Department of Education

SCHOOL IMPROVEMENT PROGRAMS

Fiscal Year 2025 Budget Request

CONTENTS

Page

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

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

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

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

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

Appropriations History................................................................................................................ 9

Significant Items in FY 2024 Appropriations Reports.................................................................11

Summary of Request ................................................................................................................13

Activities:

Supporting effective instruction state grants .........................................................................14

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

State assessments ...............................................................................................................25

Education for homeless children and youths ........................................................................32

Native Hawaiian education ...................................................................................................40

Alaska native education........................................................................................................45

Training and advisory services .............................................................................................50

Rural education ....................................................................................................................55

Supplemental education grants ............................................................................................63

Comprehensive centers........................................................................................................66

Student support and academic enrichment grants................................................................72

Account Summary Table...........................................................................................................78

State Tables*

*State tables reflecting actual fiscal year 2023 allocations and fiscal years 2024 and 2025 

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; and the Civil Rights Act of 1964, $5,784,125,000 of which 

$4,102,684,000 shall become available on July 1, 2025, and remain available through 

September 30, 2026, and of which $1,681,441,000 shall become available on October 1, 2025, 

and shall remain available through September 30, 2026, for academic year 2025–2026: 

Provided, That $390,000,000 shall be for part B of title I1: Provided further, That $1,329,673,000 

shall be for part B of title IV2: 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 costs3: 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 costs4: Provided further, That 

$50,000,000 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 section5: 

Provided further, That $215,000,000 shall be for part B of title V6: Provided further, That 

$1,380,000,000 shall be available for grants under subpart 1 of part A of title IV7. 
SCHOOL IMPROVEMENT PROGRAMS

2 

GENERAL PROVISIONS

SEC. 313. Of the amounts appropriated in this Act for part C and part D of title I of the 

Elementary and Secondary Education Act of 1965, and for subtitle B of title VII of the McKinneyVento Homeless Assistance Act, the Secretary may use not more than 0.5 percent for a single 

program of competitive grant awards to State educational agencies for demonstration projects 

(including by subgrants) to improve service delivery and coordination for at-risk student groups.8

NOTES 

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

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

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

provided by the continuing resolution.

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

Provisions and Changes document, which follows the appropriations language.
SCHOOL IMPROVEMENT PROGRAMS

3 

Analysis of Language Provisions and Changes

Language Provision Explanation

1... of which $4,102,684,000 shall become 

available on July 1, 2025, and remain 

available through September 30, 2026, and 

of which $1,681,441,000 shall become 

available on October 1, 2025, and shall 

remain available through September 30, 

2026, for academic year 2025–2026: 

Provided, That $390,000,000 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 advancefunded basis. This language also specifies 

the funding level for State Assessments

2...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.

3

... 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.

4 ...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. 

5 ...Provided further, That $50,000,000 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.

6 ... 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. 
SCHOOL IMPROVEMENT PROGRAMS 

Analysis of Language Provisions and Changes—continued

4 

Language Provision Explanation

7 ... Provided further, That $1,380,000,000 

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.

8

 ... SEC. 313. Of the amounts appropriated 

in this Act for part C and part D of title I of the 

Elementary and Secondary Education Act of 

1965, and for subtitle B of title VII of the 

McKinney-Vento Homeless Assistance Act, 

the Secretary may use not more than 

0.5 percent for a single program of 

competitive grant awards to State educational 

agencies for demonstration projects 

(including by subgrants) to improve service 

delivery and coordination for at-risk student 

groups.

This language would allow the Department to 

reserve funds from the Migrant Education 

program, the Neglected, Delinquent, and AtRisk Children and Youth program, and the 

Education for Homeless Children and Youth 

program, to make competitive grants to 

States to improve coordination of services for 

students who face multiple risk factors and 

are eligible for multiple Federal programs. 
SCHOOL IMPROVEMENT PROGRAMS

5 

Appropriation, Adjustments and Transfers

(dollars in thousands)

Appropriation/Adjustments/Transfers 2023 2024 2025

Discretionary:

Discretionary Appropriation $5,810,642 $5,810,642 $5,781,178

Total, discretionary appropriation 5,810,642 5,810,642 5,781,178

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 5,810,642 5,810,642 5,781,178
SCHOOL IMPROVEMENT PROGRAMS

6 

Summary of Changes

(dollars in thousands)

2024 $5,810,642

2025 5,781,178

Net change -29,464

Decreases: 2024 base Change 

from base

Program:

Decrease in funding for Comprehensive Centers in order to 

support Preschool initiative and School Readiness. 

$55,000 -$5,000

Program: 

Supplemental Education Grants will be subsumed by 

mandatory budget authority to the Department the Interior. 

$24,464 -24,464

Subtotal, decreases -29,464

Net change -29,464
SCHOOL IMPROVEMENT PROGRAMS

7 

Authorizing Legislation

(dollars in thousands)

Activity 2024

Authoriz

ed

fo

ot

n

ot

e 2024

Annualized 

CR

fo

ot

n

ot

e

2025

Authoriz

ed

fo

ot

n

ot

e

2025

Request

fo

ot

n

ot

e

Supporting effective instruction State grants (ESEA II-A) 0 1 $2,190,080 To be 

determined

1 $2,190,0

80

21st century community learning centers (ESEA IV-B) 0 1 1,329,673 To be 

determined

1 1,329,67

3

State assessments (ESEA I-B, sections 1201-1203) 0 1 390,000 To be 

determined

1 390,000

Education for homeless children and youths (MVHAA Title 

VII-B)

0 1 129,000 To be 

determined

1 129,000

Native Hawaiian Education (ESEA VI-B) 0 1 45,897 To be 

determined

1 45,897

Alaska Native education equity (ESEA VI-C) 0 1 44,953 To be 

determined

1 44,953

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

Rural education (ESEA V-B) 0 1 215,000 To be 

determined

1 215,000

Supplemental education grants (Compact of Free 

Association Act)

0 2 24,464 0 2 0

Comprehensive centers (ETAA section 203) 0 3 55,000 To be 

determined

3 50,000

1 The GEPA extension expired September 30, 2021. Reauthorization for FY 2025 is expected through appropriations action. 2 The program authorization expired September 30, 2023. 3 The GEPA extension expired September 30, 2009. Reauthorization for FY 2025 is expected through appropriations action. 
SCHOOL IMPROVEMENT PROGRAMS

Summary of Changes—continued

• 

8 

Student support and academic enrichment grants (ESEA IVA-1)0 1 1,380,000 To be 

determined

1 

1,380,00

0

Total definite authorization 0 To be 

determined

Total appropriation 5,810,642 5,781,17

8 
SCHOOL IMPROVEMENT PROGRAMS

9 

Appropriations History

(dollars in thousands)

Year Budget 

Estimate 

to Congre

ss 

House 

Allowanc

e 

F

o

o

t

- 

n

o

t

e

Senate 

Allowance

F

o

o

t

- 

n

o

t

e

Appropriati

on

F

o

o

t

- 

n

o

t

e

20161 S4,693,17

1

$3,500,7

20

S4,134,74

6

S4,443,62

9

(2016 Advance for 2017) (1,681,44

1

) (1,681,4

41

) (1,681,441 ) (1,681,441 )

20172 4,658,409 4,799,91

2

4,177,239 4,408,567

(2017 Advance for 2018) (1,681,44

1

) (1,681,4

41

) (1,681,441 ) (1,670,022 )

20183 697,321 2,369,96

4

4,458,567 5,158,467

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

20194 645,214 5,258,46

7

5,291,967 5,246,967

(2019 Advance for 2020) (0 ) (1,681,4

41

) (1,681,441 ) (1,681,441 )

20205 675,614 6,016,47

0

5,305,967 6 5,404,967

(2020 Advance for 2021) (0 ) (1,681,4

41

) (1,681,441 ) (1,681,441 )

20216 $392,374 $5,453,6

17

$5,449,96

7

$5,444,217

(2021 Advance for 2022) (0 ) (1,681,4

41

) (1,681,441 ) (1,681,441 )

1 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.

