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Find similar grantsTitle II-A: Effective Teachers and Leaders is sponsored by Arizona Department of Education. A federal grant program overseen by the Arizona Department of Education that supports effective teachers and leaders. This aligns with the mission of educator development.
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Supporting Effective Instruction State Grants (Title II, Part A) | U.S. Department of Education Supporting Effective Instruction State Grants (Title II, Part A) Office of Elementary and Secondary Education (OESE) State Educational Agencies (SEAs) Legislation, Regulations and Guidance Eligibility & Grantee Information The purpose of the program is to provide grants to State educational agencies (SEAs) and subgrants to local educational agencies (LEAs) to increase student achievement consistent with the challenging State academic standards; improve the quality and effectiveness of teachers, principals, and other school leaders; increase the number of teachers, principals, and other school leaders who are effective in improving student academic achievement in schools; and provide low-income and minority students greater access to effective teachers, principals, and other school leaders.
State-level activities include but are not limited to (1) reforming teacher and principal certification programs, (2) providing support for new teachers, and (3) providing professional development for teachers and principals. Local-level activities include but are not limited to (1) recruiting and retaining effective teachers and principals, (2) providing professional development for teachers and principals, and (3) reducing class size.
In exchange for receiving funds, agencies are held accountable to the public for improvements in academic achievement.
Title II, Part A provides these agencies the flexibility to use these funds creatively to address challenges to teacher and principal quality, whether they concern preparation and qualifications of new teachers and school leaders, recruitment and hiring, induction, professional development, retention, or the need for more capable principals and other school leaders to serve as effective school leaders.
Data Collection Information To access data collected and published by the Department of Education, please see ED Data Express . EDFacts File Specifications The specific file specification relevant to the collection and submission of teacher data is FS 203. For more information on EDFacts data collection, including file specifications for all EDFacts data files, please visit the Department’s EDFacts Initiative page.
OESE periodically assesses States' efforts in implementing Federal grant programs. By completing periodic assessments of SEA grant administration across multiple OESE programs, including Title II, Part A, OESE is able to gather accurate information about States' compliance with statutory and regulatory requirements, as well as information about grant performance.
OESE uses this information about State and local needs to provide high-quality, differentiated support to States and districts. Consolidated monitoring reports, monitoring protocols, and information about the consolidated monitoring process are available on the Office of School Support and Accountability's (SSA) Performance Reports page . This page also contains single program monitoring reports.
Elementary and Secondary Education Act of 1965 , as amended, Title II, Part A; 20 U.S.C. 6301-6339, 6571-6578 TITLE II—Preparing, Training, and Recruiting High-Quality Teacher, Principals, or Other School Leaders Sec. 2003.
Authorization of Appropriations. PART A—Supporting Effective Instruction Sec. 2101.
Formula grants to States. Sec. 2102.
Subgrants to local educational agencies. Sec. 2103.
Local uses of funds.
Uniform Guidance (2 CFR § 200) Office of Management and Budget's (OMB) Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards (commonly called "Uniform Guidance") was adopted by the Department in December 2014, 2 CFR Part 3474, and provides a government-wide framework for grants management and sets an authoritative set of rules and requirements for Federal awards that synthesizes and supersedes guidance from earlier OMB circulars.
The Uniform GuidanThe ce addresses such issues as addresses time and effort certifications, indirect cost reimbursement, timely obligation of funds and carryover, financial management rules, program income, record retention, property/equipment/supplies inventory controls, procurement, monitoring, conflicts, travel policies, and allowable costs.
Education Department General Administrative Regulations (EDGAR) The Education Department of General Administrative Regulations (EDGAR), 34 CFR Parts 75, 76, and 77, are the federal regulations that govern all federal grants awarded by the U.S. Department of Education.
EDGAR is read in conjunction with the authorizing statutes, program-specific regulations, the Uniform Guidance, and Federal Register documents, such as Notices Inviting Applications and Notices of Final Priorities.
