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

HEA: Teacher Quality Enhancement - FY 2006


CFDA Number: 84.336 - Teacher Quality Enhancement Grants

Program Goal: To improve the quality of teacher education and initial certification standards, and to improve the knowledge and skills of all teachers, particularly new teachers and teachers who work in high-need areas.

Objective 1 of 3: Improve the skills and knowledge of new teachers by funding the development of state policies that strengthen initial licensing standards and the development of state or local policies/programs that reduce the number of uncertified teachers.
Indicator 1.1 of 1: Pass rates: Pass rates will increase for preservice teachers taking subject matter competency tests as part of State licensure requirements in the states that receive funds from the Teacher Quality Enhancement Grants Program to prepare teachers that are highly competent in the academic content areas in which they will be teaching.
 
Measure 1.1.1 of 1: The percentage of preservice teachers taking and passing subject matter competency tests as part of state licensure requirements.
Year Actual Performance Performance Targets
2000
93
 
2001
93
 
2002
94
 
2003
94
 
2004
95
 
2005
96
95
2006
 
95
2007
 
96
2008
 
96
2009
 
97
2010
 
97
2011
 
98

Source: ED's HEA Title II Reporting System.

Frequency: Annually.

Next Data Available: December 2006
Data are verified by testing entities and certified by state licensing authorities. The data collection meets the Title II, Higher Education Act requirement for a national reporting system on the quality of teacher preparation.
 
Explanation: States use a variety of different licensure and certification exams or batteries of exams. The Department asks states to report across six categories of tests. These include: basic skills; professional knowledge and pedagogy; academic content areas; teaching special populations; other content areas; and performance assessments. States also report a single ''summary rate'' that reflects the performance by preservice teachers across a variety assessments. These summary rates are used in calculating the data for this measure.
 
Objective 2 of 3: To reform teacher preparation programs in partnership with high need school districts and schools of arts and sciences to produce highly qualified teachers.
Indicator 2.1 of 1: Highly qualified teachers: The percentage of program completers who are highly qualified teachers will increase.
 
Measure 2.1.1 of 1: The percentage of program completers who are highly qualified teachers.
Year Actual Performance Performance Targets
2004
84
 
2005
95
80
2006
 
95
2007
 
95
2008
 
95
2009
 
95
2010
 
95
2011
 
95

Source: Grantee Performance Report, Teacher Quality Enhancement Grants Program Annual Performance Reports.

Frequency: Annually.

Next Data Available: August 2006
Data are verified by testing entities and certified by state licensing authorities. The data collection meets the Title II, Higher Education Act requirement for a national reporting system on the quality of teacher preparation.
 
Explanation: The FY 2004 data established the baseline. ''Highly qualified'' is defined in No Child Left Behind, Title IX, Sec. 9101. A highly qualified teacher is a graduate of a teacher preparation program with a bachelor's degree, subject area competence established through testing, and certification from state licensing authorities. NCLB also requires that highly qualified teachers are actually teaching in an area of competency--which is not reflected in the data captured by this measure. Program completion definition includes a reasonable period of time for graduates to pass certification examinations. NOTE: Previously reported data for FY 2004 (SY 2003-2004) have been adjusted to be more accurate.
 
Objective 3 of 3: Improve the efficiency of supported teacher education projects.
Indicator 3.1 of 1: Efficiency measure: Cost per successful program outcome.
 
Measure 3.1.1 of 1: Cost per successful program outcome.
Year Actual Performance Performance Targets
2004
2,932
 
2005
4,728
 

Source: Grantee Performance Report, Teacher Quality Enhancement Grants Program Annual Performance Reports.

Frequency: Annually.

Next Data Available: December 2006
Data are supplied by institutions, which certify the accuracy of the data.

Limitations: For FY 2003-2004, Only a small number of grantees were able to report on highly qualified teachers. Therefore, results may not necessarily be representative of a full set of grantee institutions.
 
Explanation: This efficiency measure is calculated as the allocation for partnership grants divided by the number of highly qualified teacher candidates graduating from grantee postsecondary institutions. FY 2004 data was calculated by dividing the appropriation to institutions reporting highly qualified teachers during the school year 2003-'04 ($4,078,018) by the number of program completers who were certified as highly qualified teachers (2,125). $4,078,018/1,391 = $2,932. Note: Previously reported data for 2004 have been adjusted to be more accurate.
 


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Last Modified: 01/20/2006