Department of Education

SCHOOL IMPROVEMENT PROGRAMS

Fiscal Year 2024 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 2023 Appropriations Reports ................................................................. 10

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

Activities:

Supporting effective instruction State grants ..........................................................................14

21st Century community learning centers ..............................................................................19

State assessments .................................................................................................................23

Education for homeless children and youths..........................................................................29

Native Hawaiian education .....................................................................................................35

Alaska Native education.........................................................................................................40

Training and advisory services ...............................................................................................44

Rural education ......................................................................................................................49

Supplemental education grants ..............................................................................................56

Comprehensive centers..........................................................................................................59

Student support and academic enrichment grants ................................................................. 66

Account Summary Table.............................................................................................................73

State Tables*

*State tables reflecting actual fiscal year 2022 allocations and fiscal years 2023 and 2024 

estimates are posted on the Department’s webpage at: 

https://www2.ed.gov/about/overview/budget/statetables/index.html
SCHOOL IMPROVEMENT PROGRAMS

1 

Appropriations Language

For carrying out school improvement activities authorized by part B of title I, part A of title II, 

subpart 1 of part A of title IV, part B of title IV, part B of title V, and parts B and C of title VI of the 

ESEA; the McKinney-Vento Homeless Assistance Act; section 203 of the Educational Technical 

Assistance Act of 2002; [the Compact of Free Association Amendments Act of 2003;] and the 

Civil Rights Act of 1964, [$5,810,642,000] $5,891,278,000, of which [$3,952,312,000]

$4,208,837,000 shall become available on July 1, [2023] 2024, and remain available through 

September 30, [2024] 2025, and of which $1,681,441,000 shall become available on October 1, 

[2023] 2024, and shall remain available through September 30, [2024] 2025, for academic year 

[2023–2024] 2024–2025: Provided, That [$390,000,000] $469,100,000 shall be for part B of 

title I1: Provided further, That funds available for grants under 1203(b)(1) may be used to make 

grants to LEAs to develop, improve, or scale up diagnostic and formative assessments that 

provide information to educators and parents about student performance and progress over 

time2: Provided further, That $1,329,673,000 shall be for part B of title IV3: Provided further, That 

$45,897,000 shall be for part B of title VI, which may be used for construction, renovation, and 

modernization of any public elementary school, secondary school, or structure related to a 

public elementary school or secondary school that serves a predominantly Native Hawaiian 

student body, and that the 5 percent limitation in section 6205(b) of the ESEA on the use of 

funds for administrative purposes shall apply only to direct administrative costs4: Provided 

further, That $44,953,000 shall be for part C of title VI, which shall be awarded on a competitive 

basis, and may be used for construction, and that the 5 percent limitation in section 6305 of the 

ESEA on the use of funds for administrative purposes shall apply only to direct administrative 

costs5: Provided further, That $55,000,000 shall be available to carry out section 203 of the 

Educational Technical Assistance Act of 2002 and the Secretary shall make such arrangements 
2 

as determined to be necessary to ensure that the Bureau of Indian Education has access to 

services provided under this section6: [Provided further, That $24,464,000 shall be available to 

carry out the Supplemental Education Grants program for the Federated States of Micronesia 

and the Republic of the Marshall Islands7: Provided further, That the Secretary may reserve up 

to 5 percent of the amount referred to in the previous proviso to provide technical assistance in 

the implementation of these grants8:] Provided further, That $215,000,000 shall be for part B of 

title V9: Provided further, That [$1,380,000,000] $1,405,000,000 shall be available for grants 

under subpart 1 of part A of title IV10. 

(Department of Education Appropriations Act, 2023.)

NOTE

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.
SCHOOL IMPROVEMENT PROGRAMS

3 

Analysis of Language Provisions and Changes

Language Provision Explanation

1... of which [$3,952,312,000] 

$4,208,837,000 shall become available on 

July 1, [2023] 2024, and remain available 

through September 30, [2024] 2025, and of 

which $1,681,441,000 shall become 

available on October 1, [2023] 2024, and 

shall remain available through September 30, 

[2024] 2025, for academic year [2023–2024] 

2024–2025: Provided, That [$390,000,000]

$469,100,000 shall be for part B of title I... 

This language provides for a portion of funds 

to be appropriated on a forward-funded 

basis. This language also provides that a 

portion of funds for Supporting Effective 

Instruction State Grants is available on an 

advance-funded basis. This language also 

specifies the funding level for State 

Assessments.

2...Provided further, That funds available for 

grants under 1203(b)(1) may be used to 

make grants to LEAs to develop, improve, or 

scale up diagnostic and formative 

assessments that provide information to 

educators and parents about student 

performance and progress over time...

Allows funds appropriated under the section 

authorizing Competitive Grants for State 

Assessments to be used for a new 

demonstration program for LEAs to develop, 

improve, or scale up diagnostic and formative 

assessments. 

3... Provided further, That $1,329,673,000 

shall be for part B of title IV... 

This language specifies the funding level for 

21st Century community learning centers.

4 ...Provided further, That $45,897,000 shall 

be for part B of title VI, which may be used 

for construction, renovation, and 

modernization of any public elementary 

school, secondary school, or structure 

related to a public elementary school or 

secondary school that serves a 

predominantly Native Hawaiian student body, 

and that the 5 percent limitation in section 

6205(b) of the ESEA on the use of funds for 

administrative purposes shall apply only to 

direct administrative costs... 

This language specifies the funding level for 

the Native Hawaiian education program, 

authorizes the use of funds appropriated for 

school construction, renovation, and 

modernization, and specifies that the 

administrative cost limitation applies only to 

direct administrative costs. 

5 ...Provided further, That $44,953,000 shall 

be for part C of title VI, which shall be 

awarded on a competitive basis, and may be 

used for construction, and that the 5 percent 

limitation in section 6305 of the ESEA on the 

use of funds for administrative purposes shall 

apply only to direct administrative costs... 

This language specifies the funding level for 

the Alaska Native education program, 

authorizes the use of funds appropriated for 

construction, and specifies that the 

administrative cost limitation applies only to 

direct administrative costs. 
SCHOOL IMPROVEMENT PROGRAMS 

Analysis of Language Provisions and Changes—continued

4 

Language Provision Explanation

6 ...Provided further, That $55,000,000 shall 

be available to carry out section 203 of the 

Educational Technical Assistance Act of 

2002 and the Secretary shall make such 

arrangements as determined to be necessary 

to ensure that the Bureau of Indian Education 

has access to services provided under this 

section... 

This language specifies the funding level for 

the Comprehensive Centers program and 

authorizes the Secretary to provide the 

Bureau of Indian Education access to 

program services. 

7 ... [Provided further, That $24,463,218 shall 

be available to carry out the Supplemental 

Education Grants program for the Federated 

States of Micronesia and the Republic of the 

Marshall Islands]... 

This language specifies the funding level for 

Supplemental Education Grants to the 

Federated States of Micronesia and the 

Republic of the Marshall Islands. 

8 ... [Provided further, That the Secretary 

may reserve up to 5 percent of the amount 

referred to in the previous proviso to provide 

technical assistance in the implementation of 

these grants]... 

This language allows the Secretary to 

reserve up to 5 percent of Supplemental 

Education Grants funds to provide technical 

assistance for these grants. 

9... Provided further, That $215,000,000 shall 

be for part B of title V... 

This language specifies the funding level for 

the Rural Education Achievement Program. 

10 ... Provided further, That [$1,380,000,000] 

$1,405,000,000 shall be available for grants 

under subpart 1 of part A of title IV. 

This language specifies the funding level for 

the Student Support and Academic 

Enrichment grants program. 
SCHOOL IMPROVEMENT PROGRAMS

5

Appropriation, Adjustments and Transfers

(dollars in thousands)

Appropriation/Adjustments/Transfers 2022 2023 2024

Discretionary:

Discretionary Appropriation $5,595,835 $5,810,642 $5,890,278

Total, discretionary appropriation 5,595,835 5,810,642 5,890,278

Advance:

Advance for succeeding fiscal year -1,681,441 -1,681,441 -1,681,441

Advance from prior year 1,681,441 1,681,441 1,681,441

Total, budget authority 5,595,835 5,810,642 5,890,278

Mandatory:

Mandatory appropriation -Supplemental, ARP Act (P.L 117-02) 170,000 0 0

Total, mandatory appropriation 170,000 0 0

Total, discretionary, and mandatory 

appropriation

5,765,835 5,810,642 5,890,278
SCHOOL IMPROVEMENT PROGRAMS

6 

Summary of Changes

(dollars in thousands)

2023 $5,810,642

2024 5,890,278

Net change +79,636

Increases: 2023 base

Change

from base

Program:

Increase in funding for State Assessments for a new 

demonstration program for LEAs to develop, improve, or 

scale up diagnostic and formative assessments. $390,000 +$79,100

Increase in funding for Student Support and Academic 

Enrichment Grants to build the capacity of States and LEAs 

to provide instruction in languages other than English 

through a new Raising the Bar on Multilingualism program. 1,380,000 +25,000

Subtotal, increases +104,100

Decreases: 2023 base

Change 

from base

Program:

Supplemental Education Grants will be subsumed by 

mandatory budget authority appropriated to the Department 

of State, and language calling for continued implementation 

of the Compacts of Free Association at the Department of 

the Interior. $24,464 -$24,464

Subtotal, decreases -24,464

Net change +79,636
SCHOOL IMPROVEMENT PROGRAMS

7 

Authorizing Legislation

(dollars in thousands)

Activity

2023 

Authorized

footnote

2023 

Appropriation

fo

ot

n

ot

e

2024 

Authorized

footnote

2024 

Request

footnote

Supporting effective instruction State grants (ESEA II-A) 01 $2,190,080 To be determined1 $2,190,080

21st century community learning centers (ESEA IV-B) 01 1,329,673 To be determined1 1,329,673

State assessments (ESEA I-B, sections 1201-1203) 01 390,000 To be determined1 469,100

Education for homeless children and youths (MVHAA Title VII-B) 01 129,000 To be determined1 129,000

Native Hawaiian Education (ESEA VI-B) 01 45,897 To be determined1 45,897

Alaska Native education equity (ESEA VI-C) 01 44,953 To be determined1 44,953

Training and advisory services (CRA IV) Indefinite 6,575 Indefinite 6,575

Rural education (ESEA V-B) 01 215,000 To be determined1 215,000

Supplemental education grants (Compact of Free Association Act) $24,4642 24,464 02 0

Comprehensive centers (ETAA section 203) 03 55,000 To be determined3 55,000

Student support and academic enrichment grants (ESEA IV-A-1) 01 1,380,000 To be determined1

 

1,405,000

Total definite authorization 24,464 To be determined

Total appropriation 5,810,642 5,890,278

1 The GEPA extension expired September 30, 2021. Reauthorization for FY 2024 is expected through appropriations action. 2 The program authorization expires September 30, 2023. 3 The GEPA extension expired September 30, 2009. Reauthorization for FY 2024 is expected through appropriations action. 
SCHOOL IMPROVEMENT PROGRAMS

8 

Appropriations History

(dollars in thousands) 

Year

Budget 

Estimate 

to Congress

House 

Allowance Footnote

Senate 

Allowance Footnote Appropriation Footnote

20151 $966,923 N/A $4,402,674 $4,402,671

(2015 Advance for 2016) (0) (1,681,441) (1,681,441)

20162 4,693,171 $3,500,720 4,134,746 4,443,629

(2016 Advance for 2017) (1,681,441) (1,681,441) (1,681,441) (1,681,441)

20173 4,658,409 4,799,912 4,177,239 4,408,567

(2017 Advance for 2018) (1,681,441) (1,681,441) (1,681,441) (1,670,022)

20184 697,321 2,369,964 4,458,567 5,158,467

(2018 Advance for 2019) (0) (0) (1,681,441) (1,681,441)

20195 645,214 5,258,467 5,291,967 5,246,967

(2019 Advance for 2020) (0) (1,681,441) (1,681,441) (1,681,441)

20206 675,614 6,016,470 5,305,9677 5,404,967

(2020 Advance for 2021) (0) (1,681,441) (1,681,441) (1,681,441)

1 The House allowance is shown as N/A because there was no Subcommittee action. The level for the Senate 

allowance reflects Senate Subcommittee action only.

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

the Appropriation reflects the Consolidated Appropriations Act, 2017.

4 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). 5 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). 6 The Senate allowance reflects the Chairman’s mark; the Appropriation reflects the Further Consolidated 

Appropriation Act, 2020 (P.L. 116-94). 

7 The Senate allowance reflects the Chairman’s mark; the Appropriation reflects the Further Consolidated 

Appropriation Act, 2020 (P.L. 116-94).
SCHOOL IMPROVEMENT PROGRAMS

Appropriations History—continued

9

Year

Budget 

Estimate 

to Congress

House 

Allowance Footnote

Senate 

Allowance Footnote Appropriation Footnote

20211 $392,374 $5,453,617 $5,449,967 $5,444,217

(2021 Advance for 2022) (0) (1,681,441) (1,681,441) (1,681,441)

2021 Mandatory Supplemental, 

ARP Act (P.L. 117-02)2

0 0 0 $170,000

20223 6,532,675 5,803.539 5,760.835 5,595,835

(2022 Advance for 2023) (1,681,441) (1,681,441 ) (1,681,441) (1,681,441)

20234 5,525,982 5,905,642 5,910,843 5,810,642

(2023 Advance for 2024) (1,681,441) (1,681,441) (1,681,441) (1,681,441)

2024 5,890,278

(2024 Advance for 2025) (1,681,441)

1 The level for the Senate Allowance reflects the Chairman’s mark; the Appropriation reflects Division H of the 

Consolidated Appropriations Act, 2021 (P.L. 116-260). 2 The Appropriation reflects the American Rescue Plan Act of 2021 (P.L. 117-02). 3 The House allowance reflects floor action; the Senate allowance reflects the Chair’s mark; and the Appropriation 

reflects Division H of the Consolidated Appropriations Act, 2022 (P.L. 117-103). 4 The House allowance reflects the regular annual FY 2023 appropriation, which was introduced on the floor; the 

Senate allowance reflects the Chair’s mark; and the Appropriation reflects the Consolidated Appropriations Act, 2023 

(P.L. 117-328).
SCHOOL IMPROVEMENT PROGRAMS

10

Significant Items in FY 2023 Appropriations Reports

Native Hawaiian Education

Omnibus: The Department shall award not less than $10,000,000 of the funds made 

available for the Education for Native Hawaiians program under authority 

continued from last year's bill for construction, renovation, and modernization of 

any public elementary school, secondary school, or structure related to a public 

elementary school or secondary school, that serves a predominantly Native 

Hawaiian student body. The Department shall make this funding competitively 

available to organizations in need of assistance with infrastructure improvement 

for increased capacity to serve a predominantly Native Hawaiian student body. 

Response: The Department plans to award grants under the Education for Native Hawaiians 

program specifically for the construction, renovation, and modernization of any 

public elementary school, secondary school, or structure related to a public 

elementary school or secondary school, that serves a predominantly Native 

Hawaiian student body.

Alaska Native Education

Omnibus: The Department is directed to make every effort to ensure that grants are 

awarded well in advance of the school year, to maximize grantees' ability to hire 

the necessary staff and have their programs in place by the start of Alaska's 

school year in mid-August.

Response: The Department will make every effort to ensure that grants are awarded well in 

advance of the school year.

Omnibus: The Department is directed to ensure that Alaska Native Tribes, Alaska Native 

regional non-profits, and Alaska Native corporations have the maximum 

opportunity to compete successfully for grants under this program by providing 

these entities multiple opportunities for technical assistance in developing 

successful applications for these funds, both in Alaska and through various forms 

of telecommunications.

