Magnet	Schools	Assistance	Program:

Guidance	for	Reporting	GPRA	

Modernization	Act	of	2010	Data	

March	2015
Table	of	Contents

Magnet	Schools	Assistance	Program	Performance	Measures .............................................................................. 1

GPRA	Performance Measures .................................................................................................................................. 1

MSAP	Project-Level	Performance	Measures ..................................................................................................... 2

Purpose	of	This	Guide............................................................................................................................................................ 2

MSAP	GPRA	Table.................................................................................................................................................................... 3

Part	I:	School	Demographic	Data................................................................................................................................. 3

Part	II:	GPRA	Performance	Measure	1	Data............................................................................................................ 5

Reporting	Data	by	Race/Ethnicity......................................................................................................................... 5

Applicant	Pool	Data...................................................................................................................................................... 6

Enrollment	Data ............................................................................................................................................................ 7

Part	III:	GPRA	Performance	Measures	2	and	3	Data............................................................................................ 8

Student	Achievement	Data........................................................................................................................................ 8

Part	IV:	GPRA	Performance	Measure	4	Data ........................................................................................................10

Part	V:	GPRA	Performance	Measure	6	Data..........................................................................................................11

High	School	Graduation	Rate	Data.......................................................................................................................11

Part	VI:	Minority	Group	Isolation	Data ...................................................................................................................13

GPRA	Performance	Measure	Calculations .............................................................................................................14

Appendix	1:	OMB	Racial	and	Ethnic	Category	Definitions ...................................................................................15

Appendix	2:	OMB	Racial	and	Ethnic	Data	Guiding	Principles.............................................................................16

Appendix	3:	Glossary ...........................................................................................................................................................18
1

Magnet	Schools	Assistance	Program	Performance	Measures

Performance	measures	specify	ways	to	assess	performance	and	provide	evidence	to	demonstrate	

progress	toward	achieving	program-level	and	project-level	objectives	and	purposes. There	are	two	

types	of	Magnet	Schools	Assistance	Program	(MSAP)	performance	measures:

 Government	Performance	and	Results	Act	(GPRA) goals	—program-level	measures	

established	for	reporting	to	Congress	under	the	GPRA	Modernization	Act	of	2010;	and

 Project-level	performance	measures—specific	project-level	measures	that	grantees	

establish	in	their	approved	grant	applications to	meet	the	project	objectives.

The	MSAP	Performance	Measures	are	part	of	the	MSAP	grant	reporting	requirements	and	must	be	

assessed	and	reported	as	described	in	this	guide. Project-level	performance	measures	are	

developed	at	the	grant	level	and	approved	by	the	U.S.	Department	of	Education	(ED). Grantees	are	

required	to	use	form ED	524B, Section	A	to	(1)	report	MSAP	project	performance	targets; (2)	

document	actual	performance; and	(3)	provide	an	explanation	of	progress	for	each	of	the MSAP	

project-level	performance	measures. The	GPRA	Table	should	be	used	to	report	on	GPRA	

Performance	Measures	1,	2,	3,	4,	and	part	of	6.

GPRA	Performance	Measures

As	part	of	a	government-wide	effort	to	improve	the	performance	and	accountability	of	all	federal	

programs,	the	U.S.	Congress	passed	GPRA	in	1993,	establishing	a	process	for	using	performance	

indicators	to	(1)	set	program	performance	goals;	(2)	measure	and	report	program	results;	and	(3)	

focus	on	quality	of	service	and	customer	satisfaction.	On	January	4,	2011,	Congress	passed	the	

GPRA	Modernization	Act	of	2010.	The	Act	improves	on	the	original	GPRA of	1993	and	modernizes	

the	federal	government’s	performance	management	framework.	The	GPRA	Modernization	Act	of	

2010	builds	on	the	performance	management	approach	to	improve	the	effectiveness	and	efficiency	

of	government	by	requiring	that	agency	leaders	set	clear,	ambitious	goals	for	a	number	of	outcomefocused	and	management	priorities;	measure,	analyze, and	communicate	performance	information	

to	identify	successful	practices;	and	conduct	in-depth	performance	reviews	to	identify	progress	on	

agency	priorities.		

GPRA	Performance	Measures	are	used	by	MSAP program	staff and	MSAP	grantees	to	quantify	and	

report	progress	toward	meeting	program-level objectives	in	annual	performance	reports	as	

required	in	the	GPRA	Modernization	Act	of	2010.	Annual	performance	reporting	helps ED	to	

(1) identify	successes	and	potential	challenges	among	grantees; (2)	design	MSAP	technical	

assistance	services; (3)	provide	performance	reports	to	Congress; and	(4)	improve	MSAP	overall.

These	are	the current	MSAP	GPRA	Performance	Measures:

 GPRA	Performance	Measure	1:	The	percentage	of	magnet	schools	receiving	assistance	

whose	student	enrollment	reduces,	eliminates,	or	prevents	minority	group	isolation.

 GPRA	Performance	Measure	2:	The	percentage	of	students	from	major	racial	and	ethnic	

groups	in	magnet	schools	receiving	assistance	who	score	proficient	or	above	on	State	

assessments	in	reading/language	arts.
2

Program	Level	vs.	Project	Level

Program-level	measures address	the	

performance	of	the	program	as	a	whole.	

All	grantees	in	the	2013	MSAP	cohort	

will	report	data	from	their	projects.	

These	data	will	be	combined,	or	

aggregated,	to	gauge	the	overall	status	of	

grantees	and	their	progress	toward	

meeting	the	program	goals.	MSAP	

program-level	measures	are	the	GPRA	

Performance	Measures.

Project-level	measures address	the	

performance	of	an	individual	grantee.	

