Texas

Districts and schools
Number of districts
(CCD)

http://www.tea.state.tx.us
Students
2003-04
1,046 1,046

Staff
1993-94
Pre-K 119,253 K-8 2,560,407 9-12 927,177 Total (K-12) 3,487,584

1993-94

Public school enrollment (CCD)

2003-04
192,402 2,938,303 1,199,136 4,137,439

Number of FTE 1993-94 teachers (CCD) Elementary 108,318
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 50,976 56,278 7,099 1,473 224,144 38,816 1,257 13,286 154,913 208,272

2003-04
136,313 65,023 75,036 8,218 3,057 287,647 58,741 1,238 37,454 209,416 306,849

Number of public schools

(CCD)

3,385 1,308 1,148 392 91 6,324 3,986 1,588 1,417 803 49 7,843 274

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) * 2% 14 36 48 11% 12% * 3% 14 44 39 11% 15%

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) $12,235,063 Instructional 1,236,823 Noninstructional 7,162,154 Support Total 20,634,040

2002-03
$18,347,986 1,535,497 10,516,120 30,399,603

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 71% 65 70 67 64% 57 57 60

3%

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)

$5,578

$7,136

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

2003

25%

All schools High-poverty schools Low-poverty schools

94% 92% 93%
2000-01
4% 71 53

Sources of funding
(CCD, 2002-03)

Federal 10%

Local 49%

Students eligible to participate in the Free or Reduced2,024,335 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 41%

1993-94 High school dropout rate (NCES) - Avg. freshman graduation rate (NCES) 66% 50 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% 1,470

2,392

1994
26% 58

2005
29% 64

2,190 1,628

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

$1,018,467,898

75-100%
^

1996
21% 59

2005
31% 72

KEY:

102

K

— n/a # FTE

*

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

163 schools did not report.

Texas
Statewide Accountability Information
See Appendix B for Texas’s definitions of proficient for Reading and mathematics for grades 4, 8, and high school. See http://www.tea.state.tx.us/perfreport for more details on the statewide accountability system. State assessment for NCLB accountability: Texas Assessment of Knowledge and Skills State student achievement levels: Did Not Meet the Standard, Met the Standard, Commended Performance

St udent Achievement 2003-04
Texas Assessment of Knowledge and Skills, 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% 79 74 76 71 77 80 93 89% 83 76 73 48 85 84 95 82% 73 65 53 34 75 74 90

NCLB Accountability Goals
2001-02 Annual measurable objective starting point
Grade 4 Grade 8 Grade 10 Reading Mathematics Reading Mathematics Reading Mathematics 47% 33 47 33 47 33

Target (2003-04)
47% 33 47 33 47 33

Student achievement trend: Reading percent proficient level or above
100% 86 85 88 89 81 82 2004 2003 n/a 2002

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 85% 80 77 76 75 75 81 93 66% 54 47 40 28 49 57 80

2003-04 NCLB accountability results, applied to 2004-05 school year
AYP outcomes and consequences Title I schools All schools
6,516 (89%) 88 2 1 0 2 (*) (*) (*) (*)

All districts
955 (88%) 2 0 0 0 0 (*)

Made AYP 4,494 (89%) Identified for improvement: Year 1 88 (*) Year 2 2 (*) Corrective action 1 (*) Restructuring 0 Exited Improvement status (made AYP twice 2 (*) after being identified for improvement)

0%

High school
67% 53 47 35 32 51 56 80

Other indicator, 2003-04

State target

State outcome
Met Met Met *

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

Meet or exceed 90% Meet or exceed 90% Meet or exceed 70% - 45

Student achievement trend: Mathematics percent proficient level or above
100% 75% 50% 25% 0% Grade 4 Grade 8 High School 87 85 73 73 2004 2003 n/a 2002

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

Number of Title I students Percent of eligible students

66

67

103