Detailed Information on the
Department of Defense Education Activity Assessment

Analyzing options to reduce per pupil costs without affecting student achievement and safety/security with initial results expected by FY2009.

Establising partnerships with education organizations and local education agencies to promote high quality education programs for school age children of military families. Developing the DoDEA Transition/Collaboration/Presidential Initiative (TCPI) responds to Congressional direction (Section 574 (d) of the FY 2007 National Defense Authorization Act (P.L. 109-364) to ease the transition of military dependent students to Local Education Agencies (LEAs) as a result of global rebasing, base closure, and force structure changes. The Educational Partnership Directorate (EPD) is forecast to be fully operational by FY2009.

Measure: DoDEA parents will grade their local school with an "A" or "B" above parents nationwide.

Explanation:DoDEA Customer Satisfaction Survey Results

Measure: Fewer than 8% will perform "below the standard" level in reading/language arts/math on standardized tests.

Explanation:All students will meet or exceed challenging standards in academic content so that they are prepared for continuous learning and productive citizenship. DoDEA has been successful in decreasing the percent of students whose scores are in the "Below the Standard" level by 1 point in Mathematics and Language Arts with DoDEA students reaching the goal of 8% or fewer students in the "Below the Standard" level in language Arts.

Measure: 75% of all students will perform at the standard level or higher in reading/language arts/math on standardized tests.

Explanation:CSP Goal 1: All students will meet or exceed challenging standards in academic content so that they are prepared for continuous learning and productive citizenship. DoDEA's test results show that DoDEA's students scores remain substantially higher than the national average (50th percentile) in Reading, Language Arts, and Mathematics at all grade levels tested. Although students in DoDEA continue to show positive gains, there is variability in annual test results due to DoDEA's 35% mobility rate. DoDEA continues to study the impact of mobility on student achievement through the Cohort Study.

Measure: Costs per pupil will not increase more than 7% over the previous year.

Explanation:CSP Goal 2: DoDEA will use a performance driven management system that operates in a timely, efficient, and equitable manner; places resource allocation and decision-making at the lowest operational level; and facilitates a safe environment conducive to optimum student achievement. DoDEA's FY 2005 cost per pupil increased 2% over the FY 2004 cost per pupil which was well within the FY 2005 performance measure target.

Measure: The pupil to total staff ratio will not be less than 7 or greater than 9.

Explanation:

Measure: DoDDS schools will continue 100% accreditation though their regional accreditation agency.

Explanation:

Measure: All high school students will demonstrate productivity citizenship through participation in one or more co-curricular activities.

Explanation:

Measure: No less than 95% of the DoDDS teachers will be professionally certified in the subject area and grade level to which they are assigned within three years of employment.

Explanation:CSP goal 3: The DoDEA workforce will be motivated, diverse, and committed to continous professional growth and development resulting in exemplary performance and optimum student achievement.

Measure: The average K-12 pupil to teacher ratio will not be less than 18:1 and not greater than 24:1.

Explanation:

Is the program purpose clear?

Explanation: The purpose of the Department of Defense Education Activity (DoDEA) is to plan, direct, coordinate, and manage the education programs for Department of Defense (DoD) dependents who would otherwise not have access to a high-quality public education. DoDEA consists of two separate but parallel systems: the Department of Defense Dependents Schools (DoDDS) located overseas, and the Department of Defense Domestic Dependent Elementary and Secondary Schools (DDESS) (formerly Section 6 Schools) located in the United States and its territories and possessions. DoDEA provides education to eligible DoD military and civilian dependents from prekindergarten through grade 12.

