| CFDA Number: | 84.203 - Star Schools |
| Program Goal: To improve student learning and teaching through the use of distance learning technologies. |
| Objective 8.1 of 1: Promote the delivery of challenging content in core subjects. |
| Indicator 8.1.1 of 2: The percentage of students participating in Star Schools courses and modules who demonstrate improved achievement in reading, math, or science. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Targets and Performance Data | Assessment of Progress | Sources and Data Quality | |||||||||||||||||||||||||||||||||||||||||||||||||||
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Progress: .A total of 1,726 students participated in pre-post matched assessments in reading, mathematics or science during the year. Of those participating, 1,120 students demonstrated improvement. Of particular note, 209 out of the known 257 American Indian students or 81% demonstrated improvement and 144 of the 194 known Native Hawaiian or Other Pacific Islander students or 74% showed improvement. Data regarding other ethnic populations was not as readily reported by the grantees, however, of the known 345 English language learners, 267 or 77% evidenced improvement from pre-assessment to post-assessment. In addition, 472 of the 624 students identified as living in high poverty conditions or 76% demonstrated improvement in the Star Schools courses or modules. Explanation: This was a new indicator in 2003. Insufficient data was reported in 2003 to establish baseline. Therefore 2004 will become our new baseline. The performance target for 2005 is set at an annual 5% increase to the baseline. |
Frequency: Annually. Collection Period: 2003 - 2004 Data Available: October 2004 Based on program review of the data reported by the grantee(s). ] Limitations: Data is difficult to aggregate because the grantees use various forms of measures to determine improved achievement. Improvements: The indicator has been modified to measure student achievement data rather than numbers of courses and modules offered. |
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| Indicator 8.1.2 of 2: Challenging content: Challenging content aligned with standards at all academic levels (including high school credit, advanced placement, adult education, and Graduate Equivalency Diploma courses) through distance education. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Targets and Performance Data | Assessment of Progress | Sources and Data Quality | |||||||||||||||||||||||||||||||||||||||||||||||||||
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Status: Target not met
Progress: This total exceeds our 2003 results but does not meet our target. |
Additional Source Information: FY 2004 annual performance and evaluation reports. Frequency: Annually. Collection Period: 2003 - 2004 Data Available: October 2004 Based on program review of the data reported by the grantee(s). The program evaluation liaison and the program officers' review includes: examining the procedures that grantees use to align the standards with all academic levels; reviewing the sources of standards, strategies and procedures utilized for alignment; and verifying the evidence provided for alignment. Limitations: Data are self-reported by the projects. Evidence of alignment with standards has been particularly difficult to assess in previous years. Improvements: Planned validation improvements on evidence of course alignment with standards include verifying whether projects utilize content experts to review and validate the extent to which: a) content is challenging, or b) standards are appropriate for the content delivered. In addition, the indicator has been modified as follows: a) expand data collection to include elementary and secondary courses and modules offered, and b) focus specifically on projects offering reading, math, or science courses or modules. |
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