Title 1, Part A - The intent of Title I is to “help all children have the opportunity to obtain a high quality education and reach proficiency on challenging state and academic standards and assessment.” The purpose of Title I is to “enable schools to provide opportunities for at-risk and disadvantaged children to acquire the knowledge and skills contained in the challenging State content standards and to meet the challenging State performance standards developed for all children.” Title I is intended to serve students in core academic subject areas only.
School Improvement 1003a - To provide financial resources to local educational agencies (LEA) on behalf of Title I schools identified for school improvement.
Title 1-C, Migrant Education Program - The Migrant Education Program (MEP) is a federally funded program designed to support comprehensive educational programs for migrant children to help reduce the educational disruption and other problems that result from repeated moves.
Title II-A, Teacher and Leader Effectiveness - The purpose of the Title II, Part A program is to increase academic achievement by improving teacher and principal quality. This program is carried out by: increasing the number of PQ teachers in classrooms; increasing the number of PQ principals and assistant principals in schools; and increasing the effectiveness of teachers and principals by holding LEAs and schools accountable for improvements in student academic achievement. School systems must work to ensure that all students, especially children of poverty and of color, have equitable opportunities to be taught by highly effective teachers.
Title III, Part A, Language Instruction for LEP and Immigrant Students - Title III is a federally-funded program that provides eligible Local Education Agencies with funding to supplement those ESOL services already in place. School districts with large EL populations receive direct Title III allocations, while school districts with lower incidence populations are grouped into the “Georgia Title III Consortium”. Both ESOL and Title III hold students accountable for progress in, and attainment of, English language proficiency. Upon attainment of English language proficiency, students exit from supplemental language services.
Title IV, Part A -Student Support and Academic Enrichment (SSAE)- that is intended to improve students’ academic achievement by increasing social-emotional skills, health and safety and technology.
Title IV, Part B – 21st Century Community Learning Centers Program - The purpose of Georgia’s Title IV, Part B, 21st Century Community Learning Centers Program is to provide federal funds to establish or expand community learning centers that operate during out-of school hours and that have three specific purposes: To provide opportunities for academic enrichment and tutorial services; to offer students a broad array of additional services, programs, and activities to reinforce and complement the regular academic program; and, to offer families of 21st CCLC students opportunities for literacy and related educational development.
Title V, B – Rural Education Achievement Program - The Rural Education Achievement Program (REAP) is designed to assist rural school districts in using Federal resources more effectively to improve the quality of instruction and student academic achievement. It consists of two separate programs the Small, Rural School Achievement (SRSA) program and the Rural and Low-Income Schools (RLIS) program.
Title X, Part C – McKinney-Vento Education for Homeless Children and Youth – The McKinney-Vento Education for Homeless Children and Youth program is designed to address the problems that homeless children and youth have faced in enrolling, attending, and succeeding in school. Under this program, State educational agencies must ensure that each homeless child and youth has equal access to the same free, appropriate public education, including a public preschool education, as other children and youth. Homeless children and youth must have access to the educational and other services that they need to enable them to meet the same challenging State student academic achievement standards to which all students are held. In addition, homeless students may not be separated from the mainstream school environment.