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: Magnet Schools Assistance - 2005

CFDA Number: 84.165 - Magnet Schools Assistance


Program Goal: Students have access to high-quality education in desegregated magnet schools.
Objective 8.1 of 2: Federally funded magnet schools will eliminate, reduce, or prevent minority group isolation in targeted elementary and secondary schools with substantial proportions of minority group students.
Indicator 8.1.1 of 1: The percentage of magnet schools whose student applicant pool in relation to the general student population in the school reduces, eliminates, or prevents minority group isolation increases annually.
Targets and Performance Data Assessment of Progress Sources and Data Quality
The percentage of magnet schools whose student applicant pool reduces, prevents, or eliminates minority group isolation.
Year Actual Performance Performance Targets
 
Cohort 1 Cohort 2
Cohort 1 Cohort 2
2005
   
999  
2008
   
  999


Explanation: The Magnet Schools Assistance Program (MSAP) grants are three-year grants. New cohorts of grantees are established in SY 2004-05 (cohort 1) and in SY 2007-08 (cohort 2). The FY 2005 target is to set the baseline for cohort 1. The FY 2008 target is to set the baseline for cohort 2. The expectation is that the starting point for performance targets for cohort 2 will be higher than the previous starting point, but will not build directly on 2007 results because the participating schools will be different.  
Source: Performance Report
Grantee Performance Report: Magnet Schools Grantee Performance Report.

Frequency: Annually.
Collection Period: 2004 - 2005
Data Available: October 2006
Validated By: On-Site Monitoring By ED.

Limitations: Data are self reported.

 

Objective 8.2 of 2: Magnet school students meet their state's academic achievement standards.
Indicator 8.2.1 of 2: The percentage of magnet schools whose students from major racial and ethnic groups meet or exceed the State's adequate yearly progress standard increases annually.
Targets and Performance Data Assessment of Progress Sources and Data Quality
The percentage of schools whose students from major racial and ethnic groups meet or exceed state annual progress standard.
Year Actual Performance Performance Targets
 
Cohort 1 Cohort 2
Cohort 1 Cohort 2
2005
   
999  
2009
   
  999


Explanation: New cohorts of grantees are established in SY 2004-05 (cohort 1) and in SY 2008-09 (cohort 2). The FY 2005 target is to establish a baseline for cohort 1. The FY 2009 target is to establish a baseline for cohort 2. Actual performance data for 2005 will be obtained by comparing the SY 2004-05 data with Spring 2004 test results. Similarly, actual performance data for 2009 will be obtained by comparing the SY 2008-09 data with spring 2008 test results.  
Additional Source Information: Annual state test results required by NCLB

Collection Period: 2004 - 2005
Data Available: October 2006
state educational agencies.

Limitations: Data are frequently late in being released.

 
Indicator 8.2.2 of 2: The percentage of magnet schools that meet or exceed the state's adequate yearly progress standard increases annually.
Targets and Performance Data Assessment of Progress Sources and Data Quality
The percentage of magnet schools that meet or exceed the state's adequate yearly progress standard.
Year Actual Performance Performance Targets
 
Cohort 1 Cohort 2
Cohort 1 Cohort 2
2005
   
999  
2009
   
  999


Progress: Explanation: New cohorts of grantees are established in SY 2004-05 (cohort 1) and in SY 2008-09 (cohort 2). The FY 2005 target is to establish a baseline for cohort 1. The FY 2009 target is to establish a baseline for cohort 2. Actual performance data for 2005 will be obtained by comparing the SY 2004-05 data with Spring 2004 test results. Similarly, actual performance data for 2009 will be obtained by comparing the SY 2008-09 data with spring 2008 test results.

 
Additional Source Information: State test results required by NCLB

Frequency: Annually.
Collection Period: 2004 - 2005
Data Available: October 2006
state educational agencies.

Limitations: Data are frequently late in being released.

 

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