State Education Indicators with a Focus on Title I, 2003-04

District of Columbia
http://www.k12.dc.us

Districts and schools
Number of districts
(CCD)

1993-94 1

2003-04 1

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

1993-94 111 26 20 5 11 173

2003-04 122 29 32 8 15 206 2003-04 37

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, 2003-04 District of Columbia

Finances
Total current expenditures
(CCD, in thousands of dollars, adjusted for inflation to 200203)

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

1993-94 $447,280 37,523 424,246 909,049

2002-03 $473,414 22,825 406,079 902,318

2002-03)

1993-94 $11,268

2002-03 $11,847

Sources of Funding
(CCD, 2002-03)

Title I allocation 2002-03 (ED;
Includes Title I, Part A)

$44,912,439

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, 2003-04 District of Columbia

Students
Public school enrollment
(CCD)

Pre-K K-8 9-12 Total (K-12)

1993-94 5,216 53,903 17,854 71,757 1993-94 * 1% 89 6 4

2003-04 5,168 51,365 16,828 68,193 2003-04 * 1% 85 9 4

Race/ethnicity (CCD) American Indian/Alaskan Native Asian/Pacific Islander Black, non-Hispanic Hispanic White, non-Hispanic Students with disabilities
(OSEP)

1993-94 9%

2003-04 17%

Students with limited English proficiency (NCELA)

1993-94 6% 1993-94 *

2003-04 8% 2003-04 1%

Migrant students (OME)

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

1996 53%

2003 16%

Students eligible to participate in the Free or Reduced-Price Lunch Program, 2003-04 (CCD)

40,139

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, 2003-04 District of Columbia

All schools by percent of students eligible to participate in the Free or Reduced-Price Lunch Program, 2003-04

(CCD)

37 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, 2003-04 District of Columbia

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 2,297 905 1,008 173 147 4,530 1993-94 366 168 799 3,202 4,535 2003-04 3,202 794 1,068 184 156 5,404 2003-04 1,269 68 504 3,091 4,932

1994 90% 82 # #

2000 68% 87 n/a 74

Percentage of core courses taught by highly qualified teachers, 2003-04 (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, 2003-04 District of Columbia

Outcomes

High school dropout rate (NCES) Avg. freshman graduation rate
(NCES)

1993-94 10% 59 71

2000-01 n/a 60% 48

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 5% 20

2005 11% 33 2005 7% 31

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, 2003-04 District of Columbia

Statewide Accountability Information:
State Accountability Website: http://silicon.k12.dc.us/NCLB/reportcards.asp State assessment for NCLB accountability: Stanford 9 State student achievement levels: Below Basic, Basic, Proficient, Advanced

Elementar y Secondary

Reading Mathemati cs Reading Mathemati cs Reading Mathemati cs

2001-02 Annual measurable objective starting point 30.3% 38.4 19.8 13.7 -

Target 2003-04 30.3% 38.4 19.8 13.7 -

High school

2003-04 NCLB accountability results, applied to 200405 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 61 35% n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a All schools 76 36% n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a All districts 11 29% n/a n/a n/a n/a n/a n/a n/a n/a 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, 2003-04 District of Columbia

*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, 2003-04 Elementary Indicator: Attendance Middle Indicator: Attendance High School Indicator: Graduation rate State target 90% or improvement toward 90%. 90% or improvement toward 90%. State outcome Met Met -

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, 2003-04 District of Columbia

NCLB choice participation Title I school choice Supplemental educational services

Number of Title I students 68 2,814

Percent of eligible students * 10%

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, 2003-04 District of Columbia

Student Achievement 2003-04
Stanford 9, used for NCLB accountability Grade 3 Reading or 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 47% 42 44 20 19 45 43 84

Student achievement trend: Reading or 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, 2003-04 District of Columbia

Key

* — FTE

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

# n/a

= Sample size too small to calculate = Not available

District of Columbia

Stanford 9, 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 59% 55 56 21 47 56 64 86

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, 2003-04 Columbia

District of

Stanford 9, used for NCLB accountability Grade 4 Reading or 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 43% 38 46 15 13 40 41 90

Student achievement trend: Reading or 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, 2003-04 Columbia

District of

Stanford 9, 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 52% 48 63 14 34 49 57 89

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, 2003-04 Columbia

District of

Stanford 9, used for NCLB accountability Grade 5 Reading or 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 43% 38 49 15 12 40 40 87

Student achievement trend: Reading or 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, 2003-04 Columbia

District of

Stanford 9, 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 50% 46 63 12 32 47 57 89

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, 2003-04 Columbia

District of

Stanford 9, used for NCLB accountability Grade 6 Reading or 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 46% 41 40 17 15 44 43 86

Student achievement trend: Reading or 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, 2003-04 Columbia

District of

Stanford 9, 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 55% 52 57 16 28 53 57 88

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, 2003-04 Columbia

District of

Stanford 9, used for NCLB accountability Grade 7 Reading or 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 36% 30 33 8 7 33 39 80

Student achievement trend: Reading or 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, 2003-04 Columbia

District of

Stanford 9, 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 39% 35 49 8 33 36 46 80

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, 2003-04 Columbia

District of

Stanford 9, used for NCLB accountability Grade 8 Reading or 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 40% 35 39 11 7 38 38 84

Student achievement trend: Reading or 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, 2003-04 Columbia

District of

Stanford 9, 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 38% 34 42 8 25 36 44 83

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, 2003-04 Columbia

District of

Stanford 9, used for NCLB accountability High school Reading or 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 23% 18 26 3 3 22 19 77

Student achievement trend: Reading or 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, 2003-04 Columbia

District of

Stanford 9, 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 35% 31 46 7 36 32 41 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