description: tags: append

8/14/2019 description: tags: append

1/15

94

Appendix A: Ind icat or Def in i t ions, Dat a Sourc es,

and Frequenc y

Objective Indicator

Notation Wording Notation Wording Data Source and Frequency

GOAL 1: Build a solid foundation for learning for all children

1 By 2005, preschoolparticipation rates for poorchildren will rise to 60 percent.

National Household Survey (1999)(Parent Interview Component)unpublished tabulations supplied byWestat, Frequency: Every two-threeyears, Next update: 2002. NationalCenter for Education Statistics, U.S.Department of Education.

2 By 2005, increasingproportions of poor childrenwho complete federallysupported preschool programswill enter school prepared tolearn as measured byappropriate assessments ofliteracy and math.competencies

Family and Child ExperiencesSurvey, a program survey ofoutcomes and implementation ofHead Start, extended to cover Title Iand Even Start programs. Bienniallyupdated. U.S. Department Healthand Human Services

1A All children enter school ready tolearn through receiving high qualityand developmentally appropriatepreschool experiences.

3 By 2005, at least half thestates will have enactedprogram quality standards forearly childhood educationprograms, and curriculumcontent guidelines that areconsistent with scientificunderstanding of children'searly learning.

Annual review of state standards.U.S. Department of Education.

1 'By 2005, the percentage of allfourth-grade students who willmeet basic levels in reading on

the National Assessment ofEducational Progress (NAEP)will increase to 70 percent upfrom 62 percent (about300,000 children), andincreasing percentages willachieve proficient levels.

National Assessment of EducationalProgress (NAEP), Reading.Frequency: every four years. Next

update 2002. National Center forEducation Statistics, U.S.Department of Education.

1B Every child reads well andindependently by the end of the thirdgrade.

2 Increasing percentages ofteachers of students inkindergarten through thirdgrade in Title I schools willreceive ongoing, intensiveprofessional development toenable them to successfullyuse research-based strategiesto effectively teach reading todiverse students, includingthose who experiencedifficulties in learning to readand those with disabilities.

National Longitudinal Survey ofSchools (NLSS), Frequency: Annual.Next update 2000. Planning andEvaluation Service, U.S. Departmentof Education.

1C Every eighth-grader masterschallenging mathematics, includingthe foundations of algebra andgeometry.

1 The percentage of all eighthgrade students who reach thebasic level or above in math onthe NAEP will increase to 70%in 2005, as compared to 62%in 1996.

National Assessment of EducationProgress (NAEP), MathematicsAssessment. Frequency: every fouryears. Next update: 2000 and 2004:data becomes available in 2001 and2005. National Center for EducationStatistics, U.S. Department ofEducation.

Archived Information


2/15

95

Objective Indicator


2 The average score ofAmerican students in relationto the average score on acomparable set of theparticipating industrialized

nations on internationalmathematics assessments willincrease to 50% by 2005.

Third International Mathematics andScience Study Replication (TIMSS-R). Next update: 2001. NationalCenter for Education Statistics, U.S.Department of Education.

3 The percent of eighth-gradestudents who demonstratemastery on the NationalAssessment of EducationProgress subscales for algebraand geometry will continuallyincrease.

National Assessment of EducationProgress (NAEP), MathematicsAssessment. Frequency: every fouryears. Next update: 2000: databecomes available in 2001. NationalCenter for Education Statistics, U.S.Department of Education.

4 By 2005, the number ofadditional teachers enteringthe workforce with adequatepreparation to teachchallenging mathematics tostudents in secondary school

will increase, as measured bya decline of 10 percentagepoints of out-of-field hires.

School and Staffing Survey (1993-4),Teacher Quality (1998). Frequency:Biennial. Next update: 2001.National Center for EducationStatistics, U.S. Department ofEducation.

5 The number of teachers ofmathematics completingintensive professionaldevelopment to enable them toteach challenging mathematicswill increase 20 percent eachyear, as measured bysuccessful participation insummer institutes and byschool-based inquiry groups.

Data source will be developed as afollow-up to the Glenn CommissionReport.

1 By fall 2005, 60 percent (upfrom 45 percent in 1998) ofhigh school graduates,including vocational

concentrators and students inhigh-poverty schools, willcomplete core academiccurriculum requirements

State Program Performance Reports.Next update 2001. Office ofVocational and Adult Education, U.S.Department of Education.

