Arkansas

Districts and schools
Number of districts
(CCD)

http://arkedu.state.ar.us
Students
2002-03
311 315

Staff
1993-94
Pre-K K-8 9-12 Total (K-12) 1,248 314,617 125,801 440,418

1993-94

Public school enrollment (CCD)

2002-03
1,938 315,854 131,716 447,570

Number of FTE 1993-94 teachers (CCD) Elementary 12,440
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 5,050 7,623 390 3,511 29,014 2,501 784 2,076 19,145 24,448

2002-03
13,521 6,040 8,859 468 1,442 30,330 6,217 613 2,439 24,216 33,485

Number of public schools

(CCD)

564 161 324 6 15 1,070 571 199 326 9 24 1,129 7

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% 24 1 74 10% 1% 1% 1 23 5 71 12% 3%

Number of FTE non-teacher staff (CCD)

Number of charter schools (CCD)

Finances
Total current expenditures 1993-94
(CCD, adjusted for inflation to 2001-02, in thousands)

2001-02
$1,739,455 144,218 939,213 2,822,886

Instructional Noninstructional Support Total

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 78% 70 66 70 82% 79 57 64

$1,429,709 155,090 697,321 2,282,121

3%

5%

Percentage of core courses taught by highly qualified teachers, 2002-03 (As defined and reported by states, collected by ED)

Per-pupil expenditures
(CCD, adjusted for inflation to 2001-02)

$5,137

$6,276

Eighth-grade students enrolled in 1996 18% Algebra I for high school credit
+ (NAEP)

2003

18%

All schools High-poverty schools

97% 97%

Sources of funding
(CCD, 2001-02)

Federal 11% State 56%

Local 34%

Students eligible to participate in the Free or Reduced218,277 Price Lunch Program, 2002-03 (CCD) Number of schools, by percent of students eligible to participate in the Free or Reduced-Price Lunch Program, 2002-03 (CCD)
0-34% 35-49% 203 299 460 167

Low-poverty schools Not Available

Outcomes

1993-94 High school dropout rate (NCES) 5% Avg. freshman graduation rate (NCES) 77 College-going rate (IPEDS/NCES) 48 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% 74 53

1994 1996
24% 54 13% 52

2003 2003
28% 60 18% 57

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

$97,234,354

50-74% 75-100%

KEY:

18

K

— n/a # FTE

* = Less than 0.5 percent

= Not applicable = Not available = Sample size too small to calculate = Full Time Equivalent

Statewide Accountability Information
See Appendix B for Arkansas’s definitions of proficient for reading and mathematics for grades 4, 8 and high school. See http://www.as-is.org/reportcard/rc2003/ for more details on the statewide accountability system. State assessment for NCLB accountability: Arkansas Benchmark Exams State student achievement levels: Below Basic, Basic, Proficient, Advanced

Arkansas
High school
41% – 13 <5 10 16 22 51

Student Achievement 2002-03
Arkansas Benchmark Exams, used for NCLB accountability Reading 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 students Hispanic students White, non-Hispanic students 61% 50 47 11 39 40 56 69 42% 27 24 <5 16 21 31 50

NCLB Accountability Goals
2001-02 Annual measurable objective starting point
Grade 4 Reading Mathematics Grade 8 Reading Mathematics High school Reading Mathematics 31.8% 28.2 18.1 15.3 19.5 10.4

Target (2002-03)
37.48% 34.18 24.93 22.36 26.21 17.87

Student achievement trend: Reading percent proficient level or above

100%

75% 50% 25% 0%

61

42

41

2003 n/a 2002 n/a 2001

2002-03 NCLB accountability results, applied to 2003-04 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
n/a 227 (28%) 15 (2%) 2 (*) 0 n/a

All schools
n/a 227 (21%) 15 (1%) 2 (*) 0 n/a

All districts
n/a 0 0 0 0 n/a

Grade 4

Grade 8 High School
Grade 8
22% 11 8 <5 6 <5 13 28

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 students Hispanic students White, non-Hispanic students 60% 49 50 20 46 32 58 69

High school
43% – 17 8 17 18 28 52

Other indicator, 2002-03

State target
92.70% 92.70% 86.7% 175 3

State outcome
Met Met Met * *

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

Student achievement trend: Mathematics percent proficient level or above

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

Number of Title I students Percent of eligible students

100% 75% 50% 25% 0% Grade 4
22 60 43

2003 n/a 2002 n/a 2001

*Some 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.

Grade 8 High School

19