FY 2015 Annual Performance Report and FY 2017 Annual Performance Plan—U.S. Department of Education 6 

Performance Results Details

Performance Management Framework 

In accordance with the GPRA Modernization Act of 2010, the Department’s framework for 

performance management starts with the Strategic Plan, including its Agency Priority Goals 

(APGs), which serve as the foundation for establishing long-term priorities and developing 

performance goals, objectives, and metrics by which the Department can gauge achievement of 

its stated outcomes. Progress toward the Department’s Strategic Plan is measured using datadriven review and analysis. This focus promotes active management engagement across the 

Department. Additional information is available in the Department’s Annual Performance Plans 

and Annual Performance Reports.

The FY 2014–18 Strategic Plan addresses six strategic goals that influence the day-to-day work 

of the Department’s staff. The Department continues to welcome input from Congress, state and 

local partners, and other education stakeholders about the Strategic Plan. Questions or 

comments about the Strategic Plan should be e-mailed to APP_APRComments@ed.gov. 

. 
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FY 2015 Annual Performance Report and FY 2017 Annual Performance Plan—U.S. Department of Education 7 

FY 2014–18 Strategic Plan2

 

2 This report addresses the Department’s progress on the FY 2014–15 APGs and introduces the FY 2016–17 APGs. Quarterly 

updates for the APGs are available on performance.gov. 
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FY 2015 Annual Performance Report and FY 2017 Annual Performance Plan—U.S. Department of Education 8 
PERFORMANCE RESULTS DETAILS

FY 2015 Annual Performance Report and FY 2017 Annual Performance Plan—U.S. Department of Education 9 

The Department’s Agency Priority Goals 

The Department identified six APGs for FY 2014–15 that served to focus its activities over the 

two-year period. These goals are consistent with the Department’s five-year strategic plan, 

which will be used to monitor and report regularly on progress, reflect the Department’s cradleto-career education strategy, and help concentrate efforts on the importance of teaching and 

learning at all levels of the education system. As noted in the APG table above, this report 

addresses the Department’s progress on the FY 2014–15 APGs and introduces the 

FY 2016–17 APGs. Quarterly updates for the APGs are available on performance.gov. 

Progress on the Department’s FY 2014–15 Agency Priority Goals

APG: Increase college degree attainment in America

Goal for FY 2014–2015: By September 30, 2015, 45.6 percent of adults ages 25–34 will 

have an associate degree or higher, which will place the nation on track to reach the 

President’s goal of 60 percent degree attainment by 2020.

Supports Strategic Goal 1

Overview: The President set a goal for the United States to have the highest proportion of 

college graduates in the world. Meeting this goal will require millions of additional Americans to 

earn a postsecondary degree by the end of this decade. This goal is meant to augment the 

Department’s longstanding efforts to improve access and enrollment, with this added emphasis 

on actual completion. The President’s focus on the educational attainment among ages 25–34 

allows us to assess progress in preparing the next generation of United States workers and to 

benchmark for international comparisons. 

Progress: Starting from a baseline of 44.0 percent in 2012, the Department projected that the 

annual increase of educational attainment among ages 25–34 would grow progressively each 

year above the four-year historical average of 0.7 percentage points and established a 

performance target of 45.6 percent. This APG has been achieved, as 45.7 percent of adults 

ages 25–34 have an associate’s degree or higher, exceeding the performance target (note that 

the rate reflects prior-year data, in this case from 2014, but is reported in 2015 when data are 

available). Department activities that support this goal include redesigning the College 

Scorecard to include additional information that helps students make more informed choices, 

promoting institutional innovation to foster college completion, and implementing evidencebased practices that support student success. 

Opportunities and Challenges: Continued success toward achieving this goal will depend 

largely on whether, and to what extent, states and institutions: (a) implement policies and 

programs to increase access and success; (b) reduce costs and time to completion; (c) support 

accelerated learning opportunities, including dual enrollment; (d) develop and adopt effective 

and innovative practices that improve student outcomes; and (e) promote seamless transitions 

from secondary to postsecondary education and among higher education institutions. Although 

the Department has limited leverage to influence states’ policies and the practices of 

postsecondary institutions, the Department will use its available resources—including 

implementation and impact of programs and technical assistance, and the ability to convene 

stakeholders to encourage collaboration and best practices—to continue to sustain and 

advance success in this area.
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FY 2015 Annual Performance Report and FY 2017 Annual Performance Plan—U.S. Department of Education 10

APG: Support implementation of college- and career-ready standards and 

assessments

Goal for FY 2014–2015: By September 30, 2015, at least 50 states/territories will be

implementing next-generation assessments, aligned with college- and career-ready 

standards.

