Description: Tags: Allprogs
Description: Tags: Allprogs
Program
Performance Plan
Measure 1.2 of 6: The percentage of APH advisory committee members who agree that APHs
educational materials are appropriate, timely, and high quality and allow blind students to benefit
more fully from their educational programs. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
1999 100 100 Target Met
2000 100 100 Target Met
2001 100 100 Target Met
Measure 1.3 of 6: The percentage of consumers who agree that APH's educational materials
are appropriate, timely, and high quality and allow blind students to benefit more fully from their
educational programs. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
1999 90 Measure not in place
2000 95 100 Target Exceeded
2001 95 97 Target Exceeded
2002 95 96 Target Exceeded
2003 95 100 Target Exceeded
2004 95 99 Target Exceeded
2005 95 96 Target Exceeded
2006 96 98 Target Exceeded
2007 96 (October 2007) Pending
2008 96 (October 2008) Pending
Source. American Printing House for the Blind, survey of consumers.
Frequency of Data Collection. Annual
Explanation. The survey instrument used by APH was constructed with the input of an external research
firm and was designed to measure the levels of customer/consumer satisfaction with each of the factors.
The survey was available on the APH Web site. This makes it easily available for response by individuals
who are not on a specific mailing list, but who were encouraged to respond through invitations on listservs
and in various newsletters and announcements. The web-based format also provides accessibility to
visually impaired individuals who require alternate media.
Measure 1.4 of 6: The percentage of teachers who agree that APH's educational materials are
appropriate, timely, and high quality and allow blind students to benefit more fully from their
educational programs. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2002 96 Measure not in place
2003 96 97 Target Exceeded
Measure 1.5 of 6: The percentage of APH trustees who agree that the performance of students
and their participation in educational programs improves as result of the availability of
educational materials provided by APH. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
1998 98 Measure not in place
1999 98 98 Target Met
2000 99 97 Did Not Meet Target
2001 99 97 Did Not Meet Target
2002 99 100 Target Exceeded
2003 99 99.5 Target Exceeded
2004 99 100 Target Exceeded
2005 99 99.5 Target Exceeded
2006 99 99 Target Met
2007 99 (October 2007) Pending
2008 99 (October 2008) Pending
Source. American Printing House for the Blind, survey of ex officio trustees.
Frequency of Data Collection. Annual
Explanation. The survey instrument used by APH was constructed with the input of an external research
firm and was designed to measure the levels of customer/consumer satisfaction with each of the factors.
The survey was available on the APH Web site. This makes it easily available for response by individuals
who are not on a specific mailing list, but who were encouraged to respond through invitations on listservs
and in various newsletters and announcements. The web-based format also provides accessibility to
visually impaired individuals who require alternate media.
Measure 1.6 of 6: The percentage of teachers (of students who are visually impaired) who
agree that the performance of students and their participation in educational programs improves
as a result of the availability of educational materials provided by the APH. (Desired direction:
increase)
Actual
Year Target Status
(or date expected)
2002 93 Measure not in place
2003 95 95 Target Met
Each year, a panel of seven experts will review a random sample of 10 research projects to make an
assessment of whether: 1) appropriate research methodologies are being used consistently with the type
of project, 2) evaluation data is being gathered from a geographically diverse U.S. population and variety
of potential user groups, 3) data is gathered from appropriately qualified individuals, 4) data is gathered
from an adequate number of sources, and 5) product development demonstrates use of field review data
for modifications to the product prior to production.
Measure 2.2 of 3: The percentage of new American Printing House for the Blind products
deemed to be of high relevance and utility by an independent review panel of qualified experts
or individuals with appropriate expertise related to the target audience. (Desired direction:
increase)
Actual
Year Target Status
(or date expected)
2006 Set a Baseline Not Collected Not Collected
2007 Set a Baseline (October 2007) Pending
2008 Maintain a Baseline (October 2008) Pending
Each year, a panel of seven experts will review a random sample of 10 new products to make an
assessment of whether: 1) there is evidence of an examination of need for the product, 2) there is
evidence that APH sought opinions of knowledgeable individuals to determine the need for the product, 3)
APH made the decision to produce the product based on a standardized process for product selection, 4)
the product addresses in identified need for individuals who are visually impaired, and 5) the product is
fully accessible for the intended population.
Measure 2.3 of 3:
The percentage of the American Printing House products sold that are new products.
The target (of 3%) for FY 2006 was originally the absolute value of the difference between the percentage
of APH products sold that are new products. Starting FY 2007, the target was changed to the percentage
of sales of new products as compared to the total product sales (that is, 12% of total product sales).
In FY 2005, APH printed 21,927,000 pages of large print, at the cost of $3.2 million, and which
represented 17.3% of total sales.
The FY 2006 budgeted production cost to produce color large type is determined to be 14.5 cent ($0.145)
per page . The objective is to reach 14.5 cents less 10%; that is 2% per year by the end of FY 2011.
Measure 3.2 of 2: The percentage in reduced cost for APH to produce braille textbooks.
(Desired direction: decrease)
Actual
Year Target Status
(or date expected)
2006 9.5 Measure not in place
2007 9.31 (October 2007) Pending
2008 9.12 (October 2008) Pending
2009 8.93 (October 2009) Pending
2010 8.74 (October 2010) Pending
2011 8.55 (October 2011) Pending
Frequency of Data Collection. Annual
Explanation. This indicator will measure the cost for APH to produce braille textbooks as an efficiency
indicator. Much of what APH produces are braille textbooks (in addition to large print textbooks). This
efficiency measure will determine if production costs for braille textbooks can be reduced by 10% over a
5-year period.
In FY 2005, APH printed 18,617,000 pages of braille, at the cost of $1,769,000, and which represented
12.2% of total sales.
Specifically, the FY 2006 budgeted production cost to produce braille (on the Braillo or similar
computerized embosser) is determined to be 9.5 cents ($.095) per page. The objective is to reach 9.5
cents less 10%; that is 2% per year by the end of FY 2011.
Program Goal: To support access and equity in public schools and help school
districts solve equity problems in education related to race, sex,
and national origin.
Objective 1 of 2: Provide high-quality technical assistance and training to public school
districts in addressing equity in education.
Measure 1.1 of 4: The percentage of customers of Equity Assistance Centers that develop,
implement, or improve their policies and practices in eliminating, reducing, or preventing
harassment, conflict, and school violence. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2005 Set a Baseline Not Collected Not Collected
2006 Set a Baseline 66 Target Met
2007 67 (July 2007) Pending
2008 68 (July 2008) Pending
2009 69 (July 2009) Pending
2010 70 (July 2010) Pending
Source. U.S. Department of Education, Office of Elementary and Secondary Education, Training and
Advisory Services, Customer Satisfaction Survey.
Frequency of Data Collection. Annual
Measure 1.2 of 4: The percentage of customers of Equity Assistance Centers that develop,
implement, or improve their policies and practices ensuring that students of different race, sex,
and national origin have equitable opportunity for high-quality instruction. (Desired direction:
increase)
Actual
Year Target Status
(or date expected)
2005 Set a Baseline Not Collected Not Collected
2006 Set a Baseline 71 Target Met
2007 72 (July 2007) Pending
2008 73 (July 2008) Pending
2009 74 (July 2009) Pending
2010 75 (July 2010) Pending
Source. U.S. Department of Education, Office of Elementary and Secondary Education, Training and
Advisory Services, Customer Satisfaction Survey.
Frequency of Data Collection. Annual
Measure 1.3 of 4: The percentage of customers who report that the products and services they
received from the Equity Assistance Centers are of high quality. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2007 Set a Baseline (July 2007) Pending
2008 999 (July 2008) Pending
2009 999 (July 2009) Pending
2010 999 (July 2010) Pending
Source. U.S. Department of Education, Office of Elementary and Secondary Education, Training and
Advisory Services, Customer Satisfaction Survey.
Frequency of Data Collection. Annual
Target Context. ED is requesting OMB's approval to align a question on the customer satisfaction survey
concerning the quality of the Centers' products and services with the GPRA measure. The FY2007 data
will be used to establish a baseline.
Measure 1.4 of 4: The percentage of customers who report that the products and services they
received from the Equity Assistance Centers are of high usefulness to their policies and
practices. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2005 Set a Baseline Not Collected Not Collected
2006 Set a Baseline 85 Target Met
2007 86 (July 2007) Pending
2008 87 (July 2008) Pending
2009 88 (July 2009) Pending
2010 89 (July 2010) Pending
Source. U.S. Department of Education, Office of Elementary and Secondary Education, Training and
Advisory Services, Customer Satisfaction Survey.
Frequency of Data Collection. Annual
Measure 1.2 of 8: The number of charter schools in operation around the nation. (Desired
direction: increase)
Actual
Year Target Status
(or date expected)
1997 428 Measure not in place
1998 790 Measure not in place
1999 1,100 Measure not in place
2000 2,060 1,700 Made Progress From Prior Year
2001 2,667 2,110 Made Progress From Prior Year
2002 3,000 2,431 Made Progress From Prior Year
2003 3,000 2,700 Made Progress From Prior Year
Measure 1.3 of 8: The percentage of fourth grade charter school students who are achieving at
or above proficient on state assessments in reading. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2006 Set a Baseline (January 2007) Pending
2007 BL+1PP Undefined Pending
2008 BL+2PP Undefined Pending
Source. U.S. Department of Education, EDFacts.
Frequency of Data Collection. Annual
Explanation.
Measure 1.4 of 8: The percentage of fourth grade students in charter schools who are achieving
at or above proficient on state assessments in mathematics. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2006 Set a Baseline (January 2007) Pending
2007 BL+1PP Undefined Pending
2008 BL+2PP Undefined Pending
Source. U.S. Department of Education, EDFacts.
Frequency of Data Collection. Annual
Explanation. Data manadatory in EDEN 06-07
Measure 1.5 of 8: The percentage of eighth grade charter school students who are achieving at
or above proficient on state assessments in reading. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2006 Set a Baseline (January 2007) Pending
2007 BL+1PP Undefined Pending
2008 BL+2PP Undefined Pending
Measure 1.6 of 8: The percentage of eighth grade students in charter schools who are
achieving at or above proficient on state assessments in mathematics (Desired direction:
increase)
Actual
Year Target Status
(or date expected)
2006 Set a Baseline (January 2007) Pending
2007 BL+1PP Undefined Pending
2008 BL+2PP Undefined Pending
Source. U.S. Department of Education, EDFacts.
Frequency of Data Collection. Annual
Explanation. Data mandatory in EDEN 06-07
Measure 1.7 of 8: The federal cost per student in a 'successful' charter school (defined as a
school in operation for three or more years). (Desired direction: decrease)
Actual
Year Target Status
(or date expected)
2006 Set a Baseline (November 2006) Pending
2007 999 Undefined Pending
2008 999 Undefined Pending
Source. U.S. Department of Education, Charter Schools Grantee Performance Report.
Frequency of Data Collection. Annual
Explanation. The 2007 and 2008 target is to maintain the 2006 actual. The Charter Schools Program
Data Collection pending OMB clearance. Cannot define
the data collection dates until OMB approval is received.
Measure 1.8 of 8: The ratio of funds leveraged by states for charter facilities to funds awarded
by the Department under the State Charter School Facilities Incentive Grant Program. (Desired
direction: increase)
Actual
Year Target Status
(or date expected)
2004 1.82 Measure not in place
2005 2.52 Measure not in place
2006 2.7 3.7 Target Exceeded
2007 3.1 (July 2007) Pending
2008 3.5 (July 2008) Pending
Source. U.S. Department of Education, Charter Schools Grantee Performance Report.
Frequency of Data Collection. Annual
Explanation. The leveraging ratio is the total funds available (the federal grant and the state match)
divided by the federal grant for a specific year.
Program Goal: To conduct high-quality research and related activities that lead
to high-quality products.
Objective 1 of 3: Advance knowledge through capacity building: Increase capacity to conduct
and use high-quality and relevant disability and rehabilitation research and
related activities designed to guide decisionmaking, change practice, and
improve the lives of individuals with disabilities.
Measure 1.1 of 2: The percentage of National Institute on Disability and Rehabilitation
Research (NIDRR) grantees that are conducting at least one multisite, collaborative controlled
trial. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2005 Set a Baseline Not Collected Not Collected
2006 Set a Baseline (December 2006) Pending
2007 BL+2PP (December 2007) Pending
2008 Maintain a Baseline Not Collected Not Collected
2013 10 Not Collected Not Collected
Frequency of Data Collection. Other
Actual
Year Target Status
(or date expected)
2006 Set a Baseline (October 2007) Pending
2007 Set a Baseline (November 2007) Pending
2008 Maintain a Baseline (November 2010) Pending
2015 BL+20% Undefined Pending
Frequency of Data Collection. Annual
Measure 2.3 of 3: The percentage of new National Institute on Disability and Rehabilitation
Research grants that assess the effectiveness of interventions, programs, and devices using
rigorous and appropriate methods. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2002 65 Measure not in place
2003 59 Measure not in place
2004 59 Measure not in place
2005 Set a Baseline 49 Target Met
2006 65 (April 2007) Pending
2007 65 (April 2008) Pending
2008 65 (April 2009) Pending
Frequency of Data Collection. Annual
Measure 3.2 of 2: The average number of publications per award based on National Institute on
Disability and Rehabilitation Research (NIDRR)-funded research and development activities in
refereed journals. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2002 2.91 Measure not in place
2003 8 3.38 Made Progress From Prior Year
2004 5 2.71 Did Not Meet Target
2005 5 (December 2006) Pending
2006 2 (December 2007) Pending
2007 BL+1 (December 2008) Pending
2008 BL+2 (December 2009) Pending
Frequency of Data Collection. Annual
The percent of preschool-age children participating in ECEPD programs who achieve significant
learning gains on the Peabody Picture Vocabulary Test-III.
Measure 1.2 of 2: The number of letters ECEPD children can identify as measured by the PALS
Pre-K Upper Case Alphabet Knowledge subtask. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2007 999 (March 2008) Pending
2008 999 (March 2009) Pending
Frequency of Data Collection. Annual
Program Goal: To support local efforts to enhance the early language, literacy,
and prereading development of preschool-aged children through
strategies and professional development based on scientifically
based reading research.
Objective 1 of 1: Preschool-aged children will attain the necessary early language, cognitive
and prereading skills to enter kindergarten prepared for continued learning,
including the age appropriate development of oral language and alphabet
knowledge.
Measure 1.1 of 3: The percentage of preschool-aged children participating in Early Reading
First Programs who demonstrate age-appropriate oral language skills as measured by the
Peabody Picture Vocabulary Test-III. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2004 Set a Baseline 56 Target Met
2005 57 67.9 Target Exceeded
2006 59 (March 2007) Pending
2007 59 (March 2008) Pending
2008 60 (March 2009) Pending
Frequency of Data Collection. Annual
Measure 1.2 of 3: The number of letters Early Reading First children can identify as measured
by the PALS Pre-K Upper Case Alphabet Knowledge subtask. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2004 Set a Baseline 15 Target Met
2005 16 16 Target Met
2006 17 (March 2007) Pending
2007 18 (March 2008) Pending
2008 20 (March 2009) Pending
Frequency of Data Collection. Annual
Measure 1.3 of 3: The percent of 4-year old children participating in Early Reading First
programs who achieve significant learning gains on the Peabody Picture Vocabulary Test-III
(PPVT-III). (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2006 Set a Baseline (March 2007) Pending
2007 BL+1% (March 2008) Pending
Program Goal: To ensure access of homeless children and youth to the same
free, appropriate public education as is provided to other children
and youth.
Objective 1 of 1: Homeless children and youth will have greater access to a free and
appropriate public education.
Measure 1.1 of 4: The percentage of homeless children and youth, grades three through eight,
included in statewide assessments in reading, as reported by LEA subgrantees. (Desired
direction: increase)
Actual
Year Target Status
(or date expected)
2004 16 Measure not in place
2005 17 50 Target Exceeded
2006 53 55 Target Exceeded
2007 60 (January 2008) Pending
2008 63 Undefined Pending
Source. U.S. Department of Education, McKinney-Vento Homeless Assistance Act (MVHAA) Annual
Report.
Frequency of Data Collection. Annual
Data Quality. Data collected by state assessments are validated by the individual state's data quality
standards procedures. Data reflect information principally from LEAs with McKinney-Vento subgrants.
Explanation. The data are collected from LEAs that have subgrantees and are capable of reporting such
data. Approximately 10 percent of all school districts receive subgrant funds.
Measure 1.2 of 4: The percentage of homeless children and youth, grades three through eight,
included in statewide assessments in mathematics, as reported by LEA subgrantees. (Desired
direction: increase)
Actual
Year Target Status
(or date expected)
2004 15 Measure not in place
2005 16 49 Target Exceeded
2006 52 54 Target Exceeded
2007 60 (January 2008) Pending
2008 63 Undefined Pending
Source. U.S. Department of Education, McKinney-Vento Homeless Assistance Act (MVHAA) Annual
Report.
Frequency of Data Collection. Annual
Measure 1.3 of 4: The percentage of homeless students, grades three through eight, who meet
or exceed proficiency on state assessments in reading/language arts. (Desired direction:
increase)
Actual
Year Target Status
(or date expected)
2002 30 Measure not in place
2004 36 Measure not in place
2005 34 42 Target Exceeded
2006 43 45 Target Exceeded
2007 50 (December 2007) Pending
2008 52 Undefined Pending
Source. U.S. Department of Education, McKinney-Vento Homeless Assistance Act (MVHAA) Annual
Report.
Frequency of Data Collection. Annual
Data Quality. Data collected by state assessments are validated by the individual state's data quality
standards procedures. Data reflect information principally from LEAs with McKinney-Vento subgrants.
Explanation. Nationally only 10% of LEAs receive subgrants.
Measure 1.4 of 4: The percentage of homeless students, grades three through eight, who meet
or exceed proficiency on state assessments in mathematics. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2002 24 Measure not in place
2004 36 Measure not in place
2005 26 41 Target Exceeded
2006 43 42 Made Progress From Prior Year
2007 50 (January 2008) Pending
2008 52 Undefined Pending
Source. U.S. Department of Education, McKinney-Vento Homeless Assistance Act (MVHAA) Annual
Report.
Frequency of Data Collection. Annual
Data Quality. Data collected by state assessments are validated by the individual state's data quality
standards procedures. Data reflect information principally from LEAs with McKinney-Vento subgrants.
Explanation. Nationally only 10% of LEAs receive subgrants.
Measure 1.2 of 3: The percentage of students participating in the Education for Native
Hawaiians program who meet or exceed proficiency standards in mathematics, science, or
reading. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2004 Set a Baseline Not Collected Not Collected
2005 Set a Baseline 82 Target Met
2006 83.64 67.4 Did Not Meet Target
2007 85.31 (September 2007) Pending
2008 87 (September 2008) Pending
Source. U.S. Department of Education, Native Hawaiian Education Program, grantee performance
report.
Frequency of Data Collection. Annual
Measure 1.3 of 3: The percentage of teachers involved with professional development activities
Program Goal: To help limited English proficient students learn English and
reach high academic standards.
Objective 1 of 3: Improve the English proficiency and academic achievement of students
served by the Language Acquisition State Grants program.
Measure 1.1 of 7: The average number of days States receiving Title III funds take to make
subgrants to subgrantees. (Desired direction: decrease)
Actual
Year Target Status
(or date expected)
2007 BL-3 (January 2008) Pending
2008 BL-6 (January 2009) Pending
Frequency of Data Collection. Annual
Explanation. Data for this measure will come from desk and on-site monitoring of subgrant activities.
Actual data from 2006 will serve as a baseline and will be used to determine future performance targets.
Measure 1.2 of 7: The percentage of States being monitored on-site each year that resolve Title
III compliance findings within twelve months of notification. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2007 BL+6PP (January 2009) Pending
2008 BL+12PP (January 2010) Pending
Frequency of Data Collection. Annual
Explanation. Performance targets represent the percentage of States that resolve all monitoring
compliance findings identified through a monitoring visit within twelve months. Data for this measure
come from on-site monitoring reports. States are monitored at least once every three years, and the
average number of States monitored every year is 17. Actual data from 2006 will serve as a baseline and
will be used to determine future performance targets.
Measure 1.3 of 7: The number of States that have reported the alignment of English language
proficiency (ELP) assessment with ELP standards. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2004 16 Measure not in place
2005 10 (January 2007) Pending
2006 50 (January 2008) Pending
2007 52 (January 2009) Pending
2008 52 (January 2010) Pending
Source. U.S. Department of Education, Consolidated State Performance Report (CSPR), Biennial
Report.
OELA replaced the word "demonstrated" with "reported". It would be invalid to characterize the measure
as "demonstrated" when it is State reported. At this time, no State's alignment has been validated through
a Department's review process, therefore, data applied to this measure can only be state reported
information. 2004 data is based on partial State information from the Department's Consolidated State
Performance Report for the 2003-2004 school year. 2005 data will be available in early 2007. 2005 and
2006 targets reflect a previous measure.
Measure 1.4 of 7:
The number of States reporting that their English language proficiency standards are aligned
with State academic content standards.
U.S. Department of Education, Consolidated State Performance Report (CSPR), OELA Biennial Report,
and on-site and desk monitoring.
Explanation.
Data reported in 2004 are from the 2003-2004 Consolidated State Performance Report. Targets for 2005
(10) and 2006 (90) referred to an earlier version of this measure that collected data on percentage, rather
than number of States achieving this goal. In addition, the previous measure examined whether English
language proficiency (ELP) standards were linked with State academic standards. A more rigorous
measure demonstrating alignment, rather than linking, with standards will be reflected in 2005 data and in
performance targets beginning with 2007. This has been state reported only. An evaluated review of Title
III accountability system will be conducted in 2008.
Measure 1.5 of 7:
The percentage of LEAs receiving Title III services making AYP for limited English proficient
students.
This measure represents the percentage of states meeting all three Title III AMAOs. Once baseline data
have been collected for 2006, targets for 2008 and onward may be revised.
Measure 1.6 of 7:
The percentage of limited English proficient students receiving Title III services who have made
progress in English.
Current targets are preliminary and are based on partial data from the 2004-2005 Consolidated State
Performance Report. Targets may be revised when more complete baseline data are available in early
2007.
Measure 1.7 of 7: The percentage of limited English proficient students receiving Title III
services who have attained English language proficiency. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2005 23 Measure not in place
2006 29 (January 2007) Pending
2007 58 (January 2008) Pending
2008 67 (January 2009) Pending
Measure 2.2 of 3: The percentage of pre-service program graduates served under the National
Professional Development Program who meet NCLB highly qualified teachers requirements.
(Desired direction: increase)
Actual
Year Target Status
(or date expected)
2005 Set a Baseline 95 Target Met
2006 96 (January 2007) Pending
2007 97 (January 2008) Pending
2008 97 (January 2009) Pending
Source. U.S. Department of Education, Annual Performance Report (ED524B).
Frequency of Data Collection. Annual
Data Quality. Data are self reported by grantees.
Measure 2.3 of 3:
The percentage of in-service teacher completers under the National Professional Development
Program who are providing instructional services to limited English proficient students.
The percentage of projects funded under the Native American/Alaska Native Children in School
Program that increase LEP student academic achievement as measured by state academic
content assessments.
The measurement used through 2006 (The percentage of limited English proficient (LEP) students in the
Native American and Alaska native program who make gains in core academic subjects) will be replaced
with this revised measure from 2007 onward. The measure has been revised to reflect state annual
performance targets and assessments for content subjects.
Measure 3.2 of 2:
The percentage of projects funded under the Native American/Alaskan Native Children in
School Program that increase the level of English language proficiency of participating LEP
students as measured by performance on the state English language proficiency (ELP)
assessment or the state approved local ELP assessment.
"Increase LEP student English language proficiency" is defined as meeting the project established annual
performance targets for making progress and attaining English proficiency. The achievement is
measured by student performance on the state English language proficiency (ELP) assessment or the
state approved local ELP assessment.
The measurement used through 2005 (The percentage of limited English proficient (LEP) students in the
Native American and Alaskan Native program who make gains in English) will be replaced with this
revised measure from 2006 onward. The measure has been revised to reflect state annual performance
targets and assessments for English language proficiency.
Measure 1.2 of 3:
The percentage of all Impact Aid construction payments made by July 31.
Measure 1.3 of 3: The average number of days elapsed between the initial Impact Aid
discretionary construction award and the LEAs' awarding of contracts. (Desired direction:
decrease)
Actual
Year Target Status
(or date expected)
2006 250 (July 2007) Pending
2007 250 (July 2008) Pending
2008 250 (July 2009) Pending
2009 250 (July 2010) Pending
Source. U.S. Department of Education, Office of Elementary and Secondary Education, Impact Aid
Construction, GAPS reports.
Frequency of Data Collection. Annual
Explanation. This is a new efficiency measure for FY 2006.
Program Goal: To assist local school districts that have lost a portion of their
local tax base because of federal ownership of property.
Objective 1 of 1: Manage Section 8002 Payments for Federal Property to disburse funds
accurately and efficiently under the statutory formula.
Measure 1.1 of 1: The percentage of initial payments to eligible LEAs under Impact Aid
Payments for Federal Property that are made by the end of the second quarter. (Desired
direction: increase)
Actual
Year Target Status
(or date expected)
2006 75 1.5 Made Progress From Prior Year
2007 67 (April 2007) Pending
2008 75 (April 2008) Pending
Source. U.S. Department of Education, Office of Elementary and Secondary Education, Impact Aid
Construction, program reports.
Frequency of Data Collection. Annual
Program Goal: To improve teacher and principal quality and increase the number
of highly qualified teachers in the classroom and highly qualified
principals and assistant principals in schools.
Objective 1 of 2: Show an annual increase in the percentage of classes taught by highly
qualified teachers.
Measure 1.1 of 6: The percentage of core academic classes in elementary schools taught by
highly qualified teachers. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2003 Set a Baseline 85 Target Met
2004 89 90.6 Target Exceeded
2005 90 93 Target Exceeded
2006 95 (December 2007) Pending
2007 100 (January 2008) Pending
2008 100 (December 2009) Pending
Source. U.S. Department of Education, Consolidated State Performance Report.
Frequency of Data Collection. Annual
Measure 1.2 of 6: The percentage of core academic classes in secondary schools taught by
highly qualified teachers. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2003 Set a Baseline 80 Target Met
2004 85 88.3 Target Exceeded
2005 85 89 Target Exceeded
2006 92 (December 2007) Pending
2007 100 (December 2008) Pending
2008 100 (December 2009) Pending
Source. U.S. Department of Education, Consolidated State Performance Report.
Frequency of Data Collection. Annual
Measure 1.3 of 6: The percentage of core academic elementary classes in high-poverty schools
taught by highly qualified teachers (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2005 89.5 Measure not in place
2007 100 (December 2008) Pending
Measure 1.4 of 6: The percentage of core academic middle/high classes taught by highly
qualified teachers in high-poverty schools (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2005 84.4 Measure not in place
2007 100 (December 2008) Pending
2008 100 (December 2009) Pending
Source. US Department of Education, Consolidated State Performance Report
Frequency of Data Collection. Annual
Data Quality. Data collected since 2005. Data cannot be compared to 2004 and earlier as previous years
data was combined for elementary and secondary school classes.
Target Context. 2005 target is 90% and 2006 target is 95%
Measure 1.5 of 6: The percentage of core academic elementary classes taught by highly
qualified teachers in low poverty schools (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2005 95 Measure not in place
2007 100 (December 2008) Pending
2008 100 (December 2009) Pending
Source. US Department of Education, Consolidate State Performance Report
Measure 1.6 of 6: The percentage of core academic middle/high classes taught by highly
qualified teachers in low-poverty schools (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2005 91.8 Measure not in place
2007 100 (December 2008) Pending
2008 100 (December 2009) Pending
Source. US Department of Education, Consolidate State Performance Report
Frequency of Data Collection. Annual
Objective 2 of 2: Magnet school students meet their state's academic achievement standards.
Measure 2.1 of 2: The percentage of cohort 1 magnet schools whose students from major racial
and ethnic groups meet or exceed the state's adequate yearly progress standard. (Desired
direction: increase)
Actual
Year Target Status
(or date expected)
2005 Set a Baseline (October 2006) Pending
2006 BL+1PP (October 2007) Pending
2007 999 (October 2008) Pending
2008 Set a Baseline (October 2009) Pending
Source. U.S. Department of Education, Magnet Schools Program Performance Report. State
assessments required by NCLB. State educational agencies.
Frequency of Data Collection. Annual
Data Quality. Data are frequently late in being released.
Explanation. Cohort 1 was established in SY 2004-05. The FY 2007 target is the previous year's actual
level plus 1 percentage point. The Magnet Schools Assistance Program (MSAP) grants are three-year
Measure 2.2 of 2: The percentage of cohort 1 magnet schools that meet the state's adequate
yearly progress standard. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2005 Set a Baseline (October 2006) Pending
2006 BL+1PP (October 2007) Pending
2007 999 (October 2008) Pending
2008 Set a Baseline (October 2009) Pending
Source. U.S. Department of Education, Magnet Schools Program Performance Report. State
assessments required by NCLB. State educational agencies.
Frequency of Data Collection. Other
Data Quality. Data are frequently late in being released.
Explanation. Cohort 1 was established in SY 2004-05, and cohort 2 will be established in SY 2007-08.
New cohorts of grantees are established in SY 2004-05 (cohort 1) and in SY 2007-08 (cohort 2). The FY
2007 target for cohort 1 is the FY 2006 actual level plus 1 percentage point. The first reporting period will
be in 2008 which will set the baseline for cohort 2.
Program Goal: To improve the quality of mathematics and science teachers and
increase both the number of highly qualified math and science
teachers and the achievement of students participating in
Mathematics and Science Partnerships programs.
Objective 1 of 1: To increase the number of highly qualified mathematics and science
teachers in schools participating in Mathematics and Science Partnership
(MSP) programs.
Measure 1.1 of 1: The percentage of highly qualified high school (grades nine through twelve)
teachers in MSP schools. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2004 Set a Baseline Undefined Pending
2005 Set a Baseline (September 2007) Pending
2006 BL+20% (September 2008) Pending
2007 BL+21% (September 2009) Pending
2008 BL+22% (September 2010) Pending
Frequency of Data Collection. Annual
reading in 2004 up from 2003. In that regard, 15 out of 23 states demonstrated a positive percent
increase in proficiency or above in grade three, 23 out of 27 states in grade four, and 11 out of 22 states
in grade five.
Measure 1.2 of 12: The number of states that reported results for reading proficiency of
elementary school migrant students. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
1997 15 Measure not in place
1998 18 Measure not in place
1999 19 Measure not in place
2000 26 Measure not in place
2001 23 Measure not in place
2002 27 29 Target Exceeded
2003 32 41 Target Exceeded
2004 36 46 Target Exceeded
2005 38 46 Target Exceeded
2006 40 (December 2007) Pending
2007 45 (December 2008) Pending
2008 47 (December 2009) Pending
Source. U.S. Department of Education, Consolidated State Performance Report.
Data Quality. Each state has its own assessment to measure and determine student proficiency. This
measure will have greater validity and reliability over time as state assessment systems stabilize, include
all migrant students in testing, and properly disaggregate and report results.
Explanation. The annually set state targets for 2002 through 2008 project an increase in the number of
states that report state assessment results in reading for migrant students in elementary school.
Measure 1.3 of 12: The number of states meeting an annually set performance target in reading
at the middle school level for migrant students. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
1997 3 Measure not in place
1998 6 Measure not in place
1999 4 Measure not in place
2000 2 Measure not in place
2001 7 Measure not in place
2002 9 6 Did Not Meet Target
2003 11 10 Made Progress From Prior Year
2004 15 10 Did Not Meet Target
2005 17 14 Made Progress From Prior Year
2006 19 (December 2007) Pending
2007 21 (December 2008) Pending
2008 23 (December 2009) Pending
Source. U.S. Department of Education, Consolidated State Performance Report.
