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: Transition To Teaching - FY 2006


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, prepare, and retain highly qualified teachers in high-need schools in high-need LEAs.
Indicator 1.1 of 1: 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) The percentage of all Transition to Teaching (TTT) participants who become teachers of record in high-need schools in high-need LEAs.
Year Actual Performance Performance Targets
 
2002 Grant 2004 Grant
2002 Grant 2004 Grant
2003
27  
   
2004
41  
   
2005
45 18
70  
2006
   
55 40
2007
   
75 45
2008
   
  55
2009
   
  75

Measure 1.1.2 of 3: (b) The percentage of Transition to Teaching (TTT) participants receiving certification/licensure within three years.
Year Actual Performance Performance Targets
 
2002 Grant 2004 Grant
2002 Grant 2004 Grant
2005
18 10
   
2006
   
40 15
2007
   
65 25
2008
   
  40
2009
   
  65

Measure 1.1.3 of 3: (c) The percentage of Transition to Teaching (TTT) teachers of record who teach in high-need schools in high-need LEAs for at least three years.
Year Actual Performance Performance Targets
 
2002 Grant 2004 Grant
2002 Grant 2004 Grant
2006
   
999  
2007
   
999  
2008
   
  999
2009
   
  999

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

Frequency: Annually.

Next Data Available: November 2006

Limitations: In 2005, the Transition to Teaching Program piloted a uniform reporting system that improved data consistency but which required outside contractors to manage. In 2006 the program is likely to use the Department's standard performance reporting form. This form has been piloted with 2002 grantees for a different purpose. While the new form is an improvement over the previous year's performance reporting form that relied entirely on narrative formats, the new form requires very specific directions to ensure reporting consistency across grantees.

Improvements: The use of the on-line uniform reporting system, created by AIR provided agreed upon definitions of key terms and should improve consistency across grantees as a result.
 
Explanation: (a) FY 2003 established baseline. Actual values have been updated to reflect standardized definitions. Some TTT participants begin teaching immediately as part of training. Language clarified to ''teachers of record,'' now a standard definition for TTT, meaning the participant has primary instructional responsibility. ''Highly qualified'' was removed, as all TTT participants are HQT according to the No Child Left Behind Act as enrollees in an alternative route to certification program. Calculation is the cumulative number of teachers of record in high-need schools/LEAs over total number of TTT participants. (b) This refines previous 8.1.2 by adding a three-year timeframe to reflect expectation of expedited processes. Calculation will be cumulative number receiving certification over total number of participants. (c) Calculation will be cumulative number of teachers of record staying at least three years over total number of teachers of record. FY 2006 target is to establish baseline for 2002 grantees. FY 2007 target is baseline plus 1 percent for 2002 grantees. FY 2008 target is to establish baseline for 2004 grantees. FY 2009 target is baseline plus 1 percent for 2004 grantees.
 


Return to table of contents

Last Modified: 02/08/2006