Consolidated State Performance Report Part I and II

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CONSOLIDATED STATE PERFORMANCE REPORT
[manual entry sections only]
School Years 2025-26, 2026-27, 2027-28
Due Date: TBD
Introduction 
The Consolidated State Performance Report (CSPR) is a summary overview of the data required to be reported annually by each State, the Bureau of Indian Education, District of Columbia, and Puerto Rico as authorized under Section 8303 of the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act of 2015(ESSA).  All citations to the ESEA in this document are to the ESEA, as amended by the ESSA.
Section 8303 states:
SEC.8303. Consolidated Reporting – (a) In general: In order to simplify reporting requirements and reduce reporting burdens, the Secretary shall establish procedures and criteria under which a State educational agency, in consultation with the Governor of the State, may submit a consolidated State annual report.  (b) Contents: The report shall contain information about the programs included in the report, including the performance of the State under those programs, and other matters as the Secretary determines are necessary, such as monitoring activities.  (c) Replacement: The report shall replace separate individual annual reports for the programs included in the consolidated State annual report.
Background
Data Sources
The CSPR compiles summary data from the following sources: EDFacts data files and manual entry data reported by states. 
Unless an EDFacts file specification is noted (e.g., FS185/DG588) the data were reported to the Department using the manual entry CSPR tool. Much of the data in the CSPR are available at a greater level of detail in public data files on the Office of Elementary and Secondary Education’s ED Data Express (https://eddataexpress.ed.gov/). 
For more information on how manual entry data are defined and reported, go to: https://oese.ed.gov/offices/office-of-administration/about-us/consolidated-state-performance-reports/ 
For more information on how EDFacts data are defined and reported, go to: https://www2.ed.gov/about/inits/ed/edfacts/file-specifications.html 
Notes on Data
Totals
In cases where an Education Unit Total is reported, it is possible that it may not equal aggregated race/ethnicity, age/grade, or sex values. This may be due to differences in how the state reports the data in accordance with the state’s approved accountability plan or due to data quality issues. 
Calculated Fields
The CSPR contains some fields that have been calculated using data reported by states. In those instances, the field is marked as “Calculated” in the CSPR template.
Asian/Pacific Islander and Hispanic/Latino Aggregations
The “Asian or Pacific Islander” counts and rates are either those reported by the State for the Asian/Pacific Islander subgroup or are calculated by combining the counts and rates reported separately for the following subgroups: “Asian,” “Native Hawaiian or Other Pacific Islander,” and (where applicable) “Filipino.”  Note that Filipino counts and rates are not reported separately in the CSPR and are only included in the “Asian or Pacific Islander” counts and rates.
The Hispanic or Latino counts and rates are either those reported by the State for the Hispanic/Latino subgroup or are calculated by combining counts and rates reported separately for the following subgroups: “Hispanic (not Puerto Rican)” and “Puerto Rican.” 
Differences between ED and State Data 
State education agencies report data to ED via the CSPR manual entry tool and the EDFacts file submission system. All data in the CSPR are as of the due date or the final resubmission date. States may release data on their own state education data sites that may have a different “as of” date or may have gone through additional data quality/reconciliation processes. 
Narrative Responses
Narrative responses are limited to 5000 characters.

Paperwork Burden Statement
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 OMB control number.  The valid OMB control number for this information collection is 1810-0724. The time required to complete this information collection is estimated to average 31.00 hours per response, including the time to review instructions, search existing data resources, gather the data needed, and complete and review the information collection. The obligation to respond to this collection is required to obtain or retain a benefit under the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA). 
If you have any comments concerning the accuracy of the time estimate(s) or suggestions for improving this form, please write to:  U.S. Department of Education, Washington, D.C. 20202-4537.  If you have comments or concerns regarding the status of your individual submission of this form, write directly to:  Office of Elementary and Secondary Education, U.S. Department of Education, 400 Maryland Avenue, S.W., Washington, D.C. 20202.


