Number of FTE 1993-94 teachers (CCD) Elementary 34,057
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 16,047 18,883 1,050 750 70,787 20,721 767 5,228 36,922 63,638
Race/ethnicity (CCD)
American Indian/Alaskan Native Asian/Pacific Islander Black, non-Hispanic Hispanic White, non-Hispanic Students with disabilities (OSEP) 2% 1 30 1 66 11% 1% 1% 2 32 7 58 12% 5%
Number of FTE non-teacher staff (CCD)
Number of charter schools (CCD)
Finances
Total current expenditures 1993-94
(CCD, in thousands of dollars, adjusted for inflation to 2002-03) $4,027,758 Instructional 499,539 Noninstructional 2,028,993 Support Total 6,556,290
2002-03
$5,574,861 489,107 2,703,000 8,766,968
Students with limited English proficiency (NCELA) Migrant students
(OME)
Percentage of teachers with a major in the main subject taught, grades 7-12 (SASS) 1994 2000
English Mathematics Science Social studies 87% 79 73 88 81% 64 75 93
1%
2%
Percentage of core courses taught by highly qualified teachers, 2003-04 (As defined and reported by states, collected by ED)
Per-pupil expenditures
(CCD, adjusted for inflation to 2002-03)
$5,785
$6,562
Eighth-grade students enrolled in 1996 Algebra I for high school credit 29%
(NAEP)
2003
29%
All schools High-poverty schools Low-poverty schools
85% 82% 87%
2000-01
6% 67 65
Sources of funding
(CCD, 2002-03)
Federal 10%
Local 27%
Students eligible to participate in the Free or Reduced605,253 Price Lunch Program, 2003-04 (CCD) Number of schools, by percent of students eligible to participate in the Free or Reduced-Price Lunch Program, ^ 2003-04 (CCD) 0-34% 649
Outcomes
1993-94 High school dropout rate (NCES) - Avg. freshman graduation rate (NCES) 70% 51 College-going rate (IPEDS/NCES) NAEP state results (NCES)
Reading, Grade 4 Proficient level or above Basic level or above Math, Grade 8 Proficient level or above Basic level or above
State 64%
35-49% 50-74%
Title I allocation 2002-03
(ED; Includes Title I, Part A)
511 693
405
1994
30% 59
2005
30% 64
$261,980,283
75-100%
^
1996
20% 56
2005
32% 72
KEY:
80
K
— n/a # FTE
*
= Less than 0.5 percent = Not applicable = Not available = Sample size too small to calculate = Full Time Equivalent
2 schools did not report.
North Carolina
Statewide Accountability Information
See Appendix B for North Carolina’s definitions of proficient for reading and mathematics for grades 4, 8, and high school. See http://www.ncreportcards.org/src/stateDetails.jsp?Page=1&pYear=2003-2004 for more details on the statewide accountability system. State assessment for NCLB accountability: End-of-Grade/Course Tests State student achievement levels: Level I, Level II, Level III, Level IV
St udent Achievement 2003-04
End-of-Grade/Course Tests, used for NCLB accountability Reading Proficient level or above for: Grade 4 Grade 8
All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic Hispanic students White, non-Hispanic 83% 73 71 52 61 72 71 89 88% 79 74 57 54 79 74 93
High school
66% 46 25 26 22 46 46 76
NCLB Accountability Goals
2001-02 Annual measurable objective starting point
Grade 4 Reading Mathematics Grade 8 Reading Mathematics High school eading R Mathematics 68.9% 74.6 68.9 74.6 52 54.9
Target (2003-04)
68.9% 74.6 68.9 74.6 52 54.9
Student achievement trend: Reading percent proficient level or above
100% 75% 50% 25% Grade 4 Grade 8 High School Mathematics Proficient level or above for: Grade 4 Grade 8
All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic Hispanic students White, non-Hispanic 93% 89 89 75 86 88 90 >95 84% 74 75 53 62 72 75 91
77 81
83
85 86 88 69 64 66
2004 2003 2002
2003-04 NCLB accountability results, applied to 2004-05 school year
AYP outcomes and consequences
Made AYP Identified for improvement: Year 1 Year 2 Corrective action Restructuring Exited Improvement status (made AYP twice after being identified for improvement)
Title I schools
911 (79%) 140 (12%) 14 (1%) 6 (1%) 0 0