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ESEA: Title I Grants to Local Educational Agencies - FY 2005


CFDA Number: 84.010 - Title I Grants to Local Educational Agencies

Program Goal: At-risk students improve their achievement to meet challenging standards.
Objective 1 of 3: The performance of low-income students will increase substantially in reading and mathematics.
Indicator 1.1 of 2: Fourth-grade reading proficiency: The number of states administering fourth-grade reading assessments that report an increase in the percentage of low-income students who perform at either the proficient or advanced performance levels will increase annually.
 
Measure 1.1.1 of 1: The number of states reporting an increase in the percentage of fourth-grade low-income students meeting state performance standards by achieving proficiency or above in reading on state assessments.
Year Actual Performance Performance Targets
2004 25  
2005   25

Source: Consolidated State Performance Report

Frequency: Annually.

Next Data Available: September 2006
 
Explanation: SY 2002-03 was the first year for which states were required to report data through the NCLB Consolidated State Performance Report. Actual performance data for 2004 was obtained by comparing SY 2002-03 data to 2003-04 data.
 
Indicator 1.2 of 2: Eighth-grade mathematics proficiency: The number of states administering eighth-grade mathematics assessments that report an increase in the percentage of low-income students who perform at either the proficient or advanced performance levels will increase annually.
 
Measure 1.2.1 of 1: The number of states reporting an increase in the percentage of eighth-grade low-income students meeting state performance standards by achieving proficiency or above in mathematics on state assessments.
Year Actual Performance Performance Targets
2004 31  
2005   25

Source: Consolidated State Performance Report

Frequency: Annually.

Next Data Available: September 2006
 
Explanation: SY 2002-03 is the first year for which states are required to report data through the NCLB Consolidated State Performance Report. Actual performance data for 2004 was obtained by comparing SY 2002-03 data to 2003-04 data.
 
Objective 2 of 3: AYP status
Indicator 2.1 of 1: Making AYP: Number of states that report an increase in schools making AYP.
 
Measure 2.1.1 of 1: The number of states reporting an increase in the percentage of schools making adequate yearly progress.
Year Actual Performance Performance Targets
2005
 
10

Source: NCLB Consolidated State Performance Report

Frequency: Annually.

Next Data Available: September 2006
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Explanation: SY 2002-03 is the first year for which states are required to report data through the NCLB Consolidated Performance Report. Actual performance data for 2005 will be obtained by comparing SY 2004-05 data to 2003-04 data.
 
Objective 3 of 3: Performance of low-income students in high-poverty schools will increase in reading and mathematics.
Indicator 3.1 of 2: NAEP Performance - Fourth-Grade Reading: The percentage of low-income fourth-grade students who score at or above Basic and at or above Proficient in reading on the NAEP.
 
Measure 3.1.1 of 1: The percentage of low-income fourth-grade students scoring at or above Basic and Proficient in reading on the NAEP.
Year Actual Performance Performance Targets
 
At or above Proficient At or above Basic
At or above Proficient At or above Basic
2000
13 38
   
2002
16 46
14 40
2003
15 44
15 41
2005
15 46
17 43

Source: NCES - NAEP

Frequency: Biennially.

Next Data Available: November 2007

Limitations: NAEP is not aligned with state assessments.
 
Explanation: The 2005 target for at or above proficient was not met; the target for at or above basic was exceeded. Trend data are based on methodology that NCES began using in 2002.
 
Indicator 3.2 of 2: NAEP Performance - Eighth-Grade Mathematics: The percentage of low-income eighth-grade students who score at or above Basic or at or above Proficient in mathematics on the NAEP.
 
Measure 3.2.1 of 1: The percentage of low-income eighth-grade students scoring at or above Basic and Proficient in mathematics on the NAEP.
Year Actual Performance Performance Targets
 
At or above Proficient At or above Basic
At or above Proficient At or above Basic
2000
10 41
   
2003
11 47
11 43
2005
13 51
13 45

Source: NCES - NAEP

Frequency: Biennially.

Next Data Available: November 2007

Limitations: NAEP is not aligned with state assessments.
 
Explanation: The 2005 target for at or above proficient was met; the target for at or above basic was exceeded. Trend data are based on methodology that NCES began using in 2002.
 

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