A Quality Teacher in Every

Classroom

Improving Teacher Quality and

Enhancing the Profession
1

Contents:

Background 2

Executive Summary 4

Improving Teacher Quality and Enhancing the Teaching Profession

Teacher and Principal Training and Recruitment Fund 6

Innovative and Alternative Routes to Licensure:

Troops to Teachers 8

Transition to Teaching 9

Teach for America 10

Teacher Quality in High Poverty Schools 11

The “What Works Clearinghouse” 12

Teacher Liability Protection 13

Teacher Tax Deduction 14

Expanded Loan Forgiveness 15

New Funding Flexibility 16

Tools for Teachers in Specific Areas of Instruction

Early Childhood Professional Development 17

Early Reading Initiatives:

Early Reading First 18

Reading First 19

Teaching English Language Learners 20

Special Education Initiatives:

Training for Teachers Serving Students with Disabilities 21

State Improvement Grants for Students with Disabilities 22

Math and Science Partnerships 23

Enhancing Education through Technology 24

Teaching Traditional American History 25
2

The Need to Improve Teacher Quality and

Enhance the Teaching Profession

Recent studies offer compelling evidence that confirms what parents have always known – the

quality of a teacher is one of the most critical components of how well students achieve. Studies in

both Tennessee and Texas found that students who had effective teachers greatly outperformed

those who had ineffective teachers. For example, in the Tennessee study, students with highly

effective teachers for three years in a row scored 50 percentage points higher on a test of math skills

than those whose teachers were ineffective.

The Challenge of Improving Teacher Quality

Teacher Preparation: Many new teachers do not feel ready for the challenges of today’s

classrooms. Fewer than 36 percent feel “very well prepared” to implement curriculum and

performance standards, and less than 20 percent feel prepared to meet the needs of diverse students

or those with limited English proficiency.

Teacher Retention: New teachers are often left to “sink or swim,” not receiving the nurturing and

support they need. Not surprisingly, about 22 percent of new public school teachers leave the

profession in their first three years. 

Mastery of Content: Teachers in 35 States are required to pass a test of subject area knowledge.

Often the passing scores are set so low that a candidate can pass the test by getting fewer than half

of the test items correct. Low expectations such as these do not address the realities of higher

academic standards. Research has demonstrated a clear connection between a teacher’s subject

matter preparation and student academic achievement. Teachers with strong preparation in the

subject matter they teach have the knowledge and ability to help their students meet the challenges

of new and more rigorous standards.

Teacher Recruitment: Over the next decade, school districts will need to hire 2.2 million

additional teachers. But States and school districts face the challenge of attracting a greater quantity

of people to the teaching profession while also increasing teacher quality. While States and

educational organizations have begun to pursue different ways to recruit high quality individuals

into the field of teaching, more help is needed.

Starting Early. Research has shown the importance of children acquiring pre-reading and

numeracy skills early on in life. The more prepared children are when they enter school, the more

likely they will be able to read and perform on grade level by the end of the third grade. Teachers

need specific training to enable them to successfully teach young learners.

The Need to Enhance the Teaching Profession

As we expect more and more of teachers, we have an obligation to ensure that they are treated like

the dedicated professionals they are. Unfortunately, fewer than 20 percent of public school teachers

report that they are “very satisfied” with the level of esteem society accords them. Teachers also

report that they have problems maintaining order in the classroom and face the threat of being sued

when they enforce reasonable standards of discipline. Additionally, low pay and the burden of
3

student loans and other expenses related to teaching can contribute to teachers feeling dissatisfied

with their work environment. 

The No Child Left Behind Act and Teachers

Every child deserves highly qualified teachers. The No Child Left Behind Act requires States to

have a highly qualified teacher in every public school classroom by the end of the 2005-2006 school

year. For example, all new teachers will have to be licensed or certified by the State, hold at least a

bachelor’s degree, and pass a rigorous State test on subject knowledge and teaching skills. Existing

teachers will also have to meet similar criteria.

Reaching this goal will require reform of traditional teacher training, which is usually conducted in

colleges of education, as well as through the innovative expansion of alternative routes to teacher

licensure. It will also require more effective in-service training and professional development for

teachers currently in the classroom.

The historic No Child Left Behind Act, signed into law by President Bush in January 2002, provides

a variety of new tools to enable the Federal Government, States, and local districts to improve

teacher quality and elevate the teaching profession. These needed reforms are backed up with

historic levels of funding for teacher quality initiatives in President Bush’s FY-03 budget. These

reforms are the foundation of the Bush Administration’s agenda to improve teacher quality and

enhance the teaching profession. 
4

Executive Summary

The Bush Administration Agenda for a Quality Teacher in Every Classroom

Background

Every child in America deserves a quality teacher. In an era of increasing standards and

accountability in education, teacher quality and teacher training will be more important than ever.

