Department of Education

INNOVATION AND IMPROVEMENT

Fiscal Year 2025 Budget Request

CONTENTS

Page

Appropriations Language.............................................................................................................. 1

Analysis of Language Provisions and Changes............................................................................ 3

Appropriation, Adjustments, and Transfers................................................................................... 5

Summary of Changes ................................................................................................................... 6

Authorizing Legislation.................................................................................................................. 7

Appropriations History................................................................................................................... 8

Significant Items in FY 2024 Appropriations Reports ................................................................. 10

Summary of Request ..................................................................................................................12

Activities:

Education innovation and research ........................................................................................14

Teacher and school leader incentive grants...........................................................................22

American history and civics education ...................................................................................30

Supporting effective educator development ...........................................................................34

Charter schools grants ...........................................................................................................38

Magnet schools assistance ....................................................................................................47

Ready to learn programming ..................................................................................................52

Arts in education.....................................................................................................................56

Javits gifted and talented education .......................................................................................62

Statewide family engagement centers....................................................................................70

Fostering diverse schools.......................................................................................................75

Account Summary Table.............................................................................................................79
INNOVATION AND IMPROVEMENT

1 

Appropriations Language

For carrying out activities authorized by subparts 1, 3, and 4 of part B of title II, and parts 

C, D, and E, and subparts 1 and 4 of part F of title IV of the ESEA, $1,208,000,000: Provided, 

That $296,000,000 shall be for subparts 1, 3, and 4 of part B of title II and shall be made 

available without regard to sections 2201, 2231(b) and 2241:1 Provided further, That

$643,000,000 shall be for parts C, D, and E and subpart 4 of part F of title IV, and shall be made 

available without regard to sections 4311, 4409(a), 4506, and 4601 of the ESEA:

2 Provided 

further, That section 4303(d)(3)(A)(i) shall not apply to the funds available for part C of title IV:

3

Provided further, That of the funds available for part C of title IV, the Secretary shall use up to 

$324,000,000 to carry out sections 4303, 4305(a)(2), and 4305(b), not less than $60,000,000 to 

carry out section 4304, and not less than $16,000,000 to carry out the activities in section 

4305(a)(3):4 Provided further, That the funds provided for section 4305(b) shall remain available 

until March 31, 2026:

5 Provided further, That none of the funds made available for part C of title 

IV may be used by the Secretary to make new awards that support any charter school, whether 

as a grantee or subgrantee or otherwise as a recipient of financing or other financial assistance, 

that is operated or managed by a for-profit education management organization or other similar 

for-profit entity, including through a contract with such an organization or entity, except that this 

proviso does not limit the ability of a charter school to contract with a for-profit entity for discrete 

purposes other than managing or operating the charter school, such as providing food services 

or payroll services:

6 Provided further, That notwithstanding section 4601(b), $269,000,000 shall 

be available through December 31, 2025, for subpart 1 of part F of title IV.

7
INNOVATION AND IMPROVEMENT

Appropriations Language—continued

2 

NOTES 

A full-year 2024 appropriation for this account was not enacted at the time the Budget was prepared; therefore, 

the Budget assumes this account is operating under the Continuing Appropriations Act, 2024 and Other Extensions 

Act (Division A of Public Law 118-15, as amended). The amounts included for 2024 reflect the annualized level 

provided by the continuing resolution.

Each language provision that is followed by a footnote reference is explained in the Analysis of Language 

Provisions and Changes document, which follows the appropriations language.
INNOVATION AND IMPROVEMENT

3 

Analysis of Language Provisions and Changes

Language Provision Explanation

1 Provided, That $296,000,000 shall be for 

subparts 1, 3, and 4 of part B of title II and shall 

be made available without regard to sections 

2201, 2231(b) and 2241:

This language provides funding for Teacher and 

School Leader Incentive Grants, American History 

and Civics Education, and Supporting Effective 

Educator Development, without regard to the 

sections of the ESEA that specify the distribution 

of funds appropriated under title II of the ESEA. 

2 Provided further, That $643,000,000 shall be for 

parts C, D, and E and subpart 4 of part F of title 

IV, and shall be made available without regard to 

sections 4311, 4409(a), 4506, and 4601 of the 

ESEA: 

This language provides funds for Charter Schools 

Grants, Magnet Schools Assistance, Ready to 

Learn Programming, Arts in Education, Javits 

Gifted and Talented Education, and Statewide 

Family Engagement Centers without regard to the 

sections of the ESEA that specify the distribution 

of funds appropriated under title IV of the ESEA. 

3 Provided further, That section 4303(d)(3)(A)(i) 

shall not apply to the funds available for part C of 

title IV: 

This language overrides the statutory provision 

under the Charter Schools Grants program that 

requires the Department to award at least 3 grants 

to State entities and to frontload funding for year 2 

of those awards. 

4 Provided further, That of the funds available for 

part C of title IV, the Secretary shall use up to 

$324,000,000 to carry out sections 4303, 

4305(a)(2), and 4305(b), not less than 

$60,000,000 to carry out section 4304, and not 

less than $16,000,000 to carry out the activities in 

section 4305(a)(3):

This language establishes, within the Charter 

Schools Grants appropriation, a maximum funding 

amount for State Entity, Developer, and Charter 

Management Organization grants combined, a 

minimum funding amount for facilities grants, and 

a minimum funding amount for national activities. 

5 Provided further, That the funds provided for 

section 4305(b) shall remain available until March 

31, 2026:

This language extends the period of availability 6 

months beyond the end of the appropriation year 

for the funds for Charter Management 

Organization grants. 

6 Provided further, That none of the funds made 

available for part C of title IV may be used by the 

Secretary to make new awards that support any 

charter school, whether as a grantee or 

subgrantee or otherwise as a recipient of 

financing or other financial assistance, that is 

operated or managed by a for-profit education 

management organization or other similar forprofit entity, including through a contract with such 

an organization or entity, except that this proviso 

does not limit the ability of a charter school to 

contract with a for-profit entity for discrete 

purposes other than managing or operating the 

This language prohibits the Secretary from 

making new awards under Charter Schools 

Grants that support charter schools that are 

operated or managed by for-profit entities, 

including through contractual relationships. The 

language also clarifies that charter schools 

receiving program support may contract with forprofit entities for purposes other than operating or 

managing the school.
INNOVATION AND IMPROVEMENT

Analysis of Language Provisions and Changes—continued 

4 

Language Provision Explanation

charter school, such as providing food services or 

payroll services:

7 Provided further, That notwithstanding section 

4601(b), $269,000,000 shall be available through 

December 31, 2025, for subpart 1 of part F of title 

IV.

This language provides a specific funding amount 

for Education Innovation and Research overriding 

the authorized level. It also extends the period of 

Federal availability 3 months beyond the year of 

appropriation.
INNOVATION AND IMPROVEMENT

5 

Appropriation, Adjustments, and Transfers

(dollars in thousands)

Appropriation/Adjustments/Transfers 2023 2024 2025 

Discretionary:

Discretionary Appropriation $1,453,443 $1,453,443 $1,208,000

Total, discretionary appropriation 1,453,443 1,453,443 1,208,000
INNOVATION AND IMPROVEMENT

6 

Summary of Changes

(dollars in thousands)

2024 $1,453,443

2025 1,208,000

Net change -245,443

Increases: 2024 base

Change

from base

Program: 

Provide funding for the proposed Fostering Diverse 

Schools program to support the development and 

implementation of comprehensive plans by local 

educational agencies to increase school diversity in 

preschool through grade 12. 0 +$10,000

Subtotal, increases +10,000

Decreases: 2023 base

Change 

from base

Program:

Decrease funding for Education Innovation and Research 

to support a more limited number of new awards for the 

creation, development, implementation, replication, and 

scaling up of evidence-based innovations to improve 

achievement and attainment for underserved students. $284,000 -15,000

Decrease for Charter Schools Grants to reflect declines in 

demand for funding for the startup of new charter schools 

and the replication and expansion of high-quality charter 

schools. 440,000 -40,000

Decrease funding for Community Project 

Funding/Congressionally Directed Spending. 200,443 -200,443

Subtotal, decreases -255,443

Net change -245,443
INNOVATION AND IMPROVEMENT

77 

Authorizing Legislation

(dollars in thousands)

Activity

2024

Authorizedfootnote

2024

Appropriation footnote

2025

Authorizedfootnote

2025

Request

Education innovation and research (ESEA IV-F-1) 0 $284,000 To be determined1 $269,000

Teacher and school leader incentive grants 

(ESEA II-B-1) 0 173,000 To de determined1 173,000

American history and civics education (ESEA II-B-3) 0 23,000 To be determined1 23,000

Supporting effective educator development (SEED) 

(ESEA II-B-4, section 2242) 0 90,000 To be determined1 90,000

Charter schools grants (ESEA IV-C) 0 440,000 To be determined1 400,000

Magnet schools assistance (ESEA IV-D) 0 139,000 To be determined1 139,000

Ready to learn programming (ESEA IV-F-4, 

section 4643) 0 31,000 To be determined1 31,000

Arts in education (ESEA IV-F-4, section 4642) 0 36,500 To be determined1 36,500

Javits gifted and talented education (ESEA IV-F-4, 

section 4644) 0 16,500 To be determined1 16,500

Statewide family engagement centers (ESEA IV-E) 0 20,000 To be determined1 20,000

Fostering diverse schools (proposed legislation) 0 0 To be determined2 10,000

Community project funding/Congressionally directed 

spending 0 200,443 0 0

Total definite authorization 0 To be determined

Total appropriation 1,453,443 1,208,000

1 The GEPA extension expired September 30, 2021. Reauthorization for fiscal year 2025 is expected through appropriations action. 2 Authorizing legislation is sought for fiscal year 2025. 
INNOVATION AND IMPROVEMENT

8 

Appropriations History

(dollars in thousands)

Year

Budget 

Estimate 

to Congress

House 

Allowance Footnote

Senate 

Allowance Footnote Appropriation

Foot

note

2016 Discretionary0F

1 $1,601,559 $275,000 $694,616 $1,181,226

2016 Mandatory1F

2 1,000,000 0 0 0

2017 Discretionary2F

3 1,411,556 632,938 942,743 887,575

2017 Mandatory3F

4 4,299,982 0 0 0

2018 Discretionary4F

5 1,208,026 757,904 880,375 982,256

2019 Discretionary5F

6 1,777,647 1,058,441 1,042,256 1,035,556

2020 Discretionary6F

7 1,107,000 1,224,315 1,055,556 1,103,815

2021 Discretionary7F

8 0 1,076,315 1,085,815 1,114,250

2022 Discretionary8F

9 1,284,250 1,385,286 1,355,585 1,300,730

2022 Mandatory9F

10 1,800,000 0 0 0

2023 Discretionary10F

11 1,572,000 1,484,608 1,361,764 1,453,443

1 The levels for the House and Senate allowances reflect action on the regular annual 2016 appropriations bill, which 

proceeded in the 114th Congress only through the House Committee and Senate Committee.

2 The levels for the House and Senate allowances reflect action on the regular annual 2016 appropriations bill, which 

proceeded in the 114th Congress only through the House Committee and Senate Committee.

3 The levels for the House and Senate allowances reflect Committee action on the regular annual 2017 appropriation 

bill; the Appropriation reflects the Consolidated Appropriations Act, 2017. 4 The levels for the House and Senate allowances reflect Committee action on the regular annual 2017 appropriation 

bill; the Appropriation reflects the Consolidated Appropriations Act, 2017. 5 The level for the House allowance reflects floor action on the Omnibus appropriations bill; the Senate allowance 

reflects Committee action on the regular annual 2018 appropriations bill; the Appropriation reflects the Consolidated 

Appropriations Act, 2018 (P.L. 115-141). 6 The levels for the House and Senate allowance reflect Committee action on the regular annual 2019 appropriations 

bill; the Appropriation reflects enactment of the Department of Defense and Labor, Health and Human Services, and 

Education Appropriations Act, 2019 (P.L. 115-245). 7 The Senate allowance reflects the Chairman’s mark; the Appropriation reflects the Further Consolidated 

Appropriation Act, 2020 (P.L. 116-94). 8 The level for the House allowance reflects subcommittee action. The level for the Senate allowance reflects the 

Chairman’s mark; the Appropriation reflects Division H of the FY 2021 Consolidated Appropriations Act (P.L. 116-

260).

9 The House allowance reflects floor action on the FY 2022 Consolidated Appropriations Act; the Senate allowance 

reflects the Chairman’s mark; and the Appropriation reflects Division H or the FY 2022 Consolidated Appropriations 

Act (P.L. 117-103). 10 The House allowance reflects floor action; the Senate allowance reflects the Chair’s mark; and the Appropriation 

reflects Division H or the FY 2022 Consolidated Appropriations Act (P.L. 117-103). 11 The House allowance reflects the regular annual FY 2023 appropriation, which was introduced on the floor; the 

Senate allowance reflects the Chairman’s mark; and the Appropriation reflects the Consolidated Appropriations Act, 

2023 (P.L. 117-328).
INNOVATION AND IMPROVEMENT 

Appropriations History—continued

9

Year

Budget 

Estimate 

to Congress

House 

Allowance Footnote

Senate 

Allowance Footnote Appropriation

Foot

note

2024 Discretionary11F

1 $1,604,000 $737,000 $1,236,844 $1,453,443

2025 Discretionary 1,208,000

1 The House allowance reflects Subcommittee action and the Senate allowance reflects Committee action on the 

regular annual 2024 appropriations bill; the Appropriation reflects the annualized continuing resolution level.
INNOVATION AND IMPROVEMENT

10

Significant Items in FY 2024 Appropriations Reports

Education Innovation and Research

Senate: Briefing Requirement.—The Committee requests the Department brief the 

Committees on the fiscal year 2024 funding opportunities available under this 

program, including any proposed priorities, not less than 14 days prior to 

publication in the Federal Register.

Response: The Department will comply with this request. 

Teacher and School Leader Incentive Grants

Senate: The Committee requests a briefing not later than 14 days prior to obligating funds 

for new activities, including renewal awards expected to be made at this funding 

level.

Response: The Department will comply with this request. 

Supporting Effective Educator Development (SEED)

Senate: Effective School Leaders.—The Committee recognizes the significant impact of 

effective school principals and other school leaders on student achievement and 

other student outcomes, and believes the SEED program provides important 

support for helping ensure that more highly trained school leaders are available 

for service in schools that have concentrations of students from low-income 

families. Therefore, the Committee directs the Secretary to continue to use a 

portion of funds made available for SEED for awards supporting the preparation 

of principals and other school leaders.

Response: The Department is not holding a competition to make new SEED awards in fiscal 

year 2024. 

Charter Schools Grants (CSP) 

Senate: Program Activities.—The Committee bill includes new language modified from 

last year’s enacted bill to increase flexibility within the program to effectively 

respond to the changing needs of the sector and the likelihood that Federal funds 

will be invested in high-quality charter schools prepared to serve all students 

effectively. Both the authorizing statute and prior year appropriations bills 

dictated the use of the appropriation in ways that prevented the Department from 

allocating funds based on the number of high-quality applications in grant 

competitions and emerging needs of the field. To facilitate this, the Committee 

expects the Department to run competitions for charter school programs on 

similar cycles and earlier in the fiscal year. The new language allows the 

Department to allocate not more than $140,000,000 for replication and expansion 

of high-quality charter schools through the Charter Management Organization 

[CMO] program established in ESEA. The Committee bill provides extended 

availability through March 31, 2025 for continuation grants for existing CMO 
INNOVATION AND IMPROVEMENT

Significant Items in FY 2024 Appropriations Reports—continued

11

grantees making substantial progress on their awards. The bill also allocates not 

less than $60,000,000 for Facilities Grants under section 4304, including the 

Credit Enhancement program. The bill also provides not more than $16,000,000 

for national activities to provide technical assistance, disseminate best practices, 

and evaluate the impact of the charter school program. Finally, funds are 

available for use under 4305(a)(2) for Developer grants and under section 4303 

for State Entity grants. The Committee directs the Department to provide a 

briefing on its planned use of flexibility provided not later than 14 days prior to the 

announcement of any notice of proposed priorities, notice inviting applications for 

CSP activities, and announcement of grant awards.

