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

U.S. Department of Education FY 1999 Annual Plan - February 27, 1998

Education Reform

Goals 2000 State and Local Education Systemic Improvement -- $501,000,000 (FY 99)
Goal: To support comprehensive state and local education reform tied to high standards for all students
Objectives Indicators Source and Next Update Strategies
1. Improve student achievement in core subjects. 1.1 Performance on national assessments. Between 1990 and 1998, the proportion of students who meet or exceed basic and proficient levels in reading and math on such measures as the National Assessment of Educational Progress will increase by at least 10 percentage points.

1.2 Meeting/exceeding state standards. The percentage of students who meet or exceed state or local performance standards on final assessments will increase between 1996 and 1998.

1.1 NAEP reading, 1998; NAEP math, 1998.

1.2 Follow-Up Survey of Schools, 1998; National Longitudinal Survey of Schools, 1999; analysis of state and local assessment results, annually.

• Provide assistance at the state and school levels for improved school performance and increased family and community engagement in learning, by supporting ED service teams, technical assistance centers, and state school support teams.

• Support interstate working groups to discuss how to improve and measure student achievement and to identify the types of Goal 2000 activities that support gains in student achievement.

2. Stimulate and accelerate state and local reform efforts. 2.1 Participation in reform efforts. By 1999, as many as 8,000 school districts will actively participate in standards-based reform stressing challenging standards for all children.

2.2 Standards for core subjects

  • By 1998, all states will have challenging content and performance standards in place for reading and math.
  • By 1998, increasing percentages of states will have challenging standards in place for other core subjects.

2.3 Aligned assessments. By 1999, 20 states will have assessments aligned to content and performance standards for two core subjects; by 2000, all states will.

2.4 Goals 2000 as a catalyst. State and local school administrators will identify the Goals 2000 initiative as a factor contributing to effective education reform.

2.1 Goals 2000 annual performance reports, 1997; District Implementation Study, 1997; Follow-Up District Implementation Study, 1998.

2.2 Review of Goals 2000 state plans and annual performance reports, 1997; Ed Week/Quality Counts II report, 1998; Council of Chief State School Officers, 1997; 1997 American Federation of Teachers; Council for Basic Education report, 1998.

2.3 Council of Chief State School Officers, 1997; State Implementation Study, 1998; Follow-Up State Implementation Study, 1999.

2.4 State Implementation Study, 1998; Follow-Up State Implementation Study, 1999; Follow-Up Local Implementation Study, 1998.

• Provide federal financial support (especially, Goals 2000 grants, Title I, Eisenhower Professional Development, Bilingual Education, Special Education, and Technology grants) and encourage states to share their model standards.

• Expand public understanding of the need for challenging academic standards by disseminating information on standards-based reform through states, national associations, and other ED partners.

• Help states and districts develop and implement aligned assessments designed to improve student learning by providing financial support under Goals 2000 and Title I and by encouraging the sharing of effective methodologies.

3. Promote parental and community involvement in student learning. 3.1 Parental involvement. The percentage of parents who understand what their children need to know to achieve to high standards and know how to help their children succeed in school will increase.

3.2 Community involvement and acceptance. The percentage of the public that understands and supports standards-based reform will increase.

3.3 Parental Assistance Center usefulness. At least 90% of customers will indicate that the information or assistance provided through the Parental Assistance Centers is useful.

3.4 Parental Assistance Center participation. In the geographic areas in which the Parental Assistance Centers provide direct services, the number of children and families who participate in Parents as Teachers (PAT) or Home Instruction for Preschool Youngsters (HIPPY) will substantially increase.

3.1 Barriers to Parent Involvement Study, 1996; Council of Chief State School Officers Report, 1996; National Longitudinal Survey of Schools, 1998.

3.2 Phi Delta Kappa/ Gallup Poll, 1997; other public opinion polls, 1997.

3.3 Proposed customer survey.

3.4 Annual reports for Parental Assistance Centers, 1996.

• Increase parents' knowledge of and confidence in child rearing activities, and strengthen partnerships between parents and professionals through financial and technical assistance to Parental Information Resource Centers.

• Disseminate information to the public regarding parental and community involvement through ED service teams, conferences, and publications.

• Develop a common customer survey instrument that all centers will use to gather feedback from customers.

