ESEA: Improving Teacher Quality State Grants (OESE) FY 2010 Program Performance Report (MS Word)

ESEA: Improving Teacher Quality State Grants (OESE)

FY 2010 Program Performance Report (System Print Out) Strategic Goal 1 Formula ESEA, Title II, Part A Document Year 2010 Appropriation: $ CFDA 84.367: Improving Teacher Quality State Grants

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) 1182 (Key Measure) 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 94 Made Progress From Prior Year 2007 100 95.9 Made Progress From Prior Year 2008 100 96.5 Made Progress From Prior Year 2009 100 97.08 Made Progress From Prior Year 2010 100 (December 2011) Pending 2011 100 Undefined Pending Frequency of Data Collection: Annual Explanation. Analysis of Progress: For the measures in Objective 1.3, targets were not met but results improved over prior years. There was no effect on overall program or activity performance. Targets were adjusted prior to FY 2008 reporting to reflect trends since development of the FY 2007-2012 Strategic Plan. Data Quality and Timeliness: The Consolidated State Performance Report is submitted annually to the Department by state educational agencies to report on multiple elementary and secondary programs. One purpose of this report is to encourage the integration of state, local and federal programs in planning and service delivery. Target Context: The targets are based on legislative initiatives, including the Elementary and Secondary Education Act of 1965, as amended.

Measure 1.2 of 6: The percentage of core academic classes in secondary schools taught by highly qualified teachers. (Desired direction: increase) 1183 (Key Measure) 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 90.9 Made Progress From Prior Year

U.S. Department of Education 1 03/16/2011 Draft 2007 100 93 Made Progress From Prior Year 2008 100 93.9 Made Progress From Prior Year 2009 100 94.88 Made Progress From Prior Year 2010 100 (December 2011) Pending 2011 100 Undefined Pending Frequency of Data Collection: Annual Explanation. Analysis of Progress: For the measures in Objective 1.3, targets were not met but results improved over prior years. There was no effect on overall program or activity performance. Targets were adjusted prior to FY 2008 reporting to reflect trends since development of the FY 2007-2012 Strategic Plan. Data Quality and Timeliness: The Consolidated State Performance Report is submitted annually to the Department by state educational agencies to report on multiple elementary and secondary programs. One purpose of this report is to encourage the integration of state, local and federal programs in planning and service delivery. Target Context: The targets are based on legislative initiatives, including the Elementary and Secondary Education Act of 1965, as amended.

Measure 1.3 of 6: The percentage of core academic elementary classes in high-poverty schools taught by highly qualified teachers (Desired direction: increase) 899zv (Key Measure) Actual Year Target Status (or date expected) 2005 89.5 Measure not in place 2006 90.4 Measure not in place 2007 100 93.5 Made Progress From Prior Year 2008 100 94.9 Made Progress From Prior Year 2009 100 96.25 Made Progress From Prior Year 2010 100 (December 2011) Pending 2011 100 Undefined Pending Frequency of Data Collection: Annual Explanation. Analysis of Progress: For the measures in Objective 1.3, targets were not met but results improved over prior years. There was no effect on overall program or activity performance. Targets were adjusted prior to FY 2008 reporting to reflect trends since development of the FY 2007-2012 Strategic Plan. Data Quality and Timeliness: The Consolidated State Performance Report is submitted annually to the Department by state educational agencies to report on multiple elementary and secondary programs. One purpose of this report is to encourage the integration of state, local and federal programs in planning and service delivery. Target Context: The targets are based on legislative initiatives, including the Elementary and Secondary Education Act of 1965, as amended.

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) 899zw (Key Measure) Actual Year Target Status (or date expected) 2005 84.4 Measure not in place

U.S. Department of Education 2 03/16/2011 Draft 2006 85.7 Measure not in place 2007 100 88.7 Made Progress From Prior Year 2008 100 89.6 Made Progress From Prior Year 2009 100 92.51 Made Progress From Prior Year 2010 100 (December 2011) Pending 2011 100 Undefined Pending Frequency of Data Collection: Annual Explanation. Analysis of Progress: For the measures in Objective 1.3, targets were not met but results improved over prior years. There was no effect on overall program or activity performance. Targets were adjusted prior to FY 2008 reporting to reflect trends since development of the FY 2007-2012 Strategic Plan. Data Quality and Timeliness: The Consolidated State Performance Report is submitted annually to the Department by state educational agencies to report on multiple elementary and secondary programs. One purpose of this report is to encourage the integration of state, local and federal programs in planning and service delivery. Target Context: The targets are based on legislative initiatives, including the Elementary and Secondary Education Act of 1965, as amended.

Measure 1.5 of 6: The percentage of core academic elementary classes taught by highly qualified teachers in low poverty schools (Desired direction: increase) 899zx (Key Measure) Actual Year Target Status (or date expected) 2005 95 Measure not in place 2006 95.8 Measure not in place 2007 100 96.6 Made Progress From Prior Year 2008 100 97.5 Made Progress From Prior Year 2009 100 97.56 Made Progress From Prior Year 2010 100 (December 2011) Pending 2011 100 Undefined Pending Frequency of Data Collection: Annual Explanation. Analysis of Progress: For the measures in Objective 1.3, targets were not met but results improved over prior years. There was no effect on overall program or activity performance. Targets were adjusted prior to FY 2008 reporting to reflect trends since development of the FY 2007-2012 Strategic Plan. Data Quality and Timeliness: The Consolidated State Performance Report is submitted annually to the Department by state educational agencies to report on multiple elementary and secondary programs. One purpose of this report is to encourage the integration of state, local and federal programs in planning and service delivery. Target Context: The targets are based on legislative initiatives, including the Elementary and Secondary Education Act of 1965, as amended.

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) 899zy (Key Measure)

U.S. Department of Education 3 03/16/2011 Draft Actual Year Target Status (or date expected) 2005 91.8 Measure not in place 2006 93.8 Measure not in place 2007 100 95.4 Made Progress From Prior Year 2008 100 96 Made Progress From Prior Year 2009 100 96.46 Made Progress From Prior Year 2010 100 (December 2011) Pending 2011 100 Undefined Pending Frequency of Data Collection: Annual Explanation. Analysis of Progress: For the measures in Objective 1.3, targets were not met but results improved over prior years. There was no effect on overall program or activity performance. Targets were adjusted prior to FY 2008 reporting to reflect trends since development of the FY 2007-2012 Strategic Plan. Data Quality and Timeliness: The Consolidated State Performance Report is submitted annually to the Department by state educational agencies to report on multiple elementary and secondary programs. One purpose of this report is to encourage the integration of state, local and federal programs in planning and service delivery. Target Context: The targets are based on legislative initiatives, including the Elementary and Secondary Education Act of 1965, as amended.

Objective 2 of 2: Improve the operational efficiency of the program Measure 2.1 of 1: The number of days it takes the Department of Education to send a monitoring report to States after monitoring. (Desired direction: decrease) 1878 Actual Year Target Status (or date expected) 2005 83 Measure not in place 2006 Set a Baseline 37 Target Met 2007 BL-1 92 Did Not Meet Target 2008 BL-1 29.4 Made Progress From Prior Year 2009 BL-1 29.3 Made Progress From Prior Year 2010 BL-1 15.59 Made Progress From Prior Year Frequency of Data Collection: Annual

U.S. Department of Education 4 03/16/2011 Draft