Georgia

Districts and schools
Number of districts
(CCD)

http://www.doe.k12.ga.us
Students
2002-03
180 181

Staff
1993-94
Pre-K 5,534 K-8 904,891 9-12 324,879 Total (K-12) 1,229,770

1993-94

Public school enrollment (CCD)

2002-03
34,745 1,053,816 407,451 1,461,267

Number of FTE 1993-94 teachers (CCD) Elementary 38,541
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 15,534 17,770 2,784 974 75,602 20,043 676 5,743 52,469 78,931

2002-03
46,045 22,531 23,720 1,427 2,280 96,004 23,792 1,490 6,885 69,733 101,900

Number of public schools

(CCD)

1,085 311 288 67 4 1,755 1,205 421 332 38 7 2,003 46

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% 37 2 60 9% 1% * 2% 38 6 53 11% 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
$6,932,058 558,162 3,363,275 10,853,495

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 82% 82 68 90 64% 69 70 88

$4,447,073 444,003 2,334,106 7,225,182

1%

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)

$5,849

$7,380

Eighth-grade students enrolled in 1996 29% Algebra I for high school credit
(NAEP)

2003

27%

All schools High-poverty schools Low-poverty schools

94% 95% 96%
2000-01
7% 59 60

Sources of funding
(CCD, 2001-02)

Federal 7%

Local 44%

Students eligible to participate in the Free or Reduced674,800 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% 389 609 422 583

Outcomes

State 49%

1993-94 High school dropout rate (NCES) 9% Avg. freshman graduation rate (NCES) 68 59 College-going rate (IPEDS/NCES) 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
26% 52

2003
26% 58

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

$313,331,096

50-74% 75-100%

1996
16% 51

2003
21% 59

KEY:

32

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 Georgia’s definitions of proficient for Reading and mathematics for grades 4, 8, and 11. See http://reportcard.gaosa.org/yr2004/psc for more details on the statewide accountability system. State assessment for NCLB accountability: Criterion- Referenced Competency Tests (CRCT) State student achievement levels: CRCT: Does Not Meet Standard, Meets Standard, Exceeds Standard; GHSGT: Failure, Pass, Pass Plus

Georgia

S t u d e n t A c h i e v e m e n t 2 0 0 2 - 0 3
Criterion-Referenced Competency Tests, High School Graduation Test, used for NCLB accountability Reading Proficient level or above for: Grade 4 Grade 8 Grade 11
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 80% 71 58 51 47 73 65 88 81% 71 51 43 46 73 65 88 95% 90 84 74 67 92 84 97

NCLB Accountability Goals
2001-02 Annual measurable objective starting point
Grade 4 Grade 8 Grade 11 Reading Mathematics Reading Mathematics Reading Mathematics 60% 50 60 50 88 81

Target (2002-03)
60% 50 60 50 88 81

Student achievement trend: Reading percent proficient level or above 94 95 95 100% 2003 82 80 81 77 80 74 2002 75% 2001 50%

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
762 (68%) 146 (13%) 90 (8%) 176 (16%) 121 (11%) 0

All schools
1,274 (64%) 146 90 176 121 0 (7%) (5%) (9%) (6%)

All districts
12 (7%) 0 0 0 0 0

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, non-Hispanic students 74% 64 57 42 50 62 64 83

0%

Grade 11
Grade 8
67% 53 48 23 44 52 54 77

Grade 11
92% 83 78 60 75 84 85 96

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

State target

State outcome

– – – – Meeting 60% or progress toward goal. Met.

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
2,547 25,451 * 4%

100% 75% 50% 25% 0% Grade 4 Grade 8 63 66 74 58 65 67

91 91 92

2003 2002 2001

Grade 11

33