• Regularly assess the adequacy and effectiveness of support that each funded Parental Assistance Center project devotes to PAT and HIPPY activities and ensure that the centers devote a substantial part of their budget to these activities.

4. Promote excellent teaching that will enable all students to reach challenging state and/or local standards. 4.1 Teachers' knowledge of standards. By 1997-98, surveys will report that teachers in states with standards or curriculum frameworks understand state or local content and performance standards as they apply to the grades and subjects they teach.

4.2 Schools' alignment of key processes. By 1997-98, surveys of principals and teachers in states with standards will indicate that schools have aligned curriculum, instruction, professional development and assessment to meet challenging state or local standards.

4.3 Professional development. The number of teachers who indicate that they are engaged in professional development that is enabling them to teach to challenging standards will increase annually.

4.1 National Longitudinal Survey of Schools, 1998.

4.2 Follow-Up Survey of Schools, 1998; National Longitudinal Survey of Schools, 1998.

4.3 Follow-up Survey of Schools, 1998; National Longitudinal Survey of Schools, 1998.

• Provide financial support and technical assistance to states administering Goals 2000 subgrants for teacher preservice and professional development.

• Support efforts to prepare future teachers to meet high certification and licensing standards by promoting partnerships between school districts and institutions of higher education to prepare new teachers.

• Encourage states to align certification and licensing requirements for teachers with challenging content standards and best practice by sharing with the field the most promising strategies to upgrade teaching quality through publications, conferences, and monitoring visits.

5. Effective federal program management will support state and local reform through. 5.1 Satisfaction with Goals 2000 administration. State and local education agencies participating in Goals 2000 will be satisfied with its administration on indicators such as application response time, peer review and site visits.

5.2 Coordinating across the Department. State and local education agencies will report that the services provided by regional service teams are useful and of high quality.

5.1 ED State Implementation Survey, 1997; Cross cutting District Survey, 1998.

5.2 Cross cutting District Survey, 1998; Documentation of Integrated Review Teams; 1998; Follow-Up State Implementation Study, 1999.

• Continue professional development of employees to develop expertise in principles and practices of education reform.

• Establish OESE-wide standards for timely completion of site visit reports and for working with states on satisfying conditions set for state plan revisions.

• Work closely with the ED integrated review teams (IRTs) to ensure that program monitoring reflects reform goals.

• Develop a monitoring protocol for the IRTs that provides clear and uniform guidance on the program areas and topics to be covered and ways to be assessed.

School-to-Work Opportunities -- $125,000,000 (FY99)
Goal: To build school-to-work systems that result in increased student achievement and career opportunities



Source and Next Update


1. Prepare all youth, including those who are disadvantaged, have limited English proficiency, are academically gifted, are out of school or disabled, to have the opportunity to engage actively in School-to-Work (STW) systems that meet high academic standards. Student participation in STW systems:

1.1 All youth. By fall 1997, 750,000 high school youth will be engaged actively in STW systems, and by 2000, 2 million youth will be participating. As of December 1995, 500,000 high school youth participated in STW systems that offered curriculum that integrated academic and vocational education and provided work-based learning experiences connected to classroom activities.

1.2 Out-of-school youth. By spring 1998, baseline data will be available on out-of-school youth participating in STW systems, and STW systems, and benchmarks will be established for 1999 and 2000.

1.1 Progress Measures, 1996; National School-to-Work Evaluation, 1997; National Longitudinal Survey (NLS) Youth Module, 1997.

1.2 National STW and MPR progress measures, annual, 1997.

• Conduct targeted outreach to encourage students to coalesce into an articulate stakeholder group.

• Sponsor development and identification of exemplary models for serving out-of-school youth and other targeted populations.

• Evaluate states' progress toward building comprehensive systems through site visits, meetings and the continuation approval process.

2. Prepare all youth to earn a high school diploma or equivalency tied to challenging academic standards, to have the opportunity to earn a skill certificate, and to be prepared for postsecondary education and careers. Student achievement in STW systems:

2.1 High school graduation. By fall 2000, high school graduation rates will increase in local STW systems.

2.2 Postsecondary enrollment. High school graduates from the class of 2000 will enroll in postsecondary education at higher rates than high school graduates in 1996 and 1998.