Evidence: Various statutes, legislation and directives clearly articulate DoDEA's mission. Applicable public laws include, P.L. 97-35, "Omnibus Budget Reconciliation Act of 1981," Section 505 (c); P.L. 81-874, "Section 6, as amended; and, P.L. 95-561, Defense Dependents' Education Act of 1978, Sections 1009 and 1031(a). DoD Directive 1342.20, Oct 13, 1992, "Department of Defense Education Activity", states that the mission of DoDEA is to plan, direct, coordinate, and manage the education programs for eligible dependents of U.S. military personnel and civilian personnel of the DoD stationed overseas and for areas prescribed in P.L. 81-874, Section 6, as amended; P.L. 97-35, Section 505(c), and DoD Directive 1342.6. DoDEA Regulation 1035.1, "Use of Non-DoD Schools," August 14, 2003, provides authority for support and funding for the education of eligible dependents of sponsors assigned at overseas locations where there are non-DoD schools. DoD Directive 1342.6, Oct. 13, 1992, describes the mission of DoDDS as "??to provide, ...a free public education of high quality from pre-kindergarten through grade twelve for eligible minor dependents of U.S. military and civilian personnel of the DoD stationed overseas; and, under P.L. 101-476 and DoD Instruction 1342.12 "Provision of Early Intervention and Special Education Services to Eligible DoD Dependents," December 16, 2003, to provide a free appropriate education for children with disabilities, age 3 through 21. DoD Directive 1342.16, October 16, 1987, states "??it is DoD policy that dependent children of U.S. military personnel/Federally employed civilian personnel residing on Federal property be educated, whenever suitable, in schools operated and controlled by public school systems. When not suitable??the SECDEF may establish schools within the US and possessions."

Does the program address a specific and existing problem, interest, or need?

Explanation: DoD stations military and civilian personnel overseas where their dependents would not otherwise have access to public education. There may be some miltary bases within the U.S. where DoD dependents would not otherwise have access to a public education. But, most domestic military bases are located in areas where there are already accredited public schools.

Evidence: As of September 30, 2004, 267,595 active duty military and 48,433 direct hire civilians were stationed in foreign countries. For school year 2004-2005, 68,304 students were enrolled in 153 DoDDS schools in 13 countries and 29,135 students were enrolled in 68 DDESS schools in 7 states, 1 commonwealth and 1 U.S. territory. Additionally, 2,359 DoD students were funded to attend non-DoD schools in 134 countries and 1,568 DoD students were provided educational services and transportation under contractual agreements with U.S. public schools operated by local educational authorities (LEAs) in 4 states and Puerto Rico.

Is the program designed so that it is not redundant or duplicative of any other Federal, state, local or private effort?

Explanation: Local governments are the tradtional providers of public education from kindergarten through high school. There are numerous private schools overseas that provide high-quality English language education modeled after American curricula. There are DDESS schools on United States military installations located in communities that have separate school systems for non-military dependents.

Evidence: As of September 30, 2004, 2,359 DoD students were funded to attend non-DoD schools in 134 countries and 1,568 DoD students were provided educational services and transportation under contractual acreements with U.S. public schools operated by local educational authorities in 4 states and Puerto Rico.

Is the program design free of major flaws that would limit the program's effectiveness or efficiency?

Explanation: Dependents of military personnel face unique challenges to their educational attainment. They move more frequently than typical students and are also subject to the stress that accompanies the potential deployment of parents to combat. DoDEA schools provide students with a uniform curriculum and standards that mitigate the stress of frequent moves. DoD also provides resources to non-DoDEA schools to help them deal with the challenges faced by military dependents. But DDESS was not designed to provide educational support to all of the dependents of Service members stationed in the United States. DDESS schools were originally created in the southern U.S. to provide service members the option to send their dependents to desegrated schools.

Evidence: The CBO has argued that the transfer of the DDESS to local education authorities could result in savings to the federal government of more than $60 million a year. www.cbo.gov/showdoc.cfm?index=4066&sequence=2 DoDEA also commissioned a study that suggests that the transfer of some DDESS schools to local education authority would be beneficial, which is available at www.dodea.edu/ddess/transferStudy_0502/.

Is the program design effectively targeted so that resources will address the program's purpose directly and will reach intended beneficiaries?

Explanation: Many of the DDESS schools are located in communities that already have high-quality public schools. These students would have access to a free public education absent DoD operated schools. In FY 2004 DoD expended over $350 million to operate these schools. These funds could have been used for DoD dependents overseas who otherwise have no access to public schools or for other defense priorities.

Evidence: DDESS operates 68 schools in 7 states, 1 commonwealth, and 1 U.S. territory. A recent GAO report, Limitations in DOD-Sponsored Study on Transfer Alternatives Underscore Need for Additional Assessment, GAO-05-469, noted that many of these schools could be operated by local education authorities. Similarly, the CBO has noted that local education authorities could operate these schools at a lower cost.

