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| signedpresident = [[Lyndon B. Johnson]]
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| signeddate = April 11, 1965
| signeddate = April 11, 1965
| amendments = [[Bilingual Education Act]]<br>[[Education Amendments of 1972]]<br>[[Equal Educational Opportunities Act of 1974]]<br>[[Improving America's Schools Act of 1994]]<br>[[No Child Left Behind Act]]<br>[[Every Student Succeeds Act]]
| amendments = [[Bilingual Education Act]]<br>[[Education Amendments of 1972]]<br>[[Equal Educational Opportunities Act of 1974]]<br>[[Improving America's Schools Act of 1994]]<br>[[No Child Left Behind Act]]<br>[[Every Student Succeeds Act]]
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{{Education in the U.S.}}
{{Education in the U.S.}}


The '''Elementary and Secondary Education Act''' ('''ESEA''') was passed by the [[89th United States Congress]] and signed into law by President [[Lyndon B. Johnson]] on April 11, 1965. Part of Johnson's "[[War on Poverty]]", the act has been one of the most far-reaching laws affecting education passed by the [[United States Congress]], and was reauthorized by the [[No Child Left Behind Act|No Child Left Behind Act of 2001]].
The '''Elementary and Secondary Education Act''' ('''ESEA''') was passed by the [[89th United States Congress]] and signed into law by President Lyndon B. Johnson on April 11, 1965. Part of Johnson's "[[War on Poverty]]", the act has been one of the most far-reaching laws affecting education passed by the [[United States Congress]], and was reauthorized by the [[No Child Left Behind Act|No Child Left Behind Act of 2001]].


Johnson proposed a major reform of federal education policy in the aftermath of his landslide victory in the [[1964 United States presidential election]], and his proposal quickly led to the passage of the Elementary and Secondary Education Act. The act provides federal funding to [[primary education|primary]] and [[secondary education]], with funds authorized for [[professional development]], instructional materials, resources to support educational programs, and parental involvement promotion. The act emphasizes equal access to education, aiming to shorten the [[achievement gap]]s between students by providing federal funding to support schools with children from impoverished families.
Johnson proposed a major reform of federal education policy in the aftermath of his landslide victory in the [[1964 United States presidential election]], and his proposal quickly led to the passage of the Elementary and Secondary Education Act. The act provides federal funding to [[primary education|primary]] and [[secondary education]], with funds authorized for [[professional development]], instructional materials, resources to support educational programs, and parental involvement promotion. The act emphasizes equal access to education, aiming to shorten the [[achievement gap]]s between students by providing federal funding to support schools with children from impoverished families.
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==Historical context==
==Historical context==
President [[Lyndon B. Johnson]], whose own ticket out of poverty was a public education in Texas, fervently believed that education was a cure for [[ignorance]] and poverty.<ref>Bernstein (1996), pp. 183–213.</ref>{{page range too broad|date=May 2019}} Education funding in the 1960s was especially tight due to the demographic challenges posed by the large [[Baby Boomer]] generation, but Congress had repeatedly rejected increased federal financing for public schools.<ref>Zelizer (2015), pp. 174–176.</ref> Buoyed by his landslide victory in the [[1964 United States presidential election|1964 election]], Johnson sought to dramatically increase federal funding for education at the start of his second term.<ref>Dallek (1998), pp. 195–198.</ref>
President Lyndon B. Johnson, whose own ticket out of poverty was a public education in Texas, fervently believed that education was a cure for [[ignorance]] and poverty.<ref>Bernstein (1996), pp. 183–213.</ref>{{page range too broad|date=May 2019}} Education funding in the 1960s was especially tight due to the demographic challenges posed by the large [[Baby Boomer]] generation, but Congress had repeatedly rejected increased federal financing for public schools.<ref>Zelizer (2015), pp. 174–176.</ref> Buoyed by his landslide victory in the [[1964 United States presidential election|1964 election]], Johnson sought to dramatically increase federal funding for education at the start of his second term.<ref>Dallek (1998), pp. 195–198.</ref>


