2011 National Performance Measures: Education Focus Area

Grants in the Education Focus Area will include programs that seek to contribute to the number of students who graduate from high school and college or university. In order to achieve that goal, the Corporation seeks to increase its investment in national service programs that improve academic outcomes for young children, youth, and young adults, particularly those in the lowest performing schools.

Specifically, the Corporation seeks research- and evidence-based programs that help children and youth prepare for school; perform at grade-level; graduate from high school ready for college, work, and life; and succeed in college and university through academic engagement and civic participation.

Select a Measure:

Tutoring programs and other education programs (except mentoring, Teacher Corps and early childhood education programs) must select output measures ED1 and ED2, and then at least one outcome measure from ED5, ED6, ED7, ED8, ED9, ED10, ED11 or ED26.

  • ED 1: Number of students who start in an AmeriCorps education program
  • ED 2: Number of students who complete participation in an AmeriCorps education program

Mentoring programs must select output measures ED3A and ED4A, and then at least one outcome measure from ED5, ED6, ED7, ED8, ED9, ED10, ED11 or ED26.

  • ED 3A: Number of disadvantaged youth/mentor matches that are commenced by the AmeriCorps program
  • ED 4A: Number of disadvantaged youth/mentor matches that were sustained by the AmeriCorps program for at least the required time period

Outcome Measures

  • ED 5: Number of students with improved academic performance, including on-time course completion
  • ED 6: Number of youth who have improved their school attendance over the course of the AmeriCorps program’s involvement with the student
  • ED 7: Number of students with no or decreased disciplinary referrals and suspensions over the course of the AmeriCorps program’s involvement
  • ED 8: Number of youth with decreased substance abuse, arrest, or gang involvement
  • ED 9: Number of students graduating from high school on time with a diploma
  • ED 10: Number of students entering post-secondary institutions
  • ED 11: Number of students earning a post-secondary degree
  • ED 26: Number of students acquiring a GED

Early Childhood Measures
Programs must choose output measures ED20 and ED21, and then at least one outcome measure from ED22, ED23, ED24 or ED25.

  • ED 20: Number of children who start in an AmeriCorps early childhood education program
  • ED 21: Number of children who complete participation in an AmeriCorps early childhood education program

Outcome Measures

  • ED 22: Number of children accessing high quality early childhood education programs
  • ED 23 Number of children demonstrating gains in school readiness in terms of social and emotional development
  • ED 24 Number of children demonstrating gains in school readiness in terms of literacy skills
  • ED 25 Number of children demonstrating gains in school readiness in terms of numeracy (math) skills

Teacher Corps Measures
These measures are intended to be used by AmeriCorps programs where the AmeriCorps members serve as the primary teacher in a classroom setting during their placements. The AmeriCorps members may serve in public, charter, or private schools to address a critical shortage of teaching professionals in a high needs area or school.
Teacher Corps must select output measures ED1 and ED2 and outcome measures ED12, ED13, ED14, ED16 and ED17. Outcome measures ED15, ED18 and ED19 are optional.

  • ED 1: Number of students who start in an AmeriCorps education program
  • ED 2: Number of students who complete participation in an AmeriCorps education program

Outcome Measures

  • ED 12: Number of AmeriCorps members who begin serving as teachers through a Teacher Corps program
  • ED 13: Number of AmeriCorps members who completed serving as teachers through a Teacher Corps program
  • ED 14: Number of individuals teaching in high need schools
  • ED 16: Number of individuals teaching in schools in the year after term of service
  • ED 17: Number of teachers remaining in the education field, but not teaching in a school (school support staff, school administration, district administration policy, education nonprofits, etc.) after their term of service

Optional Outcome Measures

  • ED 15 (optional measure): Number of students in AmeriCorps teacher classrooms with improved academic performance
  • ED 18 (optional measure): Number of teachers who have had a positive impact on student learning as determined by observation-based assessments of teacher performance
  • ED 19 (optional measure): Number of individuals receiving certification to teach in schools after their term of service

Measures:

Measure ED 1: Number of students who start in an AmeriCorps education program.

