FY2008Program Performance Plan
Strategic Goal1
Discretionary
ESEA, Title V, Part D-21
CFDA / 84.083: Women's Educational Equity Act Program
Program Goal: / To promote gender equity in education in the United States.
Objective1of1: / To ensure equal access to mathematics, science and computer science educational courses, programs and careers for women and girls.
Measure1.1of2: The percentage of female students served by the Women's Educational Equity program enrolled in advanced mathematics and science courses (including computer science). (Desired direction: increase)1730
Year / Target / Actual
(or date expected) / Status
2005 / Set a Baseline / Not Collected / Not Collected
2006 / Set a Baseline / 20 / Target Met
2007 / 22 / (February 2008) / Pending
2008 / 25 / (February 2009) / Pending
2009 / 28 / (February 2010) / Pending
Source.U.S. Department of Education,Women's Educational Equity Grantee Performance Report.
Frequency of Data Collection.Annual
Explanation.2005 data were not available for compilation. Data for 2006 represent the baseline
Eleven of the 15 projects addressed the math and science invitational priority in their 2005 applications; the remaining projects developed programs around other authorized activities, i.e., mentoring, leadership development or development disabilities.
The percentage was derived by dividing the total number of females enrolled in advanced math and science courses by the total number of participants for the 11 projects.
2007 will be the final year for four of the WEEA projects. These four projects did not address the math and science invitational priority.
Year / Target / Actual
(or date expected) / Status
2005 / Set a Baseline / Not Collected / Not Collected
2006 / Set a Baseline / 45 / Target Met
2007 / 51 / (February 2008) / Pending
2008 / 57 / (February 2009) / Pending
2009 / 63 / (February 2010) / Pending
Source.U.S. Department of Education, Women's Educational Equity Grantee Performance Report.
Frequency of Data Collection.Annual
Explanation.2005 data were not available for compilation. Data for 2006 represent the baseline
Eleven of the 15 projects addressed the math and science invitational priority in their 2005 applications; the remaining projects developed programs around other authorized activities, i.e., mentoring, leadership development or development disabilities.
The percentage was derived by dividing the total number of females who indicated increased knowledge of and intent to pursue career options in math and science by the total number of participants for the 11 projects. One of the 11 reporting projects did not have useable data.
2007 will be the final year for four of the WEEA projects. These four projects did not address the math and science invitational priority.