Home | Transformation | Manufacturing | Retail | Public Sector | About Us | Contact Us
Blackerby Associates

No Child Left Behind Act

Summary of Grant Programs






Not-for-Profit &


APAdvanced Placement
BIABureau of Indian Affairs
CBOCommunity-Based Organization
CFDACatalog of Federal Domestic Assistance
EDU.S. Department of Education
ESEAElementary and Secondary Education Act of 1965
FBOFaith-Based Organization (subgroup of CBO)
IHEInstitution of Higher Education
LEALocal Education Agency (District or state-recognized Charter School)
LEPLimited English Proficient
NAEPNational Assessment of Educational Progress
NAGBNational Assessment Governing Board
NCESNational Center for Education Statistics
NCLBNo Child Left Behind Act of 2001
NCTQNational Council on Teacher Quality
NPTSNational Board for Professional Teaching Standards
OERIOffice of Educational Research and Improvement (part of ED)
OESEOffice of Elementary and Secondary Education (part of ED)
OIEOffice of Indian Education Programs (part of ED)
SAHEState Agency for Higher Education
SDFSSafe and Drug-Free Schools
SEAState Education Agency

Table of Contents

Title I. Improving The Academic Achievement Of The Disadvantaged

Title II. Preparing, Training, And Recruiting High Quality Teachers And Principals

Title III. Language Instruction For Limited English Proficient And Immigrant Students

Title IV. 21st Century Schools

Title V. Promoting Informed Parental Choice And Innovative Programs

Title VI. Flexibility And Accountability

Title VII. Indian, Native Hawaiian, And Alaska Native Education

Title VIII. Impact Aid Program

Title IX. General Provisions

Title X. Repeals, Redesignations, And Amendments To Other Statutes

Information in this document was compiled from information published by the U.S. Department of Education, Office of Elementary and Secondary Education, indexed as the No Child Left Behind Desktop Reference. While this information is believed to derive from reliable sources, Blackerby Associates cannot guarantee its accuracy, and recommends researching source documents directly. In general, information from the U.S. Department of Education site is usually more reliable than the information from the Catalog of Federal Domestic Assistance.
SummaryGrant TypeEligibility
Tit. I. Improving the Academic Achievement of the Disadvantaged
Basic Programs of LEAs: Formula grants to school districts, which then allocate most of these funds to individual Title I schools based on their number of poor children.

