A r c h i v e d  I n f o r m a t i o n

Higher Education

Aid for Institutional Development - Title III (HEA) -- $260,000,000 (FY 99)
Goal: To increase self sufficiency and strengthen capacity of participating institutions.
Objectives	Indicators	Source and Next Update	Strategies
Program Improvement Objectives
Title III - Part A (Strengthening Institutions), Part B (Strengthening Historically Black Colleges and Universities and Strengthening Historically Black Graduate Institutions), Part D (Hispanic Serving Institutions), and Part E (Tribal Colleges and Universities)
1. Improve academic quality of participating institutions.	1.1 Faculty development. 1.1a Percentage of faculty with terminal degrees will increase. Baseline to be developed. 1.1b Increased numbers of faculty will introduce technology into their academic instruction. Baseline to be developed. 1.2 Transfer, persistence, and graduation rates. 1.2a Student transfer rates from two-year to four year colleges, will increase each year (not applicable to Part B Historically Black Graduate Institutions). 1.2b Student persistence rates will increase each year (not applicable to Part B Historically Black Graduate institutions). 1.2c Student graduation rates will increase each year. 1.3 Learning Labs/Academic skills centers. Participating students will show gains in literacy, communication ability, math and critical thinking (not applicable to Part B Historically Black Graduate Institutions). Baseline to be developed.	1.1 Annual performance reports; final performance reports; external evaluations; comprehensive development plans; peer recognition award-all, 1997. 1.2 Annual performance reports; final performance reports; external evaluations; comprehensive development plans; accreditation reports-all, 1997. 1.3 Annual performance reports; final performance reports; comprehensive development plans-all, 1997.	• Data obtained from performance reports along with measurable goals and objectives included in comprehensive development plan will enable OPE to gain insight into institutional strategies that are most effective in fostering academic skill development and persistence. • OPE staff will disseminate information to the community on effective practices and strategies for persistence and academic skill development.
2. Improve fiscal stability of participating institutions.	2.1 Development office. Percentage of funded development offices that show increase in revenues over prior year will increase. Baseline to be developed. 2.2 Endowment funds. 2.2a Percentage of institutions having an endowment fund will increase each year. 2.2b Total dollar amount of endowments will increase each year. 2.3 Funds administration. After implementation, the administration of funds, using technology, made available to students under Title IV of the Higher Education Act of 1965, will increase each year.	2.1 Annual performance reports; final performance reports; external evaluations; comprehensive development plans-all, 1997. 2.2 Grantee final reports, 9/30/97; First performance report, 12/30/97; National Workshop, 1997; Periodic Updates. 2.3 Comprehensive development plans, annual performance reports, final reports-all, 1997 Ed/IPOS Reports, 1997.	• Improved fund raising strategies, including improved corporate solicitation campaigns and alumni events and giving programs will strengthen fiscal stability. • Increased investment in the technological improvement of the institution's administration of funds made available to students under Title IV of the Higher Education Act of 1965.
3. Improve institutional management of participating institutions.	3.1 Management Information and Academic Delivery Systems. 3.1a After implementation, grantees will demonstrate a reduction in time for registering students; 3.1b Number of students referred for special assistance (e.g. counseling and tutoring) will increase each year; 3.1c Percentage of faculty using Internet for course planning and, 3.1d Percentage of students using Internet for studies and research will increase; 3.1e Integration of automated systems will occur in a greater number of institutions each year. Baselines to be developed. 3.2 Audit Findings. A decrease in the number of negative audit findings.	3.1 Annual performance reports; Comprehensive development plans; final reports-all, 1997. 3.2 Ed/IPOS Reports, 1997 and annual.	• Improved decision-making in the areas of budgeting, resource management, strategic planning, student recruitment and admissions, course scheduling, and academic program will result in better recruitment and higher enrollments.
4. Improve technological capabilities of participating institutions	4.1 Faculty, professional staff, and student to computer ratio. The ratio of faculty (4.1a), professional staff (4.1b), and student (4.1c) to computers on campus will decrease. Baseline to be developed once implemented. 4.2 Percentage of faculty, professional staff, and students with Internet access. The percentage of faculty (4.2a), professional staff (4.2b), and students (4.2c) with Internet access will increase. 4.3 Campus offices connected to intranet or local area network. The percentage of administrative offices connected to an intranet or local area network will increase.	4.1 Comprehensive development plans, annual performance reports, final reports-all, 1997. 4.2 Comprehensive development plans, annual performance reports, final reports-all, 1997. 4.3 Comprehensive development plans, annual performance reports, final reports-all, 1997.	• Increased investment in the technological improvement of the institution's administration of funds made available to students under Title IV of the Higher Education Act of 1965.
5. Support strengthening physical plant (Objective for Part B-Historically Black Colleges and Universities, only).	5.1 Improved Physical Plants. Number of instructional facilities renovated will increase each year; Number of deferred maintenance projects will decrease Baseline to be developed.	5.1 Comprehensive Development Plans; Annual performance reports; Accreditation Reports; Other Federal Agencies; IPEDS, all 1997.	• Provide technical assistance on sources of funding for renovation and construction as well as requirements for the use of Title III funds.
6. Strengthen graduate and professional education (Objective for Part B-Historically Black Graduate Institutions, only).	6.1 Minority under representation. The number of African American students who obtain advanced degrees in graduation in fields in which African Americans are under-represented will increase each year. Baseline to be developed.	6.1 Final performance reports; Annual performance reports; External evaluation reports; Comprehensive development plans-all, 1997.	• Provide technical assistance via workshops, onsite visits, and conference calls. Workshops will be conducted on specific topics and provided on a regional, statewide, and national basis. • Feedback will be enhanced by increased site visits by program staff; regularly scheduled telecommunications by program staff and program updates. • Networking opportunities for grantees will be provided through workshops and meetings. • Redesigned performance reports (some still to be cleared by OMB) will allow OPE staff to better measure the success of funded projects in meeting the goals of Title III. OPE staff will use the data to provide better feedback to grantees on the quality and effectiveness of funded projects.
Program: Title III Part C - Capital Financing Program
Goal: To strengthen the ability of HBCU's to access low cost capital
1. To provide low cost capital to HBCU's to finance the repair, renovation, construction, or acquisition of a capital project.	1.1 Number of inquiries. The number of inquiries received by the designated bonding authority (DBA) will increase each year. Baseline to be developed. 1.2 Number of applications. The number of applications received by will increase each year. Baseline to be developed. 1.3 Number of loans made. The number of applications received will increase each year. Baseline to be developed.	1.1 Monthly and annual updates from DBA, 1998. 1.2 Monthly and annual updates from DBA, 1998. 1.3 Program's annual report, 1998.	• A marketing plan will be developed to increase the HBCUs' access to information and data regarding the program. The plan will also address publicizing the program to increase participation. Also, the DBA and Department staff will increase their participation at workshops and meetings where HBCUs are represented. A web site for the program will be created in 1997.
2. To improve service delivery and customer satisfaction for the HBCU Capital Financing Program.	2.1 Streamlined loan process. The time from receipt of applications to the closing of the loan will be reduced. Baseline to be developed. 2.2 Customer satisfaction. Customer evaluation data will indicate improved satisfaction with service delivery. Baseline will be developed from 1997 survey of institutions seeking services.	2.1 Records of loans processed each year, 1998. 2.2 Records of institutions requesting assistance in 1997.	• OPE and DBA will review the capital loan process and determine how it can be streamlined to better serve our customers. This strategy is consistent with an OPE initiative to reduce burden, streamline the Department 's processes, and increase customer satisfaction.
3. Loan recipients will fulfill repayment terms of objective.	3.1 Repayments. Loan repayments will be made on a timely basis. Baseline to be developed.	3.1 Exceptions reporting from DBA, ongoing.	• Marketing plan and workshops will stress the importance of timely repayment.
Program: Title 3 Part F- Minority Science Improvement Program
Goal: To effect long-range improvement in science and engineering at predominantly minority education institutions.
1. Improve the participation and completion rates of minority students at grantee institutions in science and engineering through pre-college activities and undergraduate education.	1.1 Postsecondary enrollment/completion in science and engineering. Pre-college program and undergraduate participants who enter and complete undergraduate programs in science or engineering will complete at higher rates compared to program baseline. Baseline to be developed.	1.1 Program funding history; annual performance reports; IPEDS, 1997; On-line computer database inventory (to be organized and completed), 1998.	• Continue to emphasize the importance of pre-college programs. Encourage grantees to involve parents through orientation and other project activities designed to include them. Stress the importance of preparation for careers in the sciences and create an awareness of special opportunities for majority students who persist in these fields.
2. Increase the participation of under- represented ethnic minorities in scientific and technological careers.	2.1 Employment in technological careers. The percent of graduates of MSIP Institutions gaining employment in technological careers will increase each year. Baseline to be developed.	2.1 Annual Performance report, 1998.	• Identify and disseminate information to minority institutions on financial and academic resources designed to strengthen postsecondary science and engineering programs.
Management improvement objectives
1. Improve service delivery and customer satisfaction for program grantees.	1.1 Burden Reduction for Applicants and Grantees. National and regional technical assistance workshop evaluation data, to be collected through formal workshop evaluations, will indicate whether new program regulations and redesigned application packages reduced burden. Baseline (to be developed) will assess applicant and grantee burden by overall feedback on time and effort required to understand regulations and to complete application packages. 1.2 Streamlined Discretionary Grant Award Process. The time from receipt of applications to award to grantees will be reduced. The current baseline of approximately seven months from application receipt to grant award will be reduced to approximately five months, by the end of FY 1998. 1.3 Customer Satisfaction. Customer evaluation data will indicate improved satisfaction with response to information requests, and the usefulness of the information received. Baseline to be developed from first FY97 technical assistance workshops and national workshops.	1.1 National and regional workshop evaluation data, 1997, ongoing. 1.2 Record of application (Application Control) and record of grant award, 1997, annual. 1.3 Workshop surveys, 1998; planned HEP customer satisfaction survey, to begin by December, 1997.	• Continue a number of initiatives to better serve customers, including streamlining the grants award process, developing new program regulations and application packages to reduce burden and increase accountability, and providing increased access to information.
2. Increase communication and information dissemination to program grantees.	2.1 Public/Client Access to Information. Number of customer requests for Title III Information will increase each year. Baseline to be developed. 2.2 Increased Participation in Technical Assistance Workshops. Number of workshop participants will increase each year. Baseline from FY96 workshops is about 925 attendees.	2.1 Number of customer inquiries: program office, WWW hits, 1997; HEP customer assistance line, planned for 1998. 2.2 Internal workshop schedules; Special technical assistance workshops held annually in competitive years, 1998.	• Establish a formal mechanism for exchange of information with Title III related associations. • Seek out effective uses of the Internet, electronic mail, and other communication avenues. • Increase the number of technical assistance workshops.
3. Improve program effectiveness and extend the impact of the program beyond the funded projects.	3.1 Institutional Utilization of Effective Practices. Increased utilization of effective practices by Title III institutions applying for eligibility. Baseline data to be developed. 3.2 Information Requests. Requests for information on effective practices will increase. Historically, very few, if any, requests for best practices have been received.	3.1 Technical assistance workshops, 1998; internal documents, 1997: site visits, 1997; performance documents, 1997; data from grantees, 1997. 3.2 Monthly logs, planned for 1997, and ongoing.	• Continue a number of initiatives to improve program effectiveness and dissemination of information on effective practices, including implementing improvements in project management and service delivery. • Track the number of requests for information. • Find out for the first time about the degree of customer satisfaction with the quality and usefulness of the Title III information and training from the Higher Education Program customer survey planned to begin by the end of 1997. • Prepare and disseminate a brochure of project abstracts to institutions seeking Title III eligibility.

