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ESEA: Transition To Teaching - FY 2005


CFDA Number: 84.350 - Transition to Teaching

Program Goal: To increase the number of mid-career professionals, qualified paraprofessionals, and recent college graduates who become highly qualified teachers in high-need schools in high-need LEAs and teach for at least three years.

Objective 1 of 1: Recruit and retain highly qualified teachers in high-need schools in high-need LEAs.
Indicator 1.1 of 2: The percentage of new, highly qualified Transition to Teaching teachers who teach in high-need schools in high-need LEAs for at least three years.
 
Measure 1.1.1 of 3: (a) Percentage of all TTT participants who become highly qualified teachers and teach in high-need schools in high-need LEAs.
Year Actual Performance Performance Targets
2003
54
 
2004
60
 
2005
 
70
2006
 
80
2007
 
85
2008
 
85

Measure 1.1.2 of 3: (b) Percentage of all TTT participants who become highly qualified math or science teachers.
Year Actual Performance Performance Targets
2003
19
 
2004
18
 
2005
 
25
2006
 
25
2007
 
25
2008
 
25

Measure 1.1.3 of 3: (c) Percentage of new, highly qualified Transition to Teaching teachers who teach in high-need schools in high-need LEAs for at least three years.
Year Actual Performance Performance Targets
2006
 
999

Source: Grantee Performance Report, Transition to Teaching Grantee Performance Report.

Frequency: Annually.

Next Data Available: November 2005
Though not a formal verification system, 2002 grantees are providing an interim evaluation by allowing us to review the progress of the first three years of the grant in addition to the on-line uniform annual report system developed in 2005. The grantees are using the Department's new approved reporting format, the 524B, for this interim evaluation. The data are being analyzed by an outside contractor, American Institutes for Research (AIR), and will provide some validation of the annual performance report data. Additionally, AIR will be analyzing all 2002 and 2004 grantees annual report data as part of the official evaluation that will be provided to Congress as required by the No Child Left Behind Act of 2002.

Limitations: In the past, each grantee used its own method of recording and reporting data and inconsistencies resulted. The Department piloted a uniform reporting system in 2005. While the system improved data quality over time by providing grantees with agreed upon definitions and reporting formats, the system was cumbersome in many ways and is unlikely to be used in future years.
 
Explanation: For measure (a), 2003 provided a baseline and, given data for 2004, the slope of trajectory for measure (a) is expected to rise gradually over the period of grant performance allowing us to establish a 2005 target. The target is the cumulative number of teachers in high-need schools/LEAs over total number of Transition To Teaching participants. For measure (b), the target is the total number teaching math and science over the total number teaching. However, in 2006 the program will no longer report on this, as it is not a meaningful measure of performance. For measure (c), 2006 data will establish the baseline and will be the cumulative number of teachers of record in high-need schools/LEAs over the total number of TTT participants. Under the No Child Left Behind Act of 2002, all TTT participants are required to serve in high-need schools in high-need LEAs for at least three years therefore targets are anticipated to be high for this measure. Targets will increase annually from the baseline by 5 percent.
 
Indicator 1.2 of 2: The percentage of Transition to Teaching teachers who receive full state certification or licensure.
 
Measure 1.2.1 of 1: Percentage of teachers receiving full certification/licensure.
Year Actual Performance Performance Targets
2004
24
 
2005
 
25

Source: Grantee Performance Report, Transition to Teaching Grantee Performance Report.

Frequency: Annually.

Next Data Available: November 2005
 
Explanation: This measure applies to the Transition to Teaching Program under NCLB, which differs from the previous program and its measures. Therefore, FY 2004 data will establish the baseline.
 

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