Oklahoma

Districts and schools
Number of districts
(CCD)

http://sde.state.ok.us
Students
2002-03
543 554

Staff
1993-94
Pre-K K-8 9-12 Total (K-12) 5,456 434,412 162,511 596,923

1993-94

Public school enrollment (CCD)

2002-03
28,120 418,075 174,356 592,431

Number of FTE 1993-94 teachers (CCD) Elementary 19,813
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 7,706 9,679 n/a 1,833 39,031 6,172 435 2,596 24,833 34,036

2002-03
20,029 8,169 10,935 43 1,463 40,638 6,323 217 2,721 24,523 33,784

Number of public schools

(CCD)

993 341 458 n/a 23 1,815 979 341 466 2 18 1,806 10

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) 14% 1 10 3 72 11% 4% 18% 1 11 7 63 13% 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)

2001-02
$2,239,893 252,939 1,382,715 3,875,547

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 78% 74 62 71 57% 70 67 53

$1,986,524 285,794 1,132,291 3,404,610

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)

$5,637

$6,229

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

2003

25%

All schools High-poverty schools Low-poverty schools

64% 57% 90%
2000-01
5% 76 50

Sources of funding
(CCD, 2001-02)

Federal 12%

Local 32%

Students eligible to participate in the Free or Reduced320,600 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% 334 313 697 458

Outcomes

State 57%

1993-94 High school dropout rate (NCES) 5% Avg. freshman graduation rate (NCES) 78 49 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
26% 60

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

$122,628,811

75-100%

1996
n/a n/a

2003
20% 64

KEY:

84

K

— n/a # FTE

* = Less than 0.5 percent

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

^

4 schools did not report.

Statewide Accountability Information
See Appendix B for Oklahoma’s definitions of proficient for reading and mathematics for grades 5, 8, and high school. See http://sde.state.ok.us/home/defaultie.html for more details on the statewide accountability system. State assessment for NCLB accountability: Oklahoma Core Curriculum Tests State student achievement levels: Unsatisfactory, Limited Knowledge, Satisfactory, Advanced

Oklahoma

S t u d e n t A c h i e v e m e n t 2 0 0 2 - 0 3
Oklahoma Core Curriculum Tests, used for NCLB accountability Reading Proficient level or above for: Grade 5 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 65% 64 59 19 38 52 59 80 71% 68 74 22 41 57 63 84 56% 48 28 10 19 37 44 68

NCLB Accountability Goals
2001-02 Annual measurable objective starting point
Grade 5 Reading Mathematics Grade 8 Reading Mathematics High school eading R Mathematics API: 622 648 622 648 622 648

Target (2002-03)
API: 622 648 622 648 622 648

Student achievement trend: Reading percent proficient level or above

100% 75% 66 65 70 70 71 63 50% 25% 0% Grade 5 Grade 8 High School
Grade 8
65% 61 61 18 43 48 59 78

64 62 56

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
828 (75%) 23 (2%) 2 (*) 8 (1%) 10 (1%) n/a

All schools
1,416 (79%) 28 (2%) 2 (*) 8 (*) 11 (1%) 9 (1%)

All districts
164 (30%) 0 0 0 0 n/a

Mathematics Proficient level or above for: Grade 5
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% 63 69 23 48 50 64 78

High school
13% 9 6 <5 7 5 8 17

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

State target

State outcome
Met Met Met

Meet or progress toward 91.2% Meet or progress toward 91.2% Meet or progress toward 68.8% 714 1,467 * 1%

Student achievement trend: Mathematics percent proficient level or above

100% 75% 64 65 63 63 64 65 50% 25% 0% Grade 5 13 n/a n/a Grade 8 High School

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.

85