2 By 2005, 15 percent of highschool students, includingthose attending high-povertyschools, will completeAdvanced Placement andInternational Baccalaureatecourses (up from 10.5% in1999).

Advanced Placement ProgramsNational Summary Report, 1999.Annual Reports of the InternationalBaccalaureate OrganizationFrequency: Annual. College Board

1D High schools help all students makesuccessful transitions to college andcareers.

3 By 2005, high schoolgraduation rates will reversetheir recent decline andincrease 3 percent (up from

70.6% in 1999) both overalland for students from low-income families.

Current Population Survey.Frequency: Annual. U.S. Bureau ofthe Census.


3/15

96

Objective Indicator

Notation Wording Notation Wording Data Source and FrequencyData Source and Frequency

4 By fall 2005, 90 percent (upfrom 87 percent in 1996) ofhigh school graduates,including vocationalconcentrators, students from

low-income families, andstudents with disabilities willmake a successful transitioninto postsecondary educationor employment, including themilitary.

National Evaluation of School-to-Work Implementation. Frequency:Biennial. Next update: 2000 for 1998high school graduates. MathematicalPolicy Research.

5 Increasing percentages of highschool students (from 41%studying modern foreignlanguages in 1995) will studyand demonstrate proficiency ina foreign language (bi-literacy).

American Council on Teaching ofForeign Language; NationalAssessment of Education Progress(NAEP) high school transcriptsurveys

GOAL 2: Reform the United States Education System to help make it the best in the world.

1 All states will have finalassessment systems or

negotiated agreements thatwill enable them to meet thecriteria in the Title I law--alignment, inclusion of limitedEnglish proficient and specialeducation students,disaggregated reporting, andtechnical quality--for 2 or morecore subjects by 2001.

Peer reviews of state assessmentsystems. Frequency: Annual. Next

update: 2000. Office of Elementaryand Secondary Education, U.S.Department of Education.

2 Eighty percent of schoolsidentified as needingimprovement will reportreceiving assistance from theirdistricts and states by 2005.

National Longitudinal Survey ofSchools; National Study of Title ISchools. Frequency: annual. Nextupdate: 2000. Planning andEvaluation Service, U.S. Departmentof Education.

2A States develop challengingstandards and assessments for all

students in the core academicsubjects.

3 An increasing percentage of

schools identified forimprovement will makesufficient progress to move outof school improvement status.

National Longitudinal Survey of

Schools; National Study of Title ISchools; Consolidated StatePerformance Reports. Frequency:annual. Next update: 2000. Planningand Evaluation Service, U.S.Department of Education.

1 Increasing numbers of stateswill develop standards forteachers that are linked tostandards for students andinclude, as part of the processof certification and licensure ofnew teachers, a contentknowledge test andperformance-basedassessment of teaching skills.

Title II Higher Education Act StateAccountability Report on the Qualityof Teacher Preparation. Frequency:Annual. Next update: October 2001.Office of Post-Secondary Education,U.S. Department of Education.

2B A talented and dedicated teacher isin every classroom in America.

2 Increasing percentages of new

and experienced teachers willreport that they feel very wellprepared to (1) implementnew, higher content standards;(2) address the needs ofstudents with limited Englishproficiency; (3) address theneeds of students withdisabilities; and (4) integrateeducational technology into thegrade or subject they teach.

"Teacher Quality: A Report on the

Preparation and Qualification ofPublic School Teachers."Frequency: Every 2 years. Nextupdate: 2001. National Center forEducation Statistics, U.S.Department of Education.


4/15

97

Objective Indicator


3 The number of National BoardCertified Teachers willcontinually increase and willreach 50,000 by 2005.

National Board for ProfessionalTeaching Standards (NBPTS).Frequency: Annual. Next update:Fall 2000.

4 The percentages of teachers

whose professionaldevelopment activities focuson an in-depth study of theirsubject matter and includecommon planning periods,mentoring, and weeklycollaborative meetings withother teachers will increaseannually.

"Teacher Quality: A Report on the

Preparation and Qualifications ofPublic School Teachers (FRS), andSchool and Staffing Survey, (SASS).Frequency: FRS every 2 years,SASS every 6 years. Next update:Both will be updated in 2001.National Center for EducationStatistics, U.S. Department ofEducation.

