District of Columbia

Districts and schools
Number of districts
(CCD)

http://www.k12.dc.us
Students Staff
1993-94
Pre-K K-8 9-12 Total (K-12) 5,216 53,903 17,854 71,757 1

1993-94
1

2002-03

Public school enrollment (CCD)

2002-03
4,703 50,486 15,374 65,860

Number of FTE 1993-94 teachers (CCD) Elementary 2,286
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 905 977 105 1,783 6,056 366 168 799 3,202 4,535

2002-03
n/a n/a n/a n/a n/a n/a 1,536 20 333 4,655 6,544

Number of public schools

(CCD)

111 26 20 5 11 173 119 28 30 8 18 203 34

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% 89 6 4 9% 6% * 2% 84 10 4 15% 8%

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
$452,905 27,834 431,692 912,431

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 # # 68% 87 n/a 74

$449,382 37,699 426,240 913,321

*

2%

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)

$11,321

$12,102

Eighth-grade students enrolled in 1996 53% Algebra I for high school credit
(NAEP)

2003

16%

All schools High-poverty schools Low-poverty schools

43% 37% 44%
2000-01
n/a 60% 48

Sources of funding
(CCD, 2001-02)

Federal 13%

Local 87%

Students eligible to participate in the Free or Reduced47,189 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% 10 61 95 25

Outcomes

1993-94 High school dropout rate (NCES) 10% Avg. freshman graduation rate (NCES) 59 College-going rate (IPEDS/NCES) 71 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
5% 20 n/a n/a

2003 2003
11% 32

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

50-74%

$34,870,281
75-100%
^

KEY:

28

K

— n/a # FTE

* = Less than 0.5 percent

6% 29

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

12 schools did not report.

District of Columbia
Statewide Accountability Information
See Appendix B for the District of Columbia’s definitions of proficient for reading and mathematics for grades 4, 8, and high school. See http://silicon.k12.dc.us/NCLB/reportcards.asp for more details on the statewide accountability system. State assessment for NCLB accountability: Stanford 9 State student achievement levels: Below Basic, Basic, Proficient, Advanced

Student Achievement 2002-03
Stanford 9, used for NCLB accountability Reading 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 46% 48 60 16 29 44 44 96

Grade 8
42% 46 65 11 13 40 40 91

High school
30% 33 40 7 <5 28 20 86

NCLB Accountability Goals
2001-02 Annual measurable objective starting point
Elementary eading R Mathematics Secondary Reading Mathematics High school Reading Mathematics 30.3% 38.4 19.8 13.7 19.8 13.7

Target (2002-03)
30.3% 38.4 19.8 13.7 19.8 13.7

Student achievement trend: Reading percent proficient level or above

100% 75% 50% 25% 0% Grade 4 46 42 30

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
50 (27%) 65 (35%) 14 (8%) 0 0 0

All schools
78 (42%) 65 (35%) 14 (8%) 0 0 0

All districts
0 0 0 0 0 0

Grade 8 High School
Grade 8
40% 42 58 8 27 37 43 93

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 54% 58 63 15 45 52 58 97

High school
44% 47 57 10 40 41 44 87

Other indicator, 2002-03
Elementary indicator: Attendance Middle indicator: Attendance High school indicator: Graduation rate

State target
Meet or approach 90%. Meet or approach 90%. n/a 192 1,120

State outcome
97 schools met 21 schools met n/a * 2%

Student achievement trend: Mathematics percent proficient level or above

100% 75% 50% 25% 0% Grade 4 Grade 8 High School 54 40

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

Number of Title I students Percent of eligible students

44

2003 n/a 2002 n/a 2001

29