Data Quality. Information that directly measures the impact of the Title I, Migrant Education Program is
not available. However, each state has its own assessment to measure and determine student
Measure 1.4 of 12: The number of states that reported results for reading proficiency of middle
school migrant students. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
1997 15 Measure not in place
1998 18 Measure not in place
1999 18 Measure not in place
2000 23 Measure not in place
2001 21 Measure not in place
2002 25 27 Target Exceeded
2003 29 43 Target Exceeded
2004 32 44 Target Exceeded
2005 34 45 Target Exceeded
2006 36 (December 2007) Pending
2007 45 (December 2008) Pending
2008 47 (December 2009) Pending
Source. U.S. Department of Education, Consolidated State Performance Report.
Frequency of Data Collection. Annual
Data Quality. Each state has its own assessment to measure and determine student proficiency. This
measure will have greater validity and reliability over time as state assessment systems stabilize, include
all migrant students in testing, and properly disaggregate and report results.
Explanation. The annually set state targets for 2002 through 2008 project an increase in the number of
states that report state assessment results in reading for migrant students in middle school.
Measure 1.5 of 12: The number of states meeting an annually set performance target in
mathematics at the elementary school level for migrant students. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
1997 5 Measure not in place
1998 9 Measure not in place
1999 6 Measure not in place
2000 7 Measure not in place
Measure 1.6 of 12: The number of states that reported results for mathematics proficiency of
elementary school migrant students. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
1997 15 Measure not in place
1998 18 Measure not in place
1999 19 Measure not in place
2000 25 Measure not in place
2001 23 Measure not in place
2002 27 29 Target Exceeded
2003 32 42 Target Exceeded
2004 36 46 Target Exceeded
2005 38 46 Target Exceeded
2006 40 (December 2007) Pending
2007 45 (December 2008) Pending
2008 47 (December 2009) Pending
Source. U.S. Department of Education, Consolidated State Performance Report.
Data Quality. Each state has its own assessment to measure and determine student proficiency. This
measure will have greater validity and reliability over time as state assessment systems stabilize, include
all migrant students in testing, and properly disaggregate and report results.
Measure 1.7 of 12: The number of states meeting an annually set performance target in
mathematics for middle school migrant students. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
1997 3 Measure not in place
1998 7 Measure not in place
1999 4 Measure not in place
2000 2 Measure not in place
2001 4 Measure not in place
2002 6 4 Did Not Meet Target
2003 8 9 Target Exceeded
2004 12 10 Made Progress From Prior Year
2005 14 14 Target Met
2006 16 (December 2007) Pending
2007 18 (December 2008) Pending
2008 20 (December 2009) Pending
Source. U.S. Department of Education, Consolidated State Performance Report.
Data Quality. Information that directly measures the impact of the Title I, Migrant Education Program is
not available. However, each state has its own assessment to measure and determine student
proficiency. Student achievement across the states cannot be compared directly, but the results for
migrant students can be tracked over time, providing the state proficiency levels and assessments'
content remain consistent and the disaggregation of assessment data by subgroup is accurate. This
measure will have greater validity and reliability over time as state assessment systems stabilize, include
all migrant students in testing, and properly disaggregate and report results.
Explanation. The annually set state targets for 2002 through 2008 project the number of states that
attain a performance threshold of 50 percent or more of middle school level migrant students at the
proficient or advanced level in mathematics. Once 80 percent of all states have met the performance
threshold of 50 percent of migrant students at or above the proficient level, the performance threshold will
be raised in increments of 5 percent and the annually set state targets will project an increase in the
number of states meeting the new threshold. The progress of states can be viewed by also examining the
number of states that have increased the percentage of migrant students at the proficient or advanced
level in mathematics in 2004 up 2003. In that regard, 13 out of 15 states demonstrated a positive percent
increase in proficiency or above in grade six, 8 out of 12 states in grade seven, and 23 out of 33 states in
grade eight.
Measure 1.8 of 12: The number of states that reported results for mathematics proficiency of
middle school migrant students. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
1997 15 Measure not in place
1998 18 Measure not in place
1999 18 Measure not in place
2000 22 Measure not in place
2001 20 Measure not in place
2002 24 27 Target Exceeded
Measure 1.9 of 12: The number of states meeting an annually set performance target for
dropout rate for migrant students. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2004 Set a Baseline 15 Target Met
2005 BL+1 (December 2007) Pending
2006 BL+2 (December 2008) Pending
2007 18 (December 2009) Pending
2008 19 (December 2010) Pending
Source. U.S. Department of Education, Consolidated State Performance Report.
Frequency of Data Collection. Annual
Data Quality. Information that directly measures the impact of the Title I, Migrant Education Program is
not available. However, each state must report an annual dropout rate for students leaving school.
Variation in the calculation of dropout rates may limit the validity of comparisons across the states.
However, the results for migrant students can be tracked over time, provided that state procedures for
calculating dropout rates remain consistent and the disaggregation of dropout data by subgroup is
accurate. This measure will have greater validity and reliability over time as state procedures for
calculating and reporting dropout rates stabilize, include all migrant students appropriately in the
calculations, and properly disaggregate and report results.
Explanation. The annually set state targets for 2004 through 2008 project the number of states that
attain a performance threshold of 50 percent or fewer migrant students who dropout of school. Once 80
percent of all states have met the performance threshold of 50 percent or fewer migrant students who
dropout of school, the performance threshold will be decreased in increments of 5 percent and the
annually set state targets will project an increase in the number of states meeting the new threshold.
Measure 1.10 of 12: The number of states that reported results for dropout rate of migrant
students. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2004 Set a Baseline 16 Target Met
2005 BL+1 (December 2007) Pending
2006 BL+2 (December 2008) Pending
2007 19 (December 2009) Pending
Measure 1.11 of 12: The number of states meeting an annually set performance target for high
school graduation of migrant students. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2004 Set a Baseline 13 Target Met
2005 BL+1 (December 2007) Pending
2006 BL+2 (December 2008) Pending
2007 16 (December 2009) Pending
2008 17 (December 2010) Pending
Source. U.S. Department of Education, Consolidated State Performance Report.
Frequency of Data Collection. Annual
Data Quality. Information that directly measures the impact of the Title I, Migrant Education Program is
not available. However, each state must report an annual graduation rate for students who graduate from
a public high school with a diploma. This measure will have greater validity and reliability over time as
state procedures for disaggregating and reporting all migrant students who graduate stabilize.
Explanation. The annually set state targets for 2004 through 2008 project the number of states that
attain a performance threshold of 50 percent or more migrant students graduating from high school. Once
80 percent of all states have met the performance threshold of 50 percent or more migrant students
graduating from high school, the performance threshold will be increased in increments of 5 percent and
the annually set state targets will project an increase in the number of states meeting the new threshold.
Measure 1.12 of 12: The number of states that reported results for high school graduation of
migrant students. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2004 Set a Baseline 20 Target Met
2005 BL+1 (December 2007) Pending
2006 BL+2 (December 2008) Pending
2007 23 (December 2009) Pending
2008 24 (December 2010) Pending
Source. U.S. Department of Education, Consolidated State Performance Report.
Frequency of Data Collection. Annual
Data Quality. Each state must report an annual graduation rate for students who graduate from a public
high school with a diploma. This measure will have greater validity and reliability over time as state
procedures for disaggregating and reporting all migrant students who graduate stabilize.
Explanation. The annually set state targets for 2004 through 2008 project an increase in the number of
states that report graduation rates for migrant students.
Objective 2 of 2: Along with other federal programs and state and local reform efforts, the
Migrant Education Program (MEP) will contribute to improved school
performance of migrant children.
Measure 2.1 of 1: The percentage of migrant student records that are consolidated when school
enrollment has occurred in more than one state. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2007 50 (December 2007) Pending
2008 75 (December 2008) Pending
2009 100 (December 2009) Pending
Source. U.S. Department of Education contractor evaluation report.
Frequency of Data Collection. Annual
Data Quality. Each state will be required to provide the national Migrant Student Information Exchange
(MSIX) with minimum education and health data for migrant students who enroll in more than one state so
that the records of migrant students may be consolidated and shared in a timely fashion. Information will
be consolidated in three phases starting with basic student information in phase one, including
assessment results in phase two, and finally collecting credit accrual information in phase three. This
measure will have greater validity and reliability over time as state procedures for collecting and providing
the minimum data elements stabilize.
Explanation. This is a new measure of program efficiency. A consolidated migrant student record
contains the minimum information from the various schools in which a migrant student has previously
enrolled to assist the new school to make decisions about school enrollment, course placement, and
credit accrual in a timely manner. The annually set targets for 2007 through 2009 project an increase in
the percentage of migrant students who have a consolidated migrant students record with basic student
information.
Program Goal: To ensure that neglected and delinquent children and youth will
have the opportunity to meet the challenging state standards
needed to further their education and become productive
members of society.
Objective 1 of 1: Neglected or delinquent (N or D) students will improve academic and
vocational skills needed to further their education.
Measure 1.1 of 2: The percentage of neglected or delinquent students obtaining a diploma or
diploma equivalent. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2003 Set a Baseline 8 Target Met
2004 8.4 Not Collected Not Collected
2005 8.8 10.57 Target Exceeded
2006 8.8 (June 2007) Pending
2007 11.65 (June 2008) Pending
2008 12.24 (June 2009) Pending
Source. U.S. Department of Education, Consolidated State Performance Report.
Frequency of Data Collection. Annual
Data Quality. Data from state assessments will be disaggregated at the state agency level and reported
for schools that receive Title I, Part D funds.
Measure 1.2 of 2: The percentage of neglected or delinquent students earning high school
course credits. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2005 41.52 Measure not in place
2006 Set a Baseline (June 2007) Pending
2007 46.06 (June 2008) Pending
2008 48.37 (June 2009) Pending
Frequency of Data Collection. Annual
Measure 1.2 of 16: The percentage of grade 2 economically disadvantaged students in Reading
First schools who meet or exceed proficiency in reading on Reading First measures of reading
fluency. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2004 33 Measure not in place
2005 39 Measure not in place
2006 35 (February 2007) Pending
2007 41 (February 2008) Pending
2008 43 (February 2009) Pending
Source. U.S. Department of Education, Reading First Annual Performance Report, grantee submissions.
Frequency of Data Collection. Annual
Measure 1.3 of 16: The percentage of grade 2 limited English proficient students in schools
participating in Reading First programs who meet or exceed proficiency on Reading First
measures of reading fluency. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2004 27 Measure not in place
2005 32 Measure not in place
Measure 1.4 of 16: The percentage of grade 2 African American students in schools Reading
First schools, who meet or exceed proficiency on Reading First outcome measures of reading
fluency. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2004 34 Measure not in place
2005 37 Measure not in place
2006 36 (February 2007) Pending
2007 39 (February 2008) Pending
2008 41 (February 2009) Pending
Source. U.S. Department of Education, Reading First Annual Performance Report, grantee submissions.
Frequency of Data Collection. Annual
Measure 1.5 of 16: The percentage of grade 2 Hispanic students in Reading First schools who
meet or exceed proficiency on Reading First measures of reading fluency. (Desired direction:
increase)
Actual
Year Target Status
(or date expected)
2004 30 Measure not in place
2005 39 Measure not in place
2006 32 (February 2007) Pending
2007 41 (February 2008) Pending
2008 43 (February 2009) Pending
Source. U.S. Department of Education, Reading First Annual Performance Report, grantee submissions.
Frequency of Data Collection. Annual
Measure 1.6 of 16: The percentage of grade 2 students with disabilities in Reading First schools
who meet or exceed proficiency on Reading First measures of reading fluency. (Desired
direction: increase)
Actual
Year Target Status
(or date expected)
2004 17 Measure not in place
2005 23 Measure not in place
2006 19 (February 2007) Pending
2007 25 (February 2008) Pending
2008 27 (February 2009) Pending
Source. U.S. Department of Education, Reading First Annual Performance Report, grantee submissions.
Frequency of Data Collection. Annual
Measure 1.7 of 16: The percentage of grade 3 students in Reading First schools who meet or
exceed proficiency on Reading First measures of reading fluency. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2004 36 Measure not in place
2005 39 Measure not in place
2006 38 (February 2007) Pending
2007 41 (February 2008) Pending
2008 43 (February 2009) Pending
Source. U.S. Department of Education, Reading First Annual Performance Report, grantee submissions.
Frequency of Data Collection. Annual
Measure 1.8 of 16: The number of states reporting an increase in the percentage of grade 1
students in Reading First schools who meet or exceed proficiency on Reading First measures of
reading comprehension. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2004 2 Measure not in place
2005 14 Measure not in place
2006 5 (February 2007) Pending
2007 19 (February 2008) Pending
2008 24 (February 2009) Pending
Source. U.S. Department of Education, Reading First Annual Performance Report, grantee submissions.
Frequency of Data Collection. Annual
Explanation. For 2004 only 2 states had 2 years of grade 1 comprehension data needed to show an
increase.
Measure 1.9 of 16: The number of states reporting an increase in the percentage of grade 2
economically disadvantaged students in Reading First schools who meet or exceed proficiency
on Reading First measures of reading comprehension. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2004 4 Measure not in place
2005 14 Measure not in place
2006 7 (February 2007) Pending
2007 19 (February 2008) Pending
2008 24 (February 2009) Pending
Source. U.S. Department of Education, Reading First Annual Performance Report, grantee submissions.
Frequency of Data Collection. Annual
Explanation. For 2004, only 4 states had 2 years of grade 2 comprehension data for Economically
Disadvantaged Students needed to show an increase.
Measure 1.10 of 16: The number of states reporting an increase in the percentage of grade 2
limited English proficient students in Reading First schools who meet or exceed proficiency on
Reading First measures of reading comprehension. (Desired direction: increase)
Measure 1.11 of 16: The number of states reporting an increase in the percentage of grade 2
African American students in Reading First schools who meet or exceed proficiency on Reading
First measures of reading comprehension. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2004 5 Measure not in place
2005 16 Measure not in place
2006 10 (February 2007) Pending
2007 21 (February 2008) Pending
2008 26 (February 2009) Pending
Source. U.S. Department of Education, Reading First Annual Performance Report, grantee submissions.
Frequency of Data Collection. Annual
Explanation. For 2004 only 2 states had 2 years of grade 1 comprehension data needed to show an
increase.
Measure 1.12 of 16: The number of states reporting an increase in the percentage of grade 2
Hispanic students in Reading First schools who meet or exceed proficiency on Reading First
measures of reading comprehension. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2004 5 Measure not in place
2005 9 Measure not in place
2006 10 (February 2007) Pending
2007 15 (February 2008) Pending
2008 20 (February 2009) Pending
Source. U.S. Department of Education, Reading First Annual Performance Report, grantee submissions.
Frequency of Data Collection. Annual
Explanation. For 2004, only 5 states had 2 years of grade 2 comprehension data for Hispanic students
needed to show an increase.
Measure 1.13 of 16: The number of states reporting an increase in the percentage of grade 2
students with diabilities in Reading First schools who meet or exceed proficiency on Reading
First measures of reading comprehension. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2004 2 Measure not in place
2005 12 Measure not in place
2006 5 (February 2007) Pending
2007 17 (February 2008) Pending
2008 22 (February 2009) Pending
Source. U.S. Department of Education, Reading First Annual Performance Report, grantee submissions.
Frequency of Data Collection. Annual
Explanation. For 2004, only 3 states had 2 years of grade 2 comprehension data for students with
disabilities needed to show an increase.
Measure 1.14 of 16: The number of states reporting an increase in the percentage of grade 3
students in Reading First schools who meet or exceed proficiency on Reading First measures of
reading comprehension. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2004 7 Measure not in place
2005 19 Measure not in place
2006 12 (February 2007) Pending
2007 24 (February 2008) Pending
2008 29 (February 2009) Pending
Source. U.S. Department of Education, Reading First Annual Performance Report, grantee submissions.
Frequency of Data Collection. Annual
Explanation. For 2004, only 10 states had 2 years of grade 3 comprehension data needed to show an
increase. For grade 3, 7 out of 10 States show an increase in students at proficiency.
Measure 1.15 of 16: The number of states reporting an increase in the percentage of grade 3
students who score at or above proficient on state assessments in reading. (Desired direction:
increase)
Actual
Year Target Status
(or date expected)
2004 21 Measure not in place
2005 27 Measure not in place
2006 15 (February 2007) Pending
2007 32 (February 2008) Pending
2008 37 (February 2009) Pending
Source. U.S. Department of Education, Consolidated State Performance Report, grantee submissions.
Frequency of Data Collection. Annual
Explanation. For 2004 only 22 States had 2 years of proficiency data available for Grade 3. By 2006 it is
anticipated that all states will be using Grade 3 Assessment Data.
Program Goal: The Ready-To-Learn television program will enhance the learning
strategies of preschool and early elementary school children.
Objective 1 of 2: Develop, produce, and distribute high-quality televised educational
programming for preschool and early elementary school children.
Measure 1.1 of 1: The percentage of Ready-To-Learn children's television programming
deemed to be of high quality. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2006 Set a Baseline (October 2007) Pending
2007 BL+1% (October 2008) Pending
2008 BL+1% (October 2009) Pending
Source. U.S. Department of Education, Office of Innovation and Improvement, independent review panel
Frequency of Data Collection. Annual
Measure 2.2 of 4: The percentage of students enrolled in LEAs participating in the Small, Rural
School Achievement (SRSA) program who score proficient or better on States’ assessments in
mathematics in each year through the 2013-2014 academic year. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2007 999 (August 2008) Pending
2008 999 (August 2009) Pending
2009 999 (August 2010) Pending
2010 999 (August 2011) Pending
2011 999 (August 2012) Pending
2012 999 (August 2013) Pending
2013 999 Undefined Pending
2014 100 Undefined Pending
Source. U.S. Department of Education, EDFacts/EDEN, grantee submissions.
U.S. Department of Education, Office of Elementary and Secondary Education, grantee submissions.
Frequency of Data Collection. Annual
Data Quality. Data are reported by the States.
Target Context. The Department's goal is that 100 percent of the students enrolled in LEAs receiving
SRSA funds score "proficient" or better on State reading and math assessments by 2014. The
Department will calculate annual targets by taking the difference between the baseline value and 100
percent, and then dividing that figure by the number of years from the 2005 baseline year until 2014.
Measure 2.3 of 4: Percentage of students enrolled in LEAs participating in the Rural and Low-
Income School (RLIS) program who score proficient or better on States’ assessments in
reading/language arts in each year through the 2013-2014 academic year. (Desired direction:
increase)
Actual
Year Target Status
(or date expected)
2007 999 (August 2008) Pending
2008 999 (August 2009) Pending
2009 999 (August 2010) Pending
2010 999 (August 2011) Pending
2011 999 (August 2012) Pending
Measure 2.4 of 4: Percentage of students enrolled in LEAs participating in the Rural and Low-
Income School (RLIS) program who score proficient or better on States’ assessments in
mathematics in each year through the 2013-2014 academic year. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2007 999 (August 2008) Pending
2008 999 (August 2009) Pending
2009 999 (August 2010) Pending
2010 999 (August 2011) Pending
2011 999 (August 2012) Pending
2012 999 (August 2013) Pending
2013 999 Undefined Pending
2014 100 Undefined Pending
Source. U.S. Department of Education, EDFacts/EDEN, grantee submissions.
U.S. Department of Education, Office of Elementary and Secondary Education, grantee submissions.
Data Quality. Data are reported by the States.
Target Context. The Department's goal is that 100 percent of the students enrolled in LEAs receiving
RLIS funds score "proficient" or better on State reading and math assessments by 2014. The Department
will calculate annual targets by taking the difference between the baseline value and 100 percent, and
then dividing that figure by the number of years from the 2005 baseline year until 2014.
Objective 3 of 4: Eligible rural school districts will use the Rural Education Achievement
Program flexibility authority.
Measure 3.1 of 1: The percentage of eligible school districts utilizing the Rural Education
Achievement Program flexibility authority. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2003 Set a Baseline 61 Target Met
2004 71 59 Did Not Meet Target
2005 65 56 Did Not Meet Target
2006 65 (August 2007) Pending
2007 65 (August 2008) Pending
2008 65 (August 2009) Pending
2009 65 (August 2010) Pending
The Department aims to obligate 80 percent of SRSA funds to participating LEAs by August 30th of each
fiscal year. This objective presents a challenge because of the measures required on the part of program
staff to ensure fiscal accountability and to determine eligibility/allocations for the large number of LEAs
that participate in the SRSA program. Each year, SRSA program staff undertakes an extensive DUNS
number verification of every LEA eligible for the SRSA program. In addition, SRSA program staff must
collect a large amount of data from States to determine eligibility for and allocations under SRSA. The
timeliness and accuracy of the data provided by States directly impact the time it takes the Department to
make SRSA awards. Twice in five fiscal years (FY 2002 and FY 2006), the Department made 80 percent
of the SRSA awards by August 30.
Program Goal: To help ensure that schools are safe, disciplined, and drug free
by promoting implementation of high-quality drug- and violence-
prevention strategies.
Objective 1 of 2: Safe Schools/Healthy Students Initiative grantees will demonstrate
substantial progress in improving student behaviors and school
environments.
Measure 1.1 of 6: The percentage of Safe Schools/Healthy Students grant sites that experience
a decrease in the number of violent incidents at schools during the three-year grant period: 2006
cohort. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2007 Set a Baseline (December 2007) Pending
2008 BL+15% (December 2008) Pending
Source. U.S. Department of Education, Office of Safe and Drug Free Schools, Safe and Drug-Free
Schools and Communities Other National Programs, Annual Grantee Performance Report.
Frequency of Data Collection. Annual
Measure 1.2 of 6: The percentage of Safe Schools/Healthy Students grant sites that experience
a decrease in substance abuse during the three-year grant period: 2006 cohort. (Desired
direction: increase)
Actual
Year Target Status
(or date expected)
2007 Set a Baseline (December 2007) Pending
2008 Maintain a Baseline (December 2008) Pending
2009 BL+15% Undefined Pending
Source. U.S. Department of Education, Office of Safe and Drug Free Schools, Safe and Drug-Free
Schools and Communities, Other National Programs Annual Grantee Performance Report.
Frequency of Data Collection. Annual
Measure 1.3 of 6: The percentage of Safe Schools/Healthy Students grant sites that improve
school attendance during the three-year grant period: 2006 cohort. (Desired direction:
increase)
Actual
Year Target Status
(or date expected)
2007 Set a Baseline (December 2007) Pending
2008 Maintain a Baseline (December 2008) Pending
Measure 1.4 of 6: The percentage of Safe Schools/Healthy Students grant sites that experience
a decrease in the number of violent incidents at school during the three-year grant period: 2005
cohort. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2007 Maintain a Baseline (December 2007) Pending
2008 80.5 (December 2008) Pending
Frequency of Data Collection. Annual
Measure 1.5 of 6: The percentage of Safe Schools/Healthy Students grant sites that experience
a decrease in substance abuse during the three-year grant period: 2005 cohort. (Desired
direction: increase)
Actual
Year Target Status
(or date expected)
2007 Maintain a Baseline (December 2007) Pending
2008 86.25 (December 2008) Pending
Measure 1.6 of 6: The percentage of Safe Schools/Healthy Students grant sitse that improve
school attendance during the three-year grant period: 2005 cohort. (Desired direction:
increase)
Actual
Year Target Status
(or date expected)
2007 Maintain a Baseline (December 2006) Pending
2008 38 (December 2008) Pending
Objective 2 of 2: Student drug testing grantees will make substantial progress in reducing
substance abuse incidence among target students.
Measure 2.1 of 2: The percentage of Student Drug Testing grantees that experience a five
percent annual reduction in the incidence of past-month drug use by students in the target
population: 2005 cohort. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2007 33 (August 2007) Pending
2008 50 (August 2008) Pending
Source. U.S. Department of Education, Office of Safe and Drug Free Schools, Safe and Drug-Free
Schools and Communities Other National Programs, Annual Grantee Performance Report.
Frequency of Data Collection. Annual
Measure 2.2 of 2: The percentage of Student Drug Testing grantees that experience a five
percent annual reduction in the incidence of past-year drug use by students in the target
population: 2005 cohort. (Desired direction: increase)
Measure 1.2 of 7: The percentage of students in grades 9-12 who used marijuana one or more
times during the past 30 days. (Desired direction: decrease)
Actual
Year Target Status
(or date expected)
2001 24 Measure not in place
2003 22 Measure not in place
2005 21 20 Did Better Than Target
2007 19 (September 2008) Pending
2009 18 (September 2010) Pending
2011 17 (September 2011) Pending
Frequency of Data Collection. Biennial
Measure 1.3 of 7: The percentage of students in grades 9-12 who had five or more drinks of
alcohol in a row (that is, within a couple of hours) one or more times during the past 30 days.
(Desired direction: decrease)
Actual
Year Target Status
(or date expected)
2001 30 Measure not in place
2003 28 Measure not in place
2005 27 26 Did Better Than Target
Measure 1.4 of 7: The percentage of students in grades 9-12 who were in a physical fight on
school property one or more times during the past 12 months. (Desired direction: decrease)
Actual
Year Target Status
(or date expected)
1999 14 Undefined Pending
2001 12 13 Did Not Meet Target
2003 12 13 Did Not Meet Target
2005 12 14 Did Not Meet Target
2007 12 (September 2008) Pending
2009 11 (September 2010) Pending
2011 11 (September 2012) Pending
Frequency of Data Collection. Other
Measure 1.5 of 7: The percentage of students in grades 9-12 who carried a weapon such as a
gun, knife, or club on school property one or more times during the past 30 days. (Desired
direction: decrease)
Actual
Year Target Status
(or date expected)
2001 6 Measure not in place
2003 6 Measure not in place
2005 5 7 Did Not Meet Target
2007 5 (September 2008) Pending
2009 4 (September 2010) Pending
2011 4 (September 2012) Pending
Frequency of Data Collection. Biennial
Measure 1.6 of 7: The number of days it takes the Department to send a monitoring report to
States after monitoring visits. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2007 43 (October 2007) Pending
2008 41 (October 2008) Pending
2009 39 (October 2009) Pending
2010 37 (October 2010) Pending
2011 35 (October 2011) Pending
Frequency of Data Collection. Annual
Measure 1.7 of 7: The number of days it takes States to respond satisfactorily to findings in
monitoring reports. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
Measure 1.2 of 5: The percentage of 3- to 4-year-old American Indian and Alaska Native
children achieving educationally significant gains on prescribed measure of cognitive skills and
conceptual knowledge, including mathematics, science, and early reading based on curriculum
benchmarks. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2005 46 (December 2006) Pending
2006 46 (December 2007) Pending
2007 47 (December 2008) Pending
2008 48 (December 2009) Pending
Frequency of Data Collection. Annual
Measure 1.3 of 5: The percentage of 3- to 4-year-old American Indian and Alaska Native
children achieving educationally significant gains on prescribed measure of social development
that facilitates self-regulation of attention, behavior, and emotion based on curriculum
benchmarks. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2005 46 (December 2006) Pending
2006 46 (December 2007) Pending
2007 47 (December 2008) Pending
Measure 1.4 of 5: The percentage of high school American Indian and Alaska Native students
successfully completing (as defined by a passing grade) challenging core courses, (English,
mathematics, science and social studies). (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2005 46 (December 2006) Pending
2006 46 (December 2007) Pending
2007 47 (December 2008) Pending
2008 48 (December 2009) Pending
Frequency of Data Collection. Annual
Measure 1.5 of 5: The percentage of American Indian and Alaska Native students participating
in the program that have college assessment scores (ACT, SAT, PSAT) as high or higher than
the district average. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2005 46 (December 2006) Pending
2006 46 (December 2007) Pending
2007 47 (December 2008) Pending
2008 48 (December 2009) Pending
Source. U.S. Department of Education, Office of Indian Education, project performance report.
Frequency of Data Collection. Annual
Data Quality. Substantial variation may exist in methods used to assess student performance.
Explanation. Core subjects include English, mathematics, science, and social studies.
Program Goal: To support state and local programs that are a continuing source
of innovation and educational improvement.
Objective 1 of 2: To encourage states to use flexibility authorities in ways that will increase
student achievement.
Measure 1.1 of 4: The percentage of districts targeting Title V funds to Department-designated
strategic priorities that achieve AYP. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2003 Set a Baseline 65 Target Met
2004 68 69 Target Exceeded
2005 69 69 Target Met
2006 70 (August 2007) Pending
2007 71 (August 2008) Pending
2008 72 (August 2009) Pending
2009 73 (August 2010) Pending
2010 74 (August 2011) Pending
Source. U.S. Department of Education, Consolidated State Performance Report.
Frequency of Data Collection. Annual
Explanation. Strategic priorites include those activities: (1) that support student achievement, enhance
reading and math, (2) that improve the quality of teachers, (3) that ensure that schools are safe and drug
free, (4) and that promote access for all students. Data will be collected in Consolidated State
Performance Reports, checked, analyzed, available each August.
Measure 1.2 of 4: The percentage of districts not targeting Title V funds that achieve AYP.
(Desired direction: increase)
Actual
Year Target Status
(or date expected)
2003 Set a Baseline 55 Target Met
2004 58 49 Did Not Meet Target
2005 59 54 Made Progress From Prior Year
2006 60 (August 2007) Pending
2007 61 (August 2008) Pending
2008 62 (August 2009) Pending
2009 63 (August 2010) Pending
2010 64 (August 2011) Pending
Source. U.S. Department of Education, Consolidated State Performance Report.
Frequency of Data Collection. Annual
Measure 1.3 of 4: The percentage of combined funds that districts use for the four Department-
designated strategic priorities. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2005 Set a Baseline 91 Target Met
2006 92 (August 2007) Pending
2007 93 (August 2008) Pending
2008 94 (August 2009) Pending
2009 95 (August 2010) Pending
2010 96 (August 2011) Pending
Source. U.S. Department of Education, Consolidated State Performance Report.
Frequency of Data Collection. Annual
Explanation. Strategic priorites include those activities: (1) that support student achievement, enhance
reading and math, (2) that improve the quality of teachers, (3) that ensure that schools are safe and drug
free, (4) and that promote access for all students. The 2005 data (91%) are the baseline. The target for
2006 is baseline plus one percentage point (92%). The data will be collected in the Consolidated State
Performance Report, checked, analyzed, and available each August.
Measure 1.4 of 4: The percentage of participating LEAs that complete a credible needs
assessment. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2005 Set a Baseline 100 Target Met
2006 100 (August 2007) Pending
2007 100 (August 2008) Pending
2008 100 (August 2009) Pending
2009 100 (August 2010) Pending
2010 100 (August 2011) Pending
Source. U.S. Department of Education, Consolidated State Performance Report.
Frequency of Data Collection. Annual
Data Quality. States review LEAs' needs assessments when monitoring. ED asks States to submit
examples of needs assessments from their LEAs.
Explanation. The 2005 data are baseline. The median average across the States is 100%. The target
for 2006 is 100%. Data will be collected in the Consolidated State Performance Report, checked,
analyzed, and available each August.
Measure 2.2 of 2: The percentage of States that respond satisfactorily within 30 days to findings
in their State Grants for Innovative Programs monitoring reports. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2006 Set a Baseline Not Collected Not Collected
2007 Set a Baseline (September 2007) Pending
2008 999 (September 2008) Pending
2009 999 (September 2009) Pending
2010 999 (September 2010) Pending
Source. U.S. Department of Education, Office of Elementary and Secondary Education, State Grants for
Innovative Programs program office records.
Frequency of Data Collection. Annual
Explanation. In 2006, the program office developed and began a series of innovative, virtual monitoring
visits using videoconferencing to gather the comprehensive information needed for multiple programs at
significantly lower cost and greater efficiency than traditional on-site visits. Because 2006 was a
developmental year for virtual monitoring visits and follow-up activities, it was unrealistic to use 2006 data
to establish a baseline. Data for 2007 will be used to establish the baseline.
Measure 1.2 of 2: The percentage of students in schools participating in the Striving Readers
program who score at or above proficient on the state's assessment in reading/language arts.
(Desired direction: increase)
Actual
Year Target Status
(or date expected)
2007 Set a Baseline (April 2008) Pending
2008 BL+2PP (April 2009) Pending
Source. U.S. Department of Education, Striving Readers, Annual Performance Report, grantee
submissions.
Frequency of Data Collection. Annual
Explanation. Striving Readers provides support services in grades 6-12 only.
This indicator was not approved until November 2005. The FY 2006 grantees are the first cohort required
to provide data on this indicator.
