A r c h i v e d  I n f o r m a t i o n

The following descriptions of the Department of Education's formula grant programs are intended only to focus on how funds that these programs provide to districts can be used to support school or district professional development programs. Funding formulas and eligibility rules determine the amount of funds that any particular district actually receives. Since all of these programs are administered by the state, more information on the programs and any special requirements that they may have regarding use of funds may be obtained from the state education agency, or, in the case of the Perkins Act program, from the state board for vocational education.

The Dwight D. Eisenhower Professional Development Program
(Title II, Part B ESEA)

The Eisenhower Program is the federal government's largest program devoted specifically to enhancing the professional development of teachers and other school staff. The reauthorized Eisenhower Program, which replaces the former Eisenhower Mathematics and Science Education Program, supports state and local efforts to stimulate and provide sustained and intensive high-quality professional development in all of the core academic subjects. Under Eisenhower, districts receive funding to carry out activities that are consistent with local needs, and have very wide discretion in determining the activities that will best enable all teachers to obtain the skills and knowledge they need to help all students achieve to high standards. Eisenhower funds must pay for no more that two-thirds of the cost of activities that they support; districts may pay the remaining costs with funds from state and local sources, other federal funds (such as Title I), cash and in-kind contributions.

Helping Disadvantaged Children Meet High Standards
(Title I, Part A, ESEA)

Title I, the largest federal education program for pre-K through 12 education, has one overriding goal: to improve teaching and learning for children in high-poverty schools to enable them to meet challenging academic content and performance standards. Under the Program, funds are provided to districts to help close the achievement gap between high- and low-poverty schools by targeting additional resources on districts based on their number of poor children. To receive Title I funds, districts must have a plan under which every aspect of the education system -- curriculum and instruction, professional development, school leadership, accountability and school improvement -- are coordinated with state and local reform efforts. Within this framework, districts and schools have great flexibility in deciding how to use their Title I funds, including the amount of Title I funds they devote to professional development of teachers and other staff who work with disadvantaged students. Moreover, schools in high-poverty areas that adopt schoolwide programs can combine all of their resources to support a comprehensive reform effort that includes professional development for all of the school's teachers.

Education of Migratory Children
(Title I, Part C, ESEA)

The Migrant Education Program (MEP) provides supplemental assistance for high-quality programs for students who migrate to enable themselves or a family member to obtain temporary or seasonal agricultural or fishing work. The MEP reduces educational disruptions and other problems that result from repeated moves, helping these children overcome problems that inhibit their ability to meet challenging content and performance standards. The MEP is operated by the state through subgrants to school districts and other agencies that need additional funds to support special activities for migrant students during periods in which they reside in that area. Local districts are responsible for integrating MEP services with services provided by other ESEA and federal programs, but may use MEP funds in a wide variety of ways, if approved by the state, to meet the identified needs of migrant children. To the extent feasible, districts that receive MEP funds must provide for professional development programs that include mentoring for teachers and other school personnel who work with migrant students.

Safe and Drug-Free Schools and Communities
(Title IV, Part A, ESEA)

This program supports comprehensive school- and community-based drug education and prevention activities, as well as activities designed to prevent violence. Funds are available to all districts on the basis of school enrollment, with additional funds being made available for districts that the state finds to be high-need." Districts that use Safe and Drug-Free Schools and Communities money must assess needs and measure program outcomes, but may implement a broad range of age-appropriate prevention activities, including professional development of school personnel in prevention strategies and curriculum.

Innovative Education Program Strategies (Title VI, ESEA)

Title VI provides funds to permit districts to support activities that encourage school reform and educational innovation. It makes funds available to all districts in the nation on the basis of school enrollment, with some weighting to districts with particularly high costs. Under this program, districts have the flexibility to use funds for any of the following primary areas: (1) technology related to implementing reform; (2) acquisition and use of instructional and educational material; (3) promising educational reform projects such as magnet schools; (4) programs for at-risk children; (5) literacy programs for students and their parents; (6) programs for gifted and talented students; (7) reform efforts consistent with Goals 2000; and (8) school improvement programs or activities authorized under the Title I program. Title VI funds may be used to support high-quality professional development that is related to any of these areas.

Individuals With Disabilities Education Act (IDEA) Part B

The IDEA, Part B provides funds to districts to help pay for the additional costs of programs that are needed to enable all children with disabilities, regardless of the level of severity of this disability, to receive a free and appropriate public education and to secure full education opportunities. The program makes funds available to all districts in a state on the basis of their relative number of students with disabilities receiving special education and related services. IDEA, Part B requires districts that receive funds to provide certain basic procedural safeguards for children with disabilities and their parents, as well as comprehensive plans for how the district will address the needs of its disabled students. These plans may include use of IDEA, Part B funds for professional development activities that will give teachers and other staff the skills that they need to enable their students with disabilities to have increased levels of academic achievement.

Carl D. Perkins Vocational Education Act (Title II, Part C)

This program provides funds to school districts and other entities to help support secondary school vocational education programs that the districts implement either by themselves or in conjunction with an area vocational education school or an intermediate education agency. The amount of Perkins funds that a district is eligible to receive depends on the relative size of its Chapter I allocations, the number of students with individualized education programs, and the number of students enrolled in schools and adults in training programs. School districts must submit an application to the state board for vocational education that describes their plans for using program funds in ways that give priority to special population; uses of funds may include professional development of vocational instructors, and academic instructors working with vocational education students, that focuses on integrating vocational and academic instruction. As of June, 1996, Congress is considering changes to the Perkins program and ways in which states and local providers offer vocational education assistance.

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