Fiscal Year 2010 Budget Summary May 7, 2009
Section III. A. Elementary and Secondary Education
Overview
The 2010 request for elementary and secondary education builds on the historic increases
for education provided by the Recovery Act, and on the significant State level reforms
promoted by the Recovery Act, to provide more targeted support in areas that President
Obama has identified as critical for reforming our schools. For example, the request
includes $800 million as part of a down payment on the President's Zero-to-Five
initiative to improve early childhood education: $500 million for a new program of Title
I Early Childhood Grants and $300 million for the first phase of the Early Learning
Challenge Fund.
Another reform priority is supporting and rewarding teachers. Here, a key proposal is to
provide a $420 million increase for the Teacher Incentive Fundfor a 2010 total of $517
million. These new resources would increase the incentive for States and school districts
to reform educator compensation systems in order to reward successful teaching and
school leadership, and to expand financial incentives for our best teachers and principals
to work in our most challenging schools.
The 2010 request also supports turning around low-performing schools, with a special
emphasis on comprehensive, research-based interventions in chronically low-performing
schools, including the roughly 2,000 high school "dropout factories" that contribute
disproportionately to the Nation's dropout crisis. The request provides $1.5 billion for
Title I School Improvement Grants, an increase of $1 billion over the regular 2009 level,
to continue helping States and school districts to expand their capacity to identify and
implement effective turnaround strategies. The request also would require States to
ensure that 40 percent of these funds are spent on improvement activities in middle and
high schools. The Budget also includes an additional $100 million for the What Works
and Innovation Fund, which will help identify, evaluate, and scale up proven strategies
for improving student achievement and closing achievement gaps in low-performing
schools.
Together with the Recovery Act, the 2010 request for elementary and secondary
education would promote the reforms and improvements that show the most promise for
improving student achievement and closing achievement gaps so that LEAs and schools
can meet annual State proficiency targets.
Highlights of the 2010 budget for elementary and secondary education programs include:
$500 million for a new program of Title I Early Childhood Grants, which would encourage LEAs to use a portion of the unprecedented increase in Title I Grants to
LEAs to start or expand Title I preschool programs.
$300 million for the new Early Learning Challenge Fund, a central component of the President's Zero-to-Five initiative, to provide grants to SEAs for the development of
State plans and infrastructure to raise the quality of publicly funded early learning
programs.
$370.4 million for an expanded Striving Readers program that, in addition to promoting the development and implementation of research-based interventions that improve the skills of teenage students who are reading below grade level, would provide demonstration grants to LEAs to implement comprehensive and coherent programs of reading instruction for children in the elementary grades.
$162.5 million for Early Reading First, an increase of $50 million, for support of an additional 52 grants to enable early childhood programs to improve the quality of
their early literacy services for preschool-aged children.
$10.0 million for the Promise Neighborhoods initiative to provide 1-year planning grants to non-profit, community-based organizations to enable them to develop plans
and establish partnerships for the development of comprehensive neighborhood
programs for children and youth, from birth through college, to help them succeed in
education and life.
$517.3 million for the Teacher Incentive Fund, $420 million more than the 2009 regular appropriation level, to support comprehensive strategies for strengthening
the educator workforce and drive improvements in teacher effectiveness by
rewarding principals, teachers, and other personnel who raise student achievement,
close achievement gaps, and work in hard-to-staff schools. The request includes
$30 million for a National Teacher Recruitment Campaign.
$1.5 billion for Title I School Improvement Grants to help build State and local capacity to identify and implement effective interventions to turn around low-performing schools. In particular, the request would require States to ensure that 40 percent of School Improvement Grant funds are spent on improvement activities in middle and high schools.
$13.0 billion for Title I Grants to Local Educational Agencies, a decrease of $1.5 billion that reflects the unprecedented increase provided for this program
through the Recovery Act, much of which will remain available in fiscal year 2010.
The proposed decrease would permit the reallocation of significant resources to two
Administration priorities that are likely to help improve low-performing schools: a
$1 billion increase for Title I School Improvement Grants and $500 million for a new
program of Title I Early Childhood Grants.
$50 million for a High School Graduation Initiative to provide assistance to LEAs to test and implement strategies for increasing the graduation rate, particularly in those
high schools (and their feeder schools) with unacceptably low rates.
$410.7 million for State Assessment Grants to encourage States to strengthen their State academic content and achievement standards, including by developing and
implementing rigorous college- and career-ready standards and high-quality assessments that are valid and reliable for all students.
Title I Grants to Local Educational Agencies
|
2008 |
2009 |
2010 Request |
|
B.A. in millions |
$13,898.9 |
$14,492.4 |
$12,992.4 |
The $13.0 billion request is $1.5 billion below the regular 2009 level, reflecting the
unprecedented increase for Title I Grants to LEAs provided in the Recovery Act, much of
which will be available in fiscal year 2010 (States received half of the $10 billion
provided by the Recovery Act for Title I Grants to LEAs on April 1, 2009; the second
half will be awarded in September 2009, and fiscal year 2010 begins October 1, 2009.).
The 2010 request would maintain historically high levels of support for Title I Grants to
LEAs while making available $1.5 billion for activities that focus more closely on efforts
to turn around low-performing schools.
Title I Grants to LEAs provide supplemental education funding, especially in high-
poverty areas, for locally designed programs that offer extra academic support to help
raise the achievement of students at risk of educational failure or, in the case of
schoolwide programs, to help all students in high-poverty schools meet challenging State
academic standards. This formula-based program serves more than 20 million students in
nearly all school districts and more than 54,000 public schoolsincluding two-thirds of
the Nation's elementary schools.
Title I schools help students reach challenging State standards through one of two
models: "targeted assistance" that supplements the regular education program of
individual children deemed most in need of special assistance; or a "schoolwide"
approach that allows schools to use Title I fundsin combination with other Federal,
State, and local fundsto improve the overall instructional program for all children in a
school. More than 30,000 participating schools use the schoolwide approach.
Both schoolwide and targeted assistance programs must employ effective methods and
instructional strategies grounded in scientifically based research, including activities that
supplement regular instruction, such as after-school, weekend, and summer programs.
Schools also must provide ongoing professional development for staff working with
disadvantaged students and implement programs and activities designed to increase
parental involvement.
Participating schools must make adequate yearly progress (AYP) toward annual, State-
established proficiency goals aimed at ensuring that all students are proficient in reading
and math by the 2013-14 school year. Schools that do not make AYP for at least 2
consecutive years must develop and implement improvement plans, and school districts
must permit students attending such schools to transfer to a better-performing public
school, with transportation provided by the district.
Schools that do not improve are subject to increasingly tough corrective actionssuch as
replacing school staff or significantly decreasing management authority at the school
leveland can ultimately face restructuring, which involves a fundamental change in
governance, such as conversion to a charter school or placement under private
management. Students attending schools that have not made AYP for 3 or more years
may obtain supplemental educational services (SES)paid for by the districtfrom the
public- or private-sector provider selected by their parents from a State-approved list.
