Tennessee

Districts and schools
Number of districts
(CCD)

http://www.state.tn.us/education
Students
2002-03
138 138

Staff
1993-94
Pre-K K-8 9-12 Total (K-12) 9,976 603,041 236,542 839,583

1993-94

Public school enrollment (CCD)

2002-03
n/a 641,585 246,802 888,387

Number of FTE 1993-94 teachers (CCD) Elementary 25,498
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 7,822 12,746 n/a n/a 46,066 8,981 n/a 5,137 31,647 45,765

2002-03
n/a n/a n/a n/a n/a n/a 14,199 1,179 6,092 34,235 55,705

Number of public schools

(CCD)

Elementary 942 973 Middle 237 295 High 255 290 Combined 49 67 Other 13 3 Total 1,496 1,628 n/a

Race/ethnicity (CCD)
American Indian/Alaskan Native Asian/Pacific Islander Black, non-Hispanic Hispanic White, non-Hispanic Students with disabilities (OSEP) * 1% 23 1 76 12% * n/a n/a n/a n/a n/a 12% 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
$3,586,780 269,598 1,655,074 5,511,452

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% 59 52 81 73% 51 53 69

$2,720,751 232,647 1,278,365 4,231,763

*

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)

$4,881

$5,959

Eighth-grade students enrolled in 1996 18% Algebra I for high school credit
(NAEP)

2003

20%

All schools High-poverty schools Low-poverty schools

14% 15% 33%
2000-01
4% 59 62

Sources of funding
(CCD, 2001-02)

Federal 10% State 44%

Local 47%

Students eligible to participate in the Free or Reducedn/a 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)

Outcomes

1993-94 High school dropout rate (NCES) 5% Avg. freshman graduation rate (NCES) 66 54 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

Data not available.
Title I allocation 2001-02
(ED; Includes Title I, Part A)

1994
27% 58

2003
26% 57

$152,480,135

1996
15% 53

2003
21% 59

KEY:

98

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 Tennessee’s definitions of proficient for reading/language arts and mathematics for grades 3, 8, and high school. See http://evaas.sasinschool.com/tn_reportcard/welcome.jsp for more details on the statewide accountability system. State assessment for NCLB accountability: Tennessee Achievement Test State student achievement levels: Below Proficient, Proficient, Advanced

Tennessee
High school
89% 80 61 48 59 79 89 91

S t u d e n t A c h i e v e m e n t 2 0 0 2 - 0 3
Tennessee Achievement Test, used for NCLB accountability Reading or language arts 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 81% 71 48 34 48 69 67 86 80% 67 39 29 21 65 63 85

NCLB Accountability Goals
2001-02 Annual measurable objective starting point
Grade 3 Reading/language arts Mathematics Grade 8 Reading/language arts Mathematics High school eading/language arts R Mathematics 77.1% 72.4 77.1 72.4 86 65.4

Target (2002-03)
77.1% 72.4 77.1 72.4 86 65.4

Student achievement trend: Reading or language arts percent proficient level or above
100% 75% 50% 25% 0% Grade 3 Grade 8 High School 81 80 89 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
0 0 33 (2%) 28 (2%) 0

All districts
0 0 0 0 0

832 (50%) 11 (8%)

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 80% 70 57 41 57 64 70 86

Grade 8
79% 66 51 30 44 61 70 86

High school
77% 65 94 41 63 56 72 84

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

State target
92.5% 92.5% 76% 839 4,870

State outcome
Met Met Met * 2%

Student achievement trend: Mathematics percent proficient level or above

100% 75% 50% 25% 0%

80

79

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

Number of Title I students Percent of eligible students

77

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.

Grade 3

Grade 8 High School

99