Table of Contents
Introduction	1
Background	1
Data Sources	1
Notes on Data	2
Totals………………………………………………………………………………………………..2
Calculated Fields	2
Asian/Pacific Islander and Hispanic/Latino Aggregations	2
Differences between ED and State Data	2
Narrative Responses	2
Paperwork Burden Statement	3
1.1 Student Academic Achievement and Participation in State Assessments	6
1.1.7 	Grants for State Assessments and Related Activities	6
1.1.7.1. Estimated Percentages of Funds Made Available Under Section 1201 of the ESEA (Grants for State Assessments and Related Activities) that were used for Standards and Assessment Development and Other Purposes	6
1.1.7.2 Uses of Funds Made Available Under Section 1201 of the ESEA (Grants for State Assessments and Related Activities) for Purposes Other than Standards and Assessment Development	6
1.3	Title III and Language Instructional Programs	7
Table 1.3.2 Languages of Instruction by LIEP Type	7
1.3.2.1 Description of the use of “Other” types of LIEPs in the table above	8
1.3.4 Teacher Information and Professional Development	8
1.3.4.1 Teachers Working in LIEPs	8
1.3.4.2 Description of State’s specific EL certification and licensure requirements or, if the State does not require EL certification or licensure, a description of the highest level of certification or licensure required by the State for which a teacher is considered “fully certified or licensed” to teach ELs in an LIEP	9
1.3.5	Activities of Subgrantees Related to the Teaching and Learning of ELs	9
1.3.5.1 Required activities serving ELs in LEAs receiving Title III, Part A funds	9
1.3.5.2 Optional activities serving ELs in LEAs receiving Title III, Part A funds	9
1.3.5.2.1 Description of the use of “Other” for the optional activities conducted during the reported year in the table above	10
1.3.6 State-level activities under 3111(b)(2)(D) (i.e., Title III-funded technical assistance and other forms of assistance provided by the SEA to LEAs that are receiving Title III, Part A subgrants)	10
1.3.6.1 Description of use of “Other” in the above table for the types of assistance provided by the SEA to LEAs that are not captured by the first four types of activities in the table	10
1.3.7 The unduplicated number of immigrant students enrolled in schools in the State, the number of immigrant students in LEAs receiving funds under Section 3114(d) of the ESEA, and the number of 3114(d)(1) subgrants	11
1.3.7.1 Explanation of state reporting zero students in LEAs receiving funds under Section 3114(d) of the ESEA or zero (0) subgrants	11
1.3.9 Title III Subgrantees – Termination of Title III, Part A Programs or Activities	11
1.6	Education of Migratory Children	12
1.6.1	 Migratory Child Counts	12
1.6.1.1 The narrative response below contains any concerns the state has about the accuracy of the reported child counts or the underlying eligibility determinations on which the counts are based, and how and when these concerns will be resolved	12
1.6.2 Migratory Child Count (Eligible Migratory Children)	12
1.6.2.1 Unduplicated Statewide Count of Eligible Migratory Children who, within three years of making a qualifying move, resided in the State for one or more days during the performance period	……………………………………………………………………………………………12
1.6.2.2 Explanation of reasons the number of eligible migratory children increased or decreased by more than 10% compared to the previous performance period	13
1.6.3 Eligible Migratory Children Served by the MEP During the Summer/ Intersession Term	13
1.6.3.1 Eligible Migratory Children who were Served for One or More Days in a MEP-Funded Project during Summer Term or Intersession Periods by Age/Grade	13
1.6.3.2	Explanation of reasons for an increase or decrease of more than 10% in the number of eligible migratory children provided MEP-funded summer/intersession services	14
1.6.4 Quality Control Processes and Prospective Re-Interviewing	14
1.6.4.1 Indication of whether the State collects all required National COE data elements	14
1.6.4.2 Prospective Re-Interviewing Procedures	14
1.6.4.3 Prospective Re-Interviewing Results	15
1.6.4.4 Narrative response describing how the State implemented corrective actions or improvements to address the problems identified by the State through re-interviews, including the removal of other ineligible children in the total population	15
2.3	Adjusted Cohort Graduation Rates and Postsecondary Enrollment	15
2.3.3 	Postsecondary program types for which enrollment data are reported	15
2.6   Student Support and Academic Enrichment Grants (Title IV, Part A)	15
2.6.1 Funds Spent by LEAs Under Title IV, Part I by content area	15
2.6.2 LEAs Who Spent Funds Under Title IV, Part A	15
2.7   Funding Transferability for State and Local Education Agencies (Title V, Part A)	16
2.7.1 	State Transferability of Funds	16
2.7.2 	Local Educational Agency (LEA) Transferability of Funds	16
2.7.3      LEAs that transferred funds from an eligible program to another eligible program	16
2.7.4 Total amount of appropriated funds transferred from and to each eligible program during the Fiscal Year (FY2022)	17
2.8 	Rural Education Achievement Program (REAP)	18
2.8.1 	LEA Use of Rural Low-Income Schools Program (RLIS) (Title V, Part B, Subpart 2) Grant Funds	………………………………………………………………………………………………18
2.8.2 	RLIS Objectives and Outcomes - Description of the progress the State has made in meeting the objectives and outcomes for the Rural Low-Income School (RLIS) Program as described in the State’s most current Consolidated State Application.	18
2.8.3 	RLIS Technical Assistance - Description of the progress the State has made in providing technical assistance for RLIS LEA sub-grantees as described in the State’s most current Consolidated State Application.	18
2.8.4 	RLIS Subgrant Award Determination	18
2.8.4.1 Description of the method the SEA used to award grants to eligible LEAs	18
2.8.5 	RLIS State Administrative Funds	19
2.8.6 	RLIS LEAs Awarded Funds	19


