Vermont

Districts and schools
Number of districts
(CCD)

http://www.state.vt.us/educ
Students
2003-04
300 285

Staff
1993-94
Pre-K K-8 9-12 Total (K-12) 2,024 72,804 27,377 100,181

1993-94

Public school enrollment (CCD)

2003-04
3,027 63,702 32,091 95,793

Number of FTE 1993-94 teachers (CCD) Elementary 4,204
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 846 2,390 603 3 8,046 2,139 230 989 4,058 7,416

2003-04
4,411 765 2,815 720 8,711 4,208 318 588 4,838 9,952

Number of public schools

(CCD)

279 29 49 18 3 378 255 25 47 31 358

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 1 * 97 9% 1% 1% 2 1 1 96 12% 1%

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) $535,047 Instructional 27,156 Noninstructional 258,162 Support Total 820,365

2002-03
$671,163 28,289 345,762 1,045,214

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 87% 75 81 81 n/a 55% 77 78

1%

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)

$7,984

$10,454

Eighth-grade students enrolled in 1996 Algebra I for high school credit 22%
(NAEP)

2003

20%

All schools

82%

High-poverty schools Data Not Available Low-poverty schools Data Not Available

Sources of funding
(CCD, 2002-03)

Federal 7%

Local 25%

Students eligible to participate in the Free or Reduced27,109 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 68%

1993-94 High school dropout rate (NCES) 5% Avg. freshman graduation rate (NCES) 86 51 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

2000-01
5% 80 45

0-34% 35-49% 50-74% 37 6 98

217

1994
- -

2005
38% 72

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

$27,005,035

75-100%

1996
27% 72

2005
38% 78

KEY:

106

K

— n/a # FTE

*

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

Vermont
Statewide Accountability Information
See Appendix B for Vermont’s definitions of proficient for English & language arts and mathematics for grades 4, 8, and high school. See http://crs.uvm.edu/schlrpt/cfusion/schlrpt04/vermont.cfm for more details on the statewide accountability system. State assessment for NCLB accountability: New Standards Reference Examinations State student achievement levels: Little Evidence of Achievement, Below the Standard, Nearly Achieves the Standard, Achieves the Standard, Achieves the Standard with Honors

St udent Achievement 2003-04
New Standards Reference Examinations, used for NCLB accountability English and language arts 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 82% 69 61 53 67 62 74 82 69% 54 42 28 68 66 73 69 52% 34 45 12 42 42 42 52

NCLB Accountability Goals
2001-02 Annual measurable objective starting point
Grade 4 Grade 8 Grade 10 English & language arts Mathematics English & language arts Mathematics English & language arts Mathematics PI: 300 175 300 175 300 175

Target (2003-04)
PI: 300 175 300 175 300 175

Student achievement trend: English and language arts percent proficient level or above
100% 75% 50% 25% Grade 4 Grade 8 Mathematics Proficient level or above for: Grade 4
All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic Hispanic students White, non-Hispanic 75% 70 44 45 70 55 64 76

81 82 62

69 55 52

2004 2003 n/a 2002

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
185 (88%) 16 (8%) 0 0 0 1 (*)

All schools
270 (88%) 25 (8%) 0 0 0 2 (1%)

All districts
143 (80%) 8 (3%) 0 0 0 0

0%

High School

Grade 8
73% 57 51 29 71 60 67 73

High school
64% 46 # 20 59 45 44 64

Other indicator, 2003-04

State target

State outcome
Met Met Met

Elementary indicator: VT-Dev. Read. Assessment Less than 15% of students Middle school indicator: New Standards Ref. Exam in lowest two proficiency levels High school indicator: Graduation rate or 75% or less than 15% of students NSRE Reading: Basic Understanding performance in lowest two proficiency levels

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

Number of Title I students Percent of eligible students
n/a n/a n/a n/a

Student achievement trend: Mathematics percent proficient level or above 100% 2004 73 73 75 2003 67 75% 62 64 n/a 2002 50%
25% 0% Grade 4 Grade 8 High School

107