District of Columbia

School and Teacher Demographics
Per pupil expenditures
(CCD, 2000-01)

http://www.k12.dc.us
Student Demographics
Public school enrollment (CCD) Pre-K K-8 9-12 Total (K-12)
○ ○ ○ ○ ○ ○ ○ ○

Statewide Accountability Information
(Collected from states, January 2002 for 2001-02 school year)

$12,046 1

Number of districts
(CCD, 2001-02)

Number of charter schools
(CCD, 2001-02)

1993-94 5,216 53,903 17,854 71,757
○ ○ ○ ○ ○ ○

2001-02 4,105 46,495 13,530 60,025
○ ○ ○ ○ ○

Number of public schools Elementary Middle High Combined Total Number of FTE teachers Elementary Middle School High School Combined Total
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

(CCD)

1993-94 111 26 18 5 160
(CCD)

2001-02 116 24 29 4 173 2001-02 3,083 690 930 83 4,786
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Race/ethnicity (CCD) 1993-94 American Indian/Alaskan Natives * 1% Asian/Pacific Islander 89 Black 6 Hispanic 4 White — Other Students with disabilities (OSEP)
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

2001-02 * 2% 84 9 5 — 2001-02 15% 2001-02 2%
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Migratory students (OME)
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Students with limited English proficiency (ED/NCBE)
○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

1993-94 6%
○ ○ ○ ○ ○

2000-01 8%
○ ○ ○ ○ ○

All schools by percent of students eligible to participate in the Free and Reduced-Price Lunch Program^ (CCD, 2001-02)

Sources of funding
District average
(CCD, 2000-01)

Local 89% Federal 11%

0-34% 35-49% 50-74% 75-100%
^ 28 schools did not report.

36 8 55 66

KEY: * KEY: — KEY: n/a

28

#

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

Percentage of teachers with a major in the main subject taught, grades 7-12 (SASS) 1994 2000 90% 68% English 82 87 Math # n/a Science # 74 Social Studies

1993-94 *

1993-94 2,297 905 977 173 4,352
○ ○ ○

1993-94 9%

28

Statewide Goal for Schools on State Assessment Decrease by 2 percent students at Below Basic level; Increase by 2 percent students at Proficient level; Stable or increase performance at Advanced level. Expected School Improvement on Assessment Move 10 percent from Below Basic, move 5 percent to Proficient, 5 percent to Advanced for reading and math (variations based on baseline data). Decrease secondary dropout rate by 10 percent. Achieve 93 percent attendance for elementary, 90 percent for middle and high schools. Title I Adequate Yearly Progress (AYP) for Schools Same as School Improvement Expectation.

Title I 2001-02
(ED Consolidated Report, 2001-02)

Schoolwide Targeted Total Programs Assistance

169 98% 134 Schools meeting AYP goal 100% Schools in need of improvement 14 100%
Number of schools

3 2% 0 — 0 —

172 100% 134 78% 14 8%

Title I allocation
Migrant Education, and Neglected and Delinquent, ED, 2001-02)

$29,310,626

(Includes Basic, Concentration, and LEA grants, Capital Expenditures, Even Start,

NAEP State Results
Reading, 2003 Proficient level and above Basic level and above Math, 2003 Proficient level and above Basic level and above
Grade 4 Grade 8

11% 32

10% 47

7% 36

6% 29

District of Columbia
Student Achievement 2001-02
Elementary School
Grade 3-6**
Reading Students in:
All Schools Title I Schools Economically Disadvantaged Students Students with Limited English Proficiency Migratory Students Students with Disabilities
Below/ Basic
Proficient 0

Assessment State Definition of Proficient

Stanford Achievement Test, Version 9. Represents solid academic performance; students are prepared for this grade level.

Grade 7-8**
Reading Students in:
All Schools Title I Schools Economically Disadvantaged Students Students with Limited English Proficiency Migratory Students Students with Disabilities
Below/ Basic
Proficient 0

○ ○ ○ ○

Middle School

High School
Grade 9-11**
Reading Students in:
All Schools Title I Schools Economically Disadvantaged Students Students with Limited English Proficiency Migratory Students Students with Disabilities
Below/ Basic
Proficient 0

Proficient

Advanced

Proficient

Advanced

Proficient

Advanced

74% 78 78

20% 18 18

6% 4 4

79% 82 82

19% 17 17

2% 1 1

88% 90 90

10% 9 9

2% 1 1

79 83 93

18 16 6

3 1 1

86 66 96

13 31 4

1 3 *

97 88 98

3 10 2

* 2 *

Grade 3-6**
Mathematics Students in:
All Schools Title I Schools Economically Disadvantaged Students Students with Limited English Proficiency Migratory Students Students with Disabilities
Below/ Basic
Proficient 0

Grade 7-8**
Mathematics Students in:
All Schools Title I Schools Economically Disadvantaged Students Students with Limited English Proficiency Migratory Students Students with Disabilities
Below/ Basic
Proficient 0

○ ○ ○ ○

Grade 9-11**
Mathematics Students in:
All Schools Title I Schools Economically Disadvantaged Students Students with Limited English Proficiency Migratory Students Students with Disabilities
Below/ Basic
Proficient 0

74% 77 77

19% 18 18

7% 5 5

89% 93 93

9% 6 6

2% 1 1

Proficient

Advanced

Proficient

Advanced

Proficient

Advanced

93% 94 94

6% 5 5

1% 1 1

71 81 95

22 17 4

7 2 1

88 85 99

10 11 1

2 4 *

93 95 99

6 5 1

1 0 *

High School Indicators
High school dropout rate (CCD, event)
1993-94 2000-01

**Data disaggregated by grade level not available.

10%
1994-95

n/a
2000-01

Postsecondary enrollment
(NCES, High school graduates enrolled in college)

71%

48%

KEY: * — n/a # High Poverty Schools

= Less than 0.5 percent = Not applicable = Not available = Sample size too few to calculate = 75-100% of students qualify for lunch subsidies

F O R

M O R E

I N F O R M A T I O N ,

R E F E R

T O

S O U R C E S ,

P A G E

1 1 7

29