District Survey on Use of Funds Under Title II, Part A

OMB#: 1810-0618

Expiration Date: xx/xx/xxxx

Study of Title II-A Use of Funds

District Survey 2024–25

The Study of Title II-A Uses of Funds examines how States and districts are using their Title II, Part A funds provided through the Elementary and Secondary Education Act (ESEA). The study includes surveys of officials from all State educational agencies and from a representative sample of school district officials from each state. The purpose of this survey is for the U.S. Department of Education (ED) to gain a better understanding of how school districts are using their Title II, Part A funds. ED is contracting for this study. While participation in the school district survey is not mandatory, it is strongly encouraged in order to provide ED information to benefit the Title II, Part A program. The study, including this survey, is being conducted by American Institutes for Research.

Paperwork Reduction Act of 1995

According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection displays a valid Office of Management and Budget (OMB) control number. The valid OMB control number for this information collection is 1810-0618. Public reporting burden for this collection of information is estimated to average 180 minutes per response, including time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. The obligation to respond to this collection is voluntary. If you have any comments concerning the accuracy of the time estimate, suggestions for improving this individual collection, or if you have comments or concerns regarding the status of your individual survey, please contact directly Scott Richardson, U.S. Department of Education, 400 Maryland Ave., SW, Washington, DC 20202 or email [email protected] and reference the OMB Control Number 1810-0618. Note: Please do not return the completed survey to this address.

Notice of Confidentiality

Responses to this data collection will be used only for statistical purposes. The reports prepared for the study will summarize findings across the sample. Districts in the sample will not be identifiable except for Hawaii and Puerto Rico. The reports will not associate any responses or findings with a specific individual. We will not provide any information that identifies you to anyone outside the study team, except as required by law.

While individual information will typically not be disclosed outside of the U.S. Department of Education, there may be circumstances where information may be shared with a third party, such as a Freedom of Information Act request, court orders or subpoena, or if a breach or security incident occurs that affects information collected through this survey, etc. Failure to provide your contact information may limit the ability of the Department to contact you with questions.

Click [next] to consent to participate in the Study of Title II-A Use of Funds.

Survey on the Use of Funds Under Title II, Part A

Supporting Effective Instruction Grants – Subgrants to Districts

District: [ DISTRICT NAME ]

State: [ ST ]

NCES ID: [ NCES ID ]

Instructions

Please refer to the table below to determine the questions you should complete. All districts should complete Question 1 before completing the remaining questions, as the applicability of Questions 2-13 depend on your response to Question 1.

Contact Information	All districts
Question 1	All districts
Question 2	Districts that received Title II, Part A funds in school year (SY) 2024–25
Question 3	Districts that received Title II, Part A funds in SY 2024–25
Question 4	Districts that received Title II, Part A funds in SY 2024–25 and had funds available after transfers
Question 5	Districts that received Title II, Part A funds in SY 2024–25 and budgeted funds for hiring, recruiting, and retaining effective teachers and leaders
Question 6	Districts that received Title II, Part A funds in SY 2024–25 and budgeted funds for class size reduction
Question 7	Districts that received Title II, Part A funds in SY 2024–25 and budgeted funds for professional development
Question 8	Districts that received Title II, Part A funds in SY 2024–25 and budgeted funds for professional development
Question 9	Districts that received Title II, Part A funds in SY 2024–25 and budgeted funds for professional development
Question 10	Districts that received Title II, Part A funds in SY 2024–25 and budgeted funds for professional development
Question 11	Districts that received Title II, Part A funds in SY 2024–25 and budgeted funds for professional development
Question 12	Districts that received Title II, Part A funds in SY 2024–25
Question 13	Districts that received Title II, Part A funds in SY 2024–25 and had funds available after transfers

For assistance, please call (888) 862-1694 or send an e-mail to [email protected].

Contact information

Please provide the following contact information for the individual completing the survey.

First Name:

Last Name:

Position:

Phone:

5. mail:

Question 1: Title II, Part A funding in SY 2024–25

Q1

1. Did your district receive Title II, Part A funding in school year 2024–25?

Yes	If you selected “yes,” continue to Question 2.
No	If you selected “no,” you do not need to complete this survey.

Question 2: Total teachers and principals

2. Please provide the total count of full-time equivalents (FTEs) in your district in SY 2024–25, for teachers and for principals and other school leaders.

