Puerto Rico

Districts and schools
Number of districts
(CCD)

http://www.de.gobierno.pr
Students
2002-03
1 1

Staff
1993-94
Pre-K K-8 9-12 Total (K-12) 281 455,072 162,371 617,443

1993-94

Public school enrollment (CCD)

2002-03
347 415,715 160,894 576,609

Number of FTE 1993-94 teachers (CCD) Elementary 19,125
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 6,693 5,717 6,634 1,647 39,816 n/a 672 1,595 25,922 28,189

2002-03
19,101 6,144 6,464 9,799 861 42,369 233 360 3,108 28,483 32,184

Number of public schools

(CCD)

962 216 160 189 43 1,570 836 196 163 285 44 1,524 122

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) n/a n/a n/a 100% n/a n/a 24% * * * 100% * n/a n/a

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
$1,514,026 219,291 419,407 2,152,724

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 n/a n/a n/a n/a n/a n/a n/a n/a

$1,245,389 235,414 337,807 1,818,610

3%

3%

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)

$2,880

$3,563

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

2003

31%

All schools High-poverty schools

25% 25%

Sources of funding
(CCD, 2001-02)

State 71% Federal 30%

Students eligible to participate in the Free or Reduced484,069 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% 14 40 244 1,226

Low-poverty schools Not Available

Outcomes

1993-94 High school dropout rate (NCES) n/a Avg. freshman graduation rate (NCES) 89% n/a 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

2000-01
1% 66 n/a

1994
n/a n/a

2003
n/a n/a

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

$333,995,520

75-100%

1996
n/a n/a

2003
n/a n/a

KEY:

90

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 Puerto Rico’s definitions of proficient for reading and mathematics for grades 3, 8, and 11. See http://www.de.gobierno.pr for more details on the statewide accountability system. State assessment for NCLB accountability: Pruebas Puertorriqueñas de Aprovechamiento Académico State student achievement levels: Basic, Proficient, Advanced

Puerto Rico

S t u d e n t A c h i e v e m e n t 2 0 0 2 - 0 3
Pruebas Puertorriqueñas de Aprovechamiento Académico, used for NCLB accountability Reading Proficient level or above for: Grade 3 Grade 8 Grade 11
All students Economically disadvantaged students Migrant students Students with disabilities Students with limited Spanish proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students 53% 52 50 44 45 - 54 51 37% 34 35 15 26 - 37 37 54% 51 50 17 48 - 55 56

NCLB Accountability Goals
2001-02 Annual measurable objective starting point
Grade 3 Grade 8 Grade 11 Reading Mathematics Reading Mathematics Reading Mathematics 52% 39 52 39 52 39

Target (2002-03)
52% 39 52 39 52 39

Student achievement trend: Reading percent proficient level or above

100%

75% 50% 25%

53 37

54

2003 n/a 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 n/a n/a n/a n/a n/a

All schools
n/a n/a n/a n/a n/a n/a

All districts
n/a n/a n/a n/a n/a n/a

Grade 3 Grade 8 Mathematics Proficient level or above for: Grade 3
All students Economically disadvantaged students Migrant students Students with disabilities Students with limited Spanish proficiency Black, non-Hispanic students Hispanic students White, non-Hispanic students 59% 57 58 51 51 - 59 56

0%

Grade 11
Grade 8
35% 34 35 22 32 - 35 38

Grade 11
35% 34 35 19 38 - 35 39

Other indicator, 2002-03
Elementary indicator: English language proficiency Middle indicator: English language proficiency High school indicator: English language proficiency

State target
n/a n/a n/a 0 4,698

State outcome
n/a n/a n/a 0 1%

Student achievement trend: Mathematics percent proficient level or above

100% 75% 50% 25% 0% Grade 3 Grade 8 Grade 11 59 35 35

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

Number of Title I students Percent of eligible students

2003 n/a 2002 n/a 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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