Each	grantee	sets	objectives	designed	to	

meet	the	needs	of	its	community	and,	

because	these	are	site-specific	

objectives,	project-level	data	cannot	be	

combined	with	data	from	other	

grantees.	Instead,	these	data	help	the	

grantee	and	MSAP	staff	gauge	the	

grantee’s	progress	and	identify	areas	

where	technical	assistance	may	be	

needed.		

 GPRA	Performance	Measure	3:	The	

percentage	of	students	from	major	racial	and	

ethnic	groups	in	magnet	schools	receiving	

assistance	who	score	proficient	or	above	on	

State	assessments	in	mathematics.

 GPRA	Performance	Measure	4:	The	cost	per	

student	in	a	magnet	school receiving	assistance.

 GPRA	Performance	Measure	5:	The	

percentage	of	magnet	schools	that	received	

assistance	that	are	still	operating	magnet	

school	programs	three years	after	federal	

funding	ends.

 GPRA	Performance	Measure 6: The	

percentage	of	magnet	schools	that	received	

assistance	that	meet the State’s	annual	

measurable	objectives,	and,	for	high	schools,	

graduation	rate	targets	at	least	three years	after	

federal	funding	ends.

Grantees	report	data	for	these	measures	in	the GPRA	

Table.

MSAP	Project-Level	Performance	Measures	

MSAP	grantees	must	also	report	on	project-level	

performance	measures. These	are	the	specific	measures	grantees	established	in	their	approved	

applications	to	address	the	MSAP	Statutory	Purposes. Grantees	report data	pertaining	to	projectlevel	performance	measures	on	form	ED	524B in	the	MSAP	Annual	Performance	System	(MAPS).

For	instructions	on	reporting	these	data,	see	the	Dear	Colleague	Letter and	the	Instructions	for	Grant	

Performance	Report (ED	524B	Instructions).

Purpose	of	This	Guide

This guide, referred	to	as	the	GPRA	Guide, will	assist MSAP	grantees in	accurately	reporting GPRA	

Performance	Measure	data in	MAPS,	which	is	accessed	through	the	private	workspace	of	the	MSAP	

Center	website	(http://msapcenter.com).	This guide	provides	essential	information and special	

reporting	considerations	for	completing	the	GPRA	Table,	which	focuses	on	GPRA	Performance	

Measures	1,	2,	3,	4,	and	part	of	6. Most	data	for	GPRA	Performance	Measures	5 and	6 will	be	

collected	and	reported	3	years	after	federal	funding	ends. The	final	section	of	this	guide explains	

how	ED	will	calculate	each	measure.
3

MSAP	GPRA	Table

Grantees	are	required	to	complete	a	separate	GPRA	Table	for	each	school	participating	in	their	

grant	projects	and	submit	the	table(s)	with the	annual	performance	report	(APR).	When	the	APR	is	

due	in	May,	all	of	the data	for	Parts	II,	III,	IV, and	V	of	the	GPRA	Table	may	not	be	available.	Please	

include	actual data	for	as	many	items	as	possible	and	leave	blank	the	items	for	which	data	are	not	

yet available.	You	will	resubmit	GPRA	Tables	with final	data	in your	Ad	Hoc	report	later	in	the	year.

The	reporting	table	consists	of	six parts:	(1)	Part	I- School	demographic	data; (2)	Part	II- GPRA	

Performance	Measure	1	data; (3)	Part	III- GPRA	Performance	Measures	2	and	3	data; (4) Part	IVGPRA	Performance	Measure	4 data; (5)	Part	V-GPRA	Performance	Measure	6	data;	and	(6)	Part	VIMinority	Group	Isolation data.	Refer	to	the	appropriate sections of	this	guide	for	instructions	on	

completing	each	part	of	the	Table.	

Note: Some	data	will	be	prepopulated	in	MAPS.	You	will	need	to	verify	these	data	(e.g.,	official	

school	names).	Some	items	cannot	be	edited	by	you	because	they	should	remain	the	same	

throughout	the	grant	period;	for	example,	school	names	should	not	change.	These	items	are	

inactive,	and	you	can	identify	them	by	the	gray	text.	If	for	some	reason	you	do	need	to	change	any	of	

these items,	you	should	contact	your	ED	program	officer	to	provide	the	new	information	and	

explain	why	you	need	to	make	the	change.	If	approved,	the	program	officer	will	contact	the	MSAP	

Center	with	the	new	information.	The	MSAP	Center	will	make	the	change	and	contact	you	via	e-mail	

to	confirm	that	the	change	has	been	made.	

Part	I:	School	Demographic	Data

The	opening	page	of the	GPRA	Table lists	the	schools	covered	by	your	MSAP	grant;	verify	the	official	

names.	Click	Add/Edit	to	move	to	Part	I,	where	you	will	begin	to	enter	school	data.

For	each	MSAP-funded	school,	complete	items	1-9a of	the	GPRA	Table. Follow	the	instructions	

below	to	complete	the	items.
4

 Item 1.	Verify the	official	name	of	each	MSAP-funded school.

 Item 2. Verify the	official	name	of	the	MSAP	grantee.	This	is	your	local	education	agency,	

which	might	be a	school	district,	consortium,	or	charter	school.

 Item	3.	Check all	grades	served	by	the	magnet	program.	If	a	school	has	grades	K–8,	but	the	

magnet	program	serves	only	grades	K-4,	please	indicate	this	by	marking	only	grades	K–4.	

 Item	4. Use	the	dropdown	menu	to	indicate	whether	the	school	has	a	whole-school	magnet	

program	or	a	partial	magnet	program,	also	known	as	a	program-within-a-school.

 Item	5.	For	school	year	2014-15,	indicate	whether	the	school	received	Title	I	funding	by	

selecting	“Yes”	or	“No.”	

 Item	6.	For	school year	2014-15,	indicate	whether	the	Title	I-funded	school	was	in	school	

improvement	by	selecting	“Yes”	or	“No.”