Under section 1003(a) of the ESEA, States must reserve 4 percent of the Title I funds
allocated to their LEAs for school improvement activities, and must subgrant 95 percent
of these funds to LEAs with schools identified for improvement, corrective action, or
restructuring. At the request level for Title I, States would reserve up to $520 million for
school improvement activities. Additional funding for school improvement is available
through the section 1003(g) Title I School Improvement Grants program described
below.
School Improvement Grants
(BA in millions)
|
2008 |
2009 |
2010 Request |
|
School Improvement State Grants |
$491.3 |
$545.6 |
$1,515.6 |
Gulf Coast Recovery Grants |
|
|
30.0 |
Total |
491.3 |
545.6 |
1,545.6 |
The $1 billion increase requested for Title I School Improvement Grants (SIG) reflects
the strong priority that the Administration is placing on identifying and implementing
effective strategies for turning around low-performing schools and making sure that
States and LEAs have the resources needed to meet the ambitious proficiency goals set
by the ESEA. In addition, the request would require States to ensure that least 40
percent of their SIG allocations are spent on school improvement activities in their
middle and high schools, unless the State can serve all eligible middle and high schools
with a lesser amount. This targeting request reflects the Administration's determination
to take immediate action to begin addressing the factors that contribute to the high
school dropout crisis in American education.
The latest data from the "Promoting Power" project at the Johns Hopkins University's
Center for Social Organization of Schools suggests that there are more than 2,000 high
schools that graduate 60 percent or fewer of each entering 9th-grade class. These
schools enroll an estimated 2.6 million students and, thus, account for nearly all of the
roughly 1 million young people who drop out of high school each year. Nearly 60
percent of these so-called "dropout factories" have poverty rates of 40 percent or higher, and the Department believes that one-third or more are Title I schools that are virtually
certain to be identified for improvement, corrective action, or restructuring. In addition,
increasing the share of SIG funds used in middle schools makes sense because middle schools are almost twice as likely as elementary schools to be identified for improvement, corrective action, or restructuring (22 percent vs. 13 percent).
Section 1003(g) of the ESEA authorizes formula grants to States to fund local school
improvement activities required by section 1116(b) of the ESEA for Title I schools that do
not make adequate yearly progress for at least 2 consecutive years. Authorized
activities include the development and implementation of school improvement plans,
professional development for teachers and staff, corrective actions such as instituting a
new curriculum, alternative governance under a restructuring plan, and the provision of
public school choice and supplemental educational services options.
The increasing need for effective school improvement efforts is driven by the growing
numbers of schools identified for improvement, corrective action, and restructuring. The
likely trend is suggested by preliminary data from the 2007-2008 Consolidated State
Performance Reports (CSPR) showing that the number of schools identified for all
stages of improvement grew by more than 10 percent, from 11,511 schools in the school
year 2007-2008 to 12,737 in school year 2008-2009.
These data mean that States and LEAs will quickly need to build and expand their
capacity to support effective school improvement strategies, and, in particular, provide
the more intensive and comprehensive interventions that will be required as increasing
numbers of schools are subject to ESEA restructuring requirements. The number of
schools identified for restructuring has nearly tripled over the past 3 years, from 1,727
schools in school year 2005-2006 to 5,018 in school year 2008-2009. Continuation of
this trend could mean that roughly half of all Title I schools identified for improvement by
the ESEA will be in restructuring as early as the 2009-2010 school year.
The 2010 request for School Improvement Grants also includes a $30 million set-aside
for competitive awards to local educational agencies located in counties in Louisiana,
Mississippi, and Texas that were designated by the Federal Emergency Management
Agency as counties eligible for Individual Assistance due to damage caused by
Hurricanes Katrina, Ike, or Gustav. Funds would be used to improve education through
such activities as replacing instructional materials and equipment; paying teacher
incentives; constructing, modernizing, or renovating school buildings; beginning or
expanding Advanced Placement or other rigorous instructional curricula; starting or
expanding charter schools, and supporting after-school or extended learning time
activities.
What Works and Innovation Fund
|
2008 |
|
2009 |
|
2010 Request |
|
|
BA in millions |
|
|
$650.0 |
1 |
$100.0 |
|
1Funds were provided under the American Recovery and Reinvestment Act of 2009. |
The What Works and Innovation Fund, first authorized by the Recovery Act, will support
competitive grants to LEAs and partnerships between non-profit organizations and LEAs
that have made significant progress in improving student achievement or other areas to
scale up their work and serve as models of best practices. The additional $100 million
requested for 2010, combined with Recovery Act funds, would support (1) the evaluation
of promising new initiatives and approaches to determine if they are suitable for scaling
up; (2) expanding the implementation of effective practices across districts and States; (3)
supporting the development of "model districts" that use multiple evidence-based
strategies to increase student achievement; and (4) leveraging partnerships with the
private sector and the philanthropic community to develop, scale up, document, and
disseminate best practices for improving student achievement.
Title I Early Childhood Grants
|
2008 |
2009 |
2010 Request |
|
B.A. in millions |
|
|
$500.0 |
This new program would make available $500 million for State matching grant funds that
would serve as a powerful incentive for States and LEAs to use Title I Grants to LEA
funding to implement or expand high-quality local early childhood education programs.
Historically, just 2 percent of Title I funds have been spent on pre-K education, despite
the decades of research demonstrating the positive impact of high-quality early
childhood education on later academic performance and other economic and social
outcomes. The unprecedented increase in Title I funding provided by the Recovery Act
creates a unique opportunity for LEAs to make the investments needed to establish or
expand high-quality pre-K programs that are fully coordinated with their existing Title I
programs.
Under this proposal, the Department would make formula grants to States based on the
proportional share of Title I, Part A funds received by their LEAs in fiscal year 2009,
including Recovery Act funds. States would then provide matching grants to LEAs, with
the match supplied by LEAs through the allocation of Recovery Act Title I funds to
eligible early childhood programs.
Early Learning Challenge Fund
|
2008 |
2009 |
2010 Request |
|
B.A. in millions |
|
|
$300.0 |
This initiative would provide competitive grants to State educational agencies, or the
agency in a State that administers early childhood programs, for the development of a
statewide infrastructure of integrated early learning supports and services for children,
from birth through age 5. This infrastructure would provide a pathway to a high standard
of quality across all publicly funded early learning programs in the State. Grants would
enable States to raise their standards, build systems that promote quality and ensure the
effectiveness of their early learning programs, and monitor all publicly funded early
childhood programs' performance against the State's standards. This program, a central
component of the President's early education agenda, complements existing and
proposed Federal investments in Head Start and Early Head Start, home visitation, the
Child Care Development Fund, Title I preschool, and the Individuals with Disabilities
Education Act.
States receiving an Early Learning Challenge Fund award would be required to develop
and establish a system of research-based metrics and measures for addressing
essential aspects of program quality, such as child health and safety, the effectiveness
of the early learning environment, the qualifications of early education staff, research-
based curricula, and program effectiveness, including child outcomes. Through the
implementation of their grants, States would establish a pathway to high quality,
beginning with a basic level of standards for licensing, and support the enhancement of
programs as they progress to higher levels of quality over time.
This request would be the first of several years of investment. The Administration will
propose authorizing language for this program and, assuming that States demonstrate
promising results in ensuring the quality of their early childhood programs, will request
additional funds in future years so that States can extend quality early childhood
education to more children.