Also, for the baseline year, when compiling the national total it was necessary to use estimates for some
States because the SY 2003-04 CSPR only requested the total number of students tested in math and
reading and the percentage at least proficient only by grade level. Developing estimates for all States
was not required because the remainder of the States had submitted baseline year data that did not
require estimates through EDEN, although in several cases their data appeared inaccurate when
compared to their SY 2003-04 and SY 2004-05 CSPR submissions. In those cases the CSPR estimate
was used. For the comparison year, a change was made to the SY 2004-05 CSPR so that there was no
need to develop estimates.
Of the States for which SY 2003-04 estimates were developed, the District of Columbia, Kentucky,
Missouri, New Hampshire, Puerto Rico, Vermont, and Washington had submitted data through EDEN.
The math and reading data (reading only for Missouri, Vermont, and Washington), however, appeared
inaccurate compared to the SY 2003-04 and SY 2004-05 CSPRs, so the SY 2003-04 estimates were
used instead of the EDEN data.
The baseline (SY 2003-04) and comparison year (SY 2004-05) data used all students tested within
grades 3-8 during the given year to establish national percentage of students at least proficient for each
year. In some cases States tested a different number of grades in the baseline year than the comparison
year. This was expected because States were not required to test all students in grades 3-8 until SY
2005-06.
Also, for the baseline year, when compiling the national total it was necessary to use estimates for some
States because the SY 2003-04 CSPR only requested the total number of students tested in math and
reading and the percentage at least proficient only by grade level. Developing estimates for all States was
not required because the remainder of the States had submitted baseline year data that did not require
estimates through EDEN, although in several cases their data appeared inaccurate when compared to
their SY 2003-04 and SY 2004-05 CSPR submissions. In those cases the CSPR estimate was used. For
the comparison year, a change was made to the SY 2004-05 CSPR so that there was no need to develop
estimates.
Of the States for which SY 2003-04 estimates were developed, the District of Columbia, Kentucky,
Missouri, New Hampshire, Puerto Rico, Vermont, and Washington had submitted data through EDEN.
The math and reading data (reading only for Missouri, Vermont, and Washington), however, appeared
inaccurate compared to the SY 2003-04 and SY 2004-05 CSPRs, so the SY 2003-04 estimates were
used instead of the EDEN data.
Measure 1.3 of 5: SASA's efficiency measure: The average number of business days used to
complete State monitoring reports. (Desired direction: decrease)
Actual
Year Target Status
(or date expected)
2004 46.3 Measure not in place
2007 40 (September 2008) Pending
2008 40 (September 2009) Pending
Source. U.S. Department of Education, tracking of the dates of State monitoring visits and the dates that
reports are delivered to the State.
Frequency of Data Collection. Annual
Data Quality. There are no issues.
Explanation.
The average number of business days used to complete State monitoring reports.
FY 2007 is the last year for the FY 2002 cohort. It is expected that nearly half of the grantees will request
a no-cost extension. Therefore, the data reported for FY 2008 will reflect only these grantees.
Measure 1.3 of 9: The percentage of Transition to Teaching (TTT) teachers of record who teach
in high-need schools in high-need LEAs for at least three years (2002 grantee cohort). (Desired
direction: increase)
Actual
Year Target Status
(or date expected)
2006 Set a Baseline 73 Target Met
2007 74 (November 2007) Pending
2008 75 (November 2008) Pending
Source. U.S. Department of Education, Transition to Teaching Program Grantee Performance Report.
Frequency of Data Collection. Annual
Data Quality. While not a formal measure of validation, the 2002 grantees provided a three year interim
evaluation demonstrating progress over the first three years of the grant. This interim evaluation provided
a validation of the actual annual performance data for the 2002 grantees. In 2005, the Transition to
Teaching Program piloted a uniform reporting system that improved data consistency but which required
outside contractors to manage. In 2006 the program began to use the Department's standard
performance reporting form. This form has been piloted with 2002 grantees for a different purpose. While
the new form is an improvement over the previous year's performance reporting form that relied entirely
on narrative formats, the new form requires very specific directions to ensure reporting consistency
across grantees. The use of the on-line uniform reporting system, created by AIR, provided agreed-upon
definitions of key terms and should improve consistency across grantees as a result.
Explanation. The calculation will be the number of TORs in FY 2006 who began teaching in 2003 over
the total number of TORs who began in 2003.
Measure 1.4 of 9: The percentage of all Transition to Teaching (TTT) participants who become
teachers of record (TOR) in high-need schools in high-need LEAs (2004 grantee cohort).
(Desired direction: increase)
Actual
Year Target Status
(or date expected)
2005 73 Measure not in place
2006 40 81 Target Exceeded
2007 75 (November 2007) Pending
2008 80 (November 2008) Pending
2009 85 (November 2009) Pending
Source. U.S. Department of Education, Transition to Teaching Program Grantee Performance Report.
Frequency of Data Collection. Annual
Data Quality. In 2005, grantees from the 2004 cohort participated in the Transition to Teaching Program's
piloting of a uniform reporting system that improved data consistency by creating consistent definitions of
terms, but which required outside contractors to manage (the online report was one part of the TTT
program evaluation). In 2006, the program began to use the Department's standard performance
reporting form (524B) for all grantees. While an improvement over the Department's previous years'
narrative performance reporting formats, the 524B still enables grantees to report data inconsistently from
one another. In response to recommendations identified in the Program Assessment Rating Tool (PART)
process in which the TTT program participated in spring 2005, TTT staff regularly work to verify previously
reported data from grantees in order to ensure their consistency and accuracy. While not a formal
measure of validation, the 2004 grantees will also be responsible for providing a three-year interim
evaluation demonstrating progress over the first three years of the grant in 2007. As in 2005 with the 2002
grantees, this interim evaluation may provide a validation of the actual annual performance data for the
2004 grantees.
Explanation. "Teacher of record," is standardized language for TTT, meaning participant has primary
instructional responsibility. The calculation is the cumulative number of teachers of record in high-need
schools/LEAs over the cumulative number of TTT participants.
narrative performance reporting formats, the 524B still enables grantees to report data inconsistently from
one another. In response to recommendations identified in the Program Assessment Rating Tool (PART)
process in which the TTT program participated in spring 2005, TTT staff regularly work to verify previously
reported data from grantees in order to ensure their consistency and accuracy. While not a formal
measure of validation, the 2004 grantees will also be responsible for providing a three-year interim
evaluation demonstrating progress over the first three years of the grant in 2007. As in 2005 with the 2002
grantees, this interim evaluation may provide a validation of the actual annual performance data for the
2004 grantees.
Explanation. The calculation is the cumulative number receiving certification within 3 years over the
cumulative number of participants.
Measure 1.6 of 9: The percentage of Transition to Teaching (TTT) teachers of record who teach
in high-need schools in high-need LEAs (2004 grantee cohort). (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2008 Set a Baseline (November 2008) Pending
2009 BL+1% (November 2009) Pending
Source. U.S. Department of Education, Transition to Teaching Program Grantee Performance Report.
Frequency of Data Collection. Annual
Data Quality. In 2005, grantees from the 2004 cohort participated in the Transition to Teaching Program's
piloting of a uniform reporting system that improved data consistency by creating consistent definitions of
terms, but which required outside contractors to manage (the online report was one part of the TTT
program evaluation). In 2006, the program began to use the Department's standard performance
reporting form (524B) for all grantees. While an improvement over the Department's previous years'
narrative performance reporting formats, the 524B still enables grantees to report data inconsistently from
one another. In response to recommendations identified in the Program Assessment Rating Tool (PART)
process in which the TTT program participated in spring 2005, TTT staff regularly work to verify previously
reported data from grantees in order to ensure their consistency and accuracy. While not a formal
measure of validation, the 2004 grantees will also be responsible for providing a three-year interim
evaluation demonstrating progress over the first three years of the grant in 2007. As in 2005 with the 2002
grantees, this interim evaluation may provide a validation of the actual annual performance data for the
2004 grantees.
Explanation. For the 2004 cohort, 2008 data will establish the baseline. The calculation will be the
number of TORs in FY 2008 who were new TORs in 2006 over total number of new TORs in 2006.
Measure 1.7 of 9:
The percentage of all Transition to Teaching (TTT) participants who become teachers of record
(TOR) in high-need schools in high-need LEAs (2006 grantee cohort). (Desired direction:
increase)
In 2005, the Transition to Teaching Program piloted a uniform reporting system that improved data
consistency by creating consistent definitions of terms, but which required outside contractors to manage
(the online report was one part of the TTT program evaluation). In 2006, the program began to use the
Department's standard performance reporting form (524B) for all grantees. While an improvement over
the Department's previous years' narrative performance reporting formats, the 524B still enables grantees
to report data inconsistently from one another. In response to recommendations identified in the Program
Assessment Rating Tool (PART) process in which the TTT program participated in spring 2005, TTT staff
regularly work to verify previously reported data from grantees in order to ensure their consistency and
accuracy. While not a formal measure of validation, the 2006 grantees will also be responsible for
providing a three-year interim evaluation demonstrating progress over the first three years of the grant in
2009. As in 2005 with the 2002 grantees, this interim evaluation may provide a validation of the actual
annual performance data for the 2006 grantees.
Explanation. "Tteacher of record," is standard language for TTT, meaning participant has primary
instructional responsibility. The calculation is the cumulative number of teachers of record in high-need
schools/LEAs over the cumulative number of TTT participants
Measure 1.9 of 9: The percentage of Transition to Teaching (TTT) teachers of record who teach
in high-need schools in high-need LEAs for at least three years (2006 grantee cohort). (Desired
direction: increase) (Desired direction: increase)
Year Target Actual Status
Measure 1.2 of 3: The percentage of participants who become mathematics, science, or special
education teachers. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2003 44 Measure not in place
2004 45 Measure not in place
2005 30 Measure not in place
2006 49 47 Made Progress From Prior Year
2007 50 (December 2007) Pending
2008 50 (December 2008) Pending
Source. U.S. Department of Education, Troops to Teachers Program Grantee Performance Report.
Frequency of Data Collection. Annual
Explanation. "Participants" are those receiving financial support from the Troops-to-Teachers program,
either stipend or bonus. Both participants and recruits receive funding from the program and the words
are used interchangeably. "Eligible school district " is a high-need LEA as defined by program regulations.
"Teachers of record" are those Troops participants hired by an eligible school district, and all Troops
teachers are highly qualified. The calculation is thetotal number of math or science or special education
Troops teachers since Jan. 2002 divided by the total number of Troops participants since Jan. 2002 and
includes special education teachers in order to track priority subject areas in the NCLB statute.
Measure 1.3 of 3: The percentage of Troops to Teachers participants who remain in teaching for
three or more years after placement in a teaching position in a high-need LEA. (Desired
direction: increase)
Actual
Year Target Status
(or date expected)
2005 80 88 Target Exceeded
2006 80 84 Target Exceeded
2007 80 (December 2007) Pending
2008 80 (December 2008) Pending
Source. U.S. Department of Education, Troops to Teachers Program Grantee Performance Report.
Frequency of Data Collection. Annual
Explanation.
"Participants" are those receiving financial support from the Troops-to-Teachers program, either stipend or
bonus. Both participants and recruits receive funding from the program and the words are used
interchangeably. "Eligible school district " is a high-need LEA as defined by program regulations.
"Teachers of record" are those Troops participants hired by an eligible school district, and all Troops
teachers are highly qualified. For FY 2006, the measure will report on Troops participants who began
teaching in the 2003-04 school year; for 2007 those who began teaching in 2004-05; for 2008 those who
began teaching in 2005-06. The FY 2005 data were not collected. The goal is to maintain the same
percentage of retention over the years.
Program Goal: To assist states and local school districts in creating, expanding,
and implementing a public school choice program.
Objective 1 of 1: The Voluntary Public School Choice Program increases options for public
school choice.
Measure 1.1 of 2: The number of students who have the option of attending participating
Voluntary Public School Choice schools selected by their parents. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2004 755,387 Measure not in place
2005 849,864 862,396 Target Exceeded
2006 846,523 (November 2007) Pending
2007 843,384 (November 2008) Pending
2008 840,000 (November 2009) Pending
Source. U.S. Department of Education, Voluntary Public School Choice Grantee Performance Report;
National Evaluation of the Voluntary Public School Choice Program.
Frequency of Data Collection. Annual
Explanation. The measure is the total number of all students eligible to apply for transfers. In some
instances, grantees may not have slots available for all students applying for a transfer. The performance
target is the estimated number of participating students when projects are fully implemented, excluding
Florida for which no estimate was possible. The 2008 target will include a new cohort of grantees,
therefore this figure is based on prior year plans.
Measure 1.2 of 2: The percentage of students participating at Voluntary Public School Choice
sites who exercise school choice by changing schools. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2004 1 Measure not in place
2005 1.9 Measure not in place
2006 2 (November 2007) Pending
2007 2.5 (November 2008) Pending
2008 2.5 (November 2009) Pending
Source. U.S. Department of Education, Voluntary Public School Choice Grantee Performance Report;
National Evaluation of the Voluntary Public School Choice Program.
Frequency of Data Collection. Annual
Explanation. The calculation is the total number of students who changed schools divided by the total
number of eligible students for the VPSC program across all the grantees that reported enrollment data.
Eleven of the 13 sites reported data in 2005. One site did not report enrollment data and another has yet
to implement the initiative. This approach is consistent with the national evaluation of this program. This
measure replaces a previous similar measure that was based on an average of averages across sites.
Trend data shown in the table reflect a re-calculation under the new definition. 'School' refers to a day or
residential school, as well as schools within a school, off-campus learning and 'alternative' programs.
'Exercising choice' refers to students who moved from their assigned school to a school of their choice.
The targets reflect anticipated full implementation but may decrease over time because of predicted
declining enrollments in some grantee sites. The 2008 target will include a new cohort of grantees,
therefore the figure is based on prior year plans.
Measure 1.2 of 2: The percentage of Comprehensive Centers' products and services deemed
to be of high relevance to educational practice by an independent review panel of qualified
practitioners. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2006 Set a Baseline Not Collected Not Collected
2007 Set a Baseline (February 2008) Pending
2008 999 (February 2009) Pending
2009 999 (February 2010) Pending
2010 999 (February 2011) Pending
Source. U.S. Department of Education, Office of Elementary and Secondary Education, Comprehensive
Centers, independent review panel.
Frequency of Data Collection. Annual
Explanation.
Independent panel reviews will be conducted as part of an evaluation of the program through an ED
contract with an outside firm.
Objective 2 of 3: Technical assistance products and services will be used to improve results
for children in the target areas.
Measure 2.1 of 1: The percentage of all comprehensive centers' products and services that are
deemed to be of high usefulness to educational policy or practice by target audiences. (Desired
direction: increase)
Actual
Year Target Status
(or date expected)
2006 Set a Baseline Not Collected Not Collected
2007 Set a Baseline (February 2008) Pending
2008 999 (February 2009) Pending
2009 999 (February 2010) Pending
2010 999 (February 2011) Pending
Source. U.S. Department of Education, Office of Elementary and Secondary Education, Comprehensive
Centers, survey of targeted audiences.
Frequency of Data Collection. Annual
Explanation.
Surveys of target audiences will be conducted as part of an evaluation of the program through an ED
contract with an outside firm.
Grantees submit their proposed budgets for expected carryover funds as part of their annual performance
reports 2 months before the end of the grant year. It is possible that unexpected events during the last 2
months of the grant year could cause an increase or decrease in carryover funds. However, using
proposed budgets for expected carryover funds appears to be more accurate than using the Grants
Administration and Payment System (GAPS) figures, because of long lag times before expenses incurred
during the grant year are billed, paid, and drawn down.
Target Context. Carryover funds from 2006 were high (40 percent), because the first year of the grants
lasted only 9 months, and work was delayed until negotiation of cooperative agreements with ED,
negotiation of work plans with the States, and hiring of staff were completed. ED program officers will
Measure 1.2 of 2: Of new studies of efficacy and effectiveness funded by the Department's
National Center for Special Education Research, the percentage that employ research designs
that meet evidence standards of the What Works Clearinghouse. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2007 90 (October 2007) Pending
2008 90 (October 2008) Pending
Source. U.S. Department of Education, Institute of Education Sciences, staff review.
Frequency of Data Collection. Annual
Data Quality. IES researchers evaluate all new studies of efficacy and effectiveness funded by the
National Center for Special Education Research to identify projects that employ research designs that
meet evidence standards of the What Works Clearinghouse.
Explanation. The target of 90 percent recognizes that some high-quality research on efficacy and
effectiveness will not be able to employ research designs that meet evidence standards of the What
Works Clearinghouse.
Objective 2 of 2: Increase the relevance of our research in order to meet the needs of our
customers.
Measure 2.1 of 1: The percentage of new research projects funded by the Department's
National Center for Special Education Research that are deemed to be of high relevance by an
independent review panel of qualified practitioners. (Desired direction: increase)
Year Target Actual Status
The target of 55% for 2007 and 60% for 2008 recognizes that some important research may not seem
immediately relevant but will make important contributions over the long term.
The measure is calculated as the average review panel score for newly funded Institute of Education
Sciences research proposals. Although there has been a steady increase in the percentage of proposals
for newly funded education research that receive an average score of excellent or higher, the score
decreased in FY 2006 because IES chose to fund two proposals with scores slightly below excellent.
Those proposals addressed gaps in the research portfolio and deficiencies noted by the peer review
panel were problems that could be remedied prior to implementation. The change of the target from 100%
to 90% for FY 2007 and beyond reflects the fact that the Institute of Education Sciences may fund near-
excellent proposals in the future that address gaps in the research portfolio and for which deficiencies
identified by the peer review panel can be remedied prior to implementation.
Measure 1.2 of 2: Of new studies of efficacy and effectiveness funded by the Department's
National Center for Education Research (NCER), the percentage that employ research designs
that meet evidence standards of the What Works Clearinghouse. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2007 90 (October 2007) Pending
2008 90 (October 2008) Pending
Source. U.S. Department of Education, Institute of Education Sciences, staff review.
Frequency of Data Collection. Annual
Objective 2 of 2: Increase the relevance of our research in order to meet the needs of our
customers.
Measure 2.1 of 3: The number of annual hits on the What Works Clearinghouse Web site.
(Desired direction: increase)
Actual
Year Target Status
(or date expected)
2003 1,000,000 1,522,922 Target Exceeded
2004 2,000,000 4,249,668 Target Exceeded
2005 4,500,000 5,706,257 Target Exceeded
2006 5,000,000 6,794,141 Target Exceeded
2007 5,500,000 (October 2007) Pending
2008 5,800,000 (October 2008) Pending
Source. U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse Web
site.
Frequency of Data Collection. Annual
Explanation. A Web-based program automatically counts the hits on this Web site.
Measure 2.2 of 3: The percentage of WWC Web site users surveyed randomly who responded
to the statement, “Evidence provided on the WWC Web site is useful in making decisions about
education programs and practices” by checking “agree” or “strongly agree.” (Desired direction:
increase)
Actual
Year Target Status
(or date expected)
2005 30 68 Target Exceeded
2006 31 60 Target Exceeded
2007 70 (October 2007) Pending
2008 73 (October 2008) Pending
Source. U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse Web
site.
Frequency of Data Collection. Annual
Measure 2.3 of 3: The percentage of new research projects funded by the Department's
National Center for Education Research that are deemed to be of high relevance to education
practices as determined by an independent review panel of qualified practitioners. (Desired
direction: increase)
Actual
Year Target Status
(or date expected)
2007 75 (November 2007) Pending
2008 75 (November 2008) Pending
Source. U.S. Department of Education, Institute of Education Sciences, external panel of qualified
practitioners.
Frequency of Data Collection. Annual
Data Quality. Evaluations are only as good as the qualifications of the external review panel. Inclusion of
experienced practitioners and administrators in education and special education assures the quality of the
data.
Explanation. The target of 75 percent for 2007 and beyond recognizes that some important research
may not seem immediately relevant but will make important contributions over the long term.
Measure 1.2 of 10: The percentage of customer respondents satisfied or very satisfied with the
timeliness of NCES data files. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
1997 52 Measure not in place
1999 85 67 Made Progress From Prior Year
2001 90 66 Made Progress From Prior Year
2004 90 78 Made Progress From Prior Year
2006 90 86 Made Progress From Prior Year
2007 90 (July 2007) Pending
2008 90 (July 2008) Pending
Source. U. S. Department of Education, National Center for Education Statistics, customer satisfaction
survey.
Frequency of Data Collection. Annual
Data Quality. In 2006, NCES changed its customer service survey data collection to an on-line random
sample survey of NCES customers who visited the NCES Web-site. From 1997 through 2004 NCES
administered a biennial pen & pencil paper survey with a telephone follow-up to over 3,900 academic
researchers, education associations, education journalists, users of the NCES's National Education Data
Resource Center, and Federal, State, and local policymakers. The survey format using pen and paper
with the telephone follow-up was becoming increasingly expensive vs. the limited costs of conducting on-
line surveys.
When changing to the on-line survey, NCES also modified the questions asked of respondents. Given
these changes, data collected prior to 2006 are not comparable to those collected in 2006 and future
years.
Data will be validated by using NCES review procedures and by applying NCES statistical standards. The
NCES Monitoring System will yield annual updates on the use and applications of NCES data.
Explanation. NCES expects that each year, all user manuals for NCES public-use data files and at least
50 percent of its public-use data files will be available on the Web. NCES views Web release of its reports
as a source of increased efficiency and is committed to releasing at least 90 percent of its reports on the
Web. These efficiency steps will facilitate easier, quicker, and wider access to NCES products.
Measure 1.3 of 10: Percentage of customer respondents satisfied or very satisfied with the
ease of understanding of NCES publications that they used in the last year. (Desired direction:
increase)
Actual
Year Target Status
(or date expected)
2006 93 Measure not in place
2007 90 (July 2007) Pending
2008 90 (July 2008) Pending
Source. U.S. Department of Education, National Center for Education Statistics, customer satisfaction
survey.
Frequency of Data Collection. Annual
Data Quality. NCES collects customer survey data through an on-line random sample survey of visitors
to the NCES Web-site. Data will be validated by using NCES review procedures and by applying NCES
statistical standards. Improvements: The NCES Monitoring System will yield annual updates on the use
and applications of NCES data.
Measure 1.4 of 10: The percentage of customer respondents satisfied or very satisfied with the
timeliness of NCES publications. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
1997 72 Measure not in place
1999 85 77 Made Progress From Prior Year
2001 90 74 Made Progress From Prior Year
2004 90 78 Made Progress From Prior Year
2006 90 85 Made Progress From Prior Year
2007 90 (July 2007) Pending
2008 90 (July 2008) Pending
Source. U.S. Department of Education, National Center for Education Statistics, customer satisfaction
survey.
Frequency of Data Collection. Annual
When changing to the on-line survey, NCES also modified the questions asked of respondents. Given
these changes, data collected prior to 2006 are not comparable to those collected in 2006 and future
years.
Data will be validated by using NCES review procedures and by applying NCES statistical standards. The
NCES Monitoring System will yield annual updates on the use and applications of NCES data.
Measure 1.5 of 10: The percentage of customer respondents satisfied or very satisfied with the
relevance of NCES publications. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2006 95 Measure not in place
2007 90 (July 2007) Pending
2008 90 (July 2008) Pending
Source. U.S. Department of Education, National Center for Education Statistics, customer satisfaction
survey.
Frequency of Data Collection. Annual
Data Quality. Data will be validated by using NCES review procedures and by applying NCES statistical
standards. Improvements: The NCES Monitoring System will yield annual updates on the use and
applications of NCES data.
Explanation. NCES expects that each year, all user manuals for NCES public-use data files will be
available on the Web, at least 50 percent of its public-use data files will be available on the Web, and 75
percent of nonassessment surveys will be administered either through the use of computerized interviews
or directly over the Web. NCES views Web release of its reports as a source of increased efficiency and
is committed to releasing at least 90 percent of its reports on the Web. These efficiency steps will facilitate
easier, quicker, and wider access to NCES products.
Measure 1.6 of 10: Percentage of customer respondents satisfied or very satisfied with the
ease of finding information on nces.ed.gov. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2006 82 Measure not in place
2007 90 (July 2007) Pending
2008 90 (July 2008) Pending
Source. U.S. Department of Education,National Center for Education Statistics, customer satisfaction
survey.
Data Quality. Data will be validated by using NCES review procedures and by applying NCES statistical
standards. Improvements: The NCES Monitoring System will yield annual updates on the use and
applications of NCES data.
Explanation. NCES expects that each year, all user manuals for NCES public-use data files will be
available on the Web, at least 50 percent of its public-use data files will be available on the Web, and 75
percent of nonassessment surveys will be administered either through the use of computerized interviews
or directly over the Web. NCES views Web release of its reports as a source of increased efficiency and
is committed to releasing at least 90 percent of its reports on the Web. These efficiency steps will facilitate
easier, quicker, and wider access to NCES products.
Measure 1.7 of 10: The percentage of customer respondents satisfied or very satisfied with the
timeliness of NCES services. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
1997 89 Measure not in place
1999 85 93 Target Exceeded
2001 90 88 Made Progress From Prior Year
2004 90 84 Made Progress From Prior Year
2006 90 92 Target Exceeded
2007 90 (July 2007) Pending
2008 90 (July 2008) Pending
Source. U.S. Department of Education, National Center for Education Statistics, customer satisfaction
survey.
Frequency of Data Collection. Annual
Data Quality. Data will be validated by using NCES review procedures and by applying NCES statistical
standards. Improvements: The NCES Monitoring System will yield annual updates on the use and
applications of NCES data.
Explanation. Beginning with FY 2006, the data will be collected annually instead of biennially. NCES
expects that each year, all user manuals for NCES public-use data files will be available on the Web, at
least 50 percent of its public-use data files will be available on the Web, and 75 percent of
nonassessment surveys will be administered either through the use of computerized interviews or directly
over the Web. NCES views Web release of its reports as a source of increased efficiency and is
committed to releasing at least 90 percent of its reports on the Web. These efficiency steps will facilitate
easier, quicker, and wider access to NCES products.
Measure 1.8 of 10: The percentage of customer respondents satisfied or very satisfied with the
relevance of NCES data files. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2006 94 Measure not in place
2007 90 (July 2007) Pending
2008 90 (July 2008) Pending
Source. U.S. Department of Education, National Center for Education Statistics, customer satisfaction
survey.
Frequency of Data Collection. Annual
Data Quality. NCES collects customer survey data through an on-line random sample survey of visitors
to the NCES Web-site. Data will be validated by using NCES review procedures and by applying NCES
statistical standards. The NCES Monitoring System will yield annual updates on the use and applications
of NCES data.
Measure 1.9 of 10: The percentage of customer respondents satisfied or very satisfied with the
courtesy of NCES staff providing services. (Desired direction: increase)
Year Target Actual Status
Measure 1.10 of 10: The percentage of initial releases of information from NCES surveys
meeting the following specified timeframes. In 2006, 90 percent of initial releases of data will
occur (a) within 18 months of the end of data collection or (b) with an improvement of 2 months
over the previous time of initial release of data from that survey program if the 18 month
deadline is not attainable in 2006. In subsequent years, NCES will reduce by 2 months each
year the deadline for initial release, until the final goal of 12 months is reached. (Desired
direction: increase)
Actual
Year Target Status
(or date expected)
2006 90 Measure not in place
2007 90 Undefined Pending
2008 90 Undefined Pending
Source. U.S. Department of Education, Institute of Education Sciences, National Center for Education
Statistics
Frequency of Data Collection. Annual
Baseline and targets will be established based on data from States in the following categories: (1)
percent of infants and toddlers who did not improve functioning; (2) percent of infants and toddlers who
improved functioning but did not to move nearer to functioning comparable to same-aged peers; (3)
percent of infants and toddlers who improved functioning to a level nearer to same-aged peers but did not
reach it; (4) percent of infants and toddlers who improved functioning to reach a level comparable to
same-aged peers; and (5) percent of infants and toddlers who maintain functioning at a level comparble
to same-aged peers.
Target Context. States will report baseline data based on the progress data submitted in the 2006 APR,
on February 1, 2008. Baseline data will be established in 2008. Subsequent targets will be established.
Explanation. This is data collection measure is consistent with OMB 1820-0578.
Objective 2 of 2: All infants and toddlers with disabilities and their families will receive early
intervention services in natural environments that meet their individual
needs.
Measure 2.1 of 3: The number of states that serve at least one percent of infants in the general
population under age one through Part C. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2002 21 Measure not in place
2003 23 Measure not in place
2004 37 23 Did Not Meet Target
Measure 2.2 of 3: The number of states that serve at least 2 percent of infants and toddlers in
the general population, birth through age 2, through Part C. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2002 25 Measure not in place
2003 20 27 Target Exceeded
2004 40 28 Made Progress From Prior Year
2005 31 30 Made Progress From Prior Year
2006 31 30 Did Not Meet Target
2007 31 (August 2007) Pending
2008 31 (August 2008) Pending
Source. U.S. Department of Education, Office of Special Education Programs, IDEA, section 618, state-
reported data. U.S. Census Bureau, census data.
Frequency of Data Collection. Annual
Measure 2.3 of 3: The percentage of children receiving early intervention services in home or in
programs designed for typically developing children. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
1997 58 Measure not in place
1998 63 Measure not in place
1999 67 Measure not in place
2000 67 73 Target Exceeded
2001 69 76 Target Exceeded
2002 71 82 Target Exceeded
2003 78 83 Target Exceeded
2004 79 85 Target Exceeded
2005 83 87 Target Exceeded
2006 85 (August 2007) Pending
2007 86 (August 2008) Pending
2008 86 (August 2009) Pending
2009 87 (August 2010) Pending
New requirements directs States to ensure that the data collection date for settings must match the child
count date chosen by the State. These data are due February 1, with child count.
Target Context. New reguirements require States to report the data in three primary categories: (1)
home; (2) community-based settings; and (3) other setting, instead of the previous seven primary
catergories.
Program Goal: Ensure all children with disabilities have available to them a free
appropriate public education to help them meet challenging
standards and prepare them for postsecondary education and/or
competitive employment and independent living by assisting
state and local educational agencies and families.
Objective 1 of 3: All children with disabilities will meet challenging standards as determined by
national and state assessments with accommodations as appropriate.
Measure 1.1 of 8: The percentage of fourth-grade students with disabilities scoring at or above
Basic on the National Assessment of Educational Progress (NAEP) in reading. (Desired
direction: increase)
Actual
Year Target Status
(or date expected)
2000 22 Measure not in place
2002 24 29 Target Exceeded
2003 25 29 Target Exceeded
2005 35 33 Made Progress From Prior Year
2007 35 (November 2007) Pending
2009 37 Undefined Pending
2011 39 Undefined Pending
Source. U.S. Department of Education, National Center for Education Statistics, National Assessment of
Educational Progress (NAEP).
Frequency of Data Collection. Biennial
Data Quality.
Results of the NAEP scores for students with disabilities from this sample cannot be generalized to the
total population of students with disabilities. Some students who are included in the NAEP sample are
excluded from testing. Also, the NAEP sample does not include schools specifically for students with
disabilities.
Measure 1.2 of 8: The percentage of fourth-grade students with disabilities who were included
in the National Assessment of Educational Progress (NAEP) reading sample, but excluded from
the testing due to their disabilities. (Desired direction: decrease)
Actual
Year Target Status
(or date expected)
1998 41 Measure not in place
2002 39 Measure not in place
2003 33 Measure not in place
2005 35 Measure not in place
The measure does not represent all students with disabilities excluded from testing, since the NAEP
sample does not include schools specifically for students with disabilities.
Explanation. This measure was changed in 2006 to better focus on the percentage of children with
disabilities who are excluded from NAEP testing. Previous years' data were recalculated accordingly.
Measure 1.3 of 8: The percentage of eighth-grade students with disabilities scoring at or above
Basic on the National Assessment of Education Progress (NAEP) in mathematics. (Desired
direction: increase)
Actual
Year Target Status
(or date expected)
2000 20 Measure not in place
2003 23 29 Target Exceeded
2005 32 31 Made Progress From Prior Year
2007 33 (November 2007) Pending
2009 35 Undefined Pending
2011 37 Undefined Pending
Source. U.S. Department of Education, National Center for Education Statistics, National Assessment of
Educational Progress.
Frequency of Data Collection. Biennial
Data Quality.
