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

Vermont
http://www.state.vt.us/educ

Districts and schools
Number of districts
(CCD)

1993-94 285

2002-03 298

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

1993-94 279 29 49 18 3 378

2002-03 257 24 47 31 359 2002-03 -

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 Vermont

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 $537,563 27,283 259,375 824,221

2001-02 $638,802 27,841 325,507 992,150

2001-02)

1993-94 $8,022

2001-02 $9,806

Sources of funding
(CCD, 2001-02)

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

$22,381,585

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 Vermont

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 2,024 72,804 27,377 100,181 1993-94 1% 1 1 * 98

2002-03 2,800 65,234 31,807 97,041 2002-03 1% 2 1 1 96

1993-94 9%

2002-03 12%

Students with limited English proficiency (NCELA)

1993-94 1% 1993-94 1%

2002-03 1% 2002-03 1%

Migrant students (OME)

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

1996 22%

2003 20%

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

25,501

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 Vermont

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

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 Vermont

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 4,204 846 2,379 603 70 8,102 2002-03 4,469 759 2,846 468 n/a 8,542

1993-94 2,139 230 989 4,058 7,416

2002-03 4,210 325 575 4,732 9,842

1994 87% 75 81 81

2000 n/a 55% 77 78

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 Vermont

Outcomes
1993-94 5% 86 51 2000-01 5% 80 45

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 n/a n/a 1996 27% 72

2003 37% 74 2003 35% 77

Statewide Accountability Information:
State Accountability Website:

http://crs.uvm.edu/schlrpt/cfusion/schlrpt04/vermont.cfm
State assessment for NCLB accountability: New Standards Reference

Examinations
State student achievement levels: Little Evidence of Achievement,

Below the Standard, Nearly Achieves the Standard, Achieves the Standard, Achieves the Standard with Honors
2001-02 Annual measurable objective starting point 300 175 300

Grade 4 Grade 8

English & language arts Mathematics English & language arts

Target 2002-03 300 175 300

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 Vermont

Grade 10

Mathematics English & language arts Mathematics

175 300 175

175 300 175

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 Vermont

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 183 86% 2 1 1 0 1% * * 0

All schools 267 87% 3 4 2 0 1% 1% 1% 0

All districts 19 32% 0 0 0 0 0 0 0 0

0

0

0

0

0

0

Other indicator, 2002-03 Elementary Indicator: VT-Developmental Reading Assessment

Middle Indicator: New Standards Reference Exam

High School Indicator: Graduation rate or NSRE Reading: Basic Understanding performance

State target Less than 15% of students in lowest two proficiency levels Less than 15% of students in lowest two proficiency levels 75% or less than 15% of students in lowest two proficiency levels

State outcome Met

Met

Met

NCLB Choice Participation Title I Schools Choice Supplemental Choice Services

Number of Title I Students 0 0

Percent of Eligible Students 0 0

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 Vermont

Student Achievement 2002-03
New Standards Reference Examinations, used for NCLB accountability Grade 3 English and language arts: Reading basic understanding
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 n/a n/a n/a n/a n/a n/a n/a n/a

Trend Data Not Available

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 Vermont

Key

* — FTE

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

# n/a

= Sample size too small to calculate = Not available

Vermont

New Standards Reference Examinations, 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 n/a n/a n/a n/a n/a n/a n/a n/a

Trend Data Not Available

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 Vermont

New Standards Reference Examinations, used for NCLB accountability Grade 4 English and language arts: Reading basic understanding
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 81% 70 # 48 62 78 75 81

Student achievement trend: English and language arts: Reading basic understanding 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 Vermont

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 Vermont

New Standards Reference Examinations, 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% 60 # 43 56 60 62 74

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 Vermont

New Standards Reference Examinations, used for NCLB accountability Grade 5 English and language arts: Reading basic understanding
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 n/a n/a n/a n/a n/a n/a n/a n/a

Trend Data Not Available

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 Vermont

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 Vermont

New Standards Reference Examinations, 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 n/a n/a n/a n/a n/a n/a n/a n/a

Trend Data Not Available

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 Vermont

New Standards Reference Examinations, used for NCLB accountability Grade 6 English and language arts: Reading basic understanding
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 n/a n/a n/a n/a n/a n/a n/a n/a

Trend Data Not Available

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 Vermont

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 Vermont

New Standards Reference Examinations, 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 n/a n/a n/a n/a n/a n/a n/a n/a

Trend Data Not Available

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 Vermont

New Standards Reference Examinations, used for NCLB accountability Grade 7 English and language arts: Reading basic understanding
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 n/a n/a n/a n/a n/a n/a n/a n/a

Trend Data Not Available

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 Vermont

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 Vermont

New Standards Reference Examinations, 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 n/a n/a n/a n/a n/a n/a n/a n/a

Trend Data Not Available

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 Vermont

New Standards Reference Examinations, used for NCLB accountability Grade 8 English and language arts: Reading basic understanding
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 62% 46 # 24 15 53 60 62

Student achievement trend: English and language arts: Reading basic understanding 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 Vermont

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 Vermont

New Standards Reference Examinations, 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 67% 51 # 29 42 50 60 68

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 Vermont

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 Vermont

New Standards Reference Examinations, used for NCLB accountability Grade 10 English and language arts: Reading basic understanding
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 55% 36 # 14 11 37 39 55

Student achievement trend: English and language arts: Reading basic understanding 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 Vermont

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 Vermont

New Standards Reference Examinations, used for NCLB accountability Grade 10 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 62% 43 # 21 26 37 45 63

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