in recruiting and retaining effective educators and reducing class size. [For the appendices, see ED613107. For the Study Highlights, see ED613109. For the 2018-19 report, see ED610914.]
Abstractor: ERIC
IES Funded: Yes
IES Publication: https://ies.ed.gov/ncee/pubs/2021011/index.asp
Entry Date: 2021
Accession Number: ED613104
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
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  Data: State and District Use of Title II, Part A Funds in 2019-20. NCEE 2021-011
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  Data: National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/
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  Label: Abstract
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  Data: Increasing student achievement by improving the quality and effectiveness of teachers, principals, and other school leaders is one of the key goals of the Elementary and Secondary Education Act (ESEA). Title II, Part A of ESEA (Title II-A) provides over $2 billion per year in funding to states and districts to support effective instruction through the preparation, recruitment, and training of educators. The Every Student Succeeds Act (ESSA), which reauthorized the ESEA in 2015, provided greater flexibility for states and districts in how they use Title II-A funds by expanding the option to transfer funds to other ESEA programs and authorizing states to set aside additional funds for training principals and other school leaders. This report, required by Congress, provides a national picture of state and district priorities for Title II-A funds in the 2019-20 school year. Key findings: (1) About half of the states and a quarter of the districts used new ESSA flexibility; (2) Professional development was a popular and substantial use of districts' Title II-A funds, with both short- and long-term training in common; and (3) To a lesser extent, districts invested in recruiting and retaining effective educators and reducing class size. [For the appendices, see ED613107. For the Study Highlights, see ED613109. For the 2018-19 report, see ED610914.]
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      – Text: English
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        PageCount: 22
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      – SubjectFull: Federal Legislation
        Type: general
      – SubjectFull: Educational Legislation
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Educational Finance
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      – SubjectFull: Federal Aid
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      – SubjectFull: Financial Support
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      – SubjectFull: Resource Allocation
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      – SubjectFull: School Districts
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      – SubjectFull: Professional Development
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      – SubjectFull: Teacher Recruitment
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      – SubjectFull: Teacher Persistence
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      – SubjectFull: Class Size
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      – SubjectFull: Elementary and Secondary Education Act Title II
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      – SubjectFull: Every Student Succeeds Act 2015
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