Does Title One Really Help Children Of All Ages?

Title One education to me is important for many reasons. I not only want to become a Title One teacher I would like to be able to help children the way that Title helped me. That would also be my next reason I choose Title One education is because when I was in high school I was in Title and it helped me more than anything. I believe that every child deserves a quality education.  

In the Title One Elementary and Secondary Education Act of 1965, requires that schools receiving funds under Title One and they must be comparable in services to schools that do not receive Title I funds. When Title One was first brought to the attention of government official it was one of five titles in the legislator, it was passed on April 12, 1965. Considered an “educational triumph” the Title One act face many issues including the two biggest which where race and religion.  Under the Civil Rights Act of 1964 the first of the two issues, race, was solved, under the new rules it required each child to be treated equal. The second was the concern of the funding of the religious schools. That was also removed with the creation of an act called “child benefit” theory. With this in place the Title One formula was designed to distribute its fund to school attendance areas that have more low-income families.  Now with the funding issue, education funding across schools varies.  In 2009 the EFIG (Education Finance Incentive Grant) was at its highest with around $7 billion in funds, only because it included an extra $5 billion in economic stimulus funds. To call the EFIG unique among the Title One distributions is an understatement; it takes into account the distributing of expenditure across school districts and rewards states that more equitably distribute funding. The grants were not issued until 1994 as a part of the Improving America’s Schools Act of 1994, even at that time funding was not appropriated until the authorization was amended as part of the No Child Left Behind Act of 2001.  There is a formula for the EFIG Funding, the poorer the children times the among of per-pupil expenditure time effort time 1.3 of the funding minus the equity factor is how it is determined per school and how much funding they get for their Title One programs.

 For my argument I’d like to know quite a few things like how much actually funding is there for these Title One programs across the country? Does No Child Left Behind give more benefits and funding to these Title programs across the country or is it just putting more pressure on not only Title One teachers, but also the students? Are they going to keep testing the same over the next 10 years or are they going to change the testing to be placed in Title? Are Title One programs more helpful for a certain age group? Or are they helping the same amount just at different levels?

Works Cited 

"Background & Analysis | Federal Education Budget Project." Home | Federal Education Budget Project. 12 July 2011. Web. 18 Sept. 2011. <http://febp.newamerica.net/background-analysis/no-child-left-behind-act-title-i-school-funding-equity-factor>.

McClure, Phyllis. "The History of Educational Comparability in Title I of the Elementary and Secondary Education Act of 1965." Center for American Progress. 10 June 2008. Web. 18 Sept. 2011. <http://www.americanprogress.org/issues/2008/06/comparability_part1.html>.