The Elementary and Secondary Education Act (ESEA) was first passed by Congress in 1965 as part of President Lyndon B. Johnson’s War on Poverty. The most recent reauthorization of this legislation is the No Child Left Behind Act of 2001 (NCLB). The primary function of NCLB is to close the achievement gap between groups of students by requiring greater accountability and offering increased flexibility and choice. The NCLB Act affects almost every school district and charter school in the state.
The NCLB Act aims to strengthen schools and improve student achievement.
Key parts include:
- Accountability requirements for states and schools
- Improved teacher quality
- Statewide education goals—and a plan to reach them
- More choices for parents and students
- Safe and drug-free schools
- Greater financial flexibility
- Accommodations for students with disabilities
Title I Programs
Title I, Part A
Improving Basic Programs Operated by Local Education Agencies (LEA) provides supplemental funding to state and LEAs. The funding is for resources to help schools with high concentrations of students from low-income families provide a high-quality education that will enable all children to meet the state’s student performance standards. Title I, Part A supports schools in implementing either a school-wide program or a targeted assistance program. These programs must use effective methods and instructional strategies that are grounded in scientifically based research.
Title I, Part C
Migrant Education Programs are designed to support programs that help migrant students overcome the challenges of mobility, cultural and language barriers, social isolation, and other difficulties associated with a migratory lifestyle. These efforts are aimed at helping migrant students succeed in school and successfully transition to postsecondary education or employment.
RRISD Migrant Education website
Title II Programs
Title II, Part A – Teacher and Principal Training and Recruiting (TPTR)
Fund provides supplemental funding to improve student achievement. The funds are used to elevate teacher and principal quality through recruitment, hiring and retention strategies and to increase the number of highly qualified teachers in the classroom and highly qualified principals and assistant principals in schools. The program uses scientifically based professional development interventions and holds districts and schools accountable for improvements in student academic performance.
Title III Programs
Title III, Part A
English Language Acquisition, Language Enhancement, and Academic Achievement Act – provides supplemental resources to local education agencies to help ensure that children who are limited English proficient (LEP) attain English proficiency at high levels in core academic subjects to meet state mandated achievement performance standards. RRISD Bilingual Education website
The purposes of Title III, Part A are:
- to assist all LEP and immigrant students to achieve at high levels in the core academic subjects and achieve standards required in Title I, Section 1111(b)(1);
- to develop high-quality language instruction educational programs designed to assist state education agencies, local education agencies (LEAs) and schools in
- teaching LEP and immigrant students;
- to assist local education agencies to develop and enhance their capacity to provide high-quality instructional programs designed to prepare LEP and immigrant
- students enter all-English instruction settings;
- to assist local education agencies and schools to build their capacity to establish, implement, and sustain language instruction educational programs and
- programs of English language development for LEP students;
- to promote parental and community participation in language instruction educational programs for the parents and communities of (Sec.1302 (b)) LEP students;
- to streamline language instruction educational programs that help LEP and immigrant students develop proficiency in English while meeting challenging state
- academic content and student academic achievement standards;
- to hold local education agencies and schools accountable for increases in English proficiency and core academic content knowledge of LEP students; and
- to provide local education agencies the flexibility to implement the most effective language instruction programs based on scientifically based research. P.L. 107-110, Section 3102.
Parent Community Specialists
Family Resource Center 512-464-5136
Title 1 Schools