Does the program have a limited number of specific long-term performance measures that focus on outcomes and meaningfully reflect the purpose of the program?

Explanation: "DoDEA has a Community Strategic Plan (CSP) that is designed to incorporate requirements of the Government Performance and Results Act (GPRA), the DoD budget process and its annual Performance Plan. The CSP has four meaningful goals and nine desired outcomes. The four goals are: Highest Student Achievement; Performance-Driven, Efficient Management Systems; Motivated, High Performing, Diverse Workforce; and Network of Partnerships Promoting Achievement. Staff at all levels implement goals, outcomes, measures and milestones. Goal 1 is DoDEA's primary goal. Goals 2 - 4 are designed to support Goal 1."

Evidence: "The CSP can be found at www.dodea.edu. The goals and outcomes are as follows: Goal 1: All students will meet or exceed challenging standards in academic content so that they are prepared for continuous learning and productive citizenship. Outcome A: Student performance & assessment goals align to clearly defined program and curricular performance standards. Outcome B: Opportunities are provided for academic learning and citizenship knowledge. Goal 2: DoDEA will use a performance driven management system that operates in a timely, efficient, equitable manner; places resource allocation and decision-making at the lowest operational level; and facilitates a safe environment conducive to optimum student achievement. Outcome A: Resource allocation/academic and student support services planning implemented at all levels. Outcome B: Facilities & equipment provide an environment conducive to learning. Outcome C: Safe environments conducive to learning are provided. Goal 3: DoDEA's workforce will be motivated, diverse, and committed to continuous professional growth and development resulting in exemplary performance and optimum student achievement. Outcome A: Personnel management practices support recruitment and retention of a highly motivated, committed and diverse workforce. Outcome B: Continuous professional development enhances job performance. Goal 4: Every level of DoDEA will develop, promote, and maintain a network of partnerships to enhance optimum student achievement. Outcome A: Partnerships/alliances exist at all levels to enhance social, emotional, and academic growth, and to maximize resources. Outcome B: Communication systems at all levels enhance dialogue and promote trust among staff, parents, students, and the community. "

Does the program have ambitious targets and timeframes for its long-term measures?

Explanation: The CSP includes desired outcomes to be achieved over its five year span. Specific examples include the measurement of student performance in all disciplines using internal and external assessments. External assessments allow DoDEA to establish ambitious, measurable, long-term targets and to compare student scores with national averages on an annual basis.

Evidence: All DoDEA goals have long-term time frames that began in 1995, were updated in 2000 and continue through 2006. During periodic reviews of the CSP goals are updated as necessary. DoDEA's goals are ambitious compared to American public schools in general. Goal 1 of the CSP states that 75% of all students will perform "at the standard" level or higher on the TerraNova. This goal is substantially more ambitious than the national average of 50%. Fewer than 8% will perform "below the standard" level, considerably more ambitious than the national average of 25%. The baseline for the TerraNova was established in 2002. It is the measure DoDEA will use to measure progress through the 2006 academic year. DoDEA's 75% and 8% goals are ambitious. But program managers believe they are attainable because of DoDEA students' past record of high academic performance.

Does the program have a limited number of specific annual performance measures that can demonstrate progress toward achieving the program's long-term goals?

Explanation: There are three goals that DoDEA monitors quarterly: (a) Student Achievment - 75% of all students perform at or above the standard on a national test in reading, language arts, and math (target end of FY 2006), (b) Student Achievement - 8% or fewer of all students will fall in the below the standard category on a national test in reading, language arts, and math (target end of FY 2006), and (c) Pupil-Teacher Ratio not less than 18.0:1 nor greater than 24.0:1 (target end of FY 2006).

Evidence: DoDEA used a balanced scorecard to clarify its vision and strategy and translate them into long-term goals and performance metrics. Metrics for reading, language arts, and math are available online at www.dodea.edu

Does the program have baselines and ambitious targets for its annual measures?

Explanation: The Community Strategic Plan includes desired outcomes to be achieved over a five year timeframe. Each of the outcomes includes explicit targets that are to be reached by the year 2006. DoDEA consistently sets goals for its students to perform well above the national average on the TerraNova standardized examinations.