Fund for the Improvement of Postsecondary Education -- $22,500,000 (FY 99)
Goal: To improve postsecondary education by making grants to institutions in support of reform and innovation.
Policy Objectives	Indicators	Source and Next Update	Strategies
1. Enable advancements in institutional performance and the quality of teaching.	1.1 Number of Reforms. Number of innovative educational reforms tested and implemented will increase. Currently, 84% of completed FIPSE projects score "A"=21% ,"B"=39% , or "C" in overall quality. 86% of projects report that, "The FIPSE project offered an opportunity for testing ideas that would not have been provided without FIPSE support." 1.2 Number of qualifying projects. Number of completed projects that qualify as national dissemination models will increase over previous years. Currently 31 projects qualify for Lessons Learned from FIPSE Projects III. 1.3 Number of national awards. Number and variety of national awards to FIPSE projects will increase over previous years. Currently 15 FIPSE projects received national awards for excellence. 1.4 Replication of projects. Number of projects that are adapted in full or in part, or whose materials are used by other institutions will increase over previous years. Currently , 85% of FIPSE grantees report full or partial project replication. 33% report adaptations at 20 or more sites.	1.1 Final Report Score Card, August 1998; E-mail survey of FY 1990-1998 grantees, 1998. 1.2 Lessons Learned data, August 1998. 1.3 Final Report Score Card, October 1997. FIPSE Program Book 1997 information. 1.4 Final Report Score Card, August 1998; Performance Report Score Card, August 1998; E-mail Survey of 1990-1998 grantees, May 1998.	• Innovative educational reforms that improve institutional performance and the quality of teaching will be highlighted as a major guideline priority for the Comprehensive Program. • Support innovative strategies for increasing institutional performance and the quality of teaching and disseminate successful programs nationally.
2. Increase participation and completion rates of students in postsecondary education.	2.1 Student completion rate. Participants in FIPSE persistence-related projects will complete postsecondary education at higher rates than previous years. Currently, for retention projects, 48% report larger numbers of students persisting and/or completing degrees.	2.1 E-mail survey of 1990-1998 grantees, May 1998; Final Report Score Card, October 1997.	• Participation and program completion will be highlighted as a major guideline priority of the Comprehensive Project. Continue to support innovative strategies for increasing program completion and disseminate successful programs nationally.
3. Encourage international cooperation, student exchanges and partnerships among higher education institutions and other organizations.	3.1 Creation of alliances and consortia. Increase the number of alliances and consortia established among higher education institutions and other organizations over previous years. Currently, 50 alliances established. 3.2 Enhanced student mobility. Increase promotion of the US, the EC and NAFTA partner countries' mutual recognition and portability of credits, tuition reciprocity, and the exploration of joint curricula. Currently, among FIPSE international projects, 43% have developed credit portability, 38% have tuition reciprocity, and 19% have developed joint curricula.	3.1 1997 US/EC and Trilateral Consortia data. Final Report Score Card, 1998. Outside Evaluation, 1998. 3.2 Final Report Score Card, October 1998/99; Outside Evaluation, 1998.	• Negotiate for the development of innovative international cooperation, student exchange, and partnership models with other countries. • Evaluate current international collaborative grant programs in order to analyze and improve the current models.
4. Prepare students for work in new international contexts.	4.1 Improved cultural knowledge. Participants in FIPSE's international projects will improve their knowledge of other cultures and institutions and increase their level of foreign language proficiency after completion of FIPSE's NAFTA or US/EC programs. Baseline to be established. 4.2 Work placements. Number of participants involved in international work placements will increase over previous years. Baseline to be established. 4.3 Multinational curriculum. Number of curricular programs designed to develop knowledge and skills required for work in a multinational setting will increase. Currently, 40% of projects have developed new curricular--not necessarily joint curricular--programs.	4.1 Final Report Score Card, October 1998/99; Outside Evaluation, 1998. 4.2 Final Report Score Card, October 1998/99; Outside Evaluation, 1998. 4.3 Final Report Score Card, October 1998/99; Outside Evaluation, 1998; NAFTA project director survey, 1997.	• FIPSE will support a broad scope of programs that encourage student preparation for work in international contexts.
5. Maintain or increase FIPSE programs' effectiveness through dissemination and adaptation.	5.1 Projects' dissemination activities beyond own campus. Meet or exceed dissemination activity level of 92%. Currently, 92% of FIPSE projects promote improvement activities beyond own project. 5.2 Project adaptations. Numbers of full or partial project adaptations at other sites will be maintained or increased beyond current level. Currently, 85%.	5.1 Project director survey at annual meeting, November 1997; staff report of Dissemination Program, January 1998; External report on Dissemination Program, January 1998. 5.2 E-mail survey of 1990-1998 grantees, May, 1998; Final Report Score Card, October 1997, Project research for Lessons Learned series (June 1999).	• The FIPSE Program Book and "Lessons learned" will be widely disseminated via the World Wide Web.
6. Institutionalization of FIPSE programs.	6.1 Projects sustained. Number of projects sustained at least two years beyond federal funding will be maintained or increased beyond current level. Has increased over 1990 report from 70% to 78%.	6.1 E-mail survey of 1990-1998 grantees, May 1998; Final Report Score Card, October 1997; Project research for Lessons Learned series, June, 1999.	• Staff will scrutinize institutionalization strategies prior to award and during the initial years of the grants. • Workshops on institutionalization strategies will be given during the project directors' meeting. • FIPSE will share innovative institutionalization strategies via its WWW site.
7. Increased leverage of grant funds and outside sources of support during and/or after FIPSE funding ends.	7.1 Project financial support. Numbers of projects successful in soliciting other financial support, either internal or external, will be maintained or increased beyond previous year's level. Has increased from 27% reported by FY '95 and '96 grantees to 55% reported by FY '97 grantees.	7.1 E-mail survey of 1990 to 1998 grantees, May 1998; Final Report Score Card, October 1997; Project survey, November 1997; Evaluation of FIPSE project budgets, November 1997.	• Workshops on strategies to leverage other sources of funding and support will be offered during the project directors' meeting.
Management improvement objectives
8. Improve service delivery and customer satisfaction for FIPSE programs.	8.1 Project directors' overall satisfaction with FIPSE programs and services. Meet or exceed satisfaction levels from previous year. 98% of grantees report FIPSE staff provides full support. 97% rate the annual meeting as "good," "very good," or "outstanding." 95% of 1997, e-mail survey respondents report quality of FIPSE staff support as "Good, Very Good, or Outstanding"--52% rated the staff support as "outstanding." 8.2 Reduce turnaround time. Reduce the time from receipt of application to the notification/award to grantees with streamlined grant award process. Currently 10 months for the Comprehensive Program, 5 months for International Programs.	8.1 Evaluation survey of annual meeting (November, 1997); Yearly project survey (November, 1997); E-mail survey of 1990-1998 grantees, 1998. 8.2 GCMS application log and grant award notification dates.	• FIPSE will make use of E-mail and bulletin board discussions to facilitate more frequent contact between customers and FIPSE staff. • FIPSE staff will be trained to complete all steps of the grant award process.
9. Improve communication and information dissemination of FIPSE grant programs.	9.1 WWW services. Increased use of FIPSE's WWW services over previous baseline. The 1997 count= 16,339. 9.2 Fax-on-demand services. Increased use of fax-on-demand services for grant applications. Baseline = cost of services which reflects use. Services billed at $635.00 for FY 1997. 9.3 Novice applicant success rate. Meet or exceed novice success level from previous year. (Novice: never before directed Federal grant). In 1996=25% novices; 1997=39% novices. Number of outreach seminars=20.	9.1 Count of Web hits for information on grant programs, October 1997. 9.2 Use rate of applicants for fax-on-demand November 1997. 9.3 Yearly Project survey, November, 1997; Number of Outreach seminars, November 1997.	• "Lessons learned IV" will be published, and previous volumes will be broadly distributed. • FIPSE's WWW site will be continuously updated to include all current publications and guidelines. • New electronic venues for outreach activities will be explored.
10. Maintain high level of technical assistance for grantees as well as unsuccessful applicants.	10.1 Project directors' overall satisfaction with FIPSE's evaluation services. Meet or exceed satisfaction levels from previous year. Evaluation services rated "Very Good" to "Excellent" by 93% of grantees. 10.2 Applicants overall satisfaction with proposal review and feedback process. Meet or exceed levels from previous year. 72% of all unsuccessful final proposal applicants requested and received technical assistance to improve their proposals.	10.1 Evaluation survey of annual meeting, November 1997. 10.2 Number of feedback requests from applicants honored November, 1997.	• FIPSE will continue, despite lower staffing levels, to provide full technical assistance to prospective grantees and feedback to all unsuccessful applicants. • FIPSE support staff will be trained to provide technical assistance to customers.

