North Dakota

Districts and schools
Number of districts
(CCD)

http://www.dpi.state.nd.us
Students
2002-03
222

Staff
1993-94
Pre-K K-8 9-12 Total (K-12) 615 83,512 35,000 118,512

1993-94
251

Public school enrollment (CCD)

2002-03
773 68,316 35,136 103,452

Number of FTE 1993-94 teachers (CCD) Elementary 3,974
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 848 2,716 94 123 7,755 1,290 58 654 4,023 6,025

2002-03
3,880 1,031 2,799 19 349 8,078 1,798 126 829 4,259 7,012

Number of public schools

(CCD)

352 34 204 9 2 601 306 38 181 1 2 528 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) 6% 1 1 1 91 9% 7% 8% 1 1 1 89 12% 6%

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) Instructional $410,032 Noninstructional 57,624 Support 201,080 668,736 Total

2001-02
$436,583 54,996 219,585 711,164

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 80% 87 85 77 66% 83 85 74

1%

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)

$5,614

$6,709

Eighth-grade students enrolled in 1996 20% Algebra I for high school credit
(NAEP)

2003

18%

All schools High-poverty schools Low-poverty schools

91% 94% 91%
2000-01
2% 85 69

Sources of funding
(CCD, 2001-02)

Federal 14% State 38%

Local 48%

Students eligible to participate in the Free or Reduced29,270 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% 75 22 131 300

Outcomes

1993-94 High school dropout rate (NCES) 3% Avg. freshman graduation rate (NCES) 88 68 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
38% 73

2003
32% 69

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

$26,529,973

75-100%

1996
33% 77

2003
36% 81

KEY:

80

K

— n/a # FTE

* = Less than 0.5 percent

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

Statewide Accountability Information
See Appendix B for North Dakota’s definitions of proficient for reading and mathematics for grades 4, 8, and high school. See http://www.dpi.state.nd.us/dpi/reports/profile/0304/ProfileDistrict/99999.pdf for more details on the statewide accountability system. State assessment for NCLB accountability: North Dakota State Assessment State student achievement levels: Novice, Partially Proficient, Proficient, Advanced

North Dakota

S t u d e n t A c h i e v e m e n t 2 0 0 2 - 0 3
North Dakota State Assessment, used for NCLB accountability Reading Proficient level or above for: Grade 4 Grade 8 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 74% 64 n/a 38 39 67 56 77 69% 55 42 22 22 58 58 72 52% 36 n/a 9 7 24 36 54

NCLB Accountability Goals
2001-02 Annual measurable objective starting point
Grade 4 Reading Mathematics Grade 8 Reading Mathematics High school eading R Mathematics 65.1% 45.7 64.1 33.3 42.9 24.1

Target (2002-03)
68% 50.2 64.6 38.9 47.7 30.4

Student achievement trend: Reading percent proficient level or above

100% 75% 50% 25% 0% Grade 4 Grade 8 High School 74 74 67 59 49 52

2003 2002 n/a 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
n/a 23 (5%) 1 (*) 22 (4%) 0 6 (1%)

All schools
451 (91%) 23 1 22 0 6 (5%) (*) (4%) (1%)

All districts
178 (89%) 0 0 0 0 0

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 58% 45 n/a 24 22 40 42 61

Grade 8
44% 29 8 7 9 23 26 47

High school
33% 18 n/a <5 8 10 17 34

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

State target
93% 93% 89.90% 0 118

State outcome
Met Met Met 0 1%

Student achievement trend: Mathematics percent proficient level or above

100% 75% 50% 25% 0% Grade 4 Grade 8 High School 57 58

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

Number of Title I students Percent of eligible students

42 44

2003 2002 n/a 2001 34 33

*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.

81