For example, an FTE of 1.00 means that the person is equivalent to a full-time worker, while an FTE of 0.50 means that the worker is only half-time. Two teachers working half-time each would each be .50 FTE for a total of 1.0 FTE

Q2_b

Q2_a

Note: Other school leaders may include assistant principals or other staff responsible for instructional leadership and management in an elementary or secondary school building.¹ Teachers include all staff members who teach, even if they also hold leadership role(s).

Role	Total FTEs in SY 2024–25
Teachers	_________
Principals and other school leaders	_________

Question 3: Transfers to and from Title II, Part A

Q3_a

3a. Your State educational agency (SEA) provided the amount of Federal FY 2023 Title II, Part A funds made available to your district in SY (2024–25).

Note: Federal fiscal year 2023 covers 10/1/2022 through 9/30/2023 for funds to be used during school year 2024–25.

This allocation amount does not include carryover funds from previous years. If this allocation is incorrect, please contact American Institutes for Research at [email protected].

3b. Please provide the amount of Federal FY 2023 funds transferred from Title II, Part A. Do not include carryover funds.

Title II, Part A funds transferred to Title I, Part A	$ q3_b
Title II, Part A funds transferred to Title I, Part C	$ q3_c
Title II, Part A funds transferred to Title I, Part D	$ q3_d
Title II, Part A funds transferred to Title III, Part A	$ q3_e
Title II, Part A funds transferred to Title IV, Part A	$ q3_f
Title II, Part A funds transferred to Title V, Part B	$ q3_g
Total amount of Title II, Part A funds transferred to another program under ESEA funding transferability provisions (ESEA section 5103)	$ q3_h
3c. Provide the total amount of FY 2023 funds transferred to Title II, Part A from another Federal program. Do not include carryover funds.	$ q3_i
Total amount of Title II, Part A funds available to your district in SY 2024–25 after transfers:	$ q3_j

If no funds available after transfer (q3_j = 0) then skip to Question 12.

Question 4: Allocation of Title II, Part A funds

For reference, in Question 3 you answered that the total amount of Title II, Part A funds available to your district in SY 2024–25 AFTER TRANSFERS was:	$xxx,xxx.xx

4a. Please provide the amount of Title II, Part A funds your district budgeted for the following activities in SY 2024–25, after transfers, as well as funds not yet budgeted for the following activities. Do not include carryover funds. You can estimate if you do not have exact figures. Note: Please include any funds used for services in private schools in the categories for which funds were budgeted.

Hiring, recruiting, and retaining effective teachers, principals, and other leaders (such as support with screening candidates and early hiring, recruiting individuals from other fields, differential and incentive pay, leadership opportunities and multiple pathways for teachers, induction or new educator mentoring programs, or improving school working conditions)	$ q4_a
Evaluation systems (such as designing or revising systems, helping teachers and leaders to understand the system, help with using the results for to inform decision making about professional development, improvement strategies, and personnel decisions)	$ q4_b
Class size reduction to a level that is evidence-based to improve student achievement through the recruiting and hiring of additional effective teachers)	$ q4_c
Professional development (such as in–service seminars, coaching, university courses, or support for professional learning communities)2	$ q4_d
Other (describe: _______ q4_e_txt _________)	$ q4_e
Funds not yet budgeted at the time of response	$ q4_f
Total amount of SY 2024–25 Title II, Part A funds budgeted:	$ q4_total 

4b. Please provide an estimate of the percentage of all Title II, Part A funds budgeted in your district in SY 2024–25 to support teachers and the percentage of funds budgeted to support principals and other school leaders.

Note: Percentages do not need to sum to 100 percent. For example, some uses of funds may serve both teachers and school leaders, leading to a total of greater than 100 percent.

Note: Other school leaders may include assistant principals or other staff responsible for instructional leadership and management in an elementary or secondary school building. Teachers include all staff members who teach, even if they also hold leadership role(s).

Teachers	Principals and other school leaders
___Q4b_1____%	___Q4b_2____%

Question 5: Strategies to hire, recruit, or retain effective teachers and leaders

ONLY ASKED IF DISTRICT BUDGETED FUNDS FOR HIRING, RECRUITING, AND RETAINING EFFECTIVE TEACHERS, PRINCIPALS, OR OTHER LEADERS (Q4_a > 0)

5. Using Title II, Part A funds, what strategies has your district used or will your district use to hire, recruit, and retain effective teachers, principals, and other school leaders? Of the strategies used, indicate the two with the highest funding amounts.

