Cecily Zamora
Title I, also known as Title One, is a provision of the Elementary and Secondary Education Act passed in 1965. It was designed by President Lyndon B. Johnson to address the achievement gap between students from low-income and middle-class households. The law allocates funding to schools and school districts with a high percentage of students from low-income families, with the goal of providing equal educational opportunities and improving academic achievement for disadvantaged students. Title I funding is distributed to state educational agencies (SEAs), which then allocate funds to local educational agencies (LEAs) and public schools in need. The funding is intended to support programs that aid children with special needs, including those from migrant families or intervention programs for neglected or at-risk youth.
| Characteristics | Values |
|---|---|
| Purpose | To provide all children with a significant opportunity to receive a fair, equitable, and high-quality education, and to close educational achievement gaps by allocating federal funds for education programs and services |
| Allocation | Funding is distributed first to state educational agencies (SEAs) which then allocate funds to local educational agencies (LEAs) which in turn dispense funds to public schools in need |
| Eligibility | Schools enrolling at least 35% of students from low-income families or at least 40% of students from low-income families to use Title I funds for schoolwide programs |
| Allocation Basis | LEA poverty estimates produced by the U.S. Census Bureau; within-LEA allocations based on school poverty rates |
| Expenditure Reporting | Reported by states on the National Public Education Financial Survey (NPEFS) as either current year or carryover expenditures |
| Fiscal Year | Begins on July 1 and ends on June 30 |
| Expenditure Retention | Federal law permits states to retain Title I allocations for up to 27 months to allow entities to spend the money at a later date |
| Expenditure Per Pupil | $316 on a national level, ranging from $126 in Utah to $547 in Mississippi |
| Year | Passed by the 80th Congress in 1947 |
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What You'll Learn
Title I funding for schools with a high percentage of low-income students
Schools enrolling at least 40% of students from low-income families are eligible to use Title I funds for school-wide programs aimed at improving the education program for all students, especially those at the lowest achievement levels. Title I funds can be used for various purposes, including hiring and retaining teachers, providing support staff, purchasing classroom supplies, and even clothing for students from low-income households.
However, it is important to note that not all Title I-eligible schools participate in Title I programs due to rules governing within-LEA allocations and state and district flexibility. Additionally, there can be discrepancies in the amount of funding received per eligible student between larger and smaller districts.
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Allocation of Title I funds to state and local education agencies
SEAs then distribute Title I funds to their LEAs, which in turn target schools with the highest percentages of children from low-income families. Schools enrolling at least 40% of students from low-income families are eligible to use Title I funds for school-wide programs designed to improve the achievement of all students, especially the lowest-achieving ones.
The allocation of Title I funds is subject to certain rules and flexibility at the state and district levels, resulting in variations in per-pupil allocations across schools, LEAs, and states. Schools' eligibility for Title I funds and within-LEA allocations are determined by the Within-District Allocations Under Title I, Part A of the Elementary and Secondary Education Act.
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Title I expenditures and federal law
LEAs that receive Title I, Part A funds must reserve a portion for services for homeless students, with the amount determined by a needs assessment. LEAs with allocations greater than $500,000 must reserve 1% for Parent and Family Engagement activities, with 90% of those funds allocated to Title I schools.
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Title I under the ESEA
The core purpose of Title I is to provide funding to school districts with insufficient resources to ensure that all children have access to a basic education. Schools enrolling at least 40% of students from low-income families are eligible for Title I funds, which can be used for schoolwide programs aimed at improving the education program for all students, particularly the lowest-achieving ones. The allocation of Title I funds to state and local education agencies is based on poverty estimates, with a focus on providing resources to schools with high poverty rates.
Over the years, there have been several amendments and alterations to Title I. The Improving America's Schools Act (IASA) of 1994 significantly revised the ESEA, adding math and reading/language arts standards for assessing student progress and reducing the threshold for implementing school-wide programs. The No Child Left Behind Act (NCLB) of 2001 further amended the ESEA, setting a goal of closing the achievement gap between all groups and aiming for all students to achieve proficiency by 2013-2014.
In 2009, the Obama administration refocused Title I on turning around the lowest-performing schools, emphasizing teacher and principal quality, and the use of international benchmarks. Federal Title I funding has seen a significant increase since 2001, with an 88% rise, translating to a $7.7 billion increment. Title I allocations are reported by states on the National Public Education Financial Survey (NPEFS), and federal law allows states to retain the allocations for up to 27 months to spend the money at a later date.
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Title I and the War on Poverty
The War on Poverty can be seen as a continuation of Franklin D. Roosevelt's New Deal and Roosevelt's Four Freedoms of 1941. It also aligns with Johnson's belief in expanding the federal government's role in education and healthcare as poverty reduction strategies. The specific connection between Title I and the War on Poverty is seen in the focus on education as a means to address poverty. Title I funding supports schools facing teacher shortages and high turnover rates, with the understanding that teacher talent is a critical factor in student achievement.
However, the War on Poverty and Title I funding have faced criticism. Some economists argue that interventionist policies and welfare programs may lead to an expansion of problems rather than effectively reducing poverty. Additionally, there is criticism regarding the uneven distribution of Title I funds, with high-poverty schools facing challenges in recruiting and retaining talented teachers. Despite these criticisms, the War on Poverty has had a lasting impact, with federal government programs like Head Start, Job Corps, and Volunteers in Service to America (VISTA) continuing to address poverty-related issues.
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Frequently asked questions
Title I is a provision of the Elementary and Secondary Education Act passed in 1965.
Title I is designed to distribute funding to schools and school districts with a high percentage of students from low-income families. The intention is to create programs that will better aid children with special needs who, without funding, would not be properly supported.
Title I was conceived by President Lyndon B. Johnson during his "War on Poverty" agenda. It was designed to close the skill gap in reading, writing, and mathematics between children from low-income households and those from middle-class households.
Funding is distributed first to state educational agencies (SEAs) which then allocate funds to local educational agencies (LEAs). The LEAs then dispense funds to public schools in need.
To determine the percentage of low-income families, school districts may select a poverty measure from various data sources. These include the number of children in poverty, the number of children eligible for reduced price lunches, and the number of children in families receiving temporary assistance.
