In 1965, Congress established Title I, Part A (herein referred to as Title I) as a part of the landmark Elementary and Secondary Education Act (ESEA). Congress noted two issues that it hoped to address through Title I funding: schools needed additional financial assistance to provide services to children in low-income families, and school districts with large numbers of poor children faced particular challenges compared with wealthier districts. The current law provides financial assistance to districts for children from low-income families to help ensure that all children meet challenging state academic standards. This study responds to a congressional mandate under the Every Student Succeeds Act (ESSA) (Section 9211) to examine the distribution of Title I funds to understand how the current formulas affect various types of school districts, such as large or small districts, those in poor or rich areas, and those in urban or rural areas. The legislation directed the Institute of Education Sciences (IES) to respond to nine specific analytic tasks in a report. These analytic tasks specifically called for comparisons of districts across the 12 National Center for Education Statistics (NCES) geographic locales, ranging from large cities to remote rural areas. There was also a specific congressional directive to examine high-poverty districts. In addition, there was a specific request to analyze the impact of poverty child counts (number weighting) and percentage weighting in the Targeted Grant and EFIG formulas, since these two provisions are important components of those grants.