5 The percentage of teacherswho leave teaching within thefirst three years in theprofession will decrease.

School and Staffing Survey, (SASS).Frequency: Every 6 years. Nextupdate: 2001. National Center forEducation Statistics, U.S.Department of Education.

6 For key subject areas andhigh-poverty districts, the

percentage of individuals whoare teaching on waivers willdecline 10% over the next fiveyears

Title II HEA State AccountabilityReport. Frequency: Annual. Next

update: October 2001.

1 By 2005, the prevalence ofpast-month use of illicit drugsamong school-aged childrenwill decrease to 11% for 8thgraders, 18% for 10th graders,and 20% for 12th graders, asmeasured against the 1996baseline.

Monitoring the Future (MTF), 1999.Frequency: Annual. Next update:2000. University of Michigan.

2 By 2005, the prevalence ofpast-month use of alcoholamong school-aged childrenwill decrease to 21% for 8thgraders, 32% for 10th graders

and 41% for 12th graders asmeasured against the 1996baseline.

Monitoring the Future (MTF), 1999.Frequency: Annual. Next update:2000. University of Michigan.

3 By 2005, the annual rate ofmarijuana use in schools willdecrease to 5% for 12thgraders as measured againstthe 1999 baseline.

Monitoring the Future (MTF), 1999(Special Analysis, 2000). Frequency:Annual. Next update: 2001.University of Michigan.

4 By 2005, the annual rate ofalcohol use in schools willdecrease to 5% for 12thgraders, as measured againstthe 1999 baseline.

Monitoring the Future (MTF), 1999(Special Analysis for 2000).Frequency: Annual. Next update:2001.

5 By 2003, the annual rate ofstudents 12 to 18 who reportedexperiencing serious violent

crime, in school or going toand from school, willcontinually decrease to 7 per1,000 as measured against the1998 baseline.

National Crime Victimization Survey,Bureau of Justice Statistics.Frequency: Annual. Next

update:1998 data to be released in2000, 2003 data to be released in2005.

2C All schools are safe, drug-free, ingood repair, and free ofovercrowding.

6 By 2005, the percentage ofhigh school student who reportbeing in a physical fight onschool property will decreaseto 11%, as measured againstthe 1999 baseline.

Monitoring the Future (MTF), 1999(Special Analysis for 2000).Frequency: Annual. Next update:2001. University of Michigan.


5/15

98

Objective Indicator


7 By 2004, 90% of localeducation agencies receivingfunds for school renovation willreport that the adequacy oftheir school facilities is

improving (baseline to beestablished in 2002).

State performance reports.Frequency: Annual. Next update2001. Office of Elementary andSecondary Education, U.S.Department of Education.

1 The percentage of studentswho come to school ready tolearn and with their homeworkcompleted, as rated by theirteachers, will increasesubstantially during the nextfive years, especially amongchildren from low-incomefamilies.

National Longitudinal Survey ofSchools (NLSS). Frequency: Annual.Next Update: 2000. Planning andEvaluation Service, U.S. Departmentof Education.

2 The percentage of parentswho meet with teachers abouttheir children's learning willincrease to 75% by 2005, andthe gap in participation in

parent-teacher conferencesbetween high- and low-povertyschools will close by that time.

National Longitudinal Survey ofSchools (NLSS). Frequency: Annual.Next Update: 2000. Planning andEvaluation Service, U.S. Departmentof Education.

3 The percentage of parentswho say that the schoolactively encourages andfacilitates family involvementwill increase.

Family-School Partnership Survey(new). Frequency: Annual. Planningand Evaluation Service, U.S.Department of Education.

2D Families and communities are fullyinvolved with schools and schoolimprovement efforts.

4 By 2002, the number ofchildren participating in after-school programs will double,from 1.7 million to 3.4 millionchildren.

National Household EducationSurveys, 1993, 1996, 1999.Frequency: periodic. Next update:2003. National Center for EducationStatistics, U.S. Department ofEducation.

1 By 2005, one-fourth of allpublic school students ingrades K-12 will attend a

school that they or theirparents have chosen, up from15% in 1999.

NCES, National HouseholdEducation Surveys, 1993, 1996,1999. Frequency: periodic. Next

update: 2003. National Center forEducation Statistics, U.S.Department of Education.

2 By 2005, 45 states will havecharter school legislation, upfrom 38 in 1999.

State Education Agencies; Statelegislatures. Frequency: annual.Next update: 2000.