In addition, the Department is directed to continue to support and evaluate 

flexibility in the availability and effective use of CSP State Entity technical 

assistance resources; evaluate how such funds are used to ensure subgrantees 

are equipped to meet the needs of all students, and specifically students with 

disabilities and English learners as required by law; and, brief the Committees 

not later than 90 days after enactment of this act on its actions and continued 

plans to effectively oversee the CSP program.

Response: The Department will comply with these directives, subject to final Congressional 

action on fiscal year 2024 appropriations. 

Magnet Schools Assistance

Senate: Fiscal Year 2024 Priorities.—The Committee requests a briefing not later than 14 

days prior to the publication of a notice of proposed priorities or notice inviting 

applications for fiscal year 2024 funds.

Response: The Department will comply with this request. 
INNOVATION AND IMPROVEMENT 

12

Summary of Request

Programs in the Innovation and Improvement account support the goal of improving student 

achievement in three key ways: providing incentives to test, evaluate, and expand innovative 

educational strategies and practices; increasing the supply of effective teachers and principals; 

and increasing diversity in schools. The Administration requests a total of $1.2 billion for these 

programs, a decrease of $245 million, or 17 percent, over a fiscal year 2024 annualized CR 

based on the fiscal year 2023 appropriation for this account. 

Promoting Innovation

The Administration requests funding to support efforts to drive State and local innovation. 

Specifically, the request includes:

• $269 million for Education Innovation and Research to continue the program’s 

demonstrated success in developing an evidence base for strategies and practices that are 

effective in improving educational outcomes for students, including strategies to combat the 

effects of the COVID-19 pandemic and promote academic recovery and excellence for all 

students. 

• $400 million for Charter Schools Grants to support the start-up, replication, and expansion 

of charter schools that can deliver promising and innovative solutions to meet student social, 

emotional, and academic needs, and to improve charter schools’ access to facilities. 

• $36.5 million for the Arts in Education program to support State and local efforts to improve 

arts education, including in high-poverty schools, through the development and 

implementation of high-quality, cohesive, and innovative strategies for arts instruction; 

development and dissemination of instructional materials and programming; and 

professional development for arts educators.

• $31 million for the Ready to Learn Programming program to support the development and 

distribution of educational video programming for preschool and elementary school children 

and their parents, caregivers, and teachers to facilitate student academic achievement.

• $20 million for Statewide Family Engagement Centers to promote parent and family 

engagement in education and provide comprehensive training and technical assistance to 

States, local educational agencies (LEAs), schools, and organizations that support 

partnerships between families and schools.

• $16.5 million for the Javits Gifted and Talented Education program to support a 

coordinated program of research, demonstration projects, innovative strategies, and other 

activities to build and enhance the capacity of elementary and secondary schools to identify 

gifted and talented students and meet their educational needs, particularly students 

traditionally underrepresented in gifted and talented education programs.
INNOVATION AND IMPROVEMENT

Summary of Request—continued

13

Supporting Educators

The Administration requests funding for programs that would provide competitive awards to help 

States and LEAs increase the effectiveness of teachers and principals.

• $173 million for Teacher and School Leader Incentive Grants to develop, implement, 

improve, or expand human capital management systems or performance-based 

compensation systems, especially in high-need schools.

• $23 million for the American History and Civics Education program for competitive grants 

to LEAs, State educational agencies, institutions of higher education, and other entities with 

demonstrated expertise to improve the quality of teaching and learning in American history, 

civics, and government.

• $90 million for Supporting Effective Educator Development to provide competitive grants 

to provide educators with evidence-based professional development and to support 

pathways that allow educators with nontraditional preparation and certification to obtain 

employment in traditionally underserved LEAs. 

Increasing Diversity in Schools

The Administration requests funding to promote racial and socioeconomic diversity in schools. 

• $139 million for Magnet Schools Assistance to help LEAs establish and operate magnet 

schools that are part of a required or approved voluntary desegregation plan and designed 

to attract students from diverse backgrounds.

• $10 million for the proposed Fostering Diverse Schools program, which would provide

competitive grants to LEAs to develop and implement comprehensive plans for improving 

school-level diversity in preschool through grade 12. Funds would support grants for 

planning and for implementation. 
INNOVATION AND IMPROVEMENT

14

Education innovation and research

(Elementary and Secondary Education Act, as amended, Title IV, Part F, Subpart 1)

(dollars in thousands)

FY 2025 Authorization: To be determined0F12F

1

Budget Authority:

Period of fund availability:

2024 Annualized CR 2025 Request Change 

$284,000 $269,000 -$15,000

PROGRAM DESCRIPTION

The Education Innovation and Research program supports the creation, development, 

implementation, replication, and scaling up of evidence-based, field-initiated innovations 

designed to improve student achievement and attainment for underserved students. The overall 

goal is to identify and support innovative and proven approaches that address persistent 

education challenges while also building knowledge of what works in education. 

Education Innovation and Research incorporates a tiered-evidence framework that ties the size 

of the Federal investment to the evidence base for funded interventions. For example, the 

Department may provide smaller awards for start-up funding to test promising innovations that 

will undergo rigorous evaluation, while investing greater funding for large-scale replications of 

proven interventions to assess their effectiveness in multiple settings with diverse student 

populations. Types of awards include: (1) early-phase grants for the development, 

implementation, and feasibility testing of an intervention or innovation which prior research 

suggests has promise, in order to determine whether the intervention can improve student 

academic outcomes; (2) mid-phase grants for implementation and rigorous evaluation of 

interventions that have been successfully implemented under early-phase grants or have met 

similar criteria for documenting program effectiveness; and (3) expansion grants for 

implementation and replication evaluation of interventions that have been found to produce a 

sizable impact under a mid-phase grant or have met similar criteria for documenting program 

effectiveness. All grantees must carry out rigorous, independent evaluations of the effectiveness 

of their projects.

Eligible applicants include: local educational agencies (LEAs); State educational agencies 

(SEAs); the Bureau of Indian Education (BIE); consortia of LEAs or SEAs; nonprofit 

organizations; and SEAs, LEAs, or the BIE in partnership with a nonprofit organization, a 

business, an educational service agency, or an institution of higher education. Grants are for a 

period of up to 5 years. Grantees must provide matching contributions equal to 10 percent of 

their grant award (in cash or in-kind) from Federal, State, local, or private sources; the 

Department may waive this requirement for individual grantees under certain circumstances. At 

1 The GEPA extension expired September 30, 2021. Reauthorization for FY 2025 is expected through appropriations 

action.
INNOVATION AND IMPROVEMENT

Education innovation and research

15

least 25 percent of the funds appropriated for the program must be used for awards to serve 

rural areas, contingent on receipt of enough applications of sufficient quality.

The Department may reserve up to 5 percent of program funds to provide technical assistance 

and disseminate best practices.

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2020 $190,000

2021 194,000

2022 234,000

2023 284,000

2024 Annualized CR 284,000

FY 2025 BUDGET REQUEST

For fiscal year 2025, the Administration requests $269.0 million for Education Innovation and 

Research, $15.0 million less than a fiscal year 2024 annualized CR based on the fiscal year 

2023 appropriation. The request would support new awards that build on the Department’s 

success in using program funds to develop an evidence base for strategies and practices that 

are effective in improving educational opportunities and outcomes for students. 

In particular, the request would continue recent efforts under this program to combat the effects 

of the COVID-19 pandemic and promote academic recovery and excellence for all students. 

The Department would target efforts to improve equity in access to learning opportunities and 

accelerate learning in reading and mathematics by focusing on evidence-based strategies and 

practices that can be effective in closing longstanding opportunity and achievement gaps. 

Consistent with the authorizing statute, the Department would reserve up to $13.45 million in 

fiscal year 2025 for technical assistance, including technical assistance to help grantees 

develop and implement rigorous evaluations, and dissemination. 
INNOVATION AND IMPROVEMENT

Education innovation and research

16

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures13F

1 2023 2024 2025

Amount for new awards $276,125 $275,733 $254,050

Number of new awards 44 40-50 35-45

Amount for supplemental awards $1,213 $204 0

Number of supplemental awards 1 1 0

Peer review of new award 

applications $1,069 $1,391 $1,500

National activities $5,593 $6,672 $13,450

PROGRAM PERFORMANCE INFORMATION

Performance Measures

This section presents selected program performance information, including, for example, 

program goals, objectives, measures, and performance targets and data; and an assessment of 

the progress made toward achieving program results. Achievement of program results is based 

on the cumulative effect of the Federal resources provided for the program as well as the 

resources and efforts invested by those served by the program. 

Data for these measures for fiscal year 2023 are generally expected to be available in late fall 

2024 and will be included in the fiscal year 2026 Congressional Justification.

Goal: To improve educational outcomes for students by developing, identifying, and 

scaling up effective practices that are demonstrated to have an impact on student 

achievement and other student outcomes.

Objective: To validate and scale effective solutions for persistent educational challenges across 

the country to serve a substantially larger numbers of students.

1 The Department is authorized to reserve up to 0.5 percent of funds appropriated for most ESEA programs, including 

Education Innovation and Research, and to pool such funds for use in evaluating any ESEA program. The 

Department did not reserve funds for this purpose from this program in fiscal year 2023 but may do so in fiscal year 

2024 or 2025.
INNOVATION AND IMPROVEMENT

Education innovation and research

17

Measure: The percentage of Expansion grantees that reached their annual targets of 

students served.

Year Target Actual

2020 66% 67%

2021 66 40

2022 66 33

2023 66 —

2024 66 —

2025 66 —

Additional information: Data for this measure for 2022 are from six Expansion grantees. Of 

these grantees, two met their targets and one was slightly below its targets.

Due to the low number of Expansion grantees, wider variation in performance on this measure 

from year to year can be expected. 

Measure: The percentage of Expansion grantees that reached the targeted number of 

students specified in their applications by the end of the project.

Year Target Actual

2020 66% N/A

2021 66 100%

2022 66 100

2023 100 —

2024 100 —

2025 100 —

Additional information: No Expansion grantees ended their projects in the reporting period 

for 2020. Five Expansion grantees ended their projects in 2021 or 2022; each met or 

exceeded its cumulative target for students served.
INNOVATION AND IMPROVEMENT

Education innovation and research

18

Measure: The percentage of Mid-phase grantees that reached their annual targets of 

students served.

Year Target Actual

2020 66% 47%

2021 66 50

2022 66 50

2023 66 —

2024 66 —

2025 66 —

Additional information: Data for this measure for 2022 are from 24 Mid-phase grantees. 

Measure: The percentage of Mid-phase grantees that reached the targeted number of 

students specified in their applications by the end of the project.

Year Target Actual

2020 65% N/A

2021 65 67%

2022 65 75

2023 65 —

2024 65 —

2025 65 —

Additional information: No Mid-phase grantees ended their projects in 2020. Data for this 

measure for 2022 are from four Mid-phase grantees. 

The source of the data for the four measures above is grantee annual performance reports and 

final performance reports. One of the goals of Mid-phase and Expansion grants is to expand the 

implementation of each intervention for which there is evidence of effectiveness while continuing 

to evaluate it to ensure that it is implemented well and continues to be effective on a larger 

scale. Therefore, reaching the targeted number of students is an important measure of success 

for these projects. 

A number of grantees have cited the COVID-19 pandemic as a factor in not meeting their 

targets for students served. The Department is examining other factors that may have 

contributed to lower performance with respect to these measures in recent years. In addition, 

the Department will continue to develop and refine strategies for providing timely and useful 

technical assistance to grantees in order to improve the quality, completeness, and consistency 

of the data, including the accurate setting of yearly targets for students served. 

Objective: To promote rigorous evaluation of projects that will generate significant new 

information about the effectiveness of diverse strategies, practices, and products that address 

persistent educational challenges.
INNOVATION AND IMPROVEMENT

Education innovation and research

19

Measure: The percentage of programs, practices, or strategies supported by an Expansion 

grant with ongoing, well-designed, and independent evaluations that will provide evidence of 

their effectiveness at improving student outcomes at scale and would meet the What Works

Clearinghouse (WWC) Evidence Standards with or without reservations.

Year Target Actual

2020 100% 83%

2021 100 75

2022 100 75

2023 100 —

2024 100 —

2025 100 —

Measure: The percentage of programs, practices, or strategies supported by a Mid-phase 

grant with ongoing, well-designed, and independent evaluations that will provide evidence of 

their effectiveness at improving student outcomes and would meet the WWC Evidence 

Standards with or without reservations.

Year Target Actual

2020 100% 74%

2021 100 59

2022 100 76

2023 100 —

2024 100 —

2025 100 —

Measure: The percentage of programs, practices, or strategies supported by an Early-phase 

grant with ongoing evaluations that provide evidence of promise for improving student 

outcomes.

Year Target Actual

2020 100% 66%

2021 100 80

2022 100 96

2023 100 —

2024 100 —

2025 100 —

Additional information: The source of the data for the three measures above is grantee 

evaluation plans. During the 2022 reporting period, two Expansion grantees, eight Mid-phase 

grantees, and three Early-phase grantees were implementing an evaluation plan that is at risk of 

not meeting WWC standards.
INNOVATION AND IMPROVEMENT

Education innovation and research

20

The Department will continue to provide technical assistance on appropriate evaluation design 

and implementation to grantees to improve the likelihood that their evaluations meet WWC 

standards by the end of the projects.

Measure: The percentage of programs, practices, or strategies supported by an Expansion 

grant with ongoing evaluations that are providing high-quality implementation data and 

performance feedback that allow for periodic assessment of progress toward achieving intended 

outcomes.

Year Target Actual

2020 100% 100%

2021 100 100

2022 100 100

2023 100 —

2024 100 —

2025 100 —

Measure: The percentage of programs, practices, or strategies supported by a Mid-phase grant 

with ongoing evaluations that are providing high-quality implementation data and performance 

feedback that allow for periodic assessment of progress toward achieving intended outcomes.

Year Target Actual

2020 100% 96%

2021 100 100

2022 100 100

2023 100 —

2024 100 —

2025 100 —

Measure: The percentage of programs, practices, or strategies supported by an Early-phase 

grant with ongoing evaluations that are providing high-quality implementation data and 

performance feedback that allow for periodic assessment of progress toward achieving intended 

outcomes.

Year Target Actual

2020 100 87%

2021 100 96

2022 100 96

2023 100 —

2024 100 —

2025 100 —

Additional information: The source of the data is grantee evaluation plans. The Department 

will continue to develop and refine strategies for providing timely and useful technical assistance 
INNOVATION AND IMPROVEMENT

Education innovation and research

21

to grantees in order to improve the quality, completeness, and consistency of data from their 

evaluations. 

Efficiency Measures

The Department established cost per student as the efficiency measure for this program. Data 

for this measure are based on total project costs minus evaluation costs divided by the number 

of students served by all grantees. Separating the evaluation costs is critical because of the 

significant evaluation costs for projects under this program. 

Measure: The annual cost per student served by grant type.

Year Cost per student, 

Expansion grants

Cost per student, 

Mid-phase grants

Cost per student, Earlyphase grants

2020 $349 $1,408 $785

2021 480 1,881 1,596

2022 1,274 1,499 1,546

2023 — — —

2024 — — —

2025 — — —

Measure: The cumulative cost per student by grant type for programs, practices, or strategies 

that were proven to be effective at improving educational outcomes for students. 

