Title I, Part A, is intended to help ensure that all children have the opportunity to obtain a high-quality education and reach proficiency on challenging state academic standards and assessments. As the largest federal program supporting elementary and secondary education, Title I targets these resources to the districts and schools where the needs are greatest.
Title I, Part A provides for substantive parental involvement at every level of the program, such as in the development and implementation of the State and local plan, and in carrying out the LEA and school improvement provisions. Studies have found that students with involved parents, no matter what their income or background, are more likely to earn high grades and test scores, and enroll in higher-level programs; pass their classes, earn credits, and be promoted; attend school regularly; and graduate and go on to postsecondary education.
The purpose of this program is to ensure that the special
educational needs of migrant children are identified and
addressed. This program supports high-quality and comprehensive
educational programs for migrant children in order to help
reduce the educational disruptions and other education related
problems that result from frequent moves. This program also
attempts to ensure that migrant students who move between
states are not put at a disadvantage because of disparities
in curriculum, graduation requirements, content, and student
academic achievement standards. The program promotes interstate
and intrastate coordination of services for migrant children,
including providing for educational continuity through the
timely transfer of pertinent school records.
The Prevention and Intervention Programs for Children and
Youth who are Neglected, Delinquent or At-Risk provide financial
assistance to educational programs for youth that are enrolled
in state-operated institutions or community day programs.
The program also provides financial assistance to support
school districts' programs, which focus primarily on the
transition and academic needs of students returning from
correctional facilities, and involve collaboration with
locally operated correctional facilities. State education
agencies (SEAs) are to designate an individual in each correctional
facility or institution for neglected or delinquent children
and youth to concentrate on providing participants with
the knowledge and skills needed to make a successful transition
to secondary school completion, vocational or technical
training, further education, or employment. As these students
make the transition from correctional facilities back to
their local schools, they will receive the follow-up services
they need to continue their education and to meet the same
challenging state standards required of all students.
The plight of the homeless child and the education of that child
has never been more critical than it is today. Yet, the educational
needs of homeless children and youth can not begin to be addressed
until educators and other support system develop an awareness
of the growing problem of homelessness among the children
and youth in our society and in our school boundaries. With
this increased population, we have developed a new culture,
whose differences and likenesses must become recognizable.
Additionally, as educators, we must address the educational
needs of the homeless in order to insure that they become
productive citizens within our multicultural society.
For Further Information Please Contact
Title I, Part C: Migrant Education
Title I, Part A: Basic
Title VI, Part B, Subpart 2 – Rural and Low-Income School Program
Title I, Part D: Neglected & Delinquent Education
Title X: Homeless Education Program
Title I, Part A: Public School Choice