Supports Strategic Goal 2

Overview: The adoption of college- and career-ready standards, coupled with high-quality 

formative and summative assessments to measure the extent to which students are mastering 

the standards, is the foundation to improving educational outcomes for all students. 

Progress: Most states have adopted college- and career-ready standards and are in the 

process of implementing summative assessments aligned with those standards. The Race to 

the Top - Assessment (RTTA) consortia, which included 29 states, DC, and the U.S. Virgin 

Islands, completed the operational administration of their assessments during spring 2015. In 

September 2015, OESE released revised criteria, procedures, and guidance for the 

Department’s peer review of state assessment systems under Title I of the Elementary and 

Secondary Education Act (ESEA). 

Opportunities and Challenges: On December 10, 2015, the President signed a 

reauthorization of the Elementary and Secondary Education Act, now known as the Every 

Student Succeeds Act (ESSA).3 The law requires that all students in America be taught to high 

academic standards that will prepare them to succeed in college and careers and that vital 

information is provided to educators, families, students, and communities through annual 

statewide assessments that measure students’ progress toward those high standards. The 

Department is developing plans for how best to support states and districts during the transition 

to the ESSA. 

APG: Improve learning by ensuring that more students have effective 

teachers and leaders

Goal for FY 2014–2015: By September 30, 2015, at least 37 states will have fully 

implemented teacher and principal evaluation and support systems that consider multiple 

measures of effectiveness, with student growth as a significant factor.

Supports Strategic Goal 2

Overview: The nation needs to do more to ensure that every student has an effective teacher, 

every school has an effective leader, and every teacher and leader has access to the 

preparation, ongoing support, recognition, and collaboration opportunities he or she needs to 

succeed. The Department has worked to help strengthen the profession by focusing on 

meaningful feedback, support, and incentives at every stage of a career, based on fair 

evaluation and support systems that look at multiple measures, including, in significant part, 

 

3 P.L. No. 114-95
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FY 2015 Annual Performance Report and FY 2017 Annual Performance Plan—U.S. Department of Education 11

evidence of student learning and are used to help educators improve instruction and student 

outcomes. 

The Department has supported states that developed and adopted comprehensive teacher and 

principal evaluation and support systems, as well as in district development and implementation 

of comprehensive educator evaluation systems. This additional support was helpful to begin to 

ensure that teachers, principals, and educator evaluators are able, for example, to use and 

develop learning objectives to measure student growth and to implement new classroom 

observation, coaching, and feedback techniques. 

Progress: The performance targets for this APG are based on state implementation timelines 

provided through original ESEA Flexibility requests. However, as part of the ESEA Flexibility 

renewal process, the Department offered states the flexibility to adjust their timelines. As of 

June 30, 2015, eight states have fully implemented teacher and principal evaluation and support 

systems.4

Opportunities and Challenges: Under the ESSA, ESEA Flexibility waivers, including Principle 

3—supporting effective instruction and leadership—expire on August 1, 2016. As a result, it will 

be up to states to choose to continue the hard work of implementing comprehensive educator 

evaluation and support systems in accordance with the original timeline. The Department is 

developing plans for how best to support states and districts during the transition to the ESSA. 

The Department will continue to look for ways to encourage innovation in this area. As states 

continue work to implement teacher and leader evaluation systems, the Department will 

continue to provide robust technical assistance and encourage forward motion in 

implementation.

APG: Support comprehensive early learning assessment systems

Goal for FY 2014–2015: By September 30, 2015, at least nine states will be collecting 

and reporting disaggregated data on the status of children at kindergarten entry using a 

common measure.

Supports Strategic Goal 3

Overview: Kindergarten entry assessments (KEAs), when properly designed, can be used to 

inform professional development to improve the early learning workforce, be included in a 

state’s comprehensive early learning assessment system, and improve student achievement 

and program effectiveness. 

