Title I Schools

[Rose Moore]

Why aren't all CCSD schools Title I Schools?

Food for thought?

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[Eugene Moore]

Great question. All schools and school districts that receive federal
funds for Title I (No Child Left Behind) are technically Title I
schools. The federal law states:
Title I — Improving The Academic Achievement Of The Disadvantaged

SEC. 101. IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGED.

Title I of the Elementary and Secondary Education Act of 1965 (20
U.S.C. 6301 et seq.) is amended to read as follows:
TITLE I--IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGED
SEC. 1001. STATEMENT OF PURPOSE.

The purpose of this title is to ensure that all children have a fair,
equal, and significant opportunity to obtain a high-quality education
and reach, at a minimum, proficiency on challenging State academic
achievement standards and state academic assessments. This purpose can
be accomplished by —
(1) ensuring that high-quality academic assessments, accountability
systems, teacher preparation and training, curriculum, and
instructional materials are aligned with challenging State academic
standards so that students, teachers, parents, and administrators can
measure progress against common expectations for student academic
achievement;
(2) meeting the educational needs of low-achieving children in our
Nation's highest-poverty schools, limited English proficient children,
migratory children, children with disabilities, Indian children,
neglected or delinquent children, and young children in need of
reading assistance;
(3) closing the achievement gap between high- and low-performing
children, especially the achievement gaps between minority and
nonminority students, and between disadvantaged children and their
more advantaged peers;
(4) holding schools, local educational agencies, and States
accountable for improving the academic achievement of all students,
and identifying and turning around low-performing schools that have
failed to provide a high-quality education to their students, while
providing alternatives to students in such schools to enable the
students to receive a high-quality education;
(5) distributing and targeting resources sufficiently to make a
difference to local educational agencies and schools where needs are
greatest;
(6) improving and strengthening accountability, teaching, and learning
by using State assessment systems designed to ensure that students are
meeting challenging State academic achievement and content standards
and increasing achievement overall, but especially for the
disadvantaged;
(7) providing greater decisionmaking authority and flexibility to
schools and teachers in exchange for greater responsibility for
student performance;
(8) providing children an enriched and accelerated educational
program, including the use of schoolwide programs or additional
services that increase the amount and quality of instructional time;
(9) promoting schoolwide reform and ensuring the access of children to
effective, scientifically based instructional strategies and
challenging academic content;
(10) significantly elevating the quality of instruction by providing
staff in participating schools with substantial opportunities for
professional development;
(11) coordinating services under all parts of this title with each
other, with other educational services, and, to the extent feasible,
with other agencies providing services to youth, children, and
families; and
(12) affording parents substantial and meaningful opportunities to
participate in the education of their children.
This section of the law was codified in the US Code of Federal
Regulations and is disbursed between sections 300.0 thru 300.3.
As evienced in the law, Title I was designed to serve and supplement
the additional funding for the disadvantaged. he disadvantage are not
just minority groups, the poor, the homeless, English as a second
language..etc. The largest group is by far the disabled. The purpose
of the law continues to be that all students have the access to an
equal education and is intended to have integration of all
disadvantage students into the general education populous. At the
time of the original passage, there was discrimination of students in
education due to race, color, ethnicity, language, and disability.
The federal register cited that the federal government was the less
than 50% of the disabled were getting a public education. Having a
free breakfast and lunch program does not make it a Title I School
although it is recognized that more of the Title I funds are going to
that school for the program. The same for having a school program
that served the homeless children, although it is acknowledged that
more money is coming out of the Title I funds to accommodate them.

The No Child Left Behind modifications are directed at all classrooms
and teacher qualifications but did not change or throw out the
original intent of the law. Statistically there is no school that
does not have disadvantage students. 12% of the student population
has a qualifying disability or disorder that has to be first addressed
under Title I. The more serious (and costly) disabilities also get
additional supplemental funding and further protection under IDEA.

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Rick Moore
702-516-3565 (Home Office)
702-595-2081 (Cell)