| 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 | ||||||||||||||||||||||||||||||||||
|
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
|
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 | ||||||||||||||||||||||||||||||||||
|
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 | ||||||||||||||||||||||||||||||||||
|
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 | ||||||||||||||||||||||||||||||||||
|
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. |
||||||||||||||||||||||||||||||||||
