ESEA: Impact Aid Payments for Children with Disabilities

FY 2006 Program Performance Report

Strategic Goal 2
Formula
ESEA, Section 8003(d)
Document Year 2006 Appropriation: $49,466
CFDA 84.041: Impact Aid

Program Goal: To provide appropriate financial assistance for federally

connected children who present a genuine burden to their school
districts
Objective 1 of 2: Make payments in a timely manner.
Measure 1.1 of 1: The percentage of eligible applicants who receive initial Impact Aid Children
with Disabilities payments within 60 days after the enactment of an appropriation. (Desired
direction: increase)
Actual
Year Target Status
(or date expected)
2005 94 Measure not in place
2006 90 87 Did Not Meet Target
2007 90 Pending
2008 90 (December 2008) Pending
Source. U.S. Department of Education, Impact Aid Payments for Children with Disabilities, Impact Aid
data system.
Frequency of Data Collection. Annual
Explanation. Several FY 2006 applications selected for field reviews required extended time to resolve
data issues. This resulted in payment delays for those applicants. A technical adjustment in the method of
calculating this measure also partially explains the decline from 2005. For FY 2007 payments, the
Department will further focus on making initial payments in a timely manner.

Objective 2 of 2: Make accurate payments.

Measure 2.1 of 1: The number of requests to forgive overpayments of Impact Aid Children with
Disabilities payments. (Desired direction: decrease)
Actual
Year Target Status
(or date expected)
2005 2 Measure not in place
2006 10 Pending
2007 10 Pending
2008 10 (December 2008) Pending
Source. U.S. Department of Education, Impact Aid Payments for Children with Disabilities, Impact Aid
data system.
Frequency of Data Collection. Annual
Explanation. In 2006 this measure reports results for only the Children with Disabilities Program. The
previous measure combined results for both Basic Support Payments and Children with Disabilities.
When a district is overpaid under Section 8003 it is most likely that they are overpaid in both 8003 (b) and
8003 (d). As a result the data are likely to be the same in both instances.

U.S. Department of Education 1 11/14/2006

U.S. Department of Education 2 11/14/2006