Evidence: Goal 1 of the Community Strategic Plan states that 75% of all students will perform "at the standard" level or higher on the TerraNova Test. This is substantially more ambitious than the national average of 50%. The goal that fewer than 8% will perform "below the standard" level, is considerably more ambitious than the national average of 25%.

Do all partners (including grantees, sub-grantees, contractors, cost-sharing partners, and other government partners) commit to and work toward the annual and/or long-term goals of the program?

Explanation: DoDEA considers the Military Services, parents, senior advisory councils, regional accrediting organizations, and educators' unions as full partners in providing a quality education for DoDEA's students. The Dependents Education Council (DEC) provides a consultative relationship between the Principal Deputy Under Secretary of Defense (Personnel and Readiness), the Director DoDEA, and the Commanders of the Unified Combatant Commands and the Major Service Commands. The DEC collaborates with DoDEA on educational policy, facilities, logistics, and administrative support. The Advisory Council on Dependents Education (ACDE) is a Congressionally mandated committee. It recommends general policies for curriculum selection, administration, and system operation; and, it provides information on education programs and practices that other Federal agencies have found effective. There are also school level, district level, and area level advisory councils. DoD policy encourages family and school employee participation in overseas advisory committees. These councils foster participation in school affairs by members of the school and military communities and provide a coordinated process to resolve issues at the lowest level.

Evidence: The DEC recently made recommendations on a variety of issues: summer school operations, eligibility for dependents of contractors and non-appropriated funds personnel in overseas areas, eligibility for dependents of reservists in overseas areas, attendance of DoD dependents in local schools overseas in English-speaking countries, school meal programs, the teacher transfer program, home schooling for DoD dependents, evacuations of DoD dependents from locations in Turkey and Bahrain, interscholastic athletic programs for middle school dependents, and the world-wide school year calendar. The ACDE helped design and implement the DoDEA Mathematics Standards. Currently, 100% of DoDEA schools are accredited and in good standing. Department of Defense Instruction Number 1342.15, SUBJECT: Education Advisory Committees and Councils requires each area, district, and school to have a local advisory committee to advise on curriculum and operational matters. Each DDESS district has an elected school board that participates in the development and oversight of fiscal, personnel and educational policies, procedures and programs. The school boards provide written on-site reviews of the Superintendents' performance, which becomes an official attachment to the Superintendents' performance appraisals.

Are independent evaluations of sufficient scope and quality conducted on a regular basis or as needed to support program improvements and evaluate effectiveness and relevance to the problem, interest, or need?

Explanation: DoDEA performs numerous evaluations of its programs. An independent evaluation of all Department of Defense Agencies and Field Activities is performed every two years by a private contractor. The last report, "2003-2004 Biennial Review of Defense Agencies and DoD Field Activities - Department of Defense Education Activity," summarized DoDEA stakeholders' perception of the effectiveness of educational programs for DoD dependents. DoDEA conducts five customer satisfaction surveys biennially that measure the satisfaction level of sponsors, students, and teachers with DoDEA's programs and services. The six regional accrediting agencies provide individual schools with an independent evaluation of effectiveness. Accredidation ensures that each school has quality educational programs and goals, qualified faculty and staff, suitable facilities, and a program for improving the school.

Evidence: The "2003-2004 Biennial Review of Defense Agencies and DoD Field Activities - Department of Defense Education Activity" report recognized DoDEA with an overall customer satisfaction rating of 81%. The ACDE is currently exploring ways to measure quality teaching. Currently, 100% of DoDEA schools are accredited and in good standing with their regional accrediting agency. DoDEA schools are accrediated on a recurring basis. DoDEA's accreditation agencies, (Mid-Atlantic, North Central Association, and the Southern Association of Colleges and Schools) standards and criteria are listed on their Web sites. Students in DoDEA schools take the TerraNova standardized tests to measure their achievement. And DoDEA participates in the National Assessment of Educational Progress. These evaluations demonstrate that DoDEA schools are achieving results.

Are Budget requests explicitly tied to accomplishment of the annual and long-term performance goals, and are the resource needs presented in a complete and transparent manner in the program's budget?

