Hawaii

Districts and schools
Number of districts
(CCD)

http://www.k12.hi.us
Students
2002-03
1 1

Staff
1993-94
Pre-K K-8 9-12 Total (K-12) 552 131,051 48,728 179,779

1993-94

Public school enrollment (CCD)

2002-03
1,031 129,779 52,922 182,701

Number of FTE 1993-94 teachers (CCD) Elementary 5,629
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 1,322 2,805 342 14 10,111 2,203 226 609 5,143 8,181

2002-03
5,677 1,815 3,062 268 153 10,973 2,603 524 640 5,963 9,730

Number of public schools

(CCD)

168 28 33 10 2 241 183 37 43 19 1 283 25

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) * 68% 3 5 24 7% 6% * 72% 2 5 20 10% 7%

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
$815,123 75,474 457,784 1,348,381

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 81% 69 74 86 81% 76 87 62

$787,661 76,988 413,162 1,277,811

n/a

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)

$7,082

$7,306

Eighth-grade students enrolled in 1996 18% Algebra I for high school credit
(NAEP)

2003

17%

All schools High-poverty schools

87% 84%

Sources of funding
(CCD, 2001-02)

Students eligible to participate in the Free or Reduced80,630 Price Lunch Program, 2002-03 (CCD)
Federal 9% Local 2%

Low-poverty schools Not Available

Outcomes

State 89%

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% 70 96 40 77

1993-94 High school dropout rate (NCES) n/a Avg. freshman graduation rate (NCES) 76% 62 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

2000-01
6% 68 60

1994
19% 46

2003
21% 53

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

50-74%

$33,671,612
75-100%

1996
16% 51

2003
16% 55

KEY:

34

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 Hawaii’s definitions of proficient for reading and mathematics for grades 3, 8, and high school. See http://arch.k12.hi.us/pdf/nclb/2004/NCLB999.pdf for more details on the statewide accountability system. State assessment for NCLB accountability: HCPS II State Assessment State student achievement levels: Well Below Proficiency Assessment, Approaches Proficiency Assessment, Meets Proficiency, Exceeds Proficiency

Hawaii

S t u d e n t A c h i e v e m e n t 2 0 0 2 - 0 3
Hawaii Content and Performance Standards II State Assessment, used for NCLB accountability Reading Proficient level or above for: Grade 3 Grade 8 High school
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 43% 30 21 9 8 36 36 57 39% 26 18 6 5 38 34 53 40% 26 20 5 7 35 31 52

NCLB Accountability Goals
2001-02 Annual measurable objective starting point
Grade 3 Reading Mathematics Grade 8 Reading Mathematics High school Reading Mathematics 30% 10 30 10 30 10

Target (2002-03)
30% 10 30 10 30 10

Student achievement trend: Reading percent proficient level or above 100% 2003

75%

61 43

54 39

50% 25%

44 40

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
42 (31%) 3 (2%) 12 (9%) 25 (18%) 44 (32%) 0

All schools
109 (39%) 3 (1%) 12 (4%) 25 (9%) 44 (16%) 0

All districts
0 0 0 0 0 0

Grade 3 Grade 8 High School Mathematics Proficient level or above for: Grade 3 Grade 8
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 24% 15 12 6 6 12 15 32 17% 8 5 <5 <5 7 9 23

0%

High school
18% 9 8 <5 5 8 9 23

Other indicator, 2002-03
Elementary indicator: Grade-level retention rate Middle indicator: Grade-level retention rate High school indicator: Graduation rate

State target
3% or less 6% or less 70% 157 2,447

State outcome
Met Met Met * 3%

Student achievement trend: Mathematics percent proficient level or above

100% 75% 50% 25% 0% 24 Grade 3 65 52 17 49 18

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

Number of Title I students Percent of Title I students

2003 2002 n/a 2001

Grade 8 High School

35