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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



The Every Student Succeeds Act (ESSA)

en Español

Update: ESSA Consolidated State Plans

Templates

Resources

ESSA Highlights

President Obama signs the Every Student Succeeds Act into law on December 10, 2015.

ESSA includes provisions that will help to ensure success for students and schools. Below are just a few. The law:

  • Advances equity by upholding critical protections for America’s disadvantaged and high-need students.
  • Requires—for the first time—that all students in America be taught to high academic standards that will prepare them to succeed in college and careers.
  • Ensures that vital information is provided to educators, families, students, and communities through annual statewide assessments that measure students’ progress toward those high standards.
  • Helps to support and grow local innovations—including evidence-based and place-based interventions developed by local leaders and educators—consistent with our Investing in Innovation and Promise Neighborhoods
  • Sustains and expands this administration’s historic investments in increasing access to high-quality preschool.
  • Maintains an expectation that there will be accountability and action to effect positive change in our lowest-performing schools, where groups of students are not making progress, and where graduation rates are low over extended periods of time.

History of ESEA

  • The Elementary and Secondary Education Act (ESEA) was signed into law in 1965 by President Lyndon Baines Johnson, who believed that “full educational opportunity” should be “our first national goal.” From its inception, ESEA was a civil rights law.

    ESEA offered new grants to districts serving low-income students, federal grants for textbooks and library books, funding for special education centers, and scholarships for low-income college students. Additionally, the law provided federal grants to state educational agencies to improve the quality of elementary and secondary education.

NCLB and Accountability

NCLB put in place measures that exposed achievement gaps among traditionally underserved students and their peers and spurred an important national dialogue on education improvement. This focus on accountability has been critical in ensuring a quality education for all children, yet also revealed challenges in the effective implementation of this goal.

Parents, educators, and elected officials across the country recognized that a strong, updated law was necessary to expand opportunity to all students; support schools, teachers, and principals; and to strengthen our education system and economy.

In 2012, the Obama administration began granting flexibility to states regarding specific requirements of NCLB in exchange for rigorous and comprehensive state- developed plans designed to close achievement gaps, increase equity, improve the quality of instruction, and increase outcomes for all students.

What’s Next?

Over the next few weeks, the U.S. Department of Education will work with states and districts to begin implementing the new law. Visit this page for updates and sign up for news about ESSA.

Have questions?

ESSA State Plan Notice of Intent to Submission

In the November 29, 2016 Dear Colleague Letter on ESSA State Plans, the Department established two deadlines for the submission of ESSA State Plans:

  • April 3, 2017
  • September 18, 2017

Consistent with the requirements of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act (ESSA), the Department will conduct a peer review process of submitted State plans after each of the two submission dates. The Department will not review plans on a rolling basis and will consider each plan to be submitted only on one of the two dates above. In order to plan for the peer review of State plans, the Department requested that each State provide the date by which it intends to submit a consolidated State plan or individual State plans. The information below is provided for informational purposes. At any time, a State may decide to submit its State plan on the other submission date.

    State Submission Date
    Alabama September 18, 2017
    Alaska September 18, 2017
    Arizona April 3, 2017
    Arkansa September 18, 2017
    BIE September 18, 2017
    California September 18, 2017
    Colorado April 3, 2017
    Connecticut April 3, 2017
    Delaware April 3, 2017
    District of Columbia April 3, 2017
    Florida September 18, 2017
    Georgia September 18, 2017
    Hawaii September 18, 2017
    Idaho September 18, 2017
    Illinois April 3, 2017
    Indiana September 18, 2017
    Kansas September 18, 2017
    Kentucky September 18, 2017
    Louisiana April 3, 2017
    Maine April 3, 2017
    Maryland September 18, 2017
    Massaschusetts April 3, 2017
    Michigan April 3, 2017
    Minnesota September 18, 2017
    Mississippi September 18, 2017
    Missouri April 3, 2017
    Montana April 3, 2017
    Nebraska September 18, 2017
    Nevada April 3, 2017
    New Hampshire September 17, 2017
    New Jersey April 3, 2017
    New Mexico April 3, 2017
    New York September 18, 2017
    North Carolina September 17, 2017
    North Dakota April 3, 2017
    Ohio April 3, 2017
    Oklahoma September 18, 2017
    Oregon April 3, 2017
    Pennsylvania September 18, 2017
    Puerto Rico September 18, 2017
    Rhode Island September 18, 2017
    South Carolina September 18, 2017
    South Dakota September 18, 2017
    Tennessee April 3, 2017
    Texas September 18, 2017
    Utah September 18, 2017
    Vermont April 3, 2017
    Virginia September 18, 2017
    Washington September 18, 2017
    West Virginia September 18, 2017
    Wisconsin September 18, 2017
    Wyoming September 18, 2017

