Louisiana

Districts and schools
Number of districts
(CCD)

http://www.doe.state.la.us
Students
2002-03
68 66

Staff
1993-94
Pre-K K-8 9-12 Total (K-12) 12,857 546,168 202,283 748,451

1993-94

Public school enrollment (CCD)

2002-03
21,856 513,138 192,873 706,011

Number of FTE 1993-94 teachers (CCD) Elementary 22,730
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 9,316 10,891 3,224 752 46,913 9,431 492 3,316 33,041 46,280

2002-03
23,805 9,484 11,728 3,597 1,449 50,062 11,372 1,348 2,919 36,632 52,271

Number of public schools

(CCD)

758 272 220 102 3 1,355 804 285 248 161 24 1,522 20

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% 45 1 52 9% 1% 1% 1 48 2 49 11% 1%

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
$2,935,369 304,938 1,562,258 4,268,607

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 65% 63 57 67 60% 58 45 60

$2,518,505 380,458 1,337,205 4,236,169

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)

$5,291

$6,567

Eighth-grade students enrolled in 1996 14% Algebra I for high school credit
(NAEP)

2003

11%

All schools High-poverty schools Low-poverty schools

86% 78% 90%
2000-01
8% 64 59

Sources of funding
(CCD, 2001-02)

Students eligible to participate in the Free or Reduced443,102 Price Lunch Program, 2002-03 (CCD)
Local 38%

Outcomes

Federal 13% State 49%

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% 50-74% 170 235 485 619

1993-94 High school dropout rate (NCES) 5% Avg. freshman graduation rate (NCES) 61 53 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
15% 40

2003
20% 49

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

$152,145,672

75-100%

1996
7% 38

2003
16% 57

KEY:

48

K

— n/a # FTE

* = Less than 0.5 percent

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

^

13 schools did not report.

Statewide Accountability Information
See Appendix B for Louisiana’s definitions of proficient for reading and mathematics for grades 4, 8, and high school. See http://www.doe.state.la.us/lde/pair/1989.asp for more details on the statewide accountability system. State assessment for NCLB accountability: Louisiana Educational Assessment Program State student achievement levels: Unsatisfactory, Approaching Basic, Basic, Advanced, Mastery

Louisiana

Student Achievement 2002-03
Louisiana Educational Assessment Program, used for NCLB accountability Reading Proficient level or above for: Grade 4 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 61% 52 51 30 56 47 68 75 55% 42 45 14 36 35 57 71 53% 38 42 8 31 33 49 68

NCLB Accountability Goals
2001-02 Annual measurable objective starting point
Grade 4 Reading Mathematics Grade 8 Reading Mathematics High school Reading Mathematics 36.9% 30.1 36.9 30.1 36.9 30.1

Target (2002-03)
36.9% 30.1 36.9 30.1 36.9 30.1

Student achievement trend: Reading percent proficient level or above

100% 75% 59 61 57 51 48 55 56 52 53

2003 2002 2001

50% 25% 0% Grade 4

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
780 (83%) 0 0 0 0 0

All schools
1,162 (95%) 0 0 0 0 0

All districts
49 (72%) 0 0 0 0 0

Grade 8 High School
Grade 8
52% 39 53 18 47 32 54 70

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 60% 51 56 35 61 43 68 76

High school
59% 45 59 16 53 38 57 75

Other indicator, 2002-03
Elementary/middle indicator: Attendance High school indicator: Non-dropout rate

State target
90% 90% n/a n/a

State outcome
Met Met n/a n/a

Student achievement trend: Mathematics percent proficient level or above

100% 75% 50% 25% 0% Grade 4 Grade 8 High School 54 50 60 46 41 52 51 47 59

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

Number of Title I students Percent of eligible students

2003 2002 2001

49