  • References/Authority:
    • SAA Indicator: (i) Tutoring, or providing other academic support to elementary school and secondary school students.
  • Definition of Key Terms:
    • Education program: AmeriCorps members help students maintain enrollment in and succeed in school (mentoring programs use ED3A and ED4A). The help that AmeriCorps members provide does not need to be in direct service to the students. However, the AmeriCorps members must provide direct support that makes the program possible.
    • Elementary and secondary school students: students enrolled in grades K-12.
    • Start in: students enrolled in the education program at the beginning of the program year. Counts may be updated if the number of participants increases.
  • How to Calculate Measure/Collect Data:
    • Count of students who enroll in the program. Students may or may not complete the program. Each student should be counted only once during the program year.

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Measure ED 2: Number of students who complete participation in an AmeriCorps education program.

  • References/Authority:
    • SAA Indicator: (i) Tutoring, or providing other academic support to elementary school and secondary school students.
  • Definition of Key Terms:
    • Education program: AmeriCorps members help students maintain enrollment in and succeed in school (except mentoring or Teacher Corps programs). The help that AmeriCorps members provide does not need to be in direct service to the students. However, the AmeriCorps members must provide direct support that makes the program possible.
    • Elementary and secondary school students: Students enrolled in grades K-12. Complete participation: At the outset of the activity, the program should indicate how many days or hours are required in order to complete the activity. Then they will only count the number of students who meet that threshold by the end of the year. This
      number will be used as the denominator for selected measures and therefore the amount of attendance should be enough to influence the results.
  • How to Calculate Measure/Collect Data:
    • Count of students from Measure 1 who complete participation in the activity as indicated by above definition.
  • NOTE: This is the primary measure CNCS will use to establish how many students are participating in education programs other than mentoring, early childhood programs or Teacher Corps. Measure 1 and Measure 2 together will indicate how many students drop out/are retained by these programs.

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Measure ED 3A: Number of disadvantaged youth/mentor matches that are commenced by the AmeriCorps program.

  • References/Authority:
    • SAA Indicator: (iii) Mentoring students, including adult or peer mentoring.
  • Definition of Key Terms:
    • Mentors are adults who provide support to children or youth through either community based programs or school based programs:
    • School-Based: A continuous match, with the same mentor for one hour per week (or as age-appropriate for older mentees), for at least 6 months of one school year.
    • Community-Based: A continuous match, with the same mentor for two to three hours per week, for at least 12 months and up to 24 months.
    • Mentoring relationships are ideally one mentor per child, but could be small group with a ratio of no more than 1:3.
    • Disadvantaged youth: “includes those youth who are economically disadvantaged and 1 or more of the following:
      1. Who are out-of-school youth, including out-of-school youth who are unemployed.
      2. Who are in or aging out of foster care.
      3. Who have limited English proficiency.
      4. Who are homeless or who have run away from home. (E) Who are at-risk to leave secondary school without a diploma.
      5. Who are former juvenile offenders or at risk of delinquency.
      6. Who are individuals with disabilities.”
      (From SAA)
    • Economic Disadvantage: eligible for free (at or below 130% of poverty) or reduced 3 - 10/25/2010 (between 130% to 185% of poverty) lunch; may or may not actually be accessing free/reduced lunch. See: Child Nutrition Programs: National School Lunch Program.
  • How to Calculate Measure/Collect Data:
    • Programs will count the number of qualifying mentor-mentee matches that are initiated over the course of the program year. If the program model allows for “small group” mentoring instead of one-on-one matches, all participating mentees in the group should be counted.

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Measure ED 4A: Number of disadvantaged youth/mentor matches that were sustained by the AmeriCorps program for at least the required time period.

