In 1972, the Educational Amendments of 1972 (Public Law No. Title VIII provided a definition of gifted and talented and established the Teacher Corps (Jeffrey, 1978 Zascavage, 2010). Title VI was dedicated to the education of individuals with disabilities, and Title VII bolstered the Vocational Education Act of 1963. While Title I’s gains were modest, hardly living up to the rhetorical claims made during the War on Poverty, they still held value, calling to question what was the best way to get results for the nation’s poor and under-educated (Jeffrey, 1978).Ī strong critic of the ESEA, President Richard Nixon signed the 1969 ESEA amendments, which included Title II funding for programs for refugee children and children residing in low–rent public housing. Rather, national priorities shifted, pressure groups splintered, and the political climate changed. The original hope was that, once schools received money, the school systems would reform and reach out to those children neglected the system for so long. The first five years of the the ESEA demonstrated some inherent issues regarding money, religion, race, and federal-state-local relations within the law, as predicted by the opponents of federal aid. Lastly, Title VI provided definitions and limitations related to the law (Jeffrey, 1978). Title IV allocated $100 million over a five year period to fund educational research and training, and Title V supplemented grants created under Public Law 874 to state departments. An amendment to the act in 1968 provided the basis for The Bilingual Education Act and the Education of the Handicapped Act. In addition, Title III mandated educational programming even when school was not in session, and it provided for special education and related services in isolated or rural areas. Title III, cited as the Adult Education Act of 1966, stated that supplementary educational centers and services would receive funding for additional support services to bolster school attendance. Title II supported school libraries and textbook acquisition for both private and public schools, and it funded preschool programs. In its original conception, Title I was designed to close the skill gap in reading, writing, and mathematics between children from low-income households who attend urban or rural school systems and children from the middle-class who attend suburban school systems (Jeffrey, 1978). Title I has received the most attention from policy and lawmakers, as it accounts for 5/6ths of the total funds authorized by the ESEA. Title I, a provision of the Elementary and Secondary Education Act, is a program created by the United States Department of Education to distribute funding to schools and school districts with a high percentage of students from low-income families. The various subdivisions of the ESEA are designated as titles, followed by a Roman numeral designation. In the course of these reauthorizations, a variety of revisions and amendments have been introduced. The government has reauthorized the act every five years since its enactment. The act was signed into law on Apand its appropriations were to be carried out for five fiscal years. As mandated in the act, funds are authorized for professional development, instructional materials, resources to support educational programs, and the promotion of parental involvement. ESEA is an extensive statute that funds primary and secondary education, emphasizing high standards and accountability. This law brought education into the forefront of the national assault on poverty and represented a landmark commitment to equal access to quality education (Jeffrey, 1978). Johnson’s “War on Poverty” (McLaughlin, 1975). The Elementary and Secondary Education Act (ESEA) was a cornerstone of President Lyndon B. Johnson at the ESEA signing ceremony, with his childhood schoolteacher Ms. In: Education, Events, Programs Elementary and Secondary Education Act of 1965 By Catherine A.
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