Results of the NAEP scores for students with disabilities from this sample cannot be generalized to the
total population of students with disabilities. Some students who are included in the NAEP sample are
excluded from testing. Also, the NAEP sample does not include schools specifically for students with
disabilities.
Measure 1.4 of 8: The percentage of eighth-grade students with disabilities who were included
in the National Assessment of Educational Progress (NAEP) mathematics sample, but excluded
from testing due to their disabilities. (Desired direction: decrease)
Actual
Year Target Status
(or date expected)
2000 32 Measure not in place
2003 22 Measure not in place
2005 24 Measure not in place
2007 23 (November 2007) Pending
2009 21 Undefined Pending
2011 19 Undefined Pending
The measure does not represent all students with disabilities excluded from testing, since the NAEP
sample does not include schools specifically for students with disabilities.
Explanation. This measure was changed in 2006 to better focus on the percentage of children with
disabilities who are excluded from NAEP testing. Previous years' data were recalculated accordingly.
Measure 1.5 of 8: The percentage of students with disabilities in grades 3-8 scoring at the
proficient or advanced levels on state reading assessments. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2005 38 Measure not in place
2007 51.8 (September 2008) Pending
2008 58.7 (September 2009) Pending
2009 65.6 (September 2010) Pending
2010 72.4 (September 2011) Pending
2011 79.3 (September 2012) Pending
2012 86.2 (September 2013) Pending
2013 93.1 Undefined Pending
2014 100 Undefined Pending
Source. U.S. Department of Education, Consolidated State Performance Report (CSPR) data submitted
through EDEN/EDFACTS.
Frequency of Data Collection. Annual
Explanation. For school year 2004-2005 all states did not test students in all grades 3-8. Testing in all
grades 3-8 will be done for school year 2005-2006 and subsequent years.
Measure 1.6 of 8: The difference between the percentage of students with disabilities in grades
3-8 scoring at the proficient or advanced levels on state reading assessments and the
percentage of all students in grades 3-8 scoring at the proficient or advanced levels on state
reading assessments. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2005 27.8 Measure not in place
2007 21.6 (September 2008) Pending
2008 18.5 (September 2009) Pending
2009 15.4 (September 2010) Pending
2010 12.4 (September 2011) Pending
2011 9.3 (September 2012) Pending
2012 6.2 (September 2013) Pending
2013 3.1 Undefined Pending
2014 0 Undefined Pending
Source. U.S. Department of Education, Consolidated State Performance Report (CSPR) data submitted
through EDEN/EDFACTS.
Frequency of Data Collection. Annual
Explanation. For school year 2004-2005 all states did not test students in all grades 3-8. Testing in all
grades 3-8 will be done for school year 2005-2006 and subsequent years.
Measure 1.7 of 8: The percentage of students in grades 3-8 scoring at the proficient or
advanced levels on state mathematics assessments. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2005 38.5 Measure not in place
2007 52.2 (September 2008) Pending
2008 59 (September 2009) Pending
2009 65.8 (September 2010) Pending
2010 72.7 (September 2011) Pending
2011 79.5 (September 2012) Pending
2012 86.3 (September 2013) Pending
2013 93.2 Undefined Pending
2014 100 Undefined Pending
Source. U.S. Department of Education, Consolidated State Performance Report (CSPR) data submitted
through EDEN/EDFACTS.
Frequency of Data Collection. Annual
Explanation. For school year 2004-2005 all states did not test students in all grades 3-8. Testing in all
grades 3-8 will be done for school year 2005-2006 and subsequent years.
Measure 1.8 of 8: The difference between the percentage of students with disabilities in grades
3-8 scoring at the proficient or advanced levels on state mathematics assessments and the
percentage of all students in grades 3-8 scoring at the proficient or advanced levels on state
mathematics assessments. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2005 24.9 Measure not in place
2007 19.4 (September 2008) Pending
2008 16.6 (September 2009) Pending
2009 13.8 (September 2010) Pending
2010 11.1 (September 2011) Pending
2011 8.3 (September 2012) Pending
2012 5.5 (September 2013) Pending
2013 2.8 Undefined Pending
2014 0 Undefined Pending
Source. U.S. Department of Education, Consolidated State Performance Report (CSPR) data submitted
through EDEN/EDFACTS.
Frequency of Data Collection. Annual
Explanation. For school year 2004-2005 all states did not test students in all grades 3-8. Testing in all
grades 3-8 will be done for school year 2005-2006 and subsequent years.
Measure 2.2 of 2: The percentage of students with disabilities who drop out of school.
(Desired direction: decrease)
Actual
Year Target Status
(or date expected)
1996 47 Measure not in place
1997 46 Measure not in place
1998 44 Measure not in place
1999 42 Measure not in place
2000 42 Measure not in place
2001 41 Measure not in place
2002 38 Measure not in place
2003 34 Measure not in place
2004 31 Measure not in place
2005 34 28 Did Better Than Target
Objective 2 of 4: Parent Training Information Centers' products and services will be used to
improve results for children with disabilities in the target areas.
Measure 2.1 of 3: The percentage of all Special Education Parent Training and Information
Centers' products and services deemed to be useful by target audiences to improve educational
or early intervention policy or practice. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2005 27 Measure not in place
2006 Set a Baseline (October 2007) Pending
2007 29 (October 2008) Pending
2008 30 (October 2009) Pending
Source. U.S. Department of Education, Office of Special Education Programs, Special Education Parent
Information Centers, survey of parents.
Frequency of Data Collection. Annual
Measure 2.2 of 3: The federal cost per unit of output provided by the Special Education Parent
Training and Information Centers, by category, weighted by the expert panel quality rating.
(Desired direction: increase)
Actual
Year Target Status
(or date expected)
2006 Set a Baseline (October 2007) Pending
2007 Maintain a Baseline (October 2008) Pending
2008 Maintain a Baseline (October 2009) Pending
Source. U.S. Department of Education, Office of Special Education Programs, Special Education Parent
Information Centers, expert panel review.
Measure 2.3 of 3: The percentage of Special Education Parent Information Centers' products
and services deemed to be of high relevance to educational and early intervention policy or
practices by an independent review panel of qualified members of the Parent Information
Centers' target audiences. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2005 47 Measure not in place
2007 49 (October 2008) Pending
2008 50 (October 2009) Pending
Frequency of Data Collection. Annual
Objective 2 of 3: Increase the supply of teachers and service providers who are highly
qualified for and serve in positions for which they are trained.
Measure 2.1 of 5: The percentage of Special Education Personnel Preparation funded scholars
who exit training programs prior to completion due to poor academic performance. (Desired
direction: decrease)
Actual
Year Target Status
(or date expected)
2005 Set a Baseline 3 Target Met
2006 0.99 (October 2007) Pending
2007 0.99 Undefined Pending
2008 0.99 Undefined Pending
Source. U.S. Department of Education, Office of Special Education Programs, Special Education
Personnel Preparation, annual data report.
Measure 2.2 of 5: The percentage of low incidence positions that are filled by personnel who
are fully qualified under IDEA. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2007 BL+1 (October 2008) Pending
2008 BL+2 (October 2009) Pending
Frequency of Data Collection. Other
Objective 3 of 3: Enhance the efficiency of the expenditure of Federal dollars under this
program.
Measure 3.1 of 1: The percentage of funds expended on scholars who drop out of programs
because of: 1) poor academic performance; and 2) scholarship support being terminted when
the Federal grant to their institution ends. (Desired direction: decrease)
Actual
Year Target Status
(or date expected)
2007 Set a Baseline Not Collected Not Collected
2008 BL+1 Not Collected Not Collected
Program Goal: To help preschool children with disabilities enter school ready to
succeed by assisting states in providing special education and
related services.
Objective 1 of 1: Preschool children with disabilities will receive special education and related
services that result in increased skills that enable them to succeed in school.
Measure 1.1 of 3: The number of states with at least 90 percent of special education teachers
of children aged three to five who are fully certified in the area in which they are teaching.
(Desired direction: increase)
Actual
Year Target Status
(or date expected)
1997 35 Measure not in place
1998 37 Measure not in place
1999 40 34 Did Not Meet Target
2000 41 36 Made Progress From Prior Year
2001 40 35 Did Not Meet Target
2002 40 34 Did Not Meet Target
2003 36 32 Did Not Meet Target
2004 36 34 Made Progress From Prior Year
2005 37 33 Did Not Meet Target
2006 37 (August 2007) Pending
2007 38 (August 2008) Pending
2008 38 (August 2009) Pending
Source. U.S. Department of Education, Office of Special Education Programs, Individuals with
Disabilities Education Act (IDEA), state-reported data under section 618.
Frequency of Data Collection. Annual
Data Quality. States generally maintain data for students with disabilities by grades taught, not by ages
of the students taught. Therefore, these data are for teachers teaching prekindergarten, kindergarten,
and/or elementary school, or a combination, depending on individual state certification and licensing
requirements. Certification of related services personnel are not included because those requirements
vary even more widely than requirements for teachers (e.g., some states certify sign language
interpreters, but other states do not).
There is a clustering of states around the 90 percent threshold in this measure, which may result in
unpredictable changes from year to year. For 2005, 33 States and territories were at or above the 90%
threshold; 10 States and territories were between 85% and 89%.
State personnel certification standards can change from year to year, and there is variability in standards
across States. For instance, some States require regular and special education early childhood
endorsement; some have special education as an add-on to regular certification; some certify according
to an age or grade range. There is continual turnover of early childhood special education personnel and
personnel could easily be at various stages of acquiring certification on the data collection date.
Measure 1.2 of 3: The percentage of children with disabilities (aged three through five)
participating in the Special Education Preschool Grants program who demonstrate positive
social-emotional skills (including social relationships); acquire and use knowledge and skills
(including early language/communication and early literacy); and use appropriate behaviors to
meet their needs. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2006 Set a Baseline Not Collected Not Collected
2007 Set a Baseline (August 2007) Pending
2008 0 (August 2008) Pending
Source. U.S. Department of Education, Office of Special Education Programs, Individuals with
Disabilities Education Act (IDEA), state-reported data in the Part B Annual Performance Report (OMB No.
1820-0624)
Frequency of Data Collection. Annual
Data Quality.
States will have implemented their early childhood outcomes measurement systems for a sufficient period
of time to produce baseline outcomes accountabiity data.
Between July 1, 2006 and June 30, 2007, States will collect status-at-exit data for the initial cohort of
children for whom the state had status-at-entry data, resulting in the baseline data for this 2008 GPRA
report. In addition, States will have phased in their outcomes measurement systems which include
collecting entry and exit data for all children entering or exiting preschool special education programs (the
child must be in the program at least 6 months to be included in the exit data collection).
States will report to OSEP their aggregated accountability outcomes data for all three developmental
areas in the Part B Annual Performance Report due February 1, 2008.
States will be provided extensive technical assistance as they develop and implement their preschool
accountability outcomes measurement systems. OSEP funded the Early Childhood Outcomes Center (the
ECO Center) to promote the development and implementation of child and family outcome measures for
infants, toddlers and preschoolers with disabilities that can be used in local, state, and national
accountability systems. OSEP will continue to provide additional State-specific technical assistance
through the National Early Childhood Technical Assistance Center (NECTAC).
Target Context. States will report aggregate data on all three developmental areas in 5 outcomes
reporting categories ranging from "children who did not improve functioning" to "chldren who maintained
functioning at a level comparable to same aged peers." OSEP will establish targets for this report once
baseline has been established.
Explanation. This measure focuses on early language/communication, early literacy and social-
emotional skills because these skills are the best indictors of success in later years.
Measure 1.3 of 3: The percentage of children with disabilties (aged three through five) who
receive special education and related services in a regular early childhood program at least 80%
of time. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2007 Set a Baseline (August 2007) Pending
2008 Maintain a Baseline (August 2008) Pending
Source. U.S. Department of Education, Office of Special Education Programs, Individuals with
Disabilities Education Act of 2004 (IDEA), state-reported data under section 618
Frequency of Data Collection. Annual
Data Quality. Consistent with section 618(a)(1)(A) of IDEA, categories for reporting the number and
percentage of preschool-aged children with disabilities by educational environment have been revised to
more accurately reflect the extent of the children's participation inregular education. States began using
the new data collection (OMB No. 1820-0517) between October 1 and December 1, 2006, inclusive. Data
collected in 2006 were used to establish the baseline in the 2007 GPRA report. The new data
collectionwas ver different from the prior collection and States reported having difficulty implementing the
new system infall of 2006. OSEP believes it may be several years before the data are deemed reliable.
To assist States in collecting preschool educational environments data, OSEP provides technical
assistance directly to States, as well as through Westat. Westat conducts annual state data collectors
meetings, develops FAQs, develops a data dictionary, and present at other OSEP-sponsored meetings,
as necessary.
Target Context. Data reported for this measure includes the 50 States + the District of columbia + Puerto
Rico + Guam + American Samoa + virgin Islands + Northern Marianas + BIA (N=57). The 50 States + the
district of columbia + Puerto Rico receive preschool Grants under section 619 of IDEA. All entities are
subject to least restrictive environments requirements of IDEA.
Explanation. Prior to amending the preschool educational environments data collection in 2006,
preschool educational placement data were reported according to the type of program in which preschool-
aged children with disabilities received special education and related services. Under the data collection
system begun in fall, 2006, States must first determine whether a child attends a regular early childhood
program (parentally or publicly placed). For these children, States must report on the percentage of time
children receive special education and related services in that regular early childhood program. for
children not attending any regular early childhood program or kindergarten, States must report where the
children receive special education and related services.
Measure 1.2 of 2: The percentage of Special Education State Personnel Grants projects that
implement personnel development/training activities that are aligned with improvement
strategies in their State Performance Plans (SPPs). (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2006 Set a Baseline 37.5 Target Met
2007 Maintain a Baseline (August 2007) Pending
2008 Maintain a Baseline (August 2008) Pending
Source. U.S. Department of Education, Office of Special Education Programs, Individuals with
Disabilities Education Act (IDEA), Special Education State Personnel Grants, annual performance report.
Frequency of Data Collection. Annual
Objective 2 of 3: Improve the quality of professional development available to meet the needs
of personnel serving infants, toddlers, children and youth with disabilities.
Measure 2.1 of 2: The percentage of professional development/training activities provided
through the Special Education State Personnel Grants program that are based on scientific or
evidence-based instructional/behavioral practices. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2007 Set a Baseline (August 2007) Pending
2008 Maintain a Baseline (August 2008) Pending
Source. U.S. Department of Education, Office of Special Education Programs, Individuals with
Disabilities Education Act (IDEA), Special Education State Personnel Grants, annual performance report,
expert review.
Frequency of Data Collection. Annual
Explanation. The calculation is the number of Special Education State Personnel Grants supported
professional development/training activities based on scientific or evidence-based practices divided by the
number of Special Education State Personnel Grants supported training activities provided.
Measure 3.2 of 3: The percentage of all Special Education Technical Assistance and
Dissemination products and services deemed by experts to be useful by target audiences to
improve educational or early intervention policy or practice. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2005 43 Measure not in place
2006 Set a Baseline (October 2007) Pending
2007 48 (October 2008) Pending
2008 50 (October 2009) Pending
Frequency of Data Collection. Annual
Measure 3.3 of 3: The federal cost per unit of technical assistance provided by the Special
Education Technical Assistance and Dissemination program, by category, weighted by an expert
panel quality rating. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2006 Set a Baseline (October 2007) Pending
2007 Maintain a Baseline (October 2008) Pending
2008 Maintain a Baseline (October 2009) Pending
Frequency of Data Collection. Annual
Objective 4 of 4: The Special Education Technical Assistance and Dissemination program will
identify, implement and evaluate evidence-based models to improve
outcomes for infants, toddlers, children and youth with disabiltiies. (Long-
term objective. Target areas: assessment; literacy; behavior; instructional
strategies; early intervention; and inclusive practices)
Measure 4.1 of 1: Of the Special Education Technical Assistance and Dissemination projects
responsible for developing models, the percentage that identify, implement and evaluate
effective models. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2006 Set a Baseline (October 2007) Pending
2008 BL+2PP (October 2009) Pending
Source. U.S. Department of Education, Office of Special Education Programs, Individuals with
Disabilities Education Act (IDEA), Special Education Special Education Technical Assistance and
Dissemination, panel of experts.
Frequency of Data Collection. Biennial
Explanation. Data for this long-term measure will be collected every 2-3 years.
Objective 3 of 5: Special Education Technology and Media Services products and services
will be used to improve results for infants, toddlers, children and youth with
disabilities.
Measure 3.2 of 2: The federal cost per unit of technology and media services for the Special
Education Technology and Media Services program, by category, weighted by an expert panel
quality rating. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2007 Set a Baseline (October 2008) Pending
2008 Maintain a Baseline (October 2009) Pending
Frequency of Data Collection. Annual
Objective 4 of 5: Investments in the Technology and Media Services program will develop and
validate current and emerging technologies that incorporate scientifically- or
evidence-based materials and services. (Long-term objective. Focus areas:
assessment; literacy; behavior; instructional strategies; early intervention,
and inclusive practices)
Measure 4.1 of 1: The percentage of Special Education Technology and Media Services
projects that develop and validate technologies that incorporate evidence-based materials and
services. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2007 Set a Baseline (October 2008) Pending
2009 BL+2PP (October 2010) Pending
Frequency of Data Collection. Biennial
Program Goal: Increase access to and improve programs at the high school, and
community and technical college levels that raise academic
achievement, strengthen workforce preparation, and promote
economic development and lifelong learning.
Objective 1 of 2: The use of rigorous research findings to inform program direction and
improve state and local practices, through the identification of research-
based education practices and communicating what works to practitioners,
parents and policy-makers, will increase.
Measure 1.1 of 4: The percentage of research studies conducted by the National Center for
Research in Career and Technical education with rigorous designs as defined by the
Department's definition of evidence-based research. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2002 71 Measure not in place
2003 83 Measure not in place
2004 100 100 Target Met
2005 100 100 Target Met
2006 100 (February 2007) Pending
2007 100 (December 2007) Pending
2008 Set a Baseline (February 2009) Pending
Source. U.S. Department of Education, Office of Vocational and Adult Education, independent review
panel.
Frequency of Data Collection. Annual
Explanation. During 2006, Perkins programs were reauthorized.
We anticipate awarding a new Research and Technical Assistance Center in 2007. This year is expected
to be the first year of operation for the new Center.
The current indicator is the baseline measure
We anticipate creating a new performance measure when the next Research and Technical Assistance
grant is awarded.
Measure 1.2 of 4: The number of customers receiving electronic materials or information from
the National Centers for Research and Dissemination in Career and Technical Education.
(Desired direction: increase)
Actual
Year Target Status
(or date expected)
2000 273,546 Measure not in place
2001 1,569,999 Measure not in place
2002 3,004,898 Measure not in place
Target Context. This indicator is being discontinued. The indicator was related to the performance of the
National Dissemination Center for Career and Technical Education which is not being continued in 2008.
Explanation.
Measure 1.3 of 4: The number of customers receiving print materials or information from the
National Centers for Research and Dissemination in Career and Technical Education. (Desired
direction: decrease)
Actual
Year Target Status
(or date expected)
2001 131,254 Measure not in place
2002 219,729 Measure not in place
2003 13,567 Measure not in place
2004 100,000 326,757 Did Not Meet Target
2005 50,000 319,876 Made Progress From Prior Year
2006 25,000 (February 2007) Pending
2007 25,000 (December 2007) Pending
2008 0 Not Collected Not Collected
Source. U. S. Department of Education, Office of Vocational and Adult Education, National
Dissemination Center for Career and Technical Education Annual Report
Frequency of Data Collection. Annual
Data Quality. This is grantee supplied data
Target Context. This indicator is being discontinued. The indicator was related to the performance of the
National Dissemination Center for Career and Technical Education which is not being continued in 2008.
Explanation.
Measure 1.4 of 4: The number of customers receiving materials or information (total, electronic
or print) from the National Centers for Research and Dissemination in Career and Technical
Education. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2000 273,546 Measure not in place
2001 300,000 1,701,253 Target Exceeded
2002 350,000 3,224,627 Target Exceeded
2003 6,068,102 Measure not in place
2004 2,400,000 20,231,602 Target Exceeded
2005 2,350,000 32,713,522 Target Exceeded
2006 2,325,000 (February 2007) Pending
2007 2,325,000 (December 2007) Pending
2008 0 Not Collected Not Collected
Source. U. S. Department of Education, Office of Vocational and Adult Education, National
Dissemination Center for Career and Technical Education Annual Report.
Frequency of Data Collection. Annual
Data Quality. This is grantee supplied data
Target Context. This indicator is being discontinued. The indicator was related to the performance of the
National Dissemination Center for Career and Technical Education which is not being continued in 2008.
Explanation.
We anticipate creating a new performance measure when the next Research and Technical Assistance
grant is awarded.
Objective 2 of 2: Improve and expand the use of accountability systems and effective program
strategies at the high school and postsecondary levels that promote student
achievement, performance and successful transition.
Measure 2.1 of 1: The percentage of states that have data systems with the capacity to include
information on all indicators and subindicators for secondary and postsecondary programs.
(Desired direction: increase)
Actual
Year Target Status
(or date expected)
2001 92 Measure not in place
2002 97 Measure not in place
2003 98 Measure not in place
2004 100 98 Did Not Meet Target
2005 100 98 Did Not Meet Target
2006 100 (May 2007) Pending
2007 100 (May 2008) Pending
2008 100 (May 2009) Pending
Source. U.S. Department of Education, Vocational Education State Combined Annual Performance
Reports.
Frequency of Data Collection. Annual
Data Quality. State Directors for Career and Technical Education attest to data. Data also are checked
for accuracy and completeness through a five-step data auditing process by Department staff and an
outside contractor.
Explanation. During 2006 Perkins programs are expected to be reauthorized. At that time new objectives
and measures will be established.
FY 2007-2008 performance levels and targets may be modified due to the enactment of a new Perkins
Law. OVAE staff will review the new requirements and adjust performance targets as necessary.
FY 2007 performance targets are based on a two-point increase over the highest of three numbers: 1) the
last year of actual performance, 2) an average of the past three years of actual performance (years in
which overall state data have been more stable and complete), or 3) the performance levels that were
negotiated with states for FY 2006.
*FY 2007 performance targets are based on a two-point increase over the highest of three numbers: 1)
the last year of actual performance, 2) an average of the past three years of actual performance (years in
which overall state data have been more stable and complete), or 3) the performance levels that were
negotiated with states for FY 2006 .
*FY 2007 performance targets are based on a two-point increase over the highest of three numbers: 1)
the last year of actual performance, 2) an average of the past three years of actual performance (years in
which overall state data have been more stable and complete), or 3) the performance levels that were
negotiated with states for FY 2006 (performance levels for FY 2007 will not be negotiated with states until
April 2006).
Measure 1.4 of 7: The percentage of vocational concentrators who have completed high school.
(Desired direction: increase)
Actual
Year Target Status
(or date expected)
2000 80 Measure not in place
2001 84 Measure not in place
2002 85 84 Did Not Meet Target
2003 86 84 Did Not Meet Target
2004 88 84 Did Not Meet Target
2005 87 84 Did Not Meet Target
2006 88 (May 2007) Pending
2007 89 (May 2008) Pending
2008 90 (May 2009) Pending
Source. U.S. Department of Education, Office of Vocational and Adult Education, Vocational Technical
Education Annual Performance and Financial Reports, grantee submissions.
Frequency of Data Collection. Annual
Data Quality. Under Perkins III, states are allowed maximum flexibility in their data collection
methodologies and procedures. This flexibility limits data comparability at the national level. The State
Administration and Accountability Group (SAAG) will conduct national and regional training institutes to
improve data collection efforts especially in the areas of special populations and minority students. SAAG
will conduct targeted individual state technical assistance to improve performance for special populations
and minority students. SAAG will collaborate with other divisions and agencies to improve the
performance of CTE students, particularly special population and minority students in particular.
Explanation. *FY 2007-2008 performance levels and targets may be modified due to the enactment of a
new Perkins Law. OVAE staff will review the new requirements and adjust performance targets as
necessary.
*FY 2007 performance targets are based on a two-point increase over the highest of three numbers: 1)
the last year of actual performance, 2) an average of the past three years of actual performance (years in
which overall state data have been more stable and complete), or 3) the performance levels that were
negotiated with states for FY 2006 (performance levels for FY 2007 will not be negotiated with states until
April 2006).
*FY 2007-2008 performance levels and targets may be modified due to the enactment of a new Perkins
Law. OVAE staff will review the new requirements and adjust performance targets as necessary.
*FY 2007 performance targets are based on a two-point increase over the highest of three numbers: 1)
the last year of actual performance, 2) an average of the past three years of actual performance (years in
which overall state data have been more stable and complete), or 3) the performance levels that were
negotiated with states for FY 2006 (performance levels for FY 2007 will not be negotiated with states until
April 2006).
*FY 2007 performance targets are based on a two-point increase over the highest of three numbers: 1)
the last year of actual performance, 2) an average of the past three years of actual performance (years in
which overall state data have been more stable and complete), or 3) the performance levels that were
negotiated with states for FY 2006 (performance levels for FY 2007 will not be negotiated with states until
April 2006).
and minority students. SAAG will collaborate with other divisions and agencies to improve the
performance of CTE students, in particular and special population and minority students.
Explanation.
*FY 2007-2008 performance levels and targets may be modified due to the enactment of a new Perkins
Law. OVAE staff will review the new requirements and adjust performance targets as necessary.
*FY 2007 performance targets are based on a two-point increase over the highest of three numbers: 1)
the last year of actual performance, 2) an average of the past three years of actual performance (years in
which overall state data have been more stable and complete), or 3) the performance levels that were
negotiated with states for FY 2006 (performance levels for FY 2007 will not be negotiated with states until
April 2006).
Target increased slightly. Even though the target was not met in 2006, it was close enough to increase
targets for 2007 and 2008 to encourage an increase in performance.
Since 2006 targets were not met, 2007 and 2008 targets may need to be adjusted.
Measure 2.3 of 3: The percentage of Native Hawaiian vocational students who obtained
employment. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2003 41 Measure not in place
2004 42 38 Did Not Meet Target
2005 43 33 Did Not Meet Target
2006 30 57 Target Exceeded
2007 50 (August 2007) Pending
2008 53 (August 2008) Pending
Source. U.S. Department of Education, Office of Vocational and Adult Education, Native Hawaiian
Vocational and Technical Education Program, grantee performance report.
Frequency of Data Collection. Annual
Data Quality. Data is self-reported by grantees through performance, statistical and evaluation reports.
Data will be checked by staff during monitoring of projects. ED will continue to request improved
performance during clarification conferences with grantees for new and continuation awards.
Target Context.
Targets for 2007 and 2008 are based on discussions with grantees to obtain clarification, regarding the
significant increase in 2006 performance data as compared to previous years.
Explanation. Target levels for 2008 are projected at a lower level than 2006 actual performance level.
This plan is based on prior year performance levels and the expectation that new grantees will be
selected in the 2007 grant competition.
Measure 3.2 of 2: The percentage of vocational education teachers in Pacific outlying areas
who received professional development. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2003 56 Measure not in place
2004 5 75 Target Exceeded
2005 35 66 Target Exceeded
2006 70 71 Target Exceeded
2007 75 (August 2007) Pending
2008 77 (August 2008) Pending
Source. U.S. Department of Education, Office of Vocational and Adult Education, Pacific Vocational
Education Improvement Program, grantee performance report.
Frequency of Data Collection. Annual
Data Quality. Data is self-reported by grantee through a performance, statistical and evaluation report.
Data will be checked by staff during monitoring of projects. ED will continue to encourage improved
performance during clarification conferences with grantees for new and continuation awards.
Target Context. Increased performance targets to encourage progress.
Explanation. Grantee has continued to progress in this performance area. Depending on 2007
performance levels, 2008 target levels may be increased beyond current target to encourage progress.
Explanation. Due to the fact that prior targets were not met, 2008 targets may need to be adjusted after
2007 data becomes available.
Measure 4.2 of 3: The number of NAVTEP students attaining a certificate or degree. (Desired
direction: increase)
Actual
Year Target Status
(or date expected)
2002 664 Measure not in place
2003 690 728 Target Exceeded
2004 725 1,598 Target Exceeded
2005 1,478 Measure not in place
2006 1,598 1,609 Target Exceeded
2007 1,609 (January 2008) Pending
2008 1,609 (January 2009) Pending
Source. U.S. Department of Education, Office of Vocational and Adult Education, Native American
Vocational and Technical Education Program, grantee performance report.
Frequency of Data Collection. Annual
Data Quality. ED program officers review data through NAVTEP grantee performance, statistical and
evaluation reports. Data are self-reported by grantee through a performance, statistical and evaluation
report.
Target Context.
Target maintained at 2006 and 2007 levels because 2006 performance appears to be an anomaly year.
Explanation. Based on 2007 performance levels, 2008 targets may need to be adjusted.
Measure 4.3 of 3: The number of NAVTEP students placed in employment or military services.
(Desired direction: increase)
Actual
Year Target Status
(or date expected)
2002 1,606 Measure not in place
2003 1,690 Measure not in place
Target Met
Measure 1.2 of 6: The number of Advanced Placement tests taken by minority (Hispanic, Black,
Native American) public school students nationally. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2004 267,608 Measure not in place
2005 315,203 Measure not in place
2006 336,000 359,372 Target Exceeded
2007 376,000 (August 2007) Pending
2008 421,000 (August 2008) Pending
2009 472,000 (August 2009) Pending
2010 528,000 (August 2010) Pending
2011 575,520 (August 2008) Pending
2012 621,562 (August 2009) Pending
2013 671,287 (August 2010) Pending
2014 724,989 (August 2011) Pending
Source. The College Board, Freeze File Report. The Freeze File Report is a mid-year data file of
Advanced Placement exams taken in May of that year.
Frequency of Data Collection. Annual
Data Quality. The Freeze File Report provides basic student demographic characteristics.
Explanation.
Target met
Measure 1.3 of 6: The percentage of Advanced Placement tests passed (tests receiving scores
of 3-5) by low-income public school students nationally. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2005 37.5 Measure not in place
2006 38.5 38.1 Made Progress From Prior Year
2007 38.6 (August 2007) Pending
2008 39.2 (August 2008) Pending
2009 39.8 (August 2009) Pending
2010 40.2 (August 2010) Pending
Source. The College Board, Freeze File Report. The Freeze File Report provides basic student
demographic characteristics. College Board considers a test "mastered" if it recieved a score of 3, 4 or 5
on a scale of 1 to 5.
Frequency of Data Collection. Annual
Data Quality. The Freeze File Report is a mid-year data file of Advanced Placement exams taken in May
of that year. Please note that percentages are based on estimates using the Freeze File Report rather
than the Fee Reduction Summary Report. While the Fee Reduction Summary Report provides a more
reliable count of exams taken by low-income students (see Measure 1.1), the Freeze File Report is used
here because it is the only file linked to exam scores.
Explanation.
Measure 1.4 of 6: The number of Advanced Placement tests passed (tests receiving scores of
3-5) by low-income public school students nationally. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2005 79,800 Measure not in place
2006 90,009 95,350 Target Exceeded
2007 99,000 (August 2007) Pending
2008 103,728 (August 2008) Pending
2009 113,194 (August 2009) Pending
2010 126,660 (August 2010) Pending
Source. The College Board, Freeze File Report.The Freeze File Report provides basic student
demographic characteristics. College Board considers a test "mastered" if it received a score of 3, 4 or 5
on a scale of 1 to 5.
Frequency of Data Collection. Annual
Data Quality. The Freeze File Report is a mid-year data file of Advanced Placement exams taken in May
of that year. While the Fee Reduction Summary Report provides a more reliable count of exams taken by
low-income students (see Measure 1.1), the Freeze File report is used here because it is the only file
linked to exam scores.
Explanation. Target met.
Measure 1.5 of 6: The ratio of Advanced Placement and International Baccalaureate tests taken
in public high schools served by API grants to the number of seniors enrolled at those schools.
(Desired direction: increase)
Actual
Year Target Status
(or date expected)
2006 BL+1% (May 2007) Pending
2007 BL+1% (September 2008) Pending
2008 BL+1 (September 2009) Pending
2009 BL+1 (September 2010) Pending
2010 BL+1 (September 2011) Pending
Source. U.S. Department of Education, Office of Elementary and Secondary Education, Advanced
Placement, Grantee Performance Report.
