U . S . D E P A R T M E N T O F E D U C A T I O N

Evaluation of Flexibility Under No Child Left Behind:

Volume III—The Rural Education 

Achievement Program (REAP Flex)
Evaluation of Flexibility Under No Child Left Behind: 

Volume III—The Rural Education Achievement Program 

(REAP Flex) 

Prepared by: 

Gayle S. Christensen 

Ary Amerikaner 

Daniel Klasik 

Sarah Cohodes 

The Urban Institute 

Washington, D.C.

Prepared for: 

U.S. Department of Education 

Office of Planning, Evaluation and Policy Development 

Policy and Program Studies Service 

2007 
This report was prepared for the U.S. Department of Education under Contract Number 

ED01CO0080002 with the Urban Institute. Margery Yeager served as the contracting officer’s 

representative. The views expressed herein do not necessarily represent the positions or policies 

of the Department of Education. No official endorsement by the U.S. Department of Education 

is intended or should be inferred. 

U.S. Department of Education 

Margaret Spellings 

Secretary 

Office of Planning, Evaluation and Policy Development 

Doug Mesecar 

Acting Assistant Secretary

Policy and Program Studies Service 

Alan Ginsburg 

Director 

Program and Analytic Studies Division 

David Goodwin 

Director 

July 2007 

This report is in the public domain. Authorization to reproduce it in whole or in part is granted. 

While permission to reprint this publication is not necessary, the suggested citation is: U.S. 

Department of Education, Office of Planning, Evaluation and Policy Development, Policy and 

Program Studies Service, Evaluation of Flexibility Under No Child Left Behind: Volume III—

The Rural Education Achievement Program (REAP Flex), Washington, D.C., 2007. 

This report is available on the Department’s Web site: 

http://www.ed.gov/about/offices/list/opepd/ppss/index.html 

On request, this publication is available in alternate formats, such as Braille, large print, or 

computer diskette. For more information, please contact the Department’s Alternate Format 

Center at (202) 260-0852 or (202) 260-0818.
iii 

Contents 

List of Exhibits ........................................................................................................................... ..iv 

Executive Summary...................................................................................................................... v 

1. Introduction............................................................................................................................. 1 

The REAP Flex Program ................................................................................................................ 1 

2. Methodological Design............................................................................................................ 5 

3. Results ...................................................................................................................................... 7 

Who Uses REAP Flex: Characteristics of Users and Nonusers of REAP Flex.............................. 7 

How Districts Use REAP Flex: Patterns of Exercising Flexibility............................................... 12 

Administration of REAP Flex.............................................................................................. 12 

Patterns of REAP Flex Reallocation.................................................................................... 15 

Goals and Initiatives of Districts Using REAP FLEX......................................................... 17 

Uses of SRSA Grant Money................................................................................................ 19 

The Decision to Use REAP Flex .................................................................................................. 22 

Familiarity with the REAP Flex Program............................................................................ 22 

Sources of REAP Flex Information ..................................................................................... 23 

Reasons Districts Use REAP Flex ....................................................................................... 25 

Reasons Districts Do Not Use REAP Flex .......................................................................... 26 

Increasing Interest in REAP Flex ........................................................................................ 27 

4. Conclusion—Summary of Findings .................................................................................... 29 

Appendix A: Methodology ........................................................................................................ 31 

Appendix B: Data Tables With Standard Errors ................................................................... 35 

Appendix C: REAP Flex Authority District Administrator Survey..................................... 39 

Appendix D: REAP Flex Authority District Interview Protocols ......................................... 55 
iv 

Exhibits 

Exhibit 1 Organization of Rural Education and Achievement Program (REAP) ..................... 1 

Exhibit 2 Descriptive Comparison of REAP Flex Participants vs. Nonparticipants................. 8 

Exhibit 3 Mean Revenue by Program, REAP Flex Participants vs. Nonparticipants ............... 9 

Exhibit 4 Usage Patterns of REAP Flex Participants vs. Nonparticipants.............................. 10 

Exhibit 5 Mean Priority Level of and REAP Flex Usage for Areas of Possible Need............ 11 

Exhibit 6 Authority and Oversight of REAP Flex................................................................... 13 

Exhibit 7 Difference in Use of Funds After Exercising REAP Flex ....................................... 15 

Exhibit 8 Uses of REAP Flex .................................................................................................. 17 

Exhibit 9 Uses of SRSA Grant Funds...................................................................................... 20 

Exhibit 10 Familiarity With Federal Funding Flexibility Programs ......................................... 22 

Exhibit 11 Usefulness of Sources of REAP Flex Information .................................................. 23 

Exhibit 12 Sources of REAP Flex Information Consulted by REAP Flex 

Nonparticipants Compared to Sources Consulted by Participants .......................... 24 

Exhibit 13 Major Influences Respondents Cited as Reasons Not to Use REAP Flex............... 26 

Exhibit 14 Reaction to Potential Changes to the Terms of the REAP Flex Provision, 

Given as Percent of Respondents for Whom the Change Would Cause 

Their Interest in REAP Flex to Be Somewhat or Much Higher .............................. 28 

Exhibit A-1 Case Study Sample Selection: Number of Interviews by Category ........................ 32 

Exhibit B-1 Descriptive Comparison of REAP Flex Participants vs. Nonparticipants............... 35 

Exhibit B-2 Mean Revenue by Program, REAP Flex Participants vs. Nonparticipants ............. 36 

Exhibit B-3 Usage Patterns of REAP Flex Participants vs. Nonparticipants.............................. 36 

Exhibit B-4 Mean Priority Level of and REAP Flex Usage for Areas of Possible Need............ 37 

Exhibit B-5 Difference in Use of Funds After Exercising REAP Flex ....................................... 38 
v 

Executive Summary 

Flexibility is a lever for change that occupies an increasingly prominent place in federal 

strategies for educational improvement. Although often implemented in complex ways, the basic 

logic underlying its approach can be summarized quite succinctly. Flexibility assumes that local 

districts are in the best position to identify the most serious problems facing schools and students 

and determine how to solve them. Consequently, these districts should be given greater 

decision-making authority to utilize resources, including federal funds to the programs for which 

they will do the most good. 

The reauthorization of the Elementary and Secondary Education Act (ESEA) as amended by the 

No Child Left Behind Act of 2001 (NCLB) provides additional flexibility to local school districts 

while simultaneously requiring increased accountability. This study focuses on the additional 

funding flexibility offered to rural school districts under the following portions of the Rural 

Education Achievement Program (REAP), which is part of NCLB. This includes two central 

parts of REAP: 

• REAP Flex: This program does not provide additional funding but does allow eligible 

districts considerable flexibility in using funds they receive by formula under the 

following ESEA programs: 

o Title II, Part A (Improving Teacher Quality State Grants) 

o Title II, Part D (Educational Technology State Grants) 

o Title IV, Part A (Safe and Drug-Free Schools and Communities) 

o Title V, Part A (State Grants for Innovative Programs). 

• The districts may use these funds for authorized activities under one or more of the 

following ESEA programs: 

o Title I, Part A (Improving Achievement for Disadvantaged Children) 

o Title II, Part A (Improving Teacher Quality State Grants) 

o Title II, Part D (Educational Technology State Grants) 

o Title III (Language Instruction for Limited English Proficient and Immigrant 

Students) 

o Title IV, Part A (Safe and Drug-Free Schools and Communities) 

o Title IV, Part B (21st-Century Community Learning Centers) 

o Title V, Part A (State Grants for Innovative Programs). 

• Small, Rural School Achievement (SRSA) Grants: This program provides additional 

funding for qualifying school districts. The additional funds must be spent under the 

same programs as the REAP Flex authority. 

Several factors set REAP Flex apart from other NCLB flexibility programs. First, 100 percent of 

funding in applicable programs can be used for any activity authorized in one or more of the 

ESEA programs listed above, without regard to statutory set-asides. Second, there is no 

application process. A list of eligible districts is published each year by the U.S. Department of 

Education, and, in order to use the program, an eligible district simply has to notify its state 

education agency of its intent to do so by the notification deadline established by the state. 
vi 

Finally, REAP Flex is widely used—more than 4,000 districts nationwide are eligible, and more 

than 50 percent of those districts notified their state that they planned to participate in FY 2005. 

These unique aspects of REAP Flex make it a particularly interesting example of funding 

flexibility. 

The following five research questions guided the study: 

1) To what extent do districts make use of the various flexibility provisions in 

REAP Flex? What are the characteristics of school districts that exercise this 

authority? 

2) In districts exercising REAP Flex, how are they using this flexibility and which 

programs are affected? 

3) What educational goals or objectives do districts choose to focus on with these 

funds? 

4) Do districts that exercise REAP Flex authority make progress in the areas or 

priorities toward which they targeted eligible funds? 

5) How well does REAP Flex meet the needs of school districts to effectively use 

federally derived educational funding?

A nationally representative sample of districts eligible for REAP Flex was surveyed in order to 

examine these questions, supplemented by case study interviews in a small subset of the districts. 

For questions 4 and 5, the survey did not include outcome measures, so it is only possible to 

offer some preliminary findings related to these questions. The districts chosen to participate in 

the surveys and interviews were selected so as to obtain a representative sample based on the 

number of students in the district and poverty level. A total of 361 REAP-eligible districts 

responded to the survey, and 12 completed case study interviews. The data were collected 

between October 2005 and February 2006. 

There were four primary findings: 

1. Half of eligible districts participated in the REAP Flex program. 

2. REAP Flex authority was most often used to provide additional funds for services 

under Title I, Part A. Districts also commonly used REAP Flex to focus on 

programs related to Title V, Part A (State Grants for Innovative Programs), and 

Title II, Part D (Educational Technology State Grants). The program funds most 

commonly used for other program purposes came from Title II, Part A (Improving 

Teacher Quality State Grants), and Title IV, Part A (Safe and Drug-Free Schools 

and Communities). 
vii 

3. Districts focused their efforts on targeting low-performing student subgroups and 

raising reading and math outcomes via improvements in technology and teacher 

quality. 

4. The primary reason eligible districts do not participate in REAP Flex is a lack of 

information. The main reason districts do participate is to address funding 

restrictions. 

Half of eligible districts participated in the REAP Flex program. 

Just over half of the eligible districts surveyed reported using REAP Flex (51 percent). The data 

revealed that the group of REAP Flex participants is a relatively stable one. Districts using the 

program planned to continue to use it, and generally had used it in the past. 

There were several notable differences between REAP Flex participants and nonparticipants. 

Those that chose to take advantage of REAP Flex authority were significantly more likely to 

have received SRSA grant money in the past. They also were significantly more likely than 

nonusers to have more than 8 percent of their total funding come from the federal government. 

Further, REAP Flex participants had slightly lower total revenue than nonparticipants. Total 

revenue (from local, state, and federal sources) for users was approximately $2.9 million, while 

total revenue for nonusers was approximately $3.4 million, though this difference was not 

statistically significant. 

A final difference between participants and nonparticipants was in their relative educational 

priorities. Asked to identify which areas of concern their districts were prioritizing, participants 

more frequently mentioned mathematics, English or language arts, and elementary students than 

did nonparticipants. These priorities appeared to shape their use of REAP Flex authority. 

REAP Flex authority was most often used to provide additional funds for services under 

Title I, Part A. Districts also commonly used REAP Flex to focus on programs related to 

Title V, Part A (State Grants for Innovative Programs), and Title II, Part D (Educational 

Technology State Grants). The program funds most commonly used for other program 

purposes came from Title II, Part A (Improving Teacher Quality State Grants), and Title IV, 

Part A (Safe and Drug-Free Schools and Communities). 

Almost 80 percent of REAP Flex participants reported using the flexibility to maintain a stable 

level of effort for ongoing activities that had been affected by budget cuts. Case studies revealed 

that often it was a reduction in Title I, Part A, funding that needed to be offset by using REAP 

Flex. Thus, it is not surprising that the largest amount of funds were used for program purposes 

aligned with Title I, Part A (Improving the Academic Achievement of the Disadvantaged). 

While Title I, Part A, was the program area in which districts utilized the largest amount of 

eligible funds, the total increase in spending from previous years was less than 10 percent. 

In contrast, the average amount districts used for purposes consistent with Title V, Part A (State 

Grants for Innovative Programs), increased by more than 400 percent over previous years. Case 
viii 

study participants explained that this program has the most preexisting flexibility, and so using 

funds for program purposes consistent with it was practical from a managerial perspective. The 

only other program where spending increased more than a 100 percent was Title II, Part D 

(Educational Technology State Grants), which coincides with the high priority districts put on 

technology to reach their REAP Flex goals described below.

REAP Flex authority was used to target particular student groups and academic outcomes via 

improvements in technology and teacher quality. 

District superintendents generally made the decisions about whether to participate and how to 

use funds for other purposes under REAP Flex. In over 90 percent of participating districts, the 

superintendent was involved in deciding how eligible funds would be used. The actual spending 

of funds was generally described as easy and routine, and 60 percent of participants reported that 

a financial officer managed or oversaw the process. 

Three uses of REAP Flex were predominant: targeting particular student groups or academic 

outcomes; maintaining a stable level of effort for ongoing activities that had been affected by 

budgetary constraints; and providing greater funding for high-priority programs. The focus on 

high priority programs encompassed other primary uses, as high priority programs tended to 

focus on particular student groups or academic outcomes. 

Just over 80 percent of REAP Flex participants reported using the authority in order to target 

particular student groups or outcomes. Based on the priorities listed above, it is not surprising 

that math and reading were the only two subject areas consistently targeted by REAP Flex. In 

their free response answers, many district officials explained that their goals when utilizing 

REAP Flex were related to assessment scores in these two subjects. Several districts also 

reported focusing on increasing test scores for particular Title I student subgroups. 

Districts reported using two primary strategies to promote their goals under REAP Flex. 

Improving technology—including computers, printers, software, and support—was the most 

common tactic. Teacher quality initiatives were a relatively close second. Participating districts 

reported using funds on professional development for current teachers, recruiting new highly 

qualified teachers, and paying salaries. 

The survey also collected information about the uses of Small, Rural School Achievement 

(SRSA) grant money because the program is so closely related to REAP Flex. The goals and 

strategies for SRSA money were similar to those for REAP Flex. The goals were improvement 

in math and reading scores for all children, especially those in Title I subgroups; the tools were 

technology and teacher quality initiatives. 

Ultimately, assessments regarding the effectiveness of REAP Flex in helping districts meet AYP 

goals are limited to participant reports. Not enough time has accrued to gather sufficient 

achievement data, and even if it had, it would be difficult to separate the effects of the program 

from other factors. 

The primary reason eligible districts did not participate in REAP Flex was a lack of 

information. The main reason districts did participate was to address funding restrictions. 
ix 

The majority of the interviewed district officials using REAP Flex reported being happy with the 

program. 

There were three primary reasons eligible districts reported that they did not use REAP Flex: a 

lack of information, a belief that the existing funds in applicable programs would not be 

significant enough to make a real difference, or a lack of need for additional flexibility. 

Over a third of nonparticipants felt that they did not have enough information about REAP Flex 

to make an informed decision to use it. Even districts that participated in REAP Flex often 

exhibited a misunderstanding about what REAP Flex entails. The most common mistake was 

confusion related to the names of the program (e.g. SRSA Grant money was often called the 

REAP Flex money). 

Another 25 percent of REAP Flex nonparticipants made a more informed decision not to use 

REAP. These district officials believed that funds from eligible programs would not be enough 

to matter. Indeed, 50 percent of all nonparticipants reported that their interest in REAP Flex 

would be higher if additional federal programs were eligible under REAP Flex. It is important to 

note, however, that as with every potential change mentioned in the survey, a higher percentage 

of current REAP Flex users (approximately 60 percent) also said that this modification would 

increase their interest. 

Finally, 40 percent of districts that chose not to use REAP Flex did not see a need for additional 

flexibility. From the perspective of these nonparticipants, the program offered no additional 

benefits they were interested in, and thus they chose not to participate in the program. 

