§ 300.157 Performance goals and indicators.

Plain English summary

States must establish performance goals for children with disabilities that align with ESEA long-term goals and address graduation and dropout rates. States must also establish performance indicators to measure progress toward those goals. Additionally, states are required to report annually to the Secretary of Education and the public on progress toward meeting those goals.

Key requirements

• Have in effect established goals for the performance of children with disabilities in the State that promote the purposes of this part, as stated in § 300.1
• Goals must be the same as the State's long-term goals and measurements of interim progress for children with disabilities under section 1111(c)(4)(A)(i) of the ESEA
• Goals must address graduation rates and dropout rates, as well as such other factors as the State may determine
• Goals must be consistent, to the extent appropriate, with any other goals and academic standards for children established by the State
• Have in effect established performance indicators the State will use to assess progress toward achieving the goals, including measurements of interim progress for children with disabilities under section 1111(c)(4)(A)(i)(cc) of the ESEA, 20 U.S.C. 6311
• Annually report to the Secretary and the public on the progress of the State, and of children with disabilities in the State, toward meeting the goals established under paragraph (a) of this section, which may include elements of the reports required under section 1111(h) of the ESEA

Affected parties

• State educational agencies (SEAs)
• Children with disabilities
• U.S. Secretary of Education
• General public

Official source

https://www.ecfr.gov/current/title-34/part-300/section-300.157