2 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.

3 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). 4 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). 5 The Senate allowance reflects the Chairman’s mark; the Appropriation reflects the Further Consolidated 

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

6The 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).
SCHOOL IMPROVEMENT PROGRAMS

Appropriations History—continued

10

2021 Mandatory Supplemental, 

ARP Act (P.L. 117-02)1

0 0 0 $170,000

20222 6,532,675 5,803.53

9

5,760.835 5,595,835

(2022 Advance for 2023) (1,681,44

1 

) (1,681,4

41

) (1,681,441 ) (1,681,441 )

20233 5,525,982 5,905,64

2

5,910,843 5,810,642

(2023 Advance for 2024) (1,681,44

1 

) (1,681,4

41

) (1,681,441 ) (1,681,441 )

20244 5,810,642 5,810,64

2

5,810,642 5,810,642

(2024 Advance for 2025) (1,681,44

1

) (1,681,4

41

) (1,681,44

1

) (1,681,44

1

)

2025 5,781,178

(2025 Advance for 2026) (1,681,44

1

)

1The Appropriation reflects the American Rescue Plan Act of 2021 (P.L. 117-02). 2 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). 3 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).

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

regular annual 2024 appropriations bill; the Appropriation reflects the annualized continuing resolution level.
SCHOOL IMPROVEMENT PROGRAMS

11

Significant Items in FY 2024 Appropriations Reports

Native Hawaiian Education

Senate: 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 continue 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

Senate: 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 ready to go with 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.

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

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

opportunity to successfully compete 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 via 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.

Comprehensive Centers 

Senate: The Committee requests a briefing not later than 14 days prior to issuance of a 

notice of proposed priorities or notice inviting applications on how the 
SCHOOL IMPROVEMENT PROGRAMS

Significant Items in FY 2023 Appropriations Reports—continued

12

assessments of the Regional Advisory Committees and other regional surveys 

are reflected in these notices. 

Response: The Department provided the requested briefing on January 12, 2024.

Student Support and Academic Enrichment State Grants

Senate: Technical Assistance and Capacity Building.—The Committee appreciates the 

information provided in the fiscal year 2024 CJ on expenditures for the 2 percent 

set-aside for technical assistance and capacity building from the fiscal year 2022 

appropriation. 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 

Committee 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 CJs, 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. Further, 

such information shall also describe how expenditures for this reservation have 

and will build upon efforts to foster school diversity across and within school 

districts, including efforts set out by the Department in the May 8, 2023 Notice 

Inviting Applications. 

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

Support and Academic Enrichment Grants program narrative.
SCHOOL IMPROVEMENT PROGRAMS

13

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 $5.8 billion, $29.5 million less than a fiscal year 

2024 annualized CR based on the fiscal year 2023 appropriation: 

• $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.

• $390.0 million for State Assessments to help States continue to administer high-quality 

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

includes $20.9 million for the Competitive Grants for State Assessments program to support 

LEAs to develop, improve, or scale up high-quality formative and diagnostic assessments, 

as well as support the development and use of innovative assessments approved through 

the Innovative Assessment Demonstration Authority. 

• $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. The request includes a proposal allowing the Department to reserve funds 

from this program, and the State Agency Migrant Education and Neglected and Delinquent 

programs, to make competitive grants to States to improve coordination of services for 

students who face multiple risk factors and are eligible for multiple Federal programs and for 

whom no one entity is responsible for the totality of their care. This authority would support 

better coordination of services across funding streams, help ensure more effective and 

efficient use of Federal resources for benefitting students, reduce duplication in services, 

ensure service continuity, and provide improved service delivery and direct student support.
SCHOOL IMPROVEMENT PROGRAMS

14

• $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. 

• $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.

• $50.0 million for Comprehensive Centers, to provide comprehensive technical assistance 

to grantees. Funds would support 20 comprehensive centers that will operate as a network 

comprised of a National Center and Content Centers that identify and provide scalable 

solutions at the national level and Regional Centers that serve as entry points to the network 

and focus on providing individualized, intensive, and responsive support to meet the specific 

needs of States and systems within their regions.

• $1.38 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.
SCHOOL IMPROVEMENT PROGRAMS

14

Supporting effective instruction state grants 

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

(dollars in thousands)

FY 2025 Authorization: To be determined1

Budget Authority: Period of fund availability: 

2024 Annualized 

CR

2025 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 (E2

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

2023 was 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 

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

action.
SCHOOL IMPROVEMENT PROGRAMS

Supporting effective instruction State grants

15

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

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 evidence-based and high-quality alternative routes to certification 

including for paraprofessionals, mid-career professionals, and former military personnel, 

including 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 to support 

teachers and improve teaching practice.

LEAs may use funds for activities such as:

• 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. 
SCHOOL IMPROVEMENT PROGRAMS

Supporting effective instruction State grants

16

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

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)

2020 $2,131,830

2021 2,143,080

2022 2,170,080

2023 2,190,080

2024 Annualized CR 2,190,080

FY 2025 BUDGET REQUEST

For fiscal year 2025, the Administration requests $2.19 billion for the Supporting Effective 

Instruction State Grants program, level with a fiscal year 2024 annualized CR based on 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, fully qualified, experienced, and effective teachers and 

principals. Since the beginning of the COVID-19 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. These funds feature centrally in the 

Department’s “Raise the Bar: Lead the World” agenda, as critical resources to enhance the 

ability of state and local leaders to continue their efforts to address educator shortages and 

provide the job-embedded professional learning needed to support educators as they work to 

accelerate student learning and support student social and emotional development, as schools 

continue to recover from the impacts of the pandemic. 

The requested funds are particularly critical in the context of expiring COVID-relief funds. An 

external analysis of districts’ plans for spending American Rescue Plan Elementary and 

Secondary School Emergency Relief Funds found that LEAs planned to spend an estimated 

$30 billion, or roughly 27 percent of their funds, on staffing, including teacher recruitment, 

retention, and professional development.1 Supporting Effective Instruction State Instruction 

Grant funding will be even more critical in fiscal year 2025 as LEAs seek to continue these 

efforts.

Requested funds are critical to the Department’s efforts to elevate the teaching profession and 

better prepare, develop, and retain talented and diverse teachers. State and local leaders use 

these funds to address inequities in access to fully certified, experienced, and effective teachers 

for underserved students, provide professional development, reduce class sizes, improve 

teacher recruitment and preparation, and increase the diversity of the teacher workforce. More 

specifically, 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 

1 Financial Trends in Local Schools’ Covid-Aid Spending - FutureEd (future-ed.org) 
SCHOOL IMPROVEMENT PROGRAMS

Supporting effective instruction State grants

17

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 short-term 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 school-based 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.

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2023 2024 2025

Funding for State awards $2,167,594 $2,157,338 $2,157,338

Funding for Outlying 

Areas 

10,947 10,896 10,896

Funding for BIE 10,947 10,896 10,896

Funding for evaluation2 217 10,950 10,950

Range of State awards 10,838–236,597 10,787–235,477 10,787–235,477

Average State award 41,684 41,487 41,487

PROGRAM PERFORMANCE INFORMATION

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

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

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

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

resources and efforts invested by those served by the program.

