Texas

Districts and schools
Number of districts
(CCD)

http://www.tea.state.tx.us
Students
2002-03
1,040 1,046

Staff
1993-94
Pre-K 120,446 K-8 2,560,607 9-12 927,209 Total (K-12) 3,487,816

1993-94

Public school enrollment (CCD)

2002-03
182,176 2,895,725 1,180,108 4,075,833

Number of FTE 1993-94 teachers (CCD) Elementary 107,516
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 50,750 55,381 5,958 5,224 224,830 38,816 1,257 13,286 154,913 208,272

2002-03
134,768 6,579 74,823 8,238 64,247 288,655 58,933 1,335 37,341 207,738 305,347

Number of public schools

(CCD)

Elementary 3,385 3,934 Middle 1,308 1,570 High 1,148 1,403 Combined 392 800 Other 19 50 Total 6,252 7,757 260

Race/ethnicity (CCD)
American Indian/Alaskan Native Asian/Pacific Islander Black, non-Hispanic Hispanic White, non-Hispanic Students with disabilities (OSEP) * 2% 14 36 48 11% 12% * 3% 14 43 40 11% 15%

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
$17,026,101 1,409,676 9,755,351 28,191,128

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 71% 65 70 67 64% 57 57 60

$12,292,564 1,242,635 7,195,813 20,731,012

3%

5%

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)

$5,745

$6,771

Eighth-grade students enrolled in 1996 25% Algebra I for high school credit
(NAEP)

2003

25%

All schools High-poverty schools Low-poverty schools

76% 69% 81%
2000-01
4% 71 53

Sources of funding
(CCD, 2001-02)

Federal 9% State 41%

Local 50%

Students eligible to participate in the Free or Reduced1,968,976 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% 1,399 2,149 1,573 2,478

Outcomes

1993-94 High school dropout rate (NCES) n/a Avg. freshman graduation rate (NCES) 66% 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
26% 58

2003
27% 60

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

$862,758,289

75-100%

1996
21% 59

2003
25% 69

KEY:

100

K

— n/a # FTE

* = Less than 0.5 percent

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

^

158 schools did not report.

Statewide Accountability Information
See Appendix B for Texas’s definitions of proficient for reading and mathematics for grades 4, 8, and 10. See http://www.tea.state.tx.us/perfreport for more details on the statewide accountability system. State assessment for NCLB accountability: Texas Assessment of Knowledge and Skills (TAKS) State student achievement levels: Did Not Meet the Standard, Met the Standard, Commended Performance

Texas

S t u d e n t A c h i e v e m e n t 2 0 0 2 - 0 3
Texas Assessment of Knowledge and Skills, used for NCLB accountability Reading Proficient level or above for: Grade 4 Grade 8 Grade 10
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 86% 78 72 79 70 76 80 93 88% 82 75 71 45 82 83 94 81% 73 63 52 31 76 73 91

NCLB Accountability Goals
2001-02 Annual measurable objective starting point
Grade 4 Grade 8 Grade 10 Reading Mathematics Reading Mathematics Reading Mathematics 46.8% 33.4 46.8 33.4 46.8 33.4

Target (2002-03)
46.8% 33.4 46.8 33.4 46.8 33.4

Student achievement trend: Reading percent proficient level or above

100%

86

88

81

75% 50% 25% 0% Grade 4 Grade 8 Grade 10

2003 n/a 2002 n/a 2001

2002-03 NCLB accountability results, applied to 2003-04 school year
AYP outcomes and consequences* Title I schools All schools
6 3 0 0 n/a (*) (*)

All districts
0 0 0 0 n/a

Made AYP 4,241 (88%) Identified for improvement: Year 1 6 (*) Year 2 3 (*) Corrective action 0 Restructuring 0 Exited improvement status (made AYP twice n/a after missing twice or more, includes total “made” above)

6,262 (81%) 1,001 (82%)

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 87% 81 77 80 74 78 83 94

Grade 8
73% 60 54 46 32 57 63 84

Grade 10
73% 61 56 39 43 59 64 83

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

State target
Meet or exceed 90% Meet or exceed 90% Meet or exceed 70% 0 45

State outcome
Met Met Met 0 *

Student achievement trend: Mathematics percent proficient level or above

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

Number of Title I students Percent of eligible students

100% 75% 50% 25% 0%

87

73

73

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 4

Grade 8

Grade 10

101