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P P S S
STATE
EDUCATION
INDICATORS
WITH A FOCUS
ON TITLE I
200001
U . S . D E P A R T M E N T O F E D U C A T I O N
O F F I C E O F T H E U N D E R S E C R E T A R Y
P O L I C Y A N D P R O G R A M S T U D I E S S E R V I C E
D O C # 2 0 0 4 - 1 7
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S TAT E E D U C A T I O N I N D I C A T O RW I T H A F O C U S O N T I T L E I
2 0 0 0 0 1P r e p a r e d f o r :
U . S. D e p a r t m e n t o f E d u c a t i o n
O f f i c e o f t h e U n d e r S e c r e t a r y
By :
A n d r a W i l l i a m sR o l f K . B l a n k
A b i g a i l P o t t s
C a r l a T o y eo f t h e
C o u n c i l o f C h i e f S t a t e S c h o o l O f f i c e r s
Wa s h i n g t o n , D . C .2 0 0 4
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This report was prepared for the U.S. Department of Education under Contract No. ED-01-CO-0040-0001. The project monitors were Daphne Kaplan, Collette Roney, and Kirsten Duncan inthe Policy and Program Studies Service. The views expressed herein are those of the contractor. No official endorsement by the U.S. Department of Education is intended or should beinferred.
U.S. Department of EducationRod PaigeSecretary
June 2004
This report is in the public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be: U.S.Department of Education, Policy and Program Studies Service,State Education Indicators with a Focus on Title I, 200001,Washington, D.C.: 2004.
Copies of this report may be ordered the following ways:
Mail. Write to ED Pubs, Education Publications Center, U.S. Department of Education, P.O. Box 1398, Jessup, MD 20794-1398.
Fax. Dial 301.470.1244
Telephone (toll-free). Dial 877.433.7827 (877.4ED.PUBS). If 877 service is not yet available in your area, call 800.872.5327 (800.USA.LEARN). Those who use a telecommuni-cations device for the deaf (TDD) or a teletyperwriter (TTY) should call 800.437.0833.
Electronic mail. Send your request to: [email protected]
Online. Order a copy of the report at: www.edpubs.org. This report may also be downloaded from the Departments Web site at: http://www.ed.gov/about/offices/list/ous/ppss/index.html.
Alternate formats. Upon request, this report is available in alternate formats such as Braille, large print, audiotape, or computer diskette. For more information, pleasecontact the Departments Alternate Format Center at 202.260.9895 or 202.205.8113.
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statistics, outcomes, programs, and demographics, as wellas national totals for comparison.
DataTheState Education Indicators 200001report providesthe sixth year of consistent, reliable data on a range ofindicators at the state level. The report is a convenient andcomprehensive data source for research and analysis ofachievement and other outcomes not only in relation tostate program characteristics, such as per pupilexpenditures, but also to state demographic contextcharacteristics, such as poverty information.
Monitoring Accountability Systems
As states have developed statewide accountability systemsthat have gone beyond the requirements for Title I underthe 1994 ESEA law,State Education Indicators has trackedkey information on the differences in definitions ofaccountability, types of indicators reported, and school anddistrict objectives for improvement. Now, NCLB requiresthat all states have accountability reporting for eachschool and district. In this and subsequent editions,State Education Indicators will continue to provide a snapshot ofthe states development of accountability systems, focusingon key system characteristics such as adequate yearlyprogress (AYP) starting points, performance levels, annualmeasurable objectives for improvement, additionalindicators, and the percentage of students assessed.
State Education Indicators with a Focus on Title I providesconvenient snapshots for policymakers, educators,business leaders, parents, and anyone else in a stateworking toward increasing the achievement of all students.In addition, when considered in context with other factors,it can be a barometer of the success of efforts to meet thegoal of federal and state legislation and policies, whichtogether have the aim of ensuring that all children receivea high quality education, with no child being left behind.
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Acknowledgments
The Council of Chief State School Officers receivedvaluable contributions from many organizations andindividuals in preparing the2001 State Education Indica- tors report. We consider the report a collaborative effort.
We received strong support from chief state school officers,state assessment directors, and state Title I directors forthe idea of a 50-state report profiling key statewideeducation indicators and indicators of progress of Title Iprograms. States provided excellent cooperation inreporting not only the state assessment data requiredunder Title I but also further details about state assess-
ment programs and student demographics that provide thecontext for analyzing assessment results. State educationstaff carefully reviewed the data in the state profiles andprovided important suggestions for improving the report,and we thank them for their continued assistance whichmakes the profiles possible.
Funding support for theState Education Indicators reportwas provided under a task order from the U.S. Departmentof Education, Policy and Program Studies Service. We verymuch appreciate the guidance and assistance provided bystaff in the Policy and Program Studies Service, includingDaphne Kaplan, Collette Roney, and Kirsten Duncan aswell as staff from the Office of Elementary and SecondaryEducation, including Mary Moran and Chuck Laster. TheNational Center for Education Statistics provided access todata files from the Common Core of Data, NAEP, andSchools and Staffing Survey, and we particularly thank JohnSietsema and Beth Young for their assistance. The
database for the state profiles was developed in collabora-tion with Westat, Inc., and we appreciate the efforts ofBeth Sinclair, Nina Blecher, and Babette Gutmann in datacollection and project support.
The data were proofed by Abigail Potts, Carla Toye, andElizabeth Laird. The state assessment directors, Title Icoordinators, and CCD coordinators reviewed theprofiles and proofed the state assessment data. TheEIAC subcommittee on assessment, co-chaired by SallyTiel (Idaho) and Louis Fabrizio (North Carolina),reviewed the design and offered suggestions.
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2
Standards and Assessments
KEY: M = MathematicsS = Science
E/LA = English or Language ArtsSSt = Social Studies
H = History
Table 1: State Progress toward Development of Accountability SystemContent State Trends
Standards Assessment* By Levels AnalysisComplete 2002: Achievement Proficiency Years of
STATE Core subjects reported for 200001 levels consistent dataAlabama M, S, E, SSt Stanford 9 4 3Alaska M, E/LA, H California Achievement Test 3 5Arizona M, S, LA, SSt AIMS 4 2Arkansas M, S, LA, H/SSt. Arkansas Benchmark Exam 4 2California M, S, E, SSt California Eng. Lang. Arts Standards Tests 5
Stanford 9 Colorado M, S, E/LA, SSt Student Assessment Program 4 5Connecticut M, S, E/LA, SSt CMT/CAPT 4 2Delaware M, S, E, SSt Delaware Student Testing Program 5 3District of Columbia M, S, E, SSt Stanford 9 4 Florida M, S, LA, SSt Comprehensive Achievement Test 3 2Georgia M, S, E/LA, SSt (1999) GC-RCT, High School Graduation Test 3 2Hawaii M, S, LA, SSt Stanford 9 Idaho M, S, LA, SSt ITBS and TAP
Illinois M, S, E/LA, SSt Illinois Standards Achievement Test 4 3Indiana M, S, E/LA, SSt ISTEP+ 3 3Iowa M, S, R (Local Decision) Iowa Basic Skills Test 3 Kansas M, S, LA, SSt (Kansas Assessment) Kansas Math/Reading Assessment 5 2Kentucky M, S, SSt Kentucky Core Content Test 4 3Louisiana M, S, E/LA, SSt LEAP 5 Maine M, S, E/LA, SSt Maine Educational Assessment 4 3Maryland M, S, E/LA, SSt MSPAP 3 6
Massachusetts M, S, E, H/SSt MCAS 4 Michigan M, S, E/LA, SSt MEAP Essential Skills 3 5Minnesota M, S, LA, SSt Minnesota Comprehensive Assessment 4 4Mississippi M, S, LA, SSt CTBS-5 4 Missouri M, S, LA, SSt Missouri Assessment Program 5 4Montana M, S, E/LA, SSt ITBS Form A 4 Nebraska M, S, E/LA, SSt, Reading/Writing Multiple Assessment Tools 2 Nevada M, S, E/LA, SSt Terra Nova, Form A/B 3
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Content State TrendsStandards Assessment* By Levels Analysis
Complete 2002: Achievement Proficiency Years ofSTATE Core subjects reported for 200001 levels consistent dataNew Hampshire M, S, E/LA, SSt Ed. Improvement and Assess. Program 4 6New Jersey M, S, LA, SSt New Jersey Proficiency Test 3 3New Mexico M, S, LA, SSt New Mexico Achievement Assess. 4 New York M, S, E/LA, SSt English Language Arts and Math 4(HS-2) North Carolina M, S, E/LA, North Carolina End of Grade/Course Test 4 6North Dakota M, S, E, SSt CTBS 4 2Ohio M, E Ohio Proficiency Test 3 Oklahoma M, S, LA, SSt Oklahoma Core Content Test 4 2Oregon M, S, E Oregon Statewide Assessment System 3 Pennsylvania M, E/LA System of Student Assessment 4 Puerto Rico M, E/LA Prueba Puertoriquena Competencias 3 Rhode Island M, S, E/LA, SSt New Standards Reference Exam 5 South Carolina M, S, E/LA, SSt Palmetto Achievement Challenge Test 4 3South Dakota M, S, E/LA, SSt Stanford 9 4 Tennessee M, S, E, SSt, Tennessee Comprehensive Achiev. Program 5 Texas M, S, E/LA, SSt Texas Assessment of Academic Skills 3 6Utah SSt Utah Criterion Reference Test/Stanford-9 4 Vermont M, S, LA, H/SSt New Standards Reference Exam 5 Virginia M, SSt, Virginia Standards of Learning 3 4Washington M, S, SSt, LA Washington Assessment of Student Learning 3 West Virginia M, S, E, SSt Stanford Achievement Test, Version 9 Wisconsin M, S, E/LA, SSt Wisconsin Knowledge and Concept Exam 5 3Wyoming M, S, E/LA, SSt WyCAS 4
Nation (50 states plus M 51 states, E/LA 48 states 3 levels15 states, 4 levels24 states 3+ years18 statesD.C. & P.R.) S 46 states, SSt/H 46 states 5 levels9 states 5+ years7 states
*More information on assessments can be found in state profiles beginning on page 12.
State Content StandardsSource: Key State Education Policies on K12 Education 2002, CCSSO, 2003. Results from the 2002
CCSSOPolicies and Practices Survey.As of spring 2002, Title I requirements for developing content standards for Reading or EnglishLanguage Arts and Mathematics have been met by 49 states and the District of Columbia andPuerto Rico.
State Assessment Results for 200001; By LevelsSource: State assessment results submitted in the Consolidated Report, Section B, 200001, and follow-
up by CCSSO, and CCSSO, Annual Survey of State Assessment Programs, 2002.