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

2 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 reserved 

$374,929 thousand for pooled evaluation in fiscal year 2023 and expects to reserve funds for this purpose in fiscal 

years 2024 and 2025.
SCHOOL IMPROVEMENT PROGRAMS

Supporting effective instruction State grants

18

Performance Measures

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

teachers with provisional credentials.

Year Target Actual

2020 Baseline 6.1%

2021 Baseline 6.0

2022 — —

2023 — —

2024 — —

2025 — —

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

The Department will establish targets and will have 2022 and 2023 data in early 2024.

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

teachers teaching out of field.

Year Target Actual

2020 Baseline 4.8%

2021 Baseline 6.0

2022 — —

2023 — —

2024 — —

2025 — —

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 and will have 2022 and 2023 data in early 2024. 

Measure: 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

2020 Baseline 65%

2021 Baseline 59

2022 69 —

2023 71 —

2024 73 —

2025 — —

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

The Department will establish a 2025 target and will have 2022 and 2023 data in early 2024.
SCHOOL IMPROVEMENT PROGRAMS

19

21st Century community learning centers 

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

(dollars in thousands)

FY 2025 Authorization: To be determined1

Budget Authority: 

Period of fund availability: 

2024 Annualized 

CR

2025 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 2021-2022 program year, 

21st CCLC provided funding to more than 10,400 centers serving over 1,380,000 students and

over 350,000 adults and family members. 

Program funds may be used for a broad range of activities, such as those that support a wellrounded education; tutoring, after school programming, and other academic acceleration efforts; 

cultural programs; financial and environmental literacy programs; programs that support a 

healthy and active lifestyle; programs for students who have been chronically absent; 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 indemand fields of the local workforce; and programs that build skills in science, technology, 

engineering, and mathematics. Funds also may support in-school 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 

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

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

action.
SCHOOL IMPROVEMENT PROGRAMS

21st Century community learning centers

20

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.

In fiscal year 2022, 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 middle and high school students in community learning centers. 

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2020 $1,249,673

2021 1,259,673

2022 1,289,673

2022 BSCA 50,000

2023 1,329,673

2024 Annualized CR 1,329,673

FY 2025 BUDGET REQUEST 

For fiscal year 2025, the Administration requests $1.3 billion for the 21st CCLC program, level 

with a fiscal year 2024 annualized CR based on 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, evidence-based afterschool programs as a core strategy 

toward academic recovery, reengagement, and improving equity by closing opportunity,

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

color, and their peers. The program is aligned with the Department’s “Raise the Bar: Lead the 
SCHOOL IMPROVEMENT PROGRAMS

21st Century community learning centers

21

World” initiative through which it focuses on achieving academic excellence and prepares every 

student to be active, engaged, and lifelong learners. 

With a broad array of authorized activities and delivery models, 21st CCLC allows grantees to 

meet locally identified needs, from improving attendance and engagement, offering evidencebased academic acceleration and enrichment opportunities, and high-dosage 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. These 

activities can have significant impacts on student achievement, and have been highlighted 

through the Administration’s Academic Acceleration Agenda to help put more students on a 

path to recovery from learning time lost during the pandemic and towards sturdy ground of 

academic achievement. As detailed in the Academic Acceleration Grants proposal, three 

evidence-based strategies aligned with 21st CCLC that, when well implemented, can rapidly 

improve student outcomes:

• Increasing attendance: Student attendance at school is essential to support student 

and teacher success. 

• Providing high-dosage tutoring: Well-designed and well-implemented tutoring 

programs can significantly accelerate student learning. 

• Increasing summer learning and extended or afterschool learning time: Students 

who consistently participate in high-quality afterschool enrichment programs can close 

learning gaps. 

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. 
SCHOOL IMPROVEMENT PROGRAMS

21st Century community learning centers

22

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures1 2023 2024 2025

States awards

$1,303,080 $1,303,080 $1,303,080

SA Range of State awards 6,515–150,631 6,515–146,608 6,515–146,608

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

SA Reservation for State activities 

(maximum)

65,154 65,154 65,154

SA Reservation for State 

administration (maximum)

26,062 26,062 26,062

Bureau of Indian Education and 

the Outlying Areas

13,297 13,297 13,297

National activities 13,297 13,297 13,296

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. The new measures 

focus on improvements in student achievement on State assessments, grade point average

(GPA), school day attendance, student behavior, and student engagement. Grantees began 

collecting data on the new measures in program year 2021–2022; in 2024, the Department will 

use these data along with data for program year 2022–2023 to establish targets for future years. 

FY 2023 performance data is expected to be available in Fall 2024 and will be included in the 

FY 2026 Congressional Justification. 

Measure: The percentage of students in grades 4–8 participating 

in 21st CCLC programming during the school year and summer 

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

21st CCLC, and to pool such funds for use in evaluating any ESEA programs. The Department reserved $1,520 

thousand for pooled evaluation in fiscal year 2023 and may do so in fiscal years 2024 and 2025. 
SCHOOL IMPROVEMENT PROGRAMS

21st Century community learning centers

23

who demonstrate growth in reading/language arts on State 

assessments. 

Year Target Actual

2022 Baseline 41%

2023 Baseline —

2024 TBD —

2025 TBD —

Measure: 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. 

Year Target Actual

2022 Baseline 42%

2023 Baseline —

2024 TBD —

2025 TBD —

Measure: 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. 

Year Target Actual

2022 Baseline 55%

2023 Baseline —

2024 TBD —

2025 TBD —

Measure: 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. 

Year Target Actual

2022 Baseline 49%

2023 Baseline —

2024 TBD —

2025 TBD —
SCHOOL IMPROVEMENT PROGRAMS

21st Century community learning centers

24

Measure: 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. 

Year Target Actual

2022 Baseline 40%

2023 Baseline —

2024 TBD —

2025 TBD —

Measure: 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. 

Year Target Actual

2022 Baseline 70%

2023 Baseline —

2024 TBD —

2025 TBD —
SCHOOL IMPROVEMENT PROGRAMS

25

State assessments 

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

(dollars in thousands)

FY 2025 Authorization: To be determined1

Budget Authority: Period of fund availability: 

2024 Annualized 

CR

2025 Request Change

$390,000 $390,000 0 

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, families, 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 2025 is expected through appropriations 

action.
SCHOOL IMPROVEMENT PROGRAMS

State assessments

26

required by Title I of the ESEA, which may include assessments that are partially delivered in 

the form of portfolios, projects, or extended performance tasks. Under ESEA, the statewide 

summative assessment may be administered through a single summative assessment or 

through multiple statewide interim assessments during the course of the academic year that 

result in a single summative score at the State’s discretion. 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 assessment systems, including diagnostic and interim 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.
SCHOOL IMPROVEMENT PROGRAMS

State assessments

27

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. 

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

Fiscal Year (dollars in thousands) 

2020 $378,000

2021 378,000

2022 390,000

2023 390,000

2024 Annualized CR 390,000

FY 2025 BUDGET REQUEST

For fiscal year 2025, the Administration requests $390 million for State Assessments, level with 

a fiscal year 2024 annualized CR based on the fiscal year 2023 appropriation. The request 

would provide $369.1 million for State grants along with $20.9 million for Competitive Grants for 

State Assessments to support improving formative and diagnostic assessments for teaching 

and learning. The request would support the Administration’s efforts to assist States and 

districts in achieving academic recovery and excellence by supporting the conditions to 

accelerate learning and offer a comprehensive and rigorous education for every student as part 

of the “Raise the Bar: Lead the World” initiative to transform P-12 education. 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.