Explanation: DoDEA budget justification materials contain a comprehensive account of long-term performance goals and outline the funds needed to achieve them. They are specifically linked to the need to maintain low student to teacher ratios.

Evidence: DoDEA budget justification materials for FY 2006 show that it requested funds to complete the implementation of a full-day kindergarten program and to continue to reduce the pupil to teacher ratio from 24:1 to 18:1 in grades 1-3, which will be completed by 2005. The DoDEA budget provided for high speed internet lines in all DoDEA schools. Funding also allowed DoDEA to strengthen the high school (9-12) program to include advanced studies, professional/technical preparation, support and enrichment in academic courses, enhanced college and career counseling, and increased distance learning. Student performance reflects continued improvement toward meeting goals. DoDEA teachers are currently above the 95% goal for professional certification in their respective subject areas and grade levels. And All schools have received accreditation through their regional accreditation agency.

Has the program taken meaningful steps to correct its strategic planning deficiencies?

Explanation: DoDEA conducts numerous self-assessments of its strategic planning. For example, when consulting with stakeholders, DoDEA realized that its old strategic plan had too many goals and benchmarks. This made it confusing for stakeholders to measure the programs' success. In response to this, DoDEA consulted stakeholders widely when crafting its latest strategic plan. This resulted in the adoption of four main goals, which makes it easier for stakeholders to hold DoDEA accountable for the successful implementation of its programs. DoDEA continues to face strategic planning deficiencies, however. DoDEA does not have programs and policies to ensure that the 92% of DoD dependents who are not eligible to attend DoDEA schools receive a quality education. And, DoDEA has not worked effectively with partners in the Department of Defense to ensure that the taxpayer is burdened with the costs of educating students who live in newly privatized housing only once.

Evidence: The current CSP can be found at www.dodea.edu.

Does the agency regularly collect timely and credible performance information, including information from key program partners, and use it to manage the program and improve performance?

Explanation: DoDEA measures student progress with multiple performance-based assessments. The TerraNova standardized test provides DoDEA with results that it can compare to a nation-wide sample. DoDEA students also take the National Assessment of Educational Progress (NAEP), which provides comparisons of student achievement in reading, writing, math, and science. All DoDEA schools are accredited by one of the six regional accrediting agencies, which provide each school with an independent evaluation. Schools submit annual reports of data, and every five they host an on-site validation visits led by education experts from the United States. Following the on-site visits, the experts send a report that includes recommendations for improvements to each of the schools visited. DoDEA also conducts internal monitoring of educational programs to ensure high-quality implementation of new programs and overall effectiveness of existing programs. Monitoring activities may include, but are not limited to the following activities: surveys, interviews, focus groups, classroom observations and the analysis of achievement and training data.

Evidence: The 2004 TerraNova standardized test results show that DoDEA students' average scores remain substantially higher than the national average (50th percentile) in all subject areas (Reading, Language Arts, Mathematics, Social Studies, and Science) at all grade levels tested (3-11). Thirty-seven of the 45 subtest scores were 10-20 points above the national average of 50%; five subtest scores were 21-25 points higher than national average; and three subtest scores were 8-9 points higher than the 50th percentile. The NAEP results can be viewed at www.dodea.edu. Currently 100% of DoDEA schools are accredited and in good standing with their regional accrediting agency.

Are Federal managers and program partners (including grantees, sub-grantees, contractors, cost-sharing partners, and other government partners) held accountable for cost, schedule and performance results?

Explanation: In the CSP process, all levels of the organization develop annual performance measures and milestones for the year and future years to ensure continued progress toward reaching the goals and objectives. These annual performance goals are incorporated into the budget process, annual performance contract and balanced scorecard. Staff at all levels implement goals, outcomes, measures and milestones. A key component is flexibility to allow issues and concerns to be addressed and resolved at the local level. DoDEA requires annual progress reports that it uses to chart progress. DoDEA collaborates regularly with its three employee association presidents on curriculum and student programs. DoDEA also has a Management Control Program that holds managers accountable for implementation and integration of appropriate management controls through a well-defined reporting process and the judicious use of performance standards.