 Item 7. Identify	the	school’s	accountability	designation	for	the	2014-15 school	year	by	

selecting	one	of	the	options	listed. These	options	have	been	expanded	to	include	

accountability	designations	recently	developed	by	states.	Previously,	only	Title	I	schools	in	

improvement	had	to	identify	their	school	improvement	stage.	Some	states	now	apply	these	

accountability	designations	to	all	schools,	regardless	of	Title	I	status.	If	this	is	the	case	in	

your	state,	please	select	the	appropriate	designation	for	each	magnet	school.	If	your	

designation	is	not	listed,	select	“Other” and	then	specify the	name of	your	designation. If	the	

school	has	not	received	a	designation,	select	“Not	applicable.”
5

 Item	8. Indicate	whether	your	state has identified	the	MSAP	school as	a	“persistently	lowest	

achieving	school”	by	selecting	“Yes”	or	“No.”

A	persistently	lowest	achieving	school,	as	determined	by	the	state,	is	any	Title	I	school	in	

improvement,	corrective	action,	or	restructuring	that	(1)	is	among	the	lowest	achieving	five

percent	of	Title	I	schools	in	improvement,	corrective	action,	or	restructuring,	or	the	lowest	

achieving	five	Title	I	schools	in	improvement,	corrective	action,	or	restructuring	in	the	state,	

whichever	number	of	schools	is	greater;	(2)	is	a	high	school	that	has	had	a	graduation	rate	

as	defined	in	34	CFR	200.19(b)	that	is	less than	60	percent	over	a	number	of	years;	or (3) is	

a	secondary	school	that	is	eligible	for	but	does	not	receive	Title	I	funds,	and	is	among	the	

lowest	achieving	five percent	of	secondary	schools	or	the	lowest	achieving	five	secondary	

schools	in	the	state	that	are	eligible	for	but	do	not	receive	Title	I	funds,	whichever	number	

of	schools	is	greater.

 Item 9. Indicate	whether	the	MSAP-funded	school	receives	School	Improvement	Grant	(SIG)	

funds	by	selecting	“Yes”	or	“No.”

 Item	9a.	Enter	the	percentage	of	students	eligible	for	the	Free	and	Reduced-Price	Meal	

Program	at	this	school	for	the	2014-15	school	year.

Part	II:	GPRA	Performance	Measure	1	Data

Part	II	of	the	GPRA	Table	collects	information	related	to	minority	group	isolation,	in	which	

applicant	pool	and	student	enrollment	data	are	reported:

GPRA	Measure	1:	The	percentage	of	magnet	schools	receiving	assistance	whose	student	

enrollment	reduces, eliminates,	or	prevents	minority	group	isolation.

When	reporting	student	applicant	pool	and	enrollment	data	in	items	10–28,	use	data	reported	as	of	

October	1 for	the	appropriate	grant	year:

 For	grant	Year	1,	report	the	number	of	applications	received	and	enrollments	for	fall	2014.

 For	grant	Year	2,	report	the	number	of	applications	received	and	enrollments	for	fall	2015.

 For	grant	Year	3,	report	the	number	of	applications received	and	enrollments	for	fall	2016.		

Reporting	Data	by	Race/Ethnicity

Part	II	of	the	GPRA	Table	requires	grantees	to	report	student	applicant	pool	and	enrollment	data	by	

race	and	ethnicity	using	the	following	categories:	American	Indian	or	Alaska	Native,	Asian,	Black	or	

African-American,	Hispanic	or	Latino,	Native	Hawaiian	or	Other	Pacific	Islander,	White,	and	Two	or	

more	races.

In	the	Final	Guidance	on	Maintaining,	Collecting,	and	Reporting	Racial	and	Ethnic	Data	to	the	U.S.	

Department	of	Education	(Guidance)	(72	FR	59266,	Oct.	19,	2007),	at	

http://www.ed.gov/legislation/FedRegister/other/2007-4/101907c.html,	ED	established	new	

requirements	for	collecting	and	reporting	disaggregated	racial	and	ethnic	data	under	the	programs	

it	administers.	ED	also	announced	that	districts	must	begin	reporting	data	using	the	new	collection	

procedures	and	reporting	categories	no	later	than	the	2010-11	school	year.
6

Applicant	Pool	Data

Enter	the	total	number	of	applications	received	for	admission in	fall	2015. This	is	the	number	of	

applications	received	from	students	who	were	actively	recruited	with	MSAP	funds and	who	have	

applied	to	enter	in	fall	2015.	Report	only	raw	numbers,	not	percentages;	for	example,	if	20	of	the	50	

total	applicants	were	Hispanic	or	Latino,	report	“20”	for	item	13, not	“40%.” Continuing	students	

often	are	not	required	to	re-apply	to	the school;	therefore,	continuing	students	should	be	included	

in	the	enrollment data	(items	27a-27g)	but	not	in	the	applicant	pool	data.

 Items 10-16. Enter	the	number	of	student	applications	received	for	each	racial	and	ethnic	

category	included	in	the	table.

 Item	16a. This	item	may	be	used	to	report	applicants	who	have	not	noted	race/ethnicity	on	

their	application	forms.	If	you	have	such	applicants,	please	contact	your	MSAP	program	

officer	at	ED for	approval	to	enter	data	for	this	item.	If	your	request	is	approved,	ED	will	

contact	the	MSAP	Center,	where	staff	will	open	the	cell and	notify	you	by	e-mail	when	this	

has	been	done.	This	category	does	not	appear	in	the	enrollment	section	because	all	students	

should	be	identified	by	race	and	ethnicity	when	enrollment	occurs.

 Item	17. MAPS	will	automatically	sum the	total	number	of	student	applications	received

from	the	values	reported	in	rows	10-16a.	Please	verify	the	sum	for	accuracy.
7

Enrollment	Data

 Items	18-24.	Enter	the	total	number of	students	who	applied	for	fall	2015 admission and	

then	enrolled	by	the	racial	and	ethnic	categories	included	in	the	table.

