FY 2008 Measures

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 for FY 2008:

• The cost per preschool-aged child participating in Early Reading First programs who achieves a 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 for FY 2008 Measures

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.

FY 2009 Measures
The Secretary has established the following five (5) measures for evaluating the overall effectiveness of the Early Reading First program for FY 2009:

• The cost per preschool-aged child participating in Early Reading First programs who achieves a significant gain in oral language skills after each year of implementation;
• The percentage of preschool-aged children participating in Early Reading First programs who demonstrate age-appropriate oral language skills after each year of implementation;
• The average number of letters Early Reading First preschool-aged children are able to identify after each year of implementation; and
• The percentage of preschool-aged children participating in Early Reading First programs who achieve significant gains in oral language skills after each year of implementation.

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

FY 2008 APR Summary Data

The FY 2004, 2005 and 2006 grantee data are based on at least a full-year of program implementation. FY 2007 grantee data is based on approximately six months of program implementation. FY 2008 ERF grantee data will be included in the GPRA data for 2009.

Grantee Year	Number of grantees submitting data	Number of children tested for whom cost information was provided	Cost per child achieving a significant gain on oral language skills as measured by the PPVT-III, Receptive
FY 2004	6	708	$7,201.78
FY 2005	24	2,999	$7,208.58
FY 2006	32	3,566	$14,291.21
Total (FY 2004-2006)	62	7,273	$10,598.35
FY 2007	30	3,889	$11,353.69
Total (all years)	92	11,162	$10,858.41

Grantee Year	Number of grantees submitting data	Number of children tested	The Percentage of preschool-aged children participating in Early Reading First programs who demonstrate age-appropriate oral language skills as measured by the PPVT-III, Receptive
FY 2004	14	1,773	75
FY 2005	32	3,833	74
FY 2006	32	3,670	83
Total (FY 2004-2006)	78	9,276	78
FY 2007	31	4,247	68
Total (all years)	109	13,523	75

Grantee Year	Number of grantees submitting data	Number of children tested	The average number of letters that preschool-aged children are able to identify as measured by the Upper Case Alphabet Knowledge subtask on the PALS Pre-K assessment
FY 2004	15	1,856	19.33
FY 2005	32	3,897	19.76
FY 200	31	3,434	19.51
Total (FY 2004-2006)	78	9,187	19.53
FY 2007	29	3,753	18.31
Total (all years)	107	12,940	19.23

Grantee Year	Number of grantees submitting data	Number of children tested	The Percentage of preschool-aged children participating in Early Reading First programs who achieve significant gains on oral language skills as measured by the PPVT-III, Receptive
FY 2004	16	2,051	68
FY 2005	32	3,714	65
FY 2006	32	3,566	60
Total (FY 2004-2006)	80	9,331	64
FY 2007	31	4,068	58
Total (all years)	111	13,399	62

Year	Number of grantees submitting data	Number of teachers tested	Average score on the Literacy Environment Checklist on the Early Language and Literacy Classroom Observation (ELLCO) Toolkit
FY 2004	13	142	33.17
FY 2005	26	289	36.30
FY 2006	29	345	37.56
Total (FY 2004-2006)	68	776	36.29
FY 2007	29	382	34.35
Total (all years)	97	1,158	35.65

FY 2008 Annual Performance Report  MS EXCEL (27K)

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)

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)	Number of children tested	Number of children to meet the target	Percentage
Total	176	160	90.90

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 (Standard score of 100 or above)	Number of children tested	Number of children to meet the target	Percentage
Total	176	123	69.9

The percentage of kindergarten children formerly enrolled in an Early Reading First program for al least one year prior to entry into kindergarten who achieve a standard score above the "at risk" range as measured by the Woodcock-Johnson III, Letter-Word Identification (Test 3) subtest (Standard score of 90 or above)	Number of children tested	Number of children to meet the target	Percentage
Total	176	149	87.7

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 (Standard score of 100 or above)	Number of children tested	Number of children to meet the target	Percentage
Total	176	112	63.6

The percentage of kindergarten children formerly enrolled in an Early Reading First program for at least one year prior to entry into kindergarten who demonstrated age-appropriate oral language skills as measured by the Peabody Picture Vocabulary Test III, Receptive (PPVT-III, Receptive) (85% or above target)	Number of children tested	Number of children to meet the target	Percentage
Total	176	142	80.7