The purpose of the program is to provide grants to State educational agencies (SEAs) and subgrants to local educational agencies (LEAs) to increase student achievement consistent with the challenging State academic standards; improve the quality and effectiveness of teachers, principals, and other school leaders; increase the number of teachers, principals, and other school leaders who are effective in improving student academic achievement in schools; and provide low-income and minority students greater access to effective teachers, principals, and other school leaders.
Types of Projects
State-level activities include but are not limited to (1) reforming teacher and principal certification programs, (2) providing support for new teachers, and (3) providing professional development for teachers and principals. Local-level activities include but are not limited to (1) recruiting and retaining effective teachers and principals, (2) providing professional development for teachers and principals, and (3) reducing class size.
Additional Information
In exchange for receiving funds, agencies are held accountable to the public for improvements in academic achievement. Title II, Part A provides these agencies the flexibility to use these funds creatively to address challenges to teacher and principal quality, whether they concern preparation and qualifications of new teachers and school leaders, recruitment and hiring, induction, professional development, retention, or the need for more capable principals and other school leaders to serve as effective school leaders.
Data Collection Information
ED Data Express
To access data collected and published by the Department of Education, please see ED Data Express.
EDFacts File Specifications
The specific file specification relevant to the collection and submission of teacher data is FS 203. To access all file specifications for all EDFacts data files, please see the following page. For more information about the Department's EDFacts Initiative, which includes data collection for Title II, Part A, please see the following page.
Monitoring Reports
OESE periodically assesses States' efforts in implementing Federal grant programs. By completing periodic assessments of SEA grant administration across multiple OESE programs, including Title II, Part A, OESE is able to gather accurate information about States' compliance with statutory and regulatory requirements, as well as information about grant performance. OESE uses this information about State and local needs to provide high-quality, differentiated support to States and districts.
Consolidated monitoring reports, monitoring protocols, and information about the consolidated monitoring process are available on the Office of School Support and Accountability's (SSA) Performance Reports page. This page also contains single program monitoring reports.
Legislation
Elementary and Secondary Education Act of 1965, as amended, Title II, Part A; 20 U.S.C. 6301-6339, 6571-6578
TITLE II—Preparing, Training, and Recruiting High-Quality Teacher, Principals, or Other School Leaders
- Sec. 2001. Purpose.
- Sec. 2002. Definitions.
- Sec. 2003. Authorization of Appropriations.
PART A—Supporting Effective Instruction
- Sec. 2101. Formula grants to States.
- Sec. 2102. Subgrants to local educational agencies.
- Sec. 2103. Local uses of funds.
Sec. 2014. Reporting.
Regulations
Office of Management and Budget's (OMB) Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards (commonly called "Uniform Guidance") was adopted by the Department in December 2014, 2 CFR Part 3474, and provides a government-wide framework for grants management and sets an authoritative set of rules and requirements for Federal awards that synthesizes and supersedes guidance from earlier OMB circulars. The Uniform GuidanThe ce addresses such issues as addresses time and effort certifications, indirect cost reimbursement, timely obligation of funds and carryover, financial management rules, program income, record retention, property/equipment/supplies inventory controls, procurement, monitoring, conflicts, travel policies, and allowable costs.
The Education Department of General Administrative Regulations (EDGAR), 34 CFR Parts 75, 76, and 77, are the federal regulations that govern all federal grants awarded by the U.S. Department of Education. EDGAR is read in conjunction with the authorizing statutes, program-specific regulations, the Uniform Guidance, and Federal Register documents, such as Notices Inviting Applications and Notices of Final Priorities.
