A r c h i v e d I n f o r m a t i o n
FY 1999 Annual Plan - Volume 1. Objective Performance Plans and Data Quality - February 27, 1998
Objective 4.2. Our partners have the support and flexibility they need without diminishing accountability for results.
Context: When the Nation's governors, including then-governor Bill Clinton, met at the 1989 Education Summit at Charlottesville, Virginia, a top priority was to secure greater flexibility in the administration of federal education programs in exchange for greater accountability for improved student achievement. Under President Clinton, the Department has worked hard to remove statutory and regulatory impediments to innovative education reforms, while continuing to ensure protection of basic civil rights and the proper expenditure of taxpayer dollars.
Key strategies for FY 1999
- Technical assistance system. Create a strategic framework that identifies roles of technical assistance providers and coordination across technical assistance centers, conferences, integrated reviews, online services, and other activities.
- Regulatory/legislative reinvention.
- In implementing the Individuals with Disabilities Act Amendments of 1997, promote efficient implementation, provide greater flexibility for grantees, and eliminate a substantial number of discretionary grant program regulations.
- Simplify legislation during reauthorization while designing programs to be more results-oriented.
- Redesign regulations covering postsecondary student aid and higher education programs following the reauthorization of the Higher Education Act.
- Continue to eliminate and simplify other regulations.
- Program streamlining and flexibility.
- Use the Department's waiver authorities to provide flexibility in cases where federal requirements may interfere with plans for improving teaching and learning.
- Support ED-FLEX states as they implement their delegated authority to waive federal requirements.
- Encourage consolidated planning at the state and local level.
- Comprehensive Regional Assistance Centers. Through the 15 Comprehensive Regional Assistance Centers, increase significantly the amount of technical assistance aimed at integrating the various Elementary and Secondary Education Act programs in support of state and local education reforms.
- Improved audit resolution. Expand to 25 states in FY 1999 the Cooperative Audit Resolution and Oversight Initiative (CAROI), a federal-state partnership that aims to improve education programs and student performance at the state and local levels through better use of audits, program monitoring, and technical assistance.
- Integrated program reviews. In collaboration with the states, continue joint technical assistance and monitoring activities for elementary and secondary education programs which target the same or greatly overlapping populations to encourage greater coordination in the planning and delivery of services. Coordinate with the Council of Chief State School Officers to develop procedures for consolidated performance reporting.
- Civil rights partnerships. Establish constructive and collaborative relationships with state and local education agencies, parents and community groups, and other stakeholders to achieve the shared objectives of civil rights compliance and securing timely improvements for students.
Selected performance indicators and charts
The number of states participating in the Cooperative Audit Resolution and Oversight Initiative (CAROI) will increase from 10 to 25. (Goal 4, indicator 9)
Indicator background and context. The CAROI process links program, finance, auditing, and legal staffs at the federal and state levels to foster better use of auditing, monitoring, and technical assistance.
Data source. U.S. Department of Education administrative records.
Customers will increasingly report that they have greater flexibility and better understanding of rules and requirements of education programs. (Goal 4, indicator 6)
Indicator background and context. In order to use the flexibility now available in federal education programs, educators must first understand this flexibility and the options it provides.
Data source. "Reports on Reform from the Field: District and State Survey Results, Final Report." The Urban Institute, 1997.
Verification/validation of performance measures: Program monitoring activities will explicitly address coordination and flexibility issues and will be independently verified by program evaluations at State, district, school and institutional levels conducted through the Planning and Evaluation Service.