High School Graduation Initiative
|
2008 |
2009 |
2010 Request |
|
B.A. in millions |
|
|
$50.0 |
This new initiative would provide local educational agencies grants to support effective,
sustainable, and coordinated strategies that will increase high school graduation rates,
particularly in the "dropout factories" (and their feeder schools) that produce the great
majority of high school dropouts. This proposal is consistent with the Administration's
goal of increasing the number of students who graduate from high school prepared for
the challenges of work and postsecondary education in the 21st Century. In addition to
supporting a range of local activities, the fiscal year 2010 request would give the
Department the opportunity to evaluate approaches to dropout prevention and high
school completion in order to determine which are most effective and to identify and
disseminate information on best practices.
State Assessments
(B.A. in millions)
|
2008 |
2009 |
2010 Request |
|
State Grants |
$400.0 |
$400.0 |
$400.0 |
Enhanced Assessment Instruments |
8.7 |
10.7 |
10.7 |
Total |
408.7 |
410.7 |
410.7 |
The request would maintain funding for State Assessments at the 2009 level to encourage
and support State efforts to improve the quality of education through the development
and adoption of better standards and assessments. Both the State Grants and Enhanced
Assessment Instruments program would help begin the development and implementation
of rigorous college- and career-ready standards and high-quality assessments that are
valid and reliable for all students and measure not only basic skills, but also whether
students possess 21st Century skills like problem-solving and critical thinking,
entrepreneurship, and creativity. In particular, the request would support State efforts to
improve the quality, transparency, and timeliness of their assessments so as to meet the
reform objectives established by the State Fiscal Stabilization Fund.
Striving Readers
(B.A. in millions)
|
2008 |
2009 |
2010 Request |
|
Adolescent Literacy Grants |
$35.4 |
$35.4 |
$70.4 |
Early Literacy Grants |
|
|
300.0 |
Total |
35.4 |
35.4 |
370.4 |
The request would nearly double funding for activities supported by the existing Striving
Readers program, which focuses on improving the skills of adolescent students reading
below grade level, who often are at risk of dropping out of school because their poor
reading skills affect their performance in all subject areas. The $70.4 million request for
Adolescent Literacy Grants would fund up to 87 competitive awards for: (1) the
development, implementation, and testing of research-based reading interventions
designed to improve the reading skills of students reading significantly below grade level;
and (2) rigorous evaluations, including evaluations that use experimental research
designs, of reading interventions being implemented in the Nation's secondary schools.
In addition, the request would fund a new Early Literacy Grants demonstration program
that would allow LEAs to test a variety of strategies designed to improve children's
reading comprehension. Participating LEAs would implement comprehensive and
coherent programs of reading instruction for children in the elementary grades that are
grounded in scientifically based reading research, with an emphasis on building
comprehension skills and on instruction in vocabulary development, oral language
fluency, use of academic language, and writing skills. The $300 million request for this
initiative would fund up to 70 grants.
Grantees would be required to use funds to: implement an evidence-based reading
curriculum that supports differentiated instruction; use formative, diagnostic, and
outcome assessments in determining where students need help in learning to read and
in tracking student progress; pay salaries for teachers and reading coaches; provide
high-quality professional development in reading for teachers, coaches, and
administrators; and support reading interventions, including extended learning time, for
students who require additional assistance. In addition, grantees would be permitted to
provide professional development and technical assistance to non-participating schools
within the eligible LEA in order to increase the impact of the project.
Early Reading First
|
2008 |
2009 |
2010 Request |
|
B.A. in millions |
$112.5 |
$112.5 |
$162.5 |
The $50 million increase requested for this program would support up to 52 new projects
to help early childhood programs meet the challenges of preparing pre-school children
for success in school by providing high-quality, research-based experiences in language
and early literacy. These grants to school districts and non-profit organizations improve
the instruction and environment provided by programs primarily serving young children
living in poverty, including preschool programs supported by the Title I program, Head
Start, and publicly funded or subsidized child care. Moreover, the statutorily required
evaluation of the Early Reading First program found numerous positive effects, including
improvements in children's print and letter knowledge, which justify an increased
investment in the program. This program, along with the Early Learning Challenge Fund
(a component of the Zero-to-Five initiative) and existing programs like Head Start, will be
of great importance as the Administration pursues the President's commitment to
expanding support for quality early childhood education
|
Improving Teacher Quality State Grants
|
2008 |
2009 |
2010 Request |
|
B.A. in millions |
$2,935.2 |
$2,947.7 |
$2,947.7 |
The ESEA required States and school districts to ensure that all teachers were highly
qualifiedas defined by individual States consistent with ESEA requirementsby the
end of the 2005-2006 school year. While the States have not yet met this requirement,
more than 90 percent of teachers nationwide are now highly qualified, and nearly all
States have put in place comprehensive plans for meeting the 100 percent target. The
Improving Teacher Quality State Grants program is a major source of flexible Federal
funding to help States and school districts strengthen the skills of the teaching force, meet
the highly qualified teacher requirement, and ensure the equitable distribution of qualified
teachers across all schools. Program funds support high-quality professional
development that research indicates can improve teaching skills that raise student
achievement.
State-level activities may include changes to teacher certification or licensure
requirements, alternative certification, tenure reform, merit-based teacher performance
systems, and differential and bonus pay for teachers in high-need subject areas. School
districts may use funds for professional development, recruitment and retraining of
teachers and principals, merit pay, mentoring, and other activities.
The Department also would continue developing the knowledge base on teacher
effectiveness by reserving up to $14.7 million (one-half of 1 percent) of the appropriation
for evaluation and related activities.
Teacher Incentive Fund
(B.A. in millions)
|
2008 |
2009 |
2010 Request |
|
Teacher Incentive Fund |
$97.3 |
$97.3 |
$487.3 |
National Teacher Recruitment Campaign |
|
|
30.0 |
Total |
97.3 |
97.3 |
517.3 |
This program provides grants to encourage school districts and States to develop and
implement innovative performance-based compensation systems that reward teachers and
principals for raising student achievement and for taking positions in high-need schools.
States and LEAs, either alone or in partnership with non-profit organizations, may apply
for competitive grants to develop and implement performance-based compensation
systems for public school teachers and principals. These compensation systems must be
based primarily on measures related to student achievement.
The $420 million increase from the regular 2009 appropriation would support a
significant expansion of State and school district efforts to develop and implement
comprehensive strategies for strengthening the educator workforce and driving
improvements in teacher effectiveness. Beginning with the competition that the
Department will conduct this year with the $200 million in additional funds provided for
this program by the Recovery Act, the Department will place a priority on the support of
comprehensive, aligned approaches that support improved teacher and principal
effectiveness and help ensure an equitable distribution of effective educators, that
actively involve teachers (including special education teachers) and principals in the
design of human capital and compensation systems, and that use data from emerging
State and local longitudinal data systems to track outcomes and associate those
outcomes with educator performance. In addition, the Administration is requesting
language that would permit support for performance-based compensation to all staff in a
school, because research indicates that this approach can be effective in raising
performance across a variety of organizations. This proposed language would replace
current language limiting performance-based compensation to teachers and principals.
