ESEA:Smaller Learning Communities(OESE)
FY2008Program Performance Report(System Print Out)
Strategic Goal2
Discretionary
ESEA, Title V, Part D-4
Document Year2008Appropriation: $80,108
CFDA / 84.215L: FIE/Smaller Learning Communities
Program Goal: / To assist high schools to create smaller learning communities that can prepare all students to achieve to challenging standards and succeed in college and careers.
Objective1of1: / Students in schools receiving smaller learning communities implementation grants will demonstrate continuous improvement in achievement in core subjects, as well as exhibit positive behavioral changes.
Measure1.1of18: The percentage of students scoring at or above proficient on state math assessments. (Cohort FY04) (Desired direction: increase)89a0x9
Year / Target / Actual
(or date expected) / Status
2005 / Set a Baseline / 53.9 / Target Met
2006 / 60 / 52.8 / Did Not Meet Target
2007 / 62 / (September 2008) / Pending
2008 / 64 / (February 2009) / Pending
2009 / 66 / (February 2010) / Pending

Frequency of Data Collection.Annual

Explanation.Cohort years are identified by the funding year. For example, the FY06 cohort received grants in FY07 from the FY06 appropriation. There is no FY08 cohort since FY08 funds supported continuation awards only.
The FY03 cohort received three-year awards. All cohorts after that year received five-year awards.

Measure1.2of18: The percentage of students scoring at or above proficient on state math assessments. (Cohort FY05) (Desired direction: increase)89a0xa
Year / Target / Actual
(or date expected) / Status
2006 / Set a Baseline / 45.5 / Target Met
2007 / 60 / (September 2008) / Pending
2008 / 62 / (February 2009) / Pending
2009 / 64 / (February 2010) / Pending
2010 / 66 / (February 2011) / Pending

Frequency of Data Collection.Annual

Explanation.Cohort years are identified by the funding year. For example, the FY06 cohort received grants in FY07 from the FY06 appropriation. There is no FY08 cohort since FY08 funds supported continuation awards only.
The FY03 cohort received three-year awards. All cohorts after that year received five-year awards.

Measure1.3of18: The percentage of students scoring at or above proficient on state math assessments. (Cohort FY06) (Desired direction: increase)89a0xb
Year / Target / Actual
(or date expected) / Status
2007 / Set a Baseline / 45.5 / Target Met
2008 / 60 / (September 2009) / Pending
2009 / 62 / (February 2010) / Pending
2010 / 64 / (February 2011) / Pending
2011 / 66 / (February 2012) / Pending

Frequency of Data Collection.Annual

Explanation.Cohort years are identified by the funding year. For example, the FY06 cohort received grants in FY07 from the FY06 appropriation.
There is no FY08 cohort since FY08 funds supported continuation awards only.
The FY03 cohort received three-year awards. All cohorts after that year received five-year awards.

Measure1.4of18: The percentage of students scoring at or above proficient on state reading assessments. (Cohort FY04) (Desired direction: increase)89a0xi
Year / Target / Actual
(or date expected) / Status
2005 / Set a Baseline / 59.8 / Target Met
2006 / 60 / 59.2 / Did Not Meet Target
2007 / 62 / (September 2008) / Pending
2008 / 64 / (February 2009) / Pending
2009 / 66 / (February 2010) / Pending

Frequency of Data Collection.Annual

Explanation.Cohort years are identified by the funding year. For example, the FY06 cohort received grants in FY07 from the FY06 appropriation.
There is no FY08 cohort since FY08 funds supported continuation awards only.
The FY03 cohort received three-year awards. All cohorts after that year received five-year awards.

Measure1.5of18: The percentage of students scoring at or above proficient on state reading assessments. (Cohort FY05) (Desired direction: increase)89a0xj
Year / Target / Actual
(or date expected) / Status
2006 / Set a Baseline / 43.4 / Target Met
2007 / 60 / (February 2008) / Pending
2008 / 62 / (February 2009) / Pending
2009 / 64 / (February 2010) / Pending
2010 / 66 / (February 2011) / Pending

Frequency of Data Collection.Annual

Explanation.Cohort years are identified by the funding year. For example, the FY06 cohort received grants in FY07 from the FY06 appropriation.
There is no FY08 cohort since FY08 funds supported continuation awards only.
The FY03 cohort received three-year awards. All cohorts after that year received five-year awards.

Measure1.6of18: The percentage of students scoring at or above proficient on state reading assessments. (Cohort FY06) (Desired direction: increase)89a0xk
Year / Target / Actual
(or date expected) / Status
2007 / Set a Baseline / 43.4 / Target Met
2008 / 60 / (September 2009) / Pending
2009 / 62 / (February 2010) / Pending
2010 / 64 / (February 2011) / Pending
2011 / 66 / (February 2012) / Pending

Frequency of Data Collection.Annual

Explanation.Cohort years are identified by the funding year. For example, the FY06 cohort received grants in FY07 from the FY06 appropriation.
There is no FY08 cohort since FY08 funds supported continuation awards only.
The FY03 cohort received three-year awards. All cohorts after that year received five-year awards.

