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This section lists all strategic plan performance indicators in the order they are in the strategic plan; identifies current or planned data sources; and provides examples of baseline data--or, if baselines are not available, related data that may inform the issue. Where data sources have not been specified, the Department will work during the next year to set up new data collections or redirect current ones to provide data for all indicators in the plan.
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) |
| Goals 1 and 2: K-12 key outcome indicators | |||
Goal 1. Help all students reach challenging academic standards so that they are prepared for responsible citizenship, further learning, and productive employment. Goal 2. Build a solid foundation for learning for all children. |
1. Increasing percentages of all students will meet or exceed basic, proficient, and advanced performance levels in national and state assessments of reading, math, and other core subjects | • 60% of 4th graders, 70% of 8th graders, and 75% of 12th graders scored at or above the basic level in reading in 1994 (National Assessment of Educational Progress (NAEP), 1994).
• 64% of 4th graders, 62% of 8th graders, and 69% of 12th graders scored at or above the basic level in mathematics in 1996 (NAEP, 1996). |
• National Assessment of Educational Progress (NAEP) Reading, biennially, 1996 • NAEP Math, biennially, 1998 • State Assessments, annual |
| 2. Students in high-poverty schools will show continuous improvement in achieving proficiency levels comparable to that for the nation. | • 32% of 4th graders from families with low educational attainment scored at least at the basic proficiency level in reading compared to 70% of children with college-graduate parents. (NAEP, 1994).
• 39 % of low-income 8th graders scored at least basic proficiency in mathematics compared to 71% of other 8th graders (NAEP, 1996). |
• NAEP Reading, biennially, 1996 • NAEP Math, biennially, 1998 | |
| 3. High school attendance and graduation rates will continually improve-- particularly in high&-poverty schools and among students with disabilities and others at risk of school failure. | • Children from poor families were three times more likely to drop out of high school than other children (Dropout Rates in the United States, 1993). | • U.S. Census Bureau, Current Population Survey, annual • Common Core of Data surveys, annual • Analysis of National Education Longitudinal Study Data and Beginning Postsecondary Students Study Data, 1998 | |
| 4. The proportion of high school graduates, including vocational concentrators, who complete at least three years of science and three years of math will increase 10% between 1996 and 2000. | • In 1994, 51% of all high school graduates took at least three years of science and three years of math. (Condition of Education, 1996)
• Baseline data for 1996 high school graduates in School to Work systems is currently being collected. |
• High School Transcripts Study: Changes in math-science course-taking to be measured from transcripts collected for high school graduates, 1998. | |
| 5. Increasing numbers of high school students complete advanced placement courses each year. | • 83 out of 1,000 11th and 12th grade students in 1996 received passing scores on Advanced Placement (AP) exams (The College Board--AP, 1996). | • The College Board--AP, annual | |
| 6. Students in high-poverty schools served by federal programs will show comparable increases in completion of challenging course work-- including advanced placement courses-- that will enable them to pursue higher education or other options. | • Baseline under development. | • National Longitudinal Study of Youth, 1998-2000 | |
| 7. Increasing percentages of high school graduates will successfully transition into employment, further education, or the military. | • Baseline under development. | • National Longitudinal Study of Youth, 1998-2000 • Additional data sources to be determined | |
| Goal 1. Help all students reach challenging academic standards so that they are prepared for responsible citizenship, further learning, and productive employment. | |||
| 1.1 States develop challenging standards and assessments for all students in the core academic subjects. | 8. By the end of the 1997-98 school year, all states will have challenging content and performance standards in place for two or more core subjects. | • 33 states report content standards in 2 or more core subjects. (CCSSO, 1996) • 22 states report performance standards in 2 or more core subjects. (CCSSO, 1996) • 29 states have been assessed by the American Federation of Teachers (AFT) as having standards in at least 3 core subjects that are clear, specific and well-grounded in content. (AFT, 1997) • An independent, expert panel found that math and/or science curriculum frameworks documents from six states (out of nine states reviewed) had many high quality characteristics, including reflecting the influence of the national standards.