In addition, the request includes $30 million to support the National Teacher Recruitment Campaign, a comprehensive effort by the Department, working with public and private non-profit partners, to reach out to potential candidates (including non-traditional
candidates) for teaching positions, provide information on routes they can take to enter
the profession, and support the development of training programs to help these candidates
become qualified to teach.
Teacher Quality Partnership
|
2008 |
|
2009 |
|
2010 Request |
|
|
BA in millions |
$33.7 |
1 |
$50.0 |
|
$50.0 |
|
1Funds were provided for the antecedent program, Teacher Quality Enhancement Grants. |
The Teacher Quality Partnership program will help improve the quality of teachers
working in high-need schools and early childhood education programs by creating model
teacher preparation programs and teaching residency programs. In 2009, the
Department expects to award $143 million for 30-40 grants in its first competition under
the reauthorized program, including $100 million in Recovery Act funds. The 2010
request would maintain support for 21 continuing grants and would fund 4 new
Partnership grants.
Mathematics and Science Partnerships
|
2008 |
2009 |
2010 Request |
|
B.A. in millions |
$179.0 |
$179.0 |
$179.0 |
This program supports State and local efforts to improve students' academic
achievement in mathematics and science by promoting strong teaching skills for
elementary and secondary school teachers, including by integrating teaching methods
based on scientifically based research and technology into the curriculum. Grantees
may also use program funds to develop more rigorous mathematics and science
curricula that are aligned with challenging State and local content standards; establish
distance learning programs for mathematics and science teachers; and recruit
individuals with mathematics, science, and engineering majors into the teaching
profession through the use of signing and performance incentives, stipends, and
scholarships.
Troops-to-Teachers
|
2008 |
2009 |
2010 Request |
|
B.A. in millions |
$14.4 |
$14.4 |
$14.4 |
The Troops-to-Teachers program helps to improve public school education by recruiting,
preparing, and supporting members of the military service as teachers in high-poverty
public schools. The Department of Defense administers the program through a
Memorandum of Agreement with ED. A 2006 report by the Government Accountability
Office found that the program contributes significantly to the diversity of the population
of new teachers, with high percentages of men and minorities as participants. Teachers
recruited through the Troops-to-Teachers program also teach math, science, and special
education in significantly higher proportions than do public school teachers in general.
Transition to Teaching
|
2008 |
2009 |
2010 Request |
|
B.A. in millions |
$43.7 |
$43.7 |
$43.7 |
This program supports alternative routes to teacher certification and other innovative
approaches for recruiting, training, and placing mid-career professionals, recent college
graduates, and educational paraprofessionals in high-need schools and supporting them
during their first years in the classroom. The request would support some 91 grants to
help States and communities recruit and retain capable and qualified teachers in our
Nation's public schools.
Teaching American History
|
2008 |
2009 |
2010 Request |
|
B.A. in millions |
$117.9 |
$119.0 |
$119.0 |
This program makes competitive grants to school districts for professional
development to strengthen the teaching of traditional American history as a
separate subject in elementary and secondary schools. The 2010 request would
fund approximately 115 to 125 new awards, and national activities funds are
requested to continue the operation of the National History Education
Clearinghouse and to continue a 4-year national study launched in 2007 that is
examining the relationship between participation in the Teaching American
History program, increased teacher content knowledge, and student
achievement.
School Leadership
|
2008 |
2009 |
2010 Request |
|
B.A. in millions |
$14.5 |
$19.2 |
$29.2 |
The request includes a $10 million increase to support district efforts to encourage
successful school leaders to work in our lowest-performing schools. This increase
reflects the Administration's conviction that there is a strong connection between school
leadership and student achievement. The program provides competitive grants to assist
high-need LEAs in recruiting, training, and retaining principals and assistant principals.
The 2010 competition would support projects that (1) develop and implement incentives
for principals with demonstrated effectiveness to take positions in low-performing high-
need schools, and (2) provide training and mentoring to highly effective teachers to
become principals in those schools.
Advanced Credentialing
|
2008 |
2009 |
2010 Request |
|
B.A. in millions |
$9.6 |
$10.6 |
$10.6 |
This program supports the development and implementation of advanced credentials
based on the content expertise of master teachers. The request would support candidate
subsidies and support and outreach activities of the National Board for Professional
Teaching Standards, as well as the continued development of the Board's advanced
credential for school leadership in elementary and secondary schools.
Teach for America
|
2008 |
2009 |
2010 Request |
|
B.A. in millions |
|
|
$15.0 |
This program would expand efforts by Teach for America, Inc. to recruit, select, train,
and support outstanding recent college graduates who commit to serve as teachers for at
least 2 years in high-need schools and districts in low-income urban and rural
communities across the United States.
Title I State Agency Programs
(B.A. in millions)
|
2008 |
2009 |
2010 Request |
|
Migrant Education |
$379.8 |
$394.8 |
$394.8 |
Neglected and Delinquent |
48.9 |
50.4 |
50.4 |
Total |
428.7 |
445.2 |
445.2 |
Migrant Education State Grants provide formula-based assistance in meeting the special educational needs of approximately 537,000 children of migrant agricultural workers by
helping States identify and pay the higher costs often associated with serving such
children. The Department also uses a portion of funding to improve inter- and intra-State
coordination of migrant education activities, including the Migrant Student Record
Exchange System (MSIX), which enables States to exchange migrant student data
records efficiently and expeditiously.
The Title I Neglected and Delinquent program provides formula grants to States in order to support education services for neglected and delinquent children and youth in local and
State-run institutions, attending community day programs, and in correctional facilities.
The request would help an estimated 132,000 neglected and delinquent students return to
and complete school and obtain employment after they are released from State
institutions.
English Language Acquisition
(B.A. in millions)
|
2008 |
2009 |
2010 Request |
|
Language Acquisition State Grants |
$649.9 |
$677.6 |
$677.6 |
National Activities |
45.5 |
47.4 |
47.4 |
Native American Grants |
5.0 |
5.0 |
5.0 |
Total |
700.4 |
730.0 |
730.0 |
Title III of the Elementary and Secondary Education Act authorizes formula grants to
States based on each State's share of the Nation's limited English proficient (LEP) and
recent immigrant student population. Grants help States design and implement statewide
activities to meet the educational needs of their LEP students. States must develop
annual achievement objectives for LEP students that measure their success in achieving
English language proficiency and meeting challenging State academic content and
achievement standards.
In order to address the significant year-to-year variation in the child counts prepared by
the Census Bureau, the Department is proposing to use counts taken over a 3-year period.
In addition to the formula grants to States and the Outlying Areas, the State grants portion
includes $5.0 million for competitive grants to assist school districts operated for Native
American and Alaska Native children.
The request also would provide continued support for Title III National Activities, including the National Professional Development Project, the National Clearinghouse for English Language Acquisition and Language Instructional Programs, and evaluation
activities. The Department funded 3 evaluations in 2008 and 2009, the results of which
may inform follow-up studies in 2010.
