Skip main navigation.
U.S. Department of Education: Promoting Educational Excellence for all Americans - Link to ED.gov Home Page
ESEA: Even Start - FY 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 1 of 1: The literacy of participating families will improve.
Indicator 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.
 
Measure 1.1.1 of 1: 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
2003 70 999
2004 60.50 70.70
2005   71.40

Source: Consolidated State Performance Report (CPRs)

Frequency: Annually.

Next Data Available: May 2006
 
Explanation: We set a baseline in 2003 with fifteen states reporting. Thirty-four states reported in 2004. The 2004 target was not met. CASAS (Comprehensive Adult Student Assessment System) and the TABE (Tests of Adult Basic Education) both measure reading and language acquisition. Therefore only one figure is being reported.
 
Indicator 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).
 
Measure 1.2.1 of 1: 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
59 44
999 999
2004
44.60 80.20
59.60 44.40
2005
   
60.20 44.90

Source: Consolidated State Performance Report.

Frequency: Annually.

Next Data Available: May 2006
 
Explanation: We set a baseline in 2003 with five states reporting the number of high school diploma and 12 states reporting GED scores. For FY 2004, 34 states reported GED. However, the 2004 target was not met. Fifteen states reported high school diplomas. The GED target was exceeded,
 
Indicator 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.
 
Measure 1.3.1 of 1: 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
82.90
999
2005
 
83.70

Source: Consolidated State Performance Report

Frequency: Annually.

Next Data Available: May 2006

Data Validated By: On-Site Monitoring By ED.

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.

Improvements: Even Start programs will be encouraged to use the Peabody Picture Vocabulary Test-III as the measure of receptive language development.
 
Explanation: No data were reported for FY 2003. Therefore, 2004 data served as baseline. For FY 2004, 10 states reported data. Even Start children will take a Peabody Picture Vocabulary Test-III pretest 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 Peabody Picture Vocabulary Test-Third Edition (PPVT) nationally normed tests, which have been validated internally and correlated with other measures of cognitive development.
 
Indicator 1.4 of 4: Alphabet Knowledge: The score Even Start children attain on the PALS Pre-K Uppercase Letter Naming Subtask.
 
Measure 1.4.1 of 1: 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

Source: Consolidated State Performance Report.

Frequency: Annually.

Next Data Available: May 2006

Data 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.
 
Explanation: The FY 2005 target is to establish a baseline. The target for FY 2006 is the baseline plus 1 percent.
 

Return to table of contents