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Implementation of Title I and Title II-A Program Initiatives: Results from 2013-14 (Executive summary)
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Implementation of Title I and Title II-A Program Initiatives: Results from 2013-14 (Executive summary)

Published: Jan 19, 2017
Publisher: Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance
Human Services Education College and Career Readiness School Reform Teacher and Principal Effectiveness Teacher and Principal Preparation and Support Research & Evaluation Surveys and Data Collection Policy Analysis

Associated Project

Improving America’s Schools: Study of Title I and Title II of the Elementary and Secondary Education Act

Time frame: 2011-2020

Prepared for:

U.S. Department of Education

Authors

Patricia Troppe

Anthony T. Milanowski

Camilla Heid

Brian Gill

Christine Ross

Key Findings

Key Findings:

  • Most states adopted and most principals and teachers reported implementing state standards that focused on college- and career-readiness in 2013–14.
  • Many state assessments incorporated more sophisticated response formats to better assess students’ college- and career-readiness.
  • States used ESEA flexibility to move away from the 100 percent proficiency goal required under the 2002 reauthorization of ESEA (known as the No Child Left Behind Act (NCLB)) and to target a narrower set of schools—those with persistently lowest performance or substantial student achievement gaps—for additional support.
  • Almost all states adopted new laws or regulations related to educator evaluation systems between 2009 and 2014, and 60 percent of districts reported full or partial implementation in 2013–14.

This report uses nationally representative data collected during the 2013–14 school year to examine the implementation of policies promoted through Title I and Title II-A of ESEA. Using surveys of states, districts, principals, and teachers alongside extant data and documents, this report describes trends in student achievement as well as policy and practice in 2013–14 in three core areas: (1) state content standards and assessments in math and reading/ELA, (2) school accountability, and (3) teacher and principal evaluation and support.

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