ERIC Number: ED594826
Record Type: Non-Journal
Publication Date: 2019-Jan-31
Pages: 15
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
K-12 Education: Challenges to Assessing Program Performance and Recent Efforts to Address Them. GAO-19-266R K-12 Performance Assessment Challenges
Nowicki, Jacqueline
US Government Accountability Office
The U.S. Department of Education (Education) plays a key role in supporting educational opportunities for K-12 students, including awarding grants and overseeing compliance with federal education laws. Over the past decade, Education's grant awards have generally increased in number and size. Using Education budget data, it was determined that in Education's appropriation for fiscal year 2019, Congress appropriated approximately $38 billion for Education's K-12 programs. Further, the Every Student Succeeds Act (ESSA), enacted in 2015, changed the education landscape. Performance assessment activities provide feedback on program design and implementation and can help inform program planning, management, and oversight. However, questions have been raised about how Education assesses the performance of its wide-ranging education programs. Both GAO and Education's Office of Inspector General (OIG) have reported on various management and oversight issues related to Education's program performance. This report describes challenges Education faces in assessing the performance of its K-12 programs as well as steps it has taken to address them.
Descriptors: Elementary Secondary Education, Program Evaluation, Federal Programs, Public Agencies, Grants, Federal Aid, Evaluation Problems
US Government Accountability Office. 441 G Street NW, Washington, DC 20548. Tel: 202-512-6000; Web site: http://www.gao.gov
Publication Type: Legal/Legislative/Regulatory Materials; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: Policymakers
Language: English
Sponsor: N/A
Authoring Institution: US Government Accountability Office
Grant or Contract Numbers: N/A
Author Affiliations: N/A