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• Council of Chief State School Officers (CCSSO), annual, 1997-2002 • Goals 2000 Annual Reports, 1997-2002 • Baseline State Survey, Planning and Evaluation Service, 1997 • American Federation of Teachers, 1997 • Eisenhower State Curriculum Frameworks Evaluation, 1997 |
| 9. By 2001 all states will have assessments aligned to challenging content and performance standards for two or more core subjects. | •23 states report assessments aligned with content standards, curriculum frameworks, or state goals. (CCSSO, 1996) • Analysis of state assessment results against National Assessment of Educational Progress state results reveals wide discrepancy in how proficiency is defined by several states. (Southern Regional Education Board, 1996) |
• Council of Chief State School Officers (CCSSO), annual, 1997-2002 • NAEP/State analysis, Planning and Evaluation Service, 1997 | |
| 10. By 2002 increasing percentages of the general public and parents will be aware of the importance of challenging academic standards for all children, including at least the majority of parents from low-income families. | • 82% of the general public supports setting up clear guidelines for what students should learn and teachers should teach in every major subject. (Public opinion poll, 1994 & 1996) • 61% of Americans say academic standards are too low in their own local schools. (Public opinion poll, 1996) • 33% of public supports raising academic standards much higher, 42% say somewhat higher. (Public opinion poll, 1996) |
• Public opinion polls dependent on private funding, unless Department supports | |
| 1.2 Every state has a school-to-work (STW) system that increases student achievement, improves technical skills, and broadens career opportunities for all. | 11. Increasing percentages of high school graduates from school-to-work systems or from vocational concentrations will successfully transition into employment, further education, or the military. | • Baseline data for 1996 high school graduates are being collected. | • National Evaluation of School-to-Work, 1998 and 2000 cohorts |
| 12. Increasing percentages of employers will be highly satisfied with the productivity and work-readiness skills of graduates from school-to-work systems or vocational concentrations. | • Baseline under development. | • National Employer Survey, 1999 | |
| 13. By fall 2000, the percentage of high school students passing industry-recognized tests on technical skills will increase by at least 10%. | • 2.4% of high school seniors in communities with school-to-work partnerships. (National Evaluation of School-to-Work, 1995-96) | • National Evaluation of School-to-Work, Survey of Local Partnerships, 1997 and 1999 | |
| 14. Two million youth will be engaged actively in school-to-work systems by fall 2000. | • One million high school youth participated in 1996. (STW Progress Measures, June 1996) | • STW progress measures for 1997-2000 | |
| 15. By 2000 an increasing percentage of secondary schools will provide opportunities for students to achieve industry-recognized skill standards. | • 12.9% of schools currently. (National Evaluation of School-to-Work, 1995-96) | • National Evaluation of School-to-Work, Survey of Local Partnerships, 1997 and 1999 | |
| 16. Thirty percent of high schools will have key school-to-work system components in place by fall 2000. | • 59% of participating high schools had classes in which academic and work related curriculum are integrated. (STW Progress Measures, June 1996) • 51% of high schools in participating local partnerships had classes in which work-based learning was connected to school curriculum. (STW Progress Measures, June 1996) |
• STW progress measures, collected annually | |
| 17. All youths with disabilities age 14 and older will have Individualized Education Plans (IEPs) that include a statement of transition service needs that will help focus on courses of study. | • Baseline under development. | • Program monitoring reports, ongoing | |
| 1.3 Schools are strong, safe, disciplined, and drug-free. | 18. Recent increasing rates of alcohol and drug use (alcohol, marijuana, tobacco) among school-age children will slow and begin to fall by 2000. | • Annual use of marijuana: 8th grade, 7%; 10th grade, 15%; 12th grade, 22%. (Monitoring the Future, 1992) • Annual use of alcohol: 45%, 8th grade; 63%, 10th grade; 73%, 12th grade. (Monitoring the Future, 1993) |
• Monitoring the Future, annual |
| 19. Rates of alcohol and drug use in schools will slow and begin to fall by 2000. | • Use of marijuana in school, past year: 8th grade, 3%; 10th grade, 5%; 12th grade, 5%. (Monitoring the Future, 1992) • Use of alcohol in school, past year: 8th grade, 4%; 10th grade, 7%; 12th grade, 7%. (Monitoring the Future, 1992) • Use of cigarettes or chewing tobacco in school, past 30 days: 8th grade, 7%; 10th grade, 13%; 12th grade, 14%. (Monitoring the Future, 1992). |
• Monitoring the Future, annual | |
| 20. The number of criminal and violent incidents in schools by students will continually decrease between now and 2002. | • 12th-graders injured with a weapon: 5%. (Monitoring the Future, 1993) • 12th-graders who had something stolen: 41%. (Monitoring the Future, 1993) |
• National Crime Victimization Survey, 1999, triennial • Monitoring the Future, annual • Fast Response Survey, 1997 | |