2E All students and families are able tochoose among high-quality publicschools.

3 By 2005, there will be at least4900 charter schools inoperation around the nation,up from 1700 in 1999.

State Education Agencies; Statelegislatures; Center for EducationReform (as a cross-reference).Frequency: annual. Next update:2000.

1 The percentage of publicschool instructional roomsconnected to the Internet willbe 100 percent.

Internet Access in U.S. PublicSchools and Classrooms: 1994-99,February 2000; Internet Access inU.S. Public Schools and Classrooms,February 2000. Frequency: annual.

Next update: 2001 for fall 2000 data.National Center for EducationStatistics, U.S. Department ofEducation.

2F Schools make advanced technologyavailable for all students andteachers to improve education.

2 Students in high-povertyschools will have access toeducational technology that iscomparable to the access ofstudents in low-povertyschools.

Internet Access in U.S. PublicSchools and Classrooms: 1994-99,February 2000; Frequency: annual.Next update: 2001 for fall 2000 data.National Center for EducationStatistics, U.S. Department ofEducation.


6/15

99

Objective Indicator


3 Students with disabilities willhave access to educationaltechnology and adaptivetechnologies that allow foreducational opportunities that

are, at minimum, comparableto those of other students.

Internet Access in U.S. PublicSchools and Classrooms: February2000; Unpublished. Frequency:Annual. Next update: 2001 for fall2000 data. National Center for

Education Statistics, U.S.Department of Education.

4 Increasing percentages ofteachers will indicate that theyfeel very well prepared tointegrate educationaltechnology into instruction.

Teacher quality: A Report on thePreparation and Qualifications ofPublic School Teachers, 1999.Frequency: every two years. Nextupdate: 2000, reported February2001. National Center for EducationStatistics, U.S. Department ofEducation.

5 Increasing percentages ofteachers will report that theyhave access to and use digitalcontent in their teaching.

Teacher quality: A Report on thePreparation and Qualifications ofPublic School Teachers, 1999.Frequency: every two years. Nextupdate: 2000, reported February2001. National Center for Education

Statistics, U.S. Department ofEducation.6 Students increasingly will have

access to educationaltechnology in core academicsubjects.

National Assessment of EducationalProgress . Updated every four years.National Center for EducationStatistics, U.S. Department ofEducation.

7 Indicators of studenttechnology literacy will showthat increasing percentages ofstudents are technologicallyliterate.

State Performance Reports,Technology Literacy Challenge FundProfiles. Frequency: annual. Officeof Elementary and SecondaryEducation, U.S. Department ofEducation.

GOAL 3: Ensure access for all to a high-quality postsecondary education and lifelong learning.

1 Postsecondary education

enrollment rates will increaseeach year for all students whilethe enrollment gap betweenlow- and high-income andminority and non-minority highschool graduates will decreaseeach year

October Current Population Survey.

Frequency: annual. U.S. Bureau ofthe Census.

2 Considering all sources offinancial aid, the percent ofunmet financial need forpostsecondary students,especially for low-incomestudents, will continuouslydecrease

National Postsecondary Student AidStudy updated using administrativedata, annual.

3 Completion rates for all full-time degree seeking studentsin four-year and two-year

colleges will improve, while thegap in completion ratesbetween minority and non-minority students will decrease

Graduation Rate Survey (GRS)conducted as part of the IntegratedPostsecondary Education Data

System (IPEDS). Frequency:Annual. Next update: 1998 availablein 2000. National Center forEducation Statistics, U.S.Department of Education.

3A Postsecondary students receive the

financial aid they need to pursuetheir educational aspirations.

4 The median Federal debtburden (yearly scheduledpayments as a percentage ofannual earnings) of borrowersin their first full year ofrepayment will be less than10%.

National Student Loan Data System(NSLDS) and Social SecurityAdministration (SSA) earningsrecords. Frequency: Annual. Nextupdate: 1998 available in 2000.


7/15

100

Objective Indicator


5 The benefits of the student aidprograms, in terms ofincreased tax revenues, willcontinue to exceed their costs

March Current Population Survey(CPS) and Beginning PostsecondaryStudent (BPS) study, annual. U.S.Bureau of the Census.

1 Completion rates for75 percent

or more of postsecondaryinstitutions will increase orremain the same

Graduation Rate Survey (GRS)

conducted as part of the IntegratedPostsecondary Education DataSystem (IPEDS). Frequency:Annual. Next update: 1998 availablein 2000. National Center forEducation Statistics, U.S.Department of Education.