1.1 Student Academic Achievement and Participation in State Assessments 
This section collects data on student academic achievement and participation in the State assessments. 
Note: States are not required to report these data by the racial/ethnic groups shown in the table below; instead, they are required to report these data by the major racial and ethnic groups that align with their accountability system.
1.1.7 	Grants for State Assessments and Related Activities 
This section contains information on your State’s use of funds under Section 1201 of ESEA. 
1.1.7.1. Estimated Percentages of Funds Made Available Under Section 1201 of the ESEA (Grants for State Assessments and Related Activities) that were used for Standards and Assessment Development and Other Purposes
Purpose 
Percentage (rounded to the nearest ten percent)
To pay the costs of the development of the State assessments and standards required by Section 1111(b) of the ESEA
Manual Entry
To administer assessments required by Section 1111(b) of the ESEA or to carry out other activities described in Section 1201 of the ESEA
Manual Entry
1.1.7.2 Uses of Funds Made Available Under Section 1201 of the ESEA (Grants for State Assessments and Related Activities) for Purposes Other than Standards and Assessment Development
Purpose
Used for Purpose (yes/no)
Administering assessments required by Section 1111(b) of the ESEA
Manual Entry
Ensuring the provision of appropriate accommodations available to ELs and children with disabilities to improve the rates of inclusion in regular assessments of such children, including professional development activities to improve the implementation of such accommodations in instructional practice.
Manual Entry
Developing challenging State academic standards and aligned assessments in academic subjects for which standards and assessments are not required under Section 1111(b) of the ESEA.
Manual Entry
Developing or improving assessments of ELs, including assessments of ELP as required under Section 1111(b)(2)(G) of the ESEA and academic assessments in languages other than English to meet the State’s obligations under Section 1111(b)(2)(F) of the ESEA.
Manual Entry
Ensuring the continued validity and reliability of State assessments. 
Manual Entry
Refining State assessments to ensure their continued alignment with challenging academic standards and to improve the alignment of curricula and instructional materials.
Manual Entry
Developing or improving balanced assessment systems that include summative, interim, and formative assessments, including supporting local educational agencies in developing and improving such assessments.
Manual Entry
At the discretion of the State, refining science assessments required under Section 1111(b)(2) of the ESEA in order to integrate engineering design skills and practices into such assessments.
Manual Entry
Developing or improving models to measure and assess student progress or student growth on State assessments under Section 1111(b)(2) of the ESEA and other assessments not required under Section 1111(b)(2) of the ESEA.
Manual Entry
Developing or improving assessments for children with disabilities, including alternate assessments aligned to alternate academic achievement standards for students with the most significant cognitive disabilities described in Section 1111(b)(2)(D) of the ESEA, and using the principles of universal design for learning.
Manual Entry
Allowing for collaboration with institutions of higher education, other research institutions, or other organizations to improve the quality, validity, and reliability of State academic assessments beyond the requirements for such assessments described in Section 1111(b)(2) of the ESEA.
Manual Entry
Measuring student academic achievement using multiple measures of student academic achievement from multiple sources.
Manual Entry
Evaluating student academic achievement through the development of comprehensive academic assessment instruments (such as performance and technology based academic assessments, computer adaptive assessments, projects, or extended performance task assessments) that emphasize the mastery of standards and aligned competencies in a competency-based education model. 
Manual Entry
Designing report cards and reports under Section 1111(h) of the ESEA in an easily accessible, user-friendly manner that cross-tabulates student information by any category the State determines appropriate, as long as such cross-tabulations (i) does not reveal personally identifiable information about an individual student, and (ii) is derived from existing State and local reporting requirements. 
Manual Entry
Other
Manual Entry
1.3	Title III and Language Instructional Programs 
1.3.2 Languages of Instruction by LIEP Type
LIEPs
Language(s) of instruction (if applicable)
Number of ELs served in LIEPs
Transitional Bilingual
Manual Entry
FS116/DG849
Dual Language or Two-way Immersion
Manual Entry
FS116/DG849
English as Second language (ESL) 
or English Language Development (ELD)
Manual Entry
FS116/DG849
Content Classes with integrated ESL support
Manual Entry
FS116/DG849
Newcomer programs
Manual Entry
FS116/DG849
Other
Manual Entry
FS116/DG849
1.3.2.1 Description of the use of “Other” types of LIEPs in the table above
Manual Entry
1.3.4 Teacher Information and Professional Development
The table below should reflect the unduplicated headcount of teachers who are working in LIEPs as defined under section 3201(7) of the ESEA and reported in CSPR Section 1.3.1 (LIEPs). All teachers who meet this description are included, whether or not they are paid with Title III, Part A funds received by the LEA.
The estimated number should be the total additional EL certified or licensed teachers of English learners needed for the next five years, not the number needed for each year.  The number of teachers currently working in LIEPs in LEAs receiving Title III, Part A funds are not included.
1.3.4.1 Teachers Working in LIEPs
Number of teachers serving in LIEPs (including core content reading, math, science and social studies) in LEAs receiving Title III, Part A funds
Number of EL certified or licensed teachers of English learners in LIEPs in LEAs receiving Title III, Part A funds* 
Five Year Estimated number of additional EL certified or licensed teachers of English learners needed**

