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

Key Changes to Title I Central to the reauthorized Title I program is the premise that aligning federal resources and policies with state and local reform will reinforce and amplify efforts to improve teaching and learning for students at risk of school failure. Title I requires states to develop or approve standards and assessments that will challenge students served by the program to perform to higher levels. Research suggests that high standards, when coupled with valid and reliable assessments and aligned support, can exert a powerful influence over what children are taught and how much they learn. Under Title I: The standards approved by the state become those that apply to students served by the Title I program; the assessments that measure performance toward the standards become the yardstick for gauging the progress of Title I in districts and participating schools. The inclusion of all children in appropriate assessments is intended to hold school systems accountable for all children, whether or not they have limited-English-proficiency or disabilities. Establishing performance accountability mechanisms that provide continuous feedback throughout the system is designed to help improve implementation and results for students. The new legislation calls for Title I to focus on approaches that encourage significant improvements in schools and extended learning. In particular: High-poverty schools can adopt schoolwide programs to upgrade curriculum and instruction throughout the entire school for the benefit of all children. In targeted assistance programs, the new legislation encourages the use of strategies such as extended day (before- and after-school programs), extended year, and summer programs to increase learning time. Teachers in Title I schools are to be prepared to teach an accelerated, high-quality curriculum and engage their students in learning through sound, innovative approaches. New flexibility and school-level decisionmaking in the program are intended to encourage school staff to make maximum use of resources and promising practices in their reform efforts. Through Title I parent-school compacts, parent involvement policies, and support for training and capacity building, the program seeks to foster and maintain schools and parents working together as partners in improving learning. Targeting of Title I is designed to provide additional funds to help the poorest schools and the students who are farthest behind attain high state standards.

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[Executive Summary]

[Foreword]