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Ten title programs
are listed in the NCLB Act (U.S. Department of Education, 2002). These
include:
Each of these Title
programs includes important parts and subparts; these programs will be
briefly described (as noted by the U.S. Department of Education, 2002). |
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Title I: Improving the academic
achievement of the disadvantaged. Title I includes 13
programs designed to improve how children in poverty perform in school. For
purposes of this course, each program under Title I will be discussed given
their reference to improving the academic achievement of students. First, Improving Basic Programs Operated by Local
Educational Agencies (I-A) is intended to ensure that all children have
the opportunity to obtain a high quality education and reach proficiency on
state assessments. Title I, Part A is the largest federal program supporting
elementary and secondary education. It targets resources to districts and
schools where needs are the greatest. Many changes have taken place in this
program, including school-wide Title I program eligibility being lowered from
50% to 40% of students who qualify for free and reduced price lunch (low
socioeconomic status) and funds being used only for scientifically-based
reading methods and strategies. Accountability is a key point of this
program. Second, Third, Early Reading First, Title I, Part B,
Subpart 2 is intended to prepare young children to enter kindergarten
with the language, cognitive, and early reading skills necessary for reading
success. The goal of the program is to prevent reading failure by providing
high quality experiences, particularly to those children in poverty. Again, a
focus is placed on the requirement of scientifically-based research to teach
children cognitive and language skills. A key emphasis is on accountability
as well. Fourth, the William F. Goodling Even Start Family
Literacy Program, Title I, Part B, Subpart 3 provides low-income families
with integrated literacy services for parents and their young children (from
birth to age 7). Four components including adult education, early childhood
education, parenting education, and interactive literacy activities will
build on each other and be used to help families. Again, a focus is placed on
the use of scientifically-based reading research in this program as well as
on strengthened accountability. Fifth, Improving Literacy Through School
Libraries, Title I, Part B, Subpart 4 is designed to improve the literacy
skills and academic achievement of students by giving them up-to-date school
libraries, technologically advanced school media centers, and professionally
certified school library media specialists. It is no surprise that this
program includes a focus on the use of programs and materials that are
grounded in scientifically-based research and greater accountability for student
performance. Sixth, Education of Migratory Children, Title I,
Part C is designed to support high-quality and comprehensive educational
programs for migrant children to help reduce the difficulties they face from repeated
moves. One key aspect of this program is to establish a national information
system to electronically transfer health and educational information for all
children served by the Migrant Education Program (MEP). Further, state
assessment systems must disaggregate performance data for migrant students to
ensure that they are making achievement progress in school. Seventh, Prevention and Intervention Programs for
Children and Youth Who Are Neglected, Delinquent, or At-Risk, Title I, Part D
provides financial assistance to educational programs for youths in
state-operated institutions or community day programs. Financial assistance
is also provided to support school district collaboration with locally
operated correctional facilities. Eighth, the National Assessment of Title I, Title I
Evaluation and Demonstrations, Title I, Part E, Sections 1501-1503
evaluates the implementation and impact of Title I programs and provisions.
An Independent Review Panel will supervise this national assessment and conduct
a longitudinal evaluation of student achievement. Other evaluations as well
will be conducted on Title I programs. Ninth, Close up Fellowship, Title I, Part E,
Section 1504 pays for economically disadvantaged middle and secondary
school teachers and students whose families have moved to the U.S. within the
last 5 years to spend 1 week in Washington, D.C. attending seminars on
government and current events and meeting with leaders from the three
branches of government. Professional development of teachers of civic
education is also provided. Tenth, Eleventh, Advanced Placement, Title I, Part G is
designed to increase the number of children in poverty who participate in AP
(advanced placement) classes and take AP tests by helping to pay test fees
and expand access to AP classes (increased teacher training and other
activities). Twelfth, School Dropout Prevention, Title I, Part H
assists schools with dropout rates above their state average to implement
effective dropout prevention and reentry programs. This program is primarily
a grant program to state and local education agencies. Schools must implement
research-based instructional practices and other activities to decrease
dropout rates. Finally, General
Provisions, Title I, Part I are concerned with regulatory and administrative
requirements including state and local flexibility and the development of
regulations on the NCLB Act. |
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Title II: Preparing, training, &
recruiting high quality teachers & principals. Title II includes
13 programs focused on providing professional development for teachers and
administrators. For purposes of this course, two programs will be discussed.
First, Teacher and Principal Training
and Recruiting Fund, Grants to States, Title II, Part A provides funds to
increase student achievement by improving teacher and principal quality
through recruiting, hiring, and retention strategies. An emphasis is placed
on scientifically-based professional development activities and
accountability measures. According to the U.S. Department of Education
(2002), “for example, if a state decides to fund interventions such as
professional development in math, the state must be able to show how the
particular activities are grounded in a review of activities that have been
correlated with increases in student achievement” (pp. 38-39). Second, Early Childhood Educator Professional
Development, Title II, Part A, Subpart 5, Section 2151 (E) is a program
designed to enhance the school readiness of young children, particularly
those in poverty, to prepare them for school. This program funds partnerships
to improve the skills of early childhood educators; programs must describe
how professional development activities are based on scientific research. |
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Title III: Language instruction
for limited English proficient and immigrant students.
This is the sole
program. It assists school districts in teaching English to those students
with limited English proficiency to help them achieve state standards
required by all students. Again, language instruction curricula must be tied
to scientifically-based research and demonstrated to be effective. |
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Title IV: 21st Century
schools. Title IV includes
four programs. These programs focus on safe and drug free schools. For
purposes of this course, one program will be described. The 21st |
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Title V: Promoting informed
parental choice & innovative programs. Title V includes 19
programs designed to increase parental choice in terms of how they school
their child and in the development of promising educational reform programs.
For purposes of this course, two programs will be described. First, the Public Charter Schools, Title V, Part B,
Subpart I program is designed to provide financial assistance to plan,
design, and implement charter schools and evaluate their performance. Charter
schools are alternative programs that provide educational opportunities to
students that are not available within the traditional public school system. Second, |
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Title VI: Flexibility &
accountability. Title VI includes
seven programs that focus on assessment and accountability. For purposes of
this course, one program will be described. Improving Academic Achievement, Accountability, Grants for State
Assessments and Enhanced Assessments, Title VI, Part A, Subpart I helps
states develop assessments required under NCLB and supports collaboration
with institutions of higher learning to improve the quality of these assessments. |
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Title VII: Indian, native Hawaiian, &
Alaska native education. Title VII includes
three programs that focus on the education of culturally diverse groups. One
program will be described in this course. Alaska
Native Education, Title VII, Part C is a program designed to meet the
unique educational needs of Alaska Native students. Competitive grants and
contracts are awarded to applicants focusing on this population of students. |
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Title VIII: Impact aid program. This is the sole
program; it provides financial assistance to school districts to help replace
the lost revenue that would otherwise be available for educating children who
live on federal property or whose parents work on federal property. Formula
and competitive grants are provided directly to eligible schools. |
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Title X: Repeals, re-designations, &
amendments to other statutes. One program--McKinney-Vento Homeless Education
Assistance Improvements (X, Part C)--is listed. This program is intended
to ensure that homelessness does not cause children to be left behind in
school. |
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