President Bush knows the challenges facing today’s teachers. For years, Federal programs have

promised to strengthen State and local teacher quality efforts – but with few results. Through the

No Child Left Behind Act and in his budget proposals, President Bush proposes to address these

challenges of teacher quality and teacher training in two major ways by providing: (1) assistance to

States as they strive to improve teacher quality; (2) specific steps to enhance the teaching

profession and work environment; and (3) new tools for teachers in specific areas of instruction.

Some key elements of the President’s teacher quality agenda include:

(1) Improving Teacher Quality

Teachers and Principal Training and Recruitment Fund: President Bush proposes to spend a

record-level $2.85 billion in grants to States to improve the quality of teachers and principals.

Under the No Child Left Behind Act, these funds will be used to increase the number of highly

qualified teachers and principals, and to hold school districts accountable for showing progress.

 Qualified Teachers for Disadvantaged Students: Under the No Child Left Behind Act, local

schools will be required to use a portion of their Federal Title I dollars to improve teacher quality.

These teachers must be highly qualified, and parents will be able to receive information about the

qualifications of their children’s teachers. President Bush proposes a $1 billion increase in Title I

funding for FY-03.

Record Support for Innovative Teacher Recruitment: President Bush proposes record level support

for programs that provide innovative ways to recruit new teachers into the teaching profession,

including the Troops to Teachers program ($20 million), Transition to Teaching Program ($39.4

million), and Teach for America ($2.6 million).

(2) Enhancing the Teaching Profession and Work Environment

Teacher Protection Act: The President supports implementation of the Teacher Protection Act to

ensure that teachers, principals, and other school officials are able to take reasonable steps to

maintain order and discipline in the classroom without the fear of unnecessary litigation.

Teacher Tax Deduction: Teachers often pay for classroom supplies and supplemental materials out

of their own pockets. To help teachers defray these costs, President Bush proposes a Teacher Tax

Deduction on up to $400 of qualified education expenses. This tax deduction will provide $577

million in tax relief to teachers over the next five years.

Expanded Loan Forgiveness: Teachers who receive certain Federal education loans to pay for

college and have taught in a low-income school for five consecutive years are eligible for up to
5

$5,000 in student loan forgiveness, under current law. President Bush proposes to increase the

student loan forgiveness ceiling to $17,500, which will provide, over the next five years, $112

million in relief for teachers who serve in low-income schools.

Flexibility for States and Districts: States and districts recognize that in order to attract teachers to

the profession and keep good teachers in the classroom, they need to offer competitive salaries.

Under the No Child Left Behind Act, States and districts are able to use a portion of the funds that

they receive under certain Federal programs to meet their unique needs, including increasing

teacher pay, reducing class size, and bolstering professional development and training for teachers.

(3) Tools for Teachers in Specific Areas of Instruction

Support for Early Childhood Educators: President Bush’s budget for FY-03 provides record

funding levels for the Early Childhood Educator Professional Development Program, which allows

preschool educators and caregivers – particularly in low-income areas – to receive the training and

professional development they need to provide a quality education for the children they serve.

Early Reading First: The President’s Early Reading First initiative will help to prepare young

children to enter kindergarten with the necessary language, cognitive, and early reading skills they

need to be successful readers. The President’s budget fully funds this initiative at $75 million, and

these funds will be available to give preschool teachers the training and resources they need to

provide high-quality early education for the youngest Americans.

Reading First: The President’s new Reading First initiative is aimed at helping every student

become a successful reader by the end of third grade. The President’s budget proposes almost 12

percent increase in Reading First for FY-03 – bringing overall funding to $1 billion. Up to 20

percent of these funds are available to States, and a significant portion of the funds are available to

support professional development to help teachers learn research-based reading instruction

techniques.

Teaching English Language Learners: The Professional Development program for language

acquisition provides discretionary grants to colleges and universities that work with State education

departments to improve classroom instruction for students who do not speak English as a native

language or are limited English proficient. President Bush supports maintaining funding at $37.5

million to help teachers better serve these students and their communities.