2.3 Skill certificates. By fall 2000, in local STW systems, 10% of students will earn skill certificates. About 3% of high school seniors received skill certificates in 1995-96.

2.4 Out-of-School Youth. By fall 2000, in local STW systems, the percentage of out-of-school youth acquiring high school equivalency diplomas will be higher than the percentage who achieved diplomas in spring 1997.

2.1 Progress Measures, 1996; NLS Youth Module, 1997.

2.2 National Evaluation, 1997.

2.3 National Evaluation, 1997.

2.4 National Evaluation, 1998; NLS Youth Module, 1997.

• Showcase models for whole school reform

• Sponsor training to develop the capacity of grantees.

• Facilitate peer-to-peer exchange of information among States and local partnerships.

• Sponsor and disseminate research that identifies models and best practices for applied learning.

• Use available state-level data to track progress of STW systems.

• Provide technical assistance to states.

System Building
3. Build comprehensive school-to-work systems in every state. 3.1 Leveraged State and Local Funds
  • States in their first year of implementation will have a two-to-one ratio of federal dollars to new state and private dollars.
  • States in their second year of implementation will have a one-to-one ratio of federal dollars to new state and private dollars.

3.2 Skill standards adoption. By fall 2000, 25% of STW implementation states will adopt at least one set of industry-recognized skill standards.

3.1 Progress Measures, 1997.

3.2 Progress Measures, 2000.

• Develop capacity for states to conduct in-depth strategic planning to leverage new resources.

• Identify and disseminate tools and effective practices of STW grantees.

• Support peer delivery of technical assistance and training among grantees.

• Provide technical assistance to states in identifying academic and occupational standards in broad career majors that lead to portable skill certificates.

4. High schools, postsecondary institutions and adult high schools are engaged in building School-to-Work systems. Number of institutions involved in STW activities:

4.1 High schools. By fall 2000, 30% of high schools will have the key STW components. In fall 1996, 13% of STW partnerships reported high levels of implementation in their high schools.

4.2 Community and technical colleges. By 2000, 40% will have agreements that grant academic credit for work-based learning. In 1996, 20% of STW partnerships reported their postsecondary institutions had such agreements.

4.1 Progress Measures, 1996; National Evaluation, 1997; NLS Youth Module, 1997.

4.2 National Evaluation.

• Sponsor and disseminate policy options for awarding academic credit for work-based learning.

• Support the development of postsecondary institution leaders who can influence changes to existing admissions policies and articulation agreements.

5. Build strong employer participation Participation of employers in STW systems:

5.1 Active engagement. By fall 2000, 600,000 employers will engage in at least one recognized STW activity. As of December 1995, 150,000 employers nationally engaged in at least one STW activity.

5.2 Provide work-based learning opportunities. By fall 2000, 40% of all employers participating in STW systems will offer work-based learning opportunities.

5.1 Progress Measures, 1996; National Employer Survey II.

5.2 Progress Measures, 2000.

• Develop and implement a strategic plan for recruitment of employers.

• Develop prototype products and work with key organizations to raise a critical awareness of STW among employers and organized labor.

• Support the development, testing, dissemination and implementation of various approaches to employer participation.

Integration of STW with other ed reforms and workforce development systems
6. Align School-to-Work Opportunities with Goals 2000: Educate America Act, Improving Americas Schools Act (IASA), Perkins, Adult Education, Individuals with Disabilities Education Act (IDEA), Job Training Partnership Act (JTPA) and other federal programs. Number of states participating in the department's alignment efforts:

6.1 Alignment. By fall 1997, a baseline will be established for alignment of STW and Perkins performance measures and standards in States.

6.2 Consolidated plans. By fall 1998, Perkins and STW will be part of consolidated plans in at least 12 States. As of October 1996, Perkins and STW were part of consolidation plans in eight States.

6.1 MPR, 1997.

6.2 Office of Vocational and Adult Education, 1997.

• STW and the Office of Vocational and Adult Education (OVAE) work with MPR to identify barriers to alignment and build consensus among local school systems for changes in measurement systems.

• Align grant procedures of two departments so they are seamless.

• Identify opportunity for streamlining grant awards. Align the two departments' OIG audit and audit resolution programs for STW grantees.


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