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

Nebraska
http://www.nde.state.ne.us

Districts and schools
Number of districts
(CCD)

1993-94 695

2002-03 557

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

1993-94 925 102 316 n/a 3 1,346

2002-03 806 98 300 42 4 1,250 2002-03 n/a

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 Nebraska

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 $1,205,147 164,796 568,224 1,938,168

2001-02 $1,390,961 156,434 659,551 2,206,946

2001-02)

1993-94 $6,798

2001-02 $7,741

Sources of funding
(CCD, 2001-02)

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

$37,640,058

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 Nebraska

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 3,577 199,849 81,671 281,520 1993-94 1% 1 6 4 88

2002-03 5,491 189,622 90,289 279,911 2002-03 2% 2 7 9 81

1993-94 11%

2002-03 13%

Students with limited English proficiency (NCELA)

1993-94 1% 1993-94 2%

2002-03 4% 2002-03 6%

Migrant students (OME)

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

1996 25%

2003 28%

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

92,423

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 Nebraska

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

(CCD)

16 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 Nebraska

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 9,874 2,796 6,874 76 n/a 19,620 2002-03 10,447 2,913 7,072 141 n/a 20,573

1993-94 3,325 212 1,540 12,139 17,216

2002-03 4,692 408 1,573 13,027 19,700

1994 83% 83 79 90

2000 84% 89 80 81

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 Nebraska

Outcomes
1993-94 5% 89 60 2000-01 4% 84 59

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 34% 66 1996 31% 76

2003 32% 66 2003 32% 74

Statewide Accountability Information:
State Accountability Website:

http://reportcard.nde.state.ne.us/Main/PDFDownload.asp
State assessment for NCLB accountability: STARS (School-based

Teacher-led Assessment and Reporting System)
State student achievement levels: Basic, Progressing, Proficient,

Advanced
2001-02 Annual measurable objective starting point 62% 65 61

Grade 4 Grade 8

Reading Mathemati cs Reading

Target 2002-03 62% 65 61

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 Nebraska

Mathemati cs High School Reading Mathemati cs

58 66 62

58 66 62

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 Nebraska

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 0 0 2 1 3 0 * * * 0

All schools 275 50% 2 1 3 0 * * * 0

All districts 50 31% 0 0 0 0 0 0 0 0

0

0

0

0

0

0

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

State target Meet or progress toward 62% Meet or progress toward 62% Meet or progress toward 83.97%

State outcome Met Met Met

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

Number of Title I students 0 0

Percent of Eligible Students -

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 Nebraska

Key

* — FTE

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

# n/a

= Sample size too small to calculate = Not available

Nebraska

Student Achievement 2002-03
School-based Teacher-led Assessment and Reporting System, used for NCLB accountability Grade 3 Reading
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 Nebraska

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 Nebraska

School-based Teacher-led Assessment and Reporting System, 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 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 Nebraska

School-based Teacher-led Assessment and Reporting System, used for NCLB accountability Grade 4 Reading
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 83% 72 60 56 51 66 71 86

Student achievement trend: Reading 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 Nebraska

School-based Teacher-led Assessment and Reporting System, 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 82% 71 63 57 58 68 70 84

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 Nebraska

School-based Teacher-led Assessment and Reporting System, used for NCLB accountability Grade 5 Reading
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 Nebraska

School-based Teacher-led Assessment and Reporting System, 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 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 Nebraska

School-based Teacher-led Assessment and Reporting System, used for NCLB accountability Grade 6 Reading
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 Nebraska

School-based Teacher-led Assessment and Reporting System, 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 Nebraska

School-based Teacher-led Assessment and Reporting System, used for NCLB accountability Grade 7 Reading
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 Nebraska

School-based Teacher-led Assessment and Reporting System, 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 Nebraska

School-based Teacher-led Assessment and Reporting System, used for NCLB accountability Grade 8 Reading
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 80% 67 46 42 44 62 62 83

Student achievement trend: Reading 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 Nebraska

School-based Teacher-led Assessment and Reporting System, 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 75% 60 46 36 37 55 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 Nebraska

School-based Teacher-led Assessment and Reporting System, used for NCLB accountability High school Reading
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 77% 60 33 35 36 53 51 80

Student achievement trend: Reading 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 Nebraska

School-based Teacher-led Assessment and Reporting System, 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 65% 48 32 23 32 36 38 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