Note: Professional development. Schools identified for improvement must spend at least 10 percent of their Title I Part A funds on professional development for the school's teachers and principal that directly addresses the academic achievement problem that caused the school to be identified for improvement.
Formula Districts
Reading First: Formula grant program to states based on the number of children between the ages of 5 to 17 who come from families below the poverty line Formula States
Early Reading First: Competitive awards for up to three years to local school districts eligible under statutory criteria for the Reading First program, other public or private organizations within those eligible districts, or collaborations between both. Eligible LEAs were identified by states, or if not by states, by the Department, and posted on the Department's Web site. These organizations will apply for awards on behalf of one or more preschool programs for the purpose of strengthening the literacy components of existing early childhood centers. Competitive Selected Districts
William F. Goodling Even Start Family Literacy Program: Primarily a state-administered discretionary grant program in which states hold competitions to fund integrated family literacy services. The ED allocates funding to states by formula. States award subgrants to partnerships of local school districts and other organizations. State Competition Districts with Partners
Improving Literacy through School Libraries: Competitive one-year grant program for districts in which at least 20 percent of the students are from families with incomes below the poverty line. Competitive Qualifying Districts
  In years in which the appropriation exceeds $100 million, program operates as a state formula program. Then, districts are eligible if 15 percent of their students are from families with incomes below the poverty line, or the percentage of these students is greater than the statewide percentage of children from such families. Formula Qualifying Districts
  Districts receiving program funds may use them for such things as purchasing up-to-date school library media resources, including books and advanced technology, providing professional development for school library media specialists, and providing students with access to school libraries during non-school hours, weekends and vacations.    
Education of Migratory Children: Provides SEAs with funding through a state formula grant based on each state's per-pupil expenditure and counts of migrant children between 3 and 21 years old. Formula States
Neglected, Delinquent or At-Risk: States receive formula funds based on the number of children in state operated institutions and per-pupil educational expenditures. Each state's allocation is generated by child counts in state juvenile institutions that provide at least 20 hours of instruction from nonfederal funds and adult correctional institutions that provide 15 hours of instruction a week. The SEA then makes subgrants to state agencies based on their proportional share of the state's adjusted enrollment count of neglected or delinquent children and youths. Under local agency programs, the SEA awards subgrants to districts with high numbers or percentages of children and youth in locally operated juvenile correctional facilities, including facilities involved in community day programs. Formula States to Districts
National Assessment of Title I Evaluation and Demonstrations: a coordinated set of evaluation studies that collect information on the implementation and impact of Title I. Appropriation ED
Close-Up Fellowship: provides a noncompetitive grant to the Close Up Foundation, based in Washington, D.C. Noncompetitive Preselected Organization
Comprehensive School Reform: state formula grant program, based on each states' Title I allocation. States competitively award grants to school districts on behalf of specific schools and must give priority to schools that have been identified for Title I school improvement and document a commitment to assist schools for two additional years in implementing and sustaining comprehensive reforms. Schools receive grants of at least $50,000 to implement CSR reform plans. Formula to State; Competitive to Districts Districts for Specific Schools
Advanced Placement: Two separate programs:    
  1. Advanced Placement Test Fee Program: Grants are awarded to states to pay test fees for low-income students enrolled in AP courses. Funds are allocated to states based on the number of low-income students in the state in relation to the total number of low-income students in the nation. Formula States
  2. Advanced Placement Incentive Program: One- to three-year, competitive grants are awarded to SEAs, school districts, and national nonprofit educational entities with expertise in AP services. Grants are designed to expand access to and participation in AP courses and tests for low-income students through teacher training, developing "pre-AP" and AP courses, coordinating and articulating curricula between grade levels to enhance student preparation for AP courses, and promoting online AP course-taking for students in schools that are unable to offer AP courses. Funding priority will be given to projects that demonstrate a pervasive need, involve business and community organizations in grant activities, provide matching funds, increase participation in online AP courses, focus on English, math, and science AP course-taking, and focus activities on districts and schools with high concentrations of low-income students. Competitive States; Districts; Qualifying Not-for-Profits
School Dropout Prevention: grant program to SEAs and local school districts to implement research-based, sustainable, and coordinated school dropout prevention and reentry programs. At the current appropriation level, grants will be awarded competitively and used for activities such as professional development; reduction in student-teacher ratios; counseling and mentoring for at-risk students; and implementing comprehensive school reform models. The ED also will create a national recognition program to identify schools implementing comprehensive reforms that have been effective in lowering school dropout rates for all students. SEAs and districts must implement research-based instructional practices and other activities, and target funds to schools with annual dropout rates above their state average. Competitive States; Districts
General Provisions: Contains several provisions intended to ensure state and local flexibility in certain areas.    
Tit. II. Teachers & Principals
Teacher & Principal Training and Recruiting Fund, Grants to States:    
  States apply to ED, which allocates funds through a formula based on the school-age population and the number of children in poverty. States may use 2.5 percent of allotted funds for teacher quality activities. Formula States
  95% are distributed through subgrants to local districts using a formula that takes into account the school-age population and the number of children in poverty in each district. School districts must submit an application to the state. Districts may undertake activities that fall into approximately 10 broad categories. These include professional development, recruitment initiatives, tenure reform, and merit pay. Formula Districts
  The remaining 2.5 percent are distributed on a competitive basis through subgrants to partnerships of high-need districts, schools of arts and sciences, and the school or department within IHEs that prepares teachers. The SEA and the state agency for higher education must work together to determine the priorities and award competitive grants to eligible partnerships. Partnerships may use the funds to provide professional development for teachers, principals and paraprofessionals or to provide technical assistance to local districts in implementing high-quality professional development. Competitive Partnerships: High-Need District + School of Arts + Sci., IHE College of Education
School Leadership: competitive awards to high-need local school districts, consortia of high-need school districts, and partnerships of high-need districts, nonprofit organizations and institutions of higher education. Grantees must carry out activities to recruit, retain, and train principals and assistant principals, through such activities as: (1) providing financial incentives to aspiring new principals, (2) providing stipends to principals who mentor new principals, (3) providing professional development in instructional leadership and management, and (4) providing effective incentives for the recruitment and retention of individuals in other fields who want to become principals. Competitive High-need Districts; Consortia of High-Need Districts; Partnerships: High-Need District + Not-for-Profit Organization + IHE
Advanced Certification/Credentialing: Discretionary grants to SEAs; local school districts; the National Board for Professional Teaching Standards, in partnership with a high-need district or an SEA; the National Council on Teacher Quality, in partnership with a high-need district or an SEA; or another recognized certification or credentialing organization, in partnership with a high-need district or an SEA. Competitive States; Districts; NBPTS, NCTQ or Other Partnership with High-Need District or State
Early Childhood Educator Professional Development: Discretionary two-year grants to partnerships consisting of: (1) one or more institutions of higher education or another public or private entity that provides professional development for early childhood educators who work with children from low income families in high need communities; (2) one or more local or state public agencies, Head Start agencies, or private organizations; and (3) an entity that has demonstrated experience in providing training to educators in early childhood education programs in identifying and preventing behavior problems in children or working with children who are victims or suspected to be victims of abuse. Competitive Partnerships (3-way)