International Education Programs -- $61,117,000 (FY 99)
Goal: To promote the study of foreign languages, area, and international studies.
Objectives	Indicators	Source and Next Update	Strategies
1. Develop and improve knowledge of other countries and the ability to communicate in other languages as a means to promote mutual understanding and cooperation between nations.	1.1 Number of new courses/degree programs/unique foreign language materials developed. Courses and new degree areas will continue to be developed in lesser-taught international areas, and foreign language studies. Unique materials will continue to be developed for use in international, area, and foreign language studies.	1.1 Grant applications; performance reports; studies under the International Research and Studies program; The National Foreign Language Center; pedagogy studies, ongoing.	• Set program priorities where relevant and consult with international education constituency to encourage expanded coverage for under-represented areas and fields.
2. Increase the development, expansion, and institutionalization of instruction in international studies and foreign languages.	2.1 Percent of courses/degree programs/materials institutionalized. Courses, new degree programs and materials developed in international, area and foreign language studies will be institutionalized at increasing rates.	2.1 Survey of grantees currently planned for 1998.	• Disseminate exemplary projects through a variety of media, including the Department's web site, among others.
3. Increase the scope of outreach activities and improve knowledge of international and global issues among the U.S. population.	3.1 Number of persons impacted. Number of persons reached by various activities to improve international understanding will continue to increase.	3.1 Grant applications, 1997; Performance reports (new performance report outreach tables - 1st baseline report available 1998); Institutional publications, ongoing.	• Use a variety of strategies, including the setting of program priorities, modification of program criteria, and increased use of the World Wide Web and other dissemination technologies.
4. Develop a pool of international experts and other persons with international competence to meet national needs.	4.1 Number of persons trained. Faculty, students, K-12 teachers, and others (business, administrators, general public) will be trained in international, area and foreign language studies in increasing numbers.	4.1 Study of Doctoral Dissertation Research Abroad program and Foreign Language and Area Studies fellowship program, ( both, 1997); Grant Applications, 1997; Performance Reports, 1997; Study to follow up on out-year data, 1998.	• Support through program funds advanced levels of uncommonly taught foreign languages; expand disciplinary offerings in world area and international studies; support through program funds outreach programs for K-12 and other non-collegiate constituencies.
5. Meet high levels of customer satisfaction with Title VI and Fulbright-Hays programs.	5.1 Timeliness of awards. Continue to reduce the time from receipt of application to the notification/award to grantees with streamlined grant award process. Current baseline of seven months for most programs will be reduced to the optimum level of five months for most programs by the year 2000.	5.1 Grant award schedule and award date; Customer survey, 1999.	• Review and further streamline the grant award process so that awards for all programs can be made earlier in the funding cycle. • Additional training will be obtained for staff.
6. Improve management information system enabling analysis of data to demonstrate program effectiveness.	6.1 Cleared, consistent performance reports for all programs. Develop OMB cleared new final performance reports for each program to collect appropriate data.	6.1 New performance reports, 1997.	• Continue the process of developing appropriate data collection instruments/performance report guidelines for all programs with assistance from program evaluation experts.