FS067/DG422
FS067/DG422
Manual Entry
* When reporting “the number of EL certified or licensed teachers”, if specific EL certification or licensure is not required in the State, the SEA should report the number of teachers with the highest level of certification or licensure required by the State to teach ELs in LIEPs.
**This number should be the total additional teachers needed for the next 5 years, not the number needed for each year.  Do not include the number of teachers currently working in LIEPs in LEAs receiving Title III, Part A funds.
1.3.4.2 Description of State’s specific EL certification and licensure requirements or, if the State does not require EL certification or licensure, a description of the highest level of certification or licensure required by the State for which a teacher is considered “fully certified or licensed” to teach ELs in an LIEP
Manual Entry

1.3.5	Activities of Subgrantees Related to the Teaching and Learning of ELs 
1.3.5.1 Required activities serving ELs in LEAs receiving Title III, Part A funds
Required Activities
Number of LEAs that conducted activity
Support the development and implementation of LIEPs (as required under section 3115(c)(1)).
Manual Entry
Provide professional development to teachers and other personnel serving ELs (as required under section 3115(c)(2)). 
Manual Entry
Provide parent, family, and community engagement activities (as required under section 3115(c)(3)(A)).
Manual Entry
If applicable, other activities and strategies that enhance or supplement LIEPs, including coordination and alignment across programs (as required under section 3115(c)(3)(B). (States are not required to enter counts for the last row if the State reports counts for 3115(c)(3)(A).)).
Manual Entry
1.3.5.2 Optional activities serving ELs in LEAs receiving Title III, Part A funds
Optional Activities
Number of LEAs that conducted activity
Upgrade program objectives and instructional strategies (section 3115(d)(1)).
Manual Entry
Improve instruction for ELs through curricula, instructional materials, software, and assessment procedures (3115(d)(2)).
Manual Entry
Provide tutorials, career and technical education (section 3115(d)(3)(A)).
Manual Entry
Provide intensified supplemental instruction, including translated materials, interpreters, and translators (section 3115(d)(3)(B)).
Manual Entry
Support LIEPs for preschool programs (section 3115(d)(4)). 
Manual Entry
Implement strategies to improve ELP and academic achievement for ELs (section 3115(d)(5)).
Manual Entry
Provide parent, family, and community engagement activities to support the education of ELs (section 3115(d)(6)).
Manual Entry
Provide resources, including educational technology, electronic networks for materials, training, and communication, and incorporation of these resources into curricula and programs, to improve the instruction of ELs (section 3115(d)(7)).
Manual Entry
Offer programs to help ELs achieve success in postsecondary education (section 3115(d)(8)).
Manual Entry
Improve the instruction of ELs with disabilities (section 3115(d)(9)).
Manual Entry
Other (section 3115(d)(9)).
Manual Entry
1.3.5.2.1 Description of the use of “Other” for the optional activities conducted during the reported year in the table above
Manual Entry
1.3.6 State-level activities under 3111(b)(2)(D) (i.e., Title III-funded technical assistance and other forms of assistance provided by the SEA to LEAs that are receiving Title III, Part A subgrants)
Activities
Response (Yes or No)
Identifying and implementing effective LIEPs and curricula for teaching English learners
Manual Entry
Helping ELs meet the same challenging State academic standards that all children are expected to meet
Manual Entry
Identifying or developing, and implementing, measures of English proficiency
Manual Entry
Strengthening and increasing parent, family, and community engagement in programs that serve ELs
Manual Entry
Other
Manual Entry
1.3.6.1 Description of use of “Other” in the above table for the types of assistance provided by the SEA to LEAs that are not captured by the first four types of activities in the table
Manual Entry
1.3.7 The unduplicated number of immigrant students enrolled in schools in the State, the number of immigrant students in LEAs receiving funds under Section 3114(d) of the ESEA, and the number of 3114(d)(1) subgrants
Number of Immigrant Students Enrolled
Number of Immigrant Students in LEAs receiving funds under Section 3114(d)
Number of 3114(d)(1) Subgrants
FS045/DG519
FS045/DG519
Manual Entry
1.3.7.1 Explanation of state reporting zero students in LEAs receiving funds under Section 3114(d) of the ESEA or zero (0) subgrants
Manual Entry
1.3.9 Title III Subgrantees – Termination of Title III, Part A Programs or Activities 
Termination of Title III, Part A Programs or Activities
Response 
Were any Title III language instruction educational programs or activities terminated for failure to reach program goals?
Yes or No
If yes, provide the number of language instruction educational programs or activities terminated.
Manual Entry