 Item 25.	MAPS	will	automatically	sum the	total	number	of	student	enrollments	from	the	

values	reported	in	rows	18-24.	Please	verify	the	sum	for	accuracy.

Note: Use	items	26a-26g	and	27a-27g	to	report	the	students	who	enrolled	but	were	not	

required	to	apply	or	who	continued	from	the	previous	school	year.

 Item 26a- 26g.	 Enter	the	number	of	new	students	who	enrolled	but	were	not	required	to	

apply	to	the	MSAP	school	by	race	and	ethnicity	(e.g.,	siblings	of	previously	selected	students,	

students	who	were	admitted	because	of	neighborhood	status).

 Item 27a	-27g.	Enter the	number of	continuing	students by	race	and	ethnicity. These	are	

students	who	were	already	enrolled	in	the	MSAP	school and	were	not	required	to	re-apply	

for	admission. This	includes	MSAP	students	who	enrolled	in	previous	years.			

 Item 28.	MAPS	will	automatically	sum the	total	number	of	new	and	continuing	students	

enrolled	in	the	MSAP	school	from	the values	reported	in	items	25-27g. Please	verify	the	sum	

for	accuracy.		The	total	number	of	students	enrolled	should	represent	the	number	of	student	

enrolled	as	of	the	dates	above	the	columns.
8

Note 1: When	entering	data	in	this	section	of	the	GPRA	Table,	please	note	the	reporting	period	

dates	above	the	data	columns	in	MAPS.	

Note	2: When	the	APR	is	due	in	May,	all	final	data	for	this	section	of	the	GPRA	Table	may	not	be	

available.	Include	actual	data	for	as	many	items	as	possible	and	leave	blank	the	items	that	are	

not	yet	available.	You	will	complete	this	section	again,	using	final	data,	for	the	Ad	Hoc	report	

due	on	October	31.	

Part	III:	GPRA	Performance	Measures	2	and	3	Data

Part	III	of	the	GPRA	Table collects	data	for the	two	student	achievement	measures:

GPRA	Performance	Measure	2:	The	percentage	of	students	from	major	racial	and	ethnic	

groups	in	magnet	schools	receiving	assistance	who	score	proficient	or	above	on	State	

assessments	in	reading/language	arts.

GPRA	Performance	Measure	3:	The	percentage	of	students	from	major	racial	and	ethnic	

groups	in	magnet	schools	receiving	assistance	who	score	proficient	or	above	on	State	

assessments	in	mathematics.

In	this	section	of	the	GPRA	Table,	see	the	following	instructions	for	entering	the	numbers of	

students	who	took	the	state	reading/language	arts and	mathematics	assessments	and the	numbers	

of	students	who	scored	proficient	or	above	on	the	assessments:

 For	grant	Year	1,	report	data	for	the	2013-14 school	year.

 For	grant	Year	2,	report	data	for	the	2014–15 school	year.

 For	grant	Year	3,	report	data	for	the	2015-16 school	year.

Student	Achievement Data

The	first	three	columns of	this	section	capture	state	assessment	participation	data—that	is,	the	

number	of students	who	participated	in	state	assessments	in	reading/language	arts and	

mathematics.	The	last	three	columns	of	this	section	capture student achievement	data—that	is,	the	

number	of	students	who	participated in	state	assessments	for	reading/language	arts and	

mathematics and who	scored	proficient	or	above	on the	reading/language	arts and	mathematics

assessments.
9

 Item 29.	Enter	the	total	number	of	students	who	participated	in	the	state	assessment	in	

reading/language	arts and	mathematics.	This	total	should	represent	the	school	population	

who	participated	in	the	assessments,	not	the	total	school	enrollment.	

 Items	30-36.	Enter	the	total	number	of	students, by	the	racial	and ethnic	categories	shown	

here,	who participated	in	the	state	assessments in	reading/language	arts and	mathematics.

Again,	these	numbers should	represent	the	students,	by	racial	and	ethnic	group, in	the	school	

who	participated	in	testing,	not	the	total	enrollment	numbers.

 Item 37.	Enter	the	total	number	of	economically	disadvantaged	students	who participated	

in	the	state	assessments in	reading/language	arts and	mathematics.	Again,	this	number

should	represent	all	economically	disadvantaged students	who	participated	in	testing,	not	the	

total	enrollment.

 Item 38.	Enter	the	total	number	of	English language learners	who	participated	in	the	state	

assessments in	reading/language	arts and	mathematics.	Again,	this	number should	represent	

all	English	language	learners who	participated	in	testing,	not	the	total	enrollment.

 Item 39. Enter	the	total	number of	students	who	scored proficient	or	above on	the	state

assessments in	reading/language	arts and	mathematics.	This	total	should	represent	the	

student	population	who	took	the	assessments	and	were	proficient	or	above	the	state standards

in	reading/language	arts	and	mathematics.
10

 Items	40-46.	Enter	the	total	number	of	students	who	scored proficient	or	above on	the	

state assessments in	reading/language	arts and	mathematics	by	the	racial	and	ethnic	

categories	shown	here.	This	total	should	represent	all	students,	by	racial	and	ethnic	

categories, who	took	the	assessments	and	were	proficient	or	above	the	state	standards in	

reading/language	arts and	mathematics.

 Item 47.	Enter	the	total	number	of	economically	disadvantaged	students	who	scored

proficient	or	above on state assessments in	reading/language	arts and	mathematics.	This	

total	should	represent	all economically	disadvantaged	students who	took	the	assessments	and	

were	proficient	or	above	the	state standards	in	reading/language	arts and	mathematics.

 Item 48.	Enter	the	total	number	of	English	language	learners	who	scored proficient	or	

above on	the	state assessments in	reading/language	arts and	mathematics.	This	total	should	

represent	all	English	language	learners who	took	the	assessments	and	were proficient	or	

above	the	state standards	in	reading/	language	arts and	mathematics.