Year Cost per student, 

Expansion grants

Cost per student, 

Mid-phase grants

Cost per student, Earlyphase grants

2020 N/A N/A $370

2021 $240 $423 1,431

2022 283 723 784

2023 — — —

2024 — — —

2025 — — —

Additional information: No Expansion or Mid-phase grantees ended their projects in 2020.
INNOVATION AND IMPROVEMENT

22

Teacher and school leader incentive grants

(Elementary and Secondary Education Act of 1965, as amended, Title II, Part B, Subpart 1)

(dollars in thousands) 

FY 2025 Authorization: To be determined1F14F

1

Budget Authority: 

2024 Annualized CR 2025 Request Change

$173,000 $173,000 0

PROGRAM DESCRIPTION

The Teacher and School Leader Incentive Grants program makes competitive grants to help 

eligible entities develop, implement, improve, or expand human capital management systems or 

performance-based compensation systems in schools served by those entities.

Eligible entities include local educational agencies (LEAs); State educational agencies or other

designated State agencies; the Bureau of Indian Education (BIE); and partnerships of LEAs, 

State agencies, and the BIE with nonprofit or for-profit entities. The grant period is 3 years, and 

the Department has discretion to provide up to an additional 2 years of funding if the grantee 

demonstrates success. In making grants, the Department is required to give priority to 

applicants that support teachers, principals, and other school leaders in high-need schools and 

to ensure an equitable geographic distribution of grants, including the distribution of grants 

between rural and urban areas. An LEA is permitted to receive (whether individually or as part 

of a consortium) a grant under this program only twice.

The statute defines high-need schools as public elementary or secondary schools located in an 

area in which at least 30 percent of students are from low-income backgrounds. Human capital 

management systems (HCMSs) are defined as systems that enable the LEA to make and 

implement human capital decisions (such as decisions related to hiring, professional 

development, dismissal, tenure, and promotion) and that include a performance-based 

compensation system. Performance-based compensation systems (PBCSs) are systems of 

compensation for teachers, principals, or other school leaders that differentiate levels of 

compensation based in part on measurable increases in student academic achievement. The 

systems also may include differentiated levels of compensation for positions in hard-to-staff 

schools and subject areas, as well as for recognition of skills and knowledge of teachers, 

principals, and other school leaders demonstrated through additional responsibilities and 

evidence of professional achievement.

1 The GEPA extension expired September 30, 2021. Reauthorization for FY 2025 is expected through appropriations 

action.
INNOVATION AND IMPROVEMENT

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23

Grantees may use funds for a wide variety of activities to develop, implement, improve, or 

expand an HCMS or PBCS, including:

• Improving LEA processes for recruiting, selecting, placing, supporting, and retaining 

effective teachers, principals, and other school leaders in high-need schools;

• Instituting career advancement opportunities that reward effective teachers, principals, or 

other school leaders in high-need schools;

• Conducting outreach to gain information on how to construct evaluation and support 

systems;

• Providing principals with the tools necessary to make school-level decisions, including 

staffing decisions, in order to build high-performing instructional leadership teams for highneed schools;

• Developing or improving evaluation and support systems that are based in part on 

demonstrated improvement in student achievement; and

• Implementing a differentiated salary structure for teachers who teach in high-needs schools 

or teach high-need subjects, raise student academic achievement, or take on additional 

leadership responsibilities, or for principals or other school leaders to serve in high-need 

schools and raise student academic achievement.

Grantees must provide matching contributions, in cash or in kind, from non-Federal sources 

equal to 50 percent of the amount of their grants. Grant funds must be used to supplement, not 

supplant, other Federal or State funds available to carry out activities.

The Department is required to submit an annual report to Congress that provides information on 

grant award amounts and grantee activities, as well as student academic achievement 

information for participating schools. In addition, the Institute for Education Sciences (IES) must 

evaluate the effectiveness of the program; the Department may reserve up to 1 percent of each 

year’s appropriation for this purpose as well as to provide technical assistance to grantees.

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands) 

2020 $200,000

2021 200,000

2022 173,000

2023 173,000

2024 Annualized CR 173,000
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FY 2025 BUDGET REQUEST

For fiscal year 2025, the Administration requests $173.0 million for Teacher and School Leader 

Incentive Grants, level with a fiscal year 2024 annualized CR based on the fiscal year 2023 

appropriation. At the requested level, funds would support continuation and renewal of grants 

made in prior years and technical assistance to those grantees. Under this program, the 

Department prioritizes funds for teacher leadership models and activities that provide 

experienced and effective teachers leadership opportunities that allow teachers to have a 

greater impact on their school community while remaining in the classroom (and be 

compensated for additional responsibilities). These approaches could include, for example, 

distributive leadership models which allow teachers to lead alongside their principal to facilitate 

positive schoolwide change; teacher-led instructional improvement efforts focused on specific 

areas of academic content; opportunities to shape schoolwide policies and climate, and lead 

professional learning communities; participation in master teacher programs, teacher 

mentorship programs, and job-embedded content coaching; and implementation of advisory 

systems. 

Providing career advancement and teacher leadership opportunities for teachers is one of 

the five key policy levers15F

1 to Raise the Bar and eliminate educator shortage that the Department 

has encouraged SEAs and LEAs to utilize.16F

2 With the appropriate supports, such as release time 

and additional compensation for additional responsibilities, teacher leadership and 

advancement can support improved student outcomes and teacher recruitment and retention.

1 https://www2.ed.gov/about/inits/ed/raise-the-bar/support-educators.pdf 2 https://www.ed.gov/raisethebar/educators
INNOVATION AND IMPROVEMENT

Teacher and school leader incentive grants

25

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures17F

1 2023 2024 2025

Project Funding:

New awards $94,654 $60,355 0

Continuation awards $76,732 $94,250 $151,000

Renewal awards 0 $16,500 $20,000

Peer review of award applications $102 $165 0

Technical assistance $1,512 $1,730 $2,000

Total $173,000 $173,000 $173,000

Grant Awards:

Number of new awards 29 15-20 0

Number of continuation awards 21 29 30-35

Number of renewal awards 0 3-5 3-5

PROGRAM PERFORMANCE INFORMATION

This section presents selected program performance information, including, for example, 

program goals, objectives, measures, and performance targets and data; and an assessment of 

the progress made toward achieving program results. Achievement of program results is based 

on the cumulative effect of the Federal resources provided for the program as well as the 

resources and efforts invested by those served by the program.

Performance Measures

For fiscal year 2021, the Department developed new performance measures for this 

program. The new program performance measures, listed below were used in fiscal year 2021 

and fiscal year 2023 competitions and reflect performance data from current grantees. The 

Department is evaluating the continued use of these measures and other measures to consider 

beginning using in 2024 and for future years.

• The percentage of teachers and school leaders within the TSL-assisted schools rated 

effective or higher by their districts’ evaluation and support systems. 

1 The Department is authorized to reserve up to 0.5 percent of funds appropriated for most ESEA programs, including 

Teacher and School Leader Incentive Grants, and to pool such funds for use in evaluating any ESEA program. The 

Department did not reserve funds for this purpose from this program in fiscal year 2023 but may do so in fiscal year 

2024 or 2025. Any amount pooled under section 8601 would not exceed the 1 percent evaluation and technical 

assistance reservation authorized for the program.
INNOVATION AND IMPROVEMENT

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26

• The percentage of teachers and school leaders across the participating district(s) that show 

improvements, over the previous year, on the student growth component of their evaluation 

rating.

• The percentage of teachers and school leaders in TSL-assisted schools for whom 

evaluation ratings were used to inform decisions regarding recruitment, hiring, placement, 

retention, dismissal, professional development, tenure, promotion, or all of the above.

• The percentage of teachers and school leaders within the participating district(s) who 

earned performance-based compensation based on their individual evaluation ratings.

• The percentage of teachers and school leaders in TSL-funded schools who earned 

performance-based compensation based on their individual evaluation ratings.

While grantee reporting has been problematic in the past, the program office has provided 

grantees with targeted technical assistance to both improve the quality of data provided and the 

timeliness in which they provide it. Last year, the submission rate of reports submitted on time 

was 93 percent. The Department continues to make efforts in assisting grantees with providing 

quality information and assistance in reporting. The data provided in the tables below represents

the fiscal year 2021 cohort. Note that within that cohort, one grantee self-terminated and only 41 

percent of grantees reported on all performance measures. 

Measure: The percentage of teachers and School Leaders within the TSL-assisted schools 

rated effective or higher by their districts’ evaluation and support systems.

Year Target Actual

2020 Not available Not available

2021 Baseline 87.5%

2022 Baseline —

2023 TBD —

2024 TBD —

2025 TBD —

Additional information: The Department will establish targets and will have fiscal year 2022 

and fiscal year 2023 data in Spring 2024. This data will be included in the fiscal year 2026 

Congressional Justification. 

Measure: The percentage of teachers and School Leaders across the participating district(s) 

that show improvements, over the previous year, on the student growth component of their 

evaluation rating.

Year Target Actual

2020 Not available Not available

2021 Baseline 53.2%

2022 Baseline —

2023 TBD —

2024 TBD —

2025 TBD —
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27

Additional information: The Department will establish targets and will have fiscal year 2022 

and fiscal year 2023 data in Spring 2024. This data will be included in the fiscal year 2026 

Congressional Justification. 

Measure: The percentage of teachers and School Leaders in TSL-assisted schools for whom 

evaluation ratings were used to inform decisions regarding recruitment, hiring, placement, 

retention, dismissal, professional development, tenure, promotion, or all of the above. 

Year Target Actual

2020 Not available Not available

2021 Baseline 100%

2022 Baseline —

2023 TBD —

2024 TBD —

2025 TBD —

Additional information: Grantees reported that teachers and school leaders in TSL-assisted 

schools for whom evaluation ratings were used to inform decisions, 100 percent were for “all of 

the above”; recruitment, hiring, placement, retention, dismissal, professional development, 

tenure, and promotion. The Department will establish targets and will have fiscal year 2022 and 

fiscal year 2023 data in Spring 2024. This data will be included in the fiscal year 2026 

Congressional Justification. 

Measure: The percentage of teachers and School Leaders within the participating district(s) 

who earned performance-based compensation based on their individual evaluation ratings. 

Year Target Actual

2020 Not available Not available

2021 Baseline 61%

2022 Baseline —

2023 TBD —

2024 TBD —

2025 TBD —

Additional information: The Department will establish targets and will have fiscal year 2022 

and fiscal year 2023 data in Spring 2024. This data will be included in the fiscal year 2026 

Congressional Justification. 
INNOVATION AND IMPROVEMENT

Teacher and school leader incentive grants

28

Measure: The percentage of teachers and School Leaders in TSL-funded schools who earned 

performance-based compensation based on their individual evaluation ratings. 

Year Target Actual

2020 Not available Not available

2021 Baseline 56%

2022 Baseline —

2023 TBD —

2024 TBD —

2025 TBD —

Additional information: The Department will establish targets and will have fiscal year 2022 

and fiscal year 2023 data in Spring 2024. This data will be included in the fiscal year 2026 

Congressional Justification. 

Other performance information 

The Institute of Education Sciences (IES) conducted two recent studies that provide information 

on effective practices relevant to the TSL program:

The Impact Evaluation of Teacher and Leader Performance Evaluation Systems2F18F

1 examined 

districts’ and educators’ experiences with performance evaluation systems and their impact on 

classroom practice and student achievement in eight districts. The study provided resources 

and support to implement three performance measures: a classroom practice measure that 

provided feedback sessions four times per year, a student growth measure of teacher 

contributions to student achievement (i.e., “value-added” scores), and a principal leadership 

measure with feedback sessions twice a year. No formal stakes were attached to the measures; 

instead, they were used to provide educators and their supervisors with information on 

performance. Both treatment and control schools continued to implement existing district 

performance evaluations and measures, with the treatment schools additionally implementing 

the study’s performance measures and feedback. The study, which cost $21.5 million over 

6 years, was completed in December 2017. The key findings were:

• Performance evaluations were implemented generally as planned. For instance, in both 

study years, teachers and principals received multiple rounds of ratings and feedback on 

their practices. 

• On average, teachers received nearly the four intended feedback sessions per year. Most 

teachers had classroom observation overall scores in the top two performance levels, 

limiting the potential of the information to signal a need for teachers to improve. A majority of 

the teachers said the study’s feedback on classroom practice was more useful and specific 

than their district’s existing feedback.

• Principals’ scores tended to be lower than teachers’: many received scores indicating a 

need for improvement. Even so, nearly three-quarters of principals in the treatment group 

1 See https://ies.ed.gov/ncee/projects/evaluation/tq_performance.asp. 
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29

said the study’s feedback on their leadership was more objective and actionable than 

feedback received in the past. The goal of the principal feedback was to improve leadership 

skills, and the study measured two aspects of leadership: instructional leadership and 

teacher-principal trust. The intervention had a positive impact on teacher-principal trust in 

year 1 and on both instructional leadership and trust in year 2.

• While educator evaluation systems provided some information to identify educators who 

needed support, they provided limited information to indicate the areas of practice most 

needing improvement.

• The study’s performance evaluation system had a positive impact on teachers’ classroom 

practice on one of the two observation measures, and it also had a positive impact on both 

of the principal leadership measures. There was no impact on reading/English language arts 

achievement in either study year, but the mathematics impact in year 1 was the equivalent 

of about 4 weeks of learning. In year 2, the mathematics impact was similar, but not 

statistically significant.

In September 2018, IES began a new Impact Evaluation to Inform the Teacher and School 

Leader Incentive Program3F19F

1 that is designed to answer the following questions:

• What are the implementation experiences of the 2017 TSL grantees? What are their 

educator satisfaction, recruitment, and retention experiences with TSL, particularly among 

those grantees funding teacher leader roles?

• What is the effect on student achievement, educator satisfaction, recruitment, and retention 

of a teacher leader role strategy? Is the teacher leader strategy cost effective?

The evaluation will provide implementation information from all 2017 grantees, including 

information about strategies supported by grant funds. For those grantees supporting a teacher 

leader role, information will include teacher leader responsibilities and their teaching load, the 

stipend amount, how grantees select and train their teacher leader, the types of teachers 

targeted for support, and district and school contexts that facilitate or hinder the teacher leader 

role implementation. In addition, the evaluation will recruit approximately 100 schools to 

participate in an impact evaluation of funding teacher leaders to support their peers using 

activities similar to that funded within the TSL grantees.

Data collection includes a TSL grantee survey of all 14 TSL grantees receiving awards in 2017 

to gather information about their TSL program; teacher and principal surveys to collect program 

implementation information as well as educator satisfaction and teacher recruitment activities 

and outcomes; teacher leader activity forms to provide information about teacher leader roles 

and activities; teacher and principal school assignment records to look at mobility and retention; 

and student administrative records to look at student outcomes. The study was delayed due to 

the pandemic, which required IES to recruit study schools over two school years instead of one 

to get a sufficiently large sample for a portion of the evaluation. The study is now scheduled for 

completion in August 2024, one year later than originally planned.

1 See https://ies.ed.gov/ncee/projects/evaluation/tq_leader.asp. 
INNOVATION AND IMPROVEMENT

30

American history and civics education

(Elementary and Secondary Education Act of 1965, as amended, Title II, Part B, Subpart 3)

(dollars in thousands)

FY 2025 Authorization: To be determined4F20F

1

Budget Authority:

Period of fund availability: 

2024 Annualized CR 2025 Request Change

$23,000 $23,000 0

PROGRAM DESCRIPTION

American History and Civics Education is designed to improve the quality of teaching and 

learning in American history, civics, and government. Funds support Presidential Academies for 

teachers, Congressional Academies for students, and National Activities to promote innovative 

instruction and professional development for teachers and school leaders.

