	Introduction

On March 13, 2010, the U.S. Department of Education (ED) released A Blueprint for Reform: The Reauthorization of the Elementary and Secondary Education Act (hereafter referred to as the Blueprint ). The Elementary and Secondary Education Act (ESEA), particularly its Title I-A program for Education for the Disadvantaged, is the primary source of federal aid to K-12 education. The ESEA was initially enacted in 1965 (P.L. 89-10), and was most recently amended and reauthorized by the No Child Left Behind Act of 2001 (NCLB; P.L. The Blueprint indicates that it builds on reforms already being implemented, which are being supported through funding initiatives included in the American Recovery and Reinvestment Act (ARRA; P.L. 111-5 ). The Blueprint outlines five key priorities: 
1. College- and Career-Ready Students includes a focus on improving standards for all students, supporting the development of better assessments, and providing students with a well-rounded education. Great Teachers and Leaders in Every School focuses on effective teachers and principals, the distribution of effective teachers and leaders, and teacher and leader preparation and recruitment. Equity and Opportunity for All Students includes a focus on rigorous and fair accountability, meeting the needs of diverse learners, and resource equity. Raise the Bar and Reward Excellence focuses on achieving these goals through continuing RTTT, supporting public school choice, and promoting a "culture of career readiness and success." Promote Innovation and Continuous Improvement includes a focus on "fostering innovation and accelerating success," supporting local innovations, and supporting student success. As has been noted, this report principally examines ED's ESEA reauthorization proposal and, where appropriate, draws comparisons between the proposal and current law. The report is organized around the broad themes presented in the Blueprint , beginning with College- and Career-Ready Students and ending with Additional Cross-Cutting Priorities. Wherever possible, comparisons between the proposal and the ESEA are drawn for elements included in the Blueprint . The comparative discussions covering the individual elements of the proposal, therefore, differ substantially in length and detail depending on the extent to which ED provided detail in the Blueprint . In some instances, other relevant sources, such as the FY2011 budget request, were used to provide additional information and analysis of a particular part of the Blueprint proposal. The examination of the Blueprint is followed by several appendix tables. To demonstrate how the provisions included in the Blueprint could affect line-item appropriations for ESEA, Table A-3 examines the consolidation of programs proposed by the Administration's FY2011 budget request and the Blueprint to identify which programs would be consolidated; the program type (e.g., formula or competitive grants) for current and proposed programs; the FY2010 funding level for the program; and the proposed funding levels for FY2011. Finally, Table A-5 lists ESEA programs that were slated for elimination under the Administration's FY2011 budget request. The waivers exempt states from various academic accountability requirements, teacher qualification-related requirements, and funding flexibility requirements that were enacted through NCLB. However, in order to receive the waivers, SEAs must agree to meet four principles established by ED for "improving student academic achievement and increasing the quality of instruction." The four principles, as stated by ED, are as follows: (1) college- and career-ready expectations for all students; (2) state-developed differentiated recognition, accountability, and support; (3) supporting effective instruction and leadership; and (4) reducing duplication and unnecessary burden. Taken collectively, the waivers and principles included in the ESEA flexibility package amount to a fundamental redesign by the Administration of many of the accountability and teacher-related requirements included in current law that aligns with many of the priorities included in the Blueprint . As of December 2012, ED had approved ESEA flexibility package applications for 34 states and the District of Columbia and was reviewing applications from several other states. If Congress continues to work on ESEA reauthorization during the 113 th Congress, it is possible that provisions included in any final bill may be similar to or override the waivers and principles established by the Administration. The remainder of this report focuses only on current law and does not discuss the details of the ESEA flexibility package or how it modifies current law. For more information about the ESEA flexibility package, see CRS Report R42328, Educational Accountability and Secretarial Waiver Authority Under Section 9401 of the Elementary and Secondary Education Act . Race to the Top

Current Law.
On March 13, 2010, the U.S. Department of Education (ED) released A Blueprint for Reform: The Reauthorization of the Elementary and Secondary Education Act (hereafter referred to as the Blueprint). The Elementary and Secondary Education Act (ESEA), particularly its Title I-A program for Education for the Disadvantaged, is the primary source of federal aid to K-12 education. The ESEA was initially enacted in 1965 (P.L. 89-10), and was most recently amended and reauthorized by the No Child Left Behind Act of 2001 (NCLB; P.L. 107-110).
The Blueprint indicates that it builds on reforms already being implemented, which are supported through funding initiatives that were included in the American Recovery and Reinvestment Act (ARRA; P.L. 111-5). The Blueprint outlines five areas of key priorities:
1. College- and Career-Ready Students includes a focus on improving standards for all students, supporting the development of better assessments, and providing students with a well-rounded education. 2. Great Teachers and Leaders in Every School focuses on effective teachers and principals, the distribution of effective teachers and leaders, and teacher and leader preparation and recruitment. 3. Equity and Opportunity for All Students includes a focus on rigorous and fair accountability, meeting the needs of diverse learners, and resource equity. 4. Raise the Bar and Reward Excellence focuses on achieving these goals through continuing Race to the Top, supporting public school choice, and promoting a "culture of career readiness and success." 5. Promote Innovation and Continuous Improvement includes a focus on "fostering innovation and accelerating success," supporting local innovations, and supporting student success.
This report examines ED's ESEA reauthorization proposal and, where appropriate, draws comparisons between the proposal and current law. The report is organized around the broad themes used to organize the detailed discussion of ED's reauthorization proposal, beginning with College- and Career-Ready Students and ending with Additional Cross-Cutting Priorities. Comparisons between the proposal and the ESEA are drawn only for proposals included in the Blueprint. As this report mirrors the Blueprint discussion, it in many ways also reflects the level of detail provided by ED on any given element in the Blueprint. In general, the discussions in this report of the individual elements of the proposal vary substantially in length and detail depending on the amount of detail ED provided about a particular element in the Blueprint. In some instances, other relevant data sources, such as the FY2011 budget request, were used to provide additional information and analysis of a particular part of the proposal.
The analysis of the Blueprint is followed by several tables. These tables present information on the similarities and differences between key proposals included in the Blueprint and current law; the consolidation of programs proposed by the Administration's FY2011 budget request; the funding for ESEA programs not subject to consolidation under the FY2011 budget request; and ESEA programs slated for elimination under the FY2011 budget request.
While Congress has not enacted legislation to reauthorize the ESEA, the Administration has made available an ESEA flexibility package that waives various academic accountability requirements, teacher qualification-related requirements, and funding flexibility requirements that were enacted through NCLB. In exchange for these waivers, states must agree to meet four principles established by ED for "improving student academic achievement and increasing the quality of instruction." The four principles, as stated by ED, are as follows: (1) college- and career-ready expectations for all students; (2) state-developed differentiated recognition, accountability, and support; (3) supporting effective instruction and leadership; and (4) reducing duplication and unnecessary burden.
Taken collectively, the waivers and principles included in the ESEA flexibility package amount to a fundamental redesign by the Administration of many of the accountability and teacher-related requirements included in current law that aligns with many of the priorities included in the Blueprint. As of December 2012, ED had approved ESEA flexibility package applications for 34 states and the District of Columbia and was reviewing applications from several other states. If Congress considers ESEA reauthorization during the 113th Congress, it is possible that provisions included in any final bill may be similar to or override the waivers and principles established by the Administration.
This report focuses only on current law and does not discuss the details of the ESEA flexibility package or how it modifies current law. For more information about the ESEA flexibility package, see CRS Report R42328, Educational Accountability and Secretarial Waiver Authority Under Section 9401 of the Elementary and Secondary Education Act.