Mathematics and Science Partnerships: Targeted to partnerships of high-need school districts and to science, mathematics, and engineering schools within universities, giving districts and universities joint responsibility for training and educating math and science teachers. Each year that the program is funded for less than $100 million, the U.S. Department of Education will award competitive grants directly to eligible partnerships, consisting of, at minimum, (1) a state education agency; (2) an engineering, mathematics or science department at an institution of higher education; and (3) a high-need local education agency. Competitive Partnerships (3-way)
  In years that the program receives more than $100 million in funding, the U.S. Department of Education will allocate funds directly to states by formula so that they can award subgrants to eligible partnerships that must include an engineering, mathematics or science department at an institution of higher education; and a high-need local education agency. Grants are awarded for three years. Formula to States; Competitive to Partnerships Partnerships (2-way)
Troops-to-Teachers: provides support and financial services to former military personnel interested in becoming teachers. The program is administered by the Department of Defense through the Defense Activity for Non-Traditional Education Support (DANTES) under a memorandum of understanding with the U.S. Department of Education. C-1-B Transitions to Teaching: Competitive five-year grants to recruit and retain highly qualified individuals into the teaching profession, specifically target mid-career professionals, or recent college graduates who, if they wish to teach in a secondary school, have an academic degree in the subject they want to teach. Eligible applicants include: (1) an SEA; (2) a high-need school district; (3) a for-profit or nonprofit group that has been effective at recruiting and retaining high-quality teachers, in partnership with an SEA or a high-need district; (4) an institution of higher education, in partnership with an SEA or high-need district; (5) a consortium of SEAs; or (6) a consortium of high-need districts. Projects that receive grants must use their program funds for at least two or more of the following activities: (1) scholarships, stipends, bonuses, and other financial incentives (for an amount limited to $5,000 per person) linked to participation in activities that have proven effective in retaining teachers in high-need schools; (2) placement activities; (3) pre- and post-placement induction and support services; (4) payments to cover the costs of providing financial incentives to individuals or the costs of accepting teachers recruited; (5) collaborating with institutions of higher education in developing and implementing teacher recruitment and retention programs; (6) carrying out programs that have proven to be effective in recruitment and retention; and (7) developing long-term recruitment and retention strategies. All projects must include activities that lead to hiring of eligible participants as teachers in high-need schools, and provide these individuals the follow-up support they need to succeed in their new careers. Competitive States; High-Need Districts; Partnerships; Consortia
Transitions to Teaching provides competitive five-year grants to recruit and retain highly qualified individuals into the teaching profession. The projects funded through this program specifically target mid-career professionals, or recent college graduates who, if they wish to teach in a secondary school, have an academic degree in the subject they want to teach. Eligible applicants include: (1) an SEA; (2) a high-need school district; (3) a for-profit or nonprofit group that has been effective at recruiting and retaining high-quality teachers, in partnership with an SEA or a high-need district; (4) an institution of higher education, in partnership with an SEA or high-need district; (5) a consortium of SEAs; or (6) a consortium of high-need districts. Competitive States; Consortium of States; High-Need District; Consortium of High-Need Districts; Partnerships: SEA or High-Need District + IHE or For-Profit or Not-for-Profit Group that Recruits or Retains Teachers.
National Writing Project: Noncompetitive grant award to the National Writing Project. Noncompetitive Preselected Organization
Civic Education has three components: (1) Noncompetitive grant to the Center for Civic Education to carry out civic education activities, (2) Noncompetitive grant to the National Council on Economic Education to carry out economic education activities, and Noncompetitive Preselected Organizations
  (3) grants or contracts to other organizations to carry out international civic education activities. Competitive Qualified Organizations
Teaching of Traditional American History: Direct federal-to-local discretionary grant program that funds districts, in partnership with institutions with extensive content expertise in American history, to implement high quality programs that enhance teachers' knowledge, understanding and appreciation of American history. Partnerships should develop and carry out programs that promote the teaching of American history as an academic subject separate from social studies. Districts must partner with one or more of the following groups: an institution of higher education, a nonprofit history or humanities organization, a library, or a museum. At least one group must have content expertise in American history. Funds should be used to: (1) carry out activities that promote the teaching of American history as an academic subject separate from social studies, and (2) develop, implement and strengthen programs that improve the quality of instruction and the quality of professional development and teacher education activities with respect to American history. Competitive Partnerships: Districts + History Institutions
Teacher Liability Protection: This provision protects educators from liability for harm they may cause while disciplining students, and limits the awarding of punitive damages against them, as long as they are acting within the scope of their employment and in accordance with applicable federal, state, and local laws, including civil rights laws. Regulation Educators
II-D-1 & -2.
Enhancing Education Through Technology: awards formula grants to states. States may use up to 5 percent of their Educational Technology State Grants Program funds for state-level activities. States must distribute half of the remaining funds by formula to school districts based on each district's share of funds under Part A of Title I. Formula States to Districts
  States distribute the other half to high-need districts or partnerships including high-need districts on a competitive basis. Under the Educational Technology State Grants Program, high-need districts are those that (1) are high-poverty and (2) serve at least one low-performing school or have a substantial need for technology. The program supports improved student academic achievement through the use of technology in schools by supporting high-quality professional development; increased access to technology and the Internet; the integration of technology into curricula; and the use of technology for promoting parental involvement and managing data for informed decision-making. Districts are required to spend 25 percent of the funds they receive on professional development, though a state may exempt a district that demonstrates already provides high-quality professional development in the integration of technology. Competitive States to Districts
Ready-to-Learn Television: Eligible entities apply to ED, and funds are allocated by grant, contract, or cooperative agreement with a public telecommunications entity that is able to demonstrate: (1) a capacity to develop and nationally distribute educational and instructional television programming of high quality that is accessible by a large majority of disadvantaged preschool and elementary school children; (2) a capacity to contract with producers of children's television programming for the purpose of developing educational television programming of high quality; (3) a capacity to negotiate contracts so that an appropriate share of any ancillary income from sales of program-related products are returned to the entity; and (4) a capacity to localize programming and materials to meet specific state and local needs and to provide local educational outreach. Competitive Eligible Public Telecommunications Entity
Tit. III. Limited English Proficient & Immigrant Students
Language Instruction for LEP and Immigrant Students: If the appropriation exceeds $650 million, ED determines formula allocations based on the state's share of limited English proficient students and recent immigrant students. SEAs receiving a grant must agree to spend at least 95 percent of their allotment to award formula subgrants to districts. SEAs must reserve up to 15 percent for school districts that have experienced significant increases in the number or percentage of immigrant students, especially those districts with significant increases that have limited or no experience in serving immigrant students. If a state does not apply, the Secretary of Education makes competitive awards directly to “specially qualified agencies” (school districts). Formula States to Districts
