$13 billion—Title I

$10 billion—Part A. Title I is the cornerstone of federal K– 12 education funding. The $10 billion of stimulus funds earmarked for Title I, Part A over the next two years are in addition to the regular appropriation for fiscal year 2009 of $14.5 billion. Half of this stimulus money is being made available immediately, and the other half will be sent out after the secretary approves state plan amendments on recordkeep-ing and reporting requirements. In addition, 95 percent of Part A funds must be allocated to districts for school improvement activities, such as professional development.

 

• Intensive, yearlong teacher and principal training in a Title I elementary school under corrective action or restructuring status.

• Aligning districtwide Title I prekindergarten programs with state early learning standards and state content standards for grades K– 3.

• Expanding high-quality Title I prekindergarten programs.

• Supplementing online math and science courseware in schoolwide Title I high schools.

• Professional development for Title I teachers in targeted assistance programs about the use of data to help student achievement.

• Reading or mathematics coaches for professional development for teachers in Title I targeted assistance programs.

• Extending the school day and calendar to increase learning time for Title I students in targeted assistance programs

$3 billion—School Improvement Grants. This subprogram funds turnaround activities at schools identified as “in need of improvement” by the accountability determinations of the No Child Left Behind Act. The stimulus package’s $3 billion for school improvement grants supplements the $546 million this program received through the regular fiscal year 2009 appropriation.

School Improvement Grants help states build capacity—such as leadership, technical assistance, and support teams—to assist low-performing schools and to provide grants to local districts for similar activities. Local districts that serve the lowest-achieving schools, demonstrate the greatest need for such funds, or exhibit a strong commitment to use the funds to help them meet their school improvement goals will get priority in receiving these funds.