On January 25, 1965, President Johnson called for congressional efforts to improve education opportunities for America's children.  Wary of popular fears regarding increased federal involvement in local schools, the Johnson administration advocated giving local districts great leeway to use the new funds, which were to be first distributed as grants to each state.  Shortly thereafter, [[Carl D. Perkins]] (D-KY), the chair of the General Education Subcommittee of the [[United States House Committee on Education and Labor|House Committee on Education and Labor]] introduced H.R. 2362.  With the Johnson administration's support, and after significant wrangling over the structure of the bill's funding formula committee, the full committee voted 23–8 to report it on March 2, 1965.  Following a failed attempt to derail the bill by Representative [[Howard W. Smith]] (D-VA), the House passed H.R. 2362 on March 26, 1965, in a 263–153 roll-call vote.<ref name="The Great Society Congress">"The Elementary and Secondary Education Act" The Legislation, [http://acsc.lib.udel.edu/exhibits/show/legislation/esea The Great Society Congress]</ref>
On January 25, 1965, President Johnson called for congressional efforts to improve education opportunities for America's children.  Wary of popular fears regarding increased federal involvement in local schools, the Johnson administration advocated giving local districts great leeway to use the new funds, which were to be first distributed as grants to each state.  Shortly thereafter, [[Carl D. Perkins]] (D-KY), the chair of the General Education Subcommittee of the [[United States House Committee on Education and Labor|House Committee on Education and Labor]] introduced H.R. 2362.  With the Johnson administration's support, and after significant wrangling over the structure of the bill's funding formula committee, the full committee voted 23–8 to report it on March 2, 1965.  Following a failed attempt to derail the bill by Representative [[Howard W. Smith]] (D-VA), the House passed H.R. 2362 on March 26, 1965, in a 263–153 roll-call vote.<ref name="The Great Society Congress">"The Elementary and Secondary Education Act" The Legislation, [http://acsc.lib.udel.edu/exhibits/show/legislation/esea The Great Society Congress]</ref>
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====Historical context====
====Historical context====
In its original conception, Title I under the ESEA, was designed by President [[Lyndon B. Johnson]] 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.<ref name="Source 3"/> This federal law came about during President Johnson's “[[War on Poverty]]” agenda.<ref name="Source 2" />  Numerous studies have been conducted since the original authorization of the ESEA in 1965 that have shown that there is an  inverse relationship between student achievement and school poverty.<ref name="Source 2" />  Specifically, student achievement has been found to decrease as school poverty increases.<ref name="Source 2" />  According to the [[United States Department of Education]] (USDOE), students from low-income households are “three times as likely to be low achievers if they attend high-poverty schools as compared to low-poverty schools.”<ref name="Source 5">{{cite document|publisher=U.S. Department of Education |title=National assessment of the Chapter 1 program: The interim report|location=Washington, DC|date=June 1992}}</ref>  Within this context, Title I was conceived in order to compensate for the considerable educational deprivations associated with [[child poverty]].<ref name="Source 2" />
In its original conception, Title I under the ESEA, was designed by President Lyndon B. Johnson 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.<ref name="Source 3"/> This federal law came about during President Johnson's “[[War on Poverty]]” agenda.<ref name="Source 2" />  Numerous studies have been conducted since the original authorization of the ESEA in 1965 that have shown that there is an  inverse relationship between student achievement and school poverty.<ref name="Source 2" />  Specifically, student achievement has been found to decrease as school poverty increases.<ref name="Source 2" />  According to the [[United States Department of Education]] (USDOE), students from low-income households are “three times as likely to be low achievers if they attend high-poverty schools as compared to low-poverty schools.”<ref name="Source 5">{{cite document|publisher=U.S. Department of Education |title=National assessment of the Chapter 1 program: The interim report|location=Washington, DC|date=June 1992}}</ref>  Within this context, Title I was conceived in order to compensate for the considerable educational deprivations associated with [[child poverty]].<ref name="Source 2" />


=====Changes over time=====
=====Changes over time=====
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