  • References/Authority:
    • SAA Indicator: (iii) Mentoring students, including adult or peer mentoring.
  • Definition of Key Terms:
    • Mentors are adults who provide support to children or youth through either community based programs or school based programs:
    • School-Based: A continuous match, with the same mentor for one hour per week (or as age-appropriate for older mentees), for at least 6 months of one school year.
    • Community-Based: A continuous match, with the same mentor for two to three hours per week, for at least 12 months and up to 24 months.
    • Mentoring relationships are ideally one mentor per child, but could be small group with a ratio of no more than 1:3.
    • Disadvantaged youth: “includes those youth who are economically disadvantaged and 1 or more of the following:
      1. Who are out-of-school youth, including out-of-school youth who are unemployed.
      2. Who are in or aging out of foster care.
      3. Who have limited English proficiency.
      4. Who are homeless or who have run away from home.
      5. Who are at-risk to leave secondary school without a diploma.
      6. Who are former juvenile offenders or at risk of delinquency.
      7. Who are individuals with disabilities.”
      (From SAA)
    • Economic Disadvantage: eligible for free (at or below 130% of poverty) or reduced (between 130% to 185% of poverty) lunch; may or may not actually be accessing free/reduced lunch. See: Child Nutrition Programs: National School Lunch Program.
  • How to Calculate Measure/Collect Data:
    • Programs will count the number of qualifying mentor-mentee matches that are sustained over the course of the program year. If the program model allows for “small group” mentoring instead of one-on-one matches, all participating mentees in the group should be counted.
  • NOTE:This is the primary measure CNCS will use to establish how many students are participating in mentoring programs. Measures ED3A and ED4A are intended to be used together to indicate the retention/drop out rate. 2010 Measures ED3 and ED4 have been retired for new applicants.

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Measure ED 5: Number of students with improved academic performance, including on-time course completion.

  • References/Authority:
    • SAA Indicator: (ii) Student academic achievement.
  • Definition of Key Terms:
    • Students: Those reported in either Measure ED2 or Measure ED4A.
    • Improved academic performance: as measured by an improved demonstration of skill/knowledge at post-test as compared to pre-test (gain score) using a standardized instrument. Many standardized test instruments provide expected levels of improvement for particular starting points. Those would be the most appropriate improvement levels for programs to select. Programs may request a post-test only assessment option that would count as “improved” only those students who perform at grade level on the posttest. Only those programs that demonstrate they are serving below grade level students and that demonstrate a sufficient reason for not conducting a pre-test/post-test may request this option.
    • Standardized test/instrument: has been validated externally on a randomly-selected population of students. State standardized tests generally should NOT be used for non-Teacher Corps Programs as it is expected that the child’s classroom teacher would have the primary effect on these scores. Programs may request to use the state, standardized test but need to demonstrate that it is appropriate for their circumstances.
    • The National Center on Response to Intervention web-site of the U.S. Department of Education provides some information about assessment tools (they call them progress monitoring tools). Note that these are not specifically recommended, nor are these the only instruments that programs could use but the site provides good information about how to consider which tool your program might choose.
  • How to Calculate Measure/Collect Data:
    • Programs will report the number of students from Measure ED2 or Measure ED4A who:
      1. achieve the “gain” or amount of progress that was approved at grant award, and/or
      2. perform on grade level if the post-test only method is being used.
    • Amount of progress required: The amount of progress required to count as “improved academic performance” must be specified in the approved grant application. If the Program is using different tests for different groups of children, then different amounts of progress may be specified by test. Some tests may specify different amounts of progress based on the pre-test results.
    • Programs should select a standardized test that:
      1. measures the types of student skills/knowledge the program is trying to improve through its efforts,
      2. is appropriate for the grade level,
      3. has demonstrated validity or reliability for the population they are serving, and
      4. is compatible with and acceptable to the school where the program is providing services (different tests may be used at different schools).
    • Regarding the use of state standardized tests administered by the school: (NOTE: These tests are not likely to be appropriate for tutoring programs and may not be used unless an exception has been granted.)These tests have the advantage of already being in place and having an infrastructure to support their use, and of course students would have taken these tests anyway. State standardized tests can only be used if they are administered at the end of the prior year and then again at the end of the current year (this will not be the case for all grade levels).
    • Obtaining test scores from school systems: For programs not themselves administering the test, the Program will need to have some form of agreement, such as an MOU (memorandum of understanding) with the school to ensure that data for the needed children can be secured. Data are needed on the group of children you are serving, but not on individual children. Requesting data in this way does not violate FERPA (the Family Educational Rights and Privacy Act).

      You are not likely to be able to count children who were in a different school district in the year prior to service or transfer away from the school during the school year. See the Resource Packet for a suggested method of requesting the data your program needs.
    • Regarding the use of other standardized tests: The test should be administered to the students participating in the program before they begin service and again near the end of the service delivery period. Some tests suggest measuring improvement at more points during the year. Programs should follow the instructions provided by the test they have selected.
  • NOTE: At this time we are piloting a measure of academic achievement for literacy and math only.