Progress: The Department anticipated exceeding the goal of at least nine states collecting and 

being able to report disaggregated data on the status of children at kindergarten entry using a 

common measure by September 30, 2015. Five Early Learning Challenge (ELC) states 

implemented KEAs in the 2014–15 school year, and 6 additional ELC states are implementing 

their KEAs in the 2015–16 school year, bringing the total to 11 ELC states implementing a KEA 

during the 2015–16 school year.5 

 

4

“Fully implemented” is defined as the data year from which teachers’ and principals’ effectiveness ratings are derived; that is, 

states are considered to have “fully implemented” in a given year if their systems provide summative ratings based on professional 

practice and student growth data from that school year. 

5

In the AFR, the Department reported 12 states projected to implement a KEA during the 2015–16 school year. New Mexico was 

included in this projection, but will now begin implementation after the 2015–16 school year. 
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FY 2015 Annual Performance Report and FY 2017 Annual Performance Plan—U.S. Department of Education 12

Opportunities and Challenges: Constructing, testing, and implementing KEAs across every 

school in every state will be challenging and take time. In addition, states will need to ensure 

that the KEAs are implemented in such a way that minimizes assessment time and maximizes 

the usefulness of information collected; KEAs should not result in the loss of a significant 

amount of instructional time in the classroom. Additionally, two of the three Enhanced 

Assessment Grants (EAG) grantees that are consortia may experience challenges coordinating 

across states due to variances in standards and differences in their policies and procedures. For 

example, states differ in exactly when and how assessments are given. Some states ask that 

assessments be administered in the first month of kindergarten. Other states allow for a longer 

assessment window or encourage assessments be administered in the summer before 

kindergarten. All states are implementing the assessments on a rolling basis so that not all 

classrooms participate at the same time. Some states are still pilot testing their assessments. 

While some states may mandate statewide assessments through their legislature, others leave 

it to local districts to decide. A few states, such as Kentucky, have developed systems to 

generate and distribute reports for families and policy makers. The Department is working with 

these grantees to minimize coordination challenges. 

To understand and address state challenges, the Department has funded a report on KEA 

implementation in four states: Maryland, Oregon, Pennsylvania, and Washington. This report, 

which will be released late in 2016, will review challenges and potential solutions at the state, 

district, and classroom level. In addition, the Department will continue to support the 

development and implementation of KEAs and highlight best practices through its technical 

assistance centers and grant monitoring. By 2017, the EAG grantees and their consortia states 

will begin implementing their school readiness assessments. The new Preschool through Early 

Elementary School Grades (Early Learning Network), administered by the National Center for 

Education Research (NCER) at the IES and funded in part through the Preschool Development 

Grants program’s national activities funds, will support teams of researchers to advance the 

field’s understanding of policies and practices that support early learning and ongoing academic 

success. 

APG: Ensure equitable educational opportunities

Goal for FY 2014–2015: By September 30, 2015, the number of high schools with 

persistently low graduation rates will decrease by 5 percent annually. The national high 

school graduation rate will increase to 83 percent, as measured by the Adjusted Cohort 

Graduation Rate, and disparities in the national high school graduation rate among 

minority students, students with disabilities, English learners, and students in poverty will 

decrease.

Supports Strategic Goal 4

Overview: Through many federal programs, including Title I of the ESEA, the Department has 

provided significant funding, technical assistance, and other support intended to improve the 

nation’s lowest-achieving schools dramatically by, among other strategies, using turnaround 

interventions and strategies. The Department is focused on supporting innovation, not just 

compliance monitoring, and on spurring growth in achievement, not just absolute achievement 

measures.

Increasing the national high school graduation rate and decreasing disparities in the graduation 

rate are critical to achieving the President’s goal of once again having the highest proportion of 
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FY 2015 Annual Performance Report and FY 2017 Annual Performance Plan—U.S. Department of Education 13

college graduates in the world. The nation has made significant progress in increasing both high 

school graduation rates and degree attainment rates, but gaps between rates for different 

student groups continue to persist. 