Dear Colleague Letter on Transferability Authority Available to State Educational Agencies (SEAs) and Local Educational Agencies (LEAs) (May 19, 2026) Supporting Effective Instruction State Grants: Title II Part A Non-Regulatory Guidance | PDF (January 14, 2025) Using Title II, Part A Funds Strategically to Support Educator Recruitment, Retention, Professional Learning, and Improved Student Outcomes: Non-Regulatory Guidance | PDF (December 4, 2024) Supporting a Diverse Educator Workforce to Strengthen Teaching and Learning: Non-Regulatory Guidance | PDF (December 4, 2024) Letter from Senior Advisor Lane re: Prior Approval for Pre-Award Costs and Participant Support Costs under ESEA Programs | PDF (December 8, 2022) Title VIII, Part F of the Elementary and Secondary Education Act of 1965: Equitable Services for Eligible Private School Children, Teachers, and Other Educational Personnel, Non-Regulatory Guidance | PDF (760 KB) (July 17, 2023) Fact Sheet for Transferring State- and Local-Level Funds: Section 5103 of the ESEA | PDF (210 KB) (April 29, 2020) Building Systems of Support for Excellent Teaching and Leading | PDF (691 KB) (September 27, 2016) Fiscal Changes and Equitable Services Requirements Under the Elementary and Secondary Education Act of 1965 (ESEA), as Amended by the Every Student Succeeds Act (ESSA) | PDF (November 21, 2016) Using Evidence to Strengthen Education Investments| PDF (September 16, 2016) Key Documents | U.S. Department of Education .
This page provides letters and reports to states for important programmatic activities, including the States’ consolidated State plans, requests for waivers, monitoring reports, and the peer reviews of State assessment systems. The list may be sorted or filtered by State, year, program, and activity.
Title II, Part A Use of Funds Surveys Section 2104 of the Elementary and Secondary Education Act requires each State educational agency (SEA) that receives a Title II, Part A grant to report annually to the Department of Education on how the State is uses program funds. The Department collects this information in annual use of funds surveys.
Each SEA receives a survey that addresses how Title II, Part A funds that remain with the SEA for State-level use are spent. In addition, a sample of over 5,000 school districts receive a survey that addresses how Title II, Part A funds that are awarded to school districts are used; the district sample is both nationally representative and representative at the individual State level, making cross-State comparisons possible.
Below are the survey instruments for the current school year as well as reports on the results of surveys from prior years.
Local Education Agency (LEA) and State Education Agency (SEA) Uses of Title II, Part A Funds State and District Use of Title II, Part A Funds in 2023-24 (January 2025) SEA Use of Title II, Part A Funds in 2023-24 Survey for Reference Only (June 2024) District Use of Title II, Part A Funds in 2022-23, Survey for Reference Only (March 2024) State and District Use of Title II, Part A Funds in 2022-23 (May 2024) State and District Use of Title II, Part A Funds in 2021-22 (August 2023).
Webinars Delivered by Title II, Part A Staff Navigating Title II, Part A — Presented on March 27, 2024, this webinar covered topics that some SEAs have found challenging during monitoring by ED. Slides address equitable services with State activities funds, the ESEA definition of professional development (PD), and identifying evidence to support PD and class size reduction.
Letter to Chief State School Officers on Art Education : provides guidance to Chief State School Officers on how Title II, Part A and other federal funds can be used to support professional development and expand access to arts education, promoting student engagement and a well-rounded education (October 2024).
Office of Planning, Evaluation and Policy Development : evaluates the performance of selected Department of Education programs and services to determine their effectiveness, efficiency, and equity.
Institute for Educations Sciences, National Center for Education Evaluation and Reginal Assistance (NCEE): conducts unbiased, large-scale evaluations of education programs supported by federal funds; provides technical assistance; and supports the development and use of research and evaluation throughout the United States. IES: Studies of Distance Learning . IES: What Works Clearinghouse .
Recruitment and Retention “Dear Colleague” Letter: Strategic Staffing and Innovative Use of Title II, Part A Funds (February 2026) IES/NCEE Study: Federal Support for Attracting, Training, and Retaining Educators: How Districts Receiving Teacher and School Leader Grants Use Their Funds (March 2023). "Dear Colleague" Letter: Teacher and Staff Shortages and ARP ESSER Funding (December 2021).
