Hawaii

Districts and schools
Number of districts
(CCD)

http://www.k12.hi.us
Students
2003-04
1 1

Staff
1993-94
Pre-K K-8 9-12 Total (K-12) 552 131,048 48,728 179,776

1993-94

Public school enrollment (CCD)

2003-04
1,175 128,839 53,519 182,358

Number of FTE 1993-94 teachers (CCD) Elementary 5,632
Middle High Combined Other Total Instructional aides Instructional coordinators Administrators Other Total 1,322 2,829 354 6 10,143 2,203 226 609 5,143 8,181

2003-04
5,672 1,873 3,251 248 3 11,047 2,640 511 692 6,141 9,984

Number of public schools

(CCD)

168 28 33 10 2 241 183 36 42 22 1 284 26

Elementary Middle High Combined Other Total

Race/ethnicity (CCD)
American Indian/Alaskan Native Asian/Pacific Islander Black, non-Hispanic Hispanic White, non-Hispanic Students with disabilities (OSEP) * 68% 3 5 24 7% 6% 1% 72 2 4 20 10% 7%

Number of FTE non-teacher staff (CCD)

Number of charter schools (CCD)

Finances
Total current expenditures 1993-94
(CCD, in thousands of dollars, adjusted for inflation to 2002-03) $783,978 Instructional 76,628 Noninstructional 411,229 Support Total 1,271,835

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

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 81% 69 74 86 81% 76 87 62

-

1%

Percentage of core courses taught by highly qualified teachers, 2003-04 (As defined and reported by states, collected by ED)

Per-pupil expenditures
(CCD, adjusted for inflation to 2002-03)

$7,050

$8,100

Eighth-grade students enrolled in 1996 Algebra I for high school credit 18%
(NAEP)

2003

17%

All schools High-poverty schools Low-poverty schools

73% 71% 73%
2000-01
6% 68 60

Sources of funding
(CCD, 2002-03)

Local 2%

Students eligible to participate in the Free or Reduced78,101 Price Lunch Program, 2003-04 (CCD) Number of schools, by percent of students eligible to participate in the Free or Reduced-Price Lunch Program, ^ 2003-04 (CCD) 0-34% 84

Outcomes

Federal 8% State 90%

1993-94 High school dropout rate (NCES) n/a Avg. freshman graduation rate (NCES) 76% 62 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

35-49% 50-74%
$36,094,503

70 87 42

1994
19% 46

2005
23% 52

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

75-100%
^

1996
16% 51

2005
18% 55

KEY:

36

K

— n/a # FTE

*

= Less than 0.5 percent = Not applicable = Not available = Sample size too small to calculate = Full Time Equivalent

1 school did not report.

Hawaii
Statewide Accountability Information
See Appendix B for Hawaii’s definitions of proficient for Reading and mathematics for grades 3, 8, and high school. See http://arch.k12.hi.us/pdf/nclb/2004/NCLB999.pdf for more details on the statewide accountability system. State assessment for NCLB accountability: HCPS II State Assessment State student achievement levels: Well Below Proficiency Assessment, Approaches Proficiency Assessment, Meets Proficiency, Exceeds Proficiency

St udent Achievement 2003-04
Hawaii Content and Performance Standards II State Assessment, used for NCLB accountability Reading Proficient level or above for: Grade 3 Grade 8 High school
All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic Hispanic students White, non-Hispanic 47% 35 24 10 18 46 43 60 39% 26 25 6 8 42 33 50 43% 28 11 5 10 41 32 58

NCLB Accountability Goals
2001-02 Annual measurable objective starting point
Grade 3 Reading Mathematics Grade 8 Reading Mathematics High school eading R Mathematics 30% 10 30 10 30 10

Target (2003-04)
30% 10 30 10 30 10

Student achievement trend: Reading percent proficient level or above 100% 2004
75% 61 43 47 54 39 39 2003 2002 44 40 43

50% 25%

2003-04 NCLB accountability results, applied to 2004-05 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 being identified for improvement)

Title I schools
98 (48%) 49 (24%) 3 (1%) 6 (3%) 54 (26%) 20 (10%)

All schools
147 (53%) 75 (27%) 3 (1%) 6 (2%) 54 (19%) 20 (7%)

All districts
0 0 0 0 0 0

Grade 3 Grade 8 High School Mathematics Proficient level or above for: Grade 3 Grade 8
All students Economically disadvantaged students Migrant students Students with disabilities Students with limited English proficiency Black, non-Hispanic Hispanic students White, non-Hispanic 27% 18 17 6 9 19 16 36 20% 11 9 2 7 17 13 28

0%

High school
21% 10 2 1 7 13 12 29

Other indicator, 2003-04
Elementary indicator: Grade-level retention rate Middle school indicator: Grade-level retention rate High school indicator: Graduation rate

State target
3% or less 6% or less 70% 157 2,447

State outcome
Met Met Met * 8%

Student achievement trend: Mathematics percent proficient level or above 100% 2004
75% 65 50% 25% 0% 24 27 52 17 20 49 18 21 2003 2002

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

Number of Title I students Percent of eligible students

Grade 3

Grade 8 High School

37