Levels/Trends AnalysisSource: State assessment results submitted in the Consolidated Report, Section B, 200001, and follow-
up by CCSSO.
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Table 2: Availability of Student Achievement Results by Disaggregated Category,* 200001
High High LimitedElementary Middle School All Poverty English Race/
State Grade Grade Grade Students Title I Schools Proficient Migratory Disabled Ethnicity GenderAlabama 4 6 9 X X X X X X Alaska 4 7 X X X X X X X XArizona 3 8 10 X X X X X XArkansas 4 8 X X X X X X XCalifornia 4 8 10 X X X X X X X XColorado 4R/5M 8 10 X X X X X X X XConnecticut 4 8 10 X X X X X X XDelaware 3 8 10 X X X X X X X XDist. of Columbia 16 78 911 X X X X X X X XFlorida 4R/5M 8 10 X X X X X X X XGeorgia 4 8 11 X X X X X X X XHawaii Assessments not administered in 200001 due to a statewide teachers strike.Idaho 4 8 10 X X X X X XIllinois 3 8 11 X X X X X X
Indiana 3 8 10 X X X X X Iowa 4 8 11 X X X X X X XKansas 5R/4M 8R/7M 11R/10M X X X X X X X XKentucky 4R/5M 7R/8M 10R/11M X X X X X X X XLouisiana 4 8 10 X X X X X X XMaine 4 8 11 X X X X X X XMaryland 3 8 X X X X X X X XMassachusetts 4 8 10 X X X X X X XMichigan 4 7 X X X X X X X XMinnesota 3 X X X X X X X XMississippi 4 8 X X X X X XMissouri 3R/4M 7R/8M 10R/11M X X X X X X X XMontana 4 8 11 X X X X X X XNebraska 3-5 6-9 10-12 X X X Nevada 4 4 10 X X X X X X X XNew Hampshire 3 6 10 X X X X X X X XNew Jersey 4 8 11 X X X X X X
New Mexico 4 8 9 X X X X X X XNew York 4 8 X X X X X
Student Achievement by Category
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High High LimitedElementary Middle School All Poverty English Race/
State Grade Grade Grade Students Title I Schools Proficient Migratory Disabled Ethnicity GenderNorth Carolina 4 8 9 X X X X X X X XNorth Dakota 4 8 10 X X X X X X X XOhio 4 6 X X X X X X X XOklahoma 5 8 10 X X X X X X X XOregon 3 8 10 X X X X X X X XPennsylvania 5 8 11 X X X X X X Puerto Rico 3 6 9,11 X X X X X X Rhode Island 4 8 10 X X X X X X X X
South Carolina 4 8 X X X X X X X XSouth Dakota 4 8 11 X X X X X X XTennessee 38 X X X X X Texas 4 8 10 X X X X X X X XUtah 4 6 11R/10M X X X X X X X XVermont 4 8 10 X X X X X X XVirginia 3 8 X X X X X X X XWashington 4 7 10 X X X X X X X X
West Virginia 4 8 10 X X X X X X X XWisconsin 4 8 10 X X X X X X X XWyoming 34 78 1011 X X X X X X XNation 51 49 40 48 43 42 51 46 51 42 43(50 states, D.C., P.R.)
Source: U.S. Department of Education, Consolidated Performance Report, Section B, 19992000, and State Student Assessment Programs Annual Survey 2002,CCSSO.
*Note: XR/XM indicates results were disaggregated for X grade reading or mathematics only. Reading: R, Mathematics: M. Results published in the stateprofiles may not reflect disaggregated data listed in this chart if only Title I students were disaggregated in the Consolidated Report or if results werenot conducive to a single profile reporting method. Please contact the authors if you have questions or would like more information on disaggregatedresults.
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Elementary Middle SchoolState Reading Math Reading Math State Term for Proficient*Alabama 64% 69% 64% 71% ProficientAlaska 78% 80% 76% 73% ProficientArizona 75% 57% 42% 18% Meets StandardArkansas 43% 48% 37% 21% ProficientCalifornia 33% 32% ProficientColorado 63% 51% 64% 37% ProficientConnecticut 71% 81% 77% 76% ProficientDelaware 75% 73% 68% 43% Meets StandardDistrict of Columbia 28% 31% 24% 11% ProficientFlorida 61% 55% 51% 63% ProficientGeorgia 74% 63% 82% 58% Met StandardHawaii1
Idaho2
Illinois 62% 74% 66% 50% Meets StandardsIndiana 64% 73% 77% 60% LeveI II
Iowa 68% 72% 69% 74% ProficientKansas 63% 67% 66% 57% Level 3Kentucky 58% 34% 54% 27% ProficientLouisiana 59% 54% 51% 46% MasteryMaine 51% 23% 41% 20% ProficientMaryland 37% 39% 28% 49% ProficientMassachusetts 51% 34% 67% 34% ProficientMichigan 60% 72% 58% SatisfactoryMinnesota 49% 53% Level IIIMississippi 81% 63% 49% 40% ProficientMissouri 32% 37% 34% 14% ProficientMontana 79% 73% 73% 69% ProficientNebraska 74% 76% ProficientNevada 48% 59% 51% 52% ProficientNew Hampshire 38% 39% 27% 26% Proficient
*Please see each states profile for the states definition of proficient and higher.1Hawaii did not administer assessments in 200001 due to a statewide teachers strike.2Idaho reported results for Title I students only
Table 3: Summary by State of Students at Proficient Level or Higher, by State Definition
Summary of Student Performance 200001
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*Please see each states profile for the states definition of proficient and higher.1Puerto Rico combines scores for grades 3, 6, 9, 11 for Reading Language Arts and for Mathematics.2Rhode Island reported Reading: Basic Understanding and Mathematics: Skills only.3Tennessee reported Title I students only.4Vermont Achieved Standard: Grade 4: Reading Analysis & Interpretation: 67%, Reading Basic Understanding: 79%; Math Concepts 42%, Problem Solving 31%,Skills: 69%; Grade 8: Reading Analysis: 34%, Reading Basic Understanding: 62%; Math Concepts 36%, Problem Solving 41%, Skills: 64%.5Wyoming reported Title I students only.
Elementary Middle SchoolState Reading Math Reading Math State Term for Proficient*New Jersey 79% 66% 73% 62% ProficientNew Mexico 56% 35% 36% 24% ProficientNew York 60% 69% 45% 39% PassingNorth Carolina 74% 87% 83% 80% Level IIINorth Dakota 75% 72% 72% 75% ProficientOhio 56% 59% 58% 61% ProficientOklahoma 66% 64% 70% 63% SatisfactoryOregon 84% 75% 62% 55% Meets StandardPennsylvania 56% 54% 60% 51% ProficientPuerto Rico1 40% 60% ProficientRhode Island2 70% 58% 49% 41% Achieve StandardSouth Carolina 37% 26% 24% 18% ProficientSouth Dakota 63% 65% 68% 33% ProficientTennessee3
Texas 91% 91% 92% 93% Proficient
Utah 82% 73% 36% 66% Level 3Vermont4 Achieve StandardVirginia 64% 77% 73% 68% Pass/ProficientWashington 67% 43% 40% 27% Meeting StandardsWest Virginia 55% 65% 55% 58% 51st PercentileWisconsin 78% 65% 73% 39% ProficientWyoming5
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Table 4: Sample Student Achievement Trends, 19962001Elementary Reading/Language Arts, Middle Grades Mathematics,
Percentage of All Students at or Above Proficient by State Definition
Min. Proficiency 1996 1997 1998 1999 2000 2001State Grade Test Subject Level Score Score Score Score Score Score GainAlabama 4 Stanford Achievement Test Reading Proficient 64% 64% 64% 0%
6 Mathematics 60% 72% 71% +11%Alaska 4 California Achievement Test Reading Proficient 82% 82% 77% 79% 78% 4%Arizona 8 AIMS Mathematics Meets Standard 18% 18% 0%Arkansas 4 Arkansas Benchmark Exam Language Arts Literacy Proficient 47% 43% 4%
8 Mathematics 16% 21% +5%Colorado 4 Colo. Student Assmt. Program Reading Proficient 57% 57% 34% 60% 63% +6%
8 Mathematics 33% 37% +4%Connecticut 4 Connecticut Mastery Test Reading Proficient 71% 71% 0%
8 Mathematics 77% 76% 1%Delaware 3 Del. Student Testing Program. Reading Meets Standard 77% 75% 2%
8 Mathematics 36% 41% 43% +7%Florida 4 Florida Comp. Assessment Test Reading Proficient 58% 61% +3%
8 Mathematics 57% 63% +6%
Georgia 4 Criterion-Referenced Comp. Test Reading Met Standard 65% 74% +9%8 Mathematics 54% 58% +4%
Illinois 3 Illinois Standards Achievement Test Reading Meets Standards 61% 62% 62% +1%8 Mathematics 43% 47% 50% +7%
Indiana 3 ISTEP+ English/Language Arts Level II 71% 65% 64% 7%8 Mathematics 60% 60% 60% 0%
Kansas 5 Kansas Math/Reading Assmt. Reading Level 3 62% 63% +1%7 Mathematics 53% 57% +4%
Kentucky 4 Kentucky Core Content Test Reading Proficient 32% 57% 58% +26%8 Mathematics 33% 25% 27% 6%
Maine 4 Maine Educational Assessment Reading Proficient 47% 45% 51% +4%8 Mathematics 19% 21% 20% +1%
Student Achievement Trends
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Min. Proficiency 1996 1997 1998 1999 2000 2001State Grade Test Subject Level Score Score Score Score Score Score GainMaryland 3 MSPAP Reading Proficient 35% 37% 42% 41% 40% 37% +2%
8 Mathematics 43% 46% 47% 49% 53% 49% +6%Michigan 4 MEAP Reading Satisfactory 49% 59% 59% 58% 60% +11%Minnesota 3 Minn. Comprehensive Assessment Reading Level III 35% 40% 45% 49% +14%Missouri 3 Missouri Assessment Program Communication Arts Proficient 29% 32% 32% +3%
8 Mathematics 13% 11% 14% 14% +1%New Hampshire 3 Ed. Improvement & Assmt. Program English Language Arts Proficient 29% 30% 24% 27% 38% 38% +9%
6 Mathematics 12% 11% 14% 15% 27% 26% +14%New Jersey 4 New Jersey Proficiency Test Language Arts Literacy Proficient 57% 55% 79% +22%
8 Mathematics 62% 60% 62% 0%North Carolina 4 N.C. End of Grade/Course Test Reading Level III 69% 68% 71% 71% 72% 74% +5%
8 Mathematics 68% 69% 76% 78% 80% 80% +12%North Dakota 4 Comprehensive Test of Basic Skills Reading Proficient 78% 75% 3%
8 Mathematics 76% 75% 1%
Oklahoma 5 Oklahoma Core Curriculum Test Reading Satisfactory 68% 66% 2%8 Mathematics 65% 63% 2%South Carolina 4 Palmetto Achiev. Challenge Test English Language Arts Proficient 29% 37% 37% +8%
8 Mathematics 15% 20% 18% +3%Texas 4 TAAS Reading Proficient 78% 79% 89% 89% 91% 91% +13%
8 Mathematics 68% 72% 83% 88% 91% 93% +25%Virginia 3 Virginia Standards of Learning English Pass/Proficient 54% 61% 61% 64% +10%Wisconsin 4 Wis. Knowledge and Concepts Exam. Reading Proficient 81% 78% 78% 5%
8 Mathematics 43% 42% 39% 4%
Source: Consolidated Performance Reports, 199596200001, Section B, Submitted by states to the U.S. Department of Education, with edits by states.
