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

Utah
http://www.usoe.k12.ut.us

Districts and schools
Number of districts
(CCD)

1993-94 40

2003-04 40

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

1993-94 433 114 132 13 26 718

2003-04 501 142 187 12 44 886 2003-04 19

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 Utah

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 $1,291,568 117,525 516,485 1,925,578

2002-03 $1,518,242 133,760 714,894 2,366,896

2002-03)

1993-94 $4,085

2002-03 $4,838

Sources of Funding
(CCD, 2002-03)

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

$45,809,427

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 Utah

Students
Public school enrollment
(CCD)

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

1993-94 959 321,307 137,378 458,685 1993-94 1% 2 1 4 91

2003-04 3,833 333,147 142,129 475,276 2003-04 2% 3 1 11 83

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

1993-94 10%

2003-04 11%

Students with limited English proficiency (NCELA)

1993-94 5% 1993-94 *

2003-04 10% 2003-04 1%

Migrant students (OME)

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

1996 42%

2003 40%

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

159,056

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 Utah

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

(CCD)

113 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 Utah

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 9,855 4,279 4,831 93 466 19,524 1993-94 4,309 411 980 10,548 16,248 2003-04 11,950 4,516 5,407 44 660 22,577 2003-04 5,911 711 1,168 11,608 19,398

1994 73% 55 66 61

2000 63% 63 83 72

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 Utah

Outcomes

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

1993-94 3% 83 56

2000-01 4% 82 38

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 30% 64 1996 24% 70

2005 35% 69 2005 30% 72

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 Utah

Statewide Accountability Information:
State Accountability Website: http://www.usoe.k12.ut.us/default/annual_report_03_04.pdf State assessment for NCLB accountability: Utah Performance Assessment System for Students State student achievement levels: Minimal, Partial, Sufficient, Substantial

Grade 4

Grade 8

High school

Language arts Mathemati cs Language arts Mathemati cs Language arts Mathemati cs

2001-02 Annual measurable objective starting point 65% 57 64 35 64 35

Target 2003-04 65% 57 65 57 64 35

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 172 81% 11 1 2 1 2 5% 1% 1% 1% 1% All schools 794 88% 11 1 2 1 2 1% * * * * All districts 34 58% 21 0 0 0 0 35% 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 Utah

Other indicator, 2003-04 Elementary Indicator: Attendance Middle Indicator: Attendance High School Indicator: Graduation or attendance

State target Meet or progress toward 93% Meet or progress toward 93% Meet or progress toward 85.7 (graduation) or 93% (attendance)

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 Utah

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

Number of Title I students 62 635

Percent of eligible students 3% 49%

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 Utah

Student Achievement 2003-04
Utah Performance Assessment System for Students, used for NCLB accountability Grade 3 Language arts
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% 73 41 47 49 59 50 81

Student achievement trend: Language arts 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

Utah

Utah Performance Assessment System for Students, 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 74% 72 52 50 53 54 52 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

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

Utah Performance Assessment System for Students, used for NCLB accountability Grade 4 Language arts
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% 73 42 42 51 64 52 81

Student achievement trend: Language arts 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 Utah

Utah Performance Assessment System for Students, 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 77% 71 45 43 53 56 52 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

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

Utah Performance Assessment System for Students, used for NCLB accountability Grade 5 Language arts
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% 72 41 37 49 58 49 80

Student achievement trend: Language arts 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 Utah

Utah Performance Assessment System for Students, 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 72% 70 40 38 50 52 49 76

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 Utah

Utah Performance Assessment System for Students, used for NCLB accountability Grade 6 Language arts
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% 72 41 34 48 56 50 81

Student achievement trend: Language arts 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 Utah

Utah Performance Assessment System for Students, 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 72% 68 34 32 46 50 47 76

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 Utah

Utah Performance Assessment System for Students, used for NCLB accountability Grade 7 Language arts
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 79% 77 42 36 52 58 54 83

Student achievement trend: Language arts 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 Utah

Utah Performance Assessment System for Students, 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 76% 74 45 35 52 51 52 80

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 Utah

Utah Performance Assessment System for Students, used for NCLB accountability Grade 8 Language arts
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 77% 75 39 33 48 55 51 82

Student achievement trend: Language arts 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 Utah

Utah Performance Assessment System for Students, 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 70% 68 49 29 48 47 47 74

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 Utah

Utah Performance Assessment System for Students, used for NCLB accountability High school Language arts
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 75% 73 29 29 42 49 46 79

Student achievement trend: Language arts 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 Utah

Utah Performance Assessment System for Students, 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 64% 63 32 37 36 33 36 68

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