ERIC Number: ED428466
Record Type: Non-Journal
Publication Date: 1999-Feb-25
Reference Count: N/A
U.S. Department of Education FY 2000 Annual Plan, Volume 2: Program Performance Plans.
Department of Education, Washington, DC.
This volume of the Department of Education's (ED) annual plan contains the program-performance plans to support efforts to reach the department's four goals. These four goals are as follows: (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 represent key customer groups and education processes, starting with support for building the capacity of the elementary and secondary school system, moving to support for the conditions that must be achieved for specific K-12 target populations, and then to postsecondary-education access. It documents shared student- outcome indicators and focuses on education reform; education for disadvantaged children; school improvement and other elementary/secondary programs; bilingual education and minority foreign languages; special education; rehabilitation services and special institutions; vocational and adult education; student financial assistance; higher education; research and improvement; and civil rights. Each area features information on objectives; indicators; performance data; and source, periodicity, and next update. (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: firstname.lastname@example.org; Web site: http://www.ed.gov/pubs/
Publication Type: Legal/Legislative/Regulatory Materials; Reports - Descriptive
Education Level: N/A
Authoring Institution: Department of Education, Washington, DC.