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: Even Start - 2005

CFDA Number: 84.213 - Even Start_State Educational Agencies


Program Goal: To help break the cycle of poverty and illiteracy by improving the educational opportunities of the nation's low-income families through a unified family literacy program that integrates early childhood education, adult literacy and adult basic education, and parenting education.
Objective 8.1 of 1: The literacy of participating families will improve.
Indicator 8.1.1 of 4: Adult literacy achievement and English language acquisition: Percentage of adults who achieve significant learning gains on measures of literacy and limited English proficient (LEP) adults who achieve significant learning gains on measures of English language acquisition.
Targets and Performance Data Assessment of Progress Sources and Data Quality
Percentage of Even Start adults showing significant learning gains on measures of literacy and Even Start LEP adults showing significant learning gains on measures of English language acquisition as measured by the CASAS and the TABE.
Year Actual Performance Performance Targets
 
Reading English Language Acquisition
Reading English Language Acquisition
2003
   
999 999
2004
   
999 999
2005
   
999 999


Explanation: The FY 2003 target is to establish a baseline. The target for FY 2004 is the baseline plus 1%. The target for FY 2005 is the baseline plus 2%.

CASAS = Comprehensive Adult Student Assessment System
TABE=Tests of Adult Basic Education

 

Additional Source Information: Consolidated State Performance Report (CPRs)

Frequency: Annually.
Collection Period: 2002 - 2003
Data Available: May 2004
Validated By: No Formal Verification.

Limitations: Currently, the CPRs and PBDMI do not provide data in a format to report on performance for this indicator. Data for 2003 are dependent upon the format of the revised CPR and additions to the PBDMI.

 
Indicator 8.1.2 of 4: Adult educational attainment: Percentage of Even Start parents who earn a high school diploma and the percentage of parents who earn a General Equivalency Diploma (GED).
Targets and Performance Data Assessment of Progress Sources and Data Quality
Percentage of Even Start adults with a high school completion goal or General Equivalency Diploma (GED) attainment goal that earn a high school diploma or equivalent.
Year Actual Performance Performance Targets
 
High School diploma General Equivalency Diploma (GED)
High School diploma General Equivalency Diploma (GED)
2003
   
999 999
2004
   
999 999
2005
   
999 999


Explanation: The FY 2003 target is to establish a baseline. The target for FY 2004 is the baseline plus 1%. The target for FY 2005 is the baseline plus 2%.  
Additional Source Information: Consolidated State Performance Report.

Frequency: Annually.
Collection Period: 2003 - 2004
Data Available: May 2005
Validated By: No Formal Verification.

Limitations: Currently, the CPRs and PBDMI do not provide data in a format to report on performance for this indicator. Data for 2003 are dependent upon the format of the revised CPR and additions to the PBDMI. Definitions of high school diploma and GED may vary across programs.

 
Indicator 8.1.3 of 4: Children's language development: Percentage of Even Start children that are entering kindergarten who demonstrate age-appropriate development of receptive language.
Targets and Performance Data Assessment of Progress Sources and Data Quality
Percentage of Even Start children that are entering kindergarten who are achieving age-appropriate benchmarks on the Peabody Picture Vocabulary Test-III.
Year Actual Performance Performance Targets
 
Receptive
Receptive
2003
 
999
2004
 
999
2005
 
999


Explanation: Even Start children will take a Peabody Picture Vocabulary Test-III pre-test and a posttest in the year prior to kindergarten. Posttest scores of Even Start children will be compared to the national norms provided by the test publisher. The FY 2003 target is to establish a baseline. The target for FY 2004 is the baseline plus 1%. The target for FY 2005 is the baseline plus 2%.  
Additional Source Information: Consolidated State Performance Report

Frequency: Annually.
Collection Period: 2002 - 2003
Data Available: May 2004
Validated By: On-Site Monitoring By ED.
The Peabody Picture Vocabulary Test-Third Edition (PPVT) nationally normed tests, which have been validated internally and correlated with other measures of cognitive development.

Limitations: Not all Even Start programs use the Peabody Picture Vocabulary Test-III to measure receptive language development. Data collected represent the sample of Even Start programs that use the Peabody Picture Vocabulary Test-III. Currently, the CPRs and PBDMI do not provide data in a format to report on performance for this indicator. Data for 2003 are dependent upon the format of the revised CPR and additions to the PBDMI.

Improvements: Even Start programs will be encouraged to use the Peabody Picture Vocabulary Test-III as the measure of receptive language development.

 
Indicator 8.1.4 of 4: Alphabet Knowledge: The score Even Start children attain on the PALS Pre-K Uppercase Letter Naming Subtask.
Targets and Performance Data Assessment of Progress Sources and Data Quality
The number of letters Even Start children can identify as measured by the PALS Pre-K Uppercase Letter Naming Subtask.
Year Actual Performance Performance Targets
2005
 
999


Explanation: The FY 2005 target is to establish a baseline. The target for FY 2006 is the baseline plus 1%.  
Additional Source Information: Consolidated State Performance Report.

Frequency: Annually.
Collection Period: 2004 - 2005
Data Available: May 2006
Validated By: On-Site Monitoring By ED.
The PALS Pre-K Uppercase Letter Naming Subtask is a measure that has been validated using a statewide sample of typically developing children.

Limitations: Not all of the Even Start programs use the PALS Pre-K Uppercase Letter Naming Subtask to measure alphabet knowledge. Data collected represent the sample of Even Start programs that use the PALS Pre-K Uppercase Letter Naming Subtask.

Improvements: Even Start programs will be encouraged to use the PALS Pre-K Uppercase Letter naming Subtask as the measure of alphabet knowledge.

 

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