Ohio

Districts and schools
Number of districts
(CCD)

http://www.ode.state.oh.us
Students
2002-03
613 611

Staff
1993-94
Pre-K 17,210 K-8 1,268,464 9-12 517,122 Total (K-12) 1,785,586

1993-94

Public school enrollment (CCD)

2002-03
21,632 1,253,422 552,137 1,805,559

Number of FTE 1993-94 teachers (CCD) Elementary 45,466
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 19,770 28,315 3,365 10,529 107,444 9,804 383 10,311 73,886 94,384

2002-03
51,851 25,251 32,871 2,734 12,665 125,372 17,397 501 13,092 86,010 117,000

Number of public schools

(CCD)

2,203 663 682 104 20 3,672 2,208 751 715 105 36 3,815 127

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% 15 1 83 10% 1% * 1% 17 2 80 11% 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
$8,574,310 506,726 5,693,030 14,774,066

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 74% 64 75 79 54% 77 69 70

$7,319,110 454,180 4,532,749 12,306,038

*

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)

$6,809

$8,069

Eighth-grade students enrolled in 1996 Algebra I for high school credit n/a
(NAEP)

2003

23%

All schools High-poverty schools Low-poverty schools

82% 78% 97%
2000-01
4% 76 56

Sources of funding
(CCD, 2001-02)

Federal 6%

Local 49%

Students eligible to participate in the Free or Reduced535,072 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% 511 485 443 1,963

Outcomes

State 46%

1993-94 High school dropout rate (NCES) 5% Avg. freshman graduation rate (NCES) 81 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
n/a n/a

2003
34% 68

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

$341,107,636

75-100%

1996
n/a n/a

2003
30% 73

KEY:

82

K

— n/a # FTE

* = Less than 0.5 percent

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

^

413 schools did not report.

Statewide Accountability Information
See Appendix B for Ohio’s definitions of proficient for reading and mathematics for grades 4, 6, and 9. See http://www.ode.state.oh.us/reportcard/state_report_card/src2004.pdf for more details on the statewide accountability system. State assessment for NCLB accountability: Ohio Proficiency Test State student achievement levels: Below Basic, Basic, Proficient, Advanced

Ohio
Grade 9
87% 75 45 51 51 75 75 90

S t u d e n t A c h i e v e m e n t 2 0 0 2 - 0 3
Ohio Proficiency Test, used for NCLB accountability Reading Proficient level or above for: Grade 4 Grade 6
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% 49 27 36 42 44 54 72 65% 46 26 30 32 40 48 71

NCLB Accountability Goals
2001-02 Annual measurable objective starting point
Grade 4 Grade 6 Grade 9 Reading Mathematics Reading Mathematics Reading Mathematics 40.5% 35.9 36 36.8 78 53.1

Target (2002-03)
40.5% 35.9 36 36.8 78 53.1

Student achievement trend: Reading percent proficient level or above

100%

87 56 66 66 58 56 65

75% 50% 25% 0%

2003 2002 2001

2002-03 NCLB accountability results, applied to 2003-04 school year
AYP outcomes and consequences* Title I schools All schools
3,031 (80%) 71 (2%) 37 (1%) 47 (1%) 34 (*) n/a

All districts
294 (48%) 0 0 0 0 n/a

Made AYP 2,027 (78%) Identified for improvement: Year 1 71 (3%) Year 2 37 (1%) Corrective action 47 (2%) Restructuring 34 (1%) Exited improvement status (made AYP twice n/a after missing twice or more, includes total “made” above)

Grade 4

Grade 6

n/a n/a Grade 9
Grade 6
53% 32 24 25 36 25 41 59

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 59% 40 25 34 42 32 46 65

Grade 9
71% 51 35 36 45 42 53 78

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

State target
93% 93% 73.6% 1,300 3,508

State outcome
Met Met Met * 1%

Student achievement trend: Mathematics percent proficient level or above

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

Number of Title I students Percent of eligible students

100% 75% 50% 25% 0% Grade 4 Grade 6 n/a n/a Grade 9 59 62 59 61 59 53 71

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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