# Magnet	Schools	Assistance	Program:

**Guidance	for	Reporting	GPRA Modernization	Act	of	2010	Data** 

**March	201 5** 

## Table	of	Contents

Magnet	Schools	Assistance	Program	Performance	Measures ................................ ................................ .............. 1 GPRA	Performance Measures ................................ ................................ ................................ ................................ .. 1 MSAP	Project- Level	Performance	Measures ................................ ................................ ................................ ..... 2 Purpose	of	This	Guide ................................ ................................ ................................ ................................ ............................ 2 MSAP	GPRA	Table ................................ ................................ ................................ ................................ ................................ .... 3 Part	I:	School	Demographic	Data ................................ ................................ ................................ ................................ . 3 Part	II:	GPRA	Performance	Measure	1	Data ................................ ................................ ................................ ............ 5 Reporting	Data	by	Race/Ethnicity ................................ ................................ ................................ ......................... 5 Applicant	Pool	Data ................................ ................................ ................................ ................................ ...................... 6 Enrollment	Data ................................ ................................ ................................ ................................ ............................ 7 Part	III:	GPRA	Performance	Measures	2	and	3	Data ................................ ................................ ............................ 8 Student	Achievement	Data ................................ ................................ ................................ ................................ ........ 8 Part	IV:	GPRA	Performance	Measure	4 Data ................................ ................................ ................................ ........ 10 Part	V:	GPRA	Performance	Measure	6	Data ................................ ................................ ................................ .......... 11 High	School	Graduation	Rate	Data ................................ ................................ ................................ ....................... 11 Part	VI:	Minority	Group	Isolation	Data ................................ ................................ ................................ ................... 13 GPRA	Performance	Measure	Calculations ................................ ................................ ................................ ............. 14 Appendix	1:	OMB	Racial	and	Ethnic	Category	Definitions ................................ ................................ ................... 15 Appendix	2:	OMB	Racial	and	Ethnic	Data	Guiding	Principles ................................ ................................ ............. 16 Appendix	3:	Glossary ................................ ................................ ................................ ................................ ........................... 181



## Magnet	Schools	Assistance	Program	Performance	Measures Performance measures	specify	ways	to	assess	performance	and	provide	evidence	to	demonstrate progress	toward	achieving	program - level	and	project- level	objectives	and	purposes. There	are	two types	of	Magnet	Schools	Assistance	Program	(MSAP)	performance	measures:  Governm ent	Performance	and	Results	Act	(GPRA) goals — program - level	measures established	for	reporting	to	Congress	under	the GPRA	Modernization	Act	of	2010 ;	and  Project- level	performance measures — specific	project- level	measures	that	grantees establish	in	their	app roved	grant	application s to	meet	the	project	objectives. The	MSAP	Performance	Measures	are	part	of	the	MSAP	grant	reporting	requirements	and	must	be assessed	and	reported	as	described	in this guide. Project- level	performance measures	are developed	at	the	grant	level	and	approved	by	the	U. S.	Department	of	Education	(ED) . Grantees	are required	to	use form ED	524B , Section	A	to	(1)	report	MSAP	project	performance	targets ; (2) document	actual	performance ; and	(3)	provide	an	explanation	of	progress	for	each	of the MSAP project- level	performance	measures. The	GPRA	Table	should	be	used	to	report	on	GPRA Performance	Measures	1,	2,	3, 4, and part	of 6. **GPRA	Performance	Measures** As	part	of	a	government- wide	effort	to	improve	the	performance	and	accountability	of	all	f ederal programs,	the	U.S.	Congress	passed	GPRA	in	1993,	establishing	a	process	for	using	performance indicators	to	(1)	set	program	performance	goals;	(2)	measure	and	report	program	results;	and	(3) focus	on	quality	of	service	and	customer	satisfaction. On January	4,	2011,	Congress	passed	the GPRA	Modernization	Act	of	2010.	The	Act	improves	on	the	original GPRA of	1993	and	modernizes the	federal	government’s	performance	management	framework.	The	GPRA	Modernization	Act	of 2010	builds	on	the	performance	manage ment	approach	to	improve	the	effectiveness	and	efficiency of	government	by	requiring	that	agency	leaders	set	clear,	ambitious	goals	for	a	number	of	outcome focused	and	management	priorities;	measure,	analyze, and	communicate	performance	information to	identify	successful	practices;	and	conduct	in - depth	performance	reviews	to	identify	progress	on agency	priorities. GPRA Performance Measures	are	used	by	MSAP program	staff and	MSAP	grantees	to	quantify	and report	progress	toward	meeting	program - level objectives	in	annual	performance	reports	as required in	the	GPRA	Modernization	Act	of	2010. Annual p erformance	reporting	help s ED	to (1) identify	successes	and	potential	challenges	among	grantees ; (2)	design	MSAP	technical assistance	services ; (3)	provide	performance	reports	to	Congress ; and	(4)	improve	MSAP	overall. The se	are	the c urrent	MSAP	GPRA Performance Measures :  **GPRA Performance**  **Measure	1:** The	percentage	of	magnet schools receiving	assistance whose	student enrollment	reduces, eliminates,	or	prevents	minority	group	isolation.  **GPRA	Performance	Measure	2:** The	percentage	of	students	from	major	racial	and	ethnic groups	in	magnet	schools	receiving	assistance	who	score	proficient	or	above	on	State assessments	in	reading/language	arts .2 **Program	Level	vs.	Project	Level** Program - level	measures address	the performance	of	the	program	as	a	whole. All	grantees	in	the	2013	MSAP	cohort will	report	data	from	their	projects. These	data	will	be	combined,	or aggregated,	to	gauge	the	overall	statu s	of grantees	and	their	progress	toward meeting	the	program	goals.	MSAP program - level	measures	are	the	GPRA Performance	Measures. Project- level	measures address	the performance	of	an	individual	grantee. Each	grantee	sets	objectives	designed	to meet	the	nee ds	of	its	community	and, because	these	are	site - specific objectives,	project- level	data	cannot	be combined	with	data	from	other grantees.	Instead,	these	data	help	the grantee	and	MSAP	staff	gauge	the grantee’s	progress	and	identify	areas where	technical	as sistance	may	be needed.  **GPRA	Performance	Measure	3:** The percentage	of	students	from	major	racial	and ethnic	groups	in	magnet	schools	receiving assistance	who	score	proficient	or	above	on State	assessments	in mathematics.  **GPRA Performance**  **Measure	4:** The cost	per student	in	a	magnet	school receiving	assistance .  **GPRA Performance**  **Measure	5:** The percentage	of	magnet	schools	that	received assistance	that	are	still	operating	magnet school	programs three years	after	federal funding	ends.  **GPRA Performance**  **Measure 6:**  The percentage	of	magnet	schools	that	received assistance	that	meet the State ’s	annual measurable	objectives,	and,	for	high	schools, graduation	rate	targets at	least three years	after federal	funding	ends. Grantees	report	data	for	these	measures in the GPRA Table. **MSAP	Project -**  **Level	Performance	Measures** MSAP	grantees	must	also	report	on	project- level performance measures. These	are	the	specific	measures	grantees	established	in	their	approved applications	to	address	the	MSAP	Statutory	Purposes. Grantees	report data	pertaining	to	projectlevel	performance	measures	on	form	ED	524B in	the MSAP	Annual	Performance	System	(MAPS) . For	instructions	on	reporting	these	data,	see	the Dear	Colleague	Letter and	the Instructions	for	Grant Performance	Report (ED	524B	Instructions). 