1.6	Education of Migratory Children 
This section contains data on the Title I, Part C - Migrant Education Program (MEP).  
1.6.1	 Migratory Child Counts
Each State Educational Agency (SEA) must have implemented sufficient procedures and internal controls to ensure that it is counting only those children who are eligible for the MEP.  Such procedures are important to protecting the integrity of the program because they ensure that only eligible migratory children are counted for funding purposes and are served. 
1.6.1.1 The narrative response below contains any concerns the state has about the accuracy of the reported child counts or the underlying eligibility determinations on which the counts are based, and how and when these concerns will be resolved
Manual Entry
1.6.2 Migratory Child Count (Eligible Migratory Children)
The table below displays the unduplicated Statewide number of eligible migratory children age birth through 21 who, within three years of making a qualifying move, resided in the State for one or more days during the performance period. This figure includes all eligible migratory children who may or may not have received MEP services. 
1.6.2.1 Unduplicated Statewide Count of Eligible Migratory Children who, within three years of making a qualifying move, resided in the State for one or more days during the performance period
Age/Grade
Eligible Migratory Children
Priority for Services (PFS)
English Learners (ELs)
Children with Disabilities (IDEA)
Qualifying Arrival Date (QAD)
Age Birth through 2
MSIX
N/A
N/A
MSIX
MSIX
Age 3 through 5 (not Kindergarten)
MSIX
MSIX
MSIX
MSIX
MSIX
K
MSIX
MSIX
MSIX
MSIX
MSIX
1
MSIX
MSIX
MSIX
MSIX
MSIX
2
MSIX
MSIX
MSIX
MSIX
MSIX
3
MSIX
MSIX
MSIX
MSIX
MSIX
4
MSIX
MSIX
MSIX
MSIX
MSIX
5
MSIX
MSIX
MSIX
MSIX
MSIX
6
MSIX
MSIX
MSIX
MSIX
MSIX
7
MSIX
MSIX
MSIX
MSIX
MSIX
8
MSIX
MSIX
MSIX
MSIX
MSIX
9
MSIX
MSIX
MSIX
MSIX
MSIX
10
MSIX
MSIX
MSIX
MSIX
MSIX
11
MSIX
MSIX
MSIX
MSIX
MSIX
12
MSIX
MSIX
MSIX
MSIX
MSIX
Ungraded
MSIX
MSIX
MSIX
MSIX
MSIX
Out-of-school
MSIX
MSIX
MSIX
MSIX
MSIX
Total
MSIX
MSIX
MSIX
MSIX
MSIX
1.6.2.2 Explanation of reasons the number of eligible migratory children increased or decreased by more than 10% compared to the previous performance period
Manual Entry
1.6.3 Eligible Migratory Children Served by the MEP During the Summer/ Intersession Term
The table below displays the unduplicated Statewide number of eligible migratory children age birth through 21 who were served for one or more days in a MEP-funded project conducted during either the summer term or during intersession periods that occurred within the performance period. A child who moved from one age/grade level to another during the performance period is reported only once in the age/grade category in which s/he spent the majority of his/her time while residing in the State, during the performance period. Children who moved to different schools within the State and who were served in both traditional summer and year-round school intersession programs are reported only once.  
