California

Districts and schools
Number of districts
(CCD)

http://www.cde.ca.gov
Students
2002-03
988 1,002

Staff
1993-94
Pre-K 61,281 K-8 3,772,731 9-12 1,393,530 Total (K-12) 5,166,261

1993-94

Public school enrollment (CCD)

2002-03
n/a 4,373,967 1,807,054 6,181,021

Number of FTE 1993-94 teachers (CCD) Elementary 113,113
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 39,438 51,143 268 17,796 221,779 55,984 4,248 12,231 136,843 209,306

2002-03
158,983 51,595 75,318 10,032 11,745 307,672 72,242 6,664 16,228 178,858 273,992

Number of public schools

(CCD)

4,943 1,101 1,382 167 141 7,734 5,550 1,305 1,788 426 18 9,087 408

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% 11 9 37 42 9% 23% 1% 11 8 46 34 9% 26%

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
$28,566,063 1,739,089 15,960,392 46,265,544

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 76% 50 62 77 68% 57 77 84

$19,239,205 1,345,311 11,600,235 32,184,751

4%

8%

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)

$6,040

$7,434

Eighth-grade students enrolled in 1996 27% Algebra I for high school credit
(NAEP)

2003

46%

All schools High-poverty schools Low-poverty schools

48% 35% 53%

Sources of funding
(CCD, 2001-02)

Students eligible to participate in the Free or Reduced3,002,890 Price Lunch Program, 2002-03 (CCD)
Local 31%

Outcomes

Federal 9% State 59%

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% 1,164 2,029 2,246 3,562

1993-94 2000-01 High school dropout rate (NCES) n/a n/a Avg. freshman graduation rate (NCES) 82% 72% College-going rate (IPEDS/NCES) 61 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

1994 1996
18% 44 17% 51

2003 2003
21% 49 21% 55

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

$1,448,883,975

50-74% 75-100%

KEY:

20

K

— n/a # FTE

* = Less than 0.5 percent

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

^

86 schools did not report.

Statewide Accountability Information
See Appendix B for California’s definitions of proficient for English language arts and mathematics for grades 4, 8, and high school. See http://star.cde.ca.gov/star2003/viewreport.asp for more on the statewide accountability system. State assessment for NCLB accountability: California Standards Tests (CSTs) grades 2-8, California High School Exit Exam (SCSAHSEE) grade 10 State student achievement levels: Below Basic, Basic, Far Below Basic, Proficient, Advanced

California

Student Achievement 2002-03
California Standards Tests and California High School Exit Exam, used for NCLB accountability English or language arts Proficient level or above for: Grade 4 Grade 8 Grade 10
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 39% 24 13 15 21 27 24 59 31% 16 9 5 14 17 16 47 48% 28 17 14 25 33 30 67

NCLB Accountability Goals
2001-02 Annual measurable objective starting point
Grade 4 English language arts Mathematics Grade 8 English language arts Mathematics High school nglish language arts E Mathematics 13.6% 16 13.6 16 11.2 9.6

Target (2002-03)
13.6% 16 13.6 16 11.2 9.6

Student achievement trend: English or 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 students Hispanic students White students 46% 33 25 20 34 29 33 61

48 33 36 39 32 32 31 31 33

2003 2002 2001

2002-03 NCLB accountability results, applied to 2003-04 school year
AYP Outcomes and Consequences Title I schools All schools
4,874 (54%) 644 216 329 11 191 (7%) (2%) (4%) (*) (2%)

All districts
456 (44%) 0 0 0 0 0

Made AYP 2,786 (51%) Identified for improvement: Year 1 644 (54%) Year 2 216 (18%) Corrective action 329 (27%) Restructuring 11 (1%) Exited improvement status (made AYP twice 191 (16%) after missing twice or more, includes total “made” above)

0%

Grade 10
Grade 8
29% 16 13 6 18 12 15 42

Grade 10
39% 23 17 10 24 19 21 56

Other indicator, 2002-03

State target

State outcome
Met target.

Elementary, Middle, and High school indicator: Academic Performance Index (API), reflecting growth in all performance areas.

Meeting API target or growing at least one API point.

Student achievement trend: Mathematics percent proficient level or above

100%
* 1%

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

Number of Title I students Percent of eligible students
3,609 41,198

75% 50% 25% 0% Grade 4 46 29 39

2003 n/a 2002 n/a 2001

Grade 8 High School

21