Delaware

Districts and schools
Number of districts
(CCD)

http://www.doe.state.de.us
Students
2002-03
19 19

Staff
1993-94
Pre-K K-8 9-12 Total (K-12) 565 76,052 28,930 104,982

1993-94

Public school enrollment (CCD)

2002-03
665 81,556 34,121 115,677

Number of FTE 1993-94 teachers (CCD) Elementary 2,376
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 1,741 1,435 n/a 828 6,380 846 61 491 3,862 5,260

2002-03
3,213 1,764 2,178 361 182 7,698 1,388 181 640 4,542 6,751

Number of public schools

(CCD)

86 41 32 18 n/a 177 104 44 32 21 n/a 201 11

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% 29 3 66 11% 1% * 3% 31 7 58 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
$660,857 50,033 361,985 1,072,875

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 90% # 82 77 61% 74 68 n/a

$510,983 34,687 278,661 824,332

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)

$7,810

$9,284

Eighth-grade students enrolled in 1996 39% Algebra I for high school credit
(NAEP)

2003

21%

All schools High-poverty schools Low-poverty schools

85% 85% 95%

Sources of funding
(CCD, 2001-02)

Federal 9%

Local 27%

Students eligible to participate in the Free or Reduced41,319 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% 62 48 8 82

Outcomes

State 64%

1993-94 2000-01 High school dropout rate (NCES) 5% 4% Avg. freshman graduation rate (NCES) 74 71 College-going rate (IPEDS/NCES) 65 60 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
23% 52 19% 55

2003 2003
33% 71 25% 68

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

$27,673,805

50-74% 75-100%
^

KEY:

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K

— n/a # FTE

* = Less than 0.5 percent

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

1 school did not report.

Statewide Accountability Information
See Appendix B for Delaware’s definitions of proficient for reading and mathematics for grades 3, 8, and 10. See http://www.doe.state.de.us/docs/pdf/de_edreportcard200304.pdf for more details on the statewide accountability system. State assessment for NCLB accountability: Delaware Student Testing Program State student achievement levels: Well Below the Standard, Below the Standard, Meets the Standard, Distinguished, Exceeds the Standard

Delaware

Student Achievement 2002-03
Delaware Student Testing Program, used for NCLB accountability Reading Proficient level or above for: Grade 3 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 79% 68 * 44 67 65 73 88 70% 54 * 25 16 55 55 79 67% 43 * 13 15 46 44 77

NCLB Accountability Goals
2001-02 Annual measurable objective starting point
Grade 3 Grade 8 Grade 10 Reading Mathematics Reading Mathematics Reading Mathematics 62% 41 62 41 62 41

Target (2002-03)
57% 33 57 33 57 33

Student achievement trend: Reading percent proficient level or above

100% 75%

78 80 79 68 72 70 61 67 67

2003 2002 2001

50% 25% 0% Grade 3 Grade 8

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

All schools
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

Grade 10
Grade 8
47% 27 * 12 24 26 33 59

Mathematics Proficient level or above for: Grade 3
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 74% 62 * 41 51 56 67 84

Grade 10
45% 22 * 6 24 20 26 56

Other indicator, 2002-03

State target

State outcome
Met Met

Student achievement trend: Mathematics percent proficient level or above

Elementary/middle indicator: Grade 4, 6, 8 students Progress toward at/above standard on DSTP social studies & science or above 85% High school indicator: Graduation rate Progress toward or above 90%

100% 75% 50% 25% 0% Grade 3 Grade 8 Grade 10 73 72 74 43 48 47 37 43 45

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

Number of Title I students Percent of eligible students
– n/a – n/a

2003 2002 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.

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