The Department recognizes the importance of the data on student achievement, growth, and 

opportunity gaps that statewide summative assessments can help bring to light, now more than 

ever given the students who experienced disproportionate impacts of the COVID-19 pandemic. 

The fiscal year 2025 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 performancebased assessments and technology-based assessments, including computer adaptive 

assessments. 

The request for $20.9 million for the Competitive Grants for State Assessments (CGSA) 

program would support LEAs to develop, improve, or scale up high-quality formative and 

diagnostic assessments, as well as support the development and use of innovative 

assessments approved through the Innovative Assessment Demonstration Authority.
SCHOOL IMPROVEMENT PROGRAMS

State assessments

28

Expanding the Use of High-Quality Formative and Diagnostic Assessments

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

the pandemic and preexisting inequities in educational opportunities and outcomes, it is critically 

important that educators have access to high-quality, low-stakes assessments that can guide 

instruction and help them to meet student needs. Diagnostic and formative assessments can be 

used to inform and improve instruction and determine which strategies and tools support 

student learning and growth. These assessments must be designed to include the 

accommodations that students with disabilities require to access the general education 

curriculum as well as meet the needs of English learners.

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 

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 would 

complement information educators receive from statewide assessments and provide additional, 

more immediate information to inform teaching and help all students meet academic standards. 

The competition would ask applicants 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.

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. The request includes appropriations language to 

authorize grants to LEAs under the CGSA.

Supporting Innovative Assessments

The Department would also leverage the Competitive Grants for State Assessment program to 

continue to support the work of States participating in or planning to participate in the Innovative 

Assessment Demonstration Authority. High quality assessment systems are a critical

component of a rich, rigorous instructional program for every child. Assessment data give 

insight into student learning and help guide instruction and meet students’ needs. It can also 

drive resources and strategies to address general underperformance and disparities in 

opportunities and outcomes for students. To support this work, the Department announced in 

late 2023 that it is making improvements to implementation of the IADA that will support more 
SCHOOL IMPROVEMENT PROGRAMS

State assessments

29

States to apply for its flexibility, including by clarifying how States can demonstrate 

comparability, and announcing that the cap on IADA has been lifted so that there are no limits 

on the number of States that can participate, pending approval by the Department and sufficient 

interest among the States. The Department issued guidance to clarify existing authorities, 

outline how it will use them to support innovation and quality, and provide every State with 

running room to pilot and adopt innovative and promising approaches that can lead to more 

authentic student learning.

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2023 2024 2025

Grants for State Assessments:

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

Estimated number of awards 52 52 52

Range of awards $3,329 - 27,584 $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

Funding for new awards $20,800 $20,800 $20,800

Number of new awards 6-10 6-10 8-16

Range of new awards $1,000-4,000 $1,000-4,000 $1,500-3,000

Peer review of new award 

applications $100 $100 $100

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). 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. Since then, the Department has annually conducted multiple 
SCHOOL IMPROVEMENT PROGRAMS

State assessments

30

peer review windows. Following each review, the Department considers the recommendations 

from the external peers to provide a determination about whether the State has sufficiently 

documented the quality of its assessments. States are provided an opportunity to submit 

additional information, which is subsequently reviewed by external assessment experts. If a 

State revises or replaces its assessments, the State must submit documentation for peer review 

once the new assessment is operational. 

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

substantially met, or met all requirements for assessments under Section 1111(b) of the ESEA 

by assessment subject, grade, and type (general or alternate) as of December 31, 2023, 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 2024, the Department is reviewing both academic and ELP 

assessments from another 17 states. 

Reading/Language Arts and Mathematics Assessments Status as of December 31, 2023

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

School Alternate

Met All Requirements 22 18 13

Substantially Met 26 31 27

Partially Met 5 3 6

Does not meet 0 0 2

Pending Outcome 

Notification 

17 23 18

Science Assessments Status as of December 31, 2023

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

School Alternate

Met All Requirements 3 8 0

Substantially Met 16 17 21

Partially Met 13 15 10

Does not meet 0 0 3

Pending Outcome 

Notification 26 25 24

English Language Proficiency Assessments Status as of December 31, 2023

Outcome ELP General ELP Alternate

Met All Requirements 0 0

Substantially Met 11 1

Partially Met 41 35

Does not meet 0 0

Pending Outcome 

Notification 21 10

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 
SCHOOL IMPROVEMENT PROGRAMS

State assessments

31

least seven States that received “met all requirements” designations between 2017 and 2023 

have changed their assessments since that approval, thus triggering new peer review cycles in 

the year following the change.
SCHOOL IMPROVEMENT PROGRAMS

32

Education for homeless children and youths 

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

(dollars in thousands)

FY 2025 Authorization: To be determined1

Education for homel ess chil dren and youths

Budget Authority:

Period of fund availability: 

2024 Annualized CR 2025 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. 

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.

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

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

Fiscal Year (dollars in thousands) 

2020 $101,500

2021 106,500

2022 114,000

2023 129,000

2024 Annualized CR 129,000

FY 2025 BUDGET REQUEST

For fiscal year 2025, the Administration requests $129.0 million for the Education for Homeless 

Children and Youths program, level with a fiscal year 2024 annualized CR based on the fiscal 

year 2023 appropriation. The request would support the Administration’s efforts to assist States 

and districts in achieving academic recovery and excellence by supporting the conditions to 

accelerate learning and offer a comprehensive and rigorous education for every student as part 

of the "Raise the Bar: Lead the World" initiative to transform P-12 education. 

Approximately 1.2 million students were identified as experiencing homelessness in school year 

2021-22 (a 10 percent increase from school year 2020-21), of which approximately 20 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). In addition, 51 percent of students in that 

year were identified as chronically absent, meaning they missed 10 percent or more of the days 

in which they were expected to attend school.

1 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. 

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) Act 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 children and youths experiencing homelessness with services not ordinarily provided 

to other students, such as supporting LEA liaisons for children and youths experiencing 

homelessness and providing transportation. 

1 National Center for Homeless Education. (2023). Student Homelessness in America: School Years 2019-20 to 

2021-22. Available at https://nche.ed.gov/student-homelessness-in-america-school-years-2019-2020-to-2021-2022/. 
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For fiscal year 2025, 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. In 

addition, the Department expects to continue to support cross-program efforts to help States 

and LEAs better serve students experiencing homelessness, such as technical assistance 

efforts on using ESEA Title I, Part A funds for this purpose.

Improving Service Delivery and Coordination for Highly At-Risk Students

The fiscal year 2025 request also includes a proposal to improve coordination of services for 

students who face multiple risk factors and, as a result, are eligible for multiple Federal 

programs, including students experiencing homelessness. Each of these programs is designed 

to support the unique needs of students through coordination with multiple agencies and 

systems, such as state and local child welfare agencies, housing agencies and providers, and 

community-based organizations. The number of students who qualify for services provided 

under multiple federal programs and deal with life circumstances that jeopardize their 

educational stability and success is significant. For example, 

• A report published in 2021 by the Children’s Data Network showed that almost two-thirds of 

youth in the Los Angeles County juvenile justice system were previously involved with the 

county’s child welfare system.1

 

• A report published in 2021 by the Poverty Solutions at the University of Michigan found that 

students who were homeless in school year 2014-15 were 14 times more likely to enter 

foster care in school year 2015-16 than students who were not homeless the previous 

school year.2

 

• In Colorado 28% of students enrolled in the Migrant Education Program experienced 

homelessness in school year 2017-18.3

 

