No Child Left Behind - Title I-A: Improving Academic Achievement of the Disadvantaged
What is Title I?
• The purpose of Title I, Part A is to ensure that all children have a fair, equal, and significant
opportunity to obtain a high-quality education and reach proficiency on challenging state academic
achievement standards and assessments. Title I focuses on high-poverty, low achieving students.
Title I requires that local school districts ensure that all Title I teachers in core academic subjects
hired after the first day of the 2002-03 school year are “highly qualified” as defined by each state.
How is Title I funding distributed to schools?
• Using US census data, Title I funding is distributed by the Department of Education to each state
based on the number of children living in poverty. States distribute funding to districts based on
their number of low-income children. The districts distribute funding to schools on the same basis.
What does Title I provide?
• Title I provides flexible funding that may be used for:
→ Additional instructional staff
→ Reading programs that are proven effective by scientifically based research
→ Math programs that are proven effective by scientifically based research
→ Professional development
→ Extended-time programs
→ Other strategies for raising student achievement in high-poverty schools
How do schools use Title I funding?
• Schools may use Title I funds for one of two approaches:
→ School-wide programs: High-poverty schools (those with 40 percent of more students from
low-income families) are eligible to adopt school wide programs, thus using Title I funds to
serve all children
→ Targeted Assistance programs: Schools that are not eligible for, or do not choose to operate,
school-wide programs must use Title I funds to provide targeted services to specified lowachieving
students
What is Adequate Yearly Progress?
• Under the NCLB accountability system, states are required to test students annually in reading and
math and have a certain percentage of each subgroup (special needs, English Language
Learners, minorities) within each school meet or exceed the state-specified level of proficiency in
each subject. The percentage of students required to meet the proficiency level each year is called
Adequate Yearly Progress (AYP). All students must be proficient by 2014.
Not Making AYP Required Action
Year 2 Parents offered school choice with transportation
Year 3 Parents offered Supplemental Education Services (tutoring)
Year 4 Corrective action (new staff, new curriculum, reconstitution, etc.)
Year 5 Takeover by state or private provider
• The purpose of Title I, Part A is to ensure that all children have a fair, equal, and significant
opportunity to obtain a high-quality education and reach proficiency on challenging state academic
achievement standards and assessments. Title I focuses on high-poverty, low achieving students.
Title I requires that local school districts ensure that all Title I teachers in core academic subjects
hired after the first day of the 2002-03 school year are “highly qualified” as defined by each state.
How is Title I funding distributed to schools?
• Using US census data, Title I funding is distributed by the Department of Education to each state
based on the number of children living in poverty. States distribute funding to districts based on
their number of low-income children. The districts distribute funding to schools on the same basis.
What does Title I provide?
• Title I provides flexible funding that may be used for:
→ Additional instructional staff
→ Reading programs that are proven effective by scientifically based research
→ Math programs that are proven effective by scientifically based research
→ Professional development
→ Extended-time programs
→ Other strategies for raising student achievement in high-poverty schools
How do schools use Title I funding?
• Schools may use Title I funds for one of two approaches:
→ School-wide programs: High-poverty schools (those with 40 percent of more students from
low-income families) are eligible to adopt school wide programs, thus using Title I funds to
serve all children
→ Targeted Assistance programs: Schools that are not eligible for, or do not choose to operate,
school-wide programs must use Title I funds to provide targeted services to specified lowachieving
students
What is Adequate Yearly Progress?
• Under the NCLB accountability system, states are required to test students annually in reading and
math and have a certain percentage of each subgroup (special needs, English Language
Learners, minorities) within each school meet or exceed the state-specified level of proficiency in
each subject. The percentage of students required to meet the proficiency level each year is called
Adequate Yearly Progress (AYP). All students must be proficient by 2014.
Not Making AYP Required Action
Year 2 Parents offered school choice with transportation
Year 3 Parents offered Supplemental Education Services (tutoring)
Year 4 Corrective action (new staff, new curriculum, reconstitution, etc.)
Year 5 Takeover by state or private provider