Guidance
Letter from Senior Advisor Lane re: Prior Approval for Pre-Award Costs and Participant Support Costs under ESEA Programs | PDF (December 8, 2022)
Title VIII, Part F of the Elementary and Secondary Education Act of 1965: Equitable Services for Eligible Private School Children, Teachers, and Other Educational Personnel, Non-Regulatory Guidance | PDF (760 KB) (July 17, 2023)
Fact Sheet for Transferring State- and Local-Level Funds: Section 5103 of the ESEA | PDF (210 KB) (April 29, 2020)
Non-regulatory Guidance for Title II, Part A: Building Systems of Support for Excellent Teaching and Leading | PDF (691 KB) (September 27, 2016)
Improving Teacher Quality State Grants: Title II Part A Non-Regulatory Guidance MS WORD (2M) | PDF (40K) (October 5, 2006)
Non-regulatory Guidance: Fiscal Changes and Equitable Services Requirements Under the Elementary and Secondary Education Act of 1965 (ESEA), as Amended by the Every Student Succeeds Act (ESSA) | PDF (November 21, 2016)
Non-regulatory Guidance: Using Evidence to Strengthen Education Investments| PDF (September 16, 2016)
Key Documents
Key Documents | U.S. Department of Education. This page provides letters and reports to states for important programmatic activities, including the States’ consolidated State plans, requests for waivers, monitoring reports, and the peer reviews of State assessment systems. The list may be sorted or filtered by State, year, program, and activity.
Title II, Part A Use of Funds Surveys
Section 2104 of the Elementary and Secondary Education Act requires each State educational agency (SEA) that receives a Title II, Part A grant to report annually to the Department of Education on how the State is uses program funds. The Department collects this information in annual use of funds surveys. Each SEA receives a survey that addresses how Title II, Part A funds that remain with the SEA for State-level use are spent. In addition, a sample of over 5,000 school districts receive a survey that addresses how Title II, Part A funds that are awarded to school districts are used; the district sample is both nationally representative and representative at the individual State level, making cross-State comparisons possible. Below are the survey instruments for the current school year as well as reports on the results of surveys from prior years.
Local Education Agency (LEA) and State Education Agency (SEA) Uses of Title II, Part A Funds
- SEA Use of Title II, Part A Funds in 2023-24 Survey for Reference Only (June 2024)
- District Use of Title II, Part A Funds in 2022-23, Survey for Reference Only (March 2024)
- State and District Use of Title II, Part A Funds in 2022-23 (May 2024)
- State and District Use of Title II, Part A Funds in 2021-22 (August 2023).
- State and District Use of Title II, Part A Funds in 2020-21 (August 2022).
- State and District Use of Title II, Part A Funds in 2019-20 (June 2021).
- State and District Use of Title II, Part A Funds in 2018-19 (February 2021).
Webinars Delivered by Title II, Part A Staff
- Navigating Title II, Part A — Presented on March 27, 2024, this webinar covered topics that some SEAs have found challenging during monitoring by ED. Slides address equitable services with State activities funds, the ESEA definition of professional development (PD), and identifying evidence to support PD and class size reduction.
Additional Resources
- Letter to Chief State School Officers on Art Education: provides guidance to Chief State School Officers on how Title II, Part A and other federal funds can be used to support professional development and expand access to arts education, promoting student engagement and a well-rounded education (October 2024).
- Raise the Bar: Lead the World: the U.S. Department of Education's call to action to transform education and unite around what truly works to advance educational equity and excellence. One of the initiative goals is eliminating educator shortages.
- Comprehensive Regional Assistance Centers: provide technical assistance services focused on the implementation of reform programs.
- Equity Assistance Centers: provide assistance in the areas of race, gender, and national origin equity to public schools to promote equal educational opportunities.
- Office of Planning, Evaluation and Policy Development: evaluates the performance of selected Department of Education programs and services to determine their effectiveness, efficiency, and equity.
- Institute for Educations Sciences, National Center for Education Evaluation and Reginal Assistance (NCEE): conducts unbiased, large-scale evaluations of education programs supported by federal funds; provides technical assistance; and supports the development and use of research and evaluation throughout the United States.
