Oregon

Districts and schools
Number of districts
(CCD)

http://www.ode.state.or.us
Students
2002-03
198 271

Staff
1993-94
Pre-K K-8 9-12 Total (K-12) 837 365,488 147,819 513,307

1993-94

Public school enrollment (CCD)

2002-03
420 378,573 168,902 547,475

Number of FTE 1993-94 teachers (CCD) Elementary 12,635
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 5,246 7,273 493 841 26,488 5,236 338 2,292 16,038 23,904

2002-03
12,309 5,886 7,917 496 518 27,126 8,313 434 2,298 16,871 27,916

Number of public schools

(CCD)

758 198 206 40 13 1,215 747 221 244 45 5 1,262 21

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) 2% 3 2 6 87 10% 4% 2% 4 3 12 78 11% 9%

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
$2,476,323 141,139 1,597,050 4,214,512

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 61% 61 93 79 68% 60 74 57

$2,187,431 124,060 1,340,531 3,652,023

5%

7%

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)

$7,069

$7,642

Eighth-grade students enrolled in 1996 28% Algebra I for high school credit
(NAEP)

2003

25%

All schools High-poverty schools Low-poverty schools

82% 72% 86%
2000-01
5% 68 51

Sources of funding
(CCD, 2001-02)

Federal 8%

Local 36%

Students eligible to participate in the Free or Reduced211,674 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% 291 366 93 461

Outcomes

State 56%

1993-94 High school dropout rate (NCES) 7% Avg. freshman graduation rate (NCES) 73 57 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
31% 64

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

$94,338,878

75-100%

1996
26% 67

2003
32% 70

KEY:

86

K

— n/a # FTE

* = Less than 0.5 percent

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

^

51 schools did not report.

Statewide Accountability Information
See Appendix B for Oregon’s definitions of proficient for reading and mathematics for grades 3, 8, and high school. See http://www.ode.state.or.us/data/annreportcard/rptcard2004.pdf for more details on the statewide accountability system. State assessment for NCLB accountability: Oregon State Assessments State student achievement levels: Very Low, Low, Nearly Meets, Meets Standards, Exceeds Standards

Oregon
High school
52% 30 12 12 10 26 22 56

S t u d e n t A c h i e v e m e n t 2 0 0 2 - 0 3
Oregon State Assessments, used for NCLB accountability Reading Proficient level or above for: Grade 3 Grade 8
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% 77 50 49 53 77 60 87 60% 41 22 17 22 40 32 65

NCLB Accountability Goals
2001-02 Annual measurable objective starting point
Grade 3 Reading Mathematics Grade 8 Reading Mathematics High school eading R Mathematics 40% 39 40 39 40 39

Target (2002-03)
40% 39 40 39 40 39

Student achievement trend: Reading percent proficient level or above

100% 75%

84 85 83 62 64 60 52 53 52

2003 2002 2001

50% 25% 0% Grade 3

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
446 (82%) 2 3 2 0 0 (*) (*) (*)

All schools
83 (72%) 9 2 (*) 3 (1%) 2 (*) 0 0

All districts
101 (51%) 1 (1%) 1 (1%) 0 0 0

Grade 8 High School
Grade 8
59% 39 24 17 28 63 31 63

Mathematics Proficient level or above for: Grade 3
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 78% 70 48 51 51 64 55 83

High school
45% 23 12 9 15 20 17 48

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

State target
92% 92% 68.1% 873 537

State outcome
n/a n/a Met 1% *

Student achievement trend: Mathematics percent proficient level or above

100% 75% 50% 25% 0%

75 77 78 55 58 59 42 45 45

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

Number of Title I students Percent of eligible students

2003 2002 2001

Grade 3

Grade 8 High School

87