Progress: The national public high school graduation rate has reached an all-time high, with 

82.3 percent of students graduating high school within 4 years in the 2013–14 school year.6 The 

Department has reviewed and approved all states’ 2015 plans to ensure equitable access to 

excellent educators, and states are in the midst of implementing those plans. This work is 

critical to ensure that students of color and students from low-income families have equitable 

access to excellent educators. In June 2015, the Department hosted 19 local education 

agencies (LEAs) with high dropout rates among students of color to provide technical 

assistance and support. The Department also began the Civil Rights Data Collection (CRDC) for 

the 2013–14 school year, which is including for the first time collection of the number of students 

absent 15 or more days. 

Opportunities and Challenges: The ESSA continues the ESEA’s focus on ensuring that states 

and school districts account for the progress of all students, take meaningful actions to improve 

the lowest-performing schools, and ensure equitable access to excellent educators. The 

Department is developing plans for how best to support states and districts during the transition 

to the ESSA. 

APG: Enable evidence-based decision making

Goal for FY 2014–2015: By September 30, 2015, the percentage of select new (noncontinuation) competitive grant dollars that reward evidence will increase by 70 percent.

Supports Strategic Goal 5

Overview: Through its range of grants, contracts, and internal analytic work, the Department 

supports the use of rigorous research and study designs that inform federal investments in 

education. This APG tracks whether the Department is increasing its internal capacity to make 

competitive grant awards based on the existence of (and amount of) evidence in support of 

projects, where appropriate.

Progress: The Department surpassed the FY 2014 performance target for increasing the 

percentage of select new (noncontinuation) discretionary grant dollars that reward evidence. In 

FY 2014, 15.92 percent of the Department’s discretionary dollars was awarded to new projects 

with supporting evidence of effectiveness, with five competitions in OII, OESE, and OPE using 

evidence through eligibility requirements, competitive preference priorities, and selection 

criteria. In FY 2015, 29.44 percent of the Department’s discretionary dollars was awarded to 

new projects with supporting evidence of effectiveness, with eight competitions in OII, OESE, 

and OPE. The Department exceeded its FY 2015 target by 18 percentage points, doubling the 

amount from FY 2014. 

Opportunities and Challenges: Properly using evidence to award competitive grants has been 

embraced, but still requires additional capacity building and new ways of working across the 

Department. The Department wants to ensure that use of evidence in competitions is supported 

across the grant-making life cycle, including in grant development, award, and support for 

grantees. Additionally, goal targets are based on reasonable projections of which competitive 

 

6 http://nces.ed.gov/ccd/tables/ACGR_RE_and_characteristics_2013-14.asp
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FY 2015 Annual Performance Report and FY 2017 Annual Performance Plan—U.S. Department of Education 14

grant programs may make new awards in a given fiscal year, but the actual dollar amount 

awarded will depend on final appropriations amounts in different programs and other funding 

decisions and trade-offs, so the percentage of dollars may not increase each year. Through the 

Regional Educational Laboratories (RELs) and the What Works Clearinghouse, the Department 

continues to develop toolkits, webinars, guides, and other resources intended to build the 

capacity of applicants and grantees. For example, the RELs have offered online trainings and 

mini-courses on developing logic models and designing rigorous evaluations of professional 

development programs. However, grantees vary in their comfort with and understanding of 

evaluation and use of evidence, and the Department has limited resources to support grantees 

in conducting rigorous evaluations that would produce evidence of effectiveness. 
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FY 2015 Annual Performance Report and FY 2017 Annual Performance Plan—U.S. Department of Education 15

Department’s FY 2016–17 Agency Priority Goals

In collaboration with the OMB, the Department announced its FY 2016–17 APGs. These APGs 

include: 

Increase college degree attainment in America

Increase attainment of college degrees by improving affordability, access, and student outcomes. By 

September 30, 2017, 48.4 percent of adults ages 25–34 will have an associate degree or higher.