Better Training for Teachers of Disabled Students: President Bush supports continued record-level

funding for the State Improvement Grant program ($51.7 million) and for the Personnel Program

($90 million), which help teachers of children with disabilities to receive the training and

professional development they need to better serve their students. 
6

Preparing, Training and Recruiting 

High Quality Teachers and Principals1

Purpose of the Program

This program represents the largest and most comprehensive Federal investment in

preparing, training and recruiting teachers and principals. Nearly $3 billion will be made available

to States through formula grants to prepare, train, and recruit high-quality teachers. This program

has three goals: (1) to increase student academic achievement through the use of strategies based

on scientifically-based research in what works to improve teacher and principal quality; (2) to

increase the number of highly qualified teachers and principals; and (3) to hold educational agencies

and schools accountable for improvements in teacher quality and student academic achievement.

New Program Improvements and Resources

The No Child Left Behind Act that President Bush signed into law consolidates several

smaller Federal programs into one comprehensive grant program for States, giving them flexibility

to meet their teacher training, recruiting, and retention needs. This change will help to improve

children’s education by assisting States and districts to ensure that every classroom is led by a

highly qualified teacher. Last year, President Bush signed legislation that appropriated for this

program a total of $2.85 billion to States, local educational agencies, and partnerships for 2002.

This amount represents a 35 percent increase in teacher quality funds, as compared with 2001.

President Bush’s FY-03 budget proposes sustaining this commitment .

Highlights

 State applications will describe how the proposals are based upon research and how the

activities are expected to increase student achievement, as well as how the proposals are

aligned with State content standards and assessments.

 States will be able to use their funds in a variety of ways to best meet their specific teacher

needs. Funds can be used for such activities as:

 Reforming teacher and principal certification and re-certification and/or promoting

reciprocity agreements, which are agreements between States that allow teachers

certified in one State to work in another State. Not all States currently have reciprocity

agreements.

 Providing a variety of support, such as training, to new or current teachers or principals.

 Establishing, expanding, or improving programs for alternative routes to licensure.

 Developing effective recruitment and retention strategies, and/or establishing a

clearinghouse for recruitment and placement.

 Reforming tenure laws and/or implementing teacher testing.

 Providing high quality professional development for both teachers and principals. 

 Supporting activities tied to State standards that improve instructional practices and

improve student achievement.

 Developing systems to measure the effectiveness of specific types of professional

development in terms of enhanced student achievement and/or increased teacher subject

mastery.

 

1 Elementary and Secondary Education Act as amended by No Child Left Behind: Title II, Part A
7

 Assisting local educational agencies in the use of cost-effective, research-based

professional development opportunities, and/or providing technical assistance.

 Providing training in the efficient use of technology to instruct, to use student data

analysis to inform educational decision making, to improve schools and school

accountability.

 Developing performance-pay systems that provide differential and bonus pay for

teachers in high-need subject areas or in high-poverty schools or districts.

 Developing initiatives that allow teachers to receive additional pay for teaching subject

matter areas that are experiencing teacher shortages.

 Developing initiatives that provide teachers with choices in their career paths, such as

becoming a mentor for new teachers, and then moving up to being a supervisor of all

mentors; or becoming a provider of specific professional development activities, and

then graduating to training others to do the same.

 Providing assistance to teachers so that they can meet new licensure requirements.

 Encouraging men to become elementary teachers.
8

Innovative and Alternative Routes to Licensure:

Troops to Teachers Program2

Purpose of the Program

The Troops to Teachers program seeks to ensure that individuals who desire to enter the

teaching profession have access to high quality training that will prepare them to become highly

qualified teachers.

The Troops to Teachers program has the following two components: (1) it helps place

eligible members of the Armed Services in teacher training programs designed by the States, and

(2) it encourages States or partnerships to develop and implement innovative teacher

certification/licensure programs for members of the Armed Services. 

New Program Improvements and Resources

The No Child Left Behind Act reauthorizes the Troops to Teachers program, which improves

children's education by increasing the number of high-quality professionals in the classroom.

Last year, President Bush signed legislation that increased funding for this program five-fold

from $3 million in 2001 to $18 million in 2002. This year, President Bush has proposed further

increasing funding for Troops to Teachers to $20 million in FY-03.

Highlights for Individuals

 Members of the Armed Services who hold a bachelor’s or advanced degree from an

accredited institution of higher education and meet a few basic requirements are eligible to

participate in Troops to Teachers.

 Priority will be given to members who have experience in science, math, special education,

or vocational/technical subjects.

 Participants can receive a stipend of up to $5,000 for training or a bonus of up to $10,000, if

they agree to obtain their teacher license and teach for at least three years in a school that:

(1) has a student population where at least 50 percent of the children come from low-income

families; or (2) has a large percentage of children with disabilities.