Frequency of Data Collection. Annual
Explanation. The calculation is the number of Advanced Placement and International Baccalaureate
tests taken in public high schools served by API grants, divided by the total number of juniors and seniors
enrolled at those schools. This was a new measure in 2006. The FY 2006 data will be used as the
baseline.
Measure 1.6 of 6: Cost per passage of Advanced Placement test by a low income public school
student. (Desired direction: decrease)
Actual
Year Target Status
(or date expected)
2007 BL-1 (November 2006) Pending
2008 BL-1 (November 2007) Pending
Measure 1.2 of 2: The percentage of GEAR UP students who passed Algebra 1 by the end of
the 9th grade. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2003 19 30 Target Exceeded
2004 20 21 Target Exceeded
2005 50 51.7 Target Exceeded
2006 25 49.5 Target Exceeded
2007 50 (August 2007) Pending
2008 50 (August 2008) Pending
Objective 2 of 3: Increase the rate of high school graduation and enrollment in postsecondary
education of GEAR UP students.
Measure 2.1 of 3: The average cost (federal funds) per GEAR UP student who immediately
enrolls in college after high school graduation. (Desired direction: decrease)
Actual
Year Target Status
(or date expected)
2007 999 (December 2008) Pending
2008 Set a Baseline (December 2009) Pending
Source. U.S. Department of Education, Office of Postsecondary Education, Gaining Early Awareness and
Readiness for Undergraduate Programs (GEAR UP) annual program performance reports.
Frequency of Data Collection. Annual
Data Quality. Program staff review performance report data for quality, clarity, and consistency and to
assess the extent to which project objectives are being accomplished.
Explanation. In school year 2007-2008, the program will begin to collect data on college enrollment
rates.
Measure 2.2 of 3: The percentage of GEAR UP students who graduated from high school.
(Desired direction: increase)
Actual
Year Target Status
(or date expected)
2006 89.8 Measure not in place
2007 73 (December 2007) Pending
2008 73.5 (December 2008) Pending
2009 74 (December 2009) Pending
2010 74.5 (December 2010) Pending
Source. U. S. Department of Education, Office of Postsecondary Education, Gaining Early Awareness
and Readiness for Undergraduate Programs (GEAR-UP) annual program performance reports.
Frequency of Data Collection. Annual
Data Quality. Program staff review performance report data for quality, clarity, and consistency and to
assess extent to which project objectives are being accomplished.
Measure 2.3 of 3: The percentage of former GEAR UP students who are enrolled in college.
(Desired direction: increase)
Year Target Actual Status
Measure 3.2 of 3: The percentage of GEAR UP students who have knowledge of necessary
academic preparation for college. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2001 50 Measure not in place
2002 53 Measure not in place
2003 54 57 Target Exceeded
2004 56 62 Target Exceeded
2005 61 63.05 Target Exceeded
Measure 3.3 of 3: The percentage of parents of GEAR UP students who have knowledge of
necessary academic preparation for college. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2001 31 Measure not in place
2002 39 Measure not in place
2003 40 43 Target Exceeded
2004 42 42 Target Met
2005 46 49.02 Target Exceeded
2006 47 38.4 Did Not Meet Target
2007 48 (August 2007) Pending
2008 999 (August 2008) Pending
Source. U. S. Department of Education, Office of Postsecondary Education, Gaining Early Awareness
and Readiness for Undergraduate Programs (GEAR-UP) annual program performance reports.
Frequency of Data Collection. Annual
Data Quality. Program staff review performance report data for quality, clarity, and consistency and to
assess extent to which project objectives are being accomplished.
Explanation. Data reflect the percentages of GEAR UP students' parents who have talked to school
counselors, advisors, or someone else about academic preparation for college and college entrance
requirements. The decrease in performance may be attributed to new parents of seventh grade students
who have yet to be influenced by outreach activities and who are more concerned with preparing for ninth
grade than high school graduation. For FY 2008, this measure is without a target.
U.S. Department of Education, Office of Postsecondary Education, Student Support Services Program
Annual Performance Report.
Actual allocations of the annual appropriation are used instead of the overall appropriation.
Explanation. The efficiency measure is derived by dividing the annual appropriation by the number of
students completing, transferring or persisting at the same institution during that specific school year. As
more trend data become available, additional data analysis are completed, and feedback is received from
the TRIO community, the Department will work to ensure that efficiency measure data are informative and
useful, and to ensure that efficiency measure targets are sufficiently ambitious yet reasonable. Data for
FY 2005 will be available in December 2006. For FY 2006-2008, this is an efficiency measure without
targets.
Measure 1.2 of 5: The percentage of TRIO Student Support Services participants persisting at
the same institution. (Desired direction: increase)
Year Target Actual Status
Measure 1.4 of 5: The percentage of Student Support Services first-year students completing a
Bachelor's degree at original institution within six-years. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
1999 29 Measure not in place
2001 29 Undefined Pending
2002 29 Undefined Pending
2003 29.5 Undefined Pending
2004 30 28.1 Made Progress From Prior Year
2005 30.5 29.4 Made Progress From Prior Year
2006 28 (December 2007) Pending
2007 29 (December 2008) Pending
2008 29 (December 2009) Pending
2009 29.5 (December 2010) Pending
2010 29.5 (December 2011) Pending
2011 30 (December 2012) Pending
2012 30 (December 2013) Pending
Source. U.S. Department of Education, Office of Postsecondary Education, Student Support Services
Program Annual Performance Report.
Frequency of Data Collection. Annual
Data Quality. The annual performance report is comprised of self-reported data. However, a variety of
data quality checks are used to assess the completeness and reasonableness of the data submitted.
Measure 1.5 of 5: The gap between the cost per successful outcome and the cost per program
participant. (Desired direction: decrease)
Actual
Year Target Status
(or date expected)
2003 263 Measure not in place
2004 252 Measure not in place
2005 245 Measure not in place
2007 239 (December 2008) Pending
2008 239 (December 2009) Pending
Source. U. S. Department of Education, Office of Postsecondary Education, Student Support Services
Program Annual Performance Report.
Data Quality. Actual allocations of the annual appropriation are used instead of the overall appropriation.
Explanation. The 2007 target was established to reduce the gap between the efficiency measure and
cost per student served by $13 or 5 percent (viewed another way there was a 20 percent difference
between the 2004 efficiency measure and cost per student served, which the 2007 target would reduce to
19 percent). The efficiency measure is derived by dividing the annual appropriation by the number of
students completing, transferring, or persisting at the same institution during that specific school year. The
cost per student served is derived by dividing the annual appropriation by the number of participants. As
more trend data become available, additional data analysis are completed, and feedback is received from
the TRIO community, the Department will work to ensure that efficiency measure data are informative and
useful, and to ensure that efficiency measure targets are sufficiently ambitious yet reasonable. Data for
FY 2005 will be available in December 2006.
Measure 1.2 of 3: The percentage of TRIO Talent Search participants enrolling in college.
(Desired direction: increase)
Actual
Year Target Status
(or date expected)
2000 73 Measure not in place
2001 77 Measure not in place
2002 78 Measure not in place
2003 79 Measure not in place
2004 73.5 77.6 Target Exceeded
2005 74 77.8 Target Exceeded
2006 78.5 (December 2007) Pending
2007 79 (December 2008) Pending
2008 79 (December 2009) Pending
2009 79.5 (December 2010) Pending
Measure 1.3 of 3: The percentage of TRIO Talent Search participants applying for financial aid.
(Desired direction: increase)
Actual
Year Target Status
(or date expected)
2000 82 Measure not in place
2001 86 Measure not in place
2002 86 Measure not in place
2003 85.6 Measure not in place
2004 85.1 Measure not in place
2005 85.4 Measure not in place
2006 86 (December 2007) Pending
2007 86.5 (December 2008) Pending
2008 86.5 (December 2009) Pending
2009 87 (December 2010) Pending
2010 87 (December 2011) Pending
2011 87.5 (December 2012) Pending
Source. U. S. Department of Education, Office of Postsecondary Education, Talent Search Program
Annual Performance Reports.
Frequency of Data Collection. Annual
Data Quality. The annual performance report is comprised of self-reported data; a variety of data quality
checks are used to assess the completeness and reasonableness of the data submitted.
Explanation. Three projects did not report in FY 2005 as a result of Hurricane Katrina. Although the FY
2005 value increased slightly, some projects reported more students enrolling in college than college
ready students served. A new definition of college ready will be implemented in FY 2007.
The annual performance report is comprised of self-reported data; a variety of data quality checks are
used to assess the completeness and reasonableness of the data submitted. Actual allocations of the
annual appropriation are used instead of the overall appropriation.
Explanation.
The gap is the difference between the cost per successful outcome, which is derived by dividing the
annual appropriation by the number of students that persist in high school and enroll in college, and cost
per program participant, which is derived by dividing the annual allocated appropriation by the number of
participants. The annual allocated appropriation excludes funding for those projects that were in their first
year and therefore could not have any persisting students.
Measure 1.2 of 3: The percentage of Upward Bound participants enrolling in college. (Desired
direction: increase)
Actual
Year Target Status
(or date expected)
2000 65 Measure not in place
2002 66 Not Collected Not Collected
Measure 1.3 of 3: The percentage of higher-risk Upward Bound participants enrolling in college.
(Desired direction: increase)
Actual
Year Target Status
(or date expected)
2000 34 Measure not in place
2003 35 Not Collected Not Collected
2004 35.5 Not Collected Not Collected
2005 36 (November 2007) Pending
2006 36.5 (November 2007) Pending
2007 37 (November 2008) Pending
2008 37 (November 2008) Pending
Source. U. S. Department of Education, Office of Postsecondary Education, Upward Bound Program
Annual Performance Report.
Data Quality. The annual performance report is comprised of self-reported data; a variety of data quality
checks are used to assess the completeness and reasonableness of the data submitted.
Explanation. There have been three recent funding initiatives in 2000, 2003 and 2004 encouraging
Upward Bound projects to serve more higher risk students. Program experience has led to collecting
enrollment data one year after enrollment, since enrollment rates are consistently higher than preliminary
values.
Program Goal: To support adult education systems that result in increased adult
learner achievement in order to prepare adults for family, work,
citizenship, and future learning.
Objective 1 of 1: Provide adult learners with opportunities to acquire basic foundation skills
(including English language acquisition), complete secondary education, and
transition to further education and training and to work.
Measure 1.1 of 5: The percentage of adults enrolled in English literacy programs who acquire
the level of English language skills needed to complete the levels of instruction in which they
enrolled. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
1997 28 Measure not in place
1998 28 Measure not in place
1999 49 Measure not in place
2000 40 20 Did Not Meet Target
2001 50 31 Made Progress From Prior Year
2002 42 34 Made Progress From Prior Year
2003 44 36 Made Progress From Prior Year
2004 45 36 Did Not Meet Target
2005 45 37 Made Progress From Prior Year
2006 38 (December 2006) Pending
2007 40 (December 2007) Pending
2008 42 (December 2008) Pending
2009 44 (December 2009) Pending
Source. U.S. Department of Education, Office of Vocational and Adult Education, Adult Education Annual
Program Performance Report. grantee submisssions.
Frequency of Data Collection. Annual
Data Quality. As a third-tier recipient of these data, OVAE must rely on the states and local programs to
collect and report data within published guidelines. Improvements: OVAE has developed a data quality
review process for states based on the Department's Standards for Evaluating Program Performance
Data.
Explanation. As of 2000 data reflect the percentage of English literacy learners (adults with minimal
English language skills) who demonstrated a level of English language proficiency needed to advance to
the next educational functioning level. Educational functioning levels range from beginning-level English
literacy through advanced-level English literacy.
Measure 1.2 of 5: The percentage of adults in adult basic education programs who acquire the
level of basic skills needed to complete the level of instruction in which they enrolled. (Desired
direction: increase)
Year Target Actual Status
Measure 1.3 of 5: The percentage of adults with a high school completion goal who earn a high
school diploma or recognized equivalent. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
1997 37 Measure not in place
1998 33 Measure not in place
1999 34 Measure not in place
2000 40 34 Did Not Meet Target
2001 45 33 Did Not Meet Target
2002 40 42 Target Exceeded
2003 41 44 Target Exceeded
2004 42 45 Target Exceeded
2005 46 51 Target Exceeded
2006 46 (December 2006) Pending
2007 52 (December 2007) Pending
2008 53 (December 2008) Pending
2009 54 (December 2009) Pending
Source. U.S. Department of Education, Office of Vocational and Adult Education, Adult Education Annual
Program Performance Report.
Frequency of Data Collection. Annual
Data Quality. As a third-tier recipient of this data, OVAE must rely on the states and local programs to
collect and report data within published guidelines. OVAE has developed a data quality review process for
states based on the Department's Standards for Evaluating Program Performance Data.
Explanation. As of FY 2000 data reflect the percentage of adult learners with a goal to complete high
school in secondary level programs of instruction who, upon exit, had earned their high school diploma or
GED credential within the reporting period.
Measure 1.4 of 5: The percentage of adults with a goal to enter postsecondary education or
training who enroll in a postsecondary education or training program. (Desired direction:
increase)
Actual
Year Target Status
(or date expected)
2001 25 Measure not in place
2002 25 30 Target Exceeded
2003 26 30 Target Exceeded
2004 27 30 Target Exceeded
2005 30 34 Target Exceeded
2006 33 (December 2006) Pending
2007 37 (December 2007) Pending
2008 39 (December 2008) Pending
2009 41 (December 2009) Pending
Source. U.S. Department of Education, Office of Vocational and Adult Education, Adult Education Annual
Program Performance Report.
Frequency of Data Collection. Annual
Data Quality. As a third-tier recipient of these data, OVAE must rely on the states and local programs to
collect and report data within published guidelines. OVAE has developed a data quality review process for
states based on the Department's Standards for Evaluating Program Performance Data.
Explanation. As of 2001 data reflect the percentage of adult learners with a goal of further education or
training who, upon exit from adult education, enrolled in a postsecondary education or training program.
Measure 1.5 of 5: The percentage of adults with an employment goal who obtain a job by the
end of the first quarter after their program exit quarter. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2001 36 Measure not in place
2002 36 39 Target Exceeded
2003 37 37 Target Met
2004 38 36 Did Not Meet Target
2005 40 37 Made Progress From Prior Year
2006 40 (December 2006) Pending
2007 41 (December 2007) Pending
2008 41 (December 2008) Pending
2009 42 (December 2009) Pending
Source. U.S. Department of Education, Office of Vocational and Adult Education, Adult Education Annual
Program Performance Report.
Frequency of Data Collection. Annual
Data Quality. As a third-tier recipient of these data, OVAE must rely on the states and local programs to
collect and report data within published guidelines. OVAE has developed a data quality review process for
states based on the Department's Standards for Evaluating Program Performance Data.
Explanation. As of 2001data reflect the percentage of adult learners with an employment goal who, upon
exit from an adult education program, obtain a job.
Measure 1.2 of 2: The percentage of individuals who receive National Institute for Literacy
technical assistance who can demonstrate that they implemented instructional practices
grounded in scientifically based research within six months of receiving the technical assistance.
(Desired direction: increase)
Actual
Year Target Status
(or date expected)
2006 Set a Baseline Not Collected Not Collected
2007 Set a Baseline Undefined Pending
2008 BL+1% Undefined Pending
Source. U.S. Department of Education, National Institute for Literacy, technical assistance participant
evaluations.
Frequency of Data Collection. Other
Data Quality. Not everyone who receives technical assistance will complete an evaluation.
Target Context. NIFL provides technical assistance (TA) through two projects. Both of those projects
significantly reduced their TA in FY'06 while they were being restructured and relaunched. Therefore, no
data was available in FY'06.
Explanation. LINCS and Bridges training/technical assistance activities will be assessed by participants.
Program Goal: To challenge students who are deaf, graduate students who are
deaf, and graduate students who are hearing to achieve their
academic goals and obtain productive employment, provide
leadership in setting the national standard for best practices in
education of the deaf and hard of hearing, and establish a
sustainable resource base.
Objective 1 of 4: The University Programs and the Model Secondary School for the Deaf and
the Kendall Demonstration Elementary School will optimize the number of
students completing programs of study.
Measure 1.1 of 11: The enrollment in Gallaudet University's undergraduate programs.
(Desired direction: increase)
Actual
Year Target Status
(or date expected)
1998 1,339 Measure not in place
1999 1,250 1,300 Target Exceeded
2000 1,250 1,318 Target Exceeded
2001 1,250 1,321 Target Exceeded
2002 1,250 1,243 Did Not Meet Target
2003 1,250 1,243 Did Not Meet Target
2004 1,250 1,236 Did Not Meet Target
2005 1,250 1,207 Did Not Meet Target
2006 1,250 1,274 Target Exceeded
2007 1,250 1,206 Did Not Meet Target
2008 1,250 (October 2007) Pending
2009 1,250 (October 2008) Pending
Source. Gallaudet University, Collegiate Office of Enrollment Services; Annual Report.
Frequency of Data Collection. Annual
Explanation. Gallaudet has established minimum enrollment targets based on long-standing enrollment
targets and historical trends, recognizing that actual figures vary from year to year.
Measure 1.2 of 11: The enrollment in Gallaudet University's graduate programs. (Desired
direction: increase)
Actual
Year Target Status
(or date expected)
1998 714 Measure not in place
1999 700 628 Did Not Meet Target
2000 700 541 Did Not Meet Target
Previously, delivery systems for courses were used to count enrollment, e.g., extension students and
online students Because the same student may be enrolled in courses with different delivery systems
during any given semester, using delivery systems to calculate enrollment may have, at times, resulted in
counting students in the wrong category or double counting of some students. During FY 2004, Gallaudet
University reported a significant drop in graduate school enrollments, which was offset by a concurrent
increase in students reported in the professional studies program.
The graduate student enrollment data is accurate for FY 2004, FY 2005, FY 2006 and FY 2007. The
Department reduced the targets for graduate student enrollment in FY 2007 to better reflect the actual
enrollment data for these students.
Measure 1.3 of 11: The enrollment in Gallaudet University's professional studies programs.
(Desired direction: increase)
Actual
Year Target Status
(or date expected)
1998 92 Measure not in place
1999 70 70 Target Met
2000 70 86 Target Exceeded
2001 70 93 Target Exceeded
2002 70 92 Target Exceeded
2003 70 154 Target Exceeded
2004 70 70 Target Met
2005 70 176 Target Exceeded
2006 175 173 Did Not Meet Target
2007 175 187 Target Exceeded
2008 175 (October 2007) Pending
2009 175 (October 2008) Pending
Source. Gallaudet University, Collegiate Office of Enrollment Services; Annual Report.
Frequency of Data Collection. Annual
Explanation. Gallaudet's graduate and professional studies (PST) programs changed the method of
calculating enrollment for the purposes of reporting FY 2004 enrollment figures. The revised counting
system for graduate and PST enrollment is based on three types of students: graduate degree-seeking,
graduate special (takes credit-bearing courses, but not degree-seeking), and professional studies (earns
professional studies credit but cannot apply that to a degree).
Previously, delivery systems for courses were used to count enrollment, e.g., extension students and
online students Because the same student may be enrolled in courses with different delivery systems
during any given semester, using delivery systems to calculate enrollment may have, at times, resulted in
counting students in the wrong category or double counting of some students. During FY 2004, Gallaudet
University reported a significant drop in graduate school enrollments, which was offset by a concurrent
increase in students reported in the professional studies program.
The professional studies student enrollment data is accurate for FY 2004, FY 2005, FY 2006 and FY
2007. The Department increased the targets for professional studies student enrollment in FY 2006 to
better reflect the actual enrollment data for these students.
Measure 1.4 of 11: The enrollment in the Model Secondary School for the Deaf established by
Gallaudet University. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
1998 224 Measure not in place
1999 225 209 Did Not Meet Target
2000 225 219 Made Progress From Prior Year
2001 225 205 Did Not Meet Target
2002 225 188 Did Not Meet Target
2003 225 190 Made Progress From Prior Year
2004 225 186 Did Not Meet Target
2005 225 182 Did Not Meet Target
2006 225 226 Target Exceeded
2007 225 221 Did Not Meet Target
2008 225 (October 2007) Pending
2009 225 (October 2007) Pending
Source. Gallaudet University, Clerc Center student database; Annual Report.
Frequency of Data Collection. Annual
Measure 1.5 of 11: The enrollment in the Kendall Demonstration Elementary School established
by Gallaudet University. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
1998 137 Measure not in place
1999 140 117 Did Not Meet Target
2000 140 135 Made Progress From Prior Year
2001 140 148 Target Exceeded
2002 140 148 Target Exceeded
2003 140 152 Target Exceeded
2004 140 145 Target Exceeded
2005 140 142 Target Exceeded
2006 140 141 Target Exceeded
2007 140 128 Did Not Meet Target
2008 140 (October 2007) Pending
2009 140 (October 2008) Pending
Measure 1.6 of 11: The Gallaudet University undergraduate persistence rates of first-time, full-
time freshmen students. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2003 60 Measure not in place
2004 70 Measure not in place
2005 75 Measure not in place
2006 64 Measure not in place
2008 75 (October 2008) Pending
Frequency of Data Collection. Annual
Explanation. For FY 2006, this measure changed from retention rates to persistence rates. This measure
was designated as a long-term measure.
Prior to FY 2007, calculation of this measure measured the persistence of all undergraduates, including
upperclassmen, who return from one fall semester to the next fall semester. Gallaudet University
reported the following data on the persistence of all undergraduates:
Year Actual
1998 72
1999 73
2000 72
2001 71
2002 73
2003 71
2004 73
2005 76
2006 72
In FY 2007 the methodology of this calculation has been changed to measure the first-year persistence of
first-time, full-time freshmen students from one fall semester to the next fall semester. The revision is
intended to make this measure consistent with the methodology that is used by IPEDS to measure
persistence.
In addition, the undergraduate target was revised from 79% to 75% for FY 2007 and subsequent years.
This is the highest level achieved by Gallaudet and significantly higher than the rate for comparable
IPEDS institutions.
Recent comparisons indicate that Gallaudet University persistence rate (between 60% to 75%) is
comparable to other four-year higher education institutions. Four-year public colleges have an average
retention rate of 69.9%, and four-year private colleges have an average retention rate of 70.6%.
Measure 1.7 of 11: The Gallaudet University graduate student persistence rate. (Desired
direction: increase)
Actual
Year Target Status
(or date expected)
2000 78 Measure not in place
For FY 2006, this measure changed from retention rates to persistence rates. This measure was
designated as a long-term measure.
Graduate student persistence rates are calculated as the ratio of the number of returning graduate
students in a particular fall to the number of graduate students "available to return."
Measure 1.8 of 11: The graduation rate of Gallaudet University undergraduates, who have
graduated within six years. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
1997 29 Measure not in place
1998 26 Measure not in place
1999 28 Measure not in place
2000 32 Measure not in place
2003 29 Measure not in place
2004 26 Measure not in place
2005 28 Measure not in place
2007 31 (October 2007) Pending
2008 32 (October 2008) Pending
2009 32 (October 2009) Pending
2010 32 (October 2010) Pending
2011 32 (October 2011) Pending
2012 32 (October 2012) Pending
Frequency of Data Collection. Annual
Explanation. This indicator would be the standard IPDS 6-year cohort graduation rate, based on the
same entering cohort as the IPEDS first-year persistence indicator; that is, the percentage of all incoming
first-time, full-time freshmen students in one semester who have graduated by the end of six years after
entry.
Using this measurement for the graduation rate will allow for comparison with other colleges and
universities, using the IPEDS methodology of calculating this rate.
(The IPEDS is not showing data for FY 2006 at this time. Gallaudet expects that the rate will be 32% for
FY 2006.)
This measure is not intended to replace the current graduation measure, which is based on a rolling
average without an upward limit on the number of years from the time of entry until graduation. Retaining
the existing measure, in addition to the new IPEDS graduation method indicator, will allow for trend
analysis with prior years and may provide a more accurate picture of actual graduation rates, which
include transfer students and students enrolled longer than 6 years, who tend to eventually graduate.
Measure 1.9 of 11: The graduation rate of Gallaudet University undergraduates. (Desired
direction: increase)
Actual
Year Target Status
(or date expected)
1998 41 Measure not in place
1999 41 42 Target Exceeded
2000 42 41 Did Not Meet Target
2001 43 41 Did Not Meet Target
2002 44 42 Made Progress From Prior Year
2003 45 42 Did Not Meet Target
2004 45 42 Did Not Meet Target
2005 46 42 Did Not Meet Target
2006 47 42 Did Not Meet Target
2007 43 (October 2007) Pending
2008 43 (October 2008) Pending
2009 43 (October 2009) Pending
2010 43 (October 2010) Pending
2011 44 (October 2011) Pending
2012 44 (October 2012) Pending
Source. Gallaudet University, Collegiate Office of the Register, records.
Frequency of Data Collection. Annual
Explanation. The current graduation rate provided each year by Gallaudet University, includes all
students who earn bachelor's degrees, including transfer students, regardless of the time baccalaureate
students take to complete their coursework. (The IPEDS graduation rate is based on first-time full-time
freshmen students who graduate within six years.)
Previously, the targets were moved up each year, while the actual graduation rate has been consistently
reported at either 41% or 42% each year. This indicator is resistent to short-term increases because of
the time required between implementation of new initiatives and when the students graduate. Revising
the targets for FY 2007 and each year thereafter to 43% and 44% will represent a more realistic, and at
the same time, still ambitious targets for graduation.
Measure 1.10 of 11: The graduation rate of Gallaudet University graduate students. (Desired
direction: increase)
Actual
Year Target Status
(or date expected)
2000 82 Measure not in place
2001 82 Measure not in place
2002 82 Measure not in place
2003 82 Measure not in place
1) Accessible data from the PeopleSoft database is recent, and many students graduating during this
period matriculated before the database was implemented,
2) The time-to-degree for graduate students vary widely, especially those who are Ph.D. students, and
Gallaudet University has exceeded their target for the graduation rate of graduate students in FY 2004,
FY 2005, and FY 2006. Consequently, the targets for FY 2007 to FY 2012 are being increased, as shown:
Measure 1.11 of 11: The annual graduation rate of the Model Secondary School students.
(Desired direction: increase)
Actual
Year Target Status
(or date expected)
1998 93 Measure not in place
1999 94 88 Did Not Meet Target
2000 94 98 Target Exceeded
2001 94 90 Did Not Meet Target
2002 94 80 Did Not Meet Target
2003 94 92 Made Progress From Prior Year
2004 94 84 Did Not Meet Target
2005 94 89 Made Progress From Prior Year
2006 90 (October 2007) Pending
2007 90 (October 2008) Pending
2008 90 (October 2009) Pending
Source. Gallaudet University, Clerc Center Office of Exemplary Programs and Research records.
Students may graduate at the end of their senior year, or they may make the decision, as part of the IEP
process, to return to MSSD for a fifth year to pursue their IEP goals. The following table shows the
percentage after four years and the percentage who exercise the fifth year option.
Percentage of Seniors Who Graduate in 4 Years and Those who Graduate in 5 Years
Year 4 Year Seniors 5 Year Seniors
2002 76 14
2003 68 21
2004 58 29
2005 71 16
2006 70
2007
2008
The cumulative two-year graduation rate will be provided at the end of the second year; e.g., the 2005
cumulative graduation rate of 89% is based on first year seniors graduating in 2005 and second year
seniors graduating in 2006.
activities.
The Department is working with Gallaudet on developing an alternative to this measure that would assess
the impact of scientifically based research projects, other scholarly activities, and demonstration and
program development activities on improveing educational outcomes for students who are deaf and hard
of hearing.
Objective 3 of 4: Curriculum and extracurricular activities prepare students to meet the skill
requirements of the workplace or to continue their studies.
Measure 3.1 of 6: The percentage of Gallaudet University Bachelor graduates who are
employed during their first year after graduation. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2001 90 Measure not in place
2002 89 Measure not in place
2003 79 Measure not in place
2004 80 73 Did Not Meet Target
2005 81 69 Did Not Meet Target
2006 82 84 Target Exceeded
2007 82 (October 2007) Pending
2008 82 (October 2008) Pending
2009 82 (October 2009) Pending
2010 82 (October 2010) Pending
2011 82 (October 2011) Pending
2012 82 (October 2012) Pending
Source. Gallaudet University, study on the status of graduates' employment and advanced studies.
Frequency of Data Collection. Annual
Data Quality. The source of this data is from an annual survey sent to students who have graduated from
Gallaudet University within the previous year, inquiring about their employment and advanced education
or training status. Each year, about 30 to 35% of the graduates respond to the survey (N = approximately
50 students).
Target Context. The targets for FY 2001, FY 2002 and FY 2003 were 77, 78 and 79 respectively.
Explanation. This indicator was changed in FY 2003 to report separately the percentage of students
employed and the percentage of students who received advanced education or training during their first
year after graduation. The percentages total more than 100% as some respondents were employed while
enrolled in a program of advanced education or training within the same year.
Measure 3.2 of 6: The percentage of Gallaudet University Bachelor graduates who are in
advanced education or training during their first year after graduation. (Desired direction:
increase)
Actual
Year Target Status
(or date expected)
2001 50 38 Made Progress From Prior Year
2002 49 Measure not in place
2003 40 Measure not in place
2004 40 38 Did Not Meet Target
Explanation. This indicator was changed in FY 2003 to report separately the percentage of students
employed and the percentage of students who received advanced education or training during their first
year after graduation. Advanced education or training includes students enrolled in a master's or Ph.D.
program, a vocational or technical program or another type of program (e.g., law school or medical
school).
The percentages total more than 100% as some respondents were employed while enrolled in a program
of advanced education or training within the same year.
More than 36% of deaf or hard of hearing individuals with baccalaureate degrees from Gallaudet
University enter higher education or training, as compared to the national average of 25% of individuals
without hearing loss entering higher education or training.
Measure 3.3 of 6: The percentage of Gallaudet University Bachelor graduates who are not
employed nor in advanced education or training during their first year after graduation. (Desired
direction: decrease)
Actual
Year Target Status
(or date expected)
2002 6 Measure not in place
2003 13 Measure not in place
2004 11 Measure not in place
2005 15 Measure not in place
2006 Set a Baseline 11 Target Met
2007 10 (October 2007) Pending
2008 10 (October 2008) Pending
2009 10 (October 2009) Pending
2010 10 (October 2010) Pending
2011 10 (October 2011) Pending
2012 10 (October 2012) Pending
Source. Gallaudet University, study on the status of graduates' employment and advanced studies.
Frequency of Data Collection. Annual
Data Quality. The source of this data is from an annual survey sent to students who have graduated from
Gallaudet University within the previous year, inquiring about their employment and advanced education
or training status. Each year, about 30 to 35% of the graduates respond to the survey (N = approximately
50 students).
Target Context. The targets may be revised for FY 2008, FY 2009, FY 2010, FY 2011 and FY 2012,
depending on the data provided in FY 2007.
The tentative targets have been entered into VPS to indicate that this is a long-term measure, and to be
consistent with the two previous indicators on the percentage of students employed and/or in advanced
education or training during their first year after graduation, both with targets until FY 2012.
Explanation.
This measure was added in FY 2006 as part of the break-out of post-school outcomes to provide a more
complete and accurate picture of outcomes for Gallaudet graduates, in employment and advanced
education. The new measure is intended to focus on those graduates who are not using their degrees to
pursue either employment or advanced education.
Measure 3.4 of 6: The percentage of Model Secondary School graduates who are in jobs
within four months to one year after graduation. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2008 Set a Baseline (October 2008) Pending
2009 Maintain a Baseline (October 2009) Pending
Source. Gallaudet University, Clerc Center Office of Exemplary Programs and Research, survey of
graduates' status.
Frequency of Data Collection. Annual
Explanation. Gallaudet University has been collecting data on the percentage of MSSD graduates who
are in jobs or postsecondary programs four months after graduation since FY 2000. Previous data are
given below:
(The FY 2006 data was based on the 43 graduates out of 50 MSSD seniors who graduated in Spring
2006 and who responded to the four-month follow-up survey.)
In FY 2007 this indicator was disaggregated to three categories of students: 1) those who are employed,
2) those who are in post-secondary education or training, and 3) those who are not engaged in either
activity.
