Key Performance Indicators
To ensure quality standards-based instruction to improve academic achievement for all students. Alaska Constitution Article 7, Sec. 1; AS 14.17
Key Performance Indicators
- Target: Provide efficient fiscal accountability, compliance and oversight for the Department of Education and Early Development's operating and capital budgets and programs
- Target: Provide support to school districts for Early Learning programs to assist communities, parents and caregivers in preparing children for school
- Target: Increase the numbers and percent of high school graduates qualifying for the Alaska Performance Scholarship (APS).
- Target: By 2020, growth to equal the national average of Alaska high school graduates continuing on to postsecondary education within a year of graduation.
|1: Distribute Public School Funding to school districts and other educational institutions|
Target #1: Calculate and distribute state entitlement funding based on the Base Student Allocation and formula calculations per AS 14.17.
There is no change from the FY2017 BSA to the FY2018 BSA.
Target #2: Distribute Public School Funding according to legislative appropriations based on formula calculations
Distribution of Public School Funding
FY2016: Ch23, SLA2015, HB72 and Ch1, SLA2015, HB2001 (Operating Budget); Ch38, SLA2015, SB26 (Capital Budget). FY2015 does not include the FY2016 and FY2017 Foundation Program appropriations included in the FY2015 Authorized budget ($32,243.7 and $19,904.2, respectively). These FY2015 appropriations were repealed in Ch38, SLA2015, SB26.
FY2015 - FY2019 include an additional Charter School Grant appropriation of $168.8 under Foundation as a result of HB278, CH15, SLA2014, though this is technically an appropriation within the Student and School Achievement component.
Effective January 1, 2014 the Alaska Challenge Youth Academy (ACYA) was transferred to the Department of Military and Veterans Affairs and is no longer a budgeted component within the Department of Education and Early Development.
Public school funding distributions to school districts, the state boarding school and centralized correspondence study are expended out of the Public Education Fund (AS 14.17.300). The amounts reflected above include funding appropriated within the formula and outside the formula.
AS 14.17.300 Public Education Fund (a) The public education fund is established. The fund consists of appropriations for
(1) distribution to school districts, to the state boarding school, and for centralized correspondence study under this chapter; and
(2) transportation of pupils under AS 14.09.010.
(b) Money appropriated to the fund may be expended without further appropriation. Money appropriated to the fund does not lapse. The money in the fund may be expended only in aid of public schools and for centralized correspondence study programs under this chapter and for transportation of pupils under AS 14.09.010. Interest earned on money held in the fund before expenditure may be appropriated to the fund by the legislature.
|2: Provide Fiscal Accountability, Compliance and Oversight|
Target #2: Limit the number of state and federal audit findings
For each fiscal year, the Division of Legislative Audit conducts an audit of the State of Alaska’s basic financial statements and the State’s compliance with federal laws and regulations in the administration of federal financial assistance programs. The audit is conducted in accordance with auditing standards generally accepted in the United States of America, Government Auditing Standards issued by the Comptroller General of the United States, and complies with the federal Single Audit Act Amendments of 1996 and the related OMB Circular A-133 issued by the U.S. Office of Management and Budget.
Findings occur when non-compliance has been discovered during the audit process. An audit finding can be related to an individual program or multiple programs and are categorized by the degree of deficiency in the internal controls of an organization. A material weakness is a deficiency or combination of deficiencies in internal controls, such that there is a reasonable possibility that a material misstatement of an entity’s financial statements will not be prevented or detected and corrected in a timely basis. A significant deficiency, or a combination of deficiencies, in internal controls is less severe than a material weakness yet important enough to merit attention by those charged with governance.
During the FY2016 Statewide Single Audit, the Division of Legislative Audit selected two federal programs / program clusters that the Department of Education and Early Development administers to audit for compliance with accounting standards and applicable federal compliance standards as outlined in Uniform Guidance (2 CFR 200). As a result of the audit, the department was issued four federal findings that affected one of the two federal programs audited along with one state finding. The federal findings were concerned with compliance with federal guidelines and two were a significant deficiency. The state finding was concerned with insufficient procedural documentation for the Grants Management System. The department has developed and implemented a corrective action plan to resolve these findings.
The following federal programs were audited as part of the FY2016 Statewide Single Audit:
CFDA / Program Name / Program Affected by Finding
84.027 / Special Education - Grants to States /
84.173 / Special Education - Preschool Grants/
84.041 / Impact Aid
FY2017 data will be available when the audit is complete. The final audit report is due to the Legislative Budget and Audit Committee by March 31, 2018.
|3: Develop, implement and maintain School Effectiveness Programs|
Target #1: Assist school districts to improve the statewide graduation rate
The High School Graduation Qualifying Exam (HSGQE) requirement was repealed effective July 1, 2014. The College/Career-Ready Assessment (CCRA) requirement, adopted in its place, was repealed effective June 30, 2016.