 

2 Elementary and Secondary Education Act as amended by No Child Left Behind: Title II, Part C, Subpart 1
9

Innovative and Alternative Routes to Licensure:

Transition to Teaching Program3

Purpose of the Program

The Transition to Teaching program seeks to ensure that individuals who desire to enter the

teaching profession have access to quality training that will prepare them to become highly

qualified teachers.

This program has two components: (1) it helps place career professionals and recent college

graduates in teacher training programs designed by the States; and (2) it encourages States in the

development and expansion of alternative routes to teacher licensure and certification. 

New Program Improvements and Resources

The No Child Left Behind Act reauthorizes the Transition to Teaching program, which

improves children's education by increasing the number of high-quality professionals in the

classroom.

Last year, President Bush signed legislation that increased funding to $35 million in 2002,

an increase of 12 percent from the previous year. This year, President Bush has proposed further

increasing the program to $39.4 million in FY-03, an increase of 13 percent.

Highlights for Individuals

 An individual with relevant career experience or a recent college graduate is eligible to

participate in this program.

 Participants can receive scholarships, stipends, or bonuses of up to $5,000 for participating

in activities that have been proven effective at retaining teachers in high-need schools.

Highlights for States and Partnerships

 Programs will establish, expand, or enhance teacher recruitment and retention program

focused on career professionals and recent college graduates.

 Programs can provide mentoring for new teachers and professional development for teachers

currently in the classroom.

 Programs can include the development of a Statewide or regional clearinghouse for the

recruitment and placement of teachers.

 

3 Elementary and Secondary Education Act as amended by No Child Left Behind: Title II, Part C, Subpart 1
10

Innovative and Alternative Routes to Licensure:

Teach for America4

Purpose of the Program

Teach for America is a national corps of recent college graduates who commit two years to

teach in public schools. Teach for America is a public/private partnership started in 1990 that

recruits and selects members, secures placement for them in school districts, provides pre-service

and in-service training, and provides a support network for members during and after service.

Teachers are paid by the school districts in which they teach. Costs for recruitment, placement, and

training are paid by regional corporations, foundations, local governments, and national

corporations and foundations.

Teach for America receives some Federal assistance through the AmeriCorps program. In

addition, all teachers in this program are eligible for an AmeriCorps education award worth up to

$4,725, available over a seven-year period, to pay for higher education or to pay student loans.

New Program Improvements and Resources

President Bush supports the Teach for America program, which receives Federal funding

through the Corporation for National and Community Service (CNCS) AmeriCorps program. Last

year, President Bush signed legislation that provided $2.6 million to Teach for America for

administrative costs and training. This year, President Bush has proposed to maintain that

commitment in 2003 and establish an additional $10 million in challenge grants through CNCS to

support expansion of teaching and other national service programs under AmeriCorps. 

Highlights

 Over the last decade, Teach for America has placed more than 7,000 teachers in school

districts that have had difficulty in recruiting staff. 

 Today, approximately 1,700 Teach for America participants teach in 17 regions across the

country, including New York City, Washington, D.C., Chicago, Houston, Los Angeles, and

Atlanta. Teach for America has an aggressive expansion plan that is intended to more than

double the number of members by 2005.

 Independent studies reveal high levels of satisfaction with the program: 97 percent of

principals respond they would hire corps members again and 80 percent of principals

indicate they are more effective than other beginning teachers.

 Alumni remain involved in education: 60 percent are working full-time in education, either

as teachers, administrators, or in other positions. Of those working outside of education, 70

percent say some aspect of their job relates directly to education.

 

4 Corporation for National and Community Service-Fiscal Year 2003 Budget Estimate and Performance

Plan, p.49.
11

Teacher Quality in High-Poverty Schools5

Purpose of the Program

Schools and school districts with high percentages of low-income students receive Federal

assistance through Title I, Part A, formula grant funds. The funds are used to improve student

performance so that students will meet State academic standards. The program includes several

provisions designed to improve the quality of teachers in every school that receives Title I funds.

For example school districts must spend at least five percent of their Title I, Part A funds to ensure

that teachers become highly qualified no later than the end of the 2005-2006 school year. Title I

schools identified as needing improvement must spend at least 10 percent of their Title I funds for

high-quality professional development.

New Program Improvements and Resources

The No Child Left Behind Act that President Bush signed reauthorizes the Title I program,

which will help to improve children's education by holding schools accountable for improving

achievement of disadvantaged students, while a portion of these funds be focused on the

improvement of teacher quality.

Last year, President Bush signed legislation that increased funding to $10.35 billion in FY02, an increase of more than 18 percent from FY-01 levels. This year, President Bush has proposed

further increasing the program by $1 billion dollars. 