IES/NCEE Study: Study of Teacher Preparation Experiences and Early Teacher Effectiveness (September 2019). CEEDAR (Collaboration for Effective Educator Development, Accountability, and Reform) Center: Practice-Based Learning Opportunities (2023). IES/NCEE Study: Study of Teacher Coaching Based on Classroom Videos: Impacts on Student Achievement and Teachers' Practice (June 2022).
State Support Network Resource: Designing Leadership Academies for Principal Professional Learning (April 2020). IES/NCEE Study: Elementary School Math Professional Development Impact Evaluation (September 2016). Principals and School Leaders CEEDAR (Collaboration for Effective Educator Development, Accountability, and Reform) Center: Inclusive Principal Leadership (2023).
Region 12 Comprehensive Center: Implementing with Fidelity and Impact: An Evaluation of the Missouri Leadership Development System (December 2021). IES/NCEE Study: Time to Lead: An Illustrative Look at How Elementary School Principals Spend Their Workweek (June 2021). State Support Network Resource: Designing Leadership Academies for Principal Professional Learning (April 2020).
IES/NCEE Study: Impact Evaluation of Support for Principals (October 2019). OPEPD/PPSS Study: Leading Low-Performing Schools: Lessons from the Turnaround School Leaders Program (December 2018). IES/NCEE Study: Evaluation of Support for Using Student Data to Inform Teachers' Instruction (September 2019).
IES/NCEE Study: Impact Evaluation of Teacher and Leader Performance Evaluation Systems (December 2017). IES/NCEE Study: Impact Evaluation of the Teacher Incentive Fund (December 2017). Comprehensive Center Network: The Power of Teacher Diversity: Fostering Inclusive Conversations Through Mentoring (September 2021).
IES/NCEE Study: Study of the Distribution of Effective Teaching (October 2016).
Allocation Criteria Fiscal Year 2022 Fiscal Year 2023 Fiscal Year 2024 Fiscal Year 2025 Total Appropriation $2,170,080,000 $2,190,080,000 $2,190,080,000 $2,190,080,000 Evaluation Set-Aside $620,000 $591,165 $656,646 $750,000 Total to Outlying Areas & BIE $21,694,600 $21,894,890 $21,894,232 $21,893,300 Total New Awards to States (52 Awards) $2,147,765,400 $2,167,593,945 $2,167,529,122 $2,167,436,700 AWARDS TO STATES Fiscal Year 2022 Fiscal Year 2023 Fiscal Year 2024 Fiscal Year 2025 ALABAMA $37,239,848 $39,648,602 $39,438,626 $39,642,540 ALASKA $10,671,833 $10,837,970 $10,837,646 $10,837,184 ARIZONA $47,317,690 $46,528,829 $43,841,842 $43,931,852 ARKANSAS $23,404,143 $23,362,750 $23,732,281 $23,755,998 CALIFORNIA $234,992,724 $236,596,572 $232,911,649 $230,699,644 COLORADO $25,168,640 $25,789,254 $25,942,517 $25,320,773 CONNECTICUT $18,221,583 $16,807,272 $16,631,101 $17,546,515 DELAWARE $10,671,833 $10,837,272 $10,837,646 $10,837,184 DISTRICT OF COLUMBIA $10,671,833 $10,837,970 $10,837,646 $10,837,184 FLORIDA $123,336,841 $127,424,252 $124,608,404 $123,690,282 GEORGIA $80,409,728 $83,290,912 $74,521,751 $81,906,698 HAWAII $10,671,833 $10,837,970 $10,837,646 $10,837,184 IDAHO $10,671,833 $10,837,970 $10,837,646 $10,837,184 ILLINOIS $76,641,478 $74,209,676 $75,623,285 $72,326,454 INDIANA $40,075,645 $40,682,274 $41,212,480 $41,350,541 IOWA $16,092,447 $15,829,753 $16,078,016 $16,970,732 KANSAS $16,405,087 $15,739,575 $16,663,471 $16,182,445 KENTUCKY $32,452,993 $33,172,830 $33,841,778 $33,980,402 LOUISIANA $43,554,186 $44,473,311 $43,347,118 $43,594,488 MAINE $10,671,833 $10,837,970 $10,837,646 $10,837,184 MARYLAND $29,138,937 $32,451,166 $30,430,547 $27,982,013 MASSACHUSETTS $30,362,569 $30,725,097 $30,127,199 $31,887,869 MICHIGAN $65,555,415 $61,195,200 $63,747,401 $64,179,806 MINNESOTA $25,498,024 $25,590,911 $26,594,294 $26,069,524 MISSISSIPPI $29,615,734 $28,524,077 $29,591,128 $27,145,380 MISSOURI $37,482,523 $36,861,468 $38,219,146 $34,696,324 MONTANA $10,671,833 $10,837,970 $10,837,646 $10,837,184 NEBRASKA $10,711,325 $10,837,970 $11,434,134 $10,837,184 NEVADA $18,325,332 $20,787,364 $19,575,644 $19,174,092 NEW HAMPSHIRE $10,671,833 $10,837,970 $10,837,646 $10,837,184 NEW JERSEY $46,484,045 $48,193,988 $46,943,817 $48,024,590 NEW MEXICO $17,290,298 $17,415,780 $18,009,967 $17,391,117 NEW YORK $126,589,111 $124,160,114 $125,970,598 $124,394,221 NORTH CAROLINA $67,459,806 $67,519,563 $67,919,148 $70,961,439 NORTH DAKOTA $10,671,833 $10,837,970 $10,837,646 $10,837,184 OHIO $73,877,878 $74,839,849 $76,923,195 $76,807,657 OKLAHOMA $29,066,806 $30,588,676 $31,372,947 $32,915,310 OREGON $19,533,919 $20,238,796 $20,127,136 $20,410,731 PENNSYLVANIA $71,334,634 $72,253,941 $70,589,635 $71,692,904 PUERTO RICO $56,430,602 $47,885,713 $49,591,236 $44,913,597 RHODE ISLAND $10,671,833 $10,837,970 $10,837,646 $10,837,184 SOUTH CAROLINA $34,677,992 $35,563,090 $36,368,038 $36,834,586 SOUTH DAKOTA $10,671,833 $10,837,970 $10,837,646 $10,837,184 TENNESSEE $45,546,902 $45,876,102 $45,650,438 $50,750,345 TEXAS $230,480,260 $235,928,923 $242,608,295 $239,365,545 UTAH $14,495,107 $15,367,181 $15,698,119 $17,465,337 VERMONT $10,671,833 $10,837,970 $10,837,646 $10,837,184 VIRGINIA $41,125,086 $43,212,816 $42,522,684 $44,546,958 WASHINGTON $34,114,260 $34,114,260 $35,739,108 $36,117,894 WEST VIRGINIA $13,119,423 $11,949,975 $13,045,796 $11,495,843 WISCONSIN $29,402,550 $29,964,941 $29,445,755 $29,593,678 WYOMING $10,671,833 $10,837,970 $10,837,646 $10,837,184 Additional Information Please see the U.S. Department of Education's (ED's) Budget History Tables for information on the President's budget requests and enacted appropriations for major ED programs.
Who May Apply: ONLY State Educational Agencies (SEAs) While only SEAs may apply and directly receive funds from the Department of Education, SEAs are, in turn, required to make formula subgrants to local educational agencies (LEAs). To receive funds under ESEA formula grant programs, States are required, once per Congressional authorization of the statute, to submit program plans.
Each program plan must address program requirements specified in the statute. Section 8303 of the ESEA, however, permits the Department to simplify application requirements and reduce the burden on States by establishing procedures for States to submit a single Consolidated State Plan that addresses multiple programs.
Each State submitted a Consolidated State Plan in 2017 in order to receive funds under nine formula Grant programs, including Title II, Part A. Copies of all current State plans, as well as information about the State plan process, may be found here.
The purpose of the program is to provide grants to State educational agencies (SEAs) and subgrants to local educational agencies (LEAs) to increase student achievement consistent with the challenging State academic standards; improve the quality and effectiveness of teachers, principals, and other school leaders; increase the number of teachers, principals, and other school leaders who are effective in improving student academic achievement in schools; and provide low-income and minority students greater access to effective teachers, principals, and other school leaders.
State-level activities include but are not limited to (1) reforming teacher and principal certification programs, (2) providing support for new teachers, and (3) providing professional development for teachers and principals. Local-level activities include but are not limited to (1) recruiting and retaining effective teachers and principals, (2) providing professional development for teachers and principals, and (3) reducing class size.
