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ERIC Number: ED673614
Record Type: Non-Journal
Publication Date: 2025-Jan-13
Pages: 146
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: 0000-00-00
U.S. Department of Education FY 2024 Annual Agency Performance Report
US Department of Education
This document provides narrative and data on the U.S. Department of Education's progress toward the strategic goals and objectives outlined in its "Fiscal Years 2022-2026 Strategic Plan." In fiscal year (FY) 2024, the Department assessed progress on 70 performance indicators. Of these indicators, 42 met their annual targets; 15 did not meet their annual targets, and 13 will report data by February 2025. Additionally, in accordance with the Office of Management and Budget's (OMB's) memorandum M-20-21, the Department assessed COVID-19 pandemic relief funding progress on four performance indicators. Of these indicators, one met its annual target, and three are pending data. Each year, OMB Circular A-11, Part 6 requires federal agencies to identify strategic objectives that have demonstrated noteworthy progress in achieving performance outcomes and focus areas for improvement for which current strategies are not having the intended impact on outcomes. The Department designated strategic objectives 1.3 and 1.4 as areas demonstrating noteworthy progress. The Department also identified strategic objective 4.2 as a focus area for improvement as current strategies are not having the intended impact on outcomes. This report discusses the accomplishments of the Department during FY 2024 as well as the challenges encountered.
US Department of Education. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Fax: 301-470-1244; Web site: https://www.ed.gov/edpubs/
Related Records: ED625432
Publication Type: Reports - Descriptive
Education Level: Postsecondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Department of Education (ED)
Grant or Contract Numbers: N/A
Department of Education Funded: Yes
Author Affiliations: N/A