## Purpose	of	This	Guide This guide, referred	to	as	the GPRA	Guide, will assist MSAP	grantees in accurately	reporting GPRA Performance	Measure data in	MAPS ,	which	is	accessed	through	the	private	workspace	of	the	MSAP Center	website	(http://msapcenter.com ) . Th is guide provides	essential	information and special reporting	considerations	for	completing	the	GPRA T able,	which	focuses	on GPRA	Performance Measures	1,	2,	3, 4, and part	of 6 . Most	d ata	for	GPRA Performance	M easures 5 and 6 will	be collected	and	reported	3	years	after	federal	funding	ends. The	final	section	of	this	guide explain s how E D	will	calculate	each	measure.3 

## MSAP	GPRA	Table Grantees	are	required	to	complete	a	separate	GPRA	Tabl e	for	each	school	participating	in	their grant	projects and submit	the	table(s)	with the	annual	performance	report	(APR).	When	the	APR	is due	in	May, all	of	the data	for	Parts	II,	III ,	IV, and V	of	the	GPRA	Table	may	not	be	available.	Please include	actual data	for	as	many items	as	possible	and	leave	blank	the	items for	which	data are	not yet available.	You	will	resubmit	GPRA Tables	with final	data in your	Ad	Hoc	report later	in	the	year. The	reporting	table	consists	of six parts:	(1)	Part	I - School demographic	data ; (2)	Part	II - GPRA Performance	Measure	1	data ; (3)	Part	III - GPRA	Performance	Measures	2	and	3	data; (4) Part	IVGPRA	Performance	Measure 4 data ; (5) Part	V- GPRA	Performance	Measure	6	data ;	and	(6)	Part	VI Minority	Group	Isolation data .	Refer	to	the appropriate section s of	this guide for	instructions	on completing	each	part	of	the	Table. Note: Some	data	will	be	prepopulated	in	MAPS.	You	will	need	to	verify	these	data	(e.g.,	official school	names).	Some	items	cannot	be	edited	by	you	becaus e	they	should	remain	the	same throughout	the	grant	period;	for	example,	school	names	should	not	change.	These	items	are inactive,	and	you	can	identify	them	by	the	gray	text.	If	for	some	reason	you	do	need	to	change any	of these item s ,	you	should	contact	yo ur	ED	program	officer	to	provide	the	new	information	and explain	why	you	need	to	make	the	change.	If	approved,	the	program	officer	will	contact	the	MSAP Center	with	the	new	information.	The	MSAP	Center	will	make	the	change	and	contact	you	via	e - mail to	con firm	that	the	change	has	been	made. 

### Part	I:	School	Demographic	Data The	opening	page	of the	GPRA	Table lists	the	schools	covered	by	your	MSAP	grant;	verify	the	official names.	Click	Add/Edit	to	move	to	Part	I,	where	you	will	begin	to	enter	school	data.