In FY 2008 this measure will be changed to reflect the status of graduates during their first year after
graduation, rather than the previous measure of a 4-month follow-up.
Measure 3.5 of 6: The percentage of Model Secondary School graduates who are in advanced
education or training programs within four months to one year after graduation. (Desired
direction: increase)
Actual
Year Target Status
(or date expected)
2008 Set a Baseline (October 2008) Pending
2009 Maintain a Baseline (October 2009) Pending
Source. Gallaudet University, Clerc Center Office of Exemplary Programs and Research, survey of
graduates' status.
Frequency of Data Collection. Annual
Explanation. Gallaudet University has been collecting data on the percentage of MSSD graduates who
are in jobs or postsecondary programs four months after graduation since FY 2000. Previous data are
given below:
(The FY 2006 data was based on the 43 graduates out of 50 MSSD seniors who graduated in Spring
2006 and who responded to the four-month follow-up survey.)
In FY 2007 this indicator was disaggregated to three categories of students: 1) those who are employed,
2) those who are in post-secondary education or training, and 3) those who are not engaged in either
activity.
In FY 2008 this measure will be changed to reflect the status of graduates during their first year after
graduation, rather than the previous measure of a 4-month follow-up.
Measure 3.6 of 6: The percentage of Model Secondary School graduates who are not in jobs
nor postsecondary (advanced education or training) programs within four months to one year
after graduation. (Desired direction: decrease)
Actual
Year Target Status
(or date expected)
2008 Set a Baseline (October 2008) Pending
2009 Maintain a Baseline (October 2009) Pending
Source. Gallaudet University, Clerc Center Office of Exemplary Programs and Research, survey of
graduates' status.
Frequency of Data Collection. Annual
Explanation.
In FY 2007 this indicator was added as part of the break-out of post-school outcomes to provide a more
complete and accurate picture of outcomes for MSSD graduates. The new measure is intended to focus
on MSSD graduates who are not using their high school diplomas to pursue the desired outcomes of
either employment or post-secondary education or training.
In FY 2008 this measure will reflect the status of graduates during their first year after graduation, rather
than the previous measure of a 4-month follow-up.
Objective 4 of 4: Improve the efficiency of operations at Gallaudet as defined by the cost per
successful student outcome, where the successful outcome is graduation.
Measure 4.1 of 2: Federal cost per Gallaudet graduate. (Desired direction: decrease)
Actual
Year Target Status
(or date expected)
2004 241,173 Measure not in place
2007 Set a Baseline (October 2007) Pending
2008 Maintain a Baseline (October 2008) Pending
2009 Maintain a Baseline (October 2009) Pending
Explanation. The FY 2004 data is being used to establish a baseline. This measure is calculated by
dividing the Federal appropriation by the number of gradutes in that school year. Federal students'
financial aid, vocational rehabilitation payments, other Federal support for students, Federal grants and
contracts, the Federal Endowment Grant Program, tuition payments, and other private funds received by
the University are not included in this calculation. Graduates include students receiving baccalaureate,
master's, and doctoral degrees, and graduate and specialist certificates.
Measure 4.2 of 2: Total educational cost per graduate. (Desired direction: decrease)
Actual
Year Target Status
(or date expected)
2004 277,966 Measure not in place
2007 Set a Baseline (October 2007) Pending
2008 Maintain a Baseline (October 2008) Pending
2009 Maintain a Baseline (October 2009) Pending
Explanation. The FY 2004 data is being used to establish a baseline. The cost is calculated by dividing
the total annual expenditures, excluding costs associated with public services, auxiliary enterprises, and
construction, by the number of graduates in that school year. Graduates include students receiving
baccalaureate, master's, and doctoral degrees, and graduate and specialist certificates.
Internal Objective 1 of 1: The Kendall Demonstration Elementary School and the Model
Secondary School will optimize the number of students completing
programs of study.
Measure 1.1 of 2: The Model Secondary School for the Deaf persistence rate. (Desired
direction: increase)
Actual
Year Target Status
(or date expected)
1999 91 Measure not in place
2000 81 Measure not in place
2001 82 Measure not in place
2002 88 Measure not in place
2003 91 Measure not in place
2004 72 Measure not in place
2005 71 Measure not in place
2007 90 (October 2007) Pending
The Department and Gallaudet have agreed to replace the MSSD persistence rate with the MSSD
dropout rate in FY 2008. Sample dropout rate data will be provided to the Department in FY 2007 for
discussion, before finalizing the new dropout indicator and its measurement process.
Measure 1.2 of 2: The Kendall Demonstration Elementary School persistence rate. (Desired
direction: increase)
Actual
Year Target Status
(or date expected)
1999 92 Measure not in place
2000 85 Measure not in place
2001 91 Measure not in place
2002 84 Measure not in place
2003 82 Measure not in place
2004 82 Measure not in place
2005 81 Measure not in place
2007 86 (October 2007) Pending
2008 86 (October 2008) Pending
2009 86 (October 2009) Pending
Frequency of Data Collection. Annual
Explanation. The KDES persistence rates have been collected since 1999. The persistence rate is
defined as the number of returning students, i.e., students enrolled on the official enrollment data for the
year of interest, who were also enrolled on the official enrollment date one year prior plus the number of
students who graduated in the prior year, divided by the total official enrollment number for the year of
interest. Gallaudet is committed to increased focus on retention of students at all levels.
Gallaudet plans to refine the retention rate indidcator for the KDES students and how progress toward its
target is calculated so that it more validly reflects the provision of a free appropriate public education
(FAPE) to KDES students. The concepts of persistence at the postsecondary level do not traslate
appropriately to elementary and secondary special education. Gallaudet will meet with the Department to
discuss possible revisions to this indicator.
RSA anticipates receiving approval on the data collection system by the end of FY 2006. States will enter
data for October 1, 2006 through September 30, 2007 into the system. This data will be used to establish
the baseline in FY 2007 rather than FY 2006.
Given that the data collection and baseline will be newly established in FY 2007, it is desirable to maintain
the baseline for 2008.
Measure 1.2 of 3: The percentage of targeted individuals and entities who obtained an assistive
technology device or service for employment purposes through state financing activities or
reutilization programs, who would not have obtained the device or service. (Desired direction:
increase)
Actual
Year Target Status
(or date expected)
2006 Set a Baseline Not Collected Not Collected
2007 Set a Baseline (December 2007) Pending
2008 Maintain a Baseline (December 2008) Pending
Source.
RSA anticipates receiving approval on the data collection system by the end of FY 2006. States will enter
data for October 1, 2006 through September 30, 2007 into the system. This data will be used to establish
the baseline in FY 2007 rather than FY 2006.
Given that the data collection and baseline will be newly established in FY 2007, it is desirable to maintain
the baseline for 2008.
Measure 1.3 of 3: The percentage of targeted individuals and entities who obtained assistive
technology device or service for community living through state financing activities or
reutilization programs who would not have obtained the device or service. (Desired direction:
increase)
Actual
Year Target Status
(or date expected)
2006 Set a Baseline Not Collected Not Collected
2007 Set a Baseline (December 2007) Pending
2008 Maintain a Baseline (December 2008) Pending
Source.
RSA anticipates receiving approval on the data collection system by the end of FY 2006. States will enter
data for October 1, 2006 through September 30, 2007 into the system. This data will be used to establish
the baseline in FY 2007 rather than FY 2006.
Given that the data collection and baseline will be newly established in FY 2007, it is desirable to maintain
the baseline for 2008.
RSA anticipates receiving approval on the data collection system by the end of FY 2006. States will enter
data for October 1, 2006 through September 30, 2007 into the system. This data will be used to establish
the baseline in FY 2007 rather than FY 2006.
Given that the data collection and baseline will be newly established in FY 2007, it is desirable to maintain
the baseline for 2008.
Measure 2.2 of 4: The percentage of targeted individuals and entities who accessed assistive
technology device demonstrations and/or device loan programs, and made a decision about the
assistive technology device or services for community living purposes, as a result of the
assistance they received from the Assistive Technology Program. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2006 Set a Baseline Not Collected Not Collected
2007 Set a Baseline (December 2007) Pending
2008 Maintain a Baseline (December 2008) Pending
Source.
RSA anticipates receiving approval on the data collection system by the end of FY 2006. States will enter
data for October 1, 2006 through September 30, 2007 into the system. This data will be used to establish
the baseline in FY 2007 rather than FY 2006.
Given that the data collection and baseline will be newly established in FY 2007, it is desirable to maintain
the baseline for 2008.
Measure 2.3 of 4: The percentage of targeted individuals and entities who accessed assistive
technology device demonstrations and/or loan programs, and made a decision about an
assistive technology device or service for educational purposes as a result of the assistance
they received from the Assistive Technology Program. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2006 Set a Baseline Not Collected Not Collected
2007 Set a Baseline (December 2007) Pending
2008 Maintain a Baseline (December 2008) Pending
Source.
RSA anticipates receiving approval on the data collection system by the end of FY 2006. States will enter
data for October 1, 2006 through September 30, 2007 into the system. This data will be used to establish
the baseline in FY 2007 rather than FY 2006.
Given that the data collection and baseline will be newly established in FY 2007, it is desirable to maintain
the baseline for 2008.
Measure 2.4 of 4: The percentage of targeted individuals and entities who accessed assistive
technology device demonstrations and/or device loan programs, and made a decision about the
assistive technology device or services for telecommunications purposes as a result of the
assistance they received from the Assistive Technology Program. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2006 Set a Baseline Not Collected Not Collected
2007 Set a Baseline (December 2007) Pending
2008 Maintain a Baseline (December 2008) Pending
Source.
RSA anticipates receiving approval on the data collection system by the end of FY 2006. States will enter
data for October 1, 2006 through September 30, 2007 into the system. This data will be used to establish
the baseline in FY 2007 rather than FY 2006.
Given that the data collection and baseline will be newly established in FY 2007, it is desirable to maintain
the baseline for 2008.
Measure 1.2 of 3: The number of students enrolled at National Technical Institute for the Deaf's
educational interpreters program. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
1997 72 Measure not in place
1998 84 Measure not in place
1999 100 93 Made Progress From Prior Year
2000 100 77 Did Not Meet Target
2001 100 75 Did Not Meet Target
2002 100 53 Did Not Meet Target
2003 100 65 Made Progress From Prior Year
2004 100 92 Made Progress From Prior Year
2005 100 100 Target Met
2006 100 116 Target Exceeded
2007 100 130 Target Exceeded
2008 100 (October 2007) Pending
2009 100 (October 2008) Pending
Source. National Technical Institute for the Deaf, registrar office records
Frequency of Data Collection. Annual
Explanation. Enrollment in this program has increased from 72 students in 1997 to a high of 130
students in 2007.
Measure 1.3 of 3: The number of students enrolled in National Technical Institute for the Deaf's
graduate/Master's in Special Education program. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
1997 32 Measure not in place
1998 36 Measure not in place
1999 50 50 Target Met
2000 50 59 Target Exceeded
2001 50 55 Target Exceeded
2002 75 60 Made Progress From Prior Year
2003 75 73 Made Progress From Prior Year
2004 75 114 Target Exceeded
2005 90 126 Target Exceeded
2006 120 127 Target Exceeded
2007 120 101 Did Not Meet Target
2008 120 (October 2007) Pending
Source. National Technical Institute for the Deaf, registrar office records.
Frequency of Data Collection. Annual
study.
Measure 2.1 of 4: The retention percentage of first-year National Technical Institute for the Deaf
sub-baccalaureates. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
1997 85 Measure not in place
1998 73 Measure not in place
1999 69 Measure not in place
2000 73 69 Did Not Meet Target
2001 74 68 Did Not Meet Target
2002 74 72 Made Progress From Prior Year
2003 74 70 Did Not Meet Target
2004 74 70 Did Not Meet Target
2005 74 70 Did Not Meet Target
2006 74 70 Did Not Meet Target
2007 70 (October 2007) Pending
2008 70 (October 2008) Pending
2009 72 (October 2009) Pending
2010 72 (October 2010) Pending
2011 72 (October 2011) Pending
2012 72 (October 2012) Pending
Source. National Technical Institute for the Deaf, Registrar Office records.
Frequency of Data Collection. Annual
Target Context. This is a long-term measure.
For FY 2007, the target for student retention rate in sub-baccalaureate programs was reduced from 74%
to 72% for that year, and for each year thereafter.
Explanation.
This measure is the percent of all sub-baccalaureate students at NTID who are freshmen and first-year
transfer students who return from one fall semester to the next fall semester.
Recent comparisons with two-year public and private colleges indicate that NTID retention rate is
significantly higher; that is two-year public colleges have an average retention rate of 52.5%, and two-
year private colleges have a retention rate of 60.1%.
While NTID's data includes transfer students, and IPEDS does not, the number of transfer students into
sub-baccalaureate programs is very small and does not have a significant effect on the overall
persistence rate.
Measure 2.2 of 4: The retention percentage of first-year National Technical Institute for the Deaf
baccalaureates. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
1997 84 Measure not in place
1998 81 Measure not in place
1999 84 Measure not in place
For FY 2008, the target for student retention rate in the baccalaureate programs is being maintained at
86% for that year. The target is being increased by 1% to 87% in FY 2009, rather than in FY 2008.
Explanation.
This measure is the percent of all baccalaureate students at NTID who are freshmen and first-year
transfer students who return from one fall semester to the next fall semester.
Recent comparisons with four-year public and private colleges indicate that NTID retention rate is
significantly higher; that is four-year public colleges have an average retention rate of 69.9%, and four-
year private colleges have a retention rate of 70.6%.
While NTID's data includes transfer students, and IPEDS does not, the number of transfer students into
baccalaureate programs is relatively small and does not have a significant effect on the overall
persistence rate.
Measure 2.3 of 4: The National Technical Institute for the Deaf sub-baccalaureate graduation
rate of students who graduate within three years. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
1997 50 Measure not in place
1998 50 Measure not in place
1999 50 Measure not in place
2000 51 50 Did Not Meet Target
2001 51 50 Did Not Meet Target
2002 52 54 Target Exceeded
2003 52 52 Target Met
2004 52 51 Did Not Meet Target
2005 52 48 Did Not Meet Target
2006 53 49 Made Progress From Prior Year
2007 51 (October 2007) Pending
This measure includes all sub-baccalaureate students who earn degrees, including transfer students, and
uses a three-year time frame from entry to graduation.
A change in NTID's rules to more stricly enforce probation and suspension measures resulted in a slight
dip in graduation rate for subbaccalaureate students that is expected to end by FY 2009.
An IPEDS analysis of data for 100 community colleges indicated a graduation rate of 23% for full-time,
first-time degree/certificate-seeking students within 150% of normal time to program completion. In
addition the IPEDS indicate that the graduation rate of all graduates, including transfers, is 38%. The
graduation rate for students in sub-baccalureate programs, including transfers, at NTID is significantly
higher than other comparable two-year institutions; that is, usually between 48% to 52%.
Measure 2.4 of 4: The National Technical Institute for the Deaf baccalaureate graduation rate of
students who graduate within seven years. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
1997 51 Measure not in place
1998 57 Measure not in place
1999 61 Measure not in place
2000 61 63 Target Exceeded
2001 61 64 Target Exceeded
2002 61 66 Target Exceeded
2003 61 68 Target Exceeded
2004 69 68 Did Not Meet Target
2005 69 69 Target Met
2006 70 70 Target Met
2007 70 (October 2007) Pending
2008 71 (October 2008) Pending
2009 71 (October 2009) Pending
2010 71 (October 2010) Pending
2011 72 (October 2011) Pending
2012 72 (October 2012) Pending
Source. National Technical Institute for the Deaf, Registrar Office records.
Frequency of Data Collection. Annual
Target Context. The FY 2007 graduation rate target for students in baccalaureate programs has been
revised from 71% to 70%. The targets for FY 2008, FY 2009 and FY 2010 are revised from 72% to 71%.
FY 2011 and FY 2012 targets are at 72%.
Explanation. This measure includes all baccalaureate students who earn degrees, including transfer
students, and uses a seven-year time frame from entry to graduation.
Recent comparisons with IPEDS data for four-year public and private colleges indicates that NTID
graduation rate for students graduating from baccalaureate programs is significatly higher than at other
programs; that is, all four-year institutions have an average of 55% graduation rate, four-year public
colleges have a graduation rate of 51.9%, and four-year private colleges have a graduation rate of 63.3%.
The IPEDS data includes graduates (specifically, first-time, full-time students as freshmen until
graduation) who complete their degrees within six years. The NTID data includes all students, including
transfer students, who graduate within seven years. The NTID data is roughly comparable to IPEDS, as
most RIT students must complete a one-year co-op experience in addition to their academic students.
Originally, placement rates were calculated by NTID as the percentage of graduates who are employed
among those who choose to pursue employment. Individuals who were continuing their education or who
were not seeking employment were not included.
This indicator was revised in FY 2006 to give a break-out of post-school outcomes to: 1) graduates who
are in the workforce during their first year after graduation, 2) graduates who are in advanced education
or training during their first year after graduation, and 3) graduates who are not engaged in either
advanced education or training or in the workforce during their first year after
graduation.
The Department changed the methodology of calculating placement data, from the percentage of
graduates who were employed among those seeking employment, to the percentage of graduates who
are employed among those who graduated from NTID.
According to the FY 2006 GPRA report submitted by NTID on those who graduated in 2005, a total of 198
students graduated from NTID that year. Valid data existed on 188 graduates were collected for the FY
2006 report. Of the 188 graduates, 111 students are employed (59%), 62 students are in higher education
or training (33%) and 15 students are not employed or in higher education or training (8%).
Measure 3.2 of 3: The post-school rate of National Technical Institute for the Deaf graduates
who are in advanced education or training during their first year after graduation. (Desired
direction: increase)
Actual
Year Target Status
(or date expected)
2005 33 Measure not in place
2006 Set a Baseline (October 2007) Pending
2007 Maintain a Baseline (October 2008) Pending
2008 Set a Baseline (October 2009) Pending
2009 Maintain a Baseline (October 2010) Pending
Source. National Technical Institute for the Deaf, placement records.
Frequency of Data Collection. Annual
Explanation. This indicator has been added as part of the break-out of post-school outcomes to provide
a more complete and accurate picture of outcomes for NTID graduates. The measure focuses on
graduates who are in advanced education or training during their first year after graduation. Separate
measures cover graduates who are in the workforce during their first year after graduation and graduates
who are not engaged in either advanced education or training or in the workforce during their first year
after graduation.
According to the FY 2006 GPRA report submitted by NTID on those who graduated in 2005, a total of 198
students graduated from NTID that year. Valid data existed on 188 graduates were collected for the FY
2006 report. Of the 188 graduates, 111 students are employed (59%), 62 students are in higher education
or training (33%) and 15 students are not employed or in higher education or training (8%).
Measure 3.3 of 3: The post-school rate of National Technical Institute for the Deaf graduates
who are not engaged in either advanced education or training or in the workforce during their
first year after graduation. (Desired direction: decrease)
Actual
Year Target Status
(or date expected)
2005 8 Measure not in place
2006 Set a Baseline (October 2007) Pending
2007 Maintain a Baseline (October 2008) Pending
2008 Set a Baseline (October 2009) Pending
2009 Maintain a Baseline (October 2010) Pending
Source. National Technical Institute for the Deaf, placement records.
Frequency of Data Collection. Annual
Explanation. This indicator has been added as part of the break-out of post-school outcomes to provide
a more complete and accurate picture of outcomes for NTID graduates. The measure focuses on
graduates who are not engaged in either advanced education or training or in the workforce during their
first year after graduation. Other measures cover graduates who are in the workforce during their first
year after graduation and graduates who are in advanced education or training during their first year after
graduation.
According to the FY 2006 GPRA report submitted by NTID on those who graduated in 2005, a total of 198
students graduated from NTID that year. Valid data existed on 188 graduates were collected for the FY
2006 report. Of the 188 graduates, 111 students are employed (59%), 62 students are in higher education
or training (33%) and 15 students are not employed or in higher education or training (8%).
Objective 4 of 4: Improve the efficiency of operations at NTID as defined by the cost per
successful student outcome, where the successful outcome is graduation.
Measure 4.1 of 2: Federal cost per NTID graduate. (Desired direction: decrease)
Actual
Year Target Status
(or date expected)
2004 227,000 Measure not in place
2007 Set a Baseline (October 2007) Pending
2008 Maintain a Baseline (October 2008) Pending
2009 Maintain a Baseline (October 2009) Pending
Frequency of Data Collection. Annual
Explanation. The FY 2004 data is being used to establish a baseline. This measure is calculated by
dividing the Federal appropriation by the number of graduates in that school year. Federal students'
financial aid, vocational rehabilitation payments, other Federal support for students, Federal grants and
contracts, the Federal Endowment Grant Program tuition, and other private funds received by NTID are
not included in this calculation. Graduates include students receiving subbaccalaureate, baccalaureate
and master's degrees.
Measure 4.2 of 2: Total cost per NTID graduate. (Desired direction: decrease)
Actual
Year Target Status
(or date expected)
2004 254,216 Measure not in place
2007 Set a Baseline (October 2007) Pending
2008 Maintain a Baseline (October 2008) Pending
The FY 2005 baseline was calculated by averaging the percent change in enrollment from 2003 to 2005
and percent change in enrollment from 2001 to 2003. Subsequent years will also be calculated as a two-
data point moving average. There will be no data for FY 2006 and FY 2008 because enrollment data by
field of study is provided only biennially in IPEDS.
Objective 2 of 3: To increase the graduation rate for students in the fields of engineering, or
physical or biological sciences, at minority-serving institutions.
Measure 2.1 of 2: The percentage of minority students enrolled at four-year minority-serving
institutions in the fields of engineering or physical or biological sciences who graduate within six
years of enrollment. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2006 Maintain a Baseline (December 2007) Pending
2007 Maintain a Baseline (December 2008) Pending
2008 Maintain a Baseline (December 2009) Pending
Objective 2 of 3: Maintain or increase the persistence rate for students at Alaska Native and
Native Hawaiian Serving Institutions.
Measure 2.1 of 1: The percentage of full-time undergraduate students who were in their first
year of postsecondary enrollment in the previous year and are enrolled in the current year at the
same Alaska Native/Native Hawaiian institution. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2004 45.5 Measure not in place
2005 61.5 Measure not in place
2006 46 62.5 Target Exceeded
2007 62 (December 2007) Pending
2008 62 (December 2008) Pending
2009 63 (December 2009) Pending
Objective 3 of 3: Maintain or increase the graduation rate at Alaska Native and Native
Hawaiian Serving Institutions.
Measure 3.1 of 3: Cost per successful outcome: federal cost per undergraduate and graduate
degree at Alaska Native and Native Hawaiian Serving Institutions. (Desired direction: decrease)
Actual
Year Target Status
(or date expected)
2003 1,940 Measure not in place
2004 2,532 Measure not in place
2005 2,672 Measure not in place
2007 999 (December 2008) Pending
2008 999 (December 2009) Pending
Source. U. S. Department of Education, National Center for Education Statistics, Integrated
Postsecondary Education Data System (IPEDS). Web Site: http://nces.ed.gov/ipedspas.
Frequency of Data Collection. Annual
Data Quality. Data are supplied by institutions, which certify the accuracy of the data.
Explanation. This measure is calculated as appropriation for the Strengthening AN/NH Institutions
program divided by the number of undergraduate and graduate degrees awarded. The $1,940 value for
the efficiency measure for 2003 reflects an appropriation of $8,180,479 divided by 4,216 graduates. The
$2,532 value for 2004 reflects an appropriation of $10,935,100 divided by 4,318 graduates. The $2,672
value for 2005 reflects an appropriation of $11,904,000 divided by 4,455 graduates. For FY 2006-2008,
this is an efficiency measure without targets.
Measure 3.2 of 3: The percentage of undergraduate students at four-year Alaska Native and
Native Hawaiian Serving Institutions who graduate within six years of enrollment. (Desired
direction: increase)
Actual
Year Target Status
(or date expected)
2003 27 Measure not in place
2004 28 Measure not in place
2005 29 Measure not in place
2006 27 (December 2007) Pending
2007 28 (December 2008) Pending
2008 28 (December 2009) Pending
2009 29 (December 2010) Pending
2010 29 (December 2011) Pending
Measure 3.3 of 3: The percentage of students enrolled at two-year Alaska Native and Native
Hawaiian Serving Institutions who graduate within three years of enrollment. (Desired direction:
increase)
Actual
Year Target Status
(or date expected)
2003 16 Measure not in place
2004 14 Measure not in place
2005 16 Measure not in place
2006 16 (December 2007) Pending
2007 16 (December 2008) Pending
2008 16 (December 2009) Pending
2009 16 (December 2010) Pending
2010 16 (December 2011) Pending
2011 16 (December 2012) Pending
Source. U. S. Department of Education, National Center for Education Statistics, Integrated
Postsecondary Education Data System (IPEDS). Web Site: http://nces.ed.gov/ipedspas.
Frequency of Data Collection. Annual
Data Quality. Data are supplied by institutions, which certify the accuracy of the data.
Measure 3.2 of 2: The percentage of students enrolled at four-year Historically Black Colleges
and Universities graduating within six years of enrollment. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2003 39 Measure not in place
2004 39 Measure not in place
Actual data and targets were calculated using IPEDS fall enrollment data for all graduate students. These
values replace data previously reported from other sources. This program has a long term target of
14,148 for FY 2009. We will continue to report data annually, but there are no intermediate annual targets.
The target was derived by applying an estimated annual rate of increase, based on program experience,
to the period between FY 2003 and FY 2009. Annual increases are estimated to be 1.0 percent through
2009 and 0.5 percent beginning in 2010. Data for FY 2007 will be available in December 2007.
Measure 2.2 of 2: The number of Ph.D., first professional, and Master's degrees awarded at
Historically Black Graduate Institutions. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2003 4,055 Measure not in place
2004 4,219 Measure not in place
2005 4,410 Measure not in place
2006 4,178 (December 2007) Pending
2007 4,498 (December 2008) Pending
2008 4,588 (December 2009) Pending
2009 4,680 (December 2010) Pending
2010 4,774 (December 2011) Pending
2011 4,870 (December 2012) Pending
2012 4,967 (December 2013) Pending
Source. U.S. Department of Education, National Center for Education Statistics, Integrated
Postsecondary Education Data System (IPEDS). Web Site: http://nces.ed.gov/ipedspas.
Frequency of Data Collection. Annual
Data Quality. Data are supplied by institutions, which certify the accuracy of the data.
Explanation. Targets for 2007-12 have been revised to reflect a 2 percent annual increase from the FY
2005 value.
Objective 2 of 3: Increase the persistence rate for students enrolled at SIP Institutions.
Measure 2.1 of 1: The percentage of full-time undergraduate students who were in their first
year of postsecondary enrollment in the previous year and are enrolled in the current year at the
same SIP institution. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2004 66 Measure not in place
2005 63 Measure not in place
2006 68 61 Did Not Meet Target
2007 68 (December 2007) Pending
2008 68 (December 2008) Pending
2009 68 (December 2009) Pending
2010 68 (December 2010) Pending
Objective 3 of 3: Increase the graduation rate for students enrolled at SIP Institutions.
Measure 3.1 of 3: Cost per successful program outcome: federal cost per undergraduate and
graduate degree at SIP institutions. (Desired direction: decrease)
Actual
Year Target Status
(or date expected)
2003 3,975 Measure not in place
2004 3,678 Measure not in place
2005 3,403 Measure not in place
2006 999 (December 2007) Pending
2007 999 (December 2008) Pending
2008 999 (December 2009) Pending
Source. U. S. Department of Education, National Center for Education Statistics, Integrated
Postsecondary Education Data System (IPEDS).
Frequency of Data Collection. Annual
Data Quality. Data are supplied by institutions, which certify the accuracy of the data.
Explanation. This measure is calculated as the appropriation for the Strengthening Institutions program
divided by the number of undergraduate and graduate degrees awarded. The $3,975 cost/successful
outcome for 2002-2003 reflects an appropriation of $81.467 million divided by 20,495 graduates. The
$3,678 cost/successful outcome for 2003-04 reflects an appropriation of $80.986 million divided by
22,021 graduates. The $3,403 cost/successful outcome for 2004-05 reflects an appropriation of $81.0
million divided by 23,804 graduates. For FY 2006-08, this is an efficiency measure without targets.
Measure 3.2 of 3: The percentage of students enrolled at four-year SIPs graduating within six
years of enrollment. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2003 45 Measure not in place
2004 47 Measure not in place
2005 45 Measure not in place
2006 47 (December 2007) Pending
2007 47 (December 2008) Pending
2008 48 (December 2009) Pending
2009 48 (December 2010) Pending
2010 48 (December 2011) Pending
2011 48 (December 2012) Pending
Measure 3.3 of 3: The percentage of students enrolled at two-year SIPs who graduate within
three years of enrollment. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2003 25 Measure not in place
2004 26 Measure not in place
2005 22 Measure not in place
2006 25 (December 2007) Pending
2007 26 (December 2008) Pending
2008 26 (December 2009) Pending
2009 26 (December 2010) Pending
2010 26 (December 2011) Pending
2011 26 (December 2012) Pending
Source. U. S. Department of Education, National Center for Education Statistics, Integrated
Postsecondary Education Data System (IPEDS). Web Site: http://nces.ed.gov/ipedspas/.
Frequency of Data Collection. Annual
Data Quality. Data are supplied by institutions, which certify the accuracy of the data.
Explanation. Program experience was used to estimate targets. An increase of 0.5 percent was used to
generate annual targets each year through 2009, and an increase of 0.3 percent was used beginning in
2010.
Objective 2 of 4: Maintain or increase the persistence rate for students enrolled at TCCUs.
Measure 2.1 of 1: The percentage of full-time undergraduate students who were in their first
year of postsecondary enrollment in the previous year and are enrolled in the current year at the
same Tribally Controlled Colleges and Universities institution. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2004 41 Measure not in place
2005 48 Measure not in place
2006 41 44 Target Exceeded
2007 42 (December 2007) Pending
2008 43 (December 2008) Pending
2009 44 (December 2009) Pending
2010 44 (December 2010) Pending
Objective 3 of 4: Maintain or increase the graduation rate for students enrolled at TCCUs.
Measure 3.1 of 2: The percentage of students enrolled at four-year Tribally Controlled Colleges
and Universities graduating within six years of enrollment. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2003 23 Measure not in place
2004 32 Measure not in place
2005 36 Measure not in place
2006 32 (December 2007) Pending
2007 32 (December 2008) Pending
2008 32 (December 2009) Pending
2009 32 (December 2010) Pending
2010 32 (December 2011) Pending
2011 32 (December 2012) Pending
Source. U. S. Department of Education, National Center for Education Statistics, Integrated
Postsecondary Education Data System (IPEDS). Web Site: http://nces.ed.gov/ipedspas.
Frequency of Data Collection. Annual
Data Quality. Data are supplied by institutions, which certify the accuracy of the data.
Explanation. Graduation rate data first became available from the Integrated Postsecondary Education
Data System (IPEDS) for FY 2003.
Measure 3.2 of 2: The percentage of students enrolled at two-year Tribally Controlled Colleges
and Universities who graduate within three years of enrollment. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2003 40 Measure not in place
2004 34 Measure not in place
2005 26 Measure not in place
2006 29 (December 2007) Pending
2007 29 (December 2008) Pending
2008 29 (December 2009) Pending
2009 29 (December 2010) Pending
2010 29 (December 2011) Pending
2011 29 (December 2012) Pending
Measure 1.2 of 4: The percentage of CCAMPIS program participants receiving child care
services who remain in postsecondary education at the end of the academic year as reported in
the 36-month performance report. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2002 79 Measure not in place
2004 79.5 74 Made Progress From Prior Year
2005 80 67 Did Not Meet Target
2008 81 (July 2009) Pending
2009 81.5 (July 2010) Pending
2011 82 (July 2012) Pending
Source. U. S. Department of Education, Office of Postsecondary Education, Child Care Access Means
Parents in School Program 36-Month Performance Report.
Measure 1.3 of 4: The graduation rate of Child Care Access Means Parents in School program
participants in postsecondary education in other than four-year schools as reported in the 18-
month performance report. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2003 17 Measure not in place
2004 17.5 18 Target Exceeded
2007 18 (July 2009) Pending
2008 18.5 (July 2010) Pending
2010 19 (July 2012) Pending
Source. U. S. Department of Education, Office of Postsecondary Education, Child Care Access Means
Parents in School Program 18-Month Performance Report.