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Measure ED 6: Number of youth who have improved their school attendance over the course of the AmeriCorps program’s involvement with the student.

  • References/Authority:
    • SAA Indicator: (i) Student engagement, including student attendance and student behavior.
  • Definition of Key Terms:
    • Youth: Those reported in either Measure ED2 or Measure ED4A.
    • AmeriCorps Program Involvement: Starts on the date AmeriCorps members begin working with students and ends with the date their involvement with the students ends or the end of the contract year, whichever comes first. “Working with the students” does not need to be in direct work with the students. However, the AmeriCorps members must provide direct support that makes the program possible.
    • Attended: NCLB approved definition. Based on the academic literature, the desired target is “attended 90% of school days.” However, CNCS recognizes that some students might make huge improvements without hitting the 90% target and we want to capture that change over time.
  • How to Calculate Measure/Collect Data:
    • Will need to determine total possible school days between start and end date. Then using attendance records determine the actual number of days attended.
    • School / classroom attendance logs. To get at improvement over time programs will need to obtain data on attendance prior to AmeriCorps program’s involvement with student.
  • NOTE: This measure is appropriate only for programs serving students with previously demonstrated attendance problems. Program should demonstrate that students previously had poor attendance and that after attending the program, the students’ attendance improved.

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Measure ED 7: Number of students with no or decreased disciplinary referrals and suspensions over the course of the AmeriCorps program’s involvement.

  • References/Authority:
    • SAA Indicator:(i) Student engagement, including student attendance and student behavior.
  • Definition of Key Terms:
    • Students: Those reported in either Measure ED2 or Measure ED4A.
    • AmeriCorps Program Involvement: Starts on the date AmeriCorps members begin working with students and ends with the date their involvement ends or the end of the contract year -- whichever comes first. “Working with the students” does not need to be in direct work with the students. However, the AmeriCorps members must provide direct support that makes the program possible.
    • Disciplinary Referral: Serious disciplinary actions may include referrals to the principal’s office, referrals to alternative schools or programs, referrals to the juvenile justice system, in-school or out-of-school suspensions, or expulsions.
    • Suspension: All disciplinary actions that result in the student being excluded from class.
  • How to Calculate Measure/Collect Data:
    • Compare number of disciplinary referrals and suspensions between the start and end date of the AmeriCorps members’ involvement against the baseline for each student.
    • School / classroom disciplinary records
  • NOTE: This measure is appropriate only for programs serving students with previously demonstrated disciplinary or suspension problems. The Program should demonstrate that students previously had disciplinary or suspension problems and that after attending the program, they had fewer disciplinary referrals and suspensions.

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Measure ED 8: Number of youth with decreased substance abuse, arrest, or gang involvement.

  • References/Authority:
    • SAA Indicator: (i) Student engagement, including student attendance and student behavior.
  • Definition of Key Terms:
    • Youth: Those reported in either Measure ED2 or Measure ED4A.
    • Gang involvement: May mean associating with gang members or participating in gang activities.
    • Substance abuse: May mean use of alcohol, tobacco, or other drugs, including abuse of prescription drugs.
    • Arrest: Means an action by a police officer that is called “arrest” by that law enforcement agency regardless of whether the arrest results in a conviction.
  • How to Calculate Measure/Collect Data:
    • Measure gets at the instances of substance abuse, arrest, or gang involvement before and after the AmeriCorps program.
    • Either official police records or pre-program and post-program surveys; Pre-program survey should refer to at least prior year. If surveys are used, they need to be validated instruments. As this information is highly sensitive, the survey process is also very important.
  • NOTE: This measure is appropriate only for programs serving students with previously demonstrated substance abuse, arrest, or gang involvement problems. The Program should demonstrate that students have had at least one of these problems in the past and that after attending the program, they experienced a decline in that problem.

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Measure ED 9: Number of students graduating from high school on time with a diploma.