Measure1.7of18: The percentage of students in high schools receiving Smaller Learning Communities grants who graduate from high school (based on 9th grade enrollment). (Cohort FY04) (Desired direction: increase)89a0xl
Year / Target / Actual
(or date expected) / Status
2005 / Set a Baseline / 84.7 / Target Met
2006 / 87 / 84.7 / Did Not Meet Target
2007 / 88 / (September 2008) / Pending
2008 / 89 / (February 2009) / Pending
2009 / 90 / (February 2010) / Pending

Frequency of Data Collection.Annual

Explanation.Cohort years are identified by the funding year. For example, the FY06 cohort received grants in FY07 from the FY06 appropriation.
There is no FY08 cohort since FY08 funds supported continuation awards only.
The FY03 cohort received three-year awards. All cohorts after that year received five-year awards.

Measure1.8of18: The percentage of students in high schools receiving Smaller Learning Communities grants who graduate from high school (based on 9th grade enrollment). (Cohort FY05) (Desired direction: increase)89a0xm
Year / Target / Actual
(or date expected) / Status
2006 / Set a Baseline / 80.4 / Target Met
2007 / 87 / (September 2008) / Pending
2008 / 88 / (February 2009) / Pending
2009 / 89 / (February 2010) / Pending
2010 / 90 / (February 2011) / Pending

Frequency of Data Collection.Annual

Explanation.Cohort years are identified by the funding year. For example, the FY06 cohort received grants in FY07 from the FY06 appropriation.
There is no FY08 cohort since FY08 funds supported continuation awards only.
The FY03 cohort received three-year awards. All cohorts after that year received five-year awards.

Measure1.9of18: The percentage of students in high schools receiving Smaller Learning Communities grants who graduate from high school (based on 9th grade enrollment). (Cohort FY06) (Desired direction: increase)89a0xn
Year / Target / Actual
(or date expected) / Status
2007 / Set a Baseline / 80.4 / Target Met
2008 / 87 / (September 2009) / Pending
2009 / 88 / (February 2010) / Pending
2010 / 89 / (February 2011) / Pending
2011 / 90 / (February 2012) / Pending

Frequency of Data Collection.Annual

Explanation.Cohort years are identified by the funding year. For example, the FY06 cohort received grants in FY07 from the FY06 appropriation.
There is no FY08 cohort since FY08 funds supported continuation awards only.
The FY03 cohort received three-year awards. All cohorts after that year received five-year awards.

Measure1.10of18: The percentage of graduates in schools receiving Smaller Learning Communities grants who enroll in postsecondary education, apprenticeships, or advanced training for the semester following graduation. (Cohort FY04) (Desired direction: increase)89a0xr
Year / Target / Actual
(or date expected) / Status
2005 / Set a Baseline / 82.2 / Target Met
2006 / 83 / 83.7 / Target Exceeded
2007 / 84 / (September 2008) / Pending
2008 / 85 / (February 2009) / Pending
2009 / 86 / (February 2010) / Pending

Frequency of Data Collection.Annual

Explanation.Cohort years are identified by the funding year. For example, the FY06 cohort received grants in FY07 from the FY06 appropriation.
There is no FY08 cohort since FY08 funds supported continuation awards only.
The FY03 cohort received three-year awards. All cohorts after that year received five-year awards.

Measure1.11of18: The percentage of graduates in schools receiving Smaller Learning Communities grants who enroll in postsecondary education, apprenticeships, or advanced training for the semester following graduation. (Cohort FY05) (Desired direction: increase)89a0xs
Year / Target / Actual
(or date expected) / Status
2006 / Set a Baseline / 80.3 / Target Met
2007 / 83 / (September 2008) / Pending
2008 / 84 / (February 2009) / Pending
2009 / 85 / (February 2010) / Pending
2010 / 86 / (February 2011) / Pending

Frequency of Data Collection.Annual

Explanation.Cohort years are identified by the funding year. For example, the FY06 cohort received grants in FY07 from the FY06 appropriation.
There is no FY08 cohort since FY08 funds supported continuation awards only.
The FY03 cohort received three-year awards. All cohorts after that year received five-year awards.

Measure1.12of18: The percentage of graduates in schools receiving Smaller Learning Communities grants who enroll in postsecondary education, apprenticeships, or advanced training for the semester following graduation. (Cohort FY06) (Desired direction: increase)89a0xt
Year / Target / Actual
(or date expected) / Status
2007 / Set a Baseline / 80.3 / Target Met
2008 / 83 / (September 2009) / Pending
2009 / 84 / (February 2010) / Pending
2010 / 85 / (February 2011) / Pending
2011 / 86 / (February 2012) / Pending

Frequency of Data Collection.Annual

Explanation.Cohort years are identified by the funding year. For example, the FY06 cohort received grants in FY07 from the FY06 appropriation.
There is no FY08 cohort since FY08 funds supported continuation awards only.
The FY03 cohort received three-year awards. All cohorts after that year received five-year awards.

