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The Department of Defense Education Activity (DODEA) is required to protect students from discrimination based on sex, which can include sexual harassment. Senate Report 117-130 and House Report 117-397 include a provision for the Government Accountability Office (GAO) to examine DODEA's response to unwanted sexual behaviors. This report examines (1) the information DODEA collects to identify unwanted sexual behavior; and (2) the availability of support services to students that are harmed by or exhibit such behavior. GAO analyzed the most recent available DODEA data on reported incidents of unwanted sexual behavior among students in school years 2019-2020 through 2022-2023. GAO also conducted site visits to 11 DODEA schools and the Military Community Advocacy Directorate's Family Advocacy Program (FAP) agencies serving five military communities in the U.S. and Europe, selected for geographic, grade level, and service branch variation. GAO also reviewed relevant federal laws and agency policies and interviewed agency officials from DODEA, Child and Youth Advocacy, and FAP. GAO is making five recommendations to DOD, including to: (1) assess reporting processes for normative behaviors; (2) monitor DODEA inclusion in response efforts; (3) monitor efforts to increase FAP clinical expertise; (4) assess efforts to improve participation in FAP support services; and (5) assess its policy to exclude civilian-dependent students from receiving most FAP services. DOD generally agreed with GAO's recommendations.

In 2021-2022, Head Start served nearly 790,000 young children, primarily from low-income families. However, the Department of Health and Human Services' (HHS) estimates that far more children are eligible than can be served due to limited resources, heightening the importance of targeting services effectively. House Report 117-96 includes a provision for the Government Accountability Office (GAO) to review the nationwide distribution of Head Start resources and what could help better align funding with need. This report examines the extent to which: (1) Head Start resources align geographically with child poverty; (2) statutory provisions support aligning resources with need; and (3) Office of Head Start (OHS), uses its grantmaking authority to align resources with need. GAO analyzed Head Start enrollment data from 2022 and Head Start funding and Census child poverty data from 2006 and 2021 (most recent available comparable data), interviewed OHS officials and stakeholder organizations, such as the National Head Start Association; and reviewed relevant federal laws and agency documents.

This report examines (1) comprehensive support and improvement (CSI) school characteristics; (2) how CSI plans address selected Elementary and Secondary Education Act (ESEA) requirements; and (3) Education monitoring. The Government Accountability Office (GAO) compared the characteristics of CSI and other schools using 2019-20 Education data (the most recent available). GAO also analyzed a generalizable sample of CSI plans (the most recent available as of June 2022) to assess how they addressed three ESEA-required elements for plan content for which Education has issued guidance. GAO interviewed officials from three CSI schools selected for varied locale and other factors and held two discussion groups with officials from six districts with CSI schools across six states. GAO also interviewed Education officials and reviewed relevant federal laws and monitoring documents.

Students do better and stay longer in school when families are engaged, according to research. The Government Accountability Office (GAO) was asked to study parent and family engagement in Title I schools. This report examines: (1) the extent to which Title I schools made required parent and family engagement information available on their websites; (2) how parent and family engagement compares between Title I and non-Title I schools; and (3) the extent to which Education's guidance addresses Title I requirements for parent and family engagement. GAO reviewed school and district websites for a nationally generalizable sample of Title I schools, analyzed Education's most recent data on parents' views of family engagement (school year 2018-2019), and reviewed relevant federal laws and documents on Title I oversight. GAO interviewed Education officials and state and local officials from Nebraska, Nevada, and Tennessee and selected schools and districts in these states for a mix of Title I program type, school type, and locale. Recommendations include that Education update its guidance on Title I parent and family engagement to reflect requirements under current law.