Because students are often eligible to receive services from multiple programs, no one entity is 

responsible for the totality of their care and they risk being overlooked or losing out on critical 

services, in particular if they are highly mobile and change schools frequently. As a result, it can 

be difficult for SEAs and LEAs to properly identify students who qualify for services under 

multiple programs and effectively coordinate and target services across multiple funding 

streams. Since these programs can be part of different systems (e.g., child welfare system, 

1 Herz, D. C., Eastman, A., Mccroskey, J., Guo, L., & Putnam-Hornstein, E. (n.d.). The Intersection of Child Welfare & 

Juvenile Justice: Key findings from the Los Angeles dual system youth study AUTHORS. Datanetwork.org. Retrieved 

October 9, 2023, from https://www.datanetwork.org/wpcontent/uploads/LADS-study.pdf. 2 Erb-Downward, J., Cooney, P., Blakeslee, M., Nothaft, A., Merchant, S., Evangelist, M., & Peterson, N. (2021). The 

educational implications of homelessness and housing instability in Detroit. Poverty Solutions, University of Michigan. 

http://files.eric.ed.gov/fulltext/ED614809.pdf. 3 Myers, K., & Rosa, J. (2019). Educational stability grant program annual evaluation report. State.Co.Us. 

https://www.cde.state.co.us/studentsupport/20192020esgrpt. 
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justice system, school system), tracking the services requires a degree of collaboration that 

often does not exist. Families are then left to bridge the gaps in these systems to advocate for 

the needs of their students, which can be a daunting task. These challenges can contribute to 

lower engagement and academic performance for such students and a disruption of student 

supports such as special education and mental health services. Furthermore, there are limited 

resources to engage in meaningful coordination and alignment of activities across these existing 

programs to ensure that eligible students benefit from the full array of services and supports 

available, including data sharing and analysis, staff cross-training, and formalizing partnerships 

with other pertinent agencies and community-based organizations. 

Some states have taken steps to address the need to improve coordination across relevant 

education and social service programs. For example, Colorado established the Educational 

Stability Grant Program in 2018 to improve the educational progress and outcomes of highly 

mobile students including students of migratory families, students involved in child welfare, and 

students whose housing is unstable or who are homeless. As part of this program, ten school 

districts in that State received a total of approximately $805,662 annually, with an average grant 

amount of $80,000. Recipients use these funds to coordinate across programs within the district 

and with local county agencies and community-based organizations. In just two short years, 

these pilots have contributed to improved student attendance and academic performance.1 The 

Administration is requesting appropriations language under General Provisions to authorize a 

limited demonstration project to provide additional resources to SEAs and LEAs to address the 

challenge of coordinating services for students. 

The proposal would authorize the Department to reserve up to one-half of one percent of funds 

appropriated for the Migrant Education, Neglected and Delinquent, and Education for Homeless 

Children and Youths program for the Department to make competitive grants to SEAs to 

improve service delivery and coordination for at-risk students who are eligible to receive 

services under multiple Federal education programs. SEAs would have the authority to make 

subgrants to LEAs to carry out these activities. Ultimately, this authority would support better 

coordination of services across funding streams, help ensure more effective and efficient use of 

Federal resources for benefitting students, reduce duplication in services, ensure service 

continuity, and provide improved service delivery and direct student support. Funding could 

support personnel, training and professional development, data collection and analysis, and 

documentation of best practices to shore up SEA and LEA capacity to address needs of

students that qualify for multiple programs (like migratory students and students experiencing 

homelessness) across ED grant funds. 

The Department would evaluate this demonstration project and disseminate information on best 

practices in this area. The Department may also seek appropriations language in the future to 

allow SEAs to also reserve funds from their allocations under specified programs to expand 

their work on enhancing service delivery and promoting coordination of services for students 

through technical assistance and funding to LEAs and schools for this purpose.

1 Burciaga, J., & Brett, B. (2021). Educational stability grant program annual evaluation report. 

State.Co.Us. https://www.cde.state.co.us/studentsupport/20202021esgrpt-0. 
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PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2023 2024 2025

Amount for State grants $125,931 $125,831 $125,186

Amount for State Gr ants Range of State awards 323–14,557 323–15,673 323–15,591

Amount for State Gr ants Average State award 2,422 2,420 2,408

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

Amount to Outlying Areas 129 129 129

National activities 1,650 1,750 1,750

Improving Service Delivery and 

Coordination

0 0 645

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.

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

2020 — Not available — Not available

2021 29.9% 28.4% 24.8% 22.8%

2022 30.2 24.2 25.1 17.4

2023 30.5 — 25.4 —

2024 30.8 — 25.7 —

2025 31.1 — 26.0 —

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

States to submit kindergarten through grade 12 data. Data for 2020 are not available because 

the Department waived assessment requirements for 2019-2020 due to widespread closures 
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37

related to the COVID-19 pandemic, and, due to 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 2023 will be available in late 2024. 

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

2020 80% Not available 80% Not available

2021 27.5 21.7% 23.5 15.7%

2022 27.8 23.3 23.7 16.8

2023 28.1 — 23.9 —

2024 28.4 — 24.1 —

2025 28.7 — 24.3 —

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

States to submit kindergarten through grade 12 data. Data for 2020 are not available because 

the Department waived assessment requirements for 2019-2020 due to widespread closures 

related to the COVID-19 pandemic, and, due to 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 2023 will be available in late 2024. 

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

2020 N/A— 68.2%

2021 69.2% 70.0

2022 69.9 68.3

2023 70.6% —

2024 71.3 —

2025 72.0 —

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

States to submit kindergarten through grade 12 data. 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. For example, 

some States reported that they only track students who were identified as homeless in 

Grade nine. Data for 2023 will be available in late 2024. 
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38

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

2020 —N/A 33.0%

2021 34.8% 41.1

2022 33.8 50.7

2023 32.8 —

2024 31.8 —

2025 30.8 —

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

States to submit kindergarten through grade 12 data. 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 2023 will be available in 

late 2024. 

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

2020 40 Not applicable

2021 60 180

2022 60 89

2023 60 60

2024 90 —

2025 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 target was re-set in

2024 to account for additional complexity of carrying out consolidated monitoring, which 

requires more staff time to coordinate compilation and clearance of monitoring reports.
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39

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 program.1 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
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40

Native Hawaiian education

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

(dollars in thousands)

FY 2025 Authorization: To be determined1

Budget Authority: 

Period of fund availability: 

2024 Annualized CR 2025 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) 

2020 $36,897

2021 37,397

2021 Mandatory ARP Act 85,000

2022 38,897

2023 45,897

2024 Annualized CR 45,897

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

action.

 
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41

FY 2025 BUDGET REQUEST

For fiscal year 2025, the Administration requests $45.9 million for Native Hawaiian Education, 

level with a fiscal year 2024 annualized CR based on the fiscal year 2023 appropriation. The 

request would support the continued provision 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.1

 

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.

PROGRAM OUTPUT MEASURES 

(dollars in thousands) 

Output Measures2 2023 2024 2025

Amount for new awards $33,198 $10,083 0

Number of new awards 22 10 0

Amount for continuation awards $12,023 $35,314 $45,397

Number of continuation awards 9 22 32

Native Hawaiian Education Council $500 $500 $500

Peer review of new award applications $176 03 0

1 https://www.nationsreportcard.gov/profiles/stateprofile/overview/HI

2 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 2023 but may do so in fiscal years 2024 and 2025. 3 The Department plans to fund new awards in fiscal year 2024 from the fiscal year 2023 slate.
SCHOOL IMPROVEMENT PROGRAMS

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42

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 2023 will be available in winter 2024. 

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 2024.

