FY 2022 Annual Performance Report

AND

FY 2024 Annual Performance Plan

U.S. DEPARTMENT OF EDUCATION

MESSAGE FROM THE SECRETARY i

MESSAGE FROM THE SECRETARY

Miguel A. Cardona

Secretary of Education

I am pleased to present the U.S. Department of Education’s 

(Department’s) FY 2022 Annual Performance Report and 

FY 2024 Annual Performance Plan. At the Department, we 

believe in the potential of every student. And as an educator, 

I know that all our nation’s students have gifts to offer. But 

today, far too many students lack access to rich educational 

opportunities that can help them both discover and realize 

their potential and gifts. I believe that this is our moment, 

as a country, to reimagine our education system so every

student—everywhere in America has access to opportunity.

The accomplishments discussed in this report and the 

objectives in this plan are helping our students find their 

passion and purpose, gain critical knowledge, sharpen their 

skills, and define their futures. Over the next two years at the 

Department, our goals are to raise the bar in education and 

ensure this progress continues so our students succeed in 

school, thrive in life, and earn the postsecondary degrees and 

industry credentials that our employers require and that our 

global economy demands.

Recognizing the pandemic’s impact on our nation’s 

students, parents and families, educators, and communities, 

the Biden–Harris Administration made safely and 

successfully reopening schools for in-person learning a 

top priority in fiscal year (FY) 2022. And thanks to the 

tireless efforts of school leaders and educators as well as 

unprecedented resources for education through President 

Biden’s American Rescue Plan, all our schools are fully 

open and serving students where they learn best—in the 

classroom with their peers.

We know our students’ learning was disrupted by the 

pandemic. Recent findings from the National Assessment 

of Educational Progress—also called the “Nation’s Report 

Card”—show how strongly the impact has been felt by our 

students. By most indicators, students’ math and reading 

achievement declined by several points. Gaps in academic 

achievement worsened in the elementary grades. And even 

before the pandemic, our education system simply wasn’t 
ii FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN 

working for everyone, including many students of color, students with disabilities, students 

from rural and economically disadvantaged communities, and multilingual students.

Now is a moment of urgency and a moment of truth: a time to shape an education system 

that is more equitable—where every student has access to excellence in teaching and 

learning. We must raise the bar! The good news is that we have unprecedented federal 

resources for this vital work.

With funds from the American Rescue Plan, states, districts, and schools are continuing to 

address unfinished instruction; accelerating students’ academic outcomes; and supporting 

their social, emotional, and mental health. Resources from the Bipartisan Safer Communities 

Act are empowering school communities across the country to create and maintain safe and 

inclusive learning environments, including by hiring mental health professionals and growing 

the pipeline of talented individuals in the mental health profession.

At the Department, we continue to be laser focused on achieving academic excellence and 

helping states, districts, and schools ensure students recover their learning and achieve to the 

highest levels.

For example, in FY 2022, we launched our National Partnership for Student Success with 

leading education, youth, and service organizations. This coalition supports the creation, 

expansion, and improvement of high-intensity tutoring, mentoring, and other programs that 

will accelerate students’ learning and support their overall well-being.

In addition to our focus on meeting students’ academic needs, we are supporting efforts 

to invest in students’ social and emotional development and their mental health through 

new initiatives and resources to states and districts. For example, our Engage Every Student 

initiative is a public–private partnership of schools, districts, state and local governments, and 

community-based organizations. This first-of-its-kind effort is expanding access to quality 

out-of-school time learning so that many more students are participating in after-school and 

summer enrichment opportunities that will help them reconnect to the joy of learning and 

nurturing relationships with educators and other caring adults.

We’re also working to promote supportive, safe learning environments for our students, 

including through the Promise Neighborhoods program that is designed to significantly 

improve academic and developmental outcomes for children living in communities of 

concentrated poverty. Our Full-Service Community Schools program is providing academic 

supports, integrated health and social services, and engagement opportunities for students 

while creating stronger connections among families, communities, and their public schools.

At the Department, we recognize that excellent, well-trained, well-supported educators are 

crucial to the success of our students and everything we do in education. That’s why we’re 

continuing to work hard to elevate the teaching profession, increasing opportunities for 

educator agency and leadership, and investing in better working conditions, high-quality 

professional development, and competitive salaries for teachers. In 2022, we announced a 

series of new efforts to strengthen the teaching profession and support schools to address 

national educator shortages—including commitments from leading job platforms to make 

it easier for individuals interested in a teaching career to enter the field. We’re also engaging 
MESSAGE FROM THE SECRETARY iii

in intentional partnerships with our federal partners to expand high-quality programs that 

prepare and support teachers, like our work with the Department of Labor on registered 

teacher apprenticeship programs.

Protecting students’ civil rights remains a priority for our agency as well. In FY 2022, 

we released proposed amendments to Title IX to ensure crucial protections against sex 

discrimination, including sex-based harassment and sexual assault. The Department also 

released guidance that addresses the discriminatory use of school discipline practices for 

students with disabilities.

Because we know that today’s most in-demand, well-paying jobs require education beyond 

high school, we must make sure that every student has the opportunity to earn a college 

degree or industry credential that leads to a fulfilling career.

We are working to build a higher education system that is more affordable and inclusive, 

produces more equitable outcomes, and delivers a better return on investment to students.

In FY 2022, the Department made new investments aimed at addressing one of the 

greatest injustices in our current higher education system: Our nation’s most inclusive 

institutions, which serve the most students with the most to gain from a college degree, 

suffer from chronic underinvestment and lack sufficient resources to propel students to 

graduation day. We announced our first-ever College Completion Fund for Postsecondary 

Student Success with grants to help community colleges, Historically Black Colleges and 

Universities, Tribally Controlled Colleges and Universities, Hispanic-serving institutions, and 

other minority-serving institutions to invest in data-driven and evidence-based practices 

that encourage postsecondary retention, transfer, and completion, as well as reenrolling 

students who left school during the pandemic. With even bolder investments in college 

completion, we believe our nation’s most inclusive, open-access institutions can boost 

graduation rates, close equity gaps, and deliver on higher education’s promise as an engine 

for upward mobility.

The Department is growing the number of Ronald E. McNair Postbaccalaureate 

Achievement Program awardees that are minority serving from 20% to 39%.

Additionally, in FY 2022, the Department released proposed regulations rewriting major 

student loan discharge programs authorized by the Higher Education Act of 1965 to ensure 

they deliver on their promises to eligible borrowers. Our regulations—which were finalized 

in October 2022—streamline access to debt relief for borrowers whose schools closed, who 

are totally and permanently disabled, or who were taken advantage of by their colleges. 

We also increased access to loan forgiveness for public service workers who have met their 

commitments under Public Service Loan Forgiveness, which this year, through permanent 

improvements to the program, we transformed from a promise broken into a promise kept 

for hundreds of thousands of borrowers.

Importantly, the Department issued final rules to close long-standing loopholes that 

subjected veterans and servicemembers to aggressive recruitment tactics by for-profit 

colleges. We also completed negotiated rulemaking on regulatory proposals to strengthen 
iv FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN 

accountability for institutions that leave students with unaffordable debts, and we are taking 

steps to better ensure that postsecondary programs deliver real value to students.

Together with our partners at the Departments of Labor and Commerce, we also are 

supporting career and college pathways that remove silos among K–12 education, 

postsecondary education, and the workforce, to help more students chart a successful course 

to good jobs, family-sustaining wages, and fulfilling careers. We are committed to growing 

investments in career-connected learning so every student has options to follow their own 

path and purpose.

As we look ahead to FY 2024, the Department is focused on raising the bar in education 

for our students—from preschool through college and careers. Raising the bar means we 

cannot be satisfied with pockets of excellence for only some of our students when we have an 

obligation to build systems of excellence for all.

To raise the bar in elementary and secondary education over this next year, the Department 

will be focused on the following goals:

1. Achieving Academic Excellence for all children, including children who live in 

multilingual families and children with disabilities, so they receive the assistance they 

need to recover lost instructional time, by emphasizing evidence-based literacy and math 

instruction, rigorous learning standards, and well-rounded learning opportunities that 

include early childhood education; science, technology, engineering, and math (STEM); 

and the arts.

2. Boldly Improving Learning Conditions to ensure every child has access to proactive 

mental health supports in an inclusive and supportive environment that nurtures 

the student’s and family’s well-being. It also means that every student is taught by 

a certified teacher, who is provided with professional learning opportunities and a 

competitive salary.

3. Creating Pathways for Global Engagement by evolving our PreK–12 systems, in 

coordination with higher education institutions and workforce partners, to establish 

multiple pathways to college and the careers of today and tomorrow. Preparing for 

global competitiveness also includes more and better opportunities for our students to 

be multilingual.

In higher education, we will continue to advance efforts that help students afford to enroll in 

and complete college. We will work to protect students and taxpayers against unacceptable 

college quality and illegal conduct. We will support inclusive colleges in raising graduation 

rates, closing gaps, and offering value. And we will ensure student loan borrowers are not left 

worse off by their loans.

In all of this work, the Department will continue to collaborate with students, parents and 

families, teachers, and education leaders across the country to support them in doing what 

works in their communities; provide technical assistance, resources, and tools on pressing 

topics; disseminate vital education funding; engage in interagency partnerships to better 

serve learners of all ages and their families; build communities of practice; and elevate 
MESSAGE FROM THE SECRETARY v

promising efforts that are making a positive, transformative difference in schools and 

institutions of higher education.

Every day, the Department is guided by the priorities and measures established through 

our Strategic Plan and annual performance targets. Our actions are fulfilling the promise 

of education as the great equalizer, so learners of all ages can achieve the lives and careers 

that they dream of. We are confident that, with leadership from our national, state, and local 

partners, we can reimagine our education system to meet both the challenges and the 

incredible opportunities facing our nation.

I have been assured that the performance data included in this FY 2022 Annual Performance 

Report and FY 2024 Annual Performance Plan are complete and reliable in accordance with 

federal requirements, and I thank you for taking the time to read these important reports.

Miguel A. Cardona

Secretary of Education
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TABLE OF CONTENTS vii

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TABLE OF CONTENTS

Promote equity in student access to 

educational resources, opportunities, 

and inclusive environments. 1 STRATEGIC GOAL

Support a diverse and talented educator 

workforce and professional growth to 

strengthen student learning. 2 STRATEGIC GOAL

HIGHLIGHTS 1

EXECUTIVE SUMMARY 3

ABOUT THE DEPARTMENT 5

FY 2022 ANNUAL PERFORMANCE 

REPORT AND FY 2024 ANNUAL 

PERFORMANCE PLAN 7

FY 2022–FY 2026 STRATEGIC PLAN OVERVIEW 9

STRATEGIC GOAL 1: PROMOTING EQUITY 15

Strategic Objective 1.1: Equitable Resources and Opportunities 

for Underserved Students 18

Strategic Objective 1.2: Access to Learning Opportunities 

and Environments 23

Strategic Objective 1.3: Protection of All Students from Discrimination 27

Strategic Objective 1.4: Engagement of Youth and Adults in Learning 32

STRATEGIC GOAL 2: DIVERSE EDUCATOR WORKFORCE 37

Strategic Objective 2.1: Diversification of the Educator 

Pipeline and Workforce 40

Strategic Objective 2.2: Well-Qualified Educators in High-Poverty

and Rural Districts 44

Strategic Objective 2.3: Professional Growth for Educators and

School Personnel 47
viii FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN

Meet students’ social, emotional, 

and academic needs. 3 STRATEGIC GOAL

Increase postsecondary value by focusing on 

equity-conscious strategies to address access 

to high-quality institutions, affordability, 

completion, post-enrollment success, and 

support for inclusive institutions.

STRATEGIC GOAL4

Enhance the Department’s internal 

capacity to optimize the delivery of 

its mission.

STRATEGIC GOAL5

SOURCE: U.S. DEPARTMENT OF EDUCATION

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STRATEGIC GOAL 3: STUDENT NEEDS 49

Strategic Objective 3.1: Multitiered Systems of Supports for Students 52

Strategic Objective 3.2: Supportive, Inclusive, and 

Identity-Safe Environments 58

Strategic Objective 3.3: Language Services and Supports 63

STRATEGIC GOAL 4: POSTSECONDARY EDUCATION

ACCESS AND SUCCESS 67

Strategic Objective 4.1: Raising of Quality, Awareness, and 

Completion of Postsecondary Education 70

Strategic Objective 4.2: Administration of Federal Student Aid,

Borrower Supports, and Contractor Accountability 75

Strategic Objective 4.3: Equitable Access to Secondary and

Postsecondary Programs 80

Strategic Objective 4.4: Alignment of Pathways to Credentialing 84

STRATEGIC GOAL 5: ORGANIZATIONAL GOVERNANCE 89

Strategic Objective 5.1: Information Technology 92

Strategic Objective 5.2: Data Governance, Access, and Management 96

Strategic Objective 5.3: Workforce Planning 102

Strategic Objective 5.4: Acquisition Management 105

APPENDICES 109

APPENDIX A . COVID-19 PANDEMIC RELIEF FUNDING 

PERFORMANCE INDICATORS 111

APPENDIX B . DATA VALIDITY AND VERIFICATION 113

APPENDIX C . SUMMARY OF PERFORMANCE EVALUATIONS 

COMPLETED DURING FY 2022 137

APPENDIX D . FY 2022 MANAGEMENT CHALLENGES FACING THE 

U .S . DEPARTMENT OF EDUCATION . 139

APPENDIX E . PROGRAMS BY GOAL . 145

APPENDIX F . GLOSSARY OF ACRONYMS AND ABBREVIATIONS . . . .155
HIGHLIGHTS
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EXECUTIVE SUMMARY 3

EXECUTIVE SUMMARY

This document includes the FY 2022 Annual Performance Report and FY 2024 Annual 

Performance Plan. The FY 2022 Annual Performance Report provides narrative and data 

on the Department’s progress toward the strategic goals and objectives outlined in its Fiscal 

Years 2022–2026 Strategic Plan, and the FY 2024 Annual Performance Plan details the 

Department’s planned strategies and activities to achieve those strategic goals objectives. 

Note that some of the performance indicators originally proposed in the FY 2023 Annual 

Performance Plan have been edited or do not appear in the FY 2022 Annual Performance 

Report due to data limitations, administrative actions, and regulatory changes.

The Government Performance and Results Act Modernization Act of 2010 (GPRAMA) 

(Pub. L. No. 111-352) is an update to the Government Performance and Results Act 

of 1993 (GPRA) (Pub. L. No. 103-62) and provides the legal basis for the Department’s 

Strategic Plan, including its strategic goals and objectives. In accordance with GPRAMA, the 

Deputy Secretary serves as the Chief Operating Officer of the Department and leads the 

Department’s work in achieving its strategic goals.

FY 2022 Annual Performance Report

In FY 2022, the Department assessed progress on 71 performance indicators. Of those 71, 

41 met their annual targets, 15 did not meet their annual targets, nine baselined, and six did 

not have established targets as they will baseline in FY 2023.

Additionally, in accordance with the Office of Management and Budget’s memo M-20-21, 

the Department assessed COVID-19 pandemic relief funding progress on four performance 

indicators. All four performance indicators met their annual targets. 

Accomplishing the goals of the Fiscal Years 2022–2026 Strategic Plan was about much more 

than meeting targets for performance indicators and encompassed a wide array of activities. 

This report discusses the accomplishments of the Department during FY 2022 as well as the 

challenges encountered.
 

FY 2024 Annual Performance Plan 

The FY 2024 Annual Performance Plan supports the U.S. Department of Education Fiscal 

Years 2022–2026 Strategic Plan. The FY 2024 Annual Performance Plan summarizes the 

actions the Department will take to support the priorities of the Biden–Harris Administration, 

such as promoting equity in education across the nation; accelerating learning for every 

student; building a diverse and thriving teaching profession; supporting students’ holistic 

health and wellness to support their overall well-being; making higher education more 

inclusive and affordable; and ensuring postsecondary pathways lead to successful careers. 

Detailed activities and strategies can be found in the FY 2024 Annual Performance Plan 

section within each strategic objective. 

4 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN
ABOUT THE DEPARTMENT 5

ABOUT THE DEPARTMENT

Mission

The U.S. Department of Education’s mission is to promote student achievement and 

preparation for global competitiveness by fostering educational excellence and ensuring 

equal access.

The Department accomplishes its education mission by funding programs (i.e., early 

intervention services and employment training programs) that provide services to children as 

early as birth all the way to adult learners.

Many of these programs provide grants to state or local educational agencies and support 

students and families protected by Federal civil rights laws and other laws, including 

students with disabilities and those from socio-economically disadvantaged backgrounds. 

Several programs prepare students, teachers, and the nation’s citizenry to engage with 

and succeed in an increasingly globalized world. Other programs provide grants and loans 

to postsecondary students and facilitate research that examines ways that states, schools, 

districts, and postsecondary institutions can improve America’s education system. In addition, 

the Department fulfills its mission through the enforcement of student privacy and of Federal 

civil rights laws that, among other things, provide equal access for all individuals to the 

programs funded by the Department.
6 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN

FY 2022 Organization Structure

The following chart shows the Department’s coordinating structure in fiscal year 2022.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1The White House Initiatives are Office of Faith-Based and Neighborhood Partnerships; White House Initiative on Advancing Educational 

Equity, Excellence, and Economic Opportunity for Native Americans and Strengthening Tribal Colleges and Universities; White House Initiative 

on Advancing Educational Equity, Excellence, and Economic Opportunity for Hispanics; White House Initiative on Advancing Educational 

Equity, Excellence, and Economic Opportunity for Black Americans; and White House Initiative on Advancing Educational Equity, Excellence, 

and Economic Opportunity through Historically Black Colleges and Universities.
FY 2022 ANNUAL 

PERFORMANCE REPORT 

AND 

FY 2024 ANNUAL 

PERFORMANCE PLAN
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FY 2022–FY 2026 STRATEGIC PLAN OVERVIEW 9

FY 2022–FY 2026 

STRATEGIC PLAN OVERVIEW

In July 2022, the Department published its Fiscal Years 2022–2026 Strategic Plan. Included 

in the plan are five strategic goals, each with supporting objectives. The strategic plan is a 

tool to communicate a clear vision of the Biden-Harris Administration’s priorities related to 

education, and it outlines the administration’s high-level goals and objectives along with the 

strategies that will be used to achieve them. Also included are three Agency Priority Goals, 

which are two-year goals that reflect the highest priorities of the Department.

The Department is responsible for helping states, school districts, and institutions of higher 

education provide high-quality education to all the nation’s students, especially those who are 

the most vulnerable and face the greatest barriers.

The Biden–Harris Administration seeks to lay a strong foundation that will contribute to 

a better, stronger, and more inclusive nation so that everyone in America will have the 

opportunity to fulfill their potential. This effort will also drive the implementation of policies, 

programs, and strategies that contribute to improved outcomes for students and ultimately 

improve national education outcomes. The Department’s planning, strategic goals and 

objectives, performance indicators and metrics, and programmatic implementation are 

aligned with the U.S. Department of Education Fiscal Years 2022–2026 Strategic Plan.
10 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN

Performance Management

The Deputy Secretary and Performance Improvement Office facilitate strategic planning, goal 

setting, reporting, and monitoring to improve operations and achieve the agency’s mission. 

The following flowchart demonstrates the Department’s performance management cycle.

STRATEGIC 

FRAMEWORK

Strategic Goals

and Objectives

Agency Priority 

Goals (APGs)

PLANNING

FY 2022–2026 

Strategic Plan

VIEW ONLINE

FY 2022–2023 

APGs

VIEW ONLINE

Annual

Performance

Plan (APP)

VIEW ONLINE

INTERNAL ANALYSIS

AND REVIEW

Strategic

Review

Strategic Plan 

Performance 

Review (SPPR)

REPORTING

Annual

Performance 

Report (APR)

VIEW ONLINE

APG Progress 

Updates

VIEW ONLINE
FY 2022–FY 2026 STRATEGIC PLAN OVERVIEW 11

FY 2022–FY 2026 Strategic Goals and Objectives

The following tables highlight the Department’s fiscal year (FY) 2022–FY 2026 strategic goals 

and objectives.

Strategic Goal 1: Promote equity in student access to educational resources, opportunities, and 

inclusive environments.

Strategic Objective 1.1 Prioritize the equitable and adequate distribution of resources to communities of 

concentrated poverty in an effort to provide underserved students with high-quality 

educational opportunities.

Strategic Objective 1.2 Ensure all students have access to well-rounded, rigorous, engaging, and diverse 

learning opportunities and environments to support their success in school.

Strategic Objective 1.3 Support states, school districts, and institutions of higher education to promote and 

protect students’ nondiscriminatory and equal access to education, as provided by 

Federal civil rights laws. 

Strategic Objective 1.4 Promote greater access and supports for youth and adults to engage in learning, 

succeed in postsecondary education, and increase their employability in highdemand occupations.

Strategic Goal 2: Support a diverse and talented educator workforce and professional growth to 

strengthen student learning.

Strategic Objective 2.1 Strengthen and diversify the educator pipeline and workforce.

Strategic Objective 2.2 Identify and promote evidence-based practices or strategies that support diverse 

districts (including rural districts) with high rates of poverty in recruiting, selecting, 

preparing, and retaining well-qualified (including in-field fully certified) and 

effective teachers, principals, paraprofessionals, and specialized instructional 

support personnel.

Strategic Objective 2.3 Support the professional growth, retention, and advancement of talented, 

experienced educators and other school personnel and their capacity to meet the 

social, emotional, mental health, and academic needs of underserved students.

Strategic Goal 3: Meet students’ social, emotional, and academic needs.

Strategic Objective 3.1 Support the development and implementation of multitiered systems of supports to 

increase students’ engagement; social, emotional, and mental health; well-being; and 

academic success.

Strategic Objective 3.2 Foster supportive, inclusive, and identity-safe learning environments and ensure the 

individual needs of underserved students are met through appropriately designed 

instruction, evidence-based practices, and related supports and services.

Strategic Objective 3.3 Strengthen learning environments, support professional development, and improve 

educator credentialing for emergent bilingual students and multilingual learners.
12 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN

Strategic Goal 4: Increase postsecondary value by focusing on equity-conscious strategies to address 

access to high-quality institutions, affordability, completion, post-enrollment success, and support for 

inclusive institutions.

Strategic Objective 4.1 Support educational institutions and state systems in efforts to raise academic 

quality and college completion for all students, especially for underserved students, 

such as first-generation students, students from low-income backgrounds, students 

of color, and students with disabilities.

Strategic Objective 4.2 Improve the administration of student aid programs to help eligible students receive 

aid; support borrowers in successfully repaying their loans, claiming loan forgiveness 

benefits, and mitigating student loan default; and hold contractors accountable.

Strategic Objective 4.3 Increase equitable access to secondary and postsecondary programs that have 

clear on-ramps to both high-quality jobs and additional high-quality postsecondary 

educational opportunities.

Strategic Objective 4.4 Improve the alignment across secondary, postsecondary, and career and technical 

education programs, including through transparent and effective transition 

processes, inclusive pathways, and clear credentialing requirements.

Strategic Goal 5: Enhance the Department’s internal capacity to optimize the delivery of its mission.

Strategic Objective 5.1 Manage information technology as a strategic resource and driver to promote the 

advancement of the missions executed by the Department’s 21st-century workforce.

Strategic Objective 5.2 Strengthen agency-wide data governance and build capacity to improve data access, 

data management, and enterprise data analytics in support of agency goals. 

Strategic Objective 5.3 Recruit, retain, and develop the workforce needed to meet the Department’s mission 

now and into the future.

Strategic Objective 5.4 Deliver mission outcomes and value for taxpayers through efficient acquisition 

management and proactive industry partnerships while promoting small businesses.
FY 2022–FY 2026 STRATEGIC PLAN OVERVIEW 13

FY 2022–FY 2023 Agency Priority Goals

Agency Priority Goals (APGs) state results to be achieved in a 24-month period. The 

Department identified three APGs for FY 2022 and FY 2023. These APGs seek to address 

the impact of the COVID-19 pandemic, effectively manage federal student loans, and reduce 

disparities in attainment of high-quality degrees and credentials.

APG Related Strategic Objective

APG 1: Address the impact of the COVID-19 

pandemic on students, educators, and faculty.

The Department will be a leader and partner in 

addressing the impact of the COVID-19 pandemic 

in educational areas. By September 30, 2023, the 

Department will respond to the impact of the 

COVID-19 pandemic and the need to continuously 

provide for high-quality educational environments and 

capabilities by supporting state educational agencies, 

local educational agencies, and institutions of higher 

education to:.

• Continue to support schools in maintaining safe, 

fully in-person instructions for students.

• Utilize COVID-19 relief funds on appropriate, 

effective, and evidence-based activities to reengage 

students, address lost instructional time, and 

improve educational opportunities by offering 300+ 

Department-led technical assistance engagements.

Strategic Objective 1.1: 

Prioritize the equitable and adequate distribution of 

resources to communities of concentrated poverty in 

an effort to provide underserved students with highquality educational opportunities.

Strategic Objective 1.2: 

Ensure all students have access to well-rounded, 

rigorous, engaging, and diverse learning opportunities 

and environments to support their success in school.

Strategic Objective 3.1: 

Support the development and implementation of 

multitiered systems of supports to increase students’ 

engagement; social, emotional, and mental health; 

well-being; and academic success.

Strategic Objective 3.2: 

Foster supportive, inclusive, and identity-safe learning 

environments and ensure the individual needs of 

underserved students are met through appropriately 

designed instruction, evidence-based practices, and 

related supports and services.

APG Related Strategic Objective

APG 2: Effectively manage federal student loans.

The Department will provide effective customer 

service for borrowers to simplify the student loan 

repayment process. By September 30, 2023, Federal 

Student Aid will improve loan servicer quality and 

accuracy to levels at or above 95 percent, as defined in 

student loan servicer agreements.

Strategic Objective 4.2: 

Improve the administration of student aid programs to 

help eligible students receive aid; support borrowers 

in successfully repaying their loans, claiming loan 

forgiveness benefits, and mitigating student loan 

default; and hold contractors accountable.
14 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN

APG Related Strategic Objective

APG 3: Reduce disparities in attainment of highquality degrees and credentials. 

The Department will support institutions and states 

to assist low-income students and students of color 

to enroll in and complete high-quality postsecondary 

education programs, including at community 

colleges and through career and technical training. 

By September 30, 2023, the Department will increase 

the number and diversity of higher education grant 

applicants from community colleges, Historically Black 

Colleges and Universities, Tribally Controlled Colleges 

and Universities, minority-serving institutions, and 

public four-year colleges by 5 percent to support and 

assist low-income students and students of color in 

attaining improved educational outcomes.

Strategic Objective 4.1: 

Support educational institutions and state systems 

in efforts to raise academic quality and college 

completion for all students, especially for underserved 

students, such as first-generation students, students 

from low-income backgrounds, students of color, and 

students with disabilities.

Strategic Objective 4.2:

Improve the administration of student aid programs to 

help eligible students receive aid; support borrowers 

in successfully repaying their loans, claiming loan 

forgiveness benefits, and mitigating student loan 

default; and hold contractors accountable.
STRATEGIC GOAL

Promote equity in student access to 

educational resources, opportunities, 

and inclusive environments . 1
16 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN

1 STRATEGIC GOAL 1

Promote equity in student access to 

educational resources, opportunities, 

and inclusive environments.

GOAL LEADER

Assistant Secretary, Office of Planning, Evaluation, and 

Policy Development

Why It 

Matters

Improving educational equity is a priority for the Biden–Harris 

Administration, which has a particular focus on supporting underserved 

students. The Department seeks to remedy the deeply rooted inequities 

in the country’s education system to facilitate access to educational 

opportunity and improve outcomes for all.

Objectives

1.1 Prioritize the equitable and 

adequate distribution of resources to 

communities of concentrated poverty 

in an effort to provide underserved 

students with high-quality 

educational opportunities.

Go to p.18 >>

1.2 Ensure all students have access to 

well-rounded, rigorous, engaging, 

and diverse learning opportunities 

and environments to support their 

success in school.

Go to p.23 >>

1.3 Support states, school districts, and 

institutions of higher education 

to promote and protect students’ 

nondiscriminatory and equal access 

to education, as provided by Federal 

civil rights laws.

Go to p.27 >>

1.4 Promote greater access and supports for 

youth and adults to engage in learning, 

succeed in postsecondary education, 

and increase their employability in 

high-demand occupations.

Go to p.32 >>
STRATEGIC GOAL 1 17

Performance at a Glance

In fiscal year 2022, the Department assessed progress on 13 performance indicators for this 

strategic goal. Of those, seven targets were met, four targets were not met, one performance 

indicator baselined, and one did not have established targets as it will baseline in FY 2023.

 

Goal 1 Discretionary Resources

The following figure and table show budgetary resources 

and major programs and activities supporting goal 1.

 

 

 

 

 

 

Major Programs and Activities Supporting Goal 1 (in thousands)

POC Objective Major Programs and Activities

FY 2022

Appropriation

FY 2023

Appropriation

FY 2024

President’s 

Budget

IES All Institute of Education Sciences (D) $609,673 $669,850 $729,728

IES 1.2 American Printing House for the Blind (D) $40,341 $43,431 $43,431

OCR 1.3 Office for Civil Rights (D) $135,500 $140,000 $177,600

OCTAE 1.4 Career, Technical, and Adult Education (D, M) $2,224,436 $2,191,436 $2,447,900

OESE 1.1 Indian Education (D) $186,246 $194,746 $201,746

OESE 1.1 Safe Schools and Citizenship Education (D) $160,000 $241,000 $474,000

OESE 1.1, 1.2, 1.3 Innovation and Improvement (D, M) $894,500 $967,000 $1,198,000

OESE 1.1, 1.4 Education for the Disadvantaged (D) $18,229,790 $19,057,790 $21,254,551

OESE 1.2 English Language Acquisition (D) $831,400 $890,000 $1,195,000

OESE All Impact Aid (D) $1,557,112 $1,618,112 $1,618,112

OSERS All School Improvement Programs (D) $3,425,755 $3,377,402 $3,724,662

OPE 1.4 Higher Education (D) $10,634 $11,953 $11,953

OSERS 1.1, 1.2, 1.3 Special Education (D) $14,359,489 $15,263,634 $17,839,743

OSERS 1.3, 1.4 Rehabilitation Services and Disability Research (D, M) $3,701,307 $4,117,063 $4,424,690

Notes: (1) Dollar amounts are estimates of program funding aligned to the strategic goal (Appendix E). As programs may support more than one strategic goal, amounts 

included here may be reflected in budget tables for other strategic goals. Please refer to the Department’s Budget Tables for additional information on the FY 2022 

Congressional Action, the FY 2023 Congressional Action, and the FY 2024 President’s Budget Request. (2) Letters following major programs and activities denote 

discretionary (D) or mandatory (M).

Acronyms and Definitions: POC = Principal Operating Component; FY = Fiscal Year; IES = Institute of Education Sciences; OCR = Office for Civil Rights; OCTAE = Office 

of Career, Technical, and Adult Education; OESE = Office of Elementary and Secondary Education; OSERS = Office of Special Education and Rehabilitative Services; and 

OPE = Office of Postsecondary Education.
18 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN STRATEGIC OBJECTIVE 1.1

STRATEGIC OBJECTIVE 1.1 

Prioritize the equitable and adequate distribution of 

resources to communities of concentrated poverty in an 

effort to provide underserved students with high-quality 

educational opportunities.

STRATEGIC OBJECTIVE LEADER 

Assistant Secretary, Office of Elementary and Secondary Education

FY 2022 Performance Summary

This strategic objective has two performance indicators. Neither performance indicator 

met its target. The Department designated strategic objective 1.1 as a “Focus Area for 

Improvement,” a designation derived from legal guidance for federal agencies that is 

published by the Office of Management and Budget. The guidance requires that, every year, 

each agency designate at least one of its strategic objectives for this category.

Key Successes and Opportunities

Improving Academic Achievement

In November 2021, the Department announced approximately $20 million in grants to 

Tribal Educational Agencies to meet urgent student needs resulting from the COVID-19 

pandemic. The American Rescue Plan Act of 2021’s (ARP’s) American Indian Resilience in 

Education (AIRE) grant program funds culturally relevant projects that include at least one 

of the activities from section 6121(c) of the Elementary and Secondary Education Act of 

1965 (ESEA) and are designed to assist and encourage Native American children and youth 

to enter, remain in, or reenter school at any grade from prekindergarten through grade 12. 

These activities include a broad range of direct education, health, and workforce preparation 

services for Native students, their teachers, and their families.

The ARP-AIRE funds will be critical in helping Tribal Educational Agencies 

bring students back to engaging and culturally responsive in-person 

learning. These resources will support the efforts of Tribal leaders to improve 

educational opportunities and outcomes for Native children and youth; 

honor Tribal traditions, cultures and languages; and elevate the deep 

reserves of knowledge and expertise in these communities.”

U.S. Secretary of Education

Miguel A. Cardona
STRATEGIC GOAL 1 19STRATEGIC OBJECTIVE 1.1

In December 2021, the Department announced $182 million in new grant awards to 

30 school districts, institutions of higher education, and nonprofit organizations across the 

United States as part of the Education Innovation and Research program. These grants 

support local efforts to develop, implement, and scale entrepreneurial and evidence-based 

projects that have potential to improve the academic achievement of underserved students.

The Office of Elementary and Secondary Education (OESE) piloted a review of the resource 

allocation provisions in ESEA to learn about how states are supporting districts in identifying 

resource inequities. Based on the results of that pilot, the Department is considering 

additional technical assistance it may provide to states and how to identify and share 

promising practices.

Providing Guidance for Federal Pandemic Relief and Recovery Funds

In January 2022, the Department and its technical assistance partner, the National 

Comprehensive Center, released a new resource to help states share their progress in 

deploying the $122 billion ARP Elementary and Secondary School Emergency Relief (ESSER) 

funds. These funds support safe, in-person instruction; address the effects of lost instructional 

time due to the COVID-19 pandemic; and meet students’ social, emotional, mental health, 

and academic needs. The ARP Partnership, Assistance, Transformation, and Heightened 

Support tool invites states to describe the strategies they use that other states and the nation 

may find promising in ensuring ARP ESSER funds are used appropriately and effectively as 

intended by the law.

The Department works with states to ensure proper and prompt use of federal pandemic 

relief and recovery funds. As part of ARP, the Department required state educational agencies 

(SEAs) and local educational agencies (LEAs) to create plans for how they would spend 

their ARP ESSER funds. All states received the initial two-thirds of their allocations in March 

2021, but to ensure proper stakeholder engagement and planning, each state received the 

remaining one-third of its ARP ESSER funds after its individual state plan was approved. All 

50 states, the District of Columbia, and Puerto Rico received approval of their state plans and 

their full awards by December 2021.

The Department provided more than 50 relevant sources of technical assistance to states, 

SEAs, LEAs, and advocacy groups to help its grantees and stakeholders understand and 

benefit from the significant resources provided by the pandemic relief and recovery funds 

and programs—especially and most recently funds and programs under ARP. Those resources 

include 11 topical website pages that cover the seven major kindergarten through grade 12 

funding programs from the Coronavirus Aid, Relief, and Economic Security (CARES) Act, 

Coronavirus Response and Relief Supplemental Appropriations Act, and ARP. More than 

30 hours of facilitated technical assistance have been provided on more than 15 critical topics 

through webinars, office hours, formal live presentations, briefings, frequently asked questions, 

hands-on demonstrations, and other guidance. This resource is in addition to an inestimable 

number of hours provided by the Department’s program officers to assist states directly.

In April 2022, the Department hosted a virtual summit, From Recovery to Thriving: How the 

American Rescue Plan Is Supporting America’s Students, in partnership with the National 

Public Education Support Fund. The summit convened educators, parents and families, 

philanthropists, government officials, and students to discuss the ways ARP investments 

made a difference in the 2021–2022 school year and beyond and highlighted best practices 
20 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN STRATEGIC OBJECTIVE 1.1

communities should adopt as leaders, educators, and families work together to address the 

pandemic’s impact on students.

In a September 2021 survey of college presidents, 73% of respondents indicated that mental 

health of students was a pressing concern on campus. To be responsive to the field, the 

Department published guidance in May 2022 to assist institutions in providing mental health 

supports for students, faculty, and staff. The guidance discusses how colleges can support 

students as they navigate mental health challenges exacerbated by the pandemic. It also 

includes specific examples of how colleges can use the Higher Education Emergency Relief 

Fund (HEERF) to invest in evidence-based mental health supports for students and connect 

the campus community to providers and care. 

In continued support of agencies as they determine the most effective use of COVID-19 relief 

funding, the Department developed guidance for grantees seeking approval for liquidation 

period extensions (also known as late liquidations) for CARES Act funds (ESSER I and 

Governor’s Emergency Education Relief Fund I) regarding obligation periods that expired on 

September 30, 2022. An ongoing series of “Office Hours” and webinars were produced for live 

and archived usage as well to provide needed assistance to grantees.