For	each	MSAP - funded	school,	c omplete items	1 - 9 a of	the	GPRA	Table . Follow	the	instructions below	to	complete	the	items.4

 **Item 1.**  Verify the	official	name	of each	MSAP - funded school .  **Item 2.**  Verify the	official	name	of	the	MSAP	grantee.	This	is	your local	education	agency, which might	be a	school	district,	consortium,	or	charter	school.  **Item	3.** Check all	grades	served	by	the	magnet	program.	If	a	school	has	grades	K– 8,	but	the magnet	program	serves	only	grades	K- 4,	please	indicate	this	by	marking	only grades	K– 4.  **Item	4.** Use	the	d rop down	menu	to	indicate	whether	the	school	has	a	whole - school	magnet program	or	a	partial	magnet	program,	also	known as	a	program - within - a - school .  **Item	5.** For school year	201 4 - 1 5 ,	indicate	whether	the	school	received	Title	I funding	by selecting	“Yes”	or	“No.”  **Item	6.** For school year	201 4 - 1 5 ,	indicate	whether	the	Title	I - funded	school	was	in	school improvement	by	selecting	“Yes”	or	“No . ”  **Item 7.**  Identify	the	school’s	accountability	designation for	the 201 4 - 1 5 school	year	by s electing one	of	the	options	listed . These	options	have	been	expanded	to	include accountability	designations	recently	developed	by	states.	Previously,	only	Title	I	schools	in improvement	had	to	identify	their	school	improvement	stage.	Some	states	now	apply these accountability	designations	to	all	schools,	regardless	of	Title	I	status.	If	this	is	the	case	in your	state,	please	select	the	appropriate	designation	for	each	magnet	school. If	your designation	is	no t	listed,	select	“Other” and	then	specify the	name of your	designation . If	the school	has	not	received	a	designation,	select	“Not	applicable.”5

 **Item	8.** Indicate	whether	your	s tate has identified	the	MSAP	school as	a	“persistently	l owest achieving	school”	by	selecting	“Yes”	or	“N o . ” A	persistently	lowest	achieving	school,	as	determined	by	the	state,	is	any	Title	I	school	in improvement,	corrective	action,	or	restructuring	that	(1)	is	among	the	lowest	achieving five percent	of	Title	I	schools	in	improvement,	corrective	action,	or	restructuring,	or	the	lowest achieving	five	Title	I	schools	in	improvement,	corrective	action,	or	restructuring	in	the	state, whichever	number	of	schools	is	greater;	(2)	is	a	high	school that has	had	a	graduation	rate as	defined	in	34	CFR	200.19(b)	that	is	less than	60	percent	over	a	number	of	years; or (3) is a	secondary	school	that	is	eligible	for	but	does	not	receive	Title	I	funds,	and	is	among	the lowest	achieving five percent	of	secondary	schools	or	the	lowest	achieving	five	secondary schools	in	the	state	that	are	eligible	for	but	do	not	receive	Title	I	funds,	whichever	number of	schools	is	greater.  **Item 9.**  Indicate	whether	the	MSAP - funded	school	receives	School	Improvement	Grant (SIG) funds	by	selecting	“Yes”	or	“ N o . ”  **Item	9a.** Enter	the	percentage	of	stude nts	eligible	for	the	Free	and	Reduced - Price	Meal Program	at	this	school	for	the	2014 - 15	school	year. 

### Part	II:	GPRA	Performance	Measure	1	Data Part	II	of	the	GPRA	Table	collects	information	related	to minority	group	isolation,	in	which applicant	pool	and	student	enrollment	data	are	reported: **GPRA	Measure	1** : The	percentage	of	magnet	schools receiving	assistance whose	student enrollment	reduces, eliminates, or prevents	minority	group	isolation. When	reporting	student	applicant	pool	and	enrollment	data	in item s	10 – 28,	use	data	reported	as	of October	1 for the	appropriate	grant	year:  For	grant Year	1,	report	the	number	of	applications received and	enrollments for	fall	201 4 .  For	grant Year	2,	report	the	number	of	applications received and	enrollments for	fall	20 1 5 .  For	grant Year	3,	report	the	number	of	applications received and	enrollments for	fall	201 6 . **Reporting	Data	by	Race/Ethnicity** Part	II	of	the	GPRA	Table	requires	grantees	to	report	student	applicant	pool	and	enrollment	data	by race	and	ethnicity	using the	following	categories:	American	Indian	or	Alaska	Native,	Asian,	Black	or African - American,	Hispanic	or	Latino,	Native	Hawaiian	or	Other	Pacific	Islander,	White,	and	Two	or more	races. In	the	Final	Guidance	on	Maintaining,	Collecting,	and	Reporting	Raci al	and	Ethnic	Data	to	the	U.S. Department	of	Education	(Guidance)	(72	FR	59266,	Oct.	19,	2007),	at http://www.ed.gov/legislation/FedRegister/other/2007 - 4/101907c.html,	ED	e stablished	new requirements	for	collecting	and	reporting	disaggregated	racial	and	ethnic	data	under	the	programs it	administers.	ED	also	announced	that	districts	must	begin	reporting	data	using	the	new	collection procedures	and	reporting	categories	no	late r	than	the	2010 - 11	school	year.6

**Applicant	Pool	Data** Enter	the	total	number	of	applications	received for admission in	fall	201 5 . This	is	the	number	of applications	received	from	students	who	were	actively	recruited	with	MSAP	funds and	who	have applied	to	enter	in	fall	201 5 .	Report	only	raw	numbers ,	not	percentages;	for	example,	if	20	of	the	50 total	applicants	were	Hispanic	or	Latino, report	“20”	for	item	13 , not	“40%.” Continuing	students often	are	n ot	required	to	re - apply	to	the school;	therefore,	continuing	students	should	be	included in	the	enrollment data (items	27a - 27g) but	not	in	the	applicant	pool	data.