Response: The Department will comply with this request and continue to provide technical 

assistance to ensure that Alaska Native Tribes, Alaska Native regional 

nonprofits, and Alaska Native corporations have the maximum opportunity to 

successfully compete for grants under this program.

Student Support and Academic Enrichment State Grants

House: Menstrual Health. —The Committee is concerned about the disruptions to 

educational opportunities that children living in period poverty experience. 

Industry reports found that one in five school age children have missed school 
SCHOOL IMPROVEMENT PROGRAMS

Significant Items in FY 2023 Appropriations Reports—continued

11

due to lack of access to safe and affordable menstrual products. In the fiscal year 

2024 Congressional Budget Justification, Committee directs the Department to 

provide an update on the Department’s implementation of the directive provided 

under this heading in House Report 117–96. In addition, the Committee requests 

information around the feasibility of supporting free menstrual product programs 

through the Nita M. Lowey 21st Century Community Learning Centers program. 

Response: Consistent with the directive, the Department is developing a technical 

assistance document for States and LEAs on effective strategies for increasing

menstrual equity and expects to release the document in spring 2023 and is 

exploring feasibility of the directive regarding the Nita M. Lowey 21st Century 

Community Learning Centers program.

House: Technical Assistance on Inclusive Practices. —The Committee notes that SSAE 

provides flexible funding to support activities that promote a safe and healthy 

learning environment. With respect to these authorized activities, the Committee 

believes there is no more urgent charge than to support students through 

inclusive practices that are evidence-based and address the needs of the whole 

child. Further, the Committee is concerned by efforts that would promote SSAE 

for unintended purposes, including purposes that generate disproportionate 

negative impacts on specific student subgroups. Accordingly, the Committee 

directs the Department to describe the technical assistance it provides on 

inclusive, evidence-based practices that address the needs of the whole child in 

the fiscal year 2024 Congressional Budget Justification.

Technical Assistance and Capacity Building. — The reservation for technical 

assistance (TA) and capacity building should be used to support SEAs and LEAs 

in carrying out authorized activities under this program identified by SEAs and 

LEAs, which may include support for fostering school diversity efforts across and 

within school districts. The agreement continues to direct the Department to 

prioritize its TA and capacity building support for SEAs and LEAs seeking to 

address such school diversity needs. In future Congressional Justifications, the 

Department shall continue to provide current and planned expenditures for this 

reservation and include a plan for how resources will be spent to provide TA and 

to build the capacity of SEAs and LEAs.

Response: The Department’s responses to these directives are provided in the Student 

Support and Academic Enrichment Grants program narrative.
SCHOOL IMPROVEMENT PROGRAMS

12

Summary of Request

The programs in the School Improvement Programs account support State and local efforts to 

implement the reforms and educational improvements called for in the Elementary and 

Secondary Education Act (ESEA), including through professional development and other 

support for teachers and school leaders, before- and after-school programs, flexible formula 

funding to support State and local needs, additional funding for school districts in rural areas, 

improving the quality of the State assessments required by the ESEA, and addressing the 

particular educational needs of special populations. 

The Administration is requesting approximately $5.9 billion, $79.6 million more than the fiscal 

year 2023 appropriation, for the following programs in this account:

• $2.2 billion for Supporting Effective Instruction State Grants to support ongoing State 

and local efforts to improve teacher and principal effectiveness and help ensure that all 

students have equitable access to well-prepared, qualified, and effective teachers and 

principals. Since the beginning of the pandemic, State educational agencies (SEAs) and 

local educational agencies (LEAs) have faced unprecedented challenges in resuming inperson instruction in a safe manner and teachers and school leaders need continued 

support to ensure that students are able to recover from lost instructional time. 

• $1.3 billion for 21st Century Community Learning Centers as part of the Administration’s 

commitment to expanding access to high-quality, evidence-based afterschool and summer

programs as a core equity strategy for closing achievement and attainment gaps between 

students from low-income backgrounds, students of color, and other students. Expanded 

access to before- and after-school and summer programs are a critical, evidence-based 

strategy for recovering from lost instructional time due the COVID-19 pandemic.

• $469.1 million for State Assessments to help States continue to administer high-quality 

assessment systems as a cornerstone of successful ESEA implementation. The request 

includes $100 million for a new demonstration program for LEAs to develop, improve, or 

scale up diagnostic and formative assessments.

• $129.0 million for Education for Homeless Children and Youths to help maintain services 

and support for the increased numbers of children and youth from families experiencing 

homelessness.

• $45.9 million for Native Hawaiian Education to provide supplemental education programs 

and services to Native Hawaiian children and adults, in such areas as teacher training, 

family-based education, gifted and talented education, special education, higher education, 

and community-based education learning centers.

• $45.0 million for Alaska Native Education to support the development and operation of 

supplemental education programs and services for Alaska Native children and adults.

• $6.6 million for Training and Advisory Services to support regional equity assistance 

centers that provide technical assistance upon request to school districts in addressing 

educational equity related to issues of race, sex, national origin, and religion.
SCHOOL IMPROVEMENT PROGRAMS

Summary of Request—continued

13

• $215.0 million for Rural Education to provide resources to rural LEAs and schools that 

often face unique challenges in meeting the needs of their students.

• $55.0 million for Comprehensive Centers, to provide comprehensive technical assistance 

to grantees. Funds would support the continuation costs of 19 Regional Centers and a 

National Center that provide intensive capacity-building services to help SEAs and other 

recipients identify, implement, and sustain effective evidence-based practices that improve 

instruction and student outcomes.

• $1.4 billion for Student Support and Academic Enrichment Grants to improve academic 

achievement by increasing the capacity of States and LEAs to provide students with access 

to a well-rounded education and improve school conditions and use of technology.

Activities:

Summary of Request
SCHOOL IMPROVEMENT PROGRAMS

14

Activities:

Supporting effective instruction State grants

(Elementary and Secondary Education Act of 1965, as amended, Title II, Part A)

(dollars in thousands)

FY 2024 Authorization: To be determined1

Budget Authority: 

Period of fund availability: 2023 Appropriation 2024 Request Change 

Annual appropriation $508,639 $508,639 0

Advance for succeeding fiscal year 1,681,441 1,681,441 0

Total 2,190,080 2,190,080 0

PROGRAM DESCRIPTION 

Supporting Effective Instruction (SEI) State Grants provide formula grants to State educational 

agencies (SEAs), which subgrant most funds to local educational agencies (LEAs) to support 

activities designed to increase educational opportunity and student achievement by improving 

the effectiveness of teachers, principals, and other school leaders; increase the number of 

teachers, principals, and other school leaders who are effective in improving student academic 

achievement in schools; provide students from low-income backgrounds and students of color 

greater access to effective teachers, principals, and other school leaders; and reduce class size. 

SEAs and LEAs have flexibility to carry out a wide variety of activities based on identified needs.

Funds are distributed to States by a formula that uses the number of children aged 5 to 17 and 

the number of children aged 5 to 17 from families living in poverty. For the past two decades a 

“hold harmless” provision took into account the amount of money received under two 

antecedent programs, but the 2015 reauthorization of the Elementary and Secondary Education 

Act (ESEA) established a multi-year phase-out of this provision by fiscal year 2022. Fiscal year 

2023 is the first year in which all appropriated funds are to be allocated strictly by the formula, 

which is weighted 80 percent for children from low-income backgrounds and 20 percent 

according to States’ relative shares of the population aged 5 to 17. 

The Bureau of Indian Education (BIE) in the Department of the Interior and the Outlying Areas 

each receive one-half of 1 percent of the appropriation. The Department may reserve up to onehalf of 1 percent of funding for evaluation. Each State must reserve at least 95 percent of its 

funds for subgrants to LEAs and may use up to 1 percent for administration and the remainder 

for State-level activities. The statute further authorizes States to reserve up to an additional 

1 The GEPA extension expired September 30, 2021. Reauthorization for FY 2024 is expected through appropriations 

action.
SCHOOL IMPROVEMENT PROGRAMS

Supporting effective instruction State grants

15

15

3 percent of the amount otherwise reserved for subgrants to LEAs for a range of State-level 

activities aimed at improving the effectiveness of principals and other school leaders. In making 

subgrants to LEAs, 20 percent of allocations are based on LEAs’ share of children aged 

5 through 17 and 80 percent on the LEAs’ share of children aged 5 through 17 from low-income 

backgrounds. The reauthorization also provided greater flexibility for States and districts in how 

they use Title II-A funds, by expanding the option to transfer funds to other ESEA programs; in 

2020-21, no States transferred funds from Title II-A to other programs and only three transferred 

funds to Title II-A from other programs. However, 26 percent of districts transferred funds out of 

Title II-A to other programs, and 5 percent of districts transferred funds to Title II-A from other 

programs.

States may use their State-level funds for a variety of activities, including:

• Improving equitable access to effective teachers;

• Strengthening teacher and principal preparation programs including through high-quality 

residencies and registered apprenticeship programs;

• Improving teacher, principal, and other school leader certification and licensing 

standards and requirements;

• Technical assistance to LEAs; improving professional development; improving State 

reciprocity of teacher and principal certification or licensing;

• Creating or improving alternative routes to certification including for paraprofessionals, 

mid-career professionals, and former military personnel and through Grow Your Own 

programs;

• Training teachers and school staff on the appropriate and effective use of student data; 

and

• Helping LEAs design and implement teacher, principal, or other school leader evaluation 

and support systems that are based in part on evidence of student academic 

achievement and include multiple measures of educator performance and provide clear, 

timely, and useful feedback to teachers, principals, or other school leaders.

LEAs may use funds to:

• Develop, implement, and evaluate comprehensive programs and activities to improve 

teacher and school leader effectiveness;

• Implement initiatives to assist in recruiting, hiring, supporting and retaining effective 

teachers and paraprofessionals, especially in underserved schools;

• Promote teacher leadership;

• Reduce class size;

• Provide high-quality, research-based professional development, including through 

professional learning communities; and

• Develop feedback and collaboration mechanisms to improve school working conditions.

SEI State Grants is a forward-funded program that includes advance appropriations. A portion 

of funds becomes available for obligation on July 1 of the fiscal year in which they are 

appropriated and remains available for 15 months, through September 30 of the following year. 

The remaining funds become available on October 1 of the fiscal year following the year of 
SCHOOL IMPROVEMENT PROGRAMS

Supporting effective instruction State grants

16

16

appropriation and remain available for 12 months, expiring at the same time as the forwardfunded portion.

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2019 $2,055,830

2020 2,131,830

2021 2,143,080

2022 2,170,080

2023 2,190,080

FY 2024 BUDGET 

For fiscal year 2024, the Administration requests $2.19 billion for the Supporting Effective 

Instruction State Grants program, level with the fiscal year 2023 appropriation. The request 

would support ongoing State and local efforts to improve teacher and school leader 

effectiveness and help ensure that all students have equitable access to well-prepared, 

qualified, experienced, and effective teachers and principals. Since the beginning of the 

pandemic, SEAs and LEAs have faced unprecedented challenges, and teachers and school 

leaders need continued support to ensure that students are able to recover from lost 

instructional time. 

Funds allow States and LEAs to support activities designed to improve teacher effectiveness 

and student outcomes. A large majority of LEAs use funds for professional development, with 

many LEAs supporting long-term teacher professional development (80 percent of LEAs) and 

job-embedded professional development (55 percent of LEAs). LEAs also use funds for 

professional development for principals: 86 percent of districts reported using funds for shortterm training or conferences, 70 percent for longer-term professional development or education, 

and 45 percent for collaborative of job-embedded professional development.1 LEAs also can 

use funds to help recruit, hire, and retain effective educators, including supporting programs to 

mentor new teachers and recruiting people in other fields or currently working in other schoolbased positions, such as paraprofessionals, who want to become teachers or leaders through 

high-quality pathways.

The Department would reserve up to 0.5 percent of the appropriation for evaluation.

Commission on the Future of the Teaching Profession

The request includes appropriations language for the Program Administration account providing 

$2 million to enable the Secretary to support a Commission on the Future of the Teaching

Profession, to address the factors and pressing needs impacting the field. Issues to be taken up 

by the Commission include: strengthening the recruitment, preparation, and retention of 

1 https://oese.ed.gov/files/2022/08/SY-20-21.pdf 
SCHOOL IMPROVEMENT PROGRAMS

Supporting effective instruction State grants

17

17

qualified and effective educators from diverse backgrounds; supporting educators in their 

professional development, learning, and leadership; enhancing and providing competitive1

teacher compensation; addressing educator shortages, particularly in underserved schools and 

school districts and certification shortage areas; enhancing opportunities for educator growth 

and advancement, including while remaining as classroom teachers; and supporting positive 

and inclusive environments that increase educator satisfaction and improve outcomes for 

students. 

The Commission would review local data, such as State and regional labor market data, as well 

as seek input from a wide variety of stakeholders, including pre-service, current, and retired 

teachers, spanning diverse geographies and experiences. The Commission would submit a final 

report to the Secretary with recommendations for action at the Federal, State, and local levels 

on an expedited timeline.

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2022 2023 2024

Funding for State awards $2,147,765 $2,157,338 $2,157,338

Funding for Outlying Areas 10,847 10,896 10,896

Funding for BIE 10,847 10,896 10,896

Funding for evaluation 620 10,950 10,950

Range of State awards $10,672 – 234,993 $10,787 – 236,057 $10,787-236,057

Average State award $41,303 $41,487 $41,487

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

including SEI State Grants, and to pool such funds for use in evaluating any ESEA program. The Department did not 

pool SEI State Grants funds in fiscal year 2022 but may pool funds in fiscal year 2023 or fiscal year 2024. 

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 https://oese.ed.gov/files/2022/08/SY-20-21.pdf
SCHOOL IMPROVEMENT PROGRAMS

Supporting effective instruction State grants

18

18

Measure 1: The difference between the lowest and highest LEA poverty quartile in percentage 

of teachers with provisional credentials.

Year Target Actual

2019 Baseline 2.2%

2020 Baseline 6.1

2021 Baseline 6.0

Measure 2: The difference between lowest and highest LEA poverty quartile in percentage of 

teachers teaching out of field.

Year Target Actual

2019 Baseline 6.3%

2020 Baseline 4.8

2021 Baseline 6.0

Additional Information: Data for teachers teaching out of field and teachers with provisional 

credentials come from an annual EDFacts collection to meet reporting requirements under Title 

I, Part A of the ESEA. LEA-level poverty data come from the Census Bureau’s Small Area 

Income and Poverty Estimates. A number of States have not reported complete data for the 

measures above and, therefore, actuals should be interpreted with caution. The Department will 

establish targets in spring 2023 and will have 2022 data in late 2023. 

Measure 3: The percentage of LEAs indicating that one of their top two uses of Title II, Part A 

professional development funds was for professional development that is sustained, jobembedded, and/or collaborative...

Year Target Actual

2019 Baseline 59%

2020 Baseline 65

Additional Information: Data for Measure 3 come from a longstanding annual survey of LEAs. 

The Department will establish targets in spring 2023 and will have 2021 data in late 2023.
SCHOOL IMPROVEMENT PROGRAMS

19

21st Century community learning centers

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

(dollars in thousands)

FY 2024 Authorization: To be determined1

Budget Authority: 

2023 Appropriation 2024 Request Change

$1,329,673 $1,329,673 0

PROGRAM DESCRIPTION

The Nita M. Lowey 21st Century Community Learning Centers program (21st CCLC) enables 

communities to establish or expand centers that provide additional student learning and 

enrichment opportunities through before- and after-school programs and summer school 

programs aimed at improving student academic outcomes. Centers must target their services 

primarily to students who attend schools identified for improvement under Title I of the 

Elementary and Secondary Education Act (ESEA) or other schools determined by local 

educational agencies (LEAs) to be in need of assistance. In the 2020-2021 program year, 

21st CCLC provided funding to more than 10,600 centers serving over 900,000 students and 

over 200,000 adults and family members. Approximately 48 percent of the more than 

780,000 school year participants attended a center for 30 or more days during the academic 

year. 

