State Education Indicators with a Focus on Title I, 2002-03

Utah
http://www.usoe.k12.ut.us

Districts and schools
Number of districts
(CCD)

1993-94 40

2002-03 40

Number of public schools (CCD) Elementary Middle High Combined Other Total Number of charter schools (CCD)

1993-94 433 114 132 13 26 718

2002-03 482 125 165 10 21 803 2002-03 12

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Utah

Finances
Total current expenditures
(CCD, in thousands of dollars, adjusted for inflation to 200102)

Instructional Noninstructional Support Total Per-pupil expenditures
(CCD, adjusted for inflation to

1993-94 $1,297,637 118,077 518,912 1,934,626

2001-02 $1,549,329 129,975 695,398 2,374,702

2001-02)

1993-94 $4,104

2001-02 $4,900

Sources of funding
(CCD, 2001-02)

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

$43,651,387

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Utah

Students
Public school enrollment
(CCD)

Pre-K K-8 9-12 Total (K-12) Race/ethnicity (CCD) American Indian/Alaskan Native Asian/Pacific Islander Black, non-Hispanic Hispanic White, non-Hispanic Students with disabilities
(OSEP)

1993-94 2,690 321,280 137,235 458,515 1993-94 1% 2 1 5 92

2002-03 3,542 328,029 141,849 469,878 2002-03 2% 3 1 10 84

1993-94 10%

2002-03 10%

Students with limited English proficiency (NCELA)

1993-94 5% 1993-94 *

2002-03 10% 2002-03 1%

Migrant students (OME)

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

1996 42%

2003 40%

Students eligible to participate in the Free or Reduced-Price Lunch Program, 2002-03 (CCD)

149,728

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Utah

All schools by percent of students eligible to participate in the Free or Reduced-Price Lunch Program, 2002-03

(CCD)

49 schools did not report

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Utah

Staff
Number of FTE teachers (CCD) Elementary Middle High Combined Other Total Number of FTE non-teacher staff (CCD) Instructional aides Instructional coordinators Administrators Other Total Percentage of teachers with a major in the main subject taught, grades 7-12 (SASS) English Mathematics Science Social Studies 1993-94 9,826 4,279 4,613 17 318 19,053 2002-03 11,373 4,456 5,325 137 1,124 22,415

1993-94 4,309 411 980 10,548 16,248

2002-03 5,602 653 1,175 11,710 19,140

1994 73% 55 66 61

2000 63% 63 83 72

Percentage of core courses taught by highly qualified teachers, 2002-03 (As defined and reported by states, collected by ED)

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Utah

Outcomes
1993-94 3% 83 56 2000-01 4% 82 38

High school dropout rate (NCES) Averaged freshman graduation rate (NCES) College-going rate (IPEDS/NCES)

NAEP state results Reading, Grade 4 Proficient level or above Basic level or above Math, Grade 8 Proficient level or above Basic level or above

1994 30% 64 1996 24% 70

2003 32% 66 2003 31% 72

Statewide Accountability Information:
State Accountability Website:

http://www.usoe.k12.ut.us/default/annual_report_03_04.pdf
State assessment for NCLB accountability: Utah Performance

Assessment System for Students
State student achievement levels: Minimal, Partial, Sufficient,

Substantial
2001-02 Annual measurable objective starting point 65% 57 64

Grade 4

Grade 8

Language arts Mathemati cs Language arts

Target 2002-03 65% 57 65

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Utah

High School

Mathemati cs Language arts Mathemati cs

35 64 35

57 64 35

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Utah

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 143 67% 72 0 0 0 33% 0 0 0

All schools 600 73% 227 0 0 0 27% 0 0 0

All districts 42 81% 10 0 0 0 19% 0 0 0

n/a

n/a

n/a

n/a

n/a

n/a

*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. Other indicator, 2002-03 Elementary indicator: Attendance Middle indicator: Attendance High school indicator: Graduation or attendance State target Meet or progress toward 93% Meet or progress toward 93% Meet or progress toward 85.7% (graduation) or 93% (attendance) State outcome Met Met Met

NCLB choice participation Title I school choice Supplemental educational services

Number of Title I students n/a n/a

Percent of Eligible Students n/a n/a

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Utah

Utah Performance Assessment System for Students, used for NCLB accountability Grade 3 Language Arts
Proficient Level or above for: 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 77% 65 67 43 39 63 52 82

Student achievement trend: Language Arts percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Utah

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

Utah

Utah Performance Assessment System for Students, used for NCLB accountability Grade 3 Mathematics
Proficient Level or above for: 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 75% 63 66 44 40 59 51 79

Student achievement trend: Mathematics percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Utah

Utah Performance Assessment System for Students, used for NCLB accountability Grade 4 Language Arts
Proficient Level or above for: 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 79% 65 48 38 12 61 52 82

Student achievement trend: Language Arts percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Utah

Utah Performance Assessment System for Students, used for NCLB accountability Grade 4 Mathematics
Proficient Level or above for: 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 73% 62 47 38 52 56 50 77

Student achievement trend: Mathematics percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Utah

Utah Performance Assessment System for Students, used for NCLB accountability Grade 5 Language Arts
Proficient Level or above for: 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 77% 64 62 35 30 60 50 82

Student achievement trend: Language Arts percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Utah

Utah Performance Assessment System for Students, used for NCLB accountability Grade 5 Mathematics
Proficient Level or above for: 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 58 34 28 53 45 77

Student achievement trend: Mathematics percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Utah

Utah Performance Assessment System for Students, used for NCLB accountability Grade 6 Language Arts
Proficient Level or above for: 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% 55 55 26 22 50 42 77

Student achievement trend: Language Arts percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Utah

Utah Performance Assessment System for Students, used for NCLB accountability Grade 6 Mathematics
Proficient Level or above for: 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 66% 50 48 24 20 42 37 71

Student achievement trend: Mathematics percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Utah

Utah Performance Assessment System for Students, used for NCLB accountability Grade 7 Language Arts
Proficient Level or above for: 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 82% 70 71 41 38 65 60 86

Student achievement trend: Language Arts percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Utah

Utah Performance Assessment System for Students, used for NCLB accountability Grade 7 Mathematics
Proficient Level or above for: 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 78% 63 61 37 31 56 51 82

Student achievement trend: Mathematics percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Utah

Utah Performance Assessment System for Students, used for NCLB accountability Grade 8 Language Arts
Proficient Level or above for: 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% 54 31 28 33 53 43 76

Student achievement trend: Language Arts percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Utah

Utah Performance Assessment System for Students, used for NCLB accountability Grade 8 Mathematics
Proficient Level or above for: 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 73% 56 40 32 40 47 46 77

Student achievement trend: Mathematics percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Utah

Utah Performance Assessment System for Students, used for NCLB accountability High School Language Arts
Proficient Level or above for: 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% 65 40 37 43 57 51 83

Student achievement trend: Language Arts percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available

State Education Indicators with a Focus on Title I, 2002-03 Utah

Utah Performance Assessment System for Students, used for NCLB accountability High School Mathematics
Proficient Level or above for: 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 49% 40 30 27 26 22 31 55

Student achievement trend: Mathematics percent proficient level or above

Key

* — FTE

= Less than 0.5 percent = Not applicable = Full Time Equivalent

# n/a

= Sample size too small to calculate = Not available