 **Items 1**  **0 -**  **1 6**  **.** Enter	the	number	of	student	applications received for	each	racial	and	ethnic category	included	in	the	table .  **Item	16a.** This	item	may	be	used	to	report	applicants	who	have	not	noted	race/ethnicity	on their	application	forms.	If	you	have	such	applicants,	please	contact	your	MSAP	program officer	at	ED for	approval	to	enter	data	for	this	item .	If	your	request	is	a pproved,	ED	will contact	the	MSAP	Center,	where	staff	will open	the	cell and	notify	you	by	e - mail	when	this has	been	done.	This	category	does	not	appear	in	the	enrollment	section	because	all	students should	be	identified	by	race	and ethnicity	when	enrollme nt	occurs.  **Item	17 .**  MAPS	will	automatically	sum the	total	number	of	student	applications	received from	the	values	reported	in	rows	10 - 16a.	Please	verify	the	sum	for	accuracy.7

**Enrollment	Data**  **Item s**  **18 -**  **2 4**  **.** Enter	the	total	number of	students	who	applied for	f all	201 5 admission and then	enrolled	by	the	racial	and	ethnic	categories	included	in	the	table.  **Item 25**  **.** MAPS	will	automatically	sum the	total	number	of	student enrollments	from	the values	reported	in	rows	18 - 24.	Please	verify	the	sum	for	accuracy. **Note:** Use	items	26a - 26g	and	27a - 27g	to	report	the	students	who	enrolled	but	were	not required	to	apply	or	who	continued	from	the	previous	school	year.

 **Item 26a**  **- 26g.**  Enter	the	number	of	new	students	who	enrolled	but	were	not	required	to apply	to	the MSAP	school	by	race	and	ethnicity	(e.g.,	siblings	of	previously	selected	students, students	who	were	admitted	because	of	neighborhood	status) .  **Item 27**  **a -**  **27g .**  Enter the number of	continuing	students by	race	and	ethnicity. These	are students	who	were already enrol led	in	the MSAP	school and	were	not	required	to	re - apply for	admission. This	includes	MSAP	students	who	enrolled	in	previous	years.  **Item 28.**  MAPS	will	automatically	sum the	total	number of new	and	continuing	students enrolled	in	the MSAP	school	from	the values	reported	in	items	25 - 27g. Please	verify	the	sum for	accuracy. The	total	number	of	students	enrolled	should	represent	the	number	of	student enrolled	as	of	the	dates	above	the	columns.8

**N ote**  **1 :**  When	entering	data	in	this	section	of	the	GPRA	Table,	please	note	the	reporting	period dates	above	the	data	columns	in	MAPS. **Note	2:** When	the	APR	is	due	in	May,	all	final	data	for	this	section	of	the	GPRA	Table	may	not	be available.	Include	actual	data	f or	as	many items	as	possible	and	leave	blank	the	items	that	are not	yet	available.	You	will	complete	this	section	again,	using	final	data,	for	the	Ad	Hoc	report due	on	October	31. 

### Part	III:	GPRA	Performance	Measures	2	and	3	Data Part	III	of	the	GPRA	Table collects	data	for the	two	student	achievement m easures: **GPRA Performance**  **Measure	2:** The	percentage	of	students	from	major	racial	and	ethnic groups	in	magnet	schools	receiving	assistance	who	score	proficient	or	above	on	State assessments	in	reading/language	arts . **GPRA Performance**  **Measure	3:** The	percentage	of	students	from	major	racial	and	ethnic groups	in	magnet	schools	receiving	assistance	who	score	proficient	or	above	on	State assessments	in	mathematics. In	this	section	of	the	GPRA	Table, see	the	followin g	instructions	for entering	the	number s of students	who	took	the	state	reading/language	arts and	mathematics	assessments and the	numbers of	students who scored	proficient	or	above	on	the	assessments :  For	grant Year	1,	report	data	for	the **201 3**  **- 1**  **4** school year .  For	grant Year	2,	report	data	for	the **201 4** **– 1**  **5** school	year .  For	grant Year	3,	report	data	for	the **201 5** **- 1**  **6** school	year. **Student	Achievement Data**  The	first three	columns of	th is	section capture state	assessment participation	data — that	is, the number	of students	who	participated	in	state	assessments	in	reading/language	arts and mathematics. The last	three	columns of this	section capture student achievement	data — that	is, the number	of	students who participated in	state	assessments	for	reading/language	arts and mathematics and who scored	proficient	or	above	o n the reading/language	arts and	mathematics assessments .9

 **Item 29.**  Enter	the total	number	of	students	who	participated	in	the	state	assessment	in reading/language	arts and	mathematics. This	total	should	represent	the	school	population who	participated	in	the	assessments,	not	the	total	school	enrollment.  **Item s	30**  **- 3**  **6 .**  Enter	the	total	number	of	students , by the racial and ethnic categories	shown here,	who participated	in	the	state	assessme nts in	reading/language	arts and	mathematics. Again,	these	numbers should	represent	the	students ,	by	racial	and	ethnic	group, in	the	school who	participated	in	testing,	not	the	total	enrollment	numbers.  **Item 3**  **7** .	Enter	the	total	number	of	economically	disadvantaged	students who participated in	the	state	assessments in	reading/language	arts and	mathematics. Again,	this	number should	represent all	economically disadvantaged students	who	participated	in	testing, not	the total	enrollment

.  **Item 3**  **8** .	Enter	the total	number	of	English language learners	who	participated	in	the	state assessments in	reading/language	arts and	mathematics. Again,	this	number should	represent all	English	language	learners who	participated	in	testing, not	the	total	enrollment .  **Item 3**  **9 .**  Enter the	total	number of	students	who score d proficient	or	above on the	state assessments in	reading/language	arts and	mathematics. This	total	should	represent	the student	population	who	took	the	assessments	and were proficient	or	above	the	state standards in	reading

