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ESEA: Reading First State Grants - FY 2007


CFDA Number: 84.357 - Reading First State Grants

Program Goal: To improve kindergarten through third grade student achievement in reading by supporting state and local educational agencies in establishing reading programs that are based on scientifically based reading research.
Objective 1 of 1: To increase the percentage of students that learn to read proficiently by the end of third grade.
Indicator 1.1 of 3: Reading achievement in Reading First schools: Increased percentages of grade one through three students will read at grade level or above in schools participating in Reading First programs, as measured by meeting or exceeding the proficient level in reading on Reading First outcomes of fluency.
 
Measure 1.1.1 of 3: The percentage of grade 1 students in Reading First schools who meet or exceed proficiency in reading on Reading First outcome measures of fluency.
Year Actual Performance Performance Targets
 
Grade 1
Grade 1
2004
43
 
2006
 
45
2007
 
46

Measure 1.1.2 of 3: The percentage of grade 3 students in Reading First schools who meet or exceed proficiency in reading on Reading First outcome measures of fluency.
Year Actual Performance Performance Targets
2004
36
 
2006
 
38
2007
 
39

Measure 1.1.3 of 3: The percentage of grade 2 students in Reading First schools that meet or exceed proficiency in reading on Reading First outcome measures of fluency.
Year Actual Performance Performance Targets
 
Economically Disadvantaged LEP African American Hispanic Students with Disabilities
Economically Disadvantaged LEP African American Hispanic Students with Disabilities
2004
33 27 34 30 17
         
2006
         
35 29 36 32 19
2007
         
36 30 37 33 20

Source: Contractor Performance Report

Frequency: Annually.

Next Data Available: February 2006
 
Explanation: The FY 2004 data were used to establish the baseline.
 
Indicator 1.2 of 3: Reading achievement in Reading First schools: Number of States showing an increase in the percentage of grade one through three students who read at grade level or above in schools participating in Reading First programs, as measured by meeting or exceeding proficiency in reading on Reading First outcomes of comprehension.
 
Measure 1.2.1 of 3: The number of states reporting an increase in the percentage of grade 1 students in Reading First schools who meet or exceed proficiency on Reading First measures of reading comprehension.
Year Actual Performance Performance Targets
2004
2
 
2006
 
5
2007
 
8

Measure 1.2.2 of 3: The number of states reporting an increase in the percentage of grade 3 students in Reading First schools who meet or exceed proficiency on Reading First measures of reading comprehension.
Year Actual Performance Performance Targets
2004
7
 
2006
 
12
2007
 
17

Measure 1.2.3 of 3: The number of states reporting an increase in the percentage of grade 2 students in Reading First schools who meet or exceed proficiency on Reading First measures of reading comprehension.
Year Actual Performance Performance Targets
 
Economically Disadvantaged LEP African American Hispanic Students with Disabilities
Economically Disadvantaged LEP African American Hispanic Students with Disabilities
2004
4 5 5 5 2
         
2006
         
7 10 10 10 5
2007
         
10 15 15 15 8

Source: Reading First Annual Performance Report. Recipients of Reading First grants, as required by statute, will submit Annual Performance Reports on reading results for students in grades one, two, and three.

Frequency: Annually.

Next Data Available: February 2006
 
Explanation: The FY 2004 data were used to establish the baseline. For 2004 only 2 States had 2 years of grade 1 comprehension data needed to show an increase. For grade 1, both States did show an increase in students at proficiency. Only 10 States had 2 years of grade 3 comprehension data needed to show an increase. For grade 3, 7 out of 10 States show an increase in students at proficiency. Only 4 States had 2 years of grade 2 comprehension data for Economically Disadvantaged Students needed to show an increase. Only 5 States had 2 years of grade 2 comprehension data for English Language Learners, African American Students and Hispanic Students needed to show an increase. All States that had data available in the above categories show an increase in students at proficiency. Only 3 States had 2 years of grade 2 Comprehension data for Students with disabilities needed to show an increase. Of those 3 States, only 2 show an increase.
 
Indicator 1.3 of 3: Reading achievement in Reading First Schools: Increased percentages of third grade students who will read at grade level or above in schoolss participating in Reading First programs, as measured by meeting or exceeding the proficient level in reading on state assessments in reading.
 
Measure 1.3.1 of 1: The number of states reporting an increase in the percentage of grade 3 students who score at or above proficient on state assessments in reading.
Year Actual Performance Performance Targets
2004
9
 
2006
 
15
2007
 
21

Source: Reading First Annual Performance Report. Recipients of Reading First grants, as required by statute, will submit Annual Performance Reports on reading results for students in grades one, two, and three.

Frequency: Annually.

Next Data Available: February 2006
 
Explanation: The FY 2004 data were used to establish the baseline. For 2004 only 22 States had 2 years of proficiency data available for Grade 3. By 2006 it is anticipated that all states will be using Grade 3 Assessment Data.
 


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Last Modified: 01/27/2006