Mr. President. I rise today with Senator Ensign to introduce legislation to ensure that Title I funds are directed towards instructional services to teach our Nation's neediest students. Title I…
Mr. President. I rise today with Senator Ensign to introduce legislation to ensure that Title I funds are directed towards instructional services to teach our Nation's neediest students.
Title I provides assistance to almost every school district in the country to serve children attending schools with high numbers of low- income students, from preschool to high school.
Although it has always been the intent of Congress for Title I funds to be used for instruction and instructional services, the Federal Government has never provided a clear definition of what instructional services should entail.
This lack of Federal guidance has become especially clear now, as States are struggling to comply with the Title I accountability standards established under ``No Child Left Behind.''
While State Administrators of Title I are directed by law to meet these specific requirements, they have been given little guidance as to how to ensure that they are in compliance with the law.
I believe that the Federal Government is responsible for making this process as clear to States as possible.
During consideration of ``No Child Left Behind,'' I worked hard to get my bill defining appropriate Title I uses included in the Senate version of the bill.
Unfortunately, during conference consideration, that language was stripped out and in its place language was inserted directing the General Accounting Office (GAO) to report on how states use their Title I funds.
In April 2003, GAO released the report that Congress directed them to submit on Title I Administrative Expenditures.
What GAO found is that while districts spent no more than 13 percent of Title I funds on administrative services, these findings were based on their
own definition ``because there is no common definition on what constitutes administrative expenditures.''
Therefore, the accounting office could not precisely measure how much of schools' Title I funds were used for administration.
Because uses of Title I funds are not defined consistently throughout the states, the accounting office created their own definition by compiling aspects of state priorities to complete the report.
The very reason I worked to define how Title I funds should be used-- to create consistency and distribution priority nationwide--became the definitive aspect preventing GAO from effectively drawing conclusions to their report.
The report highlights two concerns that I have with the lack of universal definitions in the Title I program: The lack of Federal guidance on effective uses of Title I funds and the government's inability to accurately measure whether the academic needs of low- income students are being met.
This bill takes some strong steps by balancing the needs for states to retain Title I flexibility and providing them with the guidance needed to administer the program uniformly throughout the country.
Current law on Title I is much too vague.
It says, ``a State or local educational agency shall use funds received under this part only to supplement the amount of funds that would, in the absence of such Federal funds, be made available from non-Federal sources for the education of pupils participating in programs assisted under this part, and not to supplant such funds.''
Basically, it says that Title I funds are to be used for the ``education of pupils.'' This is too ambiguous.
The U.S. Department of Education has given states a guidance document that explains how Title I funds can be used.
Under this guidance document, only two uses are specifically prohibited: 1. construction or acquisition of real property; and 2. payment to parents to attend a meeting or training session or to reimburse a parent for a salary lost due to attendance at a ``parental involvement'' meeting.
I believe we should give the Department, States and districts a clearer guidance in law.
This legislation would: Define Title I direct and indirect instructional services. Set a standard for the amount of Title I funds that can be used to achieve the academic and administrative objectives of this program. Ensure that the majority of Title I funds are used to improve academic achievement by stipulating that ``a local educational agency may use not more than 10 percent of [Title I] funds received . . . for indirect instructional services.''
By limiting the amount of funds that schools can spend on administrative or indirect services, school districts are restricted from shuffling the majority of Title I to pay for non-academic services, but it also gives the districts flexibility to use the remaining funds for the indirect costs administering Title I distribution.
Furthermore, by defining direct and indirect services, all States can apply the same standards for how Title I funds are used nationwide.
Examples of permissible Direct Services are: Employing teachers and other instructional personnel, including employee benefits. Intervening and taking corrective actions to improve student achievement. Purchasing instructional resources such as books, materials, computers, and other instructional equipment. Developing and administering curriculum, educational materials and assessments.
Examples of Indirect Services limited to no more than 10 percent of Title I expenditures are: Business services relating to administering the program. Purchasing or providing facilities maintenance, janitorial, gardening, or landscaping services or the payment of utility costs. Buying food and paying for travel to and attendance at conferences or meetings, except if necessary for professional development.
My reasons for introducing this bill are two-fold: first, I believe that states must use their limited Federal dollars for the fundamental purpose of providing academic instruction to help students learn. Secondly, I believe that it is nearly impossible to do so without providing a clear definition of what is considered an instructional service.
I am not suggesting that it is the fault of the school districts for not focusing their Title I funds on academic instruction. They are simply exercising the flexibility that Congress has given them.
If Congress also intended for those funds to educate our neediest children, federal guidance must be given to ensure that it happens.
It is my view that Title I cannot do everything. Federal funding is only about 9 percent of the total funding for elementary and secondary education and Title I is even a smaller percentage of total support for public schools.
That is why it is imperative to better focus Title I funds on academic instruction, teaching the fundamentals and helping disadvantaged children achieve.
Schools must focus their general administrative budget to pay for expenses that fall outside of the realm of direct educational services and retain the majority of federal funds to improve academic achievement.
It is time to better direct Title I funds to the true goal of education: to help students learn. This is one step towards that important goal.
I urge my colleagues to support this legislation. I ask for unanimous consent that the text of the legislation directly follow this statement in the record.
I ask unanimous consent that the text of the bill be printed in the Record.