Teacher Recruitment and Preparation (HEA, V - prop. leg.) -- $67,000,000 (FY 99)
Goal: To increase the number of students completing high-quality teacher education and preparation programs and teaching in underserved communities, by supporting partnerships to improve teacher preparation that identify and spread best practices in teacher education.
Objectives	Indicator	Source and Next Update	Strategies
Title V Part A, Lighthouse Partnerships
1. Improve the quality of the teacher preparation programs at the partner institutions.	1.1 Vision and standards. An increase in the percentage of partner institutions, each year, until the percentage reaches 95%, that have a clearly articulated vision for their teacher preparation program and show evidence that every course reflects clear standards for what teachers should know and be able to do. 1.2 Clinically based program. An increase in the percentage of partner institutions, each year, until the percentage reaches 95%, that operate a clinically based teacher preparation program as evidenced by an increase in the number of teacher preparation courses that have a clinical component and/or an increase in the number of days that students work in schools throughout their preparation programs. 1.3 On-going support for new teachers. An increase in the percentage of partner institutions, each year, until the percentage reaches 95%, that have formal processes for offering continuing professional support and education to recent graduates of their teacher education programs. Formal processes can include courses for beginning teachers, or professional support groups for new teachers. 1.4 Process for program self-assessment. An increase in the percentage of partnership institutions, each year, until the percentage reaches 95%, that have a formal process for assessing the quality of their teacher preparation programs.	1.1 Partnership application, 1999 Institutional records, 1999 and annual; Departmental review, 2001 (i.e. end of third year of grant period); national evaluation study, 2003. 1.2 Partnership application, 1999 Institutional records, 1999 and annual; Departmental review, 2001 (i.e. end of third year of grant period); national evaluation study, 2003. 1.3 Partnership application, 1999 Institutional records, 1999 and annual; Departmental review, 2001 (i.e. end of third year of grant period); national evaluation study, 2003. 1.4 Partnership application, 1999 Institutional records, 1999 and annual; Departmental review, 2001 (i.e. end of third year of grant period); national evaluation study, 2003.	• Program supports ED strategic objective 1.4 A Talented and Dedicated Teacher is in Every Classroom. • Coordinate efforts with NSF teacher preparation programs. • Sponsor activities such as focus groups, conferences, or workshops where participating partnerships can exchange information and ideas to enhance the success of the program.
2. Improve the placement and retention rates of graduates from partner institutions.	2.1 Certification rate. An increase, each year, in the percentage of graduates from partner institutions who pass the required certification exam in their state. 2.2 Retention rate for new teachers. An increase, each year, in the percentage of graduates from lighthouse and partner institutions who remain in teaching positions after 3 years of teaching. 2.3 Service in high-poverty schools. An increase, each year, in the percentage of graduates from lighthouse and partner institutions who serve in high-poverty schools. 2.4 Diversity of the student population. Student population will become more diverse (as evidenced by increased representations of minorities and disabled) over time.	2.1 Institutional records, 1999 and annual. 2.2 Institutional records, 2002, and annual thereafter. 2.3 Institutional records, 1999 and annual. 2.4 Institutional records, 1999 and annual.	• Provide information on teaching opportunities to students and recent graduates. • Additional strategies under development.
3. Increase the connections that the teacher preparation programs at partnership institutions have with low-income urban and rural schools in the surrounding region.	3.1 Assessment of staffing needs. An increase in the percentage of partner institutions, each year, that are involved in assessing the staffing needs of local school districts through a formal communication network. 3.2 Practicing teachers on faculty. An increase in the percentage of partner institutions that have practicing teachers from local schools who serve on the faculty of, or are otherwise meaningfully involved in, the teacher preparation program.	3.1 Institutional records, 1999 and annual; national evaluation study, 2003. 3.2 Institutional records, 1999 and annual.	• Provide technical assistance to partnerships in development of assessment instruments.
Title V Part B, Recruiting New Teachers for Underserved Areas
1. Increase the availability of well prepared teachers for low-income, urban and rural school districts.	1.1 Licensure requirements. An increase in the percentage of individuals who teach in low-income communities, each year, who satisfy all State licensure requirements. 1.2 Teacher retention. A decrease in the percentage of teachers in urban and rural school districts, each year, who leave the district during their first three years of teaching.	1.1 Schools and Staffing Survey, 2000. 1.2 Schools and Staffing Survey, 2000.	• Disseminate information on best practices.
2. Increase the number of individuals from traditionally underrepresented groups, including language minorities and disabled individuals, who enter teaching.	2.1 Underrepresented teachers. The percentage of first-year teachers from underrepresented groups, including language minority and disabled individuals, will exceed the percentage achieved by comparable first-year teachers not participating in the recruitment program.	2.1 National evaluation study, 2003.	• Facilitate the sharing of information on effective strategies across grantee institutions.