Program funds may be used for a broad range of activities, such as those that support a wellrounded education; cultural programs; financial and environmental literacy programs; programs 

that support a healthy and active lifestyle; programs for students who have been chronically 

absent, suspended, or expelled; services for individuals with disabilities; activities for 

multilingual learners; telecommunications and technology education programs; expanded library 

service hours; family engagement, support, and literacy programs; drug and violence prevention 

activities; programs that focus on in-demand fields of the local workforce; and programs that 

build skills in science, technology, engineering, and mathematics. Funds also may support inschool activities as part of an expanded learning time program under which the regular school 

day has been extended to include at least 300 additional program hours.

Program funds are allocated by formula to States. Of the total appropriation, the Department 

reserves up to 1 percent to carry out national activities and up to 1 percent for grants to the 

Bureau of Indian Education in the Department of the Interior and to the Outlying Areas. The 

1 The GEPA extension expired September 30, 2021. Reauthorization in FY 2024 is expected through appropriations 

action.
SCHOOL IMPROVEMENT PROGRAMS

21st Century community learning centers

20

20

Department allocates the remaining funds to States in proportion to each State’s share of funds 

received the previous fiscal year under Part A of Title I of the ESEA, except that each State 

receives at least one-half of 1 percent of the total amount available for States.

Each State educational agency (SEA) must award at least 93 percent of its allocation 

competitively to LEAs, community-based organizations, Indian tribes or tribal organizations, 

faith-based organizations, or other public or private entities that can demonstrate experience, or 

the promise of success, in providing education and related activities. In making awards, States 

give priority to applications that: (1) propose to target services to students who attend schools 

implementing comprehensive support and improvement activities or targeted support and 

improvement activities under Title I; (2) are submitted jointly by at least one LEA that receives 

funds under Part A of Title I and another eligible entity; or (3) demonstrate that the activities 

proposed in the application are not otherwise accessible to the students who would be served 

by the program or would expand access to high-quality services. States must make awards of at 

least $50,000 per year for a period of 3 to 5 years. An SEA may reserve up to 2 percent of its 

allocation for administrative expenses, including the costs of conducting its grant competition, 

and up to 5 percent for monitoring local programs, providing technical assistance and training, 

and evaluating the effectiveness of the State’s program.

This program is forward funded. Funds become available for obligation on July 1 of the fiscal 

year in which they are appropriated and remain available for 15 months through September 30 

of the following year.

The Bipartisan Safer Communities Act (BSCA) provided a supplemental appropriation of 

$50 million for 21st CCLC to provide additional support for the attendance and engagement of 

students in community learning centers. 

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2019 $1,221,673

2020 1,249,673

2021 1,259,673

2022 1,289,673

2022 BSCA 50,000

2023 1,329,673

FY 2024 BUDGET REQUEST 

For fiscal year 2024, the Administration requests $1.3 billion for the 21st CCLC program, level 

with the fiscal year 2023 appropriation. The request reflects the importance of out-of-school 

programming in the development and enrichment of elementary and secondary school students, 

as well as the Administration’s commitment to expanding access to high-quality, evidencebased afterschool programs as a core equity strategy aimed at closing the opportunity,

achievement, and attainment gaps between students from low-income backgrounds, students of 

color, and their peers. With a broad array of authorized activities and delivery models, the 

program allows grantees to meet locally identified needs, from academic enrichment and 
SCHOOL IMPROVEMENT PROGRAMS

21st Century community learning centers

21

21

tutoring to help students meet challenging State standards to programming that meets the social 

and emotional needs of students and provides students with access to a well-rounded 

education. 

21st CCLC complements Title I, Part A of the ESEA by prioritizing underserved students. The 

program’s State allocations are based on Title I, Part A allocations, and States must give priority 

to projects serving (1) students attending schools that are implementing comprehensive support 

and improvement activities or targeted support and improvement activities under ESEA section 

1111(d) and (2) students who may be struggling academically or at risk of not graduating from 

high school. 

The Department would continue to reserve the 1 percent authorized for national activities, which 

is focused on research, developing and updating professional development resources, data 

collection, technical assistance, outreach, dissemination, and an annual institute that enables 

grantees to share effective practices. National activities funds also would support continuation 

awards under a demonstration program that provides opportunities to students outside regular 

school hours to participate in a high-quality career pathways program that leads to an industryrecognized credential in existing and emerging in-demand industry sectors and occupations 

identified by the State, including through completion of an apprenticeship or internship.

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2022 2023 2024

Funding for States awards $1,312,880 $1,303,080 $1,303,080

SA Range of State awards 6,564–159,199 6,515–150,631 6,515–150,631

SA Average State award 25,248 25,059 25,059

SA Reservation for State activities 

(maximum) 65,644 65,154 65,154

SA Reservation for State 

administration (maximum) 26,258 26,062 26,062

National activities 13,397 13,297 13,297

Amount for Bureau of Indian 

Education and the Outlying 

Areas 13,397 13,297 13,297

NOTES: 

The amounts shown for fiscal year 2022 include both the regular appropriation and $50 million in supplemental 

provided by the Bipartisan Safer Communities Act. 

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

this one, and to pool such funds for use in evaluating any ESEA program. The Department did not reserve funds for 

this purpose from 21st CCLC in fiscal year 2022, but may do so in fiscal years 2023 and 2024. 
SCHOOL IMPROVEMENT PROGRAMS

21st Century community learning centers

22

22

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 revised the program’s performance measures in 2020. Grantees began 

collecting data on the new measures in program year 2021–2022 and baseline data will be 

available in summer 2023. The new measures focus on improvements in student achievement 

on State assessments, grade point average (GPA), school day attendance, student behavior, 

and student engagement:

• Measure 1a: The percentage of students in grades 4–8 participating in 21st CCLC 

programming during the school year and summer who demonstrate growth in 

reading/language arts on State assessments.

• Measure 1b: The percentage of students in grades 4–8 participating in 21st CCLC 

programming during the school year and summer who demonstrate growth in math on 

State assessments.

• Measure 2: The percentage of students in grades 7–8 and 10–12 attending 21st CCLC 

programming during the school year and summer with a prior-year unweighted GPA less 

than 3.0 who demonstrated an improved GPA.

• Measure 3: The percentage of youth in grades 1–12 participating in 21st CCLC during 

the school year and summer who had a school-day attendance rate at or below 

90 percent in the prior school year and demonstrated an improved attendance rate in the 

current school year.

• Measure 4: The percentage of students grades 1–12 attending 21st CCLC programming 

during the school year and summer who experienced a decrease in in-school 

suspensions compared to the previous school year.

• Measure 5: The percentage of students in grades 1–5 participating in 21st CCLC 

programming in the school year and summer who demonstrated an improvement in 

teacher-reported engagement in learning. 
SCHOOL IMPROVEMENT PROGRAMS

23

State assessments

(Elementary and Secondary Education Act of 1965, as amended, Title I, Part B)

(dollars in thousands)

FY 2024 Authorization: To be determined1

Budget Authority:

2023 Appropriation 2024 Request Change

$390,000 $469,100 +$79,100 State assessments

PROGRAM DESCRIPTION

Title I of the Elementary and Secondary Education Act of 1965, as amended, (ESEA) requires 

States to test all students annually in grades 3 through 8 and once in high school in 

reading/language arts and mathematics and to administer annual assessments in science once 

in each of three grade spans specified in the law (grades 3-5, 6-9, and 10-12). Furthermore, 

States must assess the English language proficiency of all English learners annually. The 

annual statewide assessments, aligned to the State’s academic content standards in 

reading/language arts and mathematics, provide critical information about student achievement 

and progress to parents and educators, which can be used to help identify where additional 

instructional and other support is needed.

More specifically, as part of the statewide accountability and improvement systems required by 

the ESEA, the results of annual assessments in reading and mathematics must be used as a 

factor in determining whether States, local educational agencies (LEAs), and schools are 

meeting long-term goals and interim measures of progress and to differentiate annually and 

meaningfully the performance of all schools. All assessments must be used only for purposes 

for which such assessments are valid and reliable, include measures that assess higher-order 

thinking skills and understanding, and enable achievement results to be disaggregated by major 

racial and ethnic group, gender, poverty, disability, English proficiency, and migrant status.

State compliance with the Title I assessment requirements is contingent on the annual 

appropriations levels for the State Assessments program. Under section 1111(b)(2)(I) of the 

ESEA, for any year for which Congress appropriates less than a “trigger amount” of 

$369.1 million, States may defer the commencement or suspend the administration of State 

assessments required by the ESEA.

The Grants for State Assessments program provides formula grants to States to pay the costs 

of developing the challenging academic standards and high-quality, fully aligned assessments 

1 The GEPA extension expired September 30, 2021. Reauthorization for FY 2024 is expected through 

appropriations action.
SCHOOL IMPROVEMENT PROGRAMS

State assessments

24

24

required by Title I of the ESEA. Once a State has developed the assessments, it may use 

program funds to pay for the administration of the assessments and for other activities related to 

improving the quality and utility of those assessments. Such activities may include, among other 

things, refining State assessments to ensure continued alignment with standards, expanding the 

range of testing accommodations for students with disabilities and for English learner students, 

developing multiple measures to ensure the validity and reliability of State assessments, 

developing or improving models to measure student progress or growth, and using 

performance-based assessments or computer adaptive assessments to better reflect complex, 

real world tasks. 

The Assessment System Audit program, funded by an optional set-aside of up to 20 percent of 

the trigger amount (or any lesser amount appropriated by Congress), supports audits of State 

and local assessment systems as part of a State plan to eliminate unnecessary or low-quality 

assessments, support dissemination of best practices for improving assessment quality and 

efficiency, and assist LEAs in streamlining local assessment systems, including the 

establishment of a regular process to review and evaluate local assessments to help ensure 

that all assessments are worth taking. This authority has not been implemented since it was 

added to State Assessments in the 2015 reauthorization of the Elementary and Secondary 

Education Act.

The Competitive Grants for State Assessments program, which is funded with the amount, if 

any, of appropriations in excess of the trigger amount, makes discretionary awards to States or 

consortia of States to support efforts to: (1) improve the quality, validity, and reliability of State 

academic assessments; (2) measure student academic achievement through the use of multiple 

measures from multiple sources; (3) develop or improve models to measure and assess student 

progress or growth; (4) develop or improve assessments for English learners, including 

assessments of English language proficiency or assessments of academic content in languages 

other than English; (5) develop or improve assessments for children with disabilities, including 

alternate assessments aligned to alternate academic achievement standards; and (6) develop 

and use comprehensive assessment instruments, such as performance-based or extended 

performance task assessments, which may include computer adaptive assessments, that allow 

for new and improved methods for measuring critical thinking, writing, and problem solving 

skills.

After reserving 0.5 percent of funds equal to or less than the trigger amount of $369.1 million for 

the Bureau of Indian Education and 0.5 percent for the Outlying Areas, the Department 

allocates a minimum of $3 million to each State, plus a portion of any funds remaining for grants 

under this program based on each State’s share of students ages 5–17, for the Grants for State 

Assessments program. The Department must use any funds appropriated above the trigger 

amount for Competitive Grants for State Assessment.

State Assessments is a forward-funded program. Funds become available for obligation on 

July 1 of the fiscal year in which they are appropriated and remain available for 15 months 

through September 30 of the following year. 
SCHOOL IMPROVEMENT PROGRAMS

State assessments

25

25

Funding levels for the past 5 fiscal years were as follows:

Fiscal Year (dollars in thousands) 

2019 $378,000

2020 378,000

2021 378,000

2022 390,000

2023 390,000

FY 2024 BUDGET REQUEST

For fiscal year 2024, the Administration requests $469.1 million for State Assessments, 

$79.1 million more than a fiscal year 2023 appropriation. The request would provide 

$369.1 million for State grants along with $100 million for awards under a new demonstration 

program to support improving formative and diagnostic assessments for teaching and learning. 

The $369.1 million proposed for State grants is the minimum “trigger amount” needed to ensure 

that States continue to administer the assessments required under Title I, Part A; States may 

stop administering these assessments if the appropriation for the program is less than this 

amount.

High-quality, annual, statewide assessments fully aligned to challenging State academic 

standards are a crucial element of the statewide accountability and improvement systems that 

each State must establish under the ESEA, providing parents, families, and educators with 

information they need to understand whether students are meeting State-determined collegeand career-ready academic standards. State assessments also help identify schools that are 

meeting these standards and schools where additional resources and supports may be needed 

to improve educational opportunity and academic achievement. In addition, the annual 

administration of high-quality State academic assessments helps identify and address the 

impact of lost instructional time related to the COVID-19 pandemic on student academic 

achievement, particularly for those students most at risk for falling behind in school.

The Department recognizes the importance of the data on the achievement and opportunity 

gaps that statewide summative assessments bring to light, now more than ever given the 

students who experienced disproportionate impacts of the COVID-19 pandemic, and remains 

committed to this tenet of the ESEA. The fiscal year 2024 request will help States continue to 

administer high-quality assessment systems as a cornerstone of successful ESEA 

implementation. Funds may be used to improve the quality of these assessment systems so 

that they measure higher order thinking skills across multiple levels of proficiency, including 

through the incorporation of portfolios, projects, or extended performance tasks; are designed to 

include accommodations necessary to appropriately assess all students, including students with 

disabilities and English learners; and provide timelier and more useful data to students, 

educators, and parents. States may also use funds to develop comprehensive academic 

assessment instruments such as performance-based assessments and technology-based 

assessments, including computer adaptive assessments. 

The request also would provide up to $100 million to LEAs for a proposed new demonstration 

program to develop, improve, or scale up high-quality formative and diagnostic assessments. As 
SCHOOL IMPROVEMENT PROGRAMS

State assessments

26

26

schools work to reverse troubling declines in student academic proficiency brought about by the 

pandemic, it is critically important that educators have access to high-quality, low-stakes 

assessments that can guide instruction and meet student needs. Diagnostic tests can be used 

to improve instruction and determine which tools support student learning and growth the best, 

and that are closer to and useful for instructional improvement. These assessments must be 

designed to include the accommodations that students with disabilities require in order to 

access the general education curriculum. 

Diagnostic and formative assessments can provide information to educators and parents as to 

where students are performing relative to their grade level and how students are progressing 

over time. When designed to measure the progress of all students and used effectively, 

diagnostic assessments can play an important role in guiding instruction and learning by 

providing teachers with a timely picture of student academic growth that they can use to adjust 

curriculum and instructional approaches. For example, diagnostic assessments enable teachers 

to individually assess students, including through performance tasks and guided interviews, 

allowing them to connect student performance to strengths, areas for growth, and personalized 

learning pathways. Data can be used to inform individualized learning plans for what each 

student needs to learn next and in ways that enable teachers to differentiate instruction. 

Teachers can then “scaffold up” to provide students with the support they need to engage with 

grade-level content. Formative assessments, which occur during the learning process to provide 

ongoing feedback, can then be used during instructional cycles to allow educators real-time 

understanding of student progress. Thus, the locally developed diagnostic and formative 

assessments under this proposal would complement information educators receive from 

statewide assessments and provide additional, more immediate information to inform teaching 

and help all students meet academic standards. Applicants will be required to articulate how 

results from these assessments will be used to improve teaching practice and outcomes for all 

students, including students with disabilities and English learners. 

Under the proposed demonstration program, funds would support LEA efforts to develop, 

improve, or scale up diagnostic and formative assessments that reflect the full depth and 

breadth of the State’s challenging academic standards; provide valid, reliable, and comparable 

data; and can be used to inform high-quality teaching and learning in the classroom. 