/language	arts and	mathematics.10

 **Item s**  **40 -**  **4 6**  **.** Enter	the	total	number	of	students	who score d proficient	or	above on the state assessments in	reading/language	arts and	mathematics	by the racial	and	ethnic categories	shown	here . This	total	should	represent all student s,	by	racial	and	ethnic categories, who	took	the	assessments	and were	proficient	or	above	the	state	standards in reading /language	arts and	mathematics.  **Item 47**  .	Enter	the	total	number	of	economically	disadvantaged	stu dents	who score d proficient	or	above on state assessments in	reading/language	arts and	mathematics. This total	should	represent all economically	disadvantaged	students who	took	the	assessments	and were	proficient	or	above	t he	state standards	in	reading /language	arts and	mathematics.  **Item 4**  **8** .	Enter	the	total	number	of	English language learners	who score d proficient	or above on the	state assessments in	reading/language	arts and	m athematics. This	total	should represent all	English	language	learners who	too k	the	assessments	and	were proficient	or above	the	state standards	in	reading /	language	arts and	mathematics. **N ote**  **1 :**  When	entering	data	in	this	section	of	the	GPRA	Table,	please	see	the	grant	reporting year	dates	above	the	data	columns	in	MAPS. **N ote**  **2 :**  When	the	APR	is	due	in	May,	final	data	for	this	section	of	the	GPRA	Table	may	not	be available.	Include	actual	data	for	as	many	items	as	possible,	and	leave the	items blank when data	are not	yet	available.	You	will	complete	this	section	again,	using	final	d ata,	in	the	Ad	Hoc report	due October	31 . **Note	3:** U se	the	same	method to	calculate	student	achievement	data each	year	of	the	grant cycle so	the	data	are	consistent. 

### Part	IV:	GPRA	Performance	Measure **4 Data**  Part	IV	of	the	GPRA	Table	collects	data	on	the total	number	of	students	served	by	the	magnet program.	These	data	are	important	for	calculating an	efficiency	measure. **GPRA	Performance	Measure 4**  : The	cost	per	student	in	a	magnet	school receiving assistance .11

 **Item 4**  **9 .**  Enter	the	total dollar amount of	M SAP	funds spent	on	the	magnet	program at	this school during	the	year .	This	is	not	a	cumulative	dollar	amount	for	the	3 - year	grant	project and	does	not	pertain	to	how	much	money wa s	allocated	for	the	year;	it	is	important	to report	how	much	money	is	actually	spent at	this	school	in	201 4 - 1 5 . **Note :**  If	you	have	more	than	one	MSAP	school,	and	you	have	MSAP	expenditures	that	impact	all schools	(e.g.,	the	cost	of	a	Grants	Manager),	divide	the	expenditures	by	the	number	of	schools. Then	include	the	per - school	cost	in	each	school’s	total	expenditures.  **Ite m	50.**  Enter	the	total	number	of	students	served	by	the	magnet	program at	this	school	in the 201 4 - 1 5 school	year .	That	is,	include	only	students	who	actually	received	MSAP - funded services	in	the	grades	that	are part	of	the	magnet	program from	August/Septemb er	2014 through	June	2015	or	end	of	the	school	year. The	data	in	GPRA	Part	IV	is	reported	for	a different	school	year	than	the	data	reported	in	GPRA	Part	II for	fall	2015.	Therefore,	the number	of	the	total	students	served	in	item	50	should **not** match	the	total	enrollment	entered in	item	28. **Note:** When	entering	data	in	this	section	of	the	GPRA	Table,	please	note	the	grant	reporting year	date	above	the	data	column	in	MAPS 

### Part **V:	GPRA	Performance	Measure 6**  **Data** Part	V	of	the	GPRA	Table	collects	high	school	graduation	rates. High school	graduation	rate	data	will be	collected	annually	to	establish	trend	data .	However,	the	a nnual	measurable	objective	data	will	be collected	3	years after	the	grant	ends. **GPRA	Performance	Measure	6:** The	percentage	of	magnet	schools	that	received	assistance that	meet	the	State’s	annual	measurable	objectives	and,	for	high	schools,	graduation	rate targets	at	least	three	years	after	Federal	funding	ends. **High	School Graduation	Rate**  **Data** In	this	section	o f	the	GPRA	Table,	see	the	following	instructions	for	entering	the	number of	students in	the four - year adjusted cohort	and	the	number	of	students	who	graduated:

• For	grant	Year	1,	report	data	for	the	2013 - 14	school	year . • For	grant	Year	2,	report	data	fo r	the	2014 – 15	school	year . • For	grant	Year	3,	report	data	for	the	2015 - 16	school	year. The	first column of	th is	section capture s four- year adjusted cohort	data — this	number	is	defined	by the	cohort	members	who	enter	the	school	as 9th	grade freshmen	plus	students	who	transfer	in, minus	students	who	transfer out, emigrate to another	country,	or	die	during	the same four- year period.	The	second	column	captures	the	number	of	cohort	members	who	earned	a	regular	high school	diploma	within the	same four - year period . The last	column of this	section capture s	the graduation	rate — that	is, the percentage of	students who	graduated.	This	percentage	will automatically	calculate	in	MAPS. **Note :**  Only	MSAP - funded	high	schools	are	required	to	complete	items	51 - 60.	This	section	will have gray	text if	the	school	is	not	a	high	school.12

 **Item	51.** Enter	the total	number	of	students in	the	cohort. This	number	should	represent the cohort	members	who	entered the	school	as 9 th grade freshmen	plus	students	who	transferred in, minus	students	who	transferred out,	emigrated to another	country ,	or	died during	the same four- year period. Enter	the	total	number	of	students	who	graduated . This	number	should represent all	student

s in	the four-

year adjusted cohort who received	a	regular	diploma.  **Items	52 -**  **58.** Enter	the	total	number	of	students in	the	cohort by the racial and ethnic cate gories	shown	here. Again,	these	numbers	should	represent students	in	the four- year adjusted cohort	by	racial	and	ethnic	categories. Enter	the	total	number	of	students , by	racial and	ethnic	categories, who	graduated . This	number	should	represent	all	student s , by	racial and	ethnic group

