Office of ESEA Title Programs
The Office of ESEA (Elementary and Secondary Education Act) Title Programs provides leadership, technical assistance and professional development to schools and community-based organizations in the implementation of specific federal grant programs authorized through the Elementary and Secondary Education Act and amended by the Every Student Succeeds Act.
New Hampshire's federal accountability plan provides information on statewide accountability and improvement, educator support, student success, and assistance to our most at-risk youths: New Hampshire Consolidated State Plan.
- 2023-2024 Federal ESEA Program Assurances
- Noncompetitive Procurement Guidance and Request Form (updated 8/3/23)
- Allowability Guide by ESEA Title Program
- Spending handbook for Titles I-A, II-A, IV-A & V
Title I Part A provides resources to schools and districts to ensure that all children have a fair, equitable, and significant opportunity to obtain a high-quality education and close educational achievement gaps. Title I Part A is intended to support LEAs in improving teaching by promoting effective instruction for at-risk children, expanding eligibility of schools for schoolwide programs that serve all children, encourage school-based improvement planning and accountability, promoting meaningful parent and family engagement, and focusing resources on the schools with the highest percentage of students living in poverty.
School Improvement Grants authorized under section 1003 (g) of Title I of the Elementary and Secondary Education Act of 1965 (ESEA), are grants to state educational agencies that are utilized to make competitive subgrants to local educational agencies that demonstrate the greatest need for funds and the strongest commitment to use the funds to provide adequate resources in order to substantially raise the achievement of students in their lowest-performing schools.
The New Hampshire Migrant Education Program (NH MEP) addresses the unique educational barriers faced by migrant workers and their families in the state. Migrant students are some of the most disadvantaged children and youth nationwide. Many are out-of-school, and those in school are often at risk of failing or dropping out due to frequent moves, cultural differences, and language barriers. In fact, research shows that each change in school can set back a child or youth’s education by four to six months. For out-of-school youth, they may face additional problems such as social isolation, lack of knowledge of resources, or incomplete schooling.
Title I, Part D, of the No Child Left Behind Act of 2001 is entitled "The Prevention and Intervention Programs for Children and Youth who are Neglected, Delinquent or At-Risk." This program provides financial assistance to educational programs for youths in both school district programs and in-state operated institutions.
The purpose of Title II, Part A is to increase the academic achievement of all students by helping schools and districts improve teacher and principal quality and ensure that all teachers are highly qualified. Through the program, State and local educational agencies (SEAs and LEAs), and State agencies for higher education (SAHEs) receive funds on a formula basis.
In exchange, agencies that receive funds are held accountable to the public for improvements in academic achievement. Title II, Part A provides these agencies with the flexibility to use these funds creatively to address challenges to teacher quality, whether they concern teacher preparation and qualifications of new teachers, recruitment and hiring, induction, professional development, teacher retention, or the need for more capable principals and assistant principals to serve as effective school leaders.
The New Hampshire Title III Office is funded through the United States Department of Education, Office of Elementary and Secondary Education, under the legislative authority of Title III, Every Student Succeeds Act (ESSA).
With Title III funds, the New Hampshire Title III Office provides technical assistance and training to teachers, administrators and other stakeholders; collects data about EL students; awards Title III grants to school districts; and, provides educational resources which enable teachers, parents and administrators to help ELs succeed academically and socially. Title III funds also are awarded to help eligible districts that have experienced a significant increase in enrollment of new immigrant children.
The purpose of the Title IV-A Program is to improve students' academic achievement by increasing the capacity of the LEA schools, and local communities to provide all students with access to a well-rounded education, improve school conditions for student learning, and improve the use of technology in order to improve the academic achievement and digital literacy of all students.
The Nita M. Lowey 21st Century Community Learning Centers (21CCLC) program is a federal program funded under Title IV, Part B of the Elementary and Secondary Education Act (ESEA) as amended by the Every Student Succeeds Act (ESSA). This federal funding stream focuses on out of school time programming for expanded academic enrichment opportunities for children attending high poverty schools. Tutorial services and academic enrichment activities are designed to help students meet local and state academic standards in subjects such as reading and math. In addition, programs may provide youth development activities, drug and violence prevention programs, technology education programs, art, music and recreation, counseling, and character education to enhance the academic component of the program.
The purpose of the Rural and Low-Income School program is to provide rural districts with financial assistance for initiatives aimed at improving student achievement. The grant is non-competitive, and eligibility is determined by statute. In order to be eligible school districts must have at least 20% of the children they serve come from families with incomes below the poverty line and be located in a rural area. RLIS funds pay for activities authorized under Titles I-IV of the ESEA, as well as parental involvement activities.
The McKinney-Vento Act, Education for Homeless Children and Youth (EHCY) Program is designed to address the challenges which homeless children and youth face with enrolling, attending, and succeeding in school. Funds may be used for educational services; expedited evaluations; awareness training; health services; excess cost of transportation; early childhood programs; record keeping; parent programs; coordinating services; violence prevention; services and learning environments at shelters and other temporary housing facilities.
The New Hampshire Department of Education has created multiple technical assistance documents to assist our local educational agencies in the administration of ESEA programs; strengthening the capacity of the grant recipient and improving the performance of grant functions. Please check back often as we continue to build on our available technical assistance documents and topics.
The Office of ESEA Title Programs has implemented a consolidated programmatic monitoring process to create efficiencies across the risk assessment, desk and onsite monitoring, and all related reporting and corrective action plans. A consolidated monitoring approach improves messaging to LEAs, reduces the amount of monitoring visits conducted annually, and aligns the requirements of ESEA across all Title programs.
The Office of ESEA Title Programs provides technical support and documentation to ensure the proper execution of equitable service requirements authorized by the Every Student Succeeds Act (ESSA). Additionally, you will find required forms for the proper execution of equitable service affirmations and proportional share distributions.