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Education is not the filling of a pail, but thelighting of a fire.
William Butler Yeats (18651939)
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S T AT E P R O F I L E S
Alabama http://www alsde edu
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Per pupil expenditures(CCD, 19992000)
Number of districts
(CCD, 2000-01)
Number of charter schools(CCD, 2000-01)
Number of public schools(CCD)199394 200001
Elementary
MiddleHighCombined
Total
Number of FTE teachers(CCD)199394 200001
ElementaryMiddle School
High School
CombinedTotal
Percentage of teachers with a major in the main subjecttaught, grades 712 (SASS)
1994 2000English
MathScience
Social Studies
12
Student Demographics
Public school 199394 200001enrollment (CCD) PreK
K8912Total (K12)
Race/ethnicity(CCD)American Indian/Alaskan Natives
Asian/Pacific IslanderBlack
HispanicWhiteOther
Students with disabilities(OSEP)
Students with limited
English proficiency(ED /NCBE)
Migratory students(OME)
All schools by percent of students eligible toparticipate in the Free and Reduced-Price LunchProgram (CCD, 200001)
Title I 200001(ED Consolidated Report, 200001)
Number of schools
Schools meeting AYP goal
Schools identified for improvement
Statewide Accountability Information
Sources of fundingDistrict average(CCD, 1999-2000)
Title I allocation(Includes Basic, Concentration, and LEA grants, Capital Expenditures, Even Start,
Migrant Education, and Neglected and Delinquent, ED, 200001)
NAEP State ResultsGrade 4 Grade 8
(Collected from states, January 2002 for 2001-02 school year)
Schoolwide Targeted TotalPrograms Assi st ance
Reading, 2002Proficient level and aboveBasic level and above
Math, 2000
Proficient level and aboveBasic level and above
School and Teacher Demographics
KEY:* = Less than 0.5 percentKEY: = Not applicableKEY:n/a = Not available
# = Sample size too small to calculate
664 703
218 218243 273154 179
1,279 1,373
18,641 21,7696,491 7,1849,700 11,258
5,945 6,09940,777 46,310
75% 63%89 8373 7880 69
8,445 n/a
527,373 527,674198,651 201,304726,024 728,978
1% 1%1 1
36 36
* 162 61
12% 11%
* 1%
1% 1%
$5,638
128
Alabama
$137,037,470
22% 21%52% 64%
14% 16%57% 52%
http://www.alsde.edu
Statewide Goal for Schools on State AssessmentMore than 50 percent of students at or above 40thpercentile on assessment (reading, language arts, math,science, social studies).
Expected School Improvement on AssessmentTwo percent gain per year for schools not attainingProficient level (Academic Clear). Academic Alert schoolsrequired to improve 5 percent per year.
Title I Adequate Yearly Progress (AYP) for Schools
Same as statewide goal.
^ 140 schools did not report.
^
581 252 83370% 30% 100%
521 251 772
90% 100% 93%60 1 6110% * 7%
0-34%
35-49%
50-74%
75-100%
380
313
398
286
State62%
Federal9%
Local28%
Intermediate1%
Alabama
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S t u d e n t A c h i e v e m e n t 2 0 0 0 0 1
F O R M O R E I N F O R M A T I O N , R E F E R T O S O U R C E S , P A G E 1 1 7
High school 199394 200001dropout rate (CCD, event)
199495 200001
Postsecondary enrollment(NCES, High school graduates enrolled in college)
High School Indicators
Elementary School Middle School High School
Assessment
State Definition of Proficient
KEY:* = Less than 0.5 percent = Not applicable n/a = Not available# = Sample size too few to calculate
High Poverty Schools = 75-100% of students qualify for lunch subsidies
Grade 4Reading
Students in: Below Basic Basic Proficient Adv. Prof.All Schools 18% 17% 36% 28%Title I Schools 25 22 36 18High Poverty Schools 30 23 31 16
Students with LimitedEnglish Proficiency 46 23 26 5Migratory Students 32 22 34 12Students with Disabilities 60 17 17 6
6% 4%
64% 58%
Grade 4Mathematics
Students in: Below Basic Basic Proficient Adv. Prof.All Schools 16% 15% 39% 30%Title I Schools 21 18 40 21High Poverty Schools 25 20 38 18
Students with LimitedEnglish Proficiency 30 22 33 16Migratory Students 22 21 39 18Students with Disabilities 57 17 20 7
Grade 6Reading
Students in: Below Basic Basic Proficient Adv. Prof.All Schools 18% 18% 39% 25%Title I Schools 24 23 37 15High Poverty Schools 30 25 32 13
Students with LimitedEnglish Proficiency 57 22 20 1Migratory Students 23 22 48 8Students with Disabilities 63 18 15 4
Grade 6Mathematics
Students in: Below Basic Basic Proficient Adv. Prof.All Schools 16% 13% 37% 34%Title I Schools 21 17 40 23High Poverty Schools 25 19 38 18
Students with LimitedEnglish Proficiency 40 20 30 10Migratory Students 17 15 46 22Students with Disabilities 62 16 18 5
Grade 9Reading
Students in: Below Basic Basic Proficient Adv. Prof.All Schools 28% 22% 36% 14%Title I Schools 42 26 27 5High Poverty Schools 49 25 20 6
Students with LimitedEnglish Proficiency 78 16 6 1Migratory Students 44 24 28 4Students with Disabilities 75 15 9 2
Grade 9Mathematics
Students in: Below Basic Basic Proficient Adv. Prof.All Schools 15% 19% 39% 27%Title I Schools 22 27 39 13High Poverty Schools 23 27 35 15
Students with LimitedEnglish Proficiency 30 34 29 8Migratory Students 21 22 41 16Students with Disabilities 52 28 18 3
AlabamaStanford Achievement Test, 9th Edition.
Meets academic content standards.
Proficient 00000
Proficient 00000Proficient 00000
Proficient 00000Proficient 00000
Proficient 00000
Student Achievement TrendReading 4th grade meets or exceeds Proficient
Student Achievement TrendMathematics 6th grade meets or exceeds Proficient
0
20
40
60
80
100
2000-20011999-20001998-1999
64 64 64
0
20
40
60
80
100
2000-20011999-20001998-1999
71
60
72
Alaska http://www eed state ak us
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Per pupil expenditures(CCD, 19992000)
Number of districts(CCD, 2000-01)
Number of charter schools(CCD, 2000-01)
Number of public schools(CCD)199394 200001
Elementary
MiddleHighCombined
Total
Number of FTE teachers(CCD)199394 200001
ElementaryMiddle School
High School
CombinedTotal
Percentage of teachers with a major in the main subjecttaught, grades 712 (SASS)
1994 2000English
MathScience
Social Studies
14
Student Demographics
Public school 199394 200001enrollment (CCD) PreK
K8912Total (K12)
Race/ethnicity(CCD)American Indian/Alaskan Natives
Asian/Pacific IslanderBlack
HispanicWhiteOther
Students with disabilities(OSEP)
Students with limitedEnglish proficiency(ED /NCBE)
Migratory students(OME)
All schools by percent of students eligible toparticipate in the Free and Reduced-Price LunchProgram (CCD, 200001)
Title I 200001(ED Consolidated Report, 200001)
Number of schools
Schools meeting AYP goal
Schools identified for improvement
Statewide Accountability Information
Sources of fundingDistrict average(CCD, 1999-2000)
Title I allocation(Includes Basic, Concentration, and LEA grants, Capital Expenditures, Even Start,
Migrant Education, and Neglected and Delinquent, ED, 200001)
NAEP State ResultsGrade 4 Grade 8
(Collected from states, January 2002 for 2001-02 school year)
Schoolwide Targeted TotalPrograms Assi st ance
Reading, 2002Proficient level and aboveBasic level and above
Math, 2000
Proficient level and aboveBasic level and above
School and Teacher Demographics
KEY:* = Less than 0.5 percentKEY: = Not applicableKEY:n/a = Not available
# = Sample size too small to calculate
173 176
31 3358 68189 225451 502
3,067 3,357756 998
1,479 1,822
1,150 1,4926,452 7,669
84% 64%50 5779 7766 73
2,787 1,21090,814 93,23232,347 38,914
123,161 132,146
23% 25%4 65 5
2 365 62
12% 12%
22% 15%
14% 10%
$8,806
53
Alaska
19
$26,916,268
http://www.eed.state.ak.us
^ 130 schools did not report.
Statewide Goal for Schools on State Assessment
None.
Expected School Improvement on AssessmentNone.
Title I Adequate Yearly Progress (AYP) for SchoolsMore than 40 percent of students scoring Proficient onassessment every two years.