Users chose to exercise REAP Flex authority because of the limited monetary allocations in each 

applicable program and because of declining enrollment and funding. The limited amount of 

funding initially allocated to each district under each federal program made it hard for these 

small, rural districts to carry out effectively the intent of the federal Title. REAP Flex allowed 

them to use these funds to fully support high-priority programs. Small and often declining 

enrollments further decreased the initial allocations and made the added flexibility provided by 

REAP Flex even more important. 

District officials explained in case study interviews that they often used funds for Title I, Part A, 

activities in order to compensate for cuts in their allocations to this program from the previous 

year. REAP Flex allowed them to maintain the level of services previously provided under 

Title I, Part A, despite the reduced funding. 

These three findings combined suggest that REAP Flex is a popular program among those 

districts that use it, but that its biggest challenge has been, and continues to be, thorough 

dissemination of information about the program. 
x 
1 

1. Introduction 

The REAP Flex Program 

This study focuses on flexibility provisions in the Rural Education Achievement Program 

(REAP) provision of NCLB. Specifically, it addresses REAP Flex, a program that allows rural 

districts additional control over how to spend portions of their federal funding. REAP Flex is 

part of a series of NCLB flexibility initiatives aimed at rural schools. 

REAP Flex is only one piece of the REAP. REAP consists of two major grant programs, one for 

small, rural districts known as the Small Rural School Achievement Program (SRSA) and 

another for low-income, rural districts called the Rural and Low-Income Schools Program 

(RLIS). SRSA has two parts: the SRSA grant program administered by the federal government 

and REAP Flex. For many small, rural school districts, the amount of formula-based program 

funding they receive from individual federal programs may be too small individually to support 

significant school improvements. The SRSA grant program aims to help these districts by 

increasing the amount of federal funds available to them. REAP Flex additionally allows these 

districts the opportunity to leverage their limited resources for more effective uses consistent 

with local needs. RLIS, on the other hand, is comprised solely of a state administered grant 

program intended for rural districts too large to be eligible for SRSA (for an organizational 

diagram of REAP, see Exhibit 1).1

 

Exhibit 1 

Organization of Rural Education and Achievement Program (REAP) 

Rural Education and 

Achievement Program 

(REAP)

Rural, Low-Income 

Schools Program 

(RLIS) 

Small, Rural School 

Achievement Program 

(SRSA) 

REAP-Flex SRSA Grant 

Program 

Source: Information for this exhibit was obtained from the U.S. Department of Education’s Guidance on the Rural 

Education Achievement Program report, released June 2003. Exhibit created by the Urban Institute, 2006.

 

1

 Districts eligible for SRSA are automatically ineligible for RLIS. 
2 

This report addresses REAP Flex with a more limited discussion of the SRSA Grant Program. 

The REAP Flex program allows districts to use eligible federal funding for a set of eligible 

program purposes under ESEA, while the SRSA Grant Program gives districts additional money 

that must be used to support the same type of activities as those authorized by REAP Flex. 

District eligibility for both of these programs is based on a combination of attendance, 

population density and location. Eligible districts must meet two criteria: 

1. A total average daily attendance 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 the have an NCES school locale code of 7 or 8 (as assigned by 

the U.S. Department of Education’s National Center for Education Statistics) or that are 

located in an area defined as rural by a state governmental agency.2

 In instances in which 

a state agency defines the area where a district is located as rural, the secretary of 

education must agree to the rural designation with the concurrence of the state education 

agency before the district may participate in REAP Flex. 

These two criteria are the only determinants of eligibility for participation in REAP Flex. In 

order to receive SRSA grant money, however, a district must meet these criteria and submit an 

application. Once this application is submitted, a formula determines the amount of grant money 

awarded to the district. This money can be spent in any of the applicable programs. Eligible 

districts considerable flexibility in using funds they receive by formula under the following 

ESEA programs: 

 

o Title II, Part A (Improving Teacher Quality State Grants) 

o Title II, Part D (Educational Technology State Grants) 

o Title IV, Part A (Safe and Drug-Free Schools and Communities) 

o Title V, Part A (State Grants for Innovative Programs). 

The districts may use these funds for authorized activities under one or more of the following 

ESEA programs: 

o Title I, Part A (Improving Achievement for Disadvantaged Children) 

o Title II, Part A (Improving Teacher Quality State Grants) 

o Title II, Part D (Educational Technology State Grants) 

o Title III (Language Instruction for Limited English Proficient and Immigrant 

Students) 

o Title IV, Part A (Safe and Drug-Free Schools and Communities) 

o Title IV, Part B (21st-Century Community Learning Centers) 

o Title V, Part A (State Grants for Innovative Programs). 

 

2

 A school receives a locale code of “7” if, according to the U.S. Census Bureau, it is located in a place that is 

outside of a core-based statistical area (CBSA) and has a population of fewer than 2,500 persons. A school receives 

a locale code of “8” if, according to the U.S. Census Bureau, it is located in a place that is inside an CBSA and has a 

population of fewer than 2,500 persons. 
3 

While the SRSA Grant Program and the REAP Flex Program apply to the same set of federal 

programs, districts do not have to receive an SRSA Grant in order to exercise REAP Flex 

authority. REAP Flex is therefore not exclusive to the grant program. Its intention is solely to 

give small, rural districts greater freedom to spend funds they receive under certain federal 

programs to better meet their particular needs. Enhancing flexibility is considered especially 

important for such districts because the amount of formula-based funds they receive within a 

particular federal program may be insufficient to support significant school improvement efforts. 

While no additional resources are provided to participating districts, REAP Flex authorizes the 

districts to use a substantial body of existing federal funds for any educational purpose consistent 

with the broad goals of NCLB. 

One particular goal of REAP Flex is to support activities that help participants reach adequate 

yearly progress (AYP). REAP guidelines mandate a review of SRSA grant recipients and REAP 

Flex participants after three years to determine their continuing eligibility for the two programs. 

Those districts that fail to meet AYP after participating in REAP for three years become 

ineligible for REAP Flex unless they agree to spend all “applicable funding”—program funds 

eligible for use with other programs—on improvement activities authorized under Section 1116. 

Several factors set REAP Flex apart from other NCLB flexibility programs. First, there are no 

“set-asides” or limits on how much money may be utilized from eligible program funds. One 

hundred percent of applicable funds can be used for a broad range of activities authorized by 

REAP. Second, there is no application process for districts to participate in the program. The 

only requirement is that districts notify states of their intent to exercise the REAP Flex authority 

by the deadline established by the state. Finally, unlike many other flexibility provisions, REAP 

Flex is widely used. During the 2005–06 school year (the most recent year for which data is 

available), 4,781 districts nationwide were eligible to exercise REAP Flex. According to data 

submitted by states through the Consolidated State Performance Reports, 53 percent of districts 

notified their states that they would participate.3

 For these reasons, REAP Flex presents a 

particularly interesting example of flexibility worthy of further study. 

As part of a larger study of federal flexibility programs, the U.S. Department of Education 

commissioned the Urban Institute to conduct a study of the REAP Flex program nationally. This 

included collecting nationally representative survey data and conducting a series of case studies 

of districts eligible to use REAP Flex. Five research questions guided the larger study of 

flexibility, as well as this report, which focuses on REAP Flex: 

• Question 1: Use of REAP Flex and Characteristics of Users 

To what extent do districts make use of the various flexibility provisions in REAP Flex? 

What are the characteristics of school districts that exercise this authority? 

• Question 2: Patterns of Exercising REAP Flex 

 

3

 These eligibility and participation figures exclude New Jersey because this information was not provided on the 

state performance report. 
4 

How are districts exercising REAP Flex using this flexibility and which programs are 

affected? 

• Question 3: Strategic Planning for Flexibility 

What educational goals or objectives do districts choose to focus on with these funds? 

• Question 4: REAP Flex Progress 

Do districts that exercise REAP Flex authority make progress in the areas or priorities 

toward which they targeted eligible funds? 

 

• Question 5: Flexibility Needs 

How well does REAP Flex meet the needs of school districts to effectively use federal 

educational funding? 
5 

2. Methodological Design 

This study used survey and interview data4 to provide a description of the REAP Flex program 

participants and nonparticipants, as well as examining how participants exercise flexibility. Only 

REAP Flex eligible districts were included in the sample. The data were collected between 

October 2005 and February 2006. Responses to surveys sent to REAP-eligible districts 

generated the quantitative data (see Appendix A for the survey). Interviews with survey 

respondents, both REAP Flex users and nonusers, supplied the qualitative data (see Appendix B 

for interview protocols). 

 

4

 A full explanation of the methodology can be found in Appendix A. 
6 
7 

3. Results 

Who Uses REAP Flex: Characteristics of Users and Nonusers of REAP Flex 

Fifty-one percent of the survey respondents used REAP Flex in 2004–05. Of the 335 

districts that responded to the survey, 60 percent notified their state education agencies that they 

would use REAP Flex during the 2004–05 school year. Of these, however, 15 percent did not 

actually employ REAP Flex.5 

Preliminary examinations of the data suggested that a district with a high percentage of students 

in poverty or a high percentage of federal funding in their overall budget were more likely to use 

REAP Flex. However, while there were notable differences between users and nonusers in these 

two categories, the differences were not statistically significant (see Exhibit 2). In a related 

analysis, when percentage of federal funding was broken into a categorical variable (in which 

high federal funding was defined as greater than 8 percent of total funding, low federal funding 

as less than 8 percent of total funding), differences became significant. A higher percentage of 

users belonged to the high funding group than nonusers and this difference was statistically 

significant (p<.05). This difference is logical: for districts receiving a high rate of federal funds, 

exercising REAP Flex allows them flexibility over a larger portion of their budget than it would 

allow districts with less total revenue from the federal government. 

Additionally, an analysis of whether the percentage of a district’s total revenue that was eligible 

under REAP Flex provisions could distinguish between users and nonusers, showed that while 

districts that used REAP Flex had a higher percentage of eligible funds than nonusers, this 

difference was not statistically significant. However, again an analysis using a categorical 

variable for high and low eligible funding indicated a statistically significant difference, 

signaling that users are more likely than nonusers to have a high percentage of their total revenue 

be eligible funds. Finally, there were no statistically significant enrollment differences between 

districts exercising and those not exercising the REAP Flex authority. 

Districts that had ever received a SRSA grant had significantly higher odds of using REAP 

Flex. Almost 68 percent of REAP Flex participants had received a SRSA grant in the past 

compared to only 48 percent of nonparticipants. This may be because SRSA grant recipients are 

more knowledgeable about REAP Flex considering that SRSA grant funds and applicable funds 

under REAP Flex may be used with identical title programs. 

 

5

 The subgroup of 37 districts that notified their state of the district’s intent to use REAP Flex but were ultimately 

nonusers merited further examination. In many ways, this group looked very similar to nonusers as a whole. The 

mean amounts of percent federal funding were nearly identical (9.4 percent for non-notifiers vs. 9.1 percent for 

notifiers), as were their total revenue from local, state, and federal sources ($3.4 million vs. $3.5 million for nonnotifiers vs. notifiers) and percent of students living in poverty (15.6 percent vs. 15.0 percent for non-notifiers vs. 

notifiers). The subgroup appeared more like REAP Flex users in terms of familiarity with REAP Flex; on a 4-point 

scale, with 4 being the most familiar and 1 the least familiar, the subgroup of nonusers that notified their states 

averaged 3.8 while REAP Flex users averaged 3.6 (nonusers averaged 2.9). The subgroup fell below both REAP 

Flex users and nonusers in terms of average daily attendance (ADA). While REAP Flex users and nonusers have 

ADA of 307 and 315, respectively, the the subgroup of nonusers that notified their states had an ADA of 254. 

Finally, this subgroup falls between REAP Flex users and nonusers in terms of having received SRSA grants in the 

past (59 percent for the subgroup vs. 67 percent and 45 percent for users and nonusers, respectively). 
8 

Exhibit 2 

Descriptive Comparison of REAP Flex Participants vs. Nonparticipants 

REAP Flex 

Participants

REAP Flex 

Nonparticipants

Difference 

Between 

Participants and 

Nonparticipants

Percent Povertya 16.9% 15.5% 1.5%

Percent Federal Fundingb 11.1% 9.4% 1.7%

Percent Eligible Fundingc 2.1% 1.7% 0.5%

Ever Received SRSA 67.4% 48.5% 19.0%**

Average Daily Enrollmentd 307.8 300.7 7.1

b

 Percent Total Revenue comprised of federal funding (based on 2003 CCD data).

d

 Based on 2003 CCD data.

c Percent Total Revenue comprised of REAP eligible federal programs (not counting Title I, Part A, 

Title III, or Title IV, Part B).

a

 Based on the percent of school age children in the district living below the poverty line (2000 

Census data).

Exhibit reads: There were 19 percent more REAP Flex participants that had received SRSA grants in the 

past than nonparticipants. 

Note: ** Statistically significant differences (p<.01). 

Source: District Administrator Survey #7 and data sources cited above.

Users also appeared to differ from nonusers in terms of their initial allocation of federal funds 

and total revenue. In each of the federal funding categories in which changes in allocation might 

occur as a result of the REAP Flex program, users had a notably larger initial allocation of funds 

than nonusers with the exception of SRSA grant money, in the case which nonusers received 

larger allocations (see Exhibit 3). However, more REAP Flex participants received SRSA grants 

than nonparticipants. 

Interestingly, while REAP Flex participants received, on average, more federal funding in REAP 

Flex eligible programs, REAP Flex nonparticipants had higher average total revenue. This 

suggests that compared to their nonparticipant counterparts, users of REAP Flex had less money 

overall to work with and yet had more REAP Flex applicable funding. This finding is not 

surprising since, as mentioned above, REAP Flex participants were more likely to have a higher 

percentage of their total budget comprised of federal funding. Although these are interesting 

results, it is important to note that with the exception of SRSA grant amounts, none of the 

funding differences—either in a particular federal program allocation or total revenue—reached 

statistical significance. This is in large part because there was a large range of funding amounts 

among both users and nonusers of REAP Flex, so that while on average REAP Flex participants 
9 

have larger federal program allocations and total revenue, there is a substantial overlap in these 

areas between districts participating and not participating in REAP Flex. 

Exhibit 3 

Mean Revenue by Program, REAP Flex Participants vs. Nonparticipants 

REAP Flex Participants

REAP Flex 

Nonparticipants

Title I, Part A

Improving the Achievement of Disadvantaged Children

Title II, Part A

Improving Teacher Quality State Grants

Title II, Part D

Educational Technology State Grants

Title III

Language Instruction for LEP and Immigrant Students

Title IV, Part A

Safe and Drug-Free Schools and Communities

Title IV, Part B

21st-Century Community Learning Centers

Title V, Part A

State Grants for Innovative Programs

SRSA Grant Award

Grants from Small Rural School Achievement Program

Total Revenue

From All Sources

(in dollars)

 $86,772 $82,228

 $1,721

 $22,398 $17,960

 $2,376

 $2,954 $2,238

 $1,295 $953

$2,882,577 $3,384,072

Mean Allocation for the 2004–05 School Year

 $2,626 $2,102

 $19,464* $22,956*

 $2,493 $1,949

Exhibit reads: REAP Flex participants received a mean average of $86,772 in Title I, Part A, funds, while 

REAP Flex nonparticipants received a mean average of $82,228 in the same category. 

Note: * Statistically significant differences (p<.05). Total revenue from listed federal programs does not add to 

total revenue from all sources. Total revenue includes funds from state, local, and federal sources. 

Source: District Administrator Survey #14 and 21. 

