The Every Student Succeeds Act (ESSA) is prompting many changes to state and local education policies. It's crucial for educators to be involved in these implementation decisions, particularly around new accountability systems, professional development and evaluation requirements, and well-rounded education provisions. This page contains resources related to Title II.
Title II Survey: Please share your stories of how Title II-A funds have benefited you and your colleagues, particularly the impact on your students. This information will be collected and shared anonymously with key Capitol Hill decision makers. Thank you!
See how much your state gets in Title II funds.
Use these sample Tweets during ASCD's Title II Days (the 2nd and 22nd of each month) and be sure to Tweet at your legislators @[Senators_Reps twitter handle].
Educators depend on Title II $$ to improve classroom instruction, need #PD2Learn.
All educators can use Title II $$ for PD for mentoring, coaching, induction. Students succeed when educators have #PD2Learn!
Students succeed when educators have #PD2Learn! Don't cut fed Title II funds!
The Every Student Succeeds Act (ESSA) authorizes $2.295 billion annually for Title II, Part A (Title II-A).
Title II, Part A was funded at $2.9 billion from FY 2003 to FY 2010, and has been funded at $2.35 billion since FY 2014.
Title II-A is the only dedicated source of funding for professional development of teachers, principals, and other school personnel in the ESSA.
ESSA allows Title II-A dollars to be used for recruitment, induction, coaching, mentoring, evidence-based professional development, educator evaluation systems, leadership development, and residency programs, and any other activities a state deems important to improve educator effectiveness.
Educators eligible for training activities under Title II-A include classroom teachers, principals and other school leaders, paraprofessionals, counselors, librarians, and school nutritionists.
Teachers and school leaders are the two most important in-school factors affecting student achievement. Eliminating funding to support these indispensable student achievement factors is contrary to any strategy that supports students, educators, or schools.
Changes made under ESSA to the Title II-A formula will prioritize communities with the highest numbers of disadvantaged students.
Activities supported by Title II-A help to address some of the fundamental reasons for the national teacher shortage.
Title II-A helps to ensure that every student is taught by a qualified and highly-effective teacher.
Title II-A is an important equity tool as it funds recruitment of educators in shortage areas such as STEM, special education, and English language learners.
As the most significant in-school factors for student achievement, teachers and school leaders deserve the support and resources to maximize student learning outcomes and prepare our young people for the future.
Policymakers must ensure that each student has access to effective educators by making the necessary investments along the career continuum, including incentives for recruiting and retaining candidates; personalized and ongoing professional development; flexible routes to licensure based on rigorous professional standards; leadership opportunities and development; and collaboration among higher education institutions and local districts.
Teachers in all schools should be provided the time and other resources necessary to reflect on their experiences, investigate new approaches, learn new skills and content, and plan with their colleagues.
"For many districts in North Carolina, the dollars provided through Title II are the sole source of funding for professional development. The state has not provided any professional development funding since 2008-09; therefore, the money that flows through Title II is critical for the ongoing development of our teachers and staff."
"For years we have been trying to break down the idea that "everything ends in June" in schools. With the allocation of Title II funds, we have been successful. The funding allows us to continue professional development throughout the summer where we analyze student work and plan how to meet their needs immediately in fall. There is no longer a period of time where the new teacher gets to know their student academically. Their first few weeks are spent on relationships while simultaneously meeting the math and literacy needs we already know they have. This would not be possible without Title II."
"The growth of our students is only limited by the growth of those who serve them. Within my division, opportunities for professional development has directly steered our organization into improvements that include effective communication strategies, standards-based grading, and increased collaborative measures for students with disabilities. A failure to address professional growth will negatively impact our students and hinder the expertise and skill set of educators."