^
77 201 27828% 72% 100%71 193 264
92% 96% 95%6 5 118% 2% 4%
Local26%
Federal15%
State
59%
0-34%
35-49%
50-74%
75-100%
167
55
84
66
Alaska
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High school 199394 200001dropout rate (CCD, event)
199495 200001
Postsecondary enrollment(NCES, High school graduates enrolled in college)
High School Indicators
Elementary School Middle School High School
Assessment
State Definition of Proficient
KEY:* = Less than 0.5 percent = Not applicable n/a = Not available# = Sample size too few to calculate
High Poverty Schools = 75-100% of students qualify for lunch subsidies
n/a 8%
37% 44%
Grade 4Reading
Below AboveStudents in: Proficient Proficient ProficientAll Schools 22% 41% 37%Title I Schools 30 42 28High Poverty Schools 34 41 25
Students with LimitedEnglish Proficiency 51 40 9Migratory Students 47 37 16Students with Disabilities 52 32 16
Grade 4Mathematics
Below Above
Students in: Proficient Proficient ProficientAll Schools 20% 45% 35%Title I Schools 25 46 28High Poverty Schools 28 47 25
Students with LimitedEnglish Proficiency 35 48 17Migratory Students 34 45 21Students with Disabilities 49 34 17
Grade 7Reading
Below AboveStudents in: Proficient Proficient ProficientAll Schools 24% 40% 36%Title I Schools 48 33 18High Poverty Schools 54 31 15
Students with LimitedEnglish Proficiency 67 27 6Migratory Students 38 38 24Students with Disabilities 58 30 12
Grade 7Mathematics
Below Above
Students in: Proficient Proficient ProficientAll Schools 27% 41% 32%Title I Schools 22 38 40High Poverty Schools 33 52 15
Students with LimitedEnglish Proficiency 53 36 11Migratory Students 39 39 22Students with Disabilities 61 29 10
Students in:All SchoolsTitle I SchoolsHigh Poverty Schools
Students with LimitedEnglish ProficiencyMigratory StudentsStudents with Disabilities
Students in:All SchoolsTitle I SchoolsHigh Poverty Schools
Students with LimitedEnglish ProficiencyMigratory StudentsStudents with Disabilities
AlaskaCalifornia Achievement Test, Version 5.
50 percent or more questions answered correctly.
Proficient 00000 Proficient 00000
Proficient 00000Proficient 00000
Student Achievement TrendReading 4th grade meets or exceeds Proficient
0
20
40
60
80
100
00-0199-0098-9997-9896-97
82 787982 77
http://www ade state az usArizona
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Per pupil expenditures(CCD, 19992000)
Number of districts(CCD, 2000-01)
Number of charter schools(CCD, 2000-01)
Number of public schools(CCD)199394 200001
Elementary
MiddleHighCombined
Total
Number of FTE teachers(CCD)199394 200001
ElementaryMiddle School
High School
CombinedTotal
Percentage of teachers with a major in the main subjecttaught, grades 712 (SASS)
1994 2000English
MathScience
Social Studies
16
Student Demographics
Public school 199394 200001enrollment (CCD) PreK
K8912Total (K12)
Race/ethnicity(CCD)American Indian/Alaskan Natives
Asian/Pacific IslanderBlack
HispanicWhiteOther
Students with disabilities(OSEP)
Students with limitedEnglish proficiency(ED /NCBE)
Migratory students(OME)
All schools by percent of students eligible toparticipate in the Free and Reduced-Price LunchProgram (CCD, 200001)
Title I 200001(ED Consolidated Report, 200001)
Number of schools
Schools meeting AYP goal
Schools identified for improvement
Statewide Accountability Information
Sources of fundingDistrict average(CCD, 1999-2000)
Title I allocation(Includes Basic, Concentration, and LEA grants, Capital Expenditures, Even Start,
Migrant Education, and Neglected and Delinquent, ED, 200001)
NAEP State ResultsGrade 4 Grade 8
(Collected from states, January 2002 for 2001-02 school year)
Schoolwide Targeted TotalPrograms Assi st ance
Reading, 2002Proficient level and aboveBasic level and above
Math, 2000Proficient level and aboveBasic level and above
School and Teacher Demographics
KEY:* = Less than 0.5 percentKEY: = Not applicableKEY:n/a = Not available
# = Sample size too small to calculate
710 905
187 218154 28110 188
1,061 1,592
20,011 23,8786,453 7,5388,633 10,137
75 2,18535,172 43,738
65% 52%61 4973 6665 75
3,164 2,037519,054 635,973182,737 236,933701,791 872,906
7% 7%2 24 5
28 3460 53
9% 9%
12% 15%
2% 3%
$4,999
430
291
$134,329,820
21% 23%50% 68%
17% 21%59% 62%
http://www.ade.state.az.us
Data Not Available
Statewide Goal for Schools on State Assessment
Grade level meets one year academic growth (50thpercentile).
Expected School Improvement on AssessmentGrade level score greater than 40 percent of state schoolsin growth (three year average).
Title I Adequate Yearly Progress (AYP) for SchoolsTransition: Gap-reduction toward 90 percent proficientand No students (reading, math).
Arizona
527 408 93556% 44% 100%
329 260 589
62% 64% 63%198 148 34638% 36% 37%
State44%
Federal11%
Local
43%
Intermediate
3%
Arizona
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High school 199394 200001dropout rate (CCD, event)
199495 200001
Postsecondary enrollment(NCES, High school graduates enrolled in college)
High School Indicators
Elementary School Middle School High School
Assessment
State Definition of Proficient
KEY:* = Less than 0.5 percent = Not applicable n/a = Not available# = Sample size too few to calculate
High Poverty Schools = 75-100% of students qualify for lunch subsidies
14% 11%
44% 50%
Grade 3Writing
FallsStudents in: Far Below Appr. Meets ExceedsAll Schools 12% 13% 62% 13%Title I SchoolsHigh Poverty Schools
Students with LimitedEnglish Proficiency 47 23 29 2Migratory Students 50 22 27 1Students with Disabilities 45 21 31 3
Grade 3Mathematics
Falls
Students in: Far Below Appr. Meets ExceedsAll Schools 14% 29% 34% 23%Title I SchoolsHigh Poverty Schools
Students with LimitedEnglish Proficiency 44 37 16 3Migratory Students 44 38 14 5Students with Disabilities 46 31 16 6
Grade 8Writing
FallsStudents in: Far Below Appr. Meets ExceedsAll Schools 17% 41% 40% 2%Title I SchoolsHigh Poverty Schools
Students with LimitedEnglish Proficiency 76 22 2 0Migratory Students 88 9 4 0Students with Disabilities 84 15 2 *
Grade 8Mathematics
Falls
Students in: Far Below Appr. Meets ExceedsAll Schools 43% 39% 12% 6%Title I SchoolsHigh Poverty Schools
Students with LimitedEnglish Proficiency n/a n/a n/a n/aMigratory Students 81 19 0 0Students with Disabilities 84 15 2 *
Grade 10Writing
FallsStudents in: Far Below Appr. Meets ExceedsAll Schools 15% 50% 34% 1%Title I SchoolsHigh Poverty Schools
Students with LimitedEnglish Proficiency n/a n/a n/a n/aMigratory Students 62 21 17 1Students with Disabilities n/a n/a n/a n/a
Grade 10Mathematics
Falls
Students in: Far Below Appr. Meets ExceedsAll Schools 50% 19% 21% 10%Title I SchoolsHigh Poverty Schools
Students with LimitedEnglish Proficiency 85 10 5 1Migratory Students 80 14 5 2Students with Disabilities 86 9 4 1
ArizonaArizonas Instrument to Measure Standards.
Meets performance standard.
Proficient 00000
Proficient 00000Proficient 00000
Proficient 00000Proficient 00000
Proficient 00000
0
20
40
60
80
100
2000-20011999-2000
18 18
Student Achievement TrendMathematics 8th grade meets or exceeds Proficient
Arkansas http://arkedu.state.ar.us
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Per pupil expenditures(CCD, 19992000)
Number of districts(CCD, 2000-01)
Number of charter schools(CCD, 2000-01)
Number of public schools(CCD)199394 200001
Elementary
MiddleHighCombined
Total
Number of FTE teachers(CCD)199394 200001
ElementaryMiddle School
High SchoolCombined
Total
Percentage of teachers with a major in the main subjecttaught, grades 712 (SASS)
1994 2000English
MathScience
Social Studies
18
Student Demographics
Public school 199394 200001enrollment (CCD) PreK
K8912Total (K12)
Race/ethnicity(CCD)American Indian/Alaskan Natives
Asian/Pacific IslanderBlack
HispanicWhiteOther
Students with disabilities(OSEP)
Students with limitedEnglish proficiency(ED /NCBE)
Migratory students(OME)
All schools by percent of students eligible toparticipate in the Free and Reduced-Price LunchProgram (CCD, 200001)
Title I 200001(ED Consolidated Report, 200001)
Number of schools
Schools meeting AYP goal
Schools identified for improvement
Statewide Accountability Information
Sources of fundingDistrict average(CCD, 1999-2000)
Title I allocation(Includes Basic, Concentration, and LEA grants, Capital Expenditures, Even Start,
Migrant Education, and Neglected and Delinquent, ED, 200001)
NAEP State ResultsGrade 4 Grade 8
(Collected from states, January 2002 for 2001-02 school year)
Schoolwide Targeted TotalPrograms Assi st ance
Reading, 2002Proficient level and aboveBasic level and above
Math, 2000Proficient level and aboveBasic level and above
School and Teacher Demographics
KEY:* = Less than 0.5 percentKEY: = Not applicableKEY:n/a = Not available
# = Sample size too small to calculate
563 578
161 186324 3196 20
1,054 1,103
12,440 13,1255,050 6,4427,623 10,249
390 68525,503 30,501
78% 82%70 7966 5770 64
1,248 2,001314,617 315,032125,801 131,511440,418 446,543
* *1% 1%
24 23
1 474 72
10% 11%
1% 2%
3% 4%
$5,277
310
3
$86,626,949
26% 28%59% 73%
14% 14%57% 52%
p
Statewide Goal for Schools on State AssessmentOne hundred percent of students Proficient in 10 years.
Expected School Improvement on AssessmentYearly progress to meet 100 percent Proficient in 10years.
Title I Adequate Yearly Progress (AYP) for SchoolsSame as statewide goal.