American History and Civics Academies

Presidential Academies for the Teaching of American History and Civics offer intensive 

workshops of at least 2 weeks to elementary and secondary school teachers to strengthen their 

knowledge and skills through instruction and interaction with primary scholars and accomplished 

teachers in these fields. Congressional Academies for Students of American History and Civics 

offer similar workshops to secondary school students to enrich their understanding of American 

history and civics.

The Department makes competitive awards for up to 5 years to institutions of higher education 

and nonprofit educational organizations, museums, libraries, and research centers with 

demonstrated expertise in historical methodology or the teaching of American history and civics. 

The Department may make no more than 12 grants in a fiscal year and must give priority for 

Presidential Academies grants to applicants that propose to use the resources of the National 

Parks and coordinate or align their projects with the National Park Service National Centennial 

Parks initiative. Grantees must provide matching funds from non-Federal sources in an amount 

equal to 100 percent of the grant amount.

1 The GEPA extension expired September 30, 2021. Reauthorization for FY 2025 is expected through appropriations 

action.
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National Activities

National Activities grants promote evidence-based instructional methods and professional 

development programs in American history, civics and government, and geography, particularly 

those methods and programs that benefit students from low-income backgrounds and 

underserved students. Grants support the development, implementation, expansion, evaluation, 

and dissemination of methods and programs that show potential to improve teaching and 

learning and demonstrate innovation, scalability, accountability, and a focus on underserved 

students. Grant projects may include civic engagement activities and educational programs on 

the history and principles of the Constitution and Bill of Rights. The Department makes 

competitive grants to institutions of higher education and other nonprofit or for-profit 

organizations with demonstrated expertise for an initial period of up to 3 years and may renew 

grants for an additional 2 years.

Funding levels for the program for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2020 $4,815

2021 5,250

2022 7,750

2023 23,000

2024 Annualized CR 23,000

FY 2025 BUDGET REQUEST

For fiscal year 2025, the Administration requests $23.0 million for the American History and 

Civics Education programs, level with a fiscal year 2024 annualized CR based on the fiscal year 

2023 appropriation. Funds would support both continuation and new awards. 

History and civics education play an important role in providing individuals with the knowledge of 

our Constitution and system of government and the skills required to fully engage in an array of 

democratic processes, from voting to volunteering. This education can help ensure an informed 

citizenry and build trust in and respect for the institutions and activities central to a vibrant 

democracy. Yet, according to the Annenberg Civics Knowledge Survey, in 2023, only 17 

percent of American adults were unable to name any of the three branches of government.21F

1

Additionally, there is a growing lack of confidence in our form of democratic government.”6F In 

fact, the United States ranked 35 of 41 countries in a Trust in Government survey conducted in 

2021 and 2022 by the Organisation for Economic Co-operation and Development.7F22F

2

 

1 https://www.annenbergpublicpolicycenter.org/political-communication/civics-knowledge-survey/ 2 https://data.oecd.org/gga/trust-in-government.htm 
INNOVATION AND IMPROVEMENT

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32

PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures23F

1 2023 2024 2025

Academies grants — — —

Academies grants Amount for new awards $2,978 0 $1,019

Academies grants Number of new awards 4 0 2

Academies grants Amount for continuation awards 0 $3,000 $1,951

Academies grants Number of continuation awards 0 4 4

National Activities grants — — —

National Activities grants Amount for new awards $18,837 0 $1,954

National Activities grants Number of new awards 25 0 3

National Activities grants Amount for continuation awards $1,056 $20,000 $17,936

National Activities grants Number of continuation awards 2 31 25

Peer review of new award applications $129 0 $140

PROGRAM PERFORMANCE INFORMATION

Performance Measures 

This section presents selected program performance information, including, for example, 

program goals, objectives, measures, and performance targets and data; and an assessment of 

the progress made toward achieving program results. Achievement of program results is based 

on the cumulative effect of the Federal resources provided for the program as well as the 

resources and efforts invested by those served by the program. 

Goal: To improve the quality of teaching and learning in American history, civics and 

government, and geography in elementary and secondary schools.

Objective: Participants will demonstrate through pre- and post-assessments an increased 

understanding of American history and civics that can be directly linked to their participation in 

the Presidential or Congressional academy.

1 The Department is authorized to reserve up to 0.5 percent of funds appropriated for most ESEA programs, including 

American History and Civics Education, and to pool such funds for use in evaluating any ESEA programs. The 

Department did not reserve funds for this purpose from American History and Civics Education in fiscal year 2023, 

but may do so in fiscal years 2024 and 2025.
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33

Measure: The average percentage gain on a teacher assessment after participation in a 

Presidential Academy.

Year Target Actual

2020 10% 12%

2021 10 21

2022 10 22

2023 17 —

2024 18 —

2025 18 —

Additional information: Data for 2023 will be available in spring 2024 and will be included in 

the fiscal year 2026 Congressional Justification. 

Measure: The average percentage gain on a student assessment after participation in a 

Congressional Academy.

Year Target Actual

2020 10% 18%

2021 10 16

2022 10 39

2023 16 —

2024 17 —

2025 17 —

Additional information: Data are from assessments created by the grantees’ evaluators 

drawing on questions from nationally validated U.S. History tests. Data for 2023 will be available 

in spring 2024 and will be included in the fiscal year 2026 Congressional Justification. 

Objective: Participants will demonstrate through pre- and post-assessments an increased 

understanding of American history, civics and government, and geography that can be directly 

linked to their participation in National Activities grant activities.

Measure: The average percentage gain on an assessment after participation in National 

Activities grant activities.

Year Target Actual

2020 10% 12%

2021 10 19

2022 10 33

2023 19 —

2024 20 —

2025 20 —

Additional information: Data are from assessments of participating teachers created by the 

grantees’ evaluators drawing on questions from nationally validated U.S. History tests. Data for 

2023 will be available in spring 2024. 
INNOVATION AND IMPROVEMENT

34

Supporting effective educator development

(Elementary and Secondary Education Act of 1965, Title II, Part B, Subpart 4, Section 2242)

(dollars in thousands)

FY 2025 Authorization: To be determined8F24F

1

Budget Authority: 

2024 Annualized CR 2025 Request Change

$90,000 $90,000 0

PROGRAM DESCRIPTION 

The purpose of the Supporting Effective Educator Development program (SEED) is to increase 

the number of highly effective educators by supporting the implementation of evidence-based 

practices that prepare, develop, or enhance the skills of educators. These grants allow eligible 

applicants to develop, expand, and evaluate practices that can serve as models to be sustained 

and disseminated. The SEED program also encourages the use of rigorous evidence in 

selecting and implementing interventions to support educators’ development across the 

continuum of their careers.

SEED provides competitive grants to institutions of higher education (IHEs), national nonprofit 

entities, and the Bureau of Indian Education, or to partnerships of one or more IHEs or national 

nonprofit organizations with a for-profit entity, for the purposes of:

• Providing teachers, principals, or other school leaders with evidence-based professional 

enhancement activities, which may include activities that lead to an advanced credential or 

additional credential, such as a special education, bilingual education, or career and 

technical education credential;

• Providing professional development to improve instruction in dual enrollment programs or 

early college high school settings;

• Providing support to teachers, principals, or other school leaders from nontraditional 

preparation and certification routes or pathways, such as high-quality mentoring and 

induction programs, who serve in traditionally underserved local educational agencies 

(LEAs); 

• Providing evidence-based professional development that addresses literacy, numeracy, 

academic support, or other needs of LEAs and the students they serve; and/or

• Making professional development and related learning opportunities freely available to 

LEAs, including through publicly accessible electronic means.

1 The GEPA extension expired September 30, 2021. Reauthorization for FY 2025 is expected through appropriations 

action.
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Supporting effective educator development

35

Grants may be awarded for up to 3 years; the Department has the discretion to renew awards 

for an additional 2-year period if grantees demonstrate success. The Department must give 

priority for grants to eligible entities that will implement evidence-based activities and ensure 

that grants are distributed among eligible entities that will serve geographically diverse areas to 

the extent practicable. The statute requires grantees to use non-Federal sources, in cash or in 

kind, to cover at least 25 percent of project costs each year. The Department may waive or 

modify this cost-sharing requirement in cases of demonstrated financial hardship.

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands) 

2020 $80,000

2021 80,000

2022 85,000

2023 90,000

2024 Annualized CR 90,000

FY 2025 BUDGET REQUEST

For fiscal year 2025, the Administration requests $90.0 million for Supporting Effective Educator 

Development, level with a fiscal year 2024 annualized CR based on the fiscal year 2023 

appropriation. The request would support continuation and renewal awards for grantees in prior 

cohorts as well as $69.2million in new awards.

Supporting Effective Educator Development is an important vehicle for supporting evidencebased efforts to prepare, develop, and retain an effective and diverse teacher and school leader 

workforce, which features as a key component of the Department’s “Raise the Bar: Lead the 

World” initiative to strengthen and transform prekindergarten through grade 12 (P-12) education. 

Ensuring teachers and school leaders have the skills to meet the social, emotional, mental 

health and academic needs of their students is more necessary than ever in the wake of the 

COVID-19 pandemic when so many students are in need of academic recovery and socialemotional support. The Administration intends to continue supporting awards that are evidencebased projects that develop, expand, and evaluate practices that can serve as models to be 

sustained, replicated, and scaled and that promote educator diversity. These resources are 

critical as schools continue to work to recruit, develop and retain teachers as they recover from 

teacher shortages exacerbated by the pandemic, and work in partnership with the kinds of 

entities supported by SEED to address these challenges.

The Department underwent rulemaking in fiscal year 2022 to specify that national nonprofit 

entities must demonstrate a record of serving or benefitting teachers, principals, or other school 

leaders across 3 or more states. 
INNOVATION AND IMPROVEMENT

Supporting effective educator development

36

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures25F

1 2023 2024 2025

Project Funding:

New awards $12,785 0 $69,250

Continuation awards $77,197 $90,000 $20,500

Peer review of award applications $18 0 $250 

Total $90,000 $90,000 $90,000

Grant Awards:

Number of new awards 8 0 20-25

Number of continuation awards 29 20-25 8-10

Number of renewal awards 0 0 0

PROGRAM PERFORMANCE INFORMATION

This section presents selected program performance information, including, for example, 

program goals, objectives, measures, and performance targets and data; and an assessment of 

the progress made toward achieving program results. Achievement of program results is based 

on the cumulative effect of the Federal resources provided for the program as well as the 

resources and efforts invested by those served by the program.

Performance Measures

The Department established the following five performance measures for Supporting Effective 

Educator Development. Fiscal year 2023 data is expected to be available in late 2024 and will 

be included in the fiscal year 2026 Congressional Justification but was not available at the time 

of publication for this budget.

• The percentage of teacher and principal participants who serve concentrations of 

underserved students;

• The percentage of teacher and principal participants who serve concentrations of 

underserved students and are highly effective; 

1 The Department is authorized to reserve up to 0.5 percent of funds appropriated for most ESEA programs, including 

Supporting Effective Educator Development, and to pool such funds for use in evaluating any ESEA program. The 

Department did not pool evaluation funds from this program in fiscal year 2023 but may do so in fiscal year 2024 or 

2025.
INNOVATION AND IMPROVEMENT

Supporting effective educator development

37

• The percentage of teacher and principal participants who serve concentrations of 

underserved students, are highly effective, and serve for at least 2 years;

• The cost per participant who was highly effective and who taught in high need schools for 

2 years; and

• The number of grantees with evaluations that meet the What Works Clearinghouse 

standards with reservations.

During the last year, program staff have intensified efforts to improve the quality of performance 

information for this program. Activities have included development and dissemination of a 

revised guidance document that provides detailed information on what data are to be reported 

and how the data are to be analyzed, technical assistance webinars for project directors and 

their evaluators, and emphasizing to grantees the importance of submitting timely and accurate

data.

Data for the fiscal year 2018 and 2020 cohorts funded after the reauthorization of ESEA are 

available for three of these measures; the most recent data was received in the fall of 2022.

• Based on data from 11 of the 23 grantees who were expected to report, 1,491 program 

participants, an average of 90% of the target measure, served concentrations of 

underserved students.

• Based on data from these 11 grantees reporting complete data, 1,043 of program 

participants served underserved students and were rated as highly effective.

• Based on data from 3 of the 6 renewal grantees, 90 percent of program participants (482 out 

of 537) served concentrations of high-need students, were highly effective, and served for at 

least two years. (These grantees are currently in the second year of a two-year extension 

period, and final year data will not be completed until early 2024.)

Data on the cost per participant will be available for the 2018 cohort in the spring of 2023; data 

for the 2022 cohort will be available in the spring of 2024. 

All 25 grantees from the 2017 and 2018 cohorts reported that they have evaluations that they 

believe will meet What Works Clearinghouse (WWC) standards with reservations; these 

grantees are conducting a total of 36 such evaluations. Determination of whether the 

evaluations do meet WWC standards will be made after the studies are completed. 
INNOVATION AND IMPROVEMENT

38

Charter schools grants

(Elementary and Secondary Education Act of 1965, as amended, Title IV, Part C)

(dollars in thousands)

FY 2025 Authorization: To be determined9F26F

1

Budget Authority:

Period of fund availability:

2024 Annualized CR 2025 Request Change 

$440,000 $400,000 -$40,000

PROGRAM DESCRIPTION

Charter Schools Grants support the startup of new charter schools and the replication and 

expansion of high-quality charter schools serving students in prekindergarten through grade 12. 

Funds also support grants to improve charter schools’ access to facilities and information 

dissemination, grantee technical assistance, and evaluation activities.

Grants for the Opening of New Charter Schools and the Replication and Expansion of 

High-Quality Charter Schools

State Entity Grants

Section 4303 of the Elementary and Secondary Education Act (ESEA) authorizes the 

Department to make competitive grants to State educational agencies (SEAs), State charter 

school boards, State governors, and statewide charter school support organizations. Recipients 

of State Entity grants must use not less than 90 percent of grant funds to make subgrants to 

charter school developers to enable them to open new charter schools or to replicate or expand 

high-quality charter schools; not less than 7 percent to provide technical assistance to subgrant 

applicants and to charter school authorizers and carry out other activities to improve authorizer 

quality, including developing capacity for, and conducting, fiscal oversight and auditing of 

charter schools; and not more than 3 percent for administrative costs. 

Developers—individuals and public and private nonprofit entities, which may include charter 

management organizations (CMOs)—may apply for subgrants. In an application for a subgrant, 

a developer must describe, among other things, the quality controls agreed to between it and its 

school’s authorizer, such as a contract or performance agreement; how its school’s 

performance in the State’s accountability system and impact on student academic achievement

or growth will be one of the most important factors for renewal or revocation of the school’s 

charter; how its school’s authorizer will reserve the right to revoke or not renew its school’s 

charter based on financial, structural, or operational factors involving the management of the 

school; how it will ensure that its school meets the educational needs of its students, including 

children with disabilities and English learners; how it will solicit and consider input from parents 

1 The GEPA extension expired September 30, 2021. Reauthorization for FY 2025 is expected through appropriations 

action.
INNOVATION AND IMPROVEMENT

Charter schools grants

39

and other community members and support the use of effective parent, family, and community 

engagement strategies in the operation of its school. Subgrants are for a period of up to 5 years, 

of which developers may use not more than 18 months for planning and program design, 

including hiring and compensating school leaders and instructional staff. Developers may also 

use funds for activities such as providing professional development, making necessary 

renovations to school buildings, acquiring equipment and supplies, engaging the community, 

and developing student transportation systems. 