  If the appropriation is less than $650 million, three discretionary grant programs for instructional services, four support services programs, a professional development program, and immigrant education formula grants--similar to the programs in the previous law--are authorized. Competitive (one portion Formula) Specified Programs
Tit. IV. 21st Century Schools
20 USC 7131
Safe and Drug-Free: The Safe and Drug-Free Schools (SDFS) program has two main components, the state grant program and national programs. (1) The state grant component is a formula grant program, with funding provided to (a) the SEA (at least 80 percent). SEA funds flow to districts by formula, and districts may use this funding for a wide range of drug- and violence-prevention activities and strategies. Up to 5 percent of SEA funds may be used for state-level activities, including technical assistance and training, evaluation, and program improvement services for districts and community groups. Formula States to Districts
  (b) The office of the governor (up to 20 percent). Governors' funds are awarded through grants and contracts to districts and community groups for services to youths with special needs, such as dropouts and students who are suspended or expelled, homeless, pregnant or parenting. Competitive Governor's Office to Districts and Community Groups
  (2) The national programs component provides discretionary funding for demonstration projects, special initiatives, technical assistance to states and districts, evaluation, and other efforts to improve drug and violence prevention. The law establishes a number of initiatives under SDFS national programs with specific provisions about who may apply and how funds may be used. A number of discretionary initiatives, many of which are new or revised, compose the national programs initiatives: Formula and Competitive (see below) Various (see below)
  Hate Crime Prevention. Grants to districts and community organizations to assist localities most directly affected by hate crimes in activities such as developing education and training programs to prevent hate-motivated crimes and conflicts and improve the conflict-resolution skills of students and school staff. Congress has not appropriated funds for this program. Competitive Districts & Community Organizations
  National Coordinator Program. Grants to districts for hiring and training drug-prevention and school-safety coordinators in schools with significant drug and safety problems. Includes elementary, middle and secondary school levels. Competitive Districts
  Community Service Grant Program. Formula grants to states for programs under which students expelled or suspended from school are required to perform community service. Formula States
  School Security Technology and Resource Center. Departments of Education, Justice and Energy to provide districts with technical assistance on school security assessments, technology, research and data colletion. Congress has not appropriated funds for this program. Appropriations Federal Agencies assist Districts
  National Center for School and Youth Safety. Departments of Education and Justice activities related to school safety, including emergency response, an anonymous student hotline, consultation, and information and outreach. Congress has not appropriated funds for this program. Appropriation Federal Agencies
  Grants to Reduce Alcohol Abuse. Competitive grants to districts to develop and implement programs to reduce alcohol abuse in secondary schools. Competitive Districts
  Mentoring Programs. Grants to districts and community groups for mentoring programs for children who are at risk of educational failure, dropping out of school, or involvement in criminal or delinquent activities, or who lack strong positive role models. The programs must be designed to link these children--particularly those living in rural areas, high-crime areas, or troubled home environments or those experiencing educational failure--with trained mentors. Funds may be used for activities such as hiring and training coordinators, and recruiting, screening, and training mentors but may not be used to compensate mentors. Competitive Districts & Community Groups
Gun-Free Requirements: This provision requires states to prohibit students from bringing firearms to school or possessing firearms in school. Regulation States
21st Century Community Learning Centers: The new 21st Century program is a state-administered discretionary grant program in which states hold a competition to fund academically focused after-school programs. While the focus is on improving students' academic achievement, other activities associated with youth development, recreation, the arts, and drug prevention, as well as literacy services for parents, are permitted. In addition to districts, CBOs and FBOs, and government entities, as well as other public or private entities, may apply for these funds individually or jointly with school districts. SEAs must submit an application for funding to the ED that includes a plan for how they will run their competition, how they will select grantees, and how they will provide training and technical assistance. Competitive Districts, CBOS & FBOs, Government Entities; other Public or Private Entities
Environmental Tobacco Smoke: The Pro-Children Act of 2001 prohibits smoking in buildings used to provide children under 18 with regular or routine health care, day care, education, or library services. Regulation All
Tit. V. Promoting Informed Parental Choice and Innovative Programs
Innovative Programs: Funds are allocated by formula, based on states' relative share of the school-age population, with each state receiving a minimum of one-half of one percent. States must award subgrants of at least 85 percent of their funds to districts based on the relative enrollments in public and private schools. State education agencies (SEAs) may use their share of program funds for supporting school choice options, school renovations, technology, or implementing other state reforms. Formula States to Districts
Public Charter Schools: Competitive grants for both states and individual charter schools. Eligible SEAs may apply to the ED. (If the state elected not to apply or the application was denied, individual charter schools in that state may apply directly to the ED.) Grants are available for planning, program design, implementation, or dissemination. SEAs are eligible for this funding if their state has a charter school law. SEAs make competitive grants to individual charter schools in order to implement or plan a new charter school. SEAs may use 10 percent of their grants to make dissemination subgrants to successful charters to assist other schools in adapting the charter school's program or to disseminate information about the charter school. Competitive States & Charter Schools
Credit Enhancement for Charter School Facilities: The ED awards grants to defray the cost of acquiring, constructing, and renovating facilities through a competitive process to private, nonprofit organizations, public entities, or consortia including both types of entities. SEAs may apply as a public entity or enter into a consortium with a nonprofit entity or another public entity. Grantees may reserve one-quarter of 1 percent of the grant for administrative costs. The remainder must be deposited in a reserve account and used to guarantee or insure debt used to finance charter school facilities, to guarantee and insure leases of personal and real property, and assists charter schools facilities financing through such activities such as identifying potential lending sources and encouraging private lending. It facilitates bond issues by charter schools or other public entities for the benefit of charter schools. The grant recipients are expected to identify charter schools that will benefit from leveraged grant funds, either before or after receiving the award. Competitive Private, Not-for-Profit Organizations, Public Entities & Consortia
Voluntary Public School Choice: Program helps states and local school districts implement public school choice policies by providing funds for transportation, tuition transfer payments to the schools that students choose to attend, increasing the capacity of high-demand schools to serve greater numbers of students, and disseminating information about open enrollment options. Competitive awards to SEAs, school districts, or partnerships that include an SEA or a district and another organization. Funding is available to establish or expand programs that provide students and parents with greater public school choice. Grants are for up to five years, and grantees may use up to one year for planning or program design. States and districts document their public school choice program; how and when parents will be notified of the program; how students will be selected for participation; and how the program will be coordinated with other federal and nonfederal projects. Grantees must provide transportation to participating students. Priority is given to projects that: (a) Provide the widest variety of choices to all students in schools participating in the program; (b) Have the greatest impact in allowing students in low-performing schools to attend higher-performing schools; and (c) Implement an inter-district public school choice program. When more students apply than can be accommodated, the plan must select students to participate on the basis of a lottery. Competitive States & Districts, Alone or in Partnership with Other Organization