Strategy	Check all that apply	Check two highest-funded strategies
Support with screening candidates and early hiring for teachers	Q5a_1	Q5a_2
Recruiting individuals from other fields to become teachers or leaders	Q5b_1	Q5b_2
Recruiting new potential educators from the communities served by a school or district (e.g., through “grow your own” programs or Registered Apprenticeships in education)	Q5c_1	Q5c_2
Differential and incentive pay for teachers and leaders	Q5d_1	Q5d_2
Providing additional time for collaborative planning with peers	Q5e_1	Q5e_2
Emphasis on leadership opportunities and multiple career pathways for teachers	Q5f_1	Q5f_2
Induction or new teacher and leader mentoring programs, including training for mentor teachers	Q5g_1	Q5g_2
Targeting and tailoring professional development to individual teacher or leader needs	Q5h_1	Q5h_2
Feedback mechanisms to improve school working conditions	Q5i_1	Q5i_2
Other (describe: Q5j_text )	Q5j_1	Q5j_2

Question 6: Class size reduction

ONLY ASKED IF DISTRICT BUDGETED FUNDS FOR CLASS SIZE REDUCTION (q4_c > 0)

6. During SY 2024–25, in total, how many full-time equivalents (FTEs) are funded by Title II, Part A for the purpose of class size reduction to a level that is evidence-based to improve student achievement through the recruiting and hiring of additional effective teachers)?

For example, an FTE of 1.00 means that the person is equivalent to a full-time worker, while an FTE of 0.50 means that the worker is only half-time. Two teachers working half-time each would each be .50 FTE for a total of 1.0 FTE.

Total funded (FTEs)

__ Q6___

Question 7: Participation in professional development

ONLY ASKED IF DISTRICT BUDGETED FUNDS FOR PROFESSIONAL DEVELOPMENT (Q4_d > 0)

7. Please estimate the percentage of teachers and principals or other school leaders in your district expected to participate in Title II, Part A-funded professional development activities during SY 2024–25.³

Note: Other school leaders may include assistant principals or other staff responsible for instructional leadership and management in an elementary or secondary school building. Teachers include all staff members who teach, even if they also hold leadership role(s).

Participation	Percentage
Percentage of all teachers who will participate in Title II-A funded professional development activities in SY 2024–25	__________ Q7_a
Percentage of all principals and other school leaders who will participate in Title II-A funded professional development activities in SY 2024–25	___________Q7_b

Question 8: Types of professional development for teachers

ONLY ASKED IF DISTRICT BUDGETED FUNDS FOR PROFESSIONAL DEVELOPMENT (Q4_d > 0)

8. Which of the following types of professional development and support to teachers is your district providing during SY 2024–25, funded at least in part by Title II-A? Please include planned professional development.⁴

Of the types of professional development provided, indicate the two with the highest funding amounts.

Types of teacher professional development (at least in part funded by Title II, Part A)	Check all that apply	Check two highest-funded types
Single-session professional development	Q8a_1	Q8a_2 Q8b_2 Q8c_2 Q8d_2 Q8e_2 Q8f_2 Q8g_2 Q8h_2 Q8i_2 Q8j_2
Multi-session professional development	Q8b_1
Multi-session one-on-one support from teacher leaders or coaches	Q8c_1
Multi-session Internet-based professional development (e.g., video library, skill-building modules, online coaching)	Q8d_1
Multi-session group support (e.g., lesson study, peer-to-peer communities of practice)	Q8e_1
Professional conferences or membership fees for organizations	Q8f_1
University or college courses; traditional, course-based curriculum	Q8g_1
Alternative (non-traditional) preparation pathways to certification (e.g., microcredentials or job-embedded), either university or non-university-based	Q8h_1
Professional certifications (e.g. National Board certification, state-level credentials or endorsements)	Q8i_1
Other (describe: Q8j_text )	Q8j_1

Question 9: Topics of professional development for teachers

ONLY ASKED IF DISTRICT BUDGETED FUNDS FOR PROFESSIONAL DEVELOPMENT (Q4_d > 0)

9. Which of the following topics are covered by teacher professional development in your district in SY 2024–25, funded at least in part by Title II-A? Please include planned professional development.