Additionally, OESE issued a notice of final regulation regarding ARP ESSER Maintenance 

of Equity (“MOEquity”) provisions, requiring LEA-level maintenance of equity data to 

demonstrate the LEAs are maintaining both fiscal and staffing equity in fiscal years 2022 and 

2023. SEAs are also required to publish LEA exceptions and identify high-poverty schools and 

applicable LEA high-poverty data for those years.

Monitoring Federal Pandemic Relief and Recovery Funds

In spring 2022, the Department continued to review, evaluate, and remove conditions on ARP 

ESSER state plans where those plans had been remediated or fulfilled, allowing those states 

to execute the plans without any further restrictions.

The Department conducted 52 focused monitoring reviews of the 50 states, the District of 

Columbia, and the Commonwealth of Puerto Rico to identify potential weaknesses, clarify 

regulations and legal requirements, and document model practices some SEAs and local 

LEAs follow. The Department uses the results of these reviews in ongoing trainings, technical 

updates, and community of practice groups and forums. Reviews will continue semiannually.

Additionally, the Office of Postsecondary Education (OPE) initiated enhanced monitoring for 

appropriate use of pandemic relief funding for institutions under high-risk status. 

The Department continued providing considerable staffing expertise and hours to help 

states and grantees with complex data-reporting requirements and systems issues with the 

Federal Subaward Reporting System as needed to fulfill the rules of the Federal Funding 

Accountability and Transparency Act. Department staff have also facilitated significant 

engagement with SEA and LEA leaders on the appropriate uses and constraints of funding 

by partnering with organizations (e.g., Council of Chief State School Officers, National 

Association of ESEA State Program Administrators, National Education Association, and 

American Institute of Certified Public Accountants) providing advocacy and program support 

to grantees who are trying to use their funding allocations timely and comply with the 

relief-funding requirements in the applicable law and federal Compliance Supplements.
STRATEGIC GOAL 1 21STRATEGIC OBJECTIVE 1.1

FY 2024 Annual Performance Plan

The Department will:

• Work to address educational inequities and target resources and supports to students 

with the greatest needs. Specifically, OESE will continue to support the equitable 

distribution of resources through its technical assistance network and in collaboration 

with the technical assistance centers administered in the Office of Special Education 

Programs (OSEP) and the Institute of Education Sciences (IES).

• Address challenges resulting from the COVID-19 pandemic through OPE’s administration 

of the HEERF programs and implementation of waivers and flexibilities offered to grantees. 

• Monitor states for the compliance and implementation of their approved plans with the 

ARP requirements and other Education Stabilization Fund (ESF) requirements. 

• Collaborate with states, SEAs, and LEAs to advise on and assist with the identification 

of relevant, practical, and allowable uses of ARP ESSER, ARP Emergency Assistance to 

Non-Public Schools, and other ESF funding to ensure the efficient and effective use of 

those funds to address and eradicate remaining vestiges of the COVID-19 pandemic in a 

timely manner.

• Continue leveraging the Department’s statutory authority under the Every Student 

Succeeds Act, Section 8601, to conduct high-quality evaluations, through IES, that are 

relevant to ESEA programs and can answer questions of strategic importance, offer 

evidence that can support program improvement, and identify effective strategies for 

improving student achievement, particularly for historically underserved students.

• Facilitate institutions’ use of CARES Act flexibilities related to the administration of Title IV

and Higher Education Act of 1965 programs as well as flexibilities outlined in the Federal 

Student Aid Programs Federal Register Notice using authority of the Higher Education 

Relief Opportunities for Students Act of 2003 to assist students affected by the COVID-19 

pandemic in completing their programs of study.

• Broaden access to and awareness of race and ethnicity data by regularly updating the 

OSEP’s Fast Facts and Hand In Hand companion documents.

Performance Indicators

1.1.1 Percentage of individual discretionary grant programs that include the Secretary’s priority of 

promoting equity in student access to educational resources and opportunities (including absolute, 

invitational, or competitive preference priorities).

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 41% 75% 50% 55%

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in fiscal year 2022.

Data Source: FY 2022 Grants Policy Office Grant Competition and Early Warning Dashboard.

Period of Performance: October 2021–September 2022.
22 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN STRATEGIC OBJECTIVE 1.1

1.1.2 Percentage of states publishing report cards (as of January 15 annually) that include per-pupil 

expenditures of federal, state, and local funds, including actual personnel expenditures and actual no 

personnel expenditures of federal, state, and local funds disaggregated by source of funds for each 

local educational agency and school for either of the prior two years.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — 90% 83% 92% 94% 95%

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in fiscal year 2022. Report cards 

published as of January 15, 2022.

Data Source: School Support and Accountability—Title I Program Office.

Period of Performance: School Year 2021–2022.
STRATEGIC GOAL 1 23STRATEGIC OBJECTIVE 1.2

STRATEGIC OBJECTIVE 1.2

Ensure all students have access to well-rounded, rigorous, 

engaging, and diverse learning opportunities and 

environments to support their success in school.

STRATEGIC OBJECTIVE LEADERS 

Deputy Assistant Secretary, Office of Planning, Evaluation, and Policy Development 

and Assistant Secretary, Office of Elementary and Secondary Education

FY 2022 Performance Summary

This strategic objective has one performance indicator. This performance indicator is pending 

data, and a baseline is not yet established.

DID YOU KNOW? 

Secretary of Education Miguel Cardona launched the 

Engage Every Student initiative. The Department has 

partnered with the Afterschool Alliance, American 

Association of School Administrators, National League 

of Cities, National Summer Learning Association, and 

the National Comprehensive Center to provide schools 

and communities the connections and assistance 

they may need to expand access to afterschool and 

summer learning programs. 

The initiative encourages and supports schools, 

districts, local elected officials, local government 

agencies, community-based organizations, states, and 

others connected to out-of-school time efforts to take 

up the Department’s call to action on universal access, 

and to encourage the utilization of American Rescue 

Plan Act of 2021 resources in addition to other federal, 

state, and local resources to support access to out-ofschool time as an evidence-based strategy to support 

student recovery from lost instructional time during 

the pandemic.

Secretary of Education Miguel Cardona and 

Daniel the Tiger visit Carnegie Science Center. 

Source: U.S. Department of Education.
24 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN STRATEGIC OBJECTIVE 1.2

Key Successes and Opportunities

Technical Assistance

In December 2021, the Department released the 2022 application for the Statewide 

Family Engagement Centers program. The program awarded $5 million in grants that 

provide financial support to organizations that offer technical assistance and training to 

state educational agencies (SEAs) and school districts in the implementation of effective 

family-engagement policies, programs, and activities that lead to improvements in student 

development and academic achievement.

Magnet Schools Assistance Programs and Statewide Family Engagement centers held 

annual Director meetings to provide technical assistance to grantees to improve program 

implementation. Additionally, the two centers provide technical assistance, established peer 

review processes, and released notices inviting applications. 

The Office of Elementary and Secondary Education (OESE) awarded four new grants, totaling 

more than $6.5 million, for the 2022 Equity Assistance Center (EAC) program. The EAC 

awards fund four new regional EACs that each provide technical assistance to public schools 

and other agencies focused on addressing equity in their community for students and the 

educators who support them related to race, sex, national origin, gender identity, disability, 

and religion. This funding also supports regional EACs that provide technical assistance and 

training at the request of school boards and other governmental agencies in the preparation, 

adoption, and implementation of plans for the desegregation of public schools. Each center 

provides training and technical assistance, upon request, in the areas of civil rights, equity, and 

school reform to school systems within a region comprised of 12–15 states. This assistance 

helps schools and communities ensure equitable education opportunities are available and 

accessible for all children. 

Increasing Access to Learning Opportunities

The Office of Special Education Programs (OSEP) and its technical assistance centers hosted 

the Smart Beginnings series to support the 2022–2023 academic year and disseminate 

high-quality, research-based practices for teachers and practitioners, administrators, and 

families of children with disabilities. Smart Beginnings addressed issues impacting students 

with disabilities from early childhood through their transition into postsecondary education or 

careers. OSEP also supported blind, visually impaired, and print-disabled students by providing 

access to 658,368 accessible digital instructional material downloads in fiscal year (FY) 2022.

Additionally, OSEP and the Rehabilitation Services Administration supported the National 

Technical Assistance Center on Transition: The Collaborative (NTACT:C), which provides 

targeted technical assistance via seven communities of practice (CoPs) that advance students 

with disabilities’ access to well-rounded, rigorous, and diverse learning opportunities and 

environments to support their success in school. In evaluation surveys conducted with CoP 

members by the NTACT:C, 100% of respondents reported their participation in the CoP is 

increasing the number of students with disabilities engaged in effective transition practices 

or services. Additionally, 100% of respondents reported participating in the CoP supports their 

states’ plans to improve transition services and outcomes for secondary students and youth 

with disabilities. To improve statewide models of professional development, the NTACT: C’s 

Self-Study model has been expanded to develop and launch a statewide scale-up model.
STRATEGIC GOAL 1 25STRATEGIC OBJECTIVE 1.2

The Department’s National Center for Homeless Education (NCHE) hosted CoPs partnering 

with community-based organizations to identify students experiencing homelessness and 

provide them with wraparound services. NCHE also hosted webinars, presented at meetings 

around the implementation of the American Rescue Plan Act of 2021 (ARP) for Homeless 

Children and Youth (HCY) and published an overview of the ARP-HCY state plans and use of 

ARP-HCY funds for wraparound services for students experiencing homelessness.

The Office of Educational Technology (OET) committed to advancing digital equity through 

the Digital Equity Education Roundtables (DEER) Initiative. Through DEER, OET hosted a 

series of listening sessions with leaders from community-based organizations as well as 

families and learners furthest from digital opportunities to learn more about the barriers 

learner communities face and promising solutions for increasing access to technology for 

learning. During these listening sessions, participants expressed the need to address the 

three components of digital equity—availability, affordability, and adoption—to serve all 

learners in an equitable manner. To help leaders in developing digital equity plans under 

the Infrastructure Investment and Jobs Act, OET published their findings from these 

listening sessions in Advancing Digital Equity for All: Community-Based Recommendations 

for Developing Effective Digital Equity Plans to Close the Digital Divide and Enable 

Technology-Empowered Learning.

The Department is one of 20 federal agencies and Regional Commissions that make up the 

Rural Partners Network (RPN), established to expand rural prosperity through job creation, 

infrastructure development, and community improvement. In support of the initiative, the 

Department established the Rural Strategy and Action Team (RSAT), which is comprised of 

staff from nine program offices, and meets monthly to discuss rural needs, opportunities, 

resources, and best practices. The team identifies policy and programmatic shortcomings 

affecting rural communities and, through detailed analysis, presents viable solutions that 

inform Department leadership and RPN. Members of RSAT also respond to educationrelated inquiries arising from RPN and develop new resources to support rural education in 

geographically isolated areas.

The Department continues to highlight state efforts and share best practices that use 

Elementary and Secondary School Emergency Relief (ESSER) funding to address academic 

impacts resulting from the COVID-19 pandemic. The North Carolina SEA developed a new 

office to provide support to local educational agencies (LEAs) regarding the required setasides to address learning loss. The Office of Learning Recovery was developed and funded, 

in part, with state and ESSER funding. The office is set up to provide research, evaluation, 

and support at the state level. The New Jersey Department of Education (NJDOE) expanded 

their Learning Acceleration Guide. In a cross-department effort, NJDOE reviewed promising 

practices from around the country in response to disrupted learning (i.e., natural disasters, 

etc.). Additionally, NJDOE reached out to LEAs to understand how they were making the 

research operational in addressing learning acceleration in their unique situations. The 

information gathered was used to make a clearinghouse on accelerated learning. 

OESE released non-regulatory guidance on the Bipartisan Safer Communities Act (BSCA) 

Stronger Connections Grant program, and sought public comment by December 22, 2022. 

This draft guidance document discusses allowable uses of these funds, including how they 

can be used to create and implement antibullying and antiharassment plans, to create and 

implement positive and fair discipline practices and policies and multitiered systems of support.
26 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN STRATEGIC OBJECTIVE 1.2

FY 2024 Annual Performance Plan

The Department will:

• Continue to identify or develop and disseminate evidence-based supports and resources 

to the education community as it continues to address the impact of lost instructional 

time for all students and particularly those most impacted by lost instructional time 

as a result of the COVID-19 pandemic. Mechanisms for dissemination include the Best 

Practices Clearinghouse, the Lessons from the Field Webinar Series, and the Raise the Bar 

learning series.

• Create a new stakeholder-management unit to collect and respond to feedback timelier 

and provide technical assistance more rapidly and accurately to improve the use of 

pandemic relief funds to address lingering and persistent challenges, such as lost 

instructional time and student attendance.

• Continue to move forward key administrative initiatives to support students, families, and 

educators including the National Partnership for Student Success and the Engage Every 

Student initiatives. 

• Support administration of funds provided through BSCA and the FY 2022 Omnibus 

Appropriations, including nearly $1 billion to 56 states and territories through BSCA to 

help schools in high-need districts provide students with safe and supportive learning 

opportunities and environments that are critical for their success.

• Collaborate with internal and external partners to disseminate resources on the use of 

evidence, including internal trainings and workshops to build staff capacity to support 

formula and competitive grantees and the broader education community.

• Support SEAs in increasing their capacities to assist school districts by providing training 

and technical assistance in the development and implementation of high-quality school 

emergency operations plans.

• Monitor states’ implementation of their approved plans for complying with the 

Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every 

Student Succeeds Act, including report card requirements. Specifically, OESE will monitor 

states for compliance with Title I, Part A; Title II, Part A; and Title III, Part A of ESEA in 

FY 2022. States will be chosen based on a risk assessment.

• Collaborate across offices and federal agencies to identify and broadly disseminate 

information and resources on supporting all students to address the impact of lost 

instructional time.

Performance Indicators

1.2.1 Number of local educational agencies who are subrecipients of American Rescue Plan Homeless 

Grants showing an increase in the number of students identified as homeless.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — — Baseline — —

Notes: The Office of Elementary and Secondary Education has not completed its data quality review of the existing data submitted by states. Therefore, the FY 2022 

actual data are pending, and a baseline is not yet established.

Data Source: EDFacts: Consolidated State Performance Report.

Period of Performance: School Year 2021–2022.
STRATEGIC GOAL 1 27STRATEGIC OBJECTIVE 1 .3

STRATEGIC OBJECTIVE 1.3

Support states, school districts, and institutions of 

higher education to promote and protect students’ 

nondiscriminatory and equal access to education, as provided 

by Federal civil rights laws.

STRATEGIC OBJECTIVE LEADER 

Assistant Secretary, Assistant Secretary, Office for Civil Rights

FY 2022 Performance Summary

This strategic objective has seven performance indicators. Of these seven performance 

indicators, six met their annual targets, and one did not meet its annual target.

Key Successes and Opportunities

Providing Resources to Promote Equal Access to Education 

In October 2021, the Department’s Office for Civil Rights (OCR) and the U.S. Department 

of Justice jointly issued a fact sheet to support students with mental health disabilities, their 

families, and their schools in the era of COVID-19. The fact sheet, titled Supporting and Protecting 

the Rights of Students at Risk of Self-Harm in the Era of COVID-19, provides information about 

Federal civil rights laws that protect students with mental health disabilities. Along with the fact 

sheet, OCR released a letter to educators highlighting the civil rights obligations of schools and 

postsecondary institutions to students with mental health disabilities. Also in October 2021, OCR 

issued another fact sheet to support intersex students, their families, and educators. The fact 

sheet, entitled Supporting Intersex Students: A Resource for Students, Families, and Educators, 

provides information about how Federal civil rights laws protect intersex students, key issues 

intersex students face in school, and how schools can support intersex students.

An additional fact sheet released by OCR in February 2022 reminds schools of their obligation 

to ensure free, appropriate public education under Section 504 of the Rehabilitation Act of 

1973 for students with disabilities during the pandemic, including schools’ responsibilities to 

provide compensatory services. The fact sheet, entitled Providing Students with Disabilities 

Free Appropriate Public Education During the COVID-19 Pandemic and Addressing 

the Need for Compensatory Services Under Section 504, provides information about 

compensatory services requirements under Section 504.

In May 2022, OCR issued a document entitled Supporting College Success: FAQs on the 

Disability-Related Rights of Student Veterans with Disabilities. The document provides 

information to qualified student veterans with disabilities about their rights under Section 

504 to ensure they are afforded an equal opportunity to achieve academic success. Student 

veterans with a disability, as defined under Section 504, are entitled to disability civil rights 

protections regardless of whether the military or U.S. Department of Veterans Affairs has 

determined that these veterans have a total or partial disability.
28 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN STRATEGIC OBJECTIVE 1.3

In July 2022, OCR issued guidance on the rights of elementary and secondary public school 

students to nondiscriminatory discipline based on disability, including behavioral disability, 

under Section 504. The guidance, entitled Supporting Students with Disabilities and Avoiding 

the Discriminatory Use of Student Discipline Under Section 504 of the Rehabilitation Act of 

1973, provides information about the discipline of students with disabilities in the context 

of public elementary and secondary school. Also in July 2022, OCR issued a fact sheet

summarizing key points in the Section 504 guidance for students with disabilities, their 

parents, and others who need a quick reference to this important information about students’ 

rights and schools’ obligations not to discriminate based on disability.

These resources will also help schools live up to their legal obligations, 

support an equitable recovery for all our students, and make sure that 

students with disabilities get the behavioral supports and special education 

services they need to thrive.”

U.S. Secretary of Education

Miguel A. Cardona

During fiscal year 2022, the Office of Special Education Programs’ (OSEP’s) Monitoring 

and State Improvement Planning (MSIP) division continued to support states in promoting 

equitable access to resources, opportunities, and an inclusive environment through its 

Differentiated Monitoring and Support (DMS) process. Under DMS, OSEP’s MSIP division 

provides universal technical assistance through six national technical assistance calls and 

a presentation at OSEP’s annual Leadership and Project Directors Conference. OSEP also 

conducted Phase 1 and Phase 2 activities with Cohort 1 (composed of eight states, each with 

a Part B and C component) and two states that were selected because of emerging issues. 

OSEP’s MSIP division will continue to monitor states through a cyclical process. The process is 

scheduled to conclude in 2028 for the current cycle to monitor 116 programs under Part B 

and Part C of the Individuals with Disabilities Education Act (IDEA).

Federal Civil Rights Compliance

In June 2022, OCR issued a Notice of Proposed Rulemaking on Title IX of the Education 

Amendments of 1972, with a public comment period of July 12–September 12, 2022. 

These proposed changes to the regulations would set out requirements for elementary and 

secondary schools, colleges and universities, and other recipients of Department funding to 

fulfill their responsibilities under Title IX to offer education programs and activities free from 

sex discrimination. Through these requirements, the proposed regulations would advance 

Title IX’s goal of ensuring no person experiences sex discrimination, including sex-based 

harassment in education. The Department’s proposed regulations would clarify, for example, 

that Title IX’s protections against discrimination based on sex apply to sexual orientation 

and gender identity and would strengthen protections for students and employees who 

are pregnant or have pregnancy-related conditions. In addition, among the proposed 

provisions are crucial protections to ensure support for students and others who experience 
STRATEGIC GOAL 1 29STRATEGIC OBJECTIVE 1.3

sex discrimination and requirements that recipients of federal funds have a fair and reliable 

process for responding promptly to all sex discrimination complaints.

Analyzing Data to Support Equal Access to Education

In support of students with disabilities and English learners, OSEP released OSEP Fast Facts: 

Students With Disabilities Who Are English Learners (Els) Served Under IDEA Part B. OSEP 

Fast Facts highlights that 1.6% of students enrolled in public elementary and secondary 

schools are dually identified as students with disabilities under IDEA Part B and English 

learners. OSEP Fast Facts also notes the number of students with disabilities who are English 

learners in the United States grew by almost 30% between the 2012 and 2020 school years. 

Additionally, OSEP released OSEP Fast Facts: Educational Environments of School Aged 

Children with Disabilities. OSEP Fast Facts addresses the education environment of the 

percentage of students with disabilities receiving IDEA Part B services by factors such as race/

ethnicity, disability category, services received in separate schools, and services received in 

parentally placed private schools.

FY 2024 Annual Performance Plan

The Department will:

• Enforce Federal civil rights laws effectively by investigating and resolving complaints of 

discrimination and conducting compliance reviews and directed investigations consistent 

with applicable statutes, regulations, case law, and internal procedures.

• Continue to collect and publish data related to civil rights and equity through the Civil 

Rights Data Collection.

• Continue to monitor states using OSERS’s DMS process while providing universal 

technical assistance to states regarding their implementation of IDEA Parts B and C.

• Monitor all states on their general supervision systems and implementation of IDEA 

requirements to improve outcomes for infants, toddlers, children, and youth with disabilities.

Performance Indicators

1.3.1 Number of policy guidance and fact sheets publications on the Office for Civil Rights’ website 

that focus on how schools and districts serving students in prekindergarten through grade 12 and 

institutions of higher education may comply with Federal civil rights laws by avoiding and addressing 

discrimination based on race, color, national origin, disability, sex, and age.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 4 4 2 2

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in fiscal year 2022.

Data Source: Generated data reports from an internal data-collection system.

Period of Performance: October 2021–September 2022.
30 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN STRATEGIC OBJECTIVE 1.3

1.3.2 Number of published civil rights data and user-friendly summaries of key data about the 

experiences of students, including their access to resources and educational opportunities through the 

Civil Rights Data Collection.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 3 3 2 2

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in fiscal year 2022.

Data Source: Generated data reports from an internal data-collection system.

Period of Performance: October 2021–September 2022.

1.3.3 Number of proactive investigations that address possible violations of Federal civil rights laws.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 100 10 8 8

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in fiscal year 2022.

Data Source: Generated data reports from an internal data-collection system.

Period of Performance: October 2021–September 2022.

1.3.4 Number of proactive outreach and technical assistance activities that provide stakeholders 

(e.g., students, parents and guardians, recipient educational institutions, and advocacy groups) with 

information concerning their rights and responsibilities under Federal civil rights laws.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 154 75 80 150

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in fiscal year 2022.

Data Source: Generated data reports from an internal data-collection system.

Period of Performance: October 2021–September 2022.

1.3.5 Percentage of complaints that are resolved within 180 days.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 79% 90% 80% 80%

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in fiscal year 2022.

Data Source: Generated data reports from an internal data-collection system.

Period of Performance: October 2021–September 2022.

1.3.6 Number of annual trainings on two substantive areas related to systemic investigations.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 2 2 2 4

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in fiscal year 2022.

Data Source: Generated data reports from an internal data-collection system.

Period of Performance: October 2021–September 2022.
STRATEGIC GOAL 1 31STRATEGIC OBJECTIVE 1.3

1.3.7 Percentage of students with disabilities who have an Individualized Educational Program (IEP) 

who graduate from high school with a regular high school diploma.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

69.9% 70.5% 72.7% 72.6% 76.6% 75.4% 73.6% 74.6% 75.6%

Data Source: EDFacts.

Period of Performance: July 1, 2020–June 30, 2021.
32 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN STRATEGIC OBJECTIVE 1 .4

STRATEGIC OBJECTIVE 1.4 

Promote greater access and supports for youth and adults to 

engage in learning, succeed in postsecondary education, and 

increase their employability in high-demand occupations.

STRATEGIC OBJECTIVE LEADERS 

Assistant Secretary, Office of Career, Technical, and Adult Education and 

Assistant Secretary, Office of Postsecondary Education

FY 2022 Performance Summary

This strategic objective has three performance indicators. Of these three performance 

indicators, one met its annual target, one did not meet its annual target, and one baselined.

DID YOU KNOW?

The White House Initiative on Advancing Educational 

Equity, Excellence, and Economic Opportunity through 

Historically Black Colleges and Universities (HBCUs) 

announced its ninth cohort of HBCU Scholars, recognizing 

86 undergraduate, graduate, and professional students 

from 56 HBCUs for their accomplishments in academics, 

leadership, civic engagement and much more.

A key feature of the HBCU Scholar Program is a partnership 

with the National Aeronautics and Space Administration 

(NASA) to foster innovation and opportunity for the cohorts 

through the Mini Minority University Research Innovation 

Tech Transfer Idea Competition.

HBCU Scholars. 

Source: The White House.

Key Successes and Opportunities 

Enhancing Best Practices

In collaboration with fellows from the Harvard Project on the Workforce, the Office of 

Career, Technical, and Adult Education (OCTAE) conducted an analysis of aggregate and 

disaggregated data on secondary career and technical education (CTE) concentrators’ 

postsecondary placement submitted by states in their Perkins Consolidated Annual Report 

for fiscal year (FY) 2020–FY 2021 (the first year for which data are available under the newly 

reauthorized Perkins statute). Based on the analysis, the team conducted interviews with 

state CTE directors and their staffs to unearth promising practices for enabling disaggregated 

student categories to meet or exceed state determined levels of performance.
STRATEGIC GOAL 1 33STRATEGIC OBJECTIVE 1.4

Technical Assistance

In June 2022, OCTAE delivered technical assistance workshops for state staff to support the 

analysis of adult education National Reporting System data and the identification of possible 

disparities in enrollment and retention among subpopulations of adult learners. The sessions 

assisted state directors in isolating unique factors that may contribute to disparate access to 

adult education opportunities and outcomes.

In collaboration with the Department of Labor’s Office of Disability Employment Policy

and seven partners from other federal departments, the Department released Resource 

Leveraging & Service Coordination to Increase Competitive Integrated Employment for 

Individuals with Disabilities. This resource, which comprises a federal joint communication 

to state and local governments and a Frequently Asked Questions document, focuses 

on benefits of and support for blending, braiding, and sequencing resources to increase 

Competitive Integrated Employment for people with disabilities. Partner agencies or offices 

include the Department of Labor’s Employment and Training Administration; the Department 

of Health and Human Services’ Administration for Community Living, Centers for Medicare 

and Medicaid Services, and Substance Abuse and Mental Health Services Administration; the 

Department of Education’s Office of Special Education and Rehabilitative Services, Office of 

Special Education Programs, and the Rehabilitation Services Administration (RSA); and the 

Social Security Administration’s Office of Retirement and Disability Policy.

RSA provided information and technical assistance on the Workforce Innovation and 

Opportunity Act performance measures, and State Vocational Rehabilitation agencies 

reported, of the 204,028 individuals participating in recognized education and training 

programs leading to a recognized postsecondary credential or employment, 87,221 

individuals with disabilities (42.7%) achieved measurable skill gains. Additionally, of the 

67,784 individuals with disabilities eligible for credential attainment, 23,101 (34.1%) achieved 

a recognized credential.

Outreach

The Office of Postsecondary Education’s (OPE’s) Higher Education Program’s leadership and 

staff worked with federal agencies and private and public organizations to share information 

regarding funding opportunities specifically to minority-serving institutions (MSIs).

As a result of the increased outreach to, engagement with, and technical assistance to 

institutions of higher education, OPE and their partner efforts contributed to an increase 

in the number of institutions who qualified as MSIs. This change constitutes an increase 

to 32 such institutions and surpasses the FY 2022 goal by 22 institutions. This growth 

demonstrates an increase in the commitment of institutions to serve minority populations 

and increase success rates for students.

OPE Institutional Service staff assisted the National Telecommunications and Information 

Administration by disseminating information about the Connecting Minority Communities 

Pilot Program (CMC) grant opportunity to MSIs. The grant program received more than 

200 applications for CMC from a diverse set of applicants. For FY 2022, the agency 

announced that it awarded five grants as part of CMC.
34 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN STRATEGIC OBJECTIVE 1.4

FY 2024 Annual Performance Plan

The Department will:

• Improve access to quality educational programs available in correctional settings.

• Continue supporting states in strengthening educational outcomes for adult learners 

through the application of evidence-based and equity-focused strategies and policies.

• Identify opportunities to further build and use evidence in the Department’s grant 

programs, both formula and competitive.

• Continue providing grants, outreach, and technical assistance to institutions preparing 

youth and adult learners for the emerging workforce, with a focus on increasing the 

number and proportion of students of color, students from low-income backgrounds, 

students with disabilities, and other underserved students who enroll in and complete 

postsecondary education programs.

• Identify opportunities to create clearer career pathways for students that may reduce the 

time to complete a degree and the overall cost of college, including dual or concurrent 

enrollment, and make transfers of course credits more seamless and transparent.

• Continue using opportunities to engage MSIs, Historically Black Colleges and Universities, 

and Tribally Controlled Colleges and Universities to share information regarding funding 

opportunities across all IHE grant programs and offer technical assistance for applicants.

• Continue supporting state analysis of participant demographic and outcome data 

and their assessment of statistical performance as a pathway to strengthen statewide 

program management and improvement efforts.

• Use Adult Education and Family Literacy Act National Leadership Activities to deliver 

support to adult education providers to strengthen instructional quality through the 

application of standards- and evidence-based practice and incorporating diversity, equity, 

inclusion, and accessibility as a core component of program design and delivery.

• Host an annual Perkins Data Quality Institute in FY 2023 and FY 2024 to help states 

analyze their Perkins data, identify gaps or disparities in performance among special 

populations of CTE students, and identify promising practices for eliminating those gaps 

or disparities.

Performance Indicators

1.4.1 Percentage of adult education participants that achieve measurable skill gains (reporting for 

Native American and Alaska Native, Hispanic or Latino, Asian, Black or African American, Native 

Hawaiian or other Pacific Islander, White, and more than one race).

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 40.96% 42% 42% 43%

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in fiscal year 2022.

Data Source: National Reporting System for adult education annual program performance report from grantee submissions (OCTAE).

Period of Performance: July 1, 2021–June 30, 2022.
STRATEGIC GOAL 1 35STRATEGIC OBJECTIVE 1.4

1.4.2 Percentage of disaggregated student categories for which secondary career and technical 

education concentrators meet 90% of the average state determined performance level for secondary 

students being placed in postsecondary education; advanced training; military service; national, 

community service, or peace corps; or employment.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 69.7% Baseline 70% 70.5%

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in fiscal year 2022.

Data Source: States’ Consolidated Annual Reports, submitted on January 31.

Period of Performance: Program Year 2020–2021. 

1.4.3 Number of eligible minority-serving isnstitutions that can apply for competitive grant programs 

that contribute to student success, including access, support services, retention, and outreach.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — 808 840 818 828 840

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in fiscal year 2022.

Data Source: Federal Eligibility Matrix results.

Period of Performance: October 2021–September 2022.
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STRATEGIC GOAL 

Support a diverse and talented educator 

workforce and professional growth to 

strengthen student learning . 2
38 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN

2 STRATEGIC GOAL 2

Support a diverse and talented 

educator workforce and professional 

growth to strengthen student learning.

GOAL LEADERS 

Senior Advisor, Office of the Deputy Secretary and 

Assistant Secretary, Office of Planning, Evaluation, and 

Policy Development

Why It 

Matters

It is essential to attract, support, and retain a diverse, well qualified, 

experienced, and effective pool of educators by ensuring candidates 

have access to high-quality, comprehensive preparation programs, 

such as residency programs, and steps are taken to support and retain 

qualified and effective educators through practices like mentoring 

early career teachers, improving working conditions, and creating or 

enhancing opportunities for professional growth. It is also important that 

the diversity of the educator workforce reflects the diversity of the nation. 

A diverse educator workforce benefits all students and can particularly 

improve school-related outcomes for students of color.

Objectives

2.1 Strengthen and diversify the educator 

pipeline and workforce.

Go to p.40 >>

2.2 Identify and promote evidence-based 

practices or strategies that support 

diverse districts (including rural districts) 

with high rates of poverty in recruiting, 

selecting, preparing, and retaining wellqualified (including in-field fully certified) 

and effective teachers, principals, 

paraprofessionals, and specialized 

instructional support personnel.

Go to p.44 >>

2.3 Support the professional growth, 

retention, and advancement of 

talented, experienced educators and 

other school personnel and their 

capacity to meet the social, emotional, 

mental health, and academic needs of 

underserved students.

Go to p.47 >>
STRATEGIC GOAL 2 39

Performance at a Glance

In fiscal year 2022, the Department assessed progress on six performance indicators for 

this strategic goal. Of those, four performance indicators met their annual target, and 

two performance indicators baselined. 

Goal 2 Discretionary Resources

The following figure and table show budgetary resources 

and major programs and activities supporting goal 2.

 

 

 

 

 

 

Major Programs and Activities Supporting Goal 2 (in thousands)

POC Objective Major Programs and Activities

FY 2022

Appropriation

FY 2023

Appropriation

FY 2024

President’s 

Budget

FSA 2.1 Health Education Assistance Loans Liquidating 

Account (M)

$(5,029) $(5,029) $-

FSA 2.1, 2.3 Teacher Education Assistance for College and Higher 

Education (M)

$104,323 $58,264 $39,687

IES All Institute of Education Sciences (D) $72,051 $72,051 $74,051

OESE 2.2 English Language Acquisition $54,715 $62,011 $101,097

OESE 2.2 Indian Education (D) $70,000 $72,000 $72,000

OESE 2.1, 2.2, 2.3 Innovation and Improvement (D, M) $258,000 $263,000 $333,000

OESE 2.1, 2.2, 2.3 School Improvement Programs (D, M) $2,189,737 $2,214,544 $2,190,080

OPE 2.1, 2.2 Higher Education (D, M) $59,092 $85,000 $162,092

OSERS 2.2, 2.3 Rehabilitation Services and Disability Research (D) $29,388 $29,388 $29,388

OSERS 2.2, 2.3 Special Education (D, M) $13,477,334 $14,347,334 $16,562,832

OESE All Education for the Disadvantaged (D, M) $17,757,802 $ 20,849,810 $22,950,882

Notes: (1) Dollar amounts are estimates of program funding aligned to the strategic goal (Appendix E). As programs may support more than one strategic goal, amounts 

included here may be reflected in budget tables for other strategic goals. Please refer to the Department’s Budget Tables for additional information on the FY 2022 

Congressional Action, the FY 2023 Congressional Action, and the FY 2024 President’s Budget Request. (2) Negative dollar amounts (indicated by values in parentheses) 

represent a downward re-estimate for the program. (3) Letters following major programs and activities denote discretionary (D) or mandatory (M).

Acronyms and Definitions: POC = Principal Operating Component; FY = Fiscal Year; FSA = Federal Student Aid; IES = Institute of Education Sciences; OESE = Office of 

Elementary and Secondary Education; OPE = Office of Postsecondary Education; and OSERS = Office of Special Education and Rehabilitative Services.
40 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN STRATEGIC OBJECTIVE 2.1

STRATEGIC OBJECTIVE 2.1

Strengthen and diversify the educator pipeline and workforce.

STRATEGIC OBJECTIVE LEADERS 

Assistant Secretary, Office of Postsecondary Education and Assistant Secretary, 

Office of Elementary and Secondary Education

FY 2022 Performance Summary

This strategic objective has two performance indicators. Of these two performance indicators, 

one met its annual target, and one baselined.

DID YOU KNOW?

The Department has awarded $8.2 million 

for 12 new grants aimed at increasing the 

diversity of the teacher workforce and preparing 

teachers to meet the needs of the nation’s 

most underserved students. The Augustus F. 

Hawkins Centers of Excellence (Hawkins) program 

supports key aspects of a high quality teacher 

preparation pipeline, including evidence-based, 

comprehensive teacher preparation programs 

that provide extensive clinical experience at 

Historically Black Colleges And Universities 

(HBCUs), minority-serving institutions (MSIs), 

and Tribally Controlled Colleges and Universities 

(TCCUs). HBCUs, MSIs, and TCCUs prepare a 

disproportionate share of teachers of color. 

These colleges are uniquely positioned to recruit, 

prepare, and place teachers who will provide 

culturally and linguistically relevant teaching in 

underserved and hard-to-staff schools.

Kurt Russell, 2022 National Teacher of the Year. 

Source: Cody York Photography, Inc.
STRATEGIC GOAL 2 41STRATEGIC OBJECTIVE 2.1

Key Successes and Opportunities

Providing Resources to Strengthen the Workforce

The Department supports efforts that address teacher shortages across the nation. In 

March 2022, the Department released a fact sheet providing concrete examples of how 

states, districts, and schools are using federal COVID-19 dollars to strengthen the teacher 

pipeline, get more educators in the classroom, and accelerate student recovery. Districts and 

institutions of higher education (IHEs) are addressing teacher shortages by partnering to 

create and expand residency programs, offer paraprofessional internships, and get college 

students in the classroom more quickly. In June 2022, the Department hosted a joint 

webinar, “Addressing Early Care and Education Workforce Shortages Through Registered 

Apprenticeships,” in partnership with the U.S. Department of Health and Human Services’ 

Administration for Children and Families’ Office of Early Childhood Development and the 

U.S. Department of Labor. These partnerships and more contribute to affording students 

the opportunity to spend more time working with qualified educators and addressing the 

academic impact of the COVID-19 pandemic.

The Office of Postsecondary Education (OPE) provided technical assistance to institutions 

related to the Ronald E. McNair Postbaccalaureate Achievement Program and the Promoting 

Postbaccalaureate Opportunities for Hispanic Americans that support the preparation of a 

diverse workforce in the higher education faculty.

In June 2022, the Office of Educational Technology and International Society for Technology 

in Education launched the Educator Preparation Program Digital Equity and Transformation 

Pledge to build teacher skills that support student success in digital environments. In fiscal 

year (FY) 2022, more than 60 institutions signed the pledge and joined a network of colleges 

of education working toward the five principles outlined in the pledge.

