The Elementary and Secondary Education Act (ESEA), originally passed in 1965, is the primary federal law related to K-12 schooling. Title I and Title II-A are core ESEA programs, and they intend to help provide all students with equal access to education by providing financial assistance to schools and districts with a high percentage of students from low-income families (Title I) and by improving teacher and principal quality (Title II-A). ESEA's latest reauthorization as the Every Student Succeeds Act (ESSA) in 2015 changed a number of policies related to Title I and Title II-A. How states and districts respond to these changes will determine whether ESSA stimulates educational improvement as intended. This document comprehensively presents national information from a study conducted by the National Center for Education Evaluation (NCEE). The study tracks the implementation of Title I and Title II-A across several key time points. This document covers the 2017-18 school year, as states and districts were transitioning to ESSA. It also includes information to compare implementation with the 2013-14 school year, prior to ESSA. Chapter 1 provides information on the study methodology, including the sample, data sources, and statistical tests used. Chapter 2 includes a comprehensive compendium of tables using the 2017-18 data, and where feasible, includes comparisons to the 2013-14 data. Chapter 3 includes the survey instruments used to collect the implementation data from 2017-18 and 2013-14. This document is a supplemental companion to the report entitled, The Transition to ESSA: State and District Approaches to Implementing Title I and Title II-A in 2017-18. The report synthesizes the data in this document into a set of key findings. [For "The Transition to ESSA: State and District Approaches to Implementing Title I and Title II-A in 2017-18. Evaluation Report. NCEE 2021-002," see ED609179. For "The Transition to ESSA: State and District Approaches to Implementing Title I and Title II-A in 2017-18. Study Highlights. NCEE 2021-002," see ED609181.]