Annual Interest Subsidy Grants -- $13,000,000 (FY 99)
Goal: To continue to help finance construction, reconstruction, or renovation of higher education facilities.
Objectives	Indicators	Source and Next Update	Strategies
1. Continue to provide strong fiscal management of the program.	1.1 Positive audit results. There will be no material internal control weaknesses identified in program portion of ED's financial statement audit. No material internal control weaknesses were identified in program portion of 1996 ED financial statement audits.	1.1 Financial program audits, annual, 1997.	• We have made changes and tightened internal controls which will significantly improve the overall fiscal reliability of the operating system. These include: Verification of the status and terms of all underlying loans every two years. One-half of the grants will be verified each year. An information letter will be sent to each grantee yearly to remind them of their obligation to notify the Department of refinancing agreements or redemptions. Control totals for the number of grants and the dollar amounts of each obligation for each fiscal year have been established and will be updated as needed. To ensure the accuracy of the system, each year someone other than the grant manager will perform an independent reconciliation of the data base and the control total spreadsheet.

Urban Community Service Program -- $0 (FY 99)
Goal: To facilitate the establishment of sustainable community service programs by urban postsecondary institutions which utilize the resources of the institution in devising and implementing solutions to pressing needs in their communities.
Objectives	Indicators	Sources and Next Update	Strategies
1. Ensure funded projects effectively address local urban priorities.	1.1 Determination of Progress. All reports analyzed and determinations of substantial progress made. Baseline to be developed. 1.2 Project Outcomes. All projects have realistic, measurable, and substantive outcome measures. Baseline to be determined. 1.3 Adequacy of technical assistance. Projects' feedback communicates adequate technical assistance being provided. Baseline to be determined. 1.4 Remedial Action. Remedial action plans developed, implemented and monitored for all projects failing to demonstrate substantial progress in establishing effective community service programs. Baseline to be determined.	1.1 Annual performance report, 1998. 1.2 Annual performance report, 1998. 1.3 Annual performance report, 1998. 1.4 Annual performance report, 1998.	• Work with grantees to refine and revise outcome measures, as necessary. Review performance reports to assess progress toward meeting outcomes identified in project proposal. Provide assistance through all appropriate venues (e.g. site visits, meetings, conferences, Internet access and communication, resources of other UCS projects) to enhance outcomes and improve substandard performance.
2. Ensure that Federally funded community service initiatives achieve ongoing stability within the institution's infrastructure.	2.1 Stability of initiatives. The extent to which grantees maintain and expand institutional resources and staff to support project's community service activities on a permanent basis. Baseline to be determined 2.2 Institutional integration. The extent to which grantees' community service function initiated through the project are explicitly reflected in the institution's infrastructure (e.g. space/resource allocation; use of student volunteers; placements in community service activities; and institution-wide service learning programs.) Baseline to be developed.	2.1 Financial status report, annual, 1998; annual performance report, 1998. 2.2 Financial status report, annual, 1998; annual performance report, 1998.	• Establish mentoring relationships among grantees, especially to help those having trouble achieving infrastructure objectives • Use the listserv and national and regional meetings to facilitate the communication of successful efforts among grantees. • Review performance reports to assess progress toward meeting outcomes related to infrastructure identified in project proposal. Carefully examine efforts to achieve integration of projects into an institution's infrastructure.
3. Encourage productive stable and long lasting partnerships among urban postsecondary institutions and community organizations and agencies.	3.1 Grantee partnerships. Extent to which grantees establish partnerships, characterized by shared resources and decision-making, with community organizations and sustain these partnerships after the federal grant ends. Baseline to be determined.	3.1 Annual performance reports, 1998; staff follow-up activities, ongoing, 1998.	• Establish mentoring relationships among grantees, especially to help those having trouble establishing effective partnerships. • Use the listserv and national and regional meetings to facilitate the communication of factors contributing to successful partnerships among postsecondary institutions, communities, and the public and private sectors. • Through visits, telephone monitoring, meetings and referrals, diagnose and work to resolve obstacles to functional partnerships. • Review performance reports to assess progress toward meeting outcomes related to developing effective and sustainable partnerships identified in project proposal. Carefully examine efforts to achieve viable partnerships.
4. Develop effective communication networks among urban postsecondary institutions.	4.1 Effective communications. Establishment of self-sustaining, electronic, interactive network used regularly by grantees to communicate problems, solutions, successful practices and other information. 4.2 Use of web site. Establishment of an interactive web site publicized and used by designated urban grant institutions, community based organizations, cities and foundations to promote linkages resulting in effective university partnerships and urban community service programs.	4.1 Annual performance report, 1998. 4.2 Annual performance report, 1998.	• Use the listserv and web page to communicate regularly and often with all grantees. • Establish mentoring arrangements between grantees to capitalize on specific expertise afforded by other grantees. • Use electronic conferencing provided by the San Francisco State University Net (or other formats as appropriate) to conduct regular national topical conferences of grantees and other groups.

Mary McLeod Bethune Memorial Fine Arts Center -- $0 (FY 99)
Goal: Special legislation (PL 102-423) to complete building of the Mary McLeod Cookman Fine Arts Center at Bethune-Cookman College (FL)
Objectives	Indicators	Source and Next Update	Strategies
1. Provide strong management of the program---administrative, fiscal, and engineering.	1.1 Proper expenditure of funds. All project funds are spent for appropriate purposes and within the approved project period.	1.1 HEP Program Data, annual, 1998.	• Continuous review of billing statements and invoices for grant reimbursement payments. • Review of monthly construction project reports for assessing building progress.