Highlights for States:

 A State must submit a plan that outlines the steps it will take to ensure that:

 Schools receiving Title I funds provide instruction by highly qualified instructional staff;

 Poor and minority children are not taught by inexperienced, unqualified, or out-of-field

teachers at higher rates than other students;

 Parents and the public receive Statewide report cards that includes the percentage of

teachers teaching with emergency or provisional credentials, as well as the percentage of

classes not taught by highly qualified teachers.

Highlights for Schools and School Districts:

 School districts that receive Title I funds must ensure that:

 All teachers hired after January 8, 2002 in programs supported by Title I funds are

highly qualified and all paraprofessionals have completed two years of college, received

an associate’s degree, or met high standards of academic competence as demonstrated

through a rigorous State assessment. 

 Parents are notified that they can receive information about the professional

qualifications of their child’s teachers.

 School districts develop plans that describe how they will coordinate Federal funds to

provide professional development to teachers, principals, and other staff members at

Title I schools.

 

5 Elementary and Secondary Education Act as amended by No Child Left Behind: Title I, Part A
12

The “What Works” Clearinghouse6

Purpose of the Initiative

The purpose of the Clearinghouse, a new initiative at the Department of Education, is to

provide educators and policymakers with an easily accessible web-based database of information on

what works in educating students. The Clearinghouse would evaluate the effectiveness of

educational products, practices, and programs that are intended to enhance student results.

Highlights

 Educators will be able to access information on effective curricula products, educational

software, and professional training modules addressing a variety of important topics,

including subject matter instruction, dropout prevention, and character development. 

 Programs will be evaluated through research that adheres to rigorous scientific standards and

criteria. Educators will also be able to see the magnitude of effects of the interventions

evaluated. 

 The Clearinghouse will link educators with relevant manuals, instructions, training

materials, and other resources needed to adopt the products and programs evaluated in the

Clearinghouse.

 

6 Office of Educational Research and Improvement
13

Teacher Liability Protection7

Purpose of the Program

The Teacher Protection Act ensures that teachers, principals, and other school professionals

can undertake reasonable actions to maintain order and discipline in the classroom without the fear

of litigation. It provides civil immunity in any State court to teachers, instructors, principals,

administrators, and other education professionals for actions taken to maintain discipline, order or

control in the school or classroom. 

Highlights

Important components of this act include the following:

 Teachers are shielded from liability when they act within the scope of their employment and

in accordance with applicable Federal, State, and local laws (including civil rights laws). 

 Protections are extended not only to teachers, but also to administrators and school

professionals, nonprofessional employees responsible for maintaining discipline or safety,

and individual school board members.

 Liability is limited, unless a State specifically enacts overriding legislation or State law

provides additional protection from liability. 

 The availability of punitive and non-economic ("pain and suffering") damages in lawsuits

against teachers is limited, except in extreme circumstances of gross teacher misconduct. 

 Limits to liability will not apply if a teacher is involved in misconduct such as a violent

crime, a sexual offense, violation of civil rights laws, or for misconduct that occurs while the

educator is under the influence of drugs or alcohol. 

 

7 Elementary and Secondary Education Act as amended by No Child Left Behind: Title II, Part C, Subpart 5
14

Teacher Tax Deduction8

Purpose of the Program

Teachers often use their own resources to provide classroom supplies, supplemental

materials, and other classroom necessities. The Administration has proposed a tax deduction for

teachers to help defray out-of-pocket classroom expenses. The deduction would not only cover

classroom expenses such as books and school supplies, but it can also be used for professional

enrichment opportunities and other training.

New Program Improvements and Resources

This year, President Bush’s budget proposed establishing this tax deduction, which is

expected to provide $16 million in tax savings to teachers in 2004 and $577 million over five years.

Highlights

 Teachers would be able to deduct up to $400 of qualified expenditures incurred after

December 31, 2003, on their Federal tax returns, thereby recovering a portion of their

personal expenses. 

 

8 General Explanations of the Administration’s Fiscal Year 2003 Revenue Proposals, p. 17
15

Expanded Loan Forgiveness

For Teachers9

Purpose of the Program

Currently, teachers who were new Federal Family Education Loan or Ford Direct Student

Loan borrowers as of October 1998 and taught in qualified low-income schools for 5 consecutive

years are eligible for up to $5,000 in student loan forgiveness. The President’s FY-03 budget will

substantially increase the amount of forgiveness for some teachers, reaching up to $17,500 for each

qualified individual.

New Program Improvements and Resources

This year, President Bush’s budget proposed expanding this program, which is estimated to

cost $45 million in FY-03 and a total of $112 million over the next five years.