As part of this work, States and school districts would be required to audit their overall use of 

assessments so they may replace any lower-quality diagnostic and formative tests with highquality formative and diagnostic assessments supported through these funds. Districts would 

also be required to articulate how the results of these assessments will be communicated 

effectively to families and used to improve teaching and learning.

The request includes appropriations language to authorize this activity under State 

Assessments. 
SCHOOL IMPROVEMENT PROGRAMS

State assessments

27

27

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2022 2023 2024

Grants for State Assessments:

Amount for State Grants $365,409 $365,409 $365,409

Estimated number of awards 52 52 52

Range of awards $3,322 - 27,878 $3,322 - 27,878 $3,322 - 27,878

Average award 7,027 7,027 7,027

BIE and Outlying Areas 3,691 3,691 3,691

Competitive Grants for State 

Assessments/Proposed 

Formative and Diagnostic 

Assessments:

Funding for new awards $20,900 $20,900 $99,000

Number of new awards 8 8-12 10-50

Range of new awards $1,171-3,000 $1,500-3,500 $2,000-$10,000

Peer review of new award 

applications 0 100 1,000

PROGRAM PERFORMANCE INFORMATION

The goal of the Grants for State Assessments program is to support States in the development 

and implementation of the State assessments required under Title I of the ESEA. The 

performance measure is the number of States (including the District of Columbia and Puerto 

Rico) that have reading/language arts and mathematics assessments that align with the State's 

academic content standards for all students in grades 3–8 and in high school and science 

assessments that align with the State's academic content standards for all students in each of 

three grade spans (grades 3–5, 6–9, and 10–12). Beginning in school year 2018-19, each State 

must also demonstrate that assessments used to measure English Language Proficiency (ELP) 

of all English Learners are aligned with their State ELP standards. States that develop alternate 

assessments for students with the most significant cognitive disabilities must also demonstrate 

that such assessments are based on alternate academic achievement standards. Success in 

meeting these requirements is determined primarily by formal peer reviews of State assessment 

systems by panels of external assessment experts.

The Department launched a new round of peer reviews in 2016 based on updated practices and 

technical standards in the field. Thirty-eight States submitted assessments for review in 2016, 

six additional States in 2017, and the final eight States submitted academic assessments for 

review in 2018. Additionally, States reviewed in 2016 submitted additional evidence in 

succeeding years based on their peer review outcomes (5 in 2017 and 33 in 2018). In 2019, 

48 States submitted evidence for peer review for their ELP assessments and 13 States 

submitted evidence for academic assessments. In 2020, the Department conducted peer 

reviews for 35 states across all subject areas. During 2021, 17 States participated in 

assessment peer reviews and 26 States participated in 2022.
SCHOOL IMPROVEMENT PROGRAMS

State assessments

28

28

The tables below show the number of States that were determined to have partially met, 

substantially met, or met all requirements by assessment subject, grade, and type (general or 

alternate) as of December 31, 2022, and also indicate the number of States where the outcome 

was pending (i.e., the Department is still reviewing the State documentation and peer 

recommendations to provide a formal determination to the State). In 2023, the Department is 

reviewing both academic and ELP assessments from another 45 states. 

Reading/Language Arts and Mathematics Assessments Status as of December 31, 2022

Outcome Grades 3-8 General High School General Grades 3-8 and High 

School Alternate

Met All Requirements 21 15 9

Substantially Met 32 33 27

Partially Met 3 7 4

Does not meet 0 0 1

Pending Outcome 

Notification 4 4 8

Science Assessments Status as of December 31, 2022

Outcome Grades 3-8 General High School General Grades 3-8 and High 

School Alternate

Met All Requirements 4 5 0

Substantially Met 14 13 17

Partially Met 9 10 2

Does not meet 0 0 1

Pending Outcome 

Notification 5 5 7

English Language Proficiency Assessments Status as of December 31, 2022

Outcome ELP General ELP Alternate

Met All Requirements 0 0

Substantially Met 10 0

Partially Met 42 36

Does not meet 0 0

Pending Outcome 

Notification 3 3

States must revise their assessments periodically and undergo peer review each time they 

make significant changes to their Standards or the assessments themselves. For example, at 

least four States that received “met all requirements” designations in 2017, 2018 or 2019 have 

changed their assessments since then, thus triggering new peer review cycles in 2019, 2020 

and 2021.
SCHOOL IMPROVEMENT PROGRAMS

29

Education for homeless children and youths

(McKinney-Vento Homeless Assistance Act, Title VII, Subpart B)

(dollars in thousands)

FY 2024 Authorization: To be determined1 Education for homeless children and youths

Budget Authority:

Period of fund availability: 

2023 Appropriation 2024 Request Change

$129,000 $129,000 0

PROGRAM DESCRIPTION

The Education for Homeless Children and Youths program helps ensure that all children and 

youths experiencing homelessness have equal access to the same free, appropriate public 

education available to other children and youths through grants to States to: (1) establish or 

designate an Office of Coordinator of Education of Homeless Children and Youths; (2) develop 

and carry out a State plan for the education of children and youths experiencing homelessness; 

and (3) make subgrants to local educational agencies (LEAs) to support the education of those 

children and youths. 

The Department allocates program funds to States through a formula based on each State's 

share of funds under Title I, Part A of the Elementary and Secondary Education Act (ESEA). A 

State may not receive less than $150,000, 0.25 percent of the funds appropriated, or the 

amount of the State’s fiscal year 2001 allocation, whichever is greatest. Program funds are also 

reserved for the outlying areas (0.1 percent of a fiscal year’s appropriation) and the Bureau of 

Indian Education (BIE) of the Department of the Interior (1 percent). In addition, the Department 

is authorized to reserve funds to provide technical assistance (if requested by a State) and 

conduct evaluation and dissemination activities.

A State may reserve up to 25 percent (or in the case of a State receiving the minimum award, 

50 percent) of its allocation for State-level activities and must use remaining funds to make 

competitive subgrants to LEAs. LEAs may use subgrant funds for such activities as providing 

enriched supplemental instruction, transportation, professional development, referrals to health 

care, and other services to facilitate the enrollment, attendance, and success in school of 

children, including preschool-aged children, and youths experiencing homelessness. 

1 The GEPA extension expired September 30, 2021. Reauthorization for FY 2024 is expected through appropriations 

action.
SCHOOL IMPROVEMENT PROGRAMS

Education for homeless children and youths

30

Education for Homeless Children and Youths is a forward-funded program. Funds become 

available for obligation on July 1 of the fiscal year in which they are appropriated and remain 

available through September 30 of the following year.

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

Fiscal Year (dollars in thousands) 

2019 $93,500

2020 101,500

2021 106,500

2022 114,000

2023 129,000

FY 2024 BUDGET REQUEST

For fiscal year 2024, the Administration requests $129.0 million for Education for Homeless 

Children and Youths, level with the fiscal year 2023 appropriation. The program supports a 

broad set of activities to help reduce and eliminate the barriers to educational success faced by 

children and youths experiencing homelessness, including transportation and healthcare needs, 

and ensure they have access to academic services available to other children and youths, such 

as preschool programs, special education, gifted and talented programs, and career and 

technical education. Approximately 1.1 million students were identified as homeless in school 

year 2020-21, of which approximately 18 percent were English learners, 20 percent were 

eligible to receive services under the Individuals with Disabilities Education Act, and 9 percent 

were unaccompanied youths (i.e., youths who were not in the physical custody of a parent or 

guardian).

The requested funding would help States and districts maintain services and support for 

children and youths experiencing homelessness, who are experiencing a particular need for 

additional support to recover from the impacts of the COVID-19 pandemic, after the American 

Rescue Plan (ARP) funds that were appropriated to provide support for these students expire. 

The Department plans to continue to coordinate activities under the Education for Homeless 

Children and Youths program with other programs that serve students experiencing 

homelessness. In particular, the ESEA’s Title I Grants to Local Educational Agencies program, 

for which students experiencing homelessness are automatically eligible, authorizes recipients 

to provide homeless children and youths with services not ordinarily provided to other students, 

such as supporting LEA liaisons for children and youths experiencing homelessness and 

providing transportation. 

For fiscal year 2024, at the requested level, the Department plans to reserve approximately 

$1.8 million for national activities to support projects to improve educational services and 

outcomes for youths experiencing homelessness through the National Center for Homeless 

Education (NCHE). The Department will also continue to seek opportunities to work with other 

agencies that administer programs that serve family and youths experiencing homelessness. 

For example, the Department works with the Department of Housing and Urban Development 

(HUD) to facilitate collaboration among school districts, institutions of higher education, and 

grantees under HUD’s Youth Homeless Demonstration program to address the educational 
SCHOOL IMPROVEMENT PROGRAMS

Education for homeless children and youths

31

needs of unaccompanied homeless youths and provide them with pathways to postsecondary 

education, training, and careers. In March 2021, NCHE released a brief discussing lessons 

learned from Round 3 of that program1. 

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2022 2023 2024

Amount for State grants $110,996 $125,831 $125,831

Amount for State Grants Range of State awards $285–13,193 $323–14,522 $323–14,522

Amount for State Grants Average State award 2,135 2,420 2,420

Amount to BIE 1,140 1,290 1,290

Amount to Outlying Areas 114 129 129

National activities 1,750 1,750 1,750

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 ensure access of children and youths experiencing homelessness to the same 

free, appropriate public education as is provided to other children and youths. 

Objective: Children and youths experiencing homelessness will have greater access to a free 

and appropriate public education.

1 https://nche.ed.gov/wp-content/uploads/2021/03/yhdp-round3-summary-profile.pdf
SCHOOL IMPROVEMENT PROGRAMS

Education for homeless children and youths

32

Measure: The percentage of assessed students experiencing homelessness, grades three 

through eight, enrolled in all LEAs, who meet or exceed proficiency on State assessments in 

reading and mathematics.

Year Target – Reading Actual – Reading Target – Math Actual – Math

2019 29.6% 24.5%

2020 Not available Not available

2021 29.9% 28.4 24.8% 22.8

2022 30.2 25.1

2023 30.5 25.4

2024 30.8 25.7

Measure: The percentage of assessed students experiencing homelessness, grades three 

through eight, who meet or exceed proficiency on State assessments in reading and 

mathematics, as reported by LEA subgrantees.

Year Target – Reading Actual – Reading Target – Math Actual – Math

2019 80% 27.5% 80% 23.5%

2020 80 Not available 80 Not available

2021 27.5 21.7 23.5 15.7

2022 27.8 23.7

2023 28.1 23.9

2024 28.4 24.1

Additional Information: The source of the data is EDFacts, the Department’s system for States 

to submit kindergarten through grade 12 data. Reporting on proficiency of students experiencing 

homelessness enrolled in all LEAs was a new measure for 2022. The new proficiency measures 

are focused on the academic achievement of all students experiencing homelessness in a 

State, as opposed to the other measures the Department has been reporting on, which focus 

exclusively on the performance of students experiencing homelessness in LEAs receiving 

subgrants under the program. In 2021 the Department re-set targets for the measures of 

proficiency pertaining to LEA subgrantees when it started implementing the measures for 

proficiency for all students experiencing homelessness. Data for 2020 are not available because 

the Department waived assessment requirements for 2019-20 due to widespread closures 

related to the COVID-19 pandemic. 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. Data for 2022 will be available in late summer of 2023.
SCHOOL IMPROVEMENT PROGRAMS

Education for homeless children and youths

33

Measure: The percentage of students who were identified as homeless at any time in 

grades 9-12 and who graduated in 4 years with a regular high school diploma (4-year Adjusted 

Cohort Graduation Rate (ACGR)).

Year Target Percentage Actual Percentage

2019 67.8% 

2020 68.2

2021 69.2% 70.0

2022 69.9

2023 70.6%

2024 71.3

Additional Information: The source of the data is EDFacts, the Department’s system for States 

to submit kindergarten through grade 12 data. Reporting on ACGR for students experiencing 

homelessness is a new measure for 2022. Note that the ESEA provides flexibility for how a 

State defines the students in cohorts, including the homeless ACGR and, as a result, States 

have different ways for accounting for students experiencing homelessness in high school and 

the data they report for this measure are not necessarily comparable. Some States reported that 

they only track students who were identified as homeless in Grade nine. Data for 2022 will be 

available in late summer 2023.

Measure: The percentage of students who experienced homelessness in grades pre-K-13 at 

some point in the school year who were reported at the school-level as being chronically absent.

Year Target Percentage Actual Percentage

2019 36.7% 

2020 33.0

2021 34.8%

2022 33.8

2023 32.8

2024

Additional Information: The source of the data is EDFacts, the Department’s system for States 

to submit kindergarten through grade 12 data. Reporting on chronic absenteeism for students 

experiencing homelessness was a new measure for 2022. Chronic absenteeism is a measure of 

the number of students who have missed 10 percent or more of their instructional time during 

their period of enrollment in half-day increments and is often a better indicator than measures 

such as average daily attendance for which students need more intervention and support to 

attend school regularly and persist. About two-thirds of States chose chronic absenteeism as a 

measure of School Quality and Student Success as part of their statewide accountability and 

improvement systems under their ESEA Consolidated State Plans. Note that this measure may 

include duplicate data as chronically absent students experiencing homelessness may have 

been enrolled in more than one school during the school year. Data for 2022 will be available in 

late summer 2023.
SCHOOL IMPROVEMENT PROGRAMS

Education for homeless children and youths

34

Efficiency Measure

The Department established the following efficiency measure for the program: 

Measure: The average number of days it takes the Department to send a monitoring report to 

States after monitoring events.

Year Target Actual

2019 40 36

2020 40 Not applicable

2021 60 180

2022 60 89

2023 60

2024 90

Additional Information: This measure provides information on monitoring events with States. 

In 2020, the Department revised its monitoring procedures and incorporated monitoring for the 

program into a consolidated monitoring process with other programs. The increase in 2021 was 

due to the Department conducting consolidated monitoring for 10 programs, which required 

more staff time to coordinate compilation and clearance of monitoring reports; the target was reset for 2024 to account for additional complexity of carrying out consolidated monitoring.

Other Performance Information

The Department released a report in February 2015 from a national study of implementation of 

the Education for Homeless Children and Youths program1. The study examined State and local 

program administration and use of funds, efforts to collect data on students experiencing 

homelessness, policies to remove barriers faced by these students, and coordination of 

services. The study found that transportation, school supplies, and tutoring and supplemental 

instruction were reported by district liaisons as the largest local program expenditures and that 

transportation needs and preoccupation with survival needs were most frequently identified as 

barriers to students experiencing homelessness and their enrollment and attendance in school. 

1 http://www2.ed.gov/rschstat/research/pubs/homeless/state-district-implementation-homeless-children-report.pdf
SCHOOL IMPROVEMENT PROGRAMS

35

Native Hawaiian education

(Elementary and Secondary Education Act of 1965, Title VI, Part B) 

(dollars in thousands)

FY 2024 Authorization: To be determined1

Budget Authority: 

2023 Appropriation 2024 Request Change

$45,897 $45,897 0

PROGRAM DESCRIPTION

The Native Hawaiian Education program supports the provision of supplemental education 

services to the Native Hawaiian population. The program awards 3-year competitive grants to 

support a variety of authorized activities in such areas as teacher development and training, 

family-based education, gifted and talented education, early childhood education, special 

education, higher education, and community-based education learning centers. Eligible 

applicants include Native Hawaiian educational organizations and community-based 

organizations, public and private nonprofit organizations, agencies, and institutions with 

experience in developing or operating Native Hawaiian programs or programs of instruction in 

the Native Hawaiian language, and other entities.