Magnet Schools Assistance: Discretionary grant program that awards funds to school districts (or consortia of districts) to support magnet schools that are part of an approved desegregation plan and that are designed to bring students from different social, economic, ethnic, and racial backgrounds together. An applicant's desegregation plan may be either a required plan (for example, a plan required by a federal court) or a voluntary plan that has been adopted by the applicant and approved by the Secretary of Education as adequate under Title VI of the Civil Rights Act of 1964. Funding priority will be given to applicants that demonstrate the greatest need for assistance, propose to carry out new or significantly revised magnet school programs, and propose to select students to attend magnet school programs by methods such as a lottery, rather than through academic examination. Competitive Districts, Consortia
Elementary and Secondary School Counseling: Discretionary grant program authorizes the ED to award grants directly to districts to establish or expand student counseling programs. Special consideration for awards must be given to applicants who demonstrate the greatest need for new or additional counseling services, propose the most promising and innovative approaches, and show the greatest potential for replication and dissemination. In addition, grants must be equitably distributed among geographic regions and among urban, suburban, and rural districts. This program will support the hiring and training of qualified school counselors, school psychologists, child and adolescent psychiatrists, and school social workers for schools. The program also provides greater student access to beneficial counseling services and helps identify effective strategies for providing student counseling services that show potential for replication and dissemination. Competitive Districts
Partnerships in Character Education: Discretionary grant program authorizes the ED to award grants to districts, partnerships of states with districts, and partnerships of either districts or states with nonprofit organizations, including colleges. The ED may require grantees to provide matching funds, with a sliding scale based on poverty and the ability to obtain matching funding. States and other grantees must implement character education programs that have research-based objectives. In determining the elements of character to include in their programs, grantees may select any elements they deem appropriate, but must consider the views of parents and students in making their selection, and any curricula, materials, and other activities developed under the grant must be secular. Grantees also must link the program with education reform efforts and state content standards. Competitive Districts; Partnerships: State + District; State + Not-for-Profit Organization; District + Not-for-Profit Organization
Smaller Learning Communities: Competitive grant program provides grants to school districts to create smaller learning communities in large high schools. Grantees may use their funding for a wide range of activities including: (1) studying the feasibility of creating smaller learning communities; (2) researching, developing, and implementing strategies for creating smaller learning communities; (3) providing professional development for school staff in innovative teaching methods that can be used in smaller learning communities; and (4) developing and implementing strategies to involve parents, business representatives, and community organizations in activities of the smaller learning communities so that teachers may pursue professional development opportunities and to provide links between students and the community. Previous research suggests that students in smaller schools perform better on several indicators than students in large schools. This occurs, it is argued, because smaller schools offer a more personal learning environment that is better able to engage students. The smaller learning communities program attempts to replicate the qualities of smallness in larger high schools. It supports strategies to (1) restructure the high school by creating academies, houses, schools-within-a school, and (2) engage students through teacher advisors, mentoring, alternative scheduling, and other innovations designed to personalize high school and thereby, improve student achievement.
Due DateAmount
Smaller Learning Communities03/20/0305/19/03$135 million
Competitive Districts
Reading is Fundamental - Inexpensive Book Distribution: Noncompetitive direct grant to Reading Is Fundamental, a nonprofit organization. Noncompetitive Preselected Organization
Gifted and Talented Students: The Jacob K. Javits Gifted and Talented Students Education Act supports research, demonstration projects, innovative strategies, and similar activities to help elementary and secondary schools meet the special educational needs of gifted and talented students. Discretionary program authorizes the ED to award grants and enter into contracts with SEAs, local school districts, IHEs, other public agencies, and other private agencies and organizations (including Indian tribes and organizations and Native Hawaiian organizations). Funds can be used for programs and projects to meet the educational needs of gifted and talented students, for the training of personnel, and for serving all students using services, materials, and methods developed for gifted and talented students. Competitive States; Districts; IHEs; Other Public Agencies; Other Private Agencies; Organizations, including Tribal and Native Hawaiian Organizations
  The program also provides for the establishment of a National Research Center for the Education of Gifted and Talented Children and Youth, through grants to, or contracts with, one or more IHEs, SEAs, or a combination or consortium of such institutions and agencies and other public or private agencies or organizations. Applicants must describe how their proposed services, materials, and methods can be adapted, if appropriate, for use by all students, and how the proposed programs can be evaluated. The ED is required to give highest priority to programs and projects designed to develop new information that helps schools 1) establish and improve programs to identify and serve gifted and talented students, and 2) identify and serve gifted and talented students who are economically disadvantaged, have limited English proficiency, have disabilities, or otherwise may not be identified through traditional assessment methods. Competitive IHEs; States; Consortia of IHEs or States + Other Public or Private Agencies or Organizations
Star Schools: Encourages improved instruction in mathematics, science, foreign languages, literacy skills, vocational education, and other subjects. It emphasizes learning opportunities for underserved populations, including the disadvantaged, illiterate, limited English proficient, and individuals with disabilities through the use of telecommunications technologies. Applications are received from eligible statewide or multistate entities, which may include a public agency, corporation, or a partnership that includes three or more of the following entities: a school district, a state education agency, an adult and family education program, an institution of higher education, a teacher training center or academy, a public broadcasting entity, or a public or private elementary or secondary school. Funding is provided for such activities as development acquisition, maintenance and operation of telecommunications facilities, development and acquisition of live interactive instructional programming, and technical assistance for the use of such facilities and instructional programming. Applicants must propose high-quality plans that provide instruction consistent with state academic content standards or otherwise provide significant and specific assistance to states and districts undertaking systemic education reform. A five-year grant must not exceed $10 million in any single fiscal year. At least a quarter of the total program funds must be used for instructional programming, and at least 50 percent of the available funds must be used for the cost of facilities, equipment, teacher training or retraining, technical assistance or programming for districts eligible for Title I Grants to LEAs. The federal share is capped at 75 percent for the first and second years, 60 percent for third and fourth years, and 50 percent for the fifth year. Competitive Eligible Statewide or Multistate Entities: Public Agency, Corporation, or Partnership with 3 of 7 Participant Types
Ready-to-Teach: Grants to a nonprofit telecommunications organization or a partnership of such organizations to carry out national telecommunications-based programming to improve teaching in core curriculum areas. The Ready-To-Teach program provides grants to eligible entities on a competitive basis. Competitive Not-for-Profit Telecommunications Organization; Partnership of Not-for-Profit Telecommunications Organizations
  In addition, Digital Educational Programming Grants support the development of educational programming that includes student assessment tools to provide feedback on student academic achievement. The Digital Educational Programming Grants program requires a match of not less than 100 percent of the amount of the grant for three years. These grants support development of educational programming that includes student assessment tools to provide feedback on student academic achievement, with built-in teacher-support components to ensure that teachers understand and can use the programming for student instruction. Educational programming and materials are to be created for, or adaptable to, state academic content and achievement standards. Grantees will use public broadcasting, the Internet, and school digital networks where available, to deliver video and data in an integrated way. Grantees must train teachers to use materials and learning technologies to achieve challenging state academic content and achievement standards. In addition, grantees must ensure that the project will be conducted in cooperation with appropriate SEA, school district, and state or local nonprofit public telecommunications entities. Grantees also must ensure that a significant portion of the benefits available to schools will be available to schools in districts that have a high percentage of children eligible for Title I Grants to LEAs. Competitive Not-for-Profit Telecommunications Organization; Partnership of Not-for-Profit Telecommunications Organizations