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

2020 49% Not available

2021 49 28%

2022 49 31

2023 49 —

2024 49 —

2025 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.
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43

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

2020 42% Not available

2021 42 13%

2022 42 18

2023 42 —

2024 42 —

2025 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

2020 41% Not available

2021 41 Not available

2022 41 18%

2023 41 —

2024 41 —

2025 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

2020 45% 46%

2021 45 Not available

2022 45 Not available

2023 45 —

2024 45 —

2025 45 —

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

may not apply to all grantees in a given year.
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44

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

2020 82% 85%

2021 82 80

2022 82 80

2023 82 —

2024 82 —

2025 82 —
SCHOOL IMPROVEMENT PROGRAMS

45

Alaska native education 

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

(dollars in thousands)

FY 2025 Authorization: To be determined1

Budget Authority: 

Period of fund availability: 

2024 Annualized CR 2025 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.

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

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands) 

2020 $35,953

2021 36,453

2021 Mandatory ARP Act 85,000

2022 37,953

2023 44,953

2024 Annualized CR 44,953

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

action.
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Alaska Native education

46

FY 2025 BUDGET REQUEST

For fiscal year 2025, the Administration requests $45.0 million for Alaska Native Education, level 

with a fiscal year 2024 annualized CR based on the fiscal year 2023 appropriation. The request 

would support education-related services to the Alaska Native population through approximately 

27 new awards and 22 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 need additional math and literacy support. 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 aligned with 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).

1

 

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.

Alaska’s geography and population patterns add to the challenge of delivering high-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.

1 https://www.nationsreportcard.gov/profiles/stateprofile/overview/AK
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47

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 Measures1 2023 2024 2025

Amount for new awards 0 $15,857 $28,920

Number of new awards 0 22 27

Amount for continuation awards $45,953 $28,920 $15,857

Number of continuation awards 27 27 22

Peer review of new award applications 0 $176 $176

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 2023 will be available in winter 2024. 

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 

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.

1 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 2023, but may do so in fiscal years 2024 and 2025. 
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48

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

meet or exceed proficiency standards for reading on the State’s annual assessments.

 Year Target Actual

2020 50% Not available

2021 51 Not available

2022 52 6.9%

2023 53 —

2024 54 —

2025 55 —

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

meet or exceed proficiency standards for mathematics on the State’s annual assessments.

 Year Target Actual

2020 50% Not available

2021 51 Not available

2022 52 4.7%

2023 53 —

2024 54 —

2025 55 —

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

meet or exceed proficiency standards for science on the State’s annual assessments.

 Year Target Actual

2020 50% Not available

2021 51 Not available

2022 52 12.8%

2023 53 —

2024 54 —

2025 55 —

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

not available for 2021.
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49

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

2020 59% Not available

2021 60 Not available

2022 61 Not available

2023 62 —

2024 63 —

2025 64 —

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

2020 59% Not available

2021 60 67%

2022 61 63

2023 62 —

2024 63 —

2025 64 —
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Training and advisory services 

(Civil Rights Act of 1964, Title IV)

(dollars in thousands)

FY 2025 Authorization: Indefinite

Budget Authority: 

Period of fund availability:

2024 Annualized CR 2025 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 
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51

develop educators' skills in such areas as the identification and selection of appropriate 

educational programs to meet the needs of a diverse student body. Topics covered by the EACs 

include areas such as school climate, disproportionate and exclusionary discipline, bullying and 

harassment, culturally and linguistically relevant practices, 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) 

2020 $6,575

2021 6,575

2022 6,575

2023 6,575

2024 Annualized CR 6,575

FY 2025 BUDGET REQUEST

For fiscal year 2025, the Administration requests $6.6 million for Training and Advisory 

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

appropriation. Requested funds would support the fourth 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 2023, the four EACs provided targeted 

and intensive assistance to clients in areas such as culturally responsive family and community 

engagement, implementing Title IX provisions in rural areas, and responding 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 2023 2024 2025

Amount for continuation awards $6,374 $6,402 $6,397

Number of continuation awards 4 4 4

Average award size $1,594 $1,601 $1,599

Data collection $201 $173 $178
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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. In fiscal year 2023, the Department obtained a new contractor for 

the survey, which was not administered for the fiscal year 2016 grantee cohort in 2022. 

Data for these measures for 2023 for the fiscal year 2022 cohort are expected to be available in 

spring 2024. Targets for the measures for the fiscal year 2022 cohort, using 2023 as the 

baseline year, will be developed at a later date. 

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

2020 86% 88% 88% 81%

2021 90 81 80 81

2022 92 N/A N/A N/A

2023 Baseline for 2022 

cohort

— — —

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. 
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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

2020 78% 73%

2021 78 82

2022 80 N/A

2023 Baseline for 2022 cohort —

Measure: The percentage of clients reporting an increase in capacity resulting from technical 

assistance provided.

Year Target Actual

2020 90% 73%

2021 76 64

2022 78 N/A

2023 Baseline for 2022 cohort —

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. Declines in performance in 2020 and 2021 are likely explained by 

service disruptions and challenges in transitioning to a virtual service model during the COVID19 pandemic.

Measure: The percentage of technical assistance requests received from organizations that 

were accepted during the performance period.

Year Target Actual

2020 98% 97%

2021 98 95

2022 98 96

2023 Baseline for 2022 cohort —

Additional information: Data are from EAC grantee annual performance reports. 
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Measure: The percentage of technical assistance requests received from new (not previously 

served by the EAC) organizations during the performance period.

Year Target Actual

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

2020 91% 89% 84% 89%

2021 91 89 89 84

2022 93 N/A N/A N/A

2023 Baseline for 2022 

cohort

— — —

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.
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Rural education 

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

(dollars in thousands) 

FY 2025 Authorization: To be determined1

Budget Authority:

Period of fund availability: 

2024 Annualized CR 2025 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. 

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 

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

action.
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56

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. 

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.
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Funding levels for the past 5 fiscal years were:

Fiscal year (dollars in thousands)

2020 $185,840

2021 187,840

2022 195,000

2023 215,000

2024 Annualized CR 215,000

FY 2025 BUDGET REQUEST

For fiscal year 2025, the Administration requests $215.0 million for REAP, level with a fiscal 

year 2024 annualized CR based on 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 $53,000 under RLIS. 

The 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 2021 data from the National Center for Education Statistics, 

28 percent of the Nation’s public schools were located in rural areas, while 20 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 near the national average (90 percent compared to 

87 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 2017–2018 school year, just 

51 percent of rural schools serving students in grades 11 or 12 offered Advanced Placement 

courses, compared to 85 percent of comparable suburban schools.4 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 

1 https://nces.ed.gov/programs/digest/d22/tables/dt22_214.40.asp

2 https://www.nationsreportcard.gov/ndecore/xplore/NDE 3 https://nces.ed.gov/programs/digest/d21/tables/dt21_219.47.asp

4 https://nces.ed.gov/programs/digest/d21/tables/dt21_225.72.asp 
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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 33 percent of 

eligible LEAs notified their respective States of their intention to take advantage of this authority 

in school year 2021-2022. 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 2023 2024 2025

Small, rural school achievement 

program(SRSA)

SRSA Total funding $107,500 $107,500 $107,500

RSANumber of LEAs receiving grants 4,193 4,193 4,193

SRSA States with LEAs receiving grants 44 44 44

SRSA Average LEA grant $26 $26 $26

SRSA Average award per student (whole $) $98 $98 $98

SRSARange of awards to LEAs 0–$79 0–$79 0–$79
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Output Measures 2023 2024 2025

Rural and low-income school program(RLIS)

RLIS Total funding1 $107,500 $107,500 $107,500

RLIS Amount for State and SQA grants $106,425 $106,425 $106,425

RLIS Amount for BIE $538 $538 $538

RLIS Amount for Outlying Areas $538 $538 $538

RLISNumber of States receiving grants 46 46 46

RLISNumber of LEAs receiving subgrants 2,002 2,002 2,002

RLISNumber of LEAs receiving SQA grants 22 22 22

RLIS Average State grant $2,314 $2,314 $2,314

RLIS Average LEA subgrant2 $53 $53 $53

RLIS Average SQA grant $24 $24 $24

RLIS Average award per student (whole $) $34 $34 $34

RLISRange of awards to States $43–$11,701 $43–$11,752 $43–$11,803

RLISRange of subgrants to LEAs2 0–$470 0–$473 0–$475

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 for both SRSA and RLIS to improve clarity 

and have recalibrated targets 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 Amounts may not add due to rounding. 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 did not reserve funds for this purpose from REAP in fiscal year 2023, but may do so in 

fiscal years 2024 and 2025.