The program also supports the activities of the Native Hawaiian Education Council. The Council 

coordinates the educational and related services and programs available to Native Hawaiians, 

directly or through subgrants. It also provides administrative support and financial assistance to 

island councils authorized by the statute. The Council must receive a minimum award of 

$500,000 annually.

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands) 

2019 $36,397

2020 36,897

2021 37,397

2021 Mandatory ARP Act 85,000

2022 38,897

2023 45,897

FY 2024 BUDGET REQUEST

For fiscal year 2024, the Administration requests $45.9 million for Native Hawaiian Education, 

level with the fiscal year 2023 appropriation. The request would support the continued provision 

1 The GEPA extension expired September 30, 2021. Reauthorization for FY 2024 is expected through appropriations 

action. 
SCHOOL IMPROVEMENT PROGRAMS

Native Hawaiian education

36

of education-related services to the Native Hawaiian population through 51 continuation awards 

and approximately 20 new competitive grants. 

Data on the educational performance of Native Hawaiian students demonstrate the continuing 

need for this program. In 2022, 18 percent of Native Hawaiian/Pacific Islander 4th-grade 

students demonstrated proficiency in reading and 18 percent demonstrated proficiency in 

mathematics on the National Assessment of Educational Progress (NAEP), compared to 

35 percent proficient in reading and 37 percent proficient in mathematics for all 4th-grade 

students in Hawaii. Similarly, 13 percent of Native Hawaiian/Pacific Islander 8th-grade students 

demonstrated proficiency in reading and 8 percent demonstrated proficiency in mathematics on 

the NAEP assessment, as compared to 31 percent proficient in reading and 23 percent 

proficient in mathematics for all 8th-grade students in Hawaii. 

Program grants help address these opportunity and outcome gaps by developing programs 

tailored to the educational and cultural needs of Native Hawaiian students to improve their 

academic achievement and support high school graduation.

The American Rescue Plan Act provided a supplemental appropriation of $85 million for new 

awards under the Native Hawaiian Education program intended to help applicants address 

needs arising from the COVID-19 pandemic, including the impact of lost instructional time on 

student achievement and attainment outcomes, as well as to meet the social, emotional, and 

mental health needs of Native Hawaiian students and their families. The Department made 

36 new awards in 2021 for projects of up to 3 years in length.

PROGRAM OUTPUT MEASURES 

(dollars in thousands) 

Output Measures 2022 2023 2024 

Amount for new awards 0 $33,198 $12,023

Number of new awards 0 51 20

Amount for continuation awards $36,897 $12,023 $33,198

Number of continuation awards 32 9 51

Native Hawaiian Education Council $500 $500 $500

Peer review of new award applications 0 $176 $176

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

including this one, and to pool such funds for use in evaluating any ESEA program. The Department did not reserve 

such funds from this program in fiscal year 2022 but may do so in fiscal years 2023 and 2024. 
SCHOOL IMPROVEMENT PROGRAMS

Native Hawaiian education

37

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 waived assessment requirements for the 2019-2020 school year due to 

widespread closures related to COVID-19 pandemic; therefore, the Department does not expect 

to report actual data for these measures for 2020. Data for 2022 will be available in winter 2023.

Beginning in fiscal year 2020, the Department implemented the following performance 

measures: (1) The number of grantees that attain or exceed the targets for the outcome 

indicators for their projects that have been approved by the Secretary; (2) the percentage of 

Native Hawaiian children participating in early education programs who consistently 

demonstrate school readiness in literacy as measured by the Hawaii School Readiness 

Assessment (HSRA); (3) the percentage of students in schools served by the program who 

graduate from high school with a regular high school diploma (as defined in this notice) in four 

years; and (4) the percentage of students participating in a Native Hawaiian language (as 

defined in this notice) program that is conducted under the NHE program who meet or exceed 

proficiency standards in reading on a test of the Native Hawaiian language. Data on the first 

measure will be available after the end of the project period, or winter 2023.

Measure: The percentage of students served by the program who scored at the proficient level 

or higher in reading on the State’s annual assessments.

Year Target Actual

2019 48% 49%

2020 49 Not available

2021 49 28

2022 49

2023 49

2024 49

Additional information: Due to a low participation rate in applicable schools served by the 

program, the data for 2021 should be interpreted with caution.
SCHOOL IMPROVEMENT PROGRAMS

Native Hawaiian education

38

Measure: The percentage of students served by the program who scored at the proficient level 

or higher in math on the State’s annual assessments.

Year Target Actual

2019 41% 42%

2020 42 Not available

2021 42 13

2022 42

2023 42

2024 42

Additional information: Due to a low participation rate in applicable schools served by the 

program, the data for 2021 should be interpreted with caution.

Measure: The percentage of students served by the program who scored at the proficient level 

or higher in science on the State’s annual assessments.

Year Target Actual

2019 29% 42%

2020 41 Not available

2021 41 Not available

2022 41

2023 41

2024 41

Additional information: Due to low participation for science in the State of Hawaii, the 

Department is not able to report science proficiency data for Hawaii for 2021.

Measure: The percentage of students served by the program that demonstrated school 

readiness in literacy.

Year Target Actual

2019 45% 46%

2020 45 46

2021 45 Not available

2022 45

2023 45

2024 45

Additional Information: Because not all grantees provide early learning services, this measure 

may not apply to all grantees in a given year.
SCHOOL IMPROVEMENT PROGRAMS

Native Hawaiian education

39

Measure: The percentage of students in schools served by the program who graduate from 

high school with a regular high school diploma in 4 years.

Year Target Actual

2019 82% 84%

2020 82 85

2021 82 80

2022 82

2023 82

2024 82
SCHOOL IMPROVEMENT PROGRAMS

40

Alaska Native education

(Elementary and Secondary Education Act of 1965, Title VI, Part C) 

(dollars in thousands)

FY 2024 Authorization: To be determined1

Budget Authority: 

2023 Appropriation 2024 Request Change

$44,953 $44,953 0

PROGRAM DESCRIPTION

The Alaska Native Education program supports supplemental educational programs and 

services designed to improve educational opportunities and outcomes for Alaska Natives. The 

program awards 3-year competitive grants to eligible applicants, which include Alaska Native 

organizations and entities located in Alaska with experience operating Alaska Native programs 

that have been granted a charter from an Alaska Native tribe or Alaska Native organization.

Allowable activities include the development and implementation of curricula and educational 

programs that address needs of the Alaska Native student population (including the use and 

preservation of Alaska Native languages), professional development for educators, the 

development and operation of home instruction programs for Alaska Native preschool children 

that help support active involvement of parents in their children’s education, family literacy 

services, student enrichment programs in science and mathematics, and dropout 

prevention programs.

The American Rescue Plan Act provided a supplemental appropriation of $85 million for new 

awards under the Alaska Native Education program intended to help applicants address needs 

arising from the COVID-19 pandemic, including the impact of lost instructional time on student 

achievement and attainment outcomes, as well as to provide social, emotional, and mental 

health supports to Alaska Native students and their families. The Department made 29 new 

awards in fall 2021 for projects of up to 3 years in length.

Grantees may use up to 5 percent of their awards for administrative costs.

1 The GEPA extension expired September 30, 2021. Reauthorization for FY 2024 is expected through appropriations 

action. 
SCHOOL IMPROVEMENT PROGRAMS

Alaska Native education

41

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands) 

2019 $35,453

2020 35,953

2021 36,453

2021 Mandatory ARP Act 85,000

2022 37,953

2023 44,953

FY 2024 BUDGET REQUEST

For fiscal year 2024, the Administration requests $45.0 million for Alaska Native Education, level 

with the fiscal year 2023 appropriation. The request would support education-related services to 

the Alaska Native population through approximately 22 new awards and 27 continuation 

awards. 

Data on the educational performance of Alaska Native students demonstrate the continuing 

need for the range of activities supported by this program. Results from the spring 2022 Alaska 

Standards-Based Assessment indicated that American Indian and Alaska Native students in the 

State continue to struggle with academic performance. Because Alaska Natives constitute 

approximately 95 percent of the State’s American Indian/Alaska Native (AI/AN) student 

population, the AI/AN scores are good proxies for Alaska Native achievement. Six percent of 

AI/AN students demonstrated proficiency on the 4th-grade English language arts assessment, 

compared to 27 percent of all 4th-grade students, and 6 percent of AI/AN students achieved 

proficiency in mathematics, compared to 24 percent of all 4th-grade students. Eighth-grade 

assessments showed similar achievement gaps as 10 percent of AI/AN students demonstrated 

proficiency on the 8th-grade English language arts assessment, compared to 29 percent of all 

8th-grade students, and 3 percent of AI/AN students achieved proficiency in mathematics, 

compared to 12 percent of all 8th-grade students. 

These outcomes from State assessment data are confirmed by the results of the 2022 National 

Assessment of Educational Progress for AI/AN students in Alaska. In 4th-grade reading, 

6 percent of AI/AN students in Alaska were proficient, while the overall average for all students 

in Alaska was 24 percent. There were similar differences in 8th-grade reading (18 percent 

proficient compared to 29 percent for all students in Alaska), 4th-grade mathematics (7 percent 

proficient compared to 28 percent for all students in Alaska), and 8th-grade mathematics 

(9 percent proficient compared to 23 percent for all students in Alaska). 

In addition to achievement data, the Alaska Department of Education and Early Development 

reported that the annual dropout rate (the proportion of students who drop out of school during a 

year) among AI/AN students in grades 7 through 12 was 6.8 percent in the 2021-2022 school 

year, higher than the rate for any other racial or ethnic group in the State and well above the 

statewide rate of 3.7 percent. Further, for the 2021-2022 school year, the 4-year high school 

graduation rate for AI/AN students was 64.3 percent, while the statewide figure was 

77.9 percent.
SCHOOL IMPROVEMENT PROGRAMS

Alaska Native education

42

Alaska’s geography and population patterns add to the challenge of delivering quality 

educational services to Alaska Native students. The State has many rural districts, which often 

operate schools spread out over large, remote areas, and Alaska Native students are 

disproportionately enrolled in small, rural, and isolated schools.

Program grants help address these barriers by funding extra academic supports and culturally 

responsive related services tailored to the educational needs of Alaska Native students to 

improve their academic success and support their successful graduation from high school.

PROGRAM OUTPUT MEASURES 

(dollars in thousands) 

Output Measures 2022 2023 2024

Amount for new awards $35,313 0 $16,819

Number of new awards 27 0 22

Amount for continuation awards $2,510 $45,953 $28,984

Number of continuation awards 1 27 27

Peer review of new award applications $130 0 $150

_____________________

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

including this one, and to pool such funds for use in evaluating any ESEA program. The Department did not reserve 

such funds from this program in fiscal year 2022, but may do so in fiscal years 2023 and 2024.

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 waived assessment requirements for the 2019-2020 school year due to 

widespread closures related to COVID-19; therefore, the Department does not expect to report 

actual data for these measures for 2020. Data for 2022 will be available in winter 2023.

Beginning in fiscal year 2022, the Department implemented the following performance 

measures: (1) The number of grantees who attain or exceed the targets for the outcome 

indicators for their projects that have been approved by the Secretary; (2) the percentage of 

Alaska Native children participating in early learning and preschool programs who consistently 

demonstrate school readiness in language and literacy as measured by the Revised Alaska 

Development Profile; (3) the percentage of Alaska Native students in schools served by the 

program who earn a high school diploma in four years; and (4) the number of Alaska Native 
SCHOOL IMPROVEMENT PROGRAMS

Alaska Native education

43

programs that primarily focus on Alaska Native culture and language. Data for the first measure 

will be available after the end of the project period, in 2025.

Measure: The percentage of Alaska Native students in schools served by the program who 

meet or exceed proficiency standards for reading, mathematics, and science on the State’s 

annual assessments.

 Year Target Actual

2019 49% 51%

2020 50 Not available

2021 51 Not available

2022 52

2023 53

2024 54

Additional information: Due to low participation rates on Alaska State assessments, data is 

not available for 2021.

Measure: The percentage of Alaska Native children participating in early learning and preschool 

programs who demonstrate school readiness in language and literacy as measured by the 

Revised Alaska Developmental Profile.

Year Target Actual

2019 58% 64%

2020 59 Not available

2021 60 Not available

2022 61

2023 62

2024 63

Measure: The percentage of Alaska Native students in schools served by the program who 

graduate from high school with a high school diploma in 4 years. 

Year Target Actual

2019 58% 60%

2020 59 Not available

2021 60 67

2022 61

2023 62

2024 63

Additional Information: After working with a data specialist to review data for this measure, the 

Department discovered that it had incorrectly reported prior years’ data on this measure. The 

Department has corrected the data and will provide technical assistance to grantees to improve 

performance on the high school graduation measure. 
SCHOOL IMPROVEMENT PROGRAMS

44

Training and advisory services

(Civil Rights Act of 1964, Title IV)

(dollars in thousands)

FY 2024 Authorization: Indefinite

Budget Authority: 

Period of fund availability: 

2023 Appropriation 2024 Request Change

$6,575 $6,575 0

PROGRAM DESCRIPTION

The Training and Advisory Services program supports efforts to achieve the intent of Title IV of 

the Civil Rights Act by aiding educators in preparing, adopting, and implementing plans for 

desegregating public schools and solving equity problems related to race, sex, national origin, 

and religion. To carry out those activities, the Department awards grants to Equity Assistance 

Centers (EACs) in four geographic regions serving the 50 States, the District of Columbia, 

Puerto Rico, and the Outlying Areas of American Samoa, the Commonwealth of the Northern 

Mariana Islands, Guam, and the Virgin Islands. 

The EACs provide services to school districts upon request. Typical activities include 

disseminating information on successful educational practices and on legal requirements related 

to nondiscrimination in educational programs. Other activities include training designed to 
SCHOOL IMPROVEMENT PROGRAMS

Training and advisory services

45

develop educators' skills in such areas as the identification of race and sex bias in instructional 

materials and technical assistance in the identification and selection of appropriate educational 

programs to meet the needs of a diverse student body. Topics covered by the EACs go beyond 

a traditional view of desegregation to include areas such as school climate, disproportionate and 

exclusionary discipline, bullying and harassment, culturally and linguistically relevant pedagogy, 

educator diversity, the effect of poverty on equity in educational opportunity and achievement 

gaps, and instructional practices that reach all students.

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands) 

2019 $6,575

2020 6,575

2021 6,575

2022 6,575

2023 6,575

FY 2024 BUDGET REQUEST

For fiscal year 2024, the Administration requests $6.6 million for Training and Advisory 

Services, level with the fiscal year 2023 appropriation. Fiscal year 2024 funds would support the 

third year of Equity Assistance Center grants made in fiscal year 2022 under a competition 

aligned with President Biden’s equity agenda.

The Equity Assistance Centers continue to develop and implement innovative approaches to 

technical assistance that respond to needs across States, districts, and schools, and are 

engaged in a range of evidence-based activities to improve equity and access to high-quality 

educational environments and resources. In fiscal year 2022, the four EACs provided targeted 

and intensive assistance to 24 State educational agencies, 222 local educational agencies, and 

145 schools in 46 States and territories in areas such as providing professional development to 

district administrators, teachers, and staff on culturally responsive family and community 

engagement; providing capacity-building training sessions to rural districts on implementing Title 

IX provisions; and facilitating services with clients to respond to bullying and sex-based 

harassment findings of other Federal agencies, including the U.S. Department of Justice. 

PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures 2022 2023 2024

Amount for grant awards $6,526 $6,325 $6,400

Number of new awards 4 0 0

Number of continuation awards 0 4 4

Average award size $1,632 $1,581 $1,600

Peer review of new award applications $49 0 0

Data collection 0 $250 $175
SCHOOL IMPROVEMENT PROGRAMS

Training and advisory services

46

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. 