2 The number of full-timedegree-seeking students inpostsecondary institutions whostudy abroad will continuouslyincrease, as will the proportionof those studying abroad whoare minority students.

To be determined.

3B Postsecondary institutions receive

the support they need to provide ahigh-quality education.

3 Participants receiving supportservices through colleges in

the TRIO programs willcomplete their secondaryeducation programs at rateshigher than comparable non-participants.

Student Support Services evaluation,1997. Frequency: Periodic. Next

Update: 2001. Student SupportServices performance reports.Frequency: Annual. Next update:2001. Beginning Post-SecondarySchool Survey. National Center forEducation Statistics, U.S.Department of Education.

1 Increase customer satisfactionto a comparable private sectorindustry average as measuredby the American CustomerSatisfaction Index by FY 2002.

American Customer SatisfactionIndex, annual.

2 Reduce Student FinancialAssistance's (SFA's) actualunit cost from projected costsby 19 percent by FY 2004.

PBO 5-year performance plan,continuous.

3 Improve SFA's ranking of

employee satisfaction in theNational PerformanceReview's (NPR) EmployeeOpinion Survey from 38th toone of the top five by FY 2002.

National Partnership for Reinventing

Government Survey, annual.

3C Postsecondary student aid deliveryand program management isefficient, financially sound, andcustomer-responsive.

4 Improve the integrity of thestudent financial aid programs.

Not yet determined.

1 By 2005, 63 percent of allpersons who receivevocational rehabilitationservices will obtainemployment

Rehabilitation ServicesAdministration (RSA) state data.Frequency: annual. Next update:Late 2000. Office of SpecialEducation and RehabilitativeServices, U.S. Department ofEducation.

2 By 2005, 40 percent of adultswho enroll in adult education to

complete high school will earna diploma or GED credential

Adult Education ManagementInformation System. Frequency:

Annual. Next update: late 2000.

3D All educationally disadvantagedadults will strengthen their literacyskills and improve their earningpower over their lifetime throughlifelong learning.

3 By 2005, 40 percent of adultsin beginning-level Adult BasicEducation programs willcomplete that level andachieve basic skillsproficiency.

Adult Education ManagementInformation System. Frequency:Annual. Next update: late 2000.


8/15

101

Objective Indicator


4 By 2005, 40 percent of adultsin beginning English as aSecond Language willcomplete the introductory leveland achieve basic English

literacy.

Adult Education ManagementInformation System. Frequency:Annual. Next update: late 2000.

GOAL 4: Make the Department of Education a high-performance organization.

1 The Department will increaseaccess to services,information, and products.

System-generated data. Frequency:continuous. Next update: MISreporting cycle.

2 The Department will increasecustomer satisfaction with thequality of its services andproducts.

National Library of Education.Frequency: Annual. Next update:2000.

3 The Department will increasecustomer satisfaction with itsdelivery of services,information and products.

System-generated data. Frequency:continuous. Next update: MISreporting cycle.

4A Our customers receive fast,seamless service and disseminationof high-quality information andproducts.

4 Customers will increasinglyreport that they have greater

flexibility and betterunderstanding of the rules andrequirements of educationprograms.

Report on Center Evaluation, 1999.Frequency: annual. Next update:

2000.

1 Education Department -supported research andproducts are useful andrelevant for educationpolicymakers and practitioners.

4B ED will develop an up-to-dateknowledge base to supporteducation reform and equity.

2 Education Department -supported research is highquality and statistically sound.

1 By 2005 major ED informationsystem investments will bemission-driven, cost-effective,consistent with our information

technology enterprisearchitecture, and supportive ofperformance-basedmanagement systems.

2 ED will fully implement theClinger-Cohen Act so thateighty percent of our major ITprojects annually will be withina 10-percent variance of theircost, schedule andperformance goals.

3 On ED internal surveysemployees will assessproductivity as "significantlyimproved" as a result ofavailable assistive technology,improved technology offerings,

and professional IT learningstrategies.

Assistive Technology Program ofOCIO. Frequency: Biennial. Nextupdate: 2001.

4C ED will make information resourceinvestments to improve missioneffectiveness, efficiency andinformation security.

