ESEA: Early Childhood Educator Professional Development

FY 2006 Program Performance Report

Strategic Goal 2
Discretionary
ESEA, Title II, Part A-5, Section 2151(e)
Document Year 2006 Appropriation: $14,549
CFDA 84.349A: Early Childhood Educator Professional Development

Program Goal: To enhance the school readiness of young children, particularly

disadvantaged young children.
Objective 1 of 2: Children will demonstrate improved readiness for school, especially in the
areas of appropriate early language and literacy
Measure 1.1 of 2: The percentage of children who demonstrate improved readiness for school
in early language. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2004 Set a Baseline 43 Target Met
2005 43 15 Did Not Meet Target
2006 Set a Baseline Pending
2007 45 Pending
2008 47 Pending

Source. U.S. Department of Education, annual and final performance reports grantee submissions.
Frequency of Data Collection. Annual
Explanation.

Though grantees prior to the FY 2005 cohort submitted data on this measure on a voluntary basis, it was
not required, and the PPVT - III was not the only assessment used. FY 2005 grantees are the first cohort
required to submit data for this measure using the PPVT - III for the 2006 performance year. The baseline
for this measure will be available in March 2007.

Measure 1.2 of 2: The percentage of children who demonstrate improved readiness for school
in literacy. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2004 Set a Baseline Not Collected Not Collected
2005 Set a Baseline (March 2007) Pending
2006 Set a Baseline Pending
2007 BL+1% Pending
2008 BL+2% Pending

Source. U.S. Department of Education, annual and final performance reports grantee submissions.
Frequency of Data Collection. Annual
Explanation.

U.S. Department of Education 1 11/14/2006

Grantees were not required to submit data for this measure until the FY05 grantee cohort. Baseline data
will be available in March 2007 for the 2006 performance year.

Objective 2 of 2: Early childhood educators will more frequently apply research-based

approaches in early childhood instruction and child development and
learning, including establishing literacy-rich classrooms.
Measure 2.1 of 1: The ECEPD teacher's average ELLCO score after intervention. (Desired
direction: increase)
Actual
Year Target Status
(or date expected)
2004 Set a Baseline 20 Target Met
2005 20 14.4 Did Not Meet Target
2006 Set a Baseline Pending
2007 22 Pending
2008 24 Pending

Source. U.S. Department of Education, annual and final performance reports, grantee submissions.
Frequency of Data Collection. Annual
Explanation. Though grantees prior to the FY 2005 cohort submitted data on this measure, it was not
required. FY 2005 grantees are the first cohort required to submit data for this measure. Baseline data will
be available in March 2007.

U.S. Department of Education 2 11/14/2006