Evidence: The CSP can be viewed at www.dodea.edu. The annual performance contract and the BSC further document DoDEA manager accountability, performance measures and progress toward attaining established goals and objectives. CSP support is also a critical element on every manager's performance standards and every manager must complete and certify the annual management control program assessment.

Are funds (Federal and partners') obligated in a timely manner and spent for the intended purpose?

Explanation: DoDEA is funded with three types of appropriated funds: Operation and Maintenance, Procurement , and Military Construction. Operation and Maintenance funds are available for one year. Procurement funds are available for three years and Military Construction funds are available for for five years. Each of these appropriations have varying restrictions. DoDEA has developed internal management controls to guide users in the execution of these funds. DoDEA uses an automated process to plan the use of funds over the length of their availability and to record the actual use of funds for comparison to established plans. Execution reviews are scheduled on a regular basis to ensure that funds are spent for the intended purpose. Management identifies, analyzes, and justifies deviations and revises future plans accordingly.

Evidence: DoDEA uses the following automated systems to track the distribution and execution of funds on a regular basis: Defense Finance and Accounting System (DFAS), DFAS Program Budget and Accounting System (PBAS) and Funds Control System (FCS)--an internal data management system.

Does the program have procedures (e.g. competitive sourcing/cost comparisons, IT improvements, appropriate incentives) to measure and achieve efficiencies and cost effectiveness in program execution?

Explanation: DoDEA has used OMB Circular A-76, Performance of Commercial Activities as a tool to improve efficiencies within the organization. One of DoDEA's CSP goals is to improve the efficiency and effectiveness of the development and delivery of professional development and training opportunities. But, DoDEA doesn't have procedures that tie these improvements to its efficiency measures. DoDEA developed an on-line evaluation tool for use throughout its system. Training participants complete an evaluation at the training site and again three months after the training so as to determine the effectiveness of the training after being applied in the school/classroom environment. DoDEA also developed an on-line application for workshops. This special database program provides a quick, easy and time efficient means of applying for upcoming workshops and eliminates hard copy registrations and faxing of applications. This on-line system greatly streamlines the approval/disapproval process. The on-line application takes place only via a secured process and is covered by the Privacy Act of 1974. An on-line customer service survey for employees previously or currently serviced by DoDEA's Human Resources Center (HRC) is operational. Customer satisfaction is a key driver in providing a quality human resource program. Obtaining feedback on how well the HRC is doing and determining the areas of improvements and strengths will help deliver a quality program and measure progress in meeting customer needs. This survey is brief and anonymous. A Web enabled Employee Orientation providing an avenue for all employees to obtain key information about DoDEA and helpful information about their employment has been implemented.

Evidence: DoDEA was the first Defense Activity to complete an A-76 competition using the Revised OMB Circular A-76 dated 30 May 2003. DoDEA has completed nine Streamlined Competitions involving 115 FTE positions. These competitions have resulted in seven successes for the government Most Efficient Organization (MEO). Implementation of the MEO will still result in a savings of 26 FTEs. This represents a savings of 23%. The initial cost comparison for two of the competitions showed performance by a private sector contractor may be more cost beneficial to the American taxpayer. The workload requirements for these two competitions will now formulate a formal solicitation through a Standard Competition under A-76. Bids will be solicited from the private sector and an award made based on the cost comparison. DoDEA has an action plan in place into Fiscal Year 2008 in which all functions determined to be commercial in nature as identified by DoDEA management will be competed. The HRC adopted a Fax Service Solution to support the numerous faxes received throughout the school year. This Fax Service solution has improved the way we provide service to our customers and has assisted in meeting the challenges of Goal 3 of the CSP. The Fax Server Solution has established a process for employees to send and receive faxes from their workstations. This has reduced the time it takes to process and receive faxes while supporting the Paperwork Reduction Act, improving customer service and saving resources. DoDEA continues to embrace the use of technology to support its mission by increasing efficiency and performance.

Does the program collaborate and coordinate effectively with related programs?