Supporting a Diverse Educator Pipeline

Several offices across the Department support efforts to increase the number of diverse 

and qualified educators in schools. OPE’s Ronald E. McNair Postbaccalaureate Achievement 

Program and the Promoting Postbaccalaureate Opportunities for Hispanic Americans 

Program support the preparation of a diverse workforce in the higher education faculty. 

Department staff provided technical assistance during the preapplication process for these 

programs, highlighted the importance of preparing a diverse higher education faculty 

workforce, and required each project to be implemented by at least one Historically Black 

College or University (HBCU), Tribally Controlled College or University, or minority-serving 

institution (MSI). The Office of Special Education and Rehabilitative Services’ (OSERS) Office of 

Special Education Programs (OSEP) made an award for the Early Childhood Personnel Equity 

Center. The Center is intended to increase the racial, ethnic, and linguistic diversity of IHEs’ 

faculty and early childhood personnel and enhance equity within early childhood preparation. 

Additionally, OSERS made a new award for the Collaboration for Effective Educator 

Accountability, Development, and Reform Center 3.0. This Center will continue to support 

states in stabilizing, strengthening, and diversifying the special education workforce.

OSERS is reconceptualizing its personnel preparation grant programs to increase the 

numbers of diverse and qualified educators in schools. In FY 2022, OSEP published an 

absolute priority with its personnel preparation master’s degree program to increase the 

number of ethnically and racially diverse personnel who are fully credentialed to serve 
42 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN STRATEGIC OBJECTIVE 2.1

children, including infants, toddlers, and youth with disabilities. Under this new priority, 

the Department funded 16 awards to MSIs, HBCUs, Hispanic-serving institutions, Tribally 

Controlled Colleges and Universities, and Asian American- and Pacific Islander-serving 

institutions for a total of approximately $4,000,000.

The Secretary’s priorities are also key drivers of supporting diversity in educational institutions. 

The Office of Planning, Evaluation, and Policy Development’s grants dashboard showed 

17 competitions included the Secretary’s priority on educator diversity, eight of which are 

Office of Elementary and Secondary Education (OESE) competitions; altogether, these grants 

focus more than $400 million in federal funding toward projects designed to support a 

diverse workforce. OESE included the Secretary’s supplemental priority on educator diversity 

in five of 27 FY 2022 grant competitions totaling $241,382,809. OESE’s Office of Effective 

Educator Development Programs Equity and Diversity Summit’s July 2022 Annual Summit 

theme was Investigating the Landscape of Diversity and Equity and explored how diversity 

and equity support educator effectiveness. The program office invited its community of more 

than 200 in-person attendees to the summit to support grantee participants by sharing 

best practices and exploring methods to encourage diversity and equity to support educator 

effectiveness. The Fulbright–Hays Group Projects Abroad competition included a competitive 

priority requiring the applicant to include kindergarten through grade 12 (K–12) teachers 

and/or K–12 administrators or both as at least 50% of the project participants to support the 

Secretary’s supplemental priority regarding the availability of high-quality educators in all the 

nation’s classrooms.

FY 2024 Annual Performance Plan

The Department will:

• Work with IHEs and stakeholders to increase the number of teachers and providers with 

additional certifications or training in high-demand areas who can effectively prepare 

students for college and career pathways.

• Provide technical assistance to current grantees to support their efforts at diversifying 

the educator workforce through dissemination of best practices, webinars featuring 

successful efforts, and peer sharing.

• Incorporate educator diversity as a priority into relevant discretionary grant competitions.

• Support the use of formula grant funds to diversify the educator pipeline and workforce.

• Provide technical assistance to promote educator professional development that 

addresses the ongoing challenges that underserved families and communities face as a 

result of the COVID-19 pandemic. 

• Support projects that aim to increase educator diversity in prekindergarten through 

grade 12 settings.

• Continue to work with IHEs to share best practices and assist in the planning to increase 

their commitment to equity and recruitment of diverse student pools to contribute to 

this pipeline.
STRATEGIC GOAL 2 43STRATEGIC OBJECTIVE 2.1

Performance Indicators

2.1.1 Percentage of participants in teacher preparation projects funded under the Indian Education 

Professional Development Grants Program who become teachers in local educational agencies that 

serve a high proportion of Indian students.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 36% Baseline 41% 46%

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in fiscal year 2022.

Data Source: Office of Indian Education: Professional Development—Government Performance and Results Act of 1993 (GPRA) Measure.

Period of Performance: October 1, 2021–September 30, 2022.

2.1.2 Percentage of individual discretionary grant programs that include a priority (i.e., absolute, 

competitive, or invitational priority) that advances educator diversity.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 19% 17% 20% 22%

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in fiscal year 2022.

Data Source: Office Elementary and Secondary Education Discretionary Grant Tracking (Grants Published).

Period of Performance: October 1, 2021–September 30, 2022.
44 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN STRATEGIC OBJECTIVE 2.2

STRATEGIC OBJECTIVE 2.2

Identify and promote evidence-based practices or strategies 

that support diverse districts (including rural districts) with 

high rates of poverty in recruiting, selecting, preparing, and 

retaining well-qualified (including in-field fully certified) 

and effective teachers, principals, paraprofessionals, and 

specialized instructional support personnel.

STRATEGIC OBJECTIVE LEADERS 

Deputy Assistant Secretary, Office of Planning, Evaluation, and Policy 

Development and Director, Institute of Education Sciences

FY 2022 Performance Summary

This strategic objective has two performance indicators. Both performance indicators met 

their annual targets.

Key Successes and Opportunities

Supporting Teacher Preparation Programs

In February 2022, the Department posted a Notice Inviting Applications for the Teacher 

Quality Partnership program, which will award $35 million to bolster teacher preparation 

programs at the undergraduate or fifth-year level (Pre-Baccalaureate Models) as well as teach 

residency programs for individuals new to teaching that integrate relevant academic content 

and meaningful clinical experience (Residency Models).

Promoting Strategies for Recruitment

The Department continues to support, create, and partner with others in the education 

community to encourage innovative and traditional programs that stimulate and support 

interest in the teaching (and school leadership) profession. The American Rescue Plan Act 

of 2021’s Elementary and Secondary School Emergency Relief program and other federal 

programs have helped state educational agencies and local educational agencies become 

more resourceful as well. West Virginia developed a pilot program, the Grow Your Own 

teacher pathway program, for alternate teacher certification options. The program was 

designated as a certified apprentice program by the U.S. Department of Labor. Students 

in the residency part of the program are working as substitutes to fulfill their classroom 

experience requirements and address the staffing shortages that were an ongoing issue in 

West Virginia further exacerbated by the COVID 19 pandemic.
STRATEGIC GOAL 2 45STRATEGIC OBJECTIVE 2.2

FY 2024 Annual Performance Plan

The Department will:

• Continue to add the Secretary’s supplemental priority on educator diversity to 

discretionary grant competitions to support the use of evidence-based, innovative, and 

promising practices intended to address the need to recruit, select, prepare, support, 

and retain well-qualified and diverse (including in-field fully certified) and effective 

teachers, principals, paraprofessionals, and specialized instructional support personnel in 

underserved communities.

• Leverage the expertise within the Department’s various technical assistance network to 

provide support to states and districts, including the technical assistance centers funded 

through the Office of Elementary and Secondary Education, Institute of Education 

Sciences, and Office of Special Education and Rehabilitative Services. 

• Solicit feedback from stakeholders regarding ways that the Department can support 

the need to recruit, select, prepare, support, and retain well-qualified school staff in 

underserved schools and districts. 

• Continue to collaborate internally across offices and across agencies to leverage efforts and 

ensure a strategic and well-timed suite of resources continues to be available to the field.

• Gather lessons learned from innovation and replication of evidence-based practices being 

implemented by discretionary grantees that can then be shared with formula grantees.

• Identify and disseminate resources (e.g., research) on building a pipeline of qualified, diverse 

educators recruited and retained in underserved school districts and high-need fields, 

including lifting up relevant resources that have been less widely disseminated previously.

• Continue to use the bully pulpit and other communications efforts to call on states to 

provide educators with a livable and competitive wage.

Performance Indicators

2.2.1 Percentage of candidates in teacher preparation programs who become teachers of record.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 90% 90% 92% 94%

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in fiscal year 2022.

Data Source: Effective Educator Development Programs: Teacher Quality Partnership—Government Performance and Results Act of 1993 (GPRA) and 

Grantee Summaries.

Period of Performance: October 1, 2021–September 30, 2022.
46 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN STRATEGIC OBJECTIVE 2.2

2.2.2 Number of qualified teachers and school leaders retained in high-needs schools, including those 

who were recruited through teacher residency programs.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 16.551 5,500 5,750 5,800

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in fiscal year 2022.

Data Source: Effective Educator Development Programs: Teacher and School Leader Incentive Program—Government Performance and Results Act of 1993 (GPRA) 

Measure and Grantee Summaries.

Period of Performance: October 1, 2021–September 30, 2022.
STRATEGIC GOAL 2 47STRATEGIC OBJECTIVE 2.3

STRATEGIC OBJECTIVE 2.3

Support the professional growth, retention, and advancement 

of talented, experienced educators and other school 

personnel and their capacity to meet the social, emotional, 

mental health, and academic needs of underserved students.

STRATEGIC OBJECTIVE LEADER 

Assistant Secretary, Office of Elementary and Secondary Education

FY 2022 Performance Summary

This strategic objective has two performance indicators. Of these two performance indicators, 

one met its annual target, and one baselined.

Key Successes and Opportunities 

Promoting Professional Growth 

In April 2022, the Supporting Effective Educator Development (SEED) grant program began 

accepting applications for efforts that increase the pipeline of highly effective educators. 

The SEED program supports the implementation of evidence-based practices that prepare, 

develop, or enhance educators’ skills. These grants also enable recipients to develop, expand, 

and evaluate practices that can serve as models that can be sustained, replicated, and scaled.

A great teacher in every classroom is one of the most important 

resources we can give our children to recover from this pandemic 

and thrive.”

U.S. Secretary of Education

Miguel A. Cardona

In August 2022, the Department released the results of the study State and District Use of 

Title II, Part A Funds in 2020–21 to understand the current status of and trends in the use for 

these formula funds. The findings help inform Department staff of areas to highlight in the 

use of these funds to support a diverse educator workforce.

The Department established the webpage Elevating Teaching to disseminate resources 

related to supporting educators. In addition, the Office of Elementary and Secondary 

Education’s (OESE’s) technical assistance network has developed, identified, and 

disseminated resources to support state and local efforts to support the teaching profession. 
48 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN STRATEGIC OBJECTIVE 2.3

Further, OESE’s National Center on Safe and Supportive Learning Environment hosted 

Lessons from the Field webinars on promoting staff wellness in the wake of the COVID-19 

pandemic and beyond. The series featured lessons learned and best practices from faculty, 

staff, schools, districts, institutions of higher education, and other places of educational 

instruction in addition to a variety of useful resources.

FY 2024 Annual Performance Plan

The Department will:

• Identify and disseminate evidence-based resources and information on addressing the 

social, emotional, mental health, and academic needs of underserved students.

• Increase awareness of the uses of formula and discretionary funds to support educators.

• Promote evidence-based professional development strategies and approaches for 

educators and other school personnel to build capacity to address the social, emotional, 

mental health, and academic needs of all students and student groups, particularly 

underserved students.

• Support projects aiming to advance effective and experienced educators into 

leadership positions.

Performance Indicators

2.3.1 Percentage of educators participating in leadership preparation programs.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 87% 85% 87% 88%

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in fiscal year 2022.

Data Source: Effective Educator Development Programs: Teacher Quality Partnership—Government Performance and Results Act of 1993 (GPRA) and 

Grantee Summaries.

Period of Performance: October 1, 2021–September 30, 2022.

2.3.2 Percentage of local educational agencies indicating that one of their top two uses of Title II, Part A 

professional development funds is for professional development that is sustained, job-embedded,

and/or collaborative.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 32% Baseline 34% 36%

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in fiscal year 2022.

Data Source: School Support and Accountability—Title II Program Government Performance and Results Act of 1993 (GPRA) Measure.

Period of Performance: October 1, 2021–September 30, 2022.
STRATEGIC GOAL

Meet students’ social, emotional, and 

academic needs . 3
50 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN

3 STRATEGIC GOAL 3

Meet students’ social, emotional, and 

academic needs.

GOAL LEADERS 

Senior Advisor, Office of the Deputy Secretary

Why It 

Matters

Learning and development across the lifespan includes several deeply 

interrelated factors, including an individual’s social, emotional, academic, 

and career development. Generally, growth in one domain is positively 

associated with strengthening outcomes associated with the others. Thus, 

attending to each is a promising strategy for improving a wide range of 

outcomes for all learners. For underserved students, prioritizing access 

to programs and services has been shown to enhance mental health, 

academic achievement, and career development. 

Objectives

3.1 Support the development and 

implementation of multitiered 

systems of supports to increase 

students’ engagement; social, 

emotional, and mental health; 

well-being; and academic success.

Go to p.52 >>

3.2 Foster supportive, inclusive, and 

identity-safe learning environments 

and ensure the individual needs 

of underserved students are met 

through appropriately designed 

instruction, evidence-based practices, 

and related supports and services.

Go to p.58 >>

3.3 Strengthen learning environments, 

support professional development, 

and improve educator credentialing 

for emergent bilingual students and 

multilingual learners.

Go to p.63 >>
STRATEGIC GOAL 3 51

Performance at a Glance

In fiscal year 2022, the Department assessed progress on 18 performance indicators for this 

strategic goal. Of those, 11 targets were met, four were not met, and three baselined. 

Goal 3 Discretionary Resources

The following figure and table show budgetary resources 

and major programs and activities supporting goal 3.

 

 

 

 

 

 

Major Programs and Activities Supporting Goal 3 (in thousands)

POC Objective Major Programs and Activities

FY 2022

Appropriation

FY 2023

Appropriation

FY 2024

President’s 

Budget

IES All Institute of Education Sciences (D) $669,928 $734,105 $793,983

OELA 3.2, 3.3 English Language Acquisition (D) $831,400 $890,000 $1,195,000

OESE 3.1, 3.2 Safe Schools and Citizenship Education (D) $361,000 $457,000 $1,075,000

OESE 3.2 Education for the Disadvantaged (D) $643,865 $648,865 $651,626

OESE 3.2 Innovation and Improvement (D) $228,250 $266,000 $326,000

OESE 3.2, 3.3 Indian Education (D) $189,246 $194,746 $201,746

OESE All School Improvement Programs (D) $2,780,180 $2,953,987 $2,978,987

OSERS 3.2 American Print House for the Blind (D) $40,341 $43,431 $43,431

OSERS 3.2 Rehabilitation Services and Disability Research (D) $18,000 $19,000 $19,000

OSERS 3.2 Special Education (D) $14,355,337 $15,266,482 $17,826,591

Notes: (1) Dollar amounts are estimates of program funding aligned to the strategic goal (Appendix E). As programs may support more than one strategic goal, amounts 

included here may be reflected in budget tables for other strategic goals. Please refer to the Department’s Budget Tables for additional information on the FY 2022 

Congressional Action, the FY 2023 Congressional Action, and the FY 2024 President’s Budget Request. (2) Negative dollar amounts (indicated by values in parentheses) 

represent a downward re-estimate for the program. (3) Letters following major programs and activities denote discretionary (D) or mandatory (M).

Acronyms and Definitions: POC = Principal Operating Component; FY = Fiscal Year; IES = Institute of Education Sciences; OELA = Office of English Language Acquisition; 

OESE = Office of Elementary and Secondary Education; and OSERS = Office of Special Education and Rehabilitative Services.
52 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN STRATEGIC OBJECTIVE 3 .1

STRATEGIC OBJECTIVE 3.1

Support the development and implementation of multitiered 

systems of supports to increase students’ engagement; 

social, emotional, and mental health; well-being; and 

academic success.

STRATEGIC OBJECTIVE LEADER

Deputy Assistant Secretary, Office of Elementary and Secondary Education

FY 2022 Performance Summary

This strategic objective has eight performance indicators. Of these eight performance 

indicators, four met their annual targets, two did not meet their target, and two baselined. 

Key Successes and Opportunities 

Resources to Enhance Social, Emotional, and Mental Health 

In October 2021, the Department released a new resource, Supporting Child and Student 

Social, Emotional, Behavioral and Mental Health, to provide information and resources to 

promote mental health and social and emotional well-being among children and students. 

State educational agencies (SEAs) and local school districts can use the resources in the 

American Rescue Plan Act of 2021’s (ARP’s) Elementary and Secondary School Emergency 

Relief (ESSER) program, as well as previous rounds of ESSER funds, to implement these 

recommendations and ensure students receive the support they need. Through ARP ESSER 

alone, state and local education leaders have $122 billion available to ensure the mental 

health and social, emotional, and academic needs of students are met.

The Department provided technical assistance to support grantees in addressing the 

social and emotional well-being of students, so they are best positioned for academic 

success. Efforts included: a September 2022 Education Innovation and Research webinar, 

“Connecting Theory to SEL Practice” and accompanying white paper; presentations focused 

on multitiered systems of support at the March 2022 Migrant Education Program (MEP) 

annual directors meeting, and the July 2022 High School Equivalency Program (HEP) and 

College Assistance Migrant Program (CAMP) annual directors meetings; and, a community of 

practice (CoP) from the Well-Rounded Education Programs office in the Office of Elementary 

and Secondary Education (OESE) intended to support the integration of arts instruction and 

social–emotional student needs.

The Department was also responsive to emerging state and local needs to address student 

needs, including providing $1.5 million in Project School Emergency Response to Violence 

(SERV) funds to the Uvalde Consolidated Independent School District to address the needs 

of students, staff, and families affected by the school shooting; reaching out to 40 Historically 

Black Colleges and Universities (HBCUs) that received bomb threats to provide information 
STRATEGIC GOAL 3 53STRATEGIC OBJECTIVE 3.1

on Project SERV; and awarding funds to six HBCUs to assist with immediate needs, 

including targeted mental health resources and enhanced security to restore the learning 

environment on campuses.

In December 2021, the Department launched two new multistate CoPs, the Evidence-Based 

Interventions: Using ARP Resources to Accelerate Learning CoP and Toward an Equitable 

Education and Recovery: Transforming Kindergarten CoP, to help states address the impact 

of lost instructional time from the COVID-19 pandemic on students’ social, emotional, and 

mental health and academic well being. Additionally, the Department supported states who 

participated in the Summer Learning and Enrichment Collaborative through the Strategic Use 

of Summer and Afterschool Set-Asides CoP. This CoP built on the success from the Summer 

Learning and Enrichment Collaborative, which brought together 49 SEAs across eight total 

events that reached more than 1,300 participants.

Promoting Multitiered Systems of Support

The Department encourages a whole-person approach to mental well-being that 

includes various types of support from sources such as families and communities. The 

needed support varies by student, and efforts should be made to match student needs to 

appropriate resources. In July 2022, the Department released a Notice Inviting Applications

for the Full-Service Community Schools (FSCSs) grant program, which provides academic 

support and strengthens connections among schools, parents and families, and their 

surrounding communities. FSCSs play an important role in providing academic supports, 

integrated health and social services, and engagement opportunities to students while 

creating stronger connections between families, communities, and their local public 

schools. The program will award $68 million to support community schools across the 

country. Through this commitment, the Department will help spur the planning, capacitybuilding, development, implementation, operation, and coordination of effective services 

for children and families, particularly in urban and rural areas with high rates of poverty. 

Additionally, the Department will provide a series of webinars to inform stakeholders on 

the pillars (e.g., family engagement, and providing wrap-around supports for students and 

families) that create a comprehensive FSCS.

The last two years have taught us how critical schools can be in 

providing wraparound supports to students and families—such as 

access to mental health services, basic needs, and high-quality 

academic instruction. When schools are at the center of our 

neighborhoods and communities, children, youth, and families benefit.”

U.S. Secretary of Education

Miguel A. Cardona
54 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN STRATEGIC OBJECTIVE 3.1

The Department’s Center on Positive Behavioral Interventions and Supports (PBIS) continues 

to provide a wide variety of resources to support the field as it continues pandemic recovery 

efforts. The Center provides tools to help support implementation of PBIS in schools, 

resources for families to engage in PBIS as a partner with schools, and a suite of school 

climate survey materials. The Center addresses a wide range of topics intended to support 

student social and emotional well-being so that students are able to achieve in school and life.

The Department also announced a series of actions to support students’ academic recovery 

and ensure recovery efforts are meeting student, parent, and family needs. The series 

includes launching the National Partnership for Student Success, recruiting 250,000 new 

tutors and mentors, expanding the Department’s Best Practices Clearinghouse to share best 

practices around academic and mental health recovery efforts, and empowering parents and 

school communities with knowledge about how their school is using and can use federal 

funds to provide the necessary academic and mental health supports. The Department also 

hosted multiple Lessons from the Field webinars on students and staff emotional well-being. 

The need for additional support services for historically underserved students was further 

spotlighted during the COVID-19 pandemic. To support the needs of students with 

disabilities, in May 2022, the Department held a summit, Recovery to Thriving: Supporting 

Mental Health and Students With Disabilities, to highlight steps schools, colleges and 

communities can take to support students with disabilities and students with mental 

health needs. The summit brought together education leaders, disability advocates and 

coordinators, special education professionals, and others to discuss issues affecting students 

with disabilities and students with mental health needs as the nation continues to emerge 

from the pandemic.

Program offices in OESE supported various activities at directors’ meetings in 2022. At the 

2022 MEP Annual Directors’ Meeting, the Title I, Part C MEP supported the development 

and implementation of multitiered systems of supports by hosting learning opportunities 

for MEP practitioners in the area of mental health as well as by promoting Departmental 

resources in this area. Additionally, at the 2022 HEP and CAMP New Directors’ Meeting and 

Annual Directors’ Meeting, HEP and CAMP supported the development and implementation 

of multitiered systems of support by hosting professional learning sessions on student mental 

health and by promoting Department-funded resources.

FY 2024 Annual Performance Plan

The Department will:

• Support states and districts in the implementation of multitiered systems of supports 

to improve school climate and access to mental health services for students exposed to 

violence and other traumatic events.

• Support projects that increase school capacity to better address the social, emotional, 

behavioral, physical, and academic needs of underserved students (e.g., students with 

disabilities, multilingual learners, students experiencing homelessness or trauma, 

students without access to technology, and migrant students).

• Support projects that increase the capacity of early childhood programs to support the 

social, emotional, and behavioral development of young children with and at risk for 

developmental delay or disability.
STRATEGIC GOAL 3 55STRATEGIC OBJECTIVE 3.1

• Support SEAs that implement model programs that enable access to traumaspecific mental health services for students from low-income backgrounds and other 

underserved students who have experienced trauma or other adverse childhood 

experiences that may negatively affect their educational engagement and ability.

• Support projects and programs that improve students’ social, emotional, and academic 

development, such as identifying conditions of the learning environment that contribute 

to success and engaging with families and community leaders.

• Monitor FSCS grantees to implement their approved applications, review annual 

performance reports, and conduct quarterly calls.

• Build evidence about the implementation and/or efficacy of programs related to public 

school opportunities or parent engagement.

• Work collaboratively with other agencies to improve the quality of educational programs 

in juvenile justice facilities. 

• Provide technical assistance to the Individuals with Disabilities Education Act Part C 

programs to enhance their child-find systems that will improve equitable access to Part C 

services for infants and toddlers with disabilities and their families who have traditionally 

been underserved by Part C.

• Issue invitational and competitive preference priorities to grantees to provide integrated 

student support services (i.e., wrap-around services) for students to address challenges 

such as mental health, basic needs, and academic support due to the COVID-19 

pandemic. Grant applicants will be asked to describe ways they will collaborate with 

partners to provide resources to support students and communities hit hardest by 

the pandemic and implement evidence-based best practices to address the existing 

inequities exacerbated by the pandemic.

Performance Indicators

3.1.1 Number of high-impact activities or services implemented to ensure that parents are trained and 

can effectively engage in activities that will improve students’ social, emotional, and mental health as 

well as academic development to include an understanding of how they can support learning in the 

classroom with activities at home or outside the school as well as how they can participate in state and 

local decision-making processes.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 1,600 700 1000 1200

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in fiscal year 2022.

Data Source: School Choice and Improvement Programs—Statewide Family Engagement Center Government Performance and Results Act of 1993 (GPRA) measure.

Period of Performance: October 1, 2021–September 30, 2022.
56 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN STRATEGIC OBJECTIVE 3.1

3.1.2 Percentage of national chronic absenteeism.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 21% Baseline 20% 19%

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in fiscal year 2022.

Data Source: EDFacts.

Period of Performance: 2020-2021 School Year

3.1.3 Percentage of discretionary grant programs that include a priority (i.e., absolute, invitational, or 

competitive preference priority) that addresses student social, emotional, and mental health as well as 

academic needs.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 26% 75% 28% 30%

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in fiscal year 2022. Additionally, the 

FY 2023 and FY 2024 targets were set to the reestablished methodology in FY 2022.

Data Source: Grants Policy Office Dashboard.

Period of Performance: October 1, 2021–September 30, 2022.

3.1.4 Percentage of schools that report annually an improved school climate based on the results of the 

Department’s School Climate Surveys or via a similar tool.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 32% 75% 40% 45%

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in fiscal year 2022.

Data Source: School Climate Transformation Grant: Local Educational Agency Government Performance and Results Act of 1993 (GPRA) measure.

Period of Performance: October 1, 2021–September 30, 2022.

3.1.5 Number of states with 80% or more prekindergarten children with disabilities that show greaterthan-expected growth in social–emotional skills by the time they exit Individuals with Disabilities 

Education Act Part B, Section 619 services.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 26 25 26 27

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in fiscal year 2022.

Data Source: Individuals with Disabilities Education Act Part B State Annual Performance Reports.

Period of Performance: October 1, 2020–September 30, 2021.
STRATEGIC GOAL 3 57STRATEGIC OBJECTIVE 3.1

3.1.6 Number of states with 65% or more infants and toddlers with disabilities that show greater-thanexpected growth in social–emotional skills by the time they exit Individuals with Disabilities Education 

Act Part C services.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 27 27 27 28

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in fiscal year 2022.

Data Source: Individuals with Disabilities Education Act Part C State Annual Performance Reports.

Period of Performance: October 1, 2020–September 30, 2021.

3.1.7 Number of successful grant applications that address the Secretary’s supplemental priorities 

related to social, emotional, and academic needs.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 1,464 Baseline 1,484 2,004

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in fiscal year 2022.

Data Source: Annual Performance Report.

Period of Performance: October 2021–September 2022.

3.1.8 Number of schools that report fidelity data on their Positive Behavioral Interventions and Supports 

(PBIS) implementation efforts via PBIS apps.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 13,228 10,680 13,889 Prior year 

+5%

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in fiscal year 2022.

Data Source: PBIS Assessment Web Application.

Period of Performance: 2021–2022 School Year.
58 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN STRATEGIC OBJECTIVE 3.2

STRATEGIC OBJECTIVE 3.2

Foster supportive, inclusive, and identity-safe learning 

environments and ensure the individual needs of underserved 

students are met through appropriately designed instruction, 

evidence-based practices, and related supports and services.

STRATEGIC OBJECTIVE LEADERS

Assistant Secretary, Office of Elementary and Secondary Education and 

Assistant Secretary, Office of Special Education and Rehabilitative Services

FY 2022 Performance Summary

This strategic objective has six performance indicators. Of these six performance indicators, 

five met their annual targets, and one did not have an established target as it was baselining.

Key Successes and Opportunities

Implementation of the Individuals with Disabilities Education Act

The Office of Special Education and Rehabilitative Services (OSERS) issued guidance 

that reaffirms the importance of full implementation of the Individuals with Disabilities 

Education Act (IDEA) as part of the response to and recovery from the COVID-19 pandemic. 

OSERS guidance includes the Return to School Roadmap documents that address state 

obligations to identify eligible children and implement their individualized services plans 

and the Secretary’s Letter to Educators and Parents on new Center for Disease Control 

recommendations and their impact on students with disabilities.

In July 2022, the Office of Special Education Programs (OSEP) issued Questions and 

Answers: Addressing the Needs of Children with Disabilities and IDEA’s Discipline Provisions

to help public elementary and secondary schools fulfill their responsibilities to meet the 

needs of IDEA eligible children with disabilities and avoid disparities in the use of discipline. 

As the most comprehensive guidance on IDEA’s discipline requirements since IDEA was 

reauthorized in 2004, the guidance consolidates, updates, and expands previous guidance. 

Also in July 2022, OSEP issued a corresponding technical assistance guide, Positive, Proactive 

Approaches to Supporting Children with Disabilities: A Guide for Stakeholders, to support 

high quality implementation of IDEA’s discipline and behavior related requirements. To further 

support the reduction of exclusionary discipline practices and discipline disparities, OSEP 

created a dedicated webpage that connects practitioners at the state, local, school and early 

childhood program levels with eight resource guides on relevant topics. Additionally, OSEP 

has conducted a series of informational presentations for constituencies at state educational 

agencies, local educational agencies (LEAs), national organizations representing general and 

special educators, disability advocacy organizations, and parents of children with disabilities.
STRATEGIC GOAL 3 59STRATEGIC OBJECTIVE 3.2

Supporting Inclusive Learning Environments

In August, OSERS’s OSEP made a new award for the National Technical Assistance Center on 

Inclusive Policies and Practices to increase state capacity to provide equitable and inclusive 

learning opportunities for students with significant disabilities.

After the Bipartisan Safer Communities Act (BSCA) was passed in June 2022, the 

Department immediately began developing notices for two discretionary grant programs 

intended to increase access to mental health services for students and young people, 

resources for potential grantees, and structures necessary to implement the competitions. The 

BSCA provided historic funding to help meet President Biden’s goal of doubling the number 

of school-based mental health professionals and tackling the nation’s mental health crisis. 

The Department hosted Lessons from the Field webinars on addressing the need for inclusive 

and identify-safe learning environments. Specifically, the Department hosted a webinar on 

supporting transgender and non-binary students in kindergarten through grade 12 settings 

on April 13, 2022, and a webinar on supporting the unique needs of students who have run 

away or are experiencing homelessness on November 30, 2022.

OESE continued to demonstrate progress toward this strategic objective through a variety 

of grantmaking efforts. Specifically, Comprehensive Literacy State Development (CLSD) 

grantees participated in a three-part Accelerated Learning Community of Practice (CoP) 

session, during which literacy professionals discussed and shared resources regarding 

accelerated learning efforts in CLSD school districts. Further, on July 6, 2022, the Charter 

School Program (CSP) published the Notice of Final Priorities, Requirements and Selection 

Criteria for the State Entities, Charter Management Organizations, and Developer Grant 

Programs to amongst other things, ensure that CSP funds are used to create, expand, or 

replicate charter schools that promote school diversity.

In July, the Department released the Notice of Final Priorities, definitions, and requirements 

for the Full-Service Community Schools (FSCS) competitive grant program as well as the 

Notice Inviting Applications in anticipation of awarding $68 million to support community 

schools across the country. Through this commitment, the Department will help spur the 

planning and capacity building, development, implementation, operation, and coordination 

of effective services for children and families, particularly in urban and rural areas with high 

rates of poverty. The Department announced the fiscal year (FY) 2022 FSCS grant awards on 

December 31, 2022.

Advancing Competitive Integrated Employment

OSERS also responded to the need to foster supportive and inclusive practices through 

products developed by the Rehabilitation Services Administration (RSA) designed to 

emphasize the importance of informed choice for youth and students with disabilities 

seeking high-quality employment choices. Some of these resources include frequently asked 

questions related to Post Employment Services and Criterion for an Integrated Employment 

Location in the Definition of “Competitive Integrated Employment” and Participant Choice, 

guidance developed jointly with other federal partners, such as Modification Requirements 

for Workforce Innovation and Opportunity Act (WIOA) State Plans for Program Years (PYs) 

2022 and 2023 and the FY 2022 Monitoring and Technical Assistance Guide. Additionally, 
60 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN STRATEGIC OBJECTIVE 3.2

RSA published, in the Federal Register, a final notification of interpretation regarding the use 

of federal vocational rehabilitation (VR) funds reserved for preemployment transition services.

Other integral pieces of guidance published in FY 2022 to support this strategic objective 

include Prohibition Against Applying Financial Needs Tests or Requiring Cost Participation 

as a Condition for the Receipt of Vocational Rehabilitation Services for SSI and SSDI 

Recipients, A Framework for Community Engagement – A Pathway to Competitive Integrated 

Employment, and a Resource Leveraging & Service Coordination to Increase Competitive 

Integrated Employment for Individuals with Disabilities. This federal joint communication to 

state and local governments and Frequently Asked Questions focus on the benefits of and 

support for blending, braiding, and sequencing resources to increase competitive integrated 

employment for individuals with disabilities, including students and youth.

Issuance of New Grant Awards

The issuance of grant awards is a key function of the Department. New grant awards that 

support the goal of inclusive, high-quality employment options for people with disabilities 

include the Subminimum Wage to Competitive Integrated Employment demonstration 

projects. The Department made five-year grant awards to 14 VR agencies through the 

Disability Innovation Fund to decrease the use of subminimum wages and increase access 

to competitive integrated employment for people with disabilities, including students 

and youth. Additionally, in support of this strategic objective, OSERS awarded a grant for 

the National Technical Assistance Center on Inclusive Policies and Practices to increase 

state capacity to provide equitable and inclusive learning opportunities for students with 

significant disabilities.

FY 2024 Annual Performance Plan

The Department will:

• Support programs that connect students and out-of-school youth with disabilities to 

resources that will assist them in transitioning to adult life, including connecting them to 

career and technical education and VR.

• Provide technical assistance to IDEA Part C programs to enhance their child-find 

systems that will improve equitable access to Part C services for infants and toddlers with 

disabilities and their families who have traditionally been underserved by Part C.

• Support states in developing or strengthening summer, afterschool, and other extended 

learning and enrichment programs and facilitating robust family and community 

engagement and input on how to improve access to in-school and out-of-school learning 

opportunities for underserved students.

• Fund projects to provide technical assistance to states, LEAs, early childhood programs, 

and early intervention programs to support the inclusion of children with disabilities in 

early childhood programs and schools.

• Fund parent training and information centers to provide supports to families to enhance 

their capacity to effectively work with schools and service providers in meeting the needs 

of their children with disabilities.

• Support diverse populations of students through programs such as the Native Hawaiian 

Education Program and the State Tribal Education Partnerships grant competitions.
STRATEGIC GOAL 3 61STRATEGIC OBJECTIVE 3.2

• Support LEAs impacted by federal activity through the Impact Aid Program. 

• Collaborate with the Department of Health and Human Services to identify and 

disseminate resources to combat hate as part of the White House initiative United We 

Stand. The resources from the Department will be housed on the Department’s Best 

Practices Clearinghouse website. Additionally, the Department will implement CoPs as a 

mechanism to share and build capacity.

• Design a program to advance school diversity, in relation to the school diversity initiative 

proposed by the Department in the FY 2022 budget. 

Performance Indicators

3.2.1 Percentage of grantees providing culturally responsive activities.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 100% Baseline 100% 100%

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in fiscal year 2022. 

Data Source: Tiered Fidelity Inventory, Schoolwide Benchmarks of Quality, Schoolwide Evaluation Tool, Self-Assessment Survey, Team Implementation Checklist.

Period of Performance: October 1, 2021–September 30, 2022

3.2.2 Percentage of Student Support Service students served who persist into their next year of 

enrollment or attain a degree.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — 85% 86.9% 86.0% 87.0% 89%

Note: Latest Confirmed data are for FY 2021. FY 2022 data will be reported in the FY 2023 Annual Performance Report (APR). 

Data Source: Student Support Services APR.

Period of Performance: Program Year FY 2020–FY 2021. 

3.2.3 Percentage of prekindergarten children with disabilities attending general early childhood programs 

and receiving the majority of Individuals with Disabilities Education Act services in that setting.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

45.25% 44.89% 45.48% 43.75% 39.78% 40.99% 40.7% 41.7% 42.7%

Data Source: EDFacts.

Period of Performance: October 1, 2021–December 1, 2021.
62 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN STRATEGIC OBJECTIVE 3.2

3.2.4 Percentage of parents receiving Special Education Parent Information Centers services who 

report having enhanced capacity to effectively work with schools and service providers in meeting the 

needs of their children.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

89.9% — 86.9% — 90.3% 96.1% 90.3% 93% 93%

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in fiscal year 2022.

Data Source: Data and Performance Reports from Department-funded Technical Assistance Centers.

Period of Performance: October 1, 2020–September 30, 2021.

3.2.5 Percentage of students ages 14 through 21 with disabilities served under Individuals with 

Disabilities Education Act Part B who exit school by dropping out.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

17.5% 17.1% 16.0% 16.6% 12.7% 14.6% 16% 15.5% 15%

Data Source: EDFacts.

Period of Performance: July 1, 2020–June 30, 2021.

3.2.6 Percentage of students with disabilities who spend 80% or more of the day inside a regular class.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

63.14% 63.51% 64.00% 64.82% 66.17% 66.8% 65.1% 65.3% 65.5%

Data Source: EDFacts.