Foreign Language Assistance: Competitive grants to SEAs or school districts to pay the federal share of the cost of innovative model programs to establish, improve, or expand foreign language study for elementary and secondary school students. Two types of grants discretionary and incentive: Competitive States; Districts
  Discretionary Grants. Allow the ED to make three-year grants to SEAs and districts to pay the federal share (50 percent unless a district waiver is granted) of the cost of innovative model programs to establish, improve, or expand foreign language study. Grants to SEAs support systemic approaches to improving foreign language learning in the state. Grants to districts support programs that show the promise of being continued beyond the grant period, demonstrate approaches that can be disseminated and duplicated in other districts, and may include a professional development component. The ED will give special consideration to applications from SEAs and districts describing programs that: (a) Include intensive summer foreign language programs for professional development; (b) Link nonnative English speakers in the community with the schools in order to promote two-way language learning; (c) Promote the sequential study of a foreign language for students, beginning in elementary schools; (d) Make effective use of technology, such as computer-assisted instruction, language laboratories, or distance learning, to promote foreign language study; (e) Promote innovative activities, such as foreign language immersion, partial foreign language immersion, or content-based instruction; and (f) Involve a consortium comprised of the agency receiving the grant and an elementary or secondary school. Competitive States; Districts; Consortia of State or District with School Participant
  Incentive Grants. The incentive provisions authorize grants to any public elementary school that has a foreign language program comparable to providing at least 45 minutes of instruction for four days a week throughout an academic year. The incentive grants are calculated based on the number of participating students. Competitive; Amount Formularized Public Elementary School
Physical Education: The Carol M. White Physical Education Program awards grants and contracts to school districts and CBOs to pay the federal share of costs of initiating, expanding and improving physical education programs for kindergarten through 12th-grade students. Grants may be used to provide equipment and support for students so that they may participate actively in physical education activities. Funds also may be used to provide support for staff and teacher training. Competitive Districts; CBOs
Community Technology Centers: Increasing community access to technology and opportunities to enhance technological proficiency supports learning inside and outside the classroom as well as broader community improvement. The Community Technology Centers program promotes the development of model programs that demonstrate the educational effectiveness of technology in urban and rural areas and economically distressed communities. Eligible applicants for these up-to three-year grants include nonprofit organizations, for-profit businesses, IHEs, school districts, or consortia of these entities that have the capacity to significantly expand access to computers and related services for disadvantaged residents of economically distressed urban and rural communities who would otherwise lack such access. The federal share of the cost of any funded project cannot exceed 50 percent. Grantees must use funds to create or expand community technology centers and to evaluate the project's effectiveness. Applicants must demonstrate the need for services, commitment to the project, and its sustainability.
Due DateAmount
Non-novice06/03/0307/07/03$24.3 million
Novice06/20/0307/21/03$8.1 million
Total  $32 million
Competitive Not-for-Profit Organizations; For-Profit Businesses; IHEs; Districts; Cosortia of These Entities
Educational, Cultural, Apprenticeship and Exchange Programs for Alaska Natives, Native Hawaiians, Historical Whaling and Trading Partners in Massachusetts: Grants or contracts are awarded to: the Alaska Native Heritage Center in Anchorage, Alaska; the Inupiat Heritage Center in Barrow, Alaska; the Bishop Museum in Hawaii; the Peabody-Essex Museum in Salem, Massachusetts; the New Bedford Whaling Museum and the New Bedford Oceanarium in New Bedford, Massachusetts; other Alaska Native and Native Hawaiian cultural and educational organizations; and other cultural and educational organizations. Noncompetitive Preselected Organizations
Arts in Education: If funding is greater than $15 million, the Arts in Education program is authorized to provide assistance—-either through discretionary grants, cooperative agreements, or contracts—-to SEAs, school districts, IHEs, museums or other cultural institutions, and other public or private organizations. Arts education funds may be used for activities such as research on arts education, disseminating models of best practice, developing state arts education assessments based on a state's standards, or developing curriculum frameworks. Competitive States; Districts; IHEs; Museums or Other Cultural Institutions; Other Public or Private Organizations
  If funding is $15 million or less, direct noncompetitive grants are provided to the John F. Kennedy Center and Very Special Arts only. Noncompetitive Preselected Organization
Parental Assistance Information Centers: Awards competitive grants to nonprofit organizations and consortia of nonprofit organizations and school districts to establish school-linked or school-based parental information and resource centers. Grants are to be distributed to all geographic regions of the United States. The first $50 million of the amount appropriated is to be used for parent information and resource centers. Any amount above $50 million is to be split evenly between the parent information and resource centers and the local family information centers. Competitive Not-for-Profit Organizations; Consortia: Not-for-Profit Organization + Districts; Local Family Information Centers
Women's Educational Equity: Provides financial assistance to enable educational agencies to meet the requirements of Title IX of the Education Amendments of 1972, and promotes educational equity for girls and women who experience multiple forms of discrimination based on gender, race, ethnic origin, limited English proficiency, disability, or age. The Secretary of Education awards competitive grants to public agencies, private nonprofit agencies, organizations, institutions, student groups, community groups, and individuals. At least two-thirds of the funds are used to award grants that focus on developing model equity programs, and on local implementation of gender-equity policies and practices at all educational levels. In addition, the ED supports research and development activities that are designed to advance gender equity nationwide and to foster equitable policies and practices in educational agencies and institutions, as well as local communities. Grants must address all levels of education in all regions of the United States, and in urban, rural, and suburban schools Competitive Public Agencies; Private Not-for-Profit Agencies; Organizations; Institutions; Student Groups; Individuals
Tit. VI. Flexibility and Accountability
VI-A-1. Improving Academic Achievement, Accountability, Grants for State Assessments and Enhanced Assessments: New grant program uses both a formula and a competitive funding mechanism to support the development and implementation of state assessments:    
The formula grants, Grants for State Assessments and Related Activities, will help states pay for the development and administration of additional state assessments and standards. Each state receives $3 million, and the remaining amount is allocated based on each state's share of the population of children between the ages of 5 and 17. States may use their formula funds to pay the costs of developing additional state standards and assessments required by NCLB. If a state has already developed the required standards and assessments, it may use its funds to administer the assessments or carry out other activities designed to hold school districts and schools accountable for results. After the formula grant funding has been allocated, any remaining funds are to be used for the competitive grants. Formula States
  The Grants for Enhanced Assessment Instruments provide competitive grant awards to states to collaborate with other organizations to improve the quality, validity, and reliability of state assessments beyond the requirements for these assessments in the new law. These grants are awarded based on the quality, needs, and scope of the state application. Competitive States Collaborating with Other Organizations