Frequency of Data Collection. Other
Data Quality. Data are supplied by grantee institutions with no formal verification procedure provided.
Grantees attest to the accuracy of data.
Explanation. Data are collected, per program statute, from 18-month and 36-month performance reports.
Although data from the 36-month reports are more meaningful for reporting on persistence, data are also
presented and projected from 18-month reports. This enables regular annual reporting on program
activity. The calendar for data collection every 18 months means that are not collected in FY 2006, as
there were no new competitions in 2003 and 2004. Data for FY 2005 will be available in July 2007.
Data are supplied by grantee institutions with no formal verification procedure provided. Grantees attest to
the accuracy of data.
Explanation. The measure is calculated as the annual appropriation divided by the number of CCAMPIS
students persisting in and graduating from school during that specific school year. The 2003
appropriation ($16,194,050) divided by the number of CCAMPIS students persisting in and graduating
from school during the 2003-2004 school year (14,762) = $1,097. Data for FY 2005 will be available in
July 2007. For FY 2006-2008, this is an efficiency measure without targets.
Target Context. A baseline of 83% was established in 2004. The target reflects an increase and
maintenance of at least 86% of all College Assistance Migrant Program (CAMP) participants completing
the first year of their academic or postsecondary program. Complete data results of targets are available
from 18-24 months following the start of a 12-month performance period.
Explanation. Although no target was established for FY 2003, data will be collected.
Objective 2 of 2: A majority of CAMP students who successfully complete their first year of
college will continue in postsecondary education.
Measure 2.1 of 1: The percentage of College Assistance Migrant Program (CAMP) participants
who, after completing first year of college, continue their postsecondary education. (Desired
direction: increase)
Actual
Year Target Status
(or date expected)
2001 78 Measure not in place
2002 75 Measure not in place
2003 95 Measure not in place
2004 79 96 Target Exceeded
2005 80 (October 2007) Pending
2006 81 (October 2008) Pending
2007 82 (October 2009) Pending
2008 83 (October 2010) Pending
2009 84 (October 2011) Pending
2010 85 (October 2012) Pending
Source. U.S. Department of Education, College Assistance Migrant Program (CAMP) grantee annual
performance reports.
Frequency of Data Collection. Annual
Data Quality. All grantees are made aware of reporting requirements for performance measures. It is
required that all grantees submit a grant performance report (ED Form 524B). The Performance Report
utilized allows for input of both quantitative and qualitative data. Upon completion of collection of data, the
data will be combined, aggregated, analyzed and summarized. Results will be used to inform the OME on
the progress in achieving the goals of GPRA measures and project measures.
Target Context. A baseline of 79% was established in 2004. The target reflects an increase of at least
one percentage point based on the prior year's target. Complete data results of targets are available from
18-24 months following the start of a 12-month performance period.
Explanation. Although no target was established for FY 2003, data will be collected.
open enrollment, where students enter at any time and complete the program in different timeframes. As
a consequence, the period of time when all activities funded by a budget cycle will vary and full data
collection may extend into subsequent budget periods.
Explanation. This is a long term measure. The calculation for this measure is the number of HEP
participants who receive the GED divided by the number of HEP participants funded to be instructionally
served.
All grantees are funded during a single 12-month budget period, beginning on the award date. Data
showing progress against the performance target is available from all grantees from 18-24 months
following the close of the budget period. The data collection and reporting period varies based on each
grantee’s unique program schedule: some enroll a cohort with fixed start and end dates, others use open
enrollment, where students enter at any time and complete the program in different timeframes. As a
consequence, the period of time when all activities funded by a budget cycle will vary and full data
collection may extend into subsequent budget periods.
Measure 1.2 of 8: Percentage of GAANN fellows completing terminal degree in the designated
areas of national need. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2001 12 Measure not in place
2002 12 28 Target Exceeded
Measure 1.3 of 8: Percentage of GAANN fellows who are American Indian or Alaska Native by
grantee cohort enrolled in a terminal degree program in the designated areas of national need.
(Desired direction: increase)
Actual
Year Target Status
(or date expected)
1999 1 Measure not in place
2001 0 Measure not in place
2002 1 Measure not in place
2003 Set a Baseline 0 Target Met
2004 0 1 Target Exceeded
2005 1 0.4 Did Not Meet Target
2006 1 (June 2007) Pending
2007 1 (June 2008) Pending
2008 1 (June 2009) Pending
2009 1 (June 2010) Pending
2010 1 (June 2011) Pending
2011 1 (June 2012) Pending
Source. U. S Department of Education, Office of Postsecondary Education, GAANN Final Performance
Report.
Frequency of Data Collection. Annual
Data Quality. Program data are supplied by institutions, which certify the accuracy of the data.
Explanation. The performance of the GAANN program is limited in that the authorizing legislation of the
GAANN program recommends, but does not mandate, that institutional grantees seek individuals from
traditionally underrepresented groups when awarding fellowships. However in responding to the selection
criteria, grantees must address plans to include students from underrepresented groups. The 2002 data
reflects the 1997 cohort only. Successive years combine two cohorts: 2003 data reflect the fellows from
the 1998, and from those fellows in the 2000 cohort that finished in 2003. No grants are awarded each
third year, so that there were no cohorts of new fellows in 1999 or 2002.
Measure 1.4 of 8: Percentage of GAANN fellows who are Asian/Pacific Islander by grantee
cohort enrolled in a terminal degree program in the designated areas of national need. (Desired
direction: increase)
Actual
Year Target Status
(or date expected)
1999 10 Measure not in place
2001 7 Measure not in place
2002 11 Measure not in place
2003 Set a Baseline 6 Target Met
2004 6 9 Target Exceeded
2005 8 9 Target Exceeded
2006 11 (June 2007) Pending
2007 11 (June 2008) Pending
2008 11 (June 2009) Pending
2009 11 (June 2010) Pending
2010 11 (June 2011) Pending
2011 11 (June 2012) Pending
Source. U. S Department of Education, Office of Postsecondary Education, GAANN Final Performance
Report.
Frequency of Data Collection. Annual
Data Quality. Program data are supplied by institutions, which certify the accuracy of the data.
Explanation.
The performance of the GAANN program is limited in that the authorizing legislation of the GAANN
program recommends, but does not mandate, that institutional grantees seek individuals from traditionally
underrepresented groups when awarding fellowships. However in responding to the selection criteria,
grantees must address plans to include students from underrepresented groups. The 2002 data reflects
the 1997 cohort only. Successive years combine two cohorts: 2003 data reflect the fellows from the 1998,
and from those fellows in the 2000 cohort that finished in 2003. No grants are awarded each third year, so
that there were no cohorts of new fellows in 1999 or 2002.
Measure 1.5 of 8: Percentage of GAANN fellows who are Black or African American by grantee
cohort enrolled in a terminal degree program in the designated areas of national need. (Desired
direction: increase)
Actual
Year Target Status
(or date expected)
1999 7 Measure not in place
2001 7 Measure not in place
2002 10 Measure not in place
2003 Set a Baseline 7 Target Met
2004 7 7 Target Met
2005 7 17.6 Target Exceeded
2006 10 (June 2007) Pending
2007 10 (June 2008) Pending
The performance of the GAANN program is limited in that the authorizing legislation of the GAANN
program recommends, but does not mandate, that institutional grantees seek individuals from traditionally
underrepresented groups when awarding fellowships. However in responding to the selection criteria,
grantees must address plans to include students from underrepresented groups. The 2002 data reflects
the 1997 cohort only. Successive years combine two cohorts: 2003 data reflect the fellows from the 1998,
and from those fellows in the 2000 cohort that finished in 2003. No grants are awarded each third year, so
that there were no cohorts of new fellows in 1999 or 2002.
Measure 1.6 of 8: Percentage of GAANN fellows who are Hispanic or Latino by grantee cohort
enrolled in a terminal degree program in the designated areas of national need. (Desired
direction: increase)
Actual
Year Target Status
(or date expected)
1999 4 Measure not in place
2001 7 Measure not in place
2002 5 Measure not in place
2003 Set a Baseline 2 Target Met
2004 2 9 Target Exceeded
2005 6 6.8 Target Exceeded
2006 5 (June 2007) Pending
2007 5 (June 2008) Pending
2008 5 (June 2009) Pending
2009 5 (June 2010) Pending
2010 5 (June 2011) Pending
2011 5 (June 2012) Pending
Source. U. S Department of Education, Office of Postsecondary Education, GAANN Final Performance
Report.
Frequency of Data Collection. Annual
Data Quality. Program data are supplied by institutions, which certify the accuracy of the data.
Explanation.
The performance of the GAANN program is limited in that the authorizing legislation of the GAANN
program recommends, but does not mandate, that institutional grantees seek individuals from traditionally
underrepresented groups when awarding fellowships. However in responding to the selection criteria,
grantees must address plans to include students from underrepresented groups. The 2002 data reflects
the 1997 cohort only. Successive years combine two cohorts: 2003 data reflect the fellows from the 1998,
and from those fellows in the 2000 cohort that finished in 2003. No grants are awarded each third year, so
that there were no cohorts of new fellows in 1999 or 2002.
Measure 1.7 of 8: The percentage of GAANN fellows who are women. (Desired direction:
increase)
Actual
Year Target Status
(or date expected)
1999 37 Measure not in place
2001 39 Measure not in place
2002 38 Measure not in place
2003 Set a Baseline 35 Target Met
2004 35 41 Target Exceeded
2005 39 41 Target Exceeded
2006 39 (June 2007) Pending
2007 40 (June 2008) Pending
2008 40 (June 2009) Pending
2009 41 (June 2010) Pending
2010 41 (June 2011) Pending
2011 42 (June 2012) Pending
Source. U. S Department of Education, Office of Postsecondary Education, GAANN Final Performance
Report.
Frequency of Data Collection. Annual
Data Quality. Program data are supplied by institutions, which certify the accuracy of the data.
Explanation.
The performance of the GAANN program is limited in that the authorizing legislation of the GAANN
program recommends, but does not mandate, that institutional grantees seek individuals from traditionally
underrepresented groups when awarding fellowships. However in responding to the selection criteria,
grantees must address plans to include students from underrepresented groups. The 2002 data reflects
the 1997 cohort only. Successive years combine two cohorts: 2003 data reflect the fellows from the 1998,
and from those fellows in the 2000 cohort that finished in 2003. No grants are awarded each third year, so
that there were no cohorts of new fellows in 1999 or 2002.
Measure 1.8 of 8: Median time to completion of doctorate for GAANN students. (Desired
direction: decrease)
Actual
Year Target Status
(or date expected)
2002 6.5 Measure not in place
2003 7.1 Measure not in place
2004 5.92 Measure not in place
2005 6.45 5.3 Did Better Than Target
2006 7 (June 2007) Pending
2007 5.9 (June 2008) Pending
2008 5.9 (June 2009) Pending
2009 5.9 (June 2010) Pending
2010 5.9 (June 2011) Pending
Program Goal: To meet the nation's security and economic needs through the
development of a national capacity in foreign languages, and
area and international studies.
Objective 1 of 9: The National Resource Centers (NRC) Program provides grants to
institutions of higher education or consortia of institutions of higher education
to establish, strengthen, and operate comprehensive and undergraduate
language and area/international studies centers.
Measure 1.1 of 5: Percent of employed Master's and doctoral degree graduates in fields of
postsecondary education or government. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2007 999 (December 2009) Pending
2008 999 (December 2010) Pending
Source. U.S. Department of Education, Office of Postsecondary Education, Evaluation of Exchange,
Language, International, and Area Studies (EELIAS) Reporting System, National Resource Centers
(NRC) Program, annual and final reports (Web site: http://www.eelias.org).
Frequency of Data Collection. Annual
Data Quality. Data are supplied by institutions, which certify the accuracy of the data.
Explanation. This is a new measure introduced in 2007, which includes Master's graduates. It is intended
to replace the former measure: the percentage of NRC Ph.D. graduates who find employment in higher
education, government, and national security. FY 2005 data will set the baseline and will be available in
December 2007. For FY 2007-2008, this measure is without targets.
Measure 1.2 of 5: Efficiency measure: Cost per Master's or doctoral degree graduate employed
in fields of postsecondary education or government. (Desired direction: decrease)
Actual
Year Target Status
(or date expected)
2007 999 (December 2009) Pending
2008 999 (December 2010) Pending
Source. U.S. Department of Education, Office of Postsecondary Education, Evaluation of Exchange,
Language, International, and Area Studies (EELIAS) Reporting System, National Resource Centers
(NRC) Program, annual and final reports (Web site: http://www.eelias.org).
Frequency of Data Collection. Annual
Data Quality. Data are supplied by institutions, which certify the accuracy of the data.
Explanation. This is a new measure, including only Masters and doctoral degree graduates. It is intended
to replace the measure: federal cost for NRC fellow finding employment in government, military and
higher education. FY 2005 data will set the baseline and will be available in December 2007. For FY
2006-2008, this measure is without targets.
Measure 1.3 of 5: The percentage of critical languages taught, as reflected by the list of critical
languages referenced in the HEA Title VI program statute. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2003 56 Measure not in place
2004 56 Measure not in place
2005 74 (December 2007) Pending
2006 60 (December 2008) Pending
2007 63 (December 2009) Pending
2008 66 (December 2010) Pending
2015 80 (December 2011) Pending
Source. U.S. Department of Education, Office of Postsecondary Education, Evaluation of Exchange,
Language, International, and Area Studies (EELIAS) Reporting System, National Resource Centers
(NRC) Program, annual and final reports (Web Site: http://www.eelias.org).
Frequency of Data Collection. Annual
Data Quality. Data are supplied by institutions, which certify the accuracy of the data.
Explanation. The list of critical languages included in the Title VI statute comprises 171 languages. It is
the goal of the program to have 80 percent of these languages taught by 2015.
Measure 1.4 of 5: The percentage of National Resource Center Ph.D. graduates who find
employment in higher education, government, and national security. (Desired direction:
increase)
Actual
Year Target Status
(or date expected)
2001 48.5 Measure not in place
2002 53.7 Measure not in place
2003 55 Measure not in place
2004 47 71.8 Target Exceeded
2005 47.5 (December 2007) Pending
2006 48 (December 2008) Pending
2007 48.5 (December 2009) Pending
2008 49 (December 2010) Pending
2009 49.5 (December 2011) Pending
2010 50 (December 2012) Pending
2011 50.5 (December 2013) Pending
Source. U.S. Department of Education, Office of Postsecondary Education, Evaluation of Exchange,
Language, International, and Area Studies (EELIAS) Reporting System, National Resource Centers
(NRC) Program, annual and final reports (Web Site: http://www.eelias.org).
Data Quality. Data are supplied by institutions, which certify the accuracy of the data.
Explanation. Government employment reflects employment in federal government. Employment in
national security is represented by military employment. This measure is being phased out. It is being
replaced with the following measure: percent of employed Master's and doctoral degree graduates in
fields of postsecondary education or government.
Measure 1.5 of 5: Federal cost for National Resource Center program fellow finding
employment in government, military, or higher education. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2004 20,169 Measure not in place
2007 999 (December 2009) Pending
2008 999 (December 2010) Pending
Source. U.S. Department of Education, Office of Postsecondary Education, Evaluation of Exchange,
Language, International, and Area Studies (EELIAS) Reporting System, National Resource Centers
(NRC) Program, annual and final reports (Web site: http://www.eelias.org).
Frequency of Data Collection. Annual
Data Quality. Data are supplied by institutions, which certify the accuracy of the data.
Explanation. This is an old key measure, which will be phased out in 2008. It is intended to replace the
measure: Cost per Master's or doctoral degree graduate employed in fields of postsecondary education
or government. Data for FY 2005 will be available in December 2007.
Objective 2 of 9: The Foreign Language and Area Studies (FLAS) Fellowship Program
provides academic year and summer fellowships to institutions of higher
education to assist graduate students in foreign language and either area or
international studies.
Measure 2.1 of 3: Percent of employed Master's and doctoral degree graduates in fields of
postsecondary education or government. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2005 42 Measure not in place
2007 999 (December 2008) Pending
2008 999 (December 2009) Pending
Source. U.S. Department of Education, Office of Postsecondary Education, Evaluation of Exchange,
Language, International, and Area Studies (EELIAS) Reporting System, Foreign Language and Area
Studies (FLAS) Program, annual and final reports (Web site: http://www.eelias.org).
Frequency of Data Collection. Annual
Data Quality. Data are supplied by institutions, which certify the accuracy of the data.
Explanation. This is a new measure, which includes Master's graduates. FY 2006 data will set the
baseline and will be available in December 2007. For FY 2007-2008, this measure is without targets.
Measure 2.2 of 3: Efficiency measure: cost per Foreign Language and Area Studies (FLAS)
Fellowship Program fellow increasing average language competency by at least one level.
(Desired direction: decrease)
Actual
Year Target Status
(or date expected)
2004 17,439 Measure not in place
2005 17,124 Measure not in place
2006 999 (December 2007) Pending
2007 999 (December 2008) Pending
2008 999 (December 2009) Pending
Measure 2.3 of 3: The average competency score of Foreign Language and Area Studies
(FLAS) Fellowship Program recipients at the end of one full year of instruction minus the
average score at the beginning of the year. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2003 1.3 Measure not in place
2004 1.2 1.22 Target Exceeded
2005 1.2 1.2 Target Met
2006 1.2 1.22 Target Exceeded
2007 1.2 (December 2007) Pending
2008 1.2 (December 2008) Pending
2009 1.2 (December 2009) Pending
2010 1.2 (December 2010) Pending
2011 1.2 (December 2011) Pending
Source. U.S. Department of Education, Office of Postsecondary Education, Evaluation of Exchange,
Language, International, and Area Studies (EELIAS) Reporting System, Foreign Language and Areas
Studies (FLAS) Fellowship Program, annual and final reports (Web Site: http://www.eelias.org).
Frequency of Data Collection. Annual
Data Quality. Data are supplied by institutions, which certify the accuracy of the data.
Explanation. Overall change in the language competency self-assessment reflects a mix of different
levels of improvement at all stages (beginner, intermediate, advanced) of the three modalities of language
acquisition that the assessment measures (reading, writing, speaking). Beginning language students may
be expected to make larger advances over a given time period (and therefore have larger change scores)
than more advanced students. A target value of 1.2 for change over the year reflects an ambitious overall
goal for the program.
Measure 3.2 of 3: Efficiency measure: cost per Master's, including MBA, degree recipient or
Ph.D. graduate employed in business-related fields, including teaching in a business school.
(Desired direction: decrease)
Actual
Year Target Status
(or date expected)
2007 999 (March 2010) Pending
2008 999 (March 2011) Pending
Source. U.S. Department of Education, Office of Postsecondary Education, Evaluation of Exchange,
Language, International, and Area Studies (EELIAS) Reporting System, Centers for International
Business Education (CIBE) Program, annual and final reports (Web site: http://www.eelias.org).
Frequency of Data Collection. Annual
Data Quality. Data are supplied by institutions, which certify the accuracy of the data.
Explanation. This is a new measure, which includes MBA and Ph.D. graduates. FY 2005 data will set the
baseline and will be available in March 2008. For FY 2007-2008, this measure is without targets.
Measure 3.3 of 3: Percentage of Centers for International Business Education projects judged
to be successful by the program officer, based on a review of information provided in annual
performance reports. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2007 999 (March 2010) Pending
2008 999 (March 2011) Pending
Source. U.S. Department of Education, Office of Postsecondary Education, Evaluation of Exchange,
Language, International, and Area Studies (EELIAS) Reporting System, Centers for International
Business Education (CIBE) Program, annual and final reports (Web site: http://www.eelias.org).
Frequency of Data Collection. Annual
Data Quality. Data are supplied by institutions, which certify the accuracy of the data.
Explanation. This is a new measure in FY 2007. FY 2005 data will set the baseline and will be available
in March 2008. For FY 2007-2008, this measure is without targets.
Objective 4 of 9: The International Research and Studies (IRS) Program supports surveys,
studies, and instructional materials development to improve and strengthen
instruction in modern foreign languages, area studies, and other international
fields to provide full understanding of the places in which the foreign
languages are commonly used.
Measure 4.1 of 3:
Measure 4.2 of 3: Percentage of International Research and Studies Program projects judged
to be successful by the program officer, based on a review of information provided in annual
performance reports. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2006 Maintain a Baseline (March 2007) Pending
2007 Maintain a Baseline (March 2008) Pending
2008 999 (March 2009) Pending
Source. U.S. Department of Education, Office of Postsecondary Education, Evaluation of Exchange,
Language, International, and Area Studies (EELIAS) Reporting System, International Research and
Studies (IRS) Program, annual and final reports (Web Site: http://www.eelias.org).
Frequency of Data Collection. Annual
Data Quality. Data are supplied by institutions, which certify the accuracy of the data.
Explanation. For FY 2008, this measure is without a target.
Measure 4.3 of 3: Number of outreach activities that are adopted or disseminated within a year,
divided by the total number of IRS outreach activities conducted in the current reporting period.
(Desired direction: increase)
Actual
Year Target Status
(or date expected)
2006 Set a Baseline (March 2007) Pending
2007 Maintain a Baseline (March 2008) Pending
2008 999 (March 2009) Pending
Source. U.S. Department of Education, Office of Postsecondary Education, Evaluation of Exchange,
Language, International, and Area Studies (EELIAS) Reporting System, International Research and
Studies (IRS) Program, annual and final reports (Web Site: http://www.eelias.org).
Frequency of Data Collection. Annual
Data Quality. Data are supplied by institutions, which certify the accuracy of the data.
Explanation. For FY 2008, this measure is without a target.
Measure 5.3 of 3:
Explanation. This measure is calculated as the annual appropriation for LRC divided by the number of
LRC projects successfully completed. For FY 2008, this measure is without a target.
Objective 7 of 9: The Business and International Education (BIE) Program provides funds to
institutions of higher education that enter into an agreement with a trade
association and/or business for two purposes: to improve the academic
teaching of the business curriculum and to conduct outreach activities that
expand the capacity of the business community to engage in international
economic activities.
Measure 7.1 of 3: Percentage of Business and International Education Program projects judged
to be successful by the program officer, based on a review of information provided in annual
performance reports. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2006 Maintain a Baseline (March 2007) Pending
2007 Maintain a Baseline (March 2008) Pending
2008 999 (March 2009) Pending
Source. U.S. Department of Education, Office of Postsecondary Education, Evaluation of Exchange,
Language, International, and Area Studies (EELIAS) Reporting System, Business and International
Education Program, annual and final reports (Web Site: http://www.eelias.org).
Frequency of Data Collection. Annual
Data Quality. Data are supplied by institutions, which certify the accuracy of the data.
Explanation. For FY 2008, this measure is without a target.
Measure 7.2 of 3: Number of outreach activities that are adopted or disseminated within a year,
divided by the total number of BIE outreach activities conducted in the current reporting period.
(Desired direction: increase)
Actual
Year Target Status
(or date expected)
2006 Maintain a Baseline (December 2008) Pending
2007 Maintain a Baseline (December 2009) Pending
2008 999 (December 2010) Pending
Source. U.S. Department of Education, Office of Postsecondary Education, Evaluation of Exchange,
Language, International, and Area Studies (EELIAS) Reporting System, Business and International
Education Program, annual and final reports (Web Site: http://www.eelias.org).
Frequency of Data Collection. Annual
Data Quality. Data are supplied by institutions, which certify the accuracy of the data.
Explanation. The calculation is the number of outreach activities that result in adoption or further
dissemination within a year, divided by the total number of BIE participant project-related outreach
activities during the current year. For FY 2008, this measure is without a target.
Measure 9.2 of 3: Percentage of scholars who indicated they were "highly satisfied" with the
services the Center provided. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2006 Maintain a Baseline Not Collected Not Collected
2007 Maintain a Baseline (January 2009) Pending
2008 999 (January 2010) Pending
Source. U.S. Department of Education, Office of Postsecondary Education, Evaluation of Exchange,
Language, International, and Area Studies (EELIAS) Reporting System, American Overseas Research
Centers, annual and final reports (Web Site: http://www.eelias.org).
Frequency of Data Collection. Annual
Data Quality. Data are supplied by institutions, which certify the accuracy of the data.
Explanation. For FY 2008, this measure is without a target.
Program Goal: To meet the nation's security and economic needs through the
development of a national capacity in foreign languages, and
area and international studies.
Objective 1 of 2: Maintain a U.S. higher education system able to produce experts in less
commonly taught languages and area studies who are capable of
contributing to the needs of the U.S. Government, and national security.
Measure 1.1 of 1: Percentage of employed Institute for International Public
Policy graduates in government or international service. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2006 Maintain a Baseline (December 2008) Pending
2007 Maintain a Baseline (December 2009) Pending
2008 Maintain a Baseline (December 2010) Pending
Source. U.S. Department of Education, Office of Postsecondary Education, Evaluation of Exchange,
Language, International, and Area Studies (EELIAS) Reporting System, http://www.eelias.org and
International Education and Foreign Language Studies Institute for International Public Policy Program,
annual and final reports.
Frequency of Data Collection. Annual
Data Quality. Data are supplied by institutions, which certify the accuracy of the data.
Measure 2.2 of 2: Efficiency measure: cost per International Education and Foreign Language
Studies Institute for International Public Policy graduate employed in government or international
Measure 1.2 of 3: The average time in years to degree completion for Javits fellows. (Desired
direction: decrease)
Actual
Year Target Status
(or date expected)
2003 6.3 Measure not in place
2004 6.3 Measure not in place
2005 6.3 (February 2007) Pending
2006 6.3 (February 2008) Pending
2007 6.2 (February 2009) Pending
2008 6.2 (February 2010) Pending
2009 6.1 (February 2011) Pending
2010 6.1 (February 2012) Pending
Measure 1.3 of 3: The Federal cost per terminal degree (PhD/MFA) awarded for the Javits
Fellowship Program. (Desired direction: decrease)
Actual
Year Target Status
(or date expected)
2003 109,873 Measure not in place
2004 110,000 Measure not in place
2006 999 (February 2008) Pending
2007 999 (February 2009) Pending
2008 999 (February 2010) Pending
Source. U. S. Department of Education, Office of Postsecondary Education, Jacob K. Javits Fellowship
Program Annual Performance Report; U.S. Department of Education, Office of Chief Financial Officer,
Grant Administration and Payment System (GAPS).
Frequency of Data Collection. Annual
Data Quality. Program data are supplied by institutions, which certify the accuracy of the data.
Explanation. Efficiency data are determined by calculating the total dollars allocated to the cohorts
divided by the total number of Javits Fellows receiving a terminal degree during this same time frame.
Over time, the uses for this efficiency measure may include examining the cost per successful outcome
for the Javits Program as compared with other comparable programs. Data for FY 2005 will be available
in February 2007. For FY 2006-2008, this is an efficiency measure without targets.
Objective 2 of 2: Decrease the student cohort default rate for Federal Direct Student Loans
Measure 2.1 of 1: Student cohort default rate for Federal Direct Student Loans (Desired
direction: decrease)
Actual
Year Target Status
(or date expected)
2000 6.1 Measure not in place
2001 5.2 Measure not in place
2002 5 Measure not in place
2003 3.8 Measure not in place
2004 4.2 Measure not in place
2007 4.1 (October 2009) Pending
2008 4.1 (October 2010) Pending
2009 4 (October 2011) Pending
2010 4 (October 2012) Pending
2011 3.9 (October 2013) Pending
2012 3.9 Undefined Pending
Source. U.S. Department of Education, Official Cohort Default Rates for Schools
(http://www.ed.gov/offices/OSFAP/defaultmanagement/index.html).
Frequency of Data Collection. Annual
Data Quality. Each year the Department publishes cohort default rates based on the percentage of a
lender's or guarantor's student borrowers who enter repayment on loans during a federal fiscal year
(October 1 - September 30) and default before the end of the next fiscal year. The Department of
Education releases official cohort default rates once per year.
Explanation. This is a new measure introduced in 2007. It replaces the former measure: student
persistence rate in postsecondary education for Direct Loan borrowers.
Objective 2 of 2:
Measure 2.1 of 1: SEOG funds will continue to be targeted to those students with the greatest
financial need. At least 75 percent of SEOG funds will go to students below 150 percent of the
poverty line. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2005 71 Measure not in place
2007 73 Undefined Pending
2008 74 Undefined Pending
2009 75 Undefined Pending
2010 75 Undefined Pending
2011 75 Undefined Pending
2012 75 Undefined Pending
About three-quarters of Pell Grant funds (76% in 2004 and 77% in 2005) have been awarded to students
falling within 150% of the pverty line. The target has been set to have the SEOG program (currently at
71%) approximate the results of the Pell Grants.
Explanation. Increases in the maximum award without other changes in the formulas used to
award SEOG grants will tend to lower the percentage of funds going to the neediest students.
In recent years, this percentage has hovered around 15% (14.5% in 2005). Although, the current level of
15% is deemed adequate, it would not be good to slip back to the previous levels near or below 10
percent. Therefore, we are projecting 15% as an acceptable long-term target.
Objective 2 of 2: Decrease the student cohort default rate for Federal Family Education Loan
Program & Liquidating
Measure 2.1 of 1: Student cohort default rate for Federal Family Education Loan Program &
Liquidating (Desired direction: decrease)
Actual
Year Target Status
(or date expected)
2000 5.7 Measure not in place
2001 5.4 Measure not in place
2002 5.2 Measure not in place
2003 4.7 Measure not in place
2004 5.3 Measure not in place
2007 4.7 (October 2009) Pending
2008 4.5 (October 2010) Pending
2009 4.3 (October 2011) Pending
2010 4.1 (October 2012) Pending
2011 4 (October 2013) Pending
2012 3.9 Undefined Pending
Source. U.S. Department of Education, Official Cohort Default Rates for Schools
(http://www.ed.gov/offices/OSFAP/defaultmanagement/index.html).
Frequency of Data Collection. Annual
Data Quality. Each year the Department publishes cohort default rates based on the percentage of a
lender's or guarantor's student borrowers who enter repayment on loans during a federal fiscal year
(October 1 - September 30) and default before the end of the next fiscal year. The Department of
Education releases official cohort default rates once per year.
Explanation. This is a new measure introduced in 2007. It replaces the former measure: student
persistence rate in postsecondary education for FFEL borrowers.
Measure 1.2 of 5: The percent reduction of origination and disbursement unit costs, compared
to FY 2005. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2006 Set a Baseline (January 2007) Pending
2008 10 Undefined Pending
2010 15 Undefined Pending
Frequency of Data Collection. Annual
Measure 1.3 of 5: The percent reduction of Direct Loan Servicing unit costs, compared to FY
2005. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2006 Set a Baseline (January 2007) Pending
2008 12 Undefined Pending
2010 12 Undefined Pending
Frequency of Data Collection. Annual
Measure 1.4 of 5: The percent reduction of Collections unit costs, compared to FY 2005.
Measure 1.5 of 5: The President's Management Agenda Scorecard rating for the Improper
Payments Initiative. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2005 1 Measure not in place
2006 2 Undefined Pending
2010 3 Undefined Pending
Frequency of Data Collection. Annual
Measure 1.2 of 3: The percentages of TRIO McNair participants enrolling in graduate school.
(Desired direction: increase)
Actual
Year Target Status
(or date expected)
1999 35 Measure not in place
2000 35 35 Target Met
2001 35 40 Target Exceeded
2002 35 39 Target Exceeded
2003 36 36 Target Met
2004 36 45.3 Target Exceeded
2005 36 56.8 Target Exceeded
2006 37 (December 2007) Pending
2007 39 (December 2008) Pending
2008 39.5 (December 2009) Pending
Measure 1.3 of 3: The percentages of TRIO McNair participants persisting in graduate school.
(Desired direction: increase)
Actual
Year Target Status
(or date expected)
1999 48 Measure not in place
2000 48 75 Target Exceeded
2001 66 Measure not in place
2002 48 65 Target Exceeded
2003 75 78 Target Exceeded
2004 75 77.7 Target Exceeded
2005 70 80 Target Exceeded
2006 79 (December 2007) Pending
2007 79 (December 2008) Pending
2008 79.5 (December 2009) Pending
2009 79.5 (December 2010) Pending
2010 80 (December 2011) Pending
2011 80 (December 2012) Pending
Source. U. S. Department of Education, Office of Postsecondary Education, Ronald E. McNair
Postbaccalaureate Achievement Program Annual Performance Report.