| 21. The percentage of students reporting tolerant attitudes toward drug and alcohol use will decline significantly between now and 2002. | • Disapprove of trying marijuana: 8th grade, 82%; 10th grade, 75%; 12th grade, 70%. (Monitoring the Future, 1992)
• Disapprove of trying alcohol: 8th grade, 52%; 10th grade, 40%; 12th grade, 33%. (Monitoring the Future, 1992) |
• Monitoring the Future, annual
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| 22. By 1999 all local educational agencies participating in the Safe and Drug-Free Schools program will use prevention programs based on the Department's principles of effectiveness. | • Under SDFSA grants, there is widespread use of programs that research has not shown to be effective | • Survey, to be developed by the Planning and Evaluation Service, 1998 | |
| 23. By 1999 all states will conduct periodic statewide surveys or collect statewide data on alcohol and drug use of students and incidents of crime and violence in schools. | • In 1995, 24 states and territories that participated in the Youth Risk Behavior Survey had data representative for the state. (ED/Safe and Drug Free Schools Act Survey, 1997) | • ED/Safe and Drug Free Schools Act Performance Report, annual | |
| 24. The percentage of teachers who are trained to deal with discipline problems in the classroom will increase significantly by 2000. | • Baseline under development. | • Schools and Staffing Survey, 1999-2000 | |
| 1.4 A talented and dedicated teacher is in every classroom in America. | 25. The percentage of teachers and principals across the nation who are rated by supervisors, parents, and peers as very effective will increase annually. | • Baseline under development. | • Survey, to be developed by the Planning and Evaluation Service, 1998 • Other data sources to be determined |
| 26. Throughout the nation the percentage of secondary school teachers who have at least a minor in the subject they teach will increase annually. | • 23% of teachers do not have at least a minor in their main teaching field. (Schools and Staffing Survey, 1990-91). | • Schools and Staffing Survey, 1999-2000 | |
| 27. The percentage of qualified new teachers who leave the profession within the first 3 years will continuously decrease. | • 22% of beginning teachers drop out of the teaching profession within the first three years. (Teacher Follow-up Survey, 1994-95) | • Teacher Follow Up Survey from Schools and Staffing Survey, 1999-2000 | |
| 28. The number of nationally board certified teachers will increase to reach 105,000 by 2006. | • In 1996, the National Commission on Teaching and America's Future set a goal of certifying 105,000 teachers within ten years, one for every school in the nation. Approximately 600 teachers were nationally-board certified as of summer 1997. (National Board for Professional Teaching Standards, 1997) | • National Board for Professional Teaching Standards, annual | |
| 29. By 2002, 75% of states will align initial teacher certification standards with high content and student performance standards. | • From 15-20 states are actively involved in reforming teacher education licensure. (American Association of Colleges of Teacher Education Survey, 1995; Teacher Education Survey, 1995; personal communication with AACTE, 1996) | • Surveys by national organizations such as the Council of Chief State School Officers-State Policies and Practices Survey, every 2 years, next in January, 1998; American Association of Colleges for Teacher Education (AACTE); and the National Council for Accreditation of Teacher Education (NCATE) | |
| 1.5 Families and communities are fully involved with schools and school improvement efforts. | 30. The percentage of students who come to school prepared for learning and having completed their homework, as rated by their teachers, will increase substantially over the next five years, especially among children from low-income families. | • 34% of Chapter I Students are rated "high" by their teachers on completing homework assignments. By comparison, 53% of students overall are rated high. (Prospects Interim Report, 1993) • Teachers indicate that 12% of their Chapter 1 students and 7% of their non-Chapter 1 students have absenteeism problems. Teachers indicate that 15% of their Chapter 1 students and 9% of their non-Chapter 1 students get inadequate rest. Teachers indicate that 21% of their Chapter 1 students and 17% of their non-Chapter 1 students have hygiene problems. (Prospects Interim Report, 1993) |
• Follow-up Survey of Schools, 1997 • Longitudinal Evaluation of School Change and Performance, 1998 • National Longitudinal Survey of Schools, 1998 |
| 31. The percentage of young children who read regularly at home with their parents and on their own (at least 15 minutes a day, five days a week) will increase to 90% by 2002. | • 52% of parents of K-6 students indicate they read to or with their child almost every day (NHES 1993, 1995, in 1995 Goals Report). • 72% of parents whose children are ages 3-5 indicate they read to their children or tell them stories regularly. (Institute for Educational Leadership/Martila & Kiley, A Study of Attitudes Among the Parents of Primary-School Children, 1995). |
• National Household Education Survey (NHES), 1999 | |
