Early Reading First is subject to the Government Performance and Results Act (GPRA). The GPRA requires each agency and program to set targets for its performance; measure progress toward those targets; report on whether or not the targets have been met; and describe future strategies for continued striving toward those targets. This process is designed to improve program management, and to help Congress, the Department of Education, the Office of Management and Budget, and others review a program's progress toward its goals. Under the GPRA, the Secretary has established the following five (5) measures for evaluating the overall effectiveness of the Early Reading First program:

• The cost per preschool-aged child participating in Early Reading First programs who achieves significant gain in oral language skills as measured by the Peabody Picture Vocabulary Test, Receptive (PPVT-III, Receptive);
• The percentage of preschool-aged children participating in Early Reading First programs who demonstrate age-appropriate oral language skills as measured by the Peabody Picture Vocabulary Test-III, Receptive (PPVT-III, Receptive);
• The average number of letters Early Reading First preschool-aged children are able to identify as measured by the PALS Pre-K Upper Case Alphabet Knowledge subtask;
• The percentage of preschool-aged children participating in Early Reading First programs who achieve significant gains in oral language skills as measured by the Peabody Picture Vocabulary Test-III, Receptive (PPVT-III, Receptive); and
• The Early Reading First teachers' average score on the Literacy Environment Checklist on the Early Language and Literacy Classroom Observation (ELLCO) Toolkit after each year of implementation.

Definitions

Significant gains: an increase of 4 or more standard score points between pre-and post-testing.

Age appropriate oral language skills: a standard score of 85 or above on the PPVT-III. Preschool age: children who are age eligible for kindergarten the following school year.

Cost per child achieving significant gains: This figure was calculated using the number of children tested on significant gains, the number of children achieving significant gains, and FY 2007 funds expended information. The percentage of the budget spent on the children tested in this category was calculated by determining what percent of the total number of children served were tested for significant gains. That percent was then applied to the total amount spent for FY 2007 to determine the percent of funds spent on the children tested for significant gains.

• 2007 Performance Plan
• 2006 Performance Plan
• 2005 Performance Plan
• 2004 Performance Plan

FY 2007 APR Summary Data

The FY 2003, 2004 and 2005 grantee data are based on at least a full-year of program implementation. FY 2006 grantee data is based on approximately six months of program implementation. FY 2007 ERF grantee data will be included in the GPRA data for 2009.

FY 2007 Annual Performance Report  MS EXCEL (27K)

FY 2006 Annual Performance Report
 MS EXCEL (27K)

Overview

The supplemental awards were developed in response to the action steps included in the Office of Management and Budget evaluation of the ERF program on the Program Assessment Rating Tool (PART) which recommended that ERF grantees funded in prior years collect achievement data for former students and report data annually. The purpose of the activity is to assess the sustained gains of the ERF program on program participants. The following grantees have agreed to accept the supplemental awards and collect achievement data for former students entering kindergarten:

• FY 2005: University of Delaware;
• FY 2005: United Way of Metropolitan Atlanta; and
• FY 2006: United Way of Metropolitan Atlanta.

GPRA Measures

• The percentage of kindergarten children formerly enrolled in an Early Reading First program for at least one year prior to entry into kindergarten who achieves a standard score above the “at risk” range as measured by the Woodcock-Johnson III, Letter-Word Identification (Test 1) subtest. (Standard score of 90 or above)
• The percentage of kindergarten children formerly enrolled in an Early Reading First program for at least one year prior to entry into kindergarten that rank in the 50th percentile or above as measured by the Woodcock-Johnson III, Letter-Word Identification (Test 1) subtest.
• The percentage of kindergarten children formerly enrolled in an Early Reading First program for at least one year prior to entry into kindergarten who achieves a standard score above the “at risk” range as measured by the Woodcock-Johnson III, Story Recall (Test 3) subtest. (Standard score of 90 or above)
• The percentage of kindergarten children formerly enrolled in an Early Reading First program for at least one year prior to entry into kindergarten that rank in the 50th percentile or above as measured by the Woodcock-Johnson III, Story Recall (Test 3) subtest.
• The percentage of kindergarten children formerly enrolled in an Early Reading First program for at least one year prior to entry into kindergarten who demonstrates age-appropriate oral language skills as measured by the Peabody Picture Vocabulary Test-III, Receptive (PPVT-III, Receptive). (85% or above target)

GPRA data for the supplemental awards will be available Fall 2008.