Educational Technology State Grants
|
2008 |
2009 |
2010 Request |
|
B.A. in millions |
$267.5 |
$269.9 |
$100.0 |
This program supports State, district, and school efforts to integrate technology
effectively into classroom with the goal of improving student academic achievement.
The proposed reduction of $169.9 million from the regular 2009 appropriation reflects
the significant amount of funds available under the Recovery Act, which provided
$650 million for Educational Technology State Grants, that will be available for use
through the 2010-2011 school year. The 2010 request would continue the policy of
permitting States to use up to 100 percent of their allocations for competitive grants to
local educational agencies. Competitive grants are made to high-need districts, or
consortia that include such a district, in partnership with an entity having expertise in
integrating technology effectively into curricula.
21st Century Community Learning Centers
|
2008 |
2009 |
2010 Request |
|
B.A. in millions |
$1,081.2 |
$1,131.2 |
$1,131.2 |
This program enables communities to establish or expand centers that provide extended
student learning opportunities, such as before- and after-school programs, and provide
related services to their families. The request would support an estimated 10,140
centers in communities across the Nation, which will provide childrenparticularly those
who attend schools that have been identified as in need of improvement under Title
Iwith after-school care and enrichment that reinforce classroom learning. In addition,
centers may provide other services, programs, and activities that complement students'
regular academic studies, such as art, music, and recreation. Programs may also offer
the families of students served with educational opportunities. At the requested level,
the program would serve an estimated 1.6 million children and 250,000 adults. Of the
participants who are children, an estimated 870,000 will attend for 30 days or more
during the year.
Advanced Placement
|
2008 |
2009 |
2010 Request |
|
B.A. in millions |
$43.5 |
$43.5 |
$43.5 |
Title I, Part G of the Elementary and Secondary Education Act authorizes two programs:
the Advanced Placement Test Fee program and the Advanced Placement Incentive
program. The purpose of both programs is to support State and local efforts to increase
access to Advanced Placement (AP) and International Baccalaureate (IB) classes and
tests for low-income students. The statute requires the Secretary to give priority to
funding the Advanced Placement Test Fee program, which helps States cover part or all
of the AP or IB test fees for students from low-income families. Remaining funds are
allocated to Advanced Placement Incentive grants to help States, LEAs, or non-profit
organizations expand access to AP and IB courses through such activities as teacher
training, course development, and the provision of course materials. Of the requested
amount, an estimated $15.4 million will be required to fully fund State applications for the
Test Fee program; remaining funds would support the continuation of Advanced
Placement Incentive grants awarded in fiscal year 2008 and fiscal year 2009.
|
Promise Neighborhoods
|
2008 |
2009 |
2010 Request |
|
B.A. in millions |
|
|
$10.0 |
This new initiative would provide competitive, 1-year planning grants to non-profit,
community-based organizations to support the development of plans for comprehensive
neighborhood programs, modeled after the Harlem Children's Zone, designed to combat
the effects of poverty and improve education and life outcomes for children, from birth
through college. The core idea behind the initiative is that providing both effective
schools and strong systems of support to children and youth in poverty and, thus,
meeting their health, social services, and educational needs, will offer them the best
hope for a better life. Grantees that develop promising plans and partnerships would be
eligible to receive implementation grants the following year. The Department will
encourage grantees to coordinate their efforts with programs and services provided by
other Federal agencies, including the Departments of Housing and Urban Development,
Health and Human Services, Justice, and the Environmental Protection Agency.
Smaller Learning Communities
|
2008 |
2009 |
2010 Request |
|
B.A. in millions |
$80.1 |
$88.0 |
$88.0 |
The Smaller Learning Communities program helps LEAs create smaller, more
personalized learning environments in large schools. LEAs use the funds to, among
other things: (1) study the feasibility of creating a smaller learning community or
communities; (2) research, develop, and implement strategies for creating smaller
learning communities; and (3) provide professional development for school staff in
innovative teaching methods that would be used in the smaller learning community or
communities. The 2010 request would support 55 continuation and 7 new awards that
would support a total of 174 high schools.
Literacy Through School Libraries
|
2008 |
2009 |
2010 Request |
|
B.A. in millions |
$19.1 |
$19.1 |
$19.1 |
This program helps school districts improve literacy skills by providing students with
increased access to up-to-date school library materials and professionally certified school
library media specialists. The 2010 request would fund roughly 60 competitive grants
that would support the efforts of libraries to help children learn to read well by making
information available to all students, training students and teachers about how to obtain
and make use of information, and increasing access to technology and information for
students in low-income schools.
Charter Schools Grants
|
2008 |
|
2009 |
|
2010 Request |
|
|
B.A. in millions |
$211.0 |
|
$216.0 |
|
$268.0 |
|
Charter School Grants increase public school choice options by supporting the planning,
development, and initial implementation of public charter schools, as well as the
dissemination of information on successful charter school practices. The request includes
a $52 million increase that represents the first step in meeting the Administration's
commitment to double financial support for the program over the next 4 years as part of
its overall strategy of promoting successful models of school reform.
A portion of the appropriation (currently $12.7 million) supports the State Charter School
Facilities Incentive Grants program, which assists charter schools with their facilities
financing needs by providing matching funds to States that offer per-pupil financial
assistance for charter school facilities.
Credit Enhancement for Charter School Facilities
|
2008 |
|
2009 |
|
2010 Request |
|
|
B.A. in millions |
$8.3 |
1 |
$8.3 |
1 |
$8.3 |
1 |
1Funded through a reservation from the appropriation for Charter Schools Grants. |
Expanding the number of charter schools is a key strategy for increasing the options
available to parents seeking the best educational opportunities for their children. A major
obstacle to the creation of charter schools in many communities is limited access to
suitable academic facilities. The Credit Enhancement for Charter School Facilities
program, funded through a reservation of $8.3 million from the Charter Schools Grants
appropriation, provides competitive grants to public and non-profit entities that help
charter schools secure the financing needed to purchase, construct, renovate, or lease
academic facilities. For example, a grantee might provide guarantees and insurance on
bonds and leases. The request would leverage an estimated $99 million and support
approximately 14 charter schools over the course of the grants.
Magnet Schools Assistance
|
2008 |
2009 |
2010 Request |
|
B.A. in millions |
$104.8 |
$104.8 |
$104.8 |
The request would provide $102.5 million for new awards to approximately 40 local
educational agencies to operate magnet schools that are part of a court-ordered or court-
approved desegregation plan to eliminate, reduce, or prevent minority group isolation in
elementary and secondary schools. Magnet schools address their desegregation goals by
providing a distinctive educational program that attracts a diverse student population.
The Department would reserve about $2.1 million for evaluation and dissemination
activities.
Voluntary Public School Choice
|
2008 |
2009 |
2010 Request |
|
B.A. in millions |
$25.8 |
$25.8 |
$25.8 |
This program supports efforts to establish intradistrict and interdistrict public school
choice programs to provide parents, particularly parents whose children attend low-
performing public schools, with greater choice for their children's education.
Competitive grants support planning and implementation costs associated with new
programs, tuition transfer payments to public schools that students choose to attend, and
efforts to expand the capacity of schools to meet the demand for choice. The Department
made 14 new awards in 2007, with a priority for projects that provide interdistrict choice
and aim to improve the academic achievement of secondary school students. The 2010
request would provide the fourth year of funding for these awards.