Note 1: When	entering	data	in	this	section	of	the	GPRA	Table,	please	see	the	grant	reporting	

year	dates	above	the	data	columns	in	MAPS.

Note 2: When	the	APR	is	due	in	May,	final	data	for	this	section	of	the	GPRA	Table	may	not	be	

available.	Include	actual	data	for	as	many	items	as	possible,	and	leave	the	items	blank	when	

data	are not	yet	available.	You	will	complete	this	section	again,	using	final	data,	in	the	Ad	Hoc	

report	due	October	31.	

Note	3: Use	the	same	method to	calculate	student	achievement	data	each	year	of	the	grant	cycle	

so	the	data	are	consistent.

Part	IV:	GPRA	Performance	Measure	4	Data

Part	IV	of	the	GPRA	Table	collects	data	on	the	total	number	of	students	served	by	the	magnet	

program.	These	data	are	important	for	calculating an	efficiency	measure.

GPRA	Performance	Measure	4:	The	cost	per	student	in	a	magnet	school receiving	

assistance.
11

 Item 49. Enter	the	total	dollar	amount	of	MSAP	funds	spent	on	the	magnet	program	at	this	

school during	the	year.	This	is	not	a	cumulative	dollar	amount	for	the	3-year	grant	project	

and	does	not	pertain	to	how	much	money	was	allocated	for	the	year;	it	is	important	to	

report	how	much	money	is	actually	spent	at	this	school	in	2014-15.

Note: If	you	have	more	than	one	MSAP	school,	and	you	have	MSAP	expenditures	that	impact	all	

schools	(e.g.,	the	cost	of	a	Grants	Manager),	divide	the	expenditures	by	the	number	of	schools.	

Then	include	the	per-school	cost	in	each	school’s	total	expenditures.

 Item	50. Enter	the	total	number	of	students	served	by	the	magnet	program at	this	school	in	

the	2014-15 school	year.	That	is,	include	only	students	who	actually	received	MSAP-funded	

services	in	the	grades	that	are part	of	the	magnet	program from	August/September	2014	

through	June	2015	or	end	of	the	school	year.	The	data	in	GPRA	Part	IV	is	reported	for	a	

different	school	year	than	the	data	reported	in	GPRA	Part	II for	fall	2015.	Therefore,	the	

number	of	the	total	students	served	in	item	50	should	not	match	the	total	enrollment	entered

in	item	28.

Note: When	entering	data	in	this	section	of	the	GPRA	Table,	please	note	the	grant	reporting	

year	date	above	the	data	column	in	MAPS

Part V:	GPRA	Performance	Measure	6	Data

Part	V	of	the	GPRA	Table	collects	high	school	graduation	rates.	High	school	graduation	rate	data	will	

be	collected	annually	to	establish	trend	data.	However,	the	annual	measurable	objective	data	will	be	

collected	3	years after	the	grant	ends.	

GPRA	Performance	Measure	6: The	percentage	of	magnet	schools	that	received	assistance	

that	meet	the	State’s	annual	measurable	objectives	and,	for	high	schools,	graduation	rate	

targets	at	least	three	years	after	Federal	funding	ends.

High	School	Graduation	Rate Data

In	this	section	of	the	GPRA	Table,	see	the	following	instructions	for	entering	the	number of	students	

in	the	four-year adjusted	cohort	and	the	number	of	students	who	graduated:

• For	grant	Year	1,	report	data	for	the	2013-14	school	year.

• For	grant	Year	2,	report	data	for	the	2014–15	school	year.

• For	grant	Year	3,	report	data	for	the	2015-16	school	year.

The	first	column of	this	section	captures	four-year adjusted	cohort	data—this	number	is	defined	by	

the	cohort	members	who	enter	the	school	as	9th	grade	freshmen	plus	students	who	transfer	in,	

minus	students	who	transfer	out,	emigrate to another	country,	or	die	during	the	same	four-year

period.	The	second	column	captures	the	number	of	cohort	members	who	earned	a	regular	high	

school	diploma	within	the	same	four-year period.	The	last	column	of	this	section	captures	the	

graduation	rate—that	is,	the	percentage	of	students	who	graduated.	This	percentage	will	

automatically	calculate	in	MAPS.

Note:	Only	MSAP-funded	high	schools	are	required	to	complete	items	51-60.	This	section	will	have	

gray	text if	the	school	is	not	a	high	school.	
12

 Item	51.	Enter	the	total	number	of	students	in	the	cohort. This	number	should	represent the	

cohort	members	who	entered the	school	as	9th grade	freshmen	plus	students	who	transferred

in, minus	students	who	transferred out,	emigrated to another	country,	or	died during	the	same	

four-year period.	Enter	the	total	number	of	students	who	graduated.	This	number	should	

represent all	students in	the	four-year adjusted	cohort who	received	a	regular	diploma.

 Items	52-58.	Enter	the	total	number	of	students in	the	cohort by	the	racial	and ethnic	

categories	shown	here.	Again,	these	numbers	should	represent	students	in	the	four-year

adjusted	cohort	by	racial	and	ethnic	categories.	Enter	the	total	number	of	students, by	racial	

and	ethnic	categories, who	graduated. This	number	should	represent	all	students, by	racial	

and	ethnic	group, in	the	four-year adjusted	cohort who	received	a	regular diploma.

 Item 59.	Enter	the	total	number	of	economically	disadvantaged	students	in	the	cohort.	This	

number should	represent	all	students	in	the	four-year adjusted	cohort	who	are	economically	

disadvantaged. Enter	the	total	number	of	economically	disadvantaged	students	who	

graduated.	This	number	should	represent	all	economically	disadvantaged	students	in	the	fouryear adjusted	cohort who	received	a	regular	diploma.

