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

Hawaii
http://www.k12.hi.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)

1993-94 168 28 33 10 2 241

2003-04 183 36 42 22 1 284 2003-04 26

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 Hawaii

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 $783,978 76,628 411,229 1,271,835

2002-03 $888,473 78,689 521,929 1,489,091

2002-03)

1993-94 $7,050

2002-03 $8,100

Sources of Funding
(CCD, 2002-03)

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

$36,094,503

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 Hawaii

Students
Public school enrollment
(CCD)

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

1993-94 552 131,048 48,728 179,776 1993-94 * 68% 3 5 24

2003-04 1,175 128,839 53,519 182,358 2003-04 1% 72 2 4 20

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

1993-94 7%

2003-04 10%

Students with limited English proficiency (NCELA)

1993-94 6% 1993-94 -

2003-04 7% 2003-04 1%

Migrant students (OME)

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

1996 18%

2003 17%

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

78,101

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 Hawaii

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

(CCD)

1 school 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 Hawaii

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 5,632 1,322 2,829 354 6 10,143 1993-94 2,203 226 609 5,143 8,181 2003-04 5,672 1,873 3,251 248 3 11,047 2003-04 2,640 511 692 6,141 9,984

1994 81% 69 74 86

2000 81% 76 87 62

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 Hawaii

Outcomes

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

1993-94 n/a 76% 62

2000-01 6% 68 60

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 19% 46 1996 16% 51

2005 23% 52 2005 18% 55

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 Hawaii

Statewide Accountability Information:
State Accountability Website: http://arch.k12.hi.us/pdf/nclb/2004/NCLB999.pdf State assessment for NCLB accountability: Hawaii Content and Performance Standards II State Assessment State student achievement levels: Well Below Proficiency Assessment, Approaches Proficiency Assessment, Meets Proficiency, Exceeds Proficiency 2001-02 Annual measurable objective starting point 30% 10 30 10 30 10 Target 2003-04 30% 10 30 10 30 10

Grade 3 Grade 8

Reading Mathemati cs Reading Mathemati cs Reading Mathemati cs

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 99 48% 49 3 6 54 20 24% 1% 3% 26% 10% All schools 147 53% 75 3 6 54 20 27% 1% 2% 19% 7% All districts 0 0 0 0 0 0 0 0 0 0 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, 2003-04 Hawaii

*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: Grade-level retention rate Middle Indicator: Grade-level retention rate High School Indicator: Graduation rate State target 3% or less 6% or less 70% State outcome Met 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 Hawaii

NCLB choice participation Title I Schools Choice Supplemental Choice Services

Number of Title I students 157 2,447

Percent of eligible students * 8%

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 Hawaii

Student Achievement 2003-04
Hawaii Content and Performance Standards II State Assessment, used for NCLB accountability Grade 3 Reading
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% 35 24 10 18 46 43 60

Student achievement trend: Reading 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 Hawaii

Hawaii Content and Performance Standards II State Assessment, 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 27% 18 17 6 9 19 16 36

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 Hawaii

Hawaii Content and Performance Standards II State Assessment, used for NCLB accountability Grade 4 Reading
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, 2003-04 Hawaii

Hawaii Content and Performance Standards II State Assessment, 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 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, 2003-04 Hawaii

Hawaii Content and Performance Standards II State Assessment, used for NCLB accountability Grade 5 Reading
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% 37 24 8 12 48 44 64

Student achievement trend: Reading 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 Hawaii

Hawaii Content and Performance Standards II State Assessment, 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 23% 13 11 2 4 12 14 31

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 Hawaii

Hawaii Content and Performance Standards II State Assessment, used for NCLB accountability Grade 6 Reading
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, 2003-04 Hawaii

Hawaii Content and Performance Standards II State Assessment, 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, 2003-04 Hawaii

Hawaii Content and Performance Standards II State Assessment, used for NCLB accountability Grade 7 Reading
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, 2003-04 Hawaii

Hawaii Content and Performance Standards II State Assessment, 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, 2003-04 Hawaii

Hawaii Content and Performance Standards II State Assessment, used for NCLB accountability Grade 8 Reading
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% 26 25 6 8 42 33 50

Student achievement trend: Reading 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 Hawaii

Hawaii Content and Performance Standards II State Assessment, 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 20% 11 9 2 7 17 13 28

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 Hawaii

Hawaii Content and Performance Standards II State Assessment, used for NCLB accountability High school Reading
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% 28 11 5 10 41 32 58

Student achievement trend: Reading 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 Hawaii

Hawaii Content and Performance Standards II State Assessment, 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 21% 10 2 1 7 13 12 29

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