, in	the four-

year adjusted	cohort who	received	a	regular diploma.  **Item 59**  .	Enter	the	total	number	of	economically	disadvantaged	students in	the	cohort. T his number should	represent all students in	the four- year adjusted cohort	who	are	economically disadvantaged. Enter	the	total	number	of economically	disadvantaged students	who graduated . This	number	should	represent	all economically	disadvantaged student s in	the fouryear adjusted	cohort who received	a	regular	diploma.  **Item 60**  .	Enter	the	total	number	of	English	l anguage	l earners in	the	coh ort. Again,	this number should	represent all	English	language	learners in	the four- year adjusted cohort

. Enter13

the	total	number	of English	language	learners who	graduated . This	number	should	represent all English	language	learners in	the four- year adjusted cohort who	received	a	regular	diploma. 

### Part **V I**  **: Minority	Group	Isolation**  **Data** Part	V I	of	the	GPRA	Table also collects data	for	calculating GPRA	performance	measure	1	outcomes for each minority/racially	isolated	group	in	a	magnet	school. **GPRA Performance**  **Measure	1** : The	percentage	of	magnet	schools receiving	assistance whose	student enrollment	reduces, eliminates, or prevents	minority	group	isolation .  **Item 61**  . Select	the	minority/racially	isolated	group. Select	each	minority/racially	isolated group that	was identified	for	this	school	and	approved	by ED.  **Item	62** . For	each	minority/racially	isolated	group	selected	in	item	61, indicate whether	the group	is	located	in	this	MSAP	school	or	in	a	feeder	school by	checking	the	appropriate	box. Choose	a	school category	for	each	minority/racially	isolated	group	selected	in	item	61.  **Item 6**  **3** . Indicate	how	the	school	with	the	minority/racially	isolated	group	plans	to	change the	enrollment	percentage	by	checking	either “decrease	enrollment	percentage, ” “increase enrollment	percentage, ” or “maintain	enrollment percentage . ” Choose	a	category	for	each minority/racially	isolated	group	selected	in	item	61 .  **Item 6**  **4** . Identify	the	targeted	racial / ethnic	group	that	the	school with the	minority/racially isolated	group wants to	enroll.	The	targeted racial/ethnic	group	is	the	group	the	school would	like	to	enroll	more	of	in	order	to	change	the	enrollment	of	the	minority/racially isolated	group. Select	each	racial/ethnic	group	that	represents	the	students	the	school	wants to	en roll	to	change	minority/racial	group	isolation.  **Item 6**  **5** . Enter	the	annual	target	enrollment	percentage	for	each	minority/racially	isolated group	selected	in	item	61.	MAPS	will	automatically	populate	the	field	with	the	enrollment percentage	for	the	minority/racially	isolated	group	selected. The	enrollment	percentage	will be	calculated	based	on	the	enrollment	data	reported	for	the	group	in	Part	II	of	the	GPRA	Table.  **Item 6**  **6** . Indicate	whether	the	school	met	its	enrollment	target	for	each	minority/racially isolated	group	selected	in	item	61	by	checking	either “met	target” or “did	not	meet	target. ” Select “ met	target” if	the	school	achieved or exceeded	its	enrollment	target	for that minority/racially	isolated	group	and	select “ did	not	meet	target” if	the	school	did	not	achieve or	exceed	its	annual	target	for that group.  **Item	6 7**  . Indicate	whether	the	school	made	progress	toward	achieving	its	target	if	it	did	not meet	i ts	annual	enr ollment	target for each	minority/racially	isolated	group.	“Made progress” means	a	school	did	not	meet	its	annual	enrollment	target	for	a	minority/racially isolated	group,	but	enrollment	for	that	minority/racially	isolated	group	moved	in	the	right direction . Select	the	appropriate	response	for	each	minority/racially	isolated	group	identified in	question	1.	If	the	school	met	its	target	for	a	particular	minority/racially	isolated	group, select	“Not	applicable .”14



### GPRA	Performance	Measure	Calculations GPRA Performance	M easures	will	be	calculated	using	data reported in the	GPRA	Table as	well	as additional	data	captured	after	the	3 - year	grant	ends.	The	formulas	for	analyzing	each	GPRA Performance	M easure	are	described	below:  **GPRA Performance**  **Measure	1:** The	percentage	of	magnet	schools receiving	assistance whose	student enrollment reduces, eliminates,	or	prevents	minority	group	isolation . This	is	a	yearly	aggregate	measure.	The	total	number	of	schools receiving	assistance whose student	enrollment	reduces, eliminates ,	or	prevent