- Office of Safe and Supportive Schools: Safer Schools and Campuses Best Practices Clearinghouse - provides resources to help schools safely reopen and remain open for in-person learning and provide the academic, mental health, and social and emotional support that students, educators, and schools need to recover from the pandemic.
- IES: Studies of Distance Learning.
- IES: What Works Clearinghouse.
Studies of Interest
Recruitment and Retention / Professional Development / Principals and School Leaders / Residency Programs / Equity and Diversity / Data and Evidence / Other Topics
Recruitment and Retention
- IES/NCEE Study: Federal Support for Attracting, Training, and Retaining Educators: How Districts Receiving Teacher and School Leader Grants Use Their Funds (March 2023).
- REL Southwest: Early Progress and Outcomes of a Grow Your Own Grant Program for High School Students and Paraprofessionals in Texas (October 2022).
- Great Lakes Equity Center: The Costs of Educator Turnover (July 2022).
- Region 8 Comprehensive Center: Strategic Use of Data to Support Recruitment and Retention (May 2022).
- Comprehensive Center Network: Grow Your Own Strategies: Professional Learning Series for SEA, LEA, and GYO Program Leaders (May 2022).
- "Dear Colleague" Letter: Teacher and Staff Shortages and ARP ESSER Funding (December 2021).
- REL West: Principal Retention Patterns in Arizona, Nevada, and Utah (December 2021).
- REL Northeast and Islands: Teacher Shortages in New York (November 2021).
- REL Northeast and Islands: Variation in Mentoring Practices and Retention across New Teacher Demographic Characteristics under a Large Urban District's New Teacher Mentoring Program (September 2021).
- REL Midwest: Supports Associated with Teacher Retention in Michigan (September 2021).
- REL Northeast and Islands: Analyzing Teacher Mobility and Retention: Guidance and Considerations Report 1 (April 2021).
- REL Northeast and Islands: Analyzing Teacher Mobility and Retention: Guidance and Considerations Report 2 (April 2021).
- Region 12 Comprehensive Center: Addressing Educator Workforce Shortages: A State Comparison Brief (April 2021).
- REL Midwest: Understanding the Teacher Pipeline for Indiana's K-12 Public Schools (March 2021).
- REL Central: An Approach to Using Student and Teacher Data to Understand and Predict Teacher Shortages (December 2020).
- REL Central: Retention, Mobility, and Attrition among School and District Leaders in Colorado, Missouri, and South Dakota (August 2020).
- National Comprehensive Center Brief: Strengthening the Teacher Workforce Through Selection Processes (2020).
- IES/NCEE Study: Study of Teacher Preparation Experiences and Early Teacher Effectiveness (September 2019).
Professional Development
- CEEDAR (Collaboration for Effective Educator Development, Accountability, and Reform) Center: Culturally Relevant Education Professional Development Pack (2023).
- CEEDAR (Collaboration for Effective Educator Development, Accountability, and Reform) Center: Practice-Based Learning Opportunities (2023).
- IES/NCEE Study: Reading Apprenticeship Intervention Report (January 2023).
- Great Lakes Equity Center: Asset-Based Approaches to Professional Learning (June 2022).
- Great Lakes Equity Center: Being a Critical Consumer of Professional Development Related to Educational Equity (June 2022).
- IES/NCEE Study: Study of Teacher Coaching Based on Classroom Videos: Impacts on Student Achievement and Teachers' Practice (June 2022).
- Great Lakes Equity Center: Furthering School Integration Efforts in Local Communities: A Professional Development Manual for School District Stakeholders (February 2022).
- REL Northeast and Islands: Evaluating Professional Learning: Workshop Materials (December 2021).
- REL Midwest: Using Enhanced Coaching of Teachers to Improve Reading Achievement in Grades PreK-2 in Chicago Public Schools (September 2021).
- REL Northeast and Islands: Evaluating Professional Learning: A Tool for Schools and Districts (January 2021).
