Montana

Districts and schools
Number of districts
(CCD)

http://www.opi.state.mt.us
Students
2002-03
452 495

Staff
1993-94
Pre-K K-8 9-12 Total (K-12) 483 115,509 46,111 161,620

1993-94

Public school enrollment (CCD)

2002-03
665 100,296 48,727 149,023

Number of FTE 1993-94 teachers (CCD) Elementary 4,817
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 2,083 2,994 7 n/a 9,901 1,745 139 653 6,260 8,797

2002-03
4,717 2,166 3,425 n/a n/a 10,308 2,368 171 649 5,829 9,017

Number of public schools

(CCD)

486 236 172 1 2 897 448 240 175 n/a 2 865 n/a

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) 10% 1 * 1 88 10% 5% 11% 1 1 2 85 11% 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
$664,569 44,811 363,625 1,073,005

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 75% 77 76 79 71% 68 74 67

$658,063 44,790 349,493 1,052,345

1%

2%

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)

$6,456

$7,062

Eighth-grade students enrolled in 1996 22% Algebra I for high school credit
(NAEP)

2003

20%

All schools Not Available High-poverty schools Not Available Low-poverty schools 97%
2000-01
4% 80 54

Sources of funding
(CCD, 2001-02)

Federal 13% State 48%

Local 39%

Students eligible to participate in the Free or Reduced47,877 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% 119 60 228 442

Outcomes

1993-94 High school dropout rate (NCES) n/a Avg. freshman graduation rate (NCES) 85% 54 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
35% 69

2003
35% 69

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

$34,294,073

75-100%

1996
32% 75

2003
35% 79

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

^

16 schools did not report.

Statewide Accountability Information
See Appendix B for Montana’s definitions of proficient for reading and mathematics for grades 4, 8, and 11. See http://www.opi.state.mt.us/ReportCard/Index.html for more details on the statewide accountability system. State assessment for NCLB accountability: Montana Comprehensive Assessment System State student achievement levels: Nearing Proficient, Novice, Proficient, Advanced

Montana

S t u d e n t A c h i e v e m e n t 2 0 0 2 - 0 3
Montana Comprehensive Assessment System, used for NCLB accountability Reading Proficient level or above for: Grade 4 Grade 8 Grade 11
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 77% 65 62 36 26 78 73 81 71% 55 59 26 18 59 63 75 78% 64 50 32 33 80 74 82

NCLB Accountability Goals
2001-02 Annual measurable objective starting point
Grade 4 Grade 8 Grade 11 Reading Mathematics Reading Mathematics Reading Mathematics n/a n/a n/a n/a n/a n/a

Target (2002-03)
n/a n/a n/a n/a n/a n/a

Student achievement trend: Reading percent proficient level or above

100% 75% 50% 25% 0%

79

73

77

73 71 71

78 78 78

2003 2002 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
502 (78%) 0 0 0 0 n/a

All schools
693 (81%) 0 0 0 0 n/a

All districts
321 (73%) 0 0 0 0 n/a

Grade 4

Grade 8

Grade 11
Grade 8
70% 52 64 23 17 61 59 74

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 75% 64 65 40 32 73 71 78

Grade 11
77% 61 37 27 37 68 70 80

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% Meet or progress toward 80% 14 10

State outcome
Met Met Met * *

Student achievement trend: Mathematics percent proficient level or above

100% 75 69 70 68 75% 73 69 50% 25% 0% Grade 4 Grade 8 Grade 11 76 75 77

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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