(Supports Strategic Goal 1)

Federal Student Aid transparency

Increase and enhance transparency of information about the student loan portfolio for taxpayers, 

researchers, and the public. The Department will publish on Federal Student Aid’s Data Center at least 

15 new releases of data points or other information reports in 2016 and 2017, resulting in 30 new 

releases by September 30, 2017. (Supports Strategic Goal 1)

Support implementation of college- and career-ready standards and assessments

Support implementation of college- and career-ready standards and assessments. By September 30, 

2017, all states, the District of Columbia, and Puerto Rico will be implementing high-quality 

assessments, aligned with college- and career-ready standards. (Supports Strategic Goal 2)

Increase enrollment in high-quality state preschool programs

Increase the percentage of children, especially children from low-income families, enrolled in highquality preschool programs. By September 30, 2017, the percentage of four-year old children enrolled 

in state preschool programs will increase to 33 percent (representing the 2015–16 school year, 

increasing from 29.1 percent in the 2013–14 school year). By September 30, 2017, the number of state 

preschool programs meeting high-quality benchmarks will increase to 19 states (representing the 

2015–16 school year, increasing from 15 in the 2013–14 school year). (Supports Strategic Goal 3)

Ensure equitable educational opportunities

Improve high school graduation rates and decrease gaps in graduation rates between all students and 

students from low-income families, through comprehensive school and instructional improvement 

strategies such as the equitable distribution of effective teachers and rigorous coursework in lowincome schools. By September 30, 2017, the national high school graduation rate will increase to 

85 percent, and the gap in the graduation rate between all students and students from low-income 

families will decrease to 7.4 percent. By September 30, 2017, the number of high schools with 

persistently low graduation rates will decrease by 10 percent and the number of schools that do not 

have a gap or have decreased the gap between all students and students from low-income families by 

5 percent or more will increase by 3 percent. (Supports Strategic Goal 4)

Enable evidence-based decision making

Increase use and generation of credible evidence on what works and what does not work in education. 

By September 30, 2017, the Department will increase to 20 percent the percentage of new competitive 

grant dollars that support evidence-based strategies. By September 30, 2017, the Department will 

increase by 20 the number of Department-funded project evaluations that provide credible evidence 

about what works in education. (Supports Strategic Goal 5)

The Department will begin quarterly reporting on these APGs in FY 2016, and the action plans 

for these APGs are available on performance.gov. 
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FY 2015 Annual Performance Report and FY 2017 Annual Performance Plan—U.S. Department of Education 16

Cross-Agency Priority (CAP) Goals

In accordance with the GPRA Modernization Act of 2010, interim CAP Goals were published on 

performance.gov in March 2014. The CAP Goals are divided into two categories: 

Mission CAP Goals Management CAP Goals

 Cybersecurity

 Climate Change (Federal Actions)

 Insider Threat and Security Clearance

Reform

 Job-creating Investment

 Infrastructure Permitting Modernization

 Science, Technology, Engineering, and 

Mathematics (STEM) Education

 Service Members and Veterans Mental 

Health 

 Customer Service

 Smarter IT Delivery

 Strategic Sourcing

 Shared Services

 Benchmark and Improve Mission-support 

Operations

 Open Data

 Lab-to-Market

 People And Culture

Performance.gov is updated quarterly for each CAP Goal. The website includes goal statements 

and other information, such as lists of accountable senior leader(s) and contributing agencies. 

Quarterly performance updates for the website on progress will be provided by the goal leader 

in coordination with the Performance Improvement Council, OMB, corresponding 

governmentwide management council, and contributing agencies. (A-11, Part 6, 220.5) 

In addition to the APGs, the Department contributes to the following four CAP Goals. 

Cybersecurity Goal Statement: Improve awareness of security practices, vulnerabilities, and 

threats to the operating environment by limiting access to only authorized users and 

implementing technologies and processes that reduce the risk from malicious activity.

A progress update through FY 2015 Q3 is available on performance.gov. The update further 

clarifies the President’s commitment and sense of urgency in addressing cybersecurity threats, 

which are deemed to be significant threats to national security, public safety, and economic 

viability, particularly given recent major data breaches, such as that which occurred at the Office 

of Personnel Management (OPM). In response to that incident and other threats of potential 

breaches, the Department participated in the White House’s “30-day sprint” to address known 

vulnerabilities, secure network infrastructures, and restrict access through improved 

authentication, among other key strategies. 