Highlights

 Highly qualified teachers are eligible for this program, if they teach math, science or special

education in qualified low-income schools for five consecutive school years.

 

9 Fiscal Year 2003 Budget of the United States Government, p. 112-113
16

New Flexibility for States and School Districts10

Purpose of the Program

Under No Child Left Behind, States and districts are able to transfer a portion of the funds

that they receive under certain Federal programs to other Federal programs that better address their

unique needs. These funds can then be used to support locally determined initiatives, including

increasing teacher pay, reducing class size, and bolstering professional development and training for

teachers.

New Program Improvements and Resources

The No Child Left Behind Act establishes this new option for States and districts to better

address the needs of their students and teachers. Under this provisions:

Highlights:

 All 50 States may transfer up to 50 percent of their non-administrative State-level funds

among certain programs, such as Teacher and Principal Training and Recruitment,

Enhancing Education Through Technology, Safe and Drug-Free Schools and Communities

(Governor’s funds), Safe and Drug-Free Schools and Communities, and 21st Century

Community Learning Centers.

 Every school district may transfer up to 50 percent of their formula allocations among

certain programs, such as Teacher and Principal Training and Recruitment, Enhancing

Education Through Technology, Safe and Drug-Free Schools and Communities, and 21st

Century Community Learning Centers.

 

10 Elementary and Secondary Education Act as amended by No Child Left Behind, Title VI, Subpart 2
17

Early Childhood Educator

Professional Development Program11

Purpose of the Program

The Early Childhood Educator Professional Development Program awards competitive

grants for early childhood educators and caregivers working in high-poverty communities to

participate in professional development activities that improve their knowledge and skills. The

professional development activities focus on furthering children’s language and literacy skills to

help set them on the road to reading proficiency once they enter kindergarten.

New Program Improvements and Resources

The No Child Left Behind Act reauthorizes this program and will help to improve children's

education by improving the language, cognitive, and early reading skills of young children so that

they will be better prepared for elementary school.

Last year, President Bush signed legislation that increased funding from $10 million in 2001

to $15 million in 2002, an increase of 50 percent. President Bush has proposed maintaining this

commitment to the program for FY-03.

Highlights for Individuals:

 The program will provide high-quality professional development for preschool educators.

 Many existing projects provide professional development opportunities that result in college

credit or lead to a degree, credential, or certification in early childhood education. These

projects can be expanded under this program.

Highlights for States and Partnerships:

 These grants are designed to improve the language, cognitive, and early reading skills of

young children so that they will be better prepared for formal school experiences. 

 These grants require cooperation between professional development providers and early

childhood education programs.

 These grants result in the development of research-based models for professional

development for early childhood educators that can be replicated in other communities with

high percentages of disadvantaged young children.

 

11 Elementary and Secondary Education Act as amended by No Child Left Behind: Title II, Part A, Subpart 5
18

Early Reading First 

Effective, Research-based Instruction for Pre-School Children12

Purpose of the Program

Early Reading First is designed to prepare young children to enter kindergarten with the

necessary language, cognitive, and early reading skills for reading success when they enter school.

Early Reading First will transform early childhood education programs into centers of excellence

for young children, especially those from low-income families. Early Reading First will not only

provide resources and training to pre-school teachers, but will also benefit teachers in all grades by

helping to increase the number of children who enter school ready to learn to read.

New Program Improvements and Resources

The No Child Left Behind Act establishes this program and will help to improve children's

education by providing young children, particularly children from low-income families, with prereading skills.

Last year, President Bush signed legislation that provided $75 million for this program in

2002. President Bush has proposed to continue this commitment to Early Reading First in his FY03 budget.

Highlights for Individuals

 Teachers will participate in intensive high-quality, professional development.

 Early Reading First Programs are encouraged to provide incentives or stipends to teachers

who participate in professional development.

Highlights for partnerships:

 Early Reading First programs will:

 Lay the groundwork for student reading success in the elementary grades by providing

young children, particularly children from low-income families, with high-quality

instruction in language, cognitive skills, and early reading.

 Help align the curriculum and instruction in participating preschool programs with State

content and performance standards. 

 Use screening assessments to identify young children who may be at risk for reading

failure to ensure they are on the road to reading proficiently by the time they begin

school. These screening assessments will help guide teachers in what approaches to take

toward their preschool students. 

 

12 Elementary and Secondary Education Act as amended by No Child Left Behind: Title I, Part B, Subpart 1
19

Reading First

Effective, Research-based Instruction in K-3 Classrooms13

Purpose of the Program

Reading First is a bold, new national initiative aimed at helping every student in every State

become a successful, fluent reader by the end of third grade. Through the application of rigorous,

scientifically based research, Reading First will help States and localities implement effective

practices for classroom reading instruction and improve student achievement. Reading First grants

will support programs and strategies that are based upon the evidence on how children learn to read.