- State Support Network Resource: Designing Leadership Academies for Principal Professional Learning (April 2020).
- REL Appalachia: Literature review on effective online professional development (March 2018).
- IES/NCEE Study: Elementary School Math Professional Development Impact Evaluation (September 2016).
Principals and School Leaders
- CEEDAR (Collaboration for Effective Educator Development, Accountability, and Reform) Center: Inclusive Principal Leadership (2023).
- Region 12 Comprehensive Center: Pathway to Advanced Performance: An Evaluation of the Missouri Leadership Development System (September 2022).
- Region 12 Comprehensive Center: Implementing with Fidelity and Impact: An Evaluation of the Missouri Leadership Development System (December 2021).
- REL Mid-Atlantic: Exploring the Potential Role of Staff Surveys in School Leader Evaluation (August 2021).
- IES/NCEE Study: Time to Lead: An Illustrative Look at How Elementary School Principals Spend Their Workweek (June 2021).
- State Support Network Resource: Designing Leadership Academies for Principal Professional Learning (April 2020).
- IES/NCEE Study: Impact Evaluation of Support for Principals (October 2019).
- OPEPD/PPSS Study: Leading Low-Performing Schools: Lessons from the Turnaround School Leaders Program (December 2018).
Residency Programs
- Region 5 Comprehensive Center: Sustainable Funding of West Virginia's Residency Model (March 2023).
- CEEDAR (Collaboration for Effective Educator Development, Accountability, and Reform) Center: Take a Seat at the Table: The Role of Educator Preparation Programs in Teacher Registered Apprenticeship Programs (March 2023).
- REL Southwest: The Louisiana Believe and Prepare Educator Preparation Reform: Findings from the Pilot and Early Implementation Years (December 2022).
- REL Mid-Atlantic: Exploring Early Implementation of Pennsylvania's Innovative Teacher and Principal Residency Grants (November 2021).
- REL Southwest: Outcomes for Early Career Teachers Prepared through a Pilot Residency Program in Louisiana (May 2021).
- IES/NCEE Study: Implementation Evaluation of Teaching Residency Programs (August 2015).
Equity and Diversity
- Region 14 Comprehensive Center: Preparing for Difficult Conversations: Our Journey to Build Capacity to Address Equity in Districts (2022).
- Western Educational Equity Assistance Center: Diversity in the Educator Workforce Series (2022).
- Comprehensive Center Network: The Power of Teacher Diversity: Fostering Inclusive Conversations Through Mentoring (September 2021).
- REL Northwest: Pathways to Teaching: Teacher Diversity, Testing, Certification, and Employment in Washington State (June 2021).
- IES/NCEE Study: Study of the Distribution of Effective Teaching (October 2016).
Data and Evidence
- Region 8 Comprehensive Center: Strategic Use of Data to Support Recruitment and Retention (May 2022).
- REL Central: An Approach to Using Student and Teacher Data to Understand and Predict Teacher Shortages (December 2020).
- REL Midwest: In-Depth ESSA Tiers of Evidence Training for the Michigan Data Hub (July 2020).
- REL Midwest: Video on Understanding the ESSA Tiers of Evidence (September 2019).
- IES/NCEE Study: Evaluation of Support for Using Student Data to Inform Teachers' Instruction (September 2019).
Other Topics
- IES/NCEE Study: The Transition to ESSA: State and District Approaches to Implementing Title I and Title II-A in 2017-18 (December 2020).
- IES/NCEE Study: Impact Evaluation of Teacher and Leader Performance Evaluation Systems (December 2017).
- IES/NCEE Study: Impact Evaluation of the Teacher Incentive Fund (December 2017).
