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ERIC Number: ED489104
Record Type: Non-Journal
Publication Date: 2005-Nov-15
Pages: 322
Abstractor: ERIC
Fiscal Year 2005 Performance and Accountability Report
US Department of Education
As the Department looks back on FY 2005, it reflects on successes like the national sample of 9-year-olds whose reading scores are higher this year than in any previous assessment year and challenges like those with collecting reliable, valid, and timely data. This report presents complete, reliable information that demonstrates the Department's efforts to hold both programs and financial systems to the highest standards of accountability. It is the primary document for disclosing and communicating FY 2005 results. For the fourth consecutive year, the Department's financial statements received an unqualified audit opinion. The Congress and the public can rely on the information the Department provides in financial statements as accurate. Throughout 2005, the Department sustained a "green" for financial performance on the "President's Management Agenda Scorecard." Among sections in the report are: Management's Discussion and Analysis Overview; Department at a Glance; Performance Highlights; Financial Highlights; Performance Details Overview; Goal 1: Create a Culture of Achievement; Goal 2: Improve Student Achievement; Goal 3: Develop Safe and Drug-Free Schools; Goal 4: Transform Education Into an Evidence-Based Field; Goal 5: Enhance the Quality of and Access to Postsecondary and Adult Education; Goal 6: Establish Management Excellence; Data Quality and Timeliness; Financial Summary; Limitations of Financial Statements; Principal Financial Statements; Report of Independent Auditors; and other accompanying information. A glossary of acronyms and abbreviations concludes the report.
ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free).
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Department of Education, Washington, DC.
Grant or Contract Numbers: N/A