The survey results revealed that REAP Flex users tended to be a relatively stable group 

over time and prior use of REAP Flex was a significant predictor of future use. Of the 

REAP Flex participants in the study, 81 percent had used REAP Flex prior to 2004–05 and 

93 percent of them planned on using it again in 2005–06 (see Exhibit 4). In contrast, only 

14 percent of nonusers had previously taken advantage of REAP Flex provisions. A slightly 

larger group of nonusers, 37 percent, reported that they were planning on using REAP Flex in 

2005–06. The large and significant differences between users and nonusers in whether they had 

used REAP Flex in the past or planned to do so in the future indicated that previously using 

REAP Flex was a significant indicator of future use.6

 Based on these findings, it appeared that 

once districts employed REAP Flex, they found enough benefits from the program to warrant 

continued use. 

 

6

 While some districts may not have previously been eligible for REAP Flex, this would only represent a small 

number of districts, as the number of eligible districts have not changed substantially from year to year. 
10 

Exhibit 4 

Usage Patterns of REAP Flex Participants vs. Nonparticipants 

REAP Flex 

Participants

REAP Flex 

Nonparticipants

Difference 

Between 

Participants and 

Nonparticipants

Used REAP Flex 

Prior to 2004–05 81% 14% 67%**

Planned to Use REAP 

Flex in 2005–06 93% 37% 56%**

Exhibit reads: Eighty-one percent of REAP Flex participants had taken advantage of REAP 

Flex prior to 2004–05 and 93 percent planned on using it in 2005–06. 

Note: ** Statistically significant differences (p<.01). 

Source: District Administrator Survey #12, 13, 24, and 25. 

Users placed a significantly higher priority on English and mathematics outcomes than 

nonusers, as well as on elementary students in general when assigning a priority level to 

various areas of potential need. While districts participating in REAP Flex indicated higher 

priority on English and math, nonparticipating districts also indicated that these were relatively 

important. On a three point priority scale with three indicating high priority, nonparticipant 

districts assigned an average priority level above two points for English, math, and elementary 

students. REAP Flex participants had a significantly lower priority level for transportation for 

Title I school choice students than nonparticipants. Users were significantly less likely than 

nonparticipating districts to place priority on this area. In this case, the average district response 

for both groups was below two, indicating that it was of lower priority for districts than English 

and mathematics outcomes and elementary students for both participants and nonparticipants. 

However, transportation was a relatively low priority for both participants and nonparticipants 

(see Exhibit 5 for all potential priorities). 

These differences in priorities corresponded with how REAP Flex participants implemented the 

flexibility authority in their district. The highest percentage of participating districts reported 

using REAP Flex to address English or language arts outcomes (77 percent) and mathematics 

outcomes (73 percent). An even higher percentage of districts reported using REAP Flex to 

address the needs of elementary students (87 percent). 
11 

Exhibit 5 

Mean Priority Level of and REAP Flex Usage for Areas of Possible Need 

(1=Low Priority, 3=High Priority) 

REAP Flex 

Participants

REAP Flex 

Nonparticipants

Percent of 

Participants 

Who Used 

REAP Flex to 

Address Need

Instruction

Highly qualified teachers 2.4 2.1 47%

Highly qualified paraprofessionals 2.1 2.0 33%

Curriculum and instructional materials 2.5 2.5 66%

Educational technology 2.6 2.6 67%

Support for Special Programs and Services

Extended-time programs 2.0 2.0 30%

Summer Programs 1.9 2.0 22%

Supplemental educational services (SES) 

provided under Title I 2.0 1.9 30%

Transportation for Title I school choice 

participants 1.2** 1.4** 3%

Performance on Specific Academic Outcomes

English or Language Arts 2.7** 2.5** 77%

Mathematics 2.8** 2.6** 73%

Science 2.4 2.5 38%

Attendance rates 1.9 1.9 14%

Graduation rates 1.9 1.7 13%

Other 1.8 1.7 22%

Performance of Specific Student Groups

Racial and ethnic minorities 1.7 1.7 28%

Low-income students 2.5 2.5 65%

Students with disabilities 2.2 2.2 39%

Limited English Proficient (LEP students) 1.5 1.7 22%

Students in low-performing schools 1.5 1.5 19%

Kindergarten and pre-K students 2.1 2.2 42%

Elementary students 2.6** 2.4** 87%

Middle school students 2.4 2.4 67%

High school students 2.1 2.0 46%

Exhibit reads: REAP Flex participants gave performance on English or language arts outcomes a mean average 

priority rating of 2.7 while nonparticipants gave the same area a mean average priority rating of 2.5. 

Note: ** Statistically significant differences (p<.01) between participants and nonparticipants. 

Source: District Administrator Survey #17 and 23. 
12 

How Districts Use REAP Flex: Patterns of Exercising Flexibility 

Several findings stand out when examining how school districts use REAP Flex: 

• Superintendents are the district officials with the most authority and oversight of REAP 

Flex. 

• On average, Title I, Part A, received the greatest utilization of funds, and Title V, Part A, 

received the greatest percentage increase in funds after districts exercised REAP Flex. 

• REAP Flex participating districts planned to use eligible funds to target student groups 

and outcomes, maintain activities affected by budget constraints, and to increase funding 

for high priority programs. 

• REAP Flex participating districts used the program to focus on mathematics, reading, 

technology, and teacher quality initiatives. 

• SRSA grant recipients used their additional funds to address the same priorities and goals 

as REAP Flex users. 

Administration of REAP Flex 

District superintendents were most often involved in decisions relating to the use of REAP 

Flex funds. Almost 92 percent of districts participating in REAP Flex indicated that the 

superintendent decided which of the eligible funds to use with REAP Flex. School boards, 

financial officers, and general administrators for federal programs frequently took part in the 

decisions as well, but their involvement was varied and less universal. No more than 42 percent 

of participating districts indicated the involvement of these other district entities in REAP Flex 

decisions (see Exhibit 6). 

Roles varied slightly more in the management and oversight of REAP Flex. Superintendents 

were still the most common actor—83 percent of districts reported that the superintendent was 

involved in management or oversight. However, the superintendents had slightly more help in 

the day-to-day management of the funding programs—financial officers were active in this 

aspect of the REAP Flex program in 61 percent of participating districts. School boards and 

general federal funding administrators were also involved in the oversight process in nearly 40 

percent of districts. 

The case study interviews confirmed these results. In general, developing financial strategies 

was seen as the purview of superintendents; hence, they were also primarily responsible for 

administering REAP Flex. One superintendent stated that in the decision-making processes 

related to REAP Flex: 

... I was the key actor. That’s all there is to it. And, of course, ... I inform my 

board and I keep them informed, but as far as the key actors, that’s going to be 

me. 

Superintendents did not work alone, however. As the quote above indicates, they frequently 

answered to boards and committees. Additionally, many superintendents consulted with 
13 

financial officers or federal program administrators for help in assessing district needs and 

understanding program guidelines. One superintendent mentioned consulting with a 

“comprehensive local education plan committee that deals with the major areas that we look at.” 

A leader in another district explained a local requirement that decisions related to federal 

programs such as REAP Flex “involve parents and teachers and all kinds of people.” The case 

studies indicated that the superintendent usually led the process, but often involved other district 

administrators or community members. 

Exhibit 6 

Authority and Oversight of REAP Flex

42%

21%

17% 17%

92%

40% 42%

36%

15%

83%

37%

14% 11%

61%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Superintendent School Board Financial

officer

General

administrator

for all federal

programs

Administrators

for individual

federal

programs

Administrator

assigned

specifically to

manage REAP

Flex

Other

District Entity

Percent of Districts

Decides which funds to use Management or Oversight

Exhibit reads: In 92 percent of districts that used REAP Flex, superintendents decided which funds were used in 

the program while in 83 percent, superintendents provided management or oversight of the REAP Flex program. 

Note: Percentages do not sum to 100 because districts could mark multiple responses. 

Source: District Administrator Survey #18. 

While superintendents also participated in the oversight and management of the REAP Flex 

program, they were more dependent on federal program administrators and financial officers as 

the people to actually carry out these responsibilities. Explaining the way the day-to-day work of 

exercising REAP Flex was carried out, one federal program administrator explained that he did 

most of the work: 
14 

The way I do this is I work with not only [the superintendent], but I also work 

with his encumbrance clerk, and we sit down and we go through the budget and 

we make sure that everything is coded properly, they send me a copy of all claims, 

and I look to make sure that they’re coded properly according to the budget 

before we ever send them to the [state] Department of Education. 

Another superintendent explained, “We have a business manager who maintains those records.” 

Results from the case studies confirmed a high level involvement by financial officers with the 

administration and management of REAP Flex accounting. 

Many small districts, however, were not set up in a traditional manner and their experiences with 

REAP Flex differed from these patterns. A few of the districts interviewed encompassed only 

one school and did not have an active superintendent. In such cases, REAP Flex decisions were 

still carried out by a head administrator (e.g. the principal) with supplemental support from 

financial officers. One such administrator elaborated on the multi-faceted role required in such a 

small district: 

My roles and responsibilities. I’m the principal. I’m also the librarian. I have a 

degree in library science. But it just depends. The school is small. I have taught 

music in the past. I taught kindergarten. ... I do the federal programs, and I’m 

the transportation director. And, I mean, just everything that you do all in one 

role, kind of, since it’s a very small school. ... The county superintendent acts as 

our [district] superintendent, but, really, they just sign off on paperwork that I do. 

... My clerk does the actual sending the application and that kind of thing. ... Our 

financial records are kept through our county superintendent’s office, and so 

what I do is I get a printout from them every month, a statement of expenditure 

from them every month. And I just keep track of how much we have left and 

where it went. 

A superintendent in a similar situation was in charge of the federal funding accounting 

process but made an effort to gather input from others: 

I’m the K–12 principal here, and I am pretty much the person that runs the place. 

We have a part-time superintendent [who] comes two days per month. And so, I 

am in charge of scheduling, administration, discipline. I work with the business 

manager on budgets and things like that. If it needs [to be] done, I usually am in 

charge of getting it done. ... My business manager is more acclimated to [REAP 

Flex] than I am, and that’s why I visit with her a lot about, you know, where and 

how we can spend this money. ... The business manager and [I] discussed [REAP 

Flex], and we actually presented it to the board of education and told them what 

we were trying to do because of this stuff, and they said, “Go for it!” 

As these examples suggested, the case study interviews revealed the numerous roles and 

responsibilities of many district leaders in rural districts. In only a few interviews was it 

apparent that a district principal or federal programs administrator handled REAP Flex 

responsibilities almost entirely independent of an active superintendent. The survey responses 

also indicated that this was an uncommon arrangement. 
15 

Patterns of REAP Flex Reallocation 

 

The REAP Flex legislation permits districts to use applicable funding for authorized activities 

under a number of ESEA programs. In order to examine the second research question, this 

section identifies those changes that were most popular among districts using REAP Flex: 

The survey results indicated that on average districts used the largest average dollar 

amount ($6,318) for activities in Title I, Part A. While Title I, Part A received the biggest 

influx of new dollars, it represented less than 10 percent average increase in funding to this 

program. The largest boost in funding in terms of percentage increase for any applicable 

program was for activities in Title V, Part A—State Grants for Innovative Programs, which more 

than quadrupled (an average gain of $5,200). A final notable pattern of use was the increase in 

funding to Title II, Part D—Educational Technology State Grants. On average, districts used 

$2,180 for the technology program (see Exhibit 7 for a complete list of monetary changes after 

exercising REAP Flex authority). Thus, while Title I, Part A, was the biggest beneficiary in 

terms of absolute dollars, Title II, Part D, and Title V, Part A, both received a far larger influx of 

funds compared to their initial allocations. 

Exhibit 7 

Difference in Use of Funds After Exercising REAP Flex 

Title I, Part A

Improving the Achievement of Disadvantaged Children

Title II, Part A

Improving Teacher Quality State Grants

Title II, Part D

Educational Technology State Grants

Title III

Language Instruction for LEP and Immigrant Students

Title IV, Part A

Safe and Drug-Free Schools and Communities

Title IV, Part B

21st-Century Community Learning Centers

Title V, Part A

State Grants for Innovative Programs

 -$763

 $1

 $2,183

 $6,318

Mean Movement of 

Funds 

(in dollars)

Percent of Districts 

That Used 

Nonprogram Funds 

in Program Area

Percent of Districts 

That Used Program 

Funds in 

Nonprogram Area

25%

58%

 $5,203 36%

Funding Category

34%

15%

18%

-$7,673

43%

20%

58%

17%

4%

5%

1%

28%

 $1,200

Exhibit reads: On average, $7,673 of Title II, Part A, funds were spent in non–Title II, Part A, programs. 

Fifteen percent of districts spent non–Title II, Part A, funds in Title II, Part A. 

Note: Negative numbers indicate that, on average, more money intended for a particular program was used for 

nonprogram purposes. Percent of districts that used program funds in nonprogram areas based only on districts that 

had initial program funding allocations greater than $0.00. 

Source: District Administrator Survey #21. 
16 

Case study interviews provided additional insight into districts’ common use of funds for 

Title V, Part A, purposes. One REAP user utilizing money from Title V, Part A, for other 

purposes explained that it made sense from a management perspective, because there was less 

paperwork and more flexibility for funds allocated to State Grants for Innovative Programs. 

Another district official gave an example of such flexibility: the district used all of its money 

intended for Title II, Part A, on the State Grants for Innovative Programs instead in order to 

change the school nurse position from part-time to full-time. In the case studies, districts 

indicated that Title V, Part A, provided them the most flexibility in the use of REAP Flex 

eligible funds. 

The programs that experienced the largest decrease in expenditures after districts started using 

their funds for other purposes were Title II, Part A—Improving Teacher Quality State Grants, 

and Title IV, Part A—Safe and Drug Free Schools and Communities. The Teacher Quality State 

Grants experienced an average decrease of $7,673. This represented the largest average decrease 

in terms of dollars. The Safe and Drug Free Schools program experienced the largest decrease as 

a percentage of average allocation—on average, a third less funds were available after utilizing 

REAP Flex. Not only did these programs show the largest decrease in the amount used for the 

original program purposes, but the largest percentage of districts (58 percent) participating in 

REAP indicated that they used funds from these two programs for other eligible purposes. 

The case study results provided additional information about districts’ reasons for using these 

funds for other programs and closely aligned with the results from the surveys. Two district 

officials in the case study interviews said they used money from Title II, Part A, for Title I 

activities “because of the requirement of Title I to have professional development constitute a 

minimum of 5 percent [of Title I funds].” District officials saw this requirement as duplicating 

the efforts they would have made in Title II, Part A, and thus used money for Title I program 

purposes so that they could better leverage the available resources. Another district official also 

utilized funds under Title I in order to concentrate on professional development. 

Other case study districts provided additional understanding as to why districts would use 

Title IV, Part A, funds for other program purposes. One case study respondent noted, “It’s tough 

for us to spend $4,000-plus just on drug-free schools, you know, in a small school district.” A 

superintendent from a different district agreed, and explained its decision to use money from 

Safe and Drug-Free School programming for other purposes: 

There’s other money out there available for the things that we need to purchase 

with our Safe and Drug-Free Schools money. ... [We] have a lot of materials 

already purchased, kits and things that have to do with the drug-free curriculum 

... and so we are still doing what’s required for Safe and Drug Free Schools. ... 

But we have not had to use those funds—we had some other resources available 

so we transferred the funds. 

These examples show that some of the districts interviewed found that they could better target 

funds to meet the district and student needs by utilizing REAP in programs other than Title IV, 

Part A. The case study interviews provided explanations about fund reallocations that aligned 
17 

closely with the survey results. The next section examines how districts used the funding to 

target specific goals and undertake related initiatives. 

Goals and Initiatives of Districts Using REAP FLEX 

Approximately 80 percent of participating districts hoped to use REAP Flex to target 

particular student groups or outcomes, maintain the intensity of activities that had been 

affected by budgetary constraints, and increase the amount of federal funds available for 

high-priority programs (see Exhibit 8). Sixty-five percent of districts indicated that they used 

REAP Flex to initiate new activities that would otherwise not be possible, while 53 percent 

concentrated federal resources for a smaller number of programs. 