Funding Status
| Fiscal Year 2021 | Fiscal Year 2022 | Fiscal Year 2023 | Estimated Fiscal Year 2024* | |
| Total Appropriation | $2,143,080,000 | $2,170,080,000 | $2,190,080,000 | $2,190,080,000 |
| Evaluation Set-Aside | $10,715,400 | $620,000 | $591,165 | $1,067,699 |
| Total to Outlying Areas & BIE | $21,323,646 | $21,694,600 | $21,894,890 | $21,890,124 |
| Total New Awards to States (52 Awards) | $2,111,040,954 | $2,147,765,400 | $2,167,593,945 | $2,167,122,177 |
*Under the Further Consolidated Appropriations Act, 2024, the U.S. Department of Education (ED) awarded a portion of the fiscal year (FY) 2024 funds on July 1, 2024, and will award the remaining funds on October 1, 2024. The estimated FY 2024 total award amounts included in this table are based on final FY 2024 allocations, which were used to determine the amount each State received on July 1 and to estimate the amount each State will receive on October 1. Therefore, this column is labeled as an estimate.
Awards
| AWARDS TO STATES | Fiscal Year 2021 | Fiscal Year 2022 | Fiscal Year 2023 | Estimated Fiscal Year 2024* |
| ALABAMA | $36,052,104 | $37,239,848 | $39,648,602 | $39,431,222 |
| ALASKA | $10,421,077 | $10,671,833 | $10,837,970 | $10,835,611 |
| ARIZONA | $45,051,557 | $47,317,690 | $46,528,829 | $43,833,611 |
| ARKANSAS | $22,217,673 | $23,404,143 | $23,362,750 | $23,727,826 |
| CALIFORNIA | $234,749,613 | $234,992,724 | $236,596,572 | $232,867,921 |
| COLORADO | $24,947,918 | $25,168,640 | $25,789,254 | $25,937,647 |
| CONNECTICUT | $18,203,091 | $18,221,583 | $16,807,272 | $16,627,978 |
| DELAWARE | $10,421,077 | $10,671,833 | $10,837,272 | $10,835,611 |
| DISTRICT OF COLUMBIA | $10,421,077 | $10,671,833 | $10,837,970 | $10,835,611 |
| FLORIDA | $113,849,034 | $123,336,841 | $127,424,252 | $124,585,009 |
| GEORGIA | $71,624,911 | $80,409,728 | $83,290,912 | $74,507,759 |
| HAWAII | $10,421,077 | $10,671,833 | $10,837,970 | $10,835,611 |
| IDAHO | $10,421,077 | $10,671,833 | $10,837,970 | $10,835,611 |
| ILLINOIS | $78,710,054 | $76,641,478 | $74,209,676 | $75,609,087 |
| INDIANA | $37,641,296 | $40,075,645 | $40,682,274 | $41,204,742 |
| IOWA | $15,958,232 | $16,092,447 | $15,829,753 | $16,074,997 |
| KANSAS | $16,470,371 | $16,405,087 | $15,739,575 | $16,660,343 |
| KENTUCKY | $32,219,646 | $32,452,993 | $33,172,830 | $33,835,424 |
| LOUISIANA | $45,271,604 | $43,554,186 | $44,473,311 | $43,338,980 |
| MAINE | $10,421,077 | $10,671,833 | $10,837,970 | $10,835,611 |
| MARYLAND | $29,652,942 | $29,138,937 | $32,451,166 | $30,424,834 |
| MASSACHUSETTS | $31,989,107 | $30,362,569 | $30,725,097 | $30,121,542 |
| MICHIGAN | $67,632,515 | $65,555,415 | $61,195,200 | $63,735,433 |
| MINNESOTA | $26,751,698 | $25,498,024 | $25,590,911 | $26,589,301 |
| MISSISSIPPI | $30,107,898 | $29,615,734 | $28,524,077 | $29,585,572 |
| MISSOURI | $37,096,564 | $37,482,523 | $36,861,468 | $38,211,971 |
| MONTANA | $10,421,077 | $10,671,833 | $10,837,970 | $10,835,611 |
| NEBRASKA | $10,500,144 | $10,711,325 | $10,837,970 | $11,431,987 |
| NEVADA | $16,878,526 | $18,325,332 | $20,787,364 | $19,571,969 |
| NEW HAMPSHIRE | $10,421,077 | $10,671,833 | $10,837,970 | $10,835,611 |