In exchange for receiving funds, agencies are held accountable to the public for improvements in academic achievement.
Title II, Part A provides these agencies the flexibility to use these funds creatively to address challenges to teacher and principal quality, whether they concern preparation and qualifications of new teachers and school leaders, recruitment and hiring, induction, professional development, retention, or the need for more capable principals and other school leaders to serve as effective school leaders.
Data Collection Information To access data collected and published by the Department of Education, please see ED Data Express . EDFacts File Specifications The specific file specification relevant to the collection and submission of teacher data is FS 203. For more information on EDFacts data collection, including file specifications for all EDFacts data files, please visit the Department’s EDFacts Initiative page.
OESE periodically assesses States' efforts in implementing Federal grant programs. By completing periodic assessments of SEA grant administration across multiple OESE programs, including Title II, Part A, OESE is able to gather accurate information about States' compliance with statutory and regulatory requirements, as well as information about grant performance.
OESE uses this information about State and local needs to provide high-quality, differentiated support to States and districts. Consolidated monitoring reports, monitoring protocols, and information about the consolidated monitoring process are available on the Office of School Support and Accountability's (SSA) Performance Reports page . This page also contains single program monitoring reports.
Legislation, Regulations and Guidance Elementary and Secondary Education Act of 1965 , as amended, Title II, Part A; 20 U.S.C. 6301-6339, 6571-6578 TITLE II—Preparing, Training, and Recruiting High-Quality Teacher, Principals, or Other School Leaders Sec. 2003.
Authorization of Appropriations. PART A—Supporting Effective Instruction Sec. 2101.
Formula grants to States. Sec. 2102.
Subgrants to local educational agencies. Sec. 2103.
Local uses of funds.
Uniform Guidance (2 CFR § 200) Office of Management and Budget's (OMB) Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards (commonly called "Uniform Guidance") was adopted by the Department in December 2014, 2 CFR Part 3474, and provides a government-wide framework for grants management and sets an authoritative set of rules and requirements for Federal awards that synthesizes and supersedes guidance from earlier OMB circulars.
The Uniform GuidanThe ce addresses such issues as addresses time and effort certifications, indirect cost reimbursement, timely obligation of funds and carryover, financial management rules, program income, record retention, property/equipment/supplies inventory controls, procurement, monitoring, conflicts, travel policies, and allowable costs.
Education Department General Administrative Regulations (EDGAR) The Education Department of General Administrative Regulations (EDGAR), 34 CFR Parts 75, 76, and 77, are the federal regulations that govern all federal grants awarded by the U.S. Department of Education.
EDGAR is read in conjunction with the authorizing statutes, program-specific regulations, the Uniform Guidance, and Federal Register documents, such as Notices Inviting Applications and Notices of Final Priorities.
Dear Colleague Letter on Transferability Authority Available to State Educational Agencies (SEAs) and Local Educational Agencies (LEAs) (May 19, 2026) Supporting Effective Instruction State Grants: Title II Part A Non-Regulatory Guidance | PDF (January 14, 2025) Using Title II, Part A Funds Strategically to Support Educator Recruitment, Retention, Professional Learning, and Improved Student Outcomes: Non-Regulatory Guidance | PDF (December 4, 2024) Supporting a Diverse Educator Workforce to Strengthen Teaching and Learning: Non-Regulatory Guidance | PDF (December 4, 2024) Letter from Senior Advisor Lane re: Prior Approval for Pre-Award Costs and Participant Support Costs under ESEA Programs | PDF (December 8, 2022) Title VIII, Part F of the Elementary and Secondary Education Act of 1965: Equitable Services for Eligible Private School Children, Teachers, and Other Educational Personnel, Non-Regulatory Guidance | PDF (760 KB) (July 17, 2023) Fact Sheet for Transferring State- and Local-Level Funds: Section 5103 of the ESEA | PDF (210 KB) (April 29, 2020) Building Systems of Support for Excellent Teaching and Leading | PDF (691 KB) (September 27, 2016) Fiscal Changes and Equitable Services Requirements Under the Elementary and Secondary Education Act of 1965 (ESEA), as Amended by the Every Student Succeeds Act (ESSA) | PDF (November 21, 2016) Using Evidence to Strengthen Education Investments| PDF (September 16, 2016) Key Documents | U.S. Department of Education .