Except where stated otherwise below, data for the following measures are collected through an 

annual survey of EAC clients. The Department is in the process of obtaining a new contractor 

for the survey, which was not administered for the fiscal year 2016 grantee cohort in 2022. Data 

collected through the survey will be available for the fiscal year 2022 cohort for 2023 and future 

years.

Targets for these measures for the fiscal year 2022 cohort, using 2023 as the baseline year, will 

be developed later. 

Goal: To support access and equity in public schools and help school districts solve 

equity problems in education related to race, sex, national origin, and religion.

Objective: Provide coordinated technical assistance and training to State educational agencies 

and public school districts in addressing equity in education.

Measure: The percentage of clients reporting an increase in awareness or knowledge resulting 

from technical assistance provided.

Year Target

(Combined Only)

Combined

Actual

Awareness

Actual

Knowledge

Actual

2019 83% 84% 81% 84%

2020 86 88 88 81

2021 90 81 80 81

2022 92 N/A N/A N/A

Additional information: Clients were asked whether they increased their awareness or 

knowledge and, if so to what extent, on different topics for which they received assistance. The 

“Combined Actual” percentage is the higher of the two reported percentages for Awareness and 

Knowledge. 
SCHOOL IMPROVEMENT PROGRAMS

Training and advisory services

47

Measure: The percentage of clients who report changed policies or practices related to 

providing students with a full opportunity for participation in all educational programs regardless 

of their sex, race, religion, and national origin.

Year Target Actual

2019 78% 75%

2020 78 73

2021 78 82

2022 80 N/A

Measure: The percentage of clients reporting an increase in capacity resulting from technical 

assistance provided.

Year Target Actual

2019 74% 89%

2020 90 73

2021 76 64

2022 78 N/A

Additional information: Clients were asked whether their organizations received assistance to 

(1) build inclusive leadership, (2) identify and/or leverage mutually beneficial relationships or 

partnerships, or (3) obtain and/or leverage tangible materials or systems, and, if so, the extent 

to which their capacity increased after receiving assistance from the EAC. Data reflect the 

percentage of respondents who said their capacity increased to a moderate or great extent in at 

least one of these ways. The decline in 2020 and 2021 likely is explained by service disruptions 

and challenges in transitioning to a virtual service model during the COVID-19 pandemic.

Measure: The percentage of technical assistance requests received from organizations that 

were accepted during the performance period.

Year Target Actual

2019 97% 98%

2020 98 97

2021 98 95

2022 98 96

Additional information: Data are from EAC grantee annual performance reports. 
SCHOOL IMPROVEMENT PROGRAMS

Training and advisory services

48

Measure: The percentage of technical assistance requests received from new (not previously 

served by the EAC) organizations during the performance period.

Year Target Actual

2019 75% 41%

2020 48 69

2021 71 67

2022 73 84

Additional information: Data are from EAC grantee annual performance reports. The 

Department is eliminating this measure beginning with the fiscal year 2022 cohort.

Measure: The percentage of clients willing to request additional technical assistance or refer 

another organization to an EAC for technical assistance during the performance period.

Year Target

(Combined Only)

Combined

Actual

Request Additional

Assistance Actual

Refer Another 

Agency

Actual

2019 88% 89% 89% 87%

2020 91 89 84 89

2021 91 89 89 84

2022 93 N/A N/A N/A

Additional information: Clients were asked how likely they were to request additional 

assistance from the EAC and how likely they were to refer another agency to an EAC for 

technical assistance. The “Combined Actual” percentage is the higher of the two reported 

percentages for Request Additional Assistance and Refer Another Agency.

The Department has established the following additional measure for the program beginning 

with the fiscal year 2022 cohort: The percentage of clients who report that outcomes, as 

documented in memoranda of understanding with EACs, were met as a result of the technical 

assistance provided.
SCHOOL IMPROVEMENT PROGRAMS

49

Rural education

(Elementary and Secondary Education Act of 1965, Title V, Part B)

(dollars in thousands) 

FY 2024 Authorization: To be determined1

Budget Authority:

2023 Appropriation 2024 Request Change

$215,000 $215,000 0

PROGRAM DESCRIPTION

The Rural Education Achievement Program (REAP) includes two distinct programs to assist 

rural local educational agencies (LEAs) in carrying out activities to help improve the quality of 

teaching and learning in their schools. The Small, Rural School Achievement program (SRSA) 

provides funds to rural LEAs that serve small numbers of students; the Rural and Low-Income 

School program (RLIS) provides funds to rural LEAs that serve high concentrations of students

living in poverty, regardless of the total number of students served. Funds appropriated for 

REAP are divided equally between the SRSA and the RLIS programs. 

Small, Rural School Achievement Program (Subpart 1)

To be eligible to receive funds under the SRSA program, an LEA must: (1) have a total average 

daily attendance (ADA) of less than 600 students or serve only schools that are located in 

counties that have a population density of fewer than 10 persons per square mile; and (2) serve 

only schools that have a National Center for Education Statistics (NCES) locale code of 

41 (Rural, Fringe), 42 (Rural, Distant), or 43 (Rural, Remote) or are located in an area of the 

State defined as rural by a governmental agency of the State.

The Department makes formula allocations directly to eligible LEAs based on the number of 

students in ADA in the schools served by the LEA and the amount the LEA received under 

certain Federal programs in the previous fiscal year. For each eligible LEA, the Department 

calculates an initial allocation that is equal to $20,000 plus $100 for each child in ADA above 50, 

with a maximum initial allocation of $60,000. An LEA’s final allocation is equal to the initial 

allocation minus the amount received in “applicable funding,” which are funds allocated in the 

previous fiscal year under the Supporting Effective Instruction State Grants (Part A of Title II) 

and Student Support and Academic Enrichment Grants (Part A of Title IV) programs. 

1 The GEPA extension expired September 30, 2021. Reauthorization in FY 2024 is expected through appropriations 

action.
SCHOOL IMPROVEMENT PROGRAMS

Rural education

50

LEAs may use program funds to carry out activities authorized under the following Elementary 

and Secondary Education Act (ESEA) programs: (1) Part A of Title I (Improving Basic Programs 

Operated by Local Educational Agencies); (2) Part A of Title II (Supporting Effective Instruction 

State Grants); (3) Part A of Title III (English Language Acquisition State Grants); (4) Part A of 

Title IV (Student Support and Academic Enrichment State Grants); and (5) Part B of Title IV 

(21st Century Community Learning Centers). 

SRSA-eligible LEAs also may, under an alternative fund use authority (AFUA) previously known 

as “REAP-Flex”, consolidate any and all of their applicable funding for allowable activities 

authorized under the five programs specified above.

Rural and Low-Income School Program (Subpart 2)

Under the RLIS program, the Department makes formula allocations to States based on each 

State’s share of children in ADA in eligible LEAs. An LEA is considered eligible for RLIS if it: 

(1) has a poverty rate of at least 20 percent based either on data from the U.S. Census 

Bureau’s Small Area Income and Poverty Estimates (SAIPE) program or, for an LEA for which 

SAIPE data are unavailable, on the same State-derived poverty data used to determine LEA 

allocations under part A of title I of the ESEA (State-derived poverty data), and (2) serves only 

schools that have an NCES locale code of 32 (Town, Distant), 33 (Town, Remote), 41 (Rural, 

Fringe), 42 (Rural, Distant), or 43 (Rural, Remote). Each State then makes RLIS subgrants to 

eligible LEAs. Additionally, the Consolidated Appropriations Act, 2021, established a “hold 

harmless” provision that enables certain LEAs for which SAIPE poverty data are not available,

and that do not have a poverty rate of at least 20 percent based on the State-derived poverty 

data, to be considered eligible for RLIS at decreasing levels through fiscal year 2027.

States have the option of allocating funds to eligible LEAs competitively or through a formula 

based on the number of children in ADA in eligible LEAs within the State. A State may also use 

an alternative formula to allocate funds if it can demonstrate that an alternative method would 

better target funds to eligible LEAs that serve the highest concentrations of students from lowincome backgrounds. If an RLIS-eligible LEA is in a State whose State educational agency 

(SEA) does not submit an RLIS application, the LEA may apply directly to the Department to 

receive the funding it would have generated for its State, based on its ADA, had the SEA 

applied for RLIS. These LEAs are referred to in the statute as Specially Qualified Agencies 

(SQAs).

LEAs may use RLIS program funds for: (1) Part A of Title I (Improving Basic Programs 

Operated by Local Educational Agencies); (2) Part A of Title II (Supporting Effective Instruction 

State Grants); (3) Part A of Title III (English Language Acquisition State Grants); (4) Part A of 

Title IV (Student Support and Academic Enrichment Grants); and (5) parental involvement 

activities.

Lastly, the Department allocates one half of 1 percent of RLIS funds to the Bureau of Indian 

Education of the Department of the Interior and an equal amount to the Outlying Areas. 
SCHOOL IMPROVEMENT PROGRAMS

Rural education

51

REAP is a forward-funded program. Funds become available for obligation on July 1 of the 

fiscal year in which they are appropriated and remain available for 15 months through 

September 30 of the following year.

Funding levels for the past 5 fiscal years were:

Fiscal year (dollars in thousands)

2019 $180,840

2020 185,840

2021 187,840

2022 195,000

2023 215,000

FY 2024 BUDGET REQUEST

For fiscal year 2024, the Administration requests $215.0 million for REAP, level with the fiscal 

year 2023 appropriation. The request would support an average LEA award of approximately 

$26,000 under SRSA and an average LEA subgrant of approximately $54,000 under RLIS. 

The fiscal year 2024 request for REAP recognizes the significant obstacles faced by many rural 

LEAs in ensuring that all students meet challenging State academic standards and graduate 

high school ready for college and career, consistent with the purposes of the Elementary and 

Secondary Education Act (ESEA). Based on 2019 data from the National Center for Education 

Statistics, 28 percent of the Nation’s public schools were located in rural areas, while 19 percent 

of all public school students were enrolled at these schools.1 The small size and remoteness of 

many rural schools and LEAs creates unique challenges. For example, rural schools and LEAs

generally do not benefit from economies of scale and, thus, can face greater per-pupil costs in 

areas such as staffing, or transportation compared to some urban and suburban areas. 

While rural student performance on reading and mathematics on the 2022 National Assessment 

of Educational Progress (NAEP) is roughly the same as the national average (for example, the 

NAEP scale scores of public school students attending rural schools and nationwide were 

roughly the same in 4th grade reading and 4th-grade mathematics),2 and the rural student 

adjusted cohort graduation rate is higher than the national average (90 percent compared to

86 percent),3 resource challenges still impede academic opportunities for rural students. For 

example, rural LEAs often are not able to offer their students the same level of access to

advanced coursework opportunities as other LEAs. In the 2017–18 school year, just 51 percent 

of rural schools serving students in grades 11 or 12 offered Advanced Placement courses,

1 https://nces.ed.gov/programs/digest/d21/tables/dt21_214.40.asp

2 https://www.nationsreportcard.gov/ndecore/xplore/NDE 3 https://nces.ed.gov/programs/digest/d20/tables/dt20_219.47.asp
SCHOOL IMPROVEMENT PROGRAMS

Rural education

52

compared to 85 percent of comparable suburban schools.1 In addition, because of their size and 

location, many small, rural LEAs have faced difficulty in recruiting and retaining fully certified,

effective teachers in all fields and subjects. This can make it difficult to provide students with 

access to high-quality career and technical education, science, technology, engineering, and 

math, and advanced coursework opportunities. Rural LEAs also may face greater challenges 

than non-rural districts in providing access to educational technology, such as the high-speed, 

broadband internet required for distance learning. REAP funds provide rural LEAs with 

additional resources that can be used to help meet such challenges.

Rural LEAs also frequently receive allocations under the Department’s other formula grant 

programs that are too small to allow the LEA to effectively address the purposes for which the 

funds are appropriated. Recognizing that rural LEAs frequently receive small allocations from 

Federal formula grants, the AFUA gives SRSA-eligible LEAs the flexibility to make more 

effective use of these small allocations by consolidating them. An estimated 30 percent of 

eligible LEAs notified their respective States of their intention to take advantage of this authority 

in school year 2020-21. Yet even when the eligible LEAs consolidate their allocations under

these programs, some do not have enough money to address statutory objectives in a 

meaningful manner. REAP funds can help ensure that such LEAs have sufficient funds to 

implement ESEA programs consistent with Congressional intent. 

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2022 2023 2024

Small, rural school achievement

program(SRSA)

RSA Total funding $97,500 $107,500 $107,500

RSA Number of LEAs receiving grants 4,214 4,214 4,214

SRSA Average LEA grant $23 $26 $26

SRSA Average award per student (whole $) 88 97 97

SRSA Range of awards to LEAs 0–$71 0–$78 0–$78

1 https://nces.ed.gov/programs/digest/d21/tables/dt21_225.72.asp 
SCHOOL IMPROVEMENT PROGRAMS

Rural education

53

Output Measures 2022 2023 2024

Rural and low-income school program(RLIS)

RLIS Total funding $97,500 $107,500 $107,500

RLIS Amount for State and SQA grants 96,525 106,425 106,425

RLIS Amount for BIE 488 538 538

RLIS Amount for Outlying Areas 488 538 538

RLISNumber of States receiving grants 46 46 46

RLISNumber of LEAs receiving subgrants 1,978 1,978 1,978

RLISNumber of LEAs receiving SQA grants 21 21 21

RLIS Average State grant $2,054 $2,302 $2,302

RLIS Average LEA subgrant 1 49 54 54

RLIS Average SQA grant 24 26 26

RLIS Average award per student (whole $) 31 35 35

RLISRange of awards to States $5–$9,601 $5–$10,684 $5–$10,724

RLISRange of subgrants to LEAs 1 0–$410 0–$458 0–$460

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

including REAP, and to pool such funds for use in evaluating any ESEA programs. The Department is not reserving

funds for this purpose from REAP in fiscal year 2022, but may do so in fiscal years 2023 and 2024. 

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 revised the performance measures for REAP in 2022. The Department has 

added achievement gap measures for RLIS, which are directly tied to the longstanding student 

achievement measures which have been reworded to improve clarity but have no substantive 

differences. The Department has also discontinued the use of AFUA data as a measure of 

program performance; however, the Department continues to collect these data.

1 The LEA subgrant estimates for RLIS do not reflect reductions due to amounts reserved by States for 

administrative costs.
SCHOOL IMPROVEMENT PROGRAMS

Rural education

54

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. 

The performance targets for the student achievement measures reflect the previous 

reauthorization of the ESEA, which required all students to be proficient in reading and 

mathematics by 2014. These targets are no longer relevant under the current authorization. The 

Department will use actuals reported for 2021 and 2022 to establish targets for the six current 

performance measures in future budget justifications. Data for 2022 will be available in fall 2023.

Goal: Raise educational achievement of students in rural school districts that are small 

or low-income.

Objective: Students enrolled in LEAs participating in REAP will score at or above the proficient 

level on State reading and mathematics assessments.

Measure: The percentage of students enrolled in LEAs participating in SRSA who score at or 

above the proficient level on State reading assessments. 

Year Target Actual

2019 100% 49%

2020 100 Not available

2021 100 46

Measure: The percentage of students enrolled in LEAs participating in SRSA who score at or 

above the proficient level on State mathematic assessments.

Year Target Actual

2019 100% 43%

2020 100 Not available

2021 100 40

Measure: The percentage of students enrolled in LEAs participating in RLIS who score at or 

above the proficient level on State reading assessments.

Year Target Actual

2019 100% 43%

2020 100 Not available

2021 100 37
SCHOOL IMPROVEMENT PROGRAMS

Rural education

55

Measure: The percentage of students enrolled in LEAs participating in RLIS who score at or 

above the proficient level on State mathematics assessments.