Of the professional development topics provided, indicate the two with the highest funding amounts.⁵

Teacher Professional Development Topic (at least in part funded by Title II, Part A)	Check all that apply	Check two highest-funded types
Teacher content knowledge in ELA	Q9a_1	Q9a_2
Teacher content knowledge in STEM (science, technology, engineering, mathematics, or computer science)	Q9b_1	Q9b_2
Teacher content knowledge in subjects other than ELA or STEM	Q9c_1	Q9c_2
Instructional strategies for academic subjects	Q9d_1	Q9d_2
Instructional strategies for classroom management or student behavior management	Q9e_1	Q9e_2
Using data and assessments to guide instruction	Q9f_1	Q9f_2
Providing instruction and academic support to English learners	Q9g_1	Q9g_2
Providing instruction and academic support to students with disabilities or developmental delays	Q9h_1	Q9h_2
Identifying gifted and talented students	Q9i_1	Q9i_2
Understanding state content standards and instructional strategies to meet them	Q9j_1	Q9j_2
Understanding teacher evaluation systems and resulting feedback	Q9k_1	Q9k_2
Engaging parents and families	Q9l_1	Q9l_2
Using technology	Q9m_1	Q9m_2
Integrating academic content, career and technical education, and work-based learning	Q9n_1	Q9n_2
Training for educators of early learners	Q9o_1	Q9o_2
Offering joint professional learning and planning activities that address transition from early childhood to elementary school	Q9p_1	Q9p_2
Identifying students with referral needs (such as sexual abuse, mental health issues, homelessness, drug or alcohol abuse)	Q9q_1	Q9q_2
Other (describe: Q9r_text )	Q9r_1	Q9r_2

Question 10: Types of professional development for principals and other school leaders

ONLY ASKED IF DISTRICT BUDGETED FUNDS FOR PROFESSIONAL DEVELOPMENT (q4_d > 0)

10. Which of the following types of professional development and support to principals and other school leaders is your district providing during SY 2024–25, funded at least in part by Title II-A? Please include planned professional development.⁶

Q10_na

Of the types of professional development provided, indicate the two with the highest funding amounts.

Check here if your district did not provide any type of professional development to principals or other school leaders during SY 2024–25, funded at least in part by Title II, Part A.

IF CHECKED SKIP TO QUESTION 12

Types of principal and other school leaders professional development (at least in part funded by Title II, Part A)	Check all that apply	Check two highest-funded types
Single session professional development	Q10a_1	Q10a_2
Multi-session group professional development	Q10b_1	Q10b_2
Multi-session one-on-one professional development	Q10c_1	Q10c_2
Multi-session group support (e.g., learning communities, district monthly or quarterly principal meetings)	Q10d_1	Q10d_2
Professional conferences or organizations	Q10e_1	Q10e_2
University or college courses, traditional course-based curriculum	Q10f_1	Q10f_2
Alternative (non-traditional) preparation pathways to certification (e.g., job-embedded leadership preparation or support for teacher candidates), either university or non-university-based	Q10g_1	Q10g_2
State leadership conferences or trainings	Q10h_1	Q10h_2
Leadership certifications (e.g., state-level credentials or endorsements)	Q10i_1	Q10i_2
Other (describe: Q10l_text )	Q10j_1	Q10j_2

Question 11: Topics of professional development for principals and other school leaders

ONLY ASKED IF DISTRICT BUDGETED FUNDS FOR PROFESSIONAL DEVELOPMENT (q4_d > 0) AND DISTRICT PROVIDED PROFESSIONAL DEVELOPMENT TO PRINCIPALS OR OTHER SCHOOL LEADERS (q10_na = 0)

11. Which of the following topics are covered by principal and other school leader professional development in your district in SY 2024–25, funded at least in part by Title II-A? Please include planned professional development.⁷

Of the professional development topics provided, indicate the two with the highest funding amounts.

Principal and Other School Leader Professional Development Topic (at least in part funded by Title II, Part A)	Check all that apply	Check two highest-funded topics
School improvement planning or identifying interventions to support academic improvement	Q11a_1	Q11a_2
Strategies and practices to advance school climate, e.g., supporting students' social and emotional development and positive and inclusive school culture, including through multi-tiered systems of support; collaborating with other local partners to meet school and community needs that support student academic success (e.g., becoming a full-service community school); strategies for meeting students basic needs and health needs so they can be academically successful (e.g., learning strategies for effective school meal program administration or Medicaid billing).	Q11b_1	Q11b_2
Training on recruiting and supporting a diverse educator workforce	Q11c_1	Q11c_2
Strategies and practices to help teachers improve instruction, e.g., performance data use, teacher evaluation, feedback and coaching on instruction, instructional planning support, curriculum materials selection, and curriculum alignment with state standards	Q11d_1	Q11d_2
Strategies and practices to develop and manage the school’s workforce, e.g., a focus on recruiting, hiring, and retaining diverse and effective teachers; selecting professional development tailored to teachers’ needs; effectively assigning teachers to students; and establishing pathways for developing teacher leaders and assistant principals as instructional leaders	Q11e_1	Q11e_2
Strategies to engage parents and the community	Q11f_1	Q11f_2
Other (describe: Q11f_text )	Q11g_1	Q11g_2

Question 12: Teacher Quality/Effectiveness and Equity

Q12

12a. During the most recent school year, did your district examine information about the distribution of teacher quality or effectiveness to assess whether low-income or minority students in Title I, Part A schools were served at disproportionate rates by inexperienced, ineffective, or out-of-field teachers?

