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ESEA: Mathematics and Science Partnerships - FY 2005


CFDA Number: 84.366A - Mathematics and Science Partnership program

Program Goal: To improve the quality of mathematics and science teachers and increase both the number of highly qualified math and science teachers and the achievement of students participating in Mathematics and Science Partnerships programs.

Objective 1 of 2: To increase the number of highly qualified mathematics and science teachers in schools participating in Mathematics and Science Partnership (MSP) programs.
Indicator 1.1 of 2: Highly qualified teachers in MSP schools: the number or percentage of elementary certified teachers who significantly increase their knowledge of mathematics and science.
 
Measure 1.1.1 of 1: Percentage of K-5 teachers who significantly increase their knowledge of mathematics and science.
Year Actual Performance Performance Targets
2004
 
999
2005
 
999

Source: U. S. Department of Education, Office of Elementary and Secondary Education, project annual reports.

Frequency: Annually.

Next Data Available: January 2006

Data Validated By: No Formal Verification.

Improvements: MSP now has a contractor to collect and aggregate data, and expects to move to an on-line data collection system
 
Explanation: Data for 2005 are pending. The FY 2004 target was to establish a baseline. However, as most states made awards in late FY 2004, data were not available for FY 2004. FY 2005 is the new baseline year. The target for FY 2006 is the baseline plus 20%.
 
Indicator 1.2 of 2: Highly qualified teachers in MSP schools: the percentage of mathematics and science middle and high school teachers who are not highly qualified upon beginning participation in the program who become highly qualified upon completion of the program.
 
Measure 1.2.1 of 2: Percentage of highly qualified middle school (grades 6-8) teachers.
Year Actual Performance Performance Targets
2004
 
999
2005
 
999

Measure 1.2.2 of 2: Percentage of highly qualified high school (grades 9-12) teachers
Year Actual Performance Performance Targets
2004
 
999
2005
 
999

Source: Individual annual reports from Partnership projects.

Frequency: Annually.

Next Data Available: January 2006

Data Validated By: No Formal Verification.
 
Explanation: Data for FY 2005 are pending. The FY 2004 target was to establish a baseline. However, as most states made awards in late FY 2004, data were not available for FY 2004. FY 2005 is the new baseline year. The target for FY 2006 is the baseline plus 20%.
 
Objective 2 of 2: To increase the percentage of students in classrooms whose teachers are participating in Mathematics and Science Partnership (MSP) programs who score at the proficient or advanced level in mathematics and science on state assessments.
Indicator 2.1 of 2: Student achievement in MSP schools: the percentage of students scoring at proficient or advanced on state mathematics assessments.
 
Measure 2.1.1 of 1: Percentage of students scoring at proficient or advanced in mathematics.
Year Actual Performance Performance Targets
2004
 
999

Source: U. S. Department of Education, Office of Elementary and Secondary Education, project annual reports.

Frequency: Annually.

Next Data Available: January 2006

Data Validated By: No Formal Verification.
 
Explanation: Data for 2005 are pending. The FY 2004 target was to establish a baseline. However, as most states made awards in late FY 2004, data were not available for FY 2004. FY 2005 is the new baseline year.
 
Indicator 2.2 of 2: Student achievement in MSP schools: the percentage of students scoring at proficient or advanced on State science assessments.
 
Measure 2.2.1 of 1: Percentage of students at proficient or advanced levels in science.
Year Actual Performance Performance Targets
- No Data -

Source: Individual annual reports from Partnership projects.

Frequency: Annually.

Next Data Available: January 2006

Data Validated By: No Formal Verification.
 
Explanation: Data for 2005 are pending. The FY 2004 target was to establish a baseline. However, as most states made awards in late FY 2004, data were not available for FY 2004. FY 2005 is the new baseline year. Targets for subsequent years will be set based on those data that are collected and analyzed.
 

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