Year Target Actual

2019 100% 40%

2020 100 Not available

2021 100 31

Measure: The percentage point difference between the percentage of students enrolled in 

LEAs participating in RLIS scoring at or above the proficient level on State reading 

assessments and the percentage of students in non-RLIS LEAs meeting the RLIS rural 

criterion scoring at or above the proficient level on State reading assessments.

Year Target Actual

2021 Baseline 12%

Measure: The percentage point difference between the percentage of students enrolled in 

LEAs participating in RLIS scoring at or above the proficient level on State mathematics 

assessments and the percentage of students in non-RLIS LEAs meeting the RLIS rural 

criterion scoring at or above the proficient level on State mathematics assessments.

Year Target Actual

2021 Baseline 13%
SCHOOL IMPROVEMENT PROGRAMS

56

Supplemental education grants

(Compact of Free Association Amendments Act of 2003, Section 105(f)(1)(B)(iii))

(dollars in thousands)

FY 2024 Authorization: 01

Budget Authority: 

2023 Appropriation 2024 Request Change

$24,464 0 -$24,464

PROGRAM DESCRIPTION

The Compact of Free Association Amendments Act of 2003 (P.L. 108-188) eliminated the 

participation of the Federated States of Micronesia (FSM) and the Republic of the Marshall 

Islands (RMI) in most domestic formula grant programs funded by the Departments of 

Education (ED), Health and Human Services (HHS), and Labor (DOL). As a replacement, 

beginning in fiscal year 2005, the Act authorizes supplemental education grants in an amount 

that is roughly equivalent to the total formula funds that these entities received in fiscal year 

2004 under the Federal formula programs for which they are no longer eligible, adjusted for 

inflation. These grants augment the funds that the FSM and the RMI receive for general 

education assistance under their Compacts of Free Association with the U.S. Government.

The Act eliminated the participation of the FSM and the RMI in the following Department of 

Education programs: Elementary and Secondary Education Act (ESEA) Title I Grants to Local 

Educational Agencies, Career and Technical Education Grants under Title I of the Carl D. 

Perkins Career and Technical Education Act of 2006, Adult Basic and Literacy Education State 

Grants, Federal Supplemental Educational Opportunities Grants, and Federal Work-Study. 

However, they remain eligible for participation in other Department programs, including the 

Individuals with Disabilities Education Act State Grants and programs under Part A, Subpart 1 of 

Title IV of the Higher Education Act, as well as ED, HHS, and DOL competitive programs. Also, 

the Act eliminated FSM and RMI participation in programs under Title I (other than Job Corps) 

of the Workforce Innovation and Opportunity Act (WIOA) and Head Start (HS). 

The Department of Education is required to transfer funds appropriated for Supplemental 

Education Grants to the Department of the Interior (DOI) for disbursement to the RMI and the 

FSM not later than 60 days after the appropriation becomes available. Appropriations are to be 

used and monitored in accordance with an interagency agreement between the four agencies 

and in accordance with the “Fiscal Procedure Agreements” entered into by the FSM and the 

1 The program authorization expires September 30,2023. 
SCHOOL IMPROVEMENT PROGRAMS

Supplemental education grants

57

RMI with the U.S. Government. These agreements call for the funds to be used at the local 

school level for direct educational services focused on school readiness, early childhood 

education, elementary and secondary education, vocational training, adult and family literacy, 

and the transition from high school to postsecondary education and careers. They may not be 

used for construction or remodeling, the general operating costs of school systems, or teacher 

salaries (except the salaries of teachers who carry out programs supported by the grants).

The FSM and the RMI may request technical assistance from ED, HHS, or DOL, on a 

reimbursement basis. Since fiscal year 2015, appropriations acts have allowed ED to reserve up 

to 5 percent of Supplemental Education Grants funds to provide technical assistance for these 

grants, but the Department has yet to exercise this authority.

Funding levels for the past 5 fiscal years were as follows:

Fiscal Year (dollars in thousands)

2019 $16,699

2020 16,699

2021 16,699

2022 19,657

2023 24,464

FY 2024 BUDGET REQUEST

Supplemental Education Grants (SEG) will be subsumed by a $6.5 billion proposal for economic 

assistance over 20 years to be provided through mandatory budget authority appropriated to the 

Department of State, and language calling for continued implementation of the Compacts of 

Free Association at the Department of the Interior. This will replace portions of the 2003 

Compacts of Free Association Act that expire at the end of 2023. Mandatory funds from the new 

proposal will be part of the Education sector grants to support SEG-related activities.

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2022 2023 2024

Grant to the Federated States of 

Micronesia $13,115 $16,323 0

Grant to the Republic of the 

Marshall Islands 6,542 8,141 0
SCHOOL IMPROVEMENT PROGRAMS

Supplemental education grants

58

PROGRAM PERFORMANCE INFORMATION

The Department has not established performance measures for this program because it is 

operated by the Department of the Interior.

A December 2006 General Accounting Office report, entitled “Compacts of Free Association: 

Micronesia and the Marshall Islands Face Challenges in Planning for Sustainability, Measuring 

Progress, and Ensuring Accountability,” documented both the continuing need for improvement 

in the public education systems of the Freely Associated States and the difficulties in obtaining 

and reporting performance data for this program. The RMI, according to the report, was not able 

to measure progress towards its educational goals because the data collected were inadequate, 

inconsistent, and incomplete. Tests to measure achievement were not administered in 2005 and 

2006, and some of the tests were not aligned with the curriculum used in RMI schools and thus 

were not adequate measures of student achievement. The FSM also lacked consistent 

performance outcomes and measures; measures and outcomes had been established but had 

constantly changed, making it difficult to track progress.

Additional information from the Department of the Interior (DOI) covering the 5-year period 

between 2004 and 2009 highlighted the continuing challenges faced by both entities in 

improving the quality of education due to a lack of qualified teachers, poor facilities, and a high 

absentee rate among students and teachers. While access to elementary and secondary

education had increased in the RMI and student enrollment had increased during this period 

despite significant out-migration, the RMI continued to have few standardized tests for 

assessing student achievement, a low graduation rate, and a low percentage of qualified 

teachers. The FSM continued to struggle with low student achievement, discouraging student 

drop-out rates, and problematic teacher attendance. 
SCHOOL IMPROVEMENT PROGRAMS

59

Comprehensive centers

(Education Technical Assistance Act of 2002, Title II, Section 203)

(dollars in thousands)

FY 2024 Authorization: To be determined1

Budget Authority: 

2023 Appropriation 2024 Request Change 

$55,000 $55,000 0

PROGRAM DESCRIPTION

The Comprehensive Centers program is authorized to fund not fewer than 20 Comprehensive 

Centers, including regional centers and content centers, that provide training, technical 

assistance, and professional development to build State capacity to provide high-quality 

education for all students, particularly those in local educational agencies (LEAs) and schools 

with low rates of performance. Centers provide support to State educational agencies (SEAs), 

and through them, to LEAs and schools. The Comprehensive Centers are part of a Department 

technical assistance network that includes the Regional Educational Laboratories, the What 

Works Clearinghouse, Equity Assistance Centers, Office of Special Education Program-funded 

technical assistance centers, and other program-specific centers designed to provide support to 

SEAs, LEAs, and schools.

The statute requires that the Department fund a minimum of 10 regional centers. The program 

currently supports 19 regional centers and 1 national center that received 5-year grants in 

2019. The regional centers provide broad assistance to SEAs in their assigned States, following 

annual State service plans developed in consultation with each State’s Chief State School 

Officer. The national center develops an annual service plan in consultation with the Department 

and the regional centers. The national service plan takes into account challenges identified in 

the regional centers’ State service plans, Department monitoring and audit findings, and 

emerging national education trends. The national center also maintains the Comprehensive 

Center website and disseminates information to a wide variety of education stakeholders, 

including parents. Information on the new Centers is available at 

https://www.compcenternetwork.org/. The program also supports one content center, first 

funded in 2016, that focuses on students at risk of not attaining full literacy skills due to a 

disability. This center was re-competed in 2021.

1 The GEPA extension expired September 30, 2009. Reauthorization for FY 2024 is expected through 

appropriations action.
SCHOOL IMPROVEMENT PROGRAMS

Comprehensive centers

60

Each regional Center serves a specific set of States, as shown in Figure 1.

Figure 1. Regional Comprehensive Centers

The Education Technical Assistance Act (ETAA) does not authorize the Comprehensive 

Centers to provide direct support to the Bureau of Indian Education (BIE). However, beginning 

in fiscal year 2017 Congress has directed the Department through appropriations language to 

ensure that BIE has access to services from the Comprehensive Centers, and the BIE currently 

receives services through the Region 13 Center (funded by an annual supplement of $400,000).

The statute requires the National Center for Education Evaluation and Regional Assistance, a 

component of the Department’s Institute of Education Sciences (IES), to carry out an 

independent evaluation of the Comprehensive Centers to determine the extent to which each 

center meets its objectives. The National Evaluation for the Comprehensive Centers program is 

currently under way. Data collection is set to begin late spring 2022. The final evaluation report 

is scheduled for completion fall 2023.
SCHOOL IMPROVEMENT PROGRAMS

Comprehensive centers

61

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2019 $52,000

2020 52,000

2021 52,000

2022 54,000

2023 55,000

FY 2024 BUDGET REQUEST

For fiscal year 2024, the Administration requests $55.0 million for the Comprehensive Centers 

program, level with the fiscal year 2023 appropriation. 

All funds would support the first year of funding for the fourth cohort of 19 Regional Centers and 

the National Center funded under the ETAA to support more fully SEAs in building their capacity 

to implement and engage in continuous improvement of reforms to improve student learning 

and close achievement and graduation rate gaps, as well as the fourth year of funding for the 

center for students at risk of not attaining full literacy skills due to a disability

The Department is developing a plan for the fiscal year 2024 Comprehensive Centers 

competition that may include both changes in the mix of regional and content centers as well as 

a focus on State and local needs arising from the ongoing impact of the COVID-19 pandemic on 

students, families, teachers, schools, and communities. For example, new content centers could 

address areas such as integrated supports services for students from low-income backgrounds 

to meet their social, emotional, mental health, and academic needs, teacher recruitment and 

retention, teacher and school leadership, evidence-based tutoring strategies, the use of data to 

identify and address student needs, multilingual learning, fiscal equity, and strengthening school 

improvement activities under the ESEA. 

The request would retain appropriations language that permits the provision of direct support to 

the BIE, allowing services for schools that are often in great need of assistance.
SCHOOL IMPROVEMENT PROGRAMS

Comprehensive centers

62

PROGRAM OUTPUT MEASURES 

(dollars in thousands) 

Output Measures 2022 2023 2024

Funding for new grant awards 0 0 $53,050

Funding for continuation grant awardsfunding $54,000 $55,000 1,500

Evaluation 0 0 0

Peer review of new award applications 0 0 450

Total funding 54,000 55,000 55,000

Number of New Grant Awards 0 0 20

Average New Grant Award 0 0 $2,750

Number of Continuation Grant Awards 21 21 1

Average Continuation Grant Award $2,571 $2,571 $1,500

Range of Continuation Grant Awards $1,000−$6,270 $1,000−$6,270 $1,000-$6270

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. Targets will be set after 2 years 

of baseline data are available.

The Comprehensive Centers measures are designed to analyze the quality, relevance, and 

usefulness of the services provided by the centers and reported in grantees’ Annual 

Performance Reports (APRs) and Annual Evaluation Reports (AERs). Each Center has 

developed a methodology for reporting which is described in its APR. Methodologies differ 

slightly across the 20 Comprehensive Centers. 
SCHOOL IMPROVEMENT PROGRAMS

Comprehensive centers

63

Goal: To improve educational outcomes for all students, close achievement gaps, and 

improve the quality of instruction under the Elementary and Secondary Education Act of 

1965, as amended by the Every Student Succeeds Act of 2015 (ESEA). 

Objective: Improve the quality of Comprehensive Center services.

Measure: The extent to which Comprehensive Center Clients are satisfied with the quality, 

usefulness, and relevance of services provided. 

Year Target Actual

2020 Baseline 91%

2021 Baseline 90

2022 85% 92

2023 85

2024 85

Additional information: All 20 Centers provided 2022 data for this measure and were included 

in the calculation, which showed that 92 percent of clients were satisfied with services. The 

Department has established a Center evaluation workgroup to help standardize reporting on this 

measure. 

Objective: To maximize the impact of public funds and make the work of the Comprehensive 

Centers program available to as many REAs, SEAs, LEAs, and schools in need of support as 

possible.

Measure: The extent to which Comprehensive Centers provide services and products to a wide 

range of recipients.

Year Target Actual

2020 Baseline

2021 Baseline 10

2022 5 10

2023 6

2024 7

Additional information: All 20 Centers provided 2022 data for this measure and were included 

in the calculation, which showed that an average of 10 distinct recipient groups across the 

20 Centers received services. The calculation of this measure changed from the percentage of 

recipients that reported receiving services as planned in the 2020 AER to the number of distinct 

recipient groups that received services and products in the 2021 and 2022 AER. Most frequently 

reported recipient group types by centers were SEA Leadership, other SEA staff, school 

administrators, LEA staff, school educators, Institutes of Higher Education, and Regional 

Education Agency staff. 
SCHOOL IMPROVEMENT PROGRAMS

Comprehensive centers

64

Objective: To improve the implementation of capacity building services provided by the 

Comprehensive Centers Program.

Measure: The extent to which Comprehensive Centers demonstrate that capacity building 

services were implemented as intended.

Year Target Actual

2020 Baseline 73%

2021 Baseline 83

2022 80% 92

2023 80

2024 80

Additional information: Data from 17 centers are included in the calculation of this measure, 

which shows that 83 percent of planned milestones were completed. 

Objective: To improve the extent to which Comprehensive Center clients achieved their 

intended outcomes and the extent to which Center services produced the intended outcomes.

Measure: The extent to which Comprehensive Centers demonstrate that recipient outcomes 

were met.

Year Target Actual

2020 Baseline

2021 Baseline 86%

2022 80% 90

2023 80

2024 80

Additional information: All 20 Centers provided 2022 data for the calculation of this measure, 

which showed that 90 percent of recipient outcomes were completed. 

Other Performance Information

The Institute of Education Sciences began a descriptive study of the Comprehensive Centers in 

December 2020 that is examining the delivery and usefulness of the Centers' technical 

assistance. Study questions include:

• What key educational problems are the Comprehensive Centers addressing?

• What capacity-building services are Comprehensive Centers providing and what types of 

capacity are these services designed to increase?

• What are the successes and challenges of program changes, including the shift in the 

number and geographic reach of the centers and new requirements to increase 

collaboration with the Department's Regional Educational Laboratories?

• How can the outcome of the Comprehensive Centers — improving SEA and LEA capacity 

— be measured accurately, validly, and reliably?
SCHOOL IMPROVEMENT PROGRAMS

Comprehensive centers

65

The study will be based on document reviews, surveys and interviews of SEA and LEA staff, 

and interviews with Comprehensive Center and REL project directors, and will examine ways in 

which the pandemic altered plans for the first years of the grant. The study team will develop 

measures of SEA capacity by reviewing existing survey and assessment items that gauge 

similar concepts, interviewing stakeholders, and conducting pilot testing with SEA and district 

stakeholders. The final report is scheduled for completion fall 2023. 
SCHOOL IMPROVEMENT PROGRAMS

66

Student support and academic enrichment grants

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

(dollars in thousands)

FY 2024 Authorization: To be determined1

Budget Authority: 

Period of fund availability: 

2023 Appropriation 2024 Request Change

$1,380,000 $1,405,000 +$25,000

PROGRAM DESCRIPTION

Student Support and Academic Enrichment Grants are intended to improve academic 

achievement by increasing the capacity of States and local educational agencies (LEAs) to 

provide students with access to a well-rounded education and improve school conditions and 

use of technology.