Back to ESSA

Student-Centered Funding Pilot Submissions

This list includes all local educational agencies (LEAs) that applied for the Student-centered Funding Pilot as of the March 12, 2018, deadline and does not indicate their eligibility for an agreement.

District Jurisdiction
Wilsona School District California
Indianapolis Public Schools Indiana
Salem-Keizer School District 24J Oregon
Upper Adams School District Pennsylvania
Puerto Rico Department of Education
Local Flexibility Demonstration Agreement
Approval Letter (6/28/2018)

Updated Implementation Timing (1/3/2019)

Update to Authority (4/16/2019)

 Puerto Rico

Summer 2018 Submission
This list includes the LEA that applied for the Student-Centered Funding Pilot as of the July 15, 2018, deadline and does not indicate its eligibility for an agreement.

District Jurisdiction
Roosevelt School District Arizona
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Student-Centered Funding Pilot

Well-Rounded Education through Student-Centered Funding Demonstration Grants

The Well-Rounded Education through Student-Centered Funding Demonstration Grants program provides competitive grants to local educational agencies (LEAs) to demonstrate model programs for providing well-rounded education opportunities through the development and implementation of student-centered funding (SCF) systems based on weighted per-pupil allocations under Section 1501 of the Elementary and Secondary Education Act of 1965, as amended (ESEA). Grants awarded under this program are intended to help build the capacity of LEAs to provide well-rounded education in order to establish models for expanding and enhancing delivery of such opportunities for educationally disadvantaged students.

For more information, please visit the following page: https://oese.ed.gov/offices/office-of-formula-grants/school-support-and-accountability/well-rounded-education-student-centered-funding-demonstration-grants/.

Student-Centered Funding Pilot

ESEA section 1501 authorizes the U.S. Secretary of Education to enter into local flexibility demonstration agreements with local educational agencies (LEAs) under which such agencies may consolidate eligible Federal education funds with State and local funds in accordance with certain requirements in order to develop a student-centered funding system based on weighted per-pupil allocations for low-income and otherwise disadvantaged students. Under a local flexibility demonstration agreement, an LEA may use the Federal funds allocated through its system flexibly, provided it meets the purposes of each Federal education program supported by the consolidated Federal funds, including serving students from low-income families, English learners, migratory children, and children who are neglected, delinquent, or at risk, as applicable.

For an LEA that enters into a local flexibility demonstration agreement, the Secretary is authorized to waive those provisions of the ESEA that would otherwise prevent the LEA from using eligible Federal funds as part of such an agreement. Relieving an LEA from certain ESEA requirements in this manner would enable the LEA to use the Federal funds allocated through its student-centered funding system flexibly, provided it meets the purposes of each Federal education program supported by the consolidated Federal funds, including serving students from low-income families, English learners, migratory children, and children who are neglected, delinquent, or at risk, as applicable.

For an LEA that enters into a local flexibility demonstration agreement, the Secretary is authorized to waive those provisions of the ESEA that would otherwise prevent the LEA from using eligible Federal funds as part of such an agreement. Relieving an LEA from certain ESEA requirements in this manner would enable the LEA to use the Federal funds allocated through its student-centered funding system flexibly, provided it meets the purposes of each Federal education program supported by the consolidated Federal funds, including serving students from low-income families, English learners, migratory children, and children who are neglected, delinquent, or at risk, as applicable.