Fund for the Improvement of Education
(B.A. in millions)
|
2008 |
2009 |
2010 Request |
|
B.A. in millions |
$121.9 |
$116.0 |
$67.1 |
The Fund for the Improvement of Education (FIE) supports nationally significant
programs to improve the quality of elementary and secondary education at the State and
local levels and help all students meet challenging State academic achievement standards.
The Budget would provide $47 million for new grant awards in the areas of history,
civics, and government; reading readiness; and digital professional development. The
goal is to develop projects with demonstrated evidence of effectiveness that have the
potential for widespread adoption.
The request also would provide $3 million to continue a Data Quality Initiative that is
working to improve the quality of Department evaluations and program performance data
submitted by grantees in order to help ensure that program decisions are based on sound
information; $5 million to pay for the continuation costs of Full-Services Community
Schools demonstration grants; and $10.7 million to pay for the continuation costs of other
grants awarded in 2009 or earlier. The decrease of $48.9 million reflects the elimination
of one-time earmarks.
Foreign Language Assistance
|
2008 |
2009 |
2010 Request |
|
B.A. in millions |
$25.7 |
$26.3 |
$26.3 |
This program provides 3-year competitive grants to State educational agencies to support
systemic approaches to improving foreign language learning in States, and to LEAs to
establish, improve, and expand foreign language instruction. The Department has
supported State and local proposals to provide instruction in critical foreign languages,
defined as Arabic, Chinese, Japanese, Korean, and Russian, as well as languages in the
Indic, Iranian, and Turkic families, in addition to the traditional foreign languages.
Congress provided approximately $2.4 million in fiscal year 2008 and an additional $7.4
million in fiscal year 2009 for 5-year grants to LEAs, in partnership with institutions of
higher education, to establish or expand articulated programs of study in the critical
foreign languages. These grants aim to enable students, as they advance through
elementary and secondary school and then college, to attain a superior level of
proficiency in languages critical to U.S. national security and economic prosperity. The
budget request would expand this initiative in 2010, supporting 34 continuation awards
and 9 new awards. The Department intends to also fund continuation awards to LEAs and
SEAs under the regular program, plus approximately 38 new awards to LEAs.
Comprehensive Centers
|
2008 |
2009 |
2010 Request |
|
B.A. in millions |
$57.1 |
$57.1 |
$57.1 |
The Comprehensive Centers provide intensive technical assistance to increase the
capacity of State educational agencies (SEAs) to help districts and schools implement
ESEA programs and requirements and meet State targets for student achievement. The
current system includes 16 regional centers that work with SEAs within specified
geographic regions to help them implement ESEA school improvement measures and
objectives. In addition, 5 content centers provide in-depth, specialized support in key
areas, with separate centers focusing on (1) assessment and accountability; (2)
instruction; (3) teacher quality; (4) innovation and improvement; and (5) high schools.
Each content center pulls together resources and expertise to provide analyses,
information, and materials in its focus area for use by the network of regional centers,
SEAs, and other clients. Fiscal year 2009 is the fifth and final year of funding for the
current grantees. Fiscal year 2010 funds would support a competition and first-year
awards to the new set of grantees.
|
Parental Information and Resource Centers
|
2008 |
2009 |
2010 Request |
|
B.A. in millions |
$38.9 |
$39.3 |
$39.3 |
This program awards grants to provide training, information, and support to States,
LEAs, and other organizations that carry out parent education and family involvement
programs. The request would allow the program to maintain efforts to provide
leadership, technical assistance, and financial support to nonprofit institutions and LEAs
on the implementation of parental involvement policies, programs, and activities to
improve student achievement.
Rural Education
|
2008 |
2009 |
2010 Request |
|
B.A. in millions |
$171.9 |
$173.4 |
$173.4 |
The Rural Education Achievement Program (REAP) authorizes two programs to assist
rural school districts in carrying out activities to help improve the quality of teaching and
learning in their schools. The Small, Rural School Achievement program provides
formula funds to rural school districts that serve small numbers of students, and the Rural
and Low-Income School program provides funds to rural school districts that serve
concentrations of poor students, regardless of the district's size. Funds appropriated for
REAP are divided equally between these two programs. The request would maintain
support for rural, often geographically isolated, districts that face significant challenges in
implementing ESEA accountability requirements.
Safe and Drug-Free Schools and Communities National Programs
(B.A. in millions)
|
2008 |
|
2009 |
|
2010 Request |
|
|
National activities |
$137.7 |
|
$140.3 |
1 |
$250.9 |
|
Alcohol abuse reduction |
32.4 |
|
32.7 |
|
32.7 |
|
Total |
170.1 |
2 |
173.0 |
2 |
283.6 |
2 |
1Reflects a reprogramming of $1.3 million from the Mentoring program to National Activities. 2Excludes amounts for the Mentoring program funded under Safe and Drug-Free Schools and Communities National Programs in 2008 and 2009, which is proposed for termination in 2010. |
Teaching and learning to help students achieve rigorous, academic achievement standards
and receive the high-quality education they need to compete in the global economy
require that our schools are safe and our students are drug-free. Funds for Safe and Drug-
Free Schools and Communities (SDFSC) National Activities support competitive grants and other discretionary activities to foster a safe, secure, and drug-free learning
environment, facilitate emergency management and preparedness, and prevent drug
use and violence by students at all educational levels. The 2010 request, including
funds made available through the proposed elimination of the Character Education
Program, provides a $110.6 million increase for National Activities.
Highlights of the request for National Activities include: $100 million for a major new
initiative of grant assistance to support new approaches designed to change school
culture and climate and thereby improve character and discipline and reduce drug use,
crime, and violence; $40 million for school emergency preparedness initiatives forelementary and secondary schools and institutions of higher education; $77.8 million for
grants to LEAs for comprehensive, community-wide "Safe Schools/Healthy Students"
drug and violence prevention projects that are coordinated with local law enforcement
and include mental health preventive and treatment services; $7.8 million for school-
based drug testing programs for students; $8 million for drug prevention and campus
safety programs at institutions of higher education, and $5 million to provide emergency
response services to LEAs and IHEs under Project SERV (School Emergency Response
to Violence).
The Alcohol Abuse Reduction program supports competitive grants to local educational agencies for projects in secondary schools to prevent under-age drinking. The request
for the Alcohol Abuse Reduction program would fund $31 million in grants, along with
$1.7 million in technical assistance from the Substance Abuse and Mental Health
Services Administration to assist grantees in developing and implementing innovative
and effective programs.
Elementary and Secondary School Counseling
|
2008 |
2009 |
2010 Request |
|
B.A. in millions |
$48.6 |
$52.0 |
$52.0 |
This program provides grants to LEAs to establish or expand elementary school and
secondary school counseling programs. The statute requires the Department give
consideration to applications that demonstrate the greatest need for services, propose
the most promising and innovative approaches, and show the greatest potential for
replication and dissemination, and that the first $40 million in appropriated funds be used
for elementary school counseling programs.