In making awards, the Department must give priority to State entities that support charter 

schools for at-risk students and that ensure all charter school authorizers implement recognized 

school approval and monitoring standards and procedures. In addition, priority must be given to 

State entities in States that: (1) have charter school authorizers that are not local educational 

agencies (LEAs) or, if only LEAs are authorizers, have an appeals process for prospective 

charter schools that initially fail to gain approval from the LEA; (2) ensure equitable funding for 

charter and other public schools; (3) provide funding or other support for charter school facilities; 

and (4) use best practices from charter schools to support traditional school and LEA 

improvement.

Developer Grants

If no State entity in a State receives a grant, charter school developers in the State may apply 

directly to the Department for Developer grants, which are awarded under the same terms and 

conditions as for State Entity subgrants to start up new charter schools or replicate or expand 

high-quality charter schools.

CMO Grants

Under section 4305(b), the Department makes competitive grants to nonprofit CMOs to replicate 

and expand high-quality charter schools. Priority for these awards must be given to CMOs that: 

(1) plan to operate schools with racially and socioeconomically diverse student bodies; 

(2) demonstrate success in working with schools identified by the State for comprehensive 

support and improvement under Title I, Part A of the amended ESEA; (3) propose to replicate or 

expand schools serving high school students; or (4) propose to operate schools that focus on 

dropout recovery and academic reentry. As with Developer grants, CMO grants are awarded 

under the same terms and conditions as for State Entity subgrants, including requirements that 

the schools to be replicated or expanded have demonstrated success in increasing student 

achievement and (where applicable) graduation rates, for all students and for each student 

subgroup, and have no significant compliance issues in the areas of student safety or school 

financial or operational management.

Since fiscal year 2018, funds for CMO grants have been available for obligation by the 

Department for an 18-month period, or until March 31 of the fiscal year following the year in 

which they are appropriated.
INNOVATION AND IMPROVEMENT

Charter schools grants

40

Facilities Grants

Section 4304 authorizes two programs through which the Department makes grants to improve 

charter schools’ access to high-quality facilities: Credit Enhancement for Charter School 

Facilities (Credit Enhancement) and State Facilities Incentive grants. 

Credit Enhancement Grants

The Department makes annual competitive Credit Enhancement grants to public and private 

nonprofit entities (such as finance authorities and community development financial institutions) 

that assist charter schools in acquiring, constructing, and renovating facilities by enhancing the 

availability of loan or bond financing. Grantees must deposit grant funds into a reserve account 

that is used to, among other things, guarantee and insure debt to finance charter school 

facilities and guarantee and insure leases of personal and real property. These credit 

enhancements are intended to reduce risk to lenders, thereby creating access to credit or 

lowering interest rates and borrowing costs for charter schools.

Grantees must invest reserve account funds in low-risk securities, and any earnings on such 

investments must be re-invested. Grantees continue to implement their projects until funds have 

been fully expended for grant purposes (such as to cover debt obligations of charter school 

borrowers in the event of default) or until financing facilitated by the grant has been retired.

State Facilities Incentive Grants

Authorized under section 4304(k) of the ESEA, the competitive State Facilities Incentive Grants 

help States establish or enhance programs that provide dedicated State per-pupil funding for 

charter school facilities. The Department makes State Facilities Incentive awards for a period of 

up to 5 years, over which States pay an increasing share of program costs. States may partner 

with other organizations to provide up to 50 percent of the State share of costs. 

National Activities

Under section 4305(a)(3), the Department uses funds to provide technical assistance to State 

entities in awarding subgrants and to recipients of facilities grants, disseminate best practices 

regarding charter schools, and evaluate the impact of Charter Schools Grants, including on 

student achievement. 
INNOVATION AND IMPROVEMENT

Charter schools grants

41

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2020 $440,000

2021 440,000

2022 440,000

2023 440,000

2024 Annualized CR 440,000

FY 2025 BUDGET REQUEST

For fiscal year 2025, the Administration requests $400.0 million for Charter Schools Grants, 

$40.0 million less than a fiscal year 2024 annualized CR based on the fiscal year 2023 

appropriation. Consistent with the program statute, the request would make start-up and facility 

support available to charter schools that can deliver innovative and promising solutions to meet 

student social, emotional, and academic needs.

The request reflects declines in demand for funding since 2019 (including lower demand for 

continuation funding than initially requested by current grantees in their applications) under 

State Entity, Developer, and CMO grants, which is consistent with the slowed growth27F

1 in the 

number of charter schools operating across the country. In addition, the request would provide 

the Department greater flexibility to respond to demand across the program components than 

under current law, including by eliminating a specific funding level for CMO grants. Specifically, 

the request includes:

• Up to $324 million for State Entity, Developer, and CMO grants combined;

• Not less than $60 million for facilities grants, the same minimum total amount for these 

grants as under the fiscal year 2023 appropriation; and 

• Not less than $16 million for national activities.

While reflecting a lower request level than in prior years, the Department believes the request 

would be able to meet demand for new and continuation awards and help ensure that program 

funds can be fully and appropriately expended without the need for excessive frontloading of 

out-year costs or the possibility of funds reverting to Treasury. 

Between fiscal years 2019 and 2023, for example, 10 annual State Entity continuation grant 

awards were cumulatively reduced by approximately $66 million, generally due to lower demand 

for subgrants to open or expand schools than grantees projected in their applications. In 

addition, between fiscal years 2019 and 2022, nine existing CMO grantees had their projects 

1 Historical program performance data show, for example, that the number of charter schools in operation increased 

by an average of 167 schools per year between 2016 and 2022 (from 6,859 schools to 7,860 schools), compared 

with an average annual increase of 311 schools between 2010 and 2016 (from 4,991 schools to 6,859 schools). 
INNOVATION AND IMPROVEMENT

Charter schools grants

42

terminated voluntarily or by the Department,28F

1 and 25 annual CMO continuation grant awards 

were reduced by an amount totaling nearly $51 million, generally as a result of grantees’ 

inability to replicate or expand the number of schools planned in their applications. With 

grantees needing less funding to support fewer school openings and expansions than 

anticipated, the Department has had to increasingly rely on frontloading grantees’ out-year 

project costs,29F

2 make supplemental awards, or, where allowable, reprogram funds elsewhere in 

the Innovation and Improvement account30F

3 to avoid lapsing program dollars. 

With respect to CMO funds in particular, the Department has been obliged in recent years to 

frontload multiple years of grantee out-year costs to meet spending requirements in annual 

appropriations bills, which since fiscal year 2018 have been fixed spending amounts. This has 

increased the risk to the Federal investment by limiting the Department’s ability to adjust funding 

in future years to reflect actual need on the part of grantees and has contributed to the 

challenging situation the Department currently faces with respect to fiscal year 2023 CMO funds 

(which are available through March 31, 2024), in which available funding will support new 

awards frontloaded for multiple years or otherwise lapse. 

The requested funding level, together with increased flexibility to respond to demand across 

program components including CMO grants, would enable the Department to avoid similar 

circumstances with fiscal year 2025 funds. 

Lastly, the request includes appropriations language to ensure, consistent with statutory intent, 

that new awards do not support schools that are operated or managed by a for-profit education 

management organization or other similar for-profit entity, including through a contract with such 

an organization or entity. This language would not limit the ability of a newly funded charter 

school to contract with a for-profit entity for purposes other than managing or operating the 

school, such as providing food services or payroll services.

1 These grantees received $27.3 million out of $49.6 million, or an average of 55 percent, of the total project funding 

in their approved applications before their grants were voluntarily terminated or discontinued by the Department.

2 The Department frontloaded grantee out-year project costs for State Entity grants an average of $40 million per year 

between fiscal years 2019 and 2023 and for CMO grants an average of $50 million per year between fiscal years 

2019 and 2022.

3 In fiscal year 2019, the Department reprogrammed $12.1 million of Charter Schools Grants funds to other programs 

in the Innovation and Improvement account, specifically Magnet Schools Assistance ($6.7 million) and Statewide 

Family Engagement Centers ($5.4 million).
INNOVATION AND IMPROVEMENT

Charter schools grants

43

PROGRAM OUTPUT MEASURES31F

1 

(dollars in thousands)

Output Measures 2023 2024 2025

State Entity grants

State Entity grants:Amount for new awards $147,312 $39,068 $47,491

State Entity grants: Number of new awards 10 3–5 4–6

State Entity grants:Amount for continuation awards $39,174 $167,582 $167,472

State Entity grants:Number of continuation awards 16 23 19–21

Developer grants

Developer grants:Amount for new awards $9,524 $5,000 $5,000

Developer grantsNumber of new awards 14 6–10 6–10

Developer grantsAmount for continuation awards $1,032 $4,099 $8,737

Developer grantsNumber of continuation awards 16 24 24–28

CMO grants

CMO grants:Amount for new awards $139,800 $139,800 $69,800

CMO grantsNumber of new awards 10–15 10–15 10–15

CMO grantsAmount for continuation awards 0 0 0

CMO grants:Number of continuation awards 23 23–28 33–43

Peer review of new State Entity, 

Developer, and CMO award 

applications $380 $500 $500

Credit Enhancement grants

Credit Enhancement grants: Amount for new awards $79,000 $57,850 $74,900

Credit Enhancement grantsNumber of new awards 5 4 5

Credit Enhancement grants: Amount for supplemental awards $5,765 0 0

Credit Enhancement grantsNumber of supplemental awards 1 0 0

State Facilities Incentive grants

State Facilities Incentive grants :Amount for new awards 0 $10,000 0

State Facilities Incentive grantsNumber of new awards 0 1–2 0

State Facilities Incentive grants :Amount for continuation awards $2,000 0 $10,000

State Facilities Incentive grantsNumber of continuation awards 1 0 1–2

1 The Department is authorized to reserve up to 0.5 percent of funds appropriated for most ESEA programs, including 

Charter Schools Grants, and to pool such funds for use in evaluating any ESEA program. The Department did not 

reserve funds for this purpose from Charter Schools Grants in fiscal year 2023 but may do so in fiscal years 2024 and 

2025.
INNOVATION AND IMPROVEMENT

Charter schools grants

44

Output Measures 2023 2024 2025

Peer review of new Credit 

Enhancement and State Facilities 

Incentive award applications $76 $100 $100

National activities $15,937 $16,000 $16,000

PROGRAM PERFORMANCE INFORMATION

Performance Measures 

This section presents selected program performance information, including, for example, 

program goals, objectives, measures, and performance targets and data; and an assessment of 

the progress made toward achieving program results. Achievement of program results is based 

on the cumulative effect of the Federal resources provided for the program as well as the 

resources and efforts invested by those served by the program. 

The Department is in the process of revising the targets for these measures based on actual 

performance in recent years and will include targets in future justifications. Data for these 

measures for 2023 are generally expected to be available in late fall 2024 and will be included in 

the fiscal year 2026 Congressional Justification.

Goal: To support the creation of a large number of high-quality charter schools.

Objective: Encourage the development of a large number of high-quality charter schools that 

are free from State or local rules that inhibit flexible operation, are held accountable for enabling 

students to reach challenging State performance standards, and are open to all students.

Measure: The number of charter schools in operation around the Nation.

Year Actual

2020 7,555

2021 7,652

2022 7,860

2023 —

2024 —

2025 —

Additional information: Data on the total number of charter schools in operation, including 

those funded by Charter Schools Grants, are provided annually by SEAs and are verified by the 

Department.
INNOVATION AND IMPROVEMENT

Charter schools grants

45

Measure: The percentage of fourth-grade charter school students who are achieving at or 

above the proficient level on State assessments in reading.

Year Actual

2020 N/A

2021 42.0%

2022 41.5

2023 —

2024 —

2025 —

Measure: The percentage of fourth-grade charter school students who are achieving at or 

above the proficient level on State assessments in mathematics.

Year Actual

2020 N/A

2021 35.2%

2022 35.1

2023 —

2024 —

2025 —

Measure: The percentage of eighth-grade charter school students who are achieving at or 

above the proficient level on State assessments in reading.

Year Actual

2020 N/A

2021 45.7%

2022 44.6

2023 —

2024 —

2025 —
INNOVATION AND IMPROVEMENT

Charter schools grants

46

Measure: The percentage of eighth-grade charter school students who are achieving at or 

above the proficient level on State assessments in mathematics. 

Year Actual

2020 N/A

2021 33.3%

2022 31.1

2023 —

2024 —

2025 —

Additional information: Analysis of the data has found notable variation in performance 

among funded schools. Data for these measures for 2020 are unavailable because the 

Department waived for all States the requirements in ESEA section 1112(b)(2) to administer 

State assessments in school year 2019-2020 due to the COVID-19 pandemic. 

Efficiency Measures

Measure: The ratio of funds leveraged by States for charter facilities to funds awarded by the 

Department under the State Charter School Facilities Incentive Grant Program.

Year 2019 Cohort Actual

2019 N/A

2020 2.61 : 1

2021 1.41 : 1

2022 3.53 : 1

2023 4.42 : 1

Additional information: The leveraging ratio is the total funds available (the Federal grant and 

the State match) compared to the Federal grant for a given year. The State match amount 

excludes State and local funds that would otherwise be used to provide charter school per-pupil 

facilities aid in absence of participation in the program.

The Department also tracks the amount of funds leveraged and the number of schools served 

under Credit Enhancement grants. In 2022, Credit Enhancement grants leveraged $842 million 

in facilities financing for 69 schools. Between program inception and 2022, Credit Enhancement 

funds have helped enable approximately $9.3 billion in financing for facilities of 1,036 charter 

schools.

The Department also developed a measure to assess the cost efficiency, across States, of the 

Federal investment in supporting charter school start-ups. The measure is defined as the 

Federal cost per student of launching a successful school (defined as a school in operation for 

3 or more years). Data for 2020 show an average cost of $1,056, for 2021 an average cost of 

$964, and for 2022 an average cost of $1,149. Data for this measure, collected through grantee

annual performance reports, assist the Department in understanding the different costs per 

student for different types of charter schools. 
INNOVATION AND IMPROVEMENT 

47

Magnet schools assistance

(Elementary and Secondary Education Act of 1965, Title IV, Part D)

(dollars in thousands)

FY 2025 Authorization: To be determined10F32F

1

Budget Authority:

Period of fund availability:

2024 Annualized CR 2025 Request Change 

$139,000 $139,000 0

PROGRAM DESCRIPTION

The Magnet Schools Assistance program provides Federal resources to assist eligible local 

educational agencies (LEAs) in the desegregation of schools by supporting the elimination, 

reduction, and prevention of racial isolation in elementary and secondary schools with 

substantial proportions of students of color.33F

2 Grantees establish and operate magnet schools 

that are part of court-ordered, agency-ordered, or federally approved voluntary desegregation

plans. The goal is to eliminate, reduce, or prevent isolation of groups of students of color across 

and within elementary and secondary schools while strengthening students’ academic 

knowledge and increasing opportunities to develop college- and career-ready skills. The 

program accomplishes this goal by supporting the creation and expansion of magnet schools 

that offer special curricula or instructional programs that appeal to students from diverse 

backgrounds.

Grants are for a period of up to 5 years, and grantees may not receive more than $15 million 

over the course of their projects. Funds must be used for activities that will improve academic 

achievement and may be used for, among other things, planning and promotional activities; 

acquiring books, materials, and equipment; and paying salaries of effective teachers and other 

instructional personnel. Grantees may spend up to 50 percent of project costs in the first year 

and 15 percent in the second and third years on planning activities. Additionally, the ESEA 

authorizes grantees to use funds to establish or strengthen inter-district or regional magnet 

programs and to provide transportation to students enrolled in magnet schools, provided the 

transportation costs do not consume a significant portion of the grant award and the 

transportation strategy is sustainable at the end of the grant period.

By statute, the Department gives priority to applicants that: (1) demonstrate the greatest need 

for assistance; (2) propose to carry out new, evidence-based magnet school programs, 

significantly revise existing programs using evidence-based methods and practices, or replicate 

an existing magnet school program with a demonstrated record of success of increasing student 

achievement and reducing racial isolation; (3) use methods other than academic examinations 

1 The GEPA extension expired September 30, 2021. Reauthorization for FY 2025 is expected through appropriations 

action.

