Missouri

Districts and schools
Number of districts
(CCD)

http://services.dese.state.mo.us
Students
2002-03
524 541

Staff
1993-94
Pre-K K-8 9-12 Total (K-12) 23,597 601,691 241,874 843,565

1993-94

Public school enrollment (CCD)

2002-03
28,614 622,524 269,997 892,521

Number of FTE 1993-94 teachers (CCD) Elementary 26,009
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 9,764 14,939 375 n/a 51,087 6,430 1,256 3,048 46,481 57,215

2002-03
31,266 12,614 17,666 2,617 n/a 64,163 11,884 1,057 4,411 44,055 61,407

Number of public schools

(CCD)

1,176 314 482 26 23 2,021 1,253 375 495 115 48 2,286 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) * 1% 16 1 82 11% 1% * 1% 18 2 78 13% 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
$3,954,002 288,301 2,249,300 6,491,603

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% 89 70 84 64% 52 70 80

$3,092,460 225,296 1,779,459 5,097,216

*

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)

$5,821

$7,135

Eighth-grade students enrolled in 1996 27% Algebra I for high school credit
(NAEP)

2003

26%

All schools High-poverty schools Low-poverty schools

95% 90% 97%
2000-01
4% 75 53

Sources of funding
(CCD, 2001-02)

Federal 8% State 36%

Local 56%

Students eligible to participate in the Free or Reduced333,964 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% 50-74% 560 587 225 913

Outcomes

1993-94 High school dropout rate (NCES) 7% Avg. freshman graduation rate (NCES) 77 51 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
31% 62

2003
34% 68

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

$163,743,528

75-100%

1996
22% 64

2003
28% 71

KEY:

62

K

— n/a # FTE

* = Less than 0.5 percent

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

^

1 school did not report.

Statewide Accountability Information
See Appendix B for Missouri’s definitions of proficient for communication arts for grades 3, 7, and high school and mathematics for grades 4, 8, and high school. See http://dese.mo.gov/commissioner/statereportcard/ for more details on the statewide accountability system. State assessment for NCLB accountability: Missouri Assessment Program (MAP) State student achievement levels: Step One, Progressing, Nearing Proficient, Proficient, Advanced

Missouri

S t u d e n t A c h i e v e m e n t 2 0 0 2 - 0 3
Missouri Assessment Program, used for NCLB accountability Communication arts Proficient level or above for: Grade 3 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 34% 22 23 18 14 16 22 39 32% 18 7 6 9 11 25 37 22% 10 5 <5 <5 6 14 24

NCLB Accountability Goals
2001-02 Annual measurable objective starting point
Grade 4 Communication arts Mathematics Grade 7 Communication arts Mathematics High school ommunication arts C Mathematics 18.4% 8.3 18.4 8.3 18.4 8.3

Target (2002-03)
19.4% 9.3 19.4 9.3 19.4 9.3

Student achievement trend: Communication arts percent proficient level or above

100% 75%

2003 2002 2001 32 36 34 34 32 32 22 24 22

50% 25% 0%

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
735 (63%) 32 (3%) 0 0 0 n/a

All schools
1,056 (51%) 32 (1%) 0 0 0 n/a

All districts
220 (42%) 0 0 0 0 n/a

Grade 3

Grade 7 High School
Grade 8
14% 6 6 <5 13 <5 8 16

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 37% 24 21 20 21 18 27 42

High school
12% <5 7 <5 <5 <5 8 14

Other indicator, 2002-03

State target

State outcome

Student achievement trend: Mathematics percent proficient level or above

Elementary/middle school indicator: Attendance Meet or progress toward 95% n/a High school indicator: Graduation rate n/a n/a Note: Other indicator was not applied to AYP decisions in 2002-03, except in the case of safe harbor.

100% 75% 50% 25% 0% Grade 3 37 38 37 14 14 14 13 11 12 Grade 8 High School

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

Number of Title I students Percent of eligible students
n/a 992 – 1%

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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