406 389 79551% 49% 100%
225 267 492
55% 69% 62%179 108 28744% 28% 36%
State60%
Federal9%
Local
31%
Intermediate
*
0-34%
35-49%
50-74%
75-100%
266
305
414
145
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California http://www.cde.ca.gov
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Per pupil expenditures(CCD, 19992000)
Number of districts(CCD, 2000-01)
Number of charter schools(CCD, 2000-01)
Number of public schools(CCD)199394 200001
Elementary
MiddleHighCombined
Total
Number of FTE teachers(CCD)199394 200001
ElementaryMiddle School
High SchoolCombined
Total
Percentage of teachers with a major in the main subjecttaught, grades 712 (SASS)
1994 2000English
MathScience
Social Studies
20
Student Demographics
Public school 199394 200001enrollment (CCD) PreK
K8912Total (K12)
Race/ethnicity(CCD)American Indian/Alaskan Natives
Asian/Pacific IslanderBlack
HispanicWhiteOther
Students with disabilities(OSEP)
Students with limitedEnglish proficiency(ED /NCBE)
Migratory students(OME)
All schools by percent of students eligible toparticipate in the Free and Reduced-Price LunchProgram (CCD, 200001)
Title I 200001(ED Consolidated Report, 200001)
Number of schools
Schools meeting AYP goal
Schools identified for improvement
Statewide Accountability Information
Sources of fundingDistrict average(CCD, 1999-2000)
Title I allocation(Includes Basic, Concentration, and LEA grants, Capital Expenditures, Even Start,
Migrant Education, and Neglected and Delinquent, ED, 200001)
NAEP State ResultsGrade 4 Grade 8
(Collected from states, January 2002 for 2001-02 school year)
Schoolwide Targeted TotalPrograms Assi st ance
Reading, 2002Proficient level and aboveBasic level and above
Math, 2000Proficient level and aboveBasic level and above
School and Teacher Demographics
KEY:* = Less than 0.5 percentKEY: = Not applicableKEY:n/a = Not available
# = Sample size too small to calculate
0-34%
35-49%
50-74%
75-100%
3,607
1,129
1,936
2,024
4,920 5,430
1,095 1,265812 1,66339 380
6,866 8,738
113,639 158,07239,438 48,67851,211 71,8021,713 9,279
206,001 287,831
76% 68%50 5762 7777 84
61,281 n/a3,772,731 4,264,4111,393,530 1,707,9525,166,261 5,972,363
1% 1%11 11
9 8
37 4342 36
9% 9%
23% 25%
4% 7%
$6,314
988
300
$1,119,927,543
21% 20%50% 61%
15% 18%53% 52%^ 61 schools did not report.
Statewide Goal for Schools on State AssessmentAcademic Performance Index (API) of 800 on a scale of 200 to 1,000.
Expected School Improvement on AssessmentAnnual growth target of 5 percent of distance from baseAPI to 800 with comparable improvement by ethnic andsocioeconomically disadvantaged student subgroups.
Title I Adequate Yearly Progress (AYP) for SchoolsSame as statewide goal.
^
2,498 2,821 5,31947% 53% 100%
1,255 1,209 2,464
50% 43% 46%870 405 1,27535% 14% 24%
State60%
Federal9%
Local
31%
California
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High school 199394 200001dropout rate (CCD, event)
199495 200001
Postsecondary enrollment(NCES, High school graduates enrolled in college)
High School Indicators
Elementary School Middle School High School
Assessment
State Definition of Proficient
KEY:* = Less than 0.5 percent = Not applicable n/a = Not available# = Sample size too few to calculate
High Poverty Schools = 75-100% of students qualify for lunch subsidies
n/a n/a
61% 48%
Grade 4English Language Arts
Far BelowStudents in: Below Basic Basic Basic Prof. Adv.All Schools 13% 21% 33% 22% 11%Title I Schools 20 30 34 12 3High Poverty Schools 23 32 32 11 2
Students with LimitedEnglish Proficiency 28 35 30 6 *Migratory Students 31 35 27 6 *Students with Disabilities 29 32 25 10 4
Grade 4Mathematics
Below Above At or Above AboveStudents in: 25th NPR 25th NPR 50th NPR 75th NPRAll Schools 25% 21% 22% 32%Title I Schools 36 26 21 17High Poverty Schools 40 26 20 15
Students with LimitedEnglish Proficiency 43 27 18 12Migratory Students 43 26 19 12Students with Disabilities 47 21 16 17
Grade 8English Language Arts
Far BelowStudents in: Below Basic Basic Basic Prof. Adv.All Schools 14% 19% 35% 23% 9%Title I Schools 22 28 35 12 3High Poverty Schools 28 29 32 10 1
Students with LimitedEnglish Proficiency 37 35 25 3 *Migratory Students 31 31 30 7 *Students with Disabilities 48 29 18 4 *
Grade 8Mathematics
Below Above At or Above Above
Students in: 25th NPR 25th NPR 50th NPR 75th NPRAll Schools 29% 22% 25% 25%Title I Schools 44 26 20 11High Poverty Schools 50 25 17 8
Students with LimitedEnglish Proficiency 56 25 13 5Migratory Students 49 27 18 6Students with Disabilities 66 19 10 5
Grade 10English Language Arts
Far BelowStudents in: Below Basic Basic Basic Prof. Adv.All Schools 15% 23% 31% 20% 11%Title I Schools 25 34 30 9 3High Poverty Schools 28 34 27 8 2
Students with LimitedEnglish Proficiency 39 40 19 2 *Migratory Students 33 36 24 5 1Students with Disabilities 50 32 14 3 1
Grade 10Mathematics
Below Above At or Above Above
Students in: 25th NPR 25th NPR 50th NPR 75th NPRAll Schools 29% 26% 25% 20%Title I Schools 43 31 19 7High Poverty Schools 47 30 17 6
Students with LimitedEnglish Proficiency 50 31 14 5Migratory Students 47 31 18 4Students with Disabilities 64 25 8 3
Proficient 00000 Proficient 00000 Proficient 00000
California English Language Arts Standards Tests.Stanford Achievement Test, Version 9 (mathematics).
Proficient performance in relation to the academic content standardstested.
Colorado http://www.cde.state.co.us
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NAEP State ResultsGrade 4 Grade 8
Reading, 2002Proficient level and aboveBasic level and above
Math, 2000
Proficient level and aboveBasic level and above
Per pupil expenditures(CCD, 19992000)
Number of districts(CCD, 2000-01)
Number of charter schools(CCD, 2000-01)
Number of public schools(CCD)199394 200001
Elementary
MiddleHighCombined
Total
Number of FTE teachers(CCD)199394 200001
ElementaryMiddle School
High School
CombinedTotal
Percentage of teachers with a major in the main subjecttaught, grades 712 (SASS)
1994 2000English
MathScience
Social Studies
22
Student Demographics
Public school 199394 200001enrollment(CCD) PreK
K8912Total (K12)
Race/ethnicity(CCD)American Indian/Alaskan Natives
Asian/Pacific IslanderBlack
HispanicWhiteOther
Students with disabilities(OSEP)
Students with limitedEnglish proficiency(ED/NCBE)
Migratory students(OME)
All schools by percent of students eligible toparticipate in the Free and Reduced-Price LunchProgram (CCD, 200001)
Title I 200001(ED Consolidated Report, 200001)
Number of schools
Schools meeting AYP goal
Schools identified for improvement
Statewide Accountability Information
Sources of fundingDistrict average(CCD, 1999-2000)
Title I allocation(Includes Basic, Concentration, and LEA grants, Capital Expenditures, Even Start,
Migrant Education, and Neglected and Delinquent, ED, 200001)
(Collected from states, January 2002 for 2001-02 school year)
Schoolwide Targeted TotalPrograms Ass ist ance
School and Teacher Demographics
KEY:* = Less than 0.5 percentKEY: = Not applicableKEY:n/a = Not available
# = Sample size too small to calculate
0-34%
35-49%
50-74%
75-100%
973
263
265
87
817 924
246 277244 31213 60
1,320 1,573
16,771 20,7097,267 8,6458,683 11,111
111 94232,832 41,407
91% 80%65 6878 7261 88
7,249 15,244
451,469 501,145164,260 207,873615,729 709,018
1% 1%2 35 6
17 2274 68
9% 9%
4% 8%
1% 4%
$6,215
176
77
$80,052,316
Statewide Goal for Schools on State Assessment
Every child must gain a minimum of one academic yeareach year for math and reading.
Expected School Improvement on AssessmentNot available.
Title I Adequate Yearly Progress (AYP) for SchoolsReduce difference between base index and 100 by 7percent annually (reading, math).
^ 2 schools did not report.
^
215 342 55739% 61% 100%
123 278 401
57% 81% 72%92 66 15843% 19% 28%
State
41%
Federal5%
Local
53%
Intermediate
*
Colorado
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High school 199394 200001dropout rate (CCD, event)
199495 200001
Postsecondary enrollment(NCES, High school graduates enrolled in college)
High School Indicators
Elementary School Middle School High School
Assessment
State Definition of Proficient
KEY:* = Less than 0.5 percent = Not applicable n/a = Not available# = Sample size too few to calculate
High Poverty Schools = 75-100% of students qualify for lunch subsidies
n/a n/a
52% 53%
Grade 4Reading
No Unsatis- Part.Students in: Score factory Proficient Prof. Adv.All Schools 2% 13% 23% 56% 7%Title I Schools 2 24 35 37 2High Poverty Schools
Students with LimitedEnglish ProficiencyMigratory Students 12 36 28 24 *Students with Disabilities 5 44 28 22 1
Grade 5Mathematics
No Unsatis- Part.
Students in: Score factory Proficient Prof. Adv.All Schools 2 14% 32% 38% 13%Title I Schools 3 26 41 25 5High Poverty Schools
Students with LimitedEnglish ProficiencyMigratory Students 13 36 35 15 1Students with Disabilities 8 43 33 14 2
Grade 8Reading
No Unsatis- Part.Students in: Score factory Proficient Prof. Adv.All Schools 3% 11% 22% 56% 8%Title I Schools 7 26 38 29 1High Poverty Schools
Students with LimitedEnglish ProficiencyMigratory Students 18 36 30 15 *Students with Disabilities 10 42 29 18 1
Grade 8Mathematics
No Unsatis- Part.
Students in: Score factory Proficient Prof. Adv.All Schools 3% 28% 32% 24% 13%Title I Schools 8 54 25 9 4High Poverty Schools
Students with LimitedEnglish ProficiencyMigratory Students 20 56 18 6 *Students with Disabilities 10 64 18 6 2
Grade 10Reading
No Unsatis- Part.Students in: Score factory Proficient Prof. Adv.All Schools 5% 9% 22% 56% 7%Title I Schools 16 15 30 36 3High Poverty Schools
Students with LimitedEnglish ProficiencyMigratory Students 22 28 33 16 1Students with Disabilities 16 36 29 18 1
Grade 10Mathematics
No Unsatis- Part.
Students in: Score factory Proficient Prof. Adv.All Schools 5% 42% 39% 11% 2%Title I Schools 14 56 27 3 0High Poverty Schools
Students with LimitedEnglish ProficiencyMigratory Students 18 68 10 3 *Students with Disabilities 16 71 11 2 *
Proficient 00000 Proficient 00000
Proficient 00000Proficient 00000 Proficient 00000
Proficient 00000
Colorado Student Assessment Program.
See Appendix A.