2 In this justification, we generally use “students of color” in place of the term “minority students” used in the program 

statute.
INNOVATION AND IMPROVEMENT

Magnet schools assistance

48

(such as a lottery) to admit students; and (4) increase racial integration by designing and 

implementing magnet school programs that increase socioeconomic diversity. Applicants that 

did not receive a grant the previous year receive priority for any funds appropriated above 

$75 million. 

The Department may use up to 1 percent of funds to provide technical assistance and 

disseminate best practices.

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2020 $107,000

2021 109,000

2022 124,000

2023 139,000

2024 Annualized CR 139,000

FY 2025 BUDGET REQUEST

For fiscal year 2025, the Administration requests $139.0 million for Magnet Schools Assistance, 

level with a fiscal year 2024 annualized CR based on the fiscal year 2023 appropriation. The 

request would support continuation awards for grantees creating and expanding high-quality 

magnet schools that can attract students from diverse backgrounds.

As we approach the 70th anniversary of the Brown v. Board of Education of Topeka Supreme 

Court decision that declared segregation in our public schools unconstitutional, many students 

still attend schools that are racially isolated. According to Federal data, three in five Black and 

Latino students and two in five American Indian/Alaska Native students attend schools where at 

least 75 percent of students are students of color, whereas nearly half of White students attend 

schools in which students of color make up less than 25 percent of the student population.34F

1

Consistent with President Biden’s Executive Order on Advancing Racial Equity and Support for 

Underserved Communities Through the Federal Government, the Department is committed to 

renewing and expanding efforts to address persistent racial isolation in schools and reverse its 

well-documented negative educational and other effects. Magnet Schools Assistance plays an 

important role in these efforts and would complement the proposed Fostering Diverse Schools 

program, which would provide grants to LEAs to develop and implement comprehensive plans 

to improve student outcomes by increasing school diversity in preschool through grade 12.

In addition, the Department continues to explore opportunities to help increase the number of 

eligible applicants for Magnet Schools Assistance grants, including providing pathways for 

Fostering Diverse Schools grantees to apply, and more effectively meet the needs of students 

and communities who are interested in pursuing voluntary efforts related to school diversity. The 

Department will continue to engage with Congress on how possible statutory changes might 

further help enhance fulfillment of the program’s core mission to improve diversity and academic 

1 See https://nces.ed.gov/programs/coe/indicator/cge.
INNOVATION AND IMPROVEMENT

Magnet schools assistance

49

success of all students. The Department will also continue to engage with Congress on 

providing greater opportunity to promote whole-school magnet school approaches, which can 

improve school diversity and student outcomes,35F

1 and support for planning activities by grantees.

PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures36F

2 2023 2024 2025

Amount for new awards $92,330 $94,269 0

Number of new awards 17 17–21 0

Amount for continuation awards $45,008 $43,041 $137,610

Number of continuation awards 27 44 61–65

National activities $1,390 $1,390 $1,390

Peer review of new award 

applications $272 $300 0

PROGRAM PERFORMANCE INFORMATION

Performance Measures

This section presents selected program performance information, including, for example, 

program goals, objectives, measures, and performance targets and data; and an assessment of 

the progress made toward achieving program results. Achievement of program results is based 

on the cumulative effect of the Federal resources provided for the program as well as the 

resources and efforts invested by those served by the program. 

The Department does not set aggregate performance targets for this program; rather, each 

grantee sets project-level performance targets. Data are from annual performance reports.

Goal: Students have access to high-quality education in desegregated magnet schools.

Objective: Federally funded magnet schools will eliminate, reduce, or prevent minority group 

isolation in targeted elementary and secondary schools with substantial proportions of 

minority students.

1 See https://learningpolicyinstitute.org/product/advancing-integration-equity-magnet-schools-report. 2 The Department is authorized to reserve up to 0.5 percent of funds appropriated for most ESEA programs, including 

Magnet Schools Assistance, and to pool such funds for use in evaluating any ESEA program. The Department did 

not reserve funds for this purpose from Magnet Schools Assistance in fiscal year 2023 but may do so in fiscal years 

2024 and 2025. 
INNOVATION AND IMPROVEMENT

Magnet schools assistance

50

Measure: Percentage of magnet schools receiving assistance whose student enrollment 

eliminates, reduces, or prevents minority-group isolation (MGI).

Year 2017 Cohort 2018 Cohort 2021 Cohort 2022 Cohort

2020 27.0% 23.8% N/A N/A

2021 25.4% 23.8% N/A N/A

2022 23.9% 14.3% 60.7% N/A

2023 N/A 23.8% 46.9% 52.3%

2024 — — — —

2025 — — — —

Additional information: Data for this measure reflect the percentage of funded schools that 

fully met their annual MGI performance targets. In 2023, 5 of 21 schools in the 2018 cohort fully 

met their MGI targets. For the 2021 cohort, 15 of 32 schools met their MGI targets in 2023. 34 of 

65 schools in the 2022 cohort met their MGI targets.

Objective: Magnet school students meet their State's academic achievement standards.

Measure: Percentage increase of students who scored proficient or above on State 

assessments in reading/language arts.

Year 2017 Cohort 2018 Cohort 2021 Cohort 2022 Cohort

2020 N/A N/A N/A N/A

2021 N/A N/A N/A N/A

2022 16.6% -5.9% 37.0% N/A

2023 N/A -1.0% 10.0% N/A

2024 — — — —

2025 — — — —

Additional information: Data for this measure for 2020 and 2021 are unavailable because the 

Department waived for all States the requirements in ESEA section 1112(b)(2) to administer 

State assessments in school year 2019-2020 due to the COVID-19 pandemic. 

Data for 2023 for the 2018 cohort are from 13 schools. Across those schools, 39.2 percent of 

students scored proficient or above on State assessments in reading/language arts in 2022, and 

38.8 percent of students scored proficient or above in 2023, a decrease of 1.0 percent.

Data for 2023 for the 2021 cohort are from 20 schools. Across those schools, 36.9 percent of 

students scored proficient or above in 2022, and 40.6 percent of students scored proficient or 

above in 2023, an increase of 10.0 percent.

No data are provided for the 2022 cohort, as grantees in this cohort are generally using 2023 

(the first year of their projects) as the initial base year for performance comparisons under this 

measure. 
INNOVATION AND IMPROVEMENT

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51

Measure: Percentage increase of students who scored proficient or above on State

assessments in mathematics.

Year 2017 Cohort 2018 Cohort 2021 Cohort 2022 Cohort

2020 N/A N/A N/A N/A

2021 N/A N/A N/A N/A

2022 36.9% 0.2% 48.0% N/A

2023 N/A -6.6% 38.4% N/A

2024 — — — —

2024 — — — —

Additional information: Data for this measure for 2020 and 2021 are unavailable because the 

Department waived for all States the requirements in ESEA section 1112(b)(2) to administer 

State assessments in school year 2019-2020 due to the COVID-19 pandemic. 

Data for 2023 for the 2018 cohort are from 14 schools. Across those schools, 38.6 percent of 

students scored proficient or above on State assessments in mathematics in 2022, and 

36.2 percent of students scored proficient or above in 2023, a decrease of 6.6 percent.

Data for 2023 for the 2021 cohort are from 20 schools. Across those schools, 43.7 percent of 

students scored proficient or above in 2022, and 60.5 percent of students scored proficient or 

above in 2023, an increase of 38.4 percent.

No data are provided for the 2022 cohort, as grantees in this cohort are generally using 2023 

(the first year of their projects) as the initial base year for performance comparisons under this 

measure.
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52

Ready to learn programming

(Elementary and Secondary Education Act of 1965, Title IV, Part F, Subpart 4)

(dollars in thousands)

FY 2025 Authorization: To be determined12F37F

1

Budget Authority: 

Period of fund availability: 

2024 Annualized CR 2025 Request Change

$31,000 $31,000 0

PROGRAM DESCRIPTION

Ready to Learn (RTL) Programming is designed to facilitate student academic achievement by 

supporting the development and distribution of educational video programming for preschool 

and elementary school children and their parents, caregivers, and teachers. At least 60 percent 

of the funding must be used to:

• Develop educational television programming for preschool and elementary school children 

and the accompanying support materials and services that can be used to promote the 

effective use of such programming;

• Develop television programming (and digital content, such as applications and online 

educational games, containing RTL-based children’s programming) that is specifically 

designed for nationwide distribution over public television stations’ digital broadcasting 

channels and the Internet, along with accompanying resources for parents and 

caregivers; and

• Support contracts with public telecommunications and related entities to ensure that 

programs are widely distributed.

Remaining funds may be used to develop and disseminate education and training materials, 

including interactive programs that are designed to promote school readiness through the 

effective use of educational video programs.

Funds are awarded competitively, and only public telecommunications entities are eligible to 

receive awards. Applicants must have the capacity to: develop and distribute high-quality 

educational and instructional television programming that is accessible to underserved 

preschool and elementary school children; contract with the producers of children’s television 

programming; negotiate these contracts in a manner that returns to the grantee an appropriate 

share of income from sales of program-related products; and target programming and materials 

to meet specific State and local needs, while providing educational outreach at the local level.

1 The GEPA extension expired September 30, 2021. Reauthorization for FY 2025 is expected through appropriations 

action.
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Grantees are required to consult with the Departments of Education and Health and Human 

Services on strategies for maximizing the use of quality educational programming for preschool 

and elementary school children. Grantees must also coordinate activities with other Federal 

programs that have major training components related to early childhood development. 

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands) 

2020 $29,000

2021 29,500

2022 30,500

2023 31,000

2024 Annualized CR 31,000

FY 2025 BUDGET REQUEST

For fiscal year 2025, the Administration requests $31.0 million for Ready to Learn Programming, 

level with a fiscal year 2024 annualized CR based on the fiscal year 2023 appropriation. All 

requested funds would be used to support new grant awards. Researchers in many fields have 

looked carefully at whether and how considerable television viewing among children, might 

contribute to the “literacy gap,” and, conversely, whether and how television and digital media 

can be used as a tool to promote literacy development. Recent research suggests that 

television and transmedia can have a positive impact on children’s literacy and learning, 

provided certain conditions are in place. Producers and developers must understand how 

children learn, and how programming content can facilitate such learning. Individual episodes 

should reflect what research tells us about effective educational programming. For example, 

programs that succeed in helping children learn tend to help children understand how to watch 

and make sense of what they see. Such programs also develop familiarity by using recurring 

characters and situations, repeat key tasks and information, link knowledge to what children 

already know, and are carefully paced to keep children cognitively engaged throughout each 

episode. 

Early childhood, preschool, and elementary school curricula typically emphasize foundational 

skills in math and reading. RTL content is specifically designed to reinforce young children’s 

literacy skills, emphasizing letter recognition, vocabulary, fluency, rhyming, and comprehension. 

Through targeted outreach and marketing campaigns, grantees actively reach out to parents 

and caregivers, particularly in rural and urban communities with high rates of poverty, to 

encourage the use of RTL programming to support the skills that children need to succeed in 

school.
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PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures38F

1 2023 2024 2025

Number of new awards 0 0 2

New award funding 0 0 $30,690

Number of continuation awards 2 2 0

Continuation award funding $30,980 $30,980 0

Evaluation (review of grant products) $20 $20 0

Peer review 0 0 $310

Total $31,000 $31,000 $31,000

PROGRAM PERFORMANCE INFORMATION

Performance Measures

This section presents selected program performance information, including, for example, 

program goals, objectives, measures, and performance targets and data; and an assessment of 

the progress made toward achieving program results. Achievement of program results is based 

on the cumulative effect of the resources provided for the program, as well as the resources and 

efforts invested by those served by this program.

The Department uses the following performance measures to assess RTL’s effectiveness in 

improving what children learn, the quality of RTL-funded transmedia products, and the number 

of children RTL is reaching: 

(1) the percentage of summative experimental or quasi-experimental research studies that 

demonstrate positive and statistically significant gains in math or literacy skills when RTL 

transmedia properties, such as applications and online educational games, are compared 

to similar non-RTL-funded digital properties or to other more traditional educational 

materials; 

(2) the percentage of educational transmedia products, along with necessary supporting 

materials, that are deemed to be of high-quality in promoting learning of math or literacy by 

an independent panel of expert reviewers; and 

1 The Department is authorized to reserve up to 0.5 percent of funds appropriated for most ESEA programs, including 

the RTL program, and to pool such funds for use in evaluating any ESEA program. While the Department did not 

reserve funds from RTL for this purpose in fiscal year 2023, it may do so in fiscal years 2024 and 2025. 
INNOVATION AND IMPROVEMENT

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(3) the number of children who use RTL-produced educational media products, 

disaggregated by individual product, as determined by appropriate industry standard 

metrics or, when available, by tracking tools.

For the first performance measure, the 2020 grantees have not yet submitted experimental or 

quasi-experimental research studies for review.

For the second performance measure, the Department asks expert panel members to review a 

random sample of current RTL transmedia products and provide a quality rating using criteria 

developed by the Department. The panel members rate products on a 5-point scale. In order for 

any particular product to achieve a rating of “high quality,” a product has to secure an average 

score of 3.8 across the panel members. The Department will conduct a product review in years 

three and five for the 2020 grantees. In 2023, the Department received two transmedia product 

suites from one grantee to review. Both of the transmedia product suites reviewed were of high 

quality, with scores of 4.22 and 4.26. The Department plans to conduct a review of transmedia 

products from the other grantee in 2024 and will conduct a product review for both grantees in 

2025. 

For the third performance measure, grantees reported on the number of children who used 

RTL-produced products, by type of product. In 2022, 49.0 million users access RTL-produced 

educational media products developed by the Corporation for Public Broadcasting (CPB). This 

includes TV viewers and media users for properties created as part of the 2015 grant that are 

also part of the 2020 grant. In 2023, 246.2 million users accessed RTL-produced educational 

medial products, of which 246.2 million users accessed RTL-produced products developed by 

CPB and 286 users accessed RTL-produced products developed by Twin Cities Public 

Television (TPT). TPT’s products have not been publicly released and have only been used in 

pilot versions.

Efficiency Measure

The Department uses a single efficiency measure for the RTL program: dollars leveraged from 

non-Federal sources over 5 years (the length of each grant award) per Federal dollar dedicated 

to core non-outreach program activities. In 2021, the two grantees leveraged $2.3 million of 

non-Federal support compared to $1.6 million in Federal dollars spent on production, or $1.43 of 

non-Federal dollars for every Federal dollar spent. In 2022, the two grantees leveraged $10.0 

million of non-Federal support compared to $18.2 million in Federal dollars spent on production, 

or $0.55 of non-Federal dollars for every Federal dollar spent. In 2023, the two grantees 

leveraged $8.6 million of non-Federal support compared to $22.3 million in Federal dollars spent 

on production, or $0.39 of non-Federal dollars for every Federal dollar spent. 
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Arts in education

(Elementary and Secondary Education Act of 1965, Title IV, Part F, Subpart 4)

(dollars in thousands)

FY 2025 Authorization: To be determined13F39F

1

Budget Authority:

2024 Annualized CR 2025 Request Change

$36,500 $36,500 0

PROGRAM DESCRIPTION

The Arts in Education program supports national demonstration and Federal leadership 

activities to promote arts education for students, including underserved students and students 

who are children with disabilities. The program includes the following allowable activities: 

(1) professional development for arts educators, teachers, and principals; (2) development and 

dissemination of accessible instructional materials and arts-based educational programming, 

including online resources, in multiple arts disciplines; and (3) national and community outreach 

activities that strengthen and expand partnerships among schools, local educational agencies 

(LEAs), communities, or centers for the arts, including national centers for the arts. 