Funding Transferability for State and Local Educational Agencies: This program allows a state to transfer up to 50 percent of the funds it receives for state-level, non administrative activities under the Improving Teacher Quality State Grants, Educational Technology State Grants, State Grants for Innovative Programs, Safe and Drug-Free Schools and Communities State Grants (including funds reserved for the Governor's Program with the consent of the Governor), and 21st Century Community Learning Centers programs to supplement its state reservation under these programs. In addition, a state may use the transferred funds to carry out state-level activities authorized under Part A of Title I. Note: Funds can only be transferred into Title I; no Title I funds may be transferred to other programs. Regulation States
  This program also allows any district that has not been identified as in need of improvement or subject to corrective action under Title I to transfer up to 50 percent of its formula allocation under the Teacher Quality State Grants, Educational Technology State Grants, Innovative Programs, or Safe and Drug-Free Schools programs to supplement its allocation under any of the programs listed above or to supplement its allocation under Part A of Title I. Regulation Districts
  A district identified as in need of improvement may transfer up to 30 percent of its allocation for the programs listed above only if it transfers the funds to: (1) supplement its school improvement allocation; or (2) carry out Title I district improvement activities. A district identified as in need of corrective action may not transfer any funds. States and districts must use any transferred funds in such a way as to meet all the requirements of the programs to which they are transferred. Regulation Districts
State Flexibility Authority ("State-Flex"): Permits SEAs to combine state-level funds across programs and specify how all districts in the state must use certain Innovative Programs State Grants (Title V-A) if doing so will help the state to raise student achievement and eliminate achievement gaps. Allows the ED to grant flexibility authority to up to seven eligible SEAs for a five-year period. The Secretary of Education will grant State-Flex authority to eligible SEAs on a competitive basis using a peer-review process. Once granted State-Flex authority, a state does not receive any additional federal funds, but the SEA must undertake the following two activities and can choose to undertake the third activity: Competitive Regulation Seven States
  Activity #1: Consolidate funds for state-level activities and state administration under any of these six Elementary and Secondary Education Act (ESEA) authorities, and use the funds for any authorized ESEA purpose in order to assist the SEA in making adequate yearly progress and in narrowing achievement gaps: Improving the Academic Achievement of Disadvantaged Children (State Administration, Section 1004); Reading First (Formula Grants to State Education Agencies, State Uses of Funds, paragraphs (4) and (5) of Section 1202(d)); State Grants for Improving Teacher Quality ("Teacher and Principal Training and Recruitment," State Uses of Funds, Section 2113(a)(3)); Enhancing Education through Technology (State and Local Technology Grants, Use of Allotment by State, Section 2412(a)(1)); Safe and Drug-Free Schools and Communities Governor's funds, with agreement of Governor (Subsection (a) of Section 4112); 21st Century Community Learning Centers (Allotments to States, paragraphs (2) and (3) of Section 4202(c)); Innovative Programs (Allocation to Local Education Agencies, Section 5112(b)).    
  Activity #2: Enter into performance agreements with four to 10 districts (at least half of which are "high-poverty") in the state, permitting those districts to consolidate federal funds and use them for any ESEA purpose consistent with the state's State-Flex plan. The purpose of the performance agreements is to assist the districts in making adequate yearly progress and in narrowing achievement gaps. (Under State-Flex, "high-poverty" districts are those where at least 20 percent of children are from families below the poverty line.) Districts must still meet the general purposes of the programs included in the consolidation. The four to 10 districts that enter into performance agreements with their SEA in a State-Flex state may consolidate and use funds awarded to them on a formula basis under any of the following programs for any ESEA Purpose: Improving Teacher Quality State Grants ("Teacher and Principal Training and Recruiting," Subgrants to Local Education Agencies, Subpart 2 of Part A of Title II); Enhancing Education through Technology (Subpart 1 of Part D of Title II); Safe and Drug-Free Schools and Communities (Subpart 1 of Part A of Title IV); Innovative Programs: State and Local Programs (Subpart 1 of Part A of Title V).    
  Activity #3: Specify how any district in the state may use Innovative Program funds under Part A of Title V.    
Local Flexibility Demonstration ("Local-Flex"): This program allows the secretary of education to enter into local flexibility demonstration agreements with up to 80 local districts in states that do not have State-Flex authority. Local-Flex districts may consolidate and use certain federal funds for any educational purpose authorized under the ESEA. Unlike the district performance agreements under State-Flex (which are between SEAs and districts), the flexibility agreements under Local-Flex are directly between the Secretary and districts. Each agreement will be for a period of five years, but that time period may be shortened or extended depending on a district's performance under the agreement. Competitive Regulation 80 Districts in Selected States
  Local-Flex districts may consolidate and use funds received on a formula basis under any of the following authorities and use those funds for any educational purpose permitted under the ESEA: Title II: Teacher and Principal Training and Recruiting: Subpart 2 of Part A; Title II: Enhancing Education through Technology: Subpart 1 of Part D; Title IV: Safe and Drug-Free Schools and Communities: Subpart 1 of Part A; Title V: Innovative Programs: Subpart 1 of Part A.    
  The secretary will enter into Local-Flex agreements with districts on a competitive basis using a peer-review process. The Department may enter into no more than three Local-Flex agreements per state.    
Rural Education Initiative: Small, Rural School Achievement: This formula grant program provides funds directly to eligible school districts based on the number of students in average daily attendance in the schools served by the district and the amount that the district received under certain federal programs in the previous fiscal year. To be eligible for this program, a district must: (1) have an average daily attendance of fewer than 600 students or serve only schools located in counties with a population density of fewer than 10 persons per square mile and (2) serve only schools located in an area defined by the U.S. Department of Education as being rural or rural near an urban area (or the LEA can demonstrate that is located in an area defined as rural by a state government agency). Districts are authorized to combine their allocations under the Improving Teacher Quality, State Grants for Innovative Programs (formerly Title VI), Safe and Drug-Free Schools and Communities, 21st Century Community Learning Centers, and Educational Technology State Grants programs. Districts are authorized to use their consolidated funds to carry out activities authorized under the Title I, Teacher Quality, Educational Technology, Bilingual Education, Innovative Programs, and Safe and Drug-Free Schools programs. Each participating district must administer an assessment that is consistent with the assessment required under Title I. Formula; Regulation Qualified Districts
Rural Education Initiative: Rural and Low-Income Schools: New program provides additional funds to rural districts that serve concentrations of poor students. An LEA that is eligible to receive funds under the Small, Rural School Achievement program may not participate in the Rural and Low-Income School Program. Formula grant program provides funds based on each state's share of students in average daily attendance in eligible districts. Participating SEAs have three options to allocate funds to eligible districts. (1) Through a formula based on a district's share of the number of students in average daily attendance in eligible districts within the state; (2) By a competitive process; (3) Through an alternative formula that, to the satisfaction of the ED, more effectively targets funds to high-poverty districts. The ED is required to make awards to specially qualified agencies (an eligible school district in a state that chooses not to apply for a grant) through a formula based on a district's share of the number of students in average daily attendance in eligible districts within the state or through a competitive process. Any eligible entity that wants to receive a grant needs to submit an application. An SEA or a specially qualified agency is required to establish, at a minimum, specific educational goals and objectives related to increasing student achievement and decreasing the student dropout rate. Formula to States States to Qualifying Districts by Formula or Competition
