Pennsylvania

Districts and schools
Number of districts
(CCD)

http://www.pde.state.pa.us
Students
2002-03
501

Staff
1993-94
Pre-K 4,181 K-8 1,211,095 9-12 496,382 Total (K-12) 1,707,477

1993-94
500

Public school enrollment (CCD)

2002-03
2,684 1,235,493 571,910 1,807,403

Number of FTE 1993-94 teachers (CCD) Elementary 42,756
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 19,093 29,484 637 9,332 101,301 12,676 1,576 5,133 70,198 89,583

2002-03
49,104 24,366 35,102 1,483 8,202 118,256 24,497 1,464 6,220 80,814 112,995

Number of public schools

(CCD)

1,969 515 589 20 27 3,120 1,920 569 612 53 32 3,186 91

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% 14 3 81 9% n/a * 2% 15 5 77 11% 2%

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
$9,686,763 591,774 5,272,437 15,550,974

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% 98 85 74 67% 81 79 73

$9,146,611 546,525 4,665,989 14,359,126

*

2%

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)

$8,248

$8,537

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

2003

31%

All schools High-poverty schools Low-poverty schools

95% 93% 99%
2000-01
4% 79 61

Sources of funding
(CCD, 2001-02)

Federal 7%

Local 55%

Students eligible to participate in the Free or Reduced528,011 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% 485 304 348 2,047

Outcomes

State 38%

1993-94 High school dropout rate (NCES) 4% Avg. freshman graduation rate (NCES) 81 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
30% 61

2003
33% 65

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

$399,600,431

75-100%

1996
n/a n/a

2003
30% 69

KEY:

88

K

— n/a # FTE

* = Less than 0.5 percent

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

^

2 schools did not report.

Statewide Accountability Information
See Appendix B for Pennsylvania’s definitions of proficient for reading and mathematics for grades 5, 8, and 11. See http://www.pde.state.pa.us/pas/cwp/view.asp?a=3&Q=95497&pasNav=|6150|&pasNav=| for more details on the statewide accountability system. State assessment for NCLB accountability: Pennsylvania System of School Assessment (PSSA) State student achievement levels: Below Basic, Basic, Proficient, Advanced

Pennsylvania

S t u d e n t A c h i e v e m e n t 2 0 0 2 - 0 3
Pennsylvania System of School Assessment, used for NCLB accountability Reading Proficient level or above for: Grade 5 Grade 8 Grade 11
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% 36 25 19 19 29 30 67 64% 39 22 17 18 33 33 71 59% 33 15 14 19 29 28 65

NCLB Accountability Goals
2001-02 Annual measurable objective starting point
Grade 5 Grade 8 Grade 11 Reading Mathematics Reading Mathematics Reading Mathematics 45% 35 45 35 45 35

Target (2002-03)
45% 35 45 35 45 35

Student achievement trend: Reading percent proficient level or above

100% 75% 56 57 58 60 58 64 58 59 59

2003 2002 2001

50% 25% 0% Grade 5 Grade 8 Grade 11
Grade 8
51% 26 20 11 23 19 23 59

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
957 (63%) 140 (9%) 1 (*) 9 (1%) 129 (9%) n/a

All schools
1,714 (64%) 145 (5%) 1 (*) 9 (*) 129 (5%) n/a

All districts
121 (24%) 2 (*) 1 (*) 0 4 (1%) 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 56% 35 29 22 28 26 32 65

Grade 11
49% 23 17 10 27 17 20 54

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

State target

State outcome

Student achievement trend: Mathematics percent proficient level or above

Meet or progress toward 95% Met Meet or progress toward 95% Did not meet Meet or progress toward 95% Did not meet

100% 75% 50% 25% 0% Grade 5 Grade 8 Grade 11 54 53 56 51 52 51

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

Number of Title I students Percent of eligible students
1,126 n/a * n/a

48 50 49

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.

89