Student Achievement TrendReading 4th grade meets or exceeds Proficient
Student Achievement TrendMathematics 8th grade meets or exceeds Proficient
0
20
40
60
80
100
2000-20011999-2000
3337
0
20
40
60
80
100
00-0199-0098-9997-9896-97
5760 63
34
57
Connecticut http://www.state.ct.us/sde
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NAEP State ResultsGrade 4 Grade 8
Reading, 2002Proficient level and aboveBasic level and above
Math, 2000Proficient level and aboveBasic level and above
Per pupil expenditures(CCD, 19992000)
Number of districts(CCD, 2000-01)
Number of charter schools(CCD, 2000-01)
Number of public schools(CCD)199394 200001
Elementary
MiddleHighCombined
Total
Number of FTE teachers(CCD)199394 200001
ElementaryMiddle School
High School
CombinedTotal
Percentage of teachers with a major in the main subjecttaught, grades 712 (SASS)
1994 2000English
MathScience
Social Studies
24
Student Demographics
Public school 199394 200001enrollment(CCD) PreK
K8912Total (K12)
Race/ethnicity(CCD)American Indian/Alaskan Natives
Asian/Pacific IslanderBlack
HispanicWhiteOther
Students with disabilities(OSEP)
Students with limitedEnglish proficiency(ED/NCBE)
Migratory students(OME)
All schools by percent of students eligible toparticipate in the Free and Reduced-Price LunchProgram (CCD, 200001)
Title I 200001(ED Consolidated Report, 200001)
Number of schools
Schools meeting AYP goal
Schools identified for improvement
Statewide Accountability Information
Sources of fundingDistrict average(CCD, 1999-2000)
Title I allocation(Includes Basic, Concentration, and LEA grants, Capital Expenditures, Even Start,
Migrant Education, and Neglected and Delinquent, ED, 200001)
(Collected from states, January 2002 for 2001-02 school year)
Schoolwide Targeted TotalPrograms Ass ist ance
School and Teacher Demographics
KEY:* = Less than 0.5 percentKEY: = Not applicableKEY:n/a = Not available
# = Sample size too small to calculate
Data Not Available
Statewide Goal for Schools on State AssessmentAbove 40 on 100 point performance index (three subjects)based on a two-year weighted average and two-yearperformance trend relative to the state averageperformance trend.
Expected School Improvement on AssessmentSufficient progress (index above 40) within three years.
Title I Adequate Yearly Progress (AYP) for SchoolsSame as statewide goal.
624 662
177 190135 18211 39
947 1,073
16,127 18,8257,409 9,2038,577 11,877
383 56632,496 40,471
84% 71%84 6290 7792 79
6,216 10,512352,360 395,966127,655 155,770480,015 551,736
* *2% 3%
13 14
11 1373 70
12% 11%
4% 4%
1% 1%
$9,753
166
16
$76,603,693
43% 37%75% 76%
32% 34%77% 72%
87 359 44620% 80% 100%n/a n/a n/a
26 2 2830% 1% 6%
State
40%
Federal4%
Local
56%
Connecticut
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25
S t u d e n t A c h i e v e m e n t 2 0 0 0 0 1
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High school 199394 200001dropout rate (CCD, event)
199495 200001
Postsecondary enrollment(NCES, High school graduates enrolled in college)
High School Indicators
Elementary School Middle School High School
Assessment
State Definition of Proficient
KEY:* = Less than 0.5 percent = Not applicable n/a = Not available# = Sample size too few to calculate
High Poverty Schools = 75-100% of students qualify for lunch subsidies
5% 3%
59% 62%
Grade 4Reading
BelowStudents in: Basic Basic Proficient Goal
All Schools 20% 10% 13% 58%Title I SchoolsHigh Poverty Schools 52 15 15 18
Students with LimitedEnglish Proficiency 70 13 9 8Migratory Students 68 11 14 6Students with Disabilities 54 12 13 21
Grade 8Reading
BelowStudents in: Basic Basic Proficient Goal
All Schools 15% 8% 11% 66%Title I SchoolsHigh Poverty Schools 45 15 14 26
Students with LimitedEnglish Proficiency 73 10 7 11Migratory Students 72 17 3 8Students with Disabilities 49 13 13 25
Grade 4Mathematics
BelowStudents in: Basic Basic Proficient GoalAll Schools 9% 9% 20% 61%Title I SchoolsHigh Poverty Schools 25 20 28 26
Students with LimitedEnglish Proficiency 40 20 20 20Migratory Students 39 26 17 18Students with Disabilities 32 18 24 26
Grade 8Mathematics
BelowStudents in: Basic Basic Proficient GoalAll Schools 11% 13% 21% 55%Title I SchoolsHigh Poverty Schools 30 28 24 19
Students with LimitedEnglish Proficiency 53 21 15 12Migratory Students 54 27 16 3Students with Disabilities 40 22 22 17
Grade 10Language Arts
BelowStudents in: Basic Basic Proficient Goal
All Schools 7% 15% 36% 42%Title I SchoolsHigh Poverty Schools 17 34 37 12
Students with LimitedEnglish Proficiency 45 21 25 9Migratory Students 39 37 20 4Students with Disabilities 29 30 31 10
Grade 10Mathematics
BelowStudents in: Basic Basic Proficient GoalAll Schools 11% 12% 32% 45%Title I SchoolsHigh Poverty Schools 36 27 28 10
Students with LimitedEnglish Proficiency 37 22 28 13Migratory Students 57 22 20 2Students with Disabilities 34 23 29 14
Connecticut Mastery Test (Elementary and Middle School).Connecticut Academic Performance Test (High School).
See Appendix A.
Student Achievement TrendReading 4th grade meets Proficient
Student Achievement TrendMathematics 8th grade meets Proficient
Proficient 00000Proficient 00000
Proficient 00000Proficient 00000Proficient 00000
Proficient 00000
0
20
40
60
80
100
2000-20011999-2000
71 71
0
20
40
60
80
100
2000-20011999-2000
77 76
Delaware http://www.doe.state.de.us
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NAEP State ResultsGrade 4 Grade 8
Reading, 2002Proficient level and aboveBasic level and above
Math, 2000Proficient level and aboveBasic level and above
Per pupil expenditures(CCD, 19992000)
Number of districts(CCD, 2000-01)
Number of charter schools(CCD, 2000-01)
Number of public schools(CCD)199394 200001
Elementary
MiddleHighCombined
Total
Number of FTE teachers(CCD)199394 200001
ElementaryMiddle School
High SchoolCombined
Total
Percentage of teachers with a major in the main subjecttaught, grades 712 (SASS)
1994 2000English
MathScience
Social Studies
26
Student Demographics
Public school 199394 200001enrollment(CCD) PreK
K8912Total (K12)
Race/ethnicity(CCD)American Indian/Alaskan Natives
Asian/Pacific IslanderBlack
HispanicWhiteOther
Students with disabilities(OSEP)
Students with limitedEnglish proficiency(ED/NCBE)
Migratory students(OME)
All schools by percent of students eligible toparticipate in the Free and Reduced-Price LunchProgram (CCD, 200001)
Title I 200001(ED Consolidated Report, 200001)
Number of schools
Schools meeting AYP goal
Schools identified for improvement
Statewide Accountability Information
Sources of fundingDistrict average(CCD, 1999-2000)
Title I allocation(Includes Basic, Concentration, and LEA grants, Capital Expenditures, Even Start,
Migrant Education, and Neglected and Delinquent, ED, 200001)
(Collected from states, January 2002 for 2001-02 school year)
Schoolwide Targeted TotalPrograms Ass ist ance
School and Teacher Demographics
KEY:* = Less than 0.5 percentKEY: = Not applicableKEY:n/a = Not available
# = Sample size too small to calculate
Statewide Goal for Schools on State AssessmentMeet or exceed the Commendable rating (combines:absolute score, improvement score, and distributional orlow achieving performance).
Expected School Improvement on AssessmentSchools meet or exceed their absolute, improvement, anddistributional targets in the next measurement cycle.
Title I Adequate Yearly Progress (AYP) for SchoolsSame as statewide goal.86 98
41 4327 3117 6
171 178
2,429 3,1041,741 1,7771,452 2,128
280 655,902 7,074
90% 61%# 74
82 6877 n/a
565 70676,052 80,09528,930 33,875
104,982 113,970
* *2% 2%
29 31
3 666 61
11% 11%
1% 2%
1% 1%
$8,310
19
7
$22,763,513
35% 33%81% 81%
38 78 11633% 67% 100%29 67 96
76% 86% 83%9 11 2024% 14% 17%
State66%
Federal8%
Local
27%
0-34%
35-49%
50-74%
75-100%
91
62
33
5
Delaware
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27
S t u d e n t A c h i e v e m e n t 2 0 0 0 0 1
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High school 199394 200001dropout rate (CCD, event)
199495 200001
Postsecondary enrollment(NCES, High school graduates enrolled in college)
High School Indicators
Elementary School Middle School High School
Assessment
State Definition of Proficient
KEY:* = Less than 0.5 percent = Not applicable n/a = Not available# = Sample size too few to calculate
High Poverty Schools = 75-100% of students qualify for lunch subsidies
0
20
40
60
80
100
2000-20011999-2000
77 75
5% 4%
65% 60%
Grade 3Reading
Well Distin-Students in: Below Below Meets Exceeds guishedAll Schools 11% 14% 51% 13% 11%Title I Schools 17 21 48 8 5High Poverty Schools 29 27 39 4 1
Students with LimitedEnglish Proficiency 33 28 33 4 1Migratory Students Students with Disabilities 46 26 25 3 2
Grade 3Mathematics
Well Distin-
Students in:Below Below Meets Exceeds guished
All Schools 12% 15% 51% 16% 6%Title I Schools 19 21 48 9 3High Poverty Schools 29 29 40 3 0
Students with LimitedEnglish Proficiency 34 27 32 8 0Migratory Students Students with Disabilities 48 24 25 3 *
Grade 8Reading
Well Distin-Students in: Below Below Meets Exceeds guishedAll Schools 14% 18% 61% 5% 2%Title I Schools 26 25 47 2 *High Poverty Schools
Students with LimitedEnglish Proficiency 56 19 23 1 0Migratory Students Students with Disabilities 58 23 19 0 *
Grade 8Mathematics
Well Distin-
Students in: Below Below Meets Exceeds guishedAll Schools 31% 26% 29% 7% 7%Title I Schools 49 27 19 2 4High Poverty Schools
Students with LimitedEnglish Proficiency 63 11 19 1 6Migratory Students Students with Disabilities 79 15 5 1 1
Grade 10Reading
Well Distin-Students in: Below Below Meets Exceeds guishedAll Schools 19% 20% 56% 4% 1%Title I Schools 25 37 39 0 0High Poverty Schools
Students with LimitedEnglish Proficiency 71 8 20 0 0Migratory Students Students with Disabilities 74 15 11 0 0
Grade 10Mathematics
Well Distin-
Students in: Below Below Meets Exceeds guishedAll Schools 33% 30% 24% 5% 8%Title I Schools 51 37 13 0 0High Poverty Schools
Students with LimitedEnglish Proficiency 72 11 9 0 8Migratory Students Students with Disabilities 85 10 4 * 1
Proficient 00000
Proficient 00000Proficient 00000
Proficient 00000Proficient 00000
Proficient 00000
Delaware Student Testing Program.