The Department allocates program funds to States by formula based on each State’s share of 

funds received under Title I, Part A of the Elementary and Secondary Education Act of 1965, as 

amended (ESEA), for the preceding fiscal year. No State may receive less than 0.5 percent of 

the total program appropriation except for Puerto Rico, which may not receive more than this 

amount. The Department also reserves funds for the outlying areas and for the Bureau of Indian 

Education (BIE) of the Department of the Interior (0.5 percent in each case) and for technical 

assistance and capacity building (2 percent).

States must use at least 95 percent of funds to make subgrants to LEAs and not more than 

1 percent for administrative costs and may use any remaining funds for State-level activities 

consistent with the purposes of the program, which may include providing technical assistance 

or direct support to LEAs to carry out authorized activities. States allocate subgrants to LEAs on 

the same formula basis as above (i.e., shares of prior-year Title I, Part A funds), except that no 

LEA receiving an allocation may receive less than $10,000. LEAs may form consortia and 

combine subgrant allocations to carry out activities jointly. States and LEAs must use funds to 

supplement, and not supplant, non-Federal funds that would otherwise be used for authorized 

activities.

LEAs receiving formula allocations of $30,000 or more must conduct a comprehensive needs 

assessment and use at least 20 percent of their allocations for activities to support well-rounded 

educational opportunities, at least 20 percent for activities to support safe and healthy students, 

and a portion to support the effective use of technology. LEAs receiving less than $30,000 must 

use funds to carry out activities in at least one of these three areas. LEAs must prioritize support 

to schools with the greatest needs as determined by the LEA, schools with the highest 

concentrations of Title I formula children, schools that are identified for comprehensive support 

1 The GEPA extension expired September 30, 2021. Reauthorization for FY 2024 is expected through appropriations 

action.
SCHOOL IMPROVEMENT PROGRAMS

Student support and academic enrichment grants

67

and improvement or implementing targeted support and improvement plans, or schools that are 

identified as persistently unsafe schools. LEAs may reserve up to 2 percent of their allocations 

for administrative costs.

LEAs may use funds for a range of activities to support a well-rounded education, including: 

promoting student engagement and success through music and the arts; improving instruction 

in science, technology, engineering, and mathematics (including computer science); increasing 

the availability of accelerated learning courses, such as Advanced Placement and International 

Baccalaureate courses, dual or concurrent enrollment programs and early college high schools, 

and the foundational and gateway courses necessary in elementary and middle school; 

strengthening instruction in American history, civics, economics, geography, and government; 

providing foreign language instruction and environmental education; and providing college and 

career counseling, including financial literacy activities and support in completing the Free 

Application for Federal Student Aid (FAFSA).

Authorized activities to support safe and healthy students include: evidence-based drug and 

violence prevention programs; school-based mental health services, including through 

partnerships with mental health or health care entities; activities to support a healthy, active 

lifestyle, including physical education; activities to help prevent and address bullying and 

harassment; mentoring and school counseling; school dropout prevention, reentry, and 

reengagement programs, including early warning indicator and intervention systems; highquality training for school personnel in such areas as suicide prevention, crisis management, 

and conflict resolution; child sexual abuse awareness and prevention programs; designing and 

implementing plans to reduce exclusionary discipline practices; and implementing schoolwide 

positive behavioral interventions and supports. In these areas, LEAs may use funds to 

implement pay for success initiatives (i.e., performance-based agreements under which, among 

other things, payments are made only after achievement of outcomes).

Lastly, LEAs may pursue such educational technology-related activities as: providing school and 

LEA personnel with tools and resources to use technology effectively to improve instruction, 

support teacher collaboration, and personalize student learning; building technological capacity 

and infrastructure, including by procuring content, purchasing devices, equipment, and software, 

and ensuring they are fully accessible to all students; providing specialized or rigorous 

technology-based academic courses; carrying out projects blending classroom and technologybased instruction in a way that provides students with control over the time, path, or pace of 

learning; providing professional development on the effective integration of technology into 

teaching and learning; and providing students in rural and other underserved areas with access 

to digital learning experience and resources, including online courses. Of funds supporting the 

effective use of technology, LEAs may use not more than 15 percent to purchase technology 

infrastructure.

Student Support and Academic Enrichment Grants is a forward-funded program. Funds become 

available for obligation on July 1 of the fiscal year in which they are appropriated and remain 

available through September 30 of the following year.
SCHOOL IMPROVEMENT PROGRAMS

Student support and academic enrichment grants

68

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

Fiscal Year (dollars in thousands)

2019 $1,170,000

2020 1,210,000

2021 1,220,000

2022 1,280,0001

2023 1,380,000

FY 2024 BUDGET REQUEST

For fiscal year 2024, the Administration requests $1.4 billion for Student Support and Academic 

Enrichment Grants, $25 million more than a fiscal year 2023 appropriation. The request 

supports the Administration’s goal of ensuring equity in access to educational opportunity for all 

students, particularly those attending schools with high rates of poverty or persistently 

underperforming schools, which receive priority for service under the program statute. 

Student Support and Academic Enrichment Grants provide resources for improving student 

opportunities and outcomes that can be used flexibly in response to locally identified needs. 

Funds can be used for a range of activities that promote equity in access to and success in wellrounded educational opportunities, safe and healthy learning environments, and effective use of 

technology in teaching and learning. For example, Student Support and Academic Enrichment 

Grants can be used to support advanced coursework, such as in the humanities and in science, 

technology, engineering and mathematics, for underserved students, particularly Black and 

Latino students, who tend to have fewer advanced coursework opportunities, leaving them less 

prepared for college and the workforce after graduation.2 

The request includes appropriations language enabling the Department to use the requested 

$25 million increase for technical assistance and capacity building, in addition to the 2 percent 

of appropriations reserved for this purpose under the program statute. The Department would 

use these additional funds to establish a new Raising the Bar on Multilingualism program, which 

would provide competitive grants to States and LEAs to improve and expand instruction in 

languages other than English. Building on the previously authorized Foreign Language 

Assistance Program, this program would help advance the Administration’s comprehensive 

multilingual learner agenda, which seeks to ensure that all students have opportunities to 

become multilingual and are prepared to succeed in a global economy.

1 This reflects the amount provided through regular appropriations only. The Bipartisan Safer Communities Act 

(BSCA) (P.L. 117-159) provided $1 billion in supplemental appropriations for activities for safe and healthy students 

under section 4108 of the ESEA and directs States to make subgrants on a competitive basis to high-need local 

educational agencies as determined by the State. Because the BSCA funds support a one-time program that is 

effectively discrete from Student Support and Academic Enrichment Grants as funded through regular appropriations, 

they are not included in this justification.

2 See https://edtrust.org/press-release/black-and-latino-students-shut-out-of-advanced-coursework-opportunities/. 
SCHOOL IMPROVEMENT PROGRAMS

Student support and academic enrichment grants

69

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2022 2023 2024

Amount to States $1,235,392 $1,331,907 $1,331,907

Range of State awards $6,177–153,150 $6,660–157,755 $6,660–157,755

Average State award 23,758 25,614 25,614

Amount to Outlying Areas 6,368 6,866 6,866

Amount to BIE 6,368 6,866 6866

Technical assistance and capacity 

building 25,472 27,462 52,462

Evaluation 6,400 6,900 6,900

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

including Student Support and Academic Enrichment Grants, and to pool such funds for use in evaluating any ESEA 

program. The Department reserved $6,400 thousand from Student Support and Academic Enrichment Grants for 

pooled evaluation in fiscal year 2022 and expects to reserve funds for this purpose in fiscal years 2023 and 2024.

 

PROGRAM PERFORMANCE INFORMATION

The Department collects performance information for Student Support and Academic 

Enrichment Grants primarily through the annual Consolidated State Performance Report 

(CSPR) and descriptive implementation studies.

Consolidated State Performance Reports

Consistent with the program statute’s public reporting requirements for States and LEAs, the 

Department collects State-aggregate data on LEA uses of funds through the CSPR. 

Specifically, the Department collects data on the percentage of funds spent by LEAs in each of 

the three program content areas and the percentage of LEAs spending funds in each area. 

Available data from the school year 2019-2020 and 2020-2021 CSPRs that meet quality-control 

checks are provided in the tables below; data from the school year 2021-2022 CSPR are 

expected to be available in fall 2023. The Department continues to provide technical assistance 

to States to improve their data collection and reporting capabilities. 
SCHOOL IMPROVEMENT PROGRAMS

Student support and academic enrichment grants

70

Percent of Funds Spent in Each Content Area

Content Area Percent of Funds Spent in 

2019-2020 School Year

Percent of Funds Spent in 

2020-2021 School Year

Well-Rounded Education 45% 47%

Safe and Healthy Students 36 38

Effective Use of Technology 19 15

Additional Information: Data for the 2019-2020 school year are from 38 of 52 States (including 

the District of Columbia and Puerto Rico). Data for the 2020-2021 school year are from 48 

States.

Percent of LEAs Spending Funds in Each Content Area

Content Area

Percent of LEAs Spending 

Funds in 2019-2020 School 

Year

Percent of LEAs Spending 

Funds in 2020-2021 School 

Year

Well-Rounded Education 73% 73%

Safe and Healthy Students 66 60

Effective Use of Technology 52 45

Additional Information: Data for the 2019-2020 school year are from 36 States. Data for the 

2020-2021 school year are from 48 States.

“First-Look” Implementation Study

The Department also collected information on use of funds in school year 2018-2019 based on 

State analyses of LEA applications for fiscal year 2018 program funding, as well as other basic 

program information. Key findings from this contractor-supported study, released in February 

2020,1 include the following:

• Less than one-third (31 percent) of LEAs receiving a fiscal year 2018 formula allocation 

received at least $30,000.

• Most LEAs (74 percent) retained at least some of their fiscal year 2018 funds for use 

under the program, as opposed to transferring their entire allocation to other ESEA 

programs, as permitted under statute.

• On average, LEAs that retained fiscal year 2018 funds spent an estimated 44 percent of 

the funds for well-rounded educational opportunities, 41 percent of funds to support safe 

and healthy students, and 14 percent on the effective use of technology.

1 See https://www2.ed.gov/rschstat/eval/esea/title-iv-first-look-2020.pdf. 
SCHOOL IMPROVEMENT PROGRAMS

Student support and academic enrichment grants

71

• An estimated 73 percent of LEAs used funds to support well-rounded educational 

opportunities, 70 percent used funds to support safe and healthy students, and 

53 percent to support the effective use of technology. 

• Two percent of LEAs receiving a fiscal year 2018 allocation operated in consortia.

National Implementation Study

In addition, the Department is conducting a formal implementation study examining State-level 

program activities, local uses of funds, and other aspects of local implementation (e.g., how 

LEAs conduct comprehensive needs assessments and use them in deciding how to spend 

program funds), including how LEAs are using funds in efforts to recover from the COVID-19 

pandemic. The study consists of surveys of State program coordinators in all States and a 

nationally representative survey of LEAs. The Department collected data for the study in May 

through October of 2022 (covering the use of funds during school year 2021-2022), with a 

descriptive report expected in early 2024.

Other Performance Information

Technical Assistance and Capacity Building

In fiscal year 2023, the Department plans to use fiscal year 2022 funds reserved for technical 

assistance and capacity building under Student Support and Academic Enrichment Grants to 

support new actions including:

• Grants to LEAs to develop and implement plans to improve conditions for student learning 

by increasing school socioeconomic diversity in preschool through grade 12, consistent with 

Congressional directives to prioritize support for school diversity efforts within and across 

school districts, as well as related technical assistance to award recipients ($10.6 million). 

• A recompeted program technical assistance center providing general resources as well as 

customized technical assistance to States and LEAs to increase their capacity to carry out 

program activities, including in areas supported with program funds through prior discrete 

contracts, such as evidence-based strategies for social and emotional learning ($2 million). 

The recompeted center is also expected to include a renewed focus on activities promoting 

safe and healthy students and to provide targeted support, using funds reserved from 

supplemental appropriations under the Bipartisan Safer Communities Act, to LEAs receiving 

competitive subgrants under the Stronger Connections Grant program.

In addition, funds will be used to continue the following actions initiated in prior years:

• Awards under the Trauma Recovery Demonstration Grants program, which supports model 

programs that enable low-income students who have experienced trauma to seek traumaspecific mental-health services from the provider that best meets the student’s needs, as 

well as technical assistance to award recipients ($6.6 million).
SCHOOL IMPROVEMENT PROGRAMS

Student support and academic enrichment grants

72

• Awards under the Expanding Access to Well-Rounded Courses Demonstration Grants

program, which supports State efforts to provide well-rounded educational opportunities 

through model course-access programs, as well as technical assistance to award recipients 

($3.5 million).

• A national center for disseminating evidence-based practices in addressing chronic 

absenteeism, including analysis of attendance data and activities to improve student 

engagement ($700,000).

• Technical assistance to States and LEAs in implementing human trafficking prevention

activities ($250,000).

A support contract for the School Crime Supplement to the National Crime Victimization Survey, 

a survey of students ages 12 through 18 that collects information on victimization, crime, and 

safety at school ($700,000). 
SCHOOL IMPROVEMENT PROGRAMS

73

Account Summary Table

Click here for the online version 

DEPARTMENT OF EDUCATION FISCAL YEAR 2024 PRESIDENT'S BUDGET

(in thousands of dollars)

Cat 

Code 2022 Appropriation 2023 Appropriation

2024 President's 

Budget Request

FY 2024 President's Budget Request 

Compared to FY 2023 Appropriation

Amount Percent

School Improvement Programs

1. Supporting effective instruction State grants(ESEA II-A)

Annual appropriation D 488,639 508,639 508,639 0 0.00%

Advance forsucceeding fiscal year D 1,681,441 1,681,441 1,681,441 0 0.00%

Subtotal D 2,170,080 2,190,080 2,190,080 0 0.00%

2. 21st century community learning centers(ESEA IV-B) D 1,289,673 1,329,673 1,329,673 0 0.00%

3. State assessments(ESEA I-B,section 1201-1203) D 390,000 390,000 469,100 79,100 20.28%

4. Education for homeless children and youths(MVHAA Title VII-B) D 114,000 129,000 129,000 0 0.00%

5. Native Hawaiian education (ESEA VI-B) D 38,897 45,897 45,897 0 0.00%

6. Alaska Native education (ESEA VI-C) D 37,953 44,953 44,953 0 0.00%

7. Training and advisory services(CRA IV) D 6,575 6,575 6,575 0 0.00%

8. Rural education (ESEA V-B) D 195,000 215,000 215,000 0 0.00%

9. Supplemental education grants(Compact of Free Association Act)1 D 19,657 24,464 0 -24,464 -100.00%

10. Comprehensive centers (ETAA section 203) D 54,000 55,000 55,000 0 0.00%

11. Studentsupport and academic enrichment grants(ESEA IV-A) D 1,280,000 1,380,000 1,405,000 25,000 1.81%

Total, Appropriation D 5,595,835 5,810,642 5,890,278 79,636 1.37%

Total, Budget authority D 5,595,835 5,810,642 5,890,278 79,636 1.37%

Current 3,914,394 4,129,201 4,208,837 79,636 1.93%

Prior year's advance 1,681,441 1,681,441 1,681,441 0 0.00%

1 The Administration is proposing mandatory funding to be administered by the Department of State that would subsume the programs and activities previously funded through 

discretionary appropriations, including the one for the Supplemental Education Grants.

NOTES:

1) D = discretionary program; M = mandatory programs

2) Detail may not add to totals due to rounding.