The presence of counselors in schools provides benefits for both students and teachers by
helping to create a safe school environment, improve teacher effectiveness and classroom
management, increase academic achievement, and promote student well-being and
healthy development. The 2010 request would allow approximately 150 school districts
to hire or train qualified school counselors, school psychologists, child and adolescent
psychiatrists, and school social workers to provide students with beneficial counseling
services, as well as support the development of innovative strategies for providing school
counseling services that show potential for replication and dissemination.
Mental Health Integration in Schools
|
2008 |
2009 |
2010 Request |
|
B.A. in millions |
$4.9 |
$5.9 |
$6.9 |
This program provides grants to State educational agencies, LEAs, and Indian tribes to
increase student access to mental health services by supporting programs that link school
systems with the local mental health system. The request, which consolidates funding
from the Foundations for Learning program with the Mental Health Integration program,
would support new awards for comprehensive efforts that link school-based systems with
local mental health service systems to the delivery of prevention, diagnostic, and
treatment services as well as crisis intervention and consultation services for children and
their families.
Physical Education Program
|
2008 |
2009 |
2010 Request |
|
B.A. in millions |
$75.7 |
$78.0 |
$78.0 |
This program provides grants to LEAs and community-based organizations to pay the
Federal share of the costs of initiating, expanding, and improving physical education (PE)
programs (including after-school programs) for students in kindergarten through 12th
grade, in order to make progress toward meeting State standards for physical education.
Funds may be used to provide equipment and support to enable students to participate
actively in physical education activities and for training and education for teachers and
staff. Awards are competitive, typically for 3 years, and the Federal share may not
exceed 90 percent of the total program cost for the first year of the project and 75 percent
for each subsequent year. The request would enable the program to continue 192 grants
and make 80-130 new awards, which will support implementation of community-wide
strategies to increase child fitness, address the serious issue of childhood obesity, and
help children develop more healthy lifestyles.
|
National Writing Project
|
2008 |
2009 |
2010 Request |
|
B.A. in millions |
$23.6 |
$24.3 |
$24.3 |
This program makes a single, non-competitive award to the National Writing Project.
The National Writing Project is a nationwide non-profit educational organization that
promotes and supports K-16 teacher training programs in the effective teaching of
writing. The 2010 request would support on-going grantee activities.
Ready-to-Learn Television
|
2008 |
2009 |
2010 Request |
|
B.A. in millions |
$23.8 |
$25.4 |
$25.4 |
This program makes competitive awards to support the development and distribution of
educational video and related outreach materials for preschool children, elementary
school children, and their parents that are intended to improve school readiness and
academic achievement. Programming grantees are required to develop, produce, and
distribute age-appropriate educational programming and curricula that utilize
scientifically based reading research for children ages 2 through 8 years old, along with
their parents and caregivers. The 2010 request would support between 2 and 3 new
awards to support the development of RTL children's television programming content
and outreach activities and materials.
Reading is Fundamental
|
2008 |
2009 |
2010 Request |
|
B.A. in millions |
$24.6 |
$24.8 |
$24.8 |
This program funds a contract with Reading is Fundamental, Inc. (RIF) to provide aid to local nonprofit groups and volunteer organizations that serve low-income children through book distribution and reading motivation activities. RIF is a nonprofit literacy organization promoting book ownership, motivational activities, and family and community involvement in children's reading. In selecting its nonprofit recipients, RIF must give priority to groups that serve children with special needs, such as children from low-income families, homeless children, and children with disabilities. The request would support RIF's activities at over 16,000 sites and help deliver over 14.6 million books to children across the Nation.
Excellence in Economic Education
|
2008 |
2009 |
2010 Request |
|
B.A. in millions |
$1.4 |
$1.4 |
$1.4 |
This program supports a competitive grant to a national nonprofit education organization
to promote economic and financial literacy among students in kindergarten through
grade 12. The request would continue support for teacher training; economics
curriculum development; evaluations on the impact of economics education on students;
research on economics education; the creation of school-based student activities to
promote consumer, economic, and personal finance education; and the replication of
best practices in the effective teaching of economics and financial literacy education.
Program funds must be used to supplement other Federal, State, and local funds spent
for economics and financial literacy and subgrant recipients must secure a 50-percent
match from non-Federal sources.
Arts in Education
|
2008 |
2009 |
2010 Request |
|
B.A. in millions |
$37.5 |
$38.2 |
$38.2 |
This program makes grants to support the development, documentation, evaluation, and dissemination of innovative models that seek to integrate and strengthen arts instruction in elementary and middle schools, as well as grants to support the development of model professional development programs for music, dance, drama, and visual arts educators. In addition, the
program funds VSA Arts, a national organization that sponsors programs to encourage the involvement of persons with disabilities in arts programs, and the John F. Kennedy Center for the Performing Arts for its arts education programs for children and youth. The request would provide approximately $14.7 million for model development and dissemination grants, $7.8 million for professional development, and $15.5 million for VSA Arts and the Kennedy Center.
Indian Education
(B.A. in millions)
|
2008 |
2009 |
2010 Request |
|
Grants to Local Educational Agencies |
$96.6 |
$99.3 |
$99.3 |
Special Programs for Indian Children |
19.1 |
19.1 |
19.1 |
National Activities |
3.9 |
3.9 |
3.9 |
Total |
119.6 |
122.3 |
122.3 |
Indian Education programs supplement the efforts of State and local educational agencies
and Indian tribes to improve educational opportunities for Indian children. The programs
link these efforts to broader educational reforms underway in States and localities in
order to ensure that Indian students benefit from those reforms and achieve to the same
challenging academic standards as other students.
Grants to Local Educational Agencies provide formula grants to public and Department of the Interior/Bureau of Indian Education-supported schools for activities to improve the educational achievement of Indian students. Special Programs for Indian Children includes $8.7 million in competitive grants for the American Indian Teacher Corps and the American Indian Administrator Corps, to support training of Indians to become
teachers and administrators in schools that serve concentrations of Indian children, and
$10.2 million for competitive demonstration grants to improve educational opportunities
for Indian children in such areas as early childhood education and college preparation.
The request also provides $3.9 million for National Activities, which funds research, evaluation, and data collection designed to fill gaps in our understanding of the
educational status and needs of Indians and to identify educational practices that are
effective with Indian students. The program also provides technical assistance to school
districts and other entities receiving Indian Education formula and discretionary grants.
Education for Native Hawaiians
|
2008 |
2009 |
2010 Request |
|
B.A. in millions |
$33.3 |
$33.3 |
$33.3 |
This program supports the provision of supplemental education services to the Native
Hawaiian population by awarding competitive grants to eligible applicants for a variety of
authorized activities in such areas as teacher training, family-based education, gifted
and talented education, special education, higher education, and community-based
education learning centers. The program also supports the activities of the Native
Hawaiian Education Council, which helps coordinate the educational and related
services and programs available to Native Hawaiians. The request would support
approximately 33 new awards.