2 The LEA subgrant estimates for RLIS do not reflect reductions due to amounts reserved by States for administrative 

costs.
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60

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. 

FY 2023 performance data is expected to be available in June 2024 and will be included in the 

FY 2026 Congressional Justification.

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

2020 — Not available

2021 — 46%

2022 Baseline 46

2023 50% —

2024 50 —

2025 50 —

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

2020 — Not available

2021 — 40%

2022 Baseline 40

2023 50% —

2024 50 —

2025 50 —
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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

2020 — Not available

2021 — 37%

2022 Baseline 39

2023 45% —

2024 45 —

2025 45 —

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

2020 — Not available

2021 — 31%

2022 Baseline 33

2023 45% —

2024 45 —

2025 45 —

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%

2022 Baseline 10

2023 8% —

2024 8 —

2025 8 —

Additional information: This is a new measure with data first reported in 2021.
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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%

2022 Baseline 10

2023 8% —

2024 8 —

2025 8 —

Additional information: This is a new measure with data first reported in 2021.
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Supplemental education grants 

(Compact of Free Association Amendments Act of 2003, Section 105(f)(1)(B)(iii))

(dollars in thousands)

FY 2025 Authorization: 01

Budget Authority: 

2024 Annualized CR 2025 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 (DOL) and Head Start (HHS). 

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 

RMI with the U.S. Government. These agreements call for the funds to be used at the local 

1 The program authorization expired September 30, 2023. 
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64

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)

2020 $16,699

2021 16,699

2022 19,657

2023 24,464

2024 Annualized CR 24,464

FY 2025 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 the Interior. 

PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures 2023 2024 2025

Grant to the Federated States of 

Micronesia $16,323 $16,323 0

Grant to the Republic of the Marshall 

Islands 8,141 8,141 0

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 
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65

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.
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Comprehensive centers 

(Education Technical Assistance Act of 2002, Title II, Section 203)

(dollars in thousands)

FY 2025 Authorization: To be determined1

Budget Authority: 

2024 Annualized CR 2025 Request Change 

$55,000 $50,000 -$5,000

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), 

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 one national center that received 5-year grants in 

2019.2 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 current Centers is available at 

1 The GEPA extension expired September 30, 2021. 2 The Department is holding a new competition in 2024 and published a Notice of Proposed Priorities (NPP) on 

January 23, 2024 (https://www.federalregister.gov/documents/2024/01/23/2024-01257/proposed-prioritiesrequirements-definitions-and-selection-criteria-comprehensive-centers-program). The NPP proposed funding 14 

regional centers that would provide services to assigned States, 1 national center that would provide targeted and 

universal services that complement regional center services and 4 content centers that would provide targeted and 

universal services in a designated content area of expertise in support of regional centers and in coordination and 

alignment with regional centers, the national center and other federally funded providers. 
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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.

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. The final evaluation report is scheduled for completion spring 2024.

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2020 $52,000

2021 52,000

2022 54,000

2023 55,000

2024 Annualized CR 55,000

FY 2025 BUDGET REQUEST

For fiscal year 2025, the Department requests $50 million for the Comprehensive Centers 

program, $5 million less than FY 2024 annualized CR level based on the fiscal year 2023 

appropriation. At the request level, all funds would be used to support continuation of grants 

made in prior years 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 fifth year of funding for the center 

for students at risk of not attaining full literacy skills due to a disability.

Beginning in fiscal year 2024, the Department will be undertaking a comprehensive review of all 

technical assistance offerings, including those offered under this program, for reach and 

effectiveness for SEAs, LEAs, and schools. The Department endeavors to target investments 

into the technical assistance offerings that best meet the needs of all learners. As part of that 

process, the Department is developing a plan for the fiscal year 2024 Comprehensive Centers 

competition that includes changes to the configuration of regional centers as well as the mix of 

regional and content centers. For example, new content centers would address areas such as 

multilingual learning, early school success, fiscal equity, and strengthening and supporting the 

educator workforce.

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.
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PROGRAM OUTPUT MEASURES 

(dollars in thousands) 

Output Measures 2023 2024 2025

Funding for new grant awards 0 TBD 0

Funding for continuation grant awardsfundi ng $55,000 $1,500 $50,000

Evaluation 0 $2,000 0

Peer review of new award applications 0 $300 0

Total fundi ng $55,000 TBD $50,000

Number of New Grant Awards 0 19 0

Average New Grant Award 0 TBD 0

Number of Continuation Grant Awards 21 1 20

Average Continuation Grant Award $2,571 $1,500 TBD

Range of Continuation Grant Awards $1,000−$6,270 $1,500 TBD

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 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. 

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 (ESEA), as amended by the Every Student Succeeds Act of 2015. 

Objective: Improve the quality of Comprehensive Center services.
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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 94

2024 —TBD —

2025 —TBDTBD —

Additional information: All 20 Centers provided 2023 data for this measure and were included 

in the calculation, which showed that 94 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 10

2024 TBD —

2025 TBD —

Additional information: All 20 Centers provided 2023 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, 2022 and 2023 AER. Most 

frequently reported recipient group types by centers were SEA Leadership, other SEA staff, 

school administrators, school educators and LEA staff.
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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 86

2022 80% 94

2023 80 93

2024 TBD —

2025 TBD —

Additional information: Data from all 20 centers are included in the calculation of this 

measure, which shows that 93 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 86

2024 —TBD —

2025 —TBD —

Additional information: All 20 Centers provided 2023 data for the calculation of this measure, 

which showed that 86 percent of recipient outcomes were met.

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?
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• How can the outcome of the Comprehensive Centers — improving SEA and LEA capacity 

— be measured accurately, validly, and reliably?

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 spring 2024.
SCHOOL IMPROVEMENT PROGRAMS

72

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 2025 Authorization: To be determined1

Budget Authority: 

Period of fund availability:

2024 Annualized 

CR

2025 Request Change 

$1,380,000 $1,380,000 0 

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 

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

action.
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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 

and improvement or implementing targeted support and improvement plans, or schools that are 

identified as persistently unsafe. 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.
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Funding levels for the program for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2020 $1,210,000

2021 1,220,000

2022 1,280,000 1

2023 1,380,000

2024 Annualized CR 1,380,000

FY 2025 BUDGET REQUEST

For fiscal year 2025, the Administration requests $1.38 billion for Student Support and 

Academic Enrichment Grants, level with a fiscal year 2024 annualized CR based on the 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 in 

communities with high rates of poverty or persistently underperforming schools, which may 

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. In particular, funds can be used to support critical 

academic acceleration activities as our Nation continues to recover from the impacts of the 

COVID-19 pandemic. 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 Hispanic 

students, who tend to have fewer advanced coursework opportunities, which can leave them 

less prepared for college and the workforce after graduation.2 In addition, funds can be used to 

support early warning intervention systems to identify students who are chronically absent or 

otherwise at risk of dropping out of school and for services to increase attendance and 

engagement for these students. Lastly, funds can be used to support other evidence-based 

acceleration strategies, including high-dosage tutoring and extended learning time, including 

before and after the regular school day and over the summer.