Exhibit 8 

Uses of REAP Flex

Increase the amount of federal funds available for 

high-priority programs

Percent of Respondents

Initiate new activities that would not have been 

possible without exercising REAP Flex

Concentrate federal resources for a smaller number 

of programs

Target particular student groups or outcomes

Maintain a stable level of effort for ongoing 

activities that have been affected by budgetary 

constraints

53%

65%

78%

79%

81%

0% 20% 40% 60% 80% 100%

Exhibit reads: Eighty-one percent of districts using REAP Flex use it to target particular student groups or 

outcomes. 

Note: Percentages do not sum to 100 because districts could mark multiple responses. 

Source: District Administrator Survey #20. 

In free response answers, districts using REAP Flex mentioned two subject areas most 

frequently—math and reading. Of the participating districts that provided free response 

answers, 23 percent identified math and 22 percent identified reading as areas in which they 

target funds. These goals were often specific to particular assessment tools. For instance, one 

district expressed a desire to “get 90 percent of students to score successfully on math and 

reading portions of [State] Core Curriculum Test.” Another stated that its goal was that “by 

2007, 90 percent of students will be rated proficient or better as tested by [State Achievement 

Test] and CRT reading and math examinations. ... Students will rate themselves at a 3 or better 

(on a 4.0 scale) in use of technology/computer skills as measured by TAGLIT.”7

 

 

7

 CRT means “Criterion-Referenced Test.” TAGLIT stands for “Take a Good Look at Instructional Technology.” 
18 

When addressing their priorities in reading and math, many districts targeted particular student 

groups for these outcome goals. One free response answer indicated that the district used REAP 

Flex to “improve the reading and math skills of elementary school [students].” Other subgroups 

referenced included low-income students, juniors in high school, students not meeting 

proficiency, and students in “kindergarten and early elementary school.” These targeted 

educational priorities fall neatly within the math and reading goals of No Child Left Behind. At 

least one district representative explained in a case study interview that their REAP Flex 

objectives, like all of their districtwide goals, did not have much room for fluctuation—a focus 

on math and literacy was “pretty well mandated by NCLB.” 

Districts reported focusing their REAP Flex-eligible monies on two primary goals—

improving technology and increasing teacher quality. Technology and teacher quality 

improvements were, in turn, focused on increasing student outcomes in literacy and math. Of the 

participating districts that provided free response answers, 22 percent indicated that they 

supported technology programs or activities with money from eligible programs under REAP 

Flex. Districts reported that they purchased laptops, computers, printers, software, and other 

equipment. A district leader from one of the case study interviews explained that teachers in his 

district now “have the opportunity to take their students and use some computer-aided software 

that runs concurrently with the curriculum, with the path skills and so forth that they’re supposed 

to be teaching within the classroom.” This was an opportunity that would not have been 

available without REAP Flex. 

Respondents also frequently reported using REAP Flex flexibility to fund teacher quality 

initiatives. This category included professional development, salary, benefits, and recruitment. 

District officials explained in interviews that using funds for other program purposes often 

allowed them to support additional teacher time, which led to smaller class sizes in math and 

reading. It also occasionally funded teacher and paraprofessional time in a way that allowed for 

“extra help—one-on-one—for students who need it.” These variations on reduction of the 

student-to-teacher ratio all fall into the broad strategy of “teacher quality initiatives,” and were 

described in the context of efforts to meet the district’s educational goals. 

This finding may at first glance appear contradictory because, as noted above, many 

districts used Title II, Part A, funds for other purposes. However, districts used Title II 

money consistently with other program purposes in order to target particular teacher 

quality issues. For example, district officials indicated that they used money for Title I 

programming, because they could then use funds to recruit and retain high quality teaching 

staff in their district. 

In general, district leaders indicated that they viewed REAP Flex as one of the factors 

aiding their efforts at improving student outcomes through the opportunity to better target 

funds. One district interviewed, however, stated that the student gains could not be tied to the 

district’s participation in REAP Flex. The district stated that it would be working toward the 

same goals and using similar strategies whether or not they had the authority to use funds for 

other program purposes and that the amount of eligible funds under REAP Flex was not enough 

to make a substantive difference. 
19 

Other case study respondents did not share this sentiment. While no evidence gathered in this 

survey could show that any of these activities cause changes in academic achievement, many 

district officials interviewed believed that their REAP Flex strategies and activities helped their 

students to perform better and learn more. One administrator said: 

Each individual school in [my state] has [its] own AYP. You start out at a certain 

level, but each year that level is expected to go up so many points. And, like I 

said, so far, we’ve been able to do that each year. And, quite frankly, I really feel 

like being able to use this REAP money ... for the math and reading has helped 

us. 

Other district officials interviewed said that their students have been making progress in the last 

few years but were hesitant to link the gains directly to REAP Flex. As one principal said, “It’s 

part of a huge picture, so it’s hard to say, for me. It’s not the only factor. ... But it certainly is 

beneficial.” Although the results only offer limited information about the relationship between 

REAP Flex and student outcomes, many districts indicated that REAP Flex was useful for 

targeting federal funds to better meet district and student needs. Thus, REAP Flex was part of a 

larger strategy used to meet NCLB goals. 

Along similar lines, several district representatives interviewed believed that REAP Flex had 

helped close the achievement gap in their districts. One reported that the additional flexibility 

associated with REAP Flex “allows us to get more resources and to do more things to help 

alleviate those gaps.” An official from another districted pointed to smaller classes and more 

tutors (both facilitated by REAP Flex) as developments that have helped close the gap. A 

representative from a third district said that REAP Flex helped the district bring “the tail end up a 

little bit” by enabling it to focus more on lower performing students. Again, it is difficult to 

isolate the effects of REAP Flex. Nonetheless, districts believed REAP Flex had helped close 

the achievement gap by allowing them to target funds and programs at low-performing students. 

Uses of SRSA Grant Money 

SRSA Grant Program gives small, rural districts additional money that must be used to support 

the same type of activities as those authorized by REAP Flex. In order to receive SRSA grant 

money, a district must submit an application. Once this application is submitted, a formula 

determines the amount of grant money awarded to the district. SRSA grants are closely related 

to the REAP Flex authority because SRSA grants must be spent on the same type of activities as 

REAP Flex funds. For this reason, data were collected regarding the use of SRSA grant money. 

Just under 60 percent of all REAP Flex eligible respondents had received money through this 

program in the past and 71 percent of respondents were familiar with the program. Several 

REAP Flex participants and nonparticipants were interviewed about their experiences with 

SRSA grants. The majority of interviewees reported that they had had sufficient information 

about SRSA, had few problems with the application process, and found access to the funds 

satisfactory. One superintendent described the process of accessing SRSA funds as “a little 

paperwork on the front end, setting it up and doing the [accounting], direct deposit, and the 
20 

requests set up. My biggest problem is remembering my password from one year to the next.” 

Another superintendent described the SRSA grants as “one of the very best federal programs that 

I’ve ever seen for the simple reason it’s easy to apply for the money.” 

Exhibit 9 shows the most common uses of SRSA grant funds. Over 50 percent of recipients of 

SRSA grants used the funds for technology; over a third used SRSA funds to improve teacher 

quality. These findings are discussed in greater detail below. 

Exhibit 9 

Uses of SRSA Grant Funds 

51%

36%

23%

16%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

Technology Teacher Quality Literacy Math

Target Areas

Percent of SRSA Grant Recipients

Exhibit reads: Fifty-one percent of SRSA grant recipients used their grant money to fund technology initiatives in 

their district. 

Note: Data were generated by free response item on the survey in which 191 of 194 SRSA grant recipients 

responded. Percentages do not sum to 100 because the same district could mention multiple uses of grant funds. 

Source: District Administrator Survey #8. 

Districts generally reported similar goals and services when discussing REAP Flex and 

SRSA grants. These uses are all authorized under the statutory guidelines. This may reflect the 

two programs’ similarities—the fact that they both affect the same federal programs—or it may 

be an example of NCLB’s reading and math focus reaching all federal programs. As discussed 

above, many districts reported math and literacy goals because that was what their state tests or 

NCLB required. The SRSA grant money and the money used under REAP Flex were all targeted 

in much the same way—to support technology and teacher quality initiatives—and in pursuit of 

the same goals—math and reading improvement. Two-thirds of district respondents reported 
21 

using SRSA grants to improve literacy in the district, and one quarter to improve math skills. In 

targeting these two main goals using REAP Flex and SRSA grants, rural districts were fulfilling 

the intent of the statute. 

Just over 50 percent of respondents reported using SRSA grant money to support 

technology programs. Many of the districts noted that SRSA grants were used to upgrade 

computer labs, purchase computers and printers, and improve Internet services available to 

students. In addition, one district stated that SRSA grant funds were used to improve safety and 

technology equipment. Districts also mentioned that SRSA grants were used to purchase 

educational software aimed at improving student academic skills, especially in reading and math. 

This extra funding for technology appeared to be especially important for districts with high 

poverty or low total revenue. As one grant recipient explained, “The funds are used to supply 

the students with up-to-date technology that would otherwise be unavailable to them in a small, 

rural district having over 70 percent of students receiving free and reduced price meals.” 

Thirty-six percent of districts reported using SRSA grants to fund teacher quality 

initiatives. These districts used SRSA grants to recruit, retain, or train highly qualified teachers. 

The districts utilized the SRSA grant to pay for salaries—both for new teachers and to transfer 

some teachers from part-time to full-time. This money also often supported professional 

development, such as training sessions and summer enrichment programs. One respondent that 

focused on teacher quality initiatives explained, “The monies were used for hiring highly 

qualified teachers, supporting teachers to become highly qualified through tuition 

reimbursements, and providing a five-day new teacher orientation and professional development 

workshop.” One district reported using the SRSA grant to fund a seminar for grade-school 

teachers conducted by an expert in math instruction. Interviews with district representatives 

revealed that one district used SRSA grants to recruit and retain teachers, a serious problem 

faced by rural districts. 

Several districts also reported using SRSA grants for things other than technology and teacher 

quality initiatives. For instance, they purchased math and reading enhancement books as well as 

publisher programs for reading and math. Districts also used the SRSA grant to purchase books 

for the school library. Another district was able to expand their pre-K and kindergarten classes 

from half-day to full-day programs. 

As a parallel program to REAP Flex and part of a larger array of flexibility programs under 

NCLB, the similarities between the use of SRSA grant monies and REAP Flex eligible funds is 

not surprising. One primary difference between the two programs is that districts must apply for 

an SRSA grant, but not for REAP Flex authority. Thus, district leaders’ choices to use or not use 

REAP Flex cannot be attributed to a high administrative cost of applying. The following section 

examines in greater detail why districts choose to participate or not participate in REAP Flex. 
22 

The Decision to Use REAP Flex 

Familiarity with the REAP Flex Program 

Survey data showed that 88 percent of districts were somewhat or very familiar with the 

REAP Flex program (see Exhibit 10). Because REAP Flex is not a mandatory program, all 

eligible districts surveyed faced a choice about whether or not to use it and gathered information 

to make this choice. These districts were more familiar with REAP Flex than with any of the 

other flexibility programs, with 88 percent of districts responding that they were somewhat or 

very familiar with the program. Familiarity with other federal flexibility programs varied from 

less than 30 percent for Waivers or Ed Flex to over 80 percent for Transferability and Title I, 

Schoolwide Programs. 

Exhibit 10 

Familiarity With Federal Funding Flexibility Programs

Program

Not familiar/ 

Familiar in 

name only

Somewhat/ 

Very 

familiar

REAP Flex 12% 88%

Title I, Schoolwide Programs 15% 85%

Transferability 16% 84%

Consolidation of Administrative Funds 45% 55%

Local Flex 52% 48%

Waivers or Ed Flex 71% 29%

Exhibit reads: Eighty-eight percent of districts report being somewhat or very familiar 

with REAP Flex. 

Source: District Administrator Survey #1. 

Case study interview respondents confirmed this high rate of familiarity with REAP Flex. As 

one respondent put it, “With the technology and the Internet and everything, we always seemed 

to be able to figure out or find what we were looking for.” Most districts representatives 

interviewed were familiar with the program; however, two of the districts indicated that the 

survey for this study was the first time they had heard of the program. Not surprisingly, neither 

of these districts participated in REAP Flex. 

Although district survey results showed a high rate of familiarity with REAP Flex, district 

officials in a number of case study interviews confused the name of the program with that of the 

SRSA grant program. For instance, when asked how its SRSA money was spent, one district 

respondent noted that they focused on improving technology and that they could not have done 

so “without the REAP grant.” Another respondent answering the same question referred to the 

“REAP monies” used to upgrade computer labs. This is likely due to the fact that both REAP 

Flex and the SRSA grant program are a part of the Rural Education Achievement Program 

(REAP). In addition, the connection between specific initiatives within the district and the part 

of the program that brings additional funds to the district might be stronger for district leaders 

than the association with a program that allows for reallocating existing funds. 
23 

Sources of REAP Flex Information 

As stated above, most districts reported a fairly high level of familiarity with REAP Flex. This 

level comes from information provided by a variety sources. Districts were asked about the 

usefulness of potential sources of information about the REAP Flex program. 

The survey findings indicated that the highest percentage of districts (approximately 

75 percent) find information from their state education agency somewhat or very useful 

(see Exhibit 11).

Exhibit 11 

Usefulness of Sources of REAP Flex Information

Information Source

No Information 

From Source Not Useful

Somewhat/ 

Very Useful

Information or technical assistance 

provided by the state 22% 3% 75%

Workshop or information sessions 34% 4% 61%

U.S. Department of Education Web 

site or publications 33% 8% 59%

Regional providers of technical 

assistance 42% 5% 52%

Professional organizations 57% 9% 34%

Direct communication with U.S. 

Department of Education staff 57% 9% 34%

Other 84% 2% 15%

 Exhibit reads: Seventy-five percent of respondents found state information somewhat or very useful. 

 Note: The majority of districts that report getting REAP Flex information from “Other” sources 

 mentioned their county office of education. 

 Source: District Administrator Survey #4. 

State education agencies were not the only sources of REAP Flex information. Over 50 percent 

of respondents reported that workshops and information sessions, the U.S. Department of 

Education Web site or publications, and regional providers of technical assistance were a 

somewhat or very useful source of information. Approximately one-third of districts responded 

that professional organizations and direct communication with U.S. Department of Education 

staff were a somewhat or very useful source of information. In the other category, the most 

common source mentioned as somewhat or very useful was the county office of education. 

The case study results confirmed the survey findings. The majority of case study respondents 

also mentioned state officials as their primary source of information and guidance about 

exercising REAP Flex. Districts noted that the state provided them with information about both 

the uses and restrictions associated with REAP Flex funds, including potential restrictions related 

to AYP or school improvement status. One superintendent explained, “We’re in constant contact 

with the state department [of education] from the beginning where we start to ... talk about next 

year’s allocations and next year’s application process, all the way through to the approval.” 
24 

State employees also provided more than technical guidance—one district did not even know 

REAP Flex existed until a state supervisor brought it to the district’s attention. 

While the majority of districts indicated that there was at least one source of information that was 

somewhat or very useful to the district about the REAP Flex program, there were some distinct 

differences in the sources of information used by districts participating in the program and those 

not participating in the program (see Exhibit 12). For example, 81 percent of REAP Flex 

participants consulted with the state. In contrast, 55 percent of nonparticipants had 

consulted with the state about the program. However, in three of the 13 states (Montana, 

Oklahoma and South Dakota) that had at least ten district survey respondents, there was both a 

higher than average level of participation in REAP Flex (at least 60 percent of surveyed districts 

used the program) and a higher percentage of nonparticipating districts (more than 60 percent) 

reported consulting with the state or attending a workshop about the program. This may indicate 

that these states were particularly active in informing their rural districts about the program. 