This page provides letters and reports to states for important programmatic activities, including the States’ consolidated State plans, requests for waivers, monitoring reports, and the peer reviews of State assessment systems. The list may be sorted or filtered by State, year, program, and activity.
Title II, Part A Use of Funds Surveys Section 2104 of the Elementary and Secondary Education Act requires each State educational agency (SEA) that receives a Title II, Part A grant to report annually to the Department of Education on how the State is uses program funds. The Department collects this information in annual use of funds surveys.
Each SEA receives a survey that addresses how Title II, Part A funds that remain with the SEA for State-level use are spent. In addition, a sample of over 5,000 school districts receive a survey that addresses how Title II, Part A funds that are awarded to school districts are used; the district sample is both nationally representative and representative at the individual State level, making cross-State comparisons possible.
Below are the survey instruments for the current school year as well as reports on the results of surveys from prior years.
Local Education Agency (LEA) and State Education Agency (SEA) Uses of Title II, Part A Funds State and District Use of Title II, Part A Funds in 2023-24 (January 2025) SEA Use of Title II, Part A Funds in 2023-24 Survey for Reference Only (June 2024) District Use of Title II, Part A Funds in 2022-23, Survey for Reference Only (March 2024) State and District Use of Title II, Part A Funds in 2022-23 (May 2024) State and District Use of Title II, Part A Funds in 2021-22 (August 2023).
Webinars Delivered by Title II, Part A Staff Navigating Title II, Part A — Presented on March 27, 2024, this webinar covered topics that some SEAs have found challenging during monitoring by ED. Slides address equitable services with State activities funds, the ESEA definition of professional development (PD), and identifying evidence to support PD and class size reduction.
Letter to Chief State School Officers on Art Education : provides guidance to Chief State School Officers on how Title II, Part A and other federal funds can be used to support professional development and expand access to arts education, promoting student engagement and a well-rounded education (October 2024).
Office of Planning, Evaluation and Policy Development : evaluates the performance of selected Department of Education programs and services to determine their effectiveness, efficiency, and equity.
Institute for Educations Sciences, National Center for Education Evaluation and Reginal Assistance (NCEE): conducts unbiased, large-scale evaluations of education programs supported by federal funds; provides technical assistance; and supports the development and use of research and evaluation throughout the United States. IES: Studies of Distance Learning . IES: What Works Clearinghouse .
Recruitment and Retention “Dear Colleague” Letter: Strategic Staffing and Innovative Use of Title II, Part A Funds (February 2026) IES/NCEE Study: Federal Support for Attracting, Training, and Retaining Educators: How Districts Receiving Teacher and School Leader Grants Use Their Funds (March 2023). "Dear Colleague" Letter: Teacher and Staff Shortages and ARP ESSER Funding (December 2021).
IES/NCEE Study: Study of Teacher Preparation Experiences and Early Teacher Effectiveness (September 2019). CEEDAR (Collaboration for Effective Educator Development, Accountability, and Reform) Center: Practice-Based Learning Opportunities (2023). IES/NCEE Study: Study of Teacher Coaching Based on Classroom Videos: Impacts on Student Achievement and Teachers' Practice (June 2022).
State Support Network Resource: Designing Leadership Academies for Principal Professional Learning (April 2020). IES/NCEE Study: Elementary School Math Professional Development Impact Evaluation (September 2016). Principals and School Leaders CEEDAR (Collaboration for Effective Educator Development, Accountability, and Reform) Center: Inclusive Principal Leadership (2023).
Region 12 Comprehensive Center: Implementing with Fidelity and Impact: An Evaluation of the Missouri Leadership Development System (December 2021). IES/NCEE Study: Time to Lead: An Illustrative Look at How Elementary School Principals Spend Their Workweek (June 2021). State Support Network Resource: Designing Leadership Academies for Principal Professional Learning (April 2020).
