Nebraska

Districts and schools
Number of districts
(CCD)

http://www.nde.state.ne.us
Students
2003-04
538 695

Staff
1993-94
Pre-K K-8 9-12 Total (K-12) 3,577 199,849 81,671 281,520

1993-94

Public school enrollment (CCD)

2003-04
5,920 189,495 90,125 279,620

Number of FTE 1993-94 teachers (CCD) Elementary 9,874
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 2,796 6,784 78 7 19,539 3,325 212 1,540 12,139 17,216

2003-04
10,320 3,156 7,159 104 20,739 4,722 427 1,572 12,931 19,652

Number of public schools

(CCD)

957 102 318 24 5 1,406 797 105 301 25 0 1,228

Elementary Middle High Combined Other Total

Race/ethnicity (CCD)
American Indian/Alaskan Native Asian/Pacific Islander Black, non-Hispanic Hispanic White, non-Hispanic Students with disabilities (OSEP) 1% 1 6 4 88 11% 1% 2% 2 7 10 80 13% 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) $1,199,522 Instructional 164,013 Noninstructional 565,566 Support Total 1,929,101

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

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 83% 83 79 90 84% 89 80 81

2%

4%

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)

$6,766

$8,074

Eighth-grade students enrolled in 1996 Algebra I for high school credit 25%
(NAEP)

2003

28%

All schools High-poverty schools Low-poverty schools

91% 90% 95%
2000-01
4% 84 59

Sources of funding
(CCD, 2002-03)

Federal 9%

Local 57%

Students eligible to participate in the Free or Reduced96,880 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)

Outcomes

State 34%

1993-94 High school dropout rate (NCES) 5% Avg. freshman graduation rate (NCES) 89 60 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

0-34% 35-49% 50-74% 206
64

641 299

1994
34% 66

2005
33% 67

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

$46,769,850

75-100%
^

1996
31% 76

2005
35% 75

KEY:

68

K

— n/a # FTE

*

= Less than 0.5 percent = Not applicable = Not available = Sample size too small to calculate = Full Time Equivalent

18 schools did not report.

Nebraska
Statewide Accountability Information
See Appendix B for Nebraska’s definitions of proficient for reading and mathematics for grades 4, 8, and high school. See http://reportcard.nde.state.ne.us/Main/PDFDownload.asp for more details on the statewide accountability system. State assessment for NCLB accountability: STARS (School-based Teacher-led Assessment and Reporting System) State student achievement levels: Basic, Progressing, Proficient, Advanced

St udent Achievement 2003-04
School-based Teacher-led Assessment and Reporting System, used for NCLB accountability Reading Proficient level or above for: Grade 4 Grade 8 High school
All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic Hispanic students White, non-Hispanic 85% 76 70 59 62 71 74 88 83% 72 58 50 51 74 67 85 81% 68 55 44 47 67 64 83

NCLB Accountability Goals
2001-02 Annual measurable objective starting point
Grade 4 Reading Mathematics Grade 8 Reading Mathematics High school eading R Mathematics 62% 65 61 58 66 62

Target (2003-04)
62% 65 61 58 66 62

Student achievement trend: Reading percent proficient level or above 100% 2004 83 85 80 83 77 81 2003 75% 63 62 60 2002 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 87% 79 79 65 73 72 80 90 81% 68 62 44 54 61 66 83

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
233 (96%) 3 (2%) 0 1 (*) 0 0

All schools
466 (87%) 3 (1%) 0 1 (*) 0 0

All districts
111 (73%) 0 0 0 0 0

0%

High school
76% 64 53 37 47 72 57 78

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

State target

State outcome
Met Met Met

Meet or progress toward 62% Meet or progress toward 62% Meet or progress toward 83.97% 0 0 0 0

Student achievement trend: Mathematics percent proficient level or above
100% 75% 50% 25% 0% Grade 4 Grade 8 High School 78 82 87 72 75 81 71 76 2004 2003 2002

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

Number of Title I students Percent of eligible students

65

69