Title I, Part A - Improving Academic Achievement of the Disadvantaged

Title I

Title I is one of the nation's oldest and largest federal programs supporting elementary and secondary education. More than 90 percent of the school systems in the United States receive some sort of Title I funding.

Through Title I, the federal government disburses money to school districts based on the number of low-income children, ages 5 - 17, in each district as determined by census data. Each district uses its Title I money to supplement and improve regular education programs in order to help students meet state standards.

Title I is based on three important ideas:

  1. All students should have a fair, equal, and significant opportunity to obtain a high-quality education and to reach, at minimum, proficiency on state academic standards and assessments.
  2. Local districts, schools, and parents know best what their students need to succeed. The Title I program allows them to decide how to use these funds to implement research-based proven practices to help students who are failing or who are at risk of failing in school.
  3. Parents are partners in helping all students achieve. They have the right to be involved in the design and operation of their school's Title I program, and, at the same time, a responsibility to help their children succeed in school.

Students served by Title I funds include migrant children and youth; children and youth with limited English proficiency; children and youth who are homeless; children and youth who have disabilities; children and youth who are neglected, delinquent or at-risk; children in prekindergarten activities; and students who are in academic need. 

The No Child Left Behind Act (NCLB) requires Title I schools that have not made Adequate Yearly Progress (AYP) for three or more years to offer additional services outside the regular school day for eligible students. These supplemental educational services are designed to increase the academic achievement of students in schools in the second year of improvement, in corrective action, or in restructuring. The services, such as tutoring, are in addition to instruction provided during the school day. Supplemental educational services must be consistent with the content and instruction used by the school and be aligned with Vermont's Framework of Standards and the Grade Expectations.

ESSA Resources:

Questions?

Email Mary Mulloy, State Director of Title I,  or call (802) 479-1226.

Contact Us

Vermont Agency of Education
Secretary Rebecca Holcombe
219 North Main Street, Suite 402
Barre, VT 05641

(802) 479-1030 | aoe.edinfo@vermont.gov
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