Tennessee

Districts and schools
Number of districts
(CCD)

http://www.state.tn.us/education
Students
2003-04
138 140

Staff
1993-94
Pre-K K-8 9-12 Total (K-12) 2,699 603,275 238,855 842,130

1993-94

Public school enrollment (CCD)

2003-04
n/a 643,828 252,526 896,354

Number of FTE 1993-94 teachers (CCD) Elementary 25,506
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 8,256 12,891 1,549 168 48,370 8,981 - 5,137 31,647 45,765

2003-04
n/a n/a n/a n/a n/a n/a 14,430 1,117 6,319 34,670 56,536

Number of public schools

(CCD)

942 237 255 49 13 1,496 978 306 294 58 8 1,644 4

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% 23 * 76 12% * n/a n/a n/a n/a n/a 11% 2%

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) $2,708,024 Instructional 231,559 Noninstructional 1,272,385 Support Total 4,211,968

2002-03
$3,647,986 278,082 1,748,705 5,674,773

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 73% 59 52 81 73% 51 53 69

*

1%

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)

$4,739

$6,118

Eighth-grade students enrolled in 1996 Algebra I for high school credit 18%
(NAEP)

2003

20%

All schools High-poverty schools Low-poverty schools

58% 57% 50%
2000-01
4% 59 62

Sources of funding
(CCD, 2002-03)

Federal 10%

Local 46%

Students eligible to participate in the Free or Reducedn/a 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 44%

1993-94 High school dropout rate (NCES) 5% Avg. freshman graduation rate (NCES) 66 54 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

Data not available.
Title I allocation 2002-03
(ED; Includes Title I, Part A)

1994
27% 58

2005
27% 60

$185,694,729

1996
15% 53

2005
21% 61

KEY:

100

K

— n/a # FTE

*

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

Tennessee
Statewide Accountability Information
See Appendix B for Tennessee’s definitions of proficient for reading/language arts and mathematics for grades 3, 8, and high school. See http://evaas.sasinschool.com/tn_reportcard/welcome.jsp for more details on the statewide accountability system. State assessment for NCLB accountability: Tennessee Achievement Test State student achievement levels: Below Proficient, Proficient, Advanced

St udent Achievement 2003-04
Tennessee Achievement Test, used for NCLB accountability Reading or language arts Proficient level or above for: Grade 3 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 84% 77 49 56 58 74 73 88 81% 69 27 38 36 66 66 86

High school
87% 78 62 51 57 78 81 91

NCLB Accountability Goals
2001-02 Annual measurable objective starting point
Grade 3 Reading/language arts Mathematics Grade 8 Reading/language arts Mathematics Grade HS Reading/language arts Mathematics 77.1% 72.4 77.1 72.4 86 65.4

Target (2003-04)
77.1% 72.4 77.1 72.4 86 65.4

Student achievement trend: Reading or language arts percent proficient level or above
100% 75% 50% 25% Grade 3 Grade 8 High School Mathematics Proficient level or above for: Grade 3 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 81% 72 52 46 60 66 72 87 83% 73 44 39 59 68 75 88

81 84

80 81

89 87

2004 2003 n/a 2002

2003-04 NCLB accountability results, applied to 2004-05 school year
AYP outcomes and consequences* Title I schools
Made AYP Identified for improvement: Year 1 Year 2 Corrective action Restructuring Exited Improvement status (made AYP twice after being identified for improvement) 732 (82%) 84 (9%) 0 0 44 (5%) n/a

All schools
1,442 (79%) 118 (7%) 0 0 47 (3%) 8 (*)

All districts
93 (68%) 25 (18%) 0 0 0 n/a

0%

High school
74% 61 70 36 56 53 69 83

Other indicator, 2003-04

State target
92.5% 92.5% 76% 839 4,870

State outcome
Met Met Met 2% 33%

Elementary indicator: Attendance Middle school indicator: Attendance High school indicator: Graduation rate

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

Number of Title I students Percent of eligible students

Student achievement trend: Mathematics percent proficient level or above 100% 2004 80 81 79 83 77 74 2003 75% n/a 2002 50%
25% 0% Grade 3 Grade 8 High School

*Some AYP outcomes for this state are not available due to issues with data collection, measurement, or other reasons. For more information please visit the state’s Web site, above.

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