Title I, Part A (Title I) of the Elementary and Secondary Education Act, as amended (ESEA) provides financial assistance to local educational agencies (LEAs) and schools with high numbers or high percentages of children from low-income families to help ensure that all children meet challenging state academic standards.
To help students succeed in the regular education program.
To assist students in attaining grade-level proficiency.
To improve student achievement in basic and advanced skills.
To involve parents in their children’s education.
To provide professional development and growth opportunities.
To coordinate Title I and regular education programs.
Title II, Part A Improving Educator Quality State Grants originally authorized as Eisenhower Professional Development and the Class Size Reduction programs under the Elementary and Secondary Education Act (ESEA) of 1965, was reauthorized in 2001 by the No Child Left Behind Act (NCLB) and in 2015 by the Every Student Succeeds Act (ESSA).
Improving Teacher Quality State Grant funds are obtained by a State on the basis of the United States Department of Education’s (USDE) approval of either (1) an individual State plan as provided in Section 2112 of the ESEA (20 USC 2112) or (2) a consolidated application that includes the program, in accordance with Section 9302 of the ESEA (20 USC 7842). Through the program, state and local educational agencies (SEAs and LEAs) receive funds using a USDE provided formula based on poverty and population.
The purpose of the Title II, Part A grant is
to increase student achievement consistent with challenging State academic standards,
to improve the quality and effectiveness of teachers, principals and other school leaders,
to increase the number of teachers, principals and other school leaders who are effective in improving student academic achievement in schools, and
to provide low-income and monitory student greater access to effective of teachers, principals and other school leaders.
Title III is a federally-funded program that provides eligible Local Education Agencies with funding to supplement those ESOL services already in place. Both ESOL and Title III hold students accountable for progress in, and attainment of, English language proficiency. Upon attainment of English language proficiency, students exit from supplemental language services.
English to Speakers of Other Languages (ESOL) is a state-funded instructional program for eligible English Learners (ELs) in grades K-12. The ESOL program is a standards-based curriculum emphasizing academic and social language development. ESOL coursework is based upon the WIDA Consortium English Language Development (ELD) standards. Classroom teachers integrate these ELD standards with the Georgia content area standards to enable ELs to both communicate in English and demonstrate their academic, social, and cultural proficiency.
The Migrant Education Program (MEP) is authorized by Part C of Title I of the Elementary and Secondary Education Act of 1965 as awarded by ESEA. The MEP is federally funded and designed to support comprehensive educational programs for migrant children and youth to help reduce the educational disruption and other problems that result from repeated moves. The primary purpose of the Georgia Migrant Education Program is to help migrant children and youth overcome challenges due to mobility, cultural and language barriers, social isolation, and other difficulties associated with the migratory lifestyle, in order to help them succeed through the academic and/or supplemental services provided to them.
Title IX- Part A-McKinney-Vento
The McKinney-Vento Education for Homeless Children and Youth program is designed to address the problems that homeless children and youth have faced in enrolling, attending, and succeeding in school. Under this program, State educational agencies m?ust ensure that each homeless child and youth has equal access to the same free, appropriate public education, including a public preschool education, as other children and youth.