IES/NCEE Study: Impact Evaluation of Support for Principals (October 2019). OPEPD/PPSS Study: Leading Low-Performing Schools: Lessons from the Turnaround School Leaders Program (December 2018). IES/NCEE Study: Evaluation of Support for Using Student Data to Inform Teachers' Instruction (September 2019).
IES/NCEE Study: Impact Evaluation of Teacher and Leader Performance Evaluation Systems (December 2017). IES/NCEE Study: Impact Evaluation of the Teacher Incentive Fund (December 2017). Comprehensive Center Network: The Power of Teacher Diversity: Fostering Inclusive Conversations Through Mentoring (September 2021).
IES/NCEE Study: Study of the Distribution of Effective Teaching (October 2016).
Allocation Criteria Fiscal Year 2022 Fiscal Year 2023 Fiscal Year 2024 Fiscal Year 2025 Total Appropriation $2,170,080,000 $2,190,080,000 $2,190,080,000 $2,190,080,000 Evaluation Set-Aside $620,000 $591,165 $656,646 $750,000 Total to Outlying Areas & BIE $21,694,600 $21,894,890 $21,894,232 $21,893,300 Total New Awards to States (52 Awards) $2,147,765,400 $2,167,593,945 $2,167,529,122 $2,167,436,700 AWARDS TO STATES Fiscal Year 2022 Fiscal Year 2023 Fiscal Year 2024 Fiscal Year 2025 ALABAMA $37,239,848 $39,648,602 $39,438,626 $39,642,540 ALASKA $10,671,833 $10,837,970 $10,837,646 $10,837,184 ARIZONA $47,317,690 $46,528,829 $43,841,842 $43,931,852 ARKANSAS $23,404,143 $23,362,750 $23,732,281 $23,755,998 CALIFORNIA $234,992,724 $236,596,572 $232,911,649 $230,699,644 COLORADO $25,168,640 $25,789,254 $25,942,517 $25,320,773 CONNECTICUT $18,221,583 $16,807,272 $16,631,101 $17,546,515 DELAWARE $10,671,833 $10,837,272 $10,837,646 $10,837,184 DISTRICT OF COLUMBIA $10,671,833 $10,837,970 $10,837,646 $10,837,184 FLORIDA $123,336,841 $127,424,252 $124,608,404 $123,690,282 GEORGIA $80,409,728 $83,290,912 $74,521,751 $81,906,698 HAWAII $10,671,833 $10,837,970 $10,837,646 $10,837,184 IDAHO $10,671,833 $10,837,970 $10,837,646 $10,837,184 ILLINOIS $76,641,478 $74,209,676 $75,623,285 $72,326,454 INDIANA $40,075,645 $40,682,274 $41,212,480 $41,350,541 IOWA $16,092,447 $15,829,753 $16,078,016 $16,970,732 KANSAS $16,405,087 $15,739,575 $16,663,471 $16,182,445 KENTUCKY $32,452,993 $33,172,830 $33,841,778 $33,980,402 LOUISIANA $43,554,186 $44,473,311 $43,347,118 $43,594,488 MAINE $10,671,833 $10,837,970 $10,837,646 $10,837,184 MARYLAND $29,138,937 $32,451,166 $30,430,547 $27,982,013 MASSACHUSETTS $30,362,569 $30,725,097 $30,127,199 $31,887,869 MICHIGAN $65,555,415 $61,195,200 $63,747,401 $64,179,806 MINNESOTA $25,498,024 $25,590,911 $26,594,294 $26,069,524 MISSISSIPPI $29,615,734 $28,524,077 $29,591,128 $27,145,380 MISSOURI $37,482,523 $36,861,468 $38,219,146 $34,696,324 MONTANA $10,671,833 $10,837,970 $10,837,646 $10,837,184 NEBRASKA $10,711,325 $10,837,970 $11,434,134 $10,837,184 NEVADA $18,325,332 $20,787,364 $19,575,644 $19,174,092 NEW HAMPSHIRE $10,671,833 $10,837,970 $10,837,646 $10,837,184 NEW JERSEY $46,484,045 $48,193,988 $46,943,817 $48,024,590 NEW MEXICO $17,290,298 $17,415,780 $18,009,967 $17,391,117 NEW YORK $126,589,111 $124,160,114 $125,970,598 $124,394,221 NORTH CAROLINA $67,459,806 $67,519,563 $67,919,148 $70,961,439 NORTH DAKOTA $10,671,833 $10,837,970 $10,837,646 $10,837,184 OHIO $73,877,878 $74,839,849 $76,923,195 $76,807,657 OKLAHOMA $29,066,806 $30,588,676 $31,372,947 $32,915,310 OREGON $19,533,919 $20,238,796 $20,127,136 $20,410,731 PENNSYLVANIA $71,334,634 $72,253,941 $70,589,635 $71,692,904 PUERTO RICO $56,430,602 $47,885,713 $49,591,236 $44,913,597 RHODE ISLAND $10,671,833 $10,837,970 $10,837,646 $10,837,184 SOUTH CAROLINA $34,677,992 $35,563,090 $36,368,038 $36,834,586 SOUTH DAKOTA $10,671,833 $10,837,970 $10,837,646 $10,837,184 TENNESSEE $45,546,902 $45,876,102 $45,650,438 $50,750,345 TEXAS $230,480,260 $235,928,923 $242,608,295 $239,365,545 UTAH $14,495,107 $15,367,181 $15,698,119 $17,465,337 VERMONT $10,671,833 $10,837,970 $10,837,646 $10,837,184 VIRGINIA $41,125,086 $43,212,816 $42,522,684 $44,546,958 WASHINGTON $34,114,260 $34,114,260 $35,739,108 $36,117,894 WEST VIRGINIA $13,119,423 $11,949,975 $13,045,796 $11,495,843 WISCONSIN $29,402,550 $29,964,941 $29,445,755 $29,593,678 WYOMING $10,671,833 $10,837,970 $10,837,646 $10,837,184 Additional Information Please see the U.S. Department of Education's (ED's) Budget History Tables for information on the President's budget requests and enacted appropriations for major ED programs.
Eligibility & Grantee Information Who May Apply: ONLY State Educational Agencies (SEAs) While only SEAs may apply and directly receive funds from the Department of Education, SEAs are, in turn, required to make formula subgrants to local educational agencies (LEAs). To receive funds under ESEA formula grant programs, States are required, once per Congressional authorization of the statute, to submit program plans.
Each program plan must address program requirements specified in the statute. Section 8303 of the ESEA, however, permits the Department to simplify application requirements and reduce the burden on States by establishing procedures for States to submit a single Consolidated State Plan that addresses multiple programs.
Each State submitted a Consolidated State Plan in 2017 in order to receive funds under nine formula Grant programs, including Title II, Part A. Copies of all current State plans, as well as information about the State plan process, may be found here. Supporting Effective Instruction (Title II, Part A) Office of Elementary and Secondary Education (OESE) Page Last Reviewed: May 20, 2026
According to the current listing, eligibility includes: Eligible Arizona schools and educational institutions as determined by the Arizona Department of Education. Confirm the full requirements in the official notice before applying.
Title II-A: Effective Teachers and Leaders is funded by Arizona Department of Education. Verify program details on the funder's official page before applying.
This opportunity targets applicants in Arizona. If your organization operates elsewhere, check the official notice for location requirements.
Start from the official opportunity page linked in this listing — it carries the sponsor's submission instructions.
NSF's Faculty Early Career Development Program — the CAREER award — has a July 22, 2026 deadline, a $400,000 floor, a five-year runway, and roughly 500 awards a year across every directorate. It is the most prestigious grant a pre-tenure scientist can win, and the one most often lost on the integration requirement rather than the research. Here is what the award actually funds, who is eligible, and how to build a proposal that treats research and education as one program instead of two.
Read articleThe NSF CAREER award puts a minimum of $400,000–$500,000 over five years behind a single untenured faculty member, and it is the credential that shapes a research career. Here is who is eligible, why the integration of research and education is the criterion that decides it, and how to approach the July 22, 2026 deadline.
Read articleThe Department of Education's IES SBIR program is one of the most overlooked non-dilutive funding sources for education-technology startups. It funds prototypes at $250K and proven products at $1M with no equity taken. Here is how the FY2026 tracks work, what reviewers reward, and why the June 29 deadline is tighter than it looks.
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