4 ED will offer electronictransactions viaimplementation of theGovernment PaperworkElimination Act Plan.


9/15

102

Objective Indicator


5 The data reporting burden onpublic will continue to bereduced annually.

Information Collection Budget of theDepartment of ED, FY2000submission dated December 1999.Frequency: Annual. Next update:December 2000.

6 Major ED information systemswill be safe and secure withtested contingency back-upplans.

1 Managers and employeeshave the knowledge and skillsto carry out the Department'smission

April 1998 Training and DevelopmentCenter Survey of Managers.Frequency: irregular. Next update:Data will be collected through theDepartment's 2000 EmployeeSurvey.

2 Most employees will indicatesatisfaction with their workenvironment (e.g., physicalsurroundings, noise level, andair quality), security andaccessibility

3 Most employees andmanagers will express highsatisfaction with assistance onresolving disputes, balancingwork and life responsibilities,and addressing organizationaland employee problems

4 Managers effectively use ED'sperformance appraisalprograms for both SES andGPAS employees to appraise,develop good performance,and to help improve poorperformance

5 ED will recruit a highly skilledand diverse workforce

4D ED will recruit and retain a workforcethat is skilled, diverse, andcommitted to excellence.

6 ED will hire qualified staff in atimely and efficient manner

1a Auditors will issue anunqualified (clean) opinion onthe Department-wide annualfinancial statements every year

1b Internal Controls will beimproved and materialweaknesses and system non-conformances will be reducedas described in ED's annualFederal Managers' FinancialIntegrity Act Report

1c Open audit recommendationsrelated to internal financialmanagement will beaddressed and closed

4E ED will manage our programs andservices to ensure financial integrity.

1d The General Accounting Officeand the Inspector General willagree that financial areas andsystems identified as high riskare being adequatelyaddressed.


10/15

103

Objective Indicator


1e The Department of Education'sstudent financial aid programswill be removed from GAO'slist of "High Risk" programs.(See SFA financial

management andmodernization initiativesoutlined in Objective 3C)

1f The Education Department'sfinancial systems will be insubstantial compliance withFederal Financial ManagementImprovement Act, whichrequires that our financialmanagement systems providereliable, useful, and timelyinformation.

1g Recurring findings in statewidesingle audits and programreview reports will decrease asthe number of Cooperative

Audit Resolution and OversightInitiatives (CAROI) projectsincreases with the EducationDepartment's state partners.

1h Debt Management for theOffice of Student Financial Aidwill continue to improve,student loan defaults willdecrease and recovery ofdefaulted student loans willincrease. (See Objective 3C,reducing unit cost).

1i The Department will generateuseful and timely informationfor program managers andCongress to determine theeffectiveness of education

programs.2 The Education Department's

acquisition systems will showbetter contract performancethrough improvements inquality of service, cost control,timeliness of award, delivery ofservice, and payment.

1 External customers such asCongress, OMB, or nationalassociations will annually ratethe Department's Strategic andAnnual Plans highly on qualityand usefulness.

2 ED will rank among the topagencies in which employees

recognize the Strategic Planas meaningful and understandhow their work supportsachieving the plan's goals andobjectives.

U.S. Department of EducationEmployee Survey, 1993, 1996.

Frequency: Annual. Next update:2000.

4F ED will be a performance-drivenagency

3 All ED program managers willassert that the data used fortheir program's performancemeasurement are reliable,valid, and timely, or will haveplans for improvement.

Ed Attestation Forms for 122indicators. Frequency: Annual. Nextupdate: 2000.


11/15

104

Objective Indicator


4 ED will undertake at leastthree evaluations annually toevaluate program outcomes.


12/15

105

Appendix B: Ex p lanat ion o f Major Changes From

Prior St ra t eg ic Plan

The new plan for 2001-2005 retains the same basic structure of goals and objectives of the prior plan

for 1998-2002, but incorporates the following improvements:

! Reversing old Goal 1 and Goal 2 to better reflect their logical sequence. The new Goal 2:

Reform the United States Education System to help make it the best in the world, identifies

system objectives that have to be attained in order to achieve the learning goals identified under

Goal 1.

! Replacing two former objectives by incorporating them into other objectives in order to their

strengthen integration with the rest of the plan. Former objective 2.4 Special populations receive

appropriate services and assessments consistent with high standards was misinterpreted as

representing the only objective pertaining to at-risk students. Under the new plan, the strategiesfor at-risk students are integrated into other objectives throughout the plan, including all four

objectives under Goal 1.

