3
Introduction
Great teachers, principals, and other school leaders (collectively, educators) matter enormously to the learning and the
lives of children.
1
Yet, we have struggled as a nation to meaningfully support educators so they can help their students
be prepared to succeed in college and careers. The Title II, Part A program is designed, among other things, to provide
students from low-income families and minority students with greater access to effective educators. It is critical that
State educational agencies (SEAs) and local educational agencies (LEAs) consider how to best use Title II, Part A funds,
among other funding sources, to ensure equity of educational opportunity. New provisions in Title II, Part A of the
Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act (ESSA), offer
new opportunities SEAs and LEAs to more effectively attract, select, place, support, and retain excellent educators; re-
visit traditional uses of these funds; and consider new and additional uses of Title II, Part A funds that are innovative and
evidence-based.
Strategies outlined in this document, and examples of this work in action, can often be supported by other sources of
funding as well, and should not be thought of as tools, policies or programs only made possible through the use of Title
II, Part A funds. States and districts are encouraged to explore sources of funding available at the State and local level, as
well as other formula and competitive grant awards from the U.S. Department of Education and other sources. This
initial Title II, Part A guidance is not exhaustive; rather it highlights some of the new and important ways SEAs and LEAs
can use their Title II, Part A funds
more strategically and for greater impact. This initial guidance also reflects
feedback the Department received from States, districts, and a variety of other stakeholders and educators, during
listening sessions regarding high-priority areas for guidance related to these funds. Throughout this guidance, any
reference to “educators” refers to teachers, principals, and other school leaders. Unless otherwise indicated, citations to
the ESEA refer to the ESEA, as amended by the ESSA.
Purpose of this Guidance
The U.S. Department of Education (Department) has determined that this guidance is significant guidance under the
Office of Management and Budget’s Final Bulletin for Agency Good Guidance Practices, 72 Fed. Reg. 3432 (Jan. 25,
2007). See www.whitehouse.gov/sites/default/files/omb/memoranda/fy2007/m07-07.pdf. Significant guidance is non-
binding and does not create or impose new legal requirements. The Department is issuing this guidance to provide SEAs
and LEAs with information to assist them in meeting their obligations under Title II, Part A provisions. This guidance also
provides members of the public with information about their rights under the law and regulations.
This guidance supersedes the Department’s previous guidance on Title II, Part A of the ESEA as amended by the No Child
Left Behind Act (NCLB), entitled Improving Teacher Quality State Grants, issued on October 5, 2006.
If you are interested in commenting on this guidance, please email us your comment at
OESEGuidanceDocument@ed.gov or write to us at the following address:
U.S. Department of Education
Office of Elementary and Secondary Education
400 Maryland Avenue, S.W.
Washington, D.C. 20202
For further information about the Department’s guidance processes, please visit
www2.ed.gov/policy/gen/guid/significant-guidance.html.
1
Teachers Matter: Understanding Teachers' Impact on Student Achievement. Santa Monica, CA: RAND Corporation, 2012.
http://www.rand.org/pubs/corporate_pubs/CP693z1-2012-09.html
; B. Rowan, R. Correnti, & R. J. Miller (2002). “What Large-Scale Survey Research
Tells Us About Teacher Effects on Student Achievement: Insights from the Prospects Study of Elementary Schools. Teachers College Record, 104:
1525-1567; S.G. Rivkin, E. Hanushek, & J.F. Kain (2000). “Teachers, Schools, and Academic Achievement (Working Paper W6691).” National Bureau
of Economic Research. Retrieved from www.cgp.upenn.edu/pdf/Hanushek_NBER.PDF