Exhibit 12 

Sources of REAP Flex Information Consulted by REAP Flex Nonparticipants 

Compared to Sources Consulted by Participants

34%**

81%

23%

8%

5%**

60%

58%**

44%**

31%**

59%

35%**

55%

28%**

20%

6%

28%**

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Information or technical assistance provided by the state

U.S. Department of Education Web site or publications

Workshop or information session

Regional providers of technical assistance

Direct communication with the U.S. Department of Education

Professional organizations

Other 

No Information

Information Source

Percent of Districts

REAP Flex Participant REAP Flex Nonparticipant

Exhibit reads: Eighty-one percent of REAP Flex participants received information or technical assistance 

regarding REAP Flex from the state, while 55 percent of nonparticipants received information from this source. 

Notes: Percentages do not add to 100 because districts could select multiple responses. ** Statistically significant 

differences (p<.01) between participants and nonparticipants. 

Source: District Administrator Survey #4. 

Furthermore, 28 percent of nonparticipating districts did not consult any source of information 

about REAP Flex. This may indicate either that the districts have not looked for information 

about the program or that they do not have access to potential sources of information about the 

program. According to regression analysis, these nonparticipating districts that reported having 
25 

less information were not different from participating districts in either size or resources. Thus, 

there was no obvious explanation as to why they did not receive any information about REAP 

Flex. 

Reasons Districts Use REAP Flex 

Unlike districts that chose not to participate in REAP Flex, only 5 percent of districts using the 

program reported having no information about it. The reasons for using REAP Flex were 

previewed in Exhibit 8 (page 17). Almost 80 percent of respondents said they used the 

program in order to maintain a stable level of effort for ongoing activities that have been 

affected by budgetary constraints, and over 50 percent said they used REAP Flex to 

concentrate federal resources for a smaller number of programs. 

The free response items on the survey and the case study interviews allowed district officials to 

elaborate on these reasons for participating. They agreed that funding restrictions like those 

mentioned above were a major reason for exercising REAP Flex. Further, they explained 

that small and declining enrollment played a substantial part in creating these funding 

difficulties. 

Prior to the implementation of REAP Flex, many district administrators indicated that the 

restrictions placed on federal education funds prevented them from effectively using all available 

funds. For example, one respondent explained that initial allocations under REAP Flex 

programs are “too small to be effective by themselves because our district is so small.” 

Variations upon this theme were the most common answers given in an open-ended survey 

question asking users why they chose to use REAP Flex. 

The case study interviews confirmed this finding. One district leader reported, “Each individual 

allocation is not enough to really do anything effectively, but if you can move all that into a 

certain area ... [it] is certainly better than spending little amounts of money in other areas that 

aren’t really effective.” Another district representative agreed, emphasizing the minimal impact 

of poorly funded programs: “When you have such a little amount of money—and in our case it 

was just like a thousand dollars or a little bit more—for each one of those programs, it was 

difficult to do anything meaningful for the kids.” Many district administrators chose to 

implement REAP Flex as a means of increasing the effects of a particular program by 

reallocating funds whose impact had been minimal in other programs. 

The small and often declining enrollment numbers in rural districts eligible for REAP Flex led to 

situations like the ones described above. Because the amount of eligible funds a district receives 

is partly determined by enrollment, any reduction in enrollment makes a big difference in the 

federal funding allocated. The impact is that much greater when a district has a small student 

population to begin with. One district official reported losing 100 students in the past six years; 

as a result their “operating funds ... dramatically decreased.” Another district’s enrollment 

decreased by approximately one-third in recent years. REAP Flex users found that the declining 

funding made effective use of funds even more important and saw REAP Flex as an opportunity 

to efficiently redistribute and utilize federal education funding. 
26 

While these were overwhelmingly the two most common reasons given by all users of REAP 

Flex for participating in the program, an interesting pattern of explanations emerged when 

analyzing the survey free response and case study interview data. Districts with less than 

15 percent of school-aged children living in poverty focused only on the attractiveness of the 

flexibility measures of REAP Flex, while districts with high poverty cited both the benefits of 

flexibility and the pressures of reduced federal funds. This may be because high-poverty 

districts are more affected by the reduction in the federal program funds because their students 

have additional needs. 

Reasons Districts Do Not Use REAP Flex 

Districts chose not to use REAP Flex for reasons that fall into two broad categories: 

insufficient information and a perception that REAP Flex’s benefits would be relatively 

limited (see Exhibit 13). Almost one quarter of respondents reported being entirely unaware of 

REAP Flex and one-third of respondents said they did not have enough information about the 

program to make an informed decision. In contrast to those nonusers, there was a group of 

“aware” nonusers—districts that made a conscious decision not to use REAP Flex, knowing 

what it offers. These districts offered three main explanations: the largest group (39 percent) 

indicated that they already had adequate levels of flexibility; approximately 24 percent of 

districts indicated that the amount of eligible funds was too small to implement desired activities 

even after exercising REAP Flex; finally, 9 percent of districts reported that the accounting 

burden of REAP Flex was a major influence on their decision not to use the program. 

Exhibit 13 

Major Influences Respondents Cited as Reasons Not to Use REAP Flex

Top 5 Reasons

Percent of REAP 

Flex 

Nonparticipants

District already had enough flexibility over use of funds 

without REAP Flex 39%

Did not have enough information about REAP Flex to make 

an informed decision 33%

Was not aware of REAP Flex option 24%

Amount of funds in applicable categories would have been 

too small to effectively carry out desired activities even after 

exercising the REAP Flex option 24%

Accounting requirements associated with REAP Flex would 

have been burdensome 9%

Exhibit reads: Thirty-nine percent of REAP Flex nonusers reported already having enough 

flexibility as a major influence in their decision not to use REAP Flex. 

Notes: Less than 5 percent of districts claimed other major (or even minor) influences on their 

decision not to use REAP Flex. Percentages do not sum to 100 because districts could give multiple 

reasons for not using REAP Flex. 

Source: District Administrator Survey #11. 
27 

The case study interviews supported the survey finding that many nonusers did not use REAP 

Flex because of a lack of information. As noted earlier, two of the four nonparticipating districts 

that completed the case study interviews indicated that they had not heard of REAP Flex prior to 

receiving the survey. One nonuser believed that the district had implemented REAP Flex when 

in fact, it had not done so. When REAP Flex was described to the nonuser, the response was, 

“This REAP Flex is something I need to look into a little further to see if we can use it, but we 

haven’t been.” The same school official also reported, “I wasn’t really informed that much about 

it.” While these sentiments cannot be taken as representative of all nonusers, they illustrate the 

survey finding that some district administrators lacked sufficient information about the 

program’s details and, in some cases, its existence. 

The case study interviews also confirmed that some nonparticipating districts perceived the 

benefits of REAP Flex as limited. In the other two nonrespondent district case study interviews, 

district representatives made informed decisions not to participate in REAP Flex. One district 

official was aware of REAP Flex but chose to maintain previous funding procedures explaining, 

“In prior years it was fine because ... we were using the carry-over. And then when we needed it, 

it was handy for it to be there for us to use.” In other words, the district already had sufficient 

money to fund its educational programs. The school official appreciated the benefits of REAP 

Flex but did not see the added flexibility as necessary or beneficial given current funding levels. 

Increasing Interest in REAP Flex 

The reasons why district officials use or do not use REAP Flex start to shed light on potential 

modifications of the program that could increase its appeal. The data collection instruments 

asked districts directly what could be changed about REAP Flex that would make them more 

interested in the program. 

What is particularly striking about the results is that while all potential changes offered in the 

survey would increase interest in the program, REAP Flex users were significantly more likely to 

indicate that these changes would cause their interest in the program to be somewhat or much 

higher. For example, the most popular change to REAP Flex for both users and nonusers 

was allowing applicable funds to be used for activities authorized under a larger number of 

federal programs (see Exhibit 14). Seventy-one percent of current users would have increased 

interest in REAP Flex if this change were made while 63 percent of nonusers would be more 

interested. Similarly, nearly 70 percent of participating districts indicated that they would be 

more interested in the program if accounting requirements were relaxed or assistance was offered 

to maintain necessary records. Sixty percent of nonparticipating districts indicated that this 

change would increase their interest in the program. The majority of REAP Flex users also 

indicated that including additional federal programs in REAP Flex or decoupling the program 

from AYP status would increase interest in the program. This was the case for less than half of 

nonparticipating districts. 
28 

Exhibit 14 

Reaction to Potential Changes to the Terms of the REAP Flex Provision, Given as Percent 

of Respondents for Whom the Change Would Cause Their Interest in REAP Flex to Be 

Somewhat or Much Higher

Applicable funds could be used for activities 

authorized under a larger number of federal programs

Accounting requirements relaxed or assistance offered 

to maintain necessary records

Additional federal programs eligible for reallocation 

under REAP Flex

Use of applicable funds not affected by AYP status

Change in REAP Flex Provision

62%**

53%

71%**

70%**

43%

50%**

60%**

63%**

0% 10% 20% 30% 40% 50% 60% 70% 80%

Percent of Respondents

REAP Flex Participant REAP Flex Nonparticipant

Exhibit reads: Seventy-one percent of participating districts reported that their interest in REAP Flex would be 

somewhat or much higher if funds could be used for activities authorized under a larger number of federal programs. 

Notes: Percentages do not sum to 100 because districts could mark multiple responses. ** Statistically significant 

differences (p<.01) between participants and nonparticipants. 

Source: District Administrator Survey #16. 

Case study interviews again confirmed the survey findings. For example, participating districts 

explained that simplifying accounting procedures would make the program more appealing, 

which was the second most popular proposed change on the survey. 

Most REAP Flex users interviewed in the case studies had no complaints about REAP Flex and 

did not identify any potential improvements. As one district official indicated, “It does allow us 

to be flexible... flexible enough to move it to where they actually have a need and use it 

better.... It’s a far better way to spend the money than the way we had it before.” Another 

official agreed, stating, “I don’t think there’s anything bad about it.” A principal at another 

school expressed a similar sentiment: “I don’t know that I’ve ever heard a negative comment 

about it... Negatives? I don’t have any.” Other district leaders explained that federal funds and 

flexibility in the use of these funds were essential. 

Interviews with nonusers did not identify any improvements that would make REAP Flex more 

attractive. District officials from two of the nonparticipating districts had not previously known 

about REAP Flex and therefore were unable to identify improvements. District officials from 

the other two nonuser districts indicated that they were now using REAP Flex (after not 

participating in 2004–05) and were pleased to be participating in the program. 
29 

4. Conclusion—Summary of Findings 

The aim of this study was threefold: first, to investigate the characteristics of districts 

participating in REAP Flex; second, to look specifically at how districts exercised REAP Flex 

and the types of activities that received additional support as a result of reallocation of eligible 

funds; and finally, to examine the factors that lead districts to participate or not participate in 

REAP Flex. These three areas also embody the central findings of the survey and case study 

interviews. Districts participating in REAP Flex indicated a high-level of satisfaction with the 

program, while districts not using the program often appeared to lack adequate information to 

understand the potential benefits of exercising REAP Flex authority. 

Half of Eligible Districts Participated in the REAP Flex Program. While 60 percent of 

surveyed districts notified their state that they planned to use the program, 51 percent of survey 

respondents actually participated in the program. The districts using REAP Flex tended to 

participate for multiple years, indicating that district derived enough benefit from the program to 

warrant continued use. This finding was confirmed by the positive description of the program 

both in the survey results and the case study interviews. In fact, as one case study respondent 

suggested, “It’s the best thing that’s ever happened to small districts.” 

In many ways, districts participating and not participating in REAP Flex appeared similar. Not 

surprisingly, both groups of districts were small and served approximately 300 students. The 

most notable difference was that districts that received a SRSA grant were significantly more 

likely to participate in REAP Flex. SRSA grant recipients already had to use funds for the same 

type of activities authorized under REAP Flex. Participation in REAP Flex therefore may have 

seemed a logical extension of participation in the SRSA grant program. 

Districts used REAP Flex authority to target particular student groups and academic 

outcomes. Participating districts placed a high priority on improving mathematics and language 

arts outcomes and on elementary school students. In fact, participants placed significantly higher 

priority on mathematics, language arts and elementary students than did nonparticipants. Given 

these priorities, it is not surprising that districts overwhelmingly reported use of REAP Flex to 

target particular student groups or activities and to increase the amount of federal funds available 

for high-priority programs. In their free response answers, many districts explained that their 

goals when utilizing REAP Flex were related to improving assessment scores in these two 

subjects. 

Districts reported two primary strategies for utilizing funds to better target their priorities. 

REAP Flex participants most frequently mentioned allocating funds to technology, so that the 

district could purchase appropriate equipment and software for their students. The second most 

common strategy for REAP Flex focused on teacher quality initiatives. Participating districts 

reported using funds to support professional development for current teachers, recruit more 

highly qualified teachers, and pay salaries. Districts employed these two strategies in an effort to 

improve student outcomes in their priority areas—math and reading. SRSA recipients also 

reported using their grant funds in very similar ways, including the use of technology and 

improved teacher quality to improve student outcomes, especially students in particularly 

disadvantaged subgroups. 
30 

Districts supported these strategies by using funds from Title I, Part A—Improving Achievement 

for Disadvantaged Children; Title II, Part D—Educational Technology State Grants; and Title V, 

Part A—State Grants for Innovative Programs. The first two programs listed directly relate to 

the goals and strategies discussed above—a focus on student subgroups and on technology. The 

third commonly targeted program, Title V, Part A, was identified as one with fewer 

administrative requirements and restrictions, and thus a favored way to target money to be used 

toward all educational aims. 

Almost half of eligible districts do not participate in REAP Flex because they do not possess 

adequate information about the program or do not perceive the program as beneficial. The 

findings provided notable insights into why almost half of the REAP Flex eligible district 

respondents do not use REAP Flex. First, the findings indicated that there was substantial 

confusion related to the different programs available for rural districts. District officials often 

confused the name of the SRSA grant program with REAP and REAP Flex. In general, district 

officials found the repetitive nomenclature—whereby REAP Flex and the SRSA grant programs 

are embedded in other programs titled REAP and SRSA—difficult to understand. 

This confusion was at least in part related to the fact that a substantial number of 

nonparticipating districts either possessed no information about the program or did not have 

adequate information to make an informed decision about participation. The case study results 

confirmed these findings as two of the four nonparticipating district officials indicated that they 

had not heard of the program prior to receiving the survey. Upon learning about the program 

through the case study process, these districts indicated that would now consider participating in 

the program. While the study findings showed that many districts did not have enough 

information about the program, other districts knew of the program but chose not to participate. 

The majority of these districts reported that they either did not need additional flexibility or that 

the funds eligible for reallocation would not be enough to matter for the district. 

On the other hand, districts that did choose to participate in the REAP Flex program indicated 

that they used the flexibility to do two things. First, they were able to make effective use federal 

funds that individually would have been too small to be useful. Second, they were able to 

maintain a stable level of effort for activities affected by enrollment related budget constraints. 

The added flexibility helped them to weather cuts in funding to programs that otherwise may 

have forced them to reduce services provided to students. 

Overall, the findings from the survey and case study interviews indicated that REAP Flex 

participants were satisfied with the program and planned to continue exercising this option for 

increased flexibility. Participating districts were able to use funds to better address student 

needs, especially in light of new pressures for improved performance. Moreover, they were 

using the program in accordance with the goals of the No Child Left Behind Act. Finally, for 

many nonparticipating districts, limited access to information was a barrier to participation in the 

program. As indicated by the survey data, any policy changes that increased awareness of the 

program, increased the number of federal programs in order to expand the amount of eligible 

funds, increased the number of programs that REAP Flex-eligible funds could be used for, 

reduced effect of a district’s AYP status on eligibility, or relaxed accounting requirements would 

likely increase participation levels among eligible districts while simultaneously increasing the 

satisfaction of current participants. 
31 

Appendix A: Methodology 

This study used survey and interview data to provide a description of the REAP Flex program 

participants and nonparticipants, as well as examining how participants exercise flexibility. The 

data were collected between October 2005 and February 2006. Responses to surveys sent to 

REAP-eligible districts generated the quantitative data (see Appendix B for the survey). 