Explanation: DoDEA considers the Military Services, parents, the senior advisory councils, regional accrediting organizations and the educators' unions as full partners in providing a quality education and attaining DoDEA's strategic goals. DoD Instruction No. 1342.15, ""Educational Advisory Committees and Councils"", March 27, 1987, defines the DoD policy ""that family and professional school employee participation be encouraged in the fomation and operation of local overseas advisory committees..."" The Dependents Education Council (DEC) was established by DoD Directive 1342.6, ""Department of Defense Dependents Schools (DoDDS)"", October 17, 1978. It was created to provide a consultative relationship between the Principal Deputy Under Secretary of Defense (Personnel and Readiness), the Director DoDEA, and the Commanders of the Unified Combatant Commands and the Major Service Commands. The DEC addresses questions related to educational policy, facilities, logistics, and administrative support twice a year at the DoDEA Headquarters. In addition to the DEC, the European and the Pacific Commands are coordinating effectively with DoDEA representatives in anticipation of the upcoming global realignment and transformation. Meetings are currently held on a regular basis and representatives from DoDEA are in attendance. The Services are working with DoDEA to identify and procure sufficient funding required due to the realignment and transformation changes overseas.

Evidence: Most recently, the DEC made recommendations on summer school operations, eligibility for the dependents of contractors and non-appropriated funds personnel in overseas areas, eligibility for the dependents of reservists in overseas areas, attendance of DoD dependents in local host nation schools in English-speaking nations, the school meal program, the teacher transfer program, home schooling for DoD dependents, evacuations of DoD dependents from locations in Turkey and Bahrain, interscholastic athletic programs for middle school dependents, and the world-wide school year calendar. DoDEA has worked with the Army on the Residential Communities Initiative (RCI) to support increased enrollment at Fort Stewert, Fort Bragg, and Fort Campbell. The Army provided funding for the construction of new elementary schools at Fort Stewert and Fort Bragg and for additions and outfitting existing facilities. But, the structure of the housing privatization initiative effectively results in the double payment of tuition for the students living in the new housing.

Does the program use strong financial management practices?

Explanation: The Defense Department's financial management weaknesses are well-documented. While DoD continues to make efforts to improve it, the Department has yet to obtain an unqualified audit opinion. DoDEA does not have audit reports demonstrating that its programs are free from internal weaknesses.

Evidence: Numerous audits document the Department's financial management weaknesses. Because of the magnitude of its problems, DoD is unlikely to obtain an unqualified audit for some time. GAO has specifically identified logistics and inventory control as one of the Department's weaknesses.

Has the program taken meaningful steps to address its management deficiencies?

Explanation: DoDEA has no uniform policies to determine the need for schools in locales affected by BRAC and overseas base closures. Also DoDEA has not effectively collaborated with military services to make cost-effective adjustments related to housing privatization initiatives. This has, in some cases, resulted in the taxpayer's double payment for students' education (explained in more detail in the evidence section). Double payment has diverted resources from where they could most effectively be used to support the readiness of the nations armed forces and educate military dependents.

Evidence: DoDEA worked with the Army's Residential Communites Initiative (RCI) to support increased enrollment at Fort Stewert, Fort Bragg, and Fort Campbell. This resulted in the Army providing funds for the construction new elementary schools and additions to existing facilities. But, this also resulted in the waste of government funds. Service members who do not live in military housing implicitly pay the tuition of their dependents to attend public schools when they pay property tax. This is provided by the Federal Government in the Basic Allowance for Housing (BAH) that is provided to military personnel. Military personnel who live in privatized housing are provided with the same BAH (which is paid directly to the housing developer) as personnel who live in the local communities. But the dependents of personnel who live in privatized housing are eligible to attend DDESS schools, while those who live in the community attend local public schools. The tuition costs implicit in the BAH of students living in privatized housing are paid to the developer. The Federal government pays their tuition costs a second time when it funds the DoDEA operations and maintenance budget. This is a waste of taxpayer dollars.

Has the program demonstrated adequate progress in achieving its long-term performance goals?

Explanation: Goal 1 of the Community Strategic Plan, "Highest Student Achievement", states that 75% of all students will perform "At the Standard" level or higher (the top two quarters) on an external (system-wide) norm- referenced assessment. Fewer than 8% will perform "Below the Standard" level (the bottom quarter). Based on 2002, 2003, and 2004 results of the TerraNova test in Reading, Language Arts, Math, Science, and Social Studies, DoDEA's student test scores have increased on a yearly basis toward the long term performance goal. The TerraNova scores also reflect gains toward achieving the long-term goal of fewer students in the lower quartile.

