This document includes the "FY 2022 Annual Performance Report" and "FY 2024 Annual Performance Plan." The "FY 2022 Annual Performance Report" provides narrative and data on the US Department of Education's progress toward the strategic goals and objectives outlined in its "Fiscal Years 2022-2026 Strategic…

The "FY 2022 Annual Performance Plan" (i.e., fiscal year (FY) 2022 APP) is required by the "Government Performance and Results Act Modernization Act of 2010," and guidance for its development is provided by the Office of Management and Budget's Circular No. A-11, Part 6. The "U.S. Department of Education's Strategic Plan…

The Growth Model Pilot Project (GMPP) was initiated to allow states to experiment with adjustments to the No Child Left Behind Act (NCLB) status accountability system in order to improve the validity of AYP determinations by giving schools credit for students who are making significant growth. The pilot allowed states, districts, and schools to…

The U.S. Department of Education (ED) initiated the Growth Model Pilot Project (GMPP) in November 2005 with the goal of approving up to ten states to incorporate growth models in school adequate yearly progress (AYP) determinations under the "Elementary and Secondary Education Act" ("ESEA"). After extensive reviews, nine states…

Title I of the federal Elementary and Secondary Education Act, as reauthorized by the No Child Left Behind Act (NCLB), requires states to establish standards, assessments, and accountability systems to ensure that every child achieves proficiency in reading and mathematics by the year 2014. This report describes exploratory analyses of the effects…

"Title III Accountability: Behind the Numbers" (2010) summarizes data reported by states in their Consolidated State Performance Reports (CSPRs) for 2004-05 through 2007-08. The CSPRs are annual reports required under the Elementary and Secondary Education Act (ESEA) that states use to submit information to the U.S. Department of…

"Title III Accountability and District Improvement Efforts: A Closer Look" (2010) summarizes findings from interviews with six Title III Directors and nine Title III district-level directors in the spring of 2009. States and districts were selected in order to collect information from some entities with a long history of serving English…

"Title III Policy: State of the States" (2010) discusses state implementation of the Title III accountability requirements based on phone interviews with six state Title III Directors in the spring of 2009, interviews with six experts and university-based researchers who work on education for English Learners, and based on earlier data…

This paper presents the U.S. Department of Education's Fiscal Year (FY) "2010 Annual Performance Report" (APR). This report provides detailed information on: (1) the status of strategic goals, and (2) the outcomes of the strategic performance measures identified in the Department's "FY 2007-2012 Strategic Plan" and updated previously in the "FY…

The "No Child Left Behind Act of 2001 (NCLB)" is designed to achieve an ambitious goal: All children will be proficient in reading and mathematics by the 2013-14 school year. A key strategy for achieving this goal is accountability. Based on findings from two federally funded studies--the Study of State Implementation of Accountability…

The United States Department of Education's "Annual Performance Report" (APR) for fiscal year (FY) 2009 provides detailed information on how the outcomes of the strategic performance measures identified in its "FY 2007-2012 Strategic Plan" and updated in the "Fiscal Year 2008 Performance and Accountability Report"…

Flexibility and accountability are two levers for change that occupy an increasingly prominent place among federal strategies for educational improvement. In return for introducing higher academic standards and performance-based accountability systems, states and districts have been granted increasing flexibility over how they may use the funding…

This report examines trends in student achievement for public school students using both state assessment data and the National Assessment of Educational Progress (NAEP). Recent trends on state assessments from 2004-05 through 2006-07 are examined in 30 states that had consistent assessments in place over this period and longer-term trends on the…

This is the fourth annual report to Congress by the US Department of Education. Among the highlights of this report are: (1) More students were reported by states as having enrolled in vocational and technical education courses in Program Year (PY) 2002-2003 than in the past three years; (2) There remain concerns about the quality and reliability…

Title I programs focus on improving the academic achievement of the disadvantaged. This document is the sixth in a series designed to provide: (1) consistent, reliable indicators to allow analysis of trends for each state over time; (2) high data quality for comparability from state to state; and (3) accessible indicator formats. The state…