Interviews with survey respondents, both REAP Flex users and nonusers, supplied the qualitative 

data (see Appendix C for interview protocols). The survey and interview protocols were 

developed in close collaboration with the U.S. Department of Education, and some questions 

were modeled after interview questions used in the Department’s study, Factors Affecting Initial 

Application Rates for the State-Flex and Local-Flex Programs or Department program guidance 

documents. They included questions about districts’ use or non-use of the REAP Flex authority 

in the 2004-05 school year. 

Survey Participants and Data Collection 

The district sample was chosen using a sampling frame that consisted of all school districts 

nationwide that were eligible for REAP Flex as of 2005. Any district that had participated in the 

National Longitudinal Study of NCLB was removed from consideration in order to minimize 

response burden. The survey was initially mailed to 368 REAP-eligible school districts 

nationwide. These districts were chosen in order to obtain a representative sample based on the 

number of students in the district and poverty level.8

 Five districts were removed from the 

sample because they had consolidated with other districts and therefore no longer existed as 

individual entities. Additionally, one district was removed because it was deemed ineligible for 

REAP Flex. After removing these districts, the final sample size was 361. 

Districts were given the option to fill the survey out on paper or online. After the initial mailing, 

four types of follow-up efforts were pursued: reminder letters, reminder phone calls, replacement 

packages, and offers to complete the survey with a researcher via phone. The final response rate 

was 93 percent, with 335 districts participating in the survey. 

Case Study Participants 

The second component of data collection consisted of phone interviews with officials in 12 

school districts selected from among the 335 district survey respondents. When possible, the 

interviews were conducted with the same person who filled out the survey. The majority of case 

study respondents were superintendents or assistant superintendents. Other respondents included 

principals, federal programs coordinators, business managers, and consultants. 

Preliminary analysis of the survey data suggested that users and nonusers of REAP Flex differed 

in two primary ways, amount of federal funding and poverty rate. Categories of respondents 

were created based on these differences and case study sites were selected from within those 

categories. A greater number of districts in which federal funding made up 8 percent or more of 

 

8 Poverty level was determined by dividing the number of school aged children (5 to 17 years old) living in poverty 

by the total number of school aged children living in that district. 
32 

total revenue used REAP Flex than districts with less than 8 percent federal funding. 

Consequently, high and low federal funding was used as a selection category. Second, more 

districts in which at least 15 percent of school aged children live in poverty used REAP Flex than 

districts with less than 15 percent of school aged children living in poverty. Thus, high and low 

poverty was a second selection category. In order to get detailed information about decisions 

concerning the use of REAP Flex from a wide range of districts, survey responders were divided 

into eight categories (shown below) and then case study districts were randomly selected from 

those categories. 

Exhibit A-1 

Case Study Sample Selection: Number of Interviews by Category

Percent Federal 

Funds 

Percent Students

In Poverty 

REAP Flex 

User 

REAP Flex 

Nonuser 

High 2 1 

High 

Low 2 1 

High 2 1 

Low 

Low 2 1 

Total 8 4 

Source: The Urban Institute. 

While these categories were used to ensure variation among case studies, the small number of 

interviews made any analysis of interviews based upon these criteria nearly impossible. In 

addition, while a higher percentage of districts with higher levels of poverty and greater federal 

funding participate in REAP Flex, these differences were not statistically significant (see Exhibit 

2 for additional comparisons of REAP Flex users and nonusers). 

Data Preparation and Analysis 

Survey data were carefully examined; every variable was checked for outliers and unusual 

responses. Phone inquiries verified unclear REAP Flex participation status. Preliminary review 

of the data revealed that some confusion had occurred over the survey questions regarding 

districts’ total revenue. For example, in some cases districts had simply given the total of the 

various amounts of federal funding asked for in previous questions. In other cases, funding 

numbers were illogical or outside a reasonable range, such that they frequently were not enough 

to pay the salary of single teacher. To account for this, total revenue reported in the survey was 
33 

replaced with total revenue reported by the Common Core of Data (2003) if the survey data met 

one of the following two conditions9

: 

1. The sum of reported federal funds was greater than 20 percent of the total revenue 

reported. 

2. The total revenue reported was less than the sum of reported federal funds. 

Finally, the data were checked for potential non-response bias by examining potential differences 

between districts that responded and those that did not respond. This analysis indicated that 

there were no significant differences between respondents and nonrespondents for either of the 

two stratification variables: size and poverty level. This result combined with the high response 

rate made additional sample weights unnecessary. 

Survey data were analyzed using descriptive statistics, mean differences tests, and regression 

analysis. Means and frequencies were calculated for each applicable survey question. REAP 

Flex participants were compared with nonparticipants. Linear regressions using poverty level 

and percent federal funding as predictors were conducted for survey questions with continuous 

outcomes. Logistic regressions using the same predictor variables were conducted for binary 

outcomes, such as the yes or no question asking whether the district participated in REAP Flex. 

In addition to the data gathered from the surveys, the interview transcripts from the case studies 

and the free response answers generated from the survey were coded and analyzed using the 

research questions as a guide. This qualitative information provided illustrations of many 

findings generated by the survey data, as well as insights into how REAP Flex was used by 

districts to better target funds based on educational planning needs and district goals. 

 

9 Because CCD data was from 2003 and survey data from 2004–05, only observations that met the two categories 

above were replaced. 
34 
35 

Appendix B: Data Tables With Standard Errors 

Presented below are data tables for all exhibits from the body of the report with standard errors 

where differences between participants and nonparticipants were reported. 

Exhibit B-1 

Descriptive Comparison of REAP Flex Participants vs. Nonparticipants 

REAP Flex 

Participants

REAP Flex 

Nonparticipants

Difference 

Between 

Participants and 

Nonparticipants

 16.9% 15.5% 1.5%

 (0.7%) (0.8%) (1.1%)

 11.1% 9.4% 1.7%

 (0.7%) (0.8%) (1.0%)

 2.1% 1.7% 0.5%

 (0.2%) (0.2%) (0.3%)

 67.4% 48.5% 19.0%**

 (3.6%) (4.0%) (5.3%)

308 301 7

 (18.4) (24.2) (30.2)

b

 Percent Total Revenue comprised of federal funding (based on 2003 CCD data).

d

 Based on 2003 CCD data.

c Percent Total Revenue comprised of REAP eligible federal programs (not counting Title I, Part A, 

Title III, or Title IV, Part B).

a

 Based on the percent of school age children in the district living below the poverty line (2000 

Census data).

Percent Povertya

Percent Federal Fundingb

Percent Eligible Fundingc

Ever Received SRSA

Average Daily Enrollmentd

Note: ** Statistically significant differences (p<.01). 

Source: District Administrator Survey #7 and data sources cited above. 
36 

Exhibit B-2 

Mean Revenue by Program, REAP Flex Participants vs. Nonparticipants 

REAP Flex Participants

REAP Flex 

Nonparticipants

Title I, Part A $86,772 $82,228

Improving the Achievement of Disadvantaged Children ($9,069.79) ($1,6713.14)

Title II, Part A $22,398 $17,960

Improving Teacher Quality State Grants ($2,250.27) ($1,977.61)

Title II, Part D $2,954 $2,238

Educational Technology State Grants ($406.03) ($475.91)

Title III $1,295 $953

Language Instruction for LEP and Immigrant Students ($442.78) ($311.24)

Title IV, Part A $2,493 $1,949

Safe and Drug-Free Schools and Communities ($277.24) ($268.02)

Title IV, Part B $2,376 $1,721

21st-Century Community Learning Centers ($1,406.03) ($1,184.96)

Title V, Part A $2,626 $2,102

State Grants for Innovative Programs ($311.21) ($238.42)

SRSA Grant Award $19,464* $22,956*

Grants from Small Rural School Achievement Program ($905.29) ($1,195.05)

Total Revenue $2,882,577 $3,384,072

From All Sources ($174,256.71) ($359,191.28)

(in dollars)

Mean Allocation for the 2004–05 School Year

Note: * Statistically significant differences (p<.05). 

Source: District Administrator Survey #14 and 21. 

Exhibit B-3 

Usage Patterns of REAP Flex Participants vs. Nonparticipants 

REAP Flex 

Participants

REAP Flex 

Nonparticipants

Difference 

Between 

Participants and 

Nonparticipants

81% 14% 67%**

 (3.1%) (2.8%) (4.2%)

93% 37% 56%**

 (2.0%) (3.9%) (4.4%)

Used REAP Flex 

Prior to 2004–05

Planned to Use REAP 

Flex in 2005–06

Note: ** Statistically significant differences (p<.01). 

Source: District Administrator Survey #12, 13, 24, and 25. 
37 

Exhibit B-4 

Mean Priority Level of and REAP Flex Usage for Areas of Possible Need 

 (1=Low Priority, 3=High Priority) 

REAP Flex 

Participants

REAP Flex 

Nonparticipants

Percent of 

Participants 

Who Used 

REAP Flex to 

Address Need

Instruction

2.4 2.1

 (0.06) (0.07)

2.1 2.0

 (0.06) (0.07)

2.5 2.5

 (0.05) (0.05)

2.6 2.6

 (0.05) (0.05)

Support for Special Programs and Services

2.0 2.0

 (0.07) (0.06)

1.9 2.0

 (0.06) (0.07)

2.0 1.9

 (0.07) (0.06)

 1.2** 1.4**

 (0.04) (0.06)

Performance on Specific Academic Outcomes

 2.7** 2.5**

 (0.04) (0.05)

 2.8** 2.6**

 (0.04) (0.05)

2.4 2.5

 (0.05) (0.05)

1.9 1.9

 (0.07) (0.07)

1.9 1.7

 (0.07) (0.07)

1.8 1.7

 (0.16) (0.21)

Performance of Specific Student Groups

1.7 1.7

 (0.07) (0.06)

2.5 2.5

 (0.06) (0.05)

2.2 2.2

 (0.07) (0.06)

1.5 1.7

 (0.07) (0.07)

1.5 1.5

 (0.06) (0.06)

2.1 2.2

 (0.07) (0.06)

 2.6** 2.4**

 (0.05) (0.05)

2.4 2.4

 (0.06) (0.06)

2.1 2.0

 (0.07) (0.07)

Highly qualified teachers

Highly qualified paraprofessionals

Curriculum and instructional materials

Educational technology

Extended-time programs

Summer Programs

Supplemental educational services (SES) provided 

under Title I

Transportation for Title I school choice 

participants

English or Language Arts

Mathematics

Science

Attendance rates

Graduation rates

Other

Racial and ethnic minorities

Low-income students

Students with disabilities

Limited English Proficient (LEP students)

Students in low-performing schools

Kindergarten and pre-K students

Elementary students

Middle school students

High school students

47%

33%

66%

67%

30%

22%

30%

 3%

77%

73%

38%

14%

13%

22%

28%

65%

39%

67%

46%

22%

19%

42%

87%

Note: ** Statistically significant differences (p<.01) between participants and 

nonparticipants. 

Source: District Administrator Survey #17 and 23. 
38 

Exhibit B-5 

Difference in Use of Funds After Exercising REAP Flex 

Title I, Part A $6,318 34% 25%

Improving the Achievement of Disadvantaged Children ($2,416.21) (3.6%) (3.3%)

Title II, Part A -$7,673 15% 58%

Improving Teacher Quality State Grants ($1,259.15) (2.7%) (3.8%)

Title II, Part D $2,183 18% 43%

Educational Technology State Grants ($712.74) (2.9%) (3.8%)

Title III $1 4% 20%

Language Instruction for LEP and Immigrant Students ($2,576.77) (1.4%) (3.0%)

Title IV, Part A -$763 5% 58%

Safe and Drug-Free Schools and Communities ($657.21) (1.7%) (3.8%)

Title IV, Part B $1,200 1% 17%

21st-Century Community Learning Centers ($1,200.00) (0.6%) (2.9%)

Title V, Part A $5,203 28% 36%

State Grants for Innovative Programs ($1,041.35) (3.4%) (3.7%)

Funding Category

Percent of Districts 

That Used 

Nonprogram Funds 

in Program Area

Percent of Districts 

That Used Program 

Funds in 

Nonprogram Area

Mean Movement of 

Funds 

(in dollars)

Note: Negative numbers indicate that, on average, more money intended for a particular program was used for 

nonprogram purposes. Percent of districts that used program funds in nonprogram areas based only on districts that 

had initial program funding allocations greater than $0.00 

Source: District Administrator Survey #21.
39 

Appendix C: REAP Flex Authority District Administrator Survey 
40

STUDY OF NCLB

FLEXIBILITY PROVISIONS

REAP FLEX AUTHORITY

DISTRICT ADMINISTRATOR SURVEY

FALL 2005

To complete this survey online go to: 

http://reap.urban.org

Username: <<Username>> 

Password: <<Password>> 

Prepared By: 

The Urban Institute 

Education Policy Center 

Prepared For:

U.S. Department of Education

Policy and Program Studies Service

Contract No. ED-01-CO-0080

According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of 

information unless it displays a valid OMB number. The valid OMB control number of this information collection 

is 1875-0235. The time required to complete this information collection is estimated to average 30 minutes per 

response, including the time to review instructions, search existing data resources, gather the data needed, and 

complete and review the information collection. If you have any comments concerning the accuracy of the time 

estimate(s) or suggestion for improving this form, please write to: U.S. Department of Education, Washington, 

DC 20202-4651. If you have comments or concerns regarding the status of your individual submission of this 

form, write directly to: Policy and Program Studies Service, Office of the Under Secretary, U.S. Department of 

Education, 400 Maryland Avenue SW, Room 6W203, Washington, DC 20202-8240. 
41

Dear District Official, 

Thank you for your district’s participation in the Study of No Child Left Behind Flexibility Provisions. 

Purpose of Study: To evaluate and understand the ways in which school districts are using the 

provisions for enhanced flexibility over the use of federal education funding authorized under the No 

Child Left Behind Act (NCLB). 

Sponsor: The study is being conducted by the Education Policy Center of the Urban Institute under 

a contract from the Policy and Program Studies Service of the U.S. Department of Education. 

Privacy: Responses to this data collection will be used only for statistical purposes. The reports 

prepared for this study will summarize findings across the sample and will not associate responses 

with a specific district or individual. We will not provide information that identifies you or your district 

to anyone outside the study team, except as required by law. 

Response Burden: This survey should require approximately 30 minutes of your time. 

Benefits: Your participation will help inform policy makers and educators at the local, state, and 

national levels about the implementation of the flexibility provisions of the No Child Left Behind Act. 

More Information: If you have questions or would like more information about this study, please 

contact Kathleen Feehan at the Urban Institute via email (nclb-flex@ui.urban.org) or call our toll-free 

number 1-800-217-6741. 

Thank you for your cooperation in this very important effort! 
42

PART I: NCLB Flexibility 

1. How familiar are you with the following provisions for flexibility over the use of federal funding 

authorized under No Child Left Behind? Mark one response in each row. 

Type of NCLB Flexibility Not at all 

Familiar 

Familiar 

with 

Name only 

Somewhat 

Familiar 

Very 

Familiar 

À À À À

a. Title I Schoolwide Programs

 Eligible schools may integrate Title I funds with other funds to improve the 

regular education program for all students in the school.

c d e f

b. Transferability

 Districts may transfer funds among a set of eligible federal programs. c d e f

c. REAP Flex 

 Small rural districts receive additional flexibility in the use of certain federal 

formula funds. 

c d e f

d. Local-Flex

Demonstration program that extends the amount of flexibility that 

participating school districts can exercise over certain federal funds.

c d e f

e. Consolidation of Administrative Funds 

Districts may consolidate administrative costs for federal programs. c d e f

f Waivers or Ed-Flex

 Districts may be exempted from certain ESEA requirements by Secretary of 

Education or their state. 

c d e f

2. For each kind of flexibility listed in the columns below, please indicate whether your district obtained 

information from one or more of the specified sources. If you did not receive any information about a 

particular form of flexibility, please mark “No information” in the final row. 