TRIO Programs - $583,000,000 (FY 99)
Goal: To increase educational participation of disadvantaged students through effective management of the federal Trio Programs.
Objectives	Indicators	Source and Next Update	Strategies
Student outcomes
1. Increase participation and completion rates of disadvantaged persons through the academic pipeline from middle and high school through postsecondary enrollment.	1.1 High School completion. Upward Bound participants will complete high school at higher rates than comparable non-participants. Only 66.6 percent of low-income persons graduate from high school. "Postsecondary Education Opportunity," November 1995. 1.2 Postsecondary enrollment. Upward Bound participants will enroll in postsecondary education programs at higher rates than comparable non-participants. The ratio of Talent Search and Educational Opportunities Centers (EOC) participants who apply to college and/or apply for student financial aid compared to the numbers served will increase.	1.1 Mathematica Upward Bound evaluation, 1997 (graduation rates of Upward Bound participants and comparison group available spring 1997); TRIO projects' annual performance reports, 1998 1.2 Mathematica Upward Bound evaluation, 1997 (postsecondary enrollment rates of participants and comparison group available spring 1997); TRIO projects' annual performance reports, 1998; National Educational Longitudinal Survey 1988 (NELS), 1996.	• Redesigned performance reports (some still to be cleared by OMB) will allow OPE staff to better measure the success of funded projects in meeting the goals of the federal TRIO programs. OPE staff will use the data to provide better feedback to grantees on project and student performance that may be used to improve the quality and effectiveness of funded projects. • Data obtained from performance reports will be compared with national data on low-income, first-generation students. • Disseminate information on effective Practices and strategies obtained from OERI research and other national evaluations.
2. Increase participation and completion rates of disadvantaged persons through the academic pipeline from middle and high school through community or four year colleges.	2.1 Postsecondary persistence and completion. Upward Bound participants who enroll in postsecondary education will complete 2 or 4 year postsecondary education programs at rates higher than comparable non-participants. Student Support Services participants will persist and complete 2 or 4 year postsecondary education programs at higher rates than comparable non-participants. The persistence and graduation rates of Student Supports Services participants will increase. Interim findings indicate that participation in Student Support Services has a significant impact on students' retention in college, grades, and credits earned 3 years after entering college (Westat).	2.1 TRIO annual performance reports, in conjunction with Title IV Applicant and Recipient System (four-year graduation rates for Upward Bound participants available December 2001); Westat, Inc. data on completion (graduation) rates available March 1999; TRIO annual performance reports, 1997; Beginning Postsecondary Students study (BPS) 1990/94 and Westat (benchmark data from July 1996).	• See previous strategy.
3. Increase participation and completion rates of disadvantaged persons through the academic pipeline from colleges and universities through graduate school.	3.1 Graduate school enrollment and completion. McNair participants will enroll in and complete graduate and doctoral programs at higher rates than comparable non-participants. The percentage of McNair participants who enroll in and complete graduate and doctoral programs will increase. Only 13.1 percent of low-income, first-generation college students with baccalaureate degrees enroll in graduate school compared with 18.5 percent of those who are not low-income, first-generation college students. (Baccalaureate and Beyond, 1996)	3.1 McNair annual performance reports, 1997 (preliminary enrollment data available late 1997;completion rates for 1989-90 cohort group available March 2001); Baccalaureate and Beyond survey, 1998.	• See previous strategy.
Management improvement
4. Improve service delivery and customer satisfaction and increase communication and information dissemination for the federal TRIO Programs.	4.1 Burden reduction for applicants and grantees. Customer survey data will indicate that new program regulations and redesigned application packages reduced burden Baseline to be developed from first survey. 4.2 Streamlined grants award process. The time from receipt of applications to the notification/awards to grantees will be reduced. The current average time elapsed is approximately ten months. 4.3 Number of information requests. The amount of information requested by the public, including electronic requests and inquiries, will increase. Baseline to be developed. 4.4 Number of applications. The number of applications received will increase Baselines for applications are as follows: Talent Search, 650 applications, FY 1994 EOC, 300, FY 1994 Upward Bound, regular, 820, FY 1995 Upward Bound, math/science, 212, FY 1995 McNair, 226, FY 1995 TRIO Training, 32, FY 1996 Student Support Services, 1,102, FY 1997 4.5 Customer satisfaction. Customer survey data will indicate improved satisfaction with response to information requests, and the usefulness of the information received.	4.1 Customer survey (PES & OPE), 1998. 4.2 Schedule for grant review process, annual, 1997. 4.3 Annual data on number of customer inquiries (program office, Higher Education Programs assistance line, WWW hits), 1997. 4.4 Annual data from ED's Application Control Center, Grants and Contracts Service (in competitive years), 1997. 4.5 Customer survey (PES & OPE) annual, 1998.	• OPE has undertaken a number of initiatives to better serve our customers, including: streamlining the grants award process, developing new program regulations and application packages to reduce burden, and increase accountability, and providing increased access to information. • A customer survey planned for fiscal year 1997 will provide baseline information that will be used to measure our progress in meeting these objectives. • Also, the high quality of the Training Program for the federal TRIO Programs will increase the quality and effectiveness of funded projects.
5. Improve effectiveness of the federal TRIO programs.	5.1 Use of effective practices. Applications proposing and programs using effective practices will increase. Baseline to be developed. 5.2 Awards to under-served areas. The number of grants awarded each year to geographical areas under-served by the TRIO Programs will increase. Baseline to be developed.	5.1 Review of applications and annual reports, annual, 1997. 5.2 TRIO annual performance reports, 1998; Secretary's list of under-served areas, 1998.	• Develop a national clearinghouse of information on effective intervention and opportunity programs. • Disseminate information on effective practices and strategies obtained from the national evaluation studies of the Student Support Services and Upward Bound Program. • Provide training opportunities for approximately 3,000 TRIO personnel per year to improve project management and service delivery. • Proposed set-aside of up to two percent of TRIO program funds annually for innovative or experimental projects. • Customer survey planned for 1998.

High Hopes for College (College-School Partnerships) (prop. leg.) -- $140,000,000 (FY 99)
Goal: To ensure that disadvantaged middle and junior high school students are prepared for, pursue and succeed in postsecondary education.
Objectives	Indicators	Source and Next Update	Strategies
Student and school outcomes
1. Increase participation rates of students at participating high-poverty middle and high schools in postsecondary education.	1.1 High school completion. Program participants will complete high school at higher rates than comparable non-participants. 1.2 Postsecondary enrollment. Program participants will enroll in postsecondary education programs at higher rates than comparable non-participants.	1.1 Annual program performance reports and program evaluation study, 2004 (when first cohort of recipients will graduate high school). 1.2 Annual program performance reports and program evaluation study, 2005 (when first cohort of recipients will enter college).	• Promote stable partnerships between colleges, high-poverty middle/junior high schools and the high schools the students will later attend, and national and community- based organizations and businesses to provide intensive counseling, tutoring, and mentoring to students through high school. Services will also be provided to parents. • Partnerships will promote curricular and pedagogical improvements, and provide opportunities for professional development related to college awareness and preparation for partner school faculty and staff.
2. Increase the academic preparation for postsecondary education of disadvantaged persons.	2.1 Completion of academically challenging curricula. Program participants will success-fully complete college preparatory curricula at greater rates than comparable non-participants. 2.2 Percent of students taking either the SAT or ACT. Program participants will take either the SAT or ACT at higher rates than comparable non-participants.	2.1 Annual program performance reports and program evaluation study, 2000. 2.2 Annual program performance reports and program evaluation study, 2004 (when first cohort of recipients are seniors).	• See strategy for objective 1 above.
Management objectives
3. Ensure that effective partnerships are established among middle and junior high schools, institutions of higher education, community-based organizations and businesses.	3.1 Commitment of resources. Partners will commit resources to the partnership consistent with the proposed budget.	3.1 Annual program performance reports, 2000.	• Monitor grantee finances through performance reports and site visits. • Provide assistance through a variety of venues (e.g. conferences, meetings, electronic communications, etc.); collect and share "best practices."

National Early Intervention Scholarship and Partnership (NEISP) Program -- $0 (FY99)
Goal: To improve high school completion rates and postsecondary enrollment rates of disadvantaged students
Objectives	Indicators	Source and Next Update	Strategies
1. Increase participation and completion rates of disadvantaged students through the academic pipeline from middle and secondary school to postsecondary education.	1.1 Middle and secondary school completion. NEISP student participants will complete high school at higher rates than comparable non-participants. As we are in the third year of a program that, in many cases, started providing services to 8th graders and below, it will be a couple of more years before a meaningful comparison can be made. 1.2 Postsecondary attendance. NEISP student participants will matriculate at postsecondary institutions at higher rates than comparable non-participants. Since this program, which focuses on 8th graders and below, is only in its third year of funding, it will be several years before meaningful data regarding postsecondary attendance is available.	1.1 Annual performance report data, 1999. 1.2 Annual performance report data, 1999.	• Data from annual performance reports will provide baseline information on student success rates that can be compared with national data on comparable low income students.