  • References/Authority:
    • SAA Indicator: (iii) Secondary school graduation rates.
  • Definition of Key Terms:
    • Students: Those reported in either Measure ED2 or Measure ED4A.
    • On Time: Within four years.
  • How to Calculate Measure/Collect Data:
    • School/district promotion and graduation records of individual students who participated in AmeriCorps program.
  • NOTE: This performance indicator is best suited for AmeriCorps programs that primarily serve 11th and 12th graders and whose objective is promoting high school graduation.
    • Can you develop a reasonable baseline or “comparison” group consisting of the population you plan to serve? For example, what is the typical high school graduation rate of the population you intend to serve? This will become your comparison group or serve as your baseline. The youth served in your program should have a higher rate of high school graduation than this group.
    • Will you be able to set a “reach” target, the minimum anticipated percent of students participating in your education or mentoring program who you hope will graduate from high school; will the percentage you set challenge your program to reach that target?

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Measure ED 10: Number of students entering post-secondary institutions.

  • References/Authority:
    • SAA Indicator: (iv) Rate of college enrollment and continued college enrollment for recipients of a high school diploma.
  • Definition of Key Terms:
    • Students: those reported in either Measure ED2 or Measure ED4A.
    • Post-secondary institutions may include two-year and four-year colleges.
    • Entering: means matriculating as a full-time or part-time student.
  • How to Calculate Measure/Collect Data:
    • Either Measure ED2 or Measure ED4A is the denominator.
    • Registration records that confirm student enrollments or self report on follow up surveys.
  • NOTE: This performance indicator is best suited for AmeriCorps programs that focus on preparing high school students for college.
    • Can you develop a reasonable baseline or “comparison” group consisting of the population you plan to serve who enter post-secondary institutions? Or, what is the typical post-secondary school enrollment rate of the population you intend to serve? This will become your comparison group or serve as your baseline. The youth served in your program should have a higher rate of post-secondary school enrollment than this group.
    • Will you be able to set a “reach” target, the minimum anticipated percent of students participating in your education or mentoring program who you hope will enter a post-secondary institution; will the percentage you set challenge your program to reach that target?

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Measure ED 11: Number of students earning a post-secondary degree.

  • References/Authority:
    • SAA Indicator: (iv) Rate of college enrollment and continued college enrollment for recipients of a high school diploma.
  • Definition of Key Terms:
    • Students: those reported in either Measure ED2 or Measure ED4A.
    • Degree: may include an associate degree from an accredited academic program or an occupational or vocational program; a bachelor’s degree (ex., BA, AB, BS); a master’s degree (ex.: MA, MS, MEng, MEd, MSW); a professional school degree (ex.: MD, DDS, DVM); or a doctorate degree (ex.: PhD, EdD).
  • How to Calculate Measure/Collect Data:
    • Either Measure ED2 or Measure ED4A is the denominator.
    • Registration records that confirm degree was earned or self report on follow up surveys.
  • NOTE: This performance indicator is best suited for AmeriCorps programs that focus on preparing high school students for college or programs that work with students in college to help them succeed.
    • Can you develop a reasonable baseline or “comparison” group? For example, of the students you plan to serve, what proportion of those who graduate from high school typically complete a post-secondary degree? This would be your comparison group or the group who do not receive your service.
    • Will you be able to set a “reach” target, the minimum anticipated percent of students participating in your education or mentoring program who you hope will earn a post-secondary degree; will the percentage you set challenge your program to reach that target? Remember that the target you set would need to be higher than what occurs already in the comparison group so that you can show the difference that your program is making.

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Measure ED 26: Number of students acquiring a GED.

  • References/Authority:
    • SAA Indicator: (iii) Secondary school graduation rates.
  • Definition of Key Terms:
    • Students: Those reported in either Measure ED2 or Measure ED4A.
    • GED completion records of individual students who participated in AmeriCorps program.
  • How to Calculate Measure/Collect Data:
    • Count of students from Measure 1 who complete participation in the activity as
      indicated by above definition.
  • NOTE: This performance indicator is best suited for AmeriCorps programs that primarily serve 11th and 12th graders and whose objective is promoting GED completion.
    • Can you develop a reasonable baseline or “comparison” group consisting of the population you plan to serve? For example, what is the typical GED completion rate of the population you intend to serve? This will become your comparison group or serve as your baseline. The youth served in your program should have a higher rate of GED completion than this group.
    • Will you be able to set a “reach” target, the minimum anticipated percent of students participating in your education or mentoring program who you hope will acquire a GED; will the percentage you set challenge your program to reach that target?