Frequency of Data Collection. Annual
Data Quality. The annual performance report is self-reported data; a variety of data quality checks are
used to assess the completeness and reasonableness of the data submitted.
Explanation. The values represent only students who enrolled in graduate school in the year immediately
following high school graduation.
Program Goal: Individuals who are deaf-blind will become independent and
function as full and productive members of their local
community.
Objective 1 of 2: Individuals who are deaf-blind received the specialized services and training
they need to become as independent and self-sufficient as possible.
Measure 1.1 of 4: The number of Helen Keller National Center adult consumers served at
headquarters. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
1999 85 75 Made Progress From Prior Year
2000 90 82 Made Progress From Prior Year
2001 90 87 Made Progress From Prior Year
2002 90 85 Did Not Meet Target
2003 100 Measure not in place
2004 95 93 Did Not Meet Target
2005 95 89 Did Not Meet Target
2006 95 91 Made Progress From Prior Year
2007 95 (October 2007) Pending
2008 95 (October 2008) Pending
2009 95 (October 2009) Pending
2010 95 (October 2010) Pending
2011 95 (October 2011) Pending
Source. Helen Keller National Center for Deaf-Blind Youths and Adults, internal client caseload reports.
Frequency of Data Collection. Annual
Data Quality. Data are self-reported. A follow-up survey was developed, but budgetary limitations
prevented its implementation.
Measure 1.2 of 4: The percentage of adult consumers served by Helen Keller National Center
headquarters who successfully achieve identified training goals. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
1999 84 Undefined Pending
2000 85 Undefined Pending
2001 86 92 Target Exceeded
2002 90 Measure not in place
2003 88 Measure not in place
2004 88 90 Target Exceeded
Measure 1.3 of 4: The percentage of adult consumers served by Helen Keller National Center
headquarters who are successfully placed in less restrictive settings. (Desired direction:
increase)
Actual
Year Target Status
(or date expected)
1999 25 Undefined Pending
2000 49 Undefined Pending
2001 59 71 Target Exceeded
2002 59 80 Target Exceeded
2003 70 Measure not in place
2004 70 69 Did Not Meet Target
2005 70 91 Target Exceeded
2006 72 96 Target Exceeded
2007 75 (October 2007) Pending
2008 75 (October 2008) Pending
2009 75 (October 2009) Pending
2010 75 (October 2010) Pending
2011 75 (October 2011) Pending
Source. Helen Keller National Center for Deaf-Blind Youths and Adults, internal client caseload reports.
Frequency of Data Collection. Annual
Data Quality. Data are self-reported.
Measure 1.4 of 4: The percentage of adult consumers served by Helen Keller National Center
headquarters who are successfully placed in employment. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
1999 38 45 Target Exceeded
2000 45 52 Target Exceeded
2001 45 38 Did Not Meet Target
2002 45 27 Did Not Meet Target
2003 42.5 Measure not in place
2004 45 46 Target Exceeded
2005 45 41 Did Not Meet Target
The term "training" will be operationalized to reflect a uniform or standardized definition across types and
regions.
Measure 2.2 of 4: The percentage of consumers served by Helen Keller National Center
regional programs who successfully secure employment. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2006 Set a Baseline Undefined Pending
2007 Set a Baseline (October 2007) Pending
2008 BL+1% (October 2008) Pending
2009 BL+2% (October 2009) Pending
Source. U.S. Department of Education, Helen Keller National Center for Deaf-Blind Youths and Adults,
annual report.
Frequency of Data Collection. Annual
Measure 2.3 of 4: The percentage of consumers served by Helen Keller National Center
regional programs who successfully retain employment. (Desired direction: increase)
Year Target Actual Status
Measure 2.4 of 4: The percentage of consumers served by Helen Keller National Center
regional programs who successfully achieve/maintain independent living outcomes. (Desired
direction: increase)
Actual
Year Target Status
(or date expected)
2006 Set a Baseline Undefined Pending
2007 Set a Baseline (October 2007) Pending
2008 Maintain a Baseline (October 2008) Pending
2009 Maintain a Baseline (October 2009) Pending
Source. U.S. Department of Education, Helen Keller National Center for Deaf-Blind Youths and Adults,
annual report.
Frequency of Data Collection. Annual
Program Goal: To meet the nation's security and economic needs through the
development of a national capacity in foreign languages, and
area and international studies.
Objective 1 of 4: The Fulbright-Hays Doctoral Dissertation Research Abroad (DDRA)
program, provides grants to colleges and universities to fund individual
doctoral students to conduct research in other countries in modern foreign
languages and area studies for periods of 6- to -12 months.
Measure 1.1 of 3: The average language competency score of Fulbright-Hays Doctoral
Dissertation Research Abroad (DDRA) fellowship recipients at the end of their period of
instruction minus their average score at the beginning of the period. (Desired direction:
increase)
Actual
Year Target Status
(or date expected)
2006 Maintain a Baseline (December 2007) Pending
2007 0.75 (December 2008) Pending
2008 0.75 (December 2009) Pending
Source. U. S. Department of Education, Office of Postsecondary Education, Evaluation of Exchange,
Language, International, and Area Studies (EELIAS) Reporting System, Fulbright-Hays Doctoral
Dissertation Research Abroad, annual and final reports (Web Site: http://www.eelias.org).
Frequency of Data Collection. Annual
Data Quality. Data are supplied by institutions, which certify the accuracy of the data.
Explanation.
Measure 1.3 of 3: Efficiency measure: cost per grantee increasing language competency by at
least one level in one (or all three) area. (Desired direction: decrease)
Actual
Year Target Status
(or date expected)
2006 Maintain a Baseline (December 2007) Pending
2007 Maintain a Baseline (December 2008) Pending
2008 Maintain a Baseline (December 2009) Pending
Source. U. S. Department of Education, Office of Postsecondary Education, Evaluation of Exchange,
Language, International, and Area Studies (EELIAS) Reporting System, Fulbright-Hays Doctoral
Dissertation Research Abroad, annual and final reports (Web Site: http://www.eelias.org). U.S.
Department of Education, Office of the Chief Financial Officer, Grant Administration and Payment System
(GAPS).
Frequency of Data Collection. Annual
Data Quality. Data are supplied by institutions, which certify the accuracy of the data.
Explanation. The calculation is the annual appropriation for DDRA divided by the number of DDRA
recipients who increase their language competency appropriately.
The average language competency score of Fulbright-Hays Faculty Research Abroad program
recipients at the end of their period of instruction minus their average language competency at
the beginning of the period.
Measure 2.2 of 3: Percentage of all Fulbright-Hays Faculty Research Abroad program projects
FY 2005 data will be available by April 2007 and will be used to establish the baseline.
Objective 3 of 4: The Fulbright-Hays Group Projects Abroad (GPA) program provides grants
to support overseas projects in training, research, and curriculum
development in modern foreign languages and area studies by teachers,
students, and faculty engaged in a common endeavor.
Measure 3.1 of 3:
The difference between the average language competency of Fulbright-Hays Group Projects
Abroad program recipients at the end of their period of instruction and their average competency
at the beginning of the period.
Measure 3.2 of 3:
FY 2005 data will be available by April 2007 and will be used to establish the baseline.
Measure 3.3 of 3:
Efficiency measure: cost per grantee increasing language competency by at least one level in
one (or all three) area.
Explanation. The calculation is the annual appropriation for GPA divided by the number of GPA recipients
who increase their language proficiency by at least one level in any one of the three components of the
language proficiency assessment at the end of their period of instruction. For FY 2008, this measure is
without a target.
FY 2005 data will be available by April 2007 and will establish the baseline.
Objective 2 of 2: Accurately identify problem areas requiring systemic change and engage in
systemic activity to improve services under the Rehabilitation Act.
Measure 2.1 of 1: The percentage of Client Assistance Programs (CAPs) that reported that their
systemic advocacy resulted in a change in policy or practice. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
1999 43 Measure not in place
2000 44 44 Target Met
2001 45 45 Target Met
2002 46 54 Target Exceeded
2003 47 48 Target Exceeded
Measure 1.2 of 4: The percentage of Independent Living Centers consumers who report having
access to previously unavailable appropriate accommodations to receive health care services,
as a result of direct services provided by an Independent Living Center (including referral to
another service provider). (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2006 Set a Baseline (May 2007) Pending
2007 Maintain a Baseline (May 2008) Pending
2008 BL+2% (May 2009) Pending
2009 BL+4% (May 2010) Pending
2010 BL+5% (May 2011) Pending
2011 BL+6% (August 2012) Pending
Source. U.S. Department of Education, Independent Living Centers, Annual 704 report.
Measure 1.3 of 4: The percentage of Independent Living Centers consumers who report having
access to previously unavailable assistive technology which results in increased independence
in at least one significant life area, as a result of direct services provided by an Independent
Living Center (including referral to another service provider). (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2006 Set a Baseline (May 2007) Pending
2007 Maintain a Baseline (May 2008) Pending
2008 BL+2% (May 2009) Pending
2009 BL+4% (May 2010) Pending
2010 BL+6% (May 2011) Pending
2011 BL+8% (May 2012) Pending
Source. U.S. Department of Education, Independent Living Centers, Annual 704 report.
Frequency of Data Collection. Annual
Data Quality. Data are self-reported.
Measure 1.4 of 4: The percentage of Independent Living Centers consumers who report having
access to previously unavailable transportation, as a result of direct services provided by an
Independent Living Center (including referral to another service provider). (Desired direction:
increase)
Actual
Year Target Status
(or date expected)
2006 Set a Baseline (May 2007) Pending
2007 Maintain a Baseline (May 2008) Pending
2008 BL+2% (May 2009) Pending
2009 BL+4% (May 2010) Pending
2010 BL+6% (May 2011) Pending
2011 BL+8% (May 2012) Pending
Source. U.S. Department of Education, Independent Living Centers, Annual 704 report.
Frequency of Data Collection. Annual
Data Quality. Data are self-reported.
Measure 2.2 of 4: The percentage of Independent Living Centers' staff, board members and/or
consumers creating/participating on community committees, advocacy initiatives, public
information campaigns, and/or other community events designed to develop relationships with
health care providers within the community. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2006 Set a Baseline (May 2007) Pending
2007 Maintain a Baseline (May 2008) Pending
2008 BL+2% (May 2009) Pending
2009 BL+3% (May 2010) Pending
2010 BL+4% (May 2011) Pending
2011 BL+5% (May 2012) Pending
Source. U.S. Department of Education, Independent Living Centers, Annual 704 report.
Frequency of Data Collection. Annual
Data Quality. Data are self-reported.
Measure 2.3 of 4: The percentage of Independent Living Centers' staff, board members and/or
consumers creating/participating on community committees, advocacy initiatives, public
information campaigns, and/or other community events designed to increase the availability
/access to assistive technology within the community. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2006 Set a Baseline (May 2007) Pending
2007 Maintain a Baseline (May 2008) Pending
2008 BL+2% (May 2009) Pending
2009 BL+3% (May 2010) Pending
2010 BL+4% (May 2011) Pending
2011 BL+5% (May 2012) Pending
Source. U.S. Department of Education, Independent Living Centers, Annual 704 report.
Frequency of Data Collection. Annual
Data Quality. Data are self-reported.
Measure 2.4 of 4: The percentage of Independent Living Centers' staff, board members and/or
consumers creating/participating on community committees, advocacy initiatives, public
information campaigns, and/or other community events designed to increase the compliance
with applicable laws/regulations governing the number of affordable accessible housing units
within the community. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2006 Set a Baseline (May 2007) Pending
2007 Maintain a Baseline (May 2008) Pending
Objective 3 of 3: Improve the efficiency and transparency of the Centers for Independent
Living Program.
Measure 3.1 of 1: The number of months between the due date for Independent Living Centers
data and the release of the data to the public. (Desired direction: decrease)
Actual
Year Target Status
(or date expected)
2004 7 Measure not in place
2005 5 6 Made Progress From Prior Year
2006 5 (May 2007) Pending
2007 5 (May 2008) Pending
2008 5 (May 2009) Pending
2009 5 (May 2010) Pending
2010 5 (May 2011) Pending
2011 5 (May 2012) Pending
Source. U.S. Department of Education, Rehabilitation Services Administration, program files.
Frequency of Data Collection. Annual
Explanation. The Independent Living Unit is in a period of transition this year following restructuring and
the closure of the regional offices in RSA. Previously, data was collected by a training and technical
assistance provider. That function is being transferred to the RSA headquarters. Many IL Centers were
delinquent in submitting data timely, requiring RSA staff follow-up. Data has now been analyzed and
compiled. The report is in the process of being finalized internally and is expected to be available to the
public by October 1, 2006.
Measure 1.2 of 2: The percentage of Independent Living Title VII, Chapter 2, consumers who
report an improvement in activities of daily living skills. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2005 Set a Baseline 53 Target Met
2006 BL+1% (May 2007) Pending
2007 55 (May 2008) Pending
2008 56 (May 2009) Pending
2009 57 (May 2010) Pending
2010 58 (May 2011) Pending
2011 59 (May 2012) Pending
Source. U.S. Department of Education, Independent Living Services for Older Blind Individuals, Annual 7-
OB report.
Frequency of Data Collection. Annual
Target Context. The 7-OB Annual report is undergoing revision to more accurately reflect the percentage
of individuals who are benefitting from services leading to improvements in activities of daily living. The
current measure captures only one main data field instead of all related data fields.
Objective 2 of 2: Improve the efficiency and transparency of the IL Title VII, Chapter 2 Older
Blind Program
Measure 2.1 of 1: The number of months between when the Title VII, Chapter 2, data are due
and the release of the data to the public. (Desired direction: decrease)
Actual
Year Target Status
(or date expected)
2005 7 (July 2006) Pending
2006 5 (May 2007) Pending
2007 5 (May 2008) Pending
2008 5 (May 2009) Pending
2009 5 (May 2010) Pending
2010 5 (May 2011) Pending
2011 5 (May 2012) Pending
Source. U.S. Department of Education, Independent Living Services for Older Blind Individuals, Annual 7-
OB report.
Frequency of Data Collection. Annual
Target Context. The FY 2005 report was sumbitted for review and clearance by the targeted date;
however, it has not completed the clearance process for public disclosure as of September 1, 2006.
Measure 1.2 of 4: The percentage of Independent Living Part B consumers who report having
access to previously unavailable appropriate accommodations to receive health care services.
(Desired direction: increase)
Actual
Year Target Status
(or date expected)
2006 Set a Baseline (May 2007) Pending
2007 Maintain a Baseline (May 2008) Pending
2008 BL+2% (May 2009) Pending
2009 BL+3% (May 2010) Pending
2010 BL+4% (May 2011) Pending
2011 BL+5% (May 2012) Pending
Source. U.S. Department of Education, Independent Living State Grants, Annual 704 report.
Measure 1.3 of 4: The percentage of Independent Living Part B consumers who report having
access to previously unavailable assistive technology which resulted in increased independence
in at least one significant life area. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2006 Set a Baseline (May 2007) Pending
2007 Maintain a Baseline (May 2008) Pending
2008 BL+2% (May 2009) Pending
2009 BL+3% (May 2010) Pending
2010 BL+4% (May 2011) Pending
2011 BL+5% (May 2012) Pending
Source. U.S. Department of Education, Independent Living State Grants, Annual 704 report.
Frequency of Data Collection. Annual
Data Quality. Data are self-reported.
Measure 1.4 of 4: The percentage of consumers who are receiving or have received
Independent Living services who report satisfaction with the Independent Living services they
received. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2006 Set a Baseline (May 2007) Pending
2007 Maintain a Baseline (May 2008) Pending
2008 BL+2% (May 2009) Pending
2009 BL+3% (May 2010) Pending
2010 BL+4% (May 2011) Pending
2011 BL+5% (May 2012) Pending
Source. U.S. Department of Education, Independent Living State Grants, Annual 704 report.
Frequency of Data Collection. Annual
Data Quality. Data are self-reported.
Objective 2 of 2: Improve the efficiency and transparency of the IL Title VII, Part B
Independent Living Program.
Measure 2.1 of 1: The number of months between the due date for Independent Living Centers-
Part B data and the release of the data to the public. (Desired direction: decrease)
Actual
Year Target Status
(or date expected)
2004 7 Measure not in place
2005 5 (May 2006) Pending
2006 5 (May 2007) Pending
2007 5 (May 2008) Pending
2008 5 (May 2009) Pending
2009 5 (May 2010) Pending
2010 5 (May 2011) Pending
Program Goal: To support the protection and advocacy system in each state to
protect the legal and human rights of individuals with disabilities.
Objective 1 of 1: Identify problem areas requiring systemic change and engage in systemic
activities to address those problems.
Measure 1.1 of 1: The percentage of PAIRs that reported that their systemic advocacy resulted
in a change in policy or practice. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2000 54 Measure not in place
2001 68 Measure not in place
2002 56 81 Target Exceeded
2003 75 Measure not in place
2004 77 86 Target Exceeded
2005 79 89 Target Exceeded
2006 80 (April 2007) Pending
2007 83 (April 2008) Pending
2008 83 (April 2009) Pending
2009 83 (April 2010) Pending
2010 83 (April 2011) Pending
Source. U.S. Department of Education, Annual Protection and Advocacy of Individual Rights (PAIR)
Program, Annual Performance Report, RSA Form 509.
Frequency of Data Collection. Annual
Data Quality. Appropriate reviews of annual data are conducted by Department program specialists.
Onsite, a random sample of files is cross-checked with reported data for verification. Of the 57 PAIRs, 39
reported successful systemic change during fiscal year 2001, 46 in fiscal year 2002, 43 in fiscal year
2003, 49 in fiscal year 2004, and 51 reported success on this indicator in fiscal year 2005.
Explanation. Because PAIR programs cannot address all issues facing individuals with disabilities solely
through individual advocacy; they seek to change public and private policies and practices that present
barriers to the rights of individuals with disabilities, utilizing negotiations and class action litigation. The
target for fiscal year 2006 through 2008 has been increased from 81 percent to 83 percent, which was
reached by averaging the actual performance over the past 3 years (fiscal years 2003 though 2005).
Fiscal year 2006 data will be available in April of 2007.
Measure 1.3 of 3: The percentage of individuals referred from state VR agencies to the VR
Demonstration and Training projects. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2001 58 35.64 Made Progress From Prior Year
2002 58 37.34 Made Progress From Prior Year
2003 60 27.55 Did Not Meet Target
2004 62 31.44 Made Progress From Prior Year
2005 33 40.71 Target Exceeded
2006 33 (March 2007) Pending
2007 33 (March 2008) Pending
2008 33 (March 2009) Pending
Source. U.S. Department of Education, Rehabilitation Services Administration, Web-based Annual
Performance Report.
Frequency of Data Collection. Annual
Data Quality. The Web-based system provides raw data but does not aggregate all the numbers needed,
which has resulted in hand counting to obtain the information required.
Explanation. Acutal performance data were re-calculated for FY 2001 through 2004 to include only
projects with employment outcomes.
Objective 2 of 2: Ensure that all AIVRS projects demonstrate effective fiscal management.
Measure 2.1 of 2: The percentage of Vocational Rehabilitation Grants for Indians projects that
demonstrate an average annual cost per employment outcome of no more than $35,000.
(Desired direction: increase)
Actual
Year Target Status
(or date expected)
2005 72 Measure not in place
2006 Set a Baseline (February 2007) Pending
2007 73 (February 2008) Pending
2008 74 (February 2009) Pending
2009 75 (February 2010) Pending
2010 76 (February 2011) Pending
2011 77 (February 2012) Pending
Measure 2.2 of 2: Percentage of AIVRS projects that demonstrate an average annual cost per
participant within a specified range. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2007 Set a Baseline (February 2008) Pending
2008 Maintain a Baseline (February 2009) Pending
Source. U.S. Department of Education, Rehabilitation Services Administration, Vocational Rehabilitation
Grants for Indians, web-based performance report.
Frequency of Data Collection. Annual
Data Quality.
The primary limitation of the data is that the number of participants (persons served) are self-reported.
Measure 1.2 of 6: The percentage of state vocational rehabilitation agencies for the blind that
assist at least 68.9 percent of individuals receiving services to achieve employment. (Desired
direction: increase)
Actual
Year Target Status
(or date expected)
2001 75 Measure not in place
Measure 1.3 of 6: The percentage of general and combined state vocational rehabilitation
agencies for which at least 80 percent of the individuals achieving competitive employment have
significant disabilities. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2002 75 Measure not in place
2003 82 Measure not in place
2004 86 Measure not in place
2005 88 Measure not in place
2006 88 (April 2007) Pending
2007 89 (April 2008) Pending
2008 90 (April 2009) Pending
Frequency of Data Collection. Annual
Measure 1.4 of 6: The percentage of state vocational rehabilitation agencies for the blind for
which at least 90 percent of the individuals achieving competitive employment have significant
disabilities. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2002 88 Measure not in place
2003 88 Measure not in place
2004 100 Measure not in place
2005 100 Measure not in place
2006 96 (April 2007) Pending
2007 100 (April 2008) Pending
2008 100 (April 2009) Pending
Frequency of Data Collection. Annual
Measure 1.5 of 6: The percentage of general and combined state vocational rehabilitation
agencies assisting at least 85 percent of individuals with employment outcomes to achieve
competitive employment. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2001 62.5 Measure not in place
2002 88 Measure not in place
2003 93 Measure not in place
2004 67 95 Target Exceeded
2005 89 95 Target Exceeded
Measure 1.6 of 6: The percentage of state vocational rehabilitation agencies for the blind that
assist at least 65 percent of individuals with employment outcomes to achieve competitive
employment. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2001 41.7 Measure not in place
2002 50 Measure not in place
2003 54 Measure not in place
2004 48 71 Target Exceeded
2005 54 75 Target Exceeded
2006 71 (April 2007) Pending
2007 75 (April 2008) Pending
2008 75 (April 2009) Pending
2009 79 (April 2010) Pending
2010 79 (April 2011) Pending
Frequency of Data Collection. Annual
Measure 2.2 of 6: Percentage of State Vocational Rehabilitation Agencies for the Blind that
demonstrate an average cost per participant of no more than $8,000. (Desired direction:
increase)
Actual
Year Target Status
(or date expected)
2005 67 Measure not in place
2007 71 (April 2008) Pending
2008 75 (April 2009) Pending
2009 77 (April 2010) Pending
2010 79 (April 2011) Pending
2011 83 (April 2012) Pending
Frequency of Data Collection. Annual
Measure 2.3 of 6: The percentage of general and combined state vocational rehabilitation
agencies whose cost per employment outcome is between $6,000 and $16,500. (Desired
direction: increase)
Actual
Year Target Status
(or date expected)
2005 71 Measure not in place
2006 Set a Baseline (April 2007) Pending
2007 73 (April 2008) Pending
2008 75 (April 2009) Pending
2009 77 (April 2010) Pending
2010 79 (April 2011) Pending
2011 80 (April 2012) Pending
Source. U.S. Department of Education, Rehabilitation Services Administration, final state agency
allocation tables and RSA-911 report.
Frequency of Data Collection. Annual
Explanation. This is an efficiency measure. Cost per employment outcome is calculated by dividing the
total federal grant funds by the number of individuals achieving employment outcomes in the fiscal year.
Establishing the baseline includes both specifying the range and determing the percentage of agencies.
Measure 2.4 of 6: Percentage of State Vocational Rehabilitation agencies for the Blind that
demonstrate an average cost per employment outcome of no more than $38,000. (Desired
direction: increase)
Actual
Year Target Status
(or date expected)
2005 67 Measure not in place
2006 Set a Baseline (April 2007) Pending
2007 71 (April 2008) Pending
2008 75 (April 2009) Pending
2009 77 (April 2010) Pending
2010 79 (April 2011) Pending
2011 83 (April 2012) Pending
Source. U.S. Department of Education, Rehabilitation Services Administration, final state agency
allocation tables and RSA-911 report.
Frequency of Data Collection. Annual
Explanation. This is an efficiency measure. Cost per employment outcome is calculated by dividing the
total federal grant funds by the number of individuals achieving employment outcomes in the fiscaal year.
Establishing the baseline includes both specifying the range and determing the percentage of agencies.
Measure 2.5 of 6: Percentage of general and combined State VR agencies that demonstrate an
average annual consumer expenditure rate of at least 83 percent. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2005 75 Measure not in place
2006 Set a Baseline (May 2007) Pending
2007 77 (May 2008) Pending
2008 78 (May 2009) Pending
Source. U.S. Department of Education, Rehabilitation Services Administration, RSA-2 Cost Report.
Frequency of Data Collection. Annual
Explanation. This is an efficiency measure. Consumer service expenditure rate is calculated by dividing
the state VR agency's total program expenditures by consumer service expenditures. Establishing the
baseline includes both specifying the range and determing the percentage of agencies.
Measure 2.6 of 6:
Percentage of State VR agencies for the Blind that demonstrate an average annual consumer
expenditure rate of at least 70 percent.
Program Goal: To provide the public vocational rehabilitation (VR) sector with
well-trained staff and to maintain and upgrade the skills of
current staff through continuing education.
Objective 1 of 2: To provide graduates who work within the vocational rehabilitation (VR)
system to help individuals with disabilities achieve their goals.
Measure 1.1 of 6: The percentage of Masters level counseling graduates fulfilling their payback
requirements through acceptable employment. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2001 83.22 Measure not in place
2002 83.09 Measure not in place
2003 83.27 Measure not in place
2004 84.78 Measure not in place
2005 89.87 Measure not in place
2007 85.97 (March 2008) Pending
2008 85.97 (March 2009) Pending
2009 85.97 (March 2010) Pending
2010 85.97 (March 2011) Pending
2011 85.97 (March 2012) Pending
2012 85.97 (March 2013) Pending
Source. RSA Payback Reporting System
Frequency of Data Collection. Annual
Data Quality. Data self-reported by grantees
Measure 1.2 of 6: The percentage of Masteres level counseling graduates fulfilling their
payback requirements through employment in state vocational rehabilitation agencies (Desired
direction: increase)
Actual
Year Target Status
(or date expected)
2001 36.36 Measure not in place
2002 45.32 Measure not in place
2003 50.18 Measure not in place
2004 50.72 Measure not in place
2005 57.66 Measure not in place
2007 53.03 (March 2008) Pending
2008 53.03 (March 2009) Pending
Measure 1.3 of 6: The cost per Masters level - RSA supported rehabilitation counseling
graduate (Desired direction: decrease)
Actual
Year Target Status
(or date expected)
2001 10,030 Measure not in place
2002 12,030 Measure not in place
2003 11,481 Measure not in place
2004 9,475 Measure not in place
2005 11,150 Measure not in place
2007 10,702 (March 2008) Pending
2008 10,702 (March 2009) Pending
2009 10,702 (March 2010) Pending
2010 10,702 (March 2011) Pending
2011 10,702 (March 2012) Pending
2012 10,702 (March 2013) Pending
Source. The Rehabilitation Services Administration Payback Reporting System
Frequency of Data Collection. Annual
Data Quality. Data self-reported by grantees
Measure 1.5 of 6: The number of RSA-supported scholars who graduate. (Desired direction:
increase)
Actual
Year Target Status
(or date expected)
1997 800 Measure not in place
1998 817 Measure not in place
1999 729 832 Target Exceeded
2000 688 764 Target Exceeded
2001 841 Measure not in place
2002 700 817 Target Exceeded
2003 725 802 Target Exceeded
2004 725 796 Target Exceeded
2005 725 901 Target Exceeded
2006 725 (March 2007) Pending
2007 833 (March 2008) Pending
2008 833 (March 2009) Pending
2009 833 (March 2010) Pending
2010 833 (March 2011) Pending
2011 833 (March 2012) Pending
2012 833 (March 2013) Pending
Source. U.S. Department of Education, Vocational Rehabilitation Training, Annual performance report,
grantee submissions.
Frequency of Data Collection. Annual
Data Quality. Data self-reported by grantees
Objective 2 of 2: Maintain and upgrade the knowledge and skills of personnel currently
employed in the public VR system.
Measure 2.1 of 2: The percentage of currently employed state Vocational Rehabilitation agency
counselors who meet their state's Comprehensive System of Personnel Development (CSPD)
standards. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2000 69 Measure not in place
2001 70 71 Target Exceeded
2002 75 63 Did Not Meet Target
2003 77 67 Made Progress From Prior Year
2004 79 67 Did Not Meet Target
2005 70 73 Target Exceeded
2006 70 (March 2007) Pending
2007 72 (March 2008) Pending
2008 73 (March 2009) Pending
2009 74 (March 2010) Pending
2010 75 (March 2011) Pending
2011 76 (March 2012) Pending
2012 77 (March 2013) Pending
Source. U.S. Department of Education, Vocational Rehabilitation Training, Annual grantee in-service
progress report, grantee submissions.
Frequency of Data Collection. Annual
Data Quality. Data self-reported by grantees
Explanation. Performance is expected to decrease as staff turnover remains very high due to retirements
and other attrition and there is an insufficient pool of qualified candidates to replenish the staff positions.
Program funding levels decrease while tuitions increase, lessening ability of program to keep up with
demand.
Measure 2.2 of 2: The percentage of public vocational rehabilitation training participants who
report an improvement in their knowledge and skills acquisition. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2006 Set a Baseline (October 2007) Pending
2007 Maintain a Baseline (October 2008) Pending
2008 Maintain a Baseline (October 2009) Pending
Frequency of Data Collection. Annual
Measure 3.2 of 2: The percentage of students enrolled at Howard University who graduate
within six years of enrollment (new measure). (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2003 69.4 Measure not in place
2004 63.1 Measure not in place
2005 67.3 Measure not in place
2007 69 (December 2008) Pending
2008 69 (December 2009) Pending
2009 70 (December 2010) Pending
2010 70 (December 2011) Pending
2011 70 (December 2012) Pending
Source. U.S. Department of Education, National Center for Education Statistics, Integrated
Postsecondary Education Data System (IPEDS). Web site: http://nces.ed.gov/ipedspas.
Frequency of Data Collection. Annual
Data Quality. Data are supplied by institutions, which certify the accuracy of the data.
Explanation. This is a revised measure. It replaces the former measure: the percentage of students
enrolled at Howard University who graduate within six years of enrollment (old measure). This revised
measure will use data reported in IPEDS instead of from Howard University's annual performance report.
Data for FY 2006 will be available in December 2007.
Program Goal: To increase access to and improve vocational education that will
strengthen workforce preparation, employment opportunities,
and lifelong learning in the Indian community.
Objective 1 of 1: Ensure that vocational students served in tribally controlled postsecondary
vocational and technical institutions make successful transitions to work or
continuing education.
Measure 1.1 of 1: The percentage of vocational students in the Tribally Controlled
Postsecondary Vocational and Technical Institutions Programs who earn an A.A. degree or
certificate. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
1999 23 Measure not in place
2000 25 57 Target Exceeded
2001 59 82 Target Exceeded
2002 65 46 Did Not Meet Target
2003 47 48 Target Exceeded
2004 49 44 Did Not Meet Target
2005 52 49 Made Progress From Prior Year
2006 57 42 Did Not Meet Target
2007 42 (August 2007) Pending
2008 43 (August 2008) Pending
Source. U.S. Department of Education, Office of Vocational and Adult Education, program performance
report.
Frequency of Data Collection. Annual
Data Quality. Data are self-reported by the grantees using lists of graduates and enrollees.
Target Context.
Targets are increased slightly to encourage progress, as a result of grantee not meeting 2006
performance targets.
Explanation. Calculations of completions are based on the number of students receiving degrees relative
to all students available to graduate (i.e., students in their final semester).
CROSS-GOAL STRATEGY ON
MANAGEMENT
Measure 1.2 of 2: The percentage of written reports that meet OIG timeliness standards.
(Desired direction: increase)
Actual
Year Target Status
(or date expected)
2005 75 67 Made Progress From Prior Year
2006 75 84 Target Exceeded
2007 75 (October 2007) Pending
2008 75 (October 2008) Pending
Source. U.S. Department of Education, Office of Inspector General, audit and inspection reports.
Frequency of Data Collection. Annual