Since no child will become an effective reader without an effective teacher, Reading First funds

places a heavy emphasis on professional development and instruction for teachers.

New Program Improvements and Resources

The No Child Left Behind Act establishes this program and will help to improve children's

education by providing the tools needed for all students to be reading by the end of third grade.

Last year, President Bush signed legislation that provided $900 million for this program in

2002. President Bush has proposed further increasing the program to $1 billion in his FY-03

budget. 

Highlights:

 Reading First classroom reading instruction will use only research-based programs,

practices, and assessments. 

 Reading First programs will use classroom-based student assessments to inform

instructional decisions and evaluate programs for effectiveness. 

 All States will be eligible to receive funding upon review. States would then conduct their

own sub-grant competitions, primarily targeting their neediest and most under-performing

districts and schools in accordance with legislative guidelines.

 States may retain up to 20 percent of their total awards to support Statewide professional

development, technical assistance, and other program administration activities. States would

be required to spend at least 60 percent of these funds on professional development for

teachers in research-based methods of reading instruction. 

 Reading First professional development and technical assistance activities can be offered to

all K-3 reading teachers, not just those in schools receiving Reading First sub-grants.

 

13 Elementary and Secondary Education Act as amended by No Child Left Behind: Title I, Part B, Subpart 1
20

Teaching English Language Learners14

Purpose of the Program

The Language Acquisition portion of No Child Left Behind Act contains a National

Professional Development Program that provides discretionary grants to institutions of higher

education and schools or States for professional development activities to improve classroom

instruction for students learning the English language. Grants will support activities that are aimed

at assisting teachers, administrators, or other educational personnel to meet high professional

standards.

New Program Improvements and Resources

The No Child Left Behind Act reauthorizes this program and will help to improve children's

education by improving the quality of instruction for English language learners.

Last year, President Bush signed legislation that provided $37.5 million for this program in

2002. This year, President Bush has proposed maintaining support for this program in FY-03. 

Highlights

Applicants have flexibility in designing and implementing professional development programs

to meet the needs of the communities they serve. Allowable activities include, but are not limited

to:

 Career Ladder programs to prepare paraprofessionals for certification and licensure as

teachers of limited English proficient students.

 Programs to assist regular classroom teachers who work with limited English proficient

students in completing English as a second language or bilingual education certification.

 Professional development activities that emphasize research-based reading approaches for

reading teachers, new teachers, and other teachers of limited English proficient students.

Approximately 300 colleges and universities are expected to apply for funds. Applications

are reviewed and scored by a panel of experts. The Department expects to award approximately

150 grants for FY- 02.

 

14 Elementary and Secondary Education Act as amended by No Child Left Behind: Title III
21

 Training for Teachers Serving Students with Disabilities15

Purpose of the Program

The Personnel Preparation to Improve Services and Results for Children with Disabilities

program supports competitive grant awards to: (1) help address State-identified needs for special

education and regular education teachers to work with children with disabilities; and (2) ensure that

those teachers and personnel have the skills and knowledge to serve those children.

New Program Improvements and Resources

President Bush supports this program, because it will help to improve the education of children with

disabilities by providing training for their teachers.

Last year, President Bush signed legislation that provided $90 million for this program in

2002. This year, President Bush has proposed maintaining support for this program in 2003.

Highlights:

 The program addresses critical shortages of personnel to teach students with disabilities by

implementing research-based training for teachers to serve children with disabilities defined

under IDEA.

 The majority of grants are rewarded to Institutions of Higher Education that, in turn, provide

training to teachers and personnel in how to educate students with disabilities. This training

is often provided through scholarships to the participant.

 Participants receiving training must work in the area(s) for which they receive training or

repay part or all of the scholarship funds they receive.

 

15 Individuals with Disabilities Education Act (IDEA), Part D, Section 673
22

State Improvement Grants for Students with Disabilities16

The State Improvement Grant program seeks to ensure that teachers of children with

disabilities have the content and pedagogical skills to ensure that children with disabilities meet the

same challenging State standards as non-disabled students. Seventy five percent of these State

grants must be used for professional development.

Purpose of the Program

The State Improvement Grant program assists States in reforming and improving their

educational, early intervention, teacher training, and transitional services for students with

disabilities. 

New Program Improvements and Resources

President Bush supports this program, because it will help to improve the education of

children with disabilities by providing training for their teachers.