| 32. The percentage of parents who meet with teachers about their children's learning will show continuous improvement, reaching 90% by 2002. | • 71% of parents reported that they went to a regularly scheduled parent-teacher conference or meeting. (National Household Education Survey, 1996) • 92% of schools surveyed reported that they held parent-teacher conferences, and 57% of those schools reported that most or all parents attended. (Fast Response Survey System, 1996) |
• National Household Education Survey, 1999 | |
| 33. The percentage of parents who say that the school actively encourages and facilitates family involvement will show continuous improvement. | • Percentage of parents who agreed with the statement: "I am respected by the teachers and principals":-39% of 1st grade parents(Prospects Study analysis by Abt Associates, 1995, as cited in the 1995 Goals Report) • Percentage of schools reporting that parent input is considered to a moderate or great extent in making decisions on school issues: allocation of funds, 39%; curriculum or overall instructional programs, 47%; discipline policies and procedures, 50%; monitoring and evaluating teachers, 5%. (Fast Response Survey System-Survey on Family and Schools Partnerships in Public Schools, K-8, 1996) |
• Longitudinal Evaluation of School Change and Performance, 1998 | |
| 34. By 2002 the number of children participating in after-school programs will double, from 1.7 million to 3.4 million children. (Legislation needed) | • 1.7 million children. (National Study of Before & After School Programs, 1991). | • Data source to be determined | |
| 1.6 Greater public school choice will be available to students and families. | 35. By 2002, 25% of all public school students in grades 3-12 will attend a school that they or their parents have chosen. | • 12% of students. (1993) | • National Household Education Survey, 1999 |
| 36. By 2001 a minimum of 40 states will have charter school legislation. | • 11 states have charter school legislation. (1994) • 26 states. (1996) • 29 states. (August 1997). |
• Program files, annual | |
| 37. By 2002 there will be 3,000 charter schools in operation around the nation. | • 64 charter schools. (1994-95) • 428 charter schools. (January 1997) |
• OERI-sponsored RPP study, 1998, 1999, 2000 • Data from state legislatures and state educational agencies, annual | |
| 38. School districts will increasingly make choice available to their students through magnet schools, charter schools, and open enrollment policies. | • 34% of districts. (1993-94) | • Schools and Staffing Survey, 1999-2000 | |
| 1.7 Schools use advanced technology for all students and teachers to improve education. | 39. Students who have access to high-quality educational technology will show improved achievement in core academic subjects and improved technological literacy. | • Baselines to be determined. | • National Assessment of Educational Progress (NAEP) and State NAEP assessments of reading and math, grades 4, 8, and 12 , 1998 • Technology Innovation Challenge grantees:
--Annual evaluation reports from individual projects, years 2-5 of project implementation and at end of award period |
| 40. The ratio of students per modern multimedia computer will improve to 5:1 by 2001. | • 35:1 (Q.E.D.,Inc., 1996) | • Advanced Telecommunications and U.S. Public Elementary and Secondary Schools Survey, annual data elements, 1997-2002 | |
| 41. The percentage of public school instructional rooms connected to the Information Superhighway will increase from 14% in 1996 to 25% in 1998, and higher percentages thereafter. | • 14% (Advanced Telecommunications in U.S. Public Elementary and Secondary Schools Survey, 1996) | • Advanced Telecommunications and U.S. Public Elementary and Secondary Schools Survey, annual data elements, 1997-2002 | |
| 42. At least 50% of teachers will integrate high-quality educational technology, high-quality software, and the Information Superhighway into their school curricula by 2001. | • 20% of teachers in 1996 use advanced telecommunications for teaching. (Advanced Telecommunications in U.S. Public Elementary and Secondary Schools Survey) | • Longitudinal Survey of Schools, 1998, 1999 • State annual report cards (voluntary) | |
| 43. Students in high poverty schools and students with disabilities will have access to advanced technology (including assistive technology for students with disabilities) that is comparable to that in other schools by 2001. | • Internet access by 53% of high poverty schools, compared to 78% in low poverty schools, 1996. (Advanced Telecommunications in U.S. Public Elementary and Secondary Schools Survey) | • Advanced Telecommunications in U.S. Public Elementary and Secondary Schools Survey, annual data elements 1997-2002 • Longitudinal Survey of Schools, 1998, 1999 | |
| 44. At least 60% of teachers, school administrators, and school librarians will have been trained on use of computers and the Internet to help students learn, by 2001. | • Training in advanced telecommunications mandated by school, district or teacher certification agency for 13% of teachers and 31% encouraged by incentives in 1996. (Advanced Telecommunications in U.S. Public Elementary and Secondary Schools) | • Advanced Telecommunications in U.S. Public Elementary and Secondary Schools Survey, annual data elements, 1997-2002 • Evaluation of Technology Literacy Challenge Fund, 1997 • Longitudinal Survey of Schools, 1998, 1999 • State annual report cards (voluntary) | |
[Appendix A (part 2 of 4)]