The program supports a number of arts education activities through 4-year grants to LEAs in 

which 20 percent or more of the students are from low-income backgrounds; State educational 

agencies (SEAs); national nonprofit organizations; institutions of higher education; organizations 

with expertise in the arts; museums or cultural institutions; the Bureau of Indian Education; and 

partnerships of these entities. Prior to 2021, the Arts in Education program supported three 

separate grant competitions: Arts Development and Dissemination, Professional Development 

for Arts Educators, and Arts in Education National Program. The Department reviewed the 

implementation of the three programs offered and found a large overlap in the applicant and 

grantee pool, and in the services provided across the various programs. In addition, the three 

separate competitions required applicants to design narrower projects to fit each program's 

specific requirements and to submit separate applications to each of the three grant 

competitions. Beginning in 2021, in an effort to recognize and encourage different, creative, and 

innovative applications, the Department offered the Arts in Education program as one, single 

competition.

1 The GEPA extension expired September 30, 2021. Reauthorization for FY 2025 is expected through appropriations 

action.
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57

Funding levels for the past 5 fiscal years were as follows:

Fiscal Year (dollars in thousands) 

2020 $30,000

2021 30,500

2022 36,500

2023 36,500

2024 Annualized CR 36,500

FY 2025 BUDGET REQUEST

For fiscal year 2025, the Administration requests $36.5 million for the Arts in Education 

program, level with a fiscal year 2024 annualized CR based on the fiscal year 2023 

appropriation. The Administration’s request would support State and local efforts to improve and 

expand arts education, including arts programming for underserved students, through the 

development and implementation of high-quality, cohesive, and innovative strategies for art 

instruction. The request would support the Administration’s efforts to assist States and districts

provide access to a broad and challenging education that provides opportunities to build deep 

knowledge and useful life skills across many disciplines and offer a comprehensive and rigorous 

education for every student as part of the "Raise the Bar: Lead the World" initiative to transform 

P-12 education.

Instruction and involvement in the arts, including the visual arts, music, dance, theater, and the 

media arts, are widely recognized as vital to a well-rounded education and may contribute to 

improved student achievement and success. Federal and State education policies have 

recognized the value of the arts. At the Federal level, the Elementary and Secondary Education 

Act (ESEA) includes the arts as one of the components of a well-rounded education. Similarly, 

at the State level, 45 States have arts instructional requirements for elementary school, 50 have 

arts education standards, and 42 have arts requirements for high school graduation. However, 

only 27 States have defined arts as a core academic subject. Results from the 2016 National 

Assessment of Educational Progress (NAEP) arts assessment show that in 2016, 63 percent of 

8th-graders reported taking a music class in school and 42 percent reported taking a visual arts 

course in school, which is not significantly different than the results from the 2008 NAEP arts 

assessment. However, in both music and visual arts in 2016, there are significant score gaps 

between certain student groups. Female students scored higher on average than their male 

peers (15 point gap for music and 14 point gap for visual arts); students from higher income 

backgrounds (as measured by eligibility for the National School Lunch Program) scored higher 

on average than students from lower income backgrounds (26 point gap for music and 22 point 

gap for visual arts); and students in suburban schools scored higher on average than those in 

city schools (13 point gap for music and 8 point gap for visual arts). 
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PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures40F

1 2023 2024 2025

Assistance for Arts Education (AAE)

Amount for new awards 0 0 $13,600

Number of new awards 0 0 17

 emination:Amount for continuation awards $35,328 $35,319 $21,354

 emination:Number of continuation awards 28 28 27

Peer review of new award applications 0 0 $365

 emination: Interagency transfer to support the 

Arts Education Partnership $525 $525 $525

Evaluation $647 $656 $656

PROGRAM PERFORMANCE INFORMATION

Performance Measures

This section presents selected program performance information, including, for example, 

program goals, objectives, measures, and performance targets and data; and an assessment of 

the progress made toward achieving program results. Achievement of program results is based 

on the cumulative effect of the resources provided for the program, as well as the resources and 

efforts invested by those served by this program.

Goal: To help ensure that all program participants meet challenging State academic 

content standards in the arts.

Objective: Activities supported with Federal funds will improve the quality of standards-based 

arts education for all participants.

1 The Department is authorized to reserve up to 0.5 percent of funds appropriated for most ESEA programs, including 

Arts in Education, and to pool such funds for use in evaluating any ESEA program. While the Department did not 

reserve funds from the Arts in Education program for this purpose in fiscal year 2023, it may do so in fiscal years 

2024 and 2025.
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Measure: The number of grantees that attain or exceed the targets for a majority of the 

outcome indicators for their projects.

Year Target Actual

2022 50% 63%

2023 55 73

2024 60 —

2025 65 —

Measure: The percentage of AAE participants who complete 75% or more of the total hours of 

professional development offered. 

Year Target Actual

2020 65% 62%

2021 65 56

2022 70 86

2023 70 80

2024 75 —

2025 80 —

Additional information: Prior to 2022, Professional Development for Arts Educators (PDAE) 

grantees reported on the percent of teachers participating in the program who receive 

professional development that is sustained and intensive. Sustained and intensive professional 

development for the PDAE program is defined as completion of 40 or more of the professional 

development hours offered by the PDAE-funded project during the reporting period; completion 

of 75 percent of the total number of professional development hours offered by the PDAEfunded project during the reporting period; and completion of these professional development 

hours over at least a 6-month period during the reporting period.

For 2020, sixteen out of seventeen performance reports submitted by grantees had data for this 

measure. Some grantees had issues completing the professional development planned for the 

year due to COVID-19 pandemic-related issues causing schools to close and grantees to 

rethink how they were able to provide professional development to teachers. Given challenges 

in 2020, grantees were still able to exceed last year’s results and come close to meeting the 

target.

For 2022, five grantees did not report data for this measure.
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Measure: The number of accessible, arts-based instructional materials that are developed.

Year Target Actual

2020 100 371

2021 200 745

2022 250 700

2023 300 1,610

2024 350 —

2025 400 —

Additional information: This measure was added to the Arts Development and Dissemination

program for the fiscal year 2018 cohort in response to statutory changes to the program 

authorization. Data for 2019 represents a baseline set by the fiscal year 2018 cohort.

For 2022, six grantees reported that they were in their planning year and did not develop 

accessible, arts-based instructional materials.

Arts in Education National Program

The Department also developed the following four measures for the Arts in Education National 

Program (AENP). Targets for these measures are set annually by the AENP grantee. Data and 

targets for 2023 will be available in fall 2024 and will be included in the fiscal year 2026 

Congressional Justification. 

Measure: The total number of students who participate in arts education sponsored by the 

grantee.

Year Target Actual

2020 1,240,000 1,596,693

2021 1,350,000 2,189,294

2022 1,300,000 1,995,614

2023 — —

2024 — —

2025 — —
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Measure: The total number of low-income students who participate in arts education sponsored 

by the grantee.

Year Target Actual

2020 468,012 549,839

2021 864,184 875,125

2022 555,310 619,589

2023 — —

2024 — —

2025 — —

Measure: The total number of children with disabilities who participate in arts education 

sponsored by the grantee. 

Year Target Actual

2020 100,623 117,003

2021 185,800 260,292

2022 134,827 148,802

2023 — —

2024 — —

2025 — —

Measure: The number of teachers participating in the grantee's program who receive 

professional development.

Year Target Actual

2020 25,000 32,621

2021 30,000 32,755

2022 25,000 48,949

2023 — —

2024 — —

2025 — —
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Javits gifted and talented education

(Elementary and Secondary Education Act of 1965, Title IV, Part F, Subpart 4, Section 4644)

(dollars in thousands)

FY 2025 Authorization: To be determined14F41F

1

Budget Authority:

Period of fund availability: 

2024 Annualized CR 2025 Request Change

$16,500 $16,500 0

PROGRAM DESCRIPTION

Javits Gifted and Talented Education supports a coordinated program of research, 

demonstration projects, innovative strategies, and other activities to build and enhance the 

capacity of elementary and secondary schools to identify gifted and talented students and meet 

their special educational needs. The Department makes grant or contract awards, typically for 

5 years, to State educational agencies (SEAs), local educational agencies (LEAs), the Bureau 

of Indian Education of the Department of the Interior, institutions of higher education (IHEs), and 

other public and private agencies and organizations to carry out projects to fulfill this purpose, 

including an award to one or more IHEs or SEAs to establish a National Research Center for 

the Education of Gifted and Talented Children.

Award recipients may use funds to: establish and operate gifted and talented education 

programs, which may include innovative methods and strategies for identifying and teaching 

underserved students in such programs; conduct research on methods and techniques for 

identifying and teaching gifted and talented students and on applying gifted and talented 

educational methods to all students, particularly students from low-income backgrounds and 

students who are struggling; and provide technical assistance and disseminate information. 

Funds also may be used for professional development and support for educators in such 

programs.

By statute, the Department gives priority in making awards to projects that include evidencebased activities or that develop new information to improve the capacity of schools to operate 

gifted and talented education programs or to assist schools in identifying and serving 

underserved students. 

1 The GEPA extension expired September 30, 2021. Reauthorization for FY 2025 is expected through appropriations 

action.
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Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2020 $13,000

2021 13,500

2022 14,500

2023 16,500

2024 Annualized CR 16,500

FY 2025 BUDGET REQUEST

For fiscal year 2025, the Administration requests $16.5 million for Javits Gifted and Talented 

Education, level with a fiscal year 2024 annualized CR based on the fiscal year 2023 

appropriation. The request would support new and continuation awards designed to help 

schools identify and meet the needs of students in gifted and talented education programs. 

Consistent with the Administration’s commitment to promote equity in access to educational 

opportunities, the Department will continue to place special emphasis in making new awards on 

serving underserved students, including students of color, multilingual learners, and students 

with disabilities, for whom data from the Department’s Civil Rights Data Collection and other 

surveys show persistent underrepresentation in gifted and talented education programs or other 

advanced or accelerated learning opportunities. For example, in the 2020–2021 school year, 

Black students made up 15.0 percent of public elementary and secondary students, whereas 

they only made up 8.4 percent of students enrolled in gifted and talented programs.15F42F

1,16F43F2 Serving 

underserved students also is consistent with the statutory priority on projects that assist schools 

in the “identification of, and provision of services to, gifted and talented students (including 

economically disadvantaged individuals, individuals who are English learners, and children with 

disabilities) who may not be identified and served through traditional assessment methods.”

1 https://nces.ed.gov/programs/digest/d22/tables/dt22_203.50.asp?current=yes 2 https://civilrightsdata.ed.gov/data 
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PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures44F

1 2023 2024 2025

Amount for new awards $2,500 0 $6,254

Number of new awards 5 0 13

Amount for continuation awards45F

2 $13,000 $15,500 $9,096

Number of continuation awards 26 22 18

National Research Center for the Education of 

Gifted and Talented Children and Youth

$1,000 $1,000 $1,000

Peer review of new award applications 0 0 $150

PROGRAM PERFORMANCE INFORMATION

Performance Measures 

This section presents selected program performance information, including, for example, 

program goals, objectives, measures, and performance targets and data; and an assessment of 

the progress made toward achieving program results. Achievement of program results is based 

on the cumulative effect of the Federal resources provided for the program as well as the 

resources and efforts invested by those served by the program. 

Due to the extraordinary circumstances created by the COVID-19 pandemic, the Department 

waived Title I, Part A assessment requirements for all States for the 2019-2020 school year. As 

a result, data on the performance of students on State assessments for the 2019-2020 school 

year are not available. Furthermore, given the continued impacts of the COVID-19 pandemic on 

assessment administration and reporting, 2020-2021 data may be incomplete and should be 

interpreted with caution. Program performance data not related to State assessment also suffer 

from reliability concerns and some grantees have not reported on all measures. Data for 2023 

will be available in spring 2024.

1 The Department is authorized to reserve up to 0.5 percent of funds appropriated for most ESEA programs, including 

Javits Gifted and Talented Education, and to pool such funds for use in evaluating any ESEA programs. The 

Department did not reserve funds for this purpose from Javits Gifted and Talented Education in fiscal year 2023, but 

may do so in fiscal years 2024 and 2025.

2 Includes frontloading of future years’ non-competing continuation awards.
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Measure: The number of students newly identified for enrollment in gifted and talented 

education programs under the grant program.

2019 Cohort

Year Target Actual

2021 — 523

2022 — 945

2023 — 929

2024 968 —

2020 Cohort

Year Target Actual

2021 — 162

2022 — 512

2023 — 701

2024 714 —

2025 750 —

2022 Cohort

Year Target Actual

2023 — 2,418

2024 2,000 —

2025 2,050 —
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Measure: The number of underserved students newly identified as gifted and talented under the 

program.

2022 Cohort

Year Target Actual

2023 — 1,150

2024 3,425 —

2025 3,500 —

Measure: Percentage of students newly identified as gifted and talented under the program who 

were served under the program

2019 Cohort

Year Target Actual

2021 — 31%

2022 — 54 

2023 75% 30

2024 100 —

2020 Cohort

Year Target Actual

2021 — 49% 

2022 — 51

2023 50% 16

2024 75 —

2025 100 —

2022 Cohort

Year Target Actual

2023 23%

2024 50% —

2025 100 —
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Measure: The percentage of underserved students newly identified as gifted and talented under 

the program who were served under the program.

2022 Cohort

Year Target Actual

2023 — 24%

2024 50% —

2025 100 —

Measure: Of the students served under the program who were in tested grades, the percentage 

who made gains on State assessments in mathematics.

2019 Cohort 

Year Target Actual

2021 — 17%

2022 — 16 

2023 — 16

2024 100% —

2020 Cohort

Year Target Actual

2021 — 0

2022 — 22%

2023 — 49

2024 60% —

2025 100 —

2022 Cohort

Year Target Actual

2023 — 16%

2024 50% —

2025 100 —
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Measure: Of the students served under the program who were in tested grades, the percentage 

who made gains on State assessments in science.

2019 Cohort

Year Target Actual

2021 — 8%

2022 — 9

2023 — 7

2024 100% —

2020 Cohort

Year Target Actual

2021 — 0

2022 — 22% 

2023 — 24

2024 75% —

2025 100 —

2022 Cohort

Year Target Actual

2023 — 17%

2024 50% —

2025 100 —

Measure: Of the students served under the program who were in tested grades, the percentage 

who made gains on State assessments in reading.

2022 Cohort

Year Target Actual

2023 — 16%

2024 75% —

2025 100 —
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Measure: The number of teachers and other educators who received services that enable them 

to better identify and improve instruction for students in gifted and talented programs.

2019 Cohort

Year Target Actual

2021 — 1,060

2022 — 749

2023 — 4,230

2024 2,500 —

2020 Cohort

Year Target Actual

2021 — 513

2022 — 758

2023 — 892

2024 1,000 —

2025 1,050 —

2022 Cohort

Year Target Actual

2023 — 2,344

2024 4,115 —

2025 4,300 —
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Statewide family engagement centers

(Elementary and Secondary Education Act of 1965, Title IV, Part E)

(dollars in thousands)

FY 2025 Authorization: To be determined17F46F

1

Budget Authority:

Period of fund availability:

2024 Annualized CR 2025 Request Change 

$20,000 $20,000 0

PROGRAM DESCRIPTION

The Statewide Family Engagement Centers program provides grants to statewide organizations 

to establish statewide centers to carry out programs that promote parent and family 

engagement in education or provide comprehensive training and technical assistance to State 

educational agencies (SEAs), local educational agencies (LEAs), schools, and organizations 

that support partnerships between families and schools. 