 Item 60.	Enter	the	total	number	of	English	language	learners	in	the	cohort.	Again,	this	

number should	represent	all	English	language	learners in	the	four-year adjusted	cohort.	Enter	
13

the	total	number	of	English	language	learners who	graduated.	This	number	should	represent	

all	English	language	learners	in	the four-year adjusted cohort who	received	a	regular	diploma.

Part VI:	Minority	Group	Isolation Data

Part	VI	of	the	GPRA	Table	also	collects	data	for	calculating	GPRA	performance	measure	1	outcomes	

for	each	minority/racially	isolated	group	in	a	magnet	school.

GPRA	Performance	Measure	1:	The	percentage	of	magnet	schools	receiving	assistance	

whose	student	enrollment	reduces, eliminates,	or	prevents	minority	group	isolation.

 Item 61.	Select	the	minority/racially	isolated	group.	Select	each	minority/racially	isolated	

group	that	was identified	for	this	school	and	approved	by	ED.

 Item	62. For	each	minority/racially	isolated	group	selected	in	item	61,	indicate whether	the	

group	is	located	in	this	MSAP	school	or	in	a	feeder	school by	checking	the	appropriate	box.	

Choose	a	school	category	for	each	minority/racially	isolated	group	selected	in	item	61.

 Item 63.	Indicate	how	the	school	with	the	minority/racially	isolated	group	plans	to	change	

the	enrollment	percentage	by	checking	either	“decrease	enrollment	percentage,” “increase	

enrollment	percentage,” or	“maintain	enrollment percentage.” Choose	a	category	for	each	

minority/racially	isolated	group	selected	in	item	61.

 Item 64.	Identify	the	targeted	racial/ethnic	group	that	the	school	with	the	minority/racially	

isolated	group	wants to	enroll.	The	targeted	racial/ethnic	group	is	the	group	the	school	

would	like	to	enroll	more	of	in	order	to	change	the	enrollment	of	the	minority/racially	

isolated	group. Select	each	racial/ethnic	group	that	represents	the	students	the	school	wants	

to	enroll	to	change	minority/racial	group	isolation.

 Item 65.	Enter	the	annual	target	enrollment	percentage	for	each	minority/racially	isolated	

group	selected	in	item	61.	MAPS	will	automatically	populate	the	field	with	the	enrollment	

percentage	for	the	minority/racially	isolated	group	selected.	The	enrollment	percentage	will	

be	calculated	based	on	the	enrollment	data	reported	for	the	group	in	Part	II	of	the	GPRA	Table.		

 Item 66.	Indicate	whether	the	school	met	its	enrollment	target	for	each	minority/racially	

isolated	group	selected	in	item	61	by	checking	either	“met	target” or	“did	not	meet	target.”

Select	“met	target” if	the	school	achieved or	exceeded	its	enrollment	target	for	that	

minority/racially	isolated	group	and	select	“did	not	meet	target” if	the	school	did	not	achieve	

or	exceed	its	annual	target	for	that	group.

 Item	67.	Indicate	whether	the	school	made	progress	toward	achieving	its	target	if	it	did	not	

meet	its	annual	enrollment	target	for each	minority/racially	isolated	group.	“Made	

progress”	means	a	school	did	not	meet	its	annual	enrollment	target	for	a	minority/racially	

isolated	group,	but	enrollment	for	that	minority/racially	isolated	group	moved	in	the	right	

direction. Select	the	appropriate	response	for	each	minority/racially	isolated	group	identified	

in	question	1.	If	the	school	met	its	target	for	a	particular	minority/racially	isolated	group,	

select	“Not	applicable.”
14

GPRA	Performance	Measure	Calculations

GPRA	Performance	Measures	will	be	calculated	using	data	reported	in	the	GPRA	Table as	well	as	

additional	data	captured	after	the	3-year	grant	ends.	The	formulas	for	analyzing	each	GPRA	

Performance	Measure	are	described	below:

 GPRA	Performance	Measure	1: The	percentage	of	magnet	schools	receiving	assistance	

whose	student	enrollment reduces,	eliminates,	or	prevents	minority	group	isolation.	

This	is	a	yearly	aggregate	measure.	The	total	number	of	schools	receiving	assistance	

whose	student	enrollment	reduces, eliminates,	or	prevents minority	group	isolation	will	be	

divided	by	the	total	number	of	schools.

 GPRA	Performance	Measure	2:	The	percentage	of	students	from	major	racial	and	ethnic	

groups	in	magnet	schools	receiving	assistance	who	score	proficient	or	above	on	State	

assessments	in	reading/language	arts.

This	is	a	yearly	aggregate	measure.	The	total	number	of	students	who	score	proficient	or	

above	on	state	assessments	in	reading/language	arts	will	be	divided	by	the	total	number	

of	students	participating	in	state	reading/language	arts	assessments.

 GPRA	Performance	Measure	3:	The	percentage	of	students	from	major	racial	and	ethnic	

groups,	in	magnet	schools	receiving	assistance	who	score	proficient	or	above	on	State	

assessments	in	mathematics.

This	is	a	yearly	aggregate	measure.	The	total	number	of	students	who	scored proficient	or	

above	on state	assessments in	mathematics	will	be	divided	by	the	total	number	of	students	

who	participated	in state	mathematics	assessments.

 GPRA	Performance	Measure	4:	The	cost	per	student	in	a	magnet	school	receiving	

assistance.

This	measure	is	calculated	by	dividing	item	49 (total	annual	MSAP	funds	expended	at	a	

school) by item	50 (total	number	of	students	served	by	the	school’s	magnet	program).

 GPRA	Performance	Measure	5:	The	percentage	of	magnet	schools	that	received	assistance	

that	are	still	operating	magnet	school	programs	three	years	after	Federal	funding	ends.

This	is	a	long-term	measure.	A	contractor	will	be	hired	by	the	program	to	contact	grantees	

3	years	after	funding	has	ended	to	determine	the	percentage	of	magnet	schools	still	in	

operation.

