description: tags: final-report

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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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ix

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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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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3

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



Grade 6Reading



Grade 6Mathematics



Grade 9Reading



Grade 9Mathematics



AlabamaStanford Achievement Test, 9th Edition.

Meets academic content standards.

Proficient 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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Number of districts(CCD, 2000-01)



Elementary

MiddleHighCombined

Total



High School

CombinedTotal


1994 2000English

MathScience

Social Studies

14



K8912Total (K12)



HispanicWhiteOther


Students with limitedEnglish proficiency(ED /NCBE)




Number of schools











Math, 2000





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


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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15




199495 200001




Assessment




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


Grade 7Reading

Below AboveStudents in: Proficient Proficient ProficientAll Schools 24% 40% 36%Title I Schools 48 33 18High Poverty Schools 54 31 15


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 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



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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Elementary

MiddleHighCombined

Total



High School

CombinedTotal


1994 2000English

MathScience

Social Studies

16



K8912Total (K12)



HispanicWhiteOther






Number of schools











Math, 2000Proficient level and aboveBasic level and above




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


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


29/138

17




199495 200001




Assessment




14% 11%

44% 50%

Grade 3Writing

FallsStudents in: Far Below Appr. Meets ExceedsAll Schools 12% 13% 62% 13%Title I SchoolsHigh Poverty Schools


Grade 3Mathematics

Falls

Students in: Far Below Appr. Meets ExceedsAll Schools 14% 29% 34% 23%Title I SchoolsHigh Poverty Schools


Grade 8Writing


Students with LimitedEnglish Proficiency 76 22 2 0Migratory Students 88 9 4 0Students with Disabilities 84 15 2 *

Grade 8Mathematics

Falls


Students with LimitedEnglish Proficiency n/a n/a n/a n/aMigratory Students 81 19 0 0Students with Disabilities 84 15 2 *

Grade 10Writing


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



ArizonaArizonas Instrument to Measure Standards.

Meets performance standard.

Proficient 00000



Proficient 00000

0

20

40

60

80

100

2000-20011999-2000

18 18


Arkansas http://arkedu.state.ar.us


30/138





Elementary

MiddleHighCombined

Total



High SchoolCombined

Total


1994 2000English

MathScience

Social Studies

18



K8912Total (K12)



HispanicWhiteOther






Number of schools















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


31/138

California http://www.cde.ca.gov


32/138





Elementary

MiddleHighCombined

Total



High SchoolCombined

Total


1994 2000English

MathScience

Social Studies

20



K8912Total (K12)



HispanicWhiteOther






Number of schools















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.


^

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


33/138

21




199495 200001




Assessment




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 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 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


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


34/138



Math, 2000






Elementary

MiddleHighCombined

Total



High School

CombinedTotal


1994 2000English

MathScience

Social Studies

22


Public school 199394 200001enrollment(CCD) PreK

K8912Total (K12)



HispanicWhiteOther


Students with limitedEnglish proficiency(ED/NCBE)




Number of schools








Schoolwide Targeted TotalPrograms Ass ist ance




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


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).


^

215 342 55739% 61% 100%

123 278 401

57% 81% 72%92 66 15843% 19% 28%

State

41%

Federal5%

Local

53%

Intermediate

*

Colorado


35/138

23




199495 200001




Assessment




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



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


Grade 10Reading


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.



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


36/138








Elementary

MiddleHighCombined

Total



High School

CombinedTotal


1994 2000English

MathScience

Social Studies

24



K8912Total (K12)



HispanicWhiteOther






Number of schools












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.


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


37/138

25




199495 200001




Assessment




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


Grade 8Reading




Grade 4Mathematics

BelowStudents in: Basic Basic Proficient GoalAll Schools 9% 9% 20% 61%Title I SchoolsHigh Poverty Schools 25 20 28 26


Grade 8Mathematics



Grade 10Language Arts




Grade 10Mathematics



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 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


38/138








Elementary

MiddleHighCombined

Total



High SchoolCombined

Total


1994 2000English

MathScience

Social Studies

26



K8912Total (K12)



HispanicWhiteOther






Number of schools












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


39/138

27




199495 200001




Assessment




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


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


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 00000

Delaware Student Testing Program.

Meets the standardvery good performance.

Student Achievement TrendReading 3rd grade meets or exceeds Proficient


0

20

40

60

80

100

2000-20011999-20001998-1999

364341


40/138

District of Columbia


41/138

29




199495 200001




Assessment




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


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


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 *


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 *


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.


42/138

Florida


43/138

31




199495 200001




Assessment




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


Grade 5Mathematics



Grade 8Reading



Grade 8Mathematics



Grade 10Reading



Grade 10Mathematics



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


44/138





ElementaryMiddle

HighCombined

Total



High SchoolCombined

Total


1994 2000English

MathScience

Social Studies

32



K8912

Total (K12)



HispanicWhiteOther






Number of schools









Schoolwide Targeted TotalPrograms Assis tance






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


45/138

33




199495 200001




Assessment




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


Grade 4Mathematics



Grade 8Reading



Grade 8Mathematics



Grade 11English/Language Arts

Did Not Meet Met ExceededStudents in: Standard Standard StandardAll Schools 6% 40% 54%Title I SchoolsHigh Poverty Schools


Grade 11Mathematics

Did Not Meet Met ExceededStudents in: Standard Standard StandardAll Schools 9% 46% 45%Title I SchoolsHigh Poverty Schools




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


Reading 4th grade meets or exceeds Standard


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


46/138





ElementaryMiddle

HighCombined

Total



High SchoolCombined

Total


1994 2000English

MathScience

Social Studies

34

g p


K8912

Total (K12)



HispanicWhiteOther






Number of schools












g p



0-34%

35-49%

50-74%

75-100%

78

60

85

37


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


47/138

35




199495 200001




Assessment




n/a 6%

62% 60%

Students in :All SchoolsTitle I SchoolsHigh Poverty Schools

Students with LimitedEnglish Proficiency

Migratory 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


48/138





ElementaryMiddle

HighCombined

Total



High SchoolCombined

TotalPercentage of teachers with a major in the main subjecttaught, grades 712 (SASS)

1994 2000English

MathScience

Social Studies

36


K8912

Total (K12)



HispanicWhiteOther






Number of schools



y








Math, 2000Proficient level and above

Basic level and aboveKEY:* = Less than 0.5 percentKEY: = Not applicableKEY:n/a = Not available


0-34%

35-49%

50-74%

75-100%

273

203

149

22


None.

Expected School Improvement on AssessmentNone.

Title I Adequate Yearly Progress (AYP) for SchoolsCombined scores on assessments, performance tests(math, writing), local measures.


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.


49/138

37




199495 200001







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


Grade 4Mathematics




Grade 8Reading




Grade 8Mathematics




Grade 10Reading




Grade 10Mathematics




, y

description: tags: final-report

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