West Virginia

Districts and schools
Number of districts
(CCD)

http://wvde.state.wv.us
Students
2002-03
55 55

Staff
1993-94
Pre-K K-8 9-12 Total (K-12) 3,981 209,090 96,264 305,354

1993-94

Public school enrollment (CCD)

2002-03
7,734 192,050 82,281 274,331

Number of FTE 1993-94 teachers (CCD) Elementary 9,628
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 4,110 5,277 684 1,331 21,029 2,858 334 1,388 12,877 17,457

2002-03
9,522 4,066 5,377 214 878 20,119 3,087 336 1,478 13,112 18,013

Number of public schools

(CCD)

Elementary 557 484 Middle 137 131 High 133 131 Combined 23 14 Other 20 8 Total 870 768 –

Race/ethnicity (CCD)
American Indian/Alaskan Native Asian/Pacific Islander Black, non-Hispanic Hispanic White, non-Hispanic Students with disabilities (OSEP) * * 4% * 95 12% n/a * 1% 5 * 94 16% 1%

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
$1,368,692 129,203 721,118 2,219,013

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 74% 80 76 83 72% 79 69 80

$1,324,939 120,686 684,440 2,130,064

*

*

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)

$6,775

$7,844

Eighth-grade students enrolled in 1996 26% Algebra I for high school credit
(NAEP)

2003

25%

All schools High-poverty schools Low-poverty schools

94% 96% 98%
2000-01
4% 76 52

Sources of funding
(CCD, 2001-02)

Federal 11%

Local 29%

Students eligible to participate in the Free or Reduced136,469 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% 116 190 369 87

Outcomes

State 61%

1993-94 High school dropout rate (NCES) 4% Avg. freshman graduation rate (NCES) 78 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
29% 65

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

$81,033,051

75-100%

1996
14% 54

2003
20% 63

KEY:

110

K

— n/a # FTE

* = Less than 0.5 percent

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

^

6 schools did not report.

Statewide Accountability Information
See Appendix B for West Virginia’s definitions of proficient for reading and mathematics for grades 3-8 and grade 10. See http://wveis.k12.wv.us/nclb/public04/nclbmenu.cfm for more details on the statewide accountability system. State assessment for NCLB accountability: WESTEST State student achievement levels: Novice, Partial Mastery, Mastery, Above Mastery, Distinguished

West Virginia
Grade
– – – – – – – –

S t u d e n t A c h i e v e m e n t 2 0 0 2 - 0 3
WESTEST, used for NCLB accountability as a proxy for AYP Reading Proficient level or above for: Grade 3-11 Grade
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 61% 51 39 58 28 52 62 – – – – – – – –

NCLB Accountability Goals
2001-02 Annual measurable objective starting point
Grade Grade Grade

Target (2002-03)

Student achievement trend: Reading percent proficient level or above

Data not available.

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 7 (2%) 4 (1%) 1 (*) 0 0

All schools
n/a

All districts
n/a

Mathematics Proficient level or above for: Grade 3-11
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 69% 61 44 72 55 59 70

Grade
– – – – – – – –

Grade
– – – – – – – –

58 (8%) n/a 4 (*) n/a 4 (*) 2 (4%) 0 0 0 0

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

State target
Meet or progress toward 95% Meet or progress toward 95% Meet or progress toward 80% 90 33

State outcome
Met Met Met * *

Student achievement trend: Mathematics percent proficient level or above

Data not available.

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

Number of Title I students Percent of eligible students

*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.

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