 GPRA	Performance	Measure	6: The	percentage	of	magnet	schools	that	received	assistance	

that	meet	the	State’s	annual	measurable	objectives	and,	for	high	schools,	graduation	rate	

targets	at	least	three	years	after	Federal	funding	ends.

This	is	also	a long-term	measure. However,	to	establish	trend	data,	high	school	graduation	

rate	data	will	be	collected	annually.	The	high	school	graduation	rate	is	calculated	by	

dividing	the	number	of	students	who	graduated	by	the	number	of	students	who	form	the	

four-year adjusted	cohort.
15

Appendix	1:	OMB	Racial	and	Ethnic	Category	Definitions

In	1997,	the	Office	of	Management	and	Budget	(OMB)	adopted	new	standards	for	classifying	race	

and	ethnicity	and	provided	guidelines	in	2000.	On	October	19,	2007,	the	U.S.	Department	of	

Education	(ED)	issued	guidance	on	how	education	institutions	should	collect	and	maintain	racial	

and	ethnic	data,	as	well	as	how	these	data	will	be	aggregated	and	reported	to	ED.	Implementation	of	

this	new	guidance	was	required	by	fall	2010,	in	time	to	report	data	for	the	2010-11	school	year.	The	

definitions	for	the	racial	and ethnic	categories	in	the	GPRA	Table	are	below. These	appear	as	

provided	in	Revisions	to	the	Standards	for	the	Classification	of	Federal	Data	on	Race	and	Ethnicity,	

available	on	the	OMB website	at	http://www.whitehouse.gov/omb/fedreg/1997standards.html.

 American	Indian	or	Alaska	Native.	A	person	having	origins	in	any	of	the	original	peoples	of	

North	and	South	America	(including	Central	America),	and	who	maintains a tribal	affiliation	

or	community	attachment.	

 Asian.	A	person	having	origins	in	any	of	the	original	peoples	of	the	Far	East,	Southeast	Asia,	

or	the	Indian	subcontinent	including,	for	example,	Cambodia,	China,	India,	Japan,	Korea,	

Malaysia,	Pakistan,	the	Philippine	Islands,	Thailand,	and	Vietnam.	

 Black	or	African	American.	A	person	having	origins	in	any	of	the	black	racial	groups	of	

Africa.	Terms	such	as	"Haitian"	or	"Negro"	can	be	used	in	addition	to	"Black	or	African

American."	

 Hispanic	or	Latino.	A	person	of	Cuban,	Mexican,	Puerto	Rican,	South	or	Central	American,	or	

other	Spanish	culture	or	origin,	regardless	of	race.	The	term	"Spanish	origin"	can	be	used	in	

addition	to	"Hispanic	or	Latino."	

 Native	Hawaiian	or	Other	Pacific	Islander.	A	person	having	origins	in	any	of	the	original	

peoples	of	Hawaii,	Guam,	Samoa,	or	other	Pacific	Islands.	The	term	"Native	Hawaiian"	does	

not	include	individuals	who	are	native	to	the	state	of	Hawaii	by	virtue	of	being	born	there.	In	

addition	to	Native	Hawaiians,	Guamanians,	and	Samoans,	this	category	would	include	the	

following	Pacific	Islander	groups	reported	in	the	1990	census:	Carolinian,	Fijian,	Kosraean,	

Melanesian,	Micronesian,	Northern	Mariana	Islander,	Palauan,	Papua	New	Guinean,	

Ponapean	(Pohnpelan),	Polynesian,	Solomon	Islander,	Tahitian,	Tarawa	Islander,	Tokelauan,	

Tongan,	Trukese	(Chuukese),	and	Yapese.	The	Interagency	Committee	recommended	that	

data	for	Central	and	South	American	Indians	be	included	in	the	American	Indian	or	Alaska	

Native	category.

 White.	A	person	having	origins	in	any	of	the	original	peoples	of Europe,	the	Middle	East,	or	

North	Africa.
16

Appendix	2:	OMB	Racial	and	Ethnic	Data	Guiding	Principles

As	part	of	the	2007	revision	to	OMB	Directive	15,	Standards	for	the	Classification	of	Federal	Data	on	

Race	and	Ethnicity	(http://www.whitehouse.gov/omb/fedreg_1997standards ),	the	Interagency	

Committee	developed	the	following	principles	to	govern	the	review	process:

1. The	racial	and	ethnic	categories	set	forth	in	the	standards	should	not	be	interpreted	as	

being	primarily	biological	or	genetic	in	reference.	Race	and	ethnicity	may	be	thought	of	in	

terms	of	social	and	cultural	characteristics	as	well	as	ancestry.

2. Respect	for	individual	dignity	should	guide	the	processes	and	methods	for	collecting data	

on	race	and	ethnicity;	ideally,	respondent	self-identification	should	be	facilitated	to	the	

greatest	extent	possible,	recognizing	that,	in	some	data	collection	systems,	observer	

identification	is	more	practical.

3. To	the	extent	practicable,	the	concepts	and	terminology	should	reflect	clear	and	generally	

understood	definitions	that	can	achieve	broad	public	acceptance.	To	assure	they	are	

reliable,	meaningful,	and	understood	by	respondents	and	observers,	the	racial	and	ethnic	

categories	set	forth	in	the	standard	should	be	developed	using	appropriate	scientific	

methodologies,	including	the	social	sciences.

4. The	racial	and	ethnic	categories	should	be	comprehensive	in	coverage	and	produce	

compatible,	non-duplicative,	exchangeable	data	across	federal	agencies.

5. Foremost	consideration	should	be	given	to	data	aggregations	by	race	and	ethnicity	that	

are	useful	for	statistical	analysis	and	program	administration	and	assessment,	bearing	in	

mind	that	the	standards	are	not	intended	to	be	used	to	establish	eligibility	for

participation	in	any	federal	program.

