State Education Indicators with a Focus on Title I, 2002-03

Alabama
http://www.alsde.edu

Districts and schools
Number of districts
(CCD)

1993-94 127

2002-03 129

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

1993-94 664 218 246 155 11 1,294

2002-03 710 231 274 167 9 1,391 2002-03 n/a

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, 2002-03 Alabama

Finances
Total current expenditures
(CCD, in thousands of dollars, adjusted for inflation to 200102)

Instructional Noninstructional Support Total Per-pupil expenditures
(CCD, adjusted for inflation to

1993-94 $2,249,389 284,407 935,139 3,468,935

2001-02 $2,721,721 307,556 1,415,114 4,444,391

2001-02)

1993-94 $4,898

2001-02 $6,029

Sources of funding
(CCD, 2001-02)

Title I allocation 2001-02 (ED;
Includes Title I, Part A)

$154,938,816

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, 2002-03 Alabama

Students
Public school enrollment
(CCD)

Pre-K K-8 9-12 Total (K-12) Race/ethnicity (CCD) American Indian/Alaskan Native Asian/Pacific Islander Black, non-Hispanic Hispanic White, non-Hispanic Students with disabilities
(OSEP)

1993-94 8,445 527,373 198,651 726,024 1993-94 1% 1 36 * 62

2002-03 n/a 523,594 203,117 726,711 2002-03 1% 1 36 2 60

1993-94 12%

2002-03 11%

Students with limited English proficiency (NCELA)

1993-94 * 1993-94 1%

2002-03 1% 2002-03 1%

Migrant students (OME)

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

1996 20%

2003 17%

Students eligible to participate in the Free or Reduced-Price Lunch Program, 2002-03 (CCD)

364,226

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, 2002-03 Alabama

All schools by percent of students eligible to participate in the Free or Reduced-Price Lunch Program, 2002-03

(CCD)

2 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, 2002-03 Alabama

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 18,619 6,474 9,699 5,898 2,312 43,002 2002-03 21,325 7,436 10,962 5,455 1,927 47,104

1993-94 3,897 393 2,384 31,246 37,920

2002-03 6,169 667 4,697 30,245 41,778

1994 75% 89 73 80

2000 63% 83 78 69

Percentage of core courses taught by highly qualified teachers, 2002-03 (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, 2002-03 Alabama

Outcomes
1993-94 6% 64 64 2000-01 4% 64 58

High school dropout rate (NCES) Averaged freshman graduation rate (NCES) 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 23% 52 1996 12% 45

2003 23% 53 2003 16% 53

Statewide Accountability Information:
State Accountability Website: http://www.alsde.edu/html/reports1.asp?systemcode=000&schoolcode=0000 State assessment for NCLB accountability: n/a State student achievement levels: n/a

Grade 4 Grade 8 Grade -

Reading/language arts Mathematics Reading/language arts Mathematics -

2001-02 Annual measurable objective starting point -

Target 2002-03 -

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, 2002-03 Alabama

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 n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a

All schools n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a

All districts n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a

*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. Other indicator, 2002-03 Elementary indicator: Attendance Middle indicator: Attendance High school indicator: Graduation rate State target State outcome -

NCLB choice participation Title I school choice Supplemental educational services

Number of Title I students 836 726

Percent of Eligible Students * 1%

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, 2002-03 Alabama

Student Achievement 2002-03
Stanford 10, not used for NCLB accountability in 2002-03 Grade 3 Reading
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 55% 40 32 22 21 35 35 68

Student achievement trend: Reading 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, 2002-03 Alabama

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

Alabama

Stanford 10, not used for NCLB accountability in 2002-03 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 58% 45 61 26 35 41 42 69

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, 2002-03 Alabama

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, 2002-03 Alabama

Stanford 10, not used for NCLB accountability in 2002-03 Grade 4 Reading
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 63% 50 43 25 32 45 49 76

Student achievement trend: Reading 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, 2002-03 Alabama

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, 2002-03 Alabama

Stanford 10, not used for NCLB accountability in 2002-03 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 64% 53 50 26 46 49 52 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, 2002-03 Alabama

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, 2002-03 Alabama

Stanford 10, not used for NCLB accountability in 2002-03 Grade 5 Reading
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 62% 49 41 22 24 44 43 74

Student achievement trend: Reading 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, 2002-03 Alabama

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, 2002-03 Alabama

Stanford 10, not used for NCLB accountability in 2002-03 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 54% 41 47 18 37 37 47 65

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, 2002-03 Alabama

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, 2002-03 Alabama

Stanford 10, not used for NCLB accountability in 2002-03 Grade 6 Reading
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 58% 43 32 17 20 38 40 71

Student achievement trend: Reading 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, 2002-03 Alabama

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, 2002-03 Alabama

Stanford 10, not used for NCLB accountability in 2002-03 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 54% 36 35 15 36 36 46 65

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, 2002-03 Alabama

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, 2002-03 Alabama

Stanford 10, not used for NCLB accountability in 2002-03 Grade 7 Reading
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 63% 48 41 17 21 45 41 74

Student achievement trend: Reading 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, 2002-03 Alabama

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, 2002-03 Alabama

Stanford 10, not used for NCLB accountability in 2002-03 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 55% 40 41 14 30 37 43 66

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, 2002-03 Alabama

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, 2002-03 Alabama

Stanford 10, not used for NCLB accountability in 2002-03 Grade 8 Reading
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 59% 42 38 16 14 38 38 71

Student achievement trend: Reading 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, 2002-03 Alabama

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, 2002-03 Alabama

Stanford 10, not used for NCLB accountability in 2002-03 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 56% 41 45 14 34 38 42 67

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, 2002-03 Alabama

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, 2002-03 Alabama

Stanford 10, not used for NCLB accountability in 2002-03 Grade 11 Reading
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 -

Trend Data Not Available

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, 2002-03 Alabama

Stanford 10, not used for NCLB accountability in 2002-03 Grade 11 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 -

Trend Data Not Available

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available