Period of Performance: October 1, 2021–December 1, 2021.
STRATEGIC GOAL 3 63STRATEGIC OBJECTIVE 3.3

STRATEGIC OBJECTIVE 3.3

Strengthen learning environments, support professional 

development, and improve educator credentialing for 

emergent bilingual students and multilingual learners.

STRATEGIC OBJECTIVE LEADER

Assistant Deputy Secretary, Office of English Language Acquisition

FY 2022 Performance Summary

This strategic objective has four performance indicators. Of these four performance indicators, 

two met their annual targets, and two did not meet their targets.

Key Successes and Opportunities

Supporting Emergent Bilingual and Multilingual Learners

The Department’s National Professional Development (NPD) grant program is the primary 

initiative in supporting professional development, strengthening learning environments, 

and improving educator credentialing for emergent bilingual students and multilingual 

learners. Grants are awarded to institutions of higher education or public or private entities 

with relevant experience and capacity in consortia with state educational agencies (SEAs) 

DID YOU KNOW?

Under the American Rescue Plan Act of 2021, 

Alaska Native Organizations that are governed 

predominately by Alaska Natives, received $85 million 

to support innovative projects that recognize and 

address the unique educational needs of Alaska 

Native children and adults. The Department recently 

conducted tribal consultation asking for input on 

how the Alaska Native Education program office 

can meaningfully improve reporting procedures, 

technical assistance, and peer reviewer recruitment. 

Participants shared that helping ensure reporting 

burden is reduced and additional peer-to-peer 

learning opportunities are more readily available 

would assist them in administering their program 

more efficiently. The input provided will be acted 

upon immediately.

Discussion with Students at the Coeur D’Alene Tribal School 

in De Smet, Idaho. 

Source: U.S. Department of Education.
64 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN STRATEGIC OBJECTIVE 3.3

or local educational agencies (LEAs). The purpose of these grants is to provide professional 

development activities that will improve classroom instruction for English learners and assist 

educational personnel working with such children to meet high professional standards, 

including standards for certification and licensure as teachers who work in language 

instruction educational programs or serve English learners.

In June 2022, the Department’s National Clearinghouse for English Language Acquisition 

(NCELA) published the National Professional Development (NPD) Program 2017 Cohort

report, highlighting the performance of the 43 grantees from the 2017 NPD cohort who 

served nearly 1,800 prekindergarten through grade 12 (PreK–12) teachers, administrators, 

paraprofessionals, school support staff, and preservice teachers in the 2020–2021 project 

year. Although the COVID-19 pandemic impacted some of the grantees’ planned activities, 

475 preservice teachers were served in teacher preparation programs administered by 

the cohort, with 89% of the grantees meeting their participation and recruitment targets. 

Additionally, approximately 1,300 in-service teachers participated in programs, exceeding 

grantees’ participation targets for in-service teachers.

The Native American and Alaska Native Children in School (NAM) program awards 

discretionary grants to eligible entities to develop and enhance capacity to provide effective 

instruction and support to Native American students who are identified as English learners. 

The goal of the NAM program is to support the teaching, learning, and studying of Native 

American languages. The Native American and Alaska Native Children in School (NAM) 

Program 2018 Cohort report, published by NCELA in June 2022, highlights that more than 

600 PreK–12 students participated in Native language programs administered by the 2018 

NAM grantees in the 2020–2021 project year. Despite the continued impact of the COVID-19 

pandemic on project activities, 2018 grantees reported that 57% of students served attained 

proficiency in English on the state-approved English proficiency exam, and 72% of students 

made progress in the Native language.

Promoting Best Practices

The Department’s Office of English Language Acquisition (OELA) continues to share 

best practices related to the education of English learners and supporting the English 

learner community via published Discretionary Grant Reports, Nexus Newsletters, the 

NCELA website, the annual NPD Director’s conference, and the Department’s social media 

platforms. In fiscal year (FY) 2022, NCELA published eight fact sheets, two infographics, 

and six Information Elevated videos. Additionally, 2,400 attendees joined the six live 

webinars hosted by OELA in collaboration with other government agencies, national leaders, 

education researchers, and award-winning authors to increase awareness and supports for 

the education of English learners.

The Department continued collaborating with the Department of Health and Human 

Services to support Afghan newcomers in kindergarten through grade 12 (K–12) schools. 

On January 24, 2022, OELA, in partnership with the Office for Civil Rights and the Office of 

Elementary and Secondary Education, collaborated with the Office of Refugee Resettlement 

to host the Education and Afghan Newcomers: Keeping the Promise webinar. Joined by more 

than 800 attendees, the webinar presenters shared an overview of the resettlement process, 

information about the rights of students, and resources about funding and other supports 
STRATEGIC GOAL 3 65STRATEGIC OBJECTIVE 3.3

available to the K–12 community as we work to ensure access to equitable and excellent 

education for Afghan newcomers.

On August 12, 2022, OELA hosted a webinar on Registering and Enrolling Refugee and 

Immigrant Students in Secondary Schools in collaboration with researchers from Education 

Northwest and a panel of state and district representatives. Presenters and panelists 

discussed best practices and resources for facilitating refugee and immigrant students’ 

transition into U.S. schools, including models of academic background review and assessment 

that can be used during newcomer immigrant registration and enrollment to set students on 

a success trajectory and pathway to graduation.

On September 21, 2022, OELA hosted Effective Literacy Instruction for Multilingual 

Learners: What it is and What it Looks Like in collaboration with the National Committee 

on Effective Literacy and National Association of English Learner Program Administrators, 

to share research and resources on literacy development for multilingual learners. 

Presenters discussed best practices and leadership actions to promote effective literacy 

programs that honor the multilingual brain and leverage the linguistic and cultural assets 

of multilingual learners.

Operationalized in the first quarter of FY 2022, OELA’s new website Ensuring Continuity of 

Learning and Operations is dedicated to supporting districts and schools through access 

to resources that recognize the unique learning profiles and needs of English learners and 

their families in order to facilitate their education and engagement during unplanned 

school closures.

FY 2024 Annual Performance Plan

The Department will:

• Support the development and implementation of programs that support preservice 

programs, teacher in-service programs that include school leaders, and programs 

that provide experience working with multilingual students to increase teacher, 

paraprofessional, and school leadership credential attainment.

• Support SEAs and LEAs in strengthening learning environments for multilingual learners 

by curating and disseminating evidence-based practices on key topics, such as native 

language support, access to bilingual programs, and heritage language development.

• Increase access to high-quality prekindergarten programs for multilingual learners by 

supporting professional development, credentialing of the educator workforce working in 

early childhood programs. 

• Support parents and communities as core partners to educators through dissemination 

of parent toolkits and other resources, engaging directly with parents and communities 

and encouraging dual capacity framework practices in schools.
66 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN STRATEGIC OBJECTIVE 3.3

Performance Indicators

3.3.1 Percentage of students who attain proficiency in a Native language as determined by each 

grantee through pre- and post-assessments of Native language proficiency.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 8.5% 5% 8% 9%

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in fiscal year 2022. 

Data Source: NAM program—Government Performance and Results Act of 1993 (GPRA) Measure.

Period of Performance: October 1, 2021–September 30, 2022.

3.3.2 Number of technical assistance and outreach activities that support (or increase awareness of 

supports for) the English learners’ education community and/or its stakeholders.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 15 10 12 15

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in fiscal year 2022.

Data Source: Tracking via contractor produced and internally produced, quarterly Technical Assistance and outreach reports.

Period of Performance: October 1, 2021–September 30, 2022.

3.3.3 Number of National Professional Development grant participants who are enrolled and are 

making progress toward becoming state-certified, licensed, or endorsed in English learner instruction.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 4,500 5,000 5,000 4,500

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in fiscal year 2022. 

Data Source: NAM program—Government Performance and Results Act of 1993 (GPRA) Measure.

Period of Performance: October 1, 2021–September 30, 2022.

3.3.4 Number of National Professional Development grant participants who have become 

state-certified, licensed, or endorsed in English as a Second Language or bilingual instruction.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 1,800 2,000 2,000 1,800

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in fiscal year 2022. 

Data Source: NAM program—Government Performance and Results Act of 1993 (GPRA) Measure.

Period of Performance: October 1, 2021–September 30, 2022.
STRATEGIC GOAL

Increase postsecondary value by 

focusing on equity-conscious strategies 

to address access to high-quality 

institutions, affordability, completion, 

post-enrollment success, and support 

for inclusive institutions .

4
68 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN

4STRATEGIC GOAL 4

Increase postsecondary value by focusing 

on equity-conscious strategies to address 

access to high-quality institutions, affordability, 

completion, post-enrollment success, and 

support for inclusive institutions.

GOAL LEADER

Under Secretary, Office of the Under Secretary

Why It 

Matters

Since passage of the Higher Education Act of 1965, the percentage of 

adults aged 25–29 who have earned a bachelor’s degree or higher has 

more than tripled. Although, completing education and training beyond the 

high-school level is increasingly important for success across a wide range 

of life outcomes, significant concerns about students’ access to, students’ 

success in, and the costs of postsecondary education remain. The average 

net price of a college education has risen for many undergraduates. For 

underserved students, this increase can either put college out of reach or 

saddle them with significant debt upon completion. Further, institutions 

seeing the sharpest declines in enrollment due to the pandemic are 

community colleges, the institutions that often serve the largest share of 

students of color and students from low-income backgrounds and can be 

an affordable pathway to completing postsecondary education.

Objectives

4.1 Support educational institutions 

and state systems in efforts to 

raise academic quality and college 

completion for all students, especially 

for underserved students, such as firstgeneration students, students from 

low-income backgrounds, students of 

color, and students with disabilities.

Go to p.70 >>

4.2 Improve the administration of student 

aid programs to help eligible students 

receive aid; support borrowers in 

successfully repaying their loans, 

claiming loan forgiveness benefits, and 

mitigating student loan default; and 

hold contractors accountable.

Go to p.75

4.3 Increase equitable access to secondary 

and postsecondary programs that have 

clear on-ramps to both high-quality 

jobs and additional high-quality 

postsecondary educational opportunities.

Go to p.80

4.4Improve the alignment across secondary, 

postsecondary, and career and technical 

education programs, including through 

transparent and effective transition 

processes, inclusive pathways, and clear 

credentialing requirements.

Go to p.84

>>

>> >>
STRATEGIC GOAL 4 69

Performance at a Glance

In fiscal year (FY) 2022, the Department assessed progress on 18 performance indicators for 

this strategic goal. Of those, eight met their annual targets, six did not meet their annual targets, 

one baselined, and three did not have established targets as they will baseline in FY 2023.

 

Goal 4 Discretionary Resources

The following figure and table show budgetary resources 

and major programs and activities supporting goal 4.

 

 

 

 

 

 

Major Programs and Activities Supporting Goal 4 (in thousands)

POC Objective Major Programs and Activities

FY 2022

Appropriation

FY 2023

Appropriation

FY 2024

President’s 

Budget

FSA 4.1, 4.3 Federal Direct Student Loans Program Account (M) $474,121,269 $74,144,749 $27,307,629

FSA 4.1, 4.3 Federal Family Education Loans Program Account (M) $34,894,082 $8,171,061 $(218,169)

FSA 4.1, 4.3 Student Financial Assistance (D, M) $665,226 $17,031,868 $33,246,672

FSA 4.1 Historically Black College and University Capital 

Financing Program Account – HEA III-D (M)

$303,920 $83,099 $20,750

FSA 4.1 Higher Education Facilities Loans Liquidating 

Account – HEA Section 121 (M)

$(585) $(585) $-

OCTAE 4.3, 4.4 Career, Technical, and Adult Education Institute (D, M) $1,387,269 $1,462,269 $1,688,733

OESE 4.4 School Improvement Programs (M) $- $- $-

OPE 4.1, 4.3 Higher Education (D, M) $3,204,357 $3,483,863 $4,207,540

OSERS 4.1 Gallaudet University (D) $146,361 $165,361 $165,361

OSERS 4.1 National Technical Institute for the Deaf (D) $88,500 $92,500 $92,500

OPE 4.1 College Housing Loans (M) $(4,340) $(1,915) $321

N/A 4.2 Free Community College (D, M) $- $- $120,500,000

Notes: (1) Dollar amounts are estimates of program funding aligned to the strategic goal (Appendix E). As programs may support more than one strategic goal, amounts 

included here may be reflected in budget tables for other strategic goals. Please refer to the Department’s Budget Tables for additional information on the FY 2022 

Congressional Action, the FY 2023 Congressional Action, and the FY 2024 President’s Budget Request. (2) Negative dollar amounts (indicated by values in parentheses) 

represent a downward re-estimate for the program. (3) Letters following major programs and activities denote discretionary (D) or mandatory (M).

Acronyms and Definitions: POC = Principal Operating Component; FY = Fiscal Year; FSA = Federal Student Aid; HEA = Higher Education Act of 1965; OCTAE = Office 

of Career, Technical, and Adult Education; OESE = Office of Elementary and Secondary Education; OPE = Office of Postsecondary Education; OSERS = Office of Special 

Education and Rehabilitative Services; and N/A = Not Applicable.
70 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN STRATEGIC OBJECTIVE 4 .1

STRATEGIC OBJECTIVE 4.1

Support educational institutions and state systems in 

efforts to raise academic quality and college completion 

for all students, especially for underserved students, such 

as first-generation students, students from low-income 

backgrounds, students of color, and students with disabilities.

STRATEGIC OBJECTIVE LEADER 

Assistant Secretary, Office of Postsecondary Education

FY 2022 Performance Summary

This strategic objective has four performance indicators. Of these four performance indicators, 

two met their annual target, and two did not meet their targets.

Key Successes and Opportunities 

Supporting College Completion and Success

In August 2022, the Department hosted the first Raise the B.A.R: (Bold + Action + Results) 

in College Excellence and Equity summit with nearly 100 attendees, including college 

presidents, association leaders and philanthropists to share best practices in serving the 

nation’s most underserved students. Breakout sessions focused on evidence-based and 

data-driven practices that ensure low-income students and students of color are able to 

enter institutions, thrive, and cross the stage on graduation day with a diploma or certificate 

prepared for the 21st-century workforce.

To support a new College Completion Fund for Postsecondary Student Success, the 

Department announced the availability of $5 million in funds. The funding will support 

grants to Historically Black Colleges and Universities (HBCUs); Tribally Controlled Colleges and 

Universities (TCCUs); and other minority-serving institutions (MSIs), such as Hispanic-serving 

institutions (HSIs)—many of which are community colleges—to invest in data-driven and 

evidence-based reforms that encourage postsecondary retention, transfer, and completion.

The Department also announced the renewal of Project Success for another three years. This 

program works through student loan guaranty agencies to provide support and assistance to 

HBCUs and MSIs in key areas, such as student persistence and completion.

The Office of Postsecondary Education (OPE) increased outreach efforts for the Ronald 

E. McNair Postbaccalaureate Achievement Program (McNair), which provides funds for 

125 non-MSIs, 60 MSIs, and 21 HBCUs. These outreach efforts included conducting a focus 

group to determine how to increase diverse applicants and identify barriers and solutions for 

institutions to apply for grant programs. OPE conducted 10 webinars outlining the McNair 

Program competition to assist with more competitive applications. The percentage of MSI 

McNair Program awardees increased from 20.3% to 39.3%.
STRATEGIC GOAL 4 71STRATEGIC OBJECTIVE 4.1

In fiscal year (FY) 2022, the Department conducted more than 40 engagements with 

institutions that focused on increasing college completion and closing attainment gaps 

among underserved populations. Additionally, OPE facilitated nearly 80 technical assistance 

activities to provide information to grant applicants that will enable them to be more 

successful in competitions and sustain objectives of their grants.

To further support institutions’ efforts, the Institute of Education Science’s (IES’s) What 

Works Clearinghouse released its Effective Advising for Postsecondary Students Practice 

Guide, which includes four evidence-based recommendations for designing and delivering 

comprehensive, integrated advising to support students’ educational success. The Guide is 

accompanied by videos in which practitioners explore each practice in further detail.

IES is leading efforts to develop a pipeline of talented education researchers who bring 

fresh ideas, approaches, and perspectives to addressing the issues and challenges faced by 

the nation’s diverse students and schools. The Early Career Mentoring Program supports 

the mentoring and training of faculty at MSIs who are in the early stages of their academic 

careers. Each award will provide an individual early-career MSI faculty member with support 

to conduct exploratory research (including salary for protected time to conduct research) 

as well as support for career development that includes training under the guidance of an 

experienced mentor or mentors.

The Parent Training and Information (PTI) Program Technical Assistance Center, also known 

as the National Resources for Access, Independence, Self-Advocacy and Employment Center 

(RAISE), established Regional Youth Development Institutes (RYDIs). Annually, RAISE will host 

an RYDI for two of the eight regions supported by the Rehabilitation Services Administration–

PTI centers so that, in the four years, all regions will have an RYDI. Through RYDI, youth will 

learn about vocational rehabilitation (VR) and independent living. Additionally, resources will 

be provided to support general youth development and leadership as well as parent training 

and information centers in states and regions. Three youth from each of the two regions will 

be supported in attending the RYDI. Youth will have the opportunity to work with other youth 

in their regions and receive peer mentoring and guidance from the RAISE Youth Advisory 

Council (YAC). Beginning in 2023, the YAC and selected members of the previous year’s RYDI 

will work to develop and facilitate the RYDI. The goal of this initiative is to directly engage 

youth about employment opportunities and independent living services through the state 

VR agencies.

College Scorecard Enhancements

In FY 2022, the Office of Planning, Evaluation and Policy Development’s College Scorecard

updated data elements and launched new site features. In addition to refreshing cumulative 

loan debt and repayment rate data, the Scorecard now reveals institution-level postenrollment median earnings 10 years after entry and the percent of former students earning 

above typical high school completers. Users can also compare data elements like graduation 

rates and earnings nationally or across specific types of institutions and view new earnings 

information for students three years after graduation by field of study. Additionally, the 

College Scorecard refreshed various data elements, including incorporating the latest data 

from the Integrated Postsecondary Education Data System survey as well as Federal Student 

Aid data systems, MSI indicators, and earnings data from the Internal Revenue Service. 

The Scorecard reached 25% more stakeholders in FY 2022 than in FY 2021, with nearly 
72 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN STRATEGIC OBJECTIVE 4.1

1.5 million visitors accessing its resources. To support continuous process improvement, in FY 

2022, the Scorecard convened a technical review panel and conducted user study activities.

Technical Assistance Services

In efforts to support institutions of higher education that are focused on serving historically 

underserved students, OPE hosted 79 technical assistance activities on improving support 

systems for Hispanic students and providing technical assistance for HBCUs on grant 

application development. Application sessions for all competitions focused on increasing the 

number of grant applications, particularly among community colleges and MSIs and focused 

on student success and completion for underserved students. OPE’s Office of International 

and Foreign Language Education provided eight FY 2022 application preparation technical 

assistance webinars for institutions, including community colleges and HBCUs.

For so many students and families, the college-search process can be 

overwhelming. But easily accessible, high-quality information about 

higher education institutions can help students determine which college or 

university is the best fit for them. The updated and enhanced [2022] College 

Scorecard shines a spotlight on affordability, inclusivity, and outcomes, over 

exclusivity and colleges that leave students without good jobs and with 

mountains of debt.”

U.S. Secretary of Education

Miguel A. Cardona

Additionally, OPE leadership participates in monthly meetings of the Interagency HBCU 

Cluster/Work Group where federal agencies share strategies for increasing HBCU participation 

in grant competitions. The HBCU Cluster also held a meeting with HBCU leaders during the 

September 2022 HBCU Conference.

FY 2024 Annual Performance Plan

The Department will:

• Support projects that strengthen community colleges, HBCUs, HSIs, Asian American- and 

Native American Pacific Islander-serving institutions, TCCUs, and other MSIs.

• Increase focus on evidence-based strategies, including through capacity-building 

networks focused on improving student success with the Project Success Initiative. 

Through Project Success, more than 200 HBCUs, TCCUs, MSIs, and HSIs receive access to 

resources and support services to help improve their students’ outcomes.

• Provide accurate and easy-to-use data through tools such as the College Scorecard

to help underserved students and families make informed decisions about pursuing 

postsecondary pathways. In FY 2024, the Department will continue its annual data 
STRATEGIC GOAL 4 73STRATEGIC OBJECTIVE 4.1

refresh and enhancements to College Scorecard to improve usability of the consumer 

site. Access to the most recently published earnings, debt, and demographic data 

helps consumers better gauge the value of an institution’s postsecondary program 

and provides key data resources for researchers, developers, and analysts who work to 

promote postsecondary access and success. These efforts reinforce the Department’s 

commitment to public access, accountability, and transparency.

• Use the Monitoring and Technical Assistance Guide for the VR Program to conduct 

monitoring and provide technical assistance to state VR agencies, with a focus on the 

performance outcomes of individuals served by the VR Program and the Supported 

Employment Program.

• Release a practice guide via the IES What Works Clearinghouse supporting 

postsecondary institutions’ adoption of evidence-based practices in holistic advising to 

improve rates of college completion.

• Release at least two intervention reports via IES’ clearinghouse to review the extent 

of evidence that supports the adoption of common approaches to improving 

postsecondary success, including but not limited to interventions that seek to promote a 

growth mindset and improve students’ perceptions of belonging.

Performance Indicators

4.1.1 Number of technical assistance activities (e.g., events, trainings, and webinars) or products 

focused on the use of evidence-based practices to meet the social, emotional, academic, and other 

learning and developmental needs of students in postsecondary and adult education.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 44 50 50 50

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in fiscal year 2022.

Data Source: Department offices that deliver technical assistance.

Period of Performance: October 1, 2021–September 30, 2022.

4.1.2 Percentage of grant applicants from community colleges, Historically Black Colleges and 

Universities, Tribally Controlled Colleges and Universities, and minority-serving institutions.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

43% — — — 43% 49% 48% 48% 48%

Notes: Data from previous years are not included as OPE grants are on a five-year cycle and different grants are competed each year. Because different grants are 

competed year to year, this metric measures the percentage of applicants for the grants that are competed each individual year. The target for FY 2022 represents a 5% 

increase in the percentage of these applicants as compared to the FY 2017 applicants (the beginning of the last five-year cycle). The targets beyond FY 2022 represent 

maintenance of this 5% increase over 2017.

Data Source: G5data.

Period of Performance: October 1, 2021–September 30, 2022.
74 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN STRATEGIC OBJECTIVE 4.1

4.1.3 Number of students with disabilities who receive counseling on enrollment in postsecondary 

education through the Vocational Rehabilitation Program.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — 55,488 63.565 86,000 87,000 88,000

Data Source: Rehabilitation Services Administration (RSA) Case Service Report (RSA-911).

Period of Performance: Program Year July 1, 2021–June 30, 2022.

4.1.4 Number of Vocational Rehabilitation Program participants who are enrolled in postsecondary 

education and training.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — 178,494 184,704 180,000 185,000 190,000

Data Source: Rehabilitation Services Administration (RSA) Case Service Report (RSA-911).

Period of Performance: Program Year July 1, 2021–June 30, 2022.
STRATEGIC GOAL 4 75STRATEGIC OBJECTIVE 4 .2

STRATEGIC OBJECTIVE 4.2

Improve the administration of student aid programs to 

help eligible students receive aid; support borrowers in 

successfully repaying their loans, claiming loan forgiveness 

benefits, and mitigating student loan default; and hold 

contractors accountable.

STRATEGIC OBJECTIVE LEADER 

Chief Operating Officer, Federal Student Aid

FY 2022 Performance Summary

This strategic objective has eight performance indicators. Of these, eight performance 

indicators, three met their annual targets, two did not meet their targets, and three did not 

establish a target in fiscal year (FY) 2022 and will baseline in FY 2023.

Key Successes and Opportunities

Free Application for Federal Student Aid®

Federal Student Aid (FSA) continues to support the National College Attainment Network and 

other organizations that work with college access groups across the country to encourage 

high school seniors to file a Free Application for Federal Student Aid® (FAFSA®). Though the 

number of high school seniors filing a FAFSA has increased, the percentage of first-time 

returning filers has decreased. Contributing factors to the decrease could be better job 

market opportunities and the continued negative effects of the COVID-19 pandemic on 

FAFSA filing and college enrollment. FSA’s spring FAFSA renewal email campaigns, sent on 

April 18–22, 2022, and May 2–3, 2022, generated nearly 20 million emails with an open rate 

of 56.11%. By comparison, the average government open rate on emails is 19.4% according 

to an industry benchmark report from Campaign Monitor in 2022. FSA continues outreach 

to the public through social media, email, training webinars, and other activities encouraging 

FAFSA completion.

Continuing a positive trend, the need to verify the income of FAFSA filers continues to 

decrease. FAFSA filers selected for verification are required to provide more information to 

verify their eligibility for aid. However, a large number of those selected for verification were 

not completing the process and subsequently not enrolling or failing to receive aid to support 

their success. The renewal of a waiver issued in fiscal year 2021 that limits verification only 

to identity and fraud prevention which contributed to a lower verification rate between 4.5% 

and 10.5%, down from a high of over 30% several years ago. FSA uses a marginal cost–benefit 

analysis and a sophisticated machine learning model to make sure verification rates can 

remain low while focusing on the collection of improper payments. The verification rate for 

the 2023–2024 FAFSA cycle, is 7.5%.
76 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN STRATEGIC OBJECTIVE 4.2

Public Service Loan Forgiveness

In October 2021, the Department announced a 1-year waiver of Public Service Loan 

Forgiveness (PSLF) program rules. Under the waiver, any prior period of repayment counted 

as a qualifying payment regardless of loan program, repayment plan, or whether the payment 

was made in full or on time. This waiver applied to student loan borrowers with Direct Loans, 

including those who previously consolidated into the Direct Loan Program, and those who 

submitted a Direct Consolidation Loan application by October 31, 2022.

Due to the waiver, there was a significant increase in the number of borrowers who received 

forgiveness compared to prior years. More than $15 billion was forgiven under the limited 

PSLF waiver for more than 200,000 borrowers.

Administering the Federal Student Loan Programs

FSA implemented performance standards to ensure loan servicers are prepared to respond 

to customer inquiries in the time leading up to return to repayment and in the critical period 

after repayment begins.

The Administration and Department continue to support students who were defrauded 

in their pursuit of postsecondary education. In June 2022, the Department made a 

historic announcement that all borrowers who attended a school owned or operated by 

Corinthian Colleges, Inc. from its founding in 1995 to its closure in 2015 would receive 

complete forgiveness of their federal student loans. This result is based on borrower defense 

to repayment, which applies to students who were defrauded about the education they 

received from their school. As a result, 560,000 Corinthian borrowers received approximately 

$5.8 billion in discharges. Additionally, the Department announced group discharges covering 

875,000 students who attended ITT Tech, Marinello Schools of Beauty, and Westwood 

College, totaling $11.4 billion in relief to defrauded students. 

Regulatory Improvements

The Office of Postsecondary Education published two notices of final rulemaking in 2022. One 

rewrote the student loan discharge programs to make relief more automatic and simpler to 

obtain, streamlined public loan service forgiveness, and removed interest capitalization on federal 

student loans not required by the statute. The second package implemented statutory changes 

to close long-standing loopholes that resulted in for-profit colleges aggressively recruiting 

military-connected students and expanded access to Pell Grants for incarcerated individuals.

FY 2024 Annual Performance Plan

The Department will:

• Increase access to federal student aid and improve customer experiences through the 

services available on the StudentAid.gov website and by simplifying the FAFSA form. 

FSA leads collaboration on the implementation of the Fostering Undergraduate Talent 

by Unlocking Resources for Education Act, the FAFSA Simplification Act of 2020, and the 

modernization of the FAFSA back-end systems.

• Manage the ongoing development and implementation of the FAFSA processing 

system. The FAFSA implementation teams are working on designing the 2024–2025 

FAFSA form and are simultaneously working on changes to more than 10 FSA systems 
STRATEGIC GOAL 4 77STRATEGIC OBJECTIVE 4.2

to accommodate new calculations to enable key student aid processes such as Pell 

origination and disbursements.

• Provide enhanced customer support through Business Process Operation vendors, including:

• Modernize and improve financial aid products that allow students to understand 

and access information about college options, associated costs, loan counseling and 

guidance, support for retention, loan repayment options, and borrower benefits.

• Assist borrowers in resuming payments, with a particular focus on those who are at risk 

of delinquency.

• Implement operational improvements designed to increase participation in Auto Debit 

and Income-Driven Repayment programs.

• Assist customers in identifying the appropriate information and financial pathways to 

meet their educational goals and lessen unaffordable long-term debt associated with 

financial management decisions. To accomplish this goal, FSA and OPE will increase 

collaboration and coordination of Department outreach efforts to further promote 

information and materials that inform students and parents about federal student loan 

repayment options, both before and throughout the student aid life cycle.

• Implement data and analytics capabilities to provide meaningful customer insights 

for improving the quality of service and operational efficiency of entities that directly 

support federal student financial aid customers (e.g., loan servicers, contractors, and 

financial institutions).

• Promote institutional awareness of opportunities to support Pell Grant recipients and 

other underserved groups by collecting and reporting data and best practices on Higher 

Education Emergency Relief Fund grant aid.

• Use high-quality data for transparency, accountability, and institutional improvement in 

rulemaking that supports postsecondary students and loan borrowers.

• Work diligently to mitigate risks posed to students and taxpayers through the 

implementation of regulations, including regulations relating to Borrower Defense to 

Repayment, Closed School Discharges, and False Certification Discharges. FSA will 

share information publicly about its school oversight activities to increase transparency 

in its efforts, provide guidance regarding acceptable conduct, and deter misconduct by 

schools participating in Title IV programs.

• Transition loan servicing into a new operational environment under the Unified Servicing 

and Data Solution (USDS) contract and implement solutions and service loan agreements 

that provide effective customer service for borrowers after the end of the current legacy 

servicer contract period. The current servicing contracts have been in place for 12 years 

and are scheduled to end in December 2023. USDS will be put into place to succeed 

the existing servicing contracts with a new approach that increases oversight and 

transparency while improving the borrower experience.
78 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN STRATEGIC OBJECTIVE 4.2

Performance Indicators

4.2.1 Percentage of contractor interactions reviewed that received a passing score of 95%.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — — — Baseline +1 above 

baseline

Notes: Targets were not established for this indicator in fiscal year (FY) 2022 as the performance indicator will be baselined in FY 2023.

Data Source: FSA Vendor Management/Vendor Oversight and Program Accountability.

Period of Performance: Baseline to be established in FY 2023.

4.2.2 Percentage of contractors that achieve at least 95% accuracy in performing tasks.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — — — Baseline +1 above 

baseline

Notes: Targets were not established for this indicator in fiscal year (FY) 2022 as the performance indicator will be baselined in FY 2023.

Data Source: FSA Vendor Management/Vendor Oversight and Program Accountability.

Period of Performance: Baseline to be established in FY 2023.

4.2.3 Percentage of high school seniors submitting the Free Application for Federal Student Aid®

(FAFSA®) form.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

60.2% 67.4% 65.9% 63.8% 60.87% 63.6% 60.9% 61.1% 61.5%

Data Source: FSA’s Common Origination and Distribution System. 

Period of Performance: School Year 2021–2022.

4.2.4 Persistence among first-time Free Application for Federal Student Aid® (FAFSA®) filing aid recipients.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

82.6% 82.5% 82.8% 81.0% 81.09% 80.02% 81.1% 81.2% 81.2%

Data Source: FSA’s Common Origination and Distribution System. 

Period of Performance: School Year 2021–2022.

4.2.5 Verification rate of Free Application for Federal Student Aid® (FAFSA®) filers.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 10.48% ≤10.6% ≤8.5% ≤7.5%

Data Source: Central Processing System Database

Period of Performance: School Year 2021–2022.
STRATEGIC GOAL 4 79STRATEGIC OBJECTIVE 4.2

4.2.6 Satisfaction survey scores associated with the Free Application for Federal Student Aid®

(FAFSA®) application.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 77.8 81 77 78

Data Source: FAFSA (housed on studentaid.gov) survey.

Period of Performance: October 1, 2021–September 30, 2022.

4.2.7 Number of sessions (as measured by completions) the Loan Simulator tool is used.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 2,942,085 2.4 Million 2.5 Million 2.6 Million

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in fiscal year 2022.

Data Source: Google Analytics.

Period of Performance: October 1, 2021–September 30, 2022.

4.2.8 Percentage of individual Borrower Defense applications adjudicated timely.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — — — Baseline TBD

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in fiscal year 2022 and based on the 

number of applications adjudicated. Refer to Appendix B for details.

Data Source: Feedback Dispute Management System.

Period of Performance: Baseline to be established in FY 2023.
80 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN STRATEGIC OBJECTIVE 4 .3

STRATEGIC OBJECTIVE 4.3

Increase equitable access to secondary and postsecondary 

programs that have clear on-ramps to both high-quality jobs and 

additional high-quality postsecondary educational opportunities.

STRATEGIC OBJECTIVE LEADER 

Assistant Secretary, Office of Career, Technical, and Adult Education

FY 2022 Performance Summary

This strategic objective has two performance indicators. Both performance indicators 

met their annual targets. The Department designated this strategic objective as an “Area 

Demonstrating Noteworthy Progress.” This designation is derived from the Office of 

Management and Budget’s guidance that requires that, every year, each agency designates 

at least one of its strategic objectives for this category. The designation is reserved for 

strategic objectives that meet at least one of the official criteria for recognition of noteworthy 

performance, including that “[n]ew innovations in strategy, program design, risk mitigation, 

or operations have led to notable improvements in outcomes, risk reductions, and/or cost 

reductions and promise greater impact in the future.”

DID YOU KNOW?

Raise the Bar: Unlocking Career Success is a 

new Administration initiative—supported by 

the Departments of Commerce and Labor—to 

reimagine how our nation’s high schools prepare 

all students to thrive in their future careers. The 

initiative blurs the lines between high school, 

college, and the world of work, providing students 

with accelerated and innovative opportunities to 

earn college credits and gain real-world career 

experiences. Backed by the $1.43 billion Carl D. 

Perkins Career and Technical Education Act and 

other funding, the Administration is ensuring the 

next generation is building the skills necessary 

to fill high-paying jobs, like those created via the 

Bipartisan Infrastructure Law and CHIPS and 

Science Act. This includes expanding access to 

skills-based learning and training pathways, such 

as Registered Apprenticeships, in key industries.
STRATEGIC GOAL 4 81STRATEGIC OBJECTIVE 4.3

Key Successes and Opportunities

Career Pathways

The Office of Career, Technical, and Adult Education (OCTAE) presented the Pathways 

to Credentials project, including the Stackable Credentials 101 toolkit at five national or 

state-level conferences. OCTAE also disseminated information through meetings with the 

interagency working group on Career Pathways and presented on career pathways broadly 

(including stackable credentials) to two foreign delegations via the State Department’s 

International Visitor and Leadership Program. Attendees and participants learned what 

stackable credentials are, how they fit into the broader career pathways ecosystem, and 

how to access OCTAE resources available on the Perkins Collaborative Resources Network, 

enabling them to bring these tools to their institution, agency, or country.

Adult Education and Literacy

OCTAE’s Division of Adult Education and Literacy conducted a variety of technical assistance 

activities focused on the use of promising and evidence-based practices to engage adult 

learners as well as to connect learners with basic needs support. OCTAE’s web-based 

Literacy Information and Communication System (LINCS) was used to reach adult education 

providers in its dissemination of professional development and technical assistance resources. 

LINCS has been able to showcase states that have improved learner access to the adult 

education community.

Utilizing LINCS, Adult Education and Literacy offered a hybrid delivery model of high-quality 

on-demand professional learning through research and evidence-based resources, online 

courses, a virtual community of practice, as well as provided universal, targeted, and intensive 

technical assistance to states. In fiscal year (FY) 2022, 96 technical assistance activities were 

provided to support the use of evidence-based practices to connect adult learners to basic 

needs support. Through feedback from participants, this type of technical assistance was 

found to increase the attendee’s awareness of the basic needs supports available to connect 

learners to postsecondary education and training. 

OCTAE also engaged in an interagency partnership focused on job quality. Department staff 

provided input and feedback to the Department of Labor and the Department of Commerce 

on their Good Jobs Principles which serve as an Administration-wide baseline for defining job 

quality and instituting measures that can gauge progress.

These grants will support innovative efforts underway across the country to 

provide educational opportunities to youth and adults with disabilities so 

they can secure better-paying jobs, build economic security, and lead more 

fulfilling, independent lives.”

U.S. Secretary of Education

Miguel A. Cardona
82 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN STRATEGIC OBJECTIVE 4.3

Special Education and Rehabilitative Services

Office of Special Education and Rehabilitative Services’ Rehabilitation Services Administration 

made a historic investment of $177 million in its Subminimum Wage to Competitive 

Integrated Employment Model Demonstration projects. This investment is critical toward 

ensuring real pay and employment for people with disabilities in high-need industries, such 

as transportation, green jobs, home and community-based services providers, and the arts. 

Fourteen successful applicants will receive awards for the project period of FY 2023–FY 2027.