The third quarter update shows substantive progress in three critical areas: 

 Information Security Continuous Monitoring—Impactful increase in the number of 

Chief Financial Officers Act of 1990 (CFO Act) agencies that met the Secure 

Configuration Management target; 

 Identify, Credentialing and Access Management—Notable increase in the percentage 

of civilian users (privileged and unprivileged) using Personal Identification Verification 

cards; and 

 Anti-Phishing and Malware Defense—Encouraging increase in the number of CFO Act 

agencies that met the Blended Defense target. 
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FY 2015 Annual Performance Report and FY 2017 Annual Performance Plan—U.S. Department of Education 17

Customer Service Goal Statement: Deliver world-class customer services to citizens by 

making it faster and easier for individuals and businesses to complete transactions and have a 

positive experience with government. 

A progress update through FY 2015 Q4 is available on performance.gov. The update defines 

the goal team and a governance plan and identifies subgoals and major actions to achieve 

impact. Milestones have been established for each of the four strategy areas and key indicators 

are in development. 

Science, Technology, Engineering, and Math (STEM) Education Goal Statement: Improve 

STEM Education by implementing the Federal STEM Education 5-Year Strategic Plan, 

announced in May 2013, specifically: 

 Improve STEM instruction. 

 Increase and sustain youth and public engagement in STEM. 

 Enhance STEM experience of undergraduate students. 

 Better serve groups historically underrepresented in STEM fields. 

 Design graduate education for tomorrow’s STEM workforce. 

 Build new models for leveraging assets and expertise. 

 Build and use evidence-based approaches. 

A progress update through FY 2015 Q4 is available on performance.gov. The update highlights 

the formulation of a governance plan, and identifies subgoals and major strategies to achieve 

impact as well as key indicators for the action plan. 

Service Members and Veterans Mental Health Goal Statement: Improve mental health 

outcomes for Service Members, Veterans, and their Families. 

A progress update through FY 2015 Q4 is available on performance.gov. The update highlights 

governance plan alignment with the President’s Executive Actions, and identifies subgoals and 

major actions to achieve impact as well as key indicators and milestones. 

Additionally, the Department is a member of the Interagency Taskforce on Military and Veterans 

Mental Health. 

Real-time information on CAP Goals is available at performance.gov. 

The Department’s Approach to Data Collection and Analysis 

In FY 2015, the Department continued to support programs to help the education system by 

facilitating the development of the infrastructure necessary to collect and disseminate high-value 

education information for the improvement of student outcomes. 

EDFacts. The EDFacts system enables the consolidation of separate data collections and 

reduces the reporting burden for states by eliminating redundant data requests. 

Statewide Longitudinal Data Systems. The Statewide Longitudinal Data Systems (SLDS) 

grant program, as authorized by the Educational Technical Assistance Act of 2002, is designed 

to aid SEAs in developing and implementing longitudinal data systems. Most SLDS funds are 

awarded as state grants, but a portion of the funds are used for activities to improve data 
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FY 2015 Annual Performance Report and FY 2017 Annual Performance Plan—U.S. Department of Education 18

quality, coordination, and use. Activities include the Education Data Technical Assistance 

program, the Privacy Technical Assistance Center, and work on Common Education Data 

Standards (CEDS). 

Data Strategy Team. The Department’s Data Strategy Team (DST) develops and promotes 

coordinated and consistent data strategies among the various principal offices within the 

Department. The mission of the DST is to coordinate the Department’s public-facing data 

initiatives by building cohesiveness in internal processes and data policies and by improving 

transparency in matters related to the Department’s collection of data. 

Civil Rights Data Collection. The Department collects data on key education and civil rights 

issues in our nation’s public schools for use by OCR in its enforcement and monitoring efforts, 

by other Department offices, and by policymakers and researchers outside of the Department. 

Enhancing Education Systems and Supports. The Department strives to leverage its data, 

evaluation, performance, and financial systems to meet four important aspects of its mission: 

 To contribute to the Department’s ability to build customer relations by providing timely 

responses to customer inquiries. 

 To empower employees to make informed decisions by increasing their access to data. 

 To increase accountability through improved financial management. 

 To keep Department employees informed of the project status and ensure that all users 

receive proper training on the new system. 

Support for the Department’s Evaluations

To determine the effectiveness of programs, policies, and strategies for improving education 

outcomes, funding is directed toward evaluations that will yield valid, reliable, and useful 

information for the field. For a list of evaluations completed in FY 2015 and of those planned 

through FY 2017, see appendix E.