State Education Indicators with a Focus on Title I, 2002-03

Michigan
http://www.mde.state.mi.us

Districts and schools
Number of districts
(CCD)

1993-94 556

2002-03 554

Number of public schools (CCD) Elementary Middle High Combined Other Total Number of charter schools (CCD)

1993-94 1,864 534 540 48 16 3,002

2002-03 2,139 639 663 185 245 3,871 2002-03 191

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Michigan

Finances
Total current expenditures
(CCD, in thousands of dollars, adjusted for inflation to 200102)

Instructional Noninstructional Support Total Per-pupil expenditures
(CCD, adjusted for inflation to

1993-94 $7,286,286 365,422 4,915,682 12,567,391

2001-02 $8,598,644 459,635 5,916,871 14,975,150

2001-02)

1993-94 $7,858

2001-02 $10,232

Sources of funding
(CCD, 2001-02)

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

$420,799,581

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Michigan

Students
Public school enrollment
(CCD)

Pre-K K-8 9-12 Total (K-12) Race/ethnicity (CCD) American Indian/Alaskan Native Asian/Pacific Islander Black, non-Hispanic Hispanic White, non-Hispanic Students with disabilities
(OSEP)

1993-94 11,704 1,106,414 423,081 1,529,495 1993-94 1% 1 17 2 78

2002-03 24,133 1,194,167 515,519 1,709,686 2002-03 1% 2 20 4 72

1993-94 9%

2002-03 11%

Students with limited English proficiency (NCELA)

1993-94 3% 1993-94 1%

2002-03 3% 2002-03 1%

Migrant students (OME)

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

1996 29%

2003 21%

Students eligible to participate in the Free or Reduced-Price Lunch Program, 2002-03 (CCD)

553,124

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Michigan

All schools by percent of students eligible to participate in the Free or Reduced-Price Lunch Program, 2002-03

(CCD)

496 schools did not report

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Michigan

Staff
Number of FTE teachers (CCD) Elementary Middle High Combined Other Total Number of FTE non-teacher staff (CCD) Instructional aides Instructional coordinators Administrators Other Total Percentage of teachers with a major in the main subject taught, grades 7-12 (SASS) English Mathematics Science Social Studies 1993-94 35,068 15,166 20,508 1,019 8,506 80,267 2002-03 37,522 18,021 22,119 2,202 9,732 89,595

1993-94 12,629 915 6,599 68,873 89,016

2002-03 22,664 2,988 7,382 64,464 97,498

1994 67% 61 73 88

2000 64% 68 72 66

Percentage of core courses taught by highly qualified teachers, 2002-03 (As defined and reported by states, collected by ED)

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Michigan

Outcomes
1993-94 n/a 74% 60 2000-01 n/a 75% 54

High school dropout rate (NCES) Avg. freshman graduation rate
(NCES)

College-going rate (IPEDS/NCES)

NAEP state results Reading, Grade 4 Proficient level or above Basic level or above Math, Grade 8 Proficient level or above Basic level or above

1994 1996 28% 67

2003 32% 64 2003 28% 68

Statewide Accountability Information:
State Accountability Website:

http://www.michigan.gov/documents/State_Report_Card_200304_120358_7.doc
State assessment for NCLB accountability: Michigan Educational

Assessment Program(MEAP)
State student achievement levels: Below Basic, Basic, Met

Exceptations, Exceeds Expectations
2001-02 Annual measurable objective starting point 38% 47 31

Grade 4 Grade 8

Reading/languag e arts Mathematics Reading/languag e arts

Target 2002-03 38% 47 31

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Michigan

High School

Mathematics Reading/languag e arts Mathematics

31 42 33

31 42 33

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Michigan

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 2,090 39% 35 79 65 66 1% 2% 1% 1%

All schools 3,168 89% 54 120 99 101 2% 3% 3% 3%

All districts n/a 0 0 0 0 0 0 0 0 0

289

5%

438

12%

0

0

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

State target Meet or progress toward 80% Meet or progress toward 80% 80%

State outcome Met Met Met

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

Number of Title I students 370 11,444

Percent of Eligible Students * 2%

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Michigan

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

Michigan

Student Achievement 2002-03
Michigan Educational Assessment Program, used for NCLB accountability Grade 3 Reading or language arts
Proficient Level or above for: 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 58% 37 31 24 18 74 39 72

Student achievement trend: Reading or language arts percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Michigan

Michigan Educational Assessment Program, used for NCLB accountability Grade 3 Mathematics
Proficient Level or above for: 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 65% 45 52 36 38 47 53 79

Student achievement trend: Mathematics percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Michigan

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Michigan

Michigan Educational Assessment Program, used for NCLB accountability Grade 4 Reading or language arts
Proficient Level or above for: 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 66% 46 54 53 40 42 49 67

Student achievement trend: Reading or language arts percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Michigan

Michigan Educational Assessment Program, used for NCLB accountability Grade 4 Mathematics
Proficient Level or above for: 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 66% 51 47 55 51 45 52 73

Student achievement trend: Mathematics percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Michigan

Michigan Educational Assessment Program, used for NCLB accountability Grade 5 Reading or language arts
Proficient Level or above for: 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 66% 45 18 35 24 48 52 79

Student achievement trend: Reading or language arts percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Michigan

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Michigan

Michigan Educational Assessment Program, used for NCLB accountability Grade 5 Mathematics
Proficient Level or above for: 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 55% 33 14 23 29 35 44 69

Student achievement trend: Mathematics percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Michigan

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Michigan

Michigan Educational Assessment Program, used for NCLB accountability Grade 6 Reading or language arts
Proficient Level or above for: 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 n/a n/a n/a n/a n/a n/a n/a n/a

Trend Data Not Available

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Michigan

Michigan Educational Assessment Program, used for NCLB accountability Grade 6 Mathematics
Proficient Level or above for: 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 n/a n/a n/a n/a n/a n/a n/a n/a

Trend Data Not Available

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Michigan

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Michigan

Michigan Educational Assessment Program, used for NCLB accountability Grade 7 Reading or language arts
Proficient Level or above for: 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 59% 37 29 42 20 34 45 67

Student achievement trend: Reading or language arts percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Michigan

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Michigan

Michigan Educational Assessment Program, used for NCLB accountability Grade 7 Mathematics
Proficient Level or above for: 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 n/a n/a n/a n/a n/a n/a n/a n/a

Trend Data Not Available

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Michigan

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Michigan

Michigan Educational Assessment Program, used for NCLB accountability Grade 8 Reading or language arts
Proficient Level or above for: 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 n/a n/a n/a n/a n/a n/a n/a n/a

Trend Data Not Available

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Michigan

Michigan Educational Assessment Program, used for NCLB accountability Grade 8 Mathematics
Proficient Level or above for: 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% 33 22 37 30 26 35 61

Student achievement trend: Mathematics percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Michigan

Michigan Educational Assessment Program, used for NCLB accountability High school Reading or language arts
Proficient Level or above for: 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 64% 42 22 26 25 41 51 69

Student achievement trend: Reading or language arts percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Michigan

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Michigan

Michigan Educational Assessment Program, used for NCLB accountability High school Mathematics
Proficient Level or above for: 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% 20 <5 14 29 17 30 58

Student achievement trend: Mathematics percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available