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Publication of the Teachers for a Competitive Tomorrow- Baccalaureate (TCT-B) Program’s five-year digest of the key performance measures and analysis of the grant recipients’ results / outcomes, entitled “Status Report: Teachers for a Competitive Tomorrow Baccalaureate Program’s Measurable Contributions to the Nation’s Critical STEM (Education) Priorities: One-Half Decade of Optimal Investments of Federal Funds and Matching Contributions.”

This is a culminating status report of the five TCT-B grant recipients’ performance on their Government Performance and Results Act (GPRA) and statutory-programmatic performance measures over the “life” of the TCT-B grants.

  • Status Report, April 2014: download files MS Word (67K) | PDF (312K)

The Government Performance and Results Act of 1993 (GPRA) Performance Indicators for TCT

The GPRA Performance Indicators for the TCT-B Program are as follows:

  • The percentage of program participants who earn a Bachelor's degree and certification or licensure in a science, technology, engineering, mathematics, or critical foreign language area.
  • The percentage of program participants who become a teacher of record in a science, technology, engineering, mathematics, or critical foreign language area in a high-need school.
  • The percentage of program participants who remain teaching in the science, technology, engineering, mathematics, or critical foreign language area in a high-need school for two or more years.
  • The cost per program participant who remains in teaching in the science, technology, engineering, mathematics, or critical foreign language area in a high-need school for two or more years.

The GPRA Performance Indicators for the TCT-M Program are as follows:

  • The percentage of program participants who earn a Master's degree and certification or licensure in a science, technology, engineering, mathematics, or critical foreign language area (includes previously licensed teachers who receive a Master’s degree).
  • The percentage of program participants who become or remain a teacher of record in a science, technology, engineering, mathematics, or critical foreign language area in a high-need school.
  • The percentage of program participants who remain teaching in the science, technology, engineering, mathematics/critical foreign language area in a high-need school for two or more years.
  • The cost per program participant who remains in teaching in the science, technology, engineering, mathematics/critical foreign language area in a high-need school for two or more years.

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Reporting Requirements for TCT

Reporting requirements for TCT-B grant recipients:

Each eligible recipient receiving a grant under this section shall collect and report to the Secretary annually such information as the Secretary may reasonably require, including—

(1) the number of participants in the program;
(2) information on the academic majors of participating students;
(3) the race, gender, income, and disability status of program participants;
(4) the placement of program participants as teachers in schools determined by the partnership to be most in need;
(5) the extent to which the program succeeded in meeting the objectives and benchmarks described in Sec. 6113(d)(2)(G) of the statute; and
(6) the data collected under subparagraphs (G) and (H) of Sec. 6113(d)(2) of the statute.

Subparagraphs (G) and (H) of 6113(d)(2) of the statute read:

(G) collect data regarding and evaluate, using measurable objectives and benchmarks, the extent to which the program succeeded in—

(i) increasing the percentage of highly qualified mathematics, science, or critical foreign language teachers, including increasing the percentage of such teachers teaching in those schools determined by the partnership to be most in need;
(ii) improving student academic achievement in mathematics, science, and where applicable, technology and engineering;
(iii) increasing the number of students in secondary schools enrolled in upper level mathematics, science, and, where available, technology and engineering courses; and
(iv) increasing the numbers of elementary school and secondary school students enrolled in and continuing in critical foreign language courses;

(H) collect data on the employment placement and retention of all graduates of the program, including information on how many graduates are teaching and in what kinds of schools.

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Reporting requirements for TCT-M grant recipients:

Each eligible recipient receiving a grant under this section shall evaluate, using measurable objectives and benchmarks, and provide an annual report to the Secretary regarding, the extent to which the program assisted under this section succeeded in the following:

(1) Increasing the number and percentage of science, technology, engineering, mathematics, or critical foreign language teachers who have a master's degree and meet one or more of the following requirements:

(A) Are teaching in schools determined by the partnership to be most in need, and taught in such schools prior to participation in the program.
(B) Are teaching in schools determined by the partnership to be most in need, and did not teach in such schools prior to participation in the program.
(C) Are members of a group underrepresented in the teaching of science, technology, engineering, mathematics, or a critical foreign language.

(2) Bringing professionals in science, technology, engineering, mathematics, or a critical foreign language into the field of teaching.

(3) Retaining teachers who participate in the program.

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Last Modified: 09/30/2014