FY 2024 Annual Performance Plan

The Department will:

• Implement OCTAE’s Digital Resilience in the American Workforce national leadership 

activity to develop resources and training to support the integration of digital resilience 

instruction into adult education classrooms, including support for instructors to build 

their own digital skills and confidence; resources on effective instructional strategies; and 

easy-to-find and easy-to-use instructional content. The resources and training described 

will be piloted in 2023.

• Implement OCTAE’s Enhancing Access for Refugees and New Americans national 

leadership activity to build the capacity of states, local programs, and classroom 

instructors to provide comprehensive immigrant integration services, centering around 

Integrated English Literacy and Civics Education (IELCE) and Integrated Education and 

Training programming. The activity provided technical assistance that supports the 

linguistic, civic, and economic integration of immigrant communities to three primary 

audiences: state staff, local program administrators, and IELCE instructors in 2023. 

• Work to expand equitable access to evidence-based policies and programs that support a 

successful transition from high school to postsecondary education and careers, including:

• Dual or concurrent enrollment programs and access to accelerated coursework, 

such as Advanced Placement and International Baccalaureate courses to earn 

postsecondary credit while still in high school.

• High-quality science, technology, engineering, and mathematics (STEM) instruction, 

including computer science.

• Developing job skills through high-quality career, technical, and adult education programs.

• Share promising practices used by states to encourage local recipients of Perkins funds to 

prioritize job quality in their comprehensive local needs assessments.

• Support the execution of intensive technical assistance agreements developed by 

technical assistance centers with state Vocational Rehabilitation agencies to improve 

program performance
STRATEGIC GOAL 4 83STRATEGIC OBJECTIVE 4.3

Performance Indicators

4.3.1 Number of technical assistance activities (e.g., events, trainings, convenings, webinars, 

communications, and products) focused on supporting increased stackability and transferability of 

postsecondary programs.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 5 3 3 3

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in fiscal year 2022.

Data Source: Perkins V National Activities contract deliverables and Perkins V statutory discretionary grants activities. 

Period of Performance: October 1, 2021–September 30, 2022.

4.3.2 Number of technical assistance activities (e.g., events, trainings, convenings, webinars, 

communications, and products) focused on the use of promising or evidence-based practices to 

connect students in postsecondary and adult education to basic needs support.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 96 50 65 70

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in fiscal year 2022.

Data Source: LINCS Technical Assistance Center.

Period of Performance: October 1, 2021–September 30, 2022.
84 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN STRATEGIC OBJECTIVE 4.4

STRATEGIC OBJECTIVE 4.4

Improve the alignment across secondary, postsecondary, and 

career and technical education programs, including through 

transparent and effective transition processes, inclusive 

pathways, and clear credentialing requirements.

STRATEGIC OBJECTIVE LEADER 

Assistant Secretary, Office of Career, Technical, and Adult Education

FY 2022 Performance Summary

This strategic objective has four performance indicators. Of these four performance indicators, 

one met its annual target, two did not meet their targets, and one baselined. 

Key Successes and Opportunities 

Integrated Education and Training

The Office of Career, Technical, and Adult Education (OCTAE) made historic investments in 

supporting the development and implementation of integrated education and training (IET) 

programs that provide adult education and literacy activities concurrently and contextually 

with workforce preparation activities and workforce training activities. OCTAE’s Division of 

Adult Education and Literacy (DAEL) national leadership activities’ contractors conducted 

53 technical assistance activities focused on implementing and improving IET programs, 

including in correctional and reentry education. 

Technical assistance was offered to states and local adult education programs through 

DAEL’s IET design toolkit and virtual training institute national leadership activity, as well as 

through the IET in Correctional and Reentry Education national leadership activity. OCTAE’s 

Integrated Employment and Training national leadership activities provided support to 

the adult education field with their research, assessment, designing, development, and 

implementation of IET programs.

Technical Assistance Activities

More than 51 technical assistance activities were provided to support implementation 

of career pathways and work-based learning. These activities provided grantees with the 

technical knowledge and resources to design and implement career pathways aligned to 

in-demand industry sectors. 

OCTAE awarded a contract to conduct an open innovation prize competition to create, 

enhance, and/or expand high-quality work-based learning opportunities for career and 

technical education (CTE) students during high school by encouraging collaborative 

ecosystems of educators, business and industry, workforce professionals, and community 

stakeholders to benefit students with career development and preparation. These 
STRATEGIC GOAL 4 85STRATEGIC OBJECTIVE 4.4

work-based learning experiences may be in-person, hybrid, and/or remote and need to 

be implemented as part of state or locally approved high school CTE programs of study. 

Furthermore, they must be responsive to the needs of underrepresented student populations.

OCTAE supported the Department’s Raise the Bar: Unlocking Career Success initiative 

through a series of webinars and publications. One webinar focused on dual enrollment, 

and featured a panel of dual enrollment policy, practice, and research professionals who 

reviewed the current state of policy and practice, with a particular focus on the inclusion 

of populations that have historically been underrepresented in postsecondary education. 

The webinar also highlighted the findings and recommendations from the College in 

High School Alliance’s Research Priorities for Advancing Equitable Dual Enrollment Policy 

and Practice.

As part of a collaboration effort with fellows from the Harvard Project on the Workforce, 

OCTAE conducted an analysis of aggregate and disaggregated data on secondary CTE 

concentrators’ attainment of postsecondary credits submitted by states in their Perkins 

Consolidated Annual Report for FY 2020–FY 2021 (the first year for which data are 

available under the newly reauthorized Perkins statute). Based on the analysis, the team 

conducted interviews with state CTE directors and their staffs to unearth promising 

practices for enabling disaggregated student categories to meet or exceed state 

determined levels of performance.

FY 2024 Annual Performance Plan

The Department will:

• Provide technical assistance to promote the development and use of stackable 

credentials by community and technical colleges to improve student attainment 

of CTE credentials. By awarding credit for a range of education, training, workplace 

learning, and skill-building experiences that “stack” toward associate degrees, stackable 

credential programs are meant to help working students develop the skills they need to 

simultaneously advance on the job and earn credentials that enable further study. Such 

programs are designed to accelerate credit attainment and may increase the likelihood of 

degree completion.

• Provide technical assistance to increase the usage of equity-focused strategies in 

dual enrollment.

• Support the development and implementation of student success programs that include 

multiple interventions such as academic advising, the provision of financial resources, 

structured pathways, and other student supports to increase credential attainment.

• Launch, in FY 2023, the second phase of a multiyear OCTAE-lead technical assistance 

effort to promote IET implementation in adult education and correctional education. This 

effort will focus on increasing the number of states with mature IET programs that lead to 

quality jobs for diverse adult learners. Emphasis will be place on the use of labor market 

information, employer partnerships, and supportive services—including career navigation.

• Host an annual Perkins Data Quality Institute in FY 2023 and 2024 to help states analyze 

their Perkins data, identify gaps or disparities in performance among special populations 

of CTE students, and identify promising practices for eliminating those gaps or disparities.
86 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN STRATEGIC OBJECTIVE 4.4

• Continue to offer webinars and other engagements hosted by the Office of 

Postsecondary Education with institutions to increase the percentage of Upward Bound 

and Talent Search high school degree completers who are reported in the Annual 

Performance Report to have completed rigorous programs of study.

• Hold a convening to promote the IET in Corrections Project, which included a component 

focused on supporting increased stackability and transferability of postsecondary 

programs specifically geared toward incarcerated learners.

Performance Indicators

4.4.1 Percentage of Upward Bound and Talent Search high school degree completers who are reported 

in the Annual Performance Report to have completed a rigorous program of study.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — 78% 76.5% 79% 79% 79%

Note: Latest Confirmed data are for FY 2021. FY 2022 data will be reported in the FY 2023 Annual Performance Report (APR).

Data Source: Upward Bound\Upward Bound Math Science APR: (Field #37—Rigorous Study) and Talent Search APR (Sections 3 and 4).

Period of Performance: Program Year 2020–2021

4.4.2 Number of technical assistance activities (e.g., events, convenings, trainings, webinars, 

communications, and products) focused on implementing and improving integrated education and 

training programs, including in correctional and reentry education.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 53 41 55 60

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in fiscal year 2022.

Data Source: OCTAE Contract: Supporting Integrated Employment and Training for Adult Learners; OCTAE Contract: Expanding Integrated Education and Training in 

Corrections Education.

Period of Performance: October 1, 2021–September 30, 2022.

4.4.3 Number of technical assistance activities that encourage equity-focused strategies around dual 

enrollment and the Ability to Benefit provisions of the Higher Education Act.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 1 3 6 8

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in fiscal year 2022.

Data Source: OCTAE staff and contract-supported activities.

Period of Performance: October 1, 2021–September 30, 2022.
STRATEGIC GOAL 4 87STRATEGIC OBJECTIVE 4.4

4.4.4 Percentage of economically disadvantaged high school graduate career and technical education 

(CTE) concentrators that attain postsecondary credits in the relevant CTE program or program of study 

through a dual or concurrent enrollment or another credit transfer agreement in the 12 states that 

report for the Carl D. Perkins Career and Technical Education Act.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 39.8% Baseline 40% 41%

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in fiscal year 2022.

Data Source: Perkins V States’ Consolidated Annual Reports.

Period of Performance: Program Year 2020–2021.
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STRATEGIC GOAL

Enhance the Department’s internal 

capacity to optimize the delivery of 

its mission . 5

SOURCE: U.S. DEPARTMENT OF EDUCATION
90 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN

5

>>

>>

STRATEGIC GOAL 5

Enhance the Department’s internal 

capacity to optimize the delivery of its mission.

GOAL LEADER

Assistant Secretary, Office of Finance and Operations

Why It 

Matters

Strong management foundations are essential to meeting the mission, 

goals, and objectives of the Department. The Department has a longstanding history of leveraging its technological resources to support 

the mission, employees, and stakeholders throughout the education 

landscape. In addition, the Department has increased its agility in 

managing and utilizing data to positively impact outcomes while 

empowering and motivating its workforce to meet the evolving needs 

of students and families. This strategic goal reflects key management 

functions executed across the Department that collectively support the 

success of the agency’s mission. 

Objectives

5.1 Manage information technology 

as a strategic resource and driver 

to promote the advancement 

of the missions executed by the 

Department’s 21st-century workforce.

Go to p.92 >>

5.2 Strengthen agency-wide data 

governance and build capacity 

to improve data access, data 

management, and enterprise data 

analytics in support of agency goals.

Go to p.96 >>

5.3 Recruit, retain, and develop the 

workforce needed to meet the 

Department’s mission now and into 

the future.

Go to p.102 >>

5.4 Deliver mission outcomes and 

value for taxpayers through efficient 

acquisition management and 

proactive industry partnerships while 

promoting small businessess.

Go to p.105 >>
STRATEGIC GOAL 5 91

Performance at a Glance

In fiscal year (FY) 2022, the Department assessed progress on 16 performance indicators for 

this strategic goal. Of those, 11 met their annual targets, one did not meet its annual target, 

two baselined, and two did not have established targets as they will baseline in FY 2023.

 

Goal 5 Discretionary Resources

The following figure and table show budgetary resources 

and major programs and activities supporting goal 5.

 

 

 

 

 

 

Major Programs and Activities Supporting Goal 5 (in thousands)

POC Objective Major Programs and Activities

FY 2022

Appropriation

FY 2023

Appropriation

FY 2024

President’s 

Budget

All 5.3 Departmental Management/Student Aid 

Administration (D)

$394,907 $426,907 $527,609

OCR 5.3 Office for Civil Rights (D) $135,500 $140,000 $177,600

OIG 5.3 Office of Inspector General (D) $64,000 $67,500 $87,497

Notes: (1) Dollar amounts are estimates of program funding aligned to the strategic goal (Appendix E). As programs may support more than one strategic goal, amounts 

included here may be reflected in budget tables for other strategic goals. Please refer to the Department’s Budget Tables for additional information on the FY 2022 

Congressional Action, the FY 2023 Congressional Action, and the FY 2024 President’s Budget Request. (2) Negative dollar amounts (indicated by values in parentheses) 

represent a downward re-estimate for the program. (3) Letters following major programs and activities denote discretionary (D) or mandatory (M).

Acronyms and Definitions: POC = Principal Operating Component; FY = Fiscal Year; OCR = Office for Civil Rights; and OIG = Office of Inspector General.

Mandatory Programs: No additional mandatory programs.
92 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN STRATEGIC OBJECTIVE 5.1

STRATEGIC OBJECTIVE 5.1

Manage information technology as a strategic resource and 

driver to promote the advancement of the missions executed 

by the Department’s 21st-century workforce.

STRATEGIC OBJECTIVE LEADER 

Chief Information Officer, Office of the Chief Information Officer

FY 2022 Performance Summary

This strategic objective has two performance indicators. Of these two performance indicators, 

one met its annual target, and one baselined.

Key Successes and Opportunities 

Advancements in Information Technology Governance and Infrastructure

The work of the Office of the Chief Information Officer (OCIO) supports security and 

accountability across the Department as well as provides senior leaders with analysis and 

recommendations to make data-driven decisions on leveraging information technology 

(IT) to meet mission goals and objectives. To support these efforts, OCIO reviewed 57.8% of 

modernizing investments through the IT governance process, which included evaluating 

13 IT segment areas and making determinations on over $350 million in modernization 

funding requests. OCIO also partnered with the Federal Student Aid Technology Office to 

understand IT governance gaps in enterprise management oversight of the Department’s 

more than $1 billion IT Portfolio, including a case study to improve transparency and 

alignment with the Federal IT Acquisition Reform Act. OCIO has also conducted more than 

302 technology insertion assessments (125 in fiscal year [FY] 2022) to ensure IT systems 

were compatible with the network and in compliance with cyber security protocols.

Advancements in Cybersecurity

The Department received an overall Federal Information Security Modernization Act of 2014

(FISMA) assessment of “Effective,” or a Level 4 Cybersecurity Maturity Level for FY 2022. This 

score is the highest achieved by the Department since the scoring metrics were established 

in 2014. This score also marks a significant improvement from FY 2021, with seven of 

nine FISMA domains increasing in maturity levels.

The Department took immediate action in FY 2022 regarding Office of Management 

and Budget (OMB) Memo (M-22-09) Moving the U.S. Government Toward Zero Trust 

Cybersecurity Principles by onboarding a GS-15 zero-trust architecture (ZTA) program 

manager and releasing a Department Strategy and project schedule for full implementation 

by the end of FY 2024. The Department received the initial transfer of $15 million in 

Technology Modernization Funds, which were used to establish a ZTA Project Management 
STRATEGIC GOAL 5 93STRATEGIC OBJECTIVE 5.1

Office (PMO); engage the recompete of Enterprise Identity, Credential, and Access 

Management (ICAM); and obtain Secure Access Service Edge and Security Orchestration 

Automation and Response capabilities. Collaboration between ZTA, ICAM, Enterprise 

Detection and Response, and Cyber Data Lake PMOs will continue to fulfill all pillars of Zero 

Trust. The Department is on track to meet the requirements set forth by OMB and maintain a 

resilient cybersecurity posture. 

In February 2022, OCIO implemented a new cybersecurity policy framework aligned with 

Executive Order (EO) 14028 Improving the Nation’s Cybersecurity and National Institute 

of Standards and Technology (NIST) Special Publication 800-53, Revision 5. The updated 

framework ensures a more comprehensive inventory of policies that directly align with 

the latest catalog of security control families and requirements levied through EO 14028. 

Five Instructions and 22 Standards have been converted into 20 new standards (control 

families) aligned with the Cybersecurity Scorecard Framework (CSF) and NIST 800-53, 

Revision 5. Additionally, this framework addresses existing policy gaps; enables system 

stakeholders to easily find Department requirements; allows for updates to the Department’s 

system of record for FISMA reporting, Cyber Security Assessment and Management System, 

with Department-defined control parameters to support System Security Plan development 

and assessments; includes control overlays for requirements not within 800-53 control 

baselines; enhances maintenance; and strengthens ability to rapidly update for new 

requirements while maintaining mapping to CSF and NIST controls.

Tasked by OMB, OCIO completed the 90-day sprint on Multifactor Authentication and Data 

at Rest in response to EO 14028. The Department has taken steps to address requirements 

established within the OMB Memo Improving the Federal Government’s Investigative 

and Remediation Capabilities Related to Cybersecurity Incidents (M 21 31) by requiring 

Department system owners to ensure their systems of responsibility log system event 

data and then forward event data to the Department of Education Cyber Data Lake for 

storage. Information from logs on federal information systems is invaluable in the detection, 

investigation, and remediation of cyber threats.

The Department has updated its internal vulnerability management procedures in 

accordance with Binding Operational Directive 22-01 Reducing the Significant Risk of 

Known Exploited Vulnerabilities. The Department continues to remediate each vulnerability 

according to the timelines set forth in the vulnerability catalog managed by the Cybersecurity 

and Infrastructure Security Agency (CISA). The Department is working with CISA to mature 

its Continuous Diagnostics and Mitigation capabilities to augment and enhance remediation 

actions as required by this directive.

The Department is vigilant about potential phishing attacks, which continue to be one of 

the most common cybersecurity attack methods. The Department’s Cybersecurity Training 

and Awareness Program provides ongoing awareness training and communications and 

has been highly successful in reducing human behavioral risks through the Simulated 

Phishing Exercise Program. The Simulation Phishing Exercise Program tracks user reporting, 

susceptibility, and resiliency rates to identify user trends and areas in need of improvement. 

The Department’s user identification and reporting of suspicious email messages continues 

to improve, showing an increase in the average reporting rate from 34% in FY 2021 to 55% 

in FY 2022. This improvement includes the highest reporting rate, 64% during FY 2022 

Exercise 5, since the Phishing Program’s inception. The Department’s average susceptibility 
94 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN STRATEGIC OBJECTIVE 5.1

rate from the past two fiscal years is 4.23%, which is significantly lower than the industry 

standard average of 5.4% for all simulations. The Department’s average resiliency rate 

continues to improve, resulting in an increase from 17.42% in FY 2021 to 18.12% in FY 2022.

Advancements in Customer Experience and Technology Support

In FY 2022, the Department expanded the IT Customer Relationship Management Team. This 

team oversees the development of the IT Customer Feedback Scorecard and several customer 

experience–enhancing initiatives, including technology-related training collateral and virtual 

sessions, enhanced in-office technology upgrades, and improved software functionality.

OCIO partnered with the Office of Communications and Outreach to develop a four-phased 

approach to modernize the Department’s public-facing websites, which will result in an 

enhanced customer experience using a more robust and secure content management 

system and customer-oriented design. Work completed in FY 2022 includes developing a 

phased statement of work and posting the request for proposal using National Institutes 

of Health IT Acquisition and Assessment Center Government-wide Acquisition Contract 

Service-Disabled Veteran-Owned Small Business program to procure a best-in-class solution 

and meet with the Department’s acquisition small business requirement. This contract was 

awarded in FY 2022.

FY 2024 Annual Performance Plan

The Department will:

• Work with IT review stakeholders on automating the Enterprise Architecture process.

• Establish an IT Asset Management program and incorporate use metrics in the IT 

review process.

• Mature IT acquisition reviews as part of the Department’s Enterprise Program 

Management Review process to ensure appropriate acquisition planning and ensure 

IT procurements are accomplished in the most streamlined and economical manner 

possible. Acquisitions strategies will be reviewed for opportunities to leverage 

shared services and ensure compliance with the Federal Strategic Sourcing Initiative 

requirements regarding category management and incremental or modular contracting.

• Meet the objectives of EO 14028 Improving the Nation’s Cybersecurity to strengthen and 

modernize the Department’s cybersecurity risk visibility and management by continuing 

to enhance maturity of ZTA in accordance with the CISA ZTA Maturity Model after 

reaching Advanced Maturity while coordinating with Department partners to migrate 

external users to ZTA capabilities.

• Upgrade the Department’s infrastructure to support ZTA initiatives and provide a more 

robust and reliable IT and network environment.

• Begin the transition to a new IT system hosting contract to increase agility in service 

provisioning for better security capabilities and support and to realize cost savings. This 

transition also supports ZTA and the government wide IPV6 initiative.

• Integrate capable systems with a new Enterprise ICAM solution.

• Reach Event Logging 3 compliance in accordance with M-21-31, Improving the Federal 

Government’s Investigative and Remediation Capabilities Related to Cybersecurity Incidents.
STRATEGIC GOAL 5 95STRATEGIC OBJECTIVE 5.1

• Expand the Department’s Continuous Diagnostics and Mitigation (CDM) capabilities 

by further leveraging the CISA CDM program offerings, particularly Software Asset 

Management and Hardware Asset Management; improve data quality; and utilize as the 

Department’s official system of record for vulnerability.

• Continue, per the ed.gov modernization project, migrating all public-facing websites 

into one unified platform with the same look and feel to give the public a consistent 

experience when visiting ed.gov websites.

Performance Indicators

5.1.1 Department’s OCIO Information Technology cybersecurity composite score.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 86.5% 80% 80% 80%

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in FY 2022.

Data Source: Department of Homeland Security’s (DHS’s) CyberScope quarterly risk management assessment, the Department’s CSF Risk Scorecard, the previous fiscal 

year’s Office of Inspector General FISMA maturity score, and DHS Cyber Hygiene reports.

Period of Performance: October 1, 2021–September 30, 2022.

5.1.2 Department’s OCIO Information Technology scorecard score.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 93% Baseline 93% 93%

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in FY 2022.

Data Source: The initial baseline customer feedback scoring methodology is based on the following: IT Feedback Survey, Helpdesk Customer Satisfaction Survey, 

Helpdesk First Call Resolution Survey, General Services Administration Mission support customer survey IT related result outcome.

Period of Performance: October 1, 2021–September 30, 2022.
96 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN STRATEGIC OBJECTIVE 5 .2

STRATEGIC OBJECTIVE 5.2

Strengthen agency-wide data governance and build capacity 

to improve data access, data management, and enterprise 

data analytics in support of agency goals.

STRATEGIC OBJECTIVE LEADER 

Chief Data Officer, Office of Planning, Evaluation, and Policy Development

FY 2022 Performance Summary

This strategic objective has five performance indicators. Of these five performance 

indicators, four met their annual target, and one will now establish a baseline measure 

in fiscal year (FY) 2023. The Department designated this strategic objective as an “Area 

Demonstrating Noteworthy Progress.” This designation is derived from the Office of 

Management and Budget’s guidance that requires that, every year, each agency designates 

at least one of its strategic objectives for this category. The designation is reserved for 

strategic objectives that meet at least one of the official criteria for recognition of noteworthy 

performance, including that “[n]ew innovations in strategy, program design, risk mitigation, 

or operations have led to notable improvements in outcomes, risk reductions, and/or cost 

reductions and promise greater impact in the future.”

Key Successes and Opportunities

Data Community Development

To foster effective two-way communication with principal office data stewards and to 

advance data governance priorities agency-wide, the Office of the Chief Data Officer (OCDO) 

established the Data Coordinators Council (DCC) as a tactical-level group. The DCC worked 

collaboratively on cross-agency initiatives, such as the development of a list of Department 

data assets, which includes an inventory of artificial intelligence projects, a draft data quality 

plan template, and the initiation of a new Department Data Strategy 2.0 plan. Individual Data 

Coordinators lead their respective offices’ annual data maturity assessment (DMA), which 

supports a cohesive approach to improving data management practices within principal 

offices and at the agency level.

In support of the Department’s commitment to enhancing the skills of its workforce and 

building a stronger cadre of data managers, OCDO managed the execution of the third 

annual Department-wide Data and Evidence Use Survey (DEUS) and issued an expanded 

Data Competency Framework, providing Department staff and leadership with data-related 

competencies to plan and assess growth opportunities toward building a strong data 

workforce. A collaborative effort between OCDO and the Institute of Education Sciences’ 

National Center for Education Evaluation, the DEUS is a requirement from the Office of 
STRATEGIC GOAL 5 97STRATEGIC OBJECTIVE 5.2

Management and Budget (OMB) under the Federal Data Strategy and is used to inform 

workforce data and evidence skill needs. In total, eight principal offices demonstrated higher 

average staff data skills in FY 2022 as compared to FY 2021.

The Department also launched its pioneering Data Science Training Program in FY 2022, 

a federal agency-first adaptation of OMB’s pilot program. The program integrated 

online instruction, Department-led courses, mentoring, and capstone projects to train 

28 Department employees in emerging data science skills throughout the inaugural 

nine-month program. Additionally, the Department expanded and enhanced its Data Literacy 

program, leading staff to learn together in cohorts through four Learning Pathways: Data 

and Evidence Foundations, Analytics Foundations, Communicating with Data, and Decision 

Making with Data. The Department also continued to conduct cross-agency engagements to 

share its leading-edge work and was recognized as a pioneer by the Data Foundation and as 

a Superior Contributor by the Federal Chief Data Officer Council for these efforts.

In early FY 2022, the Department’s Data Governance Board (DGB) completed its review of 

the FY 2021 DMA and found that 93% of the Department’s principal offices improved their 

data maturity from FY 2020. This analysis of the FY 2021 DMA informed DGB priorities for 

FY 2022. These priorities included a focus on data management strategy and oversight 

as well as data quality. The DMA gauges the progress of principal offices’ data processes, 

programs, projects, and overall maturity, and the FY 2022 DMA was administered in the last 

quarter of FY 2022, with 79% of principal offices assessed as having higher data maturity 

from FY 2021. The Department’s pioneering work in the data maturity space was highlighted 

in a recent Partnership for Public Service issue brief as an example for other federal agencies.

The Data Professionals Community of Practice (DPCoP) promotes communication and 

engages data professionals across principal offices. In 2022, the community supported four 

interest groups and two Department-wide data skills initiatives. For example, in January 2022, 

the DPCoP and OCDO engaged more than 400 data professionals and staff in a week-long 

Data Vizpalooza. Through workshops and showcases, Department staff taught, learned, and 

explored data visualization and storytelling to increase agency staff capacity to use these skills 

to communicate about data in line with Objective 3.3 of the Department’s Data Strategy.

Supporting Data Platforms

In partnership with the Office of Elementary and Secondary Education (OESE), OCDO 

updated the Education Stabilization Fund (ESF) Transparency Portal to include state-level 

award and expenditure data on the COVID-19 pandemic funds earmarked for the 

Emergency Assistance to Non-Public Schools (EANS) program. This update was in addition to 

the cyclical monthly refresh of award and expenditure data for all ESF programs as published 

on USAspending.gov.

OCDO, in conjunction with OESE and the Office of Postsecondary Education (OPE), 

developed and published the Year Two Annual Performance Report (APR) forms for the 

Elementary and Secondary School Emergency Relief, Governor’s Emergency Education Relief 

Grant, EANS, and Higher Education Emergency Relief Fund grants. This initiative involved 

the review and adjudication of hundreds of public comments and training on the APR form 

requirements via webinars for grantees spanning the main ESF programs. This additional 

technical assistance supports grantees efforts to provide quality data on the expenditure 

and use of funding under the Coronavirus Aid, Relief, and Economic Security (CARES) Act, 
98 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN STRATEGIC OBJECTIVE 5.2

Coronavirus Response and Relief Supplemental Appropriations (CRRSA) Act, and American 

Rescue Plan Act of 2021. Through the end of FY 2022, the Department collected, reviewed, 

and analyzed nearly 4,800 APRs across the main ESF programs. In early FY 2023, the 

Department will publish the Year Two APR data on the ESF Public Transparency Portal for 

public review and use aligned with agency accountability and transparency goals.

FY 2022 marked the completion of the first year implementing the Department’s Data 

Strategy, consisting of the priority goals and objectives designed to realize the full potential 

of data to drive decision-making and support the nation’s students. In the first year of 

implementation, OCDO coordinated across principal offices to establish data governance 

policies, strengthen data management functions, launch an agency data literacy program, 

conduct research for a data privacy playbook, and improve the Department’s data quality 

approach. Throughout the second year of Data Strategy implementation, OCDO worked 

with principal offices to advance progress on all goals, with a focus on improving data quality 

through the creation of a Department-wide Data Quality Plan, including revised Information 

Quality Act guidelines and the development of a Data Quality Playbook for program office 

staff. Additionally, in late FY 2022, OCDO led the planning for the Department’s Data Strategy 

2.0, which is scheduled to be published in FY 2023.

The Open Data Platform (ODP) continues to grow and operationalize the Department’s 

comprehensive data inventory while progressing on the open data requirements of 

the Evidence Act and the Department’s Data Strategy Goal 4, to improve data access, 

transparency, and privacy. In FY 2022 quarter four, OCDO improved public engagement by 

enabling public accounts on the ODP and, for a second year in a row, was the only federal 

agency to participate in 2022 International Open Data Day by engaging with the public 

through a social media live chat.

FY 2024 Annual Performance Plan

The Department will:

• Continue to implement the requirements of the Evidence Act as outlined in 

OMB’s Memorandums M-19-23 and M-20-12 as well as additional implementation 

memorandums and the annually published Federal Data Strategy Action Plans.

• Continue to convene the DGB to discuss and evaluate high-priority data needs, as 

detailed in the Department’s Data Strategy 2.0, to be published in FY 2023. Offices 

throughout the Department will implement goals and objectives, such as how best to 

address data needs in the Department’s FY 2022–FY 2026 Learning Agenda and fully 

implement a data investment management process, under the Department’s Data 

Strategy 2.0.

• Continue to implement new data governance structures and policies and work to solve 

long-standing challenges with data integration, access, and use in support of transparent 

decision-making. These efforts will be led by the Department’s Chief Data Officer in 

consultation with the Department’s Performance Improvement Officer, Statistical Official, 

Evaluation Officer, Chief Information Officer, Chief Privacy Officer, Chief Human Capital 

Officer, and other perspectives also represented on the Department’s DGB.

• Support the data governance program to evolve structures, policies, and procedures 

and better connect data governance with broader organizational governance in support 
STRATEGIC GOAL 5 99STRATEGIC OBJECTIVE 5.2

of collaborative decision-making that will enable execution across the interconnected 

governance bodies. As part of these activities, the agency will continue to build its 

DPCoP to facilitate information sharing and capacity building among Department data 

professionals and support the Data Coordinator Council, with representation from each 

principal office, to assist the DGB in performing common data management processes 

and developing collaborative solutions to shared data challenges in principal offices and 

in support of the annual DMA.

• Continue using the annual DMA to identify specific data management functions 

in need of additional support and implement action plans both within offices and 

across the agency.

• Pilot the new process for data-related projects and infrastructure that remediates the 

burden on principal offices while better aligning expectations for data investments 

with the goals of Department leadership, the DGB, and needs of the National Center for 

Education Statistics as the federal principal statistical agency responsible for producing 

education statistics.

• Continue to implement a cohesive data quality approach for the agency, leveraging 

best practices, technical assistance, and controls. This includes the use of the new Data 

Quality Playbook by Department data stewards and their grantees in coordination with 

the Data Quality Plan Templates for Information Collections that guide data stewards in 

adherence with the Department’s planned release of revised Information Quality Act

Guidelines in FY 2023.

• Continue to implement the data workforce plan that addresses the workforce gap 

analysis, builds data expertise in principal offices, and ensures hiring plans meet agency 

needs related to data professionals.

• Continue to expand use of the Forms Automation Platform to develop user-friendly 

digital forms in compliance with the 21st Century Integrated Digital Experience Act and 

improvements to the information collection process to ensure more equitable access 

to public benefits.

• Continue to develop learning pathways based on the Department Data Competency 

Framework and offer accessible Data Literacy skill sessions and a robust Data Science 

Training Program as part of an integrated Data Skills Program. The DPCoP promotes 

data capability, analytic capacity, and skill development to meet workforce needs. The 

agency’s DEUS collects office-level results on basic data skills to monitor progress and 

inform training priorities for Department staff.

• Expand the comprehensive data inventory into an enterprise data catalog via 

the Department’s ODP and codified within its forthcoming Open Data Plan. The 

Department will facilitate collecting descriptive information for all the Department’s data 

assets (including those not shared publicly), organizing the data asset descriptions to 

improve data discoverability, and identifying data management process improvements 

to ensure the comprehensive data inventory remains up to date as new data assets are 

created or acquired.

• Implement a new tiered data access program to facilitate access to protected versions 

of the Department’s restricted data, protecting Privacy Act regulated information while 

meeting Evidence Act requirements to make all data assets open by default.
100 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN STRATEGIC OBJECTIVE 5.2

• Scale up an external researcher program that brings in experts in desired fields to 

complete research projects that support the Department’s Learning Agenda, agency 

operations, and policy development.

• Review the use of a standard set of categories for educational data across the 

Department’s information collections to facilitate grouping related data assets for analysis 

regardless of the organization or program that collected or produced it.

• Contingent upon agency appropriations, increase the number of Department data 

systems operating on the Enterprise Data Repository and Analytics Platform (EDRAP). 

EDRAP provides a central access point to raw and curated program and operations data 

while maintaining appropriate access controls, and links data using key entity identifiers 

put in place across the enterprise.

• Contingent upon agency appropriations, improve the data maturity of the Department 

through the execution of agency-wide master data management principles and 

implement standards for the Department’s critical data as defined, collected, managed, 

and stored on the EDRAP.

• Continue to support the January 2021 Memorandum on Restoring Trust in Government 

Through Scientific Integrity and Evidence-Based Policymaking, directing agencies to 

make evidence-based decisions guided by the best available science and data. To meet 

this mandate, the Department must continue to develop and implement methods to 

analyze, interpret, and disseminate education data and support education stakeholders in 

doing the same. The Department will continue to focus on increasing access to education 

data at all levels and improving the tools necessary to support the appropriate use of 

education data for decision-making by the Department and its stakeholders.

• Enhance and expand the existing ESF transparency portal with FY 2023 and FY 2024 

performance and expenditure data from ESF grant recipients to further improve program 

implementation, inform policy decisions, and provide public accountability. The fund was 

initially established through the CARES Act, with subsequent investments through the 

CRRSA Act and ARP.

Performance Indicators

5.2.1 Percentage of Data Strategy objectives that meet published progress timelines.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 74% 50% 75% 50%

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in FY 2022.The current target for 

FY 2024 is based on an updated Data Strategy with a new set of objectives, which will be operationalized in FY 2023.

Data Source: The Department’s Data Strategy Implementation Tracker.

Period of Performance: October 1, 2021–September 30, 2022.
STRATEGIC GOAL 5 101STRATEGIC OBJECTIVE 5.2

5.2.2 Percentage of principal offices assessed as having higher data maturity scores year over year 

based on the Department’s data maturity assessment tool.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 79% 15% 10% 10%

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in FY 2022.

Data Source: Department’s Annual DMA.

Period of Performance: October 1, 2021–September 30, 2022.

5.2.3 Percentage of principal offices assessed as having higher average staff data skills scores year over 

year based on the Department’s Data and Evidence Use Survey.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 14% 10% 10% 10%

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in FY 2022.

Data Source: Department’s Annual Data and Evidence Use Skills Survey.

Period of Performance: October 1, 2021–September 30, 2022.

5.2.4 Number of Department data assets accessible in the enterprise data analytics platform.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — — — Baseline Previous 

year +20%

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in FY 2022.

Data Source: EDRAP.

Period of Performance: Baseline to now be established in FY 2023.

5.2.5 Number of data assets in the comprehensive data inventory.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 652 645 745 850

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in FY 2022.

Data Source: The Department’s comprehensive data inventory (https://data.ed.gov/).

Period of Performance: October 1, 2021–September 30, 2022.
102 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN STRATEGIC OBJECTIVE 5.3

STRATEGIC OBJECTIVE 5.3

Recruit, retain, and develop the workforce needed to meet 

the Department’s mission now and into the future.

STRATEGIC OBJECTIVE LEADER 

Chief Human Capital Officer, Office of Finance and Operations

FY 2022 Performance Summary

This strategic objective has five performance indicators. Of these five performance indicators, 

three met their annual targets, one did not meet the target, and one did not establish a target 

in fiscal year (FY) 2022 and will baseline in FY 2023.

Key Successes and Opportunities 

Workforce Planning

The Department’s Workforce Planning Maturity Model outlines five levels of maturity, 

moving from planning headcount and capacity towards integrated talent management. 

The Department met its FY 2022 target for Department-wide maturity to reach Level 2 

Transitional Staff Planning by the end of FY 2022.

Recruitment and Hiring

The Office of Human Resources (OHR) implemented the EZ Recruitment pilot to reduce 

hiring timeframes by standardizing portions of the hiring process, to include usage of 

standard vacancy announcements in alignment with standard recruitment packages and 

standard position descriptions. Time to Hire (not including Federal Student Aid hiring) has 

improved to 90 days in FY 2022 (from 100 days in FY 2021).

Employee Engagement

In FY 2022, the Department improved to 76% satisfaction in the Employee Engagement 

Index from 70% in FY 2021 because of increases in the three sub-indices: Leaders Lead, 

Supervisors, and Intrinsic Work Experience. This improved Engagement score contributed to 

the Department advancing from ranking number 25 in FY 2021 to number 20 in FY 2022 in 

the annual Best Places to Work in the Federal Government report.