Robert C. Byrd Honors Scholarship Program -- $39,288,000 (FY 99)
Goal: To promote student excellence and achievement and to recognize exceptionally abled students who show promise of continued excellence.
Objectives	Indicators	Sources and Next Update	Strategies
1. Encourage high school graduates to pursue postsecondary education and to acquire a college degree.	1.1 Customer satisfaction. Effective dissemination of information to potential candidates will be reflected in high customer satisfaction. Baseline to be determined. 1.2 Graduation rate. Byrd scholars will graduate from postsecondary education at higher rates than the national average. Baseline to be determined.	1.1 Customer satisfaction survey, (need ED resources to complete survey), 1998. 1.2 Performance Report Data, 1998.	• Develop and conduct a comprehensive survey to assess: Timeliness of Byrd information to potential applicants; effectiveness of dissemination of information; retention of Byrd recipients in postsecondary institutions; percentage of Byrd recipients who attain postsecondary degrees • Utilize survey results to implement objective through improved delivery system.

National Need Graduate Fellowship Program (NNGFP) -- $37,500,000 (FY 99)
Goal: To assist graduate students in areas of national need, especially under-represented populations, so that they may pursue teaching careers at institutions of higher education.
Objectives	Indicators	Source and Next Updates	Strategies
1. Increase the share of students of superior ability enrolled in graduate programs in areas of national need.	1.1 Graduate student enrollment. The percentage of students enrolling in graduate programs in areas of national need will increase over the prior year. 1.2 Test scores. Each year, average test scores of students enrolling in NNGFP programs in areas of national need will be above the national average for entering graduate students.	1.1 National Center for Educational Statistics (NCES) survey of students enrolled in graduate programs, annual. 1.2 Performance reports, annual (see objective 11); Educational Testing Service (ETS) data, annual.	• In conjunction with grantee institutions, develop materials to publicize the availability of the new NNGFP fellowships. • Provide fellowships in areas of national need as determined by the Secretary in consultation with Federal and non-Federal entities.
2. Increase the share of students from traditionally underrepresented populations enrolled in graduate programs in areas of national need.	2.1 Access of underrepresented populations. The percentage of students from traditionally underrepresented populations enrolling in graduate programs in areas of national need will increase over the prior year.	2.1 NCES survey of students enrolled in graduate programs, annual.	• In conjunction with grantee institutions, develop materials aimed at traditionally underrepresented populations, to publicize the availability of the new NNGFP fellowships.
3. Increase the retention rates of students enrolled in graduate programs in areas of national need.	3.1 Retention rates. Retention rates for students in programs in areas of national need will equal or exceed retention rates for students in similar programs.	3.1 NCES survey of students enrolled in graduate programs; performance reports in 2001 and beyond.	• Continue to develop program regulations in conjunction with institutions of higher education (IHEs) which will encourage improved student retention rates. • To encourage institutional efforts to increase retention, funding priority will be given to grant applications which demonstrate high retention rates.
4. Increase the retention rates of students from traditionally underrepresented populations enrolled in graduate programs in areas of national need.	4.1 Retention of underrepresented students. Retention rates for traditionally underrepresented students in programs in areas of national need will equal or exceed retention rates for similar students in similar programs.	4.1 NCES survey of students enrolled in graduate programs; performance reports in 2001 and beyond.	• Continue to develop program regulations in conjunction with IHEs which will encourage improved retention rates for students from traditionally underrepresented populations. • To encourage institutional efforts to increase retention, funding priority will be given to grant applications which demonstrate high retention rates.
5. Encourage the timely completion of graduate programs in areas of national need.	5.1 Time to degree completion. Average years to degree of students within NNGFP will be equal to or less than average years to degree of graduate students in similar programs.	5.1 NCES survey of students enrolled in graduate programs; performance reports in 2002 and beyond.	• Continue to develop program regulations in conjunction with IHEs which will encourage students to complete programs in a timely fashion.
6. Increase the percentage of postbaccalaureate graduates in areas of national need who come from traditionally underrepresented populations.	6.1 Degree completion of underrepresented students. An increase in the percentage of Ph.Ds or terminal masters degrees awarded in areas of national need to students from traditionally underrepresented populations, as compared to prior years.	6.1 NCES survey of characteristics of Ph.D program graduates six years after initiation of NNGFP.	• In conjunction with IHEs, promote the funding and training available to students from traditionally underrepresented populations through the NNGFP.
7. Place graduates of programs in areas of national need in faculty positions at IHEs.	7.1 Entry into faculty positions. Placement rates of graduates of NNGFP program 6 months after graduation will equal or exceed placement rates at similar, non-NNGFP institutions.	7.1 Performance reports one year after first NNGFP cohort has graduated from their programs (2002); NCES data.	• Work with career services offices at grantee institutions to share best practices and develop models for placing students at IHEs.
8. Place students from traditionally underrepresented populations who graduate from programs in areas of national need in faculty positions at IHEs.	8.1 Faculty placement of underrepresented students.Placement rates of traditionally underrepresented graduates of NNGFP program 6 months after graduation will equal or exceed placement rates of similar students at similar, non-NNGFP institutions.	8.1 Performance reports one year after first NNGFP cohort has graduated from their programs (2002); NCES data.	• Work with career services offices at grantee institutions to share best practices and develop models for placing graduates from traditionally underrepresented populations at IHEs.
9. Increase the percentage of IHE faculty in areas of national need, who come from traditionally underrepresented populations.	9.1 Underrepresented faculty. An increase in the percentage of IHE faculty from traditionally underrepresented populations in areas of national need.	9.1 NCES survey of characteristics of IHE faculty seven years after initiation of NNGFP.	• In conjunction with IHEs, promote the funding and training available to students from traditionally underrepresented populations through the NNGFP.
10. Develop regulations, application materials, and guidelines for the National Need Graduate Fellowship Program (NNGFP).	10.1 Program materials. Clear, concise, customer-friendly program materials cleared by OMB by Summer, 1998. 10.2 Application process. Successful and timely application process.	10.1 Feedback from constituents throughout development of materials, and use of materials. 10.2 Competition for NNGFP held in Winter, 1998-99, and awards made by summer, 1999.	• As soon as new legislation is enacted, begin developing materials for technical assistance and applications. Utilize existing GAANN applications as well as prior customer feedback in development of materials. Clearance packages will be sent to OMB for review by February 1998.
11. Develop an annual performance report which will impose a minimum of burden while collecting the necessary data to demonstrate performance.	11.1 Performance report. A Performance report, with all necessary data elements, cleared by OMB by Spring, 1999.	11.1 Performance Report completed and mailed to grantees, summer, 1999. Collection of first annual performance data, summer, 2000.	• As soon as new legislation is enacted, develop materials for performance reports. Utilize existing GAANN reports, performance indicator chart, and prior customer feedback in development of materials. Clearance packages will be sent to OMB for review by August 1998.