Under the Four-Year Adjusted Cohort Graduation Rate Method, a cohort year is assigned to each first-time 9th grade student with the expectation that the student will graduate within four years. For example, a student who entered 9th grade in the 2013-2014 school year is considered part of the 2016-2017 cohort. A student may be added to the cohort via a transfer into the public school system or removed from the cohort upon death or upon transfer to an education program with a secondary school diploma track.
A graduate is defined as a student who received a diploma from a state- or district-approved education program as evidenced by receipt of a secondary school diploma from school authorities. Former students who eventually receive a GED certificate are not considered graduates.
The calculation of the statewide four-year graduation rate complies with current federal regulations.
Note: The inverse of the graduation rate is not the dropout rate.
Target #2: Provide a Statewide System of Support to facilitate school effectiveness measures
Professional Learning Support to Educators for Implementation of Statewide Initiatives
Target #3: Provide support to school districts for Early Learning programs to assist communities, parents and caregivers in preparing children for school
• Priority 1: Target support through school districts or Head Start programs to assist with the implementation of innovative, locally designed early childhood programs for children ages 3-5.
o In 2017 DEED provided support for 13 districts serving 358 pre-elementary students and 15 Head Start programs serving approximately 3500 three and four-year olds in locally designed programs.
• Priority 2: Ensure all pre-elementary programs supported by DEED use research based practices (ie. curriculum, child assessment, and developmentally appropriate training) and meet Alaska’s Early Childhood program quality indicators to demonstrate effectiveness.
o Early Learning provided monthly support for all grantees on curriculum implementation and assessment. Teachers received coaching and support to guide quality practices within their classrooms. Early Learning also supported grantees with the implementation of Teaching Strategies GOLD®, an observation based assessment aligned to curriculum and professional learning. 38 Alaskan programs (15 Head Start and 19 district pre-elementary programs) participate in the Teaching Strategies GOLD® assessment. Data obtained through GOLD® are used to describe children’s progress across specific developmental and educational domains. The growth outcomes shown above illustrate the growth of all children across four domains, in the years 2015 and 2016.
Target #4: Increase the numbers and percent of high school graduates qualifying for the Alaska Performance Scholarship (APS).
|4: Maintain Active Partnerships for Pre-K through 20 and lifelong learning|
Target #1: By 2020, growth to equal the national average of Alaska high school graduates continuing on to postsecondary education within a year of graduation.
The Alaska Commission on Postsecondary Education's (ACPE) mission is to provide Alaska's students, parents, and teachers/mentors with the information and financial aid resources necessary to access, and successfully complete higher education. ACPE mission-related services include 1) outreach to increase public awareness of the importance of postsecondary education and training and the critical steps leading to success; 2) statewide programs that incentivize students to aspire to education beyond high school that leads to a well-paying career in the Alaska workforce; 3) financial aid programs for Alaska students pursuing higher education; and 4) building Alaska's capacity to report on the state’s return on investment of public funding for education/workforce training programs and services.
The desired end results from these strategies are more than an increase in the numbers; they are development of a trained, competitive Alaska citizenry who are well-prepared to meet the state’s workforce demands of the future and leverage a strong economy through attracting business and industry investment in our state.
Target #2: Collaborate and coordinate with public and private entities for educational purposes
Department of Education and Early Development Active Partnerships
FY2017: The increase in ACPE reflects a technical adjustment that reports a previously unbudgeted RSA from the Loan Servicing component
FY2016: Online with Libraries and Live Homework Help transferred to the Division of Libraries, Archives and Museums (LAM). Statewide unallocated reduction in LAM, ASCA, TLS - S&SA.
FY2015: HB278 (Education Bill) initiatives - TLS received STEM Pilot Project funding and Library Operations received Broadband support funding for school districts. Additional increases include funding for the Alaska Performance Scholarship and Alaska Education Grant, and ASCA received additional SDPR authorization for Rasmuson Foundation grants.
FY2014: Three new components were created under TLS: Online With Libraries, Live Homework Help and Alaska Learning Network; ASCA received additional SDPR authorization for Rasmuson Foundation grants; MEHS received an increase to support Dormitory Management Services; ACPE received an increase in Interagency Receipts authorization for the Longitudinal Data System project.
FY2013: The S&SA component received general funds for Best Beginnings, Parents as Teachers, year three of three of the Iditarod theme-based learning project, and one-time funds for a grant to the North Slope Borough School District for curriculum alignment, integration and mapping.
FY2012: The Library Operations component received federal and statutory designated program receipt authorization for the ARRA Broadband Technologies Opportunities Program.
The Alaska Commission on Postsecondary Education (ACPE) received general fund base funding for the Alaska Education Grant program and federal receipt authorization for the College Access Challenge Grant program.
FY2011: The Student and School Achievement (S&SA) component received general fund base funding for the partnership with the University of Alaska for the Alaska Native Science and Engineering Program (ANSEP).
Current as of January 2, 2019