State and District Use of Title II, Part A Funds in 2018-19. NCEE 2021-006

Autor/inn/en	Isenberg, Eric; Webber, Ann
Institution	National Center for Education Evaluation and Regional Assistance (ED); Westat, Inc.
Titel	State and District Use of Title II, Part A Funds in 2018-19. NCEE 2021-006
Quelle	(2021), (21 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Legislation; Federal Legislation; Elementary Secondary Education; Federal Aid; Educational Finance; Teacher Effectiveness; Administrator Effectiveness; Financial Support; Faculty Development; Recruitment; Class Size; Training; Labor Turnover; School Districts; Rural Schools; Urban Schools; Suburban Schools; Public Schools; Charter Schools; School District Size; Resource Allocation + Suchen Sie Ihr Suchwort? Bildungsrecht; Schulgesetz; Bundesrecht; Bildungsfonds; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Finanzielle Förderung; Recruiting; Rekrutierung; Klassengröße; Ausbildung; School district; Schulbezirk; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Public school; Öffentliche Schule; Charter school; Charter-Schule; School districts; Size; Schuleinzugsbereich; Ressourcenallokation
Abstract	Increasing student achievement by improving the quality and effectiveness of teachers, principals, and other school leaders is one of the key goals of the Elementary and Secondary Education Act (ESEA). Title II, Part A of ESEA (Title II-A) provides over $2 billion per year in funding to states and districts to support effective instruction through the preparation, recruitment, and training of educators. The Every Student Succeeds Act (ESSA), which reauthorized the ESEA in 2015, provided greater flexibility for states and districts in how they use Title II-A funds, by expanding the option to transfer funds to other ESEA programs, and authorizing states to set aside additional funds for training principals and other school leaders. This report, required by Congress, provides a national picture of state and district priorities for Title II-A funds in the 2018-19 school year. Key Findings: (1) Half of the states and a quarter of districts used new ESSA flexibility; (2) Professional development was a popular and substantial use of districts' Title II-A funds, with both short- and long-term training common; and (3) To a lesser extent, districts also invested in reducing class size, and in recruiting and retaining effective educators. [For the appendices, see ED610919.] (As Provided).
Anmerkungen	National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01