Competency Management

OHR established and published a competency model, career map, and training plan for the 

Enterprise Architecture cybersecurity work role within the 2210 job series. OHR implemented 

competency models for 905-General Attorney (Office for Civil Rights), 343-Management 

and Program Analysis (Grants Management workforce only), 1102 Contract Specialist, 
STRATEGIC GOAL 5 103STRATEGIC OBJECTIVE 5.3

1730-Education Research Specialist, and 2210-IT Technology Management (Information 

Systems Security Officer) to ensure competency gap closure and improve the Department’s 

approach to strategically recruit, retrain, retain, and reward our employees. Additional 

competency models are in development for 501-Financial Administration, 510 Accounting, 

560-Budget Analysis, and 905-General Attorney job series.

Customer Satisfaction

According to the 2022 Government-wide Human Capital Benchmarking Customer 

Satisfaction Survey Results, the Department’s score in Human Capital Customer Satisfaction 

increased from 4.25 in FY 2021 to 4.42 in FY 2022 (based on a 7-point scale). This 

increase improved the Department’s overall ranking from number 22 to number 19 out of 

24 agencies. The most significant positive changes were noted in: Workforce and Succession 

Planning (+16); Training & Development (+12); Work-Life Support (+9); Benefits Management 

(+7); and Recruiting & Hiring (+7).

FY 2024 Annual Performance Plan

The Department will:

• Continue implementing Department-wide and POC-level workforce action plans to 

address short- and long-term workforce needs.

• Expand the Department’s Workforce Dashboard to facilitate a better understanding of 

workforce composition and assist leaders with developing a more strategic, data-driven 

approach to workforce planning.

• Increase the use of diversity and inclusion data.

• Update and implement succession plans for key/critical career positions to identify and develop 

a talent pool to ensure organizational continuity and mission-driven accomplishments.

• Continue developing annual hiring plans to identify staffing needs early in the fiscal year 

and implementing effective recruitment strategies to support targeted recruitment to a 

diverse talent pool.

• Implement automated hiring workflow tool to decrease workload, reduce hiring 

timelines, and provide visual dashboards.

• Complete and implement additional competency models to continue closing employees’ 

job competency gaps across the Department. 

• Conduct competency assessment to measure and assess gaps.

• Prioritize learning and developmental opportunities and share best practices for closing 

competency gaps.

• Update the Department’s multiyear National Engagement Strategy and POC-level 

employee engagement action plans based on the FY 2022 Federal Employee Viewpoint 

Survey results. 

• Publish scalable engagement best practices across the Department.
104 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN STRATEGIC OBJECTIVE 5.3

Performance Indicators

5.3.1 The Department’s Workforce Planning Maturity Level.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — Level 1 Level 2 Level 2 Level 3 Level 4

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in FY 2022.

Data Source: POC self-assessments against the Department’s Workforce Planning Maturity Model.

Period of Performance: October 1, 2021–September 30, 2022.

5.3.2 Time to hire.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — 100 days 90 days ≤85 days ≤80 days ≤80 days

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in FY 2022. This indicator does not 

include hiring data from Federal Student Aid, which operates separate human resource functions under flexibilities as a performance-based organization. 

Data Source: Federal Personnel and Payroll System via Oracle Business Intelligence Enterprise Edition and recruitment tracking tools.

Period of Performance: October 1, 2021–September 30, 2022.

5.3.3 Department Federal Employee Viewpoint Survey (FEVS) employee engagement index score.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

67% 63% 62% 70% 76% 76% 67% 69% 72%

Data Source: Office of Personnel Management FEVS.

Period of Performance: October 1, 2021–September 30, 2022.

5.3.4 Percentage of Department employees who achieve required competency proficiency levels.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — — — Baseline TBD

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in FY 2022.

Data Source: Competency Proficiency Tool.

Period of Performance: Baseline to be established in FY 2023.

5.3.5 Government-wide score on the Customer Satisfaction Survey: Overall Human Capital Function.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — 4.25 4.42 3.9 4.3 4.6

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in FY 2022.

Data Source: Mission Support Customer Satisfaction Survey administered by the General Services Administration.

Period of Performance: October 1, 2021–September 30, 2022.
STRATEGIC GOAL 5 105STRATEGIC OBJECTIVE 5.4

STRATEGIC OBJECTIVE 5.4

Deliver mission outcomes and value for taxpayers through 

efficient acquisition management and proactive industry 

partnerships while promoting small businesses.

STRATEGIC OBJECTIVE LEADER 

Deputy Chief Acquisition Officer, Office of Finance and Operations

FY 2022 Performance Summary

This strategic objective has four performance indicators. Of these four performance indicators, 

three met their annual targets, and one baselined.

DID YOU KNOW?

The Small Business Innovation 

Research (SBIR) Program is administered 

by the Institute of Education Sciences (IES). 

IES SBIR provides up to $1.25 million in 

funding in two phases: Phase I for $250,000 

for eight months for rapid prototype 

development and evaluation of new 

education technology prototypes and Phase II

for $1,000,000 for the full-scale development 

and evaluation of new education 

technology products.

Key Successes and Opportunities

Small Business Contracting

In fiscal year (FY) 2022, 17.62% of contracts were awarded to small business, which exceeded 

the goal of 14%. Of 16 principal offices, five awarded 100% of their contract dollars to small 

businesses. The Department saw early improvements in Historically Underutilized Business 

Zone and Service Disabled Veteran Social Economic Categories.

The Department received an “A” on the FY 2021 Small Business Scorecard and, in FY 2022, 

developed an equity plan strategy for identifying barriers to equitable small business 

participation in contracts. The Department also conducted outreach to the business community 

and facilitating partnerships across Department offices to develop and implement acquisition 
106 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN STRATEGIC OBJECTIVE 5.4

strategies for growing small business participation. Participants rated the conference a 

4.5 out of 5.

Acquisitions Administration

The Department established a Strategic Acquisition Council to ensure a consistent focus on 

acquisition improvement across the Department and drive shared acquisition solutions, best 

practices, and lessons learned. 

For the first time since the inception of Category Management tracking, the Department 

met its Spend Under Management contracting goal and exceeded its “Best in Class” 

contracting goal.

Procurement Action Lead Time (PALT) is a new government-wide metric designed to gauge 

the time between initial solicitation for a contract and the date that the contract is awarded. 

In FY 2022, the Department established a baseline of performance and established targets 

based on the governmentwide PALT average (performance indicator 5.4.3).

Acquisition Workforce

The Department completed an annual acquisition workforce conference which delivered 

Department-specific essential content to over 300 acquisition workforce professionals. 

The Department also implemented and socialized new performance metrics and data for 

improving efficiency and leveraging acquisition innovations to improve contracting outcomes.

FY 2024 Annual Performance Plan

The Department will:

• Formalize procedures for acquisition council operations and identify support needs and 

capacity challenges for effective governance.

• Begin implementation of a new contract for the Department’s acquisition 

management system.

• Implement innovative acquisition practices from the Periodic Table of Acquisition 

Innovations to reduce lead times and increase program outcomes.

• Pilot robotics process automation and process improvements in targeted areas to reduce 

manual processes and achieve contracting efficiencies.

• Establish buy-in for and acquisition plans that align with long-term small business 

contracting growth strategies.

• Facilitate implementation of long-term small business contracting growth strategies that 

include increased contract opportunities for small, disadvantaged businesses.

• Strengthen vendor competition by partnering across Department offices to increase 

contracts with no required place of performance.

• Lead development of an engagement plan for the Department’s acquisition workforce 

that includes strengthening training through the annual Acquisition Workforce Conference.
STRATEGIC GOAL 5 107STRATEGIC OBJECTIVE 5.4

Performance Indicators

5.4.1 Percentage of prime small business contract obligations.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 17.62% 14% 16% 16%

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in FY 2022.

Data Source: Small Business Administration Small Business Scorecard.

Period of Performance: October 1, 2021–September 30, 2022.

5.4.2 Percentage of contract obligations categorized as “Spend Under Management.”

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 75% 68% 72% 73%

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in FY 2022.

Data Source: Office of Management and Budget/General Services Administration Category Management D2D dashboard.

Period of Performance: October 1, 2021–September 30, 2022.

5.4.3 Number of days of procurement administrative lead time of contract awards.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 104 days Baseline 145 days 140 days

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in FY 2022.

Data Source: Office of Management and Budget/General Services Administration Benchmarking dashboard.

Period of Performance: October 1, 2020–September 30, 2021.

5.4.4. Employee engagement index for the Department’s acquisition workforce.

FY 2017 FY 2018 FY 2019 FY 2020 FY 2021 FY 2022 FY 2023 FY 2024

Actual Actual Target Target Target

— — — — — 63% 60% 63% 65%

Notes: Data from previous years are not included as the methodology, and the target for this performance indicator was established in FY 2022.

Data Source: Office of Personnel Management FEVS and Office of Management and Budget/General Services Administration Benchmarking dashboard.

Period of Performance: October 1, 2020–September 30, 2021.
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APPENDICES
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APPENDIX A. COVID-19 PANDEMIC RELIEF FUNDING PERFORMANCE INDICATORS 111

APPENDIX A 

COVID-19 Pandemic Relief Funding Performance Indicators

Appendix A provides COVID-19 pandemic relief funding performance indicators. The Office of 

Management and Budget’s memo M-20-21 requires the Department performance reporting 

on COVID-19 pandemic relief funding to include the American Rescue Plan Act of 2021, 

Elementary and Secondary School Emergency Relief Fund, and Higher Education Emergency 

Relief Fund in the established mission performance plans and reports.

Performance Indicator FY 2022 Actual

FY 2022 

Target

FY 2023 

Target

FY 2024 

Target

1. Amount spent within each ESSER program on meeting 

students’ academic, social, emotional, and other needs.

 Period of Performance: FY 2021 Expenditure Data

$6,135,079,987.561 —2 — —

2. Percentage of institutions of higher education that are 

on enhanced monitoring under high-risk status and 

monitored for appropriate use of COVID 19 pandemic 

relief funding.

 Period of Performance: October 1, 2021–September 30, 2022

21.8% 10% 10% 10%

3. Number of technical assistance activities provided to 

institutions of higher education focused on ensuring 

proper use and reporting of Higher Education Emergency 

Relief Fund funding.

 Period of Performance: October 1, 2021–September 30, 2022

15 7 9 9

4. Percentage of institutions of higher education that 

report on their annual report that Higher Education 

Emergency Relief Fund funding enabled them to keep 

students enrolled who were at risk of dropping out due to 

pandemic-related factors.

 Period of Performance: October 1, 2020–September 30, 2021

89.8% 75% 75% 75%

1The FY 2022 actual is the total amount spent in each ESSER program: ESSER I $2,881,927,315.72, ESSER II $2,834,799,390.28, and ARP 

ESSER $418,353,281.56.

2At this time targets cannot be established for the COVID 1 performance indicator.
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APPENDIX B. DATA VALIDITY AND VERIFICATION 113

APPENDIX B 

Data Validity and Verification 

Appendix B provides data validation and verification information for all performance metrics 

found across the Department’s five strategic goals.

Strategic Goal 1: Promote equity in student access to educational resources, 

opportunities, and inclusive environments.

1.1.1. Percentage of individual discretionary grant programs that include the Secretary’s priority of 

promoting equity in student access to educational resources and opportunities (including absolute, 

invitational, or competitive preference priorities).

Data Source: Grants Policy Office Data Dashboard

Data Validation and Verification: The Grants Policy Office in the Office of Planning, Evaluation, and Policy 

Development tracks use of the Secretary’s Priorities in discretionary 

grant programs across the Department and reports the data at the 

office and Department levels. The data are updated regularly throughout 

the fiscal year.

1.1.2. Percentage of states publishing report cards (as of January 15 annually) that include per-pupil 

expenditures of federal, state, and local funds, including actual personnel expenditures and actual no 

personnel expenditures of federal, state, and local funds disaggregated by source of funds for each 

local educational agency and school for either of the prior two years.

Data Source: School Support and Accountability - Title I program office

Data Validation and Verification: Staff review state websites on January 15 using a checklist to identify 

specific items that states must include on their report cards. The 

information is catalogued in an Excel file, and the team discusses issues to 

ensure consistency in how the information is tracked. 

COVID-19 INDICATOR 1: Amount spent within each ESSER program on meeting students’ academic, 

social, emotional, and other needs.

Data Source: Annual Performance Report

Data Validation and Verification: OCDO implements data-quality checks; via monitoring, staff will check for 

external validity of the data.
114 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN

COVID-19 INDICATOR 2: Percentage of institutions of higher education that are on enhanced monitoring 

under high-risk status and monitored for appropriate use of COVID-19 pandemic relief funding.

Data Source: OPE will identify high-risk grantees for enhanced monitoring based on 

being in the Heightened Cash Monitoring 2 (HCM2) category; missing, 

incorrect, or consistently late quarterly or annual reporting; closing 

institutions; or other reasons for route payment (i.e., Continuous improper 

payments, excessive draw of funds, large available balances, multiple audit 

findings, and unresponsiveness).

Data Validation and Verification: Validation will be done by monitoring central grant management 

systems, annual performance reports and coordination with other POCs 

(i.e., FSA, OCFO, OCDO).

COVID-19 INDICATOR 3: Number of technical assistance activities provided to institutions of higher 

education focused on ensuring proper use and reporting of Higher Education Emergency Relief 

Fund funding.

Data Source: Number of technical assistance engagements at any stage of the grant 

process (pre and post)

Data Validation and Verification: Counts technical assistance engagements where the objective is to 

inform institutions on the proper use and reporting of HEERF funding.

COVID-19 INDICATOR 4: Percentage of institutions of higher education that report on their annual 

report that Higher Education Emergency Relief Fund funding enabled them to keep students 

enrolled who were at risk of dropping out due to pandemic-related factors.

Data Source: Annual HEERF Performance Report. Report period closes in May for prior 

year information.

Data Validation and Verification: Number of institutions that confirm in the annual report that they have 

utilized HEERF funds for this purpose (Question 4D). Counting the 

percentage of opened grants. 

1.2.1. Number of local educational agencies who are subrecipients of American Rescue Plan Homeless 

Grants showing an increase in the number of students identified as homeless.

Data Source: EDFacts File Specification 118

Data Validation and Verification: The Office of Elementary and Secondary Education and EDFacts conduct 

a thorough data quality review of the exiting data submitted by states to 

ensure compliance with the requirements of identifying and reporting 

students experiencing homelessness. Reviews focus on three areas: 

timeliness, completeness, and accuracy. Outstanding questions regarding 

accuracy may result in data suppression. If questions remain upon 

completion of the Department’s data quality review process regarding 

whether the data submitted by a state are accurate, the Department may 

decide not to publish or use the data.
APPENDIX B. DATA VALIDITY AND VERIFICATION 115

1.3.1. Number of policy guidance and fact sheets publications on the Office for Civil Rights’ website 

that focus on how schools and districts serving students in prekindergarten through grade 12 and 

institutions of higher education may comply with Federal civil rights laws by avoiding and addressing 

discrimination based on race, color, national origin, disability, sex, and age.

Data Source: Generated data reports from an internal data collection system

Data Validation and Verification: OCR guidance documents are posted on the Department’s website and 

circulated to stakeholders via GovDelivery.

1.3.2. Number of published civil rights data and user-friendly summaries of key data about the 

experiences of students, including their access to resources and educational opportunities through the 

Civil Rights Data Collection.

Data Source: Generated data reports from an internal data collection system

Data Validation and Verification: OCR’s Civil Rights Data Collection or CRDC is a mandatory collection 

survey of public schools and school districts serving students in preschool 

through grade 12. The data are made available to the public through 

ocrdata@ed.gov and fact sheets or issue briefs are also posted online.

1.3.3. Number of proactive investigations that address possible violations of Federal civil rights laws.

Data Source: Generated data reports from an internal data collection system

Data Validation and Verification: OCR maintains an internal system that collects all data and documentation 

that is relevant to the evaluation, investigation, and resolution of complaints 

and the investigation and resolution of proactive activities.

1.3.4. Number of proactive outreach and technical assistance activities that provide stakeholders 

(e.g., students, parents and guardians, recipient educational institutions, and advocacy groups) with 

information concerning their rights and responsibilities under Federal civil rights laws.

Data Source: Generated data reports from an internal data collection system

Data Validation and Verification: OCR maintains an internal system that collects information concerning 

proactive outreach, technical assistance, and training activities.

1.3.5. Percentage of complaints that are resolved within 180 days.

Data Source: Generated data reports from an internal data collection system

Data Validation and Verification: OCR maintains an internal system that collects all data and documentation 

that is relevant to the evaluation, investigation, and resolution of complaints 

and the investigation and resolution of proactive activities.
116 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN

1.3.6. Number of annual trainings on two substantive areas related to systemic investigations.

Data Source: Generated data reports from an internal data collection system

Data Validation and Verification: OCR maintains an internal system that collects information concerning 

proactive outreach, technical assistance, and training activities.

1.3.7. Percentage of students with disabilities who have an Individualized Educational Program (IEP) 

who graduate from high school with a regular high school diploma.

Data Source: The Department’s annual Children with Disabilities (IDEA) Exiting Special 

Education Data File, which includes state-reported data pulled from 

EDFacts File Specification 009/Data Group 85

Data Validation and Verification: The Office of Special Education Programs (OSEP) and EDFacts conduct 

a thorough data quality review of the exiting data submitted by states 

to ensure compliance with Individuals with Disabilities Education Act

Section 618. Reviews focus on three areas: timeliness, completeness, and 

accuracy. OSEP and EDFacts conduct two data quality reviews of states’ 

exiting data submissions. The first data quality review results in data 

quality inquiries, comments, and questions for state respondents. States 

may respond through resubmission, written response, or data notes. The 

second data quality review ensures published data meet established data 

quality criteria. OSEP and EDFacts hold conference calls with states to 

gain a better understanding of identified anomalies and provide technical 

assistance to empower states to submit higher-quality exiting data. Data 

quality reviews are conducted following each due date/resubmission date. 

Outstanding questions regarding accuracy may result in data suppression. 

If questions remain upon completion of the Department’s data quality 

review process regarding whether the data submitted by a state are 

accurate, the Department may decide not to publish or use the data.

1.4.1. Percentage of adult education participants that achieve measurable skill gains (reporting for 

Native American and Alaska Native, Hispanic or Latino, Asian, Black or African American, Native 

Hawaiian or other Pacific Islander, White, and more than one race).

Data Source: National Reporting System (NRS) for adult education annual program 

performance report from grantee submissions (OCTAE)

Data Validation and Verification: State data quality attestation based on the Department’s Standards for 

Evaluating Program Performance Data.

1.4.2. Percentage of disaggregated student categories for which secondary career and technical 

education concentrators meet 90% of the average state determined performance level for secondary 

students being placed in postsecondary education; advanced training; military service; national, 

community service, or peace corps; or employment.

Data Source: States’ Consolidated Annual Reports (CARs), Submitted each January 31

Data Validation and Verification: State data quality attestation as part of their Consolidated Annual Report 

(CAR); system generated business rules; and staff data review process.
APPENDIX B. DATA VALIDITY AND VERIFICATION 117

1.4.3 Number of eligible minority-serving institutions that can apply for competitive grant programs 

that contribute to student success, including access, support services, retention, and outreach.

Data Source: The Department’s Federal Eligibility Matrix results in a list of eligible 

MSIs based on IPEDS and Postsecondary Education Participants 

System data as well as institutional applications and waivers. OPE will 

set targets to increase the number of eligible MSIs over the number 

of institutions from the prior year by providing technical assistance to 

community stakeholders.

Data Validation and Verification: The Federal Eligibility Matrix is an annual standardized list of institutions 

that have been deemed eligible for Titles III, V, and VII grant programs based 

on IPEDS, PEPS, and Institutional Data.

Strategic Goal 2: Support a diverse and talented educator workforce and 

professional growth to strengthen student learning.

2.1.1. Percentage of participants in teacher preparation projects funded under the Indian Education 

Professional Development Grants Program who become teachers in local educational agencies that 

serve a high proportion of Indian students.

Data Source: Office of Indian Education (OIE)-Professional Development GPRA measure, 

Professional Development Program Data Collection System (PDPCS)

Data Validation and Verification: OIE uses the PDPDCS to validate and monitor this measurement. A 

sequence of milestone checks by three parties must be completed to 

validate this specific GPRA measure:

• The institution of higher education that grants the four-year or graduate 

degree in the teaching subject must verify in the PDPDCS that the 

individual has completed teacher training and exit the participant from 

the training program in “completion status.”

• Once in this Completion Status, the participant must log into the 

PDPDCS and enter information about the qualifying local educational 

agency (LEA)* that has employed him/her/them as a teacher, including 

complete contact information for hiring personnel (i.e., district or school 

hiring official), and request service payback credit for time served (every 

six months, until payback complete).

• The above participant’s request for service payback credit for 

teaching in a qualifying LEA triggers the PDPDCS to issue a request 

to the hiring personnel to verify (sign a federal assurance) that the 

individual has been hired as a teacher and has completed the time in 

service being requested.

The PDPDCS then calculates the raw number (and percentage) of 

participants whose milestones are complete, to come up with the figure 

for this specific GPRA measure.

*Note: a qualifying LEA is an LEA that serves a high proportion of 

Indian students (an LEA with a proportion of Indian students above the 

statewide LEA average).
118 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN

2.1.2. Percentage of individual discretionary grant programs that include a priority (i.e., absolute, 

competitive, or invitational priority) that advances educator diversity.

Data Source: Grants Policy Office Data Dashboard 

Data Validation and Verification: The Grants Policy Office in the Office of Planning, Evaluation, and Policy 

Development tracks use of the Secretary’s Priorities in discretionary 

grant programs across the Department and reports the data at both the 

office and Department level. The data are updated regularly throughout 

the fiscal year. 

2.2.1. Percentage of candidates in teacher preparation programs who become teachers of record.

Data Source: Effective Educator Development Programs: Teacher Quality 

Partnership—Government Performance and Results Act of 1993 (GPRA) 

and Grantee Summaries

Data Validation and Verification: GPRA data are collected via the Annual Performance Report (APR) form. 

The initial APR form collects data for the first six months of the reporting 

period. At the end of the annual reporting period, grantees submit Data 

Verification Sheets to update the data submitted in the initial APR. TQP 

collects both 1-year and 3-year teacher retention data, however the 1 year 

data are not received until year 3 or 4 of the 5-year grant cycle. The FY 2018 

cohort will be reporting 1-year retention data in the fall of 2022.

2.2.2. Number of qualified teachers and school leaders retained in high-needs schools, including those 

who were recruited through teacher residency programs.

Data Source: Effective Educator Development (EED) Programs: Teacher and School 

Leader (TSL) Incentive Program—Government Performance and Results 

Act of 1993 (GPRA) Measure and Grantee Summaries

Data Validation and Verification: In April 2022, EED provided baseline information indicating that in 

FY 2021 TSL grantees retained 21,552 (approximately 88%) teachers and 

school leaders employed in participating high-need schools. FY 2022 

TSL performance data validation and verification data will be received in 

January 2023 and reconciled against figures provided in the annual report 

submission in January and February 2023.

2.3.1. Percentage of educators participating in leadership preparation programs.

Data Source: Effective Educator Development Programs: SEED—Government 

Performance and Results Act of 1993 (GPRA) Measure

Data Validation and Verification: GPRA data are collected via the Annual Performance Report (APR) form. 

The initial APR form collects data for the first six months of the reporting 

period. At the end of the annual reporting period, grantees submit Data 

Verification Sheets to update the data submitted in the initial APR. SEED 

GPRA measure 1 tracks participant data. In the 2020 (12) cohort there are 

2 SEED leadership programs and the data for these grants will not be 

available until fall 2022.
APPENDIX B. DATA VALIDITY AND VERIFICATION 119

2.3.2. Percentage of local educational agencies indicating that one of their top two uses of Title II, Part 

A professional development funds is for professional development that is sustained, job-embedded, 

and/or collaborative.

Data Source: SSA—Title II program GPRA measure

Data Validation and Verification: The Department awarded a contract to create a sample of Title II, Part 

A subgrant recipients to produce estimates that are representative of 

traditional school districts at the national and state levels, and estimates 

that are representative of charter school districts at the national level. 

Additionally, a state-level survey is administered to SEAs in all 50 states, the 

District of Columbia, and Puerto Rico.

Strategic Goal 3: Meet students’ social, emotional, and academic needs.

3.1.1. Number of high-impact activities or services implemented to ensure that parents are trained and 

can effectively engage in activities that will improve students’ social, emotional, and mental health as 

well as academic development to include an understanding of how they can support learning in the 

classroom with activities at home or outside the school as well as how they can participate in state and 

local decision-making processes.

Data Source: SCIP Statewide Family Engagement Center GPRA measure

Data Validation and Verification: Data are collected through the online Annual Performance Report (APR) 

form. Data are reviewed by the technical assistance (TA) contractor and 

the program officer and published in the APR report produced by the 

TA contractor.

3.1.2. Percentage of national chronic absenteeism.

Data Source: EDFacts

Data Validation and Verification: The Department collects chronic absenteeism data via EDFacts file 

specification 195. These data are collected annually at the school-level 

and undergo the Office of Elementary and Secondary Education’s data 

verification process which includes a feedback and correction window 

with state educational agencies. The edit checks applied to the chronic 

absenteeism data are documented through the EDFacts’ Business Rules 

Single Inventory available at the following link: https://www2.ed.gov/

about/inits/ed/edfacts/business-rules-guide.html.
120 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN

3.1.3. Percentage of discretionary grant programs that include a priority (i.e., absolute, invitational, or 

competitive preference priority) that addresses student social, emotional, and mental health as well as 

academic needs.

Data Source: Grants Policy Office Dashboard

Data Validation and Verification: The Grants Policy Office in the Office of Planning, Evaluation, and Policy 

Development tracks use of the Secretary’s Priorities in discretionary grant 

programs across the Department and reports the data at both the office 

and Department level. The data are updated regularly throughout the 

fiscal year.

3.1.4. Percentage of schools that report annually an improved school climate based on the results of the 

Department’s School Climate Surveys or via a similar tool.

Data Source: School Climate Transformation Grant (SCTG)-Local Educational Agency 

GPRA measure

Data Validation and Verification: School Climate Transformation Grant—LEA GPRA data are collected via 

the Annual Performance Report (APR) form. Program staff review all 

APRs. Data are then reviewed and aggregated by a technical assistance 

contractor and published in the following reports: In the Department’s 

Fiscal Year 2023 Congressional Budget Justification for School 

Safety National Activities, available here: CJ Budget Justification; the 

Department’s FY 2020 Performance Summary Report in support of the 

National Drug Control Strategy, available here: Performance Summary 

Report; and in the status update to the 2020 GAO Report, available here: 

GAO Report Status Update.

3.1.5. Number of states with 80% or more prekindergarten children with disabilities that show greaterthan-expected growth in social–emotional skills by the time they exit Individuals with Disabilities 

Education Act Part B, Section 619 services.

Data Source: IDEA Part B state annual performance reports

Data Validation and Verification: The Office of Special Education Programs’ (OSEP’s) state leads review 

each state’s annual performance report for data quality. The Monitoring 

and State Improvement Planning Division and OSEP’s Early Childhood 

Technical Assistance Center, which has expertise in early childhood 

outcome measurement systems, review the full set of data for anomalies 

and other data quality concerns. The center publishes a brief on its data 

analysis methodology at https://ectacenter.org/. The number of states 

collecting high-quality data has increased over time as states continue 

to build their capacity to collect valid and reliable data. These efforts are 

supported by the technical assistance center, which helps states build 

and improve their outcome measurement systems, collect and analyze 

data, and use data to make program improvements. States certify that 

the data they turn in to OSEP are accurate. The OSEP Director signs the 

determination letter for each state.
APPENDIX B. DATA VALIDITY AND VERIFICATION 121

3.1.6. Number of states with 65% or more infants and toddlers with disabilities that show greater-thanexpected growth in social–emotional skills by the time they exit Individuals with Disabilities Education 

Act Part C services.

Data Source: IDEA Part C state annual performance reports

Data Validation and Verification: The Office of Special Education Programs’ (OSEP’s) state leads review 

each state’s annual performance report for data quality. The Monitoring 

and State Improvement Planning Division and OSEP’s Early Childhood 

Technical Assistance Center, which has expertise in early childhood 

outcome measurement systems, review the full set of data for anomalies 

and other data quality concerns. The center publishes a brief on its data 

analysis methodology at http://ectacenter.org/eco/. The number of states 

collecting high-quality data has increased over time as states continue 

to build their capacity to collect valid and reliable data. These efforts are 

supported by the technical assistance center, which helps states build 

and improve their outcome measurement systems, collect and analyze 

data, and use data to make program improvements. States certify that 

the data they turn in to OSEP are accurate. The OSEP Director signs the 

determination letter for each state.

3.1.7. Number of successful grant applications that address the Secretary’s supplemental priorities 

related to social, emotional, and academic needs.

Data Source: This will reflect the number of grants that fit this Competitive Preference 

Priority of Meeting Student Social, Emotional, and Academic Needs in a 

given year as of FY 2022 and the continuation of this trend into future years.

Data Validation and Verification: This will be a moving aggregate of grants year-over-year.

3.1.8. Number of schools that report fidelity data on their Positive Behavioral Interventions and 

Supports (PBIS) implementation efforts via PBIS apps.

Data Source: PBIS Assessment web application (www.pbisapps.org/products/pbisassessment)

Measures: Tiered Fidelity Inventory, Schoolwide Benchmarks of 

Quality, Schoolwide Evaluation Tool, Self-Assessment Survey, Team 

Implementation Checklist

Measurement Cycle: August 15 for the previous full school year

Data Validation and Verification: PBIS apps provide validated measurement tools, listed under Data Source, 

for schools to self-assess implementation fidelity. The PBIS technical 

assistance center provides training on using the measurement tools and 

access to a web-based analysis system to obtain implementation scores 

improve implementation fidelity in their PBIS efforts.
122 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN

3.2.1. Percentage of grantees providing culturally responsive activities.

Data Source: OIE Title VI, Part A Formula GPRA measure, Annual Performance 

Reporting via Electronic Application System for Indian Education (EASIE)

Data Validation and Verification: A culturally responsive activity is when a Native child is provided an 

opportunity to learn about a Native American language, cultural practice, 

tribal ecological knowledge, tribal history, or relationship to ancestral 

homelands. Each aspect of the culturally responsive activity reinforces 

the ability for a Native child to understand their place in time and how 

to strengthen their mental health and maturity as it relates to their 

cultural pride and their enrolled or affiliated identity to a federally or state 

recognized Tribal Nation. One example of an affiliated identity means 

when a Native individual can trace their descendance via Certificate 

Degree of Indian Blood (CDIB). The Office of Indian Education (OIE) 

receives both quantitative and qualitative activity data from grantees 

through an annual performance report. OIE staff reviews and accepts the 

data as received. Reviewing protocols include checking for the presence 

and completeness of the self-reported data for any future analysis. OIE 

staff discuss anomalous or missing data with grantees to verify complete 

submissions. As an overall validity and reliability examination, the OIE 

compares self-reported data against annual substantial progress reporting 

to identify any data variances. EASIE APR guidance is available at: 

https://easie.communities.ed.gov/#communities/pdc/documents/20661.

3.2.2. Percentage of Student Support Service students served who persist into their next year of 

enrollment or attain a degree.

Data Source: Student Support Services (SSS) Annual Performance Report 

Data Validation and Verification: This report counts students who proceed to the next year of college. 

Calculation excludes new summer participants who are first served before 

they matriculate in the fall semester because most (perhaps all) these 

students are not persisting to their next year of enrollment, but rather are 

in their first academic year at the institution. Data are drawn from two 

tables within the SSS APR database: The student record table for students 

served by two-year institutions SSS2YearStudent and the student record 

table for students served by four-year institutions SSS4YearStudent. 

Frequency/Available: Annually (Q3 Report for prior year).
APPENDIX B. DATA VALIDITY AND VERIFICATION 123

3.2.3. Percentage of prekindergarten children with disabilities attending general early childhood 

programs and receiving the majority of Individuals with Disabilities Education Act services in that setting.

Data Source: The Department’s annual IDEA Part B Child Count and Educational 

Environments data file that includes state-reported data pulled from 

EDFacts File Specification 089/Data Group 613

Data Validation and Verification: The Office of Special Education Programs (OSEP) and EDFacts conduct 

a thorough data quality review of the Part B Child Count and Educational 

Environments data submitted by states to ensure compliance with the 

Individuals with Disabilities Education Act Section 618. Reviews focus 

on three areas: timeliness, completeness, and accuracy. OSEP and 

EDFacts conduct two data quality reviews of states’ Part B Child Count 

and Educational Environments data submissions. The first data quality 

review results in data quality inquiries, comments, and questions for state 

respondents. States may respond through resubmission, written response, 

or data notes. The second data quality review ensures published data 

meet established data quality criteria. OSEP and EDFacts hold conference 

calls with states to gain a better understanding of identified anomalies 

and provide technical assistance to empower states to submit higherquality Part B Child Count and Educational Environments data. Data 

quality reviews are conducted following each due date/resubmission date. 

Outstanding questions regarding accuracy may result in data suppression. 

If questions remain upon completion of the Department’s data quality 

review process regarding whether the data submitted by a state are 

accurate, the Department may decide not to publish or use the data.

3.2.4. Percentage of parents receiving Special Education Parent Information Centers services who report 

having enhanced capacity to effectively work with schools and service providers in meeting the needs of 

their children.

Data Source: Data and performance reports from Department-funded technical 

assistance centers

Data Validation and Verification: The Office of Special Education Programs (OSEP) staff conduct data 

reviews of grantee data from the Parent Training and Information 

Program. OSEP staff are responsible for locating, assessing, and 

recording annual performance data. Review protocols include checking 

and documenting the presence and completeness of data for analysis. 

OSEP staff discuss anomalous data with grantees, who verify or correct 

submissions. Valid anomalies are documented. Data are reviewed by OSEP 

prior to being submitted.
124 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN

3.2.5. Percentage of students ages 14 through 21 with disabilities served under Individuals with 

Disabilities Education Act Part B who exit school by dropping out.

Data Source: The Department’s annual Children with Disabilities (IDEA) Exiting Special 

Education Data File that includes state-reported data pulled from EDFacts

File Specification 009/Data Group 85

Data Validation and Verification: The Office of Special Education Programs (OSEP) and EDFacts conduct 

a thorough data quality review of the exiting data submitted by states to 

ensure compliance with the Individuals with Disabilities Education Act 

Section 618. Reviews focus on three areas: timeliness, completeness, and 

accuracy. OSEP and EDFacts conduct two data quality reviews of states’ 

exiting data submissions. The first data quality review results in data 

quality inquiries, comments, and questions for state respondents. States 

may respond through resubmission, written response, or data notes. The 

second data quality review ensures published data meet established data 

quality criteria. OSEP and EDFacts hold conference calls with states to 

gain a better understanding of identified anomalies and provide technical 

assistance to empower states to submit higher-quality exiting data. Data 

quality reviews are conducted following each due date/resubmission date. 

Outstanding questions regarding accuracy may result in data suppression. 

If questions remain upon completion of the Department’s data quality 

review process regarding whether the data submitted by a state are 

accurate, the Department may decide not to publish or use the data.

3.2.6. Percentage of students with disabilities who spend 80% or more of the day inside a regular class.

Data Source: The Department’s annual Children with Disabilities (IDEA) School Age Child 

Count Data File that includes state-reported data pulled from EDFacts File 

Specification 002/Data Group 74

Data Validation and Verification: The Office of Special Education Programs (OSEP) and EDFacts conduct a 

thorough data quality review of the child count data submitted by states 

to ensure compliance with the Individuals with Disabilities Education Act

Section 618. Reviews focus on three areas: timeliness, completeness, and 

accuracy. OSEP and EDFacts conduct two data quality reviews of states’ 

child count data submissions. The first data quality review results in data 

quality inquiries, comments, and questions for state respondents. States 

may respond through resubmission, written response, or data notes. The 

second data quality review ensures published data meet established data 

quality criteria. OSEP and EDFacts hold conference calls with states to 

gain a better understanding of identified anomalies and provide technical 

assistance to empower states to submit higher-quality child count data. 

Data quality reviews are conducted following each due date/resubmission 

date. Outstanding questions regarding accuracy may result in data 

suppression. If questions remain upon completion of the Department’s data 

quality review process regarding whether the data submitted by a state are 

accurate, the Department may decide not to publish or use the data.
APPENDIX B. DATA VALIDITY AND VERIFICATION 125

3.3.1. Percentage of students who attain proficiency in a Native language as determined by each grantee 

through pre- and post-assessments of Native language proficiency.

Data Source: Native American and Alaska Native Children in School (NAM) program—

Government Performance and Results Act of 1993 (GPRA) Measure

Data Validation and Verification: The Office of English Language Acquisition (OELA) program leads review 

each grant’s annual performance report for data quality. Each Program 

Officer reviews the full set of data for anomalies and other data quality 

concerns and works with the grantee to make corrections. The OELA 

contractor aggregates the GPRA data, qualitative data, and measures the 

data against initial targets. The contractor also reviews data for anomalies 

and any other data quality concerns before producing an annual report. 

The report supports OELA’s technical assistance to grantees and is used 

to make program improvements. Program Officers certify that the data 

grantees turn in to OELA leadership are accurate.