General Provisions, National Assessment of Education Progress: Provides high-quality data on the achievement of elementary and secondary school students in reading, mathematics, science, and other subjects. NAEP, also known as the "nation's report card," is the only nationally representative and continuing assessment of what America's students know and can do in various subject areas. It has been administered periodically since 1969. NAEP is administered by the ED’s National Center for Education Statistics (NCES) under the policy direction of the independent National Assessment Governing Board (NAGB).Under current law, NAEP must conduct biennial national and state assessments in reading and mathematics at grades 4 and 8. In addition, NAEP must conduct a national assessment and may conduct a state assessment in reading and mathematics in grade 12 at regularly scheduled intervals. To the extent that time and money allow, NAEP must be conducted in additional subjects—including science, writing, history, geography, civics, economics, foreign languages, and arts—in grades 4, 8, and 12 at regularly scheduled intervals. NCES also will continue the long-term trend assessments of students at ages 9, 13, and 17 in reading and mathematics. Results of the assessments are reported for the nation and states in terms of average scores as well as the percentage of students that reach each of the Governing Board's three achievement levels: basic, proficient, and advanced. NAEP results will be disaggregated as feasible by race, ethnicity, gender, socioeconomic status, disability, and limited English proficiency. The NCLB Act amended the National Education Statistics Act provisions concerning NAEP and also added requirements concerning state and district participation in NAEP to the Title I statute. States are now required to participate in the biennial state-level NAEP in reading and mathematics at grades 4 and 8 as a condition of receiving Title I funds. Similarly, school districts selected for the NAEP sample are required to participate as a condition of Title I funding. Participation in other NAEP assessments is voluntary for states and school districts. Participation in all NAEP assessments is voluntary for students. The federal government will pay for the administration of the state NAEP assessments. The NCLB Act amendments to the ESEA removed the previous prohibition on using federal funds to pay to administer state NAEP assessments. Appropriation ED
Tit. VII. Indian, Native Hawaiian and Alaska Native Education
Indian Education: Three major activities are funded under the Indian Education Program:    
 84. (1) Grants to school districts: Formula grants are given to school districts and BIA-operated or supported schools based on the number of Indian children and the state's per-pupil expenditure for education. Grants go only to districts in which there are at least 10 Indian children or the Indian children make up at least 25 percent of the total enrollment. Districts in California, Alaska, and Oklahoma, and those located on or near reservations, are exempted from this requirement. Each local district receives at least $3,000. Acceptable activities include: Culturally related activities that support the application; Early childhood and family programs; Enrichment programs that directly support the attainment of challenging state academic content and student academic achievement standards; Integrated educational services; Career preparation activities; Activities concerning substance abuse and to prevent substance abuse; Activities that incorporate American Indian- and Alaska Native-specific curriculum content, consistent with state standards, into the curriculum; and Family literacy services. Formula Qualifying Districts; BIA Schools
(2) Special Programs: Competitive grants are given to, among others, SEAs and districts, Indian tribes and organizations, and federally supported schools for Indians for up to five years. Currently funded activities include demonstrations for early childhood projects and professional development. Acceptable activities include: Incentive programs related to the educational needs of educationally disadvantaged children; Educational services; Bilingual and bicultural programs and projects; Special health and nutrition services, and other related services; Programs designed to assist and encourage Indian children to enter, remain in, or re-enter school, and to increase the rate of high school graduation for Indian children; Early childhood and kindergarten programs; Partnership projects between schools and local businesses for career preparation programs designed to provide Indian youths with the knowledge and skills they need to make an effective transition from school to a high-skill, high-wage career; Programs designed to encourage and assist Indian students to work toward, and gain entrance into, an institution of higher education; and Family literacy services.
Due DateAmount
84.299A Demonstration Grants for Indian Children07/24/0308/25/03$2.484 million
~8 @ $150-400,000
84.299B Professional Development Program07/24/0308/25/03$2.484 million
~8 @ $300-500,000
Competitive States; Districts; Tribes & Organizations; BIA Schools
(3) National Research, Data Collection, and Evaluation Activities: The ED may carry out any of these activities directly or through grants to, or contracts or cooperative agreements with, Indian tribes, Indian organizations, SEAs, school districts, institutions of higher education, including Indian institutions of higher education, and other public and private agencies and institutions. Research activities will be carried out in consultation with the Office of Educational Research and Improvement (OERI) and may include collaborative research activities that are jointly funded and carried out by the Office of Indian Education Programs (OIE) and OERI. The ED may use funds to conduct research related to effective approaches for educating Indian children and adults; evaluate federally assisted education programs from which Indian children and adults may benefit; collect and analyze data on the educational status and needs of Indians; and carry out other activities that are consistent with the purpose of this program. Appropriation ED
Native Hawaiian Education: The Native Hawaiian Education Council (and grants): Members of the Education Council are appointed by the secretary of education based on recommendations received from the native Hawaiian community. The ED makes a direct grant to the Native Hawaiian Education programs.
Due DateAmount
84.362B Native Hawaiian Education Council07/16/0308/15/03Nominations only
Noncompetitive Preselected Organization
The ED also can make direct grants to, or enter into contracts with, native Hawaiian educational organizations; native Hawaiian CBOSs; public and private nonprofit organizations, agencies, and institutions with experience in developing or operating native Hawaiian programs or programs of instruction in the native Hawaiian language; and consortia of the organizations, agencies, and institutions, to carry out programs that meet the purposes of this program. The Department also helps establish native Hawaiian education island councils on seven of the Hawaiian Islands. Competitive Native Hawaiian Educational Organization; Native Hawaiian CBOs; Public & Private Not-for-Profit Organizations, Agencies and Institutions with Native Hawaiian experience; Consortia
Alaska Native Education: Competitive grants and contracts are awarded to eligible applicants, which include Alaska Native organizations, educational entities with experience in developing or operating Alaska Native programs or programs of instruction conducted in Alaska Native languages; cultural, and CBOs, and SEAs or school districts, if they apply as part of a consortium involving an Alaska Native organization. Competitive Alaska Native Organizations; Educational Entities with Alaska Native experience; Cultural & CBOs; Consortia of Alaska Native Organization + State or District
Tit. VIII. Impact Aid Program
Impact Aid:
Impact Aid provides financial assistance to school districts affected by federal activities. Because federal property is exempt from local property taxes, Impact Aid helps to replace the lost revenue that would otherwise be available to pay for educating children who live on federal property or whose parents work on federal property. Impact Aid provides formula and competitive grants directly to eligible school districts. Funds flow primarily through Basic Support Payments on behalf of federally connected children (86 percent of all Impact Aid funds requested in the president's budget for FY 2003). Additional payments are made for federally connected children with disabilities, construction and renovation of school facilities, federal property removed from local tax rolls after 1938, and maintenance of school facilities owned by the ED. Formula; Competitive Districts
Tit. IX. General Provisions
  General Provisions: Adds general provisions that affect most programs under ESEA.    
Unsafe School Choice Options: Each state must establish, in consultation with a representative sample of school districts, a definition of what constitutes a "persistently dangerous" public elementary or secondary school. States must allow students who attend such schools, or who are the victims of a violent crime while on the grounds of the school they attend, to transfer to a safe public elementary or secondary school, including a public charter school, in the same district. Regulation States
Tit. X. Repeals, Redesignations, and Amendments to Other Statutes:
McKinney-Vento Homeless Education Assistance Improvements: Formula grants are made to the 50 states, the District of Columbia, and Puerto Rico based on each state's share of Title I funds. The outlying areas and the BIA also receive funds. SEAs then provide competitive subgrants to local school districts. States must make subgrants to districts to facilitate the enrollment, attendance, and success in school of homeless children and youths. These may address problems caused by transportation issues, immunization and residency requirements, lack of birth certificates and school records, and guardianship issues. Formula to States; Competitive to Districts Districts