Massachusetts

Districts and schools
Number of districts
(CCD)

http://www.doe.mass.edu
Students
2002-03
350

Staff
1993-94
Pre-K K-8 9-12 Total (K-12) 13,178 625,344 232,208 857,552

1993-94
262

Public school enrollment (CCD)

2002-03
22,803 678,247 281,939 960,186

Number of FTE 1993-94 teachers (CCD) Elementary n/a
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total n/a n/a n/a n/a n/a 10,611 957 3,043 30,819 45,430

2002-03
n/a n/a n/a n/a n/a n/a 19,945 3,603 3,918 42,264 69,730

Number of public schools

(CCD)

1,170 290 226 26 3 1,715 1,205 325 296 64 4 1,894 47

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) * 4% 8 9 79 15% 5% * 5% 9 11 75 13% 5%

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
$6,340,143 309,134 3,308,015 9,957,292

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 89% 76 89 87 83% 73 79 87

$4,351,014 251,143 2,614,695 7,216,853

*

*

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)

$8,223

$10,232

Eighth-grade students enrolled in 1996 41% Algebra I for high school credit
(NAEP)

2003

33%

All schools High-poverty schools

96% 93%

Sources of funding
(CCD, 2001-02)

Students eligible to participate in the Free or Reduced257,359 Price Lunch Program, 2002-03 (CCD)
Local 51%

Low-poverty schools Not available

Federal 6% State 43%

Outcomes

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% 146 247 218 1,281

1993-94 High school dropout rate (NCES) 4% Avg. freshman graduation rate (NCES) 80 65 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
3% 79 69

1994
36% 69

2003
40% 73

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

$220,646,251

75-100%

1996
28% 68

2003
38% 76

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

^

2 schools did not report.

Statewide Accountability Information
See Appendix B for Massachusetts’s definitions of proficient for English Language Arts in grades 4, 7, and 10 and mathematics for grades in grades 4, 8, and 10. See http://profiles.doe.mass.edu/staterc/ for more details on the statewide accountability system. State assessment for NCLB accountability: Massachusetts Comprehensive Assessment System State student achievement levels: Failing (High school) / Warning (Elementary), Needs Improvement, Proficient, Advanced

Massachusetts

S t u d e n t A c h i e v e m e n t 2 0 0 2 - 0 3
Massachusetts Comprehensive Assessment System, used for NCLB accountability English or Language Arts Proficient level or above for: Grade 4 Grade 7 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 56% 30 25 26 16 30 26 65 66% 37 16 29 19 39 31 75 61% 31 23 26 12 35 26 69

NCLB Accountability Goals
2001-02 Annual measurable objective starting point
Grade 4 English Language Arts Mathematics Grade 7 English Language Arts Grade 8 Mathematics High school English Language Arts Mathematics 70.7 CPI 53.0 70.7 53.0 70.7 53.0

Target (2002-03)
75 CPI 60.8 75 60.8 75 60.8

Student achievement trend: English or language arts percent proficient level or above 100% 2003 2002 67 64 66 75% 59 61 2001 51 54 56 51 50%

25% 0% Grade 4 Grade 7 High School
40% 18 17 18 14 15 15 48

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
937 (50%) 256 (14%) 170 (9%) 38 (2%) 0 n/a

All districts
79 (23%) 0 0 0 0 n/a

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

Grade 8
37% 13 9 8 11 11 11 44

High school
51% 27 17 21 27 24 21 58

Other indicator, 2002-03
Elementary indicator: Attendance Middle indicator: Attendance High school indicator: Competency determination

State target
92% 92% 70% 554 6,589

State outcome
Met Met Met * 3%

Student achievement trend: Mathematics percent proficient level or above

100% 75% 50% 25% 0% Grade 4 Grade 7 High School 51 39 40 34 34 37 45 44 34

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

Number of Title I students Percent of eligible students

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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