ERIC Number: ED428465
Record Type: Non-Journal
Publication Date: 1999-Feb-25
Reference Count: N/A
U.S. Department of Education FY 2000 Annual Plan, Volume 1: Objective Performance Plans and Data Quality.
Department of Education, Washington, DC.
This annual plan identifies the key strategies and performance measures for the Department of Education (ED). The plan focuses on strategies for achieving the ED's mission, which is to ensure equal access to education and to promote educational excellence, and it discusses the department's four goals that support this mission: (1) help all students reach challenging academic standards so that they are prepared for responsible citizenship, further learning, and productive employment; (2) build a solid foundation for learning for all children; (3) ensure access to postsecondary education and lifelong learning; and (4) make ED a high-performance organization by focusing on results, service quality, and customer satisfaction. The goals, which are supplemented with 22 objectives, represent key customer groups and education processes. They start with support measures for building the capacity of the elementary and secondary school system and move from support for the conditions that must be achieved for specific K-12 target populations to postsecondary-education access. New emphasis on linking performance measurement to program improvement and some of the challenges of measurement are described. To measure performance, seven key outcome indicators are presented. Four appendices outline coordination efforts with federal agencies, descriptions of program evaluations, funding and staffing by objective, and other information. (RJM)
Descriptors: Educational Assessment, Educational Objectives, Elementary Secondary Education, Government Role, Government School Relationship, Performance, School Effectiveness
Tel: 800-USA-LEARN (Toll Free); e-mail: email@example.com; Web site: http://www.ed.gov/pubs/
Publication Type: Guides - Non-Classroom; Legal/Legislative/Regulatory Materials
Education Level: N/A
Authoring Institution: Department of Education, Washington, DC.