The FY 2025 Budget aims to increase access to school-based health services, including mental 

health services, for students enrolled in Medicaid and the Children’s Health Insurance Program. 

The Department will consider using a portion of fiscal year 2025 funds reserved for technical 

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 directed 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/. 
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75

assistance and capacity building under Student Support and Academic Enrichment Grants to 

further assist States and LEAs to implement and expand school-based physical and mental 

health services. Working in close coordination with the newly launched technical assistance 

center for school-based Medicaid run by the Centers for Medicare and Medicaid Services, the 

Department will continue to provide technical assistance and resources for States and LEAs to 

address physical and mental health needs of students. This request complements additional 

efforts to support the implementation and expansion of school-based services further detailed 

the Program Administration and Full-Service Community Schools requests.

Consistent with Congressional directives, in fiscal year 2023 the Department used fiscal year 

2022 funds reserved for technical assistance and capacity building to initiate ambitious projects 

to improve diversity within and across school districts through the Fostering Diverse Schools 

Demonstration Grants program. The Administration proposes to continue and build upon these 

critical efforts through its fiscal year 2025 request for a new Fostering Diverse Schools authority 

in the Innovation and Improvement account, which would support LEAs in developing and 

implementing comprehensive plans to improve diversity in prekindergarten through grade 12 in 

areas of concentrated poverty and racial isolation.

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures1 2023 2024 2025

Amount to States $1,331,907 $1,331,907 $1,331,907

Range of State awards 6,660–157,755 6,660–152,871 6,660–164,909

Average State award 25,614 25,614 25,614

Amount to Outlying Areas 6,866 6,866 6,866

Amount to BIE 6,866 6,866 6,866

Technical assistance and capacity 

building

27,462 27,462 27,462

Evaluation 6,900 6,900 6,900

PROGRAM PERFORMANCE INFORMATION

The Department collects performance information for Student Support and Academic 

Enrichment Grants primarily through the annual Consolidated State Performance Report 

1 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 is reserving $6,900 thousand from Student Support and Academic Enrichment Grants for pooled 

evaluation in fiscal year 2023 and expects to reserve funds for this purpose in fiscal years 2024 and 2025.
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(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 2020-2021 and 2021-2022 CSPRs that meet quality-control 

checks are provided in the tables below; data from the school year 2022-2023 CSPR are 

expected to be available in fall 2024. The Department continues to provide technical assistance 

to States to improve their data collection and reporting capabilities. 

Percent of Funds Spent in Each Content Area

Content Area Percent of Funds Spent in 

2020-2021 School Year

Percent of Funds Spent 

in 2021-2022 School Year

Well-Rounded Education 47% 52%

Safe and Healthy Students 38 37

Effective Use of Technology 15 11

Additional Information: Data for the 2020-2021 school year are from 48 of 52 States (including 

the District of Columbia and Puerto Rico). Data for the 2021-2022 school year are from 50

States.

Percent of LEAs Spending Funds in Each Content Area

Content Area

Percent of LEAs Spending 

Funds in 2020-2021 School 

Year

Percent of LEAs 

Spending Funds in 2021-

2022 School Year

Well-Rounded Education 73% 82%

Safe and Healthy Students 60 67

Effective Use of Technology 45 44

Additional Information: Data for the 2020-2021 and 2021-2022 school years are from 48

States.

National Implementation Study

The Department is conducting a formal implementation study of Student Support and Academic 

Enrichment Grants 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 
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77

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. A descriptive report with findings is expected in spring 2024.

Other Performance Information

Technical Assistance and Capacity Building

In fiscal year 2024, the Department plans to use fiscal year 2023 funds reserved for technical 

assistance and capacity building under Student Support and Academic Enrichment Grants to 

continue the following actions initiated in prior years: 

• Awards first made in fiscal year 2023 under the Fostering Diverse Schools Demonstration 

Grants program, which supports efforts by LEAs to develop and implement plans to improve 

conditions for student learning by increasing school diversity in preschool through grade 12, 

as well as technical assistance to award recipients (an estimated $12.3 million).

• Awards first made in fiscal year 2020 under the Expanding Access to Well-Rounded 

Courses Demonstration Grants program, which supports State efforts to provide wellrounded educational opportunities through model course-access programs ($8.9 million).

• A program technical assistance center providing general resources and 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, as well as assistance 

for award recipients under Expanding Access to Well-Rounded Courses Demonstration 

Grants ($2.5 million). The center, which was recompeted in fiscal year 2023, also includes a 

renewed focus on activities promoting safe and healthy students and provides targeted 

support, using funds reserved from supplemental appropriations under the Bipartisan Safer 

Communities Act, to States and LEAs for activities under the Stronger Connections Grant 

program.

• Support 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, including data collection for the 2025 survey and production of data point 

reports for the 2022 survey ($1.5 million).

• A contract for operation and maintenance of the Education Stabilization Fund Transparency 

Portal, which provides information for use by stakeholders on implementation of COVID-19 

pandemic recovery programs ($850,000).

• Technical assistance to States and LEAs in implementing human trafficking prevention

activities ($250,000).

In addition, the Department may use funds to support a recompeted national center for 

disseminating evidence-based practices for improving student attendance and engagement

($1 million). 
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Account Summary Table

Select here for the online version.

DEPARTMENT OF EDUCATION FISCAL YEAR 2025 PRESIDENT'S BUDGET

(in thousands of dollars)

Cat 

Code

2023

Appropriation

2024

Annualized CR

2025 Request

FY 2025 Request 

Compared to FY 2024 

Annualized CR: Amount

FY 2025 Request 

Compared to FY 2024 

Annualized CR: Percent

School Improvement Programs

1. Supporting effective instruction State grants (ESEA II-A)

Annual appropriation D 508,639 508,639 508,639 0 0.00%

Advance for succeeding fiscal year D 1,681,441 1,681,441 1,681,441 0 0.00%

Subtotal D 2,190,080 2,190,080 2,190,080 0 0.00%

2. 21st century community learning centers (ESEA IV-B) D 1,329,673 1,329,673 1,329,673 0 0.00%

3. State assessments (ESEA I-B, section 1201-1203) D 390,000 390,000 390,000 0 0.00%

4. Education for homeless children and youths (MVHAA Title VII-B) D 129,000 129,000 129,000 0 0.00%

5. Native Hawaiian education (ESEA VI-B) D 45,897 45,897 45,897 0 0.00%

6. Alaska Native education (ESEA VI-C) D 44,953 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 215,000 215,000 215,000 0 0.00%

9. Supplemental education grants (Compact of Free Association Act)1 D 24,464 24,464 0 (24,464) -100.00%

10. Comprehensive centers (ETAA section 203) D 55,000 55,000 50,000 (5,000) -9.09%

11. Student support and academic enrichment grants (ESEA IV-A) D 1,380,000 1,380,000 1,380,000 0 0.00%

Total, Appropriation D 5,810,642 5,810,642 5,781,178 (29,464) -0.51%

Total, Budget authority D 5,810,642 5,810,642 5,781,178 (29,464) -0.51%

Current 4,129,201 4,129,201 4,099,737 (29,464) -0.71%

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.