Yes, and inequities were found [1]	If you selected “yes,” complete the remainder of this question below.
Yes, but no inequities were found [2]	If you selected “yes,” complete the remainder of this question below.
No [0]	If you selected “no,” continue to Question 13.

12b. Which of the following types of information were used to define teacher quality or effectiveness in the examination of the distribution of teachers? Check all that apply.

Type of information used to define teacher quality	Check all that apply
Teacher evaluation ratings	Q12_a
Teacher effectiveness, as measured by value added measures or student growth percentiles	Q12_b
Teacher effectiveness, as measured by student learning objectives or student growth objectives	Q12_c
Teacher experience	Q12_d
Teacher certification	Q12_e
Teacher education	Q12_f
Assignment of teachers to a grade or classes consistent with their field of certification	Q12_g
Other (describe: Q12_h_text )	Q12_h

If no funds available after transfer (Q3_j = 0) then skip to end of survey.

Question 13: Strategies used to improve equitable access

Q13

13a. During SY 2024–25, has or will your district use Title II, Part A funds to improve within-district equity in the distribution of teachers?

Yes	If you selected “yes,” complete the remainder of this question below.
No	If you selected “no, you have completed this survey question.

13b. What strategies has your district used or will your district use to address any substantial inequities found in access to effective teachers for low-income and minority students? Check all that apply.

Strategy to address inequities	Check all that apply
Offering more compensation for qualified or effective teachers who move to or stay in schools with more low-income or minority students compared to other schools	Q13_a
Developing career ladders or teacher leadership roles to attract and retain teachers in schools with more low-income or minority students compared to other schools	Q13_b
Beginning the hiring process earlier for vacancies at schools with more low-income or minority students compared to other schools	Q13_c
Increasing external recruitment activities such as hosting open houses and job fairs for schools with more low-income or minority students compared to other schools	Q13_d
Improving teaching and learning environments (e.g., lower teaching loads, more resources, or improved facility quality) at schools with more low-income or minority students compared to other schools	Q13_e
Offering more professional development for teachers in schools with more low-income or minority students compared to other schools	Q13_f
Limiting the ability of teachers who are inexperienced or low-performing to transfer to or be placed in schools with more low-income or minority students compared to other schools	Q13_g
Making exceptions in contracts or regulations to protect the most qualified or effective teachers from layoff in schools with more low-income or minority students compared to other schools	Q13_h
Other (describe: Q13_i_text )	Q13_i

1 ESEA section 8101(44) defines ‘‘school leader’’ as a principal, assistant principal, or other individual who is — (A) an employee or officer of an elementary school or secondary school, local educational agency, or other entity operating an elementary school or secondary school; and (B) responsible for the daily instructional leadership and managerial operations in the elementary school or secondary school building.

2 ESEA section 8101(42) defines “professional development,” specifically noting that the professional development activities are sustained (not stand-alone, 1-day, or short term workshops), intensive, collaborative, job-embedded, data-driven, and classroom-focused.

3 ESEA section 8101(42) defines “professional development,” specifically noting that the professional development activities are sustained (not stand-alone, 1-day, or short-term workshops), intensive, collaborative, job-embedded, data-driven, and classroom-focused.

4 ESEA section 8101(42) defines “professional development,” specifically noting that the professional development activities are sustained (not stand-alone, 1-day, or short term workshops), intensive, collaborative, job-embedded, data-driven, and classroom-focused.

5 ESEA section 8101(42) defines “professional development,” specifically noting that the professional development activities are sustained (not stand-alone, 1-day, or short term workshops), intensive, collaborative, job-embedded, data-driven, and classroom-focused.

6 ESEA section 8101(42) defines “professional development,” specifically noting that the professional development activities are sustained (not stand-alone, 1-day, or short term workshops), intensive, collaborative, job-embedded, data-driven, and classroom-focused.

7 ESEA section 8101(42) defines “professional development,” specifically noting that the professional development activities are sustained (not stand-alone, 1-day, or short term workshops), intensive, collaborative, job-embedded, data-driven, and classroom-focused.

1