ESEA Section 1501 Resources

Resources

 

Application Resources

 

 

Meet the Fellows

2021-2022 Full-Time Fellows

Meghan Everette

Coach/Teacher | Salt Lake City, UT

Areas of Focus:

Teacher Advocacy; Teacher and Retention Organizational Change Theory; Communication; Equitable School Transformation; School to Community Connection

Joseph Masgai headshot

Joseph Masgai

ES Principal | Yardley, PA

Areas of Focus:

Instructional Leadership; Professional Development; Data-driven School Improvement; Equitable Project-based Learning; Character Education, Career and College Readiness Reform

2021-2022 Part-Time Fellows

Adanays Aranda

ESOL Teacher | Fort Mill, SC

Areas of Focus:

Multilingual Learner; Education; Culturally and Linguistically Responsive Teaching; Equity and Inclusion; Family Outreach; Teacher Preparation; Instructional Technology; Distance Education

Laina Cox

MS Principal | Washington, DC

Areas of Focus:

Middle Grades; Restorative Practices & School Culture; Professional Development; Diversity, Equity, and Inclusion; Teacher Leadership & Development; Project-Based Learning; Social-Emotional and Character Deveolpment


Richard Knoeppel

CTE Teacher | Las Vegas, NV

Areas of Focus:

Career and Technical Education; Curriculum and Instruction; Technology Integration; STEM Education; Project Based Learning; Teacher Recruitment and Retention; Mentoring and Induction

Hennessey Lustica

Community Schools Mental Health Project Director | Rochester, NY

Areas of Focus:

Comprehensive School Counseling; Program Development; Interdisciplinary Clinical Supervision; School Counselor Evaluation; Restorative Practices; Counseling Children and Adolescents; Collaboration Across Systems

Eligibility

To be eligible for the School Ambassador Fellowship program, participants must:

  • Be a US Citizen or Permanent Resident.
  • Currently be a teacher, principal or other school staff member (and anticipate being employed in this role during the next school year).
  • Employed by a traditional public, charter, private, virtual, military (DoDEA), or tribal (BIE) school that serves any grade, preschool through twelfth.
  • Have at least five years of experience in his/her current role as a teacher, principal or other school staff member, up to and including the current school year.
  • Have daily meaningful interaction with students and educators in a school setting in his/her school role.

Desirable applicants have:

  • A history of demonstrable and meaningful impact on student outcomes and school success.
  • A record of leadership in the school and community settings.
  • Strong written and oral communication skills.
  • Experience with outreach activities and project management skills.
  • Relevant insights from school and classroom experiences to federal education policy, programs and initiatives.
  • Support from school, community and other educational leaders.

Application Components

A complete application includes:

  • Verification of program eligibility requirements
  • A written personal statement
  • A one-page, written abstract for your Capstone project if selected to be a 2021-2022 Fellow
  • Two recommender forms
  • A current resume and cover letter

How Applications Are Evaluated

All applications are screened and reviewed by teams of current and alumni Fellows and Department staff members. The most highly-rated applicants may be asked to participate in virtual and potentially in-person interview processes. All applicants will be notified about their progress in the Fellowship application and selection process. All materials within the application are peer-reviewed and will be assessed against the key qualities we seek in School Ambassador Fellows. These key qualities include:

  • Demonstrable Contributions to Student Learning

the extent to which the candidate has had demonstrable and meaningful impact on student achievement and school success;

  • Effective Leadership Skills

the extent to which the candidate brings a record of effective leadership and teamwork amongst peers and other key stakeholders;

  • Strong Communication Skills

the extent to which the candidate demonstrates the written and oral communication skills required to serve as a Fellow;

  • Other Applicable Skills and Experience

the extent to which the candidate demonstrates experience with the type of roles Fellows are asked to play, including project management skills;

  • Relevant Interests and Expertise

the extent to which the candidate can provide applicable insights from school and district experiences to the Department’s education policy, programs, and initiatives; and

  • School System Support

the extent to which the candidate has demonstrable support from their school and district leaders for program participation.

Application Resources

Applications for the 2021-2022 cohort of the School Ambassador Fellowship are being accepted beginning 12:00am EST on October 12, 2020 until 11:59pm EST January 11, 2020.

In order to be considered for the 2021-2022 School Ambassador Fellowship cohort, you must use the online system to submit a complete application. Any materials submitted by U.S. mail or email will not be reviewed.

Notice of Appropriate Use

You are accessing a U.S. Government computer system, which may be accessed and used only for authorized Government business by authorized personnel. Unauthorized access or use of this computer system may subject violators to criminal, civil, and/or administrative action.