Meets the standardvery good performance.
Student Achievement TrendReading 3rd grade meets or exceeds Proficient
Student Achievement TrendMathematics 8th grade meets or exceeds Proficient
0
20
40
60
80
100
2000-20011999-20001998-1999
364341
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District of Columbia
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S t u d e n t A c h i e v e m e n t 2 0 0 0 0 1
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High school 199394 200001dropout rate (CCD, event)
199495 200001
Postsecondary enrollment(NCES, High school graduates enrolled in college)
High School Indicators
Elementary School Middle School High School
Assessment
State Definition of Proficient
KEY:* = Less than 0.5 percent = Not applicable n/a = Not available# = Sample size too few to calculate
High Poverty Schools = 75-100% of students qualify for lunch subsidies
10% n/a
71% 48%
Grades 16Reading
BelowStudents in: Basic Basic Proficient AdvancedAll Schools 26% 46% 22% 6%Title I Schools 28 47 21 4High Poverty Schools 29 48 20 4
Students with LimitedEnglish Proficiency 39 47 13 1Migratory Students 26 47 24 3Students with Disabilities 55 38 6 1
Grade 16Mathematics
BelowStudents in: Basic Basic Proficient AdvancedAll Schools 30% 39% 23% 8%Title I Schools 32 40 22 6High Poverty Schools 33 40 21 5
Students with LimitedEnglish Proficiency 35 43 19 3Migratory Students 32 42 21 5Students with Disabilities 71 22 7 1
Grade 78Reading
BelowStudents in: Basic Basic Proficient AdvancedAll Schools 29% 47% 21% 3%Title I Schools 33 49 17 1High Poverty Schools 37 49 14 *
Students with LimitedEnglish Proficiency 73 26 1 0Migratory Students 23 54 19 5Students with Disabilities 75 23 2 *
Grade 78Mathematics
BelowStudents in: Basic Basic Proficient AdvancedAll Schools 62% 27% 9% 2%Title I Schools 67 26 6 1High Poverty Schools 71 23 5 *
Students with LimitedEnglish Proficiency 81 12 6 1Migratory Students 54 34 9 2Students with Disabilities 95 5 1 0
Grade 911Reading
BelowStudents in: Basic Basic Proficient AdvancedAll Schools 48% 38% 12% 2%Title I Schools 56 37 7 *High Poverty Schools 57 36 6 *
Students with LimitedEnglish Proficiency 90 10 *Migratory Students 52 40 7 1Students with Disabilities 85 13 1 1
Grade 911Mathematics
Below
Students in:Basic Basic Proficient Advanced
All Schools 69% 22% 8% 2%Title I Schools 77 19 4 *High Poverty Schools 79 18 3 *
Students with LimitedEnglish Proficiency 74 21 5 1Migratory Students 73 18 7 1Students with Disabilities 92 7 1 1
Proficient 00000
Proficient 00000
Proficient 00000
Proficient 00000
Proficient 00000
Proficient 00000
Stanford Achievement Test, Version 9.
Represents solid academic performance that students are prepared forthis grade level.
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Florida
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High school 199394 200001dropout rate (CCD, event)
199495 200001
Postsecondary enrollment(NCES, High school graduates enrolled in college)
High School Indicators
Elementary School Middle School High School
Assessment
State Definition of Proficient
KEY:* = Less than 0.5 percent = Not applicable n/a = Not available# = Sample size too few to calculate
High Poverty Schools = 75-100% of students qualify for lunch subsidies
n/a 4%
49% 56%
Grade 4Reading
PartiallyStudents in: Proficient Proficient AdvancedAll Schools 39% 53% 8%Title I Schools 49 46 6High Poverty Schools 59 37 3
Students with LimitedEnglish Proficiency 88 12 1Migratory Students 69 29 1Students with Disabilities 84 16 1
Grade 5Mathematics
PartiallyStudents in: Proficient Proficient AdvancedAll Schools 45% 48% 7%Title I Schools 54 42 5High Poverty Schools 62 35 4
Students with LimitedEnglish Proficiency 81 17 2Migratory Students 65 33 2Students with Disabilities 86 14 1
Grade 8Reading
PartiallyStudents in: Proficient Proficient AdvancedAll Schools 49% 46% 5%Title I Schools 64 34 3High Poverty Schools 75 24 1
Students with LimitedEnglish Proficiency 94 6 0Migratory Students 82 18 0Students with Disabilities 87 13 1
Grade 8Mathematics
PartiallyStudents in: Proficient Proficient AdvancedAll Schools 37% 51% 12%Title I Schools 52 42 6High Poverty Schools 64 33 3
Students with LimitedEnglish Proficiency 76 23 2Migratory Students 64 34 2Students with Disabilities 82 17 1
Grade 10Reading
PartiallyStudents in: Proficient Proficient AdvancedAll Schools 60% 30% 10%Title I Schools 71 23 7High Poverty Schools 89 10 1
Students with LimitedEnglish Proficiency 97 2 0Migratory Students 88 11 1Students with Disabilities 91 8 2
Grade 10Mathematics
PartiallyStudents in: Proficient Proficient AdvancedAll Schools 32% 56% 12%Title I Schools 39 54 7High Poverty Schools 55 43 2
Students with LimitedEnglish Proficiency 69 29 3Migratory Students 54 44 2Students with Disabilities 78 21 1
Proficient 00000
Proficient 00000
Proficient 00000
Proficient 00000
Proficient 00000
Proficient 00000
Florida Comprehensive Assessment Test.
See Appendix A.
Student Achievement Trend
Reading 4th grade meets or exceeds ProficientStudent Achievement TrendMathematics 8th grade meets or exceeds Proficient
0
20
40
60
80
100
2000-20011999-2000
58 61
0
20
40
60
80
100
2000-20011999-2000
5763
Student Demographics State ide Acco ntabilit InformationSchool and Teacher Demographics
Georgia http://www.doe.k12.ga.us
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Per pupil expenditures(CCD, 19992000)
Number of districts(CCD, 2000-01)
Number of charter schools(CCD, 2000-01)
Number of public schools(CCD)199394 200001
ElementaryMiddle
HighCombined
Total
Number of FTE teachers(CCD)199394 200001
ElementaryMiddle School
High SchoolCombined
Total
Percentage of teachers with a major in the main subjecttaught, grades 712 (SASS)
1994 2000English
MathScience
Social Studies
32
Student Demographics
Public school 199394 200001enrollment (CCD) PreK
K8912
Total (K12)
Race/ethnicity(CCD)American Indian/Alaskan Natives
Asian/Pacific IslanderBlack
HispanicWhiteOther
Students with disabilities(OSEP)
Students with limitedEnglish proficiency(ED/NCBE)
Migratory students(OME)
All schools by percent of students eligible toparticipate in the Free and Reduced-Price LunchProgram (CCD, 200001)
Title I 200001(ED Consolidated Report, 200001)
Number of schools
Schools meeting AYP goal
Schools identified for improvement
Statewide Accountability Information
Sources of fundingDistrict average(CCD, 1999-2000)
Title I allocation(Includes Basic, Concentration, and LEA grants, Capital Expenditures, Even Start,
Migrant Education, and Neglected and Delinquent, ED, 200001)
NAEP State ResultsGrade 4 Grade 8
(Collected from states, January 2002 for 2001-02 school year)
Schoolwide Targeted TotalPrograms Assis tance
Reading, 2002Proficient level and aboveBasic level and above
Math, 2000Proficient level and aboveBasic level and above
School and Teacher Demographics
KEY:* = Less than 0.5 percentKEY: = Not applicableKEY:n/a = Not available
# = Sample size too small to calculate
Statewide Goal for Schools on State AssessmentUse of letter grades AF scale with test scores.
Expected School Improvement on AssessmentUnder development.
Title I Adequate Yearly Progress (AYP) for SchoolsReduce by 5 percent the number of students Not MeetingStandard.