Note: Children who received only referred (non-MEP funded) services are not included in this table.
1.6.3.1 Eligible Migratory Children who were Served for One or More Days in a MEP-Funded Project during Summer Term or Intersession Periods by Age/Grade
Age/Grade
Eligible Migratory Children Served by the MEP During the Summer/Intersession Term
Age Birth through 2
MSIX
Age 3 through 5 (not Kindergarten)
MSIX
K
MSIX
1
MSIX
2
MSIX
3
MSIX
4
MSIX
5
MSIX
6
MSIX
7
MSIX
8
MSIX
9
MSIX
10
MSIX
11
MSIX
12
MSIX
Ungraded
MSIX
Out-of-school
MSIX
Total
MSIX
1.6.3.2	Explanation of reasons for an increase or decrease of more than 10% in the number of eligible migratory children provided MEP-funded summer/intersession services
Manual Entry
1.6.4 Quality Control Processes and Prospective Re-Interviewing 
1.6.4.1 Indication of whether the State collects all required National COE data elements
Does the State collect all the required data elements and data sections on the National COE? (Yes or No)
Manual Entry
The tables below focus on information about prospective re-interviews conducted during the performance period to test the accuracy of the State’s MEP eligibility determinations.  
1.6.4.2 Prospective Re-Interviewing Procedures
Prospective Re-interviewing Procedures
Response (Yes or No)
Were re-interviews conducted during this performance period?
Manual Entry
Were children randomly selected for re-interviews?
Manual Entry
Was the re-interview sample drawn from children whose MEP eligibility was determined during the performance reporting period (i.e., prior to calculating annual migratory child counts)?
Manual Entry
Were re-interviews conducted face-to-face?
Manual Entry
Were re-interviews conducted remotely (virtually or by phone)?
Manual Entry
Did the State ensure re-interviewers did not work on the initial eligibility determinations being tested?
Manual Entry
Did the State ensure that all children determined to be ineligible for the MEP as a result of re-interviews were removed from both the State’s migrant database and MSIX prior to reporting migratory child counts to ED?
Manual Entry
1.6.4.3 Prospective Re-Interviewing Results
Prospective Re-interviewing Results
Number
Number of eligibility determinations sampled
Manual Entry
Number of eligibility determinations sampled for which a re-interview was completed
Manual Entry
Number of eligibility determinations sampled for which a re-interview was completed, and the child was found ineligible
Manual Entry
1.6.4.4 Narrative response describing how the State implemented corrective actions or improvements to address the problems identified by the State through re-interviews, including the removal of other ineligible children in the total population
Manual Entry