Mark all responses that apply in each column. 

Type of NCLB Flexibility 

Mark all responses that apply in each column. 

Information Sources 

Schoolwi

de 

Title I 

Transferabi

lity 

REAP 

Flex 

Loca

lFlex 

Consolidati

on 

Admin. 

funds 

Waiver

s/ 

EdFlex 

À À À À À

a. U.S. Department of Education web site or publications 

(e.g. regulations, program guidance) c c c c c c

b. Direct communication with staff from U.S. Department 

of Education d d d d d d

c. Information or technical assistance provided by your 

state educational agency (SEA) e e e e e e

d. Regional providers of technical assistance f f f f f f

e. Workshop or information session (e.g. training for 

Title I coordinators) f f f f f f

f. Professional organizations (e.g. AASA or Council of 

Chief State Officers) g g g g g g

g. Other 

(Specify:__________________________________) h h h h h h

h. No Information i i i i i i
43

3. During the past school year (2004-05), did your district use any of the following types of flexibility under 

No Child Left Behind? Mark one response in each row. 

Used by district in 2004-05 

Type of NCLB Flexibility No Yes 

À À

a. Title I Schoolwide Programs c d

b. Transferability c d

c. REAP Flex c d

d. Local-Flex c d

e. Consolidation of Administrative Funds c d

f. Waivers or Ed-Flex c d

PART II: Learning about REAP Flex 

The questions in this section ask specifically about the REAP Flex provision of the No 

Child Left Behind Act. 

Please read the following brief description of the REAP Flex provision of No Child Left Behind. 

Description of REAP Flex 

Small districts serving rural communities are eligible to exercise the Alternative Uses of Funds provision under 

the Small Rural School Achievement (SRSA) program. This provision (known as “REAP Flex”) gives 

participating districts the authority to use “applicable funding” for alternative uses under selected federal 

programs. Applicable funding refers to funds allocated on a formula basis through the following programs: 

3⁄4 Title II Part A Improving Teacher Quality State Grants 

3⁄4 Title II Part D Educational Technology State Grants 

3⁄4 Title IV Part A Safe and Drug-Free Schools and Communities State Grants 

3⁄4 Title V Part A State Grants for Innovative Programs 

A REAP Flex district may use all or part of its “applicable funding” for activities associated with the programs 

above plus several others: 

3⁄4 Title I Part A Improving the Achievement of Disadvantaged Children 

3⁄4 Title III Language Instruction for Limited English Proficient and Immigrant Students 

3⁄4 Title IV Part B 21st-Century Community Learning Centers 

Districts eligible to use the REAP Flex authority are also eligible to receive grant funds on a formula basis 

under the SRSA program. Eligible districts may use funds from SRSA grant allocations to carry out activities 

authorized under any of the seven programs listed above. 

Districts not making AYP after their third year of participation in REAP Flex may continue exercising this 

flexibility authority, provided that all applicable funding is used for improvement activities authorized under 

section 1116 of ESEA. 
44

4. Thinking specifically about REAP Flex, how useful did you find the following sources for informing your 

decision about whether or not to use REAP Flex? If you did not receive any information from a 

particular source, please mark “No Information” in the final column. 

Mark one response in each row.

How useful was the information source 

Information Sources Not at all 

Useful 

Somewhat 

Useful 

Very 

Useful 

No 

Information 

À À À À

a. U.S. Department of Education web site or publications c d e f

b. Direct communication with U.S. Department of Education staff c d e f

c. Information or technical assistance provided by your SEA c d e f

d. Regional providers of technical assistance c d e f

e. Workshop or information session c d e f

f. Professional organizations c d e f

g. Other 

 (Specify:_________________________________________) c d e f

5. Are you familiar with the Small Rural School Achievement (SRSA) grant program? 

 Mark one response. 

6. Has your district applied for an SRSA grant in the past? Mark one response. 

7. Has your district ever received an award under the SRSA grant program? 

 Mark one response. 

c No 

d Yes 

c No 

d Yes 

e Don’t Know 

c No 

d Yes 

e Don’t Know 
45

8. If your district has received an SRSA grant award, in the space below please describe the way in which 

these funds have been used. Be sure to indicate the most recent year in which a grant was received 

and the specific programs, activities, or other expenses being supported by SRSA funds. Strategic 

planning and budget documents often include this type of information. When you return your survey, 

please also include copies of any such documentation related to your SRSA grant. 

If your district has NOT received an SRSA grant, please write “No Grant” in the space below. 
46

9. A district planning to use REAP Flex must notify its SEA in writing of the intent to do so. Did your 

district provide such notification for the 2004-05 school year? 

 Mark one response. c No 

d Yes

10. Some districts change their plans regarding the use of the REAP Flex authority during the course of a 

school year. Did your district actually exercise the REAP Flex authority during the 2004-05 school year? 

Mark one response. 

c No if No Continue to next Question 

d Yes if Yes SKIP to Question 18
47

PART III-A: Questions for Districts NOT using REAP Flex 

11. To what extent did the following considerations factor into your district’s decision not to use REAP Flex 

in 2004-05? Mark one response in each row. 

Influence on Decision

Considerations No 

Influence 

Minor 

Influence 

Major 

Influence 

À À À

a. Was not aware of the REAP Flex option c d e

b. Did not have enough information about REAP Flex to make an informed 

decision c d e

c. District already had enough flexibility over use of funds without REAP Flex c d e

d. Amount of funds in applicable categories would have been too small to 

effectively carry out desired activities even after exercising the REAP Flex 

option 

c d e

e. District did not make adequate yearly progress (AYP), so its use of REAP 

Flex would have been restricted if performance did not improve in the future c d e

f. District was told by SEA that it could not use REAP Flex due to its 

accountability status under Title I of the ESEA c d e

g. District was told by SEA that it could not use REAP Flex for a reason other 

than its accountability status c d e

h. Accounting requirements associated with REAP Flex would have been 

burdensome c d e

i. Concern about the possibility of an audit c d e

j. Other 

 (Specify:______________________________________________________) c d e

12. Has your district used REAP Flex in years before 2004-05? 

 Mark one response. 

13. Is your district planning to use REAP Flex this year (2005-06)? 

 Mark one response. 

c No 

d Yes 

c Yes 

d No 

e Undecided 
48

14. The table below lists the federal programs involved in the REAP Flex authority. For each program, 

please indicate the amount of your district’s allocation for the 2004-05 school year. If your district did 

not receive funds under a particular program, please enter “0” (zero) in the space provided. 

Funding Category 

Allocation for the 

2004-05 School Year 

(in dollars) 

À

Title I Part A 

Improving the Achievement of Disadvantaged Children $ 

Title II Part A 

Improving Teacher Quality State Grants $ 

Title II Part D 

Educational Technology State Grants $ 

Title III 

Language Instruction for Limited English Proficient and 

Immigrant Students $ 

Title IV Part A 

Safe and Drug-Free Schools and Communities $ 

Title IV Part B 

21st-Century Community Learning Centers $ 

Title V Part A 

State Grants for Innovative Programs $ 

SRSA Grant Award 

Grants from Small Rural School Achievement program $ 

15. In the space below, please fill in the total amount of revenues your school district received from all 

sources for the 2004-05 school year. 

Total district revenues from all sources 

(2004-05 School Year) $

Fill in dollar amount 

16. Based on the description of REAP Flex above, consider the following changes that could be made to the 

terms of the provision. How would each of these possible changes affect your interest in pursuing 

REAP Flex? Mark one response in each row. 

Level of Interest in REAP Flex if Change is Made

Change in REAP Flex provision Lower 

Interest 

About the 

Same 

Somewhat 

Higher 

Much 

Higher 

À À À À

a. If additional federal programs were considered applicable 

funding sources for REAP Flex c d e f

b. If applicable funds could be used for activities authorized 

under a larger number of federal programs c d e f

c. If the use of applicable funds was not affected by a district’s 

AYP status c d e f

d. If accounting requirements were relaxed or assistance was 

offered to maintain necessary records c d e f

e. Other 

 (Specify:_________________________________________) c d e f
49

17. This question asks you to provide a basic educational needs assessment for your district. For each of 

the areas of possible need listed below, please indicate how much of a priority this area is for your 

district. Mark one response in each row. 

 

Priority 

Level 

Possible Areas of Need Low Mediu

m High 

À À À

Instruction 

a. Highly qualified teachers c d e

b. Highly qualified paraprofessionals c d e

c. Curriculum and instructional materials c d e

d. Educational technology c d e

Support for Special Programs and Services 

e. Extended-time programs (e.g. before- or after-school, weekend) c d e

f. Summer programs c d e

g. Supplemental educational services (SES) provided under Title I c d e

h. Transportation for Title I school choice participants c d e

Performance on Specific Academic Outcomes 

i. English or language arts c d e

j. Mathematics c d e

k. Science c d e

l. Attendance rates c d e

m. Graduation rates c d e

n. Other (Specify: _____________________________________________) c d e

Performance of Specific Student Groups 

o. Racial and ethnic minorities c d e

p. Low-income students c d e

q. Students with disabilities c d e

r. Limited English Proficiency (LEP) students c d e

s. Students in low-performing schools c d e

t. Kindergarten and pre-K students c d e

u. Elementary students c d e

v. Middle school students c d e

w. High school students c d e

You have completed the survey. 

Thank You! 
50

PART III-B: Questions for Districts that used REAP Flex in 2004-05 

18. We would like to learn about the way in which the REAP Flex authority is administered in your district. 

In Column A, please indicate who s responsible for deciding which applicable funds will be used under 

the provision. In Column B, indicate who is responsible for overall management or oversight of the 

REAP Flex authority. If more than one actor shares these responsibilities, mark all responses that 

apply. 

Responsibility for REAP Flex 

Mark all responses that apply in each column. 

(A) (B) 

District Actors 

Decisions about which 

funds to use under REAP 

Flex 

Management or Oversight 

of REAP Flex 

À À

a. Superintendent c c

b. School board d d

c. Financial officer e e

d. General administrator for all federal programs f f

e. Administrators for individual federal programs g g

f. Administrator assigned specifically to manage REAP Flex h h

g. Other 

 (Specify:_________________________________________) i i

19. Districts choose to use the REAP Flex authority for a variety of reasons. In the space below, briefly 

describe why your district decided to use this form of flexibility. In particular, please be sure to 

include: (1) the particular goals you hoped to achieve and (2) the specific programs or activities

supported by the applicable funds used under this authority. You may attach an additional sheet if you 

require more space to respond. 
51

20. Has your district used its REAP Flex authority in any of the following ways? 

Mark one response in each row. 

REAP Flex used to No Yes 

À À

a. Increase the amount of federal funds available for high-priority programs c d

b. Concentrate federal resources for a smaller number of programs c d

c. Initiate new activities that would not have been possible without exercising REAP Flex c d

d. Maintain a stable level of effort for on-going activities that have been affected by 

budgetary constraints c d

e. Target particular student groups or outcomes c d

21. Please describe the way in which your district’s use of REAP Flex has affected the way you allocate 

federal funds across applicable program categories. 

In the first column below please indicate the amount of funding your district was allocated for the past school 

year (2004-05) for each program. If your district did not receive funds under a particular program, please enter 

“0” (zero) in the space provided. In the second column please enter the amount of funds used for activities 

associated with those program activities after using REAP Flex. 

Funding Category 

Allocation for the 

2004-05 School Year 

(in dollars) 

Amount used for activities 

authorized under each 

program after exercising 

REAP Flex 

(in dollars) 

À À

Title I Part A 

Improving the Achievement of Disadvantaged Children $ $ 

Title II Part A 

Improving Teacher Quality State Grants $ $ 

Title II Part D 

Educational Technology State Grants $ $ 

Title III 

Language Instruction for Limited English Proficient and 

Immigrant Students $ $ 

Title IV Part A 

Safe and Drug-Free Schools and Communities $ $ 

Title IV Part B 

21st-Century Community Learning Centers $ $ 

Title V Part A 

State Grants for Innovative Programs $ $ 

SRSA Grant Award 

Grants from Small Rural School Achievement program $ 

 Total 

 (Values in two columns should be equal) $ $ 
52

22. In the space below, please fill in the total amount of revenues your school district received from all 

sources for the 2004-05 school year. 

Total district revenues from all sources 

(2004-05 School Year) $

Fill in dollar amount 

23. This question asks you to provide a basic educational needs assessment for your district. For each of 

the areas of possible need listed below, please provide two pieces of information. First, in Column A

indicate how much of a priority this area is for your district. Next, in Column B indicate whether your 

district used its REAP Flex authority to address that area of need. For each 

row, mark one response in Column A and one response in Column B. 

(A) (B) 

Priority 

Level 

Used 

REAP Flex 

to address need? 

Possible Areas of Need Low Mediu

m High No Yes 

À À À À À

Instruction 

a. Highly qualified teachers c d e c d

b. Highly qualified paraprofessionals c d e c d

c. Curriculum and instructional materials c d e c d

d. Educational technology c d e c d

Support for Special Programs and Services 

e. Extended-time programs (e.g. before- or after-school, 

weekend) c d e c d

f. Summer programs c d e c d

g. Supplemental educational services (SES) provided under Title I c d e c d

h. Transportation for Title I school choice participants c d e c d

Performance on Specific Academic Outcomes 

i. English or language arts c d e c d

j. Mathematics c d e c d

k. Science c d e c d

l. Attendance rates c d e c d

m. Graduation rates c d e c d

n. Other (Specify: 

________________________________________) c d e c d

Performance of Specific Student Groups 

o. Racial and ethnic minorities c d e c d

p. Low-income students c d e c d

q. Students with disabilities c d e c d

r. Limited English Proficiency (LEP) students c d e c d

s. Students in low-performing schools c d e c d

t. Kindergarten and pre-K students c d e c d

u. Elementary students c d e c d

v. Middle school students c d e c d

w. High school students c d e c d
53

24. Has your district used REAP Flex in years before 2004-05? 

 Mark one response. 

25. Is your district planning to use REAP Flex this year (2005-06)? 

 Mark one response. 

26. Please consider the following changes that might be made to the terms of the REAP Flex provision. 

How would each of these possible changes affect your interest in continuing to use this provision next 

year? Mark one response in each row. 

Level of Interest in Continuing to use REAP Flex 

if Change is Made

Change in REAP Flex provision Lower 

Interest 

About the 

Same 

Somewhat 

Higher 

Much 

Higher 

À À À À

a. If additional federal programs were considered 

applicable funding sources for REAP Flex c d e f

b. If applicable funds could be used for activities authorized 

under a larger number of federal programs c d e f

c. If the use of applicable funds was not affected by a 

district’s AYP status c d e f

d. If accounting requirements were relaxed or assistance 

was offered to maintain necessary records c d e f

e. Other 

 (Specify:_____________________________________) c d e f

You have completed the survey. 

Thank You! 

c No 

d Yes 

c No 

d Yes 

e Undecided 
54
55

Appendix D: REAP Flex Authority District Interview Protocols 

1. Participants 

2. Nonparticipants 

The following protocols received OMB approval.
56

STUDY OF NO CHILD LEFT BEHIND FLEXIBILITY

PROVISIONS

REAP FLEX AUTHORITY

DISTRICT INTERVIEW PROTOCOL

(REAP FLEX PARTICIPANT)

Thank you for agreeing to speak with me today. I’m ____________ from the Urban Institute in 

Washington, D.C. We’re conducting this phone interview on behalf of the U.S. Department of 

Education, which has commissioned the Urban Institute to conduct a case study of School Districts’ 

experiences with REAP Flex. The goal of this study is to provide other districts and states with 

information about participation in this program. 

In the fall your district participated in a survey we conducted to learn about the REAP Flex 

provision of the No Child Left Behind Act. The REAP Flex authority allows districts to exercise 

expanded flexibility over the way they use funds allocated under certain federal programs. That 

survey examined the reasons districts choose to use (or not to use) REAP Flex and the ways in 

which participating districts are making use of this flexibility. Based on that survey, we learned that 

your district was using REAP Flex last year (that is, during the 2004–05 school year). Today, I 

would like to ask you a few questions to learn more about your district’s experiences with REAP 

Flex. 

