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ESSA Legislation Table of Contents

Table of contents of Elementary and Secondary Education Act of 1965.










The Elementary and Secondary Education Act of 1965, as amended through P.L. 115-224 [1.09 MB]

Disclaimer: This website is based on text downloaded from the House Office of Legislative Counsel. While this publication does not represent the official version of the ESSA, substantial efforts have been made to ensure the accuracy of its contents. The official version of the ESSA is found in the United States Statutes at Large and in the United States Code. The legal effect to be given to the Statutes at Large and the United States Code is established by statute (1 U.S.C. 112, 204).


Elementary and Secondary Education Act of 1965

[As Amended Through P.L. 115–224, Enacted July 31, 2018]


SECTION 1. [20 U.S.C. 6301 note] SHORT TITLE.

This Act may be cited as the ”Elementary and Secondary Education Act of 1965”.


SEC. 2. TABLE OF CONTENTS.

The table of contents for this Act is as follows:


TITLE I—IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGED


PART A—IMPROVING BASIC PROGRAMS OPERATED BY LOCAL EDUCATIONAL AGENCIES


PART B—STATE ASSESSMENT GRANTS


PART C—EDUCATION OF MIGRATORY CHILDREN


PART D—PREVENTION AND INTERVENTION PROGRAMS FOR CHILDREN AND YOUTH WHO ARE NEGLECTED, DELINQUENT, OR AT-RISK





PART E—FLEXIBILITY FOR EQUITABLE PER-PUPIL FUNDING


PART F—GENERAL PROVISIONS


TITLE II—PREPARING, TRAINING, AND RECRUITING HIGH-QUALITY TEACHERS, PRINCIPALS, AND OTHER SCHOOL LEADERS

Sec. 2002. Definitions.
Sec. 2003. Authorization of appropriations.


PART A—SUPPORTING EFFECTIVE INSTRUCTION


PART B—NATIONAL ACTIVITIES






PART C—GENERAL PROVISIONS


TITLE III—LANGUAGE INSTRUCTION FOR ENGLISH LEARNERS AND IMMIGRANT STUDENTS


PART A—ENGLISH LANGUAGE ACQUISITION, LANGUAGE ENHANCEMENT, AND ACADEMIC ACHIEVEMENT ACT





PART B—GENERAL PROVISIONS


TITLE IV—21st CENTURY SCHOOLS


PART A—STUDENT SUPPORT AND ACADEMIC ENRICHMENT GRANTS


  • Subpart 2—Internet Safety


  • PART B—21st CENTURY COMMUNITY LEARNING CENTERS


    PART C—EXPANDING OPPORTUNITY THROUGH QUALITY CHARTER SCHOOLS


    PART D—MAGNET SCHOOLS ASSISTANCE


    PART E—FAMILY ENGAGEMENT IN EDUCATION PROGRAMS


    PART F—NATIONAL ACTIVITIES






    TITLE V—FLEXIBILITY AND ACCOUNTABILITY

    PART A—FUNDING TRANSFERABILITY FOR STATE AND LOCAL EDUCATIONAL AGENCIES


    PART B—RURAL EDUCATION INITIATIVE





    PART C—GENERAL PROVISIONS


    TITLE VI—INDIAN, NATIVE HAWAIIAN, AND ALASKA NATIVE EDUCATION

    PART A—INDIAN EDUCATION







    PART B—NATIVE HAWAIIAN EDUCATION


    PART C—ALASKA NATIVE EDUCATION


    TITLE VII—IMPACT AID


    TITLE VIII—GENERAL PROVISIONS

    PART A—DEFINITIONS


    PART B—FLEXIBILITY IN THE USE OF ADMINISTRATIVE AND OTHER FUNDS


    PART C—COORDINATION OF PROGRAMS; CONSOLIDATED STATE AND LOCAL PLANS AND APPLICATIONS


    PART D—WAIVERS


    PART E—APPROVAL AND DISAPPROVAL OF STATE PLANS AND LOCAL APPLICATIONS


    PART F—UNIFORM PROVISIONS






    PART G—EVALUATIONS



Resources: Race to the Top — Early Learning Challenge

 

  • Early Learning Career Pathways Initiative: Credentialing in the Early Care and Education Field PDF (15MB)

About US – Office of Early Learning

The Office of Early Learning (OEL) is the principal office charged with supporting the Department’s Early Learning Initiative with the goal of improving the health, social-emotional, and cognitive outcomes for children from birth through third grade, so that all children, particularly those with high needs, are on track for graduating from high school college- and career-ready.

OEL is headed by a Deputy Assistant Secretary who reports directly to the Assistant Secretary for Elementary and Secondary Education and advises the Assistant Secretary, Deputy Assistant Secretaries, and other top officials of the Department on policy and administrative issues related to early learning.

In administering the programs assigned to it, OEL establishes cooperative relationships with other Departmental Principal Offices and with other Federal agencies and governmental and nongovernmental organizations as appropriate. For example, OEL jointly administers the Race to the Top – Early Learning Challenge grants with the Administration for Children and Families (ACF) at the U.S. Department of Health and Human Services.

Currently, OEL oversees the following grant programs:

The purpose of the Race to the Top-Early Learning Challenge (RTT-ELC) program is to improve the quality of early learning and close the achievement gap for children with high needs. The RTT-ELC grant program focuses on improving early learning for young children by supporting States’ efforts to increase the number and percentage of children from low-income families and disadvantaged children in each age group of infants, toddlers, and preschoolers enrolled in high-quality early learning programs and designing and implementing an integrated system of high-quality early learning programs and services.

The Preschool Development Grants competition supports States to (1) build or enhance a preschool program infrastructure that would enable the delivery of high-quality preschool services to children, and (2) expand high-quality preschool programs in targeted communities that would serve as models for expanding preschool to all 4-year-olds from low- and moderate-income families. These grants would lay the groundwork to ensure that more States are ready to participate in the Preschool for All formula grant initiative proposed by the Administration.

  • Even Start Family Literacy Program

    This program offers grants to support local family literacy projects that integrate early childhood education, adult literacy (adult basic and secondary-level education and instruction for English language learners), parenting education, and interactive parent and child literacy activities for low-income families with parents who are eligible for services under the Adult Education and Family Literacy Act and their children from birth through age 7. Teen parents and their children from birth through age 7 also are eligible. All participating families must be those most in need of program services.

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  • Early Reading First (Title I, Part B, Subpart 2)

    The program supports the development of early childhood centers of excellence that focus on all areas of development, especially on the early language, cognitive, and pre-reading skills that prepare children for continued school success and that serve primarily children from low-income families.

    –>>

  • Early Childhood Educator Professional Development Program

    The purpose is to promote school readiness and improved learning outcomes of young children by providing high quality professional development programs to improve the knowledge and skills of early childhood educators and caregivers who work in early childhood programs located in high-poverty communities and who serve primarily children from low-income families.

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    Meet the Staff

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