The same rationale applies to the former objective 4B: Our partners have the support and

flexibility they need without diminishing accountability for results. For example, aims of this

objective are now incorporated under Objective 2A, as part of the EDFLEX strategy.

! Updating the indicators to streamline the plan and improve measurement. Appendix 1 contains a

detailed description of the indicators and data sources. Reasons for eliminating or modifying the

indicators include:

- Eliminating lower priority indicators that arent outcome focused (e.g., the percentage of

parents who read to their children from birth to age five was dropped as an indicator, but

parental reading was included as a strategy);

- Inserting specific targets into the indicators such as those for Objective 2E. Public School

Choice;

- Adding new indicators to cover emerging priorities, such as State standards for early

childhood education or licensing of new teachers.

- Updating the strategies. For example, prominence is given to developing strategies that take

advantage of the new information technologies, especially for knowledge dissemination and

technical assistance.


13/15

106

Appendix C: Glossar y

Accuracy. Accuracy refers to the level of precision with which something is measured or described.

Baselines. Baselines are the starting points that reflect the current state of affairs at the inception of a

program. They are typically used as standards against which future progress is measured.

Benchmarks. Benchmarks are relative measures that indicate progress or success. A benchmark must

identify a baseline figure or date to which progress will be compared.

Goal. A goal is a general statement of the major outcome or ultimate results that a program is designed to

achieve.

Impact Measures. Impact measures are measures of direct or indirect effects or consequences resulting

from achieving program goals. An example of an impact is the comparison of actual program outcomeswith estimate of the outcomes that would have occurred in the absence of the program.

Indicators. Indicators state how we are going to know whether or not we have reached our objective.

Indicators set the standard for measurement of success. Indicators should: be definitive and specific;

describe accomplishments or results, not activities or behaviors; be measurable (quantifiable); delineate atime frame or deadline; be challenging yet achievable; define your customers; and designate the partners

and their responsibilities.

Input. The resources (human, financial, equipment, supplies and other) that is used to produce outputs.

Examples: dollars expended, staff hours.

Input Measures. Input measures relate to what an agency or manager has available to carry out the

program or activity to achieve an outcome or output. These can include personnel, funding, equipment or

facilities, and goods and services received.

Mission. This is a statement of what the program wants to do. The mission establishes the fundamental

purpose of the program.

Objectives. An objective is a specific statement of the major outcome or ultimate results that ED wants

to achieve.

Outcome. The results or the accomplishment of program goals that can be attributed to program

strategies. Example: number of students who receive support services in high school who enroll in

college.

Output Measures. An output measure is a tabulation, calculation, or recording of activity or effort that

can be expressed in a quantitative or qualitative manner. Strictly defined, output is the goods and services

produced by a program or organization and provided to customers, but usually does not assess impact or

outcomes. Example: Number of students served.

Performance Measurement. A management approach used to assess performance of a program or

project over time. Performance measurement is the basis for GPRA.


14/15

107

Reliability. This refers to the consistency with which an instrument measures what it measures over

time.

Strategies. These are activities or events carried out by a program to accomplish its goals and objectives.

System Impact. Impact is the degree to which broad social objectives are achieved as a direct result of

program expenditures. Example: percent of students from low-income families who graduate college andare employed in their field of study, compared to students from high-income families.

Target. A target is an absolute or relative standard that indicates program success.

Validity. This refers to the extent to which an instrument measures what it purports to measure.


15/15

108

Append ix D: Educat ion Depar tm ent Acronyms

PES Planning and Evaluation Service

NCES National Center for Education Statistics

OCFO Office of the Chief Financial Officer

OCR Office for Civil Rights

OERI Office of Educational Research and Improvement

OBEMLA Office of Bilingual Education and Minority Languages Affairs

OIG Office of Inspector General

OIIA Office of Intergovernmental and Interagency Affairs

OCIO Office of the Chief Information Officer

OERI Office of Educational Research and Improvement

OESE Office of Elementary and Secondary Education

OHEP Office of Higher Education Programs

OM Office of Management

OPE Office of Postsecondary Education

OSERS Office of Special Education and Rehabilitative Services

OUS Office of the Under Secretary

OVAE Office of Vocational and Adult Education

NLE National Library of Education

PBO Performance-Based Organization

SFA Student Financial Aid

Documents

description: tags: append