Using Title II, Part A Funds Strategically - Non-Regulatory Guidance

Oct 15, 2026

Uploaded by Melati

Guidance explains how Title II, Part A funds under the Elementary and Secondary Education Act can be used strategically to address educator shortages and improve outcomes for students. It outlines five evidence-based policy levers focused on compensation and working conditions, career pathways, induction and professional learning, educator leadership and advancement, and promoting educator diversity. It also notes post-ARP ESSER planning considerations and emphasizes allowable, reasonable, necessary, and supplement-not-supplant requirements.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages34

Reading Time1 h 26 min

AccessFree to download

Introduction

Evidence-based policy levers for Title II, Part A

Post-ARP ESSER planning and educator workforce support

Related federal funding options and compliance requirements

USING TITLE II, PART A FUNDS STRATEGICALLY TO SUPPORT EDUCATOR RECRUITMENT, RETENTION, PROFESSIONAL LEARNING, AND IMPROVED STUDENT OUTCOMES Non-Regulatory Guidance December 4, 2024 Using Title II, Part A Funds Strategically to Support Educator Recruitment, Retention, Professional Learning, and Improved Student Outcomes Introduction Every student should have access to excellent, well-prepared, and well-supported educators who reflect the diversity of our nation. Research repeatedly indicates that teachers are the most important in-school factor for student success.1 Research also highlights the critical role of school leaders in retaining and supporting teachers to maximize their impact on students.2 Title II, Part A of the Elementary and Secondary Education Act (ESEA) provides approximately $2.2 billion annually to support effective instruction, which State educational agencies (SEAs) and local educational agencies (LEAs) can use to recruit, support, develop, and retain educators, particularly for schools with high percentages of students from low-income backgrounds and schools where high percentages of students are struggling to meet challenging State academic standards. To assist State and local planning, this resource advises how Title II, Part A funds can be used to implement five evidence-based policy levers listed below and included in the U.S. Department of Education’s (Department’s) Raise the Bar: Lead the World initiative that help eliminate educator shortages and provide educators and students with what they need to thrive. As long as these activities are used to enhance existing State and local resources and better respond to a local needs assessment and consultation with local stakeholders, Title II, Part A funds can be used, amongst other purposes, to: 1. Improve compensation and working conditions; 2. Create, improve, and expand pathways into the profession; 3. Provide induction and professional learning; 4. Offer educator leadership and career advancement opportunities; and 5. Promote educator diversity. The obligation period of funds appropriated through the American Rescue Plan Elementary and Secondary School Emergency Relief (ARP ESSER) ended on September 30, 2024. SEAs and LEAs should be aware of the options to strategically use Title II, Part A funds to continue to support the educator workforce. An external analysis of districts’ plans for spending ARP ESSER funds projected that LEAs would spend an estimated $30 billion, or roughly 27 percent of their ESSER funds, on staffing, including teacher recruitment, retention, and professional development.3 ARP ESSER funds have been essential for SEAs and LEAs across the country, enabling them to strategically invest in bold efforts to better recruit, prepare, develop, and retain educators. State and local educational leaders now have a crucial opportunity to leverage Title II, Part A funds to build on this investment and determine high-impact, evidence-based strategies to extend the impacts of developing and retaining a robust educator workforce, incorporating lessons learned in recent years. This guidance is intended to support SEAs and 1 Hanushek, Eric A., and Steven G. Rivkin. 2010. "Generalizations about Using Value-Added Measures of Teacher Quality. " American Economic Review, 100 (2): 267–71. [https://www.aeaweb.org/articles?id=10.1257/aer.100.2.267](https://www.aeaweb.org/articles?id=10.1257/aer.100.2.267) . 2 Grissom, Jason A., Anna J. Egalite, and Constance A. Lindsay. 2021.“How Principals Affect Students and Schools: A Systematic Synthesis of Two Decades of Research.” New York: The Wallace Foundation. [http://www.wallacefoundation.org/principalsynthesis](http://www.wallacefoundation.org/principalsynthesis). 3 DiMarco, B. and Jordan, P.W. FutureEd. Financial Trends in Local Schools’ Covid-Aid Spending-FutureEd (future[ed.org](ed.org)). LEAs in reflecting on how they currently use Title II, Part A dollars and provid

FAQs

What is the main purpose of Title II, Part A funds in this guidance?

To support educator recruitment, retention, professional learning, and improved student outcomes using evidence-based strategies.

What are the five policy levers described for using Title II, Part A funds?

They cover improving compensation and working conditions, creating and expanding career pathways, providing induction and professional learning, offering educator leadership and advancement opportunities, and promoting educator diversity.

What compliance conditions must an SEA or LEA meet before using Title II, Part A funds?

The expenditure must be allowable under ESEA sections 2101 or 2103, be reasonable and necessary under applicable cost principles and Uniform Guidance in 2 CFR part 200, and satisfy the ESEA “supplement, not supplant” requirement.

Oct 15, 2026

Uploaded by Melati