Your responses provide extremely valuable information and we are pleased to have your participation. 

We would like to tape-record this interview to ensure that your responses are accurately recorded. We 

work very hard to keep all information you provide confidential and will not ever use your name or 

your district’s name in connection with your responses. We will not provide any individually 

identifying information in reporting your responses and avoid using specific titles. We thank you in 

advance for providing the expertise and time needed for this case study. 
57

Respondent Background 

1. I would like to start by asking you about the work you do. Could you tell me about your roles and 

responsibilities in the district? 

Probe if not offered: 

____ What is your current title? 

 ____ How long have you been in this position with this district? 

 ____ What is your professional background? 

 ____ How long have you worked in the educational field? 

 ____ What were your previous administrative or teaching positions? 

2. Please think back to the time before your district started using REAP Flex. Did the district feel that 

there were certain constraints on the use of these federal funds that prevented you from effectively 

addressing your local educational priorities? If so, please describe these constraints. 

 

Probe if not offered: 

 ____ Was the funding in particular programs inadequate for needs? 

 ____ Was the distribution of allocated funds across programs poorly aligned with 

educational needs? 

 ____ Did rules and regulations of particular federal programs impose significant 

restrictions on the way your district used available federal funds? 

3. We will discuss your strategy for using REAP Flex in more depth shortly. But generally speaking, 

what prompted your district to adopt REAP Flex? Where there particular situations or events that 

resulted in a need for additional flexibility over the use of federal funds that REAP Flex helped you 

to meet? 

Probe if not offered: 

 ____ Has your district experienced any difficulties in competing for federal grants 

awarded on a competitive basis (e.g. due to its size; limited personnel; or lack of 

resources to develop competitive applications)? 

 ____ Has your district experienced any major shifts in its financial situation in recent 

years that required more flexibility over use of federal funds? 

Needs for Flexibility
58

Adopting REAP Flex 

4. Did your district apply for an Small Rural School Achievement (SRSA) grant? If so, could you tell 

me about your experience with the SRSA grant program? 

Probe if not offered: 

 ____ How accessible was information on SRSA grants? 

 ____ Were the eligibility requirements and the SRSA grant formula clear? 

 ____ Was the application process manageable? 

 ____ How accessible are SRSA grant funds? 

 ____ Did the district learn about REAP Flex while pursuing an SRSA grant? 

5. Could you describe the decision-making process that led to your district adopting REAP Flex? 

Probe if not offered: 

 ____ Who were key actors (not identified by name) and organizations involved in this 

process? 

 ____ As [respondent title], what was your role in this process? 

 ____ Did your district consult with the local private schools when deciding whether 

and how to pursue REAP Flex? 

 ____ How long did this deliberation process take? Was there sufficient time to 

investigate thoroughly before the deadline for notifying your state education 

agency (SEA)? 

6. What were the major pros and cons your district considered when deliberating over whether to 

exercise REAP Flex? 

7. Has your district had any ongoing communication about REAP Flex with your SEA? If so, what is 

the nature of this dialog? 

Probe if not offered: 

 ____ Did the SEA inform you that there would be restrictions or limitations on 

applicable fund—amounts or types of funds that could be used under REAP 

Flex? 

 ____ Did the SEA inform you about restrictions on use of REAP Flex related to AYP 

or school improvement status (e.g. review at end of first three year period of 

participation)? 

 ____ Did the SEA inform you about procedures for financial reporting? 
59

Strategies for Using REAP Flex 

Now, I would like to talk about your district’s strategy for using REAP Flex in more detail. 

8. Is your district’s strategy for using REAP Flex documented in a formal plan? If so, who has access 

to that plan? 

9. What educational goals does your district hope to achieve by using REAP Flex? 

 

Probe if not offered: 

 ____ Are specific achievement outcomes targeted? 

 ____ Are other academic outcomes targeted? 

 ____ Is support for teacher or paraprofessional quality targeted? 

 ____ How do REAP Flex goals relate to your district’s other educational priorities 

and improvement strategies? 

10. How does using REAP Flex allow you to better meet these goals? In other words, what specific 

activities or programs are being supported by the use of applicable funding under REAP Flex? 

11. To what extent would it be possible to undertake these efforts without using REAP Flex? 

12. Are these efforts targeted to particular groups of students? For example, does your strategy focus 

on specific demographic groups, low-income students, students with disabilities, students with 

limited English proficiency, or students in low performing schools? 

13. Does your plan for exercising REAP Flex include concrete benchmarks for implementation of 

activities or improvement in student (or other) outcomes? 

If yes ... 

What are these benchmarks? 

For student academic outcomes, how do these benchmarks compare to your state’s annual 

measurable objectives for making AYP? 
60

REAP Flex Accounting Walkthrough 

The survey your district completed in the spring asked for a summary of the ways in which 

applicable funds were used under the REAP Flex provision for the 2004–05 fiscal year. 

Based on this information, we have prepared worksheets that can be used to track the way in which 

funds allocated to each of the eligible federal programs were utilized under REAP Flex. These new 

worksheets examine the allocation and the use of REAP Flex in prior years. If specific numbers are 

not available, please think generally about the trends in how money has been allocated before and 

after exercising REAP Flex in prior years. 

This section of the interview will be repeated for each year in which REAP Flex 

was used (starting with the first year the provision was employed). Information 

obtained from district surveys and other sources will be will be preentered into 

worksheets. These summaries will be sent to the respondent for review prior to 

the interview. Data will be updated and corrected during the interview as 

applicable. 

Please look at the worksheets we sent you earlier, which summarize the federal funding 

your district receives for programs involved with REAP Flex. 

14. Let’s start with your district’s allocations under these programs for the [200__] school year. 

For each of these programs, I would like you to answer several brief questions. Beginning 

with [program] ... 

14a. What was the initial amount of the federal allocation? 

14b. How much of the funding allocated to this program was utilized under the REAP Flex 

provision? 

Summary questions after filling out the worksheet 

14c. Has the way you exercised REAP Flex changed since using this provision? If yes, why 

have these changes occurred? 

14d. Have trends in carryover funding changed for these programs over the past three years? 

Why or Why not? 

If specific numbers are not available: 

14e. What are the general trends in the use of these Title funds in the past three years? Has 

the amount of money used for activities after exercising REAP Flex changed in the past 

three years? What specific changes have occurred? Why were these changes made? 

Have trends in carryover funding changed in this time period? Why or why not? If they 

received an SRSA grant award, how was the money allocated? 
61

15. Did exercising REAP Flex affect your district’s ability to maintain services under this set of 

programs at levels comparable to those supported prior to using REAP Flex? If so, how was each 

of these programs affected? 

16. Have changes in your district’s AYP or school improvement status affected the way you have used 

REAP Flex? 

Probe further if not offered: 

 ____ Has making AYP (or failing to do so) resulted in a shift of priorities or targets? 

Now I would like to ask you about the record-keeping and reporting associated with exercising 

REAP Flex. 

17. How does your district maintain financial records for documenting the way in which applicable 

funds are utilized under REAP Flex? 

Probe further if necessary in order to classify record-keeping methods: 

 ____ How does your district document how funds are moved from one program 

account to another? 

 ____ Is a new separate account established for funds used under the provision? 

 ____ Do funds remain in their original account but documentation is maintained to 

show how those have been used? 

 ____ Is some other form of accounting used? 

18. What other financial and program information is your district required to report to state agencies as 

part of exercising REAP Flex? Has your district been formally reviewed or audited since it started 

using REAP Flex? 

19. Do these record-keeping and reporting requirements differ from routine procedures (i.e., what you 

would be expected to do if you weren’t exercising REAP Flex)? If so, did your district encounter 

any challenges in meeting these requirements? 

20. Has the amount of time and effort your district devotes to reporting and record-keeping changed as 

a result of exercising REAP Flex? If so, how? 

21. Has your state educational agency provided any guidance or assistance with respect to maintaining 

financial or programmatic documentation associated with REAP Flex? 

Record-Keeping and Reporting 
62

Now I would like to ask you some questions about your experience using REAP Flex. 

22. To what extent has REAP Flex helped your district to better utilize federal funds to meet your local 

needs? 

23. Earlier you described the kinds of educational activities your district supports under the federal 

programs associated with REAP Flex. To what extent has REAP Flex helped your district to 

promote the educational activities and programs you targeted with applicable funds? 

24. In each of these areas—allocating funds and promoting activities—are there particular ways in 

which REAP Flex has been particularly helpful to your district? Are there areas where REAP Flex 

is not currently meeting your needs for additional flexibility? 

Probe further if not offered: 

 ____ Could these needs for greater flexibility be addressed by revising your current 

strategy for using the REAP Flex authority (i.e., operating within the current 

rules of the provision)? 

 ____ If not, what additional flexibility would your district need to address these 

needs? 

We have just discussed the ways in which REAP Flex can assist participants in directing 

resources to better meet local educational activities. Now I would like to ask about the extent to 

which REAP Flex has helped your district work towards the educational goals it has targeted. It 

can sometimes take a while for the effects of programs like REAP Flex to show up in certain 

outcomes like student achievement. So I am just asking you to share your impressions of how 

REAP Flex may be contributing to progress on these outcomes so far. 

25. Earlier you mentioned some specific performance goals that your district is targeting with REAP 

Flex. Have you seen improvement in these outcomes since starting to use REAP Flex? How do 

you think REAP Flex might have contributed to these improvements? 

Experiences with the REAP-Flex Provision

REAP-Flex and Targeted Goals
63

26. Do you think REAP Flex has helped your district’s efforts to make AYP? If so, how? 

Probe if not offered: 

 ____ Has your district AYP status changed since implementing REAP Flex? 

 ____ Has REAP Flex affected overall performance levels? 

 ____ Has REAP Flex affected gaps between high- and low-performing students (and 

schools)? 

27. Does your district plan to continue using REAP Flex? 

If no ... 

What are your reasons for not pursuing REAP Flex next year? Do you think you might use 

REAP Flex again at some point in the future? 

If yes ... 

Do you anticipate making any changes to your strategy? Potential changes might include: the 

type or amount of applicable federal funds you use under the provision; the set of activities 

you support with applicable funds; or the way these efforts are targeted to particular groups of 

students or particular outcomes. 

28. Overall what would you say has been the best thing about using REAP Flex? 

29. What is the least positive aspect of exercising REAP Flex or the part of the provision you would 

most like to see changed? 

30. Are there any other issues that we have not talked about that you think are important for 

understanding your district’s experience using REAP Flex? 

Probe if not offered: 

 ____ Are there unintended consequences—either positive or negative—as a result of 

using REAP Flex (e.g. related to fund allocation, support for programmatic 

activities, or student and teacher outcomes)? 

Thank you very much for taking the time for this interview today. Your insights will be 

extremely helpful in our efforts to learn more about REAP Flex. 

Plans for Using REAP-Flex in the Future 

Conclusion
64

STUDY OF NO CHILD LEFT BEHIND FLEXIBILITY

PROVISIONS

REAP FLEX AUTHORITY

DISTRICT INTERVIEW PROTOCOL

(REAP FLEX NONPARTICIPANT)

Thank you for agreeing to speak with me today. I’m ____________ from the Urban Institute in 

Washington, D.C. We’re conducting this phone interview on behalf of the U.S. Department of 

Education, which has commissioned the Urban Institute to conduct a case study of School Districts’ 

experiences with REAP Flex. The goal of this study is to provide other districts and states with 

information about why districts may choose to participate or not participate in this program. 

In the fall your district participated in a survey we conducted to learn about the REAP Flex 

provision of the No Child Left Behind Act. The REAP Flex authority allows districts to exercise 

expanded flexibility over the way they use funds allocated under certain federal programs. That 

survey examined the reasons districts choose to use (or not to use) REAP Flex and the ways in 

which participating districts are making use of this flexibility. Based on that survey, we learned that 

your district was not using REAP Flex last year (that is, during the 2004–05 school year). Today, I 

would like to ask you a few questions to learn more about why your district decided not to use 

REAP Flex. 

Your responses provide extremely valuable information and we are pleased to have your participation. 

We would like to tape-record this interview to ensure that your responses are accurately recorded. We 

work very hard to keep all information you provide confidential and will not ever use your name or 

your district’s name in connection with your responses. We will not provide any individually 

identifying information in reporting your responses and avoid using specific titles. We thank you in 

advance for providing the expertise and time needed for this case study. 
65

Background 

1. I would like to start by asking you about the work you do in your current position. Could you tell 

me about your roles and responsibilities in the district? 

Probe if not offered: 

 ____ What is your current title? 

 ____ How long have you been in this position with this district? 

 ____ What is your professional background? 

 ____ How long have you worked in the education field? 

 ____ What were your previous administrative or teaching positions? 

2. In general, how familiar are you with the REAP Flex provision of NCLB? 

Probe if not offered: 

 ____ Did you encounter any barriers to obtaining information about the REAP Flex 

provision? 

 ____ Is there particular information or technical assistance that was unavailable but 

would have been helpful? 

If respondent is unfamiliar with the provision, describe the provision to the respondent using the text 

below: 

REAP Flex gives participating districts the authority to use “applicable funding” for alternative 

uses under selected federal programs. Applicable funding refers to funds allocated on a formula 

basis through the following programs: Title II, Part A (Improving Teacher Quality State Grants); 

Title II, Part D (Educational Technology State Grants); Title IV, Part A (Safe and Drug-Free 

Schools and Communities State Grants); and Title V, Part A (State Grants for Innovative 

Programs). A REAP Flex district may use all or part of its “applicable funding” for activities 

associated with the programs above plus several others: Title I, Part A (Improving the Achievement 

of Disadvantaged Children); Title III (Language Instruction for Limited English Proficient and 

Immigrant Students), and Title IV, Part B (21st-Century Community Learning Centers). 

Districts eligible to use the REAP Flex authority are also eligible to receive grant funds on a 

formula basis under the Small Rural School Achievement program (SRSA). Eligible districts may 

use funds from SRSA program grant allocations to carry out activities authorized under any of the 

seven programs I just listed. 

3. Were you involved in your district’s decision not to use REAP Flex? If so, what was your role in 

that process? 
66

4. Could you describe to me the reasons your district has decided not to use REAP Flex? Please feel 

free to mention any kind of decision-making process that was involved and the major pros and cons 

that might have been discussed. (Please make sure that all of the probes below are covered) 

Probe if not offered: 

 ____ Was the amount of funding allocated to these eligible programs a consideration 

in not using REAP Flex? 

 ____ Was the particular set of applicable programs under REAP Flex a consideration? 

That is, would you have been more likely to use REAP Flex if a larger number of 

programs were considered applicable funding sources or if funds could be used 

for activities authorized under a larger number of programs? 

 ____ Did your district have any concerns about its ability to maintain the accounting 

records necessary to document the use of eligible funds, as required under the 

provision? 

 ____ The ways in which a district may use of REAP Flex can be affected by its 

accountability status. Specifically, districts not making AYP after the third year 

of participation in REAP Flex may continue exercising the flexibility authority, 

provided that all applicable funding is used for improvement activities 

authorized under Section 1116 of ESEA. Was your district’s accountability 

status a factor in its decision not to employ REAP Flex? 

5. Does your district have any current unmet needs for greater flexibility over the way it uses its 

federal funding allocations to address local educational priorities? If so, what are these needs? 

6. Are there any other issues that we have not talked about that you think are important for 

understanding the reasons your district decided not to use REAP Flex? 

Thank you very much for taking the time for this interview today. Your insights will be 

extremely helpful in our efforts to learn more about REAP Flex. 

Reasons for Not Using REAP-Flex

Conclusion 
67
The Department of Education’s mission is to promote 

student achievement and preparation for global competitiveness 

by fostering educational excellence and ensuring equal access.

www.ed.gov