Connecticut

Districts and schools
Number of districts
(CCD)

http://www.state.ct.us/sde
Students
2002-03
166 166

Staff
1993-94
Pre-K K-8 9-12 Total (K-12) 6,216 352,360 127,655 480,015

1993-94

Public school enrollment (CCD)

2002-03
11,133 394,795 164,008 558,803

Number of FTE 1993-94 teachers (CCD) Elementary 16,018
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 7,409 8,561 368 2,170 34,526 6,178 416 2,442 18,452 27,488

2002-03
19,004 9,712 12,603 823 154 42,296 12,076 400 3,507 28,082 44,065

Number of public schools

(CCD)

625 177 162 15 18 997 654 193 197 40 3 1,087 13

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) * 2% 13 11 73 12% 4% * 3% 14 14 69 10% 4%

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
$3,861,634 216,609 1,952,819 6,031,062

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 84% 84 90 92 71% 62 77 79

$3,201,775 243,055 1,604,096 5,048,927

1%

1%

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)

$10,174

$10,577

Eighth-grade students enrolled in 1996 28% Algebra I for high school credit
(NAEP)

2003

31%

All schools High-poverty schools Low-poverty schools

96% 95% 98%

Sources of funding
(CCD, 2001-02)

Students eligible to participate in the Free or Reduced145,017 Price Lunch Program, 2002-03 (CCD)
Local 53%

Federal 5%

Outcomes

State 43%

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% 94 107 138 736

1993-94 2000-01 High school dropout rate (NCES) 5% 3% Avg. freshman graduation rate (NCES) 80 77 College-going rate (IPEDS/NCES) 59 62 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
38% 68 31% 70

2003 2003
43% 74 35% 73

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

50-74%

$104,126,530
75-100%
^

KEY:

24

K

— n/a # FTE

* = Less than 0.5 percent

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

12 schools did not report.

Statewide Accountability Information
See Appendix B for Connecticut’s definitions of proficient for reading and mathematics for grades 4, 8, and high school. See http://www.csde.state.ct.us/public/der/edfacts/performance.htm for more details on the statewide accountability system. State assessment for NCLB accountability: Connecticut Mastery Test (CMT) State student achievement levels: Basic, Below Basic, Proficient, Goal, Advanced

Connecticut

Student Achievement 2002-03
Connecticut Mastery Test/Academic Performance Test, used for NCLB accountability Reading 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 69% 42 n/a 28 18 42 39 79 78% 53 n/a 38 20 55 50 87 78% 51 n/a 40 27 53 50 84

NCLB Accountability Goals
2001-02 Annual measurable objective starting point
Grade 4 Reading Mathematics Grade 8 Reading Mathematics High school Reading Mathematics 57% 65 57 65 62 59

Target (2002-03)
55% 64 55 64 62 59

Student achievement trend: Reading percent proficient level or above

100%

75% 71 69 69 50% 25%

77 78 78 78 79 78

2003 2002 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
341 (71%) 77 (15%) 0 8 (2%) 0 0

All schools
799 (81%) 95 (10%) 0 8 (1%) 0 0

All districts
141 (82%) 0 0 0 0 0

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, non-Hispanic students 81% 61 n/a 47 45 59 60 89

0%

Grade 10
Grade 8
77% 50 n/a 36 31 48 48 87

Grade 10
74% 42 n/a 39 32 39 42 86

Other indicator, 2002-03
Elementary and Middle indicator: Writing assessment High school indicator: Graduation rate

State target

State outcome
Met n/a

70% or more students at basic or above, or increase from previous year. n/a 260 711 * 1%

Student achievement trend: Mathematics percent proficient level or above

100% 75% 50% 25% 0%

81 80 81

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

Number of Title I students Percent of eligible students

76 77 77 77 78 74

2003 2002 2001

Grade 4

Grade 8

Grade 10

25