3.3.2. Number of technical assistance and outreach activities that support (or increase awareness of 

supports for) the English learners’ education community and/or its stakeholders.

Data Source: Tracking via contractor produced and internally produced, quarterly 

Technical Assistance and outreach reports

Data Validation and Verification: Tracking via quarterly Technical Assistance and outreach reports.

3.3.3. Number of National Professional Development grant participants who are enrolled and are making 

progress toward becoming state-certified, licensed, or endorsed in English learner instruction.

Data Source: National Professional Development—Government Performance and 

Results Act of 1993 (GPRA) Measure

Data Validation and Verification: The Office of English Language Acquisition (OELA) program leads review 

each grant’s annual performance report for data quality. Each Program 

Officer reviews the full set of data for anomalies and other data quality 

concerns and works with the grantee to make corrections. The OELA 

contractor aggregates the GPRA data, qualitative data, and measures the 

data against initial targets. The contractor also reviews data for anomalies 

and any other data quality concerns before producing an annual report. 

The report supports OELA’s technical assistance to grantees and is used 

to make program improvements. Program Officers certify that the data 

grantees turn in to OELA leadership are accurate.
126 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN

3.3.4. Number of National Professional Development grant participants who have become state-certified, 

licensed, or endorsed in English as a Second Language or bilingual instruction.

Data Source: National Professional Development—Government Performance and 

Results Act of 1993 (GPRA) Measure

Data Validation and Verification: The Office of English Language Acquisition (OELA) program leads review 

each grant’s annual performance report for data quality. Each Program 

Officer reviews the full set of data for anomalies and other data quality 

concerns and works with the grantee to make corrections. The OELA 

contractor aggregates the GPRA data, qualitative data, and measures the 

data against initial targets. The contractor also reviews data for anomalies 

and any other data quality concerns before producing an annual report. 

The report supports OELA’s technical assistance to grantees and is used 

to make program improvements. Program Officers certify that the data 

grantees turn in to OELA leadership are accurate.

Strategic Goal 4: Increase postsecondary value by focusing on equityconscious strategies to address access to high-quality institutions, 

affordability, completion, post-enrollment success, and support for 

inclusive institutions.

4.1.1. Number of technical assistance activities (e.g., events, trainings, and webinars) or products 

focused on the use of evidence-based practices to meet the social, emotional, academic, and other 

learning and developmental needs of students in postsecondary and adult education.

Data Source: Department offices that deliver technical assistance 

Data Validation and Verification: Criteria for and examples of technical assistance events/activities and 

products are provided to program office representatives. The criteria are 

flexible to accommodate different technical assistance offerings provided 

across the Department. The Office of Planning, Evaluation, and Policy 

Development’s Grants Policy Office reviews program offices’ submission 

to address any anomalous data. The Department conducts level-setting 

meetings with staff charged with reporting from each program office to 

support the collection of standard and meaningful data. Contacts in each 

program office are responsible for certifying accuracy of the data.

4.1.2. Percentage of grant applicants from community colleges, Historically Black Colleges and 

Universities, Tribally Controlled Colleges and Universities, and minority-serving institutions.

Data Source: Derived from G5data

Data Validation and Verification: Measured by the percentage of total applications to all OPE grants that 

are classified as a community college (includes two-year institutions, 

excluding MSIs and HBCUs), HBCUs, and MSIs (including TCCUs/excluding 

HBCUs). As some institutions fit into multiple categories, data are 

de-duplicated to ensure that institutions are only counted once in one 

category per grant competition. Different grants are competed year-toyear, therefore this metric measures the percentage of applicants for the 

grants that are competed each year. 
APPENDIX B. DATA VALIDITY AND VERIFICATION 127

4.1.3. Number of students with disabilities who receive counseling on enrollment in postsecondary 

education through the Vocational Rehabilitation Program.

Data Source: Rehabilitation Services Administration’s Case Service Report (RSA-911)

Data Validation and Verification: Data are verified through federal review of state data submissions via desk 

monitoring, on-site reviews, and technical assistance. In accordance with 

Section 506(b) of the Workforce Innovation and Opportunity Act (WIOA), 

the performance accountability system requirements of Section 116 of 

WIOA took effect on July 1, 2016. However, the Office of Special Education 

and Rehabilitative Services (OSERS) and RSA recognized that state VR 

agencies may have difficulty implementing the new data requirements 

quickly enough to submit reports containing the new data elements for 

program year (PY) 2016. Therefore, the Department exercised its transition 

authority under Section 503 of WIOA to ensure the orderly transition from 

the requirements under the Rehabilitation Act of 1973, as amended by 

the Workforce Investment Act of 1998, to the requirements of WIOA. With 

the issuance of RSA-PD-16-04 on June 14, 2017, OSERS/RSA revised the 

RSA-911 to begin collecting WIOA data for the VR Program effective in 

PY 2017, which began July 1, 2017. On May 6, 2019, OSERS/RSA revised the 

RSA-911, to eliminate duplicative data elements and add others necessary 

to implement WIOA provisions, with the issuance of RSA-PD-19-03. 

State VR agencies began reporting these data effective in PY 2020, 

which began July 1, 2020. Each quarter, RSA develops Quarterly Data 

Dashboards for each of the 78 state VR agencies and shares these files 

with its grantees. These tools assist both RSA and state VR agencies in 

identifying anomalies, errors, and areas for improvement in data collection 

and reporting. Further, they support RSA’s efforts to foster continuous 

improvement in the quality of RSA-911 data.
128 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN

4.1.4. Number of Vocational Rehabilitation Program participants who are enrolled in postsecondary 

education and training.

Data Source: Rehabilitation Services Administration’s Case Service Report (RSA-911)

Data Validation and Verification: Data are verified through federal review of state data submissions via desk 

monitoring, on-site reviews, and technical assistance. In accordance with 

Section 506(b) of the Workforce Innovation and Opportunity Act (WIOA), 

the performance accountability system requirements of Section 116 of 

WIOA took effect on July 1, 2016. However, the Office of Special Education 

and Rehabilitative Services (OSERS) and RSA recognized that state VR 

agencies may have difficulty implementing the new data requirements 

quickly enough to submit reports containing the new data elements for 

program year (PY) 2016. Therefore, the Department exercised its transition 

authority under Section 503 of WIOA to ensure the orderly transition from 

the requirements under the Rehabilitation Act of 1973, as amended by 

the Workforce Investment Act of 1998, to the requirements of WIOA. With 

the issuance of RSA-PD-16-04 on June 14, 2017, OSERS/RSA revised the 

RSA-911 to begin collecting WIOA data for the VR Program effective in 

PY 2017, which began July 1, 2017. On May 6, 2019, OSERS/RSA revised the 

RSA-911, to eliminate duplicative data elements and add others necessary 

to implement WIOA provisions, with the issuance of RSA-PD-19-03. 

State VR agencies began reporting these data effective in PY 2020, 

which began July 1, 2020. Each quarter, RSA develops Quarterly Data 

Dashboards for each of the 78 state VR agencies and shares these files 

with its grantees. These tools assist both RSA and state VR agencies in 

identifying anomalies, errors, and areas for improvement in data collection 

and reporting. Further, they support RSA’s efforts to foster continuous 

improvement in the quality of RSA-911 data.

4.2.1. Percentage of contractor interactions reviewed that received a passing score of 95%.

Data Source: FSA Vendor Management/Vendor Oversight and Program 

Accountability (VOPA)

Data Validation and Verification: Measured by the percentage of contractor interactions reviewed that 

received a passing score.

4.2.2. Percentage of contractors that achieve at least 95% accuracy in performing tasks.

Data Source: FSA Vendor Management/Vendor Oversight and Program 

Accountability (VOPA)

Data Validation and Verification: Measured by the accuracy of contractor tasks that were subject to quality 

assurance; measures the percentage of tasks that were performed 

correctly the first time.
APPENDIX B. DATA VALIDITY AND VERIFICATION 129

4.2.3. Percentage of high school seniors submitting the Free Application for Federal Student Aid®

(FAFSA®) form.

Data Source: FSA’s Central Processing System

Data Validation and Verification: FSA operational systems have procedures in place to address potential 

data quality issues. The process for querying system data is consistent 

and disciplined. A separate data analyst from a different office within FSA 

validates the accuracy of the query and the resulting data and validates 

any anomalous data. Queries and calculations are simultaneously 

conducted on data from previous years by FSA’s Business Intelligence 

Team to ensure technical definitions remain consistent. The Customer 

Analytics Group is responsible for the primary calculation of the metric as 

well as the technical validation of the metric, which is done by reviewing 

for accuracy the query used to pull the data and all calculations made 

with the data. Finally, the Financial Reporting and Analysis Branch is 

responsible for ensuring that documentation is complete and archived. 

These calculations also restrict the application period to the first 9 months 

of the application cycle (through the close of the fiscal year) rather than 

the entire 18 months. Because most applicants, including high school 

seniors, file their FAFSA prior to the start of the upcoming academic year 

(usually before fiscal year end), this decision better aligns the performance 

indicator with the fiscal year where most of the performance occurred.

4.2.4. Persistence among first-time Free Application for Federal Student Aid® (FAFSA®) filing aid recipients.

Data Source: Federal Student Aid’s Common Origination and Distribution System (COD)

Data Validation and Verification: Data results are ascertained through standardized system queries. These 

queries are used to rerun and match calculations for earlier cycles as part 

of the verification and validity assessment.

4.2.5. Verification rate of Free Application for Federal Student Aid® (FAFSA®) filers.

Data Source: Central Processing System (CPS) Database

Data Validation and Verification: The percentage of FAFSA applicants selected by FSA for verification 

or income and/or identity information in an effort to make sure all 

information on the FAFSA is correct and as a method of preventing fraud 

and abuse. General Dynamics Information Technology (GDIT) provides 

the data and FSA’s Customer Analytics Group will verify.
130 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN

4.2.6. Satisfaction survey scores associated with the Free Application for Federal Student Aid®

(FAFSA®) application.

Data Source: FAFSA (housed on studentaid.gov) survey

Data Validation and Verification: Measured by satisfaction survey scores associated with the FAFSA 

application. The American Customer Satisfaction Index (ACSI) survey 

has been conducted annually for Federal Student Aid’s (FSA) major 

programs. The index provides a national, cross-industry, cross-sector 

economic indicator, using widely accepted methodologies to obtain 

standardized customer satisfaction information. Survey scores are indexed 

on a 100-point scale. The ACSI scores for application are weighted by the 

utilization of each process/service and the intensity of the service provided.

4.2.7. Number of sessions (as measured by completions) the Loan Simulator tool is used.

Data Source: Google Analytics

Data Validation and Verification: Loan Simulator tool completions will be measured using sessions that 

reach the confirmation page. The metric value is based on the number of 

visits or sessions (as opposed to unique visitors or page views).

4.2.8. Percentage of Individual Borrower Defense applications adjudicated timely.

Data Source: Feedback Dispute Management System

Data Validation and Verification: Borrower defense is a type of federal student loan forgiveness where 

borrowers may be eligible for forgiveness of their federal student loans 

if the relevant school attended misled the borrower or engaged in other 

misconduct in violation of certain laws. This performance indicator 

measures the percentage of individual Borrower Defense applications 

adjudicated within timeframes stipulated by applicable regulation or 

court order, or two years when no timeframe exists. The total number 

of Borrower Defense applications required to be adjudicated that year 

pursuant to stipulated timeframes would serve as the denominator, and 

the total number of Borrower Defense applications adjudicated within 

that year would serve as the numerator. Adjudicated applications are those 

that have a final decision rendered, whether approved or denied. Weekly 

production data are derived from the borrower defense case management 

platform which tracks progress and status of borrower defense 

applications through intake, adjudication, borrower notification, and loan 

servicer documentation on effectuated loan relief, where applicable.

4.3.1. Number of technical assistance activities (e.g., events, trainings, convenings, webinars, 

communications, and products) focused on supporting increased stackability and transferability of 

postsecondary programs.

Data Source: Department staff who deliver technical assistance

Data Validation and Verification: Self-reporting. Criteria for and examples of technical assistance 

events/activities and products are flexible to accommodate different 

opportunities and requests from stakeholders (to present at conferences, 

webinars, etc.).
APPENDIX B. DATA VALIDITY AND VERIFICATION 131

4.3.2. Number of technical assistance activities (e.g., events, trainings, convenings, webinars, 

communications, and products) focused on the use of promising or evidence-based practices to connect 

students in postsecondary and adult education to basic needs support.

Data Source: OCTAE Contract: LINCS Technical Assistance Center

Data Validation and Verification: Ongoing review of contractor deliverables. Relevant contractor 

deliverables include instructional resources, trainings and seminars, 

coaching, webinars, instructional videos, interactive infographics, 

community of practice events, online professional development modules, 

conference presentations and workshops, social media postings, et al.

4.4.1. Percentage of Upward Bound and Talent Search high school degree completers who are reported in 

the Annual Performance Report to have completed a rigorous program of study.

Data Source: Upward Bound\Upward Bound Math Science Annual Performance Report: 

(Field #37—Rigorous Study) and Talent Search Annual Performance Report 

(Sections 3and 4)

Data Validation and Verification: Numerator: (UB/UBMS HS Diploma Recipients who completed a rigorous 

program of study + TS HS Diploma Recipients who completed a rigorous 

program of study). Denominator: (UB/UBMS HS Diploma Recipients + TS 

HS Diploma Recipients). This is a lagging performance measure where 

prior year actual numbers will be reported in the following year, based on 

annual performance report time frames for grantees. Therefore, annual 

performance report data reflects prior fiscal year actual information.

4.4.2. Number of technical assistance activities (e.g., events, convenings, trainings, webinars, 

communications, and products) focused on implementing and improving integrated education and 

training programs, including in correctional and reentry education.

Data Source: Contract Award in Process for OCTAE Expanding Integrated Education and 

Training Opportunities for Adult Learners; OCTAE Contract #GS00F354CA: 

Supporting Integrated Education and Training in Corrections Education

Data Validation and Verification: Ongoing review of contractor deliverables. Relevant contractor 

deliverables include instructional resources, trainings and seminars, 

coaching, webinars, instructional videos, interactive infographics, 

community of practice events, online professional development modules, 

conference presentations and workshops, social media posting, et al.

4.4.3. Number of technical assistance activities that encourage equity-focused strategies around dual 

enrollment and the Ability to Benefit provisions of the Higher Education Act.

Data Source: OCTAE staff and contract-supported activities

Data Validation and Verification: Review of OCTAE staff and contractor deliverables. Relevant deliverables 

include agendas, talking points, slide decks, and, when available, 

transcripts for trainings and seminars, webinars, online professional 

development modules, and conference presentations and workshops.
132 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN

4.4.4. Percentage of economically disadvantaged high school graduate career and technical education 

(CTE) concentrators that attained postsecondary credits in the relevant CTE program or program of study 

through a dual or concurrent enrollment or another credit transfer agreement in the 12 states that report 

for the Carl D. Perkins Career and Technical Education Act.

Data Source: Carl D. Perkins Career and Technical Education Act as reported in states’ 

Consolidated Annual Reports (CARs)

Data Validation and Verification: State data quality attestation as part of their Consolidated Annual Report 

(CAR); system generated business rules; and staff data review process.

5.1.1. Department’s OCIO Information Technology cybersecurity composite score.

Data Source: Department of Homeland Security’s (DHS’s) CyberScope quarterly 

risk management assessment (RMA), the Department’s Cybersecurity 

Framework (CSF) Risk Scorecard, the previous fiscal year’s Office of 

Inspector General (OIG) Federal Information Security Modernization Act 

of 2014 (FISMA) maturity score, and DHS Cyber Hygiene reports

Data Validation and Verification: Information derived from the data sources follows a formalized review 

process to ensure accuracy and timeliness of the information for the 

purposes of measuring the Department’s progress across these areas.

Specifically: 

DHS’s quarterly RMA: The Department receives and reviews the draft RMA 

report. Department approvals are then submitted through CyberScope. 

The RMA factor is calculated by averaging the security domain completion 

percentage results within each CSF function to determine the overall 

percentage of completion at the CSF function level. Peer reviews are 

conducted to ensure mathematical accuracy prior to finalizing this factor. 

The Department’s CSF Risk Scorecard: Department risk scores are 

compiled via Microsoft Power BI and verified based on the CSF Risk 

Scorecard standard operating procedure. Scores are continuously 

reviewed for accuracy prior to releases. 

The previous fiscal year’s OIG FISMA maturity score: The current FISMA 

capability maturity levels (1–5) correlate to a percentage of completion 

toward the desired goal of achieving level 5-optimized or 100% of 

the achievable outcomes. Peer reviews are conducted to ensure 

mathematical accuracy prior to finalizing this factor. 

DHS Cyber Hygiene reports: The Department receives and reviews the 

DHS reports. After Department confirmation, percentages are averaged 

to determine the overall scoring percentage for the Cyber Hygiene factor. 

Peer reviews are also conducted to ensure mathematical accuracy prior to 

finalizing the reports.

Strategic Goal 5: Enhance the Department’s internal capacity to optimize 

the delivery of its mission.
APPENDIX B. DATA VALIDITY AND VERIFICATION 133

5.1.2. Department’s OCIO Information Technology scorecard score.

Data Source: The initial baseline customer feedback scoring methodology is based on 

the following: IT Feedback Survey, Helpdesk Customer Satisfaction Survey, 

Helpdesk First Call Resolution Survey, GSA Mission support customer 

survey IT related result outcome.

Data Validation and Verification: Customer Relationship Management team members review and analyze 

the feedback and metrics received from surveys, catalog issues and 

comments listed in the surveys, place follow up calls with the survey 

submitters that give low scores, bring the suggestions and feedback to 

chain of command and service providers for improvement opportunities.

5.2.1. Percentage of Data Strategy objectives that meet published progress timelines.

Data Source: The Department’s Data Strategy Implementation Tracker

Data Validation and Verification: The Department’s inaugural Data Strategy published in December 

2020, provides a data-centered approach to supporting the agency’s 

mission through four goals and 19 objectives. The 19 individual objectives 

are on various documented completion timelines, and in FY 2022, the 

Department reported on the number of completed objectives as gauged 

against their requisite published timelines. In FY 2023, the Department 

will publish a new Data Strategy with new objectives, and the FY 2024 

performance indicator will measure progress on implementing those 

newly created objectives.

5.2.2. Percentage of principal offices assessed as having higher data maturity scores year over year 

based on the Department’s data maturity assessment tool.

Data Source: The Department’s Annual Data Maturity Assessment (DMA)

Data Validation and Verification: The Department’s Annual DMA is administered by the Data Governance 

Board (DGB) support contractor. Any data identified by the DGB 

program management office as anomalous are discussed by the DGB 

support contractor and program management office. Anomalous data 

are researched using the original meeting notes from the monthly 

meeting in question and followed up with calls from the DGB program 

management office and to any office points of contact whose data are 

in question. The DGB program management office is responsible for 

certifying the data are accurate.
134 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN

5.2.3. Percentage of principal offices assessed as having higher average staff data skills scores year 

over year based on the Department’s Data and Evidence Use Survey.

Data Source: The Department’s annual Data and Evidence Use Skills Survey

Data Validation and Verification: The Department’s annual Data and Evidence Use Skills Survey measures 

Department staff knowledge and skills to understand, use, and analyze 

data to meet programmatic, research and operational needs. Such a 

survey combined with a metric defined as “year-over-year” changes at a 

PO-level does not lend itself to a single score for a baseline. However, the 

proposed operationalized definition—targeting 10% each year—will be 

reportable in the outyears.

5.2.4. Number of Department data assets accessible in the enterprise data analytics platform.

Data Source: The Enterprise Data Repository and Analytics Platform (EDRAP)

Data Validation and Verification: The indicator measures the progress of the EDRAP through the number 

of Department data assets that are accessible through the platform. 

The EDRAP was a new investment planned for FY 2022, and OCDO 

expected the baseline measurement to occur in that year. Due to 

challenges including a lengthy continuing resolution period in FY 2022, 

the procurement was not awarded until September 2022. Resultantly, the 

baseline measurement will now occur in FY 2023.

5.2.5. Number of data assets in the comprehensive data inventory.

Data Source: The Department’s comprehensive data inventory

Data Validation and Verification: The Chief Data Officer is responsible for establishing and maintaining 

the Department’s comprehensive data inventory. The Department’s 

Office of the Chief Data Officer (OCDO) established an Open Data 

Platform that meets the needs of the statutorily required comprehensive 

data inventory and is capable of tracking new and existing data assets. 

OCDO is responsible for calculating these numbers and establishing an 

independent validation process.

5.3.1. The Department’s Workforce Planning Maturity Level.

Data Source: Principal Operating Component self-assessments against the 

Department’s Workforce Planning Maturity Model

Data Validation and Verification: Components use tools and resources provided by OHR to support 

workforce planning activities. OHR conducts regular reviews of selfassessments to verify the data and provide a final assessment
APPENDIX B. DATA VALIDITY AND VERIFICATION 135

5.3.2. Time to hire.

Data Source: Federal Personnel and Payroll System (FPPS) via Oracle Business 

Intelligence Enterprise Edition (OBIEE) and recruitment tracking tools

Data Validation and Verification: Time to Hire (T2H) is calculated from the date the need, validated by 

the hiring manager, is received in the HR office to the date of the new 

employee’s entrance on duty (EOD), excluding Senior Executive Service 

(SES) and political appointees. Data validation and verification are 

conducted monthly by OHR by comparing FPPS data to the recruitment 

tracking tools. For transparency, monthly recruitment reports and quarterly 

Service Level Agreement reports are provided to Principal Operating 

Component key contacts as an additional layer of validation. Hiring data 

from Federal Student Aid is not included in the FY 2022 calculation.

5.3.3. Department Federal Employee Viewpoint Survey (FEVS) employee engagement index score.

Data Source: Office of Personnel Management (OPM) FEVS

Data Validation and Verification: Data verification and validation processes are integrated into the OPM 

FEVS results validation process. Any questionable or anomalous FEVS 

results identified are brought to the attention of OPM. The Department 

then works with the OPM point of contact to obtain clarity or resolve 

the results. There are no known data limitations. OPM is responsible for 

certifying the data are accurate.

5.3.4. Percentage of Department employees who achieve required competency proficiency levels.

Data Source: Employee and supervisor competency assessments

Data Validation and Verification: Utilizing a competency skills gap tool, OHR will administer employee 

and supervisor competency assessments based on validated 

competency models.

5.3.5. Government-wide score on the Customer Satisfaction Survey: Overall Human Capital Function.

Data Source: Mission Support Customer Satisfaction Survey administered by the 

General Services Administration

Data Validation and Verification: Data validation and verification are conducted by GSA on behalf of OMB. 

OHR works with GSA to identify Department employees and provide 

contact information for survey administration.

5.4.1. Percentage of prime small business contract obligations.

Data Source: SBA Small Business Scorecard

Data Validation and Verification: Scorecard data validated by Office of Small and Disadvantaged Business 

Utilization (OSDBU) using Federal Procurement Data System (FPDS).
136 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN

5.4.2. Percentage of contract obligations categorized as “Spend Under Management.”

Data Source: OMB/GSA Category Management D2D dashboard

Data Validation and Verification: Dashboard data validated by the Office of Acquisition, Grants, and Risk 

Management division using Federal Procurement Data System—Next 

Generation (FPDS-NG) and workload reports.

5.4.3. Number of days of procurement administrative lead time of contract awards.

Data Source: OMB/GSA Benchmarking dashboard

Data Validation and Verification: Dashboard data validated by the Office of Acquisition, Grants, and Risk 

Management division using Federal Procurement Data System—Next 

Generation (FPDS-NG) and workload reports.

5.4.4. Employee Engagement Index for the Department’s acquisition workforce.

Data Source: Office of Personnel Management (OPM) FEVS and OMB/GSA 

Benchmarking dashboard

Data Validation and Verification: Data verification and validation processes are integrated into the OPM 

FEVS results validation process. Any questionable or anomalous FEVS 

results identified are brought to the attention of OPM. The Department 

then works with the OPM point of contact to obtain clarity or resolve 

the results. There are no known data limitations. OPM is responsible for 

certifying the data are accurate.
APPENDIX C. SUMMARY OF PERFORMANCE EVALUATIONS COMPLETED DURING FY 2022 137

APPENDIX C 

Summary of Performance Evaluations Completed During FY 2022

Appendix C summarizes findings from all evaluations conducted for the Institute of Education 

Sciences’ National Center for Education Evaluation and Regional Assistance that have had 

publications released by the Department during fiscal year 2022. Ongoing evaluations 

have been included in the Department’s Annual Evaluation and Evidence-Building Plan, as 

required under the Foundations for Evidence-Based Policymaking Act of 2018.

Focus Area 1—COVID-19: Address the impact of the COVID-19 pandemic on students, 

educators, and faculty.

Focus Area 2—Equity: Promote equity in student access to educational resources, 

opportunities, and inclusive environments.

Focus Area 3—Educators: Support a diverse educator workforce and professional growth to 

strengthen student learning.

Focus Area 4—Meeting Student Needs: Meet students’ social, emotional, and academic needs.

Focus Area 5—Postsecondary Value: Increase postsecondary value by focusing on equity-conscious 

strategies to address affordability, completion, post-enrollment 

success, and support for inclusive institutions.

Focus Area 6—Federal Financial Aid: Manage federal student aid programs.

Study of Enhanced College Advising in Upward Bound: Impacts on Where 

and How long Students Attend College

Focus Areas: Equity and Postsecondary Value

Decisions about whether and where to go to college can make a difference in students’ 

later success. However, many students from low-income families undermatch—they do not 

enroll at all or not in the most selective college they likely could attend. This report examines 

whether promising advising strategies, bundled in a package called Find the Fit, could 

improve college choices and persistence for rising high school seniors in the federal college 

access program Upward Bound. 

Available at: https://ies.ed.gov/pubsearch/pubsinfo.asp?pubid=NCEE2022002.
138 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN

Study of Teacher Coaching Based on Classroom Videos: Impacts on Student 

Achievement and Teachers’ Practices

Focus Areas: Educators and Meeting Student Needs

Helping teachers become more effective in the classroom is a high priority for school leaders 

and policymakers. This study examined one promising strategy for improving teachers’ 

effectiveness: providing individualized coaching using videos of teachers’ instruction for 

reflection, practice, and feedback. The coaching focused on general, rather than subject 

specific, teaching practices. About 100 elementary schools were randomly divided into three 

groups: one where teachers received five highly structured cycles of focused, professional 

coaching during a single school year, one where teachers received more coaching (eight 

cycles), and one that continued with its usual strategies for supporting teachers. The study 

compared teachers’ experiences and their students’ achievement across the three groups to 

determine the effectiveness of the two versions of the coaching. 

Available at: https://ies.ed.gov/pubsearch/pubsinfo.asp?pubid=NCEE2022006.

Study of Training in Multi-Tiered Systems of Support for Behavior: Impacts 

on Elementary School Students’ Outcomes

Focus Areas: Equity and Meeting Student Needs

To prevent and address students’ problem behaviors and support their learning, the 

Department and many states have promoted the use of multi-tiered systems of support 

for behavior (MTSS B). This study evaluated one promising, intensive program of MTSS-B 

training and technical assistance. The MTSS-B approach seeks to change the school learning 

environment by consistently teaching and reinforcing good behavior for all students 

and identifying and providing supplemental support to students who need it. About 

90 elementary schools were randomly assigned either to participate in the program or to 

continue with their usual strategies for supporting student behavior. The study compared 

student and teacher experiences in the two sets of schools to measure the effectiveness of 

the program. 

Available at: https://ies.ed.gov/pubsearch/pubsinfo.asp?pubid=NCEE2022008.

The Effects of an Academic Language Program on Student Reading Outcomes 

Focus Areas: Equity and Meeting Student Needs

Helping English learners and economically disadvantaged students read as well as their more 

advantaged peers is a struggle for many schools. This study tested a promising program 

to improve fourth- and fifth-grade students’ ability to understand the academic language 

used in school and support their reading achievement. The supplemental program included 

reading, speaking, and writing activities for students and training for teachers. About 

60 schools were randomly assigned to implement the program for one school year or to 

continue using their typical strategies. The study compared the average reading performance 

of the two groups to assess the program’s effectiveness. 

Available at: https://ies.ed.gov/pubsearch/pubsinfo.asp?pubid=NCEE2022007.
APPENDIX D. FY 2022 MANAGEMENT CHALLENGES FACING THE U.S. DEPARTMENT OF EDUCATION 139

APPENDIX D

FY 2022 Management Challenges Facing the 

U .S . Department of Education

The Department made progress toward the five areas of risk that continue to pose the 

most significant challenges for the Department, as identified in the FY 2022 Management 

Challenges Facing the U.S. Department of Education report issued in December 2021 by the 

Department’s Office of Inspector General (OIG). The areas of risk identified were: 

• Implementing pandemic relief laws.

• Oversight and monitoring.

• Data quality and reporting.

• Improper payments.

• Information technology (IT) security.

Management Challenge 1—Implementing Pandemic Relief Laws

Implementation of the pandemic relief laws poses challenges for the Department as it must effectively 

oversee and monitor new grant programs and additional Federal education funds, implement additional 

student financial assistance program requirements, and ensure that quality data are reported. While these 

laws provided more than $161 million to the Department for student aid administration and $38 million 

for program administration, the Department must design and implement related processes timely and 

effectively to help ensure the overall success of its pandemic relief activities.1

Progress in 

Meeting the 

Challenge:

• The Office of Finance and Operations and the Office of Planning, Evaluation, and 

Policy Development coordinated efforts to issue COVID-19 relief awards on expedited 

grantmaking timelines.

• The Department leveraged the COVID-19 excepted service hiring authority to help 

address the additional administrative, monitoring, and oversight workload associated with 

administering the pandemic relief funding. 

• The Department provided support to grantees by establishing structured processes for 

data collection and reporting; implementing preventative internal controls; adopting 

risk-based approaches to administering funds and monitoring; providing training, guidance, 

and technical assistance to new grantees; and working to ensure relevant programs were 

included in guidance used by independent third-party auditors. 

• The Department successfully implemented COVID-19-related relief for student financial 

assistance programs that suspended federal Direct Loan payments and stopped federal 

wage garnishments and collection actions for borrowers with federally held loans in 

default. To achieve this, Federal Student Aid worked with loan servicers to ensure all eligible 

borrowers received personalized communications about the changes and placed all 

borrowers in administrative forbearance status, which allowed them to temporarily stop 

making monthly loan payments. 

1The Office of Inspector General’s FY 2022 Management Challenges, December 2021.
140 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN

Planned 

Actions:

• Planned projects relating to state and local programs within this area for FY 2022 include 

reviews of additional states’ uses of ESSER funds, the Department’s oversight of ESSER 

funds, recipient’s processes for awarding and monitoring (GEER) funds, and recipients’ 

allocation and use of American Rescue Plan Act of 2021 homeless children and youth funds.

• Planned projects relating to student financial assistance and higher education programs 

include reviews of FSA’s transition of federal student loan borrowers back into repayment 

after the relief measures implemented in response to the pandemic expire, FSA’s processes 

for the return of Title IV funds, cancellation of borrower loans, and exclusion of subsidized 

loan usage and Pell lifetime usage, and school’s compliance with the return of Title IV 

waiver requirements.

• Plan to perform work relating the Department’s use or planned use of its supplemental 

pandemic-related program administration funding.

Management Challenge 2—Oversight and Monitoring: 

The Department is responsible for administering education programs that Congress authorized and the 

President signed into law. Effective monitoring and oversight are essential to ensure that grantees meet 

grant requirements and achieve program goals and objectives. The Department must provide effective 

oversight and monitoring of the student financial assistance programs to ensure that the programs are not 

subject to fraud, waste, and abuse. The Department’s audits related to several grant programs identified 

weaknesses in grantee oversight and monitoring.2

 Audits involving the oversight and monitoring of student 

financial assistance programs continue to identify instances of noncompliance as well as opportunities for the 

Department to further improve its processes.

Progress in 

Meeting the 

Challenge:

• FSA has worked to address weaknesses in the single audit process to improve its use as an 

oversight and monitoring tool for IHEs’ disbursements of Pell Grants and Direct Loans.

• FSA deployed an analytical model to continually monitor partner data and performance 

that improved its ability to identify IHEs most at-risk and allow more effective use of 

oversight resources.

• The Department plans to implement additional risk-based procedures to evaluate an 

accreditation agency’s ability to effectively determine IHE compliance with standards and 

to identify agencies at higher risk of failing to meet statutory and regulatory requirements. 

These evaluations would allow FSA to prioritize the oversight of higher-risk agencies.

• FSA implemented an improved model for FAFSA verification selection and evaluation of 

data elements that allows the Department to better identify applicants for whom errors will 

result in a change in their federal aid award, potentially reducing improper payments.

• The Department strengthened and modernized the grants administration process 

through recent innovation, process overhauls, and technology improvements. These efforts 

emphasized capacity building and collaboration across grants staff to improve oversight 

and monitoring.

• The Department identified opportunities for coordination and information sharing across 

offices to improve efficiency and effectiveness.

• The Department established new virtual monitoring and support approaches for 

discretionary and formula grant programs.

• The Department has partnered with the Department of Health and Human Services to 

pilot emerging solutions that could further strengthen and streamline future risk-based 

monitoring strategies.

2The Office of Inspector General’s FY 2022 Management Challenges, December 2021.
APPENDIX D. FY 2022 MANAGEMENT CHALLENGES FACING THE U.S. DEPARTMENT OF EDUCATION 141

Planned 

Actions:

• Implementation of the Fostering Undergraduate Talent by Unlocking Resources for 

Education (FUTURE) Act will help the Department ensure the accuracy of income 

information used for determining Pell Grant eligibility. The Act allows FSA to receive income 

tax data more easily from the Internal Revenue Service and related processes will be 

implemented in stages through FY 2023.

• FSA will be transitioning to the Unified Servicing and Data Solution contract, which 

establishes performance standards for student loan servicers and vendors.

• FSA plans to review its processes for overseeing proprietary school compliance with 

90/10 revenue requirements and its reporting on experimental sites initiatives. 

• The Department is developing and implementing in-house training resources and 

leveraging contract support to increase online training resources for grantees. 

• The Department is implementing a modernization initiative for the grants management 

system to better meet stakeholder needs throughout the grant lifecycle.

Management Challenge 3—Data Quality and Reporting:

While the Department’s grantees—states, institutions of higher education, and others—serve as important 

intermediaries and partners, our programmatic funds ultimately serve the nation’s students and teachers. 

The Department requires quality data from its grantees to ensure students and teachers are benefiting from 

these funds in expected ways. These data are also used to build evidence, determining whether these funds 

could have been used in more efficient or effective ways. Failure to address the root cause of poor-quality 

data, therefore, may harm our ultimate beneficiaries.

Progress in 

Meeting the 

Challenge:

• Thematically aligned with the findings identified by the OIG, the Department identified 

in FY 2020 the root causes for its persistent data quality challenges. In the wake of the 

COVID-19 pandemic, the Department reported to the OIG that it would concentrate 

these data quality efforts and apply its strategy to key data collections associated with 

the Education Stabilization Fund (ESF). The Department renegotiated and expanded a 

support contract to supplement existing staff resources and expertise. This allowed for the 

development system architecture to identify potential data quality issues, many of which 

required resolution prior to acceptance of reports.

• The Department recognizes the challenge that limited grantee resources presents to 

quality reporting. This manifests itself not only in the grantee’s reporting to the agency, 

but also in evaluating the quality of data it received from any applicable subgrantees. To 

address capacity challenges for grantees, the Department launched an array of resources 

to support ESF grantees, many of which are conveniently located on the ESF Grantee Help 

Portal for asynchronous access. Covering each of the major ESF programs—specifically, 

HEER, EANS, GEER, ESSER, and outlying area equivalent Funds—resources included a 

variety of technical assistance mediums from live and recorded webinars to business rule 

guides to the provision of an ESF Reporting Help Desk.

• The Department has acknowledged that it historically has not conveyed to its grantees 

a credible expectation for reporting quality data. To address challenges associated with 

credible communication, the agency reaffirmed with the Department’s Office of General 

Counsel (OGC), Office of the Secretary (OS), and program office leadership its strategy in 

2021, recognizing that poor-quality data can harm the ultimate beneficiaries of Department 

grants—that is, may harm the nation’s teachers and students. To support collection of 

ESF Year 2 Annual Performance Reports (APRs), the Department made clear to grantees 

minimum data quality expectations for performance reporting, as well as the potential 

consequences for failure to report.
142 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN

Progress in 

Meeting the 

Challenge:

• Due in part to these efforts, the Department experienced improved reporting compliance, 

especially considering the scope and recency of the programs and collections, as well as the 

prolonged challenges associated with the pandemic. The Department, of course, continues 

to review and address isolated data quality issues across all collections, especially in areas 

where known gaps in controls exist. However, more serious deficiencies—that is, those 

where data are not of sufficient quality to publish—are rarer. 