Evidence: DoDEA TerraNova results can be viewed at www.dodea.edu. Performance plans for FY 1999 through FY 2004, reflect that DoDEA has consistently met or exceeded its performance goals for the TerraNova Test. DoDEA established new baseline in FY 2002 due to implementation of the TerraNova Test 2nd Edition. In FY 02, the baseline for Reading was established at 70%, the baseline for Language Arts at 69%, and the baseline for Math at 66%. FY 2004 results for Reading were 70%, Language Arts 71%, and Math 68%. This is significantly higher than the national averages of 50%.

Does the program (including program partners) achieve its annual performance goals?

Explanation: An annual Community Strategic Plan report is published each year that provides a status report of how well DoDEA achieved its annual performance goals. The report also outlines action plans for the subsequent school year. The 2003 reports provided the following specific goal for the following year: "Continue with established assessments, reviewing data and align curriculum to standards in Grades 4, 8, 10. High school teachers will review the baseline results of the End-of-Course exams for US History and Algebra I and determine best practices to raise the level of achievement." As evidenced by the annual performance plans, DoDEA has consistently met or exceeded its performance goals.

Evidence: DoDEA publishes "The Annual Status of DoDEA" each year discussing how well it has met each annual performance goal. That report is available at www.dodea.edu.

Does the program demonstrate improved efficiencies or cost effectiveness in achieving program goals each year?

Explanation: DoDEA cannot demonstrate that it has improved its efficiencies or cost effectiveness in achieving the program's goals. For example, the average cost per student in FY 2004 was significantly higher than the national average. But, DoDEA has used OMB Circular A-76, Performance of Commercial Activities as a tool to improve efficiencies within the organization. DoDEA continues to embrace the use of technology to improve processes, eliminate redundancy, increase efficiency and reduce costs.

Evidence: DoDEA was the first Defense Activity to complete an A-76 competition using the Revised OMB Circular A-76 dated 30 May 2003. DoDEA has completed nine Streamlined Competitions involving 115 FTE positions. These competitions will result in a savings of 26 FTEs. Nonetheless, DoDEA's per pupil costs are substantially higher than the national average. The costs for students in DoDDS include expenses related to their overseas locations. Adjusting for these, the average cost per student is $10,652--which is 29 percent higher than the estimated national average. The annual per student costs for DDESS (the DoDEA schools within the United States) are $11,773--which is 43 percent higher than the national average. There is no strong evidence linking higher per pupil expenditures with increased educational achievement.

Does the performance of this program compare favorably to other programs, including government, private, etc., with similar purpose and goals?

Explanation: The TerraNova standardized test results show that DoDEA students' average scores remain substantially higher than the national average (50th percentile) in all subject areas (Reading, Language Arts, Mathematics, Social Studies, and Science) at all grade levels tested (3-11). Thirty-seven of the 45 subtest scores were 10-20 points above the national average of 50%; five subtest scores were 21-25 points higher than national average; and three subtest scores were 8-9 points higher than the 50th percentile. The budget addresses increased staffing and assessment teams to maximize instructional time for students, standardizes curriculumn, and provides extensive professional development to special needs educators, regular education classroom

Evidence: TerraNova and NAEP test results can be viewed at www.dodea.edu/schools and results are discussed in section 2.

Do independent evaluations of sufficient scope and quality indicate that the program is effective and achieving results?

Explanation: An independent evaluation of all Department of Defense Agencies and Field Activities is performed every two years by private contractor. DoDEA students must meet specific standards to maintain their accredidation. DoDEA students also take the TerraNova and NAEP tests that measure the performance of DoDEA students.

Evidence: Currently 100% of DoDEA schools are accredited and in good standing with their regional accrediting agency. DoDEA schools are accrediated on a recurring schedule. DoDEA's accreditation agencies' (Mid-Atlantic, North Central Association, and the Southern Association of Colleges and Schools) standards and criteria are listed on their Web sites. The results of the NAEP are found on DoDEA's website, www.dodea.edu. They show that DoDEA schools consistently rank among the best in America.