Reauthorization of ESEA will assure that funding from the federal government continues to be directed to programs that advance education as an important national priority.

The funds authorized for ESEA are used to supplement state and local efforts to help children who need extra services, including children with limited English proficiency, in poverty, and at risk.

ESEA programs aid schools and school districts with special needs, such as urban and rural schools, isolated and underserved schools that use technology for long-distance learning, and schools near military bases that receive federal funding in lieu of local property taxes.

ESEA Funds allocated for 1999 that benefit all children include:

• $335 million to states for professional development
• $698.1 million for technology and technology education
• $566 million for Safe and Drug-Free Schools
• $224 million for bilingual education
• $100 million for public charter schools
• $200 million for before- and after-school programs

Schools are doing remarkably well despite the challenges of educating a diverse population of students from a variety of ethnic, religious, and economic backgrounds. More children are graduating from high school than ever before, the dropout rate is decreasing, and the achievement gap between majority and minority children is closing.

Our nation's schools need more help, not less in order to meet challenges like repairing crumbling facilities, funding before- and after-school programs, and keeping schools up-to-date with the latest education technology plans.

Polls show that parents agree that the federal government should financially support public schools. A 1998 national survey of parents of children in public schools revealed that a great majority of parents strongly favor federal funding for a wide variety of educational programs. A 1996 exit poll of voters showed that there is significant willingness to pay increased taxes to support educational programs.

Forty nine states now have challenging state content standards that hold schools accountable for assuring that all children achieve—a requirement of provisions in Title I of ESEA.

Achievement on test scores of African-American and Hispanic students is showing a marked improvement. Many ESEA programs are targeted to students who have limited English proficiency, come from low income families, or have other indicators that would put them at risk.

Many provisions of the 1994 reauthorization of ESEA called for more flexibility in attaining educational goals and implementing reforms. Measures for increased parent involvement were also included in the 1994 reauthorization. These two provisions should be given time to be implemented fully and to prove their effectiveness through adequate evaluation procedures.

Originally created in 1965, Title I is the largest federal elementary and secondary education program. It is an $8 billion dollar program that provides grants to states and school districts.

The program focuses on enabling low-income and low-achieving students in preschool programs through grade 12 to master challenging curricula and meet challenging state standards on core academic subjects.

Title I contains strong parent involvement provisions that create solid partnerships between schools and families, including compacts (agreements) between parents and schools detailing expectations and responsibilities of both parents and schools.

Title I grants are made from states to schools districts that have a percentage of students from low-income families exceeding the districtwide poverty average, or at least 35 percent.

One purpose of ESEA is to assure equity in education for all students. Through programs targeted to disadvantaged children, schools are provided funds to address the special needs of these students. Federal funds supplement the higher costs to states and local schools in serving the needs of these students.

A strong public education system benefits all students. Nearly every school district in the nation receives some ESEA funds and participates in its programs. Provisions in the 1994 reauthorization allow for schools to use many ESEA programs to benefit the entire school population.

In particular, Title III within the act provides a direct and indirect investment in technology for schools. The programs seek to serve all children by funding the development and acquisition of technology resources as well the professional development needed to implement those resources.

The U.S. Department of Education's objective is to provide all children equitable access to education technology regardless of wealth, race, or disability.

When ESEA was authorized in 1994, changes were made to ensure that schools were given more flexibility to attain their goals.

Parent involvement provisions in Title I outline the responsibilities of schools and parents helping their children succeed and give parents a greater voice in determining outcomes for their children.

The previous reauthorization of ESEA gave schools the opportunity to combine programs to benefit all students and to meet the needs of the school as determined by its own goals and standards.

The PTA is advocating for stronger and more effective provisions that will ensure parent involvement in the development, implementation, and evaluation of ESEA programs.

The U.S. Department of Education provides leadership and guidance to the state and local level to assure consistency and accountability for results in carrying out national programs like those in ESEA.

The Department of Education disseminates effective models of research-based methods and programs; initiatives that we already know work.

ESEA is reauthorized every five years to ensure that its programs and provisions evolve with the changing needs of our nation's schools.

The Department of Education is currently completing an evaluation of ESEA programs as mandated in the 1994 reauthorization.

The PTA believes that there are many effective programs within ESEA that need to be maintained and some areas need to be strengthened.

Many reforms outlined in the 1994 reauthorization have just begun implementation and need to be evaluated before major changes are made.

The PTA believes that strong parent involvement policies should be required in ESEA's programs and that such provisions should reflect PTA's National Standards for Parent/Family Involvement Programs.

Parents are the primary influence in their children's lives. Research shows that parent involvement is linked to improvements in a student's capacity to learn and achieve high education goals.

Parents must have the opportunity to be equal partners with teachers and school administrators in the education of their children. · Professional development for teachers, administrators, and school personnel must include training in how to work collaboratively with parents and together improve students' academic opportunities.

PTA has presented to Congressional leaders its proposals for the reauthorization of ESEA, including: implementing parent involvement provisions in all ESEA programs; assuring equity in meeting all children's diverse educational needs, and increasing schools' capacity to deliver services.

PTA is working in coalition efforts with other education organizations in advocating before Congress to assure the focus of ESEA is maintained and that adequate funding is provided for its programs. · Grassroots membership will be encouraged to contact Congress to speak out for ESEA programs that are working in their schools.

National PTA believes that strong parent involvement policies should be required in ESEA programs and that states and schools should incorporate parent involvement in every aspect of the education program to improve student learning.

Equity must exist throughout our nation's public school system. A high-quality education must be available to all children. Adequate resources must be carefully targeted to schools that need special assistance in reaching children who are hampered by unfortunate circumstances such as poverty, a less than ideal home circumstance, a remote geographic location, and limited English proficiency in order to meet their specific learning needs.

Schools need a strong federal investment to build their capacity to help children learn. Many of our nation's schools face challenges such as crumbling facilities, outmoded technology, inferior materials, and inadequate funding that prevent them from providing a top-notch education. Our federal government must be committed to helping public schools serve our children to their fullest potential.