| NEW JERSEY | $43,796,661 | $46,484,045 | $48,193,988 | $46,935,004 |
| NEW MEXICO | $17,394,047 | $17,290,298 | $17,415,780 | $18,006,586 |
| NEW YORK | $133,288,886 | $126,589,111 | $124,160,114 | $125,946,947 |
| NORTH CAROLINA | $63,099,865 | $67,459,806 | $67,519,563 | $67,906,396 |
| NORTH DAKOTA | $10,421,077 | $10,671,833 | $10,837,970 | $10,835,611 |
| OHIO | $75,036,256 | $73,877,878 | $74,839,849 | $76,908,753 |
| OKLAHOMA | $27,938,917 | $29,066,806 | $30,588,676 | $31,367,057 |
| OREGON | $20,112,195 | $19,533,919 | $20,238,796 | $20,123,358 |
| PENNSYLVANIA | $76,820,324 | $71,334,634 | $72,253,941 | $70,576,382 |
| PUERTO RICO | $55,505,285 | $56,430,602 | $47,885,713 | $49,581,926 |
| RHODE ISLAND | $10,421,077 | $10,671,833 | $10,837,970 | $10,835,611 |
| SOUTH CAROLINA | $32,649,724 | $34,677,992 | $35,563,090 | $36,361,210 |
| SOUTH DAKOTA | $10,421,077 | $10,671,833 | $10,837,970 | $10,835,611 |
| TENNESSEE | $42,693,753 | $45,546,902 | $45,876,102 | $45,641,868 |
| TEXAS | $209,949,910 | $230,480,260 | $235,928,923 | $242,562,747 |
| UTAH | $15,585,151 | $14,495,107 | $15,367,181 | $15,695,172 |
| VERMONT | $10,421,077 | $10,671,833 | $10,837,970 | $10,835,611 |
| VIRGINIA | $40,873,268 | $41,125,086 | $43,212,816 | $42,514,701 |
| WASHINGTON | $34,561,891 | $34,114,260 | $34,114,260 | $35,732,398 |
| WEST VIRGINIA | $13,700,546 | $13,119,423 | $11,949,975 | $13,043,347 |
| WISCONSIN | $30,983,776 | $29,402,550 | $29,964,941 | $29,447,227 |
| WYOMING | $10,421,077 | $10,671,833 | $10,837,970 | $10,835,611 |
* Under the Further Consolidated Appropriations Act, 2024, ED awarded a portion of the FY 2024 funds on July 1, 2024, and will award the remaining funds on October 1, 2024. The estimated FY 2024 total award amounts included in this table are based on final FY 2024 allocations, which were used to determine the amount each State received on July 1 and to estimate the amount each State will receive on October 1. Therefore, this column is labeled as an estimate.
Additional Information
Please see the U.S. Department of Education's (ED's) Budget History Tables for information on the President's budget requests and enacted appropriations for major ED programs.
Eligibility
Who May Apply: ONLY State Educational Agencies (SEAs)
Grantee Information
While only SEAs may apply and directly receive funds from the Department of Education, SEAs are, in turn, required to make formula subgrants to local educational agencies (LEAs).
To receive funds under ESEA formula grant programs, States are required, once per Congressional authorization of the statute, to submit program plans. Each program plan must address program requirements specified in the statute. Section 8303 of the ESEA, however, permits the Department to simplify application requirements and reduce the burden on States by establishing procedures for States to submit a single Consolidated State Plan that addresses multiple programs.
Each State submitted a Consolidated State Plan in 2017 in order to receive funds under nine formula Grant programs, including Title II, Part A. Copies of all current State plans, as well as information about the State plan process, may be found here.