s minority	group	isolation	will	be divided	by	the	total	number	of	schools.  **GPRA Performance**  **Measure	2:** The	percentage	of	students	from	major	racial	and	ethnic groups	in	magnet	schools	receiving	assistance	who	score	proficient	or	above	on	S tate assessments	in	reading/language	arts . This	is	a	yearly	aggregate	measure.	The	total	number	of	students	who score	proficient	or above on state	assessments in	reading / language	arts	will	be	divided	by	the	total	number of	students	participating	in	state	reading / language	arts	assessment s .  **GPRA	Performance	Measure	3:** The	percentage	of	students	from	major	racial	and	ethnic groups,	in	magnet	schools	receiving	assistance	who	score	proficient	or	above	on	State assessments	in	mathematics. This	is	a	yearly	aggregate	measure.	The	total	number	of	students	who scored proficient	or above	on state assessments in	mathematics	will	be	divided	by	the	total	number	of	students who participated in state	mathematics	assessment s .  **GPRA Performance**  **Measure 4:**  The	cost	per	student	in	a	magnet	school	receiving assistance . This	measure	is	calculated	by	dividing item	49 (total	annual MSAP	funds	expended	at	a school) by item	50 (total	number	of	students	served	by	the school’s magnet	program).  **GPRA Performance**  **Measure	5:** The	percentage	of	magnet	schools	that	received	assistance that	are	still	operating	magnet	school	programs	three	years	after	Federal	funding	ends. This	is	a	long - term	measure.	A	contractor	will	be	hired	by	the	program	to	contact	grantees 3	years after	funding	has	ended	to	determine	the	percentage	of	magnet	schools	still	in operation.  **GPRA Performance**  **Measure	6:** The	percentage	of	magnet	schools	that	received	assistance that	meet	the	State’s	annual	measurable	objectives	and,	for	high	schools,	graduation	rate targets	at	least	three	years	after	Federal	funding	ends . This	is	a lso	a long - term	measure. However,	to	establish	trend	data,	high	school	graduation rate	data	will	be	collected	annually. The	h igh	school	graduation	rate	is	calculated	by dividing	th e	number	of	students	who	graduated	by	the	number	of	students	who	form	the four- year adjusted	cohort.15



## Appendix	1:	OMB	Racial	and	Ethnic	Category	Definitions In	1997,	the	Office	of	Management	and	Budget	(OMB)	adopted	new	standards	for	classifying	race and	ethnicity	and	provided	guidelines	in	2000. On	October	19,	2007,	the	U.S.	Department	of Education	(ED)	issued	guidance	on	how	education	institutions	should	col lect	and	maintain	racial and	ethnic	data,	as	well	as	how	these	data	will	be	aggregated	and	reported	to	ED.	Implementation	of this	new	guidance	was	required	by	fall	2010,	in	time	to	report	data	for	the	2010 - 11	school	year.	The definitions	for	the	racial	and ethnic	categories	in	the	GPRA	Table	are	below. These	appear	as provided	in Revisions	to	the	Standards	for	the	Classification	of	Federal	Data	on	Race	and	Ethnicity, available	on	the	OMB website	at http://www.whitehouse.gov/omb/fedreg/1997standards.html .  **Am erican	Indian	or	Alaska	Native**  .	A	person	having	origins	in	any	of	the	original	peoples	of North	and	South	America	(including	Central	America),	and	who	maintains a tribal	affiliation or	community	attachment.  **Asian** .	A	person	having	origins	in	any	of	the	original	peoples	of	the	Far	East,	Southeast	Asia, or	the	Indian	subcontinent	including,	for	example,	Cambodia,	China,	India,	Japan,	Korea, Malaysia,	Pakistan,	the	Philippine	Islands,	Thailand,	and	Vietnam.  **Black	or African	American**  .	A	person	having	origins	in	any	of	the	black	racial	groups	of Africa.	Terms	such	as	"Haitian"	or	"Negro"	can	be	used	in	addition	to	"Black	or	African American."  **Hispanic	or	Latino** .	A	person	of	Cuban,	Mexican,	Puerto	Rican,	South	or	Central	American,	or other	Spanish	culture	or	origin,	regardless	of	race.	The	term	"Spanish	origin"	can	be	used	in addition	to	"Hispanic	or	Latino."  **Native	Hawaiian	or	Other	Pacific	Islander** .	A	person	having	origins	in	any	of	the	original peoples	of	Hawaii,	Guam,	Samoa,	or	other	Pacific	Islands.	The	term	"Native	Hawaiian"	does not	include	individuals	who	are	native	to	the	state	of	Hawaii	by	virtue	of	being	born	there.	In addition	to	Native	Hawaiians,	Guamanians,	and	Samoans,	this	category	would	include	the follo wing	Pacific	Islander	groups	reported	in	the	1990	census:	Carolinian,	Fijian,	Kosraean, Melanesian,	Micronesian,	Northern	Mariana	Islander,	Palauan,	Papua	New	Guinean, Ponapean	(Pohnpelan),	Polynesian,	Solomon	Islander,	Tahitian,	Tarawa	Islander,	Tokelauan, Tongan,	Trukese	(Chuukese),	and	Yapese.	The	Interagency	Committee	recommended	that data	for	Central	and	South	American	Indians	be	included	in	the	American	Indian	or	Alaska Native	category.  **White** .	A	person	having	origins	in	any	of	the	original	peoples	of Europe,	the	Middle	East,	or North	Africa.16



