State Education Indicators with a Focus on Title I, 2003-04

Nebraska
http://www.nde.state.ne.us

Districts and schools
Number of districts
(CCD)

1993-94 695

2003-04 538

Number of public schools (CCD) Elementary Middle High Combined Other Total Number of charter schools (CCD)

1993-94 957 102 318 24 5 1,406

2003-04 797 105 301 25 0 1,228 2003-04 -

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Nebraska

Finances
Total current expenditures
(CCD, in thousands of dollars, adjusted for inflation to 200203)

Instructional Noninstructional Support Total Per-pupil expenditures
(CCD, adjusted for inflation to

1993-94 $1,199,522 164,013 565,566 1,929,101

2002-03 $1,470,002 160,780 673,441 2,304,223

2002-03)

1993-94 $6,766

2002-03 $8,074

Sources of Funding
(CCD, 2002-03)

Title I allocation 2002-03 (ED;
Includes Title I, Part A)

$46,769,850

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Nebraska

Students
Public school enrollment
(CCD)

Pre-K K-8 9-12 Total (K-12)

1993-94 3,577 199,849 81,671 281,520 1993-94 1% 1 6 4 88

2003-04 5,920 189,495 90,125 279,620 2003-04 2% 2 7 10 80

Race/ethnicity (CCD) American Indian/Alaskan Native Asian/Pacific Islander Black, non-Hispanic Hispanic White, non-Hispanic Students with disabilities
(OSEP)

1993-94 11%

2003-04 13%

Students with limited English proficiency (NCELA)

1993-94 1% 1993-94 2%

2003-04 5% 2003-04 4%

Migrant students (OME)

Eighth-grade students enrolled in Algebra I for high school credit (NAEP)

1996 25%

2003 28%

Students eligible to participate in the Free or Reduced-Price Lunch Program, 2003-04 (CCD)

96,880

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Nebraska

All schools by percent of students eligible to participate in the Free or Reduced-Price Lunch Program, 2003-04

(CCD)

18 schools did not report

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Nebraska

Staff
Number of FTE teachers (CCD) Elementary Middle High Combined Other Total Number of FTE non-teacher staff (CCD) Instructional aides Instructional coordinators Administrators Other Total Percentage of teachers with a major in the main subject taught, grades 7-12 (SASS) English Mathematics Science Social Studies 1993-94 9,874 2,796 6,784 78 7 19,539 1993-94 3,325 212 1,540 12,139 17,216 2003-04 10,320 3,156 7,159 104 20,739 2003-04 4,722 427 1,572 12,931 19,652

1994 83% 83 79 90

2000 84% 89 80 81

Percentage of core courses taught by highly qualified teachers, 2003-04 (As defined and reported by states, collected by ED)

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Nebraska

Outcomes

High school dropout rate (NCES) Avg. freshman graduation rate
(NCES)

1993-94 5% 89 60

2000-01 4% 84 59

College-going rate (IPEDS/NCES)

NAEP state results Reading, Grade 4 Proficient level or above Basic level or above Math, Grade 8 Proficient level or above Basic level or above

1994 34% 66 1996 31% 76

2005 33% 67 2005 35% 75

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Nebraska

Statewide Accountability Information:
State Accountability Website: http://reportcard.nde.state.ne.us/Main/PDFDownload.asp State assessment for NCLB accountability: STARS (School-based Teacher-led Assessment and Reporting System) State student achievement levels: Basic, Progressing, Proficient, Advanced

Grade 4 Grade 8

Reading Mathemati cs Reading Mathemati cs Reading Mathemati cs

2001-02 Annual measurable objective starting point 62% 65 61 58 66 62

Target 2003-04 62% 65 61 58 66 62

High school

2003-04 NCLB accountability results, applied to 200405 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 missing twice or more, includes total “made” above) Title I schools 233 96% 3 0 1 0 0 2% 0 * 0 0 All schools 466 87% 3 0 1 0 0 1% 0 * 0 0 All districts 111 73% 0 0 0 0 0 0 0 0 0 0

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Nebraska

Other indicator, 2003-04 Elementary Indicator: Writing assessment Middle Indicator: Writing assessment High School Indicator: Graduation rate

State target Meet of progress toward 62% Meet of progress toward 62% Meet of progress toward 83.97%

State outcome Met Met Met

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Nebraska

NCLB choice participation Title I school choice: Supplemental educational services:

Number of Title I students 0 0

Percent of eligible students 0 0

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Nebraska

Student Achievement 2003-04
School-based Teacher-led Assessment and Reporting System, used for NCLB accountability Grade 3 Reading
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students n/a n/a n/a n/a n/a n/a n/a n/a

Trend Data Not Available

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

Nebraska

School-based Teacher-led Assessment and Reporting System, used for NCLB accountability Grade 3 Mathematics
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students n/a n/a n/a n/a n/a n/a n/a n/a

Trend Data Not Available

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Nebraska

School-based Teacher-led Assessment and Reporting System, used for NCLB accountability Grade 4 Reading
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students 85% 76 70 59 62 71 74 88

Student achievement trend: Reading percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Nebraska

School-based Teacher-led Assessment and Reporting System, used for NCLB accountability Grade 4 Mathematics
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students 87% 79 79 65 73 72 80 90

Student achievement trend: Mathematics percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Nebraska

School-based Teacher-led Assessment and Reporting System, used for NCLB accountability Grade 5 Reading
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students n/a n/a n/a n/a n/a n/a n/a n/a

Trend Data Not Available

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Nebraska

School-based Teacher-led Assessment and Reporting System, used for NCLB accountability Grade 5 Mathematics
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students n/a n/a n/a n/a n/a n/a n/a n/a

Trend Data Not Available

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Nebraska

School-based Teacher-led Assessment and Reporting System, used for NCLB accountability Grade 6 Reading
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students n/a n/a n/a n/a n/a n/a n/a n/a

Trend Data Not Available

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Nebraska

School-based Teacher-led Assessment and Reporting System, used for NCLB accountability Grade 6 Mathematics
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students n/a n/a n/a n/a n/a n/a n/a n/a

Trend Data Not Available

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Nebraska

School-based Teacher-led Assessment and Reporting System, used for NCLB accountability Grade 7 Reading
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students n/a n/a n/a n/a n/a n/a n/a n/a

Trend Data Not Available

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Nebraska

School-based Teacher-led Assessment and Reporting System, used for NCLB accountability Grade 7 Mathematics
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students n/a n/a n/a n/a n/a n/a n/a n/a

Trend Data Not Available

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Nebraska

School-based Teacher-led Assessment and Reporting System, used for NCLB accountability Grade 8 Reading
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students 83% 72 58 50 51 74 67 85

Student achievement trend: Reading percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Nebraska

School-based Teacher-led Assessment and Reporting System, used for NCLB accountability Grade 8 Mathematics
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students 81% 68 62 44 54 61 66 83

Student achievement trend: Mathematics percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Nebraska

School-based Teacher-led Assessment and Reporting System, used for NCLB accountability High school Reading
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students 81% 68 55 44 47 67 64 83

Student achievement trend: Reading percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2003-04 Nebraska

School-based Teacher-led Assessment and Reporting System, used for NCLB accountability High school Mathematics
Proficient Level or above for: All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students 76% 64 53 37 47 72 57 78

Student achievement trend: Mathematics percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available