6. The	standards	should	be	developed	to	meet,	at	a	minimum,	federal	legislative	and	

programmatic	requirements.	Consideration	should	also	be	given	to	needs	at	the	state	and	

local	government	levels,	including	American	Indian	Tribal	and	Alaska	Native	village	

governments,	as	well	as	to	general	societal	needs	for	these	data.

7. The	categories	should	set	forth	a	minimum	standard;	additional	categories	should	be	

permitted	provided	they	can	be	aggregated	to	the	standard	categories.	The	number	of	

standard	categories	should	be	kept	to	a	manageable	size,	determined	by	statistical	

concerns	and	data	needs.

8. A	revised	set	of	categories	should	be	operationally	feasible	in	terms	of	burden	placed	upon	

respondents;	public	and	private	costs	to	implement	the	revisions	should	be	a	factor	in	the	

decision.

9. Any	changes	in	the	categories	should	be	based	on	sound	methodological	research	and	

should	include	evaluations	of	the	impact	of	any	changes	not	only	on	the	usefulness	of	the	

resulting	data	but	also	on	the	comparability	of	any	new	categories	with	the	existing	ones.

10. Any	revision	to	the	categories	should	provide	for	a	crosswalk	at	the	time	of	adoption	

between	the	old	and	the	new	categories	so	that	historical	data	series	can	be	statistically	

adjusted	and comparisons	can	be	made.
17

11. Because	of	the	many	and	varied	needs	and	strong	interdependence	of	federal	agencies	for	

racial	and	ethnic	data,	any	changes	to	the	existing	categories	should	be	the	product	of	an	

interagency	collaborative	effort.

12. Time	will	be	allowed	to	phase	in	any	new	categories.	Agencies	will	not	be	required	to	

update	historical	records.

13. The	new	directive	should	be	applicable	throughout	the	U.S.	federal	statistical	system.	The	

standard	or	standards	must	be	usable	for	the	decennial	census,	current	surveys,	and	

administrative	records,	including	those	using	observer	identification.
18

Appendix	3:	Glossary

Applicant	pool. Students	who	must	apply	for	admission	to	a	magnet	program	and	are	actively	

recruited	using	MSAP	funds.

Four-year	adjusted	cohort.		From	the	beginning	of	9th grade,	students	who	are	entering	that	

grade	for	the	first	time	form	a	cohort	that	is	subsequently	“adjusted”	by	adding	any	students	who	

transfer	into	the	cohort	later	during	the	9th grade	and	the	next	3	years	and	subtracting	any	

students	who	transfer	out,	emigrate	to	another	country,	or	die	during	the	same	period	

(http://www2.ed.gov/policy/elsec/guid/hsgrguidance.pdf ).	

Limited	English	proficient.	Limited	English	proficient	has	the	meaning	given	the	term	in	

section	9101(25)	of	ESEA,	[34	CFR	300.27]	[9101(25)	of	ESEA].

Magnet	school. Magnet	school	means	a	public	elementary	school,	public	secondary	school,	public	

elementary	education	center,	or	public	secondary	education	center	that	offers	a	special	curriculum	

capable	of	attracting	substantial	numbers	of	students	of	different	racial	backgrounds	[50	FR	21191,	

May	22,	1985,	as	amended	at	51	FR	20414,	June	4,	1986;	54	FR	19508	and	19509,	May	5,	1989;	57	

FR	61509,	Dec. 24,	1992;	60	FR	14865,	Mar.	20,	1995;	69	FR	4996,	Feb.	2,	2004].

Persistently	lowest	achieving	schools.	Persistently	lowest	achieving	schools	means,	as	

determined	by	the	state,	any	Title	I	school	in	improvement,	corrective	action,	or	restructuring	that	

(1)	is	among	the	lowest	achieving	5	percent	of	Title	I	schools	in	improvement,	corrective	action,	or	

restructuring	or	the	lowest	achieving	five	Title	I	schools	in	improvement,	corrective	action,	or	

restructuring	in	the	state,	whichever	number	of	schools	is	greater;	(2)	is	a	high	school	that	has	had	

a	graduation	rate	as	defined	in	34	CFR	200.19(b)	that	is	less	than	60	percent	over	a	number	of	

years;	or (3)	any	secondary	school	that	is	eligible	for,	but	does	not	receive,	Title	I	funds	that	is	

among	the	lowest	achieving	5	percent	of	secondary	schools	or	the	lowest	achieving	five	secondary	

schools	in	the	state	that	are	eligible	for,	but	do	not	receive,	Title	I	funds,	whichever	number	of	

schools	is	greater (http://www2.ed.gov/legislation/FedRegister/other/2009-3/082609d.html).

Public	Burden	Statement:

According	to	the	Paperwork	Reduction	Act	of	1995,	no	persons	are	required	to	respond	to	a	

collection	of	information	unless	such	collection	displays	a	valid	OMB	control	number.		Public	

reporting	burden	for	this	collection	of	information	is	estimated	to	average	30 minutes	per	response,	

including	time	for	reviewing	instructions,	searching	existing	data	sources,	gathering	and	

maintaining	the	data	needed,	and	completing	and	reviewing	the	collection	of	information.		The	

obligation	to	respond	to	this	collection	is	required	to	obtain	or	retain	benefit	(Elementary and 

Secondary Education Act of 1965, as amended, Title V, Part C).	Send	comments	regarding	the	burden	

estimate	or	any	other	aspect	of	this	collection	of	information,	including	suggestions	for	reducing	

this	burden,	to	the	U.S.	Department	of	Education,	400	Maryland	Ave.,	SW,	Washington,	DC	20210-

4537	or	email	ICDocketMgr@ed.gov and	reference	the	OMB	Control	Number	1855-0025.	Note:	

Please	do	not	return	the	completed	MSAP to	this	address.