## Appendix	2:	OMB	Racial	and	Ethnic	Data	Guiding	Principles As	part	of	the	2007	revision	to	OMB	Directive	15,	Standards	for	the	Classification	of	Federal	Data	on Race	and	Ethnicity	(http://www.whitehouse.gov/omb/fedreg_1997standards ),	the	Interagency Committee	developed	the	following	principles	to	govern	the	review	process: 1. The	racial	and	ethnic	categories	set	forth	in	the	standards	should	not	be	i nterpreted	as being	primarily	biological	or	genetic	in	reference.	Race	and	ethnicity	may	be	thought	of	in terms	of	social	and	cultural	characteristics	as	well	as	ancestry. 2. Respect	for	individual	dignity	should	guide	the	processes	and	methods	for	collecting data on	race	and	ethnicity;	ideally,	respondent	self - identification	should	be	facilitated	to	the greatest	extent	possible,	recognizing	that,	in	some	data	collection	systems,	observer identification	is	more	practical. 3. To	the	extent	practicable,	the	concepts	and	terminology	should	reflect	clear	and	generally understood	definitions	that	can	achieve	broad	public	acceptance.	To	assure	they	are reliable,	meaningful,	and	understood	by	respondents	and	observers,	the	racial	and	ethnic categories	set	forth	in	the	standard	should	be	developed	using	appropriate	scientific methodologies,	including	the	social	sciences. 4. The	racial	and	ethnic	categories	should	be	comprehensive	in	coverage	and	produce compatible,	non - duplicative,	exchangeable	data	across	federal	agencies. 5. F oremost	consideration	should	be	given	to	data	aggregations	by	race	and	ethnicity	that are	useful	for	statistical	analysis	and	program	administration	and	assessment,	bearing	in mind	that	the	standards	are	not	intended	to	be	used	to	establish	eligibility	for participation	in	any	federal	program. 6. The	standards	should	be	developed	to	meet,	at	a	minimum,	federal	legislative	and programmatic	requirements.	Consideration	should	also	be	given	to	needs	at	the	state	and local	government	levels,	including	American	Indi an	Tribal	and	Alaska	Native	village governments,	as	well	as	to	general	societal	needs	for	these	data. 7. The	categories	should	set	forth	a	minimum	standard;	additional	categories	should	be permitted	provided	they	can	be	aggregated	to	the	standard	categories. The	number	of standard	categories	should	be	kept	to	a	manageable	size,	determined	by	statistical concerns	and	data	needs. 8. A	revised	set	of	categories	should	be	operationally	feasible	in	terms	of	burden	placed	upon respondents;	public	and	private	costs	to	i mplement	the	revisions	should	be	a	factor	in	the decision. 9. Any	changes	in	the	categories	should	be	based	on	sound	methodological	research	and should	include	evaluations	of	the	impact	of	any	changes	not	only	on	the	usefulness	of	the resulting	data	but	also on	the	comparability	of	any	new	categories	with	the	existing	ones. 10. Any	revision	to	the	categories	should	provide	for	a	crosswalk	at	the	time	of	adoption between	the	old	and	the	new	categories	so	that	historical	data	series	can	be	statistically adjusted	and comparisons	can	be	made.17

11. Because	of	the	many	and	varied	needs	and	strong	interdependence	of	federal	agencies	for racial	and	ethnic	data,	any	changes	to	the	existing	categories	should	be	the	product	of	an interagency	collaborative	effort. 12. Time	will	be	allo wed	to	phase	in	any	new	categories.	Agencies	will	not	be	required	to update	historical	records. 13. The	new	directive	should	be	applicable	throughout	the	U.S.	federal	statistical	system.	The standard	or	standards	must	be	usable	for	the	decennial	census,	current	surveys,	and administrative	records,	including	those	using	observer	identification.18 

## Appendix	3:	Glossary **Applicant p**  **ool.** Students	who	must	apply	for	admission	to	a	magnet	program	and	are	actively recruited	using	MSAP	funds. **Four -**  **year	adjusted	cohort**. From	the	beginning	of	9th grade,	students	who	are	entering	that grade	for	the	first	time	form	a	cohort	that	is	subsequently	“adjusted”	by	adding	any	students	who transfer	into	the	cohort	later	during	the	9 th grade	and	the	next	3	years	and	subtracting	any s tudents	who	transfer	out,	emigrate	to	another	country,	or	die	during	the	same	period (http://www2.ed.gov/policy/elsec/guid/hsgrguidance.pdf ). **Limited	English	proficient**.	Limited	Englis h	proficient	has	the	meaning	given	the	term	in section	9101(25)	of	ESEA,	[34	CFR	300.27]	[9101(25)	of	ESEA]. **Magnet	school.** Magnet	school	means	a	public	elementary	school,	public	secondary	school,	public elementary	education	center,	or	public	secondary	ed ucation	center	that	offers	a	special	curriculum capable	of	attracting	substantial	numbers	of	students	of	different	racial	backgrounds	[50	FR	21191, May	22,	1985,	as	amended	at	51	FR	20414,	June	4,	1986;	54	FR	19508	and	19509,	May	5,	1989;	57 FR	61509,	Dec. 24,	1992;	60	FR	14865,	Mar.	20,	1995;	69	FR	4996,	Feb.	2,	2004]. **Persistently	lowest	achieving	schools** .	Persistently	lowest	achieving	schools	means,	as determined	by	the	state,	any	Title	I	school	in	improvement,	corrective	action,	or	restructuring	that (1 )	is	among	the	lowest	achieving	5	percent	of	Title	I	schools	in	improvement,	corrective	action,	or restructuring	or	the	lowest	achieving	five	Title	I	schools	in	improvement,	corrective	action,	or restructuring	in	the	state,	whichever	number	of	schools	is	greater;	(2)	is	a	high	school	that	has	had a	graduation	rate	as	defined	in	34	CFR	200.19(b)	that	is	less	than	60	percent	over	a	number	of years; or (3)	any	secondary	school	that	is	eligible	for,	but	does	not	receive,	Title	I	funds	that	is among	the	lowest	a chieving	5	percent	of	secondary	schools	or	the	lowest	achieving	five	secondary schools	in	the	state	that	are	eligible	for,	but	do	not	receive,	Title	I	funds,	whichever	number	of schools	is	greater (http://www2.ed.gov/legislation/FedRegister/other/2009 - 3/082609d.html).