U.S. Education Department offers reporting flexibility but remains committed to ensuring states and districts add dollars to Title I investment in high-need students
August 31, 2016– Educators 4 Excellence, a teacher-led organization that seeks to elevate the voices of teachers in policy discussions, reacted to the U.S. Department of Education release today of draft Title I regulations under the Every Student Succeeds Act. The regulations define parameters in how states can apply federal Title I funding, which are funds dedicated to high-poverty districts to increase academic opportunities and close educational achievement gaps for high-need students.
“With their proposed Title I regulations, the U.S. Department of Education demonstrated an unwavering commitment to preserve the original purpose of Title I, to increase equity by targeting federal resources on schools with large populations of students in poverty,” said Evan Stone, co-founder and co-chief executive officer of Educators 4 Excellence. “Simply put, our federal education leaders want to ensure federal dollars go to the students they are intended for and that states share a commitment to funding high-need schools equitably. Traditionally underserved students deserve equal access to challenging and enriching academic opportunities for all students and these regulations are a step towards making that a reality. As a community of teachers who focus on setting policies that best serve students, we to welcome these proposed regulations and look forward to working with our state and local leaders to ensure the implementation of these new regulations is informed by the input and feedback of educators.”
“I am proud to see that the U.S. Department of Education has made students the focus of how Title I funding should operate moving forward,” said Michelle Youngblood Jarman, Language and Literature teacher at Eagle Rock Jr/Sr High School and E4E-Los Angeles member. “All students deserve a high-quality education, no matter their family’s income, nor the neighborhood they live, nor the school that they attend. I appreciate that input was gathered from all stakeholders on this issue. Our next step should be to move forward in this equity-focused direction, and educators need to continue to be embraced as valuable stakeholders in decisions for how states and district choose to invest in schools and students.”