South Dakota

Districts and schools
Number of districts
(CCD)

http://www.state.sd.us/deca
Students
2002-03
178

Staff
1993-94
Pre-K K-8 9-12 Total (K-12) 612 100,054 39,971 140,025

1993-94
173

Public school enrollment (CCD)

2002-03
2,246 85,195 40,598 125,793

Number of FTE 1993-94 teachers (CCD) Elementary 4,627
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 2,067 2,756 n/a 107 9,557 1,801 14 947 4,882 7,644

2002-03
4,406 1,903 2,780 100 69 9,257 3,312 376 858 5,228 9,774

Number of public schools

(CCD)

Elementary 373 368 Middle 191 171 High 187 177 Combined n/a 20 Other 23 2 Total 774 738 n/a

Race/ethnicity (CCD)
American Indian/Alaskan Native Asian/Pacific Islander Black, non-Hispanic Hispanic White, non-Hispanic Students with disabilities (OSEP) 13% 1 1 1 85 9% 3% 11% 1 1 2 85 11% 3%

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
$484,985 44,415 289,896 819,296

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 73% 67 72 61 74% 76 72 68

$461,663 41,349 245,763 748,774

1%

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)

$5,242

$6,424

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

2003

24%

All schools High-poverty schools Low-poverty schools 16%

86% 91%
2000-01
4% 77 64

Sources of funding
(CCD, 2001-02)

Federal 14% State 36%

Local 50%

Students eligible to participate in the Free or Reduced38,800 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% 136 111 69 330

Outcomes

1993-94 High school dropout rate (NCES) 5% Avg. freshman graduation rate (NCES) 92 50 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
33% 68

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

$27,405,068

75-100%

1996
n/a n/a

2003
35% 78

KEY:

96

K

— n/a # FTE

* = Less than 0.5 percent

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

^

92 schools did not report.

Statewide Accountability Information
See Appendix B for South Dakota’s definitions of proficient for reading and mathematics for grades 4, 8, and 11. See https://sis.ddncampus.net:8081/nclb/portal/portal.xsl for more details on the statewide accountability system. State assessment for NCLB accountability: Dakota State Test of Educational Progress State student achievement levels: Below Basic, Basic, Proficient, Advanced

South Dakota

S t u d e n t A c h i e v e m e n t 2 0 0 2 - 0 3
Dakota State Test of Educational Progress, used for NCLB accountability Reading Proficient level or above for: Grade 4 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 85% 75 55 51 52 74 68 89 77% 62 42 28 13 62 58 81 57% 43 31 9 7 37 41 59

NCLB Accountability Goals
2001-02 Annual measurable objective starting point
Grade 4 Grade 8 Grade 11 Reading Mathematics Reading Mathematics Reading Mathematics 65% 45 65 45 50 60

Target (2002-03)
65% 45 65 45 50 60

Student achievement trend: Reading percent proficient level or above

100% 75% 50% 25% 0%

85

77 57

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
501 (69%) 27 2 3 0 4 (8%) (1%) (1%) (1%)

All schools
536 (75%) 27 (4%) 2 (*) 3 (*) 0 0

All districts
62 (36%) 0 0 0 0 0

Grade 4

Grade 8

Grade 10
Grade 8
55% 38 26 10 34 29 28 61

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 72% 58 39 39 26 49 46 78

Grade 11
69% 54 38 13 18 43 43 72

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

State target
94% 94% 90% 1 7

State outcome
n/a n/a n/a * *

Student achievement trend: Mathematics percent proficient level or above

100% 75% 50% 25% 0% Grade 4 Grade 8 Grade 11 72 55 69

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

97