Title I Hinders State and Local Education Reform. It’s Time to Pare It Back
Title I Hinders State and Local Education Reform. It's Time to Pare It Back Manhattan Institute
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Born during the Civil Rights Movement, the program was supposed to bolster learning to offer an escape from poverty. That goal was never met
For almost 60 years, the federal government has imposed itself into the affairs of local schools and districts through its Title I program. The American people, both conservatives and progressives, have pushed back and demonstrated that they value local control of education. It is time to pare back or even end this program, as it is ill-suited to the emerging reformation in education policy occurring in state capitals and local school districts nationwide.
Nobly born at the height of the Civil Rights Movement
Title I was originally construed as a funding stream to be targeted to a specific group of young people: those attending public or private schools with a high percentage of students from lower income families. Its laudable ideal, as expressed by then-President Lyndon Johnson, was that “poverty will no longer be a bar to learning, and learning shall offer an escape from poverty. … For this truly is the key which can unlock the door to a great society.” As I demonstrate in my new Manhattan Institute report, that goal was never met. Over the decades, Title I was repeatedly modified and now emphasizes general school improvement efforts while requiring states to measure student achievement and academic differences across racial and economic groups.
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Ray Domanico is a senior fellow and director of education policy at the Manhattan Institute. Based on a recent issue brief.
Photo by Klaus Vedfelt/Getty Images
SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | Target 4.1: By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes | Indicator 4.1.1: Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex |
| SDG 4: Quality Education | Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations | Indicator 4.5.1: Parity indices (female/male, rural/urban, bottom/top wealth quintile, and others such as disability status, indigenous peoples, etc.) for all education indicators on this list that can be disaggregated |
| SDG 10: Reduced Inequalities | Target 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status | Indicator 10.2.1: Proportion of people living below 50 percent of median income, by sex, age, and persons with disabilities |
1. Which SDGs are addressed or connected to the issues highlighted in the article?
- SDG 4: Quality Education
- SDG 10: Reduced Inequalities
2. What specific targets under those SDGs can be identified based on the article’s content?
- Target 4.1: By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes
- Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations
- Target 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
- Indicator 4.1.1: Proportion of children and young people achieving at least a minimum proficiency level in reading and mathematics
- Indicator 4.5.1: Parity indices for all education indicators that can be disaggregated
- Indicator 10.2.1: Proportion of people living below 50 percent of median income, by sex, age, and persons with disabilities
4. SDGs, Targets and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | Target 4.1: By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes | Indicator 4.1.1: Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex |
| SDG 4: Quality Education | Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations | Indicator 4.5.1: Parity indices (female/male, rural/urban, bottom/top wealth quintile, and others such as disability status, indigenous peoples, etc.) for all education indicators on this list that can be disaggregated |
| SDG 10: Reduced Inequalities | Target 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status | Indicator 10.2.1: Proportion of people living below 50 percent of median income, by sex, age, and persons with disabilities |
Behold! This splendid article springs forth from the wellspring of knowledge, shaped by a wondrous proprietary AI technology that delved into a vast ocean of data, illuminating the path towards the Sustainable Development Goals. Remember that all rights are reserved by SDG Investors LLC, empowering us to champion progress together.
Source: manhattan.institute
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