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Measure ED 20: Number of children who start in an AmeriCorps early childhood education program.

  • Definition of Key Terms:
    • Education program: AmeriCorps members help pre-K students maintain enrollment in and succeed in early childhood education programs. The help that AmeriCorps members provide does not need to be in direct service to the students. However, the AmeriCorps members must provide direct support that makes the program possible.
    • Start in: students enrolled in the early childhood education program at the beginning of the program year. Counts may be updated if the number of participants increases.
  • How to Calculate Measure/Collect Data:
    • Count of students who enroll in the program. Students may or may not complete the program. Each student should be counted only once during the program year.

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Measure ED 21: Number of children who complete participation in an AmeriCorps early childhood education program.

  • Definition of Key Terms:
    • Education program: AmeriCorps members help pre-K students maintain enrollment in and succeed in early childhood education programs. The ’help‘that AmeriCorps members provide does not need to be in direct service to the students. However, the AmeriCorps members must provide direct support that makes the program possible.
    • Complete participation: At the outset of the activity, the program should indicate how many days or hours are required in order to complete the activity. Then they will only count the number of students who meet that threshold by the end of the year. This number will be used as the denominator for selected measures and therefore the amount of attendance should be enough to influence the results.
  • How to Calculate Measure/Collect Data:
    • Count of students from Measure 20 who complete participation in the activity as indicated by above definition.
  • NOTE: This is a primary measure CNCS will use to establish how many children are participating in early childhood education programs. Measure 20 and Measure 21 together will indicate how many children drop out/are retained by these programs.

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Measure ED 22: Number of children accessing high quality early childhood education programs.

  • References/Authority:
  • Definition of Key Terms:
    • High quality: Early childhood education programs with all four of the following characteristics--
      • Teacher & Assistant teacher qualifications
      • Class size limits
      • Appropriate teacher to child ratios
      • Learning and development occurs across all domains with programs that address children’s physical well-being and motor development, social/emotional development, approaches towards learning, language development and cognition.
    • Access: By “accessing” we are referring to children enrolled in high quality early childhood education programs as opposed to children to whom such programs are available.
  • How to Calculate Measure/Collect Data:
    • Count of students from Measure 21 who are enrolled in an AmeriCorps early childhood education program that is either a high quality program or is conducted through or in addition to a high quality early childhood education program. Programs providing services or supplementary instruction to children in early childhood education programs that are not high quality according to the definition above, should not select this measure.

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Measure ED 23: Number of children demonstrating gains in school readiness in terms of social and emotional development.

  • References/Authority:
  • Definition of Key Terms:
    • School readiness: Preparation for Kindergarten which includes multiple indicators assessed across developmental and behavioral domains including but not limited to physical well being, health and motor development, social and emotional development, approaches to learning, language development, cognitive development and ageappropriate skills and behavior.
    • Social and emotional development: this particular school readiness indicator is the focus for Measure 23.
  • How to Calculate Measure/Collect Data:
    • Programs should obtain counts of the number of children demonstrating gains in school readiness based on social and emotional development.
    • Accredited early childhood education programs may already have state requirements in place for assessing the social and emotional development of children to determine school readiness. For example, such a measure may be: “The number of children who often or very often exhibit positive social behaviors when interacting with their peers”. This suggested measure is from the National School Readiness Indicators Initiative Project (Feb 2005)

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Measure ED 24: Number of children demonstrating gains in school readiness in terms of literacy skills.

  • References/Authority:
  • Definition of Key Terms:
    • School readiness: Preparation for Kindergarten which includes multiple indicators assessed across developmental and behavioral domains including but not limited to physical well being, health and motor development, social and emotional development, approaches to learning, language development, cognitive development and ageappropriate skills and behavior.
    • Literacy skills: this particular school readiness indicator is the focus for Measure 24.
  • How to Calculate Measure/Collect Data:
    • Programs should obtain counts of the number of children demonstrating gains in school readiness based on their literacy skills.
    • Accredited early childhood education programs have state requirements for assessing literacy skills of children to determine school readiness. For example, such a measure may be: “Number of children almost always recognizing the relationships between letters and sounds at kindergarten entry”. This suggested measure is from the National School Readiness Indicators Initiative Project (Feb 2005)

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Measure ED 25: Number of children demonstrating gains in school readiness in terms of numeracy (math) skills.