• The Office of Postsecondary Education (OPE) placed noncompliant institutions of higher 

education (IHEs) that had a remaining balance on route payment. In FY 2022, this was 

a total of 40 IHEs that were placed on route payment or that were already on route or 

stop payment for other compliance concerns. The Office of Elementary and Secondary 

Education (OESE) works to ensure timely, accurate reporting and accountability through 

the provision of robust technical assistance, direct communication with senior leadership 

in state educational agencies, and gradual escalation of compliance measures. By the 

close of FY 2022, three grantees have outstanding Year 2 reports: two for the outlying 

area equivalent of the GEER fund and one for the outlying area equivalent of the ESSER 

Fund. In an effort to improve the quality of the data in the ESF Transparency Portal, OESE 

continues to: 1. track reporting issues and FSRS (GSA’s system) Helpdesk tickets to ensure 

states submit accurate Federal Funding Accountability and Transparency Act (FFATA) 

and subaward data; 2. collaborate with OFO to provide direct assistance to grantees; and 3. 

Escalate grantees’ system challenges to GSA and OMB to resolve systematic problems with 

the FSRS that are outside of the Department’s control.

• In FY 2022, work also continued to modernize the EDFacts system and related processes, 

including data quality checks that states can use to supplement their own downstream 

data quality work and disseminating a more standardized and complete set of data 

validation rules applied to the data collected via EDFacts. The National Center for Education 

Statistics completed a successful pilot of the new process with the Common Core of Data 

survey, which led to more complete and accurate data, better data quality notes where data 

needed to be explained, and earlier publication of the data.

• Federal Student Aid (FSA) developed an internal dashboard to track the quality of the data 

it receives from its servicers and ingested into the National Student Loan Data System 

(NSLDS) and Enterprise Data Warehouse & Analytics (EDWA), allowing stakeholders to 

monitor data processing and identify specific or systemic problem areas by servicer and 

record type. FSA also deployed the Alation data catalog and query management tool to 

consolidate metadata, business rules, and edit processing into one enterprise tool that, in 

addition to becoming the complete data catalog, will also provide an effective knowledge 

management tool for FSA.

Planned 

Actions:

• In addition, a number of other agency-wide initiatives were completed, continued, initiated, 

or planned during FY 2022. As a part of the agency’s Fiscal Years 2022–2026 Strategic 

Plan, the agency created a performance metric focused on tracking instances where data 

collections lack data quality plans and worked to update the Department’s Information 

Quality Act Guidelines, expected to be finalized in early FY 2023. The Department also 

completed development of a Data Quality Playbook to provide easily deployable strategies 

for program offices, especially their grant staff. The Department also began developing data 

quality training tailored to different audiences.
APPENDIX D. FY 2022 MANAGEMENT CHALLENGES FACING THE U.S. DEPARTMENT OF EDUCATION 143

Management Challenge 4—Improper Payments: 

The Department must ensure that the billions of dollars entrusted to it reach the intended recipients. It is 

important for the Department to develop statistically valid and reliable estimates so that it can identify the 

root causes and take actions to prevent and reduce improper payments.3

Progress in 

Meeting the 

Challenge:

• The Department continued to prioritize efforts to ensure payment integrity and minimize 

improper and unknown payments across all programs.

• There has been greater collaboration between financial management and grants 

administration staff in facilitating implementation of Payment Integrity Information Act of 

2019 compliance activities.

• Implementing advancements in estimation, detection, and data collection activities helped 

to expeditiously identify and resolve improper payments.

• The Department implemented enhanced quality control procedures over FSA’s improper 

payment estimation process to ensure the completeness and accuracy of data and 

calculations used in the estimates.

• The Department also developed an improper payment training for staff and refined its 

Payment Integrity Monitoring Application, a digital tool used to detect anomalies in grants 

payment data.

Planned 

Actions:

• Planned projects include the annual review of the Department’s compliance with the improper 

payment reporting requirements and its efforts to prevent and reduce improper payments.

• The Department will also complete the required risk assessment of the purchase card program 

and, if deemed necessary, conduct an audit of Department purchase card transactions.

Management Challenge 5—Information Technology (IT) Security:

Protecting the Department’s information and information systems from constantly evolving cyber threats 

is an enormous responsibility and challenge. Without adequate management, operational, and technical 

security controls, the Department’s systems and information are vulnerable to attacks. Unauthorized access 

could result in lost data confidentiality and integrity, limited system availability, and reduced system reliability.4

Progress in 

Meeting the 

Challenge:

• The Department implemented a new cybersecurity policy framework aligned with 

Executive Order (EO) 14028 Improving the Nation’s Cybersecurity and National Institute of 

Standards and Technology (NIST) Special Publication 800-53, Revision 5. 

• The Department implemented the Ongoing Security Assessment & Authorization (OSA) 

program, which will reduce steps and modify artifacts to improve efficiency. The overall 

outcome is more frequent system stakeholder engagement and timely risk visibility.

• The Department continued to mature its risk management processes through 

enhancements to the CSF Risk Scorecard to monitor status of program-level business 

continuity planning and testing activities.

• The Department enhanced its automated cybersecurity reporting to track and report 

compliance to ED 14028 mandates including, but not limited to, Multifactor Authentication 

(MFA), encryption, resiliency, etc.

• The Department expanded the Vulnerability Disclosure Policy (VDP) program to cover all 

internet accessible Department systems.

• The Department updated internal vulnerability management procedures in accordance 

with BOD 22-01 Reducing the Significant Risk of Known Exploited Vulnerabilities.

3The Office of Inspector General’s FY 2022 Management Challenges, December 2021. 4The Office of Inspector General’s FY 2022 Management Challenges, December 2021.
144 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN

Progress in 

Meeting the 

Challenge:

• The Department implemented a new cybersecurity policy framework aligned with 

Executive Order (EO) 14028 Improving the Nation’s Cybersecurity and National Institute of 

Standards and Technology (NIST) Special Publication 800-53, Revision 5. 

• The Department implemented the Ongoing Security Assessment & Authorization (OSA) 

program, which will reduce steps and modify artifacts to improve efficiency. The overall 

outcome is more frequent system stakeholder engagement and timely risk visibility.

• The Department continued to mature its risk management processes through 

enhancements to the CSF Risk Scorecard to monitor status of program-level business 

continuity planning and testing activities.

• The Department enhanced its automated cybersecurity reporting to track and report 

compliance to ED 14028 mandates including, but not limited to, Multifactor Authentication 

(MFA), encryption, resiliency, etc.

• The Department expanded the Vulnerability Disclosure Policy (VDP) program to cover all 

internet accessible Department systems.

• The Department updated internal vulnerability management procedures in accordance 

with BOD 22-01 Reducing the Significant Risk of Known Exploited Vulnerabilities.

• The Department took action to address M-22-09 Moving the U.S. Government Toward 

Zero Trust Cybersecurity Principles by creating, funding, and onboarding a GS-15 zero-trust 

architecture (ZTA) program manager and released a Department Strategy and project 

schedule for full implementation by the end of FY 2024.

• The Department received the initial transfer of TMF funds to establish a ZTA PMO and 

completed the recompete of Enterprise Identity, Credential, and Access Management 

(ICAM) program, and obtained Secure Access Service Edge (SASE) & Security Orchestration 

Automation & Response (SOAR) capabilities. 

• FSA Enterprise Cybersecurity Group and FSA Enterprise Data Directorate worked together 

to develop a fraud detection analytics capability in partnership to identify occurrences 

of potential fraud. This initial model permits FSA to identify applicants that met criteria 

of potential fraud and put them into the Suspect Identify File (SIF) so that they would be 

selected for identity verification. This model is being fine-tuned for accuracy with the goal to 

become part of the FSA data science toolkit on fraud detection.

• FSA Enterprise Cybersecurity Group implemented a formal quality assurance 

process to ensure account recertifications are conducted in accordance with 

Department requirements.

• The FSA Identity and Access Management (IAM) team in the Technology Directorate 

recently completed the Global Password Change for StudentAid.gov, FSA ID user accounts 

in the Person Authentication Service (PAS) system. Over 22.7 million of our 83 million users 

have already logged in and changed their passwords.

• In July 2022, MFA Phase 1 was successfully deployed, making MFA mandatory to all NEW 

users as part of the Create Account process on StudentAid.gov. On November 13, 2022, 

MFA Phase 2 will be deployed, allowing FSA the capability to enforce MFA enablement for 

existing users on a rolling basis. Due to the timing of the MFA rollout coinciding with other 

high priority FSA initiatives, it is being recommended the MFA Phase 2 rollout be adjusted 

to start February 2023 through July 2023.

Planned 

Actions:

• The Department is working to implement a new Enterprise Identity, Credential, and Access 

Management (ICAM) solution and begin integrating capable systems. Additionally, the 

Department is continuing to work to meet the objectives of Executive Order (EO) 14028 

Improving the Nation’s Cybersecurity to strengthen and modernize the Department’s 

cybersecurity risk visibility and management by continuing to enhance maturity of Zero 

Trust Architecture (ZTA) in accordance with the Cybersecurity and Infrastructure Security 

Agency ZTA Maturity Model.
APPENDIX E. PROGRAMS BY GOAL 145

APPENDIX E 

Programs by Goal

Appendix E includes other discretionary programs and activities and mandatory programs by 

strategic goal.

Strategic Goal 1: Promote equity in student access to educational resources, 

opportunities, and inclusive environments.

Goal 1 Other Discretionary Programs and Activities 

POC

Education/

Funding Area Objective Program

IES IES 1.1 National Assessment 

IES IES 1.1 National Assessment Governing Board

IES IES 1.1, 1.2, 1.3, 1.4 Regional Educational Laboratories 

IES IES 1.1, 1.2, 1.3, 1.4 Research, Development, and Dissemination 

IES IES 1.3 Special Education Studies and Evaluations

IES IES 1.3 Research in Special Education

IES IES 1.1 Statewide Longitudinal Data Systems 

IES IES All Statistics 

OCR OCR 1.3 Office for Civil Rights

OCTAE CTAE 1.4 Adult Basic and Literacy Education State Grants 

OCTAE CTAE 1.4 Adult Education National Leadership Activities 

OCTAE CTAE 1.4 Career and Technical Education State Grants 

OCTAE CTAE 1.4 Career and Technical National Programs 

OESE ED 1.1 Title I Grants to Local Educational Agencies 

OESE ED 1.1 Comprehensive Literacy Development Grants 

OESE ED 1.1 State Agency Programs: Migrant 

OESE ED 1.1 State Agency Programs: Neglected and Delinquent

OESE ED 1.4 Special Programs for Migrant Students 

OESE ELA 1.2 English language acquisition - State Formula Grants & 

NAM Grants & Technical Assistance and Capacity Grants

OESE I&I 1.1, 1.2 Fostering Diverse Schools
146 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN

POC

Education/

Funding Area Objective Program

OESE I&I 1.2 Charter Schools Grants 

OESE I&I 1.2 Education Innovation and Research

OESE I&I 1.1, 1.2, 1.3 Magnet Schools Assistance 

OESE I&I 1.1 Innovative Approaches to literacy

OESE I&I 1.1 Ready to Learn Programming

OESE I&I 1.1 Arts in Education

OESE I&I 1.1 Javits Gifted and Talented Education

OESE I&I 1.1 Statewide Family Engagement Centers 

OESE I&I 1.1 Supporting In-Demand Credentials for Teachers

OESE IA 1.1, 1.2, 1.3, 1.4 Impact Aid, Payments for Federally Connected Children: 

Basic Support Payments 

OESE IA 1.1, 1.2, 1.3, 1.4 Impact Aid, Payments for Federally Connected Children: 

Payments for Children with Disabilities 

OESE IA 1.1, 1.2, 1.3, 1.4 Impact Aid, Facilities Maintenance 

OESE IA 1.1, 1.2, 1.3, 1.4 Impact Aid, Construction 

OESE IA 1.1, 1.2, 1.3, 1.4 Impact Aid, Payments for Federal Property 

OESE IE 1.1, 2.2 Indian Education: Special Programs for Indian Children 

OESE IE 1.1 Indian Education: Grants to Local Educational Agencies 

OESE IE 1.1 Indian Education: National Activities

OESE SIP 1.2 State Assessments

OESE SIP 1.3 Training and Advisory Services

OESE SIP 1.1 Rural Education

OESE SIP 1.1, 1.2, 1.3, 1.4 Supplemental Education Grants

OESE SIP 1.2 Comprehensive Centers

OESE SIP 1.2 21st Century Community Learning Centers

OESE SIP 1.1 Education for Homeless Children and Youth Education

OESE SIP 1.1 Native Hawaiian Education

OESE SIP 1.1 Alaska Native Education

OESE SIP 1.2 Student Support and Academic Enrichment Grants

OESE SSCE 1.1 Full-Service Community Schools

OESE SSCE 1.1 Promise Neighborhoods

OSERS APHB 1.2 American Printing House for the Blind 

OPE HE 1.4 Tribally Controlled Postsecondary Career and 

Technical Institutions

OSERS REHAB 1.3, 1.4 Client Assistance State Grants

OSERS REHAB 1.4 Demonstration and Training Programs

OSERS REHAB 1.3 Protection and Advocacy of Individual Rights
APPENDIX E. PROGRAMS BY GOAL 147

POC

Education/

Funding Area Objective Program

OSERS REHAB 1.4 Supported Employment State Grants

OSERS REHAB 1.4 Helen Keller National Center for Deaf-Blind Youths 

and Adults

OSERS SE 1.2, 1.3 Special Education Grants to States

OSERS SE 1.1, 1.3 Preschool Grants

OSERS SE 1.1, 1.3 Grants for Infants and Families

OSERS SE 1.1, 1.3 Technical Assistance and Dissemination

OSERS SE 1.2 Parent Information Centers

OSERS SE 1.1 Education Technology, Media, and Materials

Acronyms and Definitions: POC = Principal Operating Component; IES = Institute of Education Sciences; OCR = Office for Civil Rights; OCTAE = Office of Career, 

Technical, and Adult Education; CTAE = Career, Technical, and Adult Education; OESE = Office of Elementary and Secondary Education; ED = Education for the 

Disadvantaged; ELA = English Language Acquisition; I&I = Innovation and Improvement; IA = Impact Aid; IE = Indian Education; SIP = Strengthening Institutions Program; 

SSCE = Safe Schools and Citizenship Education; OSERS = Office of Special Education and Rehabilitative Services; APHB = American Printing House for the Blind; 

REHAB = Rehabilitation Services and Disability Research; and SE = Special Education.

Goal 1 Mandatory Programs

POC

Education/

Funding Area Objective Program

OCTAE CTAE 1.4 Expanded Career Pathways for Middle and High 

School Students

OCTAE CTAE 1.4 Adult Education State Grants

OSERS REHAB 1.4 Vocational Rehabilitation, State Grants

OSERS REHAB 1.4 Vocational Rehabilitation, Grants to Indians

Acronyms and Definitions: POC = Principal Operating Component; OCTAE = Office of Career, Technical, and Adult Education; CTAE = Career, Technical, and Adult 

Education; OSERS = Office of Special Education and Rehabilitative Services; and REHAB = Rehabilitation Services and Disability Research.

Strategic Goal 2: Support a diverse and talented educator workforce and 

professional growth to strengthen student learning.

Goal 2 Other Discretionary Programs and Activities 

POC

Education/

Funding Area Objective Program

IES IES 2.1, 2.2, 2.3 Regional Educational Laboratories 

IES IES 2.3 Special Education Studies and Evaluations

OESE ED All Title I Grants to Local Educational Agencies

OESE ED All Comprehensive Literacy Development Grants

OESE I&I All Innovative Approaches to Literacy

OESE I&I 2.1, 2.2 Teacher and School Leader Incentive Grants 

OESE I&I 2.1, 2.2 School Leader Recruitment and Support
148 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN

POC

Education/

Funding Area Objective Program

OESE I&I 2.1, 2.2, 2.3 Supporting Effective Educator Development

OESE IE 2.2 Indian Education: Special Programs for Indian Children

OESE SIP 2.1, 2.2, 2.3 Supporting Effective Instruction State Grants 

OESE SIP 2.3 School-Based Health Professionals (Proposed 

Legislation)

OESE SIP 2.1, 2.2, 2.3 Supplemental Education Grants

OPE HE 2.1, 2.2 Teacher Quality Partnership

OPE HE 2.1 Augustus Hawkins Center of Excellence

OSERS REHAB 2.2, 2.3 Vocational Rehabilitation Training

OSERS SE 2.2, 2.3 Personnel Preparation

OSERS SE 2.2 Special Education Grants to States

OSERS SE 2.2, 2.3 State Personnel Development

Acronyms and Definitions: POC = Principal Operating Component; IES = Institute of Education Sciences; OESE = Office of Elementary and Secondary Education; 

ED = Education for the Disadvantaged; I&I = Innovation and Improvement; IE = Indian Education; SIP = Strengthening Institutions Program; OPE = Office of Postsecondary 

Education; HE = Higher Education; OSERS = Office of Special Education and Rehabilitative Services; REHAB = Rehabilitation Services and Disability Research; and 

SE = Special Education.

Goal 2 Mandatory Programs 

POC

Education/

Funding Area Objective Program

FSA HEAL 2.1 Health Education Assistance Loans Liquidating Account

FSA TEACH 2.1, 2.3 TEACH Grants: New loan subsidy

FSA TEACH 2.1, 2.3 TEACH Grants: Upward Reestimate of Existing Loans 

FSA TEACH 2.1, 2.3 TEACH Grants: Downward Reestimate of Existing 

Loans (Non-add)

FSA TEACH 2.1, 2.3 TEACH Grants: Net Reestimate of Existing Loans 

(Non-add)

Acronyms and Definitions: POC = Principal Operating Component; FSA= Federal Student Aid; HEAL = Health Education Assistance Loan; and TEACH= Teacher Education 

Assistance for College and Higher Education.
APPENDIX E. PROGRAMS BY GOAL 149

Strategic Goal 3: Meet students’ social, emotional, and academic needs.

Goal 3 Other Discretionary Programs and Activities 

POC

Education/

Funding Area Objective Program

IES IES 3.1, 3.2, 3.3 Research, Development, and Dissemination 

IES IES 3.1, 3.2, 3.3 Statistics 

IES IES 3.1, 3.2, 3.3 National Assessment 

IES IES 3.1, 3.2, 3.3 National Assessment Governing Board

IES IES 3.2 Research in Special Education 

IES IES 3.1, 3.2, 3.3 Statewide Longitudinal Data Systems 

IES IES 3.2 Special Education Studies and Evaluations

IES IES 3.1, 3.2, 3.3 Regional Educational Laboratories 

OESE ED 3.2 Comprehensive Literacy Development Grants 

OESE ED 3.2 State Agency Programs: Migrant 

OESE ED 3.2 State Agency Programs: Neglected and Delinquent

OESE I&I 3.2 American History and Civics Education 

OESE I&I 3.2 Magnet Schools Assistance 

OESE I&I 3.2 Innovative Approaches to Literacy

OESE I&I 3.2 Ready to Learn Programming

OESE I&I 3.2 Arts in Education

OESE I&I 3.2 Javits Gifted and Talented Education

OESE I&I 3.2 Statewide Family Engagement Centers

OESE IA 3.1, 3.2, 3.3 Impact Aid, Payments for Federally Connected Children: 

Basic Support Payments

OESE IA 3.1, 3.2, 3.3 Impact Aid, Payments for Federally Connected Children: 

Payments for Children with Disabilities 

OESE IE 3.2, 3.3 Indian Education: Special Programs for Indian Children

OESE IE 3.2, 3.3 Indian Education: Grants to Local Educational Agencies

OESE IE 3.2, 3.3 Indian Education: National Activities

OESE SIP 3.2 Education for Homeless Children and Youth Education

OESE SIP 3.2, 3.3 Native Hawaiian Education

OESE SIP 3.2, 3.3 Alaska Native Education

OESE SIP 3.1, 3.2, 3.3 Supplemental Education Grants

OESE SIP 3.1, 3.2 21st Century Community Learning Centers

OESE SIP 3.1, 3.2 Student Support and Academic Enrichment Grants
150 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN

POC

Education/

Funding Area Objective Program

OESE SSCE 3.1, 3.2 Full-Service Community Schools

OESE SSCE 3.2 Promise Neighborhoods

OESE SSCE 3.1 School Safety National Activities

OESE/OLEA ELA 3.2, 3.3 English Language Acquisition

OSERS APHB 3.2 American Printing House for the Blind

OSERS REHAB 3.2 Helen Keller National Center for Deaf-Blind Youths and 

Adults

OSERS SE 3.2 Special Olympics Education Programs

OSERS SE 3.2 Special Education Grants to States

OSERS SE 3.2 Preschool Grants

OSERS SE 3.2 Grants for Infants and Families

OSERS SE 3.2 Technical Assistance and Dissemination

OSERS SE 3.2 Education Technology, Media, and Materials

Acronyms and Definitions: POC = Principal Operating Component; IES = Institute of Education Sciences; OESE = Office of Elementary and Secondary Education; 

ED = Education for the Disadvantaged; I&I = Innovation and Improvement; IA = Impact Aid; IE = Indian Education; SIP = Strengthening Institutions Program; SSCE = Safe 

Schools and Citizenship Education; OELA = Office of English Language Acquisition; ELA = English Language Acquisition; OSERS = Office of Special Education and 

Rehabilitative Services; APHB = American Printing House for the Blind; REHAB = Rehabilitation Services and Disability Research; and SE = Special Education.

Goal 3 Mandatory Programs: No additional mandatory programs.

Strategic Goal 4: Increase postsecondary value by focusing on equityconscious strategies to address access to high-quality institutions, 

affordability, completion, post-enrollment success, and support for 

inclusive institutions.

Goal 4 Other Discretionary Programs and Activities 

POC

Education/

Funding Area Objective Program

FSA SFA 4.1, 4.3 Federal Pell Grants: Discretionary

FSA SFA 4.1, 4.3 Federal Supplemental Educational Opportunity Grants

FSA SFA 4.1, 4.3 Federal Work-Study

FSA DM/SAA 4.2 Student Aid Administration: Salaries and Expenses

FSA DM/SAA 4.2 Student Aid Administration: Servicing Activities

FSA HEA N/A Historically Black College and University Capital 

Financing Program Account: Federal Administration

FSA HEA N/A Historically Black College and University Capital 

Financing Program Account: Loan Subsidies
APPENDIX E. PROGRAMS BY GOAL 151

POC

Education/

Funding Area Objective Program

FSA HEA N/A Historically Black College and University Capital 

Financing Program Account: Modification of Existing 

Loan Subsidies

OCTAE CTAE 4.3, 4.4 Career and Technical Education State Grants

OCTAE CTAE 4.3, 4.4 Career and Technical National Programs

OCTAE HE 4.3, 4.4 Tribally Controlled Postsecondary Career and Technical 

Institutions

OPE HE 4.1, 4.3 Fund for the Improvement of Postsecondary Education

OPE HE 4.1, 4.3 Aid for Institutional Development: Strengthening Tribally 

Controlled Colleges and Universities

OPE HE 4.1, 4.3 Strengthening Alaska Native and Native HawaiianServing Institutions

OPE HE 4.1, 4.3 Strengthening Historically Black Colleges and 

Universities

OPE HE 4.1, 4.3 Strengthening Historically Black Graduate Institutions

OPE HE 4.1, 4.3 Strengthening Historically Black Colleges and 

Universities Masters Program

OPE HE 4.1, 4.3 Strengthening Predominantly Black Institutions

OPE HE 4.1, 4.3 Strengthening Asian American- and Native American/

Pacific Islander-Serving Institutions

OPE HE 4.1, 4.3 Strengthening Native American-Serving Nontribal 

Institutions 

OPE HE 4.1, 4.3 Minority Science and Engineering Improvement

OPE HE 4.1, 4.3 Aid for Hispanic-Serving Institutions: Developing 

Hispanic-Serving Institutions

OPE HE 4.1, 4.3 Aid for Hispanic-Serving Institutions: Promoting PostBaccalaureate Opportunities for Hispanic Americans

OPE HE 4.3 International Education and Foreign Language Studies: 

Domestic Programs

OPE HE 4.3 International Education and Foreign Language Studies: 

Overseas Programs

OPE HE 4.1, 4.3 Model Transition Programs for Students with Intellectual 

Disabilities into Higher Education

OPE HE 4.1, 4.3 Tribally Controlled Postsecondary Career and Technical 

Institutions

OPE HE 4.1, 4.3 Federal TRIO Programs

OPE HE 4.1, 4.3 Gaining Early Awareness and Readiness for 

Undergraduate Programs (GEAR UP)

OPE HE 4.3 Graduate Assistance in Areas of National Need

OPE HE 4.1, 4.3 Child Care Access Means Parents in School
152 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN

POC

Education/

Funding Area Objective Program

OPE HE 4.1, 4.3 Howard University: General Support

OPE HE 4.1, 4.3 Howard University Hospital

OPE HE N/A College Housing and Academic Facilities Loans Program 

Account: Federal administration

OSERS GU 4.1 Gallaudet University

OSERS NTID 4.1 National Technical Institute for the Deaf

N/A FCC 4.2 Accelerated Success Free Community College 

(Proposed Legislation)

Acronyms and Definitions: POC = Principal Operating Component; FSA = Federal Student Aid; SFA = Student Financial Assistance; DM = Departmental Management; 

SAA = Student Aid Administration; HEA = Higher Education Act of 1965; N/A = Not Applicable; OCTAE = Office of Career, Technical, and Adult Education; CTAE = Career, 

Technical, and Adult Education; HE = Higher Education; OPE = Office of Postsecondary Education; OSERS = Office of Special Education and Rehabilitative Services; 

GU = Gallaudet University; NTID = National Technical Institute for the Deaf; and FCC = Free Community College.

Goal 4 Mandatory Programs 

POC

Education/

Funding Area Objective Program

FSA FDSL 4.1, 4.3 Federal Direct Student Loans Program Account: New 

Loan Subsidies

FSA FDSL 4.1, 4.3 Federal Direct Student Loans Program Account: New 

Net Loan Subsidy (Non-add)

FSA FDSL 4.1, 4.3 Federal Direct Student Loans Program Account: Upward 

Reestimate of Existing Loans

FSA FDSL 4.1, 4.3 Federal Direct Student Loans Program Account: 

Downward Reestimate of Existing Loans (Non-add)

FSA FDSL 4.1, 4.3 Federal Direct Student Loans Program Account: Net 

Reestimate of Existing Loans (Non-add)

FSA FDSL 4.1, 4.3 Federal Direct Student Loans Program Account: Upward 

Modification of Existing Loans

FSA FFEL 4.1, 4.3 Federal Family Education Loans Program Account: 

Upward Reestimate of Existing Loans

FSA FFEL 4.1, 4.3 Federal Family Education Loans Program Account: 

Downward Reestimate of Existing Loans (Non-add)

FSA FFEL 4.1, 4.3 Federal Family Education Loans Program Account: Net 

Reestimate of Existing Loans (Non-add)

FSA FFEL 4.1, 4.3 Federal Family Education Loans Program Account: 

Upward Modification of Existing Loans

FSA FFEL 4.1, 4.3 Federal Family Education Loans Program Account: 

Downward Modification of Existing Loans (Non-add)

FSA FFEL 4.1, 4.3 Federal Family Education Loans Program Account: Net 

Modification of Existing Loans (Non-add)

FSA FFEL 4.1, 4.3 Federal Family Education Loans Liquidating Account: 

Pre-1992 Student Loans

FSA HE N/A Higher Education Facilities Loans Liquidating Account
APPENDIX E. PROGRAMS BY GOAL 153

POC

Education/

Funding Area Objective Program

FSA HEA N/A Historically Black College and University Capital 

Financing Program Account: Reestimate of Existing 

Loan Subsidies

FSA SFA 4.1, 4.3 Federal Pell Grants: Mandatory 

FSA SFA 4.1, 4.3 Federal Pell Grants: Mandatory Funding for 

Discretionary Program Costs

FSA SFA 4.1, 4.3 Iraq and Afghanistan Service Grants 

FSA SFA 4.1, 4.3 Perkins Loan Repayments 

FSA SFA N/A FDSL Downward Reestimate of Loan Subsidies

FSA SFA N/A FFEL Downward Reestimate of Loan Subsidies

FSA SFA N/A FDSL Downward Modification/Negative Loan Subsidies

FSA SFA N/A HBCU Capital Financing Downward Reestimate of Loan 

Subsidies

FSA SFA N/A FFEL Downward Modification/Negative Loan Subsidies

FSA SFA N/A HEAL Downward Reestimate of Loan Subsidies

OCTAE CTAE 4.4 Expanded Career Pathways for Middle and High School 

Students

OESE SIP 4.4 School-Based Health Professionals of the Future

OPE HE 4.1, 4.3 Aid for Institutional Development: Mandatory 

Strengthening Tribally Controlled Colleges and 

Universities

OPE HE 4.1, 4.3 Mandatory Strengthening Alaska Native and Native 

Hawaiian-Serving Institutions

OPE HE 4.1, 4.3 Mandatory Strengthening Historically Black Colleges 

and Universities 

OPE HE 4.1, 4.3 Mandatory Strengthening Predominantly Black 

Institutions 

OPE HE 4.1, 4.3 Mandatory Strengthening Asian American- and Native 

American Pacific Islander-Serving Institutions 

OPE HE 4.1, 4.3 Mandatory Strengthening Native American-Serving 

Nontribal Institutions 

OPE HE 4.1, 4.3 Aid for Hispanic-Serving Institutions: Mandatory 

Developing HSI STEM and Articulation Programs 

OPE HE 4.1 Higher Education Act of 1965 Title III/ V Programs for 

Historically Black Colleges and Universities, Tribally 

Controlled Colleges and Universities, Hispanic-Serving 

Institutions, and Minority-Serving Institutions

OPE HE 4.1 Completion Grants

OPE HE N/A College Housing and Academic Facilities Loans Program 

Account: Reestimate of Existing Loan Subsidies
154 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN

POC

Education/

Funding Area Objective Program

OPE HE N/A College Housing and Academic Facilities Loans 

Liquidating Account

OPE HE N/A College Housing Loans Liquidating Account

N/A FCC 4.2 Free Community College (Proposed Legislation)

N/A FCC 4.2 Advancing Affordability for Students 

(Proposed Legislation)

Acronyms and Definitions: POC = Principal Operating Component; FSA = Federal Student Aid; FDSL = Federal Direct Student Loan; FFEL = Federal Family Education 

Loan; HE = Higher Education; N/A = Not Applicable; HEA = Higher Education Act of 1965; SFA = Student Financial Assistance; OCTAE = Office of Career, Technical, and Adult 

Education; CTAE = Career, Technical, and Adult Education; OESE = Office of Elementary and Secondary Education; SIP = Strengthening Institutions Program; OPE = Office 

of Postsecondary Education; HSI = Hispanic-Serving Institution; STEM = Science, Technology, Engineering, and Mathematics; and FCC = Free Community College.

Strategic Goal 5: Enhance the Department’s internal capacity to optimize the 

delivery of its mission.

Goal 5 Other Discretionary Programs and Activities

Education/

POC Funding Area Objective Program

All DM/PA 5.3 Program Administration: Salaries and Expenses

All DM/PA 5.3 Program Administration: Building Modernization 

OCR OCR 5.3 Office for Civil Rights

OIG OIG 5.3 Office of Inspector General 

Acronyms and Definitions: POC = Principal Operating Component; DM = Departmental Management; PA = Program Administration; OCR = Office for Civil Rights; and 

OIG = Office of Inspector General.

Goal 5 Mandatory Programs: No additional mandatory programs.
APPENDIX F. GLOSSARY OF ACRONYMS AND ABBREVIATIONS 155

APPENDIX F 

Glossary of Acronyms and Abbreviations

Acronym

APG

APHB

Definition 

Agency Priority Goal

American Printing House for the Blind

APR Annual Performance Report

ARP American Rescue Plan Act of 2021

BSCA

CAMP

Bipartisan Safer Communities Act

College Assistance Migrant Program

CARES Act Coronavirus Aid, Relief, and Economic Security Act

CISA Cybersecurity and Infrastructure Security Agency

CLSD Comprehensive Literacy State Development

CMC Connecting Minority Communities Pilot Program

CoP Community of Practice

CRRSA Act Coronavirus Response and Relief Supplemental Appropriations Act

CSF Cybersecurity Scorecard Framework

CSP Charter School Program

CTAE Career, Technical, and Adult Education

CTE Career and Technical Education

DAEL Division of Adult Education and Literacy

DCC Data Coordinators Council

DEER Digital Equity Education Roundtables

DEUS Data and Evidence Use Survey

DGB Data Governance Board

DM Departmental Management

DMA

DMS

Data Maturity Assessment

Differentiated Monitoring and Support

DPCoP Data Professionals Community of Practice

EAC

EANS

Equity Assistance Center

Emergency Assistance to Non-Public Schools
156 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN

Acronym Definition

ED Education for the Disadvantaged

EDRAP Enterprise Data Repository and Analytics Platform

ELA English Language Acquisition

EO Executive Order

ESEA Elementary and Secondary Education Act of 1965

ESF Education Stabilization Fund

ESSER Elementary and Secondary School Emergency Relief

FAFSA® Free Application for Federal Student Aid®

FCC Free Community College

FDSL Federal Direct Student Loan

FEVS Federal Employee Viewpoint Survey

FFEL Federal Family Education Loan

FISMA Federal Information Security Modernization Act of 2014

FSA Federal Student Aid

FSCS Full-Service Community School

FY Fiscal Year

GEAR UP Gaining Early Awareness and Readiness for Undergraduate Programs

GPRA Government Performance and Results Act of 1993

GPRAMA Government Performance and Results Act Modernization Act of 2010

GU Gallaudet University

HBCU Historically Black College or University

HCY Homeless Children and Youth

HE Higher Education

HEA Higher Education Act of 1965

HEAL Health Education Assistance Loan

HEERF Higher Education Emergency Relief Fund

HEP High School Equivalency Program

HSI Hispanic-Serving Institution

I&I Innovation and Improvement

IA Impact Aid

ICAM Identity, Credential, and Access Management

IDEA Individuals with Disabilities Education Act

IE Indian Education

IELCE Integrated English Literacy and Civics Education
APPENDIX F. GLOSSARY OF ACRONYMS AND ABBREVIATIONS 157

Acronym Definition

IES Institute of Education Sciences

IET Integrated Education and Training

IHE Institution of Higher Education

INF Infrastructure

IT Information Technology

K–12 Kindergarten Through Grade 12

LEA Local Educational Agency

LINCS Literacy Information and Communication System

MEP Migrant Education Program

MSI Minority-Serving Institution

MSIP Monitoring and State Improvement Planning

MTSS-B Multi-Tiered Systems of Support for Behavior

N/A Not Applicable

NAM Native American and Alaska Native Children in School

NCELA National Clearinghouse for English Language Acquisition

NCHE National Center for Homeless Education

NIST National Institute of Standards and Technology

NJDOE New Jersey Department of Education

NPD National Professional Development

NTACT:C National Technical Assistance Center on Transition: The Collaborative

NTID National Technical Institute for the Deaf

OCDO Office of the Chief Data Officer

OCIO Office of the Chief Information Officer

OCR Office for Civil Rights

OCTAE Office of Career, Technical, and Adult Education

ODP Open Data Platform

OELA Office of English Language Acquisition

OESE Office of Elementary and Secondary Education

OET Office of Educational Technology

OHR Office of Human Resources

OIG Office of Inspector General

OMB Office of Management and Budget

OPE Office of Postsecondary Education

OSEP Office of Special Education Programs
158 FY 2022 ANNUAL PERFORMANCE REPORT AND FY 2024 ANNUAL PERFORMANCE PLAN

Acronym Definition

OSERS Office of Special Education and Rehabilitative Services

PA Program Administration

PALT Procurement Action Lead Time

PBIS Positive Behavioral Interventions and Supports

PMO Project Management Office

POC Principal Operating Component

PreK–12 Prekindergarten Through Grade 12

PSLF Public Service Loan Forgiveness

PTI Parent Training and Information

RAISE Resources for Access, Independence, Self-Advocacy and Employment Center

REHAB Rehabilitation Services and Disability Research

RPN Rural Partners Network

RSA Rehabilitation Services Administration

RSAT Rural Strategy and Action Team

RYDI Regional Youth Development Institute

SAA Student Aid Administration

SBIR Small Business Innovation Research

SE Special Education

SEA State Educational Agency

SEED Supporting Effective Educator Development

SERV School Emergency Response to Violence

SFA Student Financial Assistance

SIP Strengthening Institutions Program

SSCE Safe Schools and Citizenship Education

STEM Science, Technology, Engineering, and Mathematics

TBD To Be Determined

TCCU Tribally Controlled College or University

TEACH Teacher Education Assistance for College and Higher Education

USDS Unified Servicing and Data Solution

VR Vocational Rehabilitation

YAC Youth Advisory Council

ZTA Zero-Trust Architecture
U.S. Department of Education

Miguel A. Cardona, Ed.D.

Secretary

March 30, 2023

This report is in the public domain. Authorization to reproduce it in whole or in part is granted. 

While permission to reprint this publication is not necessary, the citation should be:

U.S. Department of Education, Fiscal Year 2022 Annual Performance Report and Fiscal Year 

2024 Annual Performance Plan: Washington, D.C., 20202.

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