Grantees must use funds to: assist parents (including legal guardians) in effectively participating 

in their children’s education; partner with SEAs to develop and implement systemic family 

engagement initiatives; and develop and implement parental involvement policies. Grantees 

must use at least 65 percent of their funds to serve LEAs, schools, and community-based 

organizations that serve high concentrations of underserved students. In addition, grantees 

must use at least 30 percent of their funds to establish or expand technical assistance for 

evidence-based parent education programs. By statute, the Department gives priority to 

applicants that propose to use evidence-based strategies for improving family engagement in 

schools in general. 

The Department may not award less than $500,000 to an individual project. To help ensure that 

projects are supported in local communities and financially sustainable, grantees must secure 

matching funds from non-Federal sources after the first year of their projects. 

The Department may use up to 2 percent of program funds to provide technical assistance on 

the establishment, development, and coordination of statewide family engagement centers. 

1 The GEPA extension expired September 30, 2021. Reauthorization for FY 2025 is expected through appropriations 

action.
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71

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2020 $10,000

2021 12,500

2022 15,000

2023 20,000

2024 Annualized CR $20,000

FY 2025 BUDGET REQUEST

For fiscal year 2025, the Administration requests $20.0 million for Statewide Family 

Engagement Centers, level with a fiscal year 2024 annualized CR based on the fiscal year 2023 

appropriation. The request would support continuation awards for approximately 20 centers (first 

funded in fiscal year 2022 or 2023) serving parents and families across the Nation.

The Statewide Family Engagement Centers program is designed to promote strong parent and 

community engagement and relationships, which is critical to efforts to improve our Nation’s 

schools and is a priority for the Administration. By communicating with parents, fostering trusting 

relationships between families and schools, particularly schools with concentrations of 

underserved students, and providing educational opportunities for parents and families, 

Statewide Family Engagement Centers grants can help lay the groundwork for sustained 

school, parent, and family partnerships and school improvement efforts.
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PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures47F

1 2023 2024 2025

Amount for new awards $11,463 0 0

Number of new awards 12 0 0

Amount for continuation awards $7,790 $19,600 $19,600

Number of continuation awards 8 20 20

Amount for supplemental awards $353 0 0

Number of supplemental awards 1 0 0

Peer review $2 0 0

Technical assistance $392 $400 $400

PROGRAM PERFORMANCE INFORMATION

Performance Measures

This section presents selected program performance information, including, for example, 

program goals, objectives, measures, and performance targets and data; and an assessment of 

the progress made toward achieving program results. Achievement of program results is based 

on the cumulative effect of the Federal resources provided for the program as well as the 

resources and efforts invested by those served by the program. 

Data for the measures are reported separately for the 2018 grantee cohort (12 grantees) and 

the 2022 grantee cohort (8 grantees). Actual data for 2023 for the 2018 grantee cohort are 

reported for 11 of 12 grantees; data for the remaining grantee are expected in early spring 2024. 

Targets for the measures for the 2022 cohort for 2024 and future years, using 2023 actual data 

as the baseline, will be developed at a later date.

1 The Department is authorized to reserve up to 0.5 percent of funds appropriated for most ESEA programs, including 

Statewide Family Engagement Centers, and to pool such funds for use in evaluating any ESEA program. The 

Department did not reserve funds from Statewide Family Engagement Centers for this purpose in fiscal year 2023 but 

may do so in fiscal years 2024 and 2025.
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Measure: The number of parents who are participating in program activities designed to provide 

them with the information necessary to understand their annual school report cards and other 

opportunities for engagement under section 1116 and other related ESEA provisions.

Year 2018 Cohort 

Target

2018 Cohort 

Actual

2022 Cohort 

Target

2022 Cohort 

Actual

2020 50,000 60,046 N/A N/A

2021 60,000 95,439 N/A N/A

2022 60,000 119,921 N/A N/A

2023 60,000 196,305 Baseline year 5,400

Measure: The number of high-impact activities or services provided to build a statewide 

infrastructure for systemic family engagement that includes support for State and local 

educational agency level leadership and capacity-building.

Year 2018 Cohort 

Target

2018 Cohort 

Actual

2022 Cohort 

Target

2022 Cohort 

Actual

2020 350 816 N/A N/A

2021 500 1,249 N/A N/A

2022 500 889 N/A N/A

2023 500 2,054 Baseline year 272

Additional information: Grantees have worked with a technical assistance contractor to define 

“high-impact” as consistently as possible across projects. 

Measure: The number of high-impact activities or services implemented to ensure that parents 

are trained and can effectively engage in activities that will improve student academic 

achievement, to include an understanding of how they can support learning in the classroom 

with activities at home or outside the school generally, as well as how they can participate in 

State and local decision-making processes.

Year 2018 Cohort 

Target

2018 Cohort 

Actual

2022 Cohort 

Target

2022 Cohort 

Actual

2020 100 935 N/A N/A

2021 800 1,526 N/A N/A

2022 800 1,284 N/A N/A

2023 850 3,273 Baseline year 399

Additional information: Grantees largely pivoted to online programming for parents beginning 

in 2020 and have therefore been able to reach more parents than anticipated.
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Measure: The percentage of parents and families receiving services who report having 

enhanced capacity to work with schools and service providers effectively in meeting the 

academic and developmental needs of their children.

Year 2018 Cohort 

Target

2018 Cohort 

Actual

2022 Cohort 

Target

2022 Cohort 

Actual

2020 80% 87.3% N/A N/A

2021 80 88.7 N/A N/A

2022 80 90.9 N/A N/A

2023 80 76.3 Baseline year 71.2

The following additional measures were established for the 2022 grantee cohort.

Measure: The number of high-impact activities or services implemented to ensure that LEA, 

school, and community-based organization staff are trained and can effectively engage in 

activities with families that will improve student academic achievement, to include an 

understanding of how they can support families with activities at home or outside the school 

generally, as well as how they can help families participate in State and local decision-making 

processes.

Year 2022 Cohort Target 2022 Cohort Actual

2023 Baseline year 170

Measure: The percentage of LEA and school staff receiving SFEC services who report having 

enhanced capacity to work with families effectively in meeting the academic and developmental 

needs of their children.

Year 2022 Cohort Target 2022 Cohort Actual

2023 Baseline year 93.2
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Fostering diverse schools 

(Proposed legislation)

(dollars in thousands)

FY 2025 Authorization: To be determined

Budget Authority: 

Period of fund availability:

2024 Annualized CR 2025 Request Change 

0 $10,000 +$10,000

PROGRAM DESCRIPTION

The Fostering Diverse Schools program would help address the well-documented, persistent 

negative effects of concentrated poverty and racial isolation by supporting voluntary efforts to 

increase school diversity in preschool through grade 12. The program would make competitive 

awards to local educational agencies (LEAs)—alone, in consortia, or in partnership with State 

educational agencies—that have significant opportunity and achievement gaps and segregation 

or isolation within or across districts. Educational service agencies or other regional educational 

authorities serving such LEAs may also apply for grants.

Fostering Diverse Schools grants would require applicants to demonstrate strong student, 

family, educator, and community involvement in their plans and would provide resources for 

communities to implement voluntary, locally developed school integration and improvement 

strategies. Applicants would have flexibility to develop and implement school diversity plans that 

reflect their individual needs and circumstances, and the program would promote the use of 

evidence-based strategies. Applicants would be required to develop voluntary plans for 

improving socioeconomic diversity in schools and may choose to pursue permissible strategies 

for improving diversity as it relates to other factors, such as race, ethnicity, or disability status.

Program funds would support two types of grants: (1) planning grants for activities, for up to 

18 months, that culminate in a strategic plan for increasing diversity and creating inclusive 

learning environments within and across districts, schools, and classrooms; and (2), for 

applicants with well-designed plans that were developed as a result of strong family, community, 

and educator engagement, implementation grants for a period of up to 5 years to carry out 

activities in those plans. The Department would give special consideration in making awards to 

applicants that partner with or leverage resources of State or local agencies (for example, local 

housing authorities), and grantees would be encouraged to partner with other entities, such as 

community-based organizations, social service agencies, institutions of higher education, and 

early learning providers to support implementation. Priority would also be given to projects that 

are inter-district or regional in approach, as well as to applicants for implementation grants that 

successfully complete planning grant projects.

Applicants for either type of grant could pursue a variety of school enrollment policies to 

promote school diversity. For example, applicants could allow students to enroll in public 
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schools within or across districts through programs that promote diversity in schools or other 

student-assignment policies that consider the socioeconomic status or neighborhood of 

residence of students.

Planning Grants

Planning grants would support a rigorous process that includes research and analysis, 

extensive educator, family, and community engagement, and the development of an 

implementation plan. Required activities for planning grantees would include: (1) completing a 

comprehensive assessment of the geographic area to be served, including using established 

survey or data collection methods to identify areas of socioeconomic isolation and stratification, 

student educational opportunities and outcomes, and related barriers to diversity at the 

classroom, school, and district levels; (2) developing and implementing a robust student, family, 

educator, and community engagement plan, including, where feasible, public hearings or other 

open forums to inform the development of a formal strategy to improve diversity; and (3) 

producing a strategic plan that includes specific performance metrics, activities, timelines, and 

cost estimates for improving diversity and student opportunities and outcomes in covered 

schools. To these ends, planning grantees could use funds for activities such as:

• Assessing the impact on school diversity of current school and district boundaries and 

feeder patterns, and identifying enrollment strategies that promote diversity while taking 

into account geographic proximity;

• Analyzing the location and capacity of existing school facilities and the adequacy of local 

or regional transportation infrastructure to support more diverse student bodies;

• Developing new school construction or siting proposals that promote diversity;

• Prototyping activities designed to improve diversity and student educational 

opportunities and outcomes in covered schools; 

• Identifying or developing strategies to evaluate and address segregation within schools 

with diverse student populations, including disparate participation in academic programs 

and other school activities that result in social segregation within schools and disparate 

access to educational opportunities;

• Coordinating with other relevant government entities, including housing authorities. 

Implementation Grants

To be eligible to receive an award, an applicant for an implementation grant must submit a 

high-quality plan that includes: (1) a comprehensive set of activities that is based on the 

assessment required of planning grantees and designed to improve academic opportunities and 

outcomes for all students, particularly students of color and students from low-income 

backgrounds, and increase integration within and across schools; (2) evidence of extensive 

stakeholder support for these strategies, including that the applicant has engaged in meaningful 
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student, family, educator, and community outreach activities; (3) ambitious but achievable goals 

to increase diversity over the course of the grant period; and (4) regular collection and analysis 

of performance data to provide transparency and support continuous improvement.

Grantees would use funds to carry out one or more activities in their plans, which could include: 

• Creating or improving systems or partnerships that make information on public school 

options easily accessible to students and families, with a focus on removing barriers to 

information access;

• Providing new or expanded access to specialized schoolwide academic programs or 

facilities designed to attract students from diverse backgrounds;

• Recruiting, hiring, and supporting diverse educators in new, expanded, or restructured 

schools, including professional development activities on implementing culturally and 

linguistically responsive practices and creating safe and inclusive learning environments; 

or

• Other innovative and promising activities designed to increase diversity and close 

opportunity and achievement gaps within and across schools.

National Activities

The Department would reserve up to 10 percent of appropriations for the new program to 

support a wide range of national activities, including research, development, technical 

assistance, evaluation, and dissemination. In particular, these funds could support intensive, 

customized technical assistance to planning grantees and a rigorous evaluation of 

implementation grants. Funds could also be used to develop and maintain a community of 

practice for information sharing among grantees and experts in the field.

FY 2025 BUDGET REQUEST

For fiscal year 2025, the Administration requests $10.0 million for a new Fostering Diverse 

Schools program, which would be authorized through appropriations language. The Department 

would use funds under this program for a limited number of planning grants and implementation 

grants, which may include grants initially supported through the Fostering Diverse Schools 

Demonstration Grants program under the Title IV-A Student Support and Academic Enrichment 

Grants technical assistance and capacity building authority.

Diversity is America’s greatest strength. Unfortunately, students in racially isolated communities 

and communities of concentrated poverty are too often denied access to critical educational 

resources and opportunities, resulting in negative outcomes in school and throughout life. 

Fostering Diverse Schools is an integral part of the Administration’s efforts to remove the 

barriers to success that these students face and help all students excel academically and 

become engaged citizens. In particular, this program would demonstrate the Administration’s 

commitment to focusing national attention on—and increasing the number of communities 
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engaging in a robust and informed discussion of—the critical role schools that are diverse by 

design can play, as research shows, in improving academic, social and emotional, civic, and 

economic outcomes.148F

1

Fostering Diverse Schools would build on the Administration’s efforts to improve diversity within 

and across schools to date, including the planning and implementation grants first made in fiscal 

year 2023 under the Fostering Diverse Schools Demonstration Grants program using funds 

from the Title IV-A Student Support and Academic Enrichment Grants technical assistance and 

capacity building authority. Most critically, the request would support and improve these efforts 

by establishing a standalone authority with dedicated funding.

Fostering Diverse Schools would also be complemented by the Administration’s request for 

Magnet Schools Assistance, which would support efforts to desegregate schools by creating 

special instructional programs that appeal to diverse students.

PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures 2025

Amount for grants $8,900

Number of planning grants 1-6

Average planning grant award $750

Number of implementation grants 1-2

Average implementation grant award $4,000

Peer review of new award applications $100

National activities $1,000

PROGRAM PERFORMANCE INFORMATION

Performance Measures

This section presents selected program performance information, including, for example, 

program goals, objectives, measures, and performance targets and data; and an assessment of 

the progress made toward achieving program results. Achievement of program results is based 

on the cumulative effect of the Federal resources provided for the program as well as the 

resources and efforts invested by those served by the program.

1 See https://tcf.org/content/facts/the-benefits-of-socioeconomically-and-racially-integrated-schools-andclassrooms/#:~:text=On%20average%2C%20students%20in%20socioeconomically,have%20higher%20average%20

test%20scores. 
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Account Summary Table

Select here for the online version.

DEPARTMENT OF EDUCATION FISCAL YEAR 2025 PRESIDENT'S BUDGET

(in thousands of dollars)

Cat 

Code

2023

Appropriation

2024

Annualized CR

2025 Request

FY 2025 Request 

Compared to FY 2024 

Annualized CR: Amount

FY 2025 Request 

Compared to FY 2024 

Annualized CR: Percent

Innovation and Improvement

1. Education innovation and research (ESEA IV-F-1) D 284,000 284,000 269,000 (15,000) -5.28%

2. Teacher and school leader incentive grants (ESEA II-B-1) D 173,000 173,000 173,000 0 0.00%

3. American history and civics education (ESEA II-B-3) D 23,000 23,000 23,000 0 0.00%

4. Supporting effective educator development (SEED) (ESEA II-B-4, section 2242) D 90,000 90,000 90,000 0 0.00%

5. Charter schools grants (ESEA IV-C) D 440,000 440,000 400,000 (40,000) -9.09%

6. Magnet schools assistance (ESEA IV-D) D 139,000 139,000 139,000 0 0.00%

7. Ready to learn programming (ESEA IV-F-4, section 4643) D 31,000 31,000 31,000 0 0.00%

8. Arts in education (ESEA IV-F-4, section 4642) D 36,500 36,500 36,500 0 0.00%

9. Javits gifted and talented education (ESEA IV-F-4, section 4644) D 16,500 16,500 16,500 0 0.00%

10. Statewide family engagement centers (ESEA IV-E) D 20,000 20,000 20,000 0 0.00%

11. Fostering Diverse Schools (proposed legislation) D 0 0 10,000 10,000 ---

12. Community Project Funding/Congressionally Directed Spending D 200,443 200,443 0 (200,443) -100.00%

Total D 1,453,443 1,453,443 1,208,000 (245,443) -16.89%

NOTES:

1) D = discretionary program; M = mandatory programs

2) Detail may not add to totals due to rounding.