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Details ESEA’s federal support structure, especially Title I-A, which links grant funds to state and district educational accountability. Explains requirements for content standards and aligned assessments, along with long-term and interim goals, weighted indicators, and annual meaningful differentiation. Summarizes the eight ESEA titles, major provisions, and includes appropriation and program-transition tables from FY2016–FY2026.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-elementary-and-secondary-education-act-esea-as-amended-by-the-every-student-succeeds-act-essa-a-primer/584379/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-elementary-and-secondary-education-act-esea-as-amended-by-the-every-student-succeeds-act-essa-a-primer/584379.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1786070896","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the ESEA’s primary role in federal support for K-12 education?","Question",{"text":112,"@type":113},"The ESEA is described as the primary source of federal aid for elementary and secondary education, particularly through Title I-A. 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The ESEA was initially enacted in 1965 (P.L. 89-10), and was most recently comprehensively amended and reauthorized by the Every Student Succeeds Act (ESSA; P.L. 114-95) .  \nR45977  \nJuly 9, 2026  \nRebecca R. Skinner  \nSpecialist in Education Policy  \nUnder Title I-A, the ESEA as amended by the ESSA continues to require states and public school systems to focus on educational accountability as a condition for the receipt of grant funds. Public school systems and individual public schools are held accountable for monitoring and improving achievement outcomes for students and closing achievement gaps, sustaining a focus that was initiated by amendments to the ESEA made by the No Child Left Behind Act of 2001 (NCLB; P.L. 107-110), but modified under the ESSA. While states were given more latitude to develop their accountability systems under the ESSA provisions, as a condition of receiving Title I-A funds each state must continue to have content and academic achievement standards and aligned assessments in reading/language arts (RLA), mathematics, and science for specific grade levels. States must now have an accountability system that incorporates (1) long-term and interim performance goals for specified measures; (2) weighted indicators based, in part, on these goals; and (3) an annual system for meaningful differentiation that is used to identify schools that need additional support to improve student achievement.  \nBeyond Title I-A, other ESEA programs provide grants and contracts for a variety of educational purposes. ESEA programs and general provisions are included in eight titles, which collectively received appropriations of $28.9 billion in FY2026 . The ESEA’s titles are as follows:  \n• Title I: Programs for disadvantaged students, student assessment, migratory students, and neglected and delinquent students.  \n• Title II: Programs for teachers, principals, and school leaders; literacy; and American history and civics education.  \n• Title III: Programs to support English language acquisition for English learners.  \n• Title IV: Programs to support a well-rounded education, safe and healthy students, and technology; after  \nschool instruction and care; charter schools; magnet schools; family engagement in education; and various  \nnational activities.  \n• Title V: Programs to support rural education.  \n• Title VI: Programs for Indian education, Native Hawaiian education, and Alaska Native education.  \n• Title VII: Impact Aid programs.  \n• Title VIII: General provisions.  \nThis report provides an overview of major provisions of the ESEA. It also includes a table showing annual appropriations for ESEA programs for FY2017 through FY2026, as well as a table showing the transition in authorized programs and related appropriations from FY2016, when NCLB provisions were still in effect, to FY2017, when ESSA provisions took effect. Finally, a table detailing authorizations of appropriations under current law is also included.  \nContents  \nIntroduction ..................................................................................................................................... 1  \nTitle I: Improving the Academic Achievement of the Disadvantaged............................................. 2  \nAdministration (Section 1004) ...................................................................................","cbCaib4NTqwBXVZH","https://ap.wps.com/l/cbCaib4NTqwBXVZH","pdf",1058512,49,"English","# Introduction\n# Title I: Improving the Academic Achievement of the Disadvantaged\n## Administration (Section 1004)\n## Part A: Grants to Local Educational Agencies\n## Standards, Assessments, and Accountability Requirements (Section 1111)\n## Teacher Requirements\n## School Improvement (Section 1003)\n## Direct Student Services (Section 1003A)\n## Part B: Grants for State Assessment and Enhanced Assessment Instruments\n## Part C: Education of Migratory Children\n## Part D: Prevention and Intervention Programs for Neglected, Delinquent, or At-Risk Children and Youth\n## Part E: Flexibility for Equitable Per-Pupil Funding\n## Part F: General Provisions\n# Title II: Preparing, Training, and Recruiting High-Quality Teachers, Principals, and Other School Leaders","[{\"question\":\"What is the ESEA’s primary role in federal support for K-12 education?\",\"answer\":\"The ESEA is described as the primary source of federal aid for elementary and secondary education, particularly through Title I-A. Title I-A authorizes federal aid for educating disadvantaged students.\"},{\"question\":\"How does Title I-A under the ESSA change accountability requirements?\",\"answer\":\"Under Title I-A, states and public school systems must focus on educational accountability as a condition for receiving grant funds. States must maintain content and academic achievement standards and aligned assessments, and implement an accountability system with long-term/interim goals, weighted indicators, and annual meaningful differentiation.\"},{\"question\":\"What are the major ESEA titles beyond Title I-A?\",\"answer\":\"The document lists eight ESEA titles in total. It describes programs for teachers and school leaders (Title II), English learners (Title III), well-rounded education and safety (Title IV), rural education (Title V), and additional specific programs including Indian education (Title VI), Impact Aid (Title VII), and general provisions (Title VIII).\"}]","The Elementary and Secondary Education Act (ESEA), as Amended by the Every Student Succeeds Act (ESSA) - A Primer | PDF",1792050844,123]