College Awareness (Early Awareness Information) -- $15,000,000 (FY 99)
Goal: To ensure that middle and junior high school students and their families have an accurate understanding of the requirements for postsecondary education, including the academic preparation necessary and the costs of attending a postsecondary institution, and that these students pursue at increasing rates their participation in postsecondary education.
Objectives	Indicators	Source and Next Update	Strategies
Student and family measures
1. Increase the understanding of the academic preparation and financial resources needed for postsecondary education, including the availability of financial assistance, among middle and junior high school students and their families.	1.1 Understanding of the financial resources needed, availability of financial assistance, and the academic preparation necessary for postsecondary education. Middle school students and their families will show an increasingly more accurate understanding of the financial resources needed, aid available, and the academic preparation needed for postsecondary education.	1.1 Survey, annual, 1999.	• Develop and implement a national information dissemination program targeted at middle and junior high school students and their families to increase awareness of the growing need to continue education beyond high school and to make this target audience aware of the costs of postsecondary education, opportunities for financial assistance, and the academic requirements for pursuing a postsecondary education. While information will be disseminated nationally, dissemination strategies will reflect the specific needs of different audiences, e.g. urban areas, rural areas, etc.
Management measures
2. Program dissemination strategies will meet the information needs of the target audience.	2.1 Customer satisfaction. Surveys of customers will show that the information disseminated via this program fully met the information needs of the target audience.	2.1 Surveys, annual, 1999.	• Undertake regular assessments of customer satisfaction through surveys and focus groups to assess whether information dissemination strategies meet customer needs, are effective in communicating with the target audiences, and provide relevant information in a timely manner.

Learning Anytime Anywhere Partnerships (prop. leg.) -- $30,000,000 (FY 99)
Goal: To expand access to postsecondary education and lifelong learning through the use of technology to all citizens who are unable to take advantage of on-campus programs.
Objectives	Indicators	Source and Next Update	Strategies
1. Develop partnerships by providing the opportunity for educational institutions (including four-year institutions, community colleges, technical institutes, adult literacy and education programs) to partner with curriculum and software developers, network providers, community agencies, business and industry, in an effort to deliver a valuable and quality education to a variety of different kinds of students.	1.1 Number of partnerships. The number of partnerships formed will equal the estimate provided in the ED's FY 1999 budget request and will remain level or increase each year. ED's FY 1999 budget request estimated 45 partnerships will be formed.	1.1 Program data, annual.	• Encourage a high level of coordination and interaction among all of the partnership entities to expand students' options beyond the level of what individual providers currently offer. • Support the expansion of geographical and institutional boundaries so that courses, faculty, development costs, and network facilities can be shared, creating economies of scale to make it financially feasible for providers while substantially increasing opportunities for students.
2. Increase access to non-traditional education for the diverse groups to be served by this program.	2.1 Number of students served. The number of students served by the partnership will increase each year. Baseline to be developed by level of first year participation.	2.1 Program data, annual.	• Establish mechanisms for ensuring that the educational provider, employer and student have confidence that the degree or certificate will provide skills needed for careers and further education.
3. Enhance quality and accountability within the program to ensure that students are learning the specific competencies required for the desired skills	3.1 Employment rate/earnings. The employment rate and annual earnings of students served by Learning Anytime Anywhere Partnerships (LAAP) will be at least as great as comparable non-participants.	3.1 Program data, annual, beginning in 2001; Census data, annual beginning in 2001.	• Help to coordinate the needs of employers and the requirement of further education with the services of educational providers to ensure that the Federal investment in this program is worthwhile.

Access and Retention Innovations (prop. leg.) -- $20,000,000 (FY 99)
Goal: To test in an experimental setting the best ways of packaging student financial aid to encourage college access and retention.
Objectives	Indicators	Source and Next Update	Strategies
1. The program will be implemented in a methodologically rigorous and timely manner.	1.1 Implementation. Methodologically sound experiments will be in place for the 2000/2001 academic year as will a contract to evaluate the program.	1.1 Evaluation data, annual, 1999.	• Develop and disseminate program materials that generate interest in program participation from a wide-range of institutions. • Work with interested institutions to generate proposals for experiments that are both interesting and generate statistically valid results.
2. Projects will generate statistically valid findings regarding the effects of various student aid packages on postsecondary access and retention.	2.1 Expert Reviews. A panel of experts agree that the experiments are methodologically sound and led to valid findings.	2.1 Technical Review Panel, annual, 2002.

Howard University -- $210,000,000 (FY 99)
Goal : To assist Howard University with financial resources needed to carry out its educational mission.
Objectives	Indicators	Source and Next Update	Strategies
University Development
1. Maintain and strengthen academic programs and achievement by: recruiting better students improving student retention improving graduation rates promoting excellence in teaching.	1.1 Better students. Increase the average SAT scores of incoming freshman by 1% per year. Average SAT score in FY 1996 was 903; in FY 1997 - 941. 1.2 Student retention. Decrease transfers out by 5% per year. Baseline is being calculated. 1.3 Graduation rates. Increase undergraduate graduate graduation rates by 3% per year. FY 1996 graduation rate is 46%. 1.4 Excellence in teaching. Increase the participation rate of faculty in activities of the Center for Teaching and Learning. New entity; baseline to be developed. 1.5 Excellence in teaching. Increase the number of faculty recommended for exemplary teaching awards. Internal faculty teaching awards in FY 1996: 5. Will also begin to track external teaching awards.	1.1 University data, annual. 1.2 University data, annual. 1.3 University data, annual. 1.4 University data, annual. 1.5 University data, annual.	• University to finalize and implement its strategic plan to include items enumerated under this objective related to recruitment, retention, graduation, and excellence in teaching; as well as to the objective related to excellence in research which follows.
2. Promote excellence in research.	2.1 Grants received. Increase the number of grant proposals that are funded. 214 research grant proposals funded in FY 1996. 2.2 Grant funding. Increase the total funds received through research grants. In FY 1996 $129,226,356 was received in research grant funds, including multi-year funding.	2.1 University data, annual. 2.2 NSF data, annual.	• See strategy stated above.
3. Increase the University's financial strength and independence from federal appropriations.	3.1 Endowment. Increase the value of the endowment each year. Balance of the endowment as of 6/30/96 was $177 million. 3.2 Outside support. Increase the funds raised from all private sources. In FY 1996, $12.5 million was received in private contributions. 3.3 Outside support. Increase the participation rate of alumni who contribute to the school to 15% in 1998 and 30% in 2001. 3.4 Cost savings. Reduce the difference between the hospital's net revenue (excluding federal appropriations) and total expenses by $1 million in FY 1998; targets for subsequent years to be established. Baseline to be developed.	3.1 Audited financial reports; annual. 3.2 University data, annual. 3.3 University data, annual. 3.4 Audited financial reports, annual.	• Develop and implement a strategy for fiscal independence in collaboration with the University; the University will develop an effective alumni fund raising capacity.

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[Student Financial Assistance]

[Educational Research and Improvement]