U.S. Department of Education: Promoting Educational Excellence for all Americans

A r c h i v e d  I n f o r m a t i o n

ESEA: Transition To Teaching - 2004

CFDA Number: 84.350 - Transition to Teaching


Program Goal: To increase the number of mid-career professionals, highly qualified paraprofessionals, and recent college graduates who are hired to teach in high need schools and to teach high need subjects.
Objective 8.1 of 1: Objective 1
Indicator 8.1.1 of 3: Program participants will receive full teacher certification as a result of training and support provided by the program.
Targets and Performance Data Assessment of Progress Sources and Data Quality
Percentage of program participants who receive full teacher certification as a result of training and support provided by the program.
Year Actual Performance Performance Targets
2002
17
999
2003
50
18
2004
66
19
2006
 
75


Progress: Grantees far exceeded the target of a 5% yearly increase over the baseline (17%). The percent increase was 194% over the baseline in year 2 and 32% over the 2003 target in year 3.

Explanation: The 2002 target was to set a baseline. The 2003 target is 5 percent over the baseline. The 2004 target is 5 percent over the 2003 target. This measure is discontinued for FY 2005.  
Additional Source Information: Grantee Annual Performance Reports and Survey data.


Validated By: No Formal Verification.

Limitations: Data represent 34 out of 41 grantees (approximately 90% of all participants based on year 1 participant numbers). A small number of grantees did not have data available for 2004.

Improvements: Grants were funded for a three year period. Data collection is complete

 
Indicator 8.1.2 of 3: Program participants will have teaching positions in high need schools in high need school districts.
Targets and Performance Data Assessment of Progress Sources and Data Quality
Percentage of program participants who have teaching positions in high need schools and school districts.
Year Actual Performance Performance Targets
2002
27
999
2003
55
28
2004
26
29
2006
 
85


Progress: The year 2 increase of 104% far exceeds the 5% expected yearly increase over the baseline (27%). Year 3 shows a significant drop in performance. There are two probable reasons. 1: Some teachers may have left their position, particularly since they were not required to commit to teaching for a specific length of time. 2: Several programs did not have teaching data from the state when they submitted their most recent report.

Explanation: The 2002 target was to set a baseline. The 2003 target is 5 percent over the baseline. The 2004 target is 5 percent over the 2003 target. This measure is complete for the first cohort of Transition grantees (FY 2001). Measure will continue for FY 2002 grantees and beyond.  
Additional Source Information: Grantee Annual Performance Reports and Survey data.



Limitations: Data represent 34 out of 41 grantees (approximately 90% of all participants). A small number of grantees did not have data available for 2004.

Improvements: Grants were funded for three year period. Data collection is complete.

 
Indicator 8.1.3 of 3: Program participants in Cohorts 1 and 2 will teach in high-need schools in high need school districts for three years or more.
Targets and Performance Data Assessment of Progress Sources and Data Quality
Percentage of program participants in Cohorts 1 and 2 who teach in high-need schools in high need school districts for three years or more.
Year Actual Performance Performance Targets
 
Cohort 1 Cohort 2
Cohort 1 Cohort 2
2002
   
999  
2003
   
999 999
2004
9  
999 999
2005
   
  999
2006
   
  999


Progress:

For Cohort 1, the target for 2002 was to set the baseline. The target for Cohort 1 is 5 percent over the baseline for 2003 and 5 percent over the 2003 target for 2004. For Cohort 2, the target for 2003 was to set the baseline. The target for Cohort 2 is 5 percent over the baseline for 2004 and over the 2004 target for 2005.

2001 TTT grants were for 1 cohort, thus all data are reported under cohort 1. 2004 was the third year of the grant and thus the first year that TTT program participants could have taught for 3 years. The baseline should be set at 9%.

Explanation: Grant applications were for 1 cohort only so Cohort 2 data is not available. For Cohort 1, the target for 2004 was to set the baseline. 2004 is the third year of the program, and thus the first year that a program participant could have taught for 3 years. For these cohorts, there was no requirement to teach in high-need schools in high-need LEAs for at least three years. This measure has been modified for the FY 2002 grantees and beyond. Reported in FY 2005.  

Additional Source Information: Grantee Annual Performance Reports and survey data.

Frequency: Other.
Collection Period: 2004 - 2005
Data Available: November 2006

Limitations: Data represent 34 out of 41 grantees (approximately 90% of participants). A small number of grantees did not have data available for 2004.

Improvements: Grants were funded for three year period. Data collection is complete

 

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