  • References/Authority:
  • Definition of Key Terms:
    • School readiness: Preparation for Kindergarten which includes multiple indicators assessed across developmental and behavioral domains including but not limited to physical well being, health and motor development, social and emotional development, approaches to learning, language development, cognitive development and ageappropriate skills and behavior.
    • Numeracy skills: this particular school readiness indicator is the focus for Measure 25.
  • How to Calculate Measure/Collect Data:
    • Programs should obtain counts of the number of children demonstrating gains in school readiness based on their numeracy (math) skills.
    • Accredited early childhood education programs have state requirements for assessing numeracy (math) skills of children to determine school readiness. For example, such a measure may be: “Number of children at kindergarten entry who can count beyond 10, sequence patterns and use nonstandard units of length to compare number”. This suggested measure is from the National School Readiness Indicators Initiative Project (PDF) (Feb 2005).

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Measure ED 12: Number of AmeriCorps members who begin serving as teachers through a Teacher Corps program.

  • References/Authority:
    • SAA Indicator: (vi) Any additional local indicator (applicable to a particular recipient and on which an improvement in performance is needed) relating to improving education for students, that is approved by the Corporation or a State Commission.
  • Definition of Key Terms:
    • Teacher: Is responsible for leading one or more classes of students in grades K-12.
  • How to Calculate Measure/Collect Data:
    • Teacher Corps programs will identify the number of AmeriCorps members who are working as teachers.

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Measure ED 13: Number of AmeriCorps members who completed serving as teachers through a Teacher Corps program.

  • References/Authority:
    • SAA Indicator: (vi) Any additional local indicator (applicable to a particular recipient and on which an improvement in performance is needed) relating to improving education for students, that is approved by the Corporation or a State Commission.
  • Definition of Key Terms:
    • Number of AmeriCorps members identified in Measure ED12 who completed their term of service.
  • How to Calculate Measure/Collect Data:
    • Teacher Corps programs will identify the number of AmeriCorps members who complete the Teacher Corps program. The Corporation will verify with Trust Data.

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Measure ED 14: Number of individuals teaching in high need schools.

  • References/Authority:
    • SAA Indicator: (vi) Any additional local indicator (applicable to a particular recipient and on which an improvement in performance is needed) relating to improving education for students, that is approved by the Corporation or a State Commission.
  • Definition of Key Terms:
    • Individuals: Teachers counted in Measure ED13.
    • High need: Any school that meets the definitions outlined in the Race to the Top Notice of Funding Opportunity (CFDA #:84.395A) for High Poverty School or Persistently Low Achieving School (PDF).

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Measure ED 16: Number of individuals teaching in schools in the year after term of service.

  • References/Authority:
    • SAA Indicator: (vi) Any additional local indicator (applicable to a particular recipient and on which an improvement in performance is needed) relating to improving education for students, that is approved by the Corporation or a State Commission.
  • Definition of Key Terms:
    • Individuals: AmeriCorps teachers counted in Measure ED 13.
    • Teaching: Having primary responsibility for at least one classroom of children in grades K-12.
    • After Term of Service: Refers to the school year after the term of service ends.
  • How to Calculate Measure/Collect Data:
    • Follow-up survey of Teacher Corps members; program administrative records.

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Measure ED 17: Number of teachers remaining in the education field, but not teaching in a school (school support staff, school administration, district administration policy, education nonprofits, etc.) after their term of service.

  • References/Authority:
    • SAA Indicator: (vi) Any additional local indicator (applicable to a particular recipient and on which an improvement in performance is needed) relating to improving education for students, that is approved by the Corporation or a State Commission.
  • Definition of Key Terms:
    • Teachers: AmeriCorps teachers counted in Measure ED13.
    • Not teaching in a school: school support staff, school administration, district administration policy, education non-profits, etc.
    • After Term of Service: refers to the school year after the term of service ends.
  • How to Calculate Measure/Collect Data:
    • Follow-up survey of Teacher Corps members; program administrative records.