Last year, President Bush signed legislation that provided $51.7 million for this program in

2002. This year, President Bush has proposed maintaining support for this program in 2003.

Highlights:

States can use their grants for the following purposes:

 Training special education teachers in effective reading intervention programs.

 Training general education teachers in modifying instruction to meet the educational needs

of all students in their classroom.

 Developing partnerships with universities to ensure that pre-service and in-service

university instruction is aligned with State standards.

 Recruiting special education teachers and regular education teachers through web-based

recruitment strategies 

 Retaining greater numbers of special education teachers through mentorship programs 

 

16 Individuals with Disabilities Education Act, Part D
23

Math and Science Partnerships17

Purpose of the Program

The Math and Science Partnership (MSP) program brings together efforts of the National

Science Foundation and the Department of Education to improve teaching and learning in science,

technology, engineering and mathematics education in grades preK-12.

The purpose of this program is to:

 Improve the performance of students in math and the sciences by encouraging the

development of more rigorous math and science curricula that are aligned with State and

local academic standards;

 Encourage institutions of higher education to assume greater responsibility for improving

math and science teacher education; and

 Bring math and science teachers together with scientists, mathematicians, and engineers to

improve their teaching skills.

New Program Improvements and Resources

Last year, President Bush signed legislation that provided a total of $172.5 million ($160

million through the National Science Foundation and $12.5 million through the Department of

Education) for this program in FY-02. This year, President Bush’s budget proposes increasing this

commitment in FY-03 to $212.5 million ($200 million through the National Science Foundation

and $12.5 million through the Department of Education). 

Highlights: 

 Grants made through the National Science Foundation will provide funding for up to five

years to support partnerships among institutions of higher education, school districts,

schools, and other entities, such as museums, science centers, State or tribal governmental

agencies, and community organizations. 

 These partnerships must unite the efforts of schools with math, science, and/or engineering

faculty, as well as educational faculty from institutions of higher education, to improve the

quality of math and science education and teaching in elementary, middle, and high school.

 Grants made through the Department of Education can be used, among other purposes, to

evaluate the effectiveness of establishing differential salary scales for math and science

teachers. 

 

17 Elementary and Secondary Education Act as amended by No Child Left Behind: Title II, Part B
24

Enhancing Education Through Technology18

Purpose of the Program

The primary goal of this program is to improve student academic achievement through the

use of technology in elementary and secondary schools. The program also seeks to: (1) ensure that

every student is technologically literate by the end of the second grade; and (2) establish researchbased instructional methods through the effective integration of technology, professional

development for teachers, and curriculum development.

New Program Improvements and Resources

The No Child Left Behind Act establishes this program by consolidating several programs

into a single State formula-grant program. This change will help improve children’s education by

focusing the program on improving student achievement and focusing funds on the poorest schools.

 Last year, President Bush signed legislation that provides $700 million for this program in

FY-02. This year, President Bush’s budget proposes sustaining this commitment in FY-03. 

Highlights:

 Funds are allocated to States based on their Title I allocations. States may retain up to 5

percent. The remainder is awarded to districts, one-half by formula, one-half competitively. 

 This program is designed to assist States in establishing comprehensive systems, including

infrastructure, to effectively use technology to improve academic achievement.

 At least 25 percent of the funding must be used to provide professional development.

 Public-private partnerships to increase access to technology in high-need schools are

encouraged.

 Funds can be used for a variety of purposes, including distance learning for elementary and

secondary schools and to improve communication and promote family and parent

involvement in education.

 The Department of Education will conduct a national study of the effects of technology on

student achievement.

 

18 Elementary and Secondary Education Act as amended by No Child Left Behind: Title II, Part D
25

Teaching Traditional American History19

Purpose of the Program

The Teaching American History grant program supports projects to raise student

achievement by improving teachers’ knowledge, understanding, and appreciation for American

history through intensive, ongoing professional development. 

New Program Improvements and Resources

The No Child Left Behind Act reauthorizes this program, which will help to improve

children's education by improving the quality of history teaching.

President Bush’s budget proposes providing $50 million for this program for FY-03. 

Highlights: 

 Grants are awarded to districts that apply in partnership with Institutions of Higher

Education, non-profit history or humanities organizations, and/or libraries or museums

 Districts that receive grants must develop and implement high-quality in-service and/or preservice professional development that provides educators with rigorous content and

appropriate teaching skills to prepare all students to achieve to higher standards in American

history.

 Districts that receive grants must implement strategies for on-going collaboration among

teachers and outside experts to improve instruction in American history.

 

19 Elementary and Secondary Education Act as amended by No Child Left Behind: Title II , Part C, Subpart 4