1,085 1,183309 400277 317
67 371,738 1,937
38,541 44,82315,534 20,69017,770 21,9068,842 1,504
80,687 88,923
82% 64%82 6968 7090 88
5,534 32,248904,891 1,027,735324,879 384,954
1,229,770 1,412,689
* *1% 2%
37 382 5
60 55
9% 10%
1% 5%
1% 2%
$6,437
180
30
$226,462,026
28% 26%59% 70%
18% 19%58% 56%
766 297 1,06372% 28% 100%
301 138 43939% 46% 41%
465 160 62561% 54% 59%
State48%
Federal7%
Local
46%
0-34%
35-49%
50-74%
75-100%
635
367
578
366
GeorgiaEl Middl S h l C i i R f d C T
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High school 199394 200001dropout rate (CCD, event)
199495 200001
Postsecondary enrollment(NCES, High school graduates enrolled in college)
High School Indicators
Elementary School Middle School High School
Assessment
State Definition of Proficient
KEY:* = Less than 0.5 percent = Not applicable n/a = Not available# = Sample size too few to calculate
High Poverty Schools = 75-100% of students qualify for lunch subsidies
9% 7%
59% 60%
Grade 4Reading
Did Not Meet Met ExceededStudents in: Standard Standard StandardAll Schools 26% 42% 32%Title I Schools 31 43 26High Poverty Schools 39 44 17
Students with LimitedEnglish Proficiency 71 25 4Migratory Students 56 34 9Students with Disabilities 65 27 7
Grade 4Mathematics
Did Not Meet Met ExceededStudents in: Standard Standard StandardAll Schools 38% 51% 12%Title I Schools 44 49 8High Poverty Schools 53 43 4
Students with LimitedEnglish Proficiency 74 25 1Migratory Students 65 34 1Students with Disabilities 76 21 2
Grade 8Reading
Did Not Meet Met ExceededStudents in: Standard Standard StandardAll Schools 18% 32% 50%Title I Schools 22 36 42High Poverty Schools 30 41 30
Students with LimitedEnglish Proficiency 60 31 9Migratory Students 46 33 21Students with Disabilities 59 28 13
Grade 8Mathematics
Did Not Meet Met ExceededStudents in: Standard Standard StandardAll Schools 41% 48% 10%Title I Schools 49 45 6High Poverty Schools 62 35 3
Students with LimitedEnglish Proficiency 72 25 3Migratory Students 63 34 3Students with Disabilities 84 15 1
Grade 11English/Language Arts
Did Not Meet Met ExceededStudents in: Standard Standard StandardAll Schools 6% 40% 54%Title I SchoolsHigh Poverty Schools
Students with LimitedEnglish Proficiency 51 41 8Migratory Students 21 58 21Students with Disabilities 32 50 17
Grade 11Mathematics
Did Not Meet Met ExceededStudents in: Standard Standard StandardAll Schools 9% 46% 45%Title I SchoolsHigh Poverty Schools
Students with LimitedEnglish Proficiency 26 54 20Migratory Students 25 52 22Students with Disabilities 43 47 10
Proficient 00000Proficient 00000
Proficient 00000Proficient 00000
Proficient 00000
Elementary, Middle School: Criterion-Referenced Competency Tests.High School: Georgia High School Graduation Tests.Grades 4 and 8: Score at least 300Grade 11: Score of at least 500
Student Achievement Trend
Reading 4th grade meets or exceeds Standard
Student Achievement Trend
Mathematics 8th grade meets or exceeds Standard
0
20
40
60
80
100
2000-20011999-2000
54 58
0
20
40
60
80
100
2000-20011999-2000
65
74
Proficient 00000
Student Demographics Statewide Accountability InformationSchool and Teacher Demographics
Hawaii http://www.k12.hi.us
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Per pupil expenditures(CCD, 19992000)
Number of districts(CCD, 2000-01)
Number of charter schools(CCD, 2000-01)
Number of public schools(CCD)199394 200001
ElementaryMiddle
HighCombined
Total
Number of FTE teachers(CCD)199394 200001
ElementaryMiddle School
High SchoolCombined
Total
Percentage of teachers with a major in the main subjecttaught, grades 712 (SASS)
1994 2000English
MathScience
Social Studies
34
g p
Public school 199394 200001enrollment (CCD) PreK
K8912
Total (K12)
Race/ethnicity(CCD)American Indian/Alaskan Natives
Asian/Pacific IslanderBlack
HispanicWhiteOther
Students with disabilities(OSEP)
Students with limitedEnglish proficiency(ED/NCBE)
Migratory students(OME)
All schools by percent of students eligible toparticipate in the Free and Reduced-Price LunchProgram (CCD, 200001)
Title I 200001(ED Consolidated Report, 200001)
Number of schools
Schools meeting AYP goal
Schools identified for improvement
Statewide Accountability Information
Sources of fundingDistrict average(CCD, 1999-2000)
Title I allocation(Includes Basic, Concentration, and LEA grants, Capital Expenditures, Even Start,
Migrant Education, and Neglected and Delinquent, ED, 200001)
NAEP State ResultsGrade 4 Grade 8
(Collected from states, January 2002 for 2001-02 school year)
Schoolwide Targeted TotalPrograms Assis tance
Reading, 2002Proficient level and aboveBasic level and above
Math, 2000Proficient level and aboveBasic level and above
g p
KEY:* = Less than 0.5 percentKEY: = Not applicableKEY:n/a = Not available
# = Sample size too small to calculate
0-34%
35-49%
50-74%
75-100%
78
60
85
37
Statewide Goal for Schools on State Assessment
Under development.Expected School Improvement on AssessmentNo information available.
Title I Adequate Yearly Progress (AYP) for SchoolsSAT-9 Reading and Math: 75 percent at stanine 59, or 2percent gain; Attendance 95 percent or 2 percent gain.
^ 1 school did not report.
168 17528 3432 3610 13
238 258
5,632 5,7441,322 1,7012,805 2,977
354 36710,113 10,789
81% 81%69 7674 8786 62
552 840131,051 131,41048,728 52,031
179,779 183,441
* *68% 72%
3 25 5
24 20
7% 11%
6% 7%
1%
$6,530
1
6
$22,148,781
21% 20%52% 64%
14% 16%55% 52%
^
113 12 12590% 10% 100%n/a n/a n/a
84 2 8674% 17% 69%
State89%
Federal9%
Local
2%
Assessment
Hawaii
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High school 199394 200001dropout rate (CCD, event)
199495 200001
Postsecondary enrollment(NCES, High school graduates enrolled in college)
High School Indicators
Elementary School Middle School High School
Assessment
State Definition of Proficient
KEY:* = Less than 0.5 percent = Not applicable n/a = Not available# = Sample size too few to calculate
High Poverty Schools = 75-100% of students qualify for lunch subsidies
n/a 6%
62% 60%
Students in :All SchoolsTitle I SchoolsHigh Poverty Schools
Students with LimitedEnglish Proficiency
Migratory StudentsStudents with Disabilities
Students in:All SchoolsTitle I SchoolsHigh Poverty Schools
Students with LimitedEnglish ProficiencyMigratory StudentsStudents with Disabilities
Students in:All SchoolsTitle I SchoolsHigh Poverty Schools
Students with LimitedEnglish Proficiency
Migratory StudentsStudents with Disabilities
Students in:All SchoolsTitle I SchoolsHigh Poverty Schools
Students with LimitedEnglish ProficiencyMigratory StudentsStudents with Disabilities
Students in:All SchoolsTitle I SchoolsHigh Poverty Schools
Students with LimitedEnglish Proficiency
Migratory StudentsStudents with Disabilities
Students in:All SchoolsTitle I SchoolsHigh Poverty Schools
Students with LimitedEnglish ProficiencyMigratory StudentsStudents with Disabilities
*Assessments were not administered in 2000-01 due to a statewide teachers strike.
Assessment information is not available for this school year.*
Student Demographics Statewide Accountability InformationSchool and Teacher Demographics
Idaho http://www.sde.state.id.us
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Per pupil expenditures(CCD, 19992000)
Number of districts(CCD, 2000-01)
Number of charter schools(CCD, 2000-01)
Number of public schools(CCD)199394 200001
ElementaryMiddle
HighCombined
Total
Number of FTE teachers(CCD)199394 200001
ElementaryMiddle School
High SchoolCombined
TotalPercentage of teachers with a major in the main subjecttaught, grades 712 (SASS)
1994 2000English
MathScience
Social Studies
36
Public school 199394 200001enrollment (CCD) PreK
K8912
Total (K12)
Race/ethnicity(CCD)American Indian/Alaskan Natives
Asian/Pacific IslanderBlack
HispanicWhiteOther
Students with disabilities(OSEP)
Students with limitedEnglish proficiency(ED/NCBE)
Migratory students(OME)
All schools by percent of students eligible toparticipate in the Free and Reduced-Price LunchProgram (CCD, 200001)
Title I 200001(ED Consolidated Report, 200001)
Number of schools
Schools meeting AYP goal
Schools identified for improvement
y
Sources of fundingDistrict average(CCD, 1999-2000)
Title I allocation(Includes Basic, Concentration, and LEA grants, Capital Expenditures, Even Start,
Migrant Education, and Neglected and Delinquent, ED, 200001)
NAEP State ResultsGrade 4 Grade 8
(Collected from states, January 2002 for 2001-02 school year)
Schoolwide Targeted TotalPrograms Assis tance
Reading, 2002Proficient level and aboveBasic level and above
Math, 2000Proficient level and above
Basic level and aboveKEY:* = Less than 0.5 percentKEY: = Not applicableKEY:n/a = Not available
# = Sample size too small to calculate
0-34%
35-49%
50-74%
75-100%
273
203
149
22
Statewide Goal for Schools on State Assessment
None.
Expected School Improvement on AssessmentNone.
Title I Adequate Yearly Progress (AYP) for SchoolsCombined scores on assessments, performance tests(math, writing), local measures.
^ 6 schools did not report.
329 34499 110
114 16315 31
557 648
5,721 6,3142,659 2,9393,205 4,016
165 286
11,750 13,555
69% 57%46 4977 7573 66
1,389 2,174164,828 168,04469,287 74,530
234,115 242,574
1% 1%1 1* 15 11
93 86
8% 10%
3% 9%
5% 7%
$5,315
115
9
$28,904,321
33% 33%68% 79%
21% 27%
70% 71%
^
86 311 39722% 78% 100%73 236 30985% 76% 78%13 75 8815% 24% 22%
State61%
Federal
8%
Local
31%
Assessment
IdahoIowa Test of Basic Skills, Tests of Achievement and Proficiency.
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High school 199394 200001dropout rate (CCD, event)
199495 200001
Postsecondary enrollment(NCES, High school graduates enrolled in college)
High School Indicators
Elementary School Middle School High School
State Definition of Proficient
KEY:* = Less than 0.5 percent = Not applicable n/a = Not available# = Sample size too few to calculate
High Poverty Schools = 75-100% of students qualify for lunch subsidies
9% 6%
48% 45%
Grade 4Reading
Students in: Level I Level II Level III Level IV Level V
All SchoolsTitle I Schools 5% 10% 44% 34% 7%High Poverty Schools
Students with LimitedEnglish ProficiencyMigratory StudentsStudents with Disabilities
Grade 4Mathematics
Students in: Level I Level II Level III Level IV Level V
All SchoolsTitle I Schools 5% 9% 42% 36% 8%High Poverty Schools
Students with LimitedEnglish ProficiencyMigratory StudentsStudents with Disabilities
Grade 8Reading
Students in: Level I Level II Level III Level IV Level V
All SchoolsTitle I Schools 1% 16% 50% 28% 6%High Poverty Schools
Students with LimitedEnglish ProficiencyMigratory StudentsStudents with Disabilities
Grade 8Mathematics
Students in: Level I Level II Level III Level IV Level V
All SchoolsTitle I Schools 1% 18% 53% 22% 6%High Poverty Schools
Students with LimitedEnglish ProficiencyMigratory StudentsStudents with Disabilities
Grade 10Reading
Students in: Level I Level II Level III Level IV Level V
All SchoolsTitle I Schools 7% 25% 33% 28% 7%High Poverty Schools
Students with LimitedEnglish ProficiencyMigratory StudentsStudents with Disabilities
Grade 10Mathematics
Students in: Level I Level II Level III Level IV Level V
All SchoolsTitle I Schools 8% 32% 28% 26% 6%High Poverty Schools
Students with LimitedEnglish ProficiencyMigratory StudentsStudents with Disabilities
, y