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Measure ED 15: Number of students in AmeriCorps teacher classrooms with improved academic performance.

  • References/Authority:
    • SAA Indicator: (ii) Student academic achievement.
  • Definition of Key Terms:
    • Students: The students completing the school year who are enrolled in the classes taught by teachers counted in Measure ED13 and who are counted in Measure ED2.
    • Improved academic performance: as measured by an improved demonstration of skill/knowledge at post-test as compared to pre-test (gain score) using a standardized instrument. Many standardized test instruments provide expected levels of improvement for particular starting points. Those would be the most appropriate improvement levels for programs to select. Programs may request a post-test only assessment option that would count as “improved” only those students who perform at grade level on the post-test. Only those programs that demonstrate they are serving below grade level students and that demonstrate a sufficient reason for not conducting a pre-test/post-test may request this option.
    • Standardized test/instrument: has been validated externally on a randomly-selected population of students; may be a state, standardized test or other standardized test.
  • How to Calculate Measure/Collect Data:
    • Programs will report the number of students from Measure ED2 who:
      1. achieve the “gain” or amount of progress that was approved at grant award, and/or
      2. perform on grade level if the post-test only method is being used.
    • Amount of progress required: The amount of progress required to count as “improved academic performance” must be specified in the approved grant application. If the Program is using different tests for different groups of children, then different amounts of progress may be specified by test. Some tests may specify different amounts of progress based on the pre-test results.
    • Programs should select a standardized test that:
      1. measures the types of student skills/knowledge the program is trying to improve through its efforts,
      2. is appropriate for the grade level,
      3. has demonstrated validity or reliability for the population they are serving, and
      4. is compatible with and acceptable to the school where the program is providing services (different tests may be used at different schools).
    • Regarding the use of state standardized tests administered by the school: These tests have the advantage of already being in place and having an infrastructure to support their use, and of course students would have taken these tests anyway. State standardized tests can only be used if they are administered near the end of the prior year and then again near the end of the current year (this will not be the case for all grade levels). Programs may request a post-test only assessment option that would count as “improved” only those students who perform at grade level on the post-test. Only those programs that demonstrate they are serving below grade level students and that demonstrate a sufficient reason for not conducting a pre-test/post-test may request this option.
    • Obtaining test scores from school systems: For programs not themselves administering the test, the Program will need to have some form of agreement, such as an MOU (memorandum of understanding) with the school to ensure that data for the needed children can be secured. Data are needed on the group of children you are serving, but not on individual children. Requesting data in this way does not violate FERPA (the Family Educational Rights and Privacy Act).
    • These data have the disadvantage that you will not be able to count children who were in a different school district in the year prior to service or transfer away from the school during the school year unless the two school systems are within the same state and efforts are made to match pre-service scores in one district with post-service scores in another. See the Resource Packet for a suggested method of requesting the data you need.
    • Regarding the use of other standardized tests: The test should be administered to the students participating in the program before they begin service and again near the end of the service delivery period. Some tests suggest measuring improvement at more points during the year. Programs should follow the instructions provided by the test they have selected.
  • NOTE: At this time we are piloting a measure of academic achievement for literacy and math only.

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Measure ED 18: Number of teachers who have had a positive impact on student learning as determined by observation-based assessments of teacher performance.

  • References/Authority:
    • SAA Indicator: (ii) Student academic achievement.
  • Definition of Key Terms:
    • Teachers: AmeriCorps teachers counted in Measure ED13.
  • How to Calculate Measure/Collect Data:
    • Consistent with Race to the Top, this measure can be used as an optional supplement to academic achievement for assessing teacher effectiveness.
  • NOTE: Race to the Top (PDF) suggests an observation-based assessment approach to supplement student performance.

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Measure ED 19: Number of individuals receiving certification to teach in schools after their term of service.

  • References/Authority:
    • SAA Indicator: (vi) Any additional local indicator (applicable to a particular recipient and on which an improvement in performance is needed) relating to improving education for students, that is approved by the Corporation or a State Commission.
  • Definition of Key Terms:
    • Receiving certification: according to NCLB standard.
  • How to Calculate Measure/Collect Data:
    • Follow-up survey of Teacher Corps members; program administrative records.

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