Alaska Native Education Equity
|
2008 |
2009 |
2010 Request |
|
B.A. in millions |
$33.3 |
$33.3 |
$33.3 |
The Alaska Native Education Equity program supports supplemental educational
programs and services to Alaska Natives by awarding competitive grants to eligible
applicants for a variety of authorized activities, including the development and
implementation of curricula and educational programs, professional development
activities for educators, the development and operation of home instruction programs
that help ensure the active involvement of parents in their children's education, family
literacy services, student enrichment programs in science and mathematics, and dropout
prevention programs. The request would primarily support the continuation of existing
grants, but also would fund approximately 19 new grants.
Exchanges with Historic Whaling and Trading Partners
|
2008 |
2009 |
2010 Request |
|
B.A. in millions |
$8.8 |
$8.8 |
$8.8 |
This program supports culturally based educational activities, internships, apprenticeship
programs, and exchanges for Alaska Natives, Native Hawaiians, the people of
Massachusetts, and any federally recognized Indian tribe in Mississippi. Activities
include artifact exchanges, the development of culture-based learning models,
collaborative research, teacher-driven curriculum development, and publishing print and
web resources. Other, site-specific initiatives include exhibits, internships and
apprenticeships, live cultural displays such as music and dance, gallery talks, guided
tours, storytelling, and examinations of primary source material.
Education for Homeless Children and Youths
|
2008 |
2009 |
2010 Request |
|
B.A. in millions |
$64.1 |
$65.4 |
$65.4 |
This program provides formula grants to States, which subgrant most funds to LEAs for
tutoring, transportation, and other services that help homeless children to enroll in, attend,
and succeed in school. In addition to academic instruction, the program helps ensure
access for these children to preschool programs, special education, and gifted and
talented programs.
While nearly all States have eased residency requirements and improved transportation
and immunization policies to ensure greater access for homeless students over the past
decade, those students continue to be at significant risk of educational failure. The
request, which would maintain support for State and local activities designed to reduce
that risk, would be in addition to the $70 million provided for Education for Homeless
Children and Youths by the Recovery Act to help ensure that LEAs have sufficient
resources to meet educational needs of growing numbers of homeless students during the
current economic decline.
Special Programs for Migrant Students
|
2008 |
2009 |
2010 Request |
|
B.A. in millions |
$33.3 |
$34.2 |
$36.7 |
Special Programs for Migrant Students include the High School Equivalency Program (HEP), which funds competitively selected projects to help low-income migrant and
seasonal farm workers gain high school diplomas or equivalency certificates, and the
College Assistance Migrant Program (CAMP), which makes competitive grants to
provide stipends and special services, such as tutoring and counseling, to migrant
students who are in their first year of college. The 2010 request, a $2.5 million increase,
would support approximately 44 HEP projects and 40 CAMP projects, as well as
outreach, technical assistance and professional development activities.
Supplemental Education Grants (Compact of Free Association Amendments Act)
|
2008 |
2009 |
2010 Request |
|
B.A. in millions |
$17.7 |
$17.7 |
$17.7 |
The request would maintain support for Supplemental Education Grants to the Federated
States of Micronesia (FSM) and the Republic of the Marshall Islands (RMI), as
authorized by the Compact of Free Association Amendments Act of 2003 (P.L. 108-188).
Under this program, the Department transfers funds and provides recommendations on
funding to the Department of the Interior, which makes grants to the FSM and RMI for
educational services that augment the general operations of the educational systems of the
two entities.
P.L. 108-188 eliminated RMI and FSM participation in most domestic formula grant
programs funded by the Departments of Education, Health and Human Services, and
Labor, and created this program to supplement separate education support programs
under the Compact. The request would allow the RMI and FSM to support programs that
focus on improving the educational achievement of students in the two Freely Associated
States.
Impact Aid
(B.A. in millions)
|
2008 |
2009 |
2010 Request |
|
Payments for Federally Connected Children: |
|
|
|
Basic Support Payments |
$1,105.5 |
$1,128.5 |
$1,128.5 |
Payments for Children with Disabilities |
48.6 |
48.6 |
48.6 |
|
|
|
|
Facilities Maintenance |
4.9 |
4.9 |
4.9 |
Construction |
17.5 |
17.5 |
17.5 |
Payments for Federal Property |
64.2 |
66.2 |
66.2 |
Total |
1,240.7 |
1,265.7 |
1,265.7 |
The Impact Aid program provides financial support to school districts affected by Federal
activities. The property on which certain children live is exempt from local property
taxes, denying districts access to the primary source of revenue used by most
communities to finance education. Impact Aid helps to replace the lost local revenue that
would otherwise be available to districts to pay for the education of these children.
The $1.1 billion request for Basic Support Payments would provide formula grants for both regular Basic Support Payments and Basic Support Payments for Heavily Impacted
LEAs.
The $48.6 million request for Payments for Children with Disabilities would provide formula grants to help eligible districts meet their obligations under the Individuals with
Disabilities Education Act to provide a free appropriate public education for federally
connected children with disabilities.
The Department of Education owns and maintains 24 school facilities that serve large
numbers of military dependents. The $4.9 million request for Facilities Maintenance would fund essential repair and maintenance of these facilities and allow the Department to continue to transfer schools to local school districts.
School districts also generally pay for most of their school construction costs using their
own resources and rely on property taxes to finance these costs. Districts affected by
Federal operations have limited access to those sources of funding. Continuing the policy
established in the fiscal year 2008 appropriation, the entire $17.5 million proposed for
Construction would be used for competitive grants, rather than the formula grants that are also currently authorized under the program. Unlike the formula grants, the competitive
grants are targeted to the LEAs with the greatest need and provide sufficient assistance to
enable those LEAs to make major repairs and renovations.
The $66.2 million request for Payments for Federal Property would provide formula-based payments to districts that generally have lost 10 percent or more of their taxable
property to the Federal Government.
Training and Advisory Services (Title IV of the Civil Rights Act)
|
2008 |
2009 |
2010 Request |
|
B.A. in millions |
$7.0 |
$9.5 |
$7.0 |
This program supports 10 regional Equity Assistance Centers, selected competitively,
that provide services to school districts on issues related to discrimination based on race,
gender, and national origin. Typical activities include disseminating information on
successful practices and legal requirements related to nondiscrimination, providing
training to educators to develop their skills in specific areas, such as in the identification
of bias in instructional materials, and technical assistance on selection of instructional
materials. The fiscal year 2009 appropriation included an additional $2.5 million to
support school districts affected by the 2007 Supreme Court decision prohibiting student
assignment plans that use race as a factor. The Department will make one-time awards
that will enable school districts to obtain assistance in developing and implementing
student assignment plans that comply with the Supreme Court decision while maintaining
integrated and diverse schools. The request would support the third and final year of
funding for the current grantees, as well as the annual administration of a customer
satisfaction survey and an analysis of its results.
|
Women's Educational Equity
|
2008 |
2009 |
2010 Request |
|
B.A. in millions |
$1.8 |
$2.4 |
$2.4 |
This program makes competitive awards to a variety of public and private organizations, agencies, and institutions to promote gender equity in education through projects involving the design and implementation of gender-equity policies and practices. Research, development, and dissemination activities also may be funded. The request would fund continuation awards for
grants made in fiscal year 2009.
Recovery Act
Special Education and Rehabilitative Services
For further information contact the ED Budget Service.
This page last modifiedMay 7, 2009
(mjj).