All information on this computer system may be intercepted, recorded, read, copied, and disclosed by and to authorized personnel for official purposes, including criminal investigations. Such information includes sensitive data encrypted to comply with confidentiality and privacy requirements. Access or use of this computer system by any person, whether authorized or unauthorized, constitutes consent to these terms.

Applicant Information

Eligibility

To be eligible for the School Ambassador Fellowship program, participants must:

  • Be a US Citizen or Permanent Resident.
  • Currently be a teacher, administrator, student support provider, or other certified school staff member (and anticipate being employed in this role during the next school year).
  • Employed by a traditional accredited public, charter, private, virtual, military (DoDEA), or tribal (BIE) school that serves any grade, preschool through twelfth.
  • Have at least five years of experience as an educator up to and including the current school year.
  • Have daily meaningful interaction with students and educators in a school setting in his/her school role.

Desirable applicants have:

  • A history of demonstrable and meaningful impact on student outcomes and school success.
  • A record of leadership in the school and community settings.
  • Strong written and oral communication skills.
  • Experience with outreach activities and project management skills.
  • Relevant insights from classroom, school and/or district experiences that are transferable to federal education programs and initiatives.
  • Support from school and district leaders.

Application Components

A complete application includes:

  • Verification of program eligibility requirements
  • Personal statement video
  • A one-page, written abstract of intended Capstone project
  • Three recommender forms
  • A current resume and cover letter

How Applications Are Evaluated

All applications are screened and reviewed by teams of current and alumni Fellows and Department staff members. The most highly-rated applicants may be asked to participate in virtual and potentially in-person interview processes. All applicants will be notified about their progress in the Fellowship application and selection process. All materials within the application are peer-reviewed and will be assessed against the key qualities we seek in School Ambassador Fellows. These key qualities include:

  • Demonstrable Contributions to Student Learning
  • Effective Leadership Skills
  • Strong Communication Skills
  • Relevant Interests and Expertise
  • School System Support

Narrative responses should address:

  • The candidate’s personal and professional experiences that have defined them as an educator;
  • The extent to which candidates have used their career to be an agent of change within their local school district, state, or at the national level;
  • The extent to which you will leverage your professional networks, resources, and abilities to promote the Secretary of Education’s priorities and the Department’s strategic goals and initiatives;
  • The extent to which your membership in the School Ambassador Fellowship will benefit your school community and/or district.

Application Resources

Please be advised that the application period for the 2023-2024 cohort of the School Ambassador Fellowship has been extended to January 3, 2023 at 11:59pm EST.

In order to be considered for the 2023-2024 School Ambassador Fellowship cohort, you must submit an application using the online application system.  Please note that any materials submitted by U.S. mail or email will not be reviewed.

Notice of Appropriate Use

You are accessing a U.S. Government computer system, which may be accessed and used only for authorized Government business by authorized personnel. Unauthorized access or use of this computer system may subject violators to criminal, civil, and/or administrative action.

All information on this computer system may be intercepted, recorded, read, copied, and disclosed by and to authorized personnel for official purposes, including criminal investigations. Such information includes sensitive data encrypted to comply with confidentiality and privacy requirements. Access or use of this computer system by any person, whether authorized or unauthorized, constitutes consent to these terms.

School Ambassador Fellowship Program

Founded on the principles of partnership, collaboration and cooperation  between the Federal Government and school-based educators, the U.S. Department of Education designed the School Ambassador Fellowship program to enable outstanding teachers, administrators, and other school leaders, such as school counselors, psychologists, social workers, and librarians to bring their school and classroom expertise to the Department and to expand their knowledge of the national dialogue about education. The School Ambassador Fellowship is a professional learning community designed to improve educational outcomes for students by leveraging the expertise of school-based practitioners in the creation, evaluation, and dissemination of information around national education initiatives.

The application period for the 2023-2024 cohort of the School Ambassador Fellowship has been extended.   Applications for the 2023-2024 cohort of the School Ambassador Fellowship will now remain open until 11:59pm ET on January 3, 2023.

Pre-Application Webinar: PDF | Video

For more information on how the Fellowship works, please see our Program Overview.