Measure1.13of18: Cost (in dollars) per student demonstrating proficiency or advanced skills in reading. (Cohort FY04) (Desired direction: decrease)89a0xv
Year / Target / Actual
(or date expected) / Status
2005 / Set a Baseline / 435 / Target Met
2006 / 425 / 442 / Target Exceeded
2007 / 415 / (September 2008) / Pending
2008 / 405 / (February 2009) / Pending
2009 / 395 / (February 2010) / Pending

Frequency of Data Collection.Annual

Explanation.Cohort years are identified by the funding year. For example, the FY06 cohort received grants in FY07 from the FY06 appropriation.
There is no FY08 cohort since FY08 funds supported continuation awards only.
The FY03 cohort received three-year awards. All cohorts after that year received five-year awards.

Measure1.14of18: Cost (in dollars) per student demonstrating proficiency or advanced skills in reading. (Cohort FY05) (Desired direction: increase)89a0xw
Year / Target / Actual
(or date expected) / Status
2006 / Set a Baseline / 559 / Target Met
2007 / 550 / (September 2008) / Pending
2008 / 540 / (February 2009) / Pending
2009 / 530 / (February 2010) / Pending
2010 / 520 / (February 2011) / Pending

Frequency of Data Collection.Annual

Explanation.Cohort years are identified by the funding year. For example, the FY06 cohort received grants in FY07 from the FY06 appropriation.
There is no FY08 cohort since FY08 funds supported continuation awards only.
The FY03 cohort received three-year awards. All cohorts after that year received five-year awards.

Measure1.15of18: Cost (in dollars) per student demonstrating proficiency or advanced skills in reading. (Cohort FY06) (Desired direction: increase)89a0xx
Year / Target / Actual
(or date expected) / Status
2007 / Set a Baseline / 559 / Target Met
2008 / 550 / (September 2009) / Pending
2009 / 540 / (February 2010) / Pending
2010 / 530 / (February 2011) / Pending
2011 / 520 / (February 2012) / Pending

Frequency of Data Collection.Annual

Explanation.Cohort years are identified by the funding year. For example, the FY06 cohort received grants in FY07 from the FY06 appropriation.
There is no FY08 cohort since FY08 funds supported continuation awards only.
The FY03 cohort received three-year awards. All cohorts after that year received five-year awards.

Measure1.16of18: Cost (in dollars) per student demonstrating proficiency or advanced skills in mathematics. (Cohort FY04) (Desired direction: decrease)89a0xy
Year / Target / Actual
(or date expected) / Status
2005 / Set a Baseline / 483 / Target Met
2006 / 475 / 506 / Did Not Meet Target
2007 / 465 / (September 2008) / Pending
2008 / 455 / (February 2009) / Pending
2009 / 446 / (February 2010) / Pending

Frequency of Data Collection.Annual

Explanation.Cohort years are identified by the funding year. For example, the FY06 cohort received grants in FY07 from the FY06 appropriation.
There is no FY08 cohort since FY08 funds supported continuation awards only.
The FY03 cohort received three-year awards. All cohorts after that year received five-year awards.

Measure1.17of18: Cost (in dollars) per student demonstrating proficiency or advanced skills in mathematics. (Cohort FY05) (Desired direction: increase)89a0xz
Year / Target / Actual
(or date expected) / Status
2006 / Set a Baseline / 546 / Target Met
2007 / 540 / (September 2008) / Pending
2008 / 530 / (February 2009) / Pending
2009 / 520 / (February 2010) / Pending
2010 / 510 / (February 2011) / Pending

Frequency of Data Collection.Annual

Explanation.Cohort years are identified by the funding year. For example, the FY06 cohort received grants in FY07 from the FY06 appropriation.
There is no FY08 cohort since FY08 funds supported continuation awards only.
The FY03 cohort received three-year awards. All cohorts after that year received five-year awards.

Measure1.18of18: Cost (in dollars) per student demonstrating proficiency or advanced skills in mathematics. (Cohort FY06) (Desired direction: increase)89a0y0
Year / Target / Actual
(or date expected) / Status
2007 / Set a Baseline / 546 / Target Met
2008 / 540 / (September 2009) / Pending
2009 / 530 / (February 2010) / Pending
2010 / 520 / (February 2011) / Pending
2011 / 510 / (February 2012) / Pending

Frequency of Data Collection.Annual

Explanation.Cohort years are identified by the funding year. For example, the FY06 cohort received grants in FY07 from the FY06 appropriation.
There is no FY08 cohort since FY08 funds supported continuation awards only.
The FY03 cohort received three-year awards. All cohorts after that year received five-year awards.

U.S. Department of Education
Draft / 1 / 12/03/2008