A r c h i v e d  I n f o r m a t i o n

U.S. Department of Education Strategic Plan, 1998-2002 - September 1997


Appendix A: Supplemental Information on Performance Indicators (continued)



Supplemental Information on Strategic Plan Performance Indicators

Goals and objectives Indicators Illustrative   baseline   or   related   data Data sources and year(s) to be collected (1997-2002)
Goal 2. Build a solid foundation for learning for all children.
2.1 All children enter school ready to learn. 1. Kindergarten and first grade teachers will increasingly report that their students enter school ready to learn reading and math. Baseline under development. • Early Childhood Longitudinal Study, 1999

• Propose new cohort for 2003, working with NCES and the Department of Health and Human Service's Administration on Children, Youth, and Families

2. The disparity in preschool participation rates between children from high-income families and children from low-income families will decline year by year. Disparity equaled 28% in 1991. (National Household Education Survey, 1991)

• Disparity equaled 25% in 1995. (Current Population Survey, 1995)

• National Household Education Survey, 1999

• Current Population Survey, annual

3. The percentage of children from birth to five years old whose parents read to them or tell them stories regularly will continually increase. 66% of 3- to 5-year-olds' parents read to them or tell them stories regularly. (National Household Education Survey, 1993) • National Household Education Survey, 1999

• Child Development Supplement to the Panel Study of Income Dynamics, 1998

2.2 Every child reads independently by the end of the third grade. 4. Increasing percentages of fourth-graders will meet basic, proficient, and advanced levels in reading on the National Assessment of Educational Progress (NAEP). 60% of 4th-graders scored at or above the basic level in reading. (NAEP, 1994) • NAEP, biennial
5. At least 25% of students will participate in the national reading test by spring 1999; increasing percentages thereafter will participate. 5 states, the Department of Defense Schools, and 15 urban school districts have signed up to implement the national voluntary test. (Department of Education records, 1997) • Department of Education records, 1997-2002
6. By 2001 the America Reads Challenge corps will prepare tutors for 3 million children, including at least 100,000 college work-study tutors annually. (Legislation needed.) Baseline under development. • America Reads program files, annual
7. Increasing percentages of teachers of kindergarten through third grade will complete intensive professional development to enable them to skillfully teach reading. Baseline under development. • Longitudinal Survey of Schools, 1998

• Schools and Staffing Survey, 1999-2000

2.3 Every eighth-grader masters challenging mathematics, including the foundations of algebra and geometry. 8. More eighth-graders reach the basic level or higher levels of proficiency in math on the National Assessment of Educational Progress; on international assessments, at least 60% will score at the international average by 2002, and at least 15% will be in the top 10% by 2002. 61% of students scored at or above the basic level in 1996; 56% in 1992; and 51% in 1990. (National Assessment of Educational Progress-NAEP, 1996)

• U.S. fourth-graders score above average in math compared to 26 nations in the Third International Mathematics and Science Study (TIMSS) fourth-grade assessment. Nine percent of U.S. fourth-graders would rank among the world's top 10% in mathematics based on the 26 TIMSS countries. (TIMSS, 1995)

• U.S. eighth-graders score below average in math compared to the 41 nations in the TIMSS eight-grade assessment. Five percent of U.S. eighth-graders would rank among the world's top 10% in mathematics based on the 41 TIMSS countries. (TIMSS, 1995)

• NAEP, biennial, 1998

• National Voluntary test, 1999

• Third International Mathematics and Science Study/Replication of the eighth grade (TIMSS R), 2000 (Contingent upon funding)

9. At least 25% of students will participate in the national math test by spring 1999; increasing percentages thereafter will participate. 5 states, the Department of Defense Schools, and 15 urban school districts have signed up to implement the national voluntary test. (Department of Education records, 1997) • Department records, 1997-2002
10. Each year, more new teachers will enter the workforce with adequate preparation to teach challenging mathematics to students in kindergarten through eighth grade. The average number of undergraduate mathematics courses K-8 teachers took was 3. (Schools and Staffing Survey, 1993-94) • Schools and Staffing Survey, 1999-2000

• Baccalaureate and Beyond Longitudinal Study

• States' pass rates on rigorous licensing exams, 1997-2002

11. Each year, more teachers in grades 5-8 will complete intensive professional development to enable them to teach challenging mathematics. Baseline under development. • Longitudinal Survey of Schools, 1998

• Schools and Staffing Survey, 1999-2000

12. Each year, increasing numbers of schools will have access to and use information on best practices for math instruction. 67% of all teachers reported using curricula aligned with high standards in math. (Baseline Survey of Schools, 1996)

• 82% of all teachers reported using instructional strategies (i.e., hands-on activities, cooperative learning) aligned with high standards in math. (Baseline Survey of Schools, 1996)

• 22% of all teachers reported using innovative technologies such as the Internet and telecommunications-supported instruction in math. (Baseline Survey of Schools, 1996)

• Longitudinal Evaluation of School Change and Performance, 1997-99

• Longitudinal Survey of Schools, 1998

• Office of Education Research and Improvement: Percent of textbooks and instructional materials that independent experts consider exemplary and align with high standards, 1998

2.4 Special populations receive appropriate services and assessments consistent with high standards. 13. States will implement appropriate procedures for assessing and reporting progress towards achieving to high standards by students who have disabilities, are limited English proficient, or are children of migrant workers, by 2001. State assessment staff report that 24 states include LEP students in testing for Title I, and 17 include students with disabilities. (ED State Implementation Survey, 1997) • Follow-up ED State Implementation Survey, 1999

• Title I Performance Reports, 1998-2002

14. The number of schools using comprehensive, research-based approaches to improve curriculum, instruction, and support services for at-risk students will increase annually. Baseline under development. • Follow-up Survey of Schools, 1997

• Longitudinal Survey of Schools, 1998-1999

15. Increasing percentages of administrators and educators working with at-risk children will have access to and use high-quality information and technical assistance on effective practices provided by Department-sponsored technical assistance and research centers as well as through professional associations and publications. State officials identify oral and written federal sources of information and assistance, as well as professional associations and publications as most helpful. Districts rely most heavily on state sources, professional associations, and education publications. (Baseline surveys in "Reports on Reform from the Field" June 1997)

• Principals rely most often on institutes or workshops, other principals, LEAs, and state- or district-sponsored conferences for information and technical assistance. Direct support to schools from the U.S. Department of Education was uncommon. (Public School Survey on Education Reform, 1997)

• Cross-cutting District Survey and Case Studies, 1998

• Follow-up State Survey, 1999; Follow-up Survey of Schools, 1997

• Longitudinal Survey of Schools, 1998-1999

16. Increasing percentages of teachers and other staff will be equipped with strategies to enable students with limited English proficiency or disabilities to meet challenging standards. Baseline under development. • Data source to be determined
17. Federal technical assistance and other support to states will result in annual increases in the number of states and local school districts with the capacity to disaggregate and report out assessment data aligned with standards for at-risk students. 12 states report data disaggregated by economic disadvantage, 16 by race/ethnicity, and 1 by migrant status. (State Accountability Reports, 1997)

• 12 states report fully implementing disaggregated reporting procedures. (ED State Implementation Survey, 1997)

• Crosscutting Survey of Local Districts, 1998

• Follow-up State Survey, 1999


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