U.S. Department of Education Letter on Resource Allocation Review and Addressing Resource Inequities in ESEA CSI and ATSI Plans - July 11, 2023

Oct 15, 2026

Uploaded by Fahsai

Letter from the U.S. Department of Education outlining strategies to improve educational equity through resource allocation reviews under Title I, Part A of the ESEA. It explains prior pilot monitoring with nine States and details requirements for State-led periodic resource allocation reviews for LEAs with significant numbers of CSI, TSI, and ATSI schools. It provides recommendations on defining significance, identifying resources, aligning review timelines, integrating monitoring and budgeting, comparing data, using demographic and outcome measures, engaging stakeholders, acting on findings, and publicly posting review results.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Letter Overview

A. State Resource Allocation Review

Requirements

Recommendations

B. Identifying and Addressing Resource Inequities in CSI and ATSI Plans

UNITED STATES DEPARTMENT OF EDUCATION OFFICE OF ELEMENTARY AND SECONDARY EDUCATION July 11, 2023 Dear Chief State School Officer: The U.S. Department of Education (Department) is committed to supporting States, local educational agencies (LEAs), teachers, and school leaders to provide every student with a high-quality, equitable, and accessible education. As a part of this commitment, we are focused on implementing strategies that help address inequities in access to resources throughout our Nation’s education system to improve academic and other education-related outcomes. As described in the Department’s strategic plan, a growing body of research on resource equity suggests that students from low-income backgrounds, students of color, and other historically underserved students attend schools with less of the resources they need to be successful compared to their peers, including less funding, less experienced teachers, and less access to advanced coursework.1 Last year, in partnership with nine States, the Department piloted a monitoring protocol on two related resource equity provisions under Title I, Part A (Title I) of the Elementary and Secondary Education Act of 1965 (ESEA)—(1) the requirement for States to periodically review resource allocation in LEAs serving a significant number of schools identified for comprehensive support and improvement (CSI), targeted support and improvement (TSI), and additional targeted support and improvement (ATSI) and (2) the requirement that CSI and ATSI plans both identify and address local resource inequities. This targeted monitoring effort helped the Department understand current practices, opportunities, and challenges when implementing these provisions. This letter outlines recommendations based on the Department ’s pilot and provides additional resources, tied to each recommendation, that may be helpful to States now that ESEA school improvement designations have resumed after most States received a waiver of accountability and school identification requirements for the 2020-2021 school year due to the COVID-19 pandemic. A. State Resource Allocation Review Requirements A State must periodically conduct a resource allocation review to support school improvement in each LEA in the State serving a significant number of schools identified for CSI, TSI, and ATSI (ESEA section 1111(d)(3)(A)(ii)). A State has discretion in meeting this requirement, including in determining what it means to “periodically” conduct a resource allocation review, what resources to include in thereview, and how to define whether an LEA is serving a “significant” number of identified schools. Please note that a State must itself conduct the review. A process where the State requires an LEA to review resource allocation (e.g., completing a self-assessment protocol provided by the State or 1 Page 98 of [https://www2.ed.gov/about/reports/strat/plan2022-26/strategic-plan.pd](https://www2.ed.gov/about/reports/strat/plan2022-26/strategic-plan.pdf)[f](https://www2.ed.gov/about/reports/strat/plan2022-26/strategic-plan.pdf). performing its own analysis for purposes of school support and improvement plans) without any further review by the State would not meet requirements. Resource allocation reviews also provide an opportunity for a State to establish definitions for terms such as “resource” or “inequity” across its implementation of program requirements to incorporate local equity considerations. Recommendations As we work to support students’ academic recovery and mental health needs, including planning to sustain successful American Rescue Plan-funded initiatives, it is vital that States carefully evaluate resource allocation in LEAs serving high-need schools. In addition, reviewing resource allocation atthe local level and in partnership with communities is a critical tool for increasing equity. All States should have their allocation review process in place by this point. As States con

FAQs

What is the purpose of the Department’s targeted monitoring effort described in the letter?

It helps the Department understand current practices, opportunities, and challenges in implementing two resource equity provisions under Title I, Part A of the ESEA.

What requirement does a State have regarding resource allocation reviews?

A State must periodically conduct a resource allocation review for each LEA in the State serving a significant number of schools identified for CSI, TSI, and ATSI, as specified in the ESEA.

What recommendations does the letter provide to support equitable resource allocation?

Recommendations include using thresholds to define “significant,” considering both financial and non-financial resources, aligning the review timeline to at least every three years, integrating the review into monitoring and budgeting, and analyzing data alongside student demographics and outcome measures while engaging stakeholders and acting on results.

Oct 15, 2026

Uploaded by Fahsai