2.3	Adjusted Cohort Graduation Rates and Postsecondary Enrollment
This section collects data on adjusted cohort graduation rates and rates of postsecondary enrollment.
2.3.3 	Postsecondary program types for which enrollment data are reported
Type of Postsecondary Program
Included in Data Reported (Yes or No)
Public postsecondary education in the state
Manual Entry
Private postsecondary education in the state
Manual Entry
Postsecondary outside the state
Manual Entry

2.6   Student Support and Academic Enrichment Grants (Title IV, Part A) 
2.6.1 Funds Spent by LEAs Under Title IV, Part I by content area
Content Area
Amount of Funds Spent in Dollars
Well-Rounded
Manual Entry
Safe and Healthy Students
Manual Entry
Effective Use of Technology
Manual Entry
2.6.2 LEAs Who Spent Funds Under Title IV, Part A
Content Area
Number of LEAs Spending Funds
Well-Rounded
Manual Entry
Safe and Healthy Students
Manual Entry
Effective Use of Technology
Manual Entry
Any Content Area
Manual Entry
Note: For the “Any” category, report the number of LEAs that spent funds in any of the three content areas. An LEA should be included in the count of each content area it spent funds on (i.e., an LEA may be represented in more than one content area in the table below).

2.7   Funding Transferability for State and Local Education Agencies (Title V, Part A) 
2.7.1 	State Transferability of Funds
Did the State transfer funds under the State Transferability authority of Section 5103(a) during SY2020-21? 
Manual Entry
2.7.2 	Local Educational Agency (LEA) Transferability of Funds 
LEA Transferability of Funds
Number of LEAs
LEAs that notified the State that they were transferring funds under the LEA Transferability authority of Section 5103(b).
Manual Entry
2.7.3      LEAs that transferred funds from an eligible program to another eligible program
Program

Number of LEAs Transferring Funds FROM Eligible Program
Number of LEAs Transferring Funds TO Eligible Program 
Supporting Effective Instruction (Title II, Part A)
Manual Entry
Manual Entry
Student Support and Enrichment Grants (Title IV, Part A)
Manual Entry
Manual Entry
Improving Basic Programs Operated by LEAs (Title I, Part A)

Manual Entry
Education of Migratory Children (Title I, Part C)

Manual Entry
Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or At-Risk (Title I, Part D)

Manual Entry
English Language Acquisition, Language Enhancement, and Academic Achievement Act (Title III, Part A)

Manual Entry
Rural Education Initiative (Title V, Part B)

Manual Entry
2.7.4 Total amount of appropriated funds transferred from and to each eligible program during the Fiscal Year (FY2022)
Program

Total Amount of Funds Transferred FROM Eligible Program
Total Amount of Funds Transferred TO Eligible Program
Supporting Effective Instruction (Title II, Part A)
Manual Entry
Manual Entry
Student Support and Enrichment Grants (Title IV, Part A)
Manual Entry
Manual Entry
Improving Basic Programs Operated by LEAs (Title I, Part A)
Manual Entry
Manual Entry
Education of Migratory Children (Title I, Part C)
Manual Entry
Manual Entry
Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or At-Risk (Title I, Part D)
Manual Entry
Manual Entry
English Language Acquisition, Language Enhancement, and Academic Achievement Act (Title III, Part A)
Manual Entry
Manual Entry
Rural Education Initiative (Title V, Part B)
Manual Entry
Manual Entry


2.8 	Rural Education Achievement Program (REAP) 
2.8.1 	LEA Use of Rural Low-Income Schools Program (RLIS) (Title V, Part B, Subpart 2) Grant Funds
Purpose
Number of LEAs
Activities authorized under Part A of Title I 
(Manual Entry)
Activities authorized under Part A of Title II
(Manual Entry)
Activities authorized under Title III
(Manual Entry)
Activities authorized under Part A of Title IV 
(Manual Entry)
Parental involvement activities
(Manual Entry)
2.8.2 	RLIS Objectives and Outcomes - Description of the progress the State has made in meeting the objectives and outcomes for the Rural Low-Income School (RLIS) Program as described in the State’s most current Consolidated State Application.
Manual Entry
2.8.3 	RLIS Technical Assistance - Description of the progress the State has made in providing technical assistance for RLIS LEA sub-grantees as described in the State’s most current Consolidated State Application.
Manual Entry
2.8.4 	RLIS Subgrant Award Determination 
The response below contains a description of the method the SEA used to award grants to eligible LEAs. If the SEA used a competitive process, the State describes that process and includes a description of the methods and criteria the SEA used to review applications, award funds to LEAs, and how the LEAs were notified of the process. If the SEA used a formula besides one based on the number of students in average daily attendance served by eligible LEAs in the State, the State describes that formula, including an explanation of how this alternative formula enables the SEA to allot grant funds in a manner that serves equal or greater concentrations of children from families with incomes below the poverty line, relative to the concentration that would be served if the SEA used a formula based on the number of students in average daily attendance served by eligible LEAs in the State.
2.8.4.1 Description of the method the SEA used to award grants to eligible LEAs
Manual Entry
2.8.5 	RLIS State Administrative Funds
What percentage of the RLIS grant funds were retained for State-level administration?
(Manual Entry)
What percentage of those funds retained for State-level administration were used specifically for technical assistance?
(Manual Entry)
2.8.6 	RLIS LEAs Awarded Funds
NCES LEA ID
LEA Name
RLIS Award Amount
Manual Entry
Manual Entry
Manual Entry