Published: April 6, 2023
| Funding Source | Pertinent Allowable Uses | Description | Examples |
|---|---|---|---|
| ESEA Title I-A | providing financial incentives and rewards to teachers who serve in schools identified for comprehensive support and improvement activities or targeted support and improvement activities for the purpose of attracting and retaining qualified and effective teachers | provides financial assistance to local educational agencies (LEAs) and schools with high numbers or high percentages of children from low-income families to help ensure that all children meet challenging state academic standards. Federal funds are currently allocated through four statutory formulas that are based primarily on census poverty estimates and the cost of education in each state | |
| ESEA Title II-A | allowable uses include supporting Grow Your Own programs, providing high-quality, evidence-based professional development, and training teachers to effectively support students with disabilities and/or English learners. | formula-based funding to each state education agency for improving teacher quality overall and "provid[ing] low-income and minority students greater access to effective teachers." | One state has utilized Title II-A funds to develop and implement the Culturally Responsive Teaching and Leading Standards for education preparation programs. Another has used these funds to create their own Grow Your Own program for in-state educators. |
| ESEA Title III | award grants on a competitive basis, for a period of not more than 5 years, to institutions of higher education or public or private entities with relevant experience and capacity (in consortia with State educational agencies or local educational agencies) to provide for professional development activities that will improve classroom instruction for English learners and assist educational personnel working with English learners to meet high professional standards, including standards for certification and licensure as teachers who work in language instruction educational programs or serve English learners; for financial assistance, and costs related to tuition, fees, and books for enrolling in courses required to complete the degree involved, to meet certification or licensing requirements for teachers who work in language instruction educational programs or serve English learners | award grants on a competitive basis, for a period of not more than 5 years, to institutions of higher education or public or private entities with relevant experience and capacity (in consortia with State educational agencies or local educational agencies) to provide for professional development activities that will improve classroom instruction for English learners and assist educational personnel working with English learners to meet high professional standards, including standards for certification and licensure as teachers who work in language instruction educational programs or serve English learners. | |
| ESEA Title V-B | any activity authorized under Part A of title II (Supporting Effective Instruction State Grants) | to assist rural school districts in carrying out activities to help improve the quality of teaching and learning in their schools. The Small, Rural School Achievement (SRSA) program provides funds to rural LEAs that serve small numbers of students. | |
| ESEA Title VI | recruitment and preparation of Alaska Native teachers | to provide assistance to elementary and secondary schools for programs serving Indian students, including preschool children, that are designed to help meet the unique cultural, language, and educational needs of such students and ensure that all students meet the challenging State academic standards. | |
| IDEA Part B | Teacher preparation is one of many allowable uses. | authorizes competitive grants to state education agencies and institutions of higher education to support special education services. | One state created a tuition reimbursement program for educators to obtain a master's degree in special education or an Early Childhoold Special Education Endorsement. A University uses these funds to create scholarships and stipends to support students pursuing master's degrees in special education. |
| HEA Title III | Establishing or enhancing a program of teacher education designed to qualify students to teach in elementary schools or secondary schools, with a particular emphasis on teaching Indian children and youth, that shall include, as part of such program, preparation for teacher certification | The purpose of the Strengthening Institutions Program is to provide grants to eligible institutions of higher education to improve their academic programs, institutional management, and fiscal stability in order to increase their self-sufficiency and strengthen their capacity to make a substantial contribution to the higher education resources of the Nation. | |
| Teacher Quality Partnership(TQP) | Allowable uses include supporting teacher residency programs and Grow Your Own programs. | a competitive federal grant program that funds partnerships between LEAs and/or schools and educator preparation programs to strengthen the teacher pipeline. | Several universities used these funds to establish teacher residency programs. |
| Elementary and Secondary School Emergency Relief | Expanding the educator pipeline and educator diversity | American Rescue Plan (ARP), provides a one-time federal investment of more than $122 billion that distributes support among the nation's schools to aid in the long-term recovery from COVID-19. States were required to outline how they intend to utilize funds to expand the educator pipeline and enhance educator diversity. | One state utilized ESSER funds to support a Pathways program, which aims to recruit and retain teachers of color. Another state utilized ESSER funds to increase the number of biligual/bicultural educators through scholarships, residencies, and Grow Your Own programs. |
| Augustus F. Hawkins Center for Excellence | implementing pedagogical practices in teacher preparation programs that are inclusive of race, ethnicity, culture, language, and disability status, and provide sustained and high-quality preservice clinical experiences to teacher candidates. | provides competitive grants to teacher preparation programs at historically Black colleges and universities (HBCUs), minority-serving institutions, and tribal colleges and universities. | One university is utilizing funds to recruit and prepare black male educators in early childhood/special education, elementary, or secondary education who can provide effective, culturally relevant/responsive instruction and work with minoritized students and families. |
| Supporting Effective Educator Development (SEED) | preparation and development of highly effective educators. | provides competitive funding to institutions of higher education to support the preparation and development of highly effective educators. | A consortium of three states utilized SEED funding to establish urban teacher residency programs. A university used SEED funding to support an innovative three-year teacher residency program. |
| Teacher and School Leader Incentive (TSL) | performance-based compensation systems; human capital management systems | supports local educational agencies (LEAs) and nonprofits to establish performance-based compensation systems (PBCS) or human capital management systems (HCMS) for teachers and principals at high-need schools. As these grants are specifically for districts, states should support districts in applying for funding. | A school district used TSL funding to create a program that seeks to improve recruitment and retention of diverse educators. Another school district used TSL funding to build an equity-centered teacher and school leader pipeline, which includes Grow Your Own programs. |
Learn More
Join Our Movement
We ask only what is right: equal opportunity for every student, every educator, every family. At home, in school, online, in Washington–there’s a right place for all of us to make a difference.
Supporting Individuals with Disabilities
The NEA supports the protections that all individuals with disabilities—both visible and invisible—are entitled to under the Americans with Disabilities Act and the Rehabilitation Act of 1973.
Stay Informed We'll come to you
We're here to help you succeed in your career, advocate for public school students, and stay up to date on the latest education news. Sign up to stay informed
