Federal Programs

Federal Programs Overview

The Elementary and Secondary Education Act (ESEA) is now called No Child Left Behind Act (NCLB).  The ESEA was passed by Congress in 1965 to authorize programs to benefit educationally disadvantaged elementary and secondary students.  The purpose of the reauthorized ESEA was to improve teaching and learning for all children to enable them to meet challenging academic content and student performance standards.


No Child Left Behind

On January  8, 2002, President Bush signed into law the No Child Left Behind Act of 2001 (NCLB). This new law represents his education reform plan and contains the most sweeping changes to the Elementary and Secondary Education Act (ESEA) since it was enacted in 1965. It changes the federal government's role in kindergarten-through-grade-12 education by asking America's schools to describe their success in terms of what each student accomplishes. The act contains the President's four basic education reform principles: stronger accountability for results, increased flexibility and local control, expanded options for parents, and an emphasis on teaching methods that have been proven to work.

Common threads for NCLB programs, but greater emphasis on Title I: scientifically research-based programs; strong evidence for improving academic achievement of all students, high quality instruction, accountability for results for all students, improved student achievement, dis-aggregated data:  School, System, and State report Cards will give assessment results for Gender, Race/Ethnicity, Limited English, disability, and poverty (free and reduced lunch), Adequate Yearly Progress in closing the gap for minority and disadvantaged students, increased family involvement, emphasis on reading with programs designed to ensure that all children are readers by the end of the third grade.

The purpose of Title I: Improving Academic Achievement of the Disadvantaged is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging academic achievement standards and academic assessments.  This will be accomplished by ensuring that high-quality academic assessments, accountability systems, teacher preparation and training, curriculum, and instructional materials are aligned with challenging State academic standards so that students, teachers, parents, and administrators can measure progress against common expectations for student achievement. Title I: Improving the Academic Achievement of the Disadvantaged is the largest program under this re-authorization.

The goal the Elmore County School System to provide the best learning environment that is available to meet the needs of our students.  The funds provided by the NCLB legislation supplements our efforts by providing additional teachers and aides to work with struggling learners and supplemental materials for those students who need a variety of strategies to meet the state's standards for achievement. The Title programs described below assist us in meeting those standards.

Title I - Improving Academic Achievement funds certified teachers and para- professionals who work directly with those students who either are failing or at risk of failure.  Title I funds provide classroom supplies, reading and math instructional materials, and computer software programs that are used to target the needs of those students identified for services.  Non-public school students who meet the same or equivalent criteria for assistance and attend schools that meet the assurances previously listed may also be served through Title I.

Title II, Part A  - Preparing and Training High-Quality Teachers and Administrators provides funding for principals, teachers, and paraprofessionals to meet the standards set by the legislation.  Elmore County provides staff development opportunities that are available to all system staff and to local non-public school employees.  

Title II, Part D - Enhancing Education through Technology (EETT) is a competitive grant process that funds equipment, software, and staff development opportunities that will improve classroom instruction through the use of technology.  Non-public school may participate in consortia with public schools to develop and implement one of the EETT grants.  These schools must also meet the assurances required by the federal government.

Equity and Comparability

The Elmore County Board of Education ensures that all schools in Elmore County receive comparable services from state and local sources.  This includes the assignment of personnel (to include teachers, administrators, and staff) and the distribution of curriculum materials and instructional supplies and equipment.  This assignment and distribution is based on student enrollment statistics for each school.

Title I funds are distributed to elementary and middle schools using the 35% rule and in accordance with P.L.103-382, Section 1113.  Title I attendance area eligibility is calculated based on free and reduced lunch and enrollment data for the fourth month or from the first forty days attendance report.  Schools are rank ordered according to poverty level with the school having the greatest percentage of children in poverty ranked first. Title I funds are distributed based on per-pupil allotment multiplied by the number of poverty-level students to all eligible schools.  Elmore County also ensures that all persons are afforded equal access to instructional programs.  Participation in other selected programs is based on criteria included in Board policy.   No student will be categorically denied participation in a program due to gender, race, national origin, color, disability, age, or migrant status, limited English proficiency, Head Start enrollment, neglect or delinquency, or homelessness.

Parents' Right to Know

Under the provisions of the No Child Left Behind legislation {Title I Section 1111 (h)(6)} and Board of Education policy FILE:IDBDD, the parent/guardian of each student attending a school in the system may request information regarding the professional qualifications of the student's classroom teachers, including, at a minimum, the following:

  • Whether the teacher has met State certification for the grade levels and subject areas in which the teacher provides instruction.
  • Whether the teacher is teaching under emergency or other provisional status through which certification has been waived.
  • The baccalaureate degree major of the teacher and any other graduate certification or degree held by the teacher, and the field of discipline of the certification or degree.
  • If the child receives services by paraprofessionals and, if so, their qualifications.

The parent/guardian will submit to the school principal a letter requesting information about the designated teacher, using the Parents’ Right to Know Request for Information form, available at the school office.  The school will respond to the request within 10 school days of the reception of the written request.    Also under the provisions of the No Child Left Behind legislation {Title I Section 1111 (h)(6)